ANALYZING THE ASPECTS OF COLLABORATIVE LEARNING IN THE IMPLEMENTATION OF 2013 CURRICULUM

ABSTRACT

ANALYZING THE ASPECTS OF COLLABORATIVE LEARNING IN THE IMPLEMENTATION OF THE 2013 CURRICULUM AT SEVENTH

GRADE OF SMPN 2 BANDAR LAMPUNG

By

INDAH NURHASANAH

The objectives of the research are to observe (1) how far the collaborative learning techniques are implemented in the application of the 2013 curriculum, (2) which aspects of collaborative learning is emphasized the most, (3) which technique of collaborative learning that is mostly used, (4) what difficulties are found by the teacher.

This research employed descriptive qualitative method. The research was conducted at SMPN 2 Bandar Lampung at class 7-8. The instruments of the research are observation, questionnaire and interview. The research was done by observing the class using observation sheet, giving the questionnaires to the students regarding collaborative learning and giving interviews to two English teachers.

The results of the research show that (1) the collaborative learning class was implemented around 81.11% and the teacher also implemented the scientific approach, (2) the characteristic that appeared the most was the supportive interaction, with 83.33%, (3) the problem-solving technique was implemented the most during the learning process, (4) the teachers’ difficulties were, there were still some students who did the activity passively and bina lingkungan students who did not have the basic English like other students.

The finding shows that the collaborative learning technique in the implementation of the 2013 curriculum enabled the students to be more active. Moreover, the researcher suggests the teacher to use interesting media to support the collaborative learning class. Although the technique enables the students to be more active, there will be some students who are passive, so the teacher should be more attentive towards them and encourage them to be more active in the class.

ANALYZING THE ASPECTS OF COLLABORATIVE LEARNING IN THE IMPLEMENTATION OF THE 2013 CURRICULUM AT SEVENTH GRADE OF

SMPN 2 BANDAR LAMPUNG (A Script)

By

Indah Nurhasanah

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2014

ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin, the writer would like to acknowledge her endless gratitude to the Most Gracious and the Most Merciful, Allah SWT who gives countless bless throughout the writer’s life and also enables the writer to finish her script entitled; Analyzing the Aspects of Collaborative Learning in the Implementation of the 2013 Curriculum at the Seventh Grade Students of SMP Negeri 2 bandar Lampung. Shalawat and salaam to the greatest person ever lived, Prophet Muhammad SAW and his family.

The writer is eager to present her countless gratitude to the people who had supported her throughout her life and especially in finishing this script. Thus, the writer wants to express her sincere respect and gratitude to:

1. The writer’s first advisor, Hery Yufrizal, M.A., Ph.D., for his advices, suggestions, encouragement and guidance in finishing this script.

2. The writer’s second advisor, Dr. Ari Nurweni, M.A., for her kindness, patience, corrections, supports and valuable advices in helping the writer to improve this script to be better.

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3. Dr. Muhammad Sukirlan, S.Pd., M.A., as the examiner, for his kindness and critical suggestions to the script, thus his contribution enabled the writer to finish the script with better quality.

4. Dr. Muhammad Fuad, M.Hum, as the Chairperson of Language and Art Eduaction Department for his contribution and attention.

5. All lecturers of English Education Study Program who have contributed their guidance in accomplishing this script.

6. Mrs. Sri Harti, S.Pd., the English teacher of SMP Negeri 2 Bandar Lampung, for the permission to conduct the research in her class and also for her gracious help in finishing the research.

7. The writer’s beloved parents, Abi and Ummi, for their endless love, supports and prayers, thus enabled the writer to accomplish everything in life.

8. The writer’s beloved sisters and brother, Intan Nuraini, Ahmad Muchlis Habibi and Syifa Khoirunnisa, for the supports, laugh, bickering, and love you have given.

9. The writer’s beloved best friends, Lili Suryani, Yeni Marlia, Puspa Aprilia Ningtyas, Logi Bellamari Puspita, Shirtha El Rusyda, Yulia Agustiara Putri, Maulini Rizki, Ria Sukanti Effendi, Aria Susanti, for your supports, encouragement, amazing friendship, experiences, and much other amazing things.

10. The writer’s research companion, Deci Fajrianti, Naili Adila Hamhij and Fitri Wulansari, for the encouragements, experience, great ideas and helps.

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11. The writer’s colleagues in English Department 2010, Adestamia Lambung Negara, Resti Febtrina, Kartika Wulandari, Rima Mauli AD and other colleagues in English Department 2010

12. The writer’s brothers and sisters at KKNK-T 2013. Opi, Puspa, Nira, Cece, Nope, Tina, Afni, Oyo, Boy, and Iqbal. Thank you very much for the great experiences, adventures, laugh, tears and amazing brotherhood.

Finally, the writer realizes that this script is still far from perfection. Thus, comments, critics and suggestions will be openly appreciated for the better research. The writer hopes that this research would be a positive contribution to the educational development, the readers, and the other researcher.

Bandar Lampung, 21 November 2014 The Writer,

CURRICULUM VITAE

The writer, Indah Nurhasanah, was born in Bandar Lampung, November 16th_{, 1992.} She is the second daughter of Drs. Ibnu Hisyam and Badiah, S.Pd., M.Pd. She has two sisters and one brother.

The writer started her study from kindergarten at TQ Qurrota A’yun Darul Hikmah Bandar Lampung from 1996 and graduated in 1998. She studied in elementary school at SD Al-Azhar 2 Bandar Lampung from 1998 to 2004. In the same year, she continued her study at SMP Negeri 8 Bandar Lampung and graduated in 2007. Then, she entered SMA Muhammadiyah 2 Bandar Lampung and graduated in 2010.

After finishing her high school studies in 2010, she continued her study at the Teacher Training and Education Faculty of Lampung University, Arts and Language Education Department at English Education Study Program. She carried on Kuliah Kerja Nyata Kependidikan – Terintegrasi (KKNK-T) at SMP Negeri 2 Sumberjaya, South Lampung and did the research at SMP Negeri 2 Bandar Lampung.

DEDICATION

In the name of Allah SWT, the beneficent and merciful This script is dedicated to:

My beloved Abi and Ummi

Drs. Ibnu Hisyam and Badiah, S.Pd., M.Pd. My beloved brother and sisters

Habib, Mba Intan, Syifa My Almamater, Lampung University

LIST OF APPENDICES

Appendices

1. Field Note as the Observation Guideline ... 66

2. Observation Checklist ... 67

3. Collaborative Characteristics ... 69

4. Students Questionnaire ... 70

5. Interview ... 73

6. Sample ... 76

LIST OF TABLES

Table

1. Characteristic of Collaborative Learning ... 12

2. Discussion Techniques ... 15

3. Reciprocal Teaching Techniques ... 16

4. Problem Solving Techniques ... 16

5. Graphic Information Techniques ... 17

6. Writing Focused Techniques ... 18

7. Observation Checklist ... 33

8. Observation of Characteristics ... 34

9. Field-note Observation Checklist ... 35

10. Collaborative Learning Process ... 41

MOTTO

“Recites in the name of your Lord who create, Created man from a clinging substance. Recite, and your Lord is the Most Generous, Who taught you by the pen,

Taught man that which he knew not.”

(Al-‘Alaq: 1-5)

“The strong person is not the one who can wrestle someone else down. The strong

person is the one who can control himself when he is angry.” (Bukhari and Muslim)

TABLE OF CONTENTS

ABSTRACT ... i

CURRICULUM VITAE ... ii

MOTTO ... iii

DEDICATION ... iv

ACKNOWLEDGEMENTS ... v

TABLE OF CONTENTS ... viii

LIST OF FIGURES ... x

LIST OF APPENDICES ... xi

I. INTRODUCTION 1.1 Background ... 1

1.2 Formulation ... 4

1.3 Objectives ... 4

1.4 Uses ... 5

1.5 Scope ... 5

1.6 Definition of Terms ... 6

II. LITERATURE REVIEW 2.1 Concept of Language Learning Strategies ... 7

2.2 Concept of Collaborative Learning ... 10

2.2.1 Characteristic of Collaborative Learning ... 12

2.2.2 The Role in Collaborative Learning ... 14

2.2.3 The Techniques of Collaborative Learning ... 15

2.2.4 The Examples of Collaborative Learning ... 19

2.3 Advantages and Disadvantages of Collaborative Learning ... 20

2.4 The 2013 Curriculum ... 21

2.4.1 The Factors of the 2013 Curriculum ... 22

2.4.2 Characteristic of the 2013 Curriculum ... 22

2.4.3 Learning Aspects of the 2013 Curriculum ... 23

2.4.4 Learning Approach of the 2013 Curriculum ... 25

2.4.5 Assessment of the 2013 Curriculum ... 26

III. RESEARCH METHOD 3.1 Research Design ... 29

3.2 Subject of the Research ... 29

3.3 Types of Data ... 30

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3.5 Research Procedures ... 31

3.6 Reliability and Validity ... 32

3.7 Instrument of the Research ... 33

3.8 Data Analysis ... 36

IV. RESULTS AND DISCUSSIONS 4.1.Results ... 38

4.2 Discussions ... 51

V. CONCLUSIONS AND SUGGESTIONS 5.1 Coclusions ... 61

5.2 Sugestions ... 62

REFERENCES ... 63

I.

INTRODUCTION

This chapter mainly discusses about an analysis on how the aspects of collaborative learning are used in the implementation of 2013 curriculum at SMP. The chapter consists of the background, problems, objectives, uses, and definition of terms.

1.1. Background

Learning is a process of behavioral modification especially through experience and practice (Sagala, 2010). There are some ways of learning; they are autonomous learning and collaborative learning. Autonomous learning happens when the students learn by and depend on themselves. While the main focus of this script is collaborative learning which refers to how the students learn together as pair, a small group or a big group. Baker (1999) says that collaborative tasks involve interaction between multiple participants who need to maintain some degree of mutual understanding.

In addition, Gokhale (1995) says that collaborative learning refers to an instruction method in which students at various performance levels work together in small groups toward a common goal. Thus, we can assume that basically collaborative learning is not simply about pair work or group work, but also about

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how the students who are involved in the group can have mutual understanding about a subject thus make them also have a common goal.

Based on UU No. 20 Year of 2003 about the National Education System, curriculum is a set of plan and setting about purpose, content, and learning material and also the technique that is used as an orientation in learning process to attain certain educational purpose. Based on that definition, there are two dimensions of curriculum. The first one is concerning with purpose, content, and learning material, and the second one is the technique used in the learning process. Curriculum 2013 that is applied since the academic year of 2013/2014 fulfills those two dimension.

Curriculum 2013 is developed based on several factors, such as internal deviances, external deviances, mindset improvement, strengthening the curriculum regulation and strengthening the material. The internal deviances mostly concerns on this country’s learning standard and also on the development of people’s population. The external deviances concern on the globalization, technology and information, creative industry and culture, and the development of our education internationally.

Mindset improvement generally concerns in many things, but in this research, it focuses on passive learning pattern that turn into active and critical learning, and independent learning into team-based learning. In addition, the last two factors are strengthening the curriculum regulation and strengthening the material. They

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concern on completion towards the curriculum regulation and deepening and broadening the material.

The structure of 2013 curriculum consists of the core competency and the basic competency. The research concerns more on the core competency, which consists of four core competencies. The first core competency is concerning spiritual attitude, the second one is social attitude, the third one is knowledge, and the last one is skill.

Thus, the researcher wants to know why the 2013 curriculum emphasizes more on the team-based learning pattern. As team-based means a group-work and it has relation to collaborative learning, it means that collaborative learning has an important role in the implementation of 2013 curriculum. As collaborative learning concerns not only on the knowledge of the students but also their social behavior, this research concerns on the second and third main competency, which are social behavior and knowledge main competency.

Based on those explanations, the researcher wondered why collaborative learning is emphasized more in the 2013 curriculum and whether or not English syllabus of 2013 curriculum, which was just implemented for the first time, is implemented properly in accordance with the regulation of 2013 curriculum. Thus the researcher chose SMPN 2 Bandar Lampung because SMPN 2 Bandar Lampung is one of the schools that has already implemented 2013 curriculum in Bandar Lampung.

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1.2. Research Problems

In line with the background of the research, the research problems can be formulated as follows:

1. How far is the collaborative learning techniques implemented in the application of 2013 curriculum at seventh grade students of SMP Negeri 2 Bandar Lampung?

2. What are characteristics of collaborative learning that mostly appeared during the learning process?

3. Which technique of collaborative learning is mostly used during the learning process?

4. What are the difficulties that the teacher found during the application of collaborative learning?

1.3. Objectives

The objectives of this research are:

1. To find out how far the collaborative learning techniques are implemented in the application of the 2013 curriculum at the seventh grade students of SMP Negeri 2 Bandar Lampung.

2. To find out which collaborative learning characteristic emphasized the most during the learning process.

3. To find out which techniques of collaborative learning are used during the learning process.

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4. To find out the difficulties that the teacher found during the application of collaborative learning.

1.4. Uses

The findings of this research are expected to give valuable contributions to the followings:

1. As information to the readers about the collaborative learning in 2013 curriculum English Syllabus and how it was implemented in its first time at junior high school students covering which characteristics and techniques mostly used in the learning process.

2. As information to the readers about teacher’s problem during the implementation of collaborative learning in 2013 curriculum English Syllabus and how the teacher overcomes the problem.

Furthermore, the result would practically be used as the consideration for schools and each education authority in developing the content of 2013 curriculum in junior high school, particularly the collaborative learning.

1.5. Scope

This research was qualitative research. It was conducted at SMP Negeri 2 Bandar Lampung. The subject of the research was the seventh grade students, class VII 8. They were recruited based on the teacher’s recommendation. The researcher concentrated in observing whether the learning process in the implementation of the 2013 curriculum used collaborative learning or not. If it is used in the learning process, the researcher wants to know the aspects or characteristics of

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collaborative learning that are related to the learning process and are emphasized the most during the learning process. At first, the researcher observed the class based on the video recording. And then, the researcher gave questionnaires to the students in order to identify their opinions and responses about collaborative learning class. After that, the researcher interviewed two teachers who handled the seventh grade students to ask about their point of views on the newest curriculum and the problem of implementing collaborative learning in the learning process.

