THE IMPROVEMENT OF STUDENTS SPEAKING THROUGH COOPERATIVE LEARNING STRATEGY AT INTERNATIONAL LANGUAGE PROGRAM (ILP).
STt\l.E UNf¥ER.~IT1t
OF) MEDl
2009
\1~
A THESIS
mE IMPROVEMENT OF STUDENTS' SPEAKING THROUGH
COOPERATIVE LEARNING STRATEGY AT INTERNATIONAL
LANGUAGE PROGRAM (ILP)
YAYUK HAYULINA MANURUNG
Registration Number: 062188310010
English Applied Linguistics Study Program
Postgraduate School
State University of Medan
This thesis was examined on 3rd September 2009 by the Board of Examiners
Approved By
Adviser Commission
Adviser II
Applied Linguistics
APPROVAL
This thesis was examined on 3rd September 2009 by the B
Board of Examiners
Dr. Busmin Guming, M.Pd.
Prof. Jawasi Naibaho
Prof. Tina Mariany Arifin, M.A., Ph.D.
Prof. Dr. Lince Sihombing, M.Pd.
Prof. D.P. Tampubolon, Ph.D.
ACKNOWLEDGEMENT
Than be to God, the most gracious and merciful, for having granted the writer the
strength to write this thesis. This thesis would have been impossible without constructive
suggestions, inputs and critical comments from some important people in the field.
In this occasion, the writer would like to express her sincerest gratitude to several
people who helped her in writing this thesis. She is really indebted to Dr. Busmin
Gurning, M.Pd., her first consultant, for his valuable guidance, suggestions, comments
and never ending attention, in the process of writing this thesis.
Her sincere gratitude is also extended to Prof. Jawasi Naibaho, her second
consultant, for his special advice, guidance, encouragement and comments to finish
writing this thesis.
She is also very grateful to the reviewers of this thesis for their advice,
suggestions, and comments in reviewing this thesis. They are: Prof. Tina Mariany Arifin,
M.A., Ph.D., Prof. Dr. Lince Sihombing, M.P.d and Prof.D .P Tampubolon, Ph.D.
Her thanks fullness goes to the head of English Applied Linguistics Study
Program, Prof. Tina Mariany Arifin, M.A. , Ph.D., also to Prof. Dr. Amrin Saragih, M.A.
and all the lecturers for the knowledge, input, and encouragement in doing this research.
Her intense gratitude is addressed to her beloved parents, brothers and sister for
their never-ending love and support during her academic years at UNIMED.
Last but not least, She is greatly thankful to all her friends, her classmates at
English Applied Linguistics Study Program and the rest who are to many to mention,
who have taken part and also recommended her to write this thesis.
To all of them the writer can only hope that they will look upon the results of their
influences and endeavor with pleasure. May God bless us.
Medan, 4 September 2009
Yayuk Hayulina Manurung
NIM:062188310010
ABSTRACT
062188310010.
THE
MANURUNG, YA YUK HA YULINA.
IMPROVEMENT
THE
STUDENTS'
SPEAKING
THROUGH
LEARNING
STRATEGY
AT
INTERNATIONAL
COOPERATIVE
LANGUAGE PROGRAM (ILP). THESIS. POSTGRADUATE SCHOOL.
STATE UNIVERSITY OF MEDAN.2009.
This research deals with the use of cooperative learning strategy in teaching speaking.
The objective of this research is to improve the students' achievement in speaking
through cooperative learning strategy. Round robin and think pair share model of
cooperative learning were applied in this research. Speaking material was focused on
the daily conversation. The location of this research was International Language
Program (ILP) Medan. The subject was 20 students of intermediate class by using
action research. The result was cooperative learning strategy was able to improve the
students' ability of International Language Program (ILP) in speaking. Cooperative
learning strategy can be effective when the students were ready in the same ability.
The data analysis showed that applying cooperative learning strategy in teaching
speaking needs process and it can not be conducted in one meeting. Finally, the
complexity of media, material of learning, facility and strategy of teaching must be
integrated in teaching by using cooperative learning; it is suggested to the English
teacher to increase the students' ability by using cooperative learning strategy.
CHAPTER I
INTRODUCTION
1.1 Background of the Study
There are three central processes in learning English; they are reflection,
negotiation and collaboration (McNiff.J . 1993). When students are able to use the
three processes, they do not only learn much more effectively, but they also gain
valuable thinking and communication skills that will stand them in good stead in their
lives outside school. The processes work well together. When students negotiate, they
reflect on their learning: when they collaborate, they negotiate with other students. A
learning program that gets students actively using all three processes is likely to work
best. Teachers who have focused on the three learning processes with their students
say that teaching the necessary skills takes time, deliberate planning and possibly
some rethinking of their own roles.
Those three central processes can be achieved through the ability of speaking.
This fact makes speaking hold an important role in learning English. The researcher
does not want to say that the other skills of language (listening, reading, and writing)
are not important. But, in daily life, the indicator of success in learning English is the
ability in speaking.
2
Nowadays English is not only studied at school but also taught in private
institutions such as some English courses. In these institutions, teachers are more free
and enjoyable in teaching English speaking. They keep doing their effort to create the
qualified students in learning English. The efforts include the material designing,
variation of teaching strategy, and increasing the students ' motivation. This condition
affects the development of English teachi ng strategy progress dynamically. The
development in terms designing material can be seen through the changing of
curriculum. Curriculum is always related to a need analysis of the students in learning
English. Each curriculum offers different material design and suggested strategies.
Unfortunately, the changing of curriculum is not followed by the application in
teaching. And it is not supported by the technology of teaching. Ironically, the
teachers themselves have not understood the concept of curriculum yet.
The indication of the fai lure in learning English can be seen through some
facts that the students cannot speak English well. For instance, students feel hesitance
to speak English although they have vocabularies. At least, it can be viewed from two
points of view. Firstly, the different score of writing and speaking. In expressing the
same topic, students are easy to write sentences rather than speak them. In writing,
they are not bounded by the pronunciation and intonation. They are only focus on
connecting the sentences by using appropriate grammar. While in speaking, besides
think about grammar, they also prepare their ability in pronunciation and intonation.
Then English teachers are difficult to find the students in speaking. The concrete
3
example is the students are ashamed to practice their English in daily life. Secondly,
the frequency of speaking English is low. They only speak English while learning
English. But outside of class they seldom practice it, at least with their friends .
Although, it can be considered that the position of English in Indonesia is as foreign
knowledge, but learning English language application means learning English
speaking.
Those fact are quite difference with the expectation of teaching and learning
English. In English Standard Competency of Graduation, after learning English,
students are expected to have competence in practicing English. The students should
be able to use their English in every situation.
Considering the gap between reality and expectation, the researcher is eager to
offer the solution to over come the problems. There are many factors that influence
the process of teaching English. Firstly, the students do not have much time to
practice their English. Secondly, lack of motivation in learning English. Thirdly,
teaching and learning process is not supported by facilities such language laboratory.
And the last is, teachers have not had many techniques of teaching.
The researcher was interested to conduct a research about speaking ability
since speaking ability is the one of language skills which is common used in daily
life. The ability of learning English is commonly measured by the ability of speaking.
Further, in terms s of exchanging the information speaking is more used than writing.
4
Considering the important of speaking ability in language competence, it is needed to
help the English language learners to master speaking comprehensively. Besides that
the ability of speaking is still low to moderate level. It can be seen from the score of
students in tern1s of speaking practice during learning speaking. The average of
speaking score is lower than the ability of writing score. They are ale to write it but
they are difficult in express it in spoken language. In this case, cooperative learning
strategy was applied as strategy to solve the problem. There are several reasons why
cooperative learning works as well as it does. The idea that students learn more by
doing something active than by simply watching and listening has long been known
to both cognitive psychologists and effective teachers, and cooperative learning is by
its nature an active method. Beyond that, cooperation enhances learning in several
ways. Weak students working individually are likely to give up when they get stuck;
working cooperatively, they keep going. Strong students faced with the task of
explaining and clarifYing material to weaker students often find gaps in their own
understanding and fill them in. Students working alone may tend to delay completing
assignments or skip them altogether, but when they know that others are counting on
them, they are often driven to do the work in a timely manner. Students working
competitively have incentives not to help one another; working cooperatively, they
are rewarded for helping.
