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.

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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

▸ Baca selengkapnya: soal essay tentang analytical exposition text

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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

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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

Prof. Dr. Didi Suherdi, M. Ed

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

ABSTRAK

Penelitian ini menganalisis penggunaan Project-Based Learning dalam pengajaran analytical exposition text untuk meningkatkan kemampuan berbicara siswa. Penelitian ini bermaksud untuk menelaah proses implementasi PBL dan efeknya terhadap peningkatan kemampuan berbicara siswa, aspek-aspek kemampuan berbicara yang meningkat, dan kegiatan-kegiatan berbicara yang diperoleh pada penerapan PBL di pengajaran analytical exposition text. Metode penelitian yang digunakan adalah model penelitian kualitatif, di mana peneliti dapat memeroleh data melalui observasi dan wawancara. hasil penelitian ini menyatakan bahwa PBL dapat meningkatkan kemampuan berbicara siswa di beberapa aspek secara signifikan, yaitu struktur kalimat, kelancaran berbicara, kosakata, dan penguasaan materi. Adapun dua aspek lainnya, yaitu tata Bahasa dan pelafalan kata, kurang meningkat secara signifikan. Penemuan ini dibuktikan dengan analisis yang dalam terhadap keseluruhan transkrip observasi yang dihubungkan dengan teori-teori dasar. Sebagai tambahan, informasi yang dihasilakan dari wawancara ditambahkan untuk melengkapi jawaban dari pertanyaan penelitian. Aktifitas berbicara yang digunakan di rangkaian penerapan PBL mengadopsi dari yang disarankan oleh Thornbury (2005), Brown (2001), and Kayi (2006 seperti yang dilansir oleh Maulany, 2013). Dari 21 kegiatan-kegiatan berbicara, 18 kegiatan digunakan di penerapan PBL. Dengan demikian, berdasarkan penelitian ini, penerapan PBL dalam pengajaran analytical exposition text dapat meningkatkan kemampuan berbicara siswa.

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

ABSTRACT

This research investigated the use of Project-Based Learning in teaching analytical exposition text to improve students’ speaking skill. This research aimed to find the process of PBL implementation and its effect to students’ speaking improvement, speaking aspects improved, and speaking activities used in PBL implementation in teaching analytical exposition text. The method used was qualitative research design, which could obtain the data through observation and interview. The result revealed is that PBL improved significantly in some speaking aspects: sentence structure, fluency, vocabulary, and content comprehension. Meanwhile, two other aspects which are pronunciation and grammar were not significantly improved. This finding was proved by the deep analysis throughout all transcription or videotaped observation and some grounding theories related to this subject matter. In addition, information resulted from interviews was added to fill the space in answering the formulated question. For the speaking activities used in the PBL package, this research adopted the ones proposed by Thornbury (2005), Brown (2001), and Kayi (2006 as cited in Maulany, 2013). Among 21 speaking activities, 18 were used. Thus, based on this research, PBL in teaching analytical exposition text can improve students’ speaking skill.

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TABLE OF CONTENT

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2.3 PBL Implementation in Indonesian Education... Error! Bookmark not defined.

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2.7 Speaking Assessment ... Error! Bookmark not defined. 2.8 PBL in Teaching Speaking ... Error! Bookmark not defined. CHAPTER 3... Error! Bookmark not defined. RESEARCH METHODOLOGY ... Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined. 3.2 Research Site and Participants... Error! Bookmark not defined. 3.3 Data Collection Technique ... Error! Bookmark not defined. 3.3.1 Observation ... Error! Bookmark not defined. 3.3.2 Interview ... Error! Bookmark not defined. 3.4 Research Procedure ... Error! Bookmark not defined. 3.5 The Implementation of PBL ... Error! Bookmark not defined. 3.6 Data Analysis... Error! Bookmark not defined. CHAPTER 4... Error! Bookmark not defined. FINDINGS AND DISCUSSION ... Error! Bookmark not defined.

