Kumpulan Skripsi Bahasa Inggris lengkap 2
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Previous Research Overview
There are some previous research overview which is done by researcher in this research, the first previous research is by Yuliana (2012) under the title, “Comparission between Using Repetition Drill and Jigsaw Technique Toward Speaking Skill at the First Grade of SMA 1 Purbolinggo East Lampung in Academic Year 2011/2012”. This research is published by Muhammadiyah University of Metro. This research compares about two techniques in learning that focus on students’ speaking skill. The learning process of experimental group uses repetition drill technique and the learning process of control group uses jigsaw technique. The result of the research shows that the average score of experimental group is higher than the average score of control group that is 67,7 for experimental group and 57,17 for control group. Therefore, it is concluded that the hypothesis of this research is proved. There is a significant difference of using repetition drill and jigsaw technique toward students’ speaking skill. It is also stated that teaching speaking by using repetition drill is more effective than jigsaw technique. Based on the result, repetition drill is very good to be applied in teaching speaking. It can make the students upgrade their speaking skill. It can be looked from the result of students’ pre test is 54,9 and students’ post test is 68,2. But, it has to be checked in applying of the technique. In applying of repetition drill, she uses subtitution and only focus on pronounciation.
The second previous research is done by Anggraini (2002) under the title “A Comparative Study between Male and Female Students’ Ability of English Speaking of the First Year Students of Madrasah Aliyah Hubbulwathan Duri”. This research consists of two variables: independent variable symbolized as “X” and dependent variable symbolized as “Y”. Independent variable is students’ gender and dependent variable “Y” is the students’ score in English speaking test. The research is carried out in Madrasah Aliyah Hubbulwathan Duri that conducted on February to the end of March 2002. The object of the research is to find out their differences ofspeaking ability. To collect the data of this study, the researcher usesspeaking test. The researcher makes interview to the respondents. Then, the collecting data is analyzed by using serial correlation formula. Based on the result of this research, speaking ability is influenced by students’ gender. She says that gender is the most important factor in determining students’ ability. This research is good because it has different variable to be compared. But, this research does not discuss about the important factor of study that is learning method.
The thirdprevious research is taken by Randika (2006) under the title “The Comparative Study between Discussion and Asking and Answer Method toward Students Speaking Ability at the Eleventh Grade of SMA N 1 Bangun Rejo”. In this research, there are differences of students’ speaking ability using discussion and asking and answer method. The learning process is influenced by the using of method. It can be looked at the result of the test after the students get the learning process with different method. The result of the research shows that the average score of learning process by using discussion method is higher than the average score of learning process by using asking and answer method. The average score of learning by using discussion method is 67,7, while using asking and answer method is 57,17. Based on the research, discussion method is more effective than asking and answer method. But, this research does not explain about the other factor which influence the students’ speaking ability such as learning motivation, self confidence, students’ interest, and so on. It is only compare between two method toward students’ speaking ability.
In conclusion, based on the research which has been done, the researcher will try to do a research in order to make better result of the research than the previous research. The differences between the previuos research and this research is about the variable of research. The last research only compares between two variables, for example comparative study between discussion and asking and answer method toward speaking ability. Whereas, this research compares between two variables which is influenced by attribute variable. It will try to develop the previous research by using three variables. The variables are speaking ability, pair discussion of cooperative learning method, repetition drill of audio lingual method, and students’ self confidence. Where the students’ self confidence is divided into two parts of self confidence such as low and high. Besides that, this research is more various than the previous research. Because there is no research which compares between these variables, so the researcher tries to compare between them.
2.2 Theoretical Review
2.2.1 Speaking ability
Brown (2004, 140) defines that speaking as a productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-taker’s speaking skill, which necessarily compromises the reliability and validity of an oral production test. According to Webster dictionary (1984, 256), "Speaking is to utter words, to express thought by words”.
