issssmproving students’ speaking ability through
TRANSCRIPT
i
ISSSSMPROVING STUDENTS’ SPEAKING ABILITY THROUGH
PROJECT-BASED LEARNING (PBL) AT SMK MUHAMMADIYAH 4
TALLO
( Pre- Experimental Research at the First Year Students of SMK
Muhammadiyah 4 Tallo Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Partial Fulfilment of the Requirement for the
Degree of Education in English Departement
HERFIN MARLINA
10535598714
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
TAHUN 2021
vi
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Nama : Herfin Marlina
NIM : 10535598714
Program : English Education Department
TITLE : Improving Students’ Speaking Ability Through Project-Based
Learning at SMK Muhammadiyah 4 Tallo
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri
bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benar nya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Januari2021
Yang membuat perjanjian
Herfin Marlina
vii
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Nama :Herfin Marlina
NIM : 10535598714
Program : English Education Department
TITLE : Improving Students’ Speaking Ability Through Project-Based
Learning at SMK Muhammdiyah 4 Tallo
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan
menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian sayaseperti yang tertera padabutir 1, 2, dan 3
maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari2021
Yang membuat perjanjian
Herfin Marlina
viii
MOTTO AND DEDICATION
ALLAH IS THE BEST PLANNER
This thesis dedicated to my belove parents, my lovely son and husband, and all
my family who always give me motivations, praying and love.
ix
ABSTRACT
HERFIN MARLINA. Improving Students’ Speaking Ability Through Project-Based
Learning at SMK Muhammadiyah 4 Tallo (Pre-Experimental Research at the First Year
of Students of SMK Muhammadiyah 4Tallo) English Education Department, Faculty of
Teacher Training and Education, Muhammadiyah University of Makassar. Supervised by
Erwin Akib and Wildhan Burhanuddin.
The aim of this research was to obtain information about whether or not the use
Project-Based Learning was effective to improve students’ speaking ability in term of
pronunciation and fluency. The researcher used pre-experimental method. The data was
collected by using speaking test. In this case, a pre-test and post-test. The pre-test was
given to the students before giving treatment and post-test was given to the students after
giving treatment. The population of this research is the first year students of SMK
Muhammadiyah 4 Tallo Makassar. Meanwhile, the sample of this research taken by using
purposive sampling in class TKJ which one class consisted of 16 students .
The research findings indicated that the improvement of the first year students of
SMK Muhammadiyah 4 Tallo Makassar improved after the implementation of Project-
Based Learning . It was proven by the mean score of pre-test in term of pronunciation
was (45) and post-test was (78.75). And also by the mean score of pre-test in term of
fluency was (45.62) and post-test was (84.37). The result of t-test also shown that the use
of Project-Based Learning Method was effective to improve the students speaking skill
because t-test was higher than t-table, students’ speaking in term of pronunciation
(18.74>2.160) and in term of fluency (15.06>2.160). Based on the explanation above, it
can be concluded that in teaching speaking skill through Project-Based Learning was
successful to be implemented. In other word, Project-Based Learning can be a solution
for the teacher to improve the students’ speaking skill.
Keywords: Speaking Skill, Pronunciation, Fluency, Project-Based Learning.
x
ABSRTRAK
HERFIN MARLINA. Meningkatkan Kemampuan Berbicara Siswa Melalui
Pembelajaran Berbasis Proyek di SMK Muhammadiyah 4 Tallo (Penelitian Pra-
Eksperimental pada Siswa Tahun Pertama SMK Muhammadiyah 4 Tallo) Jurusan
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Muhammadiyah Makassar. Dibimbing oleh Erwin Akib dan Wildhan Burhanuddin.
Tujuan dari penelitian ini adalah untuk mendapatkan informasi tentang efektif
atau tidaknya penggunaan Pembelajaran Berbasis Proyek untuk meningkatkan
kemampuan berbicara siswa dalam hal pengucapan dan kefasihan. Peneliti menggunakan
metode pra-eksperimental. Pengumpulan data dilakukan dengan tes berbicara. Dalam hal
ini, Pretest dan Posttest. Pre-test diberikan kepada siswa sebelum diberikan perlakuan dan
post-test diberikan kepada siswa setelah diberikan perlakuan. Populasi penelitian ini
adalah siswa tahun pertama SMK Muhammadiyah 4 Tallo Makassar. Sedangkan sampel
penelitian ini diambil dengan menggunakan purposive sampling di kelas TKJ yang satu
kelasnya terdiri dari 16 siswa.
Hasil penelitian menunjukkan bahwa peningkatan siswa tahun pertama SMK
Muhammadiyah 4 Tallo Makassar meningkat setelah penerapan Pembelajaran Berbasis
Proyek Hal ini dibuktikan dengan nilai rata-rata pre-test pengucapan adalah (45) dan
post-test adalah (78,75). Dan juga dengan nilai rata-rata pre-test dari segi kefasihan
adalah (45.62) dan post-test adalah (84.37). Hasil uji-t juga menunjukkan bahwa
penggunaan Metode Pembelajaran Berbasis Proyek efektif untuk meningkatkan
keterampilan berbicara siswa karena uji-t lebih tinggi dari t-tabel, kemampuan berbicara
siswa dalam hal pengucapan (18,74> 2,160) dan istilah kefasihan (15.06> 2.160).
Berdasarkan uraian di atas dapat disimpulkan bahwa dalam pembelajaran keterampilan
berbicara melalui Pembelajaran Berbasis Proyek berhasil diterapkan. Dengan kata lain
Pembelajaran Berbasis Proyek dapat menjadi solusi bagi guru untuk meningkatkan
kemampuan berbicara siswa.
Kata Kunci: Keterampilan Berbicara, Pengucapan, Kefasihan, Pembelajaran
Berbasis Proyek.
xi
ACKNOWLEDGEMENTS
AlhamdulillahiRobbiAlamin, the researcher expresses her gratitude to Allah
SWT the almighty God for His mercy, blessing and opportunity given to her o
that the researcher was able to finish writing this thesis.
Salawat and salam addressed to the prophet Muhammad SAW for his guidance
There was some handicaps and problems that the researcher encountered from
the beginning to the end of writing this thesis, owing to help and invaluable
suggestion from numerous people, the researcher could complete this thesis
Thus, the researcher would like to express her appreciation and sincere thanks to
all of them particularly
1. Prof. Dr. H. Ambo Asse, M.Ag., the Rector of the Muhammadiyah
University of Makassar his advice during her studied at the University
2. Erwin Akib, S.Pd., M.Pd., Ph.D., the Dean of Teacher Training and
Education Faculty
3. Ummi Khaerati Syam, S.Pd., M.,Pd., the Head of English Education
Department of FKIP UNISMUH Makassar
4. The researcher most profound and sincere appreciation is due to her first
consultant Erwin Akib, S.Pd.,M.Pd., Ph.D. and to her second consultant
Wildhan Burhanuddin, S.Pd., M.Hum. who patiently guided and assisted the
rescarcher to finish this thesis by giving their suggestion, motivation, and
correction
xii
5. My heartful thank to all lecturer of the FKIP UNISMUH especially to the
lecturer of English Department and all staff of Muhammadiyah University of
Makassar for their guidance during the year of the researcher's study
6. The researcher's deep appreciation for as a headmaster of SMK
Muhammadiyah 4 Tallo Makassar and the English teacher Miss. Fitriani S,
S.Pd., and all the students, especially for the class X TKJ in academic year
2020/2021 who have spared their time and activities for being subject of this
research
7. The researcher would like to express deepest and affectionate thank to her
parents, Irman Yusuf and Sukriah for their prayer, support, advice, love,
sacrifice and continual understanding through my life. And also to my
lovely son and husband Muhammad Abrisam Hylmi and Rezki. Love them
more with all my heart.
8. Thanks to my big family and friends whom always gives motivation to
finishing my study and many people who have help the researcher that I
can't mention one by one, thanks all.
