T1__Full text Institutional Repository | Satya Wacana Christian University: Students’ Perceptions Toward the Use of Cooperative Learning Strategies Applied in English Classes of Junior High School Level T1 Full text

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STUDENTS’ PERCEPTIONS TOWARD THE USE OF

COOPERATIVE LEARNING STRATEGIES APPLIED IN ENGLISH

CLASSES OF JUNIOR HIGH SCHOOL LEVEL

THESIS

Submitted in Partial Fulfillment of

the Requirement for the Degree of

Sarjana Pendidikan

Devi Setyowati

112013107

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

Copyright@ 2017. Devi Setyowati and Rindang Widiningrum, M. Hum.

All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

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Students’ Perceptions Toward the Use of Cooperative Learning

Strategies Applied in English Classes of Junior High School Level

Abstact

Cooperative learning is a learning mode that will be more focusing on the students’ effort rather than the teacher’s effort. In cooperative learning, the teacher is expected to be a facilitator and guider to make the students be more active in the learning process. The present study aims to see students’ perceptions toward Cooperative Learning Strategies in English classes of Junior High School level. The instrument chosen is close- ended questionnaire with Likert scale which consists of ten statements. The participants are chosen by using purposive sampling and ninth grader students are selected who are around 14- 17 years old. The results of the study will be presented in tables which divided into three sections which are cooperative learning helps to comprehend the material; facilitates to interact with other members; and increases students’ motivation to learn English. Based on the tables, it can be seen that the students’ perceptions are seemed to be positive toward cooperative learning. According to the results of the study, there is a possibility to English teachers to apply Cooperative Learning Strategies in their classrooms since the results show that the students response positively with the application of cooperative learning. The writer hopes that the result of the study can be an idea for English teachers to try cooperative learning to teach EFL rather than traditional group working to increase students’ motivation toward English subject.

Keywords: Cooperative Learning, students’ perception

INTRODUCTION

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requirements to pass those levels. It is definitely be a challenge for teachers to design activities that can increase students’ interest to learn English because build students’

interest is very crucial to have good learning process between students and teachers. It is also supported by Tsay and Brady (2010) who stated that the biggest challenge for teachers is “determining the most effective teaching strategies for their students” (p.78).

The strategy usually used by teachers is called traditional teaching. It indicates that “teacher’s behavior occupies a dominant position in the whole learning process, which can

not provide students with a chance to active learning and less opportunity to communicate with other students” (Wang, 2012, p. 108). On the contrary, in teaching English as a foreign language, group working becomes a suitable strategy chosen by teachers. Unlike in traditional learning setting which “the majority of interactions are teacher-student” (Tran, 2012, p.9), group working facilitates students to interact with others. However, in fact, sometimes group working does not work well because it is often found that there is only a person who works in the team, “this can create a competitive environment and produce a passive attitude toward learning as students vie for the teacher’s approval” (Killen, 2007,

Harman & Nguyen, 2010, as cited in Tran, 2012, p.9). In order to make the role of group working balance, it might be better to use cooperative learning strategies since it gives opportunities to “students of different levels of ability, use a variety of learning activities

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place through an individual’s interaction with his or her environment and peers,

cooperative learning is largely based on the idea that students learn through social contexts”

(as cited in Tsay & Brady, 2010, p.78). “Each member of team is responsible not only for learning what is being taught but also for helping teammates learning, thus creating an atmosphere of achievement” (Adhami & Marzban, 2014, p.14). By using cooperative

learning strategies, it is possible for each member in team to understand the certain material without the competition pressure by the learning environment.

This study focuses on the students’ perceptions toward the use of cooperative

learning strategies in learning English in order to answer the research question: What are students’ perceptions toward Cooperative Learning application in learning English?. The writer wants to find out the students’ perception during the lesson when the teacher tries to

apply Cooperative Learning Strategies. As found in the research done by Tran (2012) using cooperative learning strategies can encourage the students to have a better perception in learning English. Hopefully, the result of the study can be an idea for English teachers to try Cooperative Learning Strategies to teach EFL (English as a Foreign Language) rather than traditional group working to increase students’ motivation toward English subject. It might be seen from Johnson and Johnson (2014, as cited in Tombak & Altun) that a cooperative learning model is ”a model that promises to increase the motivation of students in a way that is compatible with the requirements of the 21st

