Students` perception on cooperative learning used in extensive reading II class of English Language Education Study Program of Sanata Dharma University - USD Repository

  

STUDENTS’ PERCEPTION ON COOPERATIVE LEARNING

USED IN EXTENSIVE READING II CLASS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A THESIS

  

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Dandy Jalu Wicaksono

  Student Number: 061214029

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

STUDENTS’ PERCEPTION ON COOPERATIVE LEARNING

USED IN EXTENSIVE READING II CLASS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

A THESIS

  

Presented as Partial Fulfilment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Dandy Jalu Wicaksono

  Student Number: 061214029

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  A Sarjana Pendidikan Thesis on

  

STUDENTS’ PERCEPTION ON COOPERATIVE LEARNING

USED IN EXTENSIVE READING II CLASS OF ENGLISH LANGUAGE

EDUCATION STUDY PROGRAM OF SANATA DHARMA UNIVERSITY

  By Dandy Jalu Wicaksono

  Student Number: 061214029 Approved by

  Sponsor Drs. Y.B. Gunawan, M.A. Date: 22 September 2011

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

STATEMENT OF WORK’S ORIGINALITY

  I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

  Yogyakarta, 7 October 2011 The Writer

  Dandy Jalu Wicaksono 061214029 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Dandy Jalu Wicaksono

  Nomor Mahasiswa : 061214029 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul

  

Students’ Perception on Cooperative Learning Used

in Extensive Reading II Class of English Education Study Program

of Sanata Dharma University

  Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 7 Oktober 2011 Yang menyatakan (Dandy Jalu Wicaksono) PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT

  Wicaksono, Dandy Jalu. 2011. Students’ Perception on Cooperative Learning

  

Used in Extensive Reading II Class of English Education Study Program of

Sanata Dharma University . Yogyakarta: Sanata Dharma University.

  Learning is very important for a student. This activity can make the students obtain a lot of knowledge although learning processes are sometimes boring and ineffective. Therefore, the teacher should make a kind of method or technique in order to make the learning process more effective. One of the teaching methods that can make students active is Cooperative Learning. Cooperative learning can make students have motivation to learn and they will find it easier to understand the subject. Moreover it can make students active and participate in class. Class activities existing in Cooperative Learning activities facilitate students to take part actively. Therefore, it is worthy of note to research how the implementation of Cooperative Learning in Extensive Reading II class can motivate students to involve actively and to accomplish the course goals independently while dealing with a lot of and hard tasks.

  There were two research questions in this research: (1) How is Cooperative Learning implemented in Extensive Reading II class of ELESP of Sanata Dharma University? and (2) What are the students’ perception on Cooperative Learning used in Extensive Reading II class of ELESP of Sanata Dharma University?

  This research is a survey on students’ perception. The researcher conducted survey to Class B students of Extensive Reading II in 2010/2011 academic year. In order to accomplish the research objectives, the researcher used instruments in this research. Interview guide and observation checklist were used to answer the first research question, which is about the implementation of Cooperative Learning in Extensive Reading II class of ELESP of Sanata Dharma University. The result shows that Cooperative Learning in Extensive Reading II class was implemented through three main activities; the activities are pre- activity, whilst-activity and post-activity. The instruments were observation checklist, questionnaire, and interview guide. In order to answer the second research question, that is, about students’ perception of Cooperative Learning, the researcher distributed a questionnaire and conducted an interview to students of Extensive Reading II Class B. The findings show that most of the respondents had positive perception on both process of the implementation and implications of Cooperative Learning used in Extensive Reading II Class B in 2010/2011 academic year.

  Key words: perceptions, Cooperative Learning, Extensive Reading II class PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

  Wicaksono, Dandy Jalu. 2011. Students’ Perception on Cooperative Learning

  

Used in Extensive Reading II Class of English Education Study Program of

Sanata Dharma University . Yogyakarta: Universitas Sanata Dharma.

