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THE IMPLEMENTATION OF COOPERATIVE LEARNING METHOD IN TEACHING SPEAKING TO LOCAL VILLAGERS IN KAMPUNG WISATA INGGRIS KEBUMEN
Agung Septyono
English education program
azetaman32@yahoo.com
ABSTRACT
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. Speaking skill becomes the important aspect of language when studying the language especially English without practicing to speak is useless. Teacher needs method to make students enjoy and easy to study about speaking. The objective of the research is to describe the implementation of cooperative learning method in speaking skill of local villagers in Kampung Wisata Inggris Kebumen. The research uses descriptive method. This method is used to describe what actually happens in a certain situation and condition. The researcher uses cooperative learning method so thatstudents share the idea, work together to learn and responsible for their teammates’ learning as well as their own. This research, the researcher uses observation in collecting the data. To analyze the data the writer uses reduction the data, display and conclusion drawing. Based on research findings and discussion, it can be concluded that the implementation of cooperative learning method used jigsaw strategy, there are before (pre teaching), during (whilst teaching), and post teaching using jigsaw strategy.During that activities from three different teachers, the students gave positive response. The students enjoy in learning speaking. The teacher had to implemented the jigsaw strategy to improve the students’ achievement in improving their speaking skill. The researcher concludes that both teachers and the students give good response and enjoy in teaching learning process. Besides, the implementation also is successful, because there is an improvement of students’
achievement in mastering vocabulary of using jigsaw strategy in learning speaking English skill.
Key words: implementation, cooperative learning, speaking.
INTRODUCTION
English as an international language has become a tool for international communication in every single life business. Besides as the first language in many countries in the world, English also becomes the second language in some of the countries such as in Philippine and India. 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. In Indonesia, English also becomes one of the most popular foreign language that learned by the people. Moreover, it has been a long time Indonesian government has decided that English becomes a compulsory subject that should be mastered by students from the tertiary level to the college level. Anderson
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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.
The reason why most people cannot speak foreign languages especially they feel shy or ashamed to speak in the public. In fact, there is a vicious circle of speaking problem.
People make mistakes when speaking, then they become afraid of speaking, and thus they never practice which would enable them to correct their mistakes. While students are actively involved in the process of learning, they learn best. Students work in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Student’s energy increases, rewarding teams of the students for performance is effective, and that appearing to the increase of the teams while they are working together.
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. The use of speech or lecture method in learning practice in the class can be avoided by the teachers. Moreover, the use of group discussion in learning practices also used by many teachers to keep alive their classes. In group discussion the teachers establish the students by conditioning them working together to finish their works. They are divided into some small groups consist of four until five students and it is also called as
‘cooperative learning’. This kind of learning strategy used by the teachers is to increase their active learning through the teamwork between the members of group. In other words, the use of group discussion (cooperative learning) in the learning system is one of the tools to implement the cooperation values in building of educational character and cultural nation.
Nowadays, the learning English especially learning English speaking using cooperative learning not only develop in the formal academic places such as school and university, but also now it develops into informal academic places such as course and private learning center. Kampung Wisata Inggris Kebumen (KWIK) or ‘Tourism English Village of Kebumen’ as one of English village is one of the informal academic places that use the cooperative learning in the teaching of English speaking to the villagers.
‘Kampung Wisata Inggris Kebumen is located in Alasmalang Subvillage, Adiluhur Village,
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Adimulyo Subdistrict, Kebumen Regency. It was pioneered by Kebumen tourism ambassador community since September 2014 and empowered 100 head of families to learn English especially speaking. The use of cooperative learning in the teaching of English speaking to the villagers used by the teachers in Kampung Wisata Inggris Kebumen is in many ways.
RESEARCH METHOD
Arikunto (2002: 20) states that there are three kinds of research method based on the objective of the research. They are explorative method, descriptive method, and historical method. In this research, the research uses descriptive method. This method is used to describe what actually happens in a certain situation and condition. Besides, it intends to make a systematic and accurate description concerning the facts and the features of the implementation of cooperative learning method in teaching speaking to local villagers in Kampung Wisata Inggris Kebumen.
RESULT AND DISCUSSION
Result
The researcher observed the use of jigsaw technique to be applied in the class by the three different teachers. The objective study are to describe the implementation of cooperative learning method to improve local villagers speaking skills in KWIK especially in the level of Senior High School students in the first grade until the third grade. The first teacher, Miss Riski Maratus Sholikhah, S.Pd. used cooperative learning method based on jigsaw technique on Sunday, 8th May 2016 to improve the speaking skills of the students. She used descriptive text as the teaching material of its method.
