Students` perception of the implementation of cooperative learning in class

STUDENTS’ PERCEPTION O

F THE IMPLEMENTATION

OF COOPERATIVE LEARNING IN ENGLISH CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yosua Kristian Hadi Student Number: 081214066

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

STUDENTS’ PERCEPTION O

F THE IMPLEMENTATION

OF COOPERATIVE LEARNING IN ENGLISH CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yosua Kristian Hadi Student Number: 081214066

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

Continuous effort - not strength or intelligence –

is the key to unlocking our potential.

*Winston Churchil*

If you want something you never had,

you have to do something you have never done.

*unknown*

If you can not fly, then run.

If you can not run, then walk.

If you can not walk, then crawl.

But whatever you do, you have to

keep moving forward.

*Martin Luther King Jr.*

I dedicate this work to My parents My brother & sister

vii

ABSTRACT

Hadi, Y.K. (2014). Students’ Perception of the Implementation of Cooperative Learning in English Class. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

English becomes an essential school subject to learn since it is widely used in the world and becomes the most fundamental aspect of human communication. Considering the importance of English, people, the students of Junior High School 2 Mlati, are required to learn and master English. Therefore, teachers are expected to teach English by using interactive ways. One of the greatest methods to be used is cooperative learning. The goals are to make course topics come alive, to deepen students’ knowledge about a topic and to develop particular skills.

There were two research questions to answer, namely (1) What is the 8D class of JHS 2 Mlati students’ perception of the implementation of cooperative learning in English class? and (2) How is the implementation of cooperative learning in 8D class of JHS 2 Mlati? Survey method was used in this research. The samples of this research were all the 8D class students of JHS 2 Mlati in the 2013/2014 academic year. They were chosen because of the suggestion from the teacher and they are the best managed class compared to other classes.

In answering the first research question, the researcher used the analyses of the data that were obtained by gathering the students’ answers from the questionnaire and conducting an interview involving six students as the samples. Meanwhile, the researcher used the analyses of the data conducted from observations and interview with the teacher to answer the second research question. Therefore, this research was both quantitative and qualitative research.

From the questionnaire distribution and the interview with the students, it was concluded that most of the students (85%) had positive perceptions toward cooperative learning. Cooperative learning gave many benefits to them and helped them to develop their individual and communication skills. Meanwhile, some of the students (15%) had negative responses toward cooperative learning which was implemented in English class. The students’ dislikes of the material and/or the English language and the group dynamic were the main problems and made the students perceive cooperative learning negatively. From the class observation and an interview with the teacher, it could be said that cooperative learning implemented in English class fulfilled the characteristics of cooperative learning. The cooperative learning characteristics were implemented through three main activities. The first one was the pre-activity. It covered the teacher’s role in delivering and explaining the materials and tasks in cooperative learning. The second activity was the whilst-activity in which the characteristics of the implementation of cooperative learning existed. The post-activity was the teacher’s role to conduct material review, to do lesson reflection, and to give assignments and other references for the students.

viii ABSTRAK

Hadi, Y.K. (2014). Students’ Perception of The Implementation of Cooperative Learning in English Class. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Bahasa Inggris menjadi mata pelajaran yang sangat penting sejak digunakannya di seluruh Dunia dan menjadi aspek dasar dalam komunikasi manusia sekarang ini. Dengan mempertimbangkan pentingnya Bahasa Inggris tersebut, siswa SMP Negeri 2 Mlati diharuskan untuk mempelajari dan menguasai Bahasa Inggris. Oleh karena itu, para guru diharapkan untuk mengajar menggunakan menggunakan metode yang interaktif. Salah satu metodenya yaitu cooperative learning yang bertujuan untuk membuat mata pelajaran menjadi menarik, memperdalam pengetahuan dan mengembangkan kemampuan siswa.

Ada dua pertanyaan yang perlu dijawab dalam penelitian ini, yaitu (1) Apa persepsi siswa kelas 8D SMP Negeri 2 Mlati akan diterapkannya metode cooperative learning? dan (2) Bagaimana penerapan cooperative learning di kelas 8D SMP Negeri 2 Mlati? Pertanyaan pertama dijawab menggunakan data dari kuesioner dan wawancara dengan beberapa siswa. Sementara, pertanyaan kedua dijawab dengan melakukan observasi kelas dan wawancara dengan guru. Maka dari itu, penelitian ini bersifat kuantitatif dan kualitatif.

Partisipan penelitian ini adalah siswa kelas 8D SMP Negeri 2 Mlati tahun ajaran 2013/2014. Mereka dipilih didasarkan oleh rekomendasi dari guru dan karena mereka adalah kelas dengan tata kelola terbaik dibandingkan kelas lainnya. Data penelitian diperoleh dengan cara mengumpulkan kuesioner dan melakukan wawancara dengan enam siswa.

Dari data observasi dan wawancara dengan guru, dapat disimpulkan bahwa pembelajaran yang diterapkan di kelas telah memenuhi karakteristik dari cooperative learning. Karakteristik cooperative learning diterapkan melalui tiga aktivitas utama. Yang pertama adalah aktivitas awal, yang mencakup fungsi guru dalam menyampaikan dan menjelaskan meteri dan tugas dalam cooperative learning. Yang kedua adalah aktifitas utama dimana karakteristik-karakteristik cooperative learning itu ada. Aktifitas terakhir menunjukkan fungsi guru untuk mengulang materi, merefleksi pembelajaran dan memberi tugas dan referensi pembelajaran lain untuk siswa. Dari penyebaran kuesioner dan wawancara dengan siswa, dapat disimpulkan bahwa sebagian besar siswa (85%) mempunyai persepsi positif terhadap cooperative learning. Cooperative learning memberi banyak keuntungan bagi siswa dan membantu siswa untuk mengembangkan kemampuan individu dan komunikasi mereka. Di lain pihak, sebagian siswa (15%) mempunyai tanggapan negatif terhadap cooperative learning di kelas. Ketidaksukaan siswa pada materi maupun Bahasa Inggris itu sendiri dan dinamika kelompok menjadi masalah yang utama. Itu membuat siswa memberi persepsi negatif terhadap cooperative learning.

ix

ACKNOWLEDGEMENTS

I would like to express my gratitude to Jesus Christ, who makes everything easier and worth it for me. I believe that whatever happens to me is the best thing and He has provided beautiful plans for my future.

I thank my beloved advisor, C. Tutyandari, S.Pd., M.Pd. for her patience, time, attention, suggestion, motivation, and guidance in finishing this thesis. Her smiles could comfort me whenever I had no idea of what to do with this thesis and was magically able to wake me up whenever I started to “fall asleep.”

