A. Reading
In this research reading is one of term that become the focus of discussion. To make it clearly understand and easy for the readers the writer would like to present some theory in this research. The following are some points that present in this research.
1. The Nature of Reading Comprehension
Reading comprehension is one of the language skills that should be mastered by every the students. Someone will get many information or knowledge without reading and comprehending what the readers read. Reading is not just moving eyes from one to other words moreover involves the communication of meaning by use of symbol language. It is a process of reception communication.
Reading is a process of deriving meaning from written symbols.[1] It means that the readers perceive the symbols and try to determine what the author mean, either while perceiving them or shortly thereafter.
According to Burhan, reading is a process of getting to know the meaning of words and combining words in sentences and structur readings, so the end result of the process of reading is a person capable of making the essence of reading.[2] It means that by reading the obstacle or the problem, which is our mind can be solved or answered by it and the reader can make main idea from the text.
In addition, reading is worked on form the beginning but follow from what language learners already know.[3] It means that reading is the students works in reading and followed by understanding of main ideas that passage from the text.
From statement above it can be inferred that the readers must understand the way of reading and know the information or the message of the text. Understanding the written text means extracting the required information from it as efficiently as possible. It means that in reading the readers not only just to read the words in the text but also must understand what the readers read.
2. The aims of Reading
A person read for many purposes, people will not read something if it does not know the purpose and clear objectives. The main objective is to find and read the information or message conveyed through the medium of writing the author, to get understanding or to get pleasure.
There are some roles that can rendering of reading activity, for example:[4]
a. Reading activity can help someone in solving problem.
b. Can strengthen self confidence.
c. As an training.
d. Can give aesthetic experience.
e. Can improve achievement.
f. Can extend knowledge and others.
It means that purposes of reading is to help a person acquire knowledge, develop an appreciation and to find the solutions of the problem individual. In addition, learning reading at the school aims to develop strategies that help the students get information or knowledge from reading.
3. Reading as Process
Reading process is process acceptance of symbol by sensori and then to interpretation symbol or word which we see, to know the relation between symbols and voice and what words in presenting.
According to Burhan he say that:
The process of reading is a symbol of the the sensory acceptance process, then interpret symbols or words that look or to interpretation following the logic and grammar patterns of the words in the authors write, analyze the relationship between symbols and sounds between words and what you want in the show, connecting the words back to the direct experience to provide meaningful words and remember what they have learned in the past and incorporate new ideas and facts and approve individual interests and attitudes which readers feel the task.[5]
From statement above it can be concluded the process of reading is a physical and mental activity that requires a person to interpretation symbols with an active and critical writing as communication patterns with yourself so that readers can find the meaning of words and the information transmission process thought to develop intellectual and lifelong learning.
There are four models of reading process are:[6]
a. The Linear Model
The linear model of reading , familiarly called the buttom-up model, views reading as a part-to-whole-process. First the reader learn to recognize letters, followed by word and than followed in context, until he or she finally begins to understand what is read. Thus, the readers job is to figure out the meaning of the text as it was intended by the outhor. The linear model is the theory behind the basal reader, sequential approach to teaching reading.
b. The Interactive Model
The interactive model is based on schema theory (Rumelhart, 1984) and views the reading process as an interaction between the reader ant text. Schema theory explains how learners acquire, store and use knowledge in the form of schema, whic are like scaffolding, giving structure to how knowledge is organized in the mind. The readers job is to make meaningfull connecctions between new information and prior knowledge (or schemata) and to use personal reading strategies and develoved and adjusted for each individual purpose in reading while constructing meaning from print. In schema theoretic terms, a readers comprehends a massage when a he or she is able to bring to mind a schema that gives a good account of the objects and events descraibed in the message.
c. The Psycholinguistic Model
The psycholinguistic model develoved by Kenneth Goodman (1976) familiarly called the top-donw model views reading as part of language development and a process of hyphotesis testing, in which the readers job is to make predictions about the meaning of what being read. Goodman uses the term ‘psycolinguistic guessing game’ to discribe the tentative information frocessing readers do while reading. Readers simultaneously test and accept or reject hypothess as they create meaning. Goodman also introduced the notion of miscue analisys to point out that not all reading errors are equally important. He challanged the idea that language should be though in pieces. This theoretical model is reflected in whole language approaches.
d. The Transactional Model
The transactional model of reading, developed by Louise Rosenblatt (1978, 1983, 1994) describes reading as a transaction between a particular reader and a particular text that occurs at a particular time and context. Meaning does not reside solely in the text or solely in the readers but comes into being during a transaction between the two. The reader is active the text only consist of marks on the page until the readers transacts with it. The term reader implies the transaction with a text and the term text implies a transaction with a reader. The two are not distinct entities but factors in a total situation. This view of the reading process has influenced approaches to teaching with literature that recognize the importance of the readers response: student-and response-centerd intruction, literature group, response journals, and the use of more open, aesthetic questioning.
From four medels of reading process above it can be concluded the medels of reading process is activities related to the introduction of the letter, the sound of the letter, or series of letters followed by the introduction of the meaning of the word until the students begin to understand what they read based on the context of discourse.