Nothing is perfect but Allah SWT, the researcher realizes that this thesis is still
not perfect. Therefore, construction and suggestion will be highly appreciated
Makassar, Januari 2021
Herfin Marlina
xiii
LIST OF CONTENTS
COVER
APPROVAL SHEET .................................................................................... ii
CONSELLING SHEET I ............................................................................. iii
CONSELLING SHEET II ............................................................................ iv
SURAT PERNYATAAN .............................................................................. v
SURAT PERJANJIAN .................................................................................. vi
MOTTO AND DEDICATION ...................................................................... vii
ABSTRACT ................................................................................................... viii
ACKNOWLEDGEMENT ............................................................................ x
TABLE OF CONTENT ................................................................................ xii
LIST OF TABLE .......................................................................................... xiv
LIST OF APPENDICES .............................................................................. xv
CHAPTER I: INTRODUCTION
A. Background ......................................................................................... 1
B. The problem of the research ................................................................ 4
C. Objectives of the Research .................................................................. 4
D. Significance of the Research ............................................................... 4
E. Scope of the Research ......................................................................... 4
CHAPTER II: REVIEW OF LITERATURE
A. Previous Related Research Findings ................................................... 5
B. Some Pertinent Ideas ............................................................................ 7
C. Conceptual Framework ....................................................................... 16
D. Hypothesis ........................................................................................... 17
CHAPTER III: RESEARCH METHOD
A. Research Design .................................................................................. 18
B. Research Variables and Indicators ...................................................... 19
C. Population and Sample ........................................................................ 19
D. Instruments of the Research ................................................................ 19
E. Procedure of Collecting Data ............................................................... 20
F. Technique of Data Analysis ................................................................ 21
xiv
CHAPTER IV: FINDINGS AND DISCUSSION
A. Findings ............................................................................................... 28
B. Discussions .......................................................................................... 32
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion .......................................................................................... 35
B. Suggestions ......................................................................................... 36
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
xv
LIST OF TABLE
4.1 Frequency and rate precentage of speaking in pre-test ............................. 28
4.2 Frequency and rate precentage of speaking in pposttest ............................ 29
4.3 The mean score and standar deviation of the students .............................. 30
4.4 Table the improvement of the students’ speaking mastery ....................... 31
4.5 T-test of the students’ speaking mastery .................................................... 32
xvi
LIST OF APPENDICES
APPENDIX A ................................................................................................. 40
APPENDIX B ................................................................................................. 42
APPENDIX C ................................................................................................. 44
APPENDIX D ................................................................................................. 46
APPENDIX E ................................................................................................. 48
APPENDIX F .................................................................................................. 49
APPENDIX G ................................................................................................ 50
APPENDIX H ................................................................................................ 51
APPENDIX I ................................................................................................ 52
APPENDIX J ................................................................................................ 54
APPENDIX K ................................................................................................ 56
APPENDIX L ................................................................................................ 58
APPENDIX M ................................................................................................ 60
APPENDIX N ................................................................................................ 62
APPENDIX O ................................................................................................ 65
1
CHAPTER I
INTRODUCTION.
A. Background
As a foreign language in Indonesia, English was taught seriously by many
people to have a good prospect in the community of international world. Recently,
English becomes important. Since it is important, English is taught widely at
formal schools starting from elementary school up to universities; even at
informal school i.e. courses. The use of English as a second language in oral
communication was complex activities to be considered when teaching the
English language (Al-Sibai,2004). However, considered speaking as the most
important skill among four skills (listening, speaking, reading, and writing)
because people who know a language are referred to as speakers of that language.
Speaking is one of the aspects in learning English which students should to be
master on it. Speaking allow the students to get information from people through
their conversation, and also the students should understand the information and
how to respond it or communicate their understanding about the information. It
means that the students must be able to speak so they can express what they want
to show to the other.
Speaking is the first step that student needs to be learn before they can read and
write (Linse, 2005). This is in line with The National Standards in Indonesia
(Depdiknas, 2006) state oral communication competence or speaking is initial
skills that lead the students to expand their communication competences (reading
and writing). A key to achieving good communication is being able to speak
2
clearly and articulate to ones success in life, because it plays a major role both in
individually and society.
In fact today, the students still tend to difficult in speaking, the students do not
know how to apply different transactional and interaction expression in different
situation and make the students seems lazy to speak. The teachers who are
involved in developing students speaking skill often feel frustrated because some
of the students make no effort to speak. When teacher want their students to
active, they prefer to be passive. It happen because the students are sometimes feel
afraid of their teacher when students make mistake and students do not have
enough confidence to talk because of feeling ashamed The another problems
caused by several factors such as reluctance, shyness, fear of committing oral
mistakes besides the students show poor speaking ability and they lack peers or
social circle with whom they can express or explore their speaking potentials.
Moreover, it can also be caused by lectures in teaching materials, teaching
techniques and the topics give in speaking activity. After doing interview with
teacher at SMK 4 MuhammadiyahTallo and have doing Magang 3 in there, the
writer find the problem has the similar case at the first grade students at SMK
Muhammadiyah 4 Tallo where the students face many problem in learning
English, the crucial problem is their participation in speaking.
Related to the problems above, implementing appropriate method for students
that provide many opportunities for students to speak English is needed. In this
case, Project-Based Learning (PBL) is one of the methods that recommended to
be used. Project-Based Learning (PBL) refers to a method that allowing the
3
students to design, plan, carry out an extended project that produces a publicly
exhibited output such as product, publication and presentation (Patton, 2012).
Project-Based Learning is innovative learning cantered on students and assign the
teachers as motivator and facilitators, where students are given the opportunity to
work autonomously construct learning. Through Project-Based Learning the
process begins with the inquiry raises questions guide (a guiding question) and
guiding students in a collaborative project that integrates a wide range of subject
in the curriculum.
Project-Based Learning is an in-depth investigation of a topic that is valuable
to the real world attention and effort students (Kemdikbud, 2014). Ten main
technique for implementing Project-Based Learning method, such as: creating a
good class atmosphere, getting the class interested, selecting the topic, creating a
general outline of the project, do basic research around the topic, report to the
class, process feedback, putting it all together, presenting the project, and asses
and evaluate the project.
Using Project-Based Learning can be a solution in order to improve students’
English knowledge especially in mastering speaking. The use of Project-Based
learning to improve students’ speaking will be taken up in detail on the next
chapter.
4
B. Problem Statement
Related to the background above, the researcher formulates the following
problem statement as:
Does Project-Based Learning (PBL) improve students’ speaking skill at SMK
Muhammadiyah 4 Tallo?
C. Objective of the study
Based on the problem statement above, the objective of this research is:
To find out whether or not Project-Based Learning (PBL) improve students’
speaking skill at SMk Muhammadiyah 4 Tallo
D. Significance of the study
The significance of the study can be considered into two, theoretically and
practically. Theoretically, this research can be a reference for the next researcher
in term of improving students’ speaking skill through Project-Based Learning
(PBL) in conducting a further related research. While practically, hopefully this
research can be useful for the teachers as a method to improve their students’
speaking skill.
E. Scope of the study
To avoid misinterpretation to the problems, the writer would like to limit the
scope of study. The writer wants to know whether Project-Based Learning (PBL)
can improve students’ speaking skill focus on pronunciation and fluency the first
grade students of SMK Muhammadiyah 4 Tallo.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous of Research Findings
This part present the previous findings by some researcher, many studies have
been performed by the other researcher related Project-Based Learning (PBL).
The previous research findings were discussed as follows:
The studies about Project-Based Learning are abounding. The first study
conducted by Permatasari (2013). The objective of the study is to find out how
Project-Based Learning could improve the speaking skill of second graders of
SMPN 1 Kawedanan, Magetan. The instruments uses are questionnaire, interview
guide, field notes or observation sheet and students’ worksheet. The findings
reveal that there was improvement on students speaking skill after applying
Project-Based Learning.
