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The table shows that the percentage of students’ sequence in reading. Pre-test indicated that 1 student (3.3%) got fair, 10 students (33.3%) got poor, 19 students (63.4%) got very poor.
After taking treatment in four meeting by used STAD technique, the percentage of students’ supporting details in post test are 2 students (6.7%) got good, 2 students (6.7%) got fairly good, 4 students (13.3%) got fair, 7 students (23.3%) got poor, 15 students (50%) got very poor.
Based on students’ reading achievement before and after being taught by using STAD, there was a significant difference between the students’
reading achievement before and after being taught by using STAD.
After the students had given a treatment of researcher, the mean score in post-test from students had improved to become 5.29. It was a higher score than pre-test score. Pre–test to post-test score, there was achievement score of students from low to high by using STAD Technique. The improvement percentage showed 33.5%. Using STAD had improved students’ reading achievement special in term of recall of main idea and sequence.
2. The Significant of Reading Achievement by Using STAD Technique After calculating the value t-test analysis then it was compared with t- table value so researcher found that the value of t-test was greater than the t- table value, it meant that null hypothesis (H0) was rejected and alternative hypothesis (H1) was accepted because there was difference significant mean score of test that had given by researcher before and after researcher thought reading achievement by using STAD technique. Meanwhile, when it was found that the value of t-test was lower than t-table value, it meant that the null hypothesis (H0) was accepted ad alternative hypothesis (H1) was rejected because there was not difference significant mean score of test that had given by researcher before and after researcher thought reading achievement by using STAD technique.
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T-test value of literal comprehension was greater than t-table ( 23>
1.699) It meant that there was significant differenciated between students’
reading achievement before and after they got STAD from a researcher in speaking accuracy of the second grade of students SMP Muhammadiyah Limbung especially for students of VIII.7 as a sample in this research.
Besides that, the data showed that null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
Researcher concludes that using STAD was one of good method that could improve the students’ reading achievement in report text of the Second grade of students’ SMP Muhammadiyah Limbung in the academic year 2016/
2017 could improve in reading achievement
CHAPTER V
CONCLUSIONS AND SUGGESTIONS A. Conclusions
Based on the findings and discussion of the research, the writer puts the conclusions is STAD was able to improved the students literal reading comprehension of the Second Grade Students of SMP Muhammadiyah Limbung. It was proved by the students mean score of Pre-test 3.96 and Post-test 5.29 it indicates that mean score of Pre-test is lower than mean score of Post-test and the result of statistical t-test value for all variables of literal reading comprehension is greater23than t-table value 1.699.
There was a significant difference between the literal reading comprehension of the Second Grade Students of SMP Muhammadiyah Limbung before and after using STAD in other words it was effective in improving the students
B. Suggestions
The suggestion consisted of meaning could apply practically and accepted usefully. Suggestions consisted also researchers’ recommendation and expectation related to the research that has done. Suggestions of this research could be seen in the below:
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1. To the English Teacher
The suggestions for the teachers’ related to the usage of STAD for teaching reading text are: teachers are suggested to use STAD for teaching reading text because it has been proved that it is effective. The procedures STAD is used are teacher explains about material or lesson.
2. To the Students
The suggestions for the students related to the usage of STAD for teaching reading text are: The students are suggested to use STAD when they want to read the text (report text) because STAD it can help every student to cooperate and make reading easy and fun.
3. To the School and Headmaster
After knowing the result of the research, the researcher has a suggestion to the school. They are: STAD method recommended to be used in teaching learning process, this technique added list of methods, and this method can be used for the other lesson, not only for English lesson.
4. To Other Researcher
The suggestion for another researcher related to the research of STAD usage for teaching reading is that the other researcher is hoped to do research of the usage another media so it will enrich the media research in improving students’ reading skill and other skill.
5. To the Researcher
Based on the research, that using STAD is effective in teaching reading in teaching learning process. The researcher must find another technique if next time becomes a teacher, so he can teach very well, so the students enjoy and happy in classroom
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