















































116 
 

JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 01 No. 02, June 2020, pp. 116-134 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Effectiveness Of Cooperative Learning On Reading Comprehension Skill  

Muhimatul Alfiyah 

An English Teacher of MTs AL Ikhwan Kemudi Duduk Sampeyan Gresik 

muhimmatulalifiyah@gmail.com1 

 

Abstract 

This study aims to know the effect of cooperative learning of typescript strategy on reading comprehension. In 
the existing knowledge and skill, students viewed as a subject, not an object, and students more important 
between teach. Despitefully, students, took a hand, attempt, and do with her that the learning, whereas in 
education refers to current knowledge and skill, the function teacher makes in invention a condition that it 
may students the developing optimal. This research forms the research of pre-experiment research. The 
population of this study was the seventh grade of MTs Al Ikhwan Kemudi Duduk Sampeyan Gresik. The 
method of data collection used is test and observation. The research started by giving pre-test and post-test. 
The data of the experiment were analyzed by using t-test formula to know the difference of the student’s 
individual in reading comprehension between cooperative learning in reading comprehension. The result of 
data analysis and the consideration result of research about the realization cooperative learning of typescript 
in reading comprehension skill in MTs Al Ikhwan Kemudi Duduk Sampeyan Gresik, be able to procurable 
that follow: 
1. The activity of the teacher, while apply of cooperative learning typescript that has implementable well, the 

teacher has effective in apply of cooperative typescript. 
2. See from the achievement of students in test pre-test and post-test reading comprehension skills; the 

cooperative learning typescript is very effective use as method learning in MTs Al Ikhwan. 

Keywords: cooperative learning, typescript, reading comprehension 

 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:muhimmatulalifiyah@gmail.com1


117 
 

I. INTRODUCTION 

In the globalization era, constricts 

progressively its formative effect the world 

technology, telecom, and transports arises 

trend. Similarities and uniformities of 

individuals, groups, and social systems that 

pass even erase traditional bounds (Kholis & 

Aziz, 2020). So even with education, 

progressively its amends epoch, which 

colored by globalization; therefore, training 

also can balance and develop quality and 

quantity that gets default and get 

international level. Education is a long-term 

project in all states, included Indonesian. 

Education constitutes in its activity involves 

a lot of people, amongst that educative 

participant, educator, administration, 

society, and parent. Therefore, that 

education aims can be reached effectively 

and efficiently, and anyone can be interested 

in understanding bound up individual 

behavior (Mahmud, 2017). 

        In Indonesia, English is a foreign 

language because the English language is an 

international language (Aziz & Dewi, 2019). 

This condition, English, is difficult for 

Indonesian students. They have limited time 

to practice the language. A foreign language, 

like a native language, requires a lot of 

practice. To master a language, students 

should use it in daily activities through real 

practice. Reading is an activity while a 

person sees text and gives meaning to the 

written symbol on text (Aebersold & Field, 

1998). Text and reader are two entities 

physically necessary for its happening 

process reads (Aziz, 2019). Although such, 

interaction among readers with text that 

constitutes read actually. In that interaction, 

the process is happened by who done by the 

reader to text (Subadiyono, 2014).  

Reading comprehension is often 

discussed in terms of being a process 

involving the integration of decoding ability, 

vocabulary knowledge, prior knowledge of 

the topic considered, and relevant strategies 

to make sense of a text and understand it 

(Kintsch & Kintsch, 2005; Pressley & Block, 

2002). In process understands text, the 

reader will do a number simultaneously task 

ranging about building order by recognizes 

written sign, the achievement orders by 

determining to mean on series work, and 

understanding what does become writer's 



118 
 

intention. Text grasp happens when upon 

read, a reader can rebuild meaning. Meaning 

rebuilding up to understands happening text 

in many levels of word recognition until the 

application is reader science for interpreting 

a text and makes inference.   

Reading is necessary when students 

further their study, especially at the 

university level. They need good reading 

skills for acquiring knowledge and learning 

new information. However, we can see that 

most students’ reading abilities are not good 

enough to do so (Wichadee, 2005). And 

learning reading is one process that involves 

some skill and experience that is variable. It 

clings to study to crack a code individual. 

