The Effectiveness of Student Team Achievement Division (STAD) Technique in Teaching Reading Comprehension to the Eight Grade Students at MTs Aswaja Tunggangri Kalidawir

Key words: Effectiveness STAD Technique, Reading Comprehension Mastering reading skill is very important to the students since most of the information nowadays is presented in the form of written material. In junior high school level reading comprehension is also emphasized based on the curriculum. However, the students faced problem in this skill. Cooperative learning using student team achievement division (STAD) type consists of four steps cycle: teach, team study, test, and recognition. The teaching phase begins with presentation of materials, students should be told what it is they are going to learn and why it is important. In the team study, group members work cooperatively with teacher providing work sheet and answer sheet. Next, each student individually takes a quiz. Use a scoring system that ranges from 0 to 30 points and reflect degree of individual improvement over previous quiz. Each team receives one of three recognition awards, depending on the average number of point seared by them. We know that student team achievement division (STAD) is a good technