The Effectiveness of Project-Based Learning to Teach Speaking Viewed f Creativity (An Experimental Research at Seventhh Grade of SMPK Santo Yusuf Madiun in the Academic Year of 2012/2013).
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THE EFFECTIVENESS OF PROJECT-BASED LEARNING
TO TEACH SPEAKING VIEWED FROM
S
(An Experimental Study at the Seventh Grade Students of
SMPK Santo Yusuf Madiun in the 2012/2013 Academic Year)
Thesis
By:
LUSIA ENDERIA REJEKI
NIM. S891108061
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
2014
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ABSTRACT
Lusia Enderia Rejeki. S891108061. The Effectiveness of Project-Based
Learning to Teach Speaking Viewed f
Creativity (An Experimental
Research at Seventhh Grade of SMPK Santo Yusuf Madiun in the Academic Year
of 2012/2013). The first Consultant: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D.,
The second Consultant: Dr. Ngadiso, M.Pd. Thesis. Surakarta. English Education
Department, Graduate School of Sebelas Maret University, Surakarta. 2013.
The objectives of this research are: (1) to find out whether Project-Based
Learning is more effective than Direct Method to teach speaking to the seventh
grade students of SMPK Santo Yusuf in the academic year of 2012/2013; (2) to
find out whether the students having high creativity have better speaking skill than
those having low creativity; and (3) to find out whether there is an interaction
between teaching methods and creativity in teaching speaking to the seventh
grade students of SMPK Santo Yusuf in the academic year of 2012/2013.
The research method was an experimental study. The research was
conducted in SMPK Santo Yusuf Madiun. The population was the seventh grade
students of SMPK Santo Yusuf Madiun in the academic year of 2012/2013. The
researcher used cluster random sampling to get the sample. There were two
classes used as sample. One class consisted of 22 students who were experimental
class taught by Project-Based Learning and the other 22 students were as control
class taught by Direct Method. The instruments of collecting data are speaking
. The data were
test and
analyzed by using multifactor analysis of variance 2x2. Then, it was analyzed by
using Tukey test.
The research findings show that: (1) Project-Based Learning is more
effective than Direct Method in teaching speaking; (2) The students having high
creativity have better speaking skill than the students having low creativity; and
creativity for
(3) There is an interaction
teaching speaking.
Based on the research findings, in general it can be concluded that ProjectBased Learning is an effective method to teach speaking. Therefore, the teacher is
suggested to apply Project-Based Learning for teaching speaking.
Key words: Speaking Skill, Project-Based Learning, Direct Method, Creativity
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ACKNOWLEDGEMENT
The biggest gratitude in this life is devoted to Jesus Christ and Holy Mary
for all of lovely gifts. This blessing is becoming a step closer to the real dreams.
Moreover, it is necessary to pray and devote this thesis to every people
touching entire life:
1. The Director of Graduate School of Sebelas Maret University for the
permission to write the thesis.
2. The deepest gratitude and sincerely is given to Dra. Dewi Rochsantiningsih,
M.Ed., Ph.D. as the first consultant and Dr. Ngadiso, M.Pd as a second
consultant who have given their valuable advice, guidance, correction, and
suggestion for the completion of this thesis.
3. The Principal of SMPK Santo Yusuf Madiun, Drs. C. Paulus Suban M., Drs.
Handri Raharjo and Br. Aleksander Kadiyono, CSA. M.Pd. who has given
permission to conduct the research.
4. The English teacher for his advice, guidance, and cooperation during the
research.
5. All of the students of the seventh grade of SMPK Santo Yusuf Madiun in the
academic year of 2011/2012, especially for, VII-A and VII-B, for their
cooperation during the research.
6. The beloved father and mother for their caring, praying, and love; beloved
brothers for their support; beloved friend one who gives a lot of information,
support, and understanding; and also beloved special one for understanding,
patient, and love.
7. All the classmates in D class.
Finally, the writer realizes that this thesis is still far from being perfect.
Therefore, the writer accepts the correction and suggestion to improve the quality
of this thesis.
Surakarta, May 2014
commit to user
Lusia Enderia Rejeki
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MOTTO
Love is the flower of life, and blossoms unexpectedly and without
law, and must be plucked where it is found, and enjoyed for the brief
hour of its duration.
- D. H. Lawrence -
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DEDICATION
This thesis is dedicated to:
My beloved father and mother, who always love me
unconditionally.
My beloved brothers who always encourage and
support me.
My beloved special one for every passion,
understanding, and be my side no matter what.
My boy acquaintance for answering my prayer, you
are the one who enlighten my days at college.
commit to user
viii
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TABLE OF CONTENTS
COVER PAGE ................................................................................................
i
ABSTRACT ....................................................................................................
ii
......
.
iii
iv
v
PRONOUNCEMENT
vi
..................................
vii
.................... viii
.
TABLE OF
ix
. ........ xiii
..............
xiv
xv
xvi
CHAPTER I INTRODUCTION
A.
B.
C.
D.
E.
F.
Background of the Study ...........................................................................
Problem Identification ...............................................................................
Limitation of the Problem .........................................................................
Problem Statement.....................................................................................
Purpose of the Study ..................................................................................
Research Benefits ......................................................................................
1
9
10
10
11
11
CHAPTER II REVIEW OF RELATED LITERATURE
A. Speaking ....................................................................................................
1. Nature of Speaking .............................................................................
2. Skills of Speaking ...............................................................................
3. Speaking Indicators ............................................................................
4. Features of Speaking ..........................................................................
5. Kinds of Speaking ..............................................................................
6. Micro and Macro skills of Speaking ..................................................
7. The Problems with Speaking Activity................................................
8. The Ideas of Solving Problems in Speaking Activity ........................
9. Characteristics of a Successful Speaking Activity .............................
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13
13
15
16
17
20
21
23
25
27
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B.
C.
D.
E.
F.
G.
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10. Speaking Assessment .........................................................................
11. Construct of Speaking ........................................................................
The Method of Teaching Speaking ...........................................................
1. The Project-Based Learning (PBL)
a. Concept of Project-Based Learning ..........................................
b. Teaching Steps of PBL .............................................................
c. Advantages and Disadvantages of PBL ....................................
d. Construct of PBL ......................................................................
2. The Direct Method
a. Concept of DM ..........................................................................
b. Teaching Steps of DM ...............................................................
c. Advantages and Disadvantages of DM .....................................
d. Construct of DM ........................................................................
Teaching Speaking Using PBL compared to Direct Method ....................
Creativity
1. Definition of Creativity .............................................................
2. Concept of Creativity in Teaching Speaking ............................
3. Measuring Creativity .................................................................
4. Construct of Creativity ..............................................................
Review of Related Theories ......................................................................
Rationale ....................................................................................................
Hypothesis .................................................................................................
28
32
32
34
38
41
43
43
45
47
49
49
51
54
57
61
62
71
76
CHAPTER III CONTEXT OF THE RESEARCH
A.
B.
C.
D.
E.
Setting, Time of the Research, and Profile of the Speaking Class ............
Research Method .......................................................................................
Population, Sample, and Sampling............................................................
Data Collecting Technique ........................................................................
Technique of Analyzing Data ....................................................................
77
78
79
80
84
CHAPTER IV THE RESULT OF THE STUDY
A. Implication of Study ..................................................................................
B. The Description of the Data ......................................................................
1. The Data of Speaking Test of Experiment Class Taught Using
Project-Based Learning (A1) ..............................................................
2. The Data of Speaking Test of Experiment Class Taught Using
Direct Method (A2) ............................................................................
3. The Data of Speaking Test of the Students Having High Creativity
(B1) .....................................................................................................
4. The Data of Speaking Test of the Students Having Low Creativity
(B2) .....................................................................................................
5. The Data of Speaking Test of the Students Having High Creativity
Taught Using Project-Based Learning (A1B1) ...................................
