The use of cooperative learning method in the teaching of reading comprehension : a servay of ESL teachers

The  study  was  conducted  to  investigate  the  teachers'  knowledge, implementation and  reservation regarding the concept of cooperative learning in the teaching of reading comprehension.  The study aimed to find out if the level of awareness  was  influenced  by  gender,  academic   group,  teaching  experience, qualification, race and age group. It was conducted on 155 English  Language teachers from 21 schools in the District of Batang Padang. Questionnaires were distributed  to all teachers within two weeks. The Likert-type scale was extensive employed in the  questionnaires. The result of this study showed that there was no significant difference in the  awareness of secondary schools English Language teachers with respect to knowledge, implementation  and reservation regarding the use of cooperative learning in the teaching  of comprehension.  Secondly,  findings  from  the study  showed  no significant  mean  differences  between  the   independent  variables  (qualification, option/major, teaching experiences, races, age group) and  the dependent variables (knowledge, implementation and reservation) regarding the use of  cooperative learning. The T-test also showed there was no significant difference between gender  with respect to knowledge and implementation. However, there was significant difference between  gender with respect to reservation. The female teachers had more reservation than male teachers. It  is suggested that in teaching reading, comprehension through cooperative learning, teachers should  plan their lesson well. The size of the classroom and the facilities should be more practical.  Teachers need proper and condusive classrooms before implementing cooperative learning to avoid  failure of group work task and  to encourage students interaction.