91
COMBINING GUIDED READING
AND STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) TO IMPROVE THE STUDENTS’ READING COMPREHENSION
AT THE FIRST GRADE OF SMA NEGERI 1 ARALLE
Rospita Sari1, Rina Asrini Bakri2, Lukman HB3
1 STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3 STKIP YPUP Makassar, Email: [email protected]
ABSTRACT
The objective of this research was to find out the improvement of reading comprehension through Combining Guided Reading and Student Teams Achievement Division Strategy at the first grade of SMA Negeri 1 Aralle. This research used pre-experimental method with one group pre-test and post-test design. The population of this research was the first grade students of SMA Negeri 1 Aralle. The sample was 20 students taken by using purposive sampling technique. The instrument was reading test in form of multiple choice. The result of the data showed that students’ reading comprehension was improved. It was proved by the mean score of students’ post-test which was higher than the mean score of students’ pre-test (79>56). Furthermore, the value of t-test was higher than t-table (16.78>2.093). The findings lead to a conclusion that Combining Guided Reading and Student Teams Achievement Division (STAD) can improve students’ reading comprehension.
Keywords: Guided Reading and STAD Strategy, Reading comprehension
INTRODUCTION
Reading comprehension is not just reading with a loud voice but reading is established to understand the meaning of the word, sentences, and paragraph sense relationship among ideas as it is.
If a student just reads loudly but cannot understand the content of the text, it means that he fails in comprehending passage (Tang et al: 2019).
The other curriculum and system education also was assist teachers in improving education by significant especially students of SMAN 1 Aralle. After doing an observation in SMAN 1 Aralle, researcher found a problem in students' reading comprehension. The students in SMAN 1 Aralle are good in Reading, such as the fluently, the intonation, and the way of reading, but they do not know what they are reading. Based on result of the first observations above, researcher decide choose combining Guided Reading and Student Teams Achievement Division (STAD) Strategy because Guided Reading and Student Teams Achievement Division assessing can assist students on learning process and also can make students become the active learning and independent learning
Based on the explanation above, the researcher interested to conduct a research with title
“Improving the Students’ Reading Comprehension Through Combining Guided Reading and Student Teams Achievement Division (STAD) Strategy at the first grade of SMA Negeri 1 Aralle”
Based on the background, the researher formulated follows: ” Does combining Guided Reading and Student Teams Achievement Division Strategy improve the students’ reading comprehension at the first Grade of SMAN 1 Aralle?”
92 Relating to the research question above, the objective of the research was to find out The improvement of reading comprehension through combining Guided Reading and Student Teams Achievement Division Strategy at the first Grade of SMAN 1 Aralle.
The scope of the research was limited to improve reading comprehension through combining Guided Reading and Student Teams Achievement Division Strategy at the first grade of SMAN 1 Aralle. The researcher focused on teaching reading comprehension especially descriptive text, and the level of reading was the literal reading.
LITERATURE REVIEW
Some previous research finding which related to this research are as following:
Parawangsa (2015), concluded the research under the title: “Improving the Students’ Reading Comprehension Through Guided Reading Method at the eleventh grade students of SMA Muhammadiyah Limbung”. He said that the implementation of guided reading method is able to improve the students reading comprehension
Aini (2016), concluded the research under the title “The Implementation of Guided Reading Strategy to Improve Students’ Reading Comprehension”. She said that guided reading strategy can improve students’ reading comprehension achievement of second grade students at SMPN 20 Bengkulu in academic year 2015/2016.
Febrianto (2017), concluded the research under the title ”Improving the Students’ Reading Comprehension Through Guided Reading Strategy at eight class of Junior High School Muhammadiyah Sekampung East Lampung”. He said that through guided reading strategy can improve the students’ reading comprehension.
Ratri (2020), concluded the research under title: “The Effectiveness of Using Student Team Achievement Division (STAD) for Students’ Reading Comprehension at the eighth grade student of MTs N Surakarta 2 in the academic year 2019/2020”. She said that the use of Student Team Achievement Divisions in learning reading comprehension is quite successful.
Based on the result of several research above, it can be concluded that using guided reading and Student Team Achievement Divisions strategy was effective and can help students to improve their reading comprehension. The similarity of the research above with the research that will be carried out by the researcher is using the same strategy. While, the difference is the researcher will combining guided reading and Student Teams Achievement Division strategy. According to S. Pang (2003), reading is about understanding written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentence and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.
According to Fountas and Pinnel (2010), Guided Reading is a small group instruction designed to provide differentiated teaching that supports students in developing reading proficiency.
The teacher uses a tightly structured framework that allows for the incorporation of several research- based approaches into a coordinated whole. For the student, the guided reading lesson means reading and talking (and sometimes writing) about an interesting and engaging variety of fiction and nonfiction texts. For the teacher, guided reading means taking the opportunity for careful text selection and intentional and intensive teaching of systems of strategic activity for proficient reading.
