THESIS

THE EFFECTIVENESS OF STAD IN IMPROVING

READING COMPREHENSION OF THE
EIGHTH GRADE STUDENTS OF
SMP PGRI 3 DENPASAR
IN ACADEMIC YEAR
2016/2017

I PUTU EKA WAHYUDI SAPUTRA ATMAJA

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2017
 THESIS

THE EFFECTIVENESS OF STAD IN IMPROVING

READING COMPREHENSION OF THE
EIGHTH GRADE STUDENTS OF
SMP PGRI 3 DENPASAR
IN ACADEMIC YEAR
2016/2017

I PUTU EKA WAHYUDI SAPUTRA ATMAJA

NPM: 10.8.03.51. 21.2.5.3861

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2017
ii
 PRE-REQUISITE TITLE

THE EFFECTIVENESS OF STAD IN IMPROVING

READING COMPREHENSION OF THE
EIGHTH GRADE STUDENTS OF
SMP PGRI 3 DENPASAR
IN ACADEMIC YEAR
2016/2017

Thesis
As Partial Fulfillment of the Requirement for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University

I PUTU EKA WAHYUDI SAPUTRA ATMAJA

NPM: 10.8.03.51. 21.2.5.3861

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2017
iii
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vi
 ACKNOWLEDGEMENT

First of all, the researcher would like to express his greatest gratitude to
the Almighty God, Ida Sang HyangWidhi Wasa, for His everlasting blessing and
mercies so that the researcher could accomplish the thesis entitled The
Effectiveness of STAD in Improving Reading Comprehension of the Eighth
Grade Students ofSMP PGRI 3 Denpasar in Academic Year 2016/2017.
Moreover, the researcher would like to express his deepest gratitude and
appreciation to Drs. I Nengah Astawa, M.Hum and A. A. Putri Maharani, S.Pd,
M.Pd as his first and second advisor for their guidance, correction, motivation and
patience during the writing of this thesis. They have worked hard to make this
thesis better.
Next, the gratefulness to the headmaster, the teacher, and students of SMP
PGRI 3 Denpasar who had given a chance to conduct the research in their
school.Because of their hospitality and help, the process of collecting data could
be done successfully.
The researcher also would like to dedicate this thesis to his lovely family
especially his father, I Made Ganda Putra; his mother, Ni Luh Budi Arini; and his
beloved brother I Kadek Agus Putra Atmaja for their support and motivation so
that this study could run successfully, and also for his beloved bestfriend Agus
Pranataand all of his friendswho always give help, input and advice.
In addition, the researcher deeply realize that this thesis is far from perfect;
therefore, he would greatly expect any suggestion, comment and constructive
criticism to make this thesis could be more perfect. The researcher also hopes that
his writing will be useful to the readers who are interested in the field of the
present study and want to conducted similar study.

Denpasar, 23rd Februari 2017

Researcher

I Putu Eka Wahyudi Saputra Atmaja

vi
 ABSTRACT

Saputra Atmaja, I P. E. W. (2017) The Effectiveness of STAD in Improving

Reading Comprehension of the Eighth grade Students of SMP
PGRI 3 Denpasar in Academic Year 2016/2017. The First Advisor:
Drs. I Nengah Astawa, M.Hum. The Second Advisor: A. A. Putri
Maharani, S.Pd, M.Pd.

Reading comprehension is very important in teaching and learning process

in a classroom. The students targeted competency has been instructed both in
syllabus and lesson plan for the mastery of integrative skills in which reading
comprehension is primarily considered prominent. Through its complex process
of encoding messages from written text, students are required to establish their
linguistic, textual and prior knowledge. However, There were many problems
faced by the subjects in Reading comprehension. This present study was intended
to find out whether or not reading comprehension of the eighth grade students of
SMP PGRI 3 Denpasar in academic year 2016/2017 can be improved through
STAD especially in understanding the text, finding the general information,
textual meaning and textual reference.The subject of the present study were the
eight grade students of SMP PGRI 3 Denpasar in academic year 206/2017 that
consisted of 17 males and 26 females. The research was done in two cycles and
each cycle consisted of two sessions.The result of post-test in each session of the
cycles showed the subjects mean score improved significantly. Questionnaire
was also administered at the end of the last cycle in order to get supporting data.
This research moreover showed positive changing behavior of the subjects under
study in which their attitudes and motivation increased significantly toward
reading comprehension. In conclusion, the present classroom action research
proved that reading comprehension of the eighth grade students of SMP PGRI 3
Denpasar in academic year 2016/2017 can be improved through STAD.

Keyword: Improving, ReadingComprehension, STAD.

vii
 TABLE OF CONTENTS

COVER .......................................................................................................... i
INSIDE COVER ............................................................................................ ii
PRE-REQUISITE TITLE ............................................................................... iii
APPROVAL SHEET 1 ................................................................................... iv
APPROVAL SHEET 2 ................................................................................... v
STATEMENT OF AUTHENTICITY ............................................................. vi
ACKNOWLEDGEMENT .............................................................................. vii
ABSTRACT ................................................................................................... viii
TABLE OF CONTENTS ................................................................................ ix
LIST OF TABLES .......................................................................................... xii
LIST OF GRAPHS ......................................................................................... xiii
LIST OF APPENDICES ................................................................................. xiv

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

1.1 Background of the Study .................................................... 1
1.2 Research Problem .............................................................. 7
1.3 Objective of the Study ........................................................ 7
1.4 Limitation of the Study ....................................................... 8
1.5 Significance of the Study .................................................... 8
1.6 Definition of Key Terms ..................................................... 10

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ....................... 12

2.1 Theoretical Review ............................................................ 12
2.1.1 Reading Comprehension ........................................... 12
2.1.2 STAD (Student Teams-Achievement Division) ........ 17
2.1.3 Assessment of Reading ............................................. 26
2.2 Empirical Review ............................................................... 30

CHAPTER III RESEARCH METHOD......................................................... 33

3.1 Subject of the Study ........................................................... 33
3.2 Research Design ................................................................. 33
3.3 Research Procedure ........................................................... 35
viii
 3.3.1 Initial Reflection ...................................................... 36
3.3.2 Planning ................................................................... 36
3.3.3 Action....................................................................... 38
3.3.4 Observation .............................................................. 39
3.3.5 Reflection ................................................................. 39
3.4 Research Instrument ........................................................... 40
3.4.1 Test .......................................................................... 40
3.4.2 Questionnaire ........................................................... 41
3.5 Data Collection .................................................................. 42
3.6 Data Analysis ..................................................................... 42
3.7 Success Indicator ................................................................ 43

CHAPTER IV FINDING AND DISCUSSION ............................................. 44

4.1 Finding ............................................................................... 44
4.1.1 Pre-Cycle .................................................................. 48
4.1.2 Cycle I ...................................................................... 50
4.1.3 Cycle II..................................................................... 52
4.2 Discussion .......................................................................... 56

CHAPTER V CONCLUSION AND SUGGESTION ........................................... 59

5.1 Conclusion ................................................................................ 59
5.2 Suggestion ................................................................................. 61

REFERENCES ............................................................................................... 63
APPENDICES ......................................................................................................... 66

ix
 LIST OF TABLES

Table 4.1 Tabulation of Data Showing the Subjects Progressing Score in

Reading Comprehension after Being TaughtThrough STAD ............45

Table 4.2 Tabulation of Data Showing the Subjects Response In Reading

Comprehension throughSTAD .........................................................47

Table 4.3Summary of the Research Finding Showing the Total Score, Mean Score
and the Percentages of Minimum Mastery Criterion of Each Cycle ..53

x
 LIST OF GRAPHS

Graph 4.1 Depicting the Subjects Tests Progressing Mean Score in

Reading Comprehension after the Implementation of STAD
in Pre-Cycle, Cycle I and Cycle II........................................ 55

Graph 4.2 Depicting the Subjects Responses after the Application of

STAD TechniqueinTeachingReading Comprehension ........ 56

xi
 LIST OF APPENDIX

List of Students ......................................................................................... 67

Pre-test ...................................................................................................... 68
Lesson Plan Cycle 1 Section 1................................................................... 69
Exercise (Group) ....................................................................................... 78
Exercise (Individual) ................................................................................. 79
Lesson Plan Cycle 1 Section 2................................................................... 80
Exercise (Group) ....................................................................................... 89
Post-test I .................................................................................................. 90
Lesson Plan Cycle 2 Section 1................................................................... 91
Exercise (Group) ....................................................................................... 100
Exercise (Individual) ................................................................................. 101
Lesson Plan Cycle 2 Section 2................................................................... 102
Exercise (Group) ....................................................................................... 111
Post-test 2 ................................................................................................. 112
Students Worksheet ................................................................................. 113
Questionnaire ............................................................................................ 116
School Blueprint ...................................................................................... 119
Surat Pengajuan Penelitian ....................................................................... 120
Surat Keterangan Telah Melakukan Penelitian ......................................... 121
Biography ................................................................................................. 122

xii
 CHAPTER I
INTRODUCTION

1.1 Background of Study

English is as the first foreign language which is taught in school as a

compulsory subject at Elementary School, Junior High School, Senior High

School and some semesters at the University in Indonesia. It makes English

becomes very important to study and English becomes foreign language seen by

Indonesian government as the precious thing that has to be improved and

developed, especially in teaching and learning process and as a part of curriculum.

So that why Indonesian goverment always makes effort to improve the quality of

English education in order to make English teaching-learning successful.

Furthermore, some factors which leads the influence of theEnglish teaching and

learning process, such as quality of teacher or lecture, book, teaching technique

and classroom interaction. Pertinent to those factors above, teaching and learning

English should be very effective, especially in improving these four skills

(listening, speaking, reading and writing).

Among the four language skills taught, reading skill becomesthe very

important one besides those three skills in the education field, especially in the

secondary school, consequently students need to be exercised and trained in order

to have a good reading skill (Murcia, 2000: 25).Reading is not only considered as

an important activity because it promotes better spelling, better writing, higher

reading comprehension, and more advanced vocabulary in language acquisition,

but it is also considered as an important skill because it is necessary in the midst

of technological change and an increasingly complex society. Reading is also

1
 2

something crucial and indispensable for the students because the success of their

study depends on the greater part of their ability to read (Harmer, 2007: 99-101).

If the students reading skill is poor then they are very likely to fail in their study

or at least they will have difficulty in making progress.

In other word, if they have a good ability in reading, the students will have

a better chance to succeed in their study. However, improving reading skill is not

always easy for student. There are many factors defusing in successful of teaching

reading such as learner, teacher method, material, facilities, time allotment, etc. If

several of these factors are not paid much attention, it can influence failure

students in learning reading. Teaching reading usually has at least two aspects.

First, it can refer to teaching learners who are learning to read for the very first

time. The second aspect of teaching reading refers to teaching learners who

already have reading skills in the first language (Nunan, 2003:68). Reading skills

is important to be improved, because most students activities in getting

knowledge either as school and carried out through reading.

Furthermore, reading skills concerns language aspect, such as: spelling,

pronunciation, grammar, and vocabulary.The teaching technique is one of

important things in teaching-learning process. It supported by who said that a

teacher needs methods and techniques of teaching English as a second language to

develop certain skills and insight. Nunan (2003: 68) alsoadds that language

learners should be given insight to the place and function of various language

items and skills in listening, speaking, reading, and writing activities. For many

students, reading is by far the most important of four skills in a second language,

particularly in English as a second for foreign languageconsidering the important

 3

of reading process, the teaching of reading comprehension should be improved by

the teacher.

In line with that, Wilis (2008:127) statesthat reading comprehension

covers how the brain takes in new information using patterns, categories, and

relational connections, and builds the new data into comprehended

knowledge.Reading comprehension strategies are tools that proficient readers use

to solve the comprehension problem they encounter in text(Morellion, 2007:10).

The students still get some difficulties in reading since common patent problems

in reading class include, especially in finding general and specific information,

identifying main ideas, identifying explicit and implicit information. According to

Najamuddin (2010),this condition is caused by several factors such as; the English

teachers are very lack of teaching strategywhich could not handle the students to

be more active toward understanding the materials, and also the students have low

motivation and sometimes passive in learning English, the materials presented in

textbook are very difficult for the students, the English teachers do not modify and

develop materials from the textbook based on the students' interest, and the

English teachers seldom use media to support the learning activity.

Those problems, especially about reading comprehension also faced by the

students in SMP PGRI 3 Denpasar. They were difficult in understanding the

reading text, they could not identify the main idea or general information, specific

information textual reference and textual meaning. The problem might occur

because the teacher still used and applied traditional ways in teaching-learning

process. Therefore, the students are bored because of the conventional technique

which given by their teacher such as reading aloud or giving multiple choice to
 4

the students. Nowadays, some classroom activities are centered to studentswhere

the teacher should provide an apropriate technique or method and media in order

to make teaching learning process more meaningful. The actual problem that

commonly faced by students is finding the meaning from the text. The problem

can be solved by the intentional action of the students. It means the students need

to practice their reading comprehension more and more.In order to make

comprehension easier to be understood in reading a text in classroom, the teacher

should apply the best technique in teaching reading.

One of the techniques is using team work or cooperative learning which is

focused on the students team-work. This cooperative learning and team work

have proven effective in increasing motivation for learning and self esteem,

redirecting attribution for success and failure, fostering positive feeling toward

classmates, and increasing performance on test of comprehension, reasoning, and

problem solving (Slavin,1995). The classroom climate consists of interaction in

the ways in which the people within the classroom interact with each other. So,

team works in learning English provides students or members of the team

opportunity to express and communicate with others. One of the ways to make the

student express and communicate with others is by dividing them into several

time works because this condition may result in more modified interaction. In

team work learning format, the students' achievement is facilitated by cooperative

learning.

From the description above, the researcher comes to a conclusion that in

improving comprehension should be done through team work learning or

cooperative learning, especially concerned on the students team-work in learning

 5

which is become one of appropriate techniques. One kind of team work in

learning is formed in (STAD) Student Teams-Achievement Divisions. STAD

devised by Slavin (1995) which is using group heterogeneity and divides class

into several team works. This condition is used to make more modified interaction,

more negotiation for meaning than if the teaching phase begins with the

presentation of material. After that during team study, group members work

cooperatively with the teacher-provided worksheet and answer sheet. In Student

Teams-AchievementDivisions (STAD) the student interest can be stimulated by

the classroom give and take process. In group reading, student may enjoy from

time to time getting away from the usual pattern of reading story aloud at sight.

This is particularly true of better readers, what may be undesirable as routine

procedure has real value an occasional variation.

In STAD, there will be interaction among students-students and students-

teachers. Thus, the boarder contextof communicative, meaning seeking and

information processing will be occured. The researcher has observed that the

teaching of reading comprehension in high school needs such kind of

communicative technique. It is becase when the students are taught using the

conventional technique, some time the teacher ignores the students initiatives in

giving opinion to the reading passages. So, from all the background, STAD is

chosen to be applied in the classroom to improve students reading

comprehension. It is a simple technique to keep all the students involving in class

discussions and provides an opportunity for every student to discuss about their

answer with the teams before they are called on to respond. In addition, in group,

the students can discuss the text with their teams. The STAD in teaching reading
 6

comprehension also help the students to build their self-confidence by studying in

group. As a result, they are ready to share and present their work confidently to

the whole class that will be discussed by the other students,the researcher had

some reasons for choosing STAD technique to teach reading to Junior High

School Student as follows: (1) Giving the teachers an appropirate teaching

technique especially in reading comprehension class. (2) encouraging the teachers

and examine their knowledge about teaching and learning and how they put these

into practice. (3) giving the students motivation when they are reading the

passages, so that they have willingness to read.

Based on the statement above, the researcher applied STAD in the

classroom, especially in improving the students reading comprehension. In

Students Team-Achievement Division (STAD) activity, the students work

together in groups, aid each other in completing academic tasks, and provide each

other with feedback in order to improve their reading comprehension

performances. Furthermore, they influence each other to achieve mutual goals, act

in trusting and trustworthy ways, become motivated, and feel less anxiety and

stress.Students prefer to work in pairs such as STAD (Student Team-Achievement

Divisions)which consists of four to five students in comprehending the reading

text. In this case, reading is not a passive, but rather an active. The major function

of the team is to make sure that all team members are learning, and more

specifically, to prepare its members to do something well in the test. In this

process, the students produced intensive interaction to involve many activities,

such as communication, observation, and support.

 7

Furthermore, the students can change their learning behavior by

stimulating their cognitive activity and relationship among them.In line withthat,

teaching learning process should also be emphasized on improving the students

motivation so the teaching learning process of reading achievement is able to be

better and more significant result.Therefore, the researcher is highly motivated

and interested in conducting a research entitled The Effectiveness of STAD in

Improving Reading Coimprehension of the Eighth Grade Students In SMP PGRI

3 Denpasar in academic year 2016/2017, the researcher contributed a research in

order to improve the students reading comprehension by using STAD and this

STAD is expected to improve the students reading comprehension of the eighth

grade students of SMP PGRI 3 Denpasar.

1.2 Research Problem

In line with the statement and fact in the background of study above, in

teaching learning process atthe eighth grade students of SMP PGRI 3

Denpasar,there were difficultiesin reading comprehension such as finding general

and specific information, textual meaning and textual reference. So, according to

the problems above the researcher formulated a research problem into a

question.The research problem can be formulated as follows:can reading

comprehension of the eighth grade students of SMP PGRI 3 Denpasar in

academic year 2016/2017 be improved through STAD?.

