A COMPARATIVE STUDY BETWEEN INQUIRY AND COOPERATIVE METHODS IN UNDERSTANDING DESCRIPTIVE TEXT

(A Study at the Eight Grade Students of SMP Negeri 3 Padangsidimpuan 2011/2012 Academic Year)

A. Background
Descriptive text is a kind of writing text to one or more of senses. Text enable to create a mental or imaginary pictures of the object, person or event. Descriptive text has two parts of generic structure, they are identification and description. Descriptive text also has figurative language such as simple present tense, noun, adjective, noun phrases, etc. Understanding descriptive text should be developed at school. Students need to understand different kinds of text. Many students have weakness in understanding text, particularly in understanding descriptive text. One of the purpose in learning descriptive text for the level Junior High School is the students are able to describe person, place, or object, understand about generic structure. However, not all students are successful in understanding descriptive text. It can be proved by looking the mark of the students in SMP Negeri 3 Padangsidimpuan Daftar Kumpulan Nilai (DKN) in understanding descriptive

subject. It gets the average 701. Meanwhile the target of criteria of Minimum Learning Mastery (KKM) is average 752. So, there is significant distinction. Based on the interview with Mrs. Masnur Sitanggang, S.Pd as the English teacher of SMP Negeri 3 Padangsidimpuan, she assumes that the students get low scores because of the lack of grammar, vocabularies. Pronunciation are still low, the students also seldom use English language in their communication. These are from internal factors. While external factors comes from outside of students such as environment, for example: facilities, motivation and teaching method. The writer assumes that their enthusiasm will rise up if the teacher uses suitable method in teaching subject based on situation. The method of teaching is the most important thing to influence this problem, because inquiry and cooperative learning methods may help students create a sense of fluency through drills and create a learning environment that closely replicates how students will use language in real-life situation. So, based on the explanations above, the writer wants to conduct a research about A Comparative Study between Inquiry and Cooperative Learning Methods in Understanding Descriptive Text (A Study at the Eighth Grade Students of SMP Negeri 3 Padangsidimpuan 2011/2012 Academic Year).

B. Formulation of the Problem

SMP Negeri 3 Padangsidimpuan, Daftar Kumpulan Nilai (DKN), (Padangsidimpuan : SMP Negeri 3 Padangsidimpuan, 2011) SMP Negeri 3 Padangsidimpuan, Kriteria Ketuntasan Minimal (KKM), (Padangsidimpuan : SMP Negeri 3 Padangsidimpuan, 2011)

To get good result of the research, it is important to formulate the problem before conducting the research. This research has problems which are formulated as follows:

1. To what extent is the students understanding on descriptive text by

using inquiry method at the eighth grade of SMP Negeri 3 Padangsidimpuan?

2. To what extent is the students understanding on descriptive text by

using cooperative learning method at the eighth grade of SMP Negeri 3 Padangsidimpuan?
3. Is there a significant difference between inquiry and cooperative

learning methods of the eighth grade students of SMP Negeri 3 Padangsidimpuan?

B. Theoretical Description
1. The Nature of Understanding Descriptive Text Descriptive text is one of the important knowledge in describing something, place, person. Linda Gerrot and Peter Wignell say, Descriptive text is to describe a particular person, place, thing.3 Characteristic person, place, particular place and things. On the other hand, Otong Setiawan says, Descriptive is kind of text that actually tells about the description of peoples characteristic, animals, things, and
3

Linda Gerot and Peter Wignell, op.cit, p. 208

particular place.4 It means descriptive text is to describe people, animals, characteristic, particular, place and things. To understand descriptive text, the students should know whole part of descriptive text itself. According to Linda Gerot and Peter Wignell, The generic structures of descriptive text are identification and description.5 Descriptive text has language features such as simple present tense, particular noun, adjective, etc. Can describe what we see, hear, smell, taste, touch, imagine and remember. From the quotation above, the writer concludes that understanding descriptive text means that the students must know about describing something about person, place, animal, things, etc. and students appeals to one or more five senses like, sight, sound, smell, taste, and touch. 2. The Nature of Teaching Methods Teaching is an activity to transfer knowledge which is done by the teacher to the students. So, in teaching learning process a teacher should have ability and talent to transfer the material to students to understand the descriptive text. According to Liu and Shi, A teaching methods is characterized by a set of principles, procedures or strategies to be implemented by teachers to achieve desired learning in students.6 It means that teacher can use teaching methods, principles and procedures which are determined partly by the nature of the subject matter to be thought, and
4 5

Otong Setiawan Djuharie, op.cit, p. 24 Linda Gerot and Peter Wignell, op.cit, p. 208 6 Peter Westwood, What Teachers Need to Know about Teaching Methods, (Australia : Acer Press, 2008), p. v

partly by beliefs or theories about how students learn in order to transfer the material with the purpose of learning activity. Kizlik points out, There is no shortage of information on what constitutes a particular instructional method. What is far more important is the professional knowledge base that provides criteria for when particular method is appropriate for given content with students of a defined level of development and who have acquired the prerequisites necessary to learn content.7 Therefore, it is necessary to the teachers to have the methods to get the goal in teaching especially in teaching descriptive text. There are various methods that the teacher can use in teaching descriptive text such as inquiry, problem solving, discussion, cooperative learning methods and so forth. In teaching descriptive text, a teacher must be able to use some suitable methods in order the result is better. Based on the explanation above, the writer will describe inquiry and cooperative learning as the methods that the writer used in this research. a. Inquiry Method Inquiry method is a teaching method that should be asked by teacher in teaching. In inquiry method the students are able to ask question directly to the teacher. According to Frank X Sutman, Inquiry is instruction that can effectively help student develop critical reasoning capacities, including the ability of students

Ibid., p. 39

to pos questions and investigate them, to accurately record and interpret the result, and able to link their findings to a develop knowledge.8 Wena Made says, Secara umum prinsip strategi inquiry ini adalah sebagai berikut : 1) Siswa akan bertanya jika mereka dihadapkan pada masalah yang membingungkan atau kurang jelas.
2) Siswa dapat menyadari dan belajar menganalisis strategi berfikir mereka.

3) Strategi berpikir baru dapat diajarkan secara langsung dan ditambahkan pada apa yang telah mereka miliki
4) Inquiry dalam kelompok dapat memperkaya khazanah pikiran dan membantu

siswa belajar mengenai sifat pengetahuan yang sementara dan menghargai pendapat orang lain.9 It means that strategy and conceptual framework in general students will ask they face problem that make them confused or not clear. The strategy can be directly and can add to what students have got. And inquiry can make students thinking and can help students to learn. About students opinion, to get teaching learning strategy with effective and to get the purpose is depend on the conditions itself. Gulo W says, Strategi inquiry berarti suatu rangkaian kegiatan belajar yang melibatkan secara maksimal seluruh kemampuan siswa untuk mencari dan menyelidiki secara sitematis, kritis, logis, analitis sehingga mereka dapat
8

Frank X. Sutman, The Science Guest : Using Inquiry/Discovery to Enhance Student Learning, (USA: 2008), p. 2 Wena Made, Strategi Pembelajaran, Inovatif Kontemporer, Suatu Tujuan Konseptual Operasional, (Jakarta : Bumi Aksara, 2009), p. 76.

merumuskan sendiri penemuannya dengan penuh percaya diri.10 It means teaching learning strategy is learning activity that involves in maximum and whole students ability to find and investigate systematic, critic, reasonable, analytical involves so that they can formulate the discovery with their own belief. To stimulate conceptual framework students, we may know what students have known and how they thinking, to know students thinking, especially in the inquiries there are conceptual framework in generally.11
1)

Sequence conceptual framework when the teacher gives to the students three numbers in succession 2, 4, 6, so students can mention it in number 4 is 8 and in 5 is ten.

2)

Conflict conceptual framework. When the students in pair words, such as antonym words : hot-cold, and small-big, so student can say those words day- heavy- . and so on.

3)

Association conceptual framework, when the student gave in words ironheavy; cotton-light, so students can say pairs from student - . Correctly.

4)

Causality conceptual framework. When the student gave with words : clever-diligent and cloud-rain, so they can say pair of words jobless- . Correctly.

