THE ACHIEVEMENT OF SPEAKING RECOUNT TEXT OF THE EIGHTH GRADE STUDENTS OF SMP N 1 KUDUS IN THE ACADEMIC YEAR 20122013: A COMPARATIVE STUDY BETWEEN COOPERATIVE AND COMPETITIVE LEARNING
THE ACHIEVEMENT OF SPEAKING RECOUNT TEXT
OF THE EIGHTH GRADE STUDENTS OF SMP N 1 KUDUS
IN THE ACADEMIC YEAR 2012/2013: A COMPARATIVE STUDY
BETWEEN COOPERATIVE AND COMPETITIVE LEARNING
By:
RIZA ZAUHATUL MUNIROH
NIM 200832302
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2012
ii
THE ACHIEVEMENT OF SPEAKING RECOUNT TEXT
OF THE EIGHTH GRADE STUDENTS OF SMP N 1 KUDUS
IN THE ACADEMIC YEAR 2012/2013: A COMPARATIVE STUDY
BETWEEN COOPERATIVE AND COMPETITIVE LEARNING
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in English Education
By:
RIZA ZAUHATUL MUNIROH
NIM 200832302
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2012
iii
MOTTO AND DEDICATION
MOTTO:
Never scared to be alone, since lonely is never.
Weakness and lonely are fools, and fools will only lead to mistakes and sins.
The true happiness is when you fully fill your heart with love until there is
no any single spot for hate.
DEDICATION:
To the Heroes in My Life,
“ Mr. Yono & Mrs. Khususiyah”
iv
ADVISORS’ APPROVAL
This is to certify that the Sarjana Skripsi of Riza Zauhatul Muniroh has been
approved by the thesis advisors for further approval by the examining committee.
Kudus, September 29 2012
Advisor I
Dr. A. Hilal Madjdi, M. Pd.
NIS. 0610713020001020
Advisor II
Diah Kurniati, S. Pd, M. Pd.
NIS. 06107010000011901
Acknowledged by the Faculty of Teacher Training and Education
Dean,
Drs. Susilo Raharjo, M. Pd.
NIP: 19560619-198503-1-002
v
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Riza Zauhatul Muniroh, NIM: 200832302 has
been approved by the Examining Committee as a requirement for the Sarjana
Degree in Teaching of ENGLISH as Foreign Language.
Kudus, September 29 2012
Thesis Examining Committee:
Dr. A. Hilal Madjdi, M. Pd.
NIS. 0610713020001020
Chair person/ Member
Diah Kurniati, S. Pd., M. Pd.
NIS. 06107010000011901
Member
Nuraeningsih, M. Pd.
NIS. 061071000001201
Member
Ahsi Riyono, S. S., M. Hum.,
NIS. 0610701000001160
Member
Acknowledged by the Faculty of Teacher Training and Education
Dean,
Drs. Susilo Raharjo, M. Pd.
NIP: 19560619-198503-1-002
vi
ACKNOWLEDGEMENT
For the very first, the researcher thanks to the Almighty, King of the
Universe, Allah SWT who always gives blessing, strength, and guardian to the
writer, so finally she is able to complete this skripsi. Secondly, the writer does not
forget to say Sholawat and Salam to the most glorious human in the world and
hereafter, Muhammad SAW, the true hero and idol.
Finishing this skripsi, the writer would like to express a great gratitude to:
1.
My beloved parents who always give me love, prayer, and support.
2.
My all family in Mayong, Pekalongan, and Pati.
3.
Mr. Susilo Rahardjo, M. Pd. as the Dean of Teacher Training and Education
Faculty who has given the guidance for this last project
4.
Mrs. Fitri Budi Suryani, SS, M. Pd. as the head of English Education
Department, Teacher Training and Education Faculty for motivating and
supporting the writer.
5.
Dr. A. Hilal Madjdi, the first advisor for his wise guidance and suggestion
from the first up to the last time of this skripsi completion.
6.
Mrs. Diah Kurniati, S. Pd., M. Pd who has given constructive critics and
guidance in finishing this skripsi.
7.
The chosen one whom I love and who love me for his pray, care, favor and
everything he dedicated to my success in the past and present of my lifetime,
Raden Panji Subrata.
8.
The best men and women in the big family of PMII Commissioner Sunan
Muria, PMII Branch Kudus, who are kindly coloring my days. My brothers
vii
and sisters of BEM FKIP 2009/2010 (BF2), BEM FKIP 2010/2011,
2011/2012, and the newest 2012/2013 and all friends in English Education
Department who support me.
9.
All lectures of English Education Department Teacher Training and
Education Faculty who have taught and educated the students well during
studying in University of Muria Kudus.
10. The Headmaster of SMP N 1 Kudus who has given permission to the
researcher to hold and do the research to his students as the sample.
11. Miss Nurul Azkya as the English teacher of SMP N 1 Kudus who kindly gave
permission, help and time supporting and facilitating this research, and the
eighth grade students who were willingly following the treatments.
Consciously, the researcher admits that this skripsi is far from perfectness
and has some weaknesses. Therefore, the researcher hopes constructive criticisms
and suggestions for better condition. Finally, in the name of Allah, and by the
deepest thanks to our God, the researcher pray wallahul muwafiq ilaa aqwamith
thariq, may Allah always guide us to the best way of our life in the world and
hereafter.
Kudus, September 20 2012
Riza Zauhatul Muniroh
viii
ABSTRACT
Muniroh, Riza Zauhatul. 2012. The Achievement of Speaking Recount Text of
SMP N 1 Kudus Students in the Academic Year 2012/2013: A Comparative Study
between Cooperative and Competitive Learning. Skripsi. English Education
Department, Teacher Training and Education Faculty, Muria Kudus University.
Advisors: (i) Dr. A. Hilal Madjdi, M. Pd., (ii) Diah Kurniati, S. Pd., M. Pd.
Key words: cooperative learning, competitive learning, speaking recount text
achievement, eighth grade students of SMP N 1 Kudus
Experts mention that there are three patterns of human interaction:
competitive, cooperative, and individualistic. In the education world, cooperation
and competition also become models of students‟ learning. Cooperative learning
is seen as an effective way that gives positive effects to the students learning. this,
our national education curriculum is designed to such cooperative learning. Viceversa, competitive learning is argued to cause many negative effects to it.
However, the researcher finds that the condition of Indonesian school today tends
to keep applying competition. This gap leads the researcher initiate this study. On
the other hand, speaking is judged as the most demanded skill in mastering
English. Good speaking is not just the matter of producing oral language
continuously. However, genre-based speaking is important to produce systematic,
chronologic, and thematic speech. Hence, those can be found in recount as one
form of genres that becomes the learning material for junior high school students.
This research comparing cooperative and competitive learning on its effect
to the students‟ academic achievement is aimed to answer a question whether
there is or not a significant difference of speaking recount text achievement of the
eighth grade students of SMP N 1 Kudus in the academic year 2012/2013 between
structured in cooperative and competitive learning. In this quantitative
experimental research, the researcher applies the two learning models to two
homogenous groups of students as the treatment. The data are gotten from
students‟ score of the speaking test using picture-cued story telling procedure
administered to both groups.
The data analysis shows that the cooperative class performs better result
than the competitive class with the mean score of the experimental group, 80,7
and the standard deviation is 5,16. Otherwise, the mean score of the control group
is 74,8 and the standard deviation is 7,1. The t-test calculation finds that tobservation (t0) is 3,58 while the t-table (tt) on the degree of freedom (df) 54 and
the level of significant 0,05 is 2,000.
Finally, by confirming the alternative hypothesis (Ha) and denying the null
hypothesis (H0), the researcher concludes that there is a significant difference of
speaking recount text achievement of the eighth grade students of SMP N 1 Kudus
in the academic year 2012/2013 between structured in cooperative and
competitive learning. Referring to this result, the researcher suggests, the English
teachers had better apply cooperative learning to enhance the students‟ academic
achievements since it gives them various benefits academically and socially.
ix
ABSTRAKSI
Muniroh, Riza Zauhatul. 2012. Prestasi dalam Berbicara ‘Recount Text’ Siswa
Kelas VIII SMP N 1 Kudus Tahun Ajaran 2012/2013: Sebuah Penelitian
Komparatif antara Pembelajaran Kerjasama dan Persaingan. Skripsi. Jurusan
Pendidikan Bahasa Inggris, Fakultas keguruan dan ilmu pendidikan, universitas
muria kudus. pembimbing: (i) Dr. A. Hilal Madjdi, M. Pd., (ii) Diah Kurniati, S.
Pd., M. Pd.
Key words: pembelajaran kerjasama, pembelajaran persaingan, berbicara „recount
text‟, siswa kelas VIII SMP N 1 Kudus
Para ahli menyebutkan, ada tiga pola interaksi manusia: persaingan,
kerjasama, dan individu. Dalam dunia pendidikan, kerjasama dan persaingan juga
menjadi model pembelajaran bagi siswa. Pembelajaran kerjasama dipandang
sebagai cara yang efektif yang memberikan banyak efek positif pada
pembelajaran siswa. Dalam hal ini, kurikulum pendidikan nasional kita didesain
menyerupai pembelajaran kooperatif. Sebaliknya, pembelajaran persaingan
dipandang menyebabkan banyak efek negatif. Akan tetapi, penulis menemukan
kenyataan bahwa sekolah di Indonesia sekarang ini masih menerapkan system
persaingan. Kesenjangan tersebut menuntun penulis menginisiasi riset ini. Di sisi
lain, berbicara dianggap sebagai keterampilan yang paling penting dalam
menguasai Bahasa Inggris. Berbicara yang baik bukan hanya soal memproduksi
bahasa lisan secara lancar. Akan tetapi, berbicara berbasis jenis text adalah
penting untuk menghasilkan bahasa lisan yang sistematis, kronoligis, dan tematis.
Ini dapat ditemukan dalam teks recount sebagai salah satu bentuk jenis teks yang
menjadi materi pembelajaran bagi siswa SMP.
Penelitian yang membandingkan pembelajaran kerjasama dan persaingan
dalam hal efeknya terhadap prestasi akademik siswa ini bertujuan untuk
menjawab pertanyaan apakah ada perbedaan yang signifikan dalam prestasi
berbicara teks recount siswa kelas VIII SMP N 1 Kudus tahun ajaran 2012/2013
antara diajar menggunakan pembelajaran kerjasama dan persaingan. Dalam
penelitian eksperimen quantitatif ini, peneliti menerapkan kedua model
pembelajaran tersebut pada dua kelompok siswa yang homogen sebagai
perlakuan. Data penelitian diperoleh dari hasil test berbicara siswa menggunakan
prosedur bercerita dengan petunjuk gambar yang diterapkan pada kedua kelompok
di atas setelah menyelesaikan enam kali pertemuan pemberian perlakuan.