Student intermediates not just after 

understanding the content of one task in 

English language reading. But, to increase 

students’ reading quality in learning can 

understand earlier one English task by using 

the facility which needs. There are many 

efforts done by the Indonesia government for 

increasing English teacher quality.  

Learning constitutes a system that 

comprises of the component which 

interaction one by another one. That 

component covers as follows: material, 

method, and evaluation. Component fourth 

that learning has to be noticed by the teacher 

to chooses and determine learning models. 

Being active is student contemns just 

because of learning, which gets center on 

learns. Because the teacher just utilizes a 

learning model that gets the conventional 

character and a lot of dominated by the 

teacher, so begets being active student 

contemns (Rusman, 2011). Therefore, we 

need a learning model that can increase 

student creativity in learning processes that 

marked by the advance of student activity, so 

the student gets the point of that learning. 

On active learning, the student looked like 

the subject, not object, and learning is 

accentuated more than teaching. 

Despitefully, students come on to 

participate, try and do themselves, which is 

being learned, meanwhile, in learning that 

points on active learning. 

The learning reading alternative is a 

cooperative learning typescript. Cooperative 

learning is a learning model by using a system 



119 
 

of grouping or a small team that is 

heterogeneous, and it means that in each 

study group or team of each various types of 

characters consist of student participants 

both sexes social strata ability different 

academies (Sanjaya, 2006). In order, 

students can play along with their peers, and 

they have to have some skills and 

understanding. Therefore, the ability of an 

individual to collaborate have to be coached 

and accustomed, the environment which 

loaded in various aspect of skill and which is 

suitable for an individual to coach skill and 

understanding, to collaborate in an 

educational institute, so long as school gives 

enough opportunity to be coached. It’s that 

cooperative skill in a learning activity that is 

purposely being performed (Rusman, 2011). 

 Cooperative learning is not the same as 

simply learning in groups. Some elements 

distinguish cooperative learning in group 

various done carelessly. Implementation 

procedures in the cooperative learning model 

will correctly enable teachers to manage the 

classroom more effectively. The cooperative 

learning model will be able to foster effective 

learning that is learning allows students to 

learn and use. To reach a maximum results, 

there are five model deep elements 

cooperative learning that can be applied, 

which is: a) Positive Interdependence, b) 

Personal Responsibility, c) Face to Face 

Primitive Interaction, d) Interpersonal Skills, 

e) Group Processing (Suprijono, 2011).   

II. REVIEW OF LITERATURE 

Understanding  of Cooperative Learning 

TypeScript 

Cooperative is acting together with a 

common purpose (Hornby & Cowie, 1995). 

Whereas learning is the process through 

which experience causes a permanent 

change in knowledge and behavior 

(Woolfolk, 1990, 2016) of that definition gets 

to be concluded. Learning is something that 

did by student not is made for the student. 

Learning constitutes an educator effort to 

petrify participant education to do studying 

activity. If cooperative learning comes from 

cooperative's word with the meaning work, 

something equals mutually help one same 

another as one group or one team. In 

cooperative learning methods, students 

work together in four-member teams to 



120 
 

master material initially presented by the 

teacher (Slavin, 1988). 

Work in one group consisting of three or 

more members on its reality can give energy 

and alone benefit (Johnson & Johnson, 2008). 

They conclude that by use of strategy, 

students can investigate the test directly. 

They analyze if the reward's collaboration 

and structure task influence can usufruct 

learning positively or not. Besides, also 

recommends marking sense agglomerate 

unity step-up, the behavior is cooperative, 

and among the group, relationship passes 

through to procedure that cooperative 

learning. One assumption which constitutes 

cooperative learning development is that 

emerging synergy through collaboration will 

increase much greater motivation instead of 

passes through environmentally competitive 

individual (Huda, 2013). 

