IMPLEMENTING TASK BASED INSTRUCTION TO ENHANCE THE STUDENTS ’ SPEAKING SKILL (A Classroom Action Research at The First Grade Students of SMK N 2 Surakarta of Class X-BKP in the Academic Year of 20172018)

  IMPLEMENTING TASK BASED INSTRUCTION TO ENHANCE THE STUDENTS ’ SPEAKING SKILL (A Classroom Action Research at The First Grade Students of SMK N 2 Surakarta of Class X-BKP in the Academic Year of 2017/2018) THESIS By : DINDA YULIA PUTRI K2213021 Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements to complete the Undergraduate Degree of Education in English ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY 2018

  ABSTRACT

  Dinda Yulia Putri. K2213021:

  INSTRUCTION TO ENHANCE THE STUDENTS ’ SPEAKING SKILL” (A Classroom Action Research at The First Grade Students of SMK N 2

Surakarta Class X-BKP in the Academic Year of 2017/2018).

  Thesis. Surakarta: Teacher Training and Education Faculty. Sebelas Maret University, April 2018.

  This thesis is aimed to find out: (1) whether Task Based Instruction can enhance the students ’ speaking skill, and (2) how is the classroom condition during the implementation of Task-Based Instruction in the classroom of the tenth grade students of SMK N 2 Surakarta in the academic year of 2017/2018.

  The method used in this research is Classroom Action Research (CAR). This research was conducted in 2 cycles. Each cycle was conducted in three meetings. Every cycle consists of four stages namely; (1) the problem-solving segment; (2) action planning; (3) taking action; and (4) evaluation and follow up. The data were collected by conducting observation, interview, questionnaires, tests and making field notes. The data were analyzed by using qualitative and quantitative method. The subject of this research is the first grade students of X- BKP SMK N 2 Surakarta in the academic year of 2017/2018. The number of the students is 29 students, consisting of 4 female and 25 male students.

  The result of the research shows that Task-Based Instruction can enhance the students ’ speaking skill. It can be seen from the increasing mean score from each cycle. The mean score in pre-test is 47.45. It increases become 67.93 in the first post-test. While in the second post-test, the score increases become 72.07.

  The score is got based on five indicators of speaking skill namely pronunciation, grammar, vocabulary, intonation, and fluency. Meanwhile, the classroom condition shows a positive environment during the implementation of Task-Based Instruction. It can be seen from the appearance of nine indicators of classroom condition in every cycle. The indicators are involvement, affiliation, teacher supports, task orientation, competition, order and organization, rule clarity, teacher control and innovation.

  The result of the research shows that Task-Based Instruction can enhance the speaking skill of the first grade students of X-BKP SMK N 2 Surakarta and show positive environment in the classroom. Although this research has weaknesses, hopefully, it can inspire the other researchers to conduct the similar research.

  Keywords: speaking skill, task-based instruction, classroom condition, action research.

  

ABSTRAK

  Dinda Yulia Putri. K2213021: MENERAPKAN TASK-BASED INSTRUCTION

  

UNTUK MENINGKATKAN KEMAMPUAN BERBICARA SISWA

(Penelitian Tindakan Kelas pada Siswa Kelas X- BKP SMK N 2 Surakarta

Tahun Ajaran 2017/2018). Skripsi. Surakarta: Fakultas Keguruan dan Ilmu

Pendidikan. Universitas Sebelas Maret, April 2018.

  Penelitian ini bertujuan untuk mengetahui: (1) Apakah Task-Based Instruction dapat meningkatkan kemampuan berbicara siswa, dan (2) Bagaimana situasi kelas selama Task-Based Instruction diterapkan di kelas X-BKP SMK N 2 Surakarta tahun ajaran 2017/2018.

  Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tiga pertemuan. Setiap siklus terdiri dari empat tahap yaitu; (1) Peemecahan Masalah; (2) Perencanaan Tindakan; (3) Tindakan; dan (4) Evaluasi dan Tindak Lanjut. Pengumpulan data dilakukan dengan menggunakan teknik observasi, wawancara, kuesioner, tes dan catatan lapangan. Data dianalisis dengan menggunakan metode kualitatif dan kuantitatif. Subjek dalam penelitian ini adalah siswa kelas X-BKP SMK N 2 Surakarta tahun ajaran 2017/2018. Jumlah siswa sebanyak 29 siswa yang terdiri dari 4 siswa perempuan dan 25 siswa laki-laki.

  Hasil penelitian menunjukkan bahwa Task-Based Instruction dapat meningkatkan kemampuan berbicara siswa. Hal ini dapat terlihat dari meningkatnya nilai rata-rata siswa di tiap siklus. Nilai rata-rata siswa pada pre-test adalah 47.45. Nilai tersebut meningkat pada pot-test 1 menjadi 67.93. Sementara itu pada post-test 2, nilai rata-rata siswa menjadi 72.07. Data nilai tersebut diperoleh berdasarkan lima indikator kemampuan berbicara yaitu pronunciation,

  

grammar, vocabulary, intonation, and fluency . Sementara itu, pada segi situasi

  kelas menunjukkan suasana positif selama penerapan Task-Based Instruction. Hal ini dapat dilihat dari munculnya keseluruhan indikator kondisi kelas pada setiap siklus. Indikator tersebut antara lain involvement, affiliation, teacher supports,

  

task orientation, competition, order and organization, rule clarity, teacher control

and innovation .

