i ABSTRACT
THE EFFECTIVENESS OF COLLABORATIVE LEARNING IN IMPROVING STUDENTS’ SPEAKING SKILL
By
Luh Ayu Freniawati Murda
Speaking is one of the central elements of communication. By speaking, the students can express their ideas, share information, and maintain social relationship by communicating to others. However, most of students still have difficulties in their speaking skill and get difficulties in composing their own words. Therefore, English teachers should be able to provide the best method that can improve the students’ speaking skill. The researcher tried to propose Collaborative Learning as a method to improve the students’ speaking skill. The aim of this research is to find out whether there is a significant improvement of the students speaking skill after they were taught by using Collaborative Learning. This research was quantitative research which used one group pretest posttest design. The population of this research was the second year of social class students of SMAN 15 Bandar Lampung. The sample of this research was XI IPS 1 which consists of 37 students.
THE EFFECTIVENESS OF COLLABORATIVE LEARNING IN IMPROVING STUDENTS’ SPEAKING SKILL
By
LUH AYU FRENIAWATI MURDA
A Script
Submitted in a Partial Fulfillment of The Requirement for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
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CURRICULUM VIATE
Luh Ayu Freniawati Murda was born in Bandar Lampung, on January 31st, 1993. She is the first child from the greatest parents, Ir. I Wayan Labda Ariantara and Ni Ketut Murniasih, A.Md. She has one brother, named Gung Bagus Jerfikanasa Murda.
She entered TK Xaverius Way Halim Permai before continuing her study to SD Xaverius 4 Way Halim Permai in 1998. Then, she moved to SDN 1 Labuhan Dalam and graduated her elementary school there in 2005. Then, she continued her study in SMPN 29 Bandar Lampung. She graduated from junior high school in 2008. After that, she entered SMAN 15 Bandar Lampung and finished her study in 2011.
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DEDICATION
I would like to dedicate this paper to:
My beloved parents: Papa and Mama
My beloved brother: Gung Bagus Jerfikanasa Murda
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MOTTO
YOU DON’T HAVE TO BE GREAT TO START,
BUT YOU HAVE TO START TO BE GREAT.
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ACKNOWLEDGEMENTS
Om Avignam Astu Namo Sidham, the researcher would like to acknowledge her
countless thanks to Ida Sang Hyang Widi Wasa who has given mercies, blessing, and everything to the researcher in finishing this script, entitled “The Effectiveness of Collaborative Learning in Improving Students’ Speaking Skill”. This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the English Study Program the Faculty of Teacher Training and Education, University of Lampung.
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Next, the researcher considers herself very blessed for having sincere love, support, pray, and trust from her beloved parents and her only brother. Especially, her parents who give their endless love and support. May Ida Sang Hyang Widhi always give us health, peace, and protection.
Last but not the least; the researcher believes that it’s truly amazing to have the companionship of friend in the college or in my whole life. I would like to say thanks to Dewa Ayu as the researcher best friend for more than ten years. Then, the researcher also want to say thanks to Caboca Ranger ( Lala, Ncup, Nita, Atih, Siwik, Jojo, Komeng) who always support her in the light and sorrow in finishing this script. Thank you very much for your support, advice, and suggestion to me. I am nothing without you all. I hope that our friendship will be long last „till the end. The researcher also would like to say thanks to all my friends in English Department 11, especially in B class (barry, bagus, arya, cirul, afif, nyoman, hamdan, kharis, widi, arta, abek, repi, dewi, tata, uni, uwi, anggun, yuni, anggi, nurul, fiya, dara, rima, irin, erlin, eva, lia, ire, nova, kinan, cia, wulwul, mbk nisa, and lia anisa) , thanks for your help during our college time. Then, the researcher also would like to say thanks for the researcher’s new family, my Liwa family (karyanti, dynda, veny, and robby), who are always help me during my KKN time until now.
Nothing in this world is perfect and this final project is no exception. The researcher hopes that this final project will be useful and beneficial for the readers, especially those who concerned with the profession of English teaching.
