Lecturers Role Being Independent Learners

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a. Lecturers Role

Table 4.1 below shows that lecturer’s role in Cooperative Learning in Extensive Reading II class is responded positively by the students. In first statements whether the instruction in doing task is given clearly or not by the lecturer. 16 students 41.02 strongly agreed and 23 students 58.97 agreed. No one of them disagreed or strongly disagreed about the statement. Table 4.1. Students perception on lecturer’s role in the process of Cooperative Learning No Aspects ∑ Response n People of 39 Respondents SA A D SD Lecturer’s role 1. The instruction in doing task is given clearly. 16 41.02 23 58.97 - - - - 2. The goal or objective of the task is explained clearly. 19 48.71 19 48.71 1 2.56 - - 3. The lecturer moves around the class and ask me questions about the materials I’ve read. 5 12.82 21 53.84 13 33.33 - - 4. The lecturer moves around the class and assist me to understand the materials. 4 10.25 20 51.28 15 38.46 - - 5. The lecturer gives me feedback. 16 41.02 20 51.28 3 7.69 - - 6. The feedback from the lecturer helps me to do the task better. 19 48.71 18 46.15 2 5.12 - - PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 45

b. Students Individual Skill

The result of quistionnaire and interview shows that students respond positively to the Cooperative Learning used in Extensive Reading class to improve students’ individual skill. “metode yang dipakai dosen di dalam kelas sangat bagus. Saya bisa meningkatkan kemampuan membaca saya dan juga dapat menambah pengetahuan saya.” R1 the method used by the lecturer in class is very good. I can develop my reading ability and I can enrich my knowledge “saya jadi bisa menikmati belajar dalam kelas karena tidak membosankan. Saya bisa berbagi pengetahuan dengan teman di kelas dan itu dapat memperkaya pengetahuan saya dalam berbagai hal.” R2 I can enjoy learning in class because it was not boring. I can share knowledge with friens and it enrich my knowledge of everything The first statement is the teaching method used in class helps me to complete the tasks independently. The first statement is whether the teaching method used in class helps the studemnts to complete the task independently or not. 12 students strongly agreed 30.76 and 26 students agreed 66.66 about the statement. On the other hand, only one student disagreed about the statement 2.5 . Table 4.2. Students perception on students’ individual skill in the process of Cooperative Learning No Aspects ∑ Response n People of 39 Respondents SA A D SD Students’ Individual Skill

1. The teaching method used in

class helps me to complete the tasks independently. 12 30.76 26 66.66 1 2.5 - - PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 No Aspects ∑ Response n People of 39 Respondents SA A D S D 2. The teaching method used in class helps me to develop my reading ability independently. 15 38.46 22 56.41 2 5.12 - - 3. I feel free to select what I want to read based on my own interest. 27 69.23 11 28.20 1 2.5 - - 4. The lecturer gives me chances to consult when I have difficulties in doing my task. 21 53.84 17 43.58 1 2.5 - - 5. The individual assignments can enrich my knowledge. 22 56.41 17 43.58 - - - - 6. The take home assignments encourage me to learn more about reading materials. 15 38.46 24 61.53 - - - - 7. The teaching method used in class helps me to develop my own learning strategy. 13 33.33 24 61.53 2 5.12 - - 8. The teaching method used in class helps me to develop my own knowledge. 14 35.89 25 64.1 - - - - 9. The teaching method used in class develops my interest to read more. 10 25.64 23 58.97 6 15.38 - - 10. The teaching method makes me understand the materials easily 8 20.5 27 69.23 4 10.25 - - 11. The teaching method used in class leads me to find that reading is interesting. 15 38.46 17 43.58 7 17.94 - - 12. It is a pleasure to learn from the teaching method used in class. 12 30.76 24 61.53 3 76.92 - - 13. I don’t feel bored to learn Extensive Reading II with this teaching method 10 25.64 24 61.53 5 12.82 - - 14. The teaching method can increase my speaking skill 16 41.02 19 48.71 4 10.25 - - PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47

