L’UTILISATION DU MÉDIA MONOPOLI POUR AMÉLIORER LA COMPÉTENCE DE LA PRODUCTION ORALE.
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
THE USE OF PROJECT-BASED LEARNING IN TEACHING
ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’
SPEAKING SKILL
(
A Descriptive Qualitative Research at One of Public Senior High Schools in Bandung)
A Research Paper
Submitted to English Education Department of FPBS UPI as a partial fulfilment for the requirement of Sarjana Pendidikan degree
By
Fadlillah Hauroni 1106492
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND LITERATURE EDUCATION UNIVERSITAS PENDIDIKAN INDONESIA
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STATEMENT OF AUTHORIZATION
I hereby certify that this research paper entitled “The Use of Project-Based Learning in Teaching Analytical Exposition Text to Improve Students’ Speaking Skill” is my original work and that contains no material which has been submitted or presented for the award of any other degree or diploma in any university or institution. I am fully aware that I have quoted from many resources. All quotations are properly acknowledged. If any claims relate to this paper in the future, I will be fully responsible for clarification.
Bandung, June 2015
Fadlillah Hauroni 1106492
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL
EXPOSITION TEXT TO IMPROVE STUDENTS’ SPEAKING SKILL
(A Descriptive Qualitative Research at One of Public Senior High Schools in
Bandung) A Research Paper
By
Fadlillah Hauroni
1106492Approved by: Supervisor,
Prof. Dr. Didi Suherdi, M. Ed NIP. 196211011987121001
Head of English Education Department Faculty of Languages and Literature Education
Universitas Pendidikan Indonesia
Prof. Dr. Didi Suherdi, M. Ed NIP. 196211011987121001
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Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO
IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER 5
CONCLUSIONS AND SUGGESTION
This chapter will draw conclusion of this research and cover some suggestion for future researches with similar topic and coverage. This chapter is divided into two subchapter: conclusion and suggestion.
Conclusion
As discussed in chapter 1, English as foreign language taught in Indonesia is one of the reasons why most of students find difficulties in practicing English speaking due to lack of good speaking task criteria as suggested by Thornbury (2005) (Lauder, 2008). One of present methodologies that meets the appropriate speaking task criteria is PBL. For this research, senior high school students, which were the participants, fitted the research in which one of their teaching material according to syllabus interpretation is analytical exposition.
According to data obtained mainly from videotaped observations with the researcher analysis on real research time and the interview, this research draw conclusions that answer the formulated research question, which is how PBL
implementation in teaching analytical exposition text improve students’ speaking
skill.
The first conclusion is that PBL implementation in teaching analytical
exposition text improves students’ speaking skill, proved by speaking aspects
improvement adopted from Hughes (2003) which are grammar and sentence structure, vocabulary, fluency, comprehension, and the accuracy of pronunciation. The second conclusion is speaking aspects improved. Six speaking aspects chosen as the objects of improvement in this research were sentences structure, fluency, vocabulary, pronunciation, comprehension, and grammar. Sentence
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83
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO
IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
structure was significantly improved. Fluency was significantly improved. Vocabulary mastery was significantly improved. Pronunciation was not significantly improved. Comprehension was significantly improved. Grammar was not significantly improved.
The third conclusion is related to rational why students’ speaking skill are
improved through PBL implementation in teaching analytical exposition text. PBL implementation in teaching analytical exposition text used in this research consisted of 18 speaking activities merged in PBL package from among 21 speaking activities suggested by Thornbury (2005), Brown (2001), and Kayi (2006, as cited in Maulany, 2013).
The speaking activities used in this research are: informal chat, giving instruction, modelling, class discussion using video cued, question and answer, giving opinion and arguments, debate, paraphrasing by teacher, giving feedback, group discussion, pronunciation practice, presentation, data cued speaking, data cued speaking, interview, and role-play.
Each activity helps help to improve some speaking aspects: (1) informal chat helps to improve sentence structure and fluency, (2, 3) giving instruction and modelling help to improve sentence structure, vocabulary, pronunciation, and grammar, (4) class discussion helps to improve sentence structure, fluency, pronunciation, and grammar, (5) video cued speaking helps to improve sentence structure, fluency, and vocabulary, (6) question and answer help to improve sentence structure, fluency, and pronunciation, (7, 8) giving argument and opinion help to improve fluency, vocabulary, and comprehension, (9) debating helps to improve fluency and comprehension, (10) paraphrasing helps to improve sentence structure, vocabulary, pronunciation, and grammar, (11) giving feedback helps to improve sentence structure, pronunciation, and grammar, (12, 13) group discussion and presentation help to improve fluency, vocabulary, and comprehension, (14) pronunciation practice helps to improve pronunciation and vocabulary, (15, 16) data cued and picture cued speaking help to improve fluency,
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84
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO
IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
vocabulary, and comprehension, (17) interview helps to improve fluency, and (18) role-play helps to improve vocabulary, fluency, and comprehension.
