USING COOPERATIVE LEARNING IN TEACHING READING COMPREHENSION

(An Experimental Research at the Second Year Students of Mts Attaqwa Tangerang)

A Paper

Submitted to the Department of English Faculty of Education,

The faculty of Education and Letters as a Partial
Fulfillment of the Requirements for Sarjana Degree

By:
ANIS WARDATUL HILMI
SRN; 04432662

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF EDUCATION AND LETTERS
THE STATE INSTITUTE FOR ISLAMIC STUDIES
SULTAN MAULANA HASANUDDIN BANTEN
2009 AD/1430 A.H

TABLE OF CONTENTS

ACKNOWLEDGMENT...i
ABSTRACT.ii
TABLE OF CONTENTSiii
LIST OF TABLES...v
APPENDICES.vi

CHAPTER I INTRODUCTION
A. Background of Study1
B. Statement of the Problems4
C. The Aims of the Study 4
D. The Significance of the Study..4
E. Assumption and Hypothesis.5
1. Assumption.................5
2. Hypothesis..................5
F. Clarification of the Terms.6
G. The Organization of the Paper..6
CHAPTER II THEORETICAL FRAMEWORK
A. Cooperative Learning......8
1. The Meaning of Cooperative Learning.....8
2. Principle of Cooperative Learning..10
3. Teacher Role in Cooperative Learning...13
4. Technique in Cooperative Learning16
5. Advantages and Disadvantages of Cooperative Learning..19
B. Reading Comprehension.20
1. The Meaning of Reading Comprehension..20
2. Kinds of Reading24
3. The Stage of Reading Development...25
CHAPTER III METHODOLGY OF RESEARCH
A. Research Method.27
B. Place and Time of Study ...........28
C. Population and Sample .28
D. Instrument of The Research 30
E. Technique of Data Analyzing 31
CHAPTER IV RESULT AND DISCUSSION
A. Data collection33
B. Discussion 41

CHAPTER V CONCLUSION AND SUGGESTIONS

A. Conclusions.43
B. Suggestions..43
BIBLIOGRAPHY.45

LIST OF TABLES

Table 4.1 Pre- test score of Experiment Group and Control Group
Table 4.2 Post-test score of Experiment Group and Control Group
Table 4.3 Deviation of Experiment Group
Table 4.4 Deviation of Control Group

LIST OF APPENDICES

1. Lesson Plan
2. Pretest and posttest
3. The decision letter from the head of IAIN
4. The letter of research permit from the head of Tarbiyah Department IAIN Sultan Hasanuddin
5. The Statement Letter From The Principle of Mts At-taqwa Tangerang
 DEDICATION

This paper is dedicated to;

My beloved parents, with their love and effort who always pray and support me, my best sister, for her
never ending support, motivation and attention.

MOTTO

The quality of reward defend of the quality of effort

 STATEMENT OF ORIGINALITY

I here with declare that the research paper I write as a partial fulfillment of the requirements for the
Sarjana degree and submitted to the English Education Department, the faculty and letters wholly
constitutes my own original scientific writing.
As for the other person works whose ideas were quoted in this paper had been referred to
appropriately in accordance to prevailing legal and intellectual ethic in the world of scientific writing
tradition.
However, if the originality of this paper either partially or wholly is, later on, proved or it falls under
convincing plagiarism, I would be prepared to receive any consequences in the form of any sanction
such as loosing my related academic degree obtained from the institution as well as other rules
prevailing in Indonesia.

Tangerang, December 2009

Anis Wardatul Hilmi

THE ADVISORS APPROVAL

This to certify that

The undergraduate research paper of Anis Wardatul Hilmi entitled
Using Cooperative Learning in Teaching Reading Comprehension
has been approved by the research paper adviser s for further approval by board examiners.

Tangerang, December 2009

Adviser I Adviser II

(Drs.Nafan Torihoran, M.Hum) (Drs.H.Bustomi Ibrohim,M.Ag).

 NIP: 150 326 885 NIP: 150 302 207

Acknowledge by:

The head of English Education Department,

Drs.Nafan Torihoran, M.Hum

NIP: 150 326 885

USING COOPERATIVE LEARNING IN TEACHING READING COMPREHENSION

(An Experimental Research at the Second Year Students of Mts Attaqwa Tangerang)

By:
Anis Wardatul Hilmi
SRN; 04432662

Under the supervision of:

Adviser I Adviser II

(Drs.Nafan Torihoran, M.Hum) (Drs.H.Bustomi Ibrohim,M.Ag)

NIP: 150 326 885 NIP: 150 302 207

Acknowledge by:

The Dean of English Education and The Head of English

Letters Faculty Department

(Dr.H.E.Syarifudiddin,M.Pd) (Drs.Nafan Torihoran, M.Hum)

