DECLARATION OF THESIS / UNDERGRADUATE PROJECT REPORT AND COPYRIGHT

Author’s full name : LEKHA A/P V M ASOK KUMAR

Date of Birth : 5 JUNE 1986

Title : THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS’ ACHIEVEMENT

IN READING COMPREHENSION

Academic Session : 2010 - 2011

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SIGNATURE SIGNATURE OF SUPERVISOR

860605-23-6332 Mdm. Norzarina bte. Sulong

(NEW IC NO/PASSPORT) NAME OF SUPERVISOR

Date: 13 May 2011 Date: 13 May 2011

PSZ 19:16 (Pind. 1/07)

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UNIVERSITI TEKNOLOGI MALAYSIA

“I hereby declare that I have read this thesis and in my

opinion this thesis is sufficient in terms of scope and quality for the

award of the degree of Bachelor of Science with Education (TESL)”

Signature : ………………………….........

Name of Supervisor : Mdm. Norzarina bte. Sulong

Date : 13 May 2011

THE EFFECTS OF COOPERATIVE LEARNING ON STUDENTS’

ACHIEVEMENT IN READING COMPREHENSION

LEKHA A/P V M ASOK KUMAR

A thesis submitted in fulfilment of the

requirements for the award of the degree of

Bachelor of Science with Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

MAY 2011

ii

I declare that this thesis entitled “THE EFFECTS OF COOPERATIVE LEARNING

ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION” is the result

of my own research except as cited in the references. The thesis has not been

accepted for any degree and is not concurrently submitted in candidature of any other

degree.

Signature : ....................................................

Name : Lekha A/P V M Asok Kumar

Date : 13 May 2011

iii

Especially to mum and dad, sister Renuka, brother Rohinish and to my future

husband, Rustam Singh Sandhu.

iv

ACKNOWLEDGEMENT

I wish to express my greatest appreciation to my beloved supervising lecturer,

Madam Norzarina bte. Sulong for her valuable guidance and support throughout the

completion of this research.

I want to take this opportunity to acknowledge my family members

especially my dad, Mr. V M Asok Kumar and my mum, Madam S. Nageswari for

their unlimited encouragement and inspiration in making this research a success.

Last but not least, I would like to sincerely thank all the subjects

involved in this research for their great contribution and cooperation in this research.

v

ABSTRACT

The use of cooperative learning is found to be meaningful and effective in

language teaching especially in reading comprehension. Therefore, this descriptive

research that combines both observational and experimental type of research aims to

investigate the effects of cooperative learning on students’ achievement in reading

comprehension. This research employs the quantitative research design in which the

processes involved in the entire research were divided into a number of sessions. A

total of 30 final year undergraduate students of UTM were chosen as the subjects of

this research. These subjects were grouped into two groups for the purpose of this

research. 15 subjects from the Living Skills course formed the experimental group

whereas the other 15 subjects from the Bioprocess Engineering course were the

control group. The subjects in the experimental group were exposed to the

cooperative learning approach in reading comprehension whereas the subjects in the

control group were not exposed to this approach. This research made use of research

instruments such as questionnaires (before and after cooperative learning),

observational study, pre-test and post-test. A treatment phase was also carried out in

between the pre-test and post-test period to implement the cooperative learning

activities in the form of Round Robin Brainstorming and Three Minutes Review in

reading comprehension. All the data gathered for the purpose of this research were

analysed manually and later converted into percentage scores. The result of this

research shows that cooperative learning has positive effects on students’

achievement in reading comprehension as subjects in the experimental group showed

improvement and achievement in the post-test after the implementation of

cooperative learning and they also showed positive perceptions and attitudes towards

the use of cooperative learning.

