Enhancing Speaking Skills of Non-English Study Program Through OBE-Based Curriculum: A Classroom Action Research
DOI:
https://doi.org/10.31000/x1qfvt82Keywords:
OBE, Curriculum, Speaking SKill, Higher EducationAbstract
Abstrak
Pendidikan Berbasis Capaian (Outcome-Based Education/OBE) menggeser fokus pembelajaran dari penyampaian materi ke pencapaian hasil belajar yang dapat diukur, namun penerapan serta dampaknya terhadap kemampuan berbicara pada mahasiswa program studi non-bahasa Inggris masih belum banyak dikaji. Penelitian ini bertujuan untuk mengkaji pengaruh penerapan kurikulum bahasa Inggris berbasis OBE terhadap kemampuan berbicara, kepercayaan diri, dan kompetensi komunikatif pembelajar Bahasa Inggris sebagai Bahasa Asing di Universitas Muhammadiyah Kudus. Penelitian menggunakan desain Penelitian Tindakan Kelas (PTK), dengan melibatkan 40 mahasiswa yang terdiri dari 20 mahasiswa S1 Pendidikan Guru Sekolah Dasar (PGSD) dan 20 mahasiswa S1 Ilmu Komputer. Pengumpulan data dilakukan melalui tes penampilan berbicara, angket kepercayaan diri, lembar pengamatan, dan catatan lapangan selama dua siklus tindakan. Hasil penelitian menunjukkan adanya peningkatan yang konsisten: mahasiswa memperoleh nilai lebih tinggi dalam kelancaran, ketepatan penggunaan bahasa, pelafalan, dan kesesuaian isi pembicaraan; menurunnya rasa cemas serta meningkatnya keberanian untuk berbicara; serta kemampuan yang lebih baik dalam menyampaikan gagasan, berinteraksi, dan menyesuaikan diri dalam situasi komunikasi nyata. Temuan ini menegaskan bahwa kerangka OBE yang terstruktur, berorientasi pada tujuan, dan berpusat pada kegiatan pembelajaran secara efektif mendukung pengembangan kemampuan berbicara bahkan bagi mahasiswa yang tidak mengambil jurusan bahasa Inggris. Penelitian ini memberikan acuan praktis bagi dosen pengampu mata kuliah bahasa Inggris dan pengembang kurikulum dalam merancang pembelajaran bahasa yang sesuai dengan kompetensi lulusan yang dibutuhkan dalam konteks akademik maupun dunia kerja profesional.
Kata Kunci: Pendidikan Berbasis Capaian, Kurikulum, Kemampuan Berbicara, Pendidikan Tinggi
Abstract
Outcome-Based Education (OBE) shifts learning focus from content delivery to measurable learner achievement, yet its implementation and impact on speaking skills among students from non-English study programs remain less explored. This study aims to examine the effect of applying an OBE-based English curriculum on speaking proficiency, self-confidence, and communicative competence of EFL learners at Universitas Muhammadiyah Kudus. The research employed Classroom Action Research (CAR) design, involving 40 undergraduate students consisting of 20 students from S1 Primary School Teacher Education (PGSD) and 20 students from S1 Computer Science. Data were collected through speaking performance tests, self-confidence questionnaires, observation sheets, and field notes across two action cycles. Results revealed consistent improvements: students achieved higher scores in fluency, accuracy, pronunciation, and content relevance; showed reduced anxiety and higher willingness to speak; and demonstrated better ability to convey meaning, interact, and adapt in real communication scenarios. The findings confirm that the structured, goal-oriented, and activity-centered framework of OBE effectively supports speaking skill development even for learners not majoring in English. This study provides practical references for English lecturers and curriculum developers in designing language learning that matches graduate competencies required for academic and professional contexts.
Keywords: OBE, Curriculum, Speaking Skill, and Higher Education
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