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IMPROVING SPEAKING SKILL THROUGH COOPERATIVE
LEARNING METHOD OF THE EIGHTH GRADE STUDENTS
OF SMPN 2 UBUD IN ACADEMIC YEAR 2012/2013
BY
NI WAYAN DARSINI
NPM: 09.8.03.51.31.2.5.3335
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
ii
IMPROVING SPEAKING SKILL THROUGH COOPERATIVE METHOD
OF THE EIGHTH GRADE STUDENTS OF SMPN 2 UBUD
IN ACADEMIC YEAR 2012/2013
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Department
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
BY
NI WAYAN DARSINI
NPM: 09.8.03.51.31.2.5.3335
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
iii
APPROVAL SHEET
1
This thesis entitled “Improving Speaking Skill Through Cooperative
Learning Method of the Eighth Grade Students of SMP Negeri 2 Ubud in
Academic Year 2012 / 2013” has been approved and accepted as Partial
Fulfillment for the Sarjana Pendidikan Degree in English Department Faculty of
Teacher Training and Education, Mahasaraswati Denpasar University.
Advisor I,
Nengah Dwi Handayani, S.Pd.,M.Pd
NPK. 82 8410 315
Advisor II,
I.G.A Putri Wirastuti, SS.,M.Hum
NPK. 82 7610 354
iv
APPROVAL SHEET
2
This thesis has been examined by committee on oral examination on
August 16th
2013
Chief Examiner
Dr. Drs. Made Sukamerta, M.pd
NIP. 119550507 198203 1 003
Examiner I
Nengah Dwi Handayani, S.Pd., M.Pd
NPK. 82 8410 315
Examiner II
I.G.A. Putri Wirastuti, SS.,M.Hum
NPK. 82 7610 354
Approved by
Dean of the Faculty of Teacher
Training and Education
Prof. Dr. Wayan Maba
NIP. 19581231 198303 1 032
Head of the English Department
I Komang Budiarta, S.Pd
NPK. 82 8208 306
vi
TABLE OF CONTENTS
PAGE
COVER ..................................................................................................... ii
APPROVAL SHEET 1 ............................................................................. iii
APPROVAL SHEET 2 .............................................................................. iv
ACKNOWLEDGEMENT ........................................................................ v
TABLE OF CONTENT ............................................................................. vi
LIST OF TABLE ....................................................................................... viii
LIST OF GRAPH ...................................................................................... ix
ABSTRACT .............................................................................................. x
CHAPTER I INTRODUCTION
1.1 Background of the Study........................................... 1
1.2 Statement of Research Question ............................... 3
1.3 The Objective of the Study ....................................... 4
1.4 Limitation of the Study ............................................. 4
1.5 Significance of the Study .......................................... 4
1.6 Assumption .............................................................. 5
1.7 Hypothesis ................................................................ 6
1.8 Definition of Key Terms ........................................... 6
1.9 Theoretical Framework ............................................. 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Conception of Speaking ............................................ 8
2.2 The Importance of Speaking Skill ............................ 10
2.3 Cooperative Learning Method .................................. 11
2.3.1 Three Steps Interview ...................................... 13
2.3.2 Think Pair Share............................................... 14
2.3.3 Talking Chips ................................................... 14
2.3.4 Round Robin .................................................... 14
2.3.5 Inside or Outside Circle ................................... 15
vii
2.3.6 Numbered Head Together ................................ 15
2.3.5 Jigsaw ............................................................... 16
2.4 Assessment of Speaking Skill ................................... 16
2.4.1 Vocabulary ....................................................... 16
2.4.2 Fluency ............................................................. 17
2.4.3 Grammar .......................................................... 17
2.4.4 Comprehension ................................................ 18
2.4.5 Pronunciation ................................................... 18
CHAPTER III RESEARCH METHOD
3.1 Subject of the Study .................................................. 19
3.2 Research Design ........................................................ 19
3.2.1 Planning ........................................................... 21
3.2.2 Action ............................................................... 22
3.2.3 Observation ...................................................... 24
3.2.4 Reflection ......................................................... 25
3.3 Research Instruments ................................................ 25
3.4 Data Collection ......................................................... 29
3.5 Data Analysis ............................................................ 29
CHAPTER IV THE PRESENTATION OF THE FINDINGS
4.1 Data ........................................................................... 31
4.2 Data Analysis ............................................................ 34
4.3 Discussion of Findings .............................................. 37
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ................................................................ 41
5.2 Suggestion ................................................................. 42
REFERENCES ...........................................................................................
APPENDICES
viii
LIST OF TABLES
Table 1. Speaking Rubric ........................................................................... 27
Table 2. Tabulation of Data Showing the Subjects’ Progressing Scores in
Speaking Skill after the Implementation of Cooperative
Learning Method .......................................................................... 32
Table 3. Tabulation of Data Showing the Subjects’ Changing Motivation
and Attitudes in Learning Speaking Skill through
Cooperative Learning Method ..................................................... 33
Table 4. Tabulation of Data Showing the Frequency Distribution of Initial
Reflection and Reflection Scores In Improving Speaking Skill
through Cooperative Learning Method ......................................... 35
Table 5. Summary of the Research Finding Showing the Mean Scores of
Each Session and the Grand Mean for Cycle I and Cycle II ....... 36
ix
LIST OF GRAPHS
Graph 1. Depicting the Subjects’ Progressing Mean Score of Cycle I in
Improving Speaking Skill through Cooperative
Learning Method ......................................................................... 40
Graph 2. Depicting the Subjects’ Progressing Mean Score of Cycle II in
Improving Speaking Skill through Cooperative
Learning Method ......................................................................... 40
Graph 3. Depicting the Subjects’ Progressing Grand Mean in Improving
Speaking Skill through Cooperative
Learning Method .......................................................................... 41
x
ABSTRACT
Darsini, Ni Wayan. 2013. Improving Speaking Skill through Cooperative
Learning Method of the Eighth Grade Students of SMPN 2 Ubud in
Academic Year 2012/2013. First Advisor: Ni Nengah Dwi Handayani
S.Pd, M.Pd. Second Advisor: I.G.A. Putri Wirastuti S.S, M.Hum.
Keywords: Speaking Skill, Cooperative Learning Method
The present classroom action study dealt with improving speaking skill
through cooperative learning method of the eighth grade students of SMPN 2 Ubud in
academic year 2012/2013. The present classroom action study was basically triggered
by the fact that the subjects under study still faced problem in speaking skill. The
subjects’ problem should be instantaneously solved. The implementation of
cooperative learning method was expected to be an effective way to improve
speaking skill of the eight grade students of SMPN 2 Ubud. In this classroom action
study, the teaching and learning process were divided into two cycles and each cycle
consisted of two successive sessions. The obtained data of the present classroom
action study were collected through the administration of pre-test, post-test, and
questionnaire which analyzed desriptively. The present classroom action study was
started with administering initial reflection or pre-test to the subjects under study. It
was designed for the purpose of diagnosing pre-existing the subjects’ achievement in
speaking skill. The results of the data analysis of the pre-test score showed the mean
figure of 56.58. It was categorized as low ability of speaking skill. After the treatment
was given, the results of the data analysis of the reflection or post-test scores in cycle
I (X1, and X2) showed increasing mean figures of 65.86 and 74.22. The results of the
data analysis of the reflection or post-test scores obtained by the subject under study
in cycle II (X3 and X4) pointed out the increasing mean figures of 78.44 and 80.78.
Compared with the mean figure of pre-test score, the mean figure obtained by the
subjects under study for each session was convincingly much higher than the mean
figure of pre-test score. The grand mean figure of the reflection or post-test scores
obtained by the subject under study in cycle I was 70.04 and in cycle II was 79.61.
There was a significant difference of the grand mean figure between cycle I and cycle
II. The difference of the grand mean figure of cycle I and cycle II was 9.61. These
findings clearly showed that the speaking skill of the subjects under study could be
improved through cooperative learning method. The result of the data analysis from
the administration of questionnaire showed the comparative percentage figures of
52.20% for option A, 44.34% for option B, 03,22% for option C, and 0 % for option
D. These findings clearly indicated the subjects’ positive changing attitude and
motivation in improving speaking skill through cooperative learning method.
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
English is very important to be learned because English is international
language, it means by knowing English well you be able to communicate with the
foreigners with different language and culture. In Indonesia English is the first
foreign language that taught at school and it is considered as an important subject
to acquire the knowledge, and to develop technology, art, and culture. English is
one of subject which is taught from kindergarten school until university. Based on
the school curriculum for English, teaching English is a subject that is consists of
four skills such as listening, speaking, reading and writing. Moreover, there are
some elements of language that should be taught to develop these four skills they
are: grammar, vocabulary, pronunciation, and spelling.
Actually all of English skills and English elements are important, but
speaking skill is the most important skill that should be mastered by English
learner. Speaking ability able to describe how far the language learner mastered
about the language itself. Speaking ability is challenging to mastering because
speaking skill covers all of English elements. In the other opinion Turk, C
(2003:20) states spoken language was the first form of communication between
human beings. From that statement can be concluded that speaking is the first skill
that should taught first when someone learns about a language.