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LIST OF TABLE

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LIST OF FIGURE

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

CHAPTER 1

INTRODUCTION

1.1 Background

English is one of obligatory languages for students in Indonesia since it is an international language and widely used for communicating with different people

and in different contexts (Lauder, 2008). There are several roles of English as Savielle and Troike (2006) explain: English as a second language, a foreign language, a library language, and an auxiliary language.

In Indonesia, English is used and taught as a foreign language (Lauder, 2008). According to Hetrakul (1995), as a foreign language, most of students find difficulties in practicing English, especially in speaking as a communicating skill, due to lack of adequate language exposures and, precisely speaking task criteria that are not complied. In addition, Randholp (cited in ugm.ac.id 2006), says that in reality, one of speaking tasks for students in Indonesia is to memorize vocabularies and pattern of sentence structure which might not be practical in real context of speaking.

Focusing on speaking task criteria in English language teaching, Thornburry (2005) says that the best speaking practices are those that arise naturally and spontaneously, either because of something personal that students report or

because the topic found in the textbook triggers them to a debate. There are some criteria of speaking task:

a. Productivity: speaking task needs to maximize language production. b. Purposefulness: speaking task must be conducted in meaning purpose.

c. Interactivity: speaking activity must require the learner to have interaction with his or her audience.

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e. Safety: at the same time, when doing speaking task, the learners need to be confident.

f. Authenticity: speaking task needs to be like in real-life language use.

Considering the difficulty of finding teaching speaking skill method, which

complies those speaking criteria above, Project Based Learning (PBL) is assumed to be a suitable method that meets the speaking task criteria.

PBL is a method in which the students are learning through a project that is decided by themselves with the help from teachers so that they can be actively engaged in the learning process (Thomas, Thompson, Beak, Patton, as cited in Maulany, 2013, p. 3). Project itself refers to “complex tasks based on problems encountered by students, conducted in certain periods of time and culminated in realistic products that might be in the form of presentation, exhibition, and publication” (Thomas, 2000).

Similar to the definition above, PBL is a multi-dimensional learning in which it involves various skills development: team work, self-confidence, critical thinking, project planning, and problem-solving. Learners are likely to use authentic materials to communicate and find pertinent information about a certain issues that will be investigated and solved. These characteristics of PBL enhance students’ critical thinking and problem solving skills (Almanza D et.al, 1997).

While doing the project progress, students will report their progress findings

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In implementing PBL, it should be based on the curriculum (Thomas et.al, 1999, as cited in Agustina L, ND). As the research took a site in Indonesia, the curriculum used currently is the new national curriculum of 2013. Based on the syllabus that derives from new national curriculum of 2013, an analytical

exposition text, which focuses on speaking skill, is considered as a teaching material that is suitable to use during conducting this research because the core

and objective of the text is in line with one of PBL characteristics which is to build criticaln thinking, problem-solving, and collaborative learning.

Viewing the success of PBL implementations in the form of product-based like student-made-magazine (Agustina, ND), a case story (Moss, in Almanza, et al, 1997), and a debate session on American election from cons and pros

perspectives (Richard and Renaandya, 2011), the product resulted from the project under this research, which is analytical exhibition project and exhibition, may have not developed yet. On the basis of the theories, this study entitled “The Use of Project-Based Learning in Teaching Analytical Exposition Text in Improving Students’ Speaking Skill” is conducted to investigate how PBL in teaching analytical exposition text is implemented and its effects to enhance students’ speaking ability.

1.2 Statement of Problem

This research will be conducted to answer this following question

1. How does the implementation of PBL in teaching analytical exposition text improve students’ speaking ability?

1.3 The Purpose of the Research

Based on the statement of the problem, the purpose of this research is as follows

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1.4 The Scope of the Research

The research covers the analyses of the process of speaking enhancement resulted from the implementation of PBL through teaching analytical exposition

text. In addition, it also covers speaking aspects being improved resulted from PBL implementation using analytical exposition text and speaking activities used

in PBL implementation using analytical exposition text.

1.5 Significance of the Study

The present research is believed to have several significances for theoretical, practical, and professional benefits:

1. Theoretical Benefits

The research findings can be used as the contribution toward the research about Project Based Learning to improve students’ speaking ability particularly to 11th graders of senior high school who are learning analytical exposition text.

