(A Pre-Experimental Study at the Eight Grade of the First...

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THE EFFECTIVENESS OF USING STUDENT TEAJVISACHIEVEJVIENT DIVISIONS (STAD) TECHNIQUES IN

TEACHING READING

(A Pre-Experimental Study at the Eight Grade of the First Semester in SA1PN I

Pakuhaji}

By

BA YU KURNIA \VAN

NIJVI.109014000137

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SY ARIF HIDA YATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i <,_,

THE EFFECTIVENESS OF USING STUDENT TEAMSACHIEVEMENT DIVISIONS (STAD) TECHNIQUES IN

TEACHING READING

(A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN I

Pakuhaji)

"A Skripsi"

Presented to the Faculty ofTarbiya and Teachers Training in Partial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education

......... '-11111

By

BAYU KURNIAWAN

NIJ\i.109014000137


FACULTY OF TARBIYAH AND TEACHERS TRAINING

SY ARIF HIDA YATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

Lrr t~~rviA l I 'Cff;'.:\ f l - - ' - - - f

THE EFFECTIVENESS OF USINlTSTUDENT TEAMS--···· ACHIEVEMENT DIVISIONS (STAD) TECHNIQUES IN TEACHING

READING

(A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN 1 Pakuhaji)

"A Skripsi"

Presented to the Faculty ofTarbiya and Teacher's Training in Pmiial Fulfillment of the Requirements for Degree of S.Pd. in English Language Education

By

BAYU KURNIA WAN

NI!Vl.109014000137

Approved by the Advisor

/

Siti Nurul Azkiyah, !Vl.Sc., Ph.D NIP.19760511 200501 2 003

Y enny Rahmawati, !Vl.Ed


FA CUL TY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers Training certifies that the "skripsi" (Scientific Paper) entitled "THE EFFECTIVENESS OF USING STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) TECHNIQUES IN TEACHING READING" (A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN I Pala1haji), written by Bayu Kurniawan, student's registration number 109014000137 was examined by the Committee on April, 10th 2014. The "skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of"S.Pd" (Bachelor of Arts) in English Language Education at the English Department.

CHAIRMAN

SECRETARY

EXAMINER I

EXAMINER II

Jakarta, April IO'h 2014

EXAMINATION COMMITTEE

Drs. Syauki, M.Pd NIP.19641212 199103 1 002

Zaharil Anasy, M.Hum NIP.19761007 200710 1 002

(

Dr. M. Farkhan, M.Pd ( NIP. 19650919 200003 1 002

)

~ Teguh Khaerudin, M. Ap~---~---"''ll~ ) NIP.198110312011011 006 ~-"

Acknowledged By Dean ofTarbiyah and Teachers Training

Dra. N rleua Rifa'i, M.A., Ph.D NIP.19591020 198603 2 001

UIN JAKARTA Tgl. Terblt 1 Maret 2010 FITK FORM (FR) 1-N....:o=-.-R-ev-is~i:--~01~----i Jl Ir. H. JuandaNo95 Ciputat.15412/ndone:s/a Hal 1/1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,:

Nama : Bayu Kurniawan

Tempat, Tgl. Lahir : Klaten, 26 Mei 1991

NlM : 109014000137

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness of Using Student Teams -

Achivement Disvisions (STAD) Technique in Teaching

Reading. (,4 Pre-Experimental Study at the Eight Grade of

the First Semester in SMPN I Pakuhaji).

Dosen Pembimbing : 1. Siti Nurul Azldyah, M.Sc., Ph.D.

2. Y enny Rahmawati, M.Ed.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar basil karya sendiri dan saya

bertanggungjawab secara akademis atas apa yang saya tulis.

Pemyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, April 2014

Mahasiswa Ybs.

Bayn Kurniawan Nll\f. 109014000137

ABSTRACT

Bayu Kurniawan (NIM: 109014000137). The Effectiveness Of Using Student Teams-Achievement Divisions (STAD) Techniques in Teaching Reading; A Pre-Experimental Study at the Eight Grade of the First Semester in SMPN 1 Pakuhaji in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

The Advisors: 1. Siti Nurul Azkiyah, M.Sc., Ph.D 2. Y enny Rahmawati, M.Ed

Keywords: Student Teams-Achievement Divisions (ST AD) Technique, Cooperative Learning, Reading Comprehension, Recount Text.

Since the Student Teams-Achievement Divisions technique can help students to achieve their academic objective, to motivate them in reading, and to have individual accountability and equal opportunity for success, the writer is interested in conducting a research in the application of ST AD in improving students' reading comprehension. This research is intended to find empirical evidence whether the use of STAD technique at the Eight Grade of the First Semester in SMPN 1 Pakuhaji is effective in improving students reading comprehension. This study is held on September to November 2013 at SMPN 1 Pakuhaji. The writer uses quantitative method which design is pre-experimental study. The sa.rnpling technique used in this study is cluster random sampling. By using this sample technique, the writer chooses 8E which consist of 43 students as the sample of this study. Finally, the data are analyzed by using !test formula.

The result of manual calculation shows that value of the t 0 is 13.25. Therefore, the value of df 42 at the degree of significance I% or !table of df 42 is 2.69. It can be said that in significance I%, t0 > ttab1e= 13.25 > 2.69. According to the criteria of the test, the result shows that there is a significant difference between students' achievement in reading comprehension of recount text by STAD technique. It means that the technique of STAD is effective and applicable at the Eight Grade of the First Semester in SMPN 1 Pakuhaji towards students' reading comprehension of recount text.

ABSTRAK

Bayu Kurniawan (NIM: 109014000137). Keefektivitasan Teknik STAD terhadap Pemahaman Membaca Siswa; Sebuah Penelitian Pre-Eksperimen di Kelas VIII Semester Pertama SMPN 1 Paknhaji pada Talrnn Ajaran 2013/2014. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyal1 dan Keguruan Universitas Islam Negeri SyarifHidayatullal1, 2014.

Dosen Pembimbing: 1. Siti Nurul Azkiyah, M.Sc., Ph.D 2. Yenny Rahmawati, M.Ed

Kata Kunci: Teknik STAD, Pembelajaran Kooperatif, Pemallaman Membaca, Teks Recount,

Berdasarkan teori ballwa teknik ST AD dapat membantu siswa dalam mencapai tujuan pembelajaran, memotivasi siswa dalam membaca, dan merniliki rasa tanggung jawab serta memiliki kesempatan yang sama dalam mencapai kesuksesan, ha! ini mendorong penulis untuk melakukan penelitian dengan menerapkan teknik STAD untuk meningkatkan pemahaman mernbaca siswa Tujuan penelitian ini adalal1 untuk menernukan data - data empiris mengenai apakah penggunaan teknik STAD pada kelas VIII Semester Pertama SMPN 1 Pakuhaji efektif digunakan dalam meningkatkan pemahaman membaca siswa. Penelitian ini telal1 dilaksanakan pada bulan September - November 2013 di SMPN 1 Pakuhaji. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain penelitian yaitu pre-eksperimen. Teknik pengambilan sampel yang digunakan yaitu cluster random sampling. Dengan menggunakan teknik ini penulis memilih kelas SE yang terdiri dari 43 siswa sebagai sampel dalam penelitian ini. Setelal1 itu, data yang didapat dianalisis dengan menggunakan rumus !test·

Hasil dari perhitungan manual menunjukkan bahwa nilai perhitungan dengan perhitungan manual t0 adalah 13.25. Adapun nilai df 42 pada taraf signifikansi 1 % atau !table pada df 42 adala11 2.69. Berdasarkan hasil tersebut, dapat disimpulkan bahwa dalam taraf signifikansi 1 %, t0 > !cable= 13.25 > 2.69. Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa terdapat perbedaan signifikan antara prestasi belajar siswa dengan diberi perlakuan teknik ST AD dalam pemahaman membaca siswa terhadap teks recount. Dengan demikian dapat disimpulkan bahwa teknik STAD efektif digunakan dan dapat diterapkan di kelas VIII Semester Pertama SMPN 1 Pakuhaji terhadap pemallaman membaca siswa dalam teks recount.

ACKNOWLEDGEMENT

In the name of Allah, tlte Beneficent and Merciful

Praised be to Allah, Lord of the world, who has given mercy and blessing to

the writer in finishing this "skripsi". Peace and salutation be upon to the prophet

Muhammad SAW, his family, his companion, and his adherence.

This "skripsi" is presented to the English Education Departement, the

faculty of Tarbiya and Teacher's Training Syarif Hidayatullah State Islamic

University Jakarta as a partial fulfillment of the requirements for the degree fo

S.Pd. in English Language Education.

First, the writer would like to express the greatest gratitude to his beloved

family, Mr. Wiji and Mrs. Sutami as his parents, to his brother Gilang Adjie

Pangestu for their prayers, love, support, and motivation to the writer.

The writer also would like to address his great honor and attitude to his

advisors, Siti Nurul Azkiyah, M.Sc., Ph.D and Yenny Rahmawati, M.Ed who

have sacrificed their energy and valuable time for the writer to give consultations

with full of help, care guidance, and valuable advices during the writer developing

this "skripsi".

The writer's sincere gratitude also goes to:

1. All lecturers of English Education who have taught the writer useful

knowledge and skills.

2. Drs. Syauki, M.Pd., the Head of English Education Departement.

3. Zaharil Anasy, S.Pd. as the secretary of English Eduaction Departement.

4. Nida Husna, M. Pd., MA TESOL as the writer's academic advisor for her

support and motivation for the writer dusring finishing this "skripsi".

5. H. Firmansyah, S.Pd. M.Pd, the Headmaster of SMPN I Pakuhaji for

giving permission to the writer to do observation and research.

6. Nurhayati, S.Pd. as the English Teacher at SMPN I Pakuhaji.

7. All his friends at Islamic State University of Syarif Hidayatullah Jakarta

especially students in D class 2009 English Education Departement for

their support and friendship, he also would like to th"nk Siti Tnnnropni f'Ar

her help, love, support, and motivation for the writer during finishing this

"skripsi".

8. His friends who give contribution and idea, Nurlaila IJ, Dita, Aditya

Salman, Lihnawati Sandewi, Cipto, and Yuliyanah.

May Allah bless them for all what they have done, because only Allah who

knows how much contributions and motivation received by the writer, and finally

the writer admits that his writing is still far from being perfect; therefore he hopes

some suggestions and criticizes from the reader for this "skripsi" and it will be so

valuable for him and for a better thing in the future. Amiin.

Jakarta, April 2014

The writer

TABLE OF CONTENTS

TITLE ................................................................................................... .

APPROVAL.......................................................................................... 11

ENDORSEMENT SHEET................................................................... m

SURAT PERNYATAAN KAR YA SENDIRI......................................... 1v

ABSTRACT........................................................................................... v

ABSTRAK .............................................................................................. VI

A CKN 0 WLED G EMENT .................................................................... Vll

TABLE OF CONTENTS ····································································· IX

LIST OF TABLE.................................................................................. xii

LIST OF APPENDICES...................................................................... xm

CHAPTER I : INTRODUCTION....................................................... 1

A. The Background of the Study ...... .. ...... .... ........... ...... .. .. ... ...... ............ 1

B. The Problem Identification of the Study............................................ 5

C. The Problem Formulation and Limitation of the Study..................... 6

D. The Objective of the Study................................................................ 6

E. The Significance of the Study .... .. ... ............. ............ ..... .... ........ ......... 6

CHAPTER II : THEORETICAL FRAMEWORK........................... 7

A. Cooperative Learning......................................................................... 7

I. The Understanding of Cooperative Learning ................................. 7

2. The Principle of Cooperative Learning .......................................... 8

3. The Techniques of Cooperative Leaming...................................... 1 O

4. The Understanding of SIAD.......................................................... 11

5. The Techniques of Using SIAD.................................................... 13

6. The Advantages and Disadvantages of STAD ............................... 15

B. Reading.............................................................................................. 16

I. The Understanding of Reading....................................................... 16

2. The Purpose of Reading.................................................................. 17

3. The Kinds of Reading . .. . .. . .. . .. . .. . .. . .. . . .. . .. . . 1 o

CHAPTER V: CONCLUSION AND SUGGESTION..................... 52

A. Conclusion ......... .. ............ .. .... .............. .. ..... ...... .. ........................... .... 52

B. Suggestion.......................................................................................... 52

BIBLIOGRAPHY................................................................................. 53

APPENDICES....................................................................................... 57

LIST OF TABLES

Table 2.1 The Team Summary Sheet..................................................... 13

Table 2.2 Assigning the Students to Team............................................. 14

Table 3.1 The Timeline Design.............................................................. 35

Table 3.2 The Schedule of Treatment.................................................... 37

Table 3.3 Content Validity..................................................................... 39

Table 3.4 Number of Text...................................................................... 40

Table 4.1 The Pre-test Score.................................................................. 43

Table 4.2 The Post-test Score................................................................. 44

Table 4.3 Normality of the Test............................................................. 45

Table 4.4 Homogeneity of the Test........................................................ 46

Table 4.5 The Comparison of the Students' Pre-test and Post-test Score in the

Experimental·C]ass................................................................. 47

LIST OF APPENDICES

Appendix 1 Pre-test and Post-test Instrument....................................... 57

Appendix 2 Validitas Soal Pre-test dan Post-test................................. 62

Appendix 3 Kisi-Kisi Penulisan Soal Pre-test dan Post-test................ 68

Appendix 4 Tabet Nilai "t"untuk Berbagai df..................................... 70

Appendix 5 Tabel Nilai "D"untuk Uji Kolmogorov-Smirnov .............. 71

Appendix 6 Syllabus.............................................................................. 72

Appendix 7 Lesson Plan........................................................................ 75

Appendix 8 Teaching Materials............................................................ 85

Appendix 9 Surat Bimbingan Skripsi .................................................... 98

Appendix 10 Surat Jzin Penelitian ......................................................... 99

Appendix 11 Surat Keterangan Penelitian ............................................ 100

Appendix 12 Surat Pengesahan Proposal Skripsi ................................. 101

CHAPTER I

INTRODUCTION

This chapter is a general outlines of what this research deals with. It

describes the background of the study, the problem formulation and the limitation

of the study, the objective of the study, and the significance of the study.

A. The Background of the Study

Teaching and learning cannot be separated; they are two processes that

are related to each other. Teaching is an activity of point out or assists

someone to learn how to do something, provides the instructions, guides

someone to study, and brings on to know or understand. 1 Meanwhile, learning

is viewed as a process of acquire or find out the knowledge of a subject or

skill by study, or by an experience.2 Teaching is guiding and facilitating

learning, enabling the learner to learn and setting the conditions for learning.

In most Indonesian schools, English is taught as a foreign language.

Now, English is taught to the students from elementary to university. Even in

some kindergartens, English is given to build up their capability m usmg

English or in order to make them know English earlier.

Mastering English language is not an easy one. Before we master the

language, we need to know the components of English language. There are

three components of English: grammar, vocabulary, and pronunciation. In

addition, we have to master the four language skills of English: reading,

writing, speaking, and listening. Those all components are important to master

English language.

As one of the language skills, reading is the most important foreign

language skill, especially in the situation where the students have to read

English material for their own particular subject but may never have to speak

1 H. Douglas Brown. Principle of Language Learning and Teaching, Fifth Edition, (New York: Pearson Education Inc., 2007), p. 7. • 2 YJ • 1 ~

2

the language.3 This means that, the ability to read text in English will

contribute a great deal of advantages either for careers, or for study purposes.

The ability to read a text is also to find information or a pleasure. So, the need

for mastering reading skill cannot be alleviated by the people in the world.

Reading is one of the four aspects that has to be learnt by the

Indonesian students in the classroom. According to Competency Standard of

reading - (SK)- and the Basic Competency - (KD) - in the School - Based

Curriculum - (KTSP), the first semester of the Eight Grade students in Junior

High School are expected to be able to comprehend both the functional text

and a simple essay such us recount, and descriptive text in their nearest

environment in mastering reading skill. 4 This means that, the students have to

get the best of those texts in reading in order to continue their study to the next

semester.

It is realized that the accomplishment of the instructional objectives of

the teaching reading skill is not easy and simple, either for the teacher or for

the students. Based on the writer's observation at SMPN 1 Pakuhaji, there are

some problems which students faced in learning reading skill. First, most of

students have the ability to recognize the word from the dictionary, but they

cam1ot draw a conclusion from the paragraph or reading passage. Second, the

students. are uninterested in reading an English text; it is caused by their lack

of motivation and confident in reading. Therefore, they decide to cheat to their

friends when they have to answer the questions from the reading passage.

Third, the teaching learning process tends to be a teacher-centered, which

means that the students are passive in teaching learning process. The students

only receive the information from the teacher; the teacher dominates in the

teaching and learning process.

In addition, the conditions of the students' problem are as follow: first,

most of first semester students of VIII class of SMPN 1 Pakubaji are still

3 Jo McDonough, and Christopher Shaw, Material and Method in ELT, Second Edition, (Oxford: Blackwell Publishing, 2003), p.89.