Cooperative means individuals seek 

outcomes that are beneficial to all other 

groups’ members. Cooperative learning is the 

instructional use of small groups; they allow 

students to work together to maximize their 

own and each other as learning (Santrock, 

2018). Based on descriptive cooperative 

learning is contain collaboration means in 

achieving with ear eye effect. 

Cooperative Learning is a learning 

model where student studies and work deep 

little groups collaborative that its member 4-

6 person with heterogenous’s agglomerate 

structure (Slavin Robert, 1995). cooperative 

learning provides a conceptual framework for 

the teacher to plan and tailor a cooperative 

learning strategy according to their 

circumstances, students' needs, and school 

contexts. Learning shall emphasize 

collaboration in agglomerate to reach the 

effect the same. Therefore, cooperative 

adverbial instilling needs to be done. For 

example, appreciate has to say others, push 

participates, audacious asks, pushing friends 

for asks, take turns, and task share.  

Cooperative Learning is a group strategy 

learning that involves students' active 

collaboration to achieve our objective 

(Eggen, Kauchak, & Harder, 1996). 

Cooperative learning stacked to increase 

participation students, the facility for 

students with observation posture 



121 
 

leadership, and decide on the group, allowing 

students to interact and group learning with 

students a different set of backgrounds 

(Kuncoro, 2008). 

Methods of cooperative study, the focus 

on oral communication, drafting and editing 

of written assignments, and the emphasis on 

the proper selection of reading matter, for 

example, are common experiences for many 

pupils in the early years of secondary school. 

GCSE has encouraged teachers to 

experiment further with such approaches 

with all age groups, with the result that the 

secondary English course should become a 

coherent whole; GCSE will not be seen as a 

bolt-on necessity but a natural development 

of what has preceded it (Sainsbury, Harrison, 

& Watts, 2006). Cooperative Learning 

constitutes learning model by use of 

agglomeration system or small team, and 

there is between four until six people that 

have academic ability backgrounds, gender, 

race, or tribe that variably (heterogeneous). 

Do the estimation system for the group. One 

each lot will get appreciation if capable 

group point out achievement that 

regulations. So, each group member will have 

positive. Dependence kind of that is that 

succeeding will concern individual 

accountability interpersonal group and skill 

of each group. Any members individuals will 

mutually help they will have motives for 

group successes, so each individual will have 

a chance same to give contribution after 

group success (Sanjaya, 2006). 

In the Cooperative Learning method, the 

realization of individual objectives is 

dependent on the overall success of the 

group. Therefore, the ones who want to be 

successful are forced to help other group 

members. According to Wilkinson (1994) 

states that cooperative learning enables fast 

learners to help, respectively, slow learners 

in terms of improving their skills. In other 

words, every learner struggles to develop 

both themselves and other group members 

because they are aware of the fact that the 

success of the group depends on the 

performance of each individual (Bolukbas, 

Keskin, & Polat, 2011).  

Cooperative Script is one of learning 

strategy where student work coupled, and 

alternate word-of-mouth deep recapitulate to 



122 
 

help student thinks systematic from 

concentration on tutorial material. The 

student also being coached for mutually is 

cooperative in the congenial atmosphere 

(Huda, 2014). Cooperative Script constitutes 

to methodic studying where the student 

works to force and alternate wording of 

mouth to recapitulate, part of material which 

are studied (Suprijono, 2011). 

So in the script method, all group 

member needs to work to solve the task. 

Students can not finish until all group 

members finished. Advisable task or activity 

to be designed in such a way face, so each 

member doesn't complete its own as but 

collaborates to solve one product the manner 

the same. 

Definition of Reading Comprehension 

 Reading may be one of the single 

most important skills that a person can 

acquire. It is generally taught at a very young 

age, beginning before kindergarten. The 

National Reading Panel has stated that there 

are five specific practices that teachers 

should be used when teaching children to 

read or when helping them improve their 

reading skills. 

             Reading is an active skill. It always 

involves guessing, predicting, checking, and 

asking oneself questions. This should be 

taken into consideration when devising 

reading comprehension exercises. It is 

possible, for instance, to develop the 

students’ powers of inference through 

systematical practice or introduce questions 

that encourage students to anticipate the 

content of a text from its title and 

illustrations or the end of a story from the 

preceding paragraphs. 