My thanks are also for all PBI lecturers and staff who have given me great times during my study and great experiences dealing with so many tasks and projects. My special thank is also given to the 8D class students of SMP Negeri 2 Mlati sixth in 2013/2014 academic year, for their cooperation and willingness in helping me to obtain the data.

My greatest gratitude goes to my father Yohanes Wasiadi and my mother Kristina Sumanti for the prayers, supports, care, encouragement, patient, and protection until now. I also appreciate my brother Widhi Nugroho and my sister Dyah Lipuringtyas for the laughs, tears, and every moment that we have.

I would also express my gratitude to Elisabeth Andarini. I thank her for always supporting me and being my „tireless reminder.’ I would like to say thank also to my best friends Adam, Adhi, Yustian, Beni and Sherly for our great times together and also to Dimas, Vita, Didi, Nican, Tiyen, Asoy, Oppi, Shinta,

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Kikid and Siska for every „adventure’ we have had. They are really my good friends, my mood boosters, and my partners in crime.

I would like to thank Agnes Sherly and Gregorius Adhi as well for letting me interrupt their leisure time to read this thesis and to share their experiences dealing with this stuff. My special thanks go to my play performance team ‘The Alienated,’ my football team ‘USD,’ my SPD team ‘Bright,’ and my KKN team ‘Panggung.’ I have learned so many things from them, such as friendship, courage, cooperation, communication, loyalty, commitment, and many more. They have made me become a better me.

Last but not least, I thank everyone who asked about my thesis. Although sometimes it was annoying, without their questions I would not have extra spirit and energy to finish this thesis as soon as possible. I cannot write down all names on this paper, but I believe that God will write down all beautiful kindness which they have made.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

DEDICATIONAL PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xii

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I: INTRODUCTION ... 1

A. Research Background... 1

B. Research Problems ... 3

C. Problem Limitation ... 3

D. Research Objectives ... 4

E. Research Benefits ... 4

F. Definition of Terms ... 5

CHAPTER II: REVIEW OF RELATED LITERATURE ... 7

A. Theoretical Description ... 7

1. Perception ... 7

a. Definition of Perception ... 7

b. The Concept Creating Perception ... 8

c. Factors Influencing Perception ... 9

xii

2) Organization of Stimuli ... 9

3) The Situation ... 9

4) Self-Concept ... 9

2. Cooperative Learning ... 10

a. Definition of Cooperative Learning ... 10

b. The Nature of Cooperative Learning ... 13

c. The Key Elements of Successful Group Work ... 15

3. Junior High School ... 19

a. Eight Grade of Junior High School ... 19

b. The Curriculum for Junior High School ... 20

1) Competency Based Curriculum ... 20

2) School Based Curriculum ... 21

B. Theoretical Framework ... 22

CHAPTER III: RESEARCH METHODOLOGY ... 25

A. Research Method ... 25

B. Research Setting ... 26

C. Research Participants ... 26

D. Research Instruments ... 27

1. Observation Checklist ... 27

2. Questionnaire ... 28

3. Interview ... 30

E. Data Gathering Technique ... 32

F. Data Analyses... 33

G. Research Procedures ... 34

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 37

A. The Student’s Perceptions ... 37

1. Teacher’s Role ... 38

2. Individual Accountability ... 41

xiii

4. Students’ Role and Student-to-Student Interaction ... 54

5. Group Process ... 61

B. Cooperative Learning Implementation ... 64

C. Discussion ... 70

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 74

A. Conclusions ... 74

B. Suggestions ... 75

1. For the Teachers ... 76

2. For the Students ... 76

3. For the Teacher Candidates ... 77

4. For the Further Researchers... 77

REFERENCES ... 78

xiv

LIST OF TABLES

Table Page

3.1 Blueprint of the observation checklist ... 23

3.2 Blueprint of the questionnaire ... 25

3.3 Blueprint of the interview for students ... 26

3.4 Blueprint of the interview for the teacher ... 27

3.5 Scoring grade for the questionnaire ... 30

4.1 Raw data of the questionnaire point 1 ... 38

4.2 Raw data of the questionnaire point 2 ... 41

4.3 Raw data of the questionnaire point 3 ... 47

4.4 Raw data of the questionnaire point 4 ... 54

xv

LIST OF FIGURES

Figure Page

2.1 The perceptual process from Altman et al., (1985) ...8 2.2 The perceptual process used in the research ...19

xvi

LIST OF APPENDICES

Appendix Page

A. Observation Checklist Blueprint ... 80

B. Questionnaire Blueprint ... 81

C. Interview for Students Blueprint ... 85

D. Interview for Teacher Blueprint ... 89

E. Interview Guide for Students ... 91

F. Interview Guide for Teacher ... 95

G. Observation Checklist ... 96

H. Questionnaire ... 97

I. Raw Data Questionnaire ... 101

1

CHAPTER I INTRODUCTION

This chapter presents the introduction of this study. This chapter is divided into six sections, namely research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

In the globalization era, there is much information revealed everywhere through the internet, books, magazines, newspapers, advertisements and educational system. It forced people to know and understand every single thing. Hence, some of those references are provided in English. English becomes an essential school subject to learn since it widely used in the world and becomes the most fundamental aspect of human communication. Stevens (1980) states that “English language is vastly more used nowadays than it was in the past, and that the expansion of its use continuous rapidly.” The need for mastering English by students and intellectuals increases. Considering the importance of English, people are required to learn and master English.

According to Harmer (1991), English has become a lingua franca, which is widely accepted as a means of communication between speakers who have different native languages. He adds that English is one of the main languages of international communication (Harmer, 1991). Therefore, it is clear that English is mostly used by people from various countries for communication and is now broadly used in many fields like economics, culture, social, politics and especially education.

Since English is an important school subject to learn, teachers are expected to teach English by using interactive ways to make the students grasp the meaning. Moreover, Slavin (1996) said that co-operative learning (also referred to as collaborative learning or group work) has been hailed as „one of the greatest success stories in the history of educational innovation.’ As the importance of cooperative learning is needed in learning activities, the teacher of Junior High School 2 Mlati used cooperative learning as the learning method implemented in class. The teacher assigned tasks to small groups during class to involve students in their own learning. The goals were to make course topics come alive, to deepen students’ knowledge about a topic, and to develop particular skills.

There is another factor influencing success in learning English. It is perception. 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 give order to the world around them. Through perception, people try to make sense of their surroundings and the objects, events, and other people in it (George and Jones, 2003). Positive perceptions in learning English will lead perceivers to have high motivation to learn and positive behavior and attitudes in the English learning activities. After knowing students’ perception of cooperative learning activities, teachers could be helped in planning cooperative learning.

The researcher considers that it is necessary to know the implementation of cooperative learning and to discover the students’ perception of the implementation of cooperative learning in 8D class of JHS 2 Mlati. Therefore, this

research is conducted in order to find out the students’ perceptions on the implementation of cooperative learning and to describe the implementation of cooperative learning in 8D class of JHS 2 Mlati. Hence, the teacher can decide and apply the most appopriate teaching approach to be applied in the English class of JHS 2 Mlati.

B. Research Problems

This research is conducted to answer the following questions:

1. What is the 8D class of Junior High School 2 Mlati students’ perception of the implementation of cooperative learning in English class?

2. How is the implementation of cooperative learning in 8D class of Junior High School 2 Mlati?

C. Problem Limitation

In this research, the researcher limits the scope of perception based on the theory from Kinicki (1992) which defines perception as a cognitive process that enables us to interpret and understand our surroundings. Here, the researcher is going to do a research on the 8D class students’ perception on the implementation of cooperative learning in English class of JHS 2 Mlati in 2013/2014 academic year. The participants of the study are all students in 8D class of JHS 2 Mlati. Class 8D is chosen as the sample by considering the English teacher’s suggestion and decision.

D. Research Objectives

Then, the purpose of this research is to find out the answer to research questions stated in the research problem. The researcher formulates two objectives in this study. They are:

1. to discover the scientific truth of the 8D class of Junior High School 2 Mlati students of cooperative learning implementation in English class. 2. to describe the implementation of cooperative learning in 8D class of

Junior High School 2 Mlati.

E. Research Benefits

In general, the researcher hopes that this study could give some valuable contribution to all educational communities, especially at the English Education. The researcher hopes that this study can give an understanding for the readers, especially English teachers, English teacher candidates and English learners about the implementation of cooperative learning in English class.

Teachers can consider applying other strategies in implementing cooperative learning so that the objective of teaching-learning activities can be achieved. Teachers would know that cooperative learning is an important way in delivering materials for students.

The students will know that cooperative learning in class activities is important to gain materials from teachers. The students can also know that involving themselves in cooperative learning can be very helpful in learning.

Finally for the further researchers, the researcher hopes that this study can give them inspiration to conduct further research on implementing cooperative

learning to enrich the existing study. The further researchers can give other teaching strategies for the teacher using cooperative learning in delivering materials for the students.

F. Definition of Terms

In order to avoid misinterpretation from the research, the researcher provides the definition of key words and/or phrases in this research. They are as followed:

1. Perception Definition

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. Through perception, people try to make sense of their environtment and the objects, events, and other people in it (George and Jones, 2003). While Kinicki, 1992, says that perception is a cognitive process that enables us to interpret and understand our surroundings.

Moreover, Altman, Valenzi, and Hodgetts (1985) describe perception as a person’s view of reality. It is the way stimuli is selected and grouped by a person so that they can be interpreted meaningfully. Therefore, in this study, perception is what the students think about something and how they create a point of view about what they have experienced, which in this case is cooperative learning in English class.

2. Cooperative Learning Definition

According to Richard and Rodgers (2001) says that Cooperative Language Learning (CLL) is part of a more general instructional approach also known as Collaborative Learning (CL). Cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. Olsen and Kagan (1992) explains that cooperative learning is group-learning activity organized so that learning is dependent on the socially structured exchange of information between learners in group and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. In this study, cooperative learning is an approach emphasized collaboration and group work that makes the students work together to achieve learning goals. Cooperative learning is not simply having students work in groups or sit next to one another to discuss material. A teaching approach enables learners to teach and be responsible to each other. The students are responsible for one another’s learning as well as their own.

3. Junior High School Definition

The researcher focuses his study on junior high school students. In Indonesia, Junior High School is commonly called Sekolah Menengah Pertama (SMP). There is nine-year basic education in Indonesia. The first six years takes place in Sekolah Dasar (SD) and the following three years takes place in SMP. SMP Negeri 2 Mlati students (8D class students) are chosen as the participants of this study. There are 12 classes in this school, seventh, eighth and ninth grade with four classes for each grade. The junior high school has required English as

one of the subjects tested in national examination. Hence, since in the seventh grade, junior high school students have had English in their teaching-learning activity. It means that English is not a new lesson for them.

8

CHAPTER II

REVIEW OF RELATED LITERATURE

Review of the literature chapter is aimed to clarify concept and theory relations and review the group content to answer the research problems logically. It involves theoretical description. Since this study discusses the students’ perception of the implementation of cooperative learning in English class, the theoretical description contains the concept of perception the implementation of cooperative learning in class. In the theoretical framework, the researcher relates the theories to the study.

A. Theoretical Description

This section is concerned with related theories, which are used to support the accomplishment of this study. Two major areas are discussed; they are perception and cooperative learning.

1. Perception

In this section, the resaercher provides three part of discussions about perception. Those are as followed.

a. Definition of Perception

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. Through perception, people try to make sense of their environment and the objects, events, and other people

(George & Jones, 2003). Kinicki (1992) says that perception is a cognitive process that enables us to interpret and understand our surroundings.

Moreover, Altman, Valenzi, and Hodgetts (1985) describe perception as a person’s view of reality. It is the way stimuli are selected and grouped by a person so that they can be interpreted meaningfully. The perceptual process starts from stimuli that person has chosen. Then, our individual sensors select data from the stimuli and allow us to interpret, or give meaning to the sensory message. The message is then sent to the brain. Thus, the brain will process the message into feeling. Finally, the brain continues to interpret feeling into perception.

b. The Concept Creating Perception

The individual sensors select data from the stimulus and allow a person to interpret or give meaning to the sensory message. The way a person interprets or perceives this information depends on a person’s clarity and familiarity of the stimuli, physical characteristics, needs and values, knowledge, feelings and past experience (Altman et al., 1985). This theory explains that perception involves organizing and interpreting information and data coming from the environment so that the information and the data can be meaningfully interpreted. The concept is supposed by Figure 2.1.

Figure 2.1. The Perceptual Process (Altman et al., 1985: 86) Stimuli

Sensors’ selection of

stimuli

Perception, organization,

and interpretation

of stimuli

Behavioral response

c. Factors Influencing Perception

As described at Altman et al. (1985), there are a number of factors influencing a person’s perception. Four of the most important factors influence a person’s perceptions are as followed.

1) Selection of Stimuli

A person focuses on only a small number of all stimuli which he or she is surrounded. This process is known as selection. That is why people perceive things differently. Each person selects specific cues and filters, or screens, out the others (Altman et al., 1985).

2) Organization of Stimuli

After information has been selected, it must be arranged in order to become meaningful. The mind tries to bring order out the unarranged sensory data by selecting certain items and putting them together in a meaningful way based on experience (Altman et al., 1985).

3) The Situation

A person’s familiarity and expectations about situation affect what a person perceive. Perceiving accurately is related to how well a person adjusts his or her behavior to a situation (Altman et al., 1985).

