THE IMPLEMENTATION OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN TEACHING READING AT THE ELEVENTH
GRADE OF SMA NEGERI 1 GUNUNG PELINDUNG
By
ESTI HAYUNINGTYAS
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Department of Language and Arts Education The Faculty of Teacher Training and Education
UNIVERSITY OF LAMPUNG BANDAR LAMPUNG
ABSTRACT
THE IMPLEMENTATION OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN TEACHING READING
AT THE ELEVENTH GRADE OF SMA NEGERI 1 GUNUNG PELINDUNG
ESTI HAYUNINGTYAS
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 technique in learning process. One of technique which considered applicable and useful in improvement students’ reading comprehension achievement is STAD technique. Therefore, this research was intended to find out whether there was a significant difference in students’ reading comprehension achievement before and after being taught through STAD technique and to investigate the students’ activity during teaching learning process in a class.
The writer administered this research at SMA Negeri 1 Gunung Pelindung, Lampung Timur. The sample was one class at the second year. A pre test- post test group design was applied in this quantitative research. The data collecting technique were analyzed by using Repeated Measure t-test with Statistically Package for Social Science (SPSS) version 17.0.
LIST OF APPENDICES
Appendices Page
1. Research Schedule ……….. .. 77
2. Reliability Analysis of Upper Group Try Out Test ……… 78
3. Reliability Analysis of Lower Group Try Out Test ………. . 79
4. Reliability Analysis of Try Out Test ……… ... 80
5. Validity Try Out Test…………... 81
6. Difficulty Level and Discrimination Power of Try Out Test………….. 83
7. The Reliability Computation of The Data Collecting Instrument …… .. 84
8. The Result of Students Score of Pre Test in Experimental Class……. .. 85
9. The Result of Students Score of Post Test in Experimental Class. …… 86
10. Students’ Score of Pre Test and Post Test in Experimental Class ... 87
11. The Result of Pre Test Post Test Per Element……… 88
12. The Sample Students’ Grouping in Experimental Class ... 90
13. The Improvement of Group Score……….. 91
14.The Analysis of Hypothesis………. 92
15.Table of Students’ Activities in Experimental Class………. 93
16. Percentage of Students’ Active in Teaching Learning Process……… 95
17. Lesson Plan 1……… .... 96
18. Lesson Plan 2……….. 101
19. Lesson Plan 3……….. 106
20. Reading Comprehension Try Out……….. 111
21. Reading Comprehension Pre Test……… 123
22. Reading Comprehension Post Test……… 134
23. Answer Keys……….. 145
24. Students’ Try Out Score (The Highest and The Lowest Scores)………… 146
25. Students’ Pre Test Score (The Highestand The Lowest Scores)……….. 147
II. LITERATURE REVIEW
This chapter describes the concepts which are related to the research, such as concept of reading comprehension, concept of reading aspect, concept of teaching reading comprehension, concept of narrative text, concept of STAD technique, procedures of 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. It is a complex skill requiring the coordination of a number of interrelated sources of information (Anderson et al, 1985). It means that the readers must be able to translate the written words into meaningful language. Reading can help people get the information from written text that causes interaction between the reader and writer.
Brown (2001: 264) states reading is a process interrelated with thinking and with other communication abilities listening, speaking, and writing. Reading is process of reconstructing from the printed pattern on the ideas an information intended by the author. Based on the opinion, it is important because reading is the reader’s activity in order gets information from printed text using eyes and brain to understand what the writer thinks in their written. It means that the readers always activate their minds to get meaning and information while interacting with the written 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. 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.
It is also supported by Bondaza et al. (1998) who argues 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
understanding. There is no reading without comprehension and background knowledge is involved in the process of building up the comprehension.
2.2 Reading Aspect
Referring to the concept above, in order to know the students’ reading
comprehension, the teacher must involve some aspects that really essential in reading comprehension. The reading aspects should understand not only the surfaces meaning of the text but also the purposes of the main idea of the reading text.
According to Nuttal (1985) there are five reading aspects which help the students to comprehend the English text well, i.e. main idea, specific information, references, inference, and vocabulary. In reading with comprehension one will recognize the purpose and the important point of the text besides understanding the surface meaning of the text which consist of:
1. Main idea
2. Specific information
Supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, an incidents, comparison, analogy, cause and effect statistics and quotation. (Mc. Whother, 1986:36).