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LITERATURE REVIEW

Defining Cooperative Learning Strategies

Johnson (2005, as cited in Adhami & Marzban, 2014, p. 13) indicates that cooperation is not as simple as a job that refers to a group where a member of the group complete a task and the others just put their names. Also, according to Adhami and Marzban (2014) cooperation “is not having students do a task individually with instructions

that the ones who finish first are to help the slower students” (pp.13-14). On the contrary, cooperative learning can be simply defined as a learning mode that will be more focusing on the students’ effort rather than the teacher’s effort. In cooperative learning, the teacher

is expected to be a facilitator and guider to make the students be more active in the learning process. The same thought is delivered by Coelho (1992, as cited in Tamah, 2008) “Cooperative learning is an approach to education based on the philosophy that education

should be learner-centered and learner-directed; that learners can be teachers; and that teachers are guides and facilitators rather than the source of all knowledge and direction”

(p.119).

Moreover, there is another thought from Nurhadi (2004, as cited in Tamah, 2008) that defines cooperative learning as “a learning approach focusing on the use of small groups of students who work together so that learning condition is maximized to attain learning objectives” (p.120). According to Tamah, if teacher uses cooperative learning

strategies, “the students can teach one another to accomplish the group goals. The students

work together to learn and to be responsible for their fellow students’ learning as well as

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knowledge about the material are expected to help the other members if there is a member who has lack knowledge about the material to make the objectives of the group fulfilled.

Purposes of Applying Cooperative Learning

According to (Louisell and Descamps 1992, Harlim, 1994, as cited in Tamah, 2008, p.120) there are main purposes of applying cooperative learning. First, cooperative learning can “increase academic achievement of the students” and “improve relations between one

student and the others (although they have different backgrounds). It can be seen that by facilitating the students to have good interaction between the members of the group, the use of cooperative learning will also impact the students’ result that may not be seen in

traditional teaching classroom. Then, it also “improves students’ ability in problem solving”. One of the purposes of applying cooperative learning is to see how far students can solve a problem which is given by the teacher in their group because usually in traditional teaching, most of the students are reliant on the teacher. Besides that, “students also learn how to interrupt other students politely, how to give their opinions, and how to appreciate other students” (Tamah, 2008, p.120). Totten et al. (1991, as cited in Tsay and

Brady, 2010) provided support that “cooperative learning not only helps achieve higher

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Advantages and Disadvantages of Applying Cooperative Learning Strategies

McGroarty (1989; Kessler, 1992, as cited in Tamah, 2008) identifies six advantages of Cooperative Learning for students acquiring English. First, Cooperative Learning increases frequency and variety of second language practice through different types of interaction. Second, there is a possibility for development or use of the first language in ways that support cognitive development and increased second language skill. Third, Cooperative Learning gives opportunities to integrate language with content-based instruction. Fourth, Cooperative Learning also gives opportunities to include a greater variety of curricular materials to stimulate language as well as concept learning. Next, it provides freedom for teachers to master new professional skills, particularly those emphasizing communication. The last one is that it gives opportunities for students to act as resources for each other, thus assuming a more active role in their learning (pp. 120-121).

On the contrary, the use of cooperative learning does not always avoid problem which may also occur in the traditional teaching. According to Johnson et al., Oakley et al.

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up in rebellion. Rather, teachers who are new to cooperative learning should take a more gradual approach, choosing mainly the methods which they feel most comfortable and adopting additional methods only when they have time to get used to the current ones. If the teachers have enough knowledge about cooperative learning, they will become increasingly master cooperative learning application, and it will make the students follow the teacher’s instruction easily.

Basic Elements of Cooperative Learning

According to Johnson and Johnson (2008, as cited in Tran, 2012) there are ‘five basic elements’ that should be included in Cooperative Learning Strategies (p. 10).

First, the group members should have positive interdependence which occurs when “team members are reliant on one another to achieve a common goal, and the entire group suffers the consequences if one member fails to do his or her work” (Tsay & Brady, 2010,

p. 80). The second is promotive interaction that occurs when “individuals facilitate each other’s efforts to accomplish the group’s shared goals” (Tran, 2012, p. 10). The third

element is individual responsibility that means “students ask for assistance, do their best

work, present their ideas, learn as much as possible, take their tasks seriously, help the group operate well, and take care of one another” (Johnson, 2009, as cited in Tran, 2012,

p. 10).

