56 “Dari tugas-tugas yang diberikan secara nggak langsung kita jadi tahu
cara bikin hipothesis, mindmapping itu ternyata memudahkan kita buat mengerti materi gitu.” R1
From the tasks given, I learn how to make a hypothesis, mind mapping. And those enable me to understand the reading materials easily.
“Iya karena misalnya mindmapping bisa digunain buat ngerjain tugas kuliah yang lain. Dengan kata lain bisa dapet hal baru untuk pelajaran
mata kuliah yang lain. Misalnya untuk ngerjain kuliah Approach, Method, and Technique AMT.” R2
I can use mindmapping to do other tasks of other courses. In other words, I have something new from the strategy to help me to learn other
courses. For example, I did the task of Approach, Method, and Technique AMT Course using mind mapping.
b. Being Cooperative Learners
To examine students’ perceptions on the implication of being cooperative learner, the researcher proposed four questions that were covered in statement
number five to eight. Statement number five was about the discussion of difficult reading materials that was done with peers or friends. Twenty four students
argued that teaching strategy used in Extensive Reading II class encouraged them to discuss a difficult reading material with their friends; 22 students disagreed
31.9 and two students 2.9 strongly disagreed. On the other hand, 45 students were affirmative; 14 students 20.3 strongly agreed and 31 students
44.95 agreed. “Pasti kalau habis dikasih tugas gitu sama teman sekelas banyak berbagi.
Supaya reportnya bener dan biar kita tahu kesalahan yang direport kemarin.” R1
After the lecturer assigns us to make a report, my friends and I discuss how to do the assignment, so we will not make a mistake in doing the
report.
57 “Kalau nggak mengerti materialnya tanya sama teman. Kalau di
artikelnya ada hal yang sulit juga tanya teman, kira-kira maksud artikelnya apa.” R2
When I do not understand the materials I ask my friend how to do it. When I find a difficulty in the article I ask friend either.
Statement number six asked whether the teaching strategy used in class
enabled the students to help others in doing the difficult task or not. Two students 2.9 strongly agreed and 37 students 53.65 agreed to the statement.
“Dalam hal membuat report si kebanyakan. Saling kasih saran tentang report yang salah.” R1
We give suggestion one and another when we are doing in the report. “Kita bisa bantu teman untuk memperjelas topiknya dia atau hal-hal yang
nggak dia ngerti, otomatis kita bantu teman.” R2 I help my friend to clarify herhis topic or help herhim to solve the
difficulty heshe is facing; by doing that means helping others.
On the other hand, 27 students 3.15 disagreed and three students 4.35 strongly disagreed.
Whether Scaffolding Strategy used in class encouraged the students to give suggestion for improvement on their friends’ performance or not was in
statement number seven. Forty three students were in agreement; five students 7.25 strongly agreed and 38 students 55.1 agreed.
“Karena dikelas itu emang kita diwajibkan memberi tanggapan, yang pertama. Trus biasanya kalau presentasi teman yang perlu dievaluasi kita
ngomong aja.” R1 We should give opinion to the presenter in class presentation, first thing.
Then, when there is something in the presentation needs to be evaluated, we should give evaluation.
58 “Di setiap akhir prensentasi dikasih kesempatan untuk ngasih komentar
ke teman yang maju presentasi.” R2 In the end of the presentation, students have a chance to comment the
presenters.
Twenty four students 34.8, on the other hand, disagreed and two students 2.9 strongly disagreed to the statement.
Statement number eight examined whether Scaffolding Strategy used in class enabled students to work together in completing a difficult task or not. The
percentage of the response of agreement and disagreement was closed to balanced percentage. Thirty seven students opposed the statement; 34 students 49.3
disagreed and three students strongly disagreed. The other 32 students were in agreement to the statement; five students 7.25 strongly agreed and 27 students
39.15 agreed that Scaffolding Strategy used in class enables students to work together in completing a difficult task.
“Karena tugasnya susah kita ngerjainnya bareng-bareng. Ya pokoknya kita saling membantu gitulah.” R1
Because the assignment is difficult, we work together. We help each other.
“Saling liat report buat tahu ada yang salah nggak dengan report yang aku kerjakan.” R2
I learn from others’ report to know whether or not I made a mistake.
c. Developing Reading Interest
