THE EFFECT OF USING STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) ON READING RECOUNT TEXT.
THE EFFECT OF USING STUDENT TEAMS ACHIEVEMENT
DIVISION (STAD) ON READING RECOUNT TEXT
A THESIS
Submitted to English Department, faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
YUSNIAR
Registration Number: 2103321051
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Yusniar. 2103321051. The Effect of Using Student Teams Achievement
Division (STAD) on Reading Recount Text. A Thesis. English Department.
Faculty of Languages and Arts. States University of Medan. 2014.
This study was aimed at investigating the effect of applying technique on
students’ achievement in reading recount text. This study used the experimental
design. The population of the study was the second grade of SMP N 3 Air Putih.
There were sixty students used as sample out of the research taken by randomly
from the population of 224 students. This study was conducted with two groups,
experimental and control group. The experimental group was taught by using
STAD while the control group by using Discussion. The instrument of collecting
the data was multiple choice tests. To obtain the result of the reliability of the test,
the researcher used the Kuder Richardson formula (KR-21). The result of the
calculation showed that the reliability of the test was 0.94, which means that the
reliability of the test is very high. The data was analyzed by using t-test formula.
The result of the analysis showed that tobserved is exceeded than ttable (4.46 > 2.00)
at the level of significance of 0.05 with the degree of freedom (df) 58. The result
of this study showed that the students’ achievement taught by using STAD in
reading recount text is higher than those who taught by using Discussion.
Keyword : Using Student Teams Achievement Division Technique, Reading
Recount Text.
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the Most
Gracious and the Most Merciful, Allah SWT who always gives her the best of this
life that indeed there is no doubt about it and the blessings to the researcher so that
she can accomplish this thesis from the first page to the last page.
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:
Prof. Dr. Ibnu Hajar Damanik, M.Si, as Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum, as the Dean of Languages and Arts
Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department
and also her examiners.
Dra. Meisuri, M.A, as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program and her Thesis Consultant.
Dra. Yunita Agnes Sianipar, M.Hum, as her Academic Advisor.
Drs. Bahtiar, M.Pd, as her Examiners.
All Lecturers who have taught her in this English Department, for
giving knowledge, advices and amazing study experiences.
Edison Rajagukguk, S.Pd, M.M, as the Principal of SMP Negeri 3
Air Putih and the English Teacher for giving permission and helping
the writer to conduct this research.
Umar M Yus and Nafsiah, her beloved parents, who always give her
everlasting love, affection, prays and hardworks.
Muhammad Syafii S.Pd.I, Hambali S.Com M.Com, Misliana and
Syahria Hariati Hasibuan Am.Keb, her belove brothers and sisters
who always give her support and pray. Annisatul Fitri and Nur
Hasanah, her lovely young sister who always help her to finish her
thesis.
Her dearest friends of Extension B 2010; Asri, Fitri, Icha, Misida,
Murni, Tiar,Vira,Yeni for their supports, guidance and prays.
Her belove friends one boarding house; Mr. Jaini S.Pd.I, Utari
Tampubolon S.Pd.I, Nurul Hilmiyani S.Pd.I, Sofia S.Pd.I, Emi
Fauziah S.Sos.I, and Winda Sari Damanik, for their supports,
guidance and prays.
Her nicest students of SMPN 3 Air Putih, who had inspired the
researcher to create the title of this study, and the most memorable of
Undines, PPLT SMPN 3 Air Putih 2013, for experiences they ever had
together.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
Februari 2015
The Researcher,
Yusniar
Reg. No.2103321051
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT .........................................................................
ii
TABLE OF CONTENTS .........................................................................
iv
LIST OF TABLES ....................................................................................
vi
LIST OF APPENDICES ...........................................................................
vii
CHAPTER I: INTRODUCTION .............................................................
1
A. The Background of Study .............................................
1
B. The Problem of Study ....................................................
3
C. The Objective of Study ..................................................
3
D. The Scope of Study ........................................................
3
E. The Significance of Study ..............................................
4
CHAPTER II: REVIEW OF RELATED LITERATURE ....................
5
A. Theoretical Framework ..................................................
5
1. The Students’ Achievement in Reading Recount Text 5
2. Reading ....................................................................
6
a. The Purpose of Reading.......................................
