THE IMPLEMENTATION OF PROJECT-BASED LEARNING TO TEACH SPEAKING A SPOKEN ADVERTISEMENT FOR THE EIGHTH GRADERS OF SMPN 40 SURABAYA

THE IMPLEMENTATION OF PROJECT-BASED LEARNING TO TEACH SPEAKING A SPOKEN ADVERTISEMENT FOR THE EIGHTH GRADERS OF SMPN 40 SURABAYA  Ananda Rifna Humairoh English Education Department, Language and Arts Faculty, Surabaya State University. Email: ananda.unesa@gmail.com Dr. Oikurema Purwati, M.Appl English Education Department, Language and Arts Faculty, Surabaya State University.   Abstrak BahasaInggrismerupakansalahsatubahasa yang digunakan di duniainternasional.Subjekinijugamenjadipelajaran yang diujikansebagaibahanUjianNasional.Penelitianiniberfokuspadametodepembelajaran yang dapatditerapkandalampengajaranbahasaInggris. DalammengajarbahasaInggris, adaempatketerampilan yang harusdikuasaiolehpesertadidik, yaituMendengarkan, Berbicara, Membaca, danMenulis.Dalamstudiini, keterampilanberbicaramenjaditopikutamapenelitian.Tujuandaripenelitianiniadalahuntukmendeskripsikanpelaksanaanmetode Project-Based Learning dalampengajaran short functional text.MenurutNunan (1989)kemampuanberbicaraterdiridariduajenisucapanatauungkapan, yakniucapaninteraksionaldantransaksional.Siswaharusmenyadarisetiapfungsidanmenggunakannyadenganbenar.Dalammengajarteksfungsionalpendek, adabeberapafiturdaribahasa yang biasanyadigunakandalamteks.Penelitianinibertujuanuntukmendeskripsikanpelaksanaan Project -Based Learning yang diterapkanuntukmengajarkanteksfungsionalpendek, terutamaiklan. Para siswaakandiperkenalkandenganbeberapafiturdariteksfungsionalpendekdenganmelakukanmetodepembelajaran. Penelitianinimerupakanpenelitiankualitatif yang telahdispesikasikansebagaipenelitiandeskriptifkualitatif.Subjekpenelitianiniadalahsiswakelas VIII SMP di SMPN 40 Surabaya.Hasilpenelitianmenunjukkanbahwaadatanggapanpositifterhadappelaksanaan Project-Based Learning.Para siswatampaknyamemilikimotivasidankepercayaandiriuntukberbicarabahasaInggrisdanmengeksplorasikreativitasmerekadalamsesiberbicara.Dengandemikian, PembelajaranBerbasisProyeksebagaiteknikpengajarandianjurkandalammengajariklan di kelas     Kata Kunci: KemampuanBerbicara, Project-Based Learning, Iklan   Abstract English is one of language which is used in international world. This subject also becomes the lesson which is tested as the examination material. The study focuses on the learning method that can be applied in teaching English. In teaching English, there are four skills that should be mastered by the learner, they are Listening, Speaking, Reading, and Writing.  In this study, speaking skill has been the main topic of research. The aim of this research is to describe the implementation of Project-Based Learning in teaching speaking a spoken advertisement. According to Nunan (1989) speaking competence covered with two type of utterances, that are interactional and transactional utterance. The student must aware of each function and use it properly. In teaching short functional text, there are several features of language which typically used in the text. This study has a purpose to describe the implementation of Project-Based Learning that applied to teach short functional text, especially advertisement. The students will be introduced with some features of short functional text by conducting the learning method. This study is a qualitative research which has been specified as descriptive qualitative research. The subject of this research is the eighth graders of Junior High School in SMPN 40 Surabaya. The result of the study showed that there were positive responses toward the implementation of Project-Based Learning. The students seem to have motivation and confidence to speak English and explore their creativity in speaking session. Thus, Project-Based Learning as a teaching method is recommended in teaching a spoken advertisement.   Keywords: Speaking skill, Project-Based Learning, Advertisement         INTRODUCTION English has been taught at the elementary level to high school and included as one of the subjects tested in the national examination. By learning English, students will be assisted in dealing with the development of the global era and the rapid modernization because English plays an important role. Therefore, it is very important for students to master English as well as other subjects. In learning English, there are four English language skills that must be mastered by the students in the school, namely: hearing skills (Listening), speaking skills (Speaking), reading skills (Reading) and writing skills (Writing). These skills can not be separated and should be taught on an ongoing basis in the teaching-learning process of English subjects. Speaking is one of the important skills to be learned by the students. The mastery of speaking skill is a priority for students and they often evaluate their success in language learning as well as the effectiveness their English learning especially in their spoken language proficiency (Richards, 2008: 19)                 In this case, in learning speaking English at class there are several factors that affect the educational process. Such factors include teachers, students, the environment, as well as the facilities and systems that are used in the teaching learning process. These factors are related to each other in determining the success of an education because each factor has its own role in the education system. If one factor is not suitable there will be a disruption in the educational process, and it may affect the success of students in learning activities. Commonly, the use of varied instructional model in the learning process in the classroom is still rare and the teachers tend to use conventional models in every learning process. This may be due to the teachers’ lack of learning model mastery. Actually, the mastery of learning models is necessary to improve the professional skills of teachers and encourage students’ motivation in learning process.  