The Effectiveness of Student Teams Achievement Division (STAD) on Students’ Reading Ability at The 8TH Grade of SMP N 3 Surakarta

This study aims at describing the effectiveness of STAD on students’ Reading ability of the Eight Grade students at SMP N 3 Surakarta and describing the application of STAD strategy in teaching reading ability. In this research, the writer decides to use a quasy-experimental design. The reason why the writer uses this type of method is because the setting does not allow the control and the manipulation of all relevant variables. The subject of the research is the English teachers and the eight grade students at SMP N 3 Surakarta. In the eight grade, there are nine classes. The researcher observes in two classes of the eight grade students in SMP N 3 Surakarta and total students in the eight grade are 288 students. Informants who will be the source of data in this study are 8th grade English teachers and 8th grade students of SMP N 3 Surakarta. They were interviewed to obtain data related to the learning methods used by teachers and students in the learning process of reading. The result of this research is that there is influence of STAD to reading ability to the eight grade students of SMP N 3 Surakarta. It is proved by the calculation of mean score on Post- test that was 91 and Pre-test was 61. In percentage of the average achievement in reading ability, the Pre-test had 72,55 % and the Post-test had 77,6%. So, we can say that there was 5,05 % difference. It can be concluded that the difference is statistically significant. The calculation of hypothesis test indicated T count > T table. Therefore, the null hypothesis, “there is a significant difference in achievement of students' reading comprehension between those taught using STAD strategy and students who are taught without using (STAD)". STAD procedures in reading comprehension generally involve teacher presentation, team study, individual quizzes, determination of team scores, and team reward or recognition. From these results can be concluded that the application of STAD can improve students' reading ability compared to learning outcomes in the class that did not use STAD method