Group Work for an Effective Class Room

7/30/2019 Group Work for an Effective Class Room

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UHB 2092 - ADVANCE ENGLISH

GROUP WORK FOR AN EFFECTIVE CLASS ROOM

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Problem

From a history of a group work, this research was done to know about definition

of a group work and what is the best criterion that should have in an effective group

work. It is because some group work that we see sometimes did not have criteria as the

best group work. Our focus would be the effective of group work and how student apply

it in their study.

Students learn best when they are actively involved in the process. Researchers

report that, regardless of the subject matter, students working in small groups tend to

learn more of what is taught and retain it longer than when the same content is presented

in other instructional formats. Students who work in collaborative groups also appear

more satisfied with their classes. (Sources: Beckman, 1990; Checkering and Gamson,

1991; Collier, 1980; Cooper and Associates, 1990; Goodsell, Maher, Tinto, and

Associates, 1992; Johnson and Johnson, 1989; Johnson, Johnson, and Smith, 1991; Kohn,1986; McKeachie, Pintrich, Lin, and Smith, 1986; Slavin, 1980, 1983; Whitman, 1988)

Various names have been given to this form of teaching, and there are some

distinctions among these: cooperative learning, collaborative learning, collective

learning, learning communities, peer teaching, peer learning, reciprocal learning, team

learning, study circles, study groups, and work groups. But all in all, there are three

general types of group work: informal learning groups, formal learning groups, and study

teams (adapted from Johnson, Johnson, and Smith, 1991).

Informal learning groups are ad hoc temporary clustering of students within a

single class session. Informal learning groups can be initiated, for example, by asking

students to turn to a neighbor and spend two minutes discussing a question you have

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posed. You can also form groups of three to five to solve a problem or pose a question.

You can organize informal groups at any time in a class of any size to check on students'

understanding of the material, to give students an opportunity to apply what they are

learning, or to provide a change of pace.

Formal learning groups are teams established to complete a specific task, such as

perform a lab experiment, write a report, carry out a project, or prepare a position paper.

These groups may complete their work in a single class session or over several weeks.

Typically, students work together until the task is finished, and their project is graded.

Study teams are long-term groups (usually existing over the course of a semester) with

stable membership whose primary responsibility is to provide members with support,

encouragement, and assistance in completing course requirements and assignments.Study teams also inform their members about lectures and assignments when someone

has missed a session. The larger the class and the more complex the subject matter, the

more valuable study teams can be.

Some students with disabilities face challenges participating in small group

discussions and other interactive activities. Specific needs vary greatly. However, some

general teaching strategies that benefit all students include: Establish clear ground rules for discussion.

Provide electronic supplementary course/discussion materials.

Give clear descriptions of visual materials.

Paraphrase questions and answers and highlight key points throughout

discussions.

Create options for electronic discussions.



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1.2 Statement Of The Problem

Studies shows that many students working in small groups tend to learn more of

what is taught and retain it longer than when the same content is presented in other

instructional formats. Groups work meet regularly outside of class to study together, read

and review course material, complete course assignment, prepare for test and exams and

others. These are among the benefits that students gain if creating group work in

learning. However, few students know about it and because of that, they got problems

while learning in class.

In order to form a successful group work, teacher and students have their own

responsibilities. Teacher should know on how to plan for each stage of group work, howthe groups operate, how students will be graded, and give them skills they need to

succeed in groups. Most teachers do not know all these things and they just give

instruction to form a group and then tell them what were done according to what they

want. These will bring the objectives of the teachers teaching were not achieved.

Students in group work also play the main role for each of them. For example, in one

model, all students read the assignments but each member agrees to provide to the group

in-depth coverage of a particular segment of the material and to answer as fully aspossible whatever questions other members of the group work might raise. In this model,

then, each member agrees to study all the material yet each also tries to become an

expert in a certain area of the material. From this example, students have to know

more about what is in group work. So, there is a big responsibilities for teacher to

explain first the group work itself before trying to implement it in class.

In our opinion, the statement of the problem that we choose is very suitable

because nowadays, we can see more students prefer to make a group work as their

alternative to manage their study time. So, this research makes our group to state a

method of forming or creating an effective group work in class. It is because, to create a

successful group work, one must have a good planning and must have cooperation with

other members of a group. Other than that, there is more action that should have to make



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a successful group work. Then, an activity that planned in a group work must be suitable

to make sure all group members do their task properly. After that, from a successful

group work, student can get benefits, so that they can improve their study.

1.3 Purpose / Objective Of The Research

Group work is the popular technique of learning in school. It has many benefits

and purpose. So, this research was done to determine the criteria used by students on an

effective group work. This research also done to know the relation between group works

with the effective learning. Other than that, we want to find out the way to create an

effective group work and examine the effective of group work on the students ability to

produce a project report. Last but not least, the purpose of this study is to determine if thestudents learn to write project report effectively through group work.

1.4 Research Question

1.4.1 What is the benefit that a student can get from an effective group

work?

1.4.2 How group work can help and improve students to be moreeffective in their study?

1.4.3 How important is group work management to produce a project

report?

