L’UTILISATION DU MÉDIA MONOPOLI POUR AMÉLIORER LA COMPÉTENCE DE LA PRODUCTION ORALE.

(1)

Fadlillah Hauroni, 2015

THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE USE OF PROJECT-BASED LEARNING IN TEACHING

ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’

SPEAKING SKILL

(

A Descriptive Qualitative Research at One of Public Senior High Schools in Bandung

)

A Research Paper

Submitted to English Education Department of FPBS UPI as a partial fulfilment for the

requirement of Sarjana Pendidikan degree

By

Fadlillah Hauroni

1106492

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND LITERATURE EDUCATION

UNIVERSITAS PENDIDIKAN INDONESIA

(2)

STATEMENT OF AUTHORIZATION

I hereby certify that this research paper entitled “The Use of Project-Based Learning in Teaching Analytical Exposition Text to Improve Students’ Speaking Skill” is my original work and that contains no material which has been submitted or presented for

the award of any other degree or diploma in any university or institution. I am fully aware

that I have quoted from many resources. All quotations are properly acknowledged. If

any claims relate to this paper in the future, I will be fully responsible for clarification.

Bandung, June 2015

Fadlillah Hauroni

(3)

PAGE OF APPROVAL

THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL

EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL

(A Descriptive Qualitative Research at One of Public Senior High Schools in

Bandung) A Research Paper

By

Fadlillah Hauroni

1106492 Approved by:

Supervisor,

Prof. Dr. Didi Suherdi, M. Ed NIP. 196211011987121001

Head of English Education Department Faculty of Languages and Literature Education

Universitas Pendidikan Indonesia

(4)

THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO

IMPROVE STUDENTS’ SPEAKING SKILL

CHAPTER 5

CONCLUSIONS AND SUGGESTION

This chapter will draw conclusion of this research and cover some

suggestion for future researches with similar topic and coverage. This chapter is

divided into two subchapter: conclusion and suggestion.

Conclusion

As discussed in chapter 1, English as foreign language taught in Indonesia is

one of the reasons why most of students find difficulties in practicing English

speaking due to lack of good speaking task criteria as suggested by Thornbury

(2005) (Lauder, 2008). One of present methodologies that meets the appropriate

speaking task criteria is PBL. For this research, senior high school students, which

were the participants, fitted the research in which one of their teaching material

according to syllabus interpretation is analytical exposition.

According to data obtained mainly from videotaped observations with the

researcher analysis on real research time and the interview, this research draw

conclusions that answer the formulated research question, which is how PBL

implementation in teaching analytical exposition text improve students’ speaking

skill.

The first conclusion is that PBL implementation in teaching analytical

exposition text improves students’ speaking skill, proved by speaking aspects

improvement adopted from Hughes (2003) which are grammar and sentence

structure, vocabulary, fluency, comprehension, and the accuracy of pronunciation.

The second conclusion is speaking aspects improved. Six speaking aspects

chosen as the objects of improvement in this research were sentences structure,

(5)

83

structure was significantly improved. Fluency was significantly improved.

Vocabulary mastery was significantly improved. Pronunciation was not

significantly improved. Comprehension was significantly improved. Grammar

was not significantly improved.

The third conclusion is related to rational why students’ speaking skill are

improved through PBL implementation in teaching analytical exposition text.

PBL implementation in teaching analytical exposition text used in this research

consisted of 18 speaking activities merged in PBL package from among 21

speaking activities suggested by Thornbury (2005), Brown (2001), and Kayi

(2006, as cited in Maulany, 2013).

The speaking activities used in this research are: informal chat, giving

instruction, modelling, class discussion using video cued, question and answer,

giving opinion and arguments, debate, paraphrasing by teacher, giving feedback,

group discussion, pronunciation practice, presentation, data cued speaking, data

cued speaking, interview, and role-play.