4. The Kinds of Reading
Reading as a complex activities , have complex purposes and problems are manifold, complex purposes is generally purposes of reading, in the other of that of course have specific purposes that caused emergence the kinds of reading.
There are two kinds of reading are:
a. Skimming
Skimming is looking the matters that are important from text, the main idea and important details in this regard are not always on the surface, but sometimes in the middle or at the bottom end.[7] It means that skimming is speed reading to get some information, in the skimming process of reading done in jumping around to look at the main points in mind while reading material to understand the theme of the reading.
The examples of skimming reading is skimming to get the main idea of a text book page so it can decide whether the book is useful and need to read more slowly and more detail.
b. Scanning
Scanning is a technique to find information quickly from reading, with page after page of how to rake it evenly, and then when it got to the part is needed, eye movement stops, the eyes move rapidly, jumping up and did not see the word for word.[8] It means that scanning is a technique for obtaining information read without reading the others, read scanning immediately find the information that has been determined reader.
The examples of scanning reading, reading broadcast on television, look for a phone number in the phone book, look up the word in the dictionary, a list of trips, look on bulletin boards, etc.
5. The Techniques of Learning Reading
In the teaching of reading the ability to read can specifically differentiate between reading aloud, silent reading, reading comprehension and independent reading.[9]
a. Reading Aloud
These activities are means to train so that students can read with to say or correct speech. Reading aloud using a technique that typically aim to look and say words, phrases and sentences English correctly. Besides say the teachers also need to train English stress and intonation correct. As a model that will repeat your words by the students, the teachers should have skills and English language skills are sufficient.
Usually the teacher gives an example by reading the first words, phrases or sentences to read then clearly, then continue with reading a short discourse, the students listen to the teacher and then split again and in impersonate the students together. When the students are pretty much familiar with the English language, the teachers can ask the students to read aloud individually.
b. Silent Reading
Read a discourse or text without voice is also an activity reading skills that need to be applied in the higher classes, silent reading train the students to really focus or ignorant mind in order to understand the content of the discourse or text. The teachers need to observe when the students use silent reading, if necessary, the teacher reminds the students that do not move or make a sound when the lips do silent reading.
To determine the students understanding of reading, after the allotted time runs out, for example 5-10 minutes, the teacher can give the question about the content of reading, the students can respond verbally or requested or show and read the sentence that is written as an answer.
c. Reading Comprehension
This reading activity aims to obtain information from the text or materials that are read, because it is really the students in practicing reading with the aim of obtain information about the content of reading. Usually to determine whether the students have understood the content of the reading, the teacher will give the questions about the content of the text you just read in the students.
In this case, the act of reading can be in the mix with speaking activities when the students answer orally. The students may give a written answer or the students are asked to write back (copying) a few phrases or sentences.
d. Independent Reading
When the students are able to read in the liver or reading with reading comprehension hard sound and then the students would go to independent reading or independent reading. The students need time to look at language learning writing or reading text and guess the meaning of words in context.
In this case, they can be helped with the picture on the book reading. Help the students become independent readers is an attempt to develop the students language skills, they will be skilled with read, speak or write. For example, after reading, the students recounted in asking or telling the theme of what the students read, then the students can write back with their own words.
From statements above it can be concluded many the techniques of learning reading all of that gives purposes to the students can read with to say or correct speech and easy to know the meaning of text.
B. Cooperative Learning Method
1. The Nature of Cooperative Learning Method
Cooperative Learning essentially involves the students learning from each other in groups, but is not the groups configuration that make Cooperative Learning distinctive, it is the way that the students and teacher work together that is important. In Cooperative Learning, teacher teach the students collaborative or social skill so that they can work together more effectively.
According to Robert E. Slavin, Cooperative Learning usually supplements the teacher’s intruction by giving students an opportunity to discuss information or practice skills originally presented by the teacher, sometimes cooperative methods require students to find or discover information on their own.[10]
From statements above it can be concluded that Cooperative Learning method is a generic term to the teachers instruction, various small group interactive instructional procedures and giving the students opportunity. The students work together on academic task in small groups to help themselves and their teams learn together. When efforts are structured cooperatively, there is a considerable evidence that the students will achieve higher, learn more, use higher level reasoning strategies, build more complete and complex conceptual structures, and retain information learned more accurately.
According to Jonshon at all, Cooperative Learning is an instructional method where the students in small groups can work together to maximize one anothers learning and to achieve their mutual goals.[11] From statement above it can be concluded that Cooperative Learning method is a teaching strategy involving the students participation in small group learning, activities that promote positive intraction, this digest discusses the reasons for using Cooperative Learning method in strategy the long term benefits for the students education.
In addition, Allin and Bacon said Cooperative Learning is an insructional technique that uses the students onw conversation as a vehicle for learning.[12] It means that Cooperative Learning is a teaching strategy involving the students partisipation in small group learning, active that promote interaction and conversation, this digest discusses the reason for using Cooperative Learning in strategy an the long term benefits for the students education. The students work together in small groups help themselves and their teammates learn together. Cooperative Learning requires that the students work together to achieve goals which that could not achieve individually.
