IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH TASK-BASED LEARNING (A Classroom action research on the tenth grade students of SMK N I Kedawung in the academic year of 2012/2013).

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IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH
TASK-BASED LEARNING
(A Classroom action research on the tenth grade students of SMK N I
Kedawung in the academic year of 2012/2013)

A Thesis

By:
Fitri Istiqomah
K2209033

Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University as a Fulfillment of the Requirements for Achieving the
Undergraduate Degree of Education in English

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY
SURAKARTA
JULY 2013
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ABSTRACT
Fitri Istiqomah. K2209033. Improving Students’ Speaking Ability through TaskBased Learning (A Classroom action research on the tenth grade students of
SMK N I Kedawung in the academic year of 2012/2013). A Thesis. English
Department. Teacher Training and Education Faculty. Sebelas Maret University.
Surakarta. 2013.
This study is based on the speaking problems of vocational school students.
The aims of this study are to identify whether or not Task-Based Learning improves
the students‟ speaking ability and to analyze the class climate when Task-Based
Learning is implemented in the classroom.
In the research, the writer conducted a classroom action research. The

research was conducted in two cycles from February 28th to April 13th at the tenth
grade students of SMK N 1 Kedawung. The Writer conducted two cycles of action
research. The two cycles consisted of series of steps, namely: planning the action,
implementing the action, observing the action, and reflecting the result of
observation.
The data of the research were collected through observation, interview, field
notes, questionnaire, and test (pre-test and post-test). The qualitative data were
analyzed through some steps proposed by Burns. They are assembling the data,
coding the data, comparing the data, building interpretation, and reporting the
outcomes. Meanwhile, the quantitative data were analyzed by using descriptive
statistics.
The research findings show that Task-Based Learning improves students‟
speaking ability and the class climate when Task-Based Learning is applied during
the teaching-learning process. The improvement of students‟ speaking ability
includes: (1) students were able to state content of the speech; (2) the students were
able to perform acceptable pronunciation; (3) the students could make utterances
using correct grammar; (4) the students were able to use appropriate vocabulary to
express ideas and; (5) the students could speak fluently. Meanwhile, the
improvements of class climate includes: (1) the students were much easier to control;
(2) the students became active in teaching and learning process; (3) there were

interaction between teacher and students which could decrease students‟ anxiety in
teaching and learning process; (4) there were interaction among the students which
could support the teaching and learning process to be more active and; (5) the
students were motivated to do the task.
In addition, the final result of the tests showed that the students‟ scores were
also improving. The mean score increased from 54.4 (pre-test) to 70.44 (test in cycle
1) and 78.75 (test in cycle 2).
Based on the research finding, it shows that there is improvement in some
aspects of students‟ speaking ability and class climate. It can be stated that English
class was more conducive. It is recommended when applying Task-based learning to
teach speaking, the teacher should guide the students to do the task well. Considering
the inspiring result of this study, it is suggested that other teachers can use TaskBased Learning to overcome the students‟ problem in learning speaking
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MOTTO



With every difficult, there is a relief

(QS : Al Inshirah (94): 5-6

 If there is a will, there is a way
 In every single step, there is always a hope. Never quit your struggle until you
reach your dream (Anonymous)
 The best effort and continuous prayer will lead to the best result.

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DEDICATION

This thesis is dedicated to

1. Her beloved father and mother. Thank you so much for your great love, for
support to me to struggle in this life and for your beautiful prayer to me.
2. Her beloved sister and brother who always fulfill my life with so many laughs
3. Her lecturers who always give many kinds of useful knowledge
4. Her lovely friends of SKI FKIP, BEM FKIP and SIM UNS who give me great
inspiration.
5. Her lovely friends: “kos asy-syamsa”, “kos pink”, and “sendok group” who
always support me
6. All of her great friends in English Department 2009

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ACKNOWLEDGEMENT

All praise and thanks are only for Allah SWT. The Almighty God, who gives
His blessing for the writer so that she can finish the thesis. Invocation and peace go to
Muhammad, the prophet, his families, and his disciples. May Allah bless them and
give them peace.
The writer is also fully aware that this thesis can never be finished without
help from others during the process of writing.

