USING COOPERATIVE LEARNING TECHNIQUE IN
READING SKILL OF STUDENTS’ ACHIEVEMENT
IN CLASS XI OF MA ANNAJAH YAYASAN PONDOK PESANTREN AL-HALIMY SESELA GUNUNGSARI
WEST OF LOMBOK IN ACADEMIC YEAR 2011/2012.
CHAPTER I
INTRODUCTION
1.1
Background
of Study
One
of learning strategy which can be applied in teaching learning process is cooperative
learning strategy. Cooperative learning has been developed through scientific
research in ever country in the world, so that systematically it can be applied
in all kind of educational level, materials and every class activities
including English activities. According to Kagan (1994), cooperative learning
is a successful teaching strategy in which small teams, each with student of different
levels of ability, use a variety of learning activities to improve their understanding
of a subject. Each member of tea is responsible out only for learning what is taught
but also for helping teammates learn, thus creating an atmosphere of
achievement. Student work through the assignment until all group members
successfully understand and complete it.
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Cooperative
learning is a learning method when the students learn and work is small group
which collaborate their members that consist of four or six student, by the
group structure having the teacher of heterogenic (Slavin in Solihatin, 2007:
4). And the four or six students have different ability in English, it is
certainly in each groups have some student who good at reading. The good
students are expected to help their friends who are weak in the reading skill.
To solve their problems, the teacher has to assist the student to recognize the
word and apprehending the text cooperatively among them.
The
research has been studied by several researchers before. The firs by Suherman
(2009), he found that the cooperative learning technique in improving students’
reading comprehension was inappropriate to apply. This was indicated by the
student’ t-score that the students who obtained good marks in reading skill
based on post-test of the firs eyelet after using cooperative learning
technique were 48 students (92%0 and 34 student (66%) on the cycle 2 was out of
52 student. On the pre-test there were 4 students (8%) who obtained poor marks
in the firs and 18 student (34%) in the
second cycle. The second researcher by Satryawan (2010), he stated that SQ4R is
effective for improving reading ability. This is proved by the mean of experiential
group which is higher them control groups, there are 32.3 for experimental
group and 17.8 for control group. The different score for both group were
caused of the experimental groups has been given tenement by using SQ4R, the
student who were though using SQ4R were able to find more information from the
text given. The third researcher by Sri Wahyuni (2010) as the result, cooperative
learning Strategy was effective to improve students’ ability in English
Language. We can see from the result of the post-test were 34 (100%) passed the
passing grade and from the deviation we may know that 44% students’ English
achievement wore increase after using cooperative learning strategy.
This
study aims to measure the improvement of student reading skill by using a
cooperative learning method, and this study is conducted at the second year
student of MA Annajanah Yayasan Pondok Pesantren Al-Halimy Sesela Gunungsari
West Lombok.
1.2
Statement of
Problem
This
specific study is mainly conducted to provide proper responses to the following
proposed questions:
1.
Does cooperative learning technique can improve the
students’ learning achievement especially in reading skill?
2.
What factors may improve the students’ learning achievement
especially in reading?
1.3
Purpose of
the Study
According
to problems presented on the previous section, this study is aimed at:
1.
To know whether cooperative learning technique can
improve the students’ learning especially in reading skill.
2.
What factors may improve thee students’ learning
achievement especially in reading.
1.4
Scope of
Study
In
accordance to important of the study, the scope of study is more scientifically
restricted on process of using cooperative learning technique in reading skill
of students’ achievement in class XI of
MA Annajah Yayasan Pondok Pesantren Al-Halimy Sesela Gunungsari West of Lombok
in Academic Year 2011/2012.
1.5
Research
Hypothesis
The
hypothesis of this research is applying cooperative learning method in reading class can improve student reading skill. By
this research student are expected to increase the achievement standard as studded
in the performance indicator and students learn to make better groups than
previous study.
1.6
Definition
of Key Terms
To
avoid misunderstanding about the terms that are used in this thesis, the writer
gives some explanations as follows:
1.6.1
Reading
Skill
Reading
skill is the competence of a redder to interact ability, background of
knowledge language knowledge, cultural values and beliefs with the text of author’s
thought (Mekule ck in Nasrullah, 2008: 5).
