The Effects of Co-Op Co-Op Method on Hyperactive Students’ Behaviors: Findings from English Classrooms

Abstract

This research examined the impact of the Co-Op Co-Op learning model on the classroom behaviors of hyperactive students in English instruction at SMA Negeri 2 Batang Central Java. A quasi-experimental approach was applied using a pretest–posttest control group design. The participants consisted of two intact classes, with 29 students assigned to the experimental group and 29 students to the control group. Students in the experimental class were taught through the Co-Op Co-Op strategy, whereas those in the control class received conventional teacher-centered instruction. Data were gathered through behavioral assessment instruments conducted before and after the intervention. The results demonstrated a meaningful improvement in the experimental group, where the average score increased from 55.03 in the pretest to 61.31 in the posttest (p = 0.015). By contrast, the control group did not show any significant progress, as the mean score declined slightly from 59.93 to 58.66 (p = 0.545). In addition, the gain score analysis between the two groups showed a statistically significant difference (p = 0.021), indicating that the Co-Op Co-Op approach was more effective than the teacher-centered method. These findings suggest that the Co-Op Co-Op model can be considered an effective strategy for fostering positive classroom behaviors among hyperactive students in English learning environments.