 There are two conflicting views 

about the reading process, its between top-

down and bottom-up processing. In 

metaphorical terms, this can be linked to the 

difference between looking down something 

from above-getting an overview-and, on the 

contrary, being in the middle of something 

and understanding where we are by 

concentrating on all the individual features. 

It is the difference between looking at a 

forest, and studying the own trees within it 

(Harmer, 2007). 



123 
 

            Reading Comprehension is not a 

single step or an easily acquired skill. It is a 

very complex process that teachers find it 

difficult to teach. Comprehension is a 

process that involves thinking, teaching, past 

experiences, and knowledge. The foundation 

of reading comprehension is word 

identification and decoding. As individuals 

get better at these skills and can read words, 

they have to move into learning the actual 

meanings of the words they are reading. 

Knowing and understanding what is being 

read is the key to comprehension (Harvey, 

2012). 

When reading a passage, students must 

be able to hold one paragraph in their 

memory and associate it with the next. 

Working memory must link paragraphs 

together so that the main ideas can be 

understood at the end of a reading. Text 

comprehension occurs when the brain’s 

frontal lobe can derive meaning by 

processing the visual and auditory input that 

resulted from the reader’s prior knowledge 

(Feinstein, 2006) 

Reading Comprehension Strategy  

Strategies to build comprehension are 

available to increase neural efficiency at each 

step of the comprehension process. Skilled 

readers comprehend more successfully than 

less skilled readers because skilled readers 

use strategies such as activating background 

knowledge to comprehend text and to draw 

valid inferences about what they have read 

(Willis, 2008). 

Learning Reads To Fill Text 

(Content is Area) In performs, the instructor 

reads to need regards some things to be able 

to perform as which be wanted. According to 

Readence (1985), as a great hand at learning 

read, particularly happy reading's area, 

passing on Learning Reads to amount to the 

recommendation which worth bound up 

with that thing. Fomentation that is meant is 

(1) Present contents and processes 

concurrently, (2) Provide road maps on all 

learning aspect before, up to, and after reads, 

(3) Utilize all process audio-lingual to help 

to study of the text, (4) Utilize little group to 

increase studying, (5) Patient deep 

implementation strategies (Alvermann, 

Smith, & Readence, 1985). 

Type of Reading  



124 
 

According to (Anderson, 2016) 

Reading ability can be improved by teaching 

how to read for particular purposes. The 

combination of our daily encounters texts 

and our needs to read in different ways in 

education, and professional setting requires 

that we read differently depending on the 

context and our goals and motivations 

(Grabe, 2009). 

To help students, some activities are 

used in the classroom to promote the 

development of reading skills in our learners. 

The discussions below centers on the major 

types of reading activities that can be 

implemented as follows: 

a) Discussion 

Discussion is probably the most 

commonly used in the speaking skills 

classroom activity (Celce-Murcia & 

McIntosh, 1991). It is a common fact that 

beneficial discussion activity for the teacher 

to activate and involve the student in 

classroom teaching. Typically, the student is 

introduced to a topic via reading, listening 

passage, or a videotape and are then asked to 

get into pairs or groups to discuss a related 

topic to come up with a solution, a response, 

or the like. Normally, people need time to 

assemble their thought before any 

discussion, and that is something that needs 

to consider. So, the teacher must take care in 

planning and setting up a discussion activity. 