Bandar Lampung, Mei 2015 The writer,
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2.3 Concept of Teaching Speaking ……… 11
2.4 Concept of Collaborative Learning ………... 12
2.5 Collaborative Learning in Teaching Speaking ……... 14
2.6 Principle of Collaborative Learning... 15
2.7 Procedures of Collaborative Learning in Teaching Speaking.. 16
2.8 Advantages and Disadvantages of Collaborative Learning….. 20
2.8.1 The Advantages of Collaborative Learning……… 20
2.8.2 The Disadvantages of Collaborative Learning……….... 21
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3.5 Scoring Criterias ....……….………... 28
3.6 The Procedures of Data Analysis ……… 32
3.7 Hypothesis Testing ….………..………32
IV. RESULT AND DISCUSSIONS 4.1 Result of the Research …...……….. 34
4.1.1 Result of the Pretest ……… 34
4.1.2 Result of the Posttest ……….. 37
4.1.3 The Improvement of Students’ Speaking Ability ………38
4.2 Discussion ……… 43
V. CONCLUSION AND SUGGESTION 5.1Conclusion ..………. 53
5.2Suggestions ……….. 54
5.2.1 For Teaching Implication ………... 54
5.2.2 For Further Research ……….. 55
REFFERENCES ………... 57
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LIST OF TABLES
Tables page
1. Table reliability of the scores …..………...………. 28
2. Table of Speaking Scale ……….. 29
3. Table of the Distribution of Pretest Scores ………. 36
4. Table of the Distribution of Posttest Scores ……… 38
5. Table of the Improvement of Five Aspects of Students Speaking Skill From Pretest and Posttest ……… 39
6. Table of the Mean Scores of the Pretest and Posttest of the Students’ Speaking Skill ……….. 42 7. The Significant Difference Between The Pretest and The Posttest …. 43
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LIST OF APPENDICES
Appendix page
1. Research Schedule .………. 59
2. The Result of the Students’ Pretest Scores……….. 60
3. The Result of the Students’ Posttest Scores……… 61
4. The Mean Scores of the Students’ Pretest………... 62
5. The Mean Scores of the Students’ Posttest………. 63
6. Reliability of Pretest Scores ……… 64
7. Reliability of Posttest Scores ………... 66
8. The Analyses for Aspects of Speaking Skill ………... 68
9. Pretest ……….. 72
10.Posttest ………. 75
11.Lesson Plan 1 ……….. 78
12.Lesson Plan 2 ……….. 82
13.Lesson Plan 3 ………... 87
14.The Transcriptions of the Students’ Utterances in Pretest ………….. 91
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LIST OF FIGURES
Figures page
1. Figure of Distributions of Students’ Pretest Achievement in the
Aspects of Speaking Skills ... 35 2. Figure of Distributions of Students’ Posttest Achievement in the
Aspects of Speaking Skills ... 37 3. Figure of The Improvement from the Pretest to Posttest ……… 40 4. Figure of The Improvement of Students’ Scores in Five Aspects
I.
INTRODUCTION
This chapter discusses about background, formulation of the problems, objectives of the research, uses of the research, scope of the research, and definition of terms.
1.1Background
Speaking is one of the central elements of communication and it has important role in communication. It is widely known that in teaching foreign language, there are four skills that should be mastered by the students, namely; listening, speaking, reading, and writing. Speaking is the second step of skills which should be mastered by them after listening skill. In the teaching learning process, the students must master the speaking skill to make communication run well. By speaking, the students can express their ideas, share information, and maintain social relationship by communicating to others.
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In teaching, the teacher usually uses a method which can improve the students’ speaking skill. Teacher will choose what method that is appropriate for his/her students’ condition and situation. Based on the researcher’s experience when
conducting teaching practice program (PPL/2014) at the ninth grade of SMPN 2 Liwa West Lampung, it can be reported that some students still got some difficulties in producing the utterance properly. They did not know how to answer teacher’s question or to ask a question. Even though there were some students that
were able to express what they thought, they still had problems in pronouncing it. So, it did not make the teaching learning process run well.
Besides that, according to the researcher’s experience when she was in Senior High School, the researcher believes that every student is smart and is capable to express his or her thought. But, the fact shows that the problem is not only because of their knowledge, but also, the technique that is used by the teacher in the class.
In this research, the researcher tries to find out the best method which can improve or increase the students’ speaking skill. The method which is appropriate for the researcher’s goal is Collaborative Learning because, in this technique, the students are demanded to be brave to speak and express their ideas.
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illustrated when group of students work together to search for understanding, meaning, or solutions of their learning. Collaborative Learning activities can include collaborative writing, group projects, joint problem solving, debates, study teams, and other activities (Vygotsky, 1978:209)
Based on the elaboration above, it can be stated that the principle of Collaborative Learning is focusing on the interaction and activity between student to student and student to teacher in teaching learning process. In applying this Collaborative Learning, teacher will divide students into some groups and give them the problem to be discussed in the group.
There are some examples of Collaborative Learning activities which can be used by the teacher. In this research, the researcher will only use 3 activities; they are Think-Pair-Share, Group Problem Solving, and Case Study. Since the main focus of Collaborative Learning is the interaction between students and teacher in the class, it can be assumed that by using Collaborative Learning the students’ speaking skill will improve and there is a communicative process during teaching learning process. By using this technique, students must be able to express their ideas, opinions, or statements in front of their friends bravely.
1.2Formulation of The Problems
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“Is there any significant improvement of the students’ speaking skill after they are
taught using Collaborative Learning?”
1.3Objectives of The Research
Based on the statement of the research problem above, the objective of the research is:
“To find out whether there is any significant improvement of the students’
speaking skill after they are taught using Collaborative Learning.”
1.4Uses of The Research
The uses of this research are:
1. Theoretically, the result of this research is useful for supporting the theory about the effectiveness of Collaborative Learning implementation to improve the students’ speaking skill.
2. Practically, the result of this research can be hopefully used as a consideration for English teachers to apply collaborative learning in teaching speaking in the classroom.
1.5Scope of The Research
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speaking test refers to a speaker’s discussion ability among multiple participants. The students will express their own ideas, opinions, or statements about the problem the teacher has given. Multilogue speaking test is also called discussion.
1.6 Definition of Terms
In this research, there are several definition of terms which are used by the researcher, namely:
a) Speaking
Speaking is a two-way process between speaker and listener and involves productive and receptive skill of understanding. It means that the speaker and the listener try to communicate with each other and use the language to send the message to each others.
b) Collaborative learning
Collaborative Learning is a type of active learning that takes place in student teams. In this technique, the interaction and activity between student to student and student to teacher are really needed.
c) Think-Pair-Share
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d) Group Problem Solving
There are many instructional strategies that involve students to work together in solving a problem, including inquiry based learning, authentic learning, and discovery learning. In Group Problem Solving, students will be given a problem and they should solve the problem by discussing with their partner.
e) Case Study
II. LITERATURE REVIEW
This chapter discusses several points related to the theories that are used in this study, for example, concept of speaking, types of speaking, concept of teaching speaking, concept of Collaborative Learning, Collaborative Learning in teaching speaking, principle in Collaborative Learning, procedures of Collaborative Learning in teaching speaking, advantages and disadvantages, and theoretical assumption.
2.1 Concept of Speaking
According to Chaney (1998:13) speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Speaking skill has important relation in communication. This is because people cannot make a good communication without speaking. By speaking, people can express their ideas and shares information.
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1) Talk as interaction
Our daily communication remains the interactional with other people. This refers to what we say as conversation. It is an interactive communication which is done spontaneously by two or more people. This is about how people try to convey their message to other peoples. Therefore, they must use speaking skill to communicate to other person. The main intention in this function is social relationship.
2) Talk as transaction
In talk as transaction, the speaking activity focuses on a message that is conveyed and makes other people understand what they want to convey clearly and accurately. In this type of spoken language, students and teacher usually focus on meaning or how they understand someone’s said.
3) Talk as performance
In this case, the speaking activity focuses on multilogue rather than monologue. The function of speaking as performance happened at speeches, public talks, public announcements, storytelling, and so on.
Speaking is the instrument of language which is aimed at communicating. From this definition, it is clear that the students learn to speak in order to be able to communicate. Language is for communication. In communication a speaker has a choice not only what to say but also how to say it.
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researcher believes that it is the result of teaching learning process. Wallace (1978:98) states that oral practice (speaking) becomes meaningful to students when they have to pay attention to what they are saying. Thus, the students can learn better on how to require the ability in conversing and expressing their ideas fluently with precise vocabularies and good or acceptable pronunciation.
From the explanation above, the researcher concludes that speaking is what the speakers say to what they see, feel, and think. By speaking, the students can express their ideas, answer, or ask a problem or question to the teacher orally. Freeman in Risnadedi (2001: 56-57) states that speaking ability is more complex and difficult than people assume, and speaking is like other studies of language and naturalize many cases to language teachers.
2.2 Types of Speaking
Brown (2004: 273) says language teaching is devoted to give an instruction in mastering English conversation. He classifies the types of oral language into:
1. Monologue or Extensive
In monologue, when one speaker uses spoken language, as in speech, lecture, reading, and news broadcast, the listeners must process long stretch of speech without any interruption and the stream of the speech will go on whether or not the listener understands.
2. Dialogue or Interpersonal
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transfer of information, and the interactional which has the primary purpose of maintaining social relationships.
On the other hand, Nakamura & Valens (2001:43-53) conducted a study on Japanese graduate students at Keio University. They used three different types of speaking tests as a form of assessment. The first type is the Monologue Speaking Test which is also called the presentation. Students were asked to perform some tasks such as; show and tell where they talk about anything they choose. This gives the students a chance to make a mini presentation. The second type is Dialogue Speaking Test which is also known as the interview. It is an open-ended test where the students lead a discussion with the teacher. Students in that kind of test are required to use conversation skills that they have learned before. The third type is Multilogue Speaking Test that is also called the discussion and debating. Here, the discussions are student-generated. The students are put into groups and they decide on a topic that they are interested to be discussed.
According to Nakamura (2003:52), Multilogue refers to a speaker’s discussion ability among multiple participants. They are not only as a participant but also in such formalized roles as chairperson. So, the students should be argued to develop oral communication-oriented learning habits involving the three-dimensional speaking constructs.
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speaking test which is focusing on the interaction among the students and the discussion in the group of students. So, the researcher will use mutligoue speaking test in this research.
2.3 Concept of Teaching Speaking
Teaching speaking is a process to teach students how to use the language for communication, expressing ideas, or share information. The goal of teaching speaking should improve students' communicative skills, because students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance.
According to Nunan (2003:48), what is meant by teaching speaking is to teach English language learners to:
1. produce English speech sounds and sounds patterns,
2. use words and sentence stress, intonation patterns and the rhythm of the second language,
3. select appropriate words and sentences according to the proper social setting, audience, situation and subject matter,
4. organize their thoughts in a meaningful and logical sequence, 5. use language as a means of expressing values and judgments, and
6. use the language quickly and confidently with few unnatural pauses, which is called fluency.
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By using Collaborative Learning, teacher will make students to use the language quickly and confidently in their lives. By using Collaborative Learning too, the student will be able to use the language as means of expressing values and judgments not only in the teaching learning process but also in their daily lives.
2.4 Concept of Collaborative Learning
The concept of Collaborative Learning, the grouping and pairing of students for the purpose of achieving an academic goal, has been widely researched and advocated throughout the professional literature. Anuradha A. Gokhale (1995:31) states that the term "Collaborative Learning" refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. The students are responsible for one another's learning as well as their own. Thus, the success of one student helps other students to be successful.
Collaborative learning is heavily rooted in Vygotsky’s (1978: 209) views that there exists an inherent social nature of learning which is shown through his theory of zone of proximal development. Often, Collaborative Learning is used as an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers.
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individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers.
When implementing Collaborative Learning, the first step is to clearly specify the academic task. Next, the structure of Collaborative Learning is explained to the students. An instruction sheet that point out the key elements of the collaborative process is distributed. As part of the instructions, the students are supported to discuss "why" they thought as they did regarding solutions to the problems. They are also instructed to listen carefully to the comment of each member of the group and be willing to reconsider their own judgments and opinions. As experience reveals, group decision- making can easily be dominated by the loudest voice or by the student who talks the longest. Hence, it will insist that every group member must be given an opportunity to contribute his or her ideas. After that the group will arrive at a solution.