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92
93
94
95
96
97
98
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6. The Data of Speaking Test of the Students Having High Creativity
Taught Using Direct Method (A1B1).................................................. 100
7. The Data of Speaking Test of the Students Having Low Creativity
Taught Using Project-Based Learning (A1B2) ................................... 101
8. The Data of Speaking Test of the Students Having Low Creativity
Taught Using Direct Method (A2B2).................................................. 102
C. Normality and Homogeneity Test ............................................................. 103
1. Normality Test ................................................................................... 104
2. Homogeneity Test .............................................................................. 104
D. Hypothesis Test ......................................................................................... 106
1. Summary of ANOVA Test ................................................................ 106
2. Summary of 2x2 Multifactor of Variance ......................................... 107
3. Summary of Tukey Test ..................................................................... 108
E. Discussion
1. Using Project-Based Learning is More Effective than Direct
Method ............................................................................................... 110
2. The Students Who Have High Creativity Have Better Speaking
Skill than the Students Who Have Low Creativity) ........................... 112
3. There is
Creativity in Teaching Speaking ........................................................ 114
CHAPTER V CONCLUSSION, IMPLICATION, AND SUGGESTION
A. Conclusion ..................................................................................................... 117
B. Implication ..................................................................................................... 118
C. Suggestion ...................................................................................................... 119
BIBLIOGRAFI......................................................................................................... 120
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LIST OF TABLES
Table 3.1. Time schedule of the research .......................................................
77
Table 3.2. 2x2 Factorial Design .....................................................................
79
Table 3.3. Analytic Scoring Rubric for Speaking Criteria .............................
82
Table 3.4. The Blue Print of Verbal Creativity Test ......................................
84
Table 3.4. The Design of Multifactor Analysis of Variance ..........................
86
Table 4.1. Frequency Distribution of Data A1 ................................................
95
Table 4.2. Frequency Distribution of Data A2 ..............................................
95
Table 4.3. Frequency Distribution of Data B1 ................................................
96
Table 4.4. Frequency Distribution of Data B2 ...............................................
98
Table 4.5. Frequency Distribution of Data A1B1 ............................................
99
Table 4.6. Frequency Distribution of Data A2B .............................................
100
Table 4.7. Frequency Distribution of Data A1B2 ............................................
101
Table 4.8. Frequency Distribution of Data A2B2 ...........................................
103
Table 4.9. Normality Test .............................................................................
104
Table 4.10. Homogeneity Test .......................................................................
105
Table 4.11. Summary of Multifactor Analysis of Variance ..........................
106
Table 4.12. Summary of 2x2 Multifactor Analysis of Variance .....................
107
Table 4.13. Tukey Test ...................................................................................
108
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LIST OF FIGURES
Table 4.1. Frequency Distribution of Data A1 ................................................
95
Table 4.2. Frequency Distribution of Data A2 ..............................................
95
Table 4.3. Frequency Distribution of Data B1 ................................................
96
Table 4.4. Frequency Distribution of Data B2 ...............................................
98
Table 4.5. Frequency Distribution of Data A1B1 ............................................
99
Table 4.6. Frequency Distribution of Data A2B .............................................
100
Table 4.7. Frequency Distribution of Data A1B2 ............................................
101
Table 4.8. Frequency Distribution of Data A 2B2 ...........................................
103
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LIST OF APPENDICES
Appendix 1. Lesson Plan of Experimental Class ...........................................
122
Appendix 2. Lesson Plan of Control Class ...................................................
231
Appendix 3. Instrument of Verbal Creativity (try out) ................................
333
Appendix 4. Instrument of Verbal Creativity (after try out) ..........................
337
Appendix 5. Scoring Rubric of Speaking .....................................................
341
Appendix 6. Blue Print of Speaking ...............................................................
342
Appendix 7. Scoring Rubric of Verbal Creativity ........................................
345
Appendix 8. Blue Print of Verbal Creativity ................................................
346
Appendix 9. Readability of Speaking Test ...................................................
347
Appendix 10. Tabulation of Creativity and Speaking Score Taught by
Project-Based Learning ..........................................................
350
Appendix 11. Tabulation of Creativity and Speaking Score Taught by
Direct Method ........................................................................
351
Appendix 12. Descriptive Analysis.................................................................
352
Appendix 13. Normality .................................................................................
371
Appendix 14.Data Homogeneity ....................................................................
383
Appendix 15. ANOVA ..................................................................................
388
Appendix 16. Tukey Test ...............................................................................
