Weekly Project of Problem (W-PoP): A Pathway to Boosting Students' Speaking Ability in the English Classroom

Putri Sagita Amanda

Abstract


Abstract: This classroom action research was conducted to improve students' speaking skills in one of the high schools in Malang. The subjects of this study were 13 second semester tenth grade students. This research was conducted in two cycles by following the procedures of classroom action research, namely planning, action, observation, and reflection. The researcher used researcher observation, learner observation, interviews, field notes, pre-cycle speaking test, and end-of-cycle speaking test to collect data. The findings showed that the Weekly Project of Problem (W-Pop) scheme improved the speaking ability of tenth grade students. This can be seen from the increasing in speaking ability in each cycle. Students scored 59.7 in the pre-cycle which was categorized as poor. After learning with the W-PoP scheme in two cycles, the mean student score increased. The final test results were 66.8 in cycle I and 75 in cycle II. This proves that students respond positively to learning using the W-PoP scheme. It can be concluded that learning by using the W-PoP scheme has an influence on improving students' speaking skills.

Key words: Speaking Ability, Weekly Project of Problem (W-PoP) Scheme, Classroom Action Research


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