Using cooperative language learning method to motivate XI IPS 3 students of SMA Negeri 1 Depok to speak English : classroom action research.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Yeniari, Ni Wayan. 2013. Using Cooperative Language Learning Method to
Motivate XI IPS 3 Students of SMA Negeri 1 Depok to Speak English: Classroom
Action Research. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Speaking skill is one of the language skills that has to be mastered by
students to communicate with other people orally. However, many students still
lack motivation in speaking English. It also happened to XI IPS 3 students in SMA
Negeri 1 Depok. Most of the students still lack motivation to speak English in the
classroom. It was because they thought speaking English was difficult and they
were afraid of making mistakes which would make their friends laugh at them. As
a result, they spoke using their second language or even their mother tongue in the
classroom. This is the most crucial problem found by the researcher while
practicing teaching English to the XI IPS 3 students in SMA Negeri 1 Depok.
This research aimed to help XI IPS 3 students in SMA Negeri 1 Depok to
have more motivation in speaking English. The researcher implemented
cooperative language learning method to motivate the students to speak English.
This research tried to answer one research problem. The research problem was
“how does cooperative language learning method increase XI IPS 3 students’

motivation to speak English in SMA Negeri 1 Depok?”
The researcher conducted a classroom action research. It consisted of two
cycles. The first cycle consisted of two meetings while the second cycle consisted
of one meeting. The participants of the research were 37 students from XI IPS 3
class in SMA Negeri 1 Depok in 2011/2012 academic year. The data were
gathered from the students’ speaking test results, students’ diaries, observation
checklists, field notes, questionnaire, and interview. The data were analyzed using
triangulation.
The result of this research showed that cooperative language learning
method motivated XI IPS 3 students in SMA Negeri 1 Depok to speak English. At
the preliminary study, the researcher found that there were ten students who had
lower motivation in speaking English and their speaking results were lower than
the other students. These students were also talkative and tended to speak Bahasa
Indonesia, which disturbed the other students while learning English. However,
after implementing cooperative language learning method, at the end of the
second cycle of this research, the students’ English speaking skill improved and
all of them passed the minimum requirement criteria. It showed that working in
group increases the students’ motivation to speak English while asking or
responding to the teacher’s and their friends’ questions in the classroom.

Keywords: cooperative language learning method, motivation, speaking,
classroom action research
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Yeniari, Ni Wayan. 2013. Using Cooperative Language Learning Method to
Motivate XI IPS 3 Students of SMA Negeri 1 Depok to Speak English: Classroom
Action Research. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Kemampuan berbicara merupakan salah satu kemampuan berbahasa yang
harus dikuasai oleh siswa untuk berkomunikasi dengan orang lain secara lisan.
Namun, banyak siswa yang masih kurang motivasi untuk berbicara bahasa
Inggris. Hal ini juga dialami oleh siswa kelas XI IPS 3 di SMA Negeri 1 Depok.
Kebanyakan siswanya masih kurang motivasi untuk berbicara bahasa Inggris di
dalam kelas. Ini disebabkan karena mereka berpikir bahwa berbicara bahasa
Inggris itu sulit, mereka juga takut membuat kesalahan yang membuat temantemannya menertawakan mereka, sehingga mereka menggunakan bahasa
Indonesia atau malah menggunakan bahasa daerah di dalam kelas. Ini

merupakan masalah terpenting yang ditemukan oleh peneliti saat praktik
mengajar Bahasa Inggris di kelas XI IPS 3 SMA Negeri 1 Depok.
Penelitian ini bertujuan untuk membantu siswa XI IPS 3 di SMA Negeri 1
Depok untuk memiliki motivasi lebih dalam berbicara bahasa Inggris. Peneliti
mengimplementasikan metode cooperative language learning untuk memotivasi
siswa berbicara bahasa Inggris. Penelitian ini mencoba untuk menjawab satu
rumusan masalah. Rumusan masalah tersebut adalah “bagaimana metode
cooperative language learning meningkatkan motivasi siswa XI IPS 3 untuk
berbicara bahasa Inggris di SMA Negeri 1 Depok?”
Penelitian ini menggunakan metode Penelitian Tindakan Kelas. Peneliti
melaksanakan penelitian ini dalam dua siklus. Siklus pertama terdiri dari dua
pertemuan namun siklus kedua terdiri dari satu pertemuan. Responden dari
penelitian ini adalah 37 siswa kelas XI IPS 3 di SMA Negeri 1 Depok tahun
ajaran 2011/2012. Data penelitian dikumpulkan dari hasil tes kemampuan
berbicara siswa, diari siswa, lembar observasi, catatan lapangan, kuesioner, dan
wawancara. Kemudian data-data tersebut dianalisis menggunakan triangulasi.
Hasil dari penelitian ini menunjukkan bahwa metode cooperative language
learning dapat memotivasi siswa XI IPS 3 di SMA Negeri 1 Depok untuk
berbicara bahasa Inggris. Pada tahap awal, peneliti menemukan bahwa ada
sepuluh siswa yang memiliki motivasi terendah dalam berbicara menggunakan

