my undergraduate thesis

1. THE IMPLEMENTATION OF
COLLABORATIVE LEARNING STRATEGY TO IMPROVE STUDENTS’
UNDERSTANDING ON SIMPLE PAST AT 10th
GRADE STUDENT OF MA
AL-ASROR PATEMON GUNUNG PATI SEMARANG
A. Background of Research
Teaching is an activity to guide and facilitate learning process, to
enable the learner, and to set the conditions for learning.1
The purpose of
teaching English covers four language skill; listening, speaking, reading and
writing. In mastering those skills, students also have to know the language
component; vocabulary, pronunciation and grammar.
As one of language component, grammar is important to be learnt by
student. Grammar is a theory of language is put together and how its works.2
Victoria Fromkin states that every grammar is complex, logical, and capable
of producing an infinite set of sentences to express any thought.3
In fact,
English grammar has many different and difficult rules of the language
Grammar, as one of the language components, has function of making
a string of words into meaningful utterances. In practicing English, grammar
has become a serious challenge by the learners. Therefore, grammar or
structure is one of the basic aspects that must be learned for the students
because it enables the students to understand the words or sentences of the
English language. When the student master grammar especially simple past
tense, they should practice their knowledge by writing. It will be balance in
learning. According to Elizabeth B. Hurlock learning is development that
comes from exercise and effort.4
1 Brown H. Douglas, Principles of Language Learning and Teaching, ( New York :
Pearson, 2000), p. 7.
2 Gerot and Wignell, Making Sense of Functional Grammar, (Australia : Gerd Stabler,
1994), p.2.
3 Victoria Fromkin, an Introduction to Language, ( US: Thomson Heine, 2003), p.15
4 Elizabeth B. Hurlock, Elizabeth B. Hurlock, Child Development, Tokyo: MC. Graw Hill
Book Company, t.th, h. 20.
1

2. 2
As asserted by Chomsky cited by Steinberg, one of the fundamental
language ability should be possessed by people in order to be able to
communicate is the ability to produce and comprehend grammatical sentence
Simple past tense is one of part of grammar that is difficult lesson
items for the 10 grade student MA Al-Asror Patemon Gunungpati Semarang.
Some students' face difficulties in grammar, less of students have motivation
in learning activity because teaching learning process is not satisfied and less
of students understand on simple past tense.
Concerning from this problem, the teacher needs to choose interesting
strategy which are best for their students, to reduce students' boredom and
motivate them to learn grammar more so it is important to find and apply a
strategy to teach it effectively.
To make in teaching grammar comprehension effectively, students
need to be equipped with effective strategies to help them improve their
grammar competency. Collaborative learning strategy is one of strategy that
teacher should use in his or her class. Collaborative learning is an approach to
teaching that makes maximum use of cooperative activities involving pairs
and small groups of learners in the classroom.th
A Collaborative learning strategy is group of learning activity
organized so that learning is dependent on the socially structured exchange of
information between learners in groups and in which each learner is held
accountable for his or her own learning and is motivated to increase the
learning of others.5
Collaborative learning is an effective alternative to each English
grammar comprehension. In collaborative learning, teacher’s role is as
facilitator. It means that students take an important role and have
responsibility during the process and learning achievement.6
But, not all
th Jack C. Richards and Theodore S.Rodgers Approaches in Language Teaching 2
edition, (United States of America: Cambridge University Press,2001), p. 192.
5 Jack C. Richards and Theodore S.Rodgers, Approaches in Language Teaching 2
edition, ,p,195.
6 W Gunawan, Genius Learning Strategy, Petunjuk Praktis untuk Menerapkan
Accelerated Learning, (Jakarta: PT. Gramedia Pustaka Utama, 2006), p.165.

