THE EFFECTIVENESS OF COOPERATIVE LEARNINGAS A STRATEGY TO DEVELOPREADING COMPREHENSION OF

YEAR FIVE PUPILS

IN SK BINJAI JAYA,PARIT 16, SUNGAI PANJANG, SELANGOR.MOHD HALIM SHAH BIN MISWAN

UNIVERSITI PENDIDIKAN SULTAN IDRIS

2014Table of contents Contents

Pages

Abstract

i

Chapter 1Research Problem

1.0 Introduction

1

1.1 Background of the Research

2

1.2 Statement of the Problem

3

1.3 Conceptual Framework

5

1.4 Purpose of the Research

6

1.4.1 Research Objectives

6

1.4.2 Research Question

7

1.5 Significance of the Research

7

1.6 Limitations of Research

8

1.7 Definition of Terms

9

1.8 Summary

9

Chapter 2Literature Review

2.0Introduction

10

2.1Cooperative Learning Teaching Procedure

10

2.2Techniques in Cooperative Learning

12

2.2.1 Jigsaw Technique

12

2.2.2 STAD

13

2.2.3 TGT

14

2.3Related research

14

2.4Summary

18

Chapter 3Research Methodology

3.0Introduction

19

3.1Research Design

19

3.2Population and Sampling

20

3.3Research Instrument

20

3.4Research Procedure

22

3.4.1Procedure for Data Collection

22

3.4.2Procedure for Data Analysis

23

3.5Summary

23

4.0 ReferencesABSTRACT

This research is aimed to determine the effectiveness of authentic materials as an approach to improve the Year Five pupils reading and comprehension skills in SK Binjai Jaya, Sungai Panjang, Sungai Besar, Selangor. The study addresses the question if the use of authentic materials as an approach by the teacher will help pupils in learning and mastering reading and comprehension.

The study focuses on introducing authentic materials as an approach to pupils so as to enable them in the mastering of reading comprehension. Based on my experience as an English teacher, the pupils are not performing well in their learning of reading and comprehension because they are not fully exposed to various interesting teaching techniques and strategies during their teaching and learning sessions.During the study, an experiment was conducted using pre test and post test experimental group design. The subject in this study comprises of thirty Year Five pupils of SK Binjai Jaya, Sungai Panjang, Sungai Besar, Selangor. The lessons were taught using various types of authentic materials as an approach in learning reading and comprehension. Test results shows that the experimental group taught using story-based approach scored significantly better than earlier, which is before the approach carried out.

The findings of the study should reveal that pupils achievement in learning reading comprehension can be improved by using authentic materials in their learning. Pupils performance should improve after they are exposed to authentic materials in a cooperative way. At the end of the study, some recommendations for future research are also discussed.

CHAPTER ONE

RESEARCH PROBLEM1.0 Introduction

Reading is considered as an active mental process which deals with interaction between readers and the text. This is related to the type of teaching emphasis or focus exposed to the readers. Good readers are termed as those who are not only able to comprehend the text as a whole but also who are able to apply various skills such as scanning, skimming, locating information, predicting outcomes, understanding, make inference and sequencing while understanding or comprehending the text. On the opposite, weak readers may only, however, reach the surface level.

