Cooperative Learning to Increase Students' English Self-Efficacy
DOI:
https://doi.org/10.31004/basicedu.v7i6.6830Abstract
The positive correlation between self-efficacy and students' achievement triggered researchers to find a learning model that could potentially improve students' English self-efficacy. Cooperative learning has the potential to do that, but there is limited substantiation suggesting that students' English self-efficacy can be positively affected by this learning model. Therefore, this study aimed to prove whether or not STAD cooperative learning contributes to enhancing students' English self-efficacy. This investigation used a quantitative methodology that implemented a one-group experimental study by utilizing pre- and post-treatment questionnaires. The sample consisted of 35 students enrolled in the eighth grade of a junior high school in Tangerang Selatan. The result of this study shows an insignificant difference between before and after treatment. This study also found a negligible effect size of cooperative learning on increasing students' English self-efficacy. Thus, this research gives new findings suggesting that STAD cooperative learning is not useful for increasing the students' English self-efficacy. As an implication, teachers can consider other learning models besides STAD cooperative learning in order to enhance students' English self-efficacy
References
Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308. https://doi.org/10.1080/02607476.2020.1733402
Aningsih, Sugiharti, R. E., & Uhrifah, A. (2023). Penerapan model kooperatif tipe STAD (student team achievement division) untuk meningkatkan hasil belajar siswa di sekolah dasar. Jurnal Basicedu, 7(6), 3602-3615. https://doi.org/31004/basicedu.v7i6.6342
Arbaniah, I., Sutapa, G. Y., & Bunau, E. (2018). The use of total physical response storytelling in teaching speaking. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 7(10), 1-9. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/29181
Ardianty, A. E. C., Parlan. P., Yahmin, Y. (2023). IDEAL (identify, define, explore, act, look back) metacognitive-STAD cooperative learning to improve students’ self-efficacy and problem-solving ability. J-PEK (Jurnal Pembelajaran Kimia), 8(1), 8-19. http://journal2.um.ac.id/index.php/j-pek/article/view/31457
Bandura, A. (1986). Social foundations of thought and action?: A social cognitive theory. Prentice Hall.
Bandura, A. (1995). Self-Efficacy in Changing Societies. Cambridge: Cambridge University Press.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). NJ: Lawrence Erlbaum Associates, Publishers.
García-Almeida, D. J., & Cabrera-Nuez, M. T. (2020). The influence of knowledge recipients’ proactivity on knowledge construction in cooperative learning experiences. Active Learning in Higher Education, 21(1), 79–92. https://doi.org/10.1177/1469787418754569
Garcia, M. B. (2021). Cooperative learning in computer programming: A quasi-experimental evaluation of jigsaw teaching strategy with novice programmers. Education and Information Technologies, 26(4), 4839–4856. https://doi.org/10.1007/s10639-021-10502-6
Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933–940. https://doi.org/10.1016/j.tate.2009.10.034
Gull, F., & Shehzad, S. (2015). Effects of cooperative learning on students’ academic achievement. Journal of Education and Learning, 9(3), 246–255. http://edulearn.intelektual.org/index.php/EduLearn/article/view/2071
Gumanti, F., & Kaniadewi, N. (2020). Relationship Between Students’ Self-Efficacy in Learning English and Their English Learning Achievement At the Tenth Grade of Sman 04 South Tambun in 2019/2020 Academic Year. ELLTER Journal, 1(2), 23–29. https://doi.org/10.22236/ellter.v1i2.5369
Hossain, A., & Tarmizi, R. A. (2013). Effects of Cooperative Learning on Students’ Achievement and Attitudes in Secondary Mathematics. Procedia - Social and Behavioral Sciences, 93, 473–477. https://doi.org/10.1016/j.sbspro.2013.09.222
In’am, A., & Sutrisno, E. S. (2021). Strengthening Students’ Self-efficacy and Motivation in Learning Mathematics through the Cooperative Learning Model. International Journal of Instruction, 14(1), 395–410. https://doi.org/10.29333/iji.2021.14123a
Isfayani, E., Johar, R., & Munzir, S. (2018). Peningkatan Kemampuan Koneksi Matematis dan Self- Efficacy Siswa melalui Model Pembelajaran Kooperatif Tipe Rotating Trio Exchange (RTE). Jurnal Elemen, 4(1), 80. https://doi.org/10.29408/jel.v4i1.473
Johnson, D. W., Johnson, R. T., & Holubec E. J. (1986). Circles of learning: cooperation in the classroom. Edina, Minn., Interaction Book Co.
Johnson, D.?W., Johnson, R.?T., & Holubec, E.?J. (1994). Cooperative learning in the classroom. Alexandria: Association for supervision and curriculum development.
Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing.
