The use of Cooperative Learning Approach in teaching reading comprehension at MA Ma'arif Klego Ponorogo. The use of the Cooperative Learning Approach in teaching reading comprehension at MA Ma'arif Klego.
INTRODUCTION
- Background of the Study
- Research Focus
- Statement of the Problems
- Objectives of the Study
- Significances of the Study
- Organization of the Study
From the above explanation, the researcher wants to know the use of cooperative learning approach in the reading comprehension of the eleventh grade of MA Ma'arif Klego. What strategies are used by the teachers in teaching reading comprehension with the cooperative learning approach at MA Ma'arif Klego?
REVIEW OF RELATED LITERATURE
Theoretical Background
- Cooperative Learning
- Reading Comprehension
Fourth, the research conducted by Evita Zuleha entitled "Using cooperative learning in teaching reading comprehension of the seventh grade at SMPN 4 Sampit". 36 Zuleha Evita, "Using cooperative learning in teaching seventh grade reading comprehension at SMPN 4 Sampit." (Banjarmasin, 2018), 87.
Previous Study
Theoretical Framework
RESEARCH METHOD
Research Design and Approach
Location and Time of The Research
Data and Data Source
Procedure of Data Collection Technique
Data Collection Technique
A common method of data collection is through observation, which allows the researcher to play a variety of roles. In classes XI IPA and XI IPS, this study aims to identify how students behave during reading comprehension lessons and throughout the learning process. After that, the researcher takes field notes and makes in-depth observations about the cooperative learning approach with the English teacher on how the strategy is implemented in the classroom and then notes all the activities that happen in the classroom during English lessons during reading comprehension.
The interview method used in this study was an in-depth interview, which means that the researcher delved deeply into the problem. Open-ended interviews were employed by the researchers in this study since they entered. According to qualitative research, which is typically open-minded, the subject or the perpetrators of the incident were aware that they were being interviewed and were also aware of the purpose of the interview. According to the aforementioned description, the researcher plans to talk to a number of informants who act as data sources for this study.
The purpose of the interviews in this study was to interview students and identify what are the strategies applied by the teacher using the cooperative learning approach, how are these strategies applied by the teacher in reading comprehension and the benefits of these strategies in reading comprehension. The act of recording something through writing, art or a person's significant effort is known as documentation.47 The researcher uses documentation as a technique to collect data for this study.
Data Analysis Technique
Strategies applied by the teacher in teaching reading comprehension with the cooperative learning approach in MA Ma'arif Klego. The findings of this data are related to whether the strategies applied by the teacher in teaching reading comprehension with the cooperative learning approach in MA Ma'arif Klego. Based on the observation and interviews with the research subjects, the researcher found the strategies applied by the teacher in teaching reading comprehension with the cooperative learning approach.
The teacher introduced us to the CIRC and TPS strategy as a strategy often used in classes in teaching reading. She said that the teacher used one of the cooperative learning strategies in teaching reading comprehension, namely CIRC and TPS strategy. How are those strategies applied by the teacher in teaching reading comprehension with the cooperative learning approach at MA Ma'arif Klego.
An analysis of the strategies applied by the teacher in teaching reading comprehension with the cooperative learning approach at MA Ma'arif Klego. An analysis of how those strategies are applied by the teacher in the teaching of reading comprehension with the cooperative learning approach at MA Ma'arif Klego.
Data Validation
Research Procedure
FINDINGS AND DISCUSSION
General Data
The Aliyah Ma'arif Klego Madrasa, established on July 7, 1997, under the auspices of the Ma'arif NU Foundation, is one of the many aliyah madrasas in Ponorogo Regency. Aliyah Ma'arif Klego Madrasah is like the Ma'arif NU Foundation as a shelter using the "with understanding" method, which means to fixate on keeping the old way and adopting the new best. Muhardi and Qomarudin S.Pd. As a background to the establishment of MA, Ma'arif Klego is a graduate of MTs students Ma'arif Klego could not continue at a higher level.
After the founding of MA Ma'arif Klego, the founders of MA Ma'arif Klego also founded Hidayatul Mubtadi'in Islamic Boarding School, which under one roof with Ma'arif Klego MA and MTs area comes from outside or distant from the room from educational institutions, can they live in the summer house. At the beginning of the establishment of MA Ma'arif Klego, many students lived in dormitories about 60% of the time; many students came from outside the area, including Sukorejo, Pulung, Sawoo and others. MA Ma'arif Klego since the beginning with the permission to establish a Madrasah from the Regional Office of the Indonesian Ministry of Religion, no.