1.4.4 How to create an effective group work?

1.5 Significance Of A Group Work

Since group work developed and being used till now, there are less study operated

to identify whether it is successfully apply in school or not. The implementation of this

study is important to help teachers achieve their teaching objectives. The research

outcomes give teachers information about what they should know and do when using

group work in classroom. On the other hands, students gain more benefits to improve



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their study skills. It then leads to increase their understanding and performance in

learning. Indirectly, the co-operation among teachers and students then will be more

becoming strong and harmony.

1.6 Scope Of The Study

The scopes of our research in the effective group work are their criteria, the

benefits and relations with the effective class learning. This research was done at SMK

Rantau. We decide to choose this school because two of our group members came from

Negeri Sembilan. So, the questionnaires were done by them together. Other than that, this

research need our group to always contact that school, from getting permission until

distribute the questionnaires. Because of the school is their last school, so their workbecome easy when distributing the questionnaires. So, to make sure we get information

as soon as possible, we decide to choose that school.

Besides that, we chose form 1 and 2 students to fill in the questionnaire. They did

not take any important exam such as PMR and SPM. So, they were suitable to fill in the

questionnaire. On the other hand, 10 teachers were chosen as the respondents for this

research. It involves teachers who are teaching from form 1 till form 6. This research alsodone for student UTM. There were 25 students from any courses were chosen for the

questionnaire.



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CHAPTER TWO

LITERATURE REVIEW

2.0 LITERATURE REVIEW

Effective group works differs from other forms of education, however, in the

importance which the group plays in the process. One of the important principles of

education is that the most successful learning is that which takes place in natural

situations - in life itself. In utilizing the group, group work is clearly following this

axiom, for life today is essentially a group life. Almost everyone belongs to a number of

groups - the family, lodge, fraternity, church, scout troop, professional society, gang,

political club, and many, many others. We are constantly adjusting to groups, and ouractions and attitudes are largely determined by these associations. Our loyalties,

friendships, and interests are largely tied up with them.

Students learn best when they are actively involved in the process. According to

Beckman (1990) regardless of the subject matter, students working in groups tend to

learn more of what is taught and retain it longer than when the same content is presented

in other instructional formats. Students who work in effective group works also appear

more satisfied with their classes. It shows that through group works associations, studentsget the feeling that they have friends who appreciate and stand behind them at all times,

who recognize and esteem their personal qualities and achievements, who help student

find new outlets for their interests so that life continually means something new and

enjoyable. All this is necessary and important. Without such security, devotion,

recognition, and new experience, life would be unendurable.

Sidney Landenberg, in the bookSupervision in Social Group Work(1939) stated,

The concept of effective group works is trying to build themselves to a professional

status in the eyes of the public. It is also to help people use a group experience positively

in terms of their own development, rather than to just help them use their leisure time.

He went on to say that the main purpose is to help an individual, through a group to

which he voluntarily allies himself, to strengthen worthwhile personality characteristics,



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to eliminate faulty ones, and broaden his horizon through new interests, better thinking

and sounder action.

Johnson, Johnson, and Smith (1991) stated that effective group works in class

learningare teams established to complete a specific task, such as perform a labexperiment, write a report, carry out a project or prepare a position paper. These groups

may complete their work in a single class session or over several weeks.

Typically, students work together until the task is finished, and their project is

graded. Members of effective group work may learn to adjust to their associates on a

healthy basis and to find a place of importance through student personal accomplishments

and through their contribution to the group as a whole. The process of socialization that

takes place involves the learning of the fundamental fact that the individual must adapt

their desires and aims to the rights of those with whom he lives and shares life's goods,

that he cannot live unto himself. Along with this, students may learn how valuable and

enjoyable it is to work cooperatively with others.

Kohn (1986) maintain that students in a group must perceive that they "sink or

swim" together, that each member is responsible to and dependent on all the others, and

that one cannot succeed unless all in the group succeed. Knowing that peers are relyingon, teacher is a powerful motivator for group work. Strategies for promoting

interdependence include specifying common rewards for the group, encouraging students

to divide up the labor, and formulating tasks that compel students to reach a consensus.

According to Cooper and Associate (1990), Students who work in groups

develop an increased ability to solve problems and evidence greater understanding of the

material. Some instructors assign additional homework or readings or distribute lecture

notes to compensate for less material "covered" in class. Most students can work well ingroups if teacher set strong expectations at the beginning of the term, informally check in

with groups to see how things are going, offer assistance as needed, and provide time for

groups to assess their own effectiveness



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As reported by Johnson, Johnson, and Smith (1991), for example, in an

engineering class, a faculty member gives groups a problem to solve: Determine whether

the city should purchase twenty-five or fifty buses. Each group prepares a report, and a

representative from each group is randomly selected to present the group's solution. The

approaches used by the various groups are compared and discussed by the entire class.

