“Does the implementation of cooperative learning approach develop the ability of first year students at SMA YP PGRI 3 Disamakan Makassar to write narrative text?”

CHAPTER I

INTRODUCTION

            This chapter deals with background, problem statement, objective, significance, and scope of the research.

A.    Background

Language consists of four basic skills, namely listening, reading, speaking, and writing. Listening and reading involve receiving messages and are therefore often referred to as receptive skills. Speaking and writing, on the other hand, involve language production and are therefore often referred to as productive skills (Harmer, 1991:16).

However, writing is considered as complex matter. Though speaking and writing are classified into productive skills, these two skills are different. The most distinctive difference is the need for accuracy. People constantly make ‘mistakes’ when they are speaking, except in extremely formal situations, it is considered normal and acceptable behavior. A piece of writing, however, with mistakes and half-finished sentences, etc. would be judged as illiterate since it is expected that writing should be ‘correct’. (Harmer, 1991:53)

In writing process, learners will always deal with the process of putting ideas into words, then putting words into sentences, and putting sentences into paragraphs until they can create a piece of writing. In order to have a good quality of writing, there are some special considerations that have to be taken into account by the writers. They are the organization of paragraph, vocabulary, diction, punctuation, spelling, and grammar accuracy.

In this study the researcher will explore one of genres in writing that is narrative, because narrative is an interesting genre for students. A narrative writing is writing that tells about a story. It is very suitable for the students in writing class because they can easily express their own idea drawn from their own experience or from people experience at school, house or anywhere, in their narrative writing.

In order to attain the purpose of teaching writing, the teacher should make learning writing more effective and efficient. It is not enough for the teacher of English to give the students the theory of writing. They have to use other alternative ways to improve students’ ability in writing. To solve this problem, of course, the creativity of teachers in choosing method is needed. Students learn best when they have an equal opportunity to share with each other and apply concepts through activities. In this case, cooperative learning is an approach to be implemented because it is an instructional methodology that promotes both. Further, by applying cooperative learning strategies through the training sessions, the teacher can model techniques that have proven quite effective for students as well.

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement (Samra, 2001).

            By looking at the background above, the researcher would like to conduct a research under the title “Developing students’ ability to write narrative text through cooperative learning approach.”

B.     Problem Statement

The researcher formulates problem statement, as follows: “Does the implementation of cooperative learning approach develop the ability of first year students at SMA YP PGRI 3 Disamakan Makassar to write narrative text?”

C.    Objective of The Research

With reference to the problem statement above, the objective of this research is to find out:

Whether or not the implementation of cooperative learning develops the ability of first year students at SMA YP PGRI 3 Disamakan Makassar to write narrative text.

D.    Significance of the Research

The findings of this research are expected to be a useful reference for English teachers who want to apply cooperative learning as an alternative in order to develop students’ ability in writing narrative text because this method can reduce monotonous system and make students enjoy the learning. It is also expected to be useful information and positive contribution for teaching and learning process. For teachers, this method encourages them to vary their teaching activities to be creative, proactive, and innovative. For the students, this approach can gain their interest to study and also enjoy their study so the learning aims can be achieved.

E.     Scope of The Research

This study deals with language teaching and learning. Therefore, by discipline, this research is under applied linguistics. It will be specified on the implementation of jigsaw and STAD of cooperative learning in developing first year students’ ability to write narrative text according to their own ideas at SMA YP PGRI 3 Disamakan Makassar.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, relevant literature of this study are presented, which include some research findings on cooperative learning, concept of writing, and concept of cooperative learning.

A.      Review of Related Studies

There have been some researches done related to this research. Some of them are quoted below:

1.      David., et al(1975) in their research “Teams-Games-Tournament (TGT) Effects on Reading Skills in the Elementary Grades”.This study tested the effectiveness of Teams-Games-Tournament (TGT) for teaching basic reading skills. Fifty-three third-grade students were randomly assigned to either a TGT or a control condition. The results indicated a positive TGT effect on growth for vocabulary and verbal analogy skills.

The research studied about the implementation of TGT to develop students’ vocabulary mastery. But in the writer research, the writer will study about the implementation of cooperative learning to develop student’s ability to write narrative text.

