abilities among students and also to reduce group conflicts. Educators can use their understanding of cooperative learning and utilize this tool effectively in the
class to promote student achievement. Lastly,
through the
research entitled
Effect of
Computer-Based Cooperative Learning Method on Students’ Achievement in English Grammar,
Akuka et al. 2013: 26-27 reports that this method improved significantly as compared to those taught using the traditional method. This means therefore the
use of this method had an impact on students’ performance since it helped to improve their achievement in English grammar.
C. Conceptual Framework
Writing is one of four language skills that should be acquired by the students in learning English. For many junior high school students, mastering
writing is hard to do. Writing is not an easy job for learners because there are many things to be considered in writing process in order to produce a good
writing work such as spelling, punctuation, sentence structure, vocabulary and paragraph composition Akhadiah in Putra, 2004
As it has been stated in Chapter I, the seventh grade students at SMPN 2 Playen had some problems which related to the writing skill. Based on the
observation and interview with the English teacher, the researcher found some problems related to the students. First, the students found difficulties in expressing
their idea of writing. Second, the students easily forgot what had been taught and when they were given a new material the previous material would be gone easily.
The third problem is the students did not work collaboratively in correcting their mistakes. As the result, their achievement in writing was low.
Therefore, the researcher intended to do the action research in improving the writing skills. This research focuses on doing some efforts through planning,
implementing and reflecting some action to improve the writing skills of the grade seventh students of SMPN 2 Playen through Cooperative Learning.
Cooperative learning is used since the teacher seldom managed her students in some groups during the teaching learning process. The students enjoy
learning together in team. By working together, it is not only writing skills that can be improved but also it will simultaneously give a positive impact as
heightening the students’ self-esteem, as promoting intrinsic motivation, creating caring and altruistic relationship and lowering anxiety and prejudice.
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CHAPTER III RESEARCH METHOD
A. Type of the Research
The aim of this study is to improve the students’ writing ability through cooperative learning strategy among grade VII students at SMPN 2
Playen. This research is categorized as an action research which is collaborative in nature. It was conducted collaboratively among the
researcher, the principal, the English teacher, and the students. It focuses on improving the real condition of the English teaching learning process to reach
the improvement of the students’ writing skill. Carr and Kemmis 1986 in Burns 2010 state that action research is
a self-reflective study conducted by participants in social situations in order to improve the rationality and justice of their own practices, their understanding
of these practices, and the situations in which these practices are carried out. In line with the previous statement, Carmen in Burns 2010 argues that the
purpose of action research is to solve a particular teaching-learning problem that has been identified in teaching learning process. The problems are
identified by the teacher by relating the theories to the real fact. In addition, according to Nunan 1992 in McKay 2008, action research has three major
characteristics. First, it is carried out by practitioners. Second, it is collaborative and is aimed at changing things.