3. 3
groups are cooperative group. Collaborative learning is a group whose
members are committed to the common purpose of maximizing each other’s
learning. Each member takes responsibility for the performance of himself or
herself, all teammates, and the group as a whole.7
The success of collaborative
learning is crucially depending on the nature and organization of group work.
This requires a structured program of learning carefully designed, so that
learners interact with each other and is motivated to increase each other’s
learning.
From the description above, the researcher is interested in researching
more about student’s understanding on simple past at the 10 grade student MA
Al-Asror Patemon Gunungpati Semarang after using Collaborative learning
strategy.
B. Definitions of the key terms
1. Implementation
Implementation is something that implementedth
. The
implementation that the researcher means is implementing Collaborative
learning strategy in student’s understanding on simple past at the 10 grade
student MAAl-Asror Patemon Gunungpati Semarang.
2. Collaborative learning strategy
A Collaborative learning strategy is group of learning activity
organized so that learning is dependent on the socially structured exchange
of information between learners in groups and in which each learner is
held accountable for his or her own learning and is motivated to increase
the learning of others.th
7 David W. Johnson dan Roger T. Johnson, Learning Together and Alone: Cooperative,
Competitive dan Individualistic Learning, (Massachusetts, Allyn and Bacon, 1994) 4th
ed, p. 78.
th As Hornby, Oxford Advanced Learners Dictionary of Current English, [London:
Oxford University Press, 1995], p.586
th Jack C. Richards and Theodore S.Rodgers Approaches in Language Teaching 2
edition, p,195.

4. 4
So the purpose of a collaborative learning is to increases
interaction among learners as they restate, expand, and elaborate their
ideas in order to convey or clarify intended meaning.
3. Improve
The meaning of improve is achieving or produce something of a
better standard or quality than something else.8
According to Michael Agnes’ opinion Improving is to become
better in quality or condition.9
Here, the writer wants to know the improvement of students’
understanding by applying collaborative learning strategy
4. Simple Past
The Simple Past Tense is used to report a state or activity which
can be ascribed to a definite past time. A past adverbial is either expressed
or else understood from the context in which the past tense is used.10
.
C. Research Question
Based on the problem that has been stated above, there some problems
that will be investigated through this study. They are:
1. Can collaborative learning strategy improve student’s understanding on
simple past at the 10 grade student MA Al-Asror Patemon Gunungpati
Semarang?
2. How is the improvement of students’ understanding on simple past after using
collaborative learning strategy at the 10thth
grade student MA Al-Asror
Patemon Gunungpati Semarang?
D. Objective of the research
1. To describe the implementation of collaborative learning strategy to
8 A. S. Hornby, Oxford : Advanced Learner’s Dictionary of Current English, p.598
9 Michael Agnes, Webster’s New World College Dictionary, (USA:Willey Publishing,
Inc., 2002), p.718
10 George W Wishon and Julia M. Burks, Let’s Write English, (New York: American
Book Company ESL/EFL, 1980), p. 195

5. 5
improve students’ understanding on simple past
2. To find out any improvement of student’s understanding on simple past at
the 10th
grade student MA Al-Asror Patemon Gunungpati Semarang after
using collaborative learning strategy?
E. Pedagogical Significant
The result of this study is hoped useful for students, teacher, and the
next researcher.
1. For the students
The result of this study may help students to improve their
understanding on simple past tense. Understand about how the structure of
simple past tense, when we use simple past tense.
2. For the teacher
Teacher can use collaborative learning strategy as one of the
strategy in teaching learning English, to motivate the students, and it can
make the lesson is easier to be understood than nothing.
3. The next researcher
The writer hopes this research can be developed by the next
researcher in different skill and participant
F. The reason for choosing the topic
The reason for choosing the topic are as follow:
1. Mastering English is not enough just to know the vocabulary items, but
knowing how to organize them into the correct sentence. Grammar guides
us how to make the correct form of phrases, clauses, or sentences
2. Most of Senior High School students think that English especially
grammar is one of the difficult and boring subject where teacher explained

