THE EFFECT OF STUDENT TEAM ACHIEVEMENT
DIVISION (STAD
) METHOD ON STUDENTS’
READING
COMPREHENSION ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By:
PUTRA PANGIHUTAN TUA TAMBUNAN
Reg.Number: 2113121056
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
i
ABSTRACT
Tambunan, Putra Pangihutan Tua. 2113121056. The Effect of Student Team Achievement Division (STAD) Method on Students’ Reading Comprehension Achievement. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015.
This study deals with the effect of Student Team Achievement Division (STAD) method on students’ reading comprehension achievement. The objective of the study is to find out whether STAD method significantly affects the students’ reading comprehension achievement or not. This study was conducted by using experimental design. The population of the study was the students of grade X of SMA Negeri 1 Simanindo in the academic year of 2014/2015, there were 4 parallel classes of grade X. There were two classes have been selected by applying random sampling. There were Experimental group (X-1) was taught by applying STAD method, while the control group (X-2) was taught by applying
conventional method. The data of the study was obtained from the students’ score
of writing test. To determine the reliability of the test, the writer used Kuder-Richardson (KR21) formula. Based on the data calculation showed that the coefficient of reliability of the test was 0.81. It shows that the test was reliable and the reliability was high. There were two data used in this study. They were pre-test and post-pre-test. The data were analyzed by applying t-pre-test formula. After analyzing the data, the result of the study showed that t-observed (3.71) was higher than t-table (2.000) (t-observed ˃ t-table) at the level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be concluded that applying
STAD method significantly affects on the students’ reading comprehension
achievement, or in other words, the hypothesis is accepted.
ii
ACKNOWLEDGEMENT
The writer’s first gratitude absolutely goes to the Almight Lord Jesus Christ for providing the countless blessing, never ending love and guidance to the writer. It is just another blessing from God to the writer so the writer can finish this final project, as the requirements to obtain the S1 Degree of Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State University of Medan.
In the process of doing this thesis, many people have given their participation such as their support, motivation and pray. Therefore, the writer would like to express his gratitude and special thanks to :
Prof. Dr. Syawal Gultom. M.Pd., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean of Faculty of Languages and
Arts.
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English and Literture
Department.
Dra. Meisuri, M.A., the Secretary of English Department..
Nora Ronita Dewi, S.S., M.Hum., as the Head of English Education Study Program.
Dra Masitowarni Siregar, M.Ed as his Academic Advisor
Drs Willem Saragih Dipl;Appl, M.Hum as his Thesis Consultant Indra Hartoyo ,S.Pd., M.Hum., as his Thesis Consultant
Prof. Dr. Busmin Gurning M.Pd., Rita Suswati, S.Pd, M.Hum, as his
Thesis Reviewer.
Euis Sriwahyuningsih, M.Pd., the academic staff and adminitrative staff. Sir Pantes, the staff of English Education and Literature Department. Berti Tumangger S.Pd as the Head Master of SMA Negeri 1 Simanindo,
iii
His beloved parents, M. Tambunan and H Siallagan for giving the
bestest from the very best of them, their love, time, prayers and all the advices especially in the time of completing this thesis, the writer’s special gratitude also goes to his dearest brothers Denra Tambunan.
His beloved uncle and aunt Dr. Haposan Siallagan, SH, MH and Lusia
Butarbutar, SE. for giving support and many advices during study period
in the university. And also his cousin Mahendra, Mahendro, and Mitcel, thanks for your help.
His best friends from Regular C 2011 especially Partners In Crime ( Nancy, Ade, Connie, Christanti, Dicky, Renol, Sartika) for
unforgettable and amazing 4 years with them. And also with another members of Regular C 2011, thanks for your support to me.
Medan, September 2015
The Writer,
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TABLE OF CONTENTS
Pages
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENTS ... iii
LIST OF TABLES ... vi
LIST OF APPENDICES ... vii
CHAPTER I. INTRODUCTION
CHAPTER II. REVIEW OF LITERATURE A. Theoretical Framework ... 5
1. Students’ Achievement in Reading Comprehension ... 5
2. Reading and Reading Comprehension ... 6
a. Reading ... 6
b. The Purpose of Reading ... 7
c. Reading Comprehension ... 8
d. Level of Comprehension ... 10
1) Literal Comprehension ... 10
2) Interpretive Comprehension ... 11
3) Critical Comprehension ... 11
4) Creative Comprehension ... 11
e. Assesment of Reading Comprehension... 12
3. Narrative ... 13
4. Student Team Achievement Division (STAD) ... 14
a. Definition of STAD ... 14
v
c. The Advantages and Weaknesses of STAD ... 17
5. Questioning-Answer Method ... 18
B. Relevant Studies.. ... 19
C. Conceptual Framework.. ... 20
D. Hypothesis ... 22
CHAPTER III. RESEARCH METHODOLOGY A. Research Design ... 23
B. Population and Sample ... 23
C. The Instrument of Collecting Data ... 24
D. Scoring the Test ... 25
E. The Procedure of Research ... 25
F. The Validity and Reliability of the Test ... 29
1. The Validity of the Test ... 29
2. The Reliability of the Test ... 30
G. The Analysis of Data ... 31
H. Statistical Hypothesis ... 31
CHAPTERIV : DATA ANALYSIS AND DISCUSSION A. The Data ... 33
B. Data Analysis ... 34
C. Testing of Hypothesis ... 37
D. Research Findings ... 38
CHAPTER V : CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 40
B. Suggestions ... 40
REFERENCES ... 41
vi
LIST OF TABLES
Page
Table 1.1 The Students’ Score In Reading... 23
Table 3.2 Specification of the Test ... 25
Table 3.3 Teaching Procedure for Experimental Group ... 26
vii
LIST OF APPENDICES
Page
Appendix A The Score of Pre-Test and Post-Test of Experimental Group ... 43
Appendix B The Score of Pre-Test and Post-Test of Control Group ... 44
Appendix C The Score of Reliability of The Test ... 45
Appendix D The Calculation of T-Test ... 47
AppendixE T-Table Distribution ... 48
Appendix F Reading Test ... 50
Appendix G Lesson Plan for Experimental Group ... 61
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CHAPTER I
INTRODUCTION
A. The Background of Study
Language mastery is divided into four skills namely listening, speaking, reading, and writing. Reading is one of skills is very important in learning English. According to Grabe and Stoller (2002:4) reading can be taught as a way to draw information from the text and to form an interpretation of that information. It brings reading as one of many ways to recognize everything that happened in the world. They also explain that without reading, the opportunities
for improving one’s life is limited. So, people are expected to increase their
interest in reading information and try to develop their reading ability. Reading ability can be developed as much as the reading interest is increased too. People are possible to use some reading strategies to make them fluent and interested in reading. According to Grabe and Stoller (2002:15) strategies are often defined as a set of abilities under conscious control of the reader.
