The Effectiveness of Student Teams

THEEFFECTIVENESSOFSTUDENTTEAMS
ACHIEVEMENTDIVISIONS(STAD)METHODTOTEACH
READINGVIEWEDFROMSTUDENTSMOTIVATION(an
experimentalstudyinthefirstyearstudentsofSMK1KotaBimaNTBinAcademic
Year2008/2009)
AThesis
By
Hidayat
S890907012
ENGLISHEDUCATIONDEPARTEMENT
GRADUATESCHOOL
SEBELASMARETUNIVERSITY
2009
ABSTRACT
Hidayat,S890907012.2007. TheEffectivenessofStudentTeamsAchievementDivisions (STAD)

MethodtoTeachReadingViewedfromStudentsMotivation(AnExperimentalStudyintheFirst
YearStudentsofSMK1KotaBimaNTBinAcademicYear2008/2009).Thesis.EnglishEducation
Department,GraduateSchool,SebelasMaretUniversityofSurakarta.2009.
This research is aimed at finding out: (1) which one is more effective, STAD or
Conventionalmethodtoteachreading;(2)whichonehasbettercompetenceinreading,thestudents
having high or low motivations; and (3) whether there is an interaction between methods and
studentsmotivationinteachingreading.
ThisresearchwascarriedoutatSMK1KotaBimaNTBfromApriltoMay2009.The
subjectoftheresearchisthefirstyearstudents.Thesamplesare1Ak1studentsforanexperimental
group and 1Sec1foracontrolgroup.Clusterrandom sampling is used togetthesample. In
collectingthedata,theresearcherusedquestionnairetoknowthestudentsmotivationandreading
testtoknowtheircompetenceinreading.Descriptiveandinferentialanalysesareusedtoanalyze
thedata.Descriptiveanalysisisusedtodescribethemean,median,mode,andstandarddeviation.
Thenormalityandhomogeneitytestsareconductedbeforeinferentialanalysisisused.Totestthe
hypothesis,ANOVA2x2isused.H0isrejected,ifFoishigherthanFt.
The research findings are: (1) STAD is more effective than Conventional method for
teachingreading;(2)Thestudentshavinghighmotivationhavebetterreadingcompetencethan
students having low motivation; and (3) There is an interaction effect between methods and
studentsmotivationforteachingreading
STADissuitableforstudentshavinghighmotivationandConventionalmethodissuitable
forstudentshavinglowmotivation.ItisimportantforEnglishteachertoselectthemethodwhichis
suitableforhighandlowmotivationstudents.
ii

Thisthesishasbeenapprovedbythefirstconsultantandthesecond
consultantofEnglishEducationDepartmentGraduateSchoolofSebelas
MaretUniverity,Surakarta.
On
Consultan1
Dr.Ngadiso,M.Pd.
M.Pd.
NIP.131792932
NIP.19520707.198003.1.005
Consultant2
Drs. Abdul Asib,
TheHeadofEducationDepartmentofGraduateSchool,
Dr.Ngadiso,M.Pd.
NIP.131792932
iii
BOARDOFEXAMINERS
ThisThesishasbeenexaminedbytheBoardofThesisExaminersof
EnglishEducationDepartment,GraduateSchoolofSebelasMaret
University,Surakarta.
On
BoardofExaminers
Signature
1. Chairman:
Prof.Dr.JokoNurkamto,M.Pd.
NIP.131658565
..
2. Secretary:
Dr.Sujoko,MA.
..
NIP.130817794
3. ExaminerI:
Dr.Ngadiso,M.Pd.
..
NIP.131792932
4. ExaminerII:
Dr.AbdulAsib,M.Pd.
NIP.19520307.198003.1.005
..
TheDirectoroftheGraduateSchool
EducationofSebelasMaretUniversity,
The Head of English

Department
ofGraduateSchool,
Prof.Drs.Suranto,M.Sc.,Ph.D.
NIP.131472192
932
Dr.Ngadiso,M.Pd.
NIP. 131 792
iv
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled: The

EffectivenessofStudentTeamsAchievementDivisions(STAD)Method
to Teach Reading Viewed from Students Motivation, An Experimental
Study in the First Year Students of SMK1 Kota Bima NTB in the
Academic Year 2008/2009. It is not plagiarism or made by others.
Anything related to othersworkis written inquotation, the source of
whichislistedonthebibliography.
If,thenthispronouncementproveswrong,Iamreadytoacceptany
academic punishment, including the withdrawal or cancellation ofmy
academicdegree.
2009
Surakarta,
Hidayat
v
MOTTO
Learningisneverending
vi
AKNOWLEDGEMENT
ThanktoAllahSWToftheguidanceandblessing,sothewritercanfinish
thisthesis.Hewouldliketoexpressthespecialgratitudeto:
1. TheDirectorofGraduateSchool,SebelasMaretUniversityfor
givingpermissiontowritethisthesis.
2. Dr.Ngadiso,M.Pd,theHeadofEnglishEducationofGraduate
Schoolasthefirstconsultant,forhisguidance,advice,patience,
time,andsupportinwritingthisthesis.
3. DrsAbdulAsib,M.Pd,thesecondconsultant,forhisadvice,
guidance,time,support,andhispatience.
4. Muhtar,S.Pd,MSi,theHeadmasterofSMK1KotaBimaNTB,for
allowingthewritertoconducttheresearchattheschool.
5. Roksana,SE,hiswife,NauraFakhrinaandM.Ramdhani,his
daughterandson,fortheirsupportinfinishingthisthesis.
6. Hisbelovedfatherandmother(H.UsmanH.Ismail&Hj.ST
HajarH.Arahman)fortheirsupporttofinishthisprogram.
7. Allthecolleaguesforhelpingtocompletethisthesis.
Finally,itshopedthatthisthesisisneededconstructivesuggestionsfor
beingperfectforthenextresearch.
Surakarta,July2009.
Hidayat
vii
TABLEOFCONTENT
TITLE
ABSTRACT..
ii
APPROVAL..
iii
THEBOARDOFEXAMINARS.
iv
PRONOUNCEMENT
MOTTO.
vi
ACKNOWLEDEGEMENT..
vii
TABLEOFCONTENT
viii
LISTOFTABLES...
xi
LISTOFFIGURES..
xii
LISTOFAPPENDICES..
xiii
CHAPTERIINTRODUCTION
A.BackgroundoftheStudy
B.TheProblemIdentification.
C.TheLimitationoftheStudy
D.TheProblemFormulation...
E.TheObjectivesoftheStudy
F.TheBenefitoftheStudy.
6
7
8
8
9
10
CHAPTERIIREVIEWOFRELATEDLITERATURE
12
A.Reading..
15
1.TheNatureofReading..
15
2.ModelsofReading. 16
3.PurposesofReading...
18
4.ReadingComprehension. 18
B.CooperativeLearning...... 19
1.TheBenefitofCooperativeLearning.
21
2.TheRoleoftheTeacherinCL 23
24
viii
26
C.STAD..
26
1.TheNatureofSTAD...
27
2.TheComponentsofSTAD.....
29
3.PreparationofSTAD..
29
4.ScheduleofActivities.....
31
5.FiguringIndividualandTeamScore.
33
D.LectureMethod.
37
1.TheNatureofLectureMethod..
39
2.TheImplementationofLectureMethod
43
E.Motivation..
1.TheTermofMotivation.
44
44
45
46
48
53
2.PerspectiveofMotivation..
56
3.MotivationalTheories....
63
4.MotivationinLearningFL/L2...
64
F.Rational....
68
G.Hypothesis...
CHAPTERIIIRESEARCHMETHODOLOGY
A. PlaceandTimeoftheStudy.
72
B. ResearchMethodology.
72
C. Population,Sample,andSampling...
74
D. VariablesandResearchDesign....
E. TechniqueofCollectingtheData....
76
F. DataAnalysis....
79
CHAPTERIVTHERESULTOFTHESTUDY
A. DescriptionoftheData.
B. NormalityandHomogeneityTest.
C. HypothesisTesting....
D. DiscussionoftheResultoftheStudy...
ix
CHAPTERVCONCLUSION,IMPLICATION,ANDSUGGESTION
A. Conclusion
B. Implication...
C. Suggestion
ix
BIBLIOGRAPHY.
APPENDICES...
x
LISTOFTABLES
Table1FrequencyDistributionofDataA1B1.
57
Table2FrequencyDistributionofDataA1B2.
58
Table3FrequencyDistributionofDataA2B1
59
60
Table4FrequencyDistributionofDataA2B2
61
Table5FrequencyDistributionofDataA1
62
Table6FrequencyDistributionofDataA2
63
Table7TheNormalityTest
Table8TheHomogeneityTest..
Table9AnalysisofVariance2x2..
Table10SummeryofTukeyTest
64
65
66
xi
LISTOFFIGURES
Figure1HistogramandPolygonofDataA1B1 57
Figure2HistogramandPolygonofDataA1B2.
58
59
60
61
Figure5HistogramandPolygonofDataA1...
62
Figure6HistogramandPolygonofDataA2....
xii
LISTOFAPPENDICES
Appendix1LessonPlansforExperimentalClass..
79
Appendix2LessonPlanforControlClass....
106
Appendix3BluePrintforQuestionnaireforStudentsMotivation
130
Appendix4InstrumentofMotivationQuestionnaire.
131
Appendix5ValidityandReliabilityofMotivationQuestionnaire.
137
Appendix6BluePrintofReadingTest...
152
Appendix7InstrumentofReadingTest.
153
Appendix8ValidityandReliabilityofReadingTest.
167
Appendix9TheResultofMotivationQuestionnaireofControlClass..
182
Appendix10TheResultofMotivationQuestionnaireofExpr.Class.
183
Appendix11TheResultofReadingTestofControlClass.
184
Appendix12TheResultofReadingTestofExperimentalClass
185
Appendix13TheScoreofMotivationQuestionnaireandReadingTest.
186
Appendix14TheTabulationofMotivationandReadingScores...
187
Appendix15TheDataofHighandLowMotivationinreading
188
Appendix14A.Mean,Median,Mode,andStandardDeviation.
189
B.NormalityTest........
203
C.HomogeneityTest.
211
D.HypothesisTesting.
213
xiii
CHAPTERI
INTRODUCTION
A. BackgroundoftheStudy
Vocationalschool(SMK)isoneoftheformaleducationin
Indonesia which prepares its students to be competent at middlelevel
employment. The graduation of the institution (SMK) should have the
requirement in English competence needed at the fields of hotel,
restaurant,toursandtravel,etc.
Foranticipatingthatissueintheglobalizationera,students
shouldbepreparedwiththecompetencerelatedtotheirdepartmentwhich
issupportedbytheircompetenceinEnglish,bothreceptiveskill(reading
andlistening)andproductiveskill(writingandspeaking).
Unfortunately,therealconditionatthefielddoesnotmeetand/or
fulfilltheobjectivesstatedbythevocationalschoolinstitution.Mostofthe
studentsdonthavethecompetencewhichisrequiredbytheinstitution
becauseteachingandlearningprocessisconductedtofulfilltheneedsof
National Examination (NE). The score of English from the final
examination does not guarantee them for showing their competence in
Englishbothreceptiveskillandproductiveskills.
Teachingandlearningprocesswhichisorientedforachieving
certainstudentscompetenceshouldpayattentiontothestudentsneeds.
StudentswillbemotivatedinlearningEnglish,speciallyforreadingifthe
teachercreatesthedifferentatmosphereoftheclass.Deci(1975:23)in
Brown (2000: 164) proposes two kinds of motivation which influence
studentsinlearningEnglish:firstly,intrinsicmotivationaimedatbringing
about certain internally rewarding consequence, namely: feelings of
competence and selfdetermination. Secondly, extrinsic motivation is
carriedoutinanticipationofarewardfromoutsideandbeyondtheself.
NorrisHolt in http://iteslj.org/Articles/NorrisMotivation.html,
divides motivations into two basic types: integrative and instrumental
motivations. Integrative motivation is characterized by the learners
positive attitude towards the target language. Instrumental motivation
underliesthegoaltogainsomerewardsthroughL2achievement,referring
toamorefunctionalreasonforlanguagelearning.
Studentsmotivationisrelatedtothemethodsandtechniquesused
bytheteacherinteachingandlearningprocess.Nearlyalltheteachers
usuallyusethelecturemethodsinteachingEnglish,speciallyinteaching
reading. Lecturemethod emphasizes on teachercentered and students
becomegoodlisteners fromthe teachers presentation.Students dothe

