i
Cooperative Learning Applied to Teach Writing Narrative Text at
Grade VIII of SMP Muhammadiyah 8 Batu
THESIS
by:
IPAN FIRMAN UTAMA 201210100311232
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
ii
Cooperative Learning Applied to Teach Writing Narrative Text at
Grade VIII of SMP Muhammadiyah 8 Batu
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
by:
IPAN FIRMAN UTAMA 201210100311232
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
v
ORIGINALITY DECLARATION
The undersigned bellow:
Name : Ipan Firman Utama
NIM : 201210100311232
Program of study : English Department
Faculty : Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does not
incorporate without acknowledgement any material previously submitted for a degree of diploma in any university. To the best my knowledge, this thesis does not contain any material previously published or written by another person except where due
references is made in text.
Malang, 26 Oktober 2016
Meterai
vi
MOTTO AND DEDICATION
Take up one idea. Make that one idea your life thinks of it, dream of it, live on that idea. Let the brain, muscle,
nerve’s, every part of your body, be full of that idea, and just leave every other idea alone. This is the way to
success.
Swami Vivekananda
This Thesis is dedicated to:
My beloved mom, father, and sister who raised me when I am fallen.
My advisor who encourage me to involve in the experience of learning life.
vii ABSTRACT
A Study on Cooperative Learning Applied to Teach Writing Narrative Text for Eight Grade at SMP Muhammadiyah 8 Batu
Ipan Firman Utama (201210100311232)
Learning English as a foreign language involves four skills that have to be mastered. They are speaking, reading, writing, and listening. Among those language components, writing is also important to learn because writing is also used to communicate. Teaching method is helping teachers to deliver materials. It is hoped that students understand the materials easily. The alternative method that can be used by teacher for teaching writing is Cooperative Learning. Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in group and in which each learner in group is held accountable for his or her own learning and is motivated to increase the learning of other. The purpose of this research is to find out the types of cooperative learning used by the English teacher in teaching writing and the way the teacher implements of cooperative learning method in teaching writing.
The researcher conducted descriptive research because this research described cooperative learning applied to teach writing narrative text. This research was conducted at SMP Muhammadiyah 8 Batu. The subject in this research was English teacher of grade VIII at SMP Muhammadiyah 8 Batu. The data were collected through interview and observation.
The researcher concluded that the type of cooperative learning used by the English teacher in teaching writing was Student Team Achievement Division (STAD) method. The ways teacher implemented Student Team Achievement Division (STAD) were: In Pre-Teaching the teacher greeted the students after that the teacher did the presentation. Then the teacher gave the prompt question to the students related to the material (text narrative). In Whilst-Teaching, the teacher divided the students into six groups and the students joined their friends to make a group. The teacher gave four examples of fable texts (narrative) short then asked the students to choose the assessments prepared by the teacher and the students choose the text and read the text. The teacher asked the students to determine the moral value in the story’s and asked the students to present their activity and the students did groups presentation. The teacher asked the students to complete the fable text by finding characters, setting, problem, solution, and moral values based on the story and the students completed the fable text based on the story. In Post-Teaching, the teacher asked the questions related to the material and the students answered the questions. The teacher asked the difficulties faced by the students about learning process.
Keywords: Cooperative learning, Students team achievement division (STAD).
Supervisor I Writer
viii
ACKNOWLEDGEMENTS
Assalamu’alaikum Wr. Wb.
All praises be to The almighty Allah SWT for all blessings and love so that I
am able to finish this thesis. Peace and greetings always be presented to our Great Prophet “Muhammad SAW” the noble person who leads us from the fatuity of
darkness into lightness faith and knowledge. My earnest love and gratitude is the extended to my beloved father Muttasim, S.H, for him endless love, prayer, precious support, and motivation.
The most acknowledgements go to my super kind and smart advisors, Puji Sumarsono, S.Pd., M.Pd and Riski Listiono, S.Pd., M.A. who have meticulously and patiently helped me in improving and finishing my thesis.
Furthermore, I would like to thank Edy Susanto, M.Pd, the principal of SMP Muhammadiyah 8 Batu for giving me chance to conduct my research. I would also
love to thank Anis Syaidah, as the English teacher of grade VIII of SMP Muhammadiyah 8 Batu for helping me much during the research.
I would also like to express my big gratitude to my besties who color my life
during my research at university of Muhammadiyah Malang, Maharani Fitri Wulansari S.Pd, Gagas Arisandi S.Pd, Daman Hury Jab, Sugiyarto M. Umaternate,
ix
my thesis. All of my friends that cannot be mentioned here, I know you all gave me
support to me although not in the direct way. Thank you.