c. Students Social and Communication Skill

The next fifteen statements – statement number 21 to 35 – examined students’ opinion of students’ individual skill in the process of Cooperative Learning. Various responses were present in this phase. For statement number three about students’ interaction and statement number nine about working together with friends to complete difficult task, most of the students positively answered that they can have a good interaction with other friend in class statement three, and that the class activities facilitated them to interact cooperatively with other students. The data distributions are: for statement number three, 23 students 58.97 strongly agreed and 15 students 38.46 agreed; for statement number nine, four students strongly agreed and 14 students 38.95 agreed. 25 students 64.1 agreed to the statement number nine. None of trhe students opposed to the statement number nine. “metode dikelas memang membuat kita berinteraksi dengan sesama teman di kelas. Kita sering bertanya jawab atau tukar menukar opini.” R1 the method used in class made us have an interaction with other friends. We often had a question and answer session or sharing our opinion “kami saling bantu membantu dalam kelas, misalnya ada teman yang ga bisa ya aku bantu, juga sebaliknya kalo aku ga bisa pasti ada teman yang membantu.” R2 we help each other in class, if someone found difficulties I didn’t ming helping him. It also happened to me when I found difficulties. My friend didn’t mind helping me. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 Table 4.3. Students perception on students’ social and communication skill in the process of Cooperative Learning No Aspects ∑ Response n People of 39 Respondents SA A D SD Students’ Social and Communication Skill 1. I have a chance to work in group to shares what I had learnt 120 51.28 18 46.15 1 2.5 - - 2. Small group activities can develop my knowledge. 13 33.33 26 66.66 - - - - 3. The class activities make me interact well with other students. 23 58.97 15 38.46 1 2.5 - - 4. Classroom activities that are provided make the learning more interesting 15 38.46 21 53.84 3 7.6 - - 5. The teaching method makes the class has better atmosphere of learning. 21 53.84 17 43.58 1 2.5 - - 6. The teaching method used in class encourages me to discuss difficult reading materials with my friends. 15 38.46 24 61.53 - - - - 7. The teaching method used in class enable me to help other students in doing the difficult task. 24 61.53 13 33.33 2 5.12 - - 8. The teaching method used in class encourages me to give suggestion for improvement on my friends’ performance. 10 25.64 23 58.97 6 15.38 - - 9. The teaching method used in class enables me and my friends to work together in completing a difficult task. 14 35.89 25 64.1 - - - - PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49 No Aspects ∑ Response n People of 39 Respondents SA A D SD 10. The teaching method helps me to work with friends cooperatively. 16 41.02 19 48.71 4 10.25 - - 11. The teaching method used in class encourages me to be confident in sharing my knowledge to my friends. 10 25.64 24 61.53 5 12.82 - - 12. The teaching method used in class encourages me to be confident in sharing my knowledge in class discussion. 12 30.76 24 61.53 3 76.92 - - 13. The teaching method encourages me to speak fluently in front of public 15 38.46 17 43.58 7 17.94 - - 14. The teaching method used in class encourages me to be confident in sharing my opinion in class discussion. 8 20.5 27 69.23 4 10.25 - - 15. The teaching method used in class encourages me to be involved actively in class activities. 15 38.46 21 53.84 3 7.6 - -

2. Students’ Perception on the Implications of Cooperative Learning Used in

Extensive Reading II of ELESP of Sanata Dharma University The second matter that was examined from students’ perception was the implications of Cooperative Learning used in Extensive Reading II of ELESP Class B Sanata Dharma University. There were five implications were examined in this research. Those were 1 being independent learner, 2 being cooperative PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 50 learner, 3 developing reading interest, 4 developing self-confident, 5 achieving goals and objectives of the course.

a. Being Independent Learners

Independence in this research was covering four categories. The categories intended are independence in: 1 completing the task, 2 developing reading ability, 3 developing learning strategy, and 4 developing knowledge. 10 20 30 40 50 60 70 80 strongly agree agree disagree strongly disagree pe rc ent a ge Figure 4.1. Students’ Perception on the Cooperative Learning’s Implication to Complete the Task Responding to the first statement, 11 students 28.20 strongly agreed and 27 students 69.23 agreed that the teaching method used in Extensive Reading II class Cooperative Learning helped them to complete the tasks independently. “ya, misalnya metode mengajar dosen yang menyuruh kita untuk melakukan hipotesis. Kita gak baca dari satu artikel doang, berarti kita secara independent nyari artikel artikel lain yang berhubungan dengan teori kita. Kita gak cuma sekilas baca tetapi juga mendalami artikel lain walopun gak dikumpulkan pada minggu itu” R1 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 51 yes, for example the methode of the lecturer that asked us to do hyphothesis. We didn’t just read 1 article, so we independently searced other articles related to our theory. We didin’t just read but we understand the article deeper although tose are not the articles submited in that week . On the other hand, 1 student 2.5 disagreed and no student 0 strongly disagreed to the statement. “gak ah, kadang juga tanya tanya temen soalnya susah juga nyari artikel yang aku pingin bahas. Kadang juga gak ada.” R2 I don’t think so, sometimes I ask friens for help because it’s difficult to fing articles based on my own interest. Sometimes there is no article at all. 10 20 30 40 50 60 strongly agree agree disagree strongly disagree pe rce n ta ge Figure 4.2. Students’ Perception on the Cooperative Learning’s Implication to Develop Reading Ability Independently In statement number two, the teaching method used in class helped students to develop their reading ability independently, 15 students 38.46 strongly agreed and 22 students 56.41 agreed to the statement. “ya,soalnya kita bebas cari artikel yang kita suka, jadi ya lebih enak aja kalo baca dan secara otomatis itu dapat meningkatkan kemampuanku untuk memahami bacaan” R1 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 yes, because we are free to choose articles that we like, so we enjoy to read it. It automaticaly improve my skill in understanding the articles. “ya, contohnya disuruh buat mind mapping. Itu juga butuh skill” R2 yes, for instance we are asked to make a mind-mapping. It also needs reading skill. Other two students 5.12 disagreed the teaching strategy used in class helped them in developing their reading ability. 10 20 30 40 50 60 70 strongly agree agree disagree strongly disagree pe rc ent a ge Figure 4.3. Students’ Perception on the Cooperative Learning’s Implication to Develop Learning Straregy Statement number three asked whether the outcome of Cooperative Learning used in Extensive Reading II was developing learning strategy or not. 11 students 28.20 strongly agreed and 26 students 66.66 agreed. “Sebenarnya iya, jadi dengan tugas-tugas itu saya mencoba mencari dan juga mengatur waktu soalnya butuh waktu cukup lama.” R2 in fact yes. With those assignment I tried to search the materials and I learned to manage the time because It will need a lot of time to do it. Meanwhile, two students disagreed to the statement; and no one 0 strongly disagreed. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53 “gak juga, karena saya juga kadang gak dong disuruh ngapain, lagian sama aja strateginya gak berubah berubah..” R1 I don’t really agree, because sometimes I didn’t understand what the lecturer asked me to do, moreover, my own strategy is just the same with the previous one. It did’t change . 10 20 30 40 50 60 70 strongly agree agree disagree strongly disagree pe rc ent a ge Figure 4.4. Students’ Perception on the Cooperative Learning’s Implication to Develop Knowledge Independently The fifth statement in first implication was about developing knowledge independently. 15 students 38.46 strongly agreed and 24 students 61.53 agreed. However, no one student answered disagreed or steongly disagreed to the statement. “tugas-tugas yang diberikan secara nggak langsung dapat membuat kita jadi pintar karena membaca hal hal yang belum kita tahu sebelumnya” R1 From the tasks given, it can make us smarter because we read many things we didn’t know before. “iya, saya bisa belajar hal-hal baru walopun gak berkaitan dengan pendidikan” R2 yes, I can learn new things although it was nor related to educational study. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54

b. Being Cooperative Learners