activities,suchas:writingdownthematerials,readingloudly,doingthe
taskoranexerciseandthelastdiscussingtogether.AccordingtoCheelan,
2006 in File:///C:/Docments/lecture%method% 202htm, lecture method
allows the instructors to precisely determine the aims, contents,
organization,pace,anddirectionofpresentation.Shealsoaddsinsimilar
web.,incontrastwithstudentscenteredmethod,discussionorlaboratories
require the instructor to deal with unanticipated students idea,
questioning,andcomment.
The activities in lecturemethod make students bored or
uninterestedinlearningEnglish.Theylackoftimetointeractwiththeir
friendsbecausetheyusuallydotheiractivityindividually.Theycouldnot
sharetheknowledgeeachother.Mostofthemjustkeepsilentiftheydont
understandthematerials.ItsdifferentfromCooperativeLearningwhich
emphasizesongrouplearning.
BassanoandChristisoninKessler(1992:3)identifyfourbenefits
ofCooperativeLearning(CL),thoseare:(1)itcanassistwithclassroom
environmentandsocialtask;(2)itcanbeusefulinselectingcontentand
settinggoals;(3)itcanhelpindevelopingmaterials;and(4)itcanassistin
monitoringprogressandevaluationtask.Referringtothesubjectmatter,
McGroartyinKessler(1992:2)alsoidentifiessixprimarybenefitsofCL
forstudentsacquiringEnglish.First,increasingfrequencyandvarietyof
secondlanguagepracticethroughdifferenttypesofinteraction.Second,
possibilityfordevelopmentoruseofL1inthewaysthatsupportcognitive
development and increased L2/FL. Third, opportunities to integrate
languagewithcontentbasedinstruction.Fourth,opportunitiestoincludea
greater variety of curricular materials to stimulate language as well as
conceptlearning.Fifth,freedomforteacherstomasternewprofessional
skills, particularly those emphasizing communication. And sixth,
opportunitiesforstudentstoactasresourcesforeachother,thusassuming
amoreactiveroleintheirlearning.
OneofthemethodsinCLisStudentTeamsAchievementDivisions
(STAD).Slavin(1995:71)clarifiesthatSTADisoneofthesimplestofall
CLmethods,andisagoodmodeltobeginwithforteacherswhoarenew
tothecooperativeapproach.Carol,Imel,andKerkaquotedby Swortzel,
1997 in kswortzel@ais.msstate.edu, state that CL as an instructional
methodologyprovidesopportunitiesforstudentstodevelopskillsingroup
interactionsandinworkingwithothersthatareneededintodaysworld.
STADisoneoftheCLmethodswhichemphasizesonteamwork
for achieving learning objectives. It also commits and is responsible
amongheterogenousgroupmembersinmasteringthematerials.Therole
ofgroupisveryimportanttofacilitatetheirmembertodoactivelyand
sharingknowledgethroughpeerteachingbythememberswhoownthe
highachievement.
STADmethodcanbeusedasanalternativemethodforteaching
readingatSMK (VocationalSchool),anditcouldmakestudentsmore
active, or studentscentered in teaching learning process. The role of
teacherissupportingallofthestudentsfortakingpartintheirgroup,so
teachingandlearningprocesswillruneffectively.
B. TheProblemIdentification
Fromthebackgroundofthestudyabove,someproblemscanbe
identifiedasfollows:
1. Students look passive in teaching learning process because its
dominatedbytheteacher.Studentswilltakepartwhentheydothetask
(exercise).
2. Students need a different atmosphere of the classroom in learning
English.
3. MostofthestudentshavelowmotivationinlearningEnglishbecause
teachersrarelyuseothermethods.
4. Teacherslackofknowledgeforthebenefitof usingSTAD(CL)in
teachingandlearningprocess.
C. TheLimitationoftheStudy
ThestudyisfocusedontheeffectofusingStudentTeams
AchievementDivisions(STAD)methodforteachingreadingviewedfrom
thestudentsmotivationatclassXofSMKN1KotaBimaWestNusa
TenggaraProvinceintheacademicyear2008/2009.
D. TheProblemFormulation
Basedonthescopeofthestudy,theproblemsofthestudycanbe
statedasfollows:
1. Which one is more effective, STAD or conventional method for teaching
readingofthefirstyearstudentsofSMK1KotaBima?
2. Which one has better competence in reading, the students having high
motivationorlowmotivationofthefirstyearstudentsofSMK1KotaBima?
3. Isthereanyinteractionbetweenmethodsandmotivationinteachingreading
ofthefirstyearstudentsofSMK1KotaBima?
E. TheObjectivesoftheStudy
Theobjectivesofthestudyinthisresearchcanbestatedasrelated
withtheproblemsstatement.Thereforetheobjectivesofthestudyareas
follows:
1. Tofindoutwhichoneismoreeffective,STADorConventionalmethodfor
teachingreadingofthefirstyearstudentsofSMK1KotaBima.
2. Tofindoutwhichonehasbettercompetenceinreading,thestudentshaving
highmotivationorlowmotivationofthefirstyearstudentsofSMK1Kota
Bima.
3. Tofindoutwhetherthereisaninteractionbetweenmethodsandstudents
motivation in teaching reading of the first year students of SMK 1 Kota
Bima.
F. TheBenefitoftheStudy
Theresultofthisstudyisexpectedtogiveadvantagesfor
students, English teachers, and other researchers. Firstly, for students,
throughCLstudentsarethesubjectsofthelearning,orstudentscentered.
Theycoulddeveloptheircompetenceandhelpeachotherintheformofa
smallgroup.Secondly,fortheEnglishteacher,itcouldhelpincreatinga
kindsofmethodandtechniqueinteachingEnglishespeciallyforteaching
reading.Theteachercouldmakethedifferentatmosphereoftheclass,so,
thestudentswillbemotivatedinlearningEnglish.Andthirdly,forother
researchers,itcanbeusedforanotherresearch,especiallyforteaching
reading.
CHAPTERII
REVIEWOFRELATEDLITERATURE
A.Reading
1.TheNatureofReading
WebstersSeventhNewCollegiateDictionaryinBernhardt(1991:5)
offersseveraldefinitionsofreading,thoseare;(1)toreceiveortotakeinthe
senseof(aslettersorsymbols)byscanning;(2)tounderstandthemeaningof
(writtenorprintedmatter),and(3)toattributeameaningorinterpretationto
(somethingread).Readingistheabilitytodrawmeaningfromtheprinted
pageandinterpretthisinformationappropriately(GrabeandStoller,2002:9).
Reading is the process of acquiring an authors meaning and of
interpreting,andreflectinguponthosemeaning(BondandWagner,1963:4)
andtheyalsoaddthatreadingisaprocessthroughwhichthereadertriesto
share an authors point of view, his ideas, and experiences in order to
communicate with him. Burns, et al., (1984: 20) state that reading is the
interpretationofthemeaningoftheprintedsymbols.
Heilman (1965: 4) states that reading is a language function, and
alwaysinvolvesthesimultaneousapplicationofagreatnumberofmechanical
skillsandcomprehensionskills,allofwhichareinfluencedbythereaders
attitude. Reading is a process of looking at written language symbols,
convertingthemintoovertandcovertspeechsymbols,andthenmanipulating
themsothatbothovert(direct)andcovert(implied)ideasintendedbythe
authormaybeunderstood(HafnerandJollyinBurns,etal.,1984:27).
Itcouldbeinferredthatreadingisawayininterpretingtheauthors
pointofviewintheformoftext.Themechanicalskillsandcomprehension
skillsarerequiredininterpretingtheinformation.
2.ModelsofReading
Barnett in Aebersold and Field (1997: 1719) provides three main
modelsofreadingasfollows:
a.Bottomuptheory
Thereadersconstructthetextfromthesmallestunit(letterstowordsto
phrasestosentences,etc.)andthatprocessofconstructingthetextfrom
thosesmallunitbecomessoautomaticthatreadersarenotawareofhowit
operates.Decodingisanearliertermforthisprocess.
b.Topdowntheory
Readersbringagreatdealofknowledge,expectations,assumptions,and
questionstothetext,andgivenabasicunderstandingofvocabularies,they
continuetoreadaslongasthetextconfirmstheirexpectations(Goodman
inAebersoldandField,1997:18).
c.Theinteractiveschooloftheories
Thisprocessmovesbothbottomupandtopdown,dependingonthetype
of text as well as on the readers background knowledge, language
proficiencylevel,motivation,strategyuses,andculturallyshapedbeliefs
aboutreading.
Text comprehension requires the simultaneous interaction of two
modesofinformationprocessing,bottomupandtopdown.Silberstain(1994:
7)statesthatwhenreaderusespriorknowledgetomakepredictionaboutthe
data they will find in the text, they apply topdown (knowledge based or
conceptuallydriven)informationprocessing.
3.PurposesofReading
Thepurposeinfluencesreadingatalllevels;evenbeginningandlow
level learners can successfully complete some tasks with authentic L2/FL
texts,suchasascertainingthetopic,scanningforspecificinformation,and
gettinginformationfromchartsandgraphs(AebersoldandField,1976:66).
GrabeandStoller(2002:1115)mentionthepurposesofreadingasfollows:
1. Readingtosearchforsimpleinformation
Itsacommonreadingabilityasarelativelyindependentcognitive
process.Andtypically,scanthetextforspecificpieceofinformation
orspecificwords.
2. Readingtoskimquickly
Itsacommonpartofmanyreadingtasksandausefulskillinitsown
right.Itinvolves,inessenceacombinationofstrategiesforguessing
whereimportantinformationmightbeinthetext.
3. Readingtolearnfromthetexts
It occurs in academic and professional contexts in which a person
needstolearnaconsiderableamountofinformationfromatext.
4. Readingtointegrateinformation
It requires additional decisions about the relative importance of
complementary,mutuallysupportingorconflictinginformation.
5. Readingtowriteandtocritiquetexts
Bothrequireabilitiestocompose,select,andcritiqueinformationfrom
a text. And represent common academic tasks that call upon the
reading abilities needed to integrate information (Enright et al.,
Perfetti,RouetandBritt)in(GrabeandStoller,2002:14)
6. Readingforgeneralcomprehension
Readingforgeneralcomprehensionis,initsmostobvioussense,the
abilitytounderstandinformationinatextandinterpretitappropriately.
Byrnes, 1998 in File:///G:/teaching%20reading.htm states that the
purpose for reading determines the appropriate approach to reading
comprehensionandheaddsthatreadingcomprehensionissuccessfulwhen
thereaderknowswhichskillsandstrategiesareappropriatetothetypeoftext,
andunderstandshowtoapplythemtoaccomplishthereadingpurposes.
4.ReadingComprehension
Comprehension is the process of deriving meaning from connected
text, so its not passive process, but an active one (Bellegarde, 2003 in
http://www. ibe.unesco.org). He adds that, it includes making use of prior
knowledge,involvingdrawinginferencesfromthewordsandexpressionsthat
awriterusestocommunicateinformation,ideas,andviewpoints.Personetal.,
inBurns,etal.,(1984:149)statethatreadingcomprehensioninvolvesrelating
textualinformationtopreexitingknowledge,structure,orschema.
Burns, et al., (1984: 151) point out four components of reading
comprehensionasfollows:
a.Words
Studentsvocabularyshouldbebuiltfromwordstheyalreadycomprehend
andwordsareapartoftheirvocabularies.
b.Sentences
Students may find complicated sentence difficult to understand, so they
needtoknowwaystoattackthem,orderivetheirmeaning.Weaverhad
studentsarrangecutupwithwho,what,where,andwhyquestions(Durkin,
1978:79)in(Burns,etal., 1984: 165)than theteachershouldhelp the
students learn that some sentence arts can be moved around without
changingthesentencesmeaning,suchas;(1)Onapoleinfrontofthe
school,theflagwasflying;(2)Theflagwasflyingonapoleinfrontofthe
school.
c.Paragraphs
The group of sentences that serve a particular function within a whole
selectionorpassage.
d.Wholeselection
Itstheentireselectionwhichconsistsofwords,sentences,andparagraphs,
andthatunderstandingofwholeselectionsdependsuponunderstandingthe
smallerunit.
SpiroinBurns,etal.,(1984:150)emphasizesontwoprocesses of
comprehension; textbased process and knowledgebased text. Firstly, text

based processes are those in which the reader is primarily to extract
informationfromtext,andsecondly,knowledgebasedprocessesarethosein
which reader brings prior knowledge and experience to bear on the
interpretationofthematerials.
Therearefiverolesofstudentsincomprehendingatext,accordingto
Nuttall(1996:33)asfollows:(a)takinganactivepartinlearning,readingis
learntratherthantaughtandonlythelearnerscandolearning;(b)monitoring
comprehension, to monitor their own comprehension, if they do not
understandatext,findoutwhyandadoptastrategythatwillimprovethe
matter;(c)learningtexttalk,agoodreadercarriesonadialoguewiththetext;
(d)takingrisk,theyhavegottotaketheriskofmakingmistakesandthey
wontlearnmuchiftheydontdothis;and(e)learningnottocheatoneself,it
certainlyleadstopersonaldevelopment,interestandenjoyment,studentswho
dontwanttolearncaneasilycheatonmanyoftheactivities.
Bloom in Rae and Potter (1981: 13) identify seven levels of
comprehension,theseare:(1)Memoryorsimplerecallofinformationgiven;
(2)Translation orchanging materialintoanotherformwith words,art,or
other media; (3) Inference or drawing a conclusion from given fact; (4)
Applicationorusinginformationorideastowardsolvingareallifeproblem;
(5) Analysis or using information given to draw conclusions and analyze
possibleresults;(6)Synthesisorgoingbeyondtheinformationorstoryina
creativeway;and(7)Evaluationormakingajudgment,rightorwrong,good
orbad,basedonthelogicalthinking.
It could be inferred that reading is an interactive process in
determining the meaning of text. The process of deriving meaning is by
understanding words (synonyms and antonyms of words), main idea (to
mentionthemainideaofaparagraph),chartsandgraphs(gettinginformation
fromchartsandgraphs),inference(drawingaconclusionfromgivenfact),
detail information (to get a detail information from the passage), and
references(gettingreferenceofthewords)inthetext.
B.CooperativeLearning
Cooperativelearninghasbeendefinedasasetofinstructionalmethods
inwhichstudentsareencouragedtoworktogetherinacademictasks(Slavin,
Steven,andSlavininElliot,etal.,2000:359).TheessenceofCL,according
toSlavininSlavin(1995:4)isthatstudentsworktogetherinfourmember
teamstomastermaterialinitiallypresentedbytheteacher.Theteamsarefrom
differentbackgroundsuchas:gender,high,average,andlowachiever.Olsen
and Kagan in Kessler (1992: 1) also state that CL is carefully structured
organized so that each learner interacts with others and all learners are
motivatedtoincreaseeachotherslearning.
FrombothdefinitionsitcanbeinferredthatCLisamethodinwhich
thestudentscanlearntogetherandhelpeachotherintheirteaminlearning.
CLmakesstudentsworktogether,getthebenefitfromchangingtheirideaor
teacheachotherthanworkingindividually.
1.TheBenefitofCooperativeLearning
Kessler(1992:78)identifiesthreemajorbenefitsofCLasfollows:
a.CLprovidesarichnessofalternativestostructureinteractionbetween
students;Theseareimportantforlanguagedevelopmentanddeveloping
familiaritywithnewacademiccontentmaterial.Itprovidesaframework
fororganizinginteractiontype.
b.CLaddressescontentareaoflearningandlanguagedevelopment;The
effect of combining language learning with content learning can be
multiplicative rather than simply additive. Since it is done within a

meaningful, highly motivated context, an instrumental and referential
environment,thelanguagefunctioncanbelearnedmoreeffectivelythan
throughtraditionalteachingmethod.
c.CLprovidesavarietyofwaystostructurestudentpracticewithlesson
materials;As aresult,lessonobjectivescanbeachievedmorereadily
andefficiently.The increasedquantityandqualityofcommunication
apparentlybringmorebenefitthantheriskthatstudentsmayreceive.
2.TheRoleoftheTeacherinCL
McDonellinKessler(1992:164171)mentionsfiverolesofteacherin
CL,asfollows:
a.TheTeacherasInquirer
CL teachers are continually examining and questioning their beliefs,
values,andassumption.Examiningattitudesandvaluesheldabouttheir
culturally diverse learner, race, class, and minority languages is
particularly important in the context of teaching in a multilingual,
multiracial classroom. These beliefs, values, and assumptions strongly
affectteacherseducationalphilosophyandtheirinstructionalpractice.
b.TheTeacherasCreator
Sincethecooperativeclassroomisprocessoriented,teachersinterestedin
effectivegroupworkmustrealizethatthelearningenvironmentishighly
structured and well organized. Key for structuring a successful CL
classroomisfoundincreatingthesocialclimate,settinggoals,planning
and structuring the task, establishing the physical arrangement of the
classroom,assigningstudentstogroupsandroles,andselectingmaterials
andtime(Johnson,etal.,inKessler,1992:165).
c.TheTeacherasObserver
Watchingandlisteningtostudentsarenaturalactivitiesineveryteachers
day.Suchactivitiescanbeformalandinformal,plannedorunplanned.
Observationisthebasisofdecisionmakingabouteachlearnersprogress.
Italsoprovidestherationaleforspecificprogramming.Andobservationis
anintegralpartoftheteachingprocess.Cooperativesmallgrouplearning
providestheteacherwiththeopportunitytoobserve,reflect,andintervene
insupportiveways.
d.TheTeacherasFacilitator
Theroleoffacilitatormeansthattheteacherispreparedtostepasideto
givethelearneramoremeaningfulrole.Effectivefacilitatorsareprepared
tointerveneandassistintheproblemsolvingprocess.Theysupportand
encouragethelearnersdesiretolearn.
e.TheTeacherasChangeAgent
As a result the observing, questioning, and learning, we find a more

completeteacher,ateacherwhoknowsanddoes.Moreimportantly,asa
resultofhavingstudiedlearnersandtheclassroomenvironment,teachers
havebeguntoexaminethemselvesaspartofthecontextandthewaythey
teach.Suchteacherinquirylendsitselftoeducationalreformfromwithin.
C.StudentTeamsAchievementDivisions(STAD)Method
1.TheNatureofSTAD
Itsaformofteamlearningwhichconsistsoffourorfivestudentswho
representacrosssectionoftheclassintermofacademicperformance,sex,
and race or ethnicity (Slavin, 1995: 71). Student Teams Achievement
Divisions (STAD) method is the simplest and most straightforward of the
Cooperative Learning (CL) approach (Arends) in (Miller and Peterson,
www.indiana.edu/~safeschl).Slavin(1995:71)alsostatesthatSTADisoneof
thesimplestofallcooperativelearningmethod,andisagoodmodeltobegin
withforteacherswhoarenewtocooperativeapproach.
STADisacooperativelearningmethodwhichemphasizesonstudents
mastering the materials through group learning, and the group has
responsibilityfortheirmembers.InSTAD,theteacherpresentsthecontentor
skillinalargegroupactivitiesintheregularmanner,suchasdirectinstruction
andmodeling,whilestudentsareprovidedwithlearningmaterialsthatthey
useingroupstomasterthecontent(Kamyab,inFile:///G:/STAD.htm).
2.ComponentsofSTAD
STADconsistsoffivemajorcomponents(Slavin,1995:7173)as
follows:
a.
ClassPresentation
MaterialinSTADisinitiallyintroducedinaclasspresentation,thisis
mostoftendirectinstructionoralecturediscussionconductedbythe
teacher,butcouldincludeaudiovisualpresentation.Classpresentations
inSTADdifferfromusualteachingonlyinthattheymustbeclearly
focusedontheSTADunit.Inthisway,studentsrealizetheymustpay
carefulattentionduringtheclasspresentation,becausedoingsowill
helpthemdowellonthequizzes,andtheirquizscoresdeterminetheir
teamscores.
b. Teams
Teamsarecomposedoffourorfivestudentswhorepresentacross
sectionoftheclassintermsofacademicperformance,sex,andrace
ethnicity.Themajorfunctionoftheteamistomakesurethatallthe
team members are learning, and more specifically, to prepare its

