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Enhancing EFL Learners’ Talk through Cooperative Learning-Facilitated

Task-Based Learning: Process

Siti Asriyah 

English Department, Faculty of Languages and Arts, Universitas Negeri Semarang, Indonesia

Article Info

________________
Article History:

Received in 16 August 2019

Approved in 29 November

2019

Published in 30 November

2019

________________
Keywords: Task-based
Learning; Cooperative
Learning; enhance; EFL
learners’ talk.

____________________

Abstract

___________________________________________________________________
This study aimed to explain how cooperative learning facilitates task-based learning in

enhancing EFL learners’ talk for eighth-grade students of SMPN 1 Magelang in the
academic year 2018/2019. The researcher conducted the study based on Ellis (2003) and
Kagan (1994) theories for explaining the process of teaching and learning activities using

Task-Based Learning (TBL) and Cooperative Learning (CL) methods for enhancing EFL
learners’ talk. This study used a qualitative case study methodology. The instruments

used were observation sheet, interview guidelines, and document analysis. Based on the
data analysis, it can be concluded that cooperative learning techniques that facilitated the

task-based learning in learning activities can enhance the EFL learners’ self-confidence to
talk in front of the class. Besides, task-based learning facilitated with cooperative learning
techniques enhances students’ courage and creativity, it also makes them more active.

The practice also made them more understand the materials. There are some suggestions.
First, it will become a good alternative for the teacher to look up some interesting

materials for the students as their guidance to enhance their speaking habits. The students
are suggested to be accustomed to learning to speak using group and pair techniques

because the technique can motivate them to have a speaking habit. Lastly, the next
researcher needs to conduct further research related to other techniques in helping the
students to improve their talk.

© 2019 Universitas Negeri Semarang

 Correspondent Address: ISSN 2252-6706
B8 Building FBS Unnes

Sekaran, Gunungpati, Semarang, 50229

E-mail: e.teacher.ichsan@gmail.com

ELT FORUM 8 (2) (2019)

Journal of English Language Teaching

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



Siti Asriyah / ELT Forum 8 (2) (2019)

176

INTRODUCTION
A human being is a social creature by nature. People need communication to develop their social
relationships. Children are getting used to working in groups, starting from school. While teaching
English to the students, teacher always tries hard to help students to improve their skills in mastery
English. Teachers want their students to be able to use English as a means communication, at least
in the classroom. Many language teachers face many difficulties in making students speak in the
target language together with their friends. It means that communicative skill does not increase using
group work.

Indonesia is currently implementing the 2013 curriculum (K-13). Student-Centered Learning
is a compulsory approach to learning the 2013 curriculum that prioritizes students' interests and
abilities (in learning). Student Centered Learning, which is a feature of the 2013 curriculum learning
that realized through scientific approach, also involves students in the learning process and needs to
follow the principles of group work or cooperative learning. Because of that, recently in Indonesia a
learning method called Cooperative Learning is strengthened. Cooperative learning is a teaching
arrangement that refers to small, heterogeneous groups of students working together to achieve a
common goal (Kagan, 1994). Cooperative learning has become popular and often used by many
teachers and lecturers.

When the teacher has formed a group on cooperative learning, the teacher must give a task. A
task is an activity that requires learners to use language, with emphasis on meaning, to attain an
objective defined by Bygate, Skehan, and Swain (in Ellis, 2003). Tasks hold a central place both in
the second language acquisition research and in language pedagogy (Ellis, 2003). Task is an
assignment given by the teacher to be done in students' cooperative learning group.

Based on my observation during having teaching practiced in junior high school, the school
was already a school that uses K13. However, only a few prominent students that braved to speak in
front of the class, only about 20 until 25% of the students in the class, the rest of them just listened
and embarrassed to speak in front of the class. Some studies about students’ talk have been
conducted to overcome that problem. One of them is by using Task Based Language (Huajing, 2011;
Sanchez, 2011; Ruso, 2007; Fitri, 2013; Munirah & Muhsin, 2015) and using some techniques of
cooperative learning (Wang, 2017). Unfortunately, they just demonstrate the task-based language or
cooperative learning in classroom. Therefore, this study attempts to address this gap in literature by
exploring how cooperative learning facilitates task based learning in enhancing students’ talk. I
concentrate on the following research question “How does cooperative learning facilitate task-based
learning work in enhancing EFL learners’ talk?”

METHODS

The research method that the writer used in this final project is qualitative method. Based on
Creswell (2014), qualitative research method is an approach for exploring and understanding the
meaning individuals or groups ascribe to a social or human problem. What constitutes qualitative
research involves purposeful use for describing, explaining, and interpreting collected data (Williams,
2007).