NIP.150 259 889 NIP: 150 326 885
 CHAPTER I
INTRODUCTION

A. Background of the Study

English is an international language, almost people from all over the country use
English for their communication, that why English is very important language.
In Indonesia, not all of the citizen can speak English, although English already
studied by Indonesian people from kindergartens until university, but English is uses
just for formal occasion not in informal occasion that cause only a few Indonesian
people can speak English
To study English we need at least ability in writing, speaking, listening and reading.
Being able to reading English is very important, because there are many books and
literature written in English
Reading becomes essential for everyone to increase his or her knowledge. This idea is
supported by the fact that reading has become apart of our daily activities.
There are two main reasons for reading: reading for pleasure and reading for
information
As we know one characteristic of good readers that has been noted in the literature is
that they are able to make prediction about the text they read while they are reading
Through reading we can get a lot of information, knowledge, enjoyment and even
problem solving. The one who eager reading being smarter than the one whom never
care with reading.
Reading becomes important skill of language teaching its purpose is to enable
student to read and understand text material correctly.
Reading skill is essential whether in the target of sources language. If the students
read the text in their own language it is not really difficult, but when the students
read it in language they find many difficulties, because there are so many differences
between their own language and foreign language.
At MTs At-taqwa Belendung Tangerang, English subject is taught aside from the
other subject. Many reading methods have been used in teaching English in
classroom alternately. The result show that some are successful with some students
but some are not. Traditionally, the teacher uses the traditional setting, or model, the
teacher doesnt need to divide his students into small groups, he just discussed the
lesson in large group or in classroom setting. Students have only a little chance to
express their opinion because the teacher speaks all the time. They get knowledge
just from the teachers explanation. The students focus all attention upon the teacher
and discourage communication among students. All that they have to do is just listen
their teacher and make notes for useful information. This strategy is a strategy
without groups work. The students only receive the knowledge from their teacher;
they dont explore the knowledge themselves. Jacobsen states that when the teacher
uses the traditional setting, or model, he begins with an objective and presents
primary instructions to the class. Primary instruction is mostly presented in the form
of lecturers, text book readings, teacher-lie discussion or possible combination of any
of these procedures. The traditional setting is just with rows of desks and teachers
desk at front.
From Jacobsens explanation about the traditional strategy the writer concludes that
this strategy used by English teacher in MTs At-Taqwa Belendung Tangerang.
Classes always consist of good students and weak students. These weak students sit
isolation as they loose confidence in their ability in learn English. Working in group,
therefore, is believed to help solve the problem. Shy students who dont like speak in
large class are more comparable speaking out in smaller group. Group members can
complement each another strength and weakness in English each students has
different background and ability in English, which they can bring to the group.
According to Nazly Badawi, there is several factors effect students ability to learn
reading;
1. conceptual development based on external and internal stimulate
2. experimental background
3. language competence
Student often have lack of vocabulary or do not have enough vocabulary in their
scheme to read the text so it make them confused and they do not understand.
Cooperative learning strategy can build the students vocabulary and at the same
time, it will help them read with the deep meaning. So by having this activity the
students will be more active in reading. Reading lesson will be more interesting and
later on will improve their achievements on reading comprehension. Based on the
background above, the writer chosen the title is USING COOPERATIVE LEARNING
IN TEACHING READING COMPREHENSION (AN EXPERIMENTAL RESEARCH
AT THE SECOND YEAR STUDENTS OF MTS ATTAQWA TANGERANG)
B. Statements of the Problems
Statements of the problem are as follows:
1. How are the students interested in cooperative Learning technique?
2. How is students result in their reading test after cooperative learning technique?
C. The Aim of the Study
The aim of study is as follow:
1. To know how far the students are interested in cooperative learning
2. To know the influence of cooperative learning on teaching reading
D. Significance of the Study
Significances of the study are as follows:
1. For the students: The researcher intends the effect of cooperative learning in
teaching reading comprehension will give good impact to the students. The students
more motivated in learning English.
2. For the teacher: The researcher intends to employ various methods and techniques
in teaching language especially reading. It will make learning become fun
E. Assumption and Hypothesis
1. Assumption
The writer assumes there are significance differences between the result of teaching
reading using cooperative learning and without cooperative learning
2. Hypothesis
The writer assumes there is a significance difference between the result of the
teaching reading using cooperative learning and without cooperative learning. But
before that she wants to explain the procedure to the interpretation of to (t
observation)
1. Formulating the null hypothesis (Ho);there are significance mean difference
between variable X and variable Y
2. Formulating the alternative hypothesis (Ha): there are significant mean
differences between variable X and Y.
For further information. The writer followed some assumption below:
1. If the result of calculation to (t observation) is higher than tt (t table) to > ttthe
null hypothesis (Ho) is rejected and alternative hypothesis (Ho) is accepted. it means
that the experiment technique is accepted.
2. If the result of calculation to (t 0bservation) is lower than tt (t table), to < tt : the
null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected. It means
that the experiment technique is rejected. F. The Formulation of the Problem The
formulation of the study is there any difference on students reading comprehension
achievement with and without cooperative learning activity? G. Clarification of the
term The title of the research is Using Cooperative Learning in Teaching Reading
Comprehension (An Experimental Research at the Second Year Students of
MtsAttaqwa Tangerang).to avoid any possible misunderstanding the term are
clarified as follows; 1. Cooperative Learning in Reading Comprehension According to
David Nunan Cooperative learning seems to provide a classroom environment in
which such needs can be met in a way that is beneficial for both academic
achievement and the development of the learning skills 2. Reading comprehension
in cooperative learning According to Pamela j. Farris, Reading comprehension is the
process of standing the massage that the author is trying to convey very simply, it is
making meaning from the text hand H. The Organization of Paper The Paper is
divided into five chapters. Chapter one is introduction, in this chapter the writer
describes the background of study, Statement of the problems, The Aims of the
Study, The Significance of the Study, Assumption and Hypothesis, The formulation
problem Clarification of the term and The Organization of The Paper Chapter Two is
Theoretical Framework divided into two divisions they are: Cooperative Learning,
The meaning of Cooperative Learning, Principle of Cooperative Learning, Teacher
Role in Cooperative Learning, Students Role in Cooperative Learning, Technique in
Cooperative Learning ,Advantages And Disadvantages of Cooperative Learning, and
The Reading Comprehension consist of The meaning of Reading Comprehension,
Kind of Reading, The Stage of Reading Development and The Principles of Teaching
Reading . Chapter Three describe methodology of the research which consists
Research method, place and time of study, Population and sample, Technique of
Data Collecting and Data Analysis. Chapter Four describes Research findings which
consist of the data gathering, data classification and data analysis Chapter five
describes the Conclusion, Suggestion, Bibliography and Appendices.