members to do well on the quizzes. After the teacher presents the
material,theteammeetstostudyworksheetsorothermaterials.Most
often, the study involves students discussing problems together,
comparinganswers,andcorrectinganymisconceptionsifteammates
makemistakes.
The team is the most important feature of STAD. At every
point,emphasisisplacedonteammembersdoingtheirbestforthe
team,andontheteamdoingitsbesttohelpitsmembers.Theteam
providesthepeersupportforacademicperformance,anditsprovide
mutualconcernandrespectthatareimportantforsuchoutcomesas
intergroup relations, selfesteem, and acceptance of mainstream
students.
c.
Quizzes
Afterapproximatelyonetotwoperiodsofteacherpresentationandone
totwoofteampractice,thestudentstakeindividualquizzes.Students
arenotpermittedtohelponeanotherduringthequizzes.Thus,every
studentisindividuallyresponsibleforknowingthematerials.
d.
IndividualImprovementScores
The idea behind the individual improvement scores is to give each
studentaperformancegoalthatcanbeattainedifsheorheworks
harderandperformsbetterthaninthepast.Anystudentcancontribute
maximum points to his or her team in this scoring system, but no
studentcandosowithoutdoinghisorherbestwork.Eachstudentis
given a base score, derived from the students average past
performance on similar quizzes.Students than earn points for their
teamsbasedonthedegreetowhichtheirquizscoresexceedtheirbase
scores.
e.
TeamRecognition
Teamsmayearncertificatesorotherrewardsiftheiraveragescores
exceedacertaincriterion.Studentsteamscoresmayalsobeusedto
determineupto20percentoftheirgrades.
3.PreparationofSTAD
Slavin(1995:7375)mentionsfivestepspreparedbytheteacherbefore
theimplementationofSTADasfollows:
a.Materials
Tomakeaworksheet,answersheet,andaquizforeachteachingunitwhich
isbeingtaughtbytheteacher.Eachunitshouldoccupythreeorfivedays
ofinstruction.
b.AssigningStudentstoTeams
STADteamsrepresentacrosssectionoftheclass.Afourpersonteamina
class represent different background, such as; sex, performance (high
performer, averageperformer, and low performer), and religion. High
performerisarelativeterm:itmeanshighfortheclass,notnecessarily
high compared with national norms. The teacher doesnt let students
choosetheirownteams,becausetheywilltendtochooseotherslike
themselves,insteadfollowthesesteps:
1. Making copies of team summary sheets. Make one copy of a team
summarysheetforeveryfourstudentsintheclass.
2.Rankingstudents.Onasheetofpaper,rankthestudentsinyourclass
from highest to lowest in the past performance. Use whatever
informationyouhavetodothis;testscoresarebest,gradesaregood,
butyourownjudgmentisfine.
3. Deciding on the number of teams. Each team should have four
membersifpossible.Todecidehowmanyteamsyouwillhave,divide
thenumberofstudentsintheclassbyfour.
4.Assigningstudentstoteams.Inassigningstudentstoteams,balancethe
teams in the level of highperformer, averageperformer, and low
performer,soeachteamshaveanequalaverage.
5.Fillingoutteamsummarysheet.Fillinthenamesofthestudentson
eachteamonyourteamsummarysheet,leavingtheteamnamespace
blank.
c.DeterminingInitialBaseScores.
Basescoresrepresentstudentsaveragescoresonpastquizzes.Ifyouare
startingSTADafteryouhavegiventhreeormorequizzes,usestudents
averagequizscoresasbasescores.Otherwise,usestudentsfinalgrades
fromthepreviousyear.
d.TeamBuilding.
Beforestartinganycooperativelearningprogram,itisagoodideatostart
offwithoneormoreteambuildingexercisesjusttogiveateammembers
achancetocreateateamlogo,banner,song,orrap.
4.ScheduleofActivities
STADconsists ofa regular cycle ofinstructional activities (Slavin,
1995:7580)asfollows:
a.Teach
EachlessoninSTADbeginswithaclasspresentation.Itstimeneededfor
presenting the material in one to two class periods. The presentation
shouldcovertheopening,developmentandguidedpracticecomponentsof
thetotallesson.
b.TeamStudy
Studentsworkonworksheetsintheirteamstomasterthematerial.During
teamstudy,teammemberstaskistomasterthematerialpresented.Only
twocopiesoftheworksheetsandanswersheetsaregiventoeachteam,
thisforcesteammatetoworktogether.
Inparticular,beforebeginningteamwork,studentsdiscussthe
followingteamrules:
1. Studentshavearesponsibilitytomakesurethattheirteammateshave
learnedthematerials.
2. No one finishes studying until all teammates have mastered the
subject.
3. Askallteammatesforhelpbeforeaskingtheteacher.
4. Teammatemaytalktoeachothersoftly.
c.Test
Timeneededfortestabouthalftooneclassperiodwithindividualquiz.
d.TeamRecognition
Figuring individual improvement scores and team scores and awarding
certificates or other team rewards. Announce team scores in the first
periodafterthequizbecauseitincreasestheirmotivationtodotheirbest.
5.FiguringIndividualandTeamScores
As soonas possibleaftereachquiz, figureindividualimprovement
scoresandteamscoresandawardcertificatesorotherrewardstohighscoring
teams.Ifpossibleannounceteamscoresinthefirstperiodafterthequiz,to
increasetheirmotivationtodotheirbest(Slavin,1995:80).
Therearethreecomponentswhichinfluencethescores:
a.ImprovementPoints.
Studentsearnpointsfortheirteamsbasedonthedegreetowhichtheirquiz
scores(percentagecorrect)exceedtheirbasescores:
Quizscores
Morethan10pointsbelowbasescore
10pointsbelowto1pointbelowbasescore
Basescoreto10pointsabovebasescore
Morethan10pointsabovebasescore
Perfectpaper(regardlessofbasescore)
ImprovementPoints
5
10
20
30
30
Thepurposeofbasescoresandimprovementpointsistomakeit
possibleforallstudentstogetmaximumpointstotheirteams,whatever
theirlevelofpastperformance,studentsunderstandthatitsfairtocompare
eachstudentwithhisorherownlevelofperformance.
b.TeamScores
Tofigureateamsscore,recordeachteammembersimprovementpoints
ontheteamsummarysheetanddivideteammemberstotalimprovement
pointsbythenumberofteammemberswhowerepresent,roundingoff
anyfactions.
c.RecognizingTeamAccomplishments
Threelevelsofawardsaregiven.Thesearebasedonaverageteamscores,
asfollows:
Criterion(TeamAverage)
15
20
25
Award
GOODTEAM
GREATTEAM
SUPERTEAM
D.LectureMethod
1.TheNatureofLectureMethod
Lecturemethodisgenerallydescribedfromtheinstructorspointof
view,andthestudentsneedforinteractionwiththeinstructorisnotaddressed
(Munson in Lewison and Blouse, 2003) in http:/ www. reproline.jhu.edu.
Lecturemethodisbestusedforcreating ageneralunderstandingofatopic
andcommunicationisonewayfromteachertolearner(Blanckard,2007in
File:///C:/Documents20%and %20 settings/ Admstrator/ Trainingdelivery
methodhtml).
Susanka, 2006. in File:///C:/Documents%20Settings/Administrator/
Documents/lecture method html said that LM is going from theory to
examplesandbackagain,thelearnerstypicallytakenotesandtrytopickupas
manyideasandinsight,astheycanfromtheteacherduringtheclasshours.
Theprocessoftryingtotakenotesfromalecture,althoughusefulforaiding
recalllateronandinraisingtestscores,caninterferewithimmediateretention
ofinformationcommunicationinalecture(DavisandAlexanderinGardiner,
1994inhttp:/www.hi.is/joner/eaps/whlecte.htm).
Teachingprocessthatbeginswithliteralreadingofimportantpassage
from the text by the master/teacher, followed by the master/teachers
interpretationofthetext,andstudentsareexpectedtosit,listen,andtakenotes
(LewisonandBlouse,2003inURL:http:/www.reproline.jhu.edu).Susanka,in
similarweb.,alsonotesthatLMhasbeenaroundforthousandsofyears,andit
workswellwhenappliedwithskillsandcareinschoolenvironment.
From both definitions it can be inferred that lecture method is a

method which emphasizes on the teachers role in delivering the learning
materials.Teachingandlearningprocessintheformofteachercenter.The
students are passive, they only receive the materials from teachers
presentation.
2.TheImplementationofLectureMethod
Theskilledteacherusesavarietyofapproachestoinvolvestudents,
maintain interest, and avoid a repetitive lecturing style. A number of

techniquescanbeusedtomakealecturemoreinteractiveandeffective
(LewisonandBlouse,2003inhttp:/www.reproline.jhu.edu)asfollows:
a. Usethelecturenotespreparedduringtheplanningstage.Thenotes
includeremindersandkeypointsinthelectureintroduction,bodyand
summary.
b. Openthelecturewithagoodintroductiondesignedtocapturethe
interestandattentionofthestudents.
c. Communicateonapersonallevel.Theeducatorshouldattemptto
relatetothestudentsduringthelecture.
d. Maintaineyecontactwiththestudents.Eyecontactgivestheeducator
feedbackonhowwellstudentsunderstandthecontentandhelpsto
communicateacaringattitudeonthepartoftheeducator.
e. Exhibitenthusiasmaboutthetopic.Smiling,movingaroundtheroom
andgesturingwithhandsandarmsprojectafeelingofenergyand
excitement.
f. Projectthevoicesothatthoseinthebackoftheroomcanhearclearly.
Forlargelecturehalls,useamicrophoneifnecessary,withalongcord
thatwillpermitmovementaroundtheroom.
g. Avoidtheuseofslangorrepetitivewords,phrasesorgesturesthatmay
becomedistractingwithextendeduse.Avoidtheuseoffillers(e.g.,
um,er,youknow).
h. Useavarietyofaudiovisualmedia.
i. Askanumberofquestionsandencouragestudentstoaskquestions.
j. Providepositivefeedbackwhenstudentsaskquestions,answer
questionsormakecomments.Usestudentsnamesasoftenas
possible.
k. Displayapositiveuseofhumor(e.g.,humoroustransparenciesor
slides,topicrelatedstories).
l. Makesmoothtransitionsbetweenpartsofthelecture.Thesetransitions
shouldbehighlightedinthelecturenotes.
E.Motivation
1.TheTermofMotivation
Motivationisthekeytolearning(DornyeiinBrown,2000:160).Cole
and Chan (1994: 348) define that motivation is concerned with personal
energydirectedtowardstheachievementofparticulargoals.Motivationisthe
soledeterminantofbehavior(Cecco,1968:132).CoferandApplyinCecco
(1968:133)definethatwithoutmotivationtherewouldbenobehavior.
GardnerinWilliamandBurden(1997:116)definesthatmotivation
referstocombinationofeffortplusdesiretoachievethegoaloflearningthe
languageplusfavorableattitudestowardslearningthelanguage.Motivationis
atheoreticalconstructusedtoexplaintheinitiation,direction,intensity,and
persistenceofbehavior,especiallygoaldirectedbehavior(Brophy,1998:3).
Clifford(1981:349)statesthatmotivationisastateofarousalorexcitement
thatcausespeopletoact.
Motivation refers to those factors which increase and decrease the
vigor of an individuals activity (Cecco & Crowford, 1974: 137). Kuhlen
(1968: 81) defines that motivation involves the desire of competence, for
mastery over the various aspects of ones environment. Brophy (1987) in

File:///G:/student_Motivation.html states that motivation to learn is a
competenceacquiredthroughgeneralexperiencebutstimulatedmostdirectly
throughmodeling, communication of expectation, and direct instruction or
socializationbysignificantothers(especiallyparentsandteachers).
Motivationistheenergywhichsupportsstudents inachievingtheir
needs. The level of motivation influences them to reach those needs. The
conceptofmotivationinsomewaysbelongtoallthreeschoolsofthought:the
fulfillmentneedsofrewarding,requireschoices,andsocialcontext(Brown,
2000:161).
Motivationisaneffortofthestudentsindeterminingtheirsuccessfor
achieving the objectives of learning, which is influenced by intrinsic and
extrinsic. Both intrinsic and extrinsic motivation are essential elements of
success.
2.PerspectiveofMotivation
Brown (2000: 160161) mentions three different perspectives of
motivationasfollows:
a.BehavioristicPerspective
Motivation is seen in very matter of fact terms. Its quite simply the
anticipation ofrewards.Itsaccordinglytoachievefurtherreinforcement
throughpreviousexperiencesofrewards.Andinthis view,ouractsare
likelytobeatthemercyofexternalforces.Rewardscanactasmotivators
onlyforthosestudents whobelievethattheyhaveachancetoobtaina
rewardsiftheyputforthreasonableeffort(Brophy,1998:111).Itmeans
theyhavethesameopportunitiesingettingtherewards.
b.CognitiveTerms
Some cognitive psychologist see underlying needs or drives as the
compellingforcebehindourdecisions.Ausubel(1968:368379)inBrown
(2000:160)identifiessixneedsundergirdingtheconstructofmotivation:
1. Theneedsforexploration,forseeingtheothersideofmountain,for
probingtheunknown;
2. Theneeds formanipulations,foroperatingontheenvironmentand
causingchange;
3. Theneedsforactivity,formovementandexercise,bothphysicaland
mental;
4. The need for stimulation, the need to be stimulated by the
environment,otherpeople,ideas,thoughts,andfeelings;
5. Theneedforknowledge,theneedtoprocessandinternalizetheresults
of exploration, manipulation, activity, and stimulation, to resolve

contradictions, to quest for solutions to problems and for self
consistentsystemofknowledge;
6. Theneedforegoenhancement,fortheselftobeknownandaccepted
andapprovedofbyothers.
SteersandPorter(1991:3233)definethataneedasaninternalstate
of disequilibrium or deficiency has the capacity to energize or trigger a
behavioralresponse.Thepresenceofaneedmotivatesanindividualtoaction,
torestoreastateofequilibrium.
c.Constructivistviewofmotivation
Motivation is an important psychological construct that affects
learningandperformance(Elliot,2000:331332)infourwaysasfollows:(1)
it increases an individuals energy and activity level; (2) it directs an
individualtowardscertaingoals;(3)itpromotesinitiationofcertainactivities;
and (4) it affects learning strategies and cognitive processes an individual
employs.
Eachpersonismotivateddifferently,andwillthereforeactontheir
environmentinwaysthatareunique.Buttheseuniqueactsarealwayscarried
outwithinaculturalandsocialmilieuandcannotbecompletelyseparated
fromthatcontext.AbrahamMaslowinBrown(2000:162)viewedmotivation
as aconstructinwhichultimateattainmentofgoals waspossibleonlyby
passingthroughahierarchyofneeds(soliditygroundedinthecommunity,
belonging,andsocialstatus).
Atkinson in William and Burden (1997: 113) believes that it was
possibletoassessthedifferencesbetweenindividualsneedstoachieveandit
hadimportantimplicationfortheirlearninghistories.Motivationmustdeal
withthestudentsattitudes,values,andhispersonality(Cocco,1968:128).
GardenandLambertinFreemanandLong(1991:173174)statethatan
instrumentally oriented learner can be as intensively motivated as an
integratively oriented one; however, they hypothesized that the latter
orientationwouldbebetterinthelongrunforsustaininginmasteringL2.The
perspective which held that integrative motivation was better than
instrumentalmotivationwaschallenged.Theresultoftheirstudyfoundthat
instrumentally motivation to learn English worked very well for French
speakingchildrenlivinginMaineandattendinganAmericanhighschool.
3.MotivationalTheories
Brophy(1988:310)mentionsfourtypesofmotivationaltheoriesas
follows:
a. Behaviorreinforcementtheories;
Behaviorist stress reinforcement as the primary mechanism for
establishingand maintaining behavior. Behavioral models of
motivation that emphasize manipulation of learners through

reinforcementarestillaround.
b. Needstheories;
Need theories were among the first to emerge as alternatives to
behaviorreinforcementtheories.Itsexplainedthatbehaviorsareas
responsestofeltneeds,suchas;selfpreservation,hunger,thirst,etc.
c. Goalstheories;
Motivationisareactivetopressure,eitherfromextrinsicincentivesor
frominternallyfeltneeds.Motivationbeginstoacknowledgethatwe
aresometimesmoreproactiveindecidingwhatwewanttodoandwhy
wewanttodoit.
d. Intrinsicmotivationtheories
Thisshiftinemphasisfrommotivationasresponsetofeltpressures
motivationasselfdeterminationofgoalsandselfregulationofactions
is most obvious in theories of intrinsic motivation. And it pictures
peopleaspursuingtheirownagendas.
Motivationalperspectivesoncooperativelearningfocusprimarilyon
therewardorgoalstructureunderwhichstudentsoperate(Slavin)in(Slavin,
1995: 16). Deutsch in (Slavin, 1995:16) identifies three goal structures:
cooperative,competitive,andindividualistic.First,cooperative;individuals
goaloriented efforts contribute to others goal attainment. Second,

competitive; individuals goaloriented efforts frustrate others goal
attainment.Third,individualistic;individualsgoalorientedeffortshaveno
consequencesforothersgoalattainment.
Therearetwomotivationaltheoriesrelatedtocooperativelearning
(Slavin,1995:1718)asfollows:
a.DevelopmentalTheories
The fundamental assumption of the developmental theories is that
interactionamongchildrenaroundappropriatetasksincreasestheirmasteryof
critical concepts (Darmon and Murray in Slavin, 1995: 17). Collaborative
activityamongchildrenpromotesgrowthbecausechildrenofsimilaragesare
likelytobeoperatingwithinoneanothersproximalzonesofdevelopment,
modelinginthecollaboratinggroupbehaviorsmoreadvancedthanthosethey
couldperformasindividuals.
Similarly, Piaget in Slavin (1995: 17) states that socialarbitrary
knowledgelanguage, values, rules, morality, and symbol systems (such as
reading and math)can be learned only in interaction with others. The
importanceofpeersoperatinginoneanothersproximalzonesofdevelopment
was demonstrated by Kuhn in Slavin (1995: 18) who found that a small
differenceincognitivelevelbetweenachildandasocialmodelwasmore
conductivetocognitivegrowththanalargerdifference.
Student will learn from each other in the form of small group
discussion for material content, and cognitive competence will arise in
understanding and mastering the learning material. Darmon, Murray, and
WadsworthinSlavin(1995:18)havecalledforanincreaseduseofcooperative
activitiesinschool.
Motivationwhichisrelatedtocooperativelearningisassociatedwith
the goal structures and potential rewards for group members. A group
members can achieve their individual goals if their group as a whole is
successful.
b.CognitiveElaborationTheories
A cognitive view of motivation centers around individuals making
decisionsintheirownaction(WilliamandBurden,1997:119).Keller(1983:
389)inBrown(2000:160)definesthatcognitiveemphasizesonindividual
decisions,thechoicespeoplemakeastowhatexperiencesorgoalstheywill
approachoravoid,andthedegreeofefforttheywillexertinthatrespect.
Incooperative learning, individualgoal canattain throughhow the
group creates effective way in achieving the group success. To meet their
personalgoals,groupmembersmusthelptheirgroupmatestodowhatever
helpsthegrouptosucceedandexertmaximumeffort(Slavin,1995:16).
One of the most effective means of elaboration is explaining the

material to someone else. DevinSheehan, Feldman, and Allen in Slavin
(1995:18)researchedonpeertutoringhaslongfoundachievementbenefitsfor
thetutoraswellasthetutee.Dansereauandhiscolleagueshavefoundina
series of studies that college students working on structured cooperative
scripts can learn technical material or procedures far better than students
workingalone.
4.MotivationinLearningFL/L2
Learningaforeignlanguageisdifferentfromlearningothersubjects,
mainlybecauseofthesocialnatureofsuchaventure(WilliamandBurden,
1997:115).Brophy(1987)in File:///G:/student_Motivatation.html statesthat
motivationtolearnisacompetenceacquiredthroughgeneralexperiencebut
stimulated most directly through modeling, communication of expectation,
anddirectinstructionorsocializationbysignificantothers(especiallyparents
andteachers).
Severalstudieshaveinvestigatedparentalroleinhowattitudestowards
speakersof theTargetLanguagearedeveloped.Gardner inFreemanand
Long (1991: 178) showes that Anglophone students learning French as a
secondlanguageinMontrealpossessedattitudeswhichwerereflectiveoftheir
parentsattitudestowardsFrenchCanadians.Similarly,SterninFreemanand
Long(1991:178)reportsthatchildrenssuccessinWelshmediumschoolswas
directlyrelatedtoparentsattitudestowardsthatlanguage.
Tucker and Lumbert in Freeman and Long (1991: 179) consider
teachers attitudes even more important than parental or community in
influencing the outcome of instructed Second Language Acquisition.
Teachersattitudestowardslearners,ofcourse,canalsoeffectthequalityand
quantityofthelearningwhichtakesplace(FreemanandLong,1991:179).
GardnerinWilliamandBurden(1997:116)definesthatmotivation
referstocombinationofeffortplusdesiretoachievethegoaloflearningthe
languageplusfavorableattitudestowardslearningthelanguage.Researchof
Harter,Nicholas,and Weinerin ColeandChan (1994:350)indicates that
studentswhoattributetheirsuccessesandfailureinschooltaskstointernal
andcontrollablesourcesaremorelikelytopersistinthefaceofdifficulty.
Studentmotivationnaturallyhastodowithstudentsdesiretoparticipatein
thelearningprocess,anditalsoconcernsthereasonsorgoalsthatunderlie
their involvement or noninvolvement in academic activity in (2008)
file:///G:/student_Motivatation.html.
Extrinsic motivation stimulates students to engage in classroom
activitiesaffortfullybecausecompletingtheseactivitysuccessfullywillbring
themvaluedrewards(Brophy,1998:126)andheaddsthatintrinsicmotivation
applies students value (or can learn to) participate in the activity, and
emphasizesonstudentsinterestinengagingtheseactivitywillingly.
ItcanbeinferredthatmotivationinlearningFL/L2isthepowerand/
or the energy of the students for achieving the objectives of learning and
mastery of language. There are two types of motivation; intrinsic and
extrinsic. Intrinsic motivation, covers: (a) students are serious in learning
English;(b)studentsareinterestedinlearningthatlanguage;(c)studentsare
more active in teaching learning process; and (d) they are independent in
learningEnglish.Extrinsicmotivation,covers:(a)themethod(itsusedbythe
teacherinteachinglearningprocess);(b)theinfluencefromtheirfriends;(c)
tocompetewiththeirclassmate;(d)itssupportedbytheirparents/family;
and (e) teams (group) and media. The different needs of students can
influencetheminmotivatingthemselvesinlearningL2/FL
F.Rationale
1. The difference between STAD and Conventional method for teaching
reading.
STADmethodisgrouplearningmodelwhichemphasizesongroup
memberscollaborationinmasteringthelearningmaterials.Itsasmallgroup
consisting of four students with different background, sex, academic
competence, and ethnicity.Thegrouphas responsibilityintutoringtheir
members,and/orsharingknowledgeeachother.Thesuccessofthegroup
dependsonhowfarthememberscanmasterthematerial,throughindividual
orgrouptaskorquizzes.STADmethodisoneofthecooperativelearning
modelwhichiseasyandstraightforwardinusingbytheteacher,especiallyfor
theteacherswhorarelyusedofCL.
Studentsthroughgrouplearningwithdifferentacademiccompetence
backgroundwillgetthebenefitinformofpeerteachingorsharingknowledge
withothergroupmembers.Inmasteringreadingmaterials,theytrytoshare
duties,suchas:translatingthetextorfindingoutthemeaningofwordsor
vocabulariesamongthegroupmembers.Andtheweaknessofthismethodis
relatedtothestudentswithlowacademiccompetence.Theywilldothetask
passively because they feel they have unequal academic competence with
othergroupmembers.
Conventionalmethod(Lecturemethod)emphasizesonteachercentered.
Studentsdotheactivityinteachingandlearningprocesspassively,because
they just receive and take notes from the teachers presentation. Cheelan
(2006) in File:///C:/Documents/lecture%method%202htm, mentions same
strengthsandweaknessesofLM.Thestrengthsare:(1)LMcancomplement
andclarifytextmaterials;(2)LM complementscertainindividuallearning
preferences;and(3)Somestudents dependuponthestructureprovidedby
highlyteachercenteredmethod.Theweaknessesare:(1)LMplacesstudents
in a passive rather than active role; (2) LM encourages oneway

