This research is quantitative, in the form of experimental research; the writer's characteristic is correlated in the eighth grade of SMP Darul Istiqomah Mataram Baru. Penelitian ini merupakan penelitian kuantitatif, yang berbentuk penelitian ekperimen dan bersifat hubungan antara variable pada murid kelas VIII SMP Darul Istiqomah Mataram Baru. Praise be to Allah SWT, the Merciful, the Lord of the Word and thanks be to Allah who has given us the grace and blessing especially to the writer so that the writer is able to accomplish this undergraduate thesis titled; “The influence of the use of students' team performance department technique on the reading ability of the eighth grade students of Smp Darul Istiqomah Mataram Baru.
Background of the Study
The students must learn to read effectively so that they can find the information according to a text. Moreover, the students are not very motivated in reading comprehension and a teacher has to choose a good and suitable method. The result of the pre-survey shows that only 5 students out of 30 students have a good score on the reading comprehension test, it can be said that 80% of the students have not yet passed the minimum requirement.
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of the study 1. Objective of the Research
Benefits of the study a. For the Students
Theoretical Review
The Concept of Reading Comprehension a. The Definition of Reading Comprehension
Reading comprehension is important for the students in the classroom, because reading comprehension extracts a lot of information from the text. F. Use the Reading Comprehension Assessment to determine the extent to which students' reading comprehension should be measured. To know the performance of reading comprehension, the ability should be measured by using the assessment of reading.
Concept of Student Team Achievement Division (STAD) Technique a. Definition of Student Team Achievement Division (STAD)
The components of the Student Team Achievemnt Division (STAD) According to Slavin, the Student Team Achievemnt Division (STAD) consists of five main components. In this way, students will realize that they really need to pay close attention during class presentations as it would greatly help them in taking quizzes and their quiz scores determine the team score. There are four steps in the Student Team Achievement Division (STAD) for implementation in the classroom: 22.
Paradigm
Research Hypothesis
Statistical Hypothesis
Research Design
The pre-test is given before the experimental treatment and the post-test was performed after the experimental treatments.
The Operational Definitions of Variables
Independent Variable
This research investigates whether there is a positive and significant effect of using student team achievement on students' reading comprehension ability. Student Team Achievement Allocation (STAD) is a type of cooperative learning method that is the simplest and most flexible, and can be used with students in grades two through eleven for a variety of subjects, namely: mathematics, linguistics, social studies, and science.
Dependent Variable
Population, Sample and Sampling Technique 1. Population
Sample
According to Creswell, a sample is a subgroup of the target population that the researcher wants to study in order to generalize about the target population.32 It means that the sample is a small unit of the population to generalize about the target population. The survey samples as respondents are students who have eighth graders from Darul Istiqomah High School which has the number of 25 students.
Sampling Technique
The samples of the research as respondent are students who have eighth grades of High School Darul Istiqomah, that the number of 25 students. total population) that has a certain set of characteristics.34 For the researcher to take samples from the entire population.
Data Collected Method
Documentation
According to Donal Ary, “Documentation can be written or text-based artifacts (textbooks, novels, magazines, etc.)36 In getting the information, the researcher gets three kinds of sources, like us: paper, place, and people. Moreover, the researcher uses this method to get the data on eighth graders from Darul Istiqomah's Junior High School.
Research Instrument
Instrument Blueprint
Due to the research on reading comprehension, the research tool used in the present study is the form of reading test or compiling reading comprehension.
Instrument calibration
Data Analysis Technique
General Description
Description of Research Location
Mission of School
This was done to find out the students' basic knowledge regarding descriptive text in multiple choice reading comprehension before giving treatment. The students' pre-test result for reading comprehension in descriptive text among the Eight graders of SMP Darul Istiqomah Mataram Baru. Source: Documentation of pre-test result of reading comprehension in descriptive text collected on 19 April 2019.
The result of the student's pre-test reading comprehension in descriptive text among the eighth graders of SMP Darul Istiqomah Mataram Baru. After considering the pretest results of the descriptive text in multiple choice reading comprehension, the researcher conducted a concept mapping treatment to help the students understand the descriptive text better. Beware of this, the researcher identified the students' reading comprehension difficulties with multiple choice and offered the concept of the technique of dividing the achievement of the student team to determine whether there is a positive and significant impact.
In addition, after the students in this class were treated with the student group achievement distribution technique and already understood, the researcher gave a post-test to measure their descriptive text in multiple-choice reading comprehension. Pupils' results after the reading comprehension test in descriptive text in eighth graders. Source: Descriptive Multiple Choice Reading Comprehension Test score documentation collected on April 19, 2019.
The result of the students' post-test for reading comprehension in descriptive text with the eight graduates of SMP.
Hypothesis Testing
Getting the data into the formula of chi-square ( )
Achievement Division technique on students' reading comprehension, but overall there was some influence to help students gain better understanding. The contingency table of the expected frequencies of the results of the students' pre- and post-tests. So, to know the critical value of chi square, the researcher first counted df which stands for degrees of freedom.