What is cooperative learning? Many scholars considered that it is one of the most remarkable and fertile areas of theory, research, and practice in education. Cooperative learning exists when pupils work together to accomplish shared learning goals (Johnson & Johnson, 2003). Hence, cooperative learning is viewed as a means for improving pupils achievement and cognitive skills. Since reading comprehension is a process which involves cognitive skills, the researcher believes that using Cooperative Learning as a strategy can develop the pupils reading comprehension. The research on cooperative efforts, furthermore, is focused on a wide variety of diverse outcomes. Previous researchers have focused on such diverse outcomes as achievement, higher-level reasoning, retention, time on task, transfer of learning, achievement motivation, intrinsic motivation, continuing motivation, social and cognitive development, moral reasoning, perspective-taking, interpersonal attraction, social support, friendships, reduction of stereotypes and prejudice, valuing differences, psychological health, self-esteem, social competencies, internalization of values, the quality of the learning environment, and many other outcomes.This study is a research action, highly focused on the problem of reading comprehension in English faced by pupils in Sekolah Kebangsaan (SK) Binjai Jaya, Sungai Panjang, 45300 Sungai Besar, Selangor. This study intended to overcome reading comprehension difficulties using Cooperative Learning as a strategy and improve reading comprehension in English among the pupils in Sekolah Kebangsaan (SK) Binjai Jaya, Sungai Besar, Selangor. The main objective of this special project is to introduce and teach the pupils Cooperative Learning which can help them obtain better scores on standardized tests or UPSR, in general.

1.1 Background of the Research

Reading is one of the basic skills stated in the Kurikulum Baru Sekolah Rendah (KBSR), and now better known as Kurikulum Standard Sekolah Rendah (KSSR) English Syllabus. In order to determine the effectiveness of the cooperative learning approach, an in-depth understanding of the reading process of the target population is very much important. The research on using Cooperative Learning as a strategy for reading comprehension is very limited in the Malaysian educational context.

However, a few minor researches were carried out to determine the reading strategies used by the Malaysian school pupils in comprehending texts. Pupils encounter reading difficulty because they have not mastered the various reading sub-skills, and as such, contribute toward reading difficulties which may occur at any stage of the pupils school career from primary one to secondary school levels.

At present, pupils failure is often attributed to low intelligence, lack of interest, poor home environment or even negative perspective towards learning. We could see that in todays teaching practice, most teachers prefer to use the traditional approach which is neither effective nor meaningful in the teaching and learning in the classroom. Derek (2006) says that, teaching pupils through different strategies for solving problems can improve thinking. Pupils are not given enough exposure and assistance in order to master certain language skills, especially reading as well as comprehending the text.

Accordingly, pupils who are not able to read are left alone without any help; remedial, treatment or modification in the curriculum. Eventually, those pupils will not be able to read, as well as showing a poor command of English. Other subjects will also be affected if nothing is done to help them. However, this problem can be rectified through proper diagnosis and remediation.

Many scholars have conducted surveys and observations with regard to this particular topic and managed to identify various possible styles and strategies that can be practiced and adopted by pupils in their learning and teaching process. If those strategies could be implemented, pupils should be able to gain proper understanding as well as high grades and achievement in English Language subject especially in reading and comprehension. The question is how can teachers overcome the problems associated with reading comprehension among the average and weaker pupils to improve their performance?One of the alternatives that could be carried out in the classroom is teaching reading comprehension using Cooperative Learning. Slavin (2000), states that Cooperative Learning involves pupils working in groups or teams to achieve specific educational goals. Pupils in such learning teams are responsible to maximize their own learning and the learning of other members in the team. They are also expected to share ideas, support, encourage and help one another, explain and elaborate the materials learned, use appropriate interpersonal skills, hold one another accountable for completing assigned tasks, and process how effectively members are working together ( Slavin, 2000).

1.2 Statement of the ProblemThis study focuses on improving the standard of reading comprehension skills in a primary school located in the district of Sabak Bernam, Selangor. Based on the feedback from the English language teachers in SK Binjai Jaya, most of the pupils who are involved in this study come from families of lower socio economic-status group. Lower socio economic family backgrounds do have a negative effect on education aspirations of the pupils and their resulting academic achievement. The pupils in this study rarely have the opportunity of traveling overseas or having contacts with those who use English daily or native speakers. The pupils in this study do not see the importance of English in their daily life. As a result, it might appear that English remains only as a subject in the timetable. It might also appear that the pupils in this study found English is just another language to learn, nothing more.

