COLLABORATIVE LEARNING (A class action study in the rank of SMP Negeri 4 Bonggakaradeng Kab. Tana Toraja). COLLABORATIVE LEARNING (A classroom class action study of SMP NEGERI 4 SATAP Bonggakaradeng Kab. Tana Totaja). Increasing students' ability to identify text reading information through collaborative learning, a classroom action research for VII.B of SMP 4 SATAP Bonggakaradeng Kab.
The number of subjects of the research was 26 students in class VII.B in the second semester in academic year 2014/2015. The target of this research was 70.00. The research finding indicated the student's ability to identify information from reading text of the Grade Eight at SMP 4 SATAP Bonggakaradeng Kab. This means that there was significant improvement in the students' ability to identify reading text after the implementation of cooperative learning.
In the name of Allah, the Most Beneficent, the Most Merciful, who has blessed the writer with everything to complete this research thesis entitled “Increasing Students' Ability to Recognize Information on Reading Text through Cooperative Learning (Classroom Research on Sumarna, Sugianta, and Yulianta for their dreams, Aini and Ifah for their smile and all the writer's family who gave their motivation and support in writing this research paper.
INTRODUCTION
- Problem Statement
- Objective of Research
- Significance of the Research
- Scope of the Research
The result shows that some students' achievement in English reading is still far from satisfactory. So the question now is how to make students interested in learning to read or we can say what the teacher should do to increase students' ability in reading, especially in identifying text information. According to the researchers' experience, the problem faced by the students especially in the eighth grade in SMP 4 SATAP Bonggakaradeng Kab.
Based on the above explanation, the researcher would like to conduct a classroom research titled "Enhancing Students' Ability to Identify Reading Text Information Through Cooperative Learning." Regarding the above background, the researcher formulates the research problem as "How effective is cooperative learning to increase students' ability to identify the information of the reading text in the eighth grade at SMP 4 SATAP Bonggakaradeng Kab. Based on the problem statement above, the objectives of this research are to find out how effective cooperative learning is to increase students' ability to identify information of reading text in eighth grade at SMP 4 SATAP Bonggakaradeng Kab.
The result of the research is expected to be meaningful information for readers in general and especially for English teachers in their attempts to increase students' ability to identify information about reading text. Tana Torajaat the exact class in using collaborative learning to increase students' reading ability focuses on identifying information in reading text consists of textual and contextual information.
REVIEW OF RELATED LITERATURE
The Concept of Collaborative Learning
Cooperative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem and complete a task. Wiersma (Syarif, 2007:14) says that cooperative learning is working together, building together, learning together and improving together. Collaboration refers to the entire learning process, students teaching each other and teachers teaching students. While John and Johnson postulate that cooperative learning is the active exchange of ideas within small groups not only increases interest among participants but also promotes critical thinking.
Collaborative learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and become critical thinkers. Karen says cooperative learning is designed to help students learn through conversation and active learning in small groups. Although some group work can be shared and done individually, some should be done interactively, with group members giving each other feedback, challenging each other's conclusions and reasoning, and perhaps most importantly , teaching and encouraging each other.
Team members set group goals, periodically assess what they are doing well as a team, and identify changes they want to make to operate more effectively in the future. A learning exercise is only qualified as collaborative learning to the extent that the listed elements are present. Teachers have knowledge of content, skills, and instruction and still provide that information to students.
The teacher encourages students to use their own knowledge, shares their knowledge and learning strategies, treats each other with respect and helps students listen to different opinions. A successful mediator helps students gain new information about their experiences and learn in other areas, helps students figure out what to do when they are frustrated, and helps them learn to learn. The students will be given some instructions and the class will be divided into several groups.
By sharing their knowledge through positive independence in discussion, students challenge each other and teach each other. An elaboration that connects current concepts with what the group knows from previous experience. A recording monitor that keeps track of how the group is performing and how each member is fulfilling their assigned role.
METHOD OF THE RESEARCH
Time and Subject of the Research
This research was conducted twice a week in eight sessions in the eighth grade at SMP 4 SATAP Bonggakaradeng Kab. The subjects of this research were all students of class VIII.B, consisting of 30 students who were teaching in the second semester.
Research Procedure
The test has been used at the end of each cycle to measure students' performance in identifying textual and contextual information about the reading text. The teacher is used to obtain data on students' basic performance in identifying information in reading text. In particular, this chapter presents the results of the research cover with the description of the students' improvement in identifying information about reading text.
Students' ability to identify information from reading text through collaborative learning has improved. Based on the above table, it concluded that students' ability to identify information from reading text has improved. However, after the researcher organized several revised activities in cycle 2, the students' progress from cycle 1 to cycle 2 is 10.40.
The graph above illustrates how the frequency of students' scores in cycle 1 improved in cycle 2. The use of collaborative learning significantly influenced students in identifying information from reading text. The researcher found that the students still find it difficult to find the information in the reading text.
Frequency and level Percentage of students' ability to recognize information about text reading in the 1st cycle. Frequency and level Percentage of students' ability to recognize information about reading text in the 2nd cycle. The presence and activity of students in the use of cooperative learning in recognizing information about reading a text.
The improvement of the students from data source to cycle 1 and from cycle 1 to cycle 2 in identifying information about reading text.
The Variable and Indicators
Technique of Collecting Data
Data Analysis
It is suggested that the teacher implement cooperative learning as one of the alternative methods in teaching and learning the reading text. It is suggested that the teacher be creative in teaching the reading text in order to improve the students' interest. The English teacher should be more creative in devising the techniques to be used in teaching.
The effectiveness of asking questions in advance about the reading skills of the first grade students of SMK Tri Tunggal 45 Makassar.
FINDINGS AND DISCUSSIONS
Discussions
Improving students' ability to identify information from reading text by implementing cooperative learning is effective. Where, the researcher finds in the data source that the students can get only 63.65. This means that it was far from the target, but after implemented collaborative learning, the students were able to get the score below the target which was 73.46 in cycle 2.
In cycle 1, the researcher taught about narrative text through collaborative learning in the class. For example, they still confused to find the message of the story in narrative text. The difficulty level of the students was analyzed, so the researcher had to think the solution of the problem.
So the researcher decided to do cycle 2 by doing revision in the lesson plan prepared in revision planning of cycle 2. The result of revision planning to solve students' difficulties in finding the message of the text was after students discussed with their group what the text is about, then asked them to retell the story using their own language and gave a recommendation of the problem on the text. Based on the results above, the researcher found that there was a good response from the students to the implementation audit planning of collaborative learning.
In this chapter, the conclusions and suggestions are presented based on the research results and the discussion of data analysis. It is an effective method in the learning process and actively involves the students in learning. This is evident from the result of the cycle test with an average score of 63.65 and 73.46 in the second cycle test.
Based on the result above, it can be concluded that the representation in posttest was greater than the rate percentage in pretest.
