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.
Cooperative learning does not merely imply collaboration. To be sure, in
cooperative classroom the student and teachers work together to pursue
goal and objectives. However, cooperative learning “is more structure,
more prescriptive to teachers about classroom technique, more directives
to the student about how to work together in groups [than collaborative
learning]” (Homby, 1990: 144). In cooperative learning models, a group
learning activity is dependent on the socially structured exchange about
information between learners. In collaborative learning, the learners
engages “with more capable others (teacher, advanced peers, etc)”, who
provide assistance and guidance (Homby, 1990: 444).
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.
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