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4 Identifying language characteristics of recount and narrative texts 5 Identfying main idea of recount and narrative texts
6 Identifying of textual meaning of recount and narrative texts 7 Identifying rhetorical procedure of recount and narrative texts
8 Identifying communicative purpose of recount and narrative texts Based on the explanation above, the researcher concludes that reading
comprehension is the ability to understand the message from the text that they read. In teaching reading comprehension, the teacher should choose the texts
which are appropriate to the students‟ level. By knowing the students‟ level, the teacher will be easier to reach their objective. Reading comprehension is
influenced by external and internal factors. One of the external factors is teaching technique used in class. In this research, the writer chooses Cooperative Integrated
R eading and Composition to improve students‟ reading comprehension.
2. The Nature of Cooperative Learning a. The Definition of Cooperative Learning
There are many methods to make the teaching and learning process optimal. One of the method is cooperative learning. Cooperative learning is the most
natural and effective way for learner to practice talking freely in English. It can be thinking out some problems or situation together. Cooperative learning is
instructional method that students can work together in small group to help each other. It covers not only talking but also reading and writing that may be entailed
Ur, 1998: 2. Another explanation is also proposed by Arends 2004: 356. He explains
that cooperative learning method is to develop and achieve, at least, three important instructional goals, they are: academic achievement, tolerance and
acceptance of diversity. It means that cooperative method is not only a way to gain learning objective, but also a way to improve
students‟ interaction, and to make them respect each other. During the process of learning, the students are
demanded to be actively involved. The students should be able to think critically and objectively, to propose opinions, and to respect others
‟ opinion.
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Richards and Rogers 2001: 192 state that cooperative learning is a teaching method that make maximum use of cooperative activities involving pairs and
small group of learner in the classroom. The same opinion is stated by Kindsvatter 1996: 318 who states that cooperative learning is the most compatible to the
climate of constructivist classroom. He also states that cooperative learning takes on personal meaning by challenging group to construct their own understandings
of concepts and principles through shared group experiences. Richard and Renandya 2002: 52 states that cooperative learning is more
than just putting students in groups and giving them something to do. Cooperative learning principles and techniques are tools which teacher use to encourage
mutual helpfulness in the groups and active participant of all members. From the definition above, it can be concluded that cooperative learning is
one of the teaching methods in which the teacher gives opportunities to the students or groups of students to be actively involved to solve problems, to share
information, and to make a conclusion to achieve the goal. In this method, the teacher‟s roles are as a guide and an organizer. The
teacher should be able to motivate the students to be more active working together with their friends in their group and also motivate them to help one another. In
cooperative learning, the teaching and learning process is not teacher-centered but focused on students
‟ work activities on cooperative. So that, students able to elaborate their way of thinking, creativity, and ability to achieve the better
learning output.
b. The Benefit of Cooperative Learning