7
b. Reading Comprehension ......................................
8
c. Level of Reading Comprehension .......................
8
3. Text .........................................................................
10
4. Genre of Reading ....................................................
11
5. Type of Genre .........................................................
12
a. Recount Text ............................................
12
6. Cooperative Learning...............................................
15
7. Student Teams Achievement Division (STAD) ......
16
v
a. Class Presentation................................................
17
b. Team ....................................................................
17
c. Quiz ....................................................................
18
d. Individual Improvement Score ............................
18
e. Teams Recognition ..................................................
18
8. Advantages and Disadvantages of STAD ................
19
9. Discussion Technique .............................................
19
B. Conceptual Framework .................................................
22
C. Hypothesis......................................................................
24
CHAPTER III: METHODOLOGY OF RESEARCH ...........................
25
A. Research Design.............................................................
25
B. Population and Sample ..................................................
26
C. The Instruments of Collecting Data ...............................
26
D. The Procedure of Research ............................................
27
E. The Scoring System .......................................................
30
F. The Validity and Reliability of The Test ......................
31
G. Technique for Analyzing Data .......................................
32
H. Statistical Hypothesis ....................................................
33
CHAPTER IV: DATA ANALYSIS AND DISCUSSION.......................
34
A. The Data .........................................................................
34
B. Data Analysis .................................................................
35
C. Testing Hypothesis.........................................................
38
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................
40
A. Conclusions ....................................................................
40
B. Suggestions ....................................................................
40
REFERENCES ...........................................................................................
41
APPENDICES ............................................................................................
42
LIST OF TABLES
Table 2.1 The Example of Recount based on the Generic Structure ......
14
Table 3.1 Research Design .....................................................................
24
Table 3.2 Procedure of Treatment for Experimental Group ...................
27
Table 3.3 Procedure of Treatment for Control Group ...........................
28
LIST OF APPENDICES
Appendix A The Score of Pre-Test and Post-Test by the Students of Experimental
Group ................................................................................................................
41
Appendix B The Score of Pre-Test and Post-Test by the Students of
Control Group .............................................................................
42
Appendix C The Calculation of Reliability......................................................
43
Appendix D Calculation of T-test ....................................................................
46
Appendix E T-table Distribution .....................................................................
51
Appendix F Reading Test .................................................................................
52
Appendix G Lesson Plans ................................................................................
56
Appendix H Answer Sheets .............................................................................
87
CHAPTER I
INTRODUCTION
A. The Background of the Study
There are four basic skills in learning English. They are listening, speaking,
writing and reading. Reading is one of the communicative skills, it involves very
complex process. Readers need to be able to comprehend what is being discussed,
involved in the process of acquiring grammatical structures and vocabularies of
the language and meaning. As readers, we should consider about these things in
order to make our reading meaningful. Good readers understand the processes
involve in reading and consciously control them. Reversely, poor readers either do
not realize that it exists or do not know what to do about it. It means that the
purpose of reading comprehension is to get some skill in understanding the text.
Reading comprehension is a good way to develop and understand English. But
actually, most of students are difficult in reading comprehension even though they
have done it for many years. They do not know how to comprehend a text and get
some information from the text. In reading comprehension, students should be
able to read English text effectively and efficiently. To become a good reader,
student should have particular purpose before they interact with the text.
William Grabe and Fredricka L. Stoller (2002:17) said that reading for general
comprehension is in its most obvious sense, the ability to understand information
in a text and interpret it appropriately. The main goal of reading is comprehension.
Comprehension means that understanding the information that words and
sentences are communicating. It means that in order to gain the information from
a reading text we need ability to comprehend it, which is reading comprehension.
William Grabe and Fredricka L. Stoller (2002: 29) said that reading
comprehension is an extraordinary feat of balancing and coordinating many
abilities in a very complex and rapid set of routines that makes comprehension a
seemingly effortless and enjoyable activity for fluent readers. Based on the writer
experience in PPL (Practical Teaching Practice) that teaching reading
comprehension is not easy task, because teacher face some problems, such as,
many students did not interested in learning reading comprehension, when teacher
told them to tell some information for their reading text, most of them did not
have some ideas or opinions to clarify the information in the reading text. So the
process of teaching reading did not run well. This situation happened because the
strategy which used was not suitable. Commonly, teachers teach reading
comprehension by translating the reading text and the students always open the
dictionary when they want to understand the meaning of the text. In this case,
teacher should make a suitable strategy in teaching reading comprehension in
order to make the students interested.