Analisis data menunjukkan bahwa kelompok eksperimen menampilkan
hasil yang lebih baik dari pada kelompok control dengan nilai rata-tara kelompok
eksperimen 80,7 dan simpangan baku 5,16. Sedangkan, skor rata-rata kelompok
control 74,8 dan simpangan baku 7,1. Penghitungan t-tes menemukan bahwa tobservasi (t0) 3,58 sedangkan t-tabel (tt) pada derajad kebebasan (df) 54 dan level
ketepatan 0,05 adalah 2,000.
Akhirnya, dengan menerima hipotesis alternatif (Ha) dan menolak
hipotesis null (H0) peneliti menyimpulkan bahwa ada perbedaan yang signifikan
dari prestasi berbicara teks recount siswa kelas VIII SMP N 1 Kudus tahun ajaran
x
2012/2013 antara diajar menggunakan pembelajaran kerjasama dan persaingan.
Berdasarkan hasil tersebut, penulis menyarankan agar guru Bahasa Inggris
menerapkan pembelajaran kooperatif untuk meningkatkan prestasi akademik
siswa karena model pembelajaran ini memeberikan berbagai macam manfaat pada
pembelajaran siswa baik secara akademis maupun sosial.
xi
TABLE OF CONTENTS
Page
COVER……………………………………………………………………......
i
LOGO ……………………………………………………………………........
ii
TITLE…………………………………………………………………………
iii
MOTTO AND DEDICATION……………………………………………….
iv
ADVISORS‟ APPROVAL..…………………………………………………..
v
EXAMINERS‟ APPROVAL..………………………………………………..
vi
ACKNOWLEDGEMENT……………………………………………………
vii
ABSTRACT…………………………………………………………………...
ix
ABSTRAKSI……………………………………………………………….....
x
TABLE OF CONTENT………………………………………………………
xii
LIST OF TABLES…………………………………………………………….
xvi
LIST OF FIGURES…………………………………………………………...
xvii
LIST OF APPENDICES……………………………………………………...
xviii
CHAPTER I INTRODUCTION
1.1 Background of the Research……………………………………………….. 1
1.2 Statement of the Problem…………………………………………………..
7
1.3 Objective of the Research………………………………………………….. 8
1.4 Significance of the Research……………………………………………….
8
1.5 Limitation of the Research…………………………………………………
9
1.6 Operational Definition ………………………………………………….....
10
CHAPTER
II
REVIEW
TO
RELATED
LITERATURE
AND
HYPOTHESIS
2.1 Speaking as One of Language Skill………………………………………..
xii
12
2.1.1 Types of Speaking………………………………...……………………...
14
2.1.2 Testing Speaking Skill…………………………………………………… 16
2.2 Recount Text……………………………………………………………….
18
2.3 Cooperative Learning………………………………………………………
20
2.3.1 Theories Underlying Cooperative Learning……………………………...
21
2.3.1.1 Ausubel‟s Theory: Meaningful Learning………………………..…….
21
2.3.1.2 Piaget‟s Theory: Cognitive Development……………………………...
22
2.3.1.3 Vygotskys‟s Theory: Sociocultural…………………………………….
23
2.3.2 Cooperative learning in the Classroom…………………………………..
24
2.3.2.1 Methods of Cooperative Learning………...……………………………
25
2.3.2.2 Techniques of cooperative learning…………………………..………..
27
2.3.3 Problems in Applying Cooperative Learning……………..……………..
29
2.4 Competitive Learning…...………………………………………………….
30
2.4.1 Theories Underlying Competitive Learning: Darwin‟s Evolution Theory
30
2.4.2 Competitive Learning in the Classroom………………………………….
32
2.4.2.1 Methods of Competitive Learning……………………………………..
32
2.4.3 Problems in Applying Competitive Learning……………………………. 34
2.5 Review of Previous Research……………………………………………....
35
2.6 Theoretical Framework…………………………………………………….. 37
2.7 Hypothesis………………………………………………………………….
38
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research…………………………………………………......
40
3.2 Population and Sample…………………………………………………......
43
xiii
3.3 Instrument of the Research…………………………………………………
45
3.3.1 Test……………………………………………………………………….
45
3.3.2 Validity and Reliability…………………………………………………..
48
3.4 Data Collection …………………………………………………………….
49
3.5 Data Analysis………………………………………………………………. 50
CHAPTER IV RESEARCH FINDING
4.1 Finding of the Research…………………………………………………….
53
4.1.1 The Achievement of Speaking Recount Text of SMP N 1 Kudus Eighth
Grade Students in Academic Year 2012/2013 when Structured in
Cooperative Learning……………………………………………………. 53
4.1.2 The Achievement of Speaking Recount Text of SMP N 1 Kudus Eighth
Grade Students in Academic Year 2012/2013 when Structured in
Competitive Learning……………………………………......................... 55
4.1.3 The Significant Difference of the Achievement of Speaking Recount
Text of SMP N 1 Kudus Eighth Grade Student in the Academic Year
2012/2013 between Structured in Cooperative and Competitive
Learning……………………………………………………………….....
57
4.2 Hypothesis Testing………………………………………………………..
58
CHAPTER V DISCUSSION
5.1 The Achievement of Speaking Recount Text of SMP N 1 Kudus Eighth
Grade Students in Academic Year 2012/2013 when Structured in
Cooperative Learning………………………………………………………
5.2 The Achievement of Speaking Recount Text of SMP N 1 Kudus Eighth
xiv
60
Grade Students in Academic Year 2012/2013 when Structured in
Competitive Learning……………………………………………………...