In relation with speaking the standard competencies for speaking that
should be mastered by eight grade students of junior high school, namely: (1)
expressing meaning in very simple transactional conversation and interpersonal to
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do interaction with surrounding environment, (2) expressing meaning in spoken
functional texts and very simple monolog in the form descriptive and recount to
do interaction with surrounding environment. Now days, people believe that if
the goal of English course is truly to enable students to communicate in English,
then speaking skill should be taught and practiced in classroom. It is related to
speaking as the activity that takes the fundamental part of human communication,
in which we spend more time to speak than to read and to write. Therefore, in
teaching English, speaking activities should be given more emphasis than reading
and writing activities.
Unfortunately now days student face a complicated problem in using
English specially speaking. Turk C. (2003: 2) states that most people think a
decent standard of competence in speaking to group is a part of the basic
professionalism of any job; but too many professional are nervous about speaking
and afraid they do not speak well. From that statement concluded that there are
some problems that perhaps found in speaking skill. In some cases they perhaps
know about some vocabulary that they needs to express about some information
or expression but they afraid to make mistake in pronunciation or structure or they
feel shy to their friend when do a mistake. In the other cases they know about
structure but they have limited vocabulary. The last is that the teacher dominates
the teaching activity using Indonesian so it can not increase students’ speaking
skill. Based on this condition the researcher decided to do the Classroom Action
Research (CAR) by using Cooperative Learning Method which is limited in two
techniques those are: three step interview and numbered head together.
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Cooperative Learning Method is a successful strategy in which small
teams, each with students of different levels of ability, use a variety of learning to
improve their understanding of a subject. Slavin in Isjoni,( 2011: 15) states that in
cooperative leaning method, students work together in four member teams to
master material initially present by the teacher. From this statement we can
conclude that cooperative learning is a method where learning and working in a
small group consist of 4 until 6 members collaboratively be able to stimulate
students more interest in learning process.
Cooperative learning method has many techniques, therefore this research
will be limited in two techniques they are: three step interview and numbering
head together. Three step interviews is a technique which can be used to get to
know concept in depth or can be used as an ice breaker for team member to get to
know one another. The steps are: (1) each member of the team chooses another
member to be a partner, (2) partners reverse the roles, and the last step members
share their partner’s response with the team. In addition numbered heads together
is a strategy is useful to check for understanding, to review, as an antidote to the
whole class question answer format. A team of four is established. Each member
is given numbers of 1, 2, 3, 4. Questions are asked of the group. Group works
together to answer the question, so that all can verbally answer the question.
Teacher calls out the number for example number two and each number two is
asked to give the answer.
1.2 Statement of Research Question
Based on the background of the research, the research question can be
formulated as follows: can the speaking skill be improved through Cooperative
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Learning Method of the eighth grade students of SMPN 2 Ubud in academic
year 2012 – 2013?
1.3 Objective of the Study
Methodologically writing, any scientific study intends to answer the
research question that has been previously formulated and determined. In line
with this rationale, the present study intends to find the weather or not speaking
skill of the eight grade students of SMPN 2 Ubud can be improved through
Cooperative Learning Method.
1.4 Limitations of the Study
The scope of the study is limited on the use of cooperative learning
method in improving speaking skill of the eighth grade of SMPN 2 Ubud.
As known that cooperative learning method has many techniques. But in
this research, the researcher will limited the method in two techniques they are:
three step interview and numbering head together.
1.5 Significance of the Study
Cooperative learning method especially three step interview and
numbering head together has some benefits those are:
1. For the teacher, to improve students’ skill in speaking is very significant.
Cooperative learning method has some techniques which are need a
participation of all students to speak up, because in this method each student
has to make an interaction with the other members in the class. In addition
this situation can help the teacher to measure and find out the weakness of the
student easily.
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2. For the students, cooperative learning method will give a way to the student to
find the topic that they will study and the limitation of the topic that they will
talk. In addition it can help the students to focus on one problem and will try
to discuss it specifically in order to improve their knowledge and their
vocabulary.
3. For the other researcher, the result of this study is expected to give an
alternative source and references to other researchers in their attempts to
study cooperative learning method especially to improve speaking skill.
1.6 Assumption
Through this study, the researcher concerns with the several variables that
have been stated on the research question. In order to neutralize the compounding
variables, it is important to state some assumptions as follows:
1. The eighth grade students of SMPN 2 Ubud are assumed to have
learnt English skill such as: listening, speaking, reading, and
writing.
2. The eighth grade students of SMPN 2 Ubud are assumed have a
good speaking ability.
3. The eighth grade students of SMPN 2 Ubud under study have the
same level in learning English.
4. The instruments that will be used by the researcher are valid and
reliable to measure and improve the speaking skill of the eighth
grade students of SMPN 2 Ubud.
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6
1.7 Hypothesis
On attempting to give a tentative solution to the problem, the hypothesis
will be stated as the following: the students’ speaking skill of the eighth grade
students of SMPN 2 Ubud in academic year 2012 – 2013 can be improved
through cooperative learning method.
1.8 Definition of the Key Terms
The English study is complex, problematic, broad and difficult, in order to
avoid misunderstanding on the reader, it is important to give clear definition there
are shown as follows:
1. Improving speaking skill is the effort of the researcher to improve the
speaking skill of the students. Speaking skill is productive skill in the oral
mode. Moreover, speaking skill, like the other skills, is more complicated
than it seems at first and involves more than just pronouncing words.
2. Cooperative learning method as a method used by the teacher to improve
the students’ skill in speaking. Cooperative Learning Method has some
techniques that probably stimulate the students to communicate with the
other class member in order to solve the problem. Cooperative Learning
Method has many techniques but to make the research more effective the
method will be limited to two techniques, as follows: three step interview
and numbering heads together. In addition three step interview has three
steps, they are (1) each member of the team chooses another member to
be partner. (2) They ask each other some question according the topic
given and (3) they back to their team and share their partner’s response
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with the team. The second technique is numbering head together, in
addition it technique is useful to check students’ understanding.
Numbering heads together also has some several steps such as: (1) the
class divides into some groups that consist of 4 until 6 students. (2) Each
student is given numbers of 1 until 4 or 6 (depends the team members)
and the teacher asks the question. (3) Team works together to answer the
question and the last one teacher calls out a number example two and
each number two from all group will answer the question verbally.
3. SMPN2 Ubud is one of junior high school in Ubud. It is located in
Gianyar regency.
1.9 Theoretical Framework
This study deals with improving speaking skill of the eighth grade students
of SMPN 2 Ubud in academic year 2012/2013 by Cooperative Learning Method.
Therefore, the research study is conducted with the following theoretical
framework, as follows: (1) conception of speaking skill, (2) the importance of
speaking skill, (3) cooperative learning method (4) assessment of speaking skill.
All of these will be discussed in the chapter II, which deals with the discussion of
the Review of Related Literature.
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Conception of Speaking Skill
Speaking is an activity when people use their voice to deliver their
opinion, suggestion, information even critic. When we talk about something of
course there are many elements that we should understand those are: the topic of
what the speaking about, vocabulary, grammar, and also intonation. Topic of
speaking is important to be mastered by speaker because by mastering the topic
the speaker will be easier to divide the important things from the topic that will be
asked to the listeners. The second element is vocabulary, it is important for
speaker in order to speak well at least the speaker has enough vocabularies to
express some idea. Grammar is very useful when people speaking, because
grammar is able to give implicit meaning in speaking activity. The last one is
intonation; by using the appropriate intonation probably make the information
successfully transferred to the listeners. All of the elements are needed to make a
good understanding between speaker and listener.
Anderson and Bachman (2009:1) claim that speaking skills are an
important part of the curriculum in language teaching, and this makes them an
important object of assessment as well. As known that language ability can
measured from four language skill however now days people usually judge the
language skill from how well someone able to speak in language itself. The
professionals are expected to have good speaking skill; in addition, many people
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speak in order to show their ability and influence someone, for example
politicians, teacher, lawyer however president.
Brown (2003: 140) states that speaking is productive skill that can directly
and empirically observed, those observations are invariably colored by accuracy
and effectiveness of a test – taker’s listening skill which is necessary compromises
the reliability and validity of an oral production test. From that statement it can be
concluded that listening skill has a big influence in speaking skill. Listening is a
first language skill that taught when the learners learn about language because
listening skill can give the learners how to improve speaking skill. By listening
learners able to learn how to speak from the models, it will give a good effect to
learners. In addition listening able to add the vocabularies mastering; influence the
pronunciation and intonation.
From all statements above it can be concluded that speaking skill is an
important skill to be mastered when someone learn about language especially
foreign language. Speaking skill becomes the most important skill since people
have belief that language mastery is able to be judged from how well someone
speak. In language teaching, language is essentially speech. Someone on his or her
daily life needs to be able in using English as good as possible in order to make a
comprehensible situation in speaking. In addition, the language function should
also be involved in this skill which it involves the use of grammar,
comprehension, fluency, and all of these should be used appropriately in a social
interaction. Therefore the appropriate method and technique are needed to
improve students’ speaking skill.
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2.2 The Importance of Speaking Skill
Speaking skill is the productive skill in the oral mode. Like the other skill,
speaking is more complicated that seems at first and involves more than just
pronouncing words. There are five components of speaking skill that can be
defined as follows: pronunciation, grammar, vocabulary, fluency and
comprehension. To be a good speaker the English learners have to master all of
the components. However, besides those linguistic components above there are
many factors that influence speaking ability. Turk, C (2003:5) states that if we
want to improve speaking skills first we must be aware of ourselves, our
motivations, behavior patterns, and likely mistakes. From that statement it can be
concluded that our own motivation and also our environment are the emphasis
factors in improving speaking skill. If the learners have a high motivation to
improve their speaking skill, they will study hard and find many sources and
model about speaking skill. The environment is the next important factor that
influences learners speaking skill, because if people around the learners are able to
speak well it will be easily for the learners to copy their way to speak.
