ABSTRACT
INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH STUDENT TEAM ACHIEVEMENT
DIVISIONS (STAD) TECHNIQUE AT THE SECOND YEAR OF SMPN 1 KIBANG LAMPUNG TIMUR
By
RIZKI MITRA AMALIA
This research was conducted based on the consideration that students still got low scores in reading comprehension test. There were many factors that influenced students’ problems in comprehending the reading text, e.g. the use of teaching strategy. One of strategies which considered applicable and useful in increasing students’ reading comprehension achievement is STAD technique. Therefore, this research was intended to find out whether there was a difference in students’ reading comprehension achievement before and after being taught through STAD technique and to investigate the students’ activity in teaching learning process using STAD technique.
The researcher administered this research at SMPN 1 Kibang, Lampung Timur. The participants included one class at the second year. One group pre-test post-test design was applied in this research. The data were analyzed by using Repeated Measure t-test with Statistically Package for Social Science (SPSS) version 16.0.
Based on the calculation of t-test, the result showed that the students’ mean score of post test in experimental class (72.57) was higher than pre test (60. 41) with the gained score was 12.16. In which significance was determined by p<0.05. The t-test revealed that the result was significant (p=000). It showed that hypothesis was accepted, since there was a difference in students’ reading comprehension
ACKNOWLEDGEMENT
Praise and thanks go to the almighty God, Allah SWT for the gracious mercy and tremendous blessing so that the writer is finally able to finish this script entitled “Increasing Students’ Reading Comprehension Achievement through Student Team Achievement Divisions (STAD) Technique at the Second Year of SMPN 1 Kibang Lampung Timur”.
The writer would like to express her deepest gratitude to all those who gave her possibility to complete this script. The writer would like to acknowledge her sincere gratefulness to her supervisor committee, Prof. Dr. Cucu Sutarsyah, M.A., as her first advisor, and Drs. Huzairin, M.Pd., as her second advisor, who have given her many help in guiding and giving stimulating suggestions, knowledge, and encouragement during the accomplishment of this script. Her sincerity is due to Dr. Muhammad Sukirlan, M.A., as her examiner, who has given her
constructive suggestion to complete this script.
Her thankfulness is given to Budi Kadaryanto, S.Pd., M.A., as her academic advisor and all English Department Lectures who have given great contribution in broadening and deepening the writer’s knowledge during her study, and to all staffs and members of Language and Arts Department.
Her appreciation is also given to Drs. M. Ngadenan, M.Pd., the headmaster of SMPN 1 Kibang; Sri Mujiati, S.Pd. and Megaria Susanti, S.Pd., the English teachers, who have given her the help and chance to conduct her research; and to all of students of Class VIII A and VIII B in academic year 2011/2012 at SMPN 1 Kibang, for their nice cooperation.
The writer would like to acknowledge her deepest gratitude to her beloved family for the love, pray, and support; may the only God rewards you within His
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My inspiring people everywhere in the world; especially for SJ and their memorable SS4INA, thanks for being excellent motivators in my life journey, bring to life my spirit when I was down; and anyone who cannot be mentioned directly who has contributed in completing this script.
I am completely aware that this script has limitation in certain ways, thus, constructive input and suggestion are expected to compose better paper in the future.
Bandar Lampung, October 3rd 2012 The writer,
ADMITTED BY
1. Examination Committee
Chairperson : Prof. Dr. Cucu Sutarsyah, M.A. .….………
Examiner : Dr. Muhammad Sukirlan, M.A. ……….
Secretary : Drs. Huzairin, M.Pd. .………....
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
Research Title : INCREASING STUDENTS’ READING
COMPREHENSION ACHIEVEMENT TROUGH STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE AT THE SECOND YEAR OF SMPN 1 KIBANG LAMPUNG TIMUR
Student’s Name : Rizki Mitra Amalia
Student’s Number : 0813042045
Department : Language and Arts Education
Study Program : English Education
Faculty : Teacher Training and Education
APPROVED BY
Advisory Committee
Advisor I Co-Advisor
Prof. Dr. Cucu Sutarsyah, M.A. Drs. Huzairin, M.Pd.
NIP 19570406 198603 1 002 NIP 19580704 198503 1 006
The Chairperson of
Language and Arts Education
I. INTRODUCTION
This chapter describes the background of the problem which includes the reason for conducting the research, the problems in teaching reading comprehension and the suitable teaching method which is needed to increase the students’ reading comprehension achievement. This chapter also describes the identification of the problems, formulation of the problem, objective of the research, uses of the research, scope of the research and definition of terms.
1.1 Background of the Problem
Reading is crucial since reading skill in English is needed by the students to enable them to read the textbook or other references written in English. Reading becomes an important skill because the students’ success and failure in school depends on the ability to read. Paulston (1976: 157) states that reading is the most important skill of all for most students of English throughout the world. It means that they are not only expected to understand the structure but also to comprehend the meaning of the text.
understanding. With this view in mind, reading should provide readers with meaningful messages that come from the texts.