Finally, from the deepest part of my heart. I would like to say thank you very
much to my father Muttasim, S.H, for the biggest help, love and a lot of moments make me so blessed. I love you so much, you teach me how to be more patient and thankful.
Malang, 26 Oktober 2016 Writer
x
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Cooperative Learning ... 6
2.2Types of Cooperative Learning ... 7
2.2.1Student Team Achievement Division (STAD) ... 7
2.2.2Team-Games-Tournament (TGT) ... 9
2.2.3Team Jigsaw ... 9
2.2.4Cooperative Integrated Reading and Composition (CRIC) ... 12
2.2.5Team Accelerated Intruction (TAI) ... 14
xi CHAPTER III RESEARCH METHODE
2.1Design of the Study ... 16
2.2Subject of the Study ... 16
2.3Research Instrument ... 17
2.3.1Interview Guide ... 17
2.3.2Observation Checklist ... 17
3.4Data Collection ... 18
3.5Data Analysis ... 18
CHAPTER IV FINDINGS AND DISCUSSION 1.1Research Findings ... 20
4.4.1Types of Cooperative Learning that Applied by English Teacher in Teaching Writing at SMP Muhammadiyah 8 Batu ... 20
4.4.2The Way the Teacher Implements the Students Team Achievement Division (STAD) in Teaching Writing at SMP Muhammadiyah 8 Batu ... 21
xii
LIST OF TABLE
xiii
LIST OF APPENDIX
Appendix 1 Result of observation in first meeting ... 32
Appendix 2 Result of observation in second meeting ... 33
Appendix 3 Result of Interview ... 34
Appendix 4 Lesson Plan ... 39
Appendix 5 Photo Documentation ... 50
Appendix 6 Research Document ... 51
30
REFERENCES
Anderson, M. & Anderson, K. 2003a. Text Types in English 2. Macmillan Education Australia PTY LTD.
Arends, R I. (2012). Learning to Teach ninth edition. New York :McGraw-Hill.
Ary, D. Jacobs,L. (2006). Intoduction to Research in Education. Aaron Downey ,
Matrix Production. Canada.
Brown, H.D. (2001). Teaching by principles:An active approach to
language pedagogy. (2nd ed). San Francisco: Addison Wesley
Longman, Inc.
Creswell, J. 2012. Educational Research Planing, Conducting and Evaluating Quantitative and Qualitative Research. University of Nebraska- lincoln. Ary, D, Jacobs, L.C and Sorensen, C. 2006.
Introduction to Research in Education. Wadsworth Cengage Learning.
Hizbullah. (2010). Teaching Simple Past Tense by Using Cooperative Learning
(An Experimental Study at Second Grade of “MTs
Pembangunan UIN Jakarta). Thesis. Syarif Hidayatullah
State Islamic University Jakarta.
Istikhayatun. 2015. The Use of Team Accelerated Instruction Method to Improve Students’Reading Comprehension of Eleventh Grade Students
of SMA Muhammadiyah Plus Salatiga in The Academic Year
of 2014/2015. Thesis. Institute for Islamic Studies (IAIN) Salatiga.
31
Mercer-Cecil, D. And Mercer-ann, R. (2001). Teaching Students With Learning
Problems (third ed). Ohio USA : Merril Publising Company
A Bell & Howell Company.
Nurhasanah (2014). Improving Students’ Ability in Writing a Narrative Text By
Using Round Table Strategy at Grade VIII C of SMP Negeri
11 Kota Bengkulu. Thesis. Bengkulu University.
Patel, M.F. & Jain, P.M. (2008) English Teaching : Methods, Tools, and
Techniques. Jaipur: Sunrise Publishers and Distributors.
Penn. 2007. Schreyer Institute for Teaching Excellence. University Park.
Putinesia, N. (2012). Mind Mapping as the Cooperative Learning to Increase
Student’s Ability in Writing Descriptive Paragraph at Second
Grade of Raden Fatah Junior High School. Thesis. University
of Muhammadiyah Malang.
Rebecca, J. L. 2003. A Critical Handbook of Children’s Literature. Massachuset: Pearson Education, Inc.
1 CHAPTER 1
INTRODUCTION
1.1Background of the Study
Learning English as a foreign language involves four skills that have to be mastered. They are speaking, reading, writing, and listening. Beside those four skills,
students have to master the language competences such us grammar, vocabulary, pronunciation, spelling, etc. Among those language components writing is also
important to learn because writing can also to make communication. For example, people can share information, convey ideas, messages, etc.
Writing is a process of communication among people to share information.
Nurhasanah (2014) states that writing is an efficient learning process which is utilized to communicate information, clarify thinking, and learn new concept and information.