communication;and(3)LMhindersstudentslearningattentionmaybelost.
ItcanbeassumedthatSTADismoreeffectiveforteachingreading,
thanconventionalmethod(Lecturemethod).
2.ThedifferentcompetencebetweenstudentshavingHighMotivationand
LowMotivationinreading.
Motivationisthesoulforachievingthegoalsinteachinglearning
process.Motivationisrelatedtothestudentsattitudeforachievinglearning
objectives. Students who own the highmotivation will study hard, more
active,andhavestrongorientationformasteringthelearningmaterials.High
motivated students have some characteristics, such as: cooperation, self
confidence, responsibility, leadership, and positivethinking. Cooperative
meanstheycanworktogetherwithallmembersinthegroup.Selfconfidence
meanstheytrytosolvetheproblemwhicharisesintheteam.Responsibility
meanstheydothetaskwhichisassignedactively.Leadershipmeans they
assisttheteammembersinmasteringthematerials.Positivethinkingmeans
themembersintheirteamhaveanequalpositionforsharingknowledge.
Studentshavinglowmotivationarepassivestudentsinmasteringthe
learningmaterials.Theylackofintrinsicmotivationwhichinfluencesthemin
teaching learning process. Students having lowmotivation have some
characteristics, such as: individuality, unconfidence, unresponsible, lack of
leadership,andsubjectivethinking.Individualitymeanstheygetdifficultyin
learningwithothermembers ofthegroup.Unconfidencemeans theyonly
hopetheassistancefromgroupmembers.Unresponsiblemeanstheydothe
task which is assigned passively. Lack of leadership means they lack of
initiativeinthegroupactivities.Subjectivethinkingmeanstheyfeeltheyhave
unequalachievementwithothermembersofthegroup.
Itisassumedthatthestudentswhohavehighmotivationwillhave
bettercompetenceinreadingthanthosehavinglowmotivation.
3. The interaction between methods and students motivation for teaching

reading.
STADmethodemphasizesonmasteringthematerialsthrough
studentscentered in the form of small group learning. Studentscentered
learningshouldbeownedbythestudentswithhighmotivation.Thesuccess
ofallmembersinmasteringthelearningmaterialsistheresponsibilityofthe
group.Thegroupmembersshouldbeactiveindoingtheactivity,suchas:
helpingeachotherorsharingknowledge.
Conventionalmethodemphasizesonteachingandlearningprocesson
teachercentered. The characteristics of students with low motivation have
closerelationshipwiththeconventionalmethod.Itsonewayinteractionfrom
teachertostudents.Studentshavinglowmotivationarepassivestudents in
teachingandlearningprocess;theyonlyreceivethematerialsfromteachers
presentation.Theyaresittingdown,takingnotes,doingexercises,andthelast
discussingtogether.ItisdifferentfromSTADwhichemphasizesontheroleof
studentsinmasteringthematerialsthroughgrouplearning.
Itisassumedthattheimplementationoftwodifferentmethodsfor
teachingreadinggivesthedifferentresulttothestudentshavinghighandlow
motivation.So,itcanbeassumedthatthereisaninteractionbetweenmethod
andstudentsmotivationforteachingreading.
G.Hypothesis
Hypothesesinthisresearchcanbestatedbasedonthereviewofrelated
literatureandrationale.Thehypothesesareasfollows:
1. STADmethodismoreeffectivethanConventionalmethodforteaching
readingofthefirstyearstudentsofSMK1KotaBima.
2. The students having highmotivation have better competence than
studentshavinglowmotivationinreadingofthefirstyearstudentsof
SMK1KotaBima.
3. Thereisaninteractionbetweenteachingmethodsandmotivationin
teachingreadingofthefirstyearstudentsofSMK1KotaBima.
CHAPTERIII
RESEARCHMETHODOLOGY
A.PlaceandTimeoftheStudy.
ThisresearchtakesplaceatSMKN1KotaBimaWestNusaTenggara
Province.ThisresearchwasdonefromApriltoMayatthesecondsemester
(class X) in academic year 2008/2009. Its implemented according to the

schoolsdailyschedule.
B.ResearchMethod.
Researchisascientificmethodforgainingtheknowledgebyusingan
investigation for finding out empirical facts which verify the hypothesis.
Researchisundertakingstructuredinvestigation,whichhopefullyresultsin
greaterunderstandingofthechoseninterestarea(Nunan,1990:2).
Theexperimentalstudyisusedinthisresearch.Experimentalresearch
is the most conclusive scientific methods, because the researcher actually
establishes the different treatments (Fraenkel and Wallen, 2000: 8). The
treatmentusedinthisresearchisindependentvariable:STADmethodisin
experimentalgroupandlecturemethodisusedforcontrolgroup.
C.Population,Sample,andSampling.
1.Population
FraenkelandWallen(2000:103104)statethatpopulationisthelarger
grouptowhichonehopestoapplytheresults.Thepopulationisthewhole
subjectoftheresearch(Arikunto,2002:108).Fromthatstatementitcanbe
saidthatpopulationisallthesubjectinwhichtheresearchercangainthedata.
The population in this research are all the X grade students and/or eight
classesatSMKN1KotaBimaWestNusaTenggaraProvinceinacademicyear
2008/2009.
2.Sample
Sample is a group in a research study from which information is
obtained(FraenkelandWallen,2000:103).Sampleisahalfand/orapartof
thepopulationwhichisbeingresearched(Arikunto,2002:109).Thesampleis
smaller than the total of population. There are two classes used in this
research,oneclassforexperimentalgroupandanotheroneforcontrolgroup.
The samples in this researchareaccounting 1forexperimentalgroupand
secretary1isusedforcontrolgroupofXgradestudentsofSMKN1Kota
BimaWestNusaTenggaraProvinceinacademicyear2008/2009.
3.Sampling
Clusterrandomsamplingisusedtotakesampleinthisresearch.Its
usedtofindout twoclassesforimplementingSTAD andlecturemethod.
Accounting1istaughtbyusingSTADforexperimentalgroupandSecretary
1istaughtbyusinglecturemethodforcontrolgroup.
Bothaccounting1andsecretary1havethesameachievementfromthe
resultoftheirfirstsemester.ThescoresoftheirEnglishsubjectinthefirst
semestersareasfollows:
a.Accounting1,themeanscoreis63.88.
b.Secretary1,themeanscoreis63,91.
D.VariablesandResearchDesign
1.Variables
This research uses three variables; two independent variable and one
dependentvariable,asfollows:
a.IndependentVariable1( X 1 )
Independentvariable1( X 1 )inthisresearchistheimplementationof
STADmethodandLecturemethod.
b.IndependentVariable2( X 2 )
Independentvariable2( X 2 )inthisresearchisstudentsmotivationin
learningEnglish.
.c.DependentVariable(Y)
Studentscompetenceinreading.
2.Researchdesign
Itsanexperimentalresearchbyusingfactorialdesign2x2with
ANOVA analysis. This research uses two independent variables: its an
experimentalvariable,STADandLecturemethod,andattributivevariable:
studentsmotivationinlearningEnglish.Theresearchdesignisasfollows:
Method
STAD( B1 )
Lecturemethod( B2 )
A1B1
A1B2
Motivation
High( A1 )
Low( A2 )
A2B1
B1
A2B2
B2
Notes:
A 1B1:ThemeanscoreofstudentshavingHighMotivation
(HM)whoaretaughtusingSTADmethod.
A2B1:
ThemeanscoreofstudentshavingLowMotivation
(LM)whoaretaughtusingSTADmethod.
A1B2: ThemeanscoreofstudentshavingHighMotivation
(HM)whoaretaughtusingLecturemethod.
A2B2: ThemeanscoreofstudentshavingLowMotivation
(LM)whoaretaughtusingLecturemethod.
B1:Themeanscoreofexperimentalgroupwhoistaught
usingSTADmethod.
B2 :Themeanscoreofcontrolgroupwhoistaughtusing
Lecturemethod.
E.TechniqueofCollectingtheData.
The data in this research are the results of reading test and the
questionnaireofstudentsmotivationinlearningEnglish.Themultiplechoice
testisusedtocollectthedataaboutstudentscompetenceinreading,and
studentsmotivationscoreisgainedaftertheyanswerthequestionnaire.
Closeendedquestionsareusedinthisresearch.Christensen(2007:56)
states thatthecloseendedquestions ask respondents toselectoneofthe
alternativeanswersgiven.Therearetwotypesofmotivationsquestionsused
in this research, firstly, the question requires an answer, such as; strongly
agree, agree, disagree, and strongly disagree. And secondly, the question
requiresananswer,suchas;always,sometimes,rarely,andnever.Thefirst
typeofquestionreferstothestudentsopinionandthesecondreferstotheir
actionoractivityinlearningEnglish.
Likertscaleisusedforscoringtheanswerfromstudentsmotivation.
Thescoresareasfollows:
Answer
PositiveItem
No
1
StronglyAgree
NegativeItem
Agree
Disagree
StronglyDisagree
Always
1
4
Sometimes
Rarely
Never
4
1
Bothmotivationsquestionnaireandreadingtestaretriedouttogetthe
validityandreliabilityofitems.Theresultsofthetryoutareasfollows:There
are44validandreliablemotivationitems.Thereare42validandreliable
readingtestitems,fromboth60itemseach.Thevalidandreliableitemsare
used to get the data from experimental group and control group in the
research.
Todeterminethevalidityandreliabilityofthequestionnairesand
readingtestusedinthisresearch,thefollowingformulaareused:
a.ReadingTest
1.Theitemsvalidity
Foranalyzingtheitemsvalidityofreadingtest,thisresearchusesthe
formulaasfollows:
r2 =
xi xt
st
pi
qi
where:
r2 :Coefficientofvalidity
xi :Meanscoreofcorrectanswer
xt :Totalmeanscore
pi :Theproportionofcorrectanswersofallsubjects
qi :Theproportionofincorrectanswersofallsubjects
st :Standarddeviationoftotalscore
The result of ro is compared with t(table) at the 95% level of
significance.Theitemisvalidif ro > rt .
2.Thereliability
Thereliabilityofreadingtestisanalyzedusingthefollowing
formula:
rkk =
k pq
1
k 1
St2
Where:
rkk :Coefficientofreliability
k:Totalvaliditems

pq
:Sumofallitemvariance
St :Totalvariance
Theresultof ro iscomparedwitht(table)atthe95%levelofsignificance.
Theitemisreliableif ro > rt .
b.Thequestionnaireofstudentsmotivation
1.Theitemvalidityofquestionnaire
Foranalyzingthevalidityofthequestionnaireofstudentsmotivation,
thisresearchusestheformulaasfollows:
r5t =
x x
( x )( x )
Where:
5 t
2
i
r5t :Coefficientofvalidity

x5 xt
:Sumofallitemsvariance
xi :Totalvariance
2
xt :Totalscore
Theresultof r5t iscomparedwitht(table)atthe95%levelof
significance.Theitemisvalidif ro > rt .
2.Thereliabilityofquestionnaire
Thereliabilityofquestionnaireisanalyzedwiththefollowingformula:
rkk =
2
k si
1 2
k 1
st
Where:
rkk :Coefficientofreliability
k:Totalvaliditems

si2
:Totalvarianceofallitems
St :Totalvariance
Theresultof ro iscomparedwitht(table)atthe95%levelof
significance.Theitemisreliableif ro > rt .
F.DataAnalysis
Therearetwotypesofdataanalysisinthisresearch,thoseare:
descriptiveanalysisandinferentialanalysis.Beforeanalyzingthedataby
usinginferentialanalysis,thenormalityandhomogeneitytestshouldbe
conducted. ThenormalitytestusesLillieforstest(Lo)andhomogeneity
useschisquare.
a.NormalityTest
Thenormalitytestisdonetodeterminewhetherthedataarein
normaldistributionornot.Theresultsofstudentsscoresinreadingtest
areanalyzedusingLillieforstest(Lo),withthecriteriaifLo<Lt,thedata
areinnormaldistribution.
b.HomogeneityTest
Totestthehomogeneityofthepopulationvariance,chisquareis
2
used. If X o is lower than X t , it can be concluded that the data are

