(A Classroom Action Research in the Second Year of VIII-6 class of SMPN 17 Tangerang Selatan)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By: NUR’AENI 106014000417
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925 Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Nur’aeni
Tempat/Tanggal lahir : Sukabumi, 31 Mei 1987
NIM : 106014000417
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : Developing Students’ Reading Ability by Using Student Team Achievement Division (STAD) Technique
(A Classroom Action Research in the Second Year of
VIII-6 Class of SMPN 17 Tangerang Selatan)
Dosen Pembimbing : Drs.H.Bahrul Hasibuan, M.Ed
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 21 Desember 2010
Mengetahui
Dosen Pembimbing Mahasiswa Ybs.
Drs.H.Bahrul Hasibuan, M.Ed Nur’aeni
(A Classroom Action Research in the Second Year of VIII-6 class of SMPN 17 Tangerang Selatan)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By: NUR’AENI 106014000417
Approved by the Advisor
Drs.H.Bahrul Hasibuan, M.Ed
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
READING ABILITY BY USING STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE. (A Classroom Action Research in the Second
Year of VIII-6 Class of SMPN 17 Tangerang Selatan), written by NUR’AENI,
student’s registration number 106014000417 was examined in the examination
session of the Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah
State Islamic University Jakarta on January, 19th 2011. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of
“S.Pd” (Bachelor of Arts) in English Language Education at the English
Education Department.
Jakarta, February 7th 2011
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki, M.Pd ( ) NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd ( )
NIP. 19730625 199903 2 001
EXAMINERS : 1.Dr. Atiq Susilo, MA ( )
NIP. 19491122 197803 1 001
2. Dr. Fahriany, M.Pd ( )
NIP. 19700611 199101 2 001
Acknowledged by:
Dean of Tarbiyah and Teachers’ Training Faculty
i
Achievement Division (STAD) Technique (A Classroom Action Research in the Second Year of VIII-6 Class of SMPN 17
Tangerang Selatan), Skripsi, English Education Department, The
Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Drs.H.Bahrul Hasibuan, M.Ed
Keywords: Reading Ability, Student Team Achievement Division (STAD) Technique
This research is intended to find empirical evidence of students reading ability development by using Student Team Achievement Division (STAD) technique in the second year of SMPN 17 Tangerang Selatan.
The method used in this research was Classroom Action Research (CAR) method in which to identify and to solve the problem on students’ reading ability. This research is initiated through the observation in the VIII-6 class at SMPN 17 Tangerang Selatan; considered as the class whose reading test score are very low. The amount of students in that class is 35. In addition, it is also initiated by interview the English teacher. In this Classroom Action Research, the writer implements the Kemmis and McTaggart design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is derived among from the test (pre-test and post-test), observation and interview. Therefore, this study is included into quantitative descriptive research.
ii
Achievement Division (STAD) Technique (A Classroom Action Research in the Second Year of VIII-6 Class of SMPN 17
Tangerang Selatan), Skripsi, Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing: Drs.H.Bahrul Hasibuan, M.Ed
Kata Kunci: Kemampuan Membaca, Teknik Pembagian Pencapaian Tim Siswa (STAD)
Penelitian ini dimaksudkan untuk menemukan bukti empiris pengembangan kemampuan membaca siswa di kelas delapan SMPN 17 Tangerang Selatan dengan menggunakan teknik STAD.
Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK); untuk mengidentifikasi dan mengatasi permasalahan terhadap kemampuan siswa dalam membaca. Penelitian ini diawali dengan observasi di kelas VIII-6 SMPN 17 Tangerang Selatan; yang dianggap sebagai kelas yang memilki nilai reading terendah. Jumlah siswa dalam penelitian ini yaitu 35. Disamping itu, penelitian ini diawali dengan wawancara kepada guru bahasa Inggris. Dalam Penelitian Tindakan Kelas ini, penulis melaksanakan Kemmis dan McTaggart model; yang mana terdiri dari empat tahapan, yaitu: perencanaan, pelaksanaan, pengamatan, dan refleksi. Sementara itu, data yang diperoleh berasal dari test (pre-test dan post-test), observasi di kelas dan wawancara terhadap guru. Maka dari itu, penelitian ini termasuk kedalam penelitian deskriptif quantitatif.
iii
Praised be to Allah, the Lord of the world, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his followers.
It is a pleasure to acknowledge the help and contribution to this writing in different ways during this “skripsi” is processed until it becomes a complete
writing which will be presented to the Faculty of Tarbiyah and Teachers’ Training
in partial fulfillment of the requirements for the degree of S.Pd (Bachelor of Art) in English Language Education.
First of all, the writer would like to express her greatest love and honor to her beloved family: her late grandma (Almh. Mak Iyah) and her late father (Alm Bpk Aji. D), her wonderful mom (Ibu. Imas), Bpk.H.Ridwan for their examples of strength and faith, with the gratitude for their love, care and prayer, her beloved
sisters (Teh Cucu and D’laila), her brothers (Aphox and N’dah), her brother in law (Ka pudin), her lovely nephews (Abyan and Kaffin), her cute niece (Zahya) and all extanded families in Sukabumi who always encourage her to finish this
“skripsi”.
The writer would like to express her great honor and deepest gratitude to her advisor, Drs.H.Bahrul Hasibuan, M.Ed for his valuable help, guidance, comments, corrections and suggestions and who has been very patient to sacrifice his energy and time to assist the writer so that the writer could finish this
“skripsi”.
The writer’s sincere gratitude also goes to:
1. Prof.Dr.Dede Rosyada, M.A. the Dean of the Faculty of Tarbiyah and
iv
4. All lecturers in English Education Department who have taught the writer useful knowledge and skills.
5. H. Mardi Yuana Abdillah, S.Pd. the principal of SMPN 17 Tangerang Selatan.
6. Yani Suryani, S.Pd the English teacher who has given ideas, time, guiding, advice and support during conducting the research.