389
Appendix 17. Silabus .....................................................................................
389
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THE EFFECTIVENESS OF PROJECT-BASED LEARNING
TO TEACH SPEAKING VIEWED FROM
S
(An Experimental Study at the Seventh Grade Students of
SMPK Santo Yusuf Madiun in the 2012/2013 Academic Year)
Thesis
By:
LUSIA ENDERIA REJEKI
NIM. S891108061
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
2014
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ABSTRACT
Lusia Enderia Rejeki. S891108061. The Effectiveness of Project-Based
Learning to Teach Speaking Viewed f
Creativity (An Experimental
Research at Seventhh Grade of SMPK Santo Yusuf Madiun in the Academic Year
of 2012/2013). The first Consultant: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D.,
The second Consultant: Dr. Ngadiso, M.Pd. Thesis. Surakarta. English Education
Department, Graduate School of Sebelas Maret University, Surakarta. 2013.
The objectives of this research are: (1) to find out whether Project-Based
Learning is more effective than Direct Method to teach speaking to the seventh
grade students of SMPK Santo Yusuf in the academic year of 2012/2013; (2) to
find out whether the students having high creativity have better speaking skill than
those having low creativity; and (3) to find out whether there is an interaction
between teaching methods and creativity in teaching speaking to the seventh
grade students of SMPK Santo Yusuf in the academic year of 2012/2013.
The research method was an experimental study. The research was
conducted in SMPK Santo Yusuf Madiun. The population was the seventh grade
students of SMPK Santo Yusuf Madiun in the academic year of 2012/2013. The
researcher used cluster random sampling to get the sample. There were two
classes used as sample. One class consisted of 22 students who were experimental
class taught by Project-Based Learning and the other 22 students were as control
class taught by Direct Method. The instruments of collecting data are speaking
. The data were
test and
analyzed by using multifactor analysis of variance 2x2. Then, it was analyzed by
using Tukey test.
The research findings show that: (1) Project-Based Learning is more
effective than Direct Method in teaching speaking; (2) The students having high
creativity have better speaking skill than the students having low creativity; and
creativity for
(3) There is an interaction
teaching speaking.
Based on the research findings, in general it can be concluded that ProjectBased Learning is an effective method to teach speaking. Therefore, the teacher is
suggested to apply Project-Based Learning for teaching speaking.
Key words: Speaking Skill, Project-Based Learning, Direct Method, Creativity
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ACKNOWLEDGEMENT
The biggest gratitude in this life is devoted to Jesus Christ and Holy Mary
for all of lovely gifts. This blessing is becoming a step closer to the real dreams.
Moreover, it is necessary to pray and devote this thesis to every people
touching entire life:
1. The Director of Graduate School of Sebelas Maret University for the
permission to write the thesis.
2. The deepest gratitude and sincerely is given to Dra. Dewi Rochsantiningsih,
M.Ed., Ph.D. as the first consultant and Dr. Ngadiso, M.Pd as a second
consultant who have given their valuable advice, guidance, correction, and
suggestion for the completion of this thesis.
3. The Principal of SMPK Santo Yusuf Madiun, Drs. C. Paulus Suban M., Drs.
Handri Raharjo and Br. Aleksander Kadiyono, CSA. M.Pd. who has given
permission to conduct the research.
4. The English teacher for his advice, guidance, and cooperation during the
research.
5. All of the students of the seventh grade of SMPK Santo Yusuf Madiun in the
academic year of 2011/2012, especially for, VII-A and VII-B, for their
cooperation during the research.
6. The beloved father and mother for their caring, praying, and love; beloved
brothers for their support; beloved friend one who gives a lot of information,
support, and understanding; and also beloved special one for understanding,
patient, and love.
7. All the classmates in D class.
Finally, the writer realizes that this thesis is still far from being perfect.
Therefore, the writer accepts the correction and suggestion to improve the quality
of this thesis.
Surakarta, May 2014
commit to user
Lusia Enderia Rejeki
perpustakaan.uns.ac.id
digilib.uns.ac.id
MOTTO
Love is the flower of life, and blossoms unexpectedly and without
law, and must be plucked where it is found, and enjoyed for the brief
hour of its duration.