Speaking skill becomes the important aspect of language when studying
the language especially English without practicing to speak is useless. Celce
Murcia and Olshtain in Gruyter (2006:139) state that speaking in a second
language has been considered the most challenging of four skills are given the fact
that it involves a complex process of constructing meaning. That statement can
describe that speaking skill is the most important thing to be mastered when
people learn English because speaking is a process of constructing meaning; it
covers almost all of language components. Through speaking someone can
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express their minds, ideas, and thought freely and spontaneously. In addition
purpose of teaching speaking is to guide both the teachers and students to use the
target language as a common language in teaching learning process even in their
daily life.
In global era speaking ability in English is useful in many situations and
places. Such as in the school, apply for a job, or when someone goes to the other
country because English is international language. That fact requires people to
master English active in order to make verbal interaction with people around the
world.
2.3 Cooperative Leaning Method
English is the first second language which is taught in the school in
addition, speaking skill as one of English skill is a challenging skill to be
mastered. According to that fact is known that school becomes an essential place
to improve student speaking skill. To improve speaking skill at the school teacher
can be an appropriate model who able to be copied by students is their teacher.
Besides teacher’s English skill, the appropriate method and technique is needed to
stimulate the students to speak up and improve their English skill.
Cooperative learning method can be an appropriate method to use in
teaching learning process to improve students speaking skill. Cooperative learning
method has several techniques that stimulate the student to make verbal
interaction with the other member of the class. Cooperative learning method is a
method that divides the class member to several groups and arranges the students
to work in a group. This method is useful to encourage the students’ activeness
and responsibility to their own self and their team members. Moreover Slavin
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(2000:5) states that all cooperative learning methods share the idea that students
work together to learn and are responsible for their teammates’ learning as well as
their own. In addition to the idea of cooperative work, student team learning
methods emphasize the use of team goal and team success, which can be achieved
only if all members of the team learn the objectives being taught. That is, in
student team learning the students’ tasks are not to do something as a team but to
learn something as team.
Cooperative learning method can judge as construct learning situation
because in its learning process the students are stimulated to make discussion in a
team in order to solve the problem given by their own knowledge. Isjoni
(2011:33) states that learning in constructivism or cooperative learning method
able to arouse the students’ conviction to their self and courage to face the
problem and solve it in a new learning situation; in addition, students who learn in
constructivism are given chances to build their own understanding. Moreover,
Resmek in Isjoni (2011:33) explains there are three aspects in relation to build
rationale in learning theory which known by constructivism. First, learning is a
process to build knowledge; not knowledge reserve process. Second, students use
their knowledge to build the new knowledge and the third, learning process is
depended of environment situation. The statement above can describe that
constructivism or cooperative learning method can be used to build the
understanding about concept or idea more clearly when students directly involved
in knowledge development itself. Remembering process will be easier after
understanding a concept; students can remember the concept longer because
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students actively involved in constructing the reserve knowledge with their own
knowledge in addition to find their own knowledge concept.
In relation with speaking skill, cooperative learning method is an
appropriate method to arouse the students’ activeness to construct their own
concept to express their idea or even their knowledge in verbal communication.
Moreover, Celce Murcia and Olshtain in Gruyter (2006:139) state that speaking in
a second language has been considered the most challenging of four skills are
given the fact that it involves a complex process of constructing meaning.
Cooperative learning method has some techniques that able to be applied
in the teaching learning process. All of the techniques are appropriate to improve
the students’ ability, as follows:
2.3.1 Three Steps Interview
Three steps interview is an appropriate technique to stimulate students’
interaction with the other class’ member ( Isjoni, 2011:78). Three step interview
can be used to get the concept in depth or can be used an ice breaker for team
members to know one another. Each member of a team chooses another member
to be a partner. During the first step students interview their partners by asking
clarify questions. During the second step partners reverse the roles. For the final
step, members share their partner’s response with the team. This technique can
help the students to improve their speaking skill by paraphrasing their pair’s
opinion when they are sharing it with the team’s member. In addition, three steps
interview appropriate students to practice their speaking skill in order to reinforce
it.
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2.3.2 Think Pair Share
Think pair share is useful to encourage the students’ time on task and
listening to each other. After rehearsing in pairs, more students are expected to
respond. The first step is teacher provokes student’s thinking with a question or
prompt or observation. The students should take a few moments to think about the
question. The next step is students think about the answer by making a discussion
with their partner. They are able to compare their opinion and make the best
answer. The last step is the students can share their opinion with the whole class.
Isjoni (2011:78) states think pair share is very useful to create the optimal
participation between all class’ member and give the same chance to each student
to explain their opinion.
2.3.3 Talking Chips
Talking chips support democratic and accountable participation in small
group interaction. Each student is given a certain number of chips. Each time they
talk, they must submit a chip, but once their chips are gone they may no longer
talk. Students must use all their chips. This helps the teacher to monitor the
students’ interaction and ensure all groups’ members have equal opportunity to
share their thinking while enhancing communication skill (Isjoni, 2011:79)
2.3.4 Round Robin
Round robin is a technique that gives each member get equal chance to
contribute their idea or opinion ( Isjoni, 2011:79). Class is divided into small
groups (4 to 6) with one person appointed as the recorder. A question is posed
with many answers and students are given time to think about answers; after the
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thinking time members of the team share responses with one another round robin
group. The recorder writes down the answer of the group members. The person
next to the recorder starts and each person in the group give an answer until time
is called.
2.3.5 Inside or Out Circle
Divide class into two groups. One group forms a circle facing outward, the
others find one person in the circle to stand opposite; there are two circles of
people facing each other. Information can be shared and reviewed, and outer
circle can move easily to generate more responses or discuss new information.
This technique can help the whole students to share information together in the
same time (Isjoni, 2011:79).
2.3.6 Numbered Heads Together
This strategy is useful to check the understanding, to review, as an antidote
to the whole-class question – answer format. A team of four is established. Each
member is given numbers of 1, 2, 3, 4. Questions are asked to the group. Group
works together to answer the question, so that all can verbally answer the
question. Teacher calls out a number example 2 and each two from all groups is
asked to give the answer. Richards and Renandya (2002:52) state numbered heads
together encourages successfully group functioning because all members need to
know and be ready to explain their group’s answer.
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2.3.7 Jigsaw
Jigsaw can be used to develop a concept, master content, for discussion
and group projects. Groups with four students are set up. Each group member is
assigned some unique material to learn and then to teach to his group members.
The group discuss about the material to decide what is important and how to teach
it. After practicing in these expert groups the original group reform and student
teach each other. Jigsaw technique can encourage the students to be more active
and work together to understand the material (Isjoni, 2011:54)
2.4 Assessment of Speaking Skill
Assessment is the procedure to collect data of the student in order to
measuring the effectiveness of the method or technique which is used in the
research. According of Brown (2004:4) assessment is an ongoing process that
encompasses a much wider domain. In speaking assessment is challenging, there
are several components that should be emphasized as follows:
2.4.1 Vocabulary
English has a very large vocabulary, which adds greatly to our
opportunities to express subtle shades of meaning and to use different styles
(Michael McCharty, 2002:6). Moreover, vocabulary is the important component
in speaking skill. By mastering enough vocabularies, students can express their
idea clearly. Turk, C (2003:87) states that the second way in which spoken
language differs from written language is that the choice of vocabulary is very
different. Written vocabulary is formal, and explicit. Spoken vocabulary tends to
17
be familiar, and every day. From that statement we can conclude that the
appropriate way to develop the students’ speaking skill is made sure that the
vocabulary used in the speaking topic is familiar for them.
2.4.2 Fluency
Fluency has crucial part in speaking, because by fluency teacher can
measured how far the students master the topic of speaking and the most
important benefit of fluency is teacher can conclude how far the students
understood about the speaking concept itself. In addition, when the students have
a good fluency when they are speaking in using the target language it indicates
that they have understood the speaking concept as well as the purpose.
2.4.3 Grammar
Grammar is needed in spoken language in order to arrange the correct
sentence. People judge you by the way you speak, and they can dismiss what you
have to say if you say it carelessly (Aan Batko, 2004:22). Thus, grammar is
needed to make a good understanding and comprehension between speaker and
listener. However, most students are very easy to get confused with English
grammar, while grammar is very needed to form a right sentence. If the students
do not have grammar mastery, of course they will not able to produce sentences
that grammatically correct. Realizing that the students’ grammar mastery is very
weak; in addition, they feel embarrassed when they want to produce English
sentences orally.
18
2.4.3 Comprehension
When someone speak, he has to make sure that he understands about what
he has said and able to make the listener catch easily the ideas, meanings and
feelings of speaker that why comprehension is needed in speaking. Both the
production and comprehension of language are a factor of our ability to perceive
and process stretches of discourse, to formulate representations of meaning not
just from a single sentence but from referents in both previous sentences and
following sentences (Brown, 2007:226). From that statement it can be concluded
that comprehension is used to describe the stretches of the topic which is being
spoke by the speakers.