4) Self-Concept

Self-concept is the way people feel about and perceive themselves. Peoples’ perceptions of the world around them are affected by the way they see themselves. The self-concept is important since the mental picture of people determine much of what they perceive and do (Altman et al., 1985).

Based on the explanation of the factors influencing perception, it can be concluded that everyone has his or her own point of view on something. The same project or event can be perceived differently by different person then leads to different behavioral responses or attitudes. Related to this research, perception is the way how the students feel or think about and consider something. In this case is the implementation of cooperative learning in English class of of Junior High School 2 Mlati.

2. Cooperative Learning

In this section, the resaercher provides three elaborations of cooperative learning. The first section discusses the definition of cooperative learning. The second section discusses the nature of cooperative learning. The third section discusses the key elements of cooperative learning.

a. Definition of Cooperative Learning

According to Richards and Rodgers (2001), Cooperative Learning (CL) is part of a more general instructional approach also known as Collaborative Learning (CL). Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom. Moreover, Olsen and Kagan (1992) say that cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in group. They also say that each learner is held accountable for his or her own learning and motivated to increase others’ learning.

Johnson, Johnson and Holubec (1990) define cooperative learning as the instructional use of small groups so that students work together to maximize their learning. Slavin (1995) adds that cooperative learning refers to variety of teaching methods in which students work in small groups to help one another learning academic content. In cooperative learning activities, students are expected to help, discuss and agree with each other, assess each other’s current knowledge and fill gaps in each other’s understanding. Therefore, in this study, cooperative learning is an approach that makes the students work together to achieve learning goals. It involves students learning from each other in groups. The students are responsible for one another’s learning as well as their own. In the classroom, the students are expected to help each other, to cooperate with their peers, to discuss and argue each other, and to access each other’s current knowledge in the learning process. Group work does not merely that students sitting side-by-side at the same table to talk with each other. It does not merely assigning a report to a group of students where one student does all the work and the others just put their names on it. It is more than being physically near other students.

In order to be successful, Johnson et al. (1994) explain that cooperative learning tasks are designed by teachers so that students are required to depend on one another to complete the assigned tasks and to master content and skills. There are five cooperative learning methods that are designed to achieve different objectives (Johnson et al., 1994).

1) Jigsaw

Each student, in a four to five member team, is given the information for the only one part of the learning activity. Each student needs to know all information to be successful. Students work cooperatively in two different teams, their original team and an expert team. All students in the expert team seek the same information, study the information and decide how best to tell it to their peers in the original team. After seeking the same information is accomplished, students return to the original teams to teach their portion of the lesson to the others in the team (Johnson et al., 1994).

2) Think-Pair-Share

This strategy can be used before the teacher introducing new concepts. It gives everyone in the class time to access prior knowledge and provides a chance for them to share their ideas with someone. Think-Pair-Share helps students organize their knowledge and motivates learning of new topics. There are three steps to do Think-Pair-Share with the limit on each step signaled by the teacher. (a) Students are asked to brainstorm a concept individually and organize their thoughts on paper. (b) Students pair up and compile a list of their ideas. (c) Each pair will then share with the entire class until all ideas have been recorded and discussed (Johnson et al., 1994).

3) Send-a-Problem

Students are placed into heterogeneous teams of four. Each team designs a problem to send around the class. The other teams solve the problems in this one activity. Results are shared with the class (Johnson et al., 1994).

4) Round Robin

Students are placed in the heterogeneous teams of four. Each student has the opportunity to speak without being interrupted. The discussion moves clockwise around the team; everyone must contribute to the topic. The team may use an item to pass around as a visual aid to determine who has the floor. Round table is another version. The difference is that a piece of paper is passed around and each member writes instead of speaks about the topic (Johnson et al., 1994). 5) Mind Mapping

Mind Mapping is the process depicting a central concept with symbols, images, colors, keywords, and branches. This is a fast and fun way to take visual notes, foster creativity, stretch students’ visual thinking skills, make learning contextual and meaningful, and promote active involvement with the learning content. Pairs of students may create their own mind map or they may simultaneously add to the team and/or class mind map (Johnson et al., 1994).

b. The Nature of Cooperative Learning

Nation (1989) states that like all learning activities, group work is more likely to go well if it is properly planned. Planning requires an underdstanding of the principle that lies behind successful groupwork. Meanwhile, Johnson et al. (1994) mention several factors in order to make the minority students do not fall behind the higher-achieving students.

1) Raise the achievement of all students, including those who are gifted or academically handicapped.

2) Help the teacher build positive relationship among students.

3) Give students the experiences they need for healthy social, psychological and cognitive development.

4) Replace the cognitive organizational structure of most classroom and schools with a team-based, high-performance organizational structure.

Johnson et al. (1994) mention three types of cooperative learning. The types are as followed:

1) Formal cooperative learning groups

These groups last from one class period to several weeks. These are used for a specific task and involve students working together to achieve shared learning goals (Johnson et al., 1994).

2) Informal coperative learning groups

These groups last from a few minutes to a class period and are used to focus student attention or to facilitate learning activities (Johnson et al., 1994). 3) Cooperative base groups

Groups are long term group. They last for at least a year and consist of heterogeneous learning groups with stable membership. The primary purpose is to allow the students to give each other support, help, assistant and encouragement to succeed academically (Johnson et al., 1994).

Gaies (1985) states that all interaction requires a minimum of two participants; the amount of participation differs greatly for the teachers and

learners. In general, groups of four or five members work best. Larger groups decrease each member's opportunity to participate actively. The less skillful the group members, the smaller the groups should be. The shorter amount of time available, the smaller the groups should be (Cooper, 1990; Johnson, Johnson, and Smith, 1991; Smith, 1986). From the explanation above, it could be inferred that groupwork is a well-planned interaction between at least four or five participants with the understanding of certain principles that could support the success of the group.

c. The Key Elements of Successful Group Work

Douglas (1978: pp. 102-104, pp. 112-114, and pp. 117-118) states that there are three steps to achieve the success of the groupwork. The three steps are: (1) the ability to observe; (2) the ability to make appropriate intervention; and (3) the ability to assess the group’s situation. The ability to observe is actually very important in working in groups. In a group there are several people, not just one; all of the people are parts of the group and all of them are able to influence what is going to do. Therefore, it is necessary to keep some kind of oversight of everyone. Last but not least, good observation lies at the bottom of all successful work with groups.

The ability to intervene in a group is totally dependent upon the observation that has been made. Intervention should focus on what is important for either groups’ survival or groups’ achievement. To be able to be focuss means that the group leader must be clearly aware of the purposes of the group and

equally aware about what is going on at the moment which can lead the group toward or away from those purposes.