1.6. Definition of Terms 1. Collaborative Learning

Collaborative learning is learning process involving the use of small groups that make it possible for the students to work together to maximize their own learning and each other learning, Johnson and Johnson (2012).

2. Curriculum 2013

Curriculum 2013 is a set of plan and setting about purpose, content, and learning material and also the technique that is used as an orientation in learning process to attain certain education purpose which has the purpose to prepare Indonesian people to be faithful, productive, creative, innovative, and able to give contributions to the society, and the world civilization, Pemendikbud (2013).

II. LITERATURE REVIEW

Chapter two discusses things related to theoretical points: concept of language learning strategies, concept of collaborative, concept of collaborative learning, advantages and disadvantages collaborative learning, 2013 curriculum, and procedure of the analysis. The literature review is presented in the following points.

2.1. Concept of Language Learning Strategies

Learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000). In the implementation, learning is an individual activity to acquire knowledge, behavior and skill by processing the learning material. To acquire the point and learning message, someone uses skills on these domain, (1) cognitive, which concerns of knowledge, reason, comprehension, implementation, analysis, synthesis, and evaluation, (2) affective, which concerns of the feeling, emotion, and different reactions with some acceptance, participation, behavior judgment, organization, and life pattern establishment, and the last is (3) psychomotor, which concerns of body skill, consist of perception, readiness, organized move, common move, complex move, adjustment of the movement, and creativity. By

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learning from this domain, Jersild, as cited in Sagala (2010) says that learning is a modification of behavior through experience and learning.

Furthermore, method is also a very important part in learning process. Method is a facility which delivers learning material to reach the aim. Teaching without a method will render the teachers themselves to reach the learning purpose. Many experiences prove that one of the reasons why there is a learning failure is because of choosing the wrong method, (Fathurrohman, 2007). Additionally, based on Sagala (2010), there are several methods in the learning process; speech, question-answer, discussion, demonstration, socio-drama, field trip, group work, practice, giving assignment, and experiment. As group work is one of the methods that is recommended in the learning process, the researcher believe that group work is able to make the class more interesting and it can facilitate the teacher in reaching the learning purpose.

In language learning, method is procedural in which it is a whole plan in the language presentation orderly and correct, and there are no contradictive parts and all section is based on the chosen approach. While method is procedural, strategy has the actual role in the classroom. It is an innovation that is used to complete the purpose (Tarigan, 1991). The strategy should be consistent with the method, so that should also do with the approach (Anthony 1963; Allen and Campbell 1972 cited in Tarigan 1991).

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In addition, Chamot and O’malley (1990) say, there are three types of second language learning strategies, they are:

1. Metacognitive Strategy

It is a higher level of executive skill which will need planning, monitoring, or evaluating on the success of a learning activity.

2. Cognitive Strategy

Mayer (1986) cited in Tarigan (1991) suggests that this strategy can be divided into three group, they are: re-done process, organization process and elaboration process.

3. Social Strategy

It describes about how an interaction between one another and also ideational control towards the effect.

a.Group work, which is work together with friends to solve a problem, accumulate information, checking notes, or give and take feedback on the learning activity.

b.Questioning for explanation or acquiring explanation.

c.Talking to themselves, or use the mental control to make yourself believe that the learning activity will work and to reduce the worry of doing assignment.

Based on the explanation above, the researcher believes that there is a correlation between the language learning strategies and collaborative learning. It was mentioned above that group work (collaborative learning) belongs to social strategy in the language learning strategy, thus collaborative learning is one of the strategies that can be used to teach language, particularly in this situation is

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English, so we can assume that the implementation of collaborative learning in the learning process will broaden students’ knowledge.

2.2. Collaborative Learning

Collaborative means a person do something together with other people. The word is basically come from collaborate, which means working with each other in doing a task and achieving a shared goal. In addition, Johnson and Johnson (2012) say that collaboration means working together in small groups and ensuring every member of the group to master the material. Collaboration can be done in a pair works or in a group work.

Johnson and Johnson (2012) say that in every class, the teacher should be encouraged to make the learning material more interesting, so that the students will:

1. Struggle between win-lose to see who is the best (competition)

2. Work individually and independently based on their own learning purpose with their own skill level to reach the superiority criteria (individualism) 3. Work together in small groups, to make sure that all students master the

given material (collaboration/cooperation)

From the explanation above, we can assume that one of the ways to empower the students’competency is through collaboration.

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Collaborative learning happens when a person works together with his/her partner or when he/she works together in a group, small or big. Barkley (2012), states that collaborative learning is a social product which comes from the mutual understanding between people who have the same knowledge. It is also added by Matthew (1996) cited in Barkley (2012) who says that collaborative learning can happen if the learner and the teacher work together to create comprehension. It is a pedagogy that centered in the assumption that human being is always creating meaning together and that process always broadens their knowledge. Based on the definition above, we can assume that collaborative learning comes from the social construction among people and it is a process to create and broaden our knowledge.

Additionally,collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, meanings, or creating a product. Collaborative learning activities vary widely, but mostly center on students’ exploration or application of the course material, not simply the teacher’s presentation or explication of it (MacGregor and Smith, 1992).

Based on Johnson and Johnson (2012), the idea of collaborative learning is quite simple. The first step is always giving material, and then the class is divided into small groups. After that, each group should do the assignment given until all member of the group successfully acquire the material and finish the assignment. This kind of work will make the students try hard to give advantages to each

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other, thus every single person of the group will get the advantage of their own effort.

2.2.1. Characteristics of Collaborative Learning

Johnson and Johnson (2012) say that there are a lot of things to do in collaborative learning than just making the students seat together. It does not mean they will automatically work together if they are seated together, it can also cause competition inside the group. In order to make the students work cooperatively, there are several characteristics that should be understood to make the group work successfully. There are several essential characteristics that will affect whether the group work will run successfully or not (Johnson and Johnson, 2012:5). Take a look at figure.1.

Figure.1. Components of Collaborative Learning

1. Positive Interdependence (Participation)

This will be structured properly if each member of the group sees that he or she is connected to each other, thus a member cannot be successful unless all of them is successful. The students should realize that the efforts of all members will be useful not only for them individually but also for all the

Positive

Interdependence

Supportive

Interaction

Individual

Accountability

Interpersonal

and Small-group

Skills

Group

Processing

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members. Individual concern of each member towards others’ accomplishment will enable them to share their power, help each other and support each others’ efforts, thus it will create mutual support. This is the main idea of collaborative learning.

2. Supportive Interaction

If the teacher has already built in the positive interdependence, then the teacher continue to maximize the students’ opportunity to encourage each other to gain success by helping, supporting, and appreciating each other’s effort. Supportive interaction itself explains on how we solve the problem, discuss the meaning of the concepts that is learned, share the knowledge to others, and relate nowadays learning with past learning.

3. Individual Accountability

The students learn and work together in order to show a better performance as an individual. Individual’s responsibility will appear when the effort of each member of the group is judged and the result is given back to them. It ensures that all members of the group know which one in need of help, support, and bigger motivation to solve the problem and realize that they cannot just “cheat” others’ works.

