Disadvantages of Group Work

the big class, it may have some problems, for example, the arrangement of classroom is not suitable for group work activity. Based on the explanation above, the writer concludes that disadvantages of group work are students cannot be a good language model as a teacher, the teacher cannot control all students, the class become noisy, students use their mother language to communicate with their friends, some students do not contribute in doing a task, and the teacher will be difficult to arrange a big size class that consist of forty students. Meanwhile, based on Harmer disadvantages of group work; first, the class is likely to be noisy. Then, some teachers may lose control and feel hard to build the whole class but it is easy to dissipate and spill into smaller entities. 58 It means that the class of group work may become noisy because the teacher may not control all students. Second, not all students enjoy it because they would prefer listen to the teacher’s explanation rather than work in group with their peers. Sometimes, students feel themselves in unsuitable groups and wish moving to the others group. 59 On the other word, some students do not like to work with group because they are not enjoying with it. Thus, they prefer like to pay attention on the teacher’s explanation rather than work in group. Next, some students are passive whereas others may dominate because individuals may fall into group roles that become fossilized. 60 This statement means that group wok may consist of some students who passive and the others who active. Finally, group work may take a long time to organize; beginning and ending group work activities, moreover where students move around the class that wastes time and becomes chaotic. 61 That is why group work may make the class 58 Jeremy Harmer, The Practice of English Language Teaching 4 th Edition, New York: Longman Publishing, 2009, p. 166 59 Jeremy Harmer, The Practice of English Language Teaching ……………….., p. 166. 60 Jeremy Harmer, The Practice of English Language Teaching ………….……., p. 166. 61 Jeremy Harmer, The Practice of English Language Teaching …………….…., p. 166. become so noisy and difficult to organize. Then, it is need more time to conduct group work. From the Harmer’s statement, it can conclude that disadvantages of group work, the class is noisy because the teacher lose control, and sometimes students more focus if the teacher give explanation rather than they work in group, then some students become more passive if others students dominate the class room, and then group work activity take a long time. In addition, Brown said that disadvantages of group work are: 62 1. The teacher is no longer in control of the class 2. Students will use their native language 3. Students’ error will be reinforced in small groups 4. Teachers cannot monitor all group at once 5. Some learners prefer to work alone In sum up, group work has disadvantages, such as the class is noisy and chaotic, thus students feel difficult to focus on the teaching learning activity. Then, teacher cannot control all groups at the same time; hence students are noisy because they lose the teacher’s control. Next, some students use their native language when they cooperate. After that, some students prefer work alone and become passively.

D. Teaching Descriptive Text Using Group Work

The following is procedures in teaching descriptive text using group work: First : Introduce the procedures of a group work. Tell students about advantages in learning reading using group work and explain them that group work is useful for them to develop their reading comprehension of descriptive text. Second : Divide students into groups. VII – 1 class consists of 46 students. Each group consists of 5 or 6 students. So, there are 8 groups in the class. When all students get a group, they have to choose one become a leader 62 H. Douglas Brown, Teaching by Principles: an Interactive Approach to Language Pedagogy 2 nd Edition, San Francisco: Addison Wesley Longman, 2001, p. 179-182 of the group and one become a secretary for write the conclusion of the text. Then they give a unique name for their group. Third : Give students instruction to read and to understand the descriptive text. After students finish in understanding text, they have to write the conclusion of the text. Fourth: Control all group when students work and help if they find problem. Fifth: Retell the text in front of the class and others students give their argument. Sixth: Give students some questions related to the text. This activity is done individually. After finishing, they collected the answer sheet. And they have an opportunity to write the answer in the write board. Finally, make an evaluation about students’ answer; it will know their score in reading comprehension. In short, in teaching reading descriptive text by using group work, students are explained about what group work is and what the advantages of group work are. Then, they are divided into some groups; furthermore they choose a leader and a secretary of the group. Next, they are asked to comprehend of descriptive text together with their group. After that, they discussed the text with all groups. Finally, they have to answer the questions related to the text individually. In this case, the teacher’s role is to monitor all groups. 30

CHAPTER III RESEARCH METHODOLOGY

In this chapter, research methodology consists of method of the study, subject and object of the study, time and place, research design, Classroom Action Research CAR procedures technique of collecting data, technique of the data analysis, data validity, trustworthiness of the study, and criteria of the action success.

A. Method of the Study

In this research, the writer used Classroom Action Research CAR method. According to McNiff, Classroom Action Research is a reflective research which is conducted by the teachers to develop their teaching skill. 1 It means that the teachers can use Classroom Action Research as a method to improve their teaching skill. In addition Wijaya Kusumah stated that classroom action research is a research which conducted by the teachers in their class with three ways, first is planning, second is acting, and third is reflecting which has the aim to develop teachers’ teaching skill and to improve students’ score. 2 It can be seen that Classroom Action Research is not only to develop teaching skill for the teacher but also to improve students’ score and solve their problem in learning. 1 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, Jakarta Barat: PT. Indeks, 2009, p. 8. 2 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas…… p. 9.

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