4 DEPDIKNAS, Standar Kompetensi dan Kompetensi Dasar SMP/MTS, (Jakarta: Badan ~t<>nrl<>r l\J '>C'1nn"' 1 PA-nrl ;,-t;i/..,n '){'\/),('\ "" 1 '2 (\

3

difficult to achieve the minimum mastery criterion- (KKJvf) - targets because

their knowledge of English are minimum. The minimum mastery criterion of

English subject in SMPN 1 Pakuhaji is 72, and based on the latest test (mid

test in the first semester) only a few students who pass the KKM and almost all

of them fail to achieve the KKM. Second, in reading skill, students are unable

to comprehend the reading materials in the text; they only guess the meaning

on the text. Third, the classes in SMPN 1 Pakuhaji consist of more than 45

students; hence, it might be difficult to make teaching · learning activity

effectively.

Based on the writer's unstructured interview to the teacher that

concerning on the students'. activities in teaching learning process of reading

skill, the writer assumes that the teacher in SMPN 1 Pakuhaji applied

conventional method to teach reading. It could be seen from the teaching

learning process. The teaching learning process seemed to be monotonous,

because the teaching focuses on written text and aims only to make the

students able to read aloud the text and not to comprehend it. In addition to

reading, the next activity is translating the whole passage into Bahasa

Indonesia and finding the difficult words. Furthermore, the teacher tends to

dominate the teaching learning process. Although the students have low

ability, the teacher should not dominate the process. Therefore, the students

cannot participate in the classroom and this condition made the students get

bored and loses interest in the subjects. In the end, this condition may affect

their reading ability.

According to the problems above, it is necessary for a language teacher

to help their students in reading. To improve the student's ability, the teacher

should use appropriate approach. The approach should be interesting to

motivate the students in teaching learning process. The writer chooses

cooperative learning approaches as the approaches to solve the problems.

Cooperative learning can be defined as a small group discussion which the

students will working together, interacting in a task-related way each other,

4

and one or some of the students helping those who need or ask to help.5

This means that cooperative learning is the approach that offers the

ways to organize group work in order to enhance the learning and academic

achievement. It is organized group work, so that every student interacts with

each other and all learners are motivated to increase each other's learning.

Cooperative learning also creates opportunity for students to help their group

members to solve their learning problems. In cooperative learning students can

work their assignments together.

There are different types of cooperative learning. Student Teams

Achievement Divisions (STAD) and Teams-Games-Tournament (TGT) are

two of the oldest and most extensively researched forms of cooperative

learning. Both of these techniques are the common applicable forms of

cooperative learning. 6 Student Teams-Achievement Divisions (STAD) and

Teams-Games-Tournament (TGT) are quite similar; the only difference

between them is that Student Teams-Achievement Divisions (STAD) uses

individual quizzes at the end of each lesson to get the students score whereas

Teams-Games-Tournament (TGT) uses academic games. Student Teams

Achievement Divisions (ST AD) is taken as the technique to be implemented.

In this study, it is a type of cooperative learning that established the students

from four or five member learning teams which are mixed in side of

performance level, gender, ethnic or racial, and high or low achievers. In order

to make sure all team members have mastered the lesson, the teacher presents

a lesson and the students work within their teams. The teacher can check the

students' comprehension by asking randomly one student from each group to

share their comprehension in the whole class or with their group members.

·The students could help each other with their team in discussing the material

to get their own comprehension. Then the students get their individual quizzes

5 Kevin Barry Len King, Beginning Teaching and Beyond, Third Edition, (Sydney: Thomson, 2006), p.230.

6 Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Boston: A 11 •. - 0. 'n---- ·11'\At!'"\

5

based on the material and they prohibit helping or cheating one another.7

From the above explanation, the writer concludes that by using this

technique the students are the center of the teaching and learning processes.

The students will get a stimulus and motivate them to learn, and then the

students will be active. They will be in the team consists of various students.

Every team could consist of 4-5 students. They studies and discusses together

about the teacher assignments to get better achievement in the form of

individual improvement score and their teams score after taking the individual

quiz or individual test. Every member in team needs to be responsible for his

or her team progress.

In Student Teams-Achievement Divisions (STAD), there are some

important components. It · consists of five major components; class

presentation, teamwork, quizzes, individual improvement scores, and team

recognition.8 Those all the major components play their own role in order to

make the teaching and learning process successful.

Based on the background of the study above, the writer conducts a

study under the title: "The Effectiveness of Using Student Teams-Achievement

Divisions (STAD) Techniques in Teaching Reading. 11 (A Pre-Experimental

Study at the Eight Grade of the first Semester in SMPN I Pakuhaji).

B. The Problem Identification of the Study

Based on the background above, there are some problems which could

be raised such as follows:

p.352.

I. The students cannot draw a conclusion from the paragraph or reading

passage although they have the ability to recognize the word from the

dictionary

2. The students are uninterested in reading an English text

3. The teaching learning process tends to be a teacher-centered and

monotonous

7 Richard I. Arends, Learning to Teach, Seventh Edition, (Boston: McGraw-Hill, 2007)

6

4. The students are unable to comprehend the reading materials in the text

5. The students are still difficult to achieve the minimum mastery

criterion- (KKM)

6. The classes in SMPN 1 Pakuhaji consist of more than 45 students

C. The Problem Formulation and Limitation of the Study

Based on the background of the study, the writer limits the study on the

teaching of English that concerns with reading of recount text. In other words,

the study aims at addressing the problems of teaching technique, which has a

very important role in students' learning. To make the study easy to

understand, the writer formulates the problem as follow: "Is the use of Student

Teams-Achievement Divisions (STAD) technique effective in teaching

reading at the Eight Grade of the First Semester in SMPN 1 Pakuhaji?"

D. The Objective of the Study

In line with the problem of the study above, this study is intended to

find empirical evidence whether or not the use of Student Teams-Achievement

Divisions (STAD) Technique is effective in teaching reading of recount text.

It is also to find whether there is a significant difference of the achievement in

learning reading between the students who are taught by using Student Teams

Achievement Divisions (STAD) Techniques and the conventional method that

currently is used by the teacher.

E. The Significance of the Study

The significance of this study is conveyed to several parties: First, for

the English teacher, the finding of this study can give the alternative way or

technique in English teaching to develop the reading ability of the students

and enhance their motivation. Second, for the institution of SMPN I Pakuhaji,

it can be beneficial regarding to improve the education quality. Third, for the

further study, it will provide them basic information about teaching

reading by using Student Teams-Achievement Divisions(STA f)\ tP<'hnirn,,,

CHAPTER II

THEORITICAL FRAMEWORJ(

This chapter covers some theories related to the study. The discussion

focuses on the cooperative learning, reading, teaching reading through STAD, and

previous study. In cooperative learning, it concerns on the understanding of

cooperative learning, the principle, the techniques, the understanding of ST AD,

and the techniques of using ST AD techniques. In reading, it consists of the

understanding of reading, the purpose, the kinds, the principle, and the types of

reading text and recount text.

A. Cooperative Learning

1. The Understanding of Cooperative Learning

Working together means cooperation. It also means taking the talents

of individuals and pooling talents together to get the job done. Cooperative

learning can be defined as a small group discussion, which the students could

collaborate with their classmates and others in order to study and learning

together. 1 It makes the students collaborate and help each other fulfill the

objective of teaching in the classroom.

Cooperative learning is a method in teaching in which the students

interact, study, and learn together in groups to increase their academic

achievement.2 In the classroom, students are expected to help their friends in

mastering the current knowledge by arguing and discussing with each other.

All of members have to take apart in every discussion, so they can learn

effectively in their group.

As stated by Olsen and Kagan in "Approach and Method in Language

Teaching" by Jack C. Richards and Theodore S. Rogers, cooperative learning

could also be seen as an organized of group learning activity that learning is

1 Roby M. Gillies, A. F. Ashman, and T. Terwel (eds), The Teacher's Role in Implementing Cooperative Learning in the Classroom, (New York: Springer Science, 2008), p.26.

2 Carolyn Kessler (eds), Cooperative Language Learning, (New Jersey: Prentice Hall, 1 (\(\.....,\ - 1

8

depend on the social structured exchange of information between learners in

groups and which each learner is accountable for his or her own learning and

others.3 It can be inferred that cooperative learning is a group-centered and

students-centered approach in classroom of teaching and learning. By learning

in-group, students can increase their motivation in achieving their goal in

learning. It also can enco.urage them to be more responsible to their

teammates, because team score depends on each member's score. Therefore,

each member has to assure that his or her friends understand the lesson which

teacher presents.

In addition, cooperative learning gives some positive effects for the

student, such as: increasing the students' confidence and enjoyment, making

the students to be greater and more rapid achievement, more respect for the

teacher, the school, and the subject, using of higher-level cognitive strategies,

decreasing prejudice, and increasing enthusiasm in learning.4 Therefore, the

advantages of using cooperative learning strategies as stated above are

stronger languages learning motivation, more language practice opportunities,

and more feedback about language errors.

Based on all statements above, the writer summarizes that cooperative

learning is a learning model that provides opportunity for the students to

interact and communicate with each other. Cooperative learning is different

from traditional group activity. Cooperative learning is not just putting

students into group but they also should learn social skill. The cooperative

learning makes the students to be active in the group, and achieve the main

goal of every member in the group.

2. The Principle of Cooperative Learning

Cooperative learning principles are tools, which teacher uses to

encourage mutual helpfulness in the groups and the active participation of all

3 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Second Edition, (Cambridge: Cambridge University Press, 200 I), p. 192.

4 Rebecca L. Oxford, Language Learning Strategies, (Boston: Heinle & Heinle PnhlichPrC>\ n 1Ah

9

members. There are some basic principles that should be noticed for

successful cooperative learning. Those are:

a. Positive Interdependence

Students are encouraged to think of positive interdependence. It

means that the students are not thinking competitively and

individualistically in terms of the group. It occurs when group members

feel that what helps one member helps all and what hurts one member

hurts all. It is also a sense of working together for a common goal and

caring about each other in learning. It is all created by the structure of

cooperative learning tasks and by building a spirit of mutual support

within the group.

b. Individual accountability

Individual accountability is encouraged through the assignment of

specific role or tasks, and individuals are held accountable for the success

of each of the other members. Each member of a group has to make a

significant contribution to achieving the group's goal. A primary way to

ensure accountability is through testing by calling on a student at random

to share with the whole class or with group members.

c. Face to face interaction

Students are encouraged to explain, argue, elaborate and link

current material with what they have learned previously. So students can

express the lesson by themselves in meaningful tasks and students have

authentic reasons for listening to one another, asking questions, clarifying

issues and restating points of view.

d. Appropriate use of collaborative skills

Determine the way students interact with each other as teannnates.

In this factor, students can learn leadership, decision making, trust

building, clear communication, and conflict management so that their team

can function effectively.

10

e. Group processing

The teams periodically assess what they have learned, how well

they are working together, and how they might do better as a learning

tean1. Therefore, the learner needs to be both an actor and an observer of

his or her own learning.5

From all explanations above, the writer briefly explaining that in order

to cooperative learning more effective, teachers must understand the nature of

cooperation and essential components of cooperative learning. Teachers also

have to understand the process of five elements of cooperative learning as

mentioned. Those components are important for the teacher in order to make

the teaching and learning process in cooperative learning work effectively.

3. The Techniques of Cooperative Learning

Various cooperative learning methods have been developed over the

years and put into practice in the classroom. Some of the most extensively

researched and widely applied methods include Student Tean1S-Achievement

Divisions (STAD), Teams-Games-Tournament (TOT), Jigsaw, and

Cooperative Integrated Reading and Composition (CIRC).

a. Students Teams-Achievement Divisions (STAD)

In cooperative learning method, STAD is one of the simplest methods.6

Therefore, it can be a good model for the new teachers who will use the

cooperative approach. STAD is developed by Robert Slavin and his

colleagues at the John Hopkins University. Students' are divided into four

or five member learning teams that are mixed in performance level,

gender, and ethnicity. The nature goal of STAD is to speed-up the

students' achievement. 7

'Richard M. Felder, and Rebecca Brent, Cooperative Learning, (Department of Chemical Engineering, N.C. State University: Educational Design, Inc.,), p. 2.

6 Richard I. Arends, Learning to Teach, Seventh Edition, (Boston: McGraw-Hill, 2007), p.352.

7 Shlomo Sharan, eds, Handbook of Cooperative Learning Methods, (Westport: ~ .. ,,,,,.,...,.,,,..,.,.~ n .. ,..,,,, 1 nnn'\ - ~

11

b. Teams Games Tournaments (TOT)

The teaching program in TOT is same as the teaching program in ST AD

that uses teacher presentations and teamwork, but in the end of the

program, the quizzes in STAD replace with the weekly tournaments for

the assessment. 8 In TOT, the weekly tournament provide the students

teams score.

c. Jigsaw

Jigsaw is developed by Aronson, Blaney, Stephan, Sikes and Snap.9 In this

technique, group mates shares the information that they have to another

group that have different information. Then they shares they information

that they have to their home teams. In jigsaw, the students have to work

together with their group mates in order to get the full. comprehension

about the material that is given by the teacher.

d. Cooperative Integrated Reading and Composition (CIRC)

It is the newest method in cooperative learning, and Stevens, Slavin &

Associates, was developed this technique. 1° CIRC is designed for higher

program in elementary and middle grades that focused on teaching reading

and writing. 11

4. The Understanding of Student Teams-Achievement Divisions

Technique

Student Teams-Achievement Divisions (STAD) is one a set of

instructional techniques developed and researched by Robert E. Slavin at John

Hopkins University collectively known as Student Team Lea.rning. 12 The idea

of this techniques is to create the students to work together in order to get the

8 Robert E. Slavin, op. cit., p. 6. 9 Kevin Bany Len King, Beginning Teaching and Beyond, Third Edition, (Sydney:

Thomson, 2006), p.236. 10 David W. Johnson, Roger T. Johnson, and Mary Beth Stanne, Cooperative Learning

Method: A Meta-Analysis, (Minnesota: University of Minnesota, 2000), p. 4. 11 Robert E. Slavin, op. cit., p. 7. J2 T? __ .! .• r. - "

12

objective of academic. 13 In the book Cooperative Leaming: Theory, Research

and Practice by Robert E. Slavin, in cooperative learning both Student Teams

Achievement Divisions (STAD) and Teams-Games-Tournaments (TGT) are

the oldest and most extensively researched fom1s. 14 In Student Teams

Achievement Division (STAD), student are assigned to four-five member

learning teams that are mixed in performance, level, gender and ethnicity. It is

to accelerate the achievement of all students. It shares the idea that students

work together to learn and responsible for their te=ates learning as well as

their own.

There are three concepts that are central to Student Teams

Achievement Divisions (STAD), are:

a. Teams rewards

In the team reward, the team will get a reward or and certificates if they

could reach the academic objective. However, there is no competition

among the students.

b. Individual accountability

It means that in Student Teams-Achievement Divisions (STAD), the

teams' success depend on the individual learning of all team members.

Each student has to make sure that each of their friends in their team is

ready to face the quiz or the assessment in the end of the learning.

c. Equal opportunity for success

It means that each student have same an opportunity for their own success

in learning. In this case, each student has a chance to improve his or her

own score and their team score. 15

From the several statements above, the writer sums up that the

ST AD is one of the cooperative learning techniques that students are

assigned . to four - five member learning teams that are mixed in performance

level, gender, and ethnicity. Students will have equal opportunity to learn and

13 Shlomo Sharan, eds, op.cit., p.3 14 Robert E. Slavin, op. cit., p. 71. 15 Ct..I~~~ C'l...---- --'- --- •,

13

students are rewarded for doing better than they have in the past, they will be

more motivated.

5. The Techniques of Using Student Teams-Achievement Divisions

The general procedures to follow when preparing Student Teams

Achievement Divisions (STAD) include the following step:

a. Materials

Prepare reading materials, the materials are designed specifically for

Student Teams-Achievement Divisions (STAD) and adapted from

textbook or other published sources or with teacher-made materials.

b. Assigning Students to Teams

Teams in Student Teams-Achievement Divisions (STAD) should be

heterogeneous. Do not let student choose their own teams, because they

will tend to choose others like themselves. Here are the following steps:

1. Make copies of team summary sheets for every student in your class.

Table 2.1 Team Smnmary Sheet

Team Name:--------

Team Meeting No Total

Members 1 2 3 4 5 6 7 8

1 1

2 2

3 3

4 4

5 5

Total Team Score

Team Average

Team Award

•Team Average- Total Team Score: Total Team Members

14

2. Rank students in your class from highest to lowest performance.

In this case to rank the students, it could be based on the latest students

score or based on your judgment.

3. Decide on the number of team. Each team should have four or five

members if possible.

4. Assign student to teams

Table 2.2 Assigning the Students to Teams

Students Rank Team Names

1 A High-Performing

2 B Students

3 c 4 c 5 B

6 A

Average-Performing 7

Students 8

9 A

10 B

11 c 12 c

Low-Performing Students 13 B

14 A

c. Determining Initial Base Score

The base score represents students' average score on past qmzzes.

