ADING SKILL THROUGH COOPERATIVE LEARNING METHOD:
STUDENT-TEAMS-ACHIEVEMENT-DIVISIONS (STAD) AND TEAM GAMES TOURNAMENT (TGT)
(A Classroom Action Research at Eight Grade of SMPN 1 Sidorejo, Sidorejo, Magetan in the Academic Year of 2013/2014)
by:
Riska Alfin Pramita SIN: K2208095
A Thesis
Submitted to Teacher Training and Education Faculty of Sebelas Maret University as a Fulfillment of the Requirements for Achieving the Undergraduate Degree
in English Education
ENGLISH EDUCATION DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY 2014
ABSTRACT Riska Alfin Pramita. K2208095.
SKILL THROUGH COOPERATIVE LEARNING METHOD: STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) AND TEAM GAMES TOURNAMENT (TGT) (A Classroom Action Research at Eight Grade of SMPN 1 Sidorejo, Sidorejo, Magetan in the Academic of Year 2013/2014). A Thesis. English Department. Teacher Training and Education Faculty. Sebelas Maret University. Surakarta. 2014.
This study aims to find out whether Students Team-Achievement Division (STAD) and Team Games Tournament (TGT)
reading skill and to identify the challenges of the implementation of STAD and TGT in teaching reading at the eighth grade students of SMPN 1 Sidorejo in academic year of 2013/2014.
This classroom action research was conducted from 27th July to 29th August, 2013 at the eighth grade students of SMP Negeri 1 Sidorejo. I conducted one cycle of action research and the cycle consisted of a series of steps, namely: planning the action, implementing the action, observing the action, and reflecting the observation result.
The data of the research are collected through observation, interview, documents, and test. Then, the qualitative data are analyzed by assembling the data, coding the data, comparing the data, building interpretations, reporting the outcomes. The quantitative data are analyzed by comparing the mean scores of pretest and posttest.
The result of the action indicates
as shown in the result of both the observation on the students activity during the actions and their pre-test and post-test mean scores. The improvement of the skill includes the students are able to: (1) identify main idea, (2) infer meaning of words, (3) identify inference, (4) identify reference, and (5) determine specific information about the text. From the reading comprehension test, -test mean score was 43.77 increasing to 71.01 in the post-test. Though, there are 4 challenges during the research, they are: (1) the domination of high achiever students in the group, (2) the need to prepare different seating arrangement, material, and teaching style in every meeting, (3) It was difficult to keep students concentration in a long time, and (4) Cooperative learning are consuming a lot of time.
It can be concluded that teaching reading by cooperative learning, especially STAD and TGT, could improve the . It is important to note that the preparation of appropriate lesson plan and the material based on the curriculum that make the students attracted is needed. STAD and TGT could be applied in teaching and learning process. Hopefully, by applying STAD and TGT the students can achieve the optimum reading comprehension. I hopes that what I had done will give the English teachers inspiration to conduct STAD and TGT in their classroom.
ABSTRAK
Riska Alfin Pramita. K2208095.
SKILL THROUGH COOPERATIVE LEARNING METHOD: STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) AND TEAM GAMES TOURNAMENT (TGT) (A Classroom Action Research at Eight Grade of SMPN 1 Sidorejo, Sidorejo, Magetan in Academic Year 2013/2014). Skripsi. Program Studi Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret. Surakarta. 2014.
Penelitian ini bertujuan untuk mengidentifikasi apakah Students Team-Achievement Division (STAD) and Team Games Tournament (TGT) dapat meningkatkan skil membaca siswa dan apa saja kesulitan yang dihadapi ketika mengimplementasikan STAD dan TGT di SMPN 1 Siderejo pada tahun ajaran 2013/1014
Penelitian tindakan kelas ini diadakan pada 27 Juli 29 Agustus 2013 terhadap siswa kelas VIII SMPN 1 Sidorejo. Saya mengadakan penelitian selama satu siklus dan siklus tersebut terdiri dari serangkaian langkah yaitu: perencanaan, implementasi, observasi, refleksi dan observasi hasi penelitian.
Data dalam penelitian ini dikumpulan melalui observasi, interview, memilah dokumen dan hasil test. Data kualitatif dianalisa dengan mengumpulkan data, menandai data, membandingkan data, membangun interpretasi, dan melaporkan hasil penelitin. Sedangkan data kuantitatif dianalisis dengan membandingkan nilai rata-rata pre-tes dan post-tes.
Hasil dari penelitian ini menunjukkan adanya peningkatan kemampuan dan skill membaca siswa. Ini seperti yang terlihat baik dari pengamatan terhadap sikap dan perilaku siswa selama penelitian dan juga dari hasil pre-tes dan pos-tes mereka yang menunjukkan peningkatan. Peningkatan pada skil membaca siswa antara lain siswa mampu (1) mengidentifikasi gagasan utama, (2) menjelaskan makna kata atau ungkapan tertentu yang dalam teks baik tersirat maupun tersurat, (3) mengidentifikasi kesimpulan, (4) menjelaskan rujukan (reference) yang ada dalam teks, dan (5) menyebutkan informasi rinci dalam teks. Dari hasil tes juga terdapat peningkatan nilai rata-rata siswa dari 43.77 saat pre-tes menjadi 71.01 saat pos-tes. Walaupun begitu, terdapat 4 kesulitan yang dihadapi selama penelitian ini, antara lain: (1) adanya dominasi dari siswa yang lebih pandai, (2) perlunya penataan tempat duduk, materi, gaya mengajar yang berbeda setiap pertemuan, (3) sulitnya menjaga konsentrasi siswa dalam waktu yang lama, dan (4) cooperative learning memakan banyak waktu dalam pelaksanaannya.
Dapat disimpulkan bahwa mengajar membaca menggunakan cooperative learning, khususnya STAD dan TGT dapat meningkatkan skil membaca siswa. Walau begitu untuk mendapatkan peningkatan pada teknik ini diperlukan rencana mengajar yang sesuai dan materi yang sesuai kurikukum dan menarik bagi. STAD dan TGT dapat digunakan dalam proses belajar mengajar. Semoga dengan penggunaan STAD dan TGT para siswa dapat mencapai hasil maksimal saat belajar membaca.
MOTTO
If you want to be a champion, act like champion (Rifat Sungkar)
DEDICATION
This thesis is proudly dedicated to:
My beloved mother and father, I love you more than every word I can say
and
ACKNOWLEDGEMENT
Praise be to Allah, the Almighty for His blessing so that I can finally finish this thesis. There are honorable people who deserve my deepest gratitude and appreciation for their help and encouragement.
1. Prof. Dr. Furqon Hidayatullah, M.Pd,the Dean of Teacher Training and Education Faculty of Sebelas Maret University, for his permission to write this thesis.
2. Dr. Muhammad Rohmadi, M.Hum, the Head of the Literary and Languages, for his permission to write this thesis
3. Endang Setyoningsih, S.Pd, M.Hum, the Head of English Department of Teacher Training and Education Faculty of Sebelas Maret University and as the second consultant, for her guidance, advice, and encouragement in writing this thesis.
4. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the first consultant, for the guidance from the first to the last of this study, every advice and every priceless ideas from the beginning up to the completion of the thesis
5. Sarmun, S.Pd., M.Pd, the headmaster of SMPN 1 Sidorejo, for his permission to hold the research at school.
6. Sukemi, S. Pd as the collaborator for his help and guidance in doing the research.
7. All the students of VIIIE for the cooperation during the research.
8. The closest, for laugh, cries, time, understanding, cheese cake and ice cream. Finally, I offers my regards and gratitudes to all of those who supported me in any respect during the completion of the thesis. However, she hopes that this thesis can provide contribution to the improvement of teaching English, especially for reading lesson.
