COOPERATIVE LEARNING TO ENHANCE STUDENTS ...

COOPERATIVE LEARNING TO ENHANCE

STUDENTS ENGAGEMENT IN AN INCLUSIVE SCHOOL

AT SMP TAMAN DEWASA IBU PAWIYATAN

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain Sarjana Pendidikan Degree

in English Language Education

By

Titis Pahargyan

Student Number: 141214044

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

COOPERATIVE LEARNING TO ENHANCE

STUDENTS ENGAGEMENT IN AN INCLUSIVE SCHOOL

AT SMP TAMAN DEWASA IBU PAWIYATAN

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain Sarjana Pendidikan Degree

in English Language Education

By

Titis Pahargyan

Student Number: 141214044

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018






vi

ABSTRACT

Pahargyan, Titis. (2018). Cooperative Learning to Enhance Students Engagement in

an Inclusive School at SMP Taman Dewasa Ibu Pawiyatan Yogyakarta. Yogyakarta:

English Language Education Study Program. Sanata Dharma University.

In an inclusive school context, students engagement is important since it

accommodates all students towards diversity. This research deals with Teams-Games-

Tournament (TGT) as one of cooperative learning methods implemented in an

inclusive school. The aim of the research was to examine the students engagement,

both in behavioral and emotional engagement using the TGT in class at SMP Taman

Dewasa IP Yogyakarta.

There are two research questions in this research: (1) How is cooperative

learning in this Spiral Model of classroom action research proposed by Kemmis and

McTaggart (1988) implemented in the research? (2) To what extent does the

cooperative learning in this classroom action research enhance the students

engagement in an inclusive school at SMP Taman Dewasa Ibu Pawiyatan

Yogyakarta?

The research used the classroom action research as the method proposed by

Kemmis and McTaggart in 1988. The research was conducted in three cycles of

action research. The participants of the research were 21 students at grade VIII C at

SMP Taman Dewasa Ibu Pawiyatan Yogyakarta. The research instruments were class

observation sheets, score of students psychological barrier sheets, questionnaires, and

interviews.

Based on the data analysis, the result showed that there was an increase from

the first cycle of the TGT implementation to the third cycle of both students’

engagement. Both engagement showed positive results. The mean score of the

behavioral engagement at the first cycle was 3.09 then it increased to 3.2 at the third

cycle. The mean score of students emotional engagement also increased from 3.22 at

the first cycle to 3.29.

Finally, the TGT as one of cooperative learning methods was able to enhance

the students engagement, both in behavioral and emotional in an inclusive school. As

a recommendation, the TGT can be applied to teach in the class as one of the learning

methods. Since the TGT is designed for the students to work together with their

peers, it will allow the students to interact more with others.

Keywords: cooperative learning, TGT, students engagement, inclusive school,

classroom action research


vii

ABSTRAK

Pahargyan, Titis. (2018). Cooperative Learning to Enhance Students Engagement in

an Inclusive School at SMP Taman Dewasa Ibu Pawiyatan Yogyakarta. Yogyakarta:

Pendidikan Bahasa Inggris. Universitas Sanata Dharma.

Dalam konteks sekolah inklusi, partisipasi siswa menjadi sangat penting

karena hal tersebut memfasilitasi keberagaman siswa. Penelitian ini berisikan

mengenai Teams-Games-Tournament (TGT) sebagai salah satu metode pembelajaran

kooperatif di sebuah sekolah inklusi. Tujuan dari penelitian ini adalah untuk menguji

partisipasi patisipasi siswa, baik partisipasi secara perilaku dan secara emosi

menggunakan TGT di dalam kelas di SMP Taman Dewasa IP Yogyakarta.

Terdapat 2 rumusan masalah dalam penelitian ini: (1) Bagaimana

pembelajaran kooperatif dalam Model Spiral yang diusulkan oleh Kemmis dan

McTaggart (1988) diimplementasikan dalam penelitian ini? (2) Sejauh mana metode

pembelajaran kooperatif dalam penelitian tindakan kelas ini dapat meningkatkan

partisipasi siswa di sekolah inklusi di SMP Taman Dewasa Ibu Pawiyatan

Yogyakarta?

Peneliti menggunakan metode penelitian tindakan kelas yang diusulkan oleh

Kemmis dan McTaggart (1988). Penelitian ini dilaksanakan dalam 3 siklus.

Partisipan dalam penelitian ini adalah 21 siswa kelas VIII C di SMP Taman Dewasa

Ibu Pawiyatan Yogyakarta. Dalam penelitian ini, peneliti menggunakan instrument

penelitian berupa lembar observasi, lembar skoring hambatan psikologis anak didik,

kuesioner, dan wawancara.

Berdasarkan analisis data, hasil menunjukkan bahwa terdapat kenaikan

partisipasi siswa dari siklus pertama sampai siklus ketiga dalam pengaplikasian TGT

di kelas. Kedua jenis partisipasi siswa tersebut menunjukkan hasil yang positif. Rata-

rata nilai dari peartisipasi perilaku siswa di siklus pertama yaitu 3.09. Kemudian, naik

menjadi 3.2 di siklus ketiga. Rata-rata nilai untuk partisipasi secara emosi juga

mengalami kenaikan dari 3.22 di siklus pertama menjadi 3.29 di siklus ketiga.

Dalam penelitian ini, TGT sebagai salah satu metode pembelajaran kooperatif

dapat meningkatkan partisipasi siswa di sekolah inklusi baik secara perilaku maupun

secara emosi. Sebagai rekomendasi, TGT dapat diterapkan untuk mengajar di kelas

sebagai salah satu metode pembelajaran kooperatif. Karena TGT dirancang untuk

siswa untuk bekerja bersama teman sebaya, sehingga memungkinkan siswa untuk

lebih dapat berinteraksi satu sama lain.

Kata kunci: pembelajaran kooperatif, TGT, partisipasi siswa, sekolah inklusi,

penelitian tindakan kelas


viii

ACKNOWLEDGEMENTS

I express my greatest gratitutes to Lord Jesus Christ for all His supports,

blessing, and guidance so that I can do the research and finish my thesis accordingly.

Additionally, I am also thankful that He makes me tough enough to finish what I

should finish and deal with my last biggest responsibility as a college student.

I also would like to express my high appreciation to Ibu Monica Ella

Harendita, M.Ed., my thesis supervisor for the supports, motivation, and guidance.

Second, I would like to give my deepest gratitudes to Ibu Patricia Angelina Lasut,

M.Hum., my academic advisor for the encouragement, patience, sharing, and

motivation during my study at Sanata Dharma University. Further, for all the

lecturers and staffs as well who always assist and facilitate me during my study at

Sanata Dharma University, I say thank you.

My special gratitudes go to my father, Bambang Budiyono; my mother,

Diyanti Pujilestari, my two younger brothers, Galang Budaya and Ayub Budaya;

and my grandparents, Yakub Mulyadi and Sarah Kasmi for the endless and

unconditional love, to welcome me for whatever I am and to always be there for all

my ups and downs. Then, my dearest gratitudes I give to Anak Kos Cendana; Desi,

Manda, Ros, Putri, Tiwi, Anita, Ari, Mbak Hani, and Yuni for being my second

family when I am in Yogyakarta. Then, I would like to give my warmest gratitudes to

Bapak FX. Ouda Teda Ena as the Vice Rector of Collaboration and Alumni Affairs;

Rosalia Ratya Amarta and Gallang Riang Gempita for all the tireless supports and


ix

for being the companions in developing myself better as always. For my closest

companions at English Language Education Study Program: Lintang, Ros, and

Nadya, I thank you all for the endless supports.

I also dedicate this thesis to the students grade VIII C at SMP Taman

Dewasa IP Yogyakarta who made the whole research was possible, enjoyable, and

challenging as it should be.

Lastly, I points my dearest gratitudes for all the parties who have assisted and

supported me in conducting the whole research and making this thesis well-done in

the end.

Titis Pahargyan


x

TABLE OF CONTENTS

TITLE PAGE............................................................................................................. i

APPROVAL PAGES ................................................................................................ ii

STATEMENT OF WORK’S ORIGINALITY ......................................................... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................................... v

ABSTRACT ............................................................................................................ vi

ABSTRAK ............................................................................................................. vii

ACKNOWLEDGEMENTS ................................................................................... viii

TABLE OF CONTENTS .......................................................................................... x

LIST OF TABLES ................................................................................................. xiv

LIST OF FIGURES ................................................................................................ xv

LIST OF APPENDICES ........................................................................................ xvi

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

A. Research Background ..................................................................................... 1

B. Research Question .......................................................................................... 5

C. Research Significance .................................................................................... 5

1. Lecturers and Teachers ............................................................................... 6

2. Future Researchers...................................................................................... 6

3. Students ...................................................................................................... 6

D. Definition of Terms ........................................................................................ 7

1. Cooperative Learning.................................................................................. 7

2. Students Engagement .................................................................................. 7

3. Inclusive School ......................................................................................... 8

4. SMP Taman Dewasa IP Yogyakarta ........................................................... 8

CHAPTER II. REVIEW OF RELATED LITERATURE .......................................... 9

A. Review of Related Studies .............................................................................. 9

B. Theoretical Description ................................................................................ 11

1. Cooperative Learning................................................................................ 11

2. The Characteristics of Cooperative Learning ............................................. 12

a. Positive Interdependence ....................................................................... 12

b. Individual Accountability ...................................................................... 13

c. Face-to-face Promotive Interaction ........................................................ 13

d. Social Skills .......................................................................................... 13

e. Group Processing .................................................................................. 14

3. Types of Learning and Teaching Activities in Cooperative Learning ........ 14

a. Types of Learning in Cooperative Classroom ........................................ 14

1) Formal cooperative learning ............................................................... 14

2) Informal cooperative learning ............................................................. 15

3) Cooperative base groups ..................................................................... 15

b. Types of Activities in Cooperative Classroom ....................................... 15


xi

1) Student Teams-Achievement Divisions (STAD) ................................. 16

2) Teams-Games-Tournaments (TGT) .................................................... 16

3) Jigsaw II ............................................................................................. 16

4) Team Accelerated Instruction (TAI) ................................................... 17

5) Cooperative Integrated Reading and Composition (CIRC) .................. 17

6) Group Discussion and Group Projects ................................................ 17

4. Students Engagement ................................................................................ 18

a. Behavioral engagement ......................................................................... 18

b. Emotional Engagement ......................................................................... 19

c. Cognitive Engagement .......................................................................... 19

5. The Importance of Engagement ................................................................ 20

6. Inclusive School ....................................................................................... 21

a. The Students in Inclusive School ........................................................... 22

1) Visual Problems ................................................................................. 22

2) Hearing Problems ............................................................................... 22

3) Communication Problems .................................................................. 23

4) Developmental Impairment ................................................................ 23

5) Physical Problems .............................................................................. 23

6) Behavioral Problems .......................................................................... 23

7) Learning Problems ............................................................................. 23

8) Autism ............................................................................................... 24

9) Mental Retardation ............................................................................. 24

10) Motor Problems .................................................................................. 24

11) Gifted Students ................................................................................... 25

b. Benefits of Inclusion for Students .......................................................... 25

1) Students with Special Needs ............................................................... 25

2) Students without Special Needs .......................................................... 26

c. The Roles of Teachers ........................................................................... 27

C. Theoretical Framework ................................................................................ 28

CHAPTER III. RESEARCH METHODOLOGY .................................................... 30

A. Research Method .......................................................................................... 30

B. Research Setting ........................................................................................... 33

C. Research Participants ................................................................................... 34

D. Instrument and Data Gathering Technique .................................................... 34

1. Observation table ...................................................................................... 34

2. Questionnaire ............................................................................................ 36

3. Interview .................................................................................................. 37

E. Data Analysis Technique .............................................................................. 38

1. Post Study ................................................................................................. 39

CHAPTER IV. RESEARCH RESULT AND DISCUSSION .................................. 42

A. Preliminary Study......................................................................................... 42

1. Class Observation and Students Need Analysis ......................................... 43

2. Students with Special Needs ..................................................................... 45


xii

B. Spiral Model Implementation ....................................................................... 49

1. Cycle 1 ..................................................................................................... 49

a. Planning ................................................................................................ 50

1) TGT (Teams-Games-Tournament) Overview ..................................... 50

2) TGT (Teams-Games-Tournament) Group Distribution ....................... 50

b. Action ................................................................................................... 53

c. Observation ........................................................................................... 55

d. Reflection .............................................................................................. 55

2. Cycle 2 ..................................................................................................... 57

a. Planning ................................................................................................ 57

b. Action ................................................................................................... 58

c. Observation ........................................................................................... 59

d. Reflection .............................................................................................. 60

3. Cycle 3 ..................................................................................................... 60

a. Planning ................................................................................................ 60

b. Action ................................................................................................... 61

c. Observation ........................................................................................... 61

d. Reflection .............................................................................................. 62

C. Post Study .................................................................................................... 62

1. Comparison between Students Behavioral and Emotional Engagement ..... 63

2. Students Behavioral Engagement .............................................................. 66

a. Students' participatory behavior ............................................................. 67

b. Students' effort ...................................................................................... 68

c. Students' learning activity enthusiasm ................................................... 70

d. Students' obedience of activity rules ...................................................... 71

e. Students' attention ................................................................................. 72

f. Students’ level of persistence ................................................................ 73

3. Students Emotional Engagement ............................................................... 76

a. Class learning enjoyment....................................................................... 76

b. Class activity enjoyment ........................................................................ 78

c. Activity interest ..................................................................................... 79

d. Material interest .................................................................................... 80

e. Learning activity’s satisfaction .............................................................. 82

f. Motivation to support other members .................................................... 83

g. Sense of belonging ................................................................................ 84

4. Responses towards the Benefits of Inclusive School for Students

Engagement ..................................................................................................... 87

a. A peer tutor serving ............................................................................... 88

b. Tolerance and individual differences ..................................................... 89

c. Ability to interact well ........................................................................... 90

d. Self-management to participate to class activity .................................... 91

e. Sharing positive ability and attitude ....................................................... 93


xiii

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ............................ 96

A. Conclusions .................................................................................................. 96

B. Recommendations ........................................................................................ 98

1. Students .................................................................................................... 98

2. Teachers ................................................................................................... 98

3. Future Researchers.................................................................................... 99

REFERENCES ..................................................................................................... 100

APPENDICES ...................................................................................................... 104


xiv

LIST OF TABLES

Table Page

3.1 Observation Table for Cognitive Score 35

of Psychological Barriers of Students

3.2 Observation Table for English Class Observation 35

3.3 Level of Measurement 39

3.4 Level of Students’ Engagement 40

4.1 Observation Table for Cognitive Score of Psychological Barriers 46

of Special Need Students

4.2 Teams-Games-Tournament (TGT) Group Distribution 51


xv

LIST OF FIGURES

Figure Page

3.1 Spiral Model of Action Research by Kemmis and McTaggart 31

(1988)

4.1 Two Cycles Comparison of Students Engagement 63

4.2 Comparison of Students Behavioral and Emotional Engagement 64

4.3 Emotional Engagement to Behavioral Engagement Mechanism 65

4.4 Students Behavioral Engagement 66

4.5 Students Emotional Engagement 76

4.6 Benefits of Cooperative Learning in an Inclusive School for 87

Students’ Engagement


xvi

LIST OF APPENDICES

Appendix Page

Appendix 1. Letter of Permission 104

Appendix 2. Lesson Plan 106

Appendix 3. Classroom Observation and Need Analysis Observation 116

Sheets

Appendix 4. Questionnaire 122

Appendix 5. Psychological Barrier Sheets 133

Appendix 6. Interview 144

Appendix 7. Teams-Games-Tournament (TGT) Kit 165


1

CHAPTER I

INTRODUCTION

This chapter provides the background and the rationale of the study. This

chapter is divided into several parts, namely research background, research question,

research significance, and definition of terms.

A. Research Background

Education is one of the ways to improve the quality of human being. Other

than that, education also has roles to promote and to encourage the students from

different backgrounds to learn and enhance the students to optimize their skills. It is

such a common thing to know that the students mostly learn at school in which it is

one of formal educational resources that the students can acquire. At school, the

students are given chances to acquire knowledge by learning in class and interact with

the other students. Besides, a school allows the students to get a proper education

since it is a place where the students, the teachers, and the knowledge meet. In

Indonesia, there are about millions of school which provide the educational service

for the students. However, the implementation of school in Indonesia is mostly for

the regular students. To provide the access for all children, UNESCO proposed

inclusive education with the tagline “Education for all” (Rieser, 2012).

Inclusive education seeks to address the learning needs of all children, young

people and adults, with a specific focus on those who are vulnerable to

marginalization and exclusion. (p. 43).


2

Furthermore, inclusive education accommodates all students to diversity

(Wiyono, 2011). It is about a school for regular and special need students to learn in

one place. At the same time, they can get a chance to socialize with the other

students, so that even though they are special need students, there is still a place for

them to interact with each other. On a daily basis, they are frequently marginalized

because of their disability. Therefore, in 2000, the government of Indonesia creates a

school aimed for the special need students to learn together with the regular students

to learn together. It is an inclusive school. An inclusive school is a school where it

gives a chance to the students who have disabilities to have the same right to learn in

a normal school with the regular students. As a result, the boundaries which separate

the general education and special education are becoming significantly blurred

because of the emergence of inclusive education (Daniel & King, 1997). This is also

happening in Indonesia as a country which implements the inclusive educational

system since 2003 by Surat Edaran Dirjen Dikdasmen No. 380/C.C6/MN/2003

(Wiyono, 2011).

The data from Ministry of Education in 2017 shows that the amounts of

special need students in Indonesia are about 1, 6 million students. Seeing that the

number of the special need students is that big, the government give the access to the

special need students to get a proper education by developing inclusive school, a

place where the special need students can get the same chance to interact with the

regular students. According to Ministry of Education of Indonesia (2009), until 2017


3

there are still about 18% of the special need students who has got the chance to

school. Those 18% of the special need students are divided into two categories; 115

thousand special need students are in the SLB (Sekolah Luar Biasa) and 299 thousand

of the special need students are in the inclusive school who are spread in 32 thousand

schools in Indonesia. One of the provinces in Indonesia which has already provided

the inclusive school service is Yogyakarta.

The school where the researcher intends to observe is SMP Taman Dewasa

Ibu Pawiyatan Yogyakarta. The researcher chose the school since it was based on her

previous observation about inclusive education. There some students who are

considered as special need students in the school. However, the fact was that when

the researcher was doing an observation in one of classes at SMP Taman Dewasa

Pawiyatan Yogyakarta, she found that the special need students were not learning as

well as the regular students in the class. This condition caused those special need

students were not able to manage themselves to blend with the other students in class

in the learning process. Moreover, in doing the task, some special need students

tended to work on their works alone rather than working with others. At the same

point, students with disability generally perform more poorly than their same grade

students without disability (Artiles, Kozleski, Dorn, & Christensen, 2006). Yet, the

researcher also intends to empower the regular students to assist and work with the

special need students to learn in class. So that either the regular students or the special

need students will work hand in hand to make a successful learning process; it is

showed by the engagement appeared among the students.


4

Based on the background mentioned, the researcher intends to enhance the

students’ engagement in inclusive school by using cooperative learning taught in the

class. Therefore, the writer proposes to apply the cooperative learning as the

treatment to teach the students in the learning process. Cooperative learning is the

instructional technique in which the students work in small groups to help one

another to learn the academic material (Slavin, 1991). Manning and Lucking (1993,

pp. 12-13) claim that in cooperative learning, all the students are engaged since this

cooperative learning assists them to improve their intergroup and interpersonal

relationships in multicultural situations and promotes culturally diverse the students’

self-esteem and academic achievement. Manning and Lucking also explain that in

cooperative learning situations, the culturally diverse students are assigned to groups

and they are given an equal identity. Furthermore, Johnson, Johnson, and Holubec

(1993) as cited in Li and Lam (2013, p. 1) state that “in cooperative learning students

can maximize their own and each other’s learning when they work together”.

Further, this research is addressed to examine the students behavior and

emotional engagement in class. The researcher chooses the students behavior and

emotional engagement because of low engagement of both engagement among the

two types of the students. The researcher also expects that later when the students are

behaviorally and emotionally are engaged, the students cognitive engagement of the

students will follow since it is related to one another. In conducting the research, the

researcher is going to implement the TGT (Teams-Games-Tournament) method as

one of cooperative learning methods by using Spiral model classroom action research


5

proposed by Kemmis and McTaggart (1988). The Spiral model will be the

methodology which the researcher uses to conduct the research. The researcher

expects that the TGT learning method will bridge the two types of the students in

class to learn. Thus, the final result of this research is that the treatment can enhance

the students’ engagement in an inclusive school at SMP Taman Dewasa Ibu

Pawiyatan Tamansiswa Yogyakarta by applying the cooperative learning in the

learning process.

B. Research Questions

Based on the research background, the researcher formulates two research

questions as follows:

1. How is the cooperative learning in this Spiral Model of classroom action research

proposed by Kemmis and McTaggart (1988) implemented in the research?

2. To what extent does cooperative learning in this classroom action research

enhance students engagement in an inclusive school at SMP Taman Dewasa Ibu

Pawiyatan Yogyakarta?

C. Research Significance

This study will hopefully be beneficial for those who are dealing with the

cooperative learning especially in inclusive school. The research significance is

proposed to lecturers and teachers and future researchers.


6

1. Lecturers and Teachers

The benefits of this research for the lecturers and the teachers are that they

will be able to find a suitable treatment for the students when they teach in inclusive

school. Aside from the previous significance, the lecturers and the teachers can

hopefully assist both of the regular and special need students to increase their

engagement in class, especially in learning English.

2. Future Researchers

The application of inclusive education in Indonesia has not been well-

implemented yet. Based on this background, it is necessary for the future researchers,

especially those who are in the educational field to develop more research and the

implementation of inclusive education. Therefore, hopefully, this research will be an

inspiration for other future researchers to conduct research in the same field of

research. Besides, the future researchers are to be able to follow up the research since

there will be a lot of aspects related to inclusive education that need to be elaborated.

As the result, by following up the research, the other future researchers will be able to

find more and more treatments to develop the inclusive education in Indonesia.

3. Students

This research will hopefully be beneficial for both types of students; the

regular and the special need students. Since the research uses the cooperative learning

in the learning process, this method will hopefully can assist the students –the regular

and special need students– to enhance more their engagement especially in learning

English.


7

D. Definition of Terms

1. Cooperative Learning

Slavin (1995) states that cooperative learning is a teaching method where the

students are working in small groups to assist one another to learn the subjects or

courses given. Aside from Slavin’s statement, Artzt and Newman (1990) state that

cooperative learning is an approach which involves small groups of learners working

together as teams to solve a problem, to complete a task, or to accomplish a common

goal. By working in groups, the students are going to be able to solve the problems in

learning process and in the end, they can enhance the engagement among them in

learning.

2. Students’ Engagement

Trowler (2010) states that the students’ engagement is a thing which is

concerned with the interaction between the time, effort, and other relevant resources

done by the students and their institutions to optimize the students experience and

enhance their learning outcomes, development, performance, and reputation of the

institution itself. Aside from Trowler (2010), Taylor and Parsons (2011, p. 4) explain

that “students engagement has primarily and historically focused upon increasing

achievement, positive behaviors, and sense of belonging in students so they might

remain school.” From those definition, in can be concluded that the students’

engagement is needed so that the students are able to manage all their performance at


8

school. In this research, the researcher tends to analyze and identify the two types of

students’ engagements, which are emotional and behavioral engagements.

3. Inclusive School

According to Haeberlin as cited in Schwab and Hessels (2015, p. 462), “the

term inclusive school is used to emphasize that it is not merely an organizational

change of the special education system. Whereas, it has to be accomplished for the

school system to really become inclusive: schools that acknowledge diversity among

students and that offer equal opportunities to all.” The Ministry of Education of

Indonesia has different definition about inclusive school. According to the Indonesian

Constitution Number 70 of 2009 of Ministry of Education, inclusive school is an

educational institution which gives the opportunities to all types of students with

disabilities and gifted students to get a proper education or to learn together with the

regular students.

4. SMP Taman Dewasa IP Yogyakarta

SMP Taman Dewasa Ibu Pawiayatan Yogyakarta is one of junior high schools

in Yogyakarta which has already pointed by the government to implement the

inclusion educational system. In Yogyakarta, there are two schools which are using

the name of Taman Dewasa Ibu Pawiyatan; They are SMP Taman Dewasa Ibu

Pawiyatan Jetis and SMP Taman Dewasa Ibu Pawiyatan Tamansiswa. In this

research, the researcher was doing the research at SMP Taman Dewasa Ibu Pawiyatan

Tamansiswa Yogyakarta. The school is located in Jalan Taman Siswa No.31,

Wirogunan, Mergangsan, Kota Yogyakarta, Yogyakarta.


