THE EFFECTIVENEES OF COOPERATIVE LEARNING INIMPROVING STUDENTS’ MOTIVATION IN LEARNINGENGLISH At 2nd GRADE OF SMA NEGERI 1 GENDING

PROBOLINGGO

THESIS

By:ABDURROHMAN PUGER YOGA VADELLAH

09360078

UNIVERSITY OF MUHAMMADIYAH MALANGFACULTY TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT 2014

ABSTRACT

The researcher is interested to conduct theresearch about teaching strategies in improvingstudent motivation namely cooperative learning. Inthis study the researcher wants to investigate theeffectiveness of cooperative learning in improvingstudents’ motivation in learning English at 2nd

Grade students of SMA Negeri 1 GendingProbolinggo. The researcher chooses it becausethis school is one of good senior high school inProbolinggo, but most of the students have lowmotivation in learning English.The research design of this study was quasi-experimental research. This research isquantitative research because the data researchapproaches are number. The subjects of this studyare XI grade IPA 1 of the experimental group andXI grade IPA 2 as control group of SMA Negeri 1Gending Probolinggo. To conduct this research, theresearcher employed two instruments. Those werePre-treatment questionnaire, post-treatmentquestionnaire, and observation. The result of this study showed the students whoget treatment of cooperative learning have highermotivation than the students who are taughtwithout it. It was found that the mean score ofpre-treatment questionnaire of experimental groupwas 53.22 meanwhile the mean score post-treatmentquestionnaire of experimental group was 76.22. Theresearcher also found that the students who gettreatment of cooperative in learning English werevery enthusiastic and active in teaching learningprocess.

Keyword:

Motivation, Cooperative learning.

Background of the study

In this globalization era, English has become the

dominant language of the world in the twenty-first

century. English is the language of science, air

traffic control, tourism, internet, and to a very large

extent of trade and export. So improving the quality in

teaching English is very important to prepare the

learners of English as a Foreign Language to be

competitive as the human resource in their life.

There are a lot of ways for teachers to attract and

achieve the desired effects from their students. In

this case, thing should be remembered by the teacher,

it is the motivation. Elliot, et al. (2000:332) state

the theory that motivation has been a central construct

in both educational and psychological research for the

past sixty years and plays a significant role in

several theories of human developments and learning. It

is important to think that motivation is one of

significant essence of language teaching. What happens

in the class is that the students feel afraid of

English as one of their subjects. It is because they

think that English is difficult to learn. Obviously,

most of the students lack motivation to learn and to

get involved in the activity of learning English,

because of this adverse condition. The students should

have high motivation in order to be successful in

learning English.

Concerning explanation above, the researcher wants to

investigate the effectiveness of cooperative learning

in improving student motivation in learning English at

2nd Grade students of SMA Negeri 1 Gending Probolinggo.

The researcher chooses it because this school is one of

good senior high school in Probolinggo, but most of the

students have low motivation in learning English.

Besides, the teacher still used monotonous strategies

to teach the students. This research aims to give a

contribution to make foreign language teaching

interesting, affective and to improve student

motivation in learning English.

Research Problem

Does cooperative learning strategy improve student

motivation of 2nd Grade students of SMA Negeri 1

Gending?

Research Objective

To know whether cooperative learning strategy can

improve students’ learning motivation of 2nd Grade

students of SMA Negeri 1 Gending.

The Hypothesis

Ho: Cooperative learning strategies does not improve

students learning motivation of 2nd Grade students of

SMA Negeri 1 Gending.

Hi: Cooperative learning strategies improves student

learning motivation of 2nd Grade students of SMA

Negeri 1 Gending.

Scope and Limitation

The problem of this study is limited to the

effectiveness of cooperative learning as a strategy in

English learning to increase students’ motivation for

2nd Grade students of SMA Negeri 1 Gending.

Significance of the research

This study is important to be done because it will give

the significant concept to the readers about the

effectiveness of applying the cooperative learning

toward student’s motivation in learning English.

To the teacher, it also useful for the teaching

insight, it gives the real description about learners’

motivation in the implementation of cooperative

learning toward their student motivation in learning

English. Although every learner has different

motivation, they can take the conclusion of learners’

motivation generally.

