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

SURAKARTA

2015

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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

pronouncement proves wrong, I am ready to accept academic consequences,

including the withdrawal or cancelation of my academic degree.

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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.

Keywords: speaking skill, Project-Based Learning, Classroom Action Research

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MOTTO

The philosophy of the school room in one

generation will be the philosophy of

government in the next

(Abraham Lincoln)

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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

You still have a long journey

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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

Alvian Novi Arvianto

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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

3. Advantages ............................................................................. 24

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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

a. Improving Students’ Vocabulary ...................................... 69

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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

APPENDICES ....................................................................................................... 79

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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

Table 4.5 The Students’ Score Achievement in the Final Test .......................... 65

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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

13. Appendix 13 Legalization ............................................................................. 154