B. Rationale
English is considered as one of the difficult subject matters in educational program. The students of MAN Sukoharjo have some problems in
understanding the English, and one of the problems they have is the capability in comprehending the English texts. Some, even most of them get difficulties with
this matter. They should understand them well in order to pass the national examination when they are in the twelfth year.
The difficulties in comprehending the English texts can be overcome by using collaborative learning technique because it can encourage learners to: 1
learn about learning, learn better; 2 increase the awareness about language and about learning; 3 work together to achieve common learning goals; 4 recognize
the decision-making tasks as the communicative activities; and 5 participate the discussion in the classroom.
Besides, the work in collaborative learning teams is structured so that there is positive interdependence among the members in the group. The students
feel that they work together and have responsibility for mutual benefit. Positive interdependence needs to be structured carefully in order to encourage all group
members to work for their full capacity. In a well-functioning cooperative group, there is sense of joint responsibility where students care about and get
commitment to each others’ success. A team environment where students state each others’ successes and provide assistance to each other is likely to promote
more positive relationships. Finishing the tasks collaboratively can make the
situation to be communicative activities so that students can create good atmosphere and increase their capability and academic achievement.
From the description above, it can be clearly understood that collaborative learning can give great contribution to the improvement of students’
capability in comprehending the English texts.
C. Action Hypothesis
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