However, the problem of the assessment was solved when Douglas (1978) had an experiment in setting group based on three stages operation. In the first stage, most effort was put into the slow transfer from didactic teaching to experiential learning. Next, in the middle period the effort was divided between maintaining the group as entity over the various breaks which occured and encouraging the members to make their own inputs based on their own experience and learning. Last, the third period was characterized by leadership acts and the substitution of acts. From here, the problem of assessment was solved by the comment being made upon the performance of the group rather than its individual members.

Johnson et al. (1994) mention that there are five essential factors to achieve success in cooperative learning. The five essential factors are Positive Interdependence, Student-to-Student Interaction, Individual Accountability, Social Skills and Group Process.

1) Positive Interdependence

Students realize that each individual affects the success and work of the others. Students must share information in order to complete their tasks because the work is structured (Johnson et al., 1994).

2) Student-to-Student Interaction

Students are encouraged to help each other. Students share resources with others, provide constructive feedback, challenge other members’ 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).

3) Individual Accountability

Students perform independently even though they work together. Each individual performance is assessed. Students must take personal responsibility to work toward the group goal(s) (Johnson et al., 1994).

4) Social Skills

Students learn and use appropriate social skills including leadership, decision-making, trust building, communication and conflict-management (Johnson et al., 1994).

5) Group Process

Students must analyze how well they are achieving their goals while maintaining effective working relationships in order to develop the group process (Johnson et al., 1994).

Nation (1989) mentions several factors that determine the success of the groupwork. The factors are: (1) the learning goals of the group work, (2) the task, (3) the way information is distributed, (4) the seating arrangement of the members of the group, and (5) the social relationships between the members of the group. These factors should be taken seriously, otherwise, the groupwork will fail and fall to pieces. The groupwork should also be seen from the difficulty level of the task. If the task could be done by one single person, then the groupwork will be useless because every member of the group could do the task and they claim that their work is the best one. Besides, the way how the information is distributed

should be considered. When the teacher use one-way communication there will be no interaction between the student to their peers as well as to their teacher. The next significant thing to the successful groupwork is the arrangement of the group members. When the students face each member in the groups, the discussion could run well and effectively. Regarding the social relationships between the members of the group, people already know that everyday there will be a new problem coming to life. This happens to all people, including the members of the groupwork. If each member has a good relationship, there will be less problem. Unfortunatlely, if the members have a conflict with the other members in the group, the groupwork will likely fall to pieces. The reason is that the members in conflict will reluctant to work in group and, therefore, these reluctant persons will harm the dynamic of the groupwork and, consequently, will drag the groupwork to the failure.

3. Junior High School

Educational system in Indonesia includes three stages or levels. The first level is primary education which involves elementary schools (Sekolah Dasar or SD). The second is secondary education which involves junior high schools (Sekolah Menengah Pertama or SMP) and senior high schools (Sekolah Menengah Atas or SMA). The third is tertiary education which involves universities, academies and other tertiary educational institutes (Tanlain, 1995).

Junior High School students are the students who have graduated from the Elementary School. In the Junior High School, the students are divided into three

grades. Those three grades are: grade seven eight and grade nine. Grade is a school level under which students are joined based on the students’ age and their cognitive development.

a. Eight Grade of Junior High School

Here in this study, the participants of the research are the 8D class students of the eight grade or the second-year students of JHS 2 Mlati Sleman. They are in the age between twelve and fifteen years old. The students receive six session of English teaching a week over a period of two semesters with the duration of 40 minutes in each meeting.

b. The Curriculum for Junior High School

Indonesian government changes the education curriculum every ten years. The latest curriculum is 2004 curriculum that is called Kurikulum Berbasis Kompetensi (KBK) or Competency Based Curriculum (CBC). However, the government has developed the CBC and produced new curriculum, 2006 curriculum, which still becomes a part of CBC. The researcher puts information about 2004 curriculum because it is the root of the 2006 curriculum implementation.

1) Competency Based Curriculum

Competence Based Curriculum was firstly implemented in 2004. This curriculum provides some competencies that lead to students’ achievement of discourse competence which requires the students to use English according to the cultural and situational context. However, this competence is always supported by

the other competencies. They are actional competence, linguistic competence and strategic competence.

In CBC, the government has already formulated same competency standard, base competency and indicators for each of all education level. All school has the same guidance system to carry on teaching-learning process, whereas each school has different condition and quality. Therefore, the government improved and completed the curriculum into the 2006 curriculum. The 2006 curriculum is called School Based Curriculum (SBC) or Kurikulum Tingkat Satuan Pendidikan (KTSP).

2) School Based Curriculum

Kurikulum Tingkat Satuan Pendidikan (KTSP) is a part and a development of the 2004 curriculum. Similar to the 2004 curriculum, government provides similar content standard (competence standard and base competency) for each of all education levels. However, the indicators are different one school to another since they have different conditions. Each school has an authority to formulate the indicators based on the condition of its students. Each school will have same competency as another school, but it will have different indicators from other school. In other words, KTSP is developed by school and school committee with reference to competence standard and content standard as well as curriculum guideline made by the Body of Education National Standard (Badan Standar Nasional Pendidikan (BNSP), 2006).

The KTSP requires students to achieve an objective. The objective of English subject in Junior High School is that students should have the following abilities:

a) Developing communicative competence, both oral and written competence to achieve literaly level of functional.

b) Having awareness on the essence and the importance of English language to increase nation’s competitive ability in global society.

c) Developing students’ understanding on the relationship between language

and culture.

B. Theoretical Framework

This research focusses on 8D class students’ perception on the Implementation of cooperative learning in English class of JHS 2 Mlati. Therefore, the researcher exposes two major parts of theories namely perception and cooperative learning in this research. Those theories are employed to provide a basis to gain students’ perception on the Implementation of cooperative learning in English class.

According to Richards and Rodgers (2001), Cooperative Language Learning (CLL) is part of a more general instructional approach also known as Collaborative Learning (CL). Cooperative learning refers to variety of teaching methods in which the students works in small groups to help one another learning academic content. Students are expected to help each other, to discuss and agree with each other, to assess each other’s current knowledge and fill gaps in each

other’s understanding (Slavin, 1995). Johnson et al. (1990) defines it as the instructional use of small groups so that the students work together to maximize their learning. By synchronizing the characteristics of cooperative learning the researcher obtained from the related theories, it is expected that the researcher could know that cooperative learning implemented in the class has the same characteristics with the kind of cooperative learning stated in the theories.

How do the students perceive the implementation of cooperative learning? Do they perceive this teaching-learning process positively or negatively? According to Altman et al. (1985), the way a person interprets or perceives this information depends on a person’s clarity and familiarity of the stimuli, physical characteristics, needs and values, knowledge, feelings and past experience. The way the students perceive something will influence the students’ behavior response, whether it is in positive or negative way. Thereby, when the students perceive cooperative learning positively, the students’ behavior response will be positive too. Then, they will support the use of cooperative learning as an aid to improve their English proficiency. However, if the students negatively perceive the implementation of cooperative learning, their behavior responses will be negative too. As a consequence, they will not perceive cooperative learning as an aid to improve their English proficiency.