homogenous.
c.HypothesisTesting
Testingthehypothesisinthisresearchisdoneaftergettingthe
normalityandhomogeneityofthedatabyusingANOVA2x2technique.
Thestepsofanalyzingdataareasfollows:
1. Thetotalsumofsquares
X = X
2
t
2
t
2
(
Xt )
2. Thesumofsquaresbetweengroups
X
2
b
2
2
2
2
2
(
(
(
(
(
X1 )
X2)
x3 )
x4 )
Xt )
=
+
+
+
n1
n2
n3
n2
3. Thesumofsquareswithingroups
X w2 = X t2 X b2
4. Thebetweencolumnssumofsquares
X
2
bc
2
2
2
(
(
(
X c1 )
X c2 )
X c3 )
=
+
nc1
nc 2
5.Thebetweenrowssumofsquares:
X br2 =
( X r1 ) 2 + ( X r 2 ) 2 ( X t ) 2
nr1
nr 2
6.Thesumofsquaresinteraction:
X int = X b2 X bc2 + X br2
7. Thenumberofdegreesoffreedom(df):
1. dfforbetweencolumnssumofsquares:C1
2. dfforbetweenrowsofsquares:R1
3. dfforinteraction:(C1)(R1)
4. dfforbetweengroupssumofsquares:G1
5. dfforwithingroupssumsquares:(n1)
6. dffortotalsumofsquares:N1
where:
C=thenumberofcolumns
R=thenumberofrows
G=thenumberofgroups
N=thenumberofsubjectinallgroups
n=thenumberofsubjectinonegroup
xc1 xc 2
8. a.Betweencolumnsq= error var iance / n
xc1r1 xc 2 r 2
b.Betweencolumns ( HM ) q= error var iance / n
xc1r 2 xc 2 r 2
c.Betweencolumns ( LM ) q= error var iance / n
xc 2 r 2 xc1r 2
orq= error var iance / n
CHAPTERIV
THERESULTOFTHESTUDY
Thischapterdiscussesabouttheresultofthestudy.Theresultofthe
studyisdividedintofourdiscussionsasfollows:thedescriptionofthedata,
thenormalityandhomogeneitytest,hypothesistest,andthediscussionofthe
resultofthestudy.
A.DescriptionoftheData
The data of the result of reading test are presented below. The data
includethemean,mode,median,standarddeviation,andfrequencydistribution
thenfollowedbyhistogramandpolygon.Theanalysisofthedataisdividedinto
sixgroups:
1. Thedataofreadingtestofthestudentshavinghighmotivation
whoaretaughtusingSTAD(A1B1)
2. Thedataofreadingtestofthestudentshavinglowmotivation
3. Thedataofreadingtestofthestudentshavinghighmotivation
whoaretaughtusingconventionalmethod(A2B1)
4. Thedataofreadingtestofthestudentshavinglowmotivation
whoaretaughtusingconventionalmethod(A2B2)
5. Thedataofreadingtestofthestudentswhoaretaughtusing
STAD(A1)
6. Thedataofreadingtestofthestudentswhoaretaughtusing
conventionalmethod(A2)
Thedataofthatgroupsaredescribedasfollows:
1. The data of reading test of the students having high motivation
DescriptiveanalysisofthedataofA1B1showsthattherangeof
scoreis69upto88.Themeanis78.9,themodeis80.5,themedianis
79.17,andthestandarddeviationis4.79.Histogramandpolygonare
presentedintable1andfigure1.
fiXi
fi
Xi
ClassLimit
69
72
1
70,5
70,5
73
76
2
74,5
149,0
77
80
3
78,5
235,5
81
84
3
82,5
247,5
85
88
1
86,5
86,5
789,0
Sum
10
392,5
Table1.FrequencyDistributionofA1B1
Figure1.HistogramandPolygonofA1B1
2. Thedataofreadingtestofthestudentshavinglowmotivationwhoare
taughtusingSTAD(A1B2)
fiXi
fi
Xi
ClassLimit
55
58
2
56,5
113,0
59
62
3
60,5
181,5
63
66
2
64,5
129,0
67
70
2
68,5
137,0
71
74
1
72,5
72,5
Sum
10
322,5
633,0
3. Thedataofreadingtestofthestudentshavinghighmotivationwhoare
taughtusingconventionalmethod(A2B1)
fiXi
fi
Xi
ClassLimit
57
59
1
58
58,0
60
62
3
61
183,0
63
65
3
64
192,0
66
68
2
67
134,0
69
71
1
70
70,0
Sum
10
320
637,0
4. Thedataofreadingtestofthestudentshavinglowmotivationwhoare
taughtusingconventionalmethod(A2B2)
62.5,and thestandarddeviationis 4.0.Histogram andpolygonare
fiXi
fi
Xi
ClassLimit
62
64
2
63
126,0
65
67
3
66
198,0
68
70
2
69
138,0
71
73
2
72
144,0
74
76
1
75
75,0
Sum
10
345
681,0
5. ThedataofreadingtestofthestudentswhoaretaughtusingSTAD(A1)
DescriptiveanalysisofthedataofA1B1andA1B2showsthatthe
rangeofscoreis57upto86.Themeanis71.3,themodeis79.0,the
median is 73.5, and the standard deviation is 8.0. Histogram and
polygonarepresentedintable5andfigure5.
fiXi
fi
Xi
ClassLimit
57
61
2
59
118,0
62
66
5
64
320,0
67
71
4
69
276,0
72
76
2
74
148,0
77
81
5
79
395,0
82
86
2
84
168,0
Sum
20
429,0
1425,0
Table5.FrequencyDistributionofA1
Figure5.HistogramandPolygonofA1
6. The data of reading test of the students who are taught using
conventionalmethod(A2)
DescriptiveanalysisofthedataofA2B1andA2B2showsthatthe
rangeofscoreis55upto74.Themeanis66.1,themodeis69.5,the
median is 66.2, and the standard deviation is 5.4. Histogram and
polygonarepresentedintable6andfigure6.
fiXi
fi
Xi
ClassLimit
55
58
2
56,5
113,0
59
62
4
60,5
242,0
63
66
3
64,5
193,5
67
70
6
68,5
411,0
71
74
5
72,5
362,5
Sum
20
322,5
1322,0
Table6.FrequencyDistributionofA2
Figure6.HistogramandPolygonofA2
B. NormalityandHomogeneityTest
Thenormalityandhomogeneitytestmustbedonebeforeanalyzing
thedatabyusinginferentialanalysis.Thenormalitytestisusedtoknow
whetherornotthesampleisinnormaldistributionandthehomogeneity
test is used to know whether or not the data are homogeneous. The
normalityandthehomogeneitytestarepresentedasfollows:
a.NormalityTest
ThesampleisinnormaldistributionifLoislowerthanLtatthelevel
ofsignificance( )=0.05orLo<Lt.
No
1
2
3
4
5
6
Data
A1B1
A2B1
A1B2
A2B2
B1
B2
L
The
obtained
numberof
(Lo)
Sample
10
0.116
10
0.172
10
0.180
10
0.122
20
0.147
20
0.083
LTable
(Lt)
0.258
0.258
0.258
0.258
0.190
0.190
Table7.TheNormalityTest
Alfa
( )
0.05
0.05
0.05
0.05
0.05
0.05
Distributionof
Population
Normal
Normal
Normal
Normal
Normal
Normal
b.HomogeneityTest
Homogeneity test is done to know that the data are
homogenous.If
0.05or
islowerthan tatthelevelofsignificance( )=
< t,itcanbeconcludedthatthedataarehomogenous.
Sample
1
Df
9
1/df
0.11
si2
22.90
logsi2
1.360
(df)logsi2
12.24
0.11
15.51
1.191
10,72
0.11
37.60
1.575
14.18
9
36
0.11
0.44
12.32
1.091
9.82
46.95
Table8.TheHomogeneityTest
=2.303{B( logSixn1)}
=2.303(48.38646.947)
=3.31
Basedontheresultabove,itcanbeconcludedthatthe
(3.31)is
lowerthan t(7.81)atthelevelofsignificance( )=0.05or
<
(3.31<7.81)andthedataarehomogenous.
C.HypothesisTesting
Testinghypothesiscanbedoneafterthedataarenormaland
homogenous through normality and homogeneity test. The data

analysisisdoneusinganalysisofvariance2x2.H 0isrejectedifFo>
Ft,itmeansthatthereisasignificantdifferenceandaninteraction.
IfH0isrejectedtheanalysisiscontinuedtoknowwhichgroupisbetter
byusingTukeytest.
Theanalysisofvariance2x2andTukeytestaredescribedas
follows:
a. SummaryofAnalysisofVariance2x2
SourceofVariance
Betweencolumns
Betweenrows
Columnsbyrows
(interaction)
Betweengroup
Withingroup
Total
SS
270.40
291.60
940.90
Df
1
1
1
MS
270.40
291.60
940.90
1502.90
795.00
2297.90
3
36
39
500.97
22.08
F
12.25
13.21
42.61
Ft0,05
4.08
4.08
4.08
Ft0,01
7.31
7.31
7.31
Table9.AnalysisofVariance2x2
Basedonthetableabove,itcanbeconcludedthat:
1) Because Fo betweencolumns(12.25)ishigher
thanFt(4.08)atthelevelofsignificance( )=
0.05 and Ft (7.31) at the level of significance
( )=0.01,thedifferencebetweencolumnsis
significant.Themeanscoreofstudentswhoare
taughtusingSTADis71.15andthemeanscore
ofstudentswhoaretaughtusingConventional
methodis65.95.ItcanbeconcludedthatSTAD
ismoreeffectivethanConventionalmethodfor
teachingreading.
2) BecauseFobetweenrows(13.21)ishigherthan
Ft(4.08)atthelevelofsignificance( )=0.05
andFt (7.31)atthelevelofsignificance( )=
0.01,thedifferencebetweenrowsissignificant.
The mean score of students having high
motivation is 71.25 and the mean score of
studentshavinglowmotivationis65.85.Itcan
be concluded that the students having high
motivation have higher reading competence
thanstudentshavinglowmotivation.
3) BecauseFointeractionbetweengroups(42.61)is
higherthanFt(4.08)atthelevelofsignificance
( ) = 0.05 and Ft (7.31) at the level of
significance( )=0.01,thereisaninteraction
effectbetweenmethodandstudentsmotivation
for teaching reading. the effect of teaching
methoddependsonthelevelofmotivation.
b. SummaryofTukeyTest
The q is found by dividing the difference between the
meansbythesquarerootoftheratioofthewithingroupvariation
andthesamplesize.
Between
group
B1B2
A1B1A1B2
A2B1A2B2
qo
qt0.05
qt0.01
Significantly
Meaning
5.14
10.03
3.03
2.95
2.95
2.95
4.02
4.02
4.02
Significant
Significant
Significant
B1>B2
A1B1>A1B2
A2B1<A2B2
Table10.SummaryofTukeyTest
1) Becauseqobetweencolumns(5.14)ishigherthanqt(2.95)atthelevel
ofsignificance( )=0.05andqtatthelevelofsignificance( )=
0.01(4.02).STADdifferssignificantlyfromConventionalmethodfor
teachingreading.STADismoreeffectivethanConventionalmethod
becausethemeanscoreofstudentswhoaretaughtusingSTAD(71.15)
is higher than students who are taught using Conventional method
(65.95). It can be concluded that STAD is more effective than
Conventionalmethodforteachingreading.
2) Becauseqobetweenrows(10.03)ishigherthanqt(2.95)atthelevelof
significance( )=0.05andqtatthelevelofsignificance( )=0.01
(4.02), STAD differs significantly from Conventional method for
studentshavinghighmotivation becausethemeanscoreofstudents
havinghighmotivationwhoaretaughtusingSTAD(78.7)ishigher
than students having high motivation who are taught using
Conventionalmethod(63.8),itcanbeconcludedthatSTADismore
effective than Conventional method for students having high
motivation.
3) Becauseqobetweencolumns(3.23)ishigherthanqt(2.95)atthelevel
ofsignificance( )=0.05,Conventionalmethoddifferssignificantly
from STAD for students having lowmotivation because the mean
score of students having low motivation who are taught using
Conventional method (68.1) is higher than students who are taught
usingSTAD(63.6),itcanbeconcludedthatConventionalmethodis
moreeffectivethanSTADforstudentshavinglowmotivation.
D.Discussion
1.STADismoreeffectivethanConventionalmethodtoteachreading.
STAD emphasizes on the students role in teaching and learning
process,throughasmallgrouplearning(fourpersons)withdifferent
background.InSTAD,sharingknowledgeandhelpingeachotherin
mastering the learning materials is the main aims of that method.
Studentsaremoreclosedtotheirmatesthantotheteacherifthereisa
problemordifficultiesinmasteringthematerial.Studentslearnmore
fromeachotheraboutsubjectmatterthantheydofromtheteacherin
classroom settings (Lundgren, 1994: 6). Conventional method
emphasizes onindividual workin mastering the learning materials.
Studentsaretheobjectoflearning,becausetheydotheactivitybased
on the teacher and teachers instruction. Its different from STAD
wherestudentsshouldmanagetheiractivitywiththeirteammatesin
theirgroup.Theteacherpresentsalesson,andthenstudentsworkin
theirteamstomakesureallteammembershavemasteredthelesson
(Slavin, 1995: 5). Kessler (1992: 9) emphasizes the activities in
masteringthelearningmaterials,suchas:(1)rolestructured,theteam
members have a different role in their team (as an explainer or a
checker),soeachmemberhasaspecificresponsibility;(2)material
structured,theteammembersmustshareinformationtocompletethe
assignment;(3)rulestructure,theteammemberscannotprogresstoa
new learning material until all members have completed the
assignment. The implementation of STAD requires an active and
creative teacher in the class. Active means to take care about

studentsactivity,studentscompositioninthegroup,andtheteacher
rearrangesthegroupmembersinacertaintime.Creativemeansto
make worksheets for each meeting and the teacher creates the
conditionoftheclassforanticipatingboredandunmotivatedstudents.
2.Thestudentshavinghighmotivationhavebetterreadingcompetence
thanstudentshavinglowmotivation.Motivationhastheimportantrole
to support the success of students in learning. The result of the
researchshowsthatthedifferencemotivationcancontributetowards
the students competence in reading. The students who own high
motivation is better than those having low motivation. The highest
form ofcognitiveengagement that thestudents canusetolearnin
classroom is selfregulated learning (Rohrkemper and Corno in
Brophy, 1998: 197). The students with low motivation are passive
studentsinmasteringthelearningmaterials.Theyjustpayattentionto
the teachers presentation then do anything by their own. Teacher
presents the materials from theory to example and back again, the
learnerstypicallytakenotes(Susanka,2006in file:///C:/
Documents
%20andSettings/LectureMethod).Itsonewaycommunicationfrom
teacher to learners (Blankard, 2007, in file:///C:/TrainingDelivery

Methods.html).Thatis whythestudents whohavehighmotivation
will have better competence in reading than those having low
motivation.
3. The interaction between method and motivation to teach reading.

Teaching method can influence students in mastering the learning
materials.STADemphasizesonmasteringthematerialsintheformof
smallgrouplearning(studentscentered).Thegroupmembersshould
be active in doing the activity (sharing knowledge or helping each
other). Students taught by cooperative strategies believed that they
havelearnedmorefromthelesson(Swortzel,1997inhttp://Scholar.
lib.vt.edu./Journals). STAD will notonlyemphasize the students in
masteringthelearningmaterialsbutitwillalsocreatethedifferent
atmosphere oftheclass,sothey willbemotivatedin teachingand
learningprocess.Studentscanbemotivatedtolearnfromalessonor
activity,whetherornottheyfinditscontentoritsprocessenjoyable
(Brophy,1998:12).The characteristics havecloserelationship with
highmotivatedstudents.Conventionalmethodfocusesonteachingand
learning process on teachercentered. The students only receive the
materialsfromtheteacherspresentation.Theyarepassivestudentsin
teachingandlearningprocess.Teachingprocessbeginswithaliteral
readingofimportantpassagefromthetext,interpretationofthetextby
the teacher, and students are expected to sit, listen, and take notes
(SwansonandTorraco,2003in http:/Awww.reproline.jhu.edu).The
characteristicsofstudentswithlowmotivationhavecloserelationship
with conventional method. It is different from STAD which
emphasizesontheroleofstudentsinmasteringthematerialsthrough
team learning. They work with their teammates, assessing their
strengthsandweaknessestohelpthemsucceedonthequizzes(Slavin,
1995: 6). That is why there is an interaction between method and
studentsmotivationforteachingreading.STADismoreeffectivefor
studentshavinghighmotivationandConventionalmethodiseffective
forstudentshavinglowmotivation.
CHAPTERV
CONCLUSION,IMPLICATION,ANDSUGGESTION
A. Conclusion
Basedonthepreviousdescriptionofthedataanalysis,thewriter
canmaketheconclusionsasfollows:
1. STAD method is more effective than Conventional
method to teach reading in the first year students of
SMK1KotaBima.
2. Students having high motivation have better reading
competencethanstudentshavinglowmotivationinthe
firstyearstudentsofSMK1KotaBima.
3. Thereisaninteractioneffectbetweenthetwovariables,
teachingmethodsandthedegreeofmotivationinthe
firstyearstudentsofSMK1KotaBima.
B. Implication
Theapplicationofteachingmethodisaffectedbystudentsmotivation.
Students motivation contributes to the effectiveness of methods in the
teaching and learning process in the class. As the result, the students
havinghighmotivationwhoaretaughtusingSTADhavehigherreading
competencethanothers.STADmethodismoreeffectivethanconventional
methodforteachingreading.Itmeans,STADissuitableandeffectivefor
studentshavinghighmotivation.Theteacherhastoknowwhichmethod
works well according to the students motivation in the teaching and
learningprocess.Hecanusethatteachingmethodtoimprovethestudents
motivation. STAD is one of the methods requiring highly motivated
students in mastering the learning materials. Peerteaching or sharing
knowledgeisthemainaimsinthegroupactivities.STADmethodisa
form of small group learning with different background of members
(academic competence, sex, and ethnicity). The success of the group
depends on how far the members can master the learning materials
through group task or individual quizzes. In mastering the learning
materials,studentstrytoshareduties,suchas:findingoutthemeaningof
wordsorvocabulariesortranslatingthetextamongthemembers.This
methodwillnotonlyemphasizethestudentsinmasteringtheacademic
contentbutitwillalsomaketheirrelationshipmorefamiliar.STADalso
requires the students to be more active in their teams with a help of
teacher.Theteacheristomonitorandassisttheactivityofthegroupsand
theirmembers.Infact,studentsbecomemoreindependentandactivein
masteringthelearningmaterialsbecausetheycanshareanddiscusswith
their mates with different background. When the students are in low
motivation,theyneedtobetaughtusinganappropriateteachingmethod
thatassistthemtomasterthelearningmaterials.Conventionalmethodcan
beusedforthissituationinteachingandlearningprocess.Conventional
methodismoreeffectivethanSTADforstudentshavinglowmotivation.
Conventionalmethodprovidesfullyguidancefromtheteacherorteacher
centered in teaching and learning process. STAD and Conventional
methodcanbeusedtocomplementeachotherinteachingandlearning
process.Sincethereisaninteractioneffectbetweenteachingmethodand
thedegreeofmotivation,itisimportantfortheEnglishteachertoselect
themethodwhichissuitableforhighandlowmotivationstudents.
C. Suggestion
Thewritersuggeststhosewhoareinvolvedintheprocessofteaching
andlearningEnglish:
1. ForTeachers
a. TeachershoulduseSTADmethodforteachingreading
toimprovestudentsreadingcompetence.
b. Teachershouldmonitortheactivityofthegroupsand
theirmembers.
c. Teacher should avoid the domination of certain
members in the group while they do the activity

especiallyincompletingthetask.
d. Teachershouldchangeorrearrangethegroupsandtheir
membersincertaintimes.
2. ForStudents
a. ThestudentsshouldlearnEnglishindifferentways,in
form of small group with different background of
membersthroughSTADinreadingactivity.
b. Thestudentsshouldbeactiveinthegroupdiscussion
and they should ask their teams in mastering the
learningmaterial.
c. Thestudents shouldasktheteacheriftheycouldnot
solvetheproblemwiththeirgroupaboutthelearning
material.
3. Forotherresearchers
a. Theresearcherscanusetheresultofthisstudyasthestarting
pointforfurtherresearchinthesamefield.
b. Theresearcherscanalsouseitasareferenceforotherstudies
indifferentfield.
BIBLIGRAPHY
Aebersold,J.AnnandField,MaryLee.(1997).FromReadertoReading
Teacher:Issues and Strategies for Second Language Classroom.
CambridgeUniversityPress.
Bellegrade.(2003)..
Beech,R.JohnandSingleton,Chris.(1997). ThePsychological
AssessmentofReading.USA:Routledge.
Bernhardt,B.Elizabeth.(1991). ReadingDevelopmentinaSecond
Language:Theoretical, Empirical, and Classroom
Perspectives.NewJersey:AblexPublishingCorporation.
Brophy, Jere. (1998). Motivating Students to Learn. Michigan State
University:McGrawHill.
Brophy.(2008).AtAvailable.File:///G:/Student_motivatation.html.
Brown,H.Douglas.(2000). PrinciplesofLanguageLearningand
Teaching.SanFranciscoStateUniversity.
Byrnes.(1998).AtAvailable.File:///G:/teaching%20reading.htm.
Cheelan,B.L.(2006).AtAvailable.File:///C:/Documents/lecture%
method%202htm.
Cole,G.PeterandChan,Lorna.(1994).TeachingPrincipleandPractice.
Australia:Prenticehall.
Cushenberry,D.C.(1985).ImprovingReadingSkill:IntheContentArea.
Illionis:CharlesC.ThomasPublisher.
Elliot, Et al. (2000). Educational Psychology: Effective Teaching,
EffectiveLearning.USA:McGrawHillCompaniesInc.
FraenkelandWallen.(2000).HowtoDesignandEvaluateResearchin
Education.USA:McGrawHillCompanies.
Grabe,WilliamandStoller,L.Fredericka.(2002).TeachingandResearch
Reading.England:HarlowEssex.
Herber,etal.(1993). TeachinginContentAreaswithReading,Writing
and Reasoning. Massachusetts: Allyn & Bacon of Simon &
SchusterInc.
Holt,Norris.(2001).http://iteslj.org/Articles/NorrisMotivation.html.
Kamyab,Shahizab.File:///G:STAD.htm.
Kessler,Carolyn.(1992). Cooperative LanguageLearning.New Jersey:
PrenticeHallNewJersey.
LarrySusanka.(2006). File:///C:/Documents%20Settings/Administrator/
Documents/lecturemethodhtml
Lundgren, Linda. (1994). Cooperative Learning: In The Science

