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explained in qualitative way. The data gathered from the interview are presented and described in qualitative way.
B. Research Setting
This research was conducted in 8D class of JHS 2 Mlati, which is located on Jl. Perkutut, Sinduadi, Mlati, Sleman, Yogyakarta. The researcher conducted
the research from January 2014 until February 2014, which consisted of several steps, namely class observation, questionnaire distribution and interview session
with the students and the teacher. The class observation was conducted on January 27
th
and February 2
nd
, 2014. The questionnaire was distributed on February 11
th
, 2014. The interview session, divided into interview with the students and another
interview with the teacher, was conducted on February 24
th
, 2014.
C. Research Participants
The target participants in this research were all 31 students of 8D class of JHS 2 Mlati in 20132014 academic year. The English teacher of JHS 2 Mlati
recommended this class to be observed. He said that this class is the best-managed class comparing to other classes. The teacher had implemented cooperative
learning in that class. Therefore, the researcher considered that this class could fulfill the researcher
’s need about cooperative learning. All of the students of 8D class were asked to answer the questionnaire and
interview given by the researcher to find out their perception of the cooperative
27
learning they had experienced. The researcher also conducted interview to the teacher to obtain information in answering the second research problem.
D. Research Instruments
There were some instruments used in conducting this research. The researcher used an observation checklist, a questionnaire, an interview for the
student and an interview for the teacher. The instruments were used to collect the data in order to answer the research questions.
1. Observation Checklist
The researcher used an observation sheet in order to examine how cooperative learning is implemented in English class. This observation sheet was
not used for monitoring the students or the teacher’s activities during the lesson
but it was to check the synchronization of cooperative learning either theoretically or factually. Observation provides
“more objective informations related to the research topic, and typically
provides answer to the questions being investigated” Hancock and Algozzine, 2006. Therefore, the items provided in this observation
sheet Table 3.1 contained items about the characteristics of cooperative learning according to some experts.
Table 3.1 Blueprint of the Observation Checklist
No. Things to be
observed Theory
1. Statement number 1, 2 and 3
One of three steps to achieve the success of the group work is the ability to observe Douglas, 1978.
2. Statement number 4, 7 and 9
One of three steps to achieve the success of the group work is the ability to make appropriate intervention
Douglas, 1978.
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No. Things to be
observed Theory
3. Statement number 5 and 6
Students learn and use appropriate social skills including leadership, decision-making, trust building,
communication and conflict-management Johnson et al. 1994.
4. Statement number 8 and 13
Students perform independently even though they work together. Each individual performance is assessed.
Students must take personal responsibility to work toward the group goals Johnson et al. 1994.
5. Statement number 10, 11 and 12
Students are encouraged to help each other. Students share resources with other, provide constructive feedback,
challenge other member’s reasoning and ideas, keep an open mind, act in a trustworthy way, and promote a safe
feeling for all by reducing anxiety Johnson et al. 1994.
6. Statement number 14, 15, 16 and 17
One of three steps to achieve the success of the group work is the ability to assess the group’s situation
Douglas, 1978.
2. Questionnaire
According to Hopkins 2008, questionnaires that ask specific questions about curriculum and aspects in classroom are a quick and simple way to gain
information from the students. The researcher proposed to use a questionnaire for the students in order to gain specific information about the perception of the 8D
class of JHS 2 Mlati students on the implementation of cooperative learning in English class.
The advantage of questionnaire was its ability to obtain data from a large number of samples in relatively quick and economical way. The researcher used
closed-ended questionnaire. The closed-ended questions were used in order to ease the researcher collect the numeric data from the participants. The
questionnaire Table 3.2 was given to all of the 8D class members in order to find
29
out their understanding and their perception about cooperative learning implemented in their class.
Table 3.2 Blueprint of the Questionnaire
Adapted from Dandy Jalu’s Thesis, 2011
Aspects Theories
Questions Students’ Perceptions of the Implementation of Cooperative Learning in English
Class 1.
1.Teacher’s role
The teacher has to create a highly structured and well- organized learning environment in the classroom, setting
goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students
to groups and roles, and selecting materials and time Johnson et al. 1994.
Question number 1 to
6
2. Individual accountabi
-lity Students perform independently even though they work
together. Each individual performance is assessed. Students must take personal responsibility to work toward
the group goals Johnson et al. 1994. Question
number 7 to 17
3. Social skills and
positive inter -dependence
Students realize that each individual affect success and the work of the others. Students must share information in
order to complete their tasks because the work is structured Johnson et al. 1994.
Students learn and use appropriate social skills including leadership, decision-making, trust building,
communication and conflict-management Johnson et al. 1994.
Question number 18
to 32
4. Students’ role and
student-to- student
interaction Students are, as member of the group must work
collaboratively on tasks with other group members. Students have to learn teamwork skills and are also
directors of their own learning to plan, monitor, and evaluate their own learning Richards and Rodgers, 2001.
Students are encouraged to help each other. Students share resources with other, provide constructive feedback,
challenge other member’s reasoning and ideas, keep an open mind, act in a trustworthy way, and promote a safe
feeling for all by reducing anxiety Johnson et al. 1994. Question
number 33 to 46
5. Group process
Students must analyze how well they are achieving their goals while maintaining effective working relationships in
order to develop the group process Johnson et al. 1994. Question
number 47 to 50
In giving response to each statement in the questionnaire, the students were asked to put a tick in the provided column. Each questionnaire statement
consisted of four columns. The researcher did not use neutral choice to avoid
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