According to Slavin (1994), in Student Team Achievement Division students are assigned to four members learning teams mixed in performance level. The teacher presents a lesson, and the students work within their teams to make sure that all team members have mastered the lesson. Finally, all students take individual quizzes on the material, at which time they may not help one another.
93 The theoretical framework underlying this research has been describe as follows:
1. Input refers to the teaching material reading comprehension used in this research.
2. Process refers to the teaching reading comprehension through Combining Guided Reading and Student Teams Achievement Division strategy.
3. Output refers to achievement to the students in reading comprehension ability.
The hypothesis of this research formulated as follow;
1. Null hypothesis (H0), using combining Guided Reading and Student Teams Achievement Division Strategy cannot improve reading comprehension.
2. Alternative hypothesis (H1), using combining Guided Reading and Student Teams Achievement Division Strategy can improve reading comprehension.
RESEARCH METHOD
In this research, the researcher used pre-experimental design. The design of this research was experimental because the researcher want to know whether or not the using combining Guided Reading and Student Teams Achievement Division Strategy could improving reading comprehension.
The researcher gave pre-test post-test and treatment. The design of this research involves one group pretest (O1), expose to a treatment (X) and posttest (O2).
There are two variables was used in this research namely dependent and independent variable.
Independent variable was combining Guided Reading and Student Teams Achievement Division Strategy. Dependent variable was the student reading comprehension.
The population of this research was the seventh grade students of SMAN 1 Aralle that consist of three class, namely X IPA and X IPS. X IPA consists of 20 students and X IPS consists of 21 students. The total number of students was 41 students.
In this research, the researcher used purposive sampling because there were two class of the first grade of SMAN 1 Aralle and researcher used only one class as the sample. The researcher was chosen the X IPA that consists of 20 students.
The instrument of this research was reading test namely pre-test and post-test. The pre-test was given before giving the treatment to find out the skill of the students in reading comprehension, and post-test was given after applying the combining Guided Reading and Student Teams Achievement Division Strategy to find out the improvement of the students skill in reading comprehension. The test was in multiple choice form.
In collecting the data the researcher used three steps, namely: pretest, treatment and posttest.
1. Pre-test
The first meeting, the researcher gave pre-test before treatment. It aim measure provide the students comprehension of reading in learning English. The procedure of pre-test as follows:
a. The researcher distributed the reading test for students.
b. The researcher explained to the students how to work the test.
c. The students did the test for 60 minutes.
d. The researcher collected and corrected the students’ result of pre-test.
2. Treatment
This part, the researcher applied combining Guided Reading and Student Teams Achievement Division, this treatment is excellent to effect the result of learning, to find out which treatment effect variable, the research provides treatment material four time and in learning process it follows according to the lesson plan listed in attachment. There some activities that have done by research in the treatment, namely:
94 a) The researcher selected descriptive text as the material.
b) The researcher introduced the text to the students.
c) The researcher divided the students into four groups (each group consists of five students) d) The researcher shared material to each student to read.
e) Each student read the text softly or silently.
f) The researcher invited the students to discuss the text and guiding the discussion. The students took turns quizzing each other, discuss problem as a group or use whatever means they wish to master the material.
g) The researcher controlled discussions of each group and help answer questions that cannot be answered by group friends.
h) The researcher gave the students take individual quiz on the material, at which time they cannot help one another. The quizzes are in the form of multiple-choice questions.
i) The researcher add the points of each group member to form team scores. The group with the highest score received a group reward.
3. Post-test
After giving treatment, the researcher gave post-test to the students to find the difference between the pre-test and post-test result. The test was the same as pretest.
To analyze the data which were collect through the test. The researcher used the procedures :
1. Scoring Test. To score the students’ corrects answer for multiple choices in pre-test and post-test, the researcher used the following formula:
a. Correct answer : 1 b. wrong answer : 0
2. Scoring the students’ correct answer of the pre-test and post-test by using formula as follows:
Score = 𝑇𝑜𝑡𝑎𝑙 𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟
𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝐼𝑡𝑒𝑚 x100 3. Classifying the scores of students pre-test and post, as follows:
96-100 classified as excellent 86-95 classified as very good 76-85 classified as good 66-75 classified as fairly good 56-65 classified as fair 36-55 classified as poor 0-35 classified as very poor
4. Finding the mean score of the students’ by using the following formula:
Where:
X = the mean score
∑ 𝑋 = total score
N = total sample
N
X = X
95
(Gay, 2006).