  Belajar adalah hal yang sangat penting untuk pelajar. Aktivitas ini dapat membuat siswa mendapatkan banyak pengetahuan walaupun kadang proses belajar membosankan dan tidak efektif. Oleh karena itu pengajar seharusnya membuat jenis metode mengajar supaya membuat proses belajar lebih efektif. Satu dari metode pembelajaran yang dapat membuat siswa lebih aktif dalam belajar adalah Cooperative Learning. Cooperative Learning dapat membuat siswa mendapatkan motivasi untuk belajar dan merekapun dapat dengan mudah memahami pelajaran. Lagipula itu dapat membuat siswa terlibat dan berpartisipasi di kelas. Aktivitas kelas yang terjadi di kelas Extensive Reading II dapat memfasilitasi siswa untuk berperan aktif dalam kelas. Oleh karena itu sangatlah bermakna untuk peneliti untuk membuat catatan bagaimana Cooperative Learning yang diimplementasikan dapat memotivasi siswa untuk berperan aktif dan untuk mencapai tujuan belajar secara individu ketika berhadapan dengan tugas-tugas yang sulit

  Ada dua pertanyaan dalam penelitian ini: (1). Bagaimana Cooperative

  

Learning diimplementasikan dalam kelas Extensive Reading II di jurusan

  Pendidikan Bahasa Inggris Universitas Sanata Dharma? Dan (2). Bagaimanakah persepsi siswa dalam penggunaan Cooperative Learning dalam kelas Extensive

  Reading II di jurusan Pendidikan Bahasa Inggris Universitas Sanata Dharma?

  Penelitian ini adalah survey pada persepdi siswa. Peneliti melakukan survey pada siswa kelas B di kelas Extensive Reading II tahun ajaran 2010/2011. Untuk menyeleseikan tujuan dari penelitian, peneliti menngunakan instrumen dalam penelitian ini. Instrumen dalam penelitian ini adalah: observation checklist,

  

questionnaire, and interview guide. Interview guide dan observation checklist

  digunakan untuk menjawab pertanyaan pertama pada penelitian yaitu tentang pengimplementasian Cooperative Learning dalam kelas Extensive Reading II di jurusan Pendidikan Bahasa Inggris Universitas Sanata Dharma. Hasilnya menunjukan bahwa pengimplematasian Cooperative Learning dilakukan dalam tiga aktivitas utama yaitu: pre-activity, whilst-activity dan post-activity. Untuk menjawab pertanyaan kedua pada penelitian yaitu tentang persepsi siswa dalam penggunaan Cooperative Learning dalam kelas Extensive Reading II, peneliti membagikan kuestioner dan melakukan wawancara pada siswa Extensive Reading

  

II kelas B. Temuan penelitian menunjukan bahwa sebagian besar siswa

  mempunyai persepsi yang positif tentang proses dari Cooperative Learning maupun implikasi dari Cooperative Learning pada kelas Extensive reading II tahun ajaran 2010/2011. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

  I would like to thank Allah SWT for giving me strength and spirit, and guiding me in the whole of my life. I thank Allah for making me free from the fear and pains during this exhausting process. I also thank Allah for making me far away from the fear of failure. In addition, I also would like to express my gratitude to those who have supported me.

  First, I would like to thank Drs. Y.B. Gunawan, M.A. , my sponsor, especially for hir guidance, suggestions, corrections, support, and patience in the process of completing my thesis.

  Second, I would like to thank all the lecturers and staff of the English Education Study Program, Sanata Dharma University, who have patiently taught and given me the best from the beginning till the end of my study.

  Third, I would like to thank Yuseva Ariyani Iswandari, S.Pd., M.Ed. the lecturer of the Extensive Reading II class of Sanata Dharma University 2010/2011 academic year for the permission to conduct the research in her class.

  Furthermore, I would like to express my deepest gratitude to my beloved parents, Bekti Irianto & Nurlaela, for all their prayers, support, understanding, encouragement and anything that I received from them so far. I also would like to express my gratitude to my friends who always support me in finishing this thesis.

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS

  Page TITLE PAGE .................................................................................................. i APPROVAL PAGES ...................................................................................... ii STATEMENT OF WORK’S ORIGINALITY ................................................ iv

  LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS ............................................................ v

  ABSTRACT .................................................................................................... vi

  

ABSTRAK ........................................................................................................ vii

  ACKNOWLEDGEMENTS ............................................................................. viii TABLE OF CONTENTS ................................................................................. ix LIST OF FIGURES ......................................................................................... xii LIST OF TABLES...................................................................................... ..... xiv LIST OF APPENDICES .................................................................................. xv

  CHAPTER I. INTRODUCTION A. Background .....................................................................

