THE EFFECTIVENESS OF TEACHING CONDITIONAL SENTENCES TYPE 2 USING

COLLABORATIVE LEARNING (A Pre Experimental Study at the Second Year of SMK YANUSA Pondok Pinang

Jakarta)

A Skripsi Submitted To the Faculty of Tarbiya and Teachers’ Training as A Partial Fulfillment of the Requirements for Degree of Strata 1 (S1) in English Language

Education

By

NENENG HUDAIPAH 204014003180

Department of English Education FACULTY OF TARBIYA AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA

2010

ii

THE EFFECTIVENESS OF TEACHING CONDITIONAL SENTENCES TYPE 2 USING

COLLABORATIVE LEARNING (A Pre Experimental Study at the Second Year of SMK YANUSA Pondok Pinang

Jakarta)

A Skripsi Submitted To the Faculty of Tarbiya and Teachers’ Training as A Partial Fulfillment of the Requirements for Degree of Strata 1 (S1) in English Language

Education

By

NENENG HUDAIPAH 204014003180

Approved by Advisor

Dr. H.Atiq Susilo, MA NIP.194911221978031001

Department of English Education FACULTY OF TARBIYA AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA

2010

ii

ENDORSEMENT SHEET

The “skripsi” (Scientific Paper) entitled “The Effectiveness of Teaching

Conditional Sentences Type 2 Using Collaborative Learning” (A Pre Experimental

Study at the Second Year of SMK YANUSA Pondok Pinang Jakarta), written by

Neneng Hudaipah, Students’ registration number 204014003180, was examined in the

examination session of Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah

State Islamic University Jakarta on Thursday, 19th August 2010. The “skripsi” has

been accepted and declared to have fulfilled one of the requirements for the Degree of

S. Pd (Bachelor of Arts) in English Language Education in the Department of English

Education.

Jakarta, August 19th 2010

The Examination Committee

Chairman : Drs. Syauki, M.Pd (……………………….)

NIP. 1964121 199103 1 002

Secretary : Neneng Sunengsih, S.Pd (……………………….)

NIP. 150 293 236

Examiner I : Drs. Zaenal Arifin Toy, M.Sc (……………………….)

NIP. 150 310 215

Examiner II : Drs. Nasrun Mahmud, M.Pd (……………………….)

NIP. 150 041 070

Acknowledged by

Dean of Faculty of Tarbiya and Teachers’ Training

Prof. Dr. Dede Rosyada, M.A

NIP. 19571005 198703 1 003

ii

 

ABSTRACT

Neneng Hudaipah. “The Effectiveness in Teaching Conditional Sentences Type 2 Using Collaborative Learning”. Strata I (S1). English Education Department, Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta, 2010.

This research concerns to find out the effectiveness in teaching grammar using collaborative learning method. And the limitation of problem is focused in taking only one of the subject stated in the curriculum used in vocational high school that is, conditional sentence type 2 to be taught using collaborative learning method. However, in this research, the researcher uses Pre Experimental Study as the methodology; she takes only one class as the experiment and control class. She taught conditional sentence type 2 using the traditional method before she gave the sample (24 students) the pre-test. She applies collaborative learning in teaching the same subject by grouping them in a group of learning with 4 members. At the end of the research; she gave the post-test to them. Moreover, the objective of this study is to know how far the effectiveness of Collaborative Learning in teaching conditional sentence type 2 is. After conducting the research and collecting the data from pre-test and post-test, she began to analyze them. The pre-test and post-test contains 20 questions from two kinds of test; they are multiple choice test and essay test. Finally, the researcher comes to conclusion that teaching conditional sentence type 2 using collaborative learning is more effective than teaching the same subject using the traditional method. Students are found more satisfied in collaborative classroom. It is proven that collaborative learning provides the opportunity for students to express their opinion toward their learning and to solve their problem in understanding an English subject.

Key Words: Collaborative Learning, Conditional Sentence, Group of Learning

iv  

 

ABSTRAK

Neneng Hudaipah. “The Effectiveness in Teaching Conditional Sentences Type 2 Using Collaborative Learning”. Strata I (S1). Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2010.

Penelitian ini membahas tentang keefektifitasan mengajar grammar menggunakan metode collaborative learning. Peneliti membatasi penelitian ini dengan hanya memfokuskan pada salah satu materi dalam kurikulum yang digunakan di Sekolah Menengah Kejuruan, yaitu materi conditional sentence tipe ke 2 untuk diajarkan dengan menggunakan metode collaborative learning. Dalam penelitian ini, peneliti menggunakan metode kuasi eksperiment dengan hanya mengambil sampel satu kelas saja untuk dijadikan kelas eksperimen dan kelas kontrol. Peneliti mengajarkan conditional sentence tipe ke 2 dengan menggunakan metode traditional sebelum sampel yang berjumlah 24 siswa ini diberikan pre-test. Kemudian peneliti mengajarkan materi yang sama menggunakan metode collaborative learning yaitu dengan mengelompokkan siswa ke dalam kelompok belajar yang beranggotakan 4 orang. Pada akhir penelitian, peneliti memberikan post-test kepada siswa-siswa tersebut. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana keefektifitasan dari metode collaborative learning dalam mengajarkan conditional sentence tipe ke 2. Setelah melakukan eksperimen dan dan mengumpulkan data, peneliti mulai menganalisa data-data tersebut. Dalam pre-test dan post-test tersebut terdapat 20 pertanyaan dari dua jenis pertanyaan yaitu pertanyaan pilihan ganda dan essay. Akhirnya, peneliti menyimpulkan bahwa mengajarkan conditional sentence tipe ke 2 menggunakan metode collaborative learning lebih efektif dibandingkan dengan mengajarkan materi yang sama dengan menggunakan metode tradisional. Siswa pun lebih merasa puas dengan pembelajaran mereka dalam kelas collaborative. Telah terbukti bahwa collaborative learning menyediakan kesempatan bagi para siswa untuk mengekspresikan pendapat terhadap pembelajaran mereka dan untuk memecahkan permasalahan mereka dalam memahami pelajaran bahasa Inggris. .

Key Words: Pembelajaran Kolaborasi, Kalimat Kondisional, Kelompok Belajar

v  

 

ACKNOWLEDGEMENT

Bismillaahirrahmaanirahim

In the name of Allah, The Beneficent The Merciful

May Peace and Blessing of Allah be upon all of us

All praise be to Allah, Lord of The World, The Owner of Judgment Day, who has

blessed and given the writer the strength and guidance in finishing this skripsi from the

beginning till the end. Then peace and salutation always be given to our beloved prophet,

Muhammad SAW, and to his family, relatives, and to his followers.

First of all, the writer wants to express her gratefulness to her parents; her lovely

mom, Hj. Siti Mukaromah and her great dad, H. Abdul Shomad Nur, who have fully

supported her financially and mentally. Also, the writer wants to thank her sister and her

brother who have contributed in giving spirit to finish this skripsi.

Then, a great gratitude also goes to her advisor, H. Dr. Atiq Susilo, MA, who has

given guidance, contribution, care, patience, kindness and also for finishing this skripsi.

Next, the writer would like to give her special thanks for everyone who has

contributed and cannot be mentioned by the name one by one.

Moreover, the writer would like to give honors and appreciation to:

1. All lecturers of English Department who has given a great learning and life

experience, knowledge, and care.

2. Drs. Syauki, M.Pd, the Head of English Department, Mrs. Neneng Sunengsih, S.Pd,

the Secretary of English Department, Ms. Aida, Ms. Devi and all staffs of English

Department.

3. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiya and Teachers Training,

Syarif Hidayatullah State Islamic University of Jakarta.

4. The headmaster and all the teachers, staffs of SMK YANUSA, especially for Mr.

Apipudin, as the English teacher there, and also the students of second year of

accountancy program.

vi  

 

5. The staffs of libraries whose books she used for the references of this research; Main

Library Syarif Hidayatullah State Islamic University, Library of Faculty of Tarbiya

and Teachers Training, Library of Terbuka University, and Unika Atmajaya Library.

6. The authors whom their books has become a reference in her study.

7. All of my friends who care and always support and help the writer in finishing this

skripsi, especially for English Department students non regular ’04.

8. Last but not least, I want to show my gratitude for my great friends ever, who have

taught me the way to live my life side by side, Eduners. They are Mora-kun, Mumu-

chan, Acuy, Rina, Hasnah, Kiky, Dewi “unyu”, K’ Wie2, and iempoet. Thanks for

giving me all those never ending laughs and for being such a great listener for me. For

him, I feel really blessed for the way you are.