1.3 Objectives of the Study

To make the present research has direction, certainly it is needed to inform

the objective to be achieved. It is guidance for the researcher in taking any

 8

decision needed and also starting point of doing the research. The objective of this

research is to answer the research problem that has been previously formulated

and determined. In relation to the research problem which stated above, a research

is developed with the main purpose to figure out whether or not reading

comprehension of the eighth grade students of SMP PGRI 3 Denpasar in

academic year 2016/2017 can be improved through STAD.

1.4 Limitation of the Study

The discussion of reading comprehension slightly considered too broad

and complex to be dealt in a single coverage of a study, so limitation of the study

is necessary.The present study islimited on the effectiveness of STAD in

improving reading comprehension of the eighth grade students of SMP PGRI 3

Denpasar in academic year 2016/2017. the researcher wants to figure out whether

or not English reading comprehension of the eighth grade students of SMP PGRI3

Denpasar can be improved through STAD by conducting the main process in

teaching reading comprehension usingSTAD andthis study is focused on the

ability ofthe students in reading comprehension on identifying general

information, specific information, textual meaning, and textual reference in

reading passage in the form of narrative story and this research study is not

beyond on what have been stated in this limitation of the study.

1.5 Significant of the Study

This research is carried out to solve a problem found where the researcher

hopes that the finding can be used properly for teacher, students and other

researcher. The benefit that includes in this study which is related to improve the
 9

students reading comprehension through STAD. Pertinent to that, the researcher

provides two significance such as theoretical significance and practical

significance.Theoretically, The benefit of this study is to solve the problem that

faced by the school in which related to English study that focused on reading

comprehension and through STAD method, hopefully brought positive

contribution to the SMP PGRI 3 Denpasar.In other words, there is development of

education especially in teaching reading comprehension by applying the present

technique.

Practically, the results of this study which related to the reading

comprehension that improved through STAD are beneficial, especially to the

students, English teacher and other researcher.STAD will benefit the most to the

students inwhich can help student to understand reading passage in an active and

in communicative way and keep them from getting bored, besides, the students

will be focused on their reading, they are able to find the mind ideas in the text,

learning more about vocabularies and also they will be easier in understanding the

written text which will make them put their interest on the text that provided.For

the teacher, this STAD technique will help them in preparing the new, creative

and interesting material in order to help the students in learning reading and

teaching the students about the use of vocabularies and sentences, especially for

the seventh grade students.The application of STAD method in reading

comprehension also brings benefit to the other researchers, it is because this

technique is very useful in teaching the students in many levels or grade through

the steps that provide. STAD also can be used to improve English reading as well

as the three other skills. So, the other researcher hopefully be able to apply this
 10

technique in any different subject of English and can be useful as guidance in

creating another research related to English study.

1.6 Definition of Key Terms

There are some terms in which defined conceptually and operationally in

order to avoid misunderstanding on the part of the readers in order to make the

readers easier in following the discussion of this research study. Those terms

arereading comprehension and STAD (Students Teams-Achievement Divisions).

1. Reading Comprehension

Operationally, reading comprehension is defined as the ability of the eighth

grade students in SMP PGRI 3 Denpasar in understanding reading text

especially in identifying main idea or general information, specific

information, textual reference and textual meaning.

2. STAD (Student Teams-Achievement Division)

Operationally, STAD is a kind of cooperative learning activities. In this

activity, students will be divided into groups and assign some activities.

STAD is relatively simple cooperative learning technique which consist of

five major components: class presentation, team work, quizzes, individual

improvement score and team recognition. The students in the class are

divided into some groups consisting of four or five members. In the team

study, the groups members use worksheets or other study devises to master

the academic material. Then they work cooperatively through tutoring,

quizzing one another, or carrying on the team discussion. Next, each student

individually takes a quiz on academic material without helping one another.

The main score of each group members is given an improvement score in the
 11

group members. Thus, STAD applied as a technique in improving the

students reading comprehension of the eighth grade students in SMP PGRI 3

Denpasar.

3. SMP PGRI 3 Denpasar

SMP PGRI 3 Denpasar is located in Denpasar regency, exactly in Jalan Raya

Gunung Agung, Denpasar. The students of SMP PGRI 3 Denpasar have

difficulties in reading comprehension, especially theeighth grade students.

SMP PGRI 3 Denpasar will be the object of the research in implementation of

STAD in the classroom and eighth grade students of VIII F will be the subject

of the research study.

 CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

In this study,the researcher discusses the theories that are undertaken on

the basis of some relevant theoretical reviews and also empirical findings. To

support this present investigation, the researcher thinks it is very important to

review some theoretical points of view as well as review evidences. The

theoretical review presents the theories and concepts which related to this research

study and there will be some theories and concepts discussed in this study which

is focused on the effectiveness of STAD in improving reading comprehension of

the eighth grade students of SMP PGRI 3 Denpasar. The empirical review will be

explained the previous works of other researcher which have been done using

STAD, also explaining the weakness and strength of their research study. This

scientific investigation is expected to contribute practical significance and should

be conducted on the basis of some relevant theoretical constructions and empirical

evidences. Thus, the present investigation could be as the following. The theory

and concept reading comprehension, the theory and concept of STAD and the

concept of reading assessment.

2.1.1 Reading Comprehension

Reading experts advocated various approaches over the years that were

believed to the best method for teaching children to learn how to read. Without

reading, the students cannot get information what the students need (NNamdi,

2005:27). When talk about reading, the students usually think about reading of a

12
 13

particular kind of text in the form of printed language. This is about whether the

students are fluent or not in reading. Wilger et al. (2008:5) state that reading

fluency is the ability to decode and comprehend text; besides, it is ability to make

sense of what is being read. Reading without comprehension is not reading.

Comprehension is the ultimate reading goal. Reading can be seen as an

interactive process between a reader and a text which leads to automaticity or

(reading fluency). In this process, the reader interacts dynamically with the text as

her or she tries to elicit the meaning and where various kinds of knowledge are

being used, such as linguistic or systematic knowledge as well as schematic

knowledge.

Learning reading comprehension requires a strategy where lesson plans

progressively develope and reinforce reading comprehension skill. Nunan

(2006:33) states that is very important to bear in mind that reading is not an

invariant skill, that there are different purposes for reading. According to Richards

and Renandya (2002:277), reading for comprehension is the primary purpose for

reading through this is sometimes overlooked when students are asked to read

overly difficult text: raising students awareness of main idea in the text. So, in

the classroom, in students reading activities, the researcher is sure that the

students have many purposes, among others are to find the main idea, to select

significant detail, to answer the question, to follow direction, to evaluate critically,

to graduate from their school and to provide themselves with the knowledge to

continue ther studies whatever their purpose are. In order to achieve the goal, the

comprehension ability in reading is needed.

 14

Furthermore, Snow (2002:10) states that reading comprehension is usually

a primary focus on instruction in the post-primary grades after the readers have

mastered largely word recognition skills even though comprehension of the text

should be an integral part of reading instruction with beginning readers as well.

However, the instruction in oral language includes vocabulary and listening

comprehension should be the first focus in pre-school and continuing throughout

the elementary grades. Thus, the readers encompass the capacity to read with case

interest, a wide variety different kinds of materials for varying purpose and to read

with comprehension to get the meaning and the information.

Meanwhile, Harmer (2007:99) explains that reading comprehension is

useful for language acquisition. Reading definitely improves students knowledge

because the more they read; the more they get knowledge. Reading also has a

positive effect on the students vocabulary knowledge, on their spelling or their

writing. In comprehending a text, students have to focus on what they read

because reading is not only reading but also comprehending the text

systematically. He also states that reading is incredibly active occupation. To do it

successfully, the readers have to understand what words mean, see the pictures,

understand the arguments and work out if he readers agree with them. The

statements show that without understanding the word; students cannot know what

the meaning of the text is.

The concept of reading comprehension could be bottom-up and top-down

approaches. Nunan (2006:33) mentions that with the bottom-up approach, the

reading is viewed as a process of decoding written symbols, working from smaller

units (individual letter) to larger ones (words, clauses, and sentences). Harris and
 15

Hodges in Brasell and Rasinski (2008:17) state that readingcomprehension is the

construction of the meaning of a writtencommunication through a reciprocal,

holistic interchange of ideasbetween the interpreter and the message. The content

of meaning is influenced by that persons prior knowledge and experience.This

definition also suggests that reading comprehension requires an action on the part

of the reader. That action involves the use of the existing knowledge that the

reader has on the topic of the text as well as the text itself in order to create

meaning.

Thus, it is clear that reading is not only recognizing the written symbols in

a text but also readig comprehension, which is getting the clear ideas of both

explecity and implicit messages. With time for learning, this comprehension skill

are taught and reinforced in a number of ways. There are comprehension exercise

which helps students understand ow the strategy that skilled readers approach,

read, and tnterpret text. Reading comprehension refers to reading for meaning,

understanding, and entertainment (Nunan,2006: 71). Reading comprehension can

take place on four levels:(1) The literal level of comprehension refers to the skills

at the least complex level of reading comprehension. It is the ability to recognize

and understand the directly stated ideas of the author. This level is sometimes

referred to as reading the lines of print.(2). The organization level of

comprehension requires the reader to do more than understand the stated facts. It

requires the ability to see relationship within the material and to determine what is

important and significant and what is supporting detail.(3). The inferential level

refers to the kind of reading needed to graps not only overt meanings and the

organization, but also the meanings that are implied. The reader must think of
 16

more than the words and symbols themselves to supply the meanings intended to

interpret the passage.(4)The critical level of reading refers to the kind of reading

that requires personal judgment and evaluation.

The student should read the text thoroughly, Shofiya (2007:19) explains at

this level the reader forms generalizations, draws, conclusions, compares,analyzes,

and applies ideas gained in reading.The goal in teaching learning disabilities

students is first to help them gain the control of the literal level and then gradually

increase their levels of understanding.Reading for comprehension is the primary

purpose for reading (though this is sometimes overlooked when students are asked

to read overly difficult texts); raising student awareness of main ideas in a text and

exploring the organization of a text are essential for good comprehension

(Richards and Schmidt,2002:277). If a student says words in a passage without

gathering their meaning, one would hesitate to call that reading.

Reading comprehension is a major problem, especially for many learning-

disabled students. There are mainly three causes for poor reading

comprehension:(a.) The students have a language problem. If the

studentsknowledge of English is poor, then his or her reading will also be poor,

and naturally also his or her reading comprehension.(b) The foundational skills of

reading have not been automatized. If the skill on the primary task is automatized,

it will not be disrupted by concurrent processing on the secondary task because

automatic processing does not take up attentional resources. If, on the contrary,

the skill is not automatized, it will be disrupted by concurrent processing of a

second skill because two skills are then competing for limited attentional

resources. The poor reader is forced to apply all his concentration to word
 17

recognition, and therefore has no concentration left to decode the written word,

and as a result he will not be able to read with comprehension.(c)The decoding of

the written word is a very important aspect of the reading act. Without being able

to decode the written word, reading comprehension is impossible. This explains

why some children can read without understanding what they are

reading(Henry,2009). In line with that statement above, reading comprehension

should be taught in step by step because it is impossible to force the students if

they could not read the text.

2.1.2 STAD (Student Teams-Achievement Division)

STAD (Student Teams-Achievement Division) is one of the oldest and

most extensively research form of cooperative study or group work study. Robert

Slavin and his colleagues in John Hopkins University developed STAD teaching.

STAD system in one of the simplest and most flexible of the students group-work,

have been use in second group up to twelve, in subject areas as match, language

art, social studies and science.The students are assigned to four or five embers in

groups, with each group mirroring the others to make up the class in term of

ability, background, and gender become a group work. Arends (2012.368) states

that STAD is the simples and the most flexible comparative learning approach.

The teaching phase begins with presenting new academic information to the

students each week or on a regular basis, cither though verbal presentation or text.

The student in the class are divided into some groups consist of four or

five member, with representatives of sexes, various racial or ethnic group and

high, average and low achieves on each team. In the team study, groups members

use worksheets or other study devises to master the academic material. Then they
 18

work cooperatively through tutoring, quizzing one another, or carrying on the

team discussion. Next, each student individually takes a quiz on academic

material without help one another. The main score of each group members is

given an improvement score in the group members.Leonard (2000:175) finds that

the heterogeneous groups produced slightly higher achievement score then

homogeneous groups did, the amount of student interaction was influenced more

by the groups cohesiveness than by its composition in STAD technique.

According to Kagan and Kagan (2009:460), STAD is an extremely well

researched, effective, approach to mastery of basic facts and information.

Research of STAD has also revealed very positive effects on ethnic relations and

various types of prosaically development.

The use of STAD includes enduring teams (usually lasting about six

weeks) and an improvement point scoring system, which provides high

motivation for students the range of ability levels in the group members of

STAD.In teaching students in group-work using STAD consisted of four steps

cycle initiated: teach, team, study, test and recognition. The teaching phrase

begins with presentation of material, usually in a lecture-discussion format.

Student should be told what it is they are going to learn and why it is important.

During study group members work cooperative with teacher provide worksheet

and answer sheet. Next, each student individually takes a quiz by use a score

system that ranges from 0 to 30 points and reflect degree of individual

improvement over previous quiz score. The criterion can be seen in improvement

point table. Each team receives one of three recognition awards, depending on the

average number of points earned by them (Slavin in Yulihoney, 2007: 72).

 19

From the description above we know that STAD is good model for

teachers who are new to cooperative approach. And it use the individual quizzes

at the end of class.Slavin in Arends(2012:319) stated that STAD involves students

working together in groups and groups that compete with each other. This

approach has been quite thoroughly researched and been show to be effective for

helping students master declarative. The cooperative learning or group-work of

STAD consists of five major components. They are class presentation, teams,

quizzes, individual improvement scores, team recognitions. The explanation could

be seen as the following :

1. Class Presentation
Material in STAD is initially introduced in a class presentation. This is

most often direct instruction or a lecture-discussion conducted by the teacher, but

could include audiovisual presentations. Class presentation in STAD differs from

usual teaching only in that they must be clearly focused on STAD unit. In this

way student realize they must pay careful attention during the class presentation.

The students must understand about presentation of reading text from the teacher

so it will help them do well on quizzes. And their quiz scores determine their team

score.

2. Teams
Teams are composed of four or five students who represent a cross-section

of the class in terms of academic performance, sex, and race or ethnicity. The

major function of teams is to make sure that all in team member are learning, and

more specifically, to prepare its members to do well on quizzes. After the teacher

presents material of reading text, the team meets to study worksheet or other
 20

material. Most often, the study involves discussing problem together, comparing

answer, and correcting any misconception if teammates make mistakes.

The team is the most important feature of STAD. At every point, emphasis

is placed on team members doing their best for team, and on the team doing its

best to help its members. The team provides the peer support for academic

performance that is important for learning, and it provides the mutual concern and

respect that are important for such outcomes as inter-group relation, self-esteem,

and acceptance of mainstreamed students.

3. Quizzes

After approximately one to two periods of teacher presentation and one to

two periods of team practice, the students take individual quizzes. Students are not

permitted to help one another during the quizzes. Thus, every student is

individually responsible for knowing the material. Each student uses one copy of

the quiz.This makes sure that every student is responsible for knowing the

material. In the individual quizzes, all students take the individual quizzes in the

end on the material.The table below showed the improvement point and the score

of the quiz that commonly used in applying cooperative learning in STAD

(Students Team-Achievement Divisions).

Table 2.1
Improvement Point

Quiz Score Improvement Point

Perfect paper 30
More than 10 points above base score 30
Base score to 10 point to base score 20
10 point below to 1 point below base score 10
More than 10 points below base score 5
 21

Three levels of award are given forth groups who got improvement score from

improvement score average of each groups. The three criterions were as the

following:

Table 2.2
Levels of Awards
Criterion (team average) Award
25-30 SUPER TEAM
20-24 GREAT TEAM
15-19 GOOD TEAM

4. Team Recognition
Teams may earn certificates or other rewards if their average scores

exceed a certain criterion. Students team scores may also be used to determine up

to twenty percent of their grades. The team that has improved the most is given

the most recognition.The implementation of STAD by using group work and the

way to divide every group work is based on the achievement of students which is

divided into three types; they are high group scores, middle group scores and low

group scores. In scoring the group, the thing that influences the level in every

group is the total score from the personal score learners in every group.

5. Conventional Technique
In teaching-learning technique process, the conventional technique is most

often used in teaching. Conventional technique is similar to the traditional

technique. Jacobs (2006) states that when a teacher uses traditional setting or

model, she or hebegins with an objective and primary instruction is most often

presented in the front of teachers text book reading, teacher-led discussion or

possible combination of any of these produces. The core concept of the traditional

technique is the use of the teacher answers the questions one by one. In other
 22

words, the interactions just happen between the teacher and students. So the

researcher concludes here that in the traditional teaching model students are

mostly passive in English communication; the students are notable to use English

to show feelings, opinion and questions.

2.1.2.1 The Preparation of Student Teams-Achievement Divisions (STAD)

Before teaching and learning process began, the teacher should provide

him or her self some preparation. They are as follows :

1. Material

STAD can be used with materials adapted from textbooks or other

published sources or with teacher made materials. The material could be in the

form of narrative story includes fables and folklore.

