THE IMPLEMENTATION
OFCOOPERATIVE LEARNING STRATEGY IN TEACHING SPEAKING AT
SMPNI RAI{AH RITEUAN SILAPII{G
PASANIAN
BARAT
Ratih Widianingsih lbs r), Mayuasti, M.Pd'), Yola Merina, S.S. M.Hum 3)
r)English
department student, college of teaching training and education (PGRI) West Sumatera E-mail : ratih_cerewetl2@yahoo.com
2)English department lectures, college of teaching training and education (PGRI) West Sumatera E-mail: mayuasti@gmail.com
3)English
department lectures, college of teaching training and education (PGRI) West Sumatera E-mail: yolam3@gmail.com
Abstract
The implementation of Cooperative Learning Strategy in school conducted by the teacher so
far only cover some part in the procedure Cooperative Learning Strategy. This study aim to detennine the application Cooperative Learning Strategy for teaching speaking at SMPN 1 Ranah Batahan Silaping Pasaman Barat. This research is qualitative approach with descriptive to analyze the process
of implen-renting the strategies used by teachers in the teaching cooperative learning crn speaking at
SMPN 1 Ranah Batahan Silaping Pasaman Barat. For analytical framework qualitative research researcher used to ans\ver research question. To gather data, researcher conducted observatior-r ceklist and video. The result of this study indicate that two of the English teachers already have their orvn procedures
in
applying Cooperative Learning Strategyin
the classroom, although not all of the indicators irnplementing by the teachers. Based on the data obtained, the researchel concluded not allof
the indicators implernenting by the teachers. The participants not implementing the second indicator. For the second indicator, the teachers not give members card for each mernbers group. Rased on these findings, the teachers only gave 4 steps correspond to the actual measures, recommended for ateacher in order to refer back the application that has been done so far in accordance with the actual measure.
Key lYorrls: Speaking, Teuching Speuking, Cooperative Learning Strategy
Penerapan strategi kooperatif pembelajaran disekolah yang dilakukan oleh guru selama ini hanya mencakup beberapa bagian didalarn prosedur strategi kooperatif pembelajaran. Penelitian ini bertujuan untuk mengetahui penerapan strategi kooperatif pembelajaran dalam kelas untuk pengajaran berbicara di SMPN 1 Ranah Batahan Silaping Pasaman Barat. Penelitian ini merupakan penelitiarr kualitatif dengan pendekatan descriptit'e untuk menganalisis proses penerapan strategi kooperatif pembelajaran yang digunakan guru dalam pengajaran berbicara di SMPN 1 Ranah Batahan Silaping Pasaman Barat. Untuk kerangka analisa peneliti menggunakan kualitatif reseorch untuk menjarvab pellanyaan penelitian. Untuk nrengumpulkan data, peneliti melakukan observasi ceklist dan
lideo. Hasil dari penelitian ini rnenunjukkan bahwa dua dari guru bahasa Inggris sudah mempunyai prosedur rrereka sendiri dalam menerapkan tekhnik kooperatif pembelajaran dalarn kelas, walaupun
tidak ke Iima indikator yang diterapkan oleh guru. Berdasarkan Cata yang didapatkan, peneliti mengambil kesirnpulan bahwa kedua partisipan tidak menerapkan semua langkah langkah dalarn indikatcr peneiitian. Kedua partisipan tidak menerapkan indikator nomor 2. Untuk langkah kedua guru tiCak memberikan members cards untuk masing-masing kelompok. Berdasarkan temuan tersebut, guru hanya meinberikan
4
langkah sesuai dengan langkah-langkah yang sebenamya. dianjurkan kepada guru agar rnerujuk kembali penerapan yang telah dilakukan selama ini sesuai dengan langkah-langkah yang sebenarnya.Kuta Kunci: Berbicuru, Pengajarun Berbictra, Strutegi Kooperatif Pembelcjaran
INTRODUCTION
To teach speaking, the teacher uses many strategies such as; Role Play Strategy, inside Outside Circle Strategy and Cooperative Learning Strategy. The purpose of teaching speaking are students can be required to understand, comprehend the printed material, and then apply it in their daily life. It can be seen when the teacher asks the questions, the student’s face problem in delivering the ideas.
In this case, the students tend to listen and they do not active to speak English in the classroom.
The teachers need to be creative to make speaking becomes habit for daily activities in the classroom and stimulate the students to share the ideas.