Finally, the writer realized that this skripsi is quite far from being perfect, therefore,

she is looking forward for some suggestion and constructive criticism to make this

skripsi more scientifically. Then she wishes that this skripsi can be useful for all

readers. Amin.

Jakarta, July 2010

Neng Huda

vii  

TABLE OF CONTENT

APPROVEMENT SHEET ........................................................................... i

ENDORSEMENT SHEET ........................................................................... ii

WRITER’S REFERENCE SHEET ............................................................ iii

ABSTRACT ................................................................................................... iv

ACKNOWLEDGEMENT ............................................................................ vi

TABLE OF CONTENTS .............................................................................. viii

LIST OF TABLES ........................................................................................ x

CHAPTER I INTRODUCTION .............................................................. 1

A. Background of the Study ............................................. 1

B. Statement of the Problem ............................................. 4

C. Limitation of the Study ................................................ 4

D. Objective of the Study .................................................. 4

E. Research Method .......................................................... 4

F. Organization of the Skripsi .......................................... 4

CHAPTER II THEORETICAL FRAMEWORK ................................... 6

A. Collaborative .................................................................. 6

1. The Theory of Collaborative Learning ................. 6

2. The Definition of Collaborative Learning ............ 7

3. Elements in Collaborative ..................................... 10

4. The Characteristics of Collaborative Learning ..... 11

5. Teacher’s Roles in Collaborative Learning .......... 13

6. Students’ Roles in Collaborative Learning ........... 15

7. The Advantages in Collaborative Learning .......... 16

8. The Disadvantages in Collaborative ..................... 18

B. Conditional Sentence Type 2 ......................................... 19

C. Teaching Conditional Sentences Type 2 using Collaborative

Learning at SMK YANUSA ........................................ 20

viii  

CHAPTER III THE PROFILE OF SMK YANUSA ................................. 23

A. The Teacher .................................................................. 23

B. The Student .................................................................. 23

C. The Curriculum ............................................................ 23

CHAPTER IV RESEARCH PROCEDURES AND FINDINGS ............. 24

A. Research Procedures .................................................... 24

1. The Place and Time of Study ................................ 24

2. Population and Sample ......................................... 24

3. Instrumentation ..................................................... 24

4. Procedures of Collecting Data .............................. 25

5. Techniques of Data Analysis ................................ 26

B. Research Findings ........................................................ 27

1. The Description of Data ........................................ 27

a. The Pre-Test Scores ....................................... 27

b. The Post-Test Scores ..................................... 28

c. The Comparison between the pre-test and the post-

test scores ....................................................... 29

2. The Interpretation .................................................. 33

CHAPTER V CONCLUSION AND SUGGESTION ............................. 34

A. Conclusion ..................................................................... 34

B. Suggestion ...................................................................... 34

BIBLIOGRAPHY

APPENDIXES

ix  

LIST OF TABLES

Table 3.1 The Pre-Test Scores ........................................................................ 28

Table 3.2 The Post-Test Scores ...................................................................... 28

Table 3.3 The Comparison of the Test Result (T-Test) ................................. 29

Table 3.4 The Comparison of the Test Result (Gained Score) ...................... 30

x  

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is the way people communicate to one another. By using language, people

start to broader their knowledge and compete with global society. And for that, the

international language, that is English, is used. As stated by Richards and Rodgers that

today, English is the world’s most widely studied foreign language.1

English has an essential role for developing countries such as Indonesia. In Indonesia,

the awareness to compete with the global society has grown. Therefore, English teaching

is spread all over the country. In formal school, English is taught since elementary even

play group. English has also become a compulsory subject for Junior and Senior High

School.

English subject provides students with the ability to communicate one another in their

daily activities along with the global demand and to improve it to the higher level.2

English subject has also become one of the requirements to graduate in middle school. In

short, the students are really expected to master English.

Mastering English means mastering its skills; speaking, reading, listening and writing.

And in all those skills, we always can find what we call as structure or grammar.

Grammar may be roughly defined as the way a language manipulates and combine words

in order to form longer units of meaning.3 There is no doubt that knowledge of

grammatical rules is essential for the mastery of a language. The words can not be put

together accurately without using structure.

Grammar is also central to the teaching and learning of languages. It is also one of the

most difficult aspects of language to teach. Many people, including language teachers,

hear the word "grammar" and think of a fixed set of word forms and rules of usage.

1 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching,

(Cambridge: Cambridge University Press, 1986) p.1 2 Standar Isi Kurikulum Tingkat Satuan Pendidikan Untuk Sekolah Menengah Kejuruan, (Jakarta:

Puskur) 3 Penny Ur, Grammar Practice Activities : A practical Guide for Teachers, (Cambridge: Cambridge

University Press, 1988) p. 4

2

They relate "good" grammar with the forms of the language, such as those used in

writing and in formal oral presentations, and "bad" or "no" grammar with the language

used in everyday conversation or used by speakers. Language teachers who adopt this

definition focus on grammar as a set of forms and rules. They teach grammar by

explaining the forms and rules and then drilling students on them. This results in

boredom, disaffected students who can produce correct forms on exercises and tests, but

consistently make errors when they use the language in context.

Other language teachers, who were influenced by recent theoretical work on the

difference between language learning and language acquisition, tend not to teach

grammar at all. Believing that children acquire their first language without overt grammar

instruction, they expect students to learn their foreign language the same way. They

assume that students will absorb grammar rules as they hear, read, and use the language

in communication activities.4 This approach does not allow students to use one of the

major tools they have as learners: their active understanding of what grammar is and how

it works in the language they already know.

Many students consider grammar as the most difficult subject in English. It makes the

burden to teach it even harder, but it is also a challenge for creative teachers to present

grammar in a non stress way.

Dealing with grammar means dealing with patterns and rules, therefore, students find

it more complicated and more difficult to learn it alone by himself or herself without

sharing it and discussing it with another friend. Based on this fact, Collaborative Learning

Method probably can solve students’ problem in learning grammar. Collaborative

Learning is one of methods where students can get a depth understanding about the

difficult subject they learn by listening and discussing it with their friends. For many

teachers, this method is familiar enough. Many teachers believe by grouping students, the

goal of teaching will soon be achieved since students will find it easier to learn the

difficult materials and really get involved to the learning process.

Students learn best when they are actively involved in the process. Regardless of the

subject matter, students working in small groups tend to learn more of what is taught and

retain it longer than when the same content is presented in other instructional formats.

4 Patricia Byrd, “Grammar in the foreign language classroom: Making principled choices” in Modules

for the Professional Preparation of Teaching Assistants in Foreign Languages (Washington, DC: Center for Applied Linguistics, 1998) <Http://www.nclrc.org/essentials/grammar/assessgram.htm>

3

Students who work in collaborative groups also appear more satisfied with their classes.5

Grouping students can build the tolerance sense among students. They not only learn

about the subject, but also reinforce the sense of belonging.

The writer experiences it when having practice teaching in one of the schools in

Pondok Pinang. The students are really tired and unsatisfied with the traditional method

used to teach them, especially English. They just sit in the classroom and listen quietly to

the explanation. When it comes for them to do the exercises, they get confused. Because

they feel they do not get involved with the learning process. Most of times, they

understand what has been taught to them in the classroom, but this understanding does

not retain much longer in their brain. As time goes by, they will forget the material.

This condition makes the writer felt eager to find the best method to teach them, not

just improving their learning achievement, but also strengthening the spirit of

togetherness and competitiveness. And collaborative learning surely can make them

believe that they are not alone in solving the grammar problem they have.

The writer chooses Conditional Sentence type 2 because the writer thought that

Conditional Sentence is one of subjects that need to be discussed for its unique

characteristics such as tenses that are used there. In learning and mastering conditional

sentence type 2, students are expected to master both Simple Present Tense and Simple

Past Tense. Simple present tense is used to conclude the real condition and simple past

tense is used to create a conditional sentence type 2 statement. The ability to master both

tenses will make their understanding deeper and they certainly can apply it in their daily

activities. For example:

• If the rain stopped, I would go to theatre. (the fact: the rain doesn’t stop, so I

can’t go to theatre).

The consideration to choose this subject is also because Conditional Sentence Type 2

is one of the subjects stated in the textbook used in SMK YANUSA.

