39 Although the process of conducting action research is usually in the cycle
form, the research should be regarded as something flexible cf. McNiff 1988 ―and that different combinations of researchers in different situations will need to
make their own interpretations of what are appropriate processes for the circumstances of the research
‖ Burns, 1990: 35. The cyclic models however as stated by McNiff 1988 as in Burns, 1990: 35 are too ―systematic and do not
allow researchers to accommodate spontaneous, creative episodes.
B. REVIEW OF RELEVANT RESEARCH REPORTS
This section provides evidences on how authentic communication and cooperative learning benefits the English learning.
The use of CL has been applied by many researchers in the field of language learning. It is obvious that the strategy brings many advantages to the
development of language learning. Willis found evidence of brain and neurochemical activity that supported the positive results she was having with the
cooperative approach to middle school teaching. Willis, 2007:5. Slavin in his review emphasized the three results of cooperative learning which are academic
achievement, race relations, and mutual concern among students. Slavin, 1980: 323. Phuong-Mai et al., in their research with four classes comprising 181
students ranging in age from 16 to 18 years in two Hanoi upper-secondary schools found that when CL is organized in Viet Nam in a fashion that is culturally
appropriate in terms of leadership, reward allocation and group composition, students will report having exerted more effort in learning than their peers in
conventionally operated groups Phuong-Mai et al, 2009: 866. In the
40 motivational dimension, Peterson and Miller obtained statistically significant
result that participants reported higher levels of degree of engagement Peterson and Miller, 2004:129. Vaughan in his research found that cooperative learning
had positive effects on the achievement and attitude levels in mathematics for the students of color Vaughan, 2002:362.
C. THEORETICAL FRAMEWORK
The study is based on the social phenomena that children in the neighborhood are lack of opportunities to learn English. To add, their parents have
very limited knowledge about English so that they are not able to assist their children in their English learning. They are also financially unable to have their
children study in private courses to boost their English competence. Those phenomena have resulted to the low learning English achievement as experienced
by most English learners in the country despite their experiences to learn the language since they are in elementary school to senior high level. The problem
essentially has been caused by the learners‘ low motivation and by the poor attitude about English which have been resulted from the lack opportunities to use
English communicatively. The study therefore aims to solve the problem by addressing to one of the
root causes namely the inadequacy of authentic communication practices. It refers to the need of interaction in the target language. English learners should be
exposed to using the language authentically. Therefore, the theories involve the meanings of authenticity, authenticity in language learning which relates with the
41 study, authentic tasks for the researcher to be able to design practices for English
authentic communication, and English communication. In specific, the study applies cooperative learning technique to practice
authentic English communication in order to encourage equal participation and collaboration in the learning process. It is against the teacher direct method in
which students are only treated as passive learners. Through cooperative learning, students‘ active involvement is highly encouraged during the learning of the
language. The study therefore provides activities for authentic communication practices using cooperative learning. It uses activities like tea party, jigsaw, role
play, time-paired share, small group teaching, etc. The theories involve meanings of cooperative learning and the principles of the technique.
Since the participants have very limited time to learn English in schools, it is necessary for them to have practices outside school setting by participating in a
non school learning community that the researcher established. The idea is to provide them opportunities to not only learn English but also practice to use the
language. In addition, they should not be worried about being incapable financially because the learning community is in a non-profit context.
Consequently, the theories include non-school learning and school learning to see the differences between the two and to see how learning in a non-school setting
help improves the participants‘ English. Since it deals with problem solving, action research is selected as the type
of research used in the study. It relates with both process of giving participants opportunities to learn English and result of improving their English ability
42 particularly their communicative competence. In addition, the action deals with
the marginalized group who are both financially and socially low. Therefore, the action also empowers them to have equal chance to make progress through
English learning. The study scientifically answers the question related to the above
problems. It is to see the effectiveness of the action cooperative learning to improve the participants‘ communicative competence and their learning
empowerment in which they are able to solve their own problems related with English learning. Therefore, this part will give broader explanation to support the
answers to the question theoretically.
43
Figure 2.1 Theoretical Framework of the Study
Phenomena: minimum achievement in
English learning grammar-oriented method
teachers lack of competence lack of motivation
The phenomena lead to the unsuccessful English learning shown from the fact that many English
learners are incapable of using English despite the fact that they have learned it for years.
One of the main causes is the absence of authentic
communication in the English learning.
Doing tasks the way they should be used. Developing the skills of speaking and listening in
an integrated way. Using materials which are based on relevant
environment. Providing practices for using the language.
Selecting a learning strategy to build the learners‘ authentic communication.
Cooperative learning Put students in small mixed groups
Help students to benefit from collaboration Increase positive interpersonal relationship
Involve positive interdependence, individual accountability, promotive interaction, equal
participation, equal opportunity for success, and group processing.
Research Questions: a
Is cooperative learning effective in improving the participants‘
communicative competence? b
Is cooperative learning effective in improving their learning empowerment?
Method: Action Research Participants: Young learners of 8-10 years.
Setting: non-school learning environment
Contribution of the study: Offer a problem solving on the
unsuccessful English learning in the country.
Encourage similar environments to adopt the action the participants have done.
Qualitative Data: a
Students‘ reflective writing b
Video recording on their authentic tasks; written and oral
tasks. c
Multiple observers
44
CHAPTER III METHODOLOGY
This chapter aims to solve the research problems empirically by discovering the empirical truth of the research study. It presents the research
method, nature of data, research setting and participants, research blueprints, research instruments, research design, research procedures, and data collection
and analysis.
A. Research Method
The nature of the study is qualitative. It is related to the context of the research which emphasizes on a particular society, English in a non-school
learning community for young learners in a specific area. ―Qualitative research now appeals to a specific community which focuses upon the social sciences as
special types of social organizations whose activities are maintained, renewed, and sustained in relation to other institutions in society
‖ Popkewitz, 1984: 88. In addition, it highlights a phenomenon that those young learners who are the
research participants have lack opportunities to practice English communicatively both inside and outside school setting. To add, they belong to family with low
income level which does not have excellent awareness toward education. As a result, their English competence is far from expected and they have low
motivation in l earning. Therefore, qualitative method is selected in the study. ―A
qualitative study is here defined as a study that focuses on understanding the
