USING COOPERATIVE LEARNING STRATEGIES TO IMPROVE READING COMPREHENSION OF THE SEVENTH GRADE STUDENTS AT SMP N 1 BOROBUDUR IN THE ACADEMIC YEAR OF 2012/2013

This research is aimed at improving grade VII students’ reading comprehension by using Cooperative Learning Strategies in SMP 1 Borobudur. The research was carried out through action research. The researcher acted with the students and the English teacher as the collaborator. The subjects of the research were 32 students of Grade VIID of SMP 1 Borobudur in the academic year of 2012/2013. The data of this study was qualitative. The qualitative data were obtained by observing the teaching and learning process during the implementation and interviewing the students and the English teacher. The data were in the form of field notes, interview transcripts, and photographs. The validity of the data was obtained by applying democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity. In addition, this research applied the methodological triangulation and the investigator triangulation to get trustworthiness. The results of the two cycles show that the use of Cooperative Learning Strategies is effective to improve the students’ reading comprehension. It is supported by the qualitative data found during the action. By following the steps in Cooperative learning Strategies, they practiced to find the main ideas, the details of information, and find the meaning of the difficult words. Their interaction with other students in the group also increases. They are accustomed to having discussion with other students. Moreover, the students have a good interaction with the English teacher. They are not reluctant anymore to ask the teacher when they find difficulties. The students’ vocabulary mastery is also enhanced so they can automatically understand the reading text. Moreover, the various activities made the class atmosphere enjoyable. The group work activities improved the students’ understanding towards the materials and the teacher’s classroom management