The effects of Student Teams and Achievement Divisions (STAD) technique on the SMA students' reading comprehension achievement - Widya Mandala Catholic University Surabaya Repository
ChapterV
Conclusionand Suggestion
66
ChapterV
Conclusionand Suggestion
This Chapterpresentsthe conclusionof this study and the suggeshon
for further studv.
5.1 Conclusion
In compliancewith modem era, English is widely used either as the
intemational langUageor the medium of instruction in the textbooks or
printed materials.Based on ttre fact above,being able to read in English is
quite important especially for the graduate high school students who are
going to pursue further studies. It is known that most of the textbooks
available at the university are written in English. tn order to understandthe
reading passagesin English, the students should be able to get the
information given in the reading passageswell so that ttrey can processthe
reading material in the foreign language. Realizing the importance of
reading, lndonesian govemment, acc.ordingto the 2004 curriculum, states
that the main objective of teachingEnglish is to increaseand developthe
students' reading ability so that high school studentsand the graduatesare
able to comprehendEnglish texts relatedto their study.
However. the fact is that most of high school studentsstill lack the
abilrryto comprehendthe Englishtext. This happensbecauseof somecases.
The first one is during the reading pro@ss; the studentstend to focus to
6',1
vocabulariesand unfamiliar words; so they read slowly, carefirlly, and try to
find the meaningof every difficult word in the dictionary. The last one is the
fact that during the teachingleaming activities, the teacherusually gives the
students the passagesand then asks them to answer the comprehension
questionsdfectly after they finish reading them. For that matter, the,yfind
diffculties in answeringthe questionsas they do not understandthe text.
Considering the problems above, this study presents STAD
In
technique to improve student's reading comprehensionachievement.
usingSTADtechniquethestudentsareaskedtoworktogetherindiscussing
andunderstancingthereadingpassagegiven.Studentsaredividedinto
of a
STAD teams based on their based score. Each team is composed
Thus,
representativefrom each of the four performance-baseddivisions.
Studentswithdifferentachievementlevelswithinateamcantutoreach
can help the
other. In other words, the studentswith high achievementlevel
studentswithlowachievgmentlevelinunderstandingthereadingpassage.
individual
After they have finished the discussion,then they have to do the
quiz.Attheendofthesessiontheteachercomputetheindividua]Scorethen
points to the
computedit lnto group score.Eachstudentcan conEibuteany
team,ifthescoreishigherthanthebasedscore.Then,theteacherrewarded
build the students'
the winning team. The reward is given in order to
motivation.
Thestatisticatcalculationofpretestandposttestscoresshowsthat
well on factual
STAD technique affects students' reading comprehension
questions,inferenc.equestions,subjectmdter questions,main idea questions
there is an
and structural questions.The statistical calculation shows that
is
improvement from pretest score to posttest score' This improvement
sipificantly
different. The statistical calculation also shows that STAD
improvessfudents'readingcomprehensionbetterttrantheconventional
technique.
to
In the STAD technique the students get much infomtatton
passagebut also
understandthe passagenot only from the teacher and the
STAD can
from other studentsthrough proc€ssof cooperation' Moreover'
process'
activate students' background knowledge needed in the reading
Theseenablestualentsto developtheir reading proficiency'
The STAD techniqueprovides each student with equal oppomrnity
togethigherscore.Itmeansthatthestudentswithlowachievementlevel
cancontributeanyscorestotheirteamiftheygetahigherscorethantheir
basedscore.Bythisscoringsystemthestudents,especiallythosewithlow
quiz becausethey
achievementlevel, will have self-confidencein doing the
competevdth their self. not with other students'
TheclasssituationSTADisdifferentfromtheclasssituationof
the studentsto
conventional technique.The conventional learning involves
worktogethertodotlretaskwlrereasSTADtechniqueinvolvesmorethan
group is responsible for
that. ln using STAD technique each student in a
The roles of the
their own leaming and also each teammate'sleaming'
teacherandstudentsarealsodifferentfromthoseint}reclasswhichusesthe
conventional tecbnique. Here, the teacher is no longer a lecturff or
transmitter of material but rather a facilitator of learning who focuseson the
leaming process by encouraging cooperation among the students' [n the
process of teaching learning activity, the students can be more active in
are not
dealing with the material or information. Besides, the students
passage'
feeling bored in reading and understandingthe English reading
5.2 Suggestions
This part deals with
suggestions for the English reading
research'
comprehensionteachersand also recommendationfor firther
5.2.1 Suggestionsfor the English Reading Comprehension Teacher
Teachingreadingcannotbeseparatedfromthematerials,learning
reading
strategies and reading technique. In order to develop students'
proficiency,ateachershotrldadjustthosethingstothestudents'abrlity'For
in
this purpose,the writer suggeststhe applicationofusing STAD technique
teachingreadingcomprehensionto SMA students'
the
When using STAD technique,the teachershould ernphasizethat
Studentshavenotfinishedsfudyrrrguntiltheyaresuretlratalltheu
readS'for the
teamrnateshave already masteredthe reading passageand
individualquiz.Duringtheteamlearningtheteacherhastomakesurethat
not for
students understand that the reading pi$sage given is studying.
