IMPROVING STUDENTS’ SPEAKING SKILL THROUGH PROJECT -BASED LEARNING
(A Classroom Action Research in Class XI Science 4 of SMA Negeri 7 Surakarta in the Academic Year of 2014/2015)
Thesis By:
Alvian Novi Arvianto K2211006
Submitted to Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for
Getting the Undergraduate Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
ii
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “IMPROVING
STUDENTS’ SPEAKING SKILL THROUGH PROJECT-BASED LEARNING
(A Classroom Action Research in Class XI Science 4 of SMA Negeri 7 Surakarta in the Academic Year of 2014/2015)”. It is not plagiarism or made by others.
Anything related to the other‘s work is written in quotation. If then this
v ABSTRACT
Alvian Novi Arvianto. K2211006. IMPROVING STUDENTS’ SPEAKING SKILL THROUGH PROJECT-BASED LEARNING (A Classroom Action Research in Class XI Science 4 of SMA Negeri 7 Surakarta in the Academic Year of 2014/2015). Thesis: Teacher Training and Education Faculty, Sebelas Maret University. Surakarta. 2015.
This research was conducted to students of Class XI Science 4 of SMA Negeri 7 Surakarta in the Academic Year of 2014/2015. The aims of this research are: (1) to find out whether the use of Project-Based Learning could improve
students’ speaking skill and class situation; and (2) to find out the strengths and
weaknesses of implementation of Project-Based Learning in improving students’ speaking skill.
The action research was conducted in two cycles. Each cycle consisted of four meetings. The research procedures were divided into four stages: planning, acting, observing, and reflecting. In collecting the data, the writer used observations, interview, questionnaire, and test.
The result of the research showed that: (1) Project-Based Learning could
improve the students’ speaking skill which consisted of vocabulary,
pronunciation, grammar, fluency, and comprehension aspects; (2) The strengths of Project-Based Learning implementation in teaching speaking could be shown as follows: Project-Based Learning increased the students’ interest and motivation in
following the classroom activities, and the students’ positive responses were also
indicated by the students’ good interaction and collaboration in a group work. Meanwhile, the weaknesses of Project-Based Learning implementation are: Some students still did not take a part or were not active like the others and they needed more teacher’s control in doing project.
Based on the result of the study, the implementation of Project-Based Learning in teaching speaking could improve products and process of learning speaking. It can be concluded that students’ speaking skill could be improved through Project-Based Learning implementation.
vi MOTTO
The philosophy of the school room in one generation will be the philosophy of government in the next
vii
DEDICATION
This thesis is whole-heartedly dedicated to:
My Parents
For their endless love
All ‘teachers’ in my life For guiding me
My friends For sharing each other
Myself
viii
ACKNOWLEDGEMENT
Alhamdulillah, Allah SWT has given his priceless gift for me, the opportunity to contribute in the field of language teaching through a long process of education and eventually I could conduct a research in the field. This thesis was done through a long process of some stages to emerge in this, its final form. A number of people have directly or indirectly helped the process in many ways. Those people are:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University who approved this thesis.
2. Teguh Sarosa, S.S, M.Hum., as the chairperson of English Department of Teacher Training and Education Faculty and as the second consultant, for the motivation and correction in writing this thesis.
3. Two people to whom I owe a real debt of gratitude are my consultants, Mr. Ngadiso and Mr. Dwi Elyono, whose advice, encouragement, criticism, and suggestions have been a guidance of every step in the process from the very beginning of the project.
4. All the lecturers of English Education Department for countless knowledge and inspiration during my study.
5. My family, thank you for the countless support.
Finally, I hope that this thesis can give a little contribution for English teaching in Indonesia.
Surakarta, November 2015
ix
TABLE OF CONTENT
PAGE OF TITLE ...i
PRONOUNCEMENT ... ii
PAGE OF APPROVAL ... iii
PAGE OF LEGALIZATION ...iv
ABSRACT ... v
MOTTO ...vi
DEDICATION ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENT ...ix
LIST OF TABLES AND FIGURE ... xii
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION ... 1
A. Background of Knowledge ... 1
B. Problem Formulation ... 6
C. Objectives of the Study ... 6
D. The Benefits of the Study ... 6
CHAPTER II TEORETICAL REVIEW ... 8
A. Speaking ... 8
1. Definition of Speaking ... 8
2. Indicators of Speaking ... 8
3. Micro and Macro Speaking Skill ... 10
4. Teaching Speaking ... 12
5. Problem with Speaking Activity ... 13
6. Solving Speaking Problems ... 14
7. Characteristic of a Successful Speaking Activity ... 19
9. Scoring Rubric ... 20
B. Project-Based Learning ... 22
1. Definition ... 22
2. Teaching Steps ... 22
x
4. Disadvantages ... 24
5. Component ... 25
6. Model ... 25
C. Rationale ... 26
CHAPTER III RESEACRH METHODOLOGY ... 29
A. Context of the Study ... 29
1. Research Setting ... 29
2. Subject of the Research ... 30
B. Research Methodology ... 30
1. Definition of Classroom Action Research ... 30
2. Model of Classroom Action Research ... 31
3. Techniques of Collecting Data ... 34
4. Techniques of Analyzing Data ... 36
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 39
A. The Process of the Research ... 39
1. Condition Before the Research ... 39
2. Research Implementation ... 42
a. Research Procedure ... 43
b. Cycle 1 ... 42
1) Planning ... 43
2) Implementing ... 44
3) Observation ... 50
4) Reflection ... 53
c. Cycle 2 ... 56
1) Planning ... 56
2) Implementing ... 57
3) Observation ... 62
4) Reflection ... 65
B. Discussion ... 68
1. Improving Students’ Speaking Skill ... 68
xi
b. Improving Students’ Grammar Mastery ... 70
c. Improving Students’ Pronunciation ... 70
d. Improving Students’ Fluency ... 70
e. Improving Students’ Comprehension ... 71
2. Improving Class Situation ... 71
a. Improving Students’ Motivation ... 72
b. Improving Students’ Self-Confidence ... 72
c. Improving Students’ Interaction... 73
b. Offering More Chances for Speaking Practice ... 73
CHAPTER V CONCLUSION AND SUGGESTION ... 74
A. Conclusion ... 74
B. Implication ... 74
C. Suggestion ... 75
REFERENCES ... 77
xii
LIST OF TABLES AND FIGURE
Table 1.1 Score of Indicator Test ... 3
Table 2.1 Scoring Rubric of Speaking ... 21
Table 3.1 Time of the Research ... 29
Fig. 1.1 CAR Cycle ... 33
Table 4.1 Mean of Speaking Score in Pre-test ... 39
Table 4.2 Computation of Passing Grade in Pre-Test ... 40
Table 4.3 The Research Procedures ... 43
Table 4.4 The Students’ Score Achievement in First Cycle ... 53
xiii
LIST OF APPENDICES
1. Appendix 1 Interview Script ... 80
2. Appendix 2 Skill Polling ... 92
3. Appendix 3 Questionnaire ... 93
4. Appendix 4 The Analysis ... 94
5. Appendix 5 Research Diary ... 97
7. Appendix 7 Lesson Plan Cycle 1 ... 102
8. Appendix 8 Lesson Plan Cycle 2 ... 123
9. Appendix 10 Students’ Chair Arrangement ... 147
10. Appendix 11 Students’ Score ... 148
11. Appendix 9 Students’ Worksheet ... 151
12. Appendix 12 Photographs ... 152