4. Interpersonal and Small-group Skills (Collaborative Skills)

The students need to learn the academic assignment and also small group skills so that they will be useful in a team-work. Leadership, decision making, trusty building, communication, and conflict management should be taught accordingly with the academic skills. Soller (2001) says, in social grounding the students should take turns in questioning, clarifying, and rewording their

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peers’ comments to ensure their own understanding of the team’s interpretation of the problem and the proposed solutions. The focuses of interpersonal and small group skills are, (1) forming skills, (2) functioning skill, (3) discussion skill, and (4) working skill (Ferrer, 2004).

5. Group Processing (Feedback)

Group processing happens when all members of the group discuss about how good they accomplish their goal and how good they keep their relationship. The group needs to describe which action of the member that helps them in deciding on what kind of behavior that needs to be made.

Based on those five characteristics, we can see that the real skill which is needed in collaborative learning is how to combine and arrange these characteristics into many kinds of activities (Johnson and Johnson, 2012).

2.2.2.The Role in Collaborative Learning

Johnson and Johnson (1991) cited in Muijs and Reynolds (2008) suggest several roles that can be given to the students in the group work, they are:

1. The summarizer, the one that will prepare the presentation in front of the class and summarize the conclusions that appears in order to see whether all member of the group agreed or not.

2. The researcher, the one who gathers background information and find out whether there is additional information that is needed to solve the assignment.

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3. The checker, the one who confirms whether the facts that is going to be used is proper or not and whether the group is ready to answer if the teacher ask questions or not.

4. The runner, the one who tries to find other sources that is needed to solve the assignment (example: dictionary).

5. The observer, the one that takes notes and records the group process that can be used throughout the debriefing after the work.

6. The recorder, the one who writes down the group main outputs, and combines the result of other group.

2.2.3.The Techniques of Collaborative Learning

According to Barkley and Cross (2012), there are several kinds of techniques in teaching through collaborative learning, they are as follows:

1.Discussion Techniques

Technique Advantage Aim

Think-pair-share

Thinking individually for several minutes, and then discuss and compare others’ responds prior to share it to the whole class.

Preparing the students to effectively participate in the class discussion.

Round Robin Bringing up the opinion and speaks orderly from one student to other student.

Forming a suggestion and ensure all students to participate.

Buzz Group Discussing the questions that are related to the learning process informally in a small group.

Gathering many information and opinion spontaneously for the preparation and developing the class discussion.

Talking Chips Participating in the group discussion and collect a sign every time they speak.

Ensuring the common participation

Three-step interview

Interviewing each other and report what they have

Helping the students relate and develop the

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learned to others. communication skill. Critical

Debates

Assuming and proving one side of a problem that is contrary to their individual point of view

Developing critical thinking skill and motivate the students to argue against their own assumption. Figure.2. (Barkley and Cross, 2012)

2.Reciprocal Teaching Techniques

Technique Use Aim

Note-taking pairs

Gathering information of their notes to make a more developed notes

Helping the students acquire the missed-information and correct their notes and learn to be a better writer.

Learning Cell Asking self-made questions toward each other concerning the material given.

Involving the students to be active and consider the content that will motivate them to go against each other to reach a deeper understanding.

Fishbowl Forming a concentric circle with a smaller group to discuss and the bigger group to listen and observe.

Giving a chance to the students to create a model or observe the process in the group in the discussion. Role Play Assuming different

identities and running a scenario.

Involving the students in a creative activity that will be able to help them “learning by doing”.

Jigsaw Building a knowledge concerning the given topic that is then given to others.

Motivating the students to learn and process enough information to tell it again to their friends.

Test-taking teams

Preparing a test with a group work, doing it individually, and then do it again together.

Helping the students to judge and increase their understanding toward the material while telling each other’s strategies following the test.

Figure.3. (Barkley and Cross, 2012)

3.Problem Solving Techniques

Technique Use Aim

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pair problem solving

their reasoning to their friends.

process than the result and help the students identify logical mistakes and process.

Send-a-problem

Trying to solve a problem together and then continuing those problems and solutions to other group that will do the same way later; the last group will evaluate all those solutions.

Helping the students practice on thinking as a group that will be needed in solving the problem effectively and comparing and differentiating various kind of given solutions. Case study Resolving a paper about

real-life scenario and develop a solution for the dilemma that is the main focus on this problem.

Focusing on principals and abstract theories relevantly based on the students.

Structured problem solving

Following a structural format to solve a problem

Sharing the problem solving processes into several steps, thus the students will not feel tired and will eventually learn to identify, analyze, and solve the problem chronologically. Analytic

teams

Assuming specific roles and assignments to be shown and done while reading, listening, or watching a video critically.

Helping the students to understand the differences between activities that will create an analytical analysis. Group

investigation

Planning, doing and reporting deeply about the research projects.

Teaching the students the research procedure and help them deeply acquiring knowledge about certain area.

Figure.4. (Barkley and Cross, 2012) 4.Graphic Information Techniques

Technique Use Aim

Affinity grouping

Digging an idea, identifying common themes, and then sorting and running those ideas properly.

Helping the students on explaining a complicated topic, identifying and classifying main sections. Group rid Giving information gap and

ask the students to place them on an empty cells of a lattice that appropriate with

Clarifying conceptual categories and build various skill in sorting.

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the rubric category.

Teams matrix Differentiating between some concepts that is almost equal to noticing and marking whether there is determinant figure on the picture.

Showing the differences between concepts which have tight bounding towards each other.

Sequences chains

Analyzing and describing a series of events, actions, roles, or decisions.

Understanding the processes and a series of chronologies and also administering information coherently and chronologically.

Word web Making an idea list that relate to each other and then manage it into a graphic, identifying the connection through describing lines to show the connection.

Finding and showing connection, as in a map, it can show us the aim and also the place and look in the entire way.

Figure.5. (Barkley and Cross, 2012)

5.Writing-focused Techniques

Technique Use Aim

Dialogue Journals

Noting their thought in a journal that will be shared to their friends to get a comment or question.

Connecting the subject activity with students’ real -life and interacting towards each other.

Round Table Responds in turn by writing one or two words, phrase, or sentence before collecting the whole article.

Practicing writing informally and make a written idea’s note.

Dyadic Essays Writing down essay questions and each other answers model, sharing question, and after responding, comparing their answer with the answers model.

Identifying the most important feature of a learning activity, formulating and answering questions concerning the activity.

Peer Editing Reviewing and giving feedback critically towards their friend’ essay, report, argument, research article, or any other writing assignment.

Developing the critical editing skill and giving constructive critics towards each other in order to complete prior article before collecting it to get a score. Collaborative Writing a formal article Learning and doing steps of

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Writing together. writing effectively

Team Anthologies

Making a compilation of literature works that related to the subject with the reaction of students towards the subject.

Experiencing a research process without writing a formal research.

Paper Seminar Writing and then presenting an original article,

Involving the students in the discussion of their research and focusing on the students individually and giving feedback to appreciate their work.

