OF MAN 1 KAMPAR
BY
RINI ARIANI SIN. 11810420618
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2023 M
OF MAN 1 KAMPAR
BY RINI ARIANI SIN. 11810420618
Thesis
Submitted as partial fulfillment of the Requirements for Bachelor Degree of English Education
(S. Pd)
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H / 2022 M
i
ii
i
ACKNOWLEDGMENT
All praise belong to Allah Almighty, the Sustainer of the world, the lord which each dua and sholat addressed, by His guidance and blessing, the researcher has accomplished her final paper as academic requirement for the award of bachelor degree, entitled “The Differences between Male and Female Attitudes towards Cooperative Learning of MAN 1 Kampar”. Then, the researcher says be upon to the Prophet Muhammad SAW, his family, his companion, and his followers. Hope to see you in lagoon in Jannah.
With all of my gratitude and earnestness from the deep down in my heart, I would like to express my thankfulness to my commendable parents Pun Hasibuan and Yusmalianis, and also my lovely siblings Gita Anjani, S.Pd., and Muhammad Rezky, the researcher is grateful for their never ending great love, advice, support, motivation who have always invigorated and showered me with uncountable affection, sacrifice, and never ending thank you for praying all days and all nights also both materials and spirituals in accomplishing this thesis. No words can represent how I am grateful for having you all. Ultimately, I got S.Pd as Bachelor Degree in English Education. May Allah Almighty give you all health and heartiness.
Many thanks are also devoted to all people contributed in completing this thesis. They are:
1. Prof. Dr. Hairunas, M.Ag., the Rector of State of Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M.Ag., the vice-rector I, Dr. H. Mas’ud Zein, M.Pd., the vice-rector II, Prof. Edi Erwan, S.Pt., M.Sc., Ph.D., the vice-rector III, and all of staff of State of Islamic University of Sultan Syarif Kasim Riau.
2. Dr. H. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
Zarkasih, M.Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M.Pd., as
ii
Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of Department of English Education, for her guidance to the students.
5. Drs. Samsi Hasan, M.H.Sc., the Academic Supervisor for his guidance to the students.
6. Nurdiana S.Pd.I, M.Pd., the writer’s supervisor who has given correction, support, guidance, critics, advice, encouragement, and motivation to the writer from the beginning of writing the thesis until the completion of it.
7. All lecturers and staffs of Education and Teacher Training Faculty of State Islamic University of Sultan Syarif Kasim Riau who has given knowledge, and supports during the sources from semester one until now.
8. H. Sasra Putra, M.A., the headmaster of MAN 1 Kampar, who has welcomed and permitted the researcher to do the research at the school.
9. Elhafizah, S.Pd., M.Pd., as English Teacher of MAN 1 Kampar, who has given the writer guidance and advice in conducting the research.
10. My big families, lovable Grandpa Basri, beloved uncle Zarlis Endi Putra and aunties and also all of my precious cousins who have always supported me with uncountable love, valuable motivation, and have been so patient in waiting for my graduation.
11. The reseacher’s beloved best friends Khairunnisa Fazira S.Pd., Aisyah S.Pd., and Ade Lia, S.Pd., thank you for the motivations, supports, helps, cares, laughs, absurd talk and time that we’ve spent till now. Thank you for catching me when I fall, the uncountable sacrifice and unforgettable moments we have been through. See you on top!
12. Widya Eliza S.Pd., Sisi Khairunnisa S.P., Delvi Ramadhani, S. Pd., Wahyu Febri Pratama S.H., Masrizal and Aldi Winaldi S.H., as my kind of
iii
beloved classmate, who have always gave the writer meaningful contributions. Best of luck for us. A bunch of thank!
14. And all of the people contributed during the thesis processed.
15. Last but not least, I want to thank me, I want to thank me for believing in me, I want to thank me for doing all this hard work, I want to thank me for never quitting, I want to thank me for just being me at all times.
Ultimately, the comments, constructive critiques and suggestions for the completeness of this thesis will be kindly appreciated. Hopefully this thesis can give the meaningful contributions to further writers.
Pekanbaru, 15 November 2022 The Researcher
Rini Ariani 11810420618
iv
Subject of MAN 1 Kampar
The aim of this research was to find out the difference between male and female students’ attitude towards cooperative learning in English subject of MAN 1 Kampar. Quantitative descriptive research was method of this research. There were 30 sample of this research; 15 male and 15 female students. The researcher used quota sampling for the sample technique. The instrument used was the affective, cognitive and behavior aspect of attitude which has 15 statements. The research finding was the male and female students showed positive attitude in affection towards cooperative learning. Male students like cooperative learning and achieve better result when work together meanwhile female students tend to be like cooperative learning because it is makes or creates self-confidence and help them to socialize more. In cognitive aspect, male and female students think that cooperative learning environment develop trust towards classmates. In behavior aspect male students agree that cooperative learning environment provide respect to each other’s ideas and motivates the group members.
Furthermore female students showed to help and guide each other while studying in cooperation. The statistical data analysis finding by using SPSS 28.0 independent sample test revealed that there is no significant different between male and female in learning attitude by calculation that significant two tailed test sig 0.049 p>0.05.
v
Pelajaran Bahasa Inggris di MAN 1 Kampar
Penelitian ini bertujuan untuk mengetahui perbedaan sikap siswa laki-laki dan perempuan terhadap pembelajaran kooperatif pada mata pelajaran Bahasa inggris di MAN 1 Kampar. Deskriptif kuantitatif adalah metode dari penelitian ini. Sampel dari penelitian ini berjumlah 30 orang; 15 siswa laki-laki dan 15 siswa perempuan. Peneliti menggunakan quota sampling sebagai teknik pengambilan sampel. Instrument yang digunakan adalah aspek afektif, kognitif dan perilaku yang berjumlah 15 pernyataan. Hasil dari penelitian ini menunjukan bahwa siswa laki-laki memiliki sikap negatif dan siswa perempuan memiliki sikap positif. Pada kategori afektif, siswa laki-laki mempersepsikan bahwa pembelajaran kooperatif tidak membantu mereka untuk lebih bersosialisasi, berbeda dengan siswa perempuan. Dalam aspek kognitif, sebagian besar siswa laki-laki tidak setuju bahwa lingkungan belajar kooperatif mengembangkan kepercayaan terhadap teman sekelasnya, pembelajaran individual lebuh menyenangkan daripada bekerja dengan kelompok dan pembelajaran individual memberikan hasil yang lebih baik tetapi hanya beberapa siswa perempuan yang menganggap pembelajaran individual menyenangkan dan siswa perempuan menunjukkan sikap netral pada dimana pembelajaran individual memberikan hasil yang lebih baik. Pada aspek perilaku beberapa siswa laki-laki setuju saat belajar berkooperasi siswa saling membimbing selain itu siswa perempuan bersikap positif terhadap pernyataan saat belajar berkooperasi siswa saling membimbing. Hasil analisis data statistik dengan menggunakan SPSS 28.0 independent sample test menunjukkan bahwa ada perbedaan yang signifikan antara siswa laki-laki dan perempuan dalam sikap belajar dengan perhitungan bahwa signifikansi dua uji sig 0.049 p< 0.05.