CHAPTER II
THEORETICAL FRAMEWORK
A. Cooperative Learning
1. The Meaning of Cooperative Learning
Cooperative learning is a group centered and student centered approach to
classroom teaching and learning According to Jack C. Richard, cooperative learning
is group learning activity organized so that learning is dependent on the socially
structured exchange of information between learners in groups an in which each
learner is held accountable for his or own learning and is motivated to increase the
learning of other Cooperative learning is a teaching strategy in which students work
together in a group to solve a problem or complete a task and do interaction with
their classmates. Cooperative learning is a successful teaching strategy in which
small teams, each with students of different level 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 team mates
learn, thus creating an atmosphere of achievement Sometimes, working in a group
will be more effective than individual or whole class, because students can express
their idea without feeling shy or afraid to do some mistakes. Classroom is a place
where students have to work together their classmates in general, the number of
students in the classroom in Indonesian school are big approximately 40 students.
This condition is difficult for English teacher in teaching especially in reading subject
matter, student can work individually or in a group in their classroom and they can
cooperate in learning. In cooperative learning, teachers role is not only divided
students into groups and give them task but also encourage them to get active
participation in teaching learning activity. The teacher acts as facilitator and controls
the process of students activity. According to George M Jacobs, cooperative
Learning can be defined as diverse body of approaches and techniques that
encourage and facilitate students collaboration with their classmates and others
Students need to know what they are doing, because it will help them to reach the
goal of activity. As George M .Jacobs and lob Wan stated that Another key to
successful lesson in using cooperative learning is for students to understand the
objectives of lesson, how a particular task fits into the overall plan for the course and
how their work will be evaluated So, before teacher use cooperative learning in the
classroom, it is better for the teacher to tell the students about what cooperative
learning is and why the teacher use cooperative learning. From all explanation above,
it is obvious that cooperative learning is different from traditional method.
Cooperative learning is not just putting students into group, but they should learn
social skill, how to cooperative with others.
2. Principle of Cooperative Learning
Cooperative learning is more than just putting students into groups and asking them
to do the task, there are some principles to differentiate between cooperative
learning and traditional group activity. The principle should be applied by the
teacher in implementing cooperative learning. Many principles have been proposed
for cooperative learning, below is one list of eight such principles. 1. Heterogeneous
grouping This principle means that the groups in which students do cooperative
learning tasks are mixed one or more of a number of variables including sex,
ethnicity, social class, religion, personality age, language proficiency, and diligence
According to Carolyn Kessler,linguistic heterogeneity has at least two benefits first,
it promotes cross cultural understanding, awareness and appreciation. Second it
increases opportunities for language acquisition, particularly among students
learning English. Homogeneous group is formed when there are some special cases
such as a hobby or interest discussion which requires students from group based on
their friendship. In cooperative learning, group activities are the major mode of
learning and are part of comprehensive theory and system for the use of group work
in teaching.. 2. Collaborative skill Collaborative skills, such as giving reasons, are
those needed to work with others, students may lacks these skill, the language
involved in using the skill, or the inclination to apply the skill. Most books and
websites on cooperative learning urge that collaborative skills be explicitly taught one
at a time. 3. Group autonomy This principle encourages students to look to
themselves for resources rather than relying solely on the teacher. When students
group are having difficulty, it is very tempting for teachers to intervene either in a
particular group or with the entire class. 4. Simultaneous interaction In classroom, in
which group activities are not used, the normal interaction pattern is that of
sequential interaction, in which one person at a time usually the teacher-speak. In
contrast, when group activities are used, one student per group is speaking. In a class
of 40 divided into group of four, ten students are speaking simultaneously, i.e., 40
students divided into 4 students per group = 10 students (per group) speaking at the
same time 5. Equal participant A frequent problem in group is that one or two group
members dominate the group and for whatever reason, impede participant of others.
Cooperative learning offers many ways of promoting more equal participation among
group members 6. Individual accountability When we try to encourage individual
accountability in group, we hope that everyone will try to learn and to share their
knowledge and ideas with others. 7. Positive interdependence This principle lies at
the heart of cooperative learning. When positive interdependence exists among
members of a group, they feel that what help one members of group helps the other
members and that what hurts one member of the group hurts the other members. It
is this All for one, one for all felling that leads group members to want to help each
other, to see that they share a common goal. 8. Cooperation as a value This principle
means that rather than cooperation being only a way to learn, i.e., the how of
learning, cooperation also becomes part of the content to be learned, i.e., the what of
learning. This flows naturally from the most crucial cooperative learning principle,
positive interdependence. Cooperation as value involves taking the feeling of all for
one, one for all and expending it beyond the small classroom group to encompass
the whole class, the whole school, on and on, bringing in increasingly greater
numbers of people and other being in to students circle of ones with whom to
cooperate. 3. Teacher Role in Cooperative Learning The role of teachers in
cooperative learning is very important because the success of this method depend on
the role of the teachers. Key element of cooperative learning teachers role: A. The
teacher as inquirer Cooperative learning teachers are continually examining and
questioning their beliefs, values and assumption. Examining attitudes and values
held about the culturally diverse learner, raceclass and minority language is
particularly important in the context of teaching in multilingual, multiracial
classroom. These beliefs, values and assumption strongly effect teachers educational
philosophy and their instructional practice. B. The teacher as creator Since the
cooperative learning classroom process oriented, teacher increased in effective group
work must realize that the learning environment is highly structured and well
organized .Keys for structuring a successful of cooperative learning classrooms found
in creating the social climate, setting goals, planning and structuring the task,
establishing the physical arrangement of the classrooms, assigning students to group
and roles, and selecting materials and time. While planning and programming for
the teacher, teacher reflect on what they know about the students and what would be
appropriate in term of approach and recourse. C. The teacher as observer The
teacher of cooperative classroom must constantly observe how group work.
