68 ‗This is a ‗summative‘ phase where the research questions, the strategies
developed, the process of the research, and the analyses and results observed are drawn together by writing up an account in a report or
article.‖ Burns, 1999: 41- 42. The phase is considered essential to make sure that the research has the
opportunity to be shared instead of being only private activities. It aims to encourage other teachers who have similar problems in their teaching expertise.
Phase 11:
―This phase also aims at ensuring that the research in presented to a wider audience.‖ Burns, 1999: 42. After the action research was completed, the teacher
decided to share the findings to one of the NGOs who have concern with teachers‘ quality improvement named TITIAN FOUNDATION. The teacher shared the
findings with elementary and junior high teachers about the effectiveness of the program and the learning strategy.
H. Data Collection and Analysis
The nature of the data is qualitative and the researcher uses narrative research analysis and interpretation. The researcher collected the observation
reports conducted by senior teachers and students‘ written reflections in order to describe and interpret the findings. For the video recording, the researcher rewrote
the story based on the chronological order to see how the participants experienced learning in a non-classroom setting through cooperative learning practices.
Students‟ written reflection: the reflection gave valuable feedback about how the action wa
s effective to enhance the participants‘ communicative
69 competence. From their answers, the researcher was able to interpret how the
learning strategy assisted them to interact or to communicate using the target language. It was also essential to obtain information about their experiences when
conducting cooperative learning activities to build their authentic communication. I transcribed their answers as my qualitative data, looking for the themes, and
connections between cooperative learning and their communicative competence. The participants‘ voice through the answers provided deeper insight to my
research and findings. Video recording
: I transcribed the results of the students‘ authentic tasks
which were in the form of written project and oral interview. Like in the previous instrument, it wa
s intended to obtain data on the participants‘ communicative competence. The researcher coded the findings that related with authentic
communication. It addressed some different topics showing how the students used the target language authentically. I also transcribed video recording of students
―on‖ and ―off‖ tasks behaviors to see real problems that occur when conducting the learning activities. The graphic data were also expected to bring descriptions
on which cooperative learning activities worked well and which did not and how effective they we
re to build the participants‘ authentic communication. Multiple observers
: the observation provided more feedback on how others saw the English practices using cooperative learning in a non-classroom
setting in order to build the participants‘ authentic communication. In specific, it aimed to see how the action empowered the participants in their English learning.
I analyzed the observers‘ feedback and analyses, looking for themes, and
70 connection between cooperative learning, authentic communication, and non-
classroom learning environment. The observers‘ voice added depth to the study.
71
CHAPTER IV ANALYSIS AND RESULTS
A. FINDINGS
The researcher analyzes the data qualitatively to find out how cooperative learning improved
the participants‘ communicative competence as well as their learning empowerment. The findings involved
the results of the students‘ reflective writing, video recording on authentic tasks conducted in a non-school
setting, and multiple observers‘ feedback.
1. Students’ Reflective Writing
The first finding answers the two research questions. The first is to c
onfirm that cooperative learning is effective in improving the participants‘ communicative competence and the second is to describe how it empowers them.
The data relates with the participants‘ communicative competence and learning
empowerment taken from their reflective writing which were conducted three times during the study. There were fourteen questions they had to answer in order
to see how it improved their communicative competence and their learning empowerment. The following was the elaboration of their answers in their
reflective writing. The first ten questions related with the first research question on the effectiveness of CL to improve communicative competence.