tlre reading
filline out' It means that, the students have to understand
passagefirst, and after that they can answerthe cornprehensionquestions.
when the students have quesuonsduring the team leaming, the teacher
shouldhavethem ask a teammatebefore askingthe teacher'
Another suggestion in using cooperative leaming through STAD
that are
teohniqueis the teacher should monitor the class; praising teams
working well and the teachercan sit in with eachteamto monitor the team's
The teacher
activity and to listen ancl see how the mernbersare working'
slrouldalsotrytoencourageeachgroupmembertofeelresponsiblefor
participating and learning since working in group may arouse some
want
problems. For example, one group member may do nothing and
may want
everyoneelseto do the work. Or, on the other hand, one member
Another
to do everything and does not let others participate and leam'
problem that may arouse is that groups sometimes become noisy and
difficult to conffol. Therefore, the teacher should monitor and encourage
STAD
each student to feel responsible in cooperatrve leaming using
technique.
Duringtheindividualquiztheteachershouldnotletstudentswork
they
together, emphasizeto them that at this point they must show what
havelearnedas individuals.Here,the teachercan have sfudentsmove
their
deskapartifthis is Possiblepay
At last, the writer wants to suggest that the teacher should
tlre reading
attentton on two areas namely students' understanding of
and Lrow
passagecontentand students'understandingofhow to do the task
7l
teacher
to work togefher in a group. By paying attention to thosethings' the
canhelpthestrrdentstounderstandthepassagebetter.ontheotherhand,
too thrcugh
the studentscan tncreasetheir own learning and other's learning
the processof cooPerating.
5.2.2 Recommendation for Further Research
perfect'
Finally, the writer realizes that this study is far from being
Therefore,sheexpectsthattherewillbeotherresearcherswhowillcarryout
complete and
a more thorough study on cooperative teaming to give more
morevalidresult.Forfrrrtherstudies'thewriterwantstoshareher
this study, the
experiencesrelated to the weaknessfound in &is study. In
through
effect of (he cooperative leaming using STAD technique is seen
onlyonekindofinstrument(multiplechoiceitems).Itwouldbebetteriftlre
proved with
effect of cooperative leaming using STAD technique can be
type
more than one instrument, for example multiple choice and essay
items.
In her research,the witer usedthe first year of Seniorhigh school
other
studentsas the subject.Therefore,the writer hopesthat there will be
researcherswhowillconductstudiesontheuseofSTADtechniquern
to the
teachingreading cornprehensionwith other level of subjectsIt is due
variables of STAD, including the sfudents' level, that affect the students'
achievement.
readrngcomprehension
BIBLIOGRAPTTY
BIBLIOGRAPIIY
Anderson, Jonathan et al. 1969. Efficient Readin$ A Practical Guide. Sydney:
McGraw-Hill Book ComPanY'
Arcan4 l. Nyoman and Djoko. 1989. PeneantarStatistik U. Surabaya:Universitas
Widya Mandala.
