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
SANATA DHARMA UNIVERSITY YOGYAKARTA
2011
i
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
SANATA DHARMA UNIVERSITY YOGYAKARTA
2011
ii
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
iii
iv
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
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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)
vi 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
vii 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.
Kata kunci: persepsi, Cooperative Learning, kelas Extensive Reading II
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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.
Dandy Jalu Wicaksono
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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
d. Relationship between Perceptions, Learning, and Thinking ... 14
x
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 Sanata Dharma University ... 43
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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
xii
LIST OF FIGURES
Figure Page
2.1 The Perceptional Process... 13 2.2 The Relationship of Learning and Thinking in the Complex Process
of Perceptions... 14 4.1 Students’ Perception on the Cooperative Learning’s Implication to
Complete the Task... 51 4.2 Students’ Perception on the Cooperative Learning’s Implication to
Develop Reading Ability Independently... 52 4.3 Students’ Perception on the Cooperative Learning’s Implication to
Develop Learning Straregy... 53 4.4 Students’ Perception on the Cooperative Learning’s Implication to
Develop Knowledge Independently... 54 4.5 Students’ Perception on the Cooperative Learning’s Implication to
Do Difficult Reading Materials with Friends... 55 4.6 Students’ Perception on the Cooperative Learning’s Implication to
Do Difficult Task... 56 4.7 Students’ Perception on the Cooperative Learning’s Implication to
Help Friends’ Improvement by Giving Suggestion... 57 4.8 Students’ Perception on the Cooperative Learning’s Implication to
Work Together with Friends in Completing Difficult Task... 58 4.9 Students’ Perception on the Cooperative Learning’s Implication to
Develop Reading Interest... 59 4.10 Students’ Perception on the Cooperative Learning’s Implication to
Read Much More... 60 4.11 Students’ Perception on the Cooperative Learning’s Implication to
be Confident in Sharing Knowledge to Other Students... 61
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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
xiv
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
xv 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
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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 be an inividual learner but also to be a social learner so they can interact well with other students.
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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 understand English articles that they obtain. Students can also find and try to
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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 writing” (Prasetyo, Herawati, Prihatin, Budiraharjo, and Adjie [Eds], 2006: 73).
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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 what 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?
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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, the future researchers, and the students.
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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.
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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
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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.
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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.
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10 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 further processing of sensory input. In practice, sensation and perception are
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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 about perceiving raised by philosophy in favor of problems that can be handled by its special methods. The remnants of such philosophical questions, however, do
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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 perceptions and evaluation of the target. (2) Contrast Effect; which are the
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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.
Figure 2.1
The Perceptional Process (Altman, 1985: 86) Stimuli
Behavioral response Sensors
selection of stimuli
Perceptions, organization, and
interpretation of stimuli
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d. Relationship between Perceptions, Learning and Thinking
[image:30.612.66.530.238.651.2]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
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 Extensive Reading II of ELESP of Sanata Dharma University. The researcher expected that the students’ positive perceptions on Cooperative Learning used in
Modifies perceptions of stimulus Modifies organism
Modifies perceptions of stimulus Modifies organism through learning Stimulus Organism Learning Thinking
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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 with students of different levels of ability, use a variety of learning activities to
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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)
b. Benefits
There are many benefits from using Cooperative Learning. Students will appreciate the value of teamwork and make a positive contribution when working with others to solve problems and complete tasks. Students learn research skills more readily when skills are shared through cooperative learning. Cooperative Learning allows students to enhance their ability to manage ideas and information in collaboration with others.
Cooperative Learning allows students to observe, imitate, and learn from each other. Students keep each other on task and share a sense of accomplishment. The encouragement, support, and approval of peers build motivation and make learning an enjoyable experience. In addition, with advances in technology and changes in the workforce infrastructure, the teamwork and cooperation learned through Cooperative Learning activities is of high value for the future success for the students. (http://www.ndtwt.org/Blackboard/P2SST2/cooperativelearning.htm, retrieved on February, 23, 2011)
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c. Cooperative Learning Should Include Five Essentials: 1. Positive Interdependence
Students realize that each individual affects the work and success of the others. The work is structured so that students must share information in order to complete their cooperative tasks.
2. Student-to-Student Interaction
The teacher openly encourages students to help each other. Students share resources with each other, 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.