Keramati, M. R., & Gillies, R. M. (2022). Study, Teaching cooperative learning through cooperative learning environment: a qualitative follow-up of an experimental. Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2022.2100429
Kwon, K.-J., & Yang, J.-H. (2022). The Effect of Jigsaw Model of Cooperative Learning on Self-directed Learning Ability, Self-efficacy, and Learning Outcomes. Journal of the Korean Society of School Health, 35(3), 113–122. https://doi.org/10.15434/kssh.2022.35.3.113
Lago, R. G. M., & Nawang, A. A. (2007). Influence of Cooperative Learning on Chemistry Students’ Achievement, Self-efficacy and Attitude. Liceo Journal of Higher Education Research, 5(1), 209-223. https://doi.org/10.7828/ljher.v5i1.14
Lantajo, J. T., & Tipolo, R. L. (2019). Student-Team Achievement Division (STAD) and Its Effect on the Academic Performance of Grade 8 Students. Journal of Physics: Conference Series, 1254(1). https://doi.org/10.1088/1742-6596/1254/1/012014
Mahamod, Z., & Somasundram, B. (2017). Effectiveness of Cooperative Learning on the Achievement and Motivation of the Student in Learning Malay Language. Creative Education, 8(15), 2438–2454. https://doi.org/10.4236/ce.2017.815167
Mahyuddin, R., Elias, H., Cheong, L. S., Muhamad, M. F., Noordin, N., & Abdullah, M. C. (2006). The relationship between students’ sef-efficacy and their English language achievement. Jurnal Pendidik Dan Pendidikan, 21(1996), 61–71. http://apjee.usm.my/APJEE_21_2006/4%20Rahi%20%2861-71%29.pdf
Mari, J. S., & Gumel, S. A. (2015). Effects of Jigsaw Model of Cooperative Learning on Self-Efficacy and Achievement in Chemistry among Concrete and Formal Reasoners in Colleges of Education in Nigeria. International Journal of Information and Education Technology, 5(3), 196–199. https://doi.org/10.7763/IJIET.2015.V5.501
Moges, B. (2019). Practices and Challenges of Cooperative Learning in Selected College of Arsi University: As a Motivational Factor on Enhancing Students’ Learning. Universal Journal of Psychology, 7(1), 1–17. https://doi.org/10.13189/ujp.2019.070101
Montaño-González, J., & Cancino, M. (2020). Exploring the Relationship between Language Learning Strategies and Self-efficacy of Chilean University EFL Students. MEXTESOL Journal, 44(2). 1-16. https://www.mextesol.net/journal/public/files/a334ae33e6742db9b3bd687a4540b890.pdf
Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2019). Exploring the barriers to effective cooperative learning implementation in school mathematics classrooms. Problems of Education in the 21st Century, 77(6), 745–757. https://doi.org/10.33225/pec/19.77.745
Nguyen, N. L. D., Nghia, T. T., Thy, P. H., & Nhi, H. T. Y. (2022). The Relationship between Students’ Self-Efficacy Beliefs and Their English Language Achievement. Journal of English Language Teaching and Applied Linguistics, 4(2), 102–112. https://doi.org/10.32996/jeltal.2022.4.2.10
Park, I.-S., & Song, G.-S. (2012). Effect of cooperative learning on learning strategies, academic self-efficacy and class satisfaction among dental hygiene students. Journal of Korean Society of Dental Hygiene, 12(1), 93–101. https://doi.org/10.13065/jksdh.2012.12.1.093
Pogrow, S. (2019). How Effect Size (Practical Significance) Misleads Clinical Practice: The Case for Switching to Practical Benefit to Assess Applied Research Findings. American Statistician, 73(sup1), 223–234. https://doi.org/10.1080/00031305.2018.1549101
Rachmah, D. N. (2017). Effects of Jigsaw Learning Method on Students’ Self-Efficacy and Motivation to Learn. Journal of Educational, Health and Community Psychology, 6(3), 1. https://doi.org/10.12928/jehcp.v6i3.8314
Rahayu, L. S., & Dian, R. D. (2022). The correlation between self-efficacy and learning motivation in 11th grade of senior high school. Academia Open, 7. https://doi.org/10.21070/acopen.7.2022.4547
Rani, D. E. (2022). Penerapan Pembelajaran Kooperatif Teams Games Tournament (TGT) untuk Meningkatkan Hasil Belajar Matematika. Jurnal Basicedu, 6(4), 6068–6077. https://doi.org/10.31004/basicedu.v6i4.3146
Saunders-Wyndham, J., & Smith, E. (2020). The Effects of Cooperative Learning on Self-Efficacy in an EFL Classroom. JALT Journal, 42(2), 121–142. https://doi.org/10.37546/JALTJJ42.2
Sharan, S. (2002). Practice, Differentiating Methods of Cooperative Learning in Research and. Asia Pacific Journal of Education, 22(1), 106–116. https://doi.org/10.1080/0218879020220111
Sharan, Y. (2010). Cooperative Learning for Academic and Social Gains: valued pedagogy, problematic practice. European Journal of Education, 45(2), 300–313. https://doi.org/10.1111/j.1465-3435.2010.01430.x
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon.
Tasha, D. A. (2023). The Correlation between Students’ Academic Self-Efficacy and Their English Learning Achievement at SMAN 1 Pekanbaru. Madah: Jurnal Bahasa Dan Sastra, 14(1), 89–102. https://doi.org/10.31503/madah.v14i1.551
Ulpah, M. (2019). Self-Efficacy Dalam Pembelajaran Matematika Siswa Madrasah Aliyah. Jurnal Penelitian Agama, 20(1), 110–121. https://doi.org/10.24090/jpa.v20i1.2019.pp110-121
Wang, C. (2004). Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091546670
Wang, C., Kim, D.-H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24–33. https://doi.org/10.1016/j.system.2014.01.015
Wyk, M. M. (2012). The Effects of the STAD-Cooperative Learning Method on Student Achievement, Attitude and Motivation in Economics Education. Journal of Social Sciences, 33(2), 261-270. https://doi.org/10.1080/09718923.2012.11893104
Ziziumiza, S., Bungsu, J., & Shahrill, M. (2022). The Effectiveness of Student Teams Achievement Division Cooperative Learning in Improving Mathematics Skills in VTE Engineering Students. International Journal of Pedagogy and Teacher Education, 6(2), 52. https://doi.org/10.20961/ijpte.v6i2.64003
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2023 Nurul Qomariyah, Annisa Larasati Wijaya, Mutiara Naura Raudhotul Fasshli, Haifa Hilyatu , Ratna Sari Dewi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) 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).