Review of Related Literature

Motivation

Weiner (in Elliot, et al, 2000:332) states that

motivation is defined as internal state that arouses us

to action, pushes us in particular direction, and keeps

us engaged in certain activities

Types of Motivation

Intrinsic Motivation

Carol and Judith (2000:28) state that intrinsic

motivation is motivation which is active without

stimulated from outside because inside of their body

there is impulse to do something for instance, students

who like to reading a book without order by the

teacher, they do it because they really want to achieve

their goal.

Extrinsic Motivation

Carol and Judith (2000) state that extrinsic motivation

is motivation which is active when a person get

stimulated from outside, for instance, there is student

learning knowledge, he/she studies because of tomorrow

there will be examination hopefully he/she will get

reward from the teacher or the parents.

Function of Motivation in Learning Process

According to Elliot, et al. (2000: 368), motivation has

three functions, namely: as the vehicle to encourage

human being doing something, as a direction in doing

something, and as a tool for selecting the attitude.

The Definition of Cooperative Learning

According to Richard and Rodgers (2001:192),

“Cooperative learning is an approach to teaching that

makes maximum use of cooperative activities involving

pairs and small groups of learners in the class room.

The Element of Cooperative Learning

Jhonson and Jhonson as cited in Suprihatingrum

(2013 :194) also stated that there are five elements

which is importance in cooperative learning strategies

they are :

Positive interdependence, individual accountability,

group processing face-to-face interaction and

Interpersonal and small group skills.

Implementing Cooperative Learning in Teaching English

In implementing cooperative learning in teaching

English teacher can used the variety of cooperative

learning. Coelho (as cited in Richard and Rodgers,

2001:107) describe three major kinds of cooperative

language learning they are: Team practice from common

input-skill development and mastery of facts. Jigsaw:

differential but predetermined input-evaluation and

synthesis of fact and opinion, Cooperative project;

topic resource selected by student’s discovery

learning. The role of teachers in implanting

cooperative in teaching English is differs from

traditional teacher-fronted lesson. The teacher has to

create a highly structured and well organized learning

environment in the class room setting goal, planning

and structuring task, establishing the physical

arrangement of the classroom, assigning to groups of

roles and selecting material and time.

Research Methodology

In this study the researcher presents: research design,

population and sample, research instrument, data

collection, data analysis.

Research Design

In this research the researcher uses quasi-experimental

research. In this study, the treatment which is given

is applying cooperative learning in teaching learning

process. There are two variables. They are independent

and dependent variables. The independent variable of

this study is cooperative learning.

Population and Sample

For this research, the researcher determines 2 classes

of 2nd grade senior high school students of SMA Negeri

1 Gading Academic years 2013-2014 as the population;

they are XI grade IPA 1 and XI grade IPA 2. The numbers

of population are 80 students, 40 students of class IPA

1 and 40 student of class IPA 2. The selection group

for the experiment and non-experiment (control group)

will use coin toss

Research Instrument

There are 2 instruments applied in this study. They

were questionnaire and observation.

Questionnaire

In this study, the researcher uses a close form of

questionnaire because the students will answer it more

easily and more focused to the sort answers. The

questionnaire is given to the student because the

researcher wants to know the effectiveness of using

cooperative learning in improving student’s motivation.

Observation

In this research, the researcher uses direct

observation because the researcher is involved in

observation as teacher of dependent and independent

group.

Data Collection

In this research, there are some steps applied by the

researcher in collecting the data. There are: Firstly

the researcher constructs two questionnaires before and

after the treatment for the students as respondent,

Secondly, the researcher gives treatment to the

experiment group, thirdly, while the treatment process

begins the researcher observes the motivation of

students whether this treatment is enough or not. The

next, when the researcher has given the treatment to

the students, he will give the second questionnaire to

the students, the second questionnaire is given because

the researcher wants to measure how far the treatment

is successful in improving students learning

motivation. The last the researcher will be

integrating the data taken from questionnaire and

observation and drawing conclusion from all steps in

the form of numeric data.

Data Analysis

To analyze the data, the researcher uses Likert

scale (method of summated ratings). According to Ary

(2010:209), Likert scale (a summated rating scale)

assesses attitudes toward a topic by presenting a set

of statements about the topic and asking respondents to

indicate for each whether they strongly agree, agree,

undecided, disagree, or strongly disagree. The

researcher also uses distribution of relative frequency

to determine the percentage of the scores Sudjono in

(Supardi,2006:26) the formula as follow:

P = f x 100 % NWhereas:

P = percentage.

f = frequency that is finding out the

percentage.

