The Effectiveness Of Using Student Teams-Achievement Divisions (STAD) Techniques in Teaching Reading

(A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN 1 Pakuhaji)

By

BAYU KURNIAWAN NIM. 109014000137

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

(A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN 1 Pakuhaji)

“ASkripsi”

Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education

By

BAYU KURNIAWAN NIM. 109014000137

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

(A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN

I

Pafuhaii)

"A Skripsi"

Presented to the Faculty of Tarbiya and Teacher's Training in Partial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education

.By

BAYU KUTTNIAWAN NIM. 109014000137 Approved by the Advisor

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Yennv Rahmawati. M.Ed Siti Nurul Azkivah. M.Sc.. Ph.D

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DEPARTMENT

OF

ENGLISH EDUCATION

FACULTY

OF

TARBIYAH AND TEACHERS

TRAINING

SYARIF

HIDAYATULLAH

STATE

ISLAMIC

UNIVERSITY

JAKARTA

TECHNIQUES IN TEACHING READING' (A Pre-Experimental Study at the Eight Grade

of

the

First

Semester

in

SMPN

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Palathaji), wriffen

by Bayu

Kurniawan, student's registration nnmber 109014000137 was examined by the

Committee on April, 10fl'2014. The'oskripsi" has been accepted and declared to

have fulfilled one of the requirements for the degree of "S.Pd" (Bachelor of Arts) in English Language Education at the English Department.

Jakarta, April l}th 2OL4

BXAMINATION COMMITTBB

CHAIRMAN Drs. Svauki, M.Pd

NIP,t964t2t2 t99103 1 002

Zaharil Anasv. M.Hum

NrP.r9761007 200710

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Dr. M. Farkhan. M.Pd NIP. 196s0919 200003

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002 SECRETARY

EXAMINER

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Acknowledged By

Dean of Tarbiyah and Teachers Training

EXAMINER I

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Dra. Nfrlena Rifa'i, M.A., Ph.D

NrP. 19591020 198603 2 00t

Saya yang bertanda tangan dibawah ini,:

Nama

Tempat, Tgl. t ahir NIM

Jurusan

Judul Skripsi

: Bayu Kurniawan : Klaten, 26 Mei 1991 : 109014000137

: Pendidikan Bahasa tnggris

: The Efrectivene$$ of flsing Student Teams

-Achivement Disvisions (STAD) Technique in Teaching Reading. (A Pre-F*rperimental Srue$"'

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fhe Eight Grade

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the Fir.tt.terxe.r{sr in S'rt#}f,

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Pahuhaj$-: I " Siti NurEI Arkiyah, M.Sc., Ph.D.

2. Yenny Rahmawati, M.Ed. Dosen Pembimbing

dengan ini menyatakan bahxa slcripsi yang saJ.a buat benar-benar hasil karya sendiri dan saya bertanggung jalvab sscara akademis atas apa yang saya tulis.

Pernl.ataan ini dibuat sebagai salah satu syarat menempuh Ujian

Munaqasalr-Jakarta April 2014 Mahasiswa Ybs.

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Pakuhaji in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

The Advisors: 1. Siti Nurul Azkiyah, M.Sc., Ph.D 2. Yenny Rahmawati, M.Ed

Keywords: Student Teams-Achievement Divisions (STAD) Technique, Cooperative Learning, Reading Comprehension, Recount Text.

Since the Student Teams-Achievement Divisions technique can help students to achieve their academic objective, to motivate them in reading, and to have individual accountability and equal opportunity for success, the writer is interested in conducting a research in the application of STAD in improving

students’ reading comprehension. This research is intended to find empirical evidence whether the use of STAD technique at the Eight Grade of the First Semester in SMPN 1 Pakuhaji is effective in improving students reading comprehension. This study is held on September to November 2013 at SMPN 1 Pakuhaji. The writer uses quantitative method which design is pre-experimental study. The sampling technique used in this study is cluster random sampling. By using this sample technique, the writer chooses 8E which consist of 43 students as the sample of this study. Finally, the data are analyzed by using ttestformula.

The result of manual calculation shows that value of the is 13.25. Therefore, the value of df 42 at the degree of significance 1% or ttableof df 42 is

2.69. It can be said that in significance 1%, > ttable= 13.25 > 2.69. According to

the criteria of the test, the result shows that there is a significant difference between students’ achievement in reading comprehension of recount text by STAD technique. It means that the technique of STAD is effective and applicable at the Eight Grade of the First Semester in SMPN 1 Pakuhaji towards students’ reading comprehension of recount text.

vi

Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2014.

Dosen Pembimbing: 1. Siti Nurul Azkiyah, M.Sc., Ph.D 2. Yenny Rahmawati, M.Ed

Kata Kunci: Teknik STAD, Pembelajaran Kooperatif, Pemahaman Membaca, Teks Recount,

Berdasarkan teori bahwa teknik STAD dapat membantu siswa dalam mencapai tujuan pembelajaran, memotivasi siswa dalam membaca, dan memiliki rasa tanggung jawab serta memiliki kesempatan yang sama dalam mencapai kesuksesan, hal ini mendorong penulis untuk melakukan penelitian dengan menerapkan teknik STAD untuk meningkatkan pemahaman membaca siswa Tujuan penelitian ini adalah untuk menemukan data – data empiris mengenai apakah penggunaan teknik STAD pada kelas VIII Semester Pertama SMPN 1 Pakuhaji efektif digunakan dalam meningkatkan pemahaman membaca siswa. Penelitian ini telah dilaksanakan pada bulan September – November 2013 di SMPN 1 Pakuhaji. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain penelitian yaitu pre-eksperimen. Teknik pengambilan sampel yang digunakan yaitu cluster random sampling. Dengan menggunakan teknik ini penulis memilih kelas 8E yang terdiri dari 43 siswa sebagai sampel dalam penelitian ini. Setelah itu, data yang didapat dianalisis dengan menggunakan rumus ttest.

Hasil dari perhitungan manual menunjukkan bahwa nilai perhitungan dengan perhitungan manual adalah 13.25. Adapun nilai df 42 pada taraf signifikansi 1% atau ttablepadadf42 adalah 2.69. Berdasarkan hasil tersebut, dapat

disimpulkan bahwa dalam taraf signifikansi 1%, > ttable= 13.25 > 2.69.

Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa terdapat perbedaan signifikan antara prestasi belajar siswa dengan diberi perlakuan teknik STAD dalam pemahaman membaca siswa terhadap teks recount. Dengan demikian dapat disimpulkan bahwa teknik STAD efektif digunakan dan dapat diterapkan di kelas VIII Semester Pertama SMPN 1 Pakuhaji terhadap pemahaman membaca siswa dalam teks recount.

vii

the writer in finishing this “skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.

This “skripsi” is presented to the English Education Departement, the

faculty of Tarbiya and Teacher’s Training Syarif Hidayatullah State Islamic

University Jakarta as a partial fulfillment of the requirements for the degree fo S.Pd. in English Language Education.

First, the writer would like to express the greatest gratitude to his beloved family, Mr. Wiji and Mrs. Sutami as his parents, to his brother Gilang Adjie Pangestu for their prayers, love, support, and motivation to the writer.

The writer also would like to address his great honor and attitude to his advisors, Siti Nurul Azkiyah, M.Sc., Ph.D and Yenny Rahmawati, M.Ed who have sacrificed their energy and valuable time for the writer to give consultations with full of help, care guidance, and valuable advices during the writer developing this“skripsi”.

The writer’s sincere gratitude also goes to:

1. All lecturers of English Education who have taught the writer useful knowledge and skills.

2. Drs. Syauki, M.Pd., the Head of English Education Departement.

3. Zaharil Anasy, S.Pd. as the secretary of English Eduaction Departement. 4. Nida Husna, M. Pd., MA TESOL as the writer’s academic advisor for her

support and motivation for the writer dusring finishing this“skripsi”. 5. H. Firmansyah, S.Pd. M.Pd, the Headmaster of SMPN 1 Pakuhaji for

giving permission to the writer to do observation and research. 6. Nurhayati, S.Pd. as the English Teacher at SMPN 1 Pakuhaji.