Surakarta, June 2014
TABLE OF CONTENT
TITLE ... i
PRONOUNCEMENT ... ii
APPROVAL OF THE CONSULTANT ... iii
ABSTRACT ... iv
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLE ... xii
LIST OF FIGURES ... xii
LIST OF ABBREVIATION ... xiv
LIST OF APPENDICES ... xv
CHAPTER 1 INTRODUCTION ... 1
A. The Background of Study ... 1
B. Problem Statement ... 5
C. The Objective of Study ... 5
D. The Benefits of Study ... 5
CHAPTER 2 THEORITICAL REVIEW... 7
A. Review on Reading Skill... 7
1. The Definition of Reading ... 7
2. Definition of Reading Comprehension ... 7
3. Reading Skills ... 8
4. Approaches of Reading ... 10
5. Reading Techniques ... 11
6. Assessing Reading ... 12
B. Review on Cooperative Learning ... 13
1. Cooperative Learning ... 13
2. Elements of Cooperative learning ... 15
4. Model of Cooperative Learning ... 17
a. Student Teams-Achievement Divisions (STAD)... 18
b. Team Games Tournament (TGT) ... 20
C. Teaching Reading Using STAD and TGT ... 22
D. Review of Related Study... 23
E. Rational ... 28
CHAPTER 3 RESEARCH METODOLOGY ... 30
A. Setting and Subject of the Research ... 30
B. Research Methodology ... 30
1. The Characteristics of Action Research ... 32
2. Models and Procedure of Action Research ... 32
C. The Technique of Collecting Data ... 34
D. Technique of Analyzing Data ... 34
1. Qualitative Data Analysis ... 34
2. Quantitative Data Analysis ... 36
CHAPTER 4 FINDING AND DISCUSSION ... 37
A. Introduction ... 37
B. Research Implementation ... 38
1. Situation Prior the Research ... 39
a. Observation ... 39
b. Interview ... 40
c. Pretest ... 40
2. Planning the action ... 42
3. Implementing the action... 43
a. The first meeting ... 43
b. The second meeting ... 45
c. The third meeting ... 47
d. The fourth meeting ... 48
e. The fifth meeting ... 49
f. The sixth meeting ... 50
5. Reflecting the result of the observation ... 54
C. Findings ... 55
1. The improvement of ... 57
2. The Challenges of Implementation of STAD and TGT in Teaching Reading ... 59
D. Discussion ... 60
... 60
2. The Challenges of Implementation of STAD and TGT in Teaching Reading ... 61
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ... 63
A. Conclusion ... 63
B. Implication ... 64
C. Suggestion ... 65
BIBLIOGRAPHY ... 67
LIST OF TABLE
Table 2.1 Assigning students to team ... 19
Table 4.1 The research schedule ... 37
Table 4.2 The research procedure ... 38
Table 4.3 The result of observation ... 39
Table 4.4 Indicator and the score of each skill of reading ... 40
Table 4.5 Situation before the research ... 41
Table 4.6 ... 55
Table 4.7 Summary of the research... 56
Table 4.8 ... 57
LIST OF FIGURES
Figure 3.1 Hopkins Action Research Model ... 34 Figure 4.1 Chart of number students Passing the test ... 57
LIST OF ABBREVIATION
KM : Teacher SK
KTSP : Kurikulum Tingkat SatuanPendidikan LCD : Liquid Cristal Display
MT : Researcher Riska Alfin Pramita SMPN : Sekolah Menengah Pertama Negeri Ss : Students
STAD : Students Teams-Achievement Divisions TGT : Team-Games-Tournaments
LIST OF APPENDICES
Appendix 1 Research Schedule ... 74
Appendix 2 ... 75
Appendix 3 ... 76
Appendix 4 List of Students Group... 77
Appendix 5 Interview Note Before Research ... 78
Appendix 6 Pre-research Observation... 81
Appendix 7 Reading Sillabus ... 85
Appendix 8 Lesson Plan ... 88
Appendix 9 Field Note ... 118
Appendix 10 Diary ... 131
Appendix 11 Blueprint of Try-out for Pre-test and Post-test ... 147
Appendix 12 Validity and Reability Test ... 165
Appendix 13 Blueprint of Pre-test and Post-test instrument ... 173
Appendix 14 Students Score ... 187
Appendix 15 Observation sheet ... 191
Appendix 16 Students answer ... 197
Appendix 17 Photograph ... 215