In the process of writing, a writer shares and clarifies thoughts and feelings to readers. Writing is also a process of communicating the writer’s idea to the reader in a written form and also states the purpose of writing is to convey ideas and messages. In the
process of writing, a writer should explore her mind to find new ideas that make the writing meaningful. The ideas will be in a sentence, a paragraph and a text. There are
some texts to gather the ideas such as
Unfortunately, studying writing is uninteresting subject for some students during learning process because they have to memorize a lot of complex rules and terms beside
2
appropriate method in the classroom in order to make an enjoyable classroom and to
reach the objective of learning. Hence, teaching method is helping teacher to deliver materials. It is hoped that the students understand the materials easily. According to
Patel and Jain (2008), method guides teacher how to teach effectively. They also add that method as the process of planning, selection and grading language materials and items, technique of teaching, etc. From those statements, it can be concluded that
implementation of teaching method will decide the success of teaching. It is very necessary for teachers to know various types of methods of teaching English. The
alternative method that can be used by teacher for teaching writing is Cooperative Learning.
Cooperative learning is a method in which the students work in group to achieve the material and it also can increase the motivation of students itself. According to Olsen and Kagan (in Richard and Rodger, 2001):
“Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in group and in which each learners in group is held accountable for his or her own learning and is motivated to increase the learning of other”. (pages 244)
Cooperative learning is one of the approaches in teaching and learning activities
when students come together in main group. The purposes of the main group are
effectively to give support, help, encouragement, and assistance each member needs to
make academic progress. It is supported by Hizbullah (2010) in “Teaching Simple Past
Tense by Using Cooperative Learning”. He states that cooperative learning is group
3
exchange information between learner in groups and increase the others’ learning
motivation.
Cooperative learning also has several advantages. According to Brown (2001), the
advantages of cooperative learning are promoting intrinsic motivation, heightening
self-esteem, creating caring and altruistic relationship, and lowering anxiety and
prejudice. Although cooperative learning encompasses a variety of social objectives, it
also improves students’ performance on important academic tasks. It is supported by
Arends (2012) who states that the model’s cooperative reward structure raises the value
students place on academic learning and change the norms associated with
achievement. As a research conducted by Putinesia (2012) in “Mind Mapping as the
Cooperative Learning to Increase Student’s Ability in Writing Descriptive Paragraph
at Second Grade of Raden Fatah Junior High School”, it is figured out that teaching
writing using cooperative learning method has significant influence to increase Student’s Ability in Writing descriptive paragraph at second grade of Raden Fatah
Junior High School. It is proved that cooperative learning encompasses a variety of social objectives and increasing students’ academic achievement.
The previous study by Putinesia (2012) entitled “Mind Mapping as the Cooperative
Learning to Increase Student’s Ability in Writing Descriptive Paragraph at Second
Grade of Raden Fatah Junior High School”, is different with this study entitled cooperative learning applied to teach writing narrative text at grade VIII of SMP Muhammdiyah 8 Batu. However, the method used is the same, which is cooperative
4
Based on the reasons above, the researcher is interested in conducting the research
about studying of teaching writing using cooperative learning method applied by English teacher at SMP Muhammadiyah 8 Batu.
1.2 Statement of the Problem
Based on the background of the study, the problems formulated as follows: 1. What types of cooperative learning are applied by English teacher in
teaching writing at grade VIII of SMP Muhammadiyah 8 Batu?
2. How does the teacher implement the cooperative learning in teaching
writing?
1.3 Purpose of the study
The purpose of the study is to find out:
1. The types of cooperative learning method applied by English teacher in teaching writing.
2. The way the teacher implements of cooperative learning method in teaching writing.
1.4 Significance of the study
The results of this are expected to be useful for increasing the writer’s perspective
and for giving the English teacher an alternative method in teaching writing by using
5 1.5 Scope and Limitation of the Study
There are many teaching methods applied by the English teacher in teaching writing, but the researcher focuses on teaching writing using cooperative learning
method. This research is limited to the second grade of SMP Muhammadiyah 8 Batu.
1.6Difinition and Key Term
1. Teaching is showing or helping someone to learn how to do something, giving
instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 2000).
2. Method is an overall plan for systematic presentation of language based upon a selected approach. (Anthony in Brown, 2000).
3. Writing is an efficient learning process which is utilized to communicate
information, clarify thinking, and learn new concept and information. In the process of writing, a writer shares and clarifies her thoughts and feeling to the
readers.
4. Cooperative learning method is an instructional arrangement in which small groups or teams of students work together to achieve team success in a manner that promotes the students’ responsibility for their own learning as well as the