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2.5 Collaborative Learning in Teaching Speaking
Actually, the main focus of implementing Collaborative Learning in teaching speaking is to improve students’ bravery to speak up, express the ideas, or share information orally in front of the class. As we know, students nowadays are too shy to express their ideas or answer the question which is given by the teacher. It can be seen in the teaching learning process, students who are active in answering or asking a question to the teacher are only students who come from “smart class”, while the “common class” only listen and watch their activities.
By using Collaborative Learning in teaching speaking, teacher will increase and build the bravery of the students to speak up in front the class and generalize the activity of each student in speaking. In Collaborative Learning, teacher will demand the students to speak up, say what is in their minds, and express their ideas. The students will try how to speak or debate in the class room with their friends. By using Collaborative Learning in teaching speaking, the students are required to be able to express their own ideas and give a comment or opinion to the other friends.
Collaborative Learning in teaching speaking is one of the ways to improve the students’ speaking skill. By using Collaborative Learning, the students will learn
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means of expressing values and judgments not only in the teaching learning process but also in their daily lives.
2.6 Principle of Collaborative Learning
Johnson, Johnson & Smith (1998: 35) have summarised these principles in their definition of a new paradigm of teaching, namely:
a. Knowledge is constructed, discovered, and transformed by students. Lecturers create the conditions which students can construct meaning from the material studied by processing it through existing cognitive structures and then retaining it in long-term memory where it remains open to further processing and possible reconstruction.
b. Students actively construct their knowledge. Learning is conceived of as something a learner does, not something that is done to the learners. Students do not passively accept knowledge from the teacher or curriculum. Students activate their existing cognitive structures or construct new ones to subsume the new input.
c. Teaching effort is aimed at developing students' competencies and talents.
d. Education is a personal transaction among students and between the lecturer and students as they work together.
e. All of the steps can only take place within a cooperative context.
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2.7 Procedures of Collaborative Learning in Teaching Speaking
Collaborative Learning is a process of shared creation between two of more individuals’ interaction to create a shared understanding of a concept, discipline or
area of practice that none had previously possessed or could have come to their own. Collaboration requires all of the participations.
Collaborative Learning centers on the students’ discovery, study and use of information in a collaborative manner, rather than an instructor simply lecturing and the students who are individually passively taking notes. Group work or Collaborative Learning can take a variety of forms, such as quick, active learning activities in class or involved group projects that span the course of a semester. According to Barkely, Cross, and Major (2005:27), there are activities which can be applied by using Collaborative Learning:
1. Stump Up Your Partner
In this class room activity, the students take a minute to create a challenging question based on the lecture content up to that point. Then, the students pose the question to the person sitting next to them. To take this activity a step further, the teacher asks students to write down their questions and hand them in. These questions can be used to create tests or exams. The teacher can also be reviewed to gauge student understanding.
2. Think-Pair-Share/ Write-Pair-Share
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appropriate response. After that, students turn to a partner (or small groups) and share their responses. Take this a step further by asking students to find someone who arrives at different answer from their own and convince their partner to change their mind. Student responses are shared within larger teams or with the entire class during a follow-up discussion.
3. Catch-Up
The first step is stoping at a transition point in the teaching learning process. Then, the teacher asks students to turn a partner or work in small groups to compare notes and he/she asks a question. After a few minutes, the teacher opens the floor to a few questions
4. Fishbowl Debate
Teacher asks students to sit in groups of three. Then, he/she will assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and providing an argument for his or her choice. The teacher debriefs by calling on a few groups to summarize their discussions.
5. Case Study
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study. The teacher provides 10-15 minutes (or adequate time to work through the cases). The teacher should walk around and address any questions. After students have finished their discussion, the teacher calls the group randomly and asks that students to share their analyses. The teaching learning process continues until each case study has been addressed.
6. Team-Based Learning
The teacher starts a course unit by giving students some tasks to complete, such as reading or lab assignments. Then, the teacher considers assigning these to be completed before class. The teacher checks students' comprehension of the material with a quick multiple-choice quiz. The students are asked to submit their answers. The teacher assigns students to groups and asks them to review their answers with group members to reach consensus. The teacher lets each group to submit one answered quiz. The individual students’ assessment and the final group assessment scores
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7. Group Problem Solving
There are many instructional strategies that involve students to work together in solving a problem, including inquiry based learning, authentic learning, and discovery learning. While the students have their own unique characteristics, the teaching learning process is fundamentally involves:
presenting students with a problem,
providing some structure or guidance toward solving the problem. Note, however, that they are all student-centered activities in which the
instructor may have a very minimal role, and
reaching a final outcome or solution.