Meanwhile, the goal of School-based Curriculum (KTSP) is that the students are expected to increase their knowledge which is mostly written in textbook. It means that comprehension of the textbook is the most important things.
Based on the researcher’s pre-observation at the second year students of SMP Negeri 1 Kibang, most of students had low reading comprehension. She found out that the students were unmotivated to participate in reading activities. In addition, the teaching learning process of reading class was still dominated by the teacher, while the students tend to be passive.
Those problems confirmed the previous research done by Widiono (2007). He found four factors that caused students’ difficulties in comprehending the text: (1) students’ lack of vocabulary and grammar, (2) students’ interest in the reading text, (3) teachers was unable in guiding and managing their class, and (4)
inappropriate reading strategy.
In order to minimize the problems above, this research was focused on how to create situation where the students can engage in the reading process. According to Wood (1987), one of learning strategies which enables students to display more positive attitudes and helps them to increase motivation to learn is cooperative learning. One of the cooperative learning techniques supposed to be useful in teaching reading is STAD.
According to Slavin (1994), STAD is a cooperative learning method for mixed-ability groupings involving team recognition and group responsibility for
individual learning. Students are assigned to four or five member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. Finally, all students take individual quizzes on the material, at which time they may not help one another.
It is believed that STAD technique can motivate students in reading activities because it can be an interesting activity in which the students work within their teams. It is assumed that if the students have been already motivated in reading activity, they may like reading and may enjoy the activity. Therefore, if they enjoy reading activity, it may be easy for them to comprehend the text.
Based on the statements above, the researcher concerned to find out whether there is a difference of students’ reading comprehension achievement before and after being taught through STAD technique and to investigate the students’ activities in teaching learning process using STAD technique. Therefore this research entitled is “Increasing Students’ Reading Comprehension Achievement through Student Team Achievement Divisions (STAD) Technique at the Second Year of SMPN 1 Kibang Lampung Timur”.
1.2 Identification of the Problems
Based on the background above, the following problems can be identified: 1. The students are still poor in finding out the main ideas, supporting ideas and
2. The students tend to be passive.
3. The students’ lack of reading motivation because they lack of vocabulary. 4. The teacher still applied the same old teaching strategy for teaching reading. 5. The students lack of using strategies to read the text.
1.3 Formulation of the Problem
Based on the problem that has been discussed above, the problem that can be launched is as follows:
1. Is there any difference of students’ reading comprehension achievement before and after being taught through STAD technique?
2. How is the students’ activity in teaching learning process using STAD technique?
1.4 Objective of the Research
In relation to the problem formulated above, the objectives of the research are: 1. To find out whether there is a difference of students’ reading comprehension
achievement before and after being taught through STAD technique.
1.5 Uses of the Research
The uses of the research are:
1. Theoretically, it can be used to confirm the previous theories concerns the implementation of STAD technique for teaching reading.
2. Practically, it may be a consideration for English teachers that STAD technique can be used as an alternative technique in teaching reading.
1.6 Scope of the Research
This research was focused on how is the effect of STAD technique in increasing students’ reading comprehension achievement at the second year of SMPN 1
Kibang Lampung Timur. The researcher chose narrative text to be taught. It deals with the social function, its generic structure and feature of text are used in the narrative text. The increase could be seen in the score of pre test and post test.
1.7 Definitions of Terms
There are some definitions of terms used by the researcher as follows:
Reading Comprehension
STAD
It is one of cooperative learning technique in which students are given the opportunity to collaborate with peers in the form of group discussions to solve a problem each group member. It can be applied to deal with a heterogeneous student ability and gender.
Narrative Text
II. LITERATURE REVIEW
This chapter describes the concepts which are related to the research, such as concept of reading comprehension, concept of teaching reading comprehension, concept of narrative text, concept of STAD technique, teaching reading through STAD technique. This chapter also describes the advantages and disadvantages of STAD technique, theoretical assumption and hypothesis.
2.1 Concept of Reading Comprehension
Reading is the process of constructing meaning from written texts. Readers are not only required to understand the overall text, but also to understand implicational meaning in the text. Reading activity is not simply defined as an activity in which readers read word per word in the text. It is a complex skill requiring the
coordination of a number of interrelated sources of information (Anderson et al., 1985). Grabe and Stoller (2002: 9) state that reading is the ability of drawing meaning and interpreting information in the printed page appropriately. It is in line with Williams’s idea (1989: 11) stating that reading as a process of looking
at and understanding what has been written. The definition means that readers should comprehend the text when they are reading.
according to Texas Reading Initiative (2002), the purpose of reading is
comprehension or to get meaning from written text. Thus, a major goal of reading instruction is to help students develop the knowledge, skills, and experiences that they must have to be competent and enthusiastic readers.