5. Finding the mean score of the different score by using formula:
𝐷̅ =∑ 𝐷
𝑁
Where:
𝐷̅ = The mean score
∑ 𝐷 = The sum of different score N = The total number of the students
(Gay, 2012)
6. Finding the significance different between pre-test and post-test by using formula:
t = 𝐷̅
√∑ 𝐷2(∑ 𝐷)2𝑁 𝑁(𝑁−1)
Where :
t = Test of significance 𝐷̅ = The mean score
∑ 𝐷 =The mean of different score
∑ 𝐷2 = The sum of total different score N = Total number of the students
(Gay: 2012)
FINDINGS AND DISCUSSION
The calculating of the mean score of the students’ result in pre-test and post-test and gain was presented in the followed table:
Table 4.1 Students’ Score in Pre-test(X1), Post-test(X2), Gain (D) and the Square of the Gain (D2 ) NO Sample Pre-test
(X1)
Post-test (X2)
D (X2-X1)
D2
1 A 50 70 20 400
2 W 65 90 25 625
3 GC 40 70 30 900
4 YA 70 90 20 400
5 H 50 80 30 900
6 SP 40 70 30 900
7 K 70 95 25 625
8 OY 70 90 20 400
9 EM 60 80 20 400
10 MAA 50 60 10 100
11 JM 60 90 30 900
12 NZ 65 90 25 625
13 R 50 70 20 400
14 SPA 60 85 25 625
15 A 40 65 25 625
16 SND 40 70 30 900
96
17 M 60 85 25 625
18 DS 60 70 10 100
19 DJ 45 70 25 625
20 K 75 90 15 225
TOTAL Σ x1 = 1.120 Σ x2 = 1.580 Σ D = 460 ΣD2 = 11.300
The data in the table shows that the mean score of the students’ pre-test with the total 1.120 score was 56 which classified as fair, while the main score of the students’ post-test with the total 1.580 score was 79 which classified as good. It means that the mean score of the students’ post-test was higher than the mean score of the students’ pre-test. The mean score of the students’ gain the total 460, the score was 23.
Table 4.2 The Value of T-test and T-table
Df Level of Significance T-test Value T-table Value
19 0,05 16.78 2.093
Based on the table, the t-table was 2.093 and t-test was 16,78 it be concluded that the t-table was smaller than t-test value. It can be concluded that there was a significance difference between the result of the students’ pretest and post-test after using Combining Guided Reading and Student Teams Achievement Division Strategy.
To find out degree of freedom (df) the researcher used the following formula:
Df = N-1 Df = 20-1 Df = 19
For the level significance (P) = 0,05 and degree of freedom (df) =19, then the value of the T- table was 2.093 and the value of T-test was 16,78. Thus the value of t-test and t-table explained that the t-table was smaller than t-test value. In other words 2.093<16,78. It means that there was significance difference between the pre-test and post-test of the students, achievement after teaching descriptive text in reading comprehension by using Combining Guided Reading and Student Team Achievement Division Strategy. It could be concluded that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.
Following the findings above, the researcher discussed the result of the students reading comprehension after implementing Combining Guided Reading and Student Teams Achievement Division in teaching comprehension which has correlation with the research question to find out Combining Guided Reading and Student Teams Achievement Division Strategy can improve the students’ reading comprehension.
This research used Combining Guided Reading and Student Teams Achievement Division as strategy to improve students’ reading comprehension. The population of this research was the first grade students of SMA Negeri 1 Aralle which the total sample of students where 20 students. This research were collected by reading test and the kind of reading test used multiple choice.
The pre-test was done before the treatment. After having treatment, the researcher conducted post-test. The data of both pretest and post-test have been compared. The data of pre-test explained that all of students’ pre-test result were qualified as fairly, fair and poor. The data of post-test explained that most students in post-test result were qualified as very good, good, fairly good and fair.
Based on this analysis, the students’ reading comprehension has been improved they had been taught
97 by Combining Guided Reading and Student Teams Achievement Division strategy. The following is the detail discussion of the students’ result in both pre-test and post-test.
Referring to the data both pre-test and post-test, it can be seen that the total score of pre-test (Σx1) was 1.120 and the total score of pre-test (Σx2) was 1.580 gain and difference between matched pairs (ΣD) was 460 and square of gain (D2) was 11.300, it can be concluded that the students’ total score of post-test was higher than the students’ total score of pre-test after they had been taught by using Combining Guided Reading and Student Teams Achievement Division strategy. The discussion deals with interpretation of the findings derived from the data analysis. The description of the data collected through reading test was explained in the previous showed that the students’ English reading was improved. It was supported by the result of frequency and rate percentage of the students pre-test and post-test. The students’ score after presenting material by using Combining Guided Reading and Student Teams Achievement Division strategy in reading was better than before treatment that given to them.