According to Altman et al. (1985), perception is made after passing through four steps. Those are the stimuli, sensors’ selection of the stimuli to people’s mind, the perception, organization and interpretation people’s mind do to

the stimuli, and the behavior formed after people evaluate and interpret the stimuli they received.

Figure 2.2. The Perceptual Process Used in this Research Cooperative

25

CHAPTER III METHODOLOGY

The purpose of chapter III is to ensure that the empirical verification of the logical truth is valid. In this chapter, the researcher explains each part of the research methodology including what research method is used, how many participants are taken, what research instruments are used and how the data are gathered and analyzed. This chapter presents the research method, research setting, research participants, instrument and data gathering techniques, data analysis techniques, and research procedure.

A. Research Method

Since this research is going to find out the students’ perception toward the implementation of cooperative learning in class 8D of Junior High School 2 Mlati Sleman, the method used in this research is a survey research. According to Ary, Jacobs and Razavieh (1979), survey research is kind of research that allows the researcher gathering data ranging for physical counts and frequencies to attitudes, opinions and characteristics of severals groups about particular issues. Survey research is commonly used to find the facts by collecting the data from the population and sample. Therefore, the provided questions in the survey are information-gathering questions.

In this research, the data are presented in quantitative and qualitative ways. The data collection is in a form of numeric data from the questionnaire will be

explained in qualitative way. The data gathered from the interview are presented and described in qualitative way.

B. Research Setting

This research was conducted in 8D class of JHS 2 Mlati, which is located on Jl. Perkutut, Sinduadi, Mlati, Sleman, Yogyakarta. The researcher conducted the research from January 2014 until February 2014, which consisted of several steps, namely class observation, questionnaire distribution and interview session with the students and the teacher. The class observation was conducted on January 27th and February 2nd, 2014. The questionnaire was distributed on February 11th, 2014. The interview session, divided into interview with the students and another interview with the teacher, was conducted on February 24th, 2014.

C. Research Participants

The target participants in this research were all 31 students of 8D class of JHS 2 Mlati in 2013/2014 academic year. The English teacher of JHS 2 Mlati recommended this class to be observed. He said that this class is the best-managed class comparing to other classes. The teacher had implemented cooperative learning in that class. Therefore, the researcher considered that this class could fulfill the researcher’s need about cooperative learning.

All of the students of 8D class were asked to answer the questionnaire and interview given by the researcher to find out their perception of the cooperative

learning they had experienced. The researcher also conducted interview to the teacher to obtain information in answering the second research problem.

D. Research Instruments

There were some instruments used in conducting this research. The researcher used an observation checklist, a questionnaire, an interview for the student and an interview for the teacher. The instruments were used to collect the data in order to answer the research questions.

1. Observation Checklist

The researcher used an observation sheet in order to examine how cooperative learning is implemented in English class. This observation sheet was not used for monitoring the students or the teacher’s activities during the lesson but it was to check the synchronization of cooperative learning either theoretically or factually. Observation provides “more objective informations related to the research topic, and typically provides answer to the questions being investigated” (Hancock and Algozzine, 2006). Therefore, the items provided in this observation sheet (Table 3.1) contained items about the characteristics of cooperative learning according to some experts.

Table 3.1 Blueprint of the Observation Checklist

No. Things to be observed

Theory

1. Statement number 1, 2 and 3

One of three steps to achieve the success of the group work is the ability to observe (Douglas, 1978). 2. Statement number 4, 7

and 9

One of three steps to achieve the success of the group work is the ability to make appropriate intervention (Douglas, 1978).

No. Things to be observed

Theory

3. Statement number 5 and 6

Students learn and use appropriate social skills including leadership, decision-making, trust building,

communication and conflict-management (Johnson et al. 1994).

4. Statement number 8 and 13

Students perform independently even though they work together. Each individual performance is assessed.

Students must take personal responsibility to work toward the group goal(s) (Johnson et al. 1994).

5. Statement number 10, 11 and 12

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). 6. Statement number 14,

15, 16 and 17

One of three steps to achieve the success of the group work is the ability to assess the group’s situation (Douglas, 1978).

2. Questionnaire

According to Hopkins (2008), questionnaires that ask specific questions about curriculum and aspects in classroom are a quick and simple way to gain information from the students. The researcher proposed to use a questionnaire for the students in order to gain specific information about the perception of the 8D class of JHS 2 Mlati students on the implementation of cooperative learning in English class.

The advantage of questionnaire was its ability to obtain data from a large number of samples in relatively quick and economical way. The researcher used closed-ended questionnaire. The closed-ended questions were used in order to ease the researcher collect the numeric data from the participants. The questionnaire (Table 3.2) was given to all of the 8D class members in order to find

out their understanding and their perception about cooperative learning implemented in their class.

Table 3.2 Blueprint of the Questionnaire (Adapted from Dandy Jalu’s Thesis, 2011)

Aspects Theories Questions Students’ Perceptions of the Implementation of Cooperative Learning in English Class

1. 1.Teacher’s role

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 to 6

2. Individual accountabi -lity

Students perform independently even though they work together. Each individual performance is assessed.

Students must take personal responsibility to work toward the group goal(s) (Johnson et al. 1994).

Question number 7 to 17

3. Social skills and positive inter -dependence

Students realize that each individual affect success and the work of the others. Students must share information in order to complete their tasks because the work is structured (Johnson et al. 1994).

Students learn and use appropriate social skills including leadership, decision-making, trust building, communication and conflict-management (Johnson et al. 1994).

Question number 18 to 32 4. Students’ role and student-to-student interaction

Students are, as member of the group must work collaboratively on tasks with other group members. Students have to learn teamwork skills and are also directors of their own learning to plan, monitor, and evaluate their own learning (Richards and Rodgers, 2001). 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 33 to 46

5. Group process

Students must analyze how well they are achieving their goals while maintaining effective working relationships in order to develop the group process (Johnson et al. 1994).

Question number 47 to 50

In giving response to each statement in the questionnaire, the students were asked to put a tick in the provided column. Each questionnaire statement consisted of four columns. The researcher did not use neutral choice to avoid

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.

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

No. Theories Questions

5. One of three steps to achieve the success of the group work is the ability to assess the group’s situation (Douglas, 1978).

Question number 17, 18, 19 and 20

The researcher can repeat the questions in case the respondents (the students and the teacher) do not understand the questions. The researcher can also develop the questions so that there is a possibility for the researcher to gain additional information supporting the research.

