The Implementation of Cooperative Learning as A Strategy in Teaching Speaking at SMP Negeri 1 Cisayong, Tasikmalaya Regency

Nathasya, Sopyawanda (2023) The Implementation of Cooperative Learning as A Strategy in Teaching Speaking at SMP Negeri 1 Cisayong, Tasikmalaya Regency. Skripsi thesis, UIN Prof. K.H. Saifuddin Zuhri Purwokerto.

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Abstract

Speaking plays a principal role in life and the surrounding society because it is used for daily communication. Speaking means the act of thinking about communication, sharing ideas or opinions, and how to express and discuss the topic with others. But, several obstacles to speaking cause a lack of social interaction, such as persistent poor grammar, ambiguous vocabulary, or mispronunciation. It undermines students' confidence and motivation to speak English. Besides that, other obstacles happened to students, such as anxiety, shyness, lack of interest, fear of being wrong, low participation, and lack of motivation. Hence, teachers need several learning strategies for teaching speaking English. One of strategy is cooperative learning. Cooperative learning has a massive positive impact on students’ learning process environment. It enhances productivity and improves their knowledge. This research used a qualitative approach. The researcher has collected the data by examining documents such as lesson plans, paper tasks, and assessment rubrics for English classes, observing behavior with field notes and observation checklists, and conducting interviews with a participant sample. The purposes of this research were two, to describe and analyze how the teacher implements cooperative learning in teaching speaking and describe and analyze the advantages and disadvantages of cooperative learning in teaching speaking. Gap of this research The result of this research found that the teacher used Think-Pair-Share and Small Groups in teaching speaking. The Think-Pair-Share and Small Group were implemented by an English teacher at SMP Negeri 1 Cisayong, Tasikmalaya Regency. Based on the observations and interviews, the researcher concluded that cooperative learning was effective applied in teaching-learning English, especially teaching speaking. Its advantages were to improve student achievement, deepen students’ understanding, make students enjoy and be happy, and develop self-confidence. But, several disadvantages irrelevant with the result of observation, there were takes a long time for students, making it difficult to achieve curriculum targets, quiet people may not feel comfortable, and students must depend on one another.

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