PROJECT-BASED LEARNING METHOD IMPLEMENTED IN TEACHING ENGLISH SPEAKING SKILL AT THE ELEVENTH GRADE OF SMA NEGERI 3 MALANG
| Main Author: | KHOIRIYAH, |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2015
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/21910/1/jiptummpp-gdl-khoiriyah2-41185-1-compleme-s.pdf http://eprints.umm.ac.id/21910/2/jiptummpp-gdl-khoiriyah2-41185-2-chapteri.pdf http://eprints.umm.ac.id/21910/ |
Daftar Isi:
- Despite the challenges of 21st century world as a digital age, education is demanded to move away from traditional method, teacher-centered into student-centered. It is also required to use the scientific principles to promote the 21st century learning skills. In Indonesia, in 2013, the government under the responsibility of The Ministry of Education and Culture released a new curriculum in line with 21st century learning skills called as the Curriculum 2013. The objective of teaching and learning process is to achieve a balance learning objectives in cognitive, affective and psychomotor domain. One of the teaching method that highly recommended is Project-Based Learning (PBL) method. As a result, despite the importance to know the detailed of PBL implementation, a research on this term is immensely needed as a reference for education field. This research was a descriptive qualitative research because it was aimed to investigate the implementation of Project-Based Learning in teaching English speaking skill at the eleventh-grade of SMA Negeri 3 Malang in academic year 2014/2015 along with the problems encountered by the teacher and its solutions. Additionally, the data collection was conducted through observation (non-participant observation), interview (semi-structured interview), and document analysis. The research subject of this study was an English teacher at SMA Negeri 3 Malang. The result of the study showed that the stages of Project-Based Learning method was implemented based on the Curriculum 2013 guideline. There were six steps accomplished in three meetings such as (1) determining the essential questions, (2) designing a plan for the project, (3) creating a schedule, (4) monitoring students and project progress, (5) assessing the outcome, and (6) evaluating the experience. The results of the research showed that the teacher implemented PBL method well. On the other hand, it was also found out that teacher encountered several problems during the teaching and learning process of Project-Based Learning method such as the limited of time allotment, the use of mother tongue, misleading topic, and others. However, the teacher had already handled several strategies to cope those problems. It was concluded that the implementation of PBL thoroughly benefits for students. Moreover, the teacher successfully implemented scientific principles that moved away from traditional teacher-centered into student-centered teaching and learning process