Teachers’ Perception toward the Implementation of Collaborative
Learning Method at English Education Department of Universitas
Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements
For the Degree Sarjana Pendidikan
Sholehah 2012 0540 021
English Education Department Faculty Language Education Universitas Muhammadiyah Yogyakarta
i
Teachers’ Perception toward the Implementation of Collaborative
Learning Method at English Education Department of Universitas
Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements
For the Degree Sarjana Pendidikan
Sholehah 2012 0540 021
English Education Department Faculty Language Education Universitas Muhammadiyah Yogyakarta
i
Statement of Work’s Originality
I honestly declare that this undergraduate thesis, entitled “teachers’
perception toward the implementation of collaborative learning method at
English Education Department of Universitas Muhammadiyah Yogyakarta”,
which I have written, does not contain the work of other people, except those cited
in the quotations and references are quote in accordance with ethical standards of
scientific paper.
Yogyakarta, December 26th, 2016
The Writer
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Acknowledgement
In the Name of Allah, the Beneficent, the Merciful.
Foremost, praise be to Allah SWT, the lord of this world. The almighty
Allah SWT for the blessing, guidance, health and inspiration who has bestowed
upon the writer in completing this skripsi. Peace be upon Muhammad SAW, the
last messenger of Allah SWT and to all of his families, companions and followers.
This “skripsi” is presented to English Education Department of Faculty
Language Education of Universitas Muhammadiyah Yogyakarta as a Partial
Fulfillment of the requirements for the degree of strata 1 (S1) entitled: “teachers’
perception toward the implementation of collaborative learning method at
English Education Department of Universitas Muhammadiyah Yogyakarta”
I would like to thank and great appreciation to my beloved father (Halawi)
and my beloved mother (Satem) who gives me support materially and mentaly.
They also encourage me to continue my studies and finish this skripsi. Moreover,
the writer also thanks to my beloved brother (Hasruri) and my beloved sisters
(Hikmah Tullah) and (Nur Kholisah) who have motivated me, so that I can finish this skripsi.
In this occasion, the writer would like to express my sincere gratitude and
thanks to Mrs. Indah Puspawati, S.Pd., M.A. as my supervisor. Thanks for her
time, guidance, kindness, contribution, responsibility and patience in correcting
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I also want to express my sincerely thank to three teachers at EED of
UMY as respondents of this study. Thanks for giving me a time to interview and
giving me valuable information about this study. Unforgettable, thanks to Mrs.
Fitria Rahmawati, S.Pd., M.Hum as my examiner 1 and Mrs. Rizky Dwi Oktaviani S.Pd., M.Pd as my examiner 2 of this skripsi. Thanks for guiding and correcting my skripsi. Furthermore, I am grateful to all of teachers at English
Education Department of Universitas Muhammadiyah Yogyakarta for teaching
and guiding me during I study at UMY.
The writer also thanks all wonderful friends in English Education
Department in academic year 2012: Mentari Purnamasari, Athina Rahmah A,
Ghaisani R, Suharni, Eka Hidayati and other that can not be mentioned one by
one. Thanks for your support, sharing, advices and kindness during this study.
Then, expecially thanks to Is Dewangga and Putri Dian Lestari for supporting,
advicing, caring, accompanying me whenever I need. Thanks for everything. You
give me beautiful memory that I can not forget it.
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Table of Content
Cover. ... .... ii
Approval Page...ii
Statement of Work’s Originality ... iii
Acknowledgement...iv
Background of the Research ... 1
Identification of the Problem ... 5
Limitation of the Problem ... 6
Formulation of the Problem ... 6
Purpose of the Research ... 6
Significance of the Research ... 7
Chapter Two: Literature Review ... 9
Theories of Collaborative Learning Method ... 9
Definition of Collaborative Learning Method ... 9
The Purposes of Collaborative Learning Method ... 10
The Techniques of Collaborative Learning Group ... 11
The Steps of Collaborative Learning ... 19
The Forms of Collaborative Learning ... 20
The Advantages of Collaborative learning on Students ... 23
The Disadvantages of Collaborative Learning on Students ... 25
The Principles of Collaborative Learning Method... 25
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Chapter Four: Findings And Discussion... 39
Teachers’ Perception toward the Implementation of Collaborative Learning Method at EED of UMY ... 39
Teachers' perception toward the implementation of collaborative learning method at EED of UMY...40
Teachers’ perception toward collaborative learning techniques used by the teachers. ... 41
Teachers’ perception toward the purposes of using collaborative learning method. ... 43
Teachers’ perception toward the steps that teacher are used in collaborative learning process...………...……….. 47
Teachers’ Perception toward the Advantages of using Collaborative Learning Method on Students at EED of UMY ………...……. 58
Teachers’ Perception toward the Disadvantages of using Collaborative Learning Method on Students at EED of UMY……… 60
Chapter Five: Conclusion And Recommendation…... ....63
Conclusion...……….... 63
Recommendation ...………. ….……….. 66
References....………....………....……...68
i List of Figure
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List of Appendix
Abstract
One of the ways to control and manage students in teaching and learning
process is by using collaborative learning method. Collaborative learning method
is interesting to be investigated by the researcher, because the majority of teachers
at EED of UMY implement collaborative learning method and it also has the
kinds of collaborative learning technique, so that it has the impact on students.
This research is purposed to find out (1) teachers’ perception toward the
implementation of collaborative learning method at EED of UMY, (2) the
advantages of using collaborative learning method on students at EED of UMY,
and (3) the disadvantages of using collaborative learning method on students at
EED of UMY.
This research used descriptive qualitative as a methodology and in-depth
interview as the instrument. Furthermore, this research was conducted at EED of
UMY with three English teachers at EED of UMY as respondents.
The result of this research showed that (1) There are two collaborative
learning techniques that teachers used in the teaching and learning process, such
as techniques for discussion and techniques for reciprocal teaching. Then, there
are eight purposes of using collaborative learning method. The first is to
encourage students to study hard. The second is to encourage students’ activeness.