2. Assigning students to Teams

STAD teams represent across sections of the class. A four person team in a

class that is half male, half female, three quarters white, and one quarter

minoritymight have two boys and two girls and there were white students and

minority student. The team would also have high performer, a low performer, and

two average performers. Of course, high performer is a relative terms, it means

high for the class, not necessarily high compared with national norms.

The teacher may take likes, dislike, and deadly combinations of students

into account in assigning students to teams, but do not let students choose their

own teams, because they will tend to choose others like themselves. Instead

follows these steps:

1. Make copies of team summary sheets. Make one copy of team summary-

sheet for every student in class.

 23

2. Rank students. On a sheet of paper, rank the students in class from highest

to lowest in past performance. Use whatever information the teacher have

to do this; test scores are best, grades are good, but teacher is own

judgment is fine. It may be difficult to be exact in teacher ranking, but do

the best teacher can.

3. Decide on the number of teams. Each team should have four members if

possible. To decide how many teams you will have, divide the number of

students in class by four. If the number is divisible by four, the quotient

will be the number of four- member teams teacher should have.

4. Assign students to teams. In assigning students to teams, balance the teams

so that (1) each team is composed of students whose performance level

range from low to average to high, and (2) the average performance

levelof all the teams in the class is about equal.

5. Fill out teams summary sheets.

3. Determining Initial Base Scores

Base scores represent students average scores on past quizzes. If teacher

starts STAD after she has given three or more quizzes, use students average quiz

scores as base score.

4. 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 given teams members a

chance to do something fun to get to know one another. In STAD, the group

members is very important part that help the students to study together, share and
 24

discuss the material that given by the teacher. The teacher monitored the students

in every group by how cooperative the students are in group working.

2.1.2.2 Implementing Lesson Using STAD

In implementing the lesson by using STAD, there are some steps : 1)

having planed for instruction, 2) identified group membership, 3) planned for

team building and team study, and 4) calculated the students base scores, the

teacher are ready to implement STAD with their students. After that determining

initial base scores, base scores represent students average scores on past quizzes.

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

with one or more team building exercise just to give team members a chance to

do something fun and to get to know one another. (Slavin in Ayuini 2009:75).

There were four phases in implementing lesson using the STAD cooperative

learning (team-work)model:

Phase 1: Instruction

The lesson is introduced by specifying the goals, presenting, explaning,

and modeling the skills or applications of concepts, principles, generalizations,

and rules, and providing for guided practice.

Phase 2: Transition to teams

Obstacles to smoothly functioning cooperative lessons are often logistical.

When first introducing team study, teachers should thoroughly explain how

cooperative-learning works and the specific procedures to be followed. When

introducing students to cooperative learning, the initial directions need to be very

detailed.
 25

Phase 3: Team study and monitoring

As students work in their groups, teachers need to carefully monitor their

work to ensure that they are functioning smoothly, but they need to be careful

about intervening too soon. One of the goals of cooperative learning is to teach

students to work together, and like many types of learning, this process isnt

always smooth; more often it is characterized by fits and starts and uneven

progress. Early intervention may actually be counterproductive, as students arent

working together, one is dominating a group or someone isnt participating,

intervention may be necessary.

Phase 4: Testing

Testing serves several functions in STAD Cooperative Learning model.

From a traditional assessment point of view, it provides both the teacher and

students with feedback about learning progress. From a motivational perspective it

can provide incentives for work and effort. The key to the first function

evaluation and feedbackis a welldesigned test that accurately assesses important

concepts and skills. (Eggen in Ayuini 2009:289-292).

2.1.2.3 TheAdvantage and Limitation of Student Teams-Achievement

Divisions (STAD)

Some teachers may feel that they have already tired of a cooperative

learningapproach because they have occasionally placed their students in small

groups, instructing them to cooperate. Yet, cooperative learning requires more

than seating youngster around a table and telling them to share, work together, and

be niece to work together,and each other. Such loose, unstructured situation will
 26

not make thecooperative strategies work so well. So in cooperative learning there

are some advantages and limitations.According toIbrahim (2000: 41-14), there are

advantages and limitation of STAD. The advantages of Student Teams-

Achievement Division (STAD) technique such as: 1.Developing and using critical

thinking and group cooperation. 2. Improving the positive relation among students

from different social backgrounds. 3. Implanting the counseling of team. 4.

Building the respect and self-esteem in this process. Furthermore, the limitations

of Student Teams-Achievement Division (STAD) technique are as the following :

1. Some students might be confused because they are not accustomed to this

treatment. 2. At the beginning,the teacher made some mistakes in managing the

class; otherwise the hard and continuous effort was able to apply this method

competently.

2.1.3 Assessment of Reading

In the application of reading for teaching, there must be some assessment

involve in order to measure how far the understanding of the students to the task

thatgiven. The assessment of reading can imply the assessment of

a storehouse ofreading strategies.The nature understanding of the problem of

reading comprehension requires having available good data identifying which the

students can successfully undertake in which activities with text. Such data are not

available, in part because the widely use comprehension assessments are

inadequate. Furthermore, the improvement of instruction relies crucially on the

availability of information about the effectiveness of instruction. The teacher need

reliable and valid assessments tied closely to their curriculum so that the teacher

can see which students are learning as expected and which need extra
 27

help.Furthermore, for the area of reading comprehension, good assessment that

are tied to curriculum as well as good assessment of general comprehension

capacity are sorely needed. These assessment need to be contracted in accordance

with the many advances in psychometric theory.

Aside from simply testing the ultimate achievement of comprehension of a

written text, it may be important in some contexts to assess one or more of a

storehouse of classic reading strategies. NNamdi (2005:57) writes that

assessment is a tool that measures a learnersknowledge and ability. It shows the

areas in the reading program where learnershave weakness and strengths. It shows

they are able to extract information andanalyze what are reading. Leslie and

Caldwell (2005:26) state that there is a tendency tothink of assessment as

something that happens after instruction, something apartfrom instruction such as

asking students to answer questions after they have read atextbook chapter or a

story. There is also a tendency to think of all assessmentmeasures as paper pencil

and eraser tests. Besides, Richards and Schmidt (2002:353) argue that assessment

is a systematic approach to collecting information and making inferences about

the ability of a student or success of a teaching course on the basis of various

sources of evidence.

Thus, assessment may be done by test, interview, questionnaire,

observation, etc. in this case; the students may be tested at the beginning and

again at the end of a course to assess the quality of the teaching on the course. In

addition,Cohen et al. (2007:418) explain that there are several purposes of the test,

they are: to diagnose the students strengths, weaknesses and difficulties, to

measuring achievement, measuring aptitude, potential and identifying reading to

 28

question or even offering a comment, the teacher subconsciously makes an

assessment of the students performance. Testing is often associated with large-

scale standardized tests and the term of assessment is used in a much wider sense

to mean a variety of approaches in testing and assessment.

According to Brown (2004:4), assessment is ongoing process that

encompasses a much wider domain. Whenever a student responds to a question,

offers a comment, or tries out a new word or structure, the teacher subconsciously

makes an assessment of the students performance. Assessment is the ongoing

process of gathering, analyzing and reflecting on evidence to make informed and

consistent judgments to improve future studentlearning. Pang et al. (2003:18) also

add that there are two forms of reading assessment. The first one is to find out

how well children are reading in order to help them improve (diagnosis).

Diagnostic assessment is about giving feedback and assistance to learners. The

second is to measure how much progress has been made. Both forms of

assessment are needed for effective reading instruction. In beginning reading,

assessing is normally done by listening to students reading aloud. Teachers assess

word recognition and fluency in this way. Beyond this stage, assessment should

focus primarily on the text comprehension.

Klinger et al. (2007:14) add that assessing comprehension is fraught with

challenges because it can be difficult to determine how many students really know

and what they are actually thinking (as the researcher attempt to do in preceding

example). Traditional measures tend to focus on straight recall or literal

understandings, but there is much more to comprehension than these. In other

word, assessing comprehension has different purposes such as:(1) comparing

 29

thestudents comprehension levels to those of students in a norming sample,(2)

finding out if students have met re-establish criteria for their grade level,(3) the

purpose is to inform instruction by determining when students understand what

they read and how efficiently they use which comprehension strategies. Similarly,

an important purpose is determining why a student may be struggling teachers

must be adept at collecting assessment data so that they can plan what, how, and

when to teach.

Furthermore, Leslie and Caldwell (2005:16) write that assessment can

happened at any point in a lesson. The assessment is conducted during and also in

the end of the lesson. The main point is how the teacher can assess as they teach

because the teacher must pay attention that the assessments cannot be separated

from the teaching and learning process. The assessment is done to measure the

students ability and also to see whether or not students have improved their

ability. In addition, the assessment is also able to motivate the students to learn

more since is the nature of human to do something better.A teacher who knows

goal of a lesson can use the unexpected as an added assessment tool.

Many sensitive and effective assessments do not look anything like a

typical test. They do not necessarily a question and answer procedure or a

paperandpencil format. The teacher can assess as they teach because the teacher

must pay attention that the assessment cannot be separated from the teaching and

learning process. The assessment of this study is conducted during and the end of

teaching and learning process to know students improvement.In addition, reading

comprehension measures generally focus on recall as the primary indicator of

students understanding. Comprehension is typically measures by requiring

 30

students to read a short passage and then answer multiple-choice or short answer

question or by using a cloze task. Thus, reading comprehension provide only a

basic indication of how well a student understands text and over little information

about how the student uses cognitive and meta-cognitive process (Klingner et al.,

2007:15).

2.2 Empirical Review

In order to know the strength of the present study, it is necessary to do

empirical review. Empirical review in research methodology is when the

researcher reviews the information and theories currently available concerning the

topic and the historical background of the topic. Empirical review has two

functions. First, it is to demonstrate through understanding the field in conducting

research. Second it is to show that the problem being studied has been done or not

before in the way proposed by the researcher. Here are several works of research

study which related to the application STAD in the classroom that could be seen

as the following :

The first research conducted by Yulihoney (2007) which entitled

Application STAD (Students Teams-Achievement Division) Technique in

Teaching Mathematic on the Seventh Year students of Madrasah Tsanawiyah

Negeri Pandawan 2007/2008. Its a description research because the expeiment

try to apply STAD technique. The problem that would be annalyze are what

result of learning and student response to applying of model cooperative STAD

(Students Teams-Achievement Division) at mathematics on the seventh grade

students of Madrasah Tsanawiyah Negeri Pandawan. Based on the research above,

she used descriptif methode, used random of sampling as a sample, used test as a
 31

technique of colecting data. Used presentation technique and descripitive statistic

as a technique of collecting data. The result of her research stated that gathering,

diagram venn and diagram venn aliance and gathering to solve the problem of

story with study of cooperative STAD technique get improvement and students

seem to be liking and agrees this model.

The second one is Nurianingsih (2014) who conducted her research

entitled Improving Reading Comprehension through Students Team

Achievement Division Technique at the tenth Grade Students of SMA Jagatdhita

Amlapura in Academic Year 2013/2014. The objective of her study was to know

the improvement of students reading comprehension through STAD. The result

can be concluded that STAD technique could improve the achievement in reading

comprehension of the eight grade students of SMPN 2

Bebandem.Nurianingsihhad been successful in technique in teaching reading

comprehension through STAD. However, the researcher used multiple choices in

every test for the students. Thus, the students often faced big confusion in

choosing the right answer of task to measure the students reading comprehension.

In short answer tasks, guessing is minimized.

Those research study conductingSTAD in teaching and the result showed

that STAD is mostly succed in improving the students ability and interest in

learning. The students indicated more interest to learn reading comprehension

because the steps in STAD guided them.It is because mostly the assement

conducted through multiple choice, so, in the present study, the researcher used

short answer tasks to measure the students comprehension in reading, because by

 32

using short answer task, the researcher is able to know the students

comprehension in reading by answer the question of the text.

 CHAPTER III
RESEARCH METHOD

3.1 Subject of the Study

In this study, the eighth grade studentsof SMP PGRI 3 Denpasar in

academic year2016/2017 were considered as the subject under study. In order to

make this research more specific, the researcher conducted research about reading

comprehension to the eighth grade students especially VIII F class which

consisted of 43 students with 17 males and 26 females students. The VIII F class

was chosen based on the result of the interview with the English teacher. The

result of interview showed that the class had the lowest ability than the other

classes in English lesson especially in reading comprehension. They found

difficulties in understanding reading text, so, it should be improved immediately

through STAD.

3.2 Research Design

The type of investigation used in this research is classroom action research

(CAR). Classroom Action Research is a method of finding out what works best in

your own classroom so that you can improve student learning.Action research is a

process to improve education by incorporating change and involves educator

working together to improve their own practice (Ary et al. 2010:514).Cohen et al.

(2000:243) write that action research is a powerful tool for change and

improvement at the local level. Pelton (2010:20) states that action research is

simply an organized, proven, and reliable process for ensuring that you use the

data in your classroom to evolve into the high quality educator that your students

33
 34

need and deserve.According to Elizabeth in Burns (2010:5) action research is a

research carried out in the classroom by the teacher of the course, mainly with the

purpose of solving a problem or improving the teaching/learning process. It can be

said that classroom action research is directed toward problem solving in teaching

and learning process.

Action research is part of a broad movement that has been going on in

education generally for some time (Burns 2007: 2). It is related to the ideas of

reflective practice and the teacher as researcher. Action research involves taking a

self-reflective, critical, and systematic approach to explore your own teaching

contexts. One of the main aims of action research is to identify a problematic

situation or issue that the participants who may include teachers, students,

managers, administrators, or even parents consider worth looking into more

deeply and systematically. The central idea of the action part of action research is

to intervene in a deliberate way in the problematic situation in order to being

about changes and, even better, improvements in practice.

According to Ary et al. (2010:519), action research process involves

planning, action, observation and reflection. A plan is developed for talking action

and for gathering information and data in order to observe or capture the

experience or monitor the practice. It is in this phase that the research questions

and methods are explicated. In action, the researcher implements the plan or

changes a practice and collect data, the data may be collected from a variety of

sources. In observation, the researcher synthesizes and analyzes the data. Key

issues related to the problem are identified and this leads to reflection once more.

Reflection is the last activity at the end of the cycle. In reflection, the researcher
 35

reflects and interprets the information and communicates or reports it to others. A

new understanding of the nature of the problem is developed.

The actions are taken and a new area of focus is identified. Classroom

action research is conducted in cyclic process, involving the process of initial

reflection, planning, action, observation and reflection (Kemmis and Taggart in

Zubert and Skerritt 2001:15). This action research is conducted to the eighth grade

students of SMP PGRI 3 Denpasar by implementing cycles. The cycle could be

figured out as follows:

Initial Reflection Cycle 1 Planning Action

Revised Cycle II Reflection Observation

Planning II

Action II Observation II Refection II Next Cycle

Source: Zuber and Skerritt (2001:15)

Figure3.1. Kemmis and Mc Taggart Concept (1990)

3.3 Research Procedure

In this classroom action study, the teaching learning process is divided into

some cycles consisted of Planning, Action, Observation and Reflection. Burns

(2010:7) mentions several elements should be considered in classroom action

research, namely planning, action, observation, and the last was reflection in

addition. In addition, they were preceded by an initial reflection. The explanation

of research procedures are as follows:

 36

3.3.1 Initial Reflection

Initial reflection is used as the evaluation of the subjects ability in reading

comprehension before doing teaching and learning process. In the preliminary

study, the English teacher gave permission to the researcher to observe directly

the subjects. The researcher was given a chance to interview the English teacher

about the subjects ability in reading comprehension. The researcher interviewed

the teacher to prove the information thatobtained is in line, the pre-test was

administered in the pre-cycle stage.

3.3.2 Planning

Planning is the best important thing in teaching English. Before the present

classroom action research could be successfully carried out, the planning for all

sessions had to be prepared. Planning referred to preparing the steps of the action

and instrument that were used to collect the data. As mentioned previously, the

subjects of the present classroom action study were the eighth grade students of

SMP PGRI 3 Denpasar. The undertaking of the present study was substantially

based on the fact the subjects under study still had low reading comprehension

ability. Therefore,STAD was proposed to help the subjects to overcome their

reading comprehension problem. Before the research was conducted, the

researcherhad to prepare instructional planning for all sessions. Those could be

mentioned as follows:

1. Selecting the reading material

Selecting and preparing a series of teaching material based on

curriculum for the eighth grade students; moreover, the reading materials

which were appropriately used in teaching reading that could solve the
 37

problem faced by students. It was based on the fact the students difficulties

in reading comprehension especially narrative text.

2. Designing Lesson Plan

Designing lesson plans based on the syllabus that is used in SMP

PGRI 3 Denpasar, the lesson plans is concerned on giving material,

reading passage, and arranging activities which could be suitably

implemented through STAD.

3. Constructing Test

The first is pre-test in order to know the students initial reflection

in reading comprehension by giving them the test of Narrative text.The

second is post-test which is used to measure the extent of the subjects

progress in reading comprehension achievementof narrative text.

4. Preparing Media for Teaching

Preparing the teaching media included the text that used in this

study. It helped the students and the researcher in creating teaching

learning process interesting and worthy. Thus, in conducting the study and

applying STAD in the classroom, the researcher used some media such

as : PPT (Power Point Presentation included pictures and text of Narrative

story)

5. Constructing Questionnaire

Constructing the questionnaire to be administered in the end of the

last cycle. The questionnaire was prepared to find out the students

response toward the application of STAD in teaching learning process.

 38

3.3.3 Action

In this step, researcher makes an action in the classroom which is related

to the teaching reading through STAD technique based on reading activity. The

researcher implemented the plan or changed the practice and collected the data.

There are three main activities that researcher would do in classroom. They are:

pre-activities, whilst-activities and post-activities.

In pre-activities, the researcher who acted as a teacher greeted the students

and checked their attendance list. Basically, the pre-activities wereintended to

activate the subjects prior knowledge related to the topics which was discussed.

During this activity, the researcherasked some general questions which were

related to the topic and then the subjects responded orally.

In whilst-activities, the researcher conducted the main process in teaching

reading comprehension by applying STAD. Basedon the curriculum 2013, this

phase, the teacher observing how the students comprehend a text by using STAD

There were some sessions in this activity, such as: observation, questioning,

collecting information, associating and communicating. The first, observation part,

the researcher used procedures of STAD and gave a narrative text to the students

to observe (in group). The second, in questioning, the researcher made the

students rose their question related to the text. The third is the researcher aids the

students in order to collect the information based on the text. In association

section, researcher asked the students to find out some expression that possibly

appeared which could be used in order to make them discuss the text. In the last

section is communicating, the researcherhelped the students to communicateand

convey the content of the text based on their own words.The last is
 39

communicating in which the research evaluated the subjects by giving individual

quizzes (Quizzes). The research discussed the answer of the individual quiz and

forming the score of each team. Then, the research gave the reward to which to

the team which got the highest scores (Team Recognition) of all subject.

In post-activities, the researcher reviewed the subjects activities by

concluding what they had learnt and discussed the difficult faced by the subject

during the teaching learning process, the researcher also conducted follow up

activity and homework. In the end of teaching learning process, the researcher had

to close the lesson by praying with the subjects.

3.3.4 Observation

In the observation, the researcher observed the classroom situation and to

know the subjects behavior during the process of teaching and learning. The

researcher did an evaluation the subjects achievement to see how far the process

of action had researched the target and the main purpose was identifying the

success or the failure of the action research. In the classroom action research,

observation was intended to see whether or not the teaching learning process

being undertaken couldimprove reading comprehension using STAD at eighth

grade students of SMP PGRI 3Denpasar. Furthermore, it was meant to see

whether there were some positives changing behavior and motivation of the

subject in learning reading skill in their classroom activities.

3.3.5 Reflection

Reflection is the activity of evaluating critically about the progress of the

students ability and the effectiveness of technique. In classroom action research,

 40

reflections which were actually post-test in reading comprehension were given to

the subject being studied. The present classroom action study was divided into

two cycles where each cycle consisted of two sessions. The researcher

administered two post-test, in which each post-test or reflection in cycle I used a

feedback and basis plan and then carried out the action in cycle II in improved

ways.

3.4 Research Instruments

The research instrument is tools which are used by the researcher to collect

the required data selection a valid and reliable research instrument is a very

essential step of scientific investigation. It is impossible for the researcher to

collect the data used to determine it is valid without instrument. In relation with

what has been stated above, there are some research instruments that were used by

the researcher in conducting the present study such as: test and questionnaire.

3.4.1 Test

Test was used to measure the subjects achievement on the lesson being

tough such as: pre-test and post-test. Pre-test was used to know the subject initial

in reading comprehension in order to know the problem in detail ad to examine

the subjects achievement in reading comprehension before the treatment given.

Post-test was conducted in each session of every cycle to know the subjects

understanding about the topic that had been taught. Post test was administered at

the end of the teaching in each cycle to find out the subjects improvement in each

cycle after they were taught text in reading comprehension through STAD.
 41

Both pre-test and post-test consisted of ten short answer tasks. The

researcher gave short answer tasks on each session of the cycle to be answered by

the subjects. Those items were about finding general information, specific

information, textual meaning and textual reference from the text. The text

administered only in 10 questions in every section. The short answer task is

scored by using score rubric which was focused on the answer and grammar as

follows:

Table 3.1
Scoring rubric of short answer task
No Criteria Score
1 The correct answer and grammar are correct 2
2 The answer is correct but it is ungrammatical 1
3 The answer is incorrect 0

3.4.2 Questionnaire

Questionnaire wasused in order to find out the subjects responses on the

implementation of STAD technique in teaching reading comprehension. The

questionnaire was given at the end of last cycle in which the study has been

successfull in order to get information about the subjects responses on the

implementation of STAD.The questionnaireconsisted of 10 multiple choice items

and the subjects choose either A, B, C, D. The questionnaire is scored using the

rating scale of 1-4 option A meant the subject strongly agreed with the technique

and it will be scaled 3. Option C meant the subject quite agreed with the technique

and it would be 2. Option D meant the subjects strongly disagreed with the

technique and it was scaled 1. In addition, the items of questionnairewerewritten

in Bahasa Indonesia in order to avoid misunderstanding of the subjects responses.

3.5 Data Collection

 42

In order to collect the data of the present classroom action research, there

were test (pre-test and post-test) and questionnaire as the research instruments. At

first, the pre-test has been given before theaction. The score of pre-test were used

to know the subjects pre-existing ability in reading comprehension and also to

know the problem that was faced by the subjects. In addition, after the teaching

learning process, the subjects were given post-test in order to know the effects and

the result of the action. Post-test wasconducted in each cycle. The researcher

collected the data as a comparison to the pre-test. Finally, the researcher

administered questionnaire to figure out the subjects responses about their

opinion and their feeling after being taught reading comprehension through STAD

techniquewhether they agree or not with the implementation of the method.

In addition, there are considerably three kind of raw data obtainedfor the

present classroom action research they are described as the following:

1) Data indicating subjects pre-existing reading comprehension;

2) Data showing the subjects progress in reading comprehension;

3) Data showing the subjects responses on the implementation of STAD

3.6 Data Analysis

There five sets of raw scores, which showed the students progress in

reading comprehension through STAD. These data are analyzed by computing the

mean score of the test of each session. Based on the research instruments in which

the researcher administrated pre-test and post-test in each session, the data are

analyzed and the result of the analysis were discussed. The tabulation of the data

is presented below.

M=
 43

Information:

M = Mean Score

= The SUM of all score

n = Number of students

The data from questionnaire were used to know the subjects responses

forward the implementation of STAD in teaching and learning process especially

reading. The score of the data were used rating scale 1-4 and the data of the

questionnaire was analyzed by using the following formula:

Percentage = x 100 %

3.7 Success Indicator

Based on 2013 curriculum that is used at SMP PGRI 3 Denpasar, the

minimum passing grade in this school is 70. The present study depended on

situation of the students whether they were able to reach the minimum passing

grade after the implementation of STAD. As the result, the success indicator of

the present study is based on the minimum passing grade of SMP PGRI 3

Denpasar. The research is regarded successful if 80% from 43 students or 38

students can reach the minimum passing grade, the researcher ends the study and

the research is considered as successful.

 CHAPTER IV
FINDING AND DISCUSSION

4.1 Finding
As previously mentioned in Chapter III, this study applied classroom

action research which was intended to figure out the use of STAD in improving

the subjects reading comprehension. The subjects were 43 students of the eighth

grade students of SMP PGRI 3 Denpasar in academic year 2016/2017. There were

two instruments used in the present study; those were tests which included pre-test,

post-test and questionnaire. The pre-test was administered to the subject under

study in orderto measure their pre-existing ability in reading comprehension. In

addition, the post-test was given after implementing the STAD in the classroom,

the post-test in this present study was administered twice; they were once in Cycle

1 and one in Cycle II. This was due to the fact that each cycle should be ended

with administering the post-test. The result of the post-test after the first cycle

became the reference for the research to revise the planning in the second cycle.

The purpose of giving post-test at the end of every cycle was to know the progress

of the subjects under study after being taught by using STAD.

The data found were put in the following tablewhich consisted of three

columns. The first column showed the pre-test score that was conducted on

1November2016which showed the pre-existing students reading comprehension;

in addition, the second and the third column were post-test scores that were

conducted on 8 November 2016 and 11 November 2016 which showed the scores

after the teaching and learning process. By the end of the tabulation, it showed the

44
 45

total scores of how significant STAD strategy improves the reading

comprehension of the eight grade students. The three set of score which were

collected in this study were presented as follows:

Table 4.1
Tabulation of Data Showing the Subjects Progressing Scores in Reading
Comprehension after Being Taught through Students Teams-Achievement
Divisions (STAD)

Pre-cycle Cycle 1 Cycle 2

No Subject(s) X0 X1 X2
1 S1 75 85 95
2 S2 60 70 80
3 S3 75 85 90
4 S4 60 75 85
5 S5 55 65 75
6 S6 60 80 95
7 S7 50 70 85
8 S8 55 65 80
9 S9 65 75 80
10 S10 75 80 95
11 S11 70 85 95
12 S12 55 60 80
13 S13 70 80 90
14 S14 65 80 85
15 S15 50 75 80
16 S16 55 75 85
17 S17 50 60 70
18 S18 65 70 80
19 S19 75 85 95
20 S20 65 65 85
21 S21 75 85 95
22 S22 55 60 75
23 S23 75 80 85
24 S24 70 80 90
25 S25 55 65 70
26 S26 60 65 75
27 S27 56 60 70
28 S28 70 80 80
 46

Pre-cycle Cycle 1 Cycle 2

No. Subject(s)
X0 X1 X2
29 S29 75 85 95
30 S30 55 65 75
31 S31 55 60 75
32 S32 55 60 70
33 S33 60 70 75
34 S34 75 85 95
35 S35 65 70 80
36 S36 60 75 80
37 S37 75 85 95
38 S38 60 75 80
39 S39 65 80 85
40 S40 65 75 80
41 S41 50 70 75
42 S42 55 60 75
43 S43 50 70 75
Total 2686 3145 3555
Mean 62.46 73.06 82.67
Passing Grade 20.93% 51.16% 90.69%

The table above was the results of test (pre-test and post test) which

showed the improvement of the eighth grade students in VIII F of SMP PGRI 3

Denpasar in reading comprehension after the implementation of Student Teams-

Achievement Divisions(STAD) in teaching and learning process. The table

showed the significant improvement of the students achievement in reading

comprehension which meant that STAD as a technique in improving reading

comprehension was successful. Pertinent to that, as what have been stated

previously that the researcher administered the questionnaire to the subjects in in

the end of the cycle II in order to know the students responses toward the STAD

in reading comprehension in the classroom action research.

After successfully carrying out the cycles in the classroom by applying the

STAD in reading comprehension, the questionnaire was conducted on

12November 2016 to the subjects under study at the end of cycle II. The answers
 47

of questionnaire are quantitatively scored using the reading scale 4-1. The

scoregathered from administering questionnaire showed the subjects responses

through STAD. The obtained data showing the subject total scores from item of

the questionnaire was tabulated as the following:

Table 4.2

Tabulation of Data Showing the Subjects Responses in Reading

Comprehension through Students Teams-Achievement Divisions (STAD)

No Name A(4) B(3) C(2) D(1)

1 S1 24 6 4 -
2 S2 32 6 - -
3 S3 20 18 - -
4 S4 24 20 - -
5 S5 28 6 2 -
6 S6 36 3 - -
7 S7 20 6 - 3
8 S8 12 9 8 -
9 S9 16 15 2 -
10 S10 12 9 8 -
11 S11 16 18 - -
12 S12 24 12 - -
13 S13 12 9 8 -
14 S14 20 15 - -
15 S15 12 18 2 -
16 S16 16 18 - -
17 S17 20 4 7 -
18 S18 24 9 2 -
19 S19 20 9 4 -
20 S20 28 6 - 2
21 S21 24 21 4 -
22 S22 28 6 2 -
23 S23 20 8 - -
24 S24 20 6 4 -
25 S25 28 6 2 -
26 S26 24 12 - -
27 S27 32 3 2 -
28 S28 28 9 - -
 48

No. Subject(s) A(4) B(3) C(2) D(1)

29 S29 12 6 8 1
30 S30 16 3 10 -
31 S31 12 9 - -
32 S32 16 3 10 -
33 S33 12 21 - -
34 S34 16 6 8 -
35 S35 12 9 8 -
36 S36 12 6 4 3
37 S37 20 6 - -
38 S38 12 12 6 -
39 S39 32 6 - -
40 S40 12 6 10 -
41 S41 20 15 - -
42 S42 4 9 12 -
43 S43 8 24 - -
Total 812 428 137 9
Total A+B+C+D = 1386

The result after administering the questionnaire showed the responds of

students behavior and attitudes in improving reading comprehension after the

implementation of Student Teams-Achievement Divisions and it showed the

success of the implementation of STAD in teaching learning process in eighth

grade of VIII F in SMP PGRI 3 Denpasar. Furthermore, the explanation of all the

teaching and learning activities through STAD and the implementation of tests

and questionnaire could be seen as the following:

4.1.1 Pre-Cycle
The pre-cycle was conducted when the researcher did the teacher training

at SMP PGRI 3 Denpasar. Pre-cycle was administered to the subject to obtain

their pre-existing ability in reading. The researcher joined the reading class and

observed the initial condition and students activity in the class to identify the

problem. The pre-cycle or pre-test was administered to the subjects under study in
 49

order to know their pre-existing ability in reading. In the pre-test, there were10

short answer tests which identifying specific and general information, textual

meaning and textual reference of the narrative text given to the subjects. The

researcher found that many students have difficulties in reading that is because

students are unable to comprehend the reading material in the text, they only

guess the meaning on the text. Based on the problems found, the researcher

planned to implement Student Teams-Achievement Divisions in reading class in

order to improve their reading achievement.

The purpose of giving pre-test was to know the initial problems faced by

students and to measure the students ability at first, and it was done before

implementing the classroom action research, and based on the tabulation of pre-

test that was presented in Table 4.1, the mean of IR score (X0) obtained by eighth

grade student subjects VIII F of SMP PGRI 3 Denpasar was calculated by using

the formula bellow:

M=

M= = = 62.46

The formula that was applied to compute the passing grade was as the following:

M= x 100%= =20.93%

From the table above the subjectit was found that the students reading

comprehension on pre-test was 50 and it was recognized as fairly satisfactory.

The higher score was 75 and it was only 7 students or 20.93% who achieved it.

The lowest score was 50 and it was obtained by 5 students. It was because the
 50

students did not understand well on what the students read about. Moreover, the

subjects were not active, they were shy to answer the teachers questions because

they were afraid if they wrong. They also had problem in pronunciation and very

limited vocabularies that made them less concentrate. This meant that the subjects

reading comprehension needed to be improved through applying STAD in

teaching and learning process. Thus, the researcher then conducted cycle I.

4.1.2 Cycle I
The application of pre-test was not really effective as the researcher first

tested the subjects, then continued into cycle I. Cycle I was administered after pre-

test and it was based on the result of pre-test. In this step, the researcher also

prepared the instruments such as materials, lesson plan, and students worksheet.

After knowing the problem faced by the students of SMP PGRI 3 Denpasar for

the eighth grade students who had low scores in reading comprehension, the

researcher conducted the action that had been planned. In action and observation,

the researcher opened the class and checked students attendance. The researcher

started to convey what material that would like to be learned by students and

explanation the concept of (STAD) Student TeamAchievement Division. The

researcher begun the class by explaining the concept and characteristics in

narrative text and also little bit explanation of the language future considering

narrative text. After explaining the narrative text, the researcher assigned students

to teams; each team was consisted of 4-5 students.

In the second session, the researcher opened the class by greeting and

checking students attendance list. Before conducting the method, the researcher

asked some questions about the material that was already taught in the previous
 51

meeting. In this activity the researcher gave the post-test at the end of the

treatment. There were two session in cycle I where the time allotment was 80

minutes for each session,it is becausecycle I consisted of two sessions, the

researcher had provide reflections twice. The researcher gave a narrative text to

the subject and asked them two answer the question related to the text and work in

pair. In this activity, the researcher found that some students had desire to answer

and some of them were still hesitant. The rule of the method was the same as the

first session. At last, the teacher gave the individual quiz, to make sure students

understand the material, and to measure the ability of each student reading

comprehension.

Based on the data tabulation of Post-test I that was presented above, it was

calculated to find the mean of Post-test I score (XI) which was obtained by the

eighth grade students subjects VIII F of SMP PGRI 3 Denpasar by following the

formula:

M=

M= = = 73.06

The formula that was applied to compute the passing grade was as follows:

M= = x 100% = 51.16%

According to the formula above, the data score obtained in cycle I were

73.06. Furthermore, there were only 22 subjects or 51.16% who passed the

minimum passing grade score which was equal to 75. The result showed that there

was an improvement from the result of the pre-test. These findings had already

showed an improvement concerning the subjects reading comprehension. It could

 52

be seen from the comparison of Pre-test (62.64) and Post-test I (73.06) mean score.

Even though there was a positive improvement, the researcher decided to continue

to cycle II, to get a better improvement because it had not already reached the

minimum passing grade that was 80%.

4.1.3 Cycle II

In improving the students achievement in reading comprehension through

STAD, the researcher conducting cycle II based on the result of students

achievement in cycle I. There also would conduct the same point as in the cycle I

that would be revised in cycle II. The first session applied the same activities, but

the way in reading the text might be different. The students read the text that was

given by the researcher, they were given some minutes to identify and to look up

the difficult word appeared in the text and asked them to find the similar meaning

of the word in the text given in dictionary.

