BUILDING STUDENTS’ MOTIVATION AND ABILITY IN SPEAKING ENGLISH:THE USE OF COOPERATIVE-INSTRUCTIONAL VIDEO
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Institusion
Universitas Muhammadiyah Gresik
Author
Ningrum, Dian Kristin
Subject
English Education
Datestamp
2020-11-11 02:32:13
Abstract :
Low learning motivation of senior high school students caused by several things including: learning methods that do not adjust with the times and the media does not support or encourage students to be interested in learning. This study attempted to answer those problems by applying the method of cooperative learning that can make students actively interact and communicate with their group and using instructional video that does not make them bored in learning that they feel interested and motivated in learning. Most of the previous studies only focus on the impact of using the cooperative strategy or instructional video on the teaching-learning process to increase student's ability in a certain skill. But in my study, I used the combination between cooperative strategy and instructional video in teaching-learning process. Since the study was quasi-experimental, the instruments to collect the data were test and questionnaire. The researcher took two classes as the experimental class= 25 students and the control class= 25 students of the twelfth grade students of SMAN 5 Tuban. The motivation questionnaire using four-point Likert-type scales. Items on the scales are anchored at 1 = strongly disagree, 2 = disagree, 3 = agree and 4 = strongly agree. The result of motivation questionnaire proved that the students are motivated in learning speaking when using cooperative-instructional video than conventional method. The result of T-Test indicates that English learning students on speaking skill taught by using the cooperative-instructional video was better than using the conventional learning method (textbook). Finally, recommendations for further study are suggested.
Low learning motivation of senior high school students caused by several things including: learning methods that do not adjust with the times and the media does not support or encourage students to be interested in learning. This study attempted to answer those problems by applying the method of cooperative learning that can make students actively interact and communicate with their group and using instructional video that does not make them bored in learning that they feel interested and motivated in learning. Most of the previous studies only focus on the impact of using the cooperative strategy or instructional video on the teaching-learning process to increase student's ability in a certain skill. But in my study, I used the combination between cooperative strategy and instructional video in teaching-learning process. Since the study was quasi-experimental, the instruments to collect the data were test and questionnaire. The researcher took two classes as the experimental class= 25 students and the control class= 25 students of the twelfth grade students of SMAN 5 Tuban. The motivation questionnaire using four-point Likert-type scales. Items on the scales are anchored at 1 = strongly disagree, 2 = disagree, 3 = agree and 4 = strongly agree. The result of motivation questionnaire proved that the students are motivated in learning speaking when using cooperative-instructional video than conventional method. The result of T-Test indicates that English learning students on speaking skill taught by using the cooperative-instructional video was better than using the conventional learning method (textbook). Finally, recommendations for further study are suggested.
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