bahasa Inggris dan kemampuan berbicara mereka lebih rendah dibandingkan
siswa lainnya. Siswa-siswa ini cenderung suka berbicara menggunakan bahasa
Indonesia, yang mengganggu siswa lainnya saat belajar bahasa Inggris. Namun,
setelah mengimplementasikan metode cooperative language learning, di akhir
siklus yang kedua penelitian ini, kemampuan berbicara bahasa Inggris siswa
meningkat dan semua siswa dapat mencapai kriteria ketuntasan minimal. Hal ini
menunjukkan bahwa metode cooperative language learning meningkatkan
motivasi siswa dalam berbicara bahasa Inggris ketika bertanya atau merespon
pertanyaan guru dan temannya di dalam kelas.
Kata kunci: cooperative language learning method, motivation, speaking,
classroom action research
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

USING COOPERATIVE LANGUAGE LEARNING METHOD
TO MOTIVATE XI IPS 3 STUDENTS OF SMA NEGERI 1
DEPOK TO SPEAK ENGLISH:
CLASSROOM ACTION RESEARCH
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Ni Wayan Yeniari
Student Number: 081214150

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

USING COOPERATIVE LANGUAGE LEARNING METHOD
TO MOTIVATE XI IPS 3 STUDENTS OF SMA NEGERI 1

DEPOK TO SPEAK ENGLISH:
CLASSROOM ACTION RESEARCH
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Ni Wayan Yeniari
Student Number: 081214150

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

You wake up in the morning,
Do you know what you are going to do?
Do you have any appointments that are waiting for you?
How will you spend your day?
DO NOT waste it at all you see,
You only live it once
Make it the very best that it can be.
Anne R. C. Neale

This thesis is dedicated to:

Myself, my parents, my sister,
my brother, and everyone who
loves teaching and learning
English

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work
or parts of work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, January 15, 2013
The Writer,

Ni Wayan Yeniari
0 8 1 2 1 4 1 50

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN
AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma
Nama

: Ni Wayan Yeniari

Nomor Mahasiswa

: 081214150

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
USING COOPERATIVE LANGUAGE LEARNING METHOD

TO MOTIVATE XI IPS 3 STUDENTS OF SMA NEGERI 1 DEPOK
TO SPEAK ENGLISH:
CLASSROOM ACTION RESEARCH
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, dan mendistribusikan secara terbatas, dan mempublikasikannya di Internet
atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikianlah pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 15 Januari 2013
Yang menyatakan

Ni Wayan Yeniari
vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Yeniari, Ni Wayan. 2013. Using Cooperative Language Learning Method to
Motivate XI IPS 3 Students of SMA Negeri 1 Depok to Speak English: Classroom
Action Research. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
Speaking skill is one of the language skills that has to be mastered by
students to communicate with other people orally. However, many students still
lack motivation in speaking English. It also happened to XI IPS 3 students in SMA
Negeri 1 Depok. Most of the students still lack motivation to speak English in the
classroom. It was because they thought speaking English was difficult and they
were afraid of making mistakes which would make their friends laugh at them. As
a result, they spoke using their second language or even their mother tongue in the
classroom. This is the most crucial problem found by the researcher while
practicing teaching English to the XI IPS 3 students in SMA Negeri 1 Depok.
This research aimed to help XI IPS 3 students in SMA Negeri 1 Depok to
have more motivation in speaking English. The researcher implemented
cooperative language learning method to motivate the students to speak English.
This research tried to answer one research problem. The research problem was
“how does cooperative language learning method increase XI IPS 3 students’
motivation to speak English in SMA Negeri 1 Depok?”
The researcher conducted a classroom action research. It consisted of two
cycles. The first cycle consisted of two meetings while the second cycle consisted
of one meeting. The participants of the research were 37 students from XI IPS 3
class in SMA Negeri 1 Depok in 2011/2012 academic year. The data were
gathered from the students’ speaking test results, students’ diaries, observation
checklists, field notes, questionnaire, and interview. The data were analyzed using
triangulation.
The result of this research showed that cooperative language learning
method motivated XI IPS 3 students in SMA Negeri 1 Depok to speak English. At
the preliminary study, the researcher found that there were ten students who had
lower motivation in speaking English and their speaking results were lower than
the other students. These students were also talkative and tended to speak Bahasa
Indonesia, which disturbed the other students while learning English. However,
after implementing cooperative language learning method, at the end of the
second cycle of this research, the students’ English speaking skill improved and
all of them passed the minimum requirement criteria. It showed that working in
group increases the students’ motivation to speak English while asking or
responding to the teacher’s and their friends’ questions in the classroom.