2.4.5 Pronunciation
Pronunciation is the speaker way to express every single word in correct
language. Pronunciation is needed to make good understanding between speaker
and listener; moreover, clear pronunciation can express the speaker ideas correctly
and make the listener understand the ideas easily. However, Burns and Claire
(2003:5) state that the survey conducted for this project showed that pronunciation
can be something of a ‘Cinderella’ in language teaching – to be given low priority
or even avoided. Sometimes teaching learning process only stressed in using of
grammar or the fluency without correcting the student’s pronunciation. Some
factors can be the reasons of that situation; one of those factors is the teachers’
effort to build students’ confidentiality.
19
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
The subjects of the study were the eighth grade students of H class of
SMPN 2 Ubud in academic year 2012/2013 which consisted of 36 students, 21
males and 15 females. The students were selected based on interview in which the
researcher did with the English teacher who has been teaching in the eighth grade
students of SMPN 2 Ubud. Most of students found difficulties in improving their
speaking skill.
3.2 Research Design
The study was a classroom action research. The classroom action research
intended to improve students’ speaking skill to the eighth grade students of SMPN
2 Ubud in academic year 2012/2013 through Cooperative Learning Method. It
meant that a classroom action research was applied in classroom teaching learning
process in order to improve the students’ speaking skill. Research is an academic
activity and as such the term should be used in a technical sense. According to
Clifford Woody in C.R.Kothari (2004:1) research comprises defining and
redefining problems, formulating hypothesis or suggested solutions; collecting,
organizing and evaluating data; making deductions and reaching conclusions; and
at last carefully testing the conclusions to determine whether they fit the
formulating hypothesis. Classroom Action Research began with teachers
identifying a concrete problem they have. Then they gathered data to help solve
20
the problem and after carefully analyzing this data, undertake changes in their
classroom to hopefully solve their initial problem.
In this classroom action research there were two kinds of tests which were
used in evaluating students’ speaking skill namely: Initial reflection (IR) or pre-
test intended to evaluate the pre-existing speaking skill, then Reflection (R) or
post test was administered at the end of each session in every cycle in order to get
the comparison result score before the researcher taught the subject by using
cooperative learning method and after the method used in this teaching learning
process. In this classroom action research, the teaching learning process was
divided into two cycles moreover each cycle consisted of two sessions. Each
session consisted of four interconnected activities, namely: Planning (P), Action
(A), Observation (O), and Reflection (R). The first step was a planning how to
solve the weakness or even problem. The second and third steps were used to
apply the method in teaching learning process, and the last step was used to
measure how far the method could improve the students’ speaking ability.
Therefore to make it apparent, the explanations can be shown by a design below:
Cycle I
Cycle II
In was appropriate to describe about the four interconnected steps in
improving students’ speaking skill by using cooperative learning method which
mentioned as P, A, O, and R are dedicated to the following discussions:
21
3.2.1 Planning
Planning was needed for whole session; in order to make the classroom
action research (CAR) could be successfully done. Moreover, C.R.Kothari
(2004:32) states that the one of important features of research design is a planning
that specifies the sources and types of information relevant to the research
problem. In addition before the teaching learning process was done, the researcher
had to prepare the appropriate planning for all sessions in each cycle. As
mentioned previously, the subjects of this classroom action research were the
eighth grade students of SMPN 2 Ubud in academic year 2012/2013. In
conducting the classroom action study, the undertaking of it was totally based on
the fact that the subjects under study had low speaking ability in English.
Therefore, cooperative learning method was used to help the students in
overcoming the problem. It was strongly hoped that this method would be the
appropriate and efficient in improving the students speaking skill. The classroom
action research was planned by following instructional mean activities, such as:
1. Selecting the certain materials which should be appropriately used in
teaching speaking by using cooperative learning method.
2. Designing lesson plans or setting up teaching scenarios of the present’s
class action study. The researcher designed and planned four lesson
plans or teaching scenarios because the classroom action study was
divided in two cycles (cycle I and cycle II). Each session or meeting
was planned to last for 80 minutes. It is necessary to note that teaching
scenarios were designed in improving student’s speaking skill by using
Cooperative Learning Method. The topics of material were taken from
22
junior high school teaching syllabus. The researcher tried the best to
create communicative classroom activities in order to help the students
to improve their speaking skill.
3. Constructing post test at the end of each session. The forms of post-
tests were by creating a short dialogues according of situations that
were given. The administration of the reflection or post test was used
to measure the extent of subjects’ progress in speaking skill after the
treatment given.
4. The last activity was constructing the questionnaire to the subject
under study. The questionnaire was given to students by the end of
cycle I. The administration of the questionnaire was used to measure
the changing learning behaviours of the subject in improving speaking
skill through cooperative learning method.
3.2.2 Action
This one of the important activities was conducted in the part of classroom
action study. Conducting the previous planned teaching scenarios was the main
activity in this class action study. In line with the objective of the study, action or
classroom activities refered to what the researcher really did in the classroom
setting during the processes of teaching speaking skill. Action step was important
to make sure the data was collected in the appropriate procedure. Therefore the
researcher tried to implement and conduct the previously planned classroom
activities in teaching scenarios. So the objectives of teaching speaking skill for
every session become most effectively and efficiently achieved. The classroom
23
activities were classified into three main parts, namely: pre activity, whilst activity
and post activity. These kinds of activities will be described below:
1. Pre-activities
Teaching learning process was started with pre-activities. In these
activities, the researcher also acted as a teacher asked valuable
question to make the subjects willing to speak up. It was important
action because pre activity was intended to activate the subjects’ prior
knowledge related to the topic. This activity also aimed to focus
subjects’ mutual interests and attention. Beside warmed up the subjects
under study, in this activity the teacher also told the students about the
principally use of cooperative learning method.
2. Whilst-activities
In whilst-activities the researcher who acted as a classroom teacher
applied cooperative learning method. The researcher gave the
explanation of the certain expressions to the subject under study, in
order to make comprehensible situation of students in studying the
speaking. The researcher also gave the example of short dialogue using
those expressions. In this activity the researcher was divided the
method into two techniques, they were three steps interview and
numbering heads together. In three steps interview students asked to
make a group consisted of 4 students. Than each student chose their
partner from the others group and made a conversation by using the
expressions given. After doing the dialogue they had to back to their
group and made the discussion with the whole group members about
24
the information and also the mistakes that happened during the
conversation.
In numbering heads together the class also divided into several groups
consisted of 4 persons then each member was given a number 1 until 4
than they did a discussion about the material given. Both of the
techniques were stressed in the students understanding about the
concept of material in order to check it in end of whilst activity all
groups had to express their opinion about the material and giving the
example about the using of the certain expressions.
3. Post-activity
Post- activity was the last activity. The last activity was post activity. In
this activity, the teacher concluded the lesson that had been given and
gave the students chance to ask question about the lesson.
3.2.3 Observation
In this present study, the researcher also acted and behaved as a classroom
teacher as well as an observer. The classroom observation should be done during
the teaching and learning process. The information that were obtained from the
action during the teaching learning process were very useful to recognize the
effect of the treatment given. There were two kinds of observation done in this
study. First, the researcher observed the students’ attitude toward the teaching and
learning process and found out the progress of the students’ speaking skill.
Second, the researcher also investigated the students’ response toward the
application of cooperative learning method; in addition, it could be seen after the
students filled out the questionnaire. The questionnaire was in form of multiple
25
choices. It was constructed in ten questions, this was also provided in Indonesian
to avoid confused or misunderstanding of the students in answering the
questionnaire. The result of questionnaire showed how many students looked
interested, enjoyed and understood to the commands being instructed.
3.2.4 Reflection
Reflection was given to the students being studied which focused on
teaching speaking skill through cooperative learning method. As previously
mentioned, the classroom action study was divided into two cycles where in every
cycle consisted of two sessions. It meant that the reflection was provided for four
times, twice were administered in Cycle I and twice in cycle II. The reflection or
post-test was designed in the form of oral test, the students would be asked to
make a short dialogue based on situations given by the teacher; in addition, the
students had to perform their dialogue in front of the class with their partner. The
results of the reflections were corrected and scored at home and the subject’s
errors were soon discussed in the following sessions. The result reflection of cycle
I was used as feedback and complement in planning and carrying out the actions
in cycle II.
3.3 Research Instruments
In order to collect the needed data for the present investigation and find
out the effectiveness of cooperative learning method as the promoting activity in
improving speaking skill of VIII H class of SMPN 2 Ubud, some data were made.
The research instruments were tools which were used to collect the required data.
The selection and construction of appropriate, valid and reliable research
26
instruments were very essential step of a scientific investigation, this was on
account of the fact merely valid and reliable research instrument could be used to
collect the valid and reliable data for study being undertaken. The instruments can
be described in follows:
1) Speaking Skill Tests
There were two kinds of instruments were used to collect the data in
speaking tests, which were mentioned as Pre-test and Post-test, such as:
- Pre-test (Initial Reflection)
The initial reflection or pre-test was designed for the purpose of
diagnosing pre-existing students’ achievement in speaking skill;
furthermore, it was administered before the treatment was given to
the students. The pre-test was designed in the form of oral test. The
subjects under study would be asked to make a short dialogue based
on situations given by the teacher; furthermore, they had to perform
their dialogue in front of the class with their partner.
- Post-test (Reflection)
The post-test was aimed to check students’ improvement in speaking
skill after conducting teaching and learning process through
cooperative learning method. The reflection or post-test would be
administered to the subjects under study for four times after passing a
treatment at the end of each session. As the pre-test, the post-tests also
were designed in the form of oral test. The students had to arrange a
dialogue based on situation given and perform their dialogue in front
of the class. The result of reflection or post-test in cycle I would be
27
used as feedback and basis to plan and carry out the action in cycle
II. If the result of this test showed progress and reached the criteria
of success, the action would be stopped until this cycle. In scoring
the initial reflection or pre-test and reflection or post-test was used
speaking rubric. The scoring categories of speaking rubric were
adopted from Brown (2004:172) who states that there are five
important elements needed to be scored in speaking skill such as:
grammar, vocabulary, comprehension, fluency, and pronunciation;
nevertheless, in this classroom action study, the researcher only
focused on three components of speaking skill in scoring criteria such
as: grammar was the appropriate structure or grammar in constructing
the dialogues to avoid misunderstanding; fluency was the speed and
the flow of the students’ speech in performing the dialogues with their
partner; in addition, comprehension was the students’ understanding
about their dialogues. For the detail explanation about the speaking
rubric, it could be seen in the following table (table 1)
Speaking Rubric
Scores Grammar Comprehension Fluency
1
Frequent
grammatical errors
even in simple
structures; meaning
is obscured.
The speech is
incomprehensible and
the speaker does not
know anything about
what he has said.
The speech is slow
and exceedingly
hesitant; difficult
to perceive
continuity in
utterances.
2
Frequent gramma-
tical errors even in
simple structures
that at times
obscure meaning.
The speech is
incomprehensible and
the speaker knows little
things about the
speech.
The speech is
frequently hesitant
and jerky with
some sentences
left uncompleted.
28
3
Frequent
grammatical errors
that do not obscure
meaning; little
variety in
structures.
The speech is difficult
to understand by
listener and the speaker
knows little things
about the speech.
The speech is
relatively smooth
but is
characterized by
some hesitation
and unnatural
pauses.
4
Some errors in
grammatical
structures possibly
caused by attempt
to include a variety.
The speech is
understood by listener
and the speaker knows
and understands about
the speech.
The speech is
smooth with few
hesitations.
5
Accuracy and
variety of
grammatical
structures.
The speech is easy to
understand by both
speaker and listener.
The speech is
smooth delivery.
Weight 5 7 8
Maximum
scores 25 35 40
Total 100
- The Questionnaire
In this study, the questionnaire was designed to find out the
students’ response toward the application of the cooperative
learning method in teaching speaking skill. The questionnaire
consisted of 10 multiple choice test items. In order to avoid
confusion of misunderstanding, the questionnaire was administered
in this study by using Indonesian language. The items of
questionnaire were scored by using the rating scale of 0-3. With the
brief discussions: three points was awarded A; two points for B; one
point for C; and zero points for D.
29
3.4 Data Collection
The data gathered for the classroom action research study were two types,
such as: quantitative data and qualitative data. The quantitative data as the most
important data required to answer the research question under study were
collected through administering initial reflection (IR) or pre-test and Reflection
(R) or post-test. The qualitative data were collected from the questionnaire given
to the eighth grade students of SMPN 2 Ubud in academic year 2012/2013.
3.5 Data Analysis
The obtained data would be analyzed by descriptive quantitative technique
in order to find out the result of the study. The data required to answer the
research question under study was collected through administering pre-test and all
of the post-tests, some supporting additional data were gathered through
administering questionnaire to the subject under study.
To find out the score of the individual student, the researcher counted up
the scale from each indicator; in addition, it was multiplied by the weight of each
component. The maximum score of grammar (G) was 20, the maximum score of
comprehension (C) was 30; furthermore, the maximum score of fluency (F) was
50. Therefore, the score of individual were counted into the following formula:
Descriptive analyzed data of mean scores of pre-test, post-test I and post-
test II were calculated by using the formula as follows:
M =
Where: M = the mean score of the students’ achievement in speaking
= the sum of all scores
30
N = the number of subjects
The mean score would show the improvement made by the students. If the
mean score was 75, it meant that the students have reached the criteria of success;
furthermore, the action in this cycle would be finally stopped.
Finally, the data which resulted from the questionnaire would also be
descriptively analyzed through the following formula:
31
CHAPTER IV
THE PRESENTATION OF THE FINDINGS
4.1 Data
There were several data gathered for the action study in class VIII H of
SMPN 2 Ubud. There were three kinds of instrument used to gather the data,
namely: pre-test/initial reflection (IR), post-test/reflection (R), and questionnaire
(Q). In this study, the classroom action research was set up into two cycles which
in every cycle consisted of two sessions. A very significant improvement was
found on students’ speaking skill by using cooperative learning method.
The pre-test/initial reflection of speaking skill was administered to the
subjects under study to collect their pre-existing ability in speaking skill; in
addition, it was administered before the treatment was given to the subjects under
study. The post-test was aimed to check the subjects’ improvement in speaking
skill after conducting teaching learning process through cooperative learning
method. In this study, the post-tests were administered four times (two times in
cycle I and two times in cycle II) in which the post tests were conducted at the end
of every session.
Therefore, there were five sets of raw scores showing the improvement of
speaking skill of the subjects under study through cooperative learning method.
They were pre-test/initial reflection scores and post-test/reflection scores for all
sessions (S1, S2, S3, and S4). The five sets of scores which were collected in this
study could be tabulated as follows:
32
Table 2
Tabulation of Data Showing the Subjects’ Progressing Score
in Speaking Skill after the Implementation of Cooperative Learning Method
Subjects IR S1 S2 S3 S4
1 60 74 76 80 84
2 36 45 66 74 76
3 45 66 76 80 84
4 47 64 74 76 80
5 45 60 66 76 80
6 44 48 66 76 80
7 60 72 78 80 84
8 60 76 78 80 82
9 60 70 72 76 80
10 57 60 66 76 80
11 60 66 70 76 80
12 60 76 80 84 84
13 57 66 74 80 84
14 60 66 74 76 80
15 60 66 78 80 84
16 52 60 74 78 80
17 52 66 78 80 80
18 50 60 74 78 80
19 65 68 78 80 82
20 65 68 78 80 84
21 57 66 76 78 80
22 65 68 74 76 80
23 60 66 74 78 80
24 72 76 78 80 84
25 57 66 76 80 80
26 67 70 78 80 80
27 52 66 70 76 78
28 52 64 74 78 78
29 60 74 78 80 80
30 52 60 74 80 80
31 65 70 74 76 80
32 52 60 74 80 80
33 66 64 74 78 80
33
34 40 64 70 80 80
35 60 66 74 78 80
36 65 74 78 80 80
TOTAL 2037 2371 2672 2824 2908
The additional data required for the present study were collected through
administering questionnaire to the eighth grade students of SMPN 2 Ubud. The
answer of the questionnaire was quantitatively scored using the rating scale 0-3 (A
= 3, B = 2, C = 1, D = 0). The score gathered from administering questionnaire
showed the subjects changing attitudes and motivation in learning speaking
through cooperative learning method. The obtained data showing the subjects’
total score for items of the questionnaire were tabulated as follows:
Table 3
Tabulating of Data Showing the Subjects’ Changing Motivation
and Attitudes in Learning Speaking through Cooperative Learning Method
Subjects A B C D
1 30 - - -
2 6 12 2 -
3 18 8 1 -
4 - 20 1 -
5 6 16 - -
6 6 16 - -
7 3 16 1 -
8 6 16 - -
9 6 12 2 -
10 9 14 - -
11 9 8 3 -
12 6 16 - -
13 18 8 - -
14 6 12 2 -
15 6 10 3 -
16 27 2
-
34
17 12 12 - -
18 6 12 2 -
19 6 16 - -
20 12 12 - -
21 12 12 - -
22 21 6 - -
23 0 18 1 -
24 27 2 - -
25 21 6 - -
26 21 6 - -
27 9 10 2 -
28 9 10 2 -
29 27 2 - -
30 6 12 2 -
31 12 12 - -
32 27 2 - -
33 21 6 - -
34 3 18 - -
35 12 12 - -
36 12 12 - -
Total 438 374 27 0
A + B + C + D = 839
4.2 Data Analysis
As mentioned previously, there were five sets of raw scores which showed
the subjects’ improvement in speaking skill through cooperative learning method.
These data were analyzed by computing the mean score (X) for each session.
Based on the research instruments in which the researcher administered the pre-
test and post-test in each session, the collected data should be analyzed and then
the results of the analysis were discussed. The mean of the initial reflection or pre-
test score (X0) and the mean of the reflection or post-test scores for the four
35
sessions (X1, X2, X3, and X4) could be computed, in addition they were first of
all tabulated as the following:
Table 4
Tabulation of data showing the frequency distribution of initial
reflection (IR) and reflection scores in improving Speaking Skill through
Cooperative Learning Method
X0 F0 X1 F1 X2 F2 X3 F3 X4 F4
72 1 76 3 80 1 84 1 84 8
67 1 74 3 78 10 80 17 82 2
66 1 72 1 76 4 78 7 80 32
65 5 70 3 74 13 76 10 78 2
60 11 68 3 72 1 74 1 76 1
57 4 66 11 70 3
52 6 64 4 66 4
50 1 60 6
47 1 48 1
45 2 45 1
44 1
40 1
36 1
1. The X0 of IR scores = ∑ X0
N=
2037
36= 56,58
2. The X1 of S1 scores = ∑ X1
N=
2371
36= 65,86
3. The X2 of S2 scores = ∑ X2
N=
2672
36= 74,22
4. The X3 of S3 scores = ∑ X3
N=
2824
36= 78,22
5. The X4 of S4 scores = ∑ X4
N=
2908
36= 80,78
The grand mean XI of the post-test scores in cycle I could be seen as follows:
36
XI = X1 + X2
2 =
65,86 + 74,22
2 = 70,04
The grand mean XII of the post-test scores in cycle II could be seen as follows:
XII = X3 + X4
2 =
78,44 + 80,78
2 = 79,61
The result of analysis above which were considered as the findings of the
study could be summarized as following:
Table 5
Summary of the Research Finding Showing the Mean of Each Session and
the Grand Mean for Cycle I and Cycle II
Pre-test S0 X0 = 56,58 Grand Mean
Cycle I S1 X1 = 65,86
XI = 70,04 S2 X2 = 74,22
Cycle II S3 X3 = 78,44
XII = 79,61 S4 X4 = 80,78
The additional supporting data were collected by means of administering
questionnaire by the end of cycle II to the subjects under study. The data obtained
from the questionnaire that showing subjects’ changing attitudes and motivation
in learning speaking skill through cooperative learning method should be
computed and then discussed; furthermore, it was clearly shown in table 3.
