Hypothesis Testing THE IMPLEMENTATION OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN TEACHING READING AT THE ELEVENTH GRADE OF SMA NEGERI 1 GUNUNG PELINDUNG

technique which can im prove students’ activity. Based on the observation data during three meetings, there were 19 students 61.29 in the first meeting, 23 students 74.19 in the second meeting, and 30 students 83.87 in the third meeting who could fulfill the indicator of a good level in teaching learning process. That happened because STAD can motivate students to study since they work within their groups. 3. STAD technique also contributes a positive effect on the teacher’s teaching performance. Since in implementing STAD technique, the teachers were asked to create a strategy that made the students active in learning process. Moreover, the teachers were demanded to create interesting media materials since an interesting media and materials would be easily attract students ’ attention and participation.

5.2 Suggestions

Regarding the conclusion states previously, the writer would like to propose several suggestions as follows: 1. In this research, it was found that vocabulary aspect needs to be paid more attentions since this aspect became the low achievement during the application of STAD Technique. This can be done by giving more highly varied vocabulary in order to enrich the students’ words list. The teacher may ask the students to make a sentence from those varied words to strengthen their comprehension on the meanings of the words in various contexts. 2. An English teacher is suggested to use STAD technique, especially in reading skill to make students more comfortable in learning process and automatically can improve their reading ability. The teacher should be able to give some rules and control during the teaching learning process well since the biggest problem for the teacher when using STAD technique maybe the noisy classroom and time consuming. 3. Since STAD technique in teaching reading comprehension is applied at the second grade of Senior High School, other writers can conduct this technique on different level of students it can be Junior High School or on different skill it can be speaking. 4. The future writer, who will conduct the same research, should conduct it by considering the time allocation for the treatments. Because of the limitation of time, the target material may not be explained fully when the class is not in a good condition . REFERENCES Afflerbach, P. 2007. Understanding and Using Reading Assessment K-12. University of Maryland: College Rark. Anderson, P. S. 1964. Language Skills in Elementary Education. New York: The Macmillan Co. Bell, M. S. 1997. Narrative Design:A Writer’s Guide to Structure. W. W. Norton and Company. Arikunto, S. 2006. Penelitian Tindakan Kelas. Jakarta: Bina Aksara. Bondanza, et al. 1998. Means of improving reading comprehension. Available through E-Subscribe. Brown, H.D. 2001 .”Teaching by Principles” An Interactive Approach Language Pedagogy. San Francisco: San Francisco University Press. Dallman, R. L. 1982. Teaching of Reading. Washington: CBS College Publishing. Depdiknas. 2006. Materi Sosialisasi dan Pelatihan Kurikulum Tingkat Satuan Pendidikan KTSP. Jakarta: Diknas. Djuharie, O. S. 2007. Genre. Dilengkapi 700 Soal Uji Pemahaman. Bandung: Yrama Widya. Grabe, W., and Stoller, F. L. 2002. Teaching and researching reading. New York: Longman. Hamm, M. and Adams, D. 1992. The collaborative dimensions of learning. Norwood, NJ: Ablex Publishing. Hararit. 2007. Teaching Reading Comprehension Strategies to Student with Learning Disabilities: A Review of the Research. Review of Educational Research. Cambridge: Cambridge University Press. Harmer, J. 1985. The Practice of English Language Teaching. New York: Longman, Inc Hatch, E. and Farhady, H. 1982. Research Design and Statistic for Applied Linguistic. London: New Burry House, Inc.

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