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ABSTRAK

Pengunaan pembelajaran koperatif didapati berkesan dalam pengajaran

bahasa terutamanya dalam pemahaman bacaan. Oleh yang demikian, kajian

deskriptif ini yang menggabungkan kedua-dua kajian pengamatan dan kajian

eksperimental bertujuan untuk mengetahui pengaruh pembelajaran koperatif terhadap

prestasi pelajar dalam pemahaman bacaan. Kajian ini menggunakan kajian kuantitatif

dimana keseluruhan proses yang terlibat dalam kajian ini terbahagi kepada beberapa

sesi. Seramai 30 orang mahasiswa tahun akhir sarjana muda UTM telah dipilih

sebagai subjek kajian ini. Subjek-subjek ini dikumpulkan ke dalam dua kumpulan. 15

subjek dari kursus Kemahiran Hidup dikumpulkan ke dalam kumpulan eksperimental

manakala 15 subjek dari kursus Kejuruteraan Bioproses pula dikumpulkan ke dalam

kumpulan kawalan. Subjek yang berada di dalam kumpulan eksperimental diberikan

pendedahan terhadap pendekatan pembelajaran koperatif dalam pemahaman bacaan

manakala subjek yang berada di dalam kumpulan kawalan tidak diberikan

pendedahan terhadap pendekatan ini. Kajian ini menggunakan instrumen kajian

seperti soal selidik (sebelum dan selepas pembelajaran koperatif), kajian

pengamatan, pre-test dan post-test. Sebuah fasa rawatan juga dijalankan di antara

tempoh pre-test dan post-test untuk melaksanakan aktiviti pembelajaran koperatif

dalam bentuk Round Robin Brainstorming dan Three Minutes Review dalam

pemahaman bacaan. Semua data yang dikumpul untuk tujuan kajian ini dianalisa

secara manual dan kemudian ditukar menjadi nilai peratusan. Keputusan kajian ini

menunjukkan bahawa pembelajaran koperatif mempunyai kesan positif terhadap

prestasi pelajar dalam pemahaman bacaan kerana subjek dalam kumpulan

eksperimental menunjukkan peningkatan dan prestasi dalam post-test setelah

pelaksanaan pembelajaran koperatif dan mereka juga menunjukkan persepsi dan

sikap yang positif terhadap penggunaan pembelajaran koperatif.

