CHAPTER 1 INTRODUCTION

1.1 Background English is one of the important languages that is used all over the world whether as the first, second or foreign language. English as one of the subjects is taught from elementary school to university in Indonesia. Almost all of the current global issues serve in English, especially on Internet. To get up-to-date about the world we should know many information and knowledge, we should comprehend English well. English teaching covers four skills, namely listening, speaking, reading and writing. Reading is one of the important skills in a second language acquisition, particularly in English as a foreign language. Every student uses this skill everyday and every time, in school, out of school and many other activities. Reading is not simply looking. Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. It is a complex activity, start from decoding letters to understand words, then as soon as there is a meaningful context we tend to bring our own interpretation to the words we read by using logical thinking and our. We cannot deny that the development of the effective reading speed is one of the important things in school. The students will understand more when reading something twice at a faster reading rate than reading it slowly only one more time. Reading one 100 page book needs much time, 2 days, one week or even one

month, depend on the students reading skill. They need more time to read one book if they dont have the skill, on the other hand the students who has the skill will need only less time. In Junior High School students, especially National Standard School

(NSS) class should have good skill in reading English material because most of the reference books, magazine, and articles are in English. The students have to master English, especially in reading skill. If the students master this skill, they will not only increase their reading comprehension but also their critical thingking. De vito (2004) said that reading help the children to develop their vital language skills, open up new worlds and enrich children lives, enhance children social skills, improve hand-eye coordination, and provide children with plenty of good, clean fun. It can be said that reading really does matter after all. SMP negeri 8 Sekayu is one of National Standard School (NSS) in Sekayu. In this school, an English teacher at Grade VII.1-VII.4 said that the student have problems in reading comprehension test. It was shown by students score ability in reading comprehension test which was very low with the mean score of 50. The mean score of students was not required the standard of school namely 70. So, it can be said teacher strategy in teaching reading to the students was not successful. The teacher is only asked them to answer questions individually or discuss in the pairs. Its make the students have difficulties to understand the text and answer questions.

In Indonesia, the models of curriculum always change following the modernization of this world. The newest curriculum that used by the every school in Indonesia is School Based Curriculum (SBC), this model is made by the school it self, and used for the school it self also. This curriculum suggests for the teacher to use creative strategy that can make the student more active and creative. Good teaching strategy can motivate students to learn and make them focus in the process of learning (Wang, 2007: p. 2). There are a lot of types of learning strategy in teaching reading. One of the strategies that is fit with the theory above about group work and motivate to get a better reward is Cooperative Learning strategy (Lie, 2002). There are many kind of cooperative learning strategy, but this research will focus on STAD (Student Teams-Achievement Divisions) strategy and Think-Pair-Share (TPS) Strategy to increase the students reading comprehension and get the higher achievement of English skills. Students Team Achievement Divisions (STAD) is a type of cooperative learning that might overcome the problem. It is the way to give stimulus for the students to be motivated to learn so that they will be active. Using this technique the students are the center. They will be in the team that consists of various good students and weak students. Every team consists of 4-5 students. They will study together to get better achievement in the form of individual improvement scores after taking the individual quiz. Every member in a team may be responsible for their team progress so that they will get predicate super team that means they will have high achievement.

Think-Pair-Share (TPS) is one of cooperative learning strategy. Cooperative learning is a strategy that makes the students work in a pair or group, so they can share their opinion to others. Think-Pair-Share (TPS) itself is a strategy designed to provide students with a clear focus and time to formulate individual ideas and share them to other students. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic method in which a teacher asks a question and one student offers a response, Think-Pair-Share (TPS) encourages a high degree of students response and can help keeping students on task. Based on the reflection above, the writer chooses these strategies in teaching reading. The writer eager to make a research under the title: Increasing the seventh grade students reading comprehension through STAD (Student Teams-Achievement Divisions) strategy and Think-Pair-Share (TPS) Strategy at SMP Negeri 8 Sekayu. 1.2 The problems of the Study Based on background above, the problems of the study are as follows: 1. is there any significant difference in reading skill between the seventh grade students who are taught by using Student Teams-Achievement Divisions (STAD) and those who are not? 2. is there any significant difference in reading skill between the seventh grade students who are taught by using Think-Pair-Share (TPS) Strategy and those who are not?