Observation replaces the traditional role of presenting information. Observation will
indicate to the teacher when groups activities are more or less educative, when group
are learning or have become bogged down in unproductive labor. The latter
condition emerges in most groups at one time or another, as anyone knows who has
participated in the work of committees. At such times, the teacher should intervene
and assist groups to redirect their energies and procedures and to redefine their goals
.Facilitative intervention requires astute assessment of a groups state, of the nature
of the interactions among group members, and of the emotional climate of the group,
whether it is supportive or not of each members work and thinking. Watching and
listening to the students are natural activities in every teachers day. Such activities
can be formal and informal, planed or unplanned. As mentioned above, observation
can be informal and formal. One type of informal methods is global observation
while a more formal type is typical refereed to as systematic observation. In global
observation, the teacher stand back, listening to the groups and the teacher then
records observation. The teachers of cooperative classroom must constantly observe
how groups work. D. The teacher as change agent The teacher as change of agent is
how a teacher acts as a researcher, it can be happen when the teachers allow the
classroom become a place inquiry, where question are explored in meaningful
contexts and both teachers and students collaborate to seek answers, by becoming a
researcher, the teacher takes over control of their classroom. The degree of change at
the teacher level is strongly related to the extent teachers interact with one another.
Demonstrations of teachers working collaboratively are the best encouragement for
cooperation among students. The role of the teacher in cooperative Learning differs
considerably from the role of teachers in traditional teacher-fronted lesson. The
teacher has to create a highly structured and well organized learning environment in
the classroom, setting goal, planning and structuring tasks, establishing the physical
arrangement of classrooms, assigning students to group and roles, and selecting
materials and time. An important role for the teacher is the facilitator, the teacher
must move around the class helping students and groups as need arise: During this
time the teacher interacts, teaches, refocuses, questions, clarifies supports, expands,
celebrates, and emphasizes. Depending on what problem evolves, the following
supportive behaviors are utilized. Facilitator are giving feedback, redirecting the
group with questions, encouraging the group to solve its own problems, extending
activity, encouraging thinking, managing conflict, observing students, and supplying
resources Teachers speak less than in teacher fronted classes. They provide broad
questions to challenge thinking, they prepare students for the tasks they will carry
out, and they assist students with the learning tasks, and they give view commands,
imposing less disciplinary control. 4. Technique in Cooperative Learning David and
Roger Johnson explained that there are some class activities that use cooperative
leaning. They are Jigsaw, Think Pair Share, Three Step Interview, Round Robin
Brain Storm, Three Minute Review, Number Head, and Team Pair Solo, Circle the
Sage, Partners. 1. Jigsaw Group with five students are set up. Each group member is
assigned some unique material to learn and then to teach to his group members. to
help in the learning students across the class working on to same sub section get
together to decide what is important and how to teach it. After practice in these
expert group reform and students teach each other. Test or assignment follows, 2.
Think-Pair-Share Involves a there steps cooperative structure. During the first steps
individuals pair up during the second step and exchange thought. In the third steps,
the pairs share their Reponses with other pairs. Other team or the entire group 3.
Three Steps Interview Each member of the team chooses another member to be
partner. During the first steps individuals interview their partners by asking
clarifying question. During the second steps partners reverse the roles. For the final
step, members share their partners response with a team. 4. Round Robin Brain
Storming Class divided into small group (4 to 5) with one person appointed as the
recorder students are given time to think about answers. After the Think Time
.members of the team share responses with one another round robin style. The
recorder writes down the answers for the group members. The person next to the
recorder starts and each person in the group in order give an answer until time
called. 5. Three- Minutes Review Teacher stop anytime during a lecture or discussion
and give team three minutes to review what has been said, ask clarifying question or
answer questions 6. Numbered Head A team pair four is established. Each member is
given number of 1, 2, 3, 4.question is asked of the group. Group work together to
answer the question so that all can verbally answer the question. Teacher calls out a
number two and each two is asked to give the answer. 7. Team Pair Solo Students do
problems first as team then with a partner. And finally on their own it is designed to
motivate students to tackle and succeed at problem which initially are beyond their
ability. It is based on a simple nation of mediated learning. Students can do more
things with help (mediation) then they can do alone. By allowing them to work on
problems they could not do alone, first as a team and then with a partner, they
progress to appoint they can do alone that which at first they could do only with help.
8. Circle the Sage First the teacher polls the class to see which students have a special
knowledge to share for example the teacher may ask who in the class was able to
solve a difficult math homework question, which had visited Mexico, who knows the
chemical reactions involved in how salting the streets help dissipate snow. Those
students (the sage) stand and spread out in a room. The teacher then has the rest of
classmates each surround a sage, with no two members of the same team going to the
same sage. The sage explains what they know while classmates listen, ask questions
and take a note. All students then return to their team. Each in turn explain what
they learned because each one has gone to different sage, they compare note. If there
is disagreement they stand up a team. Finally, the disagreement aired and resolved.
9. Partners The class is divided into team of four. Partners move to one side of the
room half of each team is given an assignment to master to be able to teach the other
half. Partners work to learn and can consult with other partners working on the same
material. Teams go back together with each set of partners teaching with each set of
partners teaching other set .partners quiz and tutor teammates. Team review how
well they learned and taught and how the might improve the process. 5. Advantages
and Disadvantages of Cooperative Learning There are some advantages of using
cooperative learning. 1. it can promote students social skill 2. students is active
participation in complete a task or solve a problem in learning 3. Learning activity is
more fun and alive, it enable students enjoy their learning more. 4. Students learn to
understand and appreciate different perspectives and opinions. 5. The students will
get new experiences in solving the problems with others. 6. It enables teacher to give
more attention to the weaker student while the group doing their tasks.
Implementation of cooperative learning in class not only has the advantages but also
disadvantages, such as below: a. It takes much time to organize the group The
teacher should make groups that combine the students who have different
intelligences b. The class situation become noisy ,so the teacher needs to control the