vii

TABLE OF CONTENTS

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES x

LIST OF FIGURES xii

LIST ABBREVIATIONS xiii

LIST OF APPENDICES xiv

1 INTRODUCTION 1

1.1 Introduction 1

1.2 Background of the Problem 1

1.3 Statement of the Problem 3

1.4 Purpose of the Research 4

1.4.1 Research Objectives 4

1.4.2 Research Questions 4

1.5 Significance of the Research 5

1.6 Scope of the Study 5

1.7 Limitations of the Research 6

1.8 Definitions and Explanations of Terms Related to 6

the Research

1.8.1 Cooperative Learning 6

1.8.2 Reading Comprehension 7

1.8.3 Round Robin Brainstorming 8

1.8.4 Three Minutes Review 9

viii

1.8.5 Students’ Achievement 10

1.9 Summary 11

2 LITERATURE REVIEW 12

2.1 Introduction 12

2.2 Theoretical Perspectives on Cooperative Learning 12

and Students’ Achievement

2.3 The Effects of Cooperative Learning in Enhancing 15

Students’ Learning in Reading Comprehension

2.4 The Benefits of Cooperative Learning 18

2.4.1 The Benefits of Cooperative Learning to Students 19

2.4.2 The Benefits of Cooperative Learning to Teachers 21

2.5 Summary 22

3 RESEARCH METHODOLOGY 23

3.1 Introduction 23

3.2 Research Design 23

3.3 Population and Sample 28

3.4 Research Instrument 29

3.5 Procedure For Data Collection 32

3.6 Procedure For Data Analysis 33

3.7 Summary 34

4 RESEARCH FINDINGS AND DISCUSSION 35

4.1 Introduction 35

4.2 Profile of the Subjects 36

4.3 Research Findings 36

4.3.1 Analysis of Data of Pre-test and Post-test for 36

Experimental Group

4.3.2 Analysis of Data of Pre-Test and Post-Test for 41

Control Group

ix

4.3.3 Analysis of Responses from the Questionnaire 46

(Before Cooperative Learning-BCL) Given to

Subjects in the Experimental Group

4.3.4 Analysis of Responses from the Questionnaire 54

(After Cooperative Learning-ACL) Given to

Subjects in the Experimental Group

4.3.5 Analysis of Responses from the Questionnaire 59

Given to Subjects in the Control Group

4.3.6 Observational Study 66

4.4 Discussion of Findings 67

4.5 Summary 70

5 CONCLUSION AND RECOMMENDATION 72

5.1 Introduction 72

5.2 Summary of the Study 72

5.3 Review of the Research Findings 73

5.4 Implications of the Research Findings 75

5.5 Limitations of the Research 75

5.6 Recommendations for Further Research 76

5.7 Summary 77

REFERENCES 78

APPENDICES A-K 84

x

LIST OF TABLES

TABLE NO. TITLE PAGE

3.1 Processes and Sessions Involved in the Entire Research 26

Experimental Group

4.1 Number of Subjects and Their Scores in Answering MCQ 37

4.2 Number of Subjects and Their Scores in Answering Reading 38

Comprehension Questions

4.3 Number of Subjects and Their Scores in Writing Summary 40

Control Group

4.4 Number of Subjects and Their Scores in Answering MCQ 42

4.5 Number of Subjects and Their Scores in Answering Reading 43

Comprehension Questions

4.6 Number of Subjects and Their Scores in Writing Summary 45

Experimental Group

4.7 The Subjects’ Background 46

4.8 Subjects’ Perceptions Towards Reading Comprehension 48

4.9 Cooperative Learning Activities in Reading Comprehension 50

Lessons / Classroom

4.10 Participation in Reading Comprehension Activities 51

4.11 Comprehension of the Reading Text 52

xi

4.12 Students’ Perceptions Towards Cooperative Learning in Reading 54

Comprehension Activities

4.13 Participation in Cooperative Learning Activities 55

4.14 Comprehension of the Reading Text After Cooperative Learning 56

is Used

4.15 Overall Views and Reactions Towards the Reading Comprehension 57

Lessons that Use Cooperative Learning Approach

Control Group

4.16 The Subjects’ Background 59

4.17 Subjects’ Perceptions Towards Reading Comprehension 61

4.18 Cooperative Learning Activities in Reading Comprehension 62

Lessons / Classroom

4.19 Participation in Reading Comprehension Activities 63

4.20 Comprehension of the Reading Text 64

xii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

Experimental Group

4.1.1 Subjects’ Achievement in Answering MCQ Before 38

and After the Implementation of Cooperative Learning

4.2.1 Subjects’ Achievement in Answering Comprehension 39

Question Before and After the Implementation of

Cooperative Learning

4.3.1 Subjects’ Achievement in Writing Summary Before and 41

After the Implementation of Cooperative Learning

Control Group

4.4.1 Subjects’ Scores in Answering Comprehension MCQ 43

for Both Pre-test and Post-test

4.5.1 Subjects’ Scores in Answering Comprehension Questions 44

for Both Pre-test and Post-test

4.6.1 Subjects’ Achievement in Writing Summary for Both 46

Pre-test and Post-test

xiii

LIST OF ABBREVIATIONS

BCL – Before Cooperative Learning

ACL – After Cooperative Learning

SD – Strongly Disagree

D – Disagree

A – Agree

SA – Strongly Agree

xiv

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Questionnaire 1 84

B Questionnaire 2 90

C Pre-Test 95

D Post-Test 101

E Treatment 1 107

F Worksheet 1 109

G Treatment 2 112

H Worksheet 2 114

I Treatment 3 116

J Worksheet 3 118

K Observation Checklist 1,2,3 119

1

CHAPTER 1

INTRODUCTION

1.1 Introduction

This research was carried out to investigate the effects of cooperative learning

on students’ achievement in reading comprehension. This chapter begins with a

discussion on the background of the problem, statement of the problem and purpose

of the research. Then, the researcher also explains the significance of the research,

scope of the study, limitations of the research and definition and explanations of

terms related to this research.

