




































Putri Anggraeni, et al / Journal of English Language Teaching 6 (1) (2017) 

79 

 

 
ELT FORUM 10 (1) (2021) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

Group work activity to enhance students’ courage in delivering questions during 

online learning: A classroom action research 

Retnaningsih 

SMA Negeri 9 Semarang 

 

Article Info 
________________  
Article History: 

Received in 10 July 

2019  
Approved in 30 March 

2021 

Published in 31 March 

2021 

________________  
Keywords: Group 

Work; Delivering 

Question; Online 

Learning  
____________________ 

 

 

Abstract  
___________________________________________________________________ 

The objective of this study is to find out the effectiveness of group work strategy in 

maximizing the students’ courage in delivering questions during the online classes. In 

particular, this study will examine theories on learning, online learning, group work, and 
courage in delivering questions as part of character building. The approach to be applied in 

this research is quantitative methods. The research design implemented in this study is 

classroom action research for 36 students of Class XII IPS 1 at SMAN 9 Semarang. The 

technique of collecting data uses observation techniques, interviews, and documentation 

studies. The results show that Learning with the group work can increase the courage of 

students to ask questions up to more than 75% which shows the effectivity of the strategy 

and the teacher’s strategy in determining the persons involving in a group work plays a 

significant role in the success of group work and the motivation to deliver questions during 

the online classes. 

 
  

 © 2021 Universitas Negeri Semarang 

Correspondent Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 
SMA Negeri 9 Semarang  

Banyumanik, Semarang, 50267  

E-mail: retnaningsihsma9@gmail.com  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


Retnaningsih/ ELT Forum 10 (1) (2021) 

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INTRODUCTION 
One of the ways to improve education in Indonesia is by making changes and improvements in the 

learning process. It is necessary to make efforts to improve learning. The main objective of learning 

is that students can master the subject matter according to the set of objectives. To achieve this goal, 
an educator has to make efforts in preparing a lesson plan, and selecting the learning methods to 

the implementation of evaluation. But in reality, after learning activities are completed, there are 

still students who do not master the learning subjects or topics. 

In an effort to prevent the Covid-19 pandemic to spread wider, the government issued a 
policy for students to study at home. Starting March 16, 2020, schools conduct the teaching and 

learning online. Online learning is a learning system without face to face meeting between teachers 

and students but is carried out online using the internet network. Teachers must ensure teaching 
and learning activities continue, even though students are at home. Teachers are required to be able 

to do innovation and to design the learning media by utilizing online media. 

The success of teachers in conducting online learning in the Covid-19 pandemic situation 

is the ability of teachers to make some innovations in designing materials, learning methods, and 
what applications which are suitable with the materials and methods. Creativity is the key to success 

for a teacher to be able to motivate students to stay enthusiastic about learning online and not take 

the learning as a psychological burden. 
To increase students' courage to deliver questions on online teaching for English Class of 

class XII IPS1 at SMA N 9 Semarang, researchers formed group work. According to Suprijono 

(2011) stated that the advantages of group work include: enhancing student motivation to actively 

learn, creating a sense of togetherness and cooperation, instilling solidarity between friends in 
groups, and problem solving in doing assignments and projects. In addition to Suprijono (2011) 

said that the learning model of "group work" can increase enthusiasm and motivation to learn, 

especially for those who lack of ability and skills to deliver questions. Sutikno (2013), moreover, 
stated that group work may increase the students’ courage in delivering questions and at the same 

time as increasing courage, group work also able to increase learning outcomes. The main reason 

for this is that students who work in groups can get additional information from the group. Then, 

there will be an exchange of knowledge between group members, so that in solving a problem, the 
results can be more perfect when compared to independent work. Regarding to this, Piaget (in 