Based on the background above, the writer intended to find out how far the

effectiveness of using Collaborative Learning Method in teaching grammar especially for

Conditional Sentence subject for second grade students at SMK YANUSA Pondok

Pinang.

5 Barbara Gross David, Tools for Teaching, (San Fransisico: Jossey-Bass inc, 1993) p. 147

4

B. Statement of the Problem

In connection with the statements above, the writer finds it necessary to implement

the Collaborative Learning Method in teaching one of the English subjects that is

Conditional Sentence Type 2 to find the effectiveness of that method in achieving the

objectives of English teaching in Vocational High School.

The analysis to be carried out will be in line with the following questions:

“Is Collaborative Learning effective for improving students’ grammar ability

especially for Conditional Sentences Type 2 subject?”

C. Limitation of the Study

The writer limits her study in teaching the grammar material, stated in the English

Module used for Vocational High School YANUSA published by Mediatama. Writer

takes only material that is Conditional Sentence Type 2 to be taught using Collaborative

Learning. The writer also takes only one class that is the second grade of accountancy

class which contains 24 students. This study focused on the improvement achieved by

students in grammar subject.

D. Objective of the Study

The purposes of the study as follow:

“To know how far the effectiveness of teaching conditional sentences type 2 using

collaborative learning is”

E. Research of Method

The kind of research used is quantitative method. In collecting data, the writer used

field research. In the field research, the writer conducted teaching and some grammar test.

To measure the effectiveness, the writer used quantitative method technique by

dividing the score of Pre-Test and Post-Test, and at last the writer made an analysis from

both final result of Pre-Test and Post-test to see how far the improvement happened in

their grammar ability.

F. Organization of the Skripsi

This skripsi is divided into 5 chapters.

5

Chapter one is introduction, which is included background of the study, statement of

the problem, limitation of the study, the objective of the study, research of method, and

organization of the skripsi.

Chapter 2 is theoretical framework. The writer provides some theories related to the

researched problem, to support in doing this research.

Chapter 3 is the profile of the SMK YANUSA. This includes the teacher, the students,

and the curriculum.

Chapter 4 is research procedures and research findings, which is included the place

and time of study, population and sampling, instrumentation, procedures of collecting the

data, technique of data analysis, the description of data, and the interpretation.

Chapter 5 is conclusion and suggestion.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Collaborative Learning

Many teachers in the developing countries, such as Indonesia, keep conducting

and applying the best method to achieve their learning goal especially for English

subject. Because the global demand of mastering English has spread all over the

world, therefore, it is really essential to apply the best approaches in teaching

English.

One of the approaches that can be used by teachers to accomplish their goal of

teaching is Collaborative Learning. Below are the further explanations about

Collaborative Learning.

1. The Theory of Collaborative Learning

Collaborative learning is related to social constructivism. One of the famous

social constructivists is Lev Semionovich Vygotsky. He is a Russian psychologist

who died in 1934. He proposed that cognitive development of students is strongly

linked to the input from others. Students need to get input or any information to

support their learning. To support his theory, he introduced a concept called Zone

of Proximal Development (ZPD) that is “the range of the task that are too difficult

for children to master alone but can be learned with guidance and assistance from

adult or more skilled children”.1 Like Vygotsky, Dewey, one of the

constructivists, in Oxford (1997) also states, “Learners do not learn in isolation;

the individual learns by being part of surrounding community and the world as a

whole”.2 This really supports collaborative learning method in solving students’

learning problem. When students can not master a subject alone, the guidance

from adult or more skilled peer can enable them to master it.

The ZPD concept introduced by Vygosky is based on the idea that

development is defined both what a child can do independently and by what the

1 John, W.Santrock, Educational Psychology, 2nd ed, (New York: McGrawHIll,2004) p. 51 2 Rebecca L. Oxford, “Cooperative Learning, Collaborative Learning, and Three Communicative

Strands in the Language Classroom”, The Modern Language Journal, Vol. 81 No. 4 1997, p.447

7

child can do when assisted by an adult or more competent peer.3 This really helps

the students’ learning, moreover, when the students’ can give the assist back to the

students who assist them. This will create a positive interdependence. The students

will gain this in collaborative classroom.

2. The Definition of Collaborative Learning

To collaborate students in their learning activity is not something new for most

teachers nowadays. They believe that to gather students into a group and let them

get involved and be active will make the goal of teaching a lot easier to be

achieved. The concept of collaborative learning, the grouping and pairing of

students for achieving an academic goal has been widely researched and

advocated throughout the professional literature. Like Kristin Gerdy of Brigham

Young University once wrote:4

‘Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated sharing one’s ideas and responding to others’ improves thinking and deepens understanding’

From her statement, it can be concluded that collaboration can be applied in

every aspect of life especially education and learning. Even in the international

field, we can see that every country have to work together in order to survive, no

matter how powerful they are.

After viewing the role of collaboration in any field, now let us look at some

definitions of collaborative learning proposed by figures concerning about

education.

John Myers (Cooperative Learning vol 11 #4 July 1991) points out that the

dictionary definitions of “collaboration”, derived from its Latin root, focus on the

process of working together.5

The term “collaborative learning” for Barbara Leigh Smith and Jean T

McGregor is defined as an umbrella term for a variety of educational approaches

3 Robert, E,Slavin, Educational Psychology:Theory and Practice, 8th,ed, (New York:Pearson

Education Inc, 2006) p.46 4 Http://www.law.byu.edu/lawyering_skills/section_9/ 5 John Myers, Collaborative Learning: What is Collaborative Learning

<Http://www.londonmet.ac.uk/deliberations/collaborative-learning/panitz-paper.cfm>

8

involving joint intellectual effort by students, or students and teachers together.6

They view students not as passive objects who can only receive the lesson from

teacher by listening and miming or imitating, on the other hand, students are

active and they certainly should be involved in the learning process.

Nunan also gave his definition about collaborative learning, in his opinion,

collaborative learning is an approach that entails students working together to

achieve common learning goals.7 They share together, they learn together, they

solve their learning problem together, and in the end, they achieve the great result

together. Nunan also stated that collaborative learning stands in contrast with

competitive learning, for example: when learners work collaboratively with some

learners in a small group, but competitively against other learners in other groups.

This can cause the increasing of their learning achievement.

Srinivas defines Collaborative learning as 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. 8

Collaborative learning is based on the idea that learning is a naturally social

act in which the participants talk among themselves. It is through the talk that

learning occurs. Through talk, students can learn the lesson with more

understanding and provide opportunities to practice using the language that is

being learned.

Even Roger E. W-B Olsen and Spencer Kagan stated that collaborative

learning offers ways to organize group work to improve learning and increase

academic achievement and also it provides interaction between students. 9 From

their statement we can draw a conclusion that collaborative learning does not only

emphasize on the goal of teaching and increase students’ academic achievement,

but also it helps students to socialize with their friends in the same or in the

different group. Therefore they can reach their goal together.

The definition about collaborative learning also has been stated by Christina

6 Barbara Leigh Smith and Jean. T. McGregor, What is Collaborative Learning?, (Pennsylvania:

National Center on Postsecondary Teaching , Learning and Assessment,1992) 7 David Nunan, Collaborative Language Learning and Teaching, (Cambridge:Cambridge

University, 1992) p. 3 8 Hari Srinivas, Collaborative Learning: What is Collaborative Learning?

<http://www./gdrc.org/kmgmt/c-learn/what-is-cl.html> 9 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book (New Jersey:prentice-Hall, inc, 1992) p.1

9

Carleton, she stated that collaborative learning is a pedagogical approach where

students have responsibility for their own learning and they are encouraged to

have an active role in the learning process.10

There are many approaches to collaborative learning. A set of assumptions

about the learning process (Smith and MacGregor, 1992) underlies them all:11

1. Learning is an active process whereby students assimilate the information and relate this new knowledge to a framework of prior knowledge.

2. Learning requires a challenge that opens the door for the learner to actively engage his/her peers, and to process and synthesize information rather than simply memorize and regurgitate it.

3. Learners benefit when exposed to diverse viewpoints from people with varied backgrounds.

4. Learning flourishes in a social environment where conversation between learners takes place. During this intellectual gymnastics, the learner creates a framework and meaning to the discourse.

