USING COOPERATIVE LEARNING IN TEACHING READING COMPREHENSION

(An Experimental Research at the Second Year Students of MtsAttaqwaTangerang)

A Paper

Submitted to the English Education Department of STKIP Garut

as a Partial Fulfillment of the Requirements
for the Sarjana Pendidikan Degree

By
IRFAN SOFYAN
10221093

ENGLISH EDUCATION DEPARTEMENT

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
(STKIP)
GARUT
 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 a part 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-taqwaBelendungTangerang, 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 doesn’t 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 teacher’s 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 group’s work.
The students only receive the knowledge from their teacher; they don’t 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
teacher’s desk at front.
From Jacobsen’s explanation about the traditional strategy the writer concludes that this
strategy used by English teacher in MTs At-TaqwaBelendungTangerang.
Classes always consist of good students and weak students. These weak students sit isolation as
they lose confidence in their ability in learn English. Working in group, therefore, is believed to
help solve the problem. Shy students who don’t 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 NazlyBadawi, 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 >tt the 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
MtsAttaqwaTangerang).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 student’s activity. According to George M Jacobs,”
cooperative Learning can be defined as diverse body of approaches and techniques that
encourage and facilitate student’s 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
teacher’s 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, race class and minority language is particularly
important in the context of teaching in multilingual, multiracial classroom. These beliefs, values
and assumption strongly effect teacher’s 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 group’s 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 group’s 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 member’s work and
thinking. Watching and listening to the students are natural activities in every teacher’s 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 referred 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 partner’s 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 partner’s 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 JannetteKlingner “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 word’s 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 don’t 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. However, if you
didn’t 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 author’s 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 a more 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 author’s 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 reader’s 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 read 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 student’s 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 researcher’s 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 MadrsahTsanawiyahAttaqwaTangerang 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 TsanawiyahAttqwaTangerang.In this research the population was the
second grade students of MtsAttaqwatangerang period 2008-2009 .there were three classes in the
second grade of MtsAt.taqwaTangerang 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-TaqwaTangerang: 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 TsanwiyahAttqwaTangerang, the writer use observation,
interview and test method. 1. Observation When the writer did observation in
MtsAttaqwaTangerang. 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
MtsAttaqwaTangerang 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