7. All his friends at Islamic State University of Syarif Hidayatullah Jakarta especially students in D class 2009 English Education Departement for their support and friendship, he also would like to thank Siti Junuraeni for

viii

May Allah bless them for all what they have done, because only Allah who knows how much contributions and motivation received by the writer, and finally the writer admits that his writing is still far from being perfect; therefore he hopes some suggestions and criticizes from the reader for this “skripsi”and it will be so valuable for him and for a better thing in the future.Amiin.

Jakarta, April 2014

ix

ENDORSEMENT SHEET ... iii

SURAT PERNYATAAN KARYA SENDIRI... iv

ABSTRACT ... v

ABSTRAK... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENTS... ix

LIST OF TABLE ... xii

LIST OF APPENDICES ... xiii

CHAPTER I : INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem Identification of the Study ... 5

C. The Problem Formulation and Limitation of the Study ... 6

D. The Objective of the Study... 6

E. The Significance of the Study ... 6

CHAPTER II : THEORETICAL FRAMEWORK ... 7

A. Cooperative Learning... 7

1. The Understanding of Cooperative Learning... 7

2. The Principle of Cooperative Learning... 8

3. The Techniques of Cooperative Learning... 10

4. The Understanding of STAD ... 11

5. The Techniques of Using STAD... 13

6. The Advantages and Disadvantages of STAD... 15

B. Reading... 16

1. The Understanding of Reading ... 16

2. The Purpose of Reading ... 17

x

b. The Linguistic Features of Recount Text... 25

c. The Generic Structures of Recount Text ... 25

d. The Purpose of Recount Text... 27

e. The Kinds of Recount Text ... 27

C. Teaching Reading through STAD ... 30

D. Previous Studies ... 32

CHAPTER III : RESEARCH METHODOLOGY ... 34

A. The Method of the Study... 34

B. The Place and Time of the Study ... 35

C. The Population and Sample of the Study ... 35

D. The Intervention of the Study ... 36

E. The Instrument and Techniques of Data Collection of the Study ... 38

F. The Technique of Data Analysis of the Study ... 40

G. The Statistical Hypothesis of the Study ... 42

CHAPTER VI : RESEARCH FINDINGS... 43

A. The Description of the Data ... 43

1. The Pre-test Score ... 43

2. The Post-test Score ... 44

B. The Analysis of Data ... 45

1. Data Testing ... 45

a. Normality of the Test ... 45

b. Homogeneity of the Test ... 46

2. Hypothesis Testing... 46

xi

BIBLIOGRAPHY ... 53 APPENDICES ... 57

xii

Table 2.2Assigning the Students to Team ... 14

Table 3.1The Timeline Design ... 35

Table 3.2The Schedule of Treatment ... 37

Table 3.3Content Validity ... 39

Table 3.4Number of Text ... 40

Table 4.1The Pre-test Score ... 43

Table 4.2The Post-test Score... 44

Table 4.3Normality of the Test ... 45

Table 4.4Homogeneity of the Test ... 46

Table 4.5The Comparison ofthe Students’Pre-test and Post-test Score in the Experimental Class ... 47

xiii

Appendix 2 Validitas Soal Pre-test dan Post-test... 62

Appendix 3 Kisi-Kisi Penulisan Soal Pre-test dan Post-test... 68

Appendix 4 Tabel Nilai “t”untuk Berbagai df... 70

Appendix 5 Tabel Nilai “D”untukUji Kolmogorov-Smirnov... 71

Appendix 6 Syllabus ... 72

Appendix 7 Lesson Plan ... 75

Appendix 8 Teaching Materials... 85

Appendix 9 Surat Bimbingan Skripsi... 98

Appendix 10 Surat Izin Penelitian... 99

Appendix 11 Surat Keterangan Penelitian... 100

1

describes the background of the study, the problem formulation and the limitation of the study, the objective of the study, and the significance of the study.

A. The Background of the Study

Teaching and learning cannot be separated; they are two processes that are related to each other. Teaching is an activity of point out or assists someone to learn how to do something, provides the instructions, guides someone to study, and brings on to know or understand.1Meanwhile, learning is viewed as a process of acquire or find out the knowledge of a subject or skill by study, or by an experience.2 Teaching is guiding and facilitating learning, enabling the learner to learn and setting the conditions for learning.

In most Indonesian schools, English is taught as a foreign language. Now, English is taught to the students from elementary to university. Even in some kindergartens, English is given to build up their capability in using English or in order to make them know English earlier.

Mastering English language is not an easy one. Before we master the language, we need to know the components of English language. There are three components of English: grammar, vocabulary, and pronunciation. In addition, we have to master the four language skills of English: reading, writing, speaking, and listening. Those all components are important to master English language.

As one of the language skills, reading is the most important foreign language skill, especially in the situation where the students have to read English material for their own particular subject but may never have to speak

1

H. Douglas Brown,Principle of Language Learning and Teaching, Fifth Edition,(New York: Pearson Education Inc., 2007), p. 7.

the language.3 This means that, the ability to read text in English will contribute a great deal of advantages either for careers, or for study purposes. The ability to read a text is also to find information or a pleasure. So, the need for mastering reading skill cannot be alleviated by the people in the world.

Reading is one of the four aspects that has to be learnt by the Indonesian students in the classroom. According to Competency Standard of reading - (SK )- and the Basic Competency - (KD) - in the School - Based Curriculum - (KTSP), the first semester of the Eight Grade students in Junior High School are expected to be able to comprehend both the functional text and a simple essay such us recount, and descriptive text in their nearest environment in mastering reading skill.4 This means that, the students have to get the best of those texts in reading in order to continue their study to the next semester.

It is realized that the accomplishment of the instructional objectives of the teaching reading skill is not easy and simple, either for the teacher or for the students. Based on the writer's observation at SMPN 1 Pakuhaji, there are some problems which students faced in learning reading skill. First, most of students have the ability to recognize the word from the dictionary, but they cannot draw a conclusion from the paragraph or reading passage. Second, the students are uninterested in reading an English text; it is caused by their lack of motivation and confident in reading. Therefore, they decide to cheat to their friends when they have to answer the questions from the reading passage. Third, the teaching learning process tends to be a teacher-centered, which means that the students are passive in teaching learning process. The students only receive the information from the teacher; the teacher dominates in the teaching and learning process.

In addition, the conditions of the students’ problem are as follow: first, most of first semester students of VIII class of SMPN 1 Pakuhaji are still

3

Jo McDonough, and Christopher Shaw, Material and Method in ELT, Second Edition, (Oxford: Blackwell Publishing, 2003), p.89.

4

DEPDIKNAS, Standar Kompetensi dan Kompetensi Dasar SMP/MTS, (Jakarta: Badan Standar Nasional Pendidikan, 2006), p.130.

difficult to achieve the minimum mastery criterion- (KKM) - targets because their knowledge of English are minimum. The minimum mastery criterion of English subject in SMPN 1 Pakuhaji is 72, and based on the latest test (mid-test in the first semester) only a few students who pass theKKMand almost all of them fail to achieve the KKM. Second, in reading skill, students are unable to comprehend the reading materials in the text; they only guess the meaning on the text. Third, the classes in SMPN 1 Pakuhaji consist of more than 45 students; hence, it might be difficult to make teaching learning activity effectively.

Based on the writer’s unstructured interview to the teacher that concerning on the students’ activities in teaching learning process of reading skill, the writer assumes that the teacher in SMPN 1 Pakuhaji applied conventional method to teach reading. It could be seen from the teaching learning process. The teaching learning process seemed to be monotonous, because the teaching focuses on written text and aims only to make the students able to read aloud the text and not to comprehend it. In addition to reading, the next activity is translating the whole passage into Bahasa Indonesia and finding the difficult words. Furthermore, the teacher tends to dominate the teaching learning process. Although the students have low ability, the teacher should not dominate the process. Therefore, the students cannot participate in the classroom and this condition made the students get bored and loses interest in the subjects. In the end, this condition may affect their reading ability.

According to the problems above, it is necessary for a language teacher to help their students in reading. To improve the student's ability, the teacher should use appropriate approach. The approach should be interesting to motivate the students in teaching learning process. The writer chooses cooperative learning approaches as the approaches to solve the problems. Cooperative learning can be defined as a small group discussion which the students will working together, interacting in a task-related way each other,

and one or some of the students helping those who need or ask to help.5

This means that cooperative learning is the approach that offers the ways to organize group work in order to enhance the learning and academic achievement. It is organized group work, so that every student interacts with each other and all learners are motivated to increase each other's learning. Cooperative learning also creates opportunity for students to help their group members to solve their learning problems. In cooperative learning students can work their assignments together.

There are different types of cooperative learning. Student Teams-Achievement Divisions (STAD) and Teams-Games-Tournament (TGT) are two of the oldest and most extensively researched forms of cooperative learning. Both of these techniques are the common applicable forms of cooperative learning.6 Student Teams-Achievement Divisions (STAD) and Teams-Games-Tournament (TGT) are quite similar; the only difference between them is that Student Teams-Achievement Divisions (STAD) uses individual quizzes at the end of each lesson to get the students score whereas Games-Tournament (TGT) uses academic games. Student Teams-Achievement Divisions (STAD) is taken as the technique to be implemented. In this study, it is a type of cooperative learning that established the students from four or five member learning teams which are mixed in side of performance level, gender, ethnic or racial, and high or low achievers. In order to make sure all team members have mastered the lesson, the teacher presents a lesson and the students work within their teams. The teacher can check the students’ comprehension by asking randomly one student from each group to share their comprehension in the whole class or with their group members. The students could help each other with their team in discussing the material to get their own comprehension. Then the students get their individual quizzes

5

Kevin Barry Len King, Beginning Teaching and Beyond, Third Edition, (Sydney: Thomson, 2006), p.230.

6

Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Boston: Allyn & Bacon, 1995), p.71.

based on the material and they prohibit helping or cheating one another.7 From the above explanation, the writer concludes that by using this technique the students are the center of the teaching and learning processes. The students will get a stimulus and motivate them to learn, and then the students will be active. They will be in the team consists of various students. Every team could consist of 4-5 students. They studies and discusses together about the teacher assignments to get better achievement in the form of individual improvement score and their teams score after taking the individual quiz or individual test. Every member in team needs to be responsible for his or her team progress.

In Student Teams-Achievement Divisions (STAD), there are some important components. It consists of five major components; class presentation, teamwork, quizzes, individual improvement scores, and team recognition.8 Those all the major components play their own role in order to make the teaching and learning process successful.

Based on the background of the study above, the writer conducts a study under the title:“The Effectiveness of Using Student Teams-Achievement Divisions (STAD) Techniques in Teaching Reading." (A Pre-Experimental Study at the Eight Grade of the first Semester in SMPN 1 Pakuhaji).

B. The Problem Identification of the Study

Based on the background above, there are some problems which could be raised such as follows:

1. The students cannot draw a conclusion from the paragraph or reading passage although they have the ability to recognize the word from the dictionary

2. The students are uninterested in reading an English text

3. The teaching learning process tends to be a teacher-centered and monotonous

7

Richard I. Arends, Learning to Teach, Seventh Edition, (Boston: McGraw-Hill, 2007) p.352.

8

4. The students are unable to comprehend the reading materials in the text 5. The students are still difficult to achieve the minimum mastery

criterion-(KKM)

6. The classes in SMPN 1 Pakuhaji consist of more than 45 students

C. The Problem Formulation and Limitation of the Study

Based on the background of the study, the writer limits the study on the teaching of English that concerns with reading of recount text. In other words, the study aims at addressing the problems of teaching technique, which has a very important role in students’ learning. To make the study easy to understand, the writer formulates the problem as follow:“Is the use ofStudent Teams-Achievement Divisions (STAD) technique effective in teaching reading at the Eight Grade of the First Semester in SMPN 1 Pakuhaji?”

D. The Objective of the Study

In line with the problem of the study above, this study is intended to find empirical evidence whether or not the use of Student Teams-Achievement Divisions

(

STAD) Technique is effective in teaching reading of recount text. It is also to find whether there is a significant difference of the achievement in learning reading between the students who are taught by using Student Teams-Achievement Divisions

(

STAD) Techniques and the conventional method that currently is used by the teacher.

E. The Significance of the Study

The significance of this study is conveyed to several parties: First, for the English teacher, the finding of this study can give the alternative way or technique in English teaching to develop the reading ability of the students and enhance their motivation. Second, for the institution of SMPN 1 Pakuhaji, it can be beneficial regarding to improve the education quality. Third, for the further study, it will provide them basic information about teaching reading by using Student Teams-Achievement Divisions(STAD) technique.

7

focuses on the cooperative learning, reading, teaching reading through STAD, and previous study. In cooperative learning, it concerns on the understanding of cooperative learning, the principle, the techniques, the understanding of STAD, and the techniques of using STAD techniques. In reading, it consists of the understanding of reading, the purpose, the kinds, the principle, and the types of reading text and recount text.

A. Cooperative Learning

1. The Understanding of Cooperative Learning

Working together means cooperation. It also means taking the talents of individuals and pooling talents together to get the job done. Cooperative learning can be defined as a small group discussion, which the students could collaborate with their classmates and others in order to study and learning together.1 It makes the students collaborate and help each other fulfill the objective of teaching in the classroom.

Cooperative learning is a method in teaching in which the students interact, study, and learn together in groups to increase their academic achievement.2 In the classroom, students are expected to help their friends in mastering the current knowledge by arguing and discussing with each other. All of members have to take apart in every discussion, so they can learn effectively in their group.

As stated by Olsen and Kagan in “Approachand Method in Language

Teaching” by Jack C. Richards and Theodore S. Rogers, cooperative learning could also be seen as an organized of group learning activity that learning is

1

Roby M. Gillies, A. F. Ashman, and T. Terwel (eds), The Teacher’s Role in Implementing Cooperative Learning in the Classroom, (New York: Springer Science, 2008), p.26.

2

Carolyn Kessler (eds), Cooperative Language Learning, (New Jersey: Prentice Hall, 1992), p.1.

depend on the social structured exchange of information between learners in groups and which each learner is accountable for his or her own learning and others.3 It can be inferred that cooperative learning is a group-centered and students-centered approach in classroom of teaching and learning. By learning in-group, students can increase their motivation in achieving their goal in learning. It also can encourage them to be more responsible to their teammates, because team score depends on each member’s score. Therefore, each member has to assure that his or her friends understand the lesson which teacher presents.

In addition, cooperative learning gives some positive effects for the student, such as: increasing the students’ confidence and enjoyment, making the students to be greater and more rapid achievement, more respect for the teacher, the school, and the subject, using of higher-level cognitive strategies, decreasing prejudice, and increasing enthusiasm in learning.4 Therefore, the advantages of using cooperative learning strategies as stated above are stronger languages learning motivation, more language practice opportunities, and more feedback about language errors.

Based on all statements above, the writer summarizes that cooperative learning is a learning model that provides opportunity for the students to interact and communicate with each other. Cooperative learning is different from traditional group activity. Cooperative learning is not just putting students into group but they also should learn social skill. The cooperative learning makes the students to be active in the group, and achieve the main goal of every member in the group.

2. The Principle of Cooperative Learning

Cooperative learning principles are tools, which teacher uses to encourage mutual helpfulness in the groups and the active participation of all

3

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Second Edition, (Cambridge: Cambridge University Press, 2001), p. 192.

4

Rebecca L. Oxford, Language Learning Strategies, (Boston: Heinle & Heinle Publishers), p. 146.

members. There are some basic principles that should be noticed for successful cooperative learning. Those are:

a. Positive Interdependence

Students are encouraged to think of positive interdependence. It means that the students are not thinking competitively and individualistically in terms of the group. It occurs when group members feel that what helps one member helps all and what hurts one member hurts all. It is also a sense of working together for a common goal and caring about each other in learning. It is all created by the structure of cooperative learning tasks and by building a spirit of mutual support within the group.

b. Individual accountability

Individual accountability is encouraged through the assignment of specific role or tasks, and individuals are held accountable for the success of each of the other members. Each member of a group has to make a significant contribution to achieving the group’s goal. A primary way to ensure accountability is through testing by calling on a student at random to share with the whole class or with group members.

c. Face to face interaction

Students are encouraged to explain, argue, elaborate and link current material with what they have learned previously. So students can express the lesson by themselves in meaningful tasks and students have authentic reasons for listening to one another, asking questions, clarifying issues and restating points of view.

d. Appropriate use of collaborative skills

Determine the way students interact with each other as teammates. In this factor, students can learn leadership, decision making, trust building, clear communication, and conflict management so that their team can function effectively.

e. Group processing

The teams periodically assess what they have learned, how well they are working together, and how they might do better as a learning team. Therefore, the learner needs to be both an actor and an observer of his or her own learning.5

From all explanations above, the writer briefly explaining that in order to cooperative learning more effective, teachers must understand the nature of cooperation and essential components of cooperative learning. Teachers also have to understand the process of five elements of cooperative learning as mentioned. Those components are important for the teacher in order to make the teaching and learning process in cooperative learning work effectively.