2.      Marhaen (2006) conducted a research about “Increasing the students’ vocabulary achievement under cooperative learning type STAD in the first year of SMAN 4 Kendari”. The purpose of this research was to offer a descriptive account of the first year students’ vocabulary achievement of SMAN 4 Kendari and their attitude toward teaching vocabulary under cooperative learning type STAD and the conclusion of this research showed the students’ positive attitude toward English teaching vocabulary under cooperative learning type STAD.

The research studied about the implementation of cooperative learning type STAD. But he writer research will use more than one type of cooperative learning to increase his students’ achievement especially to write narrative text.

3.      Nursyamsi (2009) in her research “Enriching the students’ vocabulary achievement of the second year students of MAN Pangkep through jigsaw of cooperative learning method” found that there was significant difference between the result of pretest and posttest of the students who were taught vocabulary by using the jigsaw technique and she concluded that the use of jigsaw technique could enrich the students’ vocabulary achievement.

The research studied about another cooperative learning method to increase the students’ achievement. In the writer research, the writer will use some cooperative learning method to develop the students’ ability to write narrative text.

The previous findings study about the implementation of particular technique of cooperative learning approach to increase their students’ achievement. But in this research, the researcher will study the implementation of cooperative learning generally. The previous studies also much focus on vocabulary mastery, but this study will focus on writing ability especially to write narrative text. This research will use two cooperative learning strategies, they are jigsaw and STAD.

B.       Some Pertinent Ideas

1.      The Concept of Writing

a.       Definition of Writing

Writing means produce or reproduce message into written language (Bram 1995:7). It involves an activity process to organize and formulate the ideas on the paper so that the reader can follow the writer’s message as well as in oral form. However, we should know that writing requires an accurate and practical grammar, word choice and spelling, punctuation, and vocabulary.

De Haven (1988:158) cited the writing process is more than developing automatic responses. Content must be thoughtfully dealt with ideas and information must be clearly conveyed and logically organized. That is why the starting point when we want to construct some ideas through conveying it into writing is giving a brief and clear description of what is the topic that should be written.

According to the previous definitions, the writer defines writing as a process of communicating ideas to other people through written text. But, in this kind of communication the writer should explain their ideas carefully so that there are no misunderstandings by the reader.

b.      The component of writing

Jacobs in Mulyani (2006) points out five significant components in writing; they are content, organization, vocabulary, language use, and mechanics.

1)      Content

There at least three things that can be measured in connection with content; the point of information to be brought, the sequence in which the point are presented, and formal signals given the reader to guide in understanding the topic fully (West, 1973 in Ilyas, 2007).

2)      Organization

The process of material organization in writing involves; coherence, order of importance, general to specific or specific to general, chronological order and spatial order pattern.

3)      Vocabulary

Vocabulary is one of the language aspects dealing with the process of writing study. In process of writing the writer always think about putting words into sentences and then putting sentences into paragraphs until they can create a piece of writing.

4)      Language Use

Language use in writing involves correct usage and point of grammar or structure. Grammar is one of the important components in writing. It governs sentences that we produce to be right and orderly. Therefore, it also has great influence on the quality of a piece of writing.

5)      Mechanics

Mechanics of writing deals with capitalization, spelling, and punctuation.

2.      The Concept of narrative text

a.       Definition of Narrative Text

Meyers (2005: 52) states that narrative is one of the most powerful ways of communicating with others. A good written story lets your reader response to some events in your life as if it were own. They not only understand the event, but also they can almost feel it. The action, details, and dialogue put the readers in these seem and make it happen for them.

In Curriculum 2004 narrative text is defined as a text which function to amuse, entertain, and to deal with actual or vicarious experience in different ways. Narrative deals with problematic event lead to a crisis or turning point of some kind in turn finds a resolution.

From the definition above, the writer concludes that narrative text is a text that tells an imaginary story but the story may be based on fact.

b.      Generic Structure of Narrative Text

Neo (2005: 2) states that a narrative has a structure, a shape or a pattern. It can be represented graphically in this way;

          Climax

        Rising Action                     Falling Action

       Exposition                                Resolution

Figure 1. Structure of narrative text

Figure 1 is known as the Freytag triangle. The idea of the Freytag triangle is to serve as a kind of blue print or map which can be used to guide us systematically in our writing. The Freytag triangle consists of:

1)      The composition which establishes the characters and situation.

2)      Rising action which refers to a series of complication leads to the climax.

3)      The climax which is the critical moment when problem/ conflicts demand something to be done about them.