1.2 Background of the Problem

The teaching and learning of reading comprehension in language classes have

always been carried out using traditional methods most of the time. Some of the

traditional methods used in the teaching and learning of reading comprehension are

chalk and talk, direct instruction, questioning, recitations and guided practice and

homework. This phenomenon proves that it has always been a teacher centered or

deductive teaching approach rather than a student centered approach employed in the

2

teaching and learning of reading comprehension. However, these above mentioned

methods are proven to be inefficient after the emergence of cooperative learning

which is a constructivist teaching method. In a classroom that employs cooperative

learning, students basically work together with their group members to attain group

goals that cannot be achieved by working individually or competitively. According

to Johnson, Johnson & Holubec (1986), in a cooperative learning implemented

classroom, students discuss subject matter, help each other in learning and also

provide encouragement for members of the group in the process of completing a

task.

The implementation of cooperative learning is found to be more meaningful

and effective in language teaching especially in reading comprehension. This is

because within the cooperative group, students have the opportunity to learn from

each other, share their ideas, and decide upon strategies for solving learning tasks

especially in reading comprehension classrooms. Hollingsworth et al. (2007) and Al

Haidari (2006) point out that cooperative learning is a valuable teaching method

which assists learners in learning comprehension strategies while encouraging

positive interactions among them with their group members. The students who

employ cooperative learning approach in their reading comprehension not only

achieve academic success by increasing their reading levels and knowledge of

comprehension skills but also they are enthusiastic and motivated towards reading.

In short, cooperative learning is viewed as a strategy to have students work together

to better comprehend what they are reading.

Besides that, students are also engaged in a more active learning environment

with the implementation of cooperative learning method as they could share and

exchange their thoughts with one another while discussing and completing the task

given especially on reading comprehension. This will also eventually enhance their

thinking ability (critical thinking) and memory too. Moreover, students can also

learn and understand better when they work in a group rather than working

individually. This is true because this approach increases students’ achievement

when they cooperate with other students in completing given tasks. This point of

3

view is further proven when Dishon & O'Leary (1984); Johnson & Johnson (1990);

Slavin (1991) assert that cooperative learning should result in positive effects on

students’ achievement and retention of information.

1.2 Statement of the Problem

Nowadays, most students in language classrooms find it difficult to

comprehend the materials they read and as a result they perform poorly in reading

comprehension tasks. One of the major challenges that students face in performing

reading comprehension tasks is that they are not able to grasp or elicit the main ideas

discussed in reading materials. Besides that, they are also unable to look for

important key points upon reading a text given. As an effect of this, these students

are not able to either answer comprehension questions based on the text given or

summarize what they have read and understood from the text. To make matters

worse, language educators rarely use new methods of teaching reading

comprehension in order to enhance students’ understanding and achievement in

reading comprehension as they prefer to employ traditional and deductive teaching

approaches in their teaching of reading comprehension.

Therefore, in addressing the above mentioned problems, the researcher of this

study has put effort in using cooperative learning activities as an approach in the

teaching and learning of reading comprehension in order to measure the effects of

this method on students’ achievement in reading comprehension. This study was

carried out to investigate the effects of cooperative learning on students’ achievement

in reading comprehension at tertiary level education.

4

1.3 Purpose of the Research

The main purpose of this research is to investigate the effects of cooperative

learning on students’ achievement in reading comprehension at tertiary level

education. The research objectives and research questions of this study are presented

as follows:-

1.3.1 Research Objectives

This research intends to meet the following objectives:-

i. To determine whether the use of cooperative learning has an effect on

students’ achievement in reading comprehension.

ii. To find out students’ perceptions of cooperative learning.

iii. To determine students’ attitudes towards the use of cooperative learning.

1.3.2 Research Questions

The research questions that are stated below are formulated in order to meet

the research objectives presented in the above section.

i. Does cooperative learning affect students’ achievement in reading

comprehension?

ii. What are the students’ perceptions towards cooperative learning?

iii. What are the students’ attitudes towards the use of cooperative learning?