THE USE OF PROJECT-BASED LEARNING TO IMPROVE THE SPEAKING SKILLS OF GRADE XI STUDENTS OF SMA N 1 YOGYAKARTA IN THE ACADEMIC YEAR OF 2016/2017

Abstract

The objective of this research was to improve the ­­students’ speaking skills through Project-based Learning at grade eleven of SMA N 1 Yogyakarta in the academic year of 2016/2017. This study is action research in nature. The members of the research were the researcher, the collaborators, and the students of class XI MIA 2. The steps involved planning, action and observation, and reflection. The data were qualitative in nature and supported by quantitative data. The qualitative data were obtained by observing the teaching-learning process, interviewing the students and the collaborators, holding discussions with the collaborators, taking pictures, and recording the teaching-learning process. The instruments used in this research were observation sheets, observation checklist, and interview guidelines. The qualitative data that were in the forms of field notes and interview transcripts were analyzed based on the qualitative analysis. Meanwhile, the quantitative data that were in the forms of the students’ speaking scores from each cycle were analyzed by comparing the means.

The actions implemented in this research were carrying out Project-based Learning, using classroom English during the teaching-learning process, using interesting media, giving feedback on the students’ performance and giving students a chance to correct their performance and others’. The results of the research showed that the students’ speaking skills improved through the use of Project-based Learning. The students made good improvement in some aspects of speaking skills such as pronunciation, accurracy, and fluency, and vocabulary. Moreover, it also changed the students’ behaviour. They were more confident to speak English and more actively got involved in the teaching-learning process. In addition, they had more opportunities to speak up. Furthermore, the activities of Project-based Learning made the class athmosphere enjoyable.The findings were also supported by the result of means of the students’ speaking scores that improved from 8.6 in Cycle I to 11.7 in Cycle II (with the scale of 1-16).