THE TEACHING OF
PROCEDURAL TEXT BY USING COOPERATIVE LEARNING METHOD
(An
Experimental Study at the Twelfth Grade Students of SMK Indonesia Global
Bojongsari Depok)
By:
MOH. NASHRUDDIN AKHYAR
NIM. 108014000066
ENGLISH
EDUCATION DEPARTMENT
FACULTY
OF TARBIYAH AND TEACHERS’ TRAINING
STATE
ISLAMIC UNIVERSITY
SYARIF
HIDAYATULLAH
JAKARTA
1433
H/2012 M
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KEMENTERIAN
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FORM (FR)
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FITK-FR-AKD-067
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UIN
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Tgl.
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1
Maret 2010
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FITK
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No. Revisi:
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01
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Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
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SURAT PERNYATAAN KARYA SENDIRI
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Saya yang
bertanda tangan dibawah ini,
Nama :
Moh. Nashruddin Akhyar
Tempat/Tgl. Lahir : Pemalang/02 Juli 1989
NIM : 108014000066
Jurusan
/ Prodi : Pendidikan Bahasa
Inggris
Judul
Skripsi : THE TEACHING OF PROCEDURAL TEXT BY USING
COOPERATIVE
LEARNING METHOD (An Experimental
Study at Twelfth Grade Students of SMK
Indonesia Global
Depok)
Dosen Pembimbing : 1. Dr. M. Farkhan, M. Pd
2. Yenny Rahmawati, M. Ed
dengan ini
menyatakan bahwa skripsi yang saya buat benar – benar karya sendiri dan saya
bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini
dibuat sebagai salah satu syarat Wisuda.
Jakarta,
22 Mei 2013
Mahasiswa
Ybs.
Moh.
Nashruddin Akhyar
NIM.
108014000066
ABSTRACT
THE TEACHING OF PROCEDURAL TEXT BY USING COOPERATIVE
LEARNING METHOD An
Experimental Study at the Twelfth Grade of SMK Indonesia Global Depok. Skripsi
of English Education Department at Faculty of Tarbiyah and Teacher’s Training
of State Islamic University Syarif Hidayatullah Jakarta, 2012.
The study was carried out to know whether is there
significant difference of teaching procedural text using cooperative learning
and Grammar Translation Method at Twelfth Grade students of SMK Indonesia
Global academic year 2012-2013. The subjects of this study were consisted of 36
students.
The method used in this study was Experimental
study. The writer divided the classroom into two parts, experiment and control
class. This study was conducted in a month, following the procedures of
experiment, giving pre-test, treatment, and giving post-test. The data
gathering in this study through pre-test and post-test.
The results of this study showed that there was significant
difference between teaching using Cooperative Learning and Grammar Translation
Method. (To)value was 2.3 and (Tt) value was 2.03. It
showed that (To) was higher than (Tt) in degree of
significance 5%. Because 2.3 was higher than 2.03, the use of Cooperative
Learning in teaching procedural text gave the significant influence to the
students at twelfth grade on SMK Indonesia Global.
MOH. NASHRUDDIN AKHYAR (PBI)
ABSTRAK
THE
TEACHING OF PROCEDURAL TEXT BY USING COOPERATIVE LEARNING METHOD Sebuah penelitian eksperimen pada siswa kelas
XII SMK Indonesia Global Depok.
Skripsi Juruan Pendidikan Bahasa Inggris Fakultas
Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah
Jakarta, 2012.
Penelitian ini bertujuan untuk mengetahui
pengaruh penggunaan metode belajar Kooperatif terhadap pencapaian nilai belajar
siswa pada teks prosedur di kelas XII SMK Indonesia Global Depok.
Metode penelitian yang digunakan adalah eksperimen.
Kelas dibagi kedalam dua bagian kelas, kelas ekpserimen dan kelas control.
Penelitian eksperimen ini disusun dengan rancangan penelitian pre-test, treatment, post-test. Pengambilan
sampel digunakan dengan menggunakan teknik random
sampling. Sampel penelitian berjumlah 36 siswa kelas XII. Kelas control dan
kelas eksperimen masing-masing sampelnya adalah 18 siswa.
Hasil dari penelitian
eksperimen ini menunjukan adanya perbedaan yang signifikan antara pengajaran teks
prosedur dengan menggunakan metode belajar kooperatif dengan menggunakan metode
Grammar Translation. Nilai (To) dalam hasil penelitian ini adalah
2.3 dan nilai (Tt) nya 2.03. Ini menunjukan bahwa nilai (To)
lebih besar dari nilai (Tt) pada derajat signifikansi 5%. Pada akhirnya,
ada perbedaan yang signifikan antara pengajaran menggunakan metode belajar kooperatif
dengan metode belajar Grammar translation.
