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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
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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
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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
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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
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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
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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
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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
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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
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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).
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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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
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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.
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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.
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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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
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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
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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
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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
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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
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(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
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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
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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:
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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.
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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.
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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
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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
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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.
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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
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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.
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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
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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).
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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.
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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).
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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.
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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.
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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.”
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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)
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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.
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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.
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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
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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
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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”
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(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:
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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.
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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).
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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
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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
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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.
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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)
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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
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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
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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.
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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
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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
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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.
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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
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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)
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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
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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
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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
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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
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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.
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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)
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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.
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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
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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
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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)).
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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
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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).
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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.”
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(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
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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
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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,
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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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86
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
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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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91
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
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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,
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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.”
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(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
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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
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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.
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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
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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
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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’
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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)
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no.1-5
Guru menunjukkan video (2 kali
putar) berjudul The Milkmaid
and The Pail
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no.6-10
Guru menunjukkan video (2 kali
putar) berjudul Sleeping Beauty
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no. 11-14
Guru mengajak siswa untuk
60’
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membahas soal latihan bersama-
sama
Meeting 2
Kegiatan Inti Penjelasan
Latihan
Guru membagikan materi dan
menjelaskan definisi, fungsi
sosial, struktur teks, dan unsur
kebahasaan dari Narrative Text
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 (1 kali
putar) berisi cerita berkaitan
dengan Narrative Text (The
Gtasshopper and The Ant)
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no.1-5
Guru menunjukkan video (1 kali
putar) berjudul The Milkmaid
and The Pail
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no.6-10
Guru menunjukkan video (1 kali
putar) berjudul Sleeping Beauty
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no. 11-14
Guru menunjukkan video (2 kali
putar) Snow White
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no. 15-21
Guru menunjukkan video (2 kali
putar) The Peacock and The
Crane
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Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no. 22-25
Guru mengajak siswa untuk
membahas soal latihan bersama-
sama
Meeting 3
Kegiatan Inti Penjelasan
Latihan
Guru membagikan materi dan
menjelaskan definisi, fungsi
sosial, struktur teks, dan unsur
kebahasaan dari Narrative Text
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 (1 kali
putar) berisi cerita berkaitan
dengan Narrative Text (The
Gtasshopper and The Ant)
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no.1-5
Guru menunjukkan video (1 kali
putar) berjudul The Milkmaid
and The Pail
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no.6-10
Guru menunjukkan video (1 kali
putar) berjudul Sleeping Beauty
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no. 11-14
Guru menunjukkan video (1 kali
putar) Snow White
Guru meminta siswa untuk
mengerjakan soal dari TGT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Cards no. 15-21
Guru menunjukkan video (1 kali
putar) The Peacock and The
Crane
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no. 22-25
Guru menunjukkan video (2 kali
putar) The Wind and The Sun
Guru meminta siswa untuk
mengerjakan soal dari TGT
Cards no. 26-30
Guru mengajak siswa untuk
membahas soal latihan bersama-
sama
3. Penutup Review
Doa
penutup
Guru menentukan grup yang
mendapat nilai tertinggi (1-3)
Guru mengajak siswa untuk
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
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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
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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
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APPENDIX 3
Classroom Observation
and Need Analysis
Observation Sheets
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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,
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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
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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
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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.
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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
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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
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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)
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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
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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
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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
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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
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
16 I interact well to all
students in class
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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settings.”
National Focus Group on
Education of Children 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.”
17
I can manage myself to
participate to class
activities
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) added that
“cooperative learning promotes
positives relationships between
students.”
18 I can share positive
abilities and attitude
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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
12. I am interested to the
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.
I learn about tolerance
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
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17.
I can manage myself to
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
9. I am interested to the
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
12. I am interested to the
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
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15.
I learn about tolerance
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.
I can manage myself to
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
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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
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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
No. PERILAKU AMATAN TP JR KD SR
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
No. PERILAKU AMATAN TP JR KD SR
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
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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
No. PERILAKU AMATAN TP JR KD SR
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
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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)
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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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
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(5) F2
No. Aspects
Total Total
Score ∑Aitem
Final
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
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(9) M5
No. Aspects
Total Total
Score ∑Aitem
Final
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
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(13) M7
No. Aspects
Total Total
Score ∑Aitem
Final
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
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(17) F9
No. Aspects
Total Total
Score ∑Aitem
Final
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
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(21) F12
No. Aspects
Total Total
Score ∑Aitem
Final
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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
Score Category Never Rare Sometimes Seldom
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)
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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.
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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.
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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.
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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.
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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?
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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.
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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.
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Informan 3 (Special Need Student)
Date of Interview : 3rd April 2018
Place : SMP Taman Dewasa IP Yogyakarta
Identity of Informan 3
1. Name : Namira
2. Age : 14 years old
3. Gender : Female
4. Education : Junior High School
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..
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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!
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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!
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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!
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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.
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Informan 2 (Special Need Student)
Date of Interview : 26th April 2018
Place : SMP Taman Dewasa IP Yogyakarta
Identity of Informan 2
1. Name : Ferra
2. Age : 14 years old
3. Gender : Female
4. Education : Junior High School
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.
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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.
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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.
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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.
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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.
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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.
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Informan 4 (Counseling Teacher)
Date of Interview : 26th April 2018
Place : SMP Taman Dewasa IP Yogyakarta
Identity of Informan 4
1. Name : Bapak Tri Widiyanto
2. Age : 54 years old
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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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.”
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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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