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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
The researcher discusses the implementation and results of the research through five key elements in cooperative learning according to David and Roger
Johnson of the University of Minnesota. Those elements are Positive Interdependence, Individual Accountability, Face
–to–face Promotive Interaction, Interpersonal and small group Skill, and Group Processing. The success of
cooperative learning depends on the completion of those five key elements. In order to achieve the goals in cooperative learning, as focused on Student Team
Achievement Division method, students are supposed to be able to achieve the five key elements.
A. Positive Interdependence
In the observation done in the VIIB English extracurricular class, the researcher found that the positive interdependence was not acquired by the
students because the teacher-centered method was mostly used in the teaching learning process. In that method, the students tended to be ruled in individual
tasks, where students did their task individually in order to get better grades for themselves. The students might even think that the activity of other students have
the potential of lowering their grades. Therefore, some of the students became frequently depended on their teacher.
In the first cycle of the implementation of Student Team Achievement Division method, the researcher directed the students to have positive
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interdependence by clearly forming certain goal for the group work. The students could get group award if their group reach the average point provided by the
researcher. After given the goal to be achieved by the students, the researcher also emphasized that the contribution of each member of group is very important in
this process. If one member failed to do his her job, the others should take the consequences too. Therefore, the researcher assigned different roles to team
members as coordinator, checker, group process monitor, and executor which could promote their positive interdependence as stated by Felder and Brent
2007. By assigning different roles to the team members, the students could sense the importance of other members and also participate actively in order to fulfill
their task. After listening to the researcher‟s explanation, the students became really
excited. They were interested to do their work, because it was their first time in experiencing such kind of group work in English Extracurricular class. Based on
the questionnaires given to the students; 30.56 strongly agreed and 58.33 agreed that they were more motivated to study in group. Most of the students‟
reasons why they were motivated to work in group were because each of them had their own specific task and without their group cooperation, they could not
achieve award. Therefore, the researcher could conclude that the students had felt the need to rely on one another to get better score in order to achieve award. The
students knew if they did not do their best, they could influence other‟s score and so were the other students. If the other students failed to get better score, their
