Suggestions CONCLUSIONS AND SUGGESTIONS

74

B. Suggestions

In order to make better implementation of Cooperative Learning in Extensive Reading II class, the researcher made suggestions for Extensive Reading II lecturers, Extensive Reading II students, and future research.

1. For Extensive Reading II Lecturers

Since Cooperative Learning aims at leading students to be independent all at once to be cooperative learners, the activities conducted should facilitate students to work independently through individual tasks or assignments and to work cooperatively through group project or group work. In Extensive Reading II Class B of 200102011 academic year, most of the task were assigned as individual assignments; no wonder that the students were successfully able to be independent in completing the tasks. However, there just a few group projects presented along the semester. It is better to provide more group work in order to lead students to be independent learners that can also work cooperatively with others, assignments.

2. For Other Researchers

The researcher admitted that this research is far from being perfect. Thus the researcher does hope that other researchers who are interested in researching Cooperative Learning can conduct research in wider areas of study, such as Cooperative Larning in literacy skills. The researcher also expected the other researcher to conduct research of Cooperative Learning in better techniques to enrich this research. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75 REFERENCES Ary, D., Jacob, L. C., Razavieh, A. 2002. Introduction to Research in Education. Sixth Edition. Belmont: Wadsworth Thompson Learning. Bamford, J., Day, R. R. 1997. Extensive Reading: What is It? Why? Bother?. http:www.jalt-publications.orgtltfiles97mayextensive.html , accessed on June 23, 2010 Bamford, J Ed.. 2005. Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press. Forgus, R. H. 1966. Perception: The Basic Process in Cognitive Development. New York: The McGraw Hill Company, Inc. George, J. M., Jones, G. R. 2005. Understanding and Managing Organizational Behaviour. New Jersey: Pearson Education, Inc. Grabe, W., Stoller, F. L. 2002. Teaching and Researching Reading. London: Longman. Hancock, D. R., Algozzine, B. 2006. Doing Case Study Research. New York: Teachers College Press Columbia University. Johnson, D., R. Johnson, and E. Holubec. 1994. Cooperative Learning in the Classroom. Alexandria, Va.: Association for Supervision and Curriculum Development. Kagan, S. 1992. Cooperative Learning. San Juan Capistrano, California: Kagan Cooperative Learning. Lindsay, P., and Norman, D. A. 1994. The Definition of Perception. Accesed on April 23 2010, from http:ezinearticles.com Mahn, H. 2006. Periods in Child Development: Vygotsky’s Perspective. In Konzulin, A. Eds.. 2006. Vygotsky’s Theory in Cultural Context. Cambridge: Cambridge University Press. McDonough, J., McDonough, S. 2004. Research Methods for English Language Teachers. London: Arnold. Neuman, W. L. 2006. Social Research Methods: Qualitative and Quantitative Approach. Sixth Edition. New York: Pearson Education, Inc. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 76 Olsen, R., and Kagan. 1992. About Cooperative Learning. In C. Kessler ed., Cooperative Language Learning: A Teacher’s Resource Book. New York: Prentice Hall. 1-30. Passer, M. W., Smith, R. E. 2003. Psychology: The Science of Mind and Behaviour. Second Edition. New York: McGraw Hill Companies, Inc. Pearson, P. D., Stephens, D. 1994. Learning about Literacy: A 30-Year Journey. In Ruddell, R. B., Ruddell, M. R., Singer, H. Eds.. 1994. Theoritical Models and Processes of Reading. Newark: International Reading Assosiation Inc. Prasetyo, A. H., Herawati, H., Prihatin, P. N., Budiraharjo. M., Adjie, G. P Eds.. 2006. Panduan Akademik Program Studi Pendidikan Bahasa Inggris untuk Dosen dan Mahasiswa. Fourth Edition. Yogyakarta: Universitas Sanata Dharma. Slavin, R. E., 1995. Cooperative Learning. Second Edition. Massachusetts: Simon Schuster Company. Steiner, V. J., Mahn, H. Sociocultural Approaches to Learning and Development: A Vygotskian Framework. http:webpages.charter.net schmolze1vygotskyjohnsteiner.html , accessed on May 4, 2011 Tull, D. S., Albaum, G. S. 1973. Survey Research: A Decisional Approach. New York: Intext Educational Publisher. Wallace, C. 2003. Reading. Oxford: Oxford University Press. Wardiman, Artono. 2008. English in Focus. Jakarta: Departemen Pendidikan Nasional. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 77 Appendix A: Observation Checklist Blueprint Aspects to be Observed N o Statements Items Number A. Pre-activity 1. The lecturer asks student about what Extensive Reading II is. 2 2. The lecturer presents clear goals to the students

B. Whilst activity