vi
يف ةيزيلجنلإا ةيموكحلا ةيملاسلإا ةيوناثلا ةسردملا
1 ربمك
ي لىإ ثحبلا اذه فده ةفرعم
لعتلا هاتج تاذيملتلاو ذيملاتلا فقاوم في تافلاتخلاا ي
دام في نيواعتلا م ة
في ةيزيلنجلإا ةغللا ةيموكلحا ةيملاسلإا ةيوناثلا ةسردلما
1 برمك وه يمكلا يفصولا . ةقيرط
حبلا اذه ةنيع .ث
ثحبلا 03 اصخش
، 11 اذيملت و 11 ةذيملت . ت ثحابلا مدختس ة
ذخلأ بولسأك ةيصصلحا تانيعلا ذخأ
اهعوممج غلب ،ةيكولسلاو ةيفرعلماو ةيفطاعلا بناولجا يه ةمدختسلما تاودلأا .تانيعلا 11
ةرابع . اذه جئاتن يرشت
لا نأو بيلس فقوم مهيدل ذيملاتلا نأ لىإ ثحبلا تاذيملت
م نهيدل ذيملاتلا ىري ،ةيفطاعلا ةئفلا في .بيايجإ فقو
لعتلا نأ ي لم ،فيرعلما بنالجا في .تاذيملتلا سكع ىلع ،ةيعامتجا رثكأ اونوكي نأ ىلع مهدعاسي لا نيواعتلا م
لعتلا ةئيب نأ ىلع ذيملاتلا مظعم قفاوي ي
لعتلا ناكو ،لصفلا في مهئلامز في ةقثلا تروط نيواعتلا م ي
رثكأ يدرفلا م
ةعتم وملمجا عم لمعلا نم ةع
ةعتم نبرتعي تاذيملتلا نم طقف ةلق نكل ،لضفأ جئاتن يدرفلا ميلعتلا ىطعأو ،
يدرفلا ميلعتلا .
تاذيملتلاو ي
رهظ ن لما فقو لمحا ،يكولسلا بنالجا في .لضفأ جئاتن يدرفلا ميلعتلا يطعي ثيح ديا
ملعت دنع ضعبلا مهضعب نوهجوي ذيملاتلا نأ ىلع ذيملاتلا ضعب قفتي نهيدل تاذيملتلا نأ لىإ ةفاضإ ،نواعتلا
هجوي ثيح ،نواعتلا ملعت دنع تارابعلا نأشب بيايجإ فقوم ن
هضعب ن تانايبلا ليلتح جئاتن ترهظأ .ضعبلا
مادختساب ةيئاصحلإا ةيعامتجلاا مولعلل ةيئاصحلإا ةمزلحا جمانرب
82 ب دوجو ةلقتسلما ةنيعلا رابتخا تافلاتخلاا
ةمالها ذيملاتلا ينب في تاذيملتلاو
فقوم نأ باسح عم ميلعتلا ةيهمأ
تناك نيرابتخلاا 3.3.0
p
<
3.31
.
ix
LIST OF CONTENTS
SUPERVISOR APPROVAL i
EXAMINERS APPROVAL ii
ACKNOWLEDGEMENT iii
ABSTRACT vi
ABSTRAK vii
صخلم ivvv
LIST OF CONTENTS ix
LIST OF TABLES xii
LIST OF APPENDICES xiii
CHAPTER I INTRODUCTION
A. Background of the Study 1
B. The Problem 4
1. Identification of the Problem 4
2. Limitation of the Problem 4
3. Formulation of the Problem 5
C. Objectives and Significance of the Research 5
1. Objective of the Research 5
2. Significance of the Research 6
D. Reason for Choosing the Title 7
E. Definition of Terms 7
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework 9
1. Cooperative Learning 9
x
Learning 25
B. Relevant Research 26
C. Operational Concept 28
D. Assumption and Hypothesis 29
CHAPTER III METHOD OF THE RESEARCH
A. Research design 30
B. Time and the Location of the Research 30
C. Subject and Object of the Research 31
1. Subject of the Research 31
2. Object of the Research 31
D. Population and Sample of the Research 31
1. Population of the Research 31
2. Sample of the Research 32
E. Technique of Data Collection 32
F. Technique of Data Analysis 34
CHAPTER IV RESULTS AND DISCUSSION
A. Data Presentation 36
1. Male Students Attitude towards Cooperative
Learning of MAN 1 Kampar 37
2. Female Students Attitude towards Cooperative
Learning of MAN 1 Kampar 43
3. Different on Cooperative Learning Attitude of
Male and Female Students at MAN 1 Kampar 49
B. Data Analysis 49
1. The Male Students’ Attitude toward Cooperative Learning in English Subject of MAN 1 Kampar 49 2. The Female Students’ Attitude toward
xi
Female at MAN 1 Kampar 51
C. Result of the Analysis 54
D. Discussion 55
CHAPTER IV RESULTS AND DISCUSSION
A. Conclusion 57
B. Suggestion 57
REFERENCES APPENDICES
CURRICULUM VITAE
xii
LIST OF TABLES
Table III.1 The Population of Twelfth Grade IIA Students 31
Table III.2 Specification of Sample 32
Table III.3 Blue Print of Indicator Male and Female Students
Attitude towards Cooperative Learning 33
Table III.4 Likert Scale 33
Table III.5 Interpretation Attitude Criteria Percentage 35 Table IV.1 Male Students Affection on Cooperative Learning 37 Table IV.2 Male Students Opinion on Cooperative Learning 39 Table IV.3 Male Students Behavior on Cooperative Learning 41 Table IV.4 Female Students Affection on Cooperative Learning 43 Table IV.5 Female Students Opinion on Cooperative Learning 45 Table IV.6 Female Students Behavior on Cooperative Learning 47 Table IV.7 Different of Male and Female Attitude 49
Table IV.8 Male Students Attitude 49
Table IV.9 Female Students Attitude 50
Table IV.10 Descriptive statistic of the Questionnaire of Male Students 51 Table IV.11 Descriptive statistic of the Questionnaire of Female Students 52 Table IV.12 Independent Sample Test of Male and Female Attitude 53
xiii
Appendix 2 Male Students’ Questionnaire Score Appendix 3 Female Students’ Questionnaire Score Appendix 4 Recommendation Letters
1 CHAPTER I INTRODUCTION A. Background of the Study
Methods, techniques, strategies, and/or approaches are used in English teaching and learning environments. Among these, one of them is cooperative learning. It refers to working in the soul of a team, and in that team, the members help, motivate, and trust each other. Alghamdi (2019) stated that when students work together in small groups to achieve shared goals, it is called cooperative learning. Cooperative learning is the way in which learners have a common aim. In order to achieve this aim, they work in small groups, knowing that they will share the reward together.