4)      Felling action which is the moment away from the highest peak of excitement.

5)      The resolution which consists of the result or outcome.

(Neo, 2005: 2)

On the other hand, Anderson (1997: 8) states that the steps for constructing a narrative are:

1)      Orientation/ exposition

The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the action is located and when it is taking place.

2)      Complication/ rising action

The complication is pushed along by a serious of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main characters and even serves to (temporally) toward them from reaching their goal.

3)      Sequence of event? Climax

This is where the narrator tells how the character reacts to the complication. It includes their feeling and what they do. The event can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narrator’s point of view.

4)      Resolution/ falling action

In this part, the implication may be resolved for better or worse, but it is rarely left completely unresolved (although this is of course possible in certain types of narrative which leaves us wondering ‘How did it end”?)

5)      Reorientation

It is an optional closure of event

c.       Kinds of Narrative text

There many different types of narrative texts, among others:

1) Humor                                      6) Mystery

2) Romance                                  7) Fantasy

3) Crime                                       8) Science Fiction

4) Real Life Fiction                      9) Diary Novels

5) Theoretical fiction                    10) Adventure

(Neo, 2005: 58)

There can be a combination of narratives within each of these different types. Sometimes, the term genre is used for the type of narrative. A genre is some kind of a category (Neo, 2005: 8). The notion of genre is to help you generate story ideas

3.      The Concept of Cooperative Learning

a.       Definition of Cooperative Learning

According to Kagan (1994) in Dotson (2001), Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal. Students work together to learn and are responsible for their teammates' learning as well as their own. Students encourage and support each other, assume responsibility for their own and each other's learning, employ group related social skills, and evaluate the group's progress.

While Samra (2001) defines cooperative learning as a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.

Cooperative learning is a set of instructional strategies “which employs small teams of pupil to promote peer interaction and cooperation for studying academic subject” (Sharan 1980, p.242 in Nursyamsi, 2009).

Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan ,1992 in Richard, 2001).

Based on the concept above, the writer states that cooperative learning is an instructional methodology that provides opportunities for students to develop skills in group interactions and in working with others, in this case, the students learn together and help each other to correct exercise and tasks, to find solution, to pace the students’ learning, and to work cooperatively. It also gives the students more time to practice their English and encourages them to be more involved and concentrate in their learning process.

b.      Elements of Cooperative Learning

In general, there were five major factors that define cooperative learning and to make cooperative learning successful, they are:

1)      Positive Interdependence

Positive interdependence was creating the sense that “we sink or swim together” (Johnson et al. in Tsailing, 2002). It was a sense of working together for a common goal and caring about each other’s learning. Within cooperative learning situations, students have two responsibilities: 1) learn the assigned material, and 2) ensure that all members of the group learn the assigned material. When positive interdependence was clearly understood, it establishes that: (1) Each group member’s efforts were required and indispensable for group success (no “free-riders”); (2) Each group member had a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities (Johnson & Johnson, 1994 in Tsailing, 2002).

2)      Individual Accountability

Individual accountability was the element, which provided for each student believing that it was important for him/her to learn the material. Each team member feels in charge of their own and their teammates’ learning and makes an active contribution to the group. Thus there was no ‘hitchhiking’ or ‘freeloading’ for anyone in a team—everyone contributes (Kagan, 1990 in Tsailing, 2002).

3)      Quality of Group Interaction Process

To provide abundant verbal, face-to-face interaction, where learners explain, argue, elaborate, and link current material with what they have learned previously was important in cooperative learning. Face-to-face verbal interaction referred to the physical set up of the group. Students needed to be clustered together in a tight group, facing each other, in order to have the kind of interchange necessary to accomplish the task. Johnson and Johnson (1989) in Tsailing (2002) proposed that groups should begin small, when students were just beginning to work together and develop their skills.

4)      Teaching Interpersonal and Small Group Skills

The teaching of cooperative skills was essential. Placing socially unskilled students in a group and telling them to cooperate did not guarantee that they have the ability to do so effectively (Johnson & Johnson, 1994 in Tsailing, 2002). Students must learn the task and maintenance skills for the groups to run smoothly. Students might not intuitively know those social skills; therefore, they must be taught explicitly how to cooperate with others. Johnson et al (1990) in Tsailing (2002) suggest that the interpersonal and small group skills could be taught through a number of means; first of all, setting a social skills goal along with the academic goal lets students know it is important to the teacher. Secondly, it could be established through role playing, modeling, and discussing the components of particular social skills (Cohen & Tellez, 1994 in Tsailing, 2002).