In this research, Think-Pair-Share, Case Study, and Group Problem Solving are used by the researcher. Therefore, the researcher makes the procedures of teaching speaking through Collaborative Learning as follows:
1. Pre Activity
Teacher greets the students
Teacher checks the attendance list
Teacher gives a brain storming about the material that learnt in the class
Students pay attention to the objective of the lesson that is conveyed by the teacher
2. While Activity
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Teacher gives a problem to the group
Students discusses with their partner using their own ideas, critical thinking, and based on their opinion.
After discussing, teacher asks the students to express their result to their friends.
Each member in the group should give contribution in expressing their ideas and opinion, meanwhile another member of the group should prepare their opinion too to answer or give an additional answer.
While students are debating their opinion, teacher moves among them, gives assistance and guidance as required.
3. Post Activity
Teacher evaluates the students’ performance
Teacher makes a reflection of teaching learning process that they have done.
Teacher closes the class.
2.8 Advantages and Disadvantages of Collaborative Learning
The advantages and the disadvantages of collaborative learning are:
2.8.1 The Advantages of Collaborative Learning
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in the classroom more naturally because students can give and express their ideas and opinions during teaching learning process. So, it can be concluded that by using Collaborative Learning, students will be active and creative in using language because teacher does not teach grammar rules but about the use of language itself for communication.
2.8.2 The Disadvantages of Collaborative Learning
Anuradha A. Gokhale (1995:136) states that the disadvantage of Collaborative Learning is working in groups can often involve situations where the group moves to fast for a student. It allows work to get done without knowing that every person in that group actually understands what was done. So, the problem is when students are going too fast in talking, they don’t see if everyone understands or not about what is going on.
2.9 Theoretical Assumption
From the frame of theories and explanations above, the researcher assumes that using Collaborative Learning in teaching speaking can give the positive effect in improving students’ speaking skill and it is also hoped that Collaborative Learning can improve five aspects of speaking, such as pronunciation, grammar, fluency, vocabulary, and comprehension.
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it is hoped that teaching learning process will balance and decrease the inclination of students who have high ability to have control in the class.
Therefore, by using Collaborative Learning in speaking, it is assumed that the students can build an interaction with others and can be more active in expressing their ideas and solving a problem.
2.10 Hypothesis
Based on the theoretical assumption above, the researcher formulates the hypothesis as follows:
III. METHODOLOGY
In this research, the researcher will discuss about design, population and sample, the instruments, the procedures of data analysis, and the hypothesis the test.
3.1 Design
The objective of this research is to find out the improvement of the students’ speaking skill after being taught by using Collaborative Learning. This research is a quantitative research in which one-group pretest-posttest (Hatch and Farhady; 1982:22). The class got the treatments and also pretest and posttest. In order to see whether Collaborative Learning can improve the students’ speaking skills the
difference scores of pre-test and post-test would be compared.
The research design can be represented as follows:
T1 X T2
Where:
T1 : Pretest
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T2 : Posttest
(Hatch and Farhady; 1982:22)
3.2 Population and Sample
In this research, the researcher took the second grade of social class of SMA 15 Bandar Lampung as a population which consists of 3 classes. The 3 classes are homogenous since they were divided randomly. Then, as the sample, it was taken only one class. The sample was taken randomly. Each class consists of 37 students. Their ages are in range of 16 until 17 years old. The researcher used one class from the population as the sample. From the sixth classes, researcher used XI IPS 1 as the sample of this research.
3.3 The Instruments
In this research, the researcher used several instruments in conducting her research. The instruments were the test of the students’ speaking skill. The instruments of this research were explained as follow:
3.3.1 The Test
In this research, the researcher conducted the pretest and the posttest to collect the data of the students’ speaking skill. The researcher started the
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of paper consisting a problem to be solved. Every student in each group discussed his/her problem together. He/she should gave their opinion or suggestion related to the text. They prepared some arguments about the problem that they had gotten. Before they started to discuss, the researcher asked them to record their discussion using their phones and the researcher recorded the oral test by using recorder to make sure the test runs well. The aspects of speaking which were scored by the researcher were pronunciation, grammar, vocabulary, fluency, and comprehension.