This research used qualitative case study precisely. This qualitative case study is an approach
to research that facilitates exploration of a phenomenon within its context using a variety of data
sources. This ensures that the issue is not explored through one lens, but rather a variety of lenses
which allows for multiple facets of the phenomenon to be revealed and understood (Baxter & Jack,
2008).

This research uses qualitative case study because this research does not only focus on
description and explanation, but also explores the phenomenon of classroom activities based on the
data collected from the result of observation and interview about how the cooperative learning
techniques facilitated task-based learning can enhance the students’ talk. I collected the data in
various ways. Beside the observation and interview, I also did documentation and document
analysis. It made the data more valid. Therefore, I did not just describe the result of the research, but
also represented the real activities they did in the classroom.

The subjects of the study were the second year students of SMPN 1 Magelang in the
academic year 2018/2019 and the teacher who teaches there. The students had studied English as a
foreign language for about two years. I used one class; it is one of VIII class as the sample of the
research in order to save the observation time. The eight-grades students had learnt English for one
year, so they had more knowledge about English than seven-grades students. I was interested to



Siti Asriyah / ELT Forum 8 (2) (2019)

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know about the task that was given by the teacher in cooperative learning group in Indonesia
especially in SMPN 1 Magelang.

In this research, I chose SMPN 1 Magelang because this school is a favourite school. This
school uses K-13. The goal of using K-13 is to make the students more active and the teacher is just a
facilitator. Because of using K-13, some teachers use cooperative learning technique in their teaching
learning process. When the teachers apply a cooperative learning technique, they will give a task to
be done by the students in their group.

In this study, the unit of analysis was the learning activities done by the teacher and the
students in the classroom. The focus of this research was the teaching learning process in the
classroom.

To generate findings in a systematic way, the researcher needs some instruments in this
research. The instruments used to collect the data from the research were observation sheet,
interview guidelines, and document analysis guidelines.

The observation was needed for monitoring class performance of the students. It was used to
identify students’ activity in the classroom during the learning process using cooperative learning
technique that facilitates task based learning. According to Mills (2000:50) the research observed as a
normal component of the teaching, monitoring and adjusting instruction based on the verbal and
nonverbal interactions in the classroom. Therefore, I used direct observation as one of data
collection strategies because of the not overly time-consuming. I used field notes in doing
observation.
Here are some instruments that I used.

Figure 1

In this study, I used structured interview. In structured interview, questions are planned and
created in advance, which means that all candidates are asked the same questions in the same order.
I used Indonesian in the interview because the participants were students. It made them easier to
understand her questions.

I asked some questions to her participants below. There were two kinds of participants in this
research. They were teacher and students.



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In this study, I analysed the lesson plan from the teacher. Lesson plan is the guide of the
teaching learning process had been done in the classroom. Every teacher has to make it before
he/she teach in the classroom. In the lesson plan, has been set all aspects of the learning from basic
competence up on the instruments of assessment.

These are some guidelines in doing document analysis.
(1) Learning method (Metode Pembelajaran)

The learning method that used in the classroom must be suitable with the learning method that
written in lesson plan. The method used by the teacher should be cooperative learning and task-
based learning. The cooperative learning technique facilitates task-based learning.
(2) Learning activities (Langkah-langkah Pembelajaran)

This part is the most important part to be analysed. It is because the researcher can see whether the
teacher doing the learning activities appropriate with lesson plan or not. The activities have to
represent the aspect of CL and TBL. The learning activities must show that CL technique has to
facilitate TBL.

FINDINGS AND DISCUSSION

Findings

On July 27th – August 10th, 2018, I did some class observations to know the technique used in
English teaching and learning process of class VIII A of SMP Negeri 1 Magelang. I observed five
meetings.

Figure 2

From the table above, it can be seen that every meeting consists of TBL’s phases with its
activity. The students pass the TBL’s phases gradually. Because of the pre-task is just the
explanation, so there is no CL technique used to support the activity. However, when doing main
activity, like task cycle, CL technique used to facilitate the phase to make the students easier in
understanding the material. CL technique that is used must be suitable with the phase that is past.

Positive Responses from the Students about the Teaching Technique
Mrs. Ayu as the English teacher of VIII A gave the students a quiz in every meeting to remind the
materials that had been discussed before. That technique got a positive response from the most of the
students. They were enthusiastic in answering the question because they will get the additional score
from Mrs. Ayu. Most of them were interested with the learning activities because she gave them
time to discussion in answering the question. It made them more interactive and easy to understand
the materials.



