Penulis / NIM
UMAR / 701521008
Program Studi
S2 - PENDIDIKAN BAHASA INGGRIS
Pembimbing 1 / NIDN
Prof. Dr. MOON HIDAYATI OTOLUWA, M.Hum / 0002095910
Pembimbing 2 / NIDN
Doktor JOLANDA H D PILONGO, M.Pd / 0019045912
Abstrak
ABSTRACT
UMAR. (2022). Applying Problem-Based Learning Approach to Enhance Students����¯�¿�½���� Speaking Competence (Classroom Action Research at Tenth Grade Students of SMAN 1 Limboto). English Study Program. Adviser: Prof. Dr Hj. Moon H. Otoluwa, M. Hum; Dr. Jolanda Hulda Debora Pilongo, M. Pd
This research was conducted against a background of difficulties experienced by students of class X MIPA 5 SMA Negeri 1 Limboto in English subject of speaking skills. This is evidenced by the percentage of student completeness before the research was conducted, namely 58.76% of students who achieved a minimum mastery score. The reason is because students lack confidence to use English in communication due to limited vocabulary mastery, they don't know how to use grammar in speaking effectively, they don't get the chance to try speaking in class and some students are afraid to speak and making a mistake. The fact is that they are bored with the monotonous learning process and have not used a variety of learning and teaching methods. The solution to these problems, the researcher offers a Problem-Based Learning Approach that is applied to the teaching and learning process.
The objective of this study is to improve students' speaking skills by applying a problem-based learning approach to class X MIPA 5 SMA Negeri 1 Limboto. This Classroom Action Research uses the Kemmis and McTaggart Model, namely Action Research which is a spiral cycle consisting of planning, implementing action, observation and reflection in Class X MIPA 5 SMA Negeri 1 Limboto for the 2021-2022 academic year. The number of students in this class is 37 students. The data collection technique in this study used observation, documentation, and oral test assessment techniques.
The results of this study can be explained as follows: 1) By applying a problem-based learning approach, there is an increase in teacher and student activity in each cycle. This can be proven in teacher activity in cycle I reaching 78.18% (good category), while in cycle II teacher activity reached 98.58% (very good category). Student activity in cycle I reached 76% (in the good category), while in cycle II it increased to 92% (very good category); 2) Besides that, there is an increase in students' understanding in each cycle. This can be seen in the acquisition of the average value of students in the first cycle of 69.28. Acquisition of value in the first cycle has increased in the second cycle to an average of 75.4. The learning outcomes of students in cycle I amounted to 54.05%, increased in cycle II to 75.68% so that after evaluation and reflection in cycle II it was declared successful because it had achieved performance indicators.
Keywords: Competence, learning approach, Problem Based Learning
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