Suggestions
This research has many limitations. Therefore, suggestion for future researches with similar topic are presented here. The suggestions are divided into three parts related to flaws found in this research.
Firstly, in term of instrumentation, PBL exploration using qualitative design needs observation as the main instrument. However, the researcher role in observation was an observer as participant, which means role of researcher is known. The disadvantage of this kind of observer is that the researcher may not have good attending and observing skill (Creswell (2009). That is why in this research the whole sessions were videotaped. However, in videotaping process technical errors used to occur (like limited storage and battery life of camera) and some sessions were lost. Thus, it is suggested to prepare primary camera and secondary camera to anticipate technical errors. Besides, two cameras may give additional data to analyse since it can record from different angle of the research site.
Secondly, in term of time allotment, PBL implementation has many stages as Richard and Renandya (2011) suggest. Unfortunately this research time allotment was very limited due to unfeasible condition of the school; it only took four meetings. To anticipate limited time, this research put some stage in one meeting and made the stages shorter. The effect of this was that some speaking aspects, that are supposed to be improved, were improved significantly. For that reason, in further PBL research, time has to be allotted sufficiently according to what is being suggested by experts.
Thirdly, in term of PBL exploration, there should be many things to explore besides speaking skill. Critical thinking skill is another major object study in this research. However, due to limited data gained and time, this research only
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85
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO
IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
discussed speaking skill improvement. For further similar research, critical thinking is supposed to be explored to present wider research scope.
(8)
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO
IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Almanza, D. Cackley, P. Goins, K. (1997). Project Based Learning and
Assessment: a Resource Manual for Teachers. Arlinton County Public
School, VA. ED 442 306
Agustina, L. (NY). Improving Reading and Speaking Skills through Project-Based
Learning for EFL Students in the Form of Students-Made Magazine.
Jlt-polinema.org
British Council. (2004). Teaching Speaking Classroom 2: Overcoming Classroom
Problem. Retrieved from
http://www.teachingenglish.org.uk/article/teaching-speaking-skills-2-overcoming-classroom-problems
Bogdewic SP. (1992). Participant observation. In Crabtree BF, Miller W (eds.).
Doing Qualitative Research. Newbury Park, CA: Sage Publications
Brown, D. H. (2001). Teaching in Principles: An Interactive Approach to
Teaching Pedagogy. Longman
Carter, R. McCarthy, M. (2006). Cambridge Grammar of English: A
Comprehensive Guide Spoken and Written English Grammar and Usage.
Cambridge University Press: Cambridge
Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed
Method Approaches. California: Sage
Communication Skill World. (2013). Importance of Communication Skills for
Students. Retrieved from
http://www.communicationskillsworld.com/communicationskillsforstudents .html
Englishindo. (2014). Analytical Exposition. Retrieved from
http://www.englishindo.com/2012/07/analytical-exposition-penjelasan-contoh.html
(9)
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO
IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Heick, T. (2013). 3 Types Of Project-Based Learning Symbolize Its Evolution. Retrieved on Dec 1st from http://www.teachthought.com/learning/5-types-of-project-based-learning-symbolize-its-evolution/
Hetrakul, K. (1995). The Second Language. Retrieved on June 5th from http://eserver.org/courses/spring95/76-100g/KavinHetrakul.html Hughes, A. (2003). Testing for Language Teachers (2nd edition). Cambridge:
Cambridge University Press
Hughes, R. (2006). Spoken English, TESOL, and Applied Linguistics. Palgrave: Macmillan
HumasUGM. (2006). Tentang Pembelajaran Bahasa Inggris di Indonesia. Retrieved on June 5th from
https://ugm.ac.id/id/berita/1760-tentang.pembelajaran.bahasa.inggris.di.indonesia
Johnson, R. W. (2008). Qualitative Research Guidelines Project: Interviewing. Retrieved on June 19th from http://www.qualres.org/homelnte-3595.html Lauder, A. (2008). The Status And Function Of English In Indonesia: A Review
Of Key Factors. Makara, Sosial Humaniora, Vol. 12, No. 1, July 2008: 9-20 Longman. (1999). Longman Dictionary. Harlow: Longman
Mayer, A. (2012). The Difference Between Projects And Project-Based Learning. Retrieved on Dec 1st from www.friEdTechnology.com
