ISSN 2580-1937 (Print); 2580-7528 (Online) 129
CO-OP JIGSAW TEAM PROJECTS: A COOPERATIVE TEACHING
130 ISSN 2580-1937 (Print); 2580-7528 (Online) English easily and effectively. The teacher cannot
only deliver the lesson through oral explanation and writing on the board, but also be as creative as possible in choosing method to help them deliver the material of English more effectively.
The researcher gets the idea firstly from getting inspired by Spencer and Kagan that create classic cooperative learning. Cooperative learning can be one of the alternatives to cope with the students‘ speaking difficulty.
Based on the problems above, the researcher considers using one of cooperative learning method that called Coop Jigsaw Team Projects to solve the problems since this type of cooperative learning is very suitable method to be applied to tenth grade students of Senior High School using 2013 curriculum because this method is students-centered and integrated skill.
Another method that is used by teacher in teaching speaking is Direct Instruction Method.
This method is teacher-centered that is dominated by the teacher to take a part in teaching and learning process.
This research was aimed to find out whether coop jigsaw team projects is effective to be applied to tenth grade students of senior high school and what makes it effective. The result will help teacher of tenth grade students to fulfill the requirement of speaking success of students and it will be best applied for teachers that want their students become more active in speaking.
Research Method
This research was included as an experimental research with quantitative approach since the purpose of this research was investigating some cause-and-effect interactions of a number of variables. It is supported by Fraenkelet. Al., (2009: 261) that experimental research is type of research that directly attempts to influence a particular variable, and when properly applied, it is the best type for testing hypotheses about cause and effect relationship.
In this research, the population was the tenth grade students. The researcher took 2 classes consisting 40 students for each to be experimental group and control group as the sample. To achieve the research finding, the researcher needed data to be analysed. The required data were students‘ speaking score to measure the students‘ speaking. To obtain the data, it was needed some instruments. They were speaking test to obtain the students‘ speaking
score and observation sheet to observe the process of teaching and learning process.
The speaking test used in this research was one-way speaking test. It asked the students to present a descriptive text by choosing one of some topics provided. Researcher scored the students‘ speaking ability by considering indicators adapted from Haris. Haris‘ scoring rubric is used in this research because the language is much more understandable, this scoring rubric is also more complete, compels testers to take a variety of factors into account, and contains the analytic score that the performance is observed separately under the language components: pronunciation, grammar, vocabulary, fluency, and comprehension in 1-5 scale. The researcher uses content instead of comprehension since she wants to score the students in one-way speaking.
The researcher also used inter-rater in this speaking test to avoid subjectivity. Inter-rater means that there are more than one scorer of speaking test. However, observation sheet was used to observe the process of teaching learning in the used of CJTP and DI both to get the weaknesses and the strengths.
In techniques of analyzing data, the researcher used descriptive and inferential analysis. Descriptive analysis was used to know the mean, median, mode, and standard deviation of the students‘ scores in speaking test.
Inferential analysis was applied to test the hypothesis that the Coop Jigsaw is a more effective method to increase students speaking ability rather than the direct instruction method.
Before that, it was necessary to know the data‘s normality and homogeneity. The researcher, then, tested the hypothesis using two-sample t-test with 95% level of significance.
Finding And Discussion
The assumption of normality and homogeneity of the data collected is prominent to be checked. It is due to the use of t-statistics that requires the normality of the data. Moreover, the homogeneity assumption is important in order to fairly compare two independent samples.
Table 1.Summary of Normality Test
No Group Obs AD P-
value Distribution 1 Experimental 40 0.398 0.352 Normal 2 Control 40 0.442 0.275 Normal
ISSN 2580-1937 (Print); 2580-7528 (Online) 131 The Anderson Darling Statistics from both
groups are smaller than 1.96 which come from the normal table with 95% level of significance itcanbeconcludedthatboth experimental and control group data are under normal distribution.
The p-value that is larger than the 5% tolerance (0.05) is also an indicator that the hypothesis of normality is failed to be rejected.