She classifies the several steps that should be 

done by the teacher before starting the 

discussion activity that is: first, planned 

(versus random) grouping or pairing of 

students might be necessary to ensure a 

successful discussion outcome. Second, 

students need to be reminded that each 

person should have a specific responsibility 

in the discussion, whether it is kept on time, 

take note, or report results. And finally, 

students need to be clear about what they are 

to discuss, why they are discussing it, and 

what outcome is expected. To manage a good 

discussion activity, the writer concludes that 

the steps above are essential to do because 

most teachers hope that they will be able to 

organize discussion sessions in their 

classroom, particularly if the exchanges of 

opinions provoke spontaneous fluent 

language use. 

b) Reading to search for information 

(scanning) 



125 
 

When we want to locate some 

specific information, we engage in search 

processes that usually include scanning and 

skimming (Aziz, 2019). If we had read a 

chapter in a book and want to check when 

James Watt invented his version of the steam 

engine, we might first try to recall the 

context in which that discussion had 

occurred, then skim through the chapter to 

find the most likely pages, and then scan 

those pages for suitable information.both 

skimming and scanning are processes carried 

out at very high speed with high rates of 

words per minute. 

c) Skimming  

Skimming is also used for a variety of 

other reasons, and so maybe seen as a 

superordinate purpose. We skim when we 

want to determine what a text is about and 

whether or not we want to spend more time 

reading it. We skim when we are expected to 

read a more difficult text so that we have a 

sense of where the text so that we have a 

sense of where the text will lead us and what 

we may need to know to understand it.we 

skim when we need to word through many 

texts and want to decide which texts to 

focus more attention on. We also skim when 

they are under intense time pressure and 

need to reach some decision about the 

usefulness of the information in a text (Grabe 

& Stoller, 2018). 

According to Christine Nuttal, the 

idea that some words in a text may be 

ignored or skipped will certainly seem 

strange to students accustomed to the 

plodding word by word. Still, the techniques 

of skimming and scanning require the 

distinction between the two is not 

particularly important. In both, the reader is 

not reading in the normal sense of the word 

but is forcing his eye over the print at the rate 

which permits him to take in only, perhaps, 

the beginning and ends of paragraphs (where 

information is often summarized). Chapter 

headings, subtitles and so on (Nuttall, 1996). 

d) Intensive Reading 

Intensive reading is related to further 

progress in language learning under the 

teacher’s guidance. Intensive reading will 

provide a basis for explaining difficulties of 

structure and for extending knowledge of 

vocabulary and idioms (Patel & Jain, 2008). 



126 
 

Intensive reading material will be the basis 

for a classroom activity. It will not only be 

read but will be discussed in detail in the 

target language, sometimes analyzed and 

used as a basis for writing exercises. 

e) Extensive reading 

Material for extensive reading will 

be selected at a lower level of difficulty than 

that for intensive reading. The purpose of 

extensive reading will be to train the 

students to read directly and fluently in the 

target language for enjoyment without the 

aid of the teacher.extensive reading can be 

made the basis for oral reports, to the rest of 

the class, or full class discussion (Patel & 

Jain, 2008). 

f) Aloud Reading 

Reading aloud also plays an 

important role in the teaching of English. The 

teacher should know that the training of 

reading aloud must be given at the primary 

level because it is the base of words 

pronunciation. If it has not cared, it will vary 

difficult at the secondary level (Patel & Jain, 

2008). 

g) Silent Reading 

Silent reading is an essential skill in 

teaching English. This reading should be 

employed to increase reading ability among 

learners. Silent reading is done to acquire a 

lot of information. The teacher has to make 

them read silently as and when they can read 

without any difficulties (Patel & Jain, 2008). 

III. METHOD 
Research design uses in this research is 

an experiment research method by the 

formula one-Group pretest-posttest design: 

Pre-test Independent 

Variable 

Post-test 

𝛾1 x 𝛾1 

 

𝑌1: Pre-test and post-test 

𝑋 : Independent of variable  

This part deals with the method and 

procedures of the research. The discussion 

focuses on research design, population, 

researcher of variables, data collection 

technique, and data technique analysis. 

The data analysis in this research used 

by the experimental study, the result of 

observation effectiveness students that do by 

an observer while cooperative activity 

learning with style, for review to usufruct 

experimental that used pre-test and post-



127 
 

test design’s group or effectiveness 

treatment. 

This research does observation to 

observe the effectiveness of cooperative 

learning typescript. And the process of 

application or implementation of 

cooperative learning typescript in reading 

comprehension skill. Agree with the kind of 

data, and then the writer used Technique 

analysis data, the following technical 

analysis presents. All of the result collection 

data from resources research will research by 

writer applied descriptive analysis, is explain 

data procurable used calculation presents or 

casually with relative frequency. 

