Abstract
This research aims to find out the effectiveness of learning using a Task-Based Approach (Opinion-Gap Activity) in order to enhance student’s interaction and communication ability in Business English (Speaking Skills). This research analyzed 20 Bilingual Class students of Economics Education Department, Office Administration Education Study Program, Economics Faculty of Universitas Negeri Semarang (UNNES). This research was a class action research and implemented two cycles. The data collection technique used primary data and secondary data. The implementation of a Task-Based Approach (Opinion Gap Activity) in Business English learning is very effective for students in order to enhance the student’s interaction and communication ability in Business English. Then, this model of learning also increases students’ self-confidence when they communicate in English. In other words, student’s speaking skills in English is improved. In addition, it also enhances lecturer’s ability to manage Business English learning and enhances student’s activities and attention during learning process.
Highlights
ASEAN Economic Community (AEC) is an integration of South East Asian countries in economics
English is the key of global competition, which becomes a means to deal with AEC competition
Khamkhien (2010) states that English is as communication tool and it is an international language
Summary
ASEAN Economic Community (AEC) is an integration of South East Asian countries in economics. Graduates of Economics Education Study Program of Universitas Negeri Semarang are expected to be prepared to face AEC and they must have English communication skills. These skills support the graduate’s performance in dealing with the high rate working competition in this Global era and English interaction skill is quite relevant to the need of job market. The fact is that Economic Education student’s English communication ability is quite low because they rarely interact to and communicate with peer students and lecturers in English in the classroom and out of the classroom. Tsiplakides (2009) claims that low motivation is a factor that influence students’ ability in speaking. The score of Pretest speaking of 20 students in a class as presented in table 1 below
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