3. Individual Accountability
Even though students work together, they also perform independently. Each individual's performance is assessed. Students must take personal responsibility for working toward the group goal(s).
4. Social Skills
Students learn and use appropriate social skills that include leadership, decision-making, trust building, communication, and conflict-management.
5. Group Process
To better develop the group process, students must analyze how well they are achieving their goals while maintaining effective working relationships.
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d. Some Cooperative Learning Techniques
Johnson, Johnson, and Holubec (1994: 2) explain that to be successful, 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 many Cooperative Learning methods that are designed to achieve different objectives. When these methods are used frequently and correctly, students will acquire the positive results of Cooperative Learning. Several Cooperative Learning techniques are described below.
1. Jigsaw - Each student, in a four to five member team, is given information for only one part of the learning activity. However, 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 it, and decide how best to teach it to their peers in the original team. After this is accomplished, students return to their original teams to teach their portion of the lesson to the others in the team.
2. Think-Pair-Share - This strategy can be used before 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 Think-Pair-Share with a time limit on each step signaled by the teacher. (1) Students are asked to brainstorm a concept individually and organize their thoughts on paper. (2) Students pair up and compile a list of
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their ideas. (3) Each pair will then share with the entire class until all ideas have been recorded and discussed.
3. Send-a-Problem - Students are placed in heterogeneous teams of four. Each team designs a problem to send around the class. The other teams solve the problem. Since all of the teams send their own problem, there are a series of problems solved in this one activity. Results are shared with the class.
4. Round Robin - Students are placed in heterogeneous teams of four. Each student has an 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 being that a piece of paper is passed around and each member writes instead of speaks about the topic.
5. Mind Mapping - Mind Mapping is the process of visually 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.
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e. Characteristics of Cooperative Learning
Johnson, Johnson, and Holubec (1994: 2) In order to make the minority students do not fall behind higher-achieving students, Cooperative Learning sought to do the following:
1. Raise the achievement of all students, including those who are gifted or academically handicapped
2. Help the teacher build positive relationships among students
3. Give students the experiences they need for healthy social, psychological and cognitive development
4. Replace the cognitive organizational structure of most classrooms and schools with a team-based, high-performance organizational structure.
Cooperative learning is a generic term for various small group interactive instructional procedures. Students work together on academic tasks in small groups to help themselves and their teammates learn together. In general, cooperative learning methods share the following five characteristics.
1. Student work together on common tasks or learning activities that are best handled through group work.
2. Students work together in small groups containing two to five members. 3. Students use cooperative, pro-social behavior to accomplish their common
tasks or learning activities.
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4. Students are positively interdependent. Activities are structured so that students need each other to accomplish their common tasks or learning activities.
5. Students are individually accountable or responsible for their work or learning.
(http://www.utc.edu/Administration/WalkerTeachingResourceCenter/Faculty Development/CooperativeLearning/index.html, retrieved on March 03, 2011)
3. Extensive Reading
Reading that is one of literacy skills is important to learn in order to develop individual knowledge. In educational field, reading is taught in class. This section presents the theory of general reading and extensive reading II.
a. Reading
Reading process is divided into two main levels: lower-level processes and higher-level processes. The lower-level processes denote “the more automatic linguistic processes and are typically viewed as more skill oriented” (Grabe & Stoller, 2001: 19). The lower-level processes involve some matters; those are: lexical access, syntactic parsing, semantic proposition format, and working memory activation. Grabe and Stoller (2002: 20) explain “the higher-level processes generally represent comprehension processes that make much more use of the reader’s background knowledge and inferencing skills”. The higher-level processes cover (1) text model of comprehension, (2) situational model of reader
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interpretation, (3) background knowledge use and inferencing, (4) executive control processes.
[image:38.612.68.532.195.657.2]Reading has traditionally been divided into two types: intensive and extensive. In broad terms, intensive reading may be described as the practice of particular reading skills and the close linguistic study of text. Extensive reading, on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritised. Although this twin categorization of reading into two basic types can be found in many teacher resource books for the teaching of English as a foreign language (Grellet:1981, Nuttall:1982, for example), it is not the whole story, as the student's learning history clearly pointed out. We need to extend the categorization. We can do this by adding, first, oral reading (Day:1993), or reading aloud in class, where considerable focus is put on correct pronunciation of the text - and, second, text translation, where correct translation of the foreign language text into the learners' mother tongue is emphasized in tandem with the study of an array of grammatical, lexical and phonological points. This creates a four-way methodological categorization of reading in a foreign language, summarised in the following table.
Table 1 Basic Classroom Methodes to Reading in a Foreign Language Methodological choice Classroom focus
Extensive students read a lot of text
Intensive students practice particular reading skills
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Table 1 Basic Classroom Methodes to Reading in a Foreign Language
Methodological choice Classroom focus
oral reading students listen and read aloud text translation students translate from L2 to L1
Grabe and Stoller (2002: 2) identify the role of literacy in society. They clearly state that “the large majority of individuals need literacy to further their goals and better their lives”. There are many types of literacy abilities and one of them is reading. In this globalization era, reading in L2 has an important role in the development of the society. Grabe and Stoller (2002: 2) explain that English L2 reading ability is in great demand “not only as global language but also as the language of science, technology, and advance of research” in various domains of study. Reading in second language (L2) is needed particularly to the people in multilingual setting, to achieve personal, occupational, and professional goals. Pearson (1994: 22) supports Grabe and Stoller’s opinion on the need of L2; simply he states that reading is “a key success in other scholastic endeavours,” because it relates closely to other linguistic skills: writing, speaking, and listening. Grabe and Stoller (2002: 9) give simple definition about reading. Reading is “the ability to draw meaning from the printed page and interpret the information gained appropriately” in either written or spoken form. That definition is considered as inadequate definition to understand the true nature of reading abilities, therefore afterwards the purposes and the processes of reading are described.
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The overall goal of reading is “to have a good grasp of the main ideas and supporting ideas and to relate those main ideas to background knowledge as appropriate” (Grabe & Stoller, 2002: 12). From the overall goal of reading, Grabe and Stoller (2002: 12) classify seven reading purposes. Those seven purposes are: reading (1) to search for simple information, (2) to skim quickly, (3) to learn from text, (4) to integrate information, (5) to write (or search information needed for writing), (6) to critique texts, and (7) for general comprehension (Grabe & Stoller, 2002: 13). Related to the classification proposed by Grabe and Stoller, Wallace (2003: 6) proposes three personal reasons for reading; those are (1) reading for survival, (2) reading for learning, and (3) reading for pleasure.
b. Extensive Reading II
Extensive Reading II is “a method to language teaching in which learners or students read a lot of easy material in the new language” (Bamford & Day, 1997: 1). Students choose their own reading material and read it independently. Students read “for general, overall meaning, and they read for information and enjoyment” (Bamford, 2005: 1). The goal in Extensive Reading II is “to improve students’ reading skills through literary and works and scientific or journalism writing” (Prasetyo, Herawati, Prihatin, Budiraharjo, & Adjie [Eds], 2006: 73). Bamford and Day (1997: 2) identify ten characteristics of Extensive Reading. They are: (1) students read as much as possible, (2) the materials are various and in a wide range of topics, (3) students are free to choose the reading materials in accordance to their interest, (4) the reading purposes are for pleasure, getting
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information, and general understanding of certain topic, (5) there are few or no follow-up exercises to be completed after reading, (6) reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar, (7) reading is individual and silent activity, (8) reading speed is usually faster rather than slower as students read books and other material that they find easily understandable, (9) lecturers orient students to the goals of the program, explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program, and (10) the lecturer is a role model of a reader for students -- an active member of the classroom reading community, demonstrating what it means to be a reader and the rewards of being a reader. Bamford and Day (1997: 3) write that those ten characteristics of Extensive Reading offer a theoretical framework for putting Extensive Reading into action in the language classroom.
B. Theoretical Framework
From the theories of related literature above, the readers can see the relevant of this theory for the thesis. Reading is a very important skill in learning English. Through reading people can know what happens around the world. Reading is a very interesting activity if the readers enjoy what they read. However reading can be a very boring activity if people do not know and enjoy the content of the text. In ELESP of Sanata Dharma University there is a class named Extensive Reading. In this class the students are directed to read and understand the content of article they have read.
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In the context of this research about teaching and learning reading in Extensive Reading II class it needs a creative and interesting learning strategy to enhance students’ interest in reading. There are so many materials in Reading II class. It can make the students feel bored. Extensive Reading II is “a method to language teaching in which learners or students read a lot of easy material in the new language” (Bamford & Day, 1997: 1). It is difficult to achieve learning goals when the students feel bored in class. That is why the lecturer should make a kind of lerning activities to make the students feel enthusiastic to learn. Cooperative Learning allows students to observe, imitate, and learn from each other. Students keep each other on task and share a sense of accomplishment. The encouragement, support, and approval of peers build motivation and make learning an enjoyable experience. (http:// edtech.kennesaw.edu/intech/cooperative learning.htm, retrieved on February 23 2011).
In this research there is a method named Cooperative Learning that is implemented in Extensive Reading II class. Cooperative Learning triggers the students to be active. This method has some techniques to make the teaching activity become interesting. This method is very useful because the students can be very enthusiastic in learning and reading because they choose their own article and share it to their friends in the same group or other groups. 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 ).The
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goal of the method is to make the teaching activity more interesting and to make the students being active. The method can also increase the students speaking and communication skills because they can present what they have read with other students. I think Cooperative Learning is useful to be implemented in this class because students can feel happy with their reading. It will make them read more articles because they think reading is interesting. It is usefull because they can undeerstand the materials easily by working together and sharing the articles they read to each other.
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28 CHAPTER III
RESEARCH METHODOLOGY
This chapter presents a discussion of the method used in the research. The discussion includes research method, reseach instruments, data gathering
technique, data analysis technique, and research procedure.
A. Research Method
The method used in this research is survey. A researcher uses survey because this research is in the area of subjects’ perspective. Survey “permits the researcher to measure students’ attitudes and opinions toward something” (Ary, Jacob, and Razavieh, 2002: 25). Hence, survey research can be defined as “the systematic gathering of information from (a sample of) respondents for the purpose of understanding and/or predicting some aspects of the behaviour of the population of interest” in certain topic of problem (Tull and Albaum, 1973: 3). Related to this research, the researcher surveyed students’ perceptions on Cooperative Learning method used in Extensive Reading II class of English Language Education Study Program of Sanata Dharma University. The survey done through interviewing the lecturer and students of Extensive Reading II, observing the activities done in Extensive Reading II class, and distributing a questionnaire to Extensive Reading II students.
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B. Research Participants
This research was conducted in the fourth semester of 2010/2011 academic year. The participants of this research were 39 students from Extensive Reading II class that belonged to Class B of ELESP of Sanata Dharma University in 2010/2010 academic year. The researcher provided the relevant information related to Cooperative Learning implemented in Extensive Reading II class.
C. Research Instruments
The researcher uses three instruments in this survey. The instruments are an interview guide, a questionnaire, and an observation checklist.
1. Interview Guide
The first instrument was an interview guide. The interviewees were students of Extensive Reading II, and the lecturer of Extensive Reading II. The researcher interviewed the students of Extensive reading class in order to clarify the data obtained from the questionnaire. It resulted in the students’ perceptions on Cooperative Learning used in Extensive Reading II of ELESP. The researcher chose the students that had the most positive and the most negative perception on Scaffolding Strategy used in Extensive Reading II as the interviewees.
The researcher interviewed the lecturer because the researcher wanted to get more information about the implementation of Cooperative Learning used in Extensive Reading II class. The interview conducted was in a form of open–ended
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structured interview, and individual interview. Neuman (2006: 287) explained that an open–ended question “permit an unlimited number of possible answer; further the respondents can answer in detail and can qualify and clarify the responses”. Tull and Albaum (1973: 142) stated that “personal interviews have the advantage of providing the greatest degree of control over the question asking and responding process” in the interview conducted.
2. Observation Checklist
The observation was conducted to examine the implementation of Cooperative Learning used in Extensive Reading II (the first research problem). The researcher used an observation checklist to examine how the Cooperative Learning is used in Extensive Reading II class. Observation provides “more objective information related to the research topic”, and typically “provides answer to the questions being investigated” (Hancock and Algozzine, 2006: 46– 47).
3. Questionnaire
Mellenbergh (2008), as seen in H.J. Adèr & G.J. Mellenbergh (2008) define questionnaire as “a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. The respondents answer the question based on their own answer, without intimidation”. A questionnaire consists of a number of questions that the respondent has to answer in a set format. There are two types of question in questionnaire. They are open-ended question and closed-ended question.
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ended question asks the participants to formulate their own question. Closed-ended question asks the participants to pick an answer from the given number of options. The researcher used both open-ended questions and closed-ended questions. The researcher provided some open-ended questions, some closed-ended questions, and the mixing of open-closed-ended and closed-closed-ended questions. In the mixing questions, the researcher provided the options and the spaces to be filled by the participants.
The questionnaire was distributed to the students of the fourth semester students of Sanata Dharma University. After the students answered the questions, the researcher collected the questionnaire. The questionnaire was aimed to strengthen the research findings about the students’ perception on Cooperative Learning in Extensive Reading II class
D. Data Gathering Technique
The researcher used triangulation technique in gathering the data. Triangulation means “the researcher investigated the data with one procedure and then confirmed the collected data using another different procedure or instrument” (Ary et al., 2002: 436). Hancock and Algozzine in Doing Case Study Research explained further about the positive point of triangulation. They stated that “the research findings based on evidence attained from multiple sources – observation, interview, and questionnaire – are more convincing than those based on evidence from only one or two of these information sources” (Hancock et al., 2006: 86). The techniques used in gathering research data were interviewing lecturer and
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students of Extensive Reading II, observing class activities, and distributing a questionnaire to Extensive Reading II students.
The first technique in gathering the data was interview. The interviews were conducted twice. The first was interviewing Extensive Reading II lecturer. Interviewing Extensive Reading II lecturer was aimed at obtaining the data of the implementation of Cooperative Learning used in Extensive Reading II. The second interview was interviewing students of Extensive Reading II. The purpose of the second interview was to clarify the data obtained from the questionnaires that examines the students’ perception on Cooperative Learning used in Extensive Reading II.
The second technique was observing class activities. The observation was aimed at confirming the data from interview the lecturer. In this research, non-participant observation was conducted. Through non-non-participant observation, “the researcher could be more objective in taking the data” (Ary et al., 2002: 431).
The last technique in gathering the data was distributing the questionnaire. The questionnaires were distributed on the last meeting of the course with the expectation that the students had been already involved in the class activities and had clear description of the Cooperative Learning implemented.
E. Data Analysis Technique
The data will be obtained by conducting the questionnaire and interview. To analyze the data, the researcher uses survey method. From the results of the
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interview the researcher makes discussions of it and put some theories related to the findings. The data taken from the interview (lecturer) and observation checklist are expected to answer the first problem formulation that. The data gained from those two instruments will be described in descriptive writing.
The data which is obtained by distributing questionnaire is expected to answer the second problem formulation (student’s perception on Cooperative Learning method in Extensive Reading II class). The last instrument (interviewing the students) is expected to strengthen the finding from the data gained by distributing questionnaire. The data obtained from distributing questionnaire and interviewing the students will be classified based on positive and negative response from the students.
F. Research Procedures
There were five main steps in conducting this research. The steps were, interviewing Extensive Reading II lecturer, observing Extensive Reading II class, distributing the questionnaire, interviewing Extensive Reading II students, and analysing and interpreting the data.
1. Interviewing Extensive Reading II Lecturer
First step was conducting an interview for Extensive Reading II lecturer taught Class B. Interviewing Extensive Reading II lecturer was aimed at obtaining data of the implementation of Cooperative Learning used in Extensive Reading II. The interview was conducted before observing the Extensive Reading II class.
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2. Observing Extensive Reading II Class
Second step was observing Extensive Reading II class. The observation was conducted in the third, fifth, seventh and eleventh meeting of Class B. The observations were conducted to clarify the data of the implementation of Cooperative Learning obtained from interview the lecturer of Extensive Reading II. While observing the class activity, the researcher filled out the observation checklists to record how Cooperative Learning was conducted in the class and to record the response of the students toward the class activities.
3. Distributing the Questionnaire
On the twelfth week of the course, the researcher distributed a questionnaire to Extensive Reading II students who belonged to Class B. This was the third step. The distribution of the questionnaire took place in the class in which Extensive Reading II was conducted. Considering the efficiency and the effectiveness in the process of gathering data, the researcher distributed the questionnaire after the class. The questionnaires only took twenty minutes to complete.
4. Interviewing Extensive Reading II Students
The researcher interviewed Extensive Reading II students that had the most positive and the most negative perception on Cooperative Learning used in Extensive Reading II after Having done with distributing the questionnaire. Students that had the most positive and the most negative perception on Cooperative Learning were chosen, because they were believed to provide more
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and deeper information of students’ perceptions on Cooperative Learning used in Extensive Reading II. The interview was in Indonesian because the researcher thought that the interviewees would be more comfortable to answer.
5. Analysing and Interpreting Data
The fifth step was analysing and interpreting the data. The data obtained from four previous steps – interviewing Extensive Reading II lecturer, observing class activities, distributing questionnaire to Extensive Reading II students, and interviewing Extensive Reading II students – was analyzed and interpreted then stated as a conclusion. After all procedures were completed, the researcher made a result to report in research findings and discussion.
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36 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion. The discussion
covers the research results that were gained from interviews, observation, and
questionnaire. There are two major sections that are discussed in this chapter. First
section discusses how Cooperative Learning is implemented in Extensive Reading
II class of ELESP of Sanata Dharma University. The second section discusses the
students’ perceptions on Cooperative Learning used in Extensive Reading II class
of ELESP of Sanata Dharma Univesity.
A. The Implementation of Cooperative Learning Used in Extensive Reading
II Class of ELESP of Sanata Dharma University
Cooperative Learning was implemented in Extensive Reading II class of
ELESP of Sanata Dharma University, especially Class B of 2010/2011 academic
year. The lecturer of Extensive Reading II that taught Class B provided some
advance organisers to the course. It was developing a personal method to an
intellectual work. Basically Extensive Reading II is aimed at “improving students’
reading skills through literary and scientific works or journalism writing”
(Prasetyo, Herawati, Prihatin, Budiraharjo, and Adjie [Eds], 2006: 73); but in
Extensive Reading II Class B, the goals were not only developing students’
reading skills that includes the study planning, note taking, summary making, and
synthesizing skill but also developing a personal method and social structured
exchange of information between learners in groups . Referring to the explanation
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from Olsen and Kagan ( 1992: 8 ) Extensive Reading II Class B in 2009 academic
year can be claimed to use Cooperative Learning.
The researcher did a research in Extensive Reading II class B. In this class
the characteristic of Cooperative Learning, which is stated by Slavin in
Cooperative Learning ( 1995 :2 ), is implemented clearly in teaching learning process. Through conducting an interview to the Extensive Reading II lecturer and
doing class observation, the researcher examined the process Cooperative
Learning that was implemented.
The research data of the implementation of Cooperative Learning used in
Extensive Reading II Class of ELESP of Sanata Dharma University were obtained
by interviewing the Extensive Reading lecturer who taught Class B, and observing
Extensive Reading class in Class B. The following explanation is about the
implementation of Cooperative Learning in Extensive Reading II Class B. The
researcher divides the implementation of Cooperetive Learning in Extensive
Reading II into three main activities. The first one is pre-activity. The second
activity is whilst-activity and the last is post-activity.
1. Pre Activity
The lecturer explained what Extensive Reading II is to the students in
general. Then students were asked to share their opinions and experience about
Extensive Reading I they had taken. They were asked to compare the difference
between Extensive Reading I and Extensive Reading II. It was aimed at
challenging the students to find out a clear idea of what Extensive Reading II
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course is. After the students had an understanding about Extensive Reading II, the
lecturer provided an exact description of Extensive Reading II in the syllabus in
order to give the exact description of Extensive Reading II course that students
were going to deal during the semester.
The syllabus provided course goals, schedule or deadline of assignment
submission, and the steps that students were going to do during the semester. In
Extensive Reading II syllabus for class B, provided by the lecturer, it is clear that
after completing the course the students are expected to (1) have a set of
knowledge on the decided topic, (2) master the skill of planning and organizing
reading based on the studied topic, (3) develop their skill of using mind mapping
for note taking, of summary making, synthesizing, and chunking skill, and of
presenting the acquired information, (4) acquire a level of perseverance and
honesty necessary for an intellectual work. Briefly, Extensive Reading II class is
aimed at facilitating students to gather information through reading, which thus
enhances the progress of their knowledge and development of students’ reading
skill. Through the tasks and the assignments given the students can develop a
personal method to an intellectual work.
The course outline or course schedule and deadline of assignment
submission were clearly presented. Class B should submited the weekly report on
the day that was decided. The schedule and deadline was to give clear definition
of what the students should do a long the week.
What students should do during the semester was also presented clearly.
During the semester, the students were asked t