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and productivity in cooperative groups tends to be higher” (Johnson & Johnson, 2008, as cited in Tran, 2012, p. 10). The last element in Cooperative Learning Strategies (CLS) is group processing. Based on Yamarik (2007, as cited in Tran, 2012) “group processing

helps improve the effectiveness of the members in contributing to the shared efforts to achieve the group’s goals, via reflection on the learning process” (p. 10). By applying group

processing, each member of the group can reflect on themselves what aspect that need to be improved or maximized.

Students’ Perception of Cooperative Learning

Sharan and Yaacobi (1981, as cited in Tran, 2012) stated that “the learning atmosphere of classrooms is likely to be associated with the educational policy and values of schools” (p. 10), but cooperative learning result in positive social relationships through participants which are teachers and students.

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Then, the study which is done by Johnson and Johnson (2009 as cited in Tran, 2012) shows two factors of learning skill that are gained in cooperative learning. Firstly, students feel that they achieve more by learning through cooperative learning method and secondly there is an improvement in social relations among students . Hence, it may be argued that cooperative learning appears to be an effective way to engage students in learning (p. 11). The previous study is done by Tamah (2008) which investigated about students’ perception

about their own role and others’ role in Jigsaw class from two Junior High Schools in

Surabaya. Unfortunatelly, the previous study just focuses on Jigsaw class which gives results about students’ perception toward Jigsaw. Hence, the writer wants to make wider

investigation about Jigsaw and others strategies which is used in cooperative learning (CL). As the writer found in the previous study which is done by Herrmann (2013), he investigated students’ perceptions toward CL and categorized the result to see whether the

students mostly positive or negative towards CL use.

THE STUDY

Context of the Study

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English subject. The writer thought that by considering this reason, the school was appropriate with the focus of the study.

Participants

The participants in this study were 117 students from grade nine in SMP N 1 Banyubiru, Semarang Regency, Central Java who were taught English subject by using Cooperative Learning Strategies (CLS). Their age was about 14 until 17 years old. The participants were chosen because the writer had done some observations in the classrooms and found some students’ attitudes toward the teaching process which used one of strategies in Cooperative Learning.

Instrument

This study used questionnaire as the only instrument to get the data. The questionnaire was in Indonesian and the participants were required to give checklist mark in each statements given. The language chosen was Indonesian because the questionnaire would be more understandable for the participants because English was not their second language. The questionnaire consist of close-ended questions. The close-ended questionnaire consisted of ten statements with likert scale as the answer. Statements number (1); (2); and (3) were aimed to show that CL use helped each member of the groups comprehend the material or not. Then, statements number (4); (5); (6); and (7); were aimed to see whether CL facilitated the students to interact with other members or the opposites. To identify the students’ motivation during the CL use, statements number (8); (9); and

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Data Collection Procedure

The data collection procedure for the study was started from making questionnaire that consists of close-ended statements which was adapted from Herrmann (2013). Then, it would be continued with finding the participants by using purposive sampling to ensure the participants had ever taught by using Cooperative Learning Strategies in English subject. Before the writer collected the data, piloting with the participants was done to see the questionnaire was understandable for them or it needed to be revised. After piloting had done, the writer would see the result of the piloting and made some revision with the questionnaire if it was needed. The last procedure after revising the questionnaire was collecting the real data.

Data Analysis Procedure

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FINDINGS AND DISCUSSION

This part presents the research findings and discussion of the study. It consists of three main sections referring to the research objective. The first section is about cooperative learning helps students to comprehend the material better. The second section is presenting about cooperative learning facilitates students to interact with other members. The last section is about cooperative learning increases students’ motivation to learn English. The

instrument applies Likert scale by using these criteria: 1- strongly disagree; 2- disagree; 3- neutral; 4- agree; and 5- strongly agree. The results will be presented by showing the mean range of the data and put them based on the appropriate interval numbers. In order to categorize students’ answer, interval numbers which is derived from Maximum Likelihood

Estimation or MLE is used. The interval numbers are:

1.0- 1.7 strongly disagree 1.8- 2.5 disagree

2.6- 3.3 neutral 3.4- 4.1 agree

4.2- 5.0 strongly agree

Cooperative learning help students to comprehend the material better

Table 4.1

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Statements Frequency Total Mean

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information about the material. Hence, the students who are neutral confuse whether they get more information from their friends or not.

