ELTR Journal Article - Alfin

ELTR Journal, e-ISSN 2579-8235, Vol. 7, No. 1, April 2023, pp.
1-23
English Language Teaching and Research Journal

http://apspbi.or.id/eltr
English Language Education Study Program Association, Indonesia
COOPERATIVE LEARNING METHOD IN SENIOR HIGH

SCHOOL ENGLISH CLASSES: STUDENTS’ AND
TEACHERS’ PERCEPTIONS
Alfin Andya Ade Kriesna
Satya Wacana Christian University, Indonesia
Correspondence: alfinkrisna0700@gmail.com
Abstract
There are many methods in the English education world. One of them is a
cooperative learning method. This paper aims to find the students’ and teachers’
perceptions of the cooperative learning method in Senior High School classes.
This study used qualitative study. All data were analyzed qualitatively. The
instruments used were questionnaires and semi-structured interviews. The
participants were 45 students of one of the Senior High School English classes
and 2 English teachers in Salatiga. Based on the findings, the cooperative learning
method could potentially become an effective method for students. Based on the
result, the students felt happy with this method. Moreover, this method could
develop students’ teamwork skills. In teachers' perceptions, they taught through
group work in this method could enhance students’ knowledge of the material.
However, both students and teachers argued that this method could be less
effective when there were uncooperative teammates in the group.
Keywords: Cooperative Learning Method, Students’ Perceptions, Teachers’
Perceptions
Introduction
In Indonesia, English has become a part of the curriculum at school. Even
though it has been taught at school from primary school until senior high school,
however, English is only used at school and leaves the language at the school
every time students return back to their daily routine in the house or outside
school (Rerung, 2017). This condition makes exposure to English needs to be
developed. Thus, in the school context, an appropriate method or approach must
be used in the classroom. There are two main types of language learning
processes. They are student-centered and teacher-centered. Each of these types
has its strength and weakness. For example, in teacher-centered learning, such as
Grammar Translation Method, the teacher only explains in class. Thus, the time
used in the classroom was simply listening and taking notes based on the teacher’s
explanation (Chang, 2011). When the students only listen to the teacher’s
explanation, it can be good that they will be more focused on mastering the
material. However, this method can make students bored in the class, and the
students will have little involvement in the learning process. Vice versa, in
1
ELTR Journal, e-ISSN 2597-4718, Vol. 7, No. 1, April 2023, pp. 1-23
student-centered learning, such as cooperative learning, the students will be

facilitated to work together in a group to achieve a common goal. According to
Macpherson (2015), the use of cooperative learning makes the students constantly
discuss, debate, and clarify their understanding of the materials during the class.
They are building their own knowledge foundation. However, according to Gillies
(2014), the critical success of a group can be seen in the participation of group
members. Hence, it can be said that the cooperative learning method can
potentially become an effective method in the class by engaging the students to
contribute to the language learning process.
Method
The study used a qualitative method. The researcher used questionnaires and
semi-structured interviews to collect the data. The participants of this study were
around 45 students and two teachers of English classes in one of the senior high
schools in Salatiga. The participants from students were male and female, and
their ages ranged from 16 to 18 years old. Similarly, the participants from teachers
were females, and their ages were around over the age of 30. Then, the
participants were students and teachers who took and taught an English class in
Semester one. The participants from the students were given questionnaires and
proceeded to an interview. Then, the researcher conducted an interview for only
around 15-20 minutes with the teachers. This method was expected to reveal
students’ and teachers' perceptions of the cooperative learning method. The data
were analyzed using thematic analysis. The purpose of using thematic analysis
was to draw themes based on the participants’ answers. Here were the following
steps to analyze the data that the researcher did:
1. Processed and analyzed the data from the questionnaire.
2. Coded the participants’ answers in the questionnaire by highlighting
keywords from participants’ answers.
3. Analyzed the data from the interview by transcribing the participants’
answers from the interview recording.
4. Coded the interview results by highlighting keywords from participants’
answers.
5. Categorized all the data from the questionnaire and interview into a group
according to particular categories based on participants' answers.
6. Themes emerged from the participants’ answers about their perceptions of
the cooperative learning method.
7. Last, conclusions were drawn.
Findings and Discussion

This section shows the participants’ answers from the questionnaire and
interview results conducted in November 2022 at one of the senior high schools in
Salatiga. The researcher collected the data from forty-five students and two
teachers of that school. The questionnaire and interview findings showed positive,
negative, and neutral perceptions from the students and the teachers on the
cooperative learning method in English class. The participants’ opinions are
discussed below.
Students’ Perceptions on Cooperative Learning Method
Enabling Participants to Share Information
2
This section showed the findings from a close-ended questionnaire that

consisted of five scales: strongly disagree, disagree, neutral, agree, and strongly
agree. As shown below, in question one, Cooperative learning enables me to
participate in information sharing. 23 students (51.1%) answered strongly agree,
19 (42.2%) answered agree, and three (6.7%) chose neutrally. A total of 42
students (93.3%) agreed that cooperative learning could make them participate in
information sharing. According to Li and Lam (2005), cooperative learning could
improve the students' intrapersonal communication skills. When the students
actively communicated with each other, it allowed the students to exchange their
ideas with each other. This is illustrated in Figure 1.
Figure 1. Information Sharing
Creating a Good Relationship among Group Members
The second question is Cooperative learning creates a good relationship