The teacher’s role in this teaching method was not that of someone who measures the capacities of the students in terms of a final product but in terms of the process. That was, someone who acted a friend, as a coordinator, as a director who guided his/her actors how to perform, and as an advisor in the academic tasks and in the psychosocial and cognitive development of the students (Cowei, Smith, Boulton, & Laver, 1994 in Tsailing, 2002).

5)      Teaching of the Social Skills

It was very important for students to have sufficient social skills, involving an explicit teaching of appropriate leadership, communication, trust and conflict resolution skills so that they could cooperate effectively. Schultz (1999) in Tsailing (2002) stated that social skills should be explicitly taught to the students so that students could work among themselves, not only in terms of cooperation but also without hostility and without the teacher’s authority. Under this logic, the scholar said that each student was motivated internally by need for freedom, love, and fun (Schultz, 1999 in Tsailing, 2002).

c.       Cooperative Learning Methods

According to Johnson and Stanne (2000) in Tsailing (2002), cooperative learning was actually a generic term that refers to numerous methods for organizing and conducting classroom instruction. Almost any teacher could find a way to use cooperative learning that was congruent with his or her philosophies and practices.

Out of the many methods that different teachers or researchers have developed, the following methods had received the most attention:

1)      Think-Pair-Share is a “multi-mode” discussion strategy that incorporates wait time and aspects of cooperative learning. Students (and teachers) learn to LISTEN while a question is being posed, THINK (without raising hands) of a response, PAIR with a neighbor, discuss their responses, and SHARE their responses with the whole class. Time limits and transition cues help discussions move smoothly. Students are able to rehearse responses mentally and verbally, and all students have an opportunity to talk. Both students and teachers have opportunity to think. (Lyman in Valenti, 2001).

2)      Roundtable is used for brainstorming, reviewing or practicing while also serving as a team-builder. Roundtable consists of two forms, sequential and simultaneous. Sequential form: Students sit in teams of three or more, with one piece of paper and a pencil. The teacher asks a question which has multiple answers. Students take turns writing one answer on the paper, then passing the paper and pencil clockwise to the next person. When time is called, teams with the most correct answers are recognized. Teams reflect on strategies and consider ways they could improve. Simultaneous form: Each student starts a piece of paper, writes one answer and passes it, so several papers are moving at once. (Kagan in Valenti, 2001).

3)      STAD (Student Teams-Achievement Divisions) let teachers presented material in the same way they always have, and quizzes are used to assess individual performance. STAD is used to replace drill and practice on objective material with team tutoring and encouragement. During team practice time, students work on exercises and worksheets that help them to prepare for the quiz. Students earn team points based on how well they scored on the quiz compared to past performance. (Slavin in Valenti, 2001).

4)      TGT (Teams-Games-Tournaments) has team practice like STAD. Unlike STAD, in TGT quizzes are replaced by tournaments. Students compete at tournament tables against students from other teams who are equal to them in terms of past performance. Students earn team points based on how well they do at their tournament tables. The competition is kept fair by a bumping system. (Valenti, J. et al, 2001)

5)      JIGSAW , unlike STAD and TGT, has students responsible for teaching each other the material. A unit of work, often a reading, is divided into 4 expert areas, and each student is assigned one area. Experts from different teams meet together at tables and discuss their expert areas. Students then return to their teams and take turns teaching. A quiz is given. Jigsawing materials refer to any strategy in which each student on a team receives only a piece of the material that is to be learned, so that students must rely on other members of their team to learn all of the material. (Slavin in Valenti, 2001).

d.      The Role of Teacher in Cooperative Learning

McDowell in Kessler (1992:163-175) describes the roles of the teacher in cooperative learning as follows:

1)      Teacher as an inquirer

Effective learning is to know what the students learn and how they learn. Therefore, the teacher, before giving or presenting materials to the students, he personally asks and examines the students of their belief, values, and assumptions, and of the teaching method or the material lesson.