Slavin, 2011) emphasizes that children at a young age will judge a bad behavior as something that 

produces negative consequences or impacts even though the purpose of the action is good. 
According to Piaget, the second stage of morality is the stage of autonomous morality. Autonomous 

morality stage occurs in children over 6 years of age or in the middle and late childhood. By the 

ages of 10 to 12, children stop using and obeying the rules based on conscience. Thus, with this 

autonomous morality is also called the morality of cooperation. This morality arises when the 
child's social world begins to expand so that he has more peers in his environment. The interaction 

and cooperation with other children create new ideas for the child about the rules and because of 

that, their morality changes.  
Asking students to deliver questions in class requires the students’ courage, because 

without their courage, the activity of asking and answering questions in class will experience 

obstacles. The meaning of asking or delivering questions we define here is asking for information 

(explanation), asking to be told (about something), and asking for misunderstanding (Abdullah, 
2000). Thus, it can be interpreted that asking is an activity to carry out questions for obtaining 

information and to get a clearer answer to a matter that has not been understood or not yet 

understood. Pradoto (2001) in his research results said that the use of questioning techniques 
accompanied by worksheets and teaching aids in the teaching and learning process can improve 

learning outcomes. 

Courage to ask or delivering questions is a condition that exists in each individual which 

is indicated by the ability to show up with confidence and be able to overcome fear when asking for 
information and get clear answers to something that is not yet understood. In addition, asking 

questions in learning is seen as a teacher activity to encourage, guide and assess students' thinking 

abilities. 
There are several factors that make students reluctant or are afraid of asking or raising 

questions in the classroom during the teaching and learning process, including afraid of being 

considered stupid or being laughed at by friends; b) afraid of being asked to come forward to solve 

the questions or problem by the teacher; c) afraid of being asked to explain the material that has 



Retnaningsih/ ELT Forum 10 (1) (2021) 

81 

 

just been delivered by the teacher; d) afraid of considered unprepared as they were not reading the 

teaching materials or paying less attention to the teacher during lessons which make them less 

understand; e) afraid of expressing opinions because they are confused about how to convey them 
(cannot speak properly). 

Based on its functions, the objectives of teaching English subjects in the current curriculum 

include: (1) developing the ability to communicate in English both orally and in writing. These 

abilities include listening (listening), speaking (speaking), reading (reading), and writing (writing); 
(2) raising awareness of the nature and importance of English as a foreign language to become main 

language learning tool; (3) developing an understanding of the relationship between language and 

culture and expanding cultural horizons. Thus, students have cross-cultural insight and involve 
themselves in cultural diversity. 

Based on the researchers 'observations, the students' lack of courage to ask questions was 

caused by several factors, including, the number of students who are willing to ask questions were 

limited, if anyone was willing to ask questions, it was limited to students who were considered 
having higher abilities than other students, the limited number of students interested in asking 

questions were limited because they are ashamed to be considered not capable of mastering the 

lesson and the students' interest in reading textbooks is lacking, so that they do not master the 
learning material being discussed. 

Learning itself, in article 1 point 20 of Law No. 20 of 2003 concerning the National 

Education System is a process of interaction between students and educators, and learning 

resources in a learning environment. Meanwhile, according to Wingkel in Siregar and Nara (2010), 
learning is a set of actions designed to support the student learning process, by considering the 

extreme events that play a role in a series of internal events that occur and are experienced by 

students. To support this, learning according to Gagne in Siregar and Nara (2010) is instruction 
which is intended to promote education, an external situation needs to be arranged to activate, 

support and maintain the internal processing that constitutes each learning event. Meanwhile, 

according to Dimyati and Mudjiono (2009) learning is a process organized by the teacher to teach 

students how to learn, how to acquire and the process to obtain knowledge, skills, and attitudes. 
From the explanation above, it can be concluded that learning is a conscious effort made by 

educators, students and learning resources in the environment. Learning is an activity carried out 

by the teacher in such a way that student behavior changes for the better. Learning aims to help 
students gaining various experiences and with that experience, the behavior of students which 

includes knowledge, skills, and values or norms that function as controllers of students' attitudes 

and behavior increases, both in quantity and quality. 