Reading
in this study is the process of constructing meaning from written texts by
using cooperative learning method. It is a complex skill ruining the
coordination of a number of interlaced sources of information.
1.6.2
Cooperative
Learning Method
According
to Deutsch (1962) in Johnson & Johnson (1989), cooperative learning is
creating some small groups of students to work together in order to maximize
their ability and learning each other. While, they receiving instruction from
the teacher previously.
Cooperative
learning is a successful teaching strategy in which small teams, each with
student of different levels of ability, use variety of learning activities to
improve their understanding of a subject. Each member of a team is responsible
not only for learning what is taught but also for helping teammates learn, thus
creating and atmosphere of achievement. Student work through the assignment
until all group members successfully understand and complete it.
CHAPTER II
2.1
Reading as
Language Skill
Reading
and language learning are important. In this case reading can make someone
successful in study and also by reading someone knows the world. In the class
room every teacher usually asks the students such as how many times they have
read something, but you may never have given much thought to haw words,
sentences, and text mean. In the daily life, we understand of what we heard and
read while other things we doubtless do not understand. However, we may seldom reflect
upon the how or why of comprehension; we may never have constructed from our
own experience a theory about how a language means.
The
ultimate purpose of reading is to arrive at meaning, but there are differing
views about what is involved in learning to read, most reading instruction is
based, implicitly if not explicitly, on one of the three following views:
View 1. Learning to read means learning to pronounce
words.
View 2.
Learning to read means learning to identify words and understand their
meaning.
View 3. Learning to read means learning to bring
meaning to a text in order to get meaning from, or understand a text.
Smith in Heinemann (1988: 15)
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2.2
Teaching
Reading
Reading
is a fluent process of readers combining information from a text and their own
background knowledge to built meaning. According to Nunan (2003: 68), teaching
reading usually has at least two aspects. First, it can refer to teaching
learners who are learning to read for the very first time. A second aspect of
teaching reading refers to teaching learners who already have reading skill in
their first language.
Reading
consists of two related process of perceiving how written symbols correspond to
one’s spoken language. Nunan (2003: 74), state that there are eight principles
for teaching reading;
1.
Exploit the reader’s background knowledge.
A reader background knowledge can influence reading comprehension
(Carrel, 1983, Carrel and Connor,1991). Background knowledge includes all of
the experiences that a reader brings to a text: life experiences, educational
experiences, knowledge of how text can be organized rhetorically, knowledge of
how one’s first language and the second language works, and cultural background
and knowledge.
2.
Build a strong vocabulary base
Basic language should be explicitly though and second language reader
should be thought to use context to effectively guess the meanings of less
frequent vocabulary.
3.
Teach for comprehension
In many reading instruction programs, more emphasis and time may be
placed on testing reading comprehension than on teaching readers how to
comprehend. Monitoring comprehend is essential to successful reading. Part of
that monitoring process includes verifying that the prediction being made are
correct and checking that the reader is making the necessary adjustments when
meaning is not obtained.
4.
Work on increasing reading rate
One focus here is to teach readers to reduce their dependence on a
dictionary. Skill such as scanning, skimming, predicting, and indentifying main
ideas gets students to approach reading in different ways.
5.
Teaching reading strategies
To achieve the desired results, students need to learn how to use a range
of reading strategies that match their purposes for reading. Teach them how to
do this should be a prime consideration in the reading class room (Anderson,
1991; Chamot and O’malley, 1994).
6.
Encourage readers to transform strategies into skills
An important distinction can be made between strategies and skills
(Kawai, Oxford, and Iran-Nejad 2000). Strategies can be defined as conscious
actions that learners take to achieve desired goals or objectives, while a
skill is a strategy that has become automatic. For example, guessing the
meaning of unknown vocabulary from context can be listed as both a strategy and
a skill in reading texts.
7.
Build assessment and evaluating into teaching process
Assessing growth and development in reading skills from both a formal and
an informal perspective requires time and training. Both quantitative and
qualitative assessment activities should be included in the reading classroom.
8.