Maulany, D. B. (2013). The Use of Project Based Learning in Improving the
Students’ Spekaing Skill. Journal of English and Education 2013, 1(1),
30-42
Permendikbud. (2013). Model Pembelajaran Berbasis Proyek (Project Based
Learning). Retrieved from kemendiknas.go.id
Poonpon, K. (NY). Enhancing English Skill through Project Based Learning. Journal of the English Teacher Vol. XL: 1-10
(10)
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO
IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Richard, J. Renandya, W. (2011). Methodology Language Teaching: An
Anthology of Current Practice. Cambrigde: Cambridge University Press
Safnowandi. (2011). Project Based Learning (PBL) dan Aplikasinya dalam
Pembelajaran Biologi. Libre. 2011
Sastradipoera, K. (2005). Mencari Makna di Balik Penulisan Skripsi, Tesis, dan
Disertasi. Bandung: Penerbit Kappa-Sigma
Savielle, M., & Troike. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press
Sidiknas. (2012). Struktur Kurikulum 2013. Retrieved from
http://www.kemdikbud.go.id/kemdikbud/uji-publik-kurikulum-2013-4 Simpson, J. (2011). Integrating Project Based Learning in an English Language
Tourism Classroom in a Thai University. Australian Catholic University,
Research Services PO Box 968, North Sydney NSW 2059
Solcova, P. (2011). English Language and Literature and Teaching English
Language and Literature for Secondary Schools. Teaching Speaking Skills: Master‟s Diploma Thesis Masaryk University Faculty of Arts Department of English and American Studies
Sugiyono. (2011). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: CV Alfabeta Bandung
Suharsaputra, U. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan Tindakan. Refika Aditama: Bandung
The Tecahing Centre. (2009). Increasing Students’ Participation. Retrieved from
http://teachingcenter.wustl.edu/strategies/Pages/increasing-participation.aspx#Planning
Thomas, J (2000). A Review of Research on Project Based Learning. California: The Autodesk Foundation
(11)
Fadlillah Hauroni, 2015
THE USE OF PROJECT-BASED LEARNING IN TEACHING ANALYTICAL EXPOSITION TEXT TO
IMPROVE STUDENTS’ SPEAKING SKILL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Thornburry, S. (2002). How to Teach Vocabulary. Harlow: Longman Thornburry, S. (2006). How to Teach Grammar. Harlow: Longman Thornburry, S. (ND). How to Teach Pronunciation. Harlow: Longman Venkatraj, K.R., & baskaran, G. (2009). Using Problem Based Learning
Technique in Teaching Grammar. Language in India. Strength for Today
and Bright Hope for Tomorrow. Volume 9: 10 October 2009
Wilhelm, Jennifer, Sherodd. (2008). Project Based Learning Environment:
Challenging the Pre-service Teacher to Act in the Moment. The Journal of
(1)
84
vocabulary, and comprehension, (17) interview helps to improve fluency, and (18) role-play helps to improve vocabulary, fluency, and comprehension.
Suggestions
This research has many limitations. Therefore, suggestion for future researches with similar topic are presented here. The suggestions are divided into three parts related to flaws found in this research.
Firstly, in term of instrumentation, PBL exploration using qualitative design needs observation as the main instrument. However, the researcher role in observation was an observer as participant, which means role of researcher is known. The disadvantage of this kind of observer is that the researcher may not have good attending and observing skill (Creswell (2009). That is why in this research the whole sessions were videotaped. However, in videotaping process technical errors used to occur (like limited storage and battery life of camera) and some sessions were lost. Thus, it is suggested to prepare primary camera and secondary camera to anticipate technical errors. Besides, two cameras may give additional data to analyse since it can record from different angle of the research site.
Secondly, in term of time allotment, PBL implementation has many stages as Richard and Renandya (2011) suggest. Unfortunately this research time allotment was very limited due to unfeasible condition of the school; it only took four meetings. To anticipate limited time, this research put some stage in one meeting and made the stages shorter. The effect of this was that some speaking aspects, that are supposed to be improved, were improved significantly. For that reason, in further PBL research, time has to be allotted sufficiently according to what is being suggested by experts.
Thirdly, in term of PBL exploration, there should be many things to explore besides speaking skill. Critical thinking skill is another major object study in this research. However, due to limited data gained and time, this research only
(2)
85
discussed speaking skill improvement. For further similar research, critical thinking is supposed to be explored to present wider research scope.