Classroom.NewYork:McGrawHill.
MillerandPeterson.www.indiana.edu/~safeschl.
MilneandAndrews.(1989).FocusReading:Book1.Oxford:Heinemann
EducationalBooksLtd.
.. (1991). Focus Reading: Adventure in Rio. Oxford:
HeinemannEducationalBooksLtd.
Ngadiso.(2006).Statistics:ELTResearchII.UNS:EnglishEducation
Departement.
Nick, Blanckard. (2007). File:///C:/Documents20% and Admstrato
/Trainingdeliverymethodhtml.
Nuttall,Christine.(1996).TeachingReadingSkills:inaForeign
Language.JordanHill:ReedEducationalandProfessional
PublishingLimited.
Pearson,P.David.(1978).TeachingReadingComprehension.USA:Holt,
Rinehart&Winston.
Rae,Gwenneth.(1981). InformalReadingDiagnosis:APracticalGuide
fortheClassroomTeacher.NewJersey:PrenticeHall,Inc.
Slavin,E.Robert.(1995). CooperativeLearning:Theory,Research,and
PracticeMassachusetts:NeedhamHeights.
Steers,M.RichardandPorter,W.lyman.(1991).Motivationandwork
Behavior.Singapure:McGrawHillBook.
Sudijono,Anas.(2006).PengantarEvaluasiPendidikan.Yogyakarta:PT
RajagrafindoPersada.
Swanson,Torraco.(1995).URL:htp:/www.reproline.jhu.edu/
Swortzel,Kirk.(1997).kswortzel@ais.msstate.edu.
Tuckman,BruceW.(1978).ConductingEducationalResearch.NewYork:
HarcourtBraceJovanovich,Inc.
Underwood, Geoffrey and Batt, Vivienne. (1996). Reading and
Understanding An Introduction to the Psychology of
Reading.Oxford:BlackwellPublishersLtd.
William,MarionandBurden,L.Robert.(1997).PsychologyforLanguage
Teachers:ASocialConstructiveApproach.CambridgeUniversity
Press.
Appendix1.LessonPlans(ExperimentalClass)
Subject
:Reading
Class/semester
:XSMK/2
AllocationofTimes :3x90minutes
Approach/Method
:CommunicativeApproach/STADMethod
I.CompetenceStandard:
StudentscanuseEnglishforcommunicationattheNoviceLevel.
II.BasicCompetence:
Studentscandescribetheeventand/oractivitywhichhappensatthe
present.
III.Indicators:
Studentsareableto:
1. findsynonymsandantonyms.
2. getreferentsofwords
3. findthedetailinformationfromthetext
4. findmainideaofparagraph
5. makeaconclusionaboutthetext.
IV.LearningObjectives:
1. Studentsareabletofindthesynonymsandantonymsofwordsin
thetext.
2. Studentsareabletogetthereferentsofwordsinatext.
3. Studentsareabletofindthedetailinformationfromthetext.
4. Studentsareabletofindmainideaofparagraph.
5. Studentsareabletomakeaconclusionfromagivenfactinatext.
V.Procedures
1. Teacheractivities:
a. Rankingstudentsfromhighesttothelowestscores(itsdone
beforeteachingandlearningprocessintheclass)basedonthe
previousscores.
b. Decidingthenumberofteams(fourstudentsinateam),
payingattentiontothegender,and/ortheyshouldbe
heterogeneousteams.
c. Makingguidelinesthatmustbefollowedbyallteams,suchas:
(1)makingsuretheirteammateshavelearnedthematerials;(2)
noonefinishesstudyinguntilallteammateshavemasteredthe
lessonormaterials;(3)askingteammatesforhelpingbefore
askingtheteacher;and(4) talkingtoeachothersoftlyand
behavingseriously.
2. Studentsactivities:
a. Studentsworkinteamstointeract,cooperate,teacheachother,
andshouldberesponsiblefortheirownlearning.
b. Students complete work sheet and it will be done with
teammates.
c. Studentstakeaquizanditwillbedoneindividually.
d. Studentsdetermineindividualimprovement
VI.Implementation:
1. Preactivities
Transitiontoteams.
Assigninglocationoftheteamsintheclassroom.
2. Presentation
Teacherasksquestionswhicharerelatedtomaterialsinthetext
forfocusingstudentsattention.
Teachergivesstudentslearningobjectiveswhicharerequired
inteachingandlearningprocess.
Teachergivestimeframe.
3. TeamsLearningandMonitoring
Teacherdistributesatexttoeachteamandtheypayattentionto
thetext.
Teachergivesworksheettoteamsandtheyworktogetherin
teamsformasteringandfinishingthetask.
Teacher monitors students work, checks if somebody

dominatesthegroup.
Teacheraskseachteamtopresenttheresultoftheirteamwork.
Teachergivessuggestionand/orappreciationtotheteamatthe
endofthepresentation.
4. Evaluation
Studentsdothetask/quizindividually.
Theyhavetounderstandthecontentanddemonstratetheir
understandingbyaskingsomequestionswhichrelatestothe
text.
Studentsindifferentteamscorrect(crosscorrection)the
quiz/task.
Readthetextanddiscusswithyourteam!
WearegoingtoCornwall,saidTom.Wevefoundworktherefor
the summer months. We are going to Cornwall tomorrow morning.
Cornwall?askedAziz.Whereisthat?Itsdowninthesouthwestof
England, replied Sheila. Look, I have got a map here. Ill show you
Cornwallonthemap.
WevegotajobinCornwallforthesummermonths,Tomtold
Aziz.WearegoingtoworkinaHolidayCamp.ItscalledFlamingopark.
Thereisarestaurant there.AndIvegotajobasawaitress,saidSheila.
Imgoingtohelplookafterthechildren,saidTom.Imgoingtostayhere,
Idonthaveenoughmoneytoflybackhome,repliedAziz.AndIdont
haveenoughmoneytogoonholiday.Whydontyoutryandgetajob?
TomaskedAziz.PerhapstherewillbeajobforAzizatFlamingopark,
saidSheila.Wellaskassoonaswegetthere.
Answerthefollowingquestionswithyourteammates!
1. Whatsthemainideaofthefirstparagraph?
2. WhatreSheilaandTomgoingtodo?
3. TomandSheilahavegotajobinCamp.WhatsortofCamp?
4. Thereinline1refersto..
5. SheilashowedAzizthemap.Why?
6. WheredoholidaymakersatFlamingoparkeat?
7. HowdoyouthinkaboutTomandSheilatofindjobwhiletheymake
holidays?
8. Findthreewordsfrompassagewhichhavesimilarmeaning!
9. Findthreewordswhichhaveoppositemeaning!
10. Pleasedescribethecontentofthetextaboveinyourownwords!
Answerthefollowingquestionsindividually!
1. WhereareTomandSheilagoing?
2. Whenaretheyleaving?
3. Thereparagraph2line8refersto..
4. WhatisTomssuggestiontoAziz?
5. WhydoesAzizstayinLondon?
VII.Resources
1. Communicative&InteractiveEnglishforSMKTingkat1Semester1
&2BusinessandManagementMajor,byDrs.O.SetiawanD,M.Pd.
2. FocusReading,Book1,byJohnMilneandStephenAndrews.
3. GlobalAccesstoTheWorldofWorkforSMKTingkat1.
MeetingII
I.Implementation:
1. Preactivities
a.Transitiontoteams.
a.Assigninglocationoftheteamsintheclassroom.
2. Presentation
a.Teacherasksquestionswhicharerelatedtomaterialsinthetext
for
focusingstudentsattention.
b.Teachergivesstudentslearningobjectiveswhicharerequiredin
c.Teachergivestimeframe.
a. Teacher gives worksheet to teams and they work together in
teams
formasteringandfinishingthetask.
b.Teachermonitorsstudentswork,checksifsomebodydominates
the
group.
c.Teacheraskseachteamtopresenttheresultoftheirteamwork.
d.Teachergivessuggestionand/orappreciationtotheteamatthe
end
ofthepresentation.
4. Evaluation
a. Theyhavetounderstandthecontentanddemonstratetheir
text.
b. Studentsdothetask/quizindividuallyandtheyanswerthe
questionsbasedonthepassage.
Readthepassagebelowanddiscusswithyourteammate!
AmancameoutofadoormarkedRECEPTIONandwalked
towardsthem.Hewassmilingandlookedveryfriendly.Hello,hesaid.
YoumustbeTomandSheila.ImDaveMorris.Imthemanagerhere.
Itslovelyhere,MrMorris,saidTom.YoucancalledmeDave,saidMr
Morris.Illshowyoutoyourroom.WorkstartsonMonday.Youarefree
thisweekend.Youcandowhatyoulike.
Iwouldliketoseeatinmine,saidTom.Iveheardaboutthem.
Thereisanoldtinminehere,belowthecliff,saidDave.Theentranceis
intheinsideofthecliff.Youcanseeitfromthebeach.Istheminesafe?
Sheilaasked.No,itisnt,repliedDave.Itsverydangerous.Wetellall
theholidaymakerstokeepawayfromthemine.Sotakecare!.Youcan
haveawashandchangeyourclothesinyourroom.But,youdonttaketoo
long,yourlunchisatoneoclock.
1. Whatisthemainideaofthesecondparagraph?
2. Whereisthetinmine?
3. TheunderlinedwordItline9refersto.
4. WheredidTomandSheilagoafterlunch?
5. Findthesimilarmeaningofwords:
a.friendly
b.takecare
c.start
c.takeasit
6.Whydoalltheholidaymakerskeepawayfromthemine?
7.Whatsthecontentofthepassageabove?Describeinyourownwords!
1. Whattimedotheyhavelunch?
2. WhydoTomandSheilahavetimetolookaround?
3. Findtheantonymsofthefollowingwords:
a.dangerous
b.entrance
c.forget
d.sitdown
3.Heline2refersto.
5.Whatretheiropinionsaboutthebeach?
II.Resources
1.Communicative&InteractiveEnglishforSMKTingkat1Semester1&
2BusinessandManagementMajor,byDrs.O.SetiawanD,M.Pd.
2.FocusReading,Book1,byJohnMilneandStephenAndrews.
3.GlobalAccesstoTheWorldofWorkforSMKTingkat1.
MeetingIII
I.Implementation:
1. Preactivities
a.Transitiontoteams.
b.Assigninglocationoftheteamsintheclassroom.
2. Presentation
a.Teacheraskssomequestionswhicharerelatedtomaterials
(flights
nameandtouristdestination)forfocusingstudentsattention.
b.Teachergivesstudentslearningobjectiveswhicharerequiredin
c.Teachergivestimeframe.
a.Teachergivesworksheettoteamsandtheyworktogetherin
teams
formasteringandfinishingthetask.
b.Teachermonitorsstudentswork,checksifsomebodydominates
the
group.
c.Teacheraskseachteamtopresenttheresultoftheirteamwork.
d.Teachergivessuggestionand/orappreciationtotheteamatthe
end
ofthepresentation.
4. Evaluation
a. Studentsdothetask/quizindividually.
b. Theyhavetounderstandthecontentanddemonstratetheir
text.
Readanddiscussthefollowingpassagewithyourteammates!
OnWednesdaymorning,Ahmadwokeupveryearly.Hemade
somecoffeeandwokeupAmir.Icouldntsleepinthenight,said
Ahmad.Iwasworriedaboutyou.OurvisittoRiomaybedangerous.
Stopworrying,saidAmir.Wetalkedaboutthislastnight.Youve
offeredtopaymayfare.Thatstheonlythingthatwouldstopmecoming
withyou.
OK,saidAhmad.LetshavesomebreakfastandthenIllphone
theBrazilianairlineofficesVarig.ThereareflightstoRioeverySunday,
WednesdayandFriday.TodayisWednesday.So,youcangetontonights
flight.Thatstenoclock,ifyoutakethatflight,yougetintotheRioat
eightthirtytomorrowmorning,localtime,saidVaridofficer.CanIbook
twotouristclassseatsontonightsflight?Yes,wehavetwoseatsin
touristclass.
1. WhogotupfirstonWednesday?
2. HowoftendoesVarigflyfromLondontoRio?
3. WhattimedoestheflighttoRioleaveonWednesdaynight?
4. Theunderlinedwordmeline4paragraph1refersto
5. AhmadwasworriedaboutAmir.Why?
6. Whatarethesynonymsofthefollowingwords:
a.leaves
b.every
c.fare
d.tobook
7.Describethecontentofthepassageaboveinyourownwords!
1. WhydoAhmadandAmircalltheVarigAirlines?
2. TheunderlinedIline10refersto
3. WhereisthetopofSugarlopasoneofthetouristdestination?
4. Givetheoppositemeaningofthefollowingwords:
a.offer
b.next
b.localtime
d.early
5.HowlongistheflightfromLondontoRio?
II.Resources
LessonPlan(MeetingIV,VandVIforExperimentalClass)
Subject
:Reading
Class/Semester
:X/2SMK
Approach/Method
:CommunicativeApproach/STADMethod
II.BasicCompetence:
Studentscanunderstandamemoandsomethingwhichrelatestothe
menu.
III.Indicators:
Studentsareableto:
findsynonymsandantonyms
getreferentsofwords
findthedetailinformation
findmainidea
makeaconclusion.
Studentsareabletofindthesynonymsandantonymsofwordsin
thetext/chart.
Studentsareabletogetthereferentsofwordsinatext/chart.
Studentsareabletofindthedetailinformationfromthetext/chart.
Studentsareabletofindmainideaofparagraph/chart.
Studentsareabletomakeaconclusionfromagivenfactina
text/chart.
V.Procedures
1.Teacheractivities:
a.Rankingstudentsfromhighesttothelowestscores(itsdone
previousscores.
b.Decidingthenumberofteams(fourstudentsinateam),paying
attentiontothegender,and/ortheyshouldbeheterogeneousteams.
askingtheteacher;and(4)talkingtoeachothersoftlyand
behavingseriously.
5. Studentsactivities:
a. Studentsworkinteamstointeract,cooperate,teacheachother,
b. Studentscompleteworksheetanditwillbedonewith
teammates.
c. Studentstakeaquizanditwillbedoneindividually.
MeetingIV
VI.Implementation:
1.Preactivities
Transitiontoteams.
2.Presentation
3.TeamsLearningandMonitoring
thetext.
Teachermonitorsstudentswork,checksifsomebody
dominatesthegroup.
4.Evaluation
text.
Readanddiscusswithyourteammatethepassagebelow!
Allvisitorsarewelcometoourlibrary.
Onlymemberscanborrowbooks,maximumfourbooksforoneperiodof
twoweeks.
AfineofRp500adaywillbechargedforoverduebooks.
Membershipcardisissuedonlyoneyearvalid.
Requestforrenewalcanbeautomaticallywithoutanynoticeto you in
advance.
Theuseofcardbelongingtoanotherpersonisntpermitted.
Permissionforextendthesamebooksarepermittedonlyforanotherone
periodwithanoticetothestaffinadvance.
Discussionisfacilitatedinthelibrarylobbyonly.
Foodanddrinkmaynotbebroughttothelibrary.
Anylibraryreferencetakenoutofthelibrarymustbeseenbyinventory
staff.Umbrellaandbagsmustbeleftatthebaggagecounter.
(Thankyouforyourattention)
Answerthefollowingquestionswithyourteammate!
1. Whatisthemainideaofthepassage?
2. Whatkindofvisitorscancometothelibrary?
3. Whydothestaffaskthevisitorstomakediscussionatlobbyonly?
4. Howmanybookscanweborrowforaperiod?
5. Theunderlinedwordyouline5refersto.
6. Givethesimilarmeaningofthefollowingwords!
a.borrow
b.permitted
e.notice
c.belonging
d.charge
f.request
7.Pleasedescribethecontentofthememoaboveinyourownwords!
Answerthefollowingquestionindividually!
1. Whatwillyoudoforrenewalyourmembershipcard?
2. Howmanydayscanweborrowbooksinaperiod?
3. Whatistheoppositemeaningsofwordsbelow!
a.advance
b.valid
c.automatically
d.extend
4.Whatstheresponsibilityofthepersonwhoownsamembershipcard?
VII.Resources
2Business
andManagementMajor,byDrs.O.SetiawanD,M.Pd.
MeetingV
I.Implementation:
1.Preactivities
Transitiontoteams.
2.Presentation
thetext.
dominatesthegroup.
4.Evaluation
text.
Readthedialoguesbelowanddiscusswithyourteammate!
MsB(MsBentley)
MrsT(SusanThomas)
Ms.B :Hello,MrsThomas.Howareyoutoday?Ihearyouwantto
applyforamortgageloanwithus.
Mrs.T:Thatsright.Ihopeyouhavethetimetoanswersome
questions.MyhusbandandIhaveneverownedanyreal
estatebeforeandwehaveonlyelementaryideasabout
mortgages.
Ms.B :IllbehappytohelpyouinanywayIcan.Whatwouldyou
liketoask?
Mrs.T:Isthereanydifferencebetweenamortgageandamortgage
loan?Ihaveheardbothtermsused.
Ms.B :Yesthereis,althoughineverydayspeechpeoplecallthe
mortgageloanamortgage.Themortgageisactuallya
writtendocument.Inlegaltermsitscalledaninstrumentof
conveyancebecauseittransferstitleofpropertyfromone
partytoanother.Themortgageloanis,ofcourse,themoney
thatthemortgageelendstothemortgagorcanbuyahouseor
someotherpieceofrealproperty.
Mrs.T:Isee.Thatscleartomenow.
Answerthefollowingquestionswithyourteammates?
1. Whatsthemainideaofthedialoguesabove?
2. WhatdoesMs.Bentleyworkfor?
3. WhydoesMrs.SusanThomasasksomequestionstoMs.Bentley?
4. Whatsthedifferencebetweenamortgageandamortgageloan?
5. Theunderlinedworditline11refersto
6. Whatisthesynonymofthefollowingwords?
a.amount
b.lend
c.loan
c.transfer
7.Whatistheantonymofthefollowingwords?
a.difference
b.written
c.happy
d.increase
8.Describeinyourownwordsthecontentofthedialoguesabove!
1. WhatkindofloandoesMrs.SusanThomaswanttoget?
2. Whythemortgagorscanbuyahouseorrealestate?
3. Whatdoyouthinkofmortgageandmortgageloan?Giveyour
opinion!
4. WhydoesMrs.Thomassaythatscleartome?
II.Resources
MeetingVI
I.Implementation:
1.Preactivities
Transitiontoteams.
2.Presentation
thetext.
dominatesthegroup.
4. Evaluation
text.
quiz/task.
Readanddiscussthefollowingchartwithyourteammate!
No Name
1. Ponyo,Sundanese
Location
Excellent;inthe
Service
Good
Price/person
35.000
Fair
17.500
Food.50NagredStreet;opened suburbanareaof
2
1988;seat200
SimpangRaya,PadangFood
Bandung
Quitegood;inthe
234MartadinataStreet;opened downtown;congestion
3
1995;seats80
Kabayan,IndonesianFood86
area
Alittlebithardtofind; Excellent 40.000
PasteurStreet;opened1999;
closetoMaranatha
seats60
Universityatthe
cornerofGunungBatu
avenue
Answerthefollowingquestionswithyourteammatesbasedonthechart?
1.Whatsthemainideaofthechartabove?
2.Whichrestaurantisthebiggest?
3.Amongthethreerestaurantsabove,whichoneistheoldest?
4.IfyoucometotheKabayanrestaurantwithtwocouplesofyourfriends,
howmuch
willyoupay?
5.Givethesimilarmeaningofthefollowingwords!
a.congestion
b.avenue
c.price
d.find
6.Whatisyourconclusionaboutthecontentofthechartabove?
Answerthefollowingquestionindividually!
1.Whichoneoftherestaurantswillyouchooseifyouwanttomakebirthdays
party?Why?
2.Theunderlinedwordfindno.3refersto
3.Givetheoppositemeaningofthewordsbelow!
a.close
b.excellent
c.hard
d.town
4.WhatkindofservicewillyougetifyouhavelunchatKabayanRestaurant?
II.Resources
LessonPlan(MeetingVII,VIIIandIX)
Subject
:Reading
Class/Semester
:X/2SMK
Approach/Method
:Communicative/STADMethod
II.BasicCompetence:
Studentscanunderstandwordsandsimplesentencesindailylife
context.
III.Indicators:
Studentsareableto:
getreferentsofwords
findmainidea
makeaconclusion.
Studentsareabletofindthesynonymsandantonymsof
wordsinthetext.
Studentsareabletogetthereferentsofwordsinatext.
Studentsareabletofindthedetailinformationfromthe
text.
Studentsareabletofindmainideaofparagraph.
Studentsareabletomakeaconclusionfromagivenfactin
atext.
V.Procedures
1.Teacheractivities:
a. Rankingstudentsfromhighesttothelowestscores(itsdone
previousscores.
b. Decidingthenumberofteams(fourstudentsinateam),
payingattentiontothegender,and/ortheyshouldbe
heterogeneousteams.
askingtheteacher;and(4)talkingtoeachothersoftlyand
behavingseriously.
2.Studentsactivities:
a.Studentsworkinteamstointeract,cooperate,teacheachother,
b.Studentscompleteworksheetanditwillbedonewith
teammates.
c.Studentstakeaquizanditwillbedoneindividually.
MeetingVII
VI.Implementation:
1.Preactivities
Transitiontoteams.
2.Presentation
thetext.
dominatesthegroup.
4.Evaluation
text.
quiz/task.
Readanddiscussthepassagebelowwithyourteammates!
Earlyinthemorning,Alicalledthenumberthathadbeenwrittenonthe
notice.Amanansweredthephone.Imphoningabouttheadvertinthe
studentsclubatFarradayCollege,saidAli.CanyouspeakArabic?the
manasked.Yes,ImanArabicandIcanspeakArabic.Thatsvery
important,saidtheman.Howoldareyou?Iam20yearsold,saidAli.
Canyoucomefortheinterviewthisafternoon?5Yes,saidAli.My
examsfinishedyesterday.Ihavenomoreclasses.Youcomeattwo
oclock,saidtheman.
1.Whatsthemainideaoftheabovepassage?
2.WhydoesAlimakeacalltosomeone?
3.WheredoesAlifindthatvacancy?
4.Whatsthesynonymofwordsbelow:
a.notice
b.phone
c.important
d.college
5.Ilinethreerefersto..
6.Pleasedescribethecontentofthepassageinyourownwords!
1.WhydoesAliwanttojointheinterview?
2.Whatstherequirementofthevacancies?
3.Ilinefourrefersto.
4.Whatstheantonymofwordsbelow:
a.early
b.yesterday
c.come
5.Alihasnomoreclasses!Why?
VII.Resources
MeetingVIII
I.Implementation:
1.Preactivities
Transitiontoteams.
2.Presentation
thetext.
dominatesthegroup.
4.Evaluation
text.
Readthefollowingpassageanddiscusswithyourteammates!
General Information and Regulation