With the covid-19 virus outbreak, the government obliges all schools to conduct online 
learning. The online learning system is a learning system without face-to-face learning between 

teachers and students but is done online using the internet network. Teachers must ensure learning 

activities continue, even though students are at home. Here, teachers are required to be able to 
design learning media as an innovation by utilizing online media. This is in accordance with the 

Minister of Education and Culture of the Republic of Indonesia’s Regulation Number 4 of 2020 

concerning Implementation of Education Policies in the Emergency of the Spread of Corona Virus 

Disease (COVID-19). 
Online learning is conducted through a personal computer (PC) or laptop connected to an 

internet network connection. Teachers can maximize learning at the same time using groups on 

social media such as WhatsApp (WA), telegram, Instagram, zoom applications or other media as 
learning media. Thus, the teacher can ensure students take part in learning at the same time, even 

in different places. In the online learning process, it is important to add educational messages to 

parents and students about the Covid-19 pandemic outbreak. Thus, the schools want to make sure 

that students find the online learning is doable and able to replace face to face learning. To 
overcome the risk during COVID-19 virus outbreak, the implementation of online learning is 

considered the best way, the program is right on target, and the learning outcomes are achieved. 

However, there is a lesson learned from the world of education in the midst of the Covid-
19 pandemic which says that face-to-face learning activities with teachers in a classroom have 

proven to be more effective than online. This was explained by an education expert of Universitas 

Brawijaya (UB), Aulia Luqman Aziz in accordance with National Education Day 2020. He 

mentioned, "Forever, the teaching profession will not be replaced by technology," said Luqman in 



Retnaningsih/ ELT Forum 10 (1) (2021) 

82 

 

his statement on UB's official website, Saturday (2/5/2020). According to him, full online learning 

has recently caused a lot of complaints from students and parents. 

  Furthermore, in accordance with learning, teachers are also obliged to take care of 
students’ character building. One of the way in supporting the students’ character building is to 

motivate students to engage in the process of teaching and learning and to think critically by the 

activity of delivering questions. Here, to refer to the activity of delivering questions, we label the 

activity as asking. Asking is an activity to get some information from someone you know or person 
in charge. The response given can be in the form of knowledge to matters which requires 

consideration. So, asking is an effective stimulus that encourages thinking skills. Questioning skills, 

for a student is a very important skill to master, because through these skills students can create a 
more meaningful learning atmosphere. Learning will become very boring, when the teacher 

explains the subject matter for hours without being punctuated by questions, either just provoking 

questions, or questions to get students to think. Therefore, in every learning process, whatever 

learning model is used, asking questions is an activity that always acts as an inseparable part. 
Experts believe that good questions have a positive impact on students, including increasing the full 

participation of students in the learning process, improving students' thinking skills, because 

thinking itself is asking questions, arising students' curiosity, and guiding students to determine 
answers, and helping students to focus on the problems discussed. 

The habit of asking questions of seeking for information and finding a better understanding 

will make us open-minded. To ask questions requires courage to lead students to the right path, 

avoiding things that are misleading. Courage to ask questions will not be born just like that but 
needs to be nurtured or trained by parents, teachers, or older siblings (Hasibuan and Moedjiono, 

2012). In the process of teaching and learning activities, teaching cannot be separated from the 

problem of "asking" because the questions posed by students can be used to determine the extent of 
student involvement in teaching and learning activities. Students in asking questions need to pay 

attention to the objectives and level of questions, to know, recall and evaluate the level of experience 

of the concepts that have been studied. To provoke student questions, the teacher displays 

contradictory problems by providing student activity sheets (LKS) which contain a varied sequence 
of activities and questions and dividing groups of students heterogeneously. Based on the 

development of psychology (Piaget in Slavin, 2011), it can be briefly stated that from the age of 

twelve to adulthood, children begin to be able to consider several simultaneous views regarding 
their own objective actions. They can formulate theories and test hypotheses, filtered that they can 

think inductively and deductively, and can provide arguments with implications. Thus, the courage 

of students will be more visible in asking questions both with their own friends in one group and 

with another group. 
The level of questions itself can be grouped into three, namely low-level questions are 

questions that require a short answer and usually these questions begin with the words "what, 

where, who, and when". Medium level questions are questions that require a short answer but are 
not complex problems, they usually begin with the word "how". Meanwhile, high-level questions 

are questions that require a short answer and are complex problems, usually beginning with the 

word "why" (Bolla and Pah, 1983). 