In addition, related to speaking ability, Tarigan (1981, 15) states that speaking ability is a skill to communicate a speech articulation or to speak a talk for expressing an idea and a message. Speaking ability is described as the ability to report acts or situation, in precise words, or the ability to converse or to express a sequence of ideas fluently.
Ability is defined as the capacity of the individuals to perform various tasks in a specific job. There are three types of ability including Intellectual ability, physical ability and Job fit ability. Intellectual ability requires the individuals to do the mental activities. Physical ability requires to do tasks like stamina, strength, dexterity, and other similar characteristics. The third type of ability is Job fit which is linked with employee performance because employee performance is increased when there is a high ability - job fit.
It can be concluded that speaking ability is a skill which is communicating the speech sound for expressing and conveying a messages or ideas. In other word, speaking ability is an individual capacity to perform or to show a various task in a speech or orally.
2.2.1.1 Types of classroom speaking performance
According to Brown (2000, 271), defines that there are some types of classroomspeaking performance, they are imitative, intensive, responsive, transactional (dialogue), interpersonal (dialogue), and extensive (monologue). But, in this research, the researcher only focuses on intensive, responsive, and interpersonal.
1. Intensive
Intensive speaking goes to one step beyond imitative to include any speaking performance: that is designed to practice some pronological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going over” certain forms of language.
2. Responsive
A good deal of students’ speech in the classroom is responsive: short replies to teacher or student-initiated questions or comments. These replies are usually sufficient and do not extend into dialogues.
3. Interpersonal (Dialogue)
One form of conversation is mentioned as interpersonal dialogue. It is carried out more for the purpose of maintaining social relationships than for the transmission of facts or information. These conversations are a little trickier for learners because they can involve some or all of the following factors:
Ø A casual register
Ø Colloquial language
Ø Emotionally charged language
Ø Slang
Ø Ellipsis
Ø Sarcasm
Ø A covert “agenda”
2.2.1.2 Aspects of speaking assessment
Speaking skill is a difficult one to assess with precision, because speaking is a complex skill to acquire. Brown (2000, 268) states that there are some aspects to assess the speaking performance. They are as a determiner even the speaking performance is good or bad. The following five aspects to assess the speaking performance:
1) Pronounciation (including the segmental features: Vowels and consonants or articulate and phonologically correct)
2) Intonation (including stress, rhythm, and intonation)
3) Fluency (the ease and speed of the flow and natural)
4) Comprehension
5) Gesture (interaction with the other)
2.2.2 Cooperative learning method
In Johnson et al. (2000, 2), Johnson and Johnson state that, cooperative learning is one of the most remarkable and fertile areas of theory, research, and practice in education. Cooperative learning exists when students work together to accomplish shared learning goals. Each student can then achieve his or her learning goal if and only if the other group members achieve theirs. In the past three decades, modern cooperative learning has become a widely used instructional procedure in preschool through graduate school levels, in all subject areas, in all aspects of instruction and learning, in nontraditional as well as traditional learning situations, and even in after-school and non-school educational programs. There is broad dissemination of cooperative learning through teacher preparation programs, in-service professional development, and practitioner publications. The use of cooperative learning so pervades education that it is difficult to find textbooks on instructional methods, teachers' journals, or instructional materials that do not mention and utilize it. While a variety of different ways of operationalizing cooperative learning have been implemented in schools and colleges, there has been no comprehensive review of the research evidence validating the cooperative
learning methods. The purpose of this review, therefore, is to examine the empirical support validating the effectiveness of the different methods of cooperative learning. In order to do so, it is first helpful to discuss why cooperative learning is so widely used.
The widespread use of cooperative learning is due to multiple factors. Three of the most important are that cooperative learning is clearly based on theory, validated by research, and operationalized into clear procedures educators can use. First, cooperative learning is based solidly on a variety of theories in anthropology, sociology, economics, political science, psychology, and other social sciences. In psychology, where cooperation has received the most intense study, cooperative
learning has its roots in social interdependence, cognitive-developmental, and behavioral learning theories. It is rare that an instructional procedure is central to such a wide range of social science theories.