- D. H. Lawrence -
commit to user
vii
perpustakaan.uns.ac.id
digilib.uns.ac.id
DEDICATION
This thesis is dedicated to:
My beloved father and mother, who always love me
unconditionally.
My beloved brothers who always encourage and
support me.
My beloved special one for every passion,
understanding, and be my side no matter what.
My boy acquaintance for answering my prayer, you
are the one who enlighten my days at college.
commit to user
viii
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
COVER PAGE ................................................................................................
i
ABSTRACT ....................................................................................................
ii
......
.
iii
iv
v
PRONOUNCEMENT
vi
..................................
vii
.................... viii
.
TABLE OF
ix
. ........ xiii
..............
xiv
xv
xvi
CHAPTER I INTRODUCTION
A.
B.
C.
D.
E.
F.
Background of the Study ...........................................................................
Problem Identification ...............................................................................
Limitation of the Problem .........................................................................
Problem Statement.....................................................................................
Purpose of the Study ..................................................................................
Research Benefits ......................................................................................
1
9
10
10
11
11
CHAPTER II REVIEW OF RELATED LITERATURE
A. Speaking ....................................................................................................
1. Nature of Speaking .............................................................................
2. Skills of Speaking ...............................................................................
3. Speaking Indicators ............................................................................
4. Features of Speaking ..........................................................................
5. Kinds of Speaking ..............................................................................
6. Micro and Macro skills of Speaking ..................................................
7. The Problems with Speaking Activity................................................
8. The Ideas of Solving Problems in Speaking Activity ........................
9. Characteristics of a Successful Speaking Activity .............................
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13
13
15
16
17
20
21
23
25
27
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B.
C.
D.
E.
F.
G.
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10. Speaking Assessment .........................................................................
11. Construct of Speaking ........................................................................
The Method of Teaching Speaking ...........................................................
1. The Project-Based Learning (PBL)
a. Concept of Project-Based Learning ..........................................
b. Teaching Steps of PBL .............................................................
c. Advantages and Disadvantages of PBL ....................................
d. Construct of PBL ......................................................................
2. The Direct Method
a. Concept of DM ..........................................................................
b. Teaching Steps of DM ...............................................................
c. Advantages and Disadvantages of DM .....................................
d. Construct of DM ........................................................................
Teaching Speaking Using PBL compared to Direct Method ....................
Creativity
1. Definition of Creativity .............................................................
2. Concept of Creativity in Teaching Speaking ............................
3. Measuring Creativity .................................................................
4. Construct of Creativity ..............................................................
Review of Related Theories ......................................................................
Rationale ....................................................................................................
Hypothesis .................................................................................................
28
32
32
34
38
41
43
43
45
47
49
49
51
54
57
61
62
71
76
CHAPTER III CONTEXT OF THE RESEARCH
A.
B.
C.
D.
E.
Setting, Time of the Research, and Profile of the Speaking Class ............
Research Method .......................................................................................
Population, Sample, and Sampling............................................................
Data Collecting Technique ........................................................................
Technique of Analyzing Data ....................................................................
77
78
79
80
84
CHAPTER IV THE RESULT OF THE STUDY
A. Implication of Study ..................................................................................
B. The Description of the Data ......................................................................
1. The Data of Speaking Test of Experiment Class Taught Using
Project-Based Learning (A1) ..............................................................
2. The Data of Speaking Test of Experiment Class Taught Using
Direct Method (A2) ............................................................................
3. The Data of Speaking Test of the Students Having High Creativity
(B1) .....................................................................................................
4. The Data of Speaking Test of the Students Having Low Creativity
(B2) .....................................................................................................
5. The Data of Speaking Test of the Students Having High Creativity
Taught Using Project-Based Learning (A1B1) ...................................