Cooper and Associates maintain that effective group works create the assignments

that fit with students' skills and abilities. Early in the term, teacher will assign relatively

easy tasks. As students become more knowledgeable, teacher will increase the difficulty

level. This shows that a class learning research methods begins by having simply

recognized various research designs and sampling procedures. Later, group members

generate their own research designs. At the end of the term, each group member preparesa proposal for a research project and submits it to another team for evaluation.

In effective group works, student turns class exercises into competition.

As stated by Sanslons,(1989)

Student work in group, design and build a small-scale model of a structure such

as a bridge or column. They predict how their model will behave when loaded, and then

each model is loaded to failure. Prizes are awarded to the groups in various categories:best predictions of behavior, most efficient structure and most aesthetics.

Structure of the tasks for each group member can make an equal contribution. For

example, one faculty member asks groups to write a report on alternative energy sources.

Each member of the group is responsible for research on one source, and then all the

members work together to incorporate the individual contributions into the final report.

Another faculty member asks groups to prepare a "medieval newspaper."

According to Smith (1986),

Student research aspects of life in the Middle Ages, and each student contribute

one major article for the newspaper, which includes news stories, feature stories, and

editorials.



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Teacher must assign group work at the beginning of the term so that students

develop skills for working in groups. Use multiple-choice tests that include higher-level

questions. To allow time for discussion, present about twenty-five items for a fifty-

minute in-class exam. Divide students into groups of five. Have students take the test

individually and turn in their responses before they meet with their group. Then ask the

groups to arrange themselves in the room and arrive at a group consensus answer for each

question. According to Toppins, (1989) score the individual and group responses and

prepare a chart showing the average individual score of each group's members, the

highest individual score in each group, and the group's consensus score. Ninety-five

percent of the time, the group consensus scores will be higher than the average individual

scores.

Each group members enables various types of function such as way that both

group interaction and program activities contribute to the growth of the individual and the

achievement of producing project report. Effective group worker include provision for

personal growth according to individual capacity and need, the adjustment of the

individual to other persons, to groups and to society, and the motivation of the individual

toward the improvement of society; the recognition by the individual of his own rights,

limitations and abilities, as well as his acceptance of the rights, abilities and differences

of others. Through student participation, the group worker aims to affect the group

process so that decisions come about as a result of knowledge and a sharing and

integration of ideas, experiences and knowledge, rather than as a result of domination

from within or without the group. Through experience students aims to produce those

relations with other groups and the wider community which contribute to responsible

citizenship, mutual understanding between cultural, religious, economic or social

groupings in the community, and a participation in the constant improvement of

successful class learning.



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CHAPTER THREE

RESEARCH METHODOLOGY

3.0 RESEARCH METHODOLOGY

3.1 Introduction

This section discusses the methodology of the research. The main purposes of this

study is to investigate the effectiveness of group work in class learning. About thirty -

five of SMK Rantau students and teachers were selected randomly to access of this study.

Besides that, there are also about twenty - five students were chosen in UniversitiTeknologi Malaysia as the respondents for this study. Besides that the data for this

research is collected through the questionnaire.

3.2 Respondents Of The Study

In this study, students and teachers in form one and two were given the

questionnaires. A total of 25 students and 10 teachers were selected to fill in the form. Inschool, the data were collected in 2 days. On the other hand, the respondents of the study

were open to any students in UTM and from different faculties. However, most of them

came from Faculty of Education. The questionnaires were distributed in 5 days and 26

students were Malays, 16 were Chinese, 8 were Indians and nil for other respondents.

3.3 Research Instruments Used

This research utilized the quantitative research methodology. The instruments

used to collect the data were questionnaire. There are 2 types of questionnaire where the

first one is for students and the other one is for teachers. A set of questionnaire for

students is divided into 2 parts. Part A is about respondents profile such as race, age,

gender, and class or course while part B containing 8 questions divided into 4 sections.



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Different question types, such as yes-no, open-ended, scale and category were used in the

questionnaire. The different sections of the questionnaire were: A.What are the benefits

that student can get from an effective group work?, B.How group work can help and

improve students to be more effective in their study?, and C.How important group work

management to produce a project report. On the other hands, a set of questionnaire for

teacher is also the same like questionnaire for students how ever there are a bit different

like no class or course and only have 1 section in part B. This section is about: How to

create an effective group work?

3.4 Research Procedure

Before the actual data collection, we have a meeting with members. Discussionsgo on the appropriate topic. Then, work is divided among members. In the second

meeting, all information was gathered. After that, we have arranged a meeting with

lecturer. Our lecturer asks about the work given whether we have any problem or not.

After meeting with the lecturer, the work is divided in details for our group members. All

information was gathered. Before we do the research at the school, we get the personal

information letter at Faculty of Education. It is important as an evidence to this research

at school.

After doing all the procedure, we go to school to do a research. The

questionnaires were distributed to the students in the class. Respondents were approached

with an initial question of whether they own a group work. After the respondents have

completed the questionnaire, we get the personal information letter from the teacher at

that school. It is important to show that we have finished the research.