Otherwise, it can use the students' final grade from the previous year.

d. Team Building

Before starting any cooperative learning program, it is a good idea to start

off with one or more team-building exercises just to give team members a

chance to do something fun and to get to know one another. For example,

teams might be given a chance to create a team logo.

15

e. Grading

Report card grade should be based on students' actual quiz score, not only

h . . . 16 t eir improvement pomts or team scores.

From the details, the writer sums up that before implementing Student

Teams-Achievement Divisions (STAD) in class, the teachers must know the

techniques of using STAD itself, in order to make teaching learning activities

fun and enjoyable.

6. The advantages and Disadvantages of STAD

Just like any techniques, Students Teams-Achievement Divisions

(STAD) also has advantages and disadvantages. The advantages are:

a. Encourage learners to work together for both the common and individual

good

b. To make students feel better about themselves and to be more accepting of

others.

c. Students will have an equal opportunity to learn and to be success.

d. Students with lower abilities are more likely to improve their achievement

in mixed group.17

In contrast, based on the writer experience m the classroom the

disadvantages of Students Teams-Achievement Divisions are:

a. Taking much time in organizing the group

b. The class situation becomes noise because students work in group. It

means that they have to interact with their teammates to discuss the task

given. It is natural that when students work in group they will much

talking than when they learn individually, here the teacher needs to control

the student often.

c. Sometime, the discussion is not working well. There only one or two

students who active follow the discussion and doing the task. In this case,

16 Robert E. Slavin, op. cit., pp:73-83. 17 Donald R. Cruickshank, Deborah Bainer Jenkins and Kim K. Metcalf, The Act of

16

the teacher should pay more attention by asking randomly the students to

answer the question.

d. Wasting instructional time. Teacher has to stated clear instruction,

sometimes he has to repeat the instruction often because they concern with

their group and they ignore the teacher.

B. Reading

1. The Understanding of Reading

Each person has their own opinions about reading. Most of us think

reading as a simple, passive process that involves reading words in a linear

and internalizing their meaning one at a time. However, reading is a very

complex process that requires a great deal of active participation on the part of

the reader to keep and use the information.18 Reading is not only translates

each word but also involves a cognitive process of understanding a printed

message. It must be viewed from every angle in order to complete the process

of understanding.

Reading could be defined as a communication between what the reader

already knows and what the writers writes on a page. 19 When people want to

know about something or new information, usually people ask to someone

who knows about what they want to know, or read the information in the

article, newspaper, magazine, and textbooks. Similarly, when people read a

text, they need to perceive and decode letters in order to read words and gather

meaning from what people read.20 Thus, if people do not want to read, they

will not get the information. It becomes reading activity is very important in

our life.

18 Arthy. V and Dr. P Nagaraj, Enhancing Reading Comprehension Skills through Small Group Interaction Techniques: A Comparative Study, International Journal of Scientific Research, 2012, p.l·

19 David Nunan, Designing Task/or the Communicative Classroom, (Sydney: Cambridge University Pree, 1999), p.33.

20 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, ')(l(lQ\ n 112

17

Most reading educators believe that reading is either a process or

group of processes employed by an individual to discover what an author say

from the text as efficiently as possible. 21 They would agree that many thinking

processes intertwine in order to get the message. This definition explains a

number of processes used by an individual in order to gain the message that

the author wishes to say. It can be said that reader needs skills and strategies to

read the texts to comprehend the messages. Comprehension then becomes the

main purpose of the reading process.

In another view, reading is interpretation and understanding. 22 The

reader interacts with, and tries to reconstruct, what a writer wishes to

communicate. If the reader's anticipations and predictions are pretty much in

line with what a writer says, and how it is presented, comprehension is likely

to be easy and rapid. If there is a great distance between the backgrounds of

the reader and a writer, comprehension is likely to be slow and poor.

Based on the opinions given by the experts, the writer can conclude

that reading is a kind of activities to understand a written language. It is not

only how to get the meaning of each words or sentences but also the impo1iant

one is how the reader can get and conclude the ideas of the writer's writing. It

requires a high level of effo1i and concentration, also involves many complex

skills that have to come together in order for the reader to be a successful

reader.

2. The Purpose of Reading

A person may read for many purposes, and that purpose helps

understand more what is read by people. If she or he is reading for pleasure or

reading for recreation and enjoyment, she or he may read quickly or slowly

based on the way she or he likes or feels. However, if she or he is reading for

study or to get the information such news, science or some line, which are part

21 Fancroise Grellet, Developing Reading Skil/s,(Cambridge: Cambridge University Press, 2010), p.3.

~, D_;bora~ .. ~· E~i7k, an_d Nancy M. Anter, Critical Reading for College and Beyond,

18

of his study or assignment, it does very slowly and carefully. In addition,

generally the aim of reading is to find some information from the text.23

As we know that, the purpose of reading is the learner understands the

written language. In other words, how the learner gets the message from the

writer's symbols. One of the most important tasks of the reader is to dig out

and find out what the writer would like to say. The purposes of reading are

divided into four main headings.

a. Reading to search for simple information

Most people said that reading to search for simple information is a

kind of common reading ability; reader typically scans the text for specific

information or a specific word. Skimming is also including in this type of

aim. It is a common part of many reading tasks and useful skill in its own

right.

b. Reading to learn from text

It is usually occurs in academic and professional context when

people need to learn a considerable amount of information from a text.

This purpose usually carried out a reading rate somewhat slower than

general reading comprehension (mainly due to rereading and reflection

strategies to help remember information).

c. Reading to integrate information, write and critique the texts.

These are purposed to compose, select, and critique information

from text, and they represent common academic tasks that call upon the

reading abilities needed to integrate information.

d. Reading for general comprehension

It requires very rapid and automatic processing of words, strong

skills in forming a general meaning representation of main ideas, efficient

coordination of many processes under very limited time constraints.24

23 Christine Nuttal, Teaching Reading Skill in Foreign Language, (London: Heinemann, 1989), p.3.

24 Nida Husna, Step by Step to Reading Skill: Step I, (Jakarta: English Department, Faculty ofTarbiyah and Teachers Training "SyarifHidayatullah" State Islamic University), pp. 9-rn

19

From the explanations above, the writer concludes that there are two

purposes for reading which are to get the information and to have fun. In

other words, one wants to read texts because he or she wants to get

information and he or she wants to read because the texts are interesting for

them.

3. The Kinds of Reading Skills

A person reads for many purposes. If he or she is reading for pleasure,

he or she may read quickly or slowly based on the way he/she likes. However,

if he or she is reading for information such as news, science or some lines that

are parts of his study or assignment, he read slowly and carefully. Here are

four different kinds of reading:

a. Skimming

b. Scanning

c. Intensive reading

d. Extensive reading25

Both skimming and scanmng are useful for the reader. Skimming

could be defined as the ability to identify the main ideas or main point rapidly

in skipping over words, sentences, and paragraph that already familiar.26 This

is a technique used to find out how a news story, magazine article, or textbook

chapter is organized and what is generally about without having to read the

entire selection. When skimilling, the reader goes through the reading material

quickly in order to get the gist of it, to know how it is organized and to get the

main idea of the reading material. Scanning in other hand is the process of

searching idea or materials in order to find the specific information quickly.27

25 The University of Sheffield, Reading Skill: Different Kinds of Reading, 2010, (http://www.Jearningtolearn.Qroup.shefac.uk/readiread difkind task.html) Retrieved January 9, 2014.

26 Peter Mather and Rita McCarthy, Reading and All That Jazz, (Boston: McGraw-Hill, 2003), pp. 486-487.

27 Beatrice S. Mikulecky, and Linda Jeffries, More Reading Power, Second Edition, (New 'l T - 1 ...,.

20

In scanning, the readers only find the infommtion that they need. The reader

jump around the text to find the intended information that they need.

Intensive and extensive reading are other kinds of reading that are

necessary for the reader. Intensive and extensive reading are more like reading

for accuracy and reading for fluency.28 In other word, intensive reading means

reading shorter texts to extract specific information.29 This activity is likely to

emphasize the accuracy activity involving reading for detail. The process of

scanning takes a more prominent role here than skimming. Reader is trying to

absorb all the information given, example: reading dosage instruction for

medicine, reading business magazines, etc. Then, extensive reading deals with

a longer text as a whole which requires the ability to understand the

component part and their contribution the overall meaning, usually for one's

own pleasure. This is a fluency activity, mainly involving global

understanding. In extensive reading, the readers are more focused with the

meaning of the text than the meaning of individual words or sentences. 30

Example: reading newspapers, poems, article, short story, novel, Internet

websites, etc.

The each kind of the reading has been explained above requiring

different approaches and techniques in achieving the goal. Therefore, readers

use different kinds of reading depends on their purpose.

4. The Principles of Teaching Reading

There are several principles in teaching reading suggested by experts

in order to achieve the goal or reading program. There are some suggestions

about the stages and procedures in reading that will help us, such as:

" Christine Nuttal, Teaching Reading Skill in Foreign Language, (London: Heinemann, 1989), p.23.

29 Fancroise Grellet, op. cit., p.4. 30 Julian Bamford and Richard R. Day, Extensive Reading, What Is It? Why Bother?,

/1.,,, __ ,/'._1~ ___ ,_,. __ ,. ' '' _,,,,.., '"-' • • ._ -

21

a. Arouse the students' interest and motivating by linking the topic of the text

to their own experience or existing knowledge. Give some pre- reading or

focusing questions to help them to do this.

b. Give them points to search for in the reading text, or ask the students to

suggest the points.

c. After reading, encourage discussion of answers

d. Develop into writing by using the information gained for another

purpose.31

Meanwhile, there are other principles in teaching reading describes by

Jeremy Harmer. They are:

a. Reading is not a passive skill

Reading is an incredibly active occupation. To do it successfully, we have

to understand what the words mean, see the pictures the words are

printing, understand.the arguments, and work out if we agree with them.

b. Students need to be engaged with what they are reading.

As with everything else in lessons, students who are not engaged with the

reading text-not actively interested in what they are doing-are less likely to

benefit from it. When they are really fired up by the topic or the task, they

get much more from what is in front of them.

c. Students should be encouraged to respond to the content of a reading text,

not just to the language. Teacher must give students a chance to respond

that message in some way. It is especially important that they should be

allowed to express their feelings about the topic - thus provoking personal

engagement with it and the language.

d. Prediction is a major factor in reading.

Teachers should give students the hints so that they can predict what is

coming too. It will make them better and more engaged readers.

31 Jo McDonough, and Christopher Shaw, Material and Method in ELT, Second

22

e. Match the task to the topic.

The most interesting text can be determined by asking boring and

inappropriate questions, the most commonplace passage can be made

exciting with imaginative and challenging tasks.

f. Good teachers exploit reading texts to the full.

Any reading text is full of sentences, words, ideas, descriptions etc. It

does not make sense just to get students to read it and then drop it to move

on to something else. Good teachers integrate the reading text into

interesting class sequences, using the topic discussion and further tasks,

using the language for study and later activation. 32

From the principles of teaching reading discussed above, the writer

concludes that the teacher has an important role in teaching reading. The

teacher should motivate student by giving appropriate texts that are interested,

explaining the material clearly, encouraging students to determine the

meaning of what they read, giving attention to students' development that

involve the students' abilities to become efficient and skillful reader,

evaluating and giving the task match with the topic in order to accurately

assess students' comprehension and development skills.

S. The Types <Jf Reading Text

There are several types of reading texts who learns by students in

secondary high school. They are procedure, descriptive, recount, narrative,

and report. 33 Students are expected to understand and master all of the texts

after they learn English. They have to pass the test in the middle and the end

of the semester about those materials in order to pass the English subject.

32 Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language Teaching, (Edinburgh: Wesley Longman, 1998), pp. 70-71. ·

33 DEPDKNAS, Standar Kompetensi dan Kompetensi Dasar SMP/MTS, (Jakarta: Badan <.!t<:Jnr!., .. 11.1 ....... : ........... 1 n ... -...l:...1:1 ___ ,..,nn/'~

23

A procedure text is a text that gives an instruction to the reader for

doing something. 34 This text helps the reader to make easy their work or

activity in doing the activity: This text contains some steps, ways, or methods.

The examples of procedure text are recipes, itineraries, instruction manual, or

directions. A procedure text usually site on a piece of paper when we bought a

television, refrigerator, radio, or a toys. It can also find in the backside of the

noodle, instant coffee which tells the reader about how to make it. A

procedure text could also find in the situation when some people ask someone

how to make a clipart, book, table, or a direction to go to somewhere. A

recount text has some language features which tells the reader the step, such

as: first, second, next, then, and finally.

In other hand, a descriptive text is a written text in English which

describes about a concrete or an abstract object.35 The object that describes in

the descriptive text can be a person, an animal, a tree, a house, a building, or a

place. It can also describe an abstract object such as wind or air. The

descriptive text consists of two text structures: identification and description.36

Identification tells the reader about the phenomenon that want to be described,

and the description tells the reader about the part, characteristics, or the

criteria of the phenomenon. The descriptive text can :find in the museum; an

explanation of a historical object.

Next, a recount text is a piece of English text that retells the reader

about the past events or past activity.37 A recount text usually contains three

generic structures: orientation, events, and conclusion or reorientations.38 The

orientation tells the reader about the background information about who, what,

where, and when. Then, the events tell the reader about the series of events or

paragraph. The events consists at least one paragraph or more. Then the last is

34 Mark Anderson, and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 1997), p.50.

35 Sanggam Siahaan, and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu, 2008), p.88.

36 Mukarto. et.al., English on Sky 2, (Jakarta: Erlangga, 2007), p.19. 37 Mark Anderson, and Kathy Anderson, Text Types in English I, (South Yarra:

Macmillan, 1997), p.48. 38 u.:A _ 1:r.

24

conclusion. The conclusion or the reorientation tells the reader about the

conclusion. In recount text, the reorientation or the conclusion could be the

optional in this text.

Narrative text is a text that tells a story.39 The examples of the

narrative text are myths, fairytales, science fiction, novels, etc. In Indonesia,

the example story of narrative text are Malin Kundang, Timun Mas, Tangkuban

Perahu, Sangkuriang, etc. The purpose of this text is to amuse, to entertain

and to deal with the actual experiences from the writer. 40 The components of

narrative text are orientation, evaluation, complication, resolution, and

reorientation.

The next type of English reading text in reading in the junior high

school is report. Report is a text that has a function to report something.41 It

can be reported about an activity or process about something. The report text

usually reports the description in general classification. The simple example of

report text is news.

6. Recount Text

a. The Understanding of Recount Text

There are several definitions about recount text from several

language experts. Recount is a text that retells the reader the past

events about the activity, action, or a story and Its purpose is to

entertain and informing the audience with a description of what

occurred and when it occurred.42 Another definition, recount text is

one kinds of story or. a text that tells about what happened in the past

39 Mark Anderson, and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1998), p.3.

40 Sanggam Siahaan, and Kisno Shinoda, op. cit., p. 73. 41 Antona Wardiman, Masduki B. Jahur, and M. Sukirman Djusma, English in Focus for

Grade IX, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.48. 42 Antona Wardiman, Masduki B. Jahur, and M. Sukirrnan Djusma, .English in Focus for

£1,.,.,rf,,. J,1111 11 ... 1, ... --. .... n .. - ..... n--L--'--·--- ......... ,,..,. ...... YTT ... T.,.... ............ , --

25

and the purpose of this text is to document the past event in order to

evaluate the events. 43

From the several definitions above, it can be concluded that

recount text is a text tells about something occurred in the past in order

to give information into chronologically of what had happened. In

other words, recount text is a text type that retell past events

chronologically in order to give information or to entertainment. This

text also has a purpose to document the series of event or activity in

order to evaluate it.

b. The Linguistic Features of Recount Text

A recount text is written in the past tense because it tells events

that have already happened. A recount text uses the first person

pronouns (I and We), if the story is happening to the personal recount

and uses the third person if an observer is telling the story. In addition,

the linguistic or the grammatical features usually found in a recount

text, they are:

I. Use of nouns and pronouns to identify people, animals or things

involved

2. Use of action verbs to refer to events

3. Use of past tense to locate events in relation to writer's time

4. Use of conjunction and time connectivity to sequence the events.44

c. The Generic Structures of Recount Text

Even though there are several kinds of recount text, they have

the same characteristics in the schematic structures. A recount text

consists of three part, those are orientation, events, and reorientation.

Those will be described as follow:

43 Joko Priyana, Amys R. Irjayanti, and Virga Renitasari, Scaffolding English for Junior High School Students Grade VIII, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.69.

44 .. ·~· -

26

1. Orientation

Recount text begins by telling the reader about who was

involved, what happened, where this event took place and when it

happened. 45 It orients the readers to the events that follow which

introduce character( s) in a setting of time or place (or sometimes

both). In some recounts, introduced to Indonesian students, has

an Opening Salutation such as "Hi, my name is Rizki.", in

the beginning of the story. Since orientation is the first part of a

recount text, therefore it must be interesting in order to attract

readers' attention.

