Judul Skripsi: Improving students' speaking ability through project-based learning (pre-experimental research on the eighth grade of SMP Buq'atun Mubarakah . Gombara Makassar) Dengan ini menyatak bahwa. Related to the improvement above, the researcher concluded that students' speaking ability can be improved effectively by using project-based learning.
Research Question
Project work is student-centered and driven by the students' need to create an end product (Bell, 2010). Is Project Based Learning effective in improving the students' speaking skills views of pronunciation at the eighth grade of SMP Buq'atun Mubarakah.
Research Objective
Significance of the Research
Scope of the Study
Previous Related Findings
Difficulties in Testing Speaking Skill
So the teacher should pay close attention to these characteristics by scoring the students' performance in a relatively short period of time and categorizing them into some criteria in the scoring rubrics. It has been said before that in the speaking test the teacher or the test taker may have some difficulty in grading. It is possible to find students who can produce the various sounds of a foreign language appropriately, but who lack the ability to communicate their ideas correctly.
However, the opposite situation could also occur; some people have the ability to express their ideas clearly, but at the same time they cannot pronounce all the sounds correctly. Some students will arrange the sentences very well and make them understandable, but the other students can deliver the messages and their ideas, but they cannot arrange the sentence well. Due to the complexity of oral production assessment, it is important to carefully specify scoring procedures in an appropriate rubric so that the teacher can ultimately achieve as high a reliability index as possible.
Rubrics for Speaking Test
Brown says that no speaking task is able to isolate the individual skill in oral production. It can be understood that the teacher as examiner when developing rubrics should create criteria to make the score objective. It becomes an important consideration in the design of rubrics because criteria and observable indicators will help the teacher to provide scores for student performance (Mertler, 2001).
It is known that in speaking ability there are linguistic features that we should focus on. So if the teacher decides to use rubrics in the speaking test, they are the language features along with criteria and standards that should be considered in scoring. So it is very important for the teacher to know what types of rubrics are appropriate in speaking testing and the steps of using rubrics are also essential to elaborate. so that the teacher knows what to do in testing students' speaking performance.
Types of rubrics in speaking test
The teacher may think that the holistic rubric will be easy and comfortable to hold when it is related to the limited time of teaching and learning English in the classroom because it only focuses on the overall result of the students' performance. Zane (2011) explains holistic scoring as the grade of the entire work as a whole, on the contrary, analytical scoring is a grade of separate aspects of the work, so an analytical scoring can contain several rows each representing a different aspect or measure. Zane (2011), again emphasizes that analytical scoring is a table that outlines the criteria for scoring an oral performance.
The general rule of the analytical rubric of scoring is that an individual's work must be assessed at a separate time for each performance of the task (Mertler, 2001). Mertler (2001) also recommends that the most important part is when the teacher will choose between holistic and analytical rubric. In contrast, if formative feedback is the goal, analytical scoring should be used.
The steps in using Rubrics for speaking test
Revise the rubric until both the teacher and the students agree on what it means and what it looks like in terms of student achievement. In using rubrics, the teacher must examine the learning outcome of speaking as what the students know or can do. The teacher must define the category of students' performance whether it is below expectation, satisfactory or exemplary.
The teacher can tell the students about the criteria in the rubric before the test. This means that the students know the expectation they must meet in their speaking performance. Hughes (1989) suggests that the teacher can play an audio or video tape of student performance and ask other teachers to rate it using the rubric.
Project-Based Learning
In the Project Work, students participate in the planning, although the teacher is the person who made the final decision. To utilize the maximum benefits of Project Based Learning, the teacher is expected to implement the project in a good sequence. The teacher can therefore discuss with the students the steps that need to be completed to complete the project.
Step 8, the students again receive input from the teacher about possible language requirements in the final activity. However, it is still the teacher who must ensure a good organization of the project and be sure that the students know what they have to do. The teacher only acts as a controller when the teacher is fully responsible for the class and decides what, when and how the students will say.