Last but not least, the deepest thanks are to all her beloved friends in English Education Department 2006/2007 academic year with whom she exchanged ideas, especially Nia, Ina, Ulfah, Rela, Oval, Erma, Dila, Yuning, Abi, Lala, and C class. The writer hopes Allah will always bless them all.
The writer does realize that this “skripsi” cannot be considered perfect without critiques and suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to make this “skripsi” better.
Jakarta, Desember 2010
v
Page
ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGMENTS ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
LIST OF APPENDICES ... x
CHAPTER I INTRODUCTION A. The Background of the Research ... 1
B. The Limitation and Formulation of the problem ... 4
C. The Objective of the Research ... 5
D. The Significance of the Research ... 5
CHAPTER II THEORETICAL FRAMEWORK A. READING ... 6
1. The Understanding of Reading ... 6
2. The Objective of Reading ... 8
3. The Problems of Reading ... 12
B. Cooperative Learning ... 15
1. The Understanding of Cooperative Learning ... 15
2. The Objective of cooperative Learning... 16
C. Student Team Achievement Division (STAD) Technique ... 16
1. The Understanding of STAD ... 16
2. The Components of STAD... 18
vi
F. Classroom Action Research (CAR) ... 24
1. The Understanding of CAR ... 24
2. The Objective of CAR ... 25
3. Classroom Action Research Design ... 25
CHAPTER III RESEARCH METHODOLOGY A. The Method of the Research ... 26
B. The Setting and Subject of the Research... 27
C. The Design of the Research ... 27
D. The Procedures of the Research ... 28
E. The Technique of Collecting Data ... 33
F. The Technique of Data Analysis ... 34
G. The Validity of Data... 35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. The Description of the Data ... 39
1. Findings of the Preliminary Study ... 39
a. The Result of Pre-Observation ... 39
b. The Result of Pre-Interview ... 40
c. The Result of Pre-Test ... 42
2. Findings of the First Cycle ... 42
a. Planning ... 42
b. Acting ... 42
c. Observing ... 43
d. Reflecting ... 44
3. Findings of the Second Cycle ... 45
a. Planning ... 45
b. Acting ... 46
vii
b. The Result of Post-Test ... 49
B. The Data Analysis Interpretation ... 55
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 58
B. Suggestion ... 58
REFERENCES ... 59
viii
ix
Figure 2.1 Team Summary Sheet ... 20
Figure 2.2 Assaigning Students to Teams ... 20
Figure 2.2 Kemmis and McTaggart Action Research Design ... 25
Figure 3.1 Action Research Cycle ... 28
x
Study ... 62
Appendix1b The Result of Interview in the Preliminary Study ... 63
Appendix2 Pre-Observation of teaching and learning activities ... 66
Appendix 3a Instrumet of Pre-test and Post-test ... 67
Appendix3b The answer sheet, the answer key and scoring ... 74
Appendix3c The blueprint test of pre-test and post-test ... 75
Appendix3d Item Analysis of pre-test and post-test ... 76
Appendix4 Pre-test score ... 79
Appendix5 Assigning students to team ... 80
Appendix6 Lesson Plan of the First Cycle ... 81
Appendix7 Observation of teaching and learning activities in the first cycle ... 88
Appendix8a Post-test 1 Score ... 90
Appendix8b Analysis of test and individual Improvement of the First Cycle . 91 Appendix8c Analysis of group improvement STAD technique ... 92
Appendix8d Ranking group announcement STAD technique ... 93
Appendix9 Lesson Plan in the Second Cycle ... 94
Appendix10 Observation of teaching and learning activities in the first cycle ... 101
Appendix11a Post-test 2 Score ... 103
Appendix11b Analysis of test and individual Improvement of the Second Cycle ... 104
Appendix11c Analysis of group improvement STAD technique ... 105
Appendix11d Ranking group announcement STAD technique ... 106
Appendix 12 The Improvement of students ... 107
Appendix 13a Interview guidelines for the English in the last Classroom Action Research (CAR) ... 108
1
CHAPTER I
INTRODUCTION
This chapter outlines a general portrait of what this research deals with. It describes the background of the research, the limitation and formulation of problem, the objective of the research, and the significance of the research.
A. The Background of the Research
English is considered as the most prominent international language and has wide influence in the various fields of activities, such as: communication, economics, education, technology, politics, etc. No one will be able to understand those without understanding English since most of the scientific books are written in English. Hence, learning English is crucial importance.
English becomes the first foreign language and the compulsory subject in Secondary Schools1. It covers four basic language skills consisting of listening, speaking, reading and writing which have to be mastered by students. As one of the language skills, reading is considered as the most important skill in learning a foreign language. It is in line with McDonough and Shaw’s statement,
As a skill, reading is clearly one of the most important; in fact in many instances around the world we may argue that reading is the most important foreign language skill, particularly in cases where students have to read English material for their own specialist subject
1
but may never have to speak the language; such cases are often
referred to as „English as a library language’.2
Regarding the importance of reading, the ability to read text in English will contribute a great deal of advantages either for careers, for study purposes or simply for information or pleasure, so the need for mastering reading skill cannot be denied.
According to Competency Standard- Standar Kompetensi (SK) and Basic Competency- Kompetensi Dasar (KD) in the current School-Based Curriculum- Kurikulum Tingkat Satuan Pendidikan (KTSP), the second year students of Junior High School are expected to be able to comprehend both the functional text and a simple essay such us descriptive, recount and narrative text in their nearest environment in mastering reading skill.3Besides, the policy of the school in determining the Minimum Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) for English subject is students are required to
achieve score 70 (seventy).
students; hence it was difficult to make teaching learning activity more effective.
Based on the writer’s observation concerning students’ activities in
teaching learning process of reading skill, the writer assumed that the teaching learning process seemed to be monotonous because teaching reading was focused on reading aloud, translating the entire words in the passage and finding the difficult words then translating whole passage into Bahasa Indonesia. Furthermore, the theacher liked to dominated in teaching learning process because the students did not give the apportunity to be active in the class. It made the students bored and loses interest in the subjects which affect their reading ability.
