Incorporating LS-Based Grouping in CP to Optimize Students Interaction and Writing Ability

Fefiyana Fefiyana
Bambang Setiyadi
Ari Nurweni

U-JET: Unila Journal of English Teaching
Vol 7, No 1 (2018): U-JET

Penelitian ini bertujuan untuk mengukur kemampuan menulis dan interaksi mahasiswa setelah diterapkannya system pengelompokkan berbasis gaya belajar (learning style-based grouping) dalam prosedur kerjasama (cooperative procedure) yang digunakan pada pengajaran kemampuan menulis (writing). Pendekatan kuantitatif dan kualitatif digunakan untuk meneliti dua kelas mahasiswa yang mengambil English 1 sebagai mata kuliah wajib di IBI Darmajaya. Instrumen penelitian yang digunakan mencakup tes kemampuan menulis, observasi video dokumentasi, serta serangkaian kuesioner learning style yang berfungsi sebagai dasar utama pengelompokkan mahasiswa di kedua kelas tersebut. Hasil penelitian menunjukkan adanya perbedaan signifikan pada kemampuan menulis serta interaksi antara kedua kelompok eksperimen setelah diterapkannya pengelompokkan berbasis learning style. Temuan ini membuktikan bahwa implementasi system pengelompokkan heterogen berdasarkan learning style sangat berperan positif dalam mengoptimalkan kemampuan menulis serta memacu interaksi yang konstruktif dan saling menguntungkan.The aims of this research are to investigate the students writing ability and interaction after incorporating learning style-based grouping in cooperation procedure of teaching writing. This research was carried out quantitatively and qualitatively and involved two classes who took English 1 subject as a compulsory subject at IBI Darmajaya. The used instruments were writing test, observation of documented videos, and learning styles questionaires that served as the important measument for grouping of both two experimental classes. It was found that there was a significant difference in the students writing ability and their interaction between the two experimental groups after the implementation of incorporating learning style-based grouping in cooperation procedure of teaching writing. The findings prove that the implementation of heterogenous grouping based on learning styles benefits succesfully in optimizing students writing ability and producing the constructive and promotive interaction.Keywords: Cooperation procedure, interaction, learning style-based grouping, writing ability.