among group members. The researcher found that one student (2.2%) chose to
disagree, three students (8.9%) chose neutral, 18 students (40%) answered agree,
and 22 students (48.9%) answered strongly agree. A total of 40 (88.9%) agreed
that cooperative learning creates good relationships among group members. It was
supported by Johnson and Johnson (1999). As previously mentioned in the
literature review, there are five elements dealing with cooperative learning one of
the elements is group processing. A group processing element deals with group
members’ discussion about how the group accomplishes their group’s goal and
manages an efficient working relationship. Based on the element, cooperative
learning could improve relationships among group members. This is illustrated in
Figure 2.
3
Figure 2. Good Relationship
Engaging Students in Active Participation in the Class
In question number three, I feel actively involved in all activities through

cooperative learning, a total of 35 students (77.7%) agreed, and 10 students
(22.2%) chose neutrally that the cooperative learning method makes them actively
involved in all activities in the class. According to Macpherson (2015),
cooperative learning makes students constantly discuss, debate, and clarify their
understanding of the materials during eth class. Thus, the students will be fully
involved in the class’s activities. This is illustrated in Figure 3.
Figure 3. Active Participation
Enabling Participants to Make Decisions
As for question number four, Cooperative learning enables me to

participate in making decisions showed a total of 40 students (88.9%) who agreed
and five students (11.1%) opted neutral that cooperative learning can give them
opportunities to participate in making decisions. According to Johnson and
Johnson (1999), there was a group processing element in cooperative learning that
required the students to discuss and make decisions about things that will be
4
useful for the group to achieve the group’s goals successfully. This is illustrated in
Figure 4.
Figure 4. Make Decisions
Enabling Participants to Solve Problems
Question number five, Cooperative learning enables me to participate in

solving problems. From the answers, it was found that one student (2.2%) chose
to disagree, two students (4.4%) chose neutral, and a total of 42 students (93.4%)
agreed that cooperative learning could make them participate in problem-solving.
Kagan (2013) said that a positive interdependence element of cooperative learning
helps the students to keep the same side and contribute equally. Thus, the students
will have the same motivation or purpose to work together, support each other and
help their partners understand how to learn and solve the problems in their group.
This is illustrated in Figure 5.
Figure 5. Problem-Solving that Participants were Involved in
5
Making the Teaching-Learning Process More Interesting
Question number six, The lessons become more interesting with

cooperative learning, showed one student (2.2%) chose strongly disagree, a total
of 32 students (71.1%) agreed, and 12 students (26.7%) opted neutrally that
cooperative learning made the lesson more attractive. Cooperative learning can
make the lesson become more interesting because it allows students to participate
fully in the class in a more active and interactive way instead of simply listening
to the teacher’s explanations and reading a textbook. It is supported by Johnson,
Johnson, and Houlbec (1998). They stated that there were three types of
cooperative learning. They were a formal, informal, and cooperative base group.
In the informal type, there are Think-Pair-Share, Jigsaw, and peer instructions that
can engage students to be more active in the class. Moreover, cooperative learning
activity should be in accordance with the five elements previously mentioned in
the literature review to apply the cooperative learning method successfully in the
class. This is illustrated in Figure 6.
Figure 6. Interesting Lesson
Helping the Students Understand the Materials Easily
For question number seven, Cooperative learning helps me to understand

the material easily found that 31 students (68.9%) agreed, three students disagreed
(6.7%), and 11 students (24.4%) chose neutrally that cooperative learning could
help them understand the material easily. It was because, according to Johnson
and Johnson (1999), there was face-to-face promotive interaction. It required the
students to support each other’s success by assisting, helping, and boosting each
other’s attempts to learn. Thus, when there were students who had difficulties
understanding the material, the students would help each other. This is illustrated
in Figure 7.
6
Figure 7. Understanding the material
Helping the Students to Share Knowledge through Teamwork
Question eight, Cooperative learning helps me acquire knowledge through

working in a team, shows that 39 students (86.7%) agreed, and six students
(13.3%) opted neutrally that through cooperative learning, the participants can
share knowledge through teamwork. The basis of cooperative learning is working
in a team. According to Johnson and Johnson (1999), a face-to-face promotive
interaction element facilitated the students to keep working together to accomplish
their learning goals. This is illustrated in Figure 8.
Figure 8. Share Knowledge
Developing Students’ Leadership Skills
Question nine was Cooperative learning trains me how to be a good

leader. It was found that a total of 41 students (91.1%) agreed, and four students
(8.9%) chose neutrally that cooperative learning can develop their leadership
skills. It was because there was a social skill element in this method. According to
Webb (2008), the Social skill element deals with social interaction that consists of
several essential factors such as leadership, trust building, communication, and
decision-making. This is illustrated in Figure 9.
7
Figure 9. Leadership skill
Training Students about Teamwork
The last question, Cooperative learning trains me how to be a good group