students c. A teacher cannot monitor all groups at one. B. Reading Comprehension.
1. The Meaning of Reading Comprehension Reading comprehension is process in
which the reader has to decide linguistic symbol and reconstruct them up to
meaningful whole intended by the writer .reading comprehension is only a term
referring to reading skill through the important thing is not on the pronouncing or
load reading, but it is the understanding taken into consideration. Comprehension
includes recognizing and understanding a main idea and related details. A good
recognized that many ideas are implied and he must read between the lines to get the
full meaning. Reading comprehension is a complex process which comprises the
successful or unsuccessful use of many abilities .When we read, we should be able to
recall information afterwards. Meanwhile, according to Jannette Klingner Reading
comparison is the process of constructing meaning by coordinating a number of
complex processes that include word reading, word and word knowledge, and
fluency In reading their subject text books students frequently meet unknown word
or phrases. Hewing takes the examples takes concerned with theoretical model
building in economics. She points out the various straight forward study skill
techniques can help in different ways. For example, scanning heading and sub
heading, and skimming through text, can give an overview and set the scene. Using
the index to a book and finding a words initial occurrence could often lead to finding
definition or explanation The amount of information gained in reading will vary
greatly defending on several factors. One of the reasons for reading .if you only want
to find a particular fact, such as a date, name, or place, at would be silly to begin at
the opening of a book and study the whole thing carefully. On the other hand, if you
want to have a very complete understanding of a topic, you will not get it by
skimming over the book quickly and superficially. For most reading purposes your
best approach will be somewhere between quick skimming and a total, all-out effort
to completely master the material. That means you have to decide in each case how
slowly and carefully to read. We usually do so without thinking about the process of
deciding on an approach .for example. Think about how you approach the telephone
book. You dont usually spend time deciding whether to skim, scan, read, or study it.
You go ahead and scan it. Looking for the one number you want .how ever, if you
didnt already know the telephone book was organized you would have to pay some
attention to how to find what you wanted. In many cases when you begin looking at a
new boo, you do need to spend a moment examining it and deciding how to proceed.
It may help to understand the comprehension process if you at it the way many
experts in reading does. They often talk about three levels of comprehension. Each
level involves more of an active role on the part of the reader. 1. Literal
comprehension. This level of comprehension represents the minimum of
involvement on the part of the reader. It is the simple understanding of the words
and ideas of author. The authors massage is received but not examined, evaluated,
or utilized in any way. 2. Interpretive comprehension. At this level the reader not
only knows what the author said but goes beyond that simple knowledge. it involves
an effort to grasp relationship, compare facts with personal experiences, understand
sequences .see cause and effect relationship, and generally interpret the massage. it
requires amore active participation on the part of the reader. 3. Applied
comprehension. At this level reader does more than merely receiving and
interpreting the massage. The reader evaluates the authors ideas, either accepting or
rejecting them or applying then to some new situation. Generally the emphasis at
this level of comprehension is on actively bringing the readers general
understanding to bear on the ideas and Concepts contained in the reading passage.
The synthesis is necessary for higher comprehension, especially on difficult material.
Reading comprehension is viewed as a process subject to the same constraints as
human memory and problem solving. It seems to involve language, motivation,
concept development, the whole of experience itself. It seems to be subject to the
same constrain as thinking, reasoning and problem solving Reading comprehension
involves taking meaning to a text in order to obtain meaning from text. The ability to
comprehend printed or written material, however involves much more than
recognizing words, knowing, their appropriate meaning, and reading phrases and
sentences. Reading comprehension is a complex process involving many different
types of higher level thinking skills. Compressions frequently mentioned in
cognitive and educational psychology, as well as, of course, the pedagogical
literature. There is often an assumption in the literature that is the goal of the
reading process. A focus on comprehension is in line with our feeling that this is what
reading to getting information from written texts. And there is no doubt that our
monitoring of our own reading comprehension is of major importance. Judgments
that we have not understood a text may well leave us unsatisfied, or lead us to re-
read it, or perhaps reject it in disgust. Perhaps the most appropriate generalization
for this section is; comprehension is easier if we can red the words accurately and
automatically, but reading the words is easier when we can understand the message
2. Kind of Reading When people read they read for a purpose determines how people
read a text. Generally there are two kind of reading strategies although they are
sometimes called reading skill which means reading for the purpose of getting out
certain idea from the text according to the teachers need. In reading lesson students
must be capable to understand the text. There are two ways in reading to find pout
the information of the texts. They are skimming and scanning: 1. Skimming
Skimming is reading quickly to get gist of section.According to Ed Caldwell
skimming is a sample reading portion of text-a sentence or two here and there, or
some other approach. Skimming is a good pre-reading technique, but is not
dynamic speed reading in itself 2. Scanning Scanning, by definition, is to glance
from point to point often hastily, casually, or in search of a particular item
Skimming and scanning are useful skills. They do not remove the need for careful
reading but they enable the reader to select the texts that are worth spending time. 3.
The Stage of Reading Development What the students need is carefully designed
program of development stages. Students practice certain aspects of reading so that
they gradually acquire sufficient confidence to be able to continue or their own,
without returning to laborious deciphering. Material each stage must be selected
with aims that particular stage in mind. .Rivers, Wilga M. determinates that the
stage of reading development as follow. Stage 1: Introduction to reading The
students must become familiar at this first stage the conventional way in which the
phonemes of the new language are represented in graphic form. where a completely
un familiar script involved, some teachers prefer to use a Romanized script at first so
that the students not will be derived of visual prop during the period of establishing
basic foreign-language repertoire. The students may practice reading the sentences
with careful attention to the correct pronunciation of the sound under the study.
Students may then copy the sentences into their book, adding to their list as more
example accumulative Stage 2: Familiarization At the second stage, student read
material thy have using orally, but this time with recombination and variation. The
students may read recombination narratives and conversation develop from
dialogue, or short anecdotes and episodes which use the type material. Students have