Vacating rooms:
Bedroom must be vacated by Noon on the day of

departure.
Please leave your key with reception.
Cheques:
We regret that cheques cannot be accepted unless

supported by a bank card.
Rates:
Room rate is Rp.225.000,-** per night (including
morning paper, early morning
tea, and Sundanese
breakfast) .
1.Whatisthemainideaofthepassageabove?
2.Howmuchwillbepaidifwebookthreeroomsfortwonights?
3.Theunderlinedwordyourrefersto.
4.Givethesimilarmeaningofthefollowingwords:
a.rate
b.vacated
c.reception
d.include
5.Describethecontentofpassageaboveinyourownwords!
Answerthequestionsbelowindividually!
1.Whatkindofchequewillbeaccepted?
2.Whatistheruleforguestiftheyleavethatplace?
3.Givetheoppositemeaningofthefollowingwords:
a.departure
4.
b.vacate
c.general
d.accept
Whatkindofservicewillyougetifyoustayatthatplace?
II.Resources
MeetingIX
I.Implementation:
1.Preactivities
Transitiontoteams.
2.Presentation
thetext.
dominatesthegroup.
4.Evaluation
text.
Readanddiscusswithyourteammates!
Pebruary
Averageday
temperature
Hoursof
sunlighta
day
Rainydaysa
month
Jakart
a
33
Solo
Mataram
Aceh
Kuta
Padang
Bogor
Malang
29
31
30
32
28
27
25
10
11
12
10
10
15
10
20
10
1.Whatsthemainideaofthegraphabove?
2.WhatisthedifferencebetweenMalangandJakarta?
3.monththelastlinerefersto..
4.Whatsthesynonymofthefollowingwords:
a.average
b.temperature
5.Whatsthecontentofthegraphabove,describeinyourownwords!
Name
FrequencyofPublishing
Times
1steverymonth
Tempo
Onceamonth
Hello
Weekly
Tribune
Monthly
Totalofexemplar
10.000
15.000
12.000
16.000
1.HowoftenisTimespublishedinamonth?
2.HowmanyexemplarsistheHelloproducedinamonth?
3.Whatsthetotalofexemplarsfrombothmagazinesinamonth?
4.Whichmagazinehasthemostexemplarinamonth?
II.Resources
Appendix2.LessonPlan(ControlClass)
Subject
:Reading
Class/Semester
:X/2SMK
Approach/Method
:Conventional/LectureMethod
II.BasicCompetence:
Studentscandescribetheeventand/oractivitywhichhappensatthe
present.
III.Indicators:
Studentsareableto:
6. findsynonymsandantonyms.
7. getreferentsofwords
8. findthedetailinformationfromthetext
9. findmainideaofparagraph
10. makeaconclusionaboutthetext.
6. Studentsareabletofindthesynonymsandantonymsofwordsin
thetext.
7. Studentsareabletogetthereferentsofwordsinatext.
8. Studentsareabletofindthedetailinformationfromthetext.
9. Studentsareabletofindmainideaofparagraph.
10. Studentsareabletomakeaconclusionfromagivenfactinatext.
V.TeachingandLearningProcess
1.Prereading
Teacherasksquestionswhicharerelatedtothematerialsinthe
textforarisingstudentsattention.
2.Whilstreading
Teacherdistributesatextofreadingmaterialstoallthe
studentsintheclass.
Teachergivesatimetoreadsilently.
Teacherasksthemeaningofsomenewwordstothestudentsif
theydontknowthemeaning,teacherwillassistthem.
Teacherdistributestaskandtheywilldothetaskindividually.
Teachermonitorstheactivity.
Teacherdiscussestheanswerofthetaskwiththeclassand
teacherwritesdownthecorrectanswerontheboard.
Teachermakescrosscorrectionoftheresultwiththeother
studentsintheclass.
3.Postreading
Teacherchecksstudentsunderstandingaboutthetext.
Teachergivescommentforstudentsopinionaboutthecontent
ofthetext.
VI.Evaluation
Essaytest
Answerthefollowingquestions!
1. WhereareTomandSheilagoing?
2. Whenaretheyleaving?
3. Thereline7refersto..
4. WhatisTomssuggestiontoAziz?
5. WhydoesAzizstayinLondon?
Readthetextbelow!
WearegoingtoCornwall,saidTom.Wevefoundworktherefor
thesummermonths.WearegoingtoCornwalltomorrowmorning.
Cornwall?,askedAziz.Whereisthat?.Itsdowninthesouthwestof
England,repliedSheila.Look,Ihavegotamaphere.Illshowyou
Cornwallonthemap.
WevegotajobinCornwallforthesummermonths,Tomtold
Aziz.WearegoingtoworkinaHolidayCamp.ItscalledFlamingo
park.Thereisarestaurantthere.AndIvegotajobasawaitress,said
Sheila.Imgoingtohelplookafterthechildren,saidTom.Imgoingto
stayhere,Idonthaveenoughmoneytoflybackhome,repliedAziz.And
Idonthaveenoughmoneytogoonholiday.Whydontyoutryandgeta
job?TomAskedAziz.PerhapstherewillbeajobforAzizatFlamingo
park,saidSheila.Wellaskassoonaswegetthere.
1. Whatsthemainideaofthefirstparagraph?
2. WhatreSheilaandTomgoingtodo?
3. TomandSheilahavegotajobinCamp.WhatsortofCamp?
4. Thereinline1refersto..
5. SheilashowedAzizthemap.Why?
6. WheredoholidaymakersatFlamingoparkeat?
7. HowdoyouthinkaboutTomandSheilatofindjobwhiletheymake
holiday?
8. Findthreewordsfrompassagewhichhavesimilarmeaning!
9. Findthreewordswhichhaveoppositemeaning!
10. Pleasedescribethecontentofthetextaboveinyourownwords!
VII.Resources
MeetingII
I.TeachingandLearningProcess
1.Prereading
2.Whilstreading
studentsintheclass.
studentsintheclass.
3.Postreading
ofthetext.
II.Evaluation
Essaytest
1. WhydoTomandSheilahavetimetolookaround?
2. Findtheantonymsofthefollowingwords:
a.dangerous
b.entrance
c.forget
d.sitdown
3.Heline2refersto.
4.WhatreTomandSheilaopinionforthebeach?
Readthefollowingpassage!
AmancameoutofadoormarkedRECEPTIONandwalkedtowards
them.Hewassmilingandlookedveryfriendly.Hello,hesaid.You
mustbeTomandSheila.ImDaveMorris.Imthemanagerhere.Its
lovelyhere,MrMorris,saidTom.YoucancalledmeDave,saidMr
Morris.Illshowyoutoyourroom.WorkstartsonMonday.Youarefree
thisweekend.Youcandowhatyoulike.
Iwouldliketoseeatinmine,saidTom.Iveheardaboutthem.
Thereisanoldtinminehere,belowthecliff,saidDave.Theentranceis
intheinsideofthecliff.Youcanseeitfromthebeach.Istheminesafe?
Sheilaasked.No,itisnt,repliedDave.Itsverydangerous.Wetellall
theholidaymakerstokeepawayfromthemine.Sotakecare!.Youcan
haveawashandchangeyourclothesinyourroom.But,youdonttaketoo
long,yourlunchisatoneoclock.
1.Whatisthemainideaofthesecondparagraph?
2.Whereisthetinmine?
3.Whattimeislunch?
4.TheunderlinedwordItline8refersto.
5.WheredidTomandSheilagoafterlunch?
6.Findthesimilarmeaningofwords:
a.friendly
b.takecare
c.start
c.takeasit
7.Whydoalltheholidaymakerskeepawayfromthemine?
III.Resources
MeetingIII
1.Prereading
2.Whilstreading
studentsintheclass.
studentsintheclass.
3.Postreading
Teacherchecksstudentsunderstandingofthetext.
ofthetext.
II.Evaluation
Essaytest
1. WhydoAhmadandAmircalltheVarigAirlines?
2. WhereisthetopofSugarlopasoneofthetouristdestination?
3. Givetheoppositemeaningofthefollowingwords:
a.offer
b.next
c.localtime
d.early
4.HowlongistheflightfromLondontoRio?
OnWednesdaymorning,Ahmadwokeupveryearly.Hemade
somecoffeeandwokeupAmir.Icouldntsleepinthenight,said
Ahmad.Iwasworriedaboutyou.OurvisittoRiomaybedangerous.
Stopworrying,saidAmir.Wetalkedaboutthislastnight.Youve
offeredtopaymayfare.Thatstheonlythingthatwouldstopmecoming
withyou.
OK,saidAhmad.LetshavesomebreakfastandthenIllphone
theBrazilianairlineofficesVarig.ThereareflightstoRioeverySunday,
WednesdayandFriday.TodayisWednesday.So,youcangetontonights
flight.Thatstenoclock,ifyoutakethatflight,yougetintotheRioat
eightthirtytomorrowmorning,localtime,saidVaridofficer.CanIbook
twotouristclassseatsontonightsflight?Yes,wehavetwoseatsin
touristclass.CanIhaveyourname,please?.
1.WhogotupfirstonWednesday?
2.HowoftendoesVarigflyfromLondontoRio?
3.WhattimedoestheflighttoRioleaveonWednesdaynight?
4.Theunderlinedwordmeline4refersto
5.AhmadwasworriedaboutAmir.Why?
6.Whatarethesynonymsofthefollowingwords:
a.leaves
b.every
c.fare
d.tobook
7.TheunderlinedwordIline5paragraph2refersto
III.Resources
LessonPlan(MeetingIV,VandVI)
Subject
:Reading
Class/Semester
:X/2SMK
Approach/Method
II.BasicCompetence:
Studentscanunderstandamemoandsomethingwhichrelatestothe
menu.
III.Indicators:
Studentsareableto:
getreferentsofwords
findmainidea
makeaconclusion.
Studentsareabletofindthesynonymsandantonymsof
wordsinthetext/chart.
Studentsareabletogetthereferentsofwordsina
text/chart.
Studentsareabletofindthedetailinformationfromthe
text/chart.
Studentsareabletofindmainideaofparagraph/chart.
Studentsareabletomakeaconclusionfromagivenfactin
atext/chart.
V.TeachingandLearningProcess
1.Prereading
2.Whilstreading
studentsintheclass.
studentsintheclass.
3.Postreading
ofthetext.
VI.Evaluation
Essaytest
Answerthefollowingquestion!
1.Whatwillyoudoforrenewalyourmembershipcard?
2.Howmanydayscanweborrowbooksinaperiod?
3.Whatistheoppositemeaningsofwordsbelow!
a.advance
c.automatically
b.valid
d.extend
4.Theunderlinedwordyourthelastsentences,refersto..
5.Whatstheresponsibilityofthepersonwhoownsmembershipcard?
Pleasereadthepassagebelow!
Allvisitorsarewelcometoourlibrary.
Onlymemberscanborrowbooks,maximumfourbooksforoneperiodof
twoweeks.
AfineofRp500adaywillbechargedforoverduebooks.
Membershipcardisissuedonlyoneyearvalid.
Requestforrenewalcanbeautomaticallywithoutanynoticeto you in
advance.
Theuseofcardbelongingtoanotherpersonisntpermitted.
Permissionforextendthesamebooksarepermittedonlyforanotherone
periodwithanoticetothestaffinadvance.
Discussionisfacilitatedinthelibrarylobbyonly.
Foodanddrinkmaynotbebroughttothelibrary.
Anylibraryreferencetakenoutofthelibrarymustbeseenbyinventory
staff.Umbrellaandbagsmustbeleftatthebaggagecounter.
(Thankyouforyourattention)
1.Whatisthemainideaofthepassage?
2.Whatkindofvisitorscancometothelibrary?
3.Whydothestaffaskthevisitorstomakediscussionatlobbyonly?
4.Howmanybookscanweborrowforaperiod?
5.Theunderlinedwordyouline5refersto.
a.borrow
b.permitted
e.notice
c.belonging
d.charge
f.request
VII.Resources
MeetingV
1.Prereading
2.Whilstreading
studentsintheclass.
studentsintheclass.
3.Postreading
ofthetext.
II.Evaluation
Essaytest
1.WhatkindofloandoesMrs.SusanThomaswanttoget?
2.Whythemortgagorscanbuyahouseorrealestate?
3.Whatdoyouthinkofmortgageandmortgageloan?Giveyouropinion!
4.WhydoesMrs.Thomassaythatscleartome?
Readthedialoguesbelow!
MsB(MsBentley)
MrsT(SusanThomas)
MsB :Hello,MrsThomas.Howareyoutoday?Ihearyouwantto
applyforamortgageloanwithus.
MrsT :Thatsright.Ihopeyouhavethetimetoanswersome
questions.MyhusbandandIhaveneverownedanyreal
estatebeforeandwehaveonlyelementaryideasabout
mortgages.
MsB :IllbehappytohelpyouinanywayIcan.Whatwouldyou
liketoask?
MrsT :Isthereanydifferencebetweenamortgageandamortgage
loan?Ihaveheardbothtermsused.
MsB :Yesthereis,althoughineverydayspeechpeoplecallthe
mortgageloanamortgage.Themortgageisactuallya
writtendocument.Inlegaltermsitscalledaninstrumentof
conveyancebecauseittransferstitleofpropertyfromone
partytoanother.Themortgageloanis,ofcourse,themoney
thatthemortgageelendstothemortgagorcanbuyahouseor
someotherpieceofrealproperty.
MrsT :Isee.Thatscleartomenow.
1.Whatsthemainideaofthedialoguesabove?
2.WheredoesMs.Bentleyworkfor?
3.WhydoesMrs.SusanThomasasksomequestionstoMs.Bentley?
4.Whatsthedifferencebetweenamortgageandamortgageloan?
5.Theunderlinedworditline11refersto
6.Whatisthesynonymofthefollowingwords?
a.amount
b.lend
c.loan
c.transfer
7.Whatistheantonymsofthefollowingwords?
a.difference
b.written
c.happy
d.
increase
8.Describeinyourownwordsthecontentofthedialoguesabove!
II.Resources
MeetingVI
1.Prereading
2.Whilstreading
studentsintheclass.
studentsintheclass.
3.Postreading
ofthetext.
II.Evaluation
Essaytest
1.Whichoneoftherestaurantswillyouchooseifyouwantto
make
birthdaysparty?Why?
2.Theunderlinedwordfindno.3refersto
3.Givetheoppositemeaningofthewordsbelow!
a.close
b.excellent
c.hard
d.town
4.WhatkindofservicewillyougetifyouhavelunchatKabayan
Restaurant?
Readthefollowingchart!
Name
Location
Service
Ponyo,Sundanese
Excellent;inthesuburban Good
Food.50Nagred
areofBandung
Price/
person
35.000
Street;opened1988;
seat200
SimpangRaya,
Quitegood;inthedown
PadangFood234
town;congestionarea
Fair
17.500
Excellent
40.000
MartadinataStreet;
opened1995;seats
80
Kabayan,Indonesian Alittlebithardtofind;
Food86Pasteur
closetoMaranatha
Street;opened1999;
Universityatthecorner
seats60
ofGunungBatuAve
Answerthefollowingquestionsbasedonthechart?
1.Whatsthemainideaofthechartabove?
2.Whichrestaurantisthebiggest?
3.Amongthethreerestaurantsabove,whichoneistheoldest?
4.IfyoucometotheKabayanrestaurantwithtwocouplesofyourfriends,
howmuchwillyoupay?
a.congestion
b.avenue
c.price
6.Whatisyourconclusionaboutthecontentofthechartabove?
II.Resources
d.find
LessonPlan(MeetingVII,VIIIandIX)
Subject
:Reading
Class/Semester
:X/2SMK
Approach/Method
II.BasicCompetence:
Studentscanunderstandwordsandsimplesentencesindailylife
context.
III.Indicators:
Studentsareableto:
getreferentsofwords
findmainidea
makeaconclusion.
Studentsareabletofindthesynonymsandantonymsofwordsin
thetext
Studentsareabletogetthereferentsofwordsinatext.
Studentsareabletofindthedetailinformationfromthetext.
Studentsareabletofindmainideaofparagraph.
Studentsareabletomakeaconclusionfromagivenfactinatext.
MeetingVII
1.Prereading
2.Whilstreading
studentsintheclass.
studentsintheclass.
3.Postreading
ofthetext.
II.Evaluation
Essaytest
Answerthefollowingquestionsi!
1.WhydoesAliwanttojointheinterview?
2.Whatstherequirementofthevacancies?
3.Ilinefourrefersto.
4.Whatstheantonymofwordsbelow:
a.early
b.yesterday
c.come
5.Alihasnomoreclasses!Why?
Readthepassagebelow!
Earlyinthemorning,Alicalledthenumberthathadbeenwrittenonthe
notice.Amanansweredthephone.Imphoningabouttheadvertinthe
studentsclubatFarradayCollege,saidAli.CanyouspeakArabic?the
manasked.Yes,ImanArabicandIcanspeakArabic.Thatsvery
important,saidtheman.Howoldareyou?Iam20yearsold,saidAli.
Canyoucomefortheinterviewthisafternoon?Yes,saidAli.Myexams
finishedyesterday.Ihavenomoreclasses.Youcomeattwooclock,said
theman.
1.Whatsthemainideaoftheabovepassage?
2.WhydoesAlimakeacalltosomeone?
3.WheredoesAlifindthatvacancy?
4.Whatsthesynonymofwordsbelow:
a.notice
b.phone
c.important
d.college
5.Ilinethreerefersto..
6.Pleasedescribethecontentofthepassageinyourownwords!
VII.Resources
MeetingVIII
1.Prereading
2.Whilstreading
studentsintheclass.
studentsintheclass.
3.Postreading
ofthetext.
II.Evaluation
Essaytest
Answerthequestionsbelow!
1.Whatkindofchequeswillbeaccepted?
2.Whatistheruleforguestiftheyleavethatplace?
3.Givetheoppositemeaningofthefollowingwords:
a.departure
4.
b.vacate
c.general
d.accept
Whatkindofservicewillyougetifyoustayatthatplace?
General Information and Regulation