3. is there any significant difference in reading skill between the seventh grade students who are taught by using Student Teams-Achievement Divisions (STAD) and those who are taught by using Think-Pair-Share (TPS) Strategy. 1.3 The Objectives of The Study Based on the statement of the problems above, the objectives of the study are: 1. to find out whether there is any significant difference in reading ability between the seventh grade students who are taught by using Student Teams-Achievement Divisions (STAD) and those who are not, 2. to find out whether there is any significant difference in reading ability between the seventh grade students who are taught by using Think-PairShare (TPS) Strategy and those who are not, 3. to find out whether there is any significant difference in reading ability between who are taught by using Student Teams-Achievement Divisions (STAD) and those who are taught by using Think-Pair-Share (TPS) Strategy. 1.4 The Significance of The Study The writer hopes this research has some benefits in the English teaching learning process, especially in teaching reading skill. The writer divide it into two kinds of benefits in this research, they are of theoretical and practical benefits:

1.4.1 Theoretical Significance 1. The result of research can be used as the reference for those who want to conduct a research in increasing English Reading comprehension. 2. The result of research can be used as an input in increasing English Reading skill. 3. The finding of this research will enrich the theory of students reading skill. 1.4.2 Practical Significance 1. For teacher, by using Student Teams- Achievement Divisions (STAD) and Think-Pair-Share (TPS) Strategy in teaching English especially for improving students reading skill, the teacher can determine better teaching process. The English teachers also can use the result of the research when they teach the students in improving English reading skill. 2. For students, this learning strategy will make students enjoy and active in learning English reading by using Student TeamsAchievement Divisions (STAD) and Think-Pair-Share (TPS)

Strategy. The students can understand and comprehend a text reading easily so they will get better achievement on reading. 1.5 Hypotheses of The Study Hyphotheses of this study are described as follows:

Ha1

: there is a significant difference in reading skill between the seventh grade students who are taught by using Student Teams-Achievement Divisions (STAD) and those who are not.

Ho1

: there is no significant difference in reading skill between the seventh grade students who are taught by using Student Teams-Achievement Divisions (STAD) and those who are not.

Ha2

: there is a significant difference in reading skill between the seventh grade students who are taught by using Think-Pair-Share (TPS) Strategy and those who are not.

Ho2

: there is no significant difference in reading skill between the seventh grade students who are taught by using Think-Pair-Share (TPS) Strategy and those who are not.

Ha3

: there is a significant difference in reading skill between the seventh grade students who are taught by using Student Teams-Achievement Divisions (STAD) and those who are taught by using Think-Pair-Share (TPS) Strategy.

Ho3

: there is no significant difference in reading skill between the seventh grade students who are taught by using Student Teams-Achievement Divisions (STAD) and those who are taught by using Think-Pair-Share (TPS) Strategy.

CHAPTER 2 LITERATURE REVIEW

2.1 Definition of Reading Reading is an important skill that needs to be developed in children. Not only is it necessary for survival in the world of schools and (later on) universities, but in adult life as well. There are various definitions that have been stated by language expert. Reading is one of the biggest creations of the world society. People wrote when they need to communicate their ideas in permanent form rather than spoken or oral form. Then, the other thought that they also need to interpret the written symbols through a process called reading (Ahuja, 2004). This definition is viewed from the historical of reading process. In addition, Nuttal (1982: 2) states definition of reading in three levels. They are: 1). Reading is the process in decoding, deciphering and identifying the printed words. 2) Reading is the process in articulating, speaking and pronouncing the words in print. 3) Reading is the process in understanding, interpreting the meaning of text. So, reading is very important to the students. According to Nunan (2003: 68) divides reading into two types, strategic reading and fluent reading. Strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose of reading.

And fluent reading is defined as the ability to read at an appropriate rate with adequate comprehension. Both of those reading skills is important and related each other. The definition of reading describes as the following picture (Nunan, 2003: 68):

Strategies

Fluency

Reading The text

The Reader

Picture 1. Definition of reading according to Nunan

Based the explanation above, it can be concluded that reading as the process that is used to understand information presented in written form and people are able to read if the words printed can be identified by the reader. Reading is an all-important language skill that is now in more demand than in any time in our history. The more students read, the better developed their cognitive abilities are. The more they read the more creative and imaginative they become. Reading improves their grasping skills and sharpens their analyzing and problemsolving abilities. Reading gives them knowledge, making them more confident. The more their read others' lives and experiences, a better decision-maker they become. The more they read, the better they get. 2.2 Teaching Reading 2.2.1 Principle of Teaching Reading

In fact, there are some principles in teaching reading. Nunan (2003: 74) states that there are eight aspects to teach reading for the students, they are: 1) exploit the readers background knowledge, 2) build a strong vocabulary base, 3) teach for comprehension, 4) work on increasing reading rate, 5) teach reading strategy, 6) encourage readers to transform strategies into skills, 7) build assessment and evaluation into your teaching, and 8) strive for continuous increasement as a reading teacher. Effective reading comprehension can prove our command of language, which is important in language learning. It supported by Nuttall (1982) states that reading extensively is a higher effective means of extending our command of language, so it has an important place in the classroom where learning is the central purpose. According to Nuttall (1982:130) to become an effective reader, it is far more useful to read a lot of easy books than a few difficult ones. A student can be effective and active in reading books or text if what he or she reads is enjoyable and that book is easy to read. In this content, enjoyable and easy books are more useful than difficult book or text. To become an effective reader a student should know much about the purposes or type of reading. According to Bining in Effendi (1952) there are several types of reading objectives, they are: 1) reading for understanding, 2) reading for the purpose of memorization, 3) reading for locating specific information, 4) rapid reading and 5) reading for