  Hasil penelitian ini menunjukkan bahwa Task-Based Instruction dapat meningkatkan kemampuan berbicara siswa kelas X-BKP SMK N 2 Surakarta tahun ajaran 2017/2018 dan menunjukkan suasana kelas yang positif. Meskupun masih terdapat kelemahan dalam penelitian ini, diharapkan supaya penelitian ini dapat menginspirasi peneliti yang lain untuk mengadakan penelitian serupa.

  Kata Kunci: kemampuan berbicara, task-based instruction, situasi kelas, penelitian tindakan kelas

  

MOTTO

“If Allah will it, it will happen. Just keep making dua and don't stress

yourself out.

  ”

Dr. Bilal Philips

  DEDICATION This Thesis is dedicated to:

   My Daddy  My Mommy  My Parner in Crime,

  Dinis Abdiani Muhammad Handika

  

ACKNOWLEDGEMENT

  Alhamdulillah, the researcher praises to Allah SWT who always blesses her so she can finish her thesis. The thesis is written in order to fulfill the requirement for getting undergraduate degree in English education. The researcher would like to say the deepest thanks to:

  1. Prof. Dr. Joko Nurkamto, M.Pd. as The Dean of Teacher Training and Education Faculty.

  2. Teguh Sarosa, S.S., M.Hum. as the Head of English Education Department of Teacher Training and Education Faculty.

  3. Drs. Siswantoro as her first thesis consultant for his guidance during the making of her research proposal.

  4. Drs. Muhammad Asrori, M.Pd. as her first thesis consultant for his guidance and supports to the researcher until she completed her thesis.

  5. Ellisa Indriyani Putri Handayani, S.Pd., M.Hum. as her second thesis consultant who guides the researcher and always gives her best solution for the researcher ’s problem during the process of the thesis writing.

  6. Drs. Gunarso Susilohadi, M.Ed., TESOL as her academic consultant who guides the researcher and his patience during the study until the time the researcher finishes her research.

  7. All of the lecturers and staffs of the English Education Department of Teacher Training and Education Faculty for their support and guidance.

  8. Suratno, S. Pd., M.Pd as The Headmaster of SMK N 2 Surakarta for giving the researcher chance to do the action research at SMK N 2 Surakarta.

  9. Endang Lusi Supartini, S.Pd. as her partner in doing the research and for her advices and companion during the implementation of the research.

  10. All of the students of X-BKP of SMK N 2 Surakarta for their willingness to be the research subjects for her research.

  11. Her super family, her mother, father, Dinis Abdiani and Muhammad Handika Prawira Sejati for their endless support and love to the researcher.

  12. Barokah Squad, Ifa, Dwi, Umi, Ayu, and Novita for their support and their kindness, and for being lovable friends for the researcher.

  13. Kautsar Squad, Mbak Lil, Mbak Nik, and Mbak Uli for supporting and giving the researcher high spirit in completing her thesis.

  14. Dina Virizky, Evi Nur Latifa, and Juliana Putri Lestari for the great companion since high school.

  15. My Flawless, Pak Wisnu, Mbak Ket, Mbak Peh, and Mbak Na, for their huge support and their amazing friendship.

  16. All of the students of English Education Department Batch 2013 Finally, the researcher realizes that there is no absolute perfection in her writings. Therefore, the researcher would be very grateful for any corrections, suggestions or comments from all of the readers to improve this thesis.

  Surakarta, April 2018 Dinda Yulia Putri

  NIM. K2213021

  

TABLE OF CONTENTS

COVER PAGE ..................................................................................................i PRONOUNCEMENT .......................................................................................ii

ABSTRACT .......................................................................................................iii

THE APPROVAL OF THE CONSULTANTS ..............................................v

LEGALIZATION OF BOARD OF EXAMINERS .......................................vi

MOTTO .............................................................................................................vii

DEDICATION ...................................................................................................viii

ACKNOWLEDGEMENT ................................................................................ix

TABLE OF CONTENT ....................................................................................xi

LIST OF TABLES ............................................................................................xiv

LIST OF FIGURES ..........................................................................................xv

LIST OF APPENDICES ..................................................................................xvi

CHAPTER I INTRODUCTION A. Background of The Study ......................................................................... 1 B. Problem Statements ................................................................................... 4 C. The Objectives of The Study..................................................................... 4 D. The Benefits of The Study ........................................................................ 4 CHAPTER II LITERATURE REVIEW A. Review on Speaking Skill ......................................................................... 6

