THE EFFECT OF COOPERATIVE SCRIPT MODEL ON ENHANCING STUDENTS’ SPEAKING ACHIEVEMENT.
THE EFFECT OF COOPERATIVE SCRIPT MODEL ON
ENHANCING SPEAKING ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillme nt of the Requirements for the Degree of
Sarjana Pendidikan
LIZA ISMANIAR LUBIS
Registration Number 2113121039
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
Except where appropriately acknowledged, this thesis is my own
work, has been expressed in my own words and has not previously been
submitted for assessment.
I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan,
Januari 2016
Liza Is maniar Lubis
2113121039
ABSTRACT
Lubis, Liza Is maniar. Nim 2113121039. “The Effect of Cooperative Script
Model on Enhancing Students’ Speaking Achievement”. A Thesis. Faculty of
Language and Arts (FBS), State University of Medan (UNIMED). 2015.
This study aims to discover the effect of applying Cooperative Script
Model on students’ speaking achievement. It was conducted by using
experimental research design. The population of this research was the eleventh
graders of SMA SWASTA ERIA Medan. The samples of the research were two
classes which consisted of experimental and control group which were chosen by
using cluster sampling technique. Twelve students were taken as the samples in
each class. The experimental group appliedCooperative Script as learning model,
while the control group applied Collaborative Learning as learning model. After
analyzing the data, it was found that the value of ttable for the degree of freedom
(df) 22 at the significance 0.05 was 2.0739. The result of computing the data
analysis showed that tobs (Ma) was 6.0082. It means that tobs (Ma) was higher than
ttable (6.0082> 2.0739).The result of this study showed that Cooperative Script
Model significantly affected the students’ speaking achievement.
Key words: Experimental Research, Cooperative Script Model, Speaking
Achievement.
i
TABLE OF CONTENTS
Pages
ABSTRACT ........................................................................................................i
ACKNOWLEDGEMENT ................................................................................ ii
TABLE OF CONTENTS ..................................................................................iv
LIST OF TABLE ..............................................................................................vi
LIST OF APPENDICES ................................................................................. vii
CHAPTER I INTRODUCTION ........................................................................1
A. The Background of the Study.......................................................................1
B. The Problem of the Study.............................................................................4
C. The Objective of the Study...........................................................................4
D. The Scope of the Study ................................................................................4
E. The Significance of the Study ......................................................................4
CHAPTER II RIVIEW OF LITERATURE.......................................................6
A. Theoretical Framework ................................................................................6
1. Speaking ................................................................................................6
2. Element of Speaking .............................................................................7
3. Functions of Speaking ...........................................................................9
4. Speaking Achievement........................................................................12
5. The Indicators of Students’ Speaking Achievement ...........................13
6. Assessment of Speaking......................................................................14
7. Group Work.........................................................................................17
8. Pairwork ..............................................................................................19
9. Cooperative Script Model ...................................................................20
10. Advantages of Cooperative Script Model ...........................................22
11. Disadvantages of Cooperative Script Model.......................................23
12. Collaborative Learning Model ............................................................23
B. Conceptual Framework ..............................................................................25
C. Hypothees ...................................................................................................26
CHAPTER III RESEARCH METHODOLOGY.............................................27
iv
A. Research Design .........................................................................................27
B. Population and Sample...............................................................................27
C. Instrument of Data Collection ....................................................................28
D. Teaching Procedure ....................................................................................28
E. Pre-Test ......................................................................................................29
F. Post Test .....................................................................................................31
G. Validity and Reliability ..............................................................................31
1. The Validity of the Speaking Test........................................................31
2. The Reliability of the Speaking Test....................................................32
H. Technique of Analyzing Data ....................................................................33
I. Statistical Hypothesis .................................................................................34
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS ..............35
A. The Description of Data .............................................................................35
B. The Data Analysis ......................................................................................36
C. Research Findings ......................................................................................38
D. Discussion ..................................................................................................39
CHAPTER V CONCLUSION AND SUGGESTION .....................................41
A. Conclusion..................................................................................................41
B. Suggestion ..................................................................................................42
REFERENCES.................................................................................................43
v
ACKNOWLEDGEMENT
First of all, the writer would like to thank The Almighty Allah SWT for
His blessings, so the writer is able to accomplish her thesis as a partial fulfillment
of the requirements for the degree of Sarjana Pendidikan at the English
Department, Faculty of Languages and Arts (FBS) in State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she can’t accomplish
without supports from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. Syawal Gultom, M. Pd., as Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., as Dean Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department and
Nora Ronita Dewi, S. Pd., S. S., M. Hum., as the Head of Education
Program of English Department.