In order to improve the quality of education at MA Ma'arif Klego Mrican Jenangan Ponorogo, there is a very good cooperation between students, teachers, non-teaching staff and committees by uniting each one. MA Ma'arif Klego is a madrasah on the outskirts of the city, but has concerns and strives to continuously realize the vision of an environmentally cultivated madrasah.
Data Description
In teaching English, especially reading comprehension, the teacher uses cooperative learning strategies, namely the CIRC strategy and the TPS strategy. The researcher also proves with the observations made by the researcher that the teacher implements two of the cooperative learning strategies, namely the CIRC strategy. The researcher supports that the CIRC strategy is used by the teacher because this strategy focuses on helping students learn to read as well as helping teachers in teaching reading.
He said that the strategy implemented by the teacher is to group students into study groups. The strategy explained by the teacher is the CIRC and TPS strategy to help students learn to read. The researcher supports the students' claim that the teacher's steps are appropriate.
82 The researcher also supports the teacher's statement with lesson plan documentation from the English teacher. Dwi Ayu believes that when applying CIRC and TPS, the teacher will always explain the strategy at the beginning of the lesson.
Discussion
Many students have memorized the steps in implementing the CIRC and TPS strategy. Both strategies have almost the same way of implementation. There are 6 steps that are implemented by the teacher, after completing these 6 steps the teacher will use a strategy in the cooperative learning approach in the grouping of students. 92. Based on the findings, one of the cooperative learning strategies can help teachers in teaching reading comprehension.
Slavin said that the CIRC and TPS learning model is a learning model that can help students develop their skills and capacities.95 In grade XI IPA and XI IPS the use of collaborative integrated reading and composition strategy (CIRC ) and The Think Pair Share (TPS) Strategy Assist the teacher in teaching reading. From the above discussion, the researcher can interpret that the strategy implemented by the teacher using a cooperative learning approach is the cooperative integrated reading and composition (CIRC) strategy and the thought pair sharing strategy (TPS). Reading is given to students by teachers to train students in reading comprehension.
The third step is for the students to read and find the main idea of the topic or reading given by the teacher. The CIRC and TPS strategy used in reading comprehension consists of 6 steps: first the teacher forms groups, second the teacher gives the reading topics, third asks the students to find the main idea of the topic or
CONCLUSION AND SUGGESTION
Conclusion
With the completion of this last step, students will become even more enthusiastic in learning, especially in terms of reading. The Think Pair Share (TPS) strategy also has an application method that is almost the same as the CIRC strategy, where the first method is: the first method, namely the teacher conveys the basic material and the competencies to be achieved; the second way is to give students a problem related to the subject explained by the teacher, to then think about the solution completely individually; the third way is for students to form pairs with their peers and present their results to each other's opinions. From the above explanation, the researcher can find out how CIRC and TPS strategies are implemented by the teacher in reading comprehension with a cooperative learning approach in MA Ma'arif Klego.
MA English teacher Ma'arif Klego used two of the cooperative learning approach strategies, namely the Cooperative Integrated Reading and Composition (CIRC) strategy and the Think Pair Share (TPS) strategy in teaching reading comprehension. The Cooperative Integrated Reading and Composition (CIRC) strategy and the Think Pair Share (TPS) strategy have several steps of classroom implementation. The teacher explained that there were 6 steps in implementing the strategy, including: Teacher forms groups, Teacher gives reading topics, Students work together to find reading topics and provide feedback, Students present results of group work, Teacher gives input, Teacher and students draw conclusions together.
Suggestion
The researcher recommends that teachers be more creative in teaching reading by implementing one of the strategies from the cooperative learning approach, namely the strategy of integrated collaborative reading and composition (CIRC) and Think Pair Share (TPS) in the reading class for help students understand the material. especially reading. The researcher suggests that students should be more diligent, confident and disciplined when learning reading comprehension in order to improve their reading comprehension skills. The researcher hopes that this research can be useful for readers to increase their knowledge of learning strategies using cooperative learning approach in reading comprehension.
The researchers would like to suggest other researchers to develop this research with new innovations such as using CIRC strategy and TPS strategy with different material to improve reading comprehension. Teaching Reading Comprehension Using the Think Pair Ad Share Technique to Second Year PMDS Students Putri Palopo.” Palopo, 2015. Using Collaborative Integrated Reading and Composition Method to Improve Students' Reading Comprehension.” Makassar, 2014.
The effect of using the cooperative learning method on the learning achievements of the tenth grade students and the attitude towards biology" 11, no.