2. Practical Benefits

The research findings will be beneficially useful for teachers, students, and the readers who are interested in teaching analytical exposition text.

3. Professional Benefits

The research problem can help teachers to improve the quality of teacher, create collaborative learning, increase critical thinking of the students, and to

create interesting language learning.

1.6 Limitation of the Study

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1.7 Clarification of the Key Terms

There are some terms in this research, which need to be clarified. The definition of them as follows:

 PBL here specifically refers to a model lesson that organizes learning around mini projects.

 Project itself means complex tasks that are based on challenging question and problem, that involve students in all steps of project which are: designing,

problem-solving, data or information investigation, and oral presentation report (in this research, it is presented in form of exhibition). (Thomas, 2000)

 Speaking is to talk to someone about something, or to have a conversation (Longman dictionary, 1999).

 Analytical exposition text is a persuasive text that comprehensively explains about one problem or issue which is carefully supported by arguments. It aims to persuade to the reader to believe something by presenting one side of the argument. (Analytical Exposition, 2014)

1.8 Organization of the Paper

This research will be organized in four chapter. Each chapter has some subtopics which help the reader to clarify and give detail on the information what the writer input to this research. The paper of this study is organized as follows:

Chapter I Introduction

This chapter provides the information on background of the research, purpose of the research, hypotheses, significance of the research, limitation, research methodology, clarification of terms, and organization of paper.

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This chapter consists of theoretical foundations; this part elaborates in detail theories which are relevant to the research.

Chapter III Research Methodology

This chapter will discuss the methodology in conducting this research. It

includes the preparation stages, procedures, instrument, techniques and the result of the research.

Chapter IV Result and Discussion

This chapter will explain findings and discussions; this chapter describes the result of the instruments analysis, such as pre-test data analysis, post-test data analysis, and the data from questionnaire, and the interpretation of the findings from the study.

Chapter V Conclusion and Suggestion

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methodology of this research. It covers the

elaboration of research design, the research site and participants, the data collection techniques, the research procedure, the implementation of PBL, and the

data analyses. The method is applied to find out the formulated research question, which is how the implementation of PBL in teaching analytical exposition text improve students’ speaking skill.

Research Design

This research deals with the process of students’ speaking skill improvement resulted from PBL implementation in teaching analytical exposition text to communicate using authentic English language, which is considered as one of difficult aspects of language learning for the teacher to get his or her students speak in English.

In conducting the research, the writer applied qualitative research design as the research methodology. A qualitative research design is concerned with event and human behaviour without the use of numerical data (Best and Kahn, 1989). The use of this research method because this research attempts to analyse how students’ speaking ability is improved using PBL, analysing speaking aspects that are improved, and finding out speaking activities used in PBL implementation in

teaching analytical exposition text.

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characteristics are natural setting, multiple sources of data, inductive data analysis, participants’ meanings, emergent design, and interpretive inquiry.

Research Site and Participants

The eleventh grade students of one of senior high schools in Bandung were taken as participants of the research. There are some reasons to conduct the research using the students as participants: firstly, because students’ cognitive development in that age have reached analytical stage where they can think abstractly and critically; secondly, analytical exposition text is one of teaching materials given to the eleventh grade students, this research suits the material they were learning.

The participants of this research consisted of 35 students. From the total number, only 30 students were taken as final participants, considering students’ absences in participating the research.

Data Collection Technique

In collecting the data, two techniques were employed, which are observation and interview. These data collection techniques will be discussed below.

Observation

Observation as explained by Suharsaputra (2012) is a method to find out particular data which, gives information and diagnose. Thus, observation can be

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The role of the researcher in the observation is an observer as participant, which means role of researcher is known. The advantage of this type of role is as explained by Creswell (2009) is the researcher can record information as it occurs. However, the flaw is that the researcher may not have good attending and

observing skill.

