T AB L E O F CO NT E N T 2.1 Notions of Cooperative Learning on Language Learning ... 6
2. 1.1 Constructivism ... 8
2.1.2 Humanistic psychology ... 9
2.2 Notions of Cooperative Learning ... 11
2.3 Notions of Cooperative Learning Method ... 13
2.4 Elements of Cooperative Learning ... 15
2.4.1 Heterogeneous Teams ... 16
2.4.2 Promote face-to-face interaction ... 17
2.4.3 Interpersonal and small group skills ... 17
2.4.4 Group Processing ... 18
2.5 Types of Cooperative Learning ... 20
2.5.1 Formal learning groups ... 21
2.5.2 Informal learning groups ... 22
2.5.3 Base learning groups ... 23
2.6 Student Teams Achievement Divisions (STAD) ... 24
2.7 The principle of Cooperative Learning ... 25
2.7.1 Positive Interdependence ... 25
2.7.2 Promoting Interaction ... 26
2.7.3 Interpersonal Skills ... 26
2.7.4 Individual Accountability ... 27
2.7.5 Developing Positive Attitudes and Relationship Amongst Group Members ... 28
2.8 Relationship between Cooperative Learning and Students' Achievement ... 28
2.9 Teaching Writing in General ... 29
2.10 Argumentative Essay ... 30
2.11 The Function of An Argumentative Essays ... 31
2.12 Argumentative Essay Assessments ... 32
2.13 Expository Text ... 36
2.15 Students' Response ... 38
2.16 Concluding Remark ... 40
CHAPTER III: METHODOLODY OF THE RESEARCH 3.1 Research Design ... 42
3.2 Research Setting and Participants ... 44
3.3 Data Collection Procedure ... 45
3.3.1 Documentation of the Students' Texts ... 45
3.3.2 Questionnaires ... 46
3.3.3 Classroom Observation ... 47
3.3.4 Interview ... 48
3.4 Data Analysis ... 49
3.4.1 Documentation of the Students' Texts ... 50
3.4.2 Questionnaires ... 50
3.4.3 Classroom Observations ... 51
3.4.4 Interviews ... 52
4.2 The Students' Response Towards Cooperative Learning ... 89
4.2.1 Evidence from Individual Interview ... 89
4.2.1.1 The Students' Understanding about Cooperative Learning and Its Effect to Their Writing ... 90
4.2.1.2 The Students' Response About Work in a Team in Writing Projects ... 91
4.2.1.3 The Effect of Cooperative Learning in Improving Students Writing Competence ... 93
4.2.1.4 The Difficulty in Cooperative Learning ... 93
4.2.2 Concluding Remark ... 95
CHAPTER V: CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 96
5.2 Suggestions ... 100
LIST OF APPENDICES
Appendix 1 : The Example of Student's Individual Test ... 59
Appendix 2 : Questionnaire Sheet Completed by Students ... 110
Appendix 3 : Observation Sheet ... 112
Appendix 4 : List of Questions for Interview ... 113
Appendix 5 : Interview Transcription ... 135
Appendix 6 : The Evidence of Student's Texts From The First Individual Test ... 188
Appendix 7 : The Evidence of Student's Texts From The Second Individual Test ... 204
Appendix 8 : The Evidence of Student's Texts From The Third Individual Test ... 215
LIST OF TABLES
Table 4.1 : Response in Learning English ... 114
Table 4.2 : Response in Cooperative Learning ... 115
Table 4.3 : Observation Sheet I ... 116
Table 4.4 : Observation Sheet II ... 119
Table 4.5 : Observation Sheet III ... 122
Table 4.6: Observation Sheet IV ... 125
Table 4.7 : Observation Sheet V ... 128
Table 4.8 : Observation Sheet VI ... 130
Table 4.9: Observation Sheet VII ... 131
Table 4.10 : Observation Sheet VIII ... 133
Table 4.11 :Data from Lowest Achievers (Individual Test) ... 257
Table 4.12 :Data from Average Achievers (Individual Test) ... 258
Table 4. 13 :Data from Highest Achievers (Individual Test) ... 259
Table 4.14: Data from Highest Groups (Group Projects) ... 260
Table 4.15 :Data from Average Groups (Group Projects) ... 261
CHAPTER I
INTRODUCTION
This section presents introduction of this study which include Background of the Study which covers the idea to conduct this study, Research Questions as guidance of this study, Purpose of the study which are related to the research questions, Scope of the Study which content of the aims for this study, Significance of the Study which may contribute to provide significant information
1.1Background of the Study
Writing is one of the four language skills particular emphasis in second language learning. The mastery of writing skills is crucial since students’ evaluation is conducted to gauge students’ acquisition of their writing skills based on their writing performances. Although, from the four fundamental language skills in the language learning process, English writing frequently accepted as being the last language skill to be acquired for native speakers of the language as well as for foreign/second language learners” (Hamp-Lyons and Heasly, 2006: 2), but for a number of EFL learners, English writing appears to be challenging, (cited from www.ccsenet.org/elt).
