The Effect of Group Investigation Method on Students’ Writing Achievement

Abstract

The objective of the study was to find out the effect of Group Investigation method on students’ writing achievement on narrative text. The study was conducted by using experimental research design. The population of this study was eight classes of the eleventh grade students of SMA Negeri 1 Kotapinang. The samples were taken by using clustering technique and two of the eight classes which was consisted of 60 students used as the samples, one class as experimental group and the other class as control group. In the treatment, the experimental group was taught by using Group Investigation method, the control group was taught without using Group Investigation method. Writing narrative text test was used as the instrument for collecting the data. Therefore, after analyzing the data, it was found that the value of was 3.02 with the degree of freedom (df) = 58 at that level of significance (α=0.05) = 2.00. It means that was considerably higher than (3.02 > 2.00). The result of this study shows Group Investigation method has a significant effect on students’ achievement in writing report text. Key words : Group Investigation, Narrative text, Writing achievement

Effectiveness of group investigation versus lecture-based instruction on students’ concept mastery and transfer in social studies

“…Hence, the researcher rejects the null hypothesis, which assumed no difference between learners taught with group investigation and those taught with the lecturebased approach. The study findings that showcased a superior concept mastery performance for learners taught using the group investigation method is congruent with previous studies (Adiansyah et al, 2017;Baki et al, 2010;Girsang, 2014;Parchment, 2009;Tran & Lewis, 2012a. The above-cited studies revealed that when learners are taught using a group investigation instructional approach, they perform better on their concept mastery skills than those taught with the traditional lecture approach.…”

“…The Group investigation method has been found to supersede lecture-based instruction in improving learners' academic performance and learning. Previous studies on group investigation versus lecture-based instruction revealed that the experimental group exposed to the group investigation outperformed the lecture-based instruction group in their achievements in literature and language learning, higher assessment average, reading comprehension, learning mathematics, and transfer performance in various subject areas (Baki et al, 2010;Girsang, 2014;Parchment, 2009;Slavin, 2011). Other previous studies also found a significant correlation between group investigation and effective outcome, higher cognitive outcome, motivation, transfer, and increase in social communications compared to the lecture-based teaching identified to be less effective in promoting higher cognitive outcome, motivation, transfer, or social communication; though, some educators continue to use the lecture method (Slavin, 2011;Tran & Lewis 2012a.…”

“…Prior research has primally focused on the effectiveness of cooperative learning or group investigation in higher education and mathematics, literature, comprehension reading, literacy, critical thinking, and science as against lecture-based instruction (Girsang, 2014;Parchment, 2009;Slavin, 2011;Tran & Lewis 2012a. However, this study sought to compare the effectiveness of a specific type of cooperative learning, group investigation versus lecturebased instruction, on concept mastery and transfer performance of eighth-grade learners, focusing on students in a social studies context.…”