Effect of Using STAD Technique on the Tenth Grade Students’ Reading Comprehension Achievement

Abstract

Quasi experimental rseearch with post-test only design was used in this research as the purpose of this research was to know whether there was a significant effect of using STAD technique on the tenth grade students’ reading comprehension achievement at MAN 01 Jember or not. The researcher chose MAN 01 Jember as the research area because STAD technique have never been used as technique by the English teacher in teaching reading comprehension for the tenth grade students in the 2018/2019 academic year. The number of the respondents was 68 in total. The experimental group consisted of 35 students and the control group consisted of 33 students. The respondents of this research were selected by choose two classes that had the closest mean score to be the experimental and the control groups; X IPS 1 as the experimental group and X IPS 2 as the control group. The experimental got treatment by using STAD technique, while the control group used Q-A technique. There were two kinds of data used in this research, those are the primary data and the supporting data. The primary data were gained from the students’ reading scores on post test, while supporting data were collected from the result of interview and documentation. Before the research was conducted, the researcher had conducted a homogeneity test to know whether the population was homogeneus or not by using ANOVA (Analysis of Variance) on SPSS (Statistically Package for Social Science). The homogeneity test result showed that the population was heterogeneous, as the value of the variance was 0.002 which was lower than 0.005. The primary data were collected from the post test, and then the researcher analyzed the result of the test by using independent sample T-test on SPSS to find the significant difference of the experimental group and the control group. The result of the t-test formula analysis showed that the value of the significant 2 tailed was 0.02, which means that it was lower than the significant degree (0.05). Therefore, the null hypothesis said that “there is no significant effect of using STAD technique on students’ reading comprehension achievement” was rejected. Consequently, the alternate hypothesis said that “there is a significant effect of using STAD technique on students’ reading comprehension achievement” was accepted. Regarding to the result of hypothesis verification and the discussion in the previous chapter, it can be concluded that there was a significant effect of using STAD technique on students’ reading comprehension achievement. Consequently, it is suggested that the English teacher of MAN 01 Jember usesSTAD technique since it can foster the students’ enthusiasm in learning English and create enjoyable astmosphere in the classroom. For the students, it is suggested to participate well when the teacher applies STAD technique in teaching reading. For future researchers, hopefully it can be used as a consideration to conduct a further research dealing with a similar topic by using a different research area and different research design such as a classroom action research to improve the students’ reading comprehension achievement by using STAD technique at other schools.