Keywords: cooperative language learning method, motivation, speaking,
classroom action research
vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Yeniari, Ni Wayan. 2013. Using Cooperative Language Learning Method to
Motivate XI IPS 3 Students of SMA Negeri 1 Depok to Speak English: Classroom
Action Research. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Kemampuan berbicara merupakan salah satu kemampuan berbahasa yang
harus dikuasai oleh siswa untuk berkomunikasi dengan orang lain secara lisan.
Namun, banyak siswa yang masih kurang motivasi untuk berbicara bahasa
Inggris. Hal ini juga dialami oleh siswa kelas XI IPS 3 di SMA Negeri 1 Depok.
Kebanyakan siswanya masih kurang motivasi untuk berbicara bahasa Inggris di
dalam kelas. Ini disebabkan karena mereka berpikir bahwa berbicara bahasa
Inggris itu sulit, mereka juga takut membuat kesalahan yang membuat temantemannya menertawakan mereka, sehingga mereka menggunakan bahasa
Indonesia atau malah menggunakan bahasa daerah di dalam kelas. Ini
merupakan masalah terpenting yang ditemukan oleh peneliti saat praktik
mengajar Bahasa Inggris di kelas XI IPS 3 SMA Negeri 1 Depok.
Penelitian ini bertujuan untuk membantu siswa XI IPS 3 di SMA Negeri 1
Depok untuk memiliki motivasi lebih dalam berbicara bahasa Inggris. Peneliti
mengimplementasikan metode cooperative language learning untuk memotivasi
siswa berbicara bahasa Inggris. Penelitian ini mencoba untuk menjawab satu
rumusan masalah. Rumusan masalah tersebut adalah “bagaimana metode
cooperative language learning meningkatkan motivasi siswa XI IPS 3 untuk
berbicara bahasa Inggris di SMA Negeri 1 Depok?”
Penelitian ini menggunakan metode Penelitian Tindakan Kelas. Peneliti
melaksanakan penelitian ini dalam dua siklus. Siklus pertama terdiri dari dua
pertemuan namun siklus kedua terdiri dari satu pertemuan. Responden dari
penelitian ini adalah 37 siswa kelas XI IPS 3 di SMA Negeri 1 Depok tahun
ajaran 2011/2012. Data penelitian dikumpulkan dari hasil tes kemampuan
berbicara siswa, diari siswa, lembar observasi, catatan lapangan, kuesioner, dan
wawancara. Kemudian data-data tersebut dianalisis menggunakan triangulasi.
Hasil dari penelitian ini menunjukkan bahwa metode cooperative language
learning dapat memotivasi siswa XI IPS 3 di SMA Negeri 1 Depok untuk
berbicara bahasa Inggris. Pada tahap awal, peneliti menemukan bahwa ada
sepuluh siswa yang memiliki motivasi terendah dalam berbicara menggunakan
bahasa Inggris dan kemampuan berbicara mereka lebih rendah dibandingkan
siswa lainnya. Siswa-siswa ini cenderung suka berbicara menggunakan bahasa
Indonesia, yang mengganggu siswa lainnya saat belajar bahasa Inggris. Namun,
setelah mengimplementasikan metode cooperative language learning, di akhir
siklus yang kedua penelitian ini, kemampuan berbicara bahasa Inggris siswa
meningkat dan semua siswa dapat mencapai kriteria ketuntasan minimal. Hal ini
menunjukkan bahwa metode cooperative language learning meningkatkan
motivasi siswa dalam berbicara bahasa Inggris ketika bertanya atau merespon
pertanyaan guru dan temannya di dalam kelas.
Kata kunci: cooperative language learning method, motivation, speaking,
classroom action research
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ACKNOWLEDGEMENTS
First of all, I would like to say my greatest gratitude to God, The Supreme
Father, for His never ending guidance, love, and blessing all my life. He always
helps and takes care of me so that I can finish this thesis. I realized that He always
makes a way when there seems to be no way.
My deepest gratitude and appreciation also go to my advisor, Carla Sih
Prabandari, S.Pd., M.Hum., for her patience, willingness, encouragement,
guidance, and contribution of ideas to me during the process of writing this thesis.
I am deeply indebted to her for her great effort in leading me to accomplish this
thesis. I also thank Sri Suryanti, S.Pd., for the opportunity given to me to
conduct the research in her class in XI IPS 3. My thankfulness also goes to all
students of XI IPS 3 in SMA Negeri 1 Depok in 2011/2012 academic year for
their cooperation during the research process.
I would also show my great appreciation to Drs. Barli Bram, M.Ed.,
Ph.D., for being the proofreader of my thesis and all PBI lecturers in Sanata
Dharma University for teaching and guiding me during my study in the university.
My gratitude also goes to PBI secretary staffs, Mbak Dhani and Mbak Tari, and
all librarians in Sanata Dharma University who had given their best services.
I owe a great debt to my greatest sponsor, Sister Patricia Lawrence, who
had given me opportunity to study in Sanata Dharma University. Without her love
and kindness, I would not have studied here. My gratitude also goes to Sister
Taka for her love, kindness, encouragement, and motivation so I can finish my
thesis. I would also like to thank all family of Karuna Bali Foundation that have
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

