. THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION.

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Sophia Fithri Al_Munawwarah, 2013

THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

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THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT

TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING

READING COMPREHENSION

(A Case Study in A class of Eight Grade Students at One Public School in Bandung)

A Research Paper

Submitted to English Education Department of FPBS UPI as a partial fulfillment for the requirement of Sarjana Pendidikan degree

Sophia Fithri Al-Munawwarah 0802570

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

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THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT

TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING

READING COMPREHENSION

(A Case Study in A class of Eight Grade Students at One Public School in Bandung)

Oleh

Sophia Fithri Al-Munawwarah 0802570

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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Sophia Fithri Al_Munawwarah, 2013

THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

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ABSTRACT

This study aims to investigate the benefits of implementing cooperative learning with

STAD technique in teaching reading comprehension and the students’ responses toward the

implementation of STAD technique. This study was conducted based on the assumption that STAD technique can be a recommended technique in teaching English for EFL students (Wichadee, 2006). The study employed case study approach, and the data were collected through observation, interview, written documents, and dependent t-test to gain relevant data. The results of the study were in line with the previous findings from the studies conducted by Slavin (1995) and Wichadee (2006) that STAD technique is effective to be used as teaching technique since the students show great attention during the lesson. The research findings of this study discover some benefits of STAD technique, as follows: (1) engaging students in

reading activity; (2) increasing students’ motivation to practice actively in the learning

process; (3) helping students to solve their problems in comprehending the texts; (4)

developing students’ social skill; (5) creating enjoyable learning atmosphere; and (6) enhancing students’ reading comprehension skills. In addition, the students’ responses toward

the implementation of STAD technique in teaching reading were positive. Based on these findings, it is recommended that STAD technique be implemented in teaching reading comprehension.

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THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

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STATEMENT OF AUTHORIZATION ...Error! Bookmark not defined. PREFACE ...Error! Bookmark not defined. ACKNOWLEDGEMENTS ...Error! Bookmark not defined. ABSTRACT ...Error! Bookmark not defined. TABLE OF CONTENTS ... 1 LIST OF TABLES ... 4 CHAPTER 1 INTRODUCTION ...Error! Bookmark not defined. 1.1 Background of the Study...Error! Bookmark not defined. 1.2 Research Questions ...Error! Bookmark not defined. 1.3 Aims of the Study ...Error! Bookmark not defined. 1.4 The Scope of this Study ...Error! Bookmark not defined. 1.5 Significance of Study ...Error! Bookmark not defined. 1.6 Research Methods ...Error! Bookmark not defined. 1.7 Clarification of Terms ...Error! Bookmark not defined. 1.8 Organization of the Paper ...Error! Bookmark not defined. CHAPTER 2 REVIEW OF RELATED LITERATURE ...Error! Bookmark not defined. 2.1 Reading ...Error! Bookmark not defined. 2.1.1 The Nature of Reading ...Error! Bookmark not defined. 2.1.2 Reading Comprehension ...Error! Bookmark not defined. 2.1.3 Teaching Reading Comprehension ...Error! Bookmark not defined. 2.2 Cooperative Learning Method ...Error! Bookmark not defined. 2.2.1 Definition of Cooperative Learning ...Error! Bookmark not defined. 2.2.2 Theoretical Base of Cooperative Learning ...Error! Bookmark not defined. 2.2.3 Benefits of Cooperative Learning (CL) ...Error! Bookmark not defined. 2.2.4 Cooperative Learning Elements ...Error! Bookmark not defined. 2.2.5 Teacher-Talk style in Cooperative learning ..Error! Bookmark not defined.