3.5 Data Analysis

In the study, there are only one data were collected namely quantitative data. The

data were collected by using questionnaire about the respondents profile and several

items for the research question. The data were collected and analyzed by using SPSS



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version 14. The process of analysis were concentrated into the number of percentage and

frequency counts. Results were presented in the form of several tables, graphs, and

charts.



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CHAPTER FOUR

FINDINGS AND DISCUSSION

4.0 FINDINGS AND DISCUSSION

4.1 Demography of respondent (Teachers)

Table 4.1(a): Race versus number of teachers

Race Number of teachersMalay 7

Chinese 2Indian 1

Others 0Total 10

The figure show the proportion of race in their choice a benefit of group work.

As a result, a big majority of the respondent (7 persons) was Malay. The other

respondents were Chinese (2 persons) and Indian (1 person) and nil for Others race.

Table 4.1(b): Age versus number of students

Age Number of teachers24 - 28 5

29 33 3

34 38 1

39 43 1

Total 10

From the table, we can see that proportion of age in their choice a benefit of

group work. As a result, a big majority of the respondent (5 persons) is 24-28 age, 3

person is 29-33 age, 1 person is 34-38 and 39-43 age.

4.2 Research question (Teachers)



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4.2.1 How to create an effective group work?

The pie chart reveals that teacher opinion about the important of group work forstudents. As a result majority of the teacher (100 percent) prefer a group work is

important for all students.

Based on figured 4.2(a), the results clearly show that most of the teacher who took

part in the survey preferred the important of group work for students. The results were

anticipated as the respondents were all teachers, and the important of group work seemed

to be most needed for all students to manage their learning.

There are several factors that make opinion of group work for students most

popular than do not have it. The most obvious factors were students learn more,

remember more and invest more effort to improve their achievement. If group work

doesnt exist, students will never get an opportunity to give their active participation in

and failed to accomplishment projects very well.

It can be summarized that using group work method in class teaching and learning

was the most popular means of active participation among group members and also in

communicate with their teachers. This was similar to the findings of another study

conducted by Busch, H. (1934)Leadership in Group Work, New York: Association Press

which found group work can build mental development; in the improved ability to think


Figure 4.2(a): Teachers opinion about

the important of group work for students

0%Yes

No


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and to make careful analysis and judgment of facts and issues and to secure a larger body

of information and knowledge. Its also can improve progression in the ability of the

group to accomplish group aims.

Effective group works in class learning are teams established to complete a

specific task, such as perform a lab experiment, write a report, carry out a project or

prepare a position paper. This claim seemed that typically, students work together until

the task is finished, and their project is graded.

Student can improve the effectiveness of their study teams by making sure each

session has a clearly articulated agenda and purpose. They can also work more efficiently

if all logistical arrangements are set for the semester, meeting time, length and location.This opportunity make student get chance to give actively participate during the sessions

in ways that further the work of the group.



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Figure 4.2(b): Teachers feeling on how to

create an effective groupwork

96.67

3.33

0

20

4060

80

100

Agree DisagreeFeelings

Percentage

of

teachers

From the bar chart, it shows the teacher feeling on how to create an effective

group work. As for the reasons how to create an effective group work, a total 96.67

percent agree that students should provide special skills, knowledge, has a dedicated and

single minded approach. The extra respondents 3.33 percent disagree.

Based on figured 4.2(b), the results clearly show that most of the teachers who

took part in the survey preferred that they agree using group work method is very need to

improve learning in class or out side of class. The results were anticipated as the

respondents were all teachers, and it is important to create an effective group work so that

can help students learn more from their group project.

There are several factors that make teacher agree to use group work method in

their teaching. The most obvious factor was cooperation within the group and with other

group can exist and also can build development of personal qualities, initiative,

originality, resourcefulness, dependability, persistence, integrity and leadership among

group members. If teacher failed to build and effective group works, students will never

get an opportunity to give their active participation in and failed to accomplishment

projects very well.

It can be summarized that teachers agree that all students should provide special

skills, knowledge, dedicated and mind approach in create an effective group work. This

was very much expected as students need to improve their ability to ensure their

achievement. This was similar to the findings of Nathan E. Cohen, Body of Knowledge



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and Skills Basic to Group Work, in AAGW (comp.), Toward Professional Standards

(New York: Association Press, 1947), that effective group work is very important to

improve student success in their study.

Effective group work is trying to help students use the experience positively in

terms of their own development, rather than to just help them use their leisure time. The

main purpose is to help an individual, through a group to which he voluntarily allies

himself, to strengthen worthwhile personality characteristics, to eliminate faulty ones,

and broaden his horizon through new interests, better thinking and sounder action.

The members could work together well when there was a joint project. In

searching about for something that would utilize and develop these abilities, the leaderstruck upon the idea of a play in which a few of the members had expressed interest. This

was built up, with the tasks divided according to individual preferences and talent-those

interested in acting received the speaking parts. As a result of the project, the leader saw a

definite development in each of the members, at the same time utilizing their ability to

work together well.

