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N wa yang masih kurang moitvas i untuk berbicara bahasa . k o p e D 1 i r e g e N A M S i d 3 S P I I X s a l e k a w s i s h e l o i m a l a i d a g u j i n i l a H . s i r g g n I is a v it o m g n a r u k h i s a m a y n a w s i s n a k a y n a b e
K untuk berbicara bahasa Inggri sd i I . s a l e k m a l a
d n idisebabkan karena mereka berpiki rbahwa berbicara bahasa m e t t a u b m e m g n a y n a h a l a s e k t a u b m e m t u k a t a g u j a k e r e m , ti l u s u ti s i r g g n
I a -n
s , a k e r e m n a k a w a t r e n e m a y n n a m e
t ehingga mereka menggunakan bahasa i n I . s a l e k m a l a d i d h a r e a d a s a h a b n a k a n u g g n e m h a l a m u a t a a i s e n o d n I n e p r e t h a l a s a m n a k a p u r e
m itng yang d tiemukan oleh penelti i saa t prakitk r a j a g n e
m BahasaI nggri sd ikelasXII PS3SMANeger i1Depok. 3 S P I I X a w s is u t n a b m e m k u t n u n a u j u tr e b i n i n a it il e n e
P d iSMANeger i1
ti l e n e P . s i r g g n I a s a h a b a r a c i b r e b m a l a d h i b e l i s a v it o m i k il i m e m k u t n u k o p e
D i
e d o t e m n a k i s a t n e m e l p m i g n e
m cooperaitve language learning untuk memoitvas i a b o c n e m i n i n a it il e n e P . s i r g g n I a s a h a b a r a c i b r e b a w s i
s untuk menjawab satu
h a l a d a t u b e s r e t h a l a s a m n a s u m u R . h a l a s a m n a s u m u
r “bagaimana metode
g n i n r a e l e g a u g n a l e v it a r e p o o
c meningkatkan mo itvasi siswa X I IPS 3 untuk s i r g g n I a s a h a b a r a c i b r e
b id SMANeger i1Depok? ”
s a l e K n a k a d n i T n a it il e n e P e d o t e m n a k a n u g g n e m i n i n a it il e n e
P .Penelti i
n a k a n a s k a l e
m peneilitan in idalam dua siklus .Siklu spe trama terdir idar idua s u l k i s n u m a n n a u m e t r e
p kedua terdri idar i satu pertemuan .Responden dar i k o p e D 1 i r e g e N A M S i d 3 S P I I X s a l e k a w s i s 7 3 h a l a d a i n i n a it il e n e
p tahun
2 1 0 2 / 1 1 0 2 n a r a j
a . Data peneiltian dikumpulkan dari hasi l te s kemampuan n a p a l n a t a t a c , i s a v r e s b o r a b m e l , a w si s i r a i d , a w s i s a r a c i b r e
b gan ,kuesioner ,dan
a t a d n a i d u m e K . a r a c n a w a
w -datat ersebu tdianalsiis menggunakant riangulas.i k u j n u n e m i n i n a it il e n e p i r a d l i s a
H kanbahwametodecooperaitvel anguage g n i n r a e
l dapat memo itvas i siswa X I IPS 3 d i SMA Neger i 1 Depok untuk g n I a s a h a b a r a c i b r e
b gris .Pada tahap awal ,penelti imenemukan bahwa ada n a k a n u g g n e m a r a c i b r e b m a l a d h a d n e r e t i s a v it o m i k il i m e m g n a y a w s i s h u l u p e s n a k g n i d n a b i d h a d n e r h i b e l a k e r e m a r a c i b r e b n a u p m a m e k n a d s i r g g n I a s a h a b a w si S . a y n n i a l a w s i
s -siswa i n icenderung suka berbicara menggunakan bahasa a i s e n o d n
I , yang mengganggu siswa l ainnya saa tbelaja rbahasa I nggris .Namun , h a l e t e
s mengimplementasikan metode cooperaitve language learning, d iakhi r a w s i s s i r g g n I a s a h a b a r a c i b r e b n a u p m a m e k , i n i n a it il e n e p a u d e k g n a y s u l k i s d t a k g n i n e
m an semua siswa dapa tmencapa ikrtieria ketuntasan minimal .Hali n i a w h a b n a k k u j n u n e
m metode cooperaitve language learning meningkatkan a w s i s i s a v it o
m dalam berbicara bahasa Inggri skeitka bertanya atau merespon n a a y n a t r e
p guru nd a temannyad idalamkela .s i c n u k a t a
x i
S
T
N
E
M
E
G
D
E
L
W
O
N
K
C
A
e h T , d o G o t e d u ti t a r g t s e t a e r g y m y a s o t e k il d l u o w I , ll a f o t s ri
F Supreme
r e h t a
F ,fo rHi sneve rending guidance ,love, and blessing lla ym lfie .Healway s
e m f o e r a c s e k a t d n a s p l e
h sot hat I can ifnisht hist hesis .Ir eailzedt ha tHe alway s
y a w a s e k a
m whent heres eemst obenoway.
My deepes tgrattiudeand appreciaiton also go to my advisor ,Carla Sih
. m u H . M , . d P . S , i r a d n a b a r
P , fo r he r patience , wliilngness , encouragement ,
s a e d i f o n o it u b ir t n o c d n a , e c n a d i u
g t om de u irngt heproces so fw iritngt histhesis .
I ma deeplyi ndebted to he rfo rhe rgrea teffo tri n l eadingmet o accompilsh thi s
. s i s e h
t Ia lso thank Sr iSuryan it ,S.Pd. ,fo rthe oppo truntiy given to me to
h c r a e s e r e h t t c u d n o
c i n he rclass i n X IIPS 3 .My t hankfulnes salso goes t o a ll
k o p e D 1 i r e g e N A M S n i 3 S P I I X f o s t n e d u t
s in 2011/2012academicyear rfo
h c r a e s e r e h t g n ir u d n o it a r e p o o c r i e h
t process.
o s l a d l u o w
I show my grea tappreciaiton t o Drs .Barl iBram ,M.Ed. ,
D . h
P ., fo rbeing t he proofreade ro fmy thesi sand al lP BI lecturers in Sanata
e m g n i d i u g d n a g n i h c a e t r o f y ti s r e v i n U a m r a h
D du irngmys tudyi nt heuniverstiy.
, s f f a t s y r a t e r c e s I B P o t s e o g o s l a e d u ti t a r g y
M Mbak Dhani da n MbakTari ,and
y ti s r e v i n U a m r a h D a t a n a S n i s n a i r a r b il l l
a whohadgivent hei rbests ervices .
t b e d t a e r g a e w o
I to mygreates tsponsor ,SisterPatriciaLawrence,who
. y ti s r e v i n U a m r a h D a t a n a S n i y d u t s o t y ti n u tr o p p o e m n e v i g d a
h Wtihou therl ove
d n i k d n
a ness , Iwould no thave studied here .My grattiude also goe sto Sister
a k a
T fo rher l ove ,kindness ,encouragement ,and moitvaiton so Ican ifnish my
d l u o w I . s i s e h
x o
t e m d e tr o p p u s d n a d e p l e
h improvemyseflt obeabette rperson by giving grea t
y d u t s o t e m r o f y ti n u tr o p p
o .
Iamgoing toexpressmydeepes tgrattiudet omybelovedparents ,Bapak I
n a w a m s u K n a m o y
N and Ibu N iNengah Srikan it ,fo rthei rgrea tlove and
s s e n d n i
k t o me . Iam rtuly blessed to have them in my lfie . Ialso thank my
, r e t s i s r e g n u o
y N i Kadek Endriyani and my younge r brother , I Komang
a m r a h
D Diaksa ,for t heri love, suppor tand j oke sdu irng t he proces so fw iritng
.s i s e h t s i h
t
Ialso thank all m y friend sespecially Anisa , eM tia ,Mbak Setyo ,Ika ,
, a g g n
A Bang Franky , Romo Richi , and Nofa f or the grea t moment s and
r e h t e g o t d e r a h s d a h e w h c i h w s e c n e ir e p x e l u f r e d n o
w du irngmystudyi nPBI. My
o t s e o g o s l a e d u ti t a r
g Ayufo rhe rwliilngnesst obet heproofreade ro fmyt hesis . I
n a h
t k Tika and Esther ,fo rbeing my grea tobservers du irng my resear .ch Ialso
n i s d n e ir f y m k n a h
t ExoitcCompany ,especiallyMike ,Atma,and Eilsfort hei r
a h f o t ir i p
s rd work they have shared. Ialso thank al lmy firend sin PB I2008 ,
e r a o h w e s o h t y ll a i c e p s
e inPB IC fort hegrea tmomen tdu irngmy study i nPBI .
