THE EFFECT OF COLLABORATIVE LEARNING MODEL ON

STUDENTS’ LEARNING ACHIEVEMENT

THESIS

Submitted by:

RARAS PUJI VIRGIA

Reg. No. 160203180

Student of Faculty of Education and Teacher Training

Department of English Language Education

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF AR-RANIRY
BANDA ACEH
2022 M/ 1444 H
 ACKNOWLEDGEMENT

Alhamdulillah, first of all, I would like to thank Allah the Almighty for

giving me strength, health and capability to complete this thesis entitled “The Effect

of Collaborative Learning Model on Students’ Learning Achievement”. Because of

His guidance, blessing, and love, I could finally finish this thesis and my study at

the English Language Education Department UIN Ar-Raniry. Greeting and praying

are also presented to Prophet Muhammad shallallahu’alaihiwasallam who has

struggled whole-heartedly to delivered the truth to human being and guide his

ummah to the right path.

I would like to express my deepest gratitude to my first thesis supervisor Dr.

Nashriyah, MA, and my second thesis supervisor Mrs. Azizah, M.Pd, who have

given a great deal of time and for having provided me valuable guidance to

accomplish this research during the whole process of my work. Also, I would like

to acknowledge my academic supervisor Mr. Mulia, S.Pd.I., M.Ed, and all lecturers

and staffs of English Education Department for every support.

Moreover, I owe my deepest thank and my sincere gratitude to my beloved

father Mukhtar Sheikh (Alm) and my beloved mother Dahliati for the great

kindness, endless love, motivating me, praying for me, and everlasting support both

financial and moral. May Allah bless you both in this life and hereafter.

Furthermore, thanks to my sisters, Sinta Nelysa and Melda Wulandari and my

ii
brother, Amsal who always made my day better even all of you enjoy bothering me

while I do this.

Though only my name appears on the cover of this thesis, many great people

have contributed to its production. My appreciation and gratitude address my

beloved who cherish me all the time. Big thanks to my best friend in college: Pija,

Sukma, Iklil, Warda, Cua for giving me good memories of a life time in college. I

also never forget to give big thanks to my best friends Nifa, Icha, Rodiah, Nanda,

Zia, Rehan, Nupi, Tara, Isan and GENBO members for giving me good memories

and support, and all of the awesome people whose name I cannot mention one by

one, for the care and help they provided during the process of finishing this thesis.

Last but not least, I want to thank me. I want to thank me for believing in

me, I want to thank me for doing this hard work, I want to thank me for having no

day off, I want to thank me for never quitting, I want to thank me for always being

a giver and trying to give more than I receive, I want to thank me for trying to do

more than wrong, I want to thank me for just being me at all times.

After all, I admit that this thesis is still far away from perfection. I will be

very pleased to hear many comments, critics, and suggestions for a better result and

I hope that this thesis can give valuable and useful information for the reader.

Banda Aceh, December 15th, 2022

Raras Puji Virgia

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 ABSTRACT

Name : Raras Puji Virgia

NIM : 160203180
Faculty : Fakultas Tarbiyah dan Keguruan
Major : Departement of English Language Education
Thesis working title : The Effect of Collaborative Learning Model on Students’
Learning Achievement
Principal Supervisor : Dr. Nashriyah, MA
Co-supervisor : Azizah, M.Pd
Keywords : Teaching Method; Collaborative Learning Model;
Achievement

This research was aimed to find the result of using the collaborative learning model
on students’ learning achievement. The writer conducted a research at SMA Negeri
Unggul Sigli. The sample of the research was class X-A (as an experiment class)
and class X-B (as a control class). The number of them was 20 students for each
group. The writer conducted experimental teaching and tests (pre-test and post-test)
to collect the data. After collecting the data, the writer analysed the data. Based on
the result of data analysis, the students of the experimental class achieved the
improvement from 66,4 (pre-test) to 79,1 (post-test) while the control class result
only showed a slightly improvement from 65 (pre-test) to 72,5 (post-test). Also, t-
test value got the score; 2,75. This t-test value was higher than the t-table; 2.0. So,
finally it can be seen that 2,75 > 2.0 It could be concluded that using the
collaborative learning model as a teaching method in the classroom activity
successfully improved the students’ achievement. So, the teacher of the school may
use this teaching method in improving the students’ achievement in learning
English.

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 TABLE OF CONTENTS

DECLARATION OF ORIGINALITY ........................................................ i

ACKNOWLEDGEMENT ............................................................................. ii
ABSTRACT .................................................................................................... iv
TABLE OF CONTENTS ............................................................................... v
LIST OF TABLES ......................................................................................... vi
LIST OF FIGURES ....................................................................................... vii
LIST OF APPENDICES ............................................................................... viii

CHAPTER I INTRODUCTION................................................................... 1
A. Background of Study ............................................................................ 1
B. Research Question ................................................................................. 6
C. Research Aim ........................................................................................ 7
D. Hypothesis ............................................................................................. 7
E. Significant of Study .............................................................................. 7
F. Terminology .......................................................................................... 8

CHAPTER II LITERATURE REVIEW ..................................................... 10

A. Collaborative Models ............................................................................ 10
B. Learning Achievement .......................................................................... 19

CHAPTER III RESEARCH METHODOLOGY ....................................... 23

A. Research Design .................................................................................... 23
B. Population and Sample.......................................................................... 25
C. The Instrument of Data Collection ........................................................ 26
D. Methods of Data Collection .................................................................. 27
E. Methods of Data Analysis ..................................................................... 32

CHAPTER VI FINDINGS AND DISCUSSION ......................................... 35

A. Research Finding ................................................................................... 35
B. Discussion ............................................................................................. 47

CHAPTER V CONCLUSIONS ND SUGGESTION .................................. 49

A. Conclusions ........................................................................................... 49
B. Suggestions ........................................................................................... 49

REFERENCES ............................................................................................... 51

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 LIST OF TABLES

Table 3.1 The Illustration of Pre-Test and Post-Test Design in Both

Experimental and Control Class ..................................................... 24
Table 3.2 Table of Population ........................................................................ 26
Table 4.1 The score of Pre-Test in the experimental class: ............................. 35
Table 4.2 The Frequency of Mean Score of Pre-test in Experimental Class ... 37
Table 4.3 The score of Post-Test in the experimental class:............................ 37
Table 4.4 The Frequency of Mean Score of Post-test in Experimental Class.. 39
Table 4.5 The score of Pre-Test in the Control Class ...................................... 39
Table 4.6 The Frequency of Mean Score of Pre-test in Cotrol Class .............. 41
Table 4.7 The score of Pre-Test in the Control Class ...................................... 41
Table 4.8 The Frequency of Mean Score of Post-test in Control Class ........... 43
Table 4.9 The Standard Deviation of Posttest in Experimental and Control
Class ................................................................................................ 44
Table 4.10 The Distribution Value of T-Table .................................................. 46
Table 4.12 The Distribution Value of T-Test and T-Table ............................... 47

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 LIST OF FIGURES

Figure 3.1 Picture of Teaching Process ........................................................... 28

vii
 LIST OF APPENDICES

Appendix A Appointment Letter of Supervisor

Appendix B Recommendation Letter from The Fakultas Tarbiyah dan Keguruan
to conduct field research
Appendix C Confirmation letter from Research School
Appendix D RPP
Appendix E Pre-test and Post-test
Appendix F Students Work
Appendix G Autobiography

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 CHAPTER I

INTRODUCTION

A. Background of Study

Education is crucial and plays a vital role in a nation’s development and

growth. It leads to knowledge and awareness. Therefore, education is the

fundamental thing that a person must have. Education is conducted consciously and

purposefully in order to develop the potential that exists in a person, such as

knowledge, intelligence, morals, and so on. This is consistent with the concept of

education provided by Law Number 20 of 2013 governing the national education

system, which states:

"Education is a conscious and deliberate effort to create an atmosphere of

learning and learning process so that learners are actively developing their potential

to have the spiritual power on religion, self-control, personality, intelligence, noble

character, and acquiring necessary skills for the society and nation".

With the fast advancement of science and technology in this globalization era,

competition in the education sector emerges. According to Darsono (2000) One

strategy that must be addressed is to improve educational quality. When discussing

educational quality, it is impossible to separate teaching and learning activities, the

most essential activities in schools. Therefore, success or failure of achieving

educational goals is depends on how a student experiences the learning process.

In the teaching and learning process, there are several factors that determine

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whether a learning process is successful or not. According to Muhibbin Syah

(2011), these components include internal factors (factors within students), external

factors (factors outside of students), and learning approach factors. Internal factors

are the physical and spiritual conditions of the students, external factors are the

environmental conditions around the students. While the learning approach is the

strategy and methods applied in teaching and learning activities (Slameto, 2003 in

NurisShobah 2018).

Ramayulis (2002 cited in SitiAminah 2017) mentioned that learning is an

individual process to obtain better behavior as a result of individual experiences in

interaction with the environment. Behavioral changes as a result of learning can

occur through listening, reading by following the directions, observing, thinking,

living, imitating, practicing or trying it yourself with teaching or practice. This

approach is equally applicable for learning languages such as English. English is

known as world language that uses in all spheres of social life (Singh, 2016). Global

competition also requires people to be able to communicate in English. As a result,

the number of people learning English continues to increase.

Learning a foreign language is challenging since the students come

from various backgrounds. As a consequence, teachers have to provide an ideal

learning environment for their students. The learners are therefore encouraged to

study more and give greater attention to their studies, allowing them to meet the

learning objectives as required. According to Rao (2019), the primary responsibility

teacher is to motivate students to pursue their studies by implementing various

learning methods. Furthermore, teachers must offer a range of creative teaching

 3

methodologies and approaches to help students achieve better learning

achievement. The success of L2 learners is influenced by their learning model

(Castro & Peck, 2005). The learner's profile of how they typically interact with and

respond to their learning environment is known as their learning style (Moenikia &

Babelan, 2010).

Collaborative learning is one of the strategies that students use to learn new

skills, including languages. This strategy is used to acquire subjects quickly and in

a systematic manner. A study by Rao (2019) highlighted the advantages of

collaborative learning and how it is useful in English language

classrooms. Furthermore, the significance of collaborative learning and the roles

of teachers and students in collaborative learning are well articulated.

Risnawati (2008 cited in Nuraini 2013) stated that collaborative learning model

is a group learning process where each group contributes ideas, attitudes, opinions,

abilities and skills, to mutually improve understanding of the entire discussion

division, unlike in the study groups we know which cause only students certain who

understand certain material. Moreover, collaborative learning is a form of group

learning during which two or more students in a class work together and share

workload equitably to complete assignments that are intentionally created to meet

the student learning outcomes of the class (Barkley, Major, & Cross, 2014).

In addition, collaborative learning is rooted in two learning theories: one is

social constructivism by Vygotsky (1978) stating that knowledge is constructed by

socially interacting with other individuals; another is the observational learning

theory by Bandura (1977) stating that knowledge is gained by imitating and

 4

modeling other individuals. By implementing collaborative learning, instructors

engage three of the seven principles for good education practices suggested by

Chickering and Gamson (1987): encouraging student faculty contact, facilitating

cooperation and learning among students, and active learning. Implementing

collaborative learning in the classroom puts an instructor in a position of a facilitator

and a guide of learning rather than a deliverer of knowledge, and it put students in

charge of their learning (Flannery, 1994).

Interestingly, several studies on collaborative learning methods showed that

this approach had influence on students' learning achievement on various subjects.

A study entitled "Application of Collaborative Learning Models with Quantum

Learning Strategies in Improving Biology Learning Outcomes" conducted by

Danik Margowati in 2009, focused on improving learning outcomes in subject

biology. Another research by Djoko Apriono (2011) which studied "The Effect of

Collaborative Learning on Learning Outcomes of Pancasila Education and

Cooperation Skills in Students with Different Levels of Learning Motivation" was

conducted. The research focused on learning outcomes and collaboration skills in

students with different levels of different learning motivations. In another study

entitled "The Influence of the Use of Collaborative Learning Models with Joyful

Learning Approach on Chemistry Learning Outcomes of SMA Negeri 1 Kudus

Students" conducted by Riska Ariastuti 2011. The research focuses on Chemistry

Learning Outcomes in Senior high School students in Kudus.

Several previous studies on collaborative learning method were also examined

the relationship between this method with student learning outcomes. However, in
 5

this study, the researcher investigates the effect of collaborative learning model on

student learning achievement in different social context. The population of this

study is student in boarding school in Aceh with fewer students in a classroom. In

addition, the subject under investigation is English.

In the majority of cases, successful learning happens when students collaborate

to learn. Collaborative learning occurs when a group of two or more students work

together to discuss a topic and complete a task. Group work helps students learn the

teaching materials more effectively and gives opportunity for students to develop

new abilities. When students intend to work in groups, they must divide the

provided big task into small tasks, manage time, harness group members' abilities,

collaborate, manage time, meet group learning requirements, settle disagreements,

and establish consensus. These abilities will be extremely beneficial to the students

not just in their collaborative workplaces, but also in their future careers (Rao,

2019).

Effective group work should be properly designed in order to attain certain

learning goals. Certain learning objectives, such as teachers' ongoing assistance

during the process, the formation of clear learning outcomes and the students'

expectations, and clearly written directions, are required for effective group work

(Rao, 2019). Specifically, Arta (2018) highlight that some benefits of collaborative

learning in developing speaking skill and is recommended to be implemented in the

teaching and learning of English speaking skill. He added that there are three main

benefits of collaborative learning whose implementation can reduce language

anxiety, raise students’ participation, and increase students’ self-confidence. These

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benefits closely related to learning achievement.

The intended learning outcome is often high and optimal learning achievement.

According to Abdullah (2008), learning achievement is the level of success of

students in studying subject at school, reflected in the form of scores received from

test results about specific outcomes. Hamdani (2011) defines learning achievement

as the result of an activity that has been done, performed, both individually and in

groups. Achievements will not be gained unless someone engages in activities. To

conclude, learning achievement is the outcome that is expected when a person

learns (Tafsir, 2008). Achievement was once thought to be the most important

outcome of formal educational experiences and while there is little doubt as to the

vital role such achievements play in student life and later (Kell, Lubinski,

&Benbow, 2013).

Senior High School Unggul Sigli is a public school that has a vision to create

outstanding students who have high learning achievements. In the initial interview

with the teachers at the school, it was known that the collaborative learning

approach was often used in the learning process. However, there has been no

evaluation to assess the effectiveness of this approach and its effect on student

achievement. Therefore, researcher is interested in conducting research at this

school to investigate the effect of collaborative learning model on students' learning

achievement at Senior High School Unggul Sigli.

B. Research Question

Does the collaborative model affect student learning achievement?

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C. Research Aim

This study aim to examine the effect of the collaborative model on student

learning achievement.

D. Hypothesis

The hypothesis for this study is formulated as follow:

Ho: The use of collaborative model does not effect students learning achievement

Ha: The use of collaborative model effect students learning achievements

By implementing a collaborative model in teaching English for students at

SMA Negeri Unggul Sigli, Pidie, it is expected that the students can improve their

score in learning English.

E. Significant of Study

1. Theoretical Benefits

This research is expected to provide theoretical benefits, at least it can

be useful as a contribution of thought for the world of education.

2. Practical Benefits

a. The Teacher

For teachers, it provides information about the benefits of using

collaborative models to improve student learning achievement and can

increase the effectiveness of the learning process in the classroom.

b. The student

For students, this research is expected to provide new insights for them

in learning using exciting and interesting method, which is collaborative

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model to enhance Students achievement.

F. Terminology

Terminology refers to an explanation of keywords that related to the title in

the research. This section is necessary to make the research is clear, understandable,

to avoid misunderstanding and misinterpretation. Some terms used in this research

will be defined as follow;

1. Collaborative

According to Risnawati (2008) in Nuraini (2013) the Collaborative

Learning method is a group learning process where each group contributes

information, experiences, ideas, attitudes, opinions, abilities and skills, to

jointly improve mutual understanding of all parts of the discussion.

Collaborative learning is a form of group learning during which two or more

students in a class work together and share workload equitably to complete

assignments that are intentionally created to meet the student learning

achievement of the class (Barkley, Major, & Cross, 2014). Collaborative

learning is rooted in two learning theories: one is social constructivism by

Vygotsky (1978) stating that knowledge is constructed by socially

interacting with other individuals; another in the observational learning

theory by Bandura (1977) stating that knowledge is gained by imitating and

modeling other individuals.

2. Learning Achievement

Learning achievement is about how success the students can master the

materials of the learning object. According to Chien (1987) in DewiGinaib

 9

(2018) "learning achievement is the acquisition of knowledge or skills that

are developed by subject matter, usually indicated by test scores or

numerical value is assigned by teachers". In short, learning achievement is

target measured by competences of the students in learning which are shown

by score as a sign and score is not a final expectation. So, learning

achievement is the level of student success in learning the subject matter in

schools that are expressed in the form of scores obtained from the results of

tests on a particular subject matter.

 CHAPTER II

LITERATURE REVIEW

This part will explain the relevant theories used in this study. This chapter

discusses the following subtopics: collaborative model and students outcomes.

A. Collaborative Models

According to Roestiyah N.K. (2001: 1), teaching methods are also interpreted

as a teacher technique to teach or present lesson material to students in the

classroom, so that the lesson can be captured, understood, and well used by

students. According to Made Wena (2011: 2), strategy or learning method means

the way or art of using all sources learning in student learning efforts. Hamdani

(2011: 81), conclude that the teaching and learning process is a process of educative

interaction between teachers that creates an atmosphere of learning and students

who respond to effort the teacher. The learning method set by the teacher should be

allows students to learn a lot through the process (learning by process), not only

learn product (learning by product). Product learning only emphasizes in terms of

cognitive, while learning the process can enable the achievement of learning

objectives in terms of cognitive, affective, and psychomotor. Therefore, learning

must be directed to achieve these goals, namely more emphasizes learning through

the process because what is important in teaching is not the teacher's effort to

convey learning material, but rather how students can learn learning materials in

accordance with the objectives.

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The use of the right method will also determine the effectiveness and learning

efficiency. Learning needs to be done with a few lectures and teacher-centered

methods, as well as more emphasis on interaction learners. The use of various

methods will be very helpful for participants students in achieving learning

objectives so that the learning method must selected and developed to increase

participants' activity and creativity educate.

Based on the description above, it can be concluded that the learning method

is the method used by the teacher to present the material and grow interaction in the

learning process with the aim that students are motivated in learning and can

increase their activities and creativity so as to achieve expected competencies, both

in terms of cognitive, affective, and psychomotor.

1. Definition of Colaborative

According to Made Wena (2011: 2), learning strategy or method means a

way or art to use all learning resources in student learning efforts. Ted Panitz

(1996 cited in Nuris Shobah 2018) in his article explains that learning is a

personal philosophy, not just a classroom learning technique. According to

him, collaboration is a philosophy of interaction and a lifestyle that makes

collaboration as an interaction structure designed in such a way as to facilitate

collective efforts to achieve common goals.

Collaborative learning is an educational approach to teaching and learning

that involves groups of learners working together to solve a problem, complete

a task, or create a product. Collaborative learning is based on the idea that

 12

learning is a naturally social act in which the participants talk among

themselves. It is through the talk that learning occurs (Hari Srinivas, 2012: 1)

Barkley, Cross and Major (2012: 5), explain that in collaborative learning,

a learning strategy is applied with a number of students as members of a study

group and each member of the group must work together actively to achieve

the goals that have been determined in a structured activity, so that a

meaningful learning process occurs. Based on this opinion, it can be concluded

that collaborative learning is learning that involves students in a group to build

knowledge and achieve shared learning goals through social interaction under

the guidance of educators both inside and outside the classroom, so that

meaningful learning occurs and students will mutually appreciate the

contributions of all group members.

Collaborative learning is a learning method in which small groups whose

members have equal standing collaborate to attain common goals, to perform

common tasks and to evaluate common outcomes; through this process, they

learn social and collaborative skills (Johnson & Johnson, 1986; Slavin, 1995).

The ingredients of successful collaborative learning are the active interaction

of group members, positive interdependency, and a strong sense of individual

responsibility (Johnson & Johnson, 1986)

According to Warsono and Hariyanto (2012: 50), a learning includes

collaborative learning if the group members are not certain or predetermined,

can consist of two people, several people or even more than seven people.

Furthermore, Wasono and Hariyanto (2012: 51), suggest that collaborative

 13

learning can occur at any time, not necessarily at school, for example a group

of students help each other in doing homework, even collaborative learning can

take place between students from different classes or from different schools. In

conclusion, collaborative learning can be informal, that is, it does not have to

be carried out in the classroom and learning does not need to be strictly

structured.

Elizabert (2014: 6) mentioned that collaborative learning is a combination

of two or more students who work together and share the workload equally

while, slowly, realizing the desired learning outcomes in collaborative learning

students learn in groups or in pairs to achieve goals. of learning (Barkley, 2007,

p. 4). In each learning group, students collaborate or share with one another

(More Knowledgeable Others).

