PENINGKATAN KETRAMPILAN BERBICARA SISWA DENGAN MENGGUNAKKAN METODE COOPERATIVE SCRIPT (Penelitian Tindakan Kelas pada Siswa Kelas 10 Madrasah Aliyah Negeri (MAN) 2 Surakarta Tahun Akademik 2014/2015) Oleh: Arum Widyaningrum Sumardiono ABSTRAK Tujuan dari penelitian ini adalah 1) untuk meningkatkan ketrampilan berbicara siswa pada siswa kelas 10 MAN 2 Surakarta tahun akademik 2014/2015; 2) untuk mengidentifikasi apakah pengimplementasian dari Cooperative Script dapat meningkatkan ketrampilan berbicara siswa kelas 10 di MAN 2 Surakarta tahun akademik 2014/2015. Penilitian tindakan ini dilaksanakan di kelas X MIA 4 MAN 2 Surakarta. Kelas tersebut terdiri dari 19 siswa yaitu 8 siswa laki-laki dan 11 siswa perempuan. Penelitian ini dilaksanakan dalam dua siklus tindakan. Masingmasing siklus terdiri dari aktifitas-aktifitas yaitu, identifikasi masalah, perencanaan tindakan, implementasi tindakan, pengamatan, refleksi, dan perbaikan rencana. Dalam pengumpulan data, peneliti menggunakkan kuesioner, wawancara, pengamatan, dan tes. Kuesioner diberikan kepada siswa. Peneliti mewawancarai guru bahasa Inggris dan siswa. Pengamatan dilakukan oleh guru bahasa Inggris sebagai kolaborator. Tes dilaksanakan untuk mengetahui peningkatan dari pencapaian siswa dalam kelas berbicara. Tes tersebut meliputi pre-tes, postes 1 dan postes 2. Dalam analisis data, peneliti menggunakkan analisis data kuanlitatif dan kuantitatif. Berdasarkan dari hasil nilai rata-rata penelitian, maka terbukti bahwa siswa dapat berbicara dengan baik secara gramatikal, memperoleh kosa kata baru, merasa percaya diri dan lebih aktif daripada sebelumnya. Nilai rata-rata postes 1 di siklus 1 (63,78) adalah lebih tinggi daripada rata-rata pretes (50,73) dan rata-rata postes 2 di siklus 2 (76) lebih tinggi dari rata-rata postes di siklus 1. Kata kunci: Ketrampilan Berbicara, metode Cooperative Script, Penilitian Tindakan 1
2 IMPROVING STUDENTS SPEAKING SKILL USING COOPERATIVE SCRIPT METHOD (A Classroom Action Research at the Tenth Grade Students of Madrasah Aliyah Negeri (MAN) 2 Surakarta in 2014/2015 Academic Year) By: Arum Widyaningrum Sumardiono ABSTRACT The aims of the study are as the following: (1) To improve the students speaking skill at the tenth grade students of MAN 2 Surakarta in 2014/2015 Academic year. (2) To identify whether implementing Cooperative script can improve speaking skill at the tenth grade students of MAN 2 Surakarta in 2014/2015Academic year. This action research was undertaken at the tenth grade students of class X MIA 4 in MAN 2 Surakarta. The class consisted of 19 students, 8 boys and 11 girls. The research was conducted in two cycles of action. Each cycle consisted of these activities: identifying the problem, planning the action, implementing the action, observing, reflecting and revising the plan. In collecting the data, the researcher used questionnaire, interview, observation and test. The questionnaire was given to the students. The test was used to know the improvement of students achievement in speaking class. The test included Pre-test, Post-test 1, and Post-test 2. In analyzing the data, the researcher used Qualitative and Quantitative. Based on the mean score result of the research, it is proven that the students could speak grammatically correct, got new vocabulary, felt confidence, and more active than before. The mean score of Post-test 1 in cycle 1 (63.78) is higher than the mean of Pre-test (50.73) and the mean of Post-test 2 in cycle 2 (76) is higher than the mean of Post-test in cycle 1. Keywords: Speaking Skill, Cooperative Script Method, Action Research
3 I. Introduction Most of people use language to communicate with the other. One communicates with other people to exchange the ideas or information through oral or in writing. There are a lot of languages that they use to communicate with the other. Bahasa Indonesia is as Indonesian national language and they use English as the international language. Nowadays, people live in the globalization era, so mastering English is very important in many fields, such as, an instructional language for any kinds of business, English use for tourist who come from another country, some literatures use English, etc. English is also one of the subjects of education in Indonesia. There are four skills that one should master when learning English, such as, speaking, reading, writing and listening. Speaking is one of the language skills. It should be learnt and very needed to mastery. One can express their thought, ideas, or opinion through speaking in a conversation. Through speaking people can send and receive information orally. It needs habit formation because it is a real communication and speaking is a productive skill so it needs practicing as often as possible. Nunan (1991: 39) state that, Speaking is the single most important aspect of learning a second or foreign language and success is measured in terms of the ability to carry out a conversation in the language. It means that English as
