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 6
th
2013 November 8
th
2013 Giving the Pre-test
November 8
th
2013 November 21
th
2013 Giving a treatment to the
Experimental Class November 22
th
2013 November 24
th
2013 Giving the Post-test
November 24
th
2013 November 27
th
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
Ibid., p. 133.
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
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