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asking the students to do the tasks by themselves over time to time. The tasks were in the form of written tasks. It meant that the teacher did not train the
students to have meaningful speech or interaction. The implication was there was no chance distributed to the students for having meaningful speech in
order to train their communicative competence and performance. The activities arranged by the teacher were to do task after task. There
was no activity, called pre-communicative activities, in order to begin the lesson and no activities, called communicative activity, which is the core of
the lesson. The students liked to have a kind of cooperation among students. If they
wanted to speak more actively, they wanted to do it as a team. It could be in the form of role play, discussion, and many other activities. However, the
teacher did not see it as a chance to improve students’ oral skills competence and performance. As the result, only some students who were naturally had
high level of confidence who were able to encourage themselves to speak English. But the rest of the students who had high inhibition hoped not to be
called or to get opportunity to speak English in the class individually. Materials and media are the supporting utilities for the teaching and
learning process. Without appropriate materials and media, the process of learning English cannot run well. The result was sometimes the objectives
could not be achieved. Fortunately, the available facilities helped the process of teaching and learning English.
In addition, time management is an important element that is able to determine the effectiveness of students’ learning. Without clear and
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appropriate time management, the use of time for teaching and learning process would not be effective.
C. Limitation of the Problem
Based on the background and the identification of the problem, the problem of this research was focused on how to improve students’ speaking
skill through cooperative learning in class XI IPS 4 at SMA N 1 Muntilan in the academic year 20122013.
D. Formulation of the Problem
The problem of this research could be formulated as follows. How can speaking skill be improved through cooperative learning in class XI IPS 1 at
SMA N 1 Muntilan in the academic year of 20122013?
E. Objective of the Research
The objective of this research was to improve the speaking ability in class XI IPS 4 at SMA N 1 Muntilan in the academic year of 20122013
F. Significances of the Research
1. For myself, as a researcher, this research can develop my mind through
problem solving process and become valuable experience related to her knowledge in educational research.
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2. For the English teacher, this research can be used as a means to improve
students’ speaking ability in the English teaching and learning process in improving the achievement of students’ learning.
3. For the other English teachers, this research can be used as a model in
improving students’ involvement in English teaching and learning process. 4.
For the headmaster, the result of the research is hoped to be useful for showing that there are some efforts that can be done in improving the
quality of the process of teaching and learning English. Hopefully, it can be used as information to decide the school policy related to the English
teaching and learning process.
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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Language
Language is a means of communication or interaction with other in order to deliver proposition and interpret the meaning. There is no relation
between the objects referred by the language and the symbol represented by the language through words. Researchers began to see that language was one
manifestation of the cognitive and affective ability to deal with the world, with others, and with the self Brown, 2000: 27. Language is a living thing.
It changes and develops over time. In addition, Slobin in Brown 2000: 29 states that language develops its form and function in two levels; on the
functional level and on the formal level. Furthermore, Nunan proposes that language is more than a system for communication. It involves whole person,
culture, educational, developmental communicative process Nunan in Brown, 2001: 34. On the functional level, the implication of language
change is the growth of conceptual and communicative capacities that are connected to the innate schemas of cognition. On the formal level, the
implication of language change is the growth of perceptual and information- processing which is connected to the innate schemas of grammar.
There are verbal language and non-verbal language. Verbal language is the language that relates to the use of words as the means of delivering
proposition and interpreting meaning. In another side, non-verbal language is
