CHAPTER II
THEORETICAL FRAMEWORK
A.
Teaching
1.
Definition of Teaching
Teaching is an
educational activity that the teachers or instructors give the information to
the student or learner. Teaching is the activity at school where the teacher
gives the useful thing, like science, knowledge, and information in order to be
absorbed by the student.
In Bahasa, teaching means Pengajaran. Pengajaran adalah memandu dan
memfasilitasi pembelajaran, memungkinkan pembelajar untuk belajar, menetapkan
kondisi – kondisi pembelajaran.
Teaching is the form of guiding, facilitating, and deciding the study’s
condition towards students’ activities in the classroom. It is the fundamental
activity in education, because it can influence the students’ achievement.
In teaching
case, teachers should provide activities and structures of intellectual,
social, and emotional support to help learners to move forward in their
learning. Because teaching is the process of transferring knowledge to the
students, so it should be done carefully so that they can get the knowledge.
Teaching is related to the way in
which the teacher has carried out the activities and what results have been
achieved.
In this term, the teacher should master the teaching skill well to carry out
the good result on the students.
Teaching English is one of the
activities at Indonesian school. It is related with the teacher’s style and way
to manage the classroom well. English skills are many; they are reading,
listening, speaking and writing. Reading material is the subject which should
be mastered by the students. It needs the students’ involvement in order to
succeed. So, teaching reading at school must be delivered.
B.
Procedural Text
1.
Definition of Procedural Text.
“Procedures tell how to
do something. This might include instructions for how to carry out a task or
play a game, directions for getting to a place, and rules of behavior”. In writer’s view, procedural
text is the text which gives the steps or procedures on how to do something.
Procedure can be meant by instruction, step and way that can be done by someone
for doing, making, and arranging something based on the right instructions.
“Dalam konteks komunikasi, seringkali seseorang harus menjelaskan
tentang bagaimana suatu pekerjaan harus diselesaikan secara urut (in sequent steps). Petunjuk
tentang langkah-langkah yang harus dilakukan agar suatu pekerjaan dapat
diselesaikan dengan baik dapat dikemas dalam suatu teks jenis prosedur”.
In the term of reading
text, the purpose of procedural text is to give the manual instructions or
steps of making, arranging, and doing something to the readers. So, the readers
not only read the whole text, but also follow the instructions based on the
right steps that are given in the text.
Farida Auladomar, et
al., state in their article:
Procedural texts consist of a sequence of instructions designed
with some accuracy in order to reach an objective (e.g. assemble a computer).
In our perspective, procedural texts range from apparently simple cooking recipes
to large maintenance manuals (whose paper versions are measured in tons e.g.
for aircraft maintenance). They also include documents as diverse as teaching
texts, medical notices, social behavior recommendations, directions for use, do
it yourself and assembly notices, itinerary guides, advice texts, savoir-faire
guides, etc.
2.
The Generic Structures of Procedural Text
Every
text actually has some structures. The structures of the text will be different
that depends on the goal of the text. The structures represent the written
information to the reader.
A
Procedure text usually has three sections. There is an introductory statement
or title that gives the aim or goal of the procedure, followed by a list of
materials that will be needed to complete the procedure. The final section is a
sequence of steps, in the order they need to be completed, to achieve this
goal.
From
the explanation above, the writer divides the structures of procedure text into
three parts. First structure of procedural text is goal. Here, the writer
defines goal as the title sentence (objective) that shows what actually will be
done, will be made, and what will be accomplished according to the text. Then,
second structure is materials. Materials
are the equipment or also can be defined as utensils which are used to make
something based on the text. Finally, the last structure is steps. It is
defined as the steps or directions of procedures for making something.
The
last structure of procedure text is actually the main structure of the text,
because it gives the procedures how do we make something based on the orderly
procedures. So, the reader can follow the sequence steps according to the
procedures that are given in the text.
3.
The Language Features of Procedural Text
Based
on Ghea Faizah’s blog, she characterizes the characteristics of procedural text
into three parts; that are the use of simple present tense, usually in
imperative sentences, like put…, mix….,
don’t mix... Then, it also uses temporal conjunction, such as first, second, then, next, finally.