Figure.6. (Barkley and Cross, 2012)

2.2.4.The Examples

According to Muijs and Reynolds (2008), one of the examples of the implementation of small-group collaborative is jigsaw technique (puzzle). It is developed by Aronson and friends in the 1970s, where the whole material can be easily instructed. It is worked by dividing the class into several groups. Each group consists of five or six students. Each student is given certain issues to be learned. Then, the students begin to learn their own topic, and then they meet up with the students of other groups who learn the same topic. This will ensure that the increase of the quality of the information that is found by the students of any group will increase. They will also learn to do a presentation with other students who discuss another topic.

After the whole process, the students should go back to their old group and present their findings to their own group. All of the jigsaw pieces will complete the whole assignment that is given to that group, thus each student should cooperate and depends on each other. This kind of technique will be able to

20

develop the emphatic and listening skills and also shows positive academic results.

2.3. Advantages and Disadvantages of Collaborative Learning

Collaborative learning concerns on how people interact in a pair or group in order to have a shared goal. Thus, we can assume that there will be many social interactions between the members of the group. If we talk about social interaction, there will be some issues happened. We can assume that the issues are the advantages and disadvantages of collaborative learning. The first one is the advantages of collaborative learning. These are the advantages of collaborative learning, (cites in Curtin Teaching and Learning)

1. Engage in subject specific discussions with peers.

2. Learn how to work cooperatively and support each other.

3. Develop effective teamwork and communication (including interpersonal and cross cultural awareness) skills.

4. Assimilate multiple views to deepen knowledge and promote critical thinking. 5. Foster individual accountability to the team.

6. Develop independent learning strategies. 7. Structure out-of-class learning.

8. Mitigate learner isolation.

Totten, Sills, Digby & Russ (1989) cited in Gokhale (1995) also add the fact that students are actively exchanging, debating and negotiating ideas within their groups, increases students’ interest in learning. Importantly, by engaging in

21

discussion and taking responsibility for their learning, the students are encouraged to be critical thinkers. Muijs and Reynolds (2008) say that the main advantage of collaborative learning isto develop students’ cooperative aspects. The first one is giving contribution in developing students’ social skills. The second one is helping the students to develop their emphatic skill by giving them the opportunity to see the others’ point of view. And the last is making them try to find a solution for a problem in the group and also increasing other skills, such as the need to accommodate to theothers’ point of view.

The advantages are usually followed by some disadvantages. According to Muijs and Reynolds (2008), there are several disadvantages that might appear in collaborative learning. The first one is, it does not really develop the students’ autonomic learning and the addiction towards the dominant member of the group. Besides, the small group work can easily produce a free-rider effect where certain members do not give any positive contribution to the group and only depend on others’ work. The next is the misconception that might happen between the members. It can also spend a lot more time compare to individual work. Lastly, it cannot be too useful in teaching basic skills where automaticity and over-learning are the most important.

2.4.2013 Curriculum

Based on UU No. 20 Year of 2003 about National Education System, curriculum is a set of plan and setting about purpose, content, and learning material and also the technique that is used as an orientation in learning process to attain certain

22

education purpose. Based on the definition above, there are two dimensions of curriculum. The first one is concerning on purpose, content, and learning material. The second one is the technique which is used in learning process. Curriculum 2013 that is applied since the academic year of 2013/2014 fulfills those two dimensions.

2.4.1. The Factors of the 2013 Curriculum

The purpose of the 2013 curriculum is preparing Indonesian people to be faithful, productive, creative, innovative, and able to give contributions to the society, and the world civilization. The 2013 curriculum itself is developed based on several factors, such as, internal deviances, external deviances, mindset improvement, strengthening the curriculum regulation and strengthening the material. The internal deviances are mostly concern on this country’s learning standard and also on the development of Indonesian people. The external deviances concerns on the globalization, technology and information, creative industry and culture, and the development of our education internationally.

2.4.2. Characteristic of 2013 Curriculum

The 2013 curriculum is designed with these characteristic below:

1. Developing the balance between the development of spiritual and social attitude, curiosity, creativity, and group work, with intellectual and psychomotor skills.

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2. School is the part of society that gives a proper learning experience where the students implement what are taught in school to the society and employ it in the society as a source of learning.

3. Developing attitude, knowledge, and skill and employ them in several situations in school and the society.

4. Giving a valuable time to increase various attitudes, knowledge, and skills. 5. The competence is described as the core competence and it will eventually

become basic competence.

6. The core competence will be the aspect of organizing elements of basic competence, in which all of the basic competence and the learning process and is developed to reach the competence that described in the core competence. 7. The basic competence is developed based on the accumulative principle,

reinforced, and enriched between each study subject and each grade.

2.4.3. 2013 Curriculum Learning Aspects

There are several learning aspects which are considered really important to be done in the implementation of 2013 curriculum. By conducting these aspects on learning, the learning process that the students do will accomplish the aim of 2013 curriculum.

1. Strengthening attitudes, skills and integrated knowledge are integrated into learning activities for each meeting. They are integrated as follow:

a.Strengthening the students’ attitudes is not only making the teacher as a role model, but also in a form of their manner in learning and the motivation from the teacher. This form should be done continuously in every meeting.

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b.Thinking skill (cognitive skill) is developed to the students through questions that will motivate the students to think highly and deeply. While the psychomotor skill will be developed to the students through group work practice. But the equipment of this practice should also be supported by the school itself.

c.Knowledge is improved through all of the learning process in each meeting through questions from the teacher vice versa. It can also be developed by doing experiment or observation, classical dialogue etc.

2. Letting the students to find out by themselves. On the previous curriculum, the passive learning is still considered good for learning. But in the 2013 curriculum, passive learning is not appropriate anymore on supporting the aim of 2013 curriculum. Thus, active learning is the way to support the aim of this curriculum. Active learning will make the students find out about something by themselves. The example is by giving them a series of question that will make them think deeply about it. It will help the students to learn individually. Giving a handout about something will also help them in learning individually. It will make them learn about the information of the handout by themselves. 3. Using scientific approach through observing, questioning, associating,

experimenting and networking are done through classical dialogue activity, practice group activity, practice with LKS (Lembar Kerja Siswa) and without LKS.

4. Focusing on the questions that will need a deeper thought, the teacher will ask questions that will make think deeper. The questions should not be too many, it will be better if it focuses on one or two questions or three for maximum. The

25

main question will be just one, it should make the students think highly and then the next question will make them think deeper.

5. Letting the students working on a group through collaborative learning, this aspect can be done through group work activity. This activity can be as a practice or other kind of activities. In this activity, the students will share their job and thoughts making them learn from each other.

2.4.4.The Learning Approach of 2013 curriculum

The 2013 curriculum is planned to emphasize on the scientific approach during the learning process. Thegovernment’s conception of scientific approach consists of several components; they are observing, questioning, associating, experimenting and networking. While basically there are four methods in scientific approach, those are as follows:

1. Project based learning is a learning method using project as the media. The problem is used as the first step in collecting and integrating the students’ new knowledge based on their own experience in a real activity as their project. It is arranged to be used by the students in their investigation. The inquiry process is started by emerging a guiding question and then guiding the students in doing the collaborative project that integrated various material based on the curriculum.