The variance of both experimental and control groupsdata areconsidered to behomogeneoussincethe value of F-test is smaller than the F(39;39;0.05) which is 1.704 and the Levene‘s test is smaller than F(1;78;0.05) which is 3.963. Both values indicate that there is not enough evidence to reject the null hypothesis and under the 95% level of significance, it can be concluded that the variance of both data groups are homogen.
Table 2. Summary of Homogeneity Test
No Group Test
Statistics P-
value Status
1 F Test 1.24 0.500 The
variance is Homogen 2 Levene‘s Test 0.37 0.545
Two-sample t-test was run since both assumptions of normality and homogeneity are fulfilled. The null hypothesis tested for the research was that the control group have the same ability of speaking score with the experimental one, otherwise the alternative hypothesis stated that the experimental group resulted higher speaking score rather than control group.
Table 3. Summary of Two-Sample t-Test
T df
P-Value.
(1-tailed)
Mean Difference
-2.508 77 0.007 -3.200
Table 3 shows that the value of one-tailed t-test is larger than the value of t(77; 0.05)in which it is equal to -1.665 from the student-t table distribution. It indicates that the null hypothesis is rejected for the alternative hypothesis and it can be concluded that the cop-jigsaw method used by experimental group is more effective to increase student speaking ability. It is due to coop jigsaw team project triggers the students to be brave to speak. CJTP has a chronological steps allowing students to think individually, share it to the group and present it to the larger one that ease the students having difference characteristics to learn speaking much better. The steps of conducting CJTP are dividing the students into
some teammates in which each teammate will get team topics and each student in it will have an expert topic to be discussed. After discussion, teammates will have a chance to present their last project in front of the class. Based on the steps of Coop Jigsaw Team Projects, the students are claimed to be more and more active.
On the contrary, Direct Instruction method emphasizes in the teaching direction on classroom activities. This method is teacher- centered that is dominated by the teacher to take a part in teaching and learning process. Students do not have many chances to show their speaking skill. According to Arends (2000: 264), Direct Instructional model is a teaching model that is aimed at helping students learn basic skills and knowledge that can be taught in a step-by-step fashion. From the definition above it can be concluded that Direct Instruction takes learners through the steps of learning systematically, helping them see both the purpose and the result of each step. The teacher usually spends some time lecturing, breaks the problems down into some steps, and gives students problems that should be accomplished on their own. Students totally take a concern on teacher‘s explanation. In this case, teacher has an important role in the implementation of Direct Instruction method. She takes control of the class condition.
So, from the discussion and the result of this research, it can be concluded that Coop Jigsaw Team Projects is more effective than Direct Instruction in teaching speaking for tenth grades tudents.
CONCLUSION
As the research result and the discussion elaborated above, the finding is Coop Jigsaw Team Projects is more effective than Direct Instruction to teach speaking at the tenth grade students since students work well in cooperative group, moreover this method do not leave the phase of thinking individually in which became the strength of this method.
References
Arends, Richard I. (2000). Learning to Teach Fifth Edition. Boston: McGraw Hill.
Barkley, E. F., Cross K. P., and Major C. H.
(2005). Collaborative Learning Techniques. United States of America:
John Wiley & Sons, Inc.
132 ISSN 2580-1937 (Print); 2580-7528 (Online) Clark, H. Herbert & Clark, V.
Eve.(1997).Psychology and Language.
Hartcourt: Hartcourt Bracec Jovanich, Inc.
Doxbury, John G., and Ling-ling T. (2010). The Effect of Cooperative Learning on Foreign Language Anxiety: A Comparative Study of Taiwanese and American Universities. International Journal of Instruction, Vol.3.
Fraenkel J. R., and Wallen N. E. (2009). How to Design and Evaluate Research in Education: Seventh Edition. New York:
McGraw-HillCompanies, Inc.
Harmer, J. (2001). How to Teach English (An Introduction to the Practice of English Language Teaching). Malaysia: VVP.