Second, the amount, generalizability, breath, and applicability of the research on cooperative, competitive, and individualistic efforts provides considerable validation of the use of cooperative learning, perhaps more than most other instructional methods. Johnson et al. (2000, 2) states, “There are over 900 research studies validating the effectiveness of cooperative over competitive and individualistic efforts”. This body of research has considerable generalizability since the research has been conducted by many different researchers with markedly different orientations working in different settings and countries and in eleven different decades, since research participants have varied widely as to cultural background, economic class, age, and gender, and since a wide variety of research tasks and measures of the dependent variables have been used.
The research on cooperative efforts, furthermore, has unusual breath, that is, it has focused on a wide variety of diverse outcomes. Over the past 100 years researchers have focused on such diverse outcomes as achievement, higher-level reasoning, retention, time on task, transfer of learning, achievement motivation, intrinsic motivation, continuing motivation, social and cognitive development, moral reasoning, perspective-taking, interpersonal attraction, social support, friendships, reduction of stereotypes and prejudice, valuing differences, psychological health, self-esteem, social competencies, internalization of values, the quality of the learning environment, and many other outcomes. There may be no other instructional strategy that simultaneously achieves such diverse outcomes.
The diverse and positive outcomes that simultaneously result from cooperative efforts have sparked numerous research studies on cooperative learning focused on preventing and treating a wide variety of social problems such as diversity (racism, sexism, inclusion of handicapped), antisocial behavior (delinquency, drug abuse, bullying, violence, incivility), lack of prosocial values and egocentrism, alienation and loneliness, psychological pathology, low self-esteem, and many more. For preventing and alleviating many of the social problems related to children, adolescents, and young adults, cooperative learning is the instructional method of choice.
The third factor contributing to the widespread use of cooperative learning is the variety of cooperative learning methods available for teacher use, ranging from very concrete and prescribed to very conceptual and flexible. Cooperative learning is actually a generic term that refers to numerous methods for organizing and conducting classroom instruction. Almost any teacher can find a way to use cooperative learning that is congruent with his or her philosophies and practices. So many teachers use cooperative learning in so many different ways that the operationalizations cannot all be listed here. In assessing the effectiveness of specific cooperative learning methods, however, there are a number of "researcherdevelopers" who have developed cooperative learning procedures, conducted programs of research and evaluation of their method, and then involved themselves in teacher-training programs that are commonly credited as the creators of modern-day cooperative learning.
Through cooperative learning, students work in small groups or in pairs to activelyengage in the learning process and improve their understanding of the content. Each member of the team is not only responsible for their own learning, but also for helping teammates learn. Cooperative learning promotes achievement, enhances retention, increases desire and motivation, develops interpersonal and social skills, builds selfesteem, and improves student satisfaction with their learning experience.
2.2.2.1 Pair discussion
Discussion can be defined by the act or process of discussing by breaking up, or dispersing, as a tumor, or the like. In other word, discussion is the act of discussing or exchanging reasons; examination by argument; debate; disputation; agitation. According to Gillett and Damien-Gall(2001, 99), “Discussion is a method for achieving instructional objectives that involves a group of persons, usually in the roles of moderator and participant, who communicate with each other using speaking, nonverbal, and listening processes”. It provides for these students a completely different learning mode (speaking and listening in a group) for achieving subject matter mastery and other educational objectives. There are some points about the effective of discussion such as group size, sitting arrangements, and discussion skills.
According to Kagan (1991, 11:2)
The simplest of all cooperative learning structures is a pair discussion. Students may be in traditional rows, or on the rug, or at a learning center, or within their cooperative team. A pair discussion over any low consensus topic is usually better than a team discussion because it produces twice the amount of active participation. ( In a group of four, on the average one out of four are talking at a given moment. In groups for two, the ratio is twice as good: one in two are producing language and ideas at any one moment).