2. Events

Events are the main important activities or events that occurred

in that story of text. It tells about what happened and in what

sequence in the text.46The function is to give more explanation of

the orientation. It presents the events chronologically (in order,

which they happened).

3. Reorientation

Reorientation 1s a conclusion or an optional-closure of the

story.47 Some recounts have a concluding paragraph; however, this

is not always necessary. It is an optional. It returns the reader to

the point of departure and sometimes the writer gives comments

overall sequence of events described. Some recounts have an

evaluative comment or a conclusion which may constitute the

writer's comment on events described previously, but this is just

optional. The conclusion is written in the last paragraph, and

because this part is optional, some recounts may not have this

conclusion paragraph

45 Utami Widiati, et.al., Bahasa lnggris Seka/ah Menengah Pertama I Madrasah Tsanawiyah Ke/as VJll, Edisi 4, (Jakarta: Pusat Perbukuan DEPDIKNAS, 2008), p.29.

46 Ibid, 411i,;,..1

27

The following text is the example of schematic structure of

personal recount text:

My Holiday

Last Week I went to Mount Bromo. I stayed at my friend's house in Porbolinggo, East Java. The house has a big garden with colorful flowers and small pool.

In the morning, my friend and I saw a Mount Batok. The scenery was very beautiful. We rode on horseback. It was scary, but it was fun. Then we went to get closer to look at the mountain. We took pictures of the beautiful scenery there. After that, we took a rest and had lunch under a big tree. Before we got home, we went to the zoo at Wonokromo. We went home in the afternoon.

We were very tired. However, I think it was fun to have a holiday like this. I hope my next holiday will be more interesting.48

d. The Purpose of Recount Text

} Orientation

Events

} Reorientation

The purpose of a recount text is to entertain and inform the

audience with the description of what occurred and when it occurred. 49 A

recount text informs the reader what happened, and this may involve the

author's personal interpretation of events. Other purpose of a recount text

is to entertain the reader. The author tries to entertain the reader by telling

his/her funny experiences.

c. The Kinds of Recount Text

There are five kinds of recount text, those are:

1. Personal Recount

A personal recount text usually retells an experience in which the

writer was personally involved. It lists and describes past event

experiences by retelling events. It presents the events chronologically

48Joko Priyana, Amys R. lrjayanti, and Virga Renitasari, op.cit., p.68. JQ-7_ ·--·· •• • . .

28

(in order in which they happened). The purposes of personal recount

text are to inform or to entertain the reader. Here is the example of

personal recount text.

My ExperieP.ce in EOS Studio

This morning my friends and I went to EOS studio. It is not very far from our school, so we just rode our bicycles.

First, we met Shanti and Riko outside the studio. Then they took us into the studio and showed us around. After that, we had lunch at EOS canteen. The food was delicious. Before we went home, we took some photographs with Shanti and Riko.

It was tiring but we were very happy.50

2. Factual Recount

A factual recount text usually gives the report of the particular

events by reconstructing the factual information. This kind of recotmt

usually is used in reporting the information that related to the police in

reconstructing the accident or historical recount. It also uses in a

biographical recount uses specific names of the people involved in the

biography. Here is the example of factual recount: a biography of

Maya Gazali.

Biography of Maya Gazali

Maya Gazali was born in Palu. She grew up in a small village. She began school when she was six years old. She went to elementary school, but she did not go to high school. Her family was very poor, and she had to go to work when she was thirteen years old. She worked on an assembly line in a shoe factory.

When Maya was seventeen years old, her family moved to West Java. First, they lived in Bogor, and then they moved to Bandung. When Maya arrived in Java, she was not very happy. She missed her friends back in Palu and she didn't speak like other children. She began to learn to speak like other children, and she practiced with her new friends at the factory in Bandung.

Maya also studied hard. She learned English, and after a few months, she got a job i-.s a secretary. Now Maya still studies at night, but now she studies advertising at a business school. She wants to work for an advertising company some day and write commercials.

Maya still misses her friends back home, but she communicates with them very often over the Internet. She's very happy now, and she's looking forward to an exciting future.51

3. Imaginative Recount

29

Imaginative recount is a recount text that used for applying the

information or knowledge to the imaginary role in order to explain the

events. It is an unreal story. It is just a story of imagination that

someone has in his or her mind. Here is the part example of

imaginative recount text.

My Rainforest Adventure

Today I woke up at 5:00am in the morning. I put on my loose fitting shirt, trousers, sturdy black boots with little holes in them, wide brimmed hat and a plastic bag with spare dry clothes in case it rained so I didn't get a cold. When I got out of the four-wheel drive, I could feel the refreshing cool air; it smelt like it had been raining for ages before I came to the rainforest. I decided to explore the forest floor. When I got out of the four-wheel drive, I could feel the refreshing cool air; it smelt like it had been raining for ages before I come to the rainforest. I decide to explore the forest floor.

The first animal I saw was a magnificent, giant eastern brown snake. I was so scared I felt like I wanted to run but that would be really dangerous! The second animal I spotted was a beetle eating a rotten berry. I bent down to have a closer look but it stank like rotten eggs and onion mixed together.

.................................................................. ...........................................................................

It had beautiful, magnificent, midnight blue eyes and it looked very graceful. I had a great time because I liked the

51 ,,, • ··~·" -'

rainforest. The most terrifying animal was the eastern brown sr.a_~e. I liked the blue butterfly the best of all the animals.52

(Read the full imaginative recount story in the website)

4. Procedural Recount

30

A procedural recount records events such as a science experiment

or a step in experiment. The purpose of procedural recount texts is to

inform the reader about the procedure to do something or the result or

findings. 53 Here is the example of procedural recount text.

The Science Project

Last week Ayu and Siska did a science project at school. They did this project to show that hot air always rises.

Before they started, they prepared the balloon, a bottle, and a bucket fuII of hot water. First, they blew up the bailoon. Then, they let the air out from the balloon. After that, they put the balloon to cover the top of the bottle. Finally, they put the bottle in the bucket that was full of hot water.

As a result, the air in the bottle got hotter and rose into the balloon. 54

From three kinds of recount text above, generally they have a same characteristic that is to reteII past events chronologically.

C. Teaching Reading through Student Teams-Achievement Divisions

Technique

The following is steps in teaching reading by using Student Teams

Achievement Divisions (STAD):

a. Step 1: Class presentation.

The presentation covers the opening, development, and guided

practice components oflesson

" Livinia, Imaginative Recount, Short Story, 2012, (http://www.write4fun.net/viewentry/ 153240), Retrieved on February 9, 2014.

53 Government of South Australia, Department for Education and Child Development, Engaging and Exploring Recount Text, 2012, (www.decd.sa.gov.au/literacvt) Retrieved on February 2, 2014.

54 1._,r_.1, _ _.__ - ·- -'•

31

1. Opening

Before the class presentation begin, the teacher explains students what

to work in teams mean. In particular, the teacher have to discuss the

following teams' rules, such as:

a. Students have a responsibility to make sure that their teammates

have learned the material

b. No one finished studying until all teammates have mastered the

subject

Then, the teacher continues by telling the students about what they are

going to be learned or brainstorming. The teacher

2. Development

The teacher have to stick close to the objectives that the students

have to learn, actively demonstrate concepts or skill using many

examples, frequently assess student comprehension by asking many

questions, move to the next concept as soon as students have grasped

m.ain idea.

3. Guided-Practice

The teacher calls on students at random. This makes all students

prepare themselves to answer. The teacher can do it if necessary to

check their comprehension.

b. Step 2: Teams

The teacher asks the students to work together in their own teams;

the teams had been assigned before. During team study, team members'

tasks are to master the material that the teacher presented in the class, and

to help their teammates master the material. In addition in the teamwork

processes, the teacher have to listening, observing, and intervening when it

necessary in order to recheck the students' comprehension.

c. Step 3: Test or Quizzes

Distributes the quiz and give students adequate to complete it. Do

not let students work together or cheat on the quiz.

32

d. Step 4: Individual improvement score.

After distributes the quizzes, the teacher may collect and score

them. After that, the teacher could give the score to the students to give the

result of the quizzes. It makes the students know their improvement, and it

makes the students motivate their teammate to get the higher score than

before.

e. Step 5: Team recognition

In this step, the teacher could give a reward to the best team in

latest quizzes. The reward could be a score or something for the team. 55

D. Previous Study

In Student Team Achievement Division (STAD) technique, there were

some studies which have been already conducted by another people. The first

study is research is from Iffah Salimah with the title of her research is The

~Effectiveness of Learning Reading through Cooperative Learning. The

similarity of this research is to know the effectiveness of cooperative learning

on students' reading ability. The researches have the same objective that is to

describe the effectiveness of cooperative learning on students' reading

comprehension. It also has the same background which there were many

students who had low achievement of reading. Then, the sampling technique

that used in the research is also similar that is purposive sampling. The

differences are research design that is pre-elementary study. She only took one

class as the experimental class. She compared the pre-test and post-test from

the class. She took the experiment in the senior high school. The result shows

that the improvement of students' achievement in learning reading before and

after using cooperative learning is significant enough.

Another study that conducted by Nur'Aeni on Developing Students'

Reading Ability by Using Student Team Achievement Division Technique. She

did the Study in order to find the empirical evidence of students reading

55 n _ L _ -~ " n1 •

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes methodological activities to examme the

effectiveness of the teaching of reading by using Student Team Achievement

Division (STAD) technique. It concerns with the method of the study, the place

and time of the study, the population and sample of the study, the intervention of

the study, the technique of data collection of the study, the technique of data

analysis of the study, and the hypothesis of the study.

A. The Method of the Study

The writer uses quantitative method. The writer uses a pre

experimental study as the design of the study. Pre-experimental is

experimental studies in which the unit of the design is a single group

implementation or an invention ·of a short duration. 1 In addition, Campbell and

Stanley said that pre experimental research does not use two classes as sample

because this research design does not compare the difference of improvement

between two groups or more.2 In this study, the writer teaches one class,

because the original teacher only permits the writer to teach one class. The

writer teaches the experimental class. The experimental class is taught by

using Student Teams-Achievement Divisions (STAD) Techniques.

Before giving the treatment to the experimental class, the writer

distributes a pre-test for the experimental class in order to know whether the

students have relatively the same background knowledge. At the end of the

treatment, the experimental class does the post-test to find out the growth of

the score. The growth is used to decide whether the intervention in this study

is successful.

1 John W. Creswell, Educational Research, Fourth Edition, (Boston: Pearson Education, Inc., 2012), p. 324.

2 Rick Houser, Research-Study and Teaching, (New York: SAGE Publication, 2009),

35

B. The Place and Time of the Study

This Study takes place at SMPN I Pakuhaji. It is on JI. KH.

Sa'adullah Km. 01 Pakualam, Tangerang Regency - Banten. SMPN 1 Pakuhaji

is a public school. This school has twenty-seven classrooms. This school also

divides the teaching and learning process into morning class and afternoon

class. All of the students in the ninth and eighth grades are in the morning

class. Most of the students in the seventh grades are in the morning and only

two classes are in the afternoon class. The writer makes a timeline design for

the research such as follows:

Table 3.1

The Timeline Design

Time

Commencement Completion Activity

June 2013 September 2013 The completion of "skripsi" to

Proposal

November 61" November 8rn

2013 2013 Giving the Pre-test

November 81" November21 1

h Giving a treatment to the

2013 2013 Experimental Class

November 22'n November 24111

2013 2013 Giving the Post-test

November 24"1 November 271n

2013 2013 Analyzing the data

November 2013 April 2014 Finishing "skripsi"

C. The Population and the Sample of the Study

The population of this study is the second grade students of

SMPN 1 Pakuhaji academic year 2012-2013. The total amount of the second

grade students in this school is 465 students, which is divided into IO classes.

Because there are more than 100 students, the writer only takes one classes as

tl1e sample of this studv. Tht>: writf'r nPrr-i:>l"l/J:>~ tl-..-.+ ~+ ···~~ ,_ __ 1 ~-

36

as the sample of the research, so he only used one class as the experimental

class and there was no control class because the writer decided to use one

group pretest posttest design.

In detennining the sample, the writer uses a technique namely cluster

sampling. According to Houser, cluster sampling is used if the target

population group cannot be separated.3 Based on cluster sampling technique,

the writer took one class randomly. Firstly, he asked first about the average

English score from Mid-test class scores provide by school. From the data, the

writer knew about class which has average score. He found two classes with

same average class score. Finally, the writer chooses only 8E from the whole

classrooms. The population of the students in the experimental class is 46.

However, few students from experimental class did not join the pre-test and

post-test, and therefore their score are "O". Consequently, the number of the

students who follow the pre-test and post test that become a sample of this

study in the experimental group is 43 students. Therefore, the total number of

the students that involve in this study as the sample is 43 students.

D. The Intervention of the Study

As stated in chapter one, the purpose of reading recount text in the

eighth grade of the first semester is that the students are able to read, respond,

and comprehend the text of recount. In order to help the students successful in

reading, responding, and comprehending a text of recount, the writer uses

Student Teams-Achievement Divisions (STAD) Techniques. In this technique,

the writer teaches the students about the meaning and the function of recount

text, the schematic features,· and the language features of recount text. The

writer also gives a simple way in order to answer the questions of recount text.

To apply this technique-Student Teams-Achievement Divisions (STAD) - the

writer plans to have at least eight meeting in the classrooms, however teacher

3 ,,_ . J

37

in this school only suggests four meetings and two additional meetings for the

pre and post-test.

Table 3.2

The Scht'dule of Treatment

Meeting Focus

1 Pre-Test

The writer teaches the experimental class about the simple

2 definition, function, schematic features, generic structure, and a

simple example text of recount text

The writer teaches the same materials in order to strengthen the

students' comprehension about recount text. Then, the students

3 have to discuss, and comprehend the harder text of recount

which different from the first meeting. In the end, the students

have to answer the individual quizzes text of recount, which have

more question than the second meeting

The writer teaches with the same materials, which focus on the

students' comprehension of recount text. The writer gives a

4 stimulus with a simple question and answer from the students to

the teacher. Then in the students have to discuss, comprehend,

and answer the different text and more question of the individual

quizzes from before

The writer teaches the students with the same materials that

focus on some ways or tricks to answer the question about

5 recount text. Then, they have to discuss, and comprehend the

different text from before. They have also to answer the question

from the text, which have more question for the individual

quizzes than before.

6 Post-Test

In this chase, in each meeting the writer gives the different kinds of

text recount with the different amounts of the question. It was done in order to

38

make the students feels familiar with the function of recount text, the schematic

features, and the language features. It makes the students also easy to recognize

about what the question in the recount text ask.

E. The Instrument and Technique of Data Collection of the Study

In this study, the writer uses a test to collect the data for the score of

the students. In order words, the instrument in this study is test. The score that

will be used in this research is the pre-test and post-test score. The writer also

uses observation and interview to the school and the teacher as the preliminary

study to get some information that is relevant in this research.

I. Test

The test that uses in this research is pre-test and post-test. The pre

test is distributed before the writer implements Student Teams

Achievement Divisions (STAD) to the experimental class. The purpose of

the pre-test is to measure and to find the average score of students' reading

ability before the treatment. Meanwhile, the post-test is administered after

the writer gives treatment to the students treatment using Student Teams

Achievement Divisions (ST AD to the experimental class. The post-test is

distributed to find out the growth of the students score. The growth is used

to decide whether the intervention in this study is successful. In this

research, the test is multiple choices.

In this study, the writer makes 20 questions of multiple choices about

recount text. The questions that are used in this research have to pass the

validity test. Validity of a test is a test in which the test should measures

about what it have to measure and nothing else.4 In the validity test, the

writer uses content validity test. Content validity test is a kind of test in

which the test should be developed based on the sample of a course; the test

item and the objective of the course should be in line and clear.5 In this

time, the writer compares all of the questions -20 questions- to the indicator

4 J.B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1990), p. 159. 5 !hid n lhO

39

in the syllabus and lesson plan from the school. Then it shows that all of the

questions is valid. Here are the some questions that pass the content validity

and the details of the test are provided in the appendix 2:

Standar Kompetensi

Kompetensi Dasar

5. Memahami 5.3 Merespon

makna teks maknadan

tulis langkah

fungsional retorika

dan esei dalam esei

pendek pendek

sederhitna sederhana

berbentuk secara

descriptive akurat,

dan recount lancar dan

yang berterima

berkaitan yang

dengan berkaitan

lingkungan dengan

sekitar lingkunga

n sekitar

dalam teks

berbentuk

descriptive

dan

recount

Table 3.3

Content Validity

Kemam lndikator

puan

Mem 1. Mengidentifi

baca kasi

berbagai

informasi

dalam teks

fungsional

pendek yang

berbentuk

recount

Nomor Soal

Text no 1

1 What are the writer and his father's hobby? a. Camping b. Cooking c. Fishing d. Playing

ball - Where did the ),

writer and his family set up their tent? a. Near the

big tree b. Near the

nver c. At the

back of the river

d. Far away from other campers

No

I

Table 3.4

Number of Text

Text

Read the text aud answer the questions 1 to 6. "Go Camping"

40

The weather was very clear. My family and I decided to go camping last holiday. My father prepared the tent and other equipment. My mother prepared for the cooking. I took my fishing rod and my brother brought his sport equipment. When everything was ready, we went to the camping site in the countryside.