According to Melvin (cited in Risnawati), when students study with

friends instead of by themselves, they receive emotional and intellectual

support that enables them to go beyond their now held knowledge and skills.

Furthermore, Jeremo Bruner (2005 cited in Mel Silberman), states that his

famous book Toward a Theory of Instruction includes the social aspect of the

subject of study. He spoke of "a fundamental human impulse to interact with

others and work together to accomplish goals, which is known as reciprocity

(reciprocal relationship)". Bruner adds that the instructor might use reciprocity

as a source of motivation to energize learning activities.

According to Sardiman A.M. (2011: 95 & 101) in his book entitled

"Teaching and Learning Interaction and Motivation", the learning achievement

 14

achieved by students is not regardless of the form of activities carried out in

learning, because in the principle of learning is to act to change behavior by do

activities. In other words, there is no learning process without it activity.

Student activities in learning are classified as follows: a) Visual activities

which include reading, experimenting, paying attention, demonstration; b) Oral

activities such as stating, formulating, asking, answer questions, give

suggestions, express opinions, interview, discussion; c) Listening activities,

such as listening to descriptions, conversations, discussions, music, speeches;

d) Writing activities such as writing reports, essays, questionnaires, copy; e)

Drawing activities such as drawing, graphing, maps; f) Motor activities such

as experimenting, constructing, playing, gardening, raising livestock; g)

Mental activities such as remembering, analyzing, seeing relationships, make

decisions; h) Emotional activities such as being interested, feeling bored,

excited, excited, excited, brave, calm, nervous.

Hari Srinivas (2012: 1) state that there are five approaches to collaborative

learning, namely: a) learning is an active process in which students assimilate

information and relate new knowledge to the framework of their previous

knowledge; b) learning requires challenges that open the door for students to

be actively engaged with their groups, and to process and synthesize various

information rather than just remembering and swallowing it raw; c) learning

will develop well in a social environment where there is a conversation between

students; d) students will benefit greatly from learning because they get a wide

range of information from different points of view; e) in a collaborative

 15

learning environment, each student feels challenged, both socially and

emotionally because of listening to different perspectives, which requires the

provision of articulation of his ideas as well as various efforts to defend.

Collaborative learning is not just a group of students working in one group, so

not all group work can be considered collaborative learning.

Hari Srinivas (2012: 1) also added that there are five elements that must

be met in collaborative learning, including: a) positive interdependence, that is,

each group member is bound to work together in achieving goals. If any

member fails to do his or her part, then all members will be affected; b)

individual responsibility, namely all students in the group are responsible for

doing the tasks that are their own part and mastering all the material that must

be studied; c) face-to-face interaction, that is, although each group member

does his or her part of the task individually, some tasks must be done

interactively with other members by providing reasoning, input, and

conclusions related to the material being studied and more importantly they can

interact with each other. teach and support; d) application of collaboration

skills, where students are encouraged and assisted to develop a sense of trust,

leadership, decision making, communication, and skills in managing conflict;

e) group process, in which group members determine group goals, periodically

assess what they have done as a group, and identify changes that must be made

in order to carry out further tasks more effectively.

The steps in the application of the Collaborative Learning Method

according to Barkley, Cross and Major (2012: 45-140) consist of five steps,
 16

namely a) orienting students; b) forming study groups; c) compiling learning

assignments; d) facilitate student collaboration; and e) assessing and evaluating

collaborative learning that has been implemented.

According to Perkins, collaborative learning is learning that is carried out

by students together, then solving a problem together and not learning

individually, this learning shows the distribution of intelligence between one

student to another or vice versa during the collaborative learning process takes

place.

Based on the theory presented, it can be understood that collaborative

learning method is a learning groups whose learning process is carried out

together. Where between students will contribute ideas, opinions, share

information and take responsibility for solving problems problem. So that

communication can be established completely and fairly, create an attitude of

mutual respect and appreciation during the process collaborative learning takes

place. The steps of the Collaborative Learning Method are as follows:

1. Before the teacher presents this Collaborative Learning method,

students First, an explanation and instructions about the method are

given Collaborative Learning and things to do by students.

2. The teacher explains the content of the material for half an hour of class.

3. The teacher divides the students into several groups of 5-6 person.

4. The teacher gives worksheets to each group, then they solve problems

together.

5. Each group is responsible for providing understanding to fellow group

 17

members.

6. Then each group that already understands present it in front of the class

explaining to the group who don't understand.

7. If there is a group that does not understand the task given, then the group

that can complete the task explains to group that did not understand

earlier.

8. At the end of the study session students are given an assignment for

each groups to understand the material to be taught next meeting.

9. The next meeting, if anyone doesn't understand, then friends who

already understand or understand explain to friends who don't

understand.

Furthermore, as for the steps of the collaborative method according to

Muhammad Thobroni are as follows:

1. Students in groups set learning goals and share individual tasks.

2. All students in the group read, discuss, and write.

3. Collaborative groups work in synergy to identify, demonstrate, research,

analyze, and formulate answers to assignments or problems in the LKS

or problems that found alone.

4. After the collaborative group agrees on the results of the solution

problem, each student writes their own report completely.

5. The teacher appoints one group at random (hereinafter it is sought so

that all groups get a turn to the front) to make a presentation of the results

of their collaborative group discussions at in front of the class, students

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in other groups observe, observe, compare the percentage results, and

respond. This activity is carried out for approximately 20-30 minutes.

6. Each student in the collaborative group does elaboration, inference, and

revision (if necessary) of the report to be collected.

7. Each student's report on the tasks that have been done collected and

compiled per collaborative group.

8. Student reports are corrected, commented on, graded, returned to next

meeting, and discussed.

This research is relevant to research conducted by Fitri Ambarwati, the

Universitas Islam Indonesia, in 2017 with the title The Influence of

Collaborative Learning Methods on Student Learning Outcomes in Class VIII

Islamic Religion Subjects of SMP Negeri 1 Magelang. The results of the study

show that the application of collaborative learning influences student

achievement (learning outcomes). In addition, students also play an active role

in the teaching and learning process.

Collaborative learning can provide opportunities to lead to successful

learning practices. Collaborative learning involves the active participation of

students and minimizes differences between individuals. Collaborative

learning has added to the momentum of formal and informal education from

converging forces, namely:

a. Practical realization, that life outside the classroom requires

collaborative activities in real life in the world.

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b. Foster social awareness to realize learning.

Collaborative learning helps direct active learning. Learning is

influenced by several factors, but the factors that affect learning can be

classified into two factors:

a. Internal factors

Internal factors are physical, psychological, and student fatigue

factors.

b. Ekternal Factors

External factors are family, school, and community factors.

B. Learning Achievement

1. Definition of Learning Achievement

Syaiful Bahri Djamarah stated that achievement is outcome of activity

which has been done, created, or shaped, either individually or in group

(Djamarah, 1994). According to Adi Negoro (1980), achievement is

everything we do successfully then it reveals the proficiency of one nation.

Whereas Purwadarminto stated, achievement is the outcome of something we

achieve.

Achievement is important thing to measure how far our effort and sill can

be reach. It I a result of our activity which we have done, especially in learning.

Hornby (1995) said Achievement is thing done successfully, especially with

effort and skill. Achievement is the act of achieving or performing, an obtaining

by exertion, effort and skill successfully.

 20

According to Kevin Barry and Len King (1998) in Dwi Gitawati (2010)

achievement is considered as the drive and energy students bring to school

work in desire to make progress in their learning and achievement. It means

achievement is the result that students obtain after following a teaching

learning process in certain period of time. As such, the concept of achievement

is critical to effective teaching.

Learning achievement are the results of students' efforts obtained as long

as students receive a learning experience that will provide a change from

something that is not good to something better. These changes include changes

in the cognitive, affective, and psychomotor domains.

a. The cognitive domains are knowledge, comprehension, application,

analysis, synthesis and evaluation.

b. Affective domains are receiving, responding, valuing, organization,

characterization.

c. The psychomotor domain includes initiatory, pre-routine, and

routinized.

Based on the definitions above, it very well may be perceived that learning

results are changes in conduct that happen in understudies which are set apart

by specific qualities because of learning exercises. Changes in the conduct of

understudies incorporate intellectual, emotional, and psychomotor fields.

Learning results can be estimated and surveyed after understudies learning

exercises.
 21

There are several factors that can affect learning achievement, which can

be grouped into external and internal factors (Bandono & Samino, 2015;

Hamalik, 2011; Mahmud, 2001; Slameto, 2010; Syah, 2013). The external

factors include educational facilities and infrastructure.

Learning achievements are the ultimate goal of implementing learning

activities in schools. Learning achievement can be improved through

conscious efforts that are carried out systematically leading to positive changes

which are then called the learning process. The end of the learning process is

the acquisition of a student learning achievement. Student learning

achievement in class are collected in the set of class learning achievement. All

learning achievement are the result of an interaction of act of learning and act

of teaching. From the teacher's point of view, the act of teaching ends with the

process of evaluating learning achievement, while from the student's side,

learning achievement are the end of the fragment and the culmination of the

learning process (Dimyati and Mudjiono, 2009: 3).

According to Sudjana (2010: 22), learning outcomes are abilities possessed

by students after receiving learning experiences. Wahidpur, et al. (2010: 18)

explains that a person can be said to have succeeded in learning if he is able to

show a change in himself. These changes include in terms of their thinking

abilities, skills, or attitudes towards an object.

According to Catharina Tri Anni (2002:4) learning outcomes are changes

in behavior that are obtained by students after experiencing learning activities.

Learning outcomes are also abilities obtained by students after going through
 22

learning activities (H. Nashar, 2004:77). Learning achievement are changes

from personal input in the form of motivation and hope to succeed and input

from the environment in the form of design and management (Keller in H.

Nashar 2004:77). A person can be said to have learned something if there has

been a change in himself, but not all changes have occurred. So, learning

outcomes are the achievement of learning goals as a product of the learning

process, so learning outcomes can be obtained.

This research is also relevant to research conducted by Yulianti Ode, State

University of Gorontalo, in 2017 with the title The Effects of Collaborative

Learning on Student Learning Outcomes in the Nomenclature of Chemical

Compounds at SMA Negeri 1 Telaga Biru. Based on statistical analysis, the

results of the study showed that the tcount was 20.59 which was greater than the

ttable of 2.02. It can be concluded that there is an effect of collaborative learning

on student learning outcomes in the nomenclature of chemical compounds.

 CHAPTER III

RESEARCH METHODOLOGY

Research methodology can be interpreted as a scientific way to obtain valid

data with the aim of being able to find, develop, and prove certain knowledge so

that in turn it can be used to understand, solve, and anticipate problems (Sugiyono,

2010).

Research methodology is defined by Leedy & Ormrod (2001) as “the general

approach the researcher takes in carrying out the research project”. According to

Denzin and Lincoln (2005) a research methodology or strategy is determined by the

nature of the research question and the subject being investigated.

The method used in this research is the experimental research method.

According to Arikunto (2002 Nofi Yani 2017) "experimental research is a way to

find a causal relationship or two factors that are intentionally caused by researchers

by eliminating or reducing or setting aside other factors that can interfere".

This chapter described the procedure of conducting the study, starting from

research design, population and sample, method of data collection, to method of

data analysis.

A. Research Design

This study will employ quantitative approach, because it emphasizes the

analysis of numerical data that is processed by statistical methods. As for what the

authors mean by quantitative research is "Research that is focused on the study of

objective phenomena to be studied quantitatively (Musfiqon, 2012). The type of

23
 24

data is quantified in numerical form and analyzed using statistics. While the nature

of this research is a correlation. Correlation research is a relationship between two

or more variables.

Based on the above definition, it can be understood that quantitative research is

research that focuses on an objective study then using a statistical formula to prove

the hypothesis and data.

In conducting this research, I used a quasi-experimental design. According to

Cohen, Manion, and Morrison (2007), the quasi-experimental design establishes a

cause-and-effect relationship between independent and dependent variables.

Moreover, I used classroom action research to gather data in detailed information.

I used the pretest, and post-test, in both experimental and controlled classes in the

classroom. The research design was presented as follow:

Table 3.1
The Illustration of Pre-Test and Post-Test Design in Both Experimental and Control
Class

Group Pre-Test Treatment Post-Test

E 01 X 02
C 01 - 02
Where:
01 : Pre-Test

02` : Post-Test
E : Experimental Class
C : Control Class
X : Treatment
 25

B. Population and Sample

1. Population

The population is the whole research subject. The population is all members

of a group of humans or objects that live together in one place and are planned

as the target of a study. Sugiyono (2014, p. 119) say that population is a part of

generalization that consists of subjects or objects that have certain qualities and

characteristics set by the writer itself to be studied and followed by drawing the

conclusions. Therefore, the population in this study are 60 students at the first

grade in SMA Negeri Unggul Sigli.

SMA Negeri Unggul Sigli is a boarding school that located at Jl. Tibang-

Kr. Raya, Pidie, Aceh. This school is one of the best schools in Pidie, which

has won many achievements in science, language and others.

2. Sample

Sample is a part of population which will to be analyzed. Sample must be

representative as one is to be able to generalize with confidence from the sample

to population. “A sample must be representative to a population”. Sample is a

group of a population” (Arikunto, 2006, p. 109). It means that good sample must

be representative of the entire as possible, so that the generalization of the sample

of this research.

In this research I used purposive sampling to select the participant.

According to Dana P. Turner (2020), purposive sampling is a sampling technique

that is used when researchers already have individuals target with appropriate

characteristics to the research.

 26

Table 3.2
Table of Population
Number Class Population

1 XA 20

2 XB 20

3 XC 20

TOTAL 60

The sample used in this study was class X-A with 20 students as the

experimental class using the strategy collaborative learning and class X-B with

a total of 20 students as a control class that uses conventional learning strategies

/ learning as usual.

C. The Instrument of Data Collection

In this research, I used pretest, post-test in experimental and control class.

According to Arikunto (2009) test is a systematic and objective tool or data or

information about a person, in a way that can be said to be precise. The tests were

taken before and after treatment. The type of this test used multiple choices. It was

administered (pre-test) on the first day of the meeting to measure the students’

ability before treatment. Moreover, I administered the post-test to see the final score

and determined the differences in the students’ scores before and after the treatment.
 27

D. Methods of Data Collection

Data collection techniques can be taken in various ways, in this study two

techniques were used in data collection, namely the documentation method and the

test method. The following is an explanation of data collection techniques:

The research was conducted in four meetings, with two meetings for treatment

and two meeting for pre-test and post-test. The students were divided into two

groups: the experimental and control groups. In this research, both classes were

given the same pre-test and post-test, held on the same day but at a different time.

The treatment given to both classes was differentiated into two kinds of treatment.

The control group was given task-based instructions, while the experiment class

worked in groups. In the experimental group, the researcher conducted the research.

The class's experimental teaching process was based on using a collaborative

learning model.

1. Teaching Process (collaborative learning model)

The research was conducted in four meetings, with two meetings for

treatment and two meetings for pre-test and post-test. The students were

divided into two groups, the experimental class and the control class. In this

research, both classes were given the same pre-test and post-test, held on the

same day but at different times. The treatment given to both classes was

differentiated into two kinds of treatment. The control group studied with the

conventional model (teacher center), while the experiment class worked in

groups. In the experimental group, the researcher conducted the research.

 28

Based on the class's experimental teaching process using a collaborative

learning model.

Figure 3.1 Picture of Teaching Process

a. First Meeting

In the first meeting, the writer greeted the students, introduced herself

to the students, then recited a dua before the study, and the writer checked

the attendance list students. Learning activities in the experimental class

begin with student orientation activities, namely by introducing the

learning that will be carried out, what will be done, and what tasks will be

carried out in the learning process later, as well as evaluating what will be

done after the learning process. The next activity after student orientation

is the formation of study groups consisting of 5-6 students, which is

formed by taking the lot number. The next activity is the preparation of

learning assignments. The most important element in developing a

collaborative learning situation is to design an appropriate learning task

and develop procedures to actively involve students in carrying out the

task. The agreed task is to jointly look for material on linguistic elements,

the structure and example about narrative texts as discussion material at

 29

the next meeting. Materials may be collected from books, articles, the

internet, and so on. At the next meeting, students are required to bring the

material that has been sought so as not to experience difficulties during the

discussion. Before the class ends, the writer gives them the pre-test. After

that, the writer gave appreciation for their work. At the close activities, the

writer concluded the lesson of that day and closed with recited a dua after

study.

b. Second Meeting

Collaborative learning activities in the experimental class on the

second day began with the collection of group assignments, namely the

task of finding material. After that, students discuss the material according

to the task in groups so that students better understand and help each other

understand the material. Next, students compose a narrative text. The task

must also be completed and will be presented in front of the class at the

next meeting. In this discussion process, the teacher acts as a facilitator by

helping students in discussions by interacting with their groups, solving

problems, choosing reporting techniques, and helping groups complete the

work to the final stage.

c. Third Meeting

In this meeting, students will present their group's work in front of the

class. In this session, students in other groups gave responses and

assessments of the narrative text that was presented, and the teacher

remained the facilitator. After all, groups appear, the teacher provides
 30

feedback about the learning process and, together with students, concludes

what they learned today.

d. Fourth Meeting

At the end of the collaborative learning process, a posttest is carried

out in the form of multiple-choice questions totaling ten questions with

topics studied during the learning process.

2. Teaching Process (control class)

a. First Meeting

In the first meeting, the writer greeted the students, introduced himself

to the students, then recited a two before the study, and the writer checked

the attendance list of students. Learning activities begin with the

preparation stage, namely by conveying to students the expected

competencies at the meeting. At the first meeting, students are expected to

complete basic competencies. First, the teacher prepares materials about

the narrative text delivered to students through lectures. Sources of

material used can come from books and other references such as articles

and the internet.

Furthermore, the author gives a pre-test regarding the material to be

studied within the agreed time. After that, the writer gave appreciation for

their work. At the close activities, the writer concluded the lesson of that

day and closed with recited a dua after study.

 31

b. Second Meeting

At this meeting, the author will explain the narrative text material that

has previously been collected from various sources, such as articles, the

internet, etc. After delivering the material in a lecture, they continued by

asking students questions about the material that had been delivered. This

is done to stimulate student responses and help students remember the

material. If the student's response is good enough, proceed to the next

indicator until everything is fulfilled. The last stage in the conventional

learning process in the control class is the closing stage. Closing the

learning process is done by guiding students to conclude the material that

has been delivered. It is intended that students can remember the learning

material.

c. Third Meeting

In this meeting, the teacher gave an example of a narrative text; after

that, the teacher asked the students to compose a narrative text according

to what they had previously learned. Next, students collected the results of

their work from the teacher. At the end of the lesson, the teacher provides

feedback and concludes today's lesson, and informed the activity in the

next meeting.

d. Fourth Meeting

At the end of learning process, a posttest is carried out in the form of

multiple-choice questions totaling ten questions with topics studied during

the learning process.

 32

E. Methods of Data Analysis

This study uses descriptive statistical analysis techniques. According to

Sugiyono (2014) is one method of analyzing data by describing the data that has

been collected, without making generalized conclusions (generalizations). In this

technique, the value of the independent and dependent variables will be known.

This analysis technique will provide an initial description for each variable in the

study. In this research data analysis was performed after obtaining the result of the

pretest and posttest. Then, I used the suitable statistical procedure in order to prove

hypothesis such as range of data, interval class, spaces of interval class, mean,

standard deviation, and t-score.

3. Range of Data

Range was the different score between the highest and the lowest. It was

determined the pretest and posttest range score, so I used the formula as

follow:

R= HS - LS

Where:
R : Range of data
Hs : The highest score
Ls : The lowest score

The amount of interval class can be found used formula below:

I = 1 + (3,3) log n
 33

Where:
I : The amount of interval class
n : The amount of sample
c : Space of interval class

Therefore, the space of interval was:

R
P=
I
Where:
P : Space of interval
R : Range of data
I : The/amount of interval class

Mean has been used to find out the entire sample’s average. To understand

the average, and used a formula as suggested by Hasan (2003), the formula

was:

Where:
X : Mean
fi : Frequency
xi : Middle score of interval class
fixi : The amount of multiplication between frequency middle
score

Meanwhile, the standard deviation was a statistical formula described the

total variation in the characteristic of the measured process. It calculated how

individual measurements should be expected to deviate from the mean on

 34

average. The higher the standard deviation was the more dispersion in the

information of the method. The formula of standard deviation was followed:

∑𝑓 (X−X)2
SD2 =
N−1

Where:
SD : Standard deviation
∑f : The sum of frequency
X : Mean
∑X2 : The sum of score squared
N : The number of samples

Then, I proposed the hypotheses. Moreover, I used the statistical test and

t- score formula to determine the important differences between pretest and

post-test. The formula used as suggested by Sudijono (2011), was follow:

Where:
X1 : Mean of the posttest
X2 : Mean of the pretest
SD1 : Standard deviation of posttest
SD2 : Standard deviation of pretest
N : Total students
 CHAPTER VI

FINDINGS AND DISCUSSION

This chapter display all result of the finding and the data analysis from the

test and teaching process.

A. Research Finding

1. The Result of Test Experimental Class

In this study, the data was collected from two groups (the experimental

and control group). Both groups were given a pre-test before the treatment and

a post-test, which was the aim to know the students' achievement in learning

English.

The result of pre-test and post-test in the experimental class can be seen as

follows:

Table 4.1
The score of Pre-Test in the experimental class:
No Initial of Student Pre-Test
1 MRY 60
2 MR 70
3 MU 70
4 MRF 70
5 MAZ 70
6 BF 70
7 MGA 50
8 RM 60
9 FMR 70
10 MSF 60

35
 36

11 SY 60
12 FA 70
13 RG 80
14 FM 60
15 DU 70
16 CHU 70
17 MK 60
18 AH 70
19 HM 70
20 NQ 70

50, 60, 60, 60, 60, 60, 60, 70, 70, 70, 70, 70, 70, 70, 70, 70, 70, 70, 70,
80

The highest score of the pretest on Experimental class is 80 and the

lowest is 50. Therefore, the range of data is: R = HS - LS = 80-50 = 30.

Therefore, the amount of interval class is:

I = 1 + (3,3) log n
= 1 + (3,3) log (30)
= 1 + (3,3) (1,4)
= 1 + 4,6
= 5,6
=6
Therefore, space of interval class is:

= 30

=5
 37

Table 4.2
The Frequency of Mean Score of Pre-test in Experimental Class
Score fi xi fixi
50-54 1 52 52
55-59 0 57 0
60-64 6 62 372
65-69 0 67 0
70-74 12 72 864
75-79 0 77 0
80 1 40 40
Total 20 427 1328

∑𝑓𝑖𝑥𝑖
X=
∑𝑓𝑖
1328
X=
20
X = 66,4

The table above shows the group frequency of means of pre-test in

experimental class. It could be seen that in the experimental class students

got 66,4 for mean score.

Table 4.3
The score of Post-Test in the experimental class:
No Initial of Student Post-Test
1 MRY 80
2 MR 90
3 MU 100
4 MRF 90
5 MAZ 100
6 BF 90
7 MGA 90
8 RM 80
9 FMR 90
10 MSF 90
 38

11 SY 70
12 FA 100
13 RG 100
14 FM 100
15 DU 90
16 CHU 100
17 MK 90
18 AH 80
19 HM 100
20 NQ 80

70, 80, 80, 80, 80, 90, 90, 90, 90, 90, 90, 90, 90, 100, 100, 100,

100, 100, 100, 100

The highest score of the post-test on Experimental class is 100 and

the lowest is 70. Thus, the range of data is: R = HS - LS = 100 - 70 = 30.

Therefore, the amount of interval class is:

I = 1 + (3,3) log
n
= 1 + (3,3) log (30)
= 1 + (3,3) (1,4)
= 1 + 4,6
= 5,6
=6

Therefore, space of interval class is:

= 30

= 5
 39

Table 4.4
The Frequency of Mean Score of Post-test in Experimental Class
Score fi xi fixi
70-74 1 72 72
75-79 0 77 0
80-84 4 82 574
85-89 0 87 0
90-94 8 92 736
95-99 0 97 0
100 7 50 200
Total 20 557 1582

∑𝑓𝑖𝑥𝑖
X=
∑𝑓𝑖
1582
X=
20
X = 79,1

The result shows that the mean scores of pretest and posttest in the

experimental class were really different. In pretest, the mean score was 66,4.

After being given the treatment, the mean score increased was 79,1. Based on

the result above, it could be concluded that group frequency of mean score of

posttests in experimental class was higher than pretest in experimental class.

2. The Result of Test Control Class

Table 4.5
The score of Pre-Test in the Control Class
No Initial of Student Pre-Test
1 MM 50
2 MHF 70
3 RA 70
4 MI 60
5 AH 70
 40

6 RR 60
7 SHS 70
8 ZS 80
9 MA 50
10 MS 70
11 MTF 70
12 RK 70
13 MR 60
14 FA 60
15 NZ 70
16 NPS 50
17 PA 70
18 NA 60
19 SA 70
20 AZ 70

The highest score of the pretest on control class is 70 and the lowest is

40. Therefore, the range of data is: R = HS - LS = 70-40 = 40. Therefore, the

amount of interval class is:

I = 1 + (3,3) log n
= 1 + (3,3) log (30)
= 1 + (3,3) (1,4)
= 1 + 4,2
= 5,6
=6
Therefore, space of interval class is:

= 30

= 5
 41

Table 4.6
The Frequency of Mean Score of Pre-test in Cotrol Class
Score fi xi fixi
50-54 3 52 156
55-59 0 57 0
60-64 5 62 310
65-69 0 67 0
70-74 11 72 792
75-79 0 77 0
80 1 40 40
Total 20 427 1298

∑𝑓𝑖𝑥𝑖
X=
∑𝑓𝑖
1298
X=
20
X = 64,9
= 65
The table above shows the group frequency of means of pre-test in control

class. It could be seen that in the control class students got 65 for mean score.

Table 4.7
The score of Pre-Test in the Control Class
No Initial of Student Post-Test
1 MM 70
2 MHF 100
3 RA 70
4 MI 60
5 AH 70
6 RR 60
7 SHS 70
8 ZS 80
9 MA 70
10 MS 60
11 MTF 60
 42

12 RK 70
13 MR 80
14 FA 60
15 NZ 70
16 NPS 80
17 PA 70
18 NA 60
19 SA 100
20 AZ 90

60, 60, 60, 60, 60, 60, 70, 70, 70, 70, 70, 70, 70, 70, 80, 80, 90, 90,

100, 100

The highest score of the post-test on Experimental class is 100 and the

lowest is 60. Thus, the range of data is: R = HS - LS = 100 - 60 = 30. Therefore,

the amount of interval class is:

I=1+
(3,3)
log n
= 1 + (3,3) log (40)
= 1 + (3,3) (1,6)
= 1 + 4,6
= 6,2
=6

Therefore, space of interval class is:

= 40

= 6,6

=7
 43

Table 4.8
The Frequency of Mean Score of Post-test in Control Class
Score fi xi fixi
60-66 6 63 378
67-73 8 70 560
74-80 2 77 154
81-87 0 87 0
88-94 2 82 164
95-100 2 97.5 195
Total 20 476.5 1451

∑𝑓𝑖𝑥𝑖
X=
∑𝑓𝑖
1451
X=
20
X = 72,5

The result shows that the mean score of pretest and posttest in control

class. In pretest, the mean score of pre-test in control class was 65 and post-

test was 72,5.

By the result of both classes, it concluded that the improvement of the

experimental class is greater than the control class. It means that the

implementation of the collaborative learning model as a teaching method had

effects the students' achievement in learning English. It answered the research

question. In addition, this finding also proved that using a collaborative

learning model enhanced students' achievement.

 44

3. Standard Deviation of Experimental Class and Control Class

After calculating the result of mean score between pretest and posttest, then

counted the standard deviation in both classes are presented:

Table 4.9
The Standard Deviation of Posttest in Experimental and Control Class
No X Y x y x2 y2
1 80 70 0.9 -2.5 0.81 6.25
2 90 100 10.9 27.5 118.81 756.25
3 100 70 -20.9 -2.5 436.81 6.25
4 90 60 10.9 -12.5 118.81 156.25
5 100 70 -20.9 -2.5 436.81 6.25
6 90 60 10.9 -12.5 118.81 156.25
7 90 70 10.9 -2.5 118.81 6.25
8 80 80 0.9 -12.5 0.81 156.25
9 90 70 10.9 -2.5 118.81 6.25
10 90 60 10.9 -12.5 118.81 156.25
11 70 60 -9.1 -12.5 82.81 156.25
12 100 70 -20.9 -2.5 436.81 6.25
13 100 80 -20.9 7.5 436.81 56.25
14 100 60 -20.9 -12.5 436.81 156.25
15 90 70 10.9 -2.5 118.81 6.25
16 100 80 -20.9 7.5 436.81 56.25
17 90 70 10.9 -2.5 118.81 6.25
18 80 60 0.9 -12.5 0.81 156.25
19 100 100 -20.9 27.5 436.81 756.25
20 80 90 0.9 17.5 0.81 306.25
∑ 1810 1380 -64.6 -20 4094.2 3075
 45

Standard deviation of experimental class:

∑𝑓(𝑋 − 𝑋)2
𝑆𝐷² =
𝑁−1

= √4094,2 = 63,9

Standard deviation of control class:

∑𝑓(𝑋 − 𝑋)2
𝑆𝐷² =
𝑁−1

= √3075 = 55,4

4. The Distribution Value of T-test and T-table in Posttest between

Experimental and Controlled Class

a. T-Score

𝑥 1 −𝑥 2
t-score = 2 2
√𝑆𝐷1 +𝑆𝐷1
𝑛1 𝑛1

79,1−72,5
= 63,9 55,4
√( + 20 )
20

6,6 6,6 6,6

= √3,1+2,7
= √ 5,8
= 2,4 = 2,75
b. T-Table

For level of significance (D) = 0.05 Degree of freedom (df) = (N1 +N2)