5
1.2 Formulation of Problem
Based on the description of background of problems, the problem can be
formulated as: "How well is the improvement of students' of International Language
Program (ILP) in speaking through Cooperative learning strategy?"
1.3 The Objective of Research
Based on the formulation of the problem, the objective of the research is to
improve the students' achievement in speaking by using cooperative learning
strategy.
1.4 Scope of Research
This research focused on improving the students' achievement in speaking
through cooperative learning strategy. Cooperative learning strategy itself has nine
models. But in this research, they were limited into two models, namely round robin
brainstorming and think pair share model. Then, the material of speaking was focused
on the daily conversation. Further, this research was conducted to English course
students, exactly the students of International Language Program (ILP). There are
four levels of class at ILP. And the subject of this research was intermediate students.
6
1.5 The Significance of Research
The significance of this research theoretically and practically
IS
having
relation to the following aspects.
I. Theoretically, the findings of this research are expected can support the theory
of cooperative learning strategy in developing the students' ability in
speaking.
Practically, this research can also help the students overcome their problems
in learning English speaking. They can apply the cooperative learning strategy
with their condition. Thus, they will be active in teaching and learning
process.
The findings of this research are expected to give a contribution to English
teacher to create the qualified students in learning English.
58
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 CONCLUSIONS
l. Cooperative learning strategy was able to improve the students' ability of
International Language Program (ILP) in speaking.
2. Cooperative learning strategy can not be conducted in one meeting, it needs
time to comprehend and apply it in teaching learning process.
5.2 Suggestions
1. It is suggested to English teacher to use cooperative learning strategy in
teaching English
2. It is suggested to English teacher to always revise and suit the material to
movement of world and find it the best strategy and media to teach English.
3. Both teacher and students should be ready in applying the process of teaching
and learning by using cooperative learning strategy.
REFERENCE
Bossert,S.T. 1989. Cooperative Activities in the Classroom. Review of Research in
Education. London: Oxford University Press
Bygate,.M. 1987. Speaking. USA: Oxford University Press
Brown, G. 1990. Listening to Spoken English. London: Longman
Brumfit. C.J. 1984. Communication Methodology in Language Teaching.
Cambridge: Cambridge University Press.
Cline. A. 2006. The Role ofLanguage Teaching. New Jersey: Prentice Hall
Cook. G .. 1989 Discourse. USA: Oxford University
Cooper. J. 1990. Cooperative Learning and College Instruction. California:
California State University Institute for Teaching and Learning
Deutsch. M 1962. Cooperation and Trust: Some Theoretical Notes in M R Jon (Ed ).
Nebraska: University of Nebraska Press
Falk. I.D. and Johnson. D.W. 1977. The Effect of Perspective Talking and Ego-
Centrism on Problem Solving in Heterogeneous Groups. New Jersey:
Prentice Hall
Johnson. D.W. 1989. Cooperative Learning: One Key to Computer Assisted
Learning. New Jersey: Prentice Hall
199 1. Human Relations and your Career - Third Edition. New Jersey:
Prentice- Hall
1933 Circles of Learning- Fourth Edition. New Jersey: Interaction
Book Company
1995. Teaching Students to be Peacemakers- Third Edition. New
Jersey: Interaction Book Company
Kemmis. S. and Me Taggart. R. 1982. The Action Research Planner. Victoria:
Deaken University Press
Me. Niff. J. 1992. Action Research: Principle and Practice. New York: Oxford
University Press
Nolasco. R, and Arthur. L. 1986. Conversation. USA: Oxford University Press
Revell. J 1979 Teaching Techniques for Communicative English. London: Macmillan
Publishers Ltd
Slavin. R.E. 1995. Cooperative Learning: Theory, Research and Practice- Second
Edition. Boston: Bacon
Womack. B. 2003. Communicative Language Teaching. New Jersey: Prentice Hall
OF) MEDl
2009
\1~
A THESIS
mE IMPROVEMENT OF STUDENTS' SPEAKING THROUGH
COOPERATIVE LEARNING STRATEGY AT INTERNATIONAL
LANGUAGE PROGRAM (ILP)
YAYUK HAYULINA MANURUNG
Registration Number: 062188310010
English Applied Linguistics Study Program
Postgraduate School
State University of Medan
This thesis was examined on 3rd September 2009 by the Board of Examiners
Approved By
Adviser Commission
Adviser II
Applied Linguistics
APPROVAL
This thesis was examined on 3rd September 2009 by the B
Board of Examiners
Dr. Busmin Guming, M.Pd.
