IMPROVING STUDENTS’ SPEAKING ABILITY USING COOPERATIVE LEARNING TYPE STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS ) ( A Classroom Action Research at the XI IPS 2 Grade of SMA N 1 Purwonegoro) - repository perpustakaan

  

IMPROVING STUDENTS’ SPEAKING ABILITY USING COOPERATIVE

LEARNING TYPE STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS )

( A Classroom Action Research at the XI IPS 2 Grade of SMA N 1 Purwonegoro)

  

A THESIS

Submitted to English Department as a Partial Fulfillment of

the Requirements S. Pd Degree

  

LISTIYANI

0801050105

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

  

2013

  DEDICATION

  This thesis is dedicated to:

• My beloved father and mother Thank you very much for your love, kindness, prayer and support.
• My beloved young brother and sisters

  ( Dedy, Tiwi and Ending ) Thank you for your support, and all of your love. Without you all my life is empty.

• My Love Adhitya Yudha Septyadhi, you are my everything.
• My consultants; Mr. Furqanul Azies, and Mr. Saefurrohman. Thank you very much for your patience and kindness to guide me in finishing my thesis.
• My best friends Cme, Vidha, Ida and Chumy, thank you for giving color in my life.
• My best friends in class B2 (Kuzy, Sulung, Indra, Hangga, Endah, Faisal, Feri). How wonderful friends you are and thank you for all.
• My best friends in PPL/KKN SMP Muhammadiyah Ajibarang ( Lyndha,

  Tika, Desy, Okha, Mumun, Topan, Wawan, Bramantyo ) Thank you for unforgettable moments.

  MOTO 

Life isn’t about finding yourself . Life is about

creating yourself.

  ( George Bernard Shaw ) 

A journey a thousand miles begins with a single

step.

  ( Lao-Tzu ) 

Don’t ask yourself what the world needs; ask yourself what makes youcome alive. And then go

  and do that. Because what the world needs is people who have come alive.

  ( Harold Whitman )

  ACKNOWLEDGEMENT Assalamu’alaikum Wr. Wb.

  Praise to Alloh SWT the most merciful who has given the writer guidance, so that the writer can accompish the thesis as partial fulfillment for S. Pd degree of English department, teacher training and education faculty of Muhammadiyah University of Purwokerto.

  In this occasion, the writer would like to thank deeply to: 1.

  Drs. Ahmad, M. Pd., the Dean of FKIP for the permission to conduct classroom action research as the partial fulfillment of the requirement for finishing study.

  2. Endang Kusrini, S. Pd., M. Hum., the Head of English Department.

  3. Dr. Furqanul Aziez, M. Pd., my first consultant for his advice and guidance.

  4. Saefurrohman, S. Pd., M. Pd., my second consultant for his patience in giving the writer advice and guidance.

  5. The Headmaster of SMA N 1 Purwonegoro, Banjarnegara for giving the permission to conduct the research.

  6. Peni, S. Pd as the English teacher at XI IPS 2 grade of SMA N I Purwonegoro, Banjarnegara who help the writer to conduct this research in he class.

  7. All of the students of SMA N 1 Purwonegoro, Banjarnegara, especially at XI IPS 2 grade who have participated in this research.

  Finnally, the writer thanks to all people who have given their supports and affection in completing this thesis.

  The writer hopes this work can be valuable contributions to all readers especially those who are interested in teaching and learning English.

  Wassalamu’alaikum Wr. Wb.

  Purwokerto, February 2013 The Writer

TABLE OF CONTENT

  TITLE .......................................................................................................................... i APPROVAL ................................................................................................................ ii HALAMAN PENGESAHAN ...................................................................................... iii HALAMAN PERNYATAAN ..................................................................................... iv DEDICATION ............................................................................................................. v MOTTO ....................................................................................................................... vi ACKNOWLEDGEMENT ........................................................................................... vii TABLE OF CONTENT ............................................................................................... ix LIST OF TABLE ........................................................................................................ xi LIST OF FIGURE ........................................................................................................ xii LIST OF APPENDICES .............................................................................................. xiii ABSTRACT ................................................................................................................. xiv

  CHAPTER I INTRODUCTION A. Background of the Study ............................................................... 1 B. Reason for choosing the Study ...................................................... 4 C. Problem of the Study ..................................................................... 4 D. The Aims of the Study ................................................................... 4 E. Contribution of the Study .............................................................. 4 CHAPTER II LITERATURE REVIEW A. Speaking ....................................................................................... 6 1. Definition .............................................................................. 6 2. The Purpose of Speaking ........................................................ 7 3. The Component of Speaking ................................................. 8 4. Speaking Ability ..................................................................... 9 5. Technique in Teaching Speaking ........................................... 11 6. The Evaluation of Speaking .................................................. 14

  B.

  Cooperative Learning .................................................................... 16 1.

  The Definition of Cooperative Learning ............................... 16 2. The Elements of Cooperative Learning ................................. 16 3. Why Use Cooperative Learning ............................................. 20 4. Types of Cooperative Learning ............................................. 21 C. STAD (Student Teams Achievement Divisions) .......................... 23 1.

  Definition of STAD .............................................................. 23 2. Basic Procedure ...................................................................... 25 3. How to Teach STAD .............................................................. 25 4. Components of STAD ............................................................ 26 D. Basic Assumption .......................................................................... 29 E. Hypothesis ..................................................................................... 29

  CHAPTER III RESEARCH METHODOLOGY A. Method of Research ...................................................................... 30 B. Place and Time of the Research .................................................... 31 C. Subject of Research ....................................................................... 31 D. Research Design ............................................................................ 32 E. Technique for Collecting Data ...................................................... 34 F. Method for Data Analysis ............................................................. 38 CHAPTER IV RESULT AND DISCUSSION A. Result of Research ......................................................................... 45 B. Discussion ..................................................................................... 69 CHAPTER V CONCLUSION AND PEDAGOGICAL IMPLICATION A. Conclusion ..................................................................................... 76 B. Pedagogical Implication ................................................................ 77 REFERENCES APPENDICES

  LIST OF TABLES Table 1 The Scedule of the Research ………………….................. ..........

  31 Table 2 Students’ Activities ....................................................................... 35 Table 3 Teacher’s Activities....................................................................... 36 Table 4 Indicator and Score of Fluency ..................................................... 40 Table 5 Indicator and Score of Grammar ...................................................

  40 Table 6 Indicator and Score of Vocabulary................................................ 41 Table 7 Indicator and Score of Pronunciation ............................................ 41 Table 8 Indicator and Score of Comprehension ........................................ 42 Table 9 The Observation Result of Students’ Activities in Cycle 1 ..........

  51 Table 10 Observation Result of Teacher’s Activities in Cycle 1 .................

  53 Table 11 Evaluation Result of Students’ Speaking Ability Score in Cycle 1 ..........................................................................................

  54 Table 12 Observation Result of Students’ Activities in Cycle 2 ................. 62 Table 13 Observation Result of Teacher’s Activities in Cycle 1 & 2 ......... 63 Table 14 Observation Result of Teacher’s Activities in Cycle 2 .................

  64 Table 15 Evaluation Result of Students’ Speaking Ability Score in Cycle 2 .......................................................................................... 65

  LIST OF FIGURE

  Figure 1 Research Design of Kemmis and Mc. Taggart ................................. 32 Figure 2 Technique for Analyzing Data .......................................................... 38 Figure 3 Triangulation Data ............................................................................ 68