enjoyment and pleasure. This purposes can help the students to master in reading comprehension. Based on the explaination above, we know that there are many aspects influence in successful teaching reading. The teacher should choose appropriate material that related to the students background knowledge and teach them effective strategies on reading. So the students will have a good reading skill, with effective and efficient ways. 2.2.2 Difficulties in Reading A good reader is an active reader who adopts a purposeful approach to his/ her reading and this is reflected in his/ her pattern of eyemovements (Nuttall, 1996: 55). Good readers have a longer span of recognition and a shorter duration of fixation than do less effective readers. So, improving reading comprehension is one of crucial factor in improving English skill. Reading is one of difficult skill in teaching English as foreign language. There are some reasons that make the students have difficulties in reading comprehension, such as vocabulary problem, the topic of reading text, teaching techniques, and learning situation. Ahuja (2004: 16) classified the factors which influence the efficiency in reading into two, internal and external factors. Internal factors include: vision, vocalization, read per-words, wrong words analyze, repetition, pointing the words, head-moving, re-read, and the objective of reading. While, the other factor

is external factors, include: lighting, readable of the written text and motivation. Equally, Schafer in Hutri (2010) states that there are some difficulties that are faced by the students in reading comprehension; 1) their lack of vocabulary knowledge lead to not recognizing paraphrases of the reading in the answer, 2) they did not recognize definitions of terms in the text and thus missed questions about vocabulary in context, 3) they did not recognize reasons that were not directly stated with a because, 4) they did not understand the point of the some questions. In other word, Nuttall (1982: 41) summarized that: The students problem in reading comprehension involves in five related areas: 1) identifying the main idea of reading text, 2) the difficulties in identifying specific information, 3) vocabulary problem, 4) the difficulty of structure, and 5) the difficulties in drawing inference. From the opinion above, it can be said that there are many aspects influenced the reader to comprehend a written text; it can be internal and external factors. Transferring the symbols of words into meaningful passages is not the only objective of reading. But, the reader also should be able to comprehend and reflect the whole ideas on the text as efficient and effective as they can. Commonly, it will spend much time to understand a text well where it will be not effective and efficient reading. So, the skill of reading text is needed to be a good reader. 2.2 Cooperative Learning

Cooperative learning is a new learning method that involves students learning to work together in different ways to help information acquisition and retention. Cooperative learning often becomes one of the choices for the teacher to solve the problems in teaching and learning activity. In this new method, the students learn to work together in order to succeed. In cooperative learning, groups are made and each group member is assigned certain roles within the group. Cooperative learning is group-learning activity organized so that learning is dependent on the socially structured exchange of information between learners in a groups and in which is learners is held accountable for his or her own learning and is motivated to increase the learning of others. (Olsen and Kagan in Richards and Rodgers, 2001: 192).

Equally, Kagan proposed his opinion about cooperative learning. According to Kagan (1994), cooperative learning is a small teamwork. Each member of team must be responsible for not only leaning, but also for making other teammates being successful in the learning activity. Related to this, according to Roger T and Johnson (1997) in cooperative learning situation, interaction is characterized by positive goal interdependence with individual accountability, positive goal interdependence requires by a group that they sink or swim together. It means that, there is a social relationship in the cooperative learning and it is good to help the students in learning activity. Based on the Kagan (1994) there are some elements that can influence a certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are: 1) Positive

Interdependence; 2) Face-to-Face Interaction; 3) Individual and Group Accountability; 4) Interpersonal and Small-Group Skills; 5) Group Processing In cooperative learning, between the students and the teachers has each specific role. According to Richards and Rodgers (2001: 199), the role of the students is as a member of a group who must work collaboratively on tasks with other group members. Meanwhile, the teacher also has a big role. The teacher has to create a highly structured and wellorganized learning environment in the classroom, setting goals, planning and structuring tasks, establishing the physical arrangement of the classroom, assigning students to groups and roles, and selecting materials and times (Johnson et al in Richard and Rodgers 2001: 199). Furthermore, Slavin (2008: 8) expresses the view that cooperative learning can be described as means of providing opportunities for pupils to work together as a team in accomplishing a set of given objectives. The statement of Slavin is shown by the picture below.

Picture 2. The Cycles of Cooperative Learning According to Slavin

Based on the picture above, there are some important things in cooperative learning: 1) Assign groups, it means that the teachers should divided the students

into some group that consist of 4-5 students; 2) Provide guidelines, it means that teacher must explain what should the students do in the group; 3) Assign task with parameter; 4) Assessment. It means that the teacher needs giving the opinion about students work; 5) Share Result. It means that that the students must share their thought about topic given to the whole class, so that other students can give their own opinion; 6) Provide assistance when needed. The last point shows the role of the teacher. When the students are in a problem, they will ask for help to the teacher. There are many positive aspects on cooperative learning, as Slavin (2005: 27) classified some of the aspects of cooperative learning as follows: Group Heterogeneity The size of cooperative-learning groups is relatively small and as heterogeneous as circumstances allow. The recommended size is usually four to five students. At the very least, groups should contain both males and females and students of different ability levels. If possible, different ethnic backgrounds and social classes should be represented as well. Group Goals/Positive Interdependence A specific goal, such as a grade or a certificate of recognition, is identified for the group to attain. Students are told that they will have to support one another because the group goal can be achieved only if each member learns the material being taught (in the case of a task that culminates in an exam) or makes a specific contribution to the group's effort (in the case of a task that culminates in a presentation or a project).