Iamveryhappyt ohaveknownt hemi nmyl fie.
t s e p e e d y m , y ll a n i
F regard go to al lpeople and al lmy friends who
tr o p p u
s me in ifnishing my thesis, which o Ic uld no tmeniton here one by one.
MayGodalway sblesst hem.
i x
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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . E G A P E L T I
T ... i
E G A P L A V O R P P
A S... .... ii .. E
G A P N O I T A C I D E
D ... iv Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... .. ... vi ..
.. .. .. . T C A R T S B
A ... vii R
T S B
A AK... iv ii ..
.. .. .. .. .. .. .. .. .. .. S T N E M E G D E L W O N K C
A ... x....i ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E T N O C F O E L B A
T ... xi T
S I
L OFTABLES... . xv .. T
S I
L OFFIGURES... ... xvi .. T
S I
L OFAPPENDICES... .... x iv i
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground... .. 1 .... .
B ResearchProblem... 3 .. .
C ProblemLimtiaiton... 4 .... .
D ResearchObjecitves... 4 .... .
E ResearchBeneftis...4 .
F Deifniitono fTerm .s... ... ...5
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDescirpiton... 8 .... .
1 CooperaitveLanguageLearning... ... 8 .. .
a Deifniitono fCooperaitveLanguageLearning.. ... 8 .
b KeyElement so fCooperaitveLanguageLearning... 01 )
1 PosiitveI nterdependence... 01 )
2 TeamFormaiton... .. 1.. 1 )
ii x )
4 Socia lSkills... .. ... . .. 21 )
5 Srtuctu irngandSrtucture .s... 21 .
c Teacher’ sRolesi nt heCooperaitveLanguage m
o o r s s a l C g n i n r a e
L ... ... ... . 13 .... )
1 Teache rasi nqurie .r... .. ... . 31 )
2 Teache ra screato .r... .. .. 41 )
3 Teache ra sobserve.r... .. ... . 51 )
4 Teache rasf aclitiato .r... . .. ... . 51 )
5 Teache ra schangeagent... 51 .
2 Mo itvaiton... 16 .
a Deifniitono fMoitvaiton... 6..1 .
b Type so fMoitvaiton... 7..1 .
c Indicator so fMo itvaiton... 7....1 .
3 TeachingandLearningSpeakingi nSenio rHighSchool.. ... . 81 .
a Teacherss houldbeawareoft hedfiference sbetween g
a u g n a l d n o c e
s eandf oreignl anguagel earning t
x e t n o
c s... 91 .
b Teacherss houldgivepracitcef o rboth lfuencyand r
o f y c a r u c c
a thes tudents... 9..1 .
c Teacherss houldprovideoppo truniitesf ors tudents s r e h c a e t g n it i m il d n a k r o w p u o r g g n i s u y b k l a t o t
k l a
t ... .... 91
.
d Teacher splans peakingt askst hati nvolve .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. g n i n a e m r o f n o it a it o g e
n ... .. .... ... 02
.
e Teacher sdesignclassroomacitviitest hati nvolve d n a l a n o it c a s n a rt h t o b n i e c it c a r p d n a e c n a d i u g
g n i k a e p s l a n o it c a r e t n
i ... .... ... 0..2 .
4 Characteirsitc so fSenio rHighSchoo lStudents... 02 .
5 ClassroomAcitonResearch... ... .. .... .. ... 21 .
ii i x .
b Mode lo fClassroomAcitonResearch... ... ... 21 .
B Theoreitca lFramework... 22
Y G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod... .. .... .... 24 .
B ResearchSetitng... ... . 26 .... .
C ResearchParitcipant .s... .... . . 27 .... .
D ResearchI nsrtumentsandDataGatheirngTechnique... .. 27 .. .
1 Observaiton... .. .... .. . . 28 .... .
a ObservaitonCheckilsts... .. 28 .. .
b FieldNotes... ... .. ... .. 92 .
2 Quesitonnarie... . ... .. .... . .... 13 .
3 Interview... ... .. .... 23 .
4 Tests... .. .. ... 33 .
5 Students ’Diaires... . ... ... . 43 .
E DataAnalysi sTechnique... . ... ... . 3 6 .
