standard deviation
the formula for the standard deviation:
Product Moment Correlation
The formula:
EXPERIMENTAL RESEARCH
The
GOAL OF EXPERIMENTAL RESEARCH
is to establish cause-and-effect
relationships between variables.
The Effectiveness of Cooperative
Learning in Teaching Speaking
CHAPTER I: Introduction
A. Background of the Study
B. Problem Identification
C. Problem Limitation
D. Problem Statement
E. Objective of the Study
F. Benefit of the Study
CHAPTER II
Review of Related Literature
A. Review of Theories
1. The nature of Speaking Skill
2. The nature of Cooperative Learning
3. The nature of Audiolingual Method
4. Review of Related Studies
B. Rationale
C. Hypothesis
CHAPTER III
Research Methodology
A.The Place and Time of the Study
B. The Method and Design of Research
C. Population, Sample, and Sampling
D. Technique of Collecting Data
E. Technique of Analyzing Data
CHAPTER IV
The Result of the Study
A. The description of the Data
B. Normality and Homogeneity Test
C. Hypothesis Testing
D. The Discussion of the Findings
CHAPTER V
Conclusion, Implication, and Suggestion
A. Conclusion
B. Implication
C. Suggestion
PROBLEM STATEMENT
1. Is Cooperative Learning more effective
than Audiolingual Method to teach
Speaking Skill?
2. Do the students taught by using
Cooperative Learning have significant
improvement in speaking skill?
3. Do the students taught by using
Audiolingual Method have significant
improvement in speaking skill?
OBJECTIVE OF THE RESEARCH
This research is aimed at discovering whether:
1. Cooperative Learning is more effective than
Audiolingual Method to teach Speaking Skill.
2. The students taught by using Cooperative
Learning have significant improvement in
speaking skill.
3. The students taught by using Audiolingual
Method have significant improvement in
speaking skill.
RATIONALE
1. The difference between Cooperative
Learning and Audiolingual Method
..... The nature and characteristics of CL in
teaching speaking.....
..... The nature and characteristics of AM
in teaching speaking.....
So it is predicted that Cooperative Learning is
more effective than Audiolingual Method.
2. The significance of Cooperative Learning in
teaching speaking.
..... the importance of CL in teaching
speaking .....
..... the role of CL in teaching speaking .....
So it is believed that the students taught
by using Cooperative Learning have
significant improvement in speaking skill.
3. The significance of Audiolingual Method in
teaching speaking.
..... the importance of AM in teaching
speaking .....
..... the role of AM in teaching speaking ....
So it is assumed that the students taught
by using Audiolingual Method have
significant improvement in speaking skill.
HYPOTHESIS
1. Cooperative Learning is more effective
than Audiolingual Method to teach
Speaking Skill.
2. The students taught by using Cooperative
Learning have significant improvement in
speaking skill.
3. The students taught by using Audiolingual
Method have significant improvement in
speaking skill.
RESEARCH METHOD
The aim of experimental research is to
establish cause-and-effect relationships
between variables.
The Independent Variable causes the
changes in the Dependent Variable. The
changes or effects may be influenced by
many other factors.
The purpose of experimental designs,
therefore, is to eliminate the intervening
factors, so that the Independent Variable is
really the cause.
Independent variable
The variable the researcher manipulates
The cause for the difference
The treatment is given to
Dependent variable
The skill, knowledge, or attitudes which
may have changed due to the experiment
That which depends on the independent
variable
Must be measurable
Three Characteristics of an Experiment
Three characteristics of an experimental
research:
(1) there is manipulation or treatment to
the independent variable,
(2) other extraneous variables are
controlled
(3) observing the effect of the independent
variable treatment on the dependent
variable.
RESEARCH DESIGN
 There are three variables: one dependent
variable (Speaking Skill) and two independent variables (Cooperative Learning and
Audiolingual Method).
 The research design used in this
experimental research is Pretest-Posttest
Nonequivalent Groups Quasi-Experiment.
Types of Designs
Type 1
Posttest Only
Randomized Experiment
R = RANDOMIZED
X = TREATMENT
O = POSTTEST
R
R
X
O
O
Type 2
Pretest-Posttest
Randomized Experiment
R = RANDOMIZED
X = TREATMENT
O1 = PRETEST
O2 = POSTTEST
R O1 X O2
R O1
O2
Type 3
Pretest-Posttest
Nonequivalent Groups
Quasi-Experiment
N = Nonequivalent
X = TREATMENT
O1 = PRETEST
O2 = POSTTEST
N O1 X O2
N O1
O2
Type 4
Pretest-Posttest NonExperiment
X = TREATMENT
O1 = PRETEST
O2 = POSTTEST
O1
X
O2
DATA COLLECTION
Penelitian eksperimental dengan menggunakan design Pretest-Posttest Nonequivalent
Groups Quasi-Experiment, data yang
dikumpulkan adalah hanya satu jenis data
yaitu data untuk Speaking Skill. Instrumen
yang digunakan adalah TEST, yakni berupa
Speaking Performance Test. SpeakingTest
diadakan dua kali yaitu sebelum tindakan
(Pre Test) dan sesudah tindakan (Post Test).
Data yang telah terkumpul (berupa rekaman)
dinilai berdasarkan Scoring Rubric yang telah
disusun berdasarkan Construct of Speaking
Skill.
Scoring Rubric of Speaking Skill
No Aspects /
Indicators
Criteria
Score
1
Fluency
a.
b.
c.
d.
e.
5
4
3
2
1
2
Content
a.
b.
5
4
DATA ANALYSIS
Sebelum analisis data dilakukan, data
penelitian yg telah terkumpul dideskripsikan
terlebih dahulu. Deskripsi data dilakukan
untuk mengetahui distribusi frekuensi yang
dinyatakan dalam bentuk tabel dan
histogram, dan untuk mengetahui modus,
median, rata-rata dan simpangan baku.
Hypothesis Testing
1. Hipotesis 1: Pertama, menggunakan
Independent t-Test untuk mengetahui
perbedaan prestasi antara kelompok E dan C
signifikan atau tidak. Kedua, setelah terbukti
berbeda secara signifikan, mean score dari
kelompok E dan C dibandingkan, dan
kelompok yang memiliki mean score lebih
tinggi berarti teknik mengajar yang
digunakan lebih efektif.
2. Hipotesis 2: Pertama, menggunakan NonIndependent t-Test untuk mengetahui
perbedaan prestasi antara Pretest dan
Posttest signifikan atau tidak. Kedua, setelah
terbukti berbeda secara signifikan, mean
score dari Pretest dan Posttest dibandingkan,
dan bilamana Posttest memiliki mean score
lebih tinggi berarti siswa yang diajar dengan
Cooperative Learning mengalami kemajuan
berbicara (Speaking Skill) yang signifikan.
3. Hipotesis 3: Pertama, menggunakan NonIndependent t-Test untuk mengetahui
perbedaan prestasi antara Pretest dan
Posttest signifikan atau tidak. Kedua, setelah
terbukti berbeda secara signifikan, mean
score dari Pretest dan Posttest dibandingkan,
dan bilamana Posttest memiliki mean score
lebih tinggi berarti siswa yang diajar dengan
Audiolingual Method mengalami kemajuan
berbicara (Speaking Skill) yang signifikan.