Cooperative, Synectics, And CTL Learning Models Toward .

Advances in Social Science, Education and Humanities Research (ASSEHR), volume 1251st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)Cooperative, Synectics, and CTL LearningModels toward Speaking Ability Viewed fromStudent’s MotivationAgus DarmukiJoko NurkamtoSebelas Maret Surakarta State UniversitySurakarta, Indonesiaagus darmuki@yahoo.co.idSebelas Maret Surakarta State University,Surakarta, Indonesia,jokonurkamto@gmail.comAndayaniKundharu SaddhonoSebelas Maret Surakarta State UniversitySurakarta, Indonesia,bu anda09@yahoo.co.idSebelas Maret Surakarta State University,Surakarta, Indonesia,kundharu@uns.ac.idAbstract—The goal of Speaking Course in highereducation is to develop student’s ability to speak effectively. Theaim of this research are: 1) to investigate the differences onstudents’ speaking ability taught by Cooperative, Synectics, andCTL learning models, 2) to find the differences of speakingability among the students with high motivation and low one, 3)to know the interactions between learning model and motivationtoward speaking ability. This quasi experimental research usedfactorial design 3x2.The data were collected throughquestionnaire for measuring students’ motivation for speaking,empirical test for knowing the validity and reliability ofinstruments as well as speaking test to measure speakingachievement. The research results showed that there wereinteractions between learning models and motivation forspeaking toward speaking ability. The speaking score of studentswith high motivation and taught by cooperative learning modelwas better than them with synectics and CTL.Keywords—cooperative; synectics; CTL; motivation; speakingI.INTRODUCTIONSpeaking is the ability to convey messages orally. [1] arguethat speaking means the ability to pronounce language soundsto express or deliver thoughts, ideas, and feelings orally. [2]said that speaking is the second language activity done byhuman after listening. Speaking refers to the ability topronounce words (sound articulation) expressed to conveyideas or thoughts. It gives great contribution for students tohave better communication skill [3].Speaking becomes one of courses in higher education,particularly in the Department of Indonesian LanguageEducation. The goal of Speaking course is to develop effectivestudent’ speaking ability. Effective communication happenswhen the delivered message is accepted well by the receiver[4]. Students as teacher candidates have to process informationwell for the sake of having effective speaking. Processinginformation belongs to a learning process [5] and it becomesone of components for teachers’ success as they have to giveunderstandable explanation. [6] states that the teacher successis determined by the attitudes of care, never give up,understandable explanation (method/model), and goodclassroom management.The lecture process of speaking course found that manystudents lacked of speaking ability. They did not giveresponses during the teaching and learning process in class.They spoke unconfidently; even their ideas were delivered in ajump-way. They have low motivation to speak because fewstudents responded the lecturer questions, while many studentskept quiet.Motivation for achievement as motive that encouragesindividual to reach success and achieve results in certainstandards. Motivation for achievement is internal support ofstudents who comes from himself to finish learning activityand obtain success maximally [7]. It is inside power ofstudents which trigger passion in learning activity andguarantee its sustainability [8]. Therefore, a subject must havemotivation to achieve the best result. Motivation can bedefines as student’s thrust to do something so that he/she hascuriosity in learning. Motivation has to be built by a lecturerby playing role as a motivator to improve learningliveliness/interaction.[9] state seven indicators to measure high and lowmotivation for achievement as the following: (1) work ethic,(2) acquisitiveness, (3) dominance, (4) excellence, (5) statusaspiration, (6) competitiveness, (7) mastery. Students areexpected to have high motivation for achievement so that theycan achieve maximum learning outcomes. The development ofcreativity and liveliness of students is very crucial during thelearning process. Creativity is very essential in life as itenables human to improve his life quality [10]. Students’creativity is needed in learning speaking.Copyright 2018, the Authors. Published by Atlantis Press.This is an open access article under the CC BY-NC license 5