the end of learning, hopefully the students are able to master a set of competence in own self (attitude, knowledge, capability, personality, principles, values, interest and conviction, and skill) passing process of active learning, creative, pleasant and effective that can be used in their future.
In relation to the requirement of the students’ skill development, to ensure that the students excel in writing, an English lecturer should make choices about methods, materials, and procedures to be applied in the writing class and elaborate them in the classroom (Hyland, 2003:xv-2). Therefore, one of the methods recommended in teaching writing is the interaction in a group through cooperative learning (Kagan, 2002). Since interaction in a group as a main feature of cooperative learning that can be one of the effective ways to generate ideas and meet their personal goals by working in a small group where students can share ideas of information with group members (Brown, 2001:349). Moreover, to generate ideas and meet their personal goals, one student should help their friends from the same group members to succeed and more importantly to encourage their group members to exert maximum efforts through cooperative learning.
inspires the researcher to conduct the research on investigating the effectiveness of cooperative learning in students’ argumentative essays.
1.2 Research Questions
Related to the problem above, the researcher is interested in raising the following questions:
1. What are the chances of implementing cooperative learning principles in a writing class?
2. How does the teacher cope with the problems, if any, when implementing the principles?
3. What are the effects of cooperative learning method on students’ performance in writing argumentative essays?
4. What are the students’ responses to the implementation of cooperative learning method in a writing class?
1.3 Purpose of the study
1.4 Scope of the Study
This research aims to investigate the effectiveness of cooperative learning as has been developed by Slavin (1995) i.e Student Teams Achievement Division (STAD) since STAD as one of the parts of cooperative learning that allow students to work together in groups, aids each other in completing academic tasks, and provide each other with feedback in order to improve their subsequent performances, one of them is in form of writing performance. Dealing with writing, the research will be focused on argumentative writing since it is one of the genres that must be learned by fourth grade students of English Education Program of Sultan Ageng Tirtayasa University in academic year 2010/2011.
1.5 Significance of the Study
for future development for pedagogical practice in writing class of setting of this study.
CHAPTER III
METHODOLOGY OF THE RESEARCH
This section deals with some important aspects related to the methodology of the study covering research design as a plan of what data to gather in this study, data collection as a research instrument term that used to describe a process of preparing and collecting data in this study, research setting and the participants as a site and members in this study, and data analysis as a process for supporting decision making in this study. Moreover, this study used a qualitative design by employing a case study. Four instruments of data collection techniques, namely: documentation of students’ argumentative essay, questionnaire, classroom observation and interview were conducted to collect the data and information to answer the research questions.
3.1 Research Design
Since this study investigated the effectiveness of cooperative learning in
this study was focused to the classroom interaction and all the content features (like classmates, course content, assignment) that intersect with those individuals.
Secondly, case study research means single and multiple case studies, can include quantitative evidence, relies on multiple sources of evidence and benefits from the prior development of theoretical propositions (Yin,1993, Freebody, 2003, Emilia, 2005 as cited in Mulianda 2009:32). It was focused on the case study, it was about the effectiveness of cooperative learning to develop students’ argumentative essays. Then in form of quantitative evidences, it was taken three times both for students’ texts from their quizzes and students’ texts from their group projects, students’ opinions, feelings or experiences that analysed by statistical and added by descriptive analysis from questionnaires.
3.2 Research Setting and Participants
The research was conducted at a state university in Serang city, exactly at Jl. Jakarta Km.4, Serang city. Basically, there were some reasons about the place of the research. First, this university is located in the same town with the researcher’s office where she works. This would not give many problems to the researcher to manage the time in doing the research. Second, the researcher is the English lecturer in that faculty. This was expected to promote the feasibility of the study in gaining the data. Third, since the researcher has been involved in the English teaching in the research site, the result of the study would give valuable information on the students’ responses of Cooperative learning method in writing class especially in producing argumentative essays.
first until the third semester. For confidentiality, throughout the thesis all of the students’ names were written in pseudonyms.