5)

Concentrate conceptual framework. It means intellectual ability that more higher than four of conceptual framework above

6)

Convergent is base from elements that in separately.

10 11

Gulo W, Strategi Pembelajaran, (Jakarta : Grasindo, 2008), p. 84 Ibid, p. 87 - 89

7) 8)

Divergent it is from the event to the kinds of probably Silogism it is firm premise major that can trust the truth. Husein Achmad says, Dalam penerapan metode inquiry kegiatan siswa

mencari sesuatu sampai tingkat yakin/percaya diduking oleh fakta, analisis, interpretasi dan pembuktian. Bahkan sampai pada pencarian alternative pemecahan.12 It means in inquiry method the students activities is looking for problem in belief levels and supported by the fact, analyse, interpretation and authentication, eventhough until in alternative research solution. Inquiry method has a number of strengths and weaknesses. Among the strengths are : 1) problem solving that have been agreed, 2) develop the autonomy of students to find, and 3) develop students ability to think in logical critical analytical about the problem that their faced. The weaknesses of inquiry method : 1) students slow, 2) the results of the students are limited, 3) the huge class mark commotion.13 Based on explanation above writer concludes that using inquiry method in teaching process especially in understanding descriptive text will create a learning environment that closely replicates how the students will describe things, place, person in their belief. b. Cooperative Learning

12 13

Daryono, M., dkk, loc.cit, 133 Daryono, M. Pengantar Pendidikan Pancasila dan Kewarganegaraan, (Jakarta : Rineka Cipta, 2008), p. 134

Cooperative learning method has developed as schools have become more aware of academic and social benefits that accurate to students from working together and helping each other. Gillies Robyn M. says, Cooperative learning method is pedagogical practice that promotes the active involvement of students in learning. Cooperative learning methods influences the development of positive attitudes towards peers, including children from diverse cultural and social background and children with diverse learning needs.14 The steps of using learning method in teaching method : a. Explanation matter Explain to students in detail purpose b. Learn in group The students will need in order to learn and help each other. c. Team recognition Develop a system for recognizing and rewording the learning of individual students as well as the achievement of the group. Cooperative learning can be an effective way of achieving learning in the following circumstances.
1. 2.

When all students want to experiences. Success in their learning. When all students want to exchange ideas and to see what they can

learn form one another.

14

Gillies Robyn M. and Asman Adrian F., Cooperative Learning the Social and Intellectual Outcomes of Learning in Group, (USA : 2005), p. 36.

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3.

When to increase students depth of understanding of course content by

having then explore it and discuss their understanding with other students. 4. When want to stress the importance of collective as well as individual

learning efforts. The cooperative learning has advantages and limitations. The advantages of cooperative learning are as follows :
1.

Cooperative learning teaches students to be less reliant on the

teacher and more reliant on their own ability to think, to seek information from other sources, and to learn from other students
2.

Cooperative learning encourages students to verbalize their

ideas and to compare them with the idea and feeling of other students
3.

Cooperative learning helps students to respect to one others

strengths and limitation and to accept these differences.

4.

To achieve a wide range of academic and social outcomes

including enhanced achievement, improved self esteem, positive interpersonal relationships with other students, improved time management skills, and positive attitudes towards school
5. 6.

Students work together much better than students work alone. The interaction that occurs during cooperative learning have to

motivate students and stimulate their thinking. The limitations of cooperative learning are as follows : 1. The students learn from one another.

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2.

To be successful, cooperative learning needs to be used

over an extended period of time.

3.

Cooperative is very important ability for students to

master many of lifes activities are based on individuals efforts. 4. Some students may initially object to the idea that their

assessment depends on the learning of other students in their cooperative learning in their group. Based on the above explanation, cooperative learning is a method of instruction that has students work together in groups, usually with the goal of completing a specific task. Everyone succeeds when the group succeeds.