Prof. Jawasi Naibaho
Prof. Tina Mariany Arifin, M.A., Ph.D.
Prof. Dr. Lince Sihombing, M.Pd.
Prof. D.P. Tampubolon, Ph.D.
ACKNOWLEDGEMENT
Than be to God, the most gracious and merciful, for having granted the writer the
strength to write this thesis. This thesis would have been impossible without constructive
suggestions, inputs and critical comments from some important people in the field.
In this occasion, the writer would like to express her sincerest gratitude to several
people who helped her in writing this thesis. She is really indebted to Dr. Busmin
Gurning, M.Pd., her first consultant, for his valuable guidance, suggestions, comments
and never ending attention, in the process of writing this thesis.
Her sincere gratitude is also extended to Prof. Jawasi Naibaho, her second
consultant, for his special advice, guidance, encouragement and comments to finish
writing this thesis.
She is also very grateful to the reviewers of this thesis for their advice,
suggestions, and comments in reviewing this thesis. They are: Prof. Tina Mariany Arifin,
M.A., Ph.D., Prof. Dr. Lince Sihombing, M.P.d and Prof.D .P Tampubolon, Ph.D.
Her thanks fullness goes to the head of English Applied Linguistics Study
Program, Prof. Tina Mariany Arifin, M.A. , Ph.D., also to Prof. Dr. Amrin Saragih, M.A.
and all the lecturers for the knowledge, input, and encouragement in doing this research.
Her intense gratitude is addressed to her beloved parents, brothers and sister for
their never-ending love and support during her academic years at UNIMED.
Last but not least, She is greatly thankful to all her friends, her classmates at
English Applied Linguistics Study Program and the rest who are to many to mention,
who have taken part and also recommended her to write this thesis.
To all of them the writer can only hope that they will look upon the results of their
influences and endeavor with pleasure. May God bless us.
Medan, 4 September 2009
Yayuk Hayulina Manurung
NIM:062188310010
ABSTRACT
062188310010.
THE
MANURUNG, YA YUK HA YULINA.
IMPROVEMENT
THE
STUDENTS'
SPEAKING
THROUGH
LEARNING
STRATEGY
AT
INTERNATIONAL
COOPERATIVE
LANGUAGE PROGRAM (ILP). THESIS. POSTGRADUATE SCHOOL.
STATE UNIVERSITY OF MEDAN.2009.
This research deals with the use of cooperative learning strategy in teaching speaking.
The objective of this research is to improve the students' achievement in speaking
through cooperative learning strategy. Round robin and think pair share model of
cooperative learning were applied in this research. Speaking material was focused on
the daily conversation. The location of this research was International Language
Program (ILP) Medan. The subject was 20 students of intermediate class by using
action research. The result was cooperative learning strategy was able to improve the
students' ability of International Language Program (ILP) in speaking. Cooperative
learning strategy can be effective when the students were ready in the same ability.
The data analysis showed that applying cooperative learning strategy in teaching
speaking needs process and it can not be conducted in one meeting. Finally, the
complexity of media, material of learning, facility and strategy of teaching must be
integrated in teaching by using cooperative learning; it is suggested to the English
teacher to increase the students' ability by using cooperative learning strategy.
CHAPTER I
INTRODUCTION
1.1 Background of the Study
There are three central processes in learning English; they are reflection,
negotiation and collaboration (McNiff.J . 1993). When students are able to use the
three processes, they do not only learn much more effectively, but they also gain
valuable thinking and communication skills that will stand them in good stead in their
lives outside school. The processes work well together. When students negotiate, they
reflect on their learning: when they collaborate, they negotiate with other students. A
learning program that gets students actively using all three processes is likely to work
best. Teachers who have focused on the three learning processes with their students
say that teaching the necessary skills takes time, deliberate planning and possibly
some rethinking of their own roles.
Those three central processes can be achieved through the ability of speaking.
This fact makes speaking hold an important role in learning English. The researcher
does not want to say that the other skills of language (listening, reading, and writing)
are not important. But, in daily life, the indicator of success in learning English is the
ability in speaking.
2
Nowadays English is not only studied at school but also taught in private
institutions such as some English courses. In these institutions, teachers are more free
and enjoyable in teaching English speaking. They keep doing their effort to create the
qualified students in learning English. The efforts include the material designing,
variation of teaching strategy, and increasing the students ' motivation. This condition
affects the development of English teachi ng strategy progress dynamically. The
development in terms designing material can be seen through the changing of
curriculum. Curriculum is always related to a need analysis of the students in learning
English. Each curriculum offers different material design and suggested strategies.
Unfortunately, the changing of curriculum is not followed by the application in
teaching. And it is not supported by the technology of teaching. Ironically, the
teachers themselves have not understood the concept of curriculum yet.
The indication of the fai lure in learning English can be seen through some
facts that the students cannot speak English well. For instance, students feel hesitance
to speak English although they have vocabularies. At least, it can be viewed from two
points of view. Firstly, the different score of writing and speaking. In expressing the
same topic, students are easy to write sentences rather than speak them. In writing,
they are not bounded by the pronunciation and intonation. They are only focus on
connecting the sentences by using appropriate grammar. While in speaking, besides
think about grammar, they also prepare their ability in pronunciation and intonation.
Then English teachers are difficult to find the students in speaking. The concrete
3
example is the students are ashamed to practice their English in daily life. Secondly,
the frequency of speaking English is low. They only speak English while learning
English. But outside of class they seldom practice it, at least with their friends .
Although, it can be considered that the position of English in Indonesia is as foreign
knowledge, but learning English language application means learning English
speaking.
Those fact are quite difference with the expectation of teaching and learning
English. In English Standard Competency of Graduation, after learning English,
students are expected to have competence in practicing English. The students should
be able to use their English in every situation.
Considering the gap between reality and expectation, the researcher is eager to
offer the solution to over come the problems. There are many factors that influence
the process of teaching English. Firstly, the students do not have much time to
practice their English. Secondly, lack of motivation in learning English. Thirdly,
teaching and learning process is not supported by facilities such language laboratory.
And the last is, teachers have not had many techniques of teaching.
The researcher was interested to conduct a research about speaking ability
since speaking ability is the one of language skills which is common used in daily
life. The ability of learning English is commonly measured by the ability of speaking.
Further, in terms s of exchanging the information speaking is more used than writing.
4
Considering the important of speaking ability in language competence, it is needed to
help the English language learners to master speaking comprehensively. Besides that
the ability of speaking is still low to moderate level. It can be seen from the score of
students in tern1s of speaking practice during learning speaking. The average of
speaking score is lower than the ability of writing score. They are ale to write it but
they are difficult in express it in spoken language. In this case, cooperative learning
strategy was applied as strategy to solve the problem. There are several reasons why
cooperative learning works as well as it does. The idea that students learn more by
doing something active than by simply watching and listening has long been known
to both cognitive psychologists and effective teachers, and cooperative learning is by
its nature an active method. Beyond that, cooperation enhances learning in several
ways. Weak students working individually are likely to give up when they get stuck;
working cooperatively, they keep going. Strong students faced with the task of
explaining and clarifYing material to weaker students often find gaps in their own
understanding and fill them in. Students working alone may tend to delay completing
assignments or skip them altogether, but when they know that others are counting on
them, they are often driven to do the work in a timely manner. Students working
competitively have incentives not to help one another; working cooperatively, they
are rewarded for helping.