In cooperative learning, there are five principles that need to be considered, namely: positive interdependence, face-to-face promotive interaction, individual accountability and personal responsibility, interpersonal and small group skills, and group processing (Johnson and Johnson, 2008).
They must develop positive interdependence in order to contribute to the learning of the group. Then face-to-face promotive interaction related to the goal of communication. Students should communicate to exchange the ideas that they have. And every person in the group is responsible for the success of the group.
The success of cooperative learning also depends on social skills and how students deal with every member of the group. Furthermore, discussion is carried out in cooperative learning. Students try to represent material comprehension based on what they have discussed before. These five principles become guidance regarding the ideal of cooperative learning.
However, implementing these five principles is not easy; for example, students ignore the responsibility that has been assigned to them and contribute less to teamwork. This is also influenced by students' assuming regard to cooperative learning. When teachers implement cooperative learning, sometimes a number of students are reluctant to join group work, mostly by male students but occasionally also by female students.
Harmer (2007) stated it is likely to be noisy when the teacher loses control, and not all the students join in and enjoy the activity. Cooperative learning is not simply collaborative or group work as students help other students within groups of four or five people in an effort to achieve goals. As Alghamdi (2019) mentions, although cooperative learning is beneficial for most students, the method does not work for all students. For example, some students do not like to work in groups with their colleagues; some students think the teacher is responsible for clarifying and explaining the lesson; and some students prefer to work individually rather than in a group.
Indonesian students study English as a foreign language. According to Nufus (2021), Indonesia has been teaching English to young learners since 2004, and it is regarded as a local content in the elementary school. In line with
the implementation of 2013 curriculum, junior and senior high school pupils are required to take English as a subject. Nufus (2021) stated that in Indonesia, Bahasa Indonesia serves as a second language while English is considered as a foreign language. English is regarded as a foreign language since it is primary purpose is explanations rather than meaningful conversation.
The researcher found at MAN 1 Kampar that English as subject and implemented the 2013 curriculum. The purpose of this curriculum is the students have to be active during teaching and learning process. Cooperative learning considered to facilitate this teaching and learning process. Through cooperative learning students’ expected to be more active and involved in teaching and learning process. Based on school regulation, the minimum scrore of all subject is 72, included English subject. Based on the researcher preliminary research found that some students’ have not yet reached the minimum score which is 72.
Based on the researcher’s experiences, students who were engaged to do cooperative learning highlighted a variety of negative and positive attitudes.
Some students would enthusiastically participate in group work and accept their roles within the groups. Some others, avoid working in groups and would like to complete the activity individually. Furthermore, teachers believe that cooperative learning is appropriate for their students, based on the researcher’s observations and experience. The teacher points out that students’ can improve their performance in learning processes and attain better outcomes by working in groups. However, not all students are engaged in cooperative learning
activities and not all students can improve their academic performance and attain higher results after engaging in group work. Therefore, it is crucial to study students' attitudes towards cooperative learning in English, especially male and female differences about it.
B. The Problem
1. Identification of the Problem
a. How did cooperative learning provide students with opportunities to learn by themselves and from their peers?
b. How if some students did not enthusiastically participate in group work?
c. What if students did not accept their roles within the groups?
d. How if some students avoid working in groups and would like to complete the activity individually?
e. How did students face the differences in points of view and attitudes in group work?
2. Limitation of the Problem
The limitations of the problem in this study designed to keep the discussion focused on the research topic. The scope of the problem determines the main concept of the problem, allowing the topics in research to be clearly and thoroughly understood.
Limiting the scope of the problem is critical for getting closer to the problems that discussed. This is to avoid any misunderstanding or ambiguity when considering the research's findings. The purpose of scope research is to confirm the limitations of objects.
The male and female students’ attitude toward cooperative learning at MAN 1 Kampar was the focus of this study. Researchers must focus on the issue of attitudes, particularly those of male and female students, which have a significant impact on cooperative learning. Considering the researcher as an English education department student, the researcher put more focus on English subjects in this study.
3. Formulation of the Problem
The formulation of this research can be formulated as follows:
a. How is the male students’ attitude towards cooperative learning in English subject of MAN 1 Kampar?
b. How is female students’ attitude towards cooperative learning in English subject of MAN 1 Kampar?
c. Is there any significant difference between male and female students’ attitude toward cooperative learning in English subject of MAN 1 Kampar?
C. Objectives and Significance of the Research 1. Objective of the Research
This research designed a number of objectives namely:
a. To find out how male students’ attitude toward cooperative learning in the English subject of MAN 1 Kampar.
b. To find out female students’ attitude toward cooperative learning in the English subject of MAN 1 Kampar.
c. To find out the difference between male and female students’
attitude toward cooperative learning in the English subject of MAN 1 Kampar.
