CONDITIONAL SENTENCES TYPE 2 USING
COLLABORATIVE LEARNING
(A Pre Experimental Study at the Second Year of SMK YANUSA Pondok Pinang Jakarta)
A Skripsi Submitted To the Faculty of Tarbiya and Teachers’ Training as A Partial Fulfillment of the Requirements for Degree of Strata 1 (S1) in English Language
Education
By
NENENG HUDAIPAH 204014003180
Department of English Education
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2010
CONDITIONAL SENTENCES TYPE 2 USING
COLLABORATIVE LEARNING
(A Pre Experimental Study at the Second Year of SMK YANUSA Pondok Pinang Jakarta)
A Skripsi Submitted To the Faculty of Tarbiya and Teachers’ Training as A Partial Fulfillment of the Requirements for Degree of Strata 1 (S1) in English Language
Education
By
NENENG HUDAIPAH 204014003180
Approved by Advisor
Dr. H.Atiq Susilo, MA NIP.194911221978031001
Department of English Education
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2010
The “skripsi” (Scientific Paper) entitled “The Effectiveness of Teaching Conditional Sentences Type 2 Using Collaborative Learning” (A Pre Experimental Study at the Second Year of SMK YANUSA Pondok Pinang Jakarta), written by Neneng Hudaipah, Students’ registration number 204014003180, was examined in the examination session of Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta on Thursday, 19th August 2010. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the Degree of S. Pd (Bachelor of Arts) in English Language Education in the Department of English Education.
Jakarta, August 19th 2010
The Examination Committee
Chairman : Drs. Syauki, M.Pd (……….)
NIP. 1964121 199103 1 002
Secretary : Neneng Sunengsih, S.Pd (……….) NIP. 150 293 236
Examiner I : Drs. Zaenal Arifin Toy, M.Sc (……….) NIP. 150 310 215
Examiner II : Drs. Nasrun Mahmud, M.Pd (……….) NIP. 150 041 070
Acknowledged by
Dean of Faculty of Tarbiya and Teachers’ Training
Prof. Dr. Dede Rosyada, M.A NIP. 19571005 198703 1 003
ABSTRACT
Neneng Hudaipah. “The Effectiveness in Teaching Conditional Sentences Type 2 Using Collaborative Learning”. Strata I (S1). English Education Department, Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta, 2010.
This research concerns to find out the effectiveness in teaching grammar using collaborative learning method. And the limitation of problem is focused in taking only one of the subject stated in the curriculum used in vocational high school that is, conditional sentence type 2 to be taught using collaborative learning method. However, in this research, the researcher uses Pre Experimental Study as the methodology; she takes only one class as the experiment and control class. She taught conditional sentence type 2 using the traditional method before she gave the sample (24 students) the pre-test. She applies collaborative learning in teaching the same subject by grouping them in a group of learning with 4 members. At the end of the research; she gave the post-test to them. Moreover, the objective of this study is to know how far the effectiveness of Collaborative Learning in teaching conditional sentence type 2 is. After conducting the research and collecting the data from pre-test and post-test, she began to analyze them. The pre-test and post-test contains 20 questions from two kinds of test; they are multiple choice test and essay test. Finally, the researcher comes to conclusion that teaching conditional sentence type 2 using collaborative learning is more effective than teaching the same subject using the traditional method. Students are found more satisfied in collaborative classroom. It is proven that collaborative learning provides the opportunity for students to express their opinion toward their learning and to solve their problem in understanding an English subject.
Key Words: Collaborative Learning, Conditional Sentence, Group of Learning
ABSTRAK
Neneng Hudaipah. “The Effectiveness in Teaching Conditional Sentences Type 2 Using Collaborative Learning”. Strata I (S1). Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2010.
Penelitian ini membahas tentang keefektifitasan mengajar grammar menggunakan metode collaborative learning. Peneliti membatasi penelitian ini dengan hanya memfokuskan pada salah satu materi dalam kurikulum yang digunakan di Sekolah Menengah Kejuruan, yaitu materi conditional sentence tipe ke 2 untuk diajarkan dengan menggunakan metode collaborative learning. Dalam penelitian ini, peneliti menggunakan metode kuasi eksperiment dengan hanya mengambil sampel satu kelas saja untuk dijadikan kelas eksperimen dan kelas kontrol. Peneliti mengajarkan conditional sentence tipe ke 2 dengan menggunakan metode traditional sebelum sampel yang berjumlah 24 siswa ini diberikan pre-test. Kemudian peneliti mengajarkan materi yang sama menggunakan metode collaborative learning yaitu dengan mengelompokkan siswa ke dalam kelompok belajar yang beranggotakan 4 orang. Pada akhir penelitian, peneliti memberikan post-test kepada siswa-siswa tersebut. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana keefektifitasan dari metode collaborative learning dalam mengajarkan conditional sentence tipe ke 2. Setelah melakukan eksperimen dan dan mengumpulkan data, peneliti mulai menganalisa data-data tersebut. Dalam pre-test dan post-test tersebut terdapat 20 pertanyaan dari dua jenis pertanyaan yaitu pertanyaan pilihan ganda dan essay. Akhirnya, peneliti menyimpulkan bahwa mengajarkan conditional sentence tipe ke 2 menggunakan metode collaborative learning lebih efektif dibandingkan dengan mengajarkan materi yang sama dengan menggunakan metode tradisional. Siswa pun lebih merasa puas dengan pembelajaran mereka dalam kelas collaborative. Telah terbukti bahwa collaborative learning menyediakan kesempatan bagi para siswa untuk mengekspresikan pendapat terhadap pembelajaran mereka dan untuk memecahkan permasalahan mereka dalam memahami pelajaran bahasa Inggris. .
Key Words: Pembelajaran Kolaborasi, Kalimat Kondisional, Kelompok Belajar
ACKNOWLEDGEMENT
Bismillaahirrahmaanirahim
In the name of Allah, The Beneficent The Merciful May Peace and Blessing of Allah be upon all of us
All praise be to Allah, Lord of The World, The Owner of Judgment Day, who has blessed and given the writer the strength and guidance in finishing this skripsi from the beginning till the end. Then peace and salutation always be given to our beloved prophet, Muhammad SAW, and to his family, relatives, and to his followers.
First of all, the writer wants to express her gratefulness to her parents; her lovely mom, Hj. Siti Mukaromah and her great dad, H. Abdul Shomad Nur, who have fully supported her financially and mentally. Also, the writer wants to thank her sister and her brother who have contributed in giving spirit to finish this skripsi.