The writer received support,

contribution, and assistance from many people. Thus there are honorable people that
are important to the writer. She can only express her gratitude to:
1. The Dean of

Teacher Training and Education Faculty of Sebelas Maret

University for approving this thesis
2. The Head of Art and Language Education Department for his permission to
write the thesis
3. Endang Setyoningsih, S.Pd.,M.Hum, as the head of English Department of the

Teacher Training and Education Faculty for her suggestion and advice in
completing the thesis and giving the writer permission to write the thesis.
4. Dr. Abdul Asib M.Pd as the first consultant and Drs. Ambrosius Handoko
Pudjobroto as the second consultant who have patiently given valuable guidance,
advice, suggestion and time from the beginning up to the completion of writing
this thesis
5. Ir. Taryono, M.T, as the Head Master of SMK N 1 Kedawung for facilitating the
writer in collecting the data
6. Prastiti, S.Pd as the English teacher of X-TB class who always gives the writer
advices and helps in doing the research
7. The X-TB class students who participated well in the research
8. Her beloved family, his parents, and his sister for their supports, caring, and
prayer
9. Her family in Kos Asy-Syamsa “Fari, Aulia, Wuri, Nur, Nia, and Dwi” for the
great inspiration
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10. Her friends in sendok group “Andita, Ratih, Lintang, Devi, Dewik, Indah, Neni
and Fakhatun for their support and motivation to write this thesis
11. Her English Department family of 2009 for their care and togetherness during
her study in this campus.
12. Everyone who has helped the writer to conduct the research who cannot be
mentioned here who has participated in writing this thesis
The researcher realizes that this thesis is still far from being perfect. She
hopes and accepts gratefully every comment and suggestion. Hopefully this will be
useful for the reader

Surakarta,25th July 2013

Fitri Istiqomah

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TABLE OF CONTENTS
COVER.....................................................................................................

i

PRONOUNCEMENT.............................................................................

ii

APPROVAL OF CONSULTANSTS.....................................................

iii

APPROVAL OF THE BOARD OF EXAMINERS…………………..

iv

ABSTRACT..............................................................................................

v

MOTTO....................................................................................................

vi

DEDICATION..........................................................................................

vii

ACKNOWLEDGEMENT.......................................................................

viii

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

x

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

xiii

LIST OF PICTURES...............................................................................

xiv

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

xv

CHAPTER I

CHAPTER II

INTRODUCTION
A. Background of The Study.......................................

1

B. Problem Statement..................................................

5

C. Objective of the Study............................................

5

D. Benefits of the Research.........................................

6

LITERATURE REVIEW
A. Speaking.................................................................

7

1. The Nature of Speaking.....................................

7

2. The Concept of Speaking Ability......................

9

3. Speaking Accuracy and Speaking Fluency......

11

B. Teaching Speaking..................................................

12

1. The Goal of Teaching Speaking........................

12

2. Teachnique of Teaching Speaking....................

14

3. The Role of Teacher..........................................

16

4. Testing Speaking..............................................

18

C. Review of Task Based Learning………………….

21

1. Nature of Task Based Learning……………….

21

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CHAPTER III

CHAPTER IV

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2. Characteristic of Task-Based Learning………..

23

3. Task Component……………………………....

24

4. The Types of Task……………………………..

25

5. Classroom Procedure………………………….

27

6. The Advantages of Task Based Learning……..

29

D. Class Climate……………………………………..

30

1. Definition of Class Climate……………………

30

2. Aspects of Class Climate……………………...

31

3. Positive Class Climate………………………...

33

E. Review of Relevant Research……………………

34

F. Rationale…………………………………………

36

G. Action Hyphotesis……………………………….

37

RESEARCH METHODOLOGY
A. Context of the Research………………………….

