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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
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69 students had positive responses to the implication of Cooperative Learning in
Extensive Reading II class. The researcher figured out there are some strengths of Cooperative
Learning in Extensive Reading II class. 1 Increase memory. The researcher found that learning in group, which existed in Extensive Reading II class, made
the students had a better way in memorizing what had been taught by the lecturer. It is because they shared what they had learnt to the other students. The researcher
argued when students learnt in group with other students, it could make them have a better understanding of materials. It happened because they enjoyed learning
with other students and also they could ask something they didn’t understand with to others. 2 higher level of discussion. In Extensive Reading II class the
students worked in group with other. They shared what they had learnt from the articles they read. Other students gave opinion or question. The researcher argued
that students who worked with others in group activity had better knowledge than students who work individually. Students who worked in group can earn
knowledge shared by other students. They can also have a discussion with other in group activity. It makes them have a better communication skill. 3 increase
individual skill. The students were asked to read the reading materials they chose independently and then to work in individual report every week. The assignments
aimed to increase students’ skill. By reading scientific and popular articles, students develop their individual reading skill. While class presentation and group
discussion can increase students’ speaking skill in public. The researcher argued that Cooperative Learning can increase student’s individual skill. By reading
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70 articles and make a report it can lead them to have better skill in reading and
writing. When they share the article to other they can learn how to speak in front of public. It can increase their speaking skill. 4 increase social and
communication skill. The activities conducted in Extensive Reading II of 20102011 academic year Class B were presentation, summarizing the reading
passage, and group discussion. All those activities invited and challenged students to be active in the class activities; otherwise the students cannot accomplish the
course well. The active involvement of the students was obviously observed on class presentation. There was an asking and answering session in every
presentation; and at the end of class, the students were invited to give feedback to the presenters’ and meeting manager’s performance. The researcher argued
activities in Extensive Reading II class can make student have better interaction with other. Some activities like group discussion, question and answer session or
class presentation can make them interact to other students by sharing opinion. While the weaknesses of Cooperative Learning implemented in Extensive
Reading II class were also found by the researcher. 1 limitation to a discussion. In some activities the lecturer asked the students to make a group. The group
consisted of 4 to 5 students. The students had a discussion based on a topic the lecturer gave. The lecturer argued this activity is good for students but it would be
better if the lecturer gave free topic to the students instead of certain topic. It will make the students explore their knowledge more in the discussion. The limited
topic would make the students bored because there might be any students don’t like certain topic. 2 lack of control from the lecturer. When the students had a
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71 group discussion the lecturer couldn’t have a full control to all groups. The
lecturer moved around the class to guide some groups but the other groups which out of lecturer’s control could do certain activities out of the lecturer’s instruction.
The researcher argued that the lecturer should had a full control of the class when the students had a group discussion. It leads the students to have a discussion
based on lecturer’s instruction. 3 few group members may dominate discussion. When the students had a discussion not all group members had a same
portion. Some members of group might had a bigger portion when sharing the knowledge. It could make the rest of the group just listened and kept silent. The
researcher argued that it makes Cooperative Learning doesn’t work well. The lecturer should make an instruction and control the discussion in order to make
the all the group members had the same portion of discussion. It could be a time limitation for each speaker.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter, conclusions and suggestions are presented. From analyzing data and discussing research results, the researcher concluded two points and
presented suggestions for Extensive Reading II lecturers and other researchers who are interested in conducting a research in Cooperative Learning.
A. Conclusions
Studying from the data gathered, the researcher concluded two main points. First is about the implementation of Cooperative Learning used in Extensive Reading
II Class of ELESP Sanata Dharma University academic year 20102011. Second point is about students’ perceptions on Cooperative Learning used in Extensive
Reading II Class of ELESP Sanata Dharma University academic year 20102011. The second point covered students’ perceptions on the process and on the implications of
Cooperative Learning used in Extensive Reading II class of ELESP Sanata Dharma University.
Cooperative Learning implemented in Extensive Reading II class was implemented through three main activities. Those three activities are 1 Pre-activity.
In this activity the lecturer explained what Extensive Reading II is to the students in general. 2 Whilst-activity. In whilst activity the characteristics of the
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