COOPERATIVE LEARNING STRATEGY IMPLEMENTED BY ENGLISH TEACHER AT SMKN 13 MALANG

i

COOPERATIVE LEARNING STRATEGY IMPLEMENTED BY

ENGLISH TEACHER AT SMKN 13 MALANG

THESIS

By:

LUSY APRILLYA MONICA

201110100311167

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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COOPERATIVE LEARNING STRATEGY IMPLEMENTED BY

ENGLISH TEACHER AT SMKN 13 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

By:

LUSY APRILLYA MONICA

201110100311167

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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This thesis written by Lusy Aprillya Monica was approved on July 30, 2015

By:

Advisor II Advisor I

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MOTTO AND DEDICATION

MOTTO

Frankly, difficulty is nothing but a _whiplash to be improved And

Scholarly is a perfect cold steel to endure in the world which is developed ***

A thing all scholars are waiting for is

and my graduation hat is dedicated to:

1. The perfect mommies of mine

2. The honorable daddies of my life

3. The dearest sisters and brother

4. A prospective yoke-mate of mine, A. F. Hanif

5. The long-lasting 7 sisters who called them as SNSD

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ORIGINALITY DECLARATION

The undersigned:

Name : Lusy Aprillya Monica

Student ID number : 201110100311167

Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

I declare the research presented in this thesis was written all by myself and does not incorporate without acknowledment any material previously submitted for a degree or diploma in any university. To the best of my knowledge this thesis does not contain any materials previously published or written by another person where due reference is made in the text.

Malang, July 20,2015

Materai 6000

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Cooperative Learning Strategy Implemented by English Teacher at

SMKN 13 Malang

Abstract

As a teacher, it is significant to apply precise strategies in teaching. Indeed, Cooperative Learning is one of those strategies which is able to be applied. It is an instructional strategy which lets the students to gain their understanding deeply. Moreover, there are many kinds of CL that are easy to be implemented. Accordingly, it is conceivable to determine what kinds of CL which is going to be used based on the students’ and materials’ needs.

This research is conducted based on the researcher’s eagerness to deeply find out kinds of CL strategy implemented by English teacher at SMKN 13 Malang. Further, it is an analysis on kinds of CL strategy and how to implement it as well. Also, this analysis includes the problems and the solution during the implementation.

This research was a qualitative research design since it was presumed as the most proper design in order to attain the purpose in overcoming and solving the research problems. The researcher determined to use this design because she focused on developing and generalizing the data broader. Moreover, the subject of this research was the English teacher of SMKN 13 Malang. Additionally, the instruments to collect the data were observation and interview.

After analyzing the data, it is found that English teacher at SMKN 13 Malang uses five kinds of CL strategy in teaching the first grade students. Those kinds are focus trio, think-pair-share, round robin, three-step-interview, and three-to-one technique. The reasons of choosing those five strategies instead of 14 are the student’s and materials’ needs (task specialization) and also time management. In addition, in applying those strategies, some improvements are made to make the steps English teacher at SMKN 13 Malang implements appropriate with the students’ conditions and also capabilities. Furthermore, English teacher at SMKN 13 Malang faces some problems during CL implementation, those are the students’ absence, noise, and also lack of capability in understanding teacher instruction. Dealing with those problems, the teacher also copes with the proper solutions such as changing the groups’ members, reshowing the scoring aspects in order to remind them and repeating the instructions. Key words: (Instructional Strategy, Cooperative Learning Strategy, Kinds of CL strategies, SMKN 13 Malang)

Advisor I, The Researcher,

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ACKNOWLEDGEMENT

Alhamdulillahirrabbil‘alamin wassolatu wassalamu‘ala sayyidina

muhammadin wa’ala alihi wa sohbihi ajma’in. After being a student for 4 years of English Department at University of Muhammadiyah Malang, the researcher finally arrives at her main objective that is to finish this thesis successfully. Therefore, it is the most exact time to gratitude all people who are very helpful in the process of this thesis making. Yet, most of all, firstly, the researcher would like to deliver her best gratitude to Allah SWT for guiding her, hence, she is able to finish this thesis in time. Also, praises are offered to the beloved Prophet, Muhammad SAW as the best role model ever to all people around the world, especially Muslims.

