THE EFFECT OF USING STAD TECHNIQUE ON READING COMPREHENSION ACHIEVEMENT OF THE GRADE EIGHT STUDENTS AT SMPN 2 JENGGAWAH JEMBER IN THE 2012/2013 ACADEMIC YEAR

Abstract

The data of this research were collected from the students’ scores of reading comprehension test, interview and documentation. The reading comprehension test scores were collected from the post test to compare the both groups after the treatment given, and the result was analyzed using t-test formula. The data analysis of the students’ reading comprehension post test scores indicated that the value of t-test was 3.49 while the value of t-table with 5% significant level with the degree of freedom 70 was 2.00. It showed that the value of t-test was higher than that of t-table (3.49 2.00). This means that the null hypothesis (Ho) saying that “There is no significant effect of using STAD technique on the grade eight students’ reading comprehension achievement at SMPN 2 Jenggawah Jember in the 2012/2013 Academic Year” was rejected. In contrast, the alternative hypothesis (Ha) that was formulated: “There is a significant effect of using STAD technique on the grade eight students’ reading comprehension achievement at SMPN 2 Jenggawah Jember in the 2012/2013 Academic Year” was accepted. Since teaching reading by using STAD technique has a significant effect in the students reading comprehension achievement. It is suggested for the English teachers to apply this teaching and learning model to teach English, especially to teach reading comprehension. Further, the students are suggested to participate well when the teacher applies STAD technique in teaching reading. By participating well, the students can comprehend more about the reading text they are learning. Moreover, it is suggested that the result of this research can be used by the future researchers as a reference or information in conducting the same study in the future researches by using different research design such as a classroom action research to improve the students’ reading comprehension through STAD technique when the students encounter problem in text comprehending or using the same design, but from different language skills.