The Use of Task-Based Learning to Improve Students’ Speaking Skill in Mastering Descriptive Text (A Classroom Action Research in the Seventh Grade Students at SMP Muhammadiyah I Kebumen in the Academic Year of 2014/2015)

Abstract

This research aims to find out whether Task-Based Learning to improve students’ Speaking skill in the seventh grade of SMP Muhammadiyah I Kebumen and to find out whether Task-Based Learning overcomes class climate problems in learning-teaching activities in the seventh grade of SMP Muhammadiyah I Kebumen. The approach used in this research is a classroom action research. The action research was conducted from March 7, 2015 up to May 11, 2015. The first and the second cycles consisted of four and three meetings. Each cycle consisted of four steps: planning, action, observing and reflection. The subject of this research was the students of the seventh grade students at SMP Muhammadiyah I Kebumen. The class in the academic year of 2014/2015 consists of 19 students of 11 boys and 8 girls. The techniques of collecting data, the researcher used observation, field notes, photographs, interview and tests. The tests were pre-test and post-test. Then, researcher analyzed the mean scores of the tests. The test was used to find out the improvement of the students’ Speaking skill after the research was conducted. The result of the research showed that Task-Based Learning improves the students’ Speaking skill. The researcher concludes several findings: (1) The students’ Speaking skill in accent (pronunciation), grammar, vocabulary, fluency, and comprehension improved by applying Task-Based Learning. (2) The improvement was also seen in class climate especially on students’ motivation and confidence. They were more confident and more bravery to speak in front of the class. They did not speak in simple speech. It also can be seen that Task-Based Learning improves students’ Speaking skill by their test achievement. The students’ mean score of the test result was 60.00 in the pre-test; it improves up to 69.7 in the first cycle and up to 74.61 in the second cycle. Based on the result of the study above, the researcher suggests that English teachers should implement Task-Based Learning in their class in order to help the students improve their Speaking skill. The teacher can also use Task-Based Learning to motivate the students to get involved in the teaching-learning process.