C. Conceptual framework
Hypothesis is essential element in the research. In carrying out a research the writer should formulate the hypothesis. It is tentative answer. Therefore, it needs testing and questionnairre. It will be accepted if the data can meet the hypothesis relevantly and it will be rejected when the data. According to C. R. Khotari views, A hypothesis is a proposition or a set of proposition set forth as an explanation for the occurance of some specified group of phenomena. Either asserted merely as a provisional conjucture to guide some investigation or accepted as highly probable in the established facts.15 Quite often a research hypothesis is a predictive statement, capable of being tested by

15

C. R. Khotari, Research Methodology : Methods and Technique, (New Age International (p) Ltd, Publisher, 2004), p. 185

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scientific method, that relates and independent variable to some dependent variable. There are some characteristics of good hypothesis according to C. R. Khotari, hypothesis must proces the following characteristics,16 1) Hypothesis should be clear and precise. If the hypothesis is not clear and precise, the inferences drawn on its basis cannot be taken as reliable
2)

Hypothesis should be capable of being tested. In a swamp of untestable hypothesis, many time the research programmes have bogged down. Some prior studies many be done by researcher in order to make hypothesis a testable one. A hypothesis is testable if other deductions can be made from it. In turn, can be confirmed or disproved by observation.

3)

Hypothesis should state relationship between variables. If it happens to be a relational hypothesis.

4)

Hypothesis should be limited in scope and must be specific. A researcher must remember that narrower hypothesis are generally more testable and he should develop such hypothesis.

5)

Hypothesis should be stated as far as possible in most simple terms so that the same is easily understandable by all concerned. But one must remember that simplicity of hypothesis has nothing to do with its significance.

6)

Hypothesis should be consistent with most known facts i.e, it must be consistent with a substantial body of established fact. In order words; it should be one which judges accept as being the most likely.

16

Ibid, p. 185

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7) 8)

Hypothesis should be amenable to testing within a reasonable time Hypothesis must explain the facts that for explanation. Similarly, Tuckman says, Hypothesis is construction and testing enable

researcher to generalize their founding, beyond the specific conditions on which they where etwined.17 Marquierite G. et.al, Dean T. Spaulding, Katherine H. Voegtle state, A hypothesis is guess that states the expected outcome of the study. 18 The researcher is educated through the literature review. Based on the finding of the literature review, the researcher develops and states a hypothesis that indicates the expected causal relationship between the variable. To be succesful in understanding descriptive text depends on many teachers. One of them is how the method of the teacher while teaching the material. The suitable method takes an important role for the teacher especially to get the good comperehension in understanding descriptive text. Based on the description theoritical discus above, the writer uses two kinds of variables namely : understanding descriptive text as independent variable. Inquiry and cooperative learning methods as independent variable. In this research the writer makes two group of samples. The first group is descriptive group and the second is the using inquiry and cooperative learning methods.

17

18

Bruce W. Tuckman, Conducting Educational Research, (New York : Harcout Brasavanovich Publisher, 1998), p. 30 Marquerite G. Lodico, Dean T. S Paulding, Katherine H. Voegtle, Methods in Educational Research from Theory to Practice, (USA : John Wiley & Sons, Inc., 2006), p. 181.

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As it has been mentioned before previously, inquiry and cooperative learning methods are two good methods which are suitable to teach descriptive text. Based on the conceptual framework described previously, it is hypothesized that Cooperative learning method is better to use, to teach descriptive text than inquiry methods at the eight grade students of SMP Negeri 3 Padangsidimpuan 2011/2012 academic year.
D. Methodology of Research 1. Location and Time of the Research

The location of the research is at SMP Negeri 3 Padangsidimpuan. Drs. Ibnu Hajar is the headmaster in SMP Negeri 3 Padangsidimpuan. The complete address of the school is jln. KH. A. Dahlan No. 33 Padangsidimpuan. The reason of the writer to choose this school as the location for the research because the data for the research are available in the school. The research is conducted for three months from July until September 2011/2012 Academic Year. 2. Research Method In this research the writer uses some methodological strategies (experimental, ex post-facto correlational and survery) that have been designated as quantitative and others (ethnograph and condensed case study) as qualitative in a similar way some methods (structureal interviews, postal questionaires, standardized tests of performance and attitude) have been

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categorized as quantitative, while (unstructured interviews, participant observation, diary-keeping) have been as qualitative. According to Georrey Marczyk, David Dematteo, and David Festinger. There are three main classes of research design : experimental, quasi experimental, an nonexperimental/qualitative.19 Dr. Catherine Dawson points of view, There are four kinds of research methods, they are : interviewing, focus groups, questionaires and participant observation.20 Marguerite G. Lodico, Dean T. S Paulding, Katherine H. Voegtle state, Experimental research, which comes out of the scientific realism framework, is thoght by many to be the only type of research that can result in findings that suggest causal relationships.21 What makes experimental research distinctive from other of quantitative research is that the researhcer controls or manipulates how groups of participants are treated and then measure how the treatment affects each group. In technical terms, the researcher controls or manipulates one or more independent variables and examines the effect that the experimental manipulation has one the dependent variable or the outcome of the study.

