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friends. Neither of the students disagreed with the statement nor strongly disagreed. These were what they said:
I strongly agrred to the statement especially when my friends and I completing the tasks. Interviewee 1
Yes of course I was encoursged to discuss
a difficult English material with
my
friends. I also opened the book andor asked my teacher to consult. Interviewee 3
Research statement number 38 asked whether the teaching method used in class enabled the students to help other students in doing the difficult task. There
were two students 6.45 strongly agreed to the statement and 21 students 67.74 agreed. Yet, seven students 22.58 disagreed and one student 3.22
strongly disagreed. It meant more than 70 of the students were able to help other students when they had difficulties because of the implementation of cooperative
learning. Several of the students considered that their proficiency in English was the matters. They were exactly the group members who need to be helped.
Research question number 39 was to find out whether cooperative learning method implemented in class encouraged the students to give suggestion for
improvement on their friends‟ performance as Johnson et al. 1994 said that the
students have to provide constructive feedback and challenge other member‟s
reasoning and ideas. There were one student 3.22 strongly agreed and 21 students 67.74 agreed to the research statement. It turned out that the students
were able to give suggestion for improvement on their friends‟ performance even
though 9 of the students 29.03 disagreed with the statement. They claimed that their proficiency was the matter. They stated:
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I asked my friends to give me suggetions for improvement because I did not have well proficiency in English. I certainly gave suggestion for improvement to my
friends when I understand the materials. Interviewee 4
Research statement number 40 was to find out whether the students were able to work together with their friends in completing difficult task through
cooperative learning implemented in class. There were 13 students 41.93 strongly agreed and 17 students 54.83 agreed to the research statement. It
turned out that they enjoyed the process of working together with their friends in completing difficult task in English class, though one of the students 3.22
disagreed to the research statement.
Yes, I strongly agreed with this research statement that I was able to work together with my friends. The example was when the teacher gave us the material
about asking and giving direction. Interviewee 1
Yes it was. It really helpful especially when we, the students, had to deal with the difficult tasks. Interviewee 3
Research question number 41 was to find out whether the students enjoyed cooperative learning used in class. There were eight students 25.80 strongly
agreed and 20 students 64.51 agreed to the research statement. It turned out that they enjoyed the process of working together in English class
. The students‟ interest in learning English was increased, even though three of the students
9.67 disagreed with the statement. Research question number 42 was to find out whether the cooperative
method implemented in class triggered the students to study more and to find other English references. There were three students 9.67 strongly agreed and
20 students 64.51 agreed to the research statement. It turned out that they were
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triggered to study more and to find other English references even though eight of the students 25.80 disagreed with that statement.
The research statement number 43 was to find out whether cooperative learning method used in class encouraged the students to be confident in sharing
their knowledge to their friends. In this statement, the researcher was about to discover whether the students were triggered to share their English knowledge to
their friends. The result of this research statement showed that five students 16.12 chose strongly agree, 20 students 64.51 chose agree, and six
students 19.35 chose disagree. It meant that most of the students 16.12 and 64.51 of the students were triggered to share their knowledge with their friends
to complete their tasks even though 19.35 of the students were not. Research question number 44 was to discover the students‟ encouragement
to share their knowledge in the class discussion while experiencing cooperative learning in English class. There were five students 16.12 strongly agreed and
18 students 58.06
agreed to the statement. There were eight students
25.80
answered D Disagree and none of the students strongly disagreed to the statement. Despite the positive, there were eight students answered disagree. It could be inferred that
25.80
of the students did not perceive positively
in sharing their knowledge while experiencing cooperative learning in English class.
The students claimed:
I did not feel encourage enough to share my knowledge to myfriends because my lack of English. Interviewee 2
No, I dod not agree. I needed the knowledge and information more than my friends. Meanwhile, my friends preferably complete the task themselves.
Interviewee 4
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I answered disagree because I did not possess English well. Therefore, I tended to gather information from my friends rather than to share my knowledge.