In small groups, students can share strengths and also develop their weaker

skills. They develop their interpersonal skills. Collaborative learning provides a

place where:12

• Learners actively participate; • Teachers become learners at times, and learners sometimes teach; • Respect is given to every member; • Projects and questions interest and challenge the students; • Diversity is celebrated, and all contributions are valued; • Students learn skills for resolving conflicts when they arise; • Members draw upon their past experience and knowledge; • Goals are clearly identified and used as a guide; • Students are interested in their own learning.

From the definitions and explanations of collaborative learning above, there

are some words that can represent collaborative learning, those are: learning

together, sharing difficulties together, students involvement, competition, and

sharing responsibility between teacher and students. They complete a task,

together with their group member, find the best solution of their difficulties to get

the highest score since they also compete to another groups. They also take

responsibility on their learning under the assistance of the teacher. Finally, writer

10 Christina Carleton, Collaborative Learning, <http://www.case.edu/artsel/engl/emmons/writing/pedagogy/collaborative.pdf>

11 Barbara Leigh Smith and Jean. T. McGregor, What is Collaborative Learning?, (Pennsylvania: National Center on Postsecondary Teaching , Learning and Assessment,1992) 12 Cohen, G, Designing Group Work: Strategies for the Heterogeneous Classroom

<Http://www.thirteen.org/edonline/concept2class/coopcollab/index.html>

10

comes to the conclusion that collaborative learning is the approach in grouping

students in a group of learning to get them more active and to encourage them to

build their social skill. Collaborative learning is also the methods that do not only

encouraging the sense of togetherness but also competitiveness and still, their

learning goal is the guide and has to be achieved.

3. Elements in Collaborative Learning

According to Robert Slavin, there are 4 elements in Collaborative learning

method. They are:13

a. The positive interdependence

A key element of collaborative learning is positive interdependence. It is a

situation in which students make an effort to teach each other and learn from each

other. The students are thinking collaboratively not individualistically in terms of

group, while to another group they are thinking competitively. They also realize a

need to collaborate one another to finish the task or to understand a subject matter.

Olsen and Kagan also views that the positive interdependence occurs when the

gains for one individual are associated with gains for others; that is, when one

student achieves, others benefit, too. 14

Also, positive interdependence can be defined as the perception among group

members that what helps one group member helps all group members, and what

hurts one group member hurts all.15 Here, we can see that positive

interdependence encourages cooperation and feeling of support. Then, if they take

different role within the group, they will each be able to focus on a certain aspect

during the learning process therefore, they work more efficiently and the sense of

togetherness arises.

b. Face-to-face interaction

Grouping students to learn together or to complete a task, definitely, needs

face to face interaction. This will help students to strengthen the friendship or

even making a new friendship. In a group, it is the situation where learners

explain, argue, elaborate, and link current material with what they have learned

13 Robert Slavin, Cooperative Learning: Theory, Research, and Practice, (New York: Allyn and Bacon,1995) P. 129

14 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book (New Jersey:prentice-Hall, inc, 1992) p. 8

15 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, 2nd, Ed, (Cambridge: Cambridge University Press, 2001) p.196

11

previously. They will get a better understanding to the materials by doing this.

c. Individual and group accountability.

Methods which use only a group grade or a group product without making

each member accountable do not consistently produce achievement gains. This

means that in collaborative learning, not only a group must be accountable, but

also the individual. Slavin defines the individual accountability as being present

when “the team’s success depends on the individual learning of all team

members”.16

The students must show that they have individually mastered the material.

Every team member feels in charge of their own and their team mates and makes

an active contribution to the group. Although students work together, each student

is individually accountable. They count on their selves for the sake of group

achievement and give the best without only depending on their other group

member. This is very important, because the goal of teaching is not only the

highest rank of each group, but also highest comprehension of each member of

group.

d. Interpersonally and small group skills.

These skills include the way students interact as team mates. Here, in

collaborative learning, they are needed to train and to build the social skills they

have. Of course, the students must be taught effective means of working together

and of discussing how well their groups are working to achieve their goal. The

team periodically asses what they have learned, how well they are working

together and how they might do better as learning team.

Learning collaboratively is not only as a matter of working together in a

group, but it is also emphasized to the learning process which includes a whole

and fair communication process in a classroom.

4. The Characteristics of Collaborative Learning

Collaborative classrooms seem to have four general characteristics. The first

two capture changing relationships between teachers and students. The third

16 Steven G. McCafferty, George M. Jacobs, and Ana Christina DaSilva Iddings, Cooperative

Learning and Second Language Teaching, (Cambridge: Cambridge University Press, 2006) p.5

12

characterizes teachers' new approaches to instruction. The fourth addresses the

composition of a collaborative classroom.17

a. Shared knowledge among teachers and students

In traditional classrooms, the dominant metaphor for teaching is the teacher as

information giver; knowledge flows only one way from teacher to student. In

contrast, the metaphor for collaborative classrooms is shared knowledge. Even

teaching is can be defined as a process of transferring and sharing knowledge.

The teacher has vital knowledge about content, skills, and instruction, and still

provides that information to students. When the teacher is teaching, he or she also

learns from his/her students. However, collaborative teachers also value and build

upon the knowledge, personal experiences, language, strategies, and culture that

students bring to the learning situation. This will help the teacher in teaching and

also help the students in learning.

b. Shared authority among teachers and students

In collaborative classrooms, teachers share authority with students in very

specific ways. In most traditional classrooms, the teacher is largely, if not

exclusively, responsible for setting goals, designing learning tasks, and assessing

what is learned.

Collaborative teachers differ in that they invite students to set specific goals

within the framework of what is being taught, provide options for activities and

assignments that capture different student interests and goals, and encourage

students to assess what they learn. Collaborative teachers encourage students’ use

of their own knowledge, ensure that students share their knowledge and their

learning strategies, and treat each other respectfully. They help students listen to

diverse opinions, support knowledge claims with evidence, engage in critical and

creative thinking, and participate in open and meaningful dialogue.

17M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J. Bakker, C. Fine, and J. Pierce

<http://www.arp.sprnet.org/Admin/supt/collab2.htm>

13

Teacher is in charge only in the classroom, but in students group, the leader of

the group is in charge. This kind of sharing will build the confidence sense among

students that they can also handle and be responsible in their own learning. And

they will feel the satisfaction in their learning when their goal is achieved. They

will feel success.

c. Teachers as mediators

As knowledge and authority are shared among teachers and students, the role

of the teacher increasingly emphasizes mediated learning. Successful mediation

helps students connect new information to their experiences and to learning in

other areas, helps students figure out what to do when they are confused, and

helps them learn how to learn. Not strictly giving the answer but just tell or share

the information they have acquired. Above all, the teacher as mediator adjusts the

level of information and support so as to maximize the ability to take

responsibility for learning.

d. Heterogeneous groupings of students

The studies on the effects of different kinds of grouping indicate strongly that

students should be organized into heterogeneous groups for optimum learning.

The teacher needs to understand that the perspectives, experiences, and

backgrounds of all students are important for enriching learning in the classroom.

As learning beyond the classroom increasingly requires understanding diverse

perspectives, it is essential to provide students opportunities to do this in multiple

contexts in schools. In collaborative classrooms where students are engaged in a

thinking curriculum, everyone learns from everyone else, and no student is

deprived of this opportunity for making contributions and appreciating the

contributions of others.

5. Teacher’s Roles in Collaborative Learning

Basically, the role of teacher is to facilitate students in their learning. Teacher

helps students to share their knowledge to others, to create a great and successful

learning, and to build the competitive and tolerance sense among them. According

to Wendy McDonell, The roles of the teacher in the collaborative learning

classroom are an inquirer, a creator, an observer, and a facilitator. Here are the

14

further explanations:18

a. Teacher as inquirer

A successful teacher is someone who understands children, their

language, and how they can learn. This knowledge is very useful for teachers

because this knowledge enables teacher to develop a personal values. From

this point, the teacher can begin to provide sensitive and sound programming

and can articulate this to students, colleagues, and parents.

In order to plan for the students, the collaborative learning teacher

needs to know the students, what style of learning they are or how the previous

learning experiences are. By getting to know learners, then teachers will know

what to do and it really helps in grouping students.

b. Teacher as a creator

The learning environment is positive, caring, supportive, secure,

tolerant of errors, and trusting. Individuals are valued and mutually respected.

Learners are encourages to take risks and learn from their mistakes. The

classroom atmosphere is active and interactive. It encourages the students to

be productive. They will enjoy in their learning and contribute their best. They

will also feel comfortable in the classroom and the material they have learned

retains longer in their brain.