2. Significance of the Research
There were several signification of this research as follows:
a. Hopefully this research finding can be useful for researchers as beginner in learning how to do research.
b. This finding of the study expected to be useful for English teachers and students of Senior High School Kampar related to the way of the teaching and learning process in the future.
c. The research of this research expected to be used as a reference for those who want to do research in the field of teaching and learning English as a second language or foreign language.
d. This research also expected to be positive and valuable information especially for those who care about students attitude and finally the findings of this research are expected to be enrich a theory of cooperative learning.
D. Reason for Choosing the Title
There were some reasons why the researcher interested in conducting this research as follows:
1. This research is very important to be discussed and will be a valuable contribution for researchers in particular and for teachers of English.
2. The title of this research was relevant to the researcher’s status as an English Education Department student.
3. The title of this research was a few investigated by other previous researchers.
4. The location of the research supports and facilitates the researcher in carrying out the research.
E. Definition of the Terms
It is necessary for the researcher to define the terms in order to avoid misunderstanding and misinterpreting them in this research. Below are the following terms of this research:
1. Male and Female refers to the gender that is the social significance of sex.
In deals with the group of characteristics and behaviors which come to be differentially associated with and expected of male and female in a particular society, publication textbook of Gender and Social Psychology (2002). In accordance with male and female, refers to a men/boys and women/girls who is enrolled in school, particularly in the twelfth grade of MAN 1 Kampar.
2. Attitude is some degree of favor or disfavor that is expressed by evaluating a particular entity as a psychological tendency, according to Eagly and Chaiken (1993). Inseparable with this definition, attitude involves an evaluation judgment as regards a stimulus object. Attitude involves a decision-making about liking and disliking a particular issue, object, or person.
3. Cooperative learning is established as a group activity which involves students with heterogeneous levels of ability to work together (Vermette, 1998).
9 CHAPTER II
REVIEW OF RELATED LITERATURE A. Theoretical Framework
1. Cooperative Learning
a. Definitions of Cooperative Learning
Various definitions of cooperative learning appear, and they are not all that dissimilar. According to Olsen and Kagan (1992), learners in a classroom activity exchange knowledge in a socially regulated manner, and each learner is responsible for both his or her own understanding of the themes and the understanding of others. Meanwhile, Vermette (1998) highlighted that cooperative learning is defined as a group activity including students with varying degrees of competence to collaborate in order to acquire a body of knowledge. According to Johnson and Johnson (2002), cooperative learning is a delivery technique with a few characteristics, including each learner's accountability for his grasp of the contents as well as the understanding of the entire team by others. The previous definition emphasizes group work by assigning individual tasks:
the first is to comprehend the information, and the second is to ensure that the other members of the group understand the materials (Yassin et al., 2018).
Johnson and Johnson (2002) concentrated on social skills, which are one of the cooperative learning principles. Johnson et al. (1998) recognize this viewpoint, arguing that in cooperative learning, students
are divided into groups of four or five in order to gain academic material and social skills. Another definition of focus is the interaction between learners and the function of cooperative learning in making the learning process more student-centered rather than teacher-centered. Any pair activity is vital in cooperative learning since students can not only support one another to maximize their benefits, but they can also practice the language verbally through successful discussion (Yassin et al., 2018).
According to Yassin et al. (2018), cooperative learning differs from group work in that students should have equal opportunities to participate and speak in order to create the outcome, whereas in group learning, tasks may be carried out by a few students without being distributed to the entire group. In education and research, cooperative learning has gained attention as one of the most effective strategies for learning.
Because cooperative learning has its own set of principles, not all group work may be classified as such. Cooperative learning should be goal- oriented, with the process being student-centered rather than teacher- centered, so that students can work together to complete a specified objective.
b. Types of Cooperative Learning
According to Johnson, Johnson, and Smith (1998) there are three types of cooperative learning namely formal cooperative learning, informal cooperative learning, and cooperative base groups.
1) Formal Cooperative Learning
In formal cooperative learning, students can begin studying based on the cooperative learning that the teacher who will be monitoring them has assigned to them. The groups should be made up of three to five students and should be diverse (Almuslimi, 2016).
After creating goals for students and outlining the concepts of cooperative learning, the instructor can use this to teach any subject or course, with the goal of making the cooperative learning technique effective. This form of cooperative learning extends from one period to several weeks in order to attain common goals and complete a certain work or project (Yassin et al., 2018).
2) Informal Cooperative Learning
This type can be used by teachers to obtain direct education, such as presentations, discussions, and summaries. The teacher can have the students discuss a topic that the teacher has assigned to them or review the important elements of the course. This form of cooperative learning might extend anything from a few minutes to an entire class period (Yassin et al., 2018). As a result, it is only occasional and does not last for a long time (Almuslimi, 2016).
3) Base Group Cooperative Learning
Because this kind of cooperative learning can take a year or longer, Yassin et al. (2018) argues that participants should demonstrate a level of dedication and provide support and
encouragement to the other students. Meanwhile, according to Almuslimi (2016), cooperative learning is largely utilized to increase students' social skills, and the base group is useful for socially isolated learners who are carefully chosen and then divided into groups. This kind is also support students who wish to master a course and complete it successfully.
c. Advantages of Cooperative Learning
The advantages of cooperative learning include increasing motivation towards learning, lowering the level of anxiety, and improving language skills in order to facilitate the improvement of social skills and maximize the level of benefit.
1) Lowering Anxiety
These advantages are psychological in nature, as implementing cooperative learning in the classroom supports students in lowering their anxiety levels. Because there is a difference between asking a student a question without any practice and asking a student a question and allowing them to discuss the result with other students, the students will not be confused or anxious if they are going to discuss the answer with other students. Students will polish their skills and become more self-assured and willing to participate in answering questions from the teachers as a result of the practice, which will decrease communication anxiety (Dornyei 1997; Crandall 1999, as cited in Yassin et al. 2018).
2) Self-confidence
Inside the classroom, students' interpersonal competition is regarded as a source of anxiety. According to Yassin et al. (2018), cooperative learning is regarded a solution for such anxiety because the competition is intergroup, which makes students experience a feeling of belonging to the other members, which in turn improves self-confidence among the students.
3) Motivation
The winning teams in various cooperative learning strategies will be rewarded, which will increase student motivation. This is considered an extrinsic motivator for them to do their best to be the best team, according to Crandall (1999), as stated in Yassin et al.