Then, the last feature of procedural text is the
use of action verb, like turn on, stir,
and cook.
Based
on the explanation above, the writer concludes that the language features can
be seen as the characteristics. The characteristics of procedural text consist
of:
a. Using simple present tense or imperative sentences
Example: stir, mix, pour, prepare, etc.
b. Using conjunction of temporary. It is as the sign of sequent
event.
Example: First, second, then, after that, finally, etc.
c. Using action verb.
Example: cook, prepare, add, turn off, etc.
4.
The Examples of Procedural Text
In the article engaging in and exploring procedural writing, it gives the examples
of procedural text, such as:
a. Recipes
Recipes with sub-headings – Ingredients;
Method; Serving Suggestions.
b. Instructions
or manuals.
Instruction; e.g. How to do, use
or make something.
On
the Oxford Advanced learners’ Dictionary, “Recipe is a set of instructions that
tells you how to cook something and the items of food you need for it”. Recipe
is one of the examples of procedural text because it gives the sequenced -
instruction of how to cook something, how to make something based on the
instructions that are mentioned in a text.
Another example of procedural text is instruction
manuals. On Cambridge Advanced Learners’ Dictionary, a word “Instruction is meant as advice and information about how
to do or use something, often written in a small book or on the side of a
container.
Instruction is like the written text
that contains of procedural steps for making or doing something, it is more
general than recipe. As the example of procedural text, instruction also has
many steps which give the manual or ways to the readers to be used.
In book Communication Builder, English for Vocational School for Intermediate
Level (Grade XII), there is an example of procedural text in terms of
manual like stated in the following box:
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How
the Microwave Oven Works
Microwaves are a form of energy
similar to radio, television waves and ordinary daylight. Normally,
microwaves spread outwards as they travel through the atmosphere and
disappear without effect. Microwave ovens, however,
have a magnetron which is designed to make use of the energy in microwaves.
Electricity, supplied to the magnetron tube, is used to create microwave
energy. These microwaves enter the cooking area through openings inside the
oven. A turntable or tray is located at the bottom of the oven. Microwaves
cannot pass through metal walls of the oven, but they can penetrate such
materials as glass, porcelain and paper, the materials out of which
microwave-safe cooking dishes are constructed. Microwaves do not heat
cookware, though cooking vessels will eventually get hot from the heat
generated by the food.
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The example of instruction is also founded
in book English K-6 Module by Board
of Studies New South Wales as stated in this following table:
|
Text
Structure
|
How to Make a Cardboard Photo Frame
|
Language
Features
|
|
Goal
Materials/equipment
Steps:
-
- In chronological order
-
- all necessary steps Included.
|
Equipment
needed:
Cardboard,
paper, string, etc.
Photo
Glue
Paint
Sticky
tape
Ruler
Steps:
1.
Find
photo
2.
Measure
up frames
3.
Cut
out first frames
4.
Cut
out second frame so that the first frame cat fit on top without slipping
through.
5.
Make
the third frame with the same overlap
6.
Paint
the frame in different ways.
7.
Attach
stand or handle
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Use of nouns and noun groups,
eg glue, paint, sticky tape.
Use of action verbs, e.g. find,
measure.
Use of command, e.g. Find
photo, Measure up.
Use of causal conjunctions,
e.g. so that.
Use of adverbial phrase, e.g.
with the same overlap, in different ways.
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C. Cooperative
Learning
1. Definition
of Cooperative Learning
Cooperative
learning is not a new method today. It was developed by John Dewey in USA in
the 1960s and 1970s (early twentieth century). It was established as the answer
to force the integration of public school that was developed since then. Some
educators concerned that traditional strategies in classroom were teacher-fronted
rather than cooperative. The educators believed that minority students might
fall behind higher-achieving students.
The writer
defines cooperative or collaborative learning as one of the methods that ask
students to work cooperatively in their learning group. Cooperative learning
can be said as the model of students’ learning that divide students into
groups, then the students must work together in these groups to finish some
problems that are given by the instructor.