Another important element in creating a positive learning environment

is the equal partnership. Teacher along with the students negotiate and shape

the learning together. The tasks in the collaborative classroom reduce the

teacher’s power and control. Shared power, ownership, and decision making

take over. Learners gain confidence, becoming responsible for their learning.

When this happens, both teacher and students feel very successful and

satisfied with the learning process.

c. Teacher as Observer.

Watching and listening to students are natural activities in every

teacher’s day. Collaborative small-group learning provides the teacher with

the opportunity to observe, reflect, and intervene in supportive ways. When we

listen and observe, we find out learners interests, strengths, needs and feelings.

We find out what the learner brings to or take from the learning experience.

18 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book (New

Jersey:prentice-Hall, inc, 1992) p. 164

15

We discover what learner’s surprises and questions are and how they are

solving problems. Finally, observing groups at work gives us the basis to

reflect on our own teaching and learning practices. It gives us reasons for

supportive intervention.

d. Teacher as Facilitator

The role of facilitator means that teacher is prepared to step aside to

give the learner a more meaningful role. Effective facilitators are prepared to

assist in the problem solving process. They support and encourage the

learner’s desire to learn.

During this time, the teacher interacts, teaches, refocuses, questions,

clarifies, supports, expands, celebrates, and empathizes. Depending on what

problems evolve, the following supportive behaviours are utilized. Facilitators

are giving feedback, redirecting the group with questions, encouraging the

group to solve its own problem, extending activity, encouraging thinking,

managing conflict, observing students, and supplying resources (Cohen,

1986). 19

6. Student’s Roles in Collaborative Learning

Students also assume new roles in the collaborative classroom. It is useful to

think how these new roles influence the processes and activities students conduct

before, during, and after learning.20

a. Goal Setting

Students prepare for learning in many ways. Especially important is

goal setting, a critical process that helps guide many other before-, during-,

and after-learning activities. Although teachers still set goals for students, they

often provide students with choices. When students collaborate, they should

talk about their goals.

They are who can decide whether their group will sink or succeed. And

for that, the goal they agree with together are the impulse to contribute and to

participate the best so that their goal soon will be achieved.

19 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book (New

Jersey:prentice-Hall, inc, 1992) p. 169 20 M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J. Bakker, C. Fine, and J. Pierce

<http://www.arp.sprnet.org/Admin/supt/collab2.htm>

16

b. Designing Learning Tasks and Monitoring

While teachers plan general learning tasks, for example, to produce a

product to illustrate a concept, historical sequence, personal experience, and so

on, students assume much more responsibility in a collaborative classroom for

planning their own learning activities. Ideally, these plans derive in part from

goals students set for themselves. Thoughtful planning by the teacher ensures

that students can work together to attain their own goals and capitalize on their

own abilities, knowledge, and strategies within the parameters set by the

teacher. Students are more likely to engage in these tasks with more purpose

and interest than in traditional classrooms.

Self-regulated learning is important in collaborative classrooms.

Students learn to take responsibility for monitoring, adjusting, self-

questioning, and questioning each other. Such self-regulating activities are

critical for students to learn today, and they are much better learned within a

group that shares responsibility for learning. Monitoring is checking one’s

progress toward goals. Adjusting refers to changes students make, based on

monitoring, in what they are doing to reach their goals. Students can further

develop their self-regulating abilities when each group shares its ideas with

other groups and gets feedback from them.

c. Assessment

While teachers have assumed the primary responsibility for assessing

students’ performance in the past, collaborative classrooms view assessment

much more broadly. That is, a major goal is to guide students from the earliest

school years to evaluate their own learning. Thus, a new responsibility is self-

assessment, a capability that is fostered as students assess group work.

7. The Advantages in Collaborative Learning

There are some advantages of collaborative learning, they are:21

a. Celebration of diversity. Students learn to work with all types of people.

During small-group interactions, they find many opportunities to reflect upon

and reply to the diverse responses fellow learners bring to the questions raised.

Small groups also allow students to add their perspectives to an issue based on

21Http:/.virginia.edu/Publications/Teaching_Concerns/Fall_1992/TC_Fall_1992_Cooperative_Collaborative.htm+students%27+roles+in+collaborative+learning&cd

17

their cultural differences. This exchange inevitably helps students to better

understand other cultures and points of view.

b. Acknowledgment of individual differences. When questions are raised,

different students will have a variety of responses. Each of these can help the

group create a product that reflects a wide range of perspectives and is thus

more complete and comprehensive.

c. Interpersonal development. Students learn to relate to their peers and other

learners as they work together in group enterprises. This can be especially

helpful for students who have difficulty with social skills. They can benefit

from structured interactions with others.

d. Actively involving students in learning. Each member has opportunities to

contribute in small groups. Students are apt to take more ownership of their

material and to think critically about related issues when they work as a team.

e. More opportunities for personal feedback. Because there are more exchanges

among students in small groups, your students receive more personal feedback

about their ideas and responses. This feedback is often not possible in large-

group instruction, in which one or two students exchange ideas and the rest of

the class listens.

Adi W. Gunawan in his book “Genius Learning Strategy” points out the

advantages of collaborative learning, are:22

• Training a sense of care and attention.

• Training emotional intelligent.

• Sharpening interpersonal intelligent

• Training the team work ability.

• Conflict management

• Depth understanding to what students have learned

• Improvement of motivation and learning circumstances.

Carolyn Kessler also summarizes the benefits of collaborative learning

as stated below:

• Collaborative learning provides the richness of alternatives to structure

interactions between students.

• Collaborative learning addresses content area learning and language

22 Adi W. Gunawan, Genius Learning Strategy, (Jakarta: PT. Gramedia Pustaka Utama, 2004) p.

203

18

development needs within the same organizational framework.

• The variety of ways to structure student practice with lesson material increases

opportunities for individualized instruction, such as peer-provided

clarifications.23

A study conducted by Thorndike et al. showed that two or more

students can solve problems of various kinds better when they work in groups than

when they work individually.24 With the explanation above, we can conclude that

students apply higher thinking strategies which help them construct meaning from

what they read and help them monitor progress toward their goals.

8. The Disadvantages in Collaborative Learning

According to Jeremy Harmer, the disadvantages of collaborative learning are

stated below:25

a. It is likely to be noisy. Discussion within groups may cause a crowded

situation when students are sharing their ideas. Therefore, teacher needs to

take control in dealing with it.

b. Not all students enjoy it since they would prefer to be the focus of the

teacher’s attention rather than working with their peers.

c. It takes longer to organize. The teacher should make the groups that combine

all the students that have different intelligences.

From the explanations above, we can see that collaborative learning does not

only build the individual skill abut also the group skill. This skill will also reflect

in their learning and in their life. Collaborative learning will show them that to

cooperate and to gather in learning is something fun. Sometimes, students get

lazy to learn one subject, because they are too confused. And they feel difficult to

speak out their source of confusion with the teachers. In this case, collaborative

learning can be one of the alternatives to solve this problem. Then, the students

will feel more satisfied in their learning. Their confusion is answered and they

feel happy with their classes.

23 Carolyn Kessler, Cooperative Language Learning: A Teacher’s Resource Book (New Jersey:prentice-Hall, inc, 1992) p. 7

24 Harry Daniels and Anne Edwards (eds), The RoutledgeFalmer Reader in Psychology of Education, (London: R outledgeFalmer, 2004) p. 274

25 Jeremy Harmer, The Practice of English Language Teaching, (England: Longman, 2001) p. 156

19

B. Conditional Sentence Type 2

This conditional expresses a wish or expectation that contradicts to what is

happening now or in the future. Conditional type 2 is formed by putting the simple

past as the sub-clause, and past future as the main clause. The formula:

Example:

If + subject (1) + simple past + subject (2) + would/could/might + verb1/be

- If I had money, I would buy a car.

(Fact: I don’t have money to buy a car)

- She would not give you a present if you were lazy.

(Fact: You are not lazy, so she will give you a present)

- If it didn’t rain tonight, I would invite you to see the movie tonight.

(Fact: I will not invite you to see the movie tonight because of the rain)

Conditional sentence type 2 represents what we usually call as Present Unreal

Conditional. The Present Unreal Conditional is used to talk about what you would

generally do in imaginary situations.

Here are other examples:

- If I owned a car, I would drive to work.

- She would travel around the world if she had more money.

- I would read more if I didn't watch so much TV.