Furthermore, in relation to the purpose of reading comprehension, Hedge (1985: 32) proposes some skills that fluent readers may process in comprehending a text such as (1) predicting syntactic and semantic clues and predicting from their existing knowledge, (2) reading in phrases and skipping over words which are not needed for general understanding, (3) learning to read ‘between lines’ and
working on the meaning of the text at different levels, understanding information, making inferences and critically evaluating ideas, (4) guessing the meaning of new words can be formed from others, (5) distinguish fact from opinion and statement from example, and (6) following meaning through a paragraph by recognizing signals like ‘however’ and ‘on the other hand’ and by understanding how words and phrases like ‘it’, ‘this’, ‘the latter’, and ‘these matters’ refer back
to something earlier in the text.
Meanwhile, comprehension can be said as a crucial aspect of reading. In fact, it has been emphasized that true reading is reading with understanding, that is, comprehension. As Simanjuntak (1988: 4) states that the first point to be made about reading process is comprehension and the meaning is the basic element for comprehension. She also adds that comprehending a text is an interactive process between the readers’ background knowledge and the text itself. Similarly,
stands for; reading involves more than word recognition; that comprehension is an essential of reading, without comprehension no reading takes place.
It is also supported by Bondaza et al. (1998) who argue that reading
comprehension refers to the act of thinking or processing in which the reader construct meaning before, during, after reading by incorporating the text information with the prior knowledge. Reading comprehension is the ultimate goal of learning to read and it is the foundations for education.
Based on the definitions above, it can be said that reading comprehension is the readers’ ability in gaining meaning from the content of the text. Reading and
comprehension are one activity to extract the meaning of written materials with fully understanding. There is no reading without comprehension and background knowledge is involved in the process of building up the comprehension.
2.2 Concept of Teaching Reading Comprehension
Basically, reading has been claimed as one of skills that can determine the
students’ success in learning English. In this case, they do not only understand the
structure of the texts but also comprehend the meaning of the text. Some students learn how to read and comprehend what they read fairly well. But, there are many students who have difficulty in learning how to read and comprehend what they have read.
procedures: pre-, while-, and post- reading stages helps in acting the relevant schema. For example, teachers can ask students question that arouse their interest while previewing the text. The aim of while- reading stage (or interactive process) is to develop students’ ability in tackling texts by developing their linguistic and
schematic knowledge. Post- reading includes activities, which enhance learning comprehension using matching exercises, cloze exercises, cut – up sentences, and comprehension question.
According to Mikulecky (1989: 2) in Hararit (2007: 11) there are two processing strategies to comprehend the text. First, a concept-driven or top-down mode, in which readers focus primarily on what is already known in trying to comprehend a text. Second, Data-driven or bottom-up mode in which the readers will combine these two strategies to understand a text. They will use their background
knowledge to understand writers’ idea.
According to the explanation above, it can be inferred that the use of reading strategy is really essential in reading comprehension. The teacher must use the most appropriate teaching reading strategy in order to increase students’ reading comprehension. It means that the appropriate reading strategy may assist the comprehension of reading. The reading strategy should not only develop the students’ thinking and creativity but also develops the students’ social ability.
2.3 Concept of Narrative Text
There are many kinds of text that should be learned by the students of junior high school. According to the syllabus of 2006 English curriculum, narrative text is one of two texts which taught in the second semester to the second year students of SMP. The other text is recount.
Narrative deals with problematic event which leads to a crisis or turning point of one kind (climax), which in turn finds a resolution. For example: tales, fable, legend, historical story, horror story, and myth. The social function of this text is to amuse or entertain the readers and to deal with actual experience in different ways.
According to Djuharie (2007), narrative text generally has generic structure which consists of:
Orientation : sets of the scene, where, when or introduce who is the participants.
Complication : what problem did character have? Resolution : how was the problem solved?
The Prince and His Best Friends
Narrative text also has language feature below: Focus on specific or individual participant.
The use of behavioral process/ verbal process/ saying verbs, for example: said, told, thought, understood.
Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the palace and Franklin Greedy, the son of an Aristocrat. One day, The Prince, Peter Piper, and Franklin Greedy were walking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house.
Franklin was very tired and asked the Prince to surrender immediately, but Peter was not afraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behavior. So he quietly made up a plan for him and the Prince to escape. Early at dawn, Franklin opened the front gate and
unlocked the doors. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper and the Prince were riding away on one of the bandit’s horses.
It turns out, Peter Piper sneaked out of the house and waited in the yard. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Capital.
(Source: English in Focus 2 Grade VIII) orientation
complication
The use of past tense, for example: ate, went, ran.
The use of temporal conjunction and temporal sequence, for example: after, before, soon, then, after that.