6. 6
the material in front of class, asking and answering questions that would
make the students bored and difficult to memorize the material
3. Collaborative learning strategy was chosen to improve students’ ability in
teaching grammar (simple past tense) because Collaborative learning is an
approach that makes maximum use of cooperative activities involving
pairs and small groups of learners in the classroom.
G. Limitation of Research
This study is about the implementation of Collaborative learning
strategy to improve student’s understanding on simple past at the 10th
grade
student MAAl-Asror Patemon Gunungpati Semarang. The researcher wants to
focus this study on the implementation of Collaborative learning strategy and
how is the improvement of learning outcome after using Collaborative
learning strategy on simple past.
H. Previous Research
There have been many researchers which attempt to study the topic
related to the method in many classrooms and the teaching learning. Here are
some studies in line with the researcher’s.
1. Mu’linatus Sa’adah (Student Number: 3104154) entitled: Enhancing
Students’ Participation and Comprehension in Reading Course Using
Jigsaw Strategy (Classroom Action Research in English Class at the 9th
Grade of MTs Ibtidaul Falah Kudus), the conclusion of the research that 1)
Teaching reading comprehension using jigsaw strategy can be enjoyable
experience for teacher and students. In fact, students can improve their
reading comprehension after taught by jigsaw strategy. It can be seen by
students’ achievement in reading course in each cycle. In the first cycle the
average of the students’ achievement was 69,4. In the second cycle the
average of the students’ achievement was 76,3. In the third cycle the
average of the students’ achievement was 83,2. Students’ reading
comprehension increased as well as their motivation to learn English and

7. 7
they were understood reading English text well. Result of the research
show that the students improve their reading comprehension efficiently
and effectively. They better in comprehending, discussing, teaching the
text to their friends, and one of an unpredictable advantage of doing this
strategy is that the students begin to respect each other.
2. Ratno (2201403651) with his research The Effectiveness of Using Direct
Method Compared with Total Physical Response in Teaching Vocabulary
on Hobbies and Daily Activities to The Sixth Graders of Elementary
School (A Case Study of MI Al-Iman Banaran in The Academic Year of
2006/2007). He is a student of English Department Faculty of Languages
and Arts Semarang State University out of year 2007. His study is an
experimental research. The result of the study shows that after the
treatment there is a difference in the students’ achievement in learning
vocabulary between students’ taught using Direct Method and those taught
using Total Physical Response. The students get better if they were taught
by using Direct Method than those who were taught using Total Physical
Response. The result of the experimental group is 76,23 and the control
group is 69,08. From his finding analysis, he concluded that Direct
Method is more effective than Total Physical Response in teaching
vocabulary for elementary school students at MI Al-Iman Banaran. From
his study, teaching vocabulary using Direct Method as an experimental
group in elementary school is same with the researcher’s study. But for the
control group is different treatment and different method because the
researcher doesn’t compare those treatments.
3. Septa Nur Afiani (5311063) Tarbiyah Faculty, in her thesis “Improving
Students’ Writing Organization of Descriptive Text Trough The Use of
Team Games Tournament (a classroom action research with seventh year
students of MTS Sudirman Magelang in the academic year 2009/2010).53
The researcher concludes that the use of TGT in teaching writing
organization of descriptive text as follows: class presentation work in

8. 8
groups, games, tournaments, and team recognition. This method made
students enjoy learning writing in the class. In the result of first cycle were
2.75. It means that the total score of students’ writing result was
unsuccessful; in the result of second cycle were 3.24. It means that the
total value of students’ writing result was near of good, and the results of
third cycle were 4.05. It means that the total value of students’ writing
result was good. So the use of TGT in this research was success
From some researches above, they have relating to the researcher’s that
is the use of models, approaches or strategies in the context of creating active
learning in students. And the distinguishing this research is this research is
focused on creating student’s participation by using Collaborative learning
strategy which would forms and the process is different from the research
above.
I. Review of Related Literature
1. Collaborative Learning Strategy
a. Definition of Collaborative Learning Strategy
A Collaborative learning strategy is group of learning activity
organized so that learning is dependent on the socially structured
exchange of information between learners in groups and in which each
learner is held accountable for his or her own learning and is motivated
to increase the learning of others.11
Collaborative Learning is a learning which the students are
divided some groups based on the needs, intelectual, their ability.
There are 4, 5, or 6 for each group.12
11 Jack C. Richards and Theodore S.Rodgers, Approaches in Language Teaching 2
edition, ,p. 195.
12 Thoifuri, Menjadi Guru Inisiator, (Semarang: RaSAIL Media Group, 2007), p. 69

