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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 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. 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). If the result of calculation to (t 0bservation) is lower than tt (t table), to.

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. 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. 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.’’. 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. 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. 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.

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. 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.

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, raceclass 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.

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. 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 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.

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. 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. 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. 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. 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. 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. 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. 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. Advantages and Disadvantages of Cooperative Learning There are some advantages of using cooperative learning. 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. Students learn to understand and appreciate different perspectives and opinions. The students will get new experiences in solving the problems with others. 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.

Reading Comprehension. 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 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.how ever, 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. 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. 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. 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 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.

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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. 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. 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. Place and Time of Study The location is students of Madrsah Tsanawiyah Attaqwa Tangerang on Jl.KH. 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.

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. 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. 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. 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. 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. 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. 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. 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. RESULT AND DISCUSSIONA. 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.

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.