C. Data Collection
III. Research Methodology Research Design
4. Extensive Reading
For extensive reading, the students read entirely on this many pages of concreted discourse graded to level of achievement. Special reader is published which conforms on specific level of world. The system of extensive reading gave students the opportunity to progress at their own rate, students within the same class could work with readers at different levels of difficult (Rivers 1971:23).
III. Research Methodology
The writer used quantitative research as the design of research. The instrument for collecting data was a test. Test is a way to measure a student’s performance. The test consists of 30 items and the form of the test is multiple choices. There are several techniques of collecting data, they are test, questionnaire, interview, observation and documentation (Arikunto, 2010:192). In this research, the writer used test as her technique of data collection. Therefore, the writer conducted reading test of descriptive text. it was conducted to know the ability of the students in reading skill by using Student Team Achievement Divisions (STAD) technique. There are three of teaching procedures 1. Pre-Test
2. Treatment 3. Post-Test
The Validity is the measurement to show up the levels of validity of the instrument (Arikunto, 2010:111). To know the validity of the test. The writer used coeficient correlation product moment formula (Arikunto, 2010:213).
= ∑ − (∑ )( ∑ )
∑ (∑ ) ∑ − ( ∑ )
345 IV. Findings and Discussion
Having finished analyzing the data, some findings can be formulated as follows:
1. The students who were taught by using STAD technique (experimental group) got score of pre-test and post test of experimental group are 1720 and 2295 and mean score are 53.33 and 76.5, the validity of experimental group is 0.57 and the reliability of experimental group is 0.72. it means the test was valid and reliable.
2. The students who were taughtby using conventional method (control group) got score of pre-test and post-test of control are 1305 and 1630 and the mean score are 43.5 and 54.33 the validity of control group is 0.50 and the reliability of control group is to 0.50. it means the test was valid and reliability.
3. The score of t-observed is 5.20 t-observed > t-table 5.20 > 2.00. it can be concluded that 111 is accepted which means that the effect of using Student Team Achievement Divisions (STAD) technique is more significant than the effect of using conventional method in improving students’ reading ability at the grade seventh of SMP Negeri 1 Tiga Dolok.
After doing research, the researcher finds the differences between teaching by using Student Team Achievement Divisions (STAD) technique and without Student Team Achievement Divisions (STAD) technique. There is significant effect of STAD technique in teaching reading skill in regarding an descriptive text than by using conventional method. it can be seen from the score of them after giving test and exercise.
When applyng Student Team Achievement Divisions (STAD) technique the researcher observed the students were enjoy and fun, they were enthusiasm to study with their teammates. They discussed and asked to their teammates if they had problems.
But in other hand, the researcher seen there are some students can not do exercises well, they just cheat to their teammates. Some of them are lazy to do exercise, they just talk about the other topic. Although thre is a group can not work and study together well, but the other groups are fun and enthusiasm to study and discuss the material with their teammates.
Most of the students do exercise with their teammates well. It means that Student Team Achievement Divisions (STAD) technique is a good technique to improve the reading skill of students. Therefore, teaching by using Student Team Achievement Divisions (STAD) technique is a good decision to improve the students’ reading ability.
V. Conclusion
Based on the data analysis and interpretation and the research finding which has been stated in chapter IV, there are some conclusion they are follows:
1. Student Team Achievement Divisions (STAD) technique can give a significant effect on students’ reading ability in SMP Negeri 1 Tiga Dolok.
2. Student Team Achievement Divisions (STAD) technique is a good technique to teach reading skill to improve the students’ reading ability. By utilization of Student Team Achievement Divisions (STAD), the students can be motivated because they study with others, they discuss the material of lesson with their teammates in group.
3. Student Team Achevement Division (STAD) technique is suitable used by the teacher, because it can improve the achievement of students in reading skill.
346 References
Abbot, G. (1981). The teaching of English as international language, London: Glaslow Arikunto, S. (2010). Prosedur penelitian. Jakarta: PT. Rineka Cipta
Harris, P. D. (2002). Testing English as a second language. New York: Mc Graw-Hill Harmer, J. (1998). The practice of English language teaching. Malaysia VVP
Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle Publishers
Cook M, D. (2003). A guide to curriculum planning in reading. Madison: Wisconsin Department of Public Instruction
Rivers M, W. (1968). Teaching foreign-language skills. Chicago and London : The University of Chicago Press
Slavin, R E. (2005). Cooperative learning. Theory, Research and Practice. London:
Allymand Bacon
Sudjana. (2002). Metode statistika. Bandung: Tarsito
347 USING STAD TECHNIQUE IN IMPROVING STUDENTS’ READING
COMPREHENSION IN NARRATIVE TEXT
Octa Mastaria Nadapdap
(English Department, Nommensen HKBP University, Indonesia) Octhatha8@gmail.com
Abstract
The purpose of the study was to find out the effects of STAD to the reading comprehension of grade x students of SMA Kartika Pematangsiantar on a narrative text. The sample of this research is taken from X-3 as the experimental class that consist of 30 students and X-4 as control class consist of 30 students. The finding of this study showed that there was improvement on the students’ ability in reading narrative text. The researcher found that the t-test was higher than t-table 6.78>1.67. Finally, the researcher made conclusion that STAD is effective for encouraging and guiding students’ involvement in learning.
Keywords: Narrative text, reading comprehension, STAD