“Cooperative
learning is one of the most remarkable and fertile areas of theory, research,
and practice in education. Cooperative learning exists when students work
together to accomplish shared learning goals”. Cooperative learning is
the techniques which encourage students’ social skill, because its method asks
students’ role in group to share their thoughts or ideas, so they can do what
should they do to get their learning goals.
“Collaborative
learning gives the students practice in working together when the stakes are
relatively low; so that they can work effectively together later when the
stakes are high. They learn depend on one another rather than depending
exclusively on the authority of the teacher”.
Based on the definition above, cooperative is the
ways of students’ effort in group to achieve the goal of the subject that is
learnt. Every learning of subject ideally has goals, in cooperative method the
students are asked to reach those goals cooperatively with their friends in a
group.
Panitz defines Collaborative learning as a philosophy
of personal responsibility and respect for peers. Learners take responsibility
for their own learning and search for information to the question they were
posed. The teacher acts as a
facilitator, providing support but not steering the group towards pre-prepared
outcomes. Forms of peer assessment are used to look at the outcomes of the
process.
Cooperative
learning is a broader concept that encompasses all kinds of group work,
including more teacher-led and directed forms. Generally cooperative learning
is seen as more teacher-directed, with the teacher setting the task and
specific questions and providing pupils with materials and information designed
to help them to solve the problem. The teacher will typically set some form of
exam or test at the end of the task.
Cooperative
Learning as the method of learning can give students the opportunities to share
and to work together with their groups in a learning activity among them in a
classroom. Moreover, cooperative learning is also hoped can help students to solve
their learning problems during the activity of teaching and learning.
Collaborative learning (CL) is a
personal philosophy, not just a classroom technique. In all situations where
people come together in groups, it suggests a way of dealing with people which
respects and highlights individual group members' abilities and contributions.
Cooperative
and collaborative learning starts when individual learning has less to do the
students to manage the problem in their learning. Then, cooperative learning
appears as the answer that is very helpful to overcome some problems of
students’ learning. It is the recent method which is suggested to be used by
the learners to manage their conflict in a group work cooperatively.
Carla
Chamberlin – Quinlisk on their article “Cooperative
Learning as the Method and Model in Second Language Teacher Education” give
the relationships between Cooperative Learning and Collaborative Language
Learning in the following table:
|
Cooperative
Learning
|
Collaborative
Language Learning
|
|
Clearly
perceived positive interdependence.
|
Requires an understanding of
how second language teaching and content area (disciplines) are intertwined;
involves ability to transcend isolation and territoriality
|
|
Considerable face-to face
interaction
|
Requires consistent and
frequent meetings in which teachers have opportunity to talk about teaching
in a reflective way, provide each other with feedback, develops trust,
motivation, and decision-making skills.
|
|
Clearly perceived individual
accountability and personal responsibility to achieve the group’s goals.
|
Participating teachers must be
accountable to each other and in doing so they move forward in their own
professional development.
|
|
Frequent use of the relevant
interpersonal and small-group skills
|
Effective communication is at
the heart of collaborative teaching. Participants must understand
communication styles (verbal and nonverbal), trust building, conflict
resolution, and negotiation of meaning
|
|
Frequent and regular group
processing of current functioning to improve the group’s future effectiveness
|
Requires consistent reflection
on the process of collaboration, collegial relationships, challenges/
strengths, and effect on student learning.
|
The writer can differentiate between Cooperative
Learning and Collaborative Language Learning into:
a. In
Cooperative learning, the teacher gives the materials and subjects to
the
students and then they should work cooperatively.
b. Collaborative
language learning, the students can look for the materials lonely and then they
have to work it collaboratively with other students.
c. Cooperative
learning, interaction and personal lifestyle where student are responsible with
the study.
d. Collaborative,
interaction is structured that is designed to facilitate a goal and study
through group work.
2.
The
Principles of Cooperative Learning.
In implementing
cooperative learning, teachers should know the principles of its method,
because the principles are extremely important to be considered. Principles are
used to know whether the method is proper or not.
Moreover, Diane
Larsen – Freeman mention that the principles of cooperative learning are:
a. Students
are asked to have “positive interdependence”. It means that
the students must not
think competitively and individualistically in a group.
b. Students
often stay together in the same groups for a period of time so
they
can learn how to work better together. Moreover, the teacher can
assign
students to the groups so that the groups are mixed.
c. The
efforts of an individual help not only the individual to be awarded,
but
also others in the class.
d. Social
skills such as acknowledging another’s contribution, asking
others to contribute
and keeping the conversation calm need to be explicitly taught.
e. Language
acquisition is facilitated by students interacting in the target
language.
f. Although
students work together, each student is individually
accountable.
g. Responsibility
and accountability for each other’s learning is shared.
h. Each
group member must be established to responsible in learning
participation.
i.
Beside teaching language, the
instructors should give a social skill to
George
Jacobs divides the principles of cooperative learning into eight principles,
they are:
1. Heterogeneous Grouping. This
principle means that the groups in
cooperative learning are mixed according to the sex, ethnicity,
social class, religion, personality, age, language proficiency, and diligence.
2. Collaborative Skills. Collaborative skills
should be mastered by the
students, such as giving reasons; it is needed in a group work.
3. Group Autonomy. This principle encourages
students to look to
themselves for resources rather than asking for the teacher.
4. Simultaneous Interaction. Students are established
to interact among
others.
5. Equal Participation. Cooperative learning
offers many ways of
promoting more equal participation among group members.
6. Individual Accountability. This
principle is meant that everyone try to
learn and to share their knowledge and ideas with others.
7. Positive Interdependence. It
is the heart of Cooperative Learning.
Positive interdependence is each member in the group should feel
what all members in the group feel.
8. Cooperation as a Value. This
principle means that rather than
cooperation being only a way to learn, i.e., the how of
learning,
cooperation also becomes part of the content to be learned.
From the explanations that are defined
by some experts above, the writer concludes that the principles of cooperative
learning can be summarized as follows::
a.
It should encourage students
to work cooperatively in a group
according to their certain
responsibility.
b.
The successful of
cooperative learning is depends on the each member
role in a group. The student
should have the positive interdependence
to finish the problem in
their group. In other words, the member of the
group must not work
individually and exclusively.
c.
Cooperative learning forces
students to communicate and share their
ideas in their group. It
means that the students’ contribution is
important as the ways to
accomplish the goal of the group.
d.
Interaction among students
are should be established. It is very
important, because it is the
main factor which decides whether the
cooperative learning is
success or not.
e.
Teacher should teach the
students about the social skills. Because
cooperative learning is the
method that asks the students to work
cooperatively. Cooperation
is the social skill which should be
mastered by the students in
order to achieve the goals of learning.
3.
The Elements of Cooperative Learning
David W. Johnson, et, al.,
identify five basic elements of cooperative learning into the following:
a.
Positive Interdependence
Interaction through
Activity: it means that the learners should
help, assist, encourage, and also support each other’s effort to learn.
b.
Individual Accountability
The performance of the individual
learner is tested, and the result is given back to the group and the individual
c.
Group Processing
Interaction through reflection: It
means that the processes of the group work should answer the questions about “What did each member do that was helpful
for the group? and “What can each
member do to make the group work better?
d.
Skilled Interpersonal
Communication
It is important for effective group
functioning. The students should have and use the needed leadership, make the
decisions, build the trust, communicate effectively and must have the skills to
manage the conflict.
e.
Face-to-Face Promotive
Interactions
Interdependence through structure: Learners believed that they are connected together, so they
cannot succeed unless the other members of the group succeed.
From the
explanation above, the writer can conclude that the basic elements of
cooperative learning should focuses on the students’ positive interdependence,
interaction between individual in a group should interact effectively, each
student in group must give the contribution for the group’s goals, group work
should also build the social skill to collaborate within the group, and the
last is the processes of group work should be managed and worked effectively.
4.
The Techniques of Cooperative Learning
Cooperative or collaborative learning actually can take many forms
of method, or example: teamwork, jigsaw work, where the whole work (the jigsaw)
is apportioned (the jigsaw pieces allotted to groups through a division of
labour); team games, peer-group learning (e.g. dyadic learning); individual
learning which in turn contributes to whole-class project; complex instruction
using discovery method.