Dr. Rahmad Husein, M. Ed., as her Thesis Supervisor.
Examiner.
M. Ed., as her Examiners.
Drs. Muhammad Natsir, M. Hum., as her Academic Advisor and her
Johannes Jefria Gultom, S. Pd, M. Hum., and Dra. Masitowarni Siregar,
All the Lecturers of English Department who have taught and guided her
throughout the academic years.
program.
Eis Sri Wahyuningsih, M. Pd.,for all helps and advices to finish this study
Drs. H. Khoiruddin Hasibuan, M. Pd., as the Principal of SMA SWASTA
ERIA andMam Elvi Riyanti Pasaribu, S. Pd.,as the English Teacher who
had helped her during the research in the school and also for Students in XI
IPA I and XI IPA IV.
The writer’s beloved parents, Joni Harto Lubis and Lisna Am. Keb., for
their endless love, supports, motivations, and prayers during the writer’s
ii
whole life, her sisters Anni and Wika and her only one brother Fatih for their
supports and love. Her gratitude is also expressed to her beloved aunts for her
prayers and mental support, Eva Linda and Eni.
All class members of Regular A, B, C 2011.
Her best Adeliany Putri, Fany Amelia Purba, Weny Ardianti, Diaz
Pradya Azmi, Suhartina, her role model friends Atikah Sarayah and Sri
Lestari Setyawan, all her friends during internship and her best during
internship (PPL), Putri, Indah, Zsezsa, Raisyah.
Medan,
2016
The Writer,
Liza Ismaniar Lubis
iii
TABLE OF CONTENTS
Pages
ABSTRACT ........................................................................................................i
ACKNOWLEDGEMENT ................................................................................ ii
TABLE OF CONTENTS ..................................................................................iv
LIST OF TABLE ..............................................................................................vi
LIST OF APPENDICES ................................................................................. vii
CHAPTER I INTRODUCTION ........................................................................1
A. The Background of the Study.......................................................................1
B. The Problem of the Study.............................................................................4
C. The Objective of the Study...........................................................................4
D. The Scope of the Study ................................................................................4
E. The Significance of the Study ......................................................................4
CHAPTER II RIVIEW OF LITERATURE.......................................................6
A. Theoretical Framework ................................................................................6
1. Speaking ................................................................................................6
2. Element of Speaking .............................................................................7
3. Functions of Speaking ...........................................................................9
4. Speaking Achievement........................................................................12
5. The Indicators of Students’ Speaking Achievement ...........................13
6. Assessment of Speaking......................................................................14
7. Group Work.........................................................................................17
8. Pairwork ..............................................................................................19
9. Cooperative Script Model ...................................................................20
10. Advantages of Cooperative Script Model ...........................................22
11. Disadvantages of Cooperative Script Model.......................................23
12. Collaborative Learning Model ............................................................23
B. Conceptual Framework ..............................................................................25
C. Hypothees ...................................................................................................26
CHAPTER III RESEARCH METHODOLOGY.............................................27
iv
A. Research Design .........................................................................................27
B. Population and Sample...............................................................................27
C. Instrument of Data Collection ....................................................................28
D. Teaching Procedure ....................................................................................28
E. Pre-Test ......................................................................................................29
F. Post Test .....................................................................................................31
G. Validity and Reliability ..............................................................................31
1. The Validity of the Speaking Test........................................................31
2. The Reliability of the Speaking Test....................................................32
H. Technique of Analyzing Data ....................................................................33
I. Statistical Hypothesis .................................................................................34
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS ..............35
A. The Description of Data .............................................................................35