Strive for continues improvement as a reading teacher
The quality of the individual teacher is integral to success of
second/foreign language readers. Reading teachers need to be passionate about
their work. They should view themselves as facilitators, helping each reader
discover what works best. Integrating the key principles discussed above can
lead to more effective reading instruction in the second language class room.
2.3
Cooperative
Learning Method
This
section is going to discuss teaching reading by using cooperative learning method.
The detail explanation is as follows:
2.3.1 Teaching Reading Using Cooperative
Learning Method
Concerning
to the problems of teaching reading in the class, the writer will teach reading
using cooperative learning method to improve the students’ skill in learning
English, especially in reading skill. As my poin of view, the students have no
bravery to ask the teacher what they do not understand about the lesson which
is given by their teacher. Because the
students are still doubt and shy to ask the teacher about what they do not
understand and the teacher has known about that. To solve he problem, the
teacher will use other technique like cooperative learning, in order to make
the student enjoying the lesson and the student brave in giving their ideas to
his or her friends. By using the cooperative learning method, each student in a
group can help each to find the information in the passage. The students who
are poor in reading possibly learn many things from their groups, such as
analyzing the words and using dictionary.
2.3.1.1 Types of Cooperative Learning
1
Jigsaw, Groups with five students are set up. Each
groups member is assigned some unique material to learn and then to teach to
his groups members. To help in the learning student across the class working on
the same sub-section get together, to decide what is important and how to teach
it. After practice in these “expert” groups, such as analyzing the words and
using dictionary.
2
Think-Pair-Share, Involve a there step cooperative
structure. During the first step
individuals think silently about a question posed by the instructor.
Individuals pair up during the second step and exchange thoughts. In the third
step, the pairs share their responses with other pairs, other teams, or the
entire groups.
3
Three-Step Interview (Kagan), each member of a team
chooses another member to be a partner. During the first step individuals
interview their partners by asking clarifying question. During the second step partners reverse the
roles. For the final step members share their partner’s response with the team.
4
Round Robin Brainstorming (Kagan) Class is divided into
small groups (4 to 6) with one person appointed as the recorder. A question is
posed with many answers and 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 start and each person in the groups in order gives
an answer until time is called.
5
Three-minute review,
Teachers stop any time during a lecture
r discussion and give teams
minutes to review what has been said,
ask clarifying question or answer
question.
6
Team Pair Solo (Kagan) students to problems firs as a
team, then with a partner, and finally on their own. It is designed to motivate
students to tackle and succeed at problems which initially are beyond their
ability. It is based on a simple notion of mediated learning. Students can do
more things with help (mediation) than 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 a point they can do alone that which at first they could do only with help.
7
Circle the sage (Kagan) – First the teacher polls the
class to see which students have a special knowledge to share. For example the
teacher may say ask who in the class was
able to solve a difficult math homework question, whose had visited Mexico, who
knows the chemical reactions involved in
how salting the streets help dissipate snow. Those students (the sages) stand and
spread out in the room. The teacher then has the rest of the 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 the classmates listen, ask question, and
take notes. All students then return to their teams. Each in turn explains what
they learned. Because each one has gone to a different sage, they compare
notes. If there is disagreement, they
stand up as a team. Finally, the disagreements are aired and resolved.
8
Partners (Kagan),
The class is divided into teams 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 the other set. Partners quiz and tutor teammates. Team
reviews how well they learned and taught and how they might improve the
process.
2.3.1.2 Factors
that Promote Cooperative Learning
There
are there factors that influence cooperative learning method in teaching
learning process (Sri Wahyuni, 2010). They are:
1
Teacher Factor
The teacher to collaborate the cooperative learning method in improve
student ability, teacher has to combining various modes of learning. Below are
the issues that may the teacher raise when they undertake or even contemplate undertaking
the method (Cohen, 1994).
a.
Difficulty level
Difficulty level of activates may be the largest stumbling block to
successful CL use. Especially when beginning with CL, the task should be an
easily doable one, so that students can feel comfortable and content working
into groups. Ideas to consider here c include starting CL with easy tasks,
carefully clarifying procedures so that students know what they will be doing,
providing examples of what groups are being asked to do, and monitoring groups so that teachers can provide help when
needed.
b.
