IMPROVING THE QUALITY OF TEACHING-LEARNING PROCESS OF READING AT THE EIGHTH GRADE OF SMP NEGERI 1 PALIYAN IN THE ACADEMIC YEAR OF 2011/2012 THROUGH THE USE OF COOPERATIVE LEARNING

Abstrak / Ringkasan

IMPROVING THE QUALITY OF TEACHING-LEARNING PROCESS OF
READING AT THE EIGHTH GRADE OF SMP NEGERI 1 PALIYAN
IN THE ACADEMIC YEAR OF 2011/2012
THROUGH THE USE OF COOPERATIVE LEARNING
by
Erma Ady Puspitarini
07202244055
ABSTRACT
This research is aimed to improve the quality of the teaching-learning
process of reading at the eighth grade of SMPN 1 Paliyan in the academic year of
2011/2012. Based on the preliminary observation, there were some problems found.
The students’ problems were the students’ interaction in the classroom was low, they
also had insufficient vocabulary, and most of them did not actively involve in the
activities and easily got bored in the teaching and learning process. The teacher’
problems were she tended to talk all the time rather than gave opportunities for the
students to give their opinions and ideas. She still used monotonous reading
activities and seldom taught reading strategies. Finally, those problems led the
students to be passive in the reading class. Therefore, the effort made to solve those
problems was by implementing cooperative learning activities in reading class.
This research consisted of two cycles. In doing the research, the researcher
involved 31 students of Class VIIIC, one English teacher as the collaborator, and the
researcher herself. The data were obtained from the observation during the
implementation of the actions, interviews with the students of Class VIIIC, and
discussion with the collaborators. The data were in the form of interview transcripts
and field notes. The validity of the data was obtained by applying democratic
validity, outcome validity, process validity, catalytic validity, and dialogic validity.
The result of this study shows that there is an improvement of students’
active involvement and the teaching-learning process of reading itself. It is shown by
the active involvement and enthusiasm of students in doing the reading activities. In
both cycles, they showed some improvement on participation, interaction,
cooperation and responsibility when doing class and group discussion. In Cycle 1,
the percentage number of the students for participation was 60.21%, for interaction
was 52.68%, for cooperation was 53.76%, and for responsibility was 76.34%. In
Cycle 2, the percentage number of the students for participation was 78.49 %, for
interaction was 79.57%, for cooperation was 94.62%, and for responsibility was
96.77%. Related to the teaching-learning process of reading, the improvement is
shown by the teacher who has taught some reading strategies, gives the students a lot
of opportunities to be active, and applies various activities in reading class. Finally,
it can be concluded that Cooperative Learning activities that has been implemented
in this research is able to solve the problems in the reading class and to improve the
quality of the teaching-learning process of reading as well.

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