Based on the school based curriculum (2006), the teachers are given responsibility to make the syllabus. From on the syllabus for Junior High School there are four materials that teacher should teach for the students related to teaching speaking. They are transactional text, interpersonal texts, short functional text and genre. The students are expected to comprehend of all the text.
Generally, there are some procedures that teacher needs to do before doing the teaching process in the classroom. It is started from the teacher activities in making a lesson plan, adapting material, giving assessment, and creating the interesting classroom activities due to the successful of language learning from all activities the teacher also need to consider the effective way in delivering the material and information in order to make the students understand easily. In choosing the effective way, teacher should pay attention on students’
ability in learning English. Related to the explanation above, many strategies that can be used by the teacher in teaching speaking. One of the strategies that can be used by the teacher is Cooperative Learning Strategy.
Cooperative Learning isa term used for a collection of strategies in which students work together to accomplish a group task. It is suported by Herrel (2000:42) also defines about Cooperative Learning Strategy is cooperative learning requires pupils to work together in small groups to support each other to improve their own learning and that of other. Beside,
Jollife (2007:3) also defines about Cooperative Learning Strategy is cooperative learning requires pupils to work together in small groups to support each other to improve their own learning and that of other. The other expert who explains about definition of Cooperative Learning Strategy is Gilies et all (2008:75), they define that Cooperative Learning Strategy is given instruction to work collaboratively on a task; learners generally tend to interact with each other at a concrete level unless the teacher intercedes with explicit guidance in how to interact
.
From this definition, Cooperative Learning Strategy is invite students to the working group to improve the students’s ability to socialize with other. Cooperative Learning Strategy has positive effect in learning, nothing give negative effect. Cooperative learning can increase students achievement than individual learning and also it does not depend on age, subject or their learning activity. It can cause students’ psychology to be stimulated and become active, this condition also is caused by relationship in group so that they can be easy to communicate a simple language indeed, cooperative learning can increase work and study hard and students have high motivation.In fact, based on the researcher’spre- observation at eight grade students SMPN I Ranah Batahan Silaping Pasaman Barat, the researcher found that the students wereinterested in learning speaking. They were active when the teacher asked them to speak.
For example, when the teacher asked them to do exercise, the student gave answer or respond.
Furthermore, the Cooperative Learning should be encouraged to have assigned roles and responsibility. In Cooperative Learning,teacher will ask the students into the group, then discuss the topic which is delivered by the teacher.
There are two teachers use the Cooperative Learning Strategy at SMP N I Ranah Batahan Silaping Pasaman Barat, the teacher explain the material for the students, the teacher made group for the students, then the teacher gave the topic and the students work together with their group, the students could share their ideas, and next the teacher and the students discuss to found out the solution about the topic. It means, Cooperative Learning is strategy in which to students can work together with their group to find out the solution. By working in group, the students does not active in classroom activities
be more active than usual, and the students are not afraid of sharing their ideas, they will collect their knowledge to discuss it.
RESEARCH METHOD
This research is qualitative research.
It is supported by Gravetter and Lori (2011:364), state that descriptive research typically involves describes a variables or a set of variable as they exist naturally. Additionally, Cresswell (2012:247) state that description is a detailed rendering of people, places, or events in a setting in qualitative research, it is easiest to start the analysis after the initial reading and coding of the data. This theory supported the researcher use this design because the researcher want to analyze the implementation of Cooperative Learning Strategy in teaching speaking.Because,in this research the researcher tried to describe how the Cooperative Learning Strategy implement and give influences to students’ speaking ability at SMP N 1 Ranah Batahan Silaping Pasaman Barat.
The population in this research is the researcher took the English teachers who are teaching at SMP N 1 Ranah Batahan Silaping Pasaman Barat. The total numbers of this population were two teachers. In this research, the researcher used purposive sampling technique to select the sample of the research.
According to Arikunto (2010:188), participants are people who give information about a fact or opinion that are going to investigate by the researcher. The usage of purposive sampling means that the researcher would got the samples according to the needs of the researcher.
After that, the researcher collect the data used observation checklist and video.
Then, the researcher took the sample that need by the researcher. Finally, the researcher analyzed it.
FINDING AND DISCUSSION FINDING
Referring to the data description above, the researcher finally answer the research question, that is“How do the teachers implement Cooperative Learning Strategy in
teaching speaking at SMPN 1 Ranah Batahan Silaping Pasaman Barat academic years 2016/2017?”