Direct and indirect speech.
According to Vitz (1990), narrative can develop a person’s moral. It develops moral effects in education and the society at large. For example, student’s
narrative thinking came from and interrelated situations that show the validity of their moral thinking. It happens because narratives tell about the actions,
intentions, outcomes, and personal experiences of people. Narrative can also explain as the reasons behind human behavior. That is why our moral choices are developed by our internal self-experiences. Narrative should be used to model the principles and general actions of moralities.
Based on the explanation of narrative above, we can conclude that the characteristic of narrative is a story of human experience. It has a conflict, problem solving, and systematic.
2.4 Concept of STAD Technique
The main idea behind STAD is to motivate students, to encourage, and to improve each other’s skills presented by the teacher. If the students want their team to get team rewards, they must help their teammates to learn the material, they must encourage their teammates to do their best, and express the atmosphere that learning is important, valuable, and fun. Slavin (1995: 75) argues that group contingency is essential if a small group structures are to enhance achievement. By group contingencies, Slavin means that the behavior of one or more group members brings rewards to a group.
According to Slavin (2000: 143), STAD has five major components: (1) class presentation, (2) teams, (3) quizzes, (4) individual improvement scoring, and (5) team recognition. In STAD, the teacher present a lesson and then students work within their teams to make sure that all team members have mastered the lesson. Then, all students take individual quizzes on the material, at which time they may not help one another.
According to Kessler and Kagan (1992: 8) and Johnson and Johnson (1994), there are at least five key elements in STAD. Those elements are positive
interdependence, face-to-face interaction, individual and group accountability, interpersonal and small group skills, and group processing.
The first element is positive interdependence. Positive interdependence means each group member’s efforts are required and indispensable for group success. In other word, when one student achieves, others benefit, too. Positive
situations, it means when one student achieves, others loss. Examples of negative interdependence are grading on the curve, posting only a few (the “best”) papers,
or calling on only one student when several raise their hands. Students are non-interdependence during individualized instruction if students are all working alone at their own pace on individual tasks and the grades of each have no relation to those of other students.
The second element is face-to-face interaction. In face-to-face interaction students have to arrange themselves, so that they are positioned facing one another, have directly eye-to-eye contact and face-to-face academic conversation. In this element, there are some cognitive activities and interpersonal dynamics that may only occur when the students do real work together in which they promote each other’s success orally explaining how to solve problems, discussing concepts being learned, checking for understanding, teaching one’s knowledge to others,
and connecting present with past learning.
The third element is individual and group accountability. STAD technique in this element should not consider individual success only by having individual quiz regularly, but the students work in group must be accountable for achieving its goals and must be accountable for contributing each member’s work to achieve
the common goal. According to Johnson et al (1998: 14), a teacher should asses each student’s performance and return the result to the students as soon as
The fourth element is interpersonal and small group skills. The students are required to possess interpersonal skills and group skills in order to gain
knowledge of the subject matter. Further, Johnson and Johnson (1984) claim that the students must be given how they analyze their learning group in order to maintain effective working relationships among the group’s master. They also
added that social skills for effective cooperative work do not only appear when cooperative lessons are employed but also must be taught, such as in leadership, decision-making, trust building, communication and conflict-management, and students should be motivated to use the perquisite skills successfully.
The fifth element is group processing. Johnson et al. (1999) state that group processing is important to make cooperation work by structuring group processing. It only occurs when students are able to achieve their goals and maintaining relationships. Moreover, the purpose of the group processing is to improve the effectiveness of the group’s member in contributing to the joint efforts to achieve the group’s goal. Without group processing, cooperative groups
are often only groups of students sitting together working on the same task.
2.5 Teaching Reading through STAD Technique
STAD has been described as the simplest group of cooperative learning technique referred to as Student Team Learning Method. In the STAD, students are assigned to four or five members that team reflecting a heterogeneous grouping of high, average, and low achieving students of diverse ethnic backgrounds and different genders. Each week the teacher introduces new material through a lecture, class discussion, or some form of a teacher presentation. Team members then
collaborate on worksheets designed to expand and reinforce the material taught by the teacher. Team members may (a) work on the worksheets in pairs, (b) take turns quizzing each other, (c) discuss problem as a group, or (d) use whatever strategies they which to learn the assigned material.
Following this team practice, students take individual quizzes on the assigned material. Teammates are not permitted to help one another on these quizzes. The quizzes are graded by the teacher and individual scores are then calculated into team scores by the teacher. The amount each student contributes to the team score is related to a comparison between the student’s prior average and base score. If the student’s quiz score is higher than the base score, then that student will
contribute positively to the team score. This scoring methods reward students for improvement (Slavin, 1986). The use of improvement points has been shown to increase student’s academic performance even without teams (Slavin, 1986), and it is an important component of student team learning (Slavin 1986; 1995).
background ethnics. According to Lie (2007: 41-42), the composition of each group is one student with high achievement level, two students with average achievement level, one student with low achievement level. The achievement level bases on the students’ pre-test scores.
The second step is explaining STAD rules to the students. Every group has to discuss the material, do the assignments, and make sure all members of the group understand the lesson. If the students have questions, they should ask all
teammates before asking the teacher. The third step is explaining individual scoring. The students collect points for their group based on the level in which their quiz score exceed their starting score.
The fourth step is delivering the lesson. The teacher explains the lesson and asks number of questions to the students. The fifth step is arranging group discussion. The students work in groups and do the assignment that is given by the teacher. They can discuss concepts being learned, check for understanding, teach one’s knowledge to others, connect present with past learning or just work informally until each member is sure their teammates will make 100 on the quiz.
Table 1. Eight Steps of STAD Technique
Step The Teacher’s Act
Step I
Organize the students into small of study group.
The teacher explains how to make a study group to the students, then he organizes the students into group consist of 4-5 students and it should be heterogeneous by the sex and capability.
Step II
Explain STAD rules to the students.
The teacher tells that every group has to discuss the material, do the assignments, and make sure all members of the group understand the lesson.
Step III
Explain individual scoring.
The teacher explains that the students will collect points for their group based on the level in which their quiz score exceed their starting score.
Step IV
Deliver the lesson.
The teacher explains the lesson and asks number of questions to the students.
Step V
Arranging group discussion.
The teacher gives the assignment and advises the work groups while do the task.
Step VI
Evaluation
The teacher evaluates the students’ findings about
the lesson or asks the students to present their works in front of the class and discuss it together. Then teacher gives an individual quiz (posttest) conducted in the end of the material.
Step VII
Count the students’
improvement score.
The teacher counts students’ improvement score between individual quiz (posttest) and their starting point (pre-test).
Step VIII
Give the reward.
2.6 Advantages and Disadvantages of STAD Technique
There are some advantages of STAD technique in learning. One of them is that students can share the idea that they work together to learn and responsible for their own teammates’ learning to achieve a goal. In addition, in this student-centered learning, the students mostly dominate the class by producing a
productive talk to their teammates, giving and receiving help, and also listening to and sharing their teammates’ opinions.
In line with the statement above, Slavin (1995) concludes several benefits of STAD for students: (1) creating conditions leading to positive achievement outcomes by directly teaching students structures methods of working with each other or teaching strategies closely related to the instructional objective
(especially for teaching reading comprehension skills), (2) increasing self-esteem and improve ethnic relation, and (3) leading to higher achievement, especially for low achiever.
Supported the advantages that have mentioned above, Lundgren (1994) also states that the following are the advantages of using STAD for the students: (1) it can increase the students’ motivation, (2) it can increase the students’ score, and (3) it can increase the students’ retention or save the data for long time.
fresh, new attitude toward their job, and (3) teachers have a greater time to validate their own, values and ideas.
However, as one of Cooperative Learning method, STAD also has some disadvantages as stated by Hicyilmaz (2005) that many students do not like working in cooperative groups. They do not like exposing their ignorance to other students. Moreover, they have been trained to be competitive and work
individually, so they lack cooperative skills. In addition, aggressive students may try to take over, bright students may tend to act superior, and loner may find it hard to share answers.
For the teacher, the biggest problem may be the crowded classrooms. Because of the numbers of the students, some teachers worry that the noise may be higher than acceptable during Cooperative Learning Activities.
2.7 Theoretical Assumption
From the literature review above, the researcher comes to the assumption that there is a difference of students’ reading comprehension achievement before and after being taught through STAD technique. In line with this, it also assumes that STAD is an effective technique in increasing students’ reading comprehension achievement because it can be applied to deal with heterogeneous student ability. In STAD, students are given the opportunity to collaborate with peers in the form of group discussions to solve a problem each group member who have
appeared in the class can be solved by the teacher’s control. Therefore, it may
seem that STAD technique can increase the students reading comprehension.
2.8 Hypothesis
Based on the problem and the literature review above, the hypothesis is formulated as follows:
H1 : There is a difference of students’ reading comprehension
achievement before and after being taught through STAD technique. H0 : There is no difference of students’ reading comprehension
III. RESEARCH METHOD
This chapter describes the design of the research, population and sample, and how to collect the data from the subject of the research. This chapter also describes research procedure, scoring system, analysis research instrument, how to analyze data, and hypothesis testing.
3.1 Research Design
This research was investigated in order to find out a difference of students’ reading comprehension achievement before and after being taught through STAD technique and to investigate the students’ activities in teaching learning process using STAD technique. In conducting this research, the researcher used one group pretest posttest design (Hatch and Farhady, 1982:20). Pretest and posttest were
administered to see whether STAD technique can be used to increase students’ reading comprehension achievement.
This research used one class. The class had both pretest and posttest and three times treatment. The design can be illustrated as follows:
T1 X T2
X : Treatment (using STAD technique) T2 : Posttest
(Hatch and Farhady, 1982:20) The pre-test was administrated before the treatment implemented, to see the students’ basic reading comprehension. Then, the class was given the treatment of teaching reading comprehension through STAD technique. The post-test was administrated afterward, to analyze the difference of students’ reading
comprehension achievement before and after being taught through STAD technique.
Besides that, the researcher also checked the students’ activities in teaching learning process by using observation sheet. The observation was done by two English teachers of SMP N 1 Kibang, Lampung Timur.
3.2 Population and Sample
The population of this research was the second year students of SMP N 1 Kibang Lampung Timur in the academic period of 2011/1012. There are six classes of the second year which consists of 35-37 students each class. One class (VIII A) was taken as sample that was given treatment (teaching reading using STAD
technique). The class was selected randomly using lottery since there is no
3.3 Data Collecting Technique
In collecting the data the researcher used the following technique: 1. Pre Test
After getting the result of try out test, the researcher gave the pretest. The pretest was administered in order to find out the students’ reading
comprehension achievement before treatment. 2. Post Test
Posttest was administered at the end of treatments in order to find out the results of students’ reading comprehension achievement after the three-time
treatments. 3. Observation
The observation was conducted to investigate the students’ activities in teaching learning process using STAD technique. The observation sheet was used to find out the students’ attention to the teacher’s explanation, the students’ response to the teacher instruction and question, andalso students’
group activity. Raters were used in collecting the data to ensure the reliability of the observation and to avoid the subjective of the research. The raters were two English teachers of SMP N 1 Kibang, who observed the class during teaching learning process.
3.4 Research Procedures
In collecting the data, the researcher carried out the following procedures which can be described as follows:
The population of this research was the second year students of SMP Negeri 1 Kibang Lampung Timur. The sample of this research was one class which was VIII A.
2. Selecting and determining the materials
The materials were based on the School Based Curriculum (KTSP) 2006 for the second year students. They were taken from the students’ textbook, “Scaffolding grade VIII”, “Look Ahead 2” and “English in Focus” and internet. As has been discussed in Chapter 1, this research focused on narrative text.
3. Administering Try-Out Test
The try-out test was administered in VIII B. Students were given reading texts with 40 items of multiple choices in 80 minutes.
4. Administering Pre-Test
Pre-test was administered to reveal the students’ basic reading comprehension before treatments. The test was administered in 45 minutes with 20 items of multiple choices reading test.
5. Conducting the Treatments
6. Administering Post-Test
Post-test was given at the end of treatments in order to find out the significant increase in students’ reading comprehension achievement. The test was administered in 45 minutes with 20 items of multiple choices reading test. 7. Analyzing the result of the Test
The data was analyzed by comparing the average score (mean) of the pretest and posttest to know whether there is a difference of students’ reading comprehension achievement before and after being taught through STAD technique. Then, the observation sheets from both observers were analyzed to investigate teaching learning process by counting the percentage of students’ activities.
3.5 Scoring System
In scoring system students’ result of the test, the researcher used percentage correct of Lyman’s formula. The score of pretest and posttest were calculated by
using formula as follow:
%� = .�
Where:
X%c : percentage of correct score R : number of the right answer T : total number of items on test
After administering the test and giving an individual score, researcher gave a point to each group which can be carried out the following procedures:
1. Giving an individual point
[image:34.595.135.473.280.388.2]According to Slavin (Trianto, 2007: 55), to account the improvement of individual score can be done as follow:
Table 2. Improvement of Individual Score Calculation
No. Score The Improvement Score
1. 2. 3. 4. 5.
More than 10 points < standard score 10 - 1 point < standard score
0 – 10 points > standard score More than 10 points > standard score Maximal score 0 point 10 points 20 points 30 points 30 points
2. Accumulating the group score
The group’s score could be accumulated with counting all improvement individual score and divide it with total members of the group. Based on those average score, we could get the group score as follow:
Table 3. Improvement of Group Score Calculation
No. Average Score Qualification
1. 2. 3. 4.
0 ≤ N ≤ 5 6 ≤ N ≤ 15 16 ≤ N ≤ 20 21 ≤ N ≤ 30
-
Good Team Great Team Super Team
3.6 Analysis Research Instrument
[image:34.595.132.470.542.636.2]1. Validity
Validity refers to the extent to which the test measures what is intended to measure. This means that it relates directly to the purpose of the test (Shohamy, 1985:74). There are four types of validity, namely face validity, content validity, construct validity, and empirical validity or criterion-related validity. To measure whether the test has a good validity, the researcher used content validity and construct validity. Face validity only concerns with the lay out of the test while the criterion-related validity is concerned with measuring the success in the future, as in replacement test (Hatch and Farhady, 1982:251). So these two validities are considered to be less needed. Therefore, the two types of validity used in this research as follows:
1. Content Validity
Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982:251).
2. Construct Validity
Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language (shohamy, 1985: 74).
Table 4. Table of specification of Data Collecting Instrument
No. Objective Percentage Try Out Number 1.
2.
Comprehension
Determining the main idea
20 % 2, 7, 9, 17, 21, 25, 36, 37
The supporting detail
37.5 % 3, 5, 8, 18, 19, 20, 22, 24, 26, 27, 28, 30, 31, 33, 38
3. Inferences Inferences 20 % 6, 10, 12, 23, 29, 32, 34,
40 4. Critical
Thinking
Feature of the text
22.5 % 1, 4, 11, 13, 14, 15, 16, 35, 39
Total 100% 40
2. Reliability
Shohamy (1985:70) states that reliability refers to the extent to which the test is consistent in its score, and it gives an indication of how accurate the test score. The researcher used split-half method to estimate the reliability of the test, since the formula is simple. It is because (1) it avoids troublesome correlation and (2) in addition to the number of item in the test, it involves only the test, mean and standard deviation, both of which are normally calculated anyhow as a matter of routine. To measure the coefficient of the reliability the first and second half group, the researcher used the following formula:
�� = ∑
√[∑ ][∑ ]
Where:
rl : coefficient of reliability between the first half and the second half items
X : total numbers of odd numbers items Y : total numbers of even numbers items X2 : square of X
To know the coefficient correlation of whole items, the researcher used Spearman
Brown’s Prophecy Formula (Hatch and Farhady, 1982: 247). The formula is as
follows:
� = �
+ �
Where:
rk : the reliability of the test
rl : coefficient of reliability between the first half and the second half items (Hatch and Farhady, 1982: 247) The criterion of reliability is:
0.90 – 1.00 : high 0.50 – 0.89 : moderate 0.0 – 0.49 : low
3. Level of Difficulty
Difficulty level relates to how easy or difficult the item is from the point of view of the students who take the test. It is important since the items, which are too easy (that students get right) can tell us nothing about differences within the test population. To see the level difficulty, the researcher used the formula as follow:
�� = �+ �
Where:
LD : level of difficulty
L : the proportion of lower group students who answer correctly N : total number of students
The criteria are:
< 0.30 = difficult 0.30-0.70 = average >0.70 = easy
(Shohamy, 1985:79)
4. Discrimination Power
This index refers to the extent to which the item differentiates between high and low levels students on the test. A good item according to this criterion is one that good students do well on and bad students fail. To see the discrimination index, the writer used the following formula:
�� = − �
�
(Shohamy, 1985:81) Where:
DP : discrimination power
The criteria are:
1. If the value is positive discrimination – a large number or more knowledgeable students than poor students get the item correct. If the value is zero, it means that there is no discrimination.
2. If the value is negative, it means that more low students then high level students get the item correct.
3. In general, the higher, the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.
(Shohamy, 1985:82)
3.7 Data Analysis
The data was analyzed in order to determine whether the students’ reading comprehension achievement was increased or not. The researcher examined the students’ score by doing the following steps:
1. Scoring the pretest and posttest.
2. Tabulating the results of the tests and calculating the scores of the pretest and posttest.
3. Drawing conclusion from the tabulated results of the pretest and posttest which statistically analyzed using Repeated Measure T-Test computed through SPSS version 16.0.
The formula is as follows:
% � = � � � %
Where :
%A : percentage of students ‘activities A : number of students’ activities observed n : number of students in the class
Arikunto (2006:7) The indicator of the students’ activities is more than 75%. If more than 75%
students are actively involved in teaching learning activities, it means that the teaching learning process can be categorized as a good level (Arikunto, 2006:7).
3.8 Hypothesis Testing
The hypothesis was analyzed by using Repeated Measure t-test in order to know the level of significance of the treatment effect. By seeing the probability level (p) which is shown by two tail significance as the value of significance, we can draw the conclusion (Setiyadi, 2006: 172). H1 is approved if p < α. The research used level of significance i.e. 0.05, and the probability of error in the hypothesis is 5%.
Therefore, the hypothesis which could be cited is as follows:
H1 : There is a difference of students’ reading comprehension
achievement before and after being taught through STAD technique. H0 : There is no difference of students’ reading comprehension
V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the result of the research and also the suggestion from the researcher to the other researchers and English teachers who want to try to apply STAD technique in teaching listening comprehension.