63
5.3 The Significant Difference of the Achievement of Speaking Recount Text
of SMP N 1 Kudus Eighth Grade Student in the Academic Year
2012/2013 between Structured in Cooperative and Competitive Learning.
65
CHAPTER V CONCLUSION AND SUGGESTION
6.1 Conclusion…………….……………….…………………………………...
69
6.2 Suggestion…………….……………….……………….…………..………
70
BIBLIOGRAPHY…………….……………….…………………...………...
71
APPENDICES…………….……………….…………………..…………......
73
STATEMENT………………………………………………………………..
114
CURRICULUM VITAE…………….……………….……………………...
115
xv
LIST OF TABLES
Table
Table 2.1
Table 3.1
Table 3.2
Table 3.3
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 5.1
Page
Theoretical Framework of The Research: Points of the
Comparison between Cooperative and Competitive
Learning………………………………………………………
The First Daily Test Mean Scores of the Classes of SMP N 1
Kudus Eighth Grade Students in the Academic Year
2012/2013…………………………………………………….
The Speaking Test Scoring Categories According to Brown
(2004)………………………………………………………….
Score Criteria of KKM of SMP N 1 Kudus for English Subject
The Score of the Test Measuring the Achievement of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured in
Cooperative Learning………………………………………….
The Frequency Distribution of the Score of the Test
Measuring the Achievement of Speaking Recount Text of
SMP N 1 Kudus Eighth Grade Students in the Academic Year
2012/2013 when Structured in Cooperative Learning………...
The Score of the Test Measuring the Achievement of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured in
Competitive Learning………………………………………….
Frequency Distribution of the Score of the Test Measuring the
Achievement of Speaking Recount Text of SMP N 1 Kudus
Eighth Grade Students in the Academic Year 2012/2013 when
Structured in Competitive Learning…………………………...
The Summary of the Analyzes of Test Score of Speaking
Recount Text of SMP N 1 Kudus Eight Grade Students in the
Academic Year 2012/2013 when Structured in Cooperative
and Competitive Learning………………………………..........
The Points of Significant Differences of Cooperative and
Competitive Learning Found during the Learning Process…...
xvi
44
45
46
47
48
49
50
51
LIST OF FIGURES
Figure
Figure 2.1
Figure 3.1
Figure 4.1
Figure 4.2
Page
Tabesh Competitive Method…………………………………..
Experimental Research Design using Control Group without
Pre-Test………………………………………………………..
The Bar Diagram of the Achievement of Speaking Recount
Text of SMP N 1 Kudus Eighth Grade Students in the
Academic Year 2012/2013 when Structured in Cooperative
Learning……………………………………………………….
The Bar Diagram of the Achievement of Speaking Recount
Text of SMP N 1 Kudus Eighth Grade Students in the
Academic Year 2012/2013 when Structured in Competitive
Learning……………………………………………………….
xvii
37
47
49
50
LIST OF APPENDICES
Appendix
1
2
3
4
5
6
7
8
9
10
Page
Lesson Plan Teaching Speaking Recount Text through
Cooperative Learning For Odd Semester of the Eighth
Grade Students of SMP N 1 Kudus in the Academic Year
2012/2013…………………………………………………..
Lesson Plan Teaching Speaking Recount Text through
Competitive Learning For Odd Semester of the Eighth
Grade Students of SMP N 1 Kudus in the Academic Year
2012/2013…………………………………………………..
Data of the Test Scores Measuring the Achievements of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured
in
Cooperative
Learning
Taken
by
the
Researcher……………………………………………….....
Data of the Test Scores Measuring the Achievements of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured
in Competitive Learning Taken by the Researcher………...
Data of the Test Scores Measuring the Achievements of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured
in Cooperative Learning Taken by the English Teacher…...
Data of the Test Scores Measuring the Achievements of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured
in Competitive Learning Taken by the English Teacher…...
Data of the Final Scores of the Speaking Recount Text
Achievements of SMP N 1 Kudus Eighth Grade Students
in the Academic Year 2012/2013 when Structured in
Cooperative Learning ……………………………………...
Data of the Final Scores of the Speaking Recount Text
Achievements of SMP N 1 Kudus Eighth Grade Students
in the Academic Year 2012/2013 when Structured in
Competitive Learning……………………………………...
Recapitulation of the Test Scores Measuring the
Achievements of Speaking Recount Text of SMP N 1
Kudus Eighth Grade Students in the Academic Year
2012/2013
when
Structured
in
Cooperative
Learning…………………………………………………….
Recapitulation of the Test Scores Measuring the
Achievements of Speaking Recount Text of SMP N 1
xviii
73
85
93
95
97
99
101
103
105
11
12
13
14
Kudus Eighth Grade Students in the Academic Year
2012/2013
when
Structured
in
Competitive
Learning…….........................................................................
The Calculation of Mean and Standard Deviation of the
Test Scores Measuring the Achievements of Speaking
Recount Text of SMP N 1 Kudus Eighth Grade Students in
the Academic Year 2012/2013 when Structured in
Cooperative
Learning…………………………………………………….
The Calculation of Mean and Standard Deviation of the
Test Scores Measuring the Achievements of Speaking
Recount Text of SMP N 1 Kudus Eighth Grade Students in
the Academic Year 2012/2013 when Structured in
Competitive
Learning…………………………………………………….
The T-Test of the Mean Scores of the Test Measuring the
Achievement of Speaking Recount Text of the Eighth
Grade Students of SMP N 1 Kudus in the Academic Year
2012/2013 Structured in Cooperative and Competitive
Learning…………………………………………………….
