LEARNING ENGLISH THROUGH STUDY GROUP TECHNIQUE (A CASE

STUDY AT SMA NEGERI I DARUSSALAM)

1
Dewi Rahmayanti, 2Safrul Muluk, 3Suraiya
1
Mahasiswa Prodi Pendidikan Bahasa Inggris FTK UIN Ar-Raniry
2
Dosen Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh
3
Dosen Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh

ABSTRAK
Skripsi ini berjudul “Learning English through Study Group Technique (A Case
Study at SMA Negeri I Darussalam)”. Tujuan penelitian ini adalah untuk meneliti
pentingnya penerapan belajar berkelompok berdasarkan sikap siswa dan
pandangannya terhadap teknik yang diterapkan guru di kelas. Sampel penelitian ini
adalah 9 siswa kelas X-1 SMA Negeri I Darussalam dan satu orang guru Bahasa Inggris
yang mengajar di kelas tersebut. Penelitian ini menerapkan metode kualitatif dan
kuantitatif. Data dikumpulkan dengan menggunakan ceklis observasi, 12 butir soal
kuisioner tertutup, dan wawancara (semi) terstruktur. Kuisioner dibagikan kepada
siswa kelas X-1 dan wawancara dilaksanakan dengan memilih hanya 4 orang dari total
sampel dan satu guru Bahasa Inggris yang mengajar di kelas tersebut. Dari hasil
penelitian terlihat bahwa di kelas tersebut, guru sering menerapkan belajar
berkelompok secara informal. Akan tetapi, karena hanya berlangsung dalam tempo
waktu yang singkat, maka tidak semua prinsip-prinsip belajar berkelompok berhasil
diterapkan di kelas. Dari hasil kuisioner dapat dilihat bahwa mayoritas siswa
sependapat jika belajar berkelompok mampu meningkatkan hubungan kerja sama
antar siswa, juga mampu meningkatkan hubungan social dan kreativitas. Menurut
siswa, belajar berkelompok juga dapat meningkatkan partisipasi di kelas dan
meningkatkan kemauan siswa untuk lebih berpartisipasi dalam belajar berkelompok
meskipun hasil observasi nyata di kelas tersebut menunjukkan sedikit hasil yang
berbeda (mayoritas siswa terlihat sedikit lebih pasif).

ABSTRACT

This thesis is entitled “Learning English through Study Group Technique (A Case
Study at SMA Negeri I Darussalam)”. This study was conducted to investigate the
significance of the implementation of study group technique as well as the student’s

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attitudes and views toward the technique used by their teacher. The participants of this
study were nine students of class X-1 at SMA Negeri I Darussalam and one English
teacher who taught in class X-1. This study used qualitative and quantitative
methodology. The data were collected by using observation checklist, 12 closed-ended
questionnaires, and semi-structured interview. The results of teacher and student
observation were recorded with the help of observation checklist. The questionnaires
were administered to students of class X-1 and the interview was conducted with 4
from the total of 9 students and the teacher. It was proved that a more informal
cooperative learning was frequently practiced at class X-1, since groups are typically
for short time periods and not all the principles of cooperative learning could be
applied to the group activities. In spite of the potential benefits of group activities were
not fully accepted by all students of class X-1, it was evident from the assessment of
questionnaire that the majority of students believed that learning through study group
technique facilitates good working relationships, and enhances socialization and
creativity. The students also confirmed that by learning in group, there was an
enhancement in class participation as well as an improvement in their willingness to
study even if the result of observation revealed the contrary.
Keywords: Cooperative Learning, Study Group Technique, Group Activity.

