THE EFFECT OF GROUP LEARNING ON STUDENT LEARNING OUTCOMES IN

ENGLISH

BY :

DESINTA TRIANA

(160210401052)

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2018
 CHAPTER 1

INTRODUCTION

English is one of the difficult subjects, especially for middle school students. most of
the students do not like to this subject because most of them are lazy to learn and understand.
this makes the teacher feel uncomfortable so they have to make a new strategy so that their
students are willing and eager to learn English.

English is one of the lessons that lacks a place in the hearts of eighth-grade students of
SMP Negeri 2 Bondowoso, because the subject of natural knowledge is considered difficult
and less attractive, so it has an impact on the low learning outcomes of class VIII students. It
should be noted that English subjects are programs to instil and develop English knowledge,
skills, attitudes and values in students. The ability to speak English is very useful for every
student in this era of globalization. English is taught up to college, so it is not an excuse not to
understand English, therefore it requires adequate mastery and understanding in pursuing
English subjects. Until now the group learning program in learning English in class VIII SMP
Negeri 2 Bondowoso has not improved, serious group learning in class with different types of
student learning outcomes. Group learning activities at SMP Negeri 2 Bondowoso has not been
developed and optimized, it's just that there is freedom and has not been carried out-out of
supervision and learning from these study groups.

From here, it is very necessary for the orientation program for the application of group
learning to class VIII students of SMP Negeri 2 Bondowoso is responsible for learning English.
The instructional use of small groups so that students work together to maximize their own and
each other’s learning (Johnson & Johnson, 1993, p,9). The benefits of learning groups and their
effects on learning outcomes in English can be seen after group learning goes according to
plan. The group learning needs guidance from the teacher who says. During this group learning,
only use students to study with friends without good supervision, learning outcomes that cannot
be maximized and even more effective.

To overcome the problem of low learning outcomes of English students of class VIII
SMP Negeri 2 Bondowoso, then group learning is a good alternative. English various
difficulties in learning which have been the basis for all students, starting from class VII to
class IX, are important lessons to spark new ideas in group learning programs.

Research Problems:

a. What is the group learning strategy applied to the eighth-grade students of SMP
Negeri 2 Bondowoso in learning English?

b. Does group learning can improve learning outcomes of class VIII students of SMP
Negeri 2 Bondowoso in learning English?

c. Is there a group learning contribution to the learning outcomes of class VIII SMP
Negeri 2 Bondowoso in learning English?

Research Objectives:

a. To find out about group learning strategies that are applied to class VIII SMP Negeri
2 Bondowoso in learning English.

b. To find out whether group learning can improve the learning outcomes of class VIII
SMP Negeri 2 Bondowoso in learning English.

c. To find out the group learning contribution to the learning outcomes of class VIII
SMP Negeri 2 Bondowoso in learning English.

CHAPTER 2

LITERATURE REVIEW

Learning is carried out consciously by students to achieve goals. Learning is a mental

and psychological activity that takes place in interactions with increasing environments, and
attitudes and attitude values, these are relatively constant/lasting (Winkel, 1987: 200).

Sukirin (1984) says that learning is a deliberate process of change behaviour. The
learning process can be applied or tested in the real world. Furthermore, say that every learning
activity will be summarized in students. Change in themselves that they have done the learning
process. Such learning processes do not produce material, namely teachers and students.

Hilgard cited Pasaribu (1983) states that learning in a process by an activity originates
or changed through responding to situations provided that chenged cannot attain growth or
temporary satay from orgasm such as in exhaustion or under druges. This opinion means that
existing processes are activities that produce such activities. This change cannot be called
learning given by people because of mistakes or because of drugs, people are not aware of their
condition. Changes which are knowledge, skills and behavior. The change is obtained by
practice and experience by itself.

We know that group learning is a learning model where the students learn to work
together in a group to complete learning tasks. By learning groups that will produce mental and
psychological activities that take place in interactions with a better and better environment,
these activities are relatively noisy or use group learning activities. Group learning outcomes
can be learned through the learning process, then applied or tested in the real world. Each group
learning activity will involve students in the learning process, and this will be seen in student
behaviour or student achievement. In implementing group learning activities, students will try
to ask the information freely using the subject of information exchange within the scope of the
group. The more members of the study group, the more information students get. But there will
not be a number of members who will give positive results for student learning outcomes.
Learning groups will give students knowledge about what has been accessed by other students,
you will get the money together in mind and solve problems. Difficulties can be solved through
group learning, because if one student doesn't know about things, other students can give new
ideas for the new thing.

It asks for a great concern and a change in the education system due to the demands of
the Albanian society, by emphasizing the idea that cooperative learning should gain acceptance
as a strategy for promoting positive academic, social and attitudinal outcomes (Johnson
&Johnson, 1985, Slavin, 1980).