Cooperative Learning method allows the teacher to actively involve the students in discovering knowledge through a new learning process, the learning process takes place through dialogue among the students.
Dialogue can be achieved through formulated questions, discussions, explanations, debates, writings, and brainstorming during class. Projects that require a wide range of talents and skills can be assigned to each group member, contributing to the groups overall success. Assigning different roles to different the students and providing scripts for interaction is another application of Cooperative Learning method.
Successful models always include plain old good intruction; the cooperative activities supplement but do not reflace direct intruction (what they do reflace is individual seatwork), moreover they always include individual accountability, in that group success depends on the some of all group members quiz scores or particular contributions to a team task.[13]
It means that the successful forms of Cooperative Learning method are those that provide a good deal of structure as well as rewards or recognition based on group performance. Success models of Cooperative Learning method is that the methods will be oversold and the teachers will be understrained.
2. The Elements of Cooperative Learning Method
Cooperative Learning the students work in teams on structured learning tasks under condition that five criteria:[14]
a. Positive interdependence: team members must rely on one another to accomplish goal.
b. Individual accountability: members held accountable for (a) doing their share of the work and (b) mastering all material.
c. Face-to-face interaction: at least some of work done by team mambers working together.
d. Appropriate use of interpersonal skills: team members practice and receive intruction in leadership, decision-making, communication, and complict management.
e. Regular self-assesment of group functioning: team periodically reflect on what they are doing well as a team, what they could improve, and what (if anything) they will do differently in the future.
In addition, positive interdenpedence between individuals can be fostered in a number of way:[15]
a. Give group members specific roles to perform such as encourager, observer, clarifier or recorder. In this way each individual has a specific task to perform and everybody’s contribution is necessary to complete the task successfully.
b. Break the task into subtasks which are necessary to complete the task successfully, each group member is given a subtask, input is than required by all members of the group.
c. Assess the group as one entity instead of individually, children could be asked to work on their spelling in pairs, for example, with an assessment of each pair.
d. Cooperative and competitive goal structures can be combined by having Cooperative Learning groups compete against each other, sporting teams competing is an example of this strategy. This competition engenders positive interdependence within the cooperative group, but it is essential that group members are changed frequently to avoid fostering competing cliques that can undermine class cohesiveness and morale.
e. Pit a small group against some external force, such as time or gravity, two children could, for example see how long can keep a ball suspended using only their foreheads. Competing against an external force is very different from competing against each other.
f. Create fantasy situations where the group has to work together to deal with imaginary forces, within rules established by the situation.
In this examples, group members have important roles to play so that the group can function cooperatively, all role are interdependent and individual the students share similar goals such as performing for an audience, informing others with a newspaper or making sure the doctors surgery has a good supply of patients as well as doctors and nurses.
In a cooperative setting the students needs to be concerned with how he or she spells and how the other students perform in the spelling group.[16] It means that positive goal interdependence requires acceptance by a group together. A cooperative spelling class is one where the students are working together in small groups to help each other learn the words in order to take the spelling test individually on another day.
3. The Characteristics of Cooperative Learning Method
There are four characteristics of Cooperative Learning method:[17]
a. The students work together in small groups containing two to five members.
b. The students are positively interdependent.
c. Activities are structured so that students need each other to accomplish their common tasks or learning activities.
d. The students are individually accountable or responsible for their work or learning.
It means that Cooperative learning groups can consist of two to five the students, but groups of three to four are also effective. Classes can be divided up into several groups, the groups should contain high achievers and low achievers.
4. The Effectiveness of Cooperative Learning Method
These common features enhance the effectiveness of Cooperative Learning groups:[18]
a. The students work in small, teacher-assigned groups.
b. Groups have one or more common goal toward which to work.
c. The students are given clear guidelines about how to behave.
d. Group members depend on one another for their success.
e. A structure is provided to encourage productive learning behaviors.
f. The teacher serves primarily as a resource and monitor.
g. The students are individually accountable for their achievement.
h. The students are rewarded for group success.
i. At the completion of an activity, each group evaluates its effectiveness.
It means that the effectiveness of Cooperative Learning method is the students work together on ecademic task in small group to helps themselves and their teams learn together for group success.
5. The Strategies of Cooperative Learning Method
Several Cooperative Learning strategies have been developed :[19]
a. Jigsaw: The students form teams, and each member of the team becames an expert on one topic by working with members of other teams who are assigned the same topic. For example, if there are six teams and each has five members (A, B, C, D, E), topics would be assigned like this:
A How long ago and how long did dinsours live?
B Where and how did they live?
C What are the types of meat-eating dinsours?
D What are the types of plant-eating dinsours?
E Why did dinsours become extinct?