The second study conducted by Radjab (2013). The objective of the study is
to explain whether Project-Based Learning can improve the students’ English
speaking ability and to identify factors that influence changes in their language
skills during Project-Based Learning. The participants of this research were the
students of class III-B of third semester in teacher collages (STKIP) Tapanuli
Selatan. The result of this study indicate an increased level of positive English
language skill
6
The third study conducted by Rochmawati (2015). The objective of the study
is to focused on fostering student’s critical thinking through Project-Based
Learning with 25 students of the fourth semester of STAIN Ponorogo who took
TEFL 1 course. The instruments used are in the form of observation sheet and
interview guideline. The result of study indicates that the students showed
significantly positive attitude toward the implementation Project-Based Learning.
Based on the previous research findings above the writer indicate that Project-
Based Learning can be used to teach any English subject, especially in speaking
skill. After discussing the positive references in regard the use of Project-Based
Learning above, the writer expect to have some good result, but in same area of
English skills, namely speaking. Although studies on teaching speaking have been
done previously, ut it necessary to have more knowledge on teaching speaking
especially by using Project-Based Learning method. In addition, the participants
are different which may different result and also there is limited research on the
effect of Project-Based Learning as a method to teach speaking subject to improve
their pronunciation and fluency. The writer also concern to help senior high
school students at SMK Muhammadiyah 4 Tallo to improve their speaking skill.
7
B. Some Pertinent Ideas
1. Concept of Speaking
a. Definition of Speaking
Speaking is the productive skill. This is an activity of producing words
or sentences orally. By that skill, people can deliver their ideas, thought and
opinion about the world in directly or indirectly way. In line with Brown and
Yale as cited Wulandari (2014) state that speaking expresses need-request,
information, service, etc.
Mackey (2007) defines speaking as oral expression that involves not
only the use of right pattern of fluency and rhythm but also the use of the
right words in order to convey the right meaning . Harmer (2007) argues
speaking is skill that becomes important part in human daily life because
speaking helps people to create the social relationship as human being. In
addition Chaney as cited by Wulandari (2014) state that speaking is the
process of building and sharing information, ideas or opinion through verbal
and non-verbal symbols in a variety of context.
Based on the definition above, it can be reviewed that speaking is the
most important skill of language that use to expressing our ideas, opinions or
feelings about something to the other by using words or sounds of articulation
in order to inform, to entertain, to persuade the other or the other listener.
8
b. Types of Speaking
1) Imitative
A very limited portion of classroom speaking time may legitimately be
speech generating “human tape recorder speech, where, for example, learner
practice an fluency contour or try to pinpoint a certain vowel sound. Imitation
of this kind is carried out the purposes of meaningful interaction, but for
focusing on some particular element of language form.
2) Intensive
Intensive speaking goes one step beyond imitative to include any
speaking performance that is design to practice some phonological or
grammatical aspect of language. Intensive speaking can be self-initiated or it
can even form part of some pair work activity, where learners “going over”
certain forms of language.
3) Responsive
A good deal of student speech in the classroom is responsive; short
replies a teacher or student. Initiated questions or comment, such as speech
can be meaningful and authentic
4) Transactional (dialogue)
Transactional language, carry out for the purpose of conveying or
exchanging specific information is an extended form of responsive language.
5) Interpersonal (dialogue)
The other form of conversation mention in the previous interpersonal
9
Dialog, carry out more for the purpose of maintaining social relationship than
for the transmission of fact and information. Learners would need to learn
how such features as the relationship between interlocutor, casual style, and
sarcasm are coded linguistically in this conversation.
6) Extensive
Students at intermediate to advance levels are called on to give extended
monologues in the form of oral reports summaries of perhaps short speeches
c. Teaching Speaking
In teaching four skills of English those are reading, listening, speaking
and reading become a compulsory for the entire English teacher to guide their
students to achieve those abilities by teaching these as interesting as possible.
Thus, speaking is also being taught like the other skills of English.
Teaching is a process of guiding learner in studying and getting new
knowledge, skills and attitude. Brown as cited by Wulandari (2014) state that
teaching cannot be separate from learning because teaching is guiding and
facilitating learning and enabling the learner to learn and setting the condition
for learning.
Nunan (2003) defines teaching speaking to teach English Foreign
Language (EFL) learners as follow:
1) Produce the English speech sound and pattern
2) Use word and sentences stress, fluency pattern and the rhythm
10
3) Select appropriate words and sentences according to proper social
setting, audience, situation and subject matter.
4) Use language as a means of expressing values and judgments’.
5) Use the language quickly and confidently with few unnatural pauses,
which are called fluency.
d. Problems in Teaching and Learning Speaking
Sometimes the learner find some obstacle when they want to speaks in
front of the class, it happen because they feel afraid of making mistakes they
are unwilling to be judged by the other participants. Ur as cited by Wulandari
(2014) argues some problem that might be possible problems in speaking
including:
1) Inhibition. The learners are often inhibited about trying new things in
foreign language classroom because they are afraid to make mistake or to
be criticized by the other and too shy to utter the word.
2) Nothing to say. Learner sometime get fault because they do not have
something to say. In the other word they cannot express themselves.
3) Low or uneven participants. Only one participant that dominate to talk in
the classroom while the other speaks a little or not at all.
4) Mother tongue use. The entire learner in the class use same mother
tongue which mean they speaks just use one language. So it makes them
feel unnatural when they are trying to talks or speak in the foreign
language
11
e. Assessment of Speaking
Assessing speaking is challenging because there are so many factors
that influence how well someone can speak a language. Brown as cited
Hidayati (2019) states that there are some aspects of assessing speaking such
as pronunciation, vocabulary, fluency, accent, and grammar which should be
mastered in order to be able to speak well. As a complex activity, speaking
has five main aspects as follows:
1) Pronunciation
Pronunciation is a basic quality of language learning especially in
speaking ability. It concerns the way what we say, articulate, assimilate,
intonate, and stress words. Having poor pronunciation skill can obscure
communication and prevent us from making meaningful utterances. Harmer
(2007) states that pronunciation teaching is not only making the students are
able to differentiate sounds and sound features, but also improving their
speaking ability immeasurably such as to concentrate on sounds and be aware
of using stress when producing sound.
2) Vocabulary
Vocabulary is a foundation of a language. To create meaningful
utterance or sentences, it needs to use appropriate vocabulary to express
something. In other words, the requirement for students who want to have a
good speaking ability is mastering vocabulary. McCarty (1990) states that the
biggest component of any language courses was vocabulary. In addition,
Harmer (2007) says that if the students have more vocabularies or at least
12
1000 words, they can communicate fluently. They do not take a long time in
expressing what they are going to say because they know the words that
describe their ideas.
3) Grammar
Grammar is very important in speaking accuracy. According to Nunan
(2003) grammar usually can be thought as a set of rules specifying the correct
pattern of words at sentence level. If our conversation is full of grammatical
mistakes, your ideas will not get across so easily. Studying grammar rules
will certainly help students speak more accurately. Those three parts are very
important elements to accomplish the accuracy in the effort of being able to
speak well.
4) Fluency
Fluency according to Spratt and friends (2005) is speaking at a normal
speed without hesitation, repetition and with smooth use of connected speech.
It deals with how comfortable students are when they speak, how easily the
words come out and whether there are great pauses and gaps in the student’s
speaking. It is a parameter of students’ speaking ability goal. It deals with the
quality of the way they speak fluently.
5) Accent
Language accent of one speaker and other is different. This is because
every person has their own way in saying words depending on the cultures the
speakers have. Roach (2009) states that there was no speaker who can be
taken to represent a particular accent or dialect in this world.
13
2. Project-Based Learning
a. Definition of Project-Based Learning (PBL)
Project-Based Learning is a student- centered pedagogy that
involves a dynamic classroom approach in which students gain
knowledge and skills by working for an extended period of time to
investigate and respond to an authentic, engaging and complex
question, problem or challenge. As a result, the students can develop
deep content knowledge as well as critical thinking, collaboration,
creativity and communication skills. There are several definition about
Project-Based Learning from the expert.