Secondly, the researcher sincerely gives her uncountable gratitude and appreciation to her first advisor, Mr. Puji Sumarsono, M.Ed., M.Pd who continuously guides and supports her to finish this thesis as immediate as possible. Additionally, the researcher would like to deliver her great thanks to her patient second advisor, Mr. Wahyu Taufiq, M.Ed who has given his suggestion, advice, and helpful correction to make improvements during the writing process. Special thanks are also dedicated to the researcher’s academic counsellors Dr. Sudiran, M.Hum and Adityo, S.S., M.A who continually gives her advices throughout her research in detail. The researcher also extends gratitude to all lecturers of English department of University of Muhammadiyah Malang who have taught and given their knowledge patiently during her study.

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Thirdly, best gratitude are addressed to the alluring family and relatives of the researcher. For perfect mother, Sri Nurini, loving mother, Sri Umiati, honorable father, Suhadi, charitable father, Maryadi, dearest sisters and brother, Vina, Rina and Ricky, and her special one, A. F. Hanif who give their huge supports for her success. Thus, all best things will be done by her to delight them.

Eventually, big thanks are also given to all classmates of class C 2011, especially for 7 sisters whom she met in this class, the cute and smart Euis Fauziah, Farihatun Nuria who is taciturn but kind, the fussy and sweet Adnin Hayatinnufus, Lena Anggraeni whom careless but diligent, the beautiful Ajeng Frillyn, Kusmanik Anjasiwi who loves shopping and reading and the last is a studious and zealous Linda Kusuma.

Malang, July 20, 2015 The Researcher,

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TABLE OF CONTENTS

COVER ... i

APPROVAL... iii

LEGALIZATION ... iv

MOTTO AND DEDICATION ... v

ORIGINALITY DECLARATION ... vi

ABSTRACT ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF APPENDICES ... xiv

LIST OF TABLES ... xv

CHAPTER I INTRODUCTION 1.1Background of Study ... 1

1.2Statement of Problems ... 5

1.3Purpose of Study ... 6

1.4Significance of Study ... 6

1.5Scope and Limitation ... 7

1.6Definition of Key Terms ... 7

CHAPTER II REVIEW OF RELATED LITERATURE 2.1Learning Strategies ... 9

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2.2Instructional Strategies ... 9

