THE EFFECT OF PROBLEM BASED LEARNING TOWARD STUDENTS’
SPEAKING ABILITY AT SECOND GRADE MTsN BATU
SKRIPSI
BY NUR AFIF NPM 21401073121
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
SEPTEMBER 2021
ABSTRACT
Afif, Nur. 2021. The Effect of Problem Based Learning (PBL) Toward Students’ Speaking Ability at Second Grade MTsN Batu. Skripsi, English Education Department Faculty of Teacher Training and Education Islamic University of Malang. Advisor I: Muhammad Yunus, S.Pd., M,Pd, Advisor II: Henny Rahmawati, M.Pd.
Keywords: speaking ability, descriptive text, and Problem Based Learning (PBL)
Based on my research study I used (PBL) to measure speaking skill ability the students, some problems were found by researcher
through pretest on the teaching speaking of eighth graders at MTsN Batu.
Students could not speak well and sometimes they had difficulties to convey their ideas when speaking English. Also, students were not confident to say in front of class. Some students could not understand what they spoke; they only spoke based on their friends’ suggestion.
(PBL) strategy is one way to solve the problems occurred. It is a learning approach where students solve authentic problems to develop their knowledge, inquiry, thinking skill and confidence. By (PBL), students were hoped to be able to speak English well and get better score.
This study used quasi experimental as the research design. The purpose of this research is to investigate the effect of (PBL) toward speaking skill ability than those who are taught by conventional strategy.
It was done at MTsN Batu. The participants were the second-grade students. The total number of the participant was 60 students. It consisted of two classes, VIII A and VIII B Class.
The procedure of the study consisted of three steps: pretest, treatment, and posttest. Pretest was used to measure the students’
speaking ability before using (PBL). Then, treatment was used to apply the procedure that researcher choose. Also, posttest was used to measure students’ speaking ability after getting treatment.
The findings of the research showed that students were taught using Problem Based Learning got better score than those those who were taught conventional method. Based on the result of pretest, the average score of experimental groups was 75.97. After students of
experimental group got treatment, the average score of posttests showed that the average score was 80.67.
The finding proved that the null hypothesis is rejected and the alternative hypothesis is accepted. It showed that the t-value is higher than t-table with df 58 at 0.05 level of significance. It could be seen that there is positive effect of PBL on the second-grade students’ speaking ability at MTsN Batu.
Based on the result of the study, the English teacher is suggested to apply Problem Based Learning PBL strategy in teaching speaking,
because it can solve the students’ problem in expressing ideas or
exploring knowledge. It is also suggested for future researchers to have better research of PBL strategy in teaching English lesson in different grade, level of education, and also different skill.
1 CHAPTER I INTRODUCTION
This chapter deals with the introduction. Its present background of the study, statement of the problem, purpose of the study, hypothesis of the study, assumption of the study, significance of the study, scope and limitation of the study, and definition of key terms.
1.1 Background of Study
English is international language because people use English to
communicate among countries whether it is for cooperation or others. Sharifan (2009:1) wrote that “for better or worse, by choice or force, English has ‘traveled’
to many parts of the world and it has been used to serve various purposes.”
Language is the way to express minds, ideas, and views. Brown (2000:5) explained that one definition of language is used for communication. Therefore, many people in the world use English as daily language or as foreign language.
Kachru (2007:13) reported that “there were between 320 and 380 million people speaking English is a first language and anywhere between 250 and 380 million speakers of English as a second language, but he had already predicted that the balance might change.” Since the period has developed, of course English users also increase. Besides that, technology develops more and more. This
development of technology can influence the development of knowledge because technology uses English as the guide. Therefore, people should go together to follow it to avoid left behind.
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Nowadays, English becomes trending topic that people should be able to use it.
Thus, English in Indonesia is the most important foreign language. It is seen from educational side that English is one of many subjects that is included in national examination. Consequently, English becomes the one of the important subjects in teaching and learning curriculum. In order to raise the success in curriculum achievement, teaching and learning process must be held in every school starting from elementary such as junior and senior high school.