Badrawi, Nazly. 1992. "The Reading Dilemma: Meeting Individual Needs". Enslish
TeachingForum,vol.30.no. 3
Bejarano, Yael. 1987. "A cooperative Small-Group Methodolory in the Language
Classroom".Tesol Ouarterelv,vol 21. no-3. New York: Longman'
'Scherna Theory and ESL Reading
carrel, Patricia and Joan c. Eisterhold.1988.
Pedagory',.InPmiciaL.Carrelaal.(ed).InteractiveAoproachesto
Secondtansuase Readine.New Yort: CarnbridgeUniversity Press'
'Toward a Realization of
Clarke, Mark A and Sandra Silberstein. 1979.
Psycholinguistic Principles in ESL Readingclass" In Michael H. Long and
JackL.Ricards(eds).MethodologyinTESOL:ABookofReadings'New
York NewburryHousePublisers.
Depdikbud.1994.
Progam Peneajaran(SBPP)
Depdikbud. 2004. Kurrikulum SekolahMeneengahAtas: Garis-Garis Besar Progarn
Peneaiaran(GBPP)
Dubin, Fraida. July 1982. "What Every EFL TeacherShould Know About Reading",
EnelishTeachingForum.Vol- )O( no.3
USA: PrenticeHall,
Ebel, Robert L. 1979.Essentialsof EducationalMeasurements.
Inc.
Eskey, David E. July 1978. "Learning to Read versus Readingto Leam" Enslish
TeachineForum.Vol. )O(, no.3
Eskey. David E. 1971. "Advanced Reading: The structure Problem", Enelish
TeachingForum.Vol. IX. No. 5
Gronlund. Norman Edward. 1982. ConstructingAchievementTest' New Jersey:
FrenticeHall, Inc.
Hadiri, A. Ralrman.Drs' Drs. Sayatno,Abdul Glrofar, S.Pd. 2003. New Standard:
Expand. Sidoarjo: SansekertaInti media'
Longman Gtoup
Heaton I B. 1979. Writine Enelish Laneuage Test. London:
Limited.
Kessler,Carolyn(ed).1992-CoonerativeLansuaeelrarnine:ATe&cher'sResource
Book. EnglewoodCtiffs: PrenticeHall'
Konare.octoberlgg4...ReadingComprehensioninLargeClasses:APractical
4
ClassroomProcedure",Enelish T€achineForum' Vol 32' no'
McWhorter'KatleenT.lg3.GuidetoC-olleeeReadine'NewYork:HarperCol|ins.
Ngadiman,A. 1990.
ensionalEqg!$
a@g!I. Malang: IKIP Malang.
In Kessler, carolyn (ed)
olsen and Kagan. 1992. "About cooperative t€armng:"
Englewood
Cliffb: PrenticeHall.
UnpublishedThesis.Widya MandalaUniverstty'
at Reading:Twenty Five
silberstein"sandra. october 1987."1rt's Take Another Look
no'4
Years of ReadingInsruction' Enelish TeachingForum' VoL )Oil/'
Simanjrrntak'EdithiaGloria.lg88.DevelopingReadingSkillsForEFLStudents.
Pengembangan
Jakarta: Depdikbud, Direktorat Jendral Pendidikan Tinggi
kmbaga PendidikanTenagaPendidikan'
New York:
John Hopkins UniversitY
Vacca,RicardT.lg8l.ContentAreaReading.Boston:Little'BrownandCompany.
*Improving Reading Comprehension:Some
Williamson, Julia. 1988.
CurrentStrategies",EnglishTeachingForum,vol XXVI' no'l
Some current
williamson, Julia. 1988. "lmprovement Reading comprehension:
Strategles",EnglishTeachingForun' Vol' XXVI' no'l
Wookfolk,AnitaE.lgg0.EducationalPsvchologv.UnitedStatesofAmerica:The
Ohio StateUniversitY
Yun,MeiYue.1989'TeachingEfficientEFLReading'EnglishTeachingForurn'vol'
)Oil/II, no.2.