9. 9
Collaborative Learning process does not only cooperate in a
group but the stressing is learning process that involves
communication process fully and fair in the class.13
From the definition above, it can be concluded that a
Collaborative learning is an instructional strategy in which small
teams, each with students of different levels of ability, use a variety of
learning activities to improve their understanding of a subject. Each
member of a team is responsible not only for learning what is taught
but also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the assignment until all group
members successfully understand and complete it.
b. A General Introductory of a Collaborative Learning Strategy
A Collaborative is one of cooperative learning used in
Indonesian country in order to make the students in all levels or society
get used to work together without paying attention to the gender,
ethnicity, religion, and ability.14
A Collaborative learning strategy is one of cooperative learning
developed by Kemis designed to reduce racial conflict among school
children, promote learning and improve student motivation. This
strategy is designed to value the individual and emphasize each
individual’s essential role in the learning process.
The purpose of a Collaborative strategy is to develop teamwork
and cooperative learning skills within all students. In addition, it helps
students gain a depth understanding of the grammar by working
together and teaching each other.
By using a Collaborative strategy in teaching grammar
comprehension, students can share the difficulties in the grammar with
each other and provide themselves with knowledge. The process of
13 W Gunawan, Genius Learning Strategy, Petunjuk Praktis untuk Menerapkan
Accelerated Learning, p. 198
14 http://www.collaborative.org/117/on Monday 24th
2012

10. 10
using a collaborative strategy in the classroom deals with preparation
and schedule of activities as an implementation of a collaborative
process.
c. The Elements of Collaborative Learning
The success of collaborative learning is crucially depending on
the nature and organization of group work. This requires a structured
program of learning carefully designed, so that learners interact with
each other and is motivated to increase each other’s learning. For
collaborative to work well, teachers explicitly have to structure five
basic elements into group learning situations help ensure cooperative
efforts and enable the disciplined implementation of a Collaborative
learning for long-term success. Five basic elements of a Collaborative
learning:15
1) Positive interdependence means the interaction among students
determines the outcomes of learning because a collaborative
learning is designed to foster cooperation rather then competition,
that is the students encourage and facilitate each other’s efforts to
learn
2) Individual accountability means all students in a group are held
accountable for doing their share of the work and for mastery of all
of the material to be learned.
3) Promotive interaction means students need to do real work together
in which they promote each other’s success by sharing resources
and helping each other’s efforts to achieve.
4) Interpersonal and small-group skills means members are taught
social skills and are expected to use them to coordinate their efforts
and achieve their goals. Both taskwork and teamwork skills are
15 David W. Johnson dan Roger T. Johnson, Learning Together and Alone: Cooperative,
Competitive dan Individualistic Learning, (Massachusetts, Allyn and Bacon, 1994) 4th
ed, p. 22-23.

11. 11
emphasized. All members accept the responsibility for providing
leadership.
5) Group processing means team members set group goals,
periodically assess what they are doing well as a team, and identify
changes they will make to function more effectively in the future
2. Simple Past
a. Definition of Simple Past
According to Betty Schrampfer Azar, Simple past tense is a
form that indicates an activity or situation began and ended at a
particular time in the past.16
According to Thomson and Martinet They stated that the
simple past tense is the tense that is used for an action completed in the
past at definite time.17
b. The Pattern of Simple Past
1) Verbal sentence
Sentence Pattern
Affirmative Subject + V2 + object
Negative Subject + did not + V1 + object
Question Did + subject + V1 + object
Example:
John studied English yesterday
2) Nominal sentence
I/He/She/It + was/wasn't
We/You/They + were/weren't
Was + I/She/He/It?
Were + we/You/They?
16 Betty Schrampfer Azar, Understanding and Using English Grammar (United State:
Prentice Hall Regent,1989), p. 24.
17 Thomson, A.J. and Martinet, A.V, A Practical English Grammar, (Oxford University
Press: Low-Priced Edition, 1986), Pg.161

