Anything the teacher decided to do in his classroom would have a significant impact on the student's performance in the classroom. Meanwhile, the aim of this research is to find the way out to improve students' reading comprehension on retelling texts, also to get an Islamic atmosphere in using Islamic text. Using a cooperative model with Islamic text may be the solution to improve students' reading comprehension.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objective and Benefit of Study
- Prior Research
The first preliminary research was conducted by Sheyda Ghorbani Nejad and Abdollah Keshavarzi with the title "Effect of cooperative learning on reading comprehension and reading anxiety of pre-university students"6. This research focuses on the implementation of the cooperative learning method in teaching reading comprehension at the university. This research focuses on the effect of using cooperative learning method in teaching reading comprehension skill and student learning motivation in Iranian EFL learners.
THEORETICAL REVIEW
- The Concept of Reading Comprehension Ability
- Definition of Reading
- Model of Reading
- The Purposes of Reading
- Definition of Reading Comprehension Ability
- Aspects involved in Reading Comprehension
- Strategy for Reading Comprehension
- The Measurement of Reading Comprehension Ability
- Teaching Reading Comprehension with Peer Group
- The Concept of Cooperative Learning
- Definition of Cooperative Learning
- The Principles of Cooperative Learning
- Advantages of Cooperative Learning
- Disadvantages of Cooperative Learning
- The Concept of Islamic Text
- The Implementation of Cooperative Learning using Islamic
- Hypothesis
The third states Duke and Carlisle that reading comprehension is a process in which the reader infers meaning from information contained in the text. 24 Indah Fadhilah Rahman, "The Implementation of Collaborative Strategy Reading (CSR) and its Effects on Students' Reading Comprehension", Volume I, Number 01, 2015. Based on the above theoretical review, the researcher formulates the hypothesis as "the use of cooperative learning can improve students' reading comprehension ability among the tenth graders at MAN 1 East Lampung”.
RESEARCH METHOD
- Operational Defintion of Variable
- Setting
- Object of Study
- Action Plan
- Data Collection Method
- Data Analysis Technique
- Indicator of Sucess
In the last steps, the writer will analyze the observation sheet and the teaching result of the learning process. The writer also prepares an observation sheet to observe the student's activities in the classroom and, most importantly, also prepares a post-test 1 to give to the students to determine whether there has been an improvement in reading comprehension compared to the pre-test score. After the learning process was completed and the post-test I conducted in the third meeting on August 28, 2019 to measure the students' reading comprehension, whether it developed or not.
This phase of the second cycle focused on solving the problem found in the first cycle. In this second cycle, the writer focused on improving students' reading comprehension in retold text, especially in the structural section. At the last meeting of the cycle, the writer performed the post-test II and the average score of the recount text was derived to 75, where there were 20 students who passed the minimum mastery criteria (MMC) 75.
From the result of the learning process in the second cycle class, the writer analyzes that by applying the cooperative learning method in the class, the students can improve. At pre-test, students' mean or median reading comprehension score on the recount text before treatment was 56.6. It showed that the mean pre-test score was 56.6 increasing to 64.3 in post-test I and 75 in post-test II.
Meanwhile, in post-test I the average increased to 43% and the average score of post-test II increased by 72%.
RESULT OF THE RESEARCH
Research Setting
He developed a boarding school in order to guide students more intensively. In 2015, this school became the first Islamic boarding school with the best achievements in Lampung, and in the same year, this school was changed to MAN I East Lampung, which was known as the center of education. The vision of MAN 1 East Lampung is "Creating human research with strong faith, noble character and master of science and technology".
There are some missions of MAN 1 East Lampung which have been listed below: (a) Applying the effective learning process and guidance. So it can affect the students who have good noble, (c) to increase and courage of the students in the application of technological science and art, (d) to build the good environment, which is superior in practicing worship, democratic , hard work, creative and professional, (e) Provision of supporting facilities and infrastructure to create the students who are superior in academic and non-academic performance as well as to create the religious atmosphere. The total number of students at MAN 1 East Lampung in the academic year 2018/2019 could be seen in the chart below:.