Then, a great gratitude also goes to her advisor, H. Dr. Atiq Susilo, MA, who has given guidance, contribution, care, patience, kindness and also for finishing this skripsi.
Next, the writer would like to give her special thanks for everyone who has contributed and cannot be mentioned by the name one by one.
Moreover, the writer would like to give honors and appreciation to:
1. All lecturers of English Department who has given a great learning and life experience, knowledge, and care.
2. Drs. Syauki, M.Pd, the Head of English Department, Mrs. Neneng Sunengsih, S.Pd, the Secretary of English Department, Ms. Aida, Ms. Devi and all staffs of English Department.
3. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University of Jakarta.
4. The headmaster and all the teachers, staffs of SMK YANUSA, especially for Mr. Apipudin, as the English teacher there, and also the students of second year of accountancy program.
5. The staffs of libraries whose books she used for the references of this research; Main Library Syarif Hidayatullah State Islamic University, Library of Faculty of Tarbiya and Teachers Training, Library of Terbuka University, and Unika Atmajaya Library. 6. The authors whom their books has become a reference in her study.
7. All of my friends who care and always support and help the writer in finishing this skripsi, especially for English Department students non regular ’04.
8. Last but not least, I want to show my gratitude for my great friends ever, who have taught me the way to live my life side by side, Eduners. They are Mora-kun, Mumu-chan, Acuy, Rina, Hasnah, Kiky, Dewi “unyu”, K’ Wie2, and iempoet. Thanks for giving me all those never ending laughs and for being such a great listener for me. For him, I feel really blessed for the way you are.
Finally, the writer realized that this skripsi is quite far from being perfect, therefore, she is looking forward for some suggestion and constructive criticism to make this skripsi more scientifically. Then she wishes that this skripsi can be useful for all readers. Amin.
Jakarta, July 2010
Neng Huda
APPROVEMENT SHEET ... i
ENDORSEMENT SHEET ... ii
WRITER’S REFERENCE SHEET ... iii
ABSTRACT ... iv
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENTS ... viii
LIST OF TABLES ... x
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Statement of the Problem ... 4
C. Limitation of the Study ... 4
D. Objective of the Study ... 4
E. Research Method ... 4
F. Organization of the Skripsi ... 4
CHAPTER II THEORETICAL FRAMEWORK ... 6
A. Collaborative ... 6
1. The Theory of Collaborative Learning ... 6
2. The Definition of Collaborative Learning ... 7
3. Elements in Collaborative ... 10
4. The Characteristics of Collaborative Learning ... 11
5. Teacher’s Roles in Collaborative Learning ... 13
6. Students’ Roles in Collaborative Learning ... 15
7. The Advantages in Collaborative Learning ... 16
8. The Disadvantages in Collaborative ... 18
B. Conditional Sentence Type 2 ... 19
C. Teaching Conditional Sentences Type 2 using Collaborative Learning at SMK YANUSA ... 20
B. The Student ... 23
C. The Curriculum ... 23
CHAPTER IV RESEARCH PROCEDURES AND FINDINGS ... 24
A. Research Procedures ... 24
1. The Place and Time of Study ... 24
2. Population and Sample ... 24
3. Instrumentation ... 24
4. Procedures of Collecting Data ... 25
5. Techniques of Data Analysis ... 26
B. Research Findings ... 27
1. The Description of Data ... 27
a. The Pre-Test Scores ... 27
b. The Post-Test Scores ... 28
c. The Comparison between the pre-test and the post-test scores ... 29
2. The Interpretation ... 33
CHAPTER V CONCLUSION AND SUGGESTION ... 34
A. Conclusion ... 34
B. Suggestion ... 34
BIBLIOGRAPHY APPENDIXES
Table 3.1 The Pre-Test Scores ... 28
Table 3.2 The Post-Test Scores ... 28
Table 3.3 The Comparison of the Test Result (T-Test) ... 29
Table 3.4 The Comparison of the Test Result (Gained Score) ... 30
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is the way people communicate to one another. By using language, people start to broader their knowledge and compete with global society. And for that, the international language, that is English, is used. As stated by Richards and Rodgers that today, English is the world’s most widely studied foreign language.1
English has an essential role for developing countries such as Indonesia. In Indonesia, the awareness to compete with the global society has grown. Therefore, English teaching is spread all over the country. In formal school, English is taught since elementary even play group. English has also become a compulsory subject for Junior and Senior High School.
English subject provides students with the ability to communicate one another in their daily activities along with the global demand and to improve it to the higher level.2 English subject has also become one of the requirements to graduate in middle school. In short, the students are really expected to master English.
Mastering English means mastering its skills; speaking, reading, listening and writing. And in all those skills, we always can find what we call as structure or grammar. Grammar may be roughly defined as the way a language manipulates and combine words in order to form longer units of meaning.3 There is no doubt that knowledge of grammatical rules is essential for the mastery of a language. The words can not be put together accurately without using structure.
Grammar is also central to the teaching and learning of languages. It is also one of the most difficult aspects of language to teach. Many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage.
1
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1986) p.1
2
Standar Isi Kurikulum Tingkat Satuan Pendidikan Untuk Sekolah Menengah Kejuruan, (Jakarta: Puskur)
3
They relate "good" grammar with the forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers. Language teachers who adopt this definition focus on grammar as a set of forms and rules. They teach grammar by explaining the forms and rules and then drilling students on them. This results in boredom, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they use the language in context.
Other language teachers, who were influenced by recent theoretical work on the difference between language learning and language acquisition, tend not to teach grammar at all. Believing that children acquire their first language without overt grammar instruction, they expect students to learn their foreign language the same way. They assume that students will absorb grammar rules as they hear, read, and use the language in communication activities.4 This approach does not allow students to use one of the major tools they have as learners: their activeunderstanding of what grammar is and how it works in the language they already know.
Many students consider grammar as the most difficult subject in English. It makes the burden to teach it even harder, but it is also a challenge for creative teachers to present grammar in a non stress way.
Dealing with grammar means dealing with patterns and rules, therefore, students find it more complicated and more difficult to learn it alone by himself or herself without sharing it and discussing it with another friend. Based on this fact, Collaborative Learning Method probably can solve students’ problem in learning grammar. Collaborative Learning is one of methods where students can get a depth understanding about the difficult subject they learn by listening and discussing it with their friends. For many teachers, this method is familiar enough. Many teachers believe by grouping students, the goal of teaching will soon be achieved since students will find it easier to learn the difficult materials and really get involved to the learning process.
