IMPLEMENTATION OF COOPERATIVE LEARNING METHODS IN IMPROVING READING COMPREHENSION

The purpose of this study was to determine the implementation of the Cooperative Learning Method in teaching reading comprehension, especially reading Factual Report texts to Class X Catering (JB) students at SMK Negeri 1 Ciamis, Ciamis District, Ciamis Regency, 2017/2018 Academic Year. This type of research is Classroom Action Research (CAR) and the design of this research refers to the Kemmis and Mc.Taggart model which consists of one action one cycle, which begins with planning, action, observation and reflection. This research was conducted in the odd semester of the 2017/2018 academic year, namely in October 2017. The subjects of this research were students of class X Catering Services (JB) SMK Negeri 1 Ciamis, totaling 31 people. The object of research is students' reading comprehension. Research data obtained through observation, interviews, documentation and reading comprehension tests. This study uses qualitative data analysis and quantitative data analysis. Quantitative methods were used to analyze the data on students' reading test results (pre-test and post-test) which could be used to analyze statistical data on descriptive text learning materials. Meanwhile, qualitative methods were used to analyze data from observations, student questionnaires, and interviews. The data obtained from quantitative and qualitative methods are then compared and matched to obtain the final conclusions from the research. This research consists of two cycles of 4 actions. The average pre-test showed an achievement of 60.48. The average post-test results in the first cycle of meeting 1 increased by 6.81 to 68.06. Cycle I meeting 2 increased from the previous cycle of 4.04 to 72.10. The second cycle of the first meeting increased by 1.44 to 74.2 and in the second cycle of the second meeting it increased by 0.98 to 83.9. The results showed that the Cooperative Learning Method could improve students' reading skills, especially factual report texts.


INTRODUCTION
"Reading" as one of the skills in mastering English plays a very important role in improving students' English skills. More importantly, "reading" has a function as a tool to access information around the world. "Reading" in a broader sense is a very effective means of expanding our language commands, so "Reading" is an aspect that plays an important role in classrooms where language learning is the main goal (Nuttall, 2000). However, according to McLaughin (in Celce-Murcia, 1991) reading is the most complex and most difficult student skill Elin Herlina, (2022) Implementation Of Cooperative Learning Methods In Improving Reading Comprehension that must be mastered in school, so students carry out complex interactive processes also in reading activities.
The most basic goal in teaching reading comprehension in the context of learning English is understanding. As stated by Kirby (2007:1) "Reading comprehension is the process by which we understand the text we read. That is the purpose of reading, why we teach it, and why we care about it." Its purpose is in line with the goals of teaching in high schools. Rukmayadi (2011) says that in high schools, the process of teaching reading has several specific objectives, namely: 1) To enable students to develop basic comprehension skills so that they can read and understand general texts; 2) Using reading activities to improve their general knowledge; 3) To decide about the purpose of reading; 4) To adjust reading strategies; and, 5) To develop critical reading skills.
As stated by Rukmayadi (2011), one of the goals in teaching reading that must be developed is basic comprehension skills. Therefore, students who have good comprehension skills can read and understand texts easily. Comprehension skills, according to Brown and Palinscar (in Resnick & Resnick, 1992), consist of using background knowledge in processing information, evaluating critical content skills, predicting, interpreting, and inferring skills. This is important as a reference to improve students' skills through designing appropriate methods and strategies in teaching reading.
According to Brown (2001), reading comprehension is an efficient strategy to develop students' ability to understand text well. Studies conducted by Sunandar (2006) also show that many teachers in several schools in Indonesia only use conventional methods which include making lists of difficult words, translating their meanings into students' mother tongues, asking students to read aloud and/or silently, and Ask students to answer questions related to the text.
While this kind of method can cause negative effects on students' reading ability (Rukmayadi, 2011). In addition (Schwerdt & Wuppermann, 2009) said that conventional teaching methods have many weaknesses: students' attention decreases quickly during the learning process and information obtained tends to be forgotten quickly when students are passive. According to the explanation above, it is important to know the solution to solve the problem of learning to read and develop students' motivation in understanding the text. In addition, previous interviews showed that the students of SMK Negeri 1 Ciamis lacked understanding of "reading comprehension", especially reading the "Factual Report" text. Many efforts have been made in teaching reading to students. Thus the researcher proposes an alternative learning strategy called the Cooperative Learning Model to make learning to read easier because Cooperative Learning can make students help each other. Slavin (1995:20) states that "Cooperative Learning is a teaching method where students work in small groups to help each other learn the content of academic lessons". It was further explained that in cooperative learning, students are expected to help each other, discuss, and argue with each other about their respective knowledge and fill the gaps that exist in each student's understanding. The explanation above shows that cooperative learning involves small groups so that each individual works together to maximize their own abilities and achieve the achievements they want. Quantitative methods were used to analyze the data on students' reading test results (pre-test and post-test) which could be used to analyze statistical data on descriptive text learning materials. Meanwhile, qualitative methods were used to analyze data from observations, student questionnaires, and interviews. The data Elin Herlina, (2022) Implementation Of Cooperative Learning Methods In Improving Reading Comprehension 120 obtained from quantitative and qualitative methods are then compared and matched to obtain the final conclusions from the research.

RESULT AND DISCUSSION
The implementation of learning for teachers and students during 2 cycles of 4 meetings using the Cooperative Learning Method showed an increase and improvement in each cycle. The results of observing teacher activities on the application of cooperative learning models can be seen in the following diagram: people (6.5%) from cycle I meeting 2. Cycle II meeting 2 had exceeded the percentage of student learning completeness 75%, which reached 26 students (83.9 %) increased by 3 people (9.7%). To see a comparison of the average and completeness of student learning in cycles I and II can be seen in the following graph: Based on the research that has been carried out, it is known that the learning outcomes of students in learning reading comprehension through the application of the cooperative model have increased. The use of the cooperative learning model makes reading comprehension learning more meaningful, fun, and brings out the activeness of students because the cooperative learning model involves students taking an active role in finding answers to a problem through a process of thinking and discussion. help students to understand descriptive texts because they are able to share difficulties with their friends in the group. In addition, students also have higher motivation to do their best because they have to compete with other groups.

CONCLUSION
The increase in students' ability to understand reading can be seen from the average value in both cycles. The results of the study also describe some of the responses from students to the Cooperative Learning Method in learning to read, especially factual report texts. This shows that the students gave a positive response because they stated that learning using the Cooperative Learning Method was very fun and very helpful for them in understanding factual report texts and even they wanted to know more about cooperative learning.
In addition, students also gave a positive response to the application of this learning model. They have a good interest in doing activities in groups and are actively involved in various activities relevant to learning to read, especially factual report texts.
The researcher would like to put forward some suggestions that may be useful for further research. Cooperative learning is a learning model that consists of many methods. Each method in cooperative learning aims to help students gain a better understanding of learning activities. Future research is expected to explore methods and prove that cooperative learning is a real and effective way to create Elin Herlina, (2022) Implementation Of Cooperative Learning Methods In Improving Reading Comprehension 124 favorable learning situations in the classroom. During the teaching and learning process, the teacher must be a good model and a good motivator.
In addition, it is hoped that in future research, the Cooperative Learning Method can be used in other skills such as listening, reading and writing to reveal more information about this learning model. This research is a type of classroom action research that requires a lot of time. So, it is better for other researchers to manage time more effectively and efficiently.

THANKS FOR
I really thank to Mr. Gali Alrajafi, S.Pd., M.Pd. for his support in publishing this article.