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The seventh, the students could help each other and could work cooperatively with others to complete the task. The teacher believed that
cooperative learning is the method that needs interaction between students in a group andor other students in different groups. According to Johnson et al.
1994, students must share resources with other, provide constructive feedback, challenge other member‟s reasoning and ideas, keep their mind open, act in a
trustworthy way, and promote a safe feeling for all by reducing anxiety. Therefore, if their group members were stuck, the teacher allowed the students to
ask other groups. The last option was asking the teacher. The eight, the students were involved actively in classroom activities. The
teacher asked the students about the characteristics of narrative Generic structure: orientation
– complication – resolution. This activity triggered teacher-students interaction andor vice versa. It could be seen when the teacher asked the students
andor when the teacher gave the opportunity for the students to ask about the task and the material.
The ninth, the method encouraged students‟ communication skills. The teacher chose three groups randomly to present their work.
Groups‟ representatives were asked to present their works in front of the class. This
activity encouraged the students to have high confidence to interact with their friends and triggered the students to have good interactions with others outside the
class and in their daily activities. The tenth step was the teacher‟s assessment and evaluation toward the
cooperative learning implemented in 8D class. The students were asked to reflect
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what they had learnt. The teacher gave feedback to students‟ work. The feedback was not only about English material that the teacher gave but also moral value
from the text that the class had ever used in order that the students could use it in their daily life. The teacher also gave other additional references to study such as
films, the internet, and long narrative texts in order to improve four basic skills, but the focus was still on the writing skill. The teacher also evaluated the activities
that had been given the students‟ understanding using the indicators from the
lesson plan. The teacher explained the correlation between the material given the task and the goal of the course. Identifying the goals of what they had done was
always in the end of the course based on the lesson plan in order to make the students know the purpose of this activity cooperative learning. The teacher
always checked the students‟ understanding of what they had learnt. It is
important for the teacher to know whether cooperative learning that he used was successfully implemented; and to make the students know the goals of the
activity. The teacher implied that the overall progress of the class was good. It was proven that the grades increased significantly, the students were also able to
organize, to interact with others and to speak in front of the class and public.
C. Discussion
The result of the questionnaire and interview showed that the 8D class students of SMP Negeri 2 Mlati had positive and negative perceptions toward the
implementation of cooperative learning. However, the vast majority of the students perceived positive perception rather than negative. As the researcher
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mentioned before there are five important aspects in building well cooperative learning: teacher‟s role, students‟ individual accountability, students‟ social skills
and positive interdependence, students‟ role and student-to-student interaction and group process.
In the first part, the result showed 93.01 students stated that the teacher could create a well-organized learning environment. The teacher created a well-
organized learning environment by giving clear instruction, explaining the goals and objectives, moving around the class, and giving feedback to the students.
The second stage, the students‟ individual accountability, encouraged the
students to have individual responsibility in achieving the group goals. It showed that 88.86 students had positive evaluation on the method used. The
students claimed that both their cognitive and mental development were improved in a positive way through the use of cooperative learning. Most of the students
claimed more independent and confident in using English after experiencing cooperative learning as a learning method. They also claimed that their material
understanding, their knowledge, their learning strategy and their interest to study more were increased significantly. This result showed the fact that cooperative
learning helped the students to improve their hard and soft skills. On the third part,
students‟ social skills and students‟ positive interdependence, the students started to find the influence of cooperative learning
in the students ‟ learning process. Most of students 83.66 realized that each
individual affected success and the work of others. Each student needed other students to succeed their learning. They believed that they were linked with others
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in a way that one cannot succeed unless the other members of the group succeed and vice versa. The students claimed that they were able to conduct discussion
and to share information and knowledge in order to complete the work. They had well interaction and good communication with other members. The students
agreed that cooperative learning challenged the students to be confident to speak with friends and in front of public and triggered the students to be a good listener
by giving responses and feedbacks. The fourth part, the
students‟ role and student-to-student interaction, gave a clear fact that 82.03 of students stated that cooperative learning triggered their
teamwork skills in class and in their daily life. Richards and Rodgers 2001 said that the students had to learn teamwork skills and were also directed their own
learning to plan, to monitor, and to evaluate their own learning. The students realized that their teamwork skills were increased. They agreed that there was
important to be the director of their own learning. The method used in class challenged the students to be confident to ask about the material with the members
of the group andor with the teacher. It also helped the students to develop their knowledge independently and to share their knowledge with their friends. The
students believed that they need to evaluate their leaning by giving suggestion to their friends.
The last part, the group process, challenged the students to have self- analyses and self-evaluation toward their achievement in cooperative learning
implemented in class. As much as 79.84 of students had positive responses. The students claimed that cooperative learning developed their learning strategy.
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Cooperative learning also encouraged the students to learn more and to find other learning references individually. Overall, the students experienced comfortable
and less pressure situation when undergoing English lesson through having cooperative learning, so they could develop their ideas, creativities and skills
better. Therefore, the students claimed that cooperative learning was a useful method to be implemented in English class.
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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