N = number of respondents.

Research Findings

This section consists of the result of the pre-

treatment of the control and experimental group, the

result of the treatment for experimental group, the

result of the post-treatment of the control and

experimental group, and the result of hypothesis

testing.

Pre-treatment

Pre-treatment was given to both groups in the first

meeting in second grade students of SMA Negeri 1

Gending before the researcher applies Cooperative

learning that was in the XI grade 1 and XI grade 2. The

pre-treatment is questionnaire about their motivation

in learning English. Based on the result of data

analysis derived from questionnaire of the control

group, it was found that the mean score of the control

group was 51.45. More specifically it show in table

below:

Table 4.1 the qualification category of motivation control

group pre-treatment

No Level of motivation

Qualification Frequency

Percentage

1.

2.

3.

4.

5.

80 – 100

70 – 79

60 – 69

50 – 59

0 – 49

Very high motivation

High motivation

Moderate

Low motivation

Very low motivation

0

1

4

20

15

0%

2,5%

10%

50%

37,5%

Total N = 40 ∑ = 100

Based on the result of data analysis derived from

questionnaire pre-treatment of the experimental group,

it was found that the means score of the experimental

group was 53.225. More specifically it show in table

below:

Table 4.2 the qualification category of motivationexperimental group pre-treatment.

No Level ofmotivation

Qualification Frequency Percentage

1.

2.

3.

4.

5.

80 – 100

70 – 79

60 – 69

50 – 59

0 – 49

Very high motivation

High motivation

Moderate

Low motivation

Very low motivation

-

4

5

16

15

-

10%

12,5%

40%

37,5%

Treatment

The treatment was given to the experimental group (XI

IPA 1) they were taught by using Cooperative learning.

While the control group (XI IPA 2) was taught without

using Cooperative learning but using conventional

teaching.

Post-treatment

The post-treatment was given to the students of both

groups in the last meeting. The post-treatment was

questionnaire about their motivation in learning

English. Based on the result of data analysis derived

from questionnaire of the control group it was found

that the mean score of control group was 51.70 more

specifically it below:

Table 4.4 the qualification category of motivation

control group post-treatment

No Level ofmotivati

on

Qualification Frequency

Percentage

1.

2.

3.

4.

5.

80 – 100

70 – 79

60 – 69

50 – 59

0 – 49

Very high motivation

High motivation

Moderate

Low motivation

Very low motivation

0

1

5

19

15

0%

2,5%

12,5%

47,5%

37,5%

Total N = 40 ∑ = 100

Based on the result of data analysis derived from

questionnaire pre-treatment of the experimental group,

it was found that the means score of the experimental

group was 76.225. More specifically, it was show the

table below:

Table 4.4 the qualification category of motivationexperimental group post-treatmentNo Level of

motivationQualification Frequency Percentage

1.

2.

3.

4.

5.

80 – 100

70 – 79

60 – 69

50 – 59

0 – 49

Very high motivation

High motivation

Moderate

Low motivation

Very low motivation

12

23

5

0

0

30%

57,5%

12,5%

0%

0%

Total N = 40 ∑ = 100

Based on the result above of the post-treatment, it was

found that the mean score of the control group was

51.70 and experimental group 76.225

The Result of Hypothesis Testing

Based on the result on the data analysis on the post

test of the both experimental and control groups, it

was found that the students’ motivation in learning

English in the experimental group have higher score

than the control group. This was because the mean score

of the post-test of the experimental group higher than

the control group was 76.225. It is concluded that Ho

(Null Hypothesis) was rejected and Hi (Alternative

Hypothesis) was accepted. So cooperative learning

strategies improves student learning motivation of 2nd

Grade students of SMA Negeri 1 Gending. Next, the

researcher observed one class in order to collect the

supporting data from observation. The observation was

done twice and an hour per meeting while the students

got treatment of cooperative learning. In the

observation, the researcher took a note about the

motivation while the students get treatment of

cooperative learning.

Discussion

The research finding showed that the students

motivation in learning English in the experimental

group was higher than the control group. it is

supported by Olsen and Kagan (as cited in Richard and

Rodgers: 2001:192) state that cooperative learning is

group of learning activity organized so that learning

is dependent on the socially structured exchange of

information between learners in groups in which each

learner is held accountable for his or her own learning

and is motivated to increase the learning of others.