Promotive Interaction This element is made necessary by the existence of positive interdependence. Students are shown how to help each other overcome problems and complete whatever task has been assigned. This may involve episodes of peer tutoring, temporary assistance, exchanges of information and material, challenging of each other's reasoning, feedback, and encouragement to keep one another highly motivated. Individual Accountability This feature stipulates that each member of a group has to make a significant contribution to achieving the group's goal. This may be satisfied by achieving a minimal score on a test, having the group's test score be the sum or average of each student's quiz scores, or having each member be responsible for a particular part of a project (such as doing the research and writing for a particular part of a history report). Interpersonal Skills Positive interdependence and promote interaction are not likely to occur if students do not know how to make the most of their face-to-face interactions. And you can safely assume that the interpersonal skills most students possess are probably not highly developed. As a result, they have to be taught such basic skills as leadership, decision making, trust building, clear communication, and conflict management. The conflict that arises over differences of opinion, for example, can be constructive if it is used as a stimulus to search for more information or to rethink one's conclusions. But it can destroy group cohesion and

productivity if it results in students stubbornly clinging to a position or referring to each other as "stubborn," "dumb," or "nerdy."

Equal Opportunities for Success Because cooperative groups are heterogeneous with respect to ability and their success depends on positive interdependence, promotive interaction, and individual accountability, it is important that steps be taken to ensure that all students have an opportunity to contribute to their team. You can do this by awarding points for degree of increasement over previous test scores, having students compete against comparable members of other teams in a game- or tournament-like atmosphere, or giving students learning assignments (such as math problems) that are geared to their current level of skill. Team Competition This may seem to be an odd entry in a list of cooperative-learning components, especially in light of the comments we made earlier about the ineffectiveness of competition as a spur to motivation. But we're not being contradictory. The main problem with competition is that it is rarely used appropriately. When competition occurs between well-matched competitors, is done in the absence of a norm-referenced grading system, and is not used too frequently, it can be an effective way to motivate students to cooperate with each other.

According to Slavin (2005: 11), there are some types of cooperative learning, they are: Student Teams-Achievement Divisions (STAD), Theory of Think-Pair-Share (TPS), Jigsaw, Teams-Games-Tournament (TGT), Team Accelerated Instruction (TAI), Team Investigation, and Cooperative Integrated Reading and Composition (CIRC). As this research will use STAD and TPS as the strategy in teaching and learning activity, so STAD and TPS Strategy will be discussed more. 2.4 Student Teams-Achievement Divisions (STAD) Student Teams-Achievement Divisions (STAD) developed by Slavin, involves competition among teams. Students are teamed heterogeneously by ability, gender, race, and ethnicity. Students learn materials in teams and take quizzes as individuals. Individual scores contribute to a team score. The points contributed to the team are based on a students increasement over previous quiz performance. Slavin considers this strategy appropriate for a variety of subjects, including science, if the focus is on material with single right answers (Slavin, 2005: 143). Equally, cooperative learning, STAD also have the stages of what to be done in the classroom. This is the teaching stages in cooperative learning by using STAD strategy: Table 1. The phases of STAD strategy and the Teacher Stages Phases Phase 1 Phase 2 Phase 3 Teaching Stages Deliver the goal and motivate the students. Present the material. Explain how to make a team work and how to make effective coordination.

Phase 4 Phase 5 Phase 6

Guide the students in their team in doing the tasks. Evaluate the students comprehension about the material given. Appreciate the students individual and team scores. (Depdikbud, 1994)

In other word, Student Teams-Achievement Divisions STAD are assigned to four-member learning teams that are mixed in performance level, gender, and ethnicity. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. Finally, all students take individual quizzes on the material, at which time they may not help one another. Slavin (2005: 159) clarified that the individual progress in STAD can be determined as the follows: Table 2. The calculation of Individual Progress Scores Range Less than 10 points under the last score 10 points - 1 point below the last score Between the last score to 10 points up More than 10 points from the last score Excellent, without looking at the last score Point Progress 5 10 20 30 30

While, for the team achievement, there are three levels of criteria given. It based on the average score of the team (Slavin, 2005: 160), as follow: Table 3. Team Achievement Criteria Criteria (Average Score of the team) 15 16 17 Predicate Good Great Excellent

