1

THE EFFECT OF USING COOPERATIVE SCRIPTING METHOD

IN TEACHING READING AT SENIOR HIGH SCHOOL
(a Study at Grade Ten of SMAN 1 Guguak Regency Kab. 50 Kota)
Oleh:
Ade Rianti
Dibimbing oleh:
Sesmiyanti
Dona Alicia
English Departement
College of Teacher Training and Education
(STKIP) PGRI WEST Sumatera
ABSTRAK
Penelitian ini bertujuan untuk melihat pengaruh dari metode Cooperative
Scripting dalam pengajaran bahasa inggris khususnya reading. Penelitian ini
menggunakan metode eksperimen dengan dua kualifikasi, yaitu kelas eksperimen dan
kelas control. Pada kelas eksperimen peneliti menggunakan metode Cooperative
Scripting dan kelas control menggunakan metode Choral Reading. Populasi dalam
penelitian ini adalah siswa kelas X SMA N 1 Kec, Guguak tahun ajaran 2011/20012
yang berjumlah 215 orang yang terdiri dari enam kelas. Penulis mengambil sampel
secara acak (cluster sampling), yang terpilih sebagai kelas eksperimen adalah kelas
X2 dan X3 sebagai kelas control. Instrument penelitian adalah pilihan ganda pada
narrative text dan recount text. Dari data analisis peneliti menemukan nilai rata-rata
kelas eksperimen yaitu 81,42 dengan standar deviasi 9,22, sedangkan nilai rata-rata
kelas control yaitu 73,22 dengan standar deviasi 10,02 dan standar deviasi kedua
kelas yaitu 9,63. Pengujian hipotesis dilakukan dengan uji t-table, setelah dilakukan
pengujian diperoleh t-calculated 3,63 lebih besar dari t-table 1,66. Maka hipotesis
pada penelitian ini diterima, sehingga disimpulkan bahwa metode Cooperative
Scripting dapat memberikan efek positif terhadap hasil belajar bahasa inggris
khususnya dalam reading (membaca) pada siswa kelas X SMA N 1 Kec, Guguak.
Kata kunci : Pengaruh Cooperative Scripting Method
2
INTRODUCTION
Reading is one of the main four
skills in English beside listening,
speaking and writing. Through
reading, the students will get many
advantages, such as gaining a lot of
information, improving their
knowledge, solving a new problem and
getting the new ideas by understanding
what they read.
Nowadays, teaching reading is
something that followed by
comprehension skills to comprehend
all activities, especially in reading text.
It is supported by KTSP (2007), the
standard of reading competency in
Senior High School is to understand
and comprehend words and sentences
from various texts, such as : Narrative,
Procedure, Recount and Exposition. In
second semester, the teacher teaches
about narrative and recount text.
From the researcher pre
observed in SMAN 1 Kec Guguak,
some of students still found the
problem in teaching reading activity.
There were some factors that would
make students failed in comprehending
the text. First, reading text was not
interesting for students. They would
read the text if the teacher asked them
to read, they just answered the
questions that were given without
trying to find the meaning of the text.
Second, the students were difficult to
find out the topic and the main idea
from the text. Third, they were lack of
vocabulary. So, they were lazy to find
the difficult words, continued to read
the text, and they did not try to guess
the meaning of those words and did
not want to check in dictionary. They
expected their teacher to translate the
words. Fourth, they still had
assumption that english is the most
difficult subject and reading is a boring
activity in the school because in
reading the teacher gives several texts
to students and the students read the
text by themselves. Actually, the
problems not only came from the
students, but also from the teacher who
always uses common method in
teaching reading, so that the students
feel bored and not responses in
studying.
There is a way to increase the
students reading comprehension
3
should be done, such as by
implementing some good method
correctly. According to ODonnell and
Alison (1999) Cooperative Scripting is
a learning methodology in which the
roles played by the interacting partners
and the processing activities in which
they engage are specified. These
activities include overt summarizing,
error detection, elaboration and review
and are known to aid text processing
and comprehension. It means that in
this method the student has partner in
studying about materials. She emulates
interaction with her partner in making
conclusion about materials. The
important part in this method is
cooperation with pairs.
Furthermore, Slahl (2002)
states that Cooperative Script is the
methodology that guides the
interaction of cooperating groups as
they complete the designated test. It
means that, in this method the students
work with group. One group consists
of two students.