There were many campers when we arrived at the camping site. Unfortunately, the good location near the river had been occupied by other campers so we had to look for another place. Finally, we found a good place that little bit further. It was near a big tree. After setting up the tent, my father and I went fishing. We joined other people sitting on the rock near the river. In the evening, my father made a fire. My mother cooked the fish we caught. I could say that was the best fish I had ever tasted. Sleeping in the tent was a very wonderful experience. I woke up

early in the morning and I felt fresh. Then, I accompanied my brother playing ball.

F. The Technique of Data Analysis of the Study

Technique of data analysis used in the study is statistical analysis with

T-test is used to test the difference between pre test and post-test.6 Moreover,

Sudjiono said that t-test is used to examine the truth of null hypothesis that

stated there is no significant difference between two variables. The formula is

as followed: 7

X = Score of Pre-test

Y = Score of Post-test

D = Differences Score

6 Budi Susetyo, Statistika Untuk Analisis Penelitian, (Bandung: PT. Refika Aditama, 2010), p.208.

7 Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo, 2008), p.305.

41

SE = Standard Error

N =Students

t0 = t observation

Prior the calculation of the t1est, there are several steps to be taken, they

are as follow:

a. Determining D between the score result of variable X and variable Y

with formula:

D=Y-X

b. Add D and getting lJJ (Total score between X and Y)

c. Determining mean from differences (MD), with formula:

MD N

d. Determining standard of deviation from difference of variable X and Y

(SDD), with formula:

SD0 =

e. Determining the standard of deviation from the mean of D

SD0 SEMD ==

~N-1

f. Determining !0 (t Observation), with formula:

g. Determining the degree of freedom (df), with formula:

df = N- 1

42

G. The Statistical Hypothesis of the Study

To accomplish this objective, the writer proposed two hypotheses to be

tested:

a. Ho: there is empirical evidence that the use of Student Teams

Achievement Divisions (STAD) Teclmique is not effective in teaching

reading at the Eight Grade of the First Semester in SMPN l Pakuhaji.

b. Ha: there is empirical evidence that the use of Student Teams

Achievement Divisions (STAD) Technique is effective in teaching

reading at the Eight Grade of the First Semester in SMPN 1 Pakuhaji.

c. Ho: µ1 = µ2

d. Ha : µ i # µ2

And then, the criteria used as follows:

a. If t 0 :'S t1able, in significant degree of 1 %, the Null Hypothesis (Ho) is

accepted and Ha or Hypothesis Alternative is rejected. It means that

that there is not empirical evidence that the use of Student Teams

Achievement Divisions (STAD) Technique is effective in teaching

reading.

b. If t 0?. t1abie, in significant degree of 1 %, the Null Hypothesis (Ho) is

rejected and Ha or Hypothesis Alternative is accepted. Therefore, there

is empirical evidence that the use of Student Teams-Achievement

Divisions (STAD) Technique is effective in teaching reading.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter describes the research finding and the discussion. It concerns the

description of the data (pre-test and post-test), the analysis of the data, the testing

of the hypothesis, and the interpretation of the data.

A. The Description of the Data

The writer collects the data from students' pre-test and post-test score

of experimental class. The pre-test is given before the treatment begins and the

post-test is given after the treatment finish. Table 4.1 presents the students'

achievements in the experimental class before the writer does his experiment

(pre-test). In addition, table 4.2 presents the students' achievements after the

writer does his experiment (post-test) in the experimental class.

1. The Pre-test Score

Table 4.1

The Pre-test Score

Experimental Class (SE)

No Students' Name Score No Students' Name Score

1 1 30 24 24 35 2 2 40 ') -_::i 25 45 3 3 40 26 26 35 4 4 70 27 27 30 5 5 50 28 28 35 6 6 40 29 29 20 7 7 45 30 30 40 8 8 30 31 31 40 9 9 75 32 32 40 IO 10 45 33 33 50 11 11 45 34 34 25 12 12 55 35 35 35 13 13 25 36 36 40 14 14 45 37 37 60 15 15 15 38 38 35 16 16 i 'i 10 00 u

44

17 17 65 40 40 35 18 18 30 41 4i 65 19 19 25 42 42 55 20 20 45 43 43 25 21 21 30 I 1720 22 22 15 Mean 40.00 23 23 35

In the table above, it can be seen that the highest score of the pre-test

in the experimental class is 75 and the lowest score is 15. Based on the table

of pre-test - table 4.1, in the experimental class the average score or mean is

40.00, the modus is 35, and the median is 40.

2. The Post-test Score

Table 4.2

· The Post-test Score

Experimental Class (SE)

No Students' Name Score No Students' Name Score

1 1 65 24 24 70 2 2 80 25 25 60 _J

3 3 70 26 26 75 I I

4 4 80 27 27 65 5 5 80 28 28 70

-· 6 6 50 29 29 55 7 7 75 30 30 60 8 8 55 31 31 50 9 9 100 32 32 80 IO 10 60 33 33 70 11 11 85 34 34 80 12 12 90 35 35 70 13 13 50 36 36 50 14 14 75 37 37 75 15 15 45 38 38 65 16 16 70 39 39 50 17 17 95 40 40 45 18 18 45 41 41 65 19 19 75 42 42 65 20 20 'i 'i 41 ,, 0 ~c

45

21 21 80 I 2900 22 22 55 Mean 67.44 23 23 70

Table 4.2 presents the students score in the post-test. In the

experimental class, the highest score is 100 and the lowest score is 45. In

addition, the average score or mean in the experimental class is 67.44, then the

modus is 70, and the median is 70.

B. The Analysis of the Data

1. Data Testing

Before calculating the !test value to examine the hypothesis of the

research, a test of normality and homogeneity are needed to know whether

the data are distributed normally, and whether the data are homogeneous.

These tests are analyzed using IBM SPSS Statistics Version 20. The

normality and homogeneity tests results can be seen as below:

a. Normality of the Test (Pre-test and Post-test)

Table 4.3

Normality of the Test

One-Sample Kolmoaorov-Smirnov Test -NilaiPreTest NilaiPostT est

N 43 43

Normal Parametersa,b Mean 40.00 67.44

Std. Deviation 13.671 13.644

Absolute .148 .109

Most Extreme Differences Positive .148 .098

Negative -.078 -.109

Kolmogorov-Smirnov Z .970 .716

Asvmn. Sia. 12-tailed1 .303 .684

a. Test distribution is Normal.

b. Calculated from data.

The normality calculation above uses One-Sample

Kolmogorov-Smirnov Test. The table above shows 0.148 as the

absolute difference (D) of the pre-test or Dme-'""· Then it ron oM o

46

point that Dtable with the closest Kolmogorov-Smirnov critical points of

45 is 0.198. Therefore the comparison of the Dpre-tcst < Dtableis 0.148 <

Q.198. In other hand, the absolute difference (D) of post-test class is

0.109, it is also less than Dtable of critical point 45 = 0.198 or Dpost-test <

Dtable (0.120 < 0.224). In finding the normality, it can be referred to

Zpre-test= 0.970 (p > 0.05) and ZposHest= 0.716 (p > 0.05). Therefore, it

can get a conclusion that both data of the test in the experimental class

is normal.

b. Homogeneity of the Test (Pre-test and Post-test)

Table 4.4

Homogeneity of the Pre-test

T t f H es o "ty fV . omogene1 0 aria nee

Levene Statistic

Based on Mean .237

Based on Median .139

Nilai Based on Median and with .139

adjusted df

Based on trimmed mean .238

df1 df2 Sia.

1 84 .628

1 84 .710

1 83.689 .710

1 84 .627

In table 4.4, we know that the degree of significance of the

mean of the post-test is 0.628 which bigger than the critical point of

0.05. Based on that finding, in can be summarized that both pre-test

and post-test in the experimental class are also homogenous not

heterogeneous.

2. Hypothesis Testing

The writer uses !test fonnula to find the empirical evidence

statistically and to mal(e the testing of hypothesis in this research. In the

t1est, the writer uses manual calculation. After getting the data; the results of

students reading comprehension achievement of 8E class, X is the

students' pre-test score in the experimental class, and Y is the students'

47

post-test score in the experimental class. Then, the writer analyzes them by

using manual statistic calculation of the !test formula as follows.

Table 4.5

The Comparison of the Students' Pre-test and Post-test Score in the

Experimental Class

Pre-test Post-test Gain Score (D) (D)2 Students (N)

x y Y-X

1 30 65 35 1225 2 40 80 40 1600 3 40 70 30 900 4 70 80 10 100 5 50 80 30 900

6 40 50 10 100 7 45 75 30 900 8 30 55 25 625 9 75 100 25 625 10 45 60 15 225 11 45 85 40 1600 12 55 90 35 1225 13 25 50 25 65 14 45 75 30 900 15 15 45 30 900 16 35 70 35 1225 17 65 95 30 900 18 30 45 15 225 19 25 75 50 2500 20 45 55 10 100 21 30. 80 50 2500 22 15 55 40 1600 23 35 70 35 1225 24 35 70 35 1225 25 45 60 15 225 26 35 75 40 1600 27 30 65 35 1225

48

28 35 70 35 1225

29 20 55 35 1225

30 40 60 20 400 31 40 50 10 100 32 40 80 40 1600 33 50 70 20 400 34 25 80 55 3025 35 35 70 35 1225 36 40 50 10 100 37 60 75 15 225 38 35 65 30 900 39 45 50 5 25 40 35 45 10 100 41 65 65 0 0 42 55 65 IO 100 43 25 75 50 2500

Total (2) 1720 2900 1180 40150

The writer calculates the data based on the procedure of the

calculation. The formulation as foliows:

a. Determining mean from differences (MD), with fomrnla:

L,D MD=

N

1180 =--

43 = 27.44

b. Dete1mining standard of deviation from difference of variable X and Y

(SDD), with fo1mula:

= 40150 - (1180)2

43 43

= -}933.72 - (27.44) 2

- v933.72 - 752.95

= v1so.76

- 13.44

c. Determining the standard of deviation from the mean of D

13.44 =

v43-1

13.44 =m

13.44 =

6.48

= 2.07

d. Determining t0 (t-observation), with formula:

=

MD SEMD 27.44

2.07

= 13.25

e. Determining the degree of freedom ( df), with formula:

df = N- 1

= 43- 1

42

49

From the result of statistical calculation, it can be seen that the

value of t 0 or !test is 13.25 and the degree of freedom (dj) is 42. The value

of df 42 at the degree of significance 1 % or !table of df 42 is 2.69.

50

C. The Interpretation of the Finding

In this subchapter, the writer describes the interpretation of the

research finding and summarizes the hypothesis testing. The research is held

to answer the question whether the use of Student Teams-Achievement

Divisions (STAD) technique is effective in teaching reading at the Eight

Grade of the First Semester in SMPN I Pak:uhaji. To answer the question

above, the writer proposes Alternative Hypothesis (Ha) and Null Hypothesis

(Ho) as follows:

a. Ho (Null Hypothesis): there is empirical evidence that the use of

Student Teams-Achievement Divisions (STAD) technique is not

effective in teaching reading at the Eight Grade of the First Semester in

SMPN I Pak:uhaji.

b. Ha (Alternative Hypothesis): there is empirical evidence that the use of

Student Teams-Achievement Divisions (STAD) technique is effective

in teaching reading at the Eight Grade of the First Semester in SMPN I

PakuI1aji.

To prove the hypothesis, the data obtained in experimental class are

calculated by using t1est formula with assumption as follows:

a. If t0 :5 t1able, in significant degree of 1 %, the Null Hypothesis (Ho) is

accepted and Ha or Hypothesis Alternative is rejected. It means that

that there is empirical evidence that the use of Student Teams

Achievement Divisions (STAD) technique is not effective in teaching

reading.

b. If t0 ::'.: t1able. in significant degree of 1 %, the Null Hypothesis (Ho) is

rejected and Ha or Hypothesis Alternative is accepted. It means there is

empirical evidence that the use of Student Teams-Achievement

Divisions (STAD) te\:hnique is effective in teaching reading.

According to statistical calculation above, the value of t0 is 13 .25, and

the degree of freedom is 42. Then the writer uses I% as the degree of

significance. Based on the significance, it can be seen that on df = 42 in

51

significance 1 % the value of t1able is 2.69. By comparing the result of t1able

and t0 , in significance 1 %, t0 > t1able = 13.25 > 2.69. It means that the

Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is

rejected. Therefore, it can be inferred that the use of STAD teclmique effective

in teaching recount text. It simply illustrates that the students who are taught

by using STAD technique have a significantly higher achievement in

learning recount text at the Eight Grade of the First Semester in SMPN I

Pakuhaji.

CHAPTERV

CONCLUSSION AND SUGGESTION

In this chapter, the writer tries to give the conclusion and suggestions based on

the research findings that had been gained after conducting the research.

A. Conclusion

This study is intended to find empirical evidence whether the use of

Student Teams-Achievement Divisions (STAD) Technique at the Eight Grade

of the First Semester in SMPN 1 Pakuhaji is effective in teaching reading of

recount text. In this study, there are 43 students involved and become the

sample of this study. Based on the findings presented in chapter IV, it can be

concluded that there is empirical evidence that the use of Student Teams

Achievement Divisions (STAD) Technique is effective in teaching reading on

first semester of the Eight Grade SMPN 1 Pakuhaji. The students of

experimental class who are taught reading through ST AD technique achieve

better score in the post-test. It also can be seen in the gain score which

represents the students' improvement of using this technique. In this case, the

students' improvement score represent the successful of this technique which

makes the students work together, having more confident and motivation, and

having responsibility for their own and team success. This finding is proved

through the comparison of t1est or t 0 and !table which obtains from the statistical

calculation.

B. Suggestion

In line with the conclusion, here are some suggestions that can be

given in relations to the writer conclusion, and hopefully anyone who reads

this "skripsi" can take the benefits. The suggestions are as follow:

a. English teachers are hoped to develop their creativity in teaching English,

so that the students' boredom in learning English, especially in reading

subject can be avoided.

53

b. The .teacher could try to use STAD as a teclmique in teaching reading,

because in this study it proves that ST AD could increase the students'

comprehension in reading.

c. The teachers should know the methods in learning and teaching in order to

the teacher can choose the suitable method for the suitable material in the

classroom.

d. The students need to realize that learning has two way process, not only

teacher-center but also student-center. It means that they have significant

role in achieving their success in study.

e. The students should share their difficulty in learning to their friends and

their teacher in order to they can solve their problem in the learning

activity.

BIBLIOGRAPHY

Anderson, Mark and Kathy Anderson. Text Types in English I. South Yarra: Macmillan, 1997a.

-------.Text Types in English 2. South Yarra: Macmillan, 1997b.

-------.Text Types in English 3. South Yarra: Macmillan, 1998.

Arends, Richard I. Learning to Teach. Seventh Edition. Boston: McGraw-Hill, 2007.

Arthy. V and P Nagaraj. Enhancing Reading Comprehension Skills through Small Group Interaction Techniques. A Comparative Study. International Journal of Scientific Research. 2012.

Bamford, Julian and Richard R. Day, "Extensive Reading, What Is It? Why Bother?". (http://jalt-publications.org/old tlt/files/97 /may/extensive.html), Retrieved on January 9, 2014.

Brown, H. Douglas. Principle of Language Learning and Teaching. Fifth Edition. New York: Pearson Education Inc., 2007.

Creswell, John W. Educational Research, Fourth Edition. Boston: Pearson Education, Inc., 2012.

Cruickshank, Donald R. et.al., The Act of Teaching. New York: McGraw-Hills, 2006.

Daiek, Deborah B. and Nancy M. Anter. Critical Reading for College and Beyond. Boston: McGraw-Hill, 2004.

DEPDIKNAS. Standar Kompetensi dan Kompetensi Dasar SMP/MJ'S. Jakarta: Badan Standar Nasional Pendidikan, 2006.

Felder, Richard M. and Rebecca Brent. Cooperative Learning. Department of Chemical Engineering, N.C. State University. Educational Design, Inc,.

Gillies, Roby M. et.al., The Teacher's Role in Implementing Cooperative Learning in the Classroom. New York: Springer Science, 2008.

Government of South Australia, Department for Education and Child Development. "Engaging and Exploring Recount Text". (www.decd.sa.gov.au/litcracv/), Retrieved on February 2, 2014.

Grellet, Fancroise. Developing Reading Skills. Cambridge: Cambridge University Press, 2010.

55

Harmer, Jeremy. How to Teach English: An Introduction to the Practice of English Language Teaching. Edinburgh: Wesley Lor.gman, 1<;98.

Heaton, J.B. Writing English Language Tests. New York: Longman Inc., 1990.

Houser, Rick. Research-Study and Teaching. New York: SAGE Publication, 2009.

Husna, Nida, Step by Step to Reading Skill: Step I. Jakarta: English Department, Faculty of Tarbiyah and Teachers Training "Syarif Hidayatullah" State Islamic University.

