THE EFFECT OF COOPERATIVE SCRIPT MODEL ON
ENHANCING SPEAKING ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillme nt of the Requirements for the Degree of
Sarjana Pendidikan
LIZA ISMANIAR LUBIS
Registration Number 2113121039
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
DECLARATION
Except where appropriately acknowledged, this thesis is my own
work, has been expressed in my own words and has not previously been
submitted for assessment.
I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan, Januari 2016
i ABSTRACT
Lubis, Liza Ismaniar. Nim 2113121039. “The Effect of Cooperative Script Model on Enhancing Students’ Speaking Achievement”. A Thesis. Faculty of Language and Arts (FBS), State University of Medan (UNIMED). 2015.
This study aims to discover the effect of applying Cooperative Script Model on students’ speaking achievement. It was conducted by using experimental research design. The population of this research was the eleventh graders of SMA SWASTA ERIA Medan. The samples of the research were two classes which consisted of experimental and control group which were chosen by using cluster sampling technique. Twelve students were taken as the samples in each class. The experimental group appliedCooperative Script as learning model, while the control group applied Collaborative Learning as learning model. After analyzing the data, it was found that the value of ttable for the degree of freedom (df) 22 at the significance 0.05 was 2.0739. The result of computing the data analysis showed that tobs (Ma) was 6.0082. It means that tobs (Ma) was higher than ttable (6.0082> 2.0739).The result of this study showed that Cooperative Script Model significantly affected the students’ speaking achievement.
iv
E. The Significance of the Study ...4
CHAPTER II RIVIEW OF LITERATURE...6
5. The Indicators of Students’ Speaking Achievement ...13
6. Assessment of Speaking...14
7. Group Work...17
8. Pairwork ...19
9. Cooperative Script Model ...20
10.Advantages of Cooperative Script Model ...22
11.Disadvantages of Cooperative Script Model...23
12.Collaborative Learning Model ...23
B.Conceptual Framework ...25
C.Hypothees ...26
v
A. Research Design ...27
B. Population and Sample...27
C. Instrument of Data Collection ...28
D. Teaching Procedure ...28
E. Pre-Test ...29
F. Post Test ...31
G. Validity and Reliability ...31
1. The Validity of the Speaking Test...31
2. The Reliability of the Speaking Test...32
H. Technique of Analyzing Data ...33
I. Statistical Hypothesis ...34
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS ...35
A. The Description of Data ...35
B. The Data Analysis ...36
C. Research Findings ...38
D. Discussion ...39
CHAPTER V CONCLUSION AND SUGGESTION ...41
A. Conclusion...41
B. Suggestion ...42
ii
ACKNOWLEDGEMENT
First of all, the writer would like to thank The Almighty Allah SWT for
His blessings, so the writer is able to accomplish her thesis as a partial fulfillment
of the requirements for the degree of Sarjana Pendidikan at the English
Department, Faculty of Languages and Arts (FBS) in State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she can’t accomplish without supports from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. Syawal Gultom, M. Pd., as Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., as Dean Faculty of Languages and Arts. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department and
Nora Ronita Dewi, S. Pd., S. S., M. Hum., as the Head of Education
Program of English Department.
Dr. Rahmad Husein, M. Ed., as her Thesis Supervisor.
Drs. Muhammad Natsir, M. Hum., as her Academic Advisor and her Examiner.
Johannes Jefria Gultom, S. Pd, M. Hum., and Dra. Masitowarni Siregar, M. Ed., as her Examiners.
All the Lecturers of English Department who have taught and guided her throughout the academic years.
Eis Sri Wahyuningsih, M. Pd.,for all helps and advices to finish this study program.
Drs. H. Khoiruddin Hasibuan, M. Pd., as the Principal of SMA SWASTA ERIA andMam Elvi Riyanti Pasaribu, S. Pd.,as the English Teacher who
had helped her during the research in the school and also for Students in XI
IPA I and XI IPA IV.
iii
whole life, her sisters Anni and Wika and her only one brother Fatih for their
supports and love. Her gratitude is also expressed to her beloved aunts for her
prayers and mental support, Eva Linda and Eni. All class members of Regular A, B, C 2011.