9

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is intended to review theories related to the issues in this study.

This chapter is divided into three parts namely review of related studies, theoretical

description, and theoretical framework. In review of related study, the researcher tries

to find out some resources from some experts which are related to the research. Then,

in theoretical description, the theories are reviewed. Yet, in theoretical framework,

the theories is summarized and synthesized in order to assist the researcher to answer

the research question and analyze the data gathered.

A. Review of Related Studies

There are several studies conducted by the experts which discussed

cooperative learning, students engagement, and inclusive school. The first was done

by Robert E. Slavin in 1980 entitled “Cooperative Learning”. The research explains

the implementation of cooperative learning method in increasing the students’

achievement, positive race relations in desegregated schools, mutual concern among

the students, students’ self-esteem, and other positive outcomes. Other than that,

Slavin also states various types of cooperative learning methods to support the

teaching learning activities. The study about cooperative learning was also conducted

by Joyce VanTassel-Baska, Ed.D., Mary S. Landrum, Ph.D., Kristina Peterson, B.S

entitled “Cooperative Learning and Gifted Students” in 1992. The study examines


10

the cooperative learning implementation to gifted students in class. The result of the

research was on its implementation that the teacher needs to find more strategies and

modifications since it is likely to be negative unless the teacher can provide several

instructional approaches. Further, it is for the gifted students need to find other

students in which they are appropriate.

Another researcher is a research conducted by Beatrice Schindler Rangvid in

2016 entitled “Student Engagement in Inclusive Classrooms. The paper reveals that

student engagement is considered important for inclusive classrooms in regard to

student outcomes. Additionally, the results were not only related to the importance of

student engagement, but also the special need students need to participate in and

experience learning and social activities, as well as having good student-teacher

relations in class.

Talking about inclusive school and special need students, a research was

conducted by Susanne Schwab and Marco G. P. Hessels in 2015 entitled Achievement

Goals, School Achievement, Self-Estimations of School Achievement, and Calibration

in Students with and without Special Education Needs in Inclusive Education. The

research was aimed to expand the insight about the goal orientations of the regular

and special need students in inclusive classes, as well as the relevance of the other

variables which are school achievement, self-estimation of the school achievement,

and calibration in relation to students’ goal orientation. In this research, Schwab and

Hessels revealed the result of their study. There were some results which need to be

underlined. First, the researchers found out that there was no relationship between the


11

students’ IQ and goal orientations. Further, the researchers figured out that the regular

students attained higher levels of the achievement compared with the special need

students. Schwab and Hessels also revealed there were differences in the self-

estimations of school achievement. However, the regular students showed a tendency

for more accurate estimations of their own achievements. The research about

inclusive education was also done by Farid Suleymanov in 2014. His research

entitled “Academic achievements of students with special needs in inclusive

education” was trying to figure out the academic achievements of students with

special need in inclusive school. Finally, he found out that the special need students

manage to learn the academic skills in inclusive education. It was important to be

noted that the students could learn more when the barriers that were the traditional

teaching methods could be eliminated and social factors supported the students.

B. Theoretical Description

1. Cooperative Learning

Slavin (1995) defines cooperative learning as a teaching method where the

students are working in small groups to assist one another learn academic content. In

his book, Slavin (1995) also states that in a cooperative classroom, the students are

expected to help one another, to discuss, to argue with each other, to assess each

other’s current knowledge, and fill the gaps each other’s understanding. Rather

similar with Slavin (1995), Johnson, Johnson, & Smith (2013) state that “cooperative

learning is the instructional use of small groups so that students work together to


12

maximize their own and each other’s learning” (p. 3). Olsen and Kagan (1992) as

cited in Meng (2010, p. 702) defines cooperative learning as “group learning

activities organized so that learning is dependent on the socially structured exchange

of information between learners in groups and in which each learner is held

accountable for his or her own learning and is motivated to increase the learning of

others”. Being different from Olsen and Kagan (1992), Vermette (1998) as cited in

Meng (2010) states that,

A cooperative classroom team is a relatively permanent, heterogeneously

mixed, small group of students who have been assembled to complete an activity,

produce a series of projects or products and/ or who have been asked to

individually master a body of knowledge. (p. 702).

As the conclusion, it is clear that cooperative learning is a teaching method

which can assist the students towards their learning process. By using a group-

learning format, cooperative learning is believed to lift the students’ performance in

class both of personal and group.

2. The Characteristics of Cooperative Learning

Effective cooperative learning is dependent on five elements as proposed by

Johnson, Johnson, and Holubec (2008). Those characteristics are:

a. Positive Interdependence

Positive interdependence shows the perception linked with others of the group

members. This element should be established through mutual learning goals since one

cannot succeed unless the other members succeed (Deutsch, 1992 as cited in Johnson

and Johnson, 2010, p. 4). Moreover, according to Slavin (1991) as cited in Oxford


13

(1997), positive interdependence can sometimes be improved by structuring the

materials, roles, rules, rewards, and goals.

b. Individual Accountability

Individual accountability rises when the performance of each student in the

group is assessed and the results of the assessment of the performance are given back

to both of the group and the individual. The purpose of cooperative learning itself is

to make each member of the group stronger. To ensure this matter, The students are

responsible for themselves to be accountable to do their share of the work (Johnson &

Johnson, 1999).

c. Face-to-face Promotive Interaction

As stated in Johnson and Johnson (1999, p. 71),

Individuals promote each other’s success by helping, assisting, supporting,

encouraging, and praising each other’s efforts to achieve. These include orally

explaining how to solve problems, discussing the nature of the concepts being

learned, teaching one’s knowledge to classmates, and connecting present with

past learning.

In short, the students in the group are promoting the other students’ learning.

However, additionally, the get meaningful face-to-face interaction, the amount of the

students in a group needs to be small, about 2 until 4 students in a group (Johnson &

Johnson, 1999).

d. Social Skills

This element takes an important role to the students when they deal with

cooperative learning. Johnson and Johnson (1990) as cited in Zuo (2011) explain that


14

the students need to be trained in the interpersonal and small-group skills to facilitate

group work. Actively listening to others, providing constructive feedback to others on

suggestions and ideas, encouraging everyone to contribute to the group efforts,

sharing tasks and resources fairly, trying to understand the other’s perspective, and

monitoring and evaluating the group’s progress are included into these skills.

e. Group Processing

Johnson and Johnson (1999, p. 71) state that “group processing exists when

group members discuss how well they are achieving their goals and maintaining

effective working relationships.” It means that each member in the group needs to

describe the actions taken to decide whether they are helpful or unhelpful, need to be

changed or continued. In addition, “when difficulties in relating to each other arise,

students must engage in group processing and identify, define, and solve the

problems they are having working together effectively. (Johnson & Johnson, 1999,

p. 71)”.

3. Types of Learning and Teaching Activities in Cooperative Learning

a. Types of Learning in Cooperative Classroom

Johnson, Johnson, & Holubec (2008) as cited in Johnson and Johnson (2010,

p. 2) state there are three types of cooperative learning:

1) Formal cooperative learning

Formal cooperative learning is a learning when the students working together,

for one class period to several weeks, to achieve shared learning goals and complete


15

jointly specific tasks and assignments (such as problem solving, completing a

curriculum unit, writing a report, conducting an experiment, or having a dialogue

about assigned text material). Additionally, any course requirement or assignment

may be structured to be competitive.

2) Informal cooperative learning

Informal cooperative learning consists of having students work together to

achieve a joint learning goal in temporary, ad-hoc groups that last from a few minutes

to one class period. In this type of cooperative learning, the students engage in quick

dialogues or activities in temporary, ad-hoc groups in response to a limited number of

questions about what is being learned.

3) Cooperative base groups

Cooperative base groups are the third type of cooperative learning. It is a

long-term, heterogeneous cooperative learning groups with stable membership whose

primary responsibilities are to provide support, encouragement, and assistance to

make academic progress and develop cognitively and socially in healthy ways as well

as holding each other accountable for striving to learn.

b. Types of Activities in Cooperative Classroom

Slavin (1995) proposed some types of activities related to cooperative learning

to facilitate the students in the learning process. There are eight activities that the

teacher can implement in class:


16

1) Student Teams-Achievement Divisions (STAD)

According to Slavin (1995), Student Teams-Achievement Divisions (STAD)

consists of four-member learning teams in which the students are mixed based on the

performance level, gender, and ethnicity. The teacher explains the material in the

beginning, then the students are working in the group and they have to make sure that

all members master the material. After it is finished, the students are expected to take

individual quizzes. Yet, they are not allowed to help one another.

2) Teams-Games-Tournaments (TGT)

The same with STAD, Teams-Games-Tournaments (TGT) also uses the

teacher presentation and teamwork. However, the quizzes in STAD are replaced by

playing academic games. The students play with members of other teams to collect

points to their team scores. This TGT model contributes equal opportunities for

success for each individual since the students with the same ability will be placed in

one category.

3) Jigsaw II

The students work in the same four-member and heterogeneous teams. In

Jigsaw II, the students are given task to read chapters, short books, or other materials.

Each team member is assigned to be an “expert” on some aspects of the reading

assignment. Those experts from different teams meet to discuss the same topics and

they return to their team to teach the topics they discuss before to their teammates.


17

4) Team Accelerated Instruction (TAI)

Team Accelerated Instruction (TAI) combines cooperative learning with

individualized instruction. However, TAI is designed to teach mathematics for 3-6

grade students. The role of teachers in this type of cooperative learning is to present

the lesson to the students. The students are responsible for checking each other’s

work and managing the flow of the materials. In the end, the students are expected to

take final unit tests without their teammates assistance and to score the works.

5) Cooperative Integrated Reading and Composition (CIRC)

Cooperative Integrated Reading and Composition (CIRC) is a comprehensive

program for teaching reading and writing in the upper elementary and middle grades

(Madden, Slavin, & Stevens, 1986) as cited in Slavin (1995, p. 7). In CIRC, the

students are assigned to teams composed of pairs of students from two or more

different reading skills. For the activities, the students mostly follow the teacher

instruction, team practice, team pre-assessments, and quiz. However, to take the quiz,

it is important for the students to assure that their teammates are ready for it.

6) Group Discussion and Group Projects

The main task in group discussion and group project is that each group

member should participate to have a well-defined part of the task. It is so since it aims

to prevent all the work and learning do not fall on the shoulders of one member.


18

4. Students Engagement

It is important to engage the students and involve them in the learning process

so that the learning process will be effective as the teachers’ expectations. Willms

(2000) states that students engagement is the extent where the students can recognize

the school’s values and participate in both non-academic and academic school

activities. In addition, the engagement itself has the characteristic that emphasize the

students for being active such as raising questions and working with the other

students (Ahlfeldt et al., 2005) as cited in Bryson and Hand (2007). Bryson and Hand

(2007) states that in order to produce a measure of engagement, being active (asking

questions or collaborative work with the other students) has been incorporated to ask

students to self-report about ‘mental’ activities involved with learning such as

memorizing and analyzing in order to measure of engagement.

Fredericks, Blumenfeld, & Paris (2004) propose three categories of

engagement. They are:

a. Behavioral engagement

Behavioral engagement consists of students’ involvement in academic and

social activities. Furthermore, it can be manifested through asking and answering

questions, being active, concentration, and attentive in the learning process, and being

persistence of learning efforts (Skinner et al., 2008) as cited in Ansong, Okumu,

Bowen, Walker, and Eisensmith (2017). Ansong et al. (2017) also add that behavioral

engagement can often be observed and external engagement. Fredericks et al. (2004)

also reveals that behavioral engagement commonly defined in three ways. Those


19

three ways are to entails positive conducts, to concern about the involvement in

learning and academic tasks includes behavior, and to involve the participation in

school-related activities.

b. Emotional Engagement

Emotional engagement consists of the students’ attitudes, interests, and values

related to either positive or negative interactions with the faculty, staff, students,

academics, or even the institution (Fredericks et al., 2004). Rather similar with

Fredericks et al. (2004), Chavan (2015) explains that emotional engagement includes

motivation and feelings. Reschly and Christenson (2012) as cited in Ansong et al.

(2017) state that emotional engagement related to the students’ feelings towards the

school activities and how value academic work. The emotional engagement can be

seen in the form of fears and anxieties or the enthusiasm to schoolwork and

interaction with school, teachers, and peers.

c. Cognitive Engagement

According to Fredericks et al. (2004) as cited in Lester (2013), “cognitive

engagement is divided into two components: psychological and cognitive”. The first

component, the psychological component, covers the motivational goals and self-

regulated learning since this component related to investment, thoughtfulness, and

willingness to put the effort in to get the understanding about the complex ideas and

to master difficult skills. Additionally, the cognitive component involves some

aspects such as self-regulated learning, metacognition, application of learning


20

strategies, and “being strategic” in thinking and studying. Chavan (2015) adds that

cognitive engagement consists of the students’ beliefs and values.

5. The Importance of Engagement

Students’ engagement has important roles for effective learning process.

Chavan (2015, p. 189) argues the importance of students’ engagement as follows:

a. Student engagement in learning and teaching recognizes the different goals,

approaches, and motivations of each individual student as well as the collective

student voice.

b. Active engagement of the students is the main channel through which the

teachers are able to get feedback from our students, helping them to develop and

improve all aspects of learning.

c. Partnership and collaboration between the students and staff create mutually

beneficial learning communities.

d. Student engagement in learning and teaching strengthens deep, transformational

learning.

e. Active participation encourages the students to take more responsibility for, and

have ownership of, their learning, thus enhancing their academic experience.

f. Student engagement in learning and teaching enables the attainment of skills,

thus enhancing the employability of the students.


21

6. Inclusive School

As stated in Amstrong (2004), inclusive schools are formed to facilitate

millions of children who are excluded in the society to be at one place to learn

together and included with the other students in which they are the regular students.

However, it is apparent that national education systems exclude millions of children,

either by making inadequate or inappropriate provision, or by excluding them from

education altogether. We need to make connections between our own societies – with

all their complexity, richness, and shortcomings – and those of societies in different

parts of the world.

Didi Tarsidi as cited in UNESCO (2012) also states that an inclusive school is

the place for preparing young people to live in a diverse world. It is made in order to

the students with disability to learn together with their peers in a meaningful way.

Inclusive school assures that there is equal chance and access for all students to learn

in the school. Moreover, the students with special need can fully participate in all

learning activities together with the regular students. In other hand, the teacher as the

educator must promote equal access and chance of participation for the students.

Moreover, The UNESCO World Conference on Special Needs Education: Access and

Quality stated that there are some practical requirements that need to be fulfilled in

order for inclusive education to become a reality, that regular schools should

welcome all children regardless of the difference (Amstrong, 2004, p. 23).

Regular schools with this inclusive orientation are the most effective means of

combating discriminatory attitudes, creating welcoming communities,

building an inclusive society and achieving education for all; moreover, they


22

provide an effective education to the majority of children and improve the

efficiency and ultimately the cost-effectiveness of the entire education system.

a. The Students in Inclusive School

As mentioned in the beginning, the students in inclusive school are mixed

between the regular and special need students. According Minister of Education

decreed law number 70 year 2009 about Inclusive Education, inclusive school is

aimed to give a chance to all students even those who have physical, emotional,

mental, and social disability or those who are gifted students to get an access for

qualified education accordingly. The government also provides the categories of the

students who are able to come to inclusive school. They are students with problems

as follows:

1) Visual Problems

Stephens, Blackhurst, & Magliocca (1988) explain that there are two types of

visual problems: partial sightedness and blindness. Partial sightedness has severely

reduced visual acuity, Blindness is a total or high degree of vision loss (UNESCO,

2015).

Partially seeing children can use printed materials and other visual aids in

their education; blind children must rely upon braille and auditory and tactile

materials for educational purposes. (pp. 51-52).

2) Hearing Problems

There are two categories of hearing problems: deafness and hard of hearing

(Stephens, Blackhurst, & Magliocca, 1988). UNESCO (2015) reveals that deafness is

complete loss of hearing and hard of hearing is partial loss of hearing.


23

3) Communication Problems

There are two types of communication problems according to Stephens,

Blackhurst, and Magliocca (1988). They are language problems and speech problems.

Language problems are related to how the students find difficulties to understand

others and share thoughts, feelings, and ideas. Then, speech problems are related to

the problems of articulation, voice, and fluency.

4) Developmental Impairment

UNESCO (2015) explains that developmental impairment is a condition

where the students’ ability to learn and cope with society is impaired.

5) Physical Problems

Stephens, Blackhurst, & Magliocca (1988) states that physical problems deal

with two types: physical problems that affect ambulation and those which affect

someone’s health.

6) Behavioral Problems

UNESCO (2015) reveals that the students with behavioral problems

experience difficulties in controlling their own behavior such as impulsive,

aggressive, and unpredictable behavior.

7) Learning Problems

There are two types of learning problems which are slow learners and specific

learning difficulties. According to Griffin (1978) as cited in Paul (2016, p. 56), “Slow

learners are the students who learn more slowly than their peers, yet do not have a

disability requiring special education”. Another type of learning problem is specific


24

learning difficulties. It consists of Dyscalculia a learning disability where the students

have difficulties in learning the arithmetic skill; Dysgraphia a learning disability

resulting from the difficulty in expressing thoughts in writing and graphing; Dyslexia

a learning disability affecting the learning process in aspects of literacy and

sometimes numeracy (UNESCO, 2015).

8) Autism

According to Timmons, Breitenbach, and Maclsaac (2005), “autism is a

developmental disability that affects the normal functioning of the brain. Students

with autism often have difficulty with communication skills, social skills, and

reasoning.” (p. 7).

9) Mental Retardation

Heber (1959) as cited in Shane and Osdol (1974, p. 27) mentioned that mental

retardation refers to low average general intellectual functioning which originates

during the developmental period and is associated with impairment in adaptive

behavior. Kolstoe (1972, p. 23) also added that at a mild of mental retardation, the

individual can use the intellectual processes of form constancy, class inclusion, serial

ordering by two dimensions, and reversibility.

10) Motor Problems

UNESCO (2015) states that “motor problems are disabilities affecting the

ability to control muscle movement, which often limits mobility.” (p. 54).


25

11) Gifted Students

Stephens, Blackhurst, & Magliocca (1988) states that gifted students are the

students who perform very high performance in areas such as intellectual, creative,

academic, psychomotor, leadership, or in the visual or arts.

b. Benefits of Inclusion for Students

Inclusive school allows the students to take the benefits of it, both of the

regular students and special need students. Here are some benefits that the students

can obtain by joining inclusive school according to Renaissance Group (1999) as

cited in India National Council of Educational Research and Training (2006, pp. 5-7):

1) Students with Special Needs

Inclusive school provides many opportunities for social interaction that would

not be available in segregated settings in which they are spending the school day

alongside classmates who do not have disabilities.

The students can observe and imitate the socially acceptable behavior of the

students without special needs.

The teacher often develops higher standards of performance for the students with

special needs.

Both general and special educators in inclusive settings expect appropriate

conduct from all students.


26

Students with special needs are taught age-appropriate, functional components of

academic content, which may never be part of the curriculum in segregated

settings.

The students with special needs increase the students’ probability that they will

participate in variety of integrated settings throughout their lives (Ryndak and

Alper, 1996) as cited in Indian Council Educational and Teaching (2006).

2) Students without Special Needs

The benefits of inclusion for students without special needs are as follows:

The regular students have a variety of opportunities for interacting with peers of

their own age who are special need students.

The regular students may serve as peer tutors during instructional activities.

The regular students can learn a good deal about tolerance, individual difference,

and human exceptionally by interacting with special need students.

The regular students can learn that the special need students have many positive

characteristics and abilities.

Inclusion offers the opportunity for the regular students to learn to communicate

and deal effectively with a wide range of individuals. This also prepares them to

fully participate in a pluralistic society when they are adults (Ryndak and Alper,

1996) as cited in India National Council of Educational Research and Training

(2006).


27

c. The Roles of Teachers

In inclusive school, teachers play important roles towards the students in the

class in the learning teaching activities. Tyagi (2016) states 14 roles of the teacher in

inclusive education.

Those roles are identifying the students with disabilities in the classroom,

referring the identified to the experts for further examination and treatment, accepting

the students with disabilities, developing positive attitudes between regular and

disabled students, placing the students in the classroom in proper places so that they

feel comfortable and are benefited by the classroom interaction, removing the barriers

wherever possible so that the students with special needs move independently,

involving the students with special needs in almost all the activities of the classroom,

making suitable adaptation in the curriculum transaction so that the students with

special needs learn according to their ability, preparing the teaching learning aids so

that it will help the students with special needs to learn, providing parental guidance

and counseling and public awareness program through school activities, collaborating

with medical and psychological partners, social works, parents and special teachers,

constructing the achievement and diagnostic tool, evaluating for the students for

special needs, and providing remedial instruction to the students who require it.


28

C. Theoretical Framework

This part explains the framework that the researcher uses to answer the

research question. The answers for the research question are based on some theories

explained in this chapter.

To answer the research question, the researcher is going to use the theory of

cooperative learning from Slavin’s theory (1995) about the types of cooperative

learning activities. The researcher is going to implement Teams-Games-Tournaments

(TGT) to the students in class. It will be used as the activity for the research. The

activity is started by the researcher as the teacher who explains the materials in the

beginning and implements academic games to obtain the students’ score. Yet, the

main result the researcher wants to acquire is the students engagement after

cooperative learning is implemented in class learning.

To analyze the students engagements –behavioral and emotional–, the

researcher is going to use the questionnaires and do interviews. The questionnaires

will use the theory from Fredericks, Blumenfeld, and Paris (2004) related to the types

of students engagements, theory from India National Council of Educational

Research and Training (2006) related to the importance of inclusive school for both

of regular students and special need students, and theory from Tyagi (2016) related to

the roles of teacher in inclusive school. Those theories mentioned are going to be

used to analyze the research question proposed by the researcher. The researcher is

going to ask the students and the class teacher to fill these questionnaires and ask to

do interviews with them.


30

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents information about the methodology

used in the research. There are five parts presented namely research method, research

settings, research participants, instrument and data gathering technique, and data

analysis technique.

A. Research Method

This research used classroom action research method. The classroom action

research method was chosen since the nature of this method was to see the problems

happened in class and found the solutions of those problems. According to Burns

(1999, p. 24), the major focus on conducting action research was on concrete and

practical issues of the immediate concern to particular social groups or communities.

Since it was an action research, it should be naturally conducted based on settings and

primarily using qualitative research (Nunan, 1992; McKernan, 1996) as cited in

Burns (1999, p. 24). Another definition of action research was also stated by Burns

(1994, p. 293) in which it was stated that “action research is the application of fact

finding to practical problem solving in a social situation with a view to improving the

quality of action within it, involving the collaboration and co-operation of

researchers, practitioners, and laymen.”


31

Based on the study, the researcher found problems related to the students’

engagement especially the behavioral and emotional engagements among the regular

to special need students. Here, the researcher found that the engagements among the

students were low especially when it came to the interaction among the students. The

researcher intended to empower more the special need and regular students in the

learning process to be more engaged as the result of their collaborations. After seeing

the main problems, the researcher chose class action research method to solve the

problems.

Figure 3.1 Spiral Model of Action Research by Kemmis and McTaggart (1988)


32

However, in this study, the researcher used the Spiral model of action research

proposed by Kemmis and McTaggart (1988). Based on Kemmis and McTaggart

(1988), action research occured through a dynamic and complementary process. This

method consisted of four essential ‘moments’ which are planning, action,

observation, and reflection. Maxwell (2003) explained the steps of the Spiral Model

proposed by Kemmis and McTaggart as follows:

The ‘planning moment’ was a step to develop a plan to improve what was

happening in class. The planning process was done when the researcher gathered the

data. The ‘action moment’ was to act to implement the plan. The action that the

researcher were interested in invariably took place alongside other action, that was,

action research was embedded within the realities of the complexities of the situation

and other practices. The ‘observation moment’ was to observe the effects of the

actions which had already done in the context in which it occurred. Burns (1999)

stated that by doing an observation, it would enable the researcher to document and

reflect systematically upon the classroom interactions. Here, the researcher gathered

the data as the researcher implement the plans for the improvement of the research.

