Students with Undecided response

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 58 applies the methodology of Communicative Language Teaching by providing students with authentic reading texts. In the learning activity of comparing descriptive and narrative English texts, the teacher suggested students to find the texts in magazines or newspapers. Through this learning activity, the teacher aims to familiarize students with the use of English in real communication because an authentic text must provide authentic use of language in real situation of communication. Based on the observation, the researcher also found that the teacher applies the methodology of Cooperative Language Learning. Richard and Rodgers 2001: 195 cite, “Cooperative learning is the instructional use of small groups through which students work together to maximize their own and each other’s learning.” The teacher applies this methodology when he asked students to conduct learning activities in groups with the learning strategy of learning in groups. According to Richard and Rodgers 2001: 196, the type of groups the teacher applies is a formal cooperative learning group. This kind of learning group lasts from one class period to several periods, and is established for a specific task and involve students working together to activate shared learning goals. This cooperative learning activity is very helpful for students through which students can learn together and learn from other students. When one member has problems in doing the assignment, the other members may help him or her to solve the problems. In addition, by conducting cooperative learning activities, the teacher helps student build their social sense as a human being. This cooperative learning activity can also build positive atmosphere or mood in learning among students. As proposed by Richard and Rodgers 2001: 193, 59 learning in groups can enhance learner motivation and reduce stress and to create a positive affective classroom atmosphere. Related to what Kurikulum Tingkat Satuan Pendidikan suggests in designing and conducting learning activities, the teacher has designed and conducted the learning activities as Kurikulum Tingkat Satuan Pendidikan suggested and required. In Kurikulum Tingkat Satuan Pendidikan, learning activities are designed to give students learning experiences that involve mental and physic interaction among students, among students and the teacher, neighborhood, and other learning sources in order to achieve the basic competencies BSNP, 2006: 16. Based on the direct observation, the teacher conducted some learning activities and applied some teaching techniques which meet the requirements above. The teacher conducted the learning activities outside classroom. The place where the teacher often conducted the learning activities is in an open-aired place called Pendopo. The teacher also conducted the learning activities in the library and the language laboratory. When the teacher conducted learning activities outside classroom, students were usually happy and enthusiast in learning. The teacher conducted the learning activities outside classroom usually for afternoon class or when students asked for it. The learning activity conducted outside classroom was a helpful kind of learning activity for students. It is helpful since by having learning activities outside classroom students are not bored with their situation or atmosphere in learning. However, what the teacher should think about for conducting learning activities outside classroom, especially in the Pendopo, is about noise. The noise