Sponge activities
Often some groups or group members will finish before other. It may be
useful for teachers to be prepared wit extra activities to “soak up” this extra
time, in a way similar to that in which a sponge soak up extra water. Some
ideas include doing homework or extensive reading, heeling other individuals or
groups who have not yet finished, comparing answer with other who have finished
and doing an enrichment activity such as
creating similar tasks as is done in question and answer pairs.
c.
Groups that don’t get along
Cooperative Learning groups are often selected by the teacher to promote
heterogeneity. Thus students may initially feel uncomfortable with their groups
mates who they might not have known before or who perhaps they knew and did not
like as. A result, group mates may not get along with each other. Some ideas
for addressing this include helping groups enjoy initial success, explaining
the benefits of heterogeneity, doing teambuilding activities to promote truss
and to help students get to know each other, and teaching collaboration skills.
d.
Noise level
Some teachers worry that the nose level may be higher than acceptable
during cooperative learning activities.
Some ideas to consider in this regard include accepting “good” noise,
arranging the room so that students sit close together asking students to
monitor the sound level, and using writing instead of speaking.
2
Student Factors
a.
Positive interdependence
·
Student must fully participate and put forth
effort within their groups
·
Each group member has a task/role/responsibility
therefore must believe that they are responsible for their learning and that of
their group
b.
Face-to-face primitives interaction
·
Member promote each others success
·
Student
explain to one another what they
have or are learning and assist one another with understanding and
completion of assignments
c.
Individual Accountability
·
Each student
must demonstrate master of the content being studied
·
Each student is accountable for their learning
and work, therefore eliminating “social
loafing”
d.
Social Skills
·
Social skills that must be taught in order for
successful cooperative learning to occur.
·
Skills include effective communications,
interpersonal and groups skills
3
Material Factor
The material has to relevant by students’ ability and intersecting to the
student
Generally,
Stahl & Slaving said in (Silohatin, 2007 : 10) there are four steps of
using cooperative learning in improving students’ motivation which an be
operationally explained as follows
1.
The teachers have to design the lesson plan. In this
step, teachers have to consider the teaching target which will be reached by
the student in learning process.
2.
In implicating this method of learning the teachers
have to make an observation sheet that will be used to observe student activity
in learning together in small groups.
3.
in implementing the observation of the student activity
the teacher refers and guides student for understanding the materials about
students attitude and behavior whether
in groups in or individuals during the
learning process in class
4.
The teachers give a chance to student in each group to
present their work result. In the class room discussion, the teacher responds
as a moderator and a facilitator.
It’s aimed at guiding and correcting the students comprehension or
understanding towards given material.
In
teaching reading using cooperative learning the
teacher have other techniques to
improve their students one of them is SQ3R Method “Survey Question, read,
erective, and review” (Robison in Burs
1984 : 266a ). The additional explanations for the SQ3R Method can be seen
bellow:
1.
Survey: As the teachers approach reading assignment,
the teacher should notice chapter title main headings, read introductory and
summary paragraph, and inspect any visual aids such as maps, graphs, or illustrations.
This initial survey provides a framework for organizing the fact the teacher
later drive from reading.
2.
Questions: the teacher formulates a list of questions
that he expects to e answered in the reading. The headings may give him some
clues.
3.
Read: the teacher reads the selection in order to
answer the questions he has formulated. Since this is purposeful reading.
Making brief notes may be helpful
4.
Recite : the teacher has read the selections, tries to
answer each of the questing that has formulated earlier without looking back at
the material
5.
Review ; the teacher rereads to verify or correct he has recited answer and to make
sure that he as the main points of the selections in mind and that he
understand the relationship between the
various points
Using
the method such as SQ3R will help a student remember the content of material
better than simple reading method. Consequently it is worthwhile to take time
in class to show pupils how to go through the various steps. The teacher should
have groups practice season on SQ36R, or any study method, before he or she
expects the children to perform the steps independently.
Any
instructional method that used by a teacher has advantages disadvantages, and
requires some preliminary preparation. Often times, a particular teaching
method will naturally flow I to another, all within the same lesson, and
excellent teacher have developed the
skill to make the process seamless to
the students (Adprima, 2010) .