In the second session, the activities were the same as the first session.

However, the time was limited, it was 30 minutes to accomplish the assignment,

and hence they were courageous to finish the task on time. Furthermore, the

students discussed the work result with the other group. In this case, they matched

the answer whether there were different answers or not. Then the researcher gave

the correct answer of the questions. Afterwards, the students were given an

individual quiz. Here, the researcher also gave limited time, it was to avoid them

cheating each other and to measure students achievement in this cycle, the

researcher conducted the post-test of Cycle II; it could be seen as follows:

M=
 53

M= = = 82.67

The formula that was applied to compute passing grade was as follows:

M= x 100% = x 100% = 90.69%

This result indicated the subjects reading comprehension were increased.

It showed the comparison between the result of previous cycles (pre-cycle and

cycle I) and the mean score of cycle II is also realistically much higher than the

mean score of cycle I. There was a significant improvement of the subjects in

which the mean score of Post-test 1 was 73.06, from 43 subjects, there were

subjects over from 75. Besides, the result of post-test 2 showed that 21 subjects

90.69% achieved the maximum score and it means only 2 subjects could not

achieve the maximum score. The mean score of the pos-test 2 was 82.67.

Therefore, the result of the last post- test showed that this research had achieved

the success indicator that had been decided. Then, the research could be ended.

Based on the data presented in table 4.1 above, the mean score and the

percentages of minimum mastery criterion of the pre-test (X0) and pos-test (XI

and X2) which was obtained by eight grade students of SMP PGRI 3 Denpasar for

cycle I and II could be summarized as follows:

Table 4.3

Summary of the Research Finding Showing the Total Score, Mean Score and the
Percentages of Minimum Mastery Criterion of Each Cycle.

Percentages of minimum
Cycle Total Score Mean Score
mastery criterion
Pre-test 2686 20.93% 62.46
Cycle I 3145 51.16% 73.06
Cycle II 3555 90.69% 82.67
 54

In order to make this finding more significant, therefore further data were

required for the present action study in order to support the main data. The

supporting data were collected by means of administering questionnaire by the

end of each cycle. Questionnaire was used to find out the students responses

toward the use of STAD in reading class. The questionnaire was constructed in

the form of multiple choices on basis of rating scale 1-4. Students would get 4

score for A answer and it means the subjects strongly agreed with the technique

used by the researcher, 3 score for B answer and it meant the subjects agreed, 2

score for C answer which meant the subjects of the study disagreed, 1 scores for D

answer which meant subjects strongly disagreed with the STAD technique.

The result of the questionnaire as what had been presented in Table 4.2

showed the total score of the subjects responses after the implementation of

STAD technique in learning activities. Then, to have the percentages of each

response, the calculation was done by using the formula which been mentioned in

Chapter III. The result of the calculation was as follows:

1. The total percentages of option A= x 100% = 58.58%

2. The total percentages of option B= x 100% = 30.88%

3. The total percentages of option C= x 100% = 9.88%

4. The total percentages of option D= x 100% = 0.64%

The computation above showed the result of the questionnaire score as the

response of the subjects to the application of STAD in the classroom. The result
 55

showed that 58.58% of the subjects were completely liked technique in learning,

30.88% of the subjects agreed with this technique and 9.88% of the subjects not

really sure with the technique, 0.64% of the subjects did not like STAD technique

in teaching learning process. The comparative percentages of the items of

questionnaire showed the students positive changing behavior in learning reading

comprehension taught by STAD technique in improving reading comprehension

of the eighth grade of SMP PGRI 3 Denpasar. In conclusion, STAD technique

was an effective technique in improving reading comprehension of the eighth

grade of SMP PGRI 3 Denpasar in academic year 2016/2017.

Furthermore, in order to give the presentation of the data clearly, the

findings of this present classroom action study showed the rising comparative

mean score of pre-test with Post-test 1 in Cycle 1 and Post-test 2 in Cycle II and

also the questionnaire which was obtained by the subject under study presented in

the form of two graphs as follows:

82.67
100 73.06
62.46
80
Mean Score

60
40
20
0
Pre-test Post-test 1 Post-test 2

Test

Graph 4.1:Depicting the Subjects Test Progressing Achievement in

Reading Comprehension of Pre-Test, Post-Test 1 and 2
 56

58.58%
60
Percentages

30.88%
40
9.88% 0.64%
20
0
Strongly Agreed Disagreed Strongly
Agreed Disagreed

Students' Response

Graph 4.2: Depicting the Subjects Responses after the Application of STAD
TechniqueinTeachingReading Comprehension.

The next was discussion which explains in detail about the findings of the

data which were taken from pre-test, post-test 1, post-test, andquestionnaire. To

make deeper understanding of the finding, the researcher had described all

obtained data into an explanation descriptively that supported the main data which

were collected.

4.2 Discussion
Based on the preliminary observation, it was found that the subjects in

SMP PGRI 3 Denpasar had crucial problem in reading comprehension. The

researcher also interviewed the English teacher to get information about the

subjects of the study wher English teacher told that most the subjects in the class

had serious problem in reading comprehension.Thus, the researcher conducted a

research about how to improve the students reading comprehension through

STAD and to see the effectiveness of STAD in teaching and learning in the

classroom. The researcher usedclassroom action research in conducting research

 57

and devided it into three parts; pre-cycle, cycle I and cycle II. Those cycle were

intended to know whether STAD can improve the students reading

comprehensionof the eighth grade students of SMP PGRI 3 Denpasar.

The cyclical process was started by conducting the pre-cycle at the

beginning. The next process was to conduct the cyclical process. In pre-cycle, the

researcher conducted pre-test to the subjects by asking them to answer the 10

short answer tests. All of the subjects found it so difficult to identify general

information, specific information, textual meaning and textual reference of the

text. It could be seen from the result of the subjects score in pre-test. There was

no one subject who achieved the minimum standard score in the school. Therefore,

it showed that the subjects reading comprehension was categorized as low and

needed improvement. Therefore, based on this reason, the researcher decided to

conduct cycle I.

In Cycle I, there was improvement from the subjects ability in reading

comprehension. It could be seen from the result of the mean score of post-test.

However, the success indicator had not yet achieved the minimum standard score

in the school that had been decided. There were only 7 subjects who achieved the

minimum standard score in Post-test I. The subjects still found it difficult to

identify general information, specific information, textual meaning and textual

reference of a text because the subjects were very difficult to be managed and they

were so noisy during the lesson. Therefore, the researcher revised the strategy in

the next cycle. Then, the researcher conducted cycle II.Besides, the result of the

post-test in Cycle II also showed that the subjects ability in reading

comprehension gradually improved. The mean score of the subjects improved

 58

compared with the pre-test, post-test of cycle I. There were 21 subjects who

achieved the minimum score in the pos-test of cycle II. Subjects who achieved the

minimum standard score was 75. Thus, the research could be ended since it had

achieved the success indicator that had been decided.

Besides, from of the questionnaire it could be stated that most of the

subjects gave positive responses about the implemetation of STAD in improving

reading comprehension the data showed that 58.58% subjects strongly agreed with

the implementation of STAD in teaching learning process in the classroom. In

addition, 30.88% of the subjects agreed.It meant that there were still a lot of

subjects who supported to use STAD in reading activities. Besides, there were

9.88% of the subjects who disagreed with the implementation of STAD used by

the research which meant there were only some subjects who disagreed with the

strategy used. Moreover, there were 0.64% of subjects who strongly disagreed

with the implementation of STAD.In line with that, there were any few subjects

who indirectly chose not to use STAD in reading comprehension activities. The

most response of the questionnaire was the subjects strongly agreed with the

implementation of STAD in teaching reading comprehension.

 CHAPTER V

CONCLUSION AND SUGGESTION

The discussion throughout the present classroom action study which dealt

with the effectiveness of STAD in improving reading comprehension of the eighth

grade students of SMP PGRI 3 Denpasar in academic year 2016/2017 could

finally be concluded in this chapter. The findings of this study can really provide

some benefits for the English teacher and the eighth grade students of SMP PGRI

3 Denpasar . Some practical suggestion in light to the significance of the obtained

research findings are also recommended in this chapter so that the findings of this

study could be essentially give benefit for the English teacher and the eighth grade

students of SMP PGRI 3 Denpasar.

5.1 Conclusion
Based on the finding and discussion mentioned in previous chapter, the

main purpose of the classroom action study was to help the eighth grade students

of SMP PGRI 3 Denpasar, especially for VIII F in improving reading

comprehension through STAD. Clearly effective technique increased their

qualitative outputs which could be recognized from gradually increasing scores

and qualitative outcomes that could be proven from their better ability in finding

main idea, finding specific information and finding word meaning. This upgrading

score could be found in grand mean score of cycle I and cycle II. Some

supplementary data which was collected from questionnaires could represent their

clear insight of their responses interest towards reading comprehension through

STAD.

59
 60

The main score of pre-test of eighth grade students in SMP PGRI 3

Denpasar was only 50. The researcher analyzed the subject weakness or

difficulties and then the problems were solved by using STAD to improve their

reading comprehension. The improvement shown from session to session based

on the main scores. The general mean of cycle 1 was 73.06 and it compared to the

main score of pre-test which means post-test in cycle I was significantly

upgraded.The interesting number of main score in cycle I did not make the

researcher consisted. Then the cycle 1which another two session were conducted

it was known that the results of post-test in each session in cycle IIincreased both

in terms of number and ability. Grand mean of reflection score in cycle II was

82.67 which were considered satisfactory in rate description.

The success output through upgraded mean score was completely

displayed above. Other instrument conducted under study was a set of

questionnaire to measure then changing behavior such as motivation, interest, and

attitude toward reading comprehension and STAD. The result of the test which

had been categorized as successful achievement was also supported by the result

of the questionnaire. The questionnaire clearly showed that the subjects strongly

agreed, agreed, disagreed, and strongly disagreed as follow: 58.58%, 30.88%,

9.88%. 0.64%. It means that most of the subjects gave positive responses on the

implementation of STAD in improving reading comprehension.

In relation to the results of the data which had been discussed above, the

research revealed that the significant improvement of the amount of the subjects

who achieved the minimum score of subjects mastery in posts-tests, compared to

the result of the pre-test.The data of the post-tests were also supported by the data
 61

of the questionnaire where most of the subjects strongly agreed with the

implementation of STAD conclusion. In conclusion, it could be conclude that

reading comprehension of the eighth grade students of SMP PGRI 3 Denpasar in

academic year 2016/2017 can be improved by applying STAD.

5.2 Suggestion
Based on the result of this research in which the implementation of STAD

was effective in improving the ability in reading comprehension of the eighth

grade students ofSMP PGRI 3 Denpasar in academic year 2016/2017.The research

would like to give suggestions to the English teacher, students, school and other

research as follows:

a. For the English Teacher

The teachers are suggested to consider the use STAD as the teaching

technique. The teachers also showed have been more serious in preparing

different practice and exercise in teaching English. It would be better for

the teacher, they morefriendlyand always be a good motivator for them.

Therefore, hopefully the students will enjoy and interested in learning

English. Moreover, giving more practices to the students is also important

way because giving more practice and working in group to the students

enables to improve their ability in reading comprehension.

b. For the Students

The students are suggested to more motivated and more diligent and active

in teaching learning process. They cannot improve their English skill if

they just listen without practicing after listening to the explanation of the
 62

teacher. The students should ask a question when they do not understand

with the learning topic. By asking some questions enables the students to

understand the topic easily. This study can be used as a way to improve

their reading ability in reading text. Moreover, to enrich their vocabulary

they have to read a lot of books.

c. For the School

The researcher hopes that the facilities can be improved. For example

using projector in explaining material or in class presentation so that the

students will be more interested with learning process, in addition they can

improve their reading comprehension especially in narrative text by using

interesting slide show.

d. For otherResearcher

Hope who are interested to conduct a similar study are suggested examine

more deeply and investigate the effectiveness of the use of STAD

technique in teaching other skill in teaching English for the students of

junior high school. Hopefully the study can be used a reference and be

alterative source in conducting a similar study.

 REFERENCES

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for Practitioners. New York & London: Routledge.

Burns, A. (2007). Doing Action Research in English Language Teaching A Guide

for Practitioners. New York & London.

Brown, H. D. (2004). Language Assessment Principles and Classroom Practices.

New York: Pearson Education Inc.

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Elizabeth. (1955). Action Research as a Technique of Supervision. New York :

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Harmer, J.2007. How to Teach English. United Kingdom: Longman.

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Vocabulary of Reading and Writing. Newmark, Delaware : International
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Henry. (2009). The Students Problem in Reading. www.reading skills.com.

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Jacobs, G. (2006). Cooperative Learning and Second Language Teaching.

Cambridge University Press.

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 64

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Cooperative Learning : Providing All Learners in General Education
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Mealbourne : Deakin University.

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Divisions of the Eleventh Grade Students of SMKN 1 Tampaksiring in
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Thesis).

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Comprehension to Students with Learning Difficulties. New York: The
Guildford Press.

Leonard. (2000). Development of Reading (eds. 6) : Reading as based of

competency : London.

Leslie and Caldwell. (2005). Intervention Strategies to Follow Informal Reading

Inventory Assessment. Boston, MA : Pearson Eduction, Inc.

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Second Language Teaching. New York: Cambridge Universty Press.

Moreillon, J. (2007).Collaborative strategies for Teaching Reading

comprehension maximizing your impact.Chicago :American Library
Association.

Murcia, Marianne. (2000). Discourse and Context in Language Teaching. United

State of America: Cambridge University Press.

Najamudin, (2010). The Problem of Reading. www.world education.com

NNamdi, K.A. (2005). Guide to Teaching Reading at the primary School Level.
France : Paris.

Nunan. (2006). Task-based Language Teaching in the Asia Context: Defining

'task'. Asian EFL Journal, September 2006, Volume 8, Issue 3, article 1,
http://www.asian-efl-journal.com/Sept_06_dn.php.

Nurianingsih. (2014). Improving Reading Comprehension through Students Team

Achievement Division Technique at the tenth Grade Students of SMA
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Singaraja. (Unpublished Thesis).
 65

Pelton, R. P. (2010). Action Research for Teacher Candidate. UK : Plymouth,

ISBN 978-1-60709-692-4.

Pang, E. S., Muaka, A., Bernhard, E. B., Kamil, M. C. (2003). Teaching Reading.
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Richard, J. C. and Schmidt, R. (Eds.). (2002).Longman Dictionary of Language

Teaching and Applied Linguistics (3rd ed.). London: Longman.

Richard, J. C and Renandya, W. A. (2002). Methodolgy in Language Teaching :

an anthology of current practice. New York : Cambridge.

Shofiya. (2007). Reading Comprehesion : Development of Reading. Newyork:

Cambridge

Slavin, R.(2005). Cooperative Learning, Teori, Riset dan Praktis.Bandung: Nusa

Media.

Snow, C. E. (2002). Reading for Understanding: To ward A Research and

development program in Reading comprehension. Canada: RAND.

Wahyuni,S.(2010). The Effectiveness of STAD (Student Teams-Achievement

Division) in Improving Students Writing Ability at STAIN
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Willis , J . (2008) Teaching The Brain To READ: Strategies for Improving fluency
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Press PP. 1-20.
APPENDICES
 67

Appendix 1
List of Subjects (The Eighth Grade Students of SMP PGRI 3 Denpasar, VIII F)
No Subjects Name
1 Adi Adnyana I Komang
2 Ahmad Ifan Maulana
3 Alif Ade Mahendra
4 Alit Mahendra Putra A.A.
5 Andika Azijul Hakim
6 Anis Novianti Suartini Ni Pt.
7 Ardi Aryawan I Gst. Ngr. Md.
8 Ari Santoso
9 Bagus Jaya Perbawa A. A. Ngr.
10 Bintari Dewa Ayu Ketut
11 Budha Mahesa Putra I Putu
12 Caecil Kulnita Trisnanda
13 Candra Adi Putra Putu
14 Darma Susila I Kadek
15 Denny Riyadi Regalado I Kadek
16 Desy Sumartini Ni Kadek
17 Dewi Lestari Ni Putu
18 Diah Sri Wahyuni Dewa Ayu
19 Dinda Laksmita Mayuli Putu
20 Dita Eka Widiani Ni Wayan
21 Enteg Sastrawan Gapar I Made
22 Ernawati Susanti Ni Kadek
23 Febrianti Ni Luh Putu
24 Imelda Ayu Kumalasari
25 Ina Sugiarti
26 Jayanti Ni Luh
27 Krisna I Dewa Gede
28 Krisnanta Putra Kadek
29 Marchell Anthonio Saputra
30 Marchel Danu Prakoso
31 Nensi Anggraini Putu
32 Pebri Damayanti Komang
33 Prity Mutiara Devi Ni Putu
34 Putri Mahendri Ni Komang
35 Raka Purnawan Kusuma I Md
36 Rani Putri Anastasya
37 Ratna Kartika Anak Agung
38 Sintya Aristia Ni Putu
39 Salsa Devita Harnum
40 Sri Juliawati Ni Made
41 Sri Widnyani Ni Kadek
42 Suri Handayani Ni Ketut
43 Suryantini Ni Wayan
 68

Appendix 2
Pre-test
Read the text below and please answer the following questions.

The Smartest Animal.