Each activity helps help to improve some speaking aspects: (1) informal

chat helps to improve sentence structure and fluency, (2, 3) giving instruction and

modelling help to improve sentence structure, vocabulary, pronunciation, and

grammar, (4) class discussion helps to improve sentence structure, fluency,

pronunciation, and grammar, (5) video cued speaking helps to improve sentence

structure, fluency, and vocabulary, (6) question and answer help to improve

sentence structure, fluency, and pronunciation, (7, 8) giving argument and opinion

help to improve fluency, vocabulary, and comprehension, (9) debating helps to

improve fluency and comprehension, (10) paraphrasing helps to improve

sentence structure, vocabulary, pronunciation, and grammar, (11) giving feedback

helps to improve sentence structure, pronunciation, and grammar, (12, 13) group

discussion and presentation help to improve fluency, vocabulary, and

comprehension, (14) pronunciation practice helps to improve pronunciation and

(6)

84

vocabulary, and comprehension, (17) interview helps to improve fluency, and (18)

role-play helps to improve vocabulary, fluency, and comprehension.

Suggestions

This research has many limitations. Therefore, suggestion for future

researches with similar topic are presented here. The suggestions are divided into

three parts related to flaws found in this research.

Firstly, in term of instrumentation, PBL exploration using qualitative

design needs observation as the main instrument. However, the researcher role in

observation was an observer as participant, which means role of researcher is

known. The disadvantage of this kind of observer is that the researcher may not

have good attending and observing skill (Creswell (2009). That is why in this

research the whole sessions were videotaped. However, in videotaping process

technical errors used to occur (like limited storage and battery life of camera) and

some sessions were lost. Thus, it is suggested to prepare primary camera and

secondary camera to anticipate technical errors. Besides, two cameras may give

additional data to analyse since it can record from different angle of the research

site.

Secondly, in term of time allotment, PBL implementation has many stages

as Richard and Renandya (2011) suggest. Unfortunately this research time

allotment was very limited due to unfeasible condition of the school; it only took

four meetings. To anticipate limited time, this research put some stage in one

meeting and made the stages shorter. The effect of this was that some speaking

aspects, that are supposed to be improved, were improved significantly. For that

reason, in further PBL research, time has to be allotted sufficiently according to

what is being suggested by experts.

Thirdly, in term of PBL exploration, there should be many things to explore

besides speaking skill. Critical thinking skill is another major object study in this

(7)

85

discussed speaking skill improvement. For further similar research, critical

(8)

REFERENCES

Almanza, D. Cackley, P. Goins, K. (1997). Project Based Learning and

Assessment: a Resource Manual for Teachers. Arlinton County Public

School, VA. ED 442 306

Agustina, L. (NY). Improving Reading and Speaking Skills through Project-Based

Learning for EFL Students in the Form of Students-Made Magazine.

Jlt-polinema.org

British Council. (2004). Teaching Speaking Classroom 2: Overcoming Classroom

Problem. Retrieved from

http://www.teachingenglish.org.uk/article/teaching-speaking-skills-2-overcoming-classroom-problems

Bogdewic SP. (1992). Participant observation. In Crabtree BF, Miller W (eds.).

Doing Qualitative Research. Newbury Park, CA: Sage Publications

Brown, D. H. (2001). Teaching in Principles: An Interactive Approach to

Teaching Pedagogy. Longman

Carter, R. McCarthy, M. (2006). Cambridge Grammar of English: A

Comprehensive Guide Spoken and Written English Grammar and Usage.

Cambridge University Press: Cambridge

Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed

Method Approaches. California: Sage

Communication Skill World. (2013). Importance of Communication Skills for

Students. Retrieved from

http://www.communicationskillsworld.com/communicationskillsforstudents

.html

Englishindo. (2014). Analytical Exposition. Retrieved from

(9)

Heick, T. (2013). 3 Types Of Project-Based Learning Symbolize Its Evolution.

