This means that the use of cooperative learning strategy with stories can improve students' speaking performance in the eighth grade of MTS Roudlotu Tholibin Guppi 3 Punggur. Cooperative learning strategy is effective to improve students' speaking ability in second year students in SMAN 6 SOPPENG”.1.
INTRODUCTION
Problem Identification
Problem Limitation
Based on the problem identification above, the researcher simply focuses on the fact that the students are not interested in the strategy that the teacher uses in speaking lessons. So the researcher only limits to the use of cooperative learning strategy to improve the speaking performance among the eight graders of MTS Guppi 3 Punggur centarl of lampung.
Problem Formulation
Objective of the Study
The results of this research will hopefully be useful to teachers of English. They may also find it easier to develop the materials that are of interest to the students so that teachers will be more creative in their teaching. To educate them about the cooperative learning strategy and how to apply it in the teaching of speaking.
Prior Research
Collaborative groups work face to face and learn to work as a team. The principle of cooperation can be divided into four maxims, called Greek maxims, that describe specific rational principles observed by people who obey the principle of cooperation; .. these principles enable effective communication is a way of explaining the relationship between utterances and what is understood by them. And then the teacher offers help on how the group can work together more effectively. The teacher asks the children to reflect on how well they are working together as a group ("process group functioning") by asking the children to make a summary. The object of this research is the eighth grade students of MTS Guppi 3 Punggur.
This means knowing the students' activity and process in the classroom. Pre-test and post-test are instrument research to know the influence of using cooperative learning strategy towards students' speaking performance. The researcher also planned to give an evaluation to measure the students. mastery of the given materials.
The result of cycle 1 showed that there was an increase in the result at pre-test and post-test 1. The students were sufficiently interested in the learning process although the condition of the learning process was still uncontrolled. 58 . conclude that the learning process went well and that the students were active in cycle 2. 4) Reflect. There was an increasing score of the pre-test, post-test 1 and post-test 2 of the students in Cycle I and Cycle II.
The increase with each cycle shows that using a cooperative learning strategy can improve student speaking performance because the students who can speak in front of the class can improve their speaking performance. It was the reason why the researcher chose a cooperative learning strategy to improve the speaking skills of the students, because this technique seems to be a good way in the learning process.
REVIEW OF THE RELATED THEORIES
The Concept of Speaking
Definition of Speaking Performance
Type of Classroom Speaking Performances
The Measuring Criteria of Speaking Performance
The Concept of Cooperative Learning
- The Definition of Cooperative Learning
- The Principle Cooperative Learning Strategies
- The Types of Cooperative Learning Strategies
Terminologically, there are some of the experts who have different definitions for cooperative learning strategies, but here the writer will take some definitions depending on the experts as follows: Douglas Brown said that cooperative learning is group learning activity organized in a way that learning depends on the structured social exchange of information between students in groups and in which each student is held responsible for his or her own learning and is motivated to enhance the learning of others16. Diane larsen said that cooperative learning is the work of students together in pairs and groups, they share information and come with each other, they are a "team" whose players must work together to achieve goals successfully. 17based on this definition the writer concludes that cooperative learning is children learning together in groups, which are structured so that group members must cooperate in order to succeed. Cooperative learning is when individuals come together as a group to learn or teach each other what they know or understand about a particular topic.
The true definition of cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning. 17Diane Larsen-freeman, techniques and principles in language teaching, second edition, London: Oxford university press,2000, p.159 .. are researchers who developed Cooperative learning procedures, carried out programs of research and evaluation of their method, and then were involved . themselves in teacher training programs that are widely recognized as the originators of modern-day cooperatives. This combination of theory, research and practice makes cooperative learning a powerful learning procedure. Actually, cooperative learning is a specific kind of cooperative learning.
The teacher again gives a sound whistle as a signal to start moving to look for, correct and discuss the question-answer.
The Use of Cooperative Learning Strategy to Improve Speaking
- The Procedures of Cooperative Learning Strategy
- The Steps of Cooperative Learning Strategy
The teacher divided the student into small groups and the divided group consists of 3 or 4 people in a group. And then the teacher gives the task to the student to find their group Next, arrange the room. And then the teacher explains the task (explain the procedures, give examples, ask questions to check that the task is understood by everyone).