2.2.1 Alphabet Activity ... 10

2.2.2 Auditory Discrimination Activity ... 10

2.2.3 Categorizing ... 10

2.2.4 Cloze Activity ... 10

2.2.5 Graphic Organizer Activity ... 11

2.2.6 Cooperative Learning Activity ... 11

2.3Cooperative Learning Strategy ... 11

2.4Kinds of Cooperative Learning ... 12

2.4.1 Brainstorm Carousel ... 12

2.4.2 Corners ... 13

2.4.3 Debate ... 13

2.4.4 Eight Square ... 13

2.4.5 Focus Trio ... 14

2.4.6 Informal Groups ... 14

2.4.7 Inside-Outside Circle ... 15

2.4.8 Jigsaw ... 15

2.4.9 Number Head ... 16

2.4.10 Round Robin ... 16

2.4.11 Talking Chips ... 16

2.4.12 Think-Pair-Share ... 17

2.4.13 Three-Step Interview ... 17

2.4.14 Three-to-one-Technique ... 18

2.5Components of Cooperative Learning Activity ... 18

2.5.1 Teacher-Student Interaction ... 18

2.5.2 Student-Student Interaction ... 19

2.5.3 Task Specialization and Materials ... 19

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2.6SMKN 13 Malang ... 20

2.7English for the first grade students of SMKN 13 Malang ... 21

CHAPTER III RESEARCH METHODOLOGY 3.1Research Design ... 22

3.2Research Subject ... 23

3.3Research Instruments ... 24

3.4Data Collection ... 28

3.5Data Analysis ... 28

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1Research Findings ... 30

4.1.1 The Kinds of Coopreative Learning Strategy implemented by English teacher at SMKN 13 Malang ... 30

4.1.1.1Focus Trio ... 31

4.1.1.2Think-Pair-Share ... 31

4.1.1.3Round Robin ... 31

4.1.1.4Three-Step-Interview ... 32

4.1.1.5Three-to-One-Technique ... 32

4.1.2 The way English teacher implement the kinds of Cooperative Learning Strategy at SMKN 13 Malang ... 33

4.1.2.1Focus Trio ... 33

4.1.2.2Think-Pair-Share ... 34

4.1.2.3Round Robin ... 34

4.1.2.4Three-Step-Interview ... 35

4.1.2.5Three-to-One-Technique ... 35

4.1.3 The problems English teacher face in implementing the kinds of Cooperative Learning Strategy at SMKN 13 Malang ... 37

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4.1.3.2Think -Pair-Share in class X KPR 1 ... 37

4.1.3.3Round Robin in class X KPR 2 ... 37

4.1.3.4Three-Step-Interview in class X TPHP 1 ... 38

4.1.3.5Three-to-One Technique in class TPHP 2 ... 38

4.1.4 English teacher’s solutions in solving the problems in implementing the kinds of Cooperative learning Strategy at SMKN 13 Malang ... 38

4.1.4.1Focus Trio in class X Nautica ... 39

4.1.4.2Think-Pair-Share in class X KPR 1 ... 38

4.1.4.3Round Robin in class X KPR 2 ... 39

4.1.4.4Three-Step-Interview in class X TPHP 1 ... 40

4.1.4.5Three-to-One Technique in class X TPHP 2 ... 40

4.2Discussion ... 44

CHAPTER V CONCLUSION AND SUGGESTION 5.1Conclusion ... 48

5.2Suggestions ... 49

REFERENCES ... 51

APPENDICES APPENDIX I ... 53

APPENDIX II ... 61

APPENDIX III ... 63

APPENDIX IV ... 67

APPENDIX V ... 112

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LIST OF APPENDICES

Appendix I : Observation Field Note ... 53

Appendix II : Interview Guideline ... 61

Appendix III : Interview Transcript ... 63

Appendix IV : Lesson Plan ... 67

Appendix V : Documentation ... 112

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LIST OF TABLES

Table 1. The Classification of kinds of Cooperative Learning Strategy implemented by English teacher at SMKN 13 Malang as well as the problems and solutions . 42

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REFERENCES

Alberta Education. (2009). Spanish Language Arts. Toronto: University of Alberta Libraries.

Ary, Donald et al. (2010). Introduction to Research in Education (8th edition). Canada: Wadsworth, Cengage Learning.

Borich, G. (2007). Effective Teaching Methods (6th ed.). New Jersey: Pearson Education, Inc.

Cohen, Louis et all. (2000). Research Methods in Education (6th edition). New York: Routledge, Taylor & Francis Group.

Gillies, R. M., and Boyle, M. (2010). Teachers’ reflections on Cooperative Learning: Issues of Implementation, 933, 933-940

Hall, J. R. P. (2009). Strategic Instruction Model: Learning Strategies. The University of Kansas Center for Research and Learning.

Harmer, J (2010). The Practice of English Language Teaching (4th _{ed.). New Jersey:} Pearson Education, Inc.

Jacobs, G. M., and Hall, S. (2002). Methodology in Language Teaching; An Anthology of Current Practice. (Richards, J. C., and Renandya, W. A. Ed.). USA: Cambridge University Press.

