achievement, tolerance and acceptance of di versity and social skill development.”
2
The writer hopes this approach can help students comprehend the reading text. The technique that the writer chooses is STAD which was developed by
Robert Slavin. STAD has a heterogeneous group work where present a both sexes, high, average and low achievers on each group. The students study the same
materials after they listen to the teacher’s presentation. After they work together, they will have a test individually. The groups score will be converted based on the
members’ improvement performance. There are some reasons why the writer chooses STAD technique to
improve students’ reading comprehension. Firstly, the groups consist of high, average, and low achievers. It means the high achievers would help the low
achievers and learn together to comprehend the reading recount text and share the unfamiliar vocabulary. Secondly, in this technique, there is quizzes step that
scores students’ improvement so that the students have “improvement score”. It will help them to know their improvement and would make them attractive to
improve their score. Not only that, the quizzes would be presented like a game and done weekly or biweekly. That is why the researcher chooses STAD
technique in order to make the students attractive and cooperative in class so that they could face some difficulty in comprehend the reading text.
The difficulty of reading then can be treated as a „problem’ to be solved. It
requires students to work together, the students share information of what they know about the content in reading passage. Supposed in a class, students are
divided in some groups, they create a meaningful project. Regarding the explanation above, this study is intended to discuss about the effectiveness of
Student Teams Achievement Divisions STAD technique on students’ reading
comprehension especially on recount text.
2
Richard I. Arends, Learning to Teach, New York: McGraw-Hill, Inc., 2007, p. 345.
B. The Identification of the Problem
Based on the background above, there are some problems which could be raised such as follows:
1. The students still had some mistakes in answering the questions from the
text recount. 2.
The students did not understand the meaning of sentence. 3.
The students had no motivation to find the meaning of unfamiliar words. 4.
The students were difficult to find both the schematic and linguistic structure in reading recount text.
5. The students could not identify the contextual meaning and
communicative purposes 6.
The students did not respond the meaning of the recount text. 7.
The teaching and learning technique was teacher-centered, it made the students seem as a passive object receiving new information from the
teacher. 8.
The teacher did not encourage the students to consult their dictionary to find the meaning of some vocabularies.
C.
The Limitation of the Study
From the identifications of the problems above, the limitation of the study is focused on the teaching of recount text using STAD technique to affect
students’ reading comprehension at second grade of Junior High School.
D. The Problem Formulation
Based on the background above, the writer formulates the research questions as follow:
Is STAD technique effective in teaching reading of reading comprehension to the second grade students of SMP Islam Ruhama?
E. The Objective of the Study
The objective of the study is to find the empirical evidence whether or not STAD technique is effective to be used in teaching reading on second grade
students of SMP Islam Ruhama.
F. The Significance of the Study
The findings result of the study are expected to provide useful information about STAD technique in affecting
students’ reading comprehension at the second grade of SMP Islam Ruhama. It is expected that these findings can
contribute to: a.
The Teacher The result of this research is expected to be useful information for the
Engli sh teachers to improve students’ achievement by using appropriate
technique. b.
The Students The result of this research is expected to be useful information for the
students to encourage them to master the skills. c.
The Headmaster The result of this research is expected to be useful information for the
headmaster to make a policy related to the English teaching and learning process in the classroom.
6
CHAPTER II THEORETICAL FRAMEWORK
A. The General Concept of Reading
1. The Understanding of Reading
Reading is an important element of language that cannot be separated on language learning process. Since English become one of the international
languages, there are much information printed or written by using English. It could be seen from the authentic text such as magazine, newspaper, article etc.
that usually found by people. People have to get the idea or information from those texts by reading. As a result, reading is an element that is very important
for the language learner. Reading is an activity to get the information from the written text.
According to Daiek and Anter, “Reading is an active process that depends on
both an author’s ability to convey meaning using words and your ability to create meaning from them.”
1
It means that the writer expresses the idea to the written form then the reader gets the idea from the text. Information and ideas
are exchanges between the writer and the reader in the act of communicating. Reading is the understanding of the text. If the reader does not
understand the meaning of the text, that is not reading. It cannot be called reading unless the reader understands what he reads. As Christine Nuttall
highlights that, “But of course one reason for reading is that we want to
understand other people’s idea; if we were all identical, there would be no point in most communication.”
2
It means that the main reason of people reading is to understand the other idea, there is no other point on
communication unless to understand the idea and to get the meaning.
1
Deborah Daeik and Nancy Anter, Critical Reading for College and Beyond, New York: McGraw-Hill, 2004, p. 5.
2
Christine Nuttall, Teaching Reading Skills in a Foreign Language. Oxford: A division of Heinemann Educational Books Ltd., 1989, p. 9.