4 foreign language will success if one capable use English in conversation daily activity. Brown and Yule (1983) in Richards (2008: 21) states that made a useful distinction between the interactional functions of speaking, in which it serves to establish and maintain social relations, and the transactional functions, which focus on the exchange of information. It can be concluded that, there are two function of speaking; interactional functions, to build and keep social relationship with the other and transactional functions, concern on receive or send the information to the other. According to Thornbury (2005: 127-129) there are four criteria to know the students already mastery of speaking skill from the accurate grammatical, the appropriate vocabulary, express the idea in connected speech, correct pronunciation, and interactive communication. If the student can master all of them, it could be said that they are already good in their speaking skill. The researcher observed in teaching and learning process at MAN 2 Surakarta especially in class X IIS 3 and found some problems. The problems are divided into two; speaking skill and class condition. The problems of speaking skill are the students not fluent in speaking, speaking ungrammatical statements, incomplete content, a bit information about how to speak grammatically correct,
5 incorrect and lack of practice pronunciation. Beside it, the teacher was rare of giving speaking materials, mostly focusing on writing and reading. And there are no supports facilities in speaking class. From the explanation above, there were some causes why the students still low in speaking skill, they are: (1) the students have low confidence to themselves; (2) the students still have not been able to mastery the vocabulary that is the basic of learning; (3) the students do not know how construct a sentence into correct grammar; (4) some of the students do not know how pronounce word in English; (5) techniques that used by teacher is less attractive. Teaching and learning should be enjoyed and fun for students. Teacher can make student more active with practice in discussing. So, the students can share their knowledge with other friends, help them to solve their friend s problem and for passive students will more active to participate the discussion. In this case, one of teaching method that appropriate is cooperative script method. Dansereau in O Donnell (1996: 74) states that cooperative script promotes processing interdependence through the specification of roles and the division of cognitive activities. The roles played by partners are interdependent, because one partner
6 cannot complete his or her responsibilities until the other partner has finished. This research aims can be: (1) to improve the students speaking skill at the tenth grade students of MAN 2 Surakarta in 2014/2015 Academic year; (2) to identify whether implementing Cooperative script can improve speaking skill at the tenth grade students of MAN 2 Surakarta in 2014/2015Academic year. II. Review of Literature O Donnell (1999: 190) says that cooperative script is designed to promote processing interdependence through the specification of roles and the division of cognitive activities. The roles played by partners are interdependent, because one partner cannot complete his or her responsibilities until the other partner has finished. According to O Donnell (1999: 180) there are two key assumptions are made with respect to scripted cooperation: (1) The use of scripted cooperation will prompt the use of cognitive processes by participants that might otherwise not occur. (2) The use of scripted cooperation can limit the occurrence of negative social processes that may impede group functioning and achievement. Procedure of Cooperative Script Method According Dansereau and O Donnell (1996: 122), there are steps of using cooperative script method as follows: 1) Both Partners read the first section of the text. 2) Partner A reiterates the information without looking at the text.