In additional, Slavin (2009: 5) said that the main idea behind STAD is to motivate students to encourage and help each other master skills presented by the teacher. Teams had the opportunity to choose a creative name for their respective team. Team members remain in their respective teams for the rest of the grade. Team members study the subject matter and learning material together until all students successfully master the subject matter and work assignments. Based on the descriptions above, seeing the significance of STAD strategy, so the writer will use STAD strategy to increase reading comprehension of the students. 2.5 Think-Pair-Share (TPS) Strategy Think Pair Share (TPS) is a structure first developed by Frank Lyman at the University of Maryland in 1981. It introduces the peer interaction element of cooperative learning the idea of wait to think time, which has been demonstrated to be a powerful factor in improving student responses to questions. Think-PairShare is a strategy designed to provide students with a clear focus and time to formulate individual ideas and finally share them to other students. Think-PairShare is a cooperative learning that gives much more time to the students to think critically about what they had been done and learned. (Suyatno, 2009: 54). So, Think-Pair-Share is a strategy in cooperative learning that can make the students think based on the topic or question given, think it individually, share it to the partner, and then share it to other rest students. Equally, Lyman in Jones (2006) explains the stages of Think-PairShare. The Stages are: 1) Think. The teacher gives a topic or a question to make the students thinking. The teacher gives a think time for the students to find the answer or problem solving; 2) Pair. Students ask to find a partner, maybe their

desk mate, or other classmates to talk about their opinion about the topic or answer given by the teacher. The students discuss and share each other to the partner about their thought and opinion to find the best; 3) Share. After the students talk in pairs for a few moments, the teacher asks every student to share their idea in the group or class. The stages above can be illustrated by this picture. Figure 1. The stages of Think-Pair-Share Strategy

(Adapted from Success for All Foundation, 2008)

In additional, Think-Pair-Share will be an effective strategy in cooperative learning. It is benefit because include positive changes in students self-esteem that occur when they listen to other and respect their ideas. The students have the opportunity to learn higher level thinking skills from their peer when they are sharing the ideas. In addition, pair stage of this strategy ensures that no student is left out the discussion. Even a student who is uncomfortable discussing his or her ideas with the whole class still has an audience in this step. This strategy makes the classroom discussion more productive because every student has an opportunity to speak out about his or her perspective, opinion and thought. In the implementation of Think-Pair-Share, the teacher must conduct the procedure. The steps of the procedure are proposed by Suyatno (2009), they are: 1) The teacher conveys the main material and the basic competencies that will

be reached; 2) The students asked to think about the material given; 3) The students asked to work in pair and discuss about their opinion and thought related to the topic given; 4) The teacher leads a small group of discussion to make each group share their result of discussion; 5) The teacher guides the students to the main material and explain more about the material does not show yet by the students; 6) The teacher and the students conclude the material; and 7) Closing. The steps above can help the teacher in order be able to implement Think-PairShare strategy well. Buharsa (2011) stated that there are several advantages of using ThinkPair-Share strategy as stated in Instructional Strategies Online (2004). With Think-Pair-Share students are given time to think through their own answers to the question(s) before the questions are answered by other peers and the discussion moves on. Students also have the opportunity to think aloud with another student about their responses before being asked to share their ideas publicly. This strategy provides an opportunity for all students to share their thinking with at least one other student; this, in turn, increases their sense of involvement in classroom learning. As a Cooperative Learning strategy, ThinkPair-Share also benefits students in areas of peer acceptance, peer support, academic achievement, self-esteem, and increased interest in other students and school. 2.6 Operational Definitions In this study, there are three variables to be defined: Indepedent Variables; (1) Student Teams-Achievement Divisions (STAD), (2) Think-Pair-Share (TPS) Strategy, and Dependent Variable; (3) Students Reading Comprehension.

Independent Variables: (1) Student Teams-Achievement Divisions (STAD) is a method that use in teaching and learning activity in a small

heterogenic group which the students will work together to improve achievement of everyone in the group to have maximum score of the group and get high score as individual too. (2) Think-Pair-Share (TPS) Strategy is a strategy in cooperative learning that can make the students think based on the topic or question given, think it individually, share it to the partner, and then share it to other rest students. Dependent Variable: (3) Students Reading Comprehension means the result which will be gained by the students after they have received treatment either using Student Teams-Achievement Divisions (STAD) and Think-PairShare (TPS) Strategy. 2.7 Previous Related Study The writer found out eighth theses that are related to the writer present study. First, Implementing cooperative STAD method to improve the reading comprehension achievement of the students of Man 1 Kota Bima by Najamuddin (2009). The objective of this study is to find out how the cooperative stad method can be implemented to improve the students' reading comprehension. The findings of the study show that implementing cooperative STAD method in the teaching of reading comprehension is effective in improving the students' reading comprehension. Second, Teaching reading comprehension by using students team achievement division (STAD) technique to the ninth grade students of smp negeri 2 baturaja by Yeti Prihatin (2010). The main objective of this study is to find out whether or not teaching reading comprehension by using students team

achievement (STAD) technique is effective. The research showed that method is effective in improving the students' reading comprehension.