It is important for the success of any discussion class that the instructor’s activity shift from telling (lecturing) to questioning, probing, and facilitating student discussion . True discussion is not to be equated with the Socratic method, for in the latter the teacher leads the students to predetermined conclusions along a single path of reasoning, whereas a genuine discussion is inherently unpredictable, and the instructor must be prepared to relinquish some control. Student questions should, as far as possible, be redirected to other students. In technical courses, however, there often are correct and incorrect answers and modes of thinking that must still somehow be conveyed by the instructor.
In conclusion, pair discussion is a technique of acting in which the actor recalls emotions and reactions of the problem and it is done by two people (in pair). The reactions come from the past experience and use them in identifying with other people. The technique to give the argument, opinion or statement based on the problem. In other word, discussion is the act of discussing or exchanging reasons; examination by argument; debate; disputation; agitation. The topic for a pair discussion can be anything, from contrasting ways of solving problems, to the reason a science experiment failed to produce the predicted result.
2.2.2.2 Steps of pair discussion
There are some steps in applying of pair discussion technique in the class, they are:
1) Teacher designates pairs. “Work with your shoulder partner.”
2) Teacher assigns task and explains the procedure.
3) Students talk over the problem with a partner.
4) A time limit is advisable so that all students know how much time they have to discuss the topic.
5) While students are discussing, teacher monitors teams closely to ensure that students remain on topic, that they understand the question, and that they have enough background knowledge to discuss the topic accurately.
2.2.3 Audio lingual method
Using contrastive the Audio-lingual Method, also known as the aural-oral, functional skills, new key or American method of language teaching is considered a “scientific” approach in language teaching. The Audio-lingual theory is derived from linguistics and psychology. It is a combination of structural linguistics theory, contrastive analysis, aural-oral procedures and behaviorist psychology. In this theory language is seen as having its own unique system. The system comprises several different levels: phonological, morphological, and syntactic. Each level has its own distinctive patterns. Language learning is viewed as the acquisition of a practical set of communication skills. It entails language and learning the rules by which these elements are combined from phoneme to morpheme to word or phrase to sentence. Language is primarily spoken and only secondarily written. Therefore, it is assumed that speech has priority in language teaching. This theory is an interpretation of language learning in terms of stimuli and response, operant conditioning and reinforcement with emphasis on successful error-free learning.
The Audio-lingual method, like the direct method, is also an oral approach. However, it is very different in that rather than emphasizing vocabulary acquisition through exposure to its use in situations, the Audio-lingual method drills students in the use of grammatical sentence patterns. Drills as a part of the Audio-lingual method also have some hints for using the Audio-lingual drills it selves in second language teaching. Drills are used usually at the controlled practice stage of language learning so that students have the opportunity to accurately try out what they have learned. Drills help students to develop quick, automatic responses using a specific formulaic expression or structure, such as a tag ending, verb form, or transformation.
Drills have been much maligned for their behavioristic, stimulus-response nature and for the mechanical, repetitive practice they provide. In classrooms that use the audiolingual method, which became popular in the 1950s, drills are basic to language teaching. However, drills do respond to the learning style of those who learn well through memorization and repetition.
There are some techniques in audio lingual method, they are: dialogue memorization, backward build-up, repetition drill, chain drill, single slot substitution drill, multiple-slot substitution drill, transformation drill, question and answer drill, use of minimal pairs, complete the dialogue, and grammar games.
2.2.3.1 Repetition drill
Doff (1990, 71) says, “Repetition drills are useful for familiarizing students quickly with a specific structure or formulaic expression”. The teacher’s language is repeated with no change. Be sure to teach the meaning of the utterance first. Because repetition drills are extremely mechanical, they should not be used for prolonged practice. Preferably they should lead quickly into another kind of drill or oral practice activity that allows students to manipulate the form being practiced in meaningful and relevant ways. The main point of repetition drill apliying, students are asked to listen carefully to the teacher's model, and then they have to repeat and attempt to mimic the model as accurately and as quickly as possible.