Most of the learning model used is conventional, whereas in conventional learning the students typically become a passive learner. In this case, the current weakness of model learning in teaching short functional text frequently happened in teaching and learning process nowadays. Mostly, teachers exemplify a short functional text through visual aids, for instance by using the text of advertisement. Consequently, the students are eagerly not being interested to learn more about short functional text. According to that background of study, one of the learning models that are suitable to teach speaking skill is Project-Based Learning. It is stated in the theory from Larmer and Mergendoller, a classroom filled with the students’ project may suggest that students have been engaged in meaningful learning. It is because the project is a series of tasks for the students to learn the content of material in depth comprehension in a group or individually.             Project-Based Learning is a learning model that provides an opportunity for students to actively participate in making a project within the group or individual work to improve English language skills, especially in speaking skills (ability to speak). It can be seen from the uniqueness of presentation and exhibition where the learners possibly discuss issue based on PBL principles (Thomas, 2000). Through this learning model, the researcher expects to know students’ speaking and observes whether students feel comfortable and happy to express their opinions and their ideas to be delivered orally through the implementation of this learning method.               Project-Based learning refers to students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation (Patton: 2012, 13). In this study, students will be instructed to make a project. This project contains the message of short functional text (advertisement). By holding this project, students are going to inquire the basis learning and define the feature of project. In process of making project, it gives students a better understanding about the structure of short functional text especially advertisement. In result, this method also builds students motivation to learn short functional text without any boredom.                 The similar study has been already conducted by students of State University of Surabaya from class of 2009, who entitled her thesis “The Use of Project–Based Task to Improve Eleventh Graders’ Ability in Writing Hortatory Exposition Text at SMAN 1 NgadirojoPacitan”. The previous study has been applied the same method which support the study, that is Project-Based Learning. However, she provides students with complex tasks based on challenging questions or problems that involve the students’ problem solving. Therefore, the method that is used make students experienced to do the task based on their investigation toward the problems to reflect it into their result of writing perfectly.             By looking at the background above, the issues are compelled by the researcher to examine the problem by taking the title "The implementation of Project-Based Learning to Teach Speaking a Spoken Advertisement for the Eighth Graders of SMPN 40 Surabaya”.   Based on the background described above, it can be identified the following issues: 1. How is the implementation of Project - Based Learning to teach Speaking Skills of the eighth grade students in SMPN 40 Surabaya? 2. How is the students’ ability in speaking a spoken advertisement during the implementation of Project-Based Learning during the speaking activity in the eighth graders of SMPN 40 Surabaya? 3. How are the students’ responses towards Project-Based Learning during the speaking activity in the eighth graders of SMPN 40 Surabaya? METHOD  At the time of the study, the researcher gave the Project-Based Learning methods to provide a new alternative for teaching English, mainly to teach speaking skill. In this study, the researcher acted as the observer in the classroom. Meanwhile, the teacher will teach on the subject of "Advertisement". The researchers will observe the use of Project-Based Learning as a method to teach students' speaking ability in order to motivate students to be active participants in learning activities, especially in speaking ability. The following data has been summarized based on the research. In this chapter, there are some elements that are used to conduct research, which consists of research design, research subjects, research instruments, data collection techniques, and data analysis techniques. The design of this study is descriptive qualitative