PROPOSAL

THE IMPACT OF COOPERATIVE LEARNING (MAKE A MATCH TYPE)

IN REDUCE SPEAKING ENGLISH ANXIETY FOR SECOND GRADE AT
SMK NEGERI 4 SELAYAR

PENGARUH PEMBELAJARAN KOPERATIF (TIPE MENCARI

PASANGAN) DALAM MENGURANGI KECEMASAN BERBICARA
BAHASA INGGRIS KELAS 2 DI SMK NEGERI 4 SELAYAR

ASMITA ANSAR
200502501063

ENGLISH EDUCATION DEPARTEMENT

FACULTY LANGUAGE AND LITERATURE

THE STATE UNIVERSITY OF MAKASSAR

2022
 PREFACE
Praise is to Allah SWT for His Grace, Guidance, and Gift to all of us so that we can
complete the mini research proposal with the title "The Impact of Cooperative Learning
(Make a Match Type) in Reduce Speaking English Anxiety for Second Grade at SMK
Negeri 4 Selayar". The research proposal was prepared as the final project for the Research in
ELT course at the Department of English Language Education, Faculty of Languages and
Literature, Makassar State University. The author realizes that the preparation of this proposal
will not be completed without the help of various parties.
The author realizes that this research proposal is not without flaws. The author expects
suggestions and criticisms for the sake of perfection and improvement so that in the end this
research proposal can provide benefits for the field of education and application in the field and
can be further developed.

Makassar, 03 December 2022

Author

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 TABLE OF CONTENT
PREFACE ............................................................................................................................................... 1

TABLE OF CONTENT ........................................................................................................................... 2

CHAPTER 1 ........................................................................................................................................... 4

INTRODUCTION................................................................................................................................... 4

A. Background ......................................................................................................................4

B. Research questions ...........................................................................................................5

C. Research Hypothesis ........................................................................................................5

D. Aims of the study .............................................................................................................6

E. Scope and limitations of the study ....................................................................................6

F. Significance of the study...................................................................................................6

CHAPTER II........................................................................................................................................... 7

LITERATURE REVIEW ........................................................................................................................ 7

A. Anxiety in Speaking English.............................................................................................7

B. Anxiety in Speaking English in High School ....................................................................7

C. Causes of Anxiety in speaking English .............................................................................8

D. Reduce Speaking English anxiety (cooperative learning make a match) ............................9

1. Definition of cooperative learning .......................................................................................... 10

2. Types of cooperative learning ................................................................................................. 12

E. Relationship between Cooperative learning and speaking English .................................. 14

F. The use of Cooperative Learning in Reducing Anxiety in Speaking English ................... 15

CHAPTER III ....................................................................................................................................... 17

RESEARCH METHOD ........................................................................................................................ 17

A. Research Design ............................................................................................................. 17

B. Research Variable........................................................................................................... 17
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 C. Population and Sample ................................................................................................... 18

D. Instrument of the Research ............................................................................................. 18

E. Technique of Collecting Data ......................................................................................... 19

F. Technique of Data Analysis ............................................................................................ 19

REFERENCES...................................................................................................................................... 23

APPENDIX ........................................................................................................................................... 26

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 CHAPTER 1
INTRODUCTION
This chapter consists of background, research questions, aims of the study, scope
and limitations of the study, and significance of the study.
A. Background
Speaking anxiety is a popular topic of discussion among foreign language learners,
especially English learners. Anxiety is a state of mind that occurs when you are about to
face a difficult situation. According to Woodrow (2006), communicating with native
English speakers is a source of stress for English learners. Woodrow's findings show that
dealing with spoken English communication is a dangerous situation. Similar to what was
stated by Sigmund Freud (1936: 69) that anxiety is an unpleasant state, accompanied by a
physical sensation that warns the person of impending danger. Anxiety also arises when a
person believes that his abilities are insufficient. The most visible source of anxiety in
language classes is speaking skills in language learning (Ozturk & Gurbuz, 2013).
Learning to speak is more difficult than learning to understand what is being said. Even
though everyone knows that the best way to learn a language is to speak as much as
possible, few people actually do it.
Some researchers argue that anxiety in English can have a significant and
negative impact on English learners learning to speak. Horwitz & Cope (1986) found that
students experienced anxiety when given assignments related to two of the four macro
skills, listening and speaking, in their learning. They argue that when second or foreign
language learners have problems with their speaking task, they tend to seek help from
someone other than their teacher, such as a student learning centers. Problems develop
when learners want to speak English but are unable to do so because of such things as
stress, lack of preparation, or ineffective English speaking skills. Speech anxiety is the
result of a variety of problems, including a lack of vocabulary and a fear of making
mistakes. These elements can exacerbate the fear of speaking.
Problems as previously described can be overcome by using cooperative learning.
According to Ewald (2007), there are several practical strategies that can be applied to
teaching strategies to prevent or reduce student anxiety. For example, when teaching