The first definition about Project-Based Learning comes from
Fitria (2015) state Project-Based Learning as an instructional method
centered on the learner. This approach organizes learning around
projects which are realized in the form of complex tasks. While making
the project, students can develop their problem-solving, decision-
making, and investigation skills. They also have the opportunity to
work autonomously over a given period of time to create realistic
products in a variety of presentation form.
The third definition come from Bahjat (2017) state Project-Based
Learning is an innovative approach to learning that teaches multitude
of strategies critical for success in the twenty-first century. Students
drive their learning through inquiry, as well as work collaboratively to
research and create projects that reflect their knowledge.
14
From the discussion of the understanding of Project-Based
Learning above, the writer conclude that Project-Based Learning is a
method that use project or activities as media, where the learner can
explore, assess and provide information to produce various forms of
learning outcomes. Project-Based Learning is particular strategy in
learning that changes or reverses the face of traditional classes, through
this method the learning process in class which is generally use
conventional learning becomes more innovative.
b. The Advantages of Project-Based Learning
According to Akbar (2015), there were some advantages when the
teacher uses Project-Based Learning in teaching speaking, as follows:
1) Project-Based Learning promotes self-motivation and self-
responsibility in learning.
2) Project-Based Learning caters more enjoyable and effective learning
3) Project-Based Learning engages contextual and meaningful learning
for students
4) Project-Based Learning fosters the students’ teamwork and
communication skill.
5) Project-Based Learning promotes social learning that can enhance
collaborative skill
6) Project-Based Learning could give an optimal opportunity to improve
students language skills
15
c. The Stages of Project-Based Learning
There are some stages of Project-Based Learning implementation
according to Akbar (2015). They are:
1) Speculation, in which teachers provide the choice of project topics
initially based on curriculum and discuss them with the students. In
this stage, teachers and students speculate possibilities that will lead to
the projects smoothly. However, for the beginner or lower level
students, teachers can choose the project by themselves but still
consider the students problem. This is because it can assume that the
students in beginner or lower level do not have the language or
confidence to develop project themes so that the teachers need to lead
them first before they can decide by themselves.
2) Designing the project activities, referring to organizing the structure of
a project activity that includes group formation, role assigning,
concerning methodology decision, information source, etc.
3) Conducting the project activities, in which the students work what
already planned and designed in the previous stage. At this stage, the
students gather information, discuss it with their group member,
consult problems encountered in their work with the teachers, and
exhibit their final products that might be in form of presentation,
performance, product, publication, etc. To wider community such as
other classes, teachers, foreigners, etc.
16
4) Evaluation Fragoulis states “evaluation is the assessment of activities
from the participants and discussion about whether the initial aims and
goals already achieved, implementation of the process, and final
products”
C. Conceptual Framework
The conceptual framework of this study is shown below:
INPUT PROCESS OUTPUT
Students
speaking
achievement
Teaching
speaking
The material that
teaches speaking
Project-
Based
Learning
method
Pronunciation Fluency
Speaking
material
17
a. Input: refer to pre-test that is prepare to measure students’ speaking
ability
b. Process: refers to the treatment of speaking ability
c. Output: refers to the improvement of student’s speaking ability refers
to the pronunciation and fluency
D. Hypothesis
This research formulates the hypothesis as follows:
1. Null Hypothesis (H0): the use of Project-Based Learning method was
not improve students’ speaking ability at SMK Muhammadiyah 4
Tallo.
2. Alternative Hypothesis (H1): The uses of Project-Based Learning
significantly improve students’ speaking ability.
18
CHAPTER III
RESEARCH METHODE
A. Research Design
The method used in this research is pre experimental design that involves
one class. In the experimental class, the researcher applied “Project-Based
Learning in teaching speaking ability. The researcher used the pre-test and
posttest design in the experimental class. The aim was to find out the use of
Project-Based Learning in teaching speaking.
EXPERIMENTAL CLASS
O1 X O2
Explanation:
O1: Result of a pretest
X: Treatment that will be given in the class by using Project-Based Learning
method
O2: Result of post test
Based on the table above, in the experimental class a pre-test (O1) gave to
find out students’ knowledge before giving treatment. Furthermore, given
treatment (X) applied used Project-Based Learning and post-test (O2) apply
to determine student achievement. Score use to compare to see improvement.
19
B. Research Variable
There are two variable in this study. The first variable is dependent variable
and the second variable is independent variable. Dependent variable is
speaking, meanwhile Project-Based Learning is independent variable.
C. Population and Sample
The population of this research was the first grade students of SMK
Muhammadiyah 4 Tallo. Meanwhile, the sample of this research was the first
grade students of SMK Muhammadiyah 4 Tallo in class TKJ which consist of
16 students. The sampling technique that was used in this study is purposive
sampling. In purposive sampling the writer handpicks the cases to be included
in the sample on the basis of their judgment of their typical. In this way, they
build up a sample that is satisfactory to their specific needs.
D. Research Instrument
This test was used to find out an increase in students' speaking skill using
Project-Based-Learning Method. The test gave through pre-test and post-test.
A pre-test was conducted to find out the initial achievement of students'
speaking skill before using the Project-Based Learning method while a post-
test was conducted to find out the increase in students’ speaking skill after the
treatment was given.
20
E. Procedure of Collecting Data
The procedures of collecting data in this research are as follows:
1. Pre-test
Pre-test is to determine a student's baseline knowledge or preparedness for an
educational experience or course of study. Before giving the treatment, the
researcher gave the pre-test for the experimental class. The research
distributed the speaking test; it aims to find out the students’ speaking
mastery.
2. Treatment
Treatment is an explanatory variable manipulated by the researcher. The
treatment conducted five times after the pre-test given in the classroom. The
procedure of given the treatment is as follows:
a. The researcher gave short explanation about speaking material
b. The researcher introduced the Project-Based Learning method
c. The students are expected to pay attention to the teacher explanation
d. The researcher distributed speaking material
e. The researcher divided students into group
f. The researcher choose the topic that will be describe
g. The students will discussed the topic that will be choose
h. Each students from the groups wrote the words as the result of the group
discussion on the book and describe orally
21
3. Post-test
Post-test is a test given to students after completion of an instructional
program or segment and often used in conjunction with a pre-test to measure
their achievement and the effectiveness of the program. After giving the
treatment, the researcher gave the post-test for the experimental class by
distributing the same test. It aims to find out the result of the treatment.
F. Technique of Data Analysis
The data collect is analysis by using t-test, the steps are as follows:
a. Scoring the students’ correct answers of the pre-test and the post-test
Students’ Correct Answer
𝑺𝒄𝒐𝒓𝒆 =𝒕𝒉𝒆𝒄𝒐𝒓𝒓𝒆𝒄𝒕𝒂𝒏𝒔𝒘𝒆𝒓
𝒕𝒐𝒕𝒂𝒍𝒏𝒖𝒎𝒃𝒆𝒓𝒐𝒇𝒊𝒕𝒆𝒎× 𝟏𝟎𝟎
Classifying the score of the students by using the following scale:
96-100 classified as very good
76-90 classified as good
61-75 classified as fairly
51-60 classified as poor
Score less than 50 classified as very poor
Sco
re
Aspects
Grammar Vocabulary Comprehension Fluency Pronunciation Task
1
Errors in grammar
are frequent, but
speaker can be
understood by a
native speaker
used to dealing
Speaking
vocabulary
inadequate
to express
anything but
the most
Within the scope
of his very
limited language
experience, can
understand
simple questions
(no specific
fluency
description
refer to
other four
language
Error in
pronunciation
are frequent
but can be
understood by
a native
Can ask
and
answer
question
on topic
very
22
with foreigner elementary
needs.
and statements if
delivered with
slowed speech,
repetition or
paraphrase.
areas for
implied
level of
fluency
speaker used
to dealing with
foreigners
attempting to
speak his
language
familiar
to him.
