Instrumentation tesis english lang literaturee

After the lessons, a group evaluation form was given to the experimental group to evaluate the effectiveness of using cooperative learning in learning English in a literature class. An interview was carried out to the students and other English teachers to find out the effectiveness of using cooperative learning in learning English and the ways to improve the approach. The Framework of the three phases is shown below: Experimental Group Control Group Co-Op Co-Op Traditional Method Pre - Test Pre-Test È È Phase 1 Phase 1 Reading the story and answering Reading the story and the questions in groups answering the questions individually The Drover’s wife The Drover’s wife È È Phase 2 Phase 2 Understanding and analyzing the story reading notes and answering in groups, brainstorming for presentation questions individually È È Phase 3 Phase 3 Team Presentation and Sharing with others, doing exercises individually Group discussion for completing the exercises and checking the answers together with the teacher È È Post – Test Post-Test Figure 3.2 Procedure of the three phases As shown in the figure above, the procedure consisted of three phases. These phases however were conducted differently in each group. The experimental group was conducted using Co-op Co-op method by the researcher but the control group was conducted using Traditional method by another English teacher. The lessons were divided into three phases. The time taken for each phase was 80 minutes. For further explanation, refer to the lesson plan for Cooperative learning in Appendix B1 and the lesson plan for traditional method in Appendix B2.

3.6 Method of Data Analysis

The data was coded and edited before being transferred to the computer for data analysis. The system used for data analysis was the SPSS version 9.0. The scores obtained from pre-test and post-test for experimental group were compared in terms of mean scores, standard deviation, margins of improvement and decline and paired samples T-test in order to find out whether there is any significant difference before and after the implementation of cooperative learning in the literature class. Besides this, the scores obtained from pre-test and post-test for control group were also compared in terms of mean scores, standard deviation, margins of improvement and decline as well as paired samples T-test in order to find out whether there is any significant difference by using the traditional method in the teaching of literature in the classroom. Moreover, the score differences between pre and post tests of the control and experimental groups were compared by using mean scores, standard deviation and independent samples T-test. The results were used to find out whether there are any significant differences between the results of the experimental and control groups. The outcome of group evaluation form and lesson evaluation form were categorized and analyzed by using percentage. Scores from each item were designed based on a 4-option Likert scale. Respondents were asked to indicate their extent of agreement Strongly disagree, Disagree, Agree, Strongly agree by giving each item a score of 4 to 1 respectively. Respondents were also asked to answer a few questions on the effectiveness and usefulness of cooperative learning. In addition, the percentages of group observation factors were also used to describe the different characteristics of cooperative learning in group activities. Finally, the answers from the interviews with teachers and students were analyzed and described on the effectiveness of cooperative learning.