CHAPTER 3

METHODOLOGY

3.1. Research Design

The design of this research is action research by using qualitative data to realize optimal
learning outcomes. With other reinforcement, research will be used in the classroom to allow
the teacher to reflect on self reflection and criticism of learning activities. In its implementation,
studies are carried out from data that produce analysis and interpretation of the meaning of the
data. Actions needed to reach the world level and risks are accurate (Cohen and Mantion, 1980:
Zuriah: 2003).

The location of the learning process takes place, namely class VIII of SMP Negeri 2
Bondowoso. Learning activities are conducted by classroom teachers who use English. From
the component "actors" are the results of researchers, teachers and class VIII students involved
in the learning process. From the aspect of "activity" is a group learning activity once a week.
This group learning activity aims to determine the effect on learning outcomes of English in
class VIII students who have been using individual learning systems with unsatisfactory results.

Sources that can provide broaden information and can help the theory are the subjects
of research (Bogdan and Biklen, 1990). Learning from the learning group of students in the
learning process of teaching and learning is the highest level of learning in the process of
teaching.

3.2. Participant Selection

The number of class VIII students involved in teaching and learning interactions and
group learning is 25 students. The reasons used for learning are to learn English Learning
Group Learning in class VIII SMP Negeri 2 Bondowoso, so that it can be seen the benefits of
group learning as a form of improving the quality of learning outcomes in English.

3.3. Data Generation Method(s)

The data generation method(s) of this research are obsevation, interview, test, and
documentation.
1. Observation
There are two behaviours that are carried out, among others: (1) directly, that is
what is done where the observer is with the object under investigation, and (2)
indirect, or which occurs not at the moment that happens to be studied. Research
conducted directly on the learning activities of class VIII students with the guidance
of English teachers and teaching and learning processes to determine their influence
on learning outcomes in English.
2. Interview
Researchers conduct interviews to obtain data in accordance with reality when
researchers conduct interviews. Interviews in this study were addressed to English
teachers and VIII grade junior high school students. The interviews in this study
 used a type of in-structured in-depth interview. With unstructured interviews, as
much as possible is obtained information that is confidential and sensitive in nature,
and allows once to record all the effective responses of the informant that appears
during the interview (Bafadal, 1994). In conducting the interviews, outlines of the
statements conveyed to the informants are based on the focus and sub-focus of the
research.
3. Test
Tests will be conducted to determine the basic abilities of VIII graders in learning
English and their influence on learning outcomes. Giving this test is done twice,
namely before the implementation of group learning activities (test I) and after the
implementation of group learning activities (test II). Basically the giving of the test
is to find out the outcomes of class VIII students on English language lessons before
and after group learning.
4. Documentation
In this study, the method of grouping data using techniques, interviews, tests and
documentation. Observations were made in the learning process of teaching English
class VIII with group learning strategies. The interview technique for class VIII was
carried out by researchers on the learning system that has been carried out so far by
self-learning and its influence on learning outcomes in English. Learning activities
and their influence on the results of learning English. Data collection in research
other than primary data also uses secondary data as a reference, namely theories
and literature. The following are the interview methods and methods used to
determine students' ability to learn English with a group learning system.
3.4. Data Analysis Method(s)
After the data is collected, then the data needs to be processed or analyzed for
information. Before processing, the collected data needs to be selected in advance
from the basis of reliability and validity. Data that is low in reliability and validity
is aborted or equipped with substitution. Data that has been realized in various
information and information that is ready to be evaluated and interpreted.
Data analysis is a process that details the formal to find themes and formulate
hypotheses in accordance with the direction and suggestions of existing data.
Analysis becomes the process of compiling data so that it can be reminded. There
are data analysis processes and other materials that have been compiled by
researchers (Bogdan and Biklen, 1982).
 Perform analysis of activities working on data, organize, divide into units that can
be managed, synthesize, look for patterns, find what is important and what will be
known to report. Data analysis is the process of organizing and sorting data into
patterns, categories and basic description units, echoes can find themes such as
those by data (Maleong, 1995).
The data analysis technique in this study is descriptive analysis. With the intention
that descriptive research is conducted to obtain information about the status of the
occurrence at the time the research was conducted. After the research data is
collected, then the data is then systematically arranged. By way of being organized,
then the last data that is done is revealed the important problem in accordance with
the topic in accordance with the problem.
3.5. Ethic

REFERENCES

https://www.researchgate.net/publication/254097701_COOPERATIVE_LEARNING_THEO
RY_PRINCIPLES_AND_TECHNIQUES

Winkel. 1984. Psikologi Pendidikan Dan Evaluasi Belajar. Jakarta: Gramedia.

Zuriah, N. 2003. Penelitian Tindakan Dalam Bidang Pendidikan Dan Sosial. Edisi Pertama.

Malang: Bayu Media Publishing.

http://cul.au.dk/fileadmin/CUL/Dokumenter/Forskning/Kims_artikel_om_Cooperative_Learn
ing.pdf

https://www.researchgate.net/publication/263100570_Group_work_as_an_incentive_for_lear
ning_-_students'_experiences_of_group_work/download