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curriculum applied now. In this study, the researcher presents the theories of Communicative Language Teaching and Cooperative Language Learning.
However, before discussing the theory of Communicative Language teaching and Cooperative Language Learning, the writer will present first the
general view on teaching. Lewis and Hill 2002: 22 state, “Teacher of any subject must have a clear idea of the subject they are teaching- not only the fact of the
subject. But also an overall view of the nature of the subject. This is as true for the language teachers as for any other teacher.” It implies that every teacher,
regardless what subject he or she is teaching, must comprehensively master the subject he or she teaches. A teacher of a certain subject, including language, must
not only master the fact of the subject, but also an overall view and understanding on it. What Lewis and Hill state implies that in order to effectively conduct the
teaching activities a teacher must have an overall understanding of the subject he or she is teaching.
In addition, teachers should also tell the students what kind of activities they are going to do in learning so that they are able to predict what they would
get through the learning activities they have. Mikulecky 1990: 28 cites “Research, mostly with first language speakers, has shown that students of all
ages learn new strategies or thinking processes best when they are consciously aware of what they are doing and what they purposes is for doing it.”
According to Badan Standar Nasional Pendidikan BSNP 2006: 5, a teacher is suggested to vary the learning approach and teaching methodology he
or she applies in teaching-learning techniques. For this study, the researcher takes the teaching methodologies of Communicative Language Teaching and
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Cooperative Language Learning. The researcher chooses these two methodologies because in the researcher’s opinion these two methodologies represent the goals of
language learning, which is to enable students use the target language in real communication activities. The followings are discussion on the language teaching
methodologies which can be applied by the teacher.
a. Communicative Language Teaching
In Communicative Language Teaching, it is clearly understood that this method is the implementation of the Communicative Approach in language
teaching. Freeman 2000: 121 states, Communicative Language Teaching aims broadly to apply the theoretical
perspective of the Communication Approach by making communicative competence the goal of teaching and by acknowledging the
interdependence of language and communication.
In this implementation, the use of language as a communication means is considered important. It becomes the main reason in establishing the target
language competence for communication as the goal of language teaching process.
The goal of using the Communicative Language Teaching is to encourage the students to use the target language communicatively, and to make them able to
perform the target language in the real context of communication. Freeman 2000:128 simply states “The goal is to enable students to communicate in the
target language.” Communication is generally conducted in spoken way, but it is also possible to conduct a written communication in which people communicate
by reading a written text. Reading can be included as a communication activity,
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because in this activity the readers receive information from the writer through the text. In reading activity, a person who is reading a text is communicating with the
writer. Similar to Communicative Approach principle stated by Celce-Murcia
2001: 8, having linguistic competence does not mean that one will be able communicate with others. In order to be able to perform communication, one must
have communicative competence beside the linguistic competence. In short, Freeman 2000: 121 states, “…-knowing when and how to say what to whom.”
From this point of view, it is clear that in communication one should not only know what to say, but also when, how, why and whom he should say something.
One should know when the proper time to say something is; one should know why and how to say something to avoid misunderstanding; and one should know
whom he talks to so that the communication goes properly. In order to be able to communicate well in the target language, one should
be fluently in using the target language skills. Considering that reading is one of language skills needed in communication, teaching-learning activities in reading
class should also be in a communicative way as well. To make the teaching of reading communicative, teachers may take the reading texts material from actual
source which must be authentic texts. According to Williams 1986: 25, “The term authentic text refers to any text that was not written specially for language
learning purposes. In other words, it is a text written to say something, to convey a message and not simplify to exemplify language.” The authentic texts usually
provide real information about a certain topic, and this authenticity builds a real world image in students’ mind through which the reading comprehension