Prosess: A Contextual
Zumakhsin,Drs and Drs. A Hilal Madjdi, M'Pd' 2004'
Aoproachto Learn Enslish' Jakarta:GanecaExacta'
Conclusionand Suggestion
66
ChapterV
Conclusionand Suggestion
This Chapterpresentsthe conclusionof this study and the suggeshon
for further studv.
5.1 Conclusion
In compliancewith modem era, English is widely used either as the
intemational langUageor the medium of instruction in the textbooks or
printed materials.Based on ttre fact above,being able to read in English is
quite important especially for the graduate high school students who are
going to pursue further studies. It is known that most of the textbooks
available at the university are written in English. tn order to understandthe
reading passagesin English, the students should be able to get the
information given in the reading passageswell so that ttrey can processthe
reading material in the foreign language. Realizing the importance of
reading, lndonesian govemment, acc.ordingto the 2004 curriculum, states
that the main objective of teachingEnglish is to increaseand developthe
students' reading ability so that high school studentsand the graduatesare
able to comprehendEnglish texts relatedto their study.
However. the fact is that most of high school studentsstill lack the
abilrryto comprehendthe Englishtext. This happensbecauseof somecases.
The first one is during the reading pro@ss; the studentstend to focus to
6',1
vocabulariesand unfamiliar words; so they read slowly, carefirlly, and try to
find the meaningof every difficult word in the dictionary. The last one is the
fact that during the teachingleaming activities, the teacherusually gives the
students the passagesand then asks them to answer the comprehension
questionsdfectly after they finish reading them. For that matter, the,yfind
diffculties in answeringthe questionsas they do not understandthe text.
Considering the problems above, this study presents STAD
In
technique to improve student's reading comprehensionachievement.
usingSTADtechniquethestudentsareaskedtoworktogetherindiscussing
andunderstancingthereadingpassagegiven.Studentsaredividedinto
of a
STAD teams based on their based score. Each team is composed
Thus,
representativefrom each of the four performance-baseddivisions.
Studentswithdifferentachievementlevelswithinateamcantutoreach
can help the
other. In other words, the studentswith high achievementlevel
studentswithlowachievgmentlevelinunderstandingthereadingpassage.
individual
After they have finished the discussion,then they have to do the
quiz.Attheendofthesessiontheteachercomputetheindividua]Scorethen
points to the
computedit lnto group score.Eachstudentcan conEibuteany
team,ifthescoreishigherthanthebasedscore.Then,theteacherrewarded
build the students'
the winning team. The reward is given in order to
motivation.
Thestatisticatcalculationofpretestandposttestscoresshowsthat
well on factual
STAD technique affects students' reading comprehension
questions,inferenc.equestions,subjectmdter questions,main idea questions
there is an
and structural questions.The statistical calculation shows that
is
improvement from pretest score to posttest score' This improvement
sipificantly
different. The statistical calculation also shows that STAD
improvessfudents'readingcomprehensionbetterttrantheconventional
technique.
to
In the STAD technique the students get much infomtatton
passagebut also
understandthe passagenot only from the teacher and the
STAD can
from other studentsthrough proc€ssof cooperation' Moreover'
process'
activate students' background knowledge needed in the reading
Theseenablestualentsto developtheir reading proficiency'
The STAD techniqueprovides each student with equal oppomrnity
togethigherscore.Itmeansthatthestudentswithlowachievementlevel
cancontributeanyscorestotheirteamiftheygetahigherscorethantheir
basedscore.Bythisscoringsystemthestudents,especiallythosewithlow
quiz becausethey
achievementlevel, will have self-confidencein doing the
competevdth their self. not with other students'
TheclasssituationSTADisdifferentfromtheclasssituationof
the studentsto
conventional technique.The conventional learning involves
worktogethertodotlretaskwlrereasSTADtechniqueinvolvesmorethan
group is responsible for
that. ln using STAD technique each student in a
The roles of the
their own leaming and also each teammate'sleaming'
teacherandstudentsarealsodifferentfromthoseint}reclasswhichusesthe
conventional tecbnique. Here, the teacher is no longer a lecturff or
transmitter of material but rather a facilitator of learning who focuseson the
leaming process by encouraging cooperation among the students' [n the
process of teaching learning activity, the students can be more active in
are not
dealing with the material or information. Besides, the students
passage'
feeling bored in reading and understandingthe English reading
5.2 Suggestions
This part deals with
suggestions for the English reading
research'
comprehensionteachersand also recommendationfor firther
5.2.1 Suggestionsfor the English Reading Comprehension Teacher
Teachingreadingcannotbeseparatedfromthematerials,learning
reading
strategies and reading technique. In order to develop students'
proficiency,ateachershotrldadjustthosethingstothestudents'abrlity'For
in
this purpose,the writer suggeststhe applicationofusing STAD technique
teachingreadingcomprehensionto SMA students'
the
When using STAD technique,the teachershould ernphasizethat
Studentshavenotfinishedsfudyrrrguntiltheyaresuretlratalltheu
readS'for the
teamrnateshave already masteredthe reading passageand
individualquiz.Duringtheteamlearningtheteacherhastomakesurethat
not for
students understand that the reading pi$sage given is studying.