In teaching reading comprehension, it is very important to use STAD method.
Student Teams-Achievement Division (STAD) is considered to be one of the
simplest and the most effective cooperative learning (CL) method in improving
student achievements (Eggen&Kauchak, 2001; Ghaith, 2001, Slavin, 1978).
Therefore, in learning reading comprehension, both teacher and students can be
more active to express their idea or opinion. In this case, STAD can give good
solution for teachers and students to get the education successful.
MardianaNovita (2011), conducted a research entitled ‘Improving Students’
Achievement in Reading Comprehension by Applying Student Teams
Achievement Division (STAD) technique’. The result showed that there was
significantly better learning effectiveness in reading comprehension.
WindiJuniantiSitorus (2013), conducted a research entitle ‘The Application of
Student Teams Achievement Division (STAD) in Improving Students’
Achievement in Reading Comprehension’. The finding of the research showed
that Student Teams Achievement Division (STAD) technique can be able to
improve students’ achievement in reading comprehension.
Based on the explanation given, the writer would like to conduct a research on
teaching reading by using STAD which is expected can help students in
comprehending the text and the students are able to concentrate in reading
comprehension easily.
B. The problem of the study
Based on the background of the study, the research problem is formulated as
follows:
“Is the student’s achievement taught by using Student Teams
Achievement Division (STAD) is higher than the taught by using discussion
technique?”
C. The Objective of the Study
In line with the problem, the objective of the study is to find out the using
Student Teams Achievement Division (STAD) on Student’s Achievement in
Reading Comprehension.
D. The Scope of the Study
This study deals only with reading recount by applying STAD technique.
The researcher use recount because the student can’t understand the text because
they failure to understand words and sentences in text which they read, they got
difficulties to comprehend the text.
E. The Significance of the Study
The findings of the study are expected to be useful for:
1. Teachers, to improve their ability in teaching reading by paying more
attention to the strategy of teaching reading.
2. Students, the results of this research to improve their reading skills of
English language texts, especially recount text.
3. Researchers, the results of this study as a medium for researching and
gaining experience as first thought to conduct further research, as well as
references.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data and data analysis, the researcher concludes
that there is significant effect of using Student Teams Achievement Division
(STAD) than Discussion of the students’ achievement in reading recount text.
Therefore, the formulated hypothesis as “The students’ achievement taught by
using STAD in reading recount text is higher than those taught by using
Discussion as a technique is accepted. This supported by the data analysis results
in which the t-observed (4.46) is higher than the t-table (2.00) at the significant
level of (0.05).
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions for
those who are interested in teaching reading as follows:
1. English teachers are suggested to use Student Teams Achievement
Division (STAD) as a technique in their teaching learning process in
order to improve their students’ achievement in reading recount text.
2. Students are advised to have more practices in reading, since practice
makes perfect and applying this kind of technique in reading.
3. The researchers who are interested in doing a research related to this
study should explore the knowledge more to enlarge their
understanding about how to improve students’ achievement in reading
and search others references.
REFERENCES
Arikunto. S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik (Ed XIV).
Jakarta: Rineka Cipta
Burns. 1984. Teaching Reading in Today’s Elementary School. Knoxville
University of Tenesse
Brown, H. D. 2003. Language Assessment Principles and Classroom Practices.
San Francisco State University
Brown, H. D. 2004. Language Assesment: Principles and Classroom Practices.
White Plains, New York: Pearson Education, Inc
Grabe,W and Stolhler, Fredricka L. 2002. Teaching and Researching Reading.
Harlow: Pearson Educational Limited
Heaton.J. B. 1975. Writing English Language Test. London and New York:
Longman Inc
Jones. 1994. Discussion. The Expert Educator
Slavin. 1995. Cooperative Learning: Theory, Research, and Practice. Englewood
Cliffs, New Jersey: Prentice-Hall
Siahaan, S. 2008. Generic Text Structure. Yogyakarta: Graha Ilmu.