The observation technique was used four times to observe students’ speaking improvement in doing project stages. The first observation were conducted to see whether PBL stages of first meeting was fulfilled, which are, material of analytical exposition delivery and project theme introduction. It also analysed students’ prior in speaking skill. The second observation was conducted to see students’ progress on their projects and their speaking improvement. The third observation was conducted to record students’ progress of project presentation, and to analyse their speaking improvement. The last observation was conducted to analyse students’ final speaking performance in reporting their project product.

During the observation, the researcher videotaped students’ discussion and presentation process. It was process of collecting data by recording students’ speaking progress throughout conducting their projects. There are some benefits of videotaping as explained by Fraenkel and Wallen (1990, as cited in Cresswel, 1994). Firstly, it is audio visual material that can preserves data needed by the

researcher. Secondly, it could be replayed several times to check and assure the data. Thirdly, it can be shown to other researchers that might need for another

next research.

Interview

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and valid. Thirdly, in addition, interview was also done to inform psychological aspect of the students as the participants of this research. Fourthly, it also functioned as valid rationales why soma aspects of speaking were improved through the implementation of PBL.

Among five types of interviews classified by Johnson (2008), which are structured interview, semi-structured interview, unstructured interview, informal

interview, and focus groups, structured interview was chosen due to lack of time. One of the characteristics of structured interview is that it asks each participant the same series of question. The type used for this interview is web-based interview, using Line social media because most students used this social media, so it became more practical for them to answer the questions of the interview.

The question 1 was aimed to obtain information about methods used by students in reporting the project progress finding to improve their speaking ability. The question 2 was to find out whether their speaking skill was improved through PBL implementation and why it got improved. The question 3 was to see students effort in enhancing their pronunciation skill while presenting the report of finding progress. The question 4 was to find out how did students do to improve their pronunciation toward certain vocabularies. The question 5 was to see whether by PBL the content and comprehension of students in analytical exposition text got improved. The question 6 was to find out why by PBL implementation, students’

vocabulary bank got increased. The last question was to see whether PBL improved grammar aspect of the students.

Number of participants that were interviewed was 15 students. Among 15 students, only 12 students gave the answers of the questions due to number of students who actively use Line at that time.

Research Procedure

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No Steps Time Description

1 Designing project

Feb, 2015 The project selected for the implementation of PBL in teaching analytical exposition text was exhibition, and the project product made by students were posters presenting facts and data. The content discussed following topics

- National examination should be banned VS. National examination should not be banned. - Public school is better that home school VS.

Home school is better than public school. - Home mom is better than working mom VS.

Working mom is better than home mom. - Sex education should be taught in schools

VS. Sex education should not be taught in schools.

The instrument used for conducting this research was observation and interview. Observation or videotaping was utilized by primary standing camera and secondary camera to complete the missing parts. Meanwhile interview was done to find out why the phenomena happened that way. Other instruments used were lesson plans specially designed for research, which were interpreted from the syllabus using the new national curriculum of 2013 format (see appendix B). The lesson plans were featured with students’ worksheet for them to work on. 3 Observing and May. The rational of choosing March is because according to syllabus, material of analytical exposition text is taught right after midterm test. However it ended at May (though it only took four times of observation) because of some days off when students have conducted their projects. 4 Transcribing observations have been conducted. The transcript for all records are available in

The analysis of transcript was done to answer the formulated questions, which is how PBL implementation in teaching analytical exposition text improve students’ speaking skill.

6 Interviewing The 4th week of May 2015

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questions. 7 Presenting the

result of the study

The 1st week of June 2015

The result of this study is presented in chapter 4.

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The Implementation of PBL

This subchapter covers PBL implementation that is presented in form of schedule and stages that derive from selected project type, proposed by Henry (1994, in Richard and Renandya, 2011). In term of teacher and students collaborative work, the project selected and used throughout this research is semi-structured project, which the project are defined and organized in part by the teacher and in part by the student.

The stages used is adapted from Richard and Renandya’s framework (2011) and Kriwas (1999, in Bell and Maulany, 2013). Richard and Renandya’s framework is detail version, while Kriwas’s is general outline. This study used in between framework version.

