PROJECT-BASED LEARNING METHOD IMPLEMENTED IN TEACHING ENGLISH SPEAKING SKILL AT THE ELEVENTH GRADE OF SMA NEGERI 3 MALANG
THESIS
By: KHOIRIYAH 201110100311220
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG 2015 i
PROJECT-BASED LEARNING METHOD IMPLEMENTED IN TEACHING ENGLISH SPEAKING SKILL AT THE ELEVENTH GRADE OF SMA NEGERI 3 MALANG
THESIS This thesis is submitted to meet one of requirements to achieve Sarjana Degree in English Education
By: KHOIRIYAH 201110100311220
ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG 2015 ii
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MOTTO AND DEDICATION
…Truly, Allah will not alter what in a tribe unless they try to change it by themselves… (Ar Ra’d:11)
“When there is a will, there is a way” “Belajar aja dulu yang sungguh-sungguh, belajar yang pintar. Tidak perlu memikirkan pekerjaan, nanti pasti ada”, (My lovely Bapak)
DEDICATION I dedicate my thesis for my Bapak, Ibuk and Adek. They are the only my motivation for accomplishing my study. My truly bestfriends ever: Putri, Ajhe, Tante Kiki and Andri. My partner in enhancing my achievements, ILFer: Bang Ari, Mas Angga, Mbak Risma, Mbak Dilla, Biancha, Bangun and others. Also, to all my beloved friends in Class D “The BAnkSaD” (Barisan Anak Kelas De): Paijo, Teteh, Tia, Elin, Linda, Mami, Verina, Sari, Fanari, Ammar, Maksum, Menyok, Pak Dhe, Dedi, and Fani. “I am done with my thesis. Fighting for your thesis, guys!!!” Lastly, my words can’t even describe how to say thanks to my bestfriend, my partner, and my mood booster, Chiebullah Machruf (Onyet). Thanks for everything, nyet!
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ABSTRACT PROJECT-BASED LEARNING METHOD IMPLEMENTED IN TEACHING ENGLISH SPEAKING SKILL AT THE ELEVENTH GRADE OF SMA NEGERI 3 MALANG Despite the challenges of 21 st century world as a digital age, education is demanded to move away from traditional method, teacher-centered into studentcentered. It is also required to use the scientific principles to promote the 21 st century learning skills. In Indonesia, in 2013, the government under the responsibility of The Ministry of Education and Culture released a new curriculum in line with 21st century learning skills called as the Curriculum 2013. The objective of teaching and learning process is to achieve a balance learning objectives in cognitive, affective and psychomotor domain. One of the teaching method that highly recommended is Project-Based Learning (PBL) method. As a result, despite the importance to know the detailed of PBL implementation, a research on this term is immensely needed as a reference for education field. This research was a descriptive qualitative research because it was aimed to investigate the implementation of Project-Based Learning in teaching English speaking skill at the eleventh-grade of SMA Negeri 3 Malang in academic year 2014/2015 along with the problems encountered by the teacher and its solutions. Additionally, the data collection was conducted through observation (nonparticipant observation), interview (semi-structured interview), and document analysis. The research subject of this study was an English teacher at SMA Negeri 3 Malang. The result of the study showed that the stages of Project-Based Learning method was implemented based on the Curriculum 2013 guideline. There were six steps accomplished in three meetings such as (1) determining the essential questions, (2) designing a plan for the project, (3) creating a schedule, (4) monitoring students and project progress, (5) assessing the outcome, and (6) evaluating the experience. The results of the research showed that the teacher implemented PBL method well. On the other hand, it was also found out that teacher encountered several problems during the teaching and learning process of Project-Based Learning method such as the limited of time allotment, the use of mother tongue, misleading topic, and others. However, the teacher had already handled several strategies to cope those problems. It was concluded that the implementation of PBL thoroughly benefits for students. Moreover, the teacher successfully implemented scientific principles that moved away from traditional teacher-centered into student-centered teaching and learning process. Keywords: Project-Based Learning (PBL), Teaching English, Speaking Skill
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ACKNOWLEDGMENT
Alhamdulillah, the researcher would like to express her sincere thanks to Allah SWT who has given health, blessing, inspirations, and guidance to the researcher in order to accomplish this thesis entitled: “Project-Based Learning Method Implemented in Teaching English Speaking Skill at the Eleventh Grade of SMA Negeri 3 Malang”. First and foremost, the researcher is deeply grateful for the continuous guidance, insight, support and patience of my thesis supervisors, Rina Wahyu S, S.Pd, M.Ed and Nina Inayati, M.Ed. Without their constant trust and, sometimes, gentle prodding, this thesis would not have been completed. Moreover, this thesis would not have been accomplished unless the permission from The Education Office of Malang and SMA Negeri 3 Malang. The researcher was extraordinarily fortunate in having Mukhamad Aniq Mubarok, S.Pd, S.S. along with his students of XI MIPA 7. As her research subject, she thanks to him for his cooperation to be observed and interviewed in completing my research data. Additionally, the writer would like to say thanks to: 1) The Dean of the Faculty of Teacher Training and Education, Dr. Poncojari Wahyono, M.Kes, 2) The Head of English Department, Drs. Sudiran, M.Hum, 3) All lecturers of English Department, 4) My beloved ILFers, Mas Angga, Mbak Risma, Mbak Dilla for guiding me in designing my thesis, and 5) All my bestfriends “5 Girls”, especially Rizki Ambarwati for devoting her time to accompany me in the school. viii
Finally, I dedicate my thesis to my parents, Bapak and Ibuk. My love and gratitude for my parents can hardly be expressed in words. They have given their fully support both emotionally and financially. This thesis is submitted to fulfill the requirement to achieve Bachelor Degree of English Department. The researcher hopes this thesis could be beneficial for Educational practicing in Indonesia, especially in English learning.