Johnson, David W. et.al., Cooperative Learning Method: A Meta-Analysis. Minnesota: University of Minnesota, 2000.

Junaidi. "Titik Presentase Distribusi t, (http://www.junaidichaniago.wordpress.com), 2014.

d.f. 1 200". Retrieved on February 9,

Kessler, Carolyn (ed). Cooperative Language Learning. New Jersey: Prentice Hall, 1992.

King, Kevin Barry Len. Beginning Teaching and Beyond. Third Edition. Sydney: Thomson, 2006.

Livinia. "Imaginative Recount, Short Story". (http:/lwww.write4fun.net/viewentry/153240), Retrieved on February 9, 2014.

Mather, Peter and Rita McCarthy. Reading and All That Jazz. Boston: McGraw Hill, 2003.

McDonough, Jo and Christopher Shaw. Material and Method in ELT. Second Edition. Oxford: Blackwell, 2003.

Mikulecky, Beatrice S. and Linda Jeffries. More Reading Power. Second Edition. New York: Person Education, Inc., 2004.

Mukarto. et.al., English on Sky 2. Jakarta: Erlangga, 2007.

Nunan, David. Designing Task for the Communicative Classroom. Sydney: Cambridge University Press, 1999.

Nuttal, Christine. Teaching Reading Skill in Foreign Language. London: Heinemann, 1989.

Oxford, Rebecca L. Language Learning Strategies. Boston: Heinle & Heinle Publishers, 2000.

56

Priyana, Joko. et.al., Scaffolding English for Junior High School Students Grade VIII. Jakarta: Pusat Peybul:um DEPDIKNAS, 2008.

Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Second Edition. Cambridge: Cambridge University Press, 200 I .

Saddish, William R. et.al., Experimental and Quasi-Experimental Designs for Generalized Causal Inference. New York: Houghton Mifflin Company, 2003.

Sharan, Shlomo (ed). Handbook of Cooperative Learning Methods. Westport: Greenwood Press, 1999. ·

Siahaan, Sanggam and Kisno Shinoda. Generic Text Structure. Yogyakarta: Graha Ilmu, 2008.

Slavin, Robert E. Cooperative Learning: The01y, Research, and Practice. Boston: Allyn & Bacon, 1995.

Sudjono, Anas. Statistik Pendidikan. Jakarta: PT. Raja Persada, 2000.

Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT. Refika Aditama, 2010.

The University of Sheffield. "Reading Skill: Different Kinds of Reading". (http ://www.l eamingtolearn. group .shef.ac. uk/read/read diikincl task.html), Retrieved on January 9, 2014.

Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University Press, 2009.

Wardiman, Antono. dkk., English in Focus for Grade IX. Jakarta: Pusat Perbukuan DEPDIKNAS, 2008a.

-------. English in Focus for Grade VII. Jakarta: Pusat Perbukuan DEPDIKNAS, 2008b.

Widiati, Utami. et.al., Bahasa Inggris Sekolah Menengah Pertama I Madrasah Tsanawiyah Kelas VIII Edisi 4. Jakarta: Pusat Perbukuan DEPDIKNAS, 2008.

57

Pre-test and Post-test Instrument

Name School :SMPN 1 Palmhaji

Class : VIII ................. . Time

Read the text and answer the questions 1 to 5. "Go Camping"

The weather was very clear. My family and I decided to go camping last holiday. My father prepared the tent and other equipment. My mother prepared for the cooking. I took my fishing rod and my brother brought his sport equipment. When everything was ready, we went to the camping site in the countryside.

There were many campers when we arrived at the camping site. Unfortunately, the good location near the river had been occupied by other campers so we had to look for another place. Finally, we found a good place that little bit further. It was near a big tree. After setting up the tent, my father and I went fishing. We joined other people sitting on the rock near the river.

In the evening, my father made a fire. My mother cooked the fish we caught. I could say that was the best fish I had ever tasted. Sleeping in the tent was a very wonderful experience. I woke up early in the morning and I felt fresh. Then I accompanied my brother playing ball.

In the afternoon, we went back home.

I. The type of the text is ..... a. Recount b: Descriptive c. Narrative d. Report

2. What is the purpose of the text above? a. To describe a camping site. b. To give an information about how to spent a holiday time. c. To retell the writer's past camping experience. d. To inform people the new camping site.

3. The first paragraph is called ..... a. Description b. Reorientation c. Event d. Orientation

4. What are the writer and his father's hobby? a. Camping. b. Cooking. c. Fishing. d. Playing ball.

5. Where did the writer and his family set up their tent? a. Near the big tree. b. Near the river. c. At the back of the river. d. Far away from other campers.

58

The following text is for qnestions 6 to 8. "Trip to Y ogyakarta"

On Wednesday, my students and I went to Yogyakarta. We stayed at Dirgahayu hotel which is not far from Malioboro.

On Thursday, we visited the temples in Prnmbanan. There are three big temples: Brahmana, Syiwa and Wisnu Temples. They are really amazing. We visited only Brahmana and Syiwa Temples because Wisnu Temple is being renovated.

On Friday morning, we went to Yogyakarta's Keraton. We spent two hours there. We got many information about it because we led by a smart and friendly guide. Then we continued our journey to Borobodur. We arrived there at four pm. At five pm, we heard an announcement that Borobudur gate will be closed, so we left there.

In the evening, we left for Jakarta by bus.

6. The text mainly discusses .... a. The writer's experience trip to Yogyakarta b. The writer's trip to Malioboro c. The writer's impression about the guide d. The writer's experience at Malioboro's Temples

7. When they arrived at Borobudur? a. Atfourpm b. Atfivepm c. In the evening d. In the morning

8. Which temple is not being renovated? a. Syiwa and Wisnu b. Brahmana and Wisnu c. Wisnu d: Syiwa and Brahmana

Read the text and answer the questions 9 to 12. "Gili Air,,

It was early in the morning we left Ubud and travelled to Gili Air which is one of three islands in Lombok. It took for hours in total by boat. The travelling was not bad, but it was a hot day. I said to Jane on the slow boat" Ifs alright babe, it won't be so hot and stuffy once we get moving."

When we got to Gili Air, it was still quiet so we were able to get a bungalow near the beach. We rent it about Rp. 300.0000 a night plus breakfast. We shared our room with quite a number of geckos. Some of them were quite large ones. The weather was still hot when I went diving. Jane waited for me at the seashore. She observed some fishermen who had just caught some fish. She did not want to dive because she had a trauma with sea animals. We had three days here which we spent to walk around the island and it takes about an hour. Every night, we sat on the couches near the beach and watched the waves and the stars.

It was a fantastic journey that I ever had.

9. The purpose of writing the text above is ... a. To give an info1mation about the situation in Ubud. b. To advertise a tourism object in Ubud. c. To retell the writer's experience in Lombok. d. To describe the view in Lombok.

59

1 O. "It was a fantastic journey that I ever had." (Paragraph 3). The underlined word is similar in meaning to ... a. Meaningful. b. Funny. c. Interesting. d. Amazing.

11. Jane did not join diving with the writer because ... a. The weather was hot at that time. b. She had a bad experience with sea animals. c. There were some fishermen catching the fish. d. She preferred to wait for the writer at the seashore.

12. The last paragraph is called ..... a. Description b. Reorientation c. Event d. Orientation

The following text is for questions 13 to 15. "Playing Hide and Seek at Night"

When I was a kid, I played hide and seek with my friends. We used to play in the yard behind my house. The yard was a perfect place because it was surrounded by dense banana trees.

We usually played until late at night. One day, when I was trying to find a place to hide among the banana trees, I slipped and felled into the river. I used to take a bath at the river, but never at night! In the dark, everything looked different. I could not see clearly, I felt something touching my feet and I was scared. 1 was struggling to go out, but my feet were trapped in the mud.

Thank God, a friend finally came and helped me. Then he called others, and I saved.

13. Where the writer and they friends play hide and seek? a. Behind the writer's house. b. A place where he takes a bath c. Near a river and there is a banana tree. d. Surrounded by many trees.

14. What is the main idea of paragraph two? a. The river was very dark. b. The writer's feet were trapped in the mud. c. The writer was not hiding among the banana trees. d. Something strange was tickling the writer's feet.

15. "I could not see clearly, I felt something touching my feet" (Paragraph 2).The underlined word is similar in meaning to ... a. Push b. Grope c. Kick d. Contact

Read the text and answer the questions 16 to 20. "Don't eat just before going to bed!" my mother used to tell me. "You might get a

nightmare." How right she was. I never believed her until it happened to me. It was on a night when I felt hungry just as I was about to go to bed. So T mRrl<e mv<Plf o l\T00 ; n~ .. ~-~ ~-~ ~

60

Soon I drifted off into a troubled sleep. I dreamt that I was with a group of people looking for an old woman. I was not sure why we were looking for her but we all seemed afraid of her. Somehow we had to find her. After some searching I entered a darkened room and saw a figure sleeping on a bed.

As I got nearer the figure suddenly threw a·.vay tl::e bla.>ket, got up and stared at me. It was an ugly old woman with shiny golden teeth. She raised her claw-like fingers and walked towards me. I wanted to run but was unable to. I tried to scream but found that I could not. In horror I struggled and struggled to get away from the frightful woman.

The next moment I gave a mumbled yell and found myself panting on my bed. My goodness, what a horrible nightmare it was! From then on I never eat just before going to sleep.

16. What is the best title for the text? a. A nightmare b. A good dream c. A bad night d. An illusion

17. What is the purpose of the writer to write the text? a. To share his bad dream b. To describe an old woman c. To retell a frightening experience d. To advice not to eat before sleeping

18. "I never believed her until !t_happened to me ... "(Paragraph I) .The word "it" refers to ..... . a. A dream b. A nightmare. c. A Nasi Goreng d. A ,~lass of mil~.

19. The 3 paragraph 1s called ..... a. Description b. Reorientation c. Event d. Orientation

20. Why did writer never eat again before going to sleep? a. He did not want to get a horrible nightmare again. b. He was afraid being a fat boy. c. He was afraid to meet an old woman. d. He did not want to have a trouble sleep.

Good Luck & Do It by Your Self©

61

Keys Answer

I. A 11. B 2. c 12. B 3. D 13.A 4. c 14.B 5. A 15. D 6. A 16. A 7. A 17. c 8. D 18. B 9. c 19. c 10.D 20.A

Standar

Competensi Kompetensi Dasar

Memahami 5.3 Merespon makna dan

makna teks langkah retorika

tulis dalam esei pendek

fungsional sederhana secara

dan esei akurat, lancar dan

pendek berterima yang

sederhana berkaitan dengan

berbentuk lingkungan sekitar

descriptive dalam teks berbentuk

dan recount descriptive dan

yang recount

;erkaitan

iengan

ingkungan

:ekitar

Validitas Soal Pre-test dan Post-test

Kemampnan Indikator NomorSoal

Membaca I. Mengidentifik Text no 1

asi berbagai 1. The type of the text is ..... a. Recount

informasi b. Descriptive

dalam teks c. Narrative

fungsional d. Report

4. What are the writer and his father's hobby?

pendekyang a. Camping. b. Cooking.

berbentuk c. Fishing.

recount d. Playing ball. 5. Where did the writer and his fan1ily set up their tent?

a. Near the big tree b. Near the river. c. At the back of the river. d. Far away from other campers

Text no 2

6. The text mainly discusses .... a. The writer's experience trip to Y ogyakarta b. The writer's tripto Malioboro c. The writer's impression about the guide d. The writer's experience at Malioboro's Temples

7. When they arrived at Borobudur? a. At four pm b. At five pm

CJ)

"'

I

c. In the evening d. In the morning

8. Which temple is not being renovated? a. Syiwa and Wisnu b. Brahmana and Wisnu c. Wisnu d. Syiwa and Brahmana

Text no 3

10. "It was a fantastic journey that I ever had." (Paragraph The underlined word is similar in meaning to ... a. Meaningful. b. Funny. c. Interesting. d. Amazing.

11. Jane did not join diving with the writer because ... a. The weather was hot at that time. b. She had a bad experience with sea animals. c. There were some fishermen catching the fish. d. She preferred to wait for the writer at the seashore.

Text no 4

13. Where the writer and they friends play hide and seek? a. Behind the writer's house. b. A place where he takes a bath c. Near a river and there is a banana tree. d. Surrounded by many trees.

14. What is the main idea of paragraph two? a. The river was very dark. b. The writer's feet were trapped in the mud. c. The writer was not hiding amomr the banana trees.

"' w

I I

2. Mengidentifi

kasi fungsi

sosial,

d. Something strange was tickling the writer's feet. 15. "I could notsee clearly, I felt something touching my fet

(Paragraph 2).The underlined word is similar in meaning to .. a. Push b. Grope c. Kick d. Contact

Text no 5

16. What is the best title for the text? a. A nightmare b. A good dream c. A bad night d. An illusion

18. "I never believed her until it happened to me ... " (Paragraph .The word "it" refers to ... a. A dream b. A nightmare. c. A Nasi Goreng d. A glass of milk.

20. Why did writer never eat again before going to sleep? a. He did not want to get a horrible nightmare again. b. He was afraid being a fat boy. c. He was afraid to meet an old woman. d. He did not want to have a trouble sleep.

Text no I

2. What is the purpose of the text above? a. To describe a camping site. b. To give an information about how to spent a holiday time c. To retell the writer's oast camoing experience.

m .!»

langkah

retorika

dalam teks

fungsional

pendek

berbentuk

recount

d. To infonn people the new camping site. 3. The first paragraph is called .....

a. Description b. Reorientation c. Event d. Orientation

Text no 3

9. The purpose of writing the text above is ... a. To give an information about the situation in Ubud. b. To advertise a tourism object in Ubud. c. To retell the writer's experience in Lombok. d. To describe the view in Lombok

12. The last paragraph is called ..... a. Description b. Reorientation c. Event d. Orientation

Text no 5

17. What is the purpose of the writer to write the text? a. To share his bad dream b. To describe an old woman c. To retell a frightening experience

. d. To advice not to eat before sleeping 19. The 3rd paragraph is called .....


en U1

'fo

1

~

'

Number of Text

Text

Read the text and answer the questions 1 to 6. "Go Camping"

The weather was very clear. My family and I decided to go camping last holiday. My father prepared the tent and other equipment. My mother prepared for the cooking. I took my fishing ro·d and my brother brought his sport equipment. When everything was ready, we went to the camping site in the countryside.

There were many can1pers when we arrived at the camping site. Unfortunately, the good location near the river had been occupied by other campers so we had to look for another place. Finally, we found a good place that little bit further. It was near a big tree. After setting up the tent, my father and I went fishing. We joined other people sitting on the rock near the river.

In the evening, my father made a fire. My mother cooked the fish we caught. I could say that was the best fish I had ever tasted. Sleeping in the tent was a very wonderful experience. I woke up early in the morning and I felt fresh. Then I accompanied my brother playing ball.

The following text is for questions 7 to 10. 'Trip to Yogyakarta"

On Wednesday, my students and I went to Yogyakarta. We stayed at Dirgahayu hotel which is not far from Malioboro. On Thursday, we visited the temples in Prambanan. There are three big temples: Brahmana, Syiwa and Wisnu Temples.

They are really amazing. We visited only Brahmana and Syiwa Temples because Wisnu Temple is being renovated. On Friday morning, we went to Yogyakarta's Keraton. We spent two hours there. We got many infonnation about it

because we led by a smart and friendly guide. Then we continued our journey to Borobodur. We arrived there at four pm. At five pm we heard an announcement that Borobudur gate will be closed, so we left there.

In the evening, we left for Jakarta by bus.

Read the text and answer the questions 11 to 15. "Gili Air"

It was early in the morning we left Ubud and travelled to Gili Air which is one of three islands in Lombok. It took for hours in total by boat. The travelling was not bad, but it was a hot day. I said to Jane on the slow boat " Ifs alright babe, it won't

CJ) CJ)

4

be so hot and stuffy once we get moving." When we got to Gili Air, it was still quiet so we were able to get a bungalow near the beach. We rent it about Rp. 300.0000

a night plus breakfast. We shared our room with quite a number of geckos. Some of them were quite large ones. The weather was still hot when I went diving. Jane waited for me at the seashore. She observed some fishermen who had just caught some fish. She did not want to dive because she had a trauma with sea animals. We had three days here which we spent to walk around the island and it takes about an hour. Every night, we sat on the couches near the beach and watched the waves and the stars.

It was a fantastic journey that I ever had.

The following text is for questions 16 to 19. "Playing Hide and Seek at Night"

When I was a kid, I played hide and seek with my friends. We used to play in the yard behind my house. The yard was a perfect place because it was surrounded by dense banana trees.

We usually played until late at night. One day, when I was trying to find a place to hide among the banana trees, I slipped and felled into the river. I used to take a bath at the river, but never at night! In the dark, everything looked different. I could not see dearly, I felt something touching my feet and i was scared. 1 was struggling to go out, but my feet were trapped in the mud.

Thank God, a friend finally came and helped me. Then he called others, and I saved.

