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While-Activity Procedure of Teaching Vocabulary Using STAD

Nur’aeni from Syarif Hidayatullah State Islamic University, Jakarta had conducted a classrom action research in 2011. Her research was intended to find empirical evidence of students reading ability development by using STAD. The data was collected from 36 second year of junior high school students. The results of this research are the students were more active and interested in learning reading activity in the classroom and there was 12.15 improvement of students’ average score of reading after using STAD. Furthermore, several studies report that STAD is the most successful cooperative learning technique for increasing student academic achievement Van Wyk, 2007; Nichols and Miller, 1998; Dat Tran, 2008, and Nur’aeni, 2011. Therefore, the researcher proposes this research to investigate whether STAD can increase students’ vocabulary achievement or not. This research is never been done before and will be completely different with preview.

2.7. Theoretical Assumption

Based on the theories above, the researcher believed that teaching using STAD technique can improve the students’ vocabulary achievement of second year of SMP Muhammadiyah 3 Bandar Lampung.

III. RESEARCH METHOD

This chapter is concerned with research design, population and sample, variables, data collecting techniques, research procedures, criteria of good test, result of the tryout test, data analysis and hypothesis testing.

3.1. Research Design

This research is quantitative study using one group pretest-posttest design. The design used one class only as the experimental class. This class was given treatment through STAD technique. This class had pretest, posttest and three times treatments. The pretest is used to find out the students’ preliminary ability and the posttest is used to look how far the increase of the students’ vocabulary achievements after the treatments. The aim of this research is to investigate whether there is any increase of students’ vocabulary achievement after being taught using STAD technique. The design is presented as follows: TI X T2 T1 : Pretest X : Treatment T2 : Posttest Hatch and Farhady, 1982

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