The third is to help students in understanding the materials. The fourth is to
implement students’ critical thinking. The fifth is to make students enjoy in
learning process. The sixth is to practice students’ speaking skill. The seventh is
eight is to give background knowledge to students. The ninth is to share students’
idea. (2) There are five advantages of using collaborative learning method on
students at EED of UMY. The first is the students are more active in learning
process. The second is the students promote academic achievement. The third is
the students can implement their critical thinking. The fourth is the students can
practice their speaking skill. The fifthis the students promote communicative skill.
(3) There are four disadvantages of using collaborative learning method on
students at EED of UMY. The first is some students are less serious. The second
is some students are less control in learning process. The third is some students
become free ridder in discussing process. The fourth is some students do not care
when other students share their ideas.
Chapter One Introduction
This chapter presents the introduction of this research. This chapter is
divided into six sections, namely background of the research, identification of the
problem, limitation of the problem, formulations of the problem, purposes of the
research, and significances of the research.
Background of the Research
Language instruction is a teaching and learning process that should be
organized in imparting the knowledge in the classroom. According to Mahfoodh
and Bhanegaonkar (2013), “language instruction has five important components.
Those are the students, the teachers, the materials, the teaching methods and the
evaluations”(p.1).
Students are the human resources that can evaluate their own language
proficiency. So the students should have a responsibility toward their own
learning and students should to participate in every learning process in order to
create good communication with other students, so that the students can help each
other in mastering the academic content in learning process (Makewa, 2013).
Furthermore, teachers are a model of teaching that provides the knowledge and
information for the students in learning process in the classroom. Whereupon, the
teachers’ role are to assist the students in the process of acquiring skills, acquiring
students’ understanding about the lesson, being a motivator, and being a
supervisor to students in learning process (Crisol, 2011). Moreover, Njoku (2015)
make lively and interesting class. The kinds of materials are textbooks, video,
audio tapes, computer software, and visual aids. Using that materials are purposed
to make the students to learn faster, remember longer, and gain more accurate
information. In addition, Yiming (2014) highlights that teaching method is an
umbrella term for a series of teaching model that are applied by teachers when
teachers and students are achieving teaching objectives, completing the teaching
tasks together in teaching process. The effectiveness of teaching method can
improve students’ understanding of the lesson. Furthermore, Hornby (1998) as
cited in Njoku (2015) states that evaluation is a process of assessing and forming
an idea of quality of something. Evaluation provides the teacher with the
information which can be used to determine whether the students have understood
or have not understood about the lesson that teachers teach in the classroom.
Teaching method is one of the important components in making students’
active participation and students understand in learning process, so that one of the
teachers’ roles is to use an appropriate method in teaching and learning process in
the classroom. It is supported by Ganyaupfu (2013) argues that the teachers
should apply appropriate teaching methods in the classroom in order to achieve
students’ understanding in learning process. Furthermore, there are many teaching
methods applied by teachers in teaching and learning process at EED of UMY,
namely demonstration method, problem based learning method, project based
learning method, collaborative learning method, and contextual learning method.
One of the methods is often implemented by teachers at EED of UMY that is
learning method has increasingly become a popular form of active pedagogy
employed in academic institutions and it has been found to be an effective
pedagogical tool in a broad range of subjects. Moreover, Slavin (1995) as cited in
Adekola (2014) argues that collaborative learning is a method in which students
work in a groups to share their knowledge, help their friends to master academic
content, and teach responsibility for learning and to help others to learn.
There are some reasons why the researcher is interested to investigate
collaborative learning method. Firstly, collaborative learning method becomes one
of the methods that implemented by teachers at EED of UMY and collaborative
learning method is useful for the students. Based on the researcher’s experience,
there are some benefits of collaborative learning method, namely collaborative
learning method makes students’ active to participate in learning process and help
each other to master academic content, so that many students are more likely to
work together than individually in learning process in the classroom. Secondly,
collaborative learning method also has many various teaching-learning of
collaborative, so that the researcher wants to investigate detail information about
collaborative learning method.
According to Panitz (1999) as cited in Saefurrohman (2004), find that
benefits of collaborative learning method as follows:
A primary benefit of collaborative learning method is that it enhances
students' self-esteem in which in turn motivates students to participate in
the learning process. Collaborative efforts among students result in a
other in collaborative learning process, so that they build a supportive
community which they raise the performance level of each member. This
in turn leads to higher self-esteem in all students (p.2).
Beside those benefits of collaborative learning method, there are some
problems in implementing collaborative learning method at EED of UMY. Based
on the researcher’s experience, there are some problems in applying collaborative
learning method at EED of UMY. Firstly, the students felt bored when the teacher
applied collaborative learning process in the classroom. They argued that it was
not effective in achieving students’ understanding which the condition of the class
that had more than 20 students and it make noisy class. Second problem was in
dividing a group discussion, the teachers often divided in many group members. It
will influence students’ understanding and students’ active in collaborative
learning process. Another problem is in collaborative learning process, the
students were often passive recipients of knowledge rather than being active in the
creation.
It is supported by Sheehy (2004), there are three parts of the problem in
applying collaborative learning method in the classroom. Those are the
environment, the group member and the individual. It means that the size of the
class, the number of group members and access to manipulative along with roles
that group members take on the aspects of the environment promoting or creating
self or other tensions. Issues of being polite or being selfish, being active or
by respondents as potentially problematic aspects of working with group members
and are often difficult to reconcile.
Based on the problems above, the researcher wants to investigate about
teachers’ perception toward the implementation of collaborative learning method
at EED of UMY, teachers’ perception toward the advantages of using
collaborative learning method on students at EED of UMY, and teachers’
perception toward the disadvantages of using collaborative learning method on
students at EED of UMY.
Identification of the Problem
Collaborative learning method encompasses a lot of areas to be studied,
such as the impacts of using collaborative learning method toward students’
achievement at EED of UMY, students’ perception toward the implementation of
collaborative learning method, the strategy of implementing collaborative learning
method at EED of UMY. Hence, this research investigate teachers’ perception
toward the implementation of collaborative learning method at EED of UMY and
teachers’ perception toward the advantages of using collaborative learning method
on students at EED of UMY and teachers’ perception toward the disadvantages of
using collaborative learning method on students at EED of UMY.