F ResearchProcedure... . 8....3
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
.
A CycleOne... . 1....4 .
1 MeeitngOneo fCycleOne... ... .. . ... .. . . 1.... 4 .
a Planningt heFris tMeeitngo fCycleOne... 14 .
b AcitngandObservingt heFris tMeeitngofCycleOne... 44 .
c Relfecitngt heFris tMeeitngofCycleOne... 84 .
2 MeeitngTwoo fCycleOne... .... ... 45 .
a Planningt heSecondMeeitngo fCycle eOn ... 45 .
b AcitngandObservingtheSecondMeeitngo f e
n O e l c y
C ... 65 .
c Relfecitngt heSecondMeeitngo fCycleOne... 16 .
B CycleTwo.. ... ... . 9.... 6 .
v i x .
b AcitngandObservingt heCycleTwo... .. .... . . 17 .
c Relfecitngt heCycleTwo... 57
N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusion. .... ... . 5.... 8 .
B Recommendaitons .... ... ... ... . . 7.... 8
S E C N E R E F E
R ... . 9.... 8 S
E C I D N E P P
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T .3 .1 Bluep irn to fobservaitoncheckilstsf ors tudents ’acitviites.... ... . 8.. 2 e
l b a
T 23 . . Bluep irn to fobservaitoncheckilstsf ort eacher’ sacitviites.... ... ... 92 e
l b a
T 33 .. Bluep irn to fifeldnotesf o routsideobserver... 13 e
l b a
T 43 . . Bluep irn toft hequesitonnarief o rclose-endedquesitons... 13 e
l b a
T 53 .. Bluep irn toft hequesitonnarief o ropen-endedquesitons... 23 a
T eb 6l 3 . B. luep irn to fquesitonsf ori nterview... 33 e
l b a
T 73 . B. luep irn to fquesitonsf ors tudents ’diaires... 43 .
1 . 4 e l b a
T TheFocu sgroup’ss peakingt te rs esutl so fmeeitngonei ncycle o en ... 35 .
2 . 4 e l b a
T Thecomparaitonoff ocu sgroup’s peakingt estr esutlsi n g
n it e e
m oneandmeeitngt woo fcycleo ....ne ... 56 e
h T . 3 . 4 e l b a
T comparaitonoff ocu sgroup’s peakingt estr esutlsi ncycle e
n
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F .2 .1 Kemmi sandMcTaggar’t sm eod l co f lassroomaciton
research... 22 .
1 . 4 e r u g i
F Thepercentageoff ocu sgroup’ss peakingt estr esutl so f e
n o e l c y c n i e n o g n it e e
m ... 25 e
h T . 2 . 4 e r u g i
F focu sgroupprogressi ns peakingi ncycleone... 66 o
w t g n it e e m n i g n i k a e p s s ’ p u o r g s u c o f f o e g a t n e c r e p e h T . 3 . 4 e r u g i
F .... ... 97
e h T . 4 . 4 e r u g i
F percentageoff ocu sgroupwhos ucceededorf aliedt o s
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A o fPermissionfromt heMayo ro fSleman.. .. .... ... 19 .
2 x i d n e p p
A ResearchOf ifcia lStatemen tfromSMA Nege ir1Depok.. .. ... .... . .. 3.. 9 e
p p
A n .dix3 LessonPlans andTeachingMate iral so fCycleOne... .. .. 5.... 9 .
4 x i d n e p p
A LessonPlanandTeachingMateiral so fCycleTwo... . 2..1 1 .
5 x i d n e p p
A ObservaitonCheckilsts fo MeeitngOne i nCycleOne... .. 0.. 1 2 x
i d n e p p
A 6 .ObservaitonCheckilsts fo MeeitngTwo i nCycleOne... 51 2 .
7 x i d n e p p
A ObservaitonCheckilsts fo CycleTwo... 01 3 p
p
A endix8 .FieldNote sofMeeitngO ne inCycleOne... ... 9.. 1 3 .