3.3 Data Collection Procedure
As stated in the previous paragraph, this study employed a qualitative
research and applied several techniques of collecting data which conducted not only as the conclusion of the study but also ongoing way (Fraenkel & Wallen,1993:383). Moreover, this study used four procedures of collecting data including collection the students’ argumentative text, classroom observation, interview, and questionnaires. Each technique was elaborated in the following sections.
3.3.1 Documentation of Students’ Argumentative Essay
(1998:85) that Cooperative learning can increase students’ depth of understanding of course content by having them explore it and discuss their understanding with other students. Then, the students’ texts were analyzed based on Toulmin’s Model as proposed by Saito (2010:20).
The students’ texts both from individual and group projects were given between May 23rd, 2011 until July 11th, 2011. The specific time for individual projects were conducted on: Monday/ May 23rd, 2011 : Test I (Individual Test); Monday/ June 20th, 2011: Test II (Individual Test); Monday/ July 11th, 2011: Test III (Individual Test). On the other hand, the schedule for group projects were given on: Monday/ June 6th, 2011 Group Project I (Group Project); Monday/June 13th, 2011: Group Project II (Group Project); Monday/ July 4th, 2011: Group Project III (Group Project).
3.3.2 Questionnaires
consisting of 20 questions and also by putting mark of categories, 1: Strongly Disagree, 2: Disagree, 3: Uncertain, 4: Agree, 5: Strongly Agree. Moreover, those questions about students’ opinions, feelings or experiences were evaluated by statistical intrerpreted and also strengthenby descriptive explanation.
3.3.3 Classroom Observation
The observation was needed to get more information directly from the
classroom respondents. Through the process of classroom observation, the researcher investigated how the students implement the cooperative learning strategies in doing their argumentative writing projects with their team. Moreover, the activities observed were students’ interaction when they shared their understanding of the projects given, checking for understanding, discussing concepts being learned, and connecting present with past learning. For each
activities were structured into group task directions and procedures.
observations, the researcher played a role as non-participant observer, to investigate what were done and what were said by participants, the students, during teaching argumentative essays.
To obtain a clear picture of the activities in each classroom observation, video-taping and photos of classroom activity were carried out. Video-taping and photos of classroom activity were helpful for the researcher to describe the class and record her reflection. The used of reflection in this parts means that the researcher wanted to know whether the students’ activities in their group followed the principles of cooperative learning’s principles. And also, the researcher took recording observation notes during classroom activities after each section and joined it with video-taping and photos. This is in line with Van Lier, (1988:241) as cited in Suzanna (2008: 34) that . the memory of the observation is still fresh.
3.3.4 Interview
Then, interview with the students were conducted to answer the second and the fourth research questions. The interview was conducted in Bahasa Indonesia which were intended to obtain clear understanding what was uttered by the participants. The interviews was conducted individually by using semi-structured interview due to the researcher might be flexible to extant the questions. It was in line with Marriem (1988:73) that the questions of semi structured interview are more flexible worded. Then, the interview was given to the students as the participants in this research one time and conducted after the teaching-learning process ended. The questions that given were about the technique that commonly used by the lecturer in teaching writing, problems that commonly encountered by the students in producing the argumentative writing and also the steps of lecturer in giving the writing materials especially argumentative writing. It was held involving students represented the low, average and high achievers students from individual quizzes and three students represented the low, average and high achievers students from group projects .
3.4 Data Analysis
of documentation of students’ argumentative text, class room observation, interview and questionnaires.
3.4.1 Documentation of students’ text
Students’ written texts were collected both from individual texts and group projects. Then they were analyzed to reveal the students’ argumentative essays. All students’ texts were taken from the individual quizzes and group projects and analyzed by using discourse analysis. In the analysis the of students’ argumentative essay, the Toulmin’s Model was applied. The Toulmin’s Model was used to assess, to teach, and study both debate and argumentative writing. This model was also used to analyse the writing of unskilled writers and they presented the basic argument, too. It is in line with Yeh (1998) in Saito (2010:20). The argument's claim, reasons, and evidence, and to evaluate the effectiveness of them were identified by using The Toulmin’s Model, as suggested by Connor (1996)., Yeh (1988) in Saito (2010:20).