The ‘action moment’ and the ‘observation moment’ were commonly going together.

The ‘reflection moment’ was to evaluate and reflect on the effects as the basis for

further or next planning.

According to Bassey (1998, p. 93), the definition of class action research was

a research method which was carried out in order to understand, to evaluate, and then


33

to change in order to improve the educational practice (as cited in Koshy, 2005, p. 8).

Moreover, according to Cohen and Manion (1994, p. 192) as cited in Koshy (2005),

Classroom action research deals with a concrete problem located in an

immediate situation. It means that ideally, the step-by-step process is

constantly monitored over varying periods of time and by a variety of

mechanisms (questionnaires, diaries, interviews and case studies, for example)

so that the ensuring feedback may be translated into modifications,

adjustment, directional changes, redefinitions, as necessary, so as to bring

about lasting benefit to the ongoing process itself rather than to some future

occasion. (p. 8)

Other than that, Reason and Bradbury (2001, p. 2) as cited in Koshy (2005,

p. 9) proposed that “classroom action research was about working towards practical

outcomes, and also about creating new forms of understanding, since action without

understanding was blind, just a theory without action is meaningless.” Hopkins (200,

p. 41) also stated that classroom action research was a combination between a

substantive action with a research procedure; it was action disciplined by enquiry, a

personal trial at understanding while engaged in a process of improvement and

reform.

B. Research Setting

This research was conducted at SMP Taman Dewasa Ibu Pawiyatan

Tamansiswa Yogyakarta. The research was conducted in three meetings (cycles) of

the TGT treatments and a meeting of the interview of the representative of the

participants. The first cycle of the TGT treatment was on March 16, 2018. Then, the

second cycle of the TGT treatment was on March 20, 2018. The last cycle of the TGT


34

treatment was on March 23, 2018. Further, the researcher also interviewed one

student as the representative of the regular students, two students as the representative

of the special need students, and the counseling teacher to gain information of the

special need students. The interview was conducted on March 26, 2018.

C. Research Participants

The participants of the research were 21 students of the 8th grade class C at

SMP Taman Dewasa Ibu Pawiyatan Tamansiswa Yogyakarta. The students are in two

types in one class. They are the regular students and another is the special need

students. Those special need students experience slow learning, mental retardation,

and autism.

D. Instrument and Data Gathering Technique

The research instruments were devices to collect the information or data to

answer the research question such as questionnaires, observation, tests, interviews,

and focus group. Additionally, the research instruments could be applied to both

qualitative and quantitative data. In this research, the researcher used five research

instruments to collect the data. They were observation table, questionnaires, and

interviews.

1. Observation table

The first instrument used by the researcher was the observation table. In this

research, the researcher used three observation tables. The first observation table was


35

the table to analyze the ability of each student in class. The second table was the table

to observe the English class and note every single aspect needed to improve the

learning process.

Table 3.1: Observation Table for Score of Psychological Barriers of Students

No

Student

Name

Apects Total

Score

(TS)

∑A

item

Final

Score

(FS)

Category Cogni

-tive

Emo

-tion

Soci

-al

Beha-

vior

The table was made to score the psychological barriers of the students.

Additionally, the table is made to measure the students’ ability in the learning

process. However, in this research, this table was used to see the students’ emotion

and cognitive aspects in the learning process. Later, it was used to group the students

in the discussion in the class.

Table 3.2: Observation Table for English Class Observation

I. Research Title

II. Duration

III. Research Ideas Stage 1. Identification of

situation

Stage 2. Main problem

identification which will be

the focus of the research

Research significance

IV. Literature

Review

Stage 3. Source of the faced

problem


36

V. The meaning of

the theory

Stage 4. Conclusion

VI. Planning Stage 5. Application

VII. Reflection and

Evaluation

Evaluation

2. Questionnaire

Singh (2006, p. 191) stated that “a questionnaire is a form which was prepared

and distributed for the purpose of securing responses”. According to Richards and

Schmidt (2002, p. 438) as cited in Zohrabi (2013, p. 1), the critical point when

designing a questionnaire, the researcher should ensure that it was valid, reliable, and

unambiguous. Furthermore, Zohrabi (2013, p. 1) also explained that there were three

types of questionnaire. They were closed-ended or structured questionnaires, open-

ended or unstructured questionnaires, and a mixture of closed-ended and open-ended

questionnaires. Closed-ended questionnaires provided the inquirer with quantitative

or numerical data. Singh (2006) added that closed-ended questionnaires consist of

questions or statements to which a person responds by choosing one or more choices,

such as “Yes” or “No”. Meanwhile, open-ended questionnaires were to gain

qualitative or text information. Seliger and Shohamy (1989) as cited in Zohrabi

(2013, p. 254) added that “closed-ended questionnaires are more efficient because of

their ease of analysis”. In this research, the researcher used the closed-ended

questionnaires for it would be easier for both types of students to choose the answer.

In this research, the researcher tried to measure three aspects using the

questionnaires provided to the students. The questionnaire would be covering three


37

aspect which were the students behavioral engagement, the students emotional

engagement, and the benefits of cooperative learning in an inclusive school for

students engagement.

3. Interview

Flick (2015, p. 267) stated that “interview is systematic form of asking people

questions for research purposes –either in an open form with an interview schedule or

in a standardized form similar to a questionnaire.” In the interview, the questions

could be varied in their sequence and the interviewees could use their own words and

decide what they wanted to mention in their responses (Flick, 2015, p. 133).

However, Burns (1999) emphasized that action researchers also needed to consider

what types of interviews the researchers would use and what was the most

appropriate interview to the research issues and to the types of the students involved.

Burns (1999, p. 119) also revealed that there were three types of interviews in action

research. They were structured, semi-structured, and unstructured. Structured

interview was also defined as formal interview. In this type of interview, the

researcher was working to plan questions in a fived order (Burns, 1999). Slightly

different from structured interview, semi-structured interview showed that it is open-

ended interview and thus provides greater flexibility. It was also in the form of no

fixed order and the researcher used prepared guide questions (Burns, 1999). Rather

similar with Burns (1999), Flick (2015) stated that semi-structured interview was

based on an interview guide with questions to be answered more or less openly and

extensively. This type of interview was aimed to obtain the individual views of the


38

interviewees on a particular issue. The unstructured interview was the last type of

interview. Burns (1999) claimed,

At the furthest end of the spectrum is the unstructured or informal interview

where the interviewer and interviewee engage in a free-flowing conversational

process based on the issues and topics of the research study. The aim of the

unstructured interview is to give as full a scope as possible to the informants’

perceptions of themselves, the social situations and their experiences within it.

(pp. 120-121)

After the researcher looked at the definition of each type of interview, the

researcher decided to use the semi-structured interview with the students and the

teacher. The semi-structured interview was used since it allowed the researcher to

have a conversation with both types of the students. However, the researcher

provided an interview guideline to assist the researcher in doing the interview.

For both the research instruments of questionnaire and interview, the researcher

suggested the reader to refer to the Appendix 4 for the Questionnaire blueprint and

results, and Appendix 6 for the interview transcript.

E. Data Analysis Technique

In the research, the researcher analyzed the data after gathering the data from

observation sheets, questionnaires, and interview. In this part, data analysis

technique, the researcher analyzed the data by using the theory of action research

proposed by Kemmis and McTaggart (1988) which were divided into ‘four

moments’. However, before the researcher ran the ‘four moments’, the researcher

conducted the preliminary study as a form of a preparation.


39

1. Post Study

Post study was aimed to discuss and to draw the conclusion of the research

conducted. To draw the conclusion of the study, the researcher identified the

students’ performance related to their engagement in class. It was aimed also to see

the significance of the effects of cooperative learning implemented to inclusive

students in learning English. The data of this part was presented in the form of

questionnaires and interview. The results of the questionnaires and the interview

would be presented in this part. Moreover, figures would also be provided to ease the

reader in understanding the data.

Related to questionnaires, the data were analyzed by summarizing. There were

several options of answer in the questionnaires in the form of scales. There would be

four options of answer such as “strongly agree”, “agree”, “strongly disagree”, and

“disagree” in each statement provided in the questionnaires. It was aimed to see the

respondents’ choices related to each statement. Since the questionnaires were in a

closed-ended form, a level of measurement was provided to see the respondents’

position to what point they were in. The level of measurement was as in the following

table:

Table 3.3. Level of Measurement

Level of Measurement Level of Agreement

4 Strongly agree

3 Agree

2 disagree

1 Strongly disagree


40

The respondents were expected to choose the options by their own so that it

would assist the researcher to analyze the data easier and to identify to what positions

they were in. Additionally, since the data were in the form of the scale items, the

researcher would process the data by calculating them.

The result of each questionnaire options (strongly agree, agree, disagree, and

strongly disagree) would be timed as displayed at table 3.3. Then, the result would be

calculated and divided by the total of the students participated in filling the

questionnaire.

Level of engagement = *Total score

Total participants

*Total Score = (1 x n1) + (2 x n2) + (3 x n3) + (4 x n4)

Later, the results would be in the form of the average result. The result of the

average from the questionnaire would show a degree where the participants were in.

The formula would be in the table as follows:

Table 3.4. Level of Students’ Engagement

Scale Explanation

1 Strongly disagree

2 Disagree

3 Agree

4 Strongly agree

The degree started from the lowest number which was 1. When the chart

tended to be at the number 1 (the mean score), it showed that the students strongly


41

disagree about the statement. Then, when the chart concerned to number 2, the

students disagree about the statement provided. Further, when the chart moved to

number 3, it meant that the students agree about the statement given. The last was that

the chart was at number 4 of the mean score, then it showed that the students strongly

agree about the statement written in the questionnaires.

After working on the data, the researcher would try to compare and contrast

the data gathered with related theory as the researcher proposed in the previous

chapter. Further, conclusions would also be drawn to see whether the implementation

of the TGT as one of cooperative learning methods was able to engage the inclusive

students in learning English. This questionnaire would be filled by both students and

the class teacher.

To follow up and to support the results of the research, the interview would be

conducted as well by the researcher. The interview would take one of the

representative of the students, both of the regular and the special need students, and

the teacher of the students. These two instruments – questionnaires and interview –

were also to see the significance of the TGT as one of cooperative learning methods

implemented in the learning process.


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CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter discusses the findings of the research and the discussion of the

data analysis. There are three sections presented to answer the research question. The

first section is about the preliminary study which discusses the students’ need

analysis in inclusive school especially class VIII C. Then, the second section tells

about the Spiral Model implementation related to the treatment given to the students

in the learning process in which it is Teams-Games-Tournaments (TGT) to engage

both types of the students. There will be three cycles related to the implementation of

TGT (Teams-Games-Tournament). As the final section, there will be post-study part

in which the researcher tried to analyze the results of questionnaire and interview

given to the students in class to see how the TGT (Teams-Games-Tournament) in

cooperative learning works to the students in SMP Taman Dewasa Ibu Pawiyatan at

grade eight.

A. Preliminary Study

This preliminary study was conducted when the researcher experienced the

pre-service teaching practice in Taman Dewasa Ibu Pawiyatan Junior High School in

which the school is an inclusive school where the special need students are placed

with the regular students. The period of the pre-service teaching itself was started in

the beginning of January until in the middle of March 2018. The researcher taught in


43

grade VIII C where there are three special need students blended with the

other 20 regular students.

When the researcher taught in class, the researcher found that both the regular

students and the regular students sat separately. The first special need student who is

always sided by her mother sits in the front right of the class and the second student

who sits on the next table to the first student. In addition, there are some slow

learners, yet they play well with the other regular students in class.

1. Class Observation and Students Need Analysis

Before the researcher implemented the TGT model of Cooperative Learning,

firstly the researcher conducted class observations and noted the need analysis of the

students in class. The class observations were done several times when the researcher

did her teaching practice at the school.

The need analysis was done by reflecting on the teacher in handling the class

and how the teacher managed his roles in the context of an inclusive school. There

were some aspects which the researcher used to draw the need analysis in order to

plan the treatment later to the students in class. Based on the observation on March

16th, 2018, the researcher found that there were some aspects which had already been

well-conducted by the teacher in class and there were some aspects as well where the

teacher still had not played his roles yet as a teacher in inclusive school, which still

needed to be improved.

There were several roles which the teacher had already implemented in class

regarding with the teacher’s roles in inclusive school. The first was that the teacher


44

had identified the special need student in class. This identification actually was

conducted by the school in the beginning of the registration day. Related with the

acceptance of the students, the teacher had managed himself to accept and appreciate

the special need students in class. However, it was different from their classmates.

For some, there were still a discrimination among the students. The discrimination,

for example, was that when the teacher asked the students to do and discuss the tasks,

most of the students would discuss with their nearest classmates or work with the

other regular students. The researcher needed to invite the regular students to work

with the students with special needs.

The teacher also provided suitable places for the special needs students to

move independently. In this case, the teacher allowed the students to interact with

other students at school without limiting them due to their disabilities. It was also

proved by the teacher who allowed the students to have a space when learning in

class. However, even though the teacher have provided a suitable place in class to

move independently, it seemed that the teacher did not place every students in the

classroom in proper places so that there was no a good interaction among both types

of the students. Concerning to the teaching aids before class, the teacher has prepared

them. Yet, the teaching aid was only limited to the text book and worksheet.

Additionally, the aspect in which the teacher had already managed was that the

teacher always provided remedial instruction to the students whenever it was

required, either for the regular or the special need students.


45

On the other hand, there were some aspects of the teacher’s roles in inclusive

school that, in this point, had not run yet in class. The first was that the teacher did

not consult to the expert for further examination and treatment. It happened for the

school already handled the students and provided a special teachers for those students

with special needs. The teacher also had not developed positive attitudes yet between

the regular and special needs students, for the students were hard to be handled.

Further, there were some students who tended to resist the teacher whenever the

teacher tried to tell them. The other findings when the researcher managed the class

observation to draw the need analysis were that the teacher still did not involve the

special needs students in all class activities and did not provide the Individualized

Education Program (IEP) or UDL (Universal Design for Learning) for the learning

process. The IEP was a written education plan which was designed for students who

needs special education. Then, UDL was a set of framework to assist the learning

process to reduce barriers among students and to meet the needs of all students.

However, there were two points where those aspects be handled by the school. They

were related to the parental guidance and counseling through school activities and

collaboration with medical and psychological parties.

2. Students with Special Needs

This observation was related to the cognitive score of the special needs

students who are in class. This observation of cognitive score was used to assist the

researcher to assure and decide those students to which group they belonged. There

are three special needs students; They are F4, F6, and F8.


46

Table 4.1. Observation Table for Cognitive Score of Psychological Barriers

of Special Needs Students

No. Student’s Name Cognitive Score Other Information

1. F4 2.1 Need Assistance

2. F6 2.8 Need Assistance

3. F8 3.7 Need Special Assistance

The table showed that the score of the students was in the range between 2.1

until 3.7. Each score in the table showed the cognitive score of the special needs

students. These are the categories of each score:

The score between 1.0 until 2.0 defines that the students do not need assistance

regarding with their learning process, the score between 2.1 until 3.0 shows that the

students need assistance in regard to their learning process, and the score between 3.1

until 4.0 shows that the students need special assistance regarding with their learning

process in class.

This cognitive score would be used to place those students in each group.

Thus, the researcher had planned to place those students in some groups. F4 was

planned to be in the group 1, F6 would be in the group 3, and F8 would be at group 2.

Those students would be grouped at the ‘low’ performed groups.

F4 is a slow learner or a student who is experiencing learning problem. Griffin

(1978) as cited in Paul (2016, p.56) stated that slow learner is a student who learn

slower than others in class, however he does not have a disability in case of special

education. Based on the observation, F4 could follow the class well. Yet, when the

researcher asked her to do or finish the task, she too often asked the researcher to


47

explain more about the material and how to spell certain words related to answer the

questions given.

Regarding with her relation with her classmates in class, she always sat at the

back alone. However, sometimes, she sat with one of her close friends. She also never

asked her friends even the close one about both materials and tasks given by the

teacher. She chose to ask the researcher rather than her friends.

The counseling teacher at school added,

“Ya kalau dilihat dari performanya di kelas ya memang lambat belajar. (Hal)

Itu juga biasanya dilakukan assessment dari guru kelas yang bersangkutan

mengajar di kelas.”

(As seen from her performance in class, it could be said that she is a slow

learner. The assessment is also done by the teacher who teaches her in class).

Another student with special needs is F6. She experiences social, cognitive,

and behavioral problems. Based on the researcher’s observation, she could not

manage herself to blend with other students in class because of the problems. As the

consequence, her mother was always beside her whenever she learnt in class. Further,

in dealing with the teacher’s tasks, her mother lead her to only read and her mother

handled the task. Regarding with her behavior in class, F6 sometimes felt scared and

tried to escape from class.

The statement was also supported by the counseling teacher that said,

“Kalau dia (F6) itu masuknya Autis. Jadi, susah untuk berkomunikasi,

mengikuti pelajaran, dan dalam berpikir itu sangat susah sehingga harus

memerlukan bimbingan juga. Selain itu dia (F6) juga sering teriak dan

ketakutan secara tiba-tiba ketika belajar di kelas.”

(She (F6) experiences Autism, so that she finds difficulties in communicating,

following the learning in class, and in reasoning, she finds it hard as well, so


48

that she needs more assistance. Further, she (F6) often yells and feels scared

spontaneously when learning in class).

Timmons, Breitenbach, and Maclsaac (2005, p. 7) stated that “autism is

developmental disability that affects the normal functioning of the brain. Students

with autism often have difficulty with communication skills, social skills, and

reasoning.” The definition which is mentioned by the experts is in line with the

counseling teacher’s interview results.

The last special need student, F8, is a slow learner. At the same time, she was

also experiencing mild mental retardation. As cited in Paul (2016, p. 56), Griffin

(1978) revealed that a slow learner is the student who learn slower than their

classmates, but does not have a disability which is requiring special education.

However, in this case (F8), she also experience mild mental retardation. Heber

(1959) as cited in Shane and Osdol (1974, p. 27) stated that mental retardation refers

to low average general intellectual functioning which originates during the

developmental period and is associated with impairment in adaptive behavior.

Based on the researcher’s observation, this student (F8) finds difficulties in

social and cognitive aspects. The researcher often eyed that F8 sat and worked by her

own without any assistance of her classmates. Too often, her classmates disturbed

this student because of her disability.

To support the finding, there was a statement from the counseling teacher who

said,

“Dia (F8) itu tunagrahita ringan dan juga ya lambat belajar”


49

(She (F8) is experiencing mild mental deficiency as well as learning problem)

In line with the statement, the researcher also eyed that whenever the student

was in class, she could not manage herself to finish the task given by the teacher. She

could only write her name in the paper and then, sitting without doing anything

regarding with the tasks.

Kolstoe (1972, p. 23) added that at mild mental retardation, the individual can

use the intellectual processes of form constancy, class inclusion, serial ordering by

two dimensions, and reversibility. By reflecting on class observation, the researcher

set a plan to implement the first cycle of TGT (Teams-Games-Tournament) for the

students. This first cycle was started by planning, action, observation, and the last

was evaluation and reflection about TGT implementation.

B. Spiral Model Implementation

1. Cycle 1

This first cycle was implemented to see how the students responded the first

TGT (Teams-Games-Tournament) treatment. The first treatment was done after the

researcher conducted the class observation, finished the students’ psychological

barrier sheets, and analyzed some need analysis rubric. According to Kemmis and

McTaggart (1988), there were four steps or moments in this first cycle as the

following:


50

a. Planning

Planning means developing a plan to improve what is happening in class

(Kemmis and McTaggart, 1988). Based on the preliminary study where the

researcher did her class observation, the researcher planned a treatment about how the

TGT (Team-Games-Tournaments) is conducted to the students. There are some plans

in this first cycle which later could be used in the next two cycles after.

1) TGT (Teams-Games-Tournament) Overview

According to Slavin (1995, p. 6), TGT allows the students to play academic

games with members of other teams to contribute points to their team scores. In

conducting the research, the researcher also referred to the Slavin’s theory about how

to conduct TGT which consisted of five major components. They were class

presentations where the teacher gave and explained the materials, teams where the

teacher asked the students to make groups, games where the students tried to play the

TGT, tournaments where the competition of the TGT was conducted, and team

recognition where the teacher figured individual and team scores.

2) TGT (Teams-Games-Tournament) Group Distribution

This part was about dividing the students into three big groups where the

researcher asked the assistance of the English teacher to divide the students. This

following table shows the students in each group. Each group members is divided

based on their performance in class started from the students who show low to high

engagement.


51

Table 4.2. TGT (Teams-Games-Tournament) Group Distribution

Students

Categories

Tournament

Table

Number

Group Number

1 2 3

High 1 (F1) (F7) (F10)

High 2 (M10) (M2) (F13)

Average 3 (M7) (M1) (F12)

Average 4 (F3) (F5) (M3)

Low 5 (F9) (F8) (M4)

Low 6 (F4) (F11) (M8)

Low 7 (M5) (M6) (F6)

Low 8 (F2) (M9)

Based on table of the group distribution, the researcher has categorized and

arranged the students into three big groups. The researcher categorized the students in

class (regular and special need students) as high, average, and low. Thus, in each

group there would be about 2 high performance students, 2 average performance

students, and about 3 or 4 low performance students that in total, there were 7 and 8

students of those three categories.

Based on the table of group distribution, there were 3 special need students

who were spread in each group. The researcher put those students in the low

performance of student categories based on the cognitive aspect of the observation

table of psychological barrier of students in class. Additionally, based on their

performance in class, those students also could not manage themselves well in

learning English in class. The researcher had categorized the special need students in

class based on the cognitive aspect (table 4.1).


52

However, the researcher did not measure the regular students using

psychological barrier assessment sheet, for the researcher had already observed their

performance in learning English in class. Since in the TGT the students were divided

into three categories, the researcher tried to analyze them using the statements in the

measurement tool of the psychological barrier sheet. In the end, the researcher found

that those three categories (high, average, and low) contained different number of

each aspect. In the first place in which it is the high-performed students, the range of

the number was between 1 until 1.3. A bit different from the first category, the second

in which it was the average-performed students, the range of the score was around 1.4

until 1.6. Those first categories mentioned showed a little gap. In the other hand, for

the third category in which it is the low-performed students, the range of the number

showed a significant gap. The range was about 1.7 until 3.7. Additionally, the special

needs students also included in this category.

For the activity in class, the researcher planned to explain the material of

Narrative text. Narrative text was chosen since even though the researcher had

explained for many times when experiencing the service teaching, the students still

did not understand. Furthermore, there were many options about the learning video

(stories) of Narrative text compared with other texts, so that it would ease the

researcher in conducting the research about TGT (Teams-Games-Tournament) using

video of Narrative text material.

When dealing with TGT (Teams-Games-Tournament) as the substitution of

the quiz, the researcher prepared some requirements related to TGT. Firstly, the


53

researcher produced 30 questions in the form of multiple questions based on the

videos which contained some stories. Then, the researcher prepared the TGT scoring

sheets of the questions and it contained three columns for three students represented

them from different group (group 1 2, and 3). To ease the researcher in identifying the

group members, the researcher tried to prepare the name tags. The last preparation

was to code the students name to be input to the table of students group distribution.

b. Action

The ‘action moment’ is a step to act to implement the plan (Kemmis and

McTaggart, 1988). The researcher did the first cycle of the action step of the spiral

model implementation by Kemmis and McTaggart (1980) on Friday, 16th March

2018.

There were some steps or activities done regarding with this ‘action’ moment.

As the first, the researcher began to prepare the media which would use. The

researcher asked for a student to turn on the projector to make sure that it would work

well through the learning activity without any trouble. In line with the projector, the

researcher also checked the speaker whether it would work well later. After

considering that the tools would work well, the researcher moved to the next step of

conducting the TGT.

As the second step, the researcher tried to re-explain about the material of

Narrative text to the students. Some of them still remembered about the previous

material of Narrative text, yet some of the students especially the boys, started

forgetting the material. The researcher used the first 10 minutes to review the


54

material. After reviewing, the researcher told the students that there would be a game

named TGT (Teams-Games-Tournament) to check their understanding of Narrative

text. Thus, the researcher started grouping the students into three main groups (group

1, group 2, and group 3). The group distribution was as seen on table 3.2. Thus, the

researcher asked the students to gather with their group member.

The next step was telling the students that they would be divided into 8

groups, which in each group, there would be 3 students represented their group.