The pupils in this study are Malays and Bahasa Melayu is their mother tongue. They use Bahasa Melayu at home and with their friends every day. The influence of mother tongue outside the English classroom or school is so great and difficult to be changed. The medium of instruction in schools is Bahasa Melayu and this limits their exposure to English too.

1.3 Conceptual Framework

Figure 1.1: Conceptual Framework

This research attempts to establish the use of Cooperative Learning as a strategy to develop pupils reading comprehension. Thus, this study uses the quasi experiment where samples are divided into the controlled group and the experimental group. The pupils in the experimental group will be exposed to Cooperative Learning activities and monitored by the teacher, whereas those in the controlled group are given the conventional or traditional way, also monitored closely. A same set of questions for the pre-test and post test were given to the two groups of pupils. The conceptual framework of the research is shown in Figure 1.1.

1.4Purpose of the Research.

The purpose of the study is to investigate the use of Cooperative Learning as a strategy to develop reading comprehension. The study plans to answer the research question that activities carried out has contributed to pupils new perception of reading comprehension and willing to use Cooperative Learning as a strategy to develop their reading ability. With the new knowledge and quality interactions fostered through group activities which encourage the reading comprehension quality. Pupils work in small, heterogeneous groups during the learning activities. Pupils serve as the major learning resource for each other, sharing and gathering information as needed. The teacher acts as a consultant and activity coordinator. 1.4.1Research ObjectivesThis research intends to meet the following objectives:

The main objectives of this research are to find out whether the use of Cooperative Learning as a strategy to improve pupils reading comprehension and to determine whether the use of Cooperative Learning as a strategy can develop reading comprehension.

The researchers strongly feel that Year Five pupils in this school needed the Cooperative Learning as a strategy to develop their reading comprehension in English texts. The pupils are taught by using Cooperative Learning as a strategy in reading comprehension for a period of six weeks. It is believed that the pupils will achieve a higher score in the reading comprehension post test compared to the pre-test.

1.4.2Research QuestionTo meet the research objectives three research questions are formed. They are: To what extend Cooperative Learning as a strategy enable pupils to perform better in reading comprehension? To what extend using authentic materials can help the pupils to understand the reading comprehension text?

To what extend Cooperative learning enable pupils to enjoy and take part actively when learning English?1.5Significance of the Research

Although several researches conducted in the Western context have demonstrated the efficacy of the cooperative learning as a strategy for improving pupils performance in reading comprehension, there is still a lack of such evaluative researches in Malaysia. Besides, it is hoped that the results from this study will provide further insight into this area, adding to the English teachers knowledge on the efficacy of Cooperative Learning and giving alternatives to the English teachers to apply Cooperative Learning as a strategy in their English language teaching to overcome the reading comprehension problem faced by pupils in primary schools.

Most scholars promote that the most important reading skill that college and university students need is the ability to understand and retrieve the necessary information from texts. Since academic texts written in the Malay language remain limited, university students are required to read many books in the English language. Reading English texts is not an easy task for many pupils especially the Year Five pupils. Their poor command of the English language makes it much more difficult for these pupils to read academic textbooks. Beyond this problem, a big number of our university students are not adequately prepared with the necessary knowledge, skills and reading strategies particularly in reading comprehension activities, since they were very young in primary school.

This shows that it is necessary for the primary pupils to improve their reading comprehension to prepare them for their secondary and tertiary education. If the pupils are unable to solve their reading comprehension problem in their primary level then this will affect their success in the secondary and tertiary level because pupils will achieve any degree of success if they are able to read and comprehend texts in English. As such, teachers also play a vital role to inculcate the motivation and interest in pupils to do well by using an alternative strategy to the teaching and learning of reading comprehension in the English language classroom.

1.6 Limitations of the Research

There are, of course, limitations to carry out this research. Some of them are: This research will focus on limited number of pupils and limited to only one class of Year Five pupils. The pupils involved are not the representative sample of a certain area. Therefore, the research findings could not be generalized to all the Year Five pupils.