When the students return to their original teams, they share what they learned about their resfective topics. All members of the teams are assessed on all topics.
b. Think-Pair-Share: In this type of Cooperative Learning strategy, the students think about question or topic, pair up with patners to discuss it, and shares their thoughts with the rest of the class.
c. There-Step Interview: The students working in this strategy also from pairs, each partner interviews the other and than shares what he or she has learned with the whole class.
d. Cooperative Projects:Co-op Co-op: The students work together in small groups toward a single goals, but each individual must make an identifiable contribution. We have already seen saveral examples of this strategy in this book, including Avril Font’s the students working in group workshops to learn about maypole dance or build a dragon and dramatize the story of St. George and the dragon. Kathy Lee’s the students provided another example when they worked on cooperative projects in group and made clay animation movies.
To work effectively , cooperative project group should have the following features:
1. Hateregoneous composition (ability, gender, race/ethnicity).
2. Individual accountability.
3. Group goals (positive interdepedence).
4. Shared responsibility.
5. Emphasis on social skills.
From statements above it can be concluded there are four strategies of Cooperative Learning method all of that discuss about, the students share with patners what they learned, the students think about the question or topic from text, the students discuss the text with their patners and the students work together toward a single goals.
6. The Advantages and Disadvantages of Cooperative Learning Method
a. The Advantages of Cooperative Learning Method
There are advantages to Cooperative Learning method, are:[20]
1. The student-faculty and the student-student interaction
2. Information retention, grades
3. Higher-level thingking skills
4. Attitudes toward subject, motivation to learn it
5. Teamwork, interpersonal skills
6. Communication skills
7. Understanding of professional environment
8. Self-esteem, lower level of anxiety (due to less emphasis on competition)
9. Race, gender relation (if CL is implemented carefully)
From statements above it can be concloded the advantages of Cooperative Learning method is can improve the students talk, gives the students opportunity with learn together, more varied talk and more negatiation of meaning.
b. The Disadvantages of Cooperative Learning Method
There are disadvantages of Cooperative Learning method, are:[21]
1. One of them is “having something all at your fingertips” effect. When responsibility for the group is undertaken by one or only a few people, others may participate in their success.
2. Members of the group may also ignore their responsibilities or display low success. In the event of this, the hardworking members may decrease their efforts, thinking that they are being exploited.
3. “The growing richer of the rich” is a condition in which the better students take more benefit of the work done by the roles they have undertaken.
4. While the student who “knows” learns better, the student who “doesn’t know” that much may worsen.
5. In “interference of the responsibility” condition, the more hardworking students do not rate the suggestions and explanations of others and ignore them.
6. While well-structured groups are successful, badly-structured groups become unsuccessful. The students who do not have enough selfconfidence may also experience difficulty in belonging to the group.
7. More talented students may feign less ability. There is a risk that the time is diluted as the responsibility is shared. The group may resist learning, and there may be destructive discussions.
From statements above it can be concluded disadvantages of Cooperative Learning method is some the students do not work well in their group, some the students need more time than others to understand and adsorb the information and some the students are shy or reserved and feel awkward when w
.................................
[1] Barry J. Wadsworth (1978), PIAGET for the classroom teacher, Longman: New York and London, p. 122-123.
[2] Burhan El Fanany (2012), Teknik Baca Cepat Trik Efektif Membaca 2 Detik 1 Halaman, Araska: Pinang Merah Residance Kav.14, p. 10.
[3] Bambang Setiadi (2006) , Teaching English as Foreigh Language, Jakarta: Graha Ilmu,
p. 80.
[4] Bukhari (2010), Keterampilan Berbahasa Membaca dan Menulis, Banda Aceh: PENA, p. 12-13.
[5] Burhan El Fanany (2012), Teknik Baca Cepat Trik Efektif..., p. 9.
[6] Allyn and Bacon (1999), Teaching Language Art A Students-and Response-Centered Classroom, California State University:Long Beach, p. 268-271.
[7] Soedarso (2000), Speed Reading Sistem Membaca Cepat dan Efektif, Jakarta: PT Gramadia Pustaka Utama, p. 88.
[8] Burhan El Fanany (2012), Teknik Baca Cepat Trik Efektif..., p. 98.
[9] Kasihani K.E Suyanto (2007), English for Young Learners, Jakarta: Bumi Aksara, p. 64-66.
[10] Robert E. Slavin (1991) , Students Team Learning: A Practical Guide to Cooperative Learning Third Edition, University of haway : National education Association Washington DC, p. 88.
[11] Jonshon et all (1998) in Yang, Ai-Shih (2009), The Example of Cooperative Learning (CL) in EFL Classrooms, Department of Applied Foreigh Language: Chienkuo Technology University, p. 99.
[12] Allyn and Bacon (1999), Teaching Language Art..., p. 167.
[13] Robert E. Slavin (1991) , Students Team Learning..., p. 86.
[14] Richard M. Felder (2008), Active and Cooperative Learning, Penn State University,
p. 20.
[15] Susan Hill & Tim Hill (1990), The Collaborative Classroom: a guide co-operative learning, Australia: Eleanor Curtain Publishing, P. 8-9.
[16] Professor Hartman, Research on Cooperative learning, accesed on March 8th 2013, from http://condor.admin.ccny.cuny.edu/~eg9306/candy%20research.htm
[17] Teresa Sims, Cooperative Learning Concept, accesed on March 8th 2013, from http://cooperativelearningconcept.blogspot.com/
[18] Teresa Sims, Cooperative..., from http://cooperativelearningconcept.blogspot.com/
[19] Allin and Bacon (1999), Teaching Language Art..., p. 167-168.