Students learn best when they are actively involved in the process. Regardless of the subject matter, students working in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats.
4
Students who work in collaborative groups also appear more satisfied with their classes.5 Grouping students can build the tolerance sense among students. They not only learn about the subject, but also reinforce the sense of belonging.
The writer experiences it when having practice teaching in one of the schools in Pondok Pinang. The students are really tired and unsatisfied with the traditional method used to teach them, especially English. They just sit in the classroom and listen quietly to the explanation. When it comes for them to do the exercises, they get confused. Because they feel they do not get involved with the learning process. Most of times, they understand what has been taught to them in the classroom, but this understanding does not retain much longer in their brain. As time goes by, they will forget the material.
This condition makes the writer felt eager to find the best method to teach them, not just improving their learning achievement, but also strengthening the spirit of togetherness and competitiveness. And collaborative learning surely can make them believe that they are not alone in solving the grammar problem they have.
The writer chooses Conditional Sentence type 2 because the writer thought that Conditional Sentence is one of subjects that need to be discussed for its unique characteristics such as tenses that are used there. In learning and mastering conditional sentence type 2, students are expected to master both Simple Present Tense and Simple Past Tense. Simple present tense is used to conclude the real condition and simple past tense is used to create a conditional sentence type 2 statement. The ability to master both tenses will make their understanding deeper and they certainly can apply it in their daily activities. For example:
• If the rain stopped, I would go to theatre. (the fact: the rain doesn’t stop, so I can’t go to theatre).
The consideration to choose this subject is also because Conditional Sentence Type 2 is one of the subjects stated in the textbook used in SMK YANUSA.
Based on the background above, the writer intended to find out how far the effectiveness of using Collaborative Learning Method in teaching grammar especially for Conditional Sentence subject for second grade students at SMK YANUSA Pondok Pinang.
5
B. Statement of the Problem
In connection with the statements above, the writer finds it necessary to implement the Collaborative Learning Method in teaching one of the English subjects that is Conditional Sentence Type 2 to find the effectiveness of that method in achieving the objectives of English teaching in Vocational High School.
The analysis to be carried out will be in line with the following questions:
“Is Collaborative Learning effective for improving students’ grammar ability especially for Conditional Sentences Type 2 subject?”
C. Limitation of the Study
The writer limits her study in teaching the grammar material, stated in the English Module used for Vocational High School YANUSA published by Mediatama. Writer takes only material that is Conditional Sentence Type 2 to be taught using Collaborative Learning. The writer also takes only one class that is the second grade of accountancy class which contains 24 students. This study focused on the improvement achieved by students in grammar subject.
D. Objective of the Study
The purposes of the study as follow:
“To know how far the effectiveness of teaching conditional sentences type 2 using collaborative learning is”
E. Research of Method
The kind of research used is quantitative method. In collecting data, the writer used field research. In the field research, the writer conducted teaching and some grammar test.
To measure the effectiveness, the writer used quantitative method technique by dividing the score of Pre-Test and Post-Test, and at last the writer made an analysis from both final result of Pre-Test and Post-test to see how far the improvement happened in their grammar ability.
F. Organization of the Skripsi
Chapter one is introduction, which is included background of the study, statement of the problem, limitation of the study, the objective of the study, research of method, and organization of the skripsi.
Chapter 2 is theoretical framework. The writer provides some theories related to the researched problem, to support in doing this research.
Chapter 3 is the profile of the SMK YANUSA. This includes the teacher, the students, and the curriculum.
Chapter 4 is research procedures and research findings, which is included the place and time of study, population and sampling, instrumentation, procedures of collecting the data, technique of data analysis, the description of data, and the interpretation.
CHAPTER II
THEORETICAL FRAMEWORK
A. Collaborative Learning
Many teachers in the developing countries, such as Indonesia, keep conducting and applying the best method to achieve their learning goal especially for English subject. Because the global demand of mastering English has spread all over the world, therefore, it is really essential to apply the best approaches in teaching English.
One of the approaches that can be used by teachers to accomplish their goal of teaching is Collaborative Learning. Below are the further explanations about Collaborative Learning.
1. The Theory of Collaborative Learning
Collaborative learning is related to social constructivism. One of the famous social constructivists is Lev Semionovich Vygotsky. He is a Russian psychologist who died in 1934. He proposed that cognitive development of students is strongly linked to the input from others. Students need to get input or any information to support their learning. To support his theory, he introduced a concept called Zone of Proximal Development (ZPD) that is “the range of the task that are too difficult for children to master alone but can be learned with guidance and assistance from adult or more skilled children”.1 Like Vygotsky, Dewey, one of the constructivists, in Oxford (1997) also states, “Learners do not learn in isolation; the individual learns by being part of surrounding community and the world as a whole”.2 This really supports collaborative learning method in solving students’ learning problem. When students can not master a subject alone, the guidance from adult or more skilled peer can enable them to master it.
The ZPD concept introduced by Vygosky is based on the idea that development is defined both what a child can do independently and by what the
child can do when assisted by an adult or more competent peer.3 This really helps the students’ learning, moreover, when the students’ can give the assist back to the students who assist them. This will create a positive interdependence. The students will gain this in collaborative classroom.
2. The Definition of Collaborative Learning
To collaborate students in their learning activity is not something new for most teachers nowadays. They believe that to gather students into a group and let them get involved and be active will make the goal of teaching a lot easier to be achieved. The concept of collaborative learning, the grouping and pairing of students for achieving an academic goal has been widely researched and advocated throughout the professional literature. Like Kristin Gerdy of Brigham Young University once wrote:4
‘Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated sharing one’s ideas and responding to others’ improves thinking and deepens understanding’
From her statement, it can be concluded that collaboration can be applied in every aspect of life especially education and learning. Even in the international field, we can see that every country have to work together in order to survive, no matter how powerful they are.
After viewing the role of collaboration in any field, now let us look at some definitions of collaborative learning proposed by figures concerning about education.
John Myers (Cooperative Learning vol 11 #4 July 1991) points out that the dictionary definitions of “collaboration”, derived from its Latin root, focus on the process of working together.5
The term “collaborative learning” for Barbara Leigh Smith and Jean T McGregor is defined as an umbrella term for a variety of educational approaches
3 Robert, E,Slavin, Educational Psychology:Theory and Practice, 8th,ed, (New York:Pearson Education Inc, 2006) p.46
4 Http://www.law.byu.edu/lawyering_skills/section_9/
5 John Myers, Collaborative Learning: What is Collaborative Learning
involving joint intellectual effort by students, or students and teachers together.6 They view students not as passive objects who can only receive the lesson from teacher by listening and miming or imitating, on the other hand, students are active and they certainly should be involved in the learning process.
Nunan also gave his definition about collaborative learning, in his opinion, collaborative learning is an approach that entails students working together to achieve common learning goals.7 They share together, they learn together, they solve their learning problem together, and in the end, they achieve the great result together. Nunan also stated that collaborative learning stands in contrast with competitive learning, for example: when learners work collaboratively with some learners in a small group, but competitively against other learners in other groups. This can cause the increasing of their learning achievement.
Srinivas defines Collaborative learning as an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. 8
Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs. Through talk, students can learn the lesson with more understanding and provide opportunities to practice using the language that is being learned.
Even Roger E. W-B Olsen and Spencer Kagan stated that collaborative learning offers ways to organize group work to improve learning and increase academic achievement and also it provides interaction between students. 9 From their statement we can draw a conclusion that collaborative learning does not only emphasize on the goal of teaching and increase students’ academic achievement, but also it helps students to socialize with their friends in the same or in the different group. Therefore they can reach their goal together.
The definition about collaborative learning also has been stated by Christina
6 Barbara Leigh Smith and Jean. T. McGregor, What is Collaborative Learning?, (Pennsylvania: National Center on Postsecondary Teaching , Learning and Assessment,1992)
7 David Nunan, Collaborative Language Learning and Teaching, (Cambridge:Cambridge University, 1992) p. 3
8 Hari Srinivas, Collaborative Learning: What is Collaborative Learning? <http://www./gdrc.org/kmgmt/c-learn/what-is-cl.html>
Carleton, she stated that collaborative learning is a pedagogical approach where students have responsibility for their own learning and they are encouraged to have an active role in the learning process.10
There are many approaches to collaborative learning. A set of assumptions about the learning process (Smith and MacGregor, 1992) underlies them all:11
1. Learning is an active process whereby students assimilate the information and relate this new knowledge to a framework of prior knowledge.
2. Learning requires a challenge that opens the door for the learner to actively engage his/her peers, and to process and synthesize information rather than simply memorize and regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people with varied backgrounds.
4. Learning flourishes in a social environment where conversation between learners takes place. During this intellectual gymnastics, the learner creates a framework and meaning to the discourse.
In small groups, students can share strengths and also develop their weaker skills. They develop their interpersonal skills. Collaborative learning provides a place where:12
• Learners actively participate;
• Teachers become learners at times, and learners sometimes teach; • Respect is given to every member;
• Projects and questions interest and challenge the students; • Diversity is celebrated, and all contributions are valued; • Students learn skills for resolving conflicts when they arise; • Members draw upon their past experience and knowledge; • Goals are clearly identified and used as a guide;
• Students are interested in their own learning.
From the definitions and explanations of collaborative learning above, there are some words that can represent collaborative learning, those are: learning together, sharing difficulties together, students involvement, competition, and sharing responsibility between teacher and students. They complete a task, together with their group member, find the best solution of their difficulties to get the highest score since they also compete to another groups. They also take responsibility on their learning under the assistance of the teacher. Finally, writer
10 Christina Carleton, Collaborative Learning,
<http://www.case.edu/artsel/engl/emmons/writing/pedagogy/collaborative.pdf>
11 Barbara Leigh Smith and Jean. T. McGregor, What is Collaborative Learning?, (Pennsylvania: National Center on Postsecondary Teaching , Learning and Assessment,1992)
comes to the conclusion that collaborative learning is the approach in grouping students in a group of learning to get them more active and to encourage them to build their social skill. Collaborative learning is also the methods that do not only encouraging the sense of togetherness but also competitiveness and still, their learning goal is the guide and has to be achieved.
3. Elements in Collaborative Learning
According to Robert Slavin, there are 4 elements in Collaborative learning method. They are:13
a. The positive interdependence
A key element of collaborative learning is positive interdependence. It is a situation in which students make an effort to teach each other and learn from each other. The students are thinking collaboratively not individualistically in terms of group, while to another group they are thinking competitively. They also realize a need to collaborate one another to finish the task or to understand a subject matter.
Olsen and Kagan also views that the positive interdependence occurs when the gains for one individual are associated with gains for others; that is, when one student achieves, others benefit, too. 14
Also, positive interdependence can be defined as the perception among group members that what helps one group member helps all group members, and what hurts one group member hurts all.15 Here, we can see that positive interdependence encourages cooperation and feeling of support. Then, if they take different role within the group, they will each be able to focus on a certain aspect during the learning process therefore, they work more efficiently and the sense of togetherness arises.
b. Face-to-face interaction
Grouping students to learn together or to complete a task, definitely, needs face to face interaction. This will help students to strengthen the friendship or even making a new friendship. In a group, it is the situation where learners explain, argue, elaborate, and link current material with what they have learned
13 Robert Slavin, Cooperative Learning: Theory, Research, and Practice, (New York: Allyn and Bacon,1995) P. 129
14 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book (New Jersey:prentice-Hall, inc, 1992) p. 8
previously. They will get a better understanding to the materials by doing this. c. Individual and group accountability.
Methods which use only a group grade or a group product without making each member accountable do not consistently produce achievement gains. This means that in collaborative learning, not only a group must be accountable, but also the individual. Slavin defines the individual accountability as being present when “the team’s success depends on the individual learning of all team members”.16
The students must show that they have individually mastered the material. Every team member feels in charge of their own and their team mates and makes an active contribution to the group. Although students work together, each student is individually accountable. They count on their selves for the sake of group achievement and give the best without only depending on their other group member. This is very important, because the goal of teaching is not only the highest rank of each group, but also highest comprehension of each member of group.
d. Interpersonally and small group skills.
These skills include the way students interact as team mates. Here, in collaborative learning, they are needed to train and to build the social skills they have. Of course, the students must be taught effective means of working together and of discussing how well their groups are working to achieve their goal. The team periodically asses what they have learned, how well they are working together and how they might do better as learning team.
Learning collaboratively is not only as a matter of working together in a group, but it is also emphasized to the learning process which includes a whole and fair communication process in a classroom.