B. The Data Analysis ......................................................................................36
C. Research Findings ......................................................................................38
D. Discussion ..................................................................................................39
CHAPTER V CONCLUSION AND SUGGESTION .....................................41
A. Conclusion..................................................................................................41
B. Suggestion ..................................................................................................42
REFERENCES.................................................................................................43
v
LIST OF TABLES
Pages
TABLE 1. 1
The Persentage of the Students’ Achievement.................................2
TABLE 3. 1
Research Design .............................................................................27
TABLE 3. 2
Teaching Procedure ........................................................................29
TABLE 4. 1
The Result of Pre-test and Post-test of Experimental Group .........35
TABLE 4. 2
The Result of Pre-test and Post-test of Control Group...................36
vii
LIST OF APPENDICES
Pages
APPENDIX A The Result of Pre-test in Experimental Group .............................45
The Result of Post-test in Experimental Group .......................... 46
APPENDIX B The Result of Pre- Test in Control Group .....................................47
The Result of Post-Test in Control Group .................................. 48
APPENDIX C The Calculation of Reliability ......................................................49
APPENDIX D The Calculation of Experimental Group T-test ............................51
The Calculation of Control Group T-test .....................................52
APPENDIX E Percentage Points of the T Distribution .......................................55
APPENDIX F Lesson Plan ..................................................................................56
APPENDIX G Students’ Answer Sheets ..............................................................71
APPENDIX H Instrument (Script) .......................................................................76
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
As English becomes an accepted international language, we are Indonesian
people also need to learn English. Many countries make English as their second
language because English is thekey to the International relationship in technology
and commerce. As we know technology and commerce play an important role in
every country. This fact is enough for us to learn English. We as one of the
countries who use English as foreign language need to surpress ourselves to learn
English so that we can keep up with other countries.
In international relationships, spoken English is very important in order to
communicate. We communicate mostly in spoken than written.For most people
the ability to speak a language is synonymous with knowing that language since
speech is the most basic need of human communication (Celce-Murcia, 2001).
In learning English, speaking skills is a priority for many ESL and EFL
learners. EFL or ESL learners are usually judged on their speaking abilities at first
glance. In order to make an effective teaching learning process, the teachers of
EFL learners need to find out the way to make them easier enhancing their
speaking skills.Learning focus on “how to make students learn” not “what is
student learned” (Hamzah B. Uno, 2007: 2-3).
The problem of the eleventh graders of ERIA senior high school was they
found English so unfamiliar. They were afraid to speak English. They took a long
time to pronounce every single word in English and their pronunciation were
1
2
really poor. They also lacked of vocabularies. They said their tongue was not used
to speak English, because they were rarely hear and practice English language.
They were also not confident to speak English in front of their teachers and
friends. The percentage of the eleventh graders‟ achievement on English subject is
shown on the table below.
Table. 1. 1 The percentage of the eleventh graders’ achievement on
Englis h subject
1st Semester
XI-I IPA
XI-II IPA
XI-III IPA
XI-IV IPA
XI-V IPA
XI-VI IPS
>75
20%
20%
18%
15%
17%
18%
≥75
30%
30%
19%
10%
13%
10%
2.0739). Therefore the
hypothesis formulated as “There is a significant effect of applying cooperative
script model on enhancing students’ speaking achievement” is accepted. It means
that cooperative script model significantly enhanced the students’ speaking
achievement.
41
42
B. Suggestion
In relation to the significant of the study, there are a few suggestions for
the teacher, students, and other researcher. The suggestions for the teachers are
they are expected to apply cooperative script model as one of the way to improve
their profesionalism on teaching the students, they are expected to find another
learning model that is appropriate for speaking class with considering the
students’ need as the guidance, and they are expected to enrich their knowledge
related to English teaching model so that they can find the appropriate learning
model for the students. The suggestion for the students is they have to participate
more in speaking class. They are suggested to enhance their pronunciatiaon,
fluency, grammar, vocabulary, and accent on speaking English by practicing to
speak frequently not only in the class but also outside the class. Outside the class
means that they are also expected to practice speaking English on their daily life.