The Value of t-table for Any Number Degree of Freedom...
xix
106
107
109
111
113
OF THE EIGHTH GRADE STUDENTS OF SMP N 1 KUDUS
IN THE ACADEMIC YEAR 2012/2013: A COMPARATIVE STUDY
BETWEEN COOPERATIVE AND COMPETITIVE LEARNING
By:
RIZA ZAUHATUL MUNIROH
NIM 200832302
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2012
ii
THE ACHIEVEMENT OF SPEAKING RECOUNT TEXT
OF THE EIGHTH GRADE STUDENTS OF SMP N 1 KUDUS
IN THE ACADEMIC YEAR 2012/2013: A COMPARATIVE STUDY
BETWEEN COOPERATIVE AND COMPETITIVE LEARNING
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in English Education
By:
RIZA ZAUHATUL MUNIROH
NIM 200832302
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2012
iii
MOTTO AND DEDICATION
MOTTO:
Never scared to be alone, since lonely is never.
Weakness and lonely are fools, and fools will only lead to mistakes and sins.
The true happiness is when you fully fill your heart with love until there is
no any single spot for hate.
DEDICATION:
To the Heroes in My Life,
“ Mr. Yono & Mrs. Khususiyah”
iv
ADVISORS’ APPROVAL
This is to certify that the Sarjana Skripsi of Riza Zauhatul Muniroh has been
approved by the thesis advisors for further approval by the examining committee.
Kudus, September 29 2012
Advisor I
Dr. A. Hilal Madjdi, M. Pd.
NIS. 0610713020001020
Advisor II
Diah Kurniati, S. Pd, M. Pd.
NIS. 06107010000011901
Acknowledged by the Faculty of Teacher Training and Education
Dean,
Drs. Susilo Raharjo, M. Pd.
NIP: 19560619-198503-1-002
v
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Riza Zauhatul Muniroh, NIM: 200832302 has
been approved by the Examining Committee as a requirement for the Sarjana
Degree in Teaching of ENGLISH as Foreign Language.
Kudus, September 29 2012
Thesis Examining Committee:
Dr. A. Hilal Madjdi, M. Pd.
NIS. 0610713020001020
Chair person/ Member
Diah Kurniati, S. Pd., M. Pd.
NIS. 06107010000011901
Member
Nuraeningsih, M. Pd.
NIS. 061071000001201
Member
Ahsi Riyono, S. S., M. Hum.,
NIS. 0610701000001160
Member
Acknowledged by the Faculty of Teacher Training and Education
Dean,
Drs. Susilo Raharjo, M. Pd.
NIP: 19560619-198503-1-002
vi
ACKNOWLEDGEMENT
For the very first, the researcher thanks to the Almighty, King of the
Universe, Allah SWT who always gives blessing, strength, and guardian to the
writer, so finally she is able to complete this skripsi. Secondly, the writer does not
forget to say Sholawat and Salam to the most glorious human in the world and
hereafter, Muhammad SAW, the true hero and idol.
Finishing this skripsi, the writer would like to express a great gratitude to:
1.
My beloved parents who always give me love, prayer, and support.
2.
My all family in Mayong, Pekalongan, and Pati.
3.
Mr. Susilo Rahardjo, M. Pd. as the Dean of Teacher Training and Education
Faculty who has given the guidance for this last project
4.
Mrs. Fitri Budi Suryani, SS, M. Pd. as the head of English Education
Department, Teacher Training and Education Faculty for motivating and
supporting the writer.
5.
Dr. A. Hilal Madjdi, the first advisor for his wise guidance and suggestion
from the first up to the last time of this skripsi completion.
6.
Mrs. Diah Kurniati, S. Pd., M. Pd who has given constructive critics and
guidance in finishing this skripsi.
7.
The chosen one whom I love and who love me for his pray, care, favor and
everything he dedicated to my success in the past and present of my lifetime,
Raden Panji Subrata.
8.
The best men and women in the big family of PMII Commissioner Sunan
Muria, PMII Branch Kudus, who are kindly coloring my days. My brothers
vii
and sisters of BEM FKIP 2009/2010 (BF2), BEM FKIP 2010/2011,
2011/2012, and the newest 2012/2013 and all friends in English Education
Department who support me.
9.
All lectures of English Education Department Teacher Training and
Education Faculty who have taught and educated the students well during
studying in University of Muria Kudus.
10. The Headmaster of SMP N 1 Kudus who has given permission to the
researcher to hold and do the research to his students as the sample.
11. Miss Nurul Azkya as the English teacher of SMP N 1 Kudus who kindly gave
permission, help and time supporting and facilitating this research, and the
eighth grade students who were willingly following the treatments.
Consciously, the researcher admits that this skripsi is far from perfectness
and has some weaknesses. Therefore, the researcher hopes constructive criticisms
and suggestions for better condition. Finally, in the name of Allah, and by the
deepest thanks to our God, the researcher pray wallahul muwafiq ilaa aqwamith
thariq, may Allah always guide us to the best way of our life in the world and
hereafter.
Kudus, September 20 2012
Riza Zauhatul Muniroh
viii
ABSTRACT
Muniroh, Riza Zauhatul. 2012. The Achievement of Speaking Recount Text of
SMP N 1 Kudus Students in the Academic Year 2012/2013: A Comparative Study
between Cooperative and Competitive Learning. Skripsi. English Education
Department, Teacher Training and Education Faculty, Muria Kudus University.
Advisors: (i) Dr. A. Hilal Madjdi, M. Pd., (ii) Diah Kurniati, S. Pd., M. Pd.