4. The Characteristics of Collaborative Learning
Collaborative classrooms seem to have four general characteristics. The first two capture changing relationships between teachers and students. The third
characterizes teachers' new approaches to instruction. The fourth addresses the composition of a collaborative classroom.17
a. Shared knowledge among teachers and students
In traditional classrooms, the dominant metaphor for teaching is the teacher as information giver; knowledge flows only one way from teacher to student. In contrast, the metaphor for collaborative classrooms is shared knowledge. Even teaching is can be defined as a process of transferring and sharing knowledge. The teacher has vital knowledge about content, skills, and instruction, and still provides that information to students. When the teacher is teaching, he or she also learns from his/her students. However, collaborative teachers also value and build upon the knowledge, personal experiences, language, strategies, and culture that students bring to the learning situation. This will help the teacher in teaching and also help the students in learning.
b. Shared authority among teachers and students
In collaborative classrooms, teachers share authority with students in very specific ways. In most traditional classrooms, the teacher is largely, if not exclusively, responsible for setting goals, designing learning tasks, and assessing what is learned.
Collaborative teachers differ in that they invite students to set specific goals within the framework of what is being taught, provide options for activities and assignments that capture different student interests and goals, and encourage students to assess what they learn. Collaborative teachers encourage students’ use of their own knowledge, ensure that students share their knowledge and their learning strategies, and treat each other respectfully. They help students listen to diverse opinions, support knowledge claims with evidence, engage in critical and creative thinking, and participate in open and meaningful dialogue.
Teacher is in charge only in the classroom, but in students group, the leader of the group is in charge. This kind of sharing will build the confidence sense among students that they can also handle and be responsible in their own learning. And they will feel the satisfaction in their learning when their goal is achieved. They will feel success.
c. Teachers as mediators
As knowledge and authority are shared among teachers and students, the role of the teacher increasingly emphasizes mediated learning. Successful mediation helps students connect new information to their experiences and to learning in other areas, helps students figure out what to do when they are confused, and helps them learn how to learn. Not strictly giving the answer but just tell or share the information they have acquired. Above all, the teacher as mediator adjusts the level of information and support so as to maximize the ability to take responsibility for learning.
d. Heterogeneous groupings of students
The studies on the effects of different kinds of grouping indicate strongly that students should be organized into heterogeneous groups for optimum learning. The teacher needs to understand that the perspectives, experiences, and backgrounds of all students are important for enriching learning in the classroom. As learning beyond the classroom increasingly requires understanding diverse perspectives, it is essential to provide students opportunities to do this in multiple contexts in schools. In collaborative classrooms where students are engaged in a thinking curriculum, everyone learns from everyone else, and no student is deprived of this opportunity for making contributions and appreciating the contributions of others.
5. Teacher’s Roles in Collaborative Learning
further explanations:18 a. Teacher as inquirer
A successful teacher is someone who understands children, their language, and how they can learn. This knowledge is very useful for teachers because this knowledge enables teacher to develop a personal values. From this point, the teacher can begin to provide sensitive and sound programming and can articulate this to students, colleagues, and parents.
In order to plan for the students, the collaborative learning teacher needs to know the students, what style of learning they are or how the previous learning experiences are. By getting to know learners, then teachers will know what to do and it really helps in grouping students.
b. Teacher as a creator
The learning environment is positive, caring, supportive, secure, tolerant of errors, and trusting. Individuals are valued and mutually respected. Learners are encourages to take risks and learn from their mistakes. The classroom atmosphere is active and interactive. It encourages the students to be productive. They will enjoy in their learning and contribute their best. They will also feel comfortable in the classroom and the material they have learned retains longer in their brain.
Another important element in creating a positive learning environment is the equal partnership. Teacher along with the students negotiate and shape the learning together. The tasks in the collaborative classroom reduce the teacher’s power and control. Shared power, ownership, and decision making take over. Learners gain confidence, becoming responsible for their learning. When this happens, both teacher and students feel very successful and satisfied with the learning process.
c. Teacher as Observer.
Watching and listening to students are natural activities in every teacher’s day. Collaborative small-group learning provides the teacher with the opportunity to observe, reflect, and intervene in supportive ways. When we listen and observe, we find out learners interests, strengths, needs and feelings. We find out what the learner brings to or take from the learning experience.
We discover what learner’s surprises and questions are and how they are solving problems. Finally, observing groups at work gives us the basis to reflect on our own teaching and learning practices. It gives us reasons for supportive intervention.
d. Teacher as Facilitator
The role of facilitator means that teacher is prepared to step aside to give the learner a more meaningful role. Effective facilitators are prepared to assist in the problem solving process. They support and encourage the learner’s desire to learn.
During this time, the teacher interacts, teaches, refocuses, questions, clarifies, supports, expands, celebrates, and empathizes. Depending on what problems evolve, the following supportive behaviours are utilized. Facilitators are giving feedback, redirecting the group with questions, encouraging the group to solve its own problem, extending activity, encouraging thinking, managing conflict, observing students, and supplying resources (Cohen, 1986). 19
6. Student’s Roles in Collaborative Learning
Students also assume new roles in the collaborative classroom. It is useful to think how these new roles influence the processes and activities students conduct before, during, and after learning.20
a. Goal Setting
Students prepare for learning in many ways. Especially important is goal setting, a critical process that helps guide many other before-, during-, and after-learning activities. Although teachers still set goals for students, they often provide students with choices. When students collaborate, they should talk about their goals.
They are who can decide whether their group will sink or succeed. And for that, the goal they agree with together are the impulse to contribute and to participate the best so that their goal soon will be achieved.
19 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book (New Jersey:prentice-Hall, inc, 1992) p. 169
b. Designing Learning Tasks and Monitoring
While teachers plan general learning tasks, for example, to produce a product to illustrate a concept, historical sequence, personal experience, and so on, students assume much more responsibility in a collaborative classroom for planning their own learning activities. Ideally, these plans derive in part from goals students set for themselves. Thoughtful planning by the teacher ensures that students can work together to attain their own goals and capitalize on their own abilities, knowledge, and strategies within the parameters set by the teacher. Students are more likely to engage in these tasks with more purpose and interest than in traditional classrooms.
Self-regulated learning is important in collaborative classrooms. Students learn to take responsibility for monitoring, adjusting, self-questioning, and questioning each other. Such self-regulating activities are critical for students to learn today, and they are much better learned within a group that shares responsibility for learning. Monitoring is checking one’s progress toward goals. Adjusting refers to changes students make, based on monitoring, in what they are doing to reach their goals. Students can further develop their self-regulating abilities when each group shares its ideas with other groups and gets feedback from them.
c. Assessment
While teachers have assumed the primary responsibility for assessing students’ performance in the past, collaborative classrooms view assessment much more broadly. That is, a major goal is to guide students from the earliest school years to evaluate their own learning. Thus, a new responsibility is self-assessment, a capability that is fostered as students assess group work.
7. The Advantages in Collaborative Learning
There are some advantages of collaborative learning, they are:21
a. Celebration of diversity. Students learn to work with all types of people. During small-group interactions, they find many opportunities to reflect upon and reply to the diverse responses fellow learners bring to the questions raised. Small groups also allow students to add their perspectives to an issue based on
their cultural differences. This exchange inevitably helps students to better understand other cultures and points of view.
b. Acknowledgment of individual differences. When questions are raised, different students will have a variety of responses. Each of these can help the group create a product that reflects a wide range of perspectives and is thus more complete and comprehensive.
c. Interpersonal development. Students learn to relate to their peers and other learners as they work together in group enterprises. This can be especially helpful for students who have difficulty with social skills. They can benefit from structured interactions with others.
d. Actively involving students in learning. Each member has opportunities to contribute in small groups. Students are apt to take more ownership of their material and to think critically about related issues when they work as a team. e. More opportunities for personal feedback. Because there are more exchanges
among students in small groups, your students receive more personal feedback about their ideas and responses. This feedback is often not possible in large-group instruction, in which one or two students exchange ideas and the rest of the class listens.
Adi W. Gunawan in his book “Genius Learning Strategy” points out the advantages of collaborative learning, are:22
• Training a sense of care and attention. • Training emotional intelligent.
• Sharpening interpersonal intelligent • Training the team work ability. • Conflict management
• Depth understanding to what students have learned • Improvement of motivation and learning circumstances.
Carolyn Kessler also summarizes the benefits of collaborative learning as stated below:
• Collaborative learning provides the richness of alternatives to structure interactions between students.
• Collaborative learning addresses content area learning and language
development needs within the same organizational framework.
• The variety of ways to structure student practice with lesson material increases opportunities for individualized instruction, such as peer-provided clarifications.23
A study conducted by Thorndike et al. showed that two or more students can solve problems of various kinds better when they work in groups than when they work individually.24 With the explanation above, we can conclude that students apply higher thinking strategies which help them construct meaning from what they read and help them monitor progress toward their goals.
8. The Disadvantages in Collaborative Learning
According to Jeremy Harmer, the disadvantages of collaborative learning are stated below:25
a. It is likely to be noisy. Discussion within groups may cause a crowded situation when students are sharing their ideas. Therefore, teacher needs to take control in dealing with it.
b. Not all students enjoy it since they would prefer to be the focus of the teacher’s attention rather than working with their peers.
c. It takes longer to organize. The teacher should make the groups that combine all the students that have different intelligences.
From the explanations above, we can see that collaborative learning does not only build the individual skill abut also the group skill. This skill will also reflect in their learning and in their life. Collaborative learning will show them that to cooperate and to gather in learning is something fun. Sometimes, students get lazy to learn one subject, because they are too confused. And they feel difficult to speak out their source of confusion with the teachers. In this case, collaborative learning can be one of the alternatives to solve this problem. Then, the students will feel more satisfied in their learning. Their confusion is answered and they feel happy with their classes.
23 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book (New Jersey:prentice-Hall, inc, 1992) p. 7
24 Harry Daniels and Anne Edwards (eds), The RoutledgeFalmer Reader in Psychology of Education, (London: R outledgeFalmer, 2004) p. 274
B. Conditional Sentence Type 2
This conditional expresses a wish or expectation that contradicts to what is happening now or in the future. Conditional type 2 is formed by putting the simple past as the sub-clause, and past future as the main clause. The formula:
Example:
If + subject (1) + simple past + subject (2) + would/could/might + verb1/be
- If I had money, I would buy a car. (Fact: I don’t have money to buy a car)
- She would not give you a present if you were lazy. (Fact: You are not lazy, so she will give you a present)
- If it didn’t rain tonight, I would invite you to see the movie tonight. (Fact: I will not invite you to see the movie tonight because of the rain) Conditional sentence type 2 represents what we usually call as Present Unreal Conditional. The Present Unreal Conditional is used to talk about what you would generally do in imaginary situations.
Here are other examples:
- If I owned a car, I would drive to work.
- She would travel around the world if she had more money. - I would read more if I didn't watch so much TV.
- Mary would move to Japan if she spoke Japanese. - If they worked harder, they would earn more money. - A: What would you do if you won the lottery?
B: I would buy a house.
The further explanation about conditional sentence type 2 is also stated in Understanding and Using English Grammar Second Edition by Betty Schrampfer Azar. It can be seen in this table:26
Example Explanation a) If I taught this class, I wouldn’t
give tests
b) If I had enough apples, I would bake an apple pie this afternoon.
In (a): in truth, I don’t teach this class. In (b): in truth, I don’t have enough apples, so, I don’t bake an apple pie this afternoon
In the Present Unreal Conditional, the form "was" is not considered grammatically correct. In written English or in testing situations, you should always use "were."
Examples:
- If he were French, he would live in Paris. - If she were rich, she would buy a yacht. - I would play basketball if I were taller. - I would buy that computer if it were cheaper.
Students are expected not only to recognize and can practice the form in a correct grammatical orders, but also to master in applying this conditional sentence in a daily life. In this case, they do not only need to master the pattern of conditional sentence type 2, but they also need to master the fact that conditional sentence type 2 brings. And for that, the mastery of Simple Present Tense and Simple Past Tense are needed. These two tenses can be learned easier when students discuss it among the group, so, collaborative learning can help their difficulties in learning and understanding these two forms of tenses.
C. Teaching Conditional Sentences Type 2 Using Collaborative Learning at SMK YANUSA
The role of grammar is perhaps one of the most controversial issues in
language teaching. The argument was that if the grammatical rules of the language are mastered, it can be able to be used for communication. That is one of the goals of teaching grammar at Vocational High School. While Senior High School in its curriculum really emphasizes on Reading skill, it can be seen it in their English textbook and their National Examination, Vocational High School does point out the important for grammar and communication skill. For this reason, the variations in teaching grammar really help students not only just having depth understanding about the subject and use it for their daily communication, but also help them to achieve their goal of academic learning. One of methods that can help them is Collaborative Learning.