In addition, based on interview result with the English teacher, she told that: First, most of second year students of VIII-6 class of SMPN 17 Tangerang Selatan were still difficult to achieve Minimum Mastery Criterion-
Kriteria Ketuntasan Minimal (KKM) targets because their knowledge of
English still minimum. Second, in reading skill students are unable to comprehend the reading materials in the text; they only guess the meaning on the text. Third, the teacher did not arrange the students into group, because she had been ever tried to arrange them into group but did not work well because they relied on the cleverest in their group to answer the question. Fourth, the classes in SMPN 17 Tangerang Selatan are big class because it consisted of more than 30 students; hence it was difficult to make teaching learning activity more effective.
believed as being able to give chance for students to be involved in teaching learning process and take responsibility of his/her own learning.
Students Team Achievement Divisions (STAD) is then taken as the technique to be implemented. It is a type of cooperative learning. It is the way to give stimulus to the students and motivate them to learn, then the students will be active. Using this technique, the students are the center. They will be in the team consists of various students. Every team consist of 4-5 students. They will study together to get better achievement in the form of individual improvement score after taking the individual quiz or individual test. Every member in team need to be responsible for their team progress. So, they will
get predicate as “SUPER TEAM”. That means they will get high achievement. STAD consists of five major components; class presentation, teamwork, quizzes, individual improvement scores, and team recognition.4
The writer chooses Student Team Achievement Division (STAD) in teaching reading because it is considered that teaching reading should be emphasized in raising student’s motivation so that teaching learning process of reading results will get better achievement. By applying this technique,
students’ problem is hopefully solved.
Based on the phenomenon mentioned above, the writer intends to conduct a classroom action research dealing with:”Developing students’ reading ability by using Student Team Achievement Division (STAD) Technique. (A Classroom Action Research in the second grade of VIII-6 class
of SMPN 17 Tangerang Selatan)”.
B. The Limitation and Formulation of the Problem
The problem that will be discussed is limited only on the using of Student Team Achievement Division (STAD) technique in developing
students’ reading ability in the second year of VIII-6 class of SMPN 17 Tangerang Selatan.
4
G.McCafferty, Steven, George M. Jacobs and Ana Christina Dasilva Iddings, eds.
To make research easy to understand, the writer formulates the problem as follow: “Can Student Team Achievement Division (STAD) technique develop students’ reading ability in the second year of VIII-6 class of SMPN 17 Tangerang Selatan?”
C. The Objective of the Research
In line with the problem of the research above, this research is intended to find empirical evidence of students reading ability development by using Student Team Achievement Division (STAD) technique.
D. The Significance of the Research
6
CHAPTER II
THEORETICAL FRAMEWORK
This chapter discussed relevant theories of the teaching reading skill by using Student Team Achievement Division (STAD). It covers the understanding of reading, the purpose of reading, the problems of reading, the understanding of Cooperative Learning, the objective of Cooperative Learning, the understanding of STAD, the advantages and disadvantages of STAD, and teaching reading by Using STAD. In addition, it also covers the general concept of Classroom Action Research (CAR), the objective of CAR and Classroom Action Reasearch Design.
A. READING
1. The Understanding of Reading
Reading is one of the basic skills in learning a language. One of the major problems in reading instruction skill is the definition of reading itself. The term of “reading” cannot easily be defined because it has many interpretations. It is apparent that one simple definition will not be sufficient, for that reasons; different people would be described and
defined this term in different ways. That’s because of different purposes, different basic knowledge, and different importance of reading itself.
complex cognitive processing operations”.1 It means, generally reading is
a complex process of human’s activity. In this sense, Harmer said that reading is an activity that uses the eyes and the brain in which the eyes has a function to get the message or information and to send the message to the brain, and then the brain gets the message from the eyes and manage the message.2
In addition, Harmer stated that reading is not a passive skill. Reading is an active occupation. It involves many skills as guessing, predicting, checking, and asking oneself questions. To do it successfully, we have to understand the words mean, see the pictures the words are painting, understand the arguments and work out if we agree with them. If readers do not do these things, then reader just scratch the surface of the text and quickly forget it.3 Therefore, it can be said that reading include many aspects of skills and it is a complex process in getting meaning or in understanding the message. It is commonly what we call as reading comprehension.
Farris quoted from Zemelman, Daniels & Hyde that, “Reading means getting meaning from print. The essence of reading is a transaction between the words of an author and the mind of the reader, during which meaning is constructed. This means that the main goal of reading
instruction must be comprehension.”4
According to Lewin who defined “Reading comprehension is a
very complex activity. So much occurs inside mind of reader as the eyes
glide over the printed words.”5 York: Longman Publishing, 1991), p. 190
3
Jeremy Harmer, How to Teach English: An introduction to the practice of English Language Teaching, (Malaysia: Longman, 2004) p. 70
4
Pamela J. Farris, Carol J. Fuhler and Maria P. walther, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p.324
5
text in reading activity, the reader makes interaction among eyes and mind to gain what the author extand.
Meanwhile, Gebhard said that “Reading includes discovering meaning
in print and script, within social context, through bottom-up (to comprehend written language, we rely on our ability to recognize words, phrases and sentences) and top-down processing (as well as on our background knowledge
related to the content of what we are reading), and use of strategies and skill.”6 Ur stated that some assumptions about the nature of reading are: we need to perceive and decode letters in order to read words, we need to understand all the words in order to understand the meaning of a text, the more symbols (letter or words) there are in text, the longer it will take to read it, we gather meaning from what we read, our understanding of a text comes from understanding the words of which it is composed.7
Based on the opinions given by the experts, the writer sums up that the
reading is a complex process of human’s activity. As they are reading, they use
their eyes and brain to get the meaning of the author’s message. In addition, reading is a kind of activities to understand a written language. It is not only how to get meaning of each words or sentences but the important one is how the reader can get and understand what the author tries to convey through his words. It is a complex process because the readers obviously needed a great number of skills and integrated their skills in getting meaning or in understanding the message.