Key words: cooperative learning, competitive learning, speaking recount text
achievement, eighth grade students of SMP N 1 Kudus
Experts mention that there are three patterns of human interaction:
competitive, cooperative, and individualistic. In the education world, cooperation
and competition also become models of students‟ learning. Cooperative learning
is seen as an effective way that gives positive effects to the students learning. this,
our national education curriculum is designed to such cooperative learning. Viceversa, competitive learning is argued to cause many negative effects to it.
However, the researcher finds that the condition of Indonesian school today tends
to keep applying competition. This gap leads the researcher initiate this study. On
the other hand, speaking is judged as the most demanded skill in mastering
English. Good speaking is not just the matter of producing oral language
continuously. However, genre-based speaking is important to produce systematic,
chronologic, and thematic speech. Hence, those can be found in recount as one
form of genres that becomes the learning material for junior high school students.
This research comparing cooperative and competitive learning on its effect
to the students‟ academic achievement is aimed to answer a question whether
there is or not a significant difference of speaking recount text achievement of the
eighth grade students of SMP N 1 Kudus in the academic year 2012/2013 between
structured in cooperative and competitive learning. In this quantitative
experimental research, the researcher applies the two learning models to two
homogenous groups of students as the treatment. The data are gotten from
students‟ score of the speaking test using picture-cued story telling procedure
administered to both groups.
The data analysis shows that the cooperative class performs better result
than the competitive class with the mean score of the experimental group, 80,7
and the standard deviation is 5,16. Otherwise, the mean score of the control group
is 74,8 and the standard deviation is 7,1. The t-test calculation finds that tobservation (t0) is 3,58 while the t-table (tt) on the degree of freedom (df) 54 and
the level of significant 0,05 is 2,000.
Finally, by confirming the alternative hypothesis (Ha) and denying the null
hypothesis (H0), the researcher concludes that there is a significant difference of
speaking recount text achievement of the eighth grade students of SMP N 1 Kudus
in the academic year 2012/2013 between structured in cooperative and
competitive learning. Referring to this result, the researcher suggests, the English
teachers had better apply cooperative learning to enhance the students‟ academic
achievements since it gives them various benefits academically and socially.
ix
ABSTRAKSI
Muniroh, Riza Zauhatul. 2012. Prestasi dalam Berbicara ‘Recount Text’ Siswa
Kelas VIII SMP N 1 Kudus Tahun Ajaran 2012/2013: Sebuah Penelitian
Komparatif antara Pembelajaran Kerjasama dan Persaingan. Skripsi. Jurusan
Pendidikan Bahasa Inggris, Fakultas keguruan dan ilmu pendidikan, universitas
muria kudus. pembimbing: (i) Dr. A. Hilal Madjdi, M. Pd., (ii) Diah Kurniati, S.
Pd., M. Pd.
Key words: pembelajaran kerjasama, pembelajaran persaingan, berbicara „recount
text‟, siswa kelas VIII SMP N 1 Kudus
Para ahli menyebutkan, ada tiga pola interaksi manusia: persaingan,
kerjasama, dan individu. Dalam dunia pendidikan, kerjasama dan persaingan juga
menjadi model pembelajaran bagi siswa. Pembelajaran kerjasama dipandang
sebagai cara yang efektif yang memberikan banyak efek positif pada
pembelajaran siswa. Dalam hal ini, kurikulum pendidikan nasional kita didesain
menyerupai pembelajaran kooperatif. Sebaliknya, pembelajaran persaingan
dipandang menyebabkan banyak efek negatif. Akan tetapi, penulis menemukan
kenyataan bahwa sekolah di Indonesia sekarang ini masih menerapkan system
persaingan. Kesenjangan tersebut menuntun penulis menginisiasi riset ini. Di sisi
lain, berbicara dianggap sebagai keterampilan yang paling penting dalam
menguasai Bahasa Inggris. Berbicara yang baik bukan hanya soal memproduksi
bahasa lisan secara lancar. Akan tetapi, berbicara berbasis jenis text adalah
penting untuk menghasilkan bahasa lisan yang sistematis, kronoligis, dan tematis.
Ini dapat ditemukan dalam teks recount sebagai salah satu bentuk jenis teks yang
menjadi materi pembelajaran bagi siswa SMP.
Penelitian yang membandingkan pembelajaran kerjasama dan persaingan
dalam hal efeknya terhadap prestasi akademik siswa ini bertujuan untuk
menjawab pertanyaan apakah ada perbedaan yang signifikan dalam prestasi
berbicara teks recount siswa kelas VIII SMP N 1 Kudus tahun ajaran 2012/2013
antara diajar menggunakan pembelajaran kerjasama dan persaingan. Dalam
penelitian eksperimen quantitatif ini, peneliti menerapkan kedua model
pembelajaran tersebut pada dua kelompok siswa yang homogen sebagai
perlakuan. Data penelitian diperoleh dari hasil test berbicara siswa menggunakan
prosedur bercerita dengan petunjuk gambar yang diterapkan pada kedua kelompok
di atas setelah menyelesaikan enam kali pertemuan pemberian perlakuan.
Analisis data menunjukkan bahwa kelompok eksperimen menampilkan
hasil yang lebih baik dari pada kelompok control dengan nilai rata-tara kelompok
eksperimen 80,7 dan simpangan baku 5,16. Sedangkan, skor rata-rata kelompok
control 74,8 dan simpangan baku 7,1. Penghitungan t-tes menemukan bahwa tobservasi (t0) 3,58 sedangkan t-tabel (tt) pada derajad kebebasan (df) 54 dan level
ketepatan 0,05 adalah 2,000.