Vacating rooms:
Bedroom must be vacated by Noon on the day of
departure.
Please leave your key with reception.
Cheques:
We regret that cheques cannot be accepted unless

supported by a bank card.
Rates:
Room rate is Rp.225.000,-** per night (including

morning paper, early morning
tea, and Sundanese
breakfast) .
1.Whatisthemainideaofthepassageabove?
2.Howmuchwillbepaidifwebookthreeroomsfortwonights?
3.Theunderlinedwordyourrefersto.
4.Givethesimilarmeaningofthefollowingwords:
a.rate
b.vacated
c.reception
d.include
5.Describethecontentofpassageaboveinyourownwords!
II.Resources
2BusinessandManagementMajor,byDrs.SetiawanD,M.Pd.
MeetingIX
1.Prereading
2.Whilstreading
studentsintheclass.
studentsintheclass.
3.Postreading
ofthetext.
II.Evaluation
Essaytest
Name
FrequencyofPublishing
Times
1steverymonth
Tempo
Onceamonth
Hello
Weekly
Tribune
Monthly
Totalofexemplar
10.000
15.000
12.000
16.000
1.HowoftenisTimespublishedinamonth?
2.HowmanyexemplarsistheHelloproducedinamonth?
3.Whatsthetotalofexemplarsfrombothmagazinesinamonth?
4.Whichmagazinehasthemostexemplarsinamonth?
Readandanswerthefollowingquestions!
Pebruary
Jakart Solo Mataram
Aceh
a
Averageday 33
29
31
30
temperature
Kuta
Padang
Bogor
Malang
32
28
27
25
Hoursof
sunlighta
day
Rainydaysa
month
10
11
12
10
10
15
10
20
1.Whatsthemainideaofthegraphabove?
2.WhatisthedifferencebetweenMalangandJakarta?
3.monththelastlinerefersto..
4.Whatsthesynonymofthefollowingwords:
a.average
b.temperature
5.Whatsthecontentofthegraphabove,describeinyourownwords!
II.Resources
10
Appendix3BlueprintforQuestionnaireforStudentsMotivation.
No Element
1
Intrinsic
motivation
1.
2.
3.
4.
2
Extrinsic
1.
Indicator
Ketekunan&
keuletandalam
belajarbahasa
Inggris.
Minatdalambelajar
BahasaInggris.
Keaktifandalam
belajar.
Kemandiriandalam
belajarbahasa
Inggris.
Metodemengajar
Items(+)
1,11,13,15,21,45
Items()
3,12,23
Total
9
2,14,20,41,42,58.
4,5,29,36,48,54
6
34,43,52
28,38,50,51,55,
56.
16,17,32,47,49
9
6
18,30,33
motivation
guru.
2. Pengaruhteman.
3. kompetisibelajar.
4. Doronganorangtua
(keluarga).
5. Pengaruhkelompok
&medialainya.
Jumlah
10,23
6,8,31,35,40
7,9,26,27,57
19,24,25,37,39,44,
46.
48
59,60
4
5
5
53
8
12
Appendix4InstrumentofMotivationQuestionnaire.
Berilahtanda(v)padakolomyangsesuaidengankeadaananda!
Untuksoalnomor1s/d46menggunakanpilihanjawabanA(STS,TS,S,dan
SS)dansoalnomor47s/d60menggunakanpilihanjawabanB(TP,J,S,
danSL).
Keterangan:
A.STS:SangatTidakSetuju
TS :TidakSetuju
S :Setuju
SS :SangatSetuju
No Pernyataan
B.
TP
:TidakPernah
J
:Jarang
S
:Sering
SL
:Selalu
STS TS S
SS
60
1.
PelajaranbahasaInggrismudahbagisaya.
2.
PelajaranbahasaInggrismenarik.
3.
MateripelajaranbahasaInggrissulitdipahami.
4.
Sayasenang mengerjakan latihanlatihan/ tugas

padajampelajaranbahasaInggrisdisekolah.
5.
Mengikutiprosesbelajarmengajardenganaktif
pentingbagisaya.
6.
Nilaidanpenghargaanyangsayaterimaadalah
adiljikadibandingkandenganyangditerimaoleh
siswalain.
7.
Orang tua saya selalu mendorong saya untuk

belajarbahasaInggris.
8.
Saya belajar bahasa Inggris supaya memperoleh

nilaiyangmaksimal.
9.
Saya mendapatkan hadiah dari orang tua saya

apabila memperoleh nilai bahasa Inggris dalam
rapor8keatas.
10. SayatertarikbelajarbahasaInggriskarenateman
saya selalu mengajak berkomunikasi dalam
bahasatersebut.
11.
Sayapercayadanyakindapatmengikutipelajaran
bahasaInggrisdenganbaik.
12. Tugastugas latihan dalam pelajaran bahasa

Inggristerlalusulit.
13. Saya yakin bahwa saya akan berhasil dalam
pelajaranbahasaInggris.
14. SayasenangmenghafalkosakatabahasaInggris.
15. Keberhasilan dalam pelajaran bahasa Inggris
tergantungpadakemauansayauntukbelajar.
16. KamisenangbelajarbahasaInggrispadasuasana
kelasyangberbedadenganbiasanya.
17.
Kami senang apabila guru bahasa Inggris kami

menerapkan metode atau tehnik baru dalam
pengajaranbahasaInggrisdikelaskami.
18. Saya serius dalam mengikuti pelajaran bahasa

Inggriskarenasayatakutpadaguru.
19. Saya senang belajar dalam kelompok di kelas
karenabisasalingtukarpikiran.
20
Saya merasa bahwa pelajaran bahasa Inggris
memberikannilaitambahkepadasaya.
Sebagai seorang pelajar, saya perlu mempunyai
21.
jadwal/program belajar yang tersusun dengan

baik.
Sayainginmenggunakan(mempraktekan)bahasa
22
Inggrissayadengantemantemandikelas.
Sayaseringmelamundantidakkonsentrasiketika
mengikutipelajaranbahasaInggris.
23
Belajar kelompok di kelas dapat memanfaatkan
waktubelajarlebihefektif.
Saya senang mendengar atau menonton acara
24
yangdisiarkandalambahasaInggris.
Kakaksayaselalumembelikanbukubukubahasa
Inggris, agar saya lebih rajin belajar bahasa
25
Inggris.
Saya sebenarnya malas belajar bahasa Inggris
tetapikakak/orangtuasayaselalu mendorong
26
untukbelajarbahasaInggris.
Sayaselalumenggunakanwaktuluangsayauntuk
Sayaberlatihmembacapelajaran bahasaInggris
27. karenasayainginpintarberbahasInggris.
Saya merasa kecewa dengan pelajaran bahasa
Inggris, karena metode penyampaian guru tidak
28
menarik.
Sayasangatsenangapabilaadalombapidatoatau
cerdascermatdalambahasaInggrisdisekolah.
29
Saya senang kalau guru bahasa Inggris
memberikanpujiankalausayabisamengerjakan
tugasdanlatihandenganbaik.
30
Saya tidak suka kalau guru bahasa Inggris
memberikan hukuman kalau saya tidak bisa

mengerjakantugas/latihandikelas.
SayaakanbelajarbahasaInggriskalauakanada
31.
ujiansaja.
Ulanganharianyangdiberikanolehgurubahasa
32
Inggris pada akhir pertemuan sangat penting
untukmengetahuipemahamansiswa.
Saya tidak pernah absen (tidak hadir) pada jam
33
Saya senang belajar bahasa Inggris dengan
gambargambar.
Saya akan berusaha mengejar ketertinggalan
pelajaran bahasa Inggris, apabila saya terlambat
34. ikutpadajampelajarantersebut.
Belajar dalam kelompok dapat memberikan
35
motivasipadasayauntukbelajarlebihrajin.
Saya akan bersaing dengan cara sehat bersama

teman sekelas untuk memperoleh nilai tertinggi
dalampelajaranbahasaInggris.
36
Saya belajar bahasa Inggris karena ingin bisa
berkomunikasi dengan menggunakan bahasa

tersebut.
37.
Saya mempunyai rencana setelah lulus dari

sekolah ini, untuk mengambil jurusan bahasa
38
Inggrisdiperguruantinggi.
Saya ingin mendapat ranking agar tidak kalah

denganteman.
SayabelajarbahasaInggriskarenasemuateman
39
teman dalam kelompok saya bisa berbahasa
Inggris.
Saya tetap bersemangat dalam mengerjakan
40
latihanatautugasmatapelajaranbahasaInggris
walaupuntampaksulitsekalipun.
Saya memiliki bukubuku bahasa Inggris lain
selainbukubahasaInggrisyangdiwajibkanoleh
41.
guru.
Gurumenggunakanmetodepengajaranyang
menariksehinggatidakmembosankandalam
42
Sayaharusberperanaktifdalampelajaranbahasa
TP
SL
Inggris.
GurubahasaInggriskamibenarbenar
43
mengetahuibagaimanamembuatkami
bersemangatterhadappelajaranbahasaInggris.
SayabelajarbahasaInggrisdiluarjampelajaran
44
bahasaInggrisdisekolah.
Sayamenyediakanwaktukhususuntukbelajar
bahasaInggris.
45
Sayatidakmencatatselamakegiatanbelajar
mengajarpadajampelajaranbahasaInggrisdi
kelas.
Sayamembebankanpadatemankalauadatugas
46
kelompokyangdibagikangurubahasaInggris.
Saya menjawab pertanyaan yang diajukan oleh

guru bahasa Inggris pada saat belajar mengajar
berlangsung.
47.
Saya mempraktekan bahasa Inggris saya pada

orangbarat(tourist)padasaat berjumpadengan
mereka.
48
Sayapergikeperpustakaanuntukmencaribuku
bukutentangpelajaranbahasaInggris.
Orangtua sayaakanmarah dankecewaapabila
49
nilaibahasaInggrissayarendah/jelek.
Sayaakanmencaridikamusapabilaadakosakata
(vocab.) bahasa Inggris yang tidak saya ketahui
arti/maknanya.
50
Sayabertanyapadatemansaatdiadakanulangan
Sayaakanberhentibelajarkalauadatemanyang
51.
mengajakuntukbermainmeskipun sayasedang
52
53
54.
55
.
56
.
57.
58
.
59
.
60
.

The Effectiveness of Student Teams

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

The Effectiveness of Student Teams

Загружено:

Авторское право:

Доступные форматы

THEEFFECTIVENESSOFSTUDENTTEAMS

Hidayat,S890907012.2007. TheEffectivenessofStudentTeamsAchievementDivisions (STAD)

Drs. Abdul Asib,

The Head of English

This is to certify that I myself write this thesis entitled: The

becomegoodlisteners fromthe teachers presentation.Students dothe

comprehension; textbased process and knowledgebased text. Firstly, text

multiplicative rather than simply additive. Since it is done within a

As a result the observing, questioning, and learning, we find a more

team members are learning, and more specifically, to prepare its

From both definitions it can be inferred that lecture method is a

maintain interest, and avoid a repetitive lecturing style. A number of

mastery over the various aspects of ones environment. Brophy (1987) in

of exploration, manipulation, activity, and stimulation, to resolve

Atkinson in William and Burden (1997: 113) believes that it was

motivation that emphasize manipulation of learners through

goaloriented efforts contribute to others goal attainment. Second,

The fundamental assumption of the developmental theories is that

One of the most effective means of elaboration is explaining the

in a passive rather than active role; (2) LM encourages oneway

3. The interaction between methods and students motivation for teaching

(class X) in academic year 2008/2009. Its implemented according to the

used. If X o is lower than X t , it can be concluded that the data are

X int = X b2 X bc2 + X br2

lowerthan t(7.81)atthelevelofsignificance( )=0.05or

homogenous through normality and homogeneity test. The data

creative teacher in the class. Active means to take care about

teacher to learners (Blankard, 2007, in file:///C:/TrainingDelivery

3. The interaction between method and motivation to teach reading.

members in the group while they do the activity

Lundgren, Linda. (1994). Cooperative Learning: In The Science

Teacher monitors students work, checks if somebody

General Information and Regulation

Bedroom must be vacated by Noon on the day of

We regret that cheques cannot be accepted unless

General Information and Regulation

We regret that cheques cannot be accepted unless

Room rate is Rp.225.000,-** per night (including

Sayasenang mengerjakan latihanlatihan/ tugas

Orang tua saya selalu mendorong saya untuk

Saya belajar bahasa Inggris supaya memperoleh

Saya mendapatkan hadiah dari orang tua saya

12. Tugastugas latihan dalam pelajaran bahasa

Kami senang apabila guru bahasa Inggris kami

18. Saya serius dalam mengikuti pelajaran bahasa

Saya merasa bahwa pelajaran bahasa Inggris

jadwal/program belajar yang tersusun dengan

Belajar kelompok di kelas dapat memanfaatkan

Saya sebenarnya malas belajar bahasa Inggris

Saya senang kalau guru bahasa Inggris

Saya tidak suka kalau guru bahasa Inggris

memberikan hukuman kalau saya tidak bisa

Inggris pada akhir pertemuan sangat penting

Saya senang belajar bahasa Inggris dengan

Saya akan bersaing dengan cara sehat bersama

Saya belajar bahasa Inggris karena ingin bisa

berkomunikasi dengan menggunakan bahasa

Saya mempunyai rencana setelah lulus dari

Saya ingin mendapat ranking agar tidak kalah

teman dalam kelompok saya bisa berbahasa

Saya menjawab pertanyaan yang diajukan oleh

Saya mempraktekan bahasa Inggris saya pada

Вам также может понравиться