2. The Objective of Reading
The are many objectives in reading activities. The objective for reading
is closely connected to a person’s motivation for reading. Some of them read
for pleasure and some read for getting informations.
6
Jerry G. Gebhard, Teaching English as a foreign language or second language,
(Michigan: The University of Michigan press, 2006) p.194
7
Here some objectives of reading which are stated by some experts. According to Williams in McDonough and Shaw, the objectives of reading are classified into:
(a) Getting general information from text (b) Getting specific information from a text; and (c) For pleasure or for interest.8
Therefore, the essential purpose of reading generally to get new information or for pleasure.
Meanwhile Nunan suggest that there are seven main purpose of reading:9 a. To obtain information for some purpose or because we are
curious about some topic;
b. To obtain instructions on how to perform some task for our work or daily life (e.g., knowing how an appliance works); c. To act in a play, play a game, do a puzzle;
The different objective of reading is also stated by Harmer. He devided it into some areas:
a. Predictive skills
The readers predict what they are going to read. The process of understanding the text is the process of seeing how the content of the text matches up to those prediction.
b. Extracting specific information
Very often we read something because we want to extract specifict bits of information to find out a fact.
c. Getting the general picture
We often read to things bacause we want to „get general picture’. We want to have an idea of the main points of the text –an overview- wiithout being too concerned with the details. d. Extracting detailes information
A reader often has to be able to access texts for detailed information.
8
Jo Mc Donough and Christopher Shaw, Materials and Methods in ELT, (Oxford: Black Well, 1993) p. 102
9
e. Recognizing fuction and discourse patterns
Rocognising such discourse markers is an important part of understanding how atext is constucted. We understand paragraph structure and paragraph organisation and we recognise device for cohesion
f. Deducing meaning from context
Deduce the meaning of unfamiliar words from the context in which they appear.10
In addition, Nuttal divided reading into three objectives. They are: a. Practicing speaking ability by reading aloud makes reader more
confident in pronunciation, even though the normal reading is silent that focused their eye movement to the reading text, it felt so internal and private, because reading is an interaction between the reader and the text written. But this purpose is useful for a teacher who teach in the classroom,because reading aloud is not common outside the classroom.
b. Reading that was direcltly concerned with language learning, it is unlikely you were interested in the pronunciation of what you read except in a tiny minority of cases, and it is even less likely that you were interested in the grammatical stuctured used. c. „Learn to read’ by giving material that reflect the authentic
purposes for wich people do read.11
In general, reading objectives mentioned above is to understand or to comprehend the reading passage from the printed text. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. Read with a specific in mind enables us to focus on the relevant parts of a text and use appropiate reading techniquse. Obviously, purposes for reading must be established before a selection is read.
The techniques of reading classified by Grellet are: skimming, scanning, extensive reading and intensive reading.12
10
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1983), p.183-184
11
Christine Nuttal, Teaching Reading Skills in Foreign Language.(Oxford: Heinemann, 1989) 5th Ed., p.2-4
12
a. Skimming
Skimming is used to get general idea or in formation of a
passage. According to Maxwell viewed skimming as “the ability to
process large quantities of materials very rapidly in order to read for a
specific purpose, the location of main idea.”13
Skimming would be helpful when we want to find out quickly about the writer’s point of view. We may want to find out what the writer thinks about something. Reders skim to gain a general impression of a book, story, essay, or article and to determine whether to read it more carefully.14for example, good readers can read a newspaper headline and the first paragraph or two to determine what the story is about and whether they want to read the article.
b. Scanning
Scanning refers to the ability to locate specific information.15For instance, to locate a number in the phone book or file from a list on a computer screen. In addition, according to
Maxwell, “scanning is an exelent technique for reviewing to make sure
that you have mastered and understood the relevant supporting Methodology in Language Teaching, edited by Richard and Renandya
stated,” extensive reading...generally involves rapid reading of large
quantities of material or longer readings (e.g...whole books) for
13
Martha J.Maxwell, Skimming and Scanning Improvement: Section 2 Exercises,
(Berkeley: McGraw-Hill Book company), p.1
14
Jerry G. Gebhard, Teaching English ...p.198
15
Jerry G. Gebhard, Teaching English ...p.199
16
Martha J.Maxwell, Skimming ...p.2
17
general understanding, with the focus generally on the meaning of
what is being read than on the language.”18 d. Intensive Reading
Nuttal stated, “Intensive reading involves approaching the text
under guidance of a teacher or a task which forces the student to focus on the text. The aim is to arrive at an understanding, not only of what the text means, but of how the meaning is produced.”19
3. The Problems of Reading
There are many problems faced by a reader as reading. Nuttall classifies the problem in reading as follows:
a. It is because not familiar with the code in which it has been expressed. So one of the prequisites for satisfactory communication is that writer and reader shouls share the same code.
b. The difficulty depends on the amount of previous knowledge that the reader brings to the text.
c. The difficulties lies not in the language, and not in the amount of knowledge the reader requires, but in the complexity of the concepts expressed.
d. The vocabulary is the source of difficulty.20
The problems of reading based on Jeremy Harmer, he classified the problems of reading into some ideas:21
a. Language
Students will be more difficult to understand in reading a text with longer sentences and longer words rather than with the shorter one. And they will have great difficulty in understanding the whole text when they face many unfamiliar words which text contains. Then, they will have success in reading if they recognize many vocabularies
18
Jack C.Richard, and Willy A.Renandya, eds. Methodology in Language Teaching: An Anthology of Current Practice. (Cambridge: Cambridge University Press, 2002) p.295
19
Christine Nuttal, Teaching Reading Skills in a foreign Language...p.38
20
Christine Nuttall, Teaching Reading Skills in a Foreign Language.....p.5-6 21
without consciously thinking about it. It is clear that sentence length and the percentage of unknown words are problems in comprehending the text.