4.3 Demography of respondent (Students)

Table 4.3(a): Race versus number of students

Race Number of studentsMalay 26

Chinese 16Indian 8Others 0Total 50

The figure show the proportion of race among students. As a result, a big

majority of the respondent (26 persons) was Malay. The extra respondents are Chinese

(16 persons) and (8 persons) for Indian.

Table 4.3(b): Age versus teachers



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Age Number of teachers13 17 3018 22 623 27 14Total 10

From the table, we can see that proportion of age in their choice a benefit of

group work. As a result, a big majority of the respondent (30 person) in 13-17 age, 14

person in 23-27 age, and 6 person in 18-22 age.

4.4 Research question (Students)

4.4.1 What are the benefits that student can get from an effective group work?

Table 4.4(a): Items versus level of agreement

Items Strongly

Agree

Agree Disagree Strongly

Disagreei. Easy to solve any problems about study 40 9 1 0ii. Prepare for test and exams 33 15 2 0iii. Help each other with difficulties that are

encountered in class

33 15 2 0

iv. Read and review course material 31 16 3 0TOTAL 192 8PERCENTAGE (%) 96 4

Figure 4.4(a): Students feeling that group

work give benefits to them

96

4

0

20

40

60

80

100

Agree Disagree

Feelings

Percentage

of

students



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The bar chart show about students feeling that group work give benefits to them.

From the bar chart, we can see that 96 percent students agree and four percent students

disagree. Ninety six percent of the students agree the group work is easy to solve any

problems about study was the reason why they chose group work. Four percent of the

students disagree the group work is read and review course material.

Based on figure 4.4(a), the results clearly show that most of the students who took

part in the survey agree that using group work method in their learning can give benefit

for themselves in process to improve their learning. The results were anticipated as the

respondents were all students which categorized from UTM students and students from

Sek. Men. Keb. Rantau. The results show that students get more benefit from effective

group work which can help them learn more from their group project.

There are several factors that make students agree that use group work method in

their learning can give them more benefit. The most obvious factor was easy to solve any

problems about study, prepare for test and exam, helps each other with difficulties that

are encountered in class and also read and review course material. If teacher failed to

build effective group works, students will never get an opportunity to give their active

participation in and failed to accomplish projects very well.

It can be summarized that students agree with using group work method in class

learning give them more benefit than not using it was the most popular means of the task

is to combine interests and needs so that a program can be developed which the group

will thoroughly enjoy and which at the same time will help meet its needs, active

participation among group members and also in communicate with their teachers. This

was similar to the findings of another study conducted by Cooper, 1990; Johnson,

Johnson, and Smith, 1991 which found In the group, the individual may learn to adjust to

his associates on a healthy basis and to find a place of importance through his personal

accomplishments and through his contribution to the group as a whole.



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The process of completing task or project take place involves the learning of the

fundamental fact that the students must adapt their desires. Along with this, students may

learn how valuable and enjoyable it is to work cooperatively with others.

4.4.2 How group work can help and improve students to be more effective in their

study?

Figure 4.4(b): Students opinion about havingor like a group work

0%

100%

Yes

No

The pie chart reveals on students opinion about having or like a group work.

According to the result, majority of the students (100 percent) prefer having or like a

group work.

Based on figure 4.4(b), the results clearly show that most of the students who took

part in the survey preferred that they agree that they like using group work method in

their learning. The results were anticipated as the respondents were all students which

categorized from UTM students and SMT students. The results show that students

hundred percent like to have group work which can help them learn more from their

group project.

The factors that make students like to use group work method in their learning

because it was more fun and make students feel happy in doing their task and its

produced to play strengthened their cooperation, improved individual skills, and

accomplished a distinct group achievement



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It can be summarized that students agree that they like to have a group work in

their learning in which it combine interests and needs so that a program can be developed

when the group will thoroughly enjoy and which at the same time will help meet its

needs, active participation among group members and also in communicating with their

teachers.

Group work seemed to be most needed for all students to make their study more

fun. The process of completing task or project take place involves the learning of the

fundamental fact that the students must adapt their desires. Along with this, students may

learn how valuable and enjoyable it is to work cooperatively with others.

Why do you like a group work? Give your reason.

Table 4.4(b): Students versus response Note: S Student

Students ResponseS1 Easy to understand the key pointsS2 Easy to remember notesS3 Quickly finished homeworkS4 Time is manageableS5 Got a lot of friends

S6 The answer is more accurateS7 Can make a study easier S8 Can change an idea / opinion with group members in my studyS9 My communication with other members group will be betterS10 Group work can develop individual skillS11 Group work can increase a lot of knowledgeS12 Group work can develop my learning subjectS13 Can develop brainstormingS14 To present self mindedS15 To make sure the answer is betterS16 Strengthen relationship with other members in the group work

S17 Easy to finished any assignment or project workS18 Group work can adjust the process of individual responsibilityS19 Can build more idea and knowledgeS20 All partner know their own responsibilityS21 We can develop our personal behaviorS22 We can change and idea or opinion with group membersS23 The members of group work encourage to make suggestion



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S24 The members are interested in an activity and enjoying thoroughlyS25 Group work can make us build and attitude of having such initiationS26 Make us more confident in completing our taskS27 Each members in group can give the best ideaS28 Group work can make active learning

S29 We can learn how enjoyable it is to work cooperatively with othersS30 We have friends who appreciate and stand with us at all timesS31 Make us fell happy because we have a lot of friendsS32 We can learn in harmoniouslyS33 We got recognition from othersS34 We can solve problem base on study with discussion in groupS35 Group work can make us create a quality projectS36 Active participation among membersS37 All members have a chance to give their opinionS38 Make our study more effectiveS39 Study more fun

S40 Not wasting time when solve some problemS41 Understand more about a topic which discuss in groupS42 To find friends among groupsS43 Completing homework more fasterS44 Notes are easy to rememberS45 Make us open mindedS46 Faster complete workS47 Got more friendsS48 Problem in topic of study is easy to solveS49 Make me become active learner

S50 Answer in exercise given by teacher is more better

Table 4.4(c): Response - Why students like a group work while studying and doing

assignment.

Easily

completingassignment

or task

Get

morefriends

Easy to

understandand

remember

notes

Time is

manageable

Become

activelearner

Study is

enjoyable

Can

findthe

best

answer

while

study

Build and

changeidea or

opinion

with

members

S3 S5 S1 S4 S10 S29 S6 S8



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S17 S16 S2 S40 S11 S32 S50 S9S34 S30 S7 S12 S39 S15 S19S48 S31 S44 S13 S22S46 S42 S41 S14 S23S43 S47 S18 S37S35 S33 S20 S45

S26 S21 S27S24S25S28S36S38S49

total 8 7 5 2 14 3 3 8

Table above shows why the students like a group work while studying and doing

assignment. As for the reasons in choosing a group work, a total 14 students users group

work that become active learner was the main reason for their choice. Beside that, 8

students users group work because easily completing assignment or task and can change

idea with member. The other 2 of the students stated that time is manageable was the

reason was they chose a group work.

There are several factors that make students like to have a group work whilestudying. One of the most obvious factors was student becomes active learner. Fourteen

of the students gave these reasons to show why they like group work activities. It can be

summarized that students answer to becomes active learner was the most popular reasons

means of active participation among group members and also in communicating with

their teachers.

Beside of that, 8 students gave the reason in both categories that with group work

time is more manageable and can change idea with members, 7 students gave the reason

that with group work, they will get more friends, 5 students says they easy to remember

and understand their study, 3 students in both categories of study more enjoyable and can

find the best answer or solution and only 2 students say with group work, time is

manageable.



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All of the reasons show that student really enjoy while doing activities in group.

Effective group works in class learningare teams established to complete a specific task,

write a report, carry out a project or prepare a position paper. This claim seemed that

typically, students work together until the task is finished, and their project is graded.

This was very much expected as students need to improve their ability to ensure their

achievement.

Figure 4.4(c): The number of time for students

doing group work in one week

44%

22%

12% 22%

1 time

2 time

3 time

more than 4 times

The pie chart reveals that number of the time for students doing group work in

one week. From the pie chart, 44 percent said they spend time for group work in one

week for two time, 22 percent indicated they have used group work for three and one

time and 12 percent said they spend more than four times.

One of the most popular meeting time students take in a week is about twice per

week. The results clearly show that 44 percent of students say 2 times per week is the

best choice because it gives all members prepare the source for the next meeting. It can

be summarized that student opinion to have a meeting 2 times per week was the most

popular choice because 2 times per week is enough for student to do a discussion while

on the library they use to find an information based on their task.

Beside of that, 22 percent of students choose to have a meeting in both 1 times

and 3 times per weeks, and only 12 percent students choose to have a meeting 4 times a



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week. This probably because overtime meeting maybe can affects students to focus on

their responsibility to complete their project report.

All of the meeting times show that students need to do a discussion with their

group members in making sure the quality in producing project report. In meeting times,

the leader will guide all group members so that they will never diverted from their

objective. This was very much expected as students need to improve their ability to

ensure their achievement.

4.4.3 How important group work management to produce a project report.

Figure 4.4(d): Students feeling about the

important of group work management

94

6

0

20

4060

80

100

Agree Disagree

Feelings

Percentage

of

students

The graph in figure 4.4(d) shows that students feeling about the important of

group work management. From the bar chart, we can see that 94 percent students agree

and 6 percent disagree. Ninety four percent of the students agree the group work

management can make active participation among students in successful accomplishment

of group project. Six percent of the student disagree the cooperation within group and

with other group can be exists.

Based on figure 4.4(d), From the pie chart, 44 percent said they spend time for

group work in one week for two time, 22 percent indicated they have used group work

for three and one time and 12 percent said they spend more than four times.



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. The results were anticipated as the respondents were all students, and it is important to

create an effective group work so that can help students learn more from their group

project. We can see about 94 percent of students agree about the opinion of important

group work and only 6 percent of students say they do not agree with the opinion.