Interviewee 5
Research question number 45, the teaching method used in class encourages the students to be confident in sharing
the students‟ opinion in class discussion
, was to find out students‟ perception on the teaching method implemented in class that made the students confident in sharing their opinions in
class discussions. As many as six students 19.35 strongly agreed, 19 students 61.29 agreed and six students 19.35 disagreed to the research statement.
The result showed that by using cooperative learning, 19.35 of the students claimed that they were very confident in sharing
the students‟ opinions in class discussions and 61.29 of students claimed that they were fairly confident in
sharing students‟ opinions in a class discussion. However 19.35 six of the
students claimed that cooperative learning implemented did not make the students confident enough in sharing their opinion in class discussion.
The research statement number 46, the teaching method used in class encouraged the students to be confident in involving actively in class activities,
was to find out the students‟ perception on the teaching method implemented in class that make the students confident in involving actively in class activities. The
students have to learn teamwork skills and are also directors of their own learning Richards and Rodgers, 2001. The result of the research showed that three
students 9.67 answered strongly agree, 21 students 67.74 answered agree, five students 16.12 answered disagree and none of the students answered
strongly disagree. It could be said that the five students which answered disagree
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did not perceive that they could involve actively when they were in a group discussion. The 67.74 students perceived that they were very happy to involve
actively while having a group discussion and the 9.67 students perceived that they were able to involve actively in class activities.
5. Group Process
Table 4.5 shows the students‟ self-analyses toward cooperative learning
implemented in their class. According to Johnson et al. 1994, the students must analyze how well they are achieving their goals while maintaining effective
working relationships in order to develop the group process. Therefore in this part, the researcher
was about to find out the students‟ self-assessments and self- evaluations toward cooperative learning that they had experienced in English
class. Table 4.5 The studen
ts’ self-analyses in achieving cooperative learning’s goals
No. Questions
SA A
D SD
47. The teaching method used in class develops student‟s own learning strategy.
5 16.12
21 67.74
5 16.12
- 48. The teaching method used in class encourages
the students to learn more about English materials Take-Home assignments.
7 22.58
14 45.16
9 29.03
1 3.22
49. The teaching method used in class makes the students not bored to learn the subject in class.
10 32.25
15 48.38
6 19.35
- 50. The teaching method used in class increases
student‟s skills reading, writing, speaking and listening.
14 45.16
13 42.93
4 12.90
-
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree Research statement number 47 asked whether cooperative learning
implemented in class developed their own learning strategy. There was no student answering strongly disagree and five students 16.12 answered disagree. As
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many as 26 students chose either strongly agree or agree. There were five students 16.12 strongly agreed and 21 students 67.74 agreed that the teaching
method implemented in class triggered the students to study more and find other references although the teacher did not give the students tasks.
Research statement number 48, the teaching method used in class encouraged the students to learn more about English materials Take-Home
assignments, had a correlation with the research statement number 47. It asked whether the students were triggered to develop their learning strategy through take
home assignments given by the teacher. The result showed that seven students 22.58 strongly agreed and 14 students 45.16 agreed that take home
assignment given by the teacher made the students active in developing their learning strategy. The nine students 29.03 were disagreed and one student
3.22 strongly disagreed to the research statement. The student stated:
I disagreed because I did not encouraged to study more at home after experiencing cooperative learning. I still found it difficult to learn English.
