Effectiveness of Using (Student Team Achievement Division) STAD Technique on The Reading Comprehension Achievement of The Second Year Student at MTs Sunan Ampel Ringinrejo Kediri In The Academic Year 2011/2012

Ida Laelatul, Hidayah, (2012) Effectiveness of Using (Student Team Achievement Division) STAD Technique on The Reading Comprehension Achievement of The Second Year Student at MTs Sunan Ampel Ringinrejo Kediri In The Academic Year 2011/2012. [ Skripsi ]

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Abstract

Keywords : Effectiveness, STAD Technique, Reading Comprehension There are many problems faced by the students in reading. Some of them don’t understand about the meaning of the words and lack in vocabularies. Some of them think reading is boring activity with contacted role. The teaching and learning process in the class only read the text and answers the question based on it. This condition and situation caused some of the students feel bored when they joint in the reading class. As an English teacher, we have to be able to find an interesting technique or method in teaching English especially in mastering reading comprehension. The teacher should be able to find and use the right technique or method which is suitable with the students’ condition. Based on the explanation above, the writer is interested to find out the effects of treatment with (Student Team Achievement Divisions) STAD technique in teaching reading comprehension of the second year students at MTs Sunan Ampel Ringinrejo Kediri in the academic year 2011/2012. The formulation of the research problem is how effective is teaching using STAD technique toward reading comprehension achievement of the second year student at MTs Sunan Ampel Ringinrejo Kediri in the academic year 2011/2012? The purpose of the study is to know the effective is teaching using STAD technique toward reading comprehension achievement of the second year student at MTs Sunan Ampel Ringinrejo Kediri in the academic year 2011/2012 Research method: 1) the research design in this study was pre-experimental design with Static-group comparison. This design involves at least two group; one group receives STAD technique, the other receives a traditional, and both groups are posttested, 2) the population of this study was all students of second year students of MTs Sunan Ampel Ringinrejo Kediri in the academic year 2011/ 2012, 3) the sample was VIIIA and VIIIC class consisting of 39 students, 4) the research instrument was test, 5) the data analysis was using T test. The result showed that the students’ Mean score in teaching reading without using STAD technique is only 74.78.While the students’ mean score after they are taught using STAD technique was 84.00. the result of significant level is 0,07%. By comparing significant level 0,07% and t table at 0.05 %. It is known that significant level is bigger than t table = 0,07% >0.05 %. It’s means that Ha which states that there is significant effect of using STAD as a technique of teaching reading narrative text toward students’ reading achievement of the second year students of MTs Sunan Ampel Ringinrejo Kediri is accepted. Whereas Ho which states that There is no significant effect of using STAD as a technique of teaching reading narrative text toward students’ reading achievement of the second year students of MTs Sunan Ampel Ringinrejo Kediri is rejected. In other words, STAD technique can be used as an alternative to teach reading to the students at MTs level.

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