3. The Techniques of Cooperative Learning

Various cooperative learning methods have been developed over the years and put into practice in the classroom. Some of the most extensively researched and widely applied methods include Student Teams-Achievement Divisions (STAD), Teams-Games-Tournament (TGT), Jigsaw, and Cooperative Integrated Reading and Composition (CIRC).

a. Students Teams-Achievement Divisions (STAD)

In cooperative learning method, STAD is one of the simplest methods.6 Therefore, it can be a good model for the new teachers who will use the cooperative approach. STAD is developed by Robert Slavin and his colleagues at the John Hopkins University. Students’ are divided intofour or five member learning teams that are mixed in performance level, gender, and ethnicity. The nature goal of STAD is to speed-up the

students’achievement.7

5

Richard M. Felder, and Rebecca Brent,Cooperative Learning, (Department of Chemical Engineering, N.C. State University: Educational Design, Inc.,), p. 2.

6

Richard I. Arends,Learning to Teach, Seventh Edition, (Boston: McGraw-Hill, 2007), p.352.

7

Shlomo Sharan, eds, Handbook of Cooperative Learning Methods, (Westport: Greenwood Press, 1999), p. 5.

b. Teams Games Tournaments (TGT)

The teaching program in TGT is same as the teaching program in STAD that uses teacher presentations and teamwork, but in the end of the program, the quizzes in STAD replace with the weekly tournaments for the assessment.8 In TGT, the weekly tournament provide the students teams score.

c. Jigsaw

Jigsaw is developed by Aronson, Blaney, Stephan, Sikes and Snap.9In this technique, group mates shares the information that they have to another group that have different information. Then they shares they information that they have to their home teams. In jigsaw, the students have to work together with their group mates in order to get the full comprehension about the material that is given by the teacher.

d. Cooperative Integrated Reading and Composition (CIRC)

It is the newest method in cooperative learning, and Stevens, Slavin & Associates, was developed this technique.10 CIRC is designed for higher program in elementary and middle grades that focused on teaching reading and writing.11

4. The Understanding of Student Teams-Achievement Divisions Technique

Student Teams-Achievement Divisions (STAD) is one a set of instructional techniques developed and researched by Robert E. Slavin at John Hopkins University collectively known as Student Team Learning.12The idea of this techniques is to create the students to work together in order to get the

8

Robert E. Slavin,op. cit.,p. 6.

9

Kevin Barry Len King, Beginning Teaching and Beyond, Third Edition, (Sydney: Thomson, 2006), p.236.

10

David W. Johnson, Roger T. Johnson, and Mary Beth Stanne, Cooperative Learning Method: A Meta-Analysis,(Minnesota: University of Minnesota, 2000), p. 4.

11

Robert E. Slavin,op. cit.,p. 7.

12

objective of academic.13 In the book Cooperative Learning: Theory, Research and Practice by Robert E. Slavin, in cooperative learning both Student Teams-Achievement Divisions (STAD) and Teams-Games-Tournaments (TGT) are the oldest and most extensively researched forms.14 In Student Teams-Achievement Division (STAD), student are assigned to four-five member learning teams that are mixed in performance, level, gender and ethnicity. It is to accelerate the achievement of all students. It shares the idea that students work together to learn and responsible for their teammates learning as well as their own.

There are three concepts that are central to Student Teams-Achievement Divisions (STAD), are:

a. Teams rewards

In the team reward, the team will get a reward or and certificates if they could reach the academic objective. However, there is no competition among the students.

b. Individual accountability

It means that in Student Teams-Achievement Divisions (STAD), the teams’ success depend on the individual learning of all team members. Each student has to make sure that each of their friends in their team is ready to face the quiz or the assessment in the end of the learning.

c. Equal opportunity for success

It means that each student have same an opportunity for their own success in learning. In this case, each student has a chance to improve his or her own score and their team score.15

From the several statements above, the writer sums up that the STAD is one of the cooperative learning techniques that students are assigned to four–five member learning teams that are mixed in performance level, gender, and ethnicity. Students will have equal opportunity to learn and

13

Shlomo Sharan, eds, op.cit.,p.3.

14

Robert E. Slavin,op. cit.,p. 71.

15

students are rewarded for doing better than they have in the past, they will be more motivated.

5. The Techniques of Using Student Teams-Achievement Divisions

The general procedures to follow when preparing Student Teams-Achievement Divisions (STAD) include the following step:

a. Materials

Prepare reading materials, the materials are designed specifically for Student Teams-Achievement Divisions (STAD) and adapted from textbook or other published sources or with teacher-made materials.

b. Assigning Students to Teams

Teams in Student Teams-Achievement Divisions (STAD) should be heterogeneous. Do not let student choose their own teams, because they will tend to choose others like themselves. Here are the following steps: 1. Make copies of team summary sheets for every student in your class.

Table 2.1 Team Summary Sheet Team Name: _________________

No Team

Members

Meeting

Total

1 2 3 4 5 6 7 8

1 1

2 2

3 3

4 4

5 5

Total Team Score Team Average

Team Award

2. Rank students in your class from highest to lowest performance. In this case to rank the students, it could be based on the latest students score or based on your judgment.

3. Decide on the number of team. Each team should have four or five members if possible.

4. Assign student to teams

Table 2.2 Assigning the Students to Teams

Students Rank Team Names

High-Performing Students

1 A

2 B

3 C

Average-Performing Students

4 C

5 B

6 A

7 8

9 A

10 B

11 C

Low-Performing Students

12 C

13 B

14 A

c. Determining Initial Base Score

The base score represents students’ average score on past quizzes. Otherwise, it can use thestudents’final grade from the previous year.

d. Team Building

Before starting any cooperative learning program, it is a good idea to start off with one or more team-building exercises just to give team members a chance to do something fun and to get to know one another. For example, teams might be given a chance to create a team logo.

e. Grading

Report card grade should be based on students’ actual quiz score, not only their improvement points or team scores.16

From the details, the writer sums up that before implementing Student Teams-Achievement Divisions (STAD) in class, the teachers must know the techniques of using STAD itself, in order to make teaching learning activities fun and enjoyable.

6. The advantages and Disadvantages of STAD

Just like any techniques, Students Teams-Achievement Divisions (STAD) also has advantages and disadvantages. The advantages are:

a. Encourage learners to work together for both the common and individual good

b. To make students feel better about themselves and to be more accepting of others.

c. Students will have an equal opportunity to learn and to be success.

d. Students with lower abilities are more likely to improve their achievement in mixed group.17

In contrast, based on the writer experience in the classroom the disadvantages of Students Teams-Achievement Divisions are:

a. Taking much time in organizing the group

b. The class situation becomes noise because students work in group. It means that they have to interact with their teammates to discuss the task given. It is natural that when students work in group they will much talking than when they learn individually, here the teacher needs to control the student often.

c. Sometime, the discussion is not working well. There only one or two students who active follow the discussion and doing the task. In this case,

16

Robert E. Slavin,op. cit.,pp.73-83.

17

Donald R. Cruickshank, Deborah Bainer Jenkins and Kim K. Metcalf, The Act of Teaching, (New York: McGraw-Hills, 2006), pp.238-239.

the teacher should pay more attention by asking randomly the students to answer the question.

d. Wasting instructional time. Teacher has to stated clear instruction, sometimes he has to repeat the instruction often because they concern with their group and they ignore the teacher.

B. Reading

1. The Understanding of Reading

Each person has their own opinions about reading. Most of us think reading as a simple, passive process that involves reading words in a linear and internalizing their meaning one at a time. However, reading is a very complex process that requires a great deal of active participation on the part of the reader to keep and use the information.18 Reading is not only translates each word but also involves a cognitive process of understanding a printed message. It must be viewed from every angle in order to complete the process of understanding.

