IMPROVING THE STUDENTS SPEAKING ABILITY IN EXPRESSING...
Transcript of IMPROVING THE STUDENTS SPEAKING ABILITY IN EXPRESSING...
IMPROVING THE STUDENTS’ SPEAKING ABILITY IN
EXPRESSING OPINION THROUGH PROBLEM BASED
LEARNING STRATEGY FOR THE ELEVENTH GRADE
STUDENTS OF MAN 2 SEMARANG IN THE ACADEMIC
2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirement for
the Degree of Sarjana Pendidikan (S.Pd)
By:
MIR’ATUS SA’ADAH
113-14-031
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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DECLARATION AND PERMISSION FOR PUBLICATION
The one who signed below:
Name : Mir’atus Sa’adah
Student ID Number : 113-14-031
Department : English Education Department
Faculty : Teacher Training and Education Faculty
Declares that this graduating paper was written by the researcher herself and the
researcher didn’t copy from other researchers. Theories and citations were used
based on the code ethics of writing graduating paper. I give permission to publish
this graduating paper on IAIN Salatiga’s e-repository.
Salatiga, September 14th
2018
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Salatiga, September 14th
2018
Dr. H. Sa’adi, M. Ag
The Attentive Counselor’s note
Mir’atus Sa’adah
To the Dean of Teacher Training and
Education Faculty
Assalamu’alaikum, Wr. Wb.
After reading and correcting Dian Amalia’s graduating paper entitled
IMPROVING THE STUDENTS’ SPEAKING ABILITY IN EXPRESSING
OPINION THROUGH PROBLEM BASED LEARNING STRATEGY FOR
THE ELEVENTH GRADE STUDENTS OF MAN 2 SEMARANG IN THE
ACADEMIC 2018/2019 I have decided and would like to propose that this paper
can be accepted by the Teacher Training and Education Faculty. I hope this paper
will be examined as soon as possible.
Wassalamu’alaikum, Wr. Wb.
Counselor
Dr. H. Sa’adi, M. Ag
NIP: 196304201992031003
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A GRADUATING PAPER
IMPROVING THE STUDENTS’ SPEAKING ABILITY IN EXPRESSING
OPINION THROUGH PROBLEM BASED LEARNING STRATEGY FOR
THE ELEVENTH GRADE STUDENTS OF MAN 2 SEMARANG IN THE
ACADEMIC 2018/2019
WRITTEN BY:
Mir’atus Sa’adah
NIM. 113-14-031
Has been brought to the broad of examiners of English Education Department of
Teacher Training and Education Faculty at the State Institute for Islamic Studies
(IAIN) Salatiga of September28th
, 2018, and hereby considered to have completed
the requirements for the degree of Sarjana Pendidikan (S.Pd.) in English
Education.
Board of examiners
Head : Noor Malihah, Ph.D.
Secretary : Dr. Sa’adi, M.Ag.
First examiner : Dr. Setia Rini, M.Pd.
Second examiner : Sari Famularsih, M.A.
Salatiga, October 1, 2018
Dean of Teacher Training and
Edycation Faculty of IAIN Salatiga
Suwardi, M.Pd.
NIP. 19670121 199903 1 002
MOTTO
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE
FOR ISLAMIC STUDIES (IAIN) SALATIGA
TEACHER TRAINING AND EDUCATION FACULTY Jalan Lingkar Selatan Km 02, Kel. Pulutan, Siderejo, Salatiga 50716,
Telp (0298) 6031364 Website: http://www.tarbiyah.iainsalatiga.ac.id.E-mail:
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“Inna ma’al’usri yusron”
(Verily, with every difficulty is relief)
(Q.S Al Insyiroh verse 6)
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DEDICATION
This graduating paper is sincerely dedicated to:
1. My beloved father and mother (Bapak Sarju and Ibu Muslikhah) who
always give me spirit and inspiration so that the writer can finish her
study. Thanks a lot for your praying and guidance.
2. My beloved brothers and sisters (Mas Rohmad, Mbak Ifa, Dek Fina, Mas
Rosid, Mbak Dewik) who always motivate and support the writer to do the
best.
3. My lecturers in IAIN Salatiga, especially Mr. Sa’adi, M. Ag who guides
the writer patiently.
4. My teacher in Al-Muntaha Islamic Boarding House (Nyai Hj. Zulaicho,
A.H), thanks for your praying.
5. My beloved partner (Jo) who always motivate and support the writer to do
the best.
6. All of TBI ’14, especially Anglila Wikasitakusumaning Ahayu.
7. All of Al-Muntaha Islamic Boarding House’s Students, especially (Jubet,
Ecuk, Mbak Afi, Ryda, Hima, Okta).
8. My friends in Senior High School (Ndlot, Fara, Samsul)
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ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
Assalamu’alaikum Wr.Wb.
Alhamdulillahirobbil’alamin, all praises be to Allah SWT, the Most
Gracious, and The Most Merciful who always bless and help the writer so the
writer can finish the graduating paper. Bless and mercy are upon great the Prophet
Muhammad SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without supports, advices, help
and encouragement from several people and institution. Hence, the writer would
like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic
Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty
(IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department of
Teacher Training and Education Faculty (IAIN) Salatiga.
4. My counselor Dr. H. Sa’adi, M.Ag. who gives great attention, suggestion
and guidance for this graduating paper from chapter 1 until chapter 5.
5. All of lecturers and staffs of State Institute for Islamic Studies (IAIN) of
Salatiga
Salatiga, September 14th 2018
The writer
Mir’atus Sa’adah
113-14-031
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ABSTRACT
Mir’atus Sa’adah. 2018. Improving the Students’ Speaking Ability in Expressing
Opinion Through Problem Based Learning Strategy for the Eleventh
Grade Students of MAN 2 Semarang in the Academic Year 2018/2019.
A Graduating Paper. English Education Department. Teacher Training
and Education Faculty. State Institute for Islamic Studies Salatiga.
Counselor:s Dr. H. Sa’adi, M. Ag.
This research focused in improving students’ speaking ability by applying
Problem Based Learning (PBL) Strategy. The objectives of the study are to know
and to find out the implementation of Problem Based Learning Strategy to
improve students’ speaking ability and To know and to find out the result of
improvement of speaking skills after using Problem Based Learning (PBL)
strategy for the eleventh grade students of MAN 2 Semarang in the academic year
2018/2019. The methodology of research is classroom action research. Each cycle
consists of planning, action, observation and reflection. From the result of this
research shows an improvement of students’ speaking ability by using PBL
strategy. It can be seen for the mean score of pre-test and post-test. In cycle I post-
test higher than pre-test: 72.72 > 63.96. In cycle II: 84.06>77.13. It means that the
implementation of PBL strategy is successful to improve students’ speaking
ability.
Key Words: Problem Based Learning, Speaking Ability, Expressing Opinion.
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TABLE OF CONTENTS
DECLARATION ................................................................................................................ ii
ATTENTIVE CONSELORS’ NOTE ................................................................................. iii
STATEMENT OF CERTIFICATION ................................................................................ iv
MOTTO .............................................................................................................................. v
DEDICATION .................................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................................. vii
ABSTRACT ........................................................................................................................ viii
TABLE OF CONTENTS .................................................................................................... ix
LIST OF APPENDIXES ..................................................................................................... xi
CHAPTER I ........................................................................................................................ 1
INTRODUCTION .............................................................................................................. 1
A. Background of the Research ................................................................................... 1
B. Research Questions ................................................................................................. 3
C. Objective of the Research ....................................................................................... 3
D. Significances of the research ................................................................................... 4
E. Hypothesis and Success Indicator ........................................................................... 5
F. Method of the Research .......................................................................................... 5
G. Graduating Paper Organization ............................................................................... 10
CHAPTER II ....................................................................................................................... 11
A. Review of Previous Research.................................................................................. 11
B. Supporting Theories of Speaking ............................................................................ 14
1. Speaking ........................................................................................................... 14
a. Definition of speaking ................................................................................. 14
b. Elements of speaking .................................................................................. 15
c. Function of speaking ................................................................................... 18
d. The classroom activities .............................................................................. 19
2. Problem Based Learning .................................................................................. 24
CHAPTER III ..................................................................................................................... 27
IMPLEMENTATION OF RESEARCH ............................................................................. 27
A. The Procedures of the Research ...................................................................... 27
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B. Technique of data Collecting .......................................................................... 27
C. Data Analysis .................................................................................................. 31
CHAPTER IV ..................................................................................................................... 33
A. Field Note ................................................................................................................ 33
1. Description of Teaching and Learning Process in Cycle I ................................ 33
1) Planning ...................................................................................................... 33
2) Action .......................................................................................................... 34
3) Observation ................................................................................................. 34
4) Reflection .................................................................................................... 35
2. Description of Teaching Learning Process in Cycle II ..................................... 35
1) Planning ...................................................................................................... 35
2) Action .......................................................................................................... 36
3) Observation ................................................................................................. 36
4) Reflection .................................................................................................... 36
B. Research Finding ..................................................................................................... 37
1. Cycle I ............................................................................................................... 37
a. Planning ...................................................................................................... 37
b. Action .......................................................................................................... 38
c. Observation ................................................................................................. 43
d. Reflection .................................................................................................... 55
2. Cycle II .............................................................................................................. 56
a. Planning ..................................................................................................... 56
b. Action .......................................................................................................... 56
c. Observation ................................................................................................. 61
d. Reflection .................................................................................................... 74
3. Discussion ......................................................................................................... 75
CHAPTER V ....................................................................................................................... 82
CLOSURE .......................................................................................................................... 82
A. Conclusion ........................................................................................................ 82
B. Suggestion ......................................................................................................... 83
REFERENCES
APPENDIXES
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LIST OF APPENDIXES
A. Lesson Plan
B. Result of Students Activity
C. Field Note
D. Note of Counselor
E. Official Statement from MAN 2 Semarang
F. SKK
G. Consultation Sheet
H. Documentation
I. CV
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CHAPTER I
INTRODUCTION
A. Background of the Research
A language is a sign system of which the main function is
communication among people. Speech is then the main instrument for
human communication (Ferdinand dr Saussure 1959: 8-10). As an
international language, English is very important and has many
interrelationships with various aspects of life. In Indonesia, English is
considered as the first foreign language from elementary school up to the
university level.
English is the language of international politics, international
business, international finance, of film, literature, research and technology
(https://www.dur.ac.uk/englishlanguage.centre/expertenglish/ accessed on
September 30th
20018). English is one of the international languages used
by most of the world population, so each school has given English lesson,
but this is not maximal because the condition of class does not support
learning process, almost the class is messy class, students are not ready to
learn and to understand the material. Ideal English classroom should be
enjoyable and learning methods should be fun so students fell enjoy during
teaching learning process.
In English language teaching, there are four ability included:
speaking, reading, writing, and listening. Speaking is a language skill that
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is developed in child life, which is produced by listening skill, and at that
period speaking skill is learned (Tarigan, 1990:3-4).