Her best Adeliany Putri, Fany Amelia Purba, Weny Ardianti, Diaz Pradya Azmi, Suhartina, her role model friends Atikah Sarayah and Sri
Lestari Setyawan, all her friends during internship and her best during
internship (PPL), Putri, Indah, Zsezsa, Raisyah.
Medan, 2016
The Writer,
iv
E. The Significance of the Study ...4
CHAPTER II RIVIEW OF LITERATURE...6
5. The Indicators of Students’ Speaking Achievement ...13
6. Assessment of Speaking...14
7. Group Work...17
8. Pairwork ...19
9. Cooperative Script Model ...20
10.Advantages of Cooperative Script Model ...22
11.Disadvantages of Cooperative Script Model...23
12.Collaborative Learning Model ...23
B.Conceptual Framework ...25
C.Hypothees ...26
v
A. Research Design ...27
B. Population and Sample...27
C. Instrument of Data Collection ...28
D. Teaching Procedure ...28
E. Pre-Test ...29
F. Post Test ...31
G. Validity and Reliability ...31
1. The Validity of the Speaking Test...31
2. The Reliability of the Speaking Test...32
H. Technique of Analyzing Data ...33
I. Statistical Hypothesis ...34
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS ...35
A. The Description of Data ...35
B. The Data Analysis ...36
C. Research Findings ...38
D. Discussion ...39
CHAPTER V CONCLUSION AND SUGGESTION ...41
A. Conclusion...41
B. Suggestion ...42
vii
LIST OF TABLES
Pages
TABLE 1. 1 The Persentage of the Students’ Achievement...2
TABLE 3. 1 Research Design ...27
TABLE 3. 2 Teaching Procedure ...29
TABLE 4. 1 The Result of Pre-test and Post-test of Experimental Group ...35
viii
LIST OF APPENDICES
Pages
APPENDIX A The Result of Pre-test in Experimental Group ...45
The Result of Post-test in Experimental Group ... 46
APPENDIX B The Result of Pre- Test in Control Group ...47
The Result of Post-Test in Control Group ... 48
APPENDIX C The Calculation of Reliability ...49
APPENDIX D The Calculation of Experimental Group T-test ...51
The Calculation of Control Group T-test ...52
APPENDIX E Percentage Points of the T Distribution ...55
APPENDIX F Lesson Plan ...56
APPENDIX G Students’ Answer Sheets ...71
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
As English becomes an accepted international language, we are Indonesian
people also need to learn English. Many countries make English as their second
language because English is thekey to the International relationship in technology
and commerce. As we know technology and commerce play an important role in
every country. This fact is enough for us to learn English. We as one of the
countries who use English as foreign language need to surpress ourselves to learn
English so that we can keep up with other countries.
In international relationships, spoken English is very important in order to
communicate. We communicate mostly in spoken than written.For most people
the ability to speak a language is synonymous with knowing that language since
speech is the most basic need of human communication (Celce-Murcia, 2001).
In learning English, speaking skills is a priority for many ESL and EFL
learners. EFL or ESL learners are usually judged on their speaking abilities at first
glance. In order to make an effective teaching learning process, the teachers of
EFL learners need to find out the way to make them easier enhancing their
speaking skills.Learning focus on “how to make students learn” not “what is
student learned” (Hamzah B. Uno, 2007: 2-3).
The problem of the eleventh graders of ERIA senior high school was they
found English so unfamiliar. They were afraid to speak English. They took a long
2
really poor. They also lacked of vocabularies. They said their tongue was not used
to speak English, because they were rarely hear and practice English language.
They were also not confident to speak English in front of their teachers and
friends. The percentage of the eleventh graders‟ achievement on English subject is
shown on the table below.
Table. 1. 1 The percentage of the eleventh graders’ achievement on
Englis h subject
achievement on English subject was still low. Most of the students couldn‟t reach
the minimum standard competence (KKM). It was obvious that the students‟
speaking skill must be low too.
Learning model is a whole series of presentation of teaching materials
covering all aspects „before‟, „when‟ and „after‟ the study is being conducted of
teachers and all related facilities used directly or indirectly in the learning process
(Istarani, 2012, 1). One of learning model that Istarani mention on her book is
cooperative script.