  1 B. Problem Formulation .......................................................

  5 C. Problem Limitation ..........................................................

  5 D. Research Objectives ........................................................

  5 E. Research Benefits .............................................................

  6 F. Definition of Terms .........................................................

  7 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description .....................................................

  10 1. Perception .........................................................................

  10 a. Definition of Perception ............................................

  10 b. The Factor Influencing Perception ............................

  12 c. The Process Creating Perceptions .............................

  13

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 2. Cooperative Learning ........................................................

  15 a. Definition of Cooperative Learning ...........................

  15 b. Benefits .......................................................................

  16

  c. Cooperative Learning Should Include Five Essentials ...................................................................

  17 d. Some Cooperative Learning Techniques ...................

  18 e. Characteristics of Cooperative Learning ....................

  20 3. Extensive Reading .............................................................

  21 a. Reading ......................................................................

  21 b. Extensive Reading II .................................................

  24 B. Theoretical Framework ....................................................

  25 CHAPTER III. RESEARCH METHODOLOGY A. Research Method ...............................................................

  28 B. Research Participants ..........................................................

  29 C. Research Instruments ..........................................................

  29 D. Data Gathering Technique ..................................................

  31 E. Data Analysis Technique ....................................................

  33 F. Research Procedure ............................................................

  34 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

  A. The Implementation of Cooperative Learning Used in Extensive Reading II Class of ELESP of Sanata Dharma University .........................................................................

  36 B. Students’ Perception on Cooperative Learning Used in Extensive Reading II Class of ELESP of Sanata Dharma University .........................................................................

  43

  1. Students’ Perception on the Process of Cooperative Learning Used in Extensive Reading II of ELESP of

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  2. Students’ Perception on the Implications of Cooperative Learning Used in Extensive Reading II of ELESP of Sanata Dharma University .....................

  49 a. Being Independent Learners ..................................

  50 b. Being Cooperative Learners ...................................

  54 c. Developing Reading Interest .................................

  58 d. Developing Self-Confidence .................................

  60 e. Achieving Goals and Objectives ...........................

  64 C. Discussion..........................................................................

  68 CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ........................................................................

  72 B. Suggestions .........................................................................

  74 1. For Extensive Reading II Lecturers ......................

  74 2. For Other Researchers ..........................................

  74 REFERENCES .................................................................................................

  75

  

LIST OF FIGURES

  55

  4.11 Students’ Perception on the Cooperative Learning’s Implication to be Confident in Sharing Knowledge to Other Students...................

  60

  4.10 Students’ Perception on the Cooperative Learning’s Implication to Read Much More..............................................................................

  59

  4.9 Students’ Perception on the Cooperative Learning’s Implication to Develop Reading Interest....................................................................

  58

  4.8 Students’ Perception on the Cooperative Learning’s Implication to Work Together with Friends in Completing Difficult Task................

  57

  4.7 Students’ Perception on the Cooperative Learning’s Implication to Help Friends’ Improvement by Giving Suggestion.............................

  56

  4.6 Students’ Perception on the Cooperative Learning’s Implication to Do Difficult Task.................................................................................

  4.5 Students’ Perception on the Cooperative Learning’s Implication to Do Difficult Reading Materials with Friends......................................

  Figure Page

  54

  4.4 Students’ Perception on the Cooperative Learning’s Implication to Develop Knowledge Independently.....................................................

  53

  4.3 Students’ Perception on the Cooperative Learning’s Implication to Develop Learning Straregy..................................................................

  52

  4.2 Students’ Perception on the Cooperative Learning’s Implication to Develop Reading Ability Independently..............................................

  51

  4.1 Students’ Perception on the Cooperative Learning’s Implication to Complete the Task...............................................................................

  14

  2.2 The Relationship of Learning and Thinking in the Complex Process of Perceptions.......................................................................................

  2.1 The Perceptional Process...................................................................... 13

  61 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  4.12 Students’ Perception on the Cooperative Learning’s Implication to be Confident in Sharing Knowledge in Class Discussion.................

  62

  4.13 Students’ Perception on the Cooperative Learning’s Implication to be Confident in Sharing Opinion in Class Discussion.......................