In conclussion, repetition drill is one of the technique of audio lingual method. It is suitable to be applied in teaching speaking in the class. The main point in appliying repetition drill in teaching speaking: students are asked to listen carefully to the teacher's model, and then they have to repeat and attempt to mimic the model as accurately and as quickly as possible.
2.2.3.2 Steps of repetition drill
There are some steps in applaying of repetition drill technique of audio lingual method in the class, they are:
1) The teacher gives an example of conversation by modeling.
2) The students repeat to the teacher’s modeling quickly.
3) The students practice to speak like the teacher’s example.
2.2.4 Self confidence
The word confidence originates from the Latin “confidere”, meaning to trust. Trusting and believing in ourselves, having faith in our ability in whatever situation we need to perform. Realistic confidence in one’s own judgment, ability, power belief in oneself and one’s powers or abilities. According to Preston (2007, 22), “ Confidence (or lack of it) is learned, mostly in the first few years of childhood. It began to take shape when you were weak and vulnerable, after which it became self reinforcing. And anything which has been learned can be reappraised and replaced with new, superior learning”. Whereas, Hakim (2004, 6) says, “Rasa percaya diri adalah suatu keyakinan seseorang terhadap segala aspek kelebihan yang dimilikinya dan keyakinan tersebut membuatnya merasa mampu untuk bisa mencapai berbagai tujuan dalam hidupnya”. It means that self confidence shows someone’s belief toward anything she or he has. Someone also believes that he or she can do everything to achieve what he or she wants.
So for one person self confidence might be about speaking in public. For another, it might be about being confident in social situations. It might mean having the confidence to approach potential sexual partners. But whatever the situation that reveals our lack of confidence, the definition of confidence that is implicit here is always something about being self-assured, showing self-reliance, or not being anxious or nervous.
Another common definition of self-confidence canters on being assertive, on getting what you want. This is about standing up for yourselflf about having the presence, the personal power, if you like, to regard yourself as equal to others and to behave in a way that reflect this. Self-confidence is essentially an attitude which allows us to have a positive and realistic perception of ourselves and our abilities. It is characterized by personal attributes such as assertiveness, optimism, enthusiasm, affection, pride, independence, trust, the ability to handle criticism and emotional maturity.
Confidence is learned, it is not inherited. If you lack confidence, it probably means that, as a child, you were criticized, undermined, or suffered an inexplicable tragic loss, for which you either blamed yourself or were blamed by others. A lack of confidence isn't necessarily permanent but it can be if it isn't addressed. Our religion, the influence of the culture which formed our perspectives, our gender, social class and our parents, in particular, are all factors which influence and contribute to our level of confidence and esteem.
In short that self confidence is someone’s feeling that can make them be sure to do everything. It comes from their heart which is always positive and gives motivation. In other word, self confidence can be defined as a believable of own capacity and skills to do everything that someone can. When someone has high self confidence, he always thinks positively and believes that he can do it well.
2.2.4.1 The aspect of self confidence
In Idrus (2008, 4), Lauster states, “Aspek-aspek yang terkandung pada kepercayaan diri antara lain: 1) Ambisi; 2) Mandiri; 3) Optimis; 4) Tidak mementingkan diri sendiri; 5) Toleransi”. It means that there are some aspects in self confidence; they are ambition, independency, optimism, and tolerance. Someone who has high self confidence means that he or she has ambition, independent, always optimist, tolerance, and think about general need.
2.2.4.2 Confident attitudes
Preston (2007, 142) says, “Attitudes and beliefs, while closely related, are not exactly the same. A belief is a thought or mental image we accept as true. An attitude is what you put out into the world through your words and actions”. For example, a belief such as ‘I’m not good enough’ will manifest in your speech and behaviour. That is when it becomes an attitude. In addition, attitudes involve a degree of evaluation, in other words, what you feel about the belief.
A positive attitude shows in everything you do – how you walk, talk, what you say, how you say it, and the way others see you. It builds confidence and success in every area of your life. When you conquer attitudes of doubt and fear you effectively conquer feelings of failure. And the good news is, positive attitudes can be developed.