Limitation of the Problem
This research focused to investigate about teachers’ perception toward the
implementation of collaborative learning method at EED of UMY, teachers’
students at EED of UMY and teachers’ perception toward the disadvantages of
using collaborative learning method on students at EED of UMY.
Formulations of the Problem
In this research, there are three research questions:
1. What are the teachers’ perceptions toward the implementation of
collaborative learning method at English Education Department of
Universitas Muhammadiyah Yogyakarta?
2. What are the teachers’ perceptions toward the advantages of using
collaborative learning method on students at English Education Department
of Universitas Muhammadiyah Yogyakarta?
3. What are the teachers’ perceptions toward the disadvantages of using
collaborative learning method on students at English Education Department
of Universitas Muhammadiyah Yogyakarta?
Purposes of the Research
In this research, there are three purposes of the research. The first is to find
out teachers’ perception toward the implementation of collaborative learning
method at EED of UMY. The perceptions toward the implementation of
collaborative learning method which are being investigated in the present study
are in terms such as teachers’ perception toward the implementation of
collaborative learning method at EED of UMY, teachers’ perception toward the
techniques of collaborative learning that usually used by teachers at EED of
UMY, teachers’ perception toward the purposes of using collaborative learning
collaborative learning method that usually used by the teachers in the classroom,
such as kinds of the group (formal, informal, or base group), size of the group, the
ways to form the students into a groups, advantages and disadvantages of small
group. The second is to find out teachers’ perceptions toward the advantages of
using collaborative learning method on students at EED of UMY. The third is to
find out teachers’ perception toward the disadvantages of using collaborative
learning method on students at EED of UMY.
Significances of the Research
There are three significant points of this study that provide the valuable
contribution to the students, the teachers, and the future researchers.
The students. This research discusses the information about teachers’ perception toward the implementation of collaborative learning method at EED of
UMY. Hence, this research can promote students’ knowledge about the
implementation of collaborative learning method, techniques of collaborative
learning activity, steps of collaborative learning method, advantages and
disadvantages of implementing collaborative learning method on students at EED
of UMY.
The teachers. The result of this research helps teachers in finding knowledge about the strategy of using collaborative learning method and effects
of using collaborative learning method on students at EED of UMY. Furthermore,
teachers can reflect and promote their teaching competence especially in applying
The future researchers. This research is expected to inspire the future researchers in conducting the next research related to collaborative learning
method. The future researchers may use this research finding as the reference in
their thesis. Moreover, this research help researchers in applying collaborative
Chapter Two Literature Review
This study aims to investigate teachers’ perception toward the
implementation of collaborative learning method at EED of UMY. To get the
framework of the issue, this literature review discusses some important aspects
related to the study. Firstly, this chapter presents some definitions of the
terminology used in this study. Secondly, this chapter presents review of related
the study. Thirdly, this chapter presents conceptual framework of the study.
Collaborative Learning Method
This part discusses some important aspects related to the study, namely
definition of collaborative learning method, purposes of collaborative learning
method, techniques of collaborative learning, steps of collaborative learning
method, form of collaborative learning (such as the kinds of group, the size of
group, the ways to form the students into groups, and advantages and
disadvantages of small and large group), advantages of collaborative learning
method on students, disadvantages of collaborative learning method on students,
and principles of collaborative learning method.
Collaborative learning method is not new phenomenon. It has been
discussed among many experts, practitioners and decision maker in language
education. Collaborative learning method offers the ways to organize group work
to enhance students’ learning and increase students’ academic achievement.
According to Montiel (2005), “collaboration as a process in which two or more
learning”(p.1). Furthermore, Palmer (2005) elaborates that “learning is seen as an
active rather than a passive process, as ultimately each individual reconstructs
their own understandings in responding to environmental stimulus” (p.1855). Bull
(2008) states that “method is the way of doing something” (p.277). In addition,
Laal and Laal (2012) states that collaborative learning is educational approach to
teach and learn that involves groups of students working together to solve a
problem, complete a task, or create a product.
From some expert opinions, the researcher can simplify that collaborative
learning method is an education method that emphasize the importance of groups
learning activity to solve the problem and encourage students’ active participation
in learning process. Collaborative learning method can help each student to
achieve higher levels of thought and retain information longer than students who
work individually. In collaborative learning setting, the students have the
opportunity to converse with peers, present and defend the ideas, exchange
diverse beliefs ask the questions with other friends and be active in learning
process in the classroom.
The Purposes of Collaborative Learning Method
There are many purposes of collaborative learning method according to
some experts. Azmir, Rahim, and Sulaiman (2011) note that collaborative
learning method increase students’ retention and enhance students’ academic
performance in the classroom. Collaborative learning method also promote higher
achievement, enhance self-esteem, social acceptance and help the student in
according to Ikuma (2012) collaborative learning promotes students’ motivation
in learning process, generates students’ critical thinking skills, improves attitudes
toward the subject, improves students’ academic achievement, heightens students’
confidence, creates caring among other students, and trains students’
responsibility.
From the statements above, the researcher concludes that the purpose of
collaborative learning method is to increase students’ participation, build the
knowledge, share the knowledge, promote a responsibility for working together,
facilitate each student, and provide an opportunity for students to interact and
learn together with each student, so that students improve their understanding
about the lesson and knowledge.
The Techniques of Collaborative Learning
Barkley, Cross, and Major (2005) asserts that there are two parts of
collaborative learning techniques. The first part is techniques for discussions that
consist of think-pair-share, round robin, buzz groups, talking chips, three-step
interview, and critical debates. The second is techniques for reciprocal teaching
that consist of note-taking pairs, learning cell, fishbowl, role play, jigsaw, and
test-taking teams.