English consists of four basic skills. These are reading, listening, writing and speaking. These four basic skills are related each other by two parameters.
Listening and reading are receptive or input, and speaking and writing are the productive or output. Harmer (2007:265) argued that “receptive skill is a term used for reading and listening, skills where meaning is extracted from the discourse. Productive skill is the term for speaking and writing, skill where students actually have to produce language themselves.” In receptive skill, students can be passive because they are just silent to accept what they get, but it is also difficult skill. Students cannot access meaning if they don’t understand the text or audio that they read and read. In contrast, speaking and writing are
productive skills because students can produce language and language activation happens when they are doing it. As a result, speaking and writing can make them more active.
Harmer (2007:265) proved that receptive skills are passive, whereas production skills are more active. Based on statement above, the researcher wants to take research about speaking skill in order to make students be active in
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learning. Students don’t only hear, see, keep silent and accept knowledge, but they are the actors in learning and teacher is the facilitator. Teachers concern the students not only practice speaking in a controlled way in order to produce features of pronunciation, vocabulary, and structure accurately, but also practice using these features more freely in purposeful communication (Hedge, 2000:261).
In this research, researcher interested this research because most of Indonesian students don’t feel confidence to speak English in front of class. They think that their speaking is wrong in both vocabulary and grammatical. Horwitz (2005:37) wrote that “difficulty speaking foreign language while feeling anxious in class seems to be the most concern for language student. Therefore, the
researcher implemented a technique in order to make students more interesting in learning speaking.
In fact, teaching English skill is not easy because Keel (2007:23) stated that “teaching skills are a combination of knowledge personality and judgment.”
Many people think that teaching is a teacher stands in front of a class and explains the students about a certain subject but it is definitely more than that. Teacher should make the students understand the subject and be active in the class.
For the implementation of PBL strategy, the students are given a case of problems that should be analyzed and discussed in pair (for better focus). But first, the students are classified into several groups with pair-team work. Then guided question are given by researcher as “how do you solve this problem?”
then, student A will answer to student B (partner) based on their own ideas. The researcher also keeps timing each student in expressing their speaking, while the
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time is up, the position of questioner and answerer must be changed with the partner (B express the ideas to A). The last is time for evaluating the work. The researcher evaluates the program by asking the students to retell the discussion result of each.
The reason why researcher chooses to use PBL (Problem Based Learning) in this research because according to the previous study about PBL is very useful in teaching English especially for speaking skill. Millah (2014) in her research said that problem-based learning can improve speaking skill in discussing and motivate the students in speaking skill. Furthermore, the students’ speaking achievements also increase. Another research proved PBL can improve student’s speaking achievement Uzin (2013) said that “the modifications of PBL could also improve the students’ interest, involvement, and understanding on the new
material.”
According to previous study, teaching speaking uses PBL is effective in teaching and learning process. Therefore, those previous studies above are used as the background references to conduct this study. The researcher is interested in conducting an experimental study in the second-year junior high school students of MTsN Batu. In this study, the researcher analyzes whether PBL is an effective for students in speaking skill.
1.2 Statement of Problem
Based on the background of the problem of the study is stated as “Do students who are taught by using Problem Based Learning (PBL) have better speaking ability rather than those taught by using conventional methods?”
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1.3 Purpose of the Study
Based on the statement of problem above, the propose of the study is: to measure whether the eighth-grade students at MTsN Batu who have been taught speaking using PBL get better score than the students taught by using
conventional methods.
1.4 Hypothesis of the study
For this study, the researcher takes hypothesis this “Problem Based Learning has any significant impact on speaking ability of second grade students at MTsN Batu.”