There are many techniques of
cooperative learning. Based on the explanation above, cooperative learning
takes many kinds of techniques. Ideally, cooperative or collaborative learning
asks teachers to work together in a learning group work, such as jigsaw work,
teamwork, peer-group learning and team games.
Shlomo Sharan explains some
techniques in cooperative learning, they are:
1.
Student Teams-Achievement
Division (STAD)
STAD is a
set of instructional techniques that was familiar as Student Team Learning.
STAD has three concepts; team rewards, individual accountability, and equal
opportunities to success. It is designed to four member learning teams that are
mixed in performance level, sex, and ethnicity.
2. Team Assisted Individualization (TAI)
TAI is a program which combines cooperative
learning with individualized instruction to meet the needs of diverse
classroom. TAI was established in several reasons, such as that TAI would
provide a means of combination between motivation and peer assistance, TAI was
developed to solve the problem of individualized instruction.
3.
Jigsaw
Jigsaw
approach is developed as one of the ways for helping a classroom as the
community of students where all of the students are valued. In this method,
students work together in small group where they must rely on each other.
Cooperation and mutual trust are the most valuable for achieving the academic
goals.
4. Learning Together
The Learning
Together approach in cooperative learning essentially must include all
elements, such as formal cooperative learning, informal cooperative learning,
and cooperative base groups. Learning together should include positive interdependence, face to face
interaction, individual accountability, social skills, and group processing.
As
the addition, Richard I. Arends in his book mentions techniques as approaches.
In cooperative learning, he describes the cooperative learning approaches into:
a. Student Teams Achievement Division (STAD)
STAD was developed by Robert Slavin in John Hopkins
University. Teachers use STAD to present new academic information for students
each week, either verbal presentation or text. Team member use worksheet to
master the materials and then help each other to learn the materials through
tutoring and quizzing.
b. Jigsaw
Jigsaw was developed by Elliot Aronson and his colleagues
in 1997. In using Jigsaw, students are designed into five or six member
heterogeneous study teams. In this approach, academic materials are given to
the students in a text form. Then every student must be responsible for
learning a portion of materials.
c. Group Investigation (GI)
Group Investigation was originally developed by Herbert
Thelen. Recently, this approach has been refined by Sharan and his team at Tel
Aviv University. Sharan states that this approach is the most complex one and
difficult to be applied. Teacher who use GI ideally divide the class into five
or six member heterogeneous groups.
d.
The Structural Approach
This approach has been developed by Spencer Kagan.
Structural approach emphasizes the use of particular structures that is designed
to influence students’ interaction patterns.
e. Think-Pair-Share (TPS).
Think-Pair-Share
strategy has grown out of the cooperative learning. It was developed by Frank
Lyman (1985) and his colleagues at University of Maryland, it is an effective
way to change the discourse pattern in the classroom.
f. Numbered Heads Together (NHT).
Numbered Heads Together (NHT)
encourages successful group functioning because all members need to know their
group’s answers and because when students help their group mates, they help
themselves and the whole group.
5.
The Teacher’s Role in Cooperative Learning
The role of the teacher in
learning activities is very important. Teachers’ role not only to guide the
students for giving their attention, but also to make the students feel
interested to the material which is given.
In cooperative language
learning, Jack C. Richards and Theodore S. Rodgers explained that the teachers’
role different considerably from the teachers’ role in traditional
teacher-fronted lesson. In cooperative learning, the teachers’ roles are can be
characterized into the following characteristics:
a. Create
highly structured and well-organized learning activities in a
classroom.
b. Teachers
also have to set the goals of the learning.
c. They
have to plan the structural tasks, establish the physical
arrangement
of the classroom.
d. Assign
their students in a groups and roles.
e. Finally,
teachers should select the materials and time.
Teachers
have an important role in helping groups function well in cooperative learning.
In other words, teachers should have more skills to be a facilitator in the
classroom, becoming a guide on the side rather than using teacher-fronted
instruction, and teachers should become a sage on the stage.
