EFFORTS TO IMPROVE LANGUAGE LEARNING OUTCOMES THROUGH COOPERATIVE LEARNING IN CLASS XI STUDENTS OF MA NURUL CHOLIL 2 GALIS
DOI:
https://doi.org/10.31851/esteem.v8i2.18897Keywords:
Cooperative Learning, Learning Outcomes, Language LessonsAbstract
This study investigates efforts to enhance language learning outcomes among Class XI students of MA Nurul Cholil 2 Galis through the application of cooperative learning strategies. Implemented as Classroom Action Research (CAR), the study was conducted over two cycles, each comprising two sessions. Data collection tools included observation sheets for both teacher and student activities, interviews, field notes, and documentation. Initial findings revealed limited student engagement and low achievement levels due to the predominant use of lecture-based instruction, which led to boredom and passive participation. However, the introduction of cooperative learning methods fostered a more interactive environment, encouraging students to work collaboratively in solving problems. This shift significantly improved both participation and academic performance. The percentage of students achieving the minimum learning criteria rose from 68% in the first cycle to 82% in the second. The results indicate that cooperative learning not only promotes student involvement but also effectively supports improved learning outcomes in language instruction.
References
Anwer, M., Tatlah, I. A., & Butt, I. H. (2019). Effect of cooperative learning on students’ achievement in english tenses. PJE : Pakistan Journal of Education, 35(2), 103–108. https://doi.org/https://doi.org/10.30971/pje.v35i2.1017
Bakhmat, N., Romanova, I., Oronovska, L., Rudenko, O., & Mogyl, O. (2023). Ukrainian education for peace and security 2023: Technological convergence, artificial intelligence. Multidisciplinary Reviews, 6(2023). https://doi.org/10.31893/multirev.2023spe016
Brown, G., & Yule, G. (2017). Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge University Press.
Chen, C.-M., Wang, J.-Y., & Zhao, R.-H. (2022). An effective method for incentivizing groups implemented in a collaborative problem-based learning system to enhance positive peer interaction and learning performance. Interactive Learning Environments, 30(3), 435–454. https://doi.org/https://doi.org/10.1080/10494820.2019.1663435
Darmawan, G., & Pujiastuti, H. (2023). Efektivitas model pembelajaran kolaboratif dalam meningkatkan hasil belajar matematika siswa sekolah menengah atas. Lentera: Multidisciplinary Studies, 1(4), 244–248.
Dash, B. B. (2022). Digital tools for teaching and learning English language in 21st Century. International Journal of English and Studies, 4(2), 8–13. https://doi.org/10.47311/IJOES.2022.4202
Ehsan, N., Vida, S., & Mehdi, N. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. In Journal of language and education. cyberleninka.ru.
Fadilah, I. A., Jaya, A., & Uzer, Y. (2023). Visual representation and comprehension: the exploration of multimodal text to energize reading of the tenth grade students’ at state vocational high school 5 of palembang. Esteem Journal of English Education Study Programme, 6(1), 125–130. https://doi.org/10.31851/esteem.v6i1.10226
Insani, N. N., & Sapriya. (2020). The effectiveness of gallery walk cooperative learning to enhance students’ intellectual skill. 2nd Annual Civic Education Conference (ACEC 2019), 418, 209–213. https://doi.org/10.2991/assehr.k.200320.041
Jacobs, G. M., & Goh, C. C. M. (2017). Cooperative Learning in the Language Classroom. Springer.
John-Steiner, V., & Mahn, H. (2020). Sociocultural Approaches to learning and development: a vygotskian framework. Educational Psycologist, 31(3–4), 191–206. https://doi.org/10.1080/00461520.1996.9653266
Khasanah, U., Miyono, N., Utami, R. E., & Rachmawati, Y. (2023). Pemanfaatan pojok baca dalam menumbuhkan minat baca siswa kelas II Sekolah Dasar. Jurnal Educatio Fkip Unma, 9(2), 703-708. https://doi.org/10.31949/educatio.v9i2.4813
Lesiana, N., Mulyadi, Aswadi Jaya, & Pratiwi, E. (2023). Classroom interaction in communicative language teaching of secondary school. Esteem Journal of English Education Study Programme, 7(1), 61–71. https://doi.org/10.31851/esteem.v7i1.12661
Love, H. R., & Horn, E. (2019). Definition, context, quality: current issues in research examining high-quality inclusive education. Sage Journals, 40(4). https://doi.org/https://doi.org/10.1177/0271121419846342
Neuman, W. L. (2019). Social research methods: qualitative and quantitative approaches. In Pearson (Seventh Ed). Pearson New International Edition. https://www.amazon.co.uk/Social-Research-Methods-Quantitative/dp/0205786839/ref=sr_1_5?s=books&ie=UTF8&qid=1461496914&sr=1-5&keywords=social+research+methods+qualitative+and+quantitative+approaches
Nobutoshi, M. (2023). Metacognition and reflective teaching: a synergistic approach to fostering critical thinking skills. Research and Advances in Education, 2(9), 1–14. https://doi.org/10.56397/rae.2023.09.01
Palah, S., Wasliman, I., Sauri, S., & Andriana Gaffar, M. (2022). Principal strategic management in improving the quality of education. International Journal of Educational Research & Social Sciences, 3(5), 2041–2051. https://doi.org/10.51601/ijersc.v3i5.497
Patton, M. . (2019). Qualitative Research & Evaluation Methods (3rd ed.). Sage Publications.
Richards, J. C., & Schmidt, R. W. (2017). Longman Dictionary of Language Teaching and Applied Linguistics (4th ed.). Routledge. https://doi.org/https://doi.org/10.4324/9781315833835
Sanjaya, D. B., Suartama, I. K., Suastika, I. N., & Sukadi. (2022). The effect of the conflict resolution learning model and portfolio assessment on the students learning outcomes of civic education. International Journal of Instruction, 15(1), 473–488. https://doi.org/10.29333/iji.2022.15127a
Saptiany, S. G., & Prabowo, B. A. (2024). Speaking proficiency among english specific purpose students: a literature review on assessment and pedagogical approaches. Literacy : International Scientific Journals of Social, Education, Humanities, 3(1), 36–48. https://doi.org/10.56910/literacy.v3i1.1392
Sari, D. M. M. (2020). Contextual redefinition : A Teaching strategy for enhancing beginner level of reading achievement. Journal of English Educational Study (JEES), 3(2), 110–118. https://doi.org/10.31932/jees.v3i2.720
Silalahi, A. E. C., Aryanti, F., & Futriani, N. L. (2024). Studi Literatur: Model Pembelajaran Kooperatif dalam Meningkatkan Kecerdasan Interpersonal Siswa Sekolah Dasar. Journal on Education, 6(4), 18495-18509.
Slavin, R. E. (2019). Cooperative Learning Theory. Nusa Media.
Southworth, J. (2022). Bridging critical thinking and transformative learning: the role of perspective-taking. Sage Journals, 20(1). https://doi.org/10.1177/14778785221090853
Sugiyono. (2021). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Pendidikan) (A. Nuryanto (ed.); Kedua). ALFABETA, CV.
Tisdell, E. J., Merriam, S. B., & Struckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Zhang, J., Wang, H., & Liu, Y. (2021). Effects of interactive video on second Language Listening. Language Learning and Tecnology, 25(2), 87–104.
Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting Speaking practice by social network-based interaction in artificial intelligence (ai)-assisted language learning. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15042872
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ika Lis Mariatun, Samiyah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
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 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.