Suryanullah. 2012. Students Teams Achievement Division (STAD) Strategy in
Teaching EFL. Journal of English: English Department, Faculty of
Languages and Literature, State University of Makassar
Ulmer, et al. 2012. Creating Games as Reader Response and Comprehension
Assessment. Journal of English
Wahidi, R. 2012. Genre of the text. Journal of English: (Downloaded from
http://rachmatwahidi.wordpress.com
DIVISION (STAD) ON READING RECOUNT TEXT
A THESIS
Submitted to English Department, faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
YUSNIAR
Registration Number: 2103321051
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Yusniar. 2103321051. The Effect of Using Student Teams Achievement
Division (STAD) on Reading Recount Text. A Thesis. English Department.
Faculty of Languages and Arts. States University of Medan. 2014.
This study was aimed at investigating the effect of applying technique on
students’ achievement in reading recount text. This study used the experimental
design. The population of the study was the second grade of SMP N 3 Air Putih.
There were sixty students used as sample out of the research taken by randomly
from the population of 224 students. This study was conducted with two groups,
experimental and control group. The experimental group was taught by using
STAD while the control group by using Discussion. The instrument of collecting
the data was multiple choice tests. To obtain the result of the reliability of the test,
the researcher used the Kuder Richardson formula (KR-21). The result of the
calculation showed that the reliability of the test was 0.94, which means that the
reliability of the test is very high. The data was analyzed by using t-test formula.
The result of the analysis showed that tobserved is exceeded than ttable (4.46 > 2.00)
at the level of significance of 0.05 with the degree of freedom (df) 58. The result
of this study showed that the students’ achievement taught by using STAD in
reading recount text is higher than those who taught by using Discussion.
Keyword : Using Student Teams Achievement Division Technique, Reading
Recount Text.
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the Most
Gracious and the Most Merciful, Allah SWT who always gives her the best of this
life that indeed there is no doubt about it and the blessings to the researcher so that
she can accomplish this thesis from the first page to the last page.
The writer would like to take her opportunity to express her deep and
sincere gratitude to the following:
Prof. Dr. Ibnu Hajar Damanik, M.Si, as Rector of State University
of Medan.
Dr. Isda Pramuniati, M.Hum, as the Dean of Languages and Arts
Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd, as the Head of English Department
and also her examiners.
Dra. Meisuri, M.A, as the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, as the Head of English Education
Study Program and her Thesis Consultant.
Dra. Yunita Agnes Sianipar, M.Hum, as her Academic Advisor.
Drs. Bahtiar, M.Pd, as her Examiners.
All Lecturers who have taught her in this English Department, for
giving knowledge, advices and amazing study experiences.
Edison Rajagukguk, S.Pd, M.M, as the Principal of SMP Negeri 3
Air Putih and the English Teacher for giving permission and helping
the writer to conduct this research.
Umar M Yus and Nafsiah, her beloved parents, who always give her
everlasting love, affection, prays and hardworks.
Muhammad Syafii S.Pd.I, Hambali S.Com M.Com, Misliana and
Syahria Hariati Hasibuan Am.Keb, her belove brothers and sisters
who always give her support and pray. Annisatul Fitri and Nur
Hasanah, her lovely young sister who always help her to finish her
thesis.
Her dearest friends of Extension B 2010; Asri, Fitri, Icha, Misida,
Murni, Tiar,Vira,Yeni for their supports, guidance and prays.
Her belove friends one boarding house; Mr. Jaini S.Pd.I, Utari
Tampubolon S.Pd.I, Nurul Hilmiyani S.Pd.I, Sofia S.Pd.I, Emi
Fauziah S.Sos.I, and Winda Sari Damanik, for their supports,
guidance and prays.
Her nicest students of SMPN 3 Air Putih, who had inspired the
researcher to create the title of this study, and the most memorable of
Undines, PPLT SMPN 3 Air Putih 2013, for experiences they ever had
together.