12. 12
(+) S + tobe (was, were) + 3 Complements (Noun, Adjective, adverb)
(-) S + Was/were + not + 3 Complements
(?) Tobe (was/were) + S + 3 Complements
Example:
We were very busy last night
c. The Function of Simple Past
1) To indicate action or event that happened at specific time in the
past.
Example: I met her two days ago.
Mary played tennis last week.
Ali went to Yogyakarta yesterday.
2) To indicate past habit
Example: He always carried an umbrella.
They never drank the wine.
We usually spoken English.
Last year it rained frequently in this area
3) To indicate an event that really happened in the past but doesn’t
mention the time.
Example: I bought this car in Jakarta.
When did you see me?
The trains was ten minutes late.
In the simple tense, the interrogative and negative form,
always use the auxiliary verb “DID” for all the subject, when the
predicate is a verb.
Examples:
a) Did you Play tennis yesterday?
b) We did not study last night

13. 13
c) Did the dog bark this morning?
d. Irregular Verb of Simple Past
Since verbs change form to show the time of the action, there
are two kinds of verb in the simple past tense. There are: (1) Regular
verb and (2) Irregular verb. When Indonesian students face the simple
past tense, they sometimes make some errors in the changing verb, as
in Indonesia there is no changing verb because of the changing time.
Celcia-Murcia and Larsen Freeman state:
There are several reasons why learners may make mistakes in
the use of regular and irregular forms. They may:
1) (Consciously or unconsciously) have learn the wrong form of a
particular verb.
2) Be guessing the form because they do not know what it is.
Over-generalize rules (for example, ignoring irregular forms or
using past forms in questions or infinitives).18
“Irregular verbs are those verbs that fall outside the standard
patterns of conjugation in the languages in which they occur”.19
It
makes most grammatical errors happen and it ask the students to make
any spelling changes which is required carefully. “The simple past
form of each irregular verb must therefore be learnt, but once this is
done there is no other difficulty, as irregular verbs (like regular verbs)
have no inflexions in the past tense”.20
Irregular verb can be formed by
suffixation or by changing the vowel and consonant from the stem.
J. Action Hypotheses
18 Celce Mursia Marianne and Diane Larsen-Freeman, The Grammar Book: An Esl/Efl
Teachers Course, (Cambridge: Newbury House Publisher, 1999), p
19 Wikipedia, http://en.wikipedia.org/wiki/irregularsimlpe-past- tense.htm accessed on
27/9/2012
20 Thomson and Martinet, A Practical English Grammar, (New York: Oxford University
Press, 1986), p. 161

14. 14
Based on the description above, the researcher proposes the
hypotheses that Collaborative learning strategy can improve students’
understanding on simple past at the 10 grade student MA Al-Asror Patemon
Gunungpati Semarang
K. Research Method
1. Research Approach
According to Ernie Stringer suggests that action research is a “form
of collective, selfreflective enquiry undertaken by participants in social
situations in order to improve the rationality and justice of their own social
or educational practices, as well as their understanding of these practices
and the situations in which these practices are carried out.th
Besides, Nunan argues that the three defining characteristics of
action research are; it is carried out by practitioners (for our purpose
classroom teachers) rather than outside researchers, secondly that it is
collaborative, thirdly that it is aimed at changing things.21
2. Setting of the study
In this research, an action research will be conducted at the 10
grade student MA Al-Asror Patemon Gunungpati Semarang in the
academic year of 2011/2012
3. Subject of the Study
The subject of the study is all students at the 10thth
grade student
MAAl-Asror Patemon Gunungpati Semarang.
4. Method of Data Collection
To collect the data the researcher uses instruments:
a. Observation
th Ernie Stringer, Action Research in Education, (New Jersey: Library Congress, 2008),
p. 10
21 David Nunan, Research Method in Language Learning, (Australia: Cambridge
University Press, 1992), p. 17

