The Effect of Language Content-Based Cooperative Learning Against Public Speaking Skills
Article Sidebar
Main Article Content
Abstract
This study aims to determine the significance of the effect of cooperative learning on the development of students' speaking skills in public. The population in this study was 100 people and a sample of 10 students as the control class and 10 students as the experimental class. The research instrument is a questionnaire in the form of questions with reference to indicators 1) speaking fluency; 2) accuracy of word choice; 3) sentence structure; 4) intonation of reading sentences and 5) speaking expressions. Data analysis concluded that: (1). The cooperative learning process was carried out well with a 50% presentation in the high category. (2). The tendency of students' speaking ability has a good development tendency with a presentation of 30% in the sufficient category. (3). There is a positive and significant effect of cooperative learning on the development of students' public speaking skills with a connectedness coefficient of 95.6%.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Afgani, D. (2011). Analisis Kurikulum Matematika Jakarta: Universitas Terbuka.
Boscolo, B., Ratner, N. B., & Rescorla, L. (2002). Fluency of school-aged children with a history of specific expressive language impairment.
Dewantara, I. P. M. (2012). Identifikasi faktor penyebab kesulitan belajar keterampilan berbicara siswa kelas VIIE SMPN 5 Negara dan strategi guru untuk mengatasinya. Jurnal Pendidikan Dan Pembelajaran Bahasa Indonesia, 1(2).
Fahruddin, F., Jufri, A. W., & Jamaluddin, J. (2016). Pengaruh model pembelajaran kooperatif terhadap hasil belajar kognitif ditinjau dari kemampuan akademik mahasiswa. Erudio Journal of Educational Innovation, 2(2), 41-48.
Hamdani, (2011), Strategi Belajar Mengajar. Bandung: Penerbit Pustaka Setia.
Isjoni. (2013). Cooperative Learning: Efektifitas Pembelajaran Kelompok. Bandung: Alfabeta.
Nurhadi. 2004. Kurikulum 2004 (Pertanyaan dan Jawaban). Jakarta: Grasindo.
Nurgiyantoro, B. (2001). Penilaian dalam pengajaran bahasa dan sastra. BPFE-Yogyakarta.
Ritin, U. (2021). Peningkatan Kemampuan Berbicara Anak Usia 3-4 tahun Menggunakan Model Kooperatif Tipe Think, Pair, and Share. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1688-1695.
Setyonegoro, A. (2013). Hakikat, alasan, dan tujuan berbicara (dasar pembangun kemampuan berbicara mahasiswa). Pena: Jurnal Pendidikan Bahasa dan Sastra, 2(2).
Sumirat, L. A. (2014). Efektifitas strategi pembelajaran kooperatif tipe think-talk-write (TTW) terhadap kemampuan komunikasi dan disposisi matematis siswa. Jurnal pendidikan dan Keguruan, 1(2), 209667.
Sutawidjaja, A., & Afgani, J. (2011). Pembelajaran matematika. Jakarta: Universitas Terbuka.
Tarigan, Henry Guntur. 2008. Berbicara sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
Tristiantari, N. K. D., Marhaeni, A. A. I. N., & Koyan, I. W. (2013). Pengaruh Implementasi Model Pembelajaran Kooperatif Tipe Tps Terhadap Kemampuan Berbicara Dan Keterampilan Berpikir Kreatif Pada Siswa Kelas V SD Negeri Gugus III Kecamatan Seririt (Doctoral dissertation, Ganesha University of Education).