Students should be facilitated to prepare the group
tasks, a group tasks that involve the proper procedure and possessing the
necessary content and language knowledge. Another role of the teacher is that
teachers need to monitor how the students go about the tasks and whether the
students understand and use the target language well or not. Finally, teachers
should observe the students’ group as the tool to see a window of the students’
mind.
From the explanation above, the writer believes
that the teachers’ roles in cooperative learning are complex. They not only put
their students’ into groups, giving a task, answering the question, but also to
facilitate them what difficulties that their students have, guide them to be
active students and also observe them whether the materials that are given to
their students can be understood or not.
6.
The
Students’ Role in Cooperative Learning
Learning activities in the
classroom is done both teacher and learners, both of them have roles. As
addition, Jack C. Richard and Theodore S. Rodgers viewed that the primary role
of the learners ideally can be seen as follows:
a.
Member
of group who should work collaboratively on tasks with other
group members.
b.
Learners
have to learn teamwork skills.
c.
Directors
of their own learning activities.
d.
They
are taught to plan, monitor, and evaluate their own learning that
is viewed as a compilation of lifelong
learning skills.
e.
Students
are asked to direct the material and to be more involved-
participation actively.
Indeed,
the students’ role are cannot be separated from the teacher. Students should
create a team work as the member of their learning; students also have to
monitor, evaluate, and work cooperatively with their learning members by
themselves.
The students’ participation to work
cooperatively is very important in cooperative learning. It is the major
concept why cooperative learning used. So, students not just learn the
materials among the group members, they also have to use to the social skill as
the teamwork tool in sharing the idea and getting the goals of the instruction.
7.
The
Advantages of Using Cooperative Learning
Each
approach surely has the advantages and disadvantages. Here, the cooperative
learning has some advantages instead of its disadvantages.
Robert
Slavin in Louis Cohen’s book explains in that:
One of the
greatest benefits from co-operative learning is the raising of self esteem. Put
simply, students learn they are valued, valuable and important. Self esteem
rises because members feel valued by their peers and because they feel are
achieving in academic terms. Indeed, Slavin reports that students achieve more
highly in co-operative classrooms than in traditional classroom.
Explanation
above actually gives the understanding that using cooperative learning can
improve the self-esteem; the students feel valuable and more important because
they believed that the academic goal can be reached by working together in a
group of learning.
The
heart of the cooperative learning is group work. Group work is the
characteristic of cooperative learning, because the students are managed into
group members and they are given task to be finished with the group members.
Actually,
the advantages of group work are described by Jeremy Harmer, he states that the
advantages of group work are:
a. It
dramatically increases the amount of talking to individual students.
b. Personal
relationship are usually less problematic, it contribute a
greater
chance of different opinion.
c. It
encourages broader skills of cooperation and negotiation
d. It
promotes learner autonomy by allowing students to make their own
decision
in a group without asking the teacher what they should do.
e. The
students can choose the level of participation more readily.
Tom Murphey and Job M. Jacobs say in their article “Encouraging Critical Collaborative Autonomy”,
they said that:
Group activities give students chances
for greater independence. Because they are working together without the teacher
controlling every move, they take some of their own learning decisions, they
decide what language to use to complete a certain task, and they can work
without the pressure of the whole class listening to what they are doing.
Decisions are cooperatively arrived at, responsibilities are shared.
From description about the benefits of using
cooperative learning above, the writer reviews that the benefits of using
cooperative learning are each student has more chance to speak and to be
active; students can apply the higher strategies of thinking which can help
them in constructing the meaning from the text that they have read. Cooperative
learning is the method which can promote the social behavior (cooperation)
which asks them to communicate among the students’ relation in their groups.
It is like happened in Indonesian school that there
are so many students in one class, more than 40 students for each class.
Automatically, it is so hard for the teacher to deliver the lesson well,
because the class is full of students. They also make noises, so it is too
difficult to be managed well. Of course, its’ method is good enough to overcome
those problem. Cooperative learning can promote the social aspects, for
instance the students’ cooperation in their group is built, and they can also
discuss or share the material with group’s member cooperatively.
8. The Disadvantages of Using Cooperative
Learning Method
Cooperative learning as the method which offers the
better approaches is not always good as usual. There are some difficulties and
the disadvantages that cover the advantages of it.
