COOPERATIVE LEARNING STRATEGY IMPLEMENTED BY ENGLISH TEACHER AT SMKN 13 MALANG
| Main Author: | MONICA, LUSY APRILLYA |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/21789/1/jiptummpp-gdl-lusyaprill-42323-1-pendahul-x.pdf http://eprints.umm.ac.id/21789/2/jiptummpp-gdl-lusyaprill-42323-2-babi.pdf http://eprints.umm.ac.id/21789/ |
Daftar Isi:
- As a teacher, it is significant to apply precise strategies in teaching. Indeed, Cooperative Learning is one of those strategies which is able to be applied. It is an instructional strategy which lets the students to gain their understanding deeply. Moreover, there are many kinds of CL that are easy to be implemented. Accordingly, it is conceivable to determine what kinds of CL which is going to be used based on the students’ and materials’ needs. This research is conducted by virtue of the researcher’s eagerness to deeply find out kinds of Cooperative Learning strategy implemented by English teacher at SMKN 13 Malang. Further, it is an analysis on kinds of CL strategy and how to implement it as well. Also, this analysis includes the problems as well as the solution during the implementation. It was a qualitative research design since it was presumed as the most proper design in order to attain the purpose in overcoming and solving the research problems. The researcher determined to use this design because she focused on developing and generalizing the data broader. Moreover, the subject of this research was the English teacher of SMKN 13 Malang. Additionally, the instruments to collect the data were observation and interview. After analyzing the data, it is found that English teacher uses five kinds of CL strategy in teaching the first grade students. Those kinds are focus trio, think-pair-share, round robin, three-step-interview, and three-to-one technique. The reasons of choosing those five strategies instead of 14 are the student’s and materials’ needs (task specialization) also time management. In addition, in applying those strategies, some improvements are made to make the steps she implements are appropriate with the students’ conditions and also capabilities. Furthermore, she faces some problems during CL implementation, those are the students’ presence, noise, and also lack of capability in understanding teacher instruction. Dealing with those problems, the teacher also copes with the proper solutions such as changing the groups’ members, representing the scoring aspects in order to remind them and repeating the instructions.