However, for the last group which was group 8, there would only be 2 students since

the amount of the students in class were 23 students. Right after the researcher read

the group distribution of the students representative, the researcher distributed the

questions card and scoring sheets to each table and told the students about the rules in

doing the TGT.

As a result, there were some points that needed to be noted. The first matter

was that the cards was positioned flipped. Moreover, after all cards were distributed,

the researcher started playing the video contained a story entitled ‘The Ant and The

Grasshopper’ twice. The researcher decided to play the video twice since the students

would understand more rather than playing it once.

The next activity was asking the students to answer the questions on the cards

using scoring sheets. Regarding with this activity, the researcher gave the students

about 10 minutes to finish 5 questions about ‘The Ant and The Grasshopper’ story.

After finishing the activity, the researcher asked the scoring sheets of each table.


55

Since the time was not enough to continue to the next video, the researcher decided to

finish the TGT for the first cycle.

c. Observation

This step was finished at the same time with ‘action’ moment done in class.

Kemmis and McTaggart (1988) as stated in Maxwell (2003) stated that this

‘observation moment’ is to observe the effects of the actions which have already done

in the context in which it occurs. By the time the research had conducted the ‘action’

moment, the researcher also observed what the students’ responses were either in

their own group or in small group and how the class atmosphere was. For this first

cycle, the researcher found that it was difficulties to invite the students to move and

gather to their own group when the researcher finished dividing the students into

groups. Another aspect which the researcher eyed was that most of the students in

class, either the regular and the special need students, kept talking to each other while

the class activity was on going. The students could not manage themselves for a long

time and could not focus on the material and the teacher. In addition, there were 3

students who could not participate in this TGT, so that there were only 21 students in

this first cycle of the TGT. They were M8 as the regular student and F6 as a special

need student who could not participate in the TGT.

d. Reflection

Right after finishing with most of the steps in the cycle, the researcher tried to

evaluate and reflect on what aspects and points which needed to be improved in the

next second cycle. Kemmis and McTaggart (1988) as cited in Maxwell (2003)


56

mentioned that the ‘reflection’ moment is to evaluate and reflect on the effects as the

basis for further or next planning. In this first cycle, there might be a lot of points

needed to be underlined to evaluate. As the first was that there might be some

students in class felt shocked about this new activity (TGT), since they rarely worked

in groups and being grouped. They mostly worked individually for a certain task

given or they had just a group discussion then they finished the task individually.

This new activity (TGT) also made the students felt inconvenient for they rarely

worked with the random group distribution given by the researcher, mostly for the

girls in class. It caused the researcher needed to calm them that it was alright to work

with other students out of their close mates.

The researcher also found that there should be a simple betterment regarding

with the instruction of the TGT (Teams-Games-Tournament) application. This was so

as the researcher eyed that the students found difficulties in absorbing the instructions

in the beginning of the activity. As the consequence, the researcher needed to repeat

the instructions and approached each group to assure that they could understand what

the instructions were about. However, for some high-performed students in class,

they did not find difficulties in understanding the instructions given. They have

already managed themselves towards the instructions.

Regarding with the time allocation, the researcher needed to be stricter. In the

first cycle of the TGT activity, the students only could finish 5 questions out of 30

questions prepared. It made the researcher reflected that it needed to simplify the pre-

activity of the TGT. Those are some evaluations and reflections of the first cycle of


57

the TGT implementation. In a nutshell, this first cycle of the TGT was aimed to

improve the next cycle and familiarize the students with a new method of learning

and activity to learn and work in group especially to blend the regular students with

the special need students.

2. Cycle 2

Finishing her first cycle of the spiral model implementation by Kemmis and

McTaggart (1988), the researcher found some points of the implementation of TGT

(Teams-Games-Tournaments) which needed to be improved regarding with the

students’ engagement in class. The second cycle was done on Tuesday, 20 March

2018. Based on the first cycle’s evaluation, the researcher continued her second cycle

as follows:

a. Planning

In order to improve the first cycle of TGT implementation to the inclusive

students, the researcher came up with some ideas which were portrayed in this

moment of Spiral Model.

For this second cycle, the researcher planned to prepare a group number sign,

1 until 8, to keep the students on track while they were working with other students of

their group. This action was also proposed to avoid the confusion among the students

to recognize the place where they needed to gather to.

Since the limited time allocation, the researcher planned to minimize to

explain the material in the beginning. Additionally, the researcher scheduled to


58

simple the instructions given to the students, so that the special need students would

understand. However, the researcher would keep playing the video twice in order that

the students would get what the video was about. Yet, the researcher planned to keep

the group members in each group the same with the previous meeting (first cycle).

b. Action

This second cycle was conducted differently from the first cycle. The

researcher conducted this second cycle at Ava Room. This action was taken since

when the researcher conducted the first TGT implementation at class, the students did

not focus enough to the instructions and activity. This Ava Room was smaller and

had sufficient speakers to be used, so that the students would listen towards the video

more clearly.

As usual, as the first step, the researcher prepared all the stuffs and checked

whether the projector and speakers worked well. Then, the researcher only explained

the material as the opening briefly. Again, the researcher told the students that they

would play the TGT for three times, so that it was important to remind the students.

The next step was asking the students to gather with their previous group and

distributing the TGT cards and scoring sheet. However, before starting the activity,

the researcher confirmed the students about the instructions which had been told in

the previous meeting. In this cycle, the researcher found that most of the students still

remembered the instructions or the rules of the TGT activity.


59

c. Observation

As the researcher conducted the second round of the research, there were

some results that came up. As in the first cycle, 21 students could participate in this

second TGT implementation. The same as the first cycle, the students who could not

participate was M8 as the regular student and F6 as the special need student.

The second result was that the class situation was more under control of the

researcher. The students paid attention more towards the material, the video, and the

activity in general compared to the first round in the previous meeting. Even though

for some moments, some of the students still did not fully put their attention to the

teacher and the activity and did some selfies sometimes.

The students also gave responses to the video played. Here, the researcher

noticed that the students started responding from the second video. For example,

when the video showed a sad event, then the students started to say ‘yah..’ or just

changed their face expression. Moreover, when the video showed a happy event, then

students would say ‘yeay!’ or clapped their hands. In addition, there was a significant

finding in this second round of the research. The researcher found that F8 who is one

of the special needs students showed her interest towards the activity. She started

reading the title of the video and imitated the song lyrics when there was a song

contained.

As the last point, the researcher added that it was good to see that the students

more understood about the instructions given to conduct the TGT activity. It was

good as well to know that one of the special needs students F4 slowly but surely


60

could comprehend what was told by researcher, even though it needed an extra effort

to approach the student to her table when working on the TGT activity.

d. Reflection

There were some points which needed to be considered important to be

evaluated in this second round of the TGT. The first thing which should be evaluated

and reflected of this cycle was that it was significant for the researcher to manage the

time more wisely, so that the time allocation estimated was enough to finish the TGT

activity and discussed the questions with the students. Other than that, some students

especially the boys were not that interested to the video played to answer the

questions on the cards.

3. Cycle 3

This cycle was the last cycle of conducting the research. In this cycle as well,

the same ‘moments’ were done as the two previous cycles.

a. Planning

This third cycle was the last round of the TGT implementation in class. For

this last round, there were several actions planned. The researcher planned to play the

video only once to short the activity so that hopefully in the end the researcher could

discuss the TGT activity with the students. Further, the researcher also planned to

limit the number of the TGT cards to be answered. It would be until number 15, so

that the researcher could continue the next activity, discussing the activity with the

students. Another reason was that these actions were taken since the researcher eyed


61

that the students has already understood about the instructions, the content of the

video, and familiar with the questions on the card given. Furthermore, the researcher

planned to conduct the activity in the same place with the second cycle at AVA

Room, not at the class as usual.

b. Action

This last round of the TGT model was conducted on Friday, 23 March 2018.

The same as the first and second rounds, the researcher asked the students and

reviewed what the Narrative is as the pre-activities. The activity was continued to

distributing the scoring sheets and the TGT cards to each group of the students. In

this case, the researcher had already set the tools before the class started and also

asked the students to gather with their own group as in the previous meetings.

c. Observation

In this observation part of the third cycle, the researcher found both new and

the same finding towards the previous cycle. In this meeting as well, the researcher

found that the special need students were more active rather than the previous

activity. All those three students were in class who are F4, F6, and F8, after the

previous two meetings, only two students with special needs who are F4 and F8

attending the class.

Even though the video has already been played in the previous two meetings,

some students in some groups needed extra time in finishing the questions and

answer session so that the researcher sometimes had to give extra time to those

students.


62

d. Reflection

To keep improving the TGT implementation in class, evaluation and

reflection were still needed. In this last of the TGT cycle, the researcher found that

the students got used to be with this kind of activity in learning the material. The

students also more understand about the instructions given to conduct the TGT.

However, in this last cycle, the students sometimes could not manage themselves to

focus on and concentrate longer. As the consequence, the researcher needed to

remind them more and more.

C. Post Study

In this post study, the researcher tried to analyze the result of the

questionnaires of the first and the third cycle of the research. The questionnaires were

closed-ended questions. To support the questionnaires result, the researcher used a

semi-structured interview in which the researcher asked one representative of the

regular student (F7) and special need students (F4 and F8). Additionally, to ease the

readers to read, figures are also presented. There would be four main topics

discussed. They were the overview of both engagement which were behavioral and

emotional engagement, students’ behavioral engagement, students’ emotional

engagement, and how the students responded to the benefits of inclusive school

implementation in class.


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1. Comparison between Students Behavioral and Emotional Engagement

In this first part of the chapter, the researcher tried to analyze the two cycles

of each engagement, behavioral and emotional, happened in class. Besides, after

analyzing the two cycles, the researcher would discuss the result of the two

engagement which one was the most dominant occurred in class.

Figure 4.1. Two Cycles Comparison of Students Engagement

Based on figure 4.1 (A), the chart showed the results of the first and the third

cycle of both engagement. The result of the first cycle of the behavioral engagement

was lower than the third cycle. The chart displayed an increase result namely 0.11

point. Reviewing the increase number of the cycle, the researcher interpreted that the

increase number was caused as the students had managed themselves to actively

participate in the learning process. Mih, Mih, and Dragos (2015, p. 330) stated that

“behavior engagement refers to participation in the learning environment, and

3.093.223.2 3.29

0

0.5

1

1.5

2

2.5

3

3.5

4

Behavioral Emotional

Deg

ree

Engagement

Engagement Overview (A)

Cycle 1

Cycle 3


64

although defined in different ways, has often been operationalized in terms of the

effortful and persistence aspects of involvement in instructional activities.” The

increased point actually started to be seen at the second cycle, then, it continued to the

last cycle. Since the students had understood how the TGT worked, it was not hard

for them to play the TGT.

Then, the result of the emotional engagement at the first cycle was lower than

the third cycle. The chart displayed an increased as well namely 0.07 point. Mih and

Mih (2013) mentioned that “emotional engagement refers to the students’ affective

reactions in the classroom (as cited in Mih et al., 2015, p. 330).” The researcher

interpreted that the result was increasing since the researcher found that the students

were excited enough to have a new activity to learn English in a different way in the

beginning of the TGT implementation. Moreover, they felt to be challenged more due

to the activity given to answer the rolled-back question cards.

Figure 4.2. Comparison of Students Behavioral and Emotional Engagement

3.143.25

0

0.5

1

1.5

2

2.5

3

3.5

4

Behavioral Emotional

Degree

Engagement

Engagement Overview (B)


65

Reviewing on the second chart, at figure 4.1 (B), the chart showed that the

most dominant of the two types of engagement was the emotional engagement. As

stated by Markowitz (2017), emotional engagement may meaningfully affect the

students’ behavioral and psychological outcomes. Referring to the statement, the

researcher assumed that the result of the research increased due to some factors which

affecting each other.

Figure 4.3. Emotional Engagement to Behavioral Engagement Mechanism

Emotional engagement affected students’ behavioral engagement. When the

students felt interested to the activity given (the TGT), the students would enjoy or

would be happy for learning in class. This enjoyment might bring the students to the

satisfaction towards the learning activity which influencing the students’ participatory

behavior. The students would participate more towards the class activity. However, in

participating to the activity, some disturbance might come and influence the students’

performance or behavior which might result a low outcome. The disturbance based on

the researcher’s observation was the temptation or the desire to play with the

students’ smartphone in the middle of the activity. As the consequence, it caused the

students not focus on to the activity and the instructions. Then, most of the students

did not understand the rules at the beginning which caused high time consuming, so

that the researcher needed to re-manage the activity order. The last was that the class

Interest Satisfaction Enjoyment Participation


66

situation was crowded enough when it came to the middle of the activity, so that the

researcher needed to calm the students down.

2. Students’ Behavioral Engagement

In this second part, the researcher tried to calculate and draw the conclusion

of the students’ behavioral engagement from questionnaires. The researcher also used

the interview result to support the questionnaires’ statements. To ease the reader, the

researcher provided table to show the compared scores of the 1st and 3rd cycles.

Additionally, charts were provided to explain the table further.

Figure 4.4. Students Behavioral Engagement

3.43

3.14 3.193

2.86 2.9

3.29

3.523.43

3.24

2.812.9

0

0.5

1

1.5

2

2.5

3

3.5

4

Students'

participatory

behavior

Students'

effort

Learning

activity

enthusiasm

Obedience of

activity rules

Students'

attention

Students'

level of

persistence

Deg

ree

Indicators

Behavioral EngagementCycle 1

Cycle 3


67

According to Frederick et al. (2004, p. 62), behavioral engagement is defined

in three ways. The first definition is to entail positive conduct (Finn, 1993; Finn,

Panozzo & Voelkl, 1995; Finn & Rock, 1997) as cited in Frederick et al. (2004, p.

62). The second definition is concerning to involvement in learning and academic

tasks.

By reviewing on the chart at figure 4.4, there were some findings regarding

with the behavioral engagement of the students in class. In this students’ behavioral

engagement table, there were 6 points that the researcher tried to analyze. These are

the following aspects:

a. Students’ participatory behavior

Frederick et al. (2014) mentioned that one of scales to measure students’

behavior engagement focuses on the students’ participatory behavior. In this research,

the researcher tried to ask the students about their level of participation when they

dealt with the TGT activity in class. The first of the behavioral engagement point was

whether the students actively participated towards the class activity and discussion.

In the first cycle, the average of the students’ response was 3.43 which meant

that the number of the response was quite big for the first time of the TGT (Teams-

Games-Tournament) implementation in class. However, the chart’s value for the third

cycle was decreasing to 3.29. In this point, a decrease of the mean score was 0.14.

F7 stated that the TGT triggered the students to participate actively towards

the activity. Janke (1978) as cited in Slavin (1995) found that the TGT

implementation increased student attendance in class. Referring to the statement, the


68

researcher also found that the participation of the students in class towards this TGT

was also active. However, sometimes, there was a disturbance which made the

students could not participate actively towards the TGT; such as the class situation,

which was not under control sometimes and the media to support the activity.

One of the regular student stated,

“Saya lumayan berpartisipasi secara aktif dalam kelompok untuk pertemuan

pertama. Namun, untuk pertemuan ketiga karena ada sedikit gangguan (F8

kumat dan mencoba kabur dari kelas), saya juga agak takut waktu itu.” (F7)

(I was quite participate actively in group for the first meeting. However, for

the third meeting, I am a bit scared because of a trouble was coming for F8

tried to escape the class) (F7)

However, F4 stated a bit differently from F7,

“Iya, saya berpartisipasi (dalam kegiatan ini)”

(Yes, I participated (in the activity)).

After trying to analyze the result of the questionnaire and interpreting the

result to the theory, it could be concluded that the TGT as one of the learning method

of cooperative learning could invite the students to participate more actively towards

class activity.

b. Students’ effort

Effort is the amount energy which is released in a learning process (Mih,

2013; Zimmerman & Risemberg, 1997) as cited in Mih et al. (2015). As the second

point was about students’ effort in playing the TGT. It was about whether the

students worked hard for their group where they belong.

As seen in the chart, there was an increased point between the two cycles.

This second point was discussing about students’ effort in participating the TGT


69

activity in class. This point was increasing from 3.14 at the first cycle to 3.52 at the

third cycle. The increased of the mean score of this aspect was 0.38. The increase

point of the mean sore was also quite big as the previous point discussing about

students’ participation.

Cooperative encouragements motivate students to try to get each other to do

academic work, and therefore, it gets the students to realize that their classmates want

them to do their best (Coleman, 1961; Brookover, Beady, Flood, Schweitzer, and

Wisenbaker, 1979) as cited in Slavin (1995). In line with the statement, the researcher

also found that the TGT as one of cooperative learning method in the research, had a

significant impact towards the students’ effort in participating in the activity. The

finding was also supported by the interview results of two students who were F7 as

the regular student and F4 as the special need student.

F7 stated,

“Iya kak karena ini kaya buat quiz gitu kan.”

(Yes, I worked hard for it was like a quiz, wasn’t it?)

The same with F7, F4 also stated,

“Ya, betul (Saya bekerja keras)”

(Yes, I did (work hard))

Those two students worked hard for their own group. Additionally, the

statements showed as well that they tried to do their best in participating in the TGT

through answering the question cards provided.


70

c. Students’ learning activity enthusiasm

Moving to the third aspect of the students’ behavioral engagement which was

students’ learning activity enthusiasm. Stipek (2002) as cited in Frederick et al.

(2004) added that behavioral engagement could be assessed using observation

techniques which one of the contents contains the students’ enthusiasm in the

learning activity. Thus, the researcher also used the observation to assess the students

related to the research.

Regarding with this third point, there was an increase of the mean score

discussing about the students’ enthusiasm towards the learning activity given in class,

in which it was TGT (Teams-Games-Tournament). As seen in the chart, the first

mean score was 3.19. Yet, then, it increased to 3.43, so that the increased score of this

part was 0.24. The students found the activity (TGT) was amusing. The TGT method

gave a chance for the students to experience a quiz in another form of the

mainstreamed quizzes.

Slavin (1995) revealed that when the students are asked whether they were

fond of working cooperatively, the students would enthusiastically say that they

would. In conducting the research, the researcher found as well that the students

found themselves were enthusiastic in playing the TGT. This finding was supported

by the statement of the students, F7 and F4.

F7 stated,

“Iya antusias banget kemarin.”

(Yes, I was so enthusiastic)


71

The same response mentioned by F4 who said,

“Ya, saya antusias.”

(Yes, I was enthusiastic)

In addition, the researcher conducted the TGT 3 times. In the first cycle of the

TGT, the researcher discovered that the students were enthusiastic, even though most

of them had not understood about the instructions of the game yet. However, when

the researcher conducted the TGT in the second cycle, the students were enthusiastic

enough to join the activity, included the special need students who liked to watch the

video given. This enthusiasm remained until the last cycle of the TGT

implementation.

d. Students’ obedience of activity rules

As stated in Frederick et al. (2014, p. 65), following the rules and adhering to

classroom norms entails positive conduct towards behavioral engagement. Based on

this statement, the researcher tried to formulate a question about the students’

obedience of activity rules.

Regarding with the students’ responses to obey the rules and instructions of

the activity, there was an increase of the score from 3 at the first cycle of the TGT

implementation to 3.24 at the third cycle. The increased of the mean score of this

aspect was 0.24. The increased point happened since in the first cycle, the students

did not really understand the instructions explained by the researcher. On the other

hand, after the students experienced the TGT quite often, they started understanding

the rules and instructions of the activity.


72

F7 explained,

“Kemarin pas main game itu mematuhi. Untuk pertemuan pertama, iya,

kedua, iya. Terus, untuk pertemuan ketiga agak enggak. Tetapi, overall, kita

mematuhi sih, kak.

(I obeyed the rules for the first and the second meetings. But then, for the

third meeting, I break the rules a bit. Yet, for all, we obeyed the rules).

F4 stated,

“Ya, saya mematuhi (instruksi yang diberikan).

(Yes, I obeyed (the instructions given))

The TGT implementation in class allowed the students to follow the rules and

instructions given. Based on the interview results, the students tent to understand the

rules and instructions on the second and third meeting. They started getting used to

the rules and instructions.

e. Students’ attention

Frederick et al. (2004) mentioned that attention and concentration work on the

involvement of the learning activity and academic tasks. In the research, the

researcher tried to analyze the students’ attention and concentration of their

contribution on the TGT.

The fifth point was that whether the students concentrated well during the

TGT activity in class. The questionnaires results noted that there was a decreased

score of this part. As the first cycle, the mean score of students’ concentration was

2.86. However, for the last cycle, the students’ concentration decreased, in which it

was at 2.81. The decrease of the mean score of the students’ attention and


73

concentration was 0.5. It was supported by the interview results which were as

follow:

One of the regular student, F7 said,

“Untuk semua pertemuan 1, 2, dan 3 konsentrasi kemarin. Tetapi, untuk yang

pertemuan ketiga agak enggak gara-gara (bermain) HP dan kelasnya ribut.”

(For the previous meetings (1,2, and 3), I could concentrate well. Yet, only at

the third meeting, I could not concentrate for a while because of the

smartphone and the noise of the students)

The next interview result was different from the previous student. One of the

special need students F4 mentioned,

“Ya, saya berkonsentrasi. Ya walaupun kelasnya agak ramai, tetapi tetap bisa

berkonsentrasi dikit lah.”

(Yes, I could concentrate a bit even though the class was crowded).

Slavin (1995, p. 64) also added that “cooperative learning is hypothesized to

increase time on-task by engaging students’ attention.” However, on the other hand,

by reviewing on the result of this point which decreased 0.5 point, the researcher

found some causes that lead to the not-optimal TGT implementation in class. The

first was because of the students’ short-term attention ability. They often found

difficulty in focusing on things longer. The second was that some of the students in

the groups tended to talk to each other while other groups were working on the TGT.

The last was that the temptation of smartphone really worked on them.

f. Students’ level of persistence

As the last point of the students’ behavioral engagement was whether the

students were able to be persistent to deal with difficult assignments. Persistence

refers to the continuous effort in learning especially when the students are confronted


74

with some obstacles or barriers (Mih, 2013; Zimmerman & Risemberg, 1997) as cited

in Mih et al. (2015). Frederick et al. (2004) also added that the measurement of

persistence is used to assess work-related behavior.

Further, the researcher tried to optimize the implementation of the TGT as one

of cooperative learning method. It was since cooperative encouragements motivate

students to try to get each other to do academic work, and therefore, it gets the

students to realize that their classmates want them to do their best (Coleman, 1961;

Brookover, Beady, Flood, Schweitzer, and Wisenbaker, 1979) as cited in Slavin

(1995).

However, on the contrary, the chart displayed that there was no an increase or

decrease of this point. The result of both cycles was 2.9 due to no change at both

cycles.

The student, F7 stated,

“Ya biasa aja kak. Kalau awal pertemuan (pertemuan 1 dan 2) lumayan bisa

mikir, tapi pas akhir kemarin (pertemuan 3) udah agak enggak karena malah

mainan HP.”

(It was just so so. At the beginning (meeting 1 and 2), I was quite tough to

think. Yet, for the last meeting (meeting 3), I was just to lose and I chose to

play with my smartphone).

Different from F7, F4 felt that she was tougher enough to play the TGT. she

said,

“Iya bisa (mengikuti pelajaran dan aktivitas)”

(Yes, I could (follow the lesson and class activity)).


75

The results of the interview showed different answers from both students. The

regular student, F7, stated that she could only be persistent for the first two meetings.

Yet, in the last meeting, she could not manage herself to be persistent in participating

in the activity and class discussion. Another response from F4 was revealed that she

could manage herself in following the activity. Based on the researcher’s observation

as well, all the special need students could manage themselves in participating the

whole cycles of the TGT. The researcher concluded there was no an increasing result

for the amount of the regular students were more than the special need students in

class, so that it affected the questionnaire results regarding with the students’

responses.

As a final report, there were some points to be highlighted regarding with the

students’ behavioral engagement. Among those six aspects, the highest increased

point was about the mean score of the students’ effort to deal with the activity of TGT

in class namely 0.38. Then, the lowest score of the mean score was about the

students’ participatory behavior namely (-0.14), since the chart displayed a decreased

mean score from the first to the third cycle. Further, there was an aspect of the

students’ behavioral engagement where the mean score did not display either an

increase or a decrease number. The aspect was the students’ persistence towards the

TGT activity given in class. The mean score was the same which was 2.9.