Based on the observation when the researcher taught in the
classroom, there were many reasons that the students less in speaking. It
may be caused by the students’ shy or lack of self -confidence to speak in
English. So, their study have not been maximally. They did not use
English in daily life although in giving gratitude and meeting. Sometimes
the students were less concentration when they have learning in the
classroom. They were sleepy, not to understand about the material but shy
to ask to the teacher, and unfamiliar with using dictionary. They
considered that study English is difficult and not their daily language, so
their study about English being not interested.
From the reason, the researcher wants to improve the students’
interest in speaking ability by using Problem Based Learning Strategy.
Teachers can use many strategies in language teaching, there are many
kinds of strategy of language teaching, one of them is Problem Based
Learning (PBL) Strategy. Problem Based Learning is one of the change
from teaching paradigm to the learning paradigm (Barr and Tagg,
1995:271). This strategy can make the students active in the class and this
strategy focused on the student centered.
In the new curriculum, students should be active in the class, and the
teacher only becomes a facilitator. So, this strategy is the appropriate
strategy to improve the students’ speaking ability. By the use of Problem
Based Learning (PBL) Strategy, the researcher hopes the students are able
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to involve the emotional power to find a new knowledge and motivate
them to be active in the class and improve their self-confidence on English
language especially in speaking skill.
From explanation above, the researcher decides to conduct a
research entitled “Improving the Students’ Speaking Ability in Expressing
Opinion Through Problem Based Learning Strategy (A Classroom Action
Research of the eleventh grade of MAN 2 Semarang in the Academic Year
2018/2019)”.
B. Research Questions
Based on the background of the study, there are some statements of
the problem are as follows:
1. How is the implementation of PBL strategy improve students’
speaking ability in the eleventh grade of MAN 2 Semarang in the
academic year 2018/2019?
2. How is the result of the implementation of PBL strategy improve
students speaking ability in the eleventh grade of MAN 2 Semarang in
the academic year 2018/2019?
C. Objective of the Research
According to the statement of the problem, the objectives of the
study are as follows:
1. To know and to find out the result of implementation of PBL Strategy
to improve students’ interest in speaking ability in the eleventh grade
of MAN 2 Semarang in the academic year 2018/2019?
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2. To know and to find out the result of improvement students’ speaking
ability after using PBL strategy for the eleventh grade of MAN 2
Semarang in the academic year 2018/2019?
D. Significances of the Research
Through this classroom action research, the researcher hopes that it
can give advantages for:
1. Theoretically, it is expected that the finding of this research can
support and complete the previous theories related to improving
students’ speaking ability through Problem Based Learning strategy.
2. In practice, the researcher expects that the finding of this research can
be useful for:
a. The teachers
1) To improve the teacher’s ability to teach the students with a
better strategy.
2) To increase the teacher’s professionalism in learning process.
b. The Students
1) To make the students to active in the class.
2) To interest the students speaking up in the class.
3) To develop the students speaking ability.
4) To train the students confidence.
c. The school
The result of this research can create the innovation for the
school to develop the interesting learning strategy to improve
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students’ involvement in teaching learning process. Besides, it
creates good quality for students’ output.
E. Hypothesis and Success Indicator
By conducting this research, the researcher proposes a hypothesis:
Using PBL Strategy in English subject can improve the students’ interest
in speaking ability in expressing opinion for the eleventh grade of MAN 2
Semarang in the academic of year 2017/2018.
The success indicator of this research is taken from the passing grade
(KKM) of English lesson in MAN 2 Semarang. The passing grade is 70
and the target of the passing grade is 85%.
F. Method of the Research
In this research, the researcher used Classroom Action Research
(CAR). According to Suyadi (2015:18) informs that Classroom Action
Research consists of three words, so there are three definitions, which can
be explained:
1. Research is the activity of looking at an object by using a certain way
to find accurate data.
2. Action is the activities that are intentional and planned with a specific
purpose.
3. Classroom is a group of students who are receive the lessons from the
same teacher and the same time.
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Based on three words; research, action and classroom, Classroom
Action Research (CAR) means teaching and learning activities that are
applied in the classroom with the aim of improving the teaching and
learning process.
The models that usually applied in the action research is model by
Kemmis & Mc Taggart. There are four steps in this model they are;
planning, action observation and reflection. The whole actions above,
which were applied in CAR as follows:
Figure 1.1 The Scheme Based on Kemmis and McTaggart (in McNiff,
2002: 58)
1. Planning
In this phase you identify a problem or issues and develop a plan
of action in order to bring about improvements in a specific area of the
research context. This is a forward-looking phase where you consider;
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i) what kind of investigation is possible within the realities and
constrain of your teaching situation; and ii) what potential
improvements you think are possible.
2. Action
The plan is a carefully considered on which involves some
deliberate interventions into your teaching situation that you put into
action over an agreed period of time. The interventions are ‘critically
informed’ as you question your assumptions about the current
situation and plan new and alternative ways doing things.
3. Observation
This phase involves you in observing systematically the effects of
the action and documenting the context, action and opinion of those
involved. It is a data collection phase where you use ‘open-eyed’ and
‘open-minded’ tools to collect information about what is happening.
4. Reflection
At this point, you reflect on, evaluate and describe the effects of
the action in order to make sense of what was happened and to
understand the issue you have explored more clearly. You may decide
to do further cycle of AR to improve the situation even more, or to
share the ‘story’ of your research with others as part of your ongoing
professional development. Those explanation above is adapted from
Kemmis &Mc Taggart (1998:11-14) in Anne Burns (2010:8).
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G. The subject of the research
The subject of this research is the second year students of MAN 2
Semarang XI MIA 2 in the academic year 2018/2019.
Table 1.1 List of Students’ Name of XI MIA 2 class of MAN 2
Semarang
No Student’s Name Sex
1. AUA Female
2. AC Female
3. BS Female
4. DF Female
5. DW Female
6. ES Female
7. EPH Female
8. FA Female
9. FNZ Female
10. FHR Female
11. HH Female
12. HCAM Female
13. HK Female
14. IW Female
15. MDS Female
16. MYZ Male
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17. MR Male
18. M Male
19. RA Female
20. ODY Female
21. PSN Female
22. PNA Female
23. RAPS Female
24. SR Female
25. SRN Female
26. SS Female
27. SM Male
28. UTU Female
29. AR Female
H. Graduating Paper Organization
This graduating paper has five chapters. Each chapter has different
elements as follows:
Chapter I is an introduction. This chapter consists of the background
of the research, research questions, objectives of the research, significances
of the research, hypothesis and success indicator, research methodology,
and graduating paper outlines. Chapter II is the theoretical framework.
This chapter consists of supporting theories and the review of previous
research. Chapter III is the implementation of the research. This chapter
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consists of procedure of the research. Chapter IV is research findings. This
chapter consists of the result of the research in using Problem Based
Learning Strategy in improving speaking ability for the eleventh grade of
students of MAN 2 Semarang in the academic year of 2018/2019. Chapter
V is closure. This chapter consists of the conclusions and suggestions of
the research based on the analysis in the chapter four. After that, it is
followed by bibliography and appendixes.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Review of Previous Research
In this research paper, the researcher takes five previous researches
comparison. The first is Khikmah’s paper (2011). In her paper about The
Use of Student Team Achievement Divisions (STAD) Method and
Authentic Material toward Speaking Skill. This research was conducted at
MA Mir‟atul Muslimien. Eighteen students of the second grade students
of MA Mir‟atul Muslimien 2015 were instructed through STAD strategy
and authentic material to improve their speaking skill. This research used
classroom action research (CAR). In cycle I, there are 72.23% students
passed the standardized score (KKM). It means the target of this research
has not achieved yet because the target for students passing KKM is 75%.
However, in cycle II, there are 77.78%students passing the KKM. This
mean this research has been completed and shows that STAD can improve
the students‟ speaking skill. The result of the research, the researcher
suggests that the English teacher could implement STAD and authentic
material in teaching speaking. This technique can help the students to
remember the information and the details of the text. In implementation of
STAD strategy the students deepen their understanding in authentic text
that has been read.
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The second is Fadilah’s paper (2011). In her paper talk about the use
Problem Solving Activities to teach students’ speaking skill. The research
used quantitative method with one group pretest-posttest design. The
instrument of this research was the t-test. The population of this research
20 of class control and experiment group speaking 1 of IAIN Salatiga.
The sample was entire population. The data of this research were
collected by using the pretest and posttest to the students’ sample. The
results of the data analysis showed that: the mean of control group was
1.04 and the experiment group was 2.56 and t-observed was 1.81. The t-
critical value with degree of freedom (df) = 19 and significance level at
0.05 was 0.90. Based on the analysis above the alternative hypothesis of
this research was accepted, because the t-observed was bigger than t-
critical value (1.81 > 0.90). It could also be concluded that teaching
speaking skill using problem-solving activities improved the students’
speaking skills.
The third research is Diah’s paper (2015). In her paper talked about
Implementation of Problem Based Learning to Improve Students’
Problems Solving Skill. There are 22 people as the study subjects. The
data collected in this study is the data on students’ problem solving ability
and self-efficacy. The data is collected by distributions of test, observation
and questionnaires, the data is analyzed by Class Action Research. The
study results show (1) the implementation of PBL model can improve the
students’ problem solving skill where in the 1st cycle, it is 69%, in the
2nd cycle, it is 73%, (2) the implementation of PBL model can improve
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the students’ self-efficacy where in the 1st cycle, it is 61%, in the 2nd
cycle, it is 43%. The study results show that the implementation of
Problem Based Learning (PBL) model can improve the students’ problem
solving skill and self-efficacy.
The fourth is Fahma’s paper (2016). In her thesis talked about the
implementation of problem based learning model in improving learning
achievement on accounting subject students. This research was classroom
action research that consisted of two cycles. Each cycle consisted of four
stages: planning, action, observation, and reflection. The subjects of this
research were the students of XI AK3 class of SMK Negeri 4 Klaten. The
data analysis technique used in this research was descriptive comparative
analysis. It was to compare the initial condition before action
implementation with the results of the research in Cycle 1 and 2. The
results of the research show that: (1) Problem-Based Learning (PBL)
model can improve the students’ accounting learning achievement that
was proven that: (a) the improvement of the students’ learning
achievement that the percentage before the action implementation was
only 58.82% was improved to 100% after the action implementation, (b)
the students were able to solve problems by having group discussions, (2)
improving the students’ accounting learning achievement using Problem-
Based Learning (PBL) model was conducted by having group discussions.
The fifth is Angga’s paper (2015). In his journal talked about is The
effect of problem based learning strategy toward students' speaking
ability. It was done to the students at the first grade of SMAN 1 Enam
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Lingkung registered in 2012/2013. The data of the study were collected
trough tested. The findings of the study showed that experimental group
taught by the problem based learning have better ability than control
group which is taught by the conventional method. So, it can conclude
that the used of problem based learning in teaching descriptive text can
improve students’ speaking ability in expressing description people,
things, and places.