Knight, J. (2009). Cooperative Learning. Instructional Coaching. Version 1.2, 3-9. Retrieved from www.instructionalcoach.org.

Kristiawan, M. (2013). The Implementation of Cooperative Learning in English Class of Favorite School of Secondary High School 5 Batusangkar, West Sumatera. Academic Journals, 5(6), 85-90.

Li, M. P., & Lam, B. H. (2011). Cooperative Learning. The Hong Kong Institute of Education.

Liang, T. (2002). Implementing Cooperative Learning in EFL Teaching: Process and Effects (Doctoral Thesis, National Taiwan Normal University). Retrieved from www.asian-efl-journal.com

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McLeod, S. A. (2015). Observation Method. Retrieved from www.simplypsychology.org/observation.html

McRae, A, D et all. (2011). Who is the research subject in cluster randomized trials in health research?. TRIALS, 12; 183. Retrieved from http://www.trialsjournal.com/content/12/1/183.

Parveen, Q. (2012). Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level. International Education Studies Journal, 5, 154. Retrieved from http//dx.doi.org/10.5539/ics.v5n2p154

Richards, J. C., and Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd _{ed.). USA: Cambridge University Press.}

Weimer, M. (2013). Six Steps to Making Positive Changes in Your Teaching. Retrieved from http://www. Facultyfocus.com/articles/teaching-proffesor-blog/six-steps-to-making-positive-changes-in-your-teaching/

1 CHAPTER I

INTRODUCTION

1.1 Background of Study

Education constitutes to be the salient thing in the universe and it grows rapidly along with the growth of human being. In an educational domain, there are some branches that teacher and student need to be capable of, one of which is English. English as one of an international languages plays a significant role in the worldwide communication. Without possessing an insight and skill of English, it is bothersome for human being to communicate. Hence, putting aside learning English is just the same like losing the key to the world adventure.

English is not easy to be taught and learnt, both teacher and student are essential to collaborate each other. Furthermore, in the teaching-learning process, however, the teacher plays the most important role. It is due to the phenomenon that teacher controls the whole activities in the classroom where the teaching-learning process occur. Teacher needs to be skilled at creating the educational atmosphere in the classroom in order to make it effective.

Borich (2007; 2) states that an effective teacher needs to possess Sigmund Freud’s insight, Albert Einstein’s knowledge, and Florence Nightingale’s dedication. Additionally, Sigmund Freud was a scholar and also psychiatrist in his era and his capability in psychology had been made him being a father of psychoanalysis. Besides,

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Albert Einstein was the most well-known scientist who had a brilliant analytical mind. And the last magnate is Lady with the Lamb, Florence Nightingale, a philosopher of nursing whom dedicated herself in the Crimean War and also a writer. In short, what Borich is trying to say is that teacher is supposed to own not only the brilliant knowledge but also the capability to influence his or her students to enhance their knowledge more and more and also she or he needs to have a strong dedication in teaching. In implementing those figures’ character, teacher is necessary to render the teaching learning process by implementing a variety approaches, methods, procedures, technique and strategy. Moreover, Harmer (2010; 62) differentiates each of those term. He states that approach is the theories about the nature of language which describes the way people acquire their knowledge of language while method is the practical realization of an approach that include procedures and techniques. Also, procedure is the sequence of techniques in order and technique is the way in implementing the procedure. Besides, Hall (2009; 1) affirms that strategy is a plan in learning to help students understand the knowledge they got and also solve the problems during learning process.

From the explanation above, approaches, methods, procedures, technique and strategy are unable to be separated, hence, those need to be done in teaching learning process. Moreover, in this research, the strategy in teaching will be studied more. Likewise, there are a lot of strategies in teaching and learning, but teacher needs to pick

3

at least one strategy to be implemented in his or her teaching learning process, especially teaching English.