2.4
Previous Study
Before
the writer will begin to discuss about students’ learning especially in reading
skill in detail, the writer will explain some researches as the references for
the readers in order the readers can investigate the similarity and differences
between those researches and the research that will be done by the writer.
Improving
students’ Reading Comprehension by using cooperative learning Technique A study
at the second year student of MTs Negeri 2 Mataram in Academic Year 2019/2010,
(Suherman 2010). The researcher used a class room action research to the
positive effect of using cooperative learning technique, and he found that the
cooperative learning technique in improving students’ reading comprehension was
inappropriate to apply. This was indicated by the students’t-score that the
students who obtained good marks I reading skill b based on post-test of the
firs cycle after using cooperative learning technique were 48 students (92%)
and 34 students (66%) on the cycle 2 was out of 52 students. On the pre-test
there were 4 students (8%) who obtained poor marks in the first cycle and 18 students
(34%) in the second cycle
The
effectiveness of SQ4R in teaching Reading At the Second Year Student of SMAN 7
Mataram in Academic year 2009/2010, (Satriawan 2010). The researcher used an experimental
research method to find out the effectiveness of using SQ4R in teaching reading.
The study describes the relationship between two variables or more to find out
the influence of one variabel to another. And he found that the method was effective
in teaching reading. This is proven by
the mean of experimental group which is higher than control group.
Improving
students’ speaking ability by using cooperative learning strategies at the
second year student of MTs Nurul
Haramaen Putri Narmada in academic year 2009/2010 (Sri Wahyuni, 2010). The
research was used and class room action research to find out how cooperative
learning strategis can improve the students’ speaking ability. As the result
cooperative learning Strategy was effective to improve students’ ability in
English Language. We can see from the result of the post-test were 34 (100%)
passed the passing grade and from the deviation we may know that 44% students’
English achievement were increase after using cooperative learning strategy.
The
previous research and the research that will the writer do have the similarity
that is to improve students’ learning especially in reading skill but by the
different method.
CHAPTER III
RESEARCH METHOD
In
this chapter, the writer will explain the research method that is used in this
study. It consists of: Research Design, Research Site and Participant, Data
Collection Procedure, and Data Analysis Procedures.
3.1 Research Design
This
research adopts a quasi experimental study. This research design is called a
nonequivalent control groups design or more properly a nonequivalent group
design (the name comes from the fact that the groups were no randomly sample).
This design is not as strong as the true experiment designs because it lacks
randomization (David Nunan, 2009).
The
writer had divided the samples into two groups namely: experimental groups (XI
PS-A) and control group (XI PS-B). The experimental group had been taught by using cooperative
learning method in teaching reading and the control groups was imply observed
by the researcher. The design of this research could be shown on the table below:
Table
1 Research Design
Groups
|
Pre-test
|
Treatment
|
Final test
(pos-test)
|
EG
CG
|
TI
TI
|
X1
X2
|
T2
T2
|
|
EG : experimental group
CG : Control group
T1 : the points before treatment
T2 : the point after treatment
X1 : treatment for experimental group
X2 : treatment for control group
Based
on the pattern above, the researcher will give the students of both experimental
and control groups a set of pre test. The treatments were given for experimental
group to stimulate the students to understand more about English Reading by
using cooperative learning method. Meanwhile the control group will simply
observed. After giving treatment, bot of the groups were post-tested by using
the test that will use for the pre-test.
3.2 Research site
This
study will be conducted at the second year students of MA Annajah Yayasan
Pondok Pesantren Al-Halimy Sesela Kecamatan Gunungsari West Lombok, in Academic
Year 2011/2012. This school is chosen because of several reasons. Then, the
writer is familiar with The Head Master and the teacher; this school also was there
writer did the PPL (Teaching practice). Therefore the writer knew the facilities
of the school and the school and the teacher itself, as well as this school was
the nearest school from the writer’s that’s the writer wouldn’t spend much time
to reach it.