To differentiate with those papers, this research is focused on the
students’ interest in speaking ability and analyze the ability of the second
year students of MAN 2 Semarang in speaking ability in the academic
year 2018/2019. The researcher chooses the strategy of PBL and the
purpose is to improve the students’ speaking ability.
B. Supporting Theories of Speaking
1. Speaking
a. Definition of Speaking
Bailey (2005: 2), “Speaking consists of producing systematic
verbal utterance to convey meaning. Speaking is an interactive
process of constructing meaning that involves producing, receiving
and processing information. It is often spontaneous, open-ended
and evolving.
Harmer (2007: 284), “Speaking is the ability to speak
fluently and presupposes not only knowledge of language features,
but also the ability to process information”.
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Therefore, the researcher concludes that speaking is ability to
produce the language and share their ideas.
b. Elements of Speaking
In accordance to Harmer, (2007: 269-271), The ability to
speak fluently presupposes not only knowledge of language
features, but also the ability to process information and language
‘on the spot’.
a. Language features Among the elements necessary for spoken
production (as opposed to the production of practice examples
in language drills, for example) are the following:
a) Connected speech
Effective speakers of English need to be able not only
to product the individual phonemes of English (as in
saying I would have gone) but also to use fluent ‘connected
speech’ (as in I’d’ve gone). In connected speech sounds are
modified (assimilation), omitted (elision), added (linking
r), or weakened (through contraction and stress patterning).
b) Expressive device
Native speakers of English change the pitch and
stress of particular parts of utterances, vary volume and
speed, and show by other physical and noun-verbal
(paralinguistic) means how they are feeling (especially in
face-to-face interaction) the use of these devices
contributes to the ability to convey meanings. They allow
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the extra expression of emotion and intensity. Student
should be able to deploy at least some of such
suprasegmental features and devices in the same way if
they are to be fully effective communicators.
c) Lexis and grammar
Spontaneous speech is marked by the use of a
number of common lexical phrases, especially in the
performance of certain language function. Teacher should
therefore supply a variety of phrases for different
functions such as agreeing or disagreeing, expressing,
surprise, shock, or approval. Where students are involved
in specific speaking contexts such as a job interview, we
can prime them, in the same way, with certain useful
phrases which they can produce at various stages of an
interaction.
d) Negotiation language
Effective speaking benefits from the negotiation
language we use to seek clarification and to show the
structure of what we are saying. We often need to ‘ask for
clarification’ when we are listening to someone else talk.
b. Mental/social processing
If part of speaker’s productive ability involves the
knowledge of language ability such as those discussed
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above, success is also dependent upon the rapid processing
ability that talking necessitates.
a) Language processing
Effective speakers need to be able to process
language their own heads and put it into coherent order
so that it comes out in forms that are not only
comprehensible, but also convey the meanings that are
intended. Language processing involves the retrieval of
words and phrases from memory and their assembly
into syntactically and propositionally appropriate
sequences. One of the main reasons for including
speaking activities in language lessons is to help
students develop habits of rapid language processing in
English.
b) Interacting with others
Most speaking involves interaction with one or
more participants. This means that effective speaking is
also involves a good deal of listening, and
understanding of how the other participants are feeling,
and a knowledge of how linguistically to take turns or
allow others to do so.
c) (On-the-spot) information processing
Quite apart from our response to others’ feelings,
we also need to be able to process the information they
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tell us the moment we get it. The longer it takes for ‘the
penny to drop’ the less effective we are as instant
communicators. However, it should be remembered that
this instant response is very culture-specific, and is not
prized by speakers in many other language
communities.
c. Function of Speaking
According to Richards (2008: 21) the functions of speaking
are; talk as interaction, talk as transaction, talk as performance.
They are as follows:
a) Talk as interaction
Talk as interaction refers to what we normally mean by
“conversation” and describes interaction that serves a
primally social function. When people meet, they exchange
greetings, engage in small talk, recount recent experiences,
and so on, because they wish to be friendly and to establish a
comfortable zone of interaction with others. The focus is
more on the speakers and how they wish to present
themselves to each other than on the message.
b) Talk as transaction
Talk as transaction refers to situations where the focus is
on what is said or done. The message and making oneself
understood clearly and accurately is the central focus, rather
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than the participants and how they interact social with each
other. In such transaction,
talk is associated with other activities. For example,
students may be engaged in hands-on activities (e.g., in a
science lesson) to explore concepts associated with floating
and sinking. In this type of spoken language students and
teachers usually focus on meaning or on talking their way to
understanding. (Richard 2008:24) in (Jones 1996:14).
Examples of talk as transaction are:
1. Classroom group discussion and problem-solving
activities
2. A class activity during which students design a poster
3. Discussion needed computer repairs with technician
4. Making a telephone call to obtain flight information
5. Asking someone for directions on the street
6. Buying something in a shop
7. Ordering food from a menu in restaurant.
c) Speaking as performance
This refers to public talk, that is, talk that transmits
information before an audience, such as classroom
presentations, public announcements, and speeches.
d. The classroom activities
Harmer (2001: 348-352) observes that there are seven
classroom speaking activities, such as:
a) Acting from script
21
Playing script and acting out the dialogues are two
kinds of the acting scripts that should be considered by the
teacher in the teaching and learning process. In the playing
script, it is important for the student to teach it as real acting.
The role of the teacher in this activity is as theatre directors,
drawing attention to appropriate stress, intonation, and speed.
This means that the lines they speak will have real meaning.
By giving students practice in these things before they give
their final performances, the teacher ensures that acting put is
both a learning and language producing activity. In acting the
dialogue, the students will be very helped if they are given
time to rehearse their dialogues before the performance. The
students will gain much more from the whole experience in
the process.
b) Communication Games
Games are designed to provoke communication
between students. The games are made based on the principle
of the information gap so that one student has to talk to a
partner in order to solve a puzzle, draw a picture, put a thing
in the right order, or find similarities and differences between
pictures. Television and radio games, imported into the
classroom, often provide good fluency activities.
c) Discussion
22
One of the reason that the discussions fail (when they
do) is that students are reluctant to give an opinion in front of
the whole class, particularly if they cannot think of anything
to say and are not, anyway, confident of the language they
might use to say it. Many students feel extremely exposed in
discussion situation.
Discussion is probably the most commonly used
activity in the oral ability class. Here, the students are
allowed to express their real opinions. Discussion range is
divided into several stages frim highly formal, whole-group
staged events to informal small-group interaction. Harmer
(2001:272).
d) Prepared talks
A popular kind of activity is the prepared talk were a
student makes a presentation as a topic of their own choice.
Such talks are not designed for informal spontaneous
conversation, because they are prepared, they are more
‘writing-like’ than this. However, if possible, students should
speak from notes rather than from a script.
Prepared talks represent a defined and useful speaking
genre, and if properly organized, can be extremely interesting
for both speaker and listeners. Just as in process writing the
development of the talk, from original ideas to finished work,
will be vital of importance.
23
e) Questionnaires
Questionnaires are useful because, by being pre-
planned, they ensure that both questioner and respondent
have something to say to each other. Students can designed
questionnaires on any topic that is appropriate. As they do so
the teacher can act as a resource, helping them in the design
process. The results obtained from questionnaires can than
form the basis for written work, discussion, and prepared
talks.
f) Simulation and role-play
Role-play are effective when they are open-ended, so
that different people have different views of what the
outcome should be, and a consensus has to be reached.
According to Ken Jones (1982: 4-7) in Harmer (2001:
274) have the following the characteristics:
1. Reality of function
The students must not think of themselves as
students, but as real participants in the situations.
2. A simulated environment
The teacher says that the classroom is an airport
check-in area for example.
3. Structure
24
Students must see how the activity is constructed
and they must be given the necessary information to
carry out the simulation effectively.
g) The roles of the teacher
As with any other types of classroom procedure,
teachers need to play a number of different roles during the
speaking activity described above. However, three have
particular relevance if we are trying to get students to speak
fluently:
1. Prompter
Students sometimes get lost, cannot think of what to
say next, or in struggle out of such situations on their
own, and indeed sometimes this may be the best option.
However, we may be able to help them and the activity to
progress by offering discrete suggestions. If this can be
done supportively-without disrupting the discussion, or
forcing students out of role it will stop the sense of
frustration that some students feel when they come to a
‘dead end’ of language or ideas.
2. Participant
Teacher should be good animators when asking
students to produce language. Sometimes this can be
achieved by setting up an activity clearly and with
enthusiasm. At other times, however, teachers may want
25
to participate in discussions or role-play themselves. That
way they can prompt covertly, introduce new information
to help the activity along, ensure continuing student
engagement, and generally maintain a creative
atmosphere.
3. Feedback provider
The vexed question of when and how to give
feedback in speaking activities is answered by
considering carefully the effect of possible different
approaches.
2. Problem Based Learning Strategy
Problem-based learning is an approach to learning that has
been constructed from a perspective that considers a whole range of
theories. (Maggi, 2004:34).
According to Karen (2013:623) Problem based learning is an
active and engaging pedagogy to use for teaching information literacy
concepts and ability at both the undergraduate and graduate level.
https://www.google.co.id/search?q=karen+E.+downing+2013&oq=ka
ren+E.+downing+2013&sourceid=chrome&ie=UTF-8 accessed July
11 2018.
The process of Problem Based Learning according to Barbara
(2001: 7) in Bound & Feletti (1997) as follows:
26
a. Students are presented with a problem (case, research paper).
Students working in permanent groups organize their ideas and
previous knowledge related to the problem and attempt to define
the broad nature of the problem.
b. Throughout discussion, students pose questions called “learning
issues” that delineate aspects of the problem that they do not
understand. These learning issues are recorder by the group and
help generate and focus discussion. Students are continually
encouraged to define what they know and more importantly
what they don’t know.
c. Students rank, in order of importance, the learning issues
generated the session. They decide which questions will be
followed up by the whole group and which issues can be
assigned to individuals, who later teach the rest of the group.
Students and instructor also discuss what resources will be
needed to research the learning issues and where they could be
found.
d. When students reconvene, they explore the previous learning
issues, integrating their new knowledge into the context of the
problem. Students are also encouraged to summarize their
knowledge and connect new concepts to old ones. They
continue to define new learning issues as they progress through
the problem. Students soon see that learning is an ongoing
27
process and that there will always be (even for the teacher)
learning issues to be explored.
28
CHAPTER III
IMPLEMENTATION OF RESEARCH
A. The Procedures of the Research
In conducting the research, the researcher carries out the steps
which summarized in the following research schedule. The research
schedule is shown below:
Table 1.2 Research Schedule
No Activities Time
1 Giving observation letter to one of the
administration staff at MAN 2 Semarang
July, 18th
2018
2 Interview with the English teacher in the
preliminary study (before classroom
action research)
July, 19th
2018
3 Meet the English teacher to do a
consultation about the lesson plan
July, 27th
2018
4 Doing action in the class (cycle 1) July, 30th
2018
5 Doing action in the class (cycle 2) August, 13th
2018
B. Technique of Data Collecting
Data collecting is used to gather information. In this study the
researcher uses three data collection methods, there are: observation, tests,
and documentation.