Cooperative Learning is one of the strategy that is recommended to be used by the teacher. This argument is supported by Richards and Rodgers (2001; 192) who claims that it is an approach in teaching which uses cooperative activities involving pairs and small groups of students in the classroom. It is also proven by Parveen (2012) who investigated the effect of Cooperative Learning and the traditional method used by the teacher and the result was that CL is superior compared to traditional method. Those two research studies are also supported by another previous studies conducted by Gillies and Boyle (2010) reporting that the teachers have positive experiences with CL, it also helps the students to socialize each other during the group activities. Kristiawan (2013) agrees, a research he conducted at West Sumatra also come to the result that there are many advantages from CL, one of which is the students are more active in the class. Liang (2002) who conducted an experimental research of the process and effects of CL supports Kristiawan’s research as well. She states that CL helped the students in enhancing their competence and motivation to learn English.

Jacobs and Hall (2002; 52) also state that:

Cooperative learning is more than just putting students in groups and giving them something to do. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members, for example in Numbered Heads Together that members need to know

and be ready to explain their group’s answer(s) and because when students help their

group mates, they help themselves and their whole group, because the response given belongs to the whole group, not just to the group member giving it.

4

Otherwise, implementing CL is not like a magician does his trick, but in using CL the teacher needs to ponder many times before making the decision. They also explain that the groups in CL should be as follows:

a. Even 2 people are a group

b. The smaller group, the more each member talks and the less chance there is that someone will be left out. If time is short, smaller groups can usually do an activity more quickly. Smaller groups also require fewer group-management skills. Thus, from the explanations above, groups of two or three may be the best.

c. Larger groups are good because they provide more people for doing big tasks, increase the variety of people in term of skills, personalities, backgrounds, and so on, and reduce the number of groups for the teacher monitor.

d. Groups of four are recommended.

Summing up those four ways in grouping the students, all of those variation of grouping are based on the students’ and the topics of the subject need.

Conducting this research, based on the researcher’s two months experience in internship starting from August until October 2014 at SMKN 13 Malang, the English subject is taught once a week with ninety minutes length. Hence, students only had a limited time in learning English. Therefore, the teacher needs to be aware of the limited time they possess to learn English. She also needs to deal with the students’ problems. One of the problem is their lack of vocabulary which make them shy to utter whatever it is in their minds. They don’t even aware of the dictionary’s importance. Although

5

the English teacher implemented varied in the way she delivered the materials, it was difficult for the students to accomplish English tasks. Due to the matters the students face, the teacher implemented CL strategy. It will really help because it is going to be focused on the students’ cooperation. Besides, it is difficult as an English teacher here because she needs to teach all 12 classes by herself from the 10th – 12th grades. Specifically, those classes are class Nautica which means a study of ship and sailing, class TPHP which allows the students to study about agricultural technology, and class KPR or Nursing class. CL is also salient to minimalize her difficulties in teaching. Therefore, the researcher is interested in investigating CL strategy implemented by the English teacher regarding to improve the students’ achievements.

1.1Statement of Problems

1. What are the kinds of Cooperative Learning Strategy implemented by the English teacher at SMKN 13 Malang?

2. How does the English teacher at SMKN 13 Malang implement Cooperative Learning Strategy?

3. What problems do the English teacher face in implementing Cooperative Learning Strategy at SMKN 13 Malang?

4. How do the English teacher cope with the problems in implementing Cooperative Learning Strategy at SMKN 13 Malang?

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1.3Purposes of Study

1. to investigate the kinds of Cooperative Learning Strategy implemented by the English teacher at SMKN 13 Malang.

2. to find out the way the English teacher implement Cooperative Learning Strategy at SMKN 13 Malang.

3. to investigate the problems the English teacher face in implementing Cooperative Learning Strategy at SMKN 13 Malang.

4. to investigate the English Teacher’s solutions in solving the problems in implementing the kinds Cooperative Learning Strategy at SMKN 13 Malang. 1.4Significance of Study

1. For the teachers: This research is expected to be a reference mainly for the English teacher about some strategy in CL. Moreover, the teacher will also get an insight of the variety of it.