In this research the strategy used will be Cooperative Learning. Hence, the research findings will refer to this strategy only. As the questions prepared for the pre test and post test consist of matching, multiple choice questions and true-false questions, the chances of pupils guessing and copying their friends answers are quite high. As such, the researcher had included open-ended questions to find out the pupils reading comprehension ability.1.7Definition of Terms

For the purpose of this study the following terms are defined:

Reading comprehension:The ability to decode, understand and makes meaning from what is read. Larsen-Freeman, D. (2000) identifies comprehension as intentional thinking during which meaning is constructed through interactions between texts and reader.

Cooperative Learning:According to Johnson & Johnson (2006), learning in a small group of 4-5 persons with emphasis on interdependency, among members and maintaining individual responsibilities in achieving specific learning objectives.

Traditional approach:A one way teaching approach. This approach focuses on the teachers explanation on the white board. The teacher does most of the talking, while the pupils listen.

1.8 SummaryThis chapter explains the background, objectives, hypothesis, significance and limitation of the research. This chapter also summarizes that a learner centered approach differ from traditional teaching approach because pupils work together to improve their understanding with the guidance of the teacher rather than to compete with each other individually.

CHAPTER 2

LITERATURE REVIEW

2.0Introduction

This research attempts to investigate the use of Cooperative Learning as a strategy to develop reading comprehension of Year Five pupils in SK Binjai Jaya, Sungai Besar, Selangor. It will also give the outlines of the principles and techniques of Cooperative Learning and the review of previous researches and the findings. Cooperative Learning is better known as a pedagogical practice that promotes academic performance across different curriculum areas with students from preschool to college (Johnson & Johnson, 2002). This particular pedagogical practice promotes practical work which is relevant to relate Cooperative learning and language learning. This is where group activities are certainly a prominent feature of language teaching in many classrooms (Johnson, D., & Johnson, R., 2003). Hence, it is important that teachers should give enough practice in Cooperative Learning procedures as well as group social skills in the early part of the lesson. Teachers should continue to provide continuous monitoring and reinforcement to the pupils. Teachers should also monitor group activities in order to provide suitable assistance. It is also important to consider what type of activities suitable for the weaker groups. 2.1 Cooperative Learning Teaching ProcedureJohnson, D & Johnson, R. (2003), define Cooperative Learning as, small group of pupils or learners working together as a team to solve problems, to complete a task, or accomplish a common goal. Cooperative Learning gives emphasis on team-work among members, and maintaining individual responsibilities in achieving in specific learning objectives. It has been proven that pupils performance through Cooperative Learning involves children working together to accomplish a shared goal, this focus helps them develop a sense of group as they recognize the need to support each others learning (Gillies, R., 2003) During their cooperative activity, pupils learn to give and take. They could share ideas, clarify differences, and construct new understandings and learning from actively engaging in discussion with each other. The dialogues that occur are multidirectional as students learn to respond to explicit and implicit requests for help and to scaffold their responses to facilitate peers' learning. Thus, the result is that children who work cooperatively tend to perform better academically and are more motivated to achieve than their peers who do not have these experiences (Johnson, D & Johnson, R., 2003). There are six principles of Cooperative Learning as outlined by Larsen & Freeman, D., (2000): a) students prior knowledge and learning experiences should be valued and built upon; b) studying certain learning strategies will contribute to academic success; c) the teachers job is not only to teach language, but to teach learning; d) for many students, strategies have to be learned. The best way to do this is with hands-on experience; e) students need to become independent self-regulated learners. Self-assessment contributes to learner autonomy; f) an important part of learning a strategy is being able to transfer it, that is use it in a different situation.Students from the average and weaker groups may be suitable to follow principles (a), (b), (c) and (d). In contrast, principle (e) and (f) are seen more suitable for the higher achiever groups where self-assessment and being able to transfer learning strategy in a different situation may be seen as a very difficult task by the lower achiever groups.