member showed that 44 students (97.7%) agreed, and one student (2.2%) chose
neutrally that cooperative learning can train them in teamwork. According to
Johnson and Johnson (2001), cooperative learning was a successful teaching
approach where students from different backgrounds and levels of ability worked
together in a small group and used various learning activities to enhance their
understanding of a subject. Thus, each group member can learn from each other
while working with group members with different backgrounds. This is illustrated
in Figure 10.
Figure 10. Teamwork
Positive Opinions
Feeling Happy
In this research, the researcher has found that the cooperative learning
method can create a sense of happiness and convenience among the students
8
working in a group to gain the group’s goals. From the open-ended question and
interview, it was found that there were 28 (62.2%) students felt happy with
cooperative learning. In cooperative learning, happy feelings can arise from
students’ ability to work collaboratively with their group. Thus, the students can
feel connected and have a positive relationship with their group members. They
were more likely to feel happy and engaged during the learning process. It was
supported by Johnson and Johnson (1999)’s statement that cooperative learning
can promote positive interdependence, increasing students’ feelings of happiness
and well-being. Positive interdependence was one of the elements of cooperative
learning mentioned in the literature review that talked about each value of group
members. Moreover, according to Li and Huang (2017), students who participated
in cooperative learning reported having higher levels of happiness and life
satisfaction than those who did not. Following this, there were several answers
from the students below.
Excerpt 1:
“I feel happy because cooperative learning helps

students understand the meaning of group work and
the various characteristics of members in a group,
although not as a whole. So that individuals can take
the right attitude in carrying out programs that are
carried out together.” (Saya merasa senang, karena
Pembelajaran kooperatif membantu siswa dalam
memahami arti kerja kelompok, dan macam macam
sifat member dalam suatu kelompok walaupun tidak
secara keseluruhan. Sehingga individu dapat
mengambil sikap yang tepat dalam melaksanakan
program yang dilakukan secara bersama sama.)
(Student 29, Questionnaire, 14 November 2022)
Excerpt 2:
“I feel happy because in my opinion cooperative

learning tends to be more exciting because there is a
social interaction that tends to be more frequent and a
lot between group members/friends.” (Saya merasa
senang, karena menurut saya pembelajaran dengan
metode kooperatif cenderung lebih seru karena
adanya interaksi sosial yang cenderung lebih sering
dan banyak antar anggota kelompok/teman.) (Student
33, Questionnaire, 14 November 2022)
Excerpt 3:
9
“What I feel is happy, I can share answers with

friends, get closer between myself and grub
colleagues, learn to accept other people's opinions,
and also have tolerance for the grub that I have.”
(Yang saya rasakan adalah senang, saya bisa berbagi
jawaban kepada teman, memperdekat antara saya dan
rekan grub, belajar menerima pendapat orang lain
dan juga memiliki tenggang rasa terhadap grub yng
saya miliki.) (Student 45, Questionnaire, 14
November 2022)
Based on the student’s answers above, it can be concluded that the happy feeling
in cooperative learning was likely the result of a combination of reasons,
including collaboration, active participation, interaction, good relationship, and
communication. According to Ryan and Deci (2000), students who participated in
cooperative learning tend to have more positive emotions such as enjoyment,
interest, and excitement. Thus, the cooperative learning method can create a
positive learning and engaging learning environment that can contribute to happy
feelings and convenience among the students.
Developing teamwork skills
The researcher also found that cooperative learning can develop students’
teamwork skills. From the open-ended questionnaire, 26 students (57.7%) thought
cooperative learning could develop their teamwork skills. By participating in a
group, students can practice and develop teamwork skills such as communication,
collaboration, taking on responsibility, and problem-solving collaboratively.
According to Johnson, Johnson, and Smith (2014), "Cooperative learning has
been found to be an effective way of developing teamwork skills among students.
Through collaborative activities, students learn to communicate effectively,
resolve conflicts, share responsibilities, and work towards common goals, all of
which are important aspects of effective teamwork". Below were several answers
from the students that cooperative learning can develop students’ teamwork skills.
Excerpt 4:
“I think cooperative learning teaches me to

understand better how to work in groups. Taught me
how to deal with differences of opinion in a group.”
(Pembelajaran kooperatif mengajarkan saya untuk

lebih mengerti cara bekerja dalam kelompok.
Mengajarkan saya untuk bagaimana menyikapi
perbedaan pendapat di dalam suatu kelompok.)
10
Excerpt 5:
“In my opinion, cooperative learning helps students

understand the meaning of group work and the
various characteristics of members in a group,
although not as a whole. So that individuals can take
the right attitude in carrying out programs that are
carried out together.”
(Menurut saya, pembelajaran kooperatif membantu

siswa dalam memahami arti kerja kelompok, dan
macam macam sifat member dalam suatu kelompok
walaupun tidak secara keseluruhan. Sehingga individu
dapat mengambil sikap yang tepat dalam
melaksanakan program yang dilakukan secara
bersama sama.)
Excerpt 6:
“In my opinion, cooperative learning helps students

understand the material because it will be easier to
understand the material by studying it with peers
(classmates). Cooperative learning also helps to
lighten the task borne by group members. By working
together, it will be easier.”
(Pembelajaran kooperatif membantu siswa dalam