In this part, the researcher found that the teachers did not implemented all steps which were stated in procedure of Cooperative Learning Strategy. In the indicators of Cooperative Learning Strategy have five steps.
The teachers just implemented four indicators in procedure Cooperative Learning Strategy. The teachers did not implement the second indicators, give the team members cards which identify their assigned roles and clear description of their duties. the teacher do not give member card for students. But the teacher chosen the students as a leader, writer, and reported. After do implement four indicators, the teacher ask students made a task in group work.
DISCUSSION
There are so many information the researcher got from the observation. The observation that had been done by the researcher was aimed at getting the answer and information about the research question.
However, the purpose of this research was to see the implementation of Cooperative Learning Strategy in teaching speaking by English teacher. The researcher found there are two teachers usingCooperative Learning Strategy in teaching speaking do not implement all indicator. The first participant and second participant do not implement the second indicators. Furthermore, the implementation of Cooperative Learning Strategy in teaching speaking is well implemented. The students easy to study in speaking ability using Cooperative Learning Strategy. Based on theirCooperative Learning Strategy, the students more active study in group work.
Based on the explanation above, the researcher found that the teachers did not implement all steps which were stated in procedure of Cooperative Learning Strategyand the implementation was not systematically. In the indicators of Cooperative Learning Strategy have five steps. The teachers just implemented fourth indicators in procedure ofCooperative Learning Strategy. The teachers did not
implement the second indicators, the teacher do not give member card for students. After do implement fourth indicators, the teacher pay attention how the teacher ability in teaching speaking.
SUGGESTION
After doing the investigation phase in the field and analyzing the collected data, the researcher states insightful suggestions at this point. Firstly, this research can help the teachers to review their implementation of Cooperative Learning Strategy, what the processes that should be considered by the teacher and the influence into speaking skill in implementing the Cooperative Learning Strategy. The teachers can implement their own strategy that they feel made students more comprehend with the material.
Secondly, this research informs for the next researcher about the implementation of Cooperative Learning Strategy. The researcher also asksadditional information from the others about the implementation of cooperative learning and it can be very useful for the readers.
Third, researcher hoped to the teachers more implement the give the team members cards which identify their assigned roles and clear description of their duties because it is important to asks students to know what they position in the group work. The last, it is hoped to be a reference for the next study for college students of STKIP PGRI West Sumatera.
ACKNOWLEDGEMENT
Alhamdulillahhirobbil a’lamiin, praise to Allah S.W.T the almighty who has given the writer straight to complete this thesis entitled
“The Implementation of Cooperative Learning Strategy in Teaching speaking at SMPN 1 Ranah Batahan Silaping Pasaman Barat”. This thesis is aimed as facilitating of the requirement for the SI Degree of English Department, STKIP PGRI Padang West Sumatra. Shalawat and salam is also given to the prophet Muhammad S.A.W as the“huswatun hasanah”
for the muslims.
A very special thanks and appreciation from the deepest of my heart to the advisors, Mayuasti, M.Pd and Yola Merina, S,S. M.
Hum, who have been kind and willing to give their times, energy, suggestions, and supports in completing this thesis. My gratitude is also presented to Armilia Riza, M.Pd, Suharni, M.Pd and Rika Afrianti, M.Pd as the examiners who have given the correction and clarification for this thesis. Then, the researcher’s appreciation also goes to the head and secretary of English Department, Armilia Riza, M.Pd and Mayuasti, M.Pd. Then, the researcher’s thanks and appreciations to Dr. Yelfiza, M.Pd as academic advisor who have gives her advice, time, suggestion and attention. And for all of the lecturers, the students of English Department, and also the teachers and the students in SMPN 1 Ranah Batahan Silaping Pasaman Barat who have given help and motivation for the researcher.
Moreover, the researcher expresses the deepest gratitude to belove parents who has given their love, prays, care, attention, etc, for my life. The researcher wants to say thanks to my sister and brother who have given their support, pray, and straight in finishing this thesis. And then, for all friends and three friends (researcher’s roommate) who always support me during finishing this thesis.
The researcher realizes that this thesis is far from greetest and welcome any comments and suggestions to make this thesis be perfect.
The researcher hopes that this thesis will be useful for education.
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Gillies, Robyn M et all.The Teacher’s Role in Implementing. Cooperative Learning
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