- Mary would move to Japan if she spoke Japanese.

- If they worked harder, they would earn more money.

- A: What would you do if you won the lottery?

B: I would buy a house.

- A: Where would you live if you moved to the U.S.?

B: I would live in Seattle.

20

The further explanation about conditional sentence type 2 is also stated in

Understanding and Using English Grammar Second Edition by Betty Schrampfer

Azar. It can be seen in this table:26

Example Explanation

a) If I taught this class, I wouldn’t

give tests

b) If I had enough apples, I would

bake an apple pie this afternoon.

In (a): in truth, I don’t teach this class.

In (b): in truth, I don’t have enough

apples, so, I don’t bake an apple pie this

afternoon

In the Present Unreal Conditional, the form "was" is not considered

grammatically correct. In written English or in testing situations, you should

always use "were."

Examples:

- If he were French, he would live in Paris.

- If she were rich, she would buy a yacht.

- I would play basketball if I were taller.

- I would buy that computer if it were cheaper.

Students are expected not only to recognize and can practice the form in a

correct grammatical orders, but also to master in applying this conditional sentence

in a daily life. In this case, they do not only need to master the pattern of

conditional sentence type 2, but they also need to master the fact that conditional

sentence type 2 brings. And for that, the mastery of Simple Present Tense and

Simple Past Tense are needed. These two tenses can be learned easier when

students discuss it among the group, so, collaborative learning can help their

difficulties in learning and understanding these two forms of tenses.

C. Teaching Conditional Sentences Type 2 Using Collaborative Learning at

SMK YANUSA

The role of grammar is perhaps one of the most controversial issues in

26 Betty Schrampfer Azar, Understanding and Using English Grammar, 2nd Ed, (New Jersey: Prentice Hall Regent, 1989) p. 348

21

language teaching. The argument was that if the grammatical rules of the language

are mastered, it can be able to be used for communication. That is one of the goals

of teaching grammar at Vocational High School. While Senior High School in its

curriculum really emphasizes on Reading skill, it can be seen it in their English

textbook and their National Examination, Vocational High School does point out the

important for grammar and communication skill. For this reason, the variations in

teaching grammar really help students not only just having depth understanding

about the subject and use it for their daily communication, but also help them to

achieve their goal of academic learning. One of methods that can help them is

Collaborative Learning.

English and Indonesian language are different in some ways. Especially in

tenses, Indonesia language does not recognize tenses; therefore, most of students in

SMK YANUSA find it more difficult in dealing with tenses. And to master

conditional sentence type 2, students need to combine their ability in mastering

Simple Present Tense (used as the fact) and Simple Past Tense (the formula). These

two tenses, for most students who have difficulty in understanding and applying

tenses, are rather hard to solve it alone by themselves. They need a guide which

correct grammatical order can be used to solve conditional sentence type 2

exercises.

In creating conducive circumstances, for the first time, gives them warming up

activity to know whether or not they can work in a group. Conditional sentence type

2 is not the very first subject to be taught by Collaborative Learning, to make them

in solid group, in the previous subject, writer also applies a group work as a method

in teaching.

As a first move in teaching conditional sentence type 2 using collaborative

learning, the researcher tries to introduce collaborative learning by informing the

benefits of collaborative learning itself. They need to know what type of learning

activity they may have and what for that activity happen. They also need to know

whether or not this new method helps them in learning conditional sentence type 2.

After that, the groups are built. In grouping, the researcher has designed the

member of the group. Since the researcher has already known about the students, so,

it is easier to arrange students in a group.

The steps in collaborative learning are stated below:

22

1. Pre-Teaching collaboration

a. Choosing the subject to be taught using collaborative learning.

b. Observing the students for arranging groups.

c. Planning the teaching and learning activity that may be occurred in

classroom.

d. Planning the possibility way out for problems in collaboration that may

occur.

2. In-Class Collaboration

a. Grouping students based on what teacher has observed before.

b. Explaining about conditional sentence type 2 and get them discussed it. it

can really helps in cases when a student is confused and the teacher does not

understand the source of confusion, the partner who was watching can

frequently solve the problem more easily than the partner who had primary

teaching responsibility at the time. Teaching is such a demanding activity

that we can not always be fully aware of all that is happening while we are

concentrating on the teaching.

c. Asking every volunteer in a group to make another example of conditional

sentence type 2 and to connect it with their experience.

d. Asking students to complete a task and remind them that the score will be

graded both individually participation and in a group.

3. Post-Lesson Collaboration

a. Sharing the score in each group

b. Discussing each student’s strengths and weaknesses, and improvement

before assigning a final grade.

CHAPTER III

THE PROFILE OF SMK YANUSA

SMK YANUSA stands for Sekolah Menengah Kejuruan Yayasan Nurus

Sa’adatain. It is located on Jalan H. Saikin no. 10 Pondok Pinang Jakarta Selatan. It was

built in 1985. The Head Master is Drs. Sofwan Nizami.

A. The Teacher

The English teacher at SMK YANUSA, who helped the writer in getting the data,

is Mr. Apipudin, S.Ag. Because his educational background is not English education,

sometimes he used traditional method in teaching English to his students. Therefore,

when he heard about collaborative learning and how it can help students with English

problems, especially grammatical problems, he fully supports it. This can be proved

from the interviewed after the writer had applied the collaborative learning method in

the classroom.

B. The Students

The students in SMK Yanusa are generally coming from middle down level of

society. There are 3 classes there. They are: Accountancy Class (24 students), Office

Administration Class (25 students) and Marketing Class (25 students). For them, to

collaborate in learning, is something very new. Moreover, in English, they usually

study individually. They got confused for the first time, but then, they adapt it and

happy to learn English with their friends.

The students are generally live in groups. They feel more comfortable to learn

within their folks or to learn by themselves. They seem do not get used to learn or

study together with the students outside their groups. The writer wants to change this

habit, then the writer conduct collaborative learning method in teaching them.

C. The Curriculum

The use of conditional sentence type 2 as a subject research is because it is one of

the subjects stated in the textbook used at SMK YANUSA. The textbook used for a

guide in teaching is published by Mediatama.

23

24

CHAPTER IV

RESEARCH PROCEDURES AND FINDINGS

A. RESEARCH PROCEDURES

1. The Place and Time of Study

The study was conducted at the eleventh grade students of YANUSA

Vocational High School. It was located at Jl. H. Saikin no 10 Pondok Pinang

South Jakarta. The research itself was conducted while writer was having

practice teaching in YANUSA Vocational High School. It took about 4 months.

The field research was done from 28th April 2008 until 26th May 2008 in 9

meetings. Before conducting the research, the writer interviewed the English

teacher to get some information about the English teaching learning process

there and any information to support the research. The research consisted of

giving pre-test on Wednesday 7th May 2008, teaching the experiment class by

applying collaborative learning in teaching conditional sentence type 2, and

giving post-test after doing the treatment in the classroom on 26th May 2008, the

writer collected the data from pre-test and post-test, and then he started to begin

analyzing them.

2. Population and Sampling

The population of this research is the eleventh grade of Vocational High

School of YANUSA Pondok Pinang, South Jakarta. The eleventh grade of

Vocational High School in Yanusa has three classes, consists of 74 students.

And for this research, the writer only chose one class that is accountancy class

which consists of 24 students to be a sample of this study.

3. Instrumentation

In this research, the writer used the test which is made by her and from any

appropriate grammar exercises book. The material of the test was taken from

their handbook and other related books about conditional sentence type 2. The

test was divided into two parts. The pre-test had been given before the treatment

was given and the post test was given after she had given the treatment to the

25

class. The question consisted of 20 questions, which has two kinds of test, those

are multiple choice test and tranformation test. Writer believes that the score in

multiple choice tests needs to be supported by the score in essay test. The

measurement in taking score of transformation test is stated as follow:

• Score 4 : Correct in grammatical order, word order and relevant with

the question.

• Score 3 : Incorrect in grammatical order or word order and relevant

with the question

• Score 2 : Incorrect in grammatical order or word order and irrelevant

with the question

• Score 1 : Incorrect in grammatical order and word order and

irrelevant with the question

4. Procedures of Collecting Data

Collecting data is one of the important things in the research that can be

determined the result of the research, as follows:

1. Pre-Evaluation

Before giving the evaluation, the writer taught conditional sentence

type 2 using traditional method in the first three meetings. After that, the

writer did the pre-evaluation by giving students an evaluation as mentioned

above as pre-test. The test consists of twenty items whish is divided into two

kinds of tests, they are ten items for multiple choice model and ten questions

for transforming model. They were only given 45 minutes to complete the

test.