5.1 Conclusions
In reference to the result and discussion of the research the following conclusions are given as follows:
1. There was a difference of students’ reading comprehension achievement before and after being taught through STAD technique. This could be seen from the pretest and post test scores which showed that the students’ mean score of post test in experimental class (72.57) was higher than pre test (60. 41) with the gained score was 12.16. In which significance value of was determined by p<0.05. The t-test revealed that the result was significant (p=000). Thus, hypothesis was accepted. It means that STAD technique is effective to increase the students’ reading comprehension achievement.
the first meeting, 29 students (78.38%) in the second meeting, and 30 students (81.08%) in the third meeting who could fulfill the indicator of a good level in teaching learning process. Meanwhile, according to the analysis of pre-test and post-test scores, this technique is more effective to help students in determining the main idea of the text. It happened since they could build their critical thinking during the discussion process.
5.2 Suggestions
By considering the conclusions above, the researcher proposes some suggestion as follow:
1. The students should be more active to practice reading. They can use STAD technique to make them comfortable and enjoy reading in form of group work. So they can increase their reading comprehension achievement.
INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH STUDENT TEAM ACHIEVEMENT
DIVISIONS (STAD) TECHNIQUE AT THE SECOND YEAR OF SMPN 1 KIBANG LAMPUNG TIMUR
(a script)
By
RIZKI MITRA AMALIA
LAMPUNG UNIVERSITY BANDAR LAMPUNG
ACHIEVEMENT THROUGH STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE AT THE SECOND YEAR OF
SMPN 1 KIBANG LAMPUNG TIMUR
By
RIZKI MITRA AMALIA
A Script
Submitted in a Partial Fulfillment of The Requirement for S-1 Degree
In
The Language and Arts Department of The Faculty of Teacher Training and Education
LAMPUNG UNIVERSITY BANDAR LAMPUNG
CURRICULUM VITAE
Rizki Mitra Amalia is the first child of a lovely couple, A. Durohim, SKM. and Ambar Astati, S.Pd. She was born on April 1st, 1989 in Bandar Lampung and has one younger brother.
She started her study from kindergarten at TK Aisiyah Metro Selatan in 1994 and graduated in 1995. Then she enrolled elementary school at SDN 8 Metro Selatan and graduated in 2001. In the same year, she continued her study at SMPN 1 Metro. After graduating from Junior High School in 2004, she pursued her study at SMAN 9 Bandar Lampung. She graduated from Senior High School in 2007. In the same year, she pursued her study at English Department of LPBM Teknokrat for Diploma I study program and graduated in 2008.
DEDICATION
This script is dedicated to:
My beloved dad A. Durohim, SKM. and mom Ambar Astati, S.Pd. (For their endless love, pray, and support)
My beloved grandma and all Sutadi’s family (For being my second home and giving me 100% support and care) My younger brother M. Inggil Prasetyo (For his help and spirit to always do the best) My entire mate in English Departement 2008
MOTTO
O ye who believe! Persevere in patience and constancy; vie in such perseverance; strengthen each other; and fear Allah; that ye may prosper.
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CONTENTS
Page
ABSTRACT ... i
APPROVAL ... ii
ADMITTED ... iii
CURRICULUM VITAE ... iv
DEDICATION ... v
MOTTO ... vi
ACKNOWLEDGEMENT ... vii
CONTENTS ... ix
TABLES ... xi
GRAPHS ... xii
APPENDICES ... xiii
I. INTRODUCTION 1.1. Background of the problem ... 1
1.2. Identification of the problems ... 3
1.3. Formulation of the Problem ... 4
1.4. Objective of the Research... 4
1.5. Uses of the Research ... 5
1.6. Scope of the Research ... 5
1.7. Definition of Terms ... 5
II.LITERATURE REVIEW 2.1. Concept of Reading Comprehension ... 7
2.2. Concept of Teaching Reading Comprehension ... 9
2.3. Concept of Narrative Text ... 11
2.4. Concept of STAD Technique ... 13
2.5. Teaching Reading through STAD Technique ... 17
2.6. Advantages and Disadvantages of STAD Technique ... 20
2.7. Theoretical Assumption ... 21
2.8. Hypothesis ... 22
III.RESEARCH METHOD 3.1. Research Design ... 23
x
3.6. Analysis Research Instrument ... 28
3.7. Data Analysis ... 33
3.8. Hypothesis Testing ... 34
IV.RESULTS AND DISCUSSIONS 4.1. Result of the Research ... 36
4.1.1. Result of Try Out Test ... 36
4.1.2. Result of Pre Test ... 38
4.1.3. Result of Post Test ... 39
4.1.4. Result of Pre Test and Post Test Score per Elements of Reading Comprehension ... 40
4.1.5. Increase of Students’ Reading Comprehension Achievement ... 44
4.1.6. Result of Observation ... 45
4.1.7. Hypothesis Testing ... 48
4.2. Discussion ... 50
4.2.1. Discussion of Product ... 50
4.2.2. Discussion of Process ... 51
V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 58
5.2. Suggestions ... 59