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Sophia Fithri Al_Munawwarah, 2013

THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

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2.3.2 Application of STAD Technique in the ClassroomError! Bookmark not defined. 2.4 STAD technique in Teaching Reading ComprehensionError! Bookmark not defined. 2.5 Recount Text ...Error! Bookmark not defined. 2.6 Related Studies ...Error! Bookmark not defined. 2.7 Concluding Remark ...Error! Bookmark not defined. CHAPTER 3 RESEARCH METHODOLOGY ...Error! Bookmark not defined. 3.1 Statement of the Problem ...Error! Bookmark not defined. 3.2 Research Design ...Error! Bookmark not defined. 3.3 Site and Participants ...Error! Bookmark not defined. 3.4 Data Collection ...Error! Bookmark not defined. 3.4.1 Observation ...Error! Bookmark not defined.

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4.1 The Benefits of Implementing STAD Technique in Teaching Reading Comprehension of Recount Text ...Error! Bookmark not defined.

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Sophia Fithri Al_Munawwarah, 2013

THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

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5.1 Conclusions ...Error! Bookmark not defined. 5.2 Suggestions ...Error! Bookmark not defined. BIBLIOGRAPHY ...Error! Bookmark not defined. APPENDICES ...Error! Bookmark not defined.

LIST OF APPENDICES

Appendix A : Lesson Plans from researcher

Appendix B : Observation Sheets and Researcher’s field notes Appendix C : Coding and Categorization of the reading procedures Appendix D : Interview Transcript

Appendix E : Students’ Improvement Points, Team Summary Sheet, and Certificate Team Appendix F : Archieve of Letters

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THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

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LIST OF TABLES

Table 2.1 The Compatison between CL and Conventional Teaching

(Killen, 1996 cited in Pahrudin, 2003)...25

Table 2.2 The Criteria of Improvement point (Slavin, 1995)...39

Table 2.3 The Criteria of Awards (Slavin, 1995)...40

Table 3.1 Observed Reading Situation ( from Cooperative Learning in the Classroom, Johnson, D. W., Johnson, R.T., Holubec, E. J.,1994)...48

Table 3.2 List of Students’ Responses...50

Table 3.3 Quiz Score Sheet (Slavin: 81)...54

Table 3.4 Determining Initial Base Score...54

Table 3.5 The Criteria of Awards (Slavin, 1995: 80)...55

Table 4.1 Observation Sheet...59

Table 4.2 Observation Sheet 2...65

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THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu LIST OF FIGURE

Figure 4.1 Benefits of Implementing Cooperative

Learning: STAD Technique in Teaching Reading

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Sophia Fithri Al_Munawwarah, 2013

THE IMPLEMENTATION OF COOPERATIVE LEARNING: STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE IN TEACHING READING COMPREHENSION

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CHAPTER 1

INTRODUCTION

This chapter presents an overview of this study. This chapter consists of the whole contents of the study including the background, research questions, aims of the study, the scope of study, significance of the study, clarification of key terms, and organization of the paper.

1.1 Background of the Study

It has been known that reading is one of the crucial skills that need to be trained in learning a language. In academic context, Anderson (2003) argues that reading is the most important skill to master in order to ensure success for EFL or ESL learners. By developing reading skill, learners can pick out certain information more effectively (Karbalaei, 2010).

In fact, according to school based curriculum (KTSP) (2006), reading is an essential basic skill which needs to be learnt by junior high school students in Indonesia. The use of this skill can help them to comprehend or acquire information of a text. It can also help them to speak and write in a more accurate and in effective way (Durukan, 2010). Moreover, Mikulecky and Jeffries (1996) assume that reading comprehension is a part of life that is very important to access information of the texts. However, a text may seem like a pile of information that does not usually mention the meaning explicitly. Therefore, it is very important to give pupils reading comprehension exercise to let them get the thoughts of the text that were in the author’s mind.

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According to Reilly (2008), reading comprehension is an essential ability to understand what has been read to capture the inferred meaning. To comprehend the text, pupils may try to make sense of what they read by relating experiences and knowledge that are relevant to the ideas on the text (National Institute of Literacy, 2008). In other words, to do that activity, Kendeou and Broek (2003) state that combination of prior knowledge is considered important to comprehend texts.