(2018). When cooperative learning is goal-oriented or focuses on problem-solving tasks, intrinsic motivation is also enhanced. In cooperative learning, intrinsic motivation rises, particularly when the cooperative learning is goal-oriented or focuses on problem-solving tasks (Yassin et al. 2018).
4) Equal participation
Every student is required to take part in the cooperative learning activity. When students are given a specific job while also having to ensure that the other members of their group understand the subject (Yassin et al. 2018). Cooperative learning's main purpose is to ensure that each individual understands the objectives being studied, and this
cannot be accomplished without the cooperation of all group members.
5) Improving language skills
Cooperative learning, as previously indicated, can help students feel less anxious. Because there is a low degree of anxiety in the classroom, there is a high level of participation, which helps kids enhance their language abilities (Yassin et al. 2018). Students can enjoy the language learning process since they have a low level of anxiety.
Students' communication and speaking abilities increase as a result of cooperative learning, and their academic accomplishment improves as well (Tsay & Brady 2012). Cooperative learning is an excellent way for teaching reading skills that includes traditional teaching methods. Those who study reading using cooperative learning strategies outperform those who insist on traditional learning methods (Pan & Wu 2013; Marzban & Alinejad 2014).
d. Theories about Cooperative Learning 1) Social Interdependence Theory
The social interdependence theory, which comprises two strands, is the foundation of cooperative learning. The first is positive, indicating collaboration amongst different persons to attain a goal, and the second is negative, indicating rivalry, as one individual's success is based on the failure of others.
The key concept of social interdependence theory is interaction, which leads to improved outcomes for cooperative learning because others are crucial to the learning process (Johnson, 2003; Johnson &
Johnson, 2005). There are five elements that arise in social independence theory and under which cooperative learning exists to acquire cooperative learning. The following are the five principles:
a) Positive interdependence
Team members consider that they need to "sink or swim together" in order to complete the group's task; this involves pupils
in a small group contributing to the group's learning (Johnson, Johnson, & Smith (1998); Jolliffe (2007)).
b) Face to face promotive interaction
Because the students' dependent on one another involves good communication, this principle is linked to the first.
Communication's objective is to share ideas, materials, and sources with other members of the group, to discuss a problem or its solution, to supply materials to other members of the group, and to provide feedback to others.
c) Individual accountability and personal responsibility
Individual accountability is necessary since each member of the group is liable for a portion, which he or she must fulfill in order to contribute to the group's success. Each student must be held personally responsible and accountable for completing his or
her own portion of the work and mastering the material that has been assigned to them.
d) Interpersonal and small group skills
Cooperative productivity is overly reliant on social as well as communicative abilities, such as begging, apologizing, and asking for help. The success of cooperative learning is overly reliant on how each group member interacts with the other group members.
e) Group processing
Group processing is the process by which students try to reflect on their work and see how well they are accomplishing their objectives (Johnson & F. Johnson 1991). In cooperative learning, members of the group must communicate with one another in order to get feedback and improve their performance. The conversation should lead to a choice about what to do to improve group work or what to avoid doing in order to avoid mistakes and improve group performance.
2) Comprehensible Input Hypothesis
According to Hedge (2000), Krashen's input hypothesis states that the learning process should take into account the learners' level and be a bit above their knowledge, from which the students can deduce the meaning. According to Greenfield (2001), in order to raise their level and acquire the requisite degree of comprehension, pupils require interaction, simplification, and elaboration. When students use
cooperative learning, even if the materials are acquired from an online website, they will have the opportunity to communicate with one another in order to expound on the knowledge and messages they get.
This interaction's goal is to assist pupils in achieving the requisite level of comprehension.
3) Behaviorism
Piaget pioneered behaviorism theory in psychology, and it was later adopted in the realm of education, particularly by B. F. Skinner.
Stimuli, response, and reinforcement are the three steps that make up behavior theory. Students should be given stimuli, followed by reinforcement, in order to elicit responses. A series of stimuli and reactions are utilized to assist pupils in understanding and learning (Brown 2007). Giving drills and employing cooperative tactics like STAD with students engages students in a group discussion in order for them to produce the correct response or answer, which may maximize the benefit to the students because learners can benefit from each other (Cooper 1995).
4) Cognitivism
Piaget was the first to advocate for this notion (1971).
Cognitivism is concerned with the mental processes that occur during the learning process. In his opinion, the learner acquires information and remembers it through learning that is tailored to his or her requirements. Learners' requirements are the foundation for gaining
and keeping knowledge. The stages of learning, according to Piaget, are not independent from one another since learners relate the knowledge they obtain at different times. Through the many stages of learning, there is an accumulation of knowledge.
The cognitive approach to learning is similar to cooperative learning in that it allows students to review and expand their knowledge. Cooperative learning activities that allow students to build up their discipline knowledge fall under the tenets of cognitivism because they assist students in building knowledge, which is the foundation of both cognitivism and cooperative learning (Sharan, 1992; Davidson et al., 1992; Cooper, 1995).
5) Constructivism
Cooperative learning is a method of building meaning, and constructivism is one approach of effective learning. Cooperative learning is a strategy of assisting students in constructing their knowledge by allowing them to engage with one another. Students will be better able to communicate with one another and establish a strong knowledge foundation if they are divided into groups.
6) Zone of Proximal Development
Lev Vygotsky created the term "Zone of Proximal Development" (ZPD) in the 1930s. The concept of ZPD relates to the gap between a learner's current level and the level that the learner can achieve with the help of others, such as peers or teachers.
This emphasizes the importance of cooperative learning, which is heavily reliant on the interaction of learners as they share ideas and knowledge. Cooperative learning allows students to learn from their mistakes and progress beyond natural learning to the potential level of learning through interaction, which can be achieved through the use of computer-assisted cooperative learning.
2. Attitudes
a. The Nature Attitudes
Attitudes are basically statements about how much we like or dislike different things. It represents preferences and evaluations of a wide range of attitudes toward "things." Information informs attitudes.
The majority of theories or concepts begin with a broad statement of universal applicability.
Attitudes are defined by the fact that they offer a judgment about something (Insko & Schopler, 1972; Petty and Cacioppo, 1981). Terms like liking-disliking, pro-anti, favoring-not favoring, and positive- negative are used to express opinions. They are the emotions elicited by any attitude toward a particular item. Attitudes can be directed at entities, people, or abstract concepts. Furthermore, anything that elicits evaluative feelings might be considered an object of attitudes.