tlre reading
filline out' It means that, the students have to understand
passagefirst, and after that they can answerthe cornprehensionquestions.
when the students have quesuonsduring the team leaming, the teacher
shouldhavethem ask a teammatebefore askingthe teacher'
Another suggestion in using cooperative leaming through STAD
that are
teohniqueis the teacher should monitor the class; praising teams
working well and the teachercan sit in with eachteamto monitor the team's
The teacher
activity and to listen ancl see how the mernbersare working'
slrouldalsotrytoencourageeachgroupmembertofeelresponsiblefor
participating and learning since working in group may arouse some
want
problems. For example, one group member may do nothing and
may want
everyoneelseto do the work. Or, on the other hand, one member
Another
to do everything and does not let others participate and leam'
problem that may arouse is that groups sometimes become noisy and
difficult to conffol. Therefore, the teacher should monitor and encourage
STAD
each student to feel responsible in cooperatrve leaming using
technique.
Duringtheindividualquiztheteachershouldnotletstudentswork
they
together, emphasizeto them that at this point they must show what
havelearnedas individuals.Here,the teachercan have sfudentsmove
their
deskapartifthis is Possiblepay
At last, the writer wants to suggest that the teacher should
tlre reading
attentton on two areas namely students' understanding of
and Lrow
passagecontentand students'understandingofhow to do the task
7l
teacher
to work togefher in a group. By paying attention to thosethings' the
canhelpthestrrdentstounderstandthepassagebetter.ontheotherhand,
too thrcugh
the studentscan tncreasetheir own learning and other's learning
the processof cooPerating.
5.2.2 Recommendation for Further Research
perfect'
Finally, the writer realizes that this study is far from being
Therefore,sheexpectsthattherewillbeotherresearcherswhowillcarryout
complete and
a more thorough study on cooperative teaming to give more
morevalidresult.Forfrrrtherstudies'thewriterwantstoshareher
this study, the
experiencesrelated to the weaknessfound in &is study. In
through
effect of (he cooperative leaming using STAD technique is seen
onlyonekindofinstrument(multiplechoiceitems).Itwouldbebetteriftlre
proved with
effect of cooperative leaming using STAD technique can be
type
more than one instrument, for example multiple choice and essay
items.
In her research,the witer usedthe first year of Seniorhigh school
other
studentsas the subject.Therefore,the writer hopesthat there will be
researcherswhowillconductstudiesontheuseofSTADtechniquern
to the
teachingreading cornprehensionwith other level of subjectsIt is due
variables of STAD, including the sfudents' level, that affect the students'
achievement.
readrngcomprehension
BIBLIOGRAPTTY
BIBLIOGRAPIIY
Anderson, Jonathan et al. 1969. Efficient Readin$ A Practical Guide. Sydney:
McGraw-Hill Book ComPanY'
Arcan4 l. Nyoman and Djoko. 1989. PeneantarStatistik U. Surabaya:Universitas
Widya Mandala.
Badrawi, Nazly. 1992. "The Reading Dilemma: Meeting Individual Needs". Enslish
TeachingForum,vol.30.no. 3
Bejarano, Yael. 1987. "A cooperative Small-Group Methodolory in the Language
Classroom".Tesol Ouarterelv,vol 21. no-3. New York: Longman'
'Scherna Theory and ESL Reading
carrel, Patricia and Joan c. Eisterhold.1988.
Pedagory',.InPmiciaL.Carrelaal.(ed).InteractiveAoproachesto
Secondtansuase Readine.New Yort: CarnbridgeUniversity Press'
'Toward a Realization of
Clarke, Mark A and Sandra Silberstein. 1979.
Psycholinguistic Principles in ESL Readingclass" In Michael H. Long and
JackL.Ricards(eds).MethodologyinTESOL:ABookofReadings'New
York NewburryHousePublisers.
Depdikbud.1994.
Progam Peneajaran(SBPP)
Depdikbud. 2004. Kurrikulum SekolahMeneengahAtas: Garis-Garis Besar Progarn
Peneaiaran(GBPP)
Dubin, Fraida. July 1982. "What Every EFL TeacherShould Know About Reading",
EnelishTeachingForum.Vol- )O( no.3
USA: PrenticeHall,
Ebel, Robert L. 1979.Essentialsof EducationalMeasurements.
Inc.
Eskey, David E. July 1978. "Learning to Read versus Readingto Leam" Enslish
TeachineForum.Vol. )O(, no.3
Eskey. David E. 1971. "Advanced Reading: The structure Problem", Enelish
TeachingForum.Vol. IX. No. 5
Gronlund. Norman Edward. 1982. ConstructingAchievementTest' New Jersey:
FrenticeHall, Inc.
Hadiri, A. Ralrman.Drs' Drs. Sayatno,Abdul Glrofar, S.Pd. 2003. New Standard:
Expand. Sidoarjo: SansekertaInti media'
Longman Gtoup
Heaton I B. 1979. Writine Enelish Laneuage Test. London:
Limited.
Kessler,Carolyn(ed).1992-CoonerativeLansuaeelrarnine:ATe&cher'sResource
Book. EnglewoodCtiffs: PrenticeHall'
Konare.octoberlgg4...ReadingComprehensioninLargeClasses:APractical
4
ClassroomProcedure",Enelish T€achineForum' Vol 32' no'
McWhorter'KatleenT.lg3.GuidetoC-olleeeReadine'NewYork:HarperCol|ins.
Ngadiman,A. 1990.
ensionalEqg!$
a@g!I. Malang: IKIP Malang.
In Kessler, carolyn (ed)
olsen and Kagan. 1992. "About cooperative t€armng:"
Englewood
Cliffb: PrenticeHall.
UnpublishedThesis.Widya MandalaUniverstty'
at Reading:Twenty Five
silberstein"sandra. october 1987."1rt's Take Another Look
no'4
Years of ReadingInsruction' Enelish TeachingForum' VoL )Oil/'
Simanjrrntak'EdithiaGloria.lg88.DevelopingReadingSkillsForEFLStudents.
Pengembangan
Jakarta: Depdikbud, Direktorat Jendral Pendidikan Tinggi
kmbaga PendidikanTenagaPendidikan'
New York:
John Hopkins UniversitY
Vacca,RicardT.lg8l.ContentAreaReading.Boston:Little'BrownandCompany.
*Improving Reading Comprehension:Some
Williamson, Julia. 1988.
CurrentStrategies",EnglishTeachingForum,vol XXVI' no'l
Some current
williamson, Julia. 1988. "lmprovement Reading comprehension:
Strategles",EnglishTeachingForun' Vol' XXVI' no'l
Wookfolk,AnitaE.lgg0.EducationalPsvchologv.UnitedStatesofAmerica:The
Ohio StateUniversitY
Yun,MeiYue.1989'TeachingEfficientEFLReading'EnglishTeachingForurn'vol'
)Oil/II, no.2.
Prosess: A Contextual
Zumakhsin,Drs and Drs. A Hilal Madjdi, M'Pd' 2004'
Aoproachto Learn Enslish' Jakarta:GanecaExacta'