There are minimally six problems which should be faced
by the teacher when they teach using cooperative learning, such as:
a. It
sometimes failed to work cooperatively.
b. There
is students’ misbehavior
c. Classroom
noise
d. Students’
absence
e. The
time that is used is not effective
Also,
there is too great a range of performance level in a group.
There, some difficulties which faced by
the teachers are like students’ noise, then the great range of students’ in a
group are being the most important thing which should be overcame, because the
time that is used maybe insufficient.
Moreover, Jeremy Harmer added about the
disadvantages of group work in cooperative learning, they are:
a.
It is likely to be noisy.
There are teachers who feel that they are losing
their
control when the whole class are divided into small entities.
b.
Some students usually do not
focus on the teachers’ explanation. They
feel
enthusiasm with group members.
From some weaknesses that are given
above by the experts, the writer can review that the disadvantages of using
cooperative learning are cooperative learning takes much time to organize the
groups. Then, there is insufficient time for the teacher to divide and manage
groups well. Moreover, the students’ tendency for making noise is opened. In
the end, the students’ attention is divided into some parts, not only to the
teacher’s material, but also to the group’s member.
D.
Conceptual Framework
The
Grammar Translation Method reflected a time-honored and scholarly view of
language and language study. In a Grammar Translation
Method classroom, the teacher asks a question to the students and there are
only one or two students who have the opportunities to answer the question.
Cooperative learning method offers all students on opportunity to express ideas
and responses to the question or topic that is discussed.
By
implementing cooperative learning method, the teacher can gives students the
opportunities to think, to share correct answers with partner, and teacher also
can allows all students to respond. Then, students are invited to share their
responses with the whole class.
Reading
is one of the language skills. In reading activity, students often face the
problem and difficulties to comprehend the meaning of the reading texts. To
create English reading lesson more effective in a classroom, the writer wants to
apply cooperative learning method as a tool of teaching reading, especially to
teach procedural text material. The objective of it is to make students more
enjoyable in learning reading procedural text. Moreover, it also can help
students communicating and sharing each others with their friends in a group.
They can discuss the problems’ solution and find the way to overcome it.
Because
of some purposes of cooperative learning in teaching procedural text reading,
the writer applies it in the following steps:
Step I
1.
The teacher
divided students into small group (3 students in each
group)
2.
The students sit
down with their group and then teacher decides the
leader of
each group
3.
The teacher
explains the concept and definition of procedural text
reading involves the social function, the
grammatical features and the
generic
structures of procedural text.
Step II (See appendix III)
1.
Each group is
given the example of reading text about procedural text.
2.
For those
students who have understood the material well, to inform it
to another group’s member.
3.
They study it in
a group that is led by the leader of the group, and the
teacher
manages it.
4.
Each group is
asked to review the material that is given before about
procedural
text and they also work together to arrange the steps that
are still incorrect
Step III
After applied
step I and II, the students are given a post-test of procedural text and they
did it individually. It is aimed to measure the students’ comprehension about
the material that they were learnt. To finish the exercises, the students do it
without working together or asking to their friend.
E.
Hypothesis
According to the theory and the objective of the
study, it can be formulated that:
Ho: There is no significant difference on students’
achievement in
procedural text reading who are taught by
using Cooperative
Learning method.
Ha: There is a significant influence on students’
achievement in
procedural
text reading who are taught by using cooperative learning
method
Team Murphey
and Job M Jacobs. Encouraging Critical
Collaborative Autonomy. JALT Journal 22 (2). November 2000. pp. 224-228
CHAPTER
III
RESEARCH
METHODOLOGY
A. Methodology of the Research
1. The Place and Time of the
Research
The writer held the research at SMK Indonesia Global
Depok. It is located on JL. Kav. DPR No.110 Serua, Bojongsari, Depok. The
writer conducted the research on November 5th up to December 3th,
2012. It was begun by giving pre-test and finished by giving a post-test to the
students. The writer conducted the field research for six meetings.