2.2Techniques in Cooperative Learning

The Cooperative Learning had been introduced in a variety of methods which may be used in collaborative situations. For example, pupils work in pairs together in a Think-Pair-Share procedure. In this procedure pupils are given a question individually, discuss their ideas with another pupil to form a consensus answer, and then share their results with the entire class. The use of pairs can be introduced at any time during a class to address questions or solve problems or to create variety in a class presentation. Three techniques of Cooperative Learning Method which is popular among the teachers are as Jigsaw Technique, Student Team Achievement Divisions (STAD) and Teams-Games-Tournaments (TGT)

2.2.1JIGSAW Technique

In Jigsaw technique, individual students develop and share expertise in different aspects of the work. This approach is especially useful in modeling engineering, science, business or other technical careers where the expertise of a variety of individuals may be needed to complete a project using a collaborative approach. In design projects students may develop an expertise in one aspect of the project and teach those concepts and skills to the team. This process benefits all the group members by providing them with an opportunity to teach and learn from their peers. Nevertheless, the Jigsaw technique is certainly not limited to technical areas but may be applied to any subject where pieces of information need to be combined to complete the whole project, report or paper etc.

David W. Johnson Roger T Johnson (2002), the use of the reconstituted work groups in classrooms, such as in the Jigsaw technique is based on the same principles of interdependence that operate in the cross-team roles in the workplace. Class members bring their personal abilities and ways of thinking and working, as well as specialized knowledge, to analogous cross-role groups. The Jigsaw technique was developed as one way to help build a classroom as a community of learners where students are valued. Hence, the researcher would focus on this technique in the research because an important basis for the Jigsaw technique is due to the fact that there is a growing use of heterogeneous work teams.

Usually, cross-role representation could draw the resources of varied specialists within the team. Such cross-role teams can create positive results in achievement and attitude when providing solutions by combining a variety level of thinking and perspectives. All members in the team are acknowledged as valued team members in the ongoing organizational tasks of finding and solving problems.

2.2.2The Student Teams Achievement Divisions (STAD)

This model was developed by Robert Slavin and his colleagues at Johns Hopkins University, is perhaps the simplest and most straightforward of the cooperative learning approaches (V.M. Williamson, M.W. Rowe., 2002). In STAD, students within a given class are assigned to four or five member learning teams, each of which has representatives of both sexes, various racial or ethnic groups, and high, average, and low achievers. After the teacher has introduced the academic material, team members will use worksheets to master the academic materials and then help each other learn the material through tutoring, quizzing one another, or carrying on team discussions.

The pupils also receive worksheet answer sheets, emphasizing the importance of learning the concepts rather than simply filling out the worksheets. Following team practices, pupils individually take quizzes on the material they have been studying. The scores of the quizzes are recorded and each individual is given an improvement score. This improvement score is based on the degree to which the score exceeds a pupils past averages, rather than on a pupils absolute score. Weekly newsletters announce teams with the highest scores or who have perfect scores on the quizzes. However, the success of Cooperative Learning strategies is not automatically guaranteed. Group composition and group interaction processes have been found to impact the success or failure of Cooperative Learning groups.

2.2.3 Teams-Games-Tournaments ( TGT)

In another method developed by Slavin, the TGT (Teams-Games-Tournaments) instead of taking quizzes the pupils play academic games as representatives of their teams. They compete with pupils having similar achievement levels and coach each other prior to the games to assure all group members are competent in the subject matter.

A National Association of Biology Teachers (NABT) conference was conducted by Meg OMahony (2006) in Canada. She reveals that using TGT as a strategy in Cooperative Learning towards the students motivation in Biology has really brings out positive impacts. This quasi- experiment evaluates the students motivation before and after the exposure of Cooperative Learning to the students. Even though there is no significant difference in motivation observed but the research has shown academic improvement in the students performance and an increase in students attendance to school.