Therefore, the computation of the comparative percentage for the scores of the
items of the questionnaire showing the subjects’ total responses for respective
item of A, B, C, and D were shown as following formula:
1. Total percentage of item A = 438
839 x 100% = 52.21%
2. Total percentage of item B = 372
839 x 100% = 44.34%
37
3. Total percentage of item C = 27
839 x 100% = 03,22%
4. Total percentage of item D = 0
839 x 100% = 0%
4.3 Discussion of Findings
The result of data analysis which were established as the findings of the
classroom action study showed the effectiveness of the cooperative learning
method in improving the students’ speaking skill. The mean of the initial
reflection or pre-test scores (X0) obtained by the subjects under study in speaking
skill pointed out the mean figure of 56.58. This mean figure clearly showed that
the pre-existing speaking skill of the subjects under study was still low. The result
of the data analysis of the reflection or post-test scores in cycle I (X1 and X2)
showed the increasing mean figures 65.86 and 74.22. The mean figure obtained by
the subject under study for each session in cycle I was obviously higher than the
mean figure of the initial reflection or pre-test score. The grand mean figure of the
reflection or post-test scores obtained by the subjects under study in cycle I was
70.04. It was higher than the mean figure of the initial reflection or pre-test score.
The grand mean figure for cycle I showed that the speaking skill of the students
under study got an improvement after they had been taught through cooperative
learning method.
The result of the data analysis of the reflection or post-test scores obtained
by the subjects under study in cycle II (X3 and X4) pointed out the increasing
mean figures of 78.44 and 80.78. The mean figure obtained by the subjects under
study for each session in cycle II was convincingly much higher than the mean
38
figure of initial reflection scores. The grand mean figure of the reflection or post-
test scores obtained by the subjects under study in cycle II was 79.61. There was a
significant difference of the grand mean figure between cycle I and cycle II. The
difference of the grand mean figure of cycle I and cycle II was 9.57. The
significant difference of the mean figure showed that cycle II which was started
with revised new planning was more effective and conducive than cycle I. It also
showed that the speaking skill of the students under study improved significantly
after they had been taught through cooperative learning method.
The result of the data analysis from the administration of questionnaire
was considered as additional supporting data. The proportional percentage figures
of the total response of the questionnaire for item A, B, C, and D were 52.21%,
44.34%, 03.22% and 0%. These findings clearly supported the major findings of
the study. The obtained comparative percentages of the questionnaire items
indicated the students’ positive changing attitude and motivation in learning
speaking skill through cooperative learning method. Therefore, the result of the
questionnaire indicated a good finding in term of the students’ responses toward
the application of cooperative learning method in learning speaking skill. These
finding also convincingly suggested the effectiveness of cooperative learning
method in teaching speaking skill.
To make it understandable, the main findings of the classroom action study
showing the comparative increasing mean figures of the pre-test and post-test
scores obtained by the tenth grade students of SMPN 2 Ubud for cycle I and cycle
II could be graphically presented as the following:
39
100
90
80 74.22
70 65.86
60 56.58
50
40
30
20
10
0 Xo X1 X2
Graph 1: Depicting the Subject’s Progressing Achievement in Speaking Skill
after the Implementation of Cooperative Learning Method in Cycle I
100
90 78.44 80.78
80
70
60 56.58
50
40
30
20
10
0 Xo X3 X4
Graph 2: Depicting the Subject’s Progressing Achievement in Speaking Skill
after the Implementation of Cooperative Learning Method in Cycle II
40
100
90 79.61
80 70.04
70
60 56.58
50
40
30
20
10
0 Xo XI XII
Graph 3: Depicting the Subject’s Grand Mean Subjects’ Progressing
Achievement in Speaking Skill after the Implementation of Cooperative
Learning Method
The application of cooperative learning method applied by the researcher
to the subjects under study in improving speaking skill successfully increased the
ability of the subjects in speaking skill. It could be seen through the mean figure
of initial reflection (IR), the post-test in cycle I and post-test in cycle II in which
the mean figure was increasing. The findings vividly indicated that the present
classroom study was successfully done by the researcher.
The findings of this study could vividly answer the research question in
chapter I that the application of cooperative learning method could improve the
students’ speaking skill significantly. It also indicated that the hypothesis stated in
chapter I, the speaking skill of the eighth grade students of SMPN 2 Ubud in
academic year 2012/2013 can be improved through cooperative learning method
was finally accepted.
41
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
On the basis of finding and discussion previously, it could be drawn a
conclusion that the implementation of cooperative learning method could improve
the achievement of the eighth grade students of SMPN 2 Ubud in academic year
2012/2013 in speaking skill. This improvement could easily be seen by comparing
the students’ mean scores of pre-test and post-test. The mean figure of the
students in pre-test was 56.58 and it was considered as low achievement. After
having treatment in cycle I, the grand mean figure of the cycle I was 70.04; in
addition, the students’ mean figure in cycle II was 79.61 and categorized as good
achievement. It was significant progress of the students compared with the result
of the pre-test and post-test in cycle I. These findings showed the fact that the
application of cooperative learning method in improving speaking had
successfully solved the problem faced by students in speaking skill.
The major findings of the present classroom action study was supported
by the result of the questionnaire. The percentage figures of the total response of
the questionnaire for item A, B, C, and D were 52,21%, 44,34%, 03,22%, and 0
%. The obtained comparative percentages of the items of the questionnaire
indicated the students’ positive response attitudes and motivation after they have
taught to improve speaking through cooperative learning method.
42
5.2 Suggestion
Based on the conclusion which had clearly stated above, there were some
following suggestions could be taken into account.
1. For the English Teacher
The English teacher in SMPN 2 Ubud are suggested to keep on motivating
their students to improve their English. As the cooperative learning
method contributed significant improvement to the subjects’ competency
in speaking skill, then it is suggested also to be applied by the teacher in
the class. Along with the effort of improving students’ ability in speaking,
the teacher is also expected to enhance students’ skills in expressing their
idea orally.
2. For the Students
The students are expected to be able to maintain what they have already
reached now. It is also suggested that the students have a lot of practice in
improving speaking skill by applying cooperative learning method in order
to be skillful on it. Furthermore, the students are suggested to have a lot of
reading in order to have a lot of vocabularies. By having a lot of
vocabularies in mind, it will make them easy to express and explore their
idea in speaking.
3. For the Other Researcher
Since the cooperative learning method is implemented in improving
speaking skill in this classroom action research, then it is recommended
for other researchers to undergo further research in studying the
effectiveness of cooperative learning method in improving speaking skill.
APPENDIX 1
List of the Eighth Grade Students of SMPN 2 Ubud
in Academic Year 2012/2013 class VIII H
No Name
1 Agus Aripayana I Gst. Ngr. Made
2 Andika I Made
3 Angga Purnama Putra I Gede
4 Angga Putra I Made
5 Anggoro Putra I Ketut
6 Aniska Yanti Ni Putu
7 Ari Adeg Yudana I Putu
8 Andiyasa I Kadek
9 Aditya Andreana I Komang
10 Agus Hendra Kurniawan I Komang
11 Amelinda Novianti Ni Putu
12 Anok Candra Kusuma I Kadek
13 Ardita I Wayan
14 Deni Irawan I Gusti Ngurah
15 Edo Kurniawan I Wayan
16 Eka utangga I Gusti Putu
17 Ovy Andaresta Ni Putu
18 Mayanti Ni Kadek
19 Santika Putra I Gusti Nyoman
20 Sri Devi Natasya Ni Komang
21 Rika Maharani Ni Putu
22 Sinta Pramesti Ni Putu
23 Soma Adi Suputra I Made
24 Sri Murtini Dewa Ayu Ketut
25 Sugi Juniari Ni Kadek
26 Teza Juliantari Ni Putu
27 Trisna Darmayanti Dewa Ayu Komang
28 Ukik Setiawati Ni Komang
29 Wahyu Semadi Dewa Ngakan Putu
30 Wandi Atmajaya I Wayan Gede
31 Titin Saraswati Ni Komang
32 Wahyu Dw. Natha Ekayana Putra I Putu
33 Wahyu Sambu Ardika Putra I Wayan
34 Widiastuti Ni Wayan
35 Yogi Dinanta I Made
36 Yuniati Sukmantari Ni Kadek
APPENDIX 2
Pre-test Instrument
Read the text below, choose one text and make a short dialogue according to
the text! Practice it in front of the class with your partner!
