Skripsi
THE EFFECT OF IMPLEMENTING PROJECT-BASED LEARNING STRATEGY ON STUDENTS’ SPEAKING ABILITY (An Experimental Research to the Tenth Graders of SMA Negeri 1 Tegal in the Academic Year of 2014/2015)
Key word: Project-Based Learning, Speaking, Presentation, Role Play, Speech.
Speaking is one of English skills which has a great role used to socialize among people all over the world. However, many students shared their problems in speaking, such as lacking of vocabulary, making error at grammar, pronunciation, even some of them were being passive because of afraid of making mistake. Thus, teaching speaking is not simply giving the students such a task at hand. It needs an appropriate strategy adjusted with the students’ needs. For this reason, the research on Project Based Learning Strategy (PBLS) was implemented as a solution to overcome those problems.
The problems are formulated, as follows: (1) How is the implementation of PBLS to teach speaking to the tenth graders of SMA N I Tegal? (2) Is the implementation of PBLS effective to teach speaking to the tenth graders of SMA N I Tegal? (3) How effective is the implementation of PBLS in teaching speaking to the tenth graders of SMA N I Tegal? and (4) Is there any significant difference in speaking achievement between students who are taught using PBLS and those who are not?
This is an experimental research with two-group design. The population of this research is all tenth graders of SMA Negeri 1 Tegal in the academic year of 2014/2015. While the number of sample taken by random sampling technique is fifty students from X MIA 2 and X MIA 3. Moreover, pre-test and post-test were conducted with live monologue as the test instrument. It assigned the students to tell the story based on the strip picture given.
The implementation of PBLS emphasizes on presentation, role play and speech. It involves six steps, namely questioning, planning, scheduling, monitoring, assessing as well as evaluating. The data analysed by utilizing SPSS 16 show that the gained of Paired-sample T-test is 0,029 dropping below 0,05. It implies that the implementation of PBLS is effective. While the correlation value (0,539) is moderate. It determines that the implementation of PBLS is effective enough in teaching speaking. Moreover, the mean of control and experimental group is 6,64 and 7,58 showing that there is significant difference in speaking achievement between students who are taught using PBLS and those who are not. Finally, PBLS which organizes the teaching learning process through the projects is recommended to be used.
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