b. Topic and genre
The readers feel the topic is not appropriate or they are not familiar with the genre of the text. It caused they may be reluctant to engage fully with the activity. The lack of schematic knowledge may be a major problem to successful in reading.
c. Comprehension tasks
Comprehension is the major purpose in teaching receptive skills. Sometimes in teaching reading, the teacher gives tasks to be testing for students rather than helping them to understand the text. Just testing them is not appropriate way to build their comprehension and sometimes tasks or text that given for students are far too easy or far too difficult.
d. Negative expectations
The students predict that they will not understand with the passage because they think that so difficult for them and make them frustration and de-motivating. They have no interest and bored in reading activity. In addition, Rubin and thompson stated that reading problems for foreign language learners often encounter are:22
a. There are too many unfamiliar words b. Read too slowly
c. The sentences are too long or don’t make sense
The writer sumps up that reading have some problems. The problems are: the readers feel difficult to recognize vocabulary, the readers are unfamiliar with the text, the readers do not have background knowledge to relate with the text, the readers feel unconfident because they judged that reading is difficult.
22
B. Cooperative Learning
1. The Understanding of Cooperative Learning
Classroom is a place where students together with their classmates. In Indonesia school, the number of students in a class is big-approximately 35 to 40 students. This is one of the challenges in teaching today. Teachers are expected to teach in a way that enables students to learn materials in the classroom cooperatively.
Cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of
learners in the classroom. It has been defined as follows: “cooperative
learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.23
Cooperative learning creates opportunity for students to help their group members to solve their learning problems which in small gruop students feel more comfortable asking for help. In cooperative learning students can work their aasignment together. Cooperative learning grounded in the belief in that learning is most effective when students are acctively involved in sharing ideas and work cooperatively to complete academic tasks.
According to Jacobs and Stephen in Richard and Willy’s book,
cooperative learning is more than just putting students into groups and giving them something to do. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members.24
23
Jack C.Richards and thedore S.Rodgers, Approaches and Methods in Language Teaching, 2nd ed, (cambridge: Ca,bridge University University Press, 2001), p.192
24
Cooperative Learning techniques adaptable to most subject and and grade levels are Student Team Achievement Division (STAD), Team Games Tournament (TGT) and Jigsaw.25
Based on the all statement above, the writer summarized that cooperative learning is a learning model which provides opportunity to interact and communicate with each other. Cooperative learning is not just putting students into group but they should learn social skill. The cooperative learning requires students to be active in the group and achieved the main goal of every member in the group.
2. The Objective of Cooperative Learning
The objective of cooperative learning is to enhance learning and achievement by encouriging peer- to- peer interaction and cooperation.26
The idea behind this form of cooperative learning is that if students want to succeed as ateam, they will encourage their teammates to excel and will help them to do so.27
Based on those statement above, the objective of Cooperative Learning is to motivate student to encourage and to help each other in mastering materials presented by the teacher.
C. Student Teams Achievement Division (STAD) 1. The Understanding of STAD
Student Teams Achivement Division (STAD) is one a set of instructional techniques developed and researched by Robert E. Slavin at John Hopkins University collectively known as Student Team Learning.
25
Robert A Slavin, Cooperative Leaarning...p.5
26
Jack C.richards and Willy A Renandya (ed),Methodology in Language Teaching an Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p.52
27
These techniques are based on the idea of having students work in cooperative learning teams to learn academic objectives.28
Slavin said in his book “Cooperative Learning: Theory, Research and Practice”, “Two of the oldest and most extensively researched forms of cooperative learning are Student Teams Achivement Division (STAD)
and Teams Games Tournaments (TGT).”29
In Student Team Achivement Division (STAD), student are assigned to four-member learning teams that are mixed in performance, level, gender and ethnicity.30It is to accelerate the achievement of all students. Student Team Achivement Division (STAD) shares the idea that
students work together to learn and responsible for their teammates’
learning as well as their own.
There are three concepts that are central to Student Team Achievement Division (STAD), are:31
a. Teams rewards
Teams may earn certificates or rewards if they achieve above a designated criterion. But there is no competition among the students. b. Individual accountability
It means that in Student Teams Achievement Division (STAD), the
teams’ success depend on the individual learning of all team members.
c. Equal opportunity for success
It means that what students contribute to their tems is based on their teams is based on their improvement over their own past performance.
From the several statement above, the writer sums up that the Student Team Achievement Division (STAD) is one of the cooperative learning techniques that students are assigned to four or five- member learning teams that are mixed in performance level, gender, and ethnicity.
edition, (Boston: Allyn and Bacon, 1990), p.71
30
Shlomo Sharan, eds, Handbook of Cooperative ...p.4
31
Students will have equal oppurtunity to learn and students are rewarded for doing better than they have in the past, they will be more motivated.
2. The Components of Student Team Achievement Division (STAD) Slavin stated in his book “Cooperative Learning: Theory, Research
and Practice” that Student Team Achivement Division (STAD) consists of
five major compenents, they are:32 a. Class Presentation
Material in Student Team Achievement Division (STAD) is initially introduced in a class presentation. This is most often direct instruction or a lecture discussion conducted by the teacher.
b. Teams
Teams are composed of four or five students who represent a cross-section of the class in term of academic performance, sex and race or ethnicity.
c. Quizzes
After teacher presentation and team practice, the student who take individual quizess are not permitted to help one another during the quizess.
d. Individual Improvement Score
Each student is given a “base” score, derived from the student’s
average past performance on similiar quizess. e. Team Recognition
Team may earn certificate or other rewards if their average scores exceed a certain criterion. It is based on:
1) Improvement point. Students earn points for their teams based on the degree to which their quiz score (percentage correct) exceed their base score.
32
Table 2.1 Improvement Point
Quiz score Improvement Points
More than 10 points below base score 5 10 points below to 1 point below base
score
10
base score to 10 points above base score
20
More than 10 points above base score 30 Perfect paper (regadless of base score) 30
2) Recognizing Team Accomplishments. Three levels of awards are given. These are based on average team score, as follows:
Table 2.2 Recognizing Team Accomplishments
Criterion (Team Average) Award
15 GOOD TEAM
20 GREAT TEAM
25 SUPER TEAM
The major component of Student Team Achievement Divison (STAD) are integrated each other.
3. The Advantages and Disadvantages of STAD
Just like any techniques, Students Team Achievement Division STAD also has advantages and disadvantages. For its advantages are:33 a. Encourage learners to work together for both the common and
individual good
b. To make students feel better about themselves and to be more accepting of others.
c. Students will have an equal opportunity to learn.
33
d. Students with lower abilities are more likely to improve their achievement in mixed group.
e. Students will be active in teaching learning process
In contrast, the advantages of Students Team Achievement Division are:
a. Taking much time in organizing the group
b. The class situation becomes noise because students work in group, it means that they have to interact with their teammmates to discuss the task given. It is natural that when students work in group they will much talking than when they learn individually, here the teacher needs to control the student often.34
c. Wasting instructional time. Teacher has to stated clear instruction, sometimes she has to repeat the instruction often because they concern with their group and they ignore the teacher.
d. It need more time for teacher to implement Student Team Achievement Division (STAD) well in class. Bacause for the first time, students need to adapt with their teammates.
D. The technique of using Student Team Achievement Division STAD) The general procedure to follow when preparing Student Team Achievement Division (STAD) include the following step:
1. Materials
Prepare reading materials,The materials are specifically designed for Student Team Achievement Division (STAD) and adapted from text book or other published sources or with teacher- made materials.
2. Assigning Students to Teams
Teams in Student Team Achievement Division (STAD) should be heteregeneous. Dont let student choose their own teams, because they will tend to choose others like themselves. Instead follow these step:
34
a. Make copies of team summary sheets for every for students in your
b. Rank students in your class from highest to lowest performence. Figure 2.2 Assigning Students to Teams
Student Rank Team Name
High-Performing Students 1 A
26 G
27 F
28 E
29 D
30 C
31 B
32 A
33 A
34 B
35 C
c. Decide on the number of team. Each team should have four or five members if possible.
d. Assign student to teams 3. Determining Initial Base Score
The base score represent students’ average score on past quizzes. Otherwise, use students’ final grade from the previous year.
4. Team Building
Before strating any cooperative learning program, it is a good idea to start off with one or more team-building exercises just to give team members a chance to do something fun and to get to know one another. For example, teams might be given a chance to create a team logo.
5. Grading
Report card grade should be based on students’ actual quiz score,
not only their improvement points or team sccores.
From the details given above, the writer sums up that before implementing Student Team Achievement Division (STAD) in class, it is a must for teacher to know the techniques of using Student Team Achievement Division (STAD) itself, in order to make teaching learning activities fun and enjoyable.
E. Teaching Reading by Using STAD
Step 1: Introduce the concept of Student Team Achievement Division (STAD) together with what the benefits for students are. Explain students what to work in teams mean. In particular, before begining team work, discuss the following team rules:
1. Students have a responsibility to make sure that their temmates have learned the material
2. No one finished studying until all teammates have mastered the subject Step 2: Class presentation. The presentation cover the opening, development, and guided-practice components of lesson.
1. Opening
Tell students what they are going to be learned or brainstorming. 2. Development
Stick close to the objectives that you want students to learn, actively demonstrate concepts or skill using many examples, frequently assess student comprehension by asking many questions, move to the next concept as soon as students have grasped main idea.
3. Guided-practice
Call on students at random. This makes all students prepare themselves to answer.
Step 3: Team Study. Asked students to work together in their own teams, the teams had been assigned before. During team study, team
members’ tasks are to master the material you presented in your lesson and
to help their teammates master the material.
Step 4: Monitoring the teams. Although the intention is that students teach one another, be sure that this, in fact, is happening. Therefore, teacher must be up and about, observing and listening, and intervening when it is necessary.
Step 5: Test or Quizzes. Distribute the quiz and give students adequate to complete it. Do not let students work together on the quiz.
F. Clasroom Action Research (CAR)
1. Understanding of Classroom Action Research (CAR)
According to Suharsimi Arikunto, classroom action research is an action research which is carried out at the classroom aimed to improve learning practice quality.35
In addition Michael J.Wallace stated that CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answer toward context-specific issues.36
Meanwhile Geoffrey E. Mills stated that “action research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment (and on educational practices in general), and improving student outcomes and the lives of those involved”.37
Based on those statements given by the experts, the writer sums up that action research is a reflective process and an interactive inquiry process implemented in a collaborative context, to improve the way they address issues and solve problems. CAR is problem-based research occurring in teaching-learning activities proven by preliminary study; through cyclical process of planning, acting, observing, and reflecting.
2. The Objective of Classroom Action Research (CAR)
CAR is aimed to overcome problems in teaching-learning process in order to improve educational practice. This statement in line with David
35
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 58
36
Michael J.Wallace, Action Research for Language Teachers, (Cambridge:Cambridge University Press, 2006), p.5
37
Kember who stated that the essential component of action research as following:38
a. Concerned with social practice; b. Aimed towards improvement; c. A cyclical process
d. Pursued by systematic enquiry; e. A reflective process;
f. Participative;
g. Determined by the practitioner.
