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D. RESEARCH QUESTIONS
Since the study uses action research which focuses on both process and result, it aims at answering the following research questions:
1. Is cooperative learning CL effective in improving the participants‘
communicative competence? 2.
How effective is CL in improving the participants‘ learning empowerment?
E. RESEARCH GOALS
Referring to the research questions, the goals of the study is to find out the effectiveness of
cooperative learning to improve the participants‘ communicative competence and to improve their learning empowerment. It is expected that CL
improves the participants‘ English competence particularly their communicative skills through practices to interact in an authentic English communication.
Another goal of the study is to describe how effective the learning strategy is able to empower the participants in which they understand their problems in English
and they are willing to solve the problem through gathering English in a non- classroom setting.
In short, the goals of the study are to discover that cooperative learning is useful both to improve communicative competence and to improve learning
empowerment. The use of authentic communication to practice English is intended to support the goals. The research participants eventually are expected to
have the capability not only to communicate in English more confidently but also to understand their problems in learning the language and to encourage
9 themselves to keep making progress in studying it through non-classroom
activities.
F. RESEARCH BENEFITS
Three research benefits are involved in the study. They are scientific, practical and humanistic benefits. Those three are essential to be obtained in the
study since a study should not only bring meaning to the knowledge of the study but also bring meaning to humankind which makes it useful.
The benefit of the research is to describe the value of the action
Cooperative Learning to address the root causes of incapability to use English namely the inadequacy of authentic communication and practice. Scientifically, it
is to discover that CL is logically good and effective to provide authentic communication and more practice in a non-classroom setting. Practically, similar
environment may adopt the action the participants have done. Humanistically, it aids the participants to see their own problems in English learning and agree to
solve the way it is agreed. In other words, it encourages learning empowerment of the participants who have inadequate opportunities to English practices and lack
of financial support to participate in any non classroom learning activities. In short, it helps the participants to motivate themselves and others in order to make
progress in their learning both inside and outside the classroom setting.
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CHAPTER II REVIEW OF RELATED LITERATURE
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