In cooperative script model, students work in pair. Cooperative script
model is one of cooperative learning model. Cooperative learning is when
3
findings suggest that group work technique helps students learn better and
improves their achievement (Meteetham, 2001; Gomleksize, 2007; Al-Sheddi,
2009; Hendry et al., 2005). More rececently, Brown (2008) argued that group
work teaches learners to respect the learning pace of other learners in the group
and improve their English language skills.In cooperative script model, students
not only practice their English, they also can practive their listening as well as
their understanding. Students is given a script and then they will try to take the
main idea from the script. Then, they take turns to speak and listen. While
speaking and listening, the students also can correct each other mistakes. This way
students will be familiar with English, because they listen to English frequently.
Istarani (2011: 15) states that there are a few steps of cooperative script model :
(1) teachers pair up the students, (2) teachers distribute the scripts to the students
to be read and summerized, (3) teachers decide which student will take turn first
to speak up, (4) student reads thesummaryout loud as complete as possible,
bymentioningthe main ideasinthe summary, while the other students listen to them
and try to correct the wrong idea, (5) exchange turn, the listener take turn as a
speaker, and so on, (6) with teacher, students make a conclusion.
From the explanation above, we can see that cooperative script model is
suitable for enhancing speaking achievement because cooperative script model
supress the students to express their idea orally. And not only this, the students
who are shy to speak in front of the class also become more confident with their
own ability to speak up their ideas because they already got used to speak to their
4
teachers to improve their teaching- learning process so that their students ca n
improve their speaking skill.
B. The Problem of the Study
Based on the background above it is necessary to formulate the problem of
this research as the following:
Does cooperative script model significantly affect the students‟ achievement in
speaking?
C. The Objective of the Study
Based on the research statement, this particular study aimed at finding out:
Cooperative script model significantly affects the students‟ achievement in
speaking.
D.The Scope of the study
The scope of this study is limited only to know the effect of cooperative
script model on enhancing speaking achievement of the students of ERIA Senior
High School Medan.
E. The significant of the study
The findings of the study are expected to be theoretically and practically
5
Theoretical significance :
a) to give a lot of positive contribution to the improvement of teachers
profesionalism and the educational institutions and other researcher who
want to discover cooperative learning strategies.
b) to be the input for the teachers and educational institutions in considering
the students' needs.
c) to enrich the knowledge specifically related to English teaching model in
Senior High School.
Practical significance :
a) to assist the English teachers in their attempts to improve students'
achievement on speaking competence and make cooperative script
modelas one of alternative model of learning when they teach speaking.
b) to help the students to meet the standard based on curriculum and
c) to help the students and teachers enjoy the atmosphere of teaching
41
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This study deals with the application of cooperative script model on
students’ achievement on speaking. Cooperative script model is one of the
learning model that allow the students work in pairs. It is a learning model when
the students work in pairs and orally exchange the main idea from the material
learning. Cooperative script model allow the students exchanging information
they got from material learning orally. This learning model is really suitable for
speaking class because speaking is about sharing or exchanging idea, information
or thoughts orally.
Applying this learning model in speaking class, it was found that
cooperative script model significantly affected the students’ speaking
achievement. It can be seen from the calculation of the data analysis. In this
research, the value of ttable, for the degree of freedom (df) 22 at the level
significance 0.05 was 2.0739. The result of data analysis shows that tobs was
6.0082. It means tobs was higher than ttable (6.0082> 2.0739). Therefore the
hypothesis formulated as “There is a significant effect of applying cooperative
script model on enhancing students’ speaking achievement” is accepted. It means
that cooperative script model significantly enhanced the students’ speaking
42
B. Suggestion
In relation to the significant of the study, there are a few suggestions for
the teacher, students, and other researcher. The suggestions for the teachers are
they are expected to apply cooperative script model as one of the way to improve
their profesionalism on teaching the students, they are expected to find another
learning model that is appropriate for speaking class with considering the
students’ need as the guidance, and they are expected to enrich their knowledge
related to English teaching model so that they can find the appropriate learning
model for the students. The suggestion for the students is they have to participate
more in speaking class. They are suggested to enhance their pronunciatiaon,
fluency, grammar, vocabulary, and accent on speaking English by practicing to
speak frequently not only in the class but also outside the class. Outside the class
means that they are also expected to practice speaking English on their daily life.
This way they can speak more fluently and finally meet the standard based on
curriculum. The suggestion for other researchers are they are suggested to carry
out a further research related to this learning model in order to develop this
learning model and also to find another learning model that allow the students to
43
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