THE EFFECTIVENESS OF COOPERATIVE LEARNING BY USING WORKING GROUPS STRATEGY TO IMPROVE STUDENTS’ ENGLISH ACHIEVEMENT IN SMPN 15 MALANG

THE EFFECTIVENESS OF COOPERATIVE LEARNING

BY USING WORKING GROUPS STRATEGY TO

IMPROVE STUDENTS’ ENGLISH

ACHIEVEMENT IN SMPN 15

MALANG

THESIS

By:

RIA ARISTA

07360112

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

THE EFFECTIVENESS OF COOPERATIVE LEARNING

BY USING WORKING GROUPS STRATEGY TO

IMPROVE STUDENTS’ ENGLISH

ACHIEVEMENT IN SMPN 15

MALANG

THESIS

By:

RIA ARISTA

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

THE EFFECTIVENESS OF COOPERATIVE LEARNING

BY USING WORKING GROUPS STRATEGY TO

IMPROVE STUDENTS’ ENGLISH

ACHIEVEMENT IN SMPN 15

MALANG

THESIS

This thesis is submitted to meet one of the requirements to

achieve Sarjana Degree in English Education

By:

RIA ARISTA

07360112

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

This thesis written by Ria Arista was approved on May 5, 2010

By:

Advisor II, Advisor I,

This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Education

on May 5, 2010

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

Drs. Fauzan, M.Pd.

Examiners: Signatures:

1. Dr. Sri Hartiningsih, M. M. 1. ... 2. Drs. Jarum, M. Ed. 2. ... 3. Hj. Fardini Sabilah, M. Pd. 3. ... 4. Rina Wahyu Setyaningrum, M. Ed. 4. ...

MOTTO AND DEDICATION

Ya Allah,

Engkaulah Rabbku,

Tiada Ilah kecuali Engkau.

Engkau ciptakan aku dan aku adalah hambaMu.

Aku berada di atas janjiMu, semampuku.

Aku mohon perlindunganMu dari keburukan perbuatanku.

Aku mengakui banyaknya nikmat yang Engkau anugerahkan kepadaku.

Dan aku mengakui dosa-dosaku, maka ampunilah aku.

Karena sesungguhnya tiada yang mengampuni dosa-dosa

melainkan Engkau.

(Sayyidul Istighfar)

DEDICATION:

This thesis is dedicated to Indonesian Education,

May it always develop a lot better in the future,

ACKNOWLEDGEMENT

First of all, the writer would like to send the greatest thanks addressed to Almighty Allah for His blessing, guidance, and protection given to the writer in her life, especially when she was writing her thesis. Without Him none of these would be possible, The One who always gives everything away without any demand of returning, and always forgives every single mistake the writer has made. Being thankful is never enough, there are a lot of things to be thanked than to be regreted.

Next, the writer is grateful to these following great people:

1. Hj. Fardini Sabilah, M. Pd. as the Head of English Program – Faculty of Teacher Training and Education in Muhammadiyah University of Malang; who also performed as her first advisor who has been giving time, corrections, and suggestions during the thesis writing process.

2. Rina Wahyu Setyaningrum, M. Ed. as her second advisor who had also given her best correction and suggestion to the writer. Thumbs up for her never ending patience, and also good testimonials for the writer.

3. Dr. Sri Hartiningsih, M. M., and Drs. Jarum, M. Ed. as the examiners, who had given their attention, corrections, and also suggestions for the precious final touch of this thesis.

4. Suhariyono, S. Pd. as the advisory teacher in SMPN 15 Malang, and Djoko Waluya, S. Pd. as the school’s principal who had given time and chance to conduct the research prior to this thesis writing. The special gratitude is given to the students of VIII G SMPN 15 Malang class of

2009/2010, for their cooperation and spirit during the teaching and learning process.

The writer also dedicates her deepest gratitude to her family; her father Imam Mustaji, M.H., and mother Murdiningsih, B.A., who always gives everything she asks in her life, for the never ending love, motivation, support, and prayer in every step she takes. The deepest love and attention is surely addressed to the writer’s brother, Ginanjar, who has always been so much helping with love, attention, and support.

Next, the writer would also like to thank all of her saviors: saint prophets, teachers, informal teachers, life teachers, relatives, friends, best friends, classmates, Malang theater communities, every football club exists in this planet and their players, some artists, singers, and actors who always give her inspiration in life. Also to her soul mates at BBC for sure; wherever you are, we believe that “a friend is someone comes closer when the world moves away”. Also for Awalin Danu Firdaus, thanks a lot for his so much help and technology-minded; Sefia and Gheiarani, thanks for the precious times in struggling and being survive in a novel environment.

Finally, for Schatzi, you know who you are: the one and only Roman for me. The writer says nothing but thank and hope to God that she may have a happy life altogether with him in the future. The writer would also like to thank all of those who cannot be mentioned, for their great contributions to the writer during the writing process. She really hopes that this thesis will be beneficial for everyone who reads it.

THE EFFECTIVENESS OF COOPERATIVE LEARNING BY USING WORKING GROUPS STRATEGY TO IMPROVE STUDENTS’ ENGLISH ACHIEVEMENT

IN SMPN 15 MALANG

ABSTRACT

In teaching English in Indonesia, junior high school teachers have often faced difficulties dealing with big classes. Teachers are responsible to make each students be involved in the process, which has become such daunting issue in regards to the successive of language learning. Due to this problem, the researcher implemented working group strategy to facilitate students’ cooperation, which was believed to be potential in boosting students’ English achievement as well.

In this classroom-action research, the researcher limited the implementation of the strategy into two cycles. The two cycles differed in the working group formats; where Cycle I allowed students to choose the group members themselves, and Cycle II urged the teacher to design the group members based on students’ cooperative behavior and scores on the Cycle I.

Both cycles underwent the same procedures in working group setting. Teacher had to briefly present a topic to the large group; divide all students into small effective group consisted of 3-5 members each; announce directions, goals, and time alloted for each group to finish the task; walk around and listen to each group’s problems; keep the groups focused; and make sure that the intended message was conveyed. Teacher also generated assessment to monitor students’ English achievement individually after each cycle.

As a result, students’ cooperation shows improvement from Cycle I with the percentage of cooperative students was 71.4%, to Cycle II with 81.1%. The students’ scores had also improved from pre-cycle study with 54.65, to Cycle I with 58.4, and finally to Cycle II with 67.1 from the scale of 100. This result also shows that dynamic working group designed by the teacher in Cycle II is more effective than the one set by students in Cycle I.

Keywords: working groups, improvement, students’ cooperation, students’ English achievement

Advisor I, The Writer,

TABLE OF CONTENTS

Title Page ... i

Title Page ... ii

Title Page ... iii

Advisor’s Approval ... iv

Examination Committees’ Approval ... v

Motto and Dedication ... vi

Acknowledgement ... vii

Abstract ... viii

Table of Contents ... ix

List of Figures ... xii

List of Tables ... xiii

List of Appendices ... xiv

CHAPTER I: INTRODUCTION 1.1. Background of the Study ... 1

1.2. Statements of the Problems ... 3

1.3. Purposes of the Study ... 4

1.4. Hypotheses ... 4

1.5. Scope and Limitation ... 4

1.6. Significances of the Study ... 5

1.7. Definition of Key Terms ... 6

CHAPTER II: REVIEW OF THE RELATED LITERATURE 2.1. Language Teaching ... 8

2.1.1. The Nature of Cooperative Learning ... 8

2.2. The Procedures of Setting Working Groups ... 11

2.3. Students’ Feelings and Behaviors towards Working Groups ... 14

CHAPTER III: RESEARCH METHODOLOGY

3.1. Research Design ... 18

3.2. Research Setting ... 19

3.3. Classroom-Action Research Plan ... 19

3.4. Research Cycles ... 21

3.4.1. Cycle I ... 23

3.4.2. Cycle II ... 25

3.5. Data Collection ... 27

3.6. Data Analysis ... 28

3.7. Indicators ... 32

CHAPTER IV: FINDINGS AND DISCUSSIONS 4.1. Pre-Eliminary Study ... 33

4.2. Findings and Results ... 34

4.2.1. Cycle I ... 35

4.2.1.1. Planning ... 35

4.2.1.2. Implementation ... 36

4.2.1.3. Observation ... 38

4.2.1.4. Reflection ... 41

4.2.2. Cycle II ... 43

4.2.2.1. Planning ... 43

4.2.2.2. Implementation ... 45

4.2.2.3. Observation ... 48

4.2.2.4. Reflection ... 50

4.2.3. Students’ Preference ... 52

4.3. Discussions ... 53

CHAPTER V: CONCLUSION 5.1. Conclusion ... 57

5.2. Suggestions ... 58

LIST OF FIGURES

Figure 1. Cycles in Classroom-Action Research... 22 Figure 2. Students’ Scores on Pre-Eliminary Study ... 34 Figure 3. Students’ Improvement on English Achievement ... 53

LIST OF TABLES

Table 1. Observation Results of Cycle I ... 40

Table 2. The Percentage of Students’ Individual Score on Cycle I... 41

Table 3. The Percentage of Students’ Cooperation on Cycle I ... 42

Table 4. Observation Results of Cycle II ... 49

Table 5. The Percentage of Students’ Individual Score on Cycle II ... 50

Table 6. The Percentage of Students’ Cooperation on Cycle II ... 51

LIST OF APPENDICES

Appendix 1: Students’ Scores on Pre-Cycle Phase ... 61

Appendix 2. Lesson Plan Appendix 2.1. Lesson Plan on Cycle I ... 63

Appendix 2.2. Lesson Plan on Cycle II ... 69

Appendix 3. GroupTask Appendix 3.1. Group Task 1 ... 74

Appendix 3.2. Group Task 2 ... 76

Appendix 4. Answer Key Appendix 4.1. Answer Key of Group Task Cycle I ... 78

Appendix 4.2. Answer Key of Group Task Cycle II ... 79

Appendix 4.3. Answer Key of Individual Assesment Cycle I ... 80

Appendix 4.4. Answer Key of Individual Assesment Cycle II ... 81

Appendix 5. Score List Appendix 5.1. Students’ Scores on Cycle I ... 82

Appendix 5.2. Students’ Scores on Cycle II ... 84

Appendix 6. Questionnaire ... 86

Appendix 7. Visual Documentation Appendix 7.1. Pre-Eliminary Study ... 88

Appendix 7.2. Working Group on Cycle I ... 89

REFERENCES

Arikunto, Suharsimi. 2002. Prosedur Penelitian: Suatu Pendekatan Praktek.

Jakarta: Rineka Cipta.

Ary, Donald et. al. 2002. Introduction to Research in Education Sixth Edition.

USA: Wadsworth Group.

Badan Standar Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah.

Jakarta.

Brown, H. Douglas. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy.San Francisco State University: Prentice Hall Regents. Burns, Anne. 1999. Collaborative Action Research for English Language

Teachers. Cambridge Language Teaching Library.

Fachrurrazy. 2005. Teaching English as a Foreign Language. Malang: English Department UM.

Jacobsen, D. Paul Eggen and Kauchak, D. 1989. Methods for Teaching. Ohio: Merill Publishing Co.

Richards, Jack C. 1990. The Language Teaching Matrix. Cambridge University Press.

Richards, J. C. And Lockhart, C. 1994. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

Setiyadi, Bambang Ag. 2006. Teaching English as A Foreign Language.

Yogyakarta: Graha Ilmu.

Slavin, Robert E. 1995. Cooperative Learning Second Edition. Massachussetts: Allyn & Bacon.

University of Wollongong, (2002) Code of Practice - Teaching & Assessment. Accessed 26th February, 2002. Available at:

http://www.uow.edu.au/about/teaching/teaching_code.html#group.

Winchester-Seeto, T. 2002. Assessment of Collaborative Work – Collaboration Versus Assessment.Invited paper presented at the Annual Uniserve Science Symposium, The University of Sydney, 5th April.

CHAPTER I

INTRODUCTION

1.1. Background of The Study

As the means of communication, languages are generally used to transfer information, deliver ideas, and also help people performing transformational interaction among each other. English, in fact, has been the language used at the most part of the world which runs its functions as the international mean of communication generating worldwide interaction. In accordance to its global function, English now becomes the most foreign language taught and learnt in regions whose native languages are not English, such as in Eastern European and Asian countries. This most spoken language now is taught in each educational level across different continents.

In Indonesia itself, English starts being taught to the students of only 6 year-old and even to the students of kindergartens and pre-schools. This language teaching activity is further continued to the higher educational level such as primary and secondary schools with a large number of learners. Most Indonesian teachers, in fact, have to deal with big classes that each may consists of 35 to 40 students, meaning that these teachers must make all learners do the work and engage in the learning activities. This condition led the researcher to a thought about their successive in language learning; whether or not these students really succeed in learning English as a foreign language.

Based on her pre-cycle study, the researcher had figured out that students did not do so well on their individual tasks. This fact is strongly proven by the

students’ average score which was only 54.65 from the scale of 100 (appendix 1) on their individual tasks. The students shared slight distinction in percentage that 51% of them was below average, and 49% of them was above the average; showing that the language learning was not succesful enough. In regards to this problem, the witer is interested to generate new learning strategy to improve the students’ scores. Davis (1993) states that students learn best when they are actively involved in the process, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Thus, the researcher assumes that working groups potentially make all of the students be involved in the classroom learning process, which also may foster their English achievement in the form of scores.

Nevertheless, there are two distinct ideas about working group. The idea stated by Ormrod (2000) clarifies that teachers are better to choose group membership based on which students are likely to work effectively with one another. Students feel like they have known each individual that leads them to a communicative atmosphere, which hopefully fosters their scores and achievements in group tasks. Otherwise, Richards and Lockhart (1994) claim what happened when the teacher gave the authority to the students in choosing their group partners themselves: a few groups would finish early and would just sit quietly doing nothing until the other groups had finished and the teacher gave directions for the next activity. While in contrast, this activity took some other groups longer to move on the next activity. Teachers, in this case, have the

authority to arrange the working group’s format in order to improve the students’ achievement in learning a foreign language.

This phenomenon becomes the reason why the researcher is interested in doing this research; she wanted to find the best way in teaching interactive English through working groups that suit classroom learning atmosphere. The researcher wants to create conducive learning atmosphere which enables teacher to control the class, and students feel free to explore the usage of the learned language. The importance of this research relies on the results that show different English achievements gained by students who work in different working groups. Based on the background above, the researcher would like to investigate the effect of two distinct working group activities in a thesis entitled “The Effectiveness of Cooperative Learning by Using Working Groups Strategy to Improve Students’ English Achievement in SMPN 15 Malang”.This research discusses the way of improving students’ English achievement through a classroom-action research limited into two cycles.

1.2. Statements of the Problems

Based on the background above, the identified problems are:

1. Do working groups show students’ better cooperation in doing English tasks to the eight graders of SMPN 15 Malang?

2. Do working groups help students to get higher English achievement to the eight graders of SMPN 15 Malang?

1.3. Purposes of the Study

Based on the problem above, the purposes of this study are:

1. To know whether working groups show students’ better cooperation in doing English tasks to the eight graders of SMPN 15 Malang.

2. To know whether working groups help students to get higher English achievement to the eight graders of SMPN 15 Malang.

1.4.Hypotheses

The hypotheses of this classroom-action research are:

1. Cooperative Learning through working groups show students’ better cooperation in doing English tasks to the eight graders of SMPN 15 Malang.

2. Cooperative Learning through working groups help students to get higher English achievement to the eight graders of SMPN 15 Malang.

1.5. Scope and Limitation

The scope of this research is investigating the Cooperative Learning technique to teach English in a junior high school. It becomes an independent variable which controls the students’ English achievement.

Meanwhile, the limitation of this research is the students of grade VIII SMPN 15 Malang, academic year 2009/2010, whose teaching and learning activities are generated through small working groups – as one of the types of Cooperative Learning. This research measures students’ achievement in the form of scores.

1.6.Significances of The Study

1. Practical Significance a. Teachers

This classroom-action research is expected to provide visions and considerations to the English teachers about English language teaching. Its conclusions hopefully present fruitful results that potentially help teachers in generating suitable cooperative learning. Thus, warm learning atmosphere that fits Indonesian junior high school models possibly be gained and increasing both students’ motivation and achievement in learning a foreign language.

b. Students and Learners

This classroom-action research is expected to be an additional knowledge for English learners about the relationship among their social interaction, learning community, and language learning achievement in the form of scores. English learners, hopefully, will be able to use English as their mean of communication – at least in a small learning community – by identifying strengths and flaws themselves.

c. Education Practicioners

Education practicioners, in this case, are education experts, government staff, and their educational policies. These elements will picture the advantages of language learning and apply its results in the real life; they are expected to support language

education in Indonesia. Therefore, the learned language can be optimally employed by the learners if they are given both place and chance.

d. Next Researchers

It is suggested that the next researches will be willing to conduct researches related to the students’ social behavior (related to working group) and the impacts toward their learning achievement. Both language and social life, in this case, is reciprocal since language is employed in students’ learning environment; and their learning environment potentially impacts their language learning achievement as well.

2. Theoretical Significance

The findings and discussions of this research will theoretically contribute to the classroom working group principles. This classroom-scale theory explains about suitable language teaching for junior high school students based on the research had been done, whether or not the working group members formation affects students’ English achievement.

1.7.Definition of Key Terms

Related to this research, some terms employed need to be specified to avoid misconceptions; they are as follows:

1. Classroom-Action Research (CAR)

CAR is a small-scale intervension in the functioning of the real condition and a close examination of the effects of such intervension.

2. Cooperative Learning

Cooperative learning is the instructional use of small groups, so that students work together to maximize their own and each other’s learning. It produces higher achievement, more positive students’ relationships, and healthier psychological adjustment compared to competitive or individualistic experiences.

3. English Achievement

English achievement is defined as a scoring based on the performance-based assessment in the forms of conversation, writing, open responses, combination of listening and speaking skills, group performance, and other interaction forms.

4. Working Group

Working groups are temporary clusterings of students within a single class session. It can be initiated by asking students to turn to a neighbor and discussing a question the teacher has posed; forming groups of three to five to solve a problem or pose a question; or organizing informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace.

students’ average score which was only 54.65 from the scale of 100 (appendix 1) on their individual tasks. The students shared slight distinction in percentage that 51% of them was below average, and 49% of them was above the average; showing that the language learning was not succesful enough. In regards to this problem, the witer is interested to generate new learning strategy to improve the students’ scores. Davis (1993) states that students learn best when they are actively involved in the process, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Thus, the researcher assumes that working groups potentially make all of the students be involved in the classroom learning process, which also may foster their English achievement in the form of scores.

Nevertheless, there are two distinct ideas about working group. The idea stated by Ormrod (2000) clarifies that teachers are better to choose group membership based on which students are likely to work effectively with one another. Students feel like they have known each individual that leads them to a communicative atmosphere, which hopefully fosters their scores and achievements in group tasks. Otherwise, Richards and Lockhart (1994) claim what happened when the teacher gave the authority to the students in choosing their group partners themselves: a few groups would finish early and would just sit quietly doing nothing until the other groups had finished and the teacher gave directions for the next activity. While in contrast, this activity took some other groups longer to move on the next activity. Teachers, in this case, have the

authority to arrange the working group’s format in order to improve the students’ achievement in learning a foreign language.

This phenomenon becomes the reason why the researcher is interested in doing this research; she wanted to find the best way in teaching interactive English through working groups that suit classroom learning atmosphere. The researcher wants to create conducive learning atmosphere which enables teacher to control the class, and students feel free to explore the usage of the learned language. The importance of this research relies on the results that show different English achievements gained by students who work in different working groups. Based on the background above, the researcher would like to investigate the effect of two distinct working group activities in a thesis entitled “The Effectiveness of Cooperative Learning by Using Working Groups Strategy to Improve Students’ English Achievement in SMPN 15 Malang”.This research discusses the way of improving students’ English achievement through a classroom-action research limited into two cycles.

1.2. Statements of the Problems

Based on the background above, the identified problems are:

1. Do working groups show students’ better cooperation in doing English tasks to the eight graders of SMPN 15 Malang?

2. Do working groups help students to get higher English achievement to the eight graders of SMPN 15 Malang?

1.3. Purposes of the Study

Based on the problem above, the purposes of this study are:

1. To know whether working groups show students’ better cooperation in doing English tasks to the eight graders of SMPN 15 Malang.

2. To know whether working groups help students to get higher English achievement to the eight graders of SMPN 15 Malang.

1.4.Hypotheses

The hypotheses of this classroom-action research are:

1. Cooperative Learning through working groups show students’ better cooperation in doing English tasks to the eight graders of SMPN 15 Malang.

2. Cooperative Learning through working groups help students to get higher English achievement to the eight graders of SMPN 15 Malang.

1.5. Scope and Limitation

The scope of this research is investigating the Cooperative Learning technique to teach English in a junior high school. It becomes an independent variable which controls the students’ English achievement.

Meanwhile, the limitation of this research is the students of grade VIII SMPN 15 Malang, academic year 2009/2010, whose teaching and learning activities are generated through small working groups – as one of the types of Cooperative Learning. This research measures students’ achievement in the form of scores.

1.6.Significances of The Study 1. Practical Significance

a. Teachers

This classroom-action research is expected to provide visions and considerations to the English teachers about English language teaching. Its conclusions hopefully present fruitful results that potentially help teachers in generating suitable cooperative learning. Thus, warm learning atmosphere that fits Indonesian junior high school models possibly be gained and increasing both students’ motivation and achievement in learning a foreign language.

b. Students and Learners

This classroom-action research is expected to be an additional knowledge for English learners about the relationship among their social interaction, learning community, and language learning achievement in the form of scores. English learners, hopefully, will be able to use English as their mean of communication – at least in a small learning community – by identifying strengths and flaws themselves.

c. Education Practicioners

Education practicioners, in this case, are education experts, government staff, and their educational policies. These elements will picture the advantages of language learning and apply its results in the real life; they are expected to support language

education in Indonesia. Therefore, the learned language can be optimally employed by the learners if they are given both place and chance.

d. Next Researchers

It is suggested that the next researches will be willing to conduct researches related to the students’ social behavior (related to working group) and the impacts toward their learning achievement. Both language and social life, in this case, is reciprocal since language is employed in students’ learning environment; and their learning environment potentially impacts their language learning achievement as well.

2. Theoretical Significance

The findings and discussions of this research will theoretically contribute to the classroom working group principles. This classroom-scale theory explains about suitable language teaching for junior high school students based on the research had been done, whether or not the working group members formation affects students’ English achievement.

1.7.Definition of Key Terms

Related to this research, some terms employed need to be specified to avoid misconceptions; they are as follows:

1. Classroom-Action Research (CAR)

CAR is a small-scale intervension in the functioning of the real condition and a close examination of the effects of such intervension.

2. Cooperative Learning

Cooperative learning is the instructional use of small groups, so that students work together to maximize their own and each other’s learning. It produces higher achievement, more positive students’ relationships, and healthier psychological adjustment compared to competitive or individualistic experiences.

3. English Achievement

English achievement is defined as a scoring based on the performance-based assessment in the forms of conversation, writing, open responses, combination of listening and speaking skills, group performance, and other interaction forms.

4. Working Group

Working groups are temporary clusterings of students within a single class session. It can be initiated by asking students to turn to a neighbor and discussing a question the teacher has posed; forming groups of three to five to solve a problem or pose a question; or organizing informal groups at any time in a class of any size to check on students' understanding of the material, to give students an opportunity to apply what they are learning, or to provide a change of pace.