1. Dena is a new student in Class VIID. She comes from Jakarta and the
teacher asks her to sit beside Jasmine. Jasmine is a kind student she
greet Dena first and asks about many things about Dena like name,
address, hobby, and also the reason of Dena move to Ubud. Dena does
the same thing to ask Jasmine.
2. Dion is a Javanese, he come to Bali for holiday. One day he is visiting
his grandmother’s house in Bali and he meets his cousin Budi. Budi
stays in Bali as a student. He asks Dion’s opinion about Bali. In
addition Dion asks Budi his reason to continue his study in Bali.
3. Tina and Tia are classmates. Today they have an English exam.
Unfortunately, Tina forgets to bring her pen, because Tia has two pens,
she offers hers pen to Tina.
APPENDIX 3
LESSON PLAN
Cycle I Session 1
School : SMPN 2 Ubud
Subject : English
Class / Semester : VIII H / 2
Time Allotment : 1 meeting (2 x 40 minutes)
Language Aspect : Speaking
I. Standard Competence
- Expressing transactional and interpersonal conversations used in daily social
interaction.
II. Basic Competence
- Expressing the meaning of transactional and interpersonal conversation of
very simple spoken language accurately, fluently and thankful to interact
with the nearest environment that involves speech act: giving and asking
information.
III. Indicators
- Constructing a short dialogue based on situation given.
- Performing a short dialogue based on situation given.
IV. Learning Objectives
- Students are able to construct a short dialogue about asking and giving
personal information.
- Students are able to perform a short dialogue about asking and giving
personal information.
V. Moral Value
- Creative
- Responsible
- Tolerance
VI. Method and Technique
- Cooperative learning method
- Three step interview
VII. Teaching Material
Asking and giving information
To asking personal information, we can use the following expressions:
- Hi what is your name?
- Where do you live?
- What is your favorite hobby?
- Do you have…..?
- How long will you stay here?
To giving personal information, we can use the following expressions:
- My name is……...
- I live in……..
- My favorite hobby is……..
- Yes I do or no, I don’t
- I will stay here for……
Example:
Dina : Hi, what’s your name?
Lina : Hi, my name is Lina. What’s your name?
Dina : My name is Dina, nice to meet you.
Lina : Nice to meet you too.
VIII. Teaching Learning Activities
Pre Activities (10 minutes)
- Greeting the class
- Checking the attendance list
- Delivering the topic material to the students
- Delivering the goals of teaching learning process
Whilst Activities (60 minutes)
- Exploration
- Giving some questions which are related to the materials
- Explaining the lesson in the target language
- Giving students chance to speak or asking questions
- Elaboration
- Asking student to make a group consist of 4 student
- Asking students to choose their partner from the other group
- Asking students to make a short dialogue based on the situation given
- Asking students to discuss the information and also the mistakes that
happen during the conversation with their patner in the group
- Asking students to make conclusion or corection about the mistakes
- Confirmation
- Giving students comment about their performance
- Giving reward to the students who have the best performance
- Giving motivation and advice to students who have low ability in speaking
Post Acttivities (10 minutes)
- Providing the conclusions
- Asking students if they have some questions
- Closing the lesson
IX. Sources
- English in Focus 2 for Junior High School text book grade VIII
X. Assessment
- Type of assessment: oral performance test
No. Aspect of Speaking Scoring
Weight 1 2 3 4 5
1 Grammar 5
2 Comprehension 7
3 Fluency 8
Total Score
The Researcher,
Ni Wayan Darsini
APPENDIX 4
LESSON PLAN
Cycle 1 Session 2
School : SMPN 2 Ubud
Subject : English
Class / Semester : VIII H / 2
Time Allotment : 1 meeting (2 x 40 minutes)
Language Aspect : Speaking
I. Standard Competence
- Expressing transactional and interpersonal conversations used in daily social
interaction.
II. Basic Competence
- Expressing the meaning of transactional and interpersonal conversation of
very simple spoken language accurately, fluently and thankful to interact
with the nearest environment that involves speech act: asking, giving and
rejecting a help
III. Indicators
- Constructing a short dialogue based on situation given.
- Performing a short dialogue based on situation given.
IV. Learning Objectives
- Students are able to construct a short dialogue about asking, giving and
rejecting a help.
- Students are able to perform a short dialogue about asking, giving and
rejecting a help.
V. Moral Value
- Tolerance
- Discipline
- Responsible
VI. Method and Technique
- Cooperative learning method
- Three steps interview
VII. Teaching Material
Asking for a help and thing
- Can you help me?
- Help me please?
- Can you bring me….?
- Can I use your pencil?
- Can I borrow….?
- Would you like to share your … with me?
Giving for a help and thing
- May I help you?
- Can I help you?
- Can I bring your …?
- Would you like me to …?
- You can borrow my ….
- You can use my ….
- Would you like to share my … with me?
Rejecting a help and thing
- No thank you
- No I will be fine
- No I can bring it by myself
- No I have the other one
Dina : Can you help me Dion? These books are very heavy.
Dion : Yes of course.
Dina : Thank you
Dion : You are welcome
VIII. Teaching Learning Activities
Pre Activities (10 minutes)
- Greeting the class
- Checking the attendance list
- Delivering the topic material to the students
- Delivering the goals of teaching learning process
Whilst Activities (60 minutes)
- Exploration
- Giving some questions which is related to the materials
- Explaining the lesson in the target language
- Giving students chance to speak or asking questions
- Elaboration
- Asking student to make a group
- Asking students to choose their partner from the other group
- Asking students to make a short dialogue based on the situation given
- Asking students to discuss the information and also the mistakes that
happen during the conversation with their patner in the group
- Asking students to make conclusion or corection about the mistakes
- Confirmation
- Giving students comment about their performance
- Giving reward to the students who have the best performance
- Giving motivation and advice to students who have low ability in speaking
Post Acttivities (10 minutes)
- Providing the conclusions
- Asking students if they have some questions
- Closing the lesson
IX. Sources
- English in focus 2 for Junior High School text book grade VIII
X. Assessment
- Type of assessment: oral performance test
No. Aspect of Speaking Scoring
Weight 1 2 3 4 5
1 Grammar 5
2 Comprehension 7
3 Fluency 8
Total Score
The Researcher,
Ni Wayan Darsini
APPENDIX 5
LESSON PLAN
Cycle 2 Session 1
School : SMPN 2 Ubud
Subject : English
Class / Semester : VIII H/ 2
Time Allotment : 1 meeting (2 x 40 minutes)
Language Aspect : Speaking
I. Standard Competence
- Expressing transactional and interpersonal conversations used in daily social
interaction.
II. Basic Competence
- Expressing the meaning of transactional and interpersonal conversation of
very simple spoken language accurately, fluently and thankful to interact
with the nearest environment that involves speech act: praising and
congratulating someone or something.
III. Indicators
- Constructing a short dialogue based on situation given.
- Performing a short dialogue based on situation given.
IV. Learning Objectives
- Students are able to construct a short dialogue about praising and
congratulating someone or something.
- Students are able to perform a short dialogue about praising and
congratulating someone or something.
V. Moral Value
- Creative
- Communicative
- Responsible
VI. Method and Technique
- Cooperative learning method
- Three steps interview
VII. Teaching Material
Praising someone or something
To praise someone, we can use the following expressions:
- You look beautiful!
- You have shining eyes!
- You are very cleaver
To congratulate, we can use the following expressions:
- Happy birthday
- Happy new year
- Happy Galungan day
- Congratulation
Example:
Ayu : Hi, Yuni congratulation you won in English debate last week. You
are very cleaver.
Yuni : Thank you Ayu
Ayu : You are welcome.
VIII. Teaching Learning Activities
Pre Activities (10 minutes)
- Greeting the class
- Checking the attendance list
- Delivering the topic material to the students
- Delivering the goals of teaching learning process
Whilst Activities (60 minutes)
- Exploration
- Giving some questions which is related to the materials
- Explaining the lesson in the target language
- Giving students chance to speak or asking questions
- Elaboration
- Asking student to make a group consist of 4 students
- Asking students to choose their partner from the other group
- Asking students to make a short dialogue based on the situation given
- Asking students to discuss the information and also the mistakes that
happen during the conversation with their patner in the group
- Asking students to make conclusion or corection about the mistakes
- Confirmation
- Giving students comment about their performance
- Giving reward to the students who have the best performance
- Giving motivation and advice to students who have low ability in speaking
Post Acttivities (10 minutes)
- Providing the conclusions
- Asking students if they have some questions
- Closing the lesson
IX. Sources
- English in focus 2 for Junior High School text book grade VIII
X. Assessment
- Type of assessment: oral performance test
No. Aspect of Speaking Scoring
Weight 1 2 3 4 5
1 Grammar 5
2 Comprehension 7
3 Fluency 8
Total Score
The Researcher,
Ni Wayan Darsini
APPENDIX 6
LESSON PLAN
Cycle 2 Session 2
School : SMPN 2 Ubud
Subject : English
Class / Semester : VIII B / 2
Time Allotment : 1 meeting (2 x 40 minutes)
Language Aspect : Speaking
I. Standard Competence
- Expressing transactional and interpersonal conversations used in daily social
interaction.
