Students with Negative Response

56 Based on the direct observation, the teacher applied the learning activity of Independent Learning which drove and facilitated students to be active and independent in learning. This is a learning activity through which the teacher drove students to be active learners by not allowing them to ask him or other sources about the learning materials. By not facilitating students’ question on difficult or new words, the teacher purposed students not to always depend on him. The teacher also purposed students to not directly look up a dictionary in finding a meaning of a difficult or a new word. By not facilitating students’ questions about difficult words in the text, the teacher had the same purpose as the learning activity of finding the meaning from the text has. The purpose of the learning activity of finding the meaning from the text is presented in Chapter II. The learning activity of finding the meaning from the text aims to enable students in maximizing their knowledge about content of the text to find the meaning of a difficult or new word students find in the text. In other words, this learning activity aims to enable students to search the meaning of difficult or new words using all related information provided in the text. Based on this discussion, it can be stated that the teacher indirectly applies the strategy of finding the meaning from the text in reading class. The other learner centered learning activity was when students checked the assignment of answering comprehension questions by themselves. This learning activity actually can deepen students’ understanding upon the content of text they read. In other words, it helps students to comprehend the text more. When students find that their answers are incorrect, they will directly know what the correct answers are. By knowing that they have made mistake, students will 57 usually understand easily and accept the correct answer provided in key answer. When students realize that they have incorrect answers, they usually compare their incorrect answer to the correct answer in the key answer. This comparing activity promotes self-learning activity in students’ mind. When students compare their answers, they are actually trying to find out how their answers can be incorrect. Hence, it is clear that asking students to check the assignment by themselves could help students in comprehending the text more. It also clear that this learning activity facilitates students to conduct self-learning activities in the learning process. In terms of learning approaches, Kurikulum Tingkat Satuan Pendidikan suggests teachers to vary the approaches by considering conditions of students and class. BSNP 2006: 16 states that learning experiences could be achieved through the use of various learning approach and learner-centered learning. It implies that in conducting the learning activities teacher may use any kind of learning approach along with learning methods under the approach the teachers use. One thing that the teachers should put as a priority is that the learning activities must be learner-centered learning activities. In this study, the researcher takes the Communicative Approach with the methodologies of Communicative Language Teaching. The researcher also takes the Cooperative Learning Approach with the Cooperative Language Learning as teaching methodologies the teacher can apply in conducting English reading class. In discussing the data, the researcher relates the research findings to the methodologies of Communicative Language Teaching and Cooperative Language Learning. Based on the direct observation, the researcher found that the teacher