Reading could be defined as a communication between what the reader already knows and what the writers writes on a page.19 When people want to know about something or new information, usually people ask to someone who knows about what they want to know, or read the information in the article, newspaper, magazine, and textbooks. Similarly, when people read a text, they need to perceive and decode letters in order to read words and gather meaning from what people read.20 Thus, if people do not want to read, they will not get the information. It becomes reading activity is very important in our life.

18

Arthy. V and Dr. P Nagaraj, Enhancing Reading Comprehension Skills through Small Group Interaction Techniques: A Comparative Study,International Journal of Scientific Research,

2012, p.1.

19

David Nunan,Designing Task for the Communicative Classroom, (Sydney: Cambridge University Pree, 1999), p.33.

20

Penny Ur,A Course in Language Teaching, (Cambridge: Cambridge University Press, 2009), p.138.

Most reading educators believe that reading is either a process or group of processes employed by an individual to discover what an author say from the text as efficiently as possible.21They would agree that many thinking processes intertwine in order to get the message. This definition explains a number of processes used by an individual in order to gain the message that the author wishes to say. It can be said that reader needs skills and strategies to read the texts to comprehend the messages. Comprehension then becomes the main purpose of the reading process.

In another view, reading is interpretation and understanding.22 The reader interacts with, and tries to reconstruct, what a writer wishes to communicate. If the reader’s anticipations and predictions are pretty much in line with what a writer says, and how it is presented, comprehension is likely to be easy and rapid. If there is a great distance between the backgrounds of the reader and a writer, comprehension is likely to be slow and poor.

Based on the opinions given by the experts, the writer can conclude that reading is a kind of activities to understand a written language. It is not only how to get the meaning of each words or sentences but also the important one is how the reader can get and conclude the ideas of the writer’s writing. It requires a high level of effort and concentration, also involves many complex skills that have to come together in order for the reader to be a successful reader.

2. The Purpose of Reading

A person may read for many purposes, and that purpose helps understand more what is read by people. If she or he is reading for pleasure or reading for recreation and enjoyment, she or he may read quickly or slowly based on the way she or he likes or feels. However, if she or he is reading for study or to get the information such news, science or some line, which are part

21

Fancroise Grellet,Developing Reading Skills,(Cambridge: Cambridge University Press, 2010), p.3.

22

Deborah B. Daiek, and Nancy M. Anter, Critical Reading for College and Beyond,

of his study or assignment, it does very slowly and carefully. In addition, generally the aim of reading is to find some information from the text.23

As we know that, the purpose of reading is the learner understands the written language. In other words, how the learner gets the message from the writer’s symbols. One of the most important tasks of the reader is to dig out and find out what the writer would like to say. The purposes of reading are divided into four main headings.

a. Reading to search for simple information

Most people said that reading to search for simple information is a kind of common reading ability; reader typically scans the text for specific information or a specific word. Skimming is also including in this type of aim. It is a common part of many reading tasks and useful skill in its own right.

b. Reading to learn from text

It is usually occurs in academic and professional context when people need to learn a considerable amount of information from a text. This purpose usually carried out a reading rate somewhat slower than general reading comprehension (mainly due to rereading and reflection strategies to help remember information).

c. Reading to integrate information, write and critique the texts.

These are purposed to compose, select, and critique information from text, and they represent common academic tasks that call upon the reading abilities needed to integrate information.

d. Reading for general comprehension

It requires very rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, efficient coordination of many processes under very limited time constraints.24

23

Christine Nuttal,Teaching Reading Skill in Foreign Language, (London: Heinemann, 1989), p.3.

24

Nida Husna, Step by Step to Reading Skill: Step 1, (Jakarta: English Department, Faculty of Tarbiyahand Teachers Training “Syarif Hidayatullah” State Islamic University), pp. 9 -10.

From the explanations above, the writer concludes that there are two purposes for reading which are to get the information and to have fun. In other words, one wants to read texts because he or she wants to get information and he or she wants to read because the texts are interesting for them.

3. The Kinds of Reading Skills

A person reads for many purposes. If he or she is reading for pleasure, he or she may read quickly or slowly based on the way he/she likes. However, if he or she is reading for information such as news, science or some lines that are parts of his study or assignment, he read slowly and carefully. Here are four different kinds of reading:

a. Skimming b. Scanning

c. Intensive reading d. Extensive reading25

Both skimming and scanning are useful for the reader. Skimming could be defined as the ability to identify the main ideas or main point rapidly in skipping over words, sentences, and paragraph that already familiar.26 This is a technique used to find out how a news story, magazine article, or textbook chapter is organized and what is generally about without having to read the entire selection. When skimming, the reader goes through the reading material quickly in order to get the gist of it, to know how it is organized and to get the main idea of the reading material. Scanning in other hand is the process of searching idea or materials in order to find the specific information quickly.27

25

The University of Sheffield, Reading Skill: Different Kinds of Reading, 2010, (http://www.learningtolearn.group.shef.ac.uk/read/read_difkind_task.html) Retrieved January 9, 2014.

26

Peter Mather and Rita McCarthy,Reading and All That Jazz, (Boston: McGraw-Hill, 2003), pp. 486-487.

27

Beatrice S. Mikulecky, and Linda Jeffries,More Reading Power, Second Edition,(New York: Person Education, Inc., 2004), p.25.

In scanning, the readers only find the information that they need. The reader jump around the text to find the intended information that they need.

Intensive and extensive reading are other kinds of reading that are necessary for the reader. Intensive and extensive reading are more like reading for accuracy and reading for fluency.28In other word, intensive reading means reading shorter texts to extract specific information.29 This activity is likely to emphasize the accuracy activity involving reading for detail. The process of scanning takes a more prominent role here than skimming. Reader is trying to absorb all the information given, example: reading dosage instruction for medicine, reading business magazines, etc. Then, extensive reading deals with a longer text as a whole which requires the ability to understand the component part and their contribution the overall meaning, usually for one’s

own pleasure. This is a fluency activity, mainly involving global understanding. In extensive reading, the readers are more focused with the meaning of the text than the meaning of individual words or sentences.30 Example: reading newspapers, poems, article, short story, novel, Internet websites, etc.

The each kind of the reading has been explained above requiring different approaches and techniques in achieving the goal. Therefore, readers use different kinds of reading depends on their purpose.

4. The Principles of Teaching Reading

There are several principles in teaching reading suggested by experts in order to achieve the goal or reading program. There are some suggestions about the stages and procedures in reading that will help us, such as:

28

Christine Nuttal,Teaching Reading Skill in Foreign Language, (London: Heinemann, 1989), p.23.

29

Fancroise Grellet,op. cit.,p.4.

30

Julian Bamford and Richard R. Day, Extensive Reading, What Is It? Why Bother?, (http://jalt-publications.org/old_tlt/files/97/may/extensive.html)Retrieved on January 9, 2014.

a. Arouse the students’ interest andmotivating by linking the topic of the text to their own experience or existing knowledge. Give some pre- reading or focusing questions to help them to do this.

b. Give them points to search for in the reading text, or ask the students to suggest the points.

c. After reading, encourage discussion of answers

d. Develop into writing by using the information gained for another purpose.31

Meanwhile, there are other principles in teaching reading describes by Jeremy Harmer. They are:

a. Reading is not a passive skill

Reading is an incredibly active occupation. To do it successfully, we have to understand what the words mean, see the pictures the words are printing, understand the arguments, and work out if we agree with them. b. Students need to be engaged with what they are reading.

As with everything else in lessons, students who are not engaged with the reading text-not actively interested in what they are doing-are less likely to benefit from it. When they are really fired up by the topic or the task, they get much more from what is in front of them.

c. Students should be encouraged to respond to the content of a reading text, not just to the language. Teacher must give students a chance to respond that message in some way. It is especially important that they should be allowed to express their feelings about the topic - thus provoking personal engagement with it and the language.

d. Prediction is a major factor in reading.

Teachers should give students the hints so that they can predict what is coming too. It will make them better and more engaged readers.

31

Jo McDonough, and Christopher Shaw, Material and Method in ELT, Second Edition, (Oxford: Blackwell, 2003), pp.99-100.

e. Match the task to the topic.

