The Method of the Study

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 pre-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 Ibid.,p.160.