19

20

21

Geoffrey Marczyk, dkk, Essentials of Research Design and Methodology, (New Jersey : John Wiley & Sons, inc, 2005), p. 123. Dr. Chaterine Dawson, Practical Research Methods, (United Kingdom : How to Books Ltd, 3 Newtec Place, 2002), p. 27. Marguerite G. Lodico, Dean T. S Paulding, Katherine H. Voegtle, op.cit, p. 178

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Although each of the types of research designes can provide useful information, they differ greatly in the degree to which the enable researchers draw confident inferences from a studys findings. In conclusion, the writer uses experimental metho in this research. Schartz says, Experiments for scientist are the ideal way of collecting knowledge. The identification of separeate variables and keep all extraneous unwanted variabel controlled. An experiment is controlled observations of the effects of a manipulated independent variable on some dependent variable.22 According to David Scott, Experimental method attempts to discover causal relationship between phenomena by intervening in the natural setting and controlling all the relevant variables. The strengths of this method are wellknown and much debated in the literature on research methodology.23 Since the purpose of such research is to establish the validiry of relation between phenomena, this method of controlling variables makes it possible to eliminate extranes causal factors. It can then be claimed with some certainties that X causes Y. This allows development of a set of law-like generalisations about social activity, and it allows prediction. Inquiry and cooperative learning methods are used in this research to describe the comparison in teaching descriptive text. In this research the writer teaches descriptive text.

22

23

Mark Balnaves and Peter Caduti, Introduction to Quantitative Research Method : An Investigation Approach, (London & India : Sage Publication Ltd, 2001), p. 68. David Scott and Robin Usher, Understanding Educational Research, (New York and Canada : Taylor & Francis e- Library, 2001), p. 52

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According to Suharsimi Arikunto, Experimental method needs research design to make the research effectively.24 So, Arikuntos opinion about control group pretest-posttest can be shown as follows :
E O1 x O2 K O3 x O4

The pattern shows : E K O1 O2 O3 O4 = experimental group = control group = pretest experimental = posttest experimental group = pretest control group = posttest control group

3. Population and Sample a. Population Quantitave researchers are interested in generalizing from their group of participant, the sample, to the larger population from which the sample was drawn. Various decisions regarding the participants must be made by the researcher in order to maximize the generalizability of the study. According to Marguerite G. Lodico, Dean T. S Paulding, Katherine H. Voegtle, A population refers to all subjects of the research.25 It means population is the total subjects of the research it is

24

Suharsimi Arikunto, Prosedur Penelitian suatu Pendekatan Praktik, (Jakarta : Rineka Cipta, 2006), p. 115. 25 Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle, op.cit., p. 143

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clear that populations are total members of respondents that will be used as the subjects of the research. The population of this research is all of the eight grade students of SMP Negeri 3 Padangsidimpuan in 2011/2012 academic year. This school has four classes which consist of 346 students. Table 1 Total Number of Population The Twelfth Grade Students of MAS Al-Abraar Angkola Selatan
No 1 2 3 4 5 6 7 8 9 Class VIII - 1 VIII - 2 VIII 3 VIII - 4 VIII - 5 VIII - 6 VIII - 7 VIII - 8 VIII - 9 Total Male 27 11 18 18 19 14 17 22 24 170 Female 12 28 18 19 22 22 22 18 14 176 Number 39 39 36 37 41 37 39 40 38 346

b. Sample After identifying a list of possible participant, the next step is to select a sample. According to Marguerite G. Lodico, Dean T. Spaulding, Katherine H. Voegtle, A sample is a smaller group selected from a larger population (in this case, a realistic population) that is representive of the larger population. Sample allows reserachers to work with a smaller, more manage subgroup of the realistic population.26 C. R. Khotari says, A sample design is a definite plan for obtaining procedure the researcher would adopt in selecting items for the
26