Kagan, S., and Kagan, M. (2009). Kagan Cooperative Learning. San Clemente:
Kagan Publishing.
Johnson, D., & Johnson, R. (1975). Learning Together and Alone. Englewood Cliffs, NJ: Prentice Hall.
Miller, James H. (2001). Direct Instruction and the Teaching of Early Reading.
Winconsin Policy Research Institute Report. Volume 14.
Nation, I. S. P. & Newthon, J.(2009). Teaching ESL/EFL Listening/ Speaking. New York: Routledge.
Slavin, R. E. (1990). Cooperative Learning:
Theory, Research, and Practice. New Jersey: Prentice Hall.
Weir, Cyril J. (1998). Communicative Language Testing. New York: Prentice Hall.
ISSN 2580-1937 (Print); 2580-7528 (Online) 133 DISCOURSE ON RADICALISM IN CONTEMPORARY INDONESIA
Djoko Sutopo
Universitas Negeri Semarang Semarang, Indonesia [email protected]
Abstract
Radicalism in contemporary Indonesia is potential to question whether democracy adopted by the nation could eradicate intolerance that threatens pluralism. Considering that recent radical voices in Indonesia have gained public support this paper aims at discussing the discourse on radicalism in the nation today. The data of the study are texts on radicalism collected from social media. The analysis of the data is based on Systemic Functional Linguistics (SFL) perspective. The result of the study suggests that the meanings of the texts on radicalism in contemporary Indonesia are influenced by the context of situation and the context of culture as well as the ideology stance behind the texts.
Keywords: democracy, discourse, intolerance, ideology, radicalism
Introduction
Radicalism has influenced society and politics in Indonesia. It is believed that blasphemy law adopted by the country can be utilized to justify hate speech and intolerance. The climate of fear among minorities caused by the rising religious intolerance is apparent. Radical groups in Indonesia are increasingly targeting religious minorities. The capital was shut down with mass demonstrations before the governor was toppled down dramatically. It has spread fears nationwide for extremism in the diverse nation. There have been almost 100 cases of blasphemy brought to the court.
The research question of this study is how discourse on radicalism in contemporary Indonesia is represented in social media. This study would hopefully help the readers understanding better on the issue of radicalism in contemporary Indonesia.
Method
The present study aims at describing how discourse on radicalism in contemporary
Indonesia discusses the issue of the nation‘s significant concern. The method of the research follows systemic functional linguistics perspectives in interpreting the discourse. The data of the study are collected from news stories, opinions and perspectives put forward in social media dealing with radicalism in contemporary Indonesia. Analyzing the context of culture and the context of situation where the texts come into being is the starting point to further interpret ideologies that influence the texts under investigation.
Findings and Discussion
The grammar of ideational meanings is visualized in Table 1 whereas analyses on elements of context of situation including analysis of Field, Tenor, and Mode are illustrated in Table 2.
The Grammar of Ideational Meaning
The grammar of ideational meaning of the texts is presented in Table 1
134 ISSN 2580-1937 (Print); 2580-7528 (Online) Table 1. The Grammar of Ideational Meaning of Discourse on Radicalism
Texts Process
Text # 1 Text #2 Text # 3 Total Material Process
Mental Process Verbal Process Behavioral Process Relational Process Existential Process Circumstances
7 1 3 0 5 3 13
24 2 11 0 3 1 9
37 1 0 1 12 0 38
68 4 14 1 20 4 60 Total 32 50 89 171
As the data show in realizing their meanings on the issue of radicalism all the authors use all the processes and circumstances. The biggest number (68) of the transitivity system is taken by Material process. The relational process (20), verbal process (14), mental process (4), existential process (4), and behavioral process (1) take the rest. In the meantime, there are 60 circumstances are used to realize the texts.