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3. Students’ Emotional Engagement

Figure 4.5. Students Emotional Engagement

In this part, there were 7 points which the researcher tried to analyze

regarding with students’ emotional engagement when they were experiencing the

TGT (Teams-Games-Tournament) through chart attached. The chart was displayed to

assist the readers in reading and interpreting the research results. Further, the research

was supported by the representative student’s interview results, both of the regular

and the special need and the regular students. These are the following results:

a. Class learning enjoyment

As seen in the chart, the first point was regarding with the students’

enjoyment to learn in class. In this case, the learning process covered both of the

3.293.43

3.24 3.293.19 3.14

2.95

3.33

3.67

3.38

3.05

3.57

3 3

0

0.5

1

1.5

2

2.5

3

3.5

4

Class

learning

enjoyment

Class

activity

enjoyment

Activity

interest

Material

interest

Learning

activity's

satisfaction

Motivation

to support

other

members

Sense of

belonging

Deg

ree

Indicators

Emotional EngagementCycle 1

Cycle 3


77

material and the activity provided by the researcher. Emotional engagement refers to

the students’ affective reactions in the classroom, including happiness (Connell &

Wellborn, 1991; Skinner & Belmont, 1993) as cited in (Frederick et al., 2004).

Additionally, concerning to the role of cooperative learning especially the

TGT, Slavin (1995, p. 50) explained that “cooperative learning is not only an

instructional technique for increasing student achievement, it is also a way of creating

a happy, pro-social environment in the classroom.” Thus, based on the explanations

above, the researcher tried to gain more about the students’ enjoyment of learning

concerning the TGT learning method.

Referring to the questionnaire, the statement was whether the students

enjoyed the learning in class. As seen in the chart, the mean score of the first cycle

that the students enjoyed the learning in class was 3.29. Then, the mean score of the

third cycle increased then. Its score was rising to 3.33. Thus, the increased score was

0.04.

F7 said,

“Saya senang belajar materi di kelas (Narrative text)”

(I am happy to learn this material (Narrative text) in class)

The same response was also stated by one of the special need student, F8.

However, in conducting the interview, the researcher used simpler questions because

of the student’s limited cognitive skills.

“Saya senang.”

(I am happy).


78

Even though the increasing number was small, the researcher had observed

that most of the students quite enjoyed the learning. It was, since when the researcher

tried to conduct the TGT, the researcher provided the video as one of the teaching

media. Besides, the researcher also eyed that the students, especially the special need

students would be happy to have the same learning which were grouping to learn the

material, answering the question together, and watching the video before they worked

on the tasks.

b. Class activity enjoyment

As stated by Eccles et al. (1983), emotional engagement defined four

components of value contained in emotional engagement in which one of the values

was the value of enjoyment towards the activity (as cited in Frederick et al., 2004).

Based on the theory, the researcher tried to explore whether the students enjoyed the

class activity given which was TGT.

In line with the first point about the students’ enjoyment of learning in class,

the second point about the students’ enjoyment of the activity given also increased.

At the first cycle, the mean score showed 3.43. Then, after the students had

experienced the TGT for three times, the response raised to 3.63. This score increased

to 0.24 from the first cycle to the third cycle. To support the result, F7 as the

representative of the regular students stated that,

“Kalau materinya kan sudah pernah diajarkan, jadi sudah lumayan ingat

materinya. Tetapi, kalau aktivitasnya kan main game ini bareng-bareng, jadi

menurut saya lebih seru dan saya senang.”


79

(I have already experienced learning about the material previously, so I quite

remembered. Yet, I newly experienced this kind of activity (TGT) altogether,

so that I think it was more fun and I enjoy it)”

Moreover, F8 stated,

“Senang! (terhadap aktivitasnya)”

(Happy! (for the activity)).

Slavin (1995, p. 65) mentioned as well that “the students would enjoy

working cooperatively more than individualistically is almost correct: cooperative

learning methods can see that the students enjoy working with each other.” Even

though in the implementation of the TGT the students found difficulty to keep

focusing to stick on, however, they enjoyed to play and work in groups. To

summarize, the TGT learning method was new for the students. Moreover, it allowed

the students to work in groups and in this case, the students are diverse, so that it

would be beneficial for their engagement especially the emotional one.

c. Activity interest

Eccles et al. (1983) and Krapp et al. (1992) mentioned “the measures of

emotional engagement tend to be more general than related constructs such as

interest” as cited in Frederick et al. (2004). This part discussed the students’ interest

toward the activity. In line with the discussed topic, Larson and Richards (1991)

added that the quality and intensity of the emotion might diverse depending on the

type of class activity. TGT, which the researcher tried to implement, was new for the

students. Based on the observation, the researcher found that TGT implementation in


80

this diverse class was quite successful and below was the questionnaire calculation of

the students’ interest towards class activity, TGT.

The third point was about the students’ interest of the activity given in class.

As seen in the table and chart, there was an increased result which was 0.14. The

result of the students’ interest about the activity given at the first cycle was 3.24, and

then it increased to 3.38 at the third cycle. F7 said that,

“Permainan ini baru untuk saya karena biasanya bapak guru ngasih tugas

atau ulangan harian gitu seringnya individu. Ya.. saya tertarik untuk bisa

mengulang kaya gini lagi.”

(This game is new for me, for the teacher often gives me the task or quiz

individually to be done. I feel interested to repeat this kind of activity in the

future)

Another response from F8 was the same,

“Iya, pengen! (Bermain game seperti itu lagi)”

(Yes, I want! (to play the same kind of that game again))

Because of the TGT was new for the students, most of the students were

excited to experience it. For their daily basis at school, the students mostly worked

and or finished the tasks or quiz individually, rather than working in groups and

experiencing other kind of activities from the teacher.

d. Material interest

Besides the researcher tried to analyze the students’ interest towards the

activity, the researcher also tried to analyze the students’ interest towards the

material. Eccles et al. (1983) and Krapp et al. (1992) mentioned “the measures of

emotional engagement tend to be more general than related constructs such as


81

interest” (as cited in Frederick et al., 2004). In the research, the researcher taught the

material about Narrative text three times.

The result of this fourth point was different from the previous points. At this

point about students’ material interest, there was a decreased result from the first

cycle which was 3.29 to 3.05 at the third cycle. The decrease of the mean score was

0.24. This amount of the decreased number was quite a lot. This result was the same

with the class representatives, who said,

“Kalau belajarnya kan udah pernah diajarkan, jadi agak bosan.”

(The material had already been taught in class, so it was quite boring to learn

the same material). (F7).

Different answer was stated by F8,

“Iya. Iya! (tertarik dengan materi yang diberikan)”

(Yes, I did (interested to the material given))

The finding of the research was different from the theory. Previously, the

researcher had already given the material about the Narrative text. So did the class

teacher. Additionally, the same material was given at these cycles of research. It

could be concluded that the students received the materials for many times out of the

teaching media used in class. No wonder if the students, in this case the regular

students, started to feel bored about the material which was Narrative text.

However, it was different with the special needs students. They considered

that the material was amusing because of the activity and the video provided.

Moreover, they tend to be more cooperative in class when the researcher tried to

explaining the material at the beginning of the class.


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e. Learning activity’s satisfaction

Students’ satisfaction towards the activity is important. Steinberg, Brown, and

Dornbush (1996) as cited in Frederick et al. (2004) mentioned that emotional

engagement could be measured by assessing the students’ work orientation whether

they felt satisfied. When the students feel satisfied, they will learn a lot.

Referring to the questionnaire result, there was an increasing result of the fifth

point which the students found satisfaction towards the learning activity. The mean

score of the first point was 3.19, and the third cycle was 3.57. The chart showed that

the amount of the increase score was big enough which was 0.38. This result was

supported also by the student’s interview result,

“Iya, puas. Ya puas karena saya bisa menjawab pertanyaan di kartu yang kita

kemarin pakai game itu.”(F7).

(Yes, it was satisfying. I feel satisfy since I can answer the questions on card

which I used to play the game on the previous day). (F7).

In line with F7, F8 also stated the same response towards her satisfaction of

the learning activity,

“Puas. Puas! (dengan aktifitas belajar yang diberikan).”

(Yes, I satisfy with the learning activity)

To support the finding, there was a statement when the students were directly

asked if they were fond of the method they experienced (cooperative or control), the

students did express greater liking for the cooperative method (Farivar, 1992;

Johnson, Johnson, Johnson, and Anderson, 1976; Humphreys, Johnson, and Johnson,


83

1982; Madden & Slavin, 1983a) as cited in Slavin (1995, p. 65). The expression of

greater liking showed the satisfaction of the students’ towards the activity.

f. Motivation to support other members

As cited in Slavin (1995), he mentioned that this method (cooperative

learning) significantly greater gains on measures of “peer academic support” than in

individualistic treatments (Johnson, Johnson, Scott, and Ramolae, 1985). In addition,

Madden and Slavin (1983b) as cited in Slavin (1995) also claimed that each other of

the students expected to work hard in class. Reviewing on this statement, the

researcher tried to analyze the research result.

The sixth point of the students’ emotional engagement was whether the

students felt motivated to support other members. At the first cycle, the mean score of

the questionnaires was 3.14. This score also supported by the researcher’s observation

which showed that the students in the beginning of the TGT implementation, felt so

excited about the activity. However, coming to the third cycle, the mean score was

experiencing a downgrade to 3. The score decreased 0.14 from the first treatment.

F7 mentioned,

“Awal-awal sih semangat untuk saling mendukung gitu (siklus pertama),

tetapi lama-lama males juga karena beberapa dari mereka keliatan udah

nggak niat gitu. Udah disemangatin malah mereka main HP, bukannya

belajar atau berpartisipasi ikut main game ini.”

(I was so enthusiast to support other members at the beginning (1st cycle).

Yet, it was tiring to do so, since some of my friends looked not so serious;

playing with their smartphone instead of learning and participating)


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On the other hand, F8 as the special need student in class, stated different

answer when the researcher asked her,

“Iya. Iya! ( saling mendukung)”

(Yes, I did! (support others))

The research result was different from the experts’ opinion about the students’

motivation to support each other. In this case, the students tend to motivate each other

only at the beginning of the meeting. It might be because the activity was new for

them, so they felt triggered. However, entering the following meetings, the students

tend to lose and not focus on what they were doing. In the contrary, the special need

students were more triggering to support their group members by saying, ‘Ayo, to!’

(C’mon guys!) or just asking others to answer the questions.

g. Sense of belonging

Finn (1989) as cited in Slavin (1995) defined that emotional engagement as an

identification as belonging which is a feeling of being important to the school or

school. Also, “belonging is defined as an individual’s sense of being accepted,

valued, included, and encouraged by others” (Baumeister & Leary, 1995) as cited in

Frederick et al. (2004, p. 80). Referring to the explanation, the researcher tried to

analyze the results of the research. In addition, regarding with cooperative learning,

Slavin (1995, p. 69) stated that “cooperative learning may enhance the kinds of

prosocial behaviors that are increasingly needed in a society in which the ability to

get along with others is more and more crucial.”


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The chart showed that the last point of the students’ emotional engagement in

class was the students’ sense of belonging. In other words, the point discussed

whether the students could get along well with other members. The result showed that

it increased 0.05 point. 2.95 as the mean score of the first cycle, then it increased to 3

at the third cycle. The researcher pointed that the increasing number at this point was

just 0.05, which was not as big as the other previous aspects.

F7 stated that,

“Sebenarnya sih mau berteman sama mereka (F4, F6, F8), tetapi kadang-

kadang saya kesal aja sama dia (F8). Misal padahal kita nggak ngapa-

ngapain tiba-tiba dia mukul gitu.”

(Frankly, I wanted to be friend with them (F4, F6, and F8), yet sometimes, I

just felt a bit inconvenient with her (F8). Even though we did nothing to her,

suddenly she came and hit me right away).

However, the interview result of F8 stated that she could get along with both

students with special needs, yet she could not manage herself to get along with one of

the students in class. She said,

“Iya. Membaur sama F4 dan F6.”

(Yes, I could get along with F4 and F6)

“Enggak! Dia (salah satu siswa di kelas) sombong banget.”

(No, I couldn’t! She (one of the students in class) was so annoying)

The finding showed that the amount of the increase score was not that

significant. Now that based on the interview result, the students’ responses either the

regular or the special need student showed that they could less get along with others.

Further, when conducting the TGT, the researcher also observed that the regular

students expected that other students include the special needs students could manage


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themselves to behave as they are. Only for some regular students could manage

themselves to get along with the special needs students in class. However, F8 as one

of the special need students could get along with other special needs students. She, in

the contrary, found difficulty in getting along with other students especially for the

ones who misbehaved to her.

The emotional engagement, as one of the important aspects of the educational

setting, took a significant role whether the class was successfully conducted. The

researcher in this case tried to conduct a research in an inclusive school which the

students are diverse.

After analyzing each points or aspects in this students’ emotional engagement,

the researcher found out that there were two out of six aspects which decreased in the

third cycle. The lowest aspect was whether the students were interested to the

material namely (-0.24). The second aspect, which experienced a decrease of the

mean score, was whether the students felt motivated to support other members

namely (-0.14). Then, the aspect that experienced the highest mean score was the

students’ enjoyment towards the activity given in class. The increase point was 0.24

from the first to the third cycle.


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4. Responses towards the Benefits of Inclusive School for Students

Engagement

In this part, there were five points of the benefits of cooperative learning

implemented in inclusive school for students’ engagement.

Figure 4.6. Benefits of Cooperative Learning in an Inclusive School

for Students’ Engagement

After analyzing the students’ behavioral and emotional engagement, the

researcher tried to dig more about the students’ response about the benefits of

inclusive school for students’ engagement.

3.14 3.24 3.29

3.48 3.433.52

3.38 3.433.24

3.43

0

0.5

1

1.5

2

2.5

3

3.5

4

A peer tutor

serving

Tolerance and

individual

differences

Ability to

interact well

Self

management

to participate

to class

activity

Sharing

positive

ability and

attitude

Deg

ree

Indicators

Benefits of Cooperative Learning

in an Inclusive School for

Students Engagement

Cycle 1

Cycle 3


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a. A peer tutor serving

According to National Focus Group on Education of Children with Special

Needs (2006), one of the benefits of an inclusive school is that it allowed the students

to serve a peer tutor during the instructional activity. Further, Johnson, Johnson,

Scott, and Ramolae (1985) as cited in Slavin (1995, p. 63) found that cooperative

learning significantly greater gains on measures of “peer academic support.”

The researcher proposed whether the students served a peer tutor during the

instructional activity. Concerning to the result of the research, there was a significant

increase of the students’ response towards this first point of the benefits. The mean

score of this first cycle was at 3.14. Then, it increased to 3.52 at the third cycle, raise

0.38 from TGT first implementation.

F7 mentioned,

“Iya, pas (pertemuan) pertama. Aku ngasih tau ke teman lainnya.”

(Yes, I did (at the first meeting). I told the others about the instructions.”

However, F8 stated,

“Emm.. Enggak (untuk melakukan pendampingan)”

(Emm. No, I could not (to do a peer tutor))

The results increased because of most of the regular students could understand

the instructions given and do a peer tutor to one another. However, when it came to

the role of the students with special needs, it was quite difficult. Due to the matter,

the researcher needed to nurture the special need students to play the TGT in groups.

The researcher came to them, told what they should do such as reading the questions,

and translated the meaning of the questions since they did not the meaning of the


89

questions. Other than that, the researcher needed to repeat more than once to transfer

the meaning of the questions and the message of the video while trying to hook the

students’ understanding. As in the observation as well, most of the regular students at

the beginning were busy to discuss with their own groups.

b. Tolerance and individual differences

As the second benefit was that the students could learn about tolerance and

individual difference in class. Based on the questionnaires result, the mean score of

the first cycle showed 3.24. Then, the result of the mean score increased to 3.38 at the

third cycle.

Slavin (1995) stated that cooperative learning allowed the students to learn

about tolerance, respect for others, and an ability to cooperate with others. Moreover,

in the inclusive setting, National Focus Group on Education of Children with Special

Needs (2006) described that the students especially the regular ones can learn about

tolerance, individual difference, and human exceptionality by interacting with other

special needs students. It could be beneficial for both parties to understand about

individual differences and tolerance.

F7 stated,

“Iya, saya belajar untuk menjadi toleran dan memahami perbedaan. Saya

memahami kalau kadang kita itu berbeda secara fisik, penampilan, dan

pendapat. Saya juga belajar untuk menghargai anggota kelompok saya yang

lain.”

(I learnt to be more tolerant and deal with difference. I understand if

sometimes, we are different by physical appearance and opinion. I also learnt

to appreciate the other group members)


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F8 said,

“Iya, menghargai F6 sama F4.”

(Yes, I appreciate F6 and F8)

During the research, the researcher found that the students learnt about

tolerance and individual differences implicitly. The researcher found that in the first

of the cycle of the TGT implementation, the students still tried to adapt with the

activity given, the TGT. Additionally, they tended to be busy with their own group

while listening to the instructions. However, in the second and the third meetings, the

students both of the regular and the special needs students started to play the TGT

well.

The researcher also observed the 5, 6, 7 groups. Those groups were the special

needs students belonged. The researcher found that at the first meeting, the students

in groups were busy with the instructions and most of the regular students ignored the

students with disability. On the contrary, the students started to adapt with the TGT

and the regular students tended to invite the special needs students (F4, F6, and F8) to

work together at the second meeting. Then, it continued to the third meeting of the

TGT activity.

c. Ability to interact well

National Focus Group on Education of Children with Special Needs (2006, p.

12) claimed that “spending the school day alongside classmates who do not have

disabilities provides many opportunities for social interaction that would not be

available in segregated settings.” The researcher found that when the TGT was


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implemented, the students tried to talk to each other which was that was one of the

part on how the students interacted to others. Even though for some of the students

looked quite still in the learning process. So did the special needs students. They tend

to enjoy more when the video were played and talked.

The result showed that there was in increase number of this aspect that the

students were able to interact well to all students in class. The result increased 0.14

for the mean score at the first cycle to the third cycle. As seen in the chart, the mean

score of the first cycle was 3.29, then increasing to 3.43.

In line with the result, F7 stated,

“Lumayan sih. Namanya juga kelompok kan pasti kerja bareng-bareng.”

(It seemed that I rather interact with others, for it was a group work so it was

sure that it needed to work together)

F4 also said that,

“Iya (dapat berinteraksi dengan baik)”

(Yes, I could interact well with others)

Implementing TGT as one of the cooperative learning methods in an inclusive

school gave a space for the students to interact with each other. Even though for this

case, the researcher had to work harder to invite not only the regular, but also the

special needs students to work together and interact with their peers, yet the result

increased.

d. Self-management to participate to class activity

This aspect also regarded to students’ ability to focus on the whole activity

when the TGT was being conducted. National Focus Group on Education of Children


92

with Special Needs (2006, p. 12) added that “attending an inclusive school increases

the probability that the students will continue to participate in a variety of integrated

settings throughout their lives.”

As one of the benefits of the inclusive school for students’ engagement, the

statement ‘the students could manage themselves to participate towards class activity’

looked quite did not work to these students. In other words, this aspect was

experiencing a downgrade. There was a decreased mean score from the first to the

third cycle which was 0.24. The table pictured that the mean score of the first cycle

was 3.48, then decreased to 3.24. Additionally, the researcher observed that the

students at the third meeting were not enthusiastic to participate to the class activity.

They tended to talk to others and easily got distracted.

F7 said,

“Ya, bisa. Untuk pertemuan awal-awal gitu (pertemuan 1 dan 2) lumayan.

Tetapi, kemarin pas pertemuan ketiga, beberapa teman mengganggu gitu, jadi

agak tidak bisa fokus untuk berpartisipasi.”

(Yes, I could. For the early meetings (meeting 1 and 2), I could participate

pretty often. Yet, for the third meeting, some of my friends disturbed me, so

that somewhat I could not manage myself to keep participating)

F8 stated,

“Iya! (berpartisipasi dengan baik)”

(Yes, I could participate well)

Reviewing to the observation moments, the researcher eyed that when the

students participated in the TGT, they often got distracted. They tended to not focus

on what they were doing, mostly the regular students. Unfortunately, some students

tended to disturb other students when they worked on the questions cards. However,


93

it was different from the special needs students. They tend to focus more in managing

themselves to participate in the class activity.

e. Sharing positive ability and attitude

National Focus Group on Education of Children with Special Needs (2006, p. 12)

revealed that inclusive school offers the opportunity for the students to share and

learn many positive ability and attitude. Slavin (1995, p. 67) also added that

“cooperative learning promotes positives relationships between students.” Thus,

implementing TGT in class was hypothesized that it could share positive affect

among students.

However, the result of the questionnaire of this aspect showed that there was

no increased number of both cycles. The good thing from this last point on how the

students shared the positive ability and attitude, was that the result was high already

since the first cycle and it remained constant until the last cycle. The chart showed the

mean score of the first cycle was 3.43. Then, the score of the last cycle was still the

same which was still high, 3.43.

F7 said,

“Iya, saya bisa memberi contoh perilaku yang baik. Contohnya ya itu, tidak

main HP sampai kegiatan selesai, serius, mengikuti instruksi, dan fokus

dalam belajar dan mengerjakan soal-soal.”

(I could demonstrate good attitude and behavior. The examples are it is good

not to play with the smartphone until the class is done, being serious, obey the

instructions, and focus on finishing the tasks)

In line with F7, F8 mentioned,

“Iya! (bisa memberi contoh perilaku yang baik di kelas). (Contohnya) sopan.

Sopan terhadap guru. Tidak ramai.”


94

(Yes, I could (demonstrate a good behavior in class). (For examples) for being

polite. Be polite to the teacher and do not be noisy).

The result of the questionnaire was still the same. However, even though the

research results of both cycles were constant, the score was high already. It showed

that the students had managed themselves to be good already. Yet, due to some

factors such as the learning environment and other distracting matters, the students

rarely shared the positive attitude and ability in their daily basis at school.

As a final remark, there were some points which needed to be highlighted.

The first was that among those five aspects of the benefits of the cooperative learning

towards students’ engagement in an inclusive school, the highest increase of the mean

score was about the ability of the students to do a peer tutor. The increase point was

namely 0.38 from the first to the third cycle of the TGT implementation. Secondly,

the aspect which experienced the lowest increase of the mean score was about the

students’ self-management towards their participation of the TGT namely (-0.24).

However, there was an aspect where the mean score remained the same from the first

to the third cycle. The aspect was about to share positive ability and attitude to others.

The score was 3.43.


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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

There are two parts in this chapter. The first part contains the conclusions of

the study. The second part is the recommendations for the students, teachers, and

future researchers to conduct the related topics about the implementation of the

cooperative learning to enhance the students engagement in inclusive school.

A. Conclusions

The conclusions were drawn after the researcher conducted the research and

tried to answer the research questions. The first research question was how the

cooperative learning in this Spiral Model of classroom action research proposed by

Kemmis and McTaggart (1988) is implemented in the research. The second was to

what extent the cooperative learning in this classroom action research enhances the

students’ engagement in an inclusive school at SMP Taman Dewasa Ibu Pawiyatan

Yogyakarta. Regarding with the engagement measured, the researcher chose to

examine the behavioral and emotional engagement.

In conducting the research to answer the research questions, the researcher

used the research instruments. Those research instruments were the observation sheet

of students’ score of psychological barriers, observation sheet of English class,

questionnaires, and interviews. Further, these instruments were used to analyze and

interpret the results of the research. The main data of the research were the


97

questionnaire’s and interview’s results. Additionally, the other instruments were used

as the supporting data to conduct the research.

In conducting the research, the researcher divided the research into three main

parts. They are the preliminary study, the Spiral model implementation, and the post

study. In the preliminary study, the researcher was conducting the students and class

observations and need analysis. Regarding with the Spiral model implementation, the

researcher did three cycles of Spiral Model proposed by Kemmis and McTaggart

(1988). Further, the researcher analyzing the results of the questionnaires and

interview in the post study of the research.

There are four results proposed in this research. The first result was the

comparison between the students behavioral and emotional engagement. When the

result of the first and the last cycle compared, it displayed that the last cycle was

higher than the first, both in behavioral and emotional engagement. Then, the result

of the research also showed that between the two engagement studied, the one which

showed the highest result was the emotional engagement. Moreover, both of the

behavioral and emotional engagement showed positive results signed by the score at

the chart. The scores were 3.14 and 3.25 which interpreted that the engagement

worked to the students. The second part was students behavioral engagement which

consisted of six points to be analyzed. The third result was about the students

emotional engagement which consisted of seven points to be analyzed. The last result

was about the benefits of cooperative learning in an inclusive school for the students

engagement. This result consisted of five points to be analyzed. Therefore, it could be


98

concluded that cooperative learning could enhance the students’ engagement in an

inclusive school in learning English.