English and Indonesian language are different in some ways. Especially in tenses, Indonesia language does not recognize tenses; therefore, most of students in SMK YANUSA find it more difficult in dealing with tenses. And to master conditional sentence type 2, students need to combine their ability in mastering Simple Present Tense (used as the fact) and Simple Past Tense (the formula). These two tenses, for most students who have difficulty in understanding and applying tenses, are rather hard to solve it alone by themselves. They need a guide which correct grammatical order can be used to solve conditional sentence type 2 exercises.
In creating conducive circumstances, for the first time, gives them warming up activity to know whether or not they can work in a group. Conditional sentence type 2 is not the very first subject to be taught by Collaborative Learning, to make them in solid group, in the previous subject, writer also applies a group work as a method in teaching.
As a first move in teaching conditional sentence type 2 using collaborative learning, the researcher tries to introduce collaborative learning by informing the benefits of collaborative learning itself. They need to know what type of learning activity they may have and what for that activity happen. They also need to know whether or not this new method helps them in learning conditional sentence type 2.
After that, the groups are built. In grouping, the researcher has designed the member of the group. Since the researcher has already known about the students, so, it is easier to arrange students in a group.
1. Pre-Teaching collaboration
a. Choosing the subject to be taught using collaborative learning. b. Observing the students for arranging groups.
c. Planning the teaching and learning activity that may be occurred in classroom.
d. Planning the possibility way out for problems in collaboration that may occur.
2. In-Class Collaboration
a. Grouping students based on what teacher has observed before.
b. Explaining about conditional sentence type 2 and get them discussed it. it can really helps in cases when a student is confused and the teacher does not understand the source of confusion, the partner who was watching can frequently solve the problem more easily than the partner who had primary teaching responsibility at the time. Teaching is such a demanding activity that we can not always be fully aware of all that is happening while we are concentrating on the teaching.
c. Asking every volunteer in a group to make another example of conditional sentence type 2 and to connect it with their experience.
d. Asking students to complete a task and remind them that the score will be graded both individually participation and in a group.
3. Post-Lesson Collaboration a. Sharing the score in each group
SMK YANUSA stands for Sekolah Menengah Kejuruan Yayasan Nurus Sa’adatain. It is located on Jalan H. Saikin no. 10 Pondok Pinang Jakarta Selatan. It was built in 1985. The Head Master is Drs. Sofwan Nizami.
A. The Teacher
The English teacher at SMK YANUSA, who helped the writer in getting the data, is Mr. Apipudin, S.Ag. Because his educational background is not English education, sometimes he used traditional method in teaching English to his students. Therefore, when he heard about collaborative learning and how it can help students with English problems, especially grammatical problems, he fully supports it. This can be proved from the interviewed after the writer had applied the collaborative learning method in the classroom.
B. The Students
The students in SMK Yanusa are generally coming from middle down level of society. There are 3 classes there. They are: Accountancy Class (24 students), Office Administration Class (25 students) and Marketing Class (25 students). For them, to collaborate in learning, is something very new. Moreover, in English, they usually study individually. They got confused for the first time, but then, they adapt it and happy to learn English with their friends.
The students are generally live in groups. They feel more comfortable to learn within their folks or to learn by themselves. They seem do not get used to learn or study together with the students outside their groups. The writer wants to change this habit, then the writer conduct collaborative learning method in teaching them.
C. The Curriculum
The use of conditional sentence type 2 as a subject research is because it is one of the subjects stated in the textbook used at SMK YANUSA. The textbook used for a guide in teaching is published by Mediatama.
CHAPTER IV
RESEARCH PROCEDURES AND FINDINGS
A. RESEARCH PROCEDURES
1. The Place and Time of Study
The study was conducted at the eleventh grade students of YANUSA
Vocational High School. It was located at Jl. H. Saikin no 10 Pondok Pinang
South Jakarta. The research itself was conducted while writer was having
practice teaching in YANUSA Vocational High School. It took about 4 months.
The field research was done from 28th April 2008 until 26th May 2008 in 9
meetings. Before conducting the research, the writer interviewed the English
teacher to get some information about the English teaching learning process
there and any information to support the research. The research consisted of
giving pre-test on Wednesday 7th May 2008, teaching the experiment class by
applying collaborative learning in teaching conditional sentence type 2, and
giving post-test after doing the treatment in the classroom on 26th May 2008, the
writer collected the data from pre-test and post-test, and then he started to begin
analyzing them.
2. Population and Sampling
The population of this research is the eleventh grade of Vocational High
School of YANUSA Pondok Pinang, South Jakarta. The eleventh grade of
Vocational High School in Yanusa has three classes, consists of 74 students.
And for this research, the writer only chose one class that is accountancy class
which consists of 24 students to be a sample of this study.
3. Instrumentation
In this research, the writer used the test which is made by her and from any
appropriate grammar exercises book. The material of the test was taken from
their handbook and other related books about conditional sentence type 2. The
test was divided into two parts. The pre-test had been given before the treatment
class. The question consisted of 20 questions, which has two kinds of test, those
are multiple choice test and tranformation test. Writer believes that the score in
multiple choice tests needs to be supported by the score in essay test. The
measurement in taking score of transformation test is stated as follow:
• Score 4 : Correct in grammatical order, word order and relevant with
the question.
• Score 3 : Incorrect in grammatical order or word order and relevant
with the question
• Score 2 : Incorrect in grammatical order or word order and irrelevant with the question
• Score 1 : Incorrect in grammatical order and word order and
irrelevant with the question
4. Procedures of Collecting Data
Collecting data is one of the important things in the research that can be
determined the result of the research, as follows:
1. Pre-Evaluation
Before giving the evaluation, the writer taught conditional sentence
type 2 using traditional method in the first three meetings. After that, the
writer did the pre-evaluation by giving students an evaluation as mentioned
above as pre-test. The test consists of twenty items whish is divided into two
kinds of tests, they are ten items for multiple choice model and ten questions
for transforming model. They were only given 45 minutes to complete the
test.
2. Giving treatment (applying collaborative learning)
The writer would explain about the process of teaching conditional
sentence type 2 taught by collaborative learning method. The steps in
teaching conditional sentence type 2 through collaborative learning method
are as follows:
a. Preparation is begun by preparing students to learn. Next, the writer
arranges the students into groups by considering students’ style of
learning and students’ the type of personality. Here, the writer also
b. Activate students by giving the students to make a small discussion
with their team members about the material they are learning. The
writer also creates total learner involvement. This includes active
participation, demonstration, and interview. After that, the writer
starts to teach conditional sentence type 2 systematically according to
the lesson plan.
c. The last step will be reviewing and reflecting. Here, the writer and
students try to observe what has been done together. The benefit, the
weakness, the strength, and the achievement they already have by
implementing collaborative learning.