Reading is one of the skills which is important in developing students’
knowledge. Moreover, reading is one skill that is tested in the National Examination. In the latest Indonesia’s Curriculum (KTSP), students are expected
2
Based on the researcher’ observation in SMA Negeri 1 Simanindo, he
observed that the process of reading a text was still a serious problem for the students. Students’ ability to relate or to connect their experiences with the ideas presented in the text. However, they were actually able to read English words and sentences. The difficulties made them unmotivated to read, since they preconceived that the theme or topic of reading was not interesting for them. The students also felt bored while reading due to being unmotivated. Some of the students just read the text without trying to connect the presented ideas of text with their thinking patterns. The problem to contextualize the difficult words that they found also led them to achieve what actually they should have comprehended. These problems finally arose and they were unable to achieve the desired reading comprehension.
In addition, based on the observation in that school, the score of minimum competence (KKM) of English subject in SMA Negeri 1 Simanindo is 70. The English teacher usually uses Questioning-Answer Method to teach reading. Here
are the recapitulations of students’ scores in reading by using Questioning-Answer
Method.
Table 1.1
Students’ Scores of Reading Comprehension Tests in Two Semester
(2014 – 2015)
Semester Score Students Percentage Mean
1st Semester 2014/ 2015 < 70
3
Based on the description above, we found that many students did not have the passing grade because they had difficulties to comprehend the text. Especially in narrative text, students face difficulties because of reluctance to question or less motivation, difficult to build and develop their ideas, difficult to get the main idea from the text, and confused in determining the generic structure of the text. The
Questioning-Answer Method was not effective. This situation made the students’
motivation in reading decrease. Sharon (2003:39) says that the learning of language depends not so much on the number of years it is studied, but on the motivation of the students, the type of teachers, method of teaching adopted, and instructional material designed.
From the problems mentioned above, the researcher chooses to conduct this study by using Student Team Achievement Division (STAD) Method. Student Team Achievement Division (STAD) Method the researcher believe that all of the students in the class will be more active in teaching and learning process. It can also increase their motivation and achievement in Reading. From the explanation above, the writer is interested in conducting a study under the title
“The effect ofStudent Team Achievement Division (STAD) Method on Students’
Reading Comprehension Achievement.”
B. The Problem of The Study
Based on the background of the study, the research problem is formulated
as follows: “Is student achievement in reading comprehension taught by Student
Team Achievement Division (STAD) Method higher than that taught by using
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C. The Objective of the Study
In relation to the problem above, the objective of the study is to find out the student achievement in reading comprehension taught by Student Team Achievement Division (STAD) Method is higher than that taught by using questioning-answer Method
D. The Scope of the Study
Reading text has several types of texts, such as narrative, descriptive, procedure, etc. In this study,the researcher focuses on Student Team Achievement Division Method to improve students’ reading comprehension in narrative text.
E. The Significance of the Study.
The result of this study is expected to be useful and meaningful for:
1. The teachers. To apply this teaching strategy to improve their students’ reading comprehension.
2. The students. To improve and increase their reading comprehension by adapting with this Student Team Achievement Division.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis and discussion, the researcher
concludes that use of STAD Method affects the students’ achievement in reading
comprehension, since the score of the students who were taught by STAD Method is higher than using Questioning-answer Method. Therefore, the formulated hypothesis as “The students’ achievement taught by using STAD Method in
Reading comprehension is higher than those taught by Questioning-answer Method” is accepted. This is approved by the data analysis results in which the t-observed (3.27) is higher than the t-table (2.00) at the significant level of 0.05.
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions for those who are interested in teaching reading as follows:
1. English teachers are suggested to use STAD Method in their teaching learning process in order to improve their students’ achievement in reading comprehension.
2. Students follow the steps on STAD Method to improve their achievement
in reading comprehension particularly.
41
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