In addition, Arikunto stated that CAR is conducted by teacher collaboratively by reflecting on and analyzing his/her teaching and learning process to improve the quality of teaching learning ability in the physical classroom.39
3. Classroom Action Research Design
Kemmis and McTaggart design states that one cycle in the classroom action research consists of four steps. Those are: Planning, Actiong, Observing and Reflecting. The figure can be seen below:
38
David Kember, Action Learning and Action Research (London: Kogan Page Limited, 2000) p. 23-24
39
Figure 2.3: Kemmis and McTaggart Action Research Design40
40
26
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes methodological activities to examine the teaching of reading by using Student Team Achievement Division (STAD) technique. It concerns with the method of the research, the setting and subject of the research, the research design, research procedures, technique of collecting data, technique of the data analysis, and data validity.
A. The Method of the Research
The method used in this study is Classroom Action Research (CAR). According to Michael J. Wallace, Classroom Action Research (CAR) is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues.1 It means that Classroom
Action Research attempts to overcome students’ problem in their teaching-learning activities. Besides, this research is conducted based on the
preliminary study to describe students’ problem in English learning process.
CAR was applied in this research since it is regarded important for the researcher to develop reading ability of 8th grade at SMPN 17 Tangerang Selatan by applying a suitable technique. By applying this technique, it was
expected to solve students’ problems in teaching-learning process of reading.
1
B. The Setting and Subject of the Research
This study was conducted at SMPN 17 tangerang Selatan. The school is at Komplek Pamulang Permai 1, Pamulang Barat, South Tangerang, Banten Province.
This school is chosen as the field of the research based on some reasons: First, the writer has teaching learning experience during Praktek Profesi
Keguruaan Terpadu (PPKT) for 4 moths, so the writer knows the real
condition of this school, and the writer can identify the problems in teaching reading easily. Second, the writer suggests that innovation is needed in developing students’ reading ability for the better quality of school.
The writer selects the second year of VIII-6 Class of SMPN 17 Tangerang Selatan, which consists of 35 students in the 2010-2011 academic years as the subjects of the research. This class is chosen based on the interview result with the English teacher and the observation that this class had the lowest achievement on reading test compared with other second grade classes. Therefore, their reading ability needs to be developed by using effective technique.
C. The Design of the Research
The research design of CAR in this research is collaborative action research. In conducting the research, the writer collaborated with the one of English teachers of SMPN 17 Tangerang Selatan. The teacher acted as an observer while the writer acted as practitioner who taught reading by using the determined technique. The teacher is as an active participant who is not only as an observer but she also took actions by making lesson plan and giving assessment. Moreover, she also collected and analyzed data together with the writer. The CAR design used in this research is Kemmis and McTaggart design. The writer described the cycles through the scheme of action research designed by Kemmis and McTaggart as follows2:
2
Figure 3.1
Action Research Cycle
This research consisted of two cycles and each cycle consisted of four elements, namely: Planning, Acting, Observing and Reflecting.
D. The Procedures of the Research
Figure 3.2
The phases of Classroom Action Research modified by the writer
CYCLE 1
Designing lesson plans, determining the technique, preparing the materials and media and setting the criteria of success.
Reflecting
The teacher and the researcher discuss about the result (deficiencies and superiorities) of the implementation in the action. Next, they make some modification strategies to revise the founded obstacles that will occur within carrying STAD technique in the first cycle.
Observing
The researcher observes the teaching learning process in the classroom. It includes the teacher’s performance, the class situation, and the students’ response. Meanwhile, at last of cycle 1 the students are given the posttest 1. Furthermore, the writer computes the students’ reading score result to find if there some students’ improvement scores from the pretest collaborate to prepare some instruments such as: the new lesson plan with some modifications, observational guidelines, and the posttest 1
Reflecting
The teacher and the writer discuss about the result (deficiencies and superiorities) of the implementation of the modified action. If the Classroom Action Research (CAR) target could not be achieved yet, the action would be continued (moved to cycle 3), but if the students’ test the students’ response. In the end of cycle two, the students are given the test (post-test 2). Next, the writer calculates the students’ reading score result all at once the students’ improvement score from the previous test.
Preliminary Study
To make clear what happens in every phase. Here are the explanations: This classroom action research is carried out by following several phases. Before entering the cycle of classroom action research, the writer conducted the preliminary study in order to obtain data about the real
condition of the teacher’s and the student’s problem in the teaching-learning activities of English, especially in the teaching-learning of reading.
In conducting the preliminary study, the writer carries out several activities as follows (a) Observing the class condition (b) interviewing the English teachers in terms of the techniques and activities employed in teaching reading (c) giving pre-test to the students in terms of recount text.
After carrying out the preliminary study, then the writer goes on to the next phase. The first cycle of action is done involving planning, acting, observing and reflecting.
1. Planning Phase
In this phase, the writer and the collaborator make some planning based on the finding of preliminary study. The following activities in this action planning are designing lesson plan, determining technique, preparing materials and media, and determining criteria of success.
Designing lesson plan aims to provide the teacher with the guideline of teaching and learning activities. The lesson plan is included the following items: specific instructional objectives, the instructional materials and media, procedure of presentation, and procedure of assessment. The detail lesson plan can be seen in appendix.
Next step is determining the technique; the writer saw the benefit of it. In this case, the STAD technique is used in developing students’ reading ability is applied. The writer design the group based on students’ score in pre-test, the detail group can be seen in appendix.
a. Buku teks (kristono, Ismukoco, Esti Tri Andayani, Albert Tupan. (“The
Bridge English Competence”) for SMP Grade VIII, Yudhistira, Jakarta
b. Buku teks (Mukarto, Sujatmiko, Josephine, Widya Kiswara. (“English
on Sky 2”) for junior high school students year VIII, Erlangga, Jakarta.
c. Buku teks (Wardiman, artono dkk “English in Focus”) for grade VIII Junior High School, Pusat Perbukuan Depdiknas, Jakarta
Meanwhile, the media that are used in the action are: Hand out, Paragraph strips, Empty papers. In addition in focus and laptop for showing the explanation through slide show.