– 2 = (20 + 20) – 2 = 38

t=2
 46

Table 4.10

The Distribution Value of T-Table

Level of Significance for Two-Tailed Test
0,2 0,1 0,5 2 1 0,002 0,001

Df Level of Significance for One-Tailed Test

10 5 2,5 1 0,5 0,0001 0,0005

1 3, 078 6,314 12,706 31,821 63,657 318,309 636,619

2 1,886 2,920 4,303 6,965 9,925 22,327 31,599
3 1,638 2,353 3,182 4,541 5,841 10,215 12,924
4 1,533 2,132 2,776 3,747 4,604 7,173 8,610
5 1,476 2,015 2,571 3,365 4,032 5,893 6,869
6 1,440 1,943 2,447 3,143 3,707 5,208 5,959
7 1,415 1,895 2,365 2,998 3,499 4,785 5,408
8 1,397 1,860 2,306 2,896 3,355 4,501 5,041
9 1,383 1,833 2,262 2,821 3,250 4,297 4,781
10 1,372 1,812 2,228 2,764 3,169 4,144 4,587
11 1,363 1,796 2,201 2,718 3,106 4,025 4,437
12 1,356 1,782 2,179 2,681 3,055 3,930 4,318
13 1,350 1,771 2,160 2,650 3,012 3,852 4,221
14 1,345 1,761 2,145 2,624 2,977 3,787 4,140
15 1,341 1,753 2,131 2,602 2,947 3,733 4,073
16 1,337 1,746 2,120 2,583 2,921 3,686 4,015
17 1,333 1,740 2,110 2,567 2,898 3,646 3,965
18 1,330 1,734 2,101 2,552 2,878 3,610 3,922
19 1,328 1,729 2,093 2,539 2,861 3,579 3,883
20 1,325 1,725 2,086 2,528 2,845 3,552 3,850
21 1,323 1,721 2,080 2,518 2,831 3,527 3,819
22 1,321 1,717 2,074 2,508 2,819 3,505 3,792
23 1,319 1,714 2,069 2,500 2,807 3,485 3,768
24 1,318 1,711 2,064 2,492 2,797 3,467 3,745
25 1,316 1,708 2,060 2,485 2,787 3,450 3,725
26 1,315 1,706 2,056 2,479 2,779 3,435 3,707
27 1,314 1,703 2,052 2,473 2,771 3,421 3,690
28 1,313 1,701 2,048 2,467 2,763 3,408 3,674
29 1,311 1,699 2,045 2,462 2,756 3,396 3,659
30 1,310 1,697 2,042 2,457 2,750 3,385 3,646
31 1,309 1,696 2,040 2,453 2,744 3,375 3,633
 47

32 1,309 1,694 2,037 2,449 2,738 3,365 3,622

33 1,308 1,692 2,035 2,445 2,733 3,356 3,611
34 1,307 1,691 2,032 2,441 2,728 3,348 3,601
35 1,306 1,690 2,030 2,438 2,724 3,340 3,591
36 1,306 1,688 2,028 2,434 2,719 3,333 3,582
37 1,305 1,687 2,026 2,431 2,715 3,326 3,574
38 1,304 1,686 2,024 2,429 2,712 3,319 3,566

Table 4.11
The Distribution Value of T-Test and T-Table
Variable T-Test Value T-Table Value
Post-Test 2,75 2,0

Ho: Accepted if ttest < ttable

Ha: Accepted if ttest > ttable

Based on the results, the t test research and the hypothesis proposed from

the data it shows that there is a difference between the experimental class and the

control class after the collaborative learning model is applied to the experimental

class. The final data shows a significant effect because tcount > ttable with a value of

2.75 > 2.0, then Ha is accepted while Ho is rejected. It can be concluded that the

collaborative learning model can affect students’ learning achievement at SMAN

Unggul Sigli.

B. Discussion

In this section, it presents a discussion about the use of collaborative

learning models in affect students’ achievement in learning English.

 48

The research question is "Does the collaborative model affect students'

learning achievement?” referring to the finding above, it is shown that the use of

collaborative learning model as a teaching method affected students' achievement

in learning English.

The finding also showed that both classes show improvement in students

score. The control class students have their post-test score (72,5). In the other hand,

the experimental class students have better improvement with post test score (79,1).

The test result indicated that using a collaborative learning model affected students'

learning achievement. It can be proved from the mean score of pre-test and post-

test that was given to both classes. The experimental class students score higher

then before while the control class students did not show so much improvement.

Meanwhile, the t-test value got the score; 2,75. This t-test value was higher than the

t-table; 2.0. So, finally it can be seen that 2,75 > 2.0

The result of this study were relevant to the finding of Dandi (2014) who

also investigated about the influence of collaborative learning strategies on student

learning achievement in SMK Muhammadiyah Prambanan. The study showed that

using collaborative learning models is best implementation. Collaborative learning

model is proven to provide improvement student learning outcomes in the class.

And it was relevant to "Application of Collaborative Learning Models with

Quantum Learning Strategies in Improving Biology Learning Outcomes"

conducted by Danik Margowati in 2009, focus on improving learning outcomes in

biology subjects.
 CHAPTER V

CONCLUSIONS ND SUGGESTION

A. Conclusions

The aim of this study was to figure out whether using the collaborative learning

model will affected students' learning achievement in learning English or not. This

study's participants are between 15-16 twelve-year-old student at SMA Negeri

Unggul Sigli, Pidie.

We can see this research focus on learning English, but it does not mean that

the collaborative model neglects other subject. Applying the collaborative learning

model can improve students′ learning achievement, especially in students score.

This study showed that using a collaborative learning model can affect student

achievement. It is proven from the test held in this researcher, were the mean score

of post-test from experimental group is higher that the control group. The fact is

proved by the experimental class post-test score, which has a sufficient

improvement (79,1). However, the control class does not show significant

improvements instead (72,5). In the other words, the experimental class

outperforms the control class. Meanwhile, the t-test value got the score; 2,75. This

t-test value was higher than the t-table; 2.0. So, finally it can be seen that 2,75 > 2.0

B. Suggestions

Based on the results of the study, several suggestions can be proposed are:

49
 50

1. Collaborative learning is a learning model which demands students become

active in the learning process and are proven improve student learning

achievement, it is hoped that after this research, the teacher will apply the

model collaborative learning in the process of teaching and learning

activities at every subject, especially at SMA Negeri Unggul Sigli.

2. This research can be an insight in conducting similar research by using

different subject, samples, location, situations, and conditions.

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 Rencana Pelaksanaan Pembelajaran
Satuan pendidikan : SMA Negeri Unggul Sigli
Mata pelajaran : Bahasa inggris
Kelas / semester : X/1

A. Kompetensi Inti

KI.1: Menghayati dan mengamalkan ajaran agama yang dianutnya

K1.2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan
dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

KI.3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.

KI.4: Mengolah, menalar, d an menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
dan mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar (KD) dan Indikator

Kompetensi Dasar Indikator

3.8 Membedakan fungsi sosial, struktur 3.8.1 Mengidentifikasi
teks, dan unsur kebahasaan beberapa kalimat-kalimat yang
teks naratif lisan dan tulis dengan memuat bagian-bagian
memberi dan meminta informasi legenda yang ditanyakan
terkait legenda rakyat, sederhana, 3.8.2 Mengidentifikasi
sesuai dengan konteks penggunaannya persamaan dan
perbedaan fungsi sosial,
 struktur teks dan unsur
kebahasaan teks naratif
3.8.3 Memahami struktur teks
naratif dalam memberi
dan meminta informasi
terkait legenda rakyat
3.8.4 Memahami unsur
kebahasaan dari teks
naratif dalam memberi
dan meminta informasi
terkait legenda rakyat
4.8 Menangkap makna secara kontekstual 4.8.1 Membacakan legenda
terkait fungsi sosial, struktur teks, dan dengan intonasi, ucapan
unsur kebahasaan teks naratif, lisan dan tekanan kata yang
dan tulis sederhana terkait legenda benar, dengan saling
rakyat mengoreksi

C. Tujuan Pembelajaran
Melalui pendekatan Contextual Teaching Learning (CTL) dengan
menggunakan model pembelajaran Discovery Learning, peserta didik dapat
mengidentifikasi dan membedakan fungsi sosial, struktur teks dan unsur
kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait naratif teks serta peserta didik dapat
melengkapi dan menulis teks interaksi transaksional lisan dan tulis pendek dan
sederhana yang melibatkan tindakan memberi dan meminta informasi terkait naratif
teks dengan memperhatikan unsur kebahasaan dan memiliki perilaku jujur,
disiplin, tanggung jawab, peduli, kerja sama, toleran, santun, responsif, dan pro-
aktif.
D. Materi Pembelajaran
➢ Fungsi Sosial
Mendapat hiburan, menghibur, mengajarkan nilai-nilai luhur, mengambil
teladan
➢ Struktur Teks
Dapat mencakup:
- Orientasi
- Komplikasi
- Resolusi
- Orientasi ulang
➢ Unsur Kebahasaan
- Kalimat-kalimat dalamsimple past tense, past continuous, dan lainnya
yang relevan
- Kosa kata: terkait karakter, watak, dan setting dalam legenda
 - Adverbia penghubung dan penujuk waktu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
➢ Topik
Cerita legenda yang dapat menumbuhkan perilaku yang termuat di KI

E. Metode Pembelajaran
1) Pendekatan : Saintifik
2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL)
3) Metode : Tanya jawab, wawancara, diskusi dan bermain
peran

F. kegiatan pembelajaran

Pertemuan ke 1
KD 3.8.1 Mengidentifikasi kalimat-kalimat yang memuat bagian-bagian legenda
yang ditanyakan
KD 3.8.2 Mengidentifikasi persamaan dan perbedaan fungsi sosial, struktur teks
dan unsur kebahasaan teks naratif

1. Kegiatan Pendahuluan (10 Menit)

• Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti berdoa,

absensi, menyiapkan buku pelajaran
• Memotivasi peserta didik secara kontekstual sesuai dengan manfaat pembelajaran
mengenai teks interaksi transaksional lisan dan tulis pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan.
• Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang akan
dipelajari
• Menjelaskan tujuan pembelajaran, kompetensi, literasi, dan karakater yang harus
dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan tentang
teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan
tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan
• Mempersilahkan peserta didik yang datang terlambat untuk masuk ke kelas dan
meminta maaf dengan menggunakan bahasa Inggris.
2. kegiatan inti (70 menit)
Sintak model pembelajaran (Kegiatan pembelajaran)
 A. Stimulation (KEGIATAN LITERASI)
→ Mendengar
Pemberian materi kalimat-kalimat yang memuat bagian-bagian legenda dari
sebuah cerita oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang materi
pelajaran mengenai materi:
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah cerita
B. Problem statemen
• Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi
sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang
disajikan dan akan dijawab melalui kegiatan belajar, contohnya:

Mengajukan pertanyaan tentang materi:

kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah cerita
C. Data collection (pengumpulan data)

→ Membaca sumber lain selain buku teks

Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca
berbagai referensi dari berbagai sumber guna menambah pengetahuan dan
pemahaman tentang materi kalimat-kalimat yang memuat bagian-bagian
legenda dari sebuah cerita yang sedang dipelajari.
D. Data processing (pengolahan Data)
• Peserta didik dalam kelompoknya berdiskusi mengolah data hasil
pengamatan dengan cara:

→ Berdiskusi tentang data dari Materi:

kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah cerita
E. Verification (pembuktian)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi
hasil pengamatannya dengan data-data atau teori pada buku sumber
lain.
F. Generalization
→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang materi
:
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah cerita
3. Kegiatan penutup (10 menit )
• Siswa dengan bimbingan guru menyimpulkan pembelajaran hari itu.
• Guru memberikan umpan balik pembelajaran.
• Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya

• Pertemuan ke 2

KD 3.8.3 Memahami struktur teks naratif dalam memberi dan meminta

informasi terkait legenda rakyat
1. Kegiatan Pendahuluan (10 Menit)

• Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti berdoa,

absensi, menyiapkan buku pelajaran
• Memotivasi peserta didik secara kontekstual sesuai dengan manfaat pembelajaran
mengenai teks interaksi transaksional lisan dan tulis pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan.
• Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang akan
dipelajari
• Menjelaskan tujuan pembelajaran, kompetensi, literasi, dan karakater yang harus
dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan tentang
teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan
tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan
• Mempersilahkan peserta didik yang datang terlambat untuk masuk ke kelas dan
meminta maaf dengan menggunakan bahasa Inggris.
2. kegiatan inti (70 menit )
Sintak model pembelajaran (Kegiatan pembelajaran)

A. Stimulation (KEGIATAN LITERASI)

→ Melihat
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi persamaan dan perbedaan fungsi sosial, struktur teks
dan unsur kebahasaan teks naratif
● Pemberian contoh-contoh materi persamaan dan perbedaan fungsi sosial,
struktur teks dan unsur kebahasaan teks naratif untuk dapat dikembangkan
peserta didik, dari media interaktif, dsb
B. Problem statemen
Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi
sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang
disajikan dan akan dijawab melalui kegiatan belajar,
Mengajukan pertanyaan tentang materi:
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif
C. Data collection (pengumpulan data)
• Mengamati obyek/kejadian

Siswa Mengamati dengan seksama materi persamaan dan perbedaan fungsi

sosial, struktur teks dan unsur kebahasaan teks naratif yang sedang
dipelajari dalam bentuk gambar/video/slide presentasi yang disajikan dan
mencoba menginterprestasikannya.
• Membaca sumber lain selain buku teks

Secara disiplin siswa melakukan kegiatan literasi dengan mencari dan

membaca berbagai referensi dari berbagai sumber guna menambah
pengetahuan dan pemahaman tentang materi persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang sedang
dipelajari.
D. Data processing (pengolahan Data)

→ siswa Saling tukar informasi tentang materi:

persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan
teks naratif
E. Verification (pembuktian)
• Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi
hasil pengamatannya dengan data-data atau teori pada buku sumber
melalui kegiatan: membandingkan data yang di peroleh dengan datan
teman2 nya

F. Generalization
→ Menyimpulkan tentang point-point penting yang muncul dalam
kegiatan pembelajaran yang baru dilakukan berupa:
Laporan hasil pengamatan secara tertulis tentang materi:
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
 kebahasaan teks naratif

3. Kegiatan penutup (10 menit)

• Siswa dengan bimbingan guru menyimpulkan pembelajaran hari itu.
• Guru memberikan umpan balik pembelajaran.
• Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya

➢ Pertemuan ke 3

KD 3.8.4 Memahami unsur kebahasaan dari teks naratif dalam memberi dan
meminta informasi terkait legenda rakyat

1. Kegiatan Pendahuluan (10 Menit)

• Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti berdoa,

absensi, menyiapkan buku pelajaran
• Memotivasi peserta didik secara kontekstual sesuai dengan manfaat pembelajaran
mengenai teks interaksi transaksional lisan dan tulis pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan.
• Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang akan
dipelajari
• Menjelaskan tujuan pembelajaran, kompetensi, literasi, dan karakater yang harus
dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan tentang
teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan
tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan
• Mempersilahkan peserta didik yang datang terlambat untuk masuk ke kelas dan
meminta maaf dengan menggunakan bahasa Inggris.
2. kegiatan inti (70 menit )
Sintak model pembelajaran (Kegiatan pembelajaran)

A. Stimulation (KEGIATAN LITERASI)

→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang materi
pelajaran mengenai materi :
 unsur kebahasaan dari teks naratif dalam memberi dan meminta informasi
terkait legenda rakyat
B. Problem statemen
• Guru memberikan kesempatan pada peserta didik untuk
mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan
gambar yang disajikan dan akan dijawab melalui kegiatan belajar,
contohnya :

Mengajukan pertanyaan tentang materi :

unsur kebahasaan dari teks naratif dalam memberi dan meminta informasi
terkait legenda rakyat
C. Data collection (pengumpulan data)

→ Aktivitas
Siswa Menyusun daftar pertanyaan atas hal-hal yang belum dapat
dipahami dari kegiatan mengmati dan membaca yang akan diajukan
kepada guru berkaitan dengan materi unsur kebahasaan dari teks
naratif dalam memberi dan meminta informasi terkait legenda rakyat
yang sedang dipelajari.
→ Wawancara/tanya jawab dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi unsur kebahasaan
dari teks naratif dalam memberi dan meminta informasi terkait
legenda rakyat yang telah disusun dalam daftar pertanyaan kepada
guru.
D. Data processing (pengolahan Data)
• Peserta didik dalam kelompoknya berdiskusi mengolah data hasil
pengamatan dengan cara :

Berdiskusi tentang data dari Materi :

unsur kebahasaan dari teks naratif dalam memberi dan meminta informasi
terkait legenda rakyat
E. Generalization
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi
hasil pengamatannya dengan data-data atau teori pada buku sumber
melalui kegiatan :kelompok
3. Kegiatan penutup (10 menit )
• Siswa dengan bimbingan guru menyimpulkan pembelajaran hari itu.
• Guru memberikan umpan balik pembelajaran.
• Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya

➢ Pertemuan ke 4
KD 4.8.1 Membacakan legenda dengan intonasi, ucapan dan
tekanan kata yang benar, dengan saling mengoreksi

1. Kegiatan Pendahuluan (10 Menit)

• Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti berdoa,

absensi, menyiapkan buku pelajaran
• Memotivasi peserta didik secara kontekstual sesuai dengan manfaat pembelajaran
mengenai teks interaksi transaksional lisan dan tulis pendek dan sederhana yang
melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan.
• Mengajukan pertanyaan-pertanyaan yang terkait dengan materi yang akan
dipelajari
• Menjelaskan tujuan pembelajaran, kompetensi, literasi, dan karakater yang harus
dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan tentang
teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan
tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan
• Mempersilahkan peserta didik yang datang terlambat untuk masuk ke kelas dan
meminta maaf dengan menggunakan bahasa Inggris.
2. kegiatan inti (70 menit )
Sintak model pembelajaran (Kegiatan pembelajaran)

A. Stimulation (KEGIATAN LITERASI)

• Siswa membaca dan mengamati contoh yang di bacakan oleh guru secara
berulang ulang di depan kelas dengan ucapan dan ejaan yang benar
B. Problem statement
• Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain,
kalimat kalimat yang lazim di gunakan dalam Bahasa inggris dan
perbedaan nya dengan Bahasa indonesi
C. Data Processing
• Siswa secara individu satu persatu di depan kelas membacakan teks
dengan bacaan yang tepat sesuai yang telah di pelajari
D. Verification
• Siswa mendemonstrasikan pembacaan teks di depan kelas
E. Generalization
 Setiap siswa memberikan penilaian terhadap pembacaan teman nya di
depan kelas.
3. Kegiatan penutup (10 menit )
• Siswa dengan bimbingan guru menyimpulkan pembelajaran hari itu.
• Guru memberikan umpan balik pembelajaran.
• Guru menyampaikan rencana pembelajaran untuk pertemuan berikutnya

Media/Alat, Bahan, dan Sumber Belajar

1. Media
- Video
- Modul
- Gambar

2. Alat/bahan
- Loudspeaker
- Laptop/Notebook
- LCD

3. Sumber belajar
- Audio CD/VCD/DVD
- Suara guru
- Koran/majalah berbahasa Inggris

Teknik Penilaian
• Teknik Penilaian
- Tes tertulis
- Tes lisan
• Bentuk penilaian
- Menentukan hubungan kekerabatan
- Memperkenalkan diri secara lisan pada orang lain

LAMPIRAN MATERI DAN

 INSTRUMENT PENILAIAN

A.materi Ajar
Narrative adalah cerita khayal yang bertujuan menghibur pembaca.
Tentu yang namanya cerita khayal itu ya belum tentu keberannya
karena bisa jadi itu hanyalah imaginasi atau cerita fiktif yang dibuat
oleh seseorang atau cerita buatan sekelompok masyarakat yang tida
terbukti kebenarannya. Contoh narrative yaitu, Cinderella,
Sangkurian, Snow White, Rabbit and Crocodile, dsb. Untuk
penjelasan lebih rinci silahkan baca penjelasan berikut

Definition of Narrative Text

A narrative text is an imaginative story to entertain people
(teks narasi adalah cerita imaginatif yang bertujuan menghibur
orang).

Generic Structure of Narrative Text

• Orientation : It is about the opening paragraph where the characters
of the story are introduced.(berisi pengenalan tokoh, tempat dan
waktu terjadinya cerita (siapa atau apa, kapan dan dimana)
• Complication : Where the problems in the story developed.
(Permasalahan muncul / mulai terjadi dan berkembang)
• Resolution : Where the problems in the story is solved. Masalah
selesai, secara baik “happy ending” ataupun buruk “bad ending”.
• Coda / reorientation (optional) – lesson from the story

Note : Kadangkala susunan (generic structure) narrative text bisa berisi:

Orientation, Complication, Evaluation, Resolution dan Reorientation.
Meski “Evaluation” dan “Reorientation” merupakan optional; bisa
ditambahkan dan bisa tidak. Evaluation berisi penilaian/evaluasi terhadap
jalannya cerita atau konflik. Sedangkan Reorientation berisi penyimpulan
isi akhir cerita.
The Characteristics / Language Feature of Narrative Text:
• Past tense (killed, drunk, etc)
• Adverb of time (Once upun a time, one day, etc)
• Time conjunction (when, then, suddenly, etc)
• Specific character. The character of the story is specific, not general.
(Cinderella, Snow White, Alibaba, etc)
• Action verbs. A verb that shows an action. (killed, dug, walked, etc)
 • Direct speech. It is to make the story lively. (Snow White said,”My name
is Snow White). The direct speech uses present tense.

Evaluasi Cognitiv Beserta Instrument Penilaian

Reading Comprehension
Pre-test
Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the name

of a shark, and Baya was a crocodile. They lived in a sea.

Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat.

"Yummy, this is my lunch," said Baya. "No way! This is my lunch. You are greedy,

"said Sura. Then they fought for the goat. After several hours, they were very tired.