Read the text and answer the questions 20 to 25. "Don't eat just before going to bed!" my mother used to tell me. "You might get a nightmare." How right she was. I never

believed her until it happened to me. It was on a night when I felt hungry just as I was about to go to bed. So I made myself a Nasi Goreng and a large cold glass of milk. After consuming them I went to bed.

Soon I drifted off into a troubled sieep. I dreamt that I was with a group of people looking for an old woman. I was not sure why we were looking for her but we all seemed afraid of her. Somehow we had to fmd her. After some searching I entered a darkened room and saw a figure sleeping on a bed.

As I got nearer the figure suddenly threw away the blanket, got up and stared at me. It was an ugly old woman with shiny golden teeth. She raised her claw-like fingers and walked towards me. I wanted to run but was unable to. I tried to scream but found that I could not. In horror I struggled and struggled to get away from the frightful woman.

The next moment I gave a mumbled yell and found myself panting on my bed. My goodness, what a horrible nig11tmare it was! From then on I never eat just before going to sleep.

CJ) ...,

lingkungan fungsional pendek

sekitar dalam berbentuk recount

teks berbentuk

descriptive dan

recount

Jumlah

Mengidentifikasi langkah retorika PG

dalam teks recount 3, 12, 19 ~

J

20

en <O

Titik Pcrscntase Distribusi t (df~ 41-80)

~ 0.25 0.10 0.05 0.025 0.01 0.005 0.001 di 0.50 0.20 0.10 0.050 0.02 0.010 0.002

41 0.68052 1.30254 1.68288 2.01954 2.42080 2.70118 3.30127 42 0.68038 1.30204 1.68195 2.01808 2.41847 2.69807 3.29595 43 0.68024 1.30155 1.68107 2.01669 2.41625 2.69510 3.29089 44 0.68011 1.30109 1.68023 2.01537 2.41413 2.69228 3.28607 45 0.67998 1.30065 1.67943 2.01410 2.41212 2.68959 3.28148 46 0.67986 1.30023 1.67866 2.01290 2.41019 2.68701 3.27710 47 0.67975 1.29982 1.67793 2.01174 2.40835 2.68456 3.27291 48 0.67964 1.29944 1.67722 2.01063 2.40658 2.68220 3.26891 49 0.67953 1.29907 1.67655 2.00958 2.40489 2.67995 3.26508 50 0.67943 1.29871 1.67591 2.00856 2.40327 2.67779 3.26141 51 0.67933 1.29837 1.67528 2.00758 2.40172 2.67572 3.25789 52 0.67924 1.29805 1.67469 2.00665 2.40022 2.67373 3.25451 53 0.67915 1.29773 1.67412 2.00575 2.39879 2.67182 3.25127 54 0.67906 1.29743 1.67356 2.00488 2.39741 2.66998 3.24815 55 0.67898 1.29713 1.67303 2.00404 2.39608 2.66822 3.24515 56 0.67890 1.29685 1.67252 2.00324 2.39480 2.66651 3.24226 57 0.67882 1.29658 1.67203 2.00247 2.39357 2.66487 3.23948 58 0.67874 1.29632 1.67155 2.00172 2.39238 2.66329 3.23680 59 0.67867 1.29607 1.67109 2.00100 2.39123 2.66176 3.23421 60 0.67860 1.29582 1.67065 2.00030 2.39012 2.66028 3.23171 61 0.67853 1.29558 1.67022 1.99962 2.38905 2.65886 3.22930 62 0.67847 1.29536 1.66980 1.99897 2.38801 2.65748 3.22696 63 0.67840 1.29513 1.66940 1.99834 2.38701 2.65615 3.22471 64 0.67834 1.29492 1.66901 1.99773 2.38604 2.65485 3.22253 65 0.67828 1.29471 1.66864 1.99714 2.38510 2.65360 3.22041 66 0.67823 1.29451 1.66827 1.99656 2.38419 2.65239 3.21837 67 0.67817 1.29432 1.66792 1.99601 2.38330 2.65122 3.21639 68 0.67811 1.29413 1.66757 1.99547 2.33245 2.65008 3.21446 69 0.67806 1.29394 1.66724 1.99495 2.38161 2.64898 3.21260 70 0.67801 1.29376 1.66691 1.99444 2.38081 2.64790 3.21079 71 0.67796 1.29359 1,56660 1.99394 2.38002 2.64686 3.20903 72 0.67791 1.29342 1.66629 1.99346 2.37926 2.64585 3.20733 73 0.67787 1.29326 1.66600 1.99300 2.37852 2.64487 3.20567 74 0.67782 1.29310 1.66571 1.99254 2.37780 2.64391 3.20406 75 0.67778 1.29294 1.66543 1.99210 2.37710 2.64298 3.20249 76 0.67773 1.29279 1.66515 1.99167 2.37642 2.64208 3.20096 77 0.67769 1.29264 1.66488 1.99125 2.37576 2.64120 3.19948 78 0.67765 1.29250 1.66462 1.99085 2.37511 2.64034 3.19804 79 0.67761 1.29236 1.66437 1.99045 2.37448 2.63950 3.19663 80 0.67757 1.29222 1.66412 1.99006 2.37387 2.63869 3.19526

Catatan: Probabilita yang lebih kecil yang ditunjukkan pada judul tiap kolorn adalah luas daerah dalam satu ujung, sedangkan probabilitas yang lebih besar adalah luas daerah dalam kedua ujung

Diproduksi oleh: junaidi (http: //junaidichaniago.wordpress.com), 2010

70

71

label D

Tabel Nifai Kritis Uji Kolmogorov-Smimov

n a= 0,20 a= O,I 0 a= 0,()5 a =0,02 a= 0,01 l 0,900 0,950 0,975 0.990 0,995 2 0,684 0,776 0,842 0,900 0,929 0 0,565 0,636 0.708 0,785 0,829 J

4 0,493 0,565 0,624 0,689 0.734 5 0.447 0,509 0,563 0,627 0,669 6 0,410 0.468 0,519 0.577 0.617 7 0,381 0,436 0,483 0,538 0,576 8 0,359 0,410 0,454 0,507 0,542 9 0,339 0,387 0,430 0,480 0,513

10 0,323 0,369 0,409 0,457 0,486 11 0,308 0,352 0,391 0,437 0,468 12 0.296 0,338 0,375 0,419 0,449 13 0,285 0,325 0,361 0.404 0,432 14 0,275 0314 0,349 0,390 0,418 15 0,266 0,304 0,338 0,377 0,404 16 0,258 0,295 0,327 0,366 0.392 17 0,250 0,286 0,318 0,355 0,381 18 0,244 0,279 0,309 0.346 0,371 19 0,23 7 0,271 0,301 0,337 0,361 20 0,232 0,265 0,294 0,329 0,352 21 0,226 0)59 0,287 C,321 0,344 22 0,221 0,253 0,281 0,314 0,337 23 0,216 0,247 0,275 0.307 0,330 24 0,212 0,242 0.269 0,301 0,323 25 0.208 0,238 0,264 0,295 0,317 26 0,204 0.233 0,259 0,290 0.311 27 0,200 0,229 0.254 0,284 0,305 28 0,197 0,225 0,250 0.279 0.300 29 0,193 0,22 l 0.246 0,275 0,295 JO 0,190 0,218 0,242 0,270 0,290 35 0,177 0.202 0,224 0,251 0.269 40 0,165 0,189 0,210 0,235 0,252 45 0,156 0,179 0,198 0,222 0.238 50 0,148 0,170 0,188 0,211 0,226 55 0,142 0,162 0,180 0,201 0,216 60 0,136 0.155 0,172 0, 193 0,207 65 0 . .13 I 0,149 0,166 0,185 0,199 70 0,126 0,144 0,160 0.179 0,192 n a= 0,20 a= 0,10 a= 0,05 a= 0,02 a= 0,01 75 0,122 0,JJ9 0, 154 0.173 0, 185 80 0,118 0,135 0,150 0,167 0,179 85 0,114 0,JJ I 0, 145 0,162 0,174 90 0,111 0,127 0,141 0, 158 0, 169 95 0,108 0,124 0,137 0,154 0,165 100 0,106 0,12 l 0, 134 0.150 0,161

Pendekatan l,07Nn l,22r./n l,J 61'/n 1,s2f./n l,63Nn

P£RAN6KATP£MB£LAJA SILABUS PRMBEI.PtJA

Mata Pelajaran : Bahasa Inggris. Saluan Pendidikan : SMP NEGERI 1 PAKUH Kelas/Semester : VIII I I (satu)

Nama Guru : Siti Nurhayati, S.Pd NIP/NIK : Sekolah : SMPN 1 Pakuhaji

KURIKULUM TINGKAT SATUAN PENDIDIKAN ( TSP)

" N

ensi

ensi Dasar

1 makna rnh retorika ~i pendek l secara near dan l yang dengan

m sekitar :s c 1e dan

SMPN 1 Pakuhaji

Bahasa Inggris

VIII/ 1

4 X 40 Menit ( 2 Pertemuan)

Membaca

5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan

lingkungan sekitar

Penilaian Materi Kegiatan

Indikator Alokasi Sumber

Pembelajaran Pembelajaran Teknik Bentuk Con to It Waktu Bela jar

Instrumen Instrumen

1. Teks tulis 1. Tanya jawab 1. Mengidentifikasi Tes PG 1. Choose the 1. Buku teks

berbentuk berbagai ha! berbagai informasi Tulis best option 4x40 yang Men it

recount terkait dalam teks fungsional based on the relevan tema/topik 2. Makna bacaan

pendek yang berbentuk text. (LKS atau

gagasan atau recount 2. State buku

makna 2. Review kosakata

2. Mengidentifikasi fungsi whether the siswa) dan tatabahasa

tekstual dalam terkait jenis teks sosial, langkah retorika, staten1ents 2. Koran/maj

teksrecount recount dalam teks fungsional are true or alah

3. Langkah 3. Membaca pendek berbentuk fa lie. 3. Gambar

retorika nyaring teks recount 3. Answer the peristiwa/t

teksrecount recount questions! em pat

4. Tujuan 4. Menjawab 4. What is the 4. Lingkunga komunikatif pertanyaan purpose of n sekitar

teksrecount tentang the text

5. Ciri informasi yang

kebahasaan terdapat dalam teksrecount

teks recount 5. Menjawab Tes Membaca 5. Read the text

pertanyaan Lisan nyaring

:t> :g 3 Q. ;;·

"'

" w

tdan langkah retorika teks recount

6. Menyebutkan ciri-ciri kebahasaan teks recount

•:• Karakter siswa yang diharapkan : • Dapat dipercaya (Trustworthiness)

• Rasa hormat dan perhatian (respect)

• Tekun (diligence)

H. FIRMANSY AH,S.Pd.M.Pd

NIP 196107261988101001

Tangerang, 13 November 2013

Guru Mata Pelajaran

Siti Nurhayati, S.Pd

:g gi "l<'

"'

"" ""

Appendix 7 75

I I I I

P£RAN6KAT PE.MBKLAJARAN I-

R:ENCANA PELAKSANAAN PEMBKLAJARAN

(RPP)

Mata Pelajaran : Bahasa lnggris

Satuan Pendidikan : SMP NEGERI 1 PAKUHAJI

Kelas/Semester : VIII /1

Nama Guru :Siti Nurhayati, S.Pd

NIP/NIK : -Sekolah : SMPN 1 Pakuhaji

KURIKULUM TING KAT SATUAN PENDIDIKAN (KTSP)

I I I I

Appendix7

MP/MTS

:elas/Semester

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Control Class)

: SMPN I Pakuhaji

: VIII (Delapan) I I

,(andar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei pendek sederhana

berbentuk descriptive dan recount yang berkaitan dengan lingkungan

sekitar

76

~ompetensi Dasar : 5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana

secara akurat, lancar dan berterima yang berkaitan dengan lingkungan

sekitar dalam teks berbentuk descriptive dan recount

enis teks : monolog descriptive/recount

: Narrating Past Events :ema

\spek/Skill

\lokasi Waktu

: Membaca

: 8 x 40 menit ( 4 x pertermuan )

I. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat merespon makna dalam:

a. Siswa dapat membaca nyaring dengan ucapan, tekanan, dan intonasi yang benar

b. Siswa dapat mengidentifikasi berbagai informasi dalam teks fungsional pendek yang

sangat sederhana berupa teks recount

c. Siswa dapat mengetahui langkah retorika dalam teks recount

d. Siswa dapat mengetahui ciri kebahasaan teks recount

e. Siswa dapat mengetahui fungsi teks recount

f. Siswa dapat mengetahui makna kosa kata teks recount

•!• Karakter siswa yang diharapkan : Rasa hormat dan perhatian( respect)

Tekun (diligence)

Appendix?

l. Materi Pembelajarana

Terlampir

~. Metode Pembelajaran

Conventional Method

I. Langkah-langkah Kegiatan

A. Kegiatan Pendahuluan

I. Guru memberi salam dan tegur sapa

2. Guru melakukan tanya jawab mengenai berbagai hal yang terkait kondisi siswa

3. Guru mengabsen siswa

4. Guru menjelaskan kepada siswa tentang materi apa yang akan mereka pelajari

B. Kegiatan Inti

I. Guru menjelaskan arti dan fungsi dalam teks recount

2. Guru menjelaskan language features dalam teks recount

3. Guru membaca nyaring dan menjelaskan kosa kata yang sulit dalam teks recount

77

4. Guru menjelaskan tenses yang biasa digunakan dalam teks recounl dengan

menjelaskan rum us terlebih dahulu kemudian contoh

5. Guru membaca nyaring sebuah paragraph dan mengartikanya

6. Siswa mempelajari teks recount dan bertanya kepada guru tentang pertanyaan atau

kosa kata yang tidak mereka mengerti

C. Kegiatan Penutup

I. Guru mengevaluasi pelajaran hari ini dari teknik yang digunakan dalam proses belajar

mengajar

2. Guru membuat rangkuman/simpulan materi pelajaran;

78 Appendix 7

5. Sumber belajar

a. Buku teks yang relevan (LKS Siswa)

b. Gambar-gambar yang relevan

6. Penilaian

Indikator Pencapaian Telmik Bentuk Instrumen/ Soal

Kompetensi Penilaian Instrumen

Menjawab pertanyaan Tes tulis PG I 1. Choose the best option

tentang: based onthe text

• Makua gagasan 2. State whether the

• Makua tekstual dalam statementsare true or false

teks descriptive dan 3. Answer the following

recount questions!

4. What is the purpose of the • . Langkah retorika teks

text! descriptive dan recount

Tes lisan Membaca 5. Read the text aloud.

• Tujuan komunikatif nyaring teks descriptive dan

recount

• Ciri kebahasaan teks

descriptive dan recount

• Membaca nyaring

teks descriptive dan

recount.

a. Pedoman Penilaian

I. Untuk setiap nomor, setiap jawaban benar mendapat skor I

2. Jumlah skor maksimal I 0

3. Nilai maksimal = I 0

Appendix 7

SMP/MTS

RENCANAPELAKSANAANPEMBELAJARAN

(RPP)

(Experimental Class)

Kelas/Sernester

: SMPN 1 Pakuhaji

: VIII (Delapan) I 1

81

Standar Kornpetensi : 5. Mernaharni rnakna teks tulis fungsional dan esei pendek sederhana

berbentuk descriptive dan recount yang berkaitan dengan lingkungan

sekitar

Kompetensi Dasar : 5.3 Merespon makna dan langkah retorika dalarn esei pendek

sederhana secara akurat, lancar dan berterirna yang berkaitan dengan

lingkungan sekitar dalarn teks berbentuk descriptive dan recount

Jenis teks

Terna

: Monolog descriptive/recount

: Narrating Past Events

: Mernbaca Aspek/Skill

Alokasi Waktu : 8 x 40 rnenit ( 4 x pertermuan)

1. Tujuan Pembelajaran

Pada akhir pernbelajaran, siswa dapat:

a. Membaca teks recount dengan benar

b. Siswa dapat rnengetahui fungsi teks recount

c. Siswa dapat rnengidentifikasi berbagai informasi dalam teks esei sederhana berupa teks

recount.

d. Siswa dapat rnengetahui langkah retorika dalam teks recount.

e. Siswa dapat rnengetahui cirri kebahasaan teks recount

f. Siswa dapat rnernaharni rnakna kosa kata dalarn teks recount

•!• Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian( respect)

Tekun( diligence )

82 Appendix7

2. Materi Pembelajaran: Terlampir

3. Metode Pembelajaran: Cooperative Learning (STAD Technique)

4. Langkah-langkah Kegiatan

A. Kegiatan Pendahuluan

1. Guru memberi salam dan tegur sapa

2. Guru melakukan tanya jawab mengenai berbagai ha! yang terkait kondisi siswa

3. Guru mengabsen siswa

4. Guru memberikan stimulus-stimulus tentang materi apa yang akan dipelajari oleh

siswa

5. Guru menjelaskan kepada siswa tentang materi apa yang akan mereka pelajari

serta cara mengerjakan atau peraturan-peraturan yang harus mereka patuhi

B. Kegiatan Inti

I. Guru membagi s1swa kedalam beberapa kelompok dimana setiap kelompok

beranggotakan 4 atau 5 orang secara heterogen ( campuran) menurut prestasi, jenis

kelamin, suku, di!

