E. Thinking Framework
Reading is considered as the skill that has to be learned firstly before the other skills. It is because in the actual life, the students may find the actual reading
materials such as a newspaper, letters, booklets, leaflets, advertisements, labels, magazines, the telephone directory, the social media facebook, twitter, youtube,
etc. and so on. On the cases of school subject, a written text is being used as a vehicle for the introduction of new vocabulary and structures.
However, reading is a complex activity which requires vocabulary competence, expectation and interest in reading. The limitation of having
vocabulary is really influenced in learning it. Most students argue that reading is very difficult and they frustrated because they did not know enough vocabulary, to
know enough vocabulary they need dictionary all the time and it would make their reading go slowly. When the teacher gave the example how to read accurately,
they were not paying attention because the class was too large. To manage large class group work is important, because can manage
student’s participation. Therefore, the writer comes into initiative Cooperative Learning could be a good approach to teach reading and to improve reading
comprehension. STAD is one technique of Cooperative Learning that could be implied in the reading class to make students more attractive and comprehensive.
STAD could be in line with the actual environment and have to be implied in the classroom. Students not only could learning together with their friend to
solve the problem and also could practice them on facing the world. It is one of the important aspect of Cooperative Learning that is to promote behavior and
better group relations among students. STAD could be used on teaching reading comprehension. It is because
STAD provide students to help each other and share the information in the heterogeneous group. Students who have difficulty to comprehend the text would
helped by the students who comprehend the text. STAD provides students who have different abilities to stay together reaching the goal of reading that is
comprehending the text. In other words, STAD is effective on students’ reading
comprehension.
F. Hypotheses
The writer proposed the hypothesis of the study procedure as follows: H
o
: there is no significance difference of students’s reading comprehension between those who are taught by using STAD
technique in the experimental class VIII-1 and those who are taught without using STAD technique in the controlled class VIII-4
H
a
: there is a significance difference of students’s reading comprehension between those who are taught by using STAD technique in the
experimental class VIII-1 and those who are taught without using STAD technique in the controlled class VIII-4
35
CHAPTER III RESEARCH METHODOLOGY
A.
The Place and Time of the Research
This research was conducted at second grade students of SMP Islam Ruhama Ciputat South Tangerang. It is located on Jln. Tarumanegara No. 67
Cirendeu East Ciputat. It took about a month research, started on November 5
th
2013 to December 4
th
2013.
B.
The Method of Research
In this research, the writer used a quasi-experimental research which is one kinds of experimental research design. In the quasi experimental design,
there are two groups that should be compared; controlled group and experimental group. Controlled group is a group which has no treatment,
while experimental group is a group which has a treatment. Therefore, the writer took two classes on this research, experiment
class and controlled class. In the experimental class, the writer used Cooperative Learning with STAD technique and in the controlled class the
writer taught in Conventional method, in the sense, the students learned reading in the same way as they usually did.
C.
Population and Sample
The populations of research were the second grade students who were distributed into four classes. The writer took two classes
– VIII 1 and VIII 4 each with 31 students as the samples of the research employing cluster
sampling technique. The VIII 1 was used as the experimental class, while VIII 4 was the controlled class.
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