This study investigated the implementation of Student Teams-Achievement Divisions (STAD) in teaching reading descriptive text and students’ opinions toward the implementation of STAD in teaching reading descriptive text. Reading is considered a difficult activity for students because it is one of the skills which are highly connected with someone’s language skill (Lems, 2010). Regarding to that reason, Student Teams-Achievement Divisions which can help students’ reading skill (Slavin, 1995) is implemented in this study.
Student Teams-Achievement Divisions (STAD) proposed by Slavin (1995) who states that STAD is a team study which consists of students from different academic achievement, genders and ethics background. The study employed a quasi experimental design in which the participants were 60 seventh graders from two classes at one of SMPN in Bandung as the sample. The data were obtained through a pre-test, and post-test which were computed one by one using independent t-test. In addition, questionnaire and interview were given to obtain further information about the technique.
The result of the study showed that after the treatment the experimental group had better reading skill. The statistical computation showed that STAD was likely to be effective in teaching reading descriptive text (tobt3.506>tcrit2.001, r= 0.42). The results of the study were consistent with previous work conducted by Wichadee (2003) in Bangkok that STAD can help students’ reading skill. Moreover, the data from questionnaire and interview showed that students responded to STAD positively but only few students said that too many repetitions bored with STAD. In addition, STAD had advantages and disadvantages as well. It was advantageous to support students’ motivation to learn the lesson, to make students have necessity in using the lesson, to have students comprehend the text more comprehensively. Based on these findings, STAD was recommended to be applied in teaching reading to help students’ reading skill.
Student Teams-Achievement Divisions (STAD) proposed by Slavin (1995) who states that STAD is a team study which consists of students from different academic achievement, genders and ethics background. The study employed a quasi experimental design in which the participants were 60 seventh graders from two classes at one of SMPN in Bandung as the sample. The data were obtained through a pre-test, and post-test which were computed one by one using independent t-test. In addition, questionnaire and interview were given to obtain further information about the technique.
The result of the study showed that after the treatment the experimental group had better reading skill. The statistical computation showed that STAD was likely to be effective in teaching reading descriptive text (tobt3.506>tcrit2.001, r= 0.42). The results of the study were consistent with previous work conducted by Wichadee (2003) in Bangkok that STAD can help students’ reading skill. Moreover, the data from questionnaire and interview showed that students responded to STAD positively but only few students said that too many repetitions bored with STAD. In addition, STAD had advantages and disadvantages as well. It was advantageous to support students’ motivation to learn the lesson, to make students have necessity in using the lesson, to have students comprehend the text more comprehensively. Based on these findings, STAD was recommended to be applied in teaching reading to help students’ reading skill.
http://repository.upi.edu/skripsiview.php?no_skripsi=12228
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