Able to
satisfy
routine
travel
need and
minimu
m
courtesy
requirem
ents
(should
be able
to order a
simple
meal,
ask, and
give
simple
direction,
make
purchase
s and tell
time)
2
Can usually
handle elementary
construction quite
accurately but
does not have
through or
confident control
of the grammar
Has
speaking
vocabulary
sufficient to
express
himself
simply with
some
circumlocuti
ons.
Can get the gist
of most
conversation of
non technical
subjects (i.e.,
topics that
require no
specialized
knowledge)
Can handle
with
confidence
but not with
facility most
social
situation,
including
introduction
and casual
conversatio
Accent is
intelligible
though often
quite faulty
Able to
satisfy
routine
social
demands
and work
requirem
ents,
needs
help in
handling
23
ns about
current
event, as
well as
work,
family and
autobiograp
hic al
information
any
complica
tion and
difficulti
es
3
Control of
grammar is good.
Able to speak the
language
sufficient
structural
accuracy to
participate
effectively in most
formal and
informal
conversation on
practical, social
and professional
topic
Able to
speak the
language
with
sufficient
vocabulary
to
participate
effectively
in most
formal and
informal
conversation
on practical,
social and
professional
topics.
Vocabulary
is broad
enough that
he rarely has
to grope for
a word
Comprehension
is quite complete
at a normal rate
of speech
Can discuss
particular
interest of
competence
with
reasonable
ease. Rarely
has to grope
for words
Errors never
interfere with
understanding
and rarely
disturb the
native speaker.
Accent may be
obviously
foreign
Can
participat
e
effectivel
y in most
formal
and
informal
conversat
ion on
practical,
social
and
professio
nal topics
4
Able to use the
language
accurately on all
levels normally
Can
understand
and
participate
Can understand
any conversation
within the range
Able to use
the language
fluently on
all levels
Errors in
pronunciation
are quite rare
Would
rarely be
taken for
a native
24
pertinent to
professional
needs. Errors in
grammar are quite
rare
in any
conversation
within the
range of his
experience
with a high
degree of
precision of
vocabulary
of his experience normally
pertinent to
professional
needs. Can
participate
in nay
conversatio
n within the
range of this
experience
with high
degree of
fluency
speaker
but can
respond
appropria
tely even
in
unfamilia
r
situations
can
handle
informal
interpreti
ng form
and into
language.
5
Equivalent to that
of and educated
native speaker
Speech on
all levels is
fully
accepted
native
speaker in
all its
features
including
breadth of
vocabulary
and idioms,
colloquialis
m and
pertinent
cultural
references
Equivalent to
that of an
educated native
speaker
Has
complete
fluency in
the language
such that his
speech is
fully
accepted bu
educated
native
speakers
Equivalent to
and fully
accepted by
educated
native
speakers
Speaking
proficien
cy
equivale
nt to that
of an
educated
native
speaker.
Brown (2007)
25
b. Calculating the mean score by applying the following formula:
𝑥 = ∑ 𝑑
𝑁
X = mean score
Σd = total of students’ score
N = the number of students’
c. Computing the frequency and the percentage of the student’s score
𝑷 =𝑭
𝑵× 𝟏𝟎𝟎
P = percentage
F = number of correct
N = Number of sample
d. find out the standard deviation of the students’ speaking ability
𝑆𝐷 =
√∑ 2 − (∑𝑋)2
𝑁𝑋
N − 1
Where:
SD = Standard Deviation
∑X = The sum of all score
∑X2 = The sum square of all score
N = Total number of students
26
f. To find the students improvement the formula as follows:
% = X2−X1
𝑋1 x 100
Where:
% = The student’s enhancement
X1 = The mean score of the pre-test
X2 = The mean score of post-test
g. To find out the significant difference between the scoreof pre-test and
post-test with the value of the t-test using the following formula:
h. 𝐷 = ∑D
𝑁
Where:
𝐷 = The mean score of different score
∑D = sum of total score difference
N =Number of students
t = 𝐷
√∑𝐷2− (∑𝐷)2
𝑁𝑁 (𝑁−1)
Where:
𝐷 = the mean of difference score
∑D = the sum of total difference score
∑D2 = squre of the sum of total score difference
N = the total number of score
27
i. The criteria for the hypothesis testing was as follows:
Comparison
Hypothesis
H0 H1
t-test<t-table Accepted Rejected
t-test>t-table Rejected Accepted
The tables explain that t-test value was smaller than t-table value, the null
hypothesis was accepted and the alternative hypothesis was rejected. Meanwhile,
the t-test was great that t-table value, the null hypothesis was rejected and the
alternative hypothesis was accepted.
28
CHAPTER IV
FINDINGS AND DISCUSSION
A. FINDINGS
In this chapter the researcher present a description of the data result. The
data used in this research were quantitative data were taken from the pre-test
and posttest session. The pretest was given before giving treatment to the
students and the posttest given in the last meeting. The result of the students
score can be seen in the following data.
1. The students’ speaking in term of pronunciation and fluency
The researcher found that there was a improvements in learning process at
the first grade students of SMK Muhammadiyah 4 Tallo. The frequency
and percentage of speaking in pretest can be seen in the following table:
Table 4.1 Frequency and rate percentage of students’ speaking in
pretest
No. Score Classification
Pronunciation Fluency
F P F P
1. 91-100 Very good 0 0.0% 0 0.0%
2. 76-90 Good 0 0.0% 0 0.0%
3. 61-75 Fairly 1 6.25% 2 12.5%
4. 51-60 Poor 8 50% 6 37.5%
29
5. < 50 Very poor 7 43.75% 8 50%
Total 16 100% 16 100%
Table 4.1 showed the frequency and percentage rate of students’ speaking
in term of pronunciation, none student got very good and good (0.0%), 1
student got fairly (6.25%), 8 students got poor (50%) and 7 students got
very poor (43.75%). Meanwhile in term of fluency there was none students
got ver good and good (0.0%), 2 students got fairly (12.5%), 6students got
poor (37.5%) and 8 students got very poor (50%).
Table 4.2 frequency and percentage of students speaking in posttest
No. Score Classification
Pronunciation Fluency
F P F P
1. 91-100 Very good 2 12.5% 4 25%
2. 76-90 Good 8 50% 12 75%
3. 61-75 Fairly 6 37.5% 0 0.0%
4. 51-60 Poor 0 0.0% 0 0.0%
5. < 50 Very poor 0 0.0% 0 0.0%
Total 16 100% 16 100%
Table 4.2 showed the frequency and percentage rate of students’ speaking in
term of pronunciation, 2 student got very good(12.5%) 8 students got good
30
(50%), 6 students got fairly (37.7%), 0 students got poor and very poor
(0.0%) . Meanwhile in term of fluency there was 4 students got very good
(25%),12students got good (75%) 0 students got fairly (0 %),none students
got poor and very poor (0.0%).
2. The Mean Score and Standard Deviation
Table 4.3 showed the distribution data of mean score and standard
deviation in pre-test and posttest.
Components
Pretest Posttest
Mean Score Standard
Deviation
Mean Score Standard
Deviation
Pronunciation 45 10.32 78.75 8.66
Fluency 45.62 14.12 84.37 6.8
The result of data analysis pretest and posttest of the students speaking in
the table 4.3 above, the mean score of pronunciation in pretest was 45
(categorized as very poor) and standard deviation was (10.32). The mean
score of pronunciation in posttest was 78.75 (categorized as good) with the
standard deviation was (8.66). Meanwhile, the mean score of fluency in
pretest was 45.62 (categorized as very poor) with the standard deviation was
(14.12) and the mean score of fluency in posttest was 84.37 (categorized as
good) with standard deviation was (6.8)
31
3. The Improvement of the students’ speaking in pretest and posttest
The table 4.4 showed the improvement of students’ speaking in pretest and
posttest
Table 4.4 the improvement of the students speaking in pretest and
posttest
Table 4.4 showed that pronunciation in pretest was 45 and posttest was
78.75 and the improvement was 75%. Fluency in pretest was 45.62 and
posttest was 84.37 and the improvement was 84.94%. The score of
posttest>pretest, it indicates that the students speaking has increased through
Project-Based Learning method.