After the researcher conducted three times treatments, the students got the posttest. It was aimed at seeing the significant improvement of the students’ speaking skill after being taught by using Collaborative Learning. The procedures of the test were similar to the pretest. The aspects of speaking which were scored were pronunciation, grammar, vocabulary, fluency, and comprehension. During administering the test, the researcher recorded the activity by using recorder.
3.3.2 Recording
The researcher recorded the students’ speaking skill during the pretest and the posttest by using recorder as recording tool. The researcher used recorder in this research because the researcher only focused on the five aspects of speaking, namely pronunciation, grammar, vocabulary, fluency, and comprehension. So, the researcher did not concern on the students’
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3.3.3 Transcribing
The researcher transcribed the students’ speaking performance from recording that had been conducted. The researcher had also asked the students’ to transcribe their performances in the end of the meeting. It was
useful for the researcher to recognize whose sounds in the recording.
3.4 Validity and Reliability
Validity is an extent to which an instrument really measures the objective to be measured and suitable with the criteria (Hatch and Farhady, 1982:250). Actually, there are five types of validity but the researcher only wanted to describe two of those types of validity, there are content validity and construct validity. Content validity is intended to see whether the test has good reflection of what have been taught. Construct validity focuses on the kind of the test that is used to measure the ability (Hatch and Farhady, 1982:250). In this research, the researcher administered a speaking test and the technique scoring of the students’ speaking skill is based on five aspects; pronunciation, grammar, fluency, vocabulary, and comprehension.
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The statistical formula is: R= 1-6.(∑d2)
N.(n2-1) Notes:
R : Reliability
N : Number of the students
d : The difference of the rank correlation 1-6 : Constant number
After finding the coefficient between raters, the researcher analyzed the criteria. There are five criterias according to Hatch and Farhady (1982:247), they are:
a. A very low reliability ranges from 0.00 to 0.19 b. A low reliability ranges from 0.20 to 0.39 c. An average reliability ranges from 0.40 to 0.59 d. A high reliability ranges from 0.60 to 0.79 e. A very high reliability ranges from 0.80 to 1.00
After calculating the data, the result of reliability can be seen in the following table:
Raters Reliability
Reliability
Pretest Posttest Criteria
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3.5 Scoring Criteria
An oral speaking test was used by the researcher in this research. This oral test was in term of multilogue speaking test for the pretest and the posttest. In this research, the researcher used subjective scoring, so there were two raters in this research. The two raters were the researcher and the English teacher. The raters were judge and they worked together to find out the reliability of the test. The raters used the oral English Rating sheet proposed by Harris (1974:84). According to the oral rating sheets, there were five aspects to be tested by the two raters, namely pronunciation, grammar, vocabulary, fluency, and the comprehension. Here are the rating sheets.
Pronunciation 3 Refers to pronunciation problem necessitate concentrated listening and occasionally lead to misunderstanding.
2 Indicate that it is very hard to understand because of pronunciation problem most frequently asked to report. 1 Shows that pronunciation problem so serve as to make
29 errors which do not, however, obscure meaning. 3 Refers to that speed and fluency are rather strongly
affected by language problem.
2 Means that a student usually doubt and often forces into silence by language problem.
4 Indicates that sometimes a student uses inappropriate terms and or rephrase ides because inadequate vocabulary.
Vocabulary 3 Refers to using frequently the wrong word, conversation somewhat limited because of inadequate vocabulary.
2 Denotes that misutilizing of word and very limited vocabulary make conversation quite difficult.
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2 Grammar and word order make comprehension difficult must often rephrase sentence and/or restrict him to basic pattern.
1 Errors in grammar and word order to severe as to make speech virtually unintelligible.
Table 5
Aspects Score Qualifications
5 Appear to understand everything without difficulty. 4 Understand nearly everything at normal speed although
occasionally repetition maybe necessary.
Comprehension 3 Understand most of what is said at lowers that normal speed with repetition.