38

1. The Place and Time of the Research…………

38

2. The Subject of the Research………………….

39

B. Research Method……………………...................

40

1. The Definition of Action Research…………..

40

2. Characteristics of Action Research…………..

41

3. The Action Research Process………………..

42

4. The Procedure of Action Research…………..

44

C. The Technique of Collecting Data………………

45

D. Technique of Analyzing Data…………………...

49

RESEARCH IMPLEMENTATION
A. Situation before the Research…………................

51

B. Cycle 1………………………....………………...

57

1. Planning the Action…………………….…....

60

2. Implementing the Action……...……………..

61

3. Observing the Action……………………..

71

4. Reflecting the Action……………………..

77

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CHAPTER V

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5. Revising Plan for the Following Step……

78

C. Cycle 2………………………………..............

79

1.

Planning the Action……………………...

82

2.

Implementing the Action………………...

83

3.

Observing the Action…………………….

94

4.

Reflecting the Action………………….…

100

D. Research Finding……………………………...

101

E. Discussion the Finding………………………..

103

CONCLUSION, IMPLICATION, AND
SUGGETION
A. Conclusion………………………………………..

108

B. Implication………………………………………..

109

C. Suggestion………………………………………..

110

1. For the Students………………………………

110

2. For the English Teacher………………………

110

3. For the School…………………………….

110

4. For the Other Researcher……………………..

111

BIBLIOGRAPHY

……………………………………………………….

112

APPENDICES

……………………………………………………….

117

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LIST OF TABLES
Table 2.1 Accuracy and Fluency……………………………………………………... 11
Table 2.2 Oral Proficiency Scoring Categories………………………………………. 19
Table 2.3 Scoring Rubric of Speaking Test…………………………………………..

20

Table 3.1 The Activities and Time of Research…….………………………………... 39
Table 3.2 Scoring Rubric of Speaking Test…………………………………………

48

Table 4.1 The Description of Pre-research Observation….………………………….. 51
Table 4.2 The Result of Situation before Research………………………………….

56

Table 4.3 The Result of Pre-Test……………….…………………………………….

56

Table 4.4 The Summary of Cycle 1…………………………………………………..

57

Table 4.5 The Result of Post Test Score of Cycle 1…………………………………

75

Table 4.6 The Changes of Class Climate before and after Cycle 1……………….…

76

Table 4.7 Unsolved Problems in Cycle 1 and Proposed Solutions…………………..

78

Table 4.8 The Summary of Cycle 2………………………………………………….

80

Table 4.9 The Result of Mean Score in post test 2…………………………………

98

Table 4.10 The Changes of Class Climate before and after Cycle 2…………………

99

Table 4.11 The Improvements of the Students‟ Achievement……………………….

101

Table 4.12 The Overall Finding of Action Research…………………………………

101

Table 4.13 The Improvement of Students‟ Speaking Score………………………….

102

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LIST OF PICTURES
Picture 3.1 The Concept of Action Research…………………………….

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LIST OF APPENDICES
Appendix 1 Research Schedule……………………………………………….

118

Appendix 2 Students‟ Name

……………………………………………….

119

Appendix 3 Classroom Observation ………………………………………….

120

Appendix 4 Transcript of Interview before Research………………….……..

123

Appendix 5 Questionnaire before Research………………………………….

132

Appendix 6 Syllabus………………………………………………………….

138

Appendix 7 Lesson Plan………………………………………………………

140

Appendix 8 Field Note………………………………………………………..

166

Appendix 9 The Researcher‟s Diary of Action Research……………………

205

Appendix 10 The Result of Questionnaire after Research……………………

210

Appendix 11 Transcript of Interview with the students (Post-Research)……

217

Appendix 12 The Result of Students‟ Score in Each Indicator………………...

225

Appendix 13 The Computation of the Mean Score of Pre-test, Post Test Cycle

228

1 and Post Test Cycle 2 …………………………………………
Appendix 14 Students‟ Worksheet…………………………………………….

229

Appendix 15 Students‟ Diary…………………………………………………..

231

Appendix 16 Photograph………………………………………………………

233

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