Once there was a farmer from Laos. Every morning and every evening, he
ploughed his field with his buffalo.One day, a tiger saw the farmer and his buffalo
working in the field. The tiger was very surprised to see a big animal listening to a
small animal. The tiger wanted to know more about the big animal and the small
animal.
After the man went home, the tiger spoke to the buffalo; you are so big
and strong. Why do you do everything the man tells you? The buffalo answered;
oh, the man is very intelligent.The tiger asked; can you tell me how intelligent
he is?. No, I cant tell you, said the buffalo; but you can ask him
So the next day the tiger asked to the man; Can I see your intelligence?. But the
man answered; it at home. Can you go and get it? asked the tiger. Yes said
the man; but I am afraid you will kill my buffalo when I am gone. Can I tie you
to a tree?
After the man tied the tiger to the tree, he didnt go home to get his
intelligence. He took his plough and hit the tiger. Then he said; Now you know
about my intelligence even you havent seen it.

Questions :
1. What is the main idea of the first paragraph?
2. What did the Tiger want to know?
3. The sentence No, I cant tell you in the second paragraph means....
4. In the second paragraph, the word it refers to....
5. The word you in the sentence you are so big refers to ....
6. What did the Tiger say to the buffalo in second paragraph?
7. What did the tiger ask to the man?
8. Where did the man put his intelligence as he said to the tiger?
9. What did the man do to the tiger as he showed his intelligent?
10. What is the moral value presented on the story above?

**************Good Luck*************
 69

Appendix 3

LESSON PLAN
(CYCLE 1 SECTION 1)

School : SMP PGRI 3 DENPASAR

Subject : ENGLISH
Grade/Semester : VIII/1
Theme : Introduction to the Narrative Text
(in Foklore and Story)
Time Allocation : 2 x 40 minutes (2 meetings)

A. Standard Competency
KI 1 : Appreciatingand respectingthe religion that believed.
KI 2 : Appreciating and performing honesty, discipline, responsible,
care each other (tolerance, cooperation), politeness, and
confidence in interacting effectively with social environmentand
nature in the scope of existentialism and society.
KI 3 : Applying and understanding the knowledge (factuality,
conseptually dan procedural) related to the curiousity about the
knowledge, technology, arts and culture based on the phenomena
occured
KI 4 : Processing, presenting, reasoning in concrete domain (using,
exploring, building, modifying and creating) and also in abstract
domain (writing, reading, counting, drawing and arranging)
which appropriate on what have been studied in the classroom
and another source in the point of theory.

B. Basic Competency and Indicator

Basic Competency :
1.1 Showing gratitude as the chance that given in studying English as
international language in the form of spirit learning.
2.1 Showing good attitude and care in communicating interpersonaly
among teacher and students.
 70

2.2 Showing honesty, discipline, confidence, and responsible in

communicating transactionally among teacher and students
2.3 Showing responsibility, care, cooperation and peace in
communicating functionally.
3.3 Applying text structure transactionally and the element of language
in order to do the social function in the Narrative text related to the
context.
4.3 Arranging the spoken and written text simplicity in order to
understand the Narrative text and the use of its structures related to
context, social function and the language element correctly.

C. Indicator:
2.2.1 Understanding the structure of Narrative text.
2.3.1 Writing and Arranging the Narrative text structure transactionally.
3.3.1 Reading and Repeating the Narrative text structure transactionally.
3.3.2 Applying the Narrative text structure (in story and folkore) in which
related to the social function, and language element correctly.
3.3.3 Identifying the Narrative text structure in story and folklore (The
orientation, complication and reorientation)
4.3.1 Finding and Recieving the information based on the Narrative text
structure in the form of story and folklore.

D. Learning Objective :
At the end of the teaching learning activities the students are able to :
1. Understand the structure of Narrative text and work in group
2. Identify the general information in the Narrative text in the form of story
and folklore.
3. Find the specific information that provide by the Narrative text
4. Recognize the textual references of Narrative text in the form of story and
folklore correctly
5. Read and understand the Narrative text and its structure which related to
the social function (by finding moral value) and the language element (by
searching some difficult vocabularies and words).
 71

E. Learning Material:
1. Social Function : Keeping an interpersonal relationship among the teacher
and students
2. Text Structure:
A. Narrative text:
- Orientation
- Complication
- Reorientation
B. Narrative Story
Narrative story is some kind of retelling the story by words or direct
speaking about the past experienced (mostly about fable and history)
The Generic Structure :
- Orientation is about the introduction of specific participants,
time and location of the story.
- Complication is about revealing the series of crisis (the problem
is appeared)
- Resolution is about the problem that have been resolved
3. Language element:
1. Vocabularies : Once, Went, Saw, Tired, Broke, Lived, Fought, Hit,
etc.
2. Grammar
SIMPLE PAST TENSE
( + ) I went to school yesterday
( - ) I did not go to school yesterday
( ? ) Did I go to school ?
Verb II : went, broke, saw, lived
3. Intonation and Pronunciation
4. Spelling and Punctuation
5. Written text
Example of Text :

Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the
name of a shark and Baya was a crocodile. They lived in a sea.Once Sura and
 72

Baya were looking for some food. Suddenly, Baya saw a goat."Yummy, this is my
lunch," said Baya."No way! This is my lunch. You are greedy" said Sura. Then
they fought for the goat.
After several hours, they were very tired.Feeling tired of fighting, they
lived in the different places. Sura lived in the water and Baya lived in the land.
The border was the beach, so they would never fight again.One day, Sura went to
the land and looked for some food in the river. He was very hungry and there was
not much food in the sea.
Baya was very angry when he knew that Sura broke the promise.They
fought again. They both hit each other. Sura bit Bayas tail. Baya did the same
thing to Sura. He bit very hard until Sura finally gave up and went back to the sea.
Baya was happy.

F. Learning Methods
Approach : Scientificapproach(Observing, Asking, Collecting
Information, Assossiating, Communcating)
Model : Cooperative-learning (team-work) in STAD (Students
Teams-Achievement Divisions)
Technique : Stimulation
Problem statement
Generalization

G. Learning Resources
1. Learning Media :
a. Power Point Presentation
b. Yuli R.K., dkk., 2014. When English Ring a Bell SMP Kelas VIII.
Jakarta: Kemdikbud.

H. Learning Activities
Activities Learning Process Time
Pre- Praying 10 minutes
Activity Greeting
Checking students attendence
Brainstorming
Leading questions
Whilst- Observing 50 minutes
Activity The teacher asks the students to make a group
 73

consist of four or five people.

The teacher shows the picture of the story of
Sura and Bayain PPT and build their
enthusiastic to the story.
The teacher shows the text of the story on PPT
while giving the text in the paper to each group,
then teacher asked the students to observe the
picture as well as the text that given
The students started observing the pictures and
the narrative text showed on the Power Point
Presentation which provided by the teacher while
looking at the text of the story.
The teacher observes the students discussion
Students and teacher together, observing while
discussing about the story or folklore of Sura
and Baya

Questioning
Teacher gives the students chance to ask
anything that the students do not know by rising
their hands.
The students asked about the way of pronuncing
the sentences and words related to the story of
Sura and Baya
The students asked the teacher about some
difficult words or sentences that they do not
understand.

Collecting Information
The teacher aid the students to create some groups
which consist of 4 or 5 students where in every
group, the students will be given the Narrative
 74

text in the form of story or folklore.

The teacher invites every group to read together
the Narrative story as the teacher trains the
students pronunciation, intonation and spelling.
After that, every group whose the text will read it
carefully by heart together as the teachers request
in order to find out the information from the story
and the generic structure of the narrative text (the
orientation, complication, and resolution, main
idea, the moral value of the story)

Assosiating
The teacher asksto the students (in group) by
asking them to read the narrative text entitled
Sura and Baya guided by teacher and then the
teacher asked every single group to read the
narrative story one by one group as the teacher
listening and correcting them. After that, they
asked to find out the structure and difficult words
of the text as the first excercise (see Exercise 1 :
In Group)
At the end of discussion, the teacher asks one of
the students in each group to write the answer of
the exercise 1 on the board.
The teacher then comparing the answers of every
group of students while correcting the answer so
the students would understand more about
Narrative story.
After the students understand the text and done
with their group, the exercise sheet collected by
teacher, and once again the teacher explains the
about the students answers on (Exercise 1 : in
 75

Group).
As the group tries to find out the information in
the story of Sura and Bayathey also could state
some difficult words that they found from the text
and it coud be asked directly to the teacher or they
could find the meaning from the dictionary.
The teacher asks the group of students to go back
to their seat as the end of the group section.
The teacher then once again explaining and
focusing the students mind on reading
comprehension in Narrative story then continued
by the teacher by giving them the short answer
test consist of ten questions which is related to the
story of Sura and Baya as individual exercise
(see Exercise 2), and once again the teacher asked
the students to submit their individual exercise
after writing the answer on the board.

Communicating
Teachercommunicates and discusses to the
students about what narrative text is, the generic
structure and the information that includes in the
text of Sura and Baya
Post- At the end, the teacher give quiz to the students in 15 minutes
Activity order to make them increase their ability in
reading. This activity also building the students
interest to the students as they obtain some
rewards after the quiz done.
Teacher does reflection and concludes about what
have been learnt by students and makes sure that
the studentsunderstand on the use of Narrative
text and all its components.
 76

Teacher returns the students work (in group and

individual) as he has done evaluating that.
Teacher tells the students about the material that
will be presented on the next meeting and closing
the lesson.

I. Learning Evaluation
1. Assessment aspect:
a. Attitude Assessment
b. Knowledge Assessment
2. Assessment form:
a. Assessment of students attitude through observation
b. Assessment of students knowledge through test
3. Assessment Rubric:
A. Attitude
Aspect that Concern
Total
No Students Name Discipline Responsible Cooperative Total
Score
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1

Score:
5 = Excellent
4= Good
3= Sufficient
2= Unsufficient
1= Poor
B. Reading Assessment
Rubric Scoring
NO. Criteria of Assessment Score
1 Grammar and the answers are correct 2
2 The answer is correct bu the grammar incorrect 1
 77

3 Grammar and the answers are incorrect 0

Scoring :

Final Score
= Obtained Score x 100
Maximum Score

Maximum Score : 20

Denpasar, 2.November 2016

Researcher

I Putu Eka Wahyudi Saputra Atmaja

NPM: 10.8.03.51.31.1.5.3861
 78

Appendix 4

(Exercise 1: in Group-STAD)
Groups name :

Please make a group consist of 4 or 5 students, decides the structure of the

text below !
Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the
name of a shark and Baya was a crocodile. They lived in a sea.Once Sura and
Baya were looking for some food. Suddenly, Baya saw a goat."Yummy, this is
my lunch," said Baya."No way! This is my lunch. You are greedy" said Sura.
Then they fought for the goat.
After several hours, they were very tired.Feeling tired of fighting, they
lived in the different places. Sura lived in the water and Baya lived in the land.
The border was the beach, so they would never fight again.One day, Sura went
to the land and looked for some food in the river. He was very hungry and
there was not much food in the sea.
Baya was very angry when he knew that Sura broke the promise.They
fought again. They both hit each other. Sura bit Bayas tail. Baya did the same
thing to Sura. He bit very hard until Sura finally gave up and went back to the
sea. Baya was happy.

Adapted from : www.annisasrhrtnt22.blogspot.com

 79

Appendix 5

(Exercise 2: Individual)
Read the text below and answer the following questions !
Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the
name of a shark and Baya was a crocodile. They lived in a sea.Once Sura and
Baya were looking for some food. Suddenly, Baya saw a goat."Yummy, this is my
lunch," said Baya."No way! This is my lunch. You are greedy" said Sura. Then
they fought for the goat.
After several hours, they were very tired.Feeling tired of fighting, they
lived in the different places. Sura lived in the water and Baya lived in the land.
The border was the beach, so they would never fight again.One day, Sura went to
the land and looked for some food in the river. He was very hungry and there was
not much food in the sea.
Baya was very angry when he knew that Sura broke the promise.They
fought again. They both hit each other. Sura bit Bayas tail. Baya did the same
thing to Sura. He bit very hard until Sura finally gave up and went back to the sea.
Baya was so happy.

Adapted from : www.annisasrhrtnt22.blogspot.com

Questions :
1. What is text tells us about ?
2. Where do these 2 creatures live?
3. What did Baya saw ?
4. What did Sura and Baya do for the goat?
5. In the second paragraph, the word they refers to?
6. Who won the last fight ?
7. The sentence They both hit each other in the third paragraph means?
8. What Sura did after he lost on the fight ?
9. What did Sura do until make Baya become so angry ?
10. What is the moral value of the text above ?

******Good Luck*******
 80

Appendix6

LESSON PLAN
(CYCLE 1 SESSION 2)

School : SMP PGRI 3 DENPASAR

Subject : ENGLISH
Grade/Semester : VIII/1
Theme : Narrative Text (in Foklore and
Story)
Time Allocation : 2 x 40 minutes (2 meetings)

A. Standard Competency
KI 1 : Appreciatingand respectingthe religion that believed.
KI 2 : Appreciating and performing honesty, discipline, responsible,
care each other (tolerance, cooperation), politeness, and
confidence in interacting effectively with social environmentand
nature in the scope of existentialism and society.
KI 3 : Applying and understanding the knowledge (factuality,
conseptually dan procedural) related to the curiousity about the
knowledge, technology, arts and culture based on the phenomena
occured
KI 4 : Processing, presenting, reasoning in concrete domain (using,
exploring, building, modifying and creating) and also in abstract
domain (writing, reading, counting, drawing and arranging)
which appropriate on what have been studied in the classroom
and another source in the point of theory.

B. Basic Competency and Indicator

Basic Competency :
1.2 Showing gratitude as the chance that given in studying English as
international language in the form of spirit learning.
 81

2.4 Showing good attitude and care in communicating interpersonaly

among teacher and students.
2.5 Showing honesty, discipline, confidence, and responsible in
communicating transactionally among teacher and students
2.6 Showing responsibility, care, cooperation and peace in
communicating functionally.
3.4 Applying text structure transactionally and the element of language
in order to do the social function in the Narrative text related to the
context.
4.4 Arranging the spoken and written text simplicity in order to
understand the Narrative text and the use of its structures related to
context, social function and the language element correctly.

C. Indicator:
2.2.2 Understanding the structure of Narrative text.
2.3.1 Writing and Arranging the Narrative text structure transactionally.
3.4.1 Reading and Repeating the Narrative text structure transactionally.
3.4.2 Applying the Narrative text structure (in story and folkore) in which
related to the social function, and language element correctly.
3.4.3 Identifying the Narrative text structure in story and folklore (The
orientation, complication and reorientation)
4.4.1 Finding and Recieving the information based on the Narrative text
structure in the form of story and folklore.

D. Learning Objective :
At the end of the teaching learning activities the students are able to :
1. Understand the structure of Narrative text and work in group
2. Identify the general information in the Narrative text in the form of story
and folklore.
3. Find the specific information that provide by the Narrative text
4. Recognize the textual references of Narrative text in the form of story and
folklore correctly
 82

5. Read and understand the Narrative text and its structure which related to
the social function (by finding moral value) and the language element (by
searching some difficult vocabularies and words).

E. Learning Material:
1. Social Function : Keeping an interpersonal relationship among the teacher
and students
2. Text Structure:
A. Narrative text:
- Orientation
- Complication
- Reorientation
B. Narrative Story
Narrative story is some kind of retelling the story by words or direct
speaking about the past experienced (mostly about fable and history)
The Generic Structure :
- Orientation is about the introduction of specific participants,
time and location of the story.
- Complication is about revealing the series of crisis (the problem
is appeared)
- Resolution is about the problem that have been resolved
3. Language element:
1. Vocabularies : Once, Went, Saw, Tired, Broke, Lived, Fought, Hit,
etc.
2. Grammar
SIMPLE PAST TENSE
( + ) I went to school yesterday
( - ) I did not go to school yesterday
( ? ) Did I go to school ?
Verb II : went, broke, saw, lived.
3. Intonation and Pronunciation
4. Spelling and Punctuation
5. Written text
 83

Example of the text :

The Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot
like it. The parrot could say every word, except one word. The parrot would not
say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why
the parrot would not say Catano. The man tried to teach the bird to say Catano
however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry.
You stupid bird! pointed the man to the parrot. Why cant you say the word?
Say Catano! Or I will kill you the man said angrily. Although he tried hard to
teach, the parrot would not say it. Then the man got so angry and shouted to the
bird over and over; Say Catano or Ill kill you. The bird kept not to say the word
of Catano. One day after he had been trying so many times to make the bird say
Catano, the man really got very angry. He could not bear it. He picked the parrot
and threw it into the chicken house. There were four old chickens for next dinner
You are as stupid as the chickens. Just stay with them Said the man angrily.
Then he continued to humble; You know, I will cut the chicken for my meal.
Next it will be your turn, I will eat you too, stupid parrot.
After that he left the chicken house. The next day, the man came back to
the chicken house. He opened the door and was very surprised. He could not
believe what he saw at the chicken house. There were three death chickens on the
floor. At the moment, the parrot was standing proudly and screaming at the last
old chicken; Say Catano or Ill kill you.