memahami materi karena akan lebih mudah
memahami materi dengan mempelajari nya bersama
teman sebaya (teman kelas). Pembelajaraan
kooperatif juga membantu meringankan tugas yang
ditanggung oleh anggota kelompok, dengan
dikerjakan bersama sama akan lebih mudah.)
11
Based on the student's answers above, it can be concluded that through the
cooperative learning method, the students have valuable opportunities to develop
teamwork skills because this method requires them to work together,
communicate effectively, have a responsibility, and solve problems
collaboratively. According to Johnson and Johnson (1999), when this method can
be done successfully by promoting five elements of cooperative learning, it will
be possible that these elements can create an environment where the students are
motivated to work together, help each other and communicate effectively in order
to achieve their goals. Thus, this method can enhance teamwork skills that are
useful in various contexts such as in the classroom, workplace, etc.
Negative Opinion
Uncooperative Teammates
Apart from the positive opinions above, the researcher also found negative
opinions from the students. Previously, the cooperative learning method has been
mentioned that this method encourages students to work in a group. But, in fact,
based on the finding, it was found that when the students worked in a group, some
students didn’t participate fully and burdened others. Johnson and Johnson (2009)
said, "Despite its many benefits, cooperative learning is not without its challenges.
One potential weakness is the possibility of social loafing, where some group
members may contribute less than others or even disengage altogether, relying on
the efforts of others to complete the task. Additionally, some students may not
thrive in a cooperative learning environment due to individual differences in
learning styles or preferences for working independently." Following this, there
were answers from the students below that argue about uncooperative teammates
in the cooperative learning method.
Excerpt 7:
“My response regarding cooperative learning in class

is, I am against this learning method, because in its
implementation sometimes it doesn't go as expected.
As we know, what is expected from cooperative
learning is to form the character of students who are
disciplined and able to work in teams. However, what
is found in reality is that there are actually some
children who just sit idly by waiting for the results, do
not contribute to the team, and just ride on their
names in the team. Of course, this is very
contradictory to the goals of cooperative learning
itself. So, the conclusion is that I am more against
cooperative learning.” (Tanggapan saya mengenai
pembelajaran kooperatif di kelas adalah, saya kontra
terhadap metode pembelajaran tersebut, karena dalam
12
implementasinya terkadang tidak berjalan sesuai yang

diharapkan. Seperti yang kita ketahui, yang
diharapkan dari kooperatif learning adalah untuk
membentuk karakter siswa yang disiplin dan mampu
bekerja dalam tim. Namun, yang ditemukan dalam
realita adalah justru terdapat beberapa anak yang
hanya berpangku tangan menunggu hasil, tidak
berkontribusi untuk tim, dan hanya menumpang nama
dalam tim. Tentunya hal tersebut sangat kontradiktif
dengan tujuan dari kooperatif learning sendiri. Jadi,
kesimpulannya adalah saya lebih condong kontra
terhadap kooperatif learning.) (Student F, Interview,
21 November 2022)
Excerpt 8:
“I think, in my experience when using the cooperative

learning method is not pleasant. Because I personally
prefer to work alone to achieve the goals of my work.
Often when I'm involved in group projects, I find
friends who are indifferent to tasks in the team. On
the one hand, I feel capable of doing the task myself,
but on the other hand, I feel that I am too much of a
'main player' in the group project, which is not a good
thing if it is too much, considering that the task is a
group project. to do together and not alone.” Menurut
saya, pengalaman saya saat menggunakan metode
kooperatif learning adalah kurang menyenangkan.
Karena saya pribadi yang lebih suka bekerja sendiri
untuk mencapai tujuan dari pekerjaan saya. Seringkali
saat saya terlibat dalam project kelompok, saya
menemukan teman-teman yang bersikap acuh tak
acuh terhadap tugas dalam tim. Di satu sisi, saya
merasa mampu untuk mengerjakan tugas itu sendiri,
namun di sisi lainnya saya merasa bahwa saya terlalu
menjadi 'pemeran utama' dalam project kelompok
tersebut, yang mana hal tersebut bukanlah hal yang
baik apabila berlebihan, mengingat bahwa tugas
tersebut adalah project kelompok yang harus
dikerjakan bersama-sama dan bukan sendiri.) (Student
F, Interview, 21 November 2022)
Excerpt 9:
13
“I think this learning model is suitable for students

who like to interact. However, because I'm not that
good, I'm not comfortable with this learning model.
(Menurut saya model pembelajaran ini cocok untuk
siswa yang senang berinteraksi. Namun, karena saya
tidak begitu jadi saya kurang nyaman dengan model
pembelajaran ini.) (Student 11, Questionnaire, 8
November 2022)
From the student’s answers above, it can be concluded that the cooperative
learning method also has its weaknesses, potentially for uncooperative teammates
or unequal participation among the group members. According to Johnson and
Johnson (1999), it can be tough to ensure that all group members equally
participate in the task. Several students may rely on others to do the work. So,
cooperative learning can potentially become an effective teaching method, but
uncooperative teammates can reduce its effectiveness.
Neutral Opinion
Despite the positive and negative opinions above, the researcher also
found neutral opinions on the cooperative learning method. This method has been
a topic of debate among educators and scholars. Some believe that this method is
a beneficial method to implement in the classroom for improving students’
academic accomplishment and social skills, while others argue that this method
has many limitations. According to Johnson, Johnson, and Stanne (2000),
cooperative learning undoubtedly has many advantages, including enhanced
academic performance and social skills, but it is not a universal solution for all
classrooms or circumstances. While some students might do well in group
projects, others might find it difficult to contribute or become a burden to their
classmates. Moreover, some tasks or projects may be better suited to be done
individually. The cooperative learning method relies on thoughtful preparation
and application, as well as constant evaluation and modification to be successful
in the classroom. Thus, in this part, the researcher will show neutral opinions on
cooperative learning from students’ perceptions that acknowledge both its benefits
and limitations. Following this, below were several students that answered
neutrally on the cooperative learning method.
Excerpt 10:
“For me, I think cooperative learning is a fun activity

