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Sunday, April 24, 2011

IMPROVING READING COMPETENCE USING STUDENTS TEAM ACHIEVEMENT DIVISIONS (STAD) FOR THE FIRST YEAR STUDENTS OF SMP N 2 PENAWANGAN

FITRIANINGSIH , FITRIANINGSIH (2009)
Abstract
The objective of the research is to know whether STAD technique can improve the students competence in reading of VII grade of SMP Negeri 2 Penawangan. The type of the study is classroom action research (CAR). The process undertaken in this CAR uses three cycles. The subjects of the study in the research are students of class VII F of SMPN 2 Penawangan. The object of the study is STAD to improve student’s reading competence of Student’s of class VII F SMPN 2 Penawangan. The test results are gained from post test in each cycle, whereas the non-test results are gained from observation and interview. The technique of analysis is based on three main components namely data reduction, display and verification. Based on the research findings and discussion, it can be concluded that STAD can improve the students reading competence for the students of class F SMPN 2 Penawangan. It can be seen from the passing levels of the students from initial stage that is 42 into 49 in cycle I; 58 in cycle II and 75 in cycle III. Student’s achievements in reading improve from the initial stage up cycle III. Besides it can improve the student’s competence. The method in teaching may also improve the student’s motivation in lesson, they learn how to learn and discuss on group with other friend.

CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of the complex ways in learning English. It is such kind of activity to comprehend the writer’s ideas or the way the writer communicates with the readers by way of the written or printed words. Reading is important for everybody in order to cope with new knowledge in the changing world of technological age. The existence of the importance of reading will hopefully continue to increase in the years to come. Nevertheless, there are still some people who never have much initial interest or lasting interest in book and readings, so they cannot access to reading activities and reading programs. Reading programs may help students develop their language skills necessary for success. But it is hard to implement an effective reading program, especially in countries where English is treated as a foreign language. The success of implementing reading programs will depend on the student’s interest.
In relation to reading, the survey research administered by National Education Department of Republic of Indonesia showed surprising results. It is proved that reading comprehension competence of elementary school students were in a low level. Almost 76.95% of students were unable to use dictionary. Among those who were able to use dictionary, there were only about 5% who can search words in Indonesian Dictionary systematically (Muhibbin, 1995: 34).
The same condition also happens in SMPN 2 PENAWANGAN Grobogan. The problem they experienced in English is concerning reading competence. Most students, about
380 students of 640 are lack in English. It is shown from their passing grade in English that are below minimum passing grade required by the curriculum. As a more intensive observation undertaken, the problem is mostly in reading comprehension. Students are unable to comprehend the reading materials in the text. Therefore their understanding on material taught is quite poor.
The problem faced by the student’s of SMPN 2 PENAWANGAN especially class X F is difficult to read the sentences in the text, because in daily life they use Java language, so English is the third language for them after Indonesian. Students are unable to comprehend the reading materials in the text, they only guess to understand the meaning on the text. Sometimes words on English have more than one meaning, the real meaning from the dictionary and meaning from the text is different. So the students feel confused and then they will be lazy to learn English.
Based on the fact above, it is necessary for language teacher to foster reading on their students. It may be done by selecting proper materials for the students. The reading programs may be useless if it is not done properly. The teacher should select reading materials that are relevant to the student’s needs and interest. Teaching and learning process of English in Junior High School mostly emphasizes reading, listening, speaking, and writing. Beside those four language skills in teaching English such language components as vocabulary, structure, spelling etc must be paid attention to.
A good reading will improve the student’s ability in gathering ideas to communicate. To improve the student’s ability, the teacher should use appropriate method. The method should be interesting to interest students in teaching learning process. One of the methods is cooperative learning method. It is seen as an active learning process, because students will
learn more through a process of constructing and creating working in a group and sharing knowledge. Nevertheless, individual responsibility is still the key of success of learning English. A cooperative learning method is believed as being able to give chance for students to be involved in discussion has courage and critical thinking and is willing to take responsibility of his/her own learning.
Students Team Achievement Divisions (STAD) is then taken as the technique to be implemented. It is a type of cooperative learning that might overcome the problem. It is the way to give stimulus for the students to be motivated to learn so that they will be active. Using this technique the students are the center. They will be in the team that consists of various good students and weak students. Every team consists of 4-5 students. They will study together to get better achievement in the form of individual improvement scores after taking the individual quiz. Every member in a team may be responsible for their team progress so that they will get predicate super team that means they will have high achievement.
Based on the explanation above teaching reading should be emphasized in raising students motivation so that teaching learning process of reading results the better achievement. The writer is interested in conducting a research entitled: IMPROVING STUDENT’S READING COMPETENCE USING STUDENTS TEAM ACHIEVEMENT DIVISION (STAD) FOR THE FIRST STUDENT OF SMP NEGERI 2 PENAWANGAN.
B. Problem Statement
Based on the background of the study, the writer formulates the following problems:
1. How is the implementation of Student Team achievement Division (STAD) in teaching learning process of reading?
2. Can Students Team Achievement Division Tem (STAD) improve the students reading competence?
C. Limitation of the Study
In conducting this study, the writer makes limitation. The writer only focuses on the Improving Student Reading Competence Using Students Team Achievement Divisions (STAD) for the first year students of SMPN 2 PENAWANGAN in 2008/2009 academic year.
D. Objective of the Study
Generally, the study aims to improve the students reading skill, specifically it is to:
1. Describe the implementation of Student Team Achievement Division (STAD) in learning process.
2. Find whether the Students Team Achievement divisions (STAD) improve the student’s reading competence.
E. Benefit of the Study
The writer hopes that this research has two benefits in the English teaching learning process, especially in teaching learning reading. The two kinds of benefit in this research are theoretical and practical benefit:
1. Theoretical Benefit
a. The result of research can be used as an input in English teaching learning process especially on reading competence.
b. The result of research can be used as the reference for those who want to conduct a research in increasing reading competence.
2. Practical Benefit
a. The research paper may give a broader knowledge about teaching learning process to readers
b. The research paper may improve student skill in their reading competence by recognizing the result.
c. The research paper may give understanding about the problems experienced in teaching reading to students.
F. Research Paper Organization
The researcher discusses five chapters in the research. Chapter I is introduction which covers background of the study, problem statement, limitation of the study, object of the study, benefit of the study, and research paper organization.
Chapter II is review of related literature which presents previous study, notion of reading, general concept of teaching reading (the notion of teaching reading, the principle of teaching reading, the reading technique), notion of cooperative learning (definition of cooperative learning and the elements of cooperative learning), notion of students team achievement division (the concept of STAD and the preparation for implementing STAD), the importance of STAD in teaching reading and theoretical framework and action hypothesis.
Chapter III is research method that consists of type of the study, action procedures, subject of the study, object of the study, data and data source, method of collecting data and technique for analyzing data.
Chapter IV is related to the process of the implementation of teaching reading using student’s team achievement division (STAD) in teaching learning process and student’s response to do activities.
Chapter V is conclusion and suggestion.

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