  63

  4.14 Students’ Perception on the Cooperative Learning’s Implication to be Involved Actively in Class Discussion.........................................

  64

  4.15 Students’ Perception on the Cooperative Learning’s Implication to Develop Students’ Leaning Strategy.................................................

  65

  4.16 Students’ Perception on the Cooperative Learning’s Implication to Encourage Students to Learn More about Reading Materials (the Take-Home Assignment)...................................................................

  66

  4.17 Students’ Perception on the Cooperative Learning’s Implication to be Not Bored to Learn the Subject in Class.......................................

  67

  4.18 Students’ Perception on the Cooperative Learning’s Implication to Increase Students’ Speaking Skill.....................................................

  68 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  LIST OF TABLES Page

  Table 2.1: Basic Classroom Methods to Reading in a Foreign Language................................................................................. 22

  Table 4.1: Students’ Perception on Lecturer’s Role in the Process of Cooperative Learning……………….....................................

  44 Table 4.2 : Students’ Perception on Students’ Individual Skill in the Process of Cooperative Learning............................................

  46 Table 4.3: Students’ Perception on Students’ Social and Communication Skill in the Process of Cooperative Learning ..........................

  48 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI LIST OF APPENDICES

  Appendix Page A Obsevation Checklist Blueprint ................................................................ 77 B Questionnaire Blueprint.............................................................................

  79 C Interview for Students Blueprint.............................................................. . 83 D Interview Guide for Lecturer.................................................................... 87 E Observation Checklist ...............................................................................

  89 F Questionnaire ............................................................................................

  91 G Interview Guide 2 (for student) ................................................................. 94 H Sample of Questionnaire .......................................................................... 96

  I Raw Data of Questionnaire Point A .......................................................... 99 J Raw Data of Questionnaire Point B .......................................................... 100 K Raw Data of Questionnaire Point C .......................................................... 103 L Syllabus of Extensive Reading II.............................................................. 106

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  1 CHAPTER I

  INTRODUCTION

  The first chapter consists of six parts. They are research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Background

  In this globalisation era, people are set to be active. There is no need to be passive. This perception is also implemented in school. Teachers or lecturers should design their students to be more active to concern about the problem happening in this world. However, it’s not easy to make all students in class being active. Some problems come up when teachers try to design their students to be more active. Students sometimes feel bored in class. It makes them have no motivation to learn. When it happens students will get no benefits from learning in class.

  However, learning is very important for a student. This activity can make the students get a lot of knowledge although learning processes are sometimes boring and ineffective. Therefore, teacher should make a kind of method in order to make the learning process more effective. The method should make the students feel that the learning process in class is interesting so they don’t feel bored and unmotivated. The method used should not only be good for student to

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  2 One of teaching method that can make students be active is Cooperative Learning. Cooperative Learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content ( Slavin, 1995 : 2). Cooperative Learning can make students have motivation to learn and they will be easier to understand the subject because they share the materials they read with the others. Moreover it can make students active and participate in class. Students who were always involved in Cooperative Learning said that Learning English using this method is very effective.

  However, Cooperative Learning is not always perfect. They will be also some weaknesses. One of examples of Cooperative Learning is group presentation. If group presentation is delivered and made in group, there will be an unfair portion of delivering the materials. Some students will have a big portion of presenting or delivering materials while the others are not. Although this weakness sometimes appears but Cooperative Learning is always a good way to make students more active.

  The relation between Cooperative Learning and Cooperative Language Learning is that in Cooperative Learning students are asked to be active by sharing their opinion to other students. The students can learn how to speak in front of people. It can increase their communication and speaking skill. It can also make the students to learn speak English fluently. By reading their own materials that they obtain from many sources, students can also learn how to read and

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  3 search the definitions of some difficult English words or sentences they found in their English articles. It can increase their reading skills.