It is revealed that the texts are mainly focused on the process of doing. They have realized real and concrete tangible actions. It can be mentioned that it indicates that the entities include the action of doing something and undertaking it. A significant concern has been indicated by the use of measurable number of relational process. It
suggests that the texts include the intention to make sense of and to distinct phenomena. The use of measurable number of verbal process suggests that verbal action is the focus of the texts. All the similar meanings of the verbs of
‗saying‘ are used to make meaning of the texts.
Mental process is also prioritized to realize the sense in the texts. It indicates that the writer also talk about what they are feeling and thinking. The behavioral process realized in the text suggests that it addresses about action to be experienced.
A conscious being is included to realize it.
Context of Situation
Field, Tenor and Mode as the elements of context of situation are illustrated in Table 2.
Table 2 Field of Discourse on Radicalism in Contemporary Indonesia
Texts Register Discourse
Text # 1 Field Experts say that controlling radicalism and promoting tolerance should be the agenda of Religious Ministry Affairs by paying more attention to education of citizenship as an action of carrying structural changes.
Citizenship education should be strengthened at elementary level of education. The findings of the research conducted by Siti Musdah Mulia reveals that rigid religious teaching that violates Constitution existed in schools. A religion textbook used in the school emphasizes the importance of Islamic state to be established under the control of religion leader. It is exactly the same with the doctrine of Hizbut Tahrir Indonesia (HTI) – an organization which uses violence to reach the goal. In this way, radical ideas are taught to the school children systematically. Underlying the appeal, the Head of Research and Development for Religious Affairs Muhammad Machasin remarks that in order to prevent radicalism, citizenship education should gain significant attention.
Text # 2 Field Media pundits said that following the mistake made in 2000‘s Indonesian media outlets now understand that giving too much attention to radicals has made Abu Bakkar Ba‘asyir a superstar. The leader of the terror group with his radicals and extremists has exploited the media. Strategic communication can be a key role played by media against the extremists. A new strategy has been undertaken by media in countering the radicals. Only
ISSN 2580-1937 (Print); 2580-7528 (Online) 135 when they break loose that the media broadcast them. Spreading propaganda is no longer a point of interest to publish. As internet has been an ideologies open market they need to fight the voice of radicals in internet as well.
Text # 3 Field Citizens have appealed the government to protect Jakarta from radical threat. Flower boards with the message to support police military forces in eradicating radicalism have adorned State Palace and headquarters of Police and Military following anti-Chinese sentiments and sectarianism in Jakarta lately. They said they are ready to support the effort to maintain the unity of the nation. The act has been appreciated as a part of nation‘s democracy. A token of gratitude flower boards have also been sent to State Palace for the role played by Presiden Joko Widodo to maintain the ideology of the state.
Text # 1 Tenor The participants involved in Text # 1 include Rights activist Siti Musdah Mulia, The head of the Religious Affairs Ministry'™s research and development division, Muhammad Machasin, Muhammadiyah secretary Abdul Mu'ti, Setara Institute vice chairman Bonar Tigor Naipospos. The power relation among these participants is relatively equal in that they are significantly concern with radicalism in contemporary Indonesia which is a serious threat for pluralism.
Text # 2 Tenor Text # 2 involves participants including The Jakarta Post editor-in-chief Endy Bayuni, Courtney Radsch, the advocacy director of the Committee to Protect Journalists, and cleric Abu Bakkar Ba‘asyir, leader of Al-Qaeda- linked terror group Jemaah Islamiyah (JI). The power relation between the first two former participants is relatively equal who put significant concern on radicalism which is potential to trigger terrorism.
Text #3 Tenor The participants involved in Text # 3 include Jakarta Police spokesperson Sr. Comr. Argo Yuwono on Wednesday, A political analyst from Indo Barometer, M. Qodari, Ahok and Deputy Governor Djarot Saiful Hidayat.
The power relation between the first two participants is relatively equal with their deep concern on radicalism threatening people nationwide.
Text #1 Mode Text # 1 is realized in written mode as it is featured by the tendency to be complex lexically and tends to be more independent of its immediate context.
Text # 2 Mode Text # 2 is also realized in written mode as it is featured by the tendency to be complex lexically and tends to be more independent of its immediate context.