3.3 Population and Sample
The
specification of the population will e needed to make a research valid (Yusra
2006). Dealig with that the
population of this study was the second
year students of MA Annajah Yayasan Pondok Pesantren Al-Halimy Sesela Kecamatan
Gunungsari West Lombok, in Academic Year 2011/2012. the second year students of
MA Annajah Sesela consist of 50 student (2 classes) 25 student each class
The
writer will takes both of classes as the sample: the samples were divided into
two groups namely: class XI PS-A experimental groups and class XI-PS-B as
control group. Each of which consisted of 25 Student, thus the total sample of
this study was 50 students.
3.4 Data Collection Procedures
This
study employees two data collection techniques, namely test and questionnaire.
1.
Test
The
researcher give the students of
experimental and control groups a set of pre-test post-test. The pre-test
consist of twenty multiple choice items in order to know the students previous
knowledge in reading.
Having
given the students pre-test, the researcher gives treatments’ for students in
the form of applying cooperative learning method in teaching English reading the treatments give
three time for experimental group.
2.
Interview
The
interview is and efficient data collection technique to know for certain
variabels to be measured by giving a set of oral questions to respondent to
answer.
In
the interview the researcher takes semi structured interview because the
researcher does know exactly the information will get Esterberg (2002).
This
interview will involved 6 respondents; 2 respondents are taken of the students
who have high level achievement in English, 2 respondents are taken of the
students who in the middle level achievement of English, and the other are taken
of the students who have the lowest level of English. The Respondents asked to
indicate the factors that influence cooperative learning method in teaching
learning process.
3.5 Data Analysis Procedure
1.
Test
To
analyzed data gained the researcher will employed t-test. After collecting the student’s
pre-test pos-test, the writer will compute the student’s scores of pre-test and
post-test between experimental group and control group by using the following
formula:
S
=
Where:
S = is the score
B = is the right answer
20 = is the total number of the test items
Then,
the writer compute man score of both experimental and control group by using
the following procedures:
Mx =
Where:
M = is the mean score of experimental
group
X = is the deviation score of pre-test
and pos-test
N = is the number of the samples
∑ = is the sum of
While the
formula have been applied for control group is as follows:
Mx =
M = is the mean score of experimental
group
Y = is the deviation score of pre-test
and pos-test
N = is the number of the samples
∑ = is the sum of
The
next step was the mean score had been obtained trough above formula was analyzed
and interpreted. Finally, the writer computed the correlation. Coefficient of
the two means score in once to know whether it was significant or not. The formula
that can be used as follows:
t
=
Where:
Mx : is the mean score of experimental group
My : is the mean score of control group
N : is the number of the sample
Nx : is the sampel of the experimental group
Ny : is the sample of the control group
: is the sum of……..
(Arikunto, 2002: 280).
2.
Interview
The
researcher use a researcher takes semi structure interview to know what factors
that influence the successfulness of using cooperative learning method in
teaching learning me process. The researchers interviewed the respondent more
flexibly to know the problems by open minded, Esterberg (2002).
The
researcher will ask some questions to 6 respondents who are taken of the
students that classified by their achievement; high level achievement, middle
level achievement, and lowest level achievement. All of the questions are about
the factors that influence their successfulness in learning English reading by
using cooperative learning method. While the interview the researcher use an
audio recorder to record the interview process.
At
the end of research the researcher will take some conclusions about the factors
that influence the student achievement in learning English reading by using
cooperative learning method.
LIST OF INTERVIEW
- Apakah anda merasa cocok/nyaman dengan patner anda dalam belajar reading dengan metode cooperative?
- Apakah anda bekerjasama dengan patner anda dalam hal bertukar informasi tentang materi yang telah diberikan?
- Apakah materi yang diberikan sesuai dengan kemampuan anda?
- Apakah guru memberikan instruksi/perintah yang jelas tentang apa yang akan anda lakukan saat materi diberikan?
- Apakah kelas menjadi ribut/tidak terkontrol saat belajar dengan metode ini
- Apa yang menyebabkan kelas menjadi tidak terkontrol/ribut?
- Apa yang biasanya dilakukan oleh guru anda saat kelas menjadi ribut?
- Apakah ada murid yang menyelesaikan materi sebelum batas waktu yang ditentukan?
- Apakah guru memberikan tugas tambahan bagi siswa yang selesai lebih awal?
- Apakah anda menikmati belajar dengan metode ini?
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