However, students seem often meet difficulties in comprehending the text given. It is in line with Fitrawati (2009) who states that many learners face difficulty in understanding textbooks in English. It indicates that their reading comprehension needs to be improved. Dealing with that statement, it can be said that it is significant to make junior high school students accustomed to reading English texts. In view of this, it is necessary for the teacher to choose the appropriate method(s) that can be used for teaching English at secondary school in order to improve students’ reading ability.

In accordance with that, one of the suggested methods proposed by Wichadee (2006) in providing reading activities is cooperative learning. Cooperative learning is a part of a group work of teaching-learning techniques where students can interact with their peer to acquire and practice the elements of a subject matter or to solve the problem in teaching-learning process (Durukan, 2010). In other words, students can share their ideas about the subject matter, develop their ability to work as a team, and train them to make their own decision in a group. Moreover, Slavin (1995) and Macpherson (2007) believe that

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cooperative learning have some advantages such as, improving students’ performance and achievement in various subjects and aspects of the language, and helping the students to achieve the learning goals.

By this technique, students are allowed to work in groups to share their ideas which aim to help each others’ by discussing and arguing according to their understanding about the topic given to maximize the learning process.

In addition, great deals of research had been conducted to seek the effectiveness of cooperative learning for teaching reading. In English as second language, Wichadee (2006) reports the success of Cooperative learning (CL) method. From his study, Wichadee (2006) shows that cooperative learning method can increase students’ reading comprehension skill. Besides, he asserts that CL can be an effective way to deal with the problems faced by English teachers in Thailand.

Based on the issue above, this study attempted to describe the use of cooperative learning in junior high school learners’ reading activity and the learners’ responses toward it. The type of cooperative learning strategy to be employed in this study is Student Teams-Achievement Divisions (STAD) method. The scope of this study exposed the use of cooperative learning in reading activities in English for junior high school learners.

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Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu 1.2 Research Questions

There are two questions on the use of cooperative learning strategy in learners’ reading comprehension, as follows:

1. What are the benefits of using Cooperative Learning: STAD technique in junior high school learners’ reading comprehension?

2. What are the students’ responses toward the use of Cooperative Learning: STAD method in teaching reading comprehension?

1.3 Aims of the Study

The aims of this study are to find out:

1. The benefits of STAD technique in junior high school students’ reading comprehension activity.

2. Students’ responses toward the use of cooperative learning: STAD technique in their reading comprehension activity.

1.4 The Scope of this Study

This study limits its investigation into two aspects. The first is on how cooperative learning will help junior high school students to comprehend the reading text in English, and about the learners’ responses on the use of cooperative learning in their reading activity. Those concerns are within the context of English as foreign language.

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Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu 1.5 Significance of Study

This study is expected to provide theoretical, practical and professional benefits, as follows:

1. Theoretical benefits

The research finding can be used to enrich theories and methods in teaching reading to junior high school learners.

2. Practical benefits

These research findings are expected to be useful for learners and the implementation of teaching method of English.

a. Students

 Students can improve their ability in comprehending the English text by sharing their ideas in a small group.

 Students can gain self confidence in expressing their idea before talk to the entire members in the class.

b. The implementation of teaching method of English

 The implementation of cooperative learning in teaching reading English text for junior high school students is expected to give valuable input for teaching reading within the context of English as foreign language.

 It is also hoped that this teaching method can give solutions for junior high school students’ learning problems, especially in teaching reading comprehension.

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Also, these practical benefits could also be useful for readers who are interested in teaching secondary school learners.

3. Professional benefits

The finding of this research is expected to give benefit for teachers and school.

a. Teacher

 The teacher can know students’ ability in comprehending English texts.

 The teacher can improve the strategy on teaching reading for junior high school.

b. School

 The research findings can be used to improve the teaching English, especially by using cooperative learning.