The last step is determining the criteria of success. Classroom Action Research (CAR) is able to be called successful if it can exceed the criterion which has been determined, and fail if it is cannot exceed the criterion which has been determined. In line with the research, the criteria of success are decided based on the agreement between the writer and the collaborator (English teacher) are:
a. The student average scrore at least the same as or above 70.0
b. The students’ reading score improves at the same as the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) for English subject is students are required to achieve score 70 (seventy) which is adapted from the school agreement (SMPN 17 Tangerang Selatan). c. It is considered successful if 70% (25 out of 35) of the students could
achieve some improvement scores from the pre-test until the second post-test in cycle two at least the same as or above 70.0.
If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
2. Acting Phase
English teacher who uses the determined technique as he is teaching. Meanwhile the collaborator acts as the observer who observes class condition and all the activities that happen in the teaching learning process. Here, it begins the process of going more deeply into the issue being researched. According to Arikunto, the acting phase should be implemented at least two cycles continously; and the time period for each cycle depends on the material needs that existed in the semester or annual program design by the teacher. Related to the condition of limited teaching learning period, that is why the writer and the teacher take the action phase during two weeks within two cycles in which each cycle consists of two meetings in action.
3. Observing phase
In this phase, the writer carries out observation toward implementation of the action using unstructured observation sheet based on the lesson plan. The writer observed the outcomes of the intervention and reflecting on its effectiveness. When observing, the observer should notice and note all of activities in the physical classroom. It may be about the
teacher’s performance, class situation, students’ response, etc. In this
phase, it also collects the data derived from evaluation or post-test.
4. Reflecting Phase
E. The Technique of Collecting Data
There are three techniques of data collecting applied in this research, they are observation, interview, and test in order to support the data of teaching and learning process.
1. Observation
In this case, the writer uses the unstructured or opened observation, to know the occurrences within learning process. It may be about the
teacher’s performance during Classroom Action Research (CAR), class
situation as reading activity, and students’ response concerning the use of students Team Achievement (STAD). In general, all of the need aspects that should be noticed are to make sure whether the teaching learning processes in line with the lesson plan or not.
2. Interview
Before implementing Classroom Action Research, the writer asks
the teacher to know students’ difficulties in reading skill, students’
condition involving in reading activity, and the method or kinds of strategies usually adopted by the teacher in teaching reading. The interview also will be carried out after accomplishing Classroom Action
Research (CAR) to know the teacher’s response toward the idea of Student Team Achievement Division (STAD).
3. Test
F. The Technique of Data Analysis
The analysis qualitative data used in this study is the observation of
students’ activities during teaching learning process, and the interview before
and after Classroom Action Research (CAR). In this case, the writer collected the entire data which have gained. In analyzing the numerical data, first the
writer tries to get the average of students’ reading score per action within one
cycle. It is used to know how well students’ score as a whole on reading skill. It uses the formula:3
_ X : mean
x : individual score n : number of students
Second, the writer tries to get the class percentage which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) considering English subject gains score 70 (seventy) which is adapted from the school agreement at SMPN 17 Tangerang Selatan. It uses the formula:4
P : the class percentage F : total percentage score N : number of students
3
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
4
Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43.
_ ∑x X = ──
n
F
P = ── X 100%
Third, after getting mean of students’ score per actions, the writer
identifies whether or not there might have students’ improvement score on
reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:5
P : percentage of students’ improvement
y : pre-test result y1 : post-test 1
P : percentage of students’ improvement
y : pre-test result y2 : post-test 2
G. The Validity of Data
Validity is an essential criterion for evaluating the quality and acceptable of the research. Regarding validity in action research, the writer
adopts Anderson, Herr, and Nihlen’s criteria that mention the validity of
action research including democratic validity, outcome validity, process
validity, catalytic validity, and dialogic validity.6 In this study, the writer uses
democratic, process, and dialogic validity. Anderson defines outcome validity as:
5
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Ames: Department of Physics and Astronomy, 2008), p.3.
6
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Columbus: Merrill Prentice Hall, 2003), p. 84.
y1 - y
P = ─── X 100%
y
y2 - y
P = ─── X 100%
Outcome validity requires that the action emerging from a particular study leads to the successful resolution of the problem that was being studied, that is, your study can be considered valid of you learn something that can be applied to the subsequent might have some mistakes in the method of teaching, then the writer discusses with the teacher to modify the further strategies. Next, the dialogic validity; “it involves having a critical conversation with peers about research findings and
practices.”9
In this case, the writer and the teacher discuss and assess the
students’ test result of cycle one and cycle two together. It is done in order to
avoid invalid data.
To analyze the examined test items, the writer implements the credibility of the test. There are some phases including:
1. Discriminating Power
The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high achievement and low achievement. Discriminating power provides a more detailed analysis of the test items than does item difficulty, because it shows how the top scores and lower scores performed on each item.10
The computing of discriminating power uses the formula as following:11
7
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 84.
8
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 84.
9
Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, … p. 85.
10
Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and Direction, (London: Heinle & Heinle Publisher, 1998), p. 135.
11
U – L D = ──── N
In which, D : The index of discriminating power
U : The number of pupils in the upper group who answered the comparing students who answer correctly with all of students who follow the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group of students or examinees taking the test of which that item is a part.13 The formula as following:14
R P = ── T
In which, P : Index of difficulty
R : The total number of students who selected the correct answer
12
J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174.
13
John W. Oller, Language Test at School, (London: Longman Group Limited, 1979), p. 246.
14
T : The total number of students including upper and lower group
The criterion using as follows:15
ID REMARK
0 – 0.30 High
0.30 – 0.79 Medium
0.80 – 1.00 Low
15
39
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion based on the analysis of the data collected from the implementation of using Student Team Achievement Division (STAD) to develop reading ability at VIII-6 class of SMPN 17 Tangerang Selatan academic year 2010/2011.
A. The Description of Data
1. Findings of the Preliminary Study
There are three parts related to preliminary study. Those are pre-observation, pre-interview, and pre-test. Those explanations as following: a. The Result of Pre Observation