F. Learning Methods
Approach : Scientific approach(Observing, Asking, Collecting
Information, Assossiating, Communcating)
Model : Cooperative-learning (team-work) in STAD (Students
Teams-Achievement Divisions)
Technique :Stimulation
Problem statement
Generalization

G. Learning Resources
1. Learning Media :
a. Power Point Presentation (in showing the picture based on the
story and the text)
b. Yuli R.K., dkk., 2014. When English Ring a Bell SMP Kelas VIII.
Jakarta: Kemdikbud.
 84

H. Learning Activities
Activities Learning Process Time
Pre- Praying 10 minutes
Activity Greeting
Checking students attendence
Brainstorming
Leading questions
Whilst- Observing 50 minutes
Activity The teacher asks the students to make a group
consist of four or five people.
The teacher shows the picture of the story of
The Parrot in PPT and build their enthusiastic
to the story
The teacher shows the text of the story on PPT
while giving the text in the paper to each group,
then teacher asked the students to observe the
picture and the text that given
The students started observing the pictures and
the narrative text showed on the Power Point
Presentation which provided by the teacher while
looking at the text of the story.
Students and teacher together, observing while
discussing about the story or folklore of The
Parrot

Questioning
Teacher gives the students chance to ask
anything that the students do not know by rising
their hand-up
The students asked about the way of pronuncing
the sentences and words related to the story of
The Parrot
The students asked the teacher about some
 85

difficult words or sentences that they do not

understand.
The teacher answering and helping the students
who in difficuties of understanding the meaning
and the use of sentences.

Collecting Information
The teacher aid the students to create some groups
which consist of 4 or 5 students where in every
group, the students will be given the Narrative
text in the form of story or folklore.
The teacher invites every group to read together
the Narrative story as the teacher trains the
students pronunciation, intonation and spelling.
After that, every group whose the text will read it
carefully by heart together as the teachers request
in order to find out the information from the story
and the generic structure of the narrative text (the
orientation, complication, and resolution, main
idea, the moral value of the story)

Assosiating
The teacher ask to the students (in group) by
asking them to read the narrative text entitled
The Parrot guided by teacher and then the
teacher asked every single group to read the
narrative story one by one group as the teacher
listening and correcting them. After that, they
asked to find out the structure and difficult words
of the text as the first excercise (see Exercise 1 :
In Group)
At the end of discussion, the teacher asks one of
 86

the students in each group to write the answer of

the exercise 1 on the board.
The teacher then comparing the answers of every
group of students while correcting the answer so
the students would understand more about
Narrative story.
After the students understand the text and done
with their group, the exercise sheet collected by
teacher, and once again the teacher explains the
about the students answers on (Exercise 1 : in
Group).
As the group tries to find out the information in
the story of The Parrot , they also could state
some difficult words that they found from the text
and it coud be asked directly to the teacher or they
could find the meaning from the dictionary.
The teacher asks the group of students to go back
to their seat as the end of the group section.
The teacher then once again explaining and
focusing the students mind on reading
comprehension in Narrative story then continued
by the teacher by giving them the short answer
test as a post-test I which consisted of ten
questions that related to the story of The Parrot
as individual test (see Post test 1), and once again
the teacher asked the students to submit their
Post-test after writing the answer on the board.

Communicating
Teachercommunicates and discusses to the
students about what narrative text is, the generic
structure and the information that includes in the
 87

text of The Parrot

Post- At the end, the teacher give quiz to the students in 15 minutes
Activity order to make them increase their ability in
reading. This activity also building the students
interest to the students as they obtain some
rewards after the quiz done.
Teacher does reflection and concludes about what
have been learnt by students and makes sure that
the studentsunderstand on the use of narrative text
and all its components.
Teacher returns the students work (in group and
individual) as he has done giving mark on that.
Teacher explains about the material that will be
presented on the next meeting and closing the
lesson.

I. Learning Evaluation
1. Assessment Aspect :
a. Attitude Assessment
b. Knowledge Assessment (Reading)
2. Assessment form:
a. Assessment of students attitude through observation
b. Assessment of students knowledge through test
3. Assessment Rubric:
A. Attitude
Aspect that Concern
Students Total
No Discipline Responsible Cooperative Total
Name Score
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1
 88

Score:
5 = Excellent
4= Good
3= Sufficient
2= Unsufficient
1= Bad

B. Reading Assessment
Rubric Scoring
NO. Criteria of Assessment Score
1 Grammar and the answers are correct 2
2 The answers are correct but the grammar Incorrect 1
3 Grammar and the answers are incorrect 0

Scoring :

Final Score = Obtained Score x 100

Maximum Score

Maximum Score : 20

Denpasar, 4 November 2016

Researcher

I Putu Eka Wahyudi Saputra Atmaja

NPM: 10.8.03.51.31.1.5.3861
 89

Appendix 7

(Exercise 1 : in Group-STAD)
Groups name :

Please make a group consist of 4 or 5 students, decides the structure of the

text below !
The Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot
like it. The parrot could say every word, except one word. The parrot would not
say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why
the parrot would not say Catano. The man tried to teach the bird to say Catano
however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry.
You stupid bird! pointed the man to the parrot. Why cant you say the word?
Say Catano! Or I will kill you the man said angrily. Although he tried hard to
teach, the parrot would not say it. Then the man got so angry and shouted to the
bird over and over; Say Catano or Ill kill you. The bird kept not to say the word
of Catano. One day after he had been trying so many times to make the bird say
Catano, the man really got very angry. He could not bear it. He picked the parrot
and threw it into the chicken house. There were four old chickens for next dinner
You are as stupid as the chickens. Just stay with them Said the man angrily.
Then he continued to humble; You know, I will cut the chicken for my meal.
Next it will be your turn, I will eat you too, stupid parrot.
After that he left the chicken house. The next day, the man came back to
the chicken house. He opened the door and was very surprised. He could not
believe what he saw at the chicken house. There were three death chickens on the
floor. At the moment, the parrot was standing proudly and screaming at the last
old chicken; Say Catano or Ill kill you.

Adapted from : https://www.scribd.com

 90

Appendix 8

Post-Test 1
(CYCLE 1)

Read the text below and answer the following questions.

The Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot
like it. The parrot could say every word, except one word. The parrot would not
say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why
the parrot would not say Catano. The man tried to teach the bird to say Catano
however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry.
You stupid bird! pointed the man to the parrot. Why cant you say the word?
Say Catano! Or I will kill you the man said angrily. Although he tried hard to
teach, the parrot would not say it. Then the man got so angry and shouted to the
bird over and over; Say Catano or Ill kill you. The bird kept not to say the word
of Catano. One day after he had been trying so many times to make the bird say
Catano, the man really got very angry. He could not bear it. He picked the parrot
and threw it into the chicken house. There were four old chickens for next dinner
You are as stupid as the chickens. Just stay with them Said the man angrily.
Then he continued to humble; You know, I will cut the chicken for my meal.
Next it will be your turn, I will eat you too, stupid parrot.
After that he left the chicken house. The next day, the man came back to
the chicken house. He opened the door and was very surprised. He could not
believe what he saw at the chicken house. There were three death chickens on the
floor. At the moment, the parrot was standing proudly and screaming at the last
old chicken; Say Catano or Ill kill you.

Adapted from : https://www.scribd.com

Questions :
1. What is the main idea of first paragraph?
2. Why the parrot be said as wonderful parrot?
3. Why did the man become so angry?
4. What did he say to the parrot as he showed his angry?
5. What did parrots do to the chicken?
6. The word exicted in the first paragraph means ?
7. The sentence Next it will be your turn on second paragraph means?
8. The word it in the sentence above refers to ?
9. Why did the man became so surprized ?
10. What is the moral value of the text above ?
*******Good Luck*******
 91

Appendix 9

LESSON PLAN
(CYCLE 2 SESSION 1)

School : SMP PGRI 3 DENPASAR

Subject : ENGLISH
Grade/Semester : VIII/1
Theme : Narrative Text (in Foklore and
Story)
Time Allocation : 2 x 40 minutes (2 meetings)

A. Standard Competency
KI 1 : Appreciatingand respectingthe religion that believed.
KI 2 : Appreciating and performing honesty, discipline, responsible,
care each other (tolerance, cooperation), politeness, and
confidence in interacting effectively with social environmentand
nature in the scope of existentialism and society.
KI 3 : Applying and understanding the knowledge (factuality,
conseptually dan procedural) related to the curiousity about the
knowledge, technology, arts and culture based on the phenomena
occured
KI 4 : Processing, presenting, reasoning in concrete domain (using,
exploring, building, modifying and creating) and also in abstract
domain (writing, reading, counting, drawing and arranging)
which appropriate on what have been studied in the classroom
and another source in the point of theory.

B. Basic Competency and Indicator

Basic Competency :
1.3 Showing gratitude as the chance that given in studying English as
international language in the form of spirit learning.
2.7 Showing good attitude and care in communicating interpersonaly
among teacher and students.
 92

2.8 Showing honesty, discipline, confidence, and responsible in

communicating transactionally among teacher and students
2.9 Showing responsibility, care, cooperation and peace in
communicating functionally.
3.5 Applying text structure transactionally and the element of language
in order to do the social function in the Narrative text related to the
context.
4.5 Arranging the spoken and written text simplicity in order to
understand the Narrative text and the use of its structures related to
context, social function and the language element correctly.

C. Indicator:
2.2.3 Understanding the structure of Narrative text.
2.3.1 Writing and Arranging the Narrative text structure transactionally.
3.5.1 Reading and Repeating the Narrative text structure transactionally.
3.5.2 Applying the Narrative text structure (in story and folkore) in which
related to the social function, and language element correctly.
3.5.3 Identifying the Narrative text structure in story and folklore (The
orientation, complication and reorientation)
4.5.1 Finding and Recieving the information based on the Narrative text
structure in the form of story and folklore.

D. Learning Objective :
At the end of the teaching learning activities the students are able to :
1.Understand the structure of Narrative text and work in group
2.Identify the general information in the Narrative text in the form of story and
folklore.
3.Find the specific information that provide by the Narrative text
4.Recognize the textual references of Narrative text in the form of story and
folklore correctly.
5.Read and understand the Narrative text and its structure which related to the
social function (by finding moral value) and the language element (by
searching some difficult vocabularies and words).
 93

E. Learning Material:
1. Social Function : Keeping an interpersonal relationship among the teacher
and students
2. Text Structure:
A. Narrative text:
- Orientation
- Complication
- Reorientation
B. Narrative Story
Narrative story is some kind of retelling the story by words or direct
speaking about the past experienced (mostly about fable and history)
The Generic Structure :
- Orientation is about the introduction of specific participants,
time and location of the story.
- Complication is about revealing the series of crisis (the problem
is appeared)
- Resolution is about the problem that have been resolved
3. Language element:
1. Vocabularies : Once, Went, Saw, Tired, Broke, Lived, Fought, Hit,
etc.
2. Grammar
SIMPLE PAST TENSE
( + ) I went to school yesterday
( - ) I did not go to school yesterday
( ? ) Did I go to school ?
Verb II : went, broke, saw, lived.

3. Intonation and Pronunciation

4. Spelling and Punctuation
5. Written text
 94

Example of the text :

The Bear and The Two Friends
Once two friends were walking through the forest. They knew that
anything dangerous can happen to them at any time in the forest. So they
promised each other that they would remain united in any case of danger.
Suddenly, they saw a large bear approaching them. One of the friends at
once climbed a nearby tree. But the other one did not know how to climb. So
being led by his common sense, he lay down on the ground breathless, pretending
to be a dead man.
The bear came near the man lying on the ground. It smelt in his ears, and
slowly left the place. Because the bears do not touch the dead creatures.Now the
friend on the tree came down and asked his friend on the ground, Friend, what
did the bear tell you into your ears? The other friend replied, The bear advised
me not to believe a false friend.

F. Learning Methods
Approach : Scientific approach(Observing, Asking, Collecting
Information, Assossiating, Communcating)
Model : Cooperative-learning (team-work) in STAD (Students
Teams-Achievement Divisions)
Technique :Stimulation
Problem statement
Generalization

G. Learning Resources
1. Learning Media
a. Power Point Presentation
b. Yuli R.K., dkk., 2014. When English Ring a Bell SMP Kelas VIII.
Jakarta: Kemdikbud.

H. Learning Activities
Activities Learning Process Time
Pre- Praying 10 minutes
Activity Greeting
Checking students attendence
Brainstorming
Leading questions
 95

Whilst- Observing 50 minutes

Activity The teacher asks the students to make a group
consist of four or five people.
The teacher shows the picture of the story of
The Bear and The Two Friends in PPT and
build their enthusiastic to the story
The teacher shows the text of the story on PPT
while giving the text in the paper to each group,
then teacher asked the students to observe the
picture and the text that given
The students start observing the pictures and the
narrative text showed on the Power Point
Presentation which provided by the teacher while
looking at the text of the story.
Students and teacher together, observing while
discussing about the story or folklore of The
Bear and The Two Friends

Questioning
Teacher give the students chance to ask
anything that the students do not know by rising
their hand-up
The students asks about the way of pronuncing
the sentences and words related to the story of
The Bear and The Two Friends
The students asks the teacher about some difficult
words or sentences that they do not understand.
The teacher answers and helps the students who
in difficuties of understanding the meaning and
the use of sentences.

Collecting Information
 96

The teacher aid the students to create some groups

which consist of 4 or 5 students where in every
group, the students will be given the Narrative
text in the form of story or folklore.
The teacher invites every group to read together
the Narrative story as the teacher trains the
students pronunciation, intonation and spelling.
After that, every group whose the text will read it
carefully by heart together as the teachers request
in order to find out the information from the story
and the generic structure of the narrative text (the
orientation, complication, and resolution, main
idea, the moral value of the story)

Assosiating
The teacher asks to the students (in group) by
asking them to read the narrative text entitled
The Bear and The Two Friends guided by
teacher and then the teacher asked every single
group to read the narrative story one by one group
as the teacher listening and correcting them. After
that, they asked to find out the structure and
difficult words of the text as the first excercise
(see Exercise 1 : In Group)
At the end of discussion, the teacher asks one of
the students in each group to write the answer of
the exercise 1 on the board.
The teacher then compares the answers of every
group of students while correcting the answer so
the students would understand more about
Narrative story.
After the students understand the text and done
 97

with their group, the exercise sheet collected by

teacher, and once again the teacher explains the
about the students answers on (Exercise 1 : in
Group).
As the group tries to find out the information in
the story of The Bear and The Two Friends,
they also could state some difficult words that
they found from the text and it coud be asked
directly to the teacher or they could find the
meaning from the dictionary.
The teacher asks the group of students to go back
to their seat as the end of the group section.
The teacher then once again explaining and
focusing the students mind on reading
comprehension in Narrative story then continued
by the teacher by giving them the short answer
test consist of ten questions which is related to the
story of The Bear and The Two Friends as
individual exercise (see Exercise 2), and once
again the teacher asked the students to submit
their individual exercise after writing the answer
on the board.

Communicating
Teachercommunicates and discusses to the
students about what narrative text is, the generic
structure and the information that includes in the
text of The Bear and The Two Friends
Post- At the end, the teacher give quiz to the students in 15 minutes
Activity order to make them increase their ability in
reading. This activity also building the students
interest to the students as they obtain some
 98

rewards after the quiz done.

Teacher does reflection and concludes about what
have been learnt by students and makes sure that
the studentsunderstand on the use of narrative text
and all its components.
Teacher returns the students work (in group and
individual) as he has done giving mark on that.
Teacher explains about the material that will be
presented on the next meeting and closing the
lesson.

I. Learning Evaluation
1. Assessment Aspect :
a. Attitude Assessment
b. Knowledge Assessment (Reading)
2. Assessment form:
a. Assessment of students attitude through observation
b. Assessment of students knowledge through test
3. Assessment Rubric:
A. Attitude
Aspect that Concern
Total
No Students Name Discipline Responsible Cooperative Total
Score
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1

Score:
5 = Excellent
4= Good
3= Sufficient
 99

2= Unsufficient
1= Poor

B. Reading Assessment
Rubric Scoring
NO. Criteria of Assessment Score
1 Grammar and the answers are correct 2
2 Grammar Incorrect but the answers are correct (vise versa) 1
3 Grammar and the answers are incorrect 0

Scoring :

Final Score = Obtained Score x 100

Maximum Score

Maximum Score : 20
Denpasar, 10 November 2016
Researcher

I Putu Eka Wahyudi Saputra Atmaja.

NPM: 10.8.03.51.31.1.5.3861
 100

Appendix 10

(Exercise 1: in Group-STAD)
Groups name :

Please make a group consist of 4 or 5 students, decides the structure of the

text below !
The Bear and The Two Friends
Once. two friends were walking through the forest. They knew that
anything dangerous can happen to them at any time in the forest. So they
promised each other that they would remain united in any case of danger.
Suddenly, they saw a large bear approaching them. One of the friends at
once climbed a nearby tree. But the other one did not know how to climb. So
being led by his common sense, he lay down on the ground breathless, pretending
to be a dead man.
The bear came near the man lying on the ground. It smelt in his ears, and
slowly left the place. Because the bears do not touch the dead creatures.Now the
friend on the tree came down and asked his friend on the ground, Friend, what
did the bear tell you into your ears? The other friend replied, The bear advised
me not to believe a false friend.