Then the student promotes cooperation between groups (allow groups to consult and help each other). instant feedback. Lulu T argues that for the strategy to be successful in teaching classroom learning, some steps must be taken, such as:19 a. Example: The study prepares a lesson plan and materials on congratulatory topics such as: happy graduation, happy birthday , etc.
Example: the research makes the team two or three students like: team 1 (yustika, nurul and zaenal) team 2 (ahmad and andi) etc.
Action Hypothesis
The students choose the topic and perform a performance for the class. Example: Each team chooses the topic and performs a performance for the class.
RESEARCH METHODOLOGY
- Independent Variable
- Dependent Variable
- Setting and Subject of the Study
- Object of the Study
- Action Plan
- Data Collecting Technique
- Test
- Observation
- Documentation
- Research Instrumen
- Data Analysis Method
- Indicator of success
In this step, the examiner compares the score of pre-test and post-test. Moreover, to know the result, the researcher will compare the pre-test and the post-test. So, in cycle II, if all students are successful, it will not proceed to another cycle.
This meeting was used as post-test II at the end of cycle II, the students got the action. In this phase, the students are more active and enthusiastic in following the teaching-learning process. Based on the above explanation, the researcher concluded that the research was successful because the result score of the students had achieved the success indicator of 80% with a minimum mastery criterion of 70.
We could see that there was an improvement in the average score and the total number of students who passed the test from pre-test, post-test I and post-test II.
RESEARCH RESULT AND DISCUSSION
Description of Research Data
The researcher told the students that the researcher would conduct the research in their class to know their pronunciation ability before doing the action in the classroom. In the planning phase, the researcher and the collaborator prepared several things related to the teaching and learning process such as: .. prepared the lesson plan, made the instrument to be examined as a post-test in the cycle I, prepared the material, made the observation sheet with the students' activity, identified the problem and found the causes of the problem at the beginning and end of learning activities. The meeting was started with prayers and greetings, checking the list of participants and asking about the condition of the students.
The students did the test individually, after the students were given the action in the first meeting. The measure of students who were successful in mastering the material was the students who got a minimum score of 70. The use of cooperative learning strategy in the learning process is something new at this class, because the students are supposed to be active, not just in a few with each students, each. one of them, is also expected to be active in this case.
It has been completed well by the students where they had to describe invitation cards used cooperative learning strategy.
Interpretation
According to the result of the observation above, it can be inferred that the result of using Cooperative Learning Strategy to teach speaking performance was good. The researcher was checked the student's score before and after using cooperative learning strategy to improve speaking performance. This means that the students were able to achieve the goal, the goal is that 80% students achieved scores.
The number of students who achieved the result of the standard from pre-test to post-test 1 and from post-test 1 to post-test 2 increased. Based on the above table, we can conclude that during the learning process of the 1st and 2nd cycle, it increases the activity of the students, although the cooperative learning strategy is used as a learning strategy. And then the students are more active and more easily pick up the essence of the material.
Therefore, this research was declared finished and can be stopped in cycle 2, because the result of the student's activities had reached the success indicator that was 80% and the students get the result for the minimum mastery criteria (MMC) is 70.
Discussion
This means that the cooperative learning strategy has a positive effect on improving the teaching learning process. In this case, the students of MTS Roudlothu Thollibin Guppi 3 Punggur have poor speaking abilities. Moreover, the researcher used a cooperative learning strategy contained by some steps to improve the student's speaking performance.
After cycle I and cycle II, the student's speaking skills improve because the researcher used a cooperative learning strategy. It can be concluded that the student's speaking skills are improved by the cooperative learning strategy in MTS Roudlothu Thollibin Guppi 3 Punggur. Using a cooperative learning strategy can be effective strategies in speaking and can be used as an alternative choice in learning activities because this technique is so easy to implement in speaking.
Ridho Angga Mulya, The effect of a problem-based learning strategy on the speaking skills of students in the first grade of SMAN 1 Enam Lingkung, (FBS State University of Padang: 2013).