MOH. NASHRUDDIN AKHYAR (PBI)
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the
Merciful
All praises be to
Allah the Lord of the Universe
Great thanks to
Allah who has bestowed upon the writer in completing this ‘skripsi’. Peace and salutation
be upon to our prophet Muhammad SAW, his family, his companions and his faithful followers.
This ‘skripsi’ is presented to
fulfill one of the requirements to obtain Sarjana Degree at the Department of
English Education of the Faculty of Tarbiyah and Teacher’s Training Syarif Hidayatullah
State Islamic University Jakarta.
The writer also would like to express his great gratitude and
appreciation to all people who helped him, particularly it
is addressed to :
1. Prof.
Dr. H. Rif’at Syauqi Nawawi, M.A., the Dean of the Faculty of Tarbiyah
and Teacher’s Training, State Islamic University Syarif Hidayatullah Jakarta.
2. Drs.
Syauki, M. Pd. and Neneng Sunengsih, M. Pd. as the Head and Secretary of
English Education Department.
3. Dr.
M. Farkhan, M. Pd and Yenny Rahmawati, M. Ed as his advisors in finishing this
‘skripsi’, for his time, wonderful guidance, patience, correction, and
prestigious advices.
4. All
lecturers and staffs of English Department of Tarbiyah and Teacher’s Training
Faculty.
5. Marulak
Herman N., S.E., the Headmaster of SMK Indonesia Global Depok, who helps him
for conducting the research.
Ribhan Safari, A. Md. as the vice of the Headmaster, thanks for a great chance
to the writer to carry out the research at SMK Indonesia Global Depok.
6. His
beloved parents, H. Kasmuri Shiddiq and Hj. Nur Kholidah who always give
support for him during writing this skripsi.
7. His
sisters and brothers: Nur Hayati, S. Ag, Adam Kamal Hanafi, S. Pd.I, Ahmad
Baidlowi, S. Pd.I. and Musyawaroh, S. Pd, M. Sulkhan Zamroni and Yuli Fataf,
Nur Manisah and Bayu, M. Kholilur Rohman and Farah Kholistiana, for their
motivation and support.
8. His
wonderful friends of the English Department Class B ’08.
9. All
of friends or “Santri” of Sabilussalam Boarding School KampungUtanCiputat, who
always give support for him.
May Allah the Almighty bless them all, Amien. Finally, the writer realizes that this
‘skripsi’ is far from being perfect. Constructive critics and suggestion would
be acceptable to make this ‘skripsi’ better.
Jakarta,
December 2012
The Writer
TABLE OF CONTENTS
ENDORSEMENT SHEET
ABSTRACT
…………………………………………………………………....... i
ACKNOWLEDGEMENT
………………...……….…………………………… iii
TABLE OF CONTENTS
……………………………………………….……… v
LIST OF TABLES ……………………………………………………………… vii
CHAPTER I: INTRODUCTION
A. Background
of the Study…………………………………………………. 1
B. Limitation
and Formulation of the Study ………………………………... 4
C. Objective
of the Study …………………………………………………… 4
D. Significance
of the Study ………………………………………………… 4
E. Method
of the Study ……………………………………………………… 5
CHAPTER II: THEORETICAL FRAMEWORK
A.
Teaching
………………………………………………………………….. 7
1.
Definition of Teaching
……………………………………………….. 7
B. Procedural
Text ………………………………………………………….. 8
1.
Definition of Procedural Text
………………………………….......... 8
2.
Generic Structures of Procedural Text
………………………………. 9
3.
Language Features of Procedural Text
……………………………… 9
4.
Examples of Procedural Text
……………………………………….. 10
C. Cooperative
Learning ……………………………………………………. 12
1.
Definition of Cooperative Learning
…………………………………. 12
2.
Principles of Cooperative Learning
…………………………………. 15
3.
Elements of Cooperative Learning
…………………………….......... 17
4.
Techniques of Cooperative learning
………………………………… 18
5.
Teacher’s Role in Cooperative Learning
……………………………. 21
6.
Students’ Role in Cooperative Learning
……………………….......... 23
7.
Advantages of Using Cooperative Learning
…………...……………. 23
8.
Disadvantages of Using Cooperative
Learning ……………………… 25
D. Conceptual
Framework ………………………………………………….. 28
E. Hypothesis
……………………………………………………………….. 29
CHAPTER III: RESEARCH METHODOLOGY
A. Methodology
of the Research …………………………………………… 30
1.
Place and Time of the Research
…………………………………….. 30
2.
