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information, and general understanding of certain topic, 5 there are few or no follow-up exercises to be completed after reading, 6 reading materials are well
within the linguistic competence of the students in terms of vocabulary and grammar, 7 reading is individual and silent activity, 8 reading speed is usually
faster rather than slower as students read books and other material that they find easily understandable, 9 lecturers orient students to the goals of the program,
explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program, and 10 the lecturer is a role
model of a reader for students -- an active member of the classroom reading community, demonstrating what it means to be a reader and the rewards of being
a reader. Bamford and Day 1997: 3 write that those ten characteristics of Extensive Reading offer a theoretical framework for putting Extensive Reading
into action in the language classroom.
B. Theoretical Framework
From the theories of related literature above, the readers can see the relevant of this theory for the thesis. Reading is a very important skill in learning
English. Through reading people can know what happens around the world. Reading is a very interesting activity if the readers enjoy what they read. However
reading can be a very boring activity if people do not know and enjoy the content of the text. In ELESP of Sanata Dharma University there is a class named
Extensive Reading. In this class the students are directed to read and understand the content of article they have read.
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In the context of this research about teaching and learning reading in Extensive Reading II class it needs a creative and interesting learning strategy to
enhance students’ interest in reading. There are so many materials in Reading II class. It can make the students feel bored. Extensive Reading II is “a method to
language teaching in which learners or students read a lot of easy material in the new language” Bamford Day, 1997: 1. It is difficult to achieve learning goals
when the students feel bored in class. That is why the lecturer should make a kind of lerning activities to make the students feel enthusiastic to learn. Cooperative
Learning allows students to observe, imitate, and learn from each other. Students keep each other on task and share a sense of accomplishment. The
encouragement, support, and approval of peers build motivation and make learning an enjoyable experience
.
http: edtech.kennesaw.eduintechcooperative learning.htm, retrieved on February 23 2011.
In this research there is a method named Cooperative Learning that is implemented in Extensive Reading II class. Cooperative Learning triggers the
students to be active. This method has some techniques to make the teaching activity become interesting. This method is very useful because the students can
be very enthusiastic in learning and reading because they choose their own article and share it to their friends in the same group or other groups. Cooperative
Learning is group learning activity organized so of that learning is dependent on the sociality structured exchange of information between learners in groups and in
which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. Olsen and Kagan, 1992: 8 .The
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goal of the method is to make the teaching activity more interesting and to make the students being active. The method can also increase the students speaking and
communication skills because they can present what they have read with other students. I think Cooperative Learning is useful to be implemented in this class
because students can feel happy with their reading. It will make them read more articles because they think reading is interesting. It is usefull because they can
undeerstand the materials easily by working together and sharing the articles they read to each other.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents a discussion of the method used in the research. The discussion includes research method, reseach instruments, data gathering
technique, data analysis technique, and research procedure.
A. Research Method
The method used in this research is survey. A researcher uses survey because this research is in the area of subjects’ perspective. Survey “permits the
researcher to measure students’ attitudes and opinions toward something” Ary, Jacob, and Razavieh, 2002: 25. Hence, survey research can be defined as “the
systematic gathering of information from a sample of respondents for the purpose of understanding andor predicting some aspects of the behaviour of the
population of interest” in certain topic of problem Tull and Albaum, 1973: 3. Related to this research, the researcher surveyed students’ perceptions on
Cooperative Learning method used in Extensive Reading II class of English Language Education Study Program of Sanata Dharma University. The survey
done through interviewing the lecturer and students of Extensive Reading II, observing the activities done in Extensive Reading II class, and distributing a
questionnaire to Extensive Reading II students.
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