5
1.2 Formulation of Problem
Based on the description of background of problems, the problem can be
formulated as: "How well is the improvement of students' of International Language
Program (ILP) in speaking through Cooperative learning strategy?"
1.3 The Objective of Research
Based on the formulation of the problem, the objective of the research is to
improve the students' achievement in speaking by using cooperative learning
strategy.
1.4 Scope of Research
This research focused on improving the students' achievement in speaking
through cooperative learning strategy. Cooperative learning strategy itself has nine
models. But in this research, they were limited into two models, namely round robin
brainstorming and think pair share model. Then, the material of speaking was focused
on the daily conversation. Further, this research was conducted to English course
students, exactly the students of International Language Program (ILP). There are
four levels of class at ILP. And the subject of this research was intermediate students.
6
1.5 The Significance of Research
The significance of this research theoretically and practically
IS
having
relation to the following aspects.
I. Theoretically, the findings of this research are expected can support the theory
of cooperative learning strategy in developing the students' ability in
speaking.
Practically, this research can also help the students overcome their problems
in learning English speaking. They can apply the cooperative learning strategy
with their condition. Thus, they will be active in teaching and learning
process.
The findings of this research are expected to give a contribution to English
teacher to create the qualified students in learning English.
58
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
5.1 CONCLUSIONS
l. Cooperative learning strategy was able to improve the students' ability of
International Language Program (ILP) in speaking.
2. Cooperative learning strategy can not be conducted in one meeting, it needs
time to comprehend and apply it in teaching learning process.
5.2 Suggestions
1. It is suggested to English teacher to use cooperative learning strategy in
teaching English
2. It is suggested to English teacher to always revise and suit the material to
movement of world and find it the best strategy and media to teach English.
3. Both teacher and students should be ready in applying the process of teaching
and learning by using cooperative learning strategy.
REFERENCE
Bossert,S.T. 1989. Cooperative Activities in the Classroom. Review of Research in
Education. London: Oxford University Press
Bygate,.M. 1987. Speaking. USA: Oxford University Press
Brown, G. 1990. Listening to Spoken English. London: Longman
Brumfit. C.J. 1984. Communication Methodology in Language Teaching.
Cambridge: Cambridge University Press.
Cline. A. 2006. The Role ofLanguage Teaching. New Jersey: Prentice Hall
Cook. G .. 1989 Discourse. USA: Oxford University
Cooper. J. 1990. Cooperative Learning and College Instruction. California:
California State University Institute for Teaching and Learning
Deutsch. M 1962. Cooperation and Trust: Some Theoretical Notes in M R Jon (Ed ).
Nebraska: University of Nebraska Press
Falk. I.D. and Johnson. D.W. 1977. The Effect of Perspective Talking and Ego-
Centrism on Problem Solving in Heterogeneous Groups. New Jersey:
Prentice Hall
Johnson. D.W. 1989. Cooperative Learning: One Key to Computer Assisted
Learning. New Jersey: Prentice Hall
199 1. Human Relations and your Career - Third Edition. New Jersey:
Prentice- Hall
1933 Circles of Learning- Fourth Edition. New Jersey: Interaction
Book Company
1995. Teaching Students to be Peacemakers- Third Edition. New
Jersey: Interaction Book Company
Kemmis. S. and Me Taggart. R. 1982. The Action Research Planner. Victoria:
Deaken University Press
Me. Niff. J. 1992. Action Research: Principle and Practice. New York: Oxford
University Press
Nolasco. R, and Arthur. L. 1986. Conversation. USA: Oxford University Press
Revell. J 1979 Teaching Techniques for Communicative English. London: Macmillan
Publishers Ltd
Slavin. R.E. 1995. Cooperative Learning: Theory, Research and Practice- Second
Edition. Boston: Bacon
Womack. B. 2003. Communicative Language Teaching. New Jersey: Prentice Hall