Techniques for discussions. Techniques for discussion is an activity in which the students give and take discussion that can produce unmatched learning
experiences, because the students articulate their ideas, respond to their
classmates' points, and develop students’ skills in evaluating the evidence of their
Think pair share. It purposes to increase students’ participation to interact and share ideas which can lead to the knowledge building among them. Think pair
share consists of three stages. The first stage is think individually in which each
student should think about the task that has given by the teachers. They will be
given time to jot down their own ideas before discussing with their pair. The
second stage is pair with partner in which the students need to form pairs and each
pair of students will discuss their ideas about the task. Each pair will conclude and
produce the final answer. The third stage is sharing in which the teacher asks pairs
to share their response with all of the students in order to find similarities or
differences opinions from various pairs.
In addition, Barragato (2015) explains that think pair share is an effective
formative assessment technique that can help students’ confusion in learning
process, so that this activity provides the students an opportunity to work
collaboratively with their peers in order to co-construct their learning. The
purposes of this activity is to introduce a new topic to students, check students’
level of understanding before moving deeper into the subject matter and give
students an opportunity to apply what they are learning, thus making your content
more meaningful.
Round robin. Round robin is a brainstorming technique which the students share their ideas without elaborating, explaining, evaluating or asking
their ideas with other friends. Every group members should participate and they
also share their ideas. The aim of this activity is to create an extensive idea and
Furthermore, Tyas (2014) argue that round robin is a technique that makes
the students to take turn responding orally. In this activity, the teacher gives a
problem to each group. Then, every group member has to response or give
solutions. Then, the teammates have to listen what the student share about her or
his perspective and the teammates have to understand about each perspectives
from each teammates.
Buzz group. It is formed by dividing large groups into small discussion groups that consist of four to six students who meet simultaneously for a specified
time to discuss a specific question or the problems. Buzz group is used a stimulus
to discuss in the classroom. This activity is effective to know the information and
the knowledge in quick time. Moreover, Kumar and Rangasamy (2011) assert that
buzz group is an effective activity of small group discussion that consist of three
to six students every group. It purposes to encourage students’ active
communication in learning process, and stimulate thinking which leads to the
generation of new ideas.
Talking chips. It is an activity that encourages students to be active in the classroom and learn in a group discussion. This technique makes the students
have chance to participate, because the students are divided into several groups
and each member of group will have a role to share their ideas. Then, Syaripudin
and Nuristiana (2014) elaborates that talking chips is an activity which makes the
students work in group. In this activity, the students will be given chips and the
chips are used for every time they speak, they must put the chips in the center of
speak until chips of all members of group are over too. If all of the chips have
been used while the tasks have not been finished, the students can be given the
chips again. It purposes to encourage the students to be active in the classroom
and improve students’ speaking skill.
Three-step interview. It is common as an ice-breaker or a team-building exercise. This structure can be used to share the information such as hypotheses or
reactions to a film or article. There are three stages in this activity. The first, the
students form dyads, one students interview the other. The second, the students
switch roles. The third, the dyad links with a second dyad. This four- member
learning teams, then they discuss the information or insights gleaned from the
initial paired interviews.
In addition, Permanasari (2014) highlights that three steps interview is the
students work in a group that consist of four students. Students will be
accustomed to have a conversation for the purpose of analyzing and synthesizing
new information by listening and appreciating the others’ opinion. It aims to
improve students’ speaking skill, because the students have to make an interaction
with their partner in order to share the opinion orally. The procedures of three
steps interview are as following: Firstly, teacher makes a group of four students
and gives them labeled, such as A, B, C, D. Secondly, teacher pairs the student A
with student B, and student C with student D. Thirdly, teacher gives topic to the
students and students are in pairs, one is interviewer and the other is interviewee.
students reverse roles. Fifthly, each students share with team member what has
learned from two interviewees.
Critical debates. It is a speaking situation in which opposite points of view are presented and argued. Debate is about the real or simulated issue. The
students’ roles ensure that they have adequate shared knowledge about the issue
and different opinions or interest to defend. Debate can develop students’
communication skill and students’ critical thinking. Moreover, According to
Nisbett (2003) as cites in Krieger (2005), critical debate is an activity which the
students have to debate with other students with the certain topic. It aims to
improve students’ critical thinking skills and students’ speaking skill.
Techniques for reciprocal teaching. Techniques for reciprocal teaching are an activity in which the students should master the academic content to
explain their opinions to other students. Then, the other students provide a
feedback to other students. The kinds of techniques for reciprocal teaching as
follows:
Note-taking pairs. The students use their class lecture notes in this variation of the think-pair-share activity to review their knowledge. Note-taking
pairs give an opportunity to students to see and check their notes while learning
process. Each partner help the students to get information that the students have
not notes in learning process. The purpose of this activity is to give an activity
structurally toward the students to collect the information, check each note, and
Then, note taking pairs is an activity where the student partners work
together to improve their individual notes. Working with a peer provides students’
opportunity to check notes with another source. It aims to help each other acquire
missing information and correct information and improve their notes on reading
assignments or other kinds of learning activities (Marlina, 2014).
Learning cell. It is learning process where two students alternate asking an answering question on commonly read materials. The aims of learning cell are to
involve the student’s actively in thinking about the materials and encourage the
students to emerge the questions about the materials in order to be asked by their
pair. Learning cell also improve students’ interpersonal skill, such as give a
feedback with their pair, keep a focus, and develop students’ communication skill.
In addition, Yu, Yang, Cheng, and Wang (2015) claims that learning cell
is a model of learning activity which each group consist of two students. In this
activity, each students give some question related with the materials that they are
studying in the classroom to their partner. Then, the roles reverse. This activity
can open students’ mind and evolve a deeper understanding about the lesson.
Fishbowl. It is the activity that helps students practice being contributors and listeners in a discussion. The students ask questions, present the opinions, and
share the information when they sit in the fishbowl or inside circle, while the
students on the outside circle listen carefully to present the ideas and pay attention
to process. This activity is useful to make sure all students participate in the
questions or ideas that students can explore more deeply in an independent
assignment.
Furthermore, based on the website of facing history and ourselves,
fishbowl is learning activity that forces the students to be contributors in order to
each students share their knowledge or opinions. Then, other students become a
listener actively in fishbowl process. In this activity, there are two groups. The
first group is as fishbowl circle. Their roles are to answer the question, and share
the information. The second is as fish circle. Their roles are to give some question
to fishbowl circle and become a listener carefully to the ideas presented and pay
attention to process. Then, the roles reverse. This strategy is useful to make sure
all students participate in the discussion and make sure whether all of group
member agree about the discussion or there is a controversial suggestion.