In instilling the courage to deliver questions, researcher believes in strengthening the 
quality of the students’ group work to ensure cooperative learning. According to Suprijono (2009), 

cooperative learning is a broader concept covering all types of group work including forms that are 

more teacher-led or teacher-directed. The support of Vygotsky's social constructivism theory (in 
Suprijono, 2009) has placed the importance of the cooperative model. Vygotsky's social 

constructivism emphasizes that knowledge is built and constructed mutually. Vygotsky emphasized 

that students construct knowledge through social interactions with other people. Based on some of 

the definitions above, it can be concluded that cooperative learning is a learning strategy based on 
group collaboration carried out to achieve specific goals. 

According to Rusman (2013), cooperative learning is different from other learning 

strategies. The difference can be seen from the learning process which emphasizes the process of 
teamwork in groups. The goals to be achieved are not only academic ability in terms of mastery of 

subject matter, but also there is an element of cooperation for mastery of the material. This 

cooperation is the hallmark of Cooperative Learning. Group study between more accomplished 

and underachieving friends is useful for teaching knowledge, skills, and strengths to peers. This is 
in accordance with the theory of phenomenology that every lesson must be "meaningful" for 



Retnaningsih/ ELT Forum 10 (1) (2021) 

83 

 

humans and humanity, because humans are social beings as well as individual beings. Thus, the 

objective of this study is to find out the effectiveness of group work strategy in maximizing the 

students’ courage in delivering questions during the online classes. In particular, this study will 
examine theories on learning, online learning, group work, and courage in delivering questions as 

part of character building.  

 

METHODS 
This article employed a classroom action research to the 36 students of XII IPS 1 at SMAN 9 
Semarang in the academic year 2020/2021 which was conducted through online learning. Besides 

classroom observation, data were also collected through literature review and theoretical studies 

from various library sources. The data used in the study were collected through observation by 
researchers and observers. The method used is that researchers and observers enter virtual 

discussion groups. The tool used is the observation sheet.  

The population of this study was students of class XII IPA1 SMA N 9 Semarang year 

2020/2021. In total, there were 36 students. Students consist of 23 boys and 13 girls. Whereas, the 
research cycles consisted three cycles. The first cycle of meeting 1 was held for 3 days: Monday, 

November 2, 2020 at 08.30 up to 09.00; Tuesday, November 3, 2020 at 08.30 up to 09.00, 

Wednesday, November 4, 2020 at 11:15 a.m. up to 11.35 a.m. The first cycle of meeting 2 was held 
on Tuesday, November 10, 2020, at 07.30 up to 08.50. Cycle II meeting 1 was held on Saturday, 

November 14 2020 at 07.30 up to 08.30. The second cycle of meeting 2 was held on Wednesday, 

18 November 2020 at 07.30 up to 08.30. Cycle III meeting 1 was held on Saturday, November 21, 

2020 at 07.30 up to 08.10. Cycle III meeting 2 was held on Monday, November 23, 2020 at 08.30 
up to 09.00. The research procedure consisted of three cycles. Each cycle was divided into 4 parts, 

namely: Planning, Implementation, Observation and Reflection. In addition, the analysis of 

research data applied qualitative descriptive analysis with percentage techniques. 
 

FINDINGS AND DISCUSSION 
Inter-Cycle Discussion 

After carrying out a series of actions in each cycle and based on the results of observations, there 

were several results that the researcher can convey. The first result was related to the level of courage 
of the students to ask questions in a discussion with a small number of members. The courage of 

students to ask questions was low, and vice versa, the more the number of members of the group, 

the higher the students' courage to ask questions in the discussion. With a group discussion, 

students who were not brave enough to ask questions were motivated by their friends in their group 
so that they had the courage to ask questions. Merging discussion groups between groups that were 

motivated to ask questions and groups that were less motivated to ask questions can be helpful to 

motivate other groups (those who are less motivated to ask questions). They started to be motivated 
to ask questions in group discussions. 

 
Overall Results 

After the researcher conducted the research accompanied by the observer in 3 cycles the results 

obtained were, there were 36 students of class XII IPS 1, consisting of 23 boys and 13 girls. In the 
online learning process, the students find difficulties throughout the learning process because the 

meeting is without a face to face meeting. In addition to providing learning material, researchers 

always provide motivation and inserting character education to shape students' personalities. There 
are various student responses, some are loyal to take part in learning, but there are also students 

who are less sensitive and are lazy to take part in learning. Even in the learning process, there was 

no response from the students. Researchers are concerned with the conditions of the learning 

process like this. 
The researcher then tries to create different learning methods by empowering students in 

the learning process, namely the group discussion method. Researchers think back to the current 

situation because students cannot meet each other, what can be done is a virtual discussion. Finally, 

the researcher conveyed the idea to the students and they could accept and understand. The 
facilities used are cellphones/ laptops devices with Google Classroom, Google meet, and 

WhatsApp (video call) applications. Researchers also convey these ideas to fellow teachers, fellow 

science teachers integrated to help the process of carrying out the discussion. 



Retnaningsih/ ELT Forum 10 (1) (2021) 

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The researcher then divided the students into 18 groups, each of which consisted of 2 

students, by means of the students looking for their own discussion pairs. The time used for 

discussion uses learning hours, with a duration of time between 10 to 20 minutes. Next, the 
researcher made a schedule for group discussions with each one accompanied by a researcher or 

observer. 

In the first cycle, on average, 14% (5 students) asked questions from 36 students. The 

courage to ask occurred during the meeting 1, there were 1 student, and meeting 2 were 4 students, 
after students were given actions in the form of motivation in the form of motivation the importance 

of asking both individually and classically. The observation result in cycle II showed that the 

students' courage to ask an average of 45% (16 students) who were motivated to ask from 36 
students, the courage to ask more questions was found at the second meeting, namely 10 students 

and 6 students at the first meeting. So that there was an increase of 4 students. In cycle II, the 

number of questions that arose was an increase of 31% from cycle I. This tendency if the increasing 

number of students delivering questions indicates the success of the teacher in cycle II, namely 
dividing the class into 9 groups with more group members. Researchers provide motivation and 

praise for students who dare to ask questions, with the hope that students' courage will increase. 

In the third cycle after the observation, the results obtained from students who asked there 
were an increase of 35% to 80% (30 students out of 36 students). At meeting 1 there were 12 students 

and at meeting 2 there were 18 students who asked questions. The teacher's actions by adding value, 

make students motivated and take the initiative to ask questions. From the results of observations 

made by the observer, it shows that there is a good change in students to take advantage of the 
opportunity to ask, which is 35% higher than in cycle II, so that it will affect the understanding of 

the concept just discussed. The level of active response of male students was higher than that of 

female students. Thus, from the researchers' observations from cycle I to cycle III, the group 
discussion learning model was able to encourage students to ask questions in completing 

assignments. In addition, the learning atmosphere can be fun, cheerful, not tense and feelings of 

shame, fear and lack of confidence can gradually disappear so that psychologically it can arouse 

individual interest in understanding the material presented and the burden they feel becomes 
relatively light, because all material is done in groups. Likewise, for teachers, the task load becomes 

relatively lighter in carrying out the learning process, because the learning process is more student-

centered. 
 
Discussion 

From the study, it can be concluded that the study was succeed. The achievement of students was 

increased and it was shown by the confident that the students show while delivering questions in 
group. It is in line with the statement delivered by Suprijono (2011) stated that the advantages of 

group work including enhancing student motivation to actively learn, creating a sense of 

togetherness and cooperation, instilling solidarity between friends in groups, and problem solving 
in doing assignments and projects. From the classroom action research that has been done, it shows 

that the existence of students in one group can help to push students to show their ability in 

delivering questions. 