The teacher has to facilitate the students to be more actively participate in the group discussion because one of the teacher’s objectives in applying cooperative learning in the

classroom is to “design tasks that truly engage students’ participation and interaction” that

makes the students learn from the other group members and maximize their discussion during group working (Escobar and Sánchez, 2008, p.68, as cited in Vázquez & Molina, 2014, p. 77).

Statement 2 presents that many of the students are neutral about which one they prefer between teacher’s or friends’ explanation by showing the mean score in number

3.39. However, there is a student who strongly disagree that the teacher’s explanation is better. This matter is caused by the student feels “encouraged to actively participate in the resolution of tasks starting with their already existing linguistic capacities, which makes them more confident (Poisel, 2012, p. 261, as cited in Vázquez & Molina, 2014, p. 77). Moreover, the students “will actively assist each other to make sure that the assignment is done and the purpose of the group achieved” (Deutsch, 1949, as cited in Hossain & Tarmizi, 2012, p. 473). In this statement, the total number of students who are neutral also high as well as in statement 1. The 54 students who prefer to be neutral might also because they may confuse to choose which one is better between teacher’s or students’ explanation.

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sharing resources, and encouraging each other’s efforts”, at the end of the lesson, the

students “who work in cooperative groups outperform students who work by themselves

or in competition with each other (as seen in competitive conventional classrooms)” (Johnson & Johnson, 2004, as cited in Hossain & Tarmizi, 2012, p. 473). On the other hand, there is a student who strongly disagree that working in a group make the students learn faster. This case might arise because the ‘competitiveness’ of this student is high,

then he or she has different goals with the other group members (Johnson & Johnson, 1994, as cited in Hossain & Tarmizi, 2012, p. 473).

Table 4.1 also presents the indicator that get the highest mean is statement 3 by showing the mean score in 3.52. It is true that the students agree that cooperative learning helps them to comprehend the material better and mostly the aspect that makes cooperative learning helpful is because the students think that by doing group working, they can comprehend the material faster.

Cooperative learning facilitates the students to interact with other members

Table 4.2

Cooperative Learning Facilitates the Students to Interact with Other Members

Statements Frequency Total Mean

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4. My group’s opinion analyzed that the participants agree that cooperative learning strategies which is applied in the classroom can facilitate them to interact with other members. Statement 4 presents that 57 out of 117 students agree and 19 students strongly agree that group’s opinion can give

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It might be because the students have good interaction with other group members. According to Webb and Mastergeorge et al. (2003, as cited in Gillies & Boyle, 2010), “through interaction students learn to interrogate issues, share ideas, clarify differences, and construct new understandings” (p. 933). On the contrary, there are 3 students who disagree with statement 4. In this matter, the students may have bad interaction with other members, but actually in applying cooperative learning “the use of interaction and participation is one of the main drivers for success” (Coonan, 2012, as cited in Vázquez & Molina, 2014, p. 77).

Then statement 5 shows that the students agree that sometimes they do not like if there is a group member who dominate the discussion with the mean score 3,41. Even though the result shows that they agree with statement 5, most of the students prefer to be neutral with total number 39 out of 117. This number is just slightly different with the students who answer agree. According to Kagan (1994, as cited in Jacobs, 2016) one of the principles in applying cooperative learning is ‘equal participation’ (p. 3) which means that in cooperative learning, the portion of each student should be equal.

Statement 6 represents the students’ communication, and 56 students agree and that

they can communicate well with the other members by taking the mean score in 3,85. Also, 56 students agree and 24 students strongly agree that through group working, they can have good communication with friends. Communication matter is related to one of basic elements in implementing cooperative learning which is ‘interpersonal and social skills’

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functioning should be brought out” (p. 11). For example, if there is a difficult point in the material, the particular members can help to explain the difficult point to their groupmates. The second aspect, the group should discuss what in their interaction needs to be improved (Jacobs, 1997, p. 11). Therefore, communication between group members is important. Then, from the table, it also can be found that the highest mean fall into statement 7 that is 3.88. It can be argued that 47 students enjoy doing group working and they hope that the teacher will have another opportunity for group working in the classroom.