Conducting the projects spent four meetings. The first meeting was for starting point and preparation, two next meetings were for doing the projects, and the last meeting was spent for reporting the projects. In detail, the schedule and its activity is presented as follows:

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1. March,

In the first meeting, the students were firstly introduced to analytical exposition texts by

displaying videos of spoken text as an exposure. It includes the exploration of the text which are structure of the text, language features, and function of the text.

In this session, students were introduced to project product, which is poster and exhibition, displaying topics determined by the researcher.

The students were divided into eight groups based on the topics discussed. The topics determined were four topics, which each topic was divided into two stands: pro and con stands.

2. April browsing. The data collected were translated into point of arguments which strengthen their stands.

After that, each group presented their findings with the progress in the front of the class. The rest of the students came up with questions and opinion against the presenter’s findings. Discussion and mini debate occurred.

In the third meeting, students’ were given chances to share their report of the project progress by presenting their findings again.

After reporting the progress, the students worked on the project product, poster, by posing their findings and feedback given through the presentation into a carton based on their creativity.

5. 7th May stand keeper and visitor.

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information displayed on the poster, design of the poster, and any other questions. They were also tasked to give score toward stand keepers’ speaking ability in explaining them the content of the poster: content, grammar, fluency, pronunciation, and grammar.

Data Analysis

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1. The first step is organizing and preparing the data for analysis. This involves transcribing interviews, typing up field notes and observation sheets, and sorting the data into different types depending on the source of information.

2. The second step is reading through all the data. It is to obtain a general sense of the information and to reflect on its overall meaning.

3. The third step is coding the data. It is the process of organizing the material into chunks or segments of text bringing meaning to the

information. It includes classifying, labelling the data into the right classification. There are types of code as proposed by Bogdan and Biklen Validating the

Accuracy of the Information

Themes

Interpreting the meaning of themes/descriptions

Interrelating themes/descriptions (e.g. grounded theory, case study)

Descriptions

Coding the data (hand or computer)

Reading through all data

Organizing and presenting data for analysis

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(1992, p. 166 in Creswell, 2009, p. 187), that will be used in analysing the data of this research. They are process code and activity code.

4. The fourth step is using the coding process to generate a description of the setting or people as well as themes for analysis. Descriptions here

mean detailed rendering of information about people or setting, while themes are codes or categories made for classifying the data.

5. The fifth step is examining in advance how the description and themes will be presented in the qualitative narrative.

6. The sixth step is analysing and interpreting the meaning of the data. It could be the researcher’s personal interpretation, which is couched in the understanding that the inquirer brings to the study from her or his culture, history, and experiences. It is presented flexibly.

In this research, there are two types of code. The first code type is used to analyse students’ speaking aspect improvement. The second code type is used to analyse speaking activities occurring in the learning implemented by PBL. The table below shows the video transcript codes.

No Description Code

7 Sentence structure criterion 1 S.S1

10 Fluency F

16 Vocabulary criterion 2 V2

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18 Pronunciation P

19 Pronunciation criterion 1 P1

22 Comprehension (of information) C

23 Comprehension criterion 1 C1

26 Grammar G

27 Grammar criterion 1 G1

The criterion above means level of comprehension in a certain aspect of speaking. Each aspect has three levels of criterion. Criterion 1 is the lowest, criterion 2 is the middle or average, and criterion 3 is the highest where the students almost flawlessly master a certain speaking aspect. The detail of these codes will be explained in chapter 4.

The table below shows codes for speaking activities occurred in PBL in the whole meetings.

Main activity Sub activity Code

Material

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Pronunciation practice

Pron

Presentation Prs

Exhibition Data cued Dc

Picture cued Pc

Interview Iv

Role-play Rp

After speaking aspect and speaking activities being coded, the data was

analyzed using qualitative design. This is because the characteristics of qualitative research employment answers the formulated research questions, which focus on analysing the process of speaking improvement through PBL implementation in teaching analytical exposition text. As explained by Creswell (2009) the characteristics are natural setting, multiple sources of data, inductive data analysis, participants’ meanings, emergent design, and interpretive inquiry.

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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.

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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

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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.

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REFERENCES

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