THE EFFECT OF USING STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) ON READING RECOUNT TEXT.

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THE EFFECT OF USING STUDENT TEAMS ACHIEVEMENT

DIVISION (STAD) ON READING RECOUNT TEXT

A THESIS

Submitted to English Department, faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By:

YUSNIAR

Registration Number: 2103321051

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ABSTRACT

Yusniar. 2103321051. The Effect of Using Student Teams Achievement Division (STAD) on Reading Recount Text. A Thesis. English Department. Faculty of Languages and Arts. States University of Medan. 2014.

This study was aimed at investigating the effect of applying technique on students’ achievement in reading recount text. This study used the experimental design. The population of the study was the second grade of SMP N 3 Air Putih. There were sixty students used as sample out of the research taken by randomly from the population of 224 students. This study was conducted with two groups, experimental and control group. The experimental group was taught by using STAD while the control group by using Discussion. The instrument of collecting the data was multiple choice tests. To obtain the result of the reliability of the test, the researcher used the Kuder Richardson formula (KR-21). The result of the calculation showed that the reliability of the test was 0.94, which means that the reliability of the test is very high. The data was analyzed by using t-test formula. The result of the analysis showed that tobserved is exceeded than ttable (4.46 > 2.00) at the level of significance of 0.05 with the degree of freedom (df) 58. The result of this study showed that the students’ achievement taught by using STAD in reading recount text is higher than those who taught by using Discussion.

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ACKNOWLEDGEMENT

The writer would like to acknowledge her countless thanks to the Most

Gracious and the Most Merciful, Allah SWT who always gives her the best of this

life that indeed there is no doubt about it and the blessings to the researcher so that

she can accomplish this thesis from the first page to the last page.

The writer would like to take her opportunity to express her deep and

 Dra. Meisuri, M.A, as the Secretary of English Department.

 Dra. Masitowarni Siregar, M.Ed, as the Head of English Education Study Program and her Thesis Consultant.

 Dra. Yunita Agnes Sianipar, M.Hum, as her Academic Advisor.  Drs. Bahtiar, M.Pd, as her Examiners.

 All Lecturers who have taught her in this English Department, for giving knowledge, advices and amazing study experiences.

 Edison Rajagukguk, S.Pd, M.M, as the Principal of SMP Negeri 3 Air Putih and the English Teacher for giving permission and helping

the writer to conduct this research.

 Umar M Yus and Nafsiah, her beloved parents, who always give her everlasting love, affection, prays and hardworks.

 Muhammad Syafii S.Pd.I, Hambali S.Com M.Com, Misliana and Syahria Hariati Hasibuan Am.Keb, her belove brothers and sisters who always give her support and pray. Annisatul Fitri and Nur

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 Her dearest friends of Extension B 2010; Asri, Fitri, Icha, Misida,

Murni, Tiar,Vira,Yeni for their supports, guidance and prays.

 Her belove friends one boarding house; Mr. Jaini S.Pd.I, Utari

Tampubolon S.Pd.I, Nurul Hilmiyani S.Pd.I, Sofia S.Pd.I, Emi Fauziah S.Sos.I, and Winda Sari Damanik, for their supports, guidance and prays.

 Her nicest students of SMPN 3 Air Putih, who had inspired the researcher to create the title of this study, and the most memorable of

Undines, PPLT SMPN 3 Air Putih 2013, for experiences they ever had

together.

The writer realizes that this thesis still has the paucity, she conveniently

welcomes any suggestions, comments critics, and advices that will improve the

quality of this thesis. She hopes that this thesis would be useful for those who are

read and interested in the field of this study.

Medan, Februari 2015

The Researcher,

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LIST OF TABLES

Table 2.1 The Example of Recount based on the Generic Structure ... 14

Table 3.1 Research Design ... 24

Table 3.2 Procedure of Treatment for Experimental Group ... 27

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LIST OF APPENDICES

Appendix A The Score of Pre-Test and Post-Test by the Students of Experimental

Group ... 41

Appendix B The Score of Pre-Test and Post-Test by the Students of Control Group ... 42

Appendix C The Calculation of Reliability ... 43

Appendix D Calculation of T-test ... 46

Appendix E T-table Distribution ... 51

Appendix F Reading Test ... 52

Appendix G Lesson Plans ... 56

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CHAPTER I

INTRODUCTION

A. The Background of the Study

There are four basic skills in learning English. They are listening, speaking,

writing and reading. Reading is one of the communicative skills, it involves very

complex process. Readers need to be able to comprehend what is being discussed,

involved in the process of acquiring grammatical structures and vocabularies of

the language and meaning. As readers, we should consider about these things in

order to make our reading meaningful. Good readers understand the processes

involve in reading and consciously control them. Reversely, poor readers either do

not realize that it exists or do not know what to do about it. It means that the

purpose of reading comprehension is to get some skill in understanding the text.

Reading comprehension is a good way to develop and understand English. But

actually, most of students are difficult in reading comprehension even though they

have done it for many years. They do not know how to comprehend a text and get

some information from the text. In reading comprehension, students should be

able to read English text effectively and efficiently. To become a good reader,

student should have particular purpose before they interact with the text.

William Grabe and Fredricka L. Stoller (2002:17) said that reading for general

comprehension is in its most obvious sense, the ability to understand information

in a text and interpret it appropriately. The main goal of reading is comprehension.

Comprehension means that understanding the information that words and

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a reading text we need ability to comprehend it, which is reading comprehension.

William Grabe and Fredricka L. Stoller (2002: 29) said that reading

comprehension is an extraordinary feat of balancing and coordinating many

abilities in a very complex and rapid set of routines that makes comprehension a

seemingly effortless and enjoyable activity for fluent readers. Based on the writer

experience in PPL (Practical Teaching Practice) that teaching reading

comprehension is not easy task, because teacher face some problems, such as,

many students did not interested in learning reading comprehension, when teacher

told them to tell some information for their reading text, most of them did not

have some ideas or opinions to clarify the information in the reading text. So the

process of teaching reading did not run well. This situation happened because the

strategy which used was not suitable. Commonly, teachers teach reading

comprehension by translating the reading text and the students always open the

dictionary when they want to understand the meaning of the text. In this case,

teacher should make a suitable strategy in teaching reading comprehension in

order to make the students interested.

In teaching reading comprehension, it is very important to use STAD method.

Student Teams-Achievement Division (STAD) is considered to be one of the

simplest and the most effective cooperative learning (CL) method in improving

student achievements (Eggen&Kauchak, 2001; Ghaith, 2001, Slavin, 1978).

Therefore, in learning reading comprehension, both teacher and students can be

more active to express their idea or opinion. In this case, STAD can give good

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MardianaNovita (2011), conducted a research entitled ‘Improving Students’ Achievement in Reading Comprehension by Applying Student Teams

Achievement Division (STAD) technique’. The result showed that there was

significantly better learning effectiveness in reading comprehension.

WindiJuniantiSitorus (2013), conducted a research entitle ‘The Application of Student Teams Achievement Division (STAD) in Improving Students’

Achievement in Reading Comprehension’. The finding of the research showed

that Student Teams Achievement Division (STAD) technique can be able to

improve students’ achievement in reading comprehension.

Based on the explanation given, the writer would like to conduct a research on

teaching reading by using STAD which is expected can help students in

comprehending the text and the students are able to concentrate in reading

comprehension easily.

B. The problem of the study

Based on the background of the study, the research problem is formulated as

follows: “Is the student’s achievement taught by using Student Teams Achievement Division (STAD) is higher than the taught by using discussion technique?”

C. The Objective of the Study

In line with the problem, the objective of the study is to find out the using

Student Teams Achievement Division (STAD) on Student’s Achievement in

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D. The Scope of the Study

This study deals only with reading recount by applying STAD technique.

The researcher use recount because the student can’t understand the text because they failure to understand words and sentences in text which they read, they got

difficulties to comprehend the text.

E. The Significance of the Study

The findings of the study are expected to be useful for:

1. Teachers, to improve their ability in teaching reading by paying more

attention to the strategy of teaching reading.

2. Students, the results of this research to improve their reading skills of

English language texts, especially recount text.

3. Researchers, the results of this study as a medium for researching and

gaining experience as first thought to conduct further research, as well as

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the result of the data and data analysis, the researcher concludes

that there is significant effect of using Student Teams Achievement Division

(STAD) than Discussion of the students’ achievement in reading recount text.

Therefore, the formulated hypothesis as “The students’ achievement taught by

using STAD in reading recount text is higher than those taught by using

Discussion as a technique is accepted. This supported by the data analysis results

in which the t-observed (4.46) 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 Student Teams Achievement

Division (STAD) as a technique in their teaching learning process in

order to improve their students’ achievement in reading recount text.

2. Students are advised to have more practices in reading, since practice

makes perfect and applying this kind of technique in reading.

3. The researchers who are interested in doing a research related to this

study should explore the knowledge more to enlarge their

understanding about how to improve students’ achievement in reading

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REFERENCES

Arikunto. S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik (Ed XIV). Jakarta: Rineka Cipta

Burns. 1984. Teaching Reading in Today’s Elementary School. Knoxville University of Tenesse

Brown, H. D. 2003. Language Assessment Principles and Classroom Practices. San Francisco State University

Brown, H. D. 2004. Language Assesment: Principles and Classroom Practices. White Plains, New York: Pearson Education, Inc

Grabe,W and Stolhler, Fredricka L. 2002. Teaching and Researching Reading. Harlow: Pearson Educational Limited

Heaton.J. B. 1975. Writing English Language Test. London and New York: Longman Inc

Jones. 1994. Discussion. The Expert Educator

Slavin. 1995. Cooperative Learning: Theory, Research, and Practice. Englewood Cliffs, New Jersey: Prentice-Hall

Siahaan, S. 2008. Generic Text Structure. Yogyakarta: Graha Ilmu.

Suryanullah. 2012. Students Teams Achievement Division (STAD) Strategy in Teaching EFL. Journal of English: English Department, Faculty of Languages and Literature, State University of Makassar

Ulmer, et al. 2012. Creating Games as Reader Response and Comprehension Assessment. Journal of English

THE EFFECT OF USING STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) ON READING RECOUNT TEXT.