 Although the activity is student-centered, it does not mean that the teacher has no 
responsibility to teach the students. The teacher here acts as facilitator which can intrigue the 

process of asking and answering to happen. Moreover, the ability of the teacher in designing the 

group task also play a significant role to ensure the group work happens. As mentioned by Hasibuan 
& Moedjiono (2012) courage to ask questions will not be born without a reason but needs to be 

trained by parents, teachers, or older siblings (Hasibuan & Moedjiono, 2012). In other words, it is 

a habit that needs to be cultivated. Teacher plays his own role by providing a task which requires 

group work so the process of discussion involving group question and answer can happen. Besides, 
teacher also has the role to choose a correct partner for each student in one group. The choice of 

member of each group will take part in the process of asking and answering questions. To underline 

all of this, teacher takes part in choosing task and team partner to invite student’s participation to 
ask questions. The ability of making question itself will ignite students’ critical thinking and 

confidence. 

Students’ performance, especially their performance in questions production during group 

works was mostly influenced by their own motivation. Students who had positive attitude toward 
class activities spoke more and performed better than students who had negative attitude toward 



Retnaningsih/ ELT Forum 10 (1) (2021) 

85 

 

teaching and learning process (Szpotowicz, 2012). Motivation also played roles in creating an 

effective learning. Besides, the amount of experience, the students took for doing group works affect 

how they performed during the process, the more experience they had, the better they did the group 
works as well as questions production (Szpotowicz, 2012).  Moreover, performing group work 

during speaking class could give the students more opportunity to use subject language 

communicatively. It also meant, they could improve their speaking ability, and indeed their 

questions production. In addition, such kind of environment reduced stress and provided students 
with more intakes related to their performance (Hung & Mai, 2020). Yet, the teachers needed to 

keep encouraging students to actively use the subject language while discussing their works in group 

(Hung & Mai, 2020). Thus, it is hoped that the students could develop their speaking skills, critical 
skills and their questions production.  

Group work and questions production could not be separated from the notion of social 

interaction (Nipp & Palengue, 2017). The ability to communicate well, particularly being able to 

excel the skills of question production, needed intensive social interaction. Interaction between 
students and students was the core element of effective cooperative group work. However, every 

group works certainly triggered some challenges. The challenges that occurred during group works 

were related to the contribution of group participants, group management and how to embrace 
diverse opinions and ideas. To ensure successful group works during teaching and learning process, 

the teachers could apply some policies to reduce problems that might occurred (Nipp & Palengue, 

2017). The policies should accommodate the nature of group work, especially for questions 

production. Communication and transparency were also required to promote effective learning 
experience during group as well as during questions production.  

This study suggested that teachers needed to make careful consideration regarding the 

implementation of group work. The teacher must be careful in determining the members of each 
study group, before implementing the learning using the "Group Work" strategy. The teacher must 

make detailed plans, compile brief work instructions, which contain the substance of the material, 

and work steps. The teacher must consider the situation and conditions of the classroom 

environment and its composition, because to implement the group work strategy requires adequate 
preparation, especially the readiness of students in receiving lessons. Moreover, the teacher must 

always monitor and provide motivation in the implementation of group work activities. By 

considering those elements, the teaching learning process, especially for group work activities, in 
fostering question production can be done successfully.  

CONCLUSION 
The conclusion is not only about restating the data or findings, but also synthesizing the purpose of 

the study which at the end yields the findings and discussion which should be compatible with the 

objectives of the research. Moreover, based on the results of the research and discussion above, it 
can be concluded that learning with the group work method, can increase the courage of students 

to ask questions up to more than 75%. Teachers can gradually come up with various learning 

strategies and techniques, and empower students to overcome their own learning difficulties. The 
determination of the number of study group members and the selection of members of each group 

greatly determines the activeness/ courage of students to ask questions. The readiness of the teacher 

in preparing learning material, the readiness of students in learning and the monitoring of the 

teacher in the group work process affect their success. The future research related to group works 
and question production can investigate the opportunity to study the group work as well as question 

production for higher education students. The study can explore in what extent question production 

and critical thinking skills can be promoted thoroughly.  

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