II. Basic Competence
- Expressing the meaning of transactional and interpersonal conversation of
very simple spoken language accurately, fluently and thankful to interact
with the nearest environment that involves speech act: giving an opinion,
agreement and disagreement.
III. Indicators
- Constructing an opinion, agreement and disagreement based on situation
given.
- Performing an opinion, agreement, and disagreement based on situation
given.
IV. Learning Objectives
- Students are able to construct a opinion based situation given
- Students are able to giving the opinion based situation given
V. Moral Value
- Communicative
- Discipline
- Tolerance
VI. Method and Technique
- Cooperative learning method
- Numbering head together
VII. Teaching Material
Giving an opinion, agreement and disagreement
In giving an opinion, agreement and disagreement we can use the following
expressions:
- In my opinion……..
- I think…….
- I agree with your opinion because…...
- It’s a good idea
- That true
- I disagree with your opinion because…...
- It’s not a good idea
- That’s not true
Example:
Sarah : I think we don’t need to come to Rina’s birthday next Tuesday
because we have exam the day after.
Ani : I disagree with you we must respect to Rina. We can leave the party
earlier if you want to study for our exam.
Sarah : Oh it’s a good idea! I agree with you.
VIII. Teaching Learning Activities
Pre Activities (10 minutes)
- Greeting the class
- Checking the attendance list
- Delivering the topic material to the students
- Delivering the goals of teaching learning process
Whilst Activities (60 minutes)
- Exploration
- Giving some questions which is related to the materials
- Explaining the lesson in the target language
- Giving students chance to speak or asking questions
- Elaboration
- Asking students to choose their group
- Asking students to make an opinion based on the situation given
- Asking a group choosed to perform their opinion and the other group will
add the opinion or asking agreement or disagreement.
-
- Confirmation
- Giving students comment about their performance
- Giving reward to the students who have the best performance
- Giving motivation and advice to students who have low ability in speaking
Post Acttivities (10 minutes)
- Providing the conclusions
- Asking students if they have some questions
- Closing the lesson
IX. Sources
- English in Focus 2 in for Junior High School text book grade VIII
X. Assessment
- Type of assessment: oral performance test
No. Aspect of Speaking Scoring
Weight 1 2 3 4 5
1 Grammar 5
2 Comprehension 7
3 Fluency 8
Total Score
The Researcher,
Ni Wayan Darsini
APPENDIX 7
Post-test Instrument
Cycle 1 Session 1
Read the text below, choose one text and make a short dialogue according to
the text! Practice it in front of the class with your partner!
1. Dion wants to visit his uncle in Jogyakarta. He goes by plane and
fortunately he meets a friendly boy named Anton. Anton comes from
Jogyakarta and he will spend his holiday in his town. Dion asks many
things about Anton and his town Jogyakarta. Anton also asking about Dion
reason to visit Jogyakarta.
2. Lina is in a crowded restaurant and she can’t find an unoccupied table.
Luckily someone wants to share her table with Lina. The kind girl named
Mitha, then they talk during their lunch after introduce each other. They
talk about many things such as hobby, their favorite sport and also their
school.
APPENDIX 8
Post-test Instrument
Cycle 1 Session 2
Read the texts below, choose one text and make a short dialogue according to
the text! Practice it in front of the class with your partner!
1. Melati is a sudent of Junior high school. One day she sees an old woman
named grandma Wati who brings a heavy bag across her house. Melati
wants to help her but the bag is too heavy for her thus she asks her brother
to help them. But grandma Wati says she can bring her bag by herself.
2. Riana visits her school’ library, she borrows some books. Unfortunately
she can’t bring all books by herself than she asks Winda; her classmate to
help her. Winda offers to bring the books until Riana’s house but Riana
says her brother is waiting for her in school park.
APPENDIX 9
Post-test Instrument
Cycle 2 Session 1
Read the texts below, choose one text and make a short dialogue according to
the text! Practice it in front of the class with your partner!
1. Today is Ayu’s birthday and she invites all of her classmates to come to
her house to join in the party. Kartika is Ayu’s best friend; she comes to
Ayu’s house earlier and helps Ayu to prepare everything. Kartika
congratulates Ayu first and praises that she is beautiful with her new dress.
2. Liana is the smartest student in VIII H and she always gets the first rank in
the class. Today is English test, but unfortunately she doesn’t get the
highest score. Then, Liana approaches Andra who gets the highest score.
Liana congratulates Andra and praises that Andra is smart.
APPENDIX 11
Questionnaire
Petunjuk Menjawab
1. Jawablah pertanyaan – pertanyaan Questionnaire dibawah ini sesuai
dengan keadaan anda yang sebenarnya dengan cara memberikan tanda
silang pada huruf A, B, C, dan D.
2. Semua jawaban adalah benar sesuai dengan keadaan anda masing –
masing.
3. Terima kasih atas bantuan anda dalam menjawab pertanyaan dalam
Questionnaire ini.
Pertanyaan:
1. Apakah Bahasa Inggris itu penting bagi anda?
A. Sangat penting
B. Penting
C. Biasa – biasa saja
D. Tidak penting
2. Apakah anda tertarik dengan pelajaran bahasa Inggris?
A. Sangat tertarik
B. Tertarik
C. Biasa – biasa saja
D. Tidak tertarik sama sekali
3. Menurut anda apakah belajar speaking ( berbicara) penting dalam
pelajaran bahasa Inggris?
A. Sangat penting
B. Penting
C. Biasa – biasa saja
D. Tidak penting
4. Apakah anda suka menggunakan Cooperative Learning Method ( Metode
Belajar Kelompok) dalam belajar speaking (berbicara)?
A. Sangat suka
B. Suka
C. Biasa – biasa saja
D. Tidak suka
5. Bagaimana sikap anda saat guru Bahasa Inggris anda mengajar atau
menjelaskan materi didepan kelas?
A. Sangat serius memperhatikan
B. Serius memperhatikan
C. Biasa – biasa saja
D. Tidak memperhatikan
6. Bagaimana sikap anda saat guru menerapkan Cooperative Learning
Method (Metode Belajar Kelompok) dalam pembelajaran bahasa Inggris?
A. Sangat serius memperhatikan
B. Serius mempehatikan
C. Biasa – biasa saja
D. Tidak memperhatikan
7. Apakah dengan Cooperative Learning Method (Metode Belajar
Kelompok) dapat meningkatkan kemampuan speaking (berbicara) anda
dalam bahasa Inggris?
A. Sangat dapat meningkatkan
B. Dapat meningkatkan
C. Biasa – biasa saja
D. Tidak dapat meningkatkan
8. Bagaimana pendapat anda tentang speaking yang disajikan dengan
menggunakan Cooperative Learning Method (Metode Belajar Kelompok)?
A. Sangat mudah dimengerti
B. Mudah dimengerti
C. Biasa – biasa saja
D. Sulit dimengerti
9. Apakah anda setuju Cooperatiove Learning Method ( Metode Belajar
Kelompok) digunakan pada setiap jam pelajaran Bahasa Inggris?
A. Sangat setuju
B. Setuju
C. Biasa – biasa saja
D. Tidak setuju
10. Bagaimana kemampuan anda dalam speaking (berbicara) dengan
menggunakan Cooperative learning Method Method ( Metode Belajar
Kelompok)?
A. Sangat meningkat
B. Meningkat
C. Biasa – biasa saja
D. Tidak meningkat
AUTOBIOGRAPHY
My name is Ni Wayan Darsini. I was born on May, 18th
1991. I live in Br. Semana, Singakerta, a small village in
Ubud Sub – district, Gianyar Regency. My parents are
Balinese; thus, I am truly Balinese and Hindus. I grow up
in a simple family. My parents always teach me to work
hard if I want to be success. My father is I Wayan Darma,
he is a farmer and my mother is Ni Made Siring, she is a housewife. I have one
sister, now she is in the ninth grade in junior high school. Her name is Ni Made
Marsini. I started my study in elementary school at SDN 2 Singakerta in 1997 and
I graduated in 2003. My best achievement in elementary school got the 3rd
rank in
the fourth grade and 2nd
rank in the sixth grades. After I graduated from
elementary school, I continued my junior high school at SMPN 2 Ubud in 2003
until 2006. Then, I continued my study in senior high school at SMK Pariwisata
Kertayasa in 2006 until 2009. After I finished my senior high school, I continued
my study at Faculty and Teacher Training and Education, Mahasaraswati
Denpasar University in 2009. I chose English because English is interesting
language form me. I have lot of dreams in my life, but I really want to make my
parents proud of me. I want to make an enjoyable future for them. Beside my
parents and all members of my family, I also want to express my thanks to all of
my friends who always give me their love and support.
APPENDIX 10
Post-test Instrument
Cycle 2 Session 2
Read the text below, choose one text and make a short dialogue according to
the text! Practice it in front of the class with your partner!
1. Maria and Kynan are brother and sister. Their parents want to bring them
to Ubud to spend their holiday. Kynan ask Maria about her opinion about
Ubud. Maria says Ubud is an enjoyable place but Kynan prefer to spend
his holiday with his friend and stay at home. Maria disagree with Kynan’s
idea because they must visit their grandma and grandpa in Ubud; they
haven’t met each other since the last holiday.
Dita and Merry have homework for tomorrow and they haven’t done it yet. But
they really want to go to cinema to watch their favorite movie. Merry don’t want
to finish the homework and she will be absent tomorrow. But Dita disagree with
Merry’s idea. She wants to finish the homework first and go to cinema next
weekend
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