(3)
REFERENCES
Almanza, D. Cackley, P. Goins, K. (1997). Project Based Learning and Assessment: a Resource Manual for Teachers. Arlinton County Public School, VA. ED 442 306
Agustina, L. (NY). Improving Reading and Speaking Skills through Project-Based Learning for EFL Students in the Form of Students-Made Magazine. Jlt-polinema.org
British Council. (2004). Teaching Speaking Classroom 2: Overcoming Classroom Problem. Retrieved from
http://www.teachingenglish.org.uk/article/teaching-speaking-skills-2-overcoming-classroom-problems
Bogdewic SP. (1992). Participant observation. In Crabtree BF, Miller W (eds.). Doing Qualitative Research. Newbury Park, CA: Sage Publications Brown, D. H. (2001). Teaching in Principles: An Interactive Approach to
Teaching Pedagogy. Longman
Carter, R. McCarthy, M. (2006). Cambridge Grammar of English: A
Comprehensive Guide Spoken and Written English Grammar and Usage. Cambridge University Press: Cambridge
Creswell, J. (2009). Research Design: Qualitative, Quantitative, and Mixed Method Approaches. California: Sage
Communication Skill World. (2013). Importance of Communication Skills for Students. Retrieved from
http://www.communicationskillsworld.com/communicationskillsforstudents .html
Englishindo. (2014). Analytical Exposition. Retrieved from
http://www.englishindo.com/2012/07/analytical-exposition-penjelasan-contoh.html
(4)
Heick, T. (2013). 3 Types Of Project-Based Learning Symbolize Its Evolution. Retrieved on Dec 1st from http://www.teachthought.com/learning/5-types-of-project-based-learning-symbolize-its-evolution/
Hetrakul, K. (1995). The Second Language. Retrieved on June 5th from http://eserver.org/courses/spring95/76-100g/KavinHetrakul.html Hughes, A. (2003). Testing for Language Teachers (2nd edition). Cambridge:
Cambridge University Press
Hughes, R. (2006). Spoken English, TESOL, and Applied Linguistics. Palgrave: Macmillan
HumasUGM. (2006). Tentang Pembelajaran Bahasa Inggris di Indonesia. Retrieved on June 5th from
https://ugm.ac.id/id/berita/1760-tentang.pembelajaran.bahasa.inggris.di.indonesia
Johnson, R. W. (2008). Qualitative Research Guidelines Project: Interviewing. Retrieved on June 19th from http://www.qualres.org/homelnte-3595.html Lauder, A. (2008). The Status And Function Of English In Indonesia: A Review
Of Key Factors. Makara, Sosial Humaniora, Vol. 12, No. 1, July 2008: 9-20 Longman. (1999). Longman Dictionary. Harlow: Longman
Mayer, A. (2012). The Difference Between Projects And Project-Based Learning. Retrieved on Dec 1st from www.friEdTechnology.com
Maulany, D. B. (2013). The Use of Project Based Learning in Improving the
Students’ Spekaing Skill. Journal of English and Education 2013, 1(1),
30-42
Permendikbud. (2013). Model Pembelajaran Berbasis Proyek (Project Based Learning). Retrieved from kemendiknas.go.id
Poonpon, K. (NY). Enhancing English Skill through Project Based Learning. Journal of the English Teacher Vol. XL: 1-10
(5)
Richard, J. Renandya, W. (2011). Methodology Language Teaching: An Anthology of Current Practice. Cambrigde: Cambridge University Press Safnowandi. (2011). Project Based Learning (PBL) dan Aplikasinya dalam
Pembelajaran Biologi. Libre. 2011
Sastradipoera, K. (2005). Mencari Makna di Balik Penulisan Skripsi, Tesis, dan Disertasi. Bandung: Penerbit Kappa-Sigma
Savielle, M., & Troike. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press
Sidiknas. (2012). Struktur Kurikulum 2013. Retrieved from
http://www.kemdikbud.go.id/kemdikbud/uji-publik-kurikulum-2013-4 Simpson, J. (2011). Integrating Project Based Learning in an English Language
Tourism Classroom in a Thai University. Australian Catholic University, Research Services PO Box 968, North Sydney NSW 2059
Solcova, P. (2011). English Language and Literature and Teaching English Language and Literature for Secondary Schools. Teaching Speaking Skills:
Master‟s Diploma ThesisMasaryk University Faculty of Arts Department of
English and American Studies
Sugiyono. (2011). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung: CV Alfabeta Bandung
Suharsaputra, U. (2012). Metode Penelitian Kuantitatif, Kualitatif, dan Tindakan. Refika Aditama: Bandung
The Tecahing Centre. (2009). Increasing Students’ Participation. Retrieved from
http://teachingcenter.wustl.edu/strategies/Pages/increasing-participation.aspx#Planning
Thomas, J (2000). A Review of Research on Project Based Learning. California: The Autodesk Foundation
(6)
Thornburry, S. (2002). How to Teach Vocabulary. Harlow: Longman Thornburry, S. (2006). How to Teach Grammar. Harlow: Longman Thornburry, S. (ND). How to Teach Pronunciation. Harlow: Longman Venkatraj, K.R., & baskaran, G. (2009). Using Problem Based Learning
Technique in Teaching Grammar. Language in India. Strength for Today and Bright Hope for Tomorrow. Volume 9: 10 October 2009
Wilhelm, Jennifer, Sherodd. (2008). Project Based Learning Environment: Challenging the Pre-service Teacher to Act in the Moment. The Journal of Educational Research. Volume 101: April 2008