Cooperative learning increases students’ motivation to learn English

Table 4.3

Cooperative Learning Increases Students’ Motivation to Learn English

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Table 4.3 shows that the mean score of the third variable is 3.93. It can be defined that according to the students’ perception, by applying cooperative learning strategies in the

classroom can increase their motivation to learn English. Also, the indicator that get the highest mean is statement 8 which is 4.15. It means that cooperative learning increases their motivation because they feel fun with the group working especially in English subject. Based on the table, it can be seen that 57 students agree and 40 students strongly agree that group working is fun and there are only 2 students who disagree. It is argued that the students feel cooperative learning is fun because in group working, they seem to be more helpful for their friends and they will be ‘more motivated to learn’ (Tran, 2012, p. 11).

Then, statement 9 shows that 50 students agree and 27 students strongly agree that through group discussion, they are more motivated to study. “Students will be motivated to help each other and invest effort when they perceive that it will affect the way in which they are themselves rewarded ultimately” (Kagan & Stenlev, 2006, p. 19). Hence, in this case, group members have great impact in increasing students’ motivation. According to Jacobs et

al. (1997) students who have feeling to help the other members of the group means that they are successful in implementing one of basic elements in cooperative learning which is called as ‘positive interdependence’ (p. 8). He stated that “positive interdependence is the feeling

among a group of students that what helps any member of the group helps everyone in the group, and what hurts any member of the group hurts everyone in the group” (Jacobs et al.,

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Usually, those kinds of people will be motivated if the other group members ‘do worse’ (Kagan & Stenlev, 2006, p. 19).

The last statement presents that 40 students agree and 30 students strongly agree that they will be more enthusiastic when they are working in a group. This matter may also relate with statement 9 that group members not only affect in increasing students’ motivation,

but also in making the students more enthusiastic with the lesson. Kagan and Stenlev (2006) also argued that “if the students’ outcomes are dependent on the behaviour of their peers,

they will be motivated to engage in behaviours that help the group to be rewarded” (p. 20). It can be argued that the result of the group discussion depends on how far the members’ behavior affect the students’ motivation to achieve their goals.

CONCLUSION

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in table 4.2 by showing mean number in 3.73. Through cooperative learning application they can interact with other members better. The last aspect which is being discussed is about cooperative learning can help the students to comprehend the material better. Even though the result of the study shows that students agree with cooperative learning, but table 4.1 get the lowest mean score which is 3.45. It can be seen that the students like group working, but they do not really understand the material better. They still need teacher’s explanation to make the material clear.

Moreover, the writer hopes that the result of the study can be an idea for English teachers in the other schools to try CL to teach EFL rather than traditional teaching to increase students’ motivation toward English subject. By seeing the result of the study,

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ACKNOWLEDGEMENT

The writer realizes that there are many supports, prayers, motivations, and guidance that she got during the completion of this thesis. Hence, in this occasion, she would like to thank to:

1. The Almighty God, Allah SWT that always gives strength and spirit to complete this study.

2. The thesis supervisor, Rindang Widiningrum, M. Hum. and the thesis examiner, Anita Kurniawati Hadiyanto, M. Hum. who always give her time, suggestions, and guidance to finish this thesis.

3. Bapak Supriyanto, Ibu Retno Widiasih, and my Budiman’s and Soedarjo’s family who always support and pray for my thesis.

4. My unbiological sisters (Maria Immaculata, Klara Wening, Lugista Harliana, Arafah Ma’rufiana, Bella Vilo, and Yulia Ratnasari) who make my college life

meaningful and unforgettable. Also, thank to always in my ups and downs. 5. My partner Sukla Aji Putra who always be my best listener and supporter.

6. SMP N 01 Banyubiru, especially 9A-9D students who are willing to be my participants.

7. My Junior High School friend, Ulfa Sa’diyah who helps me to analyze the data. 8. My lovely batch, thirteeners that give me more motivation and experiences in

college life.

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References:

Adhami, M., & Marzban, A. (2014). The effect of jigsaw task on reading ability of iranian intermediate high school efl learners. Journal of Academic and Applied Studies (Special Issue on Applied Sciences), 4(2). 13-24.