Text # 3 Mode Similarly, Text # 3 is realized in written mode as well as it is featured by the tendency to be complex lexically and tends to be more independent of its immediate context.
Context of Culture
The context of culture of the texts on radicalism in contemporary Indonesia indicates that Text # 1, Text # and Text # 3 can be categorized into information report texts. There are a number of pieces of texts that present information about a subject. It contains facts about the subject, a description and information on its parts, behavior and qualities.
Each of the texts has steps to construct information including general opening statement introducing subject of the report – it comprises a short description and definition. The next step constructs a series of paragraphs about the subject – a new paragraph describes one feature of the subject and begins with a topic or preview sentence. The construction of the text is ended up with a conclusion that summarizes the information presented and signals the end of the report.
136 ISSN 2580-1937 (Print); 2580-7528 (Online) The language features of the texts on radicalism
in contemporary Indonesia include technical language. The language is related to the subject, generalized items and the use of the timeless present tense.
Context of Ideology
The ideological influence of the field in Text # 1 indicates that attention to citizenship education as well as an effort to carry out structural changes to control radicalism and promote tolerance is paramount for the nation following serious tension caused by radical movement lately in the capital.
Slowly but surely public opinion has been won and support has been gained by fundamentalist groups in Indonesia lately. Spreading hatred against moderate groups is usually the method to garner support. Freedom of speech and public sympathy can undercover lectures to spread the hatred, in particular if it has something to do with grassroots problems. Due to the failure of establishing collective identity the moderate are always unable to face the fundamentalists. While militant units have been organized by the fundamentalists the moderates are too busy to hold seminars and discussion forums.
Text # 2 implies ideological stance that media outlets should avoid being easily exploited by radical groups. Media should play a key role in filtering the voice of radicals. Since many radicals used social media to spread their stories and propaganda and internet is seen by some as an open marketplace for ideologies the nation has to fight them on the internet. In other words, counter-narrative efforts by media outlets faced a heavy task with the focus on the Islamic State group.
As a state ideology, Pancasila is actually against the type of religious liberalization that leads to religious selfishness. Religious liberalism should not afflict divinity that could create religious egoism. The founding father reminded that a cultured divinity should be possessed by the nation. Tolerance, solidarity, and openness are the features of cultured divinity. The founding father appealed the nation to practice and apply religion, both Islam and Christianity, in a civilized manner that is by respecting for one
another. Collectivity ideas include divinity and humanity as well as unity, democracy and social justice. Instead of believing in God alone, we have to preserve solidarity and put unity in differences.
The ideological influence of Field in Text # 3 shows that protecting the capital from any threat from radicals is significant. In this context the police and the military were still an important part of guarding Jakarta from the threat of disunity and radicalism. This is in particular relevant after Jakarta governor election is over.
The election has been illustrated by experts as the most polarizing election in the country. Racial and religious issues have overshadowed the most critical problems of the city such as education and infrastructure.
Enriching unity can be conducted by managing difference in the way that deliberation for consensus must be held instead of taking the most votes. Every citizen should be treated equally and justice must be a reference for the state. The political rights of every citizen should be respected although they are different in beliefs. Radicalism would not survive if collectivity fills the dark cavity of Indonesian‘s democracy.
Conclusions
Texts on radicalism in contemporary Indonesia in social media appeal for attention apply citizenship education apart from the effort to carry out structural changes to control radicalism and promote tolerance. Media should avoid being easily exploited by radical groups and play a key role in filtering the voice of radicals. Jakarta as the capital of the country should protected from any radicals‘ threat over pluralism.
References
Alangkara, D. (2017) Jakartans call for help against radicalism. The Jakarta Post. May 4,
2017. Retrieved from:
http://www.thejakartapost.com/news/2017/05/04/
jakartans-call-for-help- against-radicalism.html
Eggins, S. (1994) An Introduction to Systemic Functional Linguistics. Pinter Publisher. London.