This way they can speak more fluently and finally meet the standard based on
curriculum. The suggestion for other researchers are they are suggested to carry
out a further research related to this learning model in order to develop this
learning model and also to find another learning model that allow the students to
speak English frequently in the class.
43
REFERENCES
Alghamdi, R., & Gillies, R. (2013). The Impact of Cooperative Learning in
Comparison to Traditional Learning (Small Groups) on EFL Learners’
Outcomes When Learning English as a Foreign Language. Canadian
Center of Science and Education, 13(9), 19-27.
Algarabel et al. (2001). The Definition of Achievement and The construction of
Tests for its Measurements: A review of the main trends. Psicologica.
(2001). 22, 43-66.
Ary, D., Jacobs, L. C., & Razvieh, A. (2002). Introduction to Research in
Education (6th ed.). USA: 290 Harbor Drive, 2nd Floor Stamford.
Basuki, Abdul Ngafif Tusino. (2012). The effectiveness of Cooperative Script to
Enhance The Students’ Speaking Skill at Education Department of
Muhammadiyah University of Purworejo (Thesis, Muhammadiyah
University of Purworejo, Indonesia).
Wastinih. (2013). The Use of Cooperative Script to Increase Students’ Speaking
Skill at The Eight Grade of SMP Negeri 1 Gegesik(Thesis, University of
Swadaya Gunung Jati, Cirebon, Indonesia)
Best, J. W& Khan, J. (2002). Research in Education. 7th New Delhi: Prentice
Hall.
Brown, H. D. (2001). Teaching by Principles- An Interactive Approach
toLanguage Pedagogy(2nd ed.). New York: Pearson Education.
Fisher, G., & Frey, N. (2007). Checking for Understanding (FormativeAssessment
Techniqus for Your Classroom). Virginia: Association for Supervision and
Curriculum Development.
Fulcher, G. (2014). Testing Second Language Speaking. New York: Routledge.
Fulcher, G., & Davidson, F. (2007). Language Testing and Assessment. 2 Park
Square, Milton Park, Abington, Oxon OX14 4RN: Routledge.
Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.). New
York: Longman.
Harmer, J. (2001). How to Teach English. Harlow, England: Edindurgh Gate.
Huda, M. (2013). Model- Model Pengajaran dan Pembelajaran. Yogyakarta:
PUSTAKA PELAJAR.
44
Hughes, R. (2002). Teaching and Researching Speaking. Edinburgh: Cambridge
University Press.
Istarani. (2012). 58 Model Pembelajaran Inovatif. Medan: MEDIA PERSADA.
Patel, M., & Jain, P. (2008). English Language Teaching (Methods, Tools
andTechniques). Jaipur: Sunrise Publisher and Distributors.
Richards, J. C. (2008). Teaching Listening and Speaking: from Teory to Practice.
New York: Cambridge University Press.
Taqi, H. A., & Al-Nouh, N. A. (2014). Effect of Group Work on EFL
Students’Attitudes and Learning in Higher Education. Canadian Center of
Science and Education, 2(3), 52-65.
ENHANCING SPEAKING ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillme nt of the Requirements for the Degree of
Sarjana Pendidikan
LIZA ISMANIAR LUBIS
Registration Number 2113121039
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
Except where appropriately acknowledged, this thesis is my own
work, has been expressed in my own words and has not previously been
submitted for assessment.
I understand that this thesis may be screened electronically or
otherwise for plagiarism.
Medan,
Januari 2016
Liza Is maniar Lubis
2113121039
ABSTRACT
Lubis, Liza Is maniar. Nim 2113121039. “The Effect of Cooperative Script
Model on Enhancing Students’ Speaking Achievement”. A Thesis. Faculty of
Language and Arts (FBS), State University of Medan (UNIMED). 2015.