to do. But there are a lot of things to evaluate from
cooperative learning. Such as equality in the
distribution of group members so there is no group in
a group of students and absorption of the material
14
presented in the presentation.” (Student 17,

Questionnaire, 8 November 2022)
(Bagi saya, pembelajaran kooperatif merupakan
kegiatan yang menyenangkan untuk dilakukan.
Namun banyak hal yang perlu dievaluasi dari
pembelajaran kooperatif. Seperti persamaan dalam
pembagian anggota kelompok sehingga tidak ada
kelompok dalam satu kelompok siswa dan
penyerapan materi yang disampaikan dalam
presentasi.)
Excerpt 11:
“I feel happy because I can interact with group mates

and get to know more about the characters and what
they feel. But sometimes, there are times when the
group I get doesn't match expectations, so my mood
to do the work becomes bad, and the work produced
doesn't match expectations.”
(Saya merasa senang, karena bisa berinteraksi dengan
teman kelompok, dan mengenal lebih dalam tentang
karakter dan apa yang mereka rasakan. Namun
terkadang, ada kalanya ketika kelompok yang saya
dapatkan tidak sesuai dengan harapan, sehingga mood
saya untuk mengerjakan pekerjaan tersebut menjadi
buruk, dan pekerjaan yang dihasilkan tidak sesuai
ekspektasi.) (Student 33, Questionnaire, 14 November
2022)
Excerpt 12:
“I think cooperative learning or group work can run

smoothly if I get group mates who want to work
together and can be hampered if you get group mates
who don't want to work together.
(Menurut saya pembelajaran kooperatif atau kerja

kelompok dapat berjalan lancar jika mendapat teman
kelompok yang mau berusaha bersama dan dapat
terhambat jika mendapat teman kelompok yang tidak
mau bekerja bersama.) (Student 35, Questionnaire, 14
November 2022)
15
Based on the student's answers above, it can be concluded that cooperative

learning has many advantages above, but it may not be the best fit for every
student or every subject. Some students still consider the group distribution in this
method. According to Hattie (2015), despite the fact that the cooperative learning
method can be an effective method in the class, this method is not a one-size-fits-
all approach that should be used in the classroom. The teacher needs to consider
whether this method is appropriate or not for the needs of the students and the
lesson’s learning objectives. Finally, the objective of this method should facilitate
all students' balanced and successful learning experiences.
Teachers’ Perceptions on the Cooperative Learning Method
Previously, the researcher has explored both strengths and limitations of

the cooperative learning method from the students' answers above. In this part, the
researcher will show teachers' perceptions of this method to know their opinions
when implemented in the class.
Positive Opinions
Enhancing knowledge when working in a group
In this research, the researcher also found out from the teachers’
perspective that cooperative learning can enhance students' knowledge when
working in a group. It is supported by Johnson, Johnson, and Smith (2007) that
“cooperative learning enhances students' knowledge acquisition and retention,
critical thinking skills, motivation, and positive attitudes toward learning”. Here
were the opinions of the teachers on the cooperative learning method.
Excerpt 13:
“I think cooperative learning is effective because they

(students) can work faster, can complete their
assignments faster. Likewise, for projects. So if they
have to do it individually, they need a long time
because English in high school is only two hours of
lessons. If they have to work individually, it will take
a long time. So by working in cooperative learning,
children can deepen the material more than by doing
assignments together. Maybe the idea of each group is
different. Maybe they, this clever guy, this smart b,
this smart c, so maybe their task will be completed
faster.”
(Menurut saya pembelajaran kooperati efektif karena

mereka bisa bekerja lebih cepat, bisa menyelesaikan
tugas mereka lebih cepat. begitu juga untuk di
16
project.Jadi kalo mereka harus mengerjakan sendiri-

sendiri mereka butuh waktu yang lama karena bahasa
inggris di SMA itu hanya dua jam pelajaran. Kalo
mereka harus kerja sendiri-sendiri, waktu nya
lama.Jadi dengan bekerja kooperatif learning ini,
anak-anak bisa lebih memperdalam materi dari
mengerjakan tugas bersama. mungkin ide dari masing
masing kelompok itu berbeda beda. Mungkin mereka,
Si a dia pandai ini , si b pandai ini, si c pandai ini,
sehingga mungkin tugas mereka akan lebih cepat
selesai.) (Teacher 1, Interview, 17 November 2022)
Excerpt 14:
“There is a significant difference when using

