Fostering Student Cooperation and Responsibility through Fables-Based Small Group Discussion

Introduction

Integrating character development into language instruction is vital for preparing high school students to navigate complex academic and social environments. In the context of Islamic Senior High Schools (MAS), ELT is expected to build language mastery while nurturing ethical virtues such as responsibility and cooperation. However, conventional classroom interactions frequently prioritize mechanical drillings or unstructured peer activities, leaving character growth as an implicit byproduct rather than an intentional learning outcome.

Using fables as instructional material offers a unique opportunity to bridge linguistic skills and moral growth. Fables feature explicit moral dilemmas and relatable narratives that naturally stimulate critical reflection. When combined with a Small Group Discussion (SGD) strategy, students are required to negotiate meaning, distribute workload, and work collectively to interpret moral messages.

Although general discussion strategies are widely applied, there is limited empirical evidence comparing the efficacy of structured SGD against standard pair discussion in fostering targeted character dimensions. Therefore, this study evaluates whether implementing a Fables-Based Small Group Discussion strategy yields significantly higher gains in students' responsibility and cooperation compared to a traditional Pair Discussion strategy.

Research Method

Research Design & Participants

This research employed a quantitative quasi-experimental design using a Non-Equivalent Control Group Pre-test–Post-test model (Gay et al., 2006). The population consisted of tenth-grade students at MAS Syekh Yusuf Sungguminasa during the 2025/2026 academic year (N = 40). Total sampling was applied to divide the students into two equal cohorts:

• Experimental Group (n = 20): Taught speaking and character concepts via the Small Group Discussion (SGD) strategy using English fables.

• Control Group (n = 20): Taught using the Pair Discussion strategy with identical fable texts.

Instruments & Data Collection

Data on character education were collected using a 16-item 4-point Likert scale questionnaire adapted from Lickona (1991):

• SA (Strongly Agree) = 4

• A (Agree) = 3

• D (Disagree) = 2

• SD (Strongly Disagree) = 1

• Responsibility Subscale (8 items): Evaluated task completion, timeliness, focus, commitment to assigned roles, and avoidance of social loafing.

• Cooperation Subscale (8 items): Assessed idea contribution, peer helping behavior, active listening, and respect for differing viewpoints.

Character scores were classified based on Brown's (2004) criteria: Excellent (96–100), Very Good (86–95), Good (76–85), Fairly Good (66–75), Fairly (56–65), Poor (46–55), and Very Poor (0–45).

Data Analysis

Data were analyzed using SPSS 25.0 for descriptive statistics (mean, standard deviation, classification) and inferential statistics. Normality was tested via the Shapiro–Wilk test, and homogeneity of variance was evaluated using Levene's test. Hypothesis testing was conducted using an Independent Samples t-test at a significance level of α = 0.05.

Research Findings And Discussion

Descriptive Analysis of Character Indicators

Both groups started at a similar Poor level of character education during the pre-test. Following the treatments, both groups improved, but the experimental group outperformed the control group across all indicators.

The experimental group demonstrated a mean gain of 38.05 points (52.19 to 90.24), driven by a 38.28-point increase in responsibility and a 37.82-point increase in cooperation. The control group showed a smaller gain of 34.22 points (52.66 to 86.88).

Hypothesis Testing

Parametric assumptions were evaluated prior to hypothesis testing:

• Normality (Shapiro–Wilk): Experimental group (W = 0.938, p = .219) and Control group (W = 0.951, p = .386) both met normality conditions (p > .05).

• Homogeneity of Variance (Levene's Test): F = 0.888, p = .352, confirming equal variance across groups (p > .05).

An Independent Samples t-test yielded t(38) = 2.931, p = .006. Because p < .05, the null hypothesis was rejected, demonstrating a statistically significant difference in post-test character education scores between the two instructional groups.