This study aims to discover the effect of applying Cooperative Script
Model on students’ speaking achievement. It was conducted by using
experimental research design. The population of this research was the eleventh
graders of SMA SWASTA ERIA Medan. The samples of the research were two
classes which consisted of experimental and control group which were chosen by
using cluster sampling technique. Twelve students were taken as the samples in
each class. The experimental group appliedCooperative Script as learning model,
while the control group applied Collaborative Learning as learning model. After
analyzing the data, it was found that the value of ttable for the degree of freedom
(df) 22 at the significance 0.05 was 2.0739. The result of computing the data
analysis showed that tobs (Ma) was 6.0082. It means that tobs (Ma) was higher than
ttable (6.0082> 2.0739).The result of this study showed that Cooperative Script
Model significantly affected the students’ speaking achievement.
Key words: Experimental Research, Cooperative Script Model, Speaking
Achievement.
i
TABLE OF CONTENTS
Pages
ABSTRACT ........................................................................................................i
ACKNOWLEDGEMENT ................................................................................ ii
TABLE OF CONTENTS ..................................................................................iv
LIST OF TABLE ..............................................................................................vi
LIST OF APPENDICES ................................................................................. vii
CHAPTER I INTRODUCTION ........................................................................1
A. The Background of the Study.......................................................................1
B. The Problem of the Study.............................................................................4
C. The Objective of the Study...........................................................................4
D. The Scope of the Study ................................................................................4
E. The Significance of the Study ......................................................................4
CHAPTER II RIVIEW OF LITERATURE.......................................................6
A. Theoretical Framework ................................................................................6
1. Speaking ................................................................................................6
2. Element of Speaking .............................................................................7
3. Functions of Speaking ...........................................................................9
4. Speaking Achievement........................................................................12
5. The Indicators of Students’ Speaking Achievement ...........................13
6. Assessment of Speaking......................................................................14
7. Group Work.........................................................................................17
8. Pairwork ..............................................................................................19
9. Cooperative Script Model ...................................................................20
10. Advantages of Cooperative Script Model ...........................................22
11. Disadvantages of Cooperative Script Model.......................................23
12. Collaborative Learning Model ............................................................23
B. Conceptual Framework ..............................................................................25
C. Hypothees ...................................................................................................26
CHAPTER III RESEARCH METHODOLOGY.............................................27
iv
A. Research Design .........................................................................................27
B. Population and Sample...............................................................................27
C. Instrument of Data Collection ....................................................................28
D. Teaching Procedure ....................................................................................28
E. Pre-Test ......................................................................................................29
F. Post Test .....................................................................................................31
G. Validity and Reliability ..............................................................................31
1. The Validity of the Speaking Test........................................................31
2. The Reliability of the Speaking Test....................................................32
H. Technique of Analyzing Data ....................................................................33
I. Statistical Hypothesis .................................................................................34
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS ..............35
A. The Description of Data .............................................................................35
B. The Data Analysis ......................................................................................36
C. Research Findings ......................................................................................38
D. Discussion ..................................................................................................39
CHAPTER V CONCLUSION AND SUGGESTION .....................................41
A. Conclusion..................................................................................................41
B. Suggestion ..................................................................................................42
REFERENCES.................................................................................................43
v
ACKNOWLEDGEMENT
First of all, the writer would like to thank The Almighty Allah SWT for
His blessings, so the writer is able to accomplish her thesis as a partial fulfillment
of the requirements for the degree of Sarjana Pendidikan at the English
Department, Faculty of Languages and Arts (FBS) in State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she can’t accomplish
without supports from many people. The writer would like to express her sincere
gratitude to:
Prof. Dr. Syawal Gultom, M. Pd., as Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., as Dean Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department and
Nora Ronita Dewi, S. Pd., S. S., M. Hum., as the Head of Education
Program of English Department.