E. Data Gathering Technique

The data of this research were gathered by observing the class, distributing the questionnaire and conducting the interview with the students and the teacher. The researcher conducted the research after the researcher getting the permission from the Chairperson of English Language Education Sanata Dharma University and the Headmaster of JHS 2 Mlati.

The researcher observed the class in order to conduct a preliminary research about the field of research. The questionnaire and interview sessions with the students of 8D class were conducted to answer the first problem about the students’ perceptions of cooperative learning implemented in their class. The observation and interview sessions with the teacher were conducted to answer the second problem on how cooperative learning was implemented in English class. The researcher used the observation checklist to check whether theories about cooperative learning the researcher found were also conducted in the class.

The next instrument was the questionnaire, which the researcher distributed in February 2014. The purpose of the questionnaire distribution was to measure students’ perception about the implementation of cooperative learning. The third instrument was the interview for the student. The interview for the students was conducted in order to obtain more specific information about students’ perception on the implementation of cooperative learning.

The last instrument used in this research was teacher’s recorder. The researcher used the teacher’s recorder in order to gather detailed information from the implementation of cooperative learning. The researcher asked the teacher to describe how cooperative learning was implemented. That way was to clarify the process of the implementation of cooperative learning. Students’ perception on the implementation of cooperative learning could be the tools for the researcher to provide other teaching strategies suggestions, especially in the form of cooperative learning for 8D class of JHS 2 Mlati.

F. Data Analyses Technique

The data was obtained from the questionnaire and interview. To answer the problems the researcher analyzed the data gathered using quantitative and qualitative methods. The researcher made discussion of the interview result then put some theories related to the findings. The data taken from the interview and observation checklist were expected to answer the second problem. The data gained from those two instruments were described in qualitative way.

The data obtained from the questionnaire was expected to answer the first problem. The data was classified based on positive and negative response from the students. The result of the calculation was put into the table and discussed based on the blueprint of the questionnaires.

The resarcher used Likert scale in analyzing the data. The low value represents negative answer and high value represent positive answer. The scoring technique will be shown in the following agreement.

Table 3.5 Scoring Grade for the Questionnaire

Option Score

Strongly Disagree Disagree

Agree Strongly Agree

1 2 3 4

The respondent were required to put circles on the column provided in the questionnaire. The researcher counted the number of circles on each degree of agreement of each items, “strongly agree”,”agree”,”disagree” and “strongly disagree” by setting them on the table. The researcher calculated the score by counting the data into percentage and interpreted them into statements. The formula was:

X 100%

: The number of students based on the degree of agreement : The number of all students.

In interpreting the result, the researcher classified the same answer of each research statement. The following step was calculating the percentage of each research statement. The result of the calculation was put into the table and discussed based on four categories in the blueprint of the questionnaires.

G. Research Procedures

There were eight steps in this research. At first, the researcher found the topic the researcher was about to investigate, the subject of the research and the problem formulations of the research from the observation in the English class. The second, the researcher started to design a set of questionnaire to answer the problem formulation. After designing a set of questionnaire, the researcher constructed the proposal to be proposed to the supervisor. The third step, the researcher asked permission to the PBI secretariat. After getting the permission to conduct research, the researcher proposed the proposal to the headmaster of JHS 2 Mlati and to the lecturer of the class where the research would be conducted.

The fifth step was the observation session. The researcher conducted observation to check whether theories about cooperative learning the researcher found were also conducted in the class. The sixth step was the questionnaire distribution. The researcher designed a questionnaire before distributing it to all members of the class on February 11th, 2014. This step was to answer the first problem formulation. Considering the efficiency and the effectiveness in the process of gathering data, the researcher distributed the questionnaire 20 minutes before the class ended.

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.

37

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

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.

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 statement. 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

the students a lot by assisting the students and moving around the class and 58.06% students agreed with this statement. Meanwhile 6.45% students assumed that the teacher did not move around and help the students enough in completing the task. The students claimed:

Yes I strongly agreed that the teacher quite often moved around the class. I could direcly ask about the material and the task. (Interviewee 1)

Yes I strongly agreed. I could ask the teacher about the difficuly in completing the tasks. (Interviewee 3)

The teacher moved around the class to explain about the material deeper for the students. (Interviewee 6)

The fifth research statement, the teacher gives feedback to the student, was to find out the teacher’s role in giving feedback to the students in learning activity. Six students (19.35%) strongly agreed, 21 students (67.74%) agreed and four students (12.90%) disagreed to the research statement. There were no students strongly disagreed. The result showed that by using cooperative learning, (19.35%) of the students felt that the teacher gave the students feedback and (67.74%) of students felt that the teacher gave enough feedback to improve the students’ mastery to the material. However, some of the students (12.90%) felt that the teacher did not give enough feedback for the students.

The sixth research statement had the correlation with the fifth research statement. The sixth research statement was aimed to gain the students’ further opinion on the feedback given by the teacher that was in how feedback benefited for the students. Nine students (29.03%) chose SA (Strongly Agree), 22 students (70.96%) chose A (Agree) and none of the students neither disagreed nor strongly disagreed. The result proved that the students were benefited from the feedback

═ Thankyou ═

No. Pertanyaan SS S TS

STS

35.

Metode pengajaran yang digunakan di kelas membantu saya

mengembangkan strategi belajar saya.

36.

Metode pengajaran yang digunakan di kelas membantu saya

untuk mengembangkan pengetahuan saya secara mandiri.

37.

Metode pengajaran yang digunakan di kelas mendorong saya

untuk mendiskusikan materi yang sulit dengan teman saya.

38.

Metode pengajaran yang digunakan di kelas memampukan saya

membantu teman dalam mengerjakan tugas bahasa Inggris yang

sulit.

39.

Metode pengajaran yang digunakan di kelas mendorong saya

untuk memberi saran dalam meningkatkan kemampuan teman

saya.

40.

Metode pengajaran yang digunakan di kelasmemampukan

teman-teman saya dan saya untuk bekerja sama menyelesaikan

tugas yang sulit.

41.

Metode pengajaran yang digunakan di kelas meningkatkan

kemauan saya dalam mempelajari bahasa Inggris.

42.

Metode pengajaran yang digunakan di kelas meningkatkan

kemauan saya untuk belajar lebih giat.

43.

Metode pengajaran yang digunakan di kelas mendorong saya

untuk percaya diri dalam berbagi pengetahuan dengan teman

saya.

44.

Metode pengajaran yang digunakan di kelas mendorong saya

untuk berbagi pengetahuan dalam diskusi kelas.

45.

Metode pengajaran yang digunakan di kelas mendorong saya

untuk percaya diri berbagi pendapat dalam diskusi kelas.

46.

Metode pengajaran yang digunakan di kelas mendorong saya

untuk percaya diri untuk berperan aktif dalam kegiatan di kelas.