7 3) Partner B provides feedback, without looking at the text. 4) Both partners elaborate on the information (e.g., develop images, relate the information to prior knowledge). 5) Both partners read the second section of the text. 6) Partners A and B switch roles for the second section. 7) A and B continue in this manner until they have completed the passage. RESEARCH METHODOLOGY This research was conducted at tenth grade students in MAN 2 Surakarta academic year 2014/2015 which is located on Jl. Slamet Ryadi No. 308 Surakarta. Whereas Boarding of MAN 2 is located in Jl. Dr. Radjiman No.02 Surakarta, this located is very easy to find because near with Masjid Agung Surakarta. This research was conducted in 10 th March up to 1 st June 2015 in 2014/2015 Academic Year. The subject of the research was the students of the tenth grades of MAN 2 Surakarta in Academic Year 2014/2015. In this study, the researcher took class X MIA 4 of MAN 2 Surakarta. This class consists of 19 students; 8 boys and 11 girls. This study implemented a classroom action research. Wallace (1998: 4) states that action research is a way of reflecting on your teaching (or teacher-training, or management of an English department, or whatever it is you do in ELT). It is done by systematically collecting data on your
8 everyday practice and analyzing it in order to come to some decisions about what your future practice should be. In the classroom action research, the techniques of collecting the data were tests and non-tests (observation, questionnaire, interview, documents). The result of the use of cooperative script method can be seen in speaking test. The observation is being done by the researcher as the observer. Procedure of Action Research, the researcher took two cycles. Each cycle used six steps, they are: identifying the problem, implementing the action, observing, reflecting, and revising the plan. The researcher used two kinds of technique of analyzing. They were qualitative and quantitative: Qualitative data analysis The researcher used qualitative method for analyzed preresearch observation report, interviews, lesson plan, and the students worksheet. Miles and Huberman (1994: 10-11) describes the interactive model of data analysis, as follows: (1) Data Reduction: Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions, documents. As data collection proceeds, further episodes of data reduction occur (writing summaries, coding teasing out themes, making clusters, making partitions, writing memos); (2) Data Display: The second
9 major flow of analysis activity is data display. Generically, a display is on organized, compressed assembly of information that permits conclusion drawing and action. Looking at display help us to understand what is happening and to do something-either analyze further or take action-based on that understanding; (3) Conclusion Drawing/Verification: From the start of data collection, the qualitative analyst is beginning to decide what things mean-is noting regularities, patterns, explanation, possible configurations, causal flows, and propositions. The competent researcher hold these conclusion lightly, maintaining openness and skepticism, but the conclusions are still there, inchoate and vague the first, then increasingly explicit and grounded. Component of data by Miles and Huberman: Flow Model (1994: 10) Quantitative Data Analysis The score analyzed using pre-test and post-test to prove whether teaching speaking using cooperative script method can
10 overcome the students problem in speaking skill or not The test scores results are analyzed to provide additional data to show the accurate data of students speaking skill improvement. The scores are calculated with the following formula: In which: X = The sum of the students score before the action Y = The sum of the students score after the action X = Means of students score before the action Y = Means of students score after the action N = Number of the student RESULT OF THE RESEARCH The research was conducted collaboratively between the researcher and Teacher FA. In the implementation of the research, the researcher was as the teacher and English Teacher (Mrs. Fatkhurrohmah Atmawati, S.Pd) was as the observer. The researcher took two cycles. Each cycle consisted of two meetings and one post test. Every meeting was conducted for 90 minutes but there was a meeting that conducted 60 minutes. Cycle one was held in 16 th April up to 28 th April 2015. Cycle two was held in 7 th May up to 22
11 May 2015. Every cycle consisted of four steps: (1) planning the action; (2) implementing the action; (3) observing the action; and (4) reflecting. Before implementing cycle one, the researcher held pre-test in September 9 th April 2015. The mean score of pre-test was only 50.75. It was to low, because the minimal score of MAN 2 Surakarta is 75. In cycle one, there were two meetings. The first meeting was conducted on Thursday, April 16 th 2015. The second meeting was conducted on Thursday, April 23 th 2015. After observing and reflecting the action, the researcher found several strengths and weaknesses. The strengths were: (1) the improvement of the students learning activity from passive to be active. It shown that almost of the class could explain their summary story; (2) the improvement students motivation. It could be seen when the students join the class enthusiastically; (3) the improvement students speaking performance. It could be seen from the students confidence when speaking. The Weaknesses were: (1) some students still faced problems in the form of: mispronunciation, grammatical errors and lack of vocabulary; (2) When they finished in doing their job, they made noisy in the class, then disturb the other group; (3) Some students still mumbling when they speaking. The researcher concluded that the first cycle did not give significant contribution result. The result of the test shows that the mean of pre-test is 50.73 and the meant of post-test 63.78. Even though in general the researcher found the students improvement in speaking skill but the