The writer realizes that this thesis still has the paucity, she conveniently
welcomes any suggestions, comments critics, and advices that will improve the
quality of this thesis. She hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan,
Februari 2015
The Researcher,
Yusniar
Reg. No.2103321051
TABLE OF CONTENTS
Page
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT .........................................................................
ii
TABLE OF CONTENTS .........................................................................
iv
LIST OF TABLES ....................................................................................
vi
LIST OF APPENDICES ...........................................................................
vii
CHAPTER I: INTRODUCTION .............................................................
1
A. The Background of Study .............................................
1
B. The Problem of Study ....................................................
3
C. The Objective of Study ..................................................
3
D. The Scope of Study ........................................................
3
E. The Significance of Study ..............................................
4
CHAPTER II: REVIEW OF RELATED LITERATURE ....................
5
A. Theoretical Framework ..................................................
5
1. The Students’ Achievement in Reading Recount Text 5
2. Reading ....................................................................
6
a. The Purpose of Reading.......................................
7
b. Reading Comprehension ......................................
8
c. Level of Reading Comprehension .......................
8
3. Text .........................................................................
10
4. Genre of Reading ....................................................
11
5. Type of Genre .........................................................
12
a. Recount Text ............................................
12
6. Cooperative Learning...............................................
15
7. Student Teams Achievement Division (STAD) ......
16
v
a. Class Presentation................................................
17
b. Team ....................................................................
17
c. Quiz ....................................................................
18
d. Individual Improvement Score ............................
18
e. Teams Recognition ..................................................
18
8. Advantages and Disadvantages of STAD ................
19
9. Discussion Technique .............................................
19
B. Conceptual Framework .................................................
22
C. Hypothesis......................................................................
24
CHAPTER III: METHODOLOGY OF RESEARCH ...........................
25
A. Research Design.............................................................
25
B. Population and Sample ..................................................
26
C. The Instruments of Collecting Data ...............................
26
D. The Procedure of Research ............................................
27
E. The Scoring System .......................................................
30
F. The Validity and Reliability of The Test ......................
31
G. Technique for Analyzing Data .......................................
32
H. Statistical Hypothesis ....................................................
33
CHAPTER IV: DATA ANALYSIS AND DISCUSSION.......................
34
A. The Data .........................................................................
34
B. Data Analysis .................................................................
35
C. Testing Hypothesis.........................................................
38
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................
40
A. Conclusions ....................................................................
40
B. Suggestions ....................................................................
40
REFERENCES ...........................................................................................
41
APPENDICES ............................................................................................
42
LIST OF TABLES
Table 2.1 The Example of Recount based on the Generic Structure ......
14
Table 3.1 Research Design .....................................................................
24
Table 3.2 Procedure of Treatment for Experimental Group ...................
27
Table 3.3 Procedure of Treatment for Control Group ...........................
28
LIST OF APPENDICES
Appendix A The Score of Pre-Test and Post-Test by the Students of Experimental
Group ................................................................................................................
41
Appendix B The Score of Pre-Test and Post-Test by the Students of
Control Group .............................................................................
42
Appendix C The Calculation of Reliability......................................................
43
Appendix D Calculation of T-test ....................................................................
46
Appendix E T-table Distribution .....................................................................
51
Appendix F Reading Test .................................................................................
52
Appendix G Lesson Plans ................................................................................
56
Appendix H Answer Sheets .............................................................................
87
CHAPTER I
INTRODUCTION
A. The Background of the Study
There are four basic skills in learning English. They are listening, speaking,
writing and reading. Reading is one of the communicative skills, it involves very
complex process. Readers need to be able to comprehend what is being discussed,
involved in the process of acquiring grammatical structures and vocabularies of
the language and meaning. As readers, we should consider about these things in
order to make our reading meaningful. Good readers understand the processes
involve in reading and consciously control them. Reversely, poor readers either do
not realize that it exists or do not know what to do about it. It means that the
purpose of reading comprehension is to get some skill in understanding the text.
Reading comprehension is a good way to develop and understand English. But
actually, most of students are difficult in reading comprehension even though they
have done it for many years. They do not know how to comprehend a text and get
some information from the text. In reading comprehension, students should be
able to read English text effectively and efficiently. To become a good reader,
student should have particular purpose before they interact with the text.
William Grabe and Fredricka L. Stoller (2002:17) said that reading for general
comprehension is in its most obvious sense, the ability to understand information
in a text and interpret it appropriately. The main goal of reading is comprehension.