The results show that group work is really important. Effective group works in

class learningare teams established to complete a specific task, write a report, carry out a

project or prepare a position paper. This claim seemed that typically, students work

together until the task is finished, and their project is graded. This was very much

expected as students need to improve their ability to ensure their achievement.

It can be summarized that teachers agree that all students should be providedspecial skills, knowledge, dedicated and mind approach in creating an effective group

work. This was very much expected as students need to improve their ability to ensure

their achievement. This was similar to the findings of Nathan E. Cohen, Body of

Knowledge and Skills Basic to Group Work, in AAGW (comp.), Toward Professional

Standards (New York: Association Press, 1947), that effective group work is very need

to improve student success in their study.

The members could work together well when there was a joint project. In

searching about for something that would utilize and develop these abilities, the leader

struck upon the idea of a play in which a few of the members had expressed interest. This

was built up, with the tasks divided according to individual preferences and talent-those

interested in acting received the speaking parts. As a result of the project, the leader saw a

definite development in each of the members, at the same time utilizing their ability to

work together well.



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CHAPTER FIVE

CONCLUSIONS

This research investigated the effective group work in class learning. For

completing this research, all sources had been used to make sure the result for our

research have more benefit to all reader. All of the methodology that we have used is to

know if there have any problems about the data that we have found, further to search

evidence and to search a very best data. The conclusion that we had do are, all of the

research methodology have conduce to completing our research objective. The result

from a questionnaire also is an important source to make sure our research had been donevery well.

For a research question, we have chose 4 research question that we think can help

us to get a data from our respondent. From this 4 research question, we divide it to five to

seven item. Before a detail research that had been done about this topic, our group has

searching a data from any source like reference book, and internet to know all

information about group work since their history to a development of a group work.

This research also had been done at Sekolah Menengah Kebangsaan Rantau

because two of our group members came from Negeri Sembilan and one of them is an ex

student at SMK Rantau. There is no problem while doing this questionnaire because all a

teacher at that school gives full cooperation to both of them. So that, it will make them to

do a questionnaire to a student at that school easily.

For a research methodology, we have chosen SMK Rantau student and UTM

student as our respondent which combine with any region and sex. It is important to make

sure we can get a very best which have a combination respondent.



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The following conclusions can be drawn based on the findings of the study:

1. Majority of the teacher prefer a group work is important for all students.

2. Teachers agree that using group work method is very important to improve

learning in class or out side of the class.

3. By using group work method in students learning can give benefit for themselves

in process to improve their learning.

4. Students like using group work method in their learning.

5. Students becoming active learner as the main reason for doing group work.

6. Most of the students spend time for group work in one week for two time.

Base on our research, we can conclude that, all of our respondents agree to have a

group work and they think that a group work is a very important thing in their study, but

some of them only doing a group work 1 time in a week. A respondent from a teacher

also agree that their student should have a group work. However, these findings are only

true for Universiti Teknologi Malaysia and Sekolah Menengah Kebangsaan Rantau

students also with their teacher. The same study needs to be conducted with studentsfrom other universities and schools to see how they apply group work in their study.



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CHAPTER SIX

RECOMMENDATIONS

Recommendations Based on Findings Recommendations for Future Research

6.1 RECOMMENDATIONS

Based on the findings and conclusions of

the group work, here are several

recommendations to be considered :

1. Meeting with group members

Make a list of all members

coordinates, availability, best time

and method of contacts

Face to face, teleconference, e-mail,

telephone

Purpose of meeting

Be sure of meeting agenda, get

minutes

Focused discussion, thinkof time

limit

2. Project Progress

Set schedule (realistic timeframe)

Regular update with Professor (get

feedback and advice)

3. Record Keeping

6.2 FUTURE RESEARCH

Since this group work had only

focused on Sekolah Menengah Kebangsaan

Rantau, it is recommended that furtherresearch be undertaken in the following

areas. Furthermore, students who want to

form successful groups need to find

classmates who possess the following

traits/characteristics:

1. Their major reason to join a study

group is to learn.

2. They are responsible and will attend

group meetings regularly, on

time, prepared, and in the mood for

work.

3. They are willing to

and able to actively participate in

group work (groups cannot

afford to carry non-participatingmembers; this burden causes

eventual resentfulness and slower

progress)

4. They can be tolerant of others'



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Must be done by each member

Will act as a valuable input for future

CV of the student

Can figure out what you have done sofar

4. Evaluation by the Professor

Make sure you understand the

process of evaluation

the grade distribution

5. Peer evaluation

Set the criteria at the outset

Do it objectively

ideas, learning styles, and conclusions

drawn

from group study.

Successful groups normally do not

exceed five members; exceptions can

occur. Too large a group invites unfair and

debilitating labor divisions, allows some

members to shirk full responsibility,

promotes subgrouping [cliques], and makes

group management too high a priority for

this type of groupactivity.

Unsuccessful study groups occur due

to:

1. Incompatible member goals.

2. Group study sessions deteriorate into

social "bull sessions;" .3. Clear group goals remain unstated,

vaguelyor ambiguously stated, or change

frequently.