  There is a course named Extensive Reading II in English Language Education Study Program (ELESP) of Sanata Dharma University. In Extensive Reading II class, students are instructed to make a group. Then the students in each group study the materials they have read from the book or other resources and share it to other students. The criteria mentioned in the Extensive Reading II class of ELESP of Sanata Dharma University are the same criteria of Cooperative Learning class mentioned by Johnson, Johnson and Holubec in 1994. The researcher can also mention the same characteristic of learning method Extensive Reading II class of ELESP of Sanata Dharma University with the definition of Cooperative Learning mentioned by Olsen and Kagan. Cooperative Learning is group learning activity organized so that learning is dependent on socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning to others ( Olsen and Kagan, 1992: 8 ). Noticing some characteristics and activities which exist in Extensive Reading II class of ELESP of Sanata

  ,

  Dharma University the researcher can confidently state that the teaching strategy used in Extensive Reading II class is Coopertaive Learning.

  Extensive Reading II is aimed the students to love reading in popular, literary, and scientific materials. The goal of Extensive Reading II is “to improve students’ reading skills through literary and scientific works or journalism

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  4 The researcher is aware that reading popular, literary, and scientific works is important to develop students’ knowledge so the researcher is interested in researching Extensive Reading II. As a teacher candidate, the researcher is interested in researching the teaching method used in Extensive Reading

  II class

  and w hat students think about a method used in Extensive Reading II class

  Through this research, the researcher would like (1) to discuss the theory of Cooperative Learning and its implementation in Extensive Reading II class and (2) to examine the students’ perceptions on the implementation of Cooperative Learning used in Extensive Reading II. It is important to know the students’ perceptions on Coopaerative Learning used in Extensive Reading II class, for the students’ perceptions can be a reference to evaluate Cooperative Learning that has been implemented in Extensive Reading II.

B. Problem Formulation

  1. How is Cooperative Learning implemented in Extensive Reading II class of ELESP of Sanata Dharma University?

  2. What are the students’ perception on Cooperative Learning used in Extensive Reading II class of ELESP of Sanata Dharma University?

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  5 C.

   Problem Limitation

  This research focuses on the implementation of Cooperative Learning in Extensive Reading II and students’ perceptions on Cooperative Learning used in Extensive Reading II class B of ELESP of Sanata Dharma University. The first matter is the implementation of Cooperative Learning in Extensive Reading II.

  Researching the implementation of Cooperative Learning in Extensive Reading II is to discover how the Cooperative Learning is implemented in Extensive Reading

  II Class and what activities are done as the learning by Cooperative Learning. The last matter is students’ perceptions on Cooperative Learning used in Extensive Reading II.

  D. Research Objectives

  The research conducted aimed at answering the two questions stated in the problem formulation. Through this research, the researcher would like to find how Cooperative Learning is implemented in Extensive Reading II class belonged to Class B of ELESP of Sanata Dharma University, and what students’ perceptions on Cooperative Learning used in Extensive Reading II class are.

  E. Research Benefits

  The researcher hopes that this research will be beneficial for the readers,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  6

  1. Readers This research can give inspiration for the readers who want to conduct research in the same topic.

  2. Future researchers The researcher will have knowledge in knowing students of Extensive

  Reading II class of ELESP of Sanata Dharma University’s perception on the implementation of Cooperative Learning. The question will be answered whether the class presentation is effective or not based on students’ perception. If the students’ perceptions result positively, the research expects to motivate the lecturers in developing the teaching method. Meanwhile, if the research result shows negative perceptions, the research is expected to help lecturers to evaluate the implementation and the activities of Cooperative Learning that exists in Extensive Reading II class of ELESP of Sanata Dharma University.

  3. Students The research will help the students of ELESP in Sanata Dharma university know the other students’ opinion and perception on the use or the effect of

  Cooperative Learning in Extensive Reading II class of ELESP of Sanata Dharma University.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  7 F.

   Definition of Terms

  In an attempt to clarify concepts and avoid misinterpretation of the research that the researcher conducted, some technical terms will be defined in this section.

  1. Perception According to Peter Lindsay & Donald A. Norman Perception is “the process by which organisms interpret and organize sensation to produce a meaningful experience of the world. Sensation usually refers to the immediate, relatively unprocessed result of stimulation of sensory receptors in the eyes, ears, nose, tongue, or skin. Perception, on the other hand, better describes one's ultimate experience of the world and typically involves further processing of sensory input. In practice, sensation and perception are virtually impossible to separate, because they are part of one continuous process”.