Population and Sample of the Research
…………………………….. 30
3.
Technique of Data Collecting
………………………………………. 30
4.
Technique of Data Analysis
………………………………………… 30
5. Procedure
of the Research ………………………………………….. 31
CHAPTER IV: RESEARCH FINDINGS
A. Findings
of the Research ………………………………………………… 32
1.
Description of Data
………………………………………………….. 32
2.
Analysis of Data …………………………………………………….. 35
3. Hypothesis
Testing ………………………………………………….. 38
CHAPTER V: CONCLUSION AND SUGGESTIONS
A. Conclusion
……………………………………………………………….. 42
B. Suggestion
……………………………………………………………….. 42
BIBLIOGRAPHY ................................................................................................ 43
APPENDICES
LIST
OF TABLES
4.1 Scores
of Pre-test and Post-test of Experimental Class ……………………… 34
4.2 Scores
of Pre-test and Post-test of Controlled Class…………………………. 35
4.3 Analysis
on students’ score of Experimental class …………………………... 36
4.4 Analysis
on students’ score of controlled class ……………………………… 37
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching
is an educational activitity. It is an
activitiy that is done for
giving
information, sciences and knowledge to the students. Teaching can be done
whether in formal situation or informal ones. Teaching is the process of giving knowledge; it is done by the teacher
in order to give the materials and information to the students.
“Teaching is concerned with doing something for an
individual which will result in something done to the individual”.[1] Teaching
in school is a formal activity that is given by the teacher to the students in
an effort to encourage the students’ development with the material that is
given in a classroom. Teaching English is one of the activities at schools
instead of other subjects. Teaching English is one of the teachers’ roles in a
classroom where they use different method.
English as a global language certainly has significant roles in every part of life, such as
communication, education, technology, politics, economics, etc. Furthermore, English becomes one
of the international languages
that is used by people in all
over the world. Most
of them use English as the standard
language in the country where they live.
In a short, English language is very important and
has a wide influence in the world.
In Indonesia, English
is a foreign language which is taught in every educational level, from Elementary
School up to university. Therefore, in
Senior High School or Sekolah
Menengah Atas
(SMA) and Vocational High School or Sekolah Menengah Kejuruan (SMK), English is a
compulsory subject which is taught and learnt in a formal education. It is caused by English is used as a tool of
communication to
express ideas, information, etc., as stated in Standar Kompetensi dan Kompetensi Dasar (SK - KD) in School Based – Curriclum or Kurikulum Tingkat Satuan Pendidikan (KTSP) of SMK Tahun 2006:
Bahasa Inggris merupakan alat untuk
berkomunikasi secara lisan dan tulis. Berkomunikasi adalah memahami dan
mengungkapkan informasi, pikiran, dan mengembangkan ilmu pengetahuan, teknologi
dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan
berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau
tulis yang direalisasikan dalam empat
keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keterampilan berbahasa
meliputi mendengarkan, berbicara, membaca dan menulis yang dapat digunakan untuk
menanggapi atau menciptakan wacana dalam kehidupan bermasyarakat.[2]
Based
on the statement above, English for Vocational
High School is meant as a tool of communication
(spoken or written) that is used not only to express information, thoughts or
ideas, but also to develop sciences, technologies, and cultures. Then, the teaching of English subject in Indonesia
is aimed to measure the
students’ ability in discourse; that is the ability to comprehend and to
produce spoken or written texts which are implemented in four skills of
language, that are listening, speaking, reading and writing.
English which is taught at Vocational High School
involves four skills; listening, speaking, reading and writing. All of those
skills are should be mastered by the students and they can not be separated
from one another. Among those skills, teaching
reading is emphasized at schools in Indonesia.
Talking about reading, reading
is a subject which contains messages that should be absorbed by the reader. Reading is an activity that the writer shares their
message by encoding it. Then the reader decodes the message into thought.
“Reading is an exercise
dominated by the eyes and the brain. The eyes receive messages and the brain
then has to work out the significance of these messages”.[3]
Reading is one of English skills that ask the readers
to comprehend the meaning of the text’s contents.
Based on the
observation done by the writer during Praktik Profesi Keguruan Terpadu (PPKT) in SMK Indonesia Global Bojongsari, Depok
on February 6th to May 28th, 2012,
most of the students in the twelfth
grade got difficulties in absorbing reading
comprehension. The problems appeared when they were learning reading material about procedural text.
The teacher taught them conventionally in a classroom.
The teacher explained the materials in front of the class, the students sat and
listened passively during the teaching and learning process, finally they were
given exercises and homework by their teacher.