Ibid, p. 143

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sample.27 Sampel design may as well lay down the number of items to be included in the sample i.e., the size of the sample. Sample design is determined before data are collected. There are many sample designs from which a researcher can choose. Some design are relatively more precise and easier to apply than others. Reseacher must select/prepare a sample design which should be reliable and appropriate for his research study. Different types of sample design according to C. R. Khotari can be seen as follows.28 Non-probability sampling. Non-probability sampling is that sampling precedure which does not afford any basis for estimating the probability that each item in the population has of being include in the sample. Nonprobability sampling is also known by different names such as deliberate sampling, purposive sampling and judgment sampling. In this type of sampling, items for the sample are selected deliberately by the researcher. His choice concerning the items remain supreme. In other words, under nonprobability sampling the organisers of the inquiry purposively choose the particular units of the universe for constituation a sample on the basis that the small mass that out of a huge one will be typical or representative of the whole. Probability sampling. Probability sampling is also known as random sampling or chance sampling. Under this sampling design, every item of the universe has an equal chance of inclusion in the sample. It is, so to say, a

27 28

C. R. Khotari, op.cit, p. 55 Ibid, p. 62

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lottery method in which individual units are picked up from the whole group not deliberately but by some mechanical process. Here it is blind chance alone that determines whether one item or the other is selected. Random sampling ensures the law of statistical regularity which states that if one an average the sample chosen is a random one, the sample will have the same composition and characteristics as the universe. This is the reason why random sampling is considered as the best technique of selecting a representative sample. Probability sampling under restricted sampel techniques, as stated above, may result in complex random sampling designs. Such designs, may as well be called mixed sampling designs for many of such designs may represent a combination of probability and non-probability sampling designs are : systematic sampling, stratified sampling, cluster sampling, are sampling, multi-stage sampling, sampling with probability

proportional to size, sequential sampling.29 C.R. Khotari notes, If the total area of interest happens to be a big one, a convenient way in which a sample can be taken is to divide the are into a number of smaller non-overlapping areas and then to randomly select a number of these smaller areas (usually called clusters), with the ultimate sample consisting of (or samples of) units in these small areas or clusters.30
29 30

Ibid, p. 65 C.R. Khotari, Research Methodology, Methods and Technique, (New Delhi 2nd : Wiley Eastern Limited, 2004)

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Hence, the writer chooses this technique. It means that the techinique sampling in this research the writer chooses two classes as cluster sampling. They are VIII-1 by using inquiry method and VIII 2 by using cooperative learning method. Both VIII 1 and VIII 2 consist of 39 students. So, the sample are 39 x 2 = 78 students. 4. Technique of Data Collection Data is needed for the research. It is impossible to do research. Data is the most important role, the data in this research will be collected by using an instrument. The instrument is a kind of test. The test will be applied to the experiment group or class and to the control group or neutral class. Then, the test will be given for both classes in writing test. The result of the test will be used as the data of this research. 5. Technique of Data Analysis For data analysis, the writer starts by preparing, testing the validity of the instrument and giving the value (data). The test given to sample simultaniously after they have learnt descriptive text by using inquiry and cooperative learning methods then the data is analyzed into comparative analysis technique using t-test formula. In this research the writer will use Arikuntos t-test formula (2009-393) because t-test is probably the most widely used statistical test for the comparison of two means. There are several kinds of t-test, but can choose suitable one depending on the case in hand. Before appliying the test, variance homogen should be found first homogenity

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test is meant to see weather the two groups of data have homogenous variance.
t= Mx My X + Y 2 1 1 31 N + N 2 N Ny x y x
2

Where : t Mx My X2 Y2 Nx Ny = test = The mean of experimental group = The mean of control group = The variable of experimental group = The variable of control group = The total number of experimental group = The total number of control group

31

Arikunto, Suharsimi, Manajemen Penelitian, (Jakarta : Rineka Cipta, 2009)