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f. If students are reading a novel, you might keep groups together for the
time it takes to go through the whole book. g.
When it’s time to shuffle group membership, consider the playing card procedure: prepare a set of cards and then pass cards out, having, say,
four jacks sit together, four 10’s sit together, and so on.
3. Teaching Steps of CRG Technique
Hermin and Toth 2006: 193 state that there are some steps in Cooperative Reading Groups, those are:
a. Engage
Teachers begin by encouraging students to talk about why working together can be helpful. Consider activities such as class meetings,
community circles, and any activities that encourage Cooperative Learning. Students need to work in teams of four or five so they get to
know their team members by participating in trust building activities to promote effective collaboration. It’s usually advisable to use the
same group at least four times, so that students have an opportunity to rotate through the roles and play all four. Go over roles with students
before the first round, emphasizing that all are to cooperate and assist one another in the performance of individual roles. It is to be a
cooperative learning experience, not a competitive one. Inform the class that Leaders are to improvise the role of any student who is
absent.
b. Study
In this part, the students in every group are asked to do some steps. The first is summarizing step, this step is asked the students to
summarize the text, find the main idea of each paragraph of the text, and make the inference of each paragraph of the text. The second is
connecting step, this step is drilled the students to find the reference of each pronoun of the text, find the meaning of some difficult words that
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content on the text, and find detail information of the text. Cooperative Reading Groups often work best with minimal teacher involvement.
The teacher may choose to sit on each group for a few minutes. All reading assignments are to be done by students independently, in or
out of class. Readings could be based on a textbook, novel, article, or handout. After the students open the text book and read the text, every
member of the groups should do their role. The members groups do some roles like; leader, summarizer, connector, and quizmaster. The
leader in a group should be responsible for Starting meetings promptly, keeping track of time during meetings, calling on students,
so all have a chance to play their roles, reminding students that they should support one another that criticism is out of place, improvising
the role of any absent group member, making sure all know the reading and their individual roles for next time, if a long reading is
involved, conducting a review on the group’s work when each meeting is finished, if the teacher assigned it. Summarizer is responsible for
making an outline, a chart, pictures, a dramatization of part of the material, a review of important, interesting, or unusual sentences.
Connector is responsible for connecting the material with, previous lessons, something the outside world, personal experiences, feelings,
or thoughts, other people, places, events. Quizmaster is responsible for conducting a brief oral quiz. This quiz might include truefalse
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questions, multiple-choice questions, fill-in-the-blank questions, flashcards with words to define, characters to identify, or events to
sequence, opinion questions that fuel a group discussion. If reading is done in class, make sure fast readers have something to do while
waiting for the slower readers to finish. If a long reading is involved, specify which parts are to be read by certain deadlines and when
groups will meet. Teachers report that it’s effective for Cooperative Reading Groups to meet twice a week, for 20 to 30 minutes.
c. Activate
In this part, the quizmaster of each group presents their quiz in front of the class. In this part the students also spend time reflecting on their
group processes as well as their individual reading performances. Students have the opportunity to share their responses to the text.
Individually reflect on and review their reading goal, and share some of their reflections with others in the class.
4. Strengths and Weaknesses of CRG