Furthermore, the numbers of the students in a
classroom were many. There were 40 students in a classroom; it made the teacher
explanation was not clearly absorbed by the students. This
situation could make the inconvenient atmosphere for students to do their tasks; it could also reduce the students’
achievement in learning reading. So, the
writer would like to know the students’ reading
comprehension
about procedural text material.
“A procedural text is a text which gives
instructions on how to do something”.[4] A procedural text is a genre among reading genres
which is taught in Secondary school. This text consists of a sequence of steps
or procedures that should be followed by the reader to accomplish the goal of
the text.
Based on the problems above, the writer proposes
that one of the attempts to overcome those problems is by
giving a good strategy of teaching to be productive and efficient.
Therefore, in teaching reading, they also need a good
teaching strategy. One of the strategies is Cooperative Learning. The writer
uses Student Teams Achievement Division (STAD) as one of the technique that is
used in teaching this material. The writer hopes
that this method
can give the better impact to
teach reading in the classroom,
especially for teaching
procedural text itself.
“Cooperative learning
essentially involves students learning from each other in groups. But, it is
not the group configuration that makes cooperative learning distinctive; it is
the way that students and teachers work together that is important.” [5]
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.
One of the characteristics is teams teaching permits team to take advantage of
individual teacher strengths in planning for instruction and in working with
learners.[6]
After reading some benefits of using Cooperative
learning from some sources, the writer thinks that cooperative learning is a
better method that can give more chances for the students to interact with
their teammates. Cooperative learning is not only about grouping
students into groups
and giving tasks for them, but also
about the teachers’ responsibilities
to manage, to monitor and also to
develop students’ motivation to be
active and to participate
in a group.
The benefits of using Cooperative Learning method
in teaching reading are
to make students work together in a group
cooperatively, and to grow the social
aspect of students. Moreover, cooperative learning makes the students actively involve in
the teaching and learning process and they can also exchange the information
and knowledge through group discussion.
From the description
above, the writer is interested in finding out whether learning procedural text using
cooperative learning gives the
significant difference in the students’ achievement or not. Because of this,
the writer hopes that the implementation
of cooperative
learning in the teaching
reading helps students understand
the reading comprehension. So,
the writer took a research under the title “The Teaching of Procedural Text by Using Cooperative
Learning Method“. (An Experimental Study at the Twelfth Grade Students of SMK
Indonesia Global Depok in Academic
Year 2012 - 2013).
B. The Limitation and Formulation of the Study
1. The Limitation of the Study
The writer limits the extend of the study in
this skripsi into
the implementation of cooperative learning method in teaching procedural text
reading at the twelfth
grade students of SMK Indonesia Global Bojongsari,
Depok.
2.
The Formulation of the Study
Based on the background of the study above, the
writer formulates the problem as follow:
does Cooperative Learning method
give the significant difference in the twelfth
grade students’ achievement on procedural text?
C. The Objective of Study
The
objective of this study is to find out
is there any significant difference between the teaching of procedural text by
using Cooperative Learning method and Grammar Translation Method.
D. The Significance of Study
This study is aimed to find out the empirical evidence
whether Cooperative Learning brings better achievement to the students in
comprehending procedural text or not. The result of
this study is expected to be useful for:
a.
writer : this skripsi
will give a new information about the teaching of reading.
b.
teachers : this skripsi gives contribution to English teachers in the teaching
of reading, especially in teaching procedural text, particularly to give an
alternative way in using method and technique will be used. This skripsi is
also hoped to give beneficial input on the use of
Cooperative Learning method in teaching English, especially in teaching
reading.
c.
students : this skripsi is hoped can give motivation and develop their ability
in learning English with the activity related to the cooperative work.
E. The Method
of the Study
In
the process of writing this skripsi, the writer uses experiment method by teaching two different classes using two
different methods. First class is experiment class that is taught by using
Cooperative Learning. Then the second class is control class that is taught by
using Grammar Translation Method.
[1] Herman J.
Peters, Collins W. Burnett, Gail F. Farwell, Introduction to Teaching, (New York: The Macmillan Company, 1963),
p. 7.
[2] Standar
Isi Untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: Badan Standar Nasional Pendidikan, Kementerian
Pendidikan Nasional, 2006), p. 111.
[3] Jeremy Harmer, The Practice of English Language Teaching, (New
York:
Longman Publishing, New Edition, 1991),
p. 190.
[4] Mike Steward, Glossary
Of Linguistic Terms - What is a Procedural Text, 2010, p. 8, (http://www.sil,org).
[5] Diane Larsen - Freeman, Techniques and Principles in Language
Teaching, (New York: Oxford University Press, 2nd
Edition, 2000), p. 164.