29
1. Observation
According to Kothari (2004: 96), observation is the most
commonly used to observe the students’ activities in teaching and
learning process. In conducting action research, the researcher
observes the learning process. The learning process is taught by the
teacher, while the researcher only observes the teaching learning
process. The observation consists of two cycles. There are the cycle I,
and cycle II. The researcher uses observation checklist in order to
make more systematic and field notes to get more detail information
in teaching and learning process. The observation sheet consists of
students’ observation checklist, teachers’ observation checklist and
the use of Problem based Learning. The table below show the table of
observation sheet as follows:
a. The students activity
Table 1.3 Form the Result of Students’ observation Checklist
cycle I
b. T
h
e
t
No The Students Activity Yes No Description
1. Paying attention
2. Asking question
3. Responding the question
4. Accomplish task
5. Being enthusiastic in
Problem Based Learning
Strategy
30
eachers activity
Table 1.4 Form the Result of Teacher’s observation Checklist
cycle I
c. O
b
s
e
r
v
e
t
he use of Problem based Learning Strategy Activity
Table 1.5 form the result of using Problem Based Learning
Strategy Checklist Cycle I
No Criteria Yes No Description
No The teachers activity Yes No Description
1. Prepared the material
well
2. Greeting the students
before the lesson begin
3. The teacher checking
the students
4. Use Problem Based
Learning to improve
students’ interest
speaking ability
5. Help students’
difficulties during
learning
6. Giving feedback after
lesson
31
1. The teacher and the
students have internet and
access.
2. The students can follow
Problem Based Learning
instructions.
3. The teacher does teaching
and learning process by
Problem Based learning
Strategy.
2. Test
According to Arikunto (2010:193), test is the series of the
questions or exercises and other tools that use to survey the skill,
knowledge intelligence, or the talent by individuals or group. The
researcher uses pre-test and post-test.
a. Pre-test
In this research the pre-test will be given in the first time.
Pre-test is given to the students before the teacher using her media
in the teaching-learning process. The objective is to know about
the students’ speaking skill before treatment.
b. Post-test
32
Post-test will be given in the last sessions after the media
will be applied. The goal of the post-test is to know the
improvements of speaking skill after the students got a treatment.
3. Documentation
According to Arikunto (2010:274), documentation is an activity
to look for variable like notes, transcribes, books, newspaper, etc.
Documentation is done to get important data for the research. In this
research, the researcher uses, field notes, photos and records in doing
pre-test and post-test as the documentation of the research.
C. Data Analysis
In analyzing data, the researcher uses mixed methods to analyze the
data (Creswell, 2012:16).
1. Qualitative Data
In analyzing qualitative data collected based on words from a
small member of individual, thus the participants’ views are obtained
and analyzed the data for description (Creswell, 2012:16). In this
research, the data of observation checklist is analyzed by qualitative.
2. Quantitative Data
In the other hand, quantitative technique data analysis is used to
process the data. The quantitative data is processed by the teacher and
the researcher to get the score of the students. The maximum score is
100. The process measurement based on:
a. Score the students’ test
33
There are five components in scoring speaking; they are
pronunciation, intonation, fluency, grammar, and vocabulary.
The researcher uses an analytical scoring rubric to analyze the
data related to the students speaking test.
b. Calculate the result of the test
After the scoring of students’ test, the researcher calculates
the data using the t-test to determine there was a significant
difference in cycle I and cycle II. This research uses Statistical
Package for the Social Science (SPSS) for analyzing the data. In
practice, the researcher will use SPSS version 22.
34
CHAPTER IV
RESEARCH FINDING
A. Field Note
In this implementation, the researcher arranged two cycles. In each
cycle, the steps are planning, acting, observing, and reflecting.
1. Description of Teaching and Learning Process in Cycle I
The researcher used Problem Based Learning (PBL) strategy to
teaching Expressing Opinion, which it can improve students’ speaking
ability. The steps of cycle 1 was conducted on Monday, July 30th
2018
at 10.15 a.m. and Monday, August 06th
2018 at 10.15 a.m. The
procedure as below:
a. Planning
The activities are:
1) Preparing materials, making lesson plan, and design the step in
doing the action.
2) Preparing list of students’ name and scoring.
3) Preparing teaching aids (hand out about the material
expressing opinion, pictures).
4) Preparing sheets for student’s and teacher’s observation sheets.
5) Preparing test for pre-test and post-test (to know whether
students’ speaking ability improve or not).
35
b. Action
The activities are:
1) The researcher introduce herself
2) The researcher informed her purpose in doing the research
3) The researcher invited the teacher to teach students
4) The teacher gave a pre-test to know the students’ achievement
before the applying PBL strategy.
5) Giving the materials and explain the expression of asking and
giving opinion, language feature of expression.
6) Giving the example of the topic asking and giving opinion.
7) The teacher divided class to be five groups to discussed about
the topic.
8) The teacher applied PBL strategy to teach the students and
observe learning activity.
9) Giving chance for the students to present their work in front of
the class.
10) The teacher gave occasion to the students to ask any
difficulties or problems.
11) Giving feedback.
12) The teacher gave a post-test
c. Observation
1) Observing the learning process concentrate on the students’
interest in teaching speaking.
36
2) Observing the students’ attention and all the activities in the
learning process.
3) Observing the teacher’s activities.
d. Reflection
1) Analyzing the data of this cycle.
2) The teacher and the researcher will discuss the result of the
cycle.
3) Make a conclusion of the cycle I.
2. Description of Teaching and Learning Process in Cycle II
The second cycle will be done based on the result of reflection
from the first cycle. If the result from observation shows that the
quality of the students was still low, it is needed another action in order
to make enhancement of the quality for the next cycle. The topic is
same with cycle I. The steps of cycle 2 was conducted on Monday,
August 13th
2018 at 10.15 a.m. and Monday, August 20th
2018 at 10.15
a.m.The procedures are as follow:
a. Planning
a. Making lesson plan for cycle II as teaching guidance in the
learning process.
b. Preparing material.
c. Preparing the sheet for classroom observation.
d. Preparing two tests; pre-test and post-test.
37
b. Action
1. Giving expressing opinion pre-test.
2. The teacher asked the students about their problems on the
previous lesson.
3. Giving feedback.
4. The teacher re-explained about the material using PBL
Strategy.
5. The teacher divided class to be five groups to discussed about
the topic.
6. Giving chance for the students to present their work in front of
the class.
7. Giving post-test.
8. Ask the students to make a dialogue using asking and giving
opinion expression with their partner.
9. Giving motivation for students.
c. Observation
a. Observing the learning process concentrate on the students’
interest in teaching speaking.
b. Observing the students’ attention and all the activities in the
learning process.
c. Observing the teacher’s activities.
d. Reflection
a. Analyzing the data of this cycle.
38
b. The teacher and the researcher will discuss the result of the
cycle.
c. The researcher and the teacher make a conclusion after
comparing the students’ score between cycle I and cycle II to
find out how far the enhancement of students’ speaking
ability.
d. The standardized score KKM (Kriteria Ketuntasan
Minimum) in MAN 2 Semarang 70. Based on this rule, the
mean score post-test must pass the KKM.
B. Research Finding
The research consists of two cycles, each cycle consists of planning,
implementation of action, observation, and reflection. The whole steps of this
research would be explained in the description below:
1. Cycle I
a. Planning
In this step, the researcher prepared:
1) Lesson plan, in order to control the teaching learning process, the
researcher used the lesson plan as guidance for the teacher’s
activities in the class.
2) Materials, in the first cycle the researcher used topic about “Social
Media”. She looking for the material in the internet.
3) Teaching aid, the researcher prepared some instruments. They were
board-marker, and handout for students (asking and giving
opinion).
39
4) Test (pre-test and post-test), pre-test is a test that is given to the
students before the teaching learning process. Meanwhile, post-test
is a test that is given to the students after learning process was
conducted. The test is the teacher asked to the students to make
simple text about expressing opinion.
b. Acting
The researcher conducted in two days. The action of the cycle I
consist of two parts. The pre-test and treatment were conducted in day 1
and treatment and post-test were conducted in day 2. The first part of
cycle 1 was conducted on Monday, July 30th
2018 at 10.15 a.m. The
teacher and the researcher entered the class, and the teacher greeted the
students in the class by saying “Assalamualaikum wr wb”. All the
students answered the greeting of the teacher. The teacher asked one of
the students (Yanis) to lead the pray by saying
“Bismillahirohmanirrohim” then followed by all students. Then, the
researcher introduced herself to the students. After that, the teacher
opened the meeting and checked the students’ attendance list, 3 students
were absent. The teacher informed the students that a few days later the
class would be observed by the researcher, then the researcher
introduced herself. After that, the teacher opened the meeting. Before
she started the lesson the teacher gave 45 minutes for the students to
practice in giving opinion about the picture of “Social Media”. 10
minutes for preparing their answer, and 35 minutes for practice one by
one. The teacher asked the students to do by themselves, and also
40
allowed the students to open dictionary and internet. When the students
were doing the pre-test, the teacher walked around the class to check
the students while doing the test. Most of students were nervous and
confuse to tell their opinion. 2 boys (Muhammad Rifqi and Mursadi)
asked about how to give the response of expressing opinion. The
teacher answered “Expressing Opinion had two response there are
agree and disagree, you have to explain your reasons”. There was one
boy, (Muhammad Yanis Zainudin) looked bored, he still did not do the
test. He was enjoyed with his Smartphone. Most of the students
accessed the internet, especially Google Translate to get the answers. In
doing the pre-test, the teacher called the students’ name one by one.
After have finished the pre-test, she began the teaching learning
process. The teacher told to the students about the topic is expressing
opinion. She gave the examples of expressing opinion. After students
read the hand out, the teacher asked them any difficult words or not.
Then, one student (Rita Anisa) raised her hand to ask question. She
asked “Miss, what is the meaning of convinced?”. “Yakin” the teacher
answer. “Any other questions?” asked the teacher. The students just
silent. After she answer the question from the student, she asked the
students to present the result of their discussion in front of class. The
time was up, the teacher closed the meeting.
