IMPROVING STUDENTS’ SPEAKING ABILITY USING COOPERATIVE LEARNING TYPE STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS ) ( A Classroom Action Research at the XI IPS 2 Grade of SMA N 1 Purwonegoro)
A THESIS
Submitted to English Department as a Partial Fulfillment of the Requirements S. Pd Degree
LISTIYANI 0801050105
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
DEDICATION
This thesis is dedicated to:
• My beloved father and mother
Thank you very much for your love, kindness, prayer and support.
• My beloved young brother and sisters ( Dedy, Tiwi and Ending )
Thank you for your support, and all of yourlove. Without you all my life is empty.
• My Love Adhitya Yudha Septyadhi, you are my everything.
• My consultants; Mr. Furqanul Azies, and Mr. Saefurrohman. Thank you very much for your patience and kindness to guide me in finishing my thesis.
• My best friends Cme, Vidha, Ida and Chumy, thank you for giving color in my life.
• My best friends in class B2 (Kuzy, Sulung, Indra, Hangga, Endah, Faisal, Feri).
How wonderful friends you are and thank you for all.
• My best friends in PPL/KKN SMP Muhammadiyah Ajibarang ( Lyndha, Tika, Desy, Okha, Mumun, Topan, Wawan, Bramantyo )
MOTO
Life isn’t about finding yourself . Life is about
creating yourself.
( George Bernard Shaw )
A journey a thousand miles begins with a single
step.
( Lao-Tzu )
Don’t ask yourself what the world needs; ask
yourself what makes youcome alive. And then go
and do that. Because what the world needs is
people who have come alive.
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.
Praise to Alloh SWT the most merciful who has given the writer guidance, so that the writer can accompish the thesis as partial fulfillment for S. Pd degree of English department, teacher training and education faculty of Muhammadiyah University of Purwokerto.
In this occasion, the writer would like to thank deeply to:
1. Drs. Ahmad, M. Pd., the Dean of FKIP for the permission to conduct classroom action research as the partial fulfillment of the requirement for finishing study.
2. Endang Kusrini, S. Pd., M. Hum., the Head of English Department.
3. Dr. Furqanul Aziez, M. Pd., my first consultant for his advice and guidance. 4. Saefurrohman, S. Pd., M. Pd., my second consultant for his patience in giving
the writer advice and guidance.
5. The Headmaster of SMA N 1 Purwonegoro, Banjarnegara for giving the permission to conduct the research.
6. Peni, S. Pd as the English teacher at XI IPS 2 grade of SMA N I Purwonegoro, Banjarnegara who help the writer to conduct this research in he class.
Finnally, the writer thanks to all people who have given their supports and affection in completing this thesis.
The writer hopes this work can be valuable contributions to all readers especially those who are interested in teaching and learning English.
Wassalamu’alaikum Wr. Wb.
Purwokerto, February 2013
TABLE OF CONTENT
TITLE ... i
APPROVAL ... ii
HALAMAN PENGESAHAN ... iii
HALAMAN PERNYATAAN ... iv
DEDICATION ... v
LIST OF APPENDICES ... xiii
ABSTRACT ... xiv
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Reason for choosing the Study ... 4
C. Problem of the Study ... 4
D. The Aims of the Study ... 4
E. Contribution of the Study ... 4
CHAPTER II LITERATURE REVIEW A. Speaking ... 6
1. Definition ... 6
2. The Purpose of Speaking ... 7
3. The Component of Speaking ... 8
4. Speaking Ability ... 9
5. Technique in Teaching Speaking ... 11
B. Cooperative Learning ... 16
1. The Definition of Cooperative Learning ... 16
2. The Elements of Cooperative Learning ... 16
3. Why Use Cooperative Learning ... 20
4. Types of Cooperative Learning ... 21
C. STAD (Student Teams Achievement Divisions) ... 23
1. Definition of STAD ... 23
2. Basic Procedure ... 25
3. How to Teach STAD ... 25
4. Components of STAD ... 26
D. Basic Assumption ... 29
E. Hypothesis ... 29
CHAPTER III RESEARCH METHODOLOGY A. Method of Research ... 30
B. Place and Time of the Research ... 31
C. Subject of Research ... 31
D. Research Design ... 32
E. Technique for Collecting Data ... 34
F. Method for Data Analysis ... 38
CHAPTER IV RESULT AND DISCUSSION A. Result of Research ... 45
B. Discussion ... 69
CHAPTER V CONCLUSION AND PEDAGOGICAL IMPLICATION A. Conclusion ... 76
B. Pedagogical Implication ... 77 REFERENCES
LIST OF TABLES
Table 1 The Scedule of the Research ………... ... 31
Table 2 Students’ Activities ... 35
Table 3 Teacher’s Activities... 36
Table 4 Indicator and Score of Fluency ... 40
Table 5 Indicator and Score of Grammar ... 40
Table 6 Indicator and Score of Vocabulary... 41
Table 7 Indicator and Score of Pronunciation ... 41
Table 8 Indicator and Score of Comprehension ... 42
Table 9 The Observation Result of Students’ Activities in Cycle 1 ... 51
Table 10 Observation Result of Teacher’s Activities in Cycle 1 ... 53
Table 11 Evaluation Result of Students’ Speaking Ability Score in Cycle 1 ... 54
Table 12 Observation Result of Students’ Activities in Cycle 2 ... 62
Table 13 Observation Result of Teacher’s Activities in Cycle 1 & 2 ... 63
Table 14 Observation Result of Teacher’s Activities in Cycle 2 ... 64
LIST OF FIGURE
LIST OF APPENDICES APPENDIX A
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
APPENDIX B Pre-test
Post-test 1
Post-test 2
APPENDIX C
Observation Result of Students’ Activities
Observation Result of Teacher’s Activities
The Vignette
Field Note
Interview Guide
APPENDIX D
The Result of Students’ Speaking Ability
APPENDIX E Documentation
ABSTARCT
IMPROVING STUDENTS’ SPEAKING ABILITY USING COOPERATIVE LEARNING TYPE STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS ) ( A Classroom Action Research at the XI IPS 2 Grade of SMA N 1 Purwonegoro)
By: LISTIYANI
0801050105
This research was aimed at improving students’ speaking ability using cooperative learning type STAD ( Student Teams Achievement Divisions ). The subject of the research was students of class XI IPS 2 in SMA N 1 Purwonegoro in academic year 2012/2013. It consisted of 27 students. This research was a Classroom Action Research (CAR). The writer worked collaboratively with the English teacher as the collaborator teacher. The researcher used Kemmis and McTaggart design: making plan, creating activity, observing, evaluating, and reflecting. There were 2 cycles, and each cycle covered 2 actions.
The data were collected through observations, speaking test (pre-test and post-test), interview, field note, and documentation. The writer employed qualitative and quantitative data as a technique to analyze. The qualitative data were analyzed based on the observation result students’ activities in the class, while the quantitative data were analyzed by using speaking test.