There are some procedures to
apply Cooperative Scripting Method in
teaching reading in the class. Slahl
(2002) says that a prototypical used
with a text comprehension task
includes the following steps.
1. Both partners read the first
section on the text.
2. Partner A recalls the text
information without using
the text.
3. Partner B provides feedback
without looking the text.
4. Both partners elaborate on
the text information.
5. Both partners read the
second section of the text,
switch roles and continue
with steps 1 to 4.
RESEARCH METHOD
This research was a design of
an experimental research. Gay and
Airasian (2000) state that experimental
research is the only type of research
that can test hypotheses to establish
cause and effect relationship. The
researcher used experimental research
to find out the effect of using
Cooperative Scripting Method in
teaching reading at X students in
SMAN 1 Kecamatan Guguak.
Experiment typically involved a
comparison of two groups. They were
4
experimental group and control group.
One group for experimental class used
cooperative scripting method and
another class as a control class used
choral reading method.
According to Gay and Airasian
(2000), there are some kinds of group
design in experimental research: they
are pre-experimental designs, the one-
group pretest-posttest designs, True
Experimental designs, the pretest-
posttest control group designs, the
Solomon four group designs and the
posttest only control group design.
However, in this research, the
researcher used The Posttest Only
Control Group Design. According to
Gay and Airisian (2000) The Posttest
Only Control Group Design is a
research design that doesnt have
pretest, which the researcher uses a
research subject from a population,
and then randomly assignees to
groups, exposes to the different
treatments. Furthermore, Gay and
Airisian (2000) some periods of time
are required for the treatment. It means
that to find out whether the method has
an effect or not, the researcher needs
some meetings for the treatments. It
needs eight meeting to find out the
effect of Cooperative Scripting
Method in teaching reading. They add
that in experimental study, the
researcher manipulates at least one
independent variable, control other
relevant variables and observes the
effect one or more dependent variable.
The population of this research
was X class students of SMAN 1 Kec
Guguak in 2011/2012. There were 6
classes of X grade. The total of
population was 215. They distributed
into six classes X1, X2 X3, X4, X5,
X6. In this research, the researcher
selected the sample based on students
mean score of reading test on first
semester, in which the classes have the
same characteristic and have close on
mean score from each class. Finally,
researcher selected X2 as experimental
class and X3 as control class.
The researcher was collected
the data by using some steps. First, the
researcher collected the student mark
of reading test. And then the
researcher found the means score of it.
Based on its mean score, the classes
which have the homogenous score
took as experimental class and control
5
class or eight meetings. In
experimental class used cooperative
scripting method and in control class
used choral reading method. During
the treatment, the researcher focused
on teaching monolog text for the first
semester of Xth grade students. Thus,
the researcher taught narrative and
recount text based on the syllabus and
lesson plan. After gave the treatment,
the researcher gave the post test which
consists of 24 items multiple choices
form to both classes. After the post test
was done, the researcher collected the
data based on students answer.
FINDING AND DISCUSSION
The researcher found that t-
calculated (3,63) was bigger than t-
table (1,66) at the degree of freedom of
71 and the level of significance was
0,05. In conclusion, the value of t- test
was higher than t- table. It means that
H1 was accepted and H0 was rejected.
It can be concluded that there was a
positive effect of using Cooperative
Scripting Method at the ten grade
students of SMAN 1 Kec Guguak.
CONCLUSION
After the researcher finding,
the researcher concludes that
Cooperative Scripting Method was
more effective in teaching reading than
Choral Reading Method. Cooperative
Scripting Method can help students to
understand about the idea in the texts
clearly and it will improve their
reading ability in understanding texts.
Besides that, Cooperative Scripting
Method can help the teacher to
improve the students reading ability in
understanding texts and make them
active in English classroom.
BIBLIOGRAPHY
Gay, L.R. 2000. Educational Research
: Competence of Analysis
Application. New York: Prentice
Hall.
Linse, Caroline T. 2005. Practical
English Language Teaching
Young Learners. New York: Mc
Grows-Hill.
O Donnell, Angela and Alison. 1999.
Cognitive Perspectives On Peer
Learning. USA: Lawrence
Erlbaum Associates. Inc.
Publisher.
Slahl, Gerry. 2002. Computer Support
For Collaborative Learning
Foundations For CSCL
Community. USA.