4. Hypothesis Testing
To know the level significance of the pretest and posttest, the researcher
used t-test analysis on the level of significance (p)=0.05 with the degree of
freedom (df)=N-1 (16-1=15), where the N= number of subject (16 students),
then t-table value was 2.331. The t-test statistical analysis for independent
sample was applied. The following table showed the result of t-test
calculation:
Component Pretest Posttest Improvement(%)
Pronunciation 45 78.75 75%
Fluency 45.62 84.37 84.94%
32
Table 4.5 t-test of the students’ speaking
Components t-test value t-table value
Pronunciation 18.74 2.331
Fluency 15.06 2331
Table 4.5 showed that t-test value in term of pronunciation were greater that
t-table (18.74>2.331). The table also showed t-test value in term of fluency
were greater than t-table (15.06>2.331). It means that there were
significance difference between the students’ speaking in term
pronunciation and fluency before and after implemented Project-Based
Learning method. It could be concluded that the null hypothesis (H0) was
rejected and the alternative hypothesis (H1) was accepted. It means the use
of Project-Based Learning method was effective to improve students’
speaking ability.
B. DISCUSSION
The main purpose of this research was to find out whether using Project-
Based Learning method improve the students speaking ability focused to improve
students pronunciation and fluency at the first grade students of SMK
Muhammadiyah 4 Tallo. To find out the purpose of the research the researcher
used test as instrument. The test gave through pretest and posttest. The
improvement after applied Project-Based Learning method was known from the
result of pretest and posttest and when the result of the posttest was higher the
33
result of the pretest it can be concluded that Project-Based Learning method was
effective to be used.
The result of the data was taken from 16 students of SMK
Muhammadiyah 4 Tallo in a class of pretest and posttest. The improvement of
students speaking ability in term of pronunciation and fluency has evolved. This is
supported by the result of students mean score in term of pronunciation in pretest
was 45 but after implementation of Project-Based Learning the mean score of
pronunciation in posttest was 78.75 and the improvement was 75%.
The improvement of students speaking ability in term of fluency also had
evolved. It is supported by the result of students mean score in term of fluency in
pretest was 46.82, but after the implementation of Project-Based Learning , the
mean score of fluency in posttest was 84.37 and the improvement was 84.94%. it
can be concluded that using Project-Based Learning as method to improve
students speaking ability focused on pronunciation and fluency was proved.
The result of this research was related with the previous theory that Project-
Based Learning can improve the students speaking ability. Akbar (2015)
conducted the research improving students speaking ability through Project-Based
Learning at MTSN Model Makassar. His research found that students after taught
speaking by using Project-Based Learning was more effective than using
conventional ways. So, it can conclude that Project-Based Learning has positive
effect to students of MTSN Model Makassar in speaking ability. Then, Fauziah
(2013) conducted a research at SMPN 1 Kawedanan Magetan. Her research reveal
34
that there was improvement on students speaking skill after applying Project-
Based Learning .
Based on the theory and previous related research finding, it can be
concluded that the research was done clearly supported with the previous finding,
that explain Project-Based Learning method can improve students’ speaking
ability. From the discussion above can be concluded that the students’ speaking
ability at the first grade students of SMK Muhammadiyah 4 Tallo Makassar was
improve significantly after implementation Project-Based Learning as a treatment
in learning. It mean, Project-Based Learning enhanced the students speaking
ability.
35
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on the result of the data analysis, research findings and discussion
in the previous chapter the researcher has come to the following conclusion:
1. The use Project-Based Learning improve the students’ speakinga ability
in term of pronunciation and fluency at the first year students of SMK
Muhammaadiyah 4 Tallo Makassar after implementation Project-Based
Learning method. It proven by the mean score of the post-test 78.75 is
higher than the mean score of pre-test 45. In Addition the t-test value is
greater then t-table value (18.74>2.331). Meanwhile in term of fluency
The result of posttest 84.37 is higher than the mean score of pre-test
45.62. In Addition the t-test value is greater then t-table value
(15.06>2.331).It was show that Null hypothesis was rejected and
alternative hypothesis was accepted.
36
B. SUGGESTION
Based on the conclusion above, the researcher puts some suggestion as
follows:
1. The English teacher should be more creative to choose technique or
strategy in teaching English, so that students can have enthusiasm, interest
and active in learning process.
2. The English teacher can use Project-Based Learning in teaching and
learning process especially in teaching speaking because it can enhance
the students’ speaking ability.
3. For next researchers are suggested that they develop these research
findings to investigate the speaking issues in any level of students.
37
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40
APPENDIX A
THE STUDENTS’ SCORE OF PRETEST
A. Students’ Score of Pretest in Term of Pronunciation
No Name Score Classification
1. Student 1 40 Very Poor
2. Student 2 60 Poor
3. Student 3 50 Poor
4. Student 4 70 Fairly
5. Student 5 50 Poor
6. Student 6 50 Poor
7. Student 7 40 Very Poor
8. Student 8 50 Poor
9. Student 9 50 Poor
10. Student 10 40 Very Poor
11. Student 11 30 Very poor
12. Student 12 60 Poor
13. Student 13 30 Very poor
14. Student 14 40 Very poor
42
APPENDIX B
STUDENTS’ SCORE OF PRETEST
B. Students Score of Pretest in Term of Fluency
No Name Score Classification
1. Student 1 50 Poor
2. Student 2 50 Poor
3. Student 3 40 Very Poor
4. Student 4 70 Fairly
5. Student 5 50 Poor
6. Student 6 50 Poor
7. Student 7 40 Very Poor
8. Student 8 40 Very Poor
9. Student 9 50 Poor
10. Student 10 40 Very Poor
11. Student 11 40 Very poor
12. Student 12 70 Fairly
13. Student 13 30 Very poor
44
APPENDIX C
SCORE OF POSTTEST
C. Score of Posttest in Term of Pronunciation
No Name Score Classification