The second teacher, Mr. Novanda Alim Setya Nugraha, S.S. M.Hum. also used the same method to teach the same students on Sunday, 15th May 2016, but he used narrative text as the teaching material of its method. Moreover, The third teacher, Rezana Agustyawan also used the same method too to teach the students on Sunday, 22th May 2016. He used hortatory text as the teaching material of its method.
9 Discussion
The researcher observed the use of jigsaw technique to be applied in the class by the three different teachers. The objective study are to describe the implementation of cooperative learning method to improve local villagers speaking skills in KWIK especially in the level of Senior High School students in the first grade until the third grade. The first teacher, Miss Riski Maratus Sholikhah, S.Pd. used cooperative learning method based on jigsaw technique on Sunday, 8th May 2016 to improve the speaking skills of the students. She used descriptive text as the teaching material of its method.
The second teacher, Mr. Novanda Alim Setya Nugraha, S.S. M.Hum. also used the same method to teach the same students on Sunday, 15th May 2016, but he used narrative text as the teaching material of its method. Moreover, The third teacher, Rezana Agustyawan also used the same method too to teach the students on Sunday, 22th May 2016. He used hortatory text as the teaching material of its method.
The Implementation of Cooperative Learning Method
The researcher has observed the implementation of cooperative learning method used the jigsaw strategy to improve local villagers speaking skills especially for the students of Senior High School in KWIK that was done by three different teachers in three different time. In implementation of cooperative learning method used jigsaw strategy, there are before (pre teaching), during (whilst teaching), and post teaching using jigsaw strategy.
a. The Implementation of Cooperative Learning Method to Improve Local Villagers Speaking Skills in the Class of Miss Riski Maratus Solikhah, on Sunday 8th May 2016.
For the rule of jigsaw that applied by Miss Riski Maratus Sholihah, S.Pd. has a certain steps or procedure. He has succeeded to apply the pre-teaching, whilst-teaching, and post teaching. In every step of teaching, it is applied well based on the rule of jigsaw strategy.
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b. The Implementation of Cooperative Learning Method to Improve Local Villagers Speaking Skills in the Class of Mr. Novanda Alim Setya Nugraha, S.S. M.Hum., on Sunday 15th May 2016.
For the rule of jigsaw that applied by Mr Novanda Alim Setya Nugraha, S.S.
M.Hum. has a certain steps or procedure. He has succeed to apply the pre-teaching, whilst-teaching, and post teaching. In every step of teaching, it is applied kind of basic rule jigsaw strategy.
c. The Implementation of Cooperative Learning Method to Improve Local Villagers Speaking Skills in the Class of Mr. Rezana Agustiawan on Sunday 22th May 2016.
For the rule of jigsaw that applied by Rezana Agustiawan. has a certain steps or procedure. He has succeed to apply the pre-teaching, whilst-teaching, and post teaching. In every step of teaching, it is applied kind of basic rule jigsaw strategy.
CONCLUSION
The researcher observed the use of jigsaw technique to be applied in the class by the three different teachers. The objective study are to describe the implementation of cooperative learning method to improve local villagers speaking skills in KWIK especially in the level of Senior High School students in the first grade until the third grade. The researcher observed the use of jigsaw strategy to be applied in the class by the three different teachers. In implementation of cooperative learning method used jigsaw strategy, there are before (pre teaching), during (whilst teaching), and post teaching using jigsaw strategy.During that activities from three different teachers, the students gave positive response. They looked enjoy in learning English.
From the research that had been done at the first until third grade students of Senior High School at Kampung Wisata Inggris Kebumen (KWIK), the students are really interested with the use of jigsaw strategy in improving their speaking skill. Their enthusiasm in learning also increase it can be shown by their attitude and their motivation in learning English. The situation in the class was also fun and interesting.
The teacher had done are best to implement the jigsaw strategy to improve the
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students’ achievement in improving their speaking skill. They were also very enjoying teaching speaking skill by using jigsaw strategy.
From the fact above, the researcher can be concluded that both of the teacher and the students give good response and enjoy in teaching learning process. Besides, the implementation also is succeed, because there is an improvement above from students’ achievement in mastering vocabulary of using jigsaw strategy in learning speaking English skill.
REFERNCESS
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Arianto. 2011. Jigsaw Method. (http:www.jigsaw.org/pdf/basics)
Aronson, E. 2008. Jigsaw Classroom. Retrieved October 21, 2008, from http://www.jigsaw.org.
Brown, H. D. 2007. Principles of Language Learning and Teaching: Fifth Edition.
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Crandall, J. 1999. Cooperative language learning and affective factors. In J. Arnold (eds.), Affect in language learning (pp.226-244). Cambridge: Cambridge University Press
Hedge, T. 2000. Teaching and learning in the language classroom. Oxford: Oxford University Press.
Johnson, D.R. Johnson.1991. Cooperative Learning in the Classroom. Alexandria.
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