  1. Definition of Speaking Skill................................................................ 6

  2. Micro and Macro Skills of Speaking .................................................. 7

  3. Components of Speaking Skill ............................................................ 8

  B. Review on Task-Based Instruction ........................................................... 10

  1. The Concept of Task ........................................................................... 10

  a. Definition of Task ......................................................................... 10

  b. Task Components .......................................................................... 11

  c. Task Varieties................................................................................ 12

  2. The Concept of Task-Based Instruction .............................................. 14

  a. Definition of Task-Based Instruction ............................................ 14

  b. Principles of Task-Based Instruction ............................................ 14

  c. Procedures of Task-Based Instruction .......................................... 15

  d. The Advantages of Task-Based Instruction .................................. 17

  C. The Characteristics of Senior High School Students ................................ 17

  D. Review of Related Studies ........................................................................ 18

  E. Rationale ................................................................................................... 20

  F. Hypothesis ................................................................................................. 21

  G. Framework of Thinking ............................................................................ 22

CHAPTER III RESEARCH METHODOLOGY A. Context of the Research ............................................................................ 23 B. Research Method ....................................................................................... 24 C. Procedure of the Research ......................................................................... 25 D. Techniques of Collecting the Data ............................................................ 27 E. Techniques of Analyzing the Data ............................................................ 28 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings ..................................................................................... 30

  1. Introduction ......................................................................................... 30

  2. Research Implementation .................................................................... 31

  a. Cycle 1 .......................................................................................... 32 1) The Problem-Solving Segment ............................................... 32 2) Action Planning ....................................................................... 32 3) Taking Action.......................................................................... 32 4) Evaluation and Follow Up ...................................................... 41

  b. Cycle 2 .......................................................................................... 49 1) The Problem-Solving Segment ............................................... 50 2) Action Planning ....................................................................... 50 3) Taking Action.......................................................................... 50 4) Evaluation and Follow Up ...................................................... 59

  c. Summary of The Findings ............................................................. 67

  B. Discussion ................................................................................................. 69

  CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS A. Conclusion ................................................................................................ 74 B. Implication ................................................................................................ 75 C. Suggestions ............................................................................................... 76

BIBLIOGRAPHY ............................................................................................... 78

APPENDICES ..................................................................................................... 80

  

LIST OF TABLES

  Table Page

Table 2.1. The Speaking Skill Indicators based on Experts ........................... 9Table 3.1. Research Timetable ....................................................................... 24Table 4.1. Summary of the Finding of Cycle 1 (Speaking Performance) ...... 41Table 4.2. The Average Score of Pre-Test and Post-Test 1 ........................... 44Table 4.3. The Result in Pre-Test and Post-Test 1 ......................................... 44Table 4.4. Summary of the Finding of Cycle 1 (Classroom Situation) .......... 45Table 4.5. Summary of the Finding of Cycle 2 (Speaking Performance) ...... 58Table 4.6. Summary of the Finding of Cycle 2 (Classroom Situation) .......... 62Table 4.7. The Average Score of Post-Test 1 and Post-Test 2 ....................... 64Table 4.8. The Result in Post-Test 1 and Post-Test 2 .................................... 64Table 4.9. Summary of The Research Findings ............................................. 67Table 4.10. The Students

  ’ Perception towards Task-Based Instruction........... 72

  

LIST OF FIGURES

  Figure Page

Figure 2.1. The Framework of Thinking ....................................................... 22

  

LIST OF APPENDICES

  Appendix Page

  Appendix 1 Students ’ Attendance ................................................................ 81

  Appendix 2 Blue-Print of Speaking Test ..................................................... 82 Appendix 3 List of Interview Questions ...................................................... 84 Appendix 4 Blue-Print of Observation......................................................... 86 Appendix 5 Blue-Print of Questionnaire ...................................................... 89 Appendix 6 Score of Pre-Test ...................................................................... 92 Appendix 7 Learning Syllabus ..................................................................... 94 Appendix 8 Lesson Plan of Cycle 1 ............................................................. 96 Appendix 9 Students

  ’ Worksheets of Cycle 1 ............................................. 109 Appendix 10 Lesson Plan of Cycle 2 ............................................................. 115 Appendix 11 Students

  ’ Workheets of Cycle 2 ............................................... 133 Appendix 12 Transcript of Interview ............................................................ 139 Appendix 13 Questionnaire Report ................................................................ 151 Appendix 14 Field Note of Pre-Research ...................................................... 153 Appendix 15 Field Note of Cycle 1 ............................................................... 155 Appendix 16 Field Note of Cycle 2 ............................................................... 160 Appendix 17 Observation Sheets of Cycle 1 ................................................. 164 Appendix 18 Observation Sheets of Cycle 2 ................................................. 166 Appendix 19 Score of Post Test in Cycle 1` .................................................. 168 Appendix 20 Transcript of Students

  ’ Speaking Performance in Post-Test 1 . 170 Appendix 21 Score of Post Test in Cycle 2 ................................................... 173 Appendix 22 Transcript of Students

  ’ Speaking Performance in Post-Test 2 . 175 Appendix 23 Picture of the Research ............................................................. 178 Appendix 24 Surat Keterangan Telah Melakukan Penelitian ........................ 180