Comprehension means that understanding the information that words and
sentences are communicating. It means that in order to gain the information from
a reading text we need ability to comprehend it, which is reading comprehension.
William Grabe and Fredricka L. Stoller (2002: 29) said that reading
comprehension is an extraordinary feat of balancing and coordinating many
abilities in a very complex and rapid set of routines that makes comprehension a
seemingly effortless and enjoyable activity for fluent readers. Based on the writer
experience in PPL (Practical Teaching Practice) that teaching reading
comprehension is not easy task, because teacher face some problems, such as,
many students did not interested in learning reading comprehension, when teacher
told them to tell some information for their reading text, most of them did not
have some ideas or opinions to clarify the information in the reading text. So the
process of teaching reading did not run well. This situation happened because the
strategy which used was not suitable. Commonly, teachers teach reading
comprehension by translating the reading text and the students always open the
dictionary when they want to understand the meaning of the text. In this case,
teacher should make a suitable strategy in teaching reading comprehension in
order to make the students interested.
In teaching reading comprehension, it is very important to use STAD method.
Student Teams-Achievement Division (STAD) is considered to be one of the
simplest and the most effective cooperative learning (CL) method in improving
student achievements (Eggen&Kauchak, 2001; Ghaith, 2001, Slavin, 1978).
Therefore, in learning reading comprehension, both teacher and students can be
more active to express their idea or opinion. In this case, STAD can give good
solution for teachers and students to get the education successful.
MardianaNovita (2011), conducted a research entitled ‘Improving Students’
Achievement in Reading Comprehension by Applying Student Teams
Achievement Division (STAD) technique’. The result showed that there was
significantly better learning effectiveness in reading comprehension.
WindiJuniantiSitorus (2013), conducted a research entitle ‘The Application of
Student Teams Achievement Division (STAD) in Improving Students’
Achievement in Reading Comprehension’. The finding of the research showed
that Student Teams Achievement Division (STAD) technique can be able to
improve students’ achievement in reading comprehension.
Based on the explanation given, the writer would like to conduct a research on
teaching reading by using STAD which is expected can help students in
comprehending the text and the students are able to concentrate in reading
comprehension easily.
B. The problem of the study
Based on the background of the study, the research problem is formulated as
follows:
“Is the student’s achievement taught by using Student Teams
Achievement Division (STAD) is higher than the taught by using discussion
technique?”
C. The Objective of the Study
In line with the problem, the objective of the study is to find out the using
Student Teams Achievement Division (STAD) on Student’s Achievement in
Reading Comprehension.
D. The Scope of the Study
This study deals only with reading recount by applying STAD technique.
The researcher use recount because the student can’t understand the text because
they failure to understand words and sentences in text which they read, they got
difficulties to comprehend the text.
E. The Significance of the Study
The findings of the study are expected to be useful for:
1. Teachers, to improve their ability in teaching reading by paying more
attention to the strategy of teaching reading.
2. Students, the results of this research to improve their reading skills of
English language texts, especially recount text.
3. Researchers, the results of this study as a medium for researching and
gaining experience as first thought to conduct further research, as well as
references.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the result of the data and data analysis, the researcher concludes
that there is significant effect of using Student Teams Achievement Division
(STAD) than Discussion of the students’ achievement in reading recount text.
Therefore, the formulated hypothesis as “The students’ achievement taught by
using STAD in reading recount text is higher than those taught by using
Discussion as a technique is accepted. This supported by the data analysis results
in which the t-observed (4.46) is higher than the t-table (2.00) at the significant
level of (0.05).
B. Suggestions
Based on the conclusion above, the researcher gives some suggestions for
those who are interested in teaching reading as follows:
1. English teachers are suggested to use Student Teams Achievement
Division (STAD) as a technique in their teaching learning process in
order to improve their students’ achievement in reading recount text.
2. Students are advised to have more practices in reading, since practice
makes perfect and applying this kind of technique in reading.
3. The researchers who are interested in doing a research related to this
study should explore the knowledge more to enlarge their
understanding about how to improve students’ achievement in reading
and search others references.
REFERENCES
Arikunto. S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik (Ed XIV).
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