Achieving goals and objectives

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e. Achieving goals and objectives

The last implication of Cooperative Learning used in Extensive Reading II was achieving goals and objectives. To find out the last implication, the researcher proposed four statements to the students. The first statement was about the teaching method can develop students’ leaning strategy. Thirty seven students were in the same idea to the statement; 13 students 33.33 strongly agreed and 24 students 61.53 agreed to the statement. 10 20 30 40 50 60 70 strongly agree agree disagree strongly disagree pe rce n ta ge Figure 4.15. Students’ Perception on the Cooperative Learning’s Implication to Develop Students’ Leaning Strategy “cara mengajar dosen bisa buat kita mengembangkan strategy belajar kita karena kita juga dikasih tugas buat ngerjain dirumah.” R1 the way that the lectuter taught could develop our own learning strategy because we were also given home assignments to do at home. “sama aja, kalo gak dikasih tugas gitu sirumah ya juga belajar.” R2 it’s just the same. We also studied at home although the lecturer did’t give the task. Other 2 students or 5.12 of the students filled the questionnaire were opposing to the statement. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 65 10 20 30 40 50 60 70 strongly agree agree disagree strongly disagree pe rc ent a ge Figure 4.16. Students’ Perception on the Cooperative Learning’s Implication to Encourage Students to Learn More about Reading Materials the Take-Home Assignment In the next statement, the students were asked whether the take-home assignment encourages them to learn more about reading materials or not. The result is all the students responded positively: 15 students 38.46 strongly agreed and 24 students 61.53 agreed to the statement. “jelas bisa, karena tugasnya kan disuruh cari artikel dan dipresentasikan di depan kelas atau kelompok.” R1 of course it could, because the task was about to find articles then we read and presented it in front of class or in group discussion. “iya bisa karena kita kan baca dan mempelajari tu artikel di rumah ntar tugas kita disuruh buat reportnya secara lisan dan tertulis.” R2 yes. It could because we read and studied the articles at home. Then we were asked to make an aral report and a written report. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 66 10 20 30 40 50 60 70 strongly agree agree disagree strongly disagree pe rce n ta ge Figure 4.17. Students’ Perception on the Cooperative Learning’s Implication to be Not Bored to Learn the Subject in Class Statement number 3 of the fifth implication stated that the teaching method used in class make them not bored to learn Extensive Reading II. The result showed that 34 students were in agreement to that statement: ten students 25.64 strongly agreed and 24 students 61.53 agreed to the statement. “di kelas mengasyikan karena kita ga Cuma disuruh baca tetapi disuruh share juga jadi kan asik tuh, ada tanya jawab juga.” R1 I enjoyed to learn in class because we didn’t only read but we are also asked to share our opinion. It was also a question and answer session in class. Other 5 students were opposing to the statement; 5 students 12.82 disagreed and no one disaggred. “kadang bosen juga kalo dengerin temen ngomong dengan topik yang gak kita suka.” R2 sometimes I felt bored when a friend presented a topic I don’t really like. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 67 10 20 30 40 50 60 strongly agree agree disagree strongly disagree pe rce n ta ge Figure 4.18. Students’ Perception on the Cooperative Learning’s Implication to Increase Students’ Speaking Skill The last statement of the fifth implication was about whether the method can increase students’ speaking skill or not. Through the data gained from the questionnaire, 35 students responded possively about the statement; 16 students 41.02 strongly agreed and 19 students 48.71 agreed to the statement. “iya jelas bisa. Kita jadi lebih lancar ngomong karena suruh ngomong terus ketika sharing opini, tanya jawab dan juga presentasi depan kelas atau dalam grup.” R1 of coure it could. We became more fluent in speaking because we were asked to speak much more when we shared our opinion or presented our materials in front of class or in group. On the other hand, 5 students were 12.82 disagreed about the statement “gak juga karena di kelas speaking sudah diajarkan bagaimana cara nomong yang benar.” R2 not really because we had been taught how to speak properly and nicely in speaking class. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 68

C. Discussion

Based on the data result, the fourth semester students of ELESP students in the academic year of 20102011 had positive perception on the use of Cooperative Learning in Extensive Reading II class in developing their individual, social and communication skills. The result showed that the implementation of Cooperative Learning in Extensive Reading II class can is working well. When the researcher proposed questions about the process of Cooperative Learning to the students. Most of students responded positively. It can be seen in the result. In lecturer’s role the researcher proposed 6 questions. The result showed high-percentage on the agreements. Only a few of them disagreed to those statement. It showed that the lecturer had done a successful role as a facilitator of the learning. As well as lecturer’s role, students’ individual skill and students’ social and communication skill’s result showed positive result. The researcher argued that the process of Cooperative Learning in Extensive Reading II class had done successfully. The researcher examined five questions on the implication of Cooperative Learning class for students. Those were 1 being independent learner, 2 being cooperative learner, 3 developing reading interest, 4 developing self-confident, 5 achieving goals and objectives of the course. In each point the researcher proposed some questions dealing with the implication. The result showed almost all the students were in agreement that Cooperative Learning could develop their individual and communication skill. From the result the researcher determined the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI