LECTURERS’ VIEW ON THE USE OF COOPERATIVE LEARNING STRATEGIES IN TEACHING ENGLISH AS FOREIGN LANGUAGE (EFL) READING

Abstract

Nowadays, the use of cooperative learning as the teaching strategy is not an uncommon thing in the field of education. Students-centred learning approach, student-student interaction and students-content interaction should be emphasized during learning process. In addition, lecturers have an important role in the classroom because lecturers are the persons who design teaching strategy for their learners. In Critical Reading and Literacy academic year 2016/2017 classes, both of lecturers applied cooperative learning strategy into their teaching. The lecturers may have several perceptions regarding to the implementation of cooperative learning strategy in teaching-learning process either for its benefit or challenges. The main purpose of this case study aims to investigate and analyze lecturers’ view on the use of cooperative learning strategies in teaching English as Foreign Language (EFL) reading. This case study was done by using qualitative method with two lecturers as the participants. The data were collected from the interviews transcirpts as the main source, observational notes and documents analysis as the confirmatory data to support the triangulation. This study revealed that cooperative learning strategy was implemented comprehensively in Critical Reading and Literacy class. In the implementation, lecturer viewed that learning in group stimulate critical thinking, all elements of cooperative learning startegy were covered in promoting students’ motivation in learning and cooperative learning was an effective strategy to teach EFL reading, but somehow in its implementation there was several benefits and challenges that the lecturer confront in its implementation. Additionally, this research recommend that cooperative learning can be continually used to teach EFL reading.