It distinguishes "attitudes" from "beliefs" or "opinions" by limiting the term "attitudes" to evaluations. Beliefs are thoughts or cognitions concerning the properties of objects. The attributes are linked to the
objects (Fishbein & Ajzen, 1975). The likelihood of a belief or an opinion being true is measured. Attitudes are significant because they are assumed to guide behavior.
b. Attitude Theories 1) Learning Theories
One of the first researchers to suggest that learning principles may be used to attitudes was Doob (1947). In the same manner that classical and instrumental conditioning concepts have been used to overt behavior, he claimed that they could be used to explain the formation and modification of attitudes. Consider the effects of classical conditioning on a number of instances. An unconditional stimulus is paired with a neutral stimulus. The previously neutral stimulus may start to evoke a response similar to that of an unconditioned stimulus over time. Positive assessments may be given to objects, persons, or events linked with pleasurable experiences, whereas negative evaluations may be given to those associated with bad experiences (Morgan et al. 1987).
Instrumental conditioning is obviously relevant to attitude formation and modification, as it enacts the reward effects of any behavior by its subsequent enactment. It should go without saying that instrumental conditioning will be crucial in social influence scenarios involving other people. The attitudes one expresses are
frequently used to determine membership and acceptance in various groups.
2) Consistency Theories a) Balance Theory
The interaction between a person and two attitude objects is the subject of balance theory. Attitudes that are either favorable (good, liking, or positive) or unfavorable (bad, disliking, or negative) connect the three parts. The relationships between the elements can create a balanced or imbalanced framework. The primary tenet of balance theory is that one's attitude structures have a tendency to maintain or restore balance. Unbalanced structures are unsettling or unpleasant in some way. Balance theory does not promise that an imbalance will always be corrected; rather, it predicts that there will be a tendency toward balance and that unbalanced structures will cause tension and discomfort.
b) Cognitive Dissonance
Leon Festinger published his cognitive dissonance hypothesis in 1957. Individuals are considered to strive for harmony (consonance) among the elements in their cognitive, or thought, systems, according to cognitive dissonance theory. The act of causing dissonance, like the act of causing imbalance, is understood to be distressing and to inspire the person to restore consonance. The occurrence of dissonance, on the other hand, can
occur under a broader range of circumstances than the occurrence of imbalance. Any two connected cognitive aspects that do not fit together because they contradict general logic or the person's expectations, according to Festinger, are discordant. A person can lessen dissonance in one of two ways: by modifying one of the cognitive elements or by adding a new cognitive factor.
One of the draws of dissonance theory, according to Festinger, was that it produced predictions that were not evident or in line with conventional opinion. One experiment was done in the field of counter-attitudinal role-playing. Situations in which people express public opinions that are diametrically opposed to their private attitudes are known as counter attitudinal role playing.
The theory of dissonance has a wide range of applications.
One example is circumstances in which people have exerted varying degrees of effort in order to attain the same result. Consider those who go through initiation procedures in order to join an organization that ends up being a disappointment.
3) Cognitive-Response Approaches
The theories described have attempted to explain how the recipient of a message responds to new information in order to account for attitude formation or change. The new knowledge is significant because it either mediates learning effects or introduces discrepancies that the recipient must address. These theories are not
contradicted by cognitive response techniques. Instead, they concentrate on the notion that the recipient does more than respond to external information; they also produce thoughts about it. The role of a person's cognitive organization in affecting how information is interpreted, recalled, and retrieved is also emphasized in cognitive response techniques.
c. The Content of Attitudes
Attitudes are summaries of emotive, cognitive, and behavioral judgments of an object (Haddock; Maio, (2009)). Attitudes comprise affective, behavioral and cognitive response (Bohner & Wanke, 2014).
An attitude object coupled with feelings or emotions is referred to as the affective component of attitudes. Affective reactions are influenced by attitudes in a variety of ways. Affective reactions that are induced in the individual after exposure to the attitude object are a primary method in which feelings influence attitudes.
A specific object connected with beliefs, thoughts, and qualities is referred to as the cognitive component of attitudes. A person's attitudes may be primarily influenced by the positive and negative characteristics of attitudes objects. Cognition in the form of beliefs, according to which attitudes are generated from more basic cognitions concerning attitude objects.
An attitude object with respect to past activities is referred to as the behavioral component of attitudes. Strongly held opinions can also be
influenced by behavior, although in a different way. People can modify their attitudes, according to Festinger (1954) in Haddock and Maio (2009), in order to be consistent with their activities.
3. Differences in Learners
Some students do better in social context learning because they concentrate on their differences. Age, sex, aptitude, motivation, cognitive style, personality, and learning methodologies are all factors. However, in this chapter, we concentrated on gender differences. Females are thought to be better L2 learners than males in many Western societies, although this perception is most likely a social construct based on outcomes that reflect cultural and socio-psychological restrictions and effects (Saville & Troike, 2012).
Although there appear to be some gender variations in language learning and processing, study evidence is conflicting. Women, for example, outperform males on some verbal fluency tests (such as finding words that start with a specific letter), and women's brains for speaking may be less asymmetrically arranged than men's (Kimura 1992). Findings in relation to mental representations in the lexicon versus the grammar may be particularly relevant to SLA: females appear to be better at memorizing complicated forms, whereas males appear to be better at computing compositional rules (e.g., Halpern 2000). Other variations could be linked to physiological factors: higher testosterone levels are linked to stronger automated skills, while high estrogen levels are linked to better
semantic/interpretive skills (Mack 1992). According to Kimura (1992), higher levels of articulatory and motor abilities have been linked to increased estrogen levels during the menstrual cycle in women.
4. Male and Female Attitude toward Cooperative Learning
Er and Atac (2014) looked into students' attitudes toward cooperative learning in ELT classes. Interaction helped almost every student in this study become more conscious of individual differences, related to almost every participant. In the problem-solving process, they learned that there were multiple approaches to fixing a problem. As a result, they began to trust one another in the group because they were all on the same track.
As a result, they understood that working together to go forward would be advantageous to all of them. On the path to the answer, they talked in groups, presented ideas, uncovered what was incorrect, and finally enhanced their higher-order thinking skills. While working on a common task, the majority say they learnt how to cooperate through exhibiting respect for each other's ideas. This, they believed, was also a technique of instilling tolerance. They gained a sense of self-esteem as well as respect for others in this way.
As a means of reaching success, the students acknowledged the importance of motivation and peer support. When students had a unified aim to work toward, they realized that the prize would be fluid as well. As a result, the group members encouraged one another to attain the goal, which
naturally inspired the others in the group. Students' attitudes toward school, learning, and the classroom have also improved as a result of motivation.
Male students evidently preferred studying alone to female students.
According to Alghamdy (2019) when students learning English in cooperative learning environment, some students revealed that they prefer to work individually rather than sharing task with their classmates. Everyone should study in the manner that is most comfortable for them. Male students, who are more autonomous and goal-oriented than females, may not want to be in cooperative environments. Females perceived significantly more cooperation than males in the cooperation condition (Rodger et.al., 2007). Males and females are thought to have different learning styles, according to the interview. The findings revealed that most students prefer to study in cooperative learning situations rather than working separately, in which case they carefully distribute tasks and arrange groups to prevent harming the students' creativity, sociability, and drive.
B. Relevant Research
Some researchers conducted the following studies on the attitudes of male and female students toward cooperative learning:
Women were more devoted to connection with others and nurturance, according to Flutz and Herzog (1991), which was closely related to gender differences in cooperative learning. In other words, women outnumber men in terms of association, whereas men outnumber women in terms of working independently and achieving goals.
As a result, Klein and Pridemore (1993) looked into the effects of affiliation in cooperative versus competitive teaching on academic achievement, time on task, and happiness in a university with 85 percent female students. Participants who worked cooperatively spent more time on the practice exercises than those who worked separately, and the high-affiliation group that worked cooperatively scored highly on the test's application section.
Students who worked alone did not perform as well as those who collaborated.
The female students' average affiliation score was greater than the national average.
The attitudes of university prep school ELT students toward cooperative learning were explored by Er and Aksu Atac (2014). They discovered that a focus group had been formed, and that the students had discussed both the positive and negative aspects of joint work. The findings revealed that views toward cooperative learning for the benefit of females differed by gender.
Students' attitudes toward cooperative learning in an ESL context were investigated by Tharmalingam and Shah (2020). According to the findings, students responded positively to cooperative learning, which allowed higher participation in an ESL setting. Students were extremely motivated to learn English utilizing a cooperative learning strategy, according to the findings.
It's safe to presume that most past study focused on gender differences in cooperative learning, based on some of the earlier studies stated above. Only a few studies, however, have looked at both male and female attitudes toward cooperative learning, particularly in the context of foreign languages.
Furthermore, previous research has primarily focused on gender and cooperative learning, with only a few studies examining male and female attitudes toward cooperative learning practices in English classes.
C. Operational Concept
Operational concept is the concept use to clarify the theories used in this research in order to avoid misunderstanding and misinterpretation. As mentioned by Syafi’i that all related theoretical frameworks can be operated in the operational concepts. According to Haddock and Maio (2009) there are three components of attitude namely:
1. Students affective on cooperative learning. Affective refers to the feelings or emotions. Male students preferred studying alone than female students (Er
& Atac, 2014).
2. Students cognitive on cooperative learning. This related to beliefs, thought and qualities. Male and female students thought different learning style.
3. Students behavior on cooperative learning. It was influence by past activities. Male students were not want to be in cooperative environment, because male students more autonomous and goal oriented than female students.
D. Assumption and Hypothesis 1. Assumption
In this study, the writer assumed students’ attitude in cooperative learning between male and female students’ is different.
2. Hypothesis
Ha: There was a significant difference between male and female attitudes in cooperative learning at MAN 1 Kampar.
Ho: There is no significant difference between male and female attitudes in cooperative learning at MAN 1 Kampar.
30 CHAPTER III
METHOD OF THE RESEARCH A. Research Design
This research is a quantitative descriptive, describing the current state of the subject or object of research based on facts that appear or as they are.
Quantitative descriptive research aims to create an objective description of a situation through number, start from data collection, interpretation of the data as well as the appearance and result (Arikunto, 2006).
Quantitative research included the collection of data so that information can be quantified and subjected to statistical treatment in order to support or refute “alternate knowledge claim” (Creswell, 2003). This is quantitative non- experimental research which is describe things that have occurred and examine relationship between things without any direct many manipulation.
The first step in doing research was giving questionnaire to the students of MAN 1 Kampar to get the data about students’ attitude, and then got their score to compare students’ attitude by their gender. This research was aimed to find out the difference from two groups (male and female).
B. Time and the Location of the Research
This research was conducted in July 2022 and the location of this research at MAN 1 Kampar.
C. Subject and Object of the Research 1. Subject of the Research
The twelfth grade students’ at MAN 1 Kampar in academic year 2021/2022 were the subject of this study.
2. Object of the Research
The male and female students’ attitude towards cooperative learning in English subject was the object of this research.
D. Population and Sample of the Research 1. Population of the Research
According to Creswell (2012) stated that the population is group of individuals that have same characteristic which make them different group.
The target population of this research was the twelfth grade students with major Religious Sciences or Ilmu-ilmu Agama of MAN 1 Kampar in academic years 2022/2023. It was consist of two classes. There were 42 students. The specification of the population can be seen on the table below.
Table III.1
The Population of Twelfth Grade IIA Students at MAN 1 Kampar
No. Class Population
1. XII IIA 1 21
2. XII IIA 2 21
Total 42
2. Sample of the Research
In this study, there were 42 students as a population. Creswell (2012) suggested that the researcher needed at least 30 participants to conduct a research. A sample is the number of individual cases that you ultimately draw and from which/whom you generate data (Leavy, 2017).
The sample technique is used quota sampling. Quota sampling technique was carried out based on a predetermined amount in order to fulfill the predetermined number (Hartono, 2019). This quota sampling was chose because the researcher needs to get balance sample between male and female students. The sample of the research is class XII IIA 1 and XII IIA 2.