helped and supported me to improve myself to be a better person by giving great
opportunity for me to study.
I am going to express my deepest gratitude to my beloved parents, Bapak I
Nyoman Kusmawan and Ibu Ni Nengah Srikanti, for their great love and
kindness to me. I am truly blessed to have them in my life. I also thank my
younger sister, Ni Kadek Endriyani and my younger brother, I Komang
Dharma Diaksa, for their love, support and jokes during the process of writing
this thesis.
I also thank all my friends especially Anisa, Meita, Mbak Setyo, Ika,
Angga, Bang Franky, Romo Richi, and Nofa for the great moments and
wonderful experiences which we had shared together during my study in PBI. My
gratitude also goes to Ayu for her willingness to be the proofreader of my thesis. I
thank Tika and Esther, for being my great observers during my research. I also
thank my friends in Exotic Company, especially Mike, Atma, and Elis for their
spirit of hard work they have shared. I also thank all my friends in PBI 2008,
especially those who are in PBI C for the great moment during my study in PBI.
I am very happy to have known them in my life.
Finally, my deepest regard go to all people and all my friends who
support me in finishing my thesis, which I could not mention here one by one.
May God always bless them.

Ni Wayan Yeniari

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TABLE OF CONTENTS
TITLE PAGE................................................................................................. i
APPROVAL PAGES.................................................................................... ii
DEDICATION PAGE.................................................................................. iv
STATEMENT OF WORK’S ORIGINALITY.............................................. v
PERNYATAAN PERSETUJUAN PUBLIKASI............................................... vi
ABSTRACT.................................................................................................. vii
ABSTRAK....................................................................................................... viii
ACKNOWLEDGEMENTS........................................................................... ix
TABLE OF CONTENTS............................................................................... xi
LIST OF TABLES......................................................................................... xv
LIST OF FIGURES....................................................................................... xvi
LIST OF APPENDICES............................................................................... xvii
CHAPTER I. INTRODUCTION
A. Research Background.................................................................. 1
B. Research Problem........................................................................ 3
C. Problem Limitation...................................................................... 4
D. Research Objectives..................................................................... 4
E. Research Benefits.........................................................................4
F. Definition of Terms......................................................................5
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description................................................................ 8
1. Cooperative Language Learning............................................ 8
a. Definition of Cooperative Language Learning................ 8
b. Key Elements of Cooperative Language Learning.......... 10
1) Positive Interdependence..................................... 10
2) Team Formation................................................... 11
3) Accountability..................................................... 11
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4) Social Skills......................................................... 12
5) Structuring and Structures....................................12
c. Teacher’s Roles in the Cooperative Language
Learning Classroom......................................................... 13
1) Teacher as inquirer.............................................. 13
2) Teacher as creator................................................ 14
3) Teacher as observer..............................................15
4) Teacher as facilitator............................................ 15
5) Teacher as change agent..................................... 15
2. Motivation.............................................................................. 16
a.

Definition of Motivation................................................. 16

b.

Types of Motivation........................................................ 17

c.

Indicators of Motivation.................................................. 17

3. Teaching and Learning Speaking in Senior High School...... 18
a.

Teachers should be aware of the differences between
second language and foreign language learning
contexts........................................................................... 19

b.

Teachers should give practice for both fluency and
accuracy for the students................................................. 19

c.

Teachers should provide opportunities for students
to talk by using group work and limiting teachers
talk................................................................................... 19

d.

Teachers plan speaking tasks that involve
negotiation for meaning.................................................. 20

e.

Teachers design classroom activities that involve
guidance and practice in both transactional and
interactional speaking......................................................20

4. Characteristics of Senior High School Students.................... 20
5. Classroom Action Research................................................... 21
a. Definition of Classroom Action Research....................... 21
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b. Model of Classroom Action Research............................. 21
B. Theoretical Framework................................................................ 22
CHAPTER III. METHODOLOGY
A. Research Method......................................................................... 24
B. Research Setting...........................................................................26
C. Research Participants................................................................... 27
D. Research Instruments and Data Gathering Technique................ 27
1. Observation......................................................................... 28
a.

Observation Checklists................................................... 28

b.