IV. RESULT AND DISCUSSION 
Results 

The appropriate data collection method 

will plan as follows so that the effect of 

research can be rated at about to being two is 

the observation and test of achievement 

students. This result of research building on 

the data procurable from the activities 

research will been impracticability in the 

class seventh grade students of MTs Al 

Ikhwan Kemudi Duduk Sampeyan Gresik. 

The result will explanation comprise 

activities of the teacher with the observation 

of application strategy cooperative learning 

typescript and effectiveness cooperative 

learning typescript in reading 

comprehension skill. 

The Data for Activities Teacher  

In this data procurable from the result of 

observation while cooperative learning 

typescript last and use look for step 

effectiveness of indicator will be used by 

teachers and students concerning the 

implementation of cooperative learning 

typescript. 

Table 1 Tabulation of the Result Observation 

Application Activities Teacher in the 

Cooperative Learning Type Script. 



128 
 

 

For the data analysis about application 

method cooperative learning type script, 

writer uses the formula prosentase. To 

beforehand will look for answers to ideal is 

yes. 

From the result of observation on there, 

be able to know the ideal value one total 

frequency 11 originated from 13 items 

question. Therefor know application method 

cooperative learning typescript, used the 

formula the following:  

P = 
𝐹

𝑁 
 x 100% 

P =  
11

13
 x 100% 

P = 84.61% 

From the result observation activities 

teacher in the application in there, so can 

conclude that activities teacher in 

cooperative learning typescript more 

effective. Because in cooperative learning, 

typescript has many step activities to the 

application, cooperative typescript have 

undivided. With the ability teacher in this 

activity by acquiring the mean value of 84.61 

%, whereas the activities insatiable with 

acquiring the mean value of 15.38%. And can 

look for mean result observation concerning 

a teacher in application cooperative learning 

typescript as big 84.61%. So, the ability 

teacher in the process of learning categorical 

strong. 

The steps application in cooperative 

learning typescript 

Score 

yes no 

The beginning application activities  

a. Deliver of the introduction  

√  

b. Teacher make pre-test √  

c. Teacher mention the objective of 

learning 

√  

d. Teacher give motivation  √ 

The gist of application activities  

a. teacher disport students for 

grouping 

√  

b. teacher disport lesson each 

students for reading narrative test 

and form resume 

√  

c. Teacher and students to apply 

who is the first speaker and who 

is the audience. 

√  

d. Teacher across and observation 

students read and expostulate 

√  

e. Teacher across students for finish 

the problem 

√  

The last application activities 

a. Teacher give opportunity to 

students for conclude group test  

√  

b. Teacher and  students  make 

conclusion of the lesson 

√  

c. Teacher doing reflection   √ 

d. Closing the lesson √  

Total 11 2 



129 
 

The Data of Value Pre-Test and Post-Test 

Student in Reading Comprehension 

This data procurable from the resulting 

test before and after the cooperative learning 

typescript last. And use for the procurable 

achievement students in cooperative 

learning typescript in reading 

comprehension.  

No Subject Pretest Post-test 

1 ANA 40 70 

2 AKA 50 80 

3 AF 60 80 

4 AAF 50 70 

5 DAR 60 80 

6 DMF 40 70 

7 EKA 40 70 

8 HSM 60 90 

9 IWN 50 80 

10 MFFA 50 70 

11 MFW 30 60 

12 MZS 40 70 

13 PI 50 90 

14 PMA 70 90 

15 SWK 60 90 

16 VIJ 50 80 

 N= 16 y1=800 y2=1240 

 

From on the table explains result test 

achievement students before application and 

after application cooperative learning 

typescript in reading comprehension skill at 

the seventh-grade students of MTs Al 

Ikhwan Kemudi Duduk Sampeyan Gresik. 

Test method with the total item 20 questions 

composed of 10 questions before application 

and ten questions after application 

cooperative learning typescript with a total 

of 16 students. 