The most interesting text can be determined by asking boring and inappropriate questions, the most commonplace passage can be made exciting with imaginative and challenging tasks.

f. Good teachers exploit reading texts to the full.

Any reading text is full of sentences, words, ideas, descriptions etc. It does not make sense just to get students to read it and then drop it to move on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic discussion and further tasks, using the language for study and later activation.32

From the principles of teaching reading discussed above, the writer concludes that the teacher has an important role in teaching reading. The teacher should motivate student by giving appropriate texts that are interested, explaining the material clearly, encouraging students to determine the meaning of what they read, giving attention to students’ development that involve the students’ abilities to become efficient and skillful reader, evaluating and giving the task match with the topic in order to accurately assessstudents’comprehension and development skills.

5. The Types of Reading Text

There are several types of reading texts who learns by students in secondary high school. They are procedure, descriptive, recount, narrative, and report.33 Students are expected to understand and master all of the texts after they learn English. They have to pass the test in the middle and the end of the semester about those materials in order to pass the English subject.

32

Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language Teaching,(Edinburgh: Wesley Longman, 1998), pp. 70-71.

33

DEPDKNAS, Standar Kompetensi dan Kompetensi Dasar SMP/MTS, (Jakarta: Badan Standar Nasional Pendidikan, 2006), p.124.

A procedure text is a text that gives an instruction to the reader for doing something.34 This text helps the reader to make easy their work or activity in doing the activity. This text contains some steps, ways, or methods. The examples of procedure text are recipes, itineraries, instruction manual, or directions. A procedure text usually site on a piece of paper when we bought a television, refrigerator, radio, or a toys. It can also find in the backside of the noodle, instant coffee which tells the reader about how to make it. A procedure text could also find in the situation when some people ask someone how to make a clipart, book, table, or a direction to go to somewhere. A recount text has some language features which tells the reader the step, such as: first, second, next, then, and finally.

In other hand, a descriptive text is a written text in English which describes about a concrete or an abstract object.35The object that describes in the descriptive text can be a person, an animal, a tree, a house, a building, or a place. It can also describe an abstract object such as wind or air. The descriptive text consists of two text structures: identification and description.36 Identification tells the reader about the phenomenon that want to be described, and the description tells the reader about the part, characteristics, or the criteria of the phenomenon. The descriptive text can find in the museum; an explanation of a historical object.

Next, a recount text is a piece of English text that retells the reader about the past events or past activity.37 A recount text usually contains three generic structures: orientation, events, and conclusion or reorientations.38 The orientation tells the reader about the background information about who, what, where, and when. Then, the events tell the reader about the series of events or paragraph. The events consists at least one paragraph or more. Then the last is

34

Mark Anderson, and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 1997), p.50.

35

Sanggam Siahaan, and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu, 2008), p.88.

36

Mukarto.et.al., English on Sky 2,(Jakarta: Erlangga, 2007), p.19.

37

Mark Anderson, and Kathy Anderson, Text Types in English 1, (South Yarra: Macmillan, 1997), p.48.

38

conclusion. The conclusion or the reorientation tells the reader about the conclusion. In recount text, the reorientation or the conclusion could be the optional in this text.

Narrative text is a text that tells a story.39 The examples of the narrative text are myths, fairytales, science fiction, novels, etc. In Indonesia, the example story of narrative text areMalin Kundang, Timun Mas,Tangkuban Perahu, Sangkuriang, etc. The purpose of this text is to amuse, to entertain and to deal with the actual experiences from the writer.40 The components of narrative text are orientation, evaluation, complication, resolution, and reorientation.

The next type of English reading text in reading in the junior high school is report. Report is a text that has a function to report something.41 It can be reported about an activity or process about something. The report text usually reports the description in general classification. The simple example of report text is news.

6. Recount Text

a. The Understanding of Recount Text

There are several definitions about recount text from several language experts. Recount is a text that retells the reader the past events about the activity, action, or a story and its purpose is to entertain and informing the audience with a description of what occurred and when it occurred.42 Another definition, recount text is one kinds of story or a text that tells about what happened in the past

39

Mark Anderson, and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p.3.

40

Sanggam Siahaan, and Kisno Shinoda,op.cit., p.73.

41

Antono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma,English in Focus for Grade IX, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.48.

42

Antono Wardiman, Masduki B. Jahur, and M. Sukirman Djusma,English in Focus for Grade VIII, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.61.

and the purpose of this text is to document the past event in order to evaluate the events.43

From the several definitions above, it can be concluded that recount text is a text tells about something occurred in the past in order to give information into chronologically of what had happened. In other words, recount text is a text type that retell past events chronologically in order to give information or to entertainment. This text also has a purpose to document the series of event or activity in order to evaluate it.

b. The Linguistic Features of Recount Text

A recount text is written in the past tense because it tells events that have already happened. A recount text uses the first person pronouns (I and We), if the story is happening to the personal recount and uses the third person if an observer is telling the story. In addition, the linguistic or the grammatical features usually found in a recount text, they are:

1. Use of nouns and pronouns to identify people, animals or things involved

2. Use of action verbs to refer to events

3. Use of past tense to locate events in relation to writer’s time

4. Use of conjunction and time connectivity to sequence the events.44

c. The Generic Structures of Recount Text

Even though there are several kinds of recount text, they have the same characteristics in the schematic structures. A recount text consists of three part, those are orientation, events, and reorientation. Those will be described as follow:

43

Joko Priyana, Arnys R. Irjayanti, and Virga Renitasari,Scaffolding English for Junior High School Students Grade VIII, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.69.

44

1. Orientation

Recount text begins by telling the reader about who was involved, what happened, where this event took place and when it happened.45 It orients the readers to the events that follow which introduce character(s) in a setting of time or place (or sometimes both). In some recounts, introduced to Indonesian students, has an Opening Salutation such as “Hi, my name is Rizki.”, in

the beginning of the story. Since orientation is the first part of a recount text, therefore it must be interesting in order to attract

readers’ attention.

2. Events

Events are the main important activities or events that occurred in that story of text. It tells about what happened and in what sequence in the text.46The function is to give more explanation of the orientation. It presents the events chronologically (in order, which they happened).

3. Reorientation

Reorientation is a conclusion or an optional-closure of the story.47 Some recounts have a concluding paragraph; however, this is not always necessary. It is an optional. It returns the reader to the point of departure and sometimes the writer gives comments overall sequence of events described. Some recounts have an evaluative comment or a conclusion which may constitute the

writer’s comment on events described previously, but this is just optional. The conclusion is written in the last paragraph, and because this part is optional, some recounts may not have this conclusion paragraph

45

Utami Widiati, et.al., Bahasa Inggris Sekolah Menengah Pertama / Madrasah Tsanawiyah Kelas VIII, Edisi 4, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.29.

46

Ibid.

47

The following text is the example of schematic structure of personal recount text:

My Holiday

Last Week I went to Mount Bromo. I stayed at my friend’s house in Porbolinggo, East Java. The

house has a big garden with colorful flowers and small pool.

In the morning, my friend and I saw a Mount Batok. The scenery was very beautiful. We rode on horseback. It was scary, but it was fun. Then we went to get closer to look at the mountain. We took pictures of the beautiful scenery there. After that, we took a rest and had lunch under a big tree. Before we got home, we went to the zoo at Wonokromo. We went home in the afternoon.

We were very tired. However, I think it was fun to have a holiday like this. I hope my next holiday will be more interesting.48

d. The Purpose of Recount Text

The purpose of a recount text is to entertain and inform the audience with the description of what occurred and when it occurred.49 A recount text informs the reader what happened, and this may involve the

author’s personal interpretation of events.Other purpose of a recount text is to entertain the reader. The author tries to entertain the reader by telling his/her funny experiences.

e. The Kinds of Recount Text

There are five kinds of recount text, those are: 1. Personal Recount

A personal recount text usually retells an experience in which the writer was personally involved. It lists and describes past event experiences by retelling events. It presents the events chronologically

48

Joko Priyana, Arnys R. Irjayanti, and Virga Renitasari, op.cit., p.68.

49

Utami Widiati,et al., loc. cit.

Reorientation Orientation

(in order in which they happened). The purposes of personal recount text are to inform or to entertain the reader. Here is the example of personal recount text.