3. Reference
References are words or phrases use either before or after the reference in the reading material. They are used to avoid unnecessary repletion of words or phrases. It means that, such words are used, they are signals to the reader find the meaning elsewhere in the text. (Latulippe, 1986: 20)
4. Inference
Inference is an educational guess or prediction about something unknown based on available facts and information. Suparman (2007) states that to comprehend explicitly stated information, the readers need conscious knowledge of the language and background knowledge of the topic under discussion. Inference is needed in order to make a sense of the ideas of the text.
5. Vocabulary
According to Machado (2012:56), a childs vocabulary is strongly related to his comprehension and ease of learning to read. Reading comprehension involves applying letter sound correspondence to a pretend word and matching it to a known word in the readers’ oral vocabulary. Many studies
2.3 Concept of Teaching Reading Comprehension
Teaching is very complex involving integrated skills of sharing ideas of opinions. It is as guidance of learning, giving knowledge to a child (Olson, 1982: 24). The other opinion come from Brown (1988: 23) if teaching as helping or showing someone to learn how to do something, giving instruction, guiding in a study of something, providing with knowledge, causing to know or understands. It implies that teaching is process of facilitating learners in a learning process. In summary, teaching can be defined as an activity to knowledge skills and attitude.
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.
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.
occur among groups of people rather than between a person and a thing. Therefore learning occurs when groups of people have opportunities for verbal exchanges that lead to decision making reflection and interdependent and autonomous learning.
In other words, to have better comprehension of a text, readers are expected to discuss what they read with other people in a group. This happens because among the readers share information using their background knowledge. On the other hand, their understanding is hopefully established after they share their perspectives based on the text they have read.
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 ability. It means that the appropriate reading strategy may assist the comprehension ability of reading. The reading strategy should not only develop the students’ thinking and creativity but also develops the students’ social ability.
2.4 Concept of Narrative Text
A narrative is a construct created in a suitable medium (speech, writing, images) that describes a sequence of real or unreal events. It derives from the Latin verb narrare, which means “to recount” and is related to the adjective gnarrs, meaning “knowing”
or “skilled”.
narrative text is to inform and entertain. Narrative text will tell the story with amusing way. According to me, it can be said that narrative is the text has story of imagination or fairy tale that determine for amusing the listener or reader.
According to Madison Smart Bell (American Novelist), the narrative design, or what we call form or structure, is of first and final importance to any work of fiction. In that structure, it consists elements of story; characterization, point of view, theme and plot.
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
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. It means to introduce the participants or the characters of the story with the time and place set. Orientation actually exists in every text type though it has different term.
Complication : what problem does character have?
It is such the crisis of the story. If there is not the crisis, the story is not a narrative text. In a long story, the complication appears in several situations. It means that some time there is more then one complication.
It is the final series of the events which happen in the story and give the resolution to solve the problem that was happened. The resolution can be good or bad. The point is that it has been accomplished by the characters.
[image:14.612.107.500.303.735.2]From the general structure above, the narrative should have the three components such as orientatin, complication, and resolution. The three components support the story that is organized as narrative.
Table 1.The Example of Narrative Text
The man and the two animals
Once there was animal and farmer from Laos. Every morning
and evening. He ploughed his field with buffalo.
One day, a tiger saw the farmer and his buffalo working. The
tiger was surprise to see a big animal listening to a small
animal. He wanted to know more about the buffalo and the
man.
After the man went home, the tiger spoke to the buffalo. “You are so big and strong. Why do you do everything the man tells you?”. The buffalo answers, “Oh the man is very intelligent.
The tiger asked “Can you tell me how intelligent he is?” No, I can’t tell you, said the buffalo, but you can ask him. So, the next day the tiger said to the man, “Can I see your
intelligence?“But the man answered it at home. “Can you go and get it? Asked the Tiger. Yes said the man. “But I’m afraid
you will kill my buffalo when I am gone. Can I tie you to a
tree?
After the man tied tiger to the tree, he didn’t go home to get
Language features Narrative:
Focus on specific or individual participant.
The first paragraph introduces the participant that will be focussed. In the example of narrative above, the individual participant is the man.
Use of noun phrases
Commonly, in narrative text uses noun phrases, for example of the text such as the man, the tiger, big animal and small animal, etc.
Use of adverbial phrases of time and place
Adverbial phrase is important to know when the events happen. So in a narrative always uses adverbial. From the text above such as one day, every morning, every evening, at home.
Use of simple past tense
Past tense is used in narrative text, because narrative text actually tell about the story that already was happened. The example from the text : there was animal and farmer from Laos, he ploughed his field with buffalo, a tiger saw the farmer and his buffalo working, etc.
The use of temporal conjunction
A good paragraph usually has a temporal conjunction to relate paragraph one to another, Let’s see from the text above, there are some conjunctions like
Direct and indirect speech.
Direct speech is when reported what someone says by repeating the exact words, for example from the text direct speech “Can you tell me how intelligent he is?” The Tiger said. Whereas, Indirect speech is when giving the same meaning of what someone says without repeating the exact word for example but the man answered it at home.
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 systematically that is happened in the past time.
2.5 Concept of STAD Technique
Student Team Achievement Division (STAD) is one of cooperative learning techniques in which students work in groups of four or five. The groups consist of students from different academic levels, gender, and background ethnics. The different academic levels mean that there must be students with high, average, and low ability in a group. They are responsible for discussing and working in group before answering quiz individually. It means that students do an understanding in a group before teacher gives the quiz individually.
The main idea behind STAD is to motivate students, to encourage, and to improve each other’s skills are presented by the teacher. If the students want their team to get
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 score, and (5) team recognition. In STAD, the teacher presents a lesson and then students work within their teams to make sure that all team members master 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 (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 words, when one student achieves, others benefit, too. Positive interdependence is contrasted with negative interdependence and non-interdependence. Students are negatively interdependence in competitive situations, it means that 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
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 is 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 possible in order
to ascertain who needs more assistance, support, and encouragement in completing the assignment.
they analyze their learning group in order to maintain effective working relationships among the group’s master. They also add 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 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.
From the descriptions above, it can be stated that STAD technique gives students the opportunity to collaborate with peers in the form of group discussions to solve a problem each group member. Thus, STAD is worth a try as one of techniques in teaching reading comprehension. Hopefuly STAD technique can improve the students’ reading because after using this technique make motivate the students in
2.6 Procedures of 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 STAD, students are assigned to four or five members that team reflecting a heterogeneous grouping of high, average, and different genders. Team members then collaborate on worksheets design to expand and reinforce the material taught by the teacher. Team members may (a) work on the worksheets in pairs, (b) take 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 is 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 before they joined in a group. After students understood the rules, then the teacher asked them to join with their own group. 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 student. 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.
2.7 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.
(2) teacher’s time is spent more effectively; teachers can adopt a 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.
2.8 Theoretical Assumption
From the literature review above, the writer 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 improving students’ reading comprehension achievement because it can be applied to deal with heterogeneous student ability.
achievement level, two students with average achievement level, and one student with low achievement leve. Whereas, the disadvantages that may be appeared in the class can be solved by the teacher’s control. Therefore, it may seem that STAD technique
can improve the students reading comprehension.
2.9 Hypothesis
I. INTRODUCTION
This chapter discusses several points to support the reasons for conducting the research. It included introduction that deals with the background of the problem, formulation of the problems, objectives of the research, uses of the research, and scope of the research.
1.1 Background of the Problem
Generally, the purpose of teaching language at school is to develop the students’
language skills. There are four skills of language that the teacher has to teach in SMA/MA namely listening, speaking, reading, and writing. School-Based Curriculum (KTSP 2006) introduces the concepts of some types of English texts where the students are expected to be able to develop their thoughts and idea into texts both in oral and written forms such as descriptive, report, recount, procedure, anecdote, and narrative (Depdiknas, 2006).
Afflerbach (2007:12) states that reading is a dynamic and complex process that involves skills, strategies and prior knowledge. In reading, the readers should be able to master every part of the text because it is easy to gain the comprehension in reading when the readers are able to master the text.
In addition Refildha (2012) conducted research on reading ability. She stated that the students had a low ability in reading. This condition happened because the student did not enjoy reading comprehension activity. Maybe students felt bored with the technique in learning that became monotonous. Thus, this condition affects the students’ ability in reading comprehension. Meanwhile, the goal of School-based Curriculum (KTSP) states that 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 experience in Teaching Practice Program, the writer found what the students had low motivation. The teaching learning process has been dominated by the teacher, while the students tend to be passive. It means that during the teaching and learning process the teacher only gives the material to the students and the students do the work individually. Mostly, the teacher commanded the students to answer the questions in 20 minutes. This type of teaching reading activity did not create the students to be active to respond the text. Consequently, not all of the students take in part in this learning process.
grammar, (2) students’ interest in the reading text, (3) teachers’ unability to guide and manage their class, and (4) students’ inappropriate reading strategy.
In order to minimize the problems above, this research was focused on how to create situation where the students can be active in reading class. 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 that are expected to be useful in teaching reading is STAD.
Newman and Thompson (1987) states that STAD is the most successful cooperative learning technique to improve students’ achievement. 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 presented a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. Finally, all students took individual quizzes on the material, at which time they may not help one another.
Based on the statements above, the writer is interested 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 was entitled “The Implementation of Student Team Achievement Division Technique (STAD) in Teaching Reading at the Eleventh Grade of SMA Negeri 1 Gunung Pelindung”.
1.2 Formulation of the Problems
Based on the problem that has been discussed above, there are problems that can be formulated follows:
1. Is there any significant improvement of students’ reading comprehension after being taught through STAD technique?
2. How is the students’ activity in teaching learning process using STAD technique?
1.3 Objectives of the Research
In relation to the problem formulated above, the objectives of the research are: 1. To find out whether STAD technique can improve students’ reading
comprehension after being taught through STAD technique.
1.4 Uses of the Research
The uses of the research are:
1. Theoretically, it can be used to confirm the further research about improvement students’ reading comprehension achievement through STAD technique.
2. Practically, it may be a consideration for English teachers that STAD technique can be used as an alternative technique in teaching reading.
1.5 Scope of the Research
This research was focused on the effect of STAD technique in improving students’ reading comprehension achievement at the eleventh grade of SMAN 1
Gunung Pelindung. The writer chose narrative text to be taught, where the students learn the main idea, specific information, inference, reference, and vocabulary of text which were used in the narrative text. The improvement would be seen in the score of pre test and post test.
1.6 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.
Narrative Text
Narrative is a kind of text which tells a sequence of events and used to amuse or entertain the readers with actual or imaginary experiences in different ways.
Teaching
25 III. RESEARCH METHOD
This chapter describes the design of the research, subject of the research, and how the data collecting technique 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 writer 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 improve students’ reading comprehension achievement.
This research used one class. The class has both pretest and posttest and three times treatment. The design can be illustrated as follows:
Notes: T1 : Pretest
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.
3.2 Subject of the Research
3.3 Data Collecting Technique
In collecting the data the writer used the following technique: 1. Pre Test
The pretest was administered in order to find out the students’ reading comprehension achievement before giving 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 is 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, the students’ explanation responding to the teacher instruction and question, and also 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. In case that the raters were two English teachers at SMAN 1 Gunung Pelindung, who observed the class during teaching learning process.
3.4 Research Procedures
1. Determining the subject
The subject of this research was the eleventh grade students of SMA Negeri 1 Gunung Pelindung. The writer chosen one class from three classes in the eleventh year that took randomly by using lottery.
2. Selecting and determining the materials
The materials were based on the School Based Curriculum (KTSP) 2006 for the eleventh grade students. They were taken from the students’ text books and internet. As it was discussed in Chapter 1, this research focussed on narrative text.
3. Determining the Research Instrument
The instrument of this research was objective text of multiple choices test. This was supported by Henning (1975), who stated that to measure reading comprehension, requesting students to write short sentence answers in written questions were less valid procedure than multiple choice selection (as cited in Henning, 1987:48). The instruments were used in order to support this research. The test consisted of two sessions, the first was pre test and the second one was post test. Each test consisted of 40 items of multiple choices of comprehension questions and some reading texts. The question has four alternative answers for each (A, B, C, and D), one was correct answer and rests were distractors.
4. Administering Try-out Test
5. Administering Pre-Test
Pre-test was administered to reveal the students’ basic reading comprehension before treatments. The test was administered with 40 items of multiple choices reading test.
6. Conducting the Treatments
The treatments was classroom activities which applied STAD technique. The students were taught three times. During the treatment, the observers helped in observing the students’ activities in the teaching learning process.
7. Administering Post-Test
Post-test was given at the end of treatments in order to find out the significant in improve students’ reading comprehension achievement. The test was administered with 40 items of multiple choices reading test.
8. Analyzing the result of the Test
The data were analyzed by comparing the average score (mean) of the pre test and post test to know whether there was a difference of students’ reading comprehension achievement before and after being taught through STAD technique.
3.5 Scoring System
In scoring system students’ result of the test, the writer used percentage correct of
Notes:
X%c : percentage of correct score R : number of the right answer T : total number of items on test
(Lyman, 1971: 95)
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:36.595.134.473.457.564.2]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
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 Criteria of Good Test
A good test should meet four criteria: a good validity, reliability, level of difficulty and discrimination power.
1. Validity
A test is considered valid if the test measures the object to be measured and suitable with the criteria (Hatch and Farhady, 1982:250). Heaton (1988:159) also states that validity of the test is the extent to which it measures what it is supposed to measure. A test must aim to provide true measure of the particular skill which it is intended to measure.
There are four types of validity that are: (1) face validity, concerns with the lay out of the test; (2) content validity, depends on a careful analysis of the language being stated; (3) construct validity; measures certain specific characteristic in accordance with a theory of language learning; (4) criterion-related validity, concerns with measuring the success in the future, as in replacement test.
1. Content Validity
Content validity was concern with whether the test was sufficiently representative and comprehensive for the test. The focus of the content validity was adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982:251). Content validity could be found by relating the material of the test with the curriculum for Senior High School. It meant that the test was designed based on the curriculum in the school. In this case, to know whether the instrument had fulfilled the criteria of content validity the writer had checked in Competence-based English Developing competencies in English for second grade Senior High School. The writer had also consulted the instrument test to the English teacher at the school that had been chosen as a place for research.
2. Construct Validity
Construct validity was concerned with whether the test was 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. Skills of Reading Item Number Percentage
of Item
1 Identifying the main
idea 2, 10, 12, 21, 26, 32, 33, 38 16 %
2 Specific information 1, 6, 8, 9, 11, 15, 17, 31, 40, 41, 44, 46, 47. 26 %
3 Reference 3, 20, 27, 37, 39, 42, 49. 14 %
4 Inference 4, 7, 13, 14, 16, 18, 19, 23, 24, 29, 30,34, 45, 50.
28 %
5 Vocabulary 5, 22, 25, 28, 35, 36, 43, 48. 16 %
Total 50 100%
2. Reliability
Shohamy (1985:70) states that reliability refers to the extent to which the test was consistent in its score, and it gave an indication of how accurate the test score. The writer used split-half method to estimate the reliability of the test, since the formula was simple. It was 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 obtain the reliability of the instrument, this study used SPSS to analyze the reliability of the test. The steps to run the reliability in SPSS were as follows:
Entering the data Analyze Scale Reliability Analysis. To measure the coefficient of the reliability the first and second half group, the writer used the following formula:
∑
Notes:
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
Y2 : square of Y (Lado in Hughes, 1991: 3) The writer usesSpearman Brown’s Prophecy Formula (Hatch and Farhady, 1982: 247). The formula is as follows:
Notes:
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 related to how easy or difficult the item was from the point of view of the students who take the test. It was important since the items, which are too easy (that students get right) told us nothing about differences within the test population. To see the level difficulty, the writer used the formula as follow:
Notes:
LD : level of difficulty
U : the proportion of upper group students who answer correctly 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 referred to the extent to which the item differentiates between high and low levels students on the test. A good item according to this criterion was 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)
Notes:
DP : discrimination power
U : the proportion of upper group students who answer correctly L : the proportion of lower group students who answer correctly N : total number of students
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.