[6] David
Nunan, Collaborative Language Learning
and Teaching, (Cambridge: Cambridge University Press, 1993), p. 6
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. [1]
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.[2]
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”.[3] 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”.[4]
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.[5]
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.[6]
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.[7]
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.
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”.[9] 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.[10]
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:
|
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.
Source:
(www.ncmc.com).[11]
|
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
|
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.[12]
|
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.[13]
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”.[14] 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”.[15]
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.[16]
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.[17]
|
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
their students.[18]
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.[19]
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.[20]
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.[21]
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.[22]
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.[23]
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.[24]
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.[25]
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:[26]
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.[27]
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.[28]
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.[29]
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
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:[31]
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.[32] 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
[1] H. Douglas Brown, Prinsip Pembelajaran dan Pengajaran Bahasa.
Edisi kelima, (New York: Pearson
Education, Inc., 2007), p.8
[4] Pardiyono, PastiBisa! Teaching Genre - Based Writing, (Yogyakarta: CV Andi
Offset, 2007), p. 125.
[5] Farida Aouladomar,
et al., On Argumentation in
Procedural Text, Schedae Journal, 27,
2006, pp. 13-18.
[6] Mark Anderson and Kathy
Anderson, Text Types in English, (Perth: Macmillan Education
Australia,
1998), p. 28.
[7] Gea Faizah, Procedure - text, 2012, (http://www.sherikell.com.)
[8] Engaging in and Exploring
Procedural Writing. Journal Literacy
Secretariat, Department of Education and Childrens’ Services, 2011, pp. 1
[9] Oxford Advanced Learners’
Dictionary (Oxford: Oxford University Press, 2000), p. 1103.
[11] Eri Kurniawan and Arief
Kurniawan, Communication Builder: English
for Vocational School for Intermediate Level (Grade XII) Vocational School
(SMK/MAK), (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008),
p. 64.
[13] Jack C. Richards and Theodore S.
Rodgers, Approaches and Methods in
Language Teaching, (Cambridge: Cambridge University Press, 2nd
edition, 2001), p. 192.
[14] David W. Johnson, Roger T.
Johnson, Mary Beth Stanne., Cooperative Learning Methods: A Meta Analysis. Journal of University of Minnesota,
2000, p. 13.
[15] Kenneth A Bruffee, Collaborative Learning; Higher Education,
Interdependence, and the Authority of Knowledge, (London: The John Hopkins
University Press, 1993), p. 1.
[16] Daniel Muijs and David Reynolds,
Effective Teaching Evidence and Practice,
(London: Sage Publications Ltd, 2nd edition, 2005), p. 57.
[17] Carla Chamberlin., Cooperative
Learning as the Method and Model in Second Language Teacher Education, Journal of State University of Pennsylvania,4,
2008.
[19] George Jacobs,
Cooperative Learning; Theory, Principles and Techniques, Journal JF New Paradigm Education, 3, 2000, p. 1-9
[20] Alice Machperson, Cooperative Learning Group Activities for
College Courses: A Guide for Instructors, (Kwantlen: University College
Press, 2007), p. 3.
[21] Luois Cohen, Lawrence Manion,
and Keith Morrison, A Guide to Teaching
Practice, (London: Routledge Falmer, 5th
edition, 1997), p. 180.
[22] ShlomoSharan, A Handbook of Cooperative Learning Method, (London:
Prager Westport, 1999), p. 4.
[23] Richard I Arends, Learning to Teach, (New York: The
McGraw-Hill Companies, 7th edition, 2007), p. 352.
[25] Steven G. McCafferty, George M.
Jacobs and Ana Christina Da SilvaIddings, Cooperative
Learning and Second Language Teaching, (Cambridge: Cambridge University
Press, 2006) p. 38.
[26] Jack C Richards. op. cit., p. 199
[27] Louis Cohen. op. cit., p. 180
[28] Jeremy Harmer. op. cit., p. 117
[29] Team Murphey
and Job M Jacobs. Encouraging Critical
Collaborative Autonomy. JALT Journal 22 (2). November 2000. pp. 224-228
[30] Louis Cohen. op. cit., p. 180.
[32] Jack C. Richards and Theodore S. Rodgers. Approaches and Methods in Language Teaching. (New York: Cambridge
University Press, 1992), p. 14
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”.[1]
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.
). 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: [2]
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 :
SDx or SD1=
N1
e. Determining standard of deviation score of control
class (variable
Y) with
formula
SDy or SD2 = 
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.
1 comment:
beh previous study nya ga ada ya ,, mau liat contoh penjelasan bedanya penelitian lu sm prev.study nya~
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