IMPROVING SPEAKING SKILLS USING THE PROBLEM-BASED LEARNING (PBL) LEARNING MODEL BY UTILIZING FIGURATIVE PUPPETS THROUGH THE ROLE-PLAY METHOD IN NARRATIVE TEXT MATERIALS IN THE FORM OF FABLES IN CLASS IXC SMPN 1 ARJOSARI

Abstract

Speaking skill is one of the essential competencies in English language learning at the junior high school level; however, many students still face difficulties in terms of fluency, vocabulary, accuracy, and comprehensibility. This study aimed to improve students’ speaking skills through the implementation of a Problem-Based Learning (PBL) model combined with a role-play method assisted by figurative puppet media in teaching narrative text in the form of fables. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles with 32 students of class IXC at SMPN 1 Arjosari as participants. Data were collected through speaking performance tests, participatory observation, and brief interviews. The results showed a significant improvement in all speaking assessment aspects, with average scores in fluency, accuracy, vocabulary, and comprehensibility increasing from the pre-cycle to the second cycle. The use of figurative puppets proved to facilitate oral expression, reduce speaking anxiety, and enhance student engagement. This learning model is considered effective and can be integrated into English language teaching programs for junior high schools.