2.3 Related Research

Pupils will practice a high-level critical thinking when they read a text together, explain the concepts to each other and evaluate each other's explanations. They frame the new concepts by using their own vocabulary and by basing their comments upon their previous knowledge. Thus, they construct a new knowledge base on top of their existing base. This process leads to deeper understanding and greater likelihood they will retain the material longer than if they worked alone and simply read and reread the text (Jacobs, G. M., McCafferty, S. G., & Iddings, C., 2006).

This is confirmed by a research done by Fuchs, D., Fuchs, L. S., & Burish, P. (2000) stating that, Reading for comprehension is most likely to occur when the students are reading what they want to read or at least what they see good reason to read. Students work and comprehend better and faster when they perceived the reading comprehension done in group, as fun and enjoyable. Apart of that, they built their confidence by working together.

Fuchs further added that the process of peer interaction serves to elicit important information that is critical to building individual cognition. Horwitz, E. K. (2001) added that this strategy promotes a relaxed atmosphere for students to share, develop self-regulatory skills, and improve overall motivation. Also, this strategy includes the skills that are necessary to enable both proficient and struggling readers to benefit from such instruction. In this regards, Cooperative Learning has been proven an effective strategy to develop reading comprehension amongst the students.

This coincides with Slavins work on instructional methods to investigate the extent to which involvement in Cooperative Learning is related to students achievement and attitude in community college freshman English classes. The study focused on the use of a selected Cooperative Learning strategy, Student Teams-Achievement Divisions (STAD), an instructional method designed and developed by Slavin, R. E. (2011). While research on Cooperative Learning instruction has long found increases in student achievement and positive outcomes with regard to inter-group relations and student self-esteem, the development and refinement of this instructional strategy has significantly evolved over the last two decades (Slavin, 2011).

The findings of the research had indicated that there was a statistically significant difference in achievement between students who were involved and students who were not involved in the selected cooperative, team learning strategy in the acquisition and development of writing concepts and skills. An analysis of students attitude toward Cooperative Learning instruction had indicated a positive direction.

This study also suggests that with an organizational change in the design and delivery of the curriculum and specific cooperative team learning instruction can make a significant difference in the achievement and attitude of community college freshman English students. This shows that the study using the Cooperative Learning is a success not only in the reading comprehension but also in the development of writing concepts and skills, plus the attitude of the pupils.

The related research done by V.M Williamson, M.W Rowe 2002, the effects of team learning on students academic achievement and attitudes in advance English as a Second Language. They discovered that 33.3% of the lecture students dropped the class, as opposed to only 17.3% of the cooperative-learning students. The cooperative-learning students asked the instructor more questions in class and in office hours.

Thirty Year Five pupils will be randomly assigned to two experimental groups: a Cooperative Learning group and a traditional learning group. After a year-long instruction of ESL, pupils will be assessed with measures of achievement, attitudes toward others and school, and their feelings of liking or of being liked. The results is expected to show that the Cooperative learning group had greater gains in achievement and their attitude toward others and school than a traditional learning group.

However, Haberman (2000), had examine the ways in which cooperative learning strategies can be implemented to enhance the learning experiences of international students from non-native English speaking backgrounds (NESB). A field study that includes an innovative Cooperative Learning approach is presented where the focus is on meaningful text interaction as well as the provision of increased speaking opportunities within a community of learners.The paper concludes by noting that within the field of international students from NESB, cooperative strategies provide opportunities for support and guidance that ensure more opportunities for meaningful interaction. With regards, Cooperative Learning used as a strategy to develop reading comprehension also can provide opportunities to the students to interact meaningfully and perform better in their reading comprehension.

In a more recent study which Whisnant, (2005) had done, determines which specific instructional strategies increased literacy achievement among second and third grade Hispanic English learners in ten selected Northern California public elementary schools comprised of predominantly Hispanic English learners. The descriptive statistics and qualitative methods were used to analyze the data.