This section spells out seven attitudes which are essential for confidence, selfesteem, happiness and peace of mind. Everything that happens to me – favourable or not – helps me to learn and to grow. It is my attitude towards it that counts. I am grateful for every challenge that comes my way.
1) I respond to everything that happens with the question ‘What can I learn from this?’, especially anything that troubles me.
2) I love being better – not better than others, but better than I was before. No one is better than anyone else, only different. No one is more deserving of happiness than I.
3) I like myself. I am kind and considerate towards myself. I take good care of myself. I am proud to be me, and I love who I am. That is how I find peace and contentment from within.
4) I believe in myself. I can do anything I choose – if not now, I can learn. I think, speak and act confidently at all times.
5) My self-worth does not depend on others’ approval or on what others say or do. I am not here to conform to other people’s expectations. I nourish myself with love, approval and self-worth.
6) My self-worth does not depend on my achievements, nor do I allow it to be diminished by failure. That’s why I am happy to take risks, feel the fear and have a go anyway.
7) I am accepted, and I respect others. I accept and relate to them as they are and do not try to change them.
2.2.4.3 Confident body language
According to Preston (2007, 166), “When you move confidently and carry your body confidently, you not only feel more confident but others assume that you are. You may be surprised to learn that only 7% of the information you transmit to
others is in the language you use”. The remainder comes from:
Ø 38% How you speak – quality of voice, accent, voice projection, emphasis, expression, pace, volume, pitch etc.
Ø 55% Body language – posture, position, eye contact, facial expression, head and body movements, gestures, touch etc.
Whereas people often try to disguise their true feelings in their utterances, they communicate them freely through their non-verbals. When your body language tells a different story from your spoken words, guess which is believed? The answer is, your body language. It imparts eight times as much information. Pay more attention to how you use your body. Poor movement and posture restricts breathing, tightens the muscles and brings about skeletal disorders.
One of the best ways of improving your posture is to practise the Alexander Technique, a wonderful method for detecting and releasing muscular tension. It
involves moving with the back straight, gaze gently fixed straight ahead, shoulders back but relaxed, ears, shoulders, hips and ankles in line. This has the effect of lengthening and widening the spine giving the lungs a chance to work better. This is the epitome of a confident posture. Moreover, regular practitioners also find themselves mentally calmer and more confident than before.
2.3 Thinking Framework
2.3.1 Interaction between learning method and different self confidence toward speaking ability
There is interaction between learning method and different self confidences toward speaking ability, because students’ speaking ability will be good or bad influenced by using of learning method. The using of learning method has to be followed by students’ self confidence to do it. Between learning method and self confidence have an interaction to influence students’ speaking ability. If the using of learning method is good and the students have high self confidence, it will make students’ speaking ability be better. Whereas, if the using of learning method is bad and the students have low self confidence, it will not make them to practice. Because of that, they will get low speaking ability. It shows that there is interaction between learning method and self confidence toward students’ speaking ability.
2.3.2 The difference of speaking ability using pair discussion of cooperative learning and repetition drill of audio lingual method
There is difference of speaking ability using pair discussion of cooperative learning and repetition drill of audio lingual method, because in learning, the using of method has to match the learning subject. The using of pair discussion will develop the students’ speaking ability, because they can be more interactive with their friend through discussion. They want to share everything to their friend and it will make developing of their ability in speaking. Whereas, the using of repetition drill will make students more practice to speak. Even though, they have similarity but in this technique the students do not speak with their friend, but they must repeat quickly what the teacher said. They only practice by themselves through repetition and must not share with their friends. It means that the students will develop their ability in speaking through discussion of pair discussion and repetition of repetition drill.