1.6 Research Methods

This research employed both qualitative and quantitative research methods that used case study approach. It is usually used to depict social phenomenon as experienced by its participants (Yin, 2003 cited in Hood, 2009). The decision to use this method was based on the intention to get an in-depth understanding and detailed information about particular participants by investigating the process that occurred in this kind of method in teaching-learning process. As stated by Cohen (2005) that case study may be used to examine a particular case in order to gain insight into the case. In line with that definition, this study was conducted to find

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out how the use of cooperative learning method can stimulate students in comprehending the texts. Moreover, this study used to describe specific phenomena on the use of cooperative learning.

This research was conducted in a class of eight grade students at one public school in Bandung. Data collection techniques used were observation, interview, and written documents (such as, lesson plans, students’ improvement points and team recognition points). As stated by Gall and Borg (2003) multiple instruments of data collection, such as observations, documents analysis and questionnaire can be used in qualitative method. Moreover, quantitative data were collected through dependent t-test. The intention to gain the data from the three instruments was aimed to enhance the validity of the case study findings (Gall and Borg, 2003). Afterwards, the analysis of research instruments was presented in a form of descriptive explanation. Finally, the next step was drawing conclusion of the whole presented data.

1.7 Clarification of Terms a. The use

The use refers to the implementation of cooperative learning in the classroom of senior high school students.

b. Reading Comprehension

Reading comprehension is defined as intentional thinking during which meaning built through interaction between texts and readers (Harris and Hodges, 1995). In this research, the term of reading refers to reading in English for EFL that related to the topics at junior high school.

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Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu c. Cooperative learning

In this study, cooperative learning is a formal way of arranging activities where students interact with each other in a small group to acquire and practice the elements of a subject matter and to meet common learning goals (Macpherson, 2007).

d. Student Team-Achievement Divisions

Student Team Achievement Divisions (STAD) is a learning method as a part of cooperative learning. This method consists of five major components which include class presentations, teams, quizzes, individual improvement scores, and team recognition (Slavin, 1995).

1.8 Organization of the Paper

This paper is organized into five chapters, as follows: Chapter 1: Introduction

This section contains introduction which discusses the background, research questions, aims of the study, the scope of study, significance of the study, clarification of key terms and the organization of the paper.

Chapter 2: Theoretical Foundation

This section focuses on the theoretical foundation that are relevant to the study, with the use of cooperative learning as a method in teaching reading comprehension as the main issue.

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Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu Chapter 3: Methodology

This part gives clear discussion about the research method employed to the study that includes the research design, participants, data collection techniques, the research procedures, and the data analysis.

Chapter 4: Findings and Discussion

In chapter 4, the analysis and discussions of the results in the study are presented. Chapter 5: Conclusion

This chapter presents the conclusions of the study and also provides the recommendations in accordance with the study.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter elaborates the procedure of the study to find answers of research questions previously stated in Chapter 1. This chapter covers the statement of the problem, research design, site and participants, data collection techniques, and the data analysis.

1.1 Statement of the Problem

The study was intended to investigate the two questions, as follows:

1. What are the benefits of using cooperative learning: STAD technique in junior high school learners’ reading comprehension?

2. What are the students’ responses toward the use of cooperative learning: STAD method in teaching reading comprehension?

1.2 Research Design

This study applied both qualitative and quantitative research designs taking on characteristics of a case study. It is usually used to comprehend a phenomenon in depth (Creswell, 2007, cited in Liamputtong, 2011). Besides, according to Creswell (2003), case study can be based on any mixture of qualitative and quantitative evidence. In addition, Yin (1993 cited in Bassey 1999) argues that case study is a flexible form for studying a social phenomenon within its natural context.

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Furthermore, this study has similar characteristics to a case study because of several reasons. First, it attempted to describe and interpret a particular phenomenon in the classroom. As stated by Stake (2008, cited in Hood, 2009) that in case study approach, a case can be a child, a classroom of children, or an event. Second, like a case study, it was conducted in a particular case where researcher may act as a teacher (Stake, 1995 cited in Emilia, 2009). Moreover, according to Merriam (1988), this study can be classified as an evaluative case study because it involves description, explanation, and judgment. Since the teacher implemented the teaching process to evaluate its value, this study can be classified as qualitative program evaluation (Nunan, 1992, cited in Emilia, 2009).

Meanwhile, since the study aimed at comprehending the participants’ perceptions, this research design was an appropriate approach. McMillan and Schumacher (2010) also believe that case study has characteristics to find out an entity and describe it according to participants’ points of view. Relating to the definition, this study was conducted to understand and investigate whether the use of cooperative learning: STAD technique can stimulate reading comprehension activity for junior high school learners from their’ perspective. Moreover, case study was employed to describe phenomena on the use of STAD technique in reading comprehension activities.

1.3 Site and Participants

This study was undertaken at one of public junior high school in Bandung. It was selected for two reasons. First, it is located near campus, so it is accessible

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easily. Second, the researcher had ever done PPL as an English teacher there, so it could enhance feasibility for researcher to negotiate with the object of the study. It is in line with Alwasilah (2011) that it is important for researcher to establish rapport with respondents and site before conducting the study.

The participants of this study were a class of eight grader students in the school. The class was chosen since they have been learning recount text. All participants were between 13-14 years of age. They were 36 students in the class that considered of 18 females and 18 males.

The researcher as a participant observer taught all students in the class by using STAD technique. To gather data from interview, the researcher asked ten students as sample. The students were taken from high achiever students, middle achiever students, and low achiever students. The levels of students’ English proficiency were taken from their previous score.

1.4 Data Collection

The data collection techniques employed in this study were observations, interviews and written document analysis. As states by Gall and Borg (2003) and Merriam (1988) that multiple instruments of collecting data which called triangulation can be used in qualitative case study to enhance the validity of the research. As assert by Calabreses (2006) and Silverman (2006) (cited in Emilia, 2009, p. 198) that triangulation, especially in qualitative study can enhance validity and “trustworthiness” of the research. Further, Merriam (1988) conveys that there are three appropriate techniques of data collection for qualitative case

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study research, as follows: (1) observations; (2) interview; and (3) written documents. In addition, quantitative data were collected through quizzes. Each technique of data collection will be described below.

1.4.1 Observation

The observations were conducted five times, from October 9, 2012 to October 23, 2012. The type of observation in this study was participant observation because the researcher also took part as the teacher who implemented STAD technique in teaching reading comprehension of recount text. As explained by Merriam (1988) that in participant observation, the researcher observes what people do and participates in the activities. Each observation lasted for 80 minutes. The lessons were video recorded. The following activities in the class were observed by the researcher to gain data. As stated by McMillan and Schumacher (2010) that participant observation enables the researcher to get participants’ perceptions of events and processes expressed in their actions, feelings, thought, and beliefs. In conducting participant observation, “the researcher also wrote observation notes immediately after each session” (van Lier, 1988, cited in Emilia 2009, p. 198).

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To assist researcher in taking note during the lessons, an observation sheet used in this instrument, as follows:

Table 3.1

Observed Reading Situation

Activities Condition Yes No evidence

Class presentations

The students were motivated during the class presentation. The students were engaged in the activity.

The students comprehended the reading materials with ease.

teamwork (reading activity)

The students understood the reading instructions.

The students faced some difficulties on accomplishing the task.

The students in each team encouraged participation. Quiz The students answer the

questions individually. Post reading The students comprehended

the material.

( Adapted from Cooperative Learning in the Classroom, Johnson, D. W., Johnson, R.T., Holubec, E. J.,1994)

In conducting reading activity, the researcher followed the stages proposed by Slavin (1995), as follows:

a. Class presentation

Teacher started the lesson by telling the pupils about what they were going to learn. The presentation was about the activities of brainstorming ideas, motivations, and concept development. The teacher developed pupils’ understanding about recount text. In this stage, the teacher also provided a game in each meeting to introduce some key

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words related to the topic given. Teacher also used some pictures to support learners’ visual needs.

Moreover, the teacher frequently assisted pupils comprehension by asking some questions related to the material given (see Appendix A), then discussed why an answer correct or incorrect. In terms of motivation, the teacher informed that she will call the members of each team randomly, and the whole group will be rewarded based on the selected member’s performance. This aimed to make all students prepared themselves to answer some questions related to the material. b. Teamwork

After presenting the material, the students were asked to work in group which was composed of four or five students who represent a cross-section of the class in terms of academic performance. Each member of each team had to make sure that all team members are learning to prepare its members to do well on the quizzes. In this activity, the teacher gave two worksheets related to the material given and two answer sheets for each team (see Appendix A). During group work, group members’ tasks were aim to master the material and to help their teammates in comprehending the material.

c. Quizzes

In doing quiz, teacher distributed worksheet and gave students adequate time to complete the task. Students were not allowed to work together. In other words, each student must show what they have learned

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as individual. After that, teacher informed the quiz score and team score in the next meeting. From the quizzes score, teacher determined the team improvement points by computing the average improvement points of team members.

d. Post reading

This stage was usually used for checking the answer of the questions in the worksheet and summarizing the lesson. In additions, this stage also used for teacher to give reward for each team who were eligible to get certificate.

To investigate pupils’ responses toward the implementation of STAD technique, the researcher employed some code, as follows:

Table 3.2

List of students’ responses

Learning activities Students’ responses Class presentation

Teamwork Quiz (includes individual

improvement scores) Post reading

Enthusiastic: Enth Attractive: Att Reluctant: Rel Equal participation :EP Individual accountability: IA

Confused: conf Silent: sil 1.4.2 Interview

To obtain further information related to the research questions, the interview was conducted to ten students who were considered as the samples. It was applied in order to gain in-depth information which could not accessible from observation (Alwasilah, 2011). The interview employed in this study was semi structured interview since it was guided by a list of questions (Merriam, 1988).

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The interview was conducted based on the following guideline, as follows: 1. What do you think about English lesson so far?

2. From the four language skills (listening, speaking, reading, and writing), which skill do you like most?

3. Do you like reading lesson? Why?

4. Which one do you prefer, do your task on a team or individually?

5. a. Does STAD technique help you to comprehend the text? How about your team? Do you like working in your team?

b. Do you find any difficulty in working with your team? If yes, can you mention one of them?

6. What do you think about learning reading comprehension using STAD technique?

7. Do you find any benefits of STAD technique in your reading lesson? 8. What do you think if the teacher does not use STAD technique for the

learning activities?

The interview was provided after the observations were conducted. It was delivered in Bahasa Indonesia (see Appendix D) to make the respondents easier to answer the questions and to avoid misunderstanding. The interview was purposed to gather more individual and personal experiences from the participants.

1.4.3 Written Documents

Written documents were used to gather the data in order to answer the research questions. As suggested by Guba and Lincoln (1981, cited in Moleong, 2011) that it is suitable for the researcher to use documents since they were

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relevant. The documents were in the forms of syllabus of English lesson, lesson plans, students’ worksheets, students’ improvement points, and teams’ score. To gather the data, the lesson plans, students’ score, and teams’ score were examined to decide further activities during the observation. The detail of these documents can be seen in Appendix.

1.4.4 Dependent T-test

To investigate the improvement scores of the students’ reading comprehension skills, dependent t-test was used to compare the students’ base scores and their last quiz scores.

1.5 Data Analysis

After all the data were collected, they were analyzed by descriptive qualitative analysis. In order to gain valid and reliable data, the triangulation was needed (Gall and Borg, 2003). The data were analyzed and interpreted based on the information from observations, interview, and written documents. The analysis from each instrument will be presented in a form of descriptive explanation. It is in line with Miles and Huberman (1985: 54) that “in analyzing data of qualitative research, the analysis is done chiefly with words, not with numbers”. In addition, the researcher also employed quantitative data to expand an understanding and to confirm the findings from the other sources (Creswell, 2003). Further, the data were analyzed by using the framework proposed by Slavin, 1995. Besides, to answer the research question of the benefits of STAD technique, the researcher also used some theories proposed by McDonell (1992);

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Stahl & VanSickle (1992); Eric (2000); Grundman (2002); Harris and Hanley (2004); Wichadee (2006); Majoka, Daad and Mahmood (2010) (see Chapter II).

1.5.1 Observation

The data gathered from observation were recorded using observation sheets, teacher’s field notes, and video-recording. In analyzing the data, the video was applied to get deeper understanding of the class activities. In this case, the video was transcribed to capture the real situation in the class, and to support the data from teacher’s field notes and observation sheets. Afterwards, data from those instruments were interpreted and categorized to answer the research questions.

1.5.2 Interview

In analyzing data, the interview recording was replayed. The researcher transcribed the interview so that the data can be categorized. Finally, the data were interpreted into some main issues according to the research questions.

1.5.3 Written Documents

The data were in the forms of lesson plans of each meeting, students’ worksheets, students’ improvement points, and teams’ score. There are several steps to analyze data from written documents, as follows:

1. Reading all written documents

2. Selecting the documents related to research questions 3. Incorporating selected documents

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In implementing STAD technique, quiz score sheet was employed as one of written documents. It was very informative to support the data to investigate the benefits of STAD technique in the learning process. The sheet can be seen in the following table:

Table 3.3 Quiz Score Sheet Team’s name: ______________

Team members Base score Quiz score Improvement score

Total team score: Team average:

Team award:

(Slavin, 1995: 81) To calculate team summary sheet the researcher followed the steps proposed by Slavin (1995), as follows:

- Determining pupils’ base score which is taken from the students’ previous reading score. Below is the instance of determining initial base scores:

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Determining Initial Base Score Previous Quiz Initial Base Score

Quiz 1 Quiz 2 Mid test

84 68 71

Average three test scores Selvilia’s

score

223/3 = 74.33 Selvilia’s base

score

- Calculating students’ quiz score

- Calculating the students’ improvement score based on the certain criteria, as follows:

- The criteria of improvement point

Quiz score Improvement

points More than 10 points bellow starting score 5 10 points below to 1 points below starting score 10

10 points above starting points 20 More than10 points above starting points 30 Perfect paper (answer sheet is perfect) 30

- Calculating team score

- Recognizing Team Accomplishments

Three levels of awards are given. These are based on average team scores, as follows:

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Universitas Pendidikan Indonesia |Repository.upi.edu | Perpustakaan.upi.edu Table 3.5

The criteria of awards

Criterion (team average) Award

15 Good team

20 Great team

25 Super team

(Slavin, 1995: 80) Bellow is the instance of team summary sheet of group four, as follows:

Team name: group 4 Team members

Name 1st quiz 2nd quiz 3rd quiz 4th quiz

Adli F 20 20 5 S

M. Rifki 20 30 5 30

Arif Al-farizie 5 30 5 30

Niki W. 20 5 30 20

Team Average 16.25 21.25 11.25 26.7

Team Award Good

team

Great team

- Super

team

1.5.4 Dependent T-test

In analyzing data, this study employed one group pretest-posttest design to investigate students’ improvement points. The process of t-test covered two steps of calculations, as follows:

1. Normal Distribution Test

In order to test the distribution normality of the data, Kolmogorov-Smirnov test was employed in this study. The test compares the scores in the sample to a normally distributed set of scores with the same mean and standard deviation (Field, 2005). The test was conducted through SPSS 19 for Windows. In conducting normal distribution test, the researcher used 0.05 (two-tailed test) and stating the hypothesis, as follows:

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 H0 = the score of pretest is normally distributed  HA = the score of pretest is not normally distributed

The output data were interpreted by using the criteria proposed by Field (2005). Field (2005) states that if the result is non-significant (p < 0.05) it tells us that the distribution of the sample is significantly different from normal distribution (probably normal). However, if the result is significant (p > 0.05) then the distribution is not significantly different from normal distribution.

2. Dependent t-test

After getting the t value (t obtained), then it was compared with the t critical.

If t obtained ≥ t critical at the level of significance (p) = 0.05, the null hypothesis (H₀)

is rejected and the alternative hypothesis (HA) is accepted. However, if t obtained < t critical, then the null hypothesis is accepted.

1.6 Concluding Remark

This chapter has presented the research method of the study which covers; research design, site and participants, data collection, and data analysis. This study tried to to investigate the benefits of the use of STAD technique in students’ reading comprehension, and to discover their responses toward the use of STAD technique in their reading comprehension. Case study was employed as the research design. To gather the data, the researcher used four instruments, which were observation, interview, written documents, and dependent t-test. The further results from this chapter will be described in the next chapter.

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CHAPTER 5 CONCLUSIONS

This chapter includes the conclusions and the suggestions of the research. The conclusion is based on the findings and discussion in the previous chapter. Besides, this chapter also provides suggestions for further study.

5.1Conclusions

This study was administered to find out the benefits of cooperative learning: STAD technique in teaching reading comprehension of recount text, and to discover the students’ responses toward the use of STAD technique in their reading activity.

Previously, similar studies on language learning by using STAD technique in EFL context have been conducted. This study confirms findings from the previous research that cooperative learning: STAD technique is an effective way to be implemented as a teaching technique in reading lesson (Wichadee, 2006) and Senel (2008).

Referring to the findings and discussions that have been elaborated in the previous chapter, there are at least two conclusions that can be drawn. It was found that this technique is effective for the second grade students of junior high school in learning reading comprehension. This can be seen from the result of dependent t-test in the previous chapter. Thus, it can be said that STAD technique is feasible to teaching reading comprehension skills at secondary students. Based

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on the data gathered from observation, interview, and written documents, it is discernible that there were some benefits of implementing STAD technique in reading class, as follows: (1) engaging students in reading activity; (2) increasing students’ motivation to practice actively in the learning process; (3) helping students to solve their problems in comprehending the texts; (4) developing students’ social skill; (5) creating enjoyable learning atmosphere; and (6) enhancing students’ reading comprehension skills.

In addition, this research also demonstrated students’ positive responses related to the use of STAD technique in learning process. Moreover, in each meeting, the students showed a good progress in their quiz that can be seen from the students’ improvement points and team recognition. From the two conclusions above, it can be said that STAD technique is one of the teaching methods that is applicable in improving students’ academic achievement in reading comprehension lesson.

5.2Suggestions

Based on the research findings, discussions, and conclusions of the research results, there are some suggestions that are addressed to English teachers and future researchers.

The use of STAD technique is recommended to be applied for teachers in teaching reading comprehension skills. It can be an effective technique to make the students actively-engaged in the learning process, since it make them more confidence as a result of the support from their teammates.

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Furthermore, future researchers are suggested to conduct the research of the implementation of STAD technique in different language skills or in different levels, i.e. elementary students as they have different characteristics from secondary school students.

In addition, the researcher notes that there is a limitation of this study since the researcher took part as a teacher who implements STAD technique in teaching learning process. Thus, to avoid subjectivity, the researcher used multiple sources in collecting data called triangulation. Besides, to gain more objectivity, the future research can be conducted in different method and approach.

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