B. Recommendations

In this second part of the chapter, the researcher tried to present some

recommendations of the research for the students, teachers, and future researcher.

1. Students

After experiencing the TGT as one of learning method in learning English, it is

suggested that the students keep improving their English ability in class.

Additionally, the students can use this method to learn other subjects, so that they will

improve their ability outside English subject. In the research, the researcher examined

the students’ engagement, behavioral and emotional engagement. However, the

students can also improve their cognitive ability by this TGT learning method.

2. Teachers

Seeing that the cooperative learning was beneficial enough for VIII C students at

SMP Taman Dewasa IP Yogyakarta to learn, there are some recommendations

proposed for the teacher to teach in class. It is good for the teacher to implement the

cooperative learning especially the TGT in the class activity. Since it is group-based

learning method, it will allow the students to interact more with their peers. Secondly,

the teacher can use this learning material to improve the students’ cognitive ability by

applying the TGT as a quiz to the students. Further, the teacher also can vary the

material regarding with the needs of the students.


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3. Future Researchers

After conducting research in the context of cooperative learning (TGT) to

enhance students’ engagement in an inclusive school setting, the researcher expects

that there will be other research regarding with the implementation of the cooperative

learning methods especially the TGT model. The researcher also expects that the

future researchers will explore more about other engagement among the students, and

not limited to behavioral and emotional engagement. Other than that, the researcher

hopes that this research is going to inspire other researcher to conduct other findings

and research related with the cooperative learning method, students’ engagement, and

the inclusive school setting.


100

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APPENDICES


105

APPENDIX 1

Letter of Permission


106


107

Appendix 2

Lesson Plan


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RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP TD IBU PAWIYATAN YOGYAKARTA

Kelas/ Semester : VIII (delapan) / 2 (dua)

Tahun Pelajaran : 2017/ 2018

Mata Pelajaran : Bahasa Inggris

Jenis Teks : Narrative Text

Keterampilan : Mendengarkan

Alokasi Waktu : 2x40’ (1 x pertemuan)

A. Standar Kompetensi 8. Memahami makna dalam percakapan transaksional

dan interpersonal pendek sederhana untuk berinteraksi

dengan lingkungan sekitar

B. Kompetensi Dasar 8.2 Merespon makna yang terdapat dalam monolog

pendek sederhana secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan sekitar dalam

teks berbentuk narrative dan recount

C. INDIKATOR PENCAPAIAN

Siswa dapat memahami dan mengidentifikasi berbagai informasi dalam teks

monolog narrative dengan cara menjawab pertanyaan berupa pilihan ganda

yang disediakan sesuai bacaan yang didengarkan

Siswa dapat mengidentifikasi tujuan dan struktur teks naratif melalui tanya

jawab

D. TUJUAN PEMBELAJARAN

Setelah pembelajaran siswa dapat:

1. Memahami setiap teks narrative dengan menjawab pertanyaan yang diberikan

guru sesuai dengan teks yang didengarkan;

2. Mengidentifikasi tujuan teks naratif melalui tanya jawab

Karakter siswa yang diharapkan:

- Cermat

- Rasa ingin tahu


109

E. MATERI AJAR

E.1. Definition

Narrative text is a story which is focusing on specific participants. Its

purpose is to tell stories or past events and entertain the readers.

E.2. Language Feature

Using simple past tense

Using adverb of time (once upon a time, one day)

Using specific character

Using conjunction (when, before, by the time)

Using direct speech

E.3. Generic Structure

Orientation

It introduces the participants about the story. This sets characters, setting,

and time of the story.

Complication

It reveals the conflicts or the problems.

Resolution

It shows the solution for the problems or conflicts.

E.4. Contoh Teks

The Story of Toba Lake

Title

Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. The did some gardening and fishing for his daily life.

Orientation

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

ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed

her to be his wife. She said; “Yes, but you have to promise not to tell anyone about the secret that I was once a fish,

otherwise there will be a huge disaster”. The man made the deal and they got married, lived happily and had a

daughter.

Complication


110

Few years later, this daughter would help bringing lunch

to her father out in the fields. One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately,

he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her

mother. The mother started crying, felt sad that her

husband broke his promise.

Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left,

she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and

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

Resolution

http://freeenglishcourse.info/story-of-narrative-text/

Vocabularies:

Verbs:

Lived, did, fished, caught, had, turned,

felt, proposed, said, made, got, found,

shouted, ran, asked, started, broke, told,

started, prayed, followed, became

Adverb of time:

Once upon a time, one day, few

years later

Adjectives:

Simple, big, golden, beautiful, hungry,

non-stop

Conjunction:

Then

F. METODE/ MODEL PEMBELAJARAN

Communicative Approach

Student-Centered

G. KEGIATAN PEMBELAJARAN

No. Aktivitas Penjelasan

Alokasi

Waktu

1. Pendahuluan Apersepsi

Guru memberi salam kepada

para siswa dan menanyakan

keadaan saat memasuki kelas

10’




111

Guru menunjuk salah satu murid

untuk memimpin doa pembuka

Guru memberikan penjelasan

mengenai apa yang akan

dipelajari pada pertemuan ini

Guru mengajak siswa untuk

mengingat kembali tentang

Narrative Text

Meeting 1

2. Kegiatan Inti Penjelasan

Latihan

Guru membagikan materi dan

menjelaskan definisi, fungsi

sosial, struktur teks, dan unsur

kebahasaan dari Narrative Text

Guru membagi siswa dalam

beberapa kelompok

Guru meminta siswa untuk

berkumpul dengan kelompok

masing-masing

Guru memberikan instruksi

bahwa siswa di kelas akan

bermain Teams-Games-

Tournament (TGT)

Guru menunjukkan video (2 kali

putar) berisi cerita berkaitan

dengan Narrative Text (The

Gtasshopper and The Ant)


mengerjakan soal dari TGT

Cards no.1-5


putar) berjudul The Milkmaid

and The Pail



Cards no.6-10


putar) berjudul Sleeping Beauty



Cards no. 11-14


60’


112

membahas soal latihan bersama-

sama

Meeting 2

Kegiatan Inti Penjelasan

Latihan







masing-masing




Tournament (TGT)







Cards no.1-5



and The Pail



Cards no.6-10





Cards no. 11-14


putar) Snow White



Cards no. 15-21


putar) The Peacock and The

Crane


113



Cards no. 22-25



sama

Meeting 3

Kegiatan Inti Penjelasan

Latihan







masing-masing




Tournament (TGT)







Cards no.1-5



and The Pail



Cards no.6-10





Cards no. 11-14


putar) Snow White




114

Cards no. 15-21


putar) The Peacock and The

Crane



Cards no. 22-25


putar) The Wind and The Sun



Cards no. 26-30



sama

3. Penutup Review

Doa

penutup

Guru menentukan grup yang

mendapat nilai tertinggi (1-3)


mengaplikasikan hal-hal yang

didapat yang berkaitan dengan

teks naratif (terutama nilai

moral dalam teks naratif) dalam

kehidupan sehari-hari

Guru menunjuk salah satu siswa

untuk memimpin doa penutup

10’

H. SUMBER DAN MEDIA PEMBELAJAR

Internet

I. PENILAIAN

Model : Pengamatan

Pengetahuan : Teknik : Tes Tertulis dan Checking Understanding

Bentuk : Pertanyaan lisan, , Pilihan ganda


115

Indikator Pencapaian

Indikator Pencapaian

Kompetensi

Teknik Bentuk Indikator Soal

1. Siswa dapat memahami

dan mengidentifikasi

berbagai informasi

dalam teks monolog

narrative dengan cara

menjawab pertanyaan

berupa pilihan ganda

dan isian singkat yang

disediakan sesuai bacaan

yang didengarkan

2. Siswa dapat

mengidentifikasi tujuan

dan struktur teks naratif

melalui tanya jawab

Tes tertulis

Checking

understanding

Pilihan ganda

Tanya jawab

(lisan)

Siswa diminta

untuk menjawab

pertanyaan berupa

pilihan ganda

Siswa diminta

untuk dapat

menjawab secara

lisan mengenai

tujuan dan struktur

teks naratif yang

ditunjukkan

I. 1. Instrumen Penilaian

(terlampir)

I. 2. Rubrik Penilaian

a. Pilihan Ganda

No. Skor Keterangan

1. 1 Bila jawaban benar

2. 0 Bila jawaban salah


116

I. 3. Format Penilaian

Jumlah Skor Benar

Nilai akhir = ----------------------------- x 100

Total Skor

*Jumlah skor benar: skor pilihan ganda

Yogyakarta, 16 Maret 2018

Mengetahui,

Guru Pembimbing PPL Mahasiswa Praktikan PPL

Riza Heri Santosa, S.Pd. Titis Pahargyan


117

APPENDIX 3

Classroom Observation

and Need Analysis

Observation Sheets


118

Class Action Research Observational Sheet

I. Research

Title

Cooperative Learning to Enhance Students’ Engagement in an

Inclusive School in Learning English at SMP Taman Dewasa Ibu

Pawiyatan Yogyakarta

II. Duration 3 weeks; 16th, 20th, 23rd March 2018

III. Research

Ideas

Stage 1.

Observation

results

1. The students do not have enough

concentration in following the class

2. The students have their own groups in

class

3. Some of the regular students ignored

the special need students in class

4. The regular and the special need

students sit separately in class

Stage 2. Main

problem

identification

which will be

the focus of the

research

The students have their own groups, sit

separately (between the regular and the

special need students), and frequently ignore

the student.

The researcher wants to overcome the barriers

between the students in class

Research

significance

To figure out the result of students’

engagement by implementing Team-Games-

Tournaments (TGT) towards the students.

IV. Literatur

e Review

Stage 3. Cooperative Learning (Slavin, 1995)

Students Engagement (Frederick et al., 2004)

Inclusive School (National Focus Group on

Education of Children with Special Need,


119

2006)

V. The

meaning

of the

theory

Stage 4.

Conclusion

After reading the resources, the researcher

concluded that using cooperative learning

(Team-Games-Tournaments) in inclusive

class would overcome the problem found.

VI. Planning Stage 5.

Application

a. The researcher tried to implement the TGT

(Team-Games-Tournaments) activity to

the VIII C students in class

Week 1

- The researcher did an observation to set

the activity for the following meeting

- The researcher distributed the students

into some groups of three categories

(high, average, and low)

- The researcher played the videos, 1

until 3 (The Grasshopper and The Ant,

The Milkmaid and The Pail, Sleeping

Beauty)

Week 2

- First of all, the researcher explained the

material about Narrative text to the

students and introduced the game.

- The researcher asked the students about

the previous activity of the TGT

- The researcher played the videos, 1-5

(The Grasshopper and The Ant, The

Milkmaid and The Pail, Sleeping

Beauty, Snow White, The Peacock and


120

The Crane)

- After the game was finished, the

researcher evaluated and reflected

about the activity to be fixed to be

implemented on the next meeting.

Week 3

- The researcher implemented the TGT

as the final cycle

- The researcher asked the students to

play the TGT and worked with their

group

- The researcher played all the videos

((The Grasshopper and The Ant, The

Milkmaid and The Pail, Sleeping

Beauty, Snow White, The Peacock and

The Crane, The Wind and The Sun)

b. How the researcher will find out the

impact of the activity:

It is from observation, questionnaire, and

interview

c. How the researcher proved that the

treatment worked:

The result of the analysis of questionnaire

and interview of the teacher, one regular

student, and two special need students


121

VII. Reflecti-

on and

Evaluati-

on

Evaluation 1. In the end of the activity of the first cycle,

the researcher found that the students

found difficulty in absorbing the

instructions and rules of the TGT.

2. At the second cycle of the TGT

implementation, the researcher eyed that

the students started to enjoy the TGT as

the activity given in class.

3. At the last cycle of the TGT which was the

third meeting, the researcher found that

either the regular or the special need

students could work together. However,

still, the ability of the students to stay

focus on the activity was sometimes got

distracted by the smartphone.


122

NEED ANALYSIS OBSERVATION SHEET

School : SMP Taman Dewasa Ibu Pawiyatan

Class : VIII C

Subject : English

Date : March 9th, 2018

NO. INDICATOR YES NO

1. The teacher identifies the special need students in class

2. The teacher consults to the expert for further examination and

treatment

3. The teacher accepts and appreciates the special needs students

4. The teacher develops positives attitudes between the regular

and special needs students

5. The teacher places every student in the classroom in proper

places so that the students feel comfortable and are benefited

by the classroom interaction

6. The teacher provides a suitable place for the special needs

students to move independently

7. The teacher involves the special needs students in all class

activities

8. The teacher provides IEP or general learning for the special

needs students in the learning process

9. The teacher prepares the teaching aids before class

10. The teacher provides parental guidance and counseling

through school activities

11. The teacher collaborates with medical and psychological

parties, parents, and special teachers

12. The teacher constructs tools for students’ achievement and

diagnostic

13. The teacher evaluates regularly towards the special needs

students’ performance

14. The students provides remedial instruction to the students

whenever it is required


123

APPENDIX 4

Questionnaire


124

KUESIONER

Nama :

Kelas :

Kuesioner ini adalah salah satu instrumen yang digunakan oleh peneliti dalam

rangka penyusunan tugas akhir. Tujuan dari pemberian kuesioner ini adalah sebagai

alat pendukung untuk menggali informasi mengenai implementasi TGT (Teans-

Games-Tournament) dalam pembelajaran di dalam kelas untuk mengajak siswa untuk

tetap berpartisipasi dalam interaksi kelas dalam belajar bahasa Inggris. Anda diminta

untuk mengisi kuesioner di bawah ini dengan jujur. Atas bantuannya, peneliti

mengucapkan terima kasih.

Berdasarkan pengalaman anda, jawablah pertanyaan berikut ini dengan

memberi tanda () pada kolom yang tersedia.

Keterangan:

STS : Sangat Tidak Setuju

TS : Tidak Setuju

S : Setuju

SS : Sangat Setuju

No. Pernyataan Skala

STS TS S SS

1. Saya berpartisipasi secara aktif dalam

aktivitas di kelas

2. Saya bekerja keras demi kelompok saya saat

melakukan aktivitas TGT ini

3. Saya antusias dalam aktivitas belajar yang

diberikan


125

4. Saya mematuhi peraturan yang diberikan oleh

guru saat melakukan aktivitas ini

5. Saya berkonsentrasi dengan baik selama

aktivitas ini belangsung

6. Saya tekun dalam mengikuti aktivitas yang

diberikan

7. Saya merasa senang ketika belajar di kelas

8. Saya merasa senang terhadap aktivitas di

kelas

9. Saya tertarik dengan aktivitas yang diberikan

10. Saya merasa termotivasi untuk mendukung

anggota kelompok saya yang lain

11. Saya merasa puas dengan aktivitas di kelas

12. Saya tertarik dengan materi yang diberikan

13. Saya dapat mengikuti instruksi guru dengan

baik selama di kelas

14.

Saya dapat memberi arahan pada teman saya

yang merasa belum jelas terhadap instruksi

yang diberikan

15. Saya belajar untuk menjadi toleran dan

memahami perbedaan di kelas

16. Saya dapat berinteraksi dengan baik dengan

semua siswa di kelas

17. Saya dapat berpartisipasi di kelas dengan baik

18. Saya dapat memberi contoh perilaku yang

positif (baik)


126

QUESTIONNAIRE BLUEPRINT

No. Statement Scale

1 2 3 4

Behavioral Engagement

Janke (1978) as cited in Slavin

(1995) found that the TGT

implementation increased

student attendance in class.

Frederick et al. (2014)

mentioned that one of scales to

measure students’ behavior

engagement focuses on the

students’ participatory

behavior.

1 I actively participate

towards class activities

Cooperative encouragements

motivate students to try to get

each other to do academic

work, and therefore, it gets the

students to realize that their

classmates want them to do

their best (Coleman, 1961;

Brookover, Beady, Flood,

Schweitzer, and Wisenbaker,

1979) as cited in Slavin (1995).

2 I work hard for my group

where I belong

Slavin (1995) revealed that

when the students are asked

whether they were fond of

working cooperatively, the

students would enthusiastically

say that they would.

3

I show enthusiasm

towards the learning

activity given

Frederick et al. (2014, p. 65)

stated that following the rules

and adhering to classroom

norms entails positive conduct

towards behavioral

engagement.

4 I obey the rules of the

activity given


127

Slavin (1995, p. 64) added that

cooperative learning is

hypothesized to increase time

on-task by engaging students’

attention.

5 I concentrate well during

the activity

Cooperative encouragements

motivate students to try to get

each other to do academic

work, and therefore, it gets the

students to realize that their

classmates want them to do

their best (Coleman, 1961;

Brookover, Beady, Flood,

Schweitzer, and Wisenbaker,

1979) as cited in Slavin (1995).

Frederick et al. (2004) also

added that the measurement of

persistence is used to assess

work-related behavior.

6 I am persistent enough to

do the activity

Emotional Engagement

Slavin (1995, p. 50) explained

that “cooperative learning is

not only an instructional

technique for increasing

student achievement, it is also

a way of creating a happy, pro-

social environment in the

classroom.”

7 I feel happy when

learning in class

Larson and Richards (1991)

added that the quality and

intensity of the emotion might

diverse depending on the type

of class activity.

8 I am interested to the

activity given

Eccles et al. (1983) and Krapp

et al. (1992) mentioned “the

measures of emotional

engagement tend to be more

general than related constructs

9 I am interested to the

material given


128

such as interest” (as cited in

Frederick et al., 2004).

As cited in Slavin (1995), he

mentioned that this method

(cooperative learning)

significantly greater gains on

measures of “peer academic

support” than in individualistic

treatments (Johnson, Johnson,

Scott, and Ramolae, 1985).

10

I am motivated to

support their group

members

Slavin (1995, p. 65) mentioned

that “the students would enjoy

working cooperatively more

than individualistically is

almost correct: cooperative

learning methods can see that

the students enjoy working

with each other.”

11 I find enjoyment of the

learning activity

when the students were directly

asked if they were fond of the

method they experienced

(cooperative or control), the

students did express greater

liking for the cooperative

method (Farivar, 1992;

Johnson, Johnson, Johnson,

and Anderson, 1976;

Humphreys, Johnson, and

Johnson, 1982; Madden &

Slavin, 1983a) as cited in

Slavin (1995, p. 65).

12 I find satisfactions to the

learning activity

Slavin (1995, p. 69) stated that

“cooperative learning may

enhance the kinds of prosocial

behaviors that are increasingly

needed in a society in which

the ability to get along with

others is more and more

crucial.”

13

I can get along well with

other students in class

during the learning

activity


129

Benefits of Inclusive School for Students Engagement

According to National Focus

Group on Education of

Children with Special Needs

(2006), one of the benefits of

an inclusive school is that it

allowed the students to serve a

peer tutor during the

instructional activity.

14

I serve as a peer tutor

during the instructional

activities

Slavin (1995) stated that

cooperative learning allowed

the students to learn about

tolerance, respect for others,

and an ability to cooperate with

others.

National Focus Group on

Education of Children with

Special Needs (2006)

described that the students

especially the regular ones can

learn about tolerance,

individual difference, and

human exceptionality by

interacting with other special

needs students.

15

I learn about tolerance

and individual difference

in class



Special Needs (2006, p. 12)

claimed that “spending the

school day alongside

classmates who do not have

disabilities provides many

opportunities for social

interaction that would not be

available in segregated

16 I interact well to all

students in class


130

settings.”




added that “attending an

inclusive school increases the

probability that the students

will continue to participate in a

variety of integrated settings

throughout their lives.”

17

I can manage myself to

participate to class

activities




revealed that inclusive school

offers the opportunity for the

students to share and learn

many positive ability and

attitude.

Slavin (1995, p. 67) added that

“cooperative learning promotes

positives relationships between

students.”

18 I can share positive

abilities and attitude


131

RAW DATA OF QUESTIONNAIRE

1st CYCLE

No. Statement

∑ Responses

(n people of 21) Total

Score

Final

Score (TS:21) SD D A SA

1 2 3 4

1. I actively participate towards the class activity

0 3 6 12 72 3.43

2. I work hard for my group

where I belong 0 2 14 5 66 3.14

3. I show enthusiasm towards the learning

activity given

0 3 11 7 67 3.19

4. I obeys the rules given where I am involved in

the activity

3 2 8 8 63 3

5. I concentrate well during

the activity 1 6 9 5 60 2.86

6. I am persistent enough to

play the TGT 1 1 14 4 61 2.90

7. I enjoy learning in class

1 1 10 9 69 3.29

8. I enjoy the activity given

in class 0 0 12 9 72 3.43

9. I am interested to the

activity given 0 4 8 9 68 3.24

10. I feel motivated to support

other members 0 3 12 6 66 3.14

11. I find satisfaction towards

the learning activity 0 4 9 8 67 3.19


material given 0 3 9 9 69 3.29

13. I can get along well with

other students 0 7 8 6 62 2.95

14. I serve a peer tutor during

the instructional activity 0 6 6 9 66 3.14

15.


and individual difference in class

0 0 16 5 68 3.24

16.

I am able to interact well

to all students in class

0 2 11 8 69 3.29


132

17.


participate towards class

activity

0 0 11 10 73 3.48

18. I can share positive ability

and attitude 0 1 10 10 72 3.43

3rd CYCLE

No. Statement

∑ Responses

(n people of 21) Total

Score

Final

Score (TS:21) SD D A SA

1 2 3 4

1. I actively participate towards the class activity

0 1 13 7 69 3.29

2. I work hard for my group

where I belong 0 2 6 13 74 3.52

3. I show enthusiasm towards the learning

activity given

0 2 8 11 72 3.43

4.

I obeys the rules given

where I am involved in the activity

1 0 13 7 68 3.24

5. I concentrate well during

the activity 0 7 11 3 59 2.81

6. I am persistent enough to play the TGT

0 5 13 3 61 2.9

7. I enjoy learning in class

0 1 12 8 70 3.33

8. I enjoy the activity given in class

1 0 8 13 77 3.67


activity given 0 2 9 10 71 3.38

10. I feel motivated to support

other members 0 4 13 4 63 3

11. I find satisfaction towards

the learning activity 0 0 9 12 75 3.57


material given 1 4 9 7 64 3.05

13. I can get along well with

other students 0 3 11 7 63 3

14.

I serve a peer tutor during

the instructional activity

0 2 6 13 74 3.52


133

15.


and individual difference

in class

0 0 13 8 71 3.38

16. I am able to interact well

to all students in class 0 1 10 10 72 3.43

17.


participate towards class activity

0 1 14 6 68 3.24

18. I can share positive ability

and attitude 1 0 9 11 72 3.43


134

APPENDIX 5

Psychological Barrier

Sheets


135

IDENTITAS

Nama Siswa : Sekolah :

Kelas : Tgl. Pengisian :

Umur : Pengisi :

Keterangan: Guru kelas/ mapel/ Pendamping *) *) Lingkari salah satu yang sesuai

PETUNJUK PENGISIAN

Beri tanda centang () pada salah satu kolom untuk setiap pernyataan yang menggambarkan keadaan siswa secara tepat, berdasarkan pengamatan pada perilaku anak selama 3 bulan

terakhir.