Total of the population in this research is 42 students but the researcher only take 30 sample with specification 15 sample from male and 15 sample from female. The specification of the sample can be seen on the table below:
Table III.2 Specification of Sample
Class Male Female
XII IIA 1 7 8
XII IIA 2 8 7
Total 15 15
E. Technique of Data Collection
Questionnaire was used as the main data to find out the difference between male and female attitudes towards cooperative learning in English subject of MAN 1 Kampar. Questionnaire is a list of questions that the participants answer in writing or by marking answer in writing or by marking answer on an answer sheet. Questionnaire can reach much larger numbers of a
target population and can be delivered in a variety of ways, such as verbally, by telephone, electronically as email attachments, or as web links.
Five point Likert Scale questionnaire that allow the participants to state their degree preferences. The Likert Scale questionnaire was adapted from Er and Atac (2014) and Farzaneh and Nejadansari (2014). The questionnaires consist of 15 items which represent three components of attitudes (behavior, affective and cognitive to be elicited). Items number 1 up to 5 elicited students affective on cooperative learning. The items number 6 up to 10 elicited students cognitive on cooperative learning. At last, items number 11 up to 15 elicited students behavior on cooperative learning. There will be general information questions about the student’s gender.
Table III.3
Blue Print of Indicator Male and Female Students Attitude toward Cooperative Learning No Indicator Male and Female Students Attitude toward
Cooperative Learning Item Number
1. Students affective toward cooperative learning 1, 2, 3, 4, 5 2. Students cognitive toward cooperative learning 6, 7, 8, 9, 10 3. Students behavior toward cooperative learning 11, 12, 13,
14,15
Total 15
The Likert Scale is a tool used to develop instruments used to measure the attitudes, perceptions, and opinions of a person or group of people against the potentials and problems of an object, the design of a products and products that have been developed. According to Sugiyono (2013) there are four to five answer from highly positive to highly negative.
Table III.4 Likert Scale
Scale Categories
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disgaree
F. Technique of Data Analysis
In this research, the researcher was analyze the difference of male and female students’ attitude towards cooperative learning in English subject at MAN 1 Kampar. There is 5-likert scale questionnaires range from strongly agree to strongly disagree which the respondents ask to indicate the extent to which they agree or disagree with the statements about the types of students attitudes in learning English by marking one of the responses ranging.
To analyze the data, the researcher was distributed the gather data into SPSS 28.0 for windows. The data was group into three subthemes: the statement number 1 up to 5 represent students affective on cooperative learning, statements number 6 up to 10 represent students cognitive on cooperative learning and statements number 11 up to 15 represent students behavior on cooperative learning. Afterwards, respective diagrams will create to show the summary of the results.
The analytical method used in this research was Descriptive Analysis Percentage. This percentage descriptive was processed by frequency divided by the number of respondents and multiplied by 100 percent, as stated by Sudjana (2001) are as follow:
P = 100%
Description:
P = Percentage f = Frequency
N = Number of Respondent
100% = Constant Number
The descriptive percentage can be calculate as follows:
a. Correcting the questionnaire answers from respondents b. Calculating the frequency of respondent’s answers c. The total number of respondents is 30
d. Insert into formula
e. Interpret the result with the table below (Arikunto, 2010)
Table III.5
Interpretation Attitude Criteria Percentage
Scale Categories
20% - 36% Very low / worse
36.01% - 52% Low / bad
52.01% - 68% Highly Sufficient / fair
69.01% - 84% High / good
84.01% - 100% Very high / very good
After calculating descriptive statistic, the Independent T Test was used to determine whether there was a difference in the average data of two unpaired samples. The method to know the critic value is by using the degree freedom = n-2 (df = n-2) formula with a significant level of 5 % or equal to 0.05.
57 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the discussion of research question, it can be concluded:
1. Male students showed negative attitude toward cooperative learning.
2. Female students showed positive attitude toward cooperative learning.
3. The findings answer of general research question that there was a significant difference between male and female students’ attitude toward cooperative learning in English subject of MAN 1 Kampar. p= .049 it means that Ha is accepted and there was a significant different of gender attitude on cooperative learning in English subject.
B. Suggestions
After analyzing the data taken questionnaire, the researcher would like to present some recommendations. Relative result of this study which there are some things the researcher wants to suggest, among others. They are as follows:
1. The teacher should maximizing the use of cooperative learning in line with students have positive attitude of it to gain better achievement of teaching and learning.
2. The concern of the English teaching and learning is to help students involve in the activity by concerning the attitude aspect such as affection, opinion and behavior aspect.
REFERENCES
Alghamdi, R. Z. (2019). EFL learners’ reflections on cooperative learning: issues of implementation. Theory and Practices in Language Studies, 9(3), 271- 277.
Almuslimi, F. K. A. (2016). The Effect of cooperative learning on English reading skills of 9th grade Yemeni students and their attitude towards the strategy.
International Journal of Research in Humanities, Arts and Literature, 4(2), 41-58.
Bose, P. P, & Kaisar, M. T. (2021). Motivational factors influencing the students of Barishal University in learning English: an empirical study. Journal of Higher Education Theory and Practice, 2 (1), 179-180.
Brown, H. D. (2007). Principles of Language Learning and Teaching. New York:
Longman.
Cohen, L., Manion, L., & Morrison, K. (2000). Research Method in Education.
London: Routledge Falmer.
Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of
Psychology, 22(1), 7-9. Retrieved from:
https://books.google.com.my/books?id=HhciAwAAQBAJ&pg=PA59&lpg=
PA59&dq=cognitivism+and+cooperative+learning&source=bl&ots=7rd99o uVzl&sig=wvnzCbVIJsFq_wfa66sMCx7tEE&hl=en&sa=X&redir_esc=y#v
=onepage&q=cognitivism%20and%20cooperative%20learnin g&f=false [7 February, 2022].
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA:
Pearson.
Er, S. & Aksu Atac B. (2014). Cooperative learning in ELT classes: The attitudes of students towards cooperative learning in ELT classes. International Online Journal of Education and Teaching (IOJET), 2(1), 109-122.
http://iojet.org/index.php/IOJET/article/view/28/49
Farzaneh, N. & Nejadansari, D. (2014). Students attitude towards using cooperative learning for teaching reading comprehension. Theory and
Practice in Language Studies, 4(2), 287-292.
https://www.researchgate.net/publication/276021229_Students_Attitude_to wards-
_Using_Cooprative_Learning_for_Teaching_Reading_Comprehension Fultz, N. H., & Herzog, A. R. (1991). Gender differences affiliation and
instrumentally across adulthood. Psychology and Aging, 6, 579-586.