Ekanjume, B., & Ilongo. (2015). The teaching of English as a second language:

the case of the national university of lesotho (nul). Journal of Language Teaching and Research, 6(6). 1157-1164.

Felder, R. M., (2007). Cooperative learning. Active Learning: Models from the Analytical Sciences. 1-13.

Gillies, R. M., & Boyle, M. (2010). Teachers' reﬂections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26. 933-940. Herrmann, K. J., (2013). The impact of cooperative learning on student engagement:

Results from an intervention. Active Learning in Higher Education, 14(3). 175-187.

Hossain, A. & Tarmizi, R. A. (2013). Effects of cooperative learning on students’ achievement and attitudes in secondary mathematics. Procedia - Social and Behavioral Sciences , 93. 473-477.

Jacobs, G. (2016). Cooperative learning: theory, principles, and techniques. 1-10.

Jacobs, G. M. et al. (1997). Learning cooperative learning via cooperative learning. San Clemente: Kagan Cooperative Learning.

Kagan, S. & Stenlev, J. (2006). A study of the influence of cooperative learning on students’ approaches to learning. Unpublished doctoral dissertation, Aarhus University, Denmark.

Maden, S. (2010). The effect of jigsaw IV on the achievement of course of language teaching methods and techniques. Educational Research and Review, 5(12). 770-776.

Tamah, S. M., (2008). Role assigning in jigsaw classroom: an asian classroom reality revealed. The Journal Of Asia Tefl, 5(4). 107-140.

Tombak, B., & Altun, S. (2016). The effect of cooperative learning: university example.

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Tran, V. D. (2012). The effects of jigsaw learning on students’ attitudes in a vietnamese higher education classroom. International Journal of Higher Education, 1(2). 9-20.

Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 10 (2). 78-89.

Vázquez, V. P., & Molina, M. P. (2015). Perceptions of teachers and students of the promotion of interaction through task-based activities in CLIL. Porta Linguarum, 23. 75-91.

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APPENDIX

KUESIONER

Kepada partisipan yang terhormat,

Nama saya Devi Setyowati dan saya sedang melakukan sebuah penelitian untuk skripsi saya yang berjudul “Students’ Perceptions Toward the Use of Cooperative Learning

Strategies Applied in English Classes of Junior High School Level”. Saya akan sangat

berterima kasih apabila Anda bersedia untuk menjawab pertanyaan-pertanyaan di dalam kuesioner ini dengan jujur. Jawaban Anda dalam kuesioner ini akan dirahasiakan dan

tidak akan berpengaruh terhadap nilai Anda. Terima kasih atas kerjasamanya.

Jenis kelamin : Laki-laki/ Perempuan ( coret pilihan yang salah)

Kelas :

Umur :

Jawablah pertanyaan dibawah ini dengan memberi tanda (√) pada jawaban yang Anda pilih dengan ketentuan sebagai berikut:

STS : Sangat tidak setuju

TS : Tidak Setuju

N : Netral

S : Setuju

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No .

Pertanyaan Jawaban

STS TS N S SS

1. Saya mendapatkan lebih banyak informasi mengenai materi yang diajarkan dari teman saya. 2. Saya lebih menyukai penjelasan dari guru daripada

berdiskusi bersama kelompok.

3. Bekerja dalam kelompok membuat saya lebih cepat memahami pelajaran yang sedang diajarkan. 4. Pendapat dari teman sekelompok membuat saya

memiliki lebih banyak pilihan jawaban untuk menjawab pertanyaan yang diberikan oleh guru. 5. Saya tidak suka apabila ada salah satu teman saya

yang terlalu mendominasi dalam kelompok. 6. Saya dapat berkomunikasi dengan baik saat

bekerja dalam kelompok.

7. Saya ingin lebih sering melakukan diskusi kelompok untuk membuat saya dan teman-teman bebas berpendapat.

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9. Dengan adanya diskusi kelompok membuat saya lebih termotivasi untuk mengikuti pelajaran. 10. Saya menjadi lebih bersemangat ketika bekerja

dalam kelompok.

Apakah Anda berkenan apabila saya menghubungi Anda untuk mendapatkan informasi yang lebih jelas?