Keterangan:

TP : Tidak Pernah tidak pernah muncul

JR : Jarang perilaku muncul 1-2 kali dalam waktu 3 bulan

KD : Kadang-kadang perilaku muncul 2-3 kali setiap bulan

SR : Sering perilaku muncul hampir setiap minggu

A. ASPEK KOGNITIF

No. PERILAKU AMATAN TP JR KD SR

1 2 3 4

1. Sulit berkonsentrasi

2. Sulit beralih dari satu tugas ke tugas yang lain

3. Kesulitan memahami petunjuk lisan

4. Kesulitan memahami petunjuk tertulis

5. Kesulitan memahami isyarat

6. Lambat memahami pelajaran yang disampaikan

7. Sulit mengingat informasi verbal

8. Sulit mengingat informasi non-verbal (misal: angka, gambar, simbol, isyarat)

9. Kesulitan mengingat kembali urutan suatu kejadian

10. Lambat dalam mengerjakan tugas sekolah

11. Kesulitan mengingat pelajaran yang diberikan sebelumnya


136

12. Kesulitan dalam menulis

13. Tidak mengenali nama-nama benda yang umum

14. Sulit memahami percakapan sehari-hari

15. Kesulitan dalam membaca

16. Sulit memahami isi bacaan

17. Kesulitan membuat kalimat lengkap

18. Kesulitan dalam berhitung

JUMLAH

B. ASPEK EMOSI


1 2 3 4

1. Lebih suka menyendiri daripada bersama orang lain

2. Menolak diajak bicara

3. Pemalu

4. Mudah merasa kesal

5. Mudah merasa sedih

6. Menarik diri dari pergaulan

7. Mudah menangis

8. Merasa tidak diperhatikan

9. Mudah merasa tegang

10. Gelisah

11. Mudah merasa cemas

12. Mudah mengeluh sakit secara fisik

13. Mudah merasa bersalah

14. Mudah merasa sangat lelah

15. Mudah tersinggung

16. Mudah iri hati

17. Lekas marah

18. Suasana hati atau perasaannya mudah berubah

JUMLAH

C. ASPEK SOSIAL


1 2 3 4

1. Mempunyai perilaku yang tidak sesuai dengan anak

seusianya

2. Tidak mandiri

3. Tidak rukun dengan anak yang lain

4. Tidak dapat berteman dalam waktu yang lama

5. Tidak disukai teman


137

6. Menjadi bahan ejekan

7. Canggung dalam bergaul

8. Tidak suka berteman dengan teman sebaya

9. Sulit bekerja sama dengan teman lain

10. Enggan meminjamkan barang

11. Tidak mau mengalah

12. Menghindari orang lain

13. Sulit meminta bantuan orang lain

14. Bergantung pada bantuan orang lain

15. Menyalahkan orang lain jika ada masalah

JUMLAH

D. PERILAKU


1 2 3 4

1. Bergaul dengan anak-anak nakal

2. Berbohong

3. Mencuri di kelas/ sekolah

4. Mengumpat

5. Berbicara cabul

6. Membolos sekolah

7. Suka membantah

8. Suka menyombongkan diri

9. Suka mengolok-olok orang lain

10. Menuntut banyak perhatian

11. Merusak barang-barang milik pribadi

12. Merusak barang-barang milik orang lain

13. Membangkang di sekolah

14. Berkelahi

15. Menyerang orang lain secara fisik

16. Berteriak tanpa alasan yang jelas

17. Banyak bicara

18. Mengancam orang lain

19. Bertengkar (verbal/ lisan)

20. Ingin menang sendiri

21. Melakukan perilaku yang membahayakan diri sendiri

22. Melakukan perilaku yang membahayakan orang lain

23. Gelisah saat duduk

24. Berkeliling di dalam ruangan tanpa tujuan

25. Pergi atau keluar kelas tanpa tujuan yang jelas

26. Menyakiti diri sendiri

JUMLAH


138

CATATAN:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

______________________________________________________________________

SKORING HAMBATAN PSIKOLOGIS ANAK BERKEBUTUHAN KHUSUS

No. Aspek

Jumlah Total

Skor

(TS)

∑A

item

Skor

Akhir

(SA)

Kategori TP

(1)

JR

(2)

KD

(3)

SR

(4)

A. Kognitif

B. Emosi

C. Sosial

D. Perilaku

Skor Akhir = Total Skor (TS) : Jumlah Aitem

KATEGORI:

1,0 – 2,0 = Tidak Perlu Pendampingan (TPP)

2,1 – 3,0 = Perlu Pendampingan (PP)

3,1 – 4,0 = Perlu Pendampingan Khusus (PPK)


139

SCORE OF PSYCHOLOGYCAL BARRIER

(1) F1

No. Aspects

Total Total

Score ∑Aitem

Final

Score Category Never Rare Sometimes Seldom

1 2 3 4

A. Cognitive 18 0 0 0 18 18 1 NNA

B. Emotion 15 3 0 0 21 18 1.2 NNA

C. Social 15 0 0 0 15 15 1 NNA

D. Behavior 25 1 0 0 27 26 1.0 NNA

(2) M1

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 10 7 1 0 27 18 1.5 NNA

B. Emotion 15 3 0 0 21 18 1.2 NNA

C. Social 11 4 0 0 19 15 1.3 NNA

D. Behavior 26 0 0 0 26 26 1 NNA

(3) M2

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 14 4 0 0 22 18 1.2 NNA

B. Emotion 6 4 5 3 41 18 2.3 NA

C. Social 7 2 5 1 30 15 2 NNA

D. Behavior 12 6 6 2 50 26 1.9 NNA

(4) M3

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 14 3 1 0 23 18 1.3 NNA

B. Emotion 18 0 0 0 18 18 1 NNA

C. Social 15 0 0 0 15 15 1 NNA

D. Behavior 26 0 0 0 26 26 1 NNA


140

(5) F2

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 3 6 6 3 45 18 2.5 NA

B. Emotion 11 6 1 0 26 18 1.4 NNA

C. Social 10 2 2 1 24 15 1.6 NNA

D. Behavior 19 3 3 1 38 26 1.5 NNA

(6) F3

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 13 3 2 0 25 18 1.4 NNA

B. Emotion 18 0 0 0 18 18 1 NNA

C. Social 9 6 0 0 21 15 1.4 NNA

D. Behavior 26 0 0 0 26 26 1 NNA

(7) F4

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 9 0 7 2 38 18 2.1 NA

B. Emotion 15 0 3 0 24 18 1.3 NNA

C. Social 9 0 4 2 29 15 1.9 NNA

D. Behavior 25 1 0 0 27 26 1 NNA

(8) M4

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 4 2 7 5 34 18 1.9 NNA

B. Emotion 18 0 0 0 18 18 1 NNA

C. Social 9 5 1 0 22 15 1.5 NNA

D. Behavior 25 1 0 0 27 26 1 NNA


141

(9) M5

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 2 2 6 8 56 18 3.1 NSA

B. Emotion 5 3 4 6 47 18 2.6 NA

C. Social 5 3 5 2 34 15 2.3 NA

D. Behavior 14 5 5 2 47 26 1.8 NNA

(10) M6

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 3 7 7 1 42 18 2.3 NA

B. Emotion 8 2 8 0 36 18 2 NNA

C. Social 5 6 3 1 30 15 2 NNA

D. Behavior 18 6 2 0 36 26 1.4 NNA

(11) F5

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 12 3 3 0 27 18 1.5 NNA

B. Emotion 18 0 0 0 18 18 1 NNA

C. Social 13 1 1 0 18 15 1.2 NNA

D. Behavior 26 0 0 0 26 26 1 NNA

(12) F6

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 0 8 5 5 51 18 2.8 NA

B. Emotion 2 3 7 6 53 18 2.9 NA

C. Social 2 3 6 4 42 15 2.8 NA

D. Behavior 17 6 1 2 40 26 1.5 NNA


142

(13) M7

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 9 7 2 0 29 18 1.6 NNA

B. Emotion 15 3 0 0 21 18 1.2 NNA

C. Social 8 4 2 1 26 15 1.7 NNA

D. Behavior 25 1 0 0 27 26 1 NNA

(14) F7

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 18 0 0 0 18 18 1 NNA

B. Emotion 18 0 0 0 18 18 1 NNA

C. Social 18 0 0 0 18 15 1.2 NNA

D. Behavior 26 0 0 0 26 26 1 NNA

(15) F8

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 0 0 6 12 66 18 3.7 NSA

B. Emotion 3 3 10 2 47 18 2.6 NA

C. Social 2 6 5 2 37 15 2.5 NA

D. Behavior 19 5 1 1 36 26 1.4 NNA

(16) M8

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 6 5 6 1 38 18 2.1 NA

B. Emotion 12 3 2 1 28 18 1.6 NNA

C. Social 9 2 3 1 26 15 1.7 NNA

D. Behavior 19 5 1 1 36 26 1.4 NNA


143

(17) F9

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 10 4 4 0 30 18 1.7 NNA

B. Emotion 16 2 0 0 20 18 1.1 NNA

C. Social 12 3 0 0 18 15 1.2 NNA

D. Behavior 25 1 0 0 27 26 1.0 NNA

(18) F10

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 17 1 0 0 19 18 1.1 NNA

B. Emotion 18 0 0 0 18 18 1.0 NNA

C. Social 12 3 0 0 18 15 1.2 NNA

D. Behavior 25 1 0 0 27 26 1.0 NNA

(19) F11

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 9 6 3 0 30 18 1.7 NNA

B. Emotion 14 4 0 0 22 18 1.2 NNA

C. Social 12 3 0 0 18 15 1.2 NNA

D. Behavior 22 4 0 0 30 26 1.2 NNA

(20) M9

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 10 4 4 0 30 18 1.7 NNA

B. Emotion 14 3 1 0 23 18 1.3 NNA

C. Social 12 3 0 0 18 15 1.2 NNA

D. Behavior 24 2 0 0 28 26 1.1 NNA


144

(21) F12

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 10 5 3 0 29 18 1.6 NNA

B. Emotion 6 7 5 0 35 18 1.9 NNA

C. Social 10 2 2 1 24 15 1.6 NNA

D. Behavior 20 2 3 1 37 26 1.4 NNA

(22) F13

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 17 1 0 0 19 18 1.1 NNA

B. Emotion 17 1 0 0 19 18 1.1 NNA

C. Social 15 0 0 0 15 15 1 NNA

D. Behavior 26 0 0 0 26 26 1 NNA

(23) M10

No. Aspects

Total Total

Score ∑Aitem

Final


1 2 3 4

A. Cognitive 12 6 0 0 24 18 1.3 NNA

B. Emotion 16 2 0 0 20 18 1.1 NNA

C. Social 11 4 0 0 19 15 1.3 NNA

D. Behavior 20 6 0 0 32 26 1.2 NNA

CATEGORIES:

1,0 – 2,0 = No Need Assistance (NNA)

2,1 – 3,0 = Need Assistance (NA)

3,1 – 4,0 = Need Special Assistance (NSA)


145

APPENDIX 6

Interview


146

TRANSCRIPT OF INTERVIEW RESULTS

Informan 1 (Regular Student)

Date of Interview : 26th March 2018

Place : SMP Taman Dewasa IP Yogyakarta

Identity of Informan 1

1. Name : Najwa Aliya

2. Age : 14 years old

3. Gender : Female

4. Education : Junior High School

Interview Results

1. Kemarin masih ingat kan 3 pertemuan terakhir kita ngapain aja?

Jawab:

Kita main game kaya teka-teki gitu.

2. Kita mainnya itu sebenernya namanya TGT (Teams-Games-Tournament). Kamu

bisa kasih penjelasan sedikit mungkin apa itu TGT? Menurutmu apa?

Jawab:

Permainan kemarin itu, menurut saya itu apa ya? Seru gitu main. Kita pertama

nonton video dulu. Video pertama itu The Grasshopper and The Ant. Itu ceritanya

jadi kita menonton video, baru kemudian mbak Titis memberi semacam kertas.

Misalnya saya, ada 3 kelompok 3 orang. Orang pertama harus ngasih soalnya ke

orang kedua. Orang yang kedua harus jawab. Jadi ada kertas. Jadi, kalau orang

kedua itu jawabannya betul nanti di cek list, kalau salah dikosongin. Nanti dilanjut

dengan orang kedua ngomong sama orang ketiga. Nah, orang ketiganya sama.

Kalau orang ketiganya salah, kertasnya disilang, kalau betul diceklis.

3. Ok. Itu berarti secara kelompok ya? Kedua adalah kemarin ketika 3 pertemuan

tersebut, kamu berpartisipasi secara aktif?

Jawab:

Iya.

4. Kemudian untuk ketiga pertemuan itu, apakah kamu juga merasa bahwa kamu

juga harus bekerja keras untuk kelompokmu?

Jawab:

Iya kak karena ini buat quiz gitu kan ibaratnya.


147

5. Terus kamu antusias nggak kemarin itu? Antusias tu kaya waa aku seneng banget!

Jawab:

Iya, antusias.

6. Terus kamu mematuhi peraturan nggak kemarin waktu kita main TGT itu

(aktivitas itu)?

Jawab:

Enggak terlalu. Untuk yang pertemuan pertama, iya. Kedua, iya. Cuma yang

terakhir enggak.

7. Tapi overall, secara keseluruhan?

Jawab:

Mengerti. Mematuhi.

8. Next, kamu konsentrasi nggak kemarin itu?

Jawab:

Konsentrasi. Semua pertemuan 1, 2, 3. Tapi, kalau pertemuan ketiga lumayan

nggak konsen karena gara-gara HP.

9. Ok. Jadi, kamu bisa mendukung kelompok yang lain kah?

Jawab:

Enggak. Males kalau misal didukung malah minta jawaban.

10. Kalau misal mereka ga minta jawaban?

Jawab:

Yaudah saya dukung.

11. Habis itu, apakah kamu senang ketika belajar di kelas?

Jawab:

Iya.

12. Ok. kan itu belajarnya kan. Kita kemarin belajar apa?

Jawab:

Itu TGT.

13. Bukan. Materinya apa? Teks apa?

Jawab:

Teks Narrative.

14. Nah, itu kan belajarnya. Kalau aktivitasnya kemarin, TGT nya itu?

Jawab:

Senang. Setuju.


148

15. Kenapa sangat setuju? Kan ini bagian ‘belajar’ kamu ‘setuju’, tetapi bagian

‘aktivitas’ kamu pilih ‘sangat setuju’?

Jawab:

Kalau belajar kan kaya udah pernah diajarin, jadi agak bosen. Kalau aktivitasnya

ya kan baru main game ini, jadi menurut saya lebih setuju-lebih seru.

16. Terus apakah kamu merasa termotivasi untuk mendukung anggota kelompok

kamu yang lain?

Jawab:

Enggak.

17. Kenapa?

Jawab:

Ya karena rasanya ga niat. Males. Ngerasanya males. Udah digituin paling main

HP, bukannya belajar.

18. Tapi kalo misalnya ga maen HP?

Jawab:

Ya saya dukung sedikitlah.

19. Apakah merasa puas? Kan tadi senang, terus ini rasa kepuasan kamu. Apakah

merasa puas dengan aktivitas di kelas?

Jawab:

Iya.

20. Kenapa puas?

Jawab:

Ya puas karena senang bisa menjawab teka-teki, karena saya suka teka-teki.

21. Apakah tertarik dengan materi yang diberikan? Kenapa?

Jawab:

Iya. Karena seru.

22. Ok. berarti dari rasa senang puas menimbulkan rasa ketertarikan. Apakah

ketika belajar, kamu ingin seperti itu lagi (TGT)?

Jawab:

Iya. Dengan soal dan cerita yang berbeda. (Materi lain selain naratif teks).

23. Lanjut. Apakah mengikuti instruksi dengan baik selama kegiatan berlangsung?

Jawab:

Iya.


149

24. Berarti kemarin di pertemuan pertama ketika aku menjelaskan aturan-aturannya,

kamu langsung paham?

Jawab:

Iya.

25. Itu kamu aja yang mudeng atau mudeng semua?

Jawab:

Enggak. Kadang-kadang mereka lupa.

26. Apakah kamu bisa memberi arahan ke temanmu yang merasa belum jelas

terhadap kegiatan kemarin?

Jawab:

Iya. Pas pertama. Ngasih tau ke teman lainnya.

27. Next, saya belajar untuk menjadi toleran dan memahami perbedaan di kelas?

Kenapa?

Jawab:

Iya. Ya saya bisa memahami kalau kita itu kadang berbeda. Saya belajar

untuk menghargai anggota kelompok saya yang lain. Iya, saya belajar untuk

menjadi toleran dan memahami perbedaan. Saya memahami kalau kadang kita

itu berbeda secara fisik, penampilan, dan pendapat. Saya juga belajar untuk

menghargai anggota kelompok saya yang lain

28. Terus, apakah kamu berinteraksi dengan baik dengan semua siswa di kelas?

Jawab:

Iya. Lumayanlah. Ya paling namanya juga kelompok ya berorganisasi, kerja

bareng-bareng.

29. Apakah kamu dapat berpartisipasi di kelas dengan baik?

Jawab:

Iya.

30. Contohnya?

Jawab:

Mengikuti pelajaran dan game ini (TGT) dengan baik, mengikuti soal-soalnya,

dan teman-teman ketika mereka membaca. Kemudian, menyelesaikan soal sesuai

dengan instruksi. Dari awal sampai akhir.

31. Dapat berpartisipasi aktif di permainan ini?

Jawab:

Ya, bisa. Lumayan sih. Karena yang lain ramai gitu, jadi kadang saya terganggu

juga.


150

32. Terakhir, apakah kamu dapat memberi contoh perilaku yang positif kepada

teman-teman?

Jawab:

Iya.

33. Contohnya?

Jawab:

Ya itu, jangan main HP, mengikuti sampai kegiatan selesai, mengikuti

instruksinya, serius dan fokus dalam belajar. Jangan kaya missal pas lagi

pelajaran, mbak Titis nyuruh bikin apa malah main HP, bukannya diisi. Kalau

say amah ngisi dulu baru main HP. Habis itu jangan terlalu apa ya, jangan

ngurusi HP dulu, ngurusinya pelajaran dulu.

34. Jadi, kita kan kemarin belajar secara kelompok. Nah, biasanya pak Riza ngasih

tugas secara individual atau kelompok?

Jawab:

Individual.

35. Terus ada nggak kamu menemukan kaya bedanya sebelum dan sesudah kegiatan

ini (TGT) dalam partisipasimu di pelajaran? Jadi, pak Riza kan selalu individu

kan tugasnya. Nah, kemarin kita mencoba untuk bekerja dan belajar secara

kelompok. Ada bedanya ga sih?

Jawab:

Ada. Kalau kelompok kan diskusi gitu lho. Kalau individu kadang-kadang

anaknya malah pada nyontek. Daripada organisasi, malah nyontek-enggak nanya

artinya apa. malah mintanya nyontek.

36. Kalau yang kelompok?

Jawab:

Kalau yang kelompok kan kadang-kadang saling membantu. Kan gapapa kan,

kan kelompok namanya. Bukannya nyontek paling cuman dikasih tau gini-gini.

Tetapi, kadang-kadang kalau satu kelompok dikasih tau jawabannya, dia malah

ngasih tau ke orang lain. Selain itu, jika berkelompok itu berorganisasi,

sedangkan individu itu sendiri-sendiri. Persamaannya itu, maunya nyontek

daripada kerjain sendiri.

37. Terus kalo gitu lebih senang bekerja secara kelompok atau individu?

Jawab:

Individu karena kerjain sendiri. Kalau kelompok saya paling gasuka itu missal

jawabannya ini, tetapi kemudian ada selisih dan beda pendapat. Itu yang paling

bikin kesel. Kadang langsung ga diterima ga didengerin dulu.

38. Tapi senengnya apa kalau belajar secara kelompok?


151

Jawab:

Kalau kelompok senengnya kadang bisa belajar bersama, bisa diskusi, kadang-

kadang bisa ngobrol dikit kan. Senenglah.

39. Terus dalam hal individu kan semuanya pasti ngerjain sendiri. Nah, kalau

berkelompok apakah kamu lebih senang, antusias ataukah kamu lebih suka

individu?

Jawab:

Kalau kerjanya sih lebih suka berkelompok-sama teman. Kalau individu kadang-

kadang bosan. Kalau sama teman kan bisa dicek lagi. Apa masih salah atau sudah

benar. Sama kelompok karena lebih seru.

40. Kalau misal kedepannya ada tugas gitu inginnya kerjain secara individu atau

kelompok?

Jawab:

Kelompok.

SEKOLAH INKLUSI

1. Kamu tertarik ga sih belajar bahasa Inggris?

Jawab:

Tertarik karena bahasanya asing. Saya lebih suka bahasa orang asing daripada

bahasa Indonesia. Jadi misalnya ada orang bule kan kadang-kadang kita nggak

ngerti. Jadi, kalau belajar bahasa Inggris kita bisa jawab gitu.

2. Kan kamu tau kan kalau sekolah ini adalah sekolah inklusi. Jadi, sekolah

campuran antara siswa reguler kaya kamu dan siswa berkebutuhan khusus. Nah,

ada nggak sih menurutmu manfaat dari kita belajar secara kelompok sama

mereka?

Jawab:

Manfaatnya apa ya… ada sih. Jadi kita mengerti bahwa kita masih beruntung

masih bisa melakukan yang lebih dari mereka. Kita harusnya mengerti, bukannya

menjelek-jelekkan Namira gitu. Juga jangan kaya marah-marahin Namira kaya

Tyas gitu, nglempar barang-barang ga jelas. Ya kita juga harus lebih merangkul

dan menemani mereka. Tapi, kadang saya tidak suka dengan Namira, kalau

ditemenin nggak mau.

Kalau Mada, kita harusnya bersyukur karena kan kadang-kadang dia sama

mamanya. Mamanya baik. Kan Mada lagi sakit, mendingan kita doa aja supaya

Mada cepat sembuh.

Ya manfaatnya masih senang kita nggak kaya Namira. Tangannya masih bisa

gerak nggak kaya Namira. Habis itu, bukannya ngejekin Mada, tetapi kita masih

bisa berfikir gitu.


152

3. Terus yang Ferra (F4) itu?

Jawab:

Ya kalau Ferra itu kan dia tangannya aja, kan. Masih biasa aja nggak kaya

Namira. Ya walaupun agak kaya Namira. Tapi, ya masih bisalah. Ya intinya lebih

menghargai aja sama mereka, kasian.

4. Tapi menurut kamu bisa nggak sih teman-teman kelas itu berbaur? Misalnya

nggak marah-marahin Namira lah.

Jawab:

Saya nggak tau. Kayanya gabisa.

5. Kenapa?

Jawab:

Soalnya apa ya.. Dari pertama masuk aja Namira udah kaya digituin.

6. Oh gitu. Tapi kan itu untuk beberapa siswa tertentu. Kalau misal seperti kamu

dan yang lainnya?

Jawab:

Gatau sih tapi kadang-kadang saya kesal aja gitu sama Namira. Misal dia nggak

diapa-apain langsung mukul gitu. Kan jadinya kesel gitu rasanya.

7. Tapi sebenernya kamu mau kan?

Jawab:

Ya mau, gapapa gitu berteman sama mereka gitu.


153

Informan 3 (Special Need Student)

Date of Interview : 3rd April 2018



1. Name : Namira


3. Gender : Female


Interview Results

1. Kamu kemarin inget nggak pas kita di ruang AVA sama di kelas kita kemarin

nonton video?

Jawab:

Iya, iya

2. Nah, terus kita kemarin juga itu kan main game berkelompok, terus dikasih

kertas. Itu masih inget kan?

Jawab:

Iya, iya.

3. Itu gimana caranya?

Jawab:

Emm..

4. Namira inget nggak itu cara menjawab soalnya bagaimana?

Jawab:

*menggumam* enggak

5. Hm? Enggak? Trus itu kemarin temanmu Tyas buka kertas dan baca soalnya?

Jawab:

Iya..

6. Trus kamu jawab to

Jawab:

Iya..

7. Iya. Itu gantian apa gimana?

Jawab:

Gantian..


154

8. Gantiannya kemarin kamu yang buka kertas, Inget?

Jawab:

Inget. Iya, iyaa..

9. Terus yang menjawab siapa?

Jawab:

Tyas

10. Iya, Tyas. Terus kaya gitu lagi ya. Terus kemarin ikut berpartisipasi aktif nggak?

Jawab:

Bertapisi aktif

11. Seneng nggak?

Jawab:

Seneng

12. Terus kemarin kan kelompokkan, kan sama si Tyas. Nah, kemarin kamu kaya

bekerja keras gitu nggak sih buat kelompok Namira biar kelompokmu dapat nilai

bagus?

Jawab:

Iya… Iya

13. Terus kamu antusias nggak belajar pakai itu kemarin?

Jawab:

Antusias!

14. Antusiasnya gimana?

Jawab:

Emm.. apa ya. Antusiasnya.. lupa

15. Senang?

Jawab:

Senang!

16. Iya... terus?

Jawab:

Gembira!

17. Habis itu, kemarin kan bu guru kan ngasih instruksi kaya peraturannya. Kamu

harus kaya gini, kamu kalau main game nya harus kaya gini. Gitu kan? Kamu

mematuhi peraturan nggak?

Jawab:

Iya!


155

18. Atau kadang nakal?

Jawab:

Enggak. Mematuhi peraturan.

19. Apa Namira juga berkonsentrasi dengan baik?

Jawab:

Iya!

20. Walaupun kelasnya ramai?

Jawab:

Iya!

21. Agak terganggu nggak?

Jawab:

Agak terganggu! Kelasnya ramai!