The second parts of cycle I was conducted on Monday,
August 06th
2018 at 10.15 a.m. The teacher and the researcher entered
the class, and the teacher greeted the students in the class by saying
41
“Assalamualaikum wr wb”. All the students answered the greeting of
the teacher. The teacher asked one of the students (Yanis) to lead the
pray by saying “Bismillahirohmanirrohim” then followed by all
students. The teacher opened the meeting and checked the students’
attendance list and no one absent. The next activity in the class, the
teacher used Problem Based Learning Strategy, the students divided to
be 5 groups consist of 5-6 member. This group divided by rank order
and mixed between male and female. For the teams’ data are follows:
Table 1.6 Students’ team Formation
Group Name A
No Students’ Name Sex
1. AC Female
2. ODY Female
3. PSM Female
4. AUA Female
5. UTU Female
6. SRN Female
Group Name B
No Students’ Name Sex
1. ES Female
2. DF Female
3. IW Female
4. PNA Female
42
5. SS Female
6. RAPS Female
Group Name C
No Students’ Name Sex
1. AR Female
2. FA Female
3. FH Female
4. MR Male
5. M Male
6. NA Female
Group Name D
No Students’ Name Sex
1. DW Female
2. EPH Female
3. FNZ Female
4. MDS Female
5. MYZ Male
6. SM Male
Group Name E
No Students’ Name Sex
43
1. BS Female
2. HH Female
3. HCAM Female
4. HK Female
5. PNA Female
The teacher gave explanation and asked them to do the task for
the group. The teacher gave the different topic in each group. She gave
15 minutes to discussed their topic and 30 minutes to speak up in front
of the class. When the students were doing the task, the teacher walked
around the class to check the students while doing the task and also
allowed the students to open dictionary and internet. “Please opened
your dictionary and look for the supporting sentences in the internet.
The teacher said. Yes Miss. The students answered. Most of the member
of the group accessed the internet, and one member of group opened
dictionary and Google translate to get the answers. Most of the member
of group just silent and enjoyed with their Smartphone. (Riski Ayu
Pudya Sari) asked to the tescher “Miss, how about this sentence? Is it
correct?” The teacher answered “Yes, it is correct. Keep doing the test
well.” After that, the teacher asked the group to explain about their
topic in front of the class and giving opinion about agree or disagree in
their topic. Another group have attention and giving a response. Every
group have a chance to speak up in front of the class and deliver their
opinion about their topic.
44
After the teacher applies Problem Based Learning Strategy, the
teacher gave a post-test to the students in 45 minutes. The teacher asked
the students to join with their friend and make a simple dialogue about
expressing opinion, then they speak up in front of the class. After
having post-test, and their speaking performance have been being
recorded, then the teacher closed the class.
c. Observation
The researcher observed students and teacher activity by using the
observation checklist in the learning process. This observation checklist
was purposed to know how far the situation and enthusiasm of the
students’ and teachers’ activity during teaching and learning process.
The purpose of this activity was to evaluate the teaching and learning
process, collected the data and monitored the class.
1) The students activity
Table 3.1 form the result of students activity checklist
No The Students’
Activity
Yes No Description
1. Paying attention The students were paid
attention to the
teachers’ explanation.
2. Asking question The students were
asked about the
45
difficult of words.
3. Responding the
question
The students were
answered the teachers’
question
4. Accomplish task The students did the
task well but some of
the students did not do
the task and playing
their Smartphone.
5. Being enthusiastic in
Problem Based
Learning Strategy
Some students felt
confused and nervous.
2) The Result of Students Observation Checklist cycle I
Table 3.2 Form the Result of Students observation Checklist
cycle I
No Students’
Name
Students’
Involvement
Note
1. AUA Less The student just silent,
confused, and nervous.
2. AC Less The student just silent,
confused, and nervous.
3. BS Less The student just silent,
confused, and nervous.
46
4. DF Less The student just silent,
confused, and nervous.
5. DW Good The student answered
the teachers’ question
6. ES Good The student answered
the teachers’ question
7. EPH Less The student just silent,
confused, and nervous.
8. FA Less The student just silent,
confused, and nervous.
9. FNZ Less The student just silent,
confused, and nervous.
10. FHR Less The student just silent,
confused, and nervous.
11. HH Less The student just silent,
confused, and nervous.
12. HCAM Less The student just silent,
confused, and nervous.
13. HK Less The student just silent,
confused, and nervous.
14. IW Less The student just silent,
confused, and nervous.
15. MDS Less The student just silent,
confused, and nervous.
47
16. MYZ Less The student just silent,
confused, and nervous.
17. MR Less The student just silent,
confused, and nervous.
18. M Less The student just silent,
confused, and nervous.
19. RA Good The student answered
the teachers’ question
20. ODY Less The student just silent,
confused, and nervous.
21. PSN Less The student just silent,
confused, and nervous.
22. PNA Good The student answered
the teachers’ question
23. RAPS Less The student just silent,
confused, and nervous.
24. SR Less The student just silent,
confused, and nervous.
25. SRN Less The student just silent,
confused, and nervous.
26. SS Less The student just silent,
confused, and nervous.
27. SM Less The student just silent,
confused, and nervous.
48
28. UTU Good The student answered
the teachers’ question
29. AR Less The student just silent,
confused, and nervous.
3) The teachers activity
Table 3.3 Form the Result of Teacher’s observation Checklist
cycle I
No The teachers’
activity
Yes No Description
1. Prepared the
material well
The teacher the lesson
plan and the material
2. Greeting the
students before the
lesson begin
The teacher greeted the
students and the students
answered
3. The teacher
checking the
students
Before the lesson began,
the teacher checked the
students’ attendance.
4. Use Problem
Based Learning to
improve students’
interest speaking
ability
The teacher used
Problem Based Learning
to improve students’
interest in speaking
ability
49
5. Help students’
difficulties during
learning
The teacher gave helps
for the students to solve
the difficulties in
learning.
6. Giving feedback
after lesson
The teacher gave
feedback to the results of
learning.
4) Observe the use of Problem based Learning Strategy activity
Table 3.4 form the result of using Problem Based Learning
Strategy Checklist Cycle I
No Criteria Yes No Description
1. The teacher and the
students have internet
and access.
The teacher and the students
had internet access. WiFi could
be reach in XI MIA 2 class.
2. The students can follow
Problem Based
Learning instructions.
The students can follow
Problem Based Learning
instructions.
3. The teacher does
teaching and learning
process by Problem
Based learning
In teaching learning process,
the teacher apply Problem
Based Learning Strategy in
teaching speaking.
50
Strategy.
The researcher got the data from the test of the cycle I and analyzed
the data of pre-test and post-test based on rubric speaking assessment.
There are five aspects in scoring such as; pronunciation, intonation,
fluency, grammar and vocabulary.
The researcher analyzed the data of pre-test and post-test. The
calculation and result of both tests are presented below:
1) Score of Cycle I
a) The Result of Pre-test and Pos-test Cycle I
Table 3.5 The result of Pre-test and Post-test cycle I
No Student’s Name Pre-test
(X)
Post-test
(Y)
1. AUA 65 73
2. AC 50 59
3. BS 58 60
4. DF 63 70
5. DW 78 80
6. ES 74 84
7. EPH 58 76
8. FA 61 78
9. FNZ 55 72
51
10. FHR 60 69
11. HH 60 70
12. HCAM 69 75
13. HK 66 65
14. IW 58 75
15. MDS 64 79
16. MYZ 62 72
17. MR 65 75
18. M 60 78
19. RA 70 87
20. ODY 59 68
21. PSN 65 70
22. PNA 70 75
23. RAPS 69 76
24. SR 68 74
25. SRN 67 77
26. SS 69 70
27. SM 54 60
28. UTU 70 72
29. AR 68 70
b) The Result of Difference Score Between Pre-test and Post-test
Cycle I
52
Table 3.6 The result of difference score between Pre-
test and Post-test cycle I
No Student’s
Name
Pre-
test
(X)
Post-
test
(Y)
D D2C
1. AUA 65 73 8 64
2. AC 50 59 9 81
3. BS 58 60 2 4
4. DF 63 70 7 49
5. DW 78 80 2 4
6. ES 74 84 10 100
7. EPH 58 76 8 64
8. FA 61 78 17 289
9. FNZ 55 72 17 289
10. FHR 60 69 9 81
11. HH 60 70 10 100
12. HCAM 69 75 6 36
13. HK 66 65 5 25
14. IW 58 75 17 289
15. MDS 64 79 15 225
16. MYZ 62 72 10 100
17. MR 65 75 10 100
18. M 60 78 18 324
53
19. RA 70 87 16 256
20. ODY 59 68 9 81
21. PSN 65 70 5 25
22. PNA 70 75 5 25
23. RAPS 69 76 7 49
24. SR 68 74 6 36
25. SRN 67 77 10 100
26. SS 69 70 1 1
27. SM 54 60 6 36
28. UTU 70 72 2 4
29. AR 68 70 2 4
294 2.841
From the table above, it showed the students’ score in the pre-test
and post-test of the cycle I, thus the researcher could calculate the
number of students who reached the passing grade as written below:
Table 3.7 Count of Passing Grade of Pre-test and Post-test in
the Cycle I
Criteria Grade
of Pre-
Test
Presentation
of Pre-Test
Grade
of Post-
Test
Presentation
of Post-Test
<70 24 82.75% 6 20.68%
70 3 10.34% 5 17.24%
54
>70 2 6.89% 18 62.06%
Total 29 100% 29 100%
From the table above it can be seen that the mean of pre-test in
cycle I 63.96 is with standard deviation 6.2649. While mean post-test
in cycle I is 72.72 with standard deviation 6.5132. The quantity (N) of
the students is 29 students.
(1) The passing grade of the cycle I
Cycle I also has shown that the students can improve their
English score in speaking skill. It is shown by the mean of post-
test 72.72, it is better than the mean of pre-test 63.96. The
researcher also calculates the passing grade is 70.
(2) Significant
a) Descriptive statistic cycle I
Table 3.8 Descriptive Statistics
N
Minimu
m
Maximu
m Mean
Std.
Deviation
Pretest 29 50.0 78.0 63.966 6.2649
Postest 29 59.0 87.0 72.724 6.5132
Valid N
(listwise) 29
55
To know there was a significant improvement in speaking
skill, the researcher analyzed the result of pre-test and post-test
by using SPSS 22.
b) Paired Simple Test Cycle I
Table 3.8 Paired Samples Test
Paired Differences
t Df
Sig.
(2-
tailed) Mean
Std.
Deviatio
n
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
pretest –
posttest 1
-
8.758
6
5.6230 1.0442 -10.8975 -6.6197
-
8.388
28 .000
From the table above can be seen that:
a. T-test cycle I is 8.388
b. T-table (=0,05) from the quantity (N) 29 is 2.048
c. T-test > T-table = 8.388> 2.048
From the explanation above, the result of paired sample would
be significant and Ha was accepted if sig. (2 tailed ) value was < 0.05
and t-table was smaller than t-test, meanwhile, it would not be
significant and Ho was accepted if sig.(2 tailed) value was > 0.05 and
t-table was bigger than t-test. T-test in the table above was 8.388 while
56
t-table was 2.048 for df 28 and the significance 5%. From the
explanation above, it can be seen that the sig.2 (tailed) value was 0.000
and t-test was 8.388, thus the sig. 2 (tailed) value < 0.05 and T-test was
bigger than T-table. It means that Ha was accepted.
d. Reflecting
After analyzing the result of cycle I, the researcher and the teacher
should give brief explanation because some students confused and did
not understand. It spent much time, students active in learning. But the
were interested at the early cycle. They were not ready yet, when the
teacher came and started the lesson.
The KKM of English lesson was 70 but the student’s scores of the
pre-test show that there are only 6.89% of the students who get score
higher than KKM. In the post-test, the student’s scores show that there
are 62.06% of the students who get score higher than KKM. It means
that although there is an improvement, the researcher and the teacher
have to conduct the next cycle because there must be at least 85% of the
students who get score higher than KKM.
In cycle 1, the researcher thought that were two 2 causes that
made the students difficult to understand the lesson. The first cause was
the students felt nervous and confused to speak up in front of the class.
The second cause was the teacher almost always taught using English
language, so the students were difficult to understand the material. The
teacher would also mix the language between English and Indonesia.
57
2. Cycle 2
Based on the result of the cycle I, it is necessary for the researcher to
continue to the next cycle:
a. Planning
1) Lesson plan as a guide for teacher, so teaching and learning
process can be controlled.
2) Material
In the second cycle the researcher used topics about “Full Day
School, Giving Gadget to Child, Physical Punishment in The
School, Alcohol, and Smoking in a Public”.
3) Teaching aid
The researcher prepared some instrument of teaching aids.
They are board marker, sheet of paper, handout for students,
and picture.
4) Test (pre-test and post-test), pre-test is a test that is given to
the students before the teaching learning process. Meanwhile,
post-test is a test that is given to the students after learning
process was conducted. The test is the teacher asked to the
students to make simple text about expressing opinion.
b. Acting
The actions of cycle II consist of two parts. The first part was
done on Monday, 13th
August, 2018. The second part was done on 20th
August, 2018 at 10.15 a.m. On Monday, 13th
August, 2018, at 10.15
a.m. The researcher observed the teacher and students’ activity and took
58
some photos and videos in doing pre-test and post-test for
documentation. The teacher and the researcher entered the class, and the
teacher greeted the students in the class by saying “Assalamualaikum
wr wb”. All the students answered the greeting of the teacher. The
teacher asked one of the students (Yanis) to lead the pray by saying
“Bismillahirohmanirrohim” then followed by all students. After that,
the teacher opened the meeting and checked the students’ attendance
list. After checked students’ attendance list, the teacher told that they
would have a pre-test in 45 minutes, she added that the pre-test almost
same with the first pre-test. The pre-test was; the students must give
their opinion based on the picture about “Full Day School”. Then, the
teacher gave pre-test sheet for the students. The teacher gave 10
minutes for preparing their answer, and 35 minutes for practice one by
one. While the students were doing the pre-test, the teacher walked
around the class and made sure that all the students did the test well.
Most of students doing the test. Then the teacher asked the students to
do the test by themselves, and allowed the students to open dictionary
and internet.
After the pre-test have done, the teacher reminded the material about
expressing opinion. Three students (Mursadi, Yanis, and Mella) still
confused and most of the students have understand with the material.
“Any question so far?” asked the teacher. The students just silent.
Then, the teacher asked one of the students (Fatati Azizah) about the
material “Do you understand with this material?”. “Sorry Miss, I still
59
confused the different between agree and disagree.” The student asked.
Then, the teacher repeated the material.
The time was up, and the teacher closed the class.
On Monday 20th
August, 2018 at 10.15 a.m. The teacher and the
researcher entered the class, and the teacher greeted the students in the
class by saying “Assalamualaikum wr wb”. All the students answered
the greeting of the teacher. The teacher asked one of the students
(Yanis) to lead the pray by saying “Bismillahirohmanirrohim” then
followed by all students. After that, the teacher opened the meeting and
checked the students’ attendance list and no one absent. The next
activity in the class, the teacher used Problem Based Learning Strategy
in 45 minutes and 45 minutes to post-test. The students divided to be 5
groups consist of 5-6 member. This group divided by rank order and
mixed between male and female. For the teams’ data are follows:
Table 6.1 Form Students’ team Formation
Group Name A
No Students’ Name Sex
1. AC Female
2. PNA Female
3. PSM Female
4. AUA Female
5. UTU Female
6. ARS Female
60
Group Name B
No Students’ Name Sex
1. ODY Female
2. DF Female
3. IW Female
4. MDS Female
5. SS Female
6. RAPS Female
Group Name C
No Students’ Name Sex
1. ES Female
2. FA Female
3. FH Female
4. MR Male
5. M Male
6. NA Female
Group Name D
No Students’ Name Sex
1. DW Female
2. EPH Female
61
3. FNZ Female
4. PNA Female
5. MYZ Male
6. SM Male
Group Name E
No Students’ Name Sex
1. BS Female
2. HH Female
3. HCAM Female
4. HK Female
5. SRN Female
The teacher made the activities in the class like English Debate.
The teacher gave explanation and asked them to do the task for the
group. The teacher gave the different topic in each group. She gave 15
minutes to discussed their topic and 30 minutes to speak up in front of
the class. When the students were doing the task, the teacher walked
around the class to check the students while doing the task and also
allowed the students to open dictionary and internet. “Please opened
your dictionary and look for the supporting sentences in the internet”.
The teacher said. “Yes Miss..” The students answered. Most of the
member of the group accessed the internet, and one member of group
opened dictionary and Google translate to get the answers. Most of the
62
member discussed with their group. One student (Heppy) asked to the
teacher “Miss, how about this sentence? Is it correct?” The teacher
answered “Yes, it is correct. Keep doing the test well.” After that, the
teacher asked the group to explain about their topic in front of the class
and giving opinion about agree or disagree in their topic. Another group
have attention and giving a response. Every group has a chance to speak
up in front of the class and deliver their opinion about their topic.
After the teacher applied Problem Based Learning Strategy, the
teacher gave a post-test to the students in 45 minutes. The teacher asked
the students to join with their friend and make a simple dialogue about
expressing opinion and response, then they speak up in front of the
class. After having post-test, and their speaking performance have been
being recorded, then the teacher closed the class.
c. Observation
In the cycle 2, the researcher made two observational checklist
for the teacher and the students. The explanation of the result of the
teacher’s observational checklist as follows:
1) The students’ activity
Table 3.9 Table the Students activity
No The Students’
Activity
Yes No Description
1. Paying attention The students were paid
attention to the
63
teachers’ explanation.
2. Asking question The students were
asked about the
difficult of words.
3. Responding the
question
The students were
answered the teachers’
question
4. Accomplish task The students did the
task well but some of
the students did not do
the task and playing
their Smartphone.
5. Being enthusiastic in
Problem Based
Learning Strategy
Some students felt
confused and nervous.
2) The Result of Students’ Observation Checklist cycle II
Table 3.10 Form the Result of Students’ observation Checklist
cycle II
No Students’
Name
Students’
Involvement
Note
1. AUA Good The student answered
the teachers’ question.
2. AC Good The student answered
64
the teachers’ question.
3. BS Good The student answered
the teachers’ question.
4. DF Good The student answered
the teachers’ question.
5. DW Good The student answered
the teachers’ question.
6. ES Good The student answered
the teachers’ question
7. EPH Good The student answered
the teachers’ question.
8. FA Less The student just silent,
confused, and nervous.
9. FNZ Good The student answered
the teachers’ question.
10. FHR Good The student answered
the teachers’ question.
11. HH Good The student answered
the teachers’ question.
12. HCAM Good The student answered
the teachers’ question.
13. HK Good The student answered
the teachers’ question.
14. IW Good The student answered
65
the teachers’ question.
15. MDS Good The student answered
the teachers’ question.
16. MYZ Good The student answered
the teachers’ question.
17. MR Good The student answered
the teachers’ question.
18. M Less The student just silent,
confused, and nervous.
19. RA Good The student answered
the teachers’ question
20. ODY Good The student answered
the teachers’ question.
21. PSN Good The student answered
the teachers’ question.
22. PNA Good The student answered
the teachers’ question
23. RAPS Less The student answered
the teachers’ question.
24. SR Good The student answered
the teachers’ question.
25. SRN Good The student answered
the teachers’ question.
26. SS Good The student answered
66
the teachers’ question.
27. SM Good The student answered
the teachers’ question.
28. UTU Good The student answered
the teachers’ question
29. AR Good The student answered
the teachers’ question.
3) The teacher’s activity
Table 3.11 Form the Result of Teacher’s observation
Checklist cycle II
No The teachers’
activity
Yes No Description
1. Prepared the
material well
The teacher the lesson
plan and the material
2. Greeting the
students before the
lesson begin
The teacher greeted the
students and the students
answered
3. The teacher
checking the
Before the lesson began,
the teacher checked the
67
students students’ attendance.
4. Use Problem
Based Learning to
improve students’
interest speaking
ability
The teacher used
Problem Based Learning
to improve students’
interest in speaking
ability
5. Help students’
difficulties during
learning
The teacher gave helps
for the students to solve
the difficulties in
learning.
6. Giving feedback
after lesson
The teacher gave
feedback to the results of
learning.
4) Observe the use of Problem based Learning Strategy Activity
Table 3.12 form the result of using Problem Based Learning
Strategy Checklist Cycle II
No Criteria Yes No Description
1.
The teacher and the
students have internet
and access.
The teacher and the students
had internet access. WiFi could
be reach in XI MIA 2 class.
2. The students can follow The students can follow
68
Problem Based
Learning instructions.
Problem Based Learning
instructions.
3. The teacher does
teaching and learning
process by Problem
Based learning
Strategy.
In teaching learning process,
the teacher apply Problem
Based Learning Strategy in
teaching speaking.
The researcher got the data from the test of the cycle I and
analyzed the data of pre-test and post-test based on rubric speaking
assessment (see appendix 4). There are five aspects in scoring such as;
pronunciation, intonation, fluency, grammar and vocabulary.
The researcher analyzed the data of pre-test and post-test. The
calculation and result of both tests are presented below:
1) Score of Cycle II
a) The Result of Pre-test and Pos-test Cycle II
Table 3.13 The result of Pre-test and Post-test cycle II
No Students’ Name Pre-test
(X)
Post-test
(Y)
1. AUA 78 80
2. AC 75 80
3. BS 86 90
69
4. DF 77 85
5. DW 88 94
6. ES 89 94
7. EPH 85 88
8. FA 78 80
9. FNZ 76 84
10. FHR 75 85
11. HH 75 89
12. HCAM 78 80
13. HK 76 90
14. IW 75 89
15. MDS 87 94
16. MYZ 79 85
17. MR 70 78
18. M 60 70
19. RA 68 75
20. ODY 74 75
70
21. PSN 78 79
22. PNA 80 85
23. RAPS 76 80
24. SR 83 89
25. SRN 70 87
26. SS 70 85
27. SM 78 81
28. UTU 76 80
29. AR 77 87
b) The Result of Difference Score Between Pre-test and Post-test
Cycle I
Table 3.14 The result of difference score between Pre-test and
Post-test cycle II
No Students’ Name Pre-
test
(X)
Post-
test
(Y)
D D2C
1. AUA 78 80 2 4
2. AC 75 80 5 25
71
3. BS 86 90 14 196
4. DF 77 85 8 64
5. DW 88 94 6 36
6. ES 89 94 5 25
7. EPH 85 88 3 9
8. FA 78 80 2 4
9. FNZ 76
84 8 64
10. FHR 75 85 10 100
11. HH 75 89 14 196
12. HCAM 78 80 2 4
13. HK 76 90 26 676
14. IW 75 89 24 576
15. MDS 87 94 7 49
16. MYZ 79 85 6 36
17. MR 70 78 8 64
18. M 60 70 10 100
72
19. RA 68 75 7 49
20. ODY 74 75 1 1
21. PSN 78 79 1 1
22. PNA 80 85 5 25
23. RAPS 76 80 4 16
24. SR 83 89 6 36
25. SRN 70 87 17 289
26. SS 70 85 15 225
27. SM 78 81 3 9
28. UTU 76 80 4 16
29. AR 77 87 10 100
233 2995
From the table above, it showed the students’ score in the pre-
test and post-test of the cycle I, thus the researcher could calculate the
number of students who reached the passing grade as written below:
Table 3.15 Count the Passing Grade of Pre-test and Post-test in cycle
II
73
Criteria Grade of
Pre-test
Presentation Grade of
Post-test
Presentation
<70 2 6.89% 0 0%
70 3 10.34% 1 3.44%
>70 24 82.75% 28 96.55%
Total 29 100% 29 100%
Afterward, the writer calculated the deviation standard by using
SPSS 22 which is presented as follows:
Table 3.16 Descriptive Statistics
N
Minimu
m
Maximu
m Mean
Std.
Deviation
Pretest 29 60.0 89.0 77.138 6.2947
Posttest 29 70.0 94.0 84.069 6.0055
Valid N
(listwise) 29
From the table above, it can be seen that the mean of pre-test in
cycle II is 77.13 with standard deviation 6.294. Meanwhile, the mean
of pos-test in cycle II is 84.41 with standard deviation 5.428. The
quantity (N) of the students is 29 students.
74
a) The passing grade of cycle II
Cycle II also has shown that the students can improve
their English score especially in speaking ability mean of post-
test, it is better than mean of pre-test.
b) Significant
To know there is a significant improvement in students’
speaking ability, the researcher analyzed the result of pre-test
and post-test.
Paired samples test of cycle II
Table 3.17 Paired Samples Test
Paired Differences
T Df
Sig. (2-
tailed) Mean
Std.
Deviatio
n
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
pretest –
posttest
-
6.931
0
4.4796 .8318 -8.6350 -5.2271
-
8.332
28 .000
From the table above can be seen that:
a. T-table cycle I is 2.048
b. T-table (=0,05) from the quantity (N) 29 is 2.048
75
c. T-test 8.332> 2.048
From the explanation above it can be concluded that the result of
t-test would be significant and Ha was accepted if sig. 2 (tailed) values
was < 0.05 and t-table was smaller than t-test. Meanwhile, it would
not be significant and Ho is accepted if sig. 2 (tailed) value was > 0.05
and t-table was bigger than t-test. T-test in the table above was 8.332
while t-table showed 2.048 for df 28 and the significance 5%. From
the explanation above, it can be seen that, the sig. 2 (tailed) value <
0.05 and t-test was bigger than t-table. It means that Ha was accepted.
For the quarrel mean was 8.09.
From the explanation above, it can be concluded that there is a
significant improvement of students’ speaking ability by using
Problem Based learning Strategy cycle II.
d. Reflection
After analyzing the result of this cycle, the researcher seen that
the application of Problem based learning Strategy could improve
students’ speaking ability. The students easy to understand the
material, so that most of them did the test well. The students presented
the result of their discussion better than before. The result of pre-test
and post-test in this cycle are higher than first cycle.
The passing grade (KKM) was 70, and the target was 85%. In
the cycle II, 96.55% of the students could pass the passing grade. It
means that the reflection from the cycle I which is applied in the
action of cycle 2, there was improvement of students’ speaking ability
76
by using Problem Based Learning Strategy for the eleventh grade
students of MAN 2 Semarang. Thus, the researcher stopped the study
until cycle 2 because 96.55% of the students have passed the passing
grade.
3. Discussion
a. Implementation of Problem Based Learning strategy to improve
students’ speaking ability for the eleventh grade students of
MAN 2 Semarang in the academic year 2018/2019.
From this study, the researcher could conclude that the
implementation of Problem Based Learning strategy was
successful to improve students’ speaking ability for the eleventh
grade students of MAN 2 Semarang. The researcher got
information from the cycle I and cycle II.
The researcher analyzed the speaking proficiency of the
students and the students’ speaking proficiency has improved.
The students’ fluency and pronunciation increased from their
practice in the class. In the cycle I, some of students did not
deliver their opinion by giving their reasons in a brief
explanation. In cycle II, the students delivered their opinion by
giving some reasons and a little explanation. Therefore, the
students’ pronunciation was better than in the cycle I.
The implementation of each cycle was divided into two
parts. In the first meeting, the teacher conducted pre-test in 45
minutes and the treatment was conducted in 45 minutes by using
77
Problem Based Learning Strategy. The second meeting the
treatment was conducted in 45 minutes, and the teacher
conducted post-test in 45 minutes. In the cycle I, the
implementation of Problem Based Learning Strategy was not
really successful. The students were confused and nervous to
speak up in front of the class.
In cycle II, there were two parts. In the first meeting, the
teacher conducted pre-test in 45 minutes and the treatment was
conducted in 45 minutes by using Problem Based Learning
Strategy. The second meeting the treatment was conducted in 45
minutes, and the teacher conducted post-test in 45 minutes. In
the cycle II, the implementation of Problem Based Learning
Strategy was successful. The students more enjoy in the class.
b. Improvement of students’ speaking ability by using Problem
Based Learning strategy for the eleventh grade students of
MAN 2 Semarang in the academic year 2018/2019.
In this study, there were 29 students. Then, the researcher
collected the students’ scores, then the researcher analyzed the
students’ speaking ability, and students’ speaking ability have
improved from the cycle 1 until cycle 2. The improvement is
described as follows:
78
Table 3.18 Count Passing Grade of Pre-test and Post-test Cycle I
Criteria Grade of
Pre-Test
Presentation
of Pre-Test
Grade of
Post-Test
Presentation
of Post-Test
<70 24 82.75% 6 20.68%
70 3 10.34% 5 17.24%
>70 2 6.89% 18 62.06%
Total 29 100% 29 100%
Table 3.19 Analysis Table of Mean, Standard Deviation, T-Table and T-
Test
No. Analysis Cycle I Cycle II
1. Mean of Pre-test
Mean of Post-test
63.96
72.72
77.13
84.06
2. Standard Deviation
Pre-test
Post-test
6.26
6.51
6.29
6.00
3. T-table
N =
2.048
N= 29
2.048
N= 29
4. T-test 8.388 8.332
79
From the table above, the researcher knew that only two
students who could pass the passing grade (KKM) in the pre-test cycle
I. The presentation of students who could pass the passing grade in
pre-test cycle I was 6.89%, and 10.34%of the students who got 70.
The total presentation of the students who could pass the passing
grade was 17.23%. Therefore, there was 82.75% of the students who
got the score under the passing grade. The passing grade of English
subject in MAN 2 Semarang was 70. The target presentation of
passing grade was 85%. Therefore, the target presentation of passing
grade in the pre-test cycle I was not achieved.
Meanwhile, based on the data, there were eighteen students who
could pass the passing grade (KKM) in the post-test cycle I. The
presentation of students who could pass the passing grade in the pos-
test cycle I was 62.06%, and there were five students who got 70, the
presentation was 17.24%. In the other hand, the presentation of
students who could not reach the passing grade in the post-test cycle I
was 20.68%, it was lower than the presentation of students who could
not pass the passing grade in pre-test cycle I.
From the data in the cycle I, the score of t-test was 8.388. The
significant level was 5 % to t-table. The score of t-table with (N-1) =
29 was 2.048. The result was 8.388 > 2.086. The researcher could
conclude that the score of t-test was higher than t-table. It was also
shown in the mean of students’ score of pre-test cycle I is 63.96 and
the mean of post-test in cycle I is 72.72. It could be concluded that the
80
presentation of pre-test and post-test in cycle still could not achieve
the target presentation of passing grade. Thus, the researcher would
conduct the cycle II.
Table 3.20 Count Passing Grade of Pre-Test and Post-Test Cycle II
Criteria Grade of
Pre-test
Presentation Grade of
Post-test
Presentation
<70 2 6.89% 0 0%
70 3 10.34% 1 3.44%
>70 24 82.75% 28 96.55%
Total 29 100% 29 100%
Table 3.21 Analysis Table of Mean, Standard Deviation, T-table, and
T-test
No. Analysis Cycle I Cycle II
1. Mean of Pre-test
Mean of Post-test
63.96
72.72
77.13
84.06
2. Standard Deviation
Pre-test
Post-test
6.26
6.51
6.29
6.00
81
3. T-table
N =
2.048
N= 29
2.048
N= 29
4. T-test 8.388 8.332
From the data in pre-test cycle II, there were 24 students who
could pass the passing grade, and the presentation was 82.75 %. Three
students who got 70, and the presentation was 10.34 %. Two students
could not reach the passing grade in the pre-test cycle II was 6.89%.
Therefore, the total presentation of the students who could pass the
passing grade in pre-test cycle II was 93.09%.
Meanwhile, based on the data in post-test cycle II, there were 28
students who got score above the passing grade, one student who got
70. The presentation of the students who could pass the passing grade
was 96.55 % and 3.44 % of the students who got 70. Thus, the total
presentation of the students who could pass the passing grade in cycle
II was 99.99 %.
From the data in cycle II, the score of t-test was 8.388. The
significant level was 5 % to t-table. The score of t-table (N-1) = 28
was 2.048. The result was 8.388 > 2.086. The researcher could
conclude that the score of t-test was higher than t-table. The target
presentation of the passing grade has been achieved. Therefore, the
researcher stopped the study until cycle II.
82
After the researcher conducted the cycles until twice, the
researcher could conclude that the use of Problem Based Learning
Strategy to teach the eleventh grade students of MAN 2 Semarang has
improved students’ speaking ability. Therefore, there was a significant
difference between pre-test and post-test mean in cycle II.
83
CHAPTER V
CLOSURE
A. Conclusion
After conducting the research and analyzing the data, the researcher
brings several conclusions to answer the research problems below:
1. The implementation of teaching learning using Problem Based
Learning Strategy could improve the students’ speaking ability. The
researcher analyzed the speaking proficiency of the students and the
students’ speaking proficiency was improved. The students’ fluency
and pronunciation increased from their practice in the class. In the
cycle I, some of students did not deliver their opinion by giving their
reasons in a brief explanation. In cycle II, the students delivered their
opinion by giving some reasons and a little explanation. Therefore, the
students’ pronunciation was better than in the cycle I. The students
enjoyed in the class. Then, the researcher analyzed the students’
speaking ability, and students’ speaking ability have improved from
the cycle 1 until cycle 2.
2. There was an improvement of speaking ability by using Problem
Based Learning strategy for the eleventh grades students of MAN 2
Semarang. It could be seen from students’ scores of pre-test and post-
test. There was 82.75 % of the students who did not pass the passing
grade, and only 17.23 % of the students who could reach the passing
84
grade. Meanwhile, in the post-test result, there was 20.68 % of the
students who could not reach the passing grade on the post-test, and
there was 79.30 % of the students who could reach the passing grade.
On the other hand, the result of the cycle II showed that there was 6.89
% of the students who could not reach the passing grade, and only
93.02 % of the students who could reach the passing grade on the pre-
test of cycle II. Meanwhile, there was 96.55 % of the students who
could reach the passing grade on the post-test of cycle II. Therefore, it
was shown in the mean of students’ score of pre-test cycle I is 72.72
and the mean of post-test in cycle I is 84.06. Meanwhile, the mean of
pre-test in cycle II was 72.72 and the mean of post-test in cycle II was
84.06. It means that the implementation of Problem Based Learning
strategy was successful to improve students’ speaking ability.
B. Suggestion
And the end of this chapter, the researcher would like propose some
suggestions, which hopefully would be useful:
1. For the teacher
a. Teacher needs to select material before conducting teaching learning
process. The teacher should find the appropriate strategy to make the
students more enjoy in the class.
b. Teacher should have sensitivity to students’ problem to speak up in
the class. Problem Based Learning can improve the students’
confidence to deliver their idea. It can be support the students to study
85
what they have learned. It can influence students’ happiness and
makes students enjoy in learning process.
2. For the students
The students must be active in learning process. They should not be
embarrassed to share their idea during the lesson and ask the teacher
when they get difficulties.
REFERENCES
Arikunto, Suharsimi. 2010. Prosedur Penelitian. Jakarta: PT. Rineka Cipta.
Burns, Anne. 2010. Doing Action Research in English Language. New York:
Routledge.
Baeiley, Kathleen M & David Nunan. 2005. Practical English Language
Teaching Speaking. New York: Mc Graw Hill.
Creswell, J. W. 2005. Research Design: Qualitative, Quantitative, and Mixed
Method Approaches 4th
edition.
Diah, Rokhmawati. 2015. Implementation Of Problem Based Learning Model To
Improve Students’ Problem Solving Skill and Self-Efficacy a Study on Ix
Class Students of SMP Muhammadiyah. Journal of IOSR Journal of Research &
Method in Education (IOSR-JRME). e-ISSN: 2320–7388,p-ISSN: 2320–737X
Volume 6, Issue 3 Ver. IV (May. - Jun. 2016).
Duch, J. Barbara. 2001. The Power of Problem Based Learning. Virginia: Stylus
Publishing.
De Saussure, F. 2011. Course in general linguistics. Columbia University Press.
Fadilah, Firzani. 2015. Teaching Speaking Skills Using Problem Solving Activities
an Experimental Research in speaking 1 at the first semester of IAIN
SALATIGA in the Academic Year of 2014/2015. Unpublished Graduating
Paper. English Education Department Teacher Training and Education
Faculty State Institute For Islamic Studies (IAIN) Salatiga
Fahma, Naomi. 2016. The Implementation Of Problem Based Learning Model In
Improving Learning Achievement on Accounting Subject Students Grade Xi
Ak3 of State Vocational Senior High School 4 Klaten Academic Year
2015/2016. Unpublished Undergraduate Thesis. Accounting Education
Department Faculty of Economics Yogyakarta State University 2016.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. 4th ed.
London:Longman.
Harmer, Jeremy. 2001. How to Teach English. England: Longman.
Huda, Miftahul. 2015. Model-Model Pengajaran dan Pembelajaran. Yogykarta:
Pustaka Pelajar.
Hikmah, Nur. 2015. The use of Students Team Achievement Division (STAD)
Method and Authentic Material Toward Speaking Skill. STAIN SALATIGA:
Unpublish.
Kothari, C. R. 2004. Research Methodology Methods and Techniques (Second
Revised Edition). India: New Age International Publishers.
Mulya, Angga. 2013. Accounting Education Department Faculty of Economics
Yogyakarta State University 2016. Unpublished Graduating Paper. English
Department. FBS State University of Padang.
Richards, C. Jack. 2008. Teaching Listening and Speaking from Theory to
Practice. New York: Cambridge University Press.
Savin, Magin. 2004. Foundation of Problem Based learning. New York: Mc
Graw Hill.
Suyadi. 2015. Panduan Penelitian Tindakan Kelas. Yogyakarta: Diva Press.
https://www.google.co.id/search?q=karen+E.+downing+2013&oq=karen+E.+dow
ning+2013&sourceid=chrome&ie=UTF-8 accessed July 11th
2018.
https://www.dur.ac.uk/englishlanguage.centre/expertenglish/ accessed on
September 30th
20018.
Rencana Pelaksanaan Pembelajaran
(RPP)
Satuan Pendidikan : MAN 2 Semarang
Mata Pelajaran : Bahasa Inggris
Kelas : XI (Sebelas)/1
Materi Pokok : Expressing Opinion
Alokasi Waktu : 2x45 menit (2JP)
A. TUJUAN PEMBELAJARAN
Melalui Pembelajaran Berbasis Teks, peserta didik terampil membedakan
fungsi sosial, struktur teks dan unsur kebahasaan, serta menggunakan
ungkapan menyatakan pendapat dan pikiran, agreement dan disagreement
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
yang benar dan sesuai konteks.
B. KOMPETENSI DASAR DAN INDIKATOR
KOMPETENSI DASAR INDIKATOR
3.2. Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan pada
ungkapan menyatakan pendapat dan
pikiran, sesuai dengan konteks
penggunaannya.
4.2. Menyusun teks lisan dan tulis untuk
menyatakan dan merespon ungkapan
menyatakan pendapat dan pikiran,
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan,
3.2.1 Siswa dapat memahami fungsi
sosial, struktur teks, dan unsur
kebahasaan untuk menyatakan pendapat
dan pikiran, agreement dan disagreement
sesuai dengan konteks penggunaannya.
3.2.2 Siswa dapat mengidentifikasi fungsi
sosial, struktur teks, dan unsur
kebahasaan untuk menyatakan pendapat
dan pikiran, agreement dan disagreement
sesuai dengan konteks penggunaannya.
benar dan sesuai konteks. 4.2.1 Siswa dapat menyusun teks lisan
dan tulis untuk menyatakan dan
merespon ungkapan pendapat dan
pikiran, agreement dan disagreement
sesuai dengan konteks penggunaannya
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
4.2.2 Siswa dapat menggunakan fungsi
sosial, struktur teks, dan unsur
kebahasaan untuk menyatakan pendapat
dan pikiran, agreement dan disagreement
sesuai dengan konteks penggunaannya
C. MATERI PEMBELAJARAN
Asking Opinion Giving Opinion
What do you think about ...
How about you ...
How about your opinion ..
In my opinion.....
I think.....
Personally I think.....
In my experience.....
According to me.....
I strongly believe that.....
As I understand.....
As I see it.....
By this I mean.....
To my mind.....
Agreeing with an Opinion Disagreeing with an opinion
Of course.
This is absolutely right.
I agree with this opinion.
I couldn't agree more.
I agree with what you are saying.
I agree, I never thought of that.
Neither do I.
That's a good point.
I think so too.
I am sorry, I don't agree with you.
I am not sure I agree with you.
I don't agree with you.
I am afraid I have to disagree with
you.
I do not believe that.
By this I mean.....
I disagree with you.
I think you are wrong.
That's not the same thing at all.
It is not justified to say so.
I can't say I agree with this, and
here's why...
Contoh:
Statement Agree Disagree
Children below 17
should be given right to
drive a motorcycle
I agree with your opinion I don't agree with you,
it is forbidden to let children under 17 to
drive a motorcycle
Parents must giving
smartphone to their
children
I couldn't agree more with
you.
I think it would be harmful to let children
use smartphone. Because there are so
much bad influence on the internet.
Instant noodle is good for
your health.
I agree with what you are
saying.
I am afraid that i have to disagree with
you, because instant noodle have many
chemical things inside it.
D. MODEL PEMBELAJARAN
Pendekatan berbasis masalah
E. MEDIA, ALAT, BAHAN, SUMBER
Media/alat : White board,
Bahan : hand out, Printed-text
Sumber Belajar : Buku bahasa inggris kelas
XI/SMA/MA/SMK/MAK
http://www.jagoanbahasainggris.com/2017/03/materi-expressing-of-
asking-and- giving-opinion-kelas-xi.html
F. KEGIATAN PEMBELAJARAN
Pendahuluan
(15’)
a. Guru menyapa siswa dan mengajak siswa
b. Guru me-review pembelajaran minggu lalu
c. Guru menyampaikan tujuan pembelajaran
Kegiatan inti
(65’)
Mengamati
Memberikan motivasi kepada peserta didik secara
kontekstual mengenai ungkapan memberikan
pendapat beserta repsonnya.
Peserta didik mengikuti interaksi tentang ungkapan
memberikan pendapat selama proses pembelajaran,
dengan bimbingan guru.
Menanyakan
Guru mempertanyakan ungkapan memberikan
pendapat tentang social media. (Pre-Test)
Guru memberikan feedback kepada setiap peserta
didik.
Mengeksplorasi
Guru memberikan topik permasalahan yang berbeda
seperti tawuran, minuman keras, penyalahgunaan
sosial media, merokok di depan umum, dsb.
Guru membagi siswa kedalam kelompok-kelompok
kerja secara variatif.
Mengasosiasikan
Setiap kelompok mendiskusikan topik yang telah
diberikan.
Setiap kelompok mencari dan menggaris bawahi
masalah-masalah yang di temukan baik yang mereka
tahu dan tidak tahu.
Guru membimbing siswa untuk menyampaikan
pendapat dari kelompoknya tentang kasus terkait.
Siswa menyampaikan pendapat dari kelompoknya
tentang topik yang sedang di bahas, dilanjut dengan
diskusi dengan kelompok lain.
Mengkomunikasikan
Setiap kelompok mempresentasikan hasil diskusi
sesuai topik masing-masing.
Setiap kelompok memperhatikan kelompok yang
sedang mempresentasikan hasil diskusi.
Penutup
(10’)
a. Guru dan siswa menyimpulkan pembelajaran.
b. Guru memberi tugas kepada siswa.
c. Guru menutup pembelajaran.
G. INSTRUMEN PENILAIAN
Rubrik Penilaian
Skor maksimal :
Fluency = 25
Pronunciation = 25
Accuracy = 25
Content & expression = 25
Total = 100
Salatiga, 06 Agustus, 2018
Guru Mata Pelajaran
Noviati Jamilah, S.S, M. Hum
NIP 197811192005012005
Peneliti
Mir’atus Sa’adah
NIM 11314031
Mengetahui
Kepala MAN 2 Semarang
Drs. Muchlas
NIP 196202281993031003
1. Teaching and learning process
2. Check the student activities.
3. Grouping session
4. Explaining the rules
5. Presenting the result.
6. Giving opinion each group.
7. Deliver the result in front of the class.
8. Photo session.