IMPLEMENTING CRITICAL THINKING STAGES IN PROBLEM-BASED LEARNING TO IMPROVE SPEAKING SKILLS OF THE EIGHTH-YEAR STUDENTS OF SMP MUHAMMADIYAH 6 BOYOLALI IN THE ACADEMIC YEAR 2023/2024

Febriyanto, Aldi Budi (2023) IMPLEMENTING CRITICAL THINKING STAGES IN PROBLEM-BASED LEARNING TO IMPROVE SPEAKING SKILLS OF THE EIGHTH-YEAR STUDENTS OF SMP MUHAMMADIYAH 6 BOYOLALI IN THE ACADEMIC YEAR 2023/2024. Other thesis, IAIN SALATIGA.

	Text Skripsi Aldi Budi TBI.pdf Download (4MB)
	Text Skripsi Aldi Budi TBI.pdf Download (4MB)
	Text Skripsi Aldi Budi TBI.pdf Download (4MB)
	Text Skripsi Aldi Budi TBI.pdf Download (4MB)

Abstract

The aims of this research are; (1) to find out whether the "critical thinking stages" can improve speaking skills in problem-based learning of the eighth-year students of SMP Muhammadiyah 6 Boyolali in the academic year 2023/2024, and (2) to find out the extent of the implementation "critical thinking stages" improving the students speaking skills in problem-based learning. The study was classroom action research. The subject of the research was 25 students of eighth-year students of SMP Muhammadiyah 6 Boyolali. This study had two cycles, consisting of planning, action, observation and reflection. Test instrument that was used in this research was speaking test. The speaking test used to assess students’ speaking ability. And the non-test instrument used observation sheet. The observation sheet used to observe activities that take place between teacher and students in the classroom. After all the data collected, the researcher analyzed the data through t-test calculation and compiled a description of the implementation of critical thinking stages as a treatment for students in the classroom. The result of the research shows that the students' speaking skills improve using "critical thinking stages". It can be seen from the T-test calculation of cycle I, which was 3,2 and cycle II was 107,07; T-table with N = 24 is 1,711. There was also an increase in the percentage of students' average score from 71.52% in cycle I to 82.92% in cycle II. Observation results showed that students actively participated in the learning process.

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