Interviewee 5
Research statement number 49 was to find out if the teaching method used in class made the students not bored in learning the subject in class. The result
showed that there were 10 students 32.25 chose strongly agreed and 15 students 48.38 agreed that they enjoyed learning English through cooperative
learning implemented in class. Yet, six students 19.35 stated that they disagreed to the research statement. They stated:
Yes I agreed. I did not feel bored because I could experience many methods in English class. The teacher used different sources in delivering materials for the
students. The teacher used videos, songs and powerpoint presentations. Interviewee 1
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Cooperative learning made me feel not bored because the method triggered my friends and I to discuss and to complete the tasks. I found it fifficult to complete
the task especially when it came to quite long narative text. Interviewee 3
Yes, I agreed to the research statement. I realized that English is one of the most important subjects to learn and master. I have to master English to get a job that I
want. Interviewee 6
Research statement number 50 asked whether the cooperative learning method used in class increase
the students‟ skills reading, writing, speaking and listening. In a simpler way, the researcher was about to find out if the students
‟ skills were increased or not. Fourteen students 45.16 chose strongly agree, 13
students 41.93 agreed and four students 12.90 disagreed. There was only a little difference on the result from the options strongly agree and agree. The
percentage was almost balance. Thus, it can be concluded that more than 80 of the class claimed that their English skills were improved and the rest did not.
They stated:
The teacher or the students usually read the text in front of the class. Sometimes, the teacher provided videos to watch and songs to listen. From that kind of
activities, my proficiency in reading, listening and speaking could automatically improve. I could also develop my reading and speaking skills by presenting our
group‟s work in front of the class. To develop the studens‟ writing skills, the teacher gave us materials to write from the texts and pictures to describe.
Interviewee 1
I disagreed with that statement. I still have the difficulty in learning English and completing English tasks. I do not feel my English skills are increased.
Interviewee 2
My reading skill was improved by reading some passage given. My writing skill was improved by completing the tasks and writing the material given. From the
presentation in front of the class and group and class discussion, I could learn to speak English. My listening skill was also improved a lot after experiencing
presentation‟s question-answer session, by watching the story from the video and by listening the story from the teacher. Interviewee 3
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I could develop my reading and writing skills by completing the narative and descriptive tasks. I could improve my listening skill by listening my friends‟
presentations and by watching the video. Class presentation and group discussion triggered my speaking skill to improve. Interviewee 6
B. The Implementation of Cooperative Learning Method in English Class of
SMP Negeri 2 Mlati
This section was to answer the second research question. The researcher combined the data obtained from the observation checklist and the interview with
the teacher to find out whether cooperative learning method was implemented in 8D class of SMP Negeri 2 Mlati.
From the observation checklist and the interview with the teacher, the researcher gained detailed information about cooperative learning method used in
class. The researcher found that cooperative learning was implemented in English class of SMP Negeri 2 Mlati, especially in 8D class of the 20132014 academic
year. The teacher believed that cooperative learning is one of some great strategies to be implemented in teaching English. Moreover, Slavin 1996 said that
cooperative learning also referred to as collaborative learning or group work has been hailed as „one of the greatest success stories in the history of educational
innovation. ‟ The teacher also used the method and the material given to the
students from the syllabus, the lesson plan and the material to be used. From them, the teacher could know whether it was needed to use cooperative learning.
Therefore, other strategies could be used. The teacher believed that cooperative
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learning was one of some strategies that could be used in delivering materials to the students.
Based on the data obtained by the researcher, the teacher presented some steps of implementation of cooperative learning in 8D class. The first, the teacher
explained the task in the beginning of the class. The teacher gave some instructions in doing task and presented the objectives and the goals to the
students. He presented the standard competence and basic competence using power point presentation and asked the students to write them. The teacher
elaborated: “For the narrative material that I gave, the main objective is to develop the
students ‟ writing skill. The students have to write narrative using their own
words from what they have seen from the video. ”
The teacher also set the task submission. The deadline of the narrative task submission was in the following English class. The objective was to make the
students be accustomed to submitting the task on time. According to the theory from Johnson et al. 1994, the researcher believed that the teacher used formal
cooperative learning groups. The groups last from one class period to several weeks. These are used for a specific task and involve students working together to
achieve shared learning goals. The second, the teacher divided the class into groups of four. The seating
arrangement of the group was face-to-face situation. Therefore, the teacher said that it was only needed to turn
the students‟ chair into face-to-face situation. The groups were
set from the start of the academic year based on the students‟ report cards in the 7
th
grade. Substantively, it depended on the difficulties of the task,