‫ملخص‬

‫كان موضوع هذه الرسالة "تعلم اإلجنليزية من خالل التعلم بتقنية اجملموعة (دراسة حالة يف‬
‫ وقد مت إجراء هذه الدراسة ملعرفة مستوى داللة‬.")‫ دار السالم‬1 ‫املدرسة العالية احلكومية‬
‫إنشاء التعلم بتقنية اجملموعة وكذلك معرفة مواقف الطلبة واآلراء بتقنية املستخدمة من قبل‬
‫ مبدرسة العالية‬1-10 ‫ وكان املشاركون يف هذه الدراسة تسعة طالب من الصف‬.‫معلميهم‬
‫ دار السالم و مشاركة واحدة من معلمة اللغة اإلجنليزية اليت قامت بالتدريس يف‬1 ‫احلكومية‬
‫ وق د مت مجع‬.‫ اس تخدم ه ذا البحث الطريق ة النوعي ة و الطريق ة الكمي ة‬.1-10 ‫الص ف‬
‫ وشبه املقابلة‬،‫ االستبيانات املغلقة العضوية‬12 ،‫البيانات باستخدام القائمة املرجعية للمراقبة‬
‫ وك انت‬.‫ س جلت نت ائج مراقب ة املعلم والط الب مبس اعدة القائم ة املرجعي ة للمراقب ة‬.‫املنظم ة‬
‫ ومت إج راء املقابل ة بأربع ة من جمم وع تس عة‬1-10 ‫االس تبيانات موزع ة إىل طلب ة الص ف‬

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‫ وقد ثبت أن التعلم التعاوين غري الرمسي كانت متارس يف كثري من األحيان‬.‫طالب واملعلمني‬
‫ حيث اجملموعة هي عادة تصلح إال لفرتة قصرية من الزمن ومل تكن كل‬،1-10 ‫يف الصف‬
‫ على ال رغم من الفوائ د احملتمل ة‬.‫مب ادئ التعلم التع اوين ميكن تطبيقه ا على أنش طة اجملموع ة‬
‫ ومما ي دل على ذل ك تق ييم‬،1 -10 ‫ألنش طة اجملموع ة مل تقب ل متام ا جبمي ع طلب ة الص ف‬
‫االس تبيانات أن أغلب الطالب يعتق دون أن التعلم من خالل تقني ة اجملموع ة يس هل عالق ات‬
‫ وأكد الطلبة أيضا أهنم من خالل التعلم‬.‫ ويعزز التنشئة االجتماعية واإلبداع‬،‫األعمل اجليدة‬
‫ كان هناك زيادة يف املشاركة يف الفصل وكذلك وجود التحسن يف استعدادهم‬،‫يف اجملموعة‬
.‫للدراسة حىت لو كانت نتيجة املراقبة أظهرت عكسها‬

.‫ أنشطة اجملموعة‬،‫ التعلم بتقنية اجملموعة‬،‫ التعلم التعاوين‬:‫كلمات البحث‬

A. INTRODUCTION

Instead of using a more teacher-centered, many teachers nowadays have been

trying to use other ways by purpose of improving students learning outcomes. One of
the recommended ways is by teaching through study group technique, or better
known as circle of learning or cooperative learning. This technique places student in
the center of learning. The teacher expected that by working together during the
learning process, the student can build social awareness and understanding as they
walk in the ‘shoes of others’ (Chris Boudreault, 2010).

Research supporting cooperative learning has a long story. There have been
many studies that have placed a high value on cooperative learning because it had
proved that it could increase students’ achievement (Johnson & Johnson, 1990-1994;
Shachan & Sharon, 1994; Sharon, 1994; Slavin, 1995) as cited in S. Mitchell, V.
Woloshyn, & A.E. Elliot, 2003). Extensive research indicates that cooperative learning is
a highly effective instructional approach. The first research study on cooperative
learning was published in 1989 (Johnson, Johnson, and Holubec, 1998). Since then,
there have been over 600 experimental and over 100 correlational studies conducted on
cooperative, competitive, and individualistic efforts.

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 One of the dissertations on cooperative learning that submitted by Nezzal Iman
(2015) at the University of Biskra, has been one of the previous studies that the writer
took as valuable reference for this undertaken study. She explored about “enhancing
students’ interaction through cooperative learning in oral expression course.” The
focus of that study was on learners’ interaction. The result proved that when students
work cooperatively, they were motivating and enjoyable, the learners’ interaction
appeared. Keritha McLeish has also done a research on this matter in 2009 under title
“Attitude of Students towards Cooperative Learning Methods at Knox Community
College: A Descriptive Study.” The findings of her research suggested that cooperative
learning facilitates good working relationships, and enhances socialization and
creativity. On the other hand, it also noted that the potential benefits of cooperative
learning were not fully accepted by all students at the institution. For many, they
preferred to work on their own rather than within a group.