12 instructional goal was not achieve completely. So, the researcher held cycle two to repair the result. The first meeting held on Thursday, 7 th May 2015 and the second meeting held on Monday, 11 th May 2015. After observing and reflecting the action, the researcher found several strength and weaknesses. The strengths were: (1) The improvement of students speaking skill; (2) Students more confidence speak up in front of the class; (3) The students more fluent in explain their story; (4) The improvement of students motivation; (5) The score of post test 2 increased from 50.73 in the pre test, 63.78 in the post test 1 to 76 post test 2. Finally the score is higher from KKM (Kriteria Kentutasan Minimum) that is 75. The weaknesses were: (1) cooperative script method a lot of time for instructional process and understanding, because the researcher should really be sure that all the students understand about the meaning of the text story; (2) When the students practiced with their partner the class was noisy. DISCUSSION In this section, the researcher wanted to discuss the students improvement in speaking skill. There are good atmosphere when cooperative script method is implemented in teaching and learning process. They are as follows: (1) all of the students got opportunity to practice speaking in the class. All of them used those opportunity to speak up during the speaking class because each of them has role to explained their own story; (2) the students were more
13 active and more cooperate with the other students during the speaking class. All of the students had responsibility with their roles to tell their story and the other roles to be a listener and corrector; (3) the students did the roles properly. The students gave feedback for their friend and gave correction; (4) the students vocabulary, grammar and pronunciation also improved. Table 4.4 The table of the result The total of mean score of the pre-test The total of mean score of the 1 st post-test The total of mean score of the 2 nd post-test 50.73 63.78 76 From the observational data, interview, questionnaire, and total mean score in pre-test, post-test 1, and in post-test 2 showed above, it can be summarized that students motivation and enthusiasm increased. They were motivated to improve their speaking skill. The improvement which was taken place in the classroom was considered as the result of treatment. The treatment is cooperative script method in improving students speaking skill. The students more enjoyed with this method. Furthermore, the result in this treatment indicated that the action hypothesis was accepted.
14 CONCLUSION AND SUGGESTION Conclusion The researcher draws a conclusion that the Cooperative Script Method can improve students speaking skill. The findings of the research answer the problem about the extent of improvement of students speaking skill taught by using Cooperative Script Method. Those improvements are as follows: 1. Cooperative Script Method can improve students ability in speaking. It can be seen from the mean score of pre-test and post-test from each cycle. In the pre-research, students mean score is 50.73. It increases to 63.78 in the post-test of cycle 1 and 76 in the post-test of cycle 2. 2. Cooperative Script Method made the students more active in teaching and learning process. They could explain what the text mean and express their explanation confidently. They were not shy to talk in front of class. Moreover when they reiterate their explanation the other students can help them to correct sentences or find an appropriate vocabulary. They also worked cooperatively too construct a story based from the text.
15 Suggestion There were some suggestions which might be useful for the students, the teacher, and the other researchers who were interested in this study were as follows: 1. To English Teachers The English teacher should often give students chance to speak up in English. In every opportunity make the students to give their opinion about the material what they learned before, it will make students to speak up and understand about the material. 2. To the students The students have to be seriously in learning and give their attention when teacher explain a material. They must be encouraged to explain their ideas relate with the material what they learn. 3. To the school The school should improve the quality of the teaching learning process. Cooperative script method is an appropriate method that can support the improvement the students in learning process. 4. To other researcher The other researcher can use these research s findings to support their theoretic research which concern students speaking improvement.
16 REFERENCES Miles, B Matthew and Huberman, A Michael. 1994. Qualitative Data Analysis,2 nd ed. California: SAGE Publication, Inc Nunan, David. 1991. Language Teaching Methodology: A textbook for teachers. London: Prentice Hall O Donnell, Angela M and King, Alison. 1999. Cognitive Perspective on Peer Learning. New Jersey: Lawrence Erlbaum Associates, Inc. O Donnell, M Angela. 1996. Effects of Explicit Incentives on Scripted and Unscripted Cooperation. Journal of Educational Psychology, Vol. 88, No. 1, 74-86. Richard, Jack C. 2008. Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press. Thornbury, Scott. 2005. How to Teach Speaking. Edinburgh: Longman Wallace, Michael J. 1998. Action Research for Language Teachers. Cambridge: Cambridge University Press.