Role play. It is an activity which the students learn in an imaginary situation or roles in order to develop the students' fluency. The situations and the
roles are made as a real life situation, so that the students know the functions of
English in real life. Role play is learning by doing in which role indicates that the
students should active in application the knowledge, skills, and comprehension to
speak and do the role that has given by their group members. Play indicates that
the students should use their imaginary to do their parts in role play. This activity
help students in practice speaking English, improve students’ communication skill
and develop students’ creativity.
Then, according to Kilgour, Reynaud, Northcote, and Shields (2015), role
should create an interaction between other students and simulate a scenario. This
activity can open the minds of students to comprehend of the scenario content.
The aims of this activity are to promote students’ motivation in learning process,
provide students’ opportunities to view situations from multiple perspectives,
improve students’ creativity in role play process, and enhance students’ speaking
skill.
Jigsaw. It is a learning activity which each group members should mastery of the knowledge that has discussed, so that each student depends on his
teammates to be able to provide the necessary information in order to perform
well with other groups. In application jigsaw activity, the teacher divides an
assignment or topic into four parts with all students from each learning team
volunteering to become “experts” on one of the parts. Then, the expert teams
work together to master their fourth of the material and also to discover the best
way to help others learn it. Then, all experts reassemble in their home learning
teams where they teach the other group members.
In addition, Tran (2013) explains that jigsaw is learning activity that each
student should become an expert in a small part of the whole learning material,
and then each student teach to other students in his group this part of the material.
The benefits of this activity is to promote more positive students’ attitudes toward
their own learning, enhance more positive relationships between each students,
develop self-esteem, and improve students’ learning skills.
activity involves three steps. The first step is the group studies for the exam
together. The second step is each group members take an exam individually. The
third step is the group takes the exam together. By working together to prepare an
exam, the students help each other to deepen their understanding of the content,
because each student takes the test independently. This technique emphasizes
individual accountability. By retaking the test as a team, individual students get
benefit from the collective knowledge of the group.
In addition, Bates and Petersen (2011) states that test-taking team is an
activity which each teammates solve the problem together. Each teammates
receive fast feedback on their performance, and the teacher spends less time
reviewing the exam (in class and with individuals). In this activity, the students
complete an individual test paper as well as a group test paper. The individual
component enforces individual accountability. The teacher can ask some
questions related with the result of a group discussion. Then, each group member
are asked to evaluate others’ ideas and synthesize a solution that incorporates the
best ideas generated by the members of the group. It aims to encourage students’
participate in discussion process and improve students’ academic achievement.
The Steps of Collaborative Learning
In order to be an effective of collaborative learning process, there several
steps should be done by students. Davidson and Major (2014) asserts that there
are five steps in collaborative learning process. Those are engagement,
exploration, transformation, presentation and reflection. In engagement phase, the
each student. The teacher divides a group based on good and low students’
achievement. In exploration phase, the teacher gives a task and students are given
an opportunity to work together with their group member. Every group member
should contribute in the form sharing their knowledge or opinion in order to solve
the problem. In transformation phase, every group members have different
abilities and they should share their opinions. Every student explores the
information, collate information, clarify, and elaborate, as well as learn synthesis
concepts. In this phase, all of students are expected to take part in the grouping of
information, giving opinions, and there was discussion of the results of
exploration. The teachers´ role is to monitor their students´ learning, to address
misconceptions among group members, or to provide additional information. In
presentation phase, every group should present the result of their discussion.
Group presentation can occur with varied audiences, such as the whole class or in
a combination of two groups of four into a group of eight. In reflection phase,
each student reflect what they have learned and the process what they have gone
through, so that students can gain a deeper understanding of both the content and
the learning process. Reflection students can be done individually or
collaboratively.
The Forms of Collaborative Learning Group
There are four parts of the forms of collaborative learning, namely the
kinds of group, the size of group, the allocation of members into groups, and the
advantages and disadvantages of small group and large group. Those explained
The kinds of group. According to Barkley, et.al (2005) argues that there are three kinds of group in collaborative learning. Those are formal group,
informal group, and base group.
Firstly, formal group is the students have to undertake and complete a
complex task during several class sessions or even weeks. It aims to accomplish
the task, share their opinions, capitalize on different talents and knowledge of the
group, and maximize the learning of students in the group. Secondly, informal
group is temporary, the group randomly selects for one discussion. It aims to
ensure students’ active in learning process. These groups are normally made of
clusters of students who decide by themselves to work together in the classroom
to discuss an issue for better understanding, such as responding to a question and
brainstorming ideas. Thirdly, base group is long-term groups with a stable
membership, more like learning communities. It aims to provide a support,
encouragement and help students feel connected in communicating of learning
process. This way of group working is believed to foster deep learning, more
motivation to learn and stronger group cohesion.
The size of group. According to Macpherson (2007), the ideal size for collaborative learning group is four learners every groups. When a group has four
students, they can make a pairs working together at times and four working
together at other times. Moreover, Johnson and Johnson (2006) as cited in Roseth,
Garfield, and Zvi (2008) asserts that collaborative learning groups typically range
in size from two to five. Small group is typically more successful than large group
with several peers at once. Large group decreases students’ opportunity to
contribute in sharing their ideas and learning process. Whereas, small group
makes it easier to identify students’ difficulties in learning process and the
students can contribute in solving the problem and learning process in the
classroom.
The ways to form the students into groups. According to Kriflik and Mullan (2007), there are four categories of the allocation of members into a
group. The first is random selection. Students are appointed into a group randomly
by themselves. One of the most popular ways in dividing a group is the call-off
system (by counting the number 1 up to 5). Then, groups are formed by putting all
the 1's, 2's etcetera together. The benefits of this category are students have an
opportunity to learn from new friends and enhance their communication skills.
The second is self-selection. Students are asked to form into groups themselves.