3.4.2 Questionnaires
questionnaires consist of five categories they were, 1: Strongly Disagree, 2: Disagree, 3: Uncertain, 4: Agree, 5: Strongly Agree The answers of questionnaires in form of closed-response items was analyzed by using statistical analysis. It is intended to identify and classify the effectiveness of cooperative learning to develop students’ argumentative writing.
3.4.3 Classroom observations
The analysis of data from the observation conducted was also carried during the data collection. One of the considerations was in order to answer the first and the second question from research questions. Having finished conducting the research, the video recording of the lessons were watched for many times and analysed. It was intended to get deeper information and clearer picture to answer the first and the second research questions. With reference to the first research question, observation was done by taking notes of the effectiveness of cooperative learning to develop students’ argumentative writing. Moreover, all notes about to find out the students progress in argumentative writing through observations were interpreted.
research questions. Additionally, the activities to see the investigation of effectiveness of cooperative learning to develop students’ argumentative writing was summarizing. Finally, the data were interpreted based on the principles of cooperative learning.
3.4.4 Interview
Interview with the students as the participants was conducted in this
research. This is intended in order to identify kinds of cooperative learning to develop students’ argumentative essay. Interviewing the students was conducted at the end of teaching learning process. This was done in order to know the students progress and the activities that potentially led to investigation of cooperative learning to develop students’ argumentative writing.
3.5 Concluding Remark
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections, conclusions and suggestions. The conclusions cover the results which are drawn from the data of tests, questionnaire, observation, interview and some suggestions are given to both further researchers and practitioners.
5.1 Conclusions
Based on the data in the previous chapter, there are several general findings that can be concluded from this study. First, in relation to the chances in the cooperative learning implementation, it can be stated that the students liked to share their ideas, opinion and suggestions with other students through their argumentative essays projects with their team.
The next finding reveals the improvement of students’ texts in the writing argumentative essays both for individual quizzes and for group projects.It can be said that students made a good progress during cooperative learning for their individual quizzes and group projects.
The last finding was about the responses from the students about cooperative learning that was implemented in their writing class. The responds given were positive since they got many advantages when the teacher applied this method in the writing class.
On the basis of the general findings above, several conclusions can be proposed. The first conclusion is served as the answer to the first research question about the chances of implementing cooperative learning principles. This study shows that the students’ progress, both from individual quizzes and group projects, can be seen from the changes of their attitudes and behaviors. Since in the observations, the students’ attitudes have become more active, more confident, and more supportive to have good interaction for sharing ideas, suggestion and information among students.
The second conclusion is connected to the second research question
students had similar level in their knowledge. There was no other perspective for their projects. However by having the more class activities conducted in writing class, the students started to read from more sources, so they many references for their writing projects in order to build their argumentative essays projects.
The third conclusion deals with the effect of cooperative learning method on students’ performance in writing argumentative essays. This fact gives evidence to the statements that in cooperative learning students help each other to become better writers.
The fourth research question is related to the students’ responses to the implementation of cooperative learning method in a writing class. Through sharing their ideas, opinion and suggestions, students developed their confidence and comfort. These facts prove that cooperative learning gave positive effects to the writing class. Finally, this study supports the research that emphasizes the importance of explicit teaching of the structures of written genres, particularly in argumentative essays.
students in their argumentative essays. Only three elements used in writing argumentative essays namely, claim, data, and warrant. They are considered to the essential components of practical arguments, while the second triad, qualifier, backing, and rebuttal, may not be needed in some arguments.
To be able to create more structured cooperative learning, teachers need adequate time and methods in this study. These become the limitation of this study. Due to the time constraint and method that were used in this study, the actual time needed and method for each activity had to be shortened and this might have effects on the outcome of the lessons conducted. Therefore, for further research, longer time for class activities and other methods should be conducted in order to achieve the objective of cooperative learning.
Furthermore, this study only used argumentative writing as the main genre. Therefore to see the comprehensive result, further research should involve other kinds of genres, i.e expository, narrative, etc.
5.2 Suggestions
From the conclusion and the limitation presented above, some suggestions are given here concerning with to the study of cooperative learning. First, for the next research in the same area, there are some matters to be noted. This study will be more comprehensively described if there are also other methods that used and longer observations that are conducted in classrooms to observe the teaching learning activity especially teaching of writing using the technique of cooperative learning.
Second, the teacher also have to master another kind of genres in writing, such as expository, narrative, and many others. This view means that the more genres of writing that mastered by the teacher the better writing texts that can be produced by the students in the writing class since the teacher can give many point of view for the improvement of the students’ texts.
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