[20] Richard M. Felder (2008), Active and Cooperative Learning..., p. 23.
[21] Ayhan Dikici and Yasemin Yavuzer (2006), The Effects of Cooperative Learning on the Abilities of Pre-Service Art Teacher Candidates to Lesson Planning in Turkey, Australian Journal of Teacher Education, p. 37.
In this research reading is one of term that become the focus of discussion. To make it clearly understand and easy for the readers the writer would like to present some theory in this research. The following are some points that present in this research.
1. The Nature of Reading Comprehension
Reading comprehension is one of the language skills that should be mastered by every the students. Someone will get many information or knowledge without reading and comprehending what the readers read. Reading is not just moving eyes from one to other words moreover involves the communication of meaning by use of symbol language. It is a process of reception communication.
Reading is a process of deriving meaning from written symbols.[1] It means that the readers perceive the symbols and try to determine what the author mean, either while perceiving them or shortly thereafter.
According to Burhan, reading is a process of getting to know the meaning of words and combining words in sentences and structur readings, so the end result of the process of reading is a person capable of making the essence of reading.[2] It means that by reading the obstacle or the problem, which is our mind can be solved or answered by it and the reader can make main idea from the text.
In addition, reading is worked on form the beginning but follow from what language learners already know.[3] It means that reading is the students works in reading and followed by understanding of main ideas that passage from the text.
From statement above it can be inferred that the readers must understand the way of reading and know the information or the message of the text. Understanding the written text means extracting the required information from it as efficiently as possible. It means that in reading the readers not only just to read the words in the text but also must understand what the readers read.
2. The aims of Reading
A person read for many purposes, people will not read something if it does not know the purpose and clear objectives. The main objective is to find and read the information or message conveyed through the medium of writing the author, to get understanding or to get pleasure.
There are some roles that can rendering of reading activity, for example:[4]
a. Reading activity can help someone in solving problem.
b. Can strengthen self confidence.
c. As an training.
d. Can give aesthetic experience.
e. Can improve achievement.
f. Can extend knowledge and others.
It means that purposes of reading is to help a person acquire knowledge, develop an appreciation and to find the solutions of the problem individual. In addition, learning reading at the school aims to develop strategies that help the students get information or knowledge from reading.
3. Reading as Process
Reading process is process acceptance of symbol by sensori and then to interpretation symbol or word which we see, to know the relation between symbols and voice and what words in presenting.
According to Burhan he say that:
The process of reading is a symbol of the the sensory acceptance process, then interpret symbols or words that look or to interpretation following the logic and grammar patterns of the words in the authors write, analyze the relationship between symbols and sounds between words and what you want in the show, connecting the words back to the direct experience to provide meaningful words and remember what they have learned in the past and incorporate new ideas and facts and approve individual interests and attitudes which readers feel the task.[5]
From statement above it can be concluded the process of reading is a physical and mental activity that requires a person to interpretation symbols with an active and critical writing as communication patterns with yourself so that readers can find the meaning of words and the information transmission process thought to develop intellectual and lifelong learning.
There are four models of reading process are:[6]
a. The Linear Model
The linear model of reading , familiarly called the buttom-up model, views reading as a part-to-whole-process. First the reader learn to recognize letters, followed by word and than followed in context, until he or she finally begins to understand what is read. Thus, the readers job is to figure out the meaning of the text as it was intended by the outhor. The linear model is the theory behind the basal reader, sequential approach to teaching reading.
b. The Interactive Model
The interactive model is based on schema theory (Rumelhart, 1984) and views the reading process as an interaction between the reader ant text. Schema theory explains how learners acquire, store and use knowledge in the form of schema, whic are like scaffolding, giving structure to how knowledge is organized in the mind. The readers job is to make meaningfull connecctions between new information and prior knowledge (or schemata) and to use personal reading strategies and develoved and adjusted for each individual purpose in reading while constructing meaning from print. In schema theoretic terms, a readers comprehends a massage when a he or she is able to bring to mind a schema that gives a good account of the objects and events descraibed in the message.
c. The Psycholinguistic Model
The psycholinguistic model develoved by Kenneth Goodman (1976) familiarly called the top-donw model views reading as part of language development and a process of hyphotesis testing, in which the readers job is to make predictions about the meaning of what being read. Goodman uses the term ‘psycolinguistic guessing game’ to discribe the tentative information frocessing readers do while reading. Readers simultaneously test and accept or reject hypothess as they create meaning. Goodman also introduced the notion of miscue analisys to point out that not all reading errors are equally important. He challanged the idea that language should be though in pieces. This theoretical model is reflected in whole language approaches.
d. The Transactional Model
The transactional model of reading, developed by Louise Rosenblatt (1978, 1983, 1994) describes reading as a transaction between a particular reader and a particular text that occurs at a particular time and context. Meaning does not reside solely in the text or solely in the readers but comes into being during a transaction between the two. The reader is active the text only consist of marks on the page until the readers transacts with it. The term reader implies the transaction with a text and the term text implies a transaction with a reader. The two are not distinct entities but factors in a total situation. This view of the reading process has influenced approaches to teaching with literature that recognize the importance of the readers response: student-and response-centerd intruction, literature group, response journals, and the use of more open, aesthetic questioning.
