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IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH TASK-BASED LEARNING
(A Classroom action research on the tenth grade students of SMK N I
Kedawung in the academic year of 2012/2013)
A Thesis
By:
Fitri Istiqomah
K2209033
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University as a Fulfillment of the Requirements for Achieving the
Undergraduate Degree of Education in English
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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ABSTRACT
Fitri Istiqomah. K2209033. Improving Students’ Speaking Ability through Task
-Based Learning (A Classroom action research on the tenth grade students of SMK N I Kedawung in the academic year of 2012/2013). A Thesis. English
Department. Teacher Training and Education Faculty. Sebelas Maret University. Surakarta. 2013.
This study is based on the speaking problems of vocational school students. The aims of this study are to identify whether or not Task-Based Learning improves
the students‟ speaking ability and to analyze the class climate when Task-Based
Learning is implemented in the classroom.
In the research, the writer conducted a classroom action research. The
The data of the research were collected through observation, interview, field notes, questionnaire, and test (pre-test and post-test). The qualitative data were analyzed through some steps proposed by Burns. They are assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. Meanwhile, the quantitative data were analyzed by using descriptive statistics.
The research findings show that Task-Based Learning improves students‟ speaking ability and the class climate when Task-Based Learning is applied during the teaching-learning process. The improvement of students‟ speaking ability includes: (1) students were able to state content of the speech; (2) the students were able to perform acceptable pronunciation; (3) the students could make utterances using correct grammar; (4) the students were able to use appropriate vocabulary to express ideas and; (5) the students could speak fluently. Meanwhile, the improvements of class climate includes: (1) the students were much easier to control; (2) the students became active in teaching and learning process; (3) there were interaction between teacher and students which could decrease students‟ anxiety in teaching and learning process; (4) there were interaction among the students which could support the teaching and learning process to be more active and; (5) the students were motivated to do the task.
In addition, the final result of the tests showed that the students‟ scores were
also improving. The mean score increased from 54.4 (pre-test) to 70.44 (test in cycle 1) and 78.75 (test in cycle 2).
Based on the research finding, it shows that there is improvement in some
aspects of students‟ speaking ability and class climate. It can be stated that English
class was more conducive. It is recommended when applying Task-based learning to teach speaking, the teacher should guide the students to do the task well. Considering the inspiring result of this study, it is suggested that other teachers can use
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MOTTO
With every difficult, there is a relief
(QS : Al Inshirah (94): 5-6
If there is a will, there is a way
In every single step, there is always a hope. Never quit your struggle until you
reach your dream (Anonymous)
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DEDICATION
This thesis is dedicated to
1. Her beloved father and mother. Thank you so much for your great love, for
support to me to struggle in this life and for your beautiful prayer to me.
2. Her beloved sister and brother who always fulfill my life with so many laughs
3. Her lecturers who always give many kinds of useful knowledge
4. Her lovely friends of SKI FKIP, BEM FKIP and SIM UNS who give me great
inspiration.
5. Her lovely friends: “kos asy-syamsa”, “kos pink”, and “sendok group” who
always support me
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ACKNOWLEDGEMENT
All praise and thanks are only for Allah SWT. The Almighty God, who gives
His blessing for the writer so that she can finish the thesis. Invocation and peace go to
Muhammad, the prophet, his families, and his disciples. May Allah bless them and
give them peace.
The writer is also fully aware that this thesis can never be finished without
help from others during the process of writing. The writer received support,
contribution, and assistance from many people. Thus there are honorable people that
are important to the writer. She can only express her gratitude to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for approving this thesis
2. The Head of Art and Language Education Department for his permission to
write the thesis
3. Endang Setyoningsih, S.Pd.,M.Hum, as the head of English Department of the
Teacher Training and Education Faculty for her suggestion and advice in
completing the thesis and giving the writer permission to write the thesis.
4. Dr. Abdul Asib M.Pd as the first consultant and Drs. Ambrosius Handoko
Pudjobroto as the second consultant who have patiently given valuable guidance,
advice, suggestion and time from the beginning up to the completion of writing
this thesis
5. Ir. Taryono, M.T, as the Head Master of SMK N 1 Kedawung for facilitating the
writer in collecting the data
6. Prastiti, S.Pd as the English teacher of X-TB class who always gives the writer
advices and helps in doing the research
7. The X-TB class students who participated well in the research
8. Her beloved family, his parents, and his sister for their supports, caring, and
prayer
9. Her family in Kos Asy-Syamsa “Fari, Aulia, Wuri, Nur, Nia, and Dwi” for the
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10.Her friends in sendok group “Andita, Ratih, Lintang, Devi, Dewik, Indah, Neni
and Fakhatun for their support and motivation to write this thesis
11.Her English Department family of 2009 for their care and togetherness during
her study in this campus.