2. The
Population and Sample of the Research
The
population of this research were
all of the students of SMK Indonesia Global on grade XII. There were 78
students that are divided into three classes; XII Multimedia-1, XII
Multimedia-2, and XII Pariwisata. The writer used random sampling as the
technique; he took only 36 students as the sample; 18 students from XII
Multimedia-1 and 18 students from XII Multimedia 2. These two classes have been
treated with two different treatments. Class XII Multimedia-2 was the
experimental class that was taught using Cooperative Learning method, and class
XII Multimedia-1 was the control class that was taught by Grammar Translation
Method.
3. The Technique
of Data Collecting
“Test may be constructed primarily as devices to
reinforce learning and to motivate the students or primarily as a means of
assessing the students’ performance in the language”.
In collecting data, the writer uses pre-test and post-test’s score of the
students. The test that is used here is teacher-made test, it is made by
collecting some of items of question and test from the book’s source. (See appendix I).
The pre-test is used before the treatment and the
post-test is used after the treatment. The tests are about procedural text
questions; it conducts multiple choice items. Multiple choice items consist of
30 questions. The calculation is each right answer is squared with (
). So, if the students answer all the right answers,
they will get 100 score. From these data, the writer can determine the result
of the research.
4. The Technique of Data Analysis
In analyzing the data, the writer used statistical
calculation of the T-test to determine the result of the research. It is used
in order to know the difference score between the students who were taught
procedural text by using Cooperative Learning and Grammar Translation Method.
In this research, the writer uses the formula that compares two small samples
that have no relationship each other.
The data that have been
collected from the pre-test and post-test then were analyzed by the following
steps:
a. Finding out the gained score of students’ score by
comparing
students’ post-test and pre-test and describing it on
the tables. Then the writer determines the variable of the data, the gained
score of experimental class is variable X and the gained scores of control
class is variable Y.
b. Determining Mean of experiment class (variable X),
with formula :
Mx = ∑ X
N
c. Determining Mean of control class (variable Y), with
formula :
My = ∑Y
N
d. Determining standard of deviation score of experiment
class
(variable
X) with formula :
N1
e. Determining standard of deviation score of control
class (variable
Y) with
formula
N2
f. Finding out the standard deviation of variable X
SDx = 
2
N
g. Finding out
the standard deviation of variable Y
SDy = 
2
N
h. Finding out
the standard error of the mean variable X
SDMx or
SEM1 = SDx
i.
Finding out the standard error of the mean variable Y
SDMy
or SEM2 = SDy
j.
Finding out the standard error. The comparison between
mean of
variable X and mean variable Y, with
formula:
SE M1 -
M2 = 
2 + (SEM 2) 2
k. Finding out
the to , with formula;
to
= M1 – M2
SEM1 – SEM2
l.
Giving interpretation of to with the
procedures as follow:
a)Formulating
the Alternative Hypothesis (Ha): “There is a
significant
difference of the students’ achievement between variable (X) and variable (Y).”
b) There is no
significant difference of the students’ achievement
between variable (X) and variable (Y).
5.
The
Procedure of the Research
In
conducting the research, the writer did some procedures in order to gain the
result of the research. The procedure consists of some steps as follow:
a. The writer
began the research by observing the condition and
population of SMK Indonesia Global, Depok
and also took some
supporting data for the research.
b. The writer
took the sample from the population in the twelfth grade
students. The samples were XII
Multimedia-1 and XII Multimedia-
2, with 18 students in each class. The
class XII Multimedia-1 was
the experimental class and the other one
was controlled class.
c. The writer
administered the instrument of pre-test to both classes.
d. The next
step was the treatment. In this treatment, the writer
conducted the teaching and learning
process in class. The writer
presented the same material that was
procedural text to the two
classes, but it was taught in different
methods. In experimental
class, the students were taught by using
Cooperative Learning
where the students were put into the small
groups. Then, in
controlled class, the students were taught
by using Grammar
Translation Method where the students were
put into the whole
class setting.
e. After
treatment that consists of four meetings finished, then the
writer administered post-test to students
in both classes.
f. The last,
data that have been collected from the pre-test and post-
test were calculated using statistical
calculation of “t-test” to figure
out
the result as the conclusion of the research.