From four medels of reading process above it can be concluded the medels of reading process is activities related to the introduction of the letter, the sound of the letter, or series of letters followed by the introduction of the meaning of the word until the students begin to understand what they read based on the context of discourse.
4. The Kinds of Reading
Reading as a complex activities , have complex purposes and problems are manifold, complex purposes is generally purposes of reading, in the other of that of course have specific purposes that caused emergence the kinds of reading.
There are two kinds of reading are:
a. Skimming
Skimming is looking the matters that are important from text, the main idea and important details in this regard are not always on the surface, but sometimes in the middle or at the bottom end.[7] It means that skimming is speed reading to get some information, in the skimming process of reading done in jumping around to look at the main points in mind while reading material to understand the theme of the reading.
The examples of skimming reading is skimming to get the main idea of a text book page so it can decide whether the book is useful and need to read more slowly and more detail.
b. Scanning
Scanning is a technique to find information quickly from reading, with page after page of how to rake it evenly, and then when it got to the part is needed, eye movement stops, the eyes move rapidly, jumping up and did not see the word for word.[8] It means that scanning is a technique for obtaining information read without reading the others, read scanning immediately find the information that has been determined reader.
The examples of scanning reading, reading broadcast on television, look for a phone number in the phone book, look up the word in the dictionary, a list of trips, look on bulletin boards, etc.
5. The Techniques of Learning Reading
In the teaching of reading the ability to read can specifically differentiate between reading aloud, silent reading, reading comprehension and independent reading.[9]
a. Reading Aloud
These activities are means to train so that students can read with to say or correct speech. Reading aloud using a technique that typically aim to look and say words, phrases and sentences English correctly. Besides say the teachers also need to train English stress and intonation correct. As a model that will repeat your words by the students, the teachers should have skills and English language skills are sufficient.
Usually the teacher gives an example by reading the first words, phrases or sentences to read then clearly, then continue with reading a short discourse, the students listen to the teacher and then split again and in impersonate the students together. When the students are pretty much familiar with the English language, the teachers can ask the students to read aloud individually.
b. Silent Reading
Read a discourse or text without voice is also an activity reading skills that need to be applied in the higher classes, silent reading train the students to really focus or ignorant mind in order to understand the content of the discourse or text. The teachers need to observe when the students use silent reading, if necessary, the teacher reminds the students that do not move or make a sound when the lips do silent reading.
To determine the students understanding of reading, after the allotted time runs out, for example 5-10 minutes, the teacher can give the question about the content of reading, the students can respond verbally or requested or show and read the sentence that is written as an answer.
c. Reading Comprehension
This reading activity aims to obtain information from the text or materials that are read, because it is really the students in practicing reading with the aim of obtain information about the content of reading. Usually to determine whether the students have understood the content of the reading, the teacher will give the questions about the content of the text you just read in the students.
In this case, the act of reading can be in the mix with speaking activities when the students answer orally. The students may give a written answer or the students are asked to write back (copying) a few phrases or sentences.
d. Independent Reading
When the students are able to read in the liver or reading with reading comprehension hard sound and then the students would go to independent reading or independent reading. The students need time to look at language learning writing or reading text and guess the meaning of words in context.
In this case, they can be helped with the picture on the book reading. Help the students become independent readers is an attempt to develop the students language skills, they will be skilled with read, speak or write. For example, after reading, the students recounted in asking or telling the theme of what the students read, then the students can write back with their own words.
From statements above it can be concluded many the techniques of learning reading all of that gives purposes to the students can read with to say or correct speech and easy to know the meaning of text.
B. Cooperative Learning Method
1. The Nature of Cooperative Learning Method
Cooperative Learning essentially involves the students learning from each other in groups, but is not the groups configuration that make Cooperative Learning distinctive, it is the way that the students and teacher work together that is important. In Cooperative Learning, teacher teach the students collaborative or social skill so that they can work together more effectively.
According to Robert E. Slavin, Cooperative Learning usually supplements the teacher’s intruction by giving students an opportunity to discuss information or practice skills originally presented by the teacher, sometimes cooperative methods require students to find or discover information on their own.[10]
From statements above it can be concluded that Cooperative Learning method is a generic term to the teachers instruction, various small group interactive instructional procedures and giving the students opportunity. The students work together on academic task in small groups to help themselves and their teams learn together. When efforts are structured cooperatively, there is a considerable evidence that the students will achieve higher, learn more, use higher level reasoning strategies, build more complete and complex conceptual structures, and retain information learned more accurately.
According to Jonshon at all, Cooperative Learning is an instructional method where the students in small groups can work together to maximize one anothers learning and to achieve their mutual goals.[11] From statement above it can be concluded that Cooperative Learning method is a teaching strategy involving the students participation in small group learning, activities that promote positive intraction, this digest discusses the reasons for using Cooperative Learning method in strategy the long term benefits for the students education.