stad

Third, Improving reading competence using students team achievement divisions (STAD) for the first year students of Smp N 2 Penawangan by Fitrianingsih (2009). The study aims to improve the students reading skill, specifically it is to find whether the students team achievement divisions (STAD) improve the students reading competence. Based on the research findings and discussion, it can be concluded that stad can improve the students reading competence for the students of class of SMPN 2 Penawangan. Fourth, Using stad technique to improve students understanding in reading comprehension at the first grade of Ma Al Ichsan Brangkal Mojokerto by Agus Kusdiyanto (2011). The main objective of this study is to find out whether or not teaching reading comprehension by using students team achievement (stad) technique is effective. The research showed that STAD method is effective in improving the students' reading comprehension. Fifth, Improving the reading comprehension skills of the eleventh graders of MA Darul Lughah Wal Karomah Kraksaan Probolinggo through think-pairshare strategy by Juhari (2009). The objective of the research was to develop the think-pair-share strategy to improve the students' reading comprehension. The research showed that the implementation of think-pair-share strategy in the teaching-learning of reading comprehension was effective in improving the students' comprehension skill. Moreover, students were active in the class using

think-pair-share strategy in terms of sharing ideas, asking and answering questions. Sixth, Improving the students reading comprehension through think-pairshare (TPS) strategy by Erni Buharsa (2008). The objective of the research is to develop tps strategy to improve the students reading comprehension. The method applied in this research was a classroom action research. The finding showed that tps strategy was successful in improving students reading comprehension. The improvement could be seen from the increase of students reading scores. Seventh, The Effects of using Think-Pair-Share during Guided Reading Lessons by Wendy Diane Carss (2007). The aim of this research was to describe the effects of Think-Pair-Share strategies, used during Guided Reading lessons, on reading achievement. Results have significance for those concerned with implementing effective literacy practice. They demonstrate the versatility of the Think-Pair-Share strategy as a tool to foster conversation, and one that can be adapted to suit the learning focus and the needs of particular groups of students. Eighth, Increase Student Interaction with "Think-Pair-Shares" and "Circle Chats" By: Kristina Robertson (2006). The objective of the research was to develop the think-pair-share strategy to improve the students' reading comprehension. The research showed that the implementation of think-pair-share strategy in the teaching-learning of reading comprehension was effective in improving the students' comprehension skill.

CHAPTER III RESEARCH METHODOLOGY

This chapter presents research design (section 3.1), the population and sample (section 3.2), variables of the study (section 3.3), validity and realibility (section 3.4) operational definitions, procedure (section 3.5), techniques for collecting the data (section 3.6), and techniques for analyzing the data (section 3.7). 3.1 Research Design This research will use a quasi experimental. An quasi experimental design that does not meet all requirements necessary for controlling influences of extraneous variables.

01 03 05

Xa Xb

02 04 06

Where: 01 02 : the pretest of first experimental group : the post test of first experimental group

03 04 05 06 Xa Xb

: the pretest of second experimental group : the post test of second experimental group : the pretest of control group : the posttest of control group : first treatment : second treatment

3.2 The Population and Sample 3.2.1 Population of the Study Population is all of the individuals who possess a certain characteristic (Wallen and Fraenkel, 1990:129). The writer will conduct the study at SMPN 8 Sekayu, South Sumatera Province. The population of this study is seventh grade students of consisting of five classes registered in academic year of 2011/2012. 3.2.2 Sample of Study The writer use purposive sampling technique in this study. Wallen and Fraenkel state that in purposive sampling technique uses personal judgment to select a sample. In this study, the writer will be select the students based on some criteria: (1) the students are taught by the same teacher, (2) the students will be select based on the result of pre-test, (3) the students will have the same number of teaching sessions at the same level, and (4) the students do not take extra courses. Out of four classes the writer will get three classes by using purposive sampling. Each of the three classes consists of 31 students, 31 students, and 30 students. The writer will take 92 students out of 118 students who get similar score based on the prestest. The sample will be assign to three group: A (VII.1), B (VII.2), and C (VII.3). There are 31

students for first experimental groups, 31 students for second experimental group, and 30 students for control group.

Table 4. The Number Of Students NO 1 2 3 4 CLASSES VII.1 VII.2 VII.3 VII.4 Total NUMBER OF STUDENTS 31 31 30 26 118 students Source: SMP Negeri 8 Sekayu 3.3 Variables of The Study Variable consist of independent and dependent variable. Independent Variable are those the investigator chooses to study (and often manipulate) in order to assess their possible effects on one or more other variables.. The Variable that the independent variable is presumed to effect is called dependent variable (Wallen and Fraenkel, 1990:35-36). The relationship between independent and dependent variables can be potrayed graphically as follows: \

Independent Variable (presumed or possible cause)

Dependent Variable (presumed results)

There are three variable in this study, two independent variables and one dependent variable: (1) using Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) Strategy as independent variable.