My Experience in EOS Studio

This morning my friends and I went to EOS studio. It is not very far from our school, so we just rode our bicycles.

First, we met Shanti and Riko outside the studio. Then they took us into the studio and showed us around. After that, we had lunch at EOS canteen. The food was delicious. Before we went home, we took some photographs with Shanti and Riko.

It was tiring but we were very happy.50

2. Factual Recount

A factual recount text usually gives the report of the particular events by reconstructing the factual information. This kind of recount usually is used in reporting the information that related to the police in reconstructing the accident or historical recount. It also uses in a biographical recount uses specific names of the people involved in the biography. Here is the example of factual recount: a biography of Maya Gazali.

Biography of Maya Gazali

Maya Gazali was born in Palu. She grew up in a small village. She began school when she was six years old. She went to elementary school, but she did not go to high school. Her family was very poor, and she had to go to work when she was thirteen years old. She worked on an assembly line in a shoe factory.

When Maya was seventeen years old, her family moved to West Java. First, they lived in Bogor, and then they moved to Bandung. When Maya arrived in Java, she was not very happy. She missed her friends back in Palu and she didn’t speak like other children. She beganto learn to speak like other children, and she practiced with her new friends at the factory in Bandung.

50

Maya also studied hard. She learned English, and after a few months, she got a job as a secretary. Now Maya still studies at night, but now she studies advertising at a business school. She wants to work for an advertising company some day and write commercials.

Maya still misses her friends back home, but she communicates with them very often over the Internet. She’s very happy now, and she’s looking forward to an

exciting future.51

3. Imaginative Recount

Imaginative recount is a recount text that used for applying the information or knowledge to the imaginary role in order to explain the events. It is an unreal story. It is just a story of imagination that someone has in his or her mind. Here is the part example of imaginative recount text.

My Rainforest Adventure

Today I woke up at 5:00am in the morning. I put on my loose fitting shirt, trousers, sturdy black boots with little holes in them, wide brimmed hat and a plastic bag with spare dry clothes in case it rainedso I didn’t get a cold.When I got out of the four-wheel drive, I could feel the refreshing cool air; it smelt like it had been raining for ages before I came to the rainforest. I decided to explore the forest floor. When I got out of the four-wheel drive, I could feel the refreshing cool air; it smelt like it had been raining for ages before I come to the rainforest. I decide to explore the forest floor.

The first animal I saw was a magnificent, giant eastern brown snake. I was so scared I felt like I wanted to run but that would be really dangerous! The second animal I spotted was a beetle eating a rotten berry. I bent down to have a closer look but it stank like rotten eggs and onion mixed together.

………...… ………...

It had beautiful, magnificent, midnight blue eyes and it looked very graceful. I had a great time because I liked the

51

rainforest. The most terrifying animal was the eastern brown snake. I liked the blue butterfly the best of all the animals.52

(Read the full imaginative recount story in the website)

4. Procedural Recount

A procedural recount records events such as a science experiment or a step in experiment. The purpose of procedural recount texts is to inform the reader about the procedure to do something or the result or findings.53Here is the example of procedural recount text.

The Science Project

Last week Ayu and Siska did a science project at school. They did this project to show that hot air always rises. Before they started, they prepared the balloon, a bottle, and a bucket full of hot water. First, they blew up the balloon. Then, they let the air out from the balloon. After that, they put the balloon to cover the top of the bottle. Finally, they put the bottle in the bucket that was full of hot water.

As a result, the air in the bottle got hotter and rose into the balloon.54

From three kinds of recount text above, generally they have a same characteristic that is to retell past events chronologically.

C. Teaching Reading through Student Teams-Achievement Divisions Technique

The following is steps in teaching reading by using Student Teams-Achievement Divisions (STAD):

a. Step 1: Class presentation.

The presentation covers the opening, development, and guided-practice components of lesson

52

Livinia, Imaginative Recount, Short Story, 2012, ( http://www.write4fun.net/view-entry/153240), Retrieved on February 9, 2014.

53

Government of South Australia, Department for Education and Child Development,

Engaging and Exploring Recount Text, 2012, (www.decd.sa.gov.au/literacy/) Retrieved on February 2, 2014.

54

1. Opening

Before the class presentation begin, the teacher explains students what to work in teams mean. In particular, the teacher have to discuss the followingteams’rules, such as:

a. Students have a responsibility to make sure that their teammates have learned the material

b. No one finished studying until all teammates have mastered the subject

Then, the teacher continues by telling the students about what they are going to be learned or brainstorming. The teacher

2. Development

The teacher have to stick close to the objectives that the students have to learn, actively demonstrate concepts or skill using many examples, frequently assess student comprehension by asking many questions, move to the next concept as soon as students have grasped main idea.

3. Guided-Practice

The teacher calls on students at random. This makes all students prepare themselves to answer. The teacher can do it if necessary to check their comprehension.

b. Step 2: Teams

The teacher asks the students to work together in their own teams; the teams had been assigned before. During team study, team members' tasks are to master the material that the teacher presented in the class, and to help their teammates master the material. In addition in the teamwork processes, the teacher have to listening, observing, and intervening when it necessary in order to recheck the students’ comprehension.

c. Step 3: Test or Quizzes

Distributes the quiz and give students adequate to complete it. Do not let students work together or cheat on the quiz.

d. Step 4: Individual improvement score.

After distributes the quizzes, the teacher may collect and score them. After that, the teacher could give the score to the students to give the result of the quizzes. It makes the students know their improvement, and it makes the students motivate their teammate to get the higher score than before.

e. Step 5: Team recognition

In this step, the teacher could give a reward to the best team in latest quizzes. The reward could be a score or something for the team.55

D. Previous Study

In Student Team Achievement Division (STAD) technique, there were some studies which have been already conducted by another people. The first study is research is from Iffah Salimah with the title of her research is The Effectiveness of Learning Reading through Cooperative Learning. The similarity of this research is to know the effectiveness of cooperative learning on students’ reading ability. The researches have the same objective that is to describe the effectiveness of cooperative learning on students’ reading

comprehension. It also has the same background which there were many students who had low achievement of reading. Then, the sampling technique that used in the research is also similar that is purposive sampling. The differences are research design that is pre-elementary study. She only took one class as the experimental class. She compared the pre-test and post-test from the class. She took the experiment in the senior high school. The result shows

that the improvement of students’ achievement in learning reading before and after using cooperative learning is significant enough.

Another study that conducted by Nur'Aeni on Developing Students' Reading Ability by Using Student Team Achievement Division Technique. She did the Study in order to find the empirical evidence of students reading

55

ability development by using Student Team Achievement Division (STAD) technique. The method of this study was Classroom Action Study (CAR). In this research, the difference is the design of this study. She used CAR as the design of the study, but the writer used experimental. In CAR, it has two cycles and each cycle has five meeting. Therefore, she took ten meeting for the treatment then the writer only took four meeting for the treatment. In other hand, both the writer and Nur’Aeni has the similarity, both of them used

STAD as the method that will be used in their study. In the end of this result, she found that the students could develop their reading ability by using Student Team Achievement Division (STAD) technique.

The last research is from Eka Nurazizah with the title of the research is The Effectiveness of Teaching Reading through Cooperative Learning Activities.The similarity of this research if the using of small group discussion and the reading ability that is explored. The research design is also similar that is the experimental study. She took two classes, the experiment and control class in her research. In addition, she took place the research at junior high

school same as the writer’s research. The difference of the research is the technique that is used. Eka Nurazizah used Think Pair Share technique on teaching reading and the text is descriptive text. The result of her research shows that teaching reading through cooperative learning is more effective.

34

effectiveness of the teaching of reading by using Student Team Achievement Division (STAD) technique. It concerns with the method of the study, the place and time of the study, the population and sample of the study, the intervention of the study, the technique of data collection of the study, the technique of data analysis of the study, and the hypothesis of the study.

A. The Method of the Study

The writer uses quantitative method. The writer uses a pre-experimental study as the design of the study. Pre-pre-experimental is experimental studies in which the unit of the design is a single group implementation or an invention of a short duration.1In addition, Campbell and Stanley said that pre experimental research does not use two classes as sample because this research design does not compare the difference of improvement between two groups or more.2 In this study, the writer teaches one class, because the original teacher only permits the writer to teach one class. The writer teaches the experimental class. The experimental class is taught by using Student Teams-Achievement Divisions

(

STAD) Techniques.