1. Student 1 70 Fairly
2. Student 2 80 Good
3. Student 3 80 Good
4. Student 4 95 Very Good
5. Student 5 70 Fairly
6. Student 6 80 Good
7. Student 7 80 Good
8. Student 8 80 Good
9. Student 9 70 Fairly
10. Student 10 90 Good
11. Student 11 70 Fairly
12. Student 12 95 Very Good
13. Student 13 70 Fairly
46
APPENDIX D
THE SCORE OF POSTTEST
D. The Score of Students Posttestin Term of Fluency
No Name Score Classification
1. Student 1 80 Good
2. Student 2 80 Good
3. Student 3 90 Good
4. Student 4 95 Very Good
5. Student 5 80 Fairly
6. Student 6 80 Good
7. Student 7 80 Good
8. Student 8 95 Very Good
9. Student 9 80 Good
10. Student 10 95 Very Good
11. Student 11 80 Good
12. Student 12 95 Very Good
13. Student 13 80 Good
14. Student 14 80 Good
48
APPENDIX E
RATING SCORE OF STUDENTS
E. Rating Score of Speaking in Term of Pronunciation in pretest and posttest
SAMPLE PRETEST POSTTEST GAIN D2
D(X2-
X1)2
X1 (X1)2 X2 (X2)
2 D(X2-
X1)
1. 40 1600 70 4900 30 3300
2. 40 1600 80 6400 20 2800
3. 50 2500 80 6400 30 3900
4. 60 3600 95 9025 25 4125
5. 50 2500 70 4900 20 2400
6. 50 2500 80 6400 30 3900
7. 40 1600 80 6400 40 4800
8. 50 2500 80 6400 30 3900
9. 50 2500 90 8100 40 5600
10. 40 1600 70 4900 30 3300
11. 30 900 70 4900 40 4000
12. 50 2500 95 9025 35 5425
13. 30 900 70 4900 40 4000
14. 40 1600 70 4900 30 3300
15. 30 900 80 6400 40 4800
16. 50 2500 80 6400 30 3900
TOTAL 730 36900 1260 95450 510 63450
49
APPENDIX F
RATING SCORE OF STUDENTS
F. Rating Score of Students in Term of Fluency in Pretest and Posttest
SAMPLE PRETEST POSTTEST GAIN D2
D(X2-
X1)2
X1 (X1)2 X2 (X2)
2 D(X2-
X1)
1. 50 2500 80 6400 30 3900
2. 50 2500 80 6400 30 3900
3. 40 1600 90 8100 50 6500
4. 70 4900 95 9025 25 4125
5. 50 2500 80 6400 30 3900
6. 50 3500 80 6400 30 2900
7. 40 1600 80 6400 40 4800
8. 40 1600 95 9025 55 7425
9. 50 2500 80 6400 30 3900
10. 40 1600 95 9025 55 7425
11. 40 1600 80 6400 40 4800
12. 70 4900 95 9025 25 4125
13. 30 900 80 6400 50 5500
14. 40 1600 80 6400 40 4800
15. 30 900 80 6400 40 5500
16. 40 1600 80 6400 40 4800
TOTAL 730 36300 1193 114600 610 78300
50
APPENDIX G
THE MEAN SCORE OF STUDENTS
G. The Mean Score of Students in Pretest and Posttest
1. The mean score of Pre-test and Post-test students speaking in pronunciation
a. Pre-test b. Post-test
X = X =
X =720
16 X =
1260
16
X =45 X =78.75
2. The mean score of Pre-test and Post-test students’ speaking in term fluency
a. Pre-test b. Post-test
X = X =
X =730
16 X =
1350
16
X =45.62 X =84.37
51
APPENDIX H
THE IMPROVEMENT OF STUDENTS
H. The Improvement of Students in Pretest and Posttest
1. Enhancement of the students’ speaking in pronunciation
% = x 100
% = 78.75−45.62
45.62x 100
% = 72.62%
2. Enhancement of the students’ speaking in fluency
% = x 100
% = 84.37−45.62
45.62x 100
% = 84.94 %
52
APPENDIX I
STANDAR DEVIATION OF STUDENTS
I. Standard Deviation of Students Pretest and Posttest in term of Pronunciation
1. Pretest
SD =
√∑ 2−(∑𝑋)2
𝑁𝑋
N−1
= √34000−
(720)2
16
16−1
= √34000−
518400
16
15
= √34000−32400
15
= √1600
15
= √106.06
= 10.32
53
2. Posttest
SD =
√∑ 2−(∑𝑋)2
𝑁𝑋
N−1
= √100350−
(1260)2
16
16−1
= √100350−
1587600
16
15
= √100350−99225
15
= √1125
15
= √75
= 8.66
54
APPENDIX J
STANDARD DEVIATION OF STUDENTS
J. Standard Deviation of Students in pretest and Posttest in Term of Fluency
1. Pretest
SD =
√∑ 2−(∑𝑋)2
𝑁𝑋
N−1
= √36300−
(730)2
16
16−1
= √36300−
532900
16
15
= √36300−33306
15
= √2994
15
= √199.6
= 14.12
55
2. Posttest
SD =
√∑ 2−(∑𝑋)2
𝑁𝑋
N−1
= √114600−
(1350)2
16
16−1
= √114600−
1822500
16
15
= √114600−113906
15
= √695
15
= √46.26
= 6.8
56
APPENDIX K
THE SIGNIFICANCE DIFFERENCE
K. t-Test pronunciation
Note:
∑D = 510
∑𝐷2 = 16950
N = 16
𝐷 = ∑D
𝑁 =
510
16 = 31.87
t = 𝐷
√∑𝐷2−(∑𝐷)2
𝑁𝑁 (𝑁−1)
= 31.87
√16950−(510)2
1616 (16−1)
= 31.87
√16950−
26010016
16 (15)
= 31.87
√16950− 16256
240
= 31.87
√694
240
58
APPENDIX L
THE SIGNIFICANCE DIFFERENCE
L. t-Test Fluency
Note:
∑D = 610
∑𝐷2 = 24800
N = 16
𝐷 = ∑D
𝑁 =
610
16 = 38.12
t = 𝐷
√∑𝐷2−(∑𝐷)2
𝑁𝑁 (𝑁−1)
= 38.12
√24800−(610)2
1616 (16−1)
= 38.12
√24800−
37210016
16 (15)
= 38.12
√24800− 23256
240
= 38.12
√1544
240
60
APPENDIX M
DISTRIBUTION OF T-TABLE
For level of significance (D) = 0.05
Degree of Freedom (df) = N-1 = 16-1=15
t-Table = 2.331
Df
Level of Significance for two-tailed test
0,5 0,2 0,1 0,05 0,02 0,01
Level of Significance for one-tailed test
0,25 0,1 0 0,025 0,01 0.005
1 1,000 3,078 6,314 12,706 31,821 63,657
2 0,816 1,886 2,920 4,303 6,965 9,926
3 0,765 1,638 2,353 3,183 4,541 5,841
4 0,741 1,533 2,132 2,776 3,747 4,604
5 0,727 1,476 2,015 2,571 3,365 4,032
6 0,718 1,440 1,943 2,447 2,143 3,707
7 0,711 1,451 1,895 2,365 2,998 3,499
8 0,706 1,397 1,860 2,306 2,896 3,355
9 0,703 1,383 1,833 2,262 2,821 3,250
10 0,700 1,372 1,812 2,226 2,764 3,169
11 0,697 1,363 1,769 2,201 2,718 3,106
12 0,695 1,356 1,782 2,179 2,681 3,055
13 0,694 1,350 1,771 2,160 2,650 3,120
61
14 0,692 1,345 1,761 2,143 2,624 2,977
15 0,691 1,341 1,753 2,331 2,604 2,947
16 0,690 1,337 1,746 2,120 2,583 2,921
17 0,689 1,333 1,740 2,110 2,567 2,898
18 0,688 1,330 1,734 2,101 2,552 2,878
19 0,688 1,328 1,729 2,093 2,539 2,861
20 0,687 1,325 1,725 2,086 2,528 2,845
21 0,686 1,323 1,721 2,080 2,518 2,831
22 0,686 1,321 1,717 2,074 2,505 2,819
23 0,685 1,319 1,714 2,690 2,500 2,807
24 0,685 1,318 1,711 2,640 2,492 2,797
25 0,684 1,316 1,708 2,060 2,485 2,787
26 0,684 1,315 1,706 2,056 2,479 2,779
27 0,684 1,314 1,703 2,052 2,473 2,771
28 0,683 1,313 1,701 2,048 2,467 2,763
29 0,683 1,311 1,699 2,045 2,462 2,756
30 0,683 1,310 1,697 2,042 2,457 2,750
40 0,681 1,303 1,684 2,021 2,423 2,704
60 0,679 1,296 1,671 2,000 2,390 2,660
120 0,677 1,289 1,658 2,890 2,358 2,617
∞ 0,674 1,282 1,645 1,960 2,326 2,576
65
APPENDIX O
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Satuan Pendidikan : SMK MUHAMMADIYAH 4 TALLO
Mata Pelajaran : Bahasa Inggris
Kelas /Semester : X/1
Materi : Describing Things
Alokasi Waktu : 9 JP (3 Pertemuan)
A. Tujuan Pembelajaran
1. Siswa dapat menangkap makna teks deskripsi dengan tepat.
2. Siswa dapat menulis teks deskripsi dengan grammar yang baik dan benar.
3. Siswa dapat berbicara monologue mendeskripsikan lingkungan rumah
dengan
baik dan benar.
B. Kompetensi Dasar
3.4 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa
teks deskriptif lisan dan tulis dengan memberi dan meminta informasi
pendek dansederhana terkait orang, benda dan tempat sesuai dengan
kontekspenggunaannya.
4.4 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait
orang, benda dan tempat, dengan memperhatikan fungsi sosial, struktur
teks, dan unsurkebahasaan, secara benar dan sesuai konteks.
C. Alat dan Bahan
1. Alat:
a) Komputer/Notebook/HP : mendukung pembelajaran
b) Internet : mendukung pembelajaran
c) Buku dan alat tulis : menulis rangkuman materi
2. Bahan:
a) Buku sumber : Headaway Beginner, P.56
b) Modul : English Modul Grade X
66
c) Jobsheet : Describing Things
D. Model/Metode Pembelajaran:
1. Pendekatan : Scientific
2. Metode : Project-Based Learning
E. Kegiatan Pembelajaran
Pertemuan I
Langkah-langkah Pembeljaran
Alokasi
Waktu
Kegiatan Pendahuluan
1. Guru dan siswa berdoa sebelum pembelajaran
2. Guru dan siswa mempersiapkan handphone/laptop, koneksi internet
untuk melaksanakan pembelajaran online
Kegiatan Inti
1. Guru memberikan stimulus tentang describe things
2. Siswa menggali informasi tentang fungsi description dengan googling
materi yang sedang dipelajari atau bisa menggunakan sumber lain
seperti buku paket atau e-book
3. Guru memberikan penjelasan materi Describing Things melalui
Youtubechannel:
https://www.youtube.com/channel/UCQx8DegETtQkmrKVy2BpxrA
4. Siswa mengerjakan latihan membuat Describing things kemudian di
rekam secara orally
5. Siswa membandingkan materi yang dipelajari terakhir dengan materi
yang di berikan sebelumnya oleh guru dalam WhatsApp group
6. Siswa menanyakan materi yang belum di pahami melalui media sosial
WhatsApp group ke guru.
5 menit
35 menit
67
Kegiatan Penutup
1. Siswa menerima respon terkait hasil review sebagai untuk di lakukan
remidi atau pengayaan.
2. Berdoa atas selesainya materi
5 menit
Pertemuan II
Kegiatan Pendahuluan
1. Guru dan siswa berdoa sebelum pembelajaran
2. Guru dan siswa mempersiapkan handphone/laptop, koneksi internet
untuk melaksanakan pembelajaran online
Kegiatan Inti
1. Guru memberikan stimulus tentang describe things
2. Siswa menggali informasi tentang fungsi description dengan
googling materi yang sedang dipelajari ata bias menggunakan
sumber lain seperti buku paket atau e-book
3. Guru memberikan penjelasan materi Describing Things melalui
Youtube channel:
https://www.youtube.com/channel/UCQx8DegETtQkmrKVy2BpxrA
4. Siswa mengerjakan latihan membuat Describing things kemudian di
rekam secara orally
5. Siswa membandingkan materi yang dipelajari terakhir dengan materi
yang di berikan sebelumnya oleh guru dalam WhatsApp group
6. Siswa menanyakan materi yang belum di pahami melalui media
sosial WhatsApp group ke guru.
Kegiatan Penutup
1. Siswa menerima respon terkait hasil review sebagai untuk di lakukan
remidi atau pengayaan.
2. Berdoa atas selesainya materi
5 menit
35 menit
5 menit
68
Pertemuan III
Kegiatan Pendahuluan
1. Guru dan siswa berdoa sebelum pembelajaran
2. Guru dan siswa mempersiapkan handphone/laptop, koneksi internet
untuk melaksanakan pembelajaran online
Kegiatan Inti
1. Guru memberikan stimulus tentang describe things
2. Siswa menggali informasi tentang fungsi description dengan
googling materi yang sedang dipelajari ata bias menggunakan sumber
lain seperti buku paket atau e-book
3. Guru memberikan penjelasan materi Describing Things melalui
Youtubechannel:
https://www.youtube.com/channel/UCQx8DegETtQkmrKVy2BpxrA
4. Siswa mengerjakan latihan membuat Describing things kemudian di
rekam secara orally
5. Siswa membandingkan materi yang dipelajari terakhir dengan materi
yang di berikan sebelumnya oleh guru dalam WhatsApp group
6. Siswa menanyakan materi yang belum di pahami melalui media
sosial WhatsApp group ke guru.
Kegiatan Penutup
1. Siswa menerima respon terkait hasil review sebagai untuk di lakukan
remidi atau pengayaan.
2. Berdoa atas selesainya materi
5 menit
35 menit
5 menit
69
Pertemuan IV
Kegiatan Pendahuluan
1. Guru dan siswa berdoa sebelum pembelajaran
2. Guru dan siswa mempersiapkan handphone/laptop, koneksi internet
untuk melaksanakan pembelajaran online
Kegiatan Inti
1. Guru memberikan stimulus tentang describe things
2. Siswa menggali informasi tentang fungsi description dengan googling
materi yang sedang dipelajari atau bisa menggunakan sumber lain
seperti buku paket atau e-book
3. Guru memberikan penjelasan materi Describing Things melalui
Youtubechannel:
https://www.youtube.com/channel/UCQx8DegETtQkmrKVy2BpxrA
4. Siswa mengerjakan latihan membuat Describing things kemudian di
rekam secara orally
5. Siswa membandingkan materi yang dipelajari terakhir dengan materi
yang di berikan sebelumnya oleh guru dalam WhatsApp group
6. Siswa menanyakan materi yang belum di pahami melalui media sosial
WhatsApp group ke guru.
Kegiatan Penutup
1. Siswa menerima respon terkait hasil review sebagai untuk di lakukan
remidi atau pengayaan.
2. Berdoa atas selesainya materi
5 menit
35 menit
5 menit
Pertemuan V
Kegiatan Pendahuluan
1. Guru dan siswa berdoa sebelum pembelajaran
2. Guru dan siswa mempersiapkan handphone/laptop, koneksi internet
5 menit
70
untuk melaksanakan pembelajaran online
Kegiatan Inti
1. Guru memberikan stimulus dengan menanyakan kembali tentang
describe things
2. Siswa menggali informasi lain tentang struktur kalimat (grammar),
kosa kata (vocabulary), cara pelafalan kata (pronunciation dan intonasi
pengucapan untuk dengan googling materi yang sedang dipelajari atau
bisa menggunakan sumber lain seperti buku paket atau e-book.
3. Siswa mengerjakan latihan membuat Describing things mengenai
deskripsi lingkungan dan kegiatan selama di rumah kemudian
mempraktikkan secara monologue dari teksnya dengan cara dibuat
video atau rekaman kemudian di kirim ke WhatsApp group atau guru
mata pelajaran.
4. Siswa membandingkan materi yang dipelajari terakhir dengan materi
yang di berikan sebelumnya oleh guru dalam WhatsApp group
5. Siswa menanyakan materi yang belum di pahami melalui media sosial
WhatsApp group ke guru.
Kegiatan Penutup
1. Siswa menerima respon terkait hasil review sebagai untuk di lakukan
remidi atau pengayaan.
2. Berdoa atas selesainya materi
35 menit
5 menit
71
F. Lembar Penilaian
Lembar Penilaian Keterampilan Bericara
No. Criteria to be
Assessed
Low
performance
75
Fairly
Performance
80-85
Very Good
Performance
90
Score
1. Pronunciation Too many
mistakes
With 2 until
5 mistakes
Perfect
pronunciation
2. Fuency Speech is
low
Speech is
requently
hesitant
No hesitation
3. Grammar Too many
mistakes
With 2 until
5 mistakes
Add more
personal
information
Total Score
75
CURRICULUM VITAE
The researcher, Herfin Marlina was born on 9th of
September 1996 in Enrekang. She is the first child from
fifth siblings. Her father is Mr. Irman Yusuf and her
mother is Mrs. Sukriah, S.Pd. She has two sister and two
brothers. She started study at SD 41 Enrekang in 2002 to
2008. In 2008, she continued her junior High School at
SMP Negeri 1 Enrekang then graduated in 2011, in the
same year, she continued her Senior High School at
SMA Negeri 1 Enrekang and finished it in 2014. Finally she continued her study
as ordinary students specializing in English Education in Faculty of Teacher
Training and Education at Muhammadiyah University of Makassar. At the end of
her study, she could finish her thesis with the title Improving Students’ Speaking
Ability Through Project-Based Learning (PBL) at SMK Muhammadiyah 4 Tallo.