9 x i d n e p p
A FieldNote so fMeeitngTwo i nCycleOne... 21 4 x
i d n e p p
A 1 .0 FieldNote so fCycleTwo... 61 4 1
x i d n e p p
A 1 .TheSummaryo fStudents ’Dia ires... . 1..1 5 1
x i d n e p p
A 2 .Quesitonnarie... 51 5 p
p
A endix13 .TheRawDatao fQuesitonnarie... .... .. 01 6 1
x i d n e p p
A 4 .TheSummaryo fDataf romQuesitonnarie... 71 6 1
x i d n e p p
A 5 .InterviewGuideilne... .. 5.... 1 7 .
6 1 x i d n e p p
A InterviewTranscirpts .... ... . 7....1 7 1
x i d n e p p
A 7 .Students ’SpeakingTes tResutls... ... ... . 0..1 9 1
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t n e s e r p o t e k il d l u o w r e h c r a e s e r e h t ,r e t p a h c s i h t n
I thei n rtoduciton oft he
e r a y e h T . s tr a p x i s o t n i d e d i v i d s i r e t p a h c s i h T . h c r a e s e
r research background ,
n o it a ti m il m e l b o r p , m e l b o r p h c r a e s e
r ,research objecitve ,research beneftis ,and
.s m r e t f o n o it i n if e d
.
A ResearchBackground g
n i k a e p
S i sone o fthe skill swhich ha sto be mastered by senio rhigh
. s t n e d u t s l o o h c
s M tos studentsinI ndonesiahavebeenl earningEngilshsincet hey
e r
a in the kindergatren .However ,no tmany o fthem are famiila rw tih using
o r s s a l c e h t n i e t a c i n u m m o c o t h s il g n
E om .Theyarer eluctantt ospeak Engilshand
o t d n e
t u sethei rmothert ongueort hei rsecondlanguage( BahasaI ndonesia) .Thi s
s i t a h t m e l b o r p e n o s
i mosltyfoundi ns enio rhighs choolsi nI ndonesia.
The example o fthe case above i sX IIPS 3 student sin SMA Neger i1
k o p e
D . They arealso reluctantt o speak Engilsh .When theresearche rwa sdoing
r e
h Program Pengalaman Lapangan in the class ,the researche rfound tha tthe
s t n e d u t
s lacke d wliilngness in using Engilsh .They tende d to use thei rmothe r
e u g n o
t whent heyw ereaskedce trainquesitonsr elatedt othem tae ira levent hough
r e h c a e t ri e h
t h aad rleady asked t hem t o useEngilsh. tI wa sbecause they klac e d
n o it a v it o
m to speak Engilsh; they w ereafraid o fmak ming istake so rthey l acke d
fl e
n i n o it a v it o m k c a l m e h t f o t s o m e s u a c e b s i e u g n o t r e h t o m r i e h t e s u o t d n e t h s il g n E g n i k a e p
s .In fact ,mos tteacher sconside rstudents ’moitvation i sreally
.) 0 0 0 2 , e s r a e P & s e i v a D ( g n i n r a e l e g a u g n a l l u f s s e c c u s r o f t n a tr o p m
i This i st he
t a h t m e l b o r p l a i c u r c t s o
m researcher found whlie doing he robservaiton .In thi s
n i , e s a
c learning Engilsh ,students’j obs are no tonly doing t ask sgiven by t hei r
t u b n o it a n a l p x e s ’ r e h c a e t e h t o t g n i n e t s il r o r e h c a e
t also using the language to
e t a c i n u m m o
c andgivingresponses tot eacher’ squesiton sort herif irends .
s e s o p o r p r e h c r a e s e r e h t , m e l b o r p e h t e v l o s o t r e d r o n
I asoluitonbyusing
r a e l e g a u g n a l e v it a r e p o o
c ning method. CooperaitveLanguage Learning (CLL)i s
o t r e h t e g o t k r o w s t n e d u t s f o p u o r g a h c i h w n i s e it i v it c a e v it a r e p o o c g n i s u g n i n r a e l ( l a o g e m a s e h t e v e i h c
a Richard s & Rodgers , 2001). The reason why the
o c e m o s n o d e s a b s i d o h t e m s i h t s e s o p o r p r e h c r a e s e
r nsideraitons related to the
s t n e d u t s e h t f o t s o m , t s ri F . s c it s ir e t c a r a h c ’ s t n e d u t
s a re talkaitve especially in
g n i k a e p
s i nBahasa Indonesiain t heclassroom .Howeve,rt hey areno tmoitvated
k a e p s o
t i n Engilsh .Second ,mos toft hemt hinkt hatt o speakEnglishi sd fiifcutl .
s t n e d u t s e m o S . n o it a s r e v n o c r i e h t n i h s il g n E e s u o t e k il t o n o d y e h t , e r o f e r e h T d n a h s il g n E d a b d a h y e h t t a h t d i a
s d idno tanswert het eacher’ squesiton sbecause
e r e w y e h
t afraido fmakinganymistakes .Theys aidthatt herif irend swouldlaugh
.s r e w s n a e t a ir p o r p p a n i e v a g y e h t n e h w m e h t t
a Based on thosecharacteirsitc ,st he
n i n o it a v it o m e r o m e v a h o t s t n e d u t s e h t p l e h o t d e t n a w r e h c r a e s e
r speaking
. h s il g n
E In thi sresearch ,they learned Engilsh in groups so each studen tcould
p l e
h othe rstudents i n t hegroups and could moitvate t heothe rmemberst o l earn
m o o r s s a l c e h t n i h s il g n E k a e p s d n a r e h t e g o
e t a t
s t hat using cooperaitve language learning method “enhance learne r
n o it a v it o
m , reduce learne r srtess , and create a posiitve affecitve classroom
e t a m il
c ” .Joyce ,Wei l& Calhoun (2009 )a dd tha tcooperaitve l anguagel earning
d o h t e
m creates students’f eeilng o fbeing r espected and cared fo rby t herif irend s
h c i h
w c an create posiitve atmosphere whlie learning . eB cause i treduce sthei r
e li h w e r e h p s o m t a e v it a r e p o o c d n a e v it i s o p g n it a e r c y b h s il g n E k a e p s o t s s e rt s
, g n i n r a e
l student scan work and l earn togethe rwtih t hei rfirends .They also can
e s a e r c n
i thei rmoitvaitont ospeakEng ilshi nt heclassroom.
t n e m e l p m i o
T themethod i n t heclassroom, t heresearche rdid Classroom
c
A iton Research (CAR) . Classroom aciton research i s teachers ’ aciton i n
e l p m i y b s g n i h c a e t r i e h t g n it a u l a v
e menitng i tin the classroom whlie other s
s n i k p o H ( t i e t a u l a v
e ,2008 .) Merlte r(2009 )add stha tthi sresearch i sdone by
r e tt e b s m o o r s s a l c r i e h t d n a t s r e d n u o t s e v l e s m e h t r o f s r e h c a e
t especially thei r
o t r e d r o n i e n o d t n e m s s e s s a r i e h t d n a , g n i h c a e t n i d e s u s d o h t e m r i e h t , s t n e d u t s
y ti l a u q s ’ g n i h c a e t r i e h t e v o r p m
i .Thi saciton i scycilcal ,which mean sthat the
s s e c o r p r o n o it c a f o s p e t s e m a
s i sdone repeatedly to ge tsome improvemen t
) 8 0 0 2 , y e h c n i H
( . In orde rto know the students ’improvemen tin the learning
.s e l c y c e m o s d i d r e h c r a e s e r e h t ,s s e c o r p
.
B ResearchProblem , h c r a e s e r s i h t n
I ther esearche rformulate soner esearchproblem:
w o
H doe scooperaitve language learning method increase X IIPS 3 students ’
n o it a v it o
.
C ProblemLimtia iton h
T e researche r ilmtist heparitcipants in t hi sresearch .Theparitcipant so f
h
t i sresearch are 38 student so fX IIPS 3 fo SMA Negeri 1 Depok ,Yogyakatra .
h t f o e s o p r u p e h
T i sresearch i st o overcomeoneo ftheurgent problems found i n
s s a l
c X I IPS 3 related to the students ’moitvaiton to speak Engilsh. In most
c e h t n i e n o d s e it i v it c
a lass ,the student sseemed unmo itvated to speak Engilsh .
e h t , e r o f e r e h
T researche roffere dtheuseofcooperaitvel anguagel earningmethod
o
t increasestudents ’moitvaiton tospeakEngilsh .By usingcooperaitvel anguage
learning method ,student swould be more enthusiasitc in the learning proces s
m e m r e h t o e s u a c e
b ber swould help them. Besides ,the use o fthi smethod can
,s s e c o r p g n i n r a e l e h t n i n o it c a r e t n i s ’t n e d u t s h c a e e z i m i x a
m especially wtihin
( s p u o r g r i e h
t Richard s&Rodgers ,2001 ,p .192). Therefore,t her esearche rilmtie d
e s a e r c n i o t d o h t e m g n i n r a e l e g a u g n a l e v it a r e p o o c f o e s u e h t o t n i h c r a e s e r s i h
t X I
3 S P
I students ’moitvaitont so peakEngilsh inSMANeger i1Depok.
