IMPROVING STUDENTS’ TOEIC SCORE THROUGH COOPERATIVE LEARNING (An Action Research at Grade Twelve of SMK Negeri 1 Wonogiri in Academic Year 2010/2011)

SRI RETNANINGSIH, NANIK (2011) IMPROVING STUDENTS’ TOEIC SCORE THROUGH COOPERATIVE LEARNING (An Action Research at Grade Twelve of SMK Negeri 1 Wonogiri in Academic Year 2010/2011). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    ABSTRACT Nanik Sri Retnaningsih. K2206025. IMPROVING STUDENTS’ TOEIC SCORE THROUGH COOPERATIVE LEARNING (AN ACTION RESEARCH AT GRADE TWELVE OF SMK NEGERI 1 WONOGIRI IN ACADEMIC YEAR 2010/2011). A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret University, December 2010. This thesis is written 1) to find out whether or not Cooperative Learning methods improve students’ English proficiency to score higher in TOEIC; 2) to know the students’ interest toward the TOEIC class using Cooperative Learning methods; and 3) to describe the students’ activity during the TOEIC class using Cooperative Learning methods. The method used in this research is a classroom action research done collaboratively with the English teacher. The research was conducted in two cycles from August 28th until October 28th 2010 at the twelfth grade of SMK Negeri 1 Wonogiri by applying Think-Pair-Share (TPS) and Student Team Achievement Division (STAD) methods. The research data were collected by using techniques of observation, questionnaire, and test (pre-test and post-test). The data were analyzed by using FLINT system, Comprehensive and Individual Analysis, and mean statistical formula. Result shows that students’ TOEIC score improves. Before the implementation of Cooperative Learning, they scored 318.125 in average, which is categorized into Elementary level of English proficiency. After Cycle I had been conducted, the mean score became 416.5, achieving Intermediate level, which should be reached by twelfth graders. The students also scored higher after the implementation of Cycle II. They scored 437.25 in average. It is also found that students became more interested in TOEIC class. Based on the observation sheets, during Cycle I 36% of the students were very interested in the class, 47% were interested enough and only 17% who were less interested. In Cycle II even 51% were very interested, 48% were interested enough, and only 1% who were less interested in the class. Students’ activity also improves. Based on the observation sheets, during Cycle I 51% of the students were very active in the class, 44% were active enough, and only 5% who were less active. Even in Cycle II, 45% were very active, 53% were active enough, and only 2% who were less active in the class. Based on the research findings, it can be concluded that Cooperative Learning can 1) improve students’ TOEIC score, 2) attract the students to join TOEIC class, and 3) push the students to actively participate in the class. ABSTRAK Nanik Sri Retnaningsih. K2206025. MENINGKATKAN SKOR TOEIC SISWA MELALUI PENDEKATAN PEMBELAJARAN KOOPERATIF (PENELITIAN TINDAKAN KELAS TERHADAP SISWA-SISWA KELAS XII SMK NEGERI 1 WONOGIRI TAHUN AKADEMIK 2010/2011). Skripsi. Surakarta. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Desember 2010. Skripsi ini ditulis untuk 1) mengetahui apakah metode pembelajaran kooperatif dapat meningkatkan kecakapan berbahasa Inggris siswa untuk memperoleh skor TOEIC yang lebih tinggi; 2) mengetahui minat siswa terhadap kelas TOEIC yang menerapkan pembelajaran kooperatif; dan 3) menggambarkan keaktifan siswa di dalam kelas TOEIC yang menerapkan pembelajaran kooperatif. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang dilakukan secara kolaboratif dengan guru bahasa Inggris di kelas yang bersangkutan. Penelitian dilaksanakan dalam dua siklus mulai 28 Agustus sampai 28 Oktober 2010 dengan menerapkan dua metode pembelajaran kooperatif: Think-Pair-Share (TPS) dan Student Team Achievement Division (STAD). Data-data dikumpulkan melalui observasi, kuesioner, dan tes (pre-tes dan post-tes). Data-data tersebut kemudian dianalisis dengan menggunakan sistem FLINT, analisis komprehensif dan individual, dan rumus statistik nilai rata-rata. Hasil penelitian menunjukkan bahwa skor TOEIC siswa meningkat. Sebelum penerapan pembelajaran kooperatif, rata-rata skor TOEIC siswa sebesar 318,125, yang masih tergolong level Elementary. Setelah pelaksanaan Siklus I, rata-rata skor TOEIC siswa menjadi 416,5, mencapai level Intermediate, yang ,seharusnya dicapai oleh siswa kelas XII. Siswa juga meraih skor yang lebih tinggi setelah pelaksanaan Siklus II. Rata-rata skor mereka 437,25. Selain itu, juga ditemukan bahwa minat siswa terhadap kelas TOEIC meningkat. Berdasarkan hasil observasi, selama Siklus I 36% siswa sangat tertarik, 47% cukup tertarik, dan hanya 17% yang kurang tertarik terhadap kelas TOEIC. Bahkan pada Siklus II 51% sangat tertarik, 48% cukup tertarik, dan hanya 1% yang kurang tertarik terhadap kelas tersebut. Keaktifan siswa juga meningkat. Berdasarkan hasil observasi, Selama Siklus I 51% siswa sangat aktif di kelas, 44% cukup aktif, dan hanya 5% yang kurang aktif. Sedang pada Siklus II 45% sangat aktif, 53% cukup aktif, dan hanya 2% yang kurang aktif di kelas. Berdasarkan temuan di atas, dapat ditarik kesimpulan bahwa pembelajaran kooperatif dapat 1) meningkatkan skor TOEIC siswa, 2) menarik minat siswa terhadap kelas TOEIC, dan 3) mendorong siswa untuk berpartisipasi aktif di dalam kelas.

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
    Depositing User: Fairly Okta'mal
    Date Deposited: 22 Jul 2013 00:59
    Last Modified: 22 Jul 2013 00:59
    URI: https://eprints.uns.ac.id/id/eprint/7624

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