Field Notes...................................................................... 29

2. Questionnaire......................................................................... 31
3. Interview.................................................................................32
4. Tests....................................................................................... 33
5. Students’ Diaries.................................................................... 34
E. Data Analysis Technique......................................................

36

F. Research Procedure...................................................................... 38
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. Cycle One.................................................................................... 41
1. Meeting One of Cycle One.................................................... 41
a. Planning the First Meeting of Cycle One........................ 41
b. Acting and Observing the First Meeting of Cycle One... 44
c. Reflecting the First Meeting of Cycle One...................... 48
2. Meeting Two of Cycle One ...................................................54
a. Planning the Second Meeting of Cycle One.................... 54
b. Acting and Observing the Second Meeting of
Cycle One...................................................................... 56
c. Reflecting the Second Meeting of Cycle One..................61
B. Cycle Two................................................................................... 69
a. Planning the Cycle Two................................................ 69
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b. Acting and Observing the Cycle Two............................ 71
c. Reflecting the Cycle Two.............................................. 75
CHAPTER V. CONCLUSIONS AND RECOMMENDATION
A. Conclusion................................................................................. 85
B. Recommendations....................................................................... 87
REFERENCES.............................................................................................. 89
APPENDICES.............................................................................................. 91

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LIST OF TABLES
Table
Page
Table 3.1. Blueprint of observation checklists for students’ activities.......... 28
Table 3.2. Blueprint of observation checklists for teacher’s activities.......... 29
Table 3.3. Blueprint of field notes for outside observer................................ 31
Table 3.4. Blueprint of the questionnaire for close-ended questions.............31
Table 3.5. Blueprint of the questionnaire for open-ended questions............. 32
Table 3.6. Blueprint of questions for interview............................................. 33
Table 3.7. Blueprint of questions for students’ diaries.................................. 34
Table 4.1. The Focus group’s speaking test results of meeting one in cycle
one................................................................................................. 53
Table 4.2. The comparation of focus group’ speaking test results in
meeting one and meeting two of cycle one.................................. 65
Table 4.3. The comparation of focus group’ speaking test results in cycle
one and cycle two.......................................................................... 78

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LIST OF FIGURES
Figures
Page
Figure 2.1. Kemmis and McTaggart’s model of classroom action
research..................................................................................... 22
Figure 4.1. The percentage of focus group’s speaking test results of
meeting one in cycle one ......................................................... 52
Figure 4.2. The focus group progress in speaking in cycle one...................66
Figure 4.3. The percentage of focus group’s speaking in meeting two....... 79
Figure 4.4. The percentage of focus group who succeeded or failed to
pass the minimum requirement criteria................................... 80

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LIST OF APPENDICES
Appendix
Page
Appendix 1. Letter of Permission from the Mayor of Sleman...............................91
Appendix 2. Research Official Statement from SMA Negeri 1 Depok................93
Appendix 3. Lesson Plans and Teaching Materials of Cycle One.........................95
Appendix 4. Lesson Plan and Teaching Materials of Cycle Two........................112
Appendix 5. Observation Checklists of Meeting One in Cycle One..................120
Appendix 6. Observation Checklists of Meeting Two in Cycle One..................125
Appendix 7. Observation Checklists of Cycle Two.............................................130
Appendix 8. Field Notes of Meeting One in Cycle One.....................................139
Appendix 9. Field Notes of Meeting Two in Cycle One....................................142
Appendix 10. Field Notes of Cycle Two.............................................................146
Appendix 11. The Summary of Students’ Diaries...............................................151
Appendix 12. Questionnaire.................................................................................155
Appendix 13. The Raw Data of Questionnaire....................................................160
Appendix 14. The Summary of Data from Questionnaire...................................167
Appendix 15. Interview Guideline.......................................................................175
Appendix 16. Interview Transcripts.....................................................................177
Appendix 17. Students’ Speaking Test Results...................................................190
Appendix 18. Groups’ Contribution in Writing...................................................193

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CHAPTER I
INTRODUCTION

In this chapter, the researcher would like to present the introduction of the
research. This chapter is divided into six parts. They are research background,
research problem, problem limitation, research objective, research benefits, and
definition of terms.
A. Research Background
Speaking is one of the skills which has to be mastered by senior high
school students. Most students in Indonesia have been learning English since they
are in the kindergarten. However, not many of them are familiar with using
English to communicate in the classroom. They are reluctant to speak English and
tend to use their mother tongue or their second language (Bahasa Indonesia). This
is one problem that is mostly found in senior high schools in Indonesia.
The example of the case above is XI IPS 3 students in SMA Negeri 1
Depok. They are also reluctant to speak English. When the researcher was doing
her Program Pengalaman Lapangan in the class, the researcher found that the
students lacked willingness in using English. They tended to use their mother
tongue when they were asked certain questions related to the material even though
their teacher had already asked them to use English. It was because they lacked
motivation to speak English; they were afraid of making mistakes or they lacked
self-confidence. In this case, the researcher found that the reason why the students
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2
tend to use their mother tongue is because most of them lack motivation in
speaking English. In fact, most teachers consider students’ motivation is really
important for successful language learning (Davies & Pearse, 2000). This is the
most crucial problem that researcher found while doing her observation. In this
case, in learning English, students’ jobs are not only doing tasks given by their
teacher or listening to the teacher’s explanation but also using the language to
communicate and giving responses to teacher’s questions or their friends.
In order to solve the problem, the researcher proposes a solution by using
cooperative language learning method. Cooperative Language Learning (CLL) is
learning using cooperative activities in which a group of students work together to
achieve the same goal (Richards & Rodgers, 2001). The reason why the
researcher proposes this method is based on some considerations related to the
students’ characteristics. First, most of the students are talkative especially in
speaking in Bahasa Indonesia in the classroom. However, they are not motivated
to speak in English. Second, most of them think that to speak English is difficult.
Therefore, they do not like to use English in their conversation. Some students
said that they had bad English and did not answer the teacher’s questions because
they were afraid of making any mistakes. They said that their friends would laugh
at them when they gave inappropriate answers. Based on those characteristics, the
researcher wanted to help the students to have more motivation in speaking
English. In this research, they learned English in groups so each student could
help other students in the groups and could motivate the other members to learn
together and speak English in the classroom. Richards and Rodgers (2001, p. 193)

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3
state that using cooperative language learning method “enhance learner
motivation, reduce learner stress, and create a positive affective classroom
climate”. Joyce, Weil & Calhoun (2009) add that cooperative language learning
method creates students’ feeling of being respected and cared for by their friends
which can create positive atmosphere while learning. Because it reduces their
stress to speak English by creating positive and cooperative atmosphere while
learning, students can work and learn together with their friends. They also can
increase their motivation to speak English in the classroom.
To implement the method in the classroom, the researcher did Classroom
Action Research (CAR). Classroom action research is teachers’ action in
evaluating their teachings by implementing it in the classroom while others
evaluate it (Hopkins, 2008). Mertler (2009) adds that this research is done by
teachers for themselves to understand their classrooms better especially their
students, their methods used in teaching, and their assessment done in order to
improve their teaching’s quality. This action is cyclical, which means that the
same steps of action or process is done repeatedly to get some improvement
(Hinchey, 2008). In order to know the students’ improvement in the learning
process, the researcher did some cycles.

B. Research Problem
In this research, the researcher formulates one research problem:
How does cooperative language learning method increase XI IPS 3 students’
motivation to speak English in SMA Negeri 1 Depok?

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4
C. Problem Limitation
The researcher limits the participants in this research. The participants of
this research are 38 students of XI IPS 3 of SMA Negeri 1 Depok, Yogyakarta.
The purpose of this research is to overcome one of the urgent problems found in
class XI IPS 3 related to the students’ motivation to speak English. In most
activities done in the class, the students seemed unmotivated to speak English.
Therefore, the researcher offered the use of cooperative language learning method
to increase students’ motivation to speak English. By using cooperative language
learning method, students would be more enthusiastic in the learning process
because other members would help them. Besides, the use of this method can
maximize each student’s interaction in the learning process, especially within
their groups (Richards & Rodgers, 2001, p. 192). Therefore, the researcher limited
this research into the use of cooperative language learning method to increase XI
IPS 3 students’ motivation to speak English in SMA Negeri 1 Depok.

D. Research Objective
The objective of the research is to increase the motivation of XI IPS 3
students of SMA Negeri 1 Depok to speak English. The solution is by using
cooperative language learning method during the class activities.

E. Research Benefits
There are some benefits that can be obtained by XI IPS 3 students of SMA
Negeri 1 Depok, teachers in SMA Negeri 1 Depok, and the future researchers.

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5
1.

The students of XI IPS 3 of SMA Negeri 1 Depok
This research made XI IPS 3 students more motivated to speak English, to

answer teacher’s questions, to give their opinions related to materials discussed in
the class, and to speak with their friends. Besides, they could enjoy more in the
learning process in classroom by working together.
2.

Teachers in SMA Negeri 1 Depok
This research’s result made teachers in SMA Negeri 1 Depok, especially

English teachers more creative in finding attractive methods for the students to
learn English. The teachers can also use cooperative language learning method in
teaching the students. By implementing this method, the teachers can help their
students to work cooperatively and help each other in class. Furthermore, the
teachers can help the students to minimize their anxiety in learning by doing
group work.
3.

The future researchers
This research’s result enriched the future researchers’ knowledge related

to the use of cooperative activities in the classroom. Besides, the future
researchers who research the same topic may use the result of this research as
their research background or reference.