Advances in Social Science, Education and Humanities Research (ASSEHR), volume 125[11] interprets learning as a combination composed fromhumanized elements, material, facility, equipment, andprocedure which complete and influence one to another toachieve learning objectives. [12] defines learning method as away used by a teacher to have relation with students during thelearning process. Thus, learning method is a way carried outby a teacher/lecturer to achieve the determined goal.Therefore, before presenting the learning materials, a lecturerhas to choose certain method which is appropriate to thematerials. [13] explains that learning method is ways topresent learning materials done by educators so that studentshave learning experience to achieve the goal. In essence,learning method is a way that carried out, related to workingpatterns to understand the objects of lesson target in order toachieve learning objectives designed by the lecturer.Learning method has to arouse students’ achievement,consider the process and result, and equalize theory as well aspractice. [13] says that learning, ideally, does not only focuson the process but also on the result so that the learningobjective can be achieved maximally. Learning in past putgreat emphasis on the target achievement of result not processand the main crucial thing is the number of learning materialsnot the depth of learning materials. Thus, lecturers havemethodological problem in terms of choosing their learningstrategy [2].Selecting learning method for speaking necessarily aims toimprove students’ motivation, process, and learning outcomes.Teaching speaking effectively needs revamping in allcomponents inside. One of which is choosing the learningmodel. Students have to obtain not only theoretical experiencebut also practical one in learning speaking as the last kind ofexperience enables the improvement of students speakingability receptively and productively.Nowadays, various learning models have been applied torenew effective and efficient learning by embeddingmotivation for lifelong education. The selection of learningmodel must focus optimally on the improvement ofmotivation, process, and learning outcomes. Lecturers aredemanded to choose the appropriate learning model,particularly in teaching speaking. They have to acquire theknowledge and mastery of various learning models not onlytheoretically but also practically.Some learning models are good and appropriate to beimplemented in teaching Speaking course such as synectics,cooperative, and CTL. [14] states that synectics learningmodel is metaphor activity consisting of personal and directanalogies. [15] presents synectics learning model asmetaphorical process with analogy. This model unifies variouselements by using metaphor to have new vision.[16] describes cooperative learning model as a learningstrategy involving students to work participatively andcooperatively in achieving the goal. During this learningmodel, students work in small groups and help each other tolearn materials [17]. Cooperative learning model can be usedby lecturers to develop creativity personally or in group. Thismodel is designed to distribute responsibility among studentsduring the learning process and orientate for socialcompetence [18][19][20][21][22]. Students were chosen as theresearch subjects because during their age, they arecharacterized by high curiosity to have experience, insight,knowledge, character building, and language skill with whichthey can be ready and able to adapt the recent and future life.[24] defines CTL (Contextual Teaching and Learning) as alearning concept which assists teachers to correlate theirlearning materials with the reality and encourages students tocorrelate their knowledge and its application in their dailylives. It can be conducted by involving seven components ofeffective learning as follows: constructivism, questioning,inquiry, learning community, modeling, and authenticassessment. [24] describes CTL as an educational processwhich aims at assisting students to get the meaning of theirlearning materials by connecting academic subjects with theirdaily lives contexts i.e. personal, social, and cultural contexts.II. METHODSThis quasi experimental research used factorial design 3x2.The population of this study is all students of Faculty ofTeacher Training and Education, the sample is taken byrandom sampling of 150 students in each study program ofIndonesian Language and Literature Education. Datacollection techniques through questionnaire for measuringstudents’ motivation for speaking, empirical test for knowingthe validity and reliability of instruments as well as speakingtest to measure speaking achievement. The 22 questionnairestatements were distributed to students. The speaking testconsists of 25 questions of multiple choices and oral test.III. RESULT AND DISCUSSIONA. Students Speaking Ability Taught by Cooperative LearningModelThe descriptive analysis on the collected data of studentsspeaking ability taught by cooperative learning modelindicated that n 150, minimum (min) score 59, maximum(max) score 96, Mean (Mn) 78.07, Median (Me) 80.00,Modus (Mo) 84.00, deviation standard (S) 9.77, andvariance (S2) 95.45.TABLE I. DISTRIBUTION OF STUDENTS SPEAKING ABILITYFREQUENCY TAUGHT BY COOPERATIVE LEARNING MODELInterval 7%22.67%16.67%8.00%3.33%The students taught by cooperative model gave highmotivation in speaking skill. This model is effective forlearning speaking. The frequency distribution can be brieflypresented in histogram as follows:76