Indah Septiani Rahayu , 2201407057 (2012) A Comperative Study of Cooperative Learning Method Type Three-Step Interview and Group Discussion to Improve Students’ Achievement in Spoken Procedure (An Experimental Study of the Seventh Graders of SMP Negeri 1 Trangkil – Pati in the Academic Year 2011/2012). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project was a study to examine whether cooperative learning method type three-step interview is better than group discussion in improving students’ achievement in spoken procedure. The population of this study was the seventh graders of SMPN 1 Trangkil, Pati in the academic year of 2011/2012. There were seven classes on the average, each class had 36 students, so the total population was 252. It had seven classes from 7A-7G. I took class 7A as the experimental group which was taught by using three–step interview and class 7B as the control group which was taught by using group discussion. This study used Pretest Posttest Nonequivalent Groups design. So, both groups were given pre-test then a treatment. After the treatment, the groups were given post-test. The result of this study showed that using cooperative learning method type three–step interview is more effective to improve students’ achievement in spoken procedure. It could be seen from the improvement of means between two groups. The pre-test mean of the experimental group was 41.76, whereas the pre-test mean of the control group was 38.5. Meanwhile, the post-test mean of the experimental group was 64.94 and the post-test mean of the control group was 55.12. Futhermore, it is showed that t-obtained was 2.2582 while the critical value on the degree of freedom was 72 with α = 5% significant level is 1.99. Since t-obtained > t-critical value, it means there is a significant difference between experimental and control group. It means that the difference is statistically significant between teaching spoken procedure text using cooperative learning type three–step interview and using group discussion for the seventh graders of junior high school students. Based on the result above, the use of three–step interview is better than the one using group discussion to improve the students’ achievement in spoken procedure. Then, I suggest teachers to use three-step interview in teaching speaking, especially in spoken procedure text to improve students’ achievement. Hopefully, students will be more enthusiastic in speaking English.

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