cooperative learning. It can be seen too. Because
sometimes, children who are shy they want to ask
their friends more than the teacher so they understand
the material better by asking their friends, and maybe
if after we group them, those who can't afford it can
be seen. Oh, this child is not active in that group, Oh,
that child is engaged in that group, Oh, this child
usually doesn't want to ask me questions, but he asks
his friends, even though he whispers like that. They
want to ask.”
(Ada perbedaan secara signifikan ketika

menggunakan pembelajran kooperatif. Itu bisa dilihat
juga. Karena kadang anak yang pemalu mereka lebih
mau tanya kepada teman nya daripada guru nya jadi
mereka jadi lebih memahami materi dengan bertanya
ke teman nya dan mungkin kalau setelah kita
kelompokan itu kan mereka yang tidak mampu kan
bisa terlihat . Oh anak ini tidak aktif di kelompok itu,
Oh anak itu aktif di kelompok itu, Oh anak ini
biasanya ndak mau tanya sama saya tapi dia tanya
sama teman nya walaupun bisik-bisik gitu. Mereka
mau bertanya.) (Teacher 1, Interview, 17 November
2022)
Excerpt 15:
17
“In my opinion, there is a significant difference when

using cooperative learning. If I see, children are
sometimes exposed to certain materials, it is easier to
grasp or understand when they are talking or studying
with friends, yes, because in one group I gave them
one who is already more likely to master the material
that I provide so that he can help his friends. So from
there, the children who may be with me could not
understand maybe in terms of language, they could
understand better when their friends helped them to
learn it.”
(Menurut saya, ada perbedaan signifikan ketika

menggunakan pembelajran kooperatif kalau saya
lihat, anak-anak itu kadang-kadang di materi-materi
tertentu, itu lebih mudah menangkap atau memahami
ketika mereka berbicara atau belajar bersama dengan
teman yang tadi ya karena di satu kelompok saya beri
satu yang sudah lebih mungkin lebih menguasai
materi yang saya berikan itu sehingga dia bisa
membantu teman nya. Nah dari situ itu, anak-anak
yang tadinya mungkin dengan saya kurang bisa
memahami mungkin dari segi bahasa, mereka lebih
bisa memahami ketika teman nya itu membantu
mereka untuk mempelajari itu.) (Teacher 2,
Interview, 17 November 2022)
Based on the students’ answers above, it could be concluded that when teachers
applied the cooperative learning method in the class, it could potentially enhance
students’ knowledge of the material. According to the teachers’ answer above,
through group work, the students will ask their friends when they were shy to ask
their teacher. Moreover, Johnson, Johnson and Stanne (2014) said that the
cooperative learning method had been shown in a growing body of research to be
a successful pedagogical strategy for improving students’ knowledge, critical
thinking abilities, and learning motivation. Finally, this method can still be
categorized as an effective way to be applied in the class by the teachers.
Negative Opinion
Uncooperative Teammates
Besides the positive opinions of the cooperative learning method, the

researcher also found negative opinions from teachers’ perspectives. This was
almost the same as the students' opinions that were explained previously. The
18
teachers faced difficulties when grouping the students. According to Johnson and
Johnson (1999), it can be tough to ensure all group members equally participate in
the task. Several students may rely on others to do the work. Below were answers
from teachers about uncooperative teammates in cooperative learning.
Excerpt 16:
“Sometimes the weakness of cooperative learning,

there are children he doesn't want, sometimes there
are also children who complete all the group's tasks,
there are children who he doesn't work at all, only
burden his friends, there are also those who each have
assignments. there are also different ones. so varied.
The downside is that maybe if they... when they do it
they have to be strict because otherwise, they are
more likely to talk. perhaps they talk about something
else they don't discuss they do.” (Teacher 1,
(Kadang kelemahan nya di cooperative learning itu,

ada anak yang dia tidak mau kadang ada juga anak
yang dia menyelesaikan semua tugas kelompok itu,
ada anak yang dia tidak bekerja sama sekali cuma
membebankan pekerjaanya sama teman nya ada juga
yang masing-masing itu memiliki tugas tugas yang
berbeda beda itu juga ada. jadi variatif.
Kelemahannya itu selain itu mungkin, kalau mereka..
waktu mereka mengerjakan itu harus dibuat ketat
karena kalau tidak mereka lebih cenderung ngobrol.
bisa jadi mereka ngobrol yang lain yang bukan
mereka diskusikan mereka kerjakan.)
Excerpt 17:
“The weakness of cooperative learning is that when

there are children who like to work individually and
there are also children who do not work, they are just
lazy. There was in one class where I, at that time used
the cooperative learning model like that, there were
children who refused to group me in group A "..don't
want it, Ma'am." Then I asked, "Why don't you want
to?" The student then answered, "The friends don't
want to work." So, that's it. It became one group
19
because those who are less intelligent rely on those

who are smart so they don't want to work. But it can
be reduced if the teacher monitors things like that,
things like that can be overcome.” (Teacher 1,
(Kelemahan nya ya itu ketika ada anak yang suka

bekerja individu dan ada juga anak yang tidak
bekerja, hanya bermalas-malasan. Ada di satu kelas
yang saya, ketika itu menggunakan model kooperatif
learning begitu itu, ada yang anak itu menolak saya
kelompokan di kelompok A begitu "ndak mau bu"
"kenapa ndak mau" "teman- teman itu ndak mau
bekerja" nah begitu itu. Itu jadi Itu jadi satu
kelompok itu mungkin karena yang kurang pandai ini
mengandalkan yang pandai sehingga dia tidak mau
bekerja. Tapi itu bisa, kalau guru memantau akan bisa
diatasi hal hal seperti itu)
From the teachers’ answers above, it can be concluded that the teachers also argue
the same opinions as the students. It was more likely that the students had their
own learning styles and just only left a burden to the others. It was supported by
Arribas and Zorrilla (2020) said that students who were used to learn individually
felt less comfortable in cooperative learning activities. In addition, the students
may have different learning styles and may prefer to work independently. Thus,
uncooperative teammates still became a problem when implementing the
cooperative learning method in the class.
Conclusion
This research concludes by answering the following research questions

“What are the students’ perceptions toward cooperative learning in Senior High
School English class?” and “What are the teachers’ perceptions toward
cooperative learning in Senior High School English class?”. This research tried to
find out students’ and teachers' perceptions of the cooperative learning method.
The researcher got the findings from collecting the data through questionnaires
and conducting interviews. The findings showed that students and teachers have
different perceptions on this method. The differences arised from positive
opinions from each of them. Students said that cooperative learning method could
made them felt happy and developed their teamwork skills. Then, teachers said
that through cooperative learning could enhanced students’ knowledge skills.
However, both students and teachers said same ideas about uncooperative
teammates in the cooperative learning metod.
20
The results of the study showed that the cooperative learning method
could be a potentially effective method to be implemented in the class. This
method encouraged the students to work in a group. By working in a group, the
students were able to share information and exchange ideas with each other. Thus,
this can lead to the development of students’ communication skills and create
good relationships with their friends. Not only that, but cooperative learning also
engaged the students to be more active in class. While the students worked
together in a group, they could learn how to make decisions and solve problems
together with their group members. This will develop students' teamwork and
leadership skills. This method is also seen as an exciting method to be applied in
the class instead of simply listening to the teacher’s explanation. This was because
this method promoted the students to participate fully in the lesson in an
interactive way. In addition, when the students worked in a group, it potentially
made the students understand the materials easily and could exchange knowledge
with each other.
Based on the findings, the students were happy with this method because
most of the students were seen to be happy when learning and working with their
friends in the class rather than learning individually. Then this method also
increased students’ teamwork skills because it encouraged them to work in a team,
which made the students learn from each other from their group members with
different backgrounds.
From the teachers’ perceptions, this method significantly made the

students understand the material when working in a group. Johnson, Johnson and
Stanne (2014) said that the cooperative learning method had been shown in a
growing body of research to be a successful pedagogical strategy for improving
students’ knowledge, critical thinking abilities, and learning motivation. Thus, the
cooperative learning method can be considered an effective method to be applied
by the teacher in the class.
However, apart from the strengths of cooperative learning that students

and teachers said previously. This method also has weaknesses. Based on the
findings, both students and teachers said that the biggest problem with this
method was uncooperative teammates. From the teachers' perceptions, it was
difficult to manage groups effectively and ensure that each group member could
participate equally. From the students' perceptions, most of students said that it
made this method less effective when they got a friend who didn’t participate
fully in a group and just only left a burden on the group. While cooperative
learning has benefits, it may not fit every student or learning situation best.
Teachers also need to pay attention to the needs and abilities of their students in
order to make the cooperative learning environment become effective and
comfortable for the students in the class.
This study has some limitations. The first limitation is the participants.
This study only had 47 participants consisting of 45 students and two teachers.
The age of the students ranged from 16-18 years old. Thus, the results of the
findings cannot be generalized to the other age groups. It is suggested that future
21
researchers have various participants so that the data can be more varied and they
can investigate the cooperative learning method more profoundly.
Then, this study was also limited in methodology. This study just only
used questionnaires and semi-structured interviews to collect the data. It would be
better for future researchers to use more methods to make the data more accurate.
For example, the future researcher can use the observation method to observe
cooperative learning classes and compare them with other classes that use the
traditional method. Finally, additional explanations about the cooperative
learning method in senior high school classes can be elaborated more. This means
there is a lack of sufficient information or understanding about this particular
teaching method. Thus, there is a need for additional research or explanations
about the cooperative learning method.
References
Arribas-Galarraga, N., & Zorrilla-Ramírez, B. (2020). Cooperative Learning in

Higher Education: The Influence of Individual Learning Styles.
International Journal of Environmental Research and Public Health,
17(22), 8487. https://doi.org/10.3390/ijerph17228487
Chang, S. C. (2011). A contrastive study of grammar translation method and

communicative approach in teaching English grammar. ELT, 4(2), 13-24.
Gillies, R. (2014). Cooperative learning: Developments in research. International

Journal of Educational Psychology, 3(2), 125-140.
Hattie, J. (2015). The applicability of visible learning to higher education.

