Author (Penulis)

DIPTA NINDITA
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

11.1.01.08.0058

Abstract

ABSTRACT DIPTA NINDITA, 11.1.01.08.0058. The Implementation Of Problem-Based Learning in Teaching Speaking in Seventh Grade at SMPN 1 Grogol Kediri in Academic Year 2014/2015. Thesis. English Department, The Faculty of Teacher Training And Education, University Of Nusantara PGRI Kediri, August, 2015. In learning English, there are four skills that they have to learn, they are speaking, writing, reading and listening. One of the skills that students must learn is speaking. Speaking is very important because by mastering speaking skill, student can carry out conversations with others, give the ideas and exchange the information with others. Unfortunately, most students in VII grade of Junior High School have difficulty to learn speaking skill, because in daily life they do not communicate in English. But in another chance, the students look interesting when taught speaking using scientific approach especially using Problem-Based learning. Based on the problem, the purposes of the study is to know the implementation of Problem-Based Learning in teaching speaking. The research design applied in this research is qualitative and the approach of this research is case study. The subject of this research is VII-C class and the English teacher. To get the data, the researcher used three instruments. They are observation, interview and documentation. The data will be processed by analyzing an selecting the data by using Problem-Based Learning to teach speaking. The research was held on March 14th and March 15th 2015 by using three instruments. The researcher using observation to observe the implementation of PBL in teaching speaking. While, the researcher using interview to gain the data toward the students and English teacher. The researcher also take video record as documentation. Based on the result of this research, 1) there are four of five roles that implemented by the teacher. They are introduce problem and vocabulary, group students and provide resources, observe and support, and follow up and assess progress. Besides, the result also shows that 2) PBL has some advantages toward students. The advantages are PBL makes students easy to understand the material, PBL makes the students more active to speak English, and PBL increases students’ motivation. As the result, it was seen that it shows almost the roles have done implemented by the the teacher above. But there are some roles, that the teacher passed because some condition. Also, there are some advantages of PBL affected students in speaking class and make the students more better to study. PBL makes the students easy to understand the material, PBL makes the students be more active to speak and PBL increases students’ motivation.

Keyword

a

Reference

PUBLISHED

2016-01-26

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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