Discussion RESEARCH FINDINGS AND DISCUSSION

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter contains two major parts. The first is the conclusions that are to summarize the major findings that are discussed in the previous chapter. The second is the suggestions that are to enhance the implementation of cooperative learning and develop the students’ learning process in 8D class of Junior High School 2 Mlati.

A. Conclusions

There were two problems formulated in this research. They were the students’ perception toward cooperative learning which is implemented in their class English class 8D class of JHS 2 Mlati academic year 20132014 and how cooperative learning is implemented in English class 8D class of JHS 2 Mlati academic year 20132014. The first problem was answered by distributing questionnaires and interviewing the students. According to the result of the questionnaires and interviews, approximately 85 students had positive perception toward cooperative learning which was implemented in English class. The students agreed that cooperative learning gave many benefits to them. Cooperative learning could help them to develop their individual and communication skill. The rest 15 students had negative responses toward cooperative learning which was implemented in English class. The students stated that there were several factors becoming the matters of the negative perception. They were the students’ dislikes 75 of the material andor the English language, and then it made the students unable to follow cooperative learning optimally. The last but not the least was the group dynamic. If the people with whom they work were not cooperative, it made them perceive cooperative learning negatively. The second problem was answered through conducting class observation and interviewing the lecturer. The researcher found out that cooperative learning implemented in English class fulfilled the characteristics of cooperative learning as discussed in chapter II. Those cooperative learning characteristics were implemented through three main activities. The first one was the pre-activity. The pre- activity covered the teacher’s role in delivering and explaining the materials and tasks in cooperative learning. In this activity, the teacher was able to create and conduct a well-designed cooperative learning. The second activity was the whilst-activity. In this activity, the characteristic of the implementation of cooperative learning existed. Cooperative learning used in class allowed the students to be able to work independently and to work cooperatively. The last activi ty was the teacher’s role to conduct material review, to do lesson reflection, and to give assignments and other references for the students.

B. Suggestions

After conducting this research, the researcher pointed out several things to be concerned and proposed some suggestions for the teacher, for the students, for the teacher candidates and for the future researchers in order to make better 76 implementation of cooperative learning in English class, especially in JHS 2 Mlati. The suggestions are as followed.

1. For the Teachers

The teachers who implement cooperative learning need to put more attention to the students’ learning process not only pay attention to the results grades. The teachers should consider applying other strategies in implementing cooperative learning so that the objective of teaching-learning activities can be achieved. The could implement one of five cooperative learning methods designed to achieve different objectives from Johnson et al. 1994. The teachers need to ensure the students’ material mastery and give proportional tasks, the individual and the group project. Since cooperative learning is aimed to lead students to be independent all at once to be cooperative learners, the activities conducted should facilitated students to work independently through individual task or assignments and to work cooperatively through group project or group work.

2. For the Students

The students of 8D class in JHS 2 Mlati are suggested to be proactive in the teaching learning process. If the instructions in doing the task were not clear, the students should ask to their friends andor to the teacher. The students are suggested both to solve their own problems and to communicate it with their classmates and the teacher. The students should know that cooperative learning in class activities is important to gain materials from teachers. The students should also know that 77 involving themselves well in cooperative learning could be very helpful in learning.

3. For the Teacher Candidates

ELESP students are expected to be teachers. Since the students have experienced cooperative learning in English class and they have the positive perceptions toward it, the teacher candidates could consider cooperative learning as one of the approaches that they could use later on when they become teachers. However, the teacher candidates have to remember that they have to adapt cooperative learning they would use with the students’ need. Therefore, the goals of the lesson would be well achieved.

4. For Further Researchers

This research proves that the students have positive perceptions toward cooperative learning which is implemented in English class. The further researcher is suggested to conduct the deeper investigations about cooperative learning in English class, such as investigating the effectiveness of cooperative learning in improving students’ understanding of English. The further researcher could give other teaching strategies in better techniques for the teacher using cooperative learning to enrich this research. The further researcher could also investigate the students’ perceptions toward cooperative learning that is implemented in the other classes. 78 REFERENCES Altman, S., Valenzi, E., Hodgetts, R. M. 1985. Organizational behavior: Theory and practice . Orlando: Academic Press, Inc. Ary, D., Jacobs, L. C., Razavieh, A. 1979. Introduction to research in education 2 nd Ed.. New York: Holt, Rinehart and Winston, Inc. Badan Stadar Nasional Pendidikan. 2006. Standar isi. Jakarta: Unpublished book. Douglas, T. 1978. Basic groupwork. New York: International Universities Press, Inc. Gaies, S. J. 1985. Peer involvement in language learning. New York: Prentice Hall Regents. George, J. Jones, G. 2005. Understanding and managing organizational behavior . New Jersey: Pearson Education, Inc. Hancock, D. R. Algozzine, B. 2006. Doing case study research. New York: Teachers College Press Columbia University. Harmer, J. 1991. The practice of English language teaching. Harlow, Essex: Longman. Hopkins, D. 2008. A t eacher’s guide to classroom research 4 th Ed.. Berkshire: Open University Press. Johnson, D., R. Johnson, E. Holubec. 1990. Cooperative learning in the classroom . Alexandria, VA.: Association for Supervision and Curriculum Development. Johnson, D., R. Johnson, E. Holubec. 1994. Cooperative learning in the classroom . In Richard, J. C. Rodgers, T. S. Approaches and methods in language teaching . New York: Cambridge University Press. Kagan, S. 1992. Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning. Kreitner, R. Kinicki, A. 1992. Organizational behavior 4 th Ed.. Boston: Richard d. Irwin, Inc.