TEFL 2
GROUP INVESTIGATION
Created By:
Misyanti (0901050046)
The english department
teacher training and education faculty
muhammadiyah university of purwokerto
2011
GROUP INVESTIGATION
A.
Introduction
Cooporative
Learning (CL) is more than having students work in groups: it is a fundamnetal
shift from teacher as information provider and sole source of truth, to teacher
as facilitator . It involves the use of tasks whose completion requires the
combined efforts and skills of the individual group members. Group
Investigation (GI) is one form of CL, and the focus of this paper. The
following sections consider the technique in general, origins of the model, key
decisions teachers must make, effects on learners, and implementation concerns
and gas in the research base.
B.
Definition
In
GI, students form interest groups within which to plan and implement an
investigation, and synthesize the findings into a group presentation for the
class. The teacher’s general role is to make the students aware of resources
that may be helpful while carrying out the investigation. GI includes four
important components (“the four I’s”): investigation, interaction, interpretation,
and instrinsic motivation. Investigation refers to the fact that groups focus
on the process of inquiring about a chosen topic. Interaction is a hallmark of
all cooperative learning methods, required for students to explore ideas and
help one another learn. Interpretation occurs when the group synthesizes and
elaborates on the findings of each member in order to enhance understanding and
clarity of ideas. Finally, instrinsic motivation is kindled in students by
granting them autonomy in the investigative process.
Implementation
of GI proceeds in six step. First, the teacher presents a multi-faceted problem
to the class, and students choose an interest group. The problem posed here is
articularly important, as a variety of reactions from students is necessary for
appropriate group informatin. Teachers should avoid giving their own ideas or
rejecting ideas from students. Second, groups plan their investigation – the
procedures, tasks and goals consistent with the with the chosen subtopic.
Third, groups carry out the investigation as planned in the above step. The
teacher’s role at this step is to follow the investigative process, offering
help when required: suggesting resources, ensuring a variety of skills is being
used, etc. Fourth, groups plan their presentation. They evaluate what they have
learned, and synthesize it into a form that can be understood by the class.
Fifth, groups conduct the presentation. Finally, the teacher and students
evaluate the investigation and resulting presentations. Throughout the process,
group representatives often make reports to the class, helping group members
appreciate that they are part of a larger social unit.
As
is generally found with CL techniques, research consistently finds higher
levels of achievement from GI activities as compared with whole-class
instrution, paarticularly on matters of higher-level cognition. It has also
been found that GI improves positive inter-ethnic relations and enhances
intrinsic motivation. Compared to other CL methods, GI has strong roots in
giving students control over their learning.
C.
The
Important Things in Group Investigatin (GI)
The important things in
doing the Group Investigation methods are:
1. Requires ability groups.
In doing each task, each group member should have the opportunity to contribute. Intheinvestigation, students can seek information from a variety of information from within and outside the classroom. Then the students gather the informationprovided from eachmember to work on a worksheet.
In doing each task, each group member should have the opportunity to contribute. Intheinvestigation, students can seek information from a variety of information from within and outside the classroom. Then the students gather the informationprovided from eachmember to work on a worksheet.
2. Cooperative Plan.
Students are together investigating their problems, which sources they need, who is doing what, and how they will present their projects in class.
Students are together investigating their problems, which sources they need, who is doing what, and how they will present their projects in class.
3. Role
of Teachers
Teachers provide
resource and facilitator. Teachers rotate among groups of studentsorganize
the work and attention to help students organize their work and help if the
students have difficulty in group interaction.
D.
The
Advantages and the Disadvatages
1. The
advantages of Group Investigation (GI) are:
a. With
cooperative learning models, Group Ivestigation (GI) has a positive impact in
improving the students achievement;
b. Application
of a model of cooperative learning methods, Group Investigation has a positive
effect which can increase the students’ motivation;
c. Learning
that performed makes the atmosphere of mutual cooperation and interaction among
students in the group regardless of their background;
d. Group
Iinvestigation learning model to train the students to have a good ability to
communicate and express their opinions; and
e. Motivate
and encourage the students to be active in the learning process strats from the
final stage of learning.
2. The
disadvantages of Group Investigatin (GI) are:
a. Group
Investigation model is a model of learning that complex and difficult to
implement in a cooperative learning; and
b. Using
the Group Investigation also takes a long time.
E.
The
Method Steps of Group Investigation
Application of the
method steps Group Investigation, (Kiranawati 2007), can be expressed as
follows:
1. Selection
of Topics
The students choose a
variety of subtopics within an area of common problems that are usually
described by the teacher first. The students the organized into groups that are
oriented to the task (task-oriented groups) consisting of 2 to 6 people.
Composition of heterogeneous groups in both genders, ethnicity and academic
ability.
2. Cooperative
Plan
Students adn teachers
plan a variety of specific learning procedures, tasks and common objectives
that are consistent with a variety of topics and subtopics that have been
selected from the firs step above (1).
3. Implemetation
The students carry out
a plan that was formulated in second step (2). The learning process should
involve a variety of activities and a wide variety of skills and encourage
students to use a variety of sources that are both inside and outside of
school. Teachers continuously follow the progress of each group and provide
assistance if needed.
4. Analysis
and Synthesis
The students analyze
and shithesize information obtained in third step (3) and plan to be summarized
in an interesting presentation to the class.
5. Presentation
of the Final Result
All the group presents
an interesting presentation of various topics that have been studied for all
students in each class involved and achieve a broad perspective on the topic.
Group presentations coordinated by the teacher.
6. Evaluation
Teacher and students to
evaluate the contribution of each group to work as a whole class. Evaluation
may include each student individually or in groups, or both.
CONCLUSION
Group
Investigation (GI) is one form of CL, and the focus of this paper.GI includes
four important components (“the four I’s”): investigation, interaction,
interpretation, and instrinsic motivation. The important things in doing the
Group Investigation methods are:
1. Requires ability groups.
2. Cooperative Plan.
3. Role
of Teachers
Application of
the method steps Group Investigation, (Kiranawati 2007), can be expressed as
follows:
1. Selection
of Topics;
2. Cooperative
Plan;
3. Implemetation;
4. Analysis
and Synthesis;
5. Presentation
of the Final Result; and
6. Evaluation.
In short, Group
Ivestigation (GI) is Investigation refers to the fact that groups focus on the
process of inquiring about a chosen topic.
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