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b. It can easily lead to free-rider effects whereby certain members of the
group do not effectively contribute and rely on the work of others. c.
It can also make it harder to manage for the teacher. d.
It can take a lot longer to cover a particular topic. e.
Shyer pupils may feel that they are not benefiting as much. f.
Pupils can strengthen each other’s misconception. g.
There is a risk of classroom getting out of hand with pupils shouting out answers.
D. Teaching Descriptive Text Using Collaborative Learning
The following is the procedures in teaching descriptive text using Collaborative Learning:
1. Teacher introduces a brief explanation of Collaborative Learning that it is
useful for them to develop their ability in reading descriptive text. 2.
Teacher divides students into groups. There are 32 students in the class 7B. Each group consists of 4 students. So, there are 8 groups in the class.
3. Teacher gives a descriptive text for each group.
4. Teacher gives instructions for all groups to read and to understand the
descriptive text. 5.
Teacher handles all groups when they are doing the task and helps them when they are getting difficulty.
6. Teacher allows students to look for the meaning of difficult words in the
dictionary if they find those words in the text. 7.
Teacher asks students to answer the questions related to the text. 8.
Teacher and students check the answers which have been answered by students.
9. Teacher gives score based on the students’ works have been checked.
E. Previous Studies
Related to this study, there are some previous studies which have sameness in each variable and method of research. The previous studies as below:
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1. The Effectiveness of Learning Reading through Collaborative Learning at
the Second Grade Students of SMAN 8 South Tangerang. Proposed by Iffah Salimah, 2010.
The aim of this study is to see the effectiveness of learning reading through collaborative learning. The writer used quantitative method and pre-
experimental design. The writer did this study at the second grade students of SMAN 8 South Tangerang that involved 40 students from one class, science class,
and the population of science students are 181 students. The writer used pre-test and post-test as the instruments of research. The writer got the result that t
was 28,2. The writer used the degree of significance of 5 = 2,02 and 1 = 2,71.
Comparing t and t
t
, the result was 2,02 28,2 2,71. It meant that H
a
was accepted and H
o
was rejected because t was higher than t
t
. It concluded that collaborative learning is effective in learning reading and stude
nts’ achievement in SMAN 8 South Tangerang.
2. The Effectiveness of Teaching Reading through Collaborative Learning
Activities at the Second Grade Students of MTs Hidayatul Islamiyah Jatibaru Karawang. Proposed by Eka Nurazizah, 2012.
The aim of this study is to propose an alternative way in teaching reading using collaborative learning to be more conducive and interesting in order to
enable the students learn in a positive environment and make the English teaching and learning flow smoothly and effective. The writer used quantitative method
and experimental design. The writer did this study at the second grade students of MTs Hidayatul Islamiyah Jatibaru Karawang that involved 80 students from two
classes, 8B and 8C, and the population of second grade students are distributed into four classes. The writer used pre-test and post-test as the instruments of
research. The writer got the result that t was 18,65. The writer used the degree of
significance of 5 = 1,99. Comparing t and t
t
, the result was 18,65 1,99. It meant that H
a
was accepted and H
o
was rejected because t was higher than t
t
. It concluded that collaborative learning is effective in teaching
reading and students’ achievement in MTs Hidayatul Islamiyah Jatibaru Karawang.
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3. Improving Students’ Reading Comprehension of Descriptive Text
through Group Work Technique at the First Year of VII-I Class of SMPN 10 Tangerang Selatan. Proposed by Rizki Amelia, 2013.
The aim of this study is to know whether group work can develop students’ reading comprehension of descriptive text through group technique in
the first year of VII-I class of SMPN 10 Tangerang Selatan. The writer used classroom action research method. The writer did this study at the first year of
VII-I class of SMPN 10 Tangerang Selatan that involved 46 students. The writer used observational sheet, interview guideline, and test pre-test and post-test as
the instruments of research. The writer got the result that 80,43 of students can reach values 65 and have achieved the minimum passing criteria KKM. It
concluded that the students’ reading comprehension of descriptive text through
group work technique had improved. Those three studies have the differences with this study. The first study
has the differences with this study in the dependent variable. It has more general dependent variable which is the writer does not mention what kind of text she
chooses and the sample of study is the second grade students of Senior High School. Meanwhile, this study mentions what kind of text descriptive text and
the sample of study is the seventh grade students of Junior High School. The similarities are both of these studies use pre-experimental design as the
quantitative method, test as the instrument of study, and see the effectiveness of collaborative learning in learning reading.
Another study has the difference with this study in the research design. It uses experimental design which takes two classes as the experiment class and the
control class. Meanwhile, this study uses pre-experimental design which takes only one class. The similarities are both of these studies use test as the instrument
of study and see the effectiveness of collaborative learning in learning reading. The last study has the differences with this study in the method and the
aim. It uses classroom action research method and its aim is to improve students’ reading comprehension through group work technique. In contrast, this study uses
pre-experimental design and its aim is to see the effectiveness of collaborative