2. Giving treatment (applying collaborative learning)

The writer would explain about the process of teaching conditional

sentence type 2 taught by collaborative learning method. The steps in

teaching conditional sentence type 2 through collaborative learning method

are as follows:

a. Preparation is begun by preparing students to learn. Next, the writer

arranges the students into groups by considering students’ style of

learning and students’ the type of personality. Here, the writer also

plans for the material to be taught.

26

b. Activate students by giving the students to make a small discussion

with their team members about the material they are learning. The

writer also creates total learner involvement. This includes active

participation, demonstration, and interview. After that, the writer

starts to teach conditional sentence type 2 systematically according to

the lesson plan.

c. The last step will be reviewing and reflecting. Here, the writer and

students try to observe what has been done together. The benefit, the

weakness, the strength, and the achievement they already have by

implementing collaborative learning.

3. Post-Evaluation.

The writer did the post evaluation by giving the students post test.

The test was as the same with the pre test. However, the post test was given

after the treatment had been given by teaching conditional sentence type 2

using Collaborative Learning.

5. Technique of Data Analysis

. Having got the data from pre-test and post-test, they were analyzed and

processed by using statistic calculation of the T-test formula with the

significance degree 5% and 1% and Gained Score. The T-test formula is

used to calculate the differential significance made by pre-test and post-test.

And Gained Score formula is used to calculate the degree of its

effectiveness. The T-test formula is stated as follows:1

MDSEMDto =

MD : Mean of differences; the average score from the differences

gained scores between I variable and II variable, which are

calculated with the formula;

∑= NDMD

1 Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 1987) p. 166

27

ΣD : Total score between I variable (X variable) and II variable (Y

variable). And D is gained with formula; D = X – Y

N : Number of Cases

SDD : The standard deviation from the differences between score of X

variable and Y variable, which is gained with the formula;

22

⎥⎥⎦

⎤

⎢⎢⎣

⎡−= ∑∑

ND

ND

SDD

SEMD : The standard error mean of differences that is gained with the

formula;

1−

=NSDSE D

MD

df : Degree of freedom with formula : N – 1

And Gained Score formula is stated:

Gained (d) Score = Post-test – Pre-test

B. RESEARCH FINDINGS

1. The Description of Data

After conducting the research, the writer analyzed two kinds of data; the

scores of the pre-test and the scores of the post test.

a. The Pre-Test Scores

After analyzing the data of the pre-test scores, it shows that the mean (X)

57.083, the standard deviation is 15.017, the median is 58, the highest score is

72 and the lower score is 36.

The data can be seen in the table below:

28

Table 3.1

No Score Pre-Test No Score Pre-Test

1 36 13 70

2 46 14 66

3 58 15 68

4 40 16 54

5 56 17 66

6 52 18 72

7 58 19 62

8 56 20 58

9 46 21 54

10 66 22 70

11 44 23 72

12 36 24 64

b. The Post-Test Scores

After analyzing the data of the post-test scores, it shows that the mean

(X) 77.5, the standard deviation is 6.982, the median is 78, the highest score is

90 and the lower score is 66.

The data can be seen in the table below:

Table 3.2

No Score Post-Test No Score Post-Test

1 72 13 86

2 78 14 84

3 66 15 80

4 68 16 80

5 80 17 78

6 86 18 90

7 82 19 74

8 78 20 70

9 66 21 72

10 80 22 80

29

11 78 23 90

12 66 24 76

c. The Comparison between the pre-test and the post-test scores

1) Using the T-test formula

To compare the result of the pre-test and post test, the researcher uses

the following formula:

MDSEMDto =

The Comparison of the Test Result

Table 3.3

No Score Pre-Test Score Post-Test D = (X – Y) D

`1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

36

58

46

40

52

56

58

56

46

66

44

36

70

66

68

54

66

72

62

58

54

72

78

66

68

80

86

82

78

66

80

78

66

86

84

80

78

80

90

74

70

72

-36

-20

-20

-28

-28

-30

-24

-22

-20

-14

-34

-30

-16

-18

-12

-24

-14

-18

-12

-12

-18

1296

400

400

784

784

900

576

484

400

196

1156

900

256

324

144

576

196

324

144

144

324

30

22

23

24

70

72

64

80

90

76

-10

-18

-12

100

324

144

N=24 ∑ 57,08 ∑ 77,5 ∑ D = -490 ∑ D2 = 11276

Based on the data in table 4, the writer calculated the result of ∑D = - 490

and ∑D2 = 11276. Then, the writer tried to find out the standard deviation with

the formula:

22

2

⎥⎥⎦

⎤

⎢⎢⎣

⎡−= ∑∑

ND

ND

SD

2

24490

2411276

⎥⎦⎤

⎢⎣⎡−−=

[ ]242.2083.496 −−=

9764.41683.496 −=

8536.79=

936.8=

To find out the mean of differences (MD) between variable X and Y, the

writer used the formula;

∑= NDMD

24490−

=

42.20−= After gaining the result of SD2 = 8.936, the writer calculated the standard

error from mean of differences (SEMD) between variable X and Y:

1−

=NSDSE D

MD

124

936.8−

=

23936.8

=

31

795.4936.8

=

86.1=

The last calculation is determining the result of to (t observation) of the

test with formula:

MDSE

MDto =

86.1

42.20−=

978.10−=

The result - 10.978 indicated that there was a difference of degree as much

as - 10.978. Regardless the minus, it does not indicate negative scores.

Then, to complete the result of the research, the writer tried to find out the

degree of freedom (df) with formula:

1−= Ndf

124 −=

23=

df = 23 (see table of “t” value at degree of significance of 5% and 1%)

At the degree of significance of 5% = 2.04

At the degree of significance of 1% = 2.75

The result is 2.04 < 10.978 > 2.75

The result of analyzing the data by using the formula above shows that the

coefficient is 10.978 this means that there is a significance increase that the

conditional sentence type 2 taught by collaborative learning.

2) Using the Gained Score formula

To compare the result of pre-test and post-test, the researcher also used this

formula:

Gained (d) Score = Post test – Pre test

32

The Comparison of the Test Result

Table 3.4

No Score Pre-Test Score Post-Test

Gained (d)

Score (Post test-

Pre test)

`1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

36

58

46

40

52

56

58

56

46

66

44

36

70

66

68

54

66

72

62

58

54

70

72

64

72

78

66

68

80

86

82

78

66

80

78

66

86

84

80

78

80

90

74

70

72

80

90

76

36

20

20

28

28

30

24

22

20

14

34

30

16

18

12

24

14

18

12

12

18

10

18

12

N=24 ∑57,08 ∑ 77,5 ∑ 490

33

Based on the table above, it can be concluded that the lowest gained score

from pre-test is 36 and the highest score is 72. Mean while, the lowest gained

score from post-test is 66 and the highest score is 90.

2. The Interpretation

Having analyzed the data of pre-test and post-test by using t-test formula,

the result shows that the coefficient is 10.978 this means that there is a

significance improvement in teaching conditional sentence type 2 through

collaborative learning.

From the result of calculation, it is obtained the value of the to is 10.978,

the degree of freedom (df) is 23. The writer used the degree of significance of

5% and 1%. In the table of significance it can be seen that on the df 23 and on

the degree of significance of 5% and 1%, the value of degree of significance are

2.04 and 2.75 comparing to the to with each value of the degrees of significance,

the result is 2.04 < 10.978 > 2.75. Since to score obtained from the result of

calculating, the alternative hypothesis (Ha) is accepted and the null hypothesis

(Ho) is rejected.

1. If the result of calculation to (t observation is higher that tt (t table), to >

tt. So, the null hypothesis (Ho) is rejected and alternative hypothesis

(Ha) is accepted. It means there is a significance difference between

variable X and variable Y.

2. If the result of calculation to (t observation) is lower then tt (t table), to <

tt, so, the null hypothesis (Ho) is accepted and alternative hypothesis

(Ha) is rejected. It means that there is no significance difference between

variable X and variable Y.

Based on the result of the data analysis, it is proven that the students’

score of the conditional sentence type 2 taught by collaborative learning

method is increased. We also can see from the result of gained score above

that the M (mean) of pre-test scores is 57.08 and the M (mean) of post-test

scores is 77.5. It means that collaborative learning can improve students’

grammar ability especially in understanding conditional sentences effectively.