Adapted from : https://englishadmin.com

 101

Appendix 11

(Exercise 2: Individual)
Please read the text and answer the following questions below !
The Bear and The Two Friends
Once two friends were walking through the forest. They knew that
anything dangerous can happen to them at any time in the forest. So they
promised each other that they would remain united in any case of danger.
Suddenly, they saw a large bear approaching them. One of the friends at
once climbed a nearby tree. But the other one did not know how to climb. So
being led by his common sense, he lay down on the ground breathless, pretending
to be a dead man.
The bear came near the man lying on the ground. It smelt in his ears, and
slowly left the place. Because the bears do not touch the dead creatures.Now the
friend on the tree came down and asked his friend on the ground, Friend, what
did the bear tell you into your ears? The other friend replied, The bear advised
me not to believe a false friend.

Adapted from : https://englishadmin.com

Questions :
1. What is the mind idea of the first paragraph ?
2. The text above tells us about ?
3. The word united in the first paragraph means ?
4. Why did one of two friends lying down on the ground?
5. The words they in second paragraph refers to ?
6. What did the one of two friends do after he saw a large bear ?
7. What did the other one do ?
8. What does the one of two friend said as replied?
9. The word false in the last paragraph means ?
10. What is the moral value of the text above?

*********Good Luck********
 102

Appendix12

LESSON PLAN
(CYCLE 2 SESSION 2)

School : SMP PGRI 3 DENPASAR

Subject : ENGLISH
Grade/Semester : VIII/1
Theme : Narrative Text (in Foklore and
Story)
Time Allocation : 2 x 40 minutes (2 meetings)

A. Standard Competency
KI 1 : Appreciatingand respectingthe religion that believed.
KI 2 : Appreciating and performing honesty, discipline, responsible,
care each other (tolerance, cooperation), politeness, and
confidence in interacting effectively with social environmentand
nature in the scope of existentialism and society.
KI 3 : Applying and understanding the knowledge (factuality,
conseptually dan procedural) related to the curiousity about the
knowledge, technology, arts and culture based on the phenomena
occured
KI 4 : Processing, presenting, reasoning in concrete domain (using,
exploring, building, modifying and creating) and also in abstract
domain (writing, reading, counting, drawing and arranging)
which appropriate on what have been studied in the classroom
and another source in the point of theory.

B. Basic Competency and Indicator

Basic Competency :
1.4 Showing gratitude as the chance that given in studying English as
international language in the form of spirit learning.
 103

2.10 Showing good attitude and care in communicating interpersonaly

among teacher and students.
2.11 Showing honesty, discipline, confidence, and responsible in
communicating transactionally among teacher and students
2.12 Showing responsibility, care, cooperation and peace in
communicating functionally.
3.6 Applying text structure transactionally and the element of language
in order to do the social function in the Narrative text related to the
context.
4.6 Arranging the spoken and written text simplicity in order to
understand the Narrative text and the use of its structures related to
context, social function and the language element correctly.

C. Indicator:
2.2.4 Understanding the structure of Narrative text.
2.3.1 Writing and Arranging the Narrative text structure transactionally.
3.6.1 Reading and Repeating the Narrative text structure transactionally.
3.6.2 Applying the Narrative text structure (in story and folkore) in which
related to the social function, and language element correctly.
3.6.3 Identifying the Narrative text structure in story and folklore (The
orientation, complication and reorientation)
4.6.1 Finding and Recieving the information based on the Narrative text
structure in the form of story and folklore.

D. Learning Objectives :
At the end of the teaching learning activities the students are able to :
1.Understand the structure of Narrative text, and work in group.
2.Identify the general information in the Narrative text in the form of story and
folklore.
3.Find the specific information that provide by the Narrative text.
4.Recognize the textual references of Narrative text in the form of story and
folklore correctly.
 104

5.Read and understand the Narrative text and its structure which related to the
social function (by finding moral value) and the language element (by
searching some difficult vocabularies and words).

E. Learning Material:
1. Social Function : Keeping an interpersonal relationship among the teacher
and students
2. Text Structure:
A. Narrative text:
- Orientation
- Complication
- Reorientation
B. Narrative Story
Narrative story is some kind of retelling the story by words or direct
speaking about the past experienced (mostly about fable and history)
The Generic Structure :
- Orientation is about the introduction of specific participants,
time and location of the story.
- Complication is about revealing the series of crisis (the problem
is appeared)
- Resolution is about the problem that have been resolved
3. Language element:
1. Vocabularies : Once, Went, Saw, Tired, Broke, Lived, Fought, Hit,
etc.
2. Grammar
SIMPLE PAST TENSE
( + ) I went to school yesterday
( - ) I did not go to school yesterday
( ? ) Did I go to school ?
Verb II : went, broke, saw, lived.

3. Intonation and Pronunciation

4. Spelling and Punctuation
 105

5. Written text

Example of the text :

Flock of Doves
Once upon a time, there was a flock of doves that flew in search of food
led by their king. They had flown a long distance and were very tired. The
smallest dove picked up speed and found some rice scattered beneath a banyan
tree. So all the doves landed and began to eat.
Suddenly a net fell over them and they were all trapped. They saw a hunter
approaching carrying. The doves desperately fluttered their wings trying to get out,
but to no avail. The king had an idea. He advised all the doves to fly up together
carrying the net with them.
Each dove picked up a portion of the net and together they flew off
carrying the net with them. The hunter looked up in astonishment. He tried to
follow them, but they were flying high over hills and valleys. They flew to a hill
near a city of temples where there lived a mouse who could help them. He was a
faithful friend of the dove king.
The mouse agreed saying that he would set the king free first. The king
insisted that he first free his subjects and the king last. The mouse understood the
kings feelings and complied with his wishes. He began to cut the net and one by
one all the doves were freed including the dove king.

F. Learning Methods
Approach : Scientific approach(Observing, Asking, Collecting
Information, Assossiating, Communcating)
Model : Cooperative-learning (team-work) in STAD (Students
Teams-Achievement Divisions)
Technique :Stimulation
Problem statement
Generalization

G. Learning Resources
1. Learning Media
a. Power Point Presentation (PPT) (showing the pictures based on the story
and text)
b. Yuli R.K., dkk., 2014. When English Ring a Bell SMP Kelas VIII. Jakarta:
Kemdikbud
 106

H. Learning Activities
Activities Learning Process Time
Pre- Praying 10 minutes
Activity Greeting
Checking students attendence
Brainstorming
Leading questions
Whilst- Observing 50 minutes
Activity The teacher asks the students to make a group
consist of four or five people.
The teacher shows the picture of the story of
Flock of Doves in PPT and build their
enthusiastic to the story
The teacher shows the text of the story on PPT
while giving the text in the paper to each group,
then teacher asked the students to observe the
picture and the text that given
The students starts observing the pictures and the
narrative text showed on the Power Point
Presentation which provided by the teacher while
looking at the text of the story.
Students and teacher together, observing while
discussing about the story or folklore of Flock
of Doves

Questioning
Teacher gives the students chance to ask
anything that the students do not know by rising
their hand-up
The students asks about the way of pronuncing
the sentences and words related to the story of
Flock of Doves
The students asks the teacher about some difficult
 107

words or sentences that they do not understand.

The teacher answering and helping the students
who in difficuties of understanding the meaning
and the use of sentences.

Collecting Information
The teacher aids the students to create some
groups which consist of 4 or 5 students where in
every group, the students will be given the
Narrative text in the form of story or folklore.
The teacher invites every group to read together
the Narrative story as the teacher trains the
students pronunciation, intonation and spelling.
After that, every group whose the text will read it
carefully by heart together as the teachers request
in order to find out the information from the story
and the generic structure of the narrative text (the
orientation, complication, and resolution, main
idea, the moral value of the story)

Assosiating
The teacher asks the students (in group) by asking
them to read the narrative text entitled Flock of
Doves guided by teacher and then the teacher
asked every single group to read the narrative
story one by one group as the teacher listening
and correcting them. After that, they asked to find
out the structure and difficult words of the text as
the first excercise (see Exercise 1 : In Group)
At the end of discussion, the teacher asks one of
the students in each group to write the answer of
the exercise 1 on the board.
 108

The teacher then comparing the answers of every

group of students while correcting the answer so
the students would understand more about
Narrative story.
After the students understand the text and done
with their group, the exercise sheet collected by
teacher, and once again the teacher explains the
about the students answers on (Exercise 1 : in
Group).
As the group tries to find out the information in
the story of Flock of Doves, they also could
state some difficult words that they found from
the text and it coud be asked directly to the
teacher or they could find the meaning from the
dictionary.
The teacher asks the group of students to go back
to their seat as the end of the group section.
The teacher then once again explaining and
focusing the students mind on reading
comprehension in Narrative story then continued
by the teacher by giving them the short answer
test consist of ten questions which is related to the
story of Flock of Doves as individual test (see
Post-test 2), and once again the teacher asked the
students to submit their individual test after
writing the answer on the board.

Communicating
Teachercommunicates and discusses to the
students about what narrative text is, the generic
structure and the information that includes in the
text of Flock of Doves
 109

Post- At the end, the teacher give quiz to the students in 15 minutes
Activity order to make them increase their ability in
reading. This activity also building the students
interest to the students as they obtain some
rewards after the quiz done.
Teacher does reflection and concludes about what
have been learnt by students and makes sure that
the studentsunderstand on the use of narrative text
and all its components.
Teacher returns the students work (in group and
individual) as he has done giving mark on that.
Teacher explains about the material that will be
presented on the next meeting and closing the
lesson.

I.Learning Evaluation
1. Assessment Aspect :
a. Attitude Assessment
b. Knowledge Assessment (Reading)
2. Assessment form:
a. Assessment of students attitude through observation
b. Assessment of students knowledge through test
3. Assessment Rubric:
A. Attitude
Aspect that Concern
Total
No Students Name Discipline Responsible Cooperative Total
Score
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1
 110

Score:
5 = Excellent
4= Good
3= Sufficient
2= Unsufficient
1= Poor

B. Reading Assessment
Rubric Scoring
NO. Criteria of Assessment Score
1 Grammar and the answers are correct 2
2 Grammar Incorrect but the answers are correct (vise versa) 1
3 Grammar and the answers are incorrect 0
Scoring :

Final Score = Obtained Score x 100

Maximum Score

Maximum Score : 20

Denpasar, 18 November 2016

Researcher

I Putu Eka Wahyudi Saputra Atmaja.

NPM: 10.8.03.51.31.1.5.3861
 111

Appendix 13

(Exercise 1 : in Group -STAD)

*Groups name :

Please make a group consist of 4 or 5 students, decides the structure of the

text below !
Flock of Doves

Once upon a time, there was a flock of doves that flew in search of food
led by their king. They had flown a long distance and were very tired. The
smallest dove picked up speed and found some rice scattered beneath a banyan
tree. So all the doves landed and began to eat.
Suddenly a net fell over them and they were all trapped. They saw a hunter
approaching carrying. The doves desperately fluttered their wings trying to get out,
but to no avail. The king had an idea. He advised all the doves to fly up together
carrying the net with them.
Each dove picked up a portion of the net and together they flew off
carrying the net with them. The hunter looked up in astonishment. He tried to
follow them, but they were flying high over hills and valleys. They flew to a hill
near a city of temples where there lived a mouse who could help them. He was a
faithful friend of the dove king.
The mouse agreed saying that he would set the king free first. The king
insisted that he first free his subjects and the king last. The mouse understood the
kings feelings and complied with his wishes. He began to cut the net and one by
one all the doves were freed including the dove king.

Adapted from : www.english-for-students.com

 112

Appendix 14

Post-Test 2
(CYCLE 2)

Please read the text and answer the following questions below !
Flock of Doves

Once upon a time, there was a flock of doves that flew in search of food
led by their king. They had flown a long distance and were very tired. The
smallest dove picked up speed and found some rice scattered beneath a banyan
tree. So all the doves landed and began to eat.
Suddenly a net fell over them and they were all trapped. They saw a hunter
approaching carrying. The doves desperately fluttered their wings trying to get out,
but to no avail. The king had an idea. He advised all the doves to fly up together
carrying the net with them.
Each dove picked up a portion of the net and together they flew off
carrying the net with them. The hunter looked up in astonishment. He tried to
follow them, but they were flying high over hills and valleys. They flew to a hill
near a city of temples where there lived a mouse who could help them. He was a
faithful friend of the dove king.
The mouse agreed saying that he would set the king free first. The king
insisted that he first free his subjects and the king last. The mouse understood the
kings feelings and complied with his wishes. He began to cut the net and one by
one all the doves were freed including the dove king.

Adapted from : www.english-for-students.com

Questions :
1. What is the main idea of second paragraph?
2. Where did the dove find the scattered rice?
3. The word scattered in first paragraph means?
4. The sentence they were all traped refers to ?
5. The word faithfulin the third paragraphmeans ?
6. The word them in the third paragraph refers to ?
7. What is the idea influenced by the Dove King ?
8. Why did the dove flying high over hills and valleys?
9. What did the hunter do ?
10. What is the moral value that presented in this story?

*******Good Luck*******
 113

Appendix 15

Students Worksheet

STUDENTS WORKSHEET
Groups name :
1.
2.
3.
4.
5.

Grade : VIII F

Answer :

Orientation :

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

Complication :

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

Resolution :

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

Difficult words :
 114

STUDENTS WORKSHEET
Name :

Grade :

Semester :

1..................................................................................................................................
.................................................................................................................................
.................................................................................................................................

2..................................................................................................................................
.................................................................................................................................
.................................................................................................................................

3..................................................................................................................................
.................................................................................................................................
.................................................................................................................................

4..................................................................................................................................
.................................................................................................................................
.................................................................................................................................

5..................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................

6..................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................

7..................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................

8..................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
 115

9..................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................

10................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
 116

Appendix 16

Questionnaire

SEKOLAH : SMP PGRI 3DENPASAR

KELAS : VIII F

Bacalah dalam menjawab soal :

1. Bacalah pertanyaan ini dengan seksama.

2. Jawab pertanyaan ini dengan sejujur jujuenya
3. Silahkan (x) huruf A, B, C, D yang menjadi jawaban anda pada lembar
jawaban yang telah disediakan.
4. Kerjakan soal-soal ini dengan sendiri tanpa bertanya pada teman
5. Kumpulkan lembar soal beserta jawabannya apabila anda sudah selesai
mengerjakan soal ini.

Pertanyaan :

1. Belajar menggunakan teknik STAD (Students Teams-Achievement

Divisions) sangat menyenangkan.
A. Sangat
B. Sutujusetuju
C. Tidak setuju
D. Sangat tidak setuju

2. Dengan belajar menggunakan teknik STAD (Students Teams-Achievement

Divisions)dapat membantu memahami lebih dalam teks deskripsi.
A. Setuju
B.Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju
 117

3. Motivasi dalam belajar teks deskripsi dengan menggunakan teknik STAD

(Students Teams-Achievement Divisions) dapat meningkat.
A. Setuju
B. Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju

4. Dengan belajar menggunakan teknik STAD (Students Teams-Achievement

Divisions) siswa dapat lebih aktif dalam kegiatan belajar.
A. Setuju
B. Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju

5. Belajar dengan menggunakan teknik STAD (Students Teams-Achievement

Divisions) dapat menumbuhkan semangat dalam memahami teks.
A. Setuju
B. Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju

6. Melalui teknik STAD (Students Teams-Achievement Divisions) dapat

menumbuhkan semangat dalam proses belajar.
A. Setuju
B. Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju

7. Dengan teknik STAD (Students Teams-Achievement Divisions) selain

dapat situasi yang baru juga dapatkan perubahan sikap yaitu belajar
memahami teks.
A. Setuju
 118

B. Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju

8. Belajar menggunakan teknik STAD (Students Teams-Achievement

Divisions) dapat memberikan kesan nyang menarik dalam proses belajar.
A. Setuju
B. Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju

9. Dalam proses belajar teknik STAD (Students Teams-Achievement

Divisions) sangat efektif diterapkan dalam memahami teks.
A. Setuju
B. Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju

10. Merasa ada peningkatan dalam diri belajar menggunakan teknik STAD
(Students Teams-Achievement Divisions).
A. Setuju
B. Sangat setuju
C. Tidak setuju
D. Sangat tidak setuju
 119

Appendix 17
SMP PGRI 3 Denpasar
Blueprint
U

VII B VII Unggulan VII A Padmasana

VII D R. Kepsek VII C (Temple)
VII G VII F VII E R. Tabuh

VII H
VIII U
R.
UKS
TU

Yard
VIII A VIII B VIII C

VIII D VIII E VIII F

VIII G VIII H Library

IX U
IX E IX D IX C BK
IX A
Lab. IPA Lab. Archieve
Komp. Room
Sport IX B
Teachers IX F
Room
Room Toilet Canteen
 120

Appendix 18
 121

Appendix 19
 122

Appendix 20

BIOGRAPHY

I Putu Eka Wahyudi Saputra Atmaja was born in

Denpasar on 30 Desember 1992. He lives at

Batubulan Village, Gianyar regency. He was the first

son of the couple I Made Ganda Putra and Ni Luh

Budi Arini. He has a younger brother who is six years

younger than him. His family has guided him a lot in

doing his life and they always support him to achieve his goal. He started his

education in elementary school at SDN 3 Kesiman in 2000 until 2006. Then he

continues studying in junior high school at SMP (SLUB) Saraswati in 2004 until

2007. Then with full consideration, he decided to continue studying in vocational

school at SMA (SLUA) Saraswati 1 Denpasar in 2007 and graduated in 2010. He

currently works as tour guide in Travel Agency.