.
D ResearchObjecitve
o t s i h c r a e s e r e h t f o e v it c e j b o e h
T increase et h mo itvaiton fo X IIPS 3
f o s t n e d u t
s SMA Negeri 1 Depok ot speak Engilsh. The soluiton i sby using
c poo eraitvel anguagel earningmethoddu irngt heclassacitviites.
.
E ResearchBeneftis
a t b o e b n a c t a h t s ti f e n e b e m o s e r a e r e h
T ined byXII PS3 students fo SMA
.
1 Thes tudent so fXII PS3 fo SMANegeri1Depok h
c r a e s e r s i h
T madeXII PS 3studentsmoremoitvated t ospeakEngilsh , to
, s n o it s e u q s ’ r e h c a e t r e w s n
a togivethei ropinionsr elatedt o mateiral sdiscussedi n
s s a l c e h
t ,and t o speak wtih t hei rfirends .Beside ,s t hey could enjoy morein t he
s s a l c n i s s e c o r p g n i n r a e
l roombyworkingt ogether .
.
2 Teachersi nSMANege ir1Depok h
c r a e s e r s i h
T ’ s resul tmade teachers i n SMA Negeri 1 Depok ,especially
c a e t h s il g n
E h ers more creaitve in ifnding atrtacitve method sfo rthe student sto
r e h c a e t e h T . h s il g n E n r a e
l s canalso u secooperaitvel anguagel earningmethod in
y B . s t n e d u t s e h t g n i h c a e
t implemenitng thi smethod, t he t eachers can help t hei r
it a r e p o o c k r o w o t s t n e d u t
s vely and help each othe rin clas .s Fu trhermore ,the
e z i m i n i m o t s t n e d u t s e h t p l e h n a c s r e h c a e
t theri anxiety in learning by doing
k r o w p u o r
g .
.
3 Thefuture researchers h
c r a e s e r s i h
T ’ s resul ten irche d the future researchers ’knowledge related
o c f o e s u e h t o
t operaitve acitviite s in the classroom . Besides , th e future
s r e h c r a e s e
r who research the same topic may use the resul to fthi sresearch a s
d n u o r g k c a b h c r a e s e r ri e h
t orr eference.
.
F De ifniitono fTerms e
r a e r e h
T somet erm susedint hisr esearch. Toavoidmisunderstanding,i t
.
1 Coopera itveLanguageLearning r
e p o o
C aitve language learning i sa learning proces sin which student s
p u o r g l l a m s n i r o s ri a p n i k r o
w s (Richards & Rodgers ,2001). Douglas (1978)
t a h t s d d
a in cooperative work ,peoplewho have dfiferen tskills ,knowledge, and
. p u o r g a n i h ti w r e h t e g o t k r o w s e c n e ir e p x
e I tmeans t hati n agroup, t herewli lbe
l p o e
p e iwth dfiferen tpersonailites ,skills ,expe irences ,and knowledgewho work
a o t r e h t e g o
t chievet hesamegoal .Becausei ti screated toachievet hesamegoal ,
.s r e h t o e h t e t a v it o m d l u o w r e b m e m h c a
e In thi sresearch ,the researche rassign
k r o w p u o r
g and givet hemcooperaitveacitviitesr elatedt ospeakingso t heycould
e h t f o s r e b m e m r e h t o p l e
h groups tospeakEngilsho rhelpt hemwhen t heyfound
tl u c if fi d y n
a i esinl earning.
.
2 Mo itva iton
m “ , ) 1 0 0 2 ( r e m r a H o t g n i d r o c c
A oitvaiton i ssome kind o finterna ld irve
g n i h t o d o t e n o e m o s s e h s u p h c i h
w si nordert oachieves omething” (p.51 .)Ad irve
a s
i strongsitmulu swhichi nsis tsomeonet odo acitons (Teevan& Briney ,1964) .
n a e m n o it a v it o m , h c r a e s e r s
