IMPROVING THE SKILLS OF STORY THROUGH THE APPLICATION OF THE GROUP INVESTIGATION LEARNING MODEL
DOI:
https://doi.org/10.26618/exposure.v9i2.4035Keywords:
Speaking, Learning model, Group investigation, Teaching EnglishAbstract
The purpose of this study was to improve storytelling skills through the application of the Group Investigation learning model to VII grade students of Muhammadiyah Limbung Middle School. With a total of 24 students. Data collection techniques used in this study are: (a) students' learning outcomes in English are collected by giving tests at the end of each cycle, (b) data about the teaching and learning process are collected using observation sheets. The data that has been c0ollected is analyzed quantitatively. The results of the analysis showed an increase in quantitative learning outcomes marked by an increase in the average score of students, from 69.16 in the first cycle to 78.12 in the second cycle of an ideal score of 100. Qualitatively, an increase in the quality of the learning process is a change in the attitudes of students marked by: (a) Increasing the frequency of student attendance, (b) The activeness of students in the learning process, (c) The more students pay attention to the teacher's explanation, (d) The more students who ask questions and answer assignments correctly, (e) Increasingly less students who ask for guidance and ask to be explained about a concept.
References
Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.
Boxer, D., & Cohen, A. D. (2004). Studying speaking to inform second language learning (Vol. 8). Multilingual Matters.
Burns, A., & Hill, D. (2013). Teaching speaking in a second language. Applied linguistics and materials development, 231-248.
Chusni, M. M., Mahardika, A., Sayekti, I. C., & Setya, W. (2017). The Profile of Student Activities in Learning Basic Natural Science Concepts through The Contextual Teaching and Learning (CTL) Approach with Group Investigation (GI) Model. Jurnal Penelitian dan Pembelajaran IPA, 3(1), 1-10.
Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2005). Problem‐based learning: Future challenges for educational practice and research. Medical education, 39(7), 732-741.
Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers' challenges, experiences, and professional development needs. Policy Analysis for California Education, PACE (NJ1).
Hasan, S., Rakhman, M., & Ardiana, H. (2011). Model Cooperative Learning Tipe Group Investigation untuk Meningkatkan Hasil Belajar pada Mata Pelajaran Perawatan dan Perbaikan Sistem Refrigerasi. Innovation of Vocational Technology Education, 7(2).
Karim, S. T. (2017). The Effectiveness of TAI (Team Assisted Individualization) to Improve Students’ Reading Comprehension at the Second Grade of Senior High School 1 South Polongbnagkeng Takalar (Doctoral dissertation, Universitas Islam Negeri Makassar).
Khasinah, S. (2013). Classroom action research. PIONIR: Jurnal Pendidikan, 4(1).
Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2015). Sociocultural theory and second language development. Theories in second language acquisition: An introduction, 207-226.
Li, P., Legault, J., & Litcofsky, K. A. (2014). Neuroplasticity as a function of second language learning: anatomical changes in the human brain. Cortex, 58, 301-324.
Listiana, L., Susilo, H., Suwono, H., & Suarsini, E. (2016). Empowering students’ metacognitive skills through new teaching strategy (group investigation integrated with think talk write) in biology classroom. Journal of Baltic Science Education, 15(3), 391.
Mary Coonan, C. (2007). Insider views of the CLIL class through teacher self-observation–introspection. International Journal of Bilingual Education and Bilingualism, 10(5), 625-646.
Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. Tesol Quarterly, 25(1), 51-75.
Panis, I. C., & Ki'i, O. A. (2017, May). The Utilizing Of Phet Simulation As A Computer-Based Learning Media To Improve The Understanding Of College Student's Physics Concepts. In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Atlantis Press.
Parkay, F. W., Oaks, M. M., & Peters Jr, D. C. (2000). Promoting group investigation in a graduate-level ITV classroom. THE Journal (Technological Horizons In Education), 27(9), 86.
Putri, D. (2018). Improving News Writing Skill by Using Cooperative Type Group Investigation Strategy. Curricula: Journal of Teaching and Learning, 3(2), 76-86.
Reski, A. (2017). Using Hypnoteaching in Reducing Students’ Speaking Anxiety for Eleventh Grade at MA. Muhammadiyah Limbung (Doctoral dissertation, Universitas Islam Negeri Alauddin Makassar).
Siddiqui, M. H. (2013). Group investigation model of teaching: enhancing learning level. Paripex-Indian Journal of Research, 3(4).
Slavin, R. E. (1982). Cooperative learning: Student teams. What research says to the teacher. National Education Association Professional Library, PO Box 509, West Haven, CT 06516 (Stock No. 1055-8-00; $2.00).
Tirta, G. A. R., Prabowo, P., & Kuntjoro, S. (2018). Development of Physics Teaching Instruments Belong to Cooperative Group Investigation Model to Improve Students’ Self-Efficacy and Learning Achievement. JPPS (Jurnal Penelitian Pendidikan Sains), 7(2), 1464-1471.
Xu, L. (2015). Learning to speak in the real-life situations first and written forms afterwards: A proposal based on communicative language teaching for English learning & teaching reform in China. International Journal of English Linguistics, 5(3), 72.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