The findings of the research are that teachers rated cultural connections and cooperative learning strategies as very effective with their Hispanic English learners even though they reported using them infrequently. Teachers reported, using explicit comprehension and vocabulary development frequently and rated them effective with their Hispanic English learners. The Malaysian pupils are also from a non English speaking background. Therefore, this study has proven to be successful among the Second language learners and instructions using Cooperative Learning can be carried out on them to help them overcome the problem in learning reading comprehension in the Malaysian classroom contexts.

Finally, given the overall results of the present study, the potential for Cooperative Learning do have a positive impact on students achievement in the ESL classroom, as well as the potential to have social and attitudinal benefits. It seems that a cooperative instructional as a strategy may be viable for changing traditional ways of instruction in the Malaysian classroom. This study could encourage and provide insight for teachers to use the Cooperative Learning Method as an alternative to the traditional approach for the benefits of the pupils.2.4 Summary

Based on other researches done locally and abroad, Cooperative Learning strategies appear to have proved positive effects for pupils as reflected in increased academic achievement and improved social attitudes and behaviour. The general principle behind Cooperative Learning is that the pupils work together as a team to accomplish a common goal, namely that each pupil learns something of value from the Cooperative Learning activity. Although Cooperative Learning activities may require more of teachers preparation of group material and monitoring of group activities, the rewards and benefits for both the teacher and pupils go a long way. They appear likely to positively influence the schools academic and social climates as well. Thus, it would be inaccurate to surmise that Cooperative Learning is not effective in reading comprehension among the pupils. CHAPTER THREERESEARCH METHODOLOGY

3.0Introduction

This chapter describes the methodology employed in the study that includes the research design, population and sampling, research instruments, procedure for data collection and data analysis. The description of materials and activities used are also included to further explain about the methodology of this research. In order to obtain data that will give insights on reading comprehension achieved by the pupils of SK Binjai Jaya, a suitable and relevant research approach and procedure of method was designed. The instruments which are used in this research are the pre test and post test.

3.1 Research Design

This study is using quasi-experimental design involving two groups. The quasi experiment is chosen because researcher wants to use intact groups and respondents are from one Year-Five class. Moreover, researcher is unable to choose the pupils randomly in one class as the sample because this will disrupt class learning. This quasi experiment will use 15 pupils as the experimental group while the other group is considered the controlled group.In this experimental research, the researcher first will observe an on-going English language teaching session in the classroom. After completing the classroom observation, the researcher obtains pupils learning processes which take place in language classroom and their end of year examination result from their English Language teacher. Later, the researcher administers the pre test. This pre test provides some assurance that pupils ability in reading comprehension and thinking skills are weak and that they need an alternative teaching strategy to develop their reading comprehension. Then, respondents carry out the activities prepared by the researcher. After accomplishing the tasks, a post test is given to determine their progress.

Hence, this research topic to be explored is of qualitative nature. The purpose of a qualitative study is to accumulate sufficient knowledge to lead to an understanding. For this purpose, data collection and data analysis are simultaneous and ongoing activities that allow for important understandings to be covered.

3.2 Population and SamplingThe population of Year Five pupils in SK Binjai Jaya, Sungai Besar, Selangor, comprises of 30 pupils. All 30 pupils will be involved in the research as the samples. 15 pupils will be the experimental group while another 15 will be the controlled group. Thus, the researcher hopes that this study can be generalized to the total population of Year Five pupils in this school.

The rational for choosing this group is because they cater the same age, history, maturity and academic achievement. Sampling in this research was done purposefully using a strategy known as maximum variation sampling which looks out persons or settings that represent the greatest in the phenomenon to be studied to enhance information richness or to facilitate deep understanding.

This is in agreement with Patton, M. (2002) who states that qualitative inquiry typically focuses in depth on relatively small samples, even single cases selected purposefully that purpose sampling is based on the assumption that one wants to discover, understand, gain insight; one needs to select a sample from which one can learn most.

