This action research was aimed at describing the students' achievement and learning independence after joining the instruction using the reciprocal teaching approach and cooperative learning. The subjects were the students of the chemistry education department of FMIPA UNY taking the physics chemistry course II in the 2009/2010 academic year. The steps of this two-cycle action research included: planning, acting, observing, and reflecting. The findings showed that after joining the instruction, 92.31% of students had reached mastery learning individually. The students' learning independence also improved. The students showed positive evaluation toward the instruction. The students were enthusiastic in joining the course.