Here, students have an opportunity to choose their fellow group members, so that
they enjoy in learning process. The third is selective appointment. The teacher
divides students into a group based on some criteria, such as mark aspirations,
meeting times, complementary skills, specific competencies. The last is task
appointment. Students are appointed to groups based on a preference for a
particular assignment topic (offered from a range of choices). Here, students are
interested in topic and students work with members in similar interests.
The advantages and disadvantages of small group. Nelson, Kift, Creagh, and Quinn (2007) state that the advantages of small group are each
regards to team dynamics), it is often easier for students to coordinate team
meetings, students feel more comfortable in participating and it may be easier to
reach consensus. Moreover, disadvantages of small group are limited the
knowledge in sharing the ideas and solving the problem, and need many times in
collaborative learning process.
The advantages and disadvantages of large group. Nelson, Kift, Creagh, and Quinn (2007) state that the advantages of large group are more ideas
are generated by each students, the students contribute a wider range of
perspectives and background knowledge, there are fewer teams in the class, more
time can be devoted to each team's work during marking, students presentations
are less likely to be repetitive, more complex and sizeable tasks can be addressed.
Furthermore, disadvantages of large group are group members have an
opportunity for free-riders and loafers, conflict can divide large group, it can be
problematic in the organization of meetings.
The Advantages of Collaborative Learning Method on Students
There are many advantages of collaborative learning method in students
learning process according to some experts. Johnsons and Pantiz (1999) as cited
in Laal and Ghodsi (2012) argue that the advantages of collaborative learning
include into four major categories. The first is social benefits. It means that
collaborative learning helps students to develop a social support system, leads to
build diversity understanding among students and staff, establishes a positive
atmosphere for modeling and practicing cooperation, and develops learning
learning is student-centered instruction that increases students' self-esteem,
improves students’ confidence, and develops positive attitudes towards the
teachers. The third is an academic benefit. It means that collaborative learning
promotes critical thinking skills, involves students actively in learning process,
improves students’ achievement, models appropriate student problem solving
techniques, and improves students’ motivation in learning process. The fourth is
alternate student and teacher assessment techniques. It means that collaborative
teaching techniques utilize a variety of assessments.
Furthermore, according to Zahedi and Tabatabaei (2012), there are many
advantages of collaborative learning method, such as gives students’ opportunity
to engage in discussion, so that students take responsibility for their own learning
so that they become critical thinker. Then, the students felt enjoy in learning
process, so that they can more understand about the lesson. Collaborative learning
method also can improves students’ confidence in learning process and improve
their relationship with other students as well as with their teachers, so that they
can communicate well each other. In addition, Enache and Crisan (2013) stated
that the effects of collaborative learning method are stimulating students’ curiosity
in learning, encouraging students to share their ideas and questions, creating an
opportunity for students to find, select, evaluate and compare information
necessary for solving work tasks, and improving students’ active, critical and
The Disadvantages of Collaborative Learning Method on Students There are some disadvantages of collaborative learning method in
students’ learning process in the classroom. According to Zakaria (2009)
elaborates that there are some disadvantages of collaborative learning as follows:
Firstly, collaborative learning takes much time to organize the group. The teacher
should maximize the groups that combine all students that have different culture,
educational background and motivation. Secondly, the students are not all
involved or on the task, the teacher should assign specific task to all the students.
Thirdly, in collaborative learning process, there are some groups too noisy. So
that other students are less focus and do not understand about the lesson that they
are discussing. Fourthly, there may be pressure from the group to conform to the
majority opinion. Most people do not like conflict and attempt to avoid it when
possible. By readily acquiescing to the majority opinion, the individual may agree
to a bad solution just to avoid conflict. Fifthly, usually there are some members
may rely too heavily on others to do the work. This is one of the most salient
problems that face groups. Some members do not pitch in and help and do not
adequately contribute to the group.
The Principles of Collaborative Learning
Collaborative learning comprises instructional methods in which the
teacher organize students into small groups, which work together to help one
another learn academic content. According to Johnson and Johnson (2009) as
cited in Tran (2013), there are five principles of collaborative learning. The first is
cohesive group to achieve learning objectives. Students must be responsible for
their own learning and for the success of other students. In other words, the
students must ensure that other members in their group complete the tasks and
achieve academic outcomes. The second is face to face interaction. It means that
each group efforts to accomplish the group’s goals. Students are required to
interact verbally with one another on learning tasks. It aims to exchange opinions,
explain things, teach others and present their understanding. The third is
individual responsibility. It means that students ask for assistance, do their best
work, present their ideas, learn as much as possible, take their tasks seriously,
help the group operate well, and take care of one another. The fourth is
appropriate using of collaborative learning. It means that students are encouraged
and helped to develop trust-building, leadership, communication to collaborate to
create a group dynamic interaction to learn from each other. The fifth is group
processing. It is defined as reflecting on a group session to help students to
describe what member actions are helpful and unhelpful and make decisions about
what actions to continue or change. Group processing improves students’
effectiveness in contributing to achieve the objectives of learning process.
The Review of Related Studies
This part discusses the review of related studies which the title teachers’
perception toward the implementation of collaborative learning method at EED of
UMY. Moreover, many researchers have studied about collaborative learning
Gillies and Boyle (2010) in research entitled “Teachers’ reflection on
collaborative learning: Issues of implementation”. The objective of this research
is to identify the teachers’ issues of implementing collaborative learning in the
classroom. Respondents are teachers in Brisbane, Australia. The writer used
qualitative research as a methodology and used an interview as instrument. The
result of the research showed that all teachers spoke positively about their
collaborative learning experiences, noting that students responded well to their
small group experiences and it helped them to better manage and structure their
lessons. The issues of implementing collaborative learning identified included
students socializing during group activities and managing time effectively. Other
issues that the teachers identified included the composition of the group (such as
gender, ability, friendship), and the type of task needed to motivate students.
Interestingly, all teachers agreed that preparation needed to occur if students were
to work successfully in the groups and this included training students in social
skills.