2)      Teacher as a creator

Johnson et.al (1984) in Kessler (1992:165) pointed that the teacher is creating the social climate, setting goal, planning, and structuring the task, establishing the physical arrangement of the classroom, assigning students to groups and roles, and selecting materials and time. Moreover, he designs the learning environment based on what he knows about the students’ prefer and what would be appropriate in term of approach and resource.

3)      Teacher as an observer

Observing and monitoring his students are the most basis of making decision about each learner’s progress. He may reflect and intervene but in supportive way toward the students’ learning. This observation could be global observation which the teacher uses checklist in order to identify essential skills for cooperative interaction. But the observation is being objective and non-judgmental.

4)      Teacher as a facilitator

The teacher is based on what the problems or learning environment evolve in the classroom. It could be he interacts, teaches, refocuses, questions, clarifies, and supports, expands, celebrates, and empathizes.

5)      Teacher as change agent

In this role, the natural agent for change is classroom inquiry. Therefore, the teacher becomes researcher to be an advocate to collaborative and generate with the students to answer the questions or solve the problems by possible active professionalism. Moreover, the teacher can also become an adviser, guide, helper, supporter, and partner in a cooperative venture (Rivers: 1983) based on the students’ communicative needs.

C.      Resume

Writing is a process of communicating ideas to other people through written text. The components of good writing are content, organization, vocabulary, language use, and mechanics.

Narrative text is a text that tells an imaginary story but the story may be based on fact. The generic structure of narrative text are; orientation, complication, climax, resolution, and reorientation.

Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal. The components of cooperative learning are; positive interdependence, individual accountability, quality of group interaction process, teaching interpersonal and small group skills, and teaching of the social skills.

In STAD method, during team practice time, students work on exercises and worksheets that help them to prepare for the quiz. Students earn team points based on how well they scored on the quiz compared to past performance.

In JIGSAW method students are divided into 4 expert areas, and each student is assigned one area. Experts from different teams meet together at tables and discuss their expert areas. Students then return to their teams and take turns teaching.

D.      Hypothesis

Based on the background, review of related literature and some findings above, the researcher formulated hypothesis as follows:

H1: The implementation of cooperative learning develops first year students’ ability to write narrative text.

CHAPTER III

METHOD OF THE RESEARCH

This chapter deals with research method and design, variables of the research, population and sample, instrument of the research, procedure of collecting data, and technique of data analysis.

A.          Research Method and Design

The method use in this research will be pre-experimental method. Here the researcher looks at one classes as the sample; namely experimental group. The design is described as follows:

E:            O₁        X         O₂

Note:

E             : Experimental Group

O₁              : Pre-test

O₂              : Post-test

X                            : Treatment by using cooperative learning approach

                                                                                       (Gall, 2005:259)

B.           Variables of the Research

Variables of this research consist of dependent and independent variable.

Dependent variable         : Students’ ability to write narrative text

Independent variable       : Cooperative learning

C.          Population and Sample

1)    Population

The population of this research will be the first year students of SMA YP PGRI 3 Disamakan Makassar. There are 6 classes and each class is about 40 students. So the population of this research is about 240 students.

2)    Sample

The researcher will use cluster random sampling technique in this research and one class will be taken as the sample. This technique is used because the researcher is unable to choose participant individually, but able to choose intact group randomly.

D.          Instrument of the Research

The instrument of this research will be writing test used in pre-test and post-test. The pretest is intended to investigate the students’ ability to write narrative text before giving treatment while the posttest is given to measure the students’ ability to write narrative text after the treatment has been given.

E.            Procedure of Collecting Data

The procedure of collecting data was chronologically performed as follows:

1.    Pre-test

The pre-test will be administered to the students before the treatment to investigate the students’ ability to write narrative text before giving treatment.

2.    Treatment 

The procedures of teaching and learning process (treatment) are presented as follows:

1)   STAD method

a)      Dividing students in some small heterogeneous teams, it means that they have different academic capability and are in the same group.

b)      Explaining the materials.

c)      Students work on exercise and worksheet.

d)     Giving a quiz.

2)   JIGSAW method

a)      Dividing students in some small heterogeneous teams.

b)      Divide students into 4 expert areas.

c)      Experts from different teams meet together to discuss their expert areas.

d)     Students return to their team and take turn teaching.

e)      Giving a quiz.

3.      Post-test

The post-test will be administered to see the value of the treatment using cooperative learning approach.

F.            Technique of Data Analysis

          The data obtained from the test will be analyzed using the SPSS program.

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