2 Has great difficult following what is said.
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The score of each aspect is multiplied by four, so the total score is 100. Here is the identification of the scores of the students’ speaking skill:
If a student gets 5, so 5x4 = 20
If a student gets 4, so 4x4 = 16
If a student gets 3, so 3x4 = 12
If a student gets 2, so 2x4 = 8
If a student gets 1, so 1x4 = 4
For example: There is a student who gets 4 in pronunciation, 3 in grammar, 4 in vocabulary, 4 in fluency, and 3 in comprehension. So, the student’s total scores
will be:
Pronunciation 4x4 = 16
Grammar 3x4 = 12
Vocabulary 4x4 = 16
Fluency 4x3 = 12
Comprehension 3x4 = 12
Total 68
The student’s total score will be 68. It means that the student gets 68 for his /her
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3.6 The Procedures of Data Analysis
In order to see whether there is an improvement of students’ speaking skills, the
researcher examined the students’ scores using these following steps:
1. The students’ utterances were transcribed.
2. All students’ utterances were listened again to find out their skill in speaking.
3. After the researcher had gotten the raw score, the researcher tabulated the result of the test. Then, the researcher calculated the mean scores of the pretest and the posttest to see whether there is an improvement or not of the students speaking skill after being taught by using Collaborative Learning technique.
4. The researcher drew the conclusion from the tabulated result of the pre test and the posttest. The researcher used statistic computerization, for example, repeated measures T-test of Statistical Package for Social Science (SPSS) for windows version 17 to test whether there is an
influence or not.
3.7 Hypothesis Testing
After getting the mean score of the pretest and the postest, the researcher analyzed the data by using repeated measures T-test of Statistical Package for Social Science (SPSS) windows version 17. The hypotheses are as follows:
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H1 : There is an influence or significant improvement of students’ speaking skill after they are taught by using Collaborative Learning.
If P < 0,05 H1 is accepted
If P > 0,05 H0 is not accepted
V. CONCLUSION AND SUGGESTION
This chapter deals with two major points namely conclusions and suggestions.
5.1 Conclusion
Based on the results of the data analysis and discussion, the researcher would like to state a conclusion as follows:
There is a significant improvement of the students’ speaking skill from the pretest and the posttest after being taught by using Collaborative Learning. Collaborative Learning is applicable to encourage the students to improve their speaking skill and its aspects namely; pronunciation, grammar, vocabulary, fluency, and comprehension. It can be proven from the improvement of the students’ mean scores in the pretest and the posttest.
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words, they will ask their friends and discuss it together. By practicing a lot, there will be an improvement of the students’ speaking skill.
Furthermore, the researcher also found that there was a good perception from the students after learning English by using Collaborative Learning. It can be seen from the result of the interview which showed that the students felt enjoy, happy, and enthusiastic because they can express their ideas freely to their friends and the teacher. The students do not feel afraid anymore with their mistake in speaking because they had discussed their ideas and problems with their friends in the group about what they wanted to say. They forget their weakness and their shyness because their friends and the teacher lead them to be brave in speaking or expressing their ideas.
5.2 Suggestions
Considering the finding of the research, the researcher would like to recommend some suggestions as follows:
5.2.1 For Teaching Implication
a. Since there is an improvement of the students speaking skill after they being by using Collaborative Learning. The English teacher is required to use this method (Collaborative Learning) to increase the students’ speaking skill. By using Collaborative Learning, the
students can express their ideas, information, or opinions freely without afraid of making mistakes. The teacher should encourage the students’ curiosity and enforce the students to speak and
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their afraid in making a mistake, but they will enjoy the teaching learning process. If the students cannot make a sentence with grammatical correct or find difficult words to say, the teacher will help them by finding the synonym of the word or use Indonesian language to make it easier.
b. The teacher should use English language when he/she speaks in the class or give the material. Teacher can use bilingual language (Indonesian and English language) to make the students more familiar with English language. The students will know what the teacher mean is, the meaning of the word, how to make a good sentence, and how to pronounce each word. Then, the teacher should ask the students to use English language in the class with their friends. Even though this is too difficult to practice, but it is important to stimulate the habit of speaking English and it can improve the students speaking skill.
5.2.2 For Further Research
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