Saefurrohman (2004) in experimental research that entitled “Improving
students’ motivation through collaborative learning strategies: An action
research at SMU Negeri 1 Ajibarang, Banyumas, Central Java”. The objective of
this research is to know whether collaborative learning strategies can improve
students’ motivation in learning English. The researcher used action research as a
methodology. Action research provides teachers with an opportunity to apply the
findings of research to their own situations and to adapt theory to practice.
The result of this research showed that collaborative learning can increase
students’ motivation, make students’ passive become more active in the
classroom, give them chance to be communicative with the material and their
friends and make students become creative in finding a solution for the
problem that they have.
The discussions of previous researches give much information about
collaborative learning method for the researcher. The result of previous researches
show that the issues of implementing collaborative learning method are how to
composite of the group such as gender, ability, friendship, how to manage the
time in collaborative learning process, and the type of task needed to motivate
students. Besides, previous researches provide an effect of using collaborative
learning method, such as encourage students’ motivation and make passive
students become more active in the classroom. However, this research give some
views of implementing collaborative learning method, such as the kinds of
collaborative learning techniques, the steps of collaborative learning, how to
composite the students into the group, and what are the advantages and
disadvantages of using collaborative learning method on students. This research
can help the teachers to solve the problem in using collaborative learning method
in the classroom.
Conceptual Framework
This part discusses conceptual framework which summarized from chapter
two. The aimed based on formulating of the problem study is to find out teachers’
UMY, teachers’ perception toward the advantages of using collaborative learning
method on students at EED of UMY and teachers’ perception toward the
disadvantages of using collaborative learning method on students at EED of
UMY.
Ibrahim, Shak, Mohd, Ismail, Perumal, Zaidi, and Yasin (2015) highlights
that the implementation of collaborative learning method makes students depend
on each other in their pursuit of knowledge and make the learning process more
meaningful and interesting. When the students are learning in a group, they will
not feel alone and isolated from the rest. When students are working in group,
they will be a part of a community whereby everyone will lend support to one
another. In addition, Seng (2006) as cited in Ibrahim, et.al (2015) finds that
collaborative learning would increase the chances of academic success. When
there are fun and interesting communicative activities in the classroom, students
enjoyed working in groups.
To create an interesting and enjoyable in learning process in the
classroom, teachers should pay attention the form of collaborative learning
method, such as kinds of group (formal, informal, or base group), size of group,
and the ways to form students into a group, and how advantages and
disadvantages of small and large group. Furthermore, the teachers should choose
appropriate techniques of collaborative learning. Kinds of collaborative learning
techniques, such as technique for discussion that consists of think-pair-share,
The second part is techniques for reciprocal teaching that consist of note-taking
pairs, learning cell, fishbowl, role play, jigsaw, and test-taking teams.
Collaborative learning method has advantages and disadvantages, so that
teachers should implement it in students’ learning process in the classroom well.
In implementing collaborative learning method, it give many advantages on
students at EED of UMY, such as making students’ active in learning process,
encouraging students’ responsibility in their learning, and encouraging students’
communication skill. Then, the disadvantages on the students at EED of UMY
were making students’ less serious and being free ridder. The research framework
Figure 1.1 Conceptual Framework
Implementation of collaborative learning method
The steps and forms of CLM learning method on students
The disadvantages of collaborative learning method
Chapter Three Methodology
This chapter discusses the methodology used in this research which is
presented in five parts. The first part presents the research design used in the
study. The second part presents setting and respondents taken in this study. The
third part discusses data collection method. Afterward, the part discusses data
collection techniques. Finally, data analysis is elaborated at the end of this
methodology chapter.
Research Design
The aim of this research is to investigate about teachers’ perception toward
the implementation of collaborative learning method at EED of UMY. Through
this research, the researcher chose three teachers at EED of UMY as respondents.
The respondents shared their experiences and opinions when they applied
collaborative learning method at EED of UMY. Based on the aim above, the
appropriate research design for this research was qualitative research. Qualitative
research was aimed to explain or express the experience and the opinion of
respondents. According to Creswell (2012), qualitative research is appropriate to
be employed when it will identify research respondents’ opinion, believe, or even
perception. Additionally, Kamberelis and Dimitriadis (2005) as cited
Onwuegbuzie and Leech (2007) explains that qualitative research is kind of
investigations and explorations in which the researcher collect the data by face to
mentions that qualitative is research procedures in which produce descriptive data
in the form of written words or spoken of the respondents and behavior observed.
Furthermore, the researcher used descriptive qualitative. According to
Williams (2007), descriptive research is a basic research method that examines the
situation and condition that it exists in current state. Descriptive research involves
identification of a particular phenomenon based on an observational basis. In line
with Arikunto (2006) highlights that descriptive research is usually used in some
research to give clear information about the data that deal with the topic of the
research. So, the researher used a descriptive research which the aim is to describe
collaborative learning method based on reseach questions.
Research Setting and Respondents
Research setting. This research was conducted at EED of UMY. There were some reasons why EED of UMY was chosen as the setting of this research.
Firstly, based on the researcher’s experiences, the teachers at EED of UMY
always used collaborative learning method in their teaching and learning process
from semester one until semester seven. This situation made the researcher
interested to investigate about teachers’ perception toward the implementation of
collaborative learning method at EED of UMY, teachers’ perception toward the
advantages of using collaborative learning method on students at EED of UMY,
and teachers’ perception toward the disadvantages of using collaborative learning
method on students at EED of UMY. Secondly, the researcher chose EED of
that it would be easier to conduct the research when the researcher also study at
EED of UMY.
Research respondents. The respondents of this research were three
English teachers at EED of UMY. In order to select the sample of respondents, the
technique sampling that was employed to take it was purposive sampling.
According to Teddlie and Yu (2007), purposive sampling is type of sampling in
which researcher selects units, such as individuals, groups of individuals, and
institutions based on specific purposes associated with answering of a research
questions in the research. In addition, the researcher chose the small respondents
based on Creswell (2012) who asserts that in qualitative research, the researcher
should select respondents or site who can really understand about the situation
that will be undergone.