This knowledge will retain longer in students’ memory. The result of the

calculation above also shows that there is a significant improvement when

students learn conditional sentence type 2 using collaborative learning method.

34

 

CHAPTER V

CONCLUSION AND SUGESTION

A. CONCLUSION

Based on the data that have been collected from the result of the statistical

calculation and the test of hypothesis, the writer concludes that using collaborative

learning in teaching grammar, in this case, Conditional Sentence Type 2 have influence

on students achievement. It means that hypothesis of the research is accepted, or there is

significance influence of collaborative learning and teaching conditional sentence type 2

on students’ achievement. Collaborative Learning is also proven to help students’

problem in learning grammar.

B. SUGGESTION

As closing to this study, the writer feels necessary to write several points below to

face some problems in teaching Conditional Sentences type 2:

1. The writer suggests to the teachers to use Collaborative Learning in teaching

grammar subject because it can help the students to get a depth understanding to the

subject they learn.

2. Although the role of the teacher is basically a facilitator, but the teacher can play

more roles in making the students active in their learning.

3. By using Collaborative Learning, both student and teacher can share knowledge and

authority. And it makes students feel responsible in their own learning.

4. Teachers should know the students’ problem in dealing with their learning process. 

5. Teachers should also master the matter will be taught.  

 

Appendix

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : Sekolah Menengah Kejuruan YANUSA Mata Pelajaran : Bahasa Inggris Kelas/ Semester : XI / I Akuntansi Structure : Conditional Sentence Type 2 Waktu : 1 X Pertemuan (2 x 45 menit)

I. Standar Kompetensi

Mampu menggunakan Linguistics Aspect dalam bentuk percakapan transaksional dan interpersonal dalam bentuk Conditional Sentence Type 2

II. Kompetensi Dasar Mengidentifikasi makna teks tulis fungsional pendek dan esay sederhana yang mengandung “Conditional Sentence Type 2” dan mengaplikasikannya dalam kehidupan sehari-hari.

III. Indikator 1. Siswa mampu mengidentifikasi bacaan yang mengandung conditional sentence type 2

dengan akurat. 2. Siswa mampu memberikan contoh dalam bentuk Conditional Sentence Type 2. 3. Siswa mampu menerapkan bentuk Conditional Sentence Type 2 dalam

berkomunikasi baik lisan maupun tulisan dengan akurat.

IV. Materi Pokok / Uraian Materi Pokok This conditional expresses a wish or expectation that contradicts to what is happening

now or in the future. Conditional type 2 is formed by putting the simple past as the sub-

clause, and past future as the main clause. The formula:

Example:

If + subject (1) + simple past + subject (2) + would/could/might + verb1/be 

- If I had money, I would buy a car.

(Fact: I don’t have money to buy a car)

- She would not give you a present if you were lazy.

(Fact: You are not lazy, so she will give you a present)

- If it didn’t rain tonight, I would invite you to see the movie tonight.

(Fact: I will not invite you to see the movie tonight because of the rain)

V. Sumber dan Media Pembelajaran

1. Sumber pembelajaran :

• Text book “Modul Bahasa Inggris untuk SMK kelas 2” Penerbit Mediatama

• Intisari Bahasa Inggris untuk SMU kelas 1, 2, dan 3 Penerbit Pustaka Setia

• Handout • Syllabus

2. Media Pembelajaran :

• Paper Strips VI. Metode dan Strategi Pembelajaran

Metode : Collaborative Learning Strategi : Kelompok (yang terdiri dari minimal 3 orang), demonstrasi, diskusi,

tampil di depan kelas

VII. Rencana Pembelajaran

NO KEGIATAN WAKTU

1 Pendahuluan

• Salam dan tegur sapa • Absensi Siswa • Memberikan motivasi

10 menit

2 Kegiatan Pokok

• Siswa menjelaskan Pengunaan Conditional Sentence Type 2 • Siswa mempraktekkan penggunaan Conditional Sentence

Type 2 • Siswa mendiskusikan penggunaan Conditional Sentence

Type 2 dan membuat contoh dalam grup • Siswa membacakan hasil diskusinya dengan grup di depan

kelas

60 menit

3 Penutup 20 menit

• Memberikan pertanyaan untuk mengecek pemahaman siswa • Memberikan kesimpulan umum tentang materi • Memberikan latihan untuk pekerjaan rumah

VIII. Penilaian

Penilaian Proses : Dilaksanakan pada Proses KBM Conditional Sentence Type 2

berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang dibei nilai pada handout Instrumen : Soal tes terlampir

Telah diperiksa Jakarta 12 Mei 2008 Guru Pamong Guru Praktikan Apipudin, Sag Neneng Hudaipah

Appendix

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : Sekolah Menengah Kejuruan YANUSA Mata Pelajaran : Bahasa Inggris Kelas/ Semester : XI / I Akuntansi Structure : Conditional Sentence Type 2 Waktu : 1 X Pertemuan (2 x 45 menit)

I. Standar Kompetensi

Mampu menggunakan Linguistics Aspect dalam bentuk percakapan transaksional dan interpersonal dalam bentuk Conditional Sentence Type 2

II. Kompetensi Dasar Mengidentifikasi makna teks tulis fungsional pendek dan esay sederhana yang mengandung “Conditional Sentence Type 2” dan mengaplikasikannya dalam kehidupan sehari-hari.

III. Indikator 1. Siswa mampu mengidentifikasi bacaan yang mengandung conditional sentence type 2

dengan akurat. 2. Siswa mampu memberikan contoh dalam bentuk Conditional Sentence Type 2. 3. Siswa mampu menerapkan bentuk Conditional Sentence Type 2 dalam

berkomunikasi baik lisan maupun tulisan dengan akurat.

IV. Materi Pokok / Uraian Materi Pokok

Conditional sentence type 2 represents what we usually call as Present Unreal

Conditional. The Present Unreal Conditional is used to talk about what you would

generally do in imaginary situations.

Here are other examples:

- If I owned a car, I would drive to work.

- She would travel around the world if she had more money.

- I would read more if I didn't watch so much TV.

- Mary would move to Japan if she spoke Japanese.

- If they worked harder, they would earn more money.

- A: What would you do if you won the lottery?

B: I would buy a house.

- A: Where would you live if you moved to the U.S.?

B: I would live in Seattle.

In the Present Unreal Conditional, the form "was" is not considered grammatically

correct. In written English or in testing situations, you should always use "were."

Examples:

- If he were French, he would live in Paris.

- If she were rich, she would buy a yacht.

- I would play basketball if I were taller.

- I would buy that computer if it were cheaper.

V. Sumber dan Media Pembelajaran

1. Sumber pembelajaran :

• Text book “Modul Bahasa Inggris untuk SMK kelas 2” Penerbit Mediatama

• Intisari Bahasa Inggris untuk SMU kelas 1, 2, dan 3 Penerbit Pustaka Setia

• Handout • Syllabus

2. Media Pembelajaran :

• Paper Strips VI. Metode dan Strategi Pembelajaran

Metode : Collaborative Learning Strategi : Kelompok (yang terdiri dari minimal 3 orang), demonstrasi, diskusi,

tampil di depan kelas

VII. Rencana Pembelajaran

NO KEGIATAN WAKTU

1 Pendahuluan

• Salam dan tegur sapa • Absensi Siswa • Memberikan motivasi

10 menit

2 Kegiatan Pokok

• Siswa menjelaskan Pengunaan Conditional Sentence Type 2 • Siswa mempraktekkan penggunaan Conditional Sentence

Type 2 • Siswa mendiskusikan penggunaan Conditional Sentence

Type 2 dan membuat contoh dalam grup • Siswa membacakan hasil diskusinya dengan grup di depan

kelas

60 menit

3 Penutup

• Memberikan pertanyaan untuk mengecek pemahaman siswa • Memberikan kesimpulan umum tentang materi • Memberikan latihan untuk pekerjaan rumah

20 menit

VIII. Penilaian

Penilaian Proses : Dilaksanakan pada Proses KBM Conditional Sentence Type 2

berlangsung Penilaian Hasil : Diambil dari jawaban siswa yang dibei nilai pada handout Instrumen : Soal tes terlampir

Telah diperiksa Jakarta 19 Mei 2008 Guru Pamong Guru Praktikan Apipudin, Sag Neneng Hudaipah