From the computation of discrimination power (see appendix 6.p.79) the writer got that there were 5 bad items (has negative value in discrimination in number 4, 12, 16, 35, 43), 14 items were poor (has less than 2.00 index in number 8, 10, 15, 17, 19, 25, 26, 29, 30, 36, 40, 46, 48, 50), 3 item had no discrimination (the value is zero) and 28 items were satisfactory (has higher than 2.00 index in number 1, 2, 3, 6, 7, 9, 11, 14, 18, 20, 21, 22, 23, 27, 28, 31, 32, 33, 34, 37, 38, 39, 41, 42, 44, 45, 47, 49)
3.7 Data Analysis
The data were analyzed in order to determine whether the students’ reading comprehension achievement was improved or not. The writer 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 17.0.
Furthermore, in analyzing the data from the observation of students’ learning activities, the writer counted the number of activities done by the students and then calculated the percentage of the students’ activities.
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 was more than 75%. If more than 75% students were actively involved in teaching learning activities, it mean that the teaching learning process can be categorized as a good level (Arikunto, 2006:7).
3.8 Normality Test
The normality test was counted by using SPSS. This test was used to measure whether data in experiment class are normal distributed or not. To run normality test, the steps were as follows:
Entering the data analyze Descriptive Statistics Explore.
To see the normality,it could be seen in three ways; variants coefficient, Skewness ratio,and Kurtosis Ratio.
3.8.1Variants Coefficient
The data was called as normal distribution data if the variants coefficient < 30 %. This value should be counted first with this formula:
3.8.2 Skewness Ratio
The data was called as normal distribution data if the Skewness ratio was in the range of -2 until 2. The formula to count this was as follows :
Skewness ratio = Skewness Skewness Std.error
3.8.3Kurtosis Ratio
It was almost the same as Skewness Ratio. The data called as normal distribution data if the range was between -2 and 2. The formula was:
Skewness ratio = Kurtosis Kurtosis Std.error
3.9 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 was shown by two tail significance as the value of significance, we can draw the conclusion (Setiyadi, 2006: 172). H1 was approved if p < α. The research used level of significance i.e. 0.05, and the probability of error in the hypothesis was 5%.
Therefore, the hypothesis which would be cited was as follows:
H1 : There is a difference of students’ reading comprehension
H0 : There is no difference of students’ reading comprehension
achievement before and after being taught through STAD technique.
V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the result of the research and also the suggestions from the writer to the other writers and English teachers who want to try to apply STAD technique in teaching reading comprehension.
5.1 Conclusions
In relating to the result and discussion of the research the following conclusions are given as follows:
1. There was a difference of students’ reading comprehension 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 (64.91) was higher than pre test (55.56) with the gained score was 9.35. 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 can improve students’ reading
comprehension achievement.
technique which can improve students’ activity. Based on the observation data during three meetings, there were 19 students (61.29%) in the first meeting, 23 students (74.19%) in the second meeting, and 30 students (83.87%) in the third meeting who could fulfill the indicator of a good level in teaching learning process. That happened because STAD can motivate students to study since they work within their groups.
3. STAD technique also contributes a positive effect on the teacher’s teaching performance. Since in implementing STAD technique, the teachers were asked to create a strategy that made the students active in learning process. Moreover, the teachers were demanded to create interesting media materials since an interesting media and materials would be easily attract students’ attention and participation.
5.2 Suggestions
Regarding the conclusion states previously, the writer would like to propose several suggestions as follows:
1. In this research, it was found that vocabulary aspect needs to be paid more attentions since this aspect became the low achievement during the application of STAD Technique. This can be done by giving more highly varied vocabulary in order to enrich the students’ words list. The teacher may ask the
2. An English teacher is suggested to use STAD technique, especially in reading skill to make students more comfortable in learning process and automatically can improve their reading ability. The teacher should be able to give some rules and control during the teaching learning process well since the biggest problem for the teacher when using STAD technique maybe the noisy classroom and time consuming.
3. Since STAD technique in teaching reading comprehension is applied at the second grade of Senior High School, other writers can conduct this technique on different level of students (it can be Junior High School) or on different skill (it can be speaking).
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