Cooperative Learning Approach to an English Academic Reading Course

Abstract

This research intended to get a description of the Cooperative Learning application using Student Teams Achievement Divisions (STAD) type to improve students' motivation and independence learning level. The applied research method was classroom action research. The observations have been done during seven cycles to research the subjects; those are students of Basic Academic Reading Class C of 2018/2019 at the department of management, faculty of economy, Universitas Islam Indonesia. The result displayed that the number of students achieving maximum scores (A) has significantly increased, up to 31% of previous year as the baseline. Meanwhile, the average students' attendances in the entire semester have also increased up to 13% of the previous year baseline. The questionnaire was also distributed before and after cycles to measure the changes in students' perception of their perceived motivation and independent learning level. The result indicated the increase in average score of all variables. However, the result of the independent sample t-test showed that sig (2-tailed) score of students' motivation and independence learning level have significant differences. Thus, it is concluded that the Cooperative Learning model on Student Teams Achievement Divisions (STAD) type has a positive and significant impact on developing student's motivation and independent learning level.English skills such as reading, writing, speaking, or listening. The result displayed that cooperative learning could enable students' targeted skills, making new relationships, performing different opinions, developing friendships, motivation, and different views.

Effect of CIRC on Learners’ Writing Performance across Cognitive Learning Styles

“…The implementation of cooperative learning can be used to increase learners' academic and personal skills (Trivino, 2016). It was also found by Hasyim (2019) that CL has positive and significant effects on motivation and independent learning level.…”