15. 15
Observation is observing an object.22
Observation in this
research will be used to get the data of students participation in
implementing process Collaborative learning strategy at the 10 grade
student MAAl-Asror Patemon Gunungpati Semarang.
b. Test
Test is giving questions or drills that used to measure the
knowledge, intelligence, the ability from individual or group work.th
Test method is used to get learning outcome data after using
Collaborative learning strategy process on simple past at the 10 grade
student MA Al-Asror Patemon Gunungpati Semarang as an evaluation
after action process taking place.
c. Documentation
Documentation is searching the data. It is about note, book,
news paper, magazine, etc.th
Documentation in this research will be
used to know some informations of data such as, lesson plan, the
students at the 10 grade student MA Al-Asror Patemon Gunungpati
Semarang, the material of study, etc.
5. Procedure of Research
The Classroom action research was developed by Lewin (1946)
and developed by Schon (1983) and Carr and Kemmis (1986) amongst
others, is clearly a cyclical process involving stages of action and research
follow by action. This often takes the design form illustrated below:th
22 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta:
PT.Rineka Cipta, 2006), 6th Ed p. 156
th Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p. 150
th Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, p 231
th Graham Hitchock and David Hughes, Research and The Teacher A Qualitative
introduction to school-based research, (New York: T J Press, 1995), p. 64

16. 16
This class action research procedure consists of four stages. In
detail described as follows:
a. Pre Cycle
The writer uses writing test, it contains of ten questions to
measure the student’s ability before implementing Collaborative
learning strategy.
b. First cycle
1) Planning:
- Arranging a lesson plan based on the teaching materials.
- Preparing the teaching materials.
- Preparing the instruments
- Preparing the observation scheme.
Preparing the student’s attendance list
2) Action

17. 17
In this activity, the teacher introduced a Collaborative
learning strategy in teaching simple past.
A Collaborative instructional strategies are :
1) The teacher introduces and explains simple past.
2) The teacher asks students to give a question
3) The teacher gives a feedback.
4) The teacher organizes the class into some groups
5) The teacher a problem to each group.
6) The teacher gives a chance to the students to collaborate with the
other group.
7) The teacher asks the students to present the result.
8) The teacher clarify
9) The teacher closes the class
3) Observations
a) Observing the teaching learning process focus on observable
behaviours that might indicate the degree of participants.
b) Observing the student’s participation..
4) Reflection
Evaluate the steps in the teaching learning process and
discuss the result of observation for the improvement of the student’s
understanding on simple past.
c. Second cycle

18. 18
The second cycle is done based on the result of reflection from
the first cycle. If the result from observation tells that the quality is still
low, so it is needed another action in order the next cycle makes some
improvement of the quality.
a) Planning
- Arranging a lesson plan based on the teaching materials.
- Preparing the teaching materials
- Preparing the instruments
- Preparing the observation scheme
- Preparing the student’s attendance list
b) Acting
In this activity, the students did the same activities with the
first cycle.
The activities in the teaching learning process are:
1) Each group must explain to their group (one student must be a
leader).
2) The teacher asked the students about their problems on the
previous lesson.
3) The teacher explained the problem.
4) The teacher helped the students to find the change of verb.
5) The teacher asked the students about their understanding of
changing verb.
6) The teacher gave the test.