6th May 2015,
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TABLE OF CONTENT
COVER ............................................................................................................. ii APPROVAL .....................................................................................................iii MOTTO AND DEDICATION ......................................................................... v STATEMENT OF WORK’S ORIGINALITY ................................................ vi ABSTRACT ..................................................................................................... vii ACKNOWLEDGMENT................................................................................. viii TABLE OF CONTENT ..................................................................................... x CHAPTER I: INTRODUCTION 1.1 Background of Study ..................................................................... 1 1.2 Statement of Problems ..................................................................... 6 1.3 Purposes of Study ........................................................................... 7 1.4 Significance of the Study ................................................................ 7 1.5 Scope and Limitation ...................................................................... 8 1.6 Definition of Key Term .................................................................. 9 CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Curriculum 2013 ........................................................................... 10 2.2 Teaching and Learning Process .................................................... 12 2.3 The Structure of Teaching and Learning Process in an English Lesson ........................................................................................... 12 2.3.1 Opening ................................................................................ 13 2.3.2 Sequencing ........................................................................... 13 2.3.3 Closing ................................................................................ 15 2.4 The Nature of Speaking ................................................................ 16 2.4.1 Elements of Speaking ........................................................... 17 2.4.2 Functions of Speaking........................................................... 18 2.5 Teaching Speaking ........................................................................ 19 2.6 Teaching English Speaking in Senior High School ........................ 22 2.7 Teaching Method .......................................................................... 23 2.8 Project-Based Learning ................................................................. 25 2.8.1 Characteristics of Project-Based Learning ............................. 28 2.8.2 Types of Project .................................................................... 28 2.8.3 Teacher Role in Project-Based Learning .............................. 29 2.8.4 Basic Stages in Project-Based Learning ............................... 30 2.8.5 Advantages and Disadvantages Implementing Project-Based Learning in a Language Learning ......................................... 33 2.9 The Problems Encountered in Teaching Speaking through ProjectBased Learning ............................................................................. 35 x
2.10 Possible Solutions to Solve the Problems Encountered in Teaching Speaking through Project-Based Learning .................................... 37 2.11 Previous Study ............................................................................. 40 CHAPTER III: RESEARCH METHODOLOGY 3.1 Research Design ........................................................................... 42 3.2 Subject of the Study ...................................................................... 44 3.3 Data Collection ............................................................................. 45 3.3.1 Research Instrument ............................................................ 46 3.3.1.1 Observation ....................................................................... 46 3.3.1.2 Interview ........................................................................... 48 3.3.1.3 Document Analysis ............................................................ 50 3.3.2 Procedures of Data Collection .............................................. 50 3.4 Data Analysis ................................................................................ 51 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ......................................................................... 53 4.1.1 The Way the Teacher Implemented Project-Based Learning in Teaching English Speaking ................................................. 54 4.1.1.1 Determining the Essential Question .................................. 54 4.1.1.2 Designing a Plan for the Project ........................................ 56 4.1.1.3 Creating a Schedule .......................................................... 56 4.1.1.4 Monitoring the Students and the Progress of the Project .... 57 4.1.1.5 Assessing the Outcome ..................................................... 58 4.1.1.6 Evaluating the Experience ................................................. 61 4.1.2 The Problems Encountered by English Teacher in Teaching English Speaking through Project-Based Learning ............... 61 4.1.3 The Way the Teacher Overcame the Problems in Teaching English Speaking through Project-Based Learning ............... 63 4.2 Discussion .................................................................................... 65 CHAPTER V: CONCLUSION AND SUGGESTION 5.1 Conclusions ................................................................................... 68 5.2 Suggestions ................................................................................... 69 BIBLIOGRAPHY APPENDIXES
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