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