STAD Strategy TPS Strategy STAD and TPS Strategy

Reading Comprehension Reading Comprehension Reading Comprehension

3.4 Validity and Realibility The method which will be used in measuring the validation of the test is called content validity. Content validity helps to determine how well test score represent certain learning objectives (Hatch and Farhady, 1982:251). Heaton (1988:160) states that content validity depends on a careful analysis of the language being tested and of the particular course objective, while reliability is as the extent to which a test produces consistent results when administered under similar conditions (Hatch and Farhady,1982:244). In finding the validity and the reliability, the writer will analyze the items by doing the try out first in order to get the index of discrimination and difficulty of the test items. Items analysis should be done before carrying out the test so that it enables the writer to find out how easy or difficult an item is (index of difficulty) and how well it distinguishes the better students to the poorer one (index of discrimination). To analyze the validity of the items used the following formula :

F.V =

and,

D.I = (Heaton, 1997:182)

Where : F.V = Facility Value D.I = Discrimination Index U = Upper half (number of correct answer in the upper group) L = Lower half (number of correct answer in the lower group) N = Number of candidates in one group

According to Heaton (1997:178) the accepted item should have Facility Value (F.V) between 0,3 0,7 and the Discrimination Index (D.I) more than 0,3. The reliability of the valid item was found by using the KR-21 as follows:

Rtotal test =

Where: k SD2 X = The number of the items in the test = The standard deviation of the score = The mean of the score The formula of Standard Deviation is as follows;

SD =

x2

( x )
2

N 1

Where:

SD x
2

: Standard Deviation

: Sum of square score ) : Square of sum score

: Number of subject (Gay, 1990)

(x N

3.5 Procedure 3.5.1 The Stages for The First Experimental Group The writer will do the stages are as follow: 1. the writer will inform the objectives and advantages of Student Teams-Achievement Divisions (STAD) Method; 2. the writer will explain how to implement the method and what the students should do; 3. holding teaching and learning process. Here, the writer explains general description about the material that will be discussed on that day, then give time to students for asking some questions; 4. then, The writer will divide the students into the groups. Each group consists of four-five students who has different achievement, gender, ethnic and background. Such

combination is hoped can make every student work cooperatively and help each other in order become successful in the learning activity of English reading;

5. students have to do their tasks in their group together. Each of members has to be master because in the final each of them will be given a test and the score of students depend on their team score; therefore they have to help each other; 6. the writer monitors the students activity; 7. students submit their group work; 8. the writer gives several questions for each student. And they do it individually; 9. students change their work to other groups and check it; 10. the writer evaluates the score of each group to give a prize for the best group; 11. the writer gives structural task, namely homework for each group; and 12. the writer holds interview about the problems in learning. 3.5.2 The Stages for The Second Experimental Group The researcher would do the stages as followed: 1. the writer discuss about the research; 2. the writer make a lesson plan cooperatively and prepared the instruments; 3. the writer explain the procedure of Think-Pair-Share (TPS) strategy that will be apply in English teaching and learning process; 4. the writer explain about text briefly and gave a related example;

5. the writer give a text to the students; 6. the writer and the students discuss about the generic structure and lexicogrammatical features of the text; 7. the writer ask the students to comprehend the text individually for several minutes. (Think Stage); 8. the writer and the students discuss about the content of the text; 9. the writer discuss about generic structure of the text; 10. the writer ask the students to practice how to retell the text for several minutes; 11. the writer ask the students to practice in pair. (Pair Stage); 12. the writer divide the class into some groups, that consist of four to five students; 13. the writer ask the students to practice in group one by one and other group mates listen to the performer. (Share Stage); 14. the writer conduct task performance by asking the students to speak individually; and 15. the writer assess the students reading ability while the students were retelling the text. 3.5.3 The Stages for Control Group Control group in this study refers to a class which will not receive any active treatments in the study. They will only get pretest and posttest. 3.6 Techniques for Collecting The Data The writer will collect the data by using test and questionnaire. The test consists of pretest and postest. Pretest are to find out the students reading

comprehension before the treatment. Posttest are to find out the students reading comprehension after the treatment. The questionnaire are to find their perspectives toward the use of Student Teams-Achievement Divisions (STAD) and Think-PairShare (TPS) in increasing their reading comprehension.
1. Test: This test use for measuring the students comprehension to the material

given. It consist of the pre-test and post-test. This is will be done to find out the differences of the students progress before and after the treatment. 2. Questionnaire: this questionnaire use to get students perception about using STAD and TPS strategy to increase reading comprehension. The questionnaire consists of 15 questions and each item has five choices. The score for the choice strongly agree is 5, agree is 4, neutral is 3, disagree is 2 and strongly disagree is 1. 3.7 Techniques for Analyzing The Data The writer will start from scoring the pretest and posttest of reading comprehension test of experimental group and the control group. Then, the writer will compare the scores for the pretest and the posttest of reading comprehension test which will be gained by the experimental group and the control group. After that the writer will analyze the data from the pretest and posttest by using t-test (The paired sample t-test analysis) of the Statistical Package for Social Sciences (SPSS) version 16. T-count was calculated

SD

T Where : D D SD Np t

= The difference (after score - before score ) for each pair scores in the sample. = the mean scores of all samples difference. = the sample standard deviation of the difference scores. = The total number of pair = the value by which statistical significance mean difference will be judged The test is used to find the differences before and after the students given

the treatment. The result of the posttest analyzing will be compared with the result of the pretest. By comparing the result of pretest and posttest, the writer can see whether the students make improvement in reading skill or not.