1.5 Assumption of the study
The researcher assumes that in conducting research to the eighth-grade students at MTsN Batu:
a. There is an effect of the use of Problem Based Learning in teaching speaking skill.
b. The speaking achievement is measured by good pronunciation, grammar, fluency, vocabulary, and understanding the content.
c. Speaking skill needs more practice than listen to the material.
d. The second-grade students, who are chosen to be observed, have the basic knowledge of English.
e. The second-grade students who have been taught by Problem Based Learning (PBL) are motivated to increase their speaking ability.
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1.6 Significances of the study
This research is expected to give some benefits for both theoretically and practically. Theoretically, the result of this research can be used as the reference for those who want to conduct research in English teaching. And this research is used for English teacher. Whereas practically, PBL technique can facilitate the students on expressing their ideas with their own way that enable them to speak English fluently. Besides, this strategy is purposed to create active, attractive and effective teaching and learning activity in classroom.
1.7 Scope and limitation
In this study, the researcher only focused on the effect of treatment by PBL and conventional technique. The researcher did not use randomization because in that school, there were two classes, this experimental class and controlled class.
This study was conducted in the class VIII A consist of 30 students as the experimental subject and VIII B consist of 30 students as the control subject of MTsN Batu. There are two variables, dependent and independent. Dependent variable is students’ speaking ability, while the independent variable is PBL (Problem Based Learning).
1.8 Definition of key Terms
For the purpose of avoiding misunderstanding some terms are defined as follows.
a. Effectiveness is the capability of producing a desired result or the ability to produce desired output.
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b. Problem Based Learning (PBL) is a technique in the teaching and learning used in the form of problem solving. The students can express their ideas with their own ways in many chances. Problem Based Learning is real life experience as context of the students’ media build critical thinking and problem-solving skill of fun and enjoyable.
c. Speaking is a tool of communicating among the students to students and teachers, and formed as language that is used in classroom activity.
d. Descriptive text is a text which says what a person or things is like. Its purpose is to describe.
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CONCLUSION AND SUGGESTION
This chapter presents the conclusions and suggestions derived from the research finding and discussions elaborated in the previous chapter.
5.1 Conclusion
As stated in the previous chapter, the researcher was interested in observing the second-grade students of MTsN Batu because English had been taught in these school. The researcher had applied Problem Based Learning technique to know whether (or not) the treatments have different effects. To answer this research problem, the researcher presented the result in the following section.
The first was related to the student ‘scores for experimental group. The average students’ score of experimental groups before getting treatment was 75.97. The other way, the average students’ score of experimental groups after getting treatment was 80.67. After the researcher analyzed post-test scores by using independent t-test, it was found that the sig. 2-tailed both of those groups were the same that was 002. This score was lower than significance level (sig. 2- tailed<0.05). It means that those posttest scores between experimental and control group were significantly different. In conclusion, PBL has a significant effect on speaking ability of second grade student at MTsN Batu than the control group who was taught by conventional technique.
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From the data analysis in the previous, it can be concluded that there are significant differences of using problem-based learning as a treatment. It can be said that, it is obviously known that the students taught using Problem Based Learning achieved better score on speaking skill. In conclusion, this research shows that using Problem Based learning technique has positive effect for
students’ speaking ability. Also, this technique helps teachers and students create more effective and interactive teaching speaking English.
5.2 Suggestion
Based on the conclusion above, the researcher would give some
suggestions for English teacher, future researcher and students. The suggestion is as follow.
1. For the teacher, they should apply PBL technique in teaching speaking to improve the students’ ability. That is because problem-based learning has positive effect in speaking skill.
2. For future researchers, the use of problem-based learning improved students’
speaking skill. Therefore, future researchers are recommended to use PBL technique on different grades and levels of education, such as senior high school level to see if this method can be implemented effectively solve to students’ problem in speaking.
3. For the students, the students are suggested to be more active during the teaching and learning process in the classroom. And also, students are suggested to enrich their vocabulary, in order that they can speak up. It helps them speak English more easily. Besides the students are also suggested to
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accustom using PBL in learning speaking, so it can improve in speaking skill for the students.
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