A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING COOPERATIVE INTEGRATED READING AND COMPOSITION AND STUDENT TEAMS-ACHIEVEMENT DIVISION METHODS TOWARDS STUDENTS’ READING ABILITY

NIKMATUL LAILIAH, 1723143125 (2018) A COMPARATIVE STUDY ON THE EFFECTIVENESS OF USING COOPERATIVE INTEGRATED READING AND COMPOSITION AND STUDENT TEAMS-ACHIEVEMENT DIVISION METHODS TOWARDS STUDENTS’ READING ABILITY. [ Skripsi ]

	Text COVER.pdf Download (1MB)
	Text ABSTRACT.pdf Download (467kB)
	Text TABLE OF CONTENT.pdf Download (220kB)
Preview	Text CHAPTER I.pdf Download (341kB) | Preview
Preview	Text CHAPTER II.pdf Download (372kB) | Preview
Preview	Text CHAPTER III.pdf Download (378kB) | Preview
Preview	Text CHAPTER IV.pdf Download (609kB) | Preview
	Text CHAPTER V.pdf Download (202kB)
	Text REFERENCE.pdf Download (216kB)

Abstract

ABSTRACT Lailiah, Nikmatul. Student Registered Number. 1723143125. 2018. A Comparative Study of Cooperative Integrated Reading and Composition (CIRC) and Student Teams-Achievement Division (STAD) Methods towards Students’ Reading Ability. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor : Nany Soengkono Madayani, M. Pd. Keywords: CIRC (Cooperative Integrated Reading and Composition), STAD (Student Teams-Achievement Division), and reading comprehension CIRC (Cooperative Integrated Reading and Composition) and STAD (Student Teams-Achievement Division) methods are included in the cooperative learning. CIRC and STAD helps students understand material that gave by teachers through study group. Study group helps students reduce their anxiety in learning process and make students have responsibility to the group. One of the students’ difficulties in learning reading is reading comprehension. Reading comprehension demands students to understand the text in whole. Through group study students reduce the difficulties in reading comprehension and increase their confidence in understanding the text. So, through this methods teachers become the facilitator and guide students in group study where students can study in their own way to comprehend the text. The formulation of the research problems were: 1) How is the students’ ability in reading comprehension analytical exposition text taught by using Cooperative Integrated Reading and Composition (CIRC)?, 2) How is the students’ ability in reading comprehension analytical exposition text taught by using Student Teams-Achievement Division (STAD)?, 3) Is there any significant difference of the ability in reading comprehension analytical exposition text of students who were taught by using Cooperative Integrated Reading and Composition (CIRC) and those who were taught by using Student Teams-Achievement Division (STAD)?, 4) Which method is more effective to improve the students’ ability in reading comprehension analytical exposition text of the second grade students in MAN 2 Tulungagung? The purposes of this study were to: 1) to find out the students’ ability in reading comprehension analytical exposition text taught by using Cooperative Integrated Reading and Composition (CIRC). 2) To find out the students’ ability in reading comprehension analytical exposition text taught by using Student Teams- Achievement Division (STAD). 3) To identify the significant difference of the ability in reading comprehension analytical exposition text of students who were taught by using CIRC and those who were taught by using STAD. 4) To compare the effectiveness of teaching using Cooperative Integrated Reading and Composition (CIRC) and Student Teams-Achievement Division (STAD) to improve the ability in reading comprehension analytical exposition text of the second grade students in MAN 2 Tulungagung. Research method: 1). the research design in this study was comparative design with quantitative approach, 2). the population of this research was all students of second grade at MAN 2 Tulungagung, 3). the sample were XI-MIA 4 class consisting of 38 students and XI-MIA 5 class consisting of 36 students, 4). the research instrument was test, 5). the data analysis was using t-test. The result showed that the students’ scores taught by using Cooperative Integrated Reading and Composition (CIRC) method was 84.66 while the score taught by using Student Teams-Achievement Division (STAD) method was 79.53. The t-count was 3.271. It was higher than t-table at either 5% significant level. In the 5% level, the value was 1.993. So, the value was significant at 5%. It can be seen that 3.271 > 1.993. It means that Ha states that there is significant different score in reading comprehension analytical exposition text of students by using Cooperative Integrated Reading and Composition (CIRC) and Student Teams-Achievement Division (STAD) methods at second grade students of MAN 2 Tulungagung is accepted. Whereas, Ho which states that there is no significant different score in reading comprehension analytical exposition text of students by using Cooperative Integrated Reading and Composition (CIRC) and Student Teams-Achievement Division (STAD) methods at second grade students of MAN 2 Tulungagung is rejected. In the other word, Cooperative Integrated Reading and Composition (CIRC) method is proven better than Student Teams-Achievement Division (STAD) method in teaching reading comprehension analytical exposition text at senior high school level.

Actions (login required)

View Item