Scholarship of Teaching and Learning in Psychology, 1(1), 79-91.
Johnson, D. W., & Johnson, F. (2009). Joining together: Group theory and group
skills (10th ed.). Boston, MA: Allyn & Bacon.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work.

Theory into Practice, 38(2), 67-73.
https://doi.org/10.1080/00405849909543834
Johnson, D. W., & Johnson, R. T. (2001). Cooperative learning in English class of

Chinese junior high school. Creative Education, 6(3), 371-379.
https://doi.org/10.4236/ce.2015.63038
Johnson, D. W., Johnson, R. T., & Holubec, E. (1998). Cooperation in the

classroom. Allyn and Bacon.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2007). The state of cooperative
learning in postsecondary and professional settings. Educational
Psychology Review, 19(1), 15-29. https://doi.org/10.1007/s10648-006-
9029-0
22
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning:

Improving university instruction by basing practice on validated theory.
Journal on Excellence in College Teaching, 25(3&4), 85-118.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning

methods: A meta-analysis [Exhibit B]. Retrieved from
http://www.tablelearning.com/uploads/File/EXHIBIT_B.pdf
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2014). Cooperative learning

methods: A meta-analysis. Retrieved from
https://www.researchgate.net/publication/271808748_Cooperative_Learni
ng_Methods_A_Meta-Analysis
Kagan, S. (2013). Kagan Cooperative Learning Structures. Kagan Publishing.

Retrieved from http://www.KaganOnline.com
Li, J., & Huang, L. (2017). The Effect of Cooperative Learning on Students’
Happiness and Life Satisfaction. Journal of Happiness Studies, 18(5),
1425–1438. https://doi.org/10.1007/s10902-016-9777-0
Li, M. P., & Lam, B. H. (2005). Cooperative Learning. The Hong Kong Institute
of Education. Retrieved from http://www.ied.edu.hk/aclass/
Macpherson, A. (2015). Cooperative learning group activities for college courses:

a guide for instructors. Retrieved May 26, 2013, from
http://www.kwantlen.ca/academicgrowth/resources/CoopLearningActiviti
es.do
Rerung, M. K. T. (2017). Reflecting Translanguaging in Classroom Practices: A

Case Study. Journal of English Language and Culture, 7(1), 17-22.
http://dx.doi.org/10.30813/jelc.v7i1.1019
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic
definitions and new directions. Contemporary Educational Psychology,
25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
23

ELTR Journal Article - Alfin

Uploaded by

Copyright:

Available Formats

ELTR Journal Article - Alfin

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ELTR Journal Article - Alfin

Uploaded by

Copyright:

Available Formats

ELTR Journal, e-ISSN 2579-8235, Vol. 7, No. 1, April 2023, pp.

English Language Teaching and Research Journal

COOPERATIVE LEARNING METHOD IN SENIOR HIGH

student-centered learning, such as cooperative learning, the students will be

Findings and Discussion

This section showed the findings from a close-ended questionnaire that

Figure 1. Information Sharing

Creating a Good Relationship among Group Members

The second question is Cooperative learning creates a good relationship

Figure 2. Good Relationship

Engaging Students in Active Participation in the Class

In question number three, I feel actively involved in all activities through

Figure 3. Active Participation

Enabling Participants to Make Decisions

As for question number four, Cooperative learning enables me to

Figure 4. Make Decisions

Enabling Participants to Solve Problems

Question number five, Cooperative learning enables me to participate in

Figure 5. Problem-Solving that Participants were Involved in

Making the Teaching-Learning Process More Interesting

Question number six, The lessons become more interesting with

Figure 6. Interesting Lesson

Helping the Students Understand the Materials Easily

For question number seven, Cooperative learning helps me to understand

Figure 7. Understanding the material

Helping the Students to Share Knowledge through Teamwork

Question eight, Cooperative learning helps me acquire knowledge through

Figure 8. Share Knowledge

Developing Students’ Leadership Skills

Question nine was Cooperative learning trains me how to be a good

Figure 9. Leadership skill

Training Students about Teamwork

The last question, Cooperative learning trains me how to be a good group

Figure 10. Teamwork

“I feel happy because cooperative learning helps

“I feel happy because in my opinion cooperative

“What I feel is happy, I can share answers with

Developing teamwork skills

“I think cooperative learning teaches me to

(Pembelajaran kooperatif mengajarkan saya untuk

(Student 4, Questionnaire, 8 November 2022)

“In my opinion, cooperative learning helps students

(Menurut saya, pembelajaran kooperatif membantu

(Student 29, Questionnaire, 14 November 2022)

“In my opinion, cooperative learning helps students

(Pembelajaran kooperatif membantu siswa dalam

(Student 39, Questionnaire, 14 November 2022)

“My response regarding cooperative learning in class

implementasinya terkadang tidak berjalan sesuai yang

“I think, in my experience when using the cooperative

“I think this learning model is suitable for students

“For me, I think cooperative learning is a fun activity

presented in the presentation.” (Student 17,

“I feel happy because I can interact with group mates

“I think cooperative learning or group work can run

(Menurut saya pembelajaran kooperatif atau kerja

Based on the student's answers above, it can be concluded that cooperative

Teachers’ Perceptions on the Cooperative Learning Method

Previously, the researcher has explored both strengths and limitations of