2. Problem based learning encourages the students to learn through resolving a real problem. This method will be properly done if there is a good teamwork, interpersonal and networking between the students. It will enhance the students’critical thinking, decision making, problem solving, and self learning.

26

3. Discovery learning demands the students to be the problem solvers through collecting the information, comparing, categorizing, analyzing, integrating, re-organizing the material and making conclusions.

4. Group investigation emphasizes the students’ active participation by finding the information by themselves through the book and the internet. The students are involved in the planning, they are allowed to decide the topic and how to study it through investigation. This method needs a group skill, a cooperative plan, and teacher’s role in finishing the work. The steps of implementing the group investigation are selecting the topic, planning teamwork, implementing, analyzing and presenting the final result.

2.4.5.Assessment of 2013 Curriculum

Authentic assessment has a strong relevance toward the scientific approach in the learning process that is compatible with the 2013 curriculum, because this kind of assessment can explain the improvement of the students’ learning result: in observing, reasoning, practicing, and building a connection. In other words, authentic assessment is the assessment of a performance, portfolio, and project assessment. It is sometimes called as a responsive assessment, a very popular method in assess the process and learning result for some students who have special characteristic, whether they have disabilities, special talent, even the genius one. Authentic assessment can also be implemented in certain studies, such as art or any other knowledge, still with the main orientation is in the process or the learning result. There are several kind of authentic assessment, they are:

27

1. The assessment based on Performance

Authentic assessment can involve the participation of the students, especially in the aspect and process that is going to be assessed. There are different ways on observing this kind of assessment; they are (a) Checklist, (b) anecdotal/narrative records, (c) rating scale, and (d) memory approach. This assessment also needs several considerations such as; (1) certain steps has to be done by the students to show a real performance of one or several kind of competences, (2) accuracy and completeness of the aspect that is assessed, (3) certain skills that will be needed by the students to complete the assignments, (4) the main focus of the performance that will be assessed, especially the essential indicator that will be observed, and (5) the step of the skills that will be observed.

2. Project Assessment

Project assessment is an assessment activity towards the assignment that should be done by the students with a certain deadline. It consists of investigation by the students, from the planning, data collecting, organization, processing, analysis and presentation. Thus, this assessment concerns with the comprehension, application, investigation, etc. There will be three things that the teacher should be aware of, they are (a) a skill to choose a topic, finding and collecting the data, processing and analyzing, presenting the purpose of the information, and writing the paper, (b) the relevance between the material with the skill and knowledge, and (c) theoriginality of the students’ paper.

28

3. Portfolio Assessment

This assessment is done by several steps, they are; (a) the teacher explains the essence of the portfolio assessment, (b) the teacher and students decide on which kind of portfolio should be made, (c) the students arrange the portfolio, (d) the teacher collects and saves students’ portfolios along with the note of the collecting date, (e) the teacher gives score to the portfolio with several criteria, (f) discusses the portfolio altogether if necessary, and the last (g) the teacher gives feedback concerning the result.

4. Writing Assessment

The assessment consists of essay and the students are allowed to give their own answer that is different with others. Essay usually demands two kinds of answers; they are the extended-response or restricted-response. It depends on the questions given. This kind of test will enable the teacher to assess the learning result with a higher level.

III. RESEARCH METHOD

In order to deal with the concept of research method, this chapter presents research design, subject of the research, data collecting technique, research procedure, reliability and validity of the data, and data analysis. Those are described as follows.

3.1. Research Design

The purpose of this research was to find out whether collaborative learning is implemented or not in the implementation of 2013 curriculum. To find out the answer of the research problems, the researcher employed descriptive method. It means that the data are made up of written descriptions of events. The data were derived from direct observations, interview, written opinion, or from public documents. In this research, the role of the researcher is limited to take notes from the video recording of the learning process, interviewed the teachers and gave questionnaires to the students.

3.2. Subject of the Research

The research was conducted at the seventh grade students of SMPN 2 Bandar Lampung. The subjects were the students of class 7-8 and two English teachers of the seventh grade students at SMPN 2 Bandar Lampung who have implemented the 2013 curriculum. The researcher chose the seventh grade because the 2013

30

curriculum is just started to be implemented in this grade, as for the eighth and ninth grades are not implemented yet.

Since the research focused on the collaborative learning throughout the learning process, the atmosphere and situation that are built between the teachers to the students and the student to other students become the source of data.

3.3. Types of Data

The data of the study were collected in the form of recorded classroom interaction and the observer’s field notes. The two types of database were examined in order to identify how the collaborative learning process is in the 2013 curriculum implementation.

3.4. Data Collecting Technique

In collecting the data, the researcher used some techniques as follows:

1. Observation

In this research the researcher had done the pre-observation and observation. a. Pre-observation

Prior to the observation, the researcher had done the pre-observation in order to identify how the collaborative learning process was implemented by the teacher.

b. Observation

In conducting this research, the researcher became a complete observer. Thus, the researcher only observed the situation and interaction that

31

happened in the class from the back side of the class. It was done in order to decrease the possibilities of the subjects do something unnatural that they made up due to their awareness of the observer.

2. Interview

The researcher conducted interviews towards two English teachers of the seventh grade students in order to find out the issues that appear in the implementation of 2013 curriculum and whether it is hard to use collaborative learning in the learning process. The questions were concerning on the aspects of collaborative learning and its relation to 2013 curriculum. 3. Video Recording

In order to properly observe the learning process; the students’ behavior, the teacher’s behavior and the aspects of collaborative learning that appear, the researcher recorded the learning process by using a handy-cam.

4. Questionnaires

Questionnaires were used in order to find out the students; response towards collaborative learning activities in the classroom. The questions were concerning on the collaborative learning activities and its characteristics and how the students respond to them.

3.5. Research Procedure

The procedure of this research was as follows: 1. Found the subject.

2. Completed a pre-research by asking the English teacher on how the implementation of 2013 curriculum was at seventh grade of SMP.

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3. Made an observation list that consisted of the aspect of collaborative learning. The list is used in the observation later.

4. Completed the observation and taking notes about all the events that occur in the class and the problem that appear during the learning process and also pay attention to the observation list. Whether there is a collaborative learning or not.

5. Interviewed the English teacher concerning the issues appeared in the implementation of 2013 curriculum and whether it is hard to use collaborative learning in the learning process.

6. Analyzed the notes of the observation and the result of the interview and the observation list.

7. Made the report of findings.

The data in this research were in a form of words, phrases and sentences which were taken from the data resources. The data resources were taken by using observation. The observation was done by recording, and noting down the events that happened in the class. In order to identify the students’ response to the activities, the researcher gave questionnaires which were concerning on collaborative learning class. After that the interview was done by asking several questions related to the research problems to the teachers.

3.6. Reliability and Validity

The aim of validity is to enable the research to be trusted and reliability is consistency of the result of the research. In order to make the data valid, the researcher used triangulation. Triangulation is the value of multiple perspectives.

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It is said in Setiyadi (2006) that there are at least two courses necessary of an accurate picture of particular phenomenon to obtain. The researcher used three data collecting techniques; observation, questionnaires and interview. By employing these techniques, the researcher hoped that the data of the research would be more reliable.