Dr. Rahmad Husein, M. Ed., as her Thesis Supervisor.
Examiner.
M. Ed., as her Examiners.
Drs. Muhammad Natsir, M. Hum., as her Academic Advisor and her
Johannes Jefria Gultom, S. Pd, M. Hum., and Dra. Masitowarni Siregar,
All the Lecturers of English Department who have taught and guided her
throughout the academic years.
program.
Eis Sri Wahyuningsih, M. Pd.,for all helps and advices to finish this study
Drs. H. Khoiruddin Hasibuan, M. Pd., as the Principal of SMA SWASTA
ERIA andMam Elvi Riyanti Pasaribu, S. Pd.,as the English Teacher who
had helped her during the research in the school and also for Students in XI
IPA I and XI IPA IV.
The writer’s beloved parents, Joni Harto Lubis and Lisna Am. Keb., for
their endless love, supports, motivations, and prayers during the writer’s
ii
whole life, her sisters Anni and Wika and her only one brother Fatih for their
supports and love. Her gratitude is also expressed to her beloved aunts for her
prayers and mental support, Eva Linda and Eni.
All class members of Regular A, B, C 2011.
Her best Adeliany Putri, Fany Amelia Purba, Weny Ardianti, Diaz
Pradya Azmi, Suhartina, her role model friends Atikah Sarayah and Sri
Lestari Setyawan, all her friends during internship and her best during
internship (PPL), Putri, Indah, Zsezsa, Raisyah.
Medan,
2016
The Writer,
Liza Ismaniar Lubis
iii
TABLE OF CONTENTS
Pages
ABSTRACT ........................................................................................................i
ACKNOWLEDGEMENT ................................................................................ ii
TABLE OF CONTENTS ..................................................................................iv
LIST OF TABLE ..............................................................................................vi
LIST OF APPENDICES ................................................................................. vii
CHAPTER I INTRODUCTION ........................................................................1
A. The Background of the Study.......................................................................1
B. The Problem of the Study.............................................................................4
C. The Objective of the Study...........................................................................4
D. The Scope of the Study ................................................................................4
E. The Significance of the Study ......................................................................4
CHAPTER II RIVIEW OF LITERATURE.......................................................6
A. Theoretical Framework ................................................................................6
1. Speaking ................................................................................................6
2. Element of Speaking .............................................................................7
3. Functions of Speaking ...........................................................................9
4. Speaking Achievement........................................................................12
5. The Indicators of Students’ Speaking Achievement ...........................13
6. Assessment of Speaking......................................................................14
7. Group Work.........................................................................................17
8. Pairwork ..............................................................................................19
9. Cooperative Script Model ...................................................................20
10. Advantages of Cooperative Script Model ...........................................22
11. Disadvantages of Cooperative Script Model.......................................23
12. Collaborative Learning Model ............................................................23
B. Conceptual Framework ..............................................................................25
C. Hypothees ...................................................................................................26
CHAPTER III RESEARCH METHODOLOGY.............................................27
iv
A. Research Design .........................................................................................27
B. Population and Sample...............................................................................27
C. Instrument of Data Collection ....................................................................28
D. Teaching Procedure ....................................................................................28
E. Pre-Test ......................................................................................................29
F. Post Test .....................................................................................................31
G. Validity and Reliability ..............................................................................31
1. The Validity of the Speaking Test........................................................31
2. The Reliability of the Speaking Test....................................................32
H. Technique of Analyzing Data ....................................................................33
I. Statistical Hypothesis .................................................................................34
CHAPTER IV DATA ANALYSIS AND RESEARCH FINDINGS ..............35
A. The Description of Data .............................................................................35
B. The Data Analysis ......................................................................................36
C. Research Findings ......................................................................................38
