20 Continued
Standard of Competence Basic Competence
3.2 Memahami dan merespon percakapan transaksional to get things done dan
interpersonal bersosialisasi
sederhana dengan menggunakan ragam bahasa lisan secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan
sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak
ajakan, menyetujuitidak menyetujui, memuji, dan memberi selamat.
4 Mengungkapkan
makna dalam teks lisan fungsional dan monolog
pendek sederhana yang berbentuk
descriptive dan
recount untuk
berinteraksi dengan lingkungan sekitar
4.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek
sederhana dengan menggunakan ragam bahasa lisan secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan
sekitar.
4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
descriptive dan recount.
c. Assessing Speaking
There are a lot of factors that influence raters’ or teachers’ impression on how well someone can speak a language. When teachers assess
speaking, it means that their listening determines the reliability and validity of an oral production test. Assigning and ranging a score from 1 to
5 are not easy. The lines of distinctions between levels are quite difficult to
21 pinpoint. The teacher can spend much time to see the recording of
speaking performance to make accurate assessment Brown, 2004: 140.
Thornburry 2005: 127-129 claims that there are two main ways to assess speaking. They are holistic scoring and analytic scoring. Holistic
scoring uses a single score as the basis of an overall impression, while analytic scoring uses a separate score for different aspects of the task. This
holistic way has advantages of being quick and is perhaps suitable for informally assessing progress. By contrast, analytic scoring takes longer
since it requires the teacher to take a variety of factors into account and is probably fairer and more reliable. It also provides information on specific
weaknesses and strengths of students. However, the disadvantage of analytic scoring is that the score may be distracted by all categories and
lose sight of the overall situation performed by the students. Therefore, four or five categories seem to be the maximum that can be handled at one
time. Furthermore, Thornburry 2005: 127-129 states that based on
Cambridge Certificate in English Language Speaking Skills CELS, the scorers need to consider the four categories, namely grammar and
vocabulary, discourse management, pronunciation, and interactive communication. In grammar and vocabulary aspects, students should use
accurate and appropriate syntactic forms and vocabulary to meet the task requirements at each level. Discourse management describes the students’
ability to convey the ideas, opinions coherently, and clear information. To
22 fulfill the pronunciation aspect, they have to produce the right stress and
intonation to convey the intended meaning. Finally, interaction communication means the ability of test takers to respond appropriately
with interlocutors with required speed and rhythm to fulfill the task requirements. Those four elements are similar with Brown 2001: 406-407
who divides six categories of oral proficiency scoring test. They are grammar, vocabulary, comprehension, fluency, pronunciation and task.
Each category has 5 steps and the teacher should choose one of the ranks.
3. Cooperative Learning
a. The Definition of Cooperative Learning
Cooperative learning is one of the most remarkable and fertile areas of theory, research, and practice in education. According to Johnson and
Johnson 1991 cited in Johnson et al., 2000: 2, cooperative learning exists when students work together to accomplish shared learning goals.
Therefore, all students are able to participate in the class discussion, practicing their oral speech.
In addition, Stenlev 2003: 25 states that cooperative learning is part of a group of teaching learning techniques where students interact with
each other to acquire and practice the elements of a subject matter and to meet common learning goals. It is much more than just putting students
into groups and hoping for the best. In the same respect, Macpherson 2007: 1 claims that cooperative learning is learning in small groups where
interaction is structured according to carefully worked-out principles.
23 Cooperative learning designs activities to make students contribute to the
task. Cooperative learning can also be defined as an approach to group work
that minimizes the occurrence of those unpleasant situations and maximizes the learning and satisfaction that result from working on a high-
performance team Felder and Breat, 2007:1. According to Wong and Wong 2005: 245, cooperative learning refers to one of instructional
techniques where by students work in small, mixed- ability learning group. It means the students in each group are responsible not only for the material;
being taught but also for helping their group mate learns. From the definition above, cooperative learning refers to students
working in teams on an assignment under conditions in which certain criteria are pleased, including that the team members be held individually
accountable for the complete the same goal or content of the assignment or project.
b. The Elements of Cooperative Learning
In cooperative learning, there are several elements that must be taken into account. The above elements are considered essential to successful
cooperative learning. According to Kaufman et al., 1997: 37, there are six elements of cooperative learning in teaching and learning process.
1 Positive-interdependence Johnson and Johnson 1984 citied in Kaufman et al., 1997: 37
state that positive-interdependence requires that students have to