2.3.3 The difference of using pair discussion of cooperative learning method at low and high self confidences
The using of pair discussion of cooperative learning method in learning can influence students’ self confidence. There are two classifications of students’ self confidence that are low and high. In learning process, the difference of self confidences will influence the result too. Although the using of similar method, but every students have different level of self confidence which will determine how the way to give response what the teacher talks about. For example, the students who have low self confidence will just silent in the learning process by using pair discussion. It is less effective because they feel shy to talk with another friend. Theyfeel shy to say something because they are afraid if they say the wrong thing. Whereas for the students who have high self confidence, the using of pair discussion technique in learning process will help them to develop their skill because they can share and discuss everything to their friends in pair. The using of pair discussion technique of cooperative learning will make the students be active student in the class. The difference of students’ self confidence will influnce in applying of pair discussion technique in the class, so it will get different result.
2.3.4 The difference of using repetition drill of audio lingual method at low and high self confidences
The using of repetition drill technique in learning can influence the student self confidences. There are twoclassifications of students’self confidence such as low and high. In learning process, the difference of self confidence will get different result too, even though it uses the same method. But, the students’ activity in learning by using repetition drill do not give different way to learn. It is almost same. They only repeat what the teacher’s said quickly. So, all of the students will practice to speak. It will not show significant difference in learning process between the students low and high self confidence. For example, the students who have low self confidence will practice to speak. But, they will not speak aloud.They feel shy to pronouncesomething because they are afraid if their pronounciationis wrong. By practice, they will be active and it will be something usual for them. The students who have high self confidence, the using of repetition drill in learning process will help them to develop their skill especialy in speaking. It will make them more confidence to pronounce the words or sentences. The difference of using repetition drill at low and high self confidence can be looked at learning process.
2.3.5 The difference of using pair discussion of cooperative learning and repetition drill of audio lingual method at low self confidence
The using of pair discussion of cooperative learning method at low self confidence has difference with using repetition drill of audio lingual method at low self confidence. In learning, the students who have low self confidence more silent, but it can be changed by using suitable method. The using of pair discussion at low self confidence will make the students sometime be active, but sometimes the students be passive. Because they feel shy to communicate with another student. Whereas, the using of repetition drill at low self confidence will be more effective in learning. Because of the method, they should develop their ability by themselves. They have to follow what the teacher’s said. There is no reason to be silent. So, the using of pair discussion of cooperative learning and repetition drill of audio lingual method in the learning process will be different at students’ low self confidence.
2.3.6 The difference of using pair discussion of cooperative learning and repetition drill of audio lingual method at high self confidence
There is difference of using pairdiscussion and repetition drill technique at high self confidence. The learning process by using pair discussion technique makes the students who have high self confidence will get more knowledge from their friends through discussion. They can find out more information from their friends. They can share their understanding of the material each other in pair. While using repetition drill technique, the students only get something from themselves. They only repeat what the teacher’s said. The learning process more focus on the pronounciation without exploring the students’ knowledge. So, there is difference of learning by using pair discussion and repetition drill technique at high self confidence.
2.4 Hypothesis
Based on the problem formulation above, the hypothesis should be follows:
1) There is interaction between learning technique and different self-confidence toward speaking ability.
2) There is difference of speaking ability using pair discussion of cooperative learning and repetition drill of audio lingual method.
3) There is difference of speaking ability using pair discussion of cooperative learning method at low and high self-confidence.
4) There is difference of speaking ability using repetition drill of audio lingualmethod at low and high self-confidence.
5) There is difference of speaking ability using pair discussion of cooperative learning and repetition drill of audio lingual method at low self-confidence.
6) There is difference of speaking ability using pair discussion of cooperative learning and repetition drill of audio lingual method at high self-confidence.
Baca Juga Bagian Lainnya :
Halaman Judul & Abstrak
Halaman BAB I
Halaman BAB II
Halaman BAB III
Halaman BAB IV
Halaman BAB V
Baca Juga Bagian Lainnya :
Halaman Judul & Abstrak
Halaman BAB I
Halaman BAB II
Halaman BAB III
Halaman BAB IV
Halaman BAB V
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