4
 students in a communicative language, teachers often assign group projects to help them
feel more comfortable in class by allowing them to engage freely with their peers. As
stated by Karmina., et al (2021) that teachers must be able to implement cooperative
learning in different contexts.
In addition, cooperative learning is a practical and reliable technique for schools
so students can practice speaking to improve their grammar, fluency, and correctness,
which are very important for speaking skills, this was stated by Zulfikar (2022). In
addition, it is very important for students to develop their confidence as proficient
communicators in English both in front of an audience and when speaking with others
privately. Cooperative Learning describes learning strategies that encourage students to
work together with peers in cooperative groups to achieve learning goals (Goor and
Schwenn, 1993). Common elements of cooperative learning as identified by D. Johnson,
R. Johnson, and Holubec (2008) include face-to-face interaction, positive
interdependence, individual accountability, and group processes, which together seek to
enhance interpersonal social skills.
Based on the explanation above, the researcher is interested in researching about
reducing anxiety in speaking English through cooperative learning, especially using the
make a match strategy which is also part of cooperative learning, where the object of
research is students of SMK Negeri 4 Selayar in the Jampea Archipelago.
B. Research questions
Based on the background of this research, the purpose of the study is to answer this
question
1. Does Cooperative Learning (Make a Match Type) have an impact on reducing
English anxiety?
C. Research Hypothesis
The existence of hypotheses is one of the features of quantitative research. The
hypothesis serves as a check for the researcher to ensure that the research's course is
consistent with its goals. For instance, if the goal of a study is to determine the
relationship between variables A and B, the hypothesis will serve as the guide for all
research activities, including sample selection, instrument preparation, data processing,

5
 and statistical analysis, which will result in the issuance the hypothesis tests. A strong
hypothesis has a simple formula that includes at least the problematic variables. Are the
factors compared, connected, or evaluated for their impact.
The hypothesis of this study is:
H0: There is no effect of Cooperative learning on reducing speaking anxiety in Second
Grade at SMK Negeri 4 Selayar
H1: There is an effect of Cooperative learning on reducing speaking anxiety in Second
Grade at SMK Negeri 4 Selayar
D. Aims of the study
This study aims to investigate the effect of using cooperative learning on reducing
anxiety in speaking English.
E. Scope and limitations of the study
The research object was students of SMK Negeri 4 Selayar in the Jampea Island,
where the participants were TKJ XI with a total of 22 students.
F. Significance of the study
The findings of this study add to the benefits of students and teachers, especially
in the context of teaching and learning.
- For student: Cooperative learning as a method is practical and allows students to
practice speaking to improve their grammar, fluency and correctness, which are very
important for speaking skills. In addition, it is very important for students to develop
their confidence as communicators in English both in front of an audience and when
speaking with others privately.
- For teachers: Teachers can adapt and modify cooperative learning approaches
according to the learning context needed

6
 CHAPTER II
LITERATURE REVIEW
This chapter consists and discusses anxiety in Speaking English, anxiety in
speaking English in high school, causes of anxiety in speaking English, reducing
speaking English anxiety (cooperative learning make a match), relationship between
cooperative learning and speaking English, and the use of Cooperative Learning in
Reducing Anxiety in Speaking English.

A. Anxiety in Speaking English

Speaking anxiety is a popular topic of discussion among foreign language
learners, particularly English learners. Anxiety is a state of mind that occurs when you
are about to face a difficult situation. According to Woodrow (2006), communicating
with native speakers in English language settings is a source of stress for English
learners. Woodrow's findings show that dealing with spoken English communication is a
dangerous situation. Anxiety arises when a person believes that his abilities are
insufficient. The most noticeable source of anxiety in language classes is speaking skills
in language learning (Ozturk & Gurbuz, 2013). When learning a language, one of the
most difficult skills to master is speaking. Learning to speak is more difficult than
learning to understand what is being said. Although everyone knows that the best way to
learn a language is to speak it as much as possible, few people can do it.
In general, the anxiety of speaking English in public is not caused by the
individual's inability, but rather by the individual's negative thoughts about his
appearance, unsure of his strengths, and constantly terrified of himself being unable to
interact with those around.
B. Anxiety in Speaking English in High School
Social interactions that arouse anxiety in situations of learning English,
particularly in speaking activities, can be described through situations in which students
are learning a second or foreign language in class. Even though most of the activities in
this learning situation are not communication in the true sense, social interaction is
frequently involved in the teacher's control. However, because students interact with
various types of people outside of the classroom in actual contexts designed for specific
7
 purposes, this imitation of social interaction necessitates the use of functional language.
The learner is thus exposed to the actual operation of social interaction and
communication.
Some researchers have argued that language anxiety in English can have a
significant and negative impact on English learners learning to speak. Horwitz and Cope
(1986) discovered that students experienced anxiety when assigned tasks related to two of
the four macro skills, listening and speaking, in their study. They maintain that when
second or foreign language learners have problems with their speaking assignments, they
are more likely to seek assistance from someone other than their teacher, such as in
student learning centers.
C. Causes of Anxiety in speaking English
The issue develops when learners desire to talk in English but are unable to do so
because of things like stress, a lack of preparation, or ineffective English-speaking
speaking abilities. English is hardly ever used by students in daily life. Speaking anxiety
is a result of a variety of issues, including a vocabulary deficit and a afraid of making a
mistake. These elements may exacerbate the fear of public speaking. Other contributing
variables are students' irrational thoughts and their anxiousness when giving
presentations. The majority of English language learners typically experience the
following reasons:
1. Lack of preparation: One of the main causes of language speaking anxiety
is typically a lack of preparation time and effort. According to Liu M.
(2006)'s research, the majority of Chinese English learners
acknowledge that they are most likely to feel anxious when they are
unprepared and vice versa.
2. Vocabulary deficit: Vocabulary deficit is one of the causes of language
speaking anxiety. According to Yunisah (2007: 11), vocabulary mastery
is a gauge of a person's comprehension of a language's vocabulary and
his capacity to apply it both in speech and writing. Due to their
extensive vocabulary in the target language, language learners often

8
 feel uneasy and anxious, especially when speaking in formal or
academic contexts.
3. Afraid of making mistakes: This fear prevents students from speaking up
in class and offering their views because they are worried about making
mistakes and drawing ridicule from their classmates.
D. Reduce Speaking English anxiety (cooperative learning make a match)
Make a Match strategy can help students improve their sharing attitude, because
this strategy is a cooperative learning strategy. Additionally, the Make a Match
cooperative learning paradigm seeks to promote respect for one another, encourage
accountability, and boost confidence in problem-solving. This method makes learning
English more enjoyable.
Many studies have been conducted to formulate good strategies for students and
teachers in the learning process when dealing with problems such as speaking English
anxiety. Several strategies for overcoming anxiety when speaking English were explained
to the students. The first strategy is preparation, which is typically done by students to try
to reduce the effects of anxiety, particularly by improving their learning strategies in class
as well as independent study outside of the classroom, either individually or in groups.
Second, students should try to unwind during class. The goal of this strategy is to lessen
or reduce the learner's anxiousness and fear when confronted with a language class
situation. The next strategy is to think positively. This strategy, according to Kondo and
Ling (2004, p. 262), has a "supportive care function in suppressing the troubling
cognitive processes underlying student anxiety." According to the researchers, this
strategy could include believing in one's ability to perform well or attempting to enjoy the
tension of learning situations.
Self-efficacy is one of the things that may be done in addition to the previously
listed ways to lessen speaking fear. Self-efficacy plays a significant role in how confident
each person is in their capacity to carry out the learning process and attain the best
possible learning results. Low anxiety levels are caused by strong self-efficacy, and as a
result, high self-efficacy learners typically have pleasant learning experiences. On the
other hand, low self-efficacy is the result of a bad learning experience and leads to high

9
 levels of worry (Rahayu A. P, 2019). High self-efficacy people will handle their learning
more effectively. Self-efficacy, according to Stipek (2001, in Santrock, 2007), is the
confidence a person has in his or her own skills. Building trust based on one's own will,
will have a significant impact on boosting one's self-confidence.
The greatest approach collaborative learning is to make friends, even though some
of the aforementioned tactics can be said to be able to help students who are anxious
about speaking. According to Ewald (2007), there are a number of practical strategies
that can be implemented into the teaching strategy to prevent or lessen student anxiety.
For instance, while instructing students in communicative languages, teachers often
assign group projects to help them feel more at ease in the classroom by letting them
freely engage with their companions. Cooperative learning is the most popular method
for enhancing one's ability to speak English. There are several different cooperative
learning strategies, including pair, group, and discussion. Cooperative learning is an
efficient method for enhancing English speaking, according to numerous researches.
1. Definition of cooperative learning
Cooperative learning, also known as the cooperative teaching approach, is used in
the teaching and learning process. Cooperative and learning are the two words that make
up cooperative learning. Cooperative refers to "operating jointly for a common goal"
(Wehmeier, 2000: 276). Cooperative is defined by Usman (2002: 14) as group study or
teamwork. According to Burton, who was cited by Nasution, collaboration is the process
by which people form relationships and work together to accomplish shared objectives
(Nasution, 2000: 148).
Learning is "the" process via which experience results in long-lasting changes in
knowledge and behavior, i.e., the process by which experience results in long-lasting
changes in knowledge and conduct (Woofolk, 1996: 196). According to Arthur T. Jersild,
who was cited by Syaiful Sagala, learning is the "changing of behavior" brought about by
experience and training, or, more specifically, the creation of behavior via experience and
practice (Sagala: 2003:12). He continued, describing learning as an activity that involves
digesting instructional information to acquire knowledge, behavior, and abilities (Sagala:
2003: 13).

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 In a cooperative learning paradigm, the teacher first introduces the method for
learning and working in small groups (Slavin, 2011:15). A teaching strategy called
cooperative learning encourages students to work in groups to complete a task while
following the teacher's instructions (Subramanyam & Chandrashekar, 2020). This
approach to teaching emphasizes on student interactions and contributions in order to
sustain a lesson's common objective, in contrast to traditional teaching approaches like
the 2013 curriculum. This method of instruction is mostly focused on the students
(Shammout, 2020; Kagan & Kagan, 2009). In group projects, students significantly
contribute their expertise. According to the study, groups should consist of four to six
students (Slavin, 2011). Under the teacher's guidance, students are supposed to learn and
help each other in the group reach their learning goals (Kagan et al, 2009; Slavin, 1980).
Similar to this, the teacher's function is mostly that of a facilitator, giving student
directions or suggestions as they work on group projects. When students lead discussions
about current events in the classroom, this method is perfect for teaching in the twenty-
first century.
The cooperative learning approach focuses on getting small groups of students to
work together to maximize learning opportunities (Nurhadi, 2004:112). Thus, this
approach teaches students about attitude, cooperative behavior at work, or supporting one
another while they regularly collaborate in groups of two or more. The traditional model
of learning based on John Lock's tabula rasa theory, in which a child's mind is like blank
paper and is waiting for the instructor to scribble on it, doesn't seem to be as effective for
usage by educators right now.
Students who use cooperative learning can lessen their fear of public speaking
while simultaneously learning leadership abilities that will help them in the workplace.
As one of the professors from my PhD program frequently emphasized, these 21st-
century abilities can be better developed with a paradigm where the instructor is no
longer a knowledgeable person on stage but a mentor on the side (Petre, 2020). The
methods that teachers incorporate cooperative learning into their lesson plans include
assigning groups of students to collaborate on projects, having groups take on
responsibilities, and flipping the classroom. Effective communication, showing empathy,

11
critical analysis, decision-making, individual and group obligation, and transfer of
experience and abilities, all of which have been stimulated and developed through
cooperative learning, will have an impact on students' attention being maintained,
understanding, and increasing long-term retention. All students and teachers who struggle
with their learners’ fear when speaking English would benefit from this study.
2. Types of cooperative learning
Kegan (2009) lists five key components that must be used in cooperative learning,
including:
1. Rally robin
Students work in pairs and alternate producing succinct verbal responses. The
Kagan tactics' "bread and butter" is regarded as Rally Robin. One of the most well-known
cooperative learning strategies is also one of the easiest to use and can be applied to a
wide range of learning tasks. Students "take turns replying orally... and state responses
and solutions to a specified issue or questions in pairs" throughout this activity
("Cooperative Learning Resources"). This tactic's excellent ability to foster teamwork is
one of its best qualities. Depending on their interests or degree of proficiency, students
can be divided into groups.
2. Timed pair share
Students work in pairs and share for a predetermined amount of time while the
other pair listens. The partners then trade places. Full student engagement may be quickly
and easily achieved with pair sharing. The instructor may ask students to turn to a partner
and conduct a two-way sharing at any time during the class. Pairs can include classmates,
shoulder companions, or even face partners. What students may share is endless. They are
able to express a concept, a response, a viewpoint, their emotions, or a solution. Pair
Share is designed to be a fast two-way share before continuing. A Timed Pair Share is
more suitable if the response is in-depth. Any time you want every student to participate,
use Pair Share. It works well and doesn't take much time to keep everyone focused.
Pair Share and Pair Discussion are different. High achievers in each pair typically
perform the majority of the talking within that arrangement. Students share the same item

12
during pair sharing. The teacher can divide each student into no more than a few
sentences in order to ensure equal participation.
3. Round robin
Students work in groups and alternate speaking responses. On the other side,
group work gives students the freedom to take charge of their communicative duties,
which lowers anxiety, boosts responsibility, and improves fluency. Instead of using the
typical teacher-centered classroom model, teachers can act as facilitators with students
serving as the main speakers (Nunan, 2014). Through creating a sense of security, this
learning scenario creates a more intimate environment that encourages students to take
risks while using English.
They will comprehend that other students share their sentiments when working
cooperatively in small groups and that no member of the group should shoulder
the responsibility or feel humiliated if the answer is incorrect. They will feel less scared
and more inspired to play around with English in more original ways as a result.
Additionally, group work promotes more engaged student participation and
expands opportunity for communicative activities (Dobao, 2014). This opens up more
opportunities for the learner to organize and establish communication, produce more
expansive grammatical constructions, and participate in the negotiation of meaning. Even
if they are unable to express themselves correctly, their relationship can still be facilitated
by using creative language to work toward a common objective.
4. Rally coach
Each partner trains while the other solves the issue in turn. The partners then trade
places. Students get the chance to help their peers with their challenges and inquiries
using Rally Coach. Two pairs of students are formed: pair A and pair B. In pairs, students
work through problems or respond to questions. Students take turns answering one of
their questions or issues loudly so that their partner coach may hear their reasoning.
Partner B checks for accuracy as they listen, clarifies any misunderstandings, and "trains"
Partner A as necessary. When the solution is found, the students trade places. In the
classroom, this tactic encourages student collaboration, communication, and mastery.

13
 Both synchronously and asynchronously, students can provide and receive
comments and support from each other regarding issues and inquiries. By incorporating
technology into distant learning, you can help students stay connected and collaborate
while also giving them feedback on their work.
5. Stand up, put your hands up, and pair up
Students get up, raise their hands, and find a companion as soon as possible to
share or talk with. Activate prior knowledge, wrap up a lesson or series of lessons, review
previously studied information, and have fun with class building activities. All pupils
should stand up and raise their hands in order to implement this technique. Following a
period of time in which students socialize, practice meeting and greeting one another, and
look for partners, they sit down with their hands in the air, the teacher gives them
assignments, they have "think time," and then pairs of students work together to finish the
task.
E. Relationship between Cooperative learning and speaking English
According to several research findings, speaking abilities among students and
cooperative learning are associated. Cooperative learning in the classroom helps pupils'
speaking abilities (Namaziandost, E., Homayouni, M., & Rahmani, P. 2020).
Additionally, Johnson & Johnson (in Sharan 2012) discovered evidence that is
compelling regarding the link between cooperative learning and enhancements in
cognitive, metacognitive, and complex thinking. This viewpoint is significantly in favor
of the study since student speaking abilities are greatly influenced by collaborative
learning.
In addition, the researcher wishes to suggest cooperative learning as a practical
and trustworthy technique for schools to enable students to practice speaking in order to
improve their grammar, fluency, and correctness, which are crucial for speaking abilities.
Additionally, it's crucial that students work to develop their confidence as proficient
communicators in English both in front of an audience and while speaking to others one-
on-one. Learning will be successful and productive if cooperative learning is
implemented correctly, with student work groups learning together and not competing
with one another.

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 The use of student-centered teaching models, methods, and techniques is now
widespread. Cooperative learning is one of the teaching paradigms used today.
Cooperative learning is a type of instruction that encourages students to execute a task in
groups while adhering to the teacher's directions (Subramanyam & Chandrashekar,
2020). In contrast to conventional teaching strategies like the 2013 curriculum, this kind
of instruction places a strong emphasis on student interactions and contributions to
maintain a lesson's common aim.
Cooperative learning is thought to improve student learning, but there are several
disadvantages that students must deal with in the classroom. Students' main issues are
weak language abilities, a lack of enthusiasm, and a reluctance to participate in class
(Nasution, 2018). Every pupil is distinct in terms of personality.
F. The use of Cooperative Learning in Reducing Anxiety in Speaking English
Students benefit from cooperative learning by developing their linguistic abilities,
social skills, self-motivation, and critical thinking skills while also fostering a healthy
learning atmosphere in the classroom. The four skills are arranged with the ability to
understand as the primary consideration. Learners must first take in and comprehend the
information presented by their peers and facilitators in order to enhance their language
abilities (Kagan, 2009). Implementation of the cooperative learning approach in the
classroom also have aims to develop each participant's academic lesson group so that the
students are more likely to benefit from independent study.
One of the suggested classroom teaching strategies is cooperative learning since it
gives students lots of opportunities to communicate and express themselves, especially
when speaking is being taught (Hardiyanto, 2020). The difficulty of the material that
learners must convey is a crucial factor that the teacher must take into account when
carrying out the cooperative learning process.
Cooperative learning activities should be carefully designed and prepared by the
teacher. The teacher should first carefully choose the groups. Before the exercise began, it
would be beneficial if roles were established within the class of students (Popa and Pop,
2018). Perhaps it is ideal to begin cooperative learning opportunities in straightforward,
extracurricular settings before progressively advancing to more complicated, subject-

15
specific settings as students strengthen their teamwork abilities. The teacher must next
take into account how much time was spent on this learning process and classify students.
The group must be made up of people with high, average, and low abilities.

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 CHAPTER III
RESEARCH METHOD
This chapter discussed the research method and focused on the research design,
variables, population and sample, instrument, data collection, hypothesis and analysis.
A. Research Design
The researcher of this study used type one group pretest-posttest and the pre-
experimental design approach to conduct a quantitative study (one group initial test).
According to Arikunto (2010, p. 124), one group pretest-posttest design is a research
activity that offers a pretest (pretest) prior to receiving treatment, a posttest following
receipt of treatment, and a final test (posttest).
As a result of having this insight, it is possible to draw the conclusion that
treatment outcomes can be predicted more precisely because they can be compared to the
pre-treatment circumstance. This design was chosen specifically for the task at hand,
which was to find out how cooperative learning at SMK Negeri 4 Selayar affected
students' anxiety levels when speaking English in the second grade.
Figure 3.1 Research Design

Description:
O1 : Pre-test before students are given treatment (pre-test score)
X : The treatment the class is given (Treatment)
O2 : Final test after students are given treatment (post-test score)
This method is used because the researcher only does treatment to one class,
which means that it does not use a control class or a comparison class.
B. Research Variable
The independent and dependent variables are the two variables that researchers
utilize to perform their research. The cooperative learning served as the study's
independent variable. Reducing speaking anxiety is the study's dependent variable.

17
 The impact of cooperative learning in reducing speaking anxiety in second grade at
SMK Negeri 4 Selayar is the research's key indicator.
C. Population and Sample
a. Population
The population in this study was second grade students of SMK Negeri 4 Selayar.
This school is located on Jampea Island, Selayar Regency, and South Sulawesi
Province.
There are four majors for second grade students, namely XI TKJ, XI OTKP, XI
NKPI, and XI ATPH. Each class has about 22 students, so the total population is 80
students.
b. Sample
According to Sugiyono (2013:81), the sample reflects the size and features of the
population. The researcher can use samples obtained from the population if it is big
and they are unable to investigate the entire population for whatever reason, such as a
lack of resources, people, or time. The population will be affected by the conclusions
drawn from the sample. Because of this, samples drawn from the population need to
be methods are intended (representative).
Based on the explanation above, the sample in this study is XI TKJ with the
number of students as many as 22 students.
D. Instrument of the Research
The quality of the instrument used in the research will define the quality of the
data used in the research, while the data is the foundation for the empirical truth of the
study's results or conclusions. As a result, the instrument must be as well-made as
feasible. To create a research instrument, three factors must be considered: the research
problem, the research variables, and the type of instrument to be employed (Arifin
2011:225).
The instrument utilized in this study was a test and semi-structured interview. The
instrument test consists of a pre-test (conducted before the treatment) and a post-test (test
conducted after treatment).

18
 E. Technique of Collecting Data
Technique of collecting data in this study used a test. The test technique was used
to collect data in the form of students' abilities before and after participating in learning
using cooperative learning strategies, which were carried out to determine the decrease in
student anxiety in class XI speaking at SMK Negeri 4 Selayar. The test was given to
students at the beginning of the meeting (pre-test) and at the end of the meeting (post-
test) after being given treatment, using a cooperative learning model. To learn how the
students felt when learning with this approach, six students, whose scores improved the
most and the least, were chosen to share their opinions toward this learning using semi-
structured interview.
F. Technique of Data Analysis
The researcher employed a scoring table and the features used in taking the
scores, namely linguistic and non-linguistic characteristics, to measure the ability to
speak English. Pronunciation, sentence structure, intonation, and fluency are all aspects
of linguistics. The non-linguistic aspect is bravery. The linguistic aspect is to evaluate the
students' language skills, while the non-linguistic aspect is to observe the students'
English packaging.
Table 3.3 English speaking assessment guide

No Aspect Evaluation Score Criteria Category

1. Pronunciation 90-100 Pronunciation word/sentence

very clear, bright, hard, no Very Good
contain error same very.

Pronunciation of words/sentences
80-89 Good
clear (error no more than 3x)
Pronunciation word/sentence
70-79 clear enough (error Among 3 Fair
until 6x)
Pronunciation of words/sentences
60-69 Poor
no clear (error Among 6 until8x)

19
 Pronunciation word/sentence
<60 veryno clear (error Among 8 Very Poor
until 10x)
2. Arrangement Sentence arrangement in speak
90-100 Very Good
Sentencence very coherent and no errors.
(grammar) Sentence arrangement in speak
80-89 Good
coherently (error no more than 3x)
The arrangement of sentences in
70-79 speaking is quite coherent (error Fair
between 3 to 6x)
Sentence arrangement in speak
60-69 less coherently (error between 6 to Poor
8x)
The arrangement of sentences in
<60 speaking is very disorganized Very Poor
(error between 8 to 10x)
3. Intonation Speak in a very voice clear, bright,
90-100 Very Good
loud, no errors.
Speak in a clear, bright, loud, or
80-89 Good
clear voice his voice.
Speak with enough voice
70-79 Fair
clear, bright, loud, or clear voice.
Speak in a voice that is less clear,
60-69 Poor
bright, loud, or clear his voice.
Speak in a voice that is not clear,
<60 Very Poor
bright, loud, or clear voice.
4. Fluency Speaking very fluently, students
are ready and immediately speak
90-100 Very Good
when it's their turn to speak (not at
all experienced obstacle)

20
 Speaking fluently, students are
ready and immediately speak
80-89 Good
when it is their turn to speak (no
encounter obstacles)
Speaks quite fluently, students are
ready and immediately speak
70-79 Fair
when it is their turn to speak
(slightly stuttering)
Speaking less fluently, students
are ready and immediately speak
60-69 Poor
when it is their turn to speak
(often stuttering)
Speaking is not fluent, students are
ready and immediately speak
<60 Very Poor
when it is their turn to speak
(often stops and stutters a lot)
5. Courage Speak in a very natural manner
90-100 Very Good
and not very stiff and anxious
Speak in a natural manner and not
80-89 Good
stiff and anxious
Speak in a fairly reasonable
70-79 Fair
manner and not stiff and anxious
Speaks in an unnatural manner
60-69 Poor
and is a little stiff and anxious
Speak with an attitude that very
<60 unnatural and very stiff and Very Poor
anxious

The five characteristics of the examination were chosen by the researcher because
they corresponded to the assessment recommendations for speaking ability. Because

21
speaking skills are not only about language, non-linguistic elements are also considered
vital to promote speaking skills, particularly in the aspect of courage evaluation,
researchers incorporate these aspects to determine students' nervousness in speaking
English.
In this study, the researcher analyzed the data using the Statistical Package for
Social Sciences (SPSS) version 26 application to determine the difference in scores
between students' pre-test and post-test. This research is experimental and quantitative.
Experimental methods can test hypotheses about causal relationships or compare
situations. This study aimed to determine the effect of using cooperative learning
strategies in reducing English-speaking anxiety in second-grade students of SMK Negeri
4 Selayar.
BASIC DECISION MAKING SIMPLE REGRESSION TEST USING SPSS 26
Decision making in a simple regression test can refer to two things, namely by
comparing the value of t count with t table. Developing the calculated t values and t
tables:
1. If the value of t count is greater than the value of t table, it means that the independent
variable has an effect on the dependent variable.
2. If the value of t count is not greater than the value of t table, it means that the
independent variable has no effect on the dependent variable.

22
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25
 APPENDIX
Appendix 1 Pre-test grids (test conducted before the treatment) for the experimental class.
Assessment
Indicators of Competence
Instrument
Achievement Technique Instrument
Shape
1. Pronounce Test Oral 1. Pronounce
utterances (words, vocabulary about
phrases, sentences) hobbies with the
with the right right intonation.
intonation. Test Oral

2. Demonstrate a 2. Demonstrate a
simple dialogue simple dialogue
about persuading about a persuading
someone. someone.

Appendix 2 Post-test grids (test conducted after the treatment) for the experimental class.
Assessment
Indicators of Competence
Instrument
Achievement Technique Instrument
Shape
1. Pronounce Test Oral 1. Pronounce
utterances (words, vocabulary about
phrases, sentences) hobbies with the
with the right right intonation.
intonation. Test Oral
2. Demonstrate a
2. Demonstrate a simple dialogue
simple dialogue about a persuading
about persuading someone..

26
 someone..
Appendix 3 Semi-structured Interview
1) How do you feel about working with your partner or with members of your group?
2) Do you feel anxious when you learn to speak English in class? Why or why not?

27