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N x
x
N y
y
2. Quantitative
There is a speaking test before and after each of the cycle the pre-test and the post-test. From the test, the researcher found the comparison of
students’ achievement before and after the research. The researcher also compared the mean of each test to know whether there is an improvement or
not dealing with students’ speaking skill. The mean of pre-test and post-test can be calculated with the formula as follows:
Where:
x = The sum of students’ score before the action
y = The sum of students’ score after the action
x = Mean
of students’ score before the action
y
= Mean of students’ score after the action
N = number of student
Finally, by analyzing the data from the qualitative and quantitative data, the researcher can make a conclusion whether Cooperative Language
Learning CLL can improve students’ speaking skill or not. If almost the
students give positive response to the teaching learning activities and their post-test score is higher than pre-test score, the implantation of Cooperative
Language Learning CLL is successful, but if the students give negative
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response during the lesson and their post-test is lower than pre-test, the implementation of Cooperative Language Learning is not successful.
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CHAPTER IV THE RESULT OF THE STUDY
The objective of the research is to know whether cooperative language learning CLL can improve students speaking skill or not, and to know whether
cooperative language learning CLL can improve students’ motivation in learning English or not. It is presented in chapter four which is divided into two parts. The first
is the action process and the second is the result discussion. Each part is described as follows:
A. Process of the Research
The research was conducted collaboratively by the researcher and the English teacher of SMP Negeri 5 Surakarta. In the process of action research,
the English teacher was acting as observer and the researcher was acting as practitioner who implemented the action. This research was conducted
through two cycles. The first cycle was conducted in three meetings, and the second cycle was conducted in two meetings.
1. Pre- Research
The pre- research was held before conducting the research. It was held in order to identify the problem occurred and
the teacher’s technique used in teaching speaking. Pre- Research includes: interviewing the
English teacher, interviewing the students, observing the teaching learning process, and giving pre- test to the students.
From the pre- research, the researcher found some problems dealing with the speaking skill. There are some indicators of the problem,
such as: 1 students have difficulties in producing grammatical sentences of their correct utterances. It can be seen on the students’
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