In line with those, the researcher chose the respondents based on her
observation in teaching and learning process in the classroom. There were some
reasons why the researcher chose three teachers at EED of UMY as the
respondents. The first reason was the teachers who have experiences in
implementing collaborative learning method in teaching and learning process in
the classroom. The second reason was the teachers who have implemented various
of collaborative learning techniques in the classroom. The third reason was the
teachers who had implemented several of the steps of collaborative learning
method in the classroom. Cresswell (2012) notes that “the standard used in
choosing the respondents and sites in whether they are information rich” (p.22).
characteristic that was important in order to gathering the data interview toward
their perception toward the implementation of collaborative learning method at
EED of UMY.
Data Collection Method
In data collection method, the researcher used the interview as instrument
to collect the data about teachers’ perception toward the implementation of
collaborative learning method at EED of UMY. According to Knox and Burkard
(2009) interview is a procedure to collect the data through face to face or
telephone interaction between an interviewer and respondents. Moreover, Johnson
and Christensen (2012) also mentioned that qualitative research as in-depth
interview, because this way is effective to obtain in-depth information from the
respondents’ knowledge, thought, motivation and feeling about the topic.
Therefore, in-depth interview was suitable for this research, because this
researcher aims to explore detail information about the implementation of
collaborative learning method at EED of UMY.
In this research, the researcher used the open ended questions as type of
questions in order to conducted in-depth interview. It is supported by Kerlinger
(1970) as cites in Snafi and Haji (2015) said that “using open ended questions
have minimum restraint and control on the respondents’ answer and expression”
(p.28). The researcher can probe and clear up misunderstanding from interviewee
when the teacher answers the question. In this research, the researcher had made
five questions that related with the title about teachers’ perception toward the
used Indonesian language for the interview, because using Indonesian language
would be easier the researcher to understand the answers of respondents and avoid
of misunderstanding in interviewing process.
In this research, the researcher also had recorded each interview with
respondents as a tool to make the researcher easier in transcribing the interview
and finding the result. The researcher used a voice recorder in a hand phone to
record the conversation of the interview with three respondents. In the interview,
the researcher spent 10-20 minutes for six questions.
Data Collection Technique
This research was conducted at EED of UMY, the researcher asked for
permission to the institution. Then, the researcher conducted some steps to collect
the data. Firstly, the researcher decided that the interview process used open
ended questions to collect the data in order to get board the answers from
respondents. Secondly, the researcher designed questions that were appropriate
with research variable. In designing the questions, the researcher used Barkley,
Cross and Majors’ book as guidance and the researcher also consulted with her
supervisor to get the validity of questions. Then, the list of questions was made for
guidance. After some questions were made, the next step to collect the data was
interview. Then, the researcher made an appointment with the respondents to
conduct the interview. When the researcher interviewed the respondents, the
conversations were recorded by the researcher. Moreover, after the interview had
Data Analysis
In this research, the researcher collected the data information by using an
interview record. After collecting the data by conducting interview, the next step
was to analyze the data. The aim of this research was to understand and interpret
the data in order to answer the research questions. There were three steps applied
in this research to gather, interpret and conclude the data, those were transcribing
the data, member checking and data analysis.
Transcribing the data. The first step was transcribing the data. The researcher transcribed the result of interview using verbatim transcription.
Halcomb and Davidson (2006) defined that verbatim transcription is the way of
transcription where the researcher must transcribe what they heard in the voice
recorder without editing or changing anything. The researcher used verbatim
transcription, because it would be easier in analyzing the result of the data.
Member Checking. The second step was member checking. The
researcher showed the transcription to the respondents to make sure whether those
data were valid or not and whether those data were manipulation the data or not. It
is supported by Creswell (2012), he argues that member checking is a process in
which the researcher asks the respondents to check the accuracy of the
transcription. Then, the researcher asked to the respondents whether the
transcription was complete and accurate to include in the data of the research.
Furthermore, the researcher did member checking to the respondents after doing
the transcription to get the validity of data. Then, the researcher got a feedback of
whatsapp and she stated that “I have read it and it is okee...” (R1: Respond, 2016).
The second respondent gave a feedback via whatsapp and he said that “Go on and
good luck” (R2: Respond, 2016). The third respondent gave a feedback via
hardcopy of transcription and she stated that “oke” (R3: Respond, 2016).
Data Analysis. The last step was data analysis. The researcher analyzed the data using coding that consisted of three parts. Those are open coding, axial
coding and selective coding. According to Strauss and Corbin (1998), open
coding was the part of the analysis concerned with identifying, naming,
categorizing and describing phenomena that find in the text. Essentially, the
researcher wrote each line, sentence, paragraph or unit of the text. Furthermore,
Strauss and Corbin (1998) stated that axial coding was the process of relating
codes (categories and properties) to each other, via a combination of inductive and
deductive thinking. In other words, the researcher divided the categories based on
criteria that are decided by the researcher that related to answer the research
questions. Additionally, Strauss and Corbin (1998) asserted that selective coding
was the process of choosing one category to be the core category and relating all
other categories to that category. Selective coding identified the result of core
categories in the text based on data collecting. Finally, the researcher analyzed the
result of the data based on the research questions. The result of the data collection
Chapter Four Finding and Discussion
This chapter presents the analysis of the data and discussion of the
research findings about teachers’ perception toward the implementation of
collaborative learning method at English Education Department of Universitas
Muhammadiyah Yogyakarta. As described in chapter three, the data collected in
this study were obtained by using interview technique. The discussion of the
research findings is divided into three sections. Those are teachers’ perception
toward the implementation of collaborative learning method at EED of UMY,
teachers’ perception toward the advantages of using collaborative learning method
on students at EED of UMY and teachers’ perception toward the disadvantages of
using collaborative learning method at EED of UMY. Those three findings were
explained in details.
Teachers’ Perception toward the Implementation of Collaborative Learning
Method at EED of UMY
In this part, the research found out teachers’ perception toward the
implementation of collaborative learning method at EED of UMY. The researcher
has interviewed three teachers at EED of UMY. There are four questions that
related toward the implementation of collaborative learning method. Firstly, what
are the teachers’ perceptions toward the implementation of collaborative learning
method. Secondly, what are collaborative learning techniques that teachers used in
