IMPROVING THE SPEAKING SKILLS THROUGH THE USE OF COOPERATIVE LANGUAGE LEARNING FOR THE SEVENTH GRADE STUDENTS OF SMPN 4 YOGYAKARTA IN THE ACADEMIC YEAR OF 2013/2014
Pratiwi, Anisa Nur · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
This study was aimed at improving the seventh grade students‘ speaking skills through the use of cooperative language learning in SMPN 4 Yogyakarta in the academic year of 2013/2014.
The study was action research. It was conducted in two cycles involving cooperative language learning activities such as timed pair share, quiz-quiz trade, showdown captain, fun and pick, numbered head together, team stand and share, and stand up-hand up- pair up as the main activities. The main activities were accompanied by other actions such as listening and vocabulary tasks, pronunciation practices, designing materials handouts and using media. The participants were 33 students of II D class of SMPN 4 Yogyakarta. The research was done from March to April 2014. It was done through four steps including diagnosing problems, planning actions, taking actions, and evaluating actions. The data that were obtained were categorized into qualitative and quantitative data. The qualitative data were gathered through classroom observations, teacher‘s interviews, and students‘ interviews. The quantitative data were gained through speaking tests and questionnaires. The qualitative data were analyzed using five steps of data analysis including assembling the data, coding the data, comparing the data, building interpretation and reporting the outcomes. The quantitative data were analyzed by comparing the students‘ speaking scores in each meeting and gaining the percentage of questionnaires‘ results. The validity of the data was obtained by applying democratic validity, process validity, outcome validity, catalytic validity and dialogic validity. To check the trustworthiness, the researcher applied time triangulation and investigator triangulation.
Cooperative language learning activities provided the students with a lot of speaking practices. They practiced substitution and repetition drills, and monologue descriptive texts in pairs and teams that were consisted of high and low achiever students. High achiever students served as tutors for low achiever students therefore low achievers students got help, feedback, and guidance. They motivated each other to complete speaking tasks. This learning atmosphere affected their speaking skills that resulted in fluency, pronunciation, accuracy and vocabulary improvements. The finding was supported by the students‘ speaking mean scores that increased gradually from 26, 67 in cycle 1 to 29, 87 in cycle 2. In addition, they always asked questions to the teacher when they did not understand materials, and answered the teacher‘s questions and compliments. Thus, their participation increased in the class.
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Literatur Lain dari Universitas Negeri Yogyakarta
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Literatur Terbaru yang Relevan
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