  Thus, perception in humans describes the process whereby sensory stimulation is translated into organized experience. That experience, or percept, is the joint product of the stimulation and of the process itself. Relations found between various types of stimulation (e.g., light waves and sound waves) and their associated percepts suggest inferences that can be made about the properties of the perceptual process; theories of perceiving then can be developed on the basis of these inferences. Because the perceptual process is not itself public or directly observable (except to the perceiver himself, whose percepts are given directly in

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  8 experience), the validity of perceptual theories can be checked only indirectly” (Lindsay and Norman; 1977 )

  In this study perception is how the students in ELESP who took Extensive Reading II class of ELESP of Sanata Dharma University think about Cooperative Learning is implemented in their class. The perception can be positive or negative.

  2. Cooperative Learning Cooperative Learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.

  (http:/edtech.kennesaw.edu/intech/cooperativelearning.htm, retrieved on February 23, 2011).

  Cooperative Learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic content ( Slavin, 1995 : 2 ).

  In this study Cooperative Learning is the method implemented in Extensive Reading II class of ELESP of Sanata Dharma University. This method of teaching is the one that the researcher wants to find how it is implemented in Extensive reading II class of ELESP of Sanata Dharma University.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  9

  3. Extensive Reading II Extensive Reading is “generally associated with reading large amounts with the aim at obtaining an overall understanding of the material” (Bamford and

  Day, 1997: 1). Related to the research conducted in English Language Education Study Program, Extensive Reading II is “a course that is aimed at improving students’ reading skills through literary works and scientific or journalism writing” (Prasetyo, Herawati, Prihatin, Budiraharjo, and Adjie [Eds], 2006: 73). The reading activities are done both inside and outside the class, both by individual and by peers work. Students should do a lot of reading assignments in order to accomplish the course.

  In this study Extensive Reading is the class of ELESP of Sanata Dharma University. In this the class the researcher observed the class and then delivered a questionnaire. After observing the class and delivering questionnaires the researcher conducted an interview for the lecturer and students in the class.

  10 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II REVIEW OF RELATED LITERATURE This chapter provides information and presents the theories related to the

  study. Moreover, a theoretical framework is also included in this chapter to show the relationship between the study and theories applied.

A. Theoretical Description

  In the theoretical description, some theories which will be used as the basic of this research are presents. They are the theory and the definition of perception, the definition and characteristics of Cooperative Learning, the definition of reading and Extensive Reading.

1. Perception

  Theory of perceptions covers the definition of perceptions from some experts, the factor influencing perceptions, and the process creating perception.

a. Definition

  Perception is the process by which organisms interpret and organize sensation to produce a meaningful experience of the world. Sensation usually refers to the immediate, relatively unprocessed result of stimulation of sensory receptors in the eyes, ears, nose, tongue, or skin. Perception, on the other hand, better describes one's ultimate experience of the world and typically involves

  11 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI virtually impossible to separate, because they are part of one continuous process.

  (Lindsay & Donald, 1977) Thus, perception in humans describes the process whereby sensory stimulation is translated into organized experience. That experience, or percept, is the joint product of the stimulation and of the process itself. Relations found between various types of stimulation (e.g., light waves and sound waves) and their associated percepts suggest inferences that can be made about the properties of the perceptual process; theories of perceiving then can be developed on the basis of these inferences. Because the perceptual process is not itself public or directly observable (except to the perceiver himself, whose percepts are given directly in experience), the validity of perceptual theories can be checked only indirectly. Historically, systematic thought about perceiving was the province of philosophy. Philosophical interest in perception stems largely from questions about the sources and validity of what is called human knowledge (epistemology).

  Epistemologists ask whether a real, physical world exists independently of human experience and, if so, how its properties can be learned and how the truth or accuracy of that experience can be determined. They also ask whether there are innate ideas or whether all experience originates through contact with the physical world, mediated by the sense organs. As a scientific enterprise, however, the investigation of perception has especially developed as part of the larger discipline of psychology. For the most part, psychology bypasses the questions

  12 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI remain; researchers are still concerned, for example, with the relative contributions of innate and learned factors to the perceptual process. ( Lindsay & Donald, 1977 ) According to psychologists Passer and Smith (2004:134), perception is an active, creative, process in which raw sensory data are organized and given meaning.