3.7. Instrument of the Research Table.7. Observation Checklist

No Indikator

Hasil Penilaian Jumlah 1 2 3 4 5 Skor Skor

Maks

I. Introduksi dan eksplorasi

1. Guru mengeksplorasi konsep-konsep dan

5 keterampilan baru

2. Guru memberikan berbagai situasi

5

problematika dan modelling sebagai strategi

3. Guru membimbing diskusi yang bermakna 5

II. Penguatan konsep

4. Memberikan tugas 5

5. Mengklarifikasi hasil-hasil yang

diharapkan 5

III. Tugas kelompok

6. Siswa mengeksplorasi konsep dari tugas 5 7. Siswa menginvestigasi konsep dari tugas 5 8. Siswa mengaplikasikannya 5

9. Siswa membuat penguatan untuk tugas

tersebut 5

IV. Mengases kemajuan dan mengklarifikasi 10. Guru mengadakan interaksi tanya jawab

5 aktif antar kelompok

11. Setiap kelompok mendiskusikan situasi

5 masalah

12. Setiap kelompok mendiskusikan diskusi

5 temuan

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14. Guru memberikan tugas baru 5

V. Reviu 15. Guru membahas kembali tentang tujuan 5

secara singkat 16. Guru mereviu tugas 5

17. Guru mereviu temuan-temuan 5

18. Guru memberikan feedback 5

Skor Total 90 Skor Konversi The total score x 100%

The maximum score Notification: 1= Never 2= Occasionally 3= Sometimes 4= Frequently 5= Constantly

Maximal Score 90

Final Scoring= Score/Maximal Score X 100%

Category: 0-46 Worst 47-55 Bad 56-65 Enough 66-75 Good 76-100 Very Good

The observation checklist above was based on a model that is integrated in the process of collaborative learning in whole-class teaching by Good et al. (1992:140) in Muijs and Reynolds (2008). This observation checklist helped the researcher to identify the focus which was observed during the observation.

Besides the checklist above, the researcher also observed each characteristic of collaborative learning, as follows:

Table.8. Observation of Characteristics

No. Characteristics Group %

1 2 3 4 5 6 1 Positive Interdependence (Participation)

2 Promotive Interaction

3 Individual Accountability

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I. Forming Skills

1. Move quickly and quietly into

groups

2. Stay with the group 3. Use quiet voice

4. Take turns

II. Functioning Skills 1. Share ideas and opinion 2. Look at the speaker 3. Use each other's names 4. Express support and acceptance III. Discussion Skills 1. Make your point concisely 2. Look for areas of commonality 3. Allow others to speak 4. Ask for justification

IV. Working Skills

1. Stayed on task

2. Complete individual assignments 3. Complete the group task

5 Group Processing (Feedback)

Characteristic occurs: 1.Never 2.Occasionally 3.Sometimes 4.Frequently 5.Constantly

The total score of all the groups x 100% The maximum score

Category: 0-46 Worst 47-55 Bad 56-65 Enough 66-75 Good

76-100 Very Good

In order to support the data, the researcher also observed with a field-note. The form of the field-note was as follows:

Table.9. Observation Checklist

Field Note No: Date: Location:

Teacher Activities

Time Start: Time Stop:

31

3.8. Data Analysis

In this research, the data were collected by conducting an observation, video recording, questionnaires and interview. Firstly, the obtained data were called as the process of collecting raw data. These raw data were classified, analyzed, interpreted, and clearly described in order to have good conclusions.

According to Moleong (1990), there are four steps in analyzing and interpreting the data. Those steps are as follows:

1. Making the observation of all collected data

The researcher collected the data related to the students’ situation during the learning process in the class and kept it relevant to the research questions. 2. Arranging all collected data by unifying the data

In this step, the researcher arranged the collected data into two categories a. The data from the video recording and observation

b. The data from interview and questionnaires

3. Categorizing the grouped data by giving code for each data 4. Interpreting the data into substantive theory

The researcher interpreted the collected data and described the data into conclusions and suggestions.

V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the data and analysis discussed previously, it can be concluded that: 1.The collaborative learning was implemented properly in the application of

2013 curriculum in class 7-8 of SMPN 2 Bandar Lampung. The implementation of collaborative learning class based on the process was 81.11%. The teacher also implemented the scientific approach during learning process which emphasized students’ observing, questioning, associating, experimenting, and networking.

2.The characteristic that appeared the most during the collaborative learning process in class 7-8 was the supportive interaction, with 83.33%. The weakest characteristic that appeared was the individual accountability, in which there were still many students tended to rely on their friends more than they rely on themselves.

3.Based on the interviews with the teachers, it can be concluded that the collaborative learning technique that was applied the most during the collaborative learning process was the problem-solving technique where the students solved the problem given by the teacher by doing group investigation. 4.Based on the interview with the teacher, the difficulties that the teacher found during the implementation of collaborative learning was there were still some

62

students who did the activity passively and did not have enough basic English skills like the other students.

5.2 Suggestion

Considering the results of the research and having found the teachers’ problem in teaching English by integrating collaborative works, the researcher would like to give some suggestions as follows:

1. English teachers are recommended to support the students, especially in the collaborative learning work (group work). Thus the students would be able to have a good team-work, a well manner, and good social ability.

2.The researcher suggests to the English teacher to use more interesting media in teaching collaborative learning work (group work), so that the entire member of the group can be motivated more in doing the task.

3.For the variety of problems and materials, the researcher suggests the English teacher to be more creative in using the technique of collaborative learning, because there are much more interesting technique other than what mentioned in the research.

4.Some students might also have weakness in individual accountability or the other characteristics, thus the researcher suggests that the English teachers be more attentive towards the students in the collaborative learning work (group work) in order to control the aspects of collaborative learning throughout the learning process.

5.It is suggested to the other researchers to have further research on collaborative learning focusing on the English skills such as, listening, speaking, reading and writing.

REFERENCES

Barkley, E. E., Cross, K. P., and Major, C. H. 2012. Collaborative Learning Technique: Teknik-teknik Penbelajaran Kolaboratif. Bandung: Nusa Media.

Baker, M., Hansen, T., Joiner, R., and Traum, D., 1999. Collaborative Learning: Cognitive and Computational Approaches. Dillenbourgh, P. (Ed.), The Role of Grounding in Collaborative Learning Tasks. http://www.uio.no/studier/emner/matnat/ifi/TOOL5100/v08/leseliste/F9/ba ker99role.pdf. Retrieved October 2013.

Chamot, A. U., and O’Malley, J. M. 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Curtin University. 2012. Benefits of Collaborative Learning. otl.curtin.edu.au. Retrieved October 2013.

Fathurrohman, P., and Sutikno, S. 2007. Strategi Belajar Mengajar melalui Penanaman Konsep Islami. Bandung: Refika Aditama.

Ferrer, L. M. 2004. Developing Understanding and Social Skills through

Cooperative Learning, Vol. 27, No. 2.

http://www.recsam.edu.my/R&D_Journals/YEAR2004/jour04no.2/lourdes ferrer(45-61).pdf. Retrieved February 2014.