47.

Metode pengajaran yang digunakan di kelas mampu

mengembangkan strategi belajar saya.

48.

Metode pengajaran yang digunakan di kelas meningkatkan

kemauan saya untuk belajar lebih tentang materi bahasa Inggris

(pekerjaan rumah).

49.

Metode pengajaran yang digunakan di kelas membuat saya

tidak cepat bosan untuk belajar bahasa Inggris di kelas.

50.

Metode pengajaran yang digunakan di kelas menambah

kemampuan bahasa Inggris saya (membaca, menulis,

mendengarkan dan berbicara).

100

Appendix I: Raw Data Questionnaire

No. Questions

∑ Response

(n People of 31Respondents)

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 asks me

question about the material.

7 22,58% 20 64,51% 4 12,90% - 4. The teacher moves around the class and assists

me to understand the material.

11 35,48% 18 58,06% 2 6,45 % - 5. The teacher gives me feedback. 6

19,35% 21 67,74% 4 12,90% - 6. The feedback from the teacher helps me in

completing the tasks well.

9 29,03%

22 70,96%

- -

7. The teaching method used in the class helps me in completing the tasks independently.

3 9,67% 26 83,87% 2 6,45 % - 8. The teaching method used in class helps me in

developing my proficiency independently.

10 32,25% 17 54,83% 4 12,90% - 9. The teacher gives me chances to consult when I

have difficulties in doing my tasks.

9 29,03% 19 61,29% 1 3,22% 2 6,45 % 10. The individual assignment can enrich my

knowledge. 4 12,90% 21 67,74% 5 16,12% 1 3,22% 11. The take home assignments encourage me to

learn more about the materials.

7 22,58% 20 64,51% 4 12,90% - 12. The teaching method used in class helps me in

developing my own learning strategy.

7 22,58% 22 70,96% 2 6,45 % - 13. The teaching method used in class helps me in

developing my own knowledge.

13 42,93%

18 58,06%

- -

14. The teaching method used in class develops my interest to study more.

8 25,80% 18 58,06% 4 12,90% 1 3,22% 15. The teaching method makes me understand the

materials easily. 8 25,80% 23 74,19% - -

16. The teaching method used in class leads me to find that English learning is interesting.

6 19,35% 20 64,51% 4 12,90% 1 3,22% 17. It is pleasure to learn from the teaching method

used in class.

4 12,90% 20 64,51% 7 22,58% - 18. I have a chance to work in-group to share what I

have learnt. 7 22,58% 19 61,29% 5 16,12% - 19. Small group activities can develop my

knowledge. 8 25,80% 18 58,06% 5 16,12% -

No. Questions

∑ Response

(n People of 31Respondents)

SA % A % D % SD %

20. The class activities make me interact well with other students. 12 38,70% 17 54,83% 2 6,45 % - 21. Classroom activities provided make the learning

interesting. 13 42,93% 14 45,16% 4 12,90% - 22. The teaching method makes the class have better

atmosphere of learning.

8 25,80% 21 67,74% 2 6,45 % - 23. The teaching method used in class encourages me

to discuss difficult materials with my friends.

8 25,80% 20 64,51% 3 9,67% - 24. The teaching method used in class enables me to

help other students in doing difficult tasks.

5 16,12% 22 70,96% 3 9,67% 1 3,22% 25. The teaching method used in class encourages me

to give suggestion for improvement on my friends’ performance. 1 3,22% 22 70,96% 7 22,58% 1 3,22% 26. The teaching method used in class enables my

friends and me to work together in completing difficult tasks. 9 29,03% 18 58,06% 4 12,90% -

27. The teaching method helps me in working with friends cooperatively. 14 45,16% 16 51,61% 1 3,22% - 28. The teaching method used in class encourages me

to be confident in sharing my knowledge with my friends. 4 12,90% 23 74,19% 3 9,67% 1 3,22% 29. The teaching method used in class encourages me

to be confident in sharing my knowledge in class discussion. 1 3,22% 25 80,64% 4 12,90% 1 3,22% 30. The teaching method used in class encourages me

to speak fluently in front of public.

3 9,67% 14 45,16% 12 38,70% 2 6,45 % 31. The teaching method used in class encourages me

to be confident in sharing my opinion in class discussion. 5 16,12% 17 54,83% 9 29,03% -

32. The teaching method used in class encourages me to be actively involved in class activities.

4 12,90% 21 67,74% 6 19,35% - 33. The teaching method used in class helps me in

completing the tasks independently.

7 22,58% 18 58,06% 6 19,35% - 34. The teaching method used in class helps me in

developing my English proficiency independently. 6 19,35% 16 51,61% 8 25,80% 1 3,22% 35. The teaching method used in class helps me in

developing my own learning strategy.

5 16,12% 22 70,96% 4 12,90% - 36. The teaching method used in class helps me in

developing my knowledge independently.

5 16,12% 22 70,96% 4 12,90% -

102

No. Questions

∑ Response

(n People of 31Respondents)

SA % A % D % SD %

37. The teaching method used in class encourages me to discuss a difficult English material with my friends. 8 25,80% 23 74,19% - -

38. The teaching method used in class enables me to help other students in doing the difficult task.

2 6,45 % 21 67,74% 7 22,58% 1 3,22% 39. The teaching method used in class encourages me

to give suggestion for improvement on my friends’ performance. 1 3,22% 21 67,74% 9 29,03% -

40. The teaching method used in class enables my friends and me to work together in completing a difficult task. 13 42,93% 17 54,83% 1 3,22% -

41. The teaching method used in class develops my interest in learning English.

8 25,80% 20 64,51% 3 9,67% - 42. The teaching method used in class develops my

interest to study much more.

3 9,67% 20 64,51% 8 25,80% - 43. The teaching method used in class encourages me

to be confident in sharing my knowledge to my friends. 5 16,12% 20 64,51% 6 19,35% -

44. The teaching method used in class encourages me to be confident in sharing my knowledge in class discussion. 5 16,12% 18 58,06% 8 25,80% -

45. The teaching method used in class encourages me to be confident in sharing my opinion in class discussion. 6 19,35% 19 61,29% 6 19,35% -

46. The teaching method used in class encourages me to actively involve in class activities.

3 9,67% 22 70,96% 6 19,35% - 47. The teaching method used in class develops my

own learning strategy.

5 16,12% 21 67,74% 5 16,12% - 48. The teaching method used in class encourages me

to learn more about English materials (Take-Home assignments). 7 22,58% 14 45,16% 9 29,03% 1 3,22% 49. The teaching method used in class makes me not

bored to learn the subject in class.

10 32,25% 15 48,38% 6 19,35% - 50. The teaching method used in class increases my

skills (reading, writing, speaking and listening).

14 45,16% 13 42,93% 4 12,90% -