  Passer and Smith’s definition is just about George and Jones’ definition. George and Jones (2005: 105) explain that perception is the process by which individuals select, organize, and interpret the input from their senses (vision, hearing, touch, smell, and taste) to give meaning and order to the world around them. According to them, there are three components influencing individual’s perception toward the matter that is actually perceived; they are (1) the perceiver, (2) the target of perceptions, and (3) the situation in which the perceptions takes place (George & Jones, 2005: 105).

b. The Factors Influencing Perceptions

  The perceptions tend to be subjective. People tend to “respond to the same stimuli in different ways” (Altman & Valenzi, 1985: 91). Because of its subjectivity, sometimes people’s perceptions tend to be bias, while the meaning of bias is a systematic tendency to use or interpret information in a way that results in inaccurate perceptions. According to George and Jones, there are six factors causing bias perceptions. (1) Primacy effects. Primacy effects are the initial pieces of information that a perceiver has about a target. Those affect on the perceiver’s

  13 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI perceiver’s perceptions of others influence the perceiver’s perceptions of a target.

  (3) Halo effect. The perceiver’s general impression of a target influences his or her perceptions of the target on specific dimensions. (4) Similar-to-me effect.

  People perceive others who are similar to themselves more positively than they perceive those who are dissimilar. (5) Harshness, leniency, and average tendency.

  Some perceivers tend to be overly harsh in their perceptions, some overly lenient. Others view most targets as being about average. (6) Knowledge of predictor. Knowing how a target stands on a predictor of performance influences perceptions of the target (George & Jones, 2005: 118).

c. The Process Creating Perceptions

  Altman and Valenzi explain the perceptual process generally. According to them, the perceptual process was begun from the selection of the data from stimulus by individual’s sensor (Altman & Valenzi, 1985: 86). Furthermore, they state that “the sensor selects the data from stimulus and allow individual to interpret to the sensory message” that is received (Altman & Valenzi, 1985: 86). Altman and Valenzi summarizes the perceptional process in Figure 2.1.

  Perceptions, Sensors Behavioral organization, and

  Stimuli selection of response interpretation of stimuli stimuli

  

Figure 2.1

  14 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

d. Relationship between Perceptions, Learning and Thinking Perception is related to the way people see things and then interpret it.

  According to Altman, Valenzi, and Hodgett (1985: 84), the interpretation of something is influenced by the available information that is organized in people’s mind. They explain further that the way people perceive the information depends on some factors, “including the clarity and the familiarity of the stimuli, physical characteristics (vision and hearing), our needs and value, knowledge, feeling, and past experience. Altman, Valenzi, and Hodgett discuss perceptions with thinking process generally, while Forgus (1966: 2) relates the perceptions with learning and thinking. The relation of learning and Thinking in the complex Process of Perception is summarized in Figure 2.2

  

Modifies perceptions of stimulus Modifies organism

Learning

Stimulus Organism Thinking

Modifies perceptions of stimulus Modifies organism through learning

Figure 2.2 The Relationship of Learning and Thinking in the Complex Process of Perceptions

  

(Forgus, 1966: 2)

  The thinking process modifies organism through learning. Learning, which is a situation that involves students’ experience of the process they engage in, modifies perceptions of stimuli they perceive. In this research, the researcher was interested in examining the students’ perceptions on Cooperative Learning used in

  15 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Extensive Reading II would help them to enjoy reading more and to motivate them to engage more in Extensive Reading II class activities, so the students can accomplish the course excellently.

2. Cooperative Learning

  The discussion about Cooperative Learning covers definition of Cooperative Learning, the benefits of Cooperative Learning, Five essential points of Cooperative Learning, some Cooperative Learning techniques and Characteristics of Cooperative Learning

a. Definition

  Cooperative Learning refers to variety of teaching methods in which students work in small groups to help one another learn academic content. In cooperative classroom, students are expected to help each other, to discuss and argue with each other, to assess each other’s current knowledge and fill in gaps in each other’s understanding. ( Slavin, 1995 :2 ) Cooperative Learning is group learning activity organized so of that learning is dependent on the sociality structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. ( Olsen and Kagan, 1992: 8 ) Cooperative learning is a successful teaching strategy in which small teams, each