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learning in learning reading. The similarities are both of these studies choose descriptive text as the dependent variable and the sample of study is the first grade
students of Junior High School.
F. Conceptual Framework
Reading is one of skills in learning language which has an important role. Reading is a way to get an information from a text. It must be learned and
developed because it will be needed by people to add and to broad their knowledge about everything. It also helps people to update the most recent
information. Therefore, reading is the window of the world. In contrast, most of students feel reading is a boring activity, moreover
reading an English text. They think that reading an English text is difficult because they have lack of vocabulary, so they get problem to understand the text.
Besides, they do not know exactly how to pronoun words by words well. They have to open dictionary for many times until they feel tired to do it. Finally, they
feel better to ask spontaneously to the teacher rather than to open dictionary for many times.
When the teacher has to answer the students’ question one by one, it will waste time because there are a lot of students in the one class. To avoid the
wasting time, group work can help this situation. Thus, the writer proposes Collaborative Learning as an approach to learn reading well.
Collaborative Learning can be an alternative approach in teaching reading which is students can work, share, and improve together. It is a process that two or
more students in a small group teach each other to reach the same goal. It also encourages students to be active. Within collaborative learning, students can get
benefits for themselves because they help each other. Based on the elaborations above, the writer assumes that Collaborative
Learning can be effective in improving students’ ability in reading descriptive text
at the seventh grade students of SMP Pelita Harapan, South Jakarta.
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G. Hypothesis of the Study
The writer proposes alternative hypothesis H
a
and null hypothesis H as
below: H
a
: There is an effectiveness of Collaborative Learning in improving students’ reading ability between pre-test and post-test scores.
H : There is no effectiveness of Collaborative Learning in improving
students’ reading ability between pre-test and post-test scores.
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CHAPTER III RESEARCH METHODOLOGY
A. The Place and Time of Research
The implementation of this research held on February up to March 2014. This research took place at SMP Pelita Harapan, at Pupan street number 29
Pondok Pinang-Kebayoran Lama, Jakarta Selatan.
B. The Method of Research
The method of this study was quantitative method which used pre- experimental research as the design about the effectiveness of using collaborative
learning towards students’ ability in reading descriptive text at the seventh grade students of SMP Pelita Harapan. According to Verma and Mallick, this research
usually involves three stages. The first stage is the administration of the pre-test, measuring the dependent variable; the next stage is the experimental treatment or
the independent variable is applied; the final stage is the administration a post- test, measuring the dependent variable again.
1
The changing of pre-test to post- test scores means that the treatment is significant.
C. The Content of Interference
The writer did the implementation of treatment 4 meetings. All meetings had almost same procedures in teaching descriptive text using Collaborative
Learning. Each meeting had a different theme of descriptive text: Daily Activities, Idol, Tourism Object, and Health.
The first meeting’s theme was Daily Activities. In the beginning step, the writer did ask and question session about students’ daily activities. Then, the
writer explained about telling the time. It was required in making a descriptive text about daily activities. It meant that students did everything, they needed to
1
Gajendra K. Verma and Kanka Mallick, Researching Educational: Perspective and Techniques, London: Falmer Press, 1999, p. 103.
write the time. In the middle step, the writer divided the students into some groups. She gave a text based on the theme for each group. After giving the text,
the writer asked for students to understand and to answer the questions related to the text. In the ending step, the writer and the students checked the answers. After
checking the answers, the writer gave confirmation based on students’ work results.
The next meeting’s theme was Idol. In the beginning step, the writer did ask and question session about famous people. Then, the writer asked students’
favorite idol. Next, the writer did ask and question session about adjectives. It was required in making a descriptive text about idol. It meant that students described
everyone, they needed to write how people looked like by using adjectives. In the middle step, it was same as the first meeting: dividing the students into some
groups, giving a text about famous people for each group, and asking for them to understand and to answer the questions related to the text. In the ending step, the
writer and the students did the same thing as in the first meeting. The third meeting’s theme was Tourism Object. In the beginning step, the
writer did ask and question session about famous tourism objects. Then, the writer asked students’ favorite tourism object. Next, the writer did ask and question
session about adjectives. It was required in making a descriptive text about idol. It meant that students described a place, they also needed to write how it looked like
by using adjectives. In the middle step, it was same as in the first and in the second meetings: dividing the students into some groups, giving a text about
famous tourism object for each group, and asking for them to understand and to answer the questions related to the text. In the ending step, the writer and the
students did the same thing as in the first and in the second meetings. The last meeting’s theme was Health. In the beginning step, the writer did
ask and question session about kinds of sports. Then, the writer asked students’ favorite sports and famous athletes. In the middle step, it was same as the first
three meetings: dividing the students into some groups, giving a text about health for each group, and asking for them to understand and to answer the questions