4. Members do not come to sessions fully

prepared;

5. Some members participate unequally.

6. All members do not fully respect each

other. Group work is rewarding when it

functions well. Not all tasks are

appropriate for groups to accept. Some

tasks are simple and short enough for

individuals to do. Groups work best



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when idea diversity is needed/wanted,

when division of labor is

called for, and when feedback from

fellow members is desired and useful.

We recommend students seek out

classmates and form a serious but fun study

group. Your learning will improve with a

quality study group; you will learn more

this way, will learn more quickly, and will

retain more of what you learn.



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BIBLIOGRAPHY

Johnson, D. W., Johnson, R. T., and Smith, K. A. (1991).Cooperative Learning:

Increasing College Faculty Instructional Productivity. Washington, D.C.:George

Washington University.

Goodsell, A., Maher, M., Tinto. (1992). Collaborative Learning: A Sourcebook for

Higher Education. University Park: National Center on Postsecondary Teaching,

Learning, and Assessment, Pennsylvania State University,

Guskey, TR. (1988)Improving Student Learning in College Classrooms. Springfield, Ill:

Thomas.

Whitman, N. A. (1988) Peer Teaching: To Teach Is to Learn Twice.Washington, D.C.:

Association for the Study of Higher Education.

Kohn, A. NoContest (1986).: The Case Against Competition. Boston: Houghton Mifflin.

Cooper, J., and Associates. (1990).Cooperative Learning and College Instruction. Long

Beach: Institute for Teaching and Learning, California State University.

Sidney Lindenberg. (1939). Supervision in Social Group Work. New York: Association

Press.



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APPENDIX A

QUESTIONNAIRE

Group work is suitable to be applying by students and pupils. However, what are the tips

to make it becoming successful? The purpose of this research is to find out some tips for

effective group work in class learning. This study is focusing on the benefit of group

work, how group work can help and improve students to be more effective in their study,

etc. The data will be kept confidential. Please return completed questionnaire to the

questioner.

SECTION A: RESPONDENT PROFILE

Instruction :Please tick ( ) and fill in the column below about your profile.

1. Race:

a) Malay ( )

b) Chinese ( )

c) Indian ( )

d) Others ( )

2. Age:

Please write down here _________

3. Gender:

a) Male ( )

b) Female ( )

4. Class/course:

Please write down here __________



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SECTION B:

INSTRUCTION :

Please check ( ) in the space provided to indicate your responses.

A. What are the benefits that student can get from an effective group work?

1. Do you agree group work give benefits for students? Yes ( ) No ( )

2. If yes, indicate your feeling about the items below.

Item Strongly

Agree

Agree Disagree Strongly

Disagreei. Easy to solve any problems about studyii. Prepare for test and examsiii. Help each other with difficulties that are

encounted in classiv. Read and review course material

B. How group work can help and improve students to be more effective in their

study?

1. Do you have or like a group work? Yes ( ) No ( )

(If yes, answer question no 2)

2. Why do you like a group work? Please give your reason.

_________________________________________________________________

3. Do you think student attitude give effect on unsuccessful group work?___________________________________________________________

4. How much do you spend a time for your group work in one week?

____ 1 time



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____ 2 times

____ 3 times

____ more than 4 times

C. How important group work management to produce a project report.

1. Please indicate the level agreement with each statement by ticking () in the

appropriate column.

Item StronglyAgree

Agree Disagree StronglyDisagree

1.Group work management can make activeparticipation among students in successful

accomplishment of group project.2.Group work management can makeprogression in group aims themselves.3.Cooperation within group and with othergroup can be exists.

2. Please tick () in the appropriate box.

Item Yes No1. Do you think group work management make student can change idea oropinion with group members in producing project report?2. Do you think group work management can improve student ability tothink and make careful analysis for the topic of project report?3. Do you think group work can develop individual skills and increasingfund of knowledge in producing project report?4. Do you think group members have an ability to adjust harmoniously toother students?



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APPENDIX B

Group work is suitable to be applying by students and pupils. However, what are the tips

to make it becoming successful? The purpose of this research is to find out some tips for

effective group work in class learning. This study is focusing on the benefit of group

work, how group work can help and improve students to be more effective in their study,

etc. The data will be kept confidential. Please return completed questionnaire to the

questioner.

SECTION A: RESPONDENT PROFILE

Instruction :Please tick ( ) and fill in the column below about your profile.

1 Race:

a) Malay ( )

b) Chinese ( )

c) Indian ( )

d) Others ( )

2 Age:Please write down here _________

3 Gender:

c) Male ( )

d) Female ( )


Thank you for your co-operation


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group work.

APPENDIXC

WORK SCHEDULE

ACTIVITIES W2 W3 W4 W5 W6 W7 W6 W8 W9 W12 W13 W15

Identifying Topic of Research

Preparing & PresentingProposal for Research

Discussing & Designing SurveyQuestions

Collecting Data ThroughPrimary and Secondary Sources

Analyzing the Collected Data

Drafting final report

Preparing for presentation

Revising final report

Binding final report


Thank you for your co-operation


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Documents

Group Work for an Effective Class Room