Akhirnya, dengan menerima hipotesis alternatif (Ha) dan menolak
hipotesis null (H0) peneliti menyimpulkan bahwa ada perbedaan yang signifikan
dari prestasi berbicara teks recount siswa kelas VIII SMP N 1 Kudus tahun ajaran
x
2012/2013 antara diajar menggunakan pembelajaran kerjasama dan persaingan.
Berdasarkan hasil tersebut, penulis menyarankan agar guru Bahasa Inggris
menerapkan pembelajaran kooperatif untuk meningkatkan prestasi akademik
siswa karena model pembelajaran ini memeberikan berbagai macam manfaat pada
pembelajaran siswa baik secara akademis maupun sosial.
xi
TABLE OF CONTENTS
Page
COVER……………………………………………………………………......
i
LOGO ……………………………………………………………………........
ii
TITLE…………………………………………………………………………
iii
MOTTO AND DEDICATION……………………………………………….
iv
ADVISORS‟ APPROVAL..…………………………………………………..
v
EXAMINERS‟ APPROVAL..………………………………………………..
vi
ACKNOWLEDGEMENT……………………………………………………
vii
ABSTRACT…………………………………………………………………...
ix
ABSTRAKSI……………………………………………………………….....
x
TABLE OF CONTENT………………………………………………………
xii
LIST OF TABLES…………………………………………………………….
xvi
LIST OF FIGURES…………………………………………………………...
xvii
LIST OF APPENDICES……………………………………………………...
xviii
CHAPTER I INTRODUCTION
1.1 Background of the Research……………………………………………….. 1
1.2 Statement of the Problem…………………………………………………..
7
1.3 Objective of the Research………………………………………………….. 8
1.4 Significance of the Research……………………………………………….
8
1.5 Limitation of the Research…………………………………………………
9
1.6 Operational Definition ………………………………………………….....
10
CHAPTER
II
REVIEW
TO
RELATED
LITERATURE
AND
HYPOTHESIS
2.1 Speaking as One of Language Skill………………………………………..
xii
12
2.1.1 Types of Speaking………………………………...……………………...
14
2.1.2 Testing Speaking Skill…………………………………………………… 16
2.2 Recount Text……………………………………………………………….
18
2.3 Cooperative Learning………………………………………………………
20
2.3.1 Theories Underlying Cooperative Learning……………………………...
21
2.3.1.1 Ausubel‟s Theory: Meaningful Learning………………………..…….
21
2.3.1.2 Piaget‟s Theory: Cognitive Development……………………………...
22
2.3.1.3 Vygotskys‟s Theory: Sociocultural…………………………………….
23
2.3.2 Cooperative learning in the Classroom…………………………………..
24
2.3.2.1 Methods of Cooperative Learning………...……………………………
25
2.3.2.2 Techniques of cooperative learning…………………………..………..
27
2.3.3 Problems in Applying Cooperative Learning……………..……………..
29
2.4 Competitive Learning…...………………………………………………….
30
2.4.1 Theories Underlying Competitive Learning: Darwin‟s Evolution Theory
30
2.4.2 Competitive Learning in the Classroom………………………………….
32
2.4.2.1 Methods of Competitive Learning……………………………………..
32
2.4.3 Problems in Applying Competitive Learning……………………………. 34
2.5 Review of Previous Research……………………………………………....
35
2.6 Theoretical Framework…………………………………………………….. 37
2.7 Hypothesis………………………………………………………………….
38
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research…………………………………………………......
40
3.2 Population and Sample…………………………………………………......
43
xiii
3.3 Instrument of the Research…………………………………………………
45
3.3.1 Test……………………………………………………………………….
45
3.3.2 Validity and Reliability…………………………………………………..
48
3.4 Data Collection …………………………………………………………….
49
3.5 Data Analysis………………………………………………………………. 50
CHAPTER IV RESEARCH FINDING
4.1 Finding of the Research…………………………………………………….
53
4.1.1 The Achievement of Speaking Recount Text of SMP N 1 Kudus Eighth
Grade Students in Academic Year 2012/2013 when Structured in
Cooperative Learning……………………………………………………. 53
4.1.2 The Achievement of Speaking Recount Text of SMP N 1 Kudus Eighth
Grade Students in Academic Year 2012/2013 when Structured in
Competitive Learning……………………………………......................... 55
4.1.3 The Significant Difference of the Achievement of Speaking Recount
Text of SMP N 1 Kudus Eighth Grade Student in the Academic Year
2012/2013 between Structured in Cooperative and Competitive
Learning……………………………………………………………….....
57
4.2 Hypothesis Testing………………………………………………………..
58
CHAPTER V DISCUSSION
5.1 The Achievement of Speaking Recount Text of SMP N 1 Kudus Eighth
Grade Students in Academic Year 2012/2013 when Structured in
Cooperative Learning………………………………………………………
5.2 The Achievement of Speaking Recount Text of SMP N 1 Kudus Eighth
xiv
60
Grade Students in Academic Year 2012/2013 when Structured in
Competitive Learning……………………………………………………...
63
5.3 The Significant Difference of the Achievement of Speaking Recount Text
of SMP N 1 Kudus Eighth Grade Student in the Academic Year
2012/2013 between Structured in Cooperative and Competitive Learning.
65
CHAPTER V CONCLUSION AND SUGGESTION
6.1 Conclusion…………….……………….…………………………………...
69
6.2 Suggestion…………….……………….……………….…………..………
70
BIBLIOGRAPHY…………….……………….…………………...………...