3.3 Research Instrument

Patton, M. (2002) defines data as nothing more than ordinary bits and pieces of information found in the environment. They can be concrete and measurable or invisible and difficult to measure. In this research, the pupils are given a pre-test and post test which will represent the information relevant for this research. Thus, complexity of the text, sentence structure and the vocabulary used in the test is designed carefully giving due consideration to the level of the pupils.

In this due, it is easier for the researcher to communicate and identify their achievement from the tests given since the researcher does not know much about the teacher nor the techniques of teaching used in that particular school. The overall performance of these pupils is average and below average based on their Year 4 end of year examination performance.

This test is focused to find out the achievement of the pupils, so there is no grammar exercise. In the pre-test, two reading texts are chosen carefully based on the current English Language Syllabus and the questions comprises of 5 multiple choice questions, 5 true-false questions, 5 matching questions and 5 open-ended questions to be completed in each set. The post test questions administered after the treatments are similar in format and content of the pre test. It consists of 5 multiple choice questions, 5 true-false questions, 5 matching questions and 5 open-ended questions to be completed in each set. The researcher will perform some observations to the pupils during the classroom activities. By doing this, the researcher is able to find out whether the pupils enjoyed the lessons and are motivated to take part actively when learning English using this method.

3.4Research Procedure

The researcher must have an understanding with the school administration before the study is carried out. So, a letter of consent should be provided. The purpose of this survey is to determine that using Cooperative Learning as a strategy can develop reading comprehension. On the first day of the study, the researcher will observe the English language lesson carried out with the Year Five pupils by the English language teacher for an hour. The purpose of this observation was to determine pupils response during the reading comprehension lesson in English language in school and their ability of reading comprehension in English language texts.

Then pupils in the experimental and control groups will be given the pre test. After analyzing the data, fifteen of the Year Five pupils will be given treatment using Cooperative Learning as a strategy in reading comprehension for six weeks while the other fifteen which is the control group, will be given the traditional instructional approach of reading comprehension by their English language teacher.

3.4.1 Procedure for Data Collection

The researcher will conduct lessons using Cooperative Learning as a strategy in learning reading comprehension with the group of 15 respondents of Year Five pupils. The respondents are expected to participate actively in the activities devised. Before the activities were carried out with the respondents, the researcher will conduct a pre test which was a question paper containing 40 questions. 3.4.2 Data Analysis Procedure

As mentioned earlier, test technique was used to collect data for this research. The details of the procedures will be provided further in this section. Pre test will be used to determine the test score and they will also provide some proof that the samples are weak in reading and they need to learn and practice that using Cooperative Learning as a strategy can develop their reading comprehension.

The post test which was similar in format and content to the pre test will be conducted at the end of six weeks. The post test guaranteed that the use of Cooperative Learning as a strategy can develop reading comprehension and help the respondents to develop their reading ability. The researcher ensures that all pupils answer all the items in the tests and data will be well recorded.

Qualitative research is strongly focused on the interpretative of the data analysis. The research will be reported qualitatively because the success of each lesson is subjective as it cannot be measured with numbers which the researcher thinks there are a lot of aspects that should be taken into account. The qualitative data collected from the observations is managed and organized for the audience to read.

3.5Summary

This chapter explains the methodology used in the present research which includes the research design, population and sample, research instruments and the procedure for data collection. It is hoped that the data obtained would allow the researcher to examine that using Cooperative Learning as a strategy can develop reading comprehension, which the researcher considers it as an innovative in reading comprehension lessons.

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The Use of Cooperative Learning as a Strategy to Develop Reading Comprehension of Year Five pupils.

Cooperative Learning as a Strategy

Objectives

To improve pupilsreading comprehension skills.

To determine if the use of Cooperative Learning as a strategy canimprove reading comprehension.

Sample

ExperimentalGroup (n=15)

Instruments:

Pre test

Post test

Measure

Frequency

Percentage

Data Analysis