F. Definition of Terms
There are some terms used in this research. To avoid misunderstanding, it
is necessary to define the terms based on relevant sources.

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6
1.

Cooperative Language Learning
Cooperative language learning is a learning process in which students

work in pairs or in small groups (Richards & Rodgers, 2001). Douglas (1978)
adds that in cooperative work, people who have different skills, knowledge, and
experiences work together within a group. It means that in a group, there will be
people with different personalities, skills, experiences, and knowledge who work
together to achieve the same goal. Because it is created to achieve the same goal,
each member would motivate the others. In this research, the researcher assign
group work and give them cooperative activities related to speaking so they could
help other members of the groups to speak English or help them when they found
any difficulties in learning.
2.

Motivation
According to Harmer (2001), “motivation is some kind of internal drive

which pushes someone to do things in order to achieve something” (p.51). A drive
is a strong stimulus which insist someone to do actions (Teevan & Birney, 1964).
In this research, motivation means that the students pay attention to both the
teacher’s explanation and their friends while retelling story. Besides, they are
willing to get involved actively during the teaching and learning process. In this
research, the researcher will use the presence of students’ friend within a group
and the cooperative activities to motivate them to speak English.
3.

Speaking Skill
Bailey (2003) states that speaking is a productive oral skill consisting

verbal utterances that are produced to give meaning. Speaking skill in this

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7
research is the use of English language in speaking by students while doing
interaction with other students. Students will get opportunity to speak in pairs and
in small groups. Therefore, by practicing a lot, they will be more familiar to speak
English.
4.

XI IPS 3 Students of SMA Negeri 1 Depok
XI IPS 3 is one of the classes in SMA Negeri 1 Depok, Sleman,

Yogyakarta. Based on the researcher’s experience and observation when she was
doing her Program Pengalaman Lapangan (PPL), this class is the most talkative
class in SMA Negeri 1 Depok. It consists of 38 students. Most of them have good
cooperation in learning with other students in the class.
5.

Classroom Action Research
Classroom action research is research in which someone participates in the

process of bringing theory and practice together, and bringing action and
reflection together in a systematic process (Reason & Bradbury, 2001). This
action research is usually done by teachers to improve teaching’s quality in their
classrooms (Mertler, 2009). Therefore, in this research, the researcher will do an
action based on theory and after doing the action, the researcher reflects on what
have been done in order to have some improvements in the teaching process.

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CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the researcher would like to present a discussion on some
theories which become the bases of this research. This chapter is divided into two
parts. In the first part, the researcher presents the theoretical description.
Meanwhile, in the second part is about the theoretical framework.
A. Theoretical Description
In the theoretical description, the researcher discusses the theories related
to this research. The theories are cooperative language learning, motivation,
teaching and learning speaking in senior high school, characteristics of senior high
school students, and classroom action research.

1. Cooperative Language Learning
This part discusses three things related to this research. They are definition
of cooperative language learning, key elements of cooperative language learning,
and teacher’s roles in the cooperative language learning classroom.
a. Definition of Cooperative Language Learning
Cooperative language learning (CLL) is a group learning where students
are involved in cooperative activities (Richards & Rodgers, 2001) and they work
in pairs or small groups to help each other to understand what is taught by the
teacher especially in academic content (Slavin, 1995). This group learning is
8

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9
carefully organized so that each student interacts with other students and all of
them are motivated to increase each others’ learning (Kessler, 1992). Kessler
(1992) also states that by organizing students in group, they can interact with each
other and work together to increase their achievement in learning. It means that
the success of a group depends on each member of the group whether each of
them is able to get the idea of the lesson taught well (Slavin, 1995).
There are some benefits of cooperative language learning for students who
learn English. First, it increases frequency of the second language practice
through different types of interaction (McGroarty, 1989 as cited in Richards and
Rodgers, 2001). Because it provides interaction between students, it also increases
opportunities for language practices especially listening and speaking (Kessler,
1992). Second, it provides opportunities for students to be more active in their
learning by becoming resources for each other in the group (McGroarty, 1989 as
cited in Richards and Rodgers, 2001). Third, it creates a positive learning
environment because the class is often more relaxed and enjoyable (Kessler,
1992). The result of the positive learning environment is the improvement of the
students’ achievement (Kessler, 1992; Slavin, 1995). Fourth, it can address the
needs of heterogenous students which are divers in their English proficiency and
academic achievement (Kessler, 1992). At last, it helps to improve intergroup
relations (Slavin, 1995), improve students’ self-esteem (Slavin, 1995), and reduce
discrimination (Allport, 1954 ; Cohen, 1980 in Kessler, 1992).