Gokhale, A. A. 1995. Collaborative Learning Enhances Critical Thinking, Vol. 7, No. 1. Fall 1995. http://scholar.lib.vt.edu/ejournals/JTE/. Retrieved October 2013.

Illeris, K. 2000. Adult Education in the Perspective of the Learners (ed.). Copenhagen: Roskilde University

Johnson, D. W., Johnson, R. T., and Holubec, E. J. 2012. Collaborative Learning: Strategi Pembelajaran untuk Sukses Bersama. Bandung: Nusa Media. MacGregor, J. T., and Smith, L. B. 1992. What is Collaborative Learning.

https://umdrive.memphis.edu/ggholson/public/collab.pdf. Retrieved October 2013.

65

Moleong, L. J. 1990. Metode Penelitian Kualitatif. Bandung: PT. _Remaja

Rosdakarya.

Muijs, D., and Reynolds, D. 2008. Effective Teaching. Yogyakarta: Pustaka Pelajar.

Permendikbud. 2013. Salinan Lampiran Permendikbud No. 65 th 2013 ttg Standar Proses.

Permendikbud. 2013. Salinan Lampiran Permendikbud No. 68 th 2013 ttg Kurikulum SMP-MTs.

Permendikbud. 2013. No. 81a th 2013 tentang Implementasi Kurikulum (Lima Pengalaman Belajar Pokok).

Sagala, S. 2010. Konsep dan Makna Pembelajaran: untuk Membantu Memecahkan Problematika Belajar dan Mengajar. Bandung: Alfabeta. Santyasa, I. W. 2006. Pembelajaran Inovatif: Model Kolaboratif, Project-based

dan Orientasi NOS. http://www.freewebs.com/santyasa/. Retrieved January 2014.

Slavin, R.E. 2005. Cooperative Learning: Teori, Riset, dan Praktik. Bandung: Nusa Media.

Sudrajat, Ahmad. 2013. Pendekatan Saintifik/Ilmiah dalam Proses Pembelajaran.

http://akhmadsudrajat.wordpress.com/2013/07/18/pendekatan-saintifikilmiah-dalam-proses-pembelajaran/

Tarigan, H. G. 1991. Strategi Pengajaran dan Pembelajaran Bahasa. Bandung: Angkasa Bandung.

I. Forming Skills

1. Move quickly and quietly into

groups

2. Stay with the group 3. Use quiet voice

4. Take turns

II. Functioning Skills 1. Share ideas and opinion 2. Look at the speaker 3. Use each other's names 4. Express support and acceptance III. Discussion Skills 1. Make your point concisely 2. Look for areas of commonality 3. Allow others to speak 4. Ask for justification IV. Working Skills 1. Stayed on task 2. Complete individual assignments 3. Complete the group task

5 Group Processing (Feedback)

Characteristic occurs: 1.Never 2.Occasionally 3.Sometimes 4.Frequently 5.Constantly

The total score of all the groups x 100% The maximum score

Category: 0-46 Worst 47-55 Bad 56-65 Enough 66-75 Good

76-100 Very Good

In order to support the data, the researcher also observed with a field-note. The form of the field-note was as follows:

Table.9. Observation Checklist

Field Note No: Date: Location:

Teacher Activities

Time Start: Time Stop:

31

3.8. Data Analysis

In this research, the data were collected by conducting an observation, video recording, questionnaires and interview. Firstly, the obtained data were called as the process of collecting raw data. These raw data were classified, analyzed, interpreted, and clearly described in order to have good conclusions.

According to Moleong (1990), there are four steps in analyzing and interpreting the data. Those steps are as follows:

1. Making the observation of all collected data

The researcher collected the data related to the students’ situation during the learning process in the class and kept it relevant to the research questions. 2. Arranging all collected data by unifying the data

In this step, the researcher arranged the collected data into two categories a. The data from the video recording and observation

b. The data from interview and questionnaires

3. Categorizing the grouped data by giving code for each data 4. Interpreting the data into substantive theory

The researcher interpreted the collected data and described the data into conclusions and suggestions.

V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Based on the data and analysis discussed previously, it can be concluded that: 1.The collaborative learning was implemented properly in the application of

2013 curriculum in class 7-8 of SMPN 2 Bandar Lampung. The implementation of collaborative learning class based on the process was 81.11%. The teacher also implemented the scientific approach during learning process which emphasized students’ observing, questioning, associating, experimenting, and networking.

2.The characteristic that appeared the most during the collaborative learning process in class 7-8 was the supportive interaction, with 83.33%. The weakest characteristic that appeared was the individual accountability, in which there were still many students tended to rely on their friends more than they rely on themselves.

3.Based on the interviews with the teachers, it can be concluded that the collaborative learning technique that was applied the most during the collaborative learning process was the problem-solving technique where the students solved the problem given by the teacher by doing group investigation. 4.Based on the interview with the teacher, the difficulties that the teacher found during the implementation of collaborative learning was there were still some

62

students who did the activity passively and did not have enough basic English skills like the other students.

5.2 Suggestion

Considering the results of the research and having found the teachers’ problem in teaching English by integrating collaborative works, the researcher would like to give some suggestions as follows:

1. English teachers are recommended to support the students, especially in the collaborative learning work (group work). Thus the students would be able to have a good team-work, a well manner, and good social ability.

2.The researcher suggests to the English teacher to use more interesting media in teaching collaborative learning work (group work), so that the entire member of the group can be motivated more in doing the task.

3.For the variety of problems and materials, the researcher suggests the English teacher to be more creative in using the technique of collaborative learning, because there are much more interesting technique other than what mentioned in the research.

4.Some students might also have weakness in individual accountability or the other characteristics, thus the researcher suggests that the English teachers be more attentive towards the students in the collaborative learning work (group work) in order to control the aspects of collaborative learning throughout the learning process.

5.It is suggested to the other researchers to have further research on collaborative learning focusing on the English skills such as, listening, speaking, reading and writing.

REFERENCES

Barkley, E. E., Cross, K. P., and Major, C. H. 2012. Collaborative Learning Technique: Teknik-teknik Penbelajaran Kolaboratif. Bandung: Nusa Media.

Baker, M., Hansen, T., Joiner, R., and Traum, D., 1999. Collaborative Learning: Cognitive and Computational Approaches. Dillenbourgh, P. (Ed.), The

Role of Grounding in Collaborative Learning Tasks.

http://www.uio.no/studier/emner/matnat/ifi/TOOL5100/v08/leseliste/F9/ba ker99role.pdf. Retrieved October 2013.

Chamot, A. U., and O’Malley, J. M. 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Curtin University. 2012. Benefits of Collaborative Learning. otl.curtin.edu.au. Retrieved October 2013.

Fathurrohman, P., and Sutikno, S. 2007. Strategi Belajar Mengajar melalui Penanaman Konsep Islami. Bandung: Refika Aditama.

Ferrer, L. M. 2004. Developing Understanding and Social Skills through

Cooperative Learning, Vol. 27, No. 2.

http://www.recsam.edu.my/R&D_Journals/YEAR2004/jour04no.2/lourdes ferrer(45-61).pdf. Retrieved February 2014.

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