19. 19
c) Observing
- Observing the teaching learning process focus on observable
behaviours that might indicate the degree of participants.
- Observing the student’s participation.
d) Reflecting
The result that is obtained on the observation is analyzed in
this phase. Then, the teacher and the researcher reflect the activities
that have been done. It can be known the student’s motivation and
the student’s mastery learning. The result of analysis can be used as
consideration the use of a collaborative learning strategy.
6. Research Instrument
This research uses the instrument of observation to know the
student’s participation:
a. Observation Sheet
The observation sheet is to be filled by the observer.
Observation Sheet contains students’ activities in learning.
In this research there are several aspects of the subject of
research observations are:
A. Student listens to teacher’s explanation
B. Student’s activeness in asking questions
C. Student’s activeness in collaborative
D. Student’s activeness in command friend’s presentation
Table 1
The example of Observation Sheets Table
No Name
Aspects of
Observation
Number of
Activities
A B C D

20. 20
Total
b. Evaluation Instrument
Evaluation instrument is a tool to obtain results that have been
evaluated in accordance with reality. Whereas the evaluation forms are
being conducted to know the learning outcomes of students is writing
test, it contains of ten multiple choice questions. The criterion of the
scoring are:
1) Students get score 1 if the student’s answer that is true.
2) Students get score 0 if the student’s answer is false
Table 2
Assessment Model of Test
No Name
Test Result
Note
2. Achievement Indicator
The data that is obtained from the research either through
observation, tests or by using another method then processed by
descriptive analysis to know the increased attainment and indicators of
success of each cycle to know the success of the implementation of
collaborative learning strategy process on simple past at the 10 grade
student MAAl-Asror Patemon Gunungpati Semarang.
The formula to measure the student’s understading is:
Scores achieved
Value = X 100%
Number of Students
To know the success rate of this action research if:

21. 21
a. Improving student learning outcome at the 10thth
grade student MA Al-
Asror Patemon Gunungpati Semarang on simple past after doing
action by using collaborative learning strategy that characterized the
average value of the quiz more than 70. And average students who
obtain these values are 80%.
b. There is an improvement in student’s activeness on simple past at the
10th
grade student MA Al-Asror Patemon Gunungpati Semarang after
taking action by using collaborative learning to good and excellent
categories which reached 70%.

22. 22
DAFTAR PUSTAKA
Agnes, Michael, Webster’s New World College Dictionary, USA:Willey
Publishing, Inc., 2002
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta:
PT.Rineka Cipta, 2006
Azar, Betty Schrampfer, Understanding and Using English Grammar United
State: Prentice Hall Regent, 1989
Douglas, Brown H., Principles of Language Learning and Teaching, New York :
Pearson, 2000
Fromkin, Victoria, an Introduction to Language, US: Thomson Heine, 2003
Gerot and Wignell, Making Sense of Functional Grammar, Australia : Gerd
Stabler, 1994
Gunawan, Genius Learning Strategy, Petunjuk Praktis untuk Menerapkan
Accelerated Learning, Jakarta: PT. Gramedia Pustaka Utama, 2006
Hitchock, Graham and Hughes, David, Research and The Teacher A Qualitative
introduction to school-based research, New York: T J Press, 1995
Hornby, As, Oxford Advanced Learners Dictionary of Current English, London:
Oxford University Press, 1995
http://www.collaborative.org/117/on
Hurlock, Elizabeth B., Child Development, Tokyo: MC. Graw Hill Book
Company, t.th
Johnson, David W. dan Johnson, Roger T., Learning Together and Alone:
Cooperative, Competitive dan Individualistic Learning, Massachusetts,
Allyn and Bacon, 1994
Marianne, Celce Mursia and Freeman, Diane Larsen-, The Grammar Book: An
Esl/Efl Teachers Course, Cambridge: Newbury House Publisher, 1999
Nunan, David, Research Method in Language Learning, Australia: Cambridge
University Press, 1992
Richards, Jack C. and Rodgers, Theodore S. Approaches in Language Teaching 2
edition, United States of America: Cambridge University Press, 2001
Stringer, Ernie, Action Research in Education, New Jersey: Library Congress,
2008

23. 23
Thoifuri, Menjadi Guru Inisiator, Semarang: RaSAIL Media Group, 2007
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