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b. Key Elements of Cooperative Language Learning
According to Kessler (1992), there are five key elements of cooperative
language learning.
1) Positive Interdependence
In positive interdependence, the success of a member in a group is
associated with the success of the other members. It means that a student cannot
succeed unless all members succeed. In other words, students succeed or fail
together. Johnson & Johnson (1994) add that in positive interdependence, students
have two responsibilities: to learn the assigned material and to make sure all
members also learn the assigned material. Kessler (1992) states that positive
interdependence can be created by the task structure, the way outcomes structured
and means structured are defined. The outcomes structure consists of two parts:
goal-structured interdependence, for example by assigning a single group product
and reward-structured interdependence, for example by giving bonus points to
each student of a group if all of the members could get certain score. Meanwhile,
the means structure consists of three parts. The first part is role-structured
interdependence, for example by assigning different roles to each student within a
group. The second step is materials-structured interdependence, for example by
limiting the resources used in a group (provide one worksheet for a group). The
last step is rule-structured interdependence, for example a group cannot move to a
new learning until all members complete the task.

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2) Team Formation
According to Kessler (1992), team formation can be decided by teachers
or students. The formal team formation (planned grouping) is more widely used
than informal team formation (spontaneous grouping). The formal team formation
consists of four types: heterogeneous grouping, random grouping, interest
grouping,

a nd

heterogeneous/homogeneous

language

a bi l i t y

grouping.

Heterogeneous grouping can be done by ranking the highest to lowest achiever
using tests and then assign the top, middle and bottom. The group is also based on
the achievement level which can maximize peer tutoring; ethnic which can
improve relation between students from different ethnics; linguistic dimension
which can create opportunities for language acquisition, and gender, especially for
students learning English. Random grouping, for example can be done by asking
each student to take one colour paper shape. Students with the same paper shape
becomes one group. Interest grouping can be based on students’ characteristics
others than achievement, gender, ethnicity, race, or language proficiency.
Heterogeneous/homogeneous language grouping can be done by giving the
students different kind of materials and interaction. It is because even though
students might be homogenous by language proficiency, groups are still
heterogeneous on other dimensions.
3) Accountability
Accountability involves both individual and group accountability (Kessler,
1992). The individual accountability exists when the performance of each member
is assessed (Johnson & Johnson, 1994). One example of individual accountability

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12
is by calling a student at random to share with the whole class, with group
members, or with another group (Richards & Rodgers, 2001). Meanwhile, the
group accountability exists when the group may not move on to the next activity
until all members finish the task (Kessler, 1992). Kessler (1992) adds that a way
to ensure accountability is through testing.
4) Social Skills
According to Kessler (1992), social skills are related to how students
interact to each other. The students’ interaction includes how to achieve activity
or task objectives and how students interact to each other as team-mates. The
example of task-related social skills are asking for explanation, explaining ideas,
elaborating ideas of others, giving information, requesting clarification, and
checking understanding of others. Meanwhile, the example of group-related social
skills are appreciating others’ contributions, asking others to contribute, praising
others, keeping conversation quiet and calm, and keeping the group on task.
5) Structuring and Structures
Structuring and structures are how to organize students’ interactions with
the content and with each other. There are some examples of cooperative
language learning activities proposed by Olsen and Kagan (1992) as cited in
Richards and Rodgers (2001, p. 198). First, three-step interview: students work in
pairs; one as interviewer and the other as interview, then they reverse roles. At the
end, each student shares what is learned during the interviews. Second,
roundtable: there is a piece of paper and one pen for each group. One student
makes contribution and passes it to the others until all students make contribution.

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13
If it is done orally, it is called Round Robin. Third, think-pair-share: teacher asks
a question, and then students discuss the answer with a partner. Students share
their partners’ response with the class. Fourth, solve-pair-share: teacher poses a
problem. Each student has to find a solution individually and then explains how
they solve it in an interview or Round Robin structures. Fifth, numbered heads:
students number off in team and teacher asks question. Students put their heads
together and make sure everyone can explain the answer. Then, the teacher calls a
number and students with that number raise their hands to be called on.

c. Teacher’s Roles in the Cooperative Language Learning Classroom
According to McDonell in Kessler (1992), teachers in the cooperative
language learning classroom have some roles such as teacher as an inquirer,
creator, observer, facilitator, and change agent.
1) Teacher as inquirer
As inquirers, “teachers know that their competency rests on exploring the
underlying processes of how teachers teach and students learn” (p. 164). They
know why they do something rather than what they do. They examine and ask
their beliefs, values, or assumptions. In order to make a plan for the students, they
need to know their students; how their students learn, and acquire their first and
second language. They also appreciate the differences of students’ culture and
language proficiency which they bring to the classroom. They believe that the
teacher-directed need to be replaced by organizing classroom in a language-rich
enviroment so the students can learn from one another as well as from teachers

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14
and the world around them (Clarke et al., 1990 in Kessler, 1992). In other words,
teach