Theoretical Framework
At the same time, the students will be observed whether they can improve their vocabulary and pronunciation during teaching and learning process or not. Performance after doing the treatment, and their interest in applying the Project Based Learning in the teaching learning process. Process: the process divided into some parts: give students assignments, the students practical and produce some vocabulary and pronunciation based on situation.
Hypotheses
RESEARCH METHOD RESEARCH METHOD
Research Design
Here, the researcher came to the classroom with the lesson plan that was previously approved by the teacher. Then, the researcher conducted a "Question and Answer" session with the students about what the teacher explains. The teacher asked what kind of information they got from the text to prompt them to speak.
Then the researcher handed out the worksheets and explained what they had to do. By implementing PjBL, the researcher fails to set the performance criteria for this research, so the teacher decided to use the number head together in groups, giving the students new worksheets and new material about the narrative text. After conducting the pretest, treatment and posttest, the teacher expected to compare whether the posttest score is better than the pretest score.
Research Variables
- The Sample
Research Instrument
Procedure of Collection Data
Procedure of Data Analysis
D : The sum of total score of difference D : The square of the sum score of different N : The total number of students. This chapter deals with the findings of the research and the discussion of the findings. The findings of the research revealed with students' speaking performance in terms of vocabulary and pronunciation regarding the use of Project Based Learning.
Findings
- The Improvement of Students’ Speaking Ability Related to vocabulary Furthermore, the result of data analysis from pretest and posttest of the
- The Improvement of Students’ Speaking Ability related to Pronunciation The result of data analysis from pre-test and posttest of the students‟
- The Rate Percentage and Frequency of Pretest and Posttest
- The Mean Score of Pretest and Posttest
- T- Test Value
Improving students' speaking abilities related to pronunciation. Result of data analysis from pretest and posttest of students' Result of data analysis from pretest and posttest of students. This means that the mean score of the post-test was higher than that of the pre-test regarding vocabulary. From the result, we can conclude that the speaking ability of most students in the pre-test was poor.
Based on the result, it can be concluded that the speaking skills of most students after the treatment (posttest score) were very good. The mean score of the student's post-test was higher than the mean score of the student's pre-test. To know whether or not the mean score is different between the two variables (pre-test and post-test) at significance level 0.05 with degrees of freedom (df) = n-1, where n = number of subjects (25).
Test Value Table Value
- Hypothesis Testing
This means that project-based learning is effective for improving students' speaking ability. These findings are used to determine whether the hypothesis stated in this research is statically proven or not. As stated in the previous chapter, the null hypothesis (H0) is rejected when the t-test value is greater than the t-table value, and the alternative hypothesis (H1) is accepted.
It means that the hypothesis “project-based learning is effective to improve the speaking skills of high school students” is accepted. From the above analysis, the researcher concluded that there is a significant difference between pre-test and post-test in the use of project-based learning to improve speaking skills. In other words, Project Based Learning is effective to use in improving speaking skills.
Discussion
- Students’ Speaking Vocabulary
- The Students’ Speaking Pronunciation
- Speaking Skill and Project Based Learning
- Pronunciation
This was shown by the improvement in aspects of students' speaking covering comprehension, vocabulary, grammar, fluency and pronunciation. Students' speaking vocabulary including acceptable pronunciation, correct grammar and appropriate word choice are significantly developed using project-based learning. The result of the data analysis through the speaking test showed that the students' speaking achievement from project-based learning improves significantly.
The students' speaking ability in terms of vocabulary in the pre-test was 1.88, and the mean score for the post-test was 4.48. The students' speaking ability in terms of pronunciation in the pre-test was 2.24 and the mean score for the post-test was 4.44. In relation to the improvement above, the researcher concludes that students' speaking ability can be improved effectively by using project-based learning.
Suggestions
The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation. Project-based learning in teaching English as a foreign language in Greek Primary Schools: From theory to practice. Student self-assessment: At the intersection of metacognition and authentic assessment (Doctoral dissertation, Harvard Graduate School of Education).
The effectiveness of project-based learning strategy on the achievement level of ninth grade students and their attitude towards English in public schools-Northern Governorate. The impact of English as a global language on educational policies and practices in the Asia-Pacific Region.
APPENDIX A
APPENDIX H DOCUMENTATION