REFERENCES

Ahuja, Pramila and Ahuja. G.C. (2004). Membaca Secara Efektif Dan Efisien. Bandung: PT. Kiblat Buku Utama. Buharsa, Erni. (2008). Improving the students reading comprehension through think-pair-share (TPS) strategy. Unpublished thesis at the Graduate Program in English Language Education, State University of Malang. Retrived November 1, 2011 from World Wide web http://www.infodiknas.com/improving-the-students%E2%80%99-readingcomprehension-through-think-pair-share-tps-strategy/. Carss, Wendy Diane. (2007). The Effects of using Think-Pair-Share during Guided Reading Lessons. Unpublished Thesis in University of Waikato. Retrived November 1, 2011 from World Wide web http://researchcommons.waikato.ac.nz/. De Vito, Barbara Freedman. (2004). Why do we tell children to read. Retrived November 1, 2011 from World Wide web http://www.familyresource.com/parenting/child-development. Fitrianingsih. (2009). Improving reading competence using students team achievement divisions (STAD) for the first year students of SMP N 2 Penawangan. Unpublished Thesis in Semarang Muhammadiyah University. Retrived November 1, 2011 from World Depdikbud, 1994. Petunjuk Pelaksanaan Penilaian. Jakarta: Balai Pustaka. Gay, L.R. (1990). Educational Research Competencies for Analysis and Application, Third Edition. New York : Mac Millan

Hatch, E., & Farhady, H. (1982). Research Design and statistic for applied linguistics. Rowley, MA: Newbury House Publishers. Heaton, J.B. (1988). Writing English Language Test. New York: Longman Inc. Hutri, Erayani. (2010). Improving Students reading comprehension by Using a Summarization Technique. Unpublished Thesis in English Education Program, FKIP UNIB. Juhari. (2009). Improving the reading comprehension skills of the eleventh graders of MA Darul Lughah Wal Karomah Kraksaan Probolinggo through think-pair-share strategy. Unpublished Thesis in Graduate Malang University. Retrived November 1, 2011 from World Wide web http://library.um.ac.id/free-contents. Kusdiyanto, Agus. (2011). Using STAD technique to improve students understanding in reading comprehension at the first grade of MA Al Ichsan Brangkal Mojokerto. Unpublished Thesis in IAIN SUNAN AMPEL SURABAYA University. Retrived November 1, 2011 from World Wide web http://catalog.sunan-ampel.ac.id/index.php. Najamuddin. (2009). Implementing cooperative STAD method to improve the reading comprehension achievement of the students of Man 1 Kota Bima. Unpublished Thesis in Graduate Malang University. Retrived November 1, 2011 from World Wide web http://karyailmiah.um.ac.id/index.php/disertasi/index. Nunan, David. (2003). Practical English Language Teaching. 2003. Singapore: McGraw Hill. Nuttall, Christine. (1982). Teaching Reading Skills in a Foreign Language . Heinemann. Prihatin, Yeti. (2010). Teaching reading comprehension by using students team achievement division (STAD) technique to the ninth grade students of SMP Negeri 2 Baturaja. Unpublished Thesis in Graduate Sriwijaya University. Retrived November 1, 2011 from World Wide web http://www.blogger.com/profile/11055801997401079358. Richards, Jack C & Rodgers, Theodore S. (2001). Approach and Methods in Language Teaching. New York: Cambridge University Press. Robertson, Kristina. (2006). Increase Student Interaction with "Think-PairShares" and "Circle Chats". Unpublished Thesis. Retrived November 1, 2011 from World Wide web http://www.colorincolorado.org/. Slavin, Robert, E. (2005). Cooperative Learning (Teori, riset dan praktik) . Bandung: Nusamedia Studio.

Wallen, Norman E. And Fraenkel, Jack R. (1991). Educational Research: A guide to the Process. New York, NY: McGraw-Hill, Inc. Wang, Xiaoying. 2007. Three Ways to Motivate Chinese Students in EFL Listening Style. Beijing: Beijing Foreign Studies University.

INCREASING THE SEVENTH GRADE STUDENTS

READING COMPREHENSION THROUGH STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD) AND THINK-PAIR-SHARE (TPS) STRATEGY AT SMP NEGERI 8 SEKAYU

A PROPOSAL DESIGN BY EKA APRIANI 20112506035

ENGLISH EDUCATION STUDY PROGRAM GRADUATE SCHOOL SRIWIJAYA UNIVERSITY 2011