From all explanation above it is proven that learning

strategy has big role in learning and teaching process

improving learning motivation of the students. It is

relevant with Khusna statements (2012) that with some

strategies will motivated the students and made

students attentive to the material also made the

classroom activity more interesting

Conclusion

The data analysis is about the effectiveness of

cooperative learning in improving students’ motivation

in learning English. It can be concluded that the

students who get treatment of cooperative learning have

higher motivation than the students who are taught

without it. That statement is based on the result of

post-test of the control and the experiment groups. It

was found that the mean score of the control group was

51.70 meanwhile the mean score of the experiment group

was 76.22. It is also supported by Elliot, Kratochwill,

Littlefield cook and Travers (2000:369) purposed that

cooperative learning has been found to motivate student

thought group goal structure and reward for group of

success.

From the researcher’s observation, it was also found

that the students who get treatment of cooperative in

learning English were very enthusiastic and active in

teaching learning process, they also feel confident to

ask the teachers what topic was going to be discussed

in teaching and learning in the next meeting. That

result of observation is related of Elliot at al.

(2000:238) purposed that motivation has three functions

they are: firstly motivation is vehicle to encourage

human being doing something; secondly motivation is

direction in doing something, thirdly motivation as

tool of selecting the attitude.

Suggestions

Based on the researcher’s consideration on this

research, it is necessary for the researcher to conduct

several suggestions to the audiences of this research.

The suggestions are addressed to Teachers and further

researchers. By the suggestions, the researcher intends

to give contribution to the next researcher to conduct

other studies about teaching strategies especially in

teaching and learning strategies.

1. Suggestion for the teacher

It is suggested to the teachers to employ various

strategies in order to avoid monotone and students’

boredom in teaching learning activity. Besides,

teaching strategies used should match with the teaching

material and students’ conditions. The teachers should

be flexible in teaching because children’s behavior is

unpredictable. It is better for the teacher to use

other strategies to support the strategies already

used. For example, the teacher may invite the students

to study outside the class room to find out something

related to the topic, various games and so on. So, the

students will enjoy joining the English class.

2. Suggestion for Further Researchers

The writer of the thesis found that there are many

studies about the teaching strategies conducted in

English Department, so that this research can be the

reference for the next researcher to conduct other

studies about teaching strategies because there are

many problems can arise from teaching and learning

strategies.

REFERENCES

Arend, Richard I. 2004, Learning to Teach Sixth Edition. NewYork: Mc Graw Hill Companies, Inc.

Ary, Donald et al. (2010) “Introduction to Research inEducation” USA , Cengage Learning

Azizah, Lutfi Dewi N, “Learning Strategies in Writing LearningActivity used by Student of Social department at SMA Negeri 1Turen” , Unpublished thesis. Malang: FKIP UMM.

Blaxter, Loraine ,Cristiana Hughe and Malcom tight.(2010),”How to Research”. New York, Cambridge Universitypress

Elliot, Stephen N. Kratochwill, Thomas R, Littlefieldcook, Joan and Travers, Jhon F (2000) . EducationalPsychology Third Edition, New York. Mc Graw-Hill CompaniesInternational Edition

Dwi Fani Astuti 2010 “The student motivation in learning English at SLTP Muhamadiyah 6 Dau Malang” Fraenkel. Jack R and Wallen (2009) “How to Design andEvaluate Research in Education” McGraw-Hill Companies andperformance

Judith M and Carol (2000) “ Intrinsic and Extrinsic Motivation, thesearch for optimal motivation” New Jersey: Academic Press

Richard, Jack N and Rodger Theodore. 2001, Approaches andMethods in Language Teaching Second Edition. Cambridge:University Press.

Safarahtri. 2012. The Analysis Of Students Motivation In FaceNational Examiation At SMA 2 Batu.

Sansone,Carol and Judith M Harackiewicz.2000.Intrinsic andExtrinsic Motivation. New Jersey.Academic Press.

Slavin.Robert E. 1995.Cooperative Learning Theory, Research, and Practice.USA .Printed in the United States of America

Supardi. 2006 . “The English Department Students’ Motivation ofWriting Thesis of Muhammadiyah University ofMalang”.Unpublised thesis. FKIP UMM.

Supritahatiningrum. Jamil. 2013.Strategi Pembelajaran Teorydan Aplikasi.Ar- ruzz Media.