research. According to Marshall and Rossman (1999), qualitative research is a research that should provide clear explanation through intuition, complex reasoning, possible research question and conceptual framework, alternative design, and strategies for gathering the data. In this research, the researcher considers all elements during the research held. As it is should be reported in detail written work to represent how the research has been conducted. In qualitative research, the researcher generally uses dominant written conclusion to complete the report of study based on the whole process of data collection technique and data analysis. In addition, the researcher adopted a qualitative descriptive research in this time. This is because the possibility of the implementation process in depth understanding of the current study. As Cohen et al (2007) stated that "qualitative data analysis involves organizing and accounting to explain the data, by defining a learning situation and noting patterns, themes, categories and regularities in the data collection process of the study". According to Ary et al (2010) stated that a qualitative descriptive research is the research which permit the researcher to observe characteristics of some individuals to measure their attitude and opinion towards some issue. For instance, in the field of education the researcher gathers information from the model of learning which applied by a certain teacher to build successful language learning in the class. In accordance with the statement, qualitative descriptive study aimed to clarify the existing variable or the result of English teaching and learning process which is carried out in the classroom. Most of this research is designed to identify English language learning process and described through the words without the counted system. Researcher usually retrieves data through observation and student project results (in the form of advertisement). In this case, the researcher looked at the situation and condition of the class and the student's ability to obtain research data. Moreover, their speaking ability will be seen from the students speaking result. In this study, the researcher took the study sites in SMPN 40 Surabaya that is locatedat Bangkinganstreet VIII/8 Surabaya. The place of research is chosen because the school still uses the curriculum of 2006 (KTSP) which appropriate with the curriculum in this researchThe implementation of research will took place on 13-27th November 2013. There will be three meetings and each meeting will be observed by the researcher. The subjects in this study were students of class VIII C of SMP 40 Surabaya. The number of students who have received the application of learning models Problem-Based Learning (making advertisement) is 38 students. The subject of the research is chosen because the eight grade students have adequate ability and comprehension to receive the material of short functional text based on the curriculum of 2006. In this study, the researcher will use some instruments to support the qualitative data, namely field note, observation sheet, students’ speaking transcription, and interview. These following instruments would be explained as follows.                 Field note is a kind of instrument which is usually used in qualitative research. This type of instrument is like a transcribed note that describes all of data collection during observation. The data collection contains the idea thought, activity, question, etc. Actually, in writing field note, the observer should describe the event in the observation as soon as possible. The details of event in the observation are the content of field note. It is generally used to record the data based on the reality in the field. There are two part of field note, that are descriptive and reflective (Santyarini and Susanto, 2014). In the observation, the researcher directly makes a note on the paper to record all the activities in the class. The field note contains the students and teacher’s activity in detailed information. The content of field note will describe the whole process of teaching and learning process, including the activity in the beginning until the end of teaching and learning activity. The activity which is recorded in the field note, such as: greeting, opening the lesson, explaining, discussing, questioning, presenting, closing, etc. All of the activity should be written in detail to depict the entire of teaching and learning process. Observation sheet is one of instruments that usually used in qualitative research to record the data. According to Clerck et al (2011), writing observation sheet involves detailed and concrete observation. It means the observation sheet showed what happened actually in the classroom. It will conclude objective observation made by the researcher which has been gained from the information acquired through conversation among the subject of research. Besides, it also include the general information of teacher and students’ activity in the class. In this observation, pencil and pen are helpful to record their observation. At home, the researcher should transform their short-hand note into detailed description on the computer as quick as possible. Finally, the observation sheet will be used by the researcher as the one of sources to analyze the data of the study.   Davidson (2009) stated the transcription is the recording of the speech which its shaped has been transcribed into exploration of written form. In connection with research, this educational research aims to provide an instrument to depict the students’ speaking result in the reflexive document that is written as clear as possible named transcription of speech. It will illustrate enough detailed information from students’ ability, especially speaking ability. This kind of instrument allows more exploration to analyze the data of the study that can be described from the feature of speaking performance in the classroom. A qualitative research concerns with the use of interview. Based on the statement from Brenner (2006) stated that interview is a kind of instruments which intend to obtain information from the informants in oral form based on their own term and meaning towards their own lives, experiences, and cognitive process. In other words, it is designed to give the informants chance to express meaning in their own words as the verbal data for the researcher. Since the researcher and the informant are engaged in ongoing process, the interview is called the interactional relationship. In constructing the interview of study, it should involve some numerous decisions, that are beginning with the structure of interview, the type of questions, the range of topics, and the techniques for obtaining the depth of response that is available during interviewing process. The difference between field note and observation is the field note draws more detailed information than the observation sheet. Here they are the interview questions, there are seven questions in interview session, such as: 1) What do you think about speaking activity in the class? 2) How do you think about this kind of learning method? 3) What do you think about the method that applied by the teacher? Does it motivate you to learn English? 4) What difficulties have you found in speaking class? 5) What is the most interesting section in learning English with Project Based learning? 6) What is the positive impact that you feel from the implementation of Project-Based learning? 7) Do you think that PBL help you to speak up in the class? Do you like the way of teaching method?                 The researcher will conduct the interview with these seven questions to know how the students’ responses towards Project-Based Learning during the speaking activity in the eighth graders of SMPN 40 Surabaya.  Those seven questions will lead them to express their opinion and feeling about the implementation of Project-Based Learning that will be experienced. Besides, the researcher prepares the questions to know the students’ interest and the most interesting part in Project-Based Learning. The interview is also held to know how this method becomes successful in encouraging the students’ willingness of studying English. In this study, the researcher have set up a schedule for achieving the purpose research, namely on 13 up to 27 of November 2013. Approximately it will take for about three weeks in preparation for collection of data of the study, in which there are three meetings each week. According to the plan, in the first meeting, the teacher will explain in detail of advertisement materials so that students can learn more about the material. At this meeting, the researcher starts to observe the subject of study. For the second and the third meeting, the teacher gathered data from the student project and speaking activity in class and the researcher collect the interviews so that the data are the form of teaching and learning process and the students’ speaking result. Moreover, another data that will be obtained by the observer are in the form of students’ opinion and feeling. In addition, there are several considerations to collect data. The researcher should rationally choose a particular instrument. Appropriate instrument in research design is important for the data collection. Actually, the instrument must be related to the type of research. In this study, the researcher also used field notes to obtain the learning process and the student performance during the observation. When the observation is made, the recorded field (field note) containing various notes written by the researcher to gain all of information about the learning process during and after the learning activity. The result of field note will be a written form which divided into descriptive note (describing the general information) and the reflective note (describing the detailed information and personal comments from the observer). Meanwhile, the result of observation sheet will be particularly described the points of teaching and learning process in the classroom that have done by both the teacher and the students. This was done to get a deeper understanding of the study subjects and to write an outline of what the phenomenon at the time. In addition, the researcher must organize teaching and learning design. The researcher not only makes a research but also prepares design of teaching to retrieve student ability, especially preparing the rubric of speaking ability for the students. In this study, the da