22. Terus Namira juga bisa mendukung anggota kelompok yang lain nggak? Apa

Cuma diam aja gitu?

Jawab:

Tyas semangat!

23. Berarti bisa mendukung anggota kelompok yang lain ya?

Jawab:

Iya!

24. Terus contohnya apa lagi? Namira mendukung teman-teman yang lain kaya apa?

Jawab:

Gembira, semangat, sehat sentosa!

25. Kemarin kita belajar tentang materi apa yang kita liat video itu?

Jawab:

Materi… Inggris

26. Belajar teks apa? Na..

Jawab:

Na..

27. Nara..

Jawab:

Narasi!


156

28. Naratif ya.

Jawab:

Naratif! Naratif!

29. Senang nggak pas belajar teks Naratif?

Jawab:

Senang!

30. Aktivitas-nya kemarin (main game) senang nggak?

Jawab:

Senang

31. Berarti lebih senang materinya (secara individu) atau lebih senang mengerjakan

soal teks Naratif pakai game kaya kemarin itu?

Jawab:

Pake game-game kaya kemarin itu

32. Berarti yang biasa itu kenapa?

Jawab:

Bosan.

33. Tertarik nggak, masutnya ingin lagi nggak buat belajar pakai game kemarin itu?

Jawab:

Iya. Pengen.

34. Terus Namira merasa termotivasi nggak buat mendukung anggota kelompok

yang lain?

Jawab:

Iya. Iya.

35. Terus puas nggak kemarin?

Jawab:

Puas. Puas.

36. Terus tertarik dengan materi yang diberikan nggak? Video, kartu game kemarin

Jawab:

Iya. Iya.

37. Dapat mengikuti instruksi guru dengan baik?

Jawab:

Iya!


157

38. OK. Namira bisa ngasih tau temannya nggak kalau ‘O.. ini tu ternyata harus gini

harus gitu..’

jawab:

Emm.. Enggak.

39. Terus bisa belajar mengerti dan menghargai teman lainnya nggak?

Jawab:

Iya, menghargai Tyas sama Heksa.

40. Kalau yang lain?

Jawab:

Rida Nabila itu? Enggak! Itu sombong banget.

41. Terus kamu dapat berinteraksi dengan baik dengan siswa nggak di kelas?

Jawab:

Iya.

42. Contohnya?

Jawab:

Main game

43. Terus membaur nggak?

Jawab:

Iyaa…

44. Dapat berpartisipasi di kelas dengan baik?

Jawab:

Iya..

45. Namira bisa ngasih contoh ke temannya nggak kalau kita harus berperilaku baik

selalu di kelas?

Jawab:

Iya.

46. Contohnya gimana?

Jawab:

Sopan. Sopan terhadap guru. Tidak ramai.


158

Informan 2 (Special Need Student)

Date of Interview : 26th April 2018



1. Name : Ferra


3. Gender : Female


Interview Results

1. Kita kan kemarin sudah bermain pakai kartu (TGT) dan itu sudah 3 kali. Masih

ingat kan?

Jawab:

Dikit.

2. Menurutmu apa itu TGT/ permainan itu? Jadi, kita kemarin bermain secara

kelompok.

Jawab:

TGT itu apa ya. Kaya permainan yang memakai kartu kemudian berkelompok 3

orang.

3. Kita berkelompok 3 orang, belajar bahasa Inggris. Biasanya kalau di kelas pak

Riza bagaimana?

Jawab:

Ngasih pelajaran?

4. Iya. Sendiri-sendiri atau berkelompok?

Jawab:

Kadang berkelompok dan kadang kalau misal kertasnya cukup untuk satu orang,

satu, secara individu.

5. Kemudian kemarin kita bermain TGT dan berkelompok 3. Apakah kamu

berpartisipasi aktif dalam aktivitas itu?

Jawab:

Iya (h’m).

6. Apakah kamu bekerja keras demi kelompok kamu kemarin?

Jawab:

Iya (h’m). Betul.


159

7. Antusias juga nggak ketika aktivitas belajarnya?

Jawab:

Iya (h’m). Betul.

8. Kemarin kita belajar Narrative teks. Setelah aku menjelaskan Narrative teks

masih ingat kan jika di awal, saya memberi semacam peraturan-peraturan terkait

TGT ini? apakah kamu mematuhi instruksi yang diberikan?

Jawab:

Mematuhi.

9. Apakah kamu berkonsentrasi dengan baik ketika bermain TGT?

Jawab:

Konsentrasi.

10. Konsentrasi walaupun kelasnya ramai?

Jawab:

Iya walaupun kelasnya agak ramai tetapi tetap konsentrasi dikit lah.

11. Kenapa?

Jawab:

Ya supaya mendapatkan bacaan yang bagus (nilai).

12. Apakah kamu juga dapat mendukung anggota kelompok yang lain juga?

Jawab:

Iya (h’m) mendukung.

13. Contohnya?

Jawab:

Apa ya.. mendukukungnya kaya memberi dukungan gitu. Memberi semangat

yang lebih.

14. Apakah kamu senang juuga ketika belajar di kelas?

Jawab:

Iya, belajarnya senang

15. Kenapa senang?

Jawab:

Karena suasananya kan kaya seru gitu lho.


160

16. Kemudian apakah kamu merasa senang ketika melakukan aktivitas (TGT) ini?

(Baca kartu, jawab soal)

Jawab:

Seru banget menjawab pertanyaannya.

17. Berarti belajar sama aktivitas menyenangkan?

Jawab:

Iya (h’m) menyenangkan.

18. Terus kalau misal dikasih lagi? Apa tertarik atau tidak?

Jawab:

Tertarik lagi, ingin lagi.

19. Apa kamu termotivasi untuk mendukung kelompok yang lain? Anggota di luar

kelompok?

Jawab:

Mendukung juga.

20. Kenapa?

Jawab:

Ya sama aja sih. Apa namanya, karena permainannya kan seru terus teman-

temannya kalau dilihat seneng banget tu lho.

21. Apakah kamu merasa puas dengan kegiatan kemarin?

Jawab:

Puas banget.

22. Materi kemarin kita belajar apa?

Jawab:

Itu nonton film.

23. Video itu?

Jawab:

Iya video.

24. Itu belajar tentang apa?

Jawab:

Kartun, cerita.

25. Kemarin materi Narrative itu menyenangkan atau tidak?

Jawab:

Menyenangkan.


161

26. Kalau misal belajar Narrative tetapi tidak diberi game TGT kemarin, apakah

menyenangkan? Atau lebih menyenangkan tidak ada TGT?

Jawab:

Pake TGT sih.

27. Kemudian ketika guru memberi instruksi, apakah mengikuti instruksi dengan

baik?

Jawab:

Bisa.

28. Oh bisa, tetapi kalau disuruh ngasih tau temennya bisa juga nggak pas awal-awal

dulu?

Jawab:

Emm, dikit sih.

29. Di awal agak bingung atau gimana?

Jawab:

Agak bingung dikit, tetapi lama-kelamaan seru (paham). *pertama ga paham,

kedua ketiga bisa dikit-dikit.

30. Nah, kemarin kamu berkelompok dengan teman lain yang bukan

sepermainanmu, apakah kamu bisa menghargai perbedaan yang ada?

Jawab:

Memahami perbedaan.

31. Berarti bisa berteman ya?

Jawab:

Iya (h’m).

32. Apakah setelah game itu kamu dapat berinteraksi dengan baik dengan anak-anak

di kelas?

Jawab:

Iya (h’m) berinteraksi dengan baik.

33. Tapi sebelum ada TGT, interaksinya bagaimana?

Jawab:

Sebelumnya ya biasa. Seru setelah ada TGT.

34. Apakah kamu juga dapat berpartisipasi dengan baik?

Jawab:

Masih kurang. Masih kurang memahami, belum paham apa yang dipelajari.


162

35. Untuk keseharian?

Jawab:

Sedikit full (bisa lebih berpartisipasi).

36. Ketika bermain apakah kamu juga bisa memberi contoh kepada teman kelas

untuk berperilaku yang baik? Misal konsentrasi, nurut sama instruksi, main

game-nya teratur. Nah, kamu bisa ngasih contoh yang baik atau malah ikutan

ramai di kelas?

Jawab:

Bisa (baik)

37. Karena? Contohnya apa?

Jawab:

Ya belajar serius, mendengarkan instruksi dari guru, belajar dengan baik.

38. Menurutmu apakah ada perbedaan signifikan antara sebelum dan sesudah

bermain TGT? apakah masih utuh atau apakah ternyata aku lebih senang ketika

belajar dan bermain TGT di kelas. Ada nggak yang menurut Ferra itu ada

bedanya ketika kita belajar pakai TGT.

Jawab:

Sama aja

39. Tapi, emm, apakah itu lebih seru juga?

Jawab:

Lebih seru yang pakai TGT.

40. Terus kan tadi bilang belum secara full berpartisipasi aktif di kelas. Nah, kalau

misal setelah bermain TGT apakah terdorong untuk lebih aktif lagi di kelas?

Oh aku harus lebih semangat, lebih antusias lagi, harus bikin kelompokku

menang, harus lebih baik!

Jawab:

Lebih baik sih.

41. Kalau misal berkaitan dengan perilaku (dapat memberi contoh dengan baik, dll).

Apa ya contohnya?

Jawab:

Contohnya menunjukkan antusias, lebih senang. Lebih suka pakai TGT biar bisa

ngobrol sama teman.

42. Oh senang gitu ya?

Jawab:

Iya (h’m) bisa melihat perbedaan dari mereka semua.


163

43. Bisa lebih konsentrasi atau lebih paham pelajarannya?

Jawab:

Mudeng pelajarannya.

44. Tapi kemarin Heksa juga membantu ketika Namira tidak bisa, kamu bantuin dia,

ngasih tau dia dikit-dikit.

Jawab:

Iya.

45. Ngasih taunya?

Jawab:

Ini jawabannya betul, ini jawabannya salah.

46. Terus ngasih tau giliran baca?

Jawab:

Iya.

47. Gimana caranya kemarin?

Jawab:

Misalnya kalau jawab bahasa Indonesia kan agak susah, jadi aku bahasa Jawa.

48. Gimana contohnya?

Jawab:

Kaya bisa bacain pertanyaannya.

49. Terus tentang aturan mainnya?

Jawab:

Belum. Lupa.


164

Informan 4 (Counseling Teacher)

Date of Interview : 26th April 2018



1. Name : Bapak Tri Widiyanto


3. Gender : Male

Interview Results

1. Namira itu kenapa pak?

Jawab:

Kalau Namira ya itu, to Tuna Grahita ringan dan juga ya lambat belajar

2. Kalau Mada?

Jawab:

Kalau Mada itu ya Autis. Autis gitu aja.

3. Ada assessment-nya juga?

Jawab:

Iya ada. Nanti ke TU aja minta. Sebenarnya itu ada bu Sari, disimpan bu Sari.

Tapi sekarang dia udah ditarik ke dinas provinsi. Guru pendamping khusus.

Memang dari jurusan pendidikan luar biasa.

4. Tapi itu pas mereka masuk ada assessment-nya?

Jawab:

Untuk Mada dan Namira ada itu. Yang lainnya kan mengaku tidak inklusi ya.

Biasanya orang tua nya datang dan mengatakan kalau dia (anaknya) inklusi.

Kemudian kita bentuk tim untuk memberi assessment pada anak itu. Hasil tesnya

kita lihat apakah kita mampu untuk mengatasi anak itu atau tidak. Baru kemudian

kita terima dan disusul dengan tes-tes ringan sesuai dengan kemampuan dan

kebutuhan.

5. Tapi kemarin pak Gun mengatakan kalau Ferra juga termasuk (ABK). Itu gimana

pak?

Jawab:

Iya memang dulu waktu masuk si Ferra itu tidak kita assess ya. Pengakuan

orangtua juga biasa. Dan memang idealnya guru itu setelah siswa masuk juga

melakukan assessment, tidak harus pada waktu masuk. Temuan, indikasi, dan

dugaan.


165

6. Berarti ketika beliau menunjuk si Ferra berarti sudah melakukan assessment?

Jawab:

Ya itu bisa dilakukan secara individu untuk guru yang bersangkutan.

7. Tapi menurut bapak si Ferra itu gimana?

Jawab:

Ya kalau dilihat dari wajahnya ya memang lambat belajar.

8. Tapi Ferra itu cuma slow learner aja?

Jawab:

Iya cuma slow leaner aja.


166

APPENDIX 7 Teams-Games-Tournament

(TGT) Kit


167

1. What are the characters in “The

Ant and The Grasshopper”?

a. The Ant

b. The Grasshopper

c. The Ant and The Grasshopper

d. None of them

2. What did the Ant do before the

winter was coming?

a. Resting on a tree

b. Working to collect the food

c. Singing all day long

d. Eating a lot of delicious food

3. What happened to the Grasshopper

in the end of story?

a. Sitting and eating in the Ant’s

house

b. Crying because of no food

c. Singing again and again

d. Slaving himself

6. Who is the main character in

“The Milkmaid and Her Pail”

story?

a. The Pail

b. The Prince

c. The Prince and The

Milkmaid

d. The Milkmaid

5. What can we learn from the story?

a. Asking for help is good

b. Looking for food together

c. Knocking the door when in

hunger

d. Helping each other always

4. Below is the synonym of the

word “delicious”, except for …

a. Tasty

b. Good

c. Bad

d. Nice


168

9. What would the milkmaid buy

when she got money after selling

the milk?

a. A hen

b. A dress

c. An egg

d. The milk

11. Who is not invited to the baby’s

first birthday party?

a. The fairies

b. The people

c. The prince

d. Brutella

12. Where did the princess go for a

walk?

a. In the castle

b. In the forest

c. In a tower

d. In a party

10. Why did the little milkmaid cry

all the way back to the farm?

a. Because the milk was spilt

b. Because the prince did not

fond of her

c. Because she cannot buy an

egg

d. Because she cannot borrow a

hen

8. Where did the milkmaid usually

carry her milk?

a. In the farm

b. On her head

c. In a pail

d. To the market

7. What did the milkmaid love the

most?

a. Doing a daydreaming

b. Collecting milk

c. Dancing with the prince

d. Carrying the pail


169

13. Why did everyone fall asleep?

a. Because the princess hurt her

finger on a spinning wheel

b. Because the princess was

scolded by the King in her

castle

c. Because the princess went for

a walk in the forest

d. Because the princess was

kissed by the prince and

married her

16. Why did the new Queen feel

jealous to Snow White?

a. Since the king loved Snow

White more than the new Queen

b. Since the mirror said that Snow

White was more beautiful than

the new Queen

c. Since Snow White was

beautiful, kind, and nice

d. Since the squirrels and birds

loved Snow White

15. How was Snow White?

a. Bad and evil

b. Beautiful but evil

c. Kind and nice

d. Pretty but mean

14. Who are the protagonist and

antagonist characters in “The

Sleeping Beauty” story?

a. The princess and Brutella

b. The king and the queen

c. The princess and the prince

d. Brutella and the spinning

wheel


170

18. Who invited Snow White to live

with?

a. The prince

b. The seven dwarves

c. The new Queen

d. The apple seller

17. Where did the Queen ask the

hunter to take Snow White?

a. To a small house

b. To another castle

c. To the sea

d. To the forest

19. What did the witch give to Snow

White to eat so that she fell

asleep?

a. Squirrels

b. Birds

c. An apple

d. None of them

20. Who came to save Snow White?

a. The apple seller

b. The hunter

c. The witch

d. The king

21. What does the word ‘she’ refer to

in “She tells a hunter,…”?

a. The witch

b. Snow White

c. The dwarves

d. The birds

22. Who likes to show off in “The

Peacock and The Crane” story?

a. The Crane

b. The Peacock

c. Other birds

d. All are correct


171

24. How were the crane’s feathers

according to the peacock?

a. They were so beautiful

b. They were shiny and good

c. They were dusty and gray

d. They were gray yet pretty

23. What is the antonym of the word

“beautiful”?

a. Gorgeous

b. Shiny

c. Pretty

d. Bad

25. Why isn’t the crane surprised

with the peacock’s feathers?

a. Since she has a long neck and

cool legs

b. Since she didn’t like what the

Peacock did, a show off

c. Since she could travel around

the world and go wherever

she wanted

d. Since she did not have

colorful feathers to be shown

26. How many characters were in

“The Sun and The Wind” story?

a. 2

b. 3

c. 4

d. 5


172

27. What is the antonym of the word

‘strongest’ in the “the strongest

in…”?

a. Hardest

b. Smallest

c. Biggest

d. Weakest

28. What did the Wind do to the

man?

a. The Wind blew as hard as he

could

b. The Wind smiled as bright as

he could

c. The Wind held the man’s

jacket tighter

d. The Wind started to undo the

buttons

29. What did the man do when the

Sun shine so bright?

a. He held his jacket tighter

b. He walked through the field

c. He was too tired and stopped

walking

d. He took off his jacket and

threw it

30. Who won between the Wind

and the Sun?

a. The man

b. The Sun

c. The Wind

d. None of them won


173

TGT (Teams-Games-Tournament) Scoring Sheet

Number Group Members

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Total

Score


174

Video Transcripts

The Ant and The Grasshopper

“Chirp chirp – I love summer! Chirp chirp – I love singing”, sang Grasshopper,

resting on a tree on a hot summer day. While under the tree, Ant was sweating and

slaving away. “Heave ho – Heave ho!”

“Hey, Ant! Life is too short to work so hard!”, Grasshopper said to Ant because Ant

was working all summer long.

“Listen, Grasshopper! If you don’t prepare for winter now, you’re going to starve!

Heave ho!”

“Oh, there’s plenty of time. Why worry? I’m going to go back to my singing now.

Chirp – chirp!”

In no time, summer went and the freezing winter came. The wind howled and howled

and buckets of snow fell from the winter sky.

“Oh… I’m so hungry. I’m so cold. What if Ant is right and I starve to death?”,

Grasshopper went to look for food. But instead of finding food, he got lost in the

snow and he could barely move his legs anymore. Luckily, Grasshopper found Ant’s

house. He mustered up enough energy to knock on the door.

“Please, Ant, will you give me some food? Or even, just a crumb, please?”

“Don’t worry, Grasshopper! I have plenty of food. Come on in!”

Grasshopper went inside. He sat next to the fire and ate until he couldn’t eat anymore.

“This is delicious. Ant, I’m really sorry for making fun of you before. That was

wrong of me.”

“That’s okay. You can help me next year!” It was then that Grasshopper finally

understood why Ant had worked so hard in the summer and he was thankful that he

had such a good friend.


175

The Milkmaid and Her Pail

Once, there was a little milkmaid. She loved daydreaming about everything. “Look at

those birds. They seem very cheerful. The babbling brook is dancing! I love dancing.

I could dance all day long!”

“Oh my! I should go to the market while my milk is still fresh!” The milkmaid

carried her milk in a pail on her head.

“When I got money for the milk, I will buy an egg. Then, I will borrow a hen to sit on

the egg. After a few days, a cute little chick will come out. When that little chick

grows up, there’s my hen! Yay!”

“When my hen lays eggs, I can get money with them. Wow, what shall I do with all

that money? Hmm! That’s right! I’m going to buy a princess dress!”

“I will look so beautiful when I wear that dress! Everyone at the party will fall in love

with me and all of them want to dance with me.”

The prince came, “You look beautiful! Would you like to dance with me?”

“I will not say yes that easily! No. Not today.”

The milkmaid shook her head. “Oh no, my milk!”

The milk was spilt and she cried all the way back to the farm.


176

The Sleeping Beauty

The King speaks to the people. “There is a new baby princess!”, the King says.

“Hurray!”, say the people. For the beautiful baby’s first birthday, they plan a party.

“We must invite the fairies!”

“Yes. But, we must NOT invite Brutella! She is bad. She is mean!”

The party is lots of fun. The princess is so lovely! The fairies give nice presents to

her. Suddenly, Brutella comes.

“One day, the princess will hurt her finger on a spinning wheel. Then, everyone will

fall asleep.. forever! Hahaha!”

So the King removes all the sharp things. Soon, there are no sharp things in the castle.

The Princess grows up. She is a very beautiful princess! She goes for a walk in the

forest. The beautiful princess sees a tower. Inside, there is an old woman. She is

Brutella. “Come here! You must try the spinning wheel!”

The princess tries it. But, she hurts her finger and she falls asleep. Then, everyone

falls asleep. The king and the queen fall asleep. The soldiers fall asleep. Even the cats

and the dogs fall asleep.

One day, a prince comes. He sees The Sleeping Beauty on the bed. “She is very

beautiful!”

The prince likes The Sleeping Beauty, so he kisses her. The Sleeping Beauty wakes

up. Everyone wakes up. The next day, the prince and The Sleeping Beauty marry.

They are very happy. But where is Brutella? She is asleep. She is still in the tower

and she snores very loudly.


177

Snow White and The Seven Dwarves

*Song*

Far away, there is a princess in a big castle. She is very pretty. Her name is Snow

White. Snow White grows up. She is kind and nice. Even the squirrels and birds love

her. One day, the Queen dies. So the King marries a new Queen. But she is a witch.

The new Queen has a magic mirror. She asks, “Mirror, who is the most beautiful?”

“Snow White is the most beautiful.”

The Queen is jealous. She tells a hunter, “take her into the forest and kill her!” But

the hunter doesn’t kill her.

Snow White finds a small house. She is very tired, so she goes into the house and she

falls asleep. The owners of the house come home. They are seven dwarves. Snow

White tells them her story. They say, “Poor princess, live with us.”

The Queen asks again, “Mirror, who is the most beautiful?”

“Snow White is the most beautiful”, answers the mirror. The Queen is angry. She

makes a poison apple. The Queen dresses like an apple seller and she goes to Snow

White. She says, “eat this delicious apple.”

Snow White eats it and falls. The dwarves cry for her. “Snow White, wake up!”

Then, a handsome prince comes. The prince picks up Snow White and the apple falls

out of her mouth. The dwarves shout, “Hurray! Snow White is alive!”

“Will you marry me?”

“Yes, my prince.”

They marry and live happily ever after.


178

The Peacock and The Crane

Once, there was a beautiful peacock in the woods.

“Wow, Peacock! Your feathers are so beautiful!”

“Colorful and shiny. Aren’t they gorgeous?”

“Yes, they are. I wish I could have colorful feathers just like you.”

“Only I, the peacock, can have these beautiful feathers. Don’t even dream about it.”

“What a show off!”

The peacock went to the riverside for some water. “Who is that? A long neck and

cool legs. Looks quite elegant, but I don’t like the feathers though. Hi. Who are you?

I’ve never seen you around.”

“I’m a crane.”

“A crane, huh? I’m a peacock. I have feathers that are shiny and gorgeous.”

“Oh, right. They look good.”

They crane walked along the river. “She wasn’t even surprised! Look at all these

colors of the rainbow on my feathers. What’s wrong with yours? They look gray and

dusty!”

Yes, you are very beautiful. But, I don’t envy you at all.”

“What? Don’t lie! How could you not envy these beautiful feathers?”

“I can fly up into the sky with my wings. I travel around the world and I go wherever

I want.”

“Oh, I see.”

“What can you do with those feathers? Grooming and showing off, what else can you

do? It seems you look good on the outside but not inside.”

The peacock felt so ashamed, he folded his feathers. “Oh, gee.”


179

The Sun and The Wind

One day, the Wind approached the Sun and asked. “Hey, Sun! Who do you think is

the strongest in the world? It’s me – the Wind.”

“Oh, really?”, the Sun chuckled.

“If you don’t believe me, let’s bet on it.”

Just then, they saw a man walking through the field. “See that man? Whoever can

make him take off his jacket, wins.”

As soon as the Wind said that, he started to blow as hard as he could. “Whoooooo –

Whooo!”

“That’s strange. Why is the wind so strong today?” The man held onto his jacket

tightly.

“Whooooooo – Whooooo!” The wind blew harder and harder. But, the stronger the

Wind blew, the tighter the man held onto his jacket.

“Oh… I’m too tired. I can’t blow anymore.” As soon as the Wind stopped, the Sun

came out.

“Okay, then. It’s my turn now. Watch this!” The Sun laughed and started to shine as

bright as she could.

“Huh? Why is it suddenly so hot? Oh! It’s too hot!” The man started to undo one

button. Then, another and another. But, it was still too hot! So, he took off his jacket

and threw it aside. “Urgh.. It’s too hot!”

“See that, Wind? You embarrassed yourself by trying to show off.” The Wind

became so embarrassed that he blew away.


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