Discussion

The statistical findings confirm that the Fables-Based Small Group Discussion (SGD) strategy is significantly more effective at strengthening students' core character values—specifically responsibility and cooperation—compared to conventional pair discussion. Prior to the intervention, both groups demonstrated a Poor level of character overall, with baseline means of 52.19 (SD = 4.66) for the experimental group and 52.66 (SD = 3.48) for the control group. Following the treatment, both groups shifted to a Very Good classification; however, the experimental group achieved a higher post-test mean score of 90.24 (SD = 3.99) compared to 86.88 (SD = 3.22) in the control group. This advantage was corroborated by the Independent Samples t-test results, which revealed a statistically significant difference in post-test performance between the two groups (t(38) = 2.931, p = .006).

The superiority of the SGD strategy is evident across both evaluated character subscales:

1. Responsibility: The experimental group demonstrated a mean gain score of 38.28 points, rising from 52.81 (SD = 6.48, Poor) at pre-test to 91.09 (SD = 5.49, Very Good) at post-test. In contrast, the control group recorded a smaller mean gain of 34.53 points, moving from 52.97 (SD = 5.78, Poor) to 87.50 (SD = 4.86, Very Good). This substantial improvement in the experimental group stems from the structured collaborative framework inherent to SGD. Assigning distinct individual role commitments (e.g., leaders, speakers, recorders) enforced personal accountability, prevented social loafing, and compelled students to maintain focus and complete assignments on time.

2. Cooperation: A similar pattern was observed for the cooperation indicator, where the experimental group achieved a mean gain score of 37.82 points (increasing from 51.56 [SD = 3.99, Poor] to 89.38 [SD = 3.27, Very Good]). Meanwhile, the control group showed a mean gain of 33.91 points (moving from 52.34 [SD = 2.46, Poor] to 86.25 [SD = 3.71, Very Good]). Cooperation was enhanced as small group dynamics (4–5 members) required students to actively negotiate moral meanings embedded in fable texts, offer assistance to peers facing language comprehension difficulties, listen attentively, and respect differing viewpoints.

While pair discussions also encourage peer interaction, they provide fewer opportunities for multi-perspective debate and structured role differentiation. Overall, the experimental group achieved an overall mean gain of 38.05 points versus 34.22 points in the control group. Consequently, Fables-Based SGD creates a more dynamic and effective learning framework for internalizing core character values alongside language acquisition.

Conclusion

This study confirms that implementing Small Group Discussions centered on English fables significantly improves responsibility and cooperation among tenth-grade students. While both pair work and group discussions encourage learning gains, structured small group interaction yields statistically superior character development outcomes.

Suggestions

1. Explicit Role Structuring: Teachers should incorporate clear, interdependent roles within small group activities to cultivate personal responsibility and prevent reliance on peers.

2. Moral Text Selection: Utilizing moral-laden texts like fables provides an authentic context for language output while naturally engaging students in ethical reflection.

3. Integrated Character Assessment: Language practitioners are encouraged to use validated character evaluation questionnaires alongside speaking rubrics to monitor affective development systematically.

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Informed Consent Statement

Participation in this study was voluntary. Before the research was conducted, tenth-grade students and the school administration were informed about the study's purpose and procedures regarding the implementation of Fables-Based Small Group Discussions and character evaluation. Students were assured that their participation involved completing questionnaire responses and speaking tasks solely for research purposes. All identities and personal data were kept strictly confidential. Participation or non-participation did not affect the students’ academic standing or official classroom grades. The research was conducted with official permission from MAS Syekh Yusuf Sungguminasa.

Data Availability Statement

The data supporting the findings of this study are available from the corresponding author upon reasonable request, subject to institutional and ethical considerations.

Acknowledgement

The author would like to express sincere gratitude to the principal, English teachers, and tenth-grade students of MAS Syekh Yusuf Sungguminasa for their invaluable support and active participation throughout the research process. Special thanks are also extended to the thesis supervisors for their continuous guidance.