2. For the students:It is expected to give valuable knowledge for the students about how to collaborate with partners in a form of group in CL. Specifically, they will be able to know the kinds of CL their teacher implemented.

3. For the researchers: Hopefully, the next researchers will be helped by reading this research, thus they are able to understand the kinds of CL and also solve the problems that may be occurred. Also, it can be a reference for the other researcher in conducting research about the same topic.

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1.5Scope and Limitation

Based on proceeding statement of problems, the researcher considers to make the scope and limitation of this research. The scope of this research focuses on the implementation of CL, a strategy to make the teaching learning process more alive by grouping the students. Meanwhile, this research is limited in the kinds, difficulties and also the solutions in implementing CL strategy by an English teacher at SMKN 13 Malang at the first grade of 2014. The research is focused on the first grade because the English teacher mostly implements CL strategy in this grade instead of another grades. Moreover, the implementation of CL is also best use in the first grade because the freshmen year students are needed to be grouped in order to enhance their confidence in uttering their opinion.

1.6Definition of Key Terms

To avoid the misinterpretations, defining the key terms as follows is needed: 1. Cooperative Learning

According to Knight (2009; 3), Cooperative Learning is an instructional strategy that permits students to work in groups to teach themselves about their understanding.

2. SMKN 13 Malang

SMKN 13 Malang which located in Perum Villa Bukit Tidar Block A2 No.13 Malang was built a couple of years ago and it has three special majors, those are Nautica, TPHP (Agricultural Technology), and KPR (Nursing). Studying Nautica

8

means that the students are taught about the study of ocean such as shipping and sailing. On the other hand, in TPHP the students learn about how to make the agricultural output become a product that can be sold. Lastly, the last major is nursing which demands the students to have a good proficiency in taking care of the patients.

at least one strategy to be implemented in his or her teaching learning process, especially teaching English.

Cooperative Learning is one of the strategy that is recommended to be used by the teacher. This argument is supported by Richards and Rodgers (2001; 192) who claims that it is an approach in teaching which uses cooperative activities involving pairs and small groups of students in the classroom. It is also proven by Parveen (2012) who investigated the effect of Cooperative Learning and the traditional method used by the teacher and the result was that CL is superior compared to traditional method. Those two research studies are also supported by another previous studies conducted by Gillies and Boyle (2010) reporting that the teachers have positive experiences with CL, it also helps the students to socialize each other during the group activities. Kristiawan (2013) agrees, a research he conducted at West Sumatra also come to the result that there are many advantages from CL, one of which is the students are more active in the class. Liang (2002) who conducted an experimental research of the process and effects of CL supports Kristiawan’s research as well. She states that CL helped the students in enhancing their competence and motivation to learn English.

Jacobs and Hall (2002; 52) also state that:

Cooperative learning is more than just putting students in groups and giving them something to do. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members, for example in Numbered Heads Together that members need to know and be ready to explain their group’s answer(s) and because when students help their group mates, they help themselves and their whole group, because the response given belongs to the whole group, not just to the group member giving it.

Otherwise, implementing CL is not like a magician does his trick, but in using CL the teacher needs to ponder many times before making the decision. They also explain that the groups in CL should be as follows:

a. Even 2 people are a group

b. The smaller group, the more each member talks and the less chance there is that someone will be left out. If time is short, smaller groups can usually do an activity more quickly. Smaller groups also require fewer group-management skills. Thus, from the explanations above, groups of two or three may be the best.

c. Larger groups are good because they provide more people for doing big tasks, increase the variety of people in term of skills, personalities, backgrounds, and so on, and reduce the number of groups for the teacher monitor.

d. Groups of four are recommended.

Summing up those four ways in grouping the students, all of those variation of grouping are based on the students’ and the topics of the subject need.

