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uncertain answer. In order to obtain definite answer, the researcher provided only four columns. They were strongly agree, agree, disagree and strongly disagree.
3. Interview
Interview is a method of gathering information through oral question. According to Shneiderman and Plaisant 2005, interview can be very productive
since the interviewer can pursue specific issues of concern that may lead to focussed and constructive suggestions. Moreover, Genise 2002; Shneiderman
and Plaisant 2005 said that there are three main advantages of interview as a data collection method: a direct contact with the users often leads to specific,
constructive suggestion; b they are good at obtaining detailed information; c few participants are needed to gather rich and detailed data.
There were two interview guidelines in this research. The first interview guideline was for the students. The researcher used the first interview guideline in
order to obtain qualitative data about the students’ perception of cooperative
learning implemented in the class to answer the first research question. The researcher interviewed six students privately, without any distraction that could
affect the originality of the data. The researcher gave open-ended questions in the interview to gain as much information as possible. By providing open-ended
questions, the researcher allowed the participants to answer the questions Table 3.3 more openly.
Table 3.3 Blueprint of the Interview for Students
Adapted from Dandy Jalu’s Thesis, 2011
No. Questions
Descriptions
1. Question
number 1 to 3 Those questions asked about the teacher’s role in the classroom
to create a highly structured and well organized learning.
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No. Questions
Descriptions
2. Question
number 4 to 11 Those questions gathered data about
the students’ individual performance eventhough they work together.
3. Question
number 12 to 20
Those questions collected data about the students’ social skills and positive interdependence.
4. Question
number 21 to 28
Those questions gathered data about the students’ role as
member of the group to work collaboratively with other group members and to help each other.
5. Question
number 29 to 31
Those questions asked about how well the students are achieving their goalswhile maintaining effective working
process.
The second interview guideline was for the teacher. The researcher used the second interview guideline Table 3.4 in order to obtain qualitative data about
the implementation of cooperative learning in the class to answer the second research question.
Table 3.4 Blueprint of the Interview for the Teacher
No. Theories
Questions
1. There are some factors that determine the success of
group work. The factors are the learning goals of the group and the task given Nation, 1989.
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, 2 and 3
2. There are some factors that determine the success of
group work. The factors are the way information is distributed, the seating arrangement of the members of
the group and the social relationships between the members of the group Nation, 1989.
Question number 4, 5 and 6
3. The teacher are giving feedback, redirecting the group
with questions, encouraging thinking, managing conflict, observing students, evaluating activity and
supplying resources Harel, 1992: 169. Question number 7, 8,
9, 10 and 11
4. 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 12,
13, 14, 15 and 16