Feeling tired of fighting, they lived in different places. Sura lived in the water,

and Baya lived in the land. The border was the beach, so they would never fight

again.

One day, Sura went to the land and looked for some food in the river. He was

very hungry, and there was not much food in the sea. Baya was very angry when he

knew that Sura had broken the promise. They fought again. They both hit each

other. Sura bit Baya's tail. Baya di d the same thing to Sura. He bit very hard until

Sura finally gave up and went back to the sea. Baya was happy.

1. What is the type of the text above?

a. Recount
b. Narrative.
c. Descriptive.
d. Spoof.
2. What is the type of the text?
a. Science fiction
b. Fairy Tale
c. Fabled.
d. Myths.

3. How many characters in this story?

a. 2.
b. 3.
c. 4.
d. 5.

4. Why are they fighting?

a. Because Looking for some food.
b. Because Sura hates Baya.
c. Because of goat.
d. Because hungry.

5. Where did the story happen? (paragraph 4)

a. Forest.
b. River.
c. Beach.
d. Sea.

6. Who was looking for some food?

a. Sura and Goat.
b. Goat and Baya.
c. Sura and Baya.
d. Sura, Baya and Goat.
7. What was the border between Sura and Baya?
a. Sea.
b. Wood.
c. Hill.
d. Beach.

8. He bit very hard… (paragraph 4), “He” refers to…

a. Sura.
b. Baya.
c. Goat.
d. Whale9.

9. No way! This is my lunch. You are greedy"…. (Paragraph 2)

“Greedy” what does the similar mean?
a. Stingy.
b. Polite.
c. Selfish.
d. Wicked.

10. What lessons can we learn in this story?

a. Don’t be greedy and keep our promise
b. Never forget your parents’ services
c. Mother’s prays are God will
d. Every time you lie, you will continue to lie to cover up your lies
 Post-Test
The Story of Lake Toba

Once upon a time, a man was living in north Sumatra. His name was Toba. He

lived in a simple hut in a farming field. He did some gardening and fishing in his

daily life.

One day, while the man was fishing, he caught a big golden fish in his trap. It

was the biggest catch that he ever had in his life. Surprisingly, this fish turned into

a beautiful princess. He fell in love with her and proposed to her to be his wife. She

said, "Yes, but you have to promise not to tell anyone about the secret that I was

once a fish. Otherwise, there will be a huge disaster." The man made the deal and

they got married, lived happily, and had a daughter.

A few years later, this daughter would help bring lunch to her father out in the

fields. One day, his daughter was hungry, and she ate his father's lunch.

Unfortunately, he found out and got furious and shouted, "You damned daughter of

a fish." The daughter ran home and asked her mother. The mother started crying

and felt sad that her husband had broken his promise.

Then she told her daughter to run up the hills because a huge disaster was about

to come. When her daughter left, she prayed. Soon there was a big earthquake

followed by non-stop pouring rain. The whole area got flooded and became Toba

Lake. She turned into a fish again, and the man became the island of Samosir.

1. Where did the background story happen?

a. West Sumatra.
b. East Sumatra.
c. North Sumatra.
d. South Sumatra.

2. What was the man job?

a. Gardening and Planting.
b. Planting and Fishing.
c. Fishing and Gardening.
d. Gardening and Teaching.

3. When did the man catch the golden fish?

a. When he was in the river.
b. While the man was fishing.
c. When he was gardening.
d. While the man planting.

4. Where is the complication steps in this story?

a. Line 1-2.
b. Line 4-6.
c. Line 12-14.
d. Line 15-175.

5. Why Toba angry with her daughter?

a. Because Toba lunch eaten by his children.
b. Because she late bringing her father’s lunch.
c. Because his wife told to her daughter to run up the hills.
d. Because his wife broke the promise6.

6. Why his wife angry with him?

a. Because the man caught her.
b. Because children lunch eaten by her father.
c. Because the man broke the promise.
d. Because she heartbroken of her7.

7. Why her mother told her daughter to run up the hills?

a. Because the man angry with his daughter.
b. Because her daughter ate her father’s lunch.
c. Because a huge earthquake was coming.
d. Because a huge disaster will come8.

8. One day, his daughter was so hungry… (Paragraph 3), “His” refers to…
a. The man.
b. Mother.
c. Children.
d. The golden fish.

9. A huge disaster was about to come… (Paragraph 4), “Huge” what does the
similar mean?
a. Big.
b. Small.
c. Tiny.
d. Tall.

10. What lessons can we learn in this story?

a. Father has to care to his daughter.
b. Children must obey their mother.
c. Mother’s prays are God will.
d. It is not good to break our promise.
A. Penilaian (rubric)

Penilaian Soal Pilihan Ganda

Nomor Soal Bobot Soal

1-10 10

Jumlah skor 100

maksimal

Jika benar mendapatkan skor 100

Jika salah mendapatkan skor 0
Penentuan Nilai=N= Skor Perolehan x 100
Skor Maksimal

Sigli, 4 Juli 2022

Mahasiswa Penelitian

Raras Puji Virgia

NIM. 160203180
 Pre-test
Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the name

of a shark, and Baya was a crocodile. They lived in a sea.

Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat.

"Yummy, this is my lunch," said Baya. "No way! This is my lunch. You are greedy,

"said Sura. Then they fought for the goat. After several hours, they were very tired.

Feeling tired of fighting, they lived in different places. Sura lived in the water,

and Baya lived in the land. The border was the beach, so they would never fight

again.

One day, Sura went to the land and looked for some food in the river. He was

very hungry, and there was not much food in the sea. Baya was very angry when he

knew that Sura had broken the promise. They fought again. They both hit each

other. Sura bit Baya's tail. Baya di d the same thing to Sura. He bit very hard until

Sura finally gave up and went back to the sea. Baya was happy.

1. What is the type of the text above?

a. Recount
b. Narrative.
c. Descriptive.
d. Spoof.
2. What is the type of the text?
a. Science fiction
b. Fairy Tale
c. Fabled.
d. Myths.
3. How many characters in this story?
 a. 2.
b. 3.
c. 4.
d. 5.
4. Why are they fighting?
a. Because Looking for some food.
b. Because Sura hates Baya.
c. Because of goat.
d. Because hungry.
5. Where did the story happen? (paragraph 4)
a. Forest.
b. River.
c. Beach.
d. Sea.
6. Who was looking for some food?
a. Sura and Goat.
b. Goat and Baya.
c. Sura and Baya.
d. Sura, Baya and Goat.
7. What was the border between Sura and Baya?
a. Sea.
b. Wood.
c. Hill.
d. Beach.
8. He bit very hard… (paragraph 4), “He” refers to…
a. Sura.
b. Baya.
c. Goat.
d. Whale9.
9. No way! This is my lunch. You are greedy"…. (Paragraph 2)
“Greedy” what does the similar mean?
 a. Stingy.
b. Polite.
c. Selfish.
d. Wicked.
10. What lessons can we learn in this story?
a. Don’t be greedy and keep our promise
b. Never forget your parents’ services
c. Mother’s prays are God will
d. Every time you lie, you will continue to lie to cover up your lies

Post-Test
The Story of Lake Toba
 Once upon a time, a man was living in north Sumatra. His name was Toba. He

lived in a simple hut in a farming field. He did some gardening and fishing in his

daily life.

One day, while the man was fishing, he caught a big golden fish in his trap. It

was the biggest catch that he ever had in his life. Surprisingly, this fish turned into

a beautiful princess. He fell in love with her and proposed to her to be his wife. She

said, "Yes, but you have to promise not to tell anyone about the secret that I was

once a fish. Otherwise, there will be a huge disaster." The man made the deal and

they got married, lived happily, and had a daughter.

A few years later, this daughter would help bring lunch to her father out in the

fields. One day, his daughter was hungry, and she ate his father's lunch.

Unfortunately, he found out and got furious and shouted, "You damned daughter of

a fish." The daughter ran home and asked her mother. The mother started crying

and felt sad that her husband had broken his promise.

Then she told her daughter to run up the hills because a huge disaster was about

to come. When her daughter left, she prayed. Soon there was a big earthquake

followed by non-stop pouring rain. The whole area got flooded and became Toba

Lake. She turned into a fish again, and the man became the island of Samosir.
1. Where did the background story happen?
a. West Sumatra.
b. East Sumatra.
c. North Sumatra.
d. South Sumatra.
2. What was the man job?
a. Gardening and Planting.
b. Planting and Fishing.
c. Fishing and Gardening.
d. Gardening and Teaching.
3. When did the man catch the golden fish?
a. When he was in the river.
b. While the man was fishing.
c. When he was gardening.
d. While the man planting.
4. Where is the complication steps in this story?
a. Line 1-2.
b. Line 4-6.
c. Line 12-14.
d. Line 15-175.
5. Why Toba angry with her daughter?
a. Because Toba lunch eaten by his children.
b. Because she lates bringing her father’s lunch.
c. Because his wife told to her daughter to run up the hills.
d. Because his wife broke the promise.
6. Why his wife angry with him?
a. Because the man caught her.
b. Because children lunch eaten by her father.
c. Because the man broke the promise.
d. Because she heartbroken of her.
7. Why her mother told her daughter to run up the hills?
 a. Because the man angry with his daughter.
b. Because her daughter ate her father’s lunch.
c. Because a huge earthquake was coming.
d. Because a huge disaster will come.
8. One day, his daughter was so hungry… (Paragraph 3), “His” refers to…
a. The man.
b. Mother.
c. Children.
d. The golden fish.
9. A huge disaster was about to come… (Paragraph 4), “Huge” what does the
similar mean?
a. Big.
b. Small.
c. Tiny.
d. Tall.
10. What lessons can we learn in this story?
a. Father has to care to his daughter.
b. Children must obey their mother.
c. Mother’s prays are God will.
d. It is not good to break our promise.
 AUTOBIOGRAPHY

1. Name : Raras Puji Virgia

2. Place/ Date Of Birth : Sigli, 01 Oktober 1998
3. Religion : Islam
4. Nationality/Ethnic : Indonesia/ Acehnese
5. Sex : Female
6. Marital Status : Single
7. Occupation : Student
8. Address : Gampong Tijue, Pidie
9. E-Mail : [email protected]
10. Parents’ Name
a. Father : Mukhtar Sheikh (Alm)
b. Occupation :-
c. Mother : Dahliati
d. Occupation : PNS
e. Address : Gampong Tijue, Pidie
11. Educational Background
a. Elementary School : SDN 2 Sigli
b. Junior High School : SMPN 2 Sigli
c. Senior High School : SMAN Unggul Sigli
d. University : UIN Ar-Raniry