3. Post-Evaluation.
The writer did the post evaluation by giving the students post test.
The test was as the same with the pre test. However, the post test was given
after the treatment had been given by teaching conditional sentence type 2
using Collaborative Learning.
5. Technique of Data Analysis
. Having got the data from pre-test and post-test, they were analyzed and
processed by using statistic calculation of the T-test formula with the
significance degree 5% and 1% and Gained Score. The T-test formula is
used to calculate the differential significance made by pre-test and post-test.
And Gained Score formula is used to calculate the degree of its
effectiveness. The T-test formula is stated as follows:1
MD SE
MD to=
MD : Mean of differences; the average score from the differences
gained scores between I variable and II variable, which are
calculated with the formula;
∑
= N D MD
1
Σ
D : Total score between I variable (X variable) and II variable (Y variable). And D is gained with formula; D = X – YN : Number of Cases
SDD : The standard deviation from the differences between score of X
variable and Y variable, which is gained with the formula;
2
SEMD : The standard error mean of differences that is gained with the
formula;
And Gained Score formula is stated:
Gained (d) Score = Post-test – Pre-test
B. RESEARCH FINDINGS
1. The Description of Data
After conducting the research, the writer analyzed two kinds of data; the
scores of the pre-test and the scores of the post test.
a. The Pre-Test Scores
After analyzing the data of the pre-test scores, it shows that the mean (X)
57.083, the standard deviation is 15.017, the median is 58, the highest score is
72 and the lower score is 36.
Table 3.1
No Score Pre-Test No Score Pre-Test
1 36 13 70
2 46 14 66
3 58 15 68
4 40 16 54
5 56 17 66
6 52 18 72
7 58 19 62
8 56 20 58
9 46 21 54
10 66 22 70
11 44 23 72
12 36 24 64
b. The Post-Test Scores
After analyzing the data of the post-test scores, it shows that the mean
(X) 77.5, the standard deviation is 6.982, the median is 78, the highest score is
90 and the lower score is 66.
The data can be seen in the table below:
Table 3.2
No Score Post-Test No Score Post-Test
1 72 13 86
2 78 14 84
3 66 15 80
4 68 16 80
5 80 17 78
6 86 18 90
7 82 19 74
8 78 20 70
9 66 21 72
11 78 23 90
12 66 24 76
c. The Comparison between the pre-test and the post-test scores 1) Using the T-test formula
To compare the result of the pre-test and post test, the researcher uses
the following formula:
MD SE
MD to=
22
and ∑D2 = 11276. Then, the writer tried to find out the standard deviation with
the formula:
To find out the mean of differences (MD) between variable X and Y, the
writer used the formula;
∑
After gaining the result of SD2 = 8.936, the writer calculated the standard
error from mean of differences (SEMD) between variable X and Y:
795
The last calculation is determining the result of to (t observation) of the
test with formula:
The result - 10.978 indicated that there was a difference of degree as much
as - 10.978. Regardless the minus, it does not indicate negative scores.
Then, to complete the result of the research, the writer tried to find out the
degree of freedom (df) with formula:
1
At the degree of significance of 5% = 2.04
At the degree of significance of 1% = 2.75
The result is 2.04 < 10.978 > 2.75
The result of analyzing the data by using the formula above shows that the
coefficient is 10.978 this means that there is a significance increase that the
conditional sentence type 2 taught by collaborative learning.
2) Using the Gained Score formula
To compare the result of pre-test and post-test, the researcher also used this
formula:
The Comparison of the Test Result Table 3.4
No Score Pre-Test Score Post-Test
Based on the table above, it can be concluded that the lowest gained score
from pre-test is 36 and the highest score is 72. Mean while, the lowest gained
score from post-test is 66 and the highest score is 90.
2. The Interpretation
Having analyzed the data of pre-test and post-test by using t-test formula,
the result shows that the coefficient is 10.978 this means that there is a
significance improvement in teaching conditional sentence type 2 through
collaborative learning.
From the result of calculation, it is obtained the value of the to is 10.978,
the degree of freedom (df) is 23. The writer used the degree of significance of
5% and 1%. In the table of significance it can be seen that on the df 23 and on
the degree of significance of 5% and 1%, the value of degree of significance are
2.04 and 2.75 comparing to the to with each value of the degrees of significance,
the result is 2.04 < 10.978 > 2.75. Since to score obtained from the result of
calculating, the alternative hypothesis (Ha) is accepted and the null hypothesis
(Ho) is rejected.
1. If the result of calculation to (t observation is higher that tt (t table), to >
tt. So, the null hypothesis (Ho) is rejected and alternative hypothesis
(Ha) is accepted. It means there is a significance difference between
variable X and variable Y.
2. If the result of calculation to (t observation) is lower then tt (t table), to <
tt, so, the null hypothesis (Ho) is accepted and alternative hypothesis
(Ha) is rejected. It means that there is no significance difference between
variable X and variable Y.
Based on the result of the data analysis, it is proven that the students’
score of the conditional sentence type 2 taught by collaborative learning
method is increased. We also can see from the result of gained score above
that the M (mean) of pre-test scores is 57.08 and the M (mean) of post-test
scores is 77.5. It means that collaborative learning can improve students’
grammar ability especially in understanding conditional sentences effectively.
This knowledge will retain longer in students’ memory. The result of the
calculation above also shows that there is a significant improvement when
34
CONCLUSION AND SUGESTION
A. CONCLUSION
Based on the data that have been collected from the result of the statistical calculation and the test of hypothesis, the writer concludes that using collaborative learning in teaching grammar, in this case, Conditional Sentence Type 2 have influence on students achievement. It means that hypothesis of the research is accepted, or there is significance influence of collaborative learning and teaching conditional sentence type 2 on students’ achievement. Collaborative Learning is also proven to help students’ problem in learning grammar.
B. SUGGESTION
As closing to this study, the writer feels necessary to write several points below to face some problems in teaching Conditional Sentences type 2:
1. The writer suggests to the teachers to use Collaborative Learning in teaching grammar subject because it can help the students to get a depth understanding to the subject they learn.
2. Although the role of the teacher is basically a facilitator, but the teacher can play more roles in making the students active in their learning.
3. By using Collaborative Learning, both student and teacher can share knowledge and authority. And it makes students feel responsible in their own learning.
4. Teachers should know the students’ problem in dealing with their learning process. 5. Teachers should also master the matter will be taught.