71
APPENDICES…………….……………….…………………..…………......
73
STATEMENT………………………………………………………………..
114
CURRICULUM VITAE…………….……………….……………………...
115
xv
LIST OF TABLES
Table
Table 2.1
Table 3.1
Table 3.2
Table 3.3
Table 4.1
Table 4.2
Table 4.3
Table 4.4
Table 4.5
Table 5.1
Page
Theoretical Framework of The Research: Points of the
Comparison between Cooperative and Competitive
Learning………………………………………………………
The First Daily Test Mean Scores of the Classes of SMP N 1
Kudus Eighth Grade Students in the Academic Year
2012/2013…………………………………………………….
The Speaking Test Scoring Categories According to Brown
(2004)………………………………………………………….
Score Criteria of KKM of SMP N 1 Kudus for English Subject
The Score of the Test Measuring the Achievement of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured in
Cooperative Learning………………………………………….
The Frequency Distribution of the Score of the Test
Measuring the Achievement of Speaking Recount Text of
SMP N 1 Kudus Eighth Grade Students in the Academic Year
2012/2013 when Structured in Cooperative Learning………...
The Score of the Test Measuring the Achievement of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured in
Competitive Learning………………………………………….
Frequency Distribution of the Score of the Test Measuring the
Achievement of Speaking Recount Text of SMP N 1 Kudus
Eighth Grade Students in the Academic Year 2012/2013 when
Structured in Competitive Learning…………………………...
The Summary of the Analyzes of Test Score of Speaking
Recount Text of SMP N 1 Kudus Eight Grade Students in the
Academic Year 2012/2013 when Structured in Cooperative
and Competitive Learning………………………………..........
The Points of Significant Differences of Cooperative and
Competitive Learning Found during the Learning Process…...
xvi
44
45
46
47
48
49
50
51
LIST OF FIGURES
Figure
Figure 2.1
Figure 3.1
Figure 4.1
Figure 4.2
Page
Tabesh Competitive Method…………………………………..
Experimental Research Design using Control Group without
Pre-Test………………………………………………………..
The Bar Diagram of the Achievement of Speaking Recount
Text of SMP N 1 Kudus Eighth Grade Students in the
Academic Year 2012/2013 when Structured in Cooperative
Learning……………………………………………………….
The Bar Diagram of the Achievement of Speaking Recount
Text of SMP N 1 Kudus Eighth Grade Students in the
Academic Year 2012/2013 when Structured in Competitive
Learning……………………………………………………….
xvii
37
47
49
50
LIST OF APPENDICES
Appendix
1
2
3
4
5
6
7
8
9
10
Page
Lesson Plan Teaching Speaking Recount Text through
Cooperative Learning For Odd Semester of the Eighth
Grade Students of SMP N 1 Kudus in the Academic Year
2012/2013…………………………………………………..
Lesson Plan Teaching Speaking Recount Text through
Competitive Learning For Odd Semester of the Eighth
Grade Students of SMP N 1 Kudus in the Academic Year
2012/2013…………………………………………………..
Data of the Test Scores Measuring the Achievements of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured
in
Cooperative
Learning
Taken
by
the
Researcher……………………………………………….....
Data of the Test Scores Measuring the Achievements of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured
in Competitive Learning Taken by the Researcher………...
Data of the Test Scores Measuring the Achievements of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured
in Cooperative Learning Taken by the English Teacher…...
Data of the Test Scores Measuring the Achievements of
Speaking Recount Text of SMP N 1 Kudus Eighth Grade
Students in the Academic Year 2012/2013 when Structured
in Competitive Learning Taken by the English Teacher…...
Data of the Final Scores of the Speaking Recount Text
Achievements of SMP N 1 Kudus Eighth Grade Students
in the Academic Year 2012/2013 when Structured in
Cooperative Learning ……………………………………...
Data of the Final Scores of the Speaking Recount Text
Achievements of SMP N 1 Kudus Eighth Grade Students
in the Academic Year 2012/2013 when Structured in
Competitive Learning……………………………………...
Recapitulation of the Test Scores Measuring the
Achievements of Speaking Recount Text of SMP N 1
Kudus Eighth Grade Students in the Academic Year
2012/2013
when
Structured
in
Cooperative
Learning…………………………………………………….
Recapitulation of the Test Scores Measuring the
Achievements of Speaking Recount Text of SMP N 1
xviii
73
85
93
95
97
99
101
103
105
11
12
13
14
Kudus Eighth Grade Students in the Academic Year
2012/2013
when
Structured
in
Competitive
Learning…….........................................................................
The Calculation of Mean and Standard Deviation of the
Test Scores Measuring the Achievements of Speaking
Recount Text of SMP N 1 Kudus Eighth Grade Students in
the Academic Year 2012/2013 when Structured in
Cooperative
Learning…………………………………………………….
The Calculation of Mean and Standard Deviation of the
Test Scores Measuring the Achievements of Speaking
Recount Text of SMP N 1 Kudus Eighth Grade Students in
the Academic Year 2012/2013 when Structured in
Competitive
Learning…………………………………………………….
The T-Test of the Mean Scores of the Test Measuring the
Achievement of Speaking Recount Text of the Eighth
Grade Students of SMP N 1 Kudus in the Academic Year
2012/2013 Structured in Cooperative and Competitive
Learning…………………………………………………….
The Value of t-table for Any Number Degree of Freedom...
xix
106
107
109
111
113