2. Guru melakukan tanyajawab mengenai arti dan fungsi dalam teks recount

3. Guru menjelaskan schematic structure dalam teks recount

4. Guru menjelaskan language features dalam teks recount

5. Guru memberikan tugas kepada kelompok untuk dikerjakan oleh anggota-anggota

kelompok. Setiap anggota dalam kelompok yang sudah mengerti berkewajiban

menjelaskan kepada anggota kelompoknya agar mengerti tentang apa yang

ditugaskan oleh guru

6. Guru memberi kuis/pertanyaan kepada seluruh siswa, dan pada saat menjawab

kuis tersebut setiap anggota dalam suatu kelompok tidak boleh saling membantu

anggota kelompok yang lainya dalam menjawab kuis atau pertanyaan.

7. Hasil kuis atau pertanyaan setiap individu dalam suatu kelompok akan

dijumlahkan dengan anggota yang lain dan akan menjadi nilai rata-rata dalam

kelompok tersebut

83

Appendix7

C. Kegiatan Penutup

I. Guru mengevaluasi pelajaran hari ini dari teknik yang digunakan dalam proses

belajar mengajar

2. Guru bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan materi pelajaran;

3. Guru menyampaikan sekilas tentang rencana pembelajaran yang akan dilakukakan

pada pertemuan berikutnya.

5. Sumber belajar

a. Buku teks yang relevan (LKS Siswa)

b. Handout tentang teks recount

6. Penilaian

Indikator Pencapaian Teknik Bentuk Instrument Soal

Kompetensi Penilaian Instrumen

Menjawab pertanyaan Tes tulis Pilihan 1. What is the type of the text

tentang: Ganda is?

• Makna gagasan dalam 2. What is the first, second and

teks recount third paragraph called?

• Makna tekstual dalam ' .). What is the purpose of the

teks recount text

4. The text is mainly discusses • Langkah retorika teks

about ......... recount Membaca Tes lisan 5. Read the text aloud!

• Tujuan komunikatif teks recount

teks recount

• Ciri kebahasaan teks

recount

• Membaca teks recount

Appendix 7

a. Pedoman Penilaian

I. Untuk setiap nomor, setiap jawaban benar mendapat skor I

2. Jumlah skor maksimal I 0

3. Nilai maksimal = I 0

4. Nilai Siswa =

b. Rubrik Penilaian

SkorPel·olehan xlO SkorMaksimal

Uraian

Dapat menjawab dengan benar

Tidak menjawab atau jawaban salah

H. FIRMANSYAH,S.Pd.M.Pd NIP 1961072619881010!Jl

Skor

1

0

Tangerang, 13 November 2013 Gnru Mata Pelajaran

Siti Nurhayati, S.Pd

84

AppendixB 85

First Meeting

I. A Recount Text

A recount text is a text that telling the reader about one story, action, or activity. Its

goal is to entertain or infonn the reader about the past activity.

II. The Schematic Structure of Recount Text

The schematic structures of recount text are divided into three parts:

I. Orientation : Tells who was involved, what happened, where the events

took place, and when it happened -7(0pening)

2. Events (Event) : Tell what happened and in what sequence -7(Content)

3. Reorientation : Consists of optional - closure of events/ending -7 (Closing)

III. The Linguistic Features of a recount text:

I. Focus on time sequence

Example : Yesterday, last night, etc.

2. Past Tense

Simple past tense is a sentence that tells about events, or activities that occur

in the past time. Rules:

/ a. Subject+ to be (was, were)+ complement

Example : I was a boy ten years ago

They were in the yard last Sunday

Were : You, We, They

Was : I, She, He, It

b. Subject+ V2 +complement

Example : I went to Jakarta last Friday

We studied English together last week

c. Subject + VI + -ed + complement

Example : I studied at SMPN 1 Pakuhaji

They played football

AppendixB 87

Name

Group

Task.I (Individual)

"Weekend in Bandung"

Last Sunday, Joni visited his grandmother's house in Bandung. He went there with his

parents, his brother, and his sister. They went to Bandung from Jakarta at 7 a.m. and arrived

in Bandung at I 0 a.m.

In his grandmother's house, they saw the beautiful scenery. There were a high

mountain, large field, air fresh, etc. In the grandmother's house, his grandmother asked them

to have lunch together. The menu was very delicious. It was Sundanese food. There were

samba!, pepes ikan, sayur asem, ikan asin, and lalap.

After they had lunch, they visited Maribaya. Maribaya was one of the recreation

places in Bandung. This place had many waterfalls. One of its waterfall called "Ci Omas."

When Joni and his family heard its waterfalls name, they laughed spontaneously, because its

name same as one of the comedian. Moreover, they bought some accessories before went

back to his grandmother's house, and they went back to Jakarta after Maghrib prayer from

their grandmother's house.

In conclusion, they enjoyed their weekend in Bandung, the place was very impressive

with its beautiful scenery.

I. What is the purpose of the text above? a. To describe a Sundanese food. b. To give an information about how

to spent a holiday time in "Ci On1as."

c. To retell the wnters past experience in his grandmother's house.

cl. To inform people about the waterfalls in Maribaya.

2. The first paragraph is callee! ... a. Description b. Reorientation c. Event d. Orientation

3. How long that the Joni need to reach Bandung from Jakarta? a. Three hours b. Seven hours

c. Ten Hours cl. Four hours

4. What was the name of recreation place that Joni visited? a. Bandung b. Maribaya c. Ci Omas d. Sundanese food

5. "When Joni and his family heard its waterfalls name, they laughed spontaneously''. The underline word has the similar meaning to ..... a. Sundanese food. b. Comedian. c. Ci Omas. d. Maribaya.

Appendix8 88

Second Meeting

I. A Recount Text


goal is to entertain or inform the reader about the past activity.



I. Orientation : Tells who was involved, what happened, where the events





I . Focus on time sequence


2. Past Tense



4 a. Subject+ to be (was. were)+ com12lement





b. Subject + V2 + comQlement

Example : I went to Jakai1a last Friday


c. Subject+ VI + -ed + comQlement

Example : I studied at SMPN 1 Pakuhaj i


AppendixB 91

Third Meeting

I. A Recount Text


goal is to entertain or inform the reader about the past activity.



1. Orientation : Tells who was involved, what happened, where the events





I. Focus on time sequence


2. Past Tense



a. Subject+ to be (was, were)+ complement





b. Subject + V2 + complement

Example : I went to Jakarta last Friday


c. Subject+ VI+ -ed +complement

Example : I studied at SMPN I Pakuhaji


Appendix8

Name Group

Task 3 (Individual)

93

A S<:arv Movie

On Thursday, I went to Movie Theater to watch a movie. First, I have asked my friend to join with me, but he refused because he had a lot of duty to finish his homework. Then I decided to go there alone. When I arrived at the Movie Theater, I confused to choose the movie. Then, I bought one ticket for the movie of"giant". I hope I will enjoy the movie.

After the movie was over, I left the Movie Theater quickly, my watch showed 11.30 p.m. as I got to my bicycle. I pedaled hard on my bicycle and was soon speeding home. My thought went back to the movie that I had just seen. It was a scary story. I could remember clearly a woman screaming as she was being attacked by a monster. Somehow, that frightful scene stayed in my mind, and I could not forget it.

The road was dark and quiet. I have to pass a graveyard on the way home. As I approached the graveyard, I heard some sounds behind me. I was frightened and began to cycle faster. The sound came nearer to me. I cycle the fastest that I ever cycle, and finally I arrived at my home.

I. What is the purpose of the text above? a. To describe a movie. b. To give an information about how

to buy a ticket of movie. c. To retell the writers' past

experience after watching a movie. d. To infonn the people about the

monster. 2. The first paragraph is called .....


3. The third paragraph is called ..... a. Description b. Reorientation c. Fvcnt d. Orientation

4. What did the writer's do before going to the movie? a. I le Jskcd his friend to join with

him. b. He bought a ticket for a movie c. He prepared the money to bought a

ticket d. He serviced his bicycle

5. " ... I went to Movie Theater to watch a movie ... " (Paragraph 1 ). The underlined word is similar in meaning

a. Mall b. Cinema c. Laboratory d. Hospital

6. What did the writer do when he arrive at Movie Theater? a. He felt confused to choose the

movie b. He bought a ticket for a movie c. He prepared the money to bought a

ticket d. He serviced his bicycle

7. Where did the writer see a woman screaming? a. rvlovie Theater b. Mall c. Laboratory d. Graveyard

8. Why the writer feel frightened when he was cycling his bicycle? a. His friend did not want to join with

him b. He passed the graveyard c. He saw a woman's screaming d. lie heard some sound m the

graveyard

Appendix8

Name

Group

Task 4 (Individual)

96

Last Saturday I woke up early, but I didnot get up because there was no school.

Suddenly, my telephone was rung. It was my friend Fanny, she asked me to go out at I 0.00 o'

clock. She wanted to buy something in traditional market.

Finally, we were out. In the street, I saw a piece ofpink coupon. Interested with its

colour, I took it, thenFanny and I read this out. We were fully shocked, itwas a receipt of a

four nights tour to Lombok ! ! The expired date was that day. To our surprised, the namewas

Fanny Fenita and the birth date was exactly thesame like Fanny my friend, and it was also

valid fortwo persons. My God!! We were thinking that maybethe coupon just fell from the

sky and it was there forus.

We were in hurried to the address of the touragency that issued the coupon. The tour

agency tookcare of everything. We went home and still could notbelieve what was going on.

Two days later we were onthe Senggigi Beach, stayed in the warmth sun. Moreover, we had

long public holiday, so we could enjoy the"gift" happily. We also bought some presents for

ourfamily and friends.

I. The text is mainly discuss about.. ...

a. To describe a traditional market.

b. To give an infmmation about how

to buy a vegetables and fruits.

c. To give an information abont the

coupon that the writer and his

friend fonnd i.n the traditional

market.

d. To inform the people about tour in

Lombok.

2. The first paragraph is called .....

a. Description

b. Reorientation

d. Orientation

3. The third paragraph is called .....

a. Description

b. Reorientation

c. Event

d. Orientation

4. What is the mam idea of the first

paragraph?

a. The writer activity on Sunday

b. The friends of the writer called her

on the Saturday night

c. The invitation from Fanny to the

writer to go to the traditional

Appendix9

KEMENTERIAN AGAMA UJN JAKARTA FITK JI. Ir. H. Juanda No 95Cipulat15412 Indonesia

FORM (FR)

No. Dokumen

Tgl. Terbit

No. Revisi:

Hal

SURAT BIMBINGAN SKRIPSI

98

FITK-FR-AKD-081

1 Maret 2010

01

1/1

Nomor : Un.01/F.1/K.M.Ol.3/ ... \?. .... ./2013 Lamp.

Jakaiia, 03 Oktober 2013

Hal : Bimbingan Skripsi

Kepada Yth.

Siti Nurul Azkiyah, M.Sc., Ph.D Y cnny Rahmawati, M.Ed Pembimbing Skripsi Fakultas Ilmu Tarbiyah dan Keguman UIN Syai·if Hidayatullah Jakarta.

Assalamu 'a/aikum wr. wb.

Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing I/II (materi/teknis) penulisan skripsi mahasiswa:

Nama : Bayu Kurniawan

NIM : 109014000137

Jumsan : Pendidikan Bahasa lnggris

Semester : IX (Sembilan)

Judul Skripsi : The Effectiveness of Using Student Teams-Achievement

Divisions Techniques in Teaching Reading

Judul tersebut telah disetujui oleh Jumsan yang bersangkutan pada tanggal 03 Oktober 2013, abstraksiloutline terlampir. Saudara dapat melakukai1 perubahan redaksional pada judul tersebut. Apabila perubahai1 substansial dianggap perlu, mohon pembimbing menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 ( enam) bulan, dan dapat diperpanjang selaina 6 ( enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalamu 'a/aikum wr. wb.

Tembusan: 1. Dekan FITK

Appendix 10 99

KEMENTERIAN AGAMA No. Dokumen FITK-FR-AKD-082 "

~ UINJAKARTA Tgl. Terbit 1 Maret FORM (FR)

FlTK No: Revisi: 01 ~ .JI. Jr: H . ..fu:md;i .N? ~ :O:fpubt 15412 .hd==h Hal 111

SURAT PERMOHONAN IZIN PENELITIAN

Nomor: Un.01/F.1/KM.01.3/l~l~ .. /2013

Lamp. : Outline/Proposal

Hal : Permohonan lzin Penelitian

Kepada Yth.

Kepala Sekolah SMPN 1 Pakuhaji

di Tempat

Assa/amu'alaikum wr.wb.

Dengan hormat kami sampaikan bahwa,

Nam a

NIM

Jurusan

Semester

: Bayu Kurniawan

: 109014000137

: Pendidikan Bahasa lnggris

: lX (Sembilan)

:201312014

Jakarta, 28 Oktober 2013

Tahun Akademik

Judul Skripsi : 'The Effectiveness of Using Students Achievement

Divisions Techniques in Teaching Reading"

2010

adalah benar mahasiswa/i Fakul!as llmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud.

Alas perhalian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalamu'alaikum wr.wb.

Tembusan: 1. Dekan FITK 2. Pembantu Dekan Bidang Akademik

idikan Bahasa Tnggris t

Appendix 11

=E~2=!'!~ .. ~[]~·~ e_., ~~ ----

~

'~':..~~~~ ... ~ .. ·:~-t!~.!-_fE-;:"'-~"

. "

PEMERINT AH KABUPATEN T ANGERANG DINAS PENDIDIKAN

SMP NEGERI 1 PAKUHAJI Alamat: Jalan KB. Saadullah Km.I, Kee_ Pakuhaji -Tangerang

Telp {021) 59372224, 593730i4

SURAT KETERANGAN Nomor : 424/421.3/187/SMPN.1.Pkh/2013

Yang bertanda tangan di bawah ini :

Nama N1P Jabatan Nama Sekolah Alamat Sekolah

H. FIRMANSYAH, S.Pd. M.Pd 19610726 198810 1 001 Kepala Sekolah

: SMP Negeri 1 Pakuhaji : JI. KH Sa'adullah Km. 1

Kee_ Pakuhaji kab. Tangerang Telp_ (021) 59373014- 59372224

Menyatakan dengan sesungguhnya, bahwa :

Nama Lengkap Tempat/Tanggal Lahir Universitas 1'Th1 Program Studi

: BAYU KURNIA WAN : Klaten, 26 Mei 1991 : UIN SY ARIF HIDAYATULLAH : 109014000137 : Pendidikan Bahasa Inggris

Benar nama tersebut rliatas telah melakukan Penelitian di SMPN I Pakuhaji dalam

rangka Tugas Akhir (Skripsi) dari bulan Nopember 2013 dengan judul "The

Effectiveness of Using Student Team -Achievement Division in Teaching Reading "

Demikian keterangan ini dibuat agar menjadi maklum. Terima kasih_

l\ITP · 10hln70h. 10QQ1(1 1 t1r.1

100

101

KEMENTERIAN AGAMA No. Dokumen FITK-FR-AKD-103

~ UIN JAKARTA FORM (FR)

Tgl. Terbit 23 Januari 2013

FITK No. Revisi: 00 JI. Ir. H. Juanda No 95 Cipula/ 15412 Indonesia Hal 1/1

PENGESAHAN PROPOSAL SKRIPSI •

Nama ........................................................ ·.~~·!"'"'

NIM : . ~?:;'I.?~~ .9.c:.:'.~ ~.-:'.': ...................................... .

Jurusan I Prodi . '\'6...x;>\l>W-J>,.1>.J \!,A-W.\S.A l!-JE&,<l..\S. ...............................................................

Judul Proposal . \~G ><;;~~c..""<:l"~\VIS-s:.s °"" U.<.11'-'l:, ""°"'l?G \VT \E'-P."'IS. .......... ··········~···· ..................................... . .jl.-Ll-\1<0-\JIO-MC-N"\ C>t\J\l.\Ot-l~ \~'-'' ~ IH l.V \6'~\-\11-.J<;,.,

\L-1;.l,'.l.C> """'

Proposal skripsi dengan judul tersebut diatas tel ah diujikan pada tanggal. "!!?.~ ~. :-2013

telah direvisi sesuai dengan saran penguji, dan telah dinyatakan LULUS

Mengetahui, Penguji I

S\\I \'-1Llllul... A'l-'A'f~, t-'\.s.~_, p~ 0 NIP. t"\~o;:-11 ~01 '7.00;r.

&~ ~·~·

Jakarta, .. ~ ... ~\'.~~~.<7::. .. '.Ld-">

NIP.

1 M .HvW'\ I 00'2..

J.- J ! . /u(.)(U., ( -121;:;. t .. \ ,, f. If J. . 2 . Y(!..,; ,,,,It~. ) /U Ec!J,

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