been actively producing in oral activities in the classroom. Students should be given
opportunities to read very familiar material aloud earlier dialogues, conversation and
reading passages. Stage 3: Acquiring reading technique As the third stage, students
may introduced to more sustained reading under the guidance often teacher. The
students will be introduced the pleasure of reading simple narrative and
conversation materials which develop an illustration which assist the student to
guess the meaning of any unfamiliar item. Stage 4: Practice At the fourth stage the
students activities may be classed as intensive and extensive .intensive reading is
related to further progress in language learning under the teacher guidance.
Extensive reading develops at the students own pace according to individual ability.
Intensive reading will provide a basis for explaining difficulties of structure and for
extending knowledge of vocabulary and idioms. Students will study short story and
extract from novel, chosen for standards of difficulty of language and for the interest
they hold for this particular group of students. Material for intensive reading will be
selected at lower level difficulty then that for intensive reading. The purpose of
extensive reading will be train the students to read directly and fluently in the target
language for enjoyment, without the aid the teacher. Stage 5: Expansion The
students will know be introduced to material which has not been adapted in any way
to make it more accessible to them. At most, it will have undergone some judicious
cutting, to eliminate section containing excessively difficult vocabulary or
complicated structure. The principle will be respected that material selected for
intensive reading (that is, as a basis extension of active knowledge of language) will
be of greater degree of difficulty than that recommended to the students for fluent
reading at an individual pace for their own pleasure. Stage 6: Autonomy Students
with good background in reading their course work should be able to move into stage
of independent reading .they should feel confident enough to pick up a book,
magazine, and read it for their amusement and enlighten with only resort top a
dictionary.
CHAPTER III
METHODOLOGY OF RESEARCH
A. Research Method In this research, the writer uses the quantitative research to
achieve the purpose. The writer used experimental research to conduct her study.
Experimental research is a research method that tests the hypothesis which has the
form of cause and effect relations by manipulating defendant variable during
manipulating time, the writer has to control extraneous variable, perhaps the
transitional that occurred really as an effect of manipulating which is not caused by
other variables. Experiments are carried out in order to explore the strength of
relationship between variables In experiment, the researchers goal is to establish a
cause and effect relationship between two phenomena. The researchers aim to
establish that one variable, the independent variable, causes in another variable, and
the dependent variable The writer consciously hand lends some factors well so she
could conclude the effects that were observed are from the action of the sample. The
writers use the experimental research because she wanted to compare between
teaching readings using cooperative learning and without, which is more effective for
teaching reading. The research was conducted in four meeting in each meeting the
writer taught the students using cooperative learning technique and after that the
test was given. B. Place and Time of Study The location is students of Madrsah
Tsanawiyah Attaqwa Tangerang on Jl.KH. Mumin. Belendung. Benda Tangerang.
The research carried out on the 16 may to 30 may 2009.The writer interviewed the
students to get some information about cooperative learning and other information
supporting the research. C. Population and Sample -Population Gay states that
population is the group of interest to the researcher, the group to which she/he
would like to the result of the study to be generalization. The population in this
research is taken from all the students of Madrasah Tsanawiyah Attqwa
Tangerang.In this research the population was the second grade students of Mts
Attaqwa tangerang period 2008-2009 .there were three classes in the second grade
of Mts At.taqwa Tangerang and 30 students for each class. The amounts of them are
90 students -Sample According to Gay a good sample is one of that is
representatives of population from which it was selected . The samples of this
research were two classes of the second grade students of Mts At-Taqwa Tangerang:
Class VIII A was taken from as the control group, and class VIII B was as the
experimental group. D. Instrument of the Research The writer wanted to investigate
the using of cooperative learning in teaching reading comprehension at the second
year students of Madrasah Tsanwiyah Attqwa Tangerang, the writer use observation,
interview and test method. 1. Observation When the writer did observation in Mts
Attaqwa Tangerang. The writer tried to teach English use team pair solo strategy in
experiment class. The teaching scenarios are follows:
1. Opening : The writer greeted the students, ask them about their that day. After that
the writer checks the attending list and the writer divided the students into five
groups. One group consist of six students, the group mixed boys and girls. The
students choose the captain in group and t. he captain choose the location for his/her
group 2. Main activity: The writer gave reading text to the captain; there are five
captains in the class. The captain shares the paper to their group. The writer gave
some instruction to the group about what should they do with reading text. After that
the group tried to discuss the material. First they must translate the text into
Indonesian and then they tried to find the min idea of the texts. The students discuss
to make summarize of the text. The writer ask the students to make pair and ask the
captain to presented his /her result in this discussion 3. Closing : The writer close the
lesson and some evaluation about the activity that day, then the writer greeted the
students 2. Interview Interview is one of technique collecting data, information, or
opinion with conversation and question answer, both direct and indirect with data
resource. this interview is referred to the English teacher and second grade students
of Mts Attaqwa Tangerang about development at reading skill, after that the writer
ask to the headmaster abut condition of this school and about the teacher. 3. Test
The test were divided into pretest and post test. In this research the writer took the
result of the test from the students of the second year to measure the result in their
reading test after cooperative learning technique. There were two kinds of tests, such
as. a. Pretest Pretest was carried out for the initial equivalence of the experimental
and control groups. The test was given to the two groups; both did the test on the
same day, Tuesday, May 16 but at different time. The experimental group began at
07.30-80.50 am and the control group began at 08.50-10.10 am. b. Posttest Posttest
was carried out to check significant difference between the two groups after the
treatments given to the experimental one. The test was given to the experimental and
control group. Both did the test at the same day, Friday 19, 2009 but at different
time. The experimental group began at 07.30-08.50 am and the control group began
at 08.50-10.10 am E. Technique of data Analyzing After getting the data, researcher
did was computing the average score each point of pretest and posttest. a. The
formula is used M= X N Explanation M= Mean X= Number of students marks from
the test N=Number of students b. Computing the difference of means using t-test by
formula t t = t-test M = mean of each group from the deviation X = the deviation of
every X1 and Y2 Y = the deviation of every Y1 and Y2 N = number of students