In line with this, the writer had been placed in a situation where the application
of this method did not successfully work. Cooper and Muech (1992) reported that this
technique has not been implemented systematically in many classrooms although
many writers indicated that it is a powerful method to influence students’ achievement
and attitude (cited in Onwuegbuzie and Voseles, 2001). Because of this situation, the
writer decided to conduct a research on this matter.

Purposes and Objectives of the study

This study purposes to investigate the significance of study group technique

use at SMA Negeri 1 Darussalam in order to find out whether or not the study group
technique frequently used by the teacher runs as its procedure. It was also aimed at
improving students’ level of English and help student to build positive relationship
among them and the most crucial thing among that purposes is that to get learner
involves in every class activities. The specific objectives of this study are as follows: 1)
to find out whether or not the study group technique used by the teacher run as its
procedure, and 2) to find out the effect that study group technique have on students in
learning English.

B. METHODOLOGY

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 In order to explore this research, the writer has chosen the appropriate methods
which will help as to investigate the deferent angles of this topic that are the qualitative
and quantitative method.
Population and Sample

The population of this study is the whole number of students in the first grade
at SMA Negeri I Darussalam. The total number of the first grade students is 21. The
students are divided into two classes; class X-1 and class X-2. The writer purposively
chose students in class X-1 as the sample of this research to gain in-depth data. The
total number of sample is 10 students.

Data Collection Tools and Procedures

This study is based on classroom observation to collect data, it gives as valuable

opportunity what is actually happening in classes. The information was recorded
through observation checklist. Additionally, a pencil-and-paper questionnaire was
administered as the primary data collection procedure in this research. This aimed to
achieve more concrete data in relation to student’s attitude toward the technique used
by the teacher and the significant influences of the technique used from student’s point
of view. The questionnaire along with Likert Scale purposed to see student’s level of
agreement toward statements. The questionnaire contained twelve close-ended
questions related to this study. Furthermore, a semi-structured interview was drawn. It
aimed to find the problem explicitly about the research question.

C. RESULT

Analysis of Teacher’s Observation and Interview

Based on classroom observation, it was well-recorded that teacher-student

interaction was well preserved. The students were well-guided on either to do the task
or to share ideas with group members, and to represent their work. The teacher
showed enthusiasm to his/her students and the material being taught was explained
obviously and also delivered with full of courage. Although the class atmosphere was
not really good at the beginning of the class, the teacher kept trying to encourage
his/her students to fully put their attention on the material and to have a good
interaction among each other. The consistency of the teacher in giving appreciation and

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feedback whenever students try to do their best is also recorded as a good point. It can
be concluded that nearly all of the teacher’s attitudes during the teaching process was
noted as good point, but there were also some which was still need to be upgraded.
Overall, the positive attitudes that the teacher showed was supposed to be good model
for the other teacher. From the result of the interview, the teacher was confessed that
she/he preferred utilize study group technique in classroom because it saved time and
energy, and it helped students to be more active rather than in individual learning.

D. DISCUSSION

Based on the findings, the writer’s answer of the two research question of this
study was described as the following:

The first research question is “Does the technique used by the teacher run as its
procedure?” To answer this question, the writer looked at valuable results of the
teacher’s observation, teacher’s interview, and it was also supported by student’s
questionnaire and student’s interview.

Overall, the result signified that the average of teacher’s procedure in teaching
through study group technique was emerged. The learning material was well-planned,
the learning objective was informed, the guidance was provided, and the material was
transformed attractively by the help of visual media. The teacher also showed her/his
enthusiasm when teaching in class.

Although the teaching process did not entirely run as planned, the teacher
believed that class participation usually increased. Not only is there an increase in
student participation within the class, but from the interview, teacher contended that
overall the teaching-learning environment was more dynamic.

However, it must be noted from teacher’s observation that teacher did not truly
utilize any particular types of cooperative learning, but it was close to simply group
tasks. Whereas, the teacher’s interview indicated that she/he chose to use cooperative
learning activities as a solution for her/his habitually passive class, but she/he
confessed that she/he did not really familiar with the types of cooperative learning
activities. It was in line with Stahl (1994 as cited in Keritha McLeish 2009) who stated
that although cooperative learning is becoming increasing popular, “a large majority of
the group tasks that teachers use, even teachers who claim to be using cooperative

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learning, continue to be cooperative group tasks, not cooperative learning group tasks”
(p. 67).

Even if student’s enthusiasm and interaction were extremely low than teacher
expected, the students had the same opinion that the teacher always provided
guideline every time teacher assigned them into team and they mostly enjoy learning
in group. In conclusion, the technique that teacher utilized was close to more informal
cooperative learning and generally ran as its procedure. For informal cooperative
learning such as study group technique that the writer presented in this study, it may
or may not include the principles of cooperative learning.

Stepping to the second question that is “What effect does study group
technique have on students in learning English?” the writer, to answer this question,
looked at the result from the assessment of student’s questionnaire, student’s
interview, and student’s observation to make a conclusion. It was also supported by
teacher’s response related to the question.

From the student’s interview, 3 of the total 4 interviewees indicated that they
agreed if their teacher utilize group activities in class. The student, who indicated they
were not really comfortable, gave reason such as fellow students not pulling their
weight, and she/he ended up working alone within the group.

From an assessment of student’s questionnaire, it revealed that 44% of students

strongly agreed and 56% of them simply agreed that they willingly participate in
group activities, especially in small group. This result was not in line with the result of
observation. Based on observation, it indicated that the majority of students did not
fully pay attention on their teacher. They mostly remained in silence and there were a
minimum of participation within the group.

Form another assessment of student’s attitudinal questionnaire, however, it was

noted that:

a. 44% of students strongly agreed and 56% simply agreed that they achieved
more within the group than on their own.
b. 56% of students strongly agreed and 44% agreed that learning in group
improves their attitude to work.

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 c. 33% of students strongly agreed and 44% of them simply agreed and 22%
indicated disagreement that learning in group enhances socialization.

This suggested that the majority of participants may have benefit from group
activities within their educational environment. Numerous research studies have
revealed that students completing group tasks tend to have higher self-esteem and a
greater number of positive social skills (Johnson, Johnson, & Hollubec 1993; Slavin
1991; Stahl & Van Sickle 1992 as cited in Keritha McLeish 2009). It was also in line with
what teacher confessed. She/he said that students were more comfortable and more
active when they work together as well as their attitudes toward work was improved.

Comparing with the result of observation, it surprisingly showed dissimilar

result again. Based on student’s observation, the observer noticed a minimum of
interaction among students and the majority of students even showed disinterest to
study in group. It also did not seem that their attitudes toward work improved.

On the other hand, the finding also revealed that 44% of students strongly
agreed and 56% simply agreed that group activities enhance good working
relationship among students and make the learning experience easier. A total of 89% of
respondents were also of the view that group activities enhance class participation;
specifically 56% strongly agreed and 33% simply agreed, while 11% of respondent
indicated disagreement. Meanwhile, a high level of strong agreement (78%) was shown
by students that cooperative activities enhance creativity, while 22% of them simply
agreed.

It can be concluded that study group technique that teacher usually utilized in
class with the purpose to enhance learning environment actually have positive effect
on students. However, the effects might or might not be benefited by all students. The
finding suggested that the majority of students believe that group activities facilitate
good working relationship, enhance socialization and creativity, as well as facilitate
more dynamic learning environment.

E. CONCLUSSION

Based on the finding, there was a more informal cooperative learning technique
was practiced at class X-1 of SMA Negeri 1 Darussalam. The result of teacher’s
observation and interview indicated that the technique that teacher commonly utilized

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in class X-1 generally ran as its procedure. Even if the idea of putting students in the
center of the learning do not yet maximize, the teacher believed that students enjoyed
learning through this way and student’s participation was typically increased. From
the assessment of student’s questionnaire, the finding suggested that students of class
X-1 believe that group activities facilitate good working relationships, and enhance
socialization and creativity. Although, the potential benefits of cooperative group
learning activities were accepted by almost all students of class X-1 at SMA Negeri I
Darussalam, there is student who confessed, due to past experience, prefer to work on
her/his own rather than within a group. Even though teacher believed that class
participation usually increased whenever students were a part of group activities or
assignments whether within the classroom or outside, the finding of observation
noted a minimum of interaction among students within the group at the time.

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