Conducting this research, based on the researcher’s two months experience in internship starting from August until October 2014 at SMKN 13 Malang, the English subject is taught once a week with ninety minutes length. Hence, students only had a limited time in learning English. Therefore, the teacher needs to be aware of the limited time they possess to learn English. She also needs to deal with the students’ problems. One of the problem is their lack of vocabulary which make them shy to utter whatever it is in their minds. They don’t even aware of the dictionary’s importance. Although

the English teacher implemented varied in the way she delivered the materials, it was difficult for the students to accomplish English tasks. Due to the matters the students face, the teacher implemented CL strategy. It will really help because it is going to be focused on the students’ cooperation. Besides, it is difficult as an English teacher here because she needs to teach all 12 classes by herself from the 10th – 12th grades. Specifically, those classes are class Nautica which means a study of ship and sailing, class TPHP which allows the students to study about agricultural technology, and class KPR or Nursing class. CL is also salient to minimalize her difficulties in teaching. Therefore, the researcher is interested in investigating CL strategy implemented by the English teacher regarding to improve the students’ achievements.

1.1Statement of Problems

1. What are the kinds of Cooperative Learning Strategy implemented by the English teacher at SMKN 13 Malang?

2. How does the English teacher at SMKN 13 Malang implement Cooperative Learning Strategy?

3. What problems do the English teacher face in implementing Cooperative Learning Strategy at SMKN 13 Malang?

4. How do the English teacher cope with the problems in implementing Cooperative Learning Strategy at SMKN 13 Malang?

1.3Purposes of Study

1. to investigate the kinds of Cooperative Learning Strategy implemented by the English teacher at SMKN 13 Malang.

2. to find out the way the English teacher implement Cooperative Learning Strategy at SMKN 13 Malang.

3. to investigate the problems the English teacher face in implementing Cooperative Learning Strategy at SMKN 13 Malang.

4. to investigate the English Teacher’s solutions in solving the problems in implementing the kinds Cooperative Learning Strategy at SMKN 13 Malang. 1.4Significance of Study

1. For the teachers: This research is expected to be a reference mainly for the English teacher about some strategy in CL. Moreover, the teacher will also get an insight of the variety of it.

2. For the students:It is expected to give valuable knowledge for the students about how to collaborate with partners in a form of group in CL. Specifically, they will be able to know the kinds of CL their teacher implemented.

3. For the researchers: Hopefully, the next researchers will be helped by reading this research, thus they are able to understand the kinds of CL and also solve the problems that may be occurred. Also, it can be a reference for the other researcher in conducting research about the same topic.

1.5Scope and Limitation

Based on proceeding statement of problems, the researcher considers to make the scope and limitation of this research. The scope of this research focuses on the implementation of CL, a strategy to make the teaching learning process more alive by grouping the students. Meanwhile, this research is limited in the kinds, difficulties and also the solutions in implementing CL strategy by an English teacher at SMKN 13 Malang at the first grade of 2014. The research is focused on the first grade because the English teacher mostly implements CL strategy in this grade instead of another grades. Moreover, the implementation of CL is also best use in the first grade because the freshmen year students are needed to be grouped in order to enhance their confidence in uttering their opinion.

1.6Definition of Key Terms

To avoid the misinterpretations, defining the key terms as follows is needed:

1. Cooperative Learning

According to Knight (2009; 3), Cooperative Learning is an instructional strategy that permits students to work in groups to teach themselves about their understanding.

2. SMKN 13 Malang

SMKN 13 Malang which located in Perum Villa Bukit Tidar Block A2 No.13 Malang was built a couple of years ago and it has three special majors, those are Nautica, TPHP (Agricultural Technology), and KPR (Nursing). Studying Nautica

means that the students are taught about the study of ocean such as shipping and sailing. On the other hand, in TPHP the students learn about how to make the agricultural output become a product that can be sold. Lastly, the last major is nursing which demands the students to have a good proficiency in taking care of the patients.