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

ii

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

iii

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

iv

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:


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:

[email protected]

http://www.tarbiyah.iainsalatiga.ac.id/

mailto:[email protected]

v

“Inna ma’al’usri yusron”

(Verily, with every difficulty is relief)

(Q.S Al Insyiroh verse 6)

vi

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)

vii

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


113-14-031

viii

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.

ix

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

x

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

xi

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

2

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

https://www.dur.ac.uk/englishlanguage.centre/expertenglish/

3

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

4

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?

5

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

6

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.

7

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;

8

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).

9

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

10

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

11

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.

12

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.

13

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

14

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

15

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”.

16

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

17

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

18

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

19

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

20

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:

https://www.google.co.id/search?q=karen+E.+downing+2013&oq=karen+E.+downing+2013&sourceid=chrome&ie=UTF-8


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


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


1. ES Female

2. DF Female

3. IW Female

4. PNA Female

42

5. SS Female

6. RAPS Female

Group Name C


1. AR Female

2. FA Female

3. FH Female

4. MR Male

5. M Male

6. NA Female

Group Name D


1. DW Female

2. EPH Female

3. FNZ Female

4. MDS Female

5. MYZ Male

6. SM Male

Group Name E


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.


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,


3. BS Less The student just silent,


46

4. DF Less The student just silent,


5. DW Good The student answered

the teachers’ question

6. ES Good The student answered


7. EPH Less The student just silent,


8. FA Less The student just silent,


9. FNZ Less The student just silent,


10. FHR Less The student just silent,


11. HH Less The student just silent,


12. HCAM Less The student just silent,


13. HK Less The student just silent,


14. IW Less The student just silent,


15. MDS Less The student just silent,


47

16. MYZ Less The student just silent,


17. MR Less The student just silent,


18. M Less The student just silent,


19. RA Good The student answered


20. ODY Less The student just silent,


21. PSN Less The student just silent,


22. PNA Good The student answered


23. RAPS Less The student just silent,


24. SR Less The student just silent,


25. SRN Less The student just silent,


26. SS Less The student just silent,


27. SM Less The student just silent,


48

28. UTU Good The student answered


29. AR Less The student just silent,


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


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


Strategy Checklist Cycle I


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


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


1. AC Female

2. PNA Female

3. PSM Female

4. AUA Female

5. UTU Female

6. ARS Female

60

Group Name B


1. ODY Female

2. DF Female

3. IW Female

4. MDS Female

5. SS Female

6. RAPS Female

Group Name C


1. ES Female

2. FA Female

3. FH Female

4. MR Male

5. M Male

6. NA Female

Group Name D


1. DW Female

2. EPH Female

61

3. FNZ Female

4. PNA Female

5. MYZ Male

6. SM Male

Group Name E


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.


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


3. BS Good The student answered


4. DF Good The student answered


5. DW Good The student answered


6. ES Good The student answered


7. EPH Good The student answered


8. FA Less The student just silent,


9. FNZ Good The student answered


10. FHR Good The student answered


11. HH Good The student answered


12. HCAM Good The student answered


13. HK Good The student answered


14. IW Good The student answered

65


15. MDS Good The student answered


16. MYZ Good The student answered


17. MR Good The student answered


18. M Less The student just silent,


19. RA Good The student answered


20. ODY Good The student answered


21. PSN Good The student answered


22. PNA Good The student answered


23. RAPS Less The student answered


24. SR Good The student answered


25. SRN Good The student answered


26. SS Good The student answered

66


27. SM Good The student answered


28. UTU Good The student answered


29. AR Good The student answered


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


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


Strategy Checklist Cycle II


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.


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

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https://www.dur.ac.uk/englishlanguage.centre/expertenglish/

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




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




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

http://www.jagoanbahasainggris.com/2017/03/materi-expressing-of-asking-and-%20giving-opinion-kelas-xi.html

http://www.jagoanbahasainggris.com/2017/03/materi-expressing-of-asking-and-%20giving-opinion-kelas-xi.html

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


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.

IMPROVING THE STUDENTS SPEAKING ABILITY IN EXPRESSING...

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