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92
93
94
95
96
97
98
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6. The Data of Speaking Test of the Students Having High Creativity
Taught Using Direct Method (A1B1).................................................. 100
7. The Data of Speaking Test of the Students Having Low Creativity
Taught Using Project-Based Learning (A1B2) ................................... 101
8. The Data of Speaking Test of the Students Having Low Creativity
Taught Using Direct Method (A2B2).................................................. 102
C. Normality and Homogeneity Test ............................................................. 103
1. Normality Test ................................................................................... 104
2. Homogeneity Test .............................................................................. 104
D. Hypothesis Test ......................................................................................... 106
1. Summary of ANOVA Test ................................................................ 106
2. Summary of 2x2 Multifactor of Variance ......................................... 107
3. Summary of Tukey Test ..................................................................... 108
E. Discussion
1. Using Project-Based Learning is More Effective than Direct
Method ............................................................................................... 110
2. The Students Who Have High Creativity Have Better Speaking
Skill than the Students Who Have Low Creativity) ........................... 112
3. There is
Creativity in Teaching Speaking ........................................................ 114
CHAPTER V CONCLUSSION, IMPLICATION, AND SUGGESTION
A. Conclusion ..................................................................................................... 117
B. Implication ..................................................................................................... 118
C. Suggestion ...................................................................................................... 119
BIBLIOGRAFI......................................................................................................... 120
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LIST OF TABLES
Table 3.1. Time schedule of the research .......................................................
77
Table 3.2. 2x2 Factorial Design .....................................................................
79
Table 3.3. Analytic Scoring Rubric for Speaking Criteria .............................
82
Table 3.4. The Blue Print of Verbal Creativity Test ......................................
84
Table 3.4. The Design of Multifactor Analysis of Variance ..........................
86
Table 4.1. Frequency Distribution of Data A1 ................................................
95
Table 4.2. Frequency Distribution of Data A2 ..............................................
95
Table 4.3. Frequency Distribution of Data B1 ................................................
96
Table 4.4. Frequency Distribution of Data B2 ...............................................
98
Table 4.5. Frequency Distribution of Data A1B1 ............................................
99
Table 4.6. Frequency Distribution of Data A2B .............................................
100
Table 4.7. Frequency Distribution of Data A1B2 ............................................
101
Table 4.8. Frequency Distribution of Data A2B2 ...........................................
103
Table 4.9. Normality Test .............................................................................
104
Table 4.10. Homogeneity Test .......................................................................
105
Table 4.11. Summary of Multifactor Analysis of Variance ..........................
106
Table 4.12. Summary of 2x2 Multifactor Analysis of Variance .....................
107
Table 4.13. Tukey Test ...................................................................................
108
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LIST OF FIGURES
Table 4.1. Frequency Distribution of Data A1 ................................................
95
Table 4.2. Frequency Distribution of Data A2 ..............................................
95
Table 4.3. Frequency Distribution of Data B1 ................................................
96
Table 4.4. Frequency Distribution of Data B2 ...............................................
98
Table 4.5. Frequency Distribution of Data A1B1 ............................................
99
Table 4.6. Frequency Distribution of Data A2B .............................................
100
Table 4.7. Frequency Distribution of Data A1B2 ............................................
101
Table 4.8. Frequency Distribution of Data A 2B2 ...........................................
103
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LIST OF APPENDICES
Appendix 1. Lesson Plan of Experimental Class ...........................................
122
Appendix 2. Lesson Plan of Control Class ...................................................
231
Appendix 3. Instrument of Verbal Creativity (try out) ................................
333
Appendix 4. Instrument of Verbal Creativity (after try out) ..........................
337
Appendix 5. Scoring Rubric of Speaking .....................................................
341
Appendix 6. Blue Print of Speaking ...............................................................
342
Appendix 7. Scoring Rubric of Verbal Creativity ........................................
345
Appendix 8. Blue Print of Verbal Creativity ................................................
346
Appendix 9. Readability of Speaking Test ...................................................
347
Appendix 10. Tabulation of Creativity and Speaking Score Taught by
Project-Based Learning ..........................................................
350
Appendix 11. Tabulation of Creativity and Speaking Score Taught by
Direct Method ........................................................................
351
Appendix 12. Descriptive Analysis.................................................................
352
Appendix 13. Normality .................................................................................
371
Appendix 14.Data Homogeneity ....................................................................
383
Appendix 15. ANOVA ..................................................................................
388
Appendix 16. Tukey Test ...............................................................................
389
Appendix 17. Silabus .....................................................................................
389
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