Before the students were taught by using the Combining Guided Reading and Student Teams Achievement Division strategy that used in this research, the researcher had given the students pre- test. It aimed to find out the students prior knowledge. There was the procedure in pre-test such as, the researcher was distributed the test to the students and explained to the students how to work the test.
The researcher gave the students chance to finish the test then, the researcher collected their answer sheet after finishing it.
After giving the pre-test, the students were taught by using Combining Guided Reading and Student Teams Achievement Division strategy. There some steps of the treatment, the second meeting the researcher giving the treatment explained about Combining Guided Reading and Student Teams Achievement Division strategy. and then the researcher divided the students into small group to discuss the material descriptive text about “ Losari Beach “ after they had discuss the material guided the researcher, the researcher gave the quizzes to the students. The third meeting the researcher explain about Guided Reading and Student Teams Achievement Division. The researcher gave the material descriptive text to discuss about ”R.A Kartini” and the researcher seen the students very active in the class and they are also so polite. After discuss about the material the researcher gave quizzes again. The four meeting the researcher asked the students again to divided into the small group and the researcher gave the material descriptive text about “Elephant”. So proud with the students because they respond quickly to questions from the researcher and they do not bored with the text the researcher gives. The five meeting, the researcher asked the students again to divided into the small group and the researcher gave the material descriptive text about “Borobudur Temple”. After discuss about the material the researcher gave quizzes again. The researcher was added the points of each group member to form team scores. The group with the highest score received a group reward.
In the last meeting, the researcher gave the post-test to know there was whether or not the effect of Combining Guided Reading and Student Teams Achievement Division strategy can improve students’ reading comprehension. There was the procedure in post-test such as, the researcher distributed the test to the students, and explained to the students how to work out the test. The researcher gave the students’ chance to finish the test. Then the researcher collected their answer sheet after finishing it. Before the researcher end the lesson, the researcher gave the motivation to the students so they do not to learn to always follow the rules in the school.
After having the data of pre-test and post-test, the researcher compared the students’ result of pre-test and post-test. It is aimed to find out whether or not there was a significance difference between the result of pre-test and post-test. In other word, the result of post-test was higher than pre- test and the following are the details discussion findings of the research.
From the discussion above, it can be concluded that the first grade students of SMA Negeri 1 Aralle have a good comprehension after learning subject using Combining Guided Reading and Student Teams Achievement Division Strategy. They have improved their reading comprehension by using Combining Guided Reading and Student Teams Achievement Division strategy.
98 Finally, it clearly enough that the mean score and the t-test analysis drew some result or conclusion, that there was a significant different between the results of pre-test and post-test. In other words, using Combining Guided Reading and Student Teams Achievement Division strategy as a median teaching and learning English reading was effective to improve students’ reading comprehension.
CONCLUSION AND SUGGESTION
Based on the data analysis and research finding in chapter IV, finally the research entitled
“Combining Guided Reading and Student Teams Achievement Division Strategy to Improve Students’ Reading Comprehension at the First Grade Students of SMA Negeri 1 Aralle, Kabupaten Mamasa” can be concluded as follows:
There is significant difference between the result of the pretest and post-test of the students’
score who were taught by using Combining Guided Reading and Student Teams Achievement Division strategy. From the result of the data above indicated that Combining Guided Reading and Student Teams Achievement Division strategy was effective way to use in improving the students reading comprehension of the first grade students of SMA Negeri 1 Aralle. It can be seen through the mean score of pre-test was 56 and it was classified as “fair” score while the mean score of post-test was 79 and it was classified as “good” score and the result of the t-test was greater than the t-table value (2.093<16,78).
Relating to the explanation above, the researcher of this research has used one of the reading strategy that helped the students improving their reading comprehension. The strategy used of this research is Combining Guided Reading and Student Teams Achievement Division strategy. From the explanation above it is clear that the students’ reading comprehension after taught by using Combining Guided Reading and Student Teams Achievement Division strategy got improvement.
Based on the result of the research and conclusion above, the researcher proposes some suggestions as follow:
The teachers must use and know the various technique, method and materials in teaching English especially in reading comprehension to improve their knowledge of the students. The teachers should be creative in teaching English in order to teach them not monotonous, so that students did not get bored in learning English. Besides that, the teacher should know the characteristics of each student, so that during the learning process the teacher can easily know his/her students who are less active in the lesson.
For the next researchers to improve reading comprehension, there are many points which should improve such as: preparation for teaching, method, strategy, media, and ways of teaching. At this research, the writer was wanted to know the improvement of students’ reading comprehension through method that namely “Combining Guided Reading and Student Teams Achievement Division Strategy”. So, for the next researcher, they can take the other ways to be improved it either they use this method or other method. But it is better to use this method in order to know the students’ reading comprehension.
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