D. Discussion ..................................................................................................39
CHAPTER V CONCLUSION AND SUGGESTION .....................................41
A. Conclusion..................................................................................................41
B. Suggestion ..................................................................................................42
REFERENCES.................................................................................................43
v
LIST OF TABLES
Pages
TABLE 1. 1
The Persentage of the Students’ Achievement.................................2
TABLE 3. 1
Research Design .............................................................................27
TABLE 3. 2
Teaching Procedure ........................................................................29
TABLE 4. 1
The Result of Pre-test and Post-test of Experimental Group .........35
TABLE 4. 2
The Result of Pre-test and Post-test of Control Group...................36
vii
LIST OF APPENDICES
Pages
APPENDIX A The Result of Pre-test in Experimental Group .............................45
The Result of Post-test in Experimental Group .......................... 46
APPENDIX B The Result of Pre- Test in Control Group .....................................47
The Result of Post-Test in Control Group .................................. 48
APPENDIX C The Calculation of Reliability ......................................................49
APPENDIX D The Calculation of Experimental Group T-test ............................51
The Calculation of Control Group T-test .....................................52
APPENDIX E Percentage Points of the T Distribution .......................................55
APPENDIX F Lesson Plan ..................................................................................56
APPENDIX G Students’ Answer Sheets ..............................................................71
APPENDIX H Instrument (Script) .......................................................................76
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
As English becomes an accepted international language, we are Indonesian
people also need to learn English. Many countries make English as their second
language because English is thekey to the International relationship in technology
and commerce. As we know technology and commerce play an important role in
every country. This fact is enough for us to learn English. We as one of the
countries who use English as foreign language need to surpress ourselves to learn
English so that we can keep up with other countries.
In international relationships, spoken English is very important in order to
communicate. We communicate mostly in spoken than written.For most people
the ability to speak a language is synonymous with knowing that language since
speech is the most basic need of human communication (Celce-Murcia, 2001).
In learning English, speaking skills is a priority for many ESL and EFL
learners. EFL or ESL learners are usually judged on their speaking abilities at first
glance. In order to make an effective teaching learning process, the teachers of
EFL learners need to find out the way to make them easier enhancing their
speaking skills.Learning focus on “how to make students learn” not “what is
student learned” (Hamzah B. Uno, 2007: 2-3).
The problem of the eleventh graders of ERIA senior high school was they
found English so unfamiliar. They were afraid to speak English. They took a long
time to pronounce every single word in English and their pronunciation were
1
2
really poor. They also lacked of vocabularies. They said their tongue was not used
to speak English, because they were rarely hear and practice English language.
They were also not confident to speak English in front of their teachers and
friends. The percentage of the eleventh graders‟ achievement on English subject is
shown on the table below.
Table. 1. 1 The percentage of the eleventh graders’ achievement on
Englis h subject
1st Semester
XI-I IPA
XI-II IPA
XI-III IPA
XI-IV IPA
XI-V IPA
XI-VI IPS
>75
20%
20%
18%
15%
17%
18%
≥75
30%
30%
19%
10%
13%
10%
2.0739). Therefore the
hypothesis formulated as “There is a significant effect of applying cooperative
script model on enhancing students’ speaking achievement” is accepted. It means
that cooperative script model significantly enhanced the students’ speaking
achievement.
41
42
B. Suggestion
In relation to the significant of the study, there are a few suggestions for
the teacher, students, and other researcher. The suggestions for the teachers are
they are expected to apply cooperative script model as one of the way to improve
their profesionalism on teaching the students, they are expected to find another
learning model that is appropriate for speaking class with considering the
students’ need as the guidance, and they are expected to enrich their knowledge
related to English teaching model so that they can find the appropriate learning
model for the students. The suggestion for the students is they have to participate
more in speaking class. They are suggested to enhance their pronunciatiaon,
fluency, grammar, vocabulary, and accent on speaking English by practicing to
speak frequently not only in the class but also outside the class. Outside the class
means that they are also expected to practice speaking English on their daily life.
This way they can speak more fluently and finally meet the standard based on
curriculum. The suggestion for other researchers are they are suggested to carry
out a further research related to this learning model in order to develop this
learning model and also to find another learning model that allow the students to
speak English frequently in the class.
43
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