Retrieved on Dec 1st from

http://www.teachthought.com/learning/5-types-of-project-based-learning-symbolize-its-evolution/

Hetrakul, K. (1995). The Second Language. Retrieved on June 5th from

http://eserver.org/courses/spring95/76-100g/KavinHetrakul.html

Hughes, A. (2003). Testing for Language Teachers (2nd edition). Cambridge:

Cambridge University Press

Hughes, R. (2006). Spoken English, TESOL, and Applied Linguistics. Palgrave:

Macmillan

HumasUGM. (2006). Tentang Pembelajaran Bahasa Inggris di Indonesia.

Retrieved on June 5th from

https://ugm.ac.id/id/berita/1760-tentang.pembelajaran.bahasa.inggris.di.indonesia

Johnson, R. W. (2008). Qualitative Research Guidelines Project: Interviewing.

Retrieved on June 19th from http://www.qualres.org/homelnte-3595.html

Lauder, A. (2008). The Status And Function Of English In Indonesia: A Review

Of Key Factors. Makara, Sosial Humaniora, Vol. 12, No. 1, July 2008: 9-20

Longman. (1999). Longman Dictionary. Harlow: Longman

Mayer, A. (2012). The Difference Between Projects And Project-Based Learning.

Retrieved on Dec 1st from www.friEdTechnology.com

Maulany, D. B. (2013). The Use of Project Based Learning in Improving the

Students’ Spekaing Skill. Journal of English and Education 2013, 1(1),

30-42

Permendikbud. (2013). Model Pembelajaran Berbasis Proyek (Project Based

Learning). Retrieved from kemendiknas.go.id

Poonpon, K. (NY). Enhancing English Skill through Project Based Learning.

(10)

Richard, J. Renandya, W. (2011). Methodology Language Teaching: An

Anthology of Current Practice. Cambrigde: Cambridge University Press

Safnowandi. (2011). Project Based Learning (PBL) dan Aplikasinya dalam

Pembelajaran Biologi. Libre. 2011

Sastradipoera, K. (2005). Mencari Makna di Balik Penulisan Skripsi, Tesis, dan

Disertasi. Bandung: Penerbit Kappa-Sigma

Savielle, M., & Troike. (2006). Introducing Second Language Acquisition.

Cambridge: Cambridge University Press

Sidiknas. (2012). Struktur Kurikulum 2013. Retrieved from

http://www.kemdikbud.go.id/kemdikbud/uji-publik-kurikulum-2013-4

Simpson, J. (2011). Integrating Project Based Learning in an English Language

Tourism Classroom in a Thai University. Australian Catholic University,

Research Services PO Box 968, North Sydney NSW 2059

Solcova, P. (2011). English Language and Literature and Teaching English

Language and Literature for Secondary Schools. Teaching Speaking Skills: Master‟s Diploma Thesis Masaryk University Faculty of Arts Department of English and American Studies

Sugiyono. (2011). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung:

CV Alfabeta Bandung

Suharsaputra, U. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan Tindakan.

Refika Aditama: Bandung

The Tecahing Centre. (2009). Increasing Students’ Participation. Retrieved from

http://teachingcenter.wustl.edu/strategies/Pages/increasing-participation.aspx#Planning

Thomas, J (2000). A Review of Research on Project Based Learning. California:

The Autodesk Foundation

(11)

Thornburry, S. (2002). How to Teach Vocabulary. Harlow: Longman

Thornburry, S. (2006). How to Teach Grammar. Harlow: Longman

Thornburry, S. (ND). How to Teach Pronunciation. Harlow: Longman

Venkatraj, K.R., & baskaran, G. (2009). Using Problem Based Learning

Technique in Teaching Grammar. Language in India. Strength for Today

and Bright Hope for Tomorrow. Volume 9: 10 October 2009

Wilhelm, Jennifer, Sherodd. (2008). Project Based Learning Environment:

Challenging the Pre-service Teacher to Act in the Moment. The Journal of