CHAPTER IV
RESULT AND DISCUSSION
A. Data collection After getting the data, researcher used the achievement test in the
process of collecting the data. The writer test to both the experiment group and the
control group. The result of the test consists of pretest and posttest. In the pre-test,
researcher checks the equivalence of the experimental group and the control group.
The pre-test of data analysis can be used to investigate the achievement of both
groups after the treatment. In the post test, the data analysis does not need to check
normal distribution and homogeneity of variances. Therefore the matched t-test
directly used. The steps used it as in the pretest data analysis. The pre test of
experimental group is represented by X and the control group represented by Y.
The result of the pretest can bee seen in table 4.1 Table 4.1 Pre-Test Scores of
Experiment Group (X) and Control Group (Y) Subject Score (X) Subject Score (Y
) 1 85 1 65 2 85 2 65 3 85 3 70 4 75 4 70 5 80 5 80 6 65 6 55 7 75 7 50 8 75 8 35 9 60
9 80 10 65 10 40 11 65 11 70 12 65 12 80 13 60 13 60 14 45 14 40 15 50 15 40 16 50 16
60 17 55 17 70 18 80 18 70 19 75 19 60 20 70 20 60 21 70 21 60 22 80 22 60 23 80 23
85 24 65 24 65 25 75 25 65 26 65 26 60 27 80 27 60 28 75 28 50 29 65 29 50 30 65
30 50 X = 1968 X = 65.6 Y = 1635 Y = 54.5 Table.4.1 shows that the result of
experimental group is greater than control group. The total score of experimental
groups is 1968 and the total score of control group is 1635 the mean of experimental
group is 65.6 and the mean of control group is 54.5 Table 4.2 Post-Test Scores of
Experiment Group (X2) and Control Group (Y2) Subject Score (X2) Subject Score
(Y2) 1 90 1 70 2 90 2 70 3 90 3 75 4 80 4 75 5 85 5 85 6 75 6 60 7 100 7 55 8 80 8 45 9
80 9 85 10 85 10 45 11 80 11 75 12 85 12 85 13 75 13 65 14 80 14 45 15 70 15 45 16 70
16 65 17 60 17 75 18 95 18 75 19 80 19 65 20 90 20 65 21 75 21 65 22 85 22 65 23 85
23 90 24 75 24 70 25 80 25 70 26 85 26 65 27 85 27 65 28 90 28 55 29 75 29 65 30
85 30 65 X2 = 2460 X = 82.0 Y2 = 2000 Y = 66.6 Table 4.2 show that the total
scores of experimental group is 2460 the mean of experiment group is 82.0 the total
score of control group is 2000 and the mean of the total score is 66.6 T-test is used to
analyze the pre-test and post-test data The formula is t t = t-test M = Mean of each
group from the deviation X = The deviation of every X1 and X2 Y = The deviation
ofeveryY1 and Y2 N = Number of students To count t-test, the writer makes the
deviation a table of experimental group and the deviation of control group Table 4.3
Deviation of Experimental Group Subject Pretest Posttest Deviation X2 1 85 90 5 25
2 85 90 5 25 3 85 90 5 25 4 75 80 5 25 5 80 85 5 25 6 65 75 10 100 7 75 100 25 625 8
75 80 5 25 9 60 80 20 400 10 65 85 20 400 11 65 80 15 225 12 65 85 20 400 13 60 75
15 225 14 45 80 20 400 15 50 70 20 400 16 50 70 20 400 17 55 60 5 25 18 80 95 15
225 19 75 80 5 25 20 70 90 20 400 21 70 75 5 25 22 80 85 5 25 23 80 85 5 25 24 65
75 10 100 25 75 80 5 25 26 65 85 20 400 27 80 85 5 25 28 75 90 15 225 29 65 75 10
100 30 65 85 20 400 X = 1968 X2 = 2460 X=360 X2=5750 Table 4.4
Deviation of control group Subject Pretest (Y1) Posttest (Y2) Deviation Y2 1 65 70 5
25 2 65 70 5 25 3 70 75 5 25 4 70 75 5 25 5 80 85 5 25 6 55 60 5 25 7 50 55 5 25 8 35
45 10 100 9 80 85 5 25 10 40 45 5 25 11 70 75 5 25 12 80 85 5 25 13 60 65 5 25 14 40
45 5 25 15 40 45 5 400 16 60 65 5 25 17 70 75 5 25 18 70 75 5 25 19 60 65 5 25 20 60
65 5 25 21 60 65 5 25 22 60 65 5 25 23 85 90 5 25 24 65 70 5 25 25 65 70 5 25 26 60
65 5 25 27 60 65 5 25 28 50 55 5 25 29 50 65 10 100 30 50 65 10 10 Y = 1635 Y2
= 2000 Y=165 Y21260 The calculation of Mx and My are follow: Then she
calculated X2 and Y2 After that, all the result of the calculation is put in the test
formula; The writer finds that the value of degree of freedom is as follows B.
Discussion. Based on the data collected from the students showed that, the t value is
6.77 with the level of significance 0.05 and d.f 58 is 0.529. The t Value is higher then
t table (677>0.529). So the null hypothesis of the researcher is rejected. It means
there is an influence of cooperative learning method on student reading ability. So,
the students have responsibility and feel enjoy the learning process. It means that
cooperative learning method can be used as one of the alternative to teach reading.

CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the analysis of data and hypothesis testing, it can be conclude
1. teaching reading comprehension through using cooperative learning method is
effective rather then traditional method .it can be seen from the result of
computation, it indicates that the average score of experimental group (m) mean is
82.0 it is higher than the control group (m) mean which is 66.6 The experimental has
standard deviation (sd), which is 360 and the standard deviation of control group is
165 .the data above show that there is significant difference between the
experimental and the control group.
2. with reference of hyphenise, it means that the alternative hypothesis (Ha) is
accepted and the null hypothesis (Ho) is rejected
3. The effect of using cooperative learning in teaching reading comprehension has
given impact to students. The students are more motivated .it can be concluded that
using cooperative learning increases the students achievement on reading
comprehension test
B. Suggestion
Based on the research, the writer proposes some suggestions. There are
For teachers:
1. The teacher should employee various method and techniques in teaching language
especially reading. it will make learning become fun
2. The teacher should be a facilitator and motivator in the teaching and learning
process. teacher becomes facilitator in learning process or discussion and becomes a
motivator to make student get active participation
For school:
1. The principle of MTs Attaqwa must consider cooperative learning in teaching
English; because students score in reading that uses cooperative learning better than
students score that uses traditional method.
2. The school should give the media and also complete the facility in order to make
better progress achievements in teaching learning English

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