In addition, Allin and Bacon said Cooperative Learning is an insructional technique that uses the students onw conversation as a vehicle for learning.[12] It means that Cooperative Learning is a teaching strategy involving the students partisipation in small group learning, active that promote interaction and conversation, this digest discusses the reason for using Cooperative Learning in strategy an the long term benefits for the students education. The students work together in small groups help themselves and their teammates learn together. Cooperative Learning requires that the students work together to achieve goals which that could not achieve individually.
Cooperative Learning method allows the teacher to actively involve the students in discovering knowledge through a new learning process, the learning process takes place through dialogue among the students.
Dialogue can be achieved through formulated questions, discussions, explanations, debates, writings, and brainstorming during class. Projects that require a wide range of talents and skills can be assigned to each group member, contributing to the groups overall success. Assigning different roles to different the students and providing scripts for interaction is another application of Cooperative Learning method.
Successful models always include plain old good intruction; the cooperative activities supplement but do not reflace direct intruction (what they do reflace is individual seatwork), moreover they always include individual accountability, in that group success depends on the some of all group members quiz scores or particular contributions to a team task.[13]
It means that the successful forms of Cooperative Learning method are those that provide a good deal of structure as well as rewards or recognition based on group performance. Success models of Cooperative Learning method is that the methods will be oversold and the teachers will be understrained.
2. The Elements of Cooperative Learning Method
Cooperative Learning the students work in teams on structured learning tasks under condition that five criteria:[14]
a. Positive interdependence: team members must rely on one another to accomplish goal.
b. Individual accountability: members held accountable for (a) doing their share of the work and (b) mastering all material.
c. Face-to-face interaction: at least some of work done by team mambers working together.
d. Appropriate use of interpersonal skills: team members practice and receive intruction in leadership, decision-making, communication, and complict management.
e. Regular self-assesment of group functioning: team periodically reflect on what they are doing well as a team, what they could improve, and what (if anything) they will do differently in the future.
In addition, positive interdenpedence between individuals can be fostered in a number of way:[15]
a. Give group members specific roles to perform such as encourager, observer, clarifier or recorder. In this way each individual has a specific task to perform and everybody’s contribution is necessary to complete the task successfully.
b. Break the task into subtasks which are necessary to complete the task successfully, each group member is given a subtask, input is than required by all members of the group.
c. Assess the group as one entity instead of individually, children could be asked to work on their spelling in pairs, for example, with an assessment of each pair.
d. Cooperative and competitive goal structures can be combined by having Cooperative Learning groups compete against each other, sporting teams competing is an example of this strategy. This competition engenders positive interdependence within the cooperative group, but it is essential that group members are changed frequently to avoid fostering competing cliques that can undermine class cohesiveness and morale.
e. Pit a small group against some external force, such as time or gravity, two children could, for example see how long can keep a ball suspended using only their foreheads. Competing against an external force is very different from competing against each other.
f. Create fantasy situations where the group has to work together to deal with imaginary forces, within rules established by the situation.
In this examples, group members have important roles to play so that the group can function cooperatively, all role are interdependent and individual the students share similar goals such as performing for an audience, informing others with a newspaper or making sure the doctors surgery has a good supply of patients as well as doctors and nurses.
In a cooperative setting the students needs to be concerned with how he or she spells and how the other students perform in the spelling group.[16] It means that positive goal interdependence requires acceptance by a group together. A cooperative spelling class is one where the students are working together in small groups to help each other learn the words in order to take the spelling test individually on another day.
3. The Characteristics of Cooperative Learning Method
There are four characteristics of Cooperative Learning method:[17]
a. The students work together in small groups containing two to five members.
b. The students are positively interdependent.
c. Activities are structured so that students need each other to accomplish their common tasks or learning activities.
d. The students are individually accountable or responsible for their work or learning.
It means that Cooperative learning groups can consist of two to five the students, but groups of three to four are also effective. Classes can be divided up into several groups, the groups should contain high achievers and low achievers.
4. The Effectiveness of Cooperative Learning Method
These common features enhance the effectiveness of Cooperative Learning groups:[18]
a. The students work in small, teacher-assigned groups.
b. Groups have one or more common goal toward which to work.
c. The students are given clear guidelines about how to behave.
d. Group members depend on one another for their success.
e. A structure is provided to encourage productive learning behaviors.
f. The teacher serves primarily as a resource and monitor.
g. The students are individually accountable for their achievement.
h. The students are rewarded for group success.
i. At the completion of an activity, each group evaluates its effectiveness.
It means that the effectiveness of Cooperative Learning method is the students work together on ecademic task in small group to helps themselves and their teams learn together for group success.
5. The Strategies of Cooperative Learning Method
Several Cooperative Learning strategies have been developed :[19]
a. Jigsaw: The students form teams, and each member of the team becames an expert on one topic by working with members of other teams who are assigned the same topic. For example, if there are six teams and each has five members (A, B, C, D, E), topics would be assigned like this:
A How long ago and how long did dinsours live?
B Where and how did they live?
C What are the types of meat-eating dinsours?
D What are the types of plant-eating dinsours?
E Why did dinsours become extinct?
When the students return to their original teams, they share what they learned about their resfective topics. All members of the teams are assessed on all topics.
b. Think-Pair-Share: In this type of Cooperative Learning strategy, the students think about question or topic, pair up with patners to discuss it, and shares their thoughts with the rest of the class.
c. There-Step Interview: The students working in this strategy also from pairs, each partner interviews the other and than shares what he or she has learned with the whole class.
d. Cooperative Projects:Co-op Co-op: The students work together in small groups toward a single goals, but each individual must make an identifiable contribution. We have already seen saveral examples of this strategy in this book, including Avril Font’s the students working in group workshops to learn about maypole dance or build a dragon and dramatize the story of St. George and the dragon. Kathy Lee’s the students provided another example when they worked on cooperative projects in group and made clay animation movies.
To work effectively , cooperative project group should have the following features:
1. Hateregoneous composition (ability, gender, race/ethnicity).
2. Individual accountability.
3. Group goals (positive interdepedence).
4. Shared responsibility.
5. Emphasis on social skills.
From statements above it can be concluded there are four strategies of Cooperative Learning method all of that discuss about, the students share with patners what they learned, the students think about the question or topic from text, the students discuss the text with their patners and the students work together toward a single goals.
6. The Advantages and Disadvantages of Cooperative Learning Method
a. The Advantages of Cooperative Learning Method
There are advantages to Cooperative Learning method, are:[20]
1. The student-faculty and the student-student interaction
2. Information retention, grades
3. Higher-level thingking skills
4. Attitudes toward subject, motivation to learn it
5. Teamwork, interpersonal skills
6. Communication skills
7. Understanding of professional environment
8. Self-esteem, lower level of anxiety (due to less emphasis on competition)
9. Race, gender relation (if CL is implemented carefully)
From statements above it can be concloded the advantages of Cooperative Learning method is can improve the students talk, gives the students opportunity with learn together, more varied talk and more negatiation of meaning.
b. The Disadvantages of Cooperative Learning Method
There are disadvantages of Cooperative Learning method, are:[21]
1. One of them is “having something all at your fingertips” effect. When responsibility for the group is undertaken by one or only a few people, others may participate in their success.
2. Members of the group may also ignore their responsibilities or display low success. In the event of this, the hardworking members may decrease their efforts, thinking that they are being exploited.
3. “The growing richer of the rich” is a condition in which the better students take more benefit of the work done by the roles they have undertaken.
4. While the student who “knows” learns better, the student who “doesn’t know” that much may worsen.
5. In “interference of the responsibility” condition, the more hardworking students do not rate the suggestions and explanations of others and ignore them.
6. While well-structured groups are successful, badly-structured groups become unsuccessful. The students who do not have enough selfconfidence may also experience difficulty in belonging to the group.
7. More talented students may feign less ability. There is a risk that the time is diluted as the responsibility is shared. The group may resist learning, and there may be destructive discussions.
From statements above it can be concluded disadvantages of Cooperative Learning method is some the students do not work well in their group, some the students need more time than others to understand and adsorb the information and some the students are shy or reserved and feel awkward when w
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[9] Kasihani K.E Suyanto (2007), English for Young Learners, Jakarta: Bumi Aksara, p. 64-66.
[10] Robert E. Slavin (1991) , Students Team Learning: A Practical Guide to Cooperative Learning Third Edition, University of haway : National education Association Washington DC, p. 88.
[11] Jonshon et all (1998) in Yang, Ai-Shih (2009), The Example of Cooperative Learning (CL) in EFL Classrooms, Department of Applied Foreigh Language: Chienkuo Technology University, p. 99.
[12] Allyn and Bacon (1999), Teaching Language Art..., p. 167.
[13] Robert E. Slavin (1991) , Students Team Learning..., p. 86.
[14] Richard M. Felder (2008), Active and Cooperative Learning, Penn State University,
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[15] Susan Hill & Tim Hill (1990), The Collaborative Classroom: a guide co-operative learning, Australia: Eleanor Curtain Publishing, P. 8-9.
[16] Professor Hartman, Research on Cooperative learning, accesed on March 8th 2013, from http://condor.admin.ccny.cuny.edu/~eg9306/candy%20research.htm
[17] Teresa Sims, Cooperative Learning Concept, accesed on March 8th 2013, from http://cooperativelearningconcept.blogspot.com/
[18] Teresa Sims, Cooperative..., from http://cooperativelearningconcept.blogspot.com/
[19] Allin and Bacon (1999), Teaching Language Art..., p. 167-168.
[20] Richard M. Felder (2008), Active and Cooperative Learning..., p. 23.
[21] Ayhan Dikici and Yasemin Yavuzer (2006), The Effects of Cooperative Learning on the Abilities of Pre-Service Art Teacher Candidates to Lesson Planning in Turkey, Australian Journal of Teacher Education, p. 37.