12.Everyone who has helped the writer to conduct the research who cannot be
mentioned here who has participated in writing this thesis
The researcher realizes that this thesis is still far from being perfect. She
hopes and accepts gratefully every comment and suggestion. Hopefully this will be
useful for the reader
Surakarta,25th July 2013
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TABLE OF CONTENTS
COVER... i
PRONOUNCEMENT... ii
APPROVAL OF CONSULTANSTS... iii
APPROVAL OF THE BOARD OF EXAMINERS……….. iv
ABSTRACT... v
LIST OF APPENDICES... xv
CHAPTER I INTRODUCTION A. Background of The Study... 1
B.Problem Statement... 5
C.Objective of the Study... 5
D.Benefits of the Research... 6
CHAPTER II LITERATURE REVIEW A.Speaking... 7
1. The Nature of Speaking... 7
2. The Concept of Speaking Ability... 9
3. Speaking Accuracy and Speaking Fluency... 11
B.Teaching Speaking...
1. The Goal of Teaching Speaking...
2. Teachnique of Teaching Speaking...
3. The Role of Teacher...
C.Review of Task Based Learning……….
1. Nature of Task Based Learning……….
21
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2. Characteristic of Task-Based Learning………..
3. Task Component………....
4. The Types of Task………..
5. Classroom Procedure……….
6. The Advantages of Task Based Learning……..
23
1. Definition of Class Climate………
2. Aspects of Class Climate………...
3. Positive Class Climate………...
E. Review of Relevant Research………
F. Rationale………
CHAPTER III RESEARCH METHODOLOGY
A.Context of the Research……….
1. The Place and Time of the Research…………
2. The Subject of the Research……….
38
38
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B.Research Method………...
1. The Definition of Action Research…………..
2. Characteristics of Action Research…………..
3. The Action Research Process………..
4. The Procedure of Action Research…………..
40
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41
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44
C.The Technique of Collecting Data……… 45
D.Technique of Analyzing Data………... 49
CHAPTER IV RESEARCH IMPLEMENTATION A.Situation before the Research…………... 51
B.Cycle 1………....………... 57
1. Planning the Action……….….... 60
2. Implementing the Action……...……….. 61
3. Observing the Action……….. 71
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5. Revising Plan for the Following Step…… 78
C.Cycle 2………... CHAPTER V CONCLUSION, IMPLICATION, AND SUGGETION A.Conclusion……….. 108
B.Implication……….. 109
C.Suggestion……….. 110
1. For the Students……… 110
2. For the English Teacher……… 110
3. For the School………. 110
4. For the Other Researcher……….. 111
BIBLIOGRAPHY ………. 112
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LIST OF TABLES
Table 2.1 Accuracy and Fluency………... 11
Table 2.2 Oral Proficiency Scoring Categories………. Table 2.3 Scoring Rubric of Speaking Test……….. 19 20 Table 3.1 The Activities and Time of Research…….………... 39
Table 3.2 Scoring Rubric of Speaking Test……… 48
Table 4.1 The Description of Pre-research Observation….……….. 51
Table 4.2 The Result of Situation before Research………. 56
Table 4.3 The Result of Pre-Test……….………. 56
Table 4.4 The Summary of Cycle 1………..
Table 4.5 The Result of Post Test Score of Cycle 1………
Table 4.6 The Changes of Class Climate before and after Cycle 1……….…
Table 4.7 Unsolved Problems in Cycle 1 and Proposed Solutions………..
Table 4.8 The Summary of Cycle 2……….
Table 4.9 The Result of Mean Score in post test 2………
Table 4.10 The Changes of Class Climate before and after Cycle 2………
Table 4.11 The Improvements of the Students‟ Achievement……….
Table 4.12 The Overall Finding of Action Research………
Table 4.13 The Improvement of Students‟ Speaking Score……….
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LIST OF PICTURES
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LIST OF APPENDICES
Appendix 1 Research Schedule………. 118
Appendix 2 Students‟ Name ………. 119
Appendix 3 Classroom Observation ………. 120
Appendix 4 Transcript of Interview before Research……….…….. 123
Appendix 5 Questionnaire before Research………. 132
Appendix 6 Syllabus………. 138
Appendix 7 Lesson Plan……… 140
Appendix 8 Field Note……….. 166
Appendix 9 The Researcher‟s Diary of Action Research……… 205
Appendix 10 The Result of Questionnaire after Research……… 210
Appendix 11 Transcript of Interview with the students (Post-Research)…… 217
Appendix 12 The Result of Students‟ Score in Each Indicator………... 225
Appendix 13 The Computation of the Mean Score of Pre-test, Post Test Cycle 1 and Post Test Cycle 2 ……… 228 Appendix 14 Students‟ Worksheet………. 229
Appendix 15 Students‟ Diary……….. 231