The Result of Research
Then, the writer gave them materials about the recount text, explained about the structure, types, characteristics and gave them the example of the recount text to discuss and identify together so that they could understand the material practically. After explaining the material to the students, the writer gave them the renumbering text in the form of the Islamic text entitled Isra' Miraj to discuss and divided them into a small group of four students, who were randomly selected by receiving the paper in which he wrote the name of the group and students with the same name will be in a team. In addition, the writer who monitors the group discussion and gives an instruction on how to complete the task together, then when they have finished the task together, they should gather at the writer while the writer checks them orally by asking them a question from the text and called the number and the student with the number in each group must answer their answer.
The writer then analyzes and discusses with the collaborator about the outcome of the implementation of the treatment and apparently there was an increase in the students' reading comprehension learning recount texts by implementing the cooperative learning in this cycle. In addition, the writer decided to perform the nec cycle to improve students' reading comprehension in recount texts. After reviewing the previous material, the writer gave them another material to increase their knowledge and understanding about recounting.
After it was explained, the Writer also gave them another recounting text as an example and asked the students to identify the structure of the text as it was explained. In the last meeting of cycle 2, the writer gave a quiz as a post-test II to make sure they fully understood the materials the writer gave them the recount text in the form of the Islamic text titled The Story of Qurban to discuss and divided them again into a small group consisting of four students who chose at random by taking the paper on which the name of the group was written. After they have finished their task they must gather at the writer, while the writer checked them orally by asking them a question from the text and called the number and the student with the number in each group must answer their answer.
From the results after test II, the author can find out whether there is any improvement or not in the performance of the students.
Interpretation
Posttest II in the second cycle was successful and met the CAR goal where 70% of students could pass the MMC and be more active in class. From the above data, it can be seen that there was an improvement in students' reading comprehension in the results of recounting the text from the pre-test, after test I and II. This was evident from the mean or average grade of the class, 56.6 in the pre-test, which increased to 64.3 in the post-test I and became 75 in the post-test II.
Furthermore, it increases 215 from pre-test to post-test I and becomes 305 from post-test I to post-test II. In the first cycle there were 20 students who paid attention to the explanation of the material, 10 students answered the given question, 20 students performed the task and 15 students noted what was explained. In the first cycle there were 20 students who paid attention to the explanation of the materials and increased to 25 students, the students who performed the task increased from 20 to 27 students, the students who answered the given question increased from 10 students to 18 students who 22 out of 15 students took notes about what was explained to them.
In addition, the student's score improvement was seen on the pre-test, post-test I & post-test II. So from the figure or graph above, the student's percentage improvement in reading comprehension can be seen from the pre-test, post-test I and the final post-test II. The implementation of this method in the reading class made the classroom learning process easier for students and made them more active than before. It also taught them to learn in a group and gain their social skills on the other side.
Furthermore, there was a significant improvement in students' learning performance from pre-test, post-test I and post-test II.
CONCLUSION AND SUGGESTION
Conclusion
The Cooperative Learning method proved that this method can help students achieve their reading comprehension ability. They can discuss the difficult word together, share thoughts about the material, and it is easier for them to ask what they did not know with their classmates instead of the teacher. It could be seen from the result in this research where 72% of the students out of 28 students were able to achieve the minimum required score (75) in their reading.
The success indicator for this survey was 70% of students expected to get the MMC score.
Suggestion
- The Data of Student’s Reading Test Score
- The Measurement of Reading Comprehension
- The Improvement of Students Score
- The Result of Student’s Activities
- The Total Students of MAN 1 East Lampung
- The Students of X IPS 1 Pre-Test Score Result
- The Students of X IPS 1 Post Test I Score Result
- The Students of X IPS 1 Post Test II Score Result
- The Comparison of Student’s Activities
- The Comparison of Student’s Average Score
It is suggested to the headmaster to inspire and encourage their teacher to be more active and creative by using many kinds of models or methods in the classroom to make the class more effective and grab the attention of the students. model in reading comprehension and the use of the Islamic text.