The Data Analysis  

The data analysis form contents from 

research, with the data analysis that be 

intended to born out or “t” test propriety on 

hypotheses, have forward is for try propriety 

about the effectiveness cooperative learning 

typescript in reading comprehension skill at 

the seventh-grade students of MTs Al 

Ikhwan Kemudi Duduk Sampeyan Gresik. 

Table 3 The result pre-test and post-test 

pre-experiment 

No Subject Pretest Post-test Gain (d) 

(post-

test-pre 

test) 

1 ANA 40 70 +30 

2 AKA 50 80 +30 

3 AF 60 80 +20 

4 AAF 50 70 +20 

5 DAR 60 80 +20 

6 DMF 40 70 +30 

7 EKA 40 70 +30 

8 HSM 60 90 +30 

9 IWN 50 80 +30 

10 MFFA 50 70 +20 

11 MFW 30 60 +30 



130 
 

12 MZS 40 70 +30 

13 PI 50 90 +40 

14 PMA 70 90 +30 

15 SWK 60 90 +30 

16 VIJ 50 80 +30 

 N= 16 x1=800   x2=1240 

 

∑d 440 

 

no d Xd (d-md) 𝑥 2𝑑 

1 +30 2.5 6.25 

2 +30 2.5 6.25 

3 +20 -7.5 56.25 

4 +20 -7.5 56.25 

5 +20 -7.5 56.25 

6 +30 2.5 6.25 

7 +30 2.5 6.25 

8 +30 2.5 6.25 

9 +30 2.5 6.25 

10 +20 -7.5 56.25 

11 +30 2.5 6.25 

12 +30 2.5 6.25 

13 +40 12.5 156.25 

14 +20 -7.5 56.25 

15 +30 2.5 6.25 

16 +30 2.5 6.25 

N=16 ∑ 𝑑= 44  500 

Md = 
∑ 𝑑

𝑁
 = 

440

16
 = 2.75 

t      = 
Md

√
∑ 2dx

N (N−1)

 

        = 
27.5

√
500

16(15)

 

        = 
27.5

1.44
 

        = 19.09 

Discussion 

The researcher observes from the data 

analysis above that, strategy cooperative 

learning typescript has applicator in MTs Al 

Ikhwan Kemudi Duduk Sampeyan Gresik, 

with result students learning that effective 

so that have the effectiveness cooperative 

learning typescript in reading 

comprehension skill. 

The discussion from cost-effectiveness 

between result achievement pre-test and 

post-test not signed negative, the mean get to 

conclude that between two result 

achievement that signed correlation positive 

with analysis “t” test that procurable value 

19,09. The strength of result data analysis the 

effectiveness student over have the 

conclusion that comprehension students 

about model cooperative learning type script 

that is very big. And get acceptance by 

students and used as model learning. 

So that alternative hypothesis (Ha) that 

forward know that model cooperative 

learning typescript is very effective to 

increase reading comprehension skill at the 

seventh-grade students of MTs Al Ikhwan 

Kemudi Duduk Sampeyan Gresik. 

From the finding over, so know the 

effectiveness of cooperative typescript in 

reading comprehension very effective 

because this method is correct for junior high 



131 
 

school to coached students in exportable 

skill, although cost-effectiveness in learning 

until very increasing to reading 

comprehension in learning.  

V. CONCLUSION 
The building on the result of data 

analysis and discussion in this research, the 

researcher can draw many conclusions as 

follow: By mean of application strategy 

cooperative learning typescript can produce 

the learning process that gratifies and teacher 

get to optimize the method learning can make 

being active students in by mean of grouping 

learning or cooperative learning.  

The achievement of procurable students 

in cooperative learning typescript in reading 

comprehension is outstanding and well 

enough, useful reading comprehension 

students are very increasing because while 

learning reading. We always comprehend the 

lesson that passing by a teacher very gratifies 

and not dull. Strategy cooperative learning 

typescript in reading comprehension very 

effective and efficient increasing learning 

students. Then know that cooperative 

learning typescript in reading comprehension 

very useful. 

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