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After gathering the questionnaire results, the researcher conducted the seventh step. The researcher interviewed six students and the teacher of the
English class. The researcher interviewed the teacher to get deeper information about cooperative learning implemented in English class. The last step was
analyzing the data. Results of the data were analyzed and interpreted then stated as a conclusion.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the data obtained by the researcher and the analyses of the data itself. There are two major parts that are discussed in this chapter. This
first part contains the discussion on how cooperative learning is implemented in English class of SMP Negeri 2 Mlati. Meanwhile, the second part discusses the
8D students’ perception of cooperative learning implemented in English class of
SMP Negeri 2 Mlati.
A. The Students’ Perceptions of Cooperative Learning Implemented in
English Class of SMP Negeri 2 Mlati
The researcher conducted a survey research in order to answer the first research question
about the students’ perception of cooperative learning implemented in English class. To be more specific, this research was conducted in
8D Class of Junior High School 2 Mlati. Questionnaires were distributed to 31 students in the class containing 50 close-ended questions. All students were
present. The following is the data presentation of the questionnaires distributed to
the students of 8D class to find out their perceptions of cooperative learning implemented in English class. In researching and analyzing the process of the
implementation of cooperative learning in English class 8D Class, the researcher used five important points building successful cooperative learning based on the
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theories stated by two experts, they are Johnson et al. 1994 and Richards and Rodgers 2001.
1. Teacher’s Role
Table 4.1 presents the teacher’s role in organizing cooperative learning. Based on the theory from Johnson et al. 1994, 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.
Table 4.1 The
teacher’s role in organizing cooperative learning
No. Questions
SA A
D SD
1. The instructions in doing tasks are given clearly.
6 19.35
23 74.19
2 6.45
- 2.
The goals or objectives of the task are explained clearly.
2 6.45
28 90.32
1 3.22
- 3.
The teacher moves around the class and ask the students question about the material.
7 22.58
20 64.51
4 12.90
- 4.
The teacher moves around the class and assist the students to understand the material.
11 35.48
18 58.06
2 6.45
- 5.
The teacher gives the students feedback. 6
19.35 21
67.74 4
12.90 -
6. The feedback from the teacher helps the
students in completing the tasks well. 9
29.03 22
70.96 -
-
SA: Strongly Agree; A: Agree; D: Disagree; SD: Strongly Disagree The result of the first research statement showed that six students
19.35
strongly agreed to the research statement and 23 students
74.19
agreed to the research statement. Meanwhile two students 6.45 disagreed and none of the
students strongly disagreed. The result showed that nearly all of the students agreed that the teacher gave the instruction in doing the tasks to the students
clearly.
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The second research statement, whether the goals or objectives of the task are explained clearly
, was to discover the teacher’s role in explaining the goals of the tasks given. There were two students 6.45 strongly agreed and 28 students
90.32 agreed to the statement. Only one student
3.22
disagreed
to the research statement
and none of the students strongly disagreed to the statement. The result indicated that the goals of the task were explained clearly by the teacher.
The third research statement was about the teacher’s movement around the class and
the teacher’s strategy to find out the students’ difficulties by asking questions to the students about the material, seven students 22.58 strongly
agreed, 20 students 64.51 agreed, four students 12.90 chose D Disagree and none of the students chose SD Strongly Disagree. The result indicated that
most of students The 22.58 and 64.51 students felt that the teacher moved around the class and asked questions to the students enough. Despite the positive,
four students did not perceive that the teacher moved around and asked the students enough in class. The student said:
The teacher did not move around enough in assisting me. Interviewee 5
Statement number four had the same objective with the third research statemen
t. It was to find out the students’ feeling toward the teacher’s interaction in helping the students in the class activity. The fourth research statement asked
whether the teacher helped the students to finish the task by moving around the class and assisting the students or not. As much as 11 students 35.48 strongly
agreed, 18 students 58.06 agreed, and the rest two students 6.45 disagreed to the research statement. The 35.48 students assumed that the teacher helped