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Use of CL and TBL in Classroom for Enhancing EFL Learners’ Talk
Cooperative learning is an educational approach which aims to organize classroom activities into
academic and social learning experiences. Students must work in groups to complete tasks
collectively toward academic goals. In this research, the students did some cooperative learning
techniques like NHT and dramas. The teacher planned it in the lesson plan. Those techniques were
combined with TBL. That combination makes the students more active and creative. They enjoyed
the lesson. The group work task made them easier in understanding the material and more confident
in speaking English.

In this research, I used informal assessment using a self-evaluation format. The self-
assessment form will provide students' feedback and attitudes towards the given task. This
evaluation was done individually, even if students worked in pairs or groups. However, in this
research, I assessed it by myself by using observation sheet in every meeting. Therefore, the
assessment in this research is without score. I knew the enhancement of the students’ talk by
observing their activities, analyzing the students’ explanation in their answers of interview, and
analyzing the answers of the teacher too.

Discussion
Cooperative learning enhances social interaction, which is essential to meet the needs of at-risk
students (Johnson, 1998; Slavin, Karweit, & Madden, 1989). Based on the findings, cooperative
learning techniques used by the teacher make them easier in understanding the material and
minimize the pronunciation error. This finding is in line with research findings of Ilmi (2012) which
showed that the students’ speaking skills improved using cooperative learning. The students made a
good improvement in some aspects of speaking skills such as pronunciation, fluency, and interactive
communication. They were more confident to speak English. They had more chances to speak up.
They easily learnt the materials with a group. The group work activities applied improved the
students’ understanding towards the materials and the teacher’s classroom management.

All of the tasks given were containing those expressions. When the students had to make a
dialog, they had to use the expressions. It made the students more creative. In addition, those CL
techniques that used to facilitate TBL method with three phases of it could enhance their self-
confidence to speak English. Those findings are consistent with the research findings of Sanchez
(2016), which showed that the use of task-based learning was interrelated with the enhancement of
speaking performance and with participation because children executed tasks for learning English as
means of communication. That study used action research. He asked the students to do some
speaking tests, describe pictures and transcribe video recordings. Then he analyzed the result of their
performance. Those findings are strengthened by the research findings of Marsakawati (2016) that
demonstrated that TBL can influence the students’ speaking achievement and increase their self-
confidence.

The results of the interview were appropriate with the results of the observation. The activities
that I observed reflected the information given by the interviewees. Then, the result of document
analysis shows that the learning activities in the classroom are in line with the lesson plan. It was a
real condition. Therefore, it can be concluded that cooperative learning techniques that facilitated
the task-based learning in learning activities can enhance the students’ talk, confidence, courage, and
creativity; it also can make them more active.

CONCLUSION

Based on the result of the research on the speaking techniques used by English teacher of class VIII
A of SMPN 1 Magelang, the conclusions can be drawn as follows. As stated before, the research
aimed at explaining how the cooperative learning facilitates task-based learning in improving EFL
learners’ talk to students of Grade VIII A of SMPN 1 Magelang. Hence, the findings of the research
involved the process of learning that had been done in classroom reached that goal. In meeting 1 and
meeting 2, the teacher still used traditional method. It means that the learning is teacher-centered
methods focused on rote learning and memorization. The teacher just explained the material in two
meetings first because those two meetings still discussed the introduction of it. Then in meeting 3
until meeting 5, she asked the students to practice the expression. In those three meetings, she used
CL and TBL in teaching learning process.



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The implementation of cooperative learning and task-based learning was successful to
enhance students’ talk ability and involvement. Those two methods gave students situation that
could make them active in the process of teaching and learning of speaking. They were trained to
perform mutual interaction with the students and the teacher in discussion of doing a task. They
were given opportunities to share ideas and knowledge about the materials to the other students.
They also had to share their discussion result in front of the class in drama form. Besides, the use of
interesting activities also supported the success of meeting 3 and 4. However, some students still less
active in the teaching learning process. Therefore, she tried to solve it so that in meeting 5 the
students’ talk ability could be enhanced successfully. Giving reward to the best group in form of
dictionary improved the students’ motivation to speak English and participation during the teaching
and learning process.

From the three methods of collecting the data (observation, interview, and document
analysis), it can be concluded that cooperative learning techniques that facilitated the task-based
learning in learning activities can enhance the students’ talk, confidence, courage, and creativity of
the students, also can make them more active. Practice also made them more understand the
material.

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