Sharing Technique in Students' Reading Comprehension in Descriptive Text' was accepted and Ho was rejected.
Getting the data into the formula of t-test
To be known, t_observed was 184.43 as a result of counting using the t-test formula above. Meanwhile, the critical value of t-test (t_table), the researcher first counted df, df is the degree of freedom.
Interpretation
Therefore, it can be concluded that "there was a positive and significant impact of using the Student Team Achievement Division technique on students' reading comprehension of descriptive text in the eighth grade of SMP Darul Istiqomah Mataram Baru".
Discussion
Similarly, the score they obtained before and after treatment was so different that in the pre-test the mean score of the class was 51. In other words, there was a positive and significant impact of using the Student Team Achievement Division technique on the students. reading comprehension in descriptive text among the eight graders of SMP Darul Istiqomah Mataram Baru. More precisely, through Student Team Achievement Division as an alternative strategy, the students learned how to create a descriptive text when learning English.
To be more precise, there is a positive and significant impact of using the Student Team Achievement Division technique on students' reading comprehension in descriptive text after treatment. The fact showed that there was a change in the number of students who received lower scores. At the end, they were able to implement their result of descriptive text, especially reading comprehension.
Finally, the Student Team Achievement Division technique could be a solution for teaching the learning process, especially in reading, as it made the students more active while learning. By using this technique, the teaching and learning process was more interesting, fun and enjoyable because it was inclusive.
Limitation
CONCLUSION
SUGGESTIONS
The students are advised to try to read the text using a problem-based learning strategy. CRKathori, Research Methodology Methods and Technique, second revised edition (New Delhi: New Age international publishing house. 2004). Donald Ary, Lucy Cheser Jacobs, Chris Sorensen, Asghar Razavieh, Introduction to Research in Education, (US: Wadsworth, Cengage Learning, 2010) Gary Anderson with Nancy Arsenault, Fundamental Of Education Research.
Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, diterjemahkan oleh Narulita Yusron dari Cooperative Learning: Theory, Research and Practice, (Bandung: Nusa Media, 2005). Panton Smith Villa, Banyak Wajah Pemahaman Membaca, (Kansas City: ERIC University of Southern California, 2003). Siswa mendengarkan berbagai contoh teks cerita legenda-narasi yang diberikan oleh guru, sambil melakukan tanya jawab tentang isi teks tersebut.
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain gagasan pokok, struktur teks, dan unsur kebahasaan cerita. Siswa mengerjakan soal yang diberikan oleh guru dan menggunakan ide pokok yang telah dibuatnya untuk mengerjakan soal tersebut. Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau metode penilaian lainnya Penilaian diri sendiri dan penilaian sejawat.
Kompetensi Dasar dan Indikator 1. KOMPETENSI DASAR
4 = Ada kesalahan tetapi tidak mengganggu makna 3 = Ada kesalahan dan mengganggu makna 2 = Banyak kesalahan dan mengganggu makna 1 = Terlalu banyak kesalahan sehingga sulit untuk a . 4 = Ada kesalahan tetapi tidak mengganggu makna 3 = Ada kesalahan dan mengganggu makna 2 = Banyak kesalahan dan mengganggu makna 1 = Terlalu banyak kesalahan sehingga sulit dipahami b . 3 = Ada kesalahan dan mengganggu makna 2 = Banyak kesalahan dan mengganggu makna 1 = Terlalu banyak kesalahan sehingga sulit dipahami B.
4 = Ada kesalahan, tetapi tidak mendistorsi makna 3 = Ada kesalahan, dan mendistorsi makna 2 = Banyak kesalahan, dan mendistorsi makna 1 = Terlalu banyak kesalahan, sehingga sulit dipahami B . 4 = Ada kesalahan, tetapi tidak mendistorsi makna 3 = Ada kesalahan, dan mendistorsi makna 2 = Banyak kesalahan, dan mendistorsi makna 1 = Terlalu banyak kesalahan, sehingga sulit dipahami C . 4 = Ada kesalahan tetapi tidak mengganggu makna. 1 = Terlalu banyak kesalahan sehingga sulit dipahami d. 4 = Ada kesalahan, tetapi tidak mendistorsi makna 3 = Ada kesalahan, dan mendistorsi makna 2 = Banyak kesalahan, dan mendistorsi makna 1 = Terlalu banyak kesalahan, sehingga sulit dipahami e . 4 = Ada kesalahan, tetapi tidak mendistorsi makna 3 = Ada kesalahan, dan mendistorsi makna 2 = Banyak kesalahan, dan mendistorsi makna 1 = Terlalu banyak kesalahan, sehingga sulit dipahami .
My dear wolf,” said the goat at last, “are you quite sure that you are concerned about my dinner and not yours?” So he climbed on the back of another frog to look around the city. The lion was so excited at the idea that the mouse could help him.
He apologized to the king of the beast Read the text below to answer the questions number 5 to 9. Suddenly, he jumped into the air,'aha.: then he walked to the edge of the river. Then the crocodiles were lined up from one end of the river to the other.
DOCUMENTATION OF ENGLISH LEARNING