Before giving the treatment to the experimental class, the writer distributes a pre-test for the experimental class in order to know whether the students have relatively the same background knowledge. At the end of the treatment, the experimental class does the post-test to find out the growth of the score. The growth is used to decide whether the intervention in this study is successful.

1

John W. Creswell,Educational Research, Fourth Edition,(Boston: Pearson Education, Inc., 2012), p. 324.

2

Rick Houser, Research-Study and Teaching, (New York: SAGE Publication, 2009), p.54.

B. The Place and Time of the Study

This Study takes place at SMPN 1 Pakuhaji. It is on Jl. KH. Sa’adullah Km. 01 Pakualam, Tangerang Regency - Banten. SMPN 1 Pakuhaji is a public school. This school has twenty-seven classrooms. This school also divides the teaching and learning process into morning class and afternoon class. All of the students in the ninth and eighth grades are in the morning class. Most of the students in the seventh grades are in the morning and only two classes are in the afternoon class. The writer makes a timeline design for the research such as follows:

Table 3.1

The Timeline Design Time

Activity

Commencement Completion

June 2013 September 2013 The completion of“skripsi”to Proposal

November 6th 2013

November 8th

2013 Giving the Pre-test

November 8th 2013

November 21th 2013

Giving a treatment to the Experimental Class November 22th

2013

November 24th

2013 Giving the Post-test November 24th

2013

November 27th

2013 Analyzing the data

November 2013 April 2014 Finishing“skripsi”

C. The Population and the Sample of the Study

The population of this study is the second grade students of SMPN 1 Pakuhaji academic year 2012-2013. The total amount of the second grade students in this school is 465 students, which is divided into 10 classes. Because there are more than 100 students, the writer only takes one classes as the sample of this study. The writer perceived that it was too large to be taken

as the sample of the research, so he only used one class as the experimental class and there was no control class because the writer decided to use one group pretest posttest design.

In determining the sample, the writer uses a technique namely cluster sampling. According to Houser, cluster sampling is used if the target population group cannot be separated.3 Based on cluster sampling technique, the writer took one class randomly. Firstly, he asked first about the average English score from Mid-test class scores provide by school. From the data, the writer knew about class which has average score. He found two classes with same average class score. Finally, the writer chooses only 8E from the whole classrooms. The population of the students in the experimental class is 46. However, few students from experimental class did not join the pre-test and post-test, and therefore their score are “0”. Consequently, the number of the students who follow the pre-test and post test that become a sample of this study in the experimental group is 43 students. Therefore, the total number of the students that involve in this study as the sample is 43 students.

D. The Intervention of the Study

As stated in chapter one, the purpose of reading recount text in the eighth grade of the first semester is that the students are able to read, respond, and comprehend the text of recount. In order to help the students successful in reading, responding, and comprehending a text of recount, the writer uses Student Teams-Achievement Divisions

(

STAD) Techniques. In this technique, the writer teaches the students about the meaning and the function of recount text, the schematic features, and the language features of recount text. The writer also gives a simple way in order to answer the questions of recount text. To apply this technique-Student Teams-Achievement Divisions

(

STAD) - the writer plans to have at least eight meeting in the classrooms, however teacher

3

in this school only suggests four meetings and two additional meetings for the pre and post-test.

Table 3.2

The Schedule of Treatment

Meeting Focus

1 Pre-Test

2

The writer teaches the experimental class about the simple definition, function, schematic features, generic structure, and a simple example text of recount text

3

The writer teaches the same materials in order to strengthen the students’ comprehension about recount text. Then, the students have to discuss, and comprehend the harder text of recount which different from the first meeting. In the end, the students have to answer the individual quizzes text of recount, which have more question than the second meeting

4

The writer teaches with the same materials, which focus on the students’ comprehension of recount text. The writer gives a stimulus with a simple question and answer from the students to the teacher. Then in the students have to discuss, comprehend, and answer the different text and more question of the individual quizzes from before

5

The writer teaches the students with the same materials that focus on some ways or tricks to answer the question about recount text. Then, they have to discuss, and comprehend the different text from before. They have also to answer the question from the text, which have more question for the individual quizzes than before.

6 Post-Test

In this chase, in each meeting the writer gives the different kinds of text recount with the different amounts of the question. It was done in order to

make the students feels familiar with the function of recount text, the schematic features, and the language features. It makes the students also easy to recognize about what the question in the recount text ask.

E. The Instrument and Technique of Data Collection of the Study

In this study, the writer uses a test to collect the data for the score of the students. In order words, the instrument in this study is test. The score that will be used in this research is the pre-test and post-test score. The writer also uses observation and interview to the school and the teacher as the preliminary study to get some information that is relevant in this research.

1. Test

The test that uses in this research is test and post-test. The pre-test is distributed before the writer implements Student Teams-Achievement Divisions (STAD) to the experimental class. The purpose of the pre-test is to measure and to find the average score of students’ reading ability before the treatment. Meanwhile, the post-test is administered after the writer gives treatment to the students treatment using Student Teams-Achievement Divisions (STAD to the experimental class. The post-test is distributed to find out the growth of the students score. The growth is used to decide whether the intervention in this study is successful. In this research, the test is multiple choices.

In this study, the writer makes 20 questions of multiple choices about recount text. The questions that are used in this research have to pass the validity test. Validity of a test is a test in which the test should measures about what it have to measure and nothing else.4 In the validity test, the writer uses content validity test. Content validity test is a kind of test in which the test should be developed based on the sample of a course; the test item and the objective of the course should be in line and clear.5 In this time, the writer compares all of the questions -20 questions- to the indicator

4

J.B. Heaton,Writing English Language Tests,(New York: Longman Inc., 1990), p. 159.

5

A6 Appendix 8

Name : __________________________________ Group : __________________________________ Task 4 (Individual)

---Last Saturday I woke up early, but I didnot get up because there was no school. Suddenly, my telephone was rung. It was my friend Fanny, she asked me to go out at 10.00 o’

clock. She wanted to buy something in traditional market.

Finally, we were out. In the street, I saw a piece ofpink coupon. Interested with its colour, I took it, thenFanny and I read this out. We were fully shocked, itwas a receipt of a four nights tour to Lombok !! The expired date was that day. To our surprised, the namewas Fanny Fenita and the birth date was exactly thesame like Fanny my friend, and it was also valid fortwo persons. My God!! We were thinking that maybethe coupon just fell from the sky and it was there forus.

We were in hurried to the address of the touragency that issued the coupon. The tour agency tookcare of everything. We went home and still could notbelieve what was going on. Two days later we were onthe Senggigi Beach, stayed in the warmth sun. Moreover, we had

long public holiday, so we could enjoy the“gift” happily. We also bought some presents for ourfamily and friends.

1. The text is mainly discuss about….. a. To describe a traditional market. b. To give an information about how

to buy a vegetables and fruits. c. To give an information about the

coupon that the writer and his friend found in the traditional market.

d. To inform the people about tour in Lombok.

2. The first paragraph is called….. a. Description

b. Reorientation c. Event

d. Orientation

3. The third paragraph is called….. a. Description

b. Reorientation c. Event

d. Orientation

4. What is the main idea of the first paragraph?

a. The writer activity on Sunday b. The friends of the writer called her

on the Saturday night

c. The invitation from Fanny to the writer to go to the traditional market

BC Appendix 8

d. The writer tour to Lombok

5. Where did the writer and his friend found a piece ofpink coupon?

a. In the river b. In the mall c. In the street

d. In the traditional market

6. “We were fully shocked….” (Paragraph 2). The underlined word is similar in meaning to…

a. Amazing b. Happy c. Surprise d. Scare

7. How many person that was invited in the piece ofpink coupon?

a. One person b. Two person c. Three person d. Four person

8. How long did the writer and his friend spent to Senggigi Beach?

a. One days b. Two days c. Three days d. Four days

9. “We also bought some presents ….” (Paragraph 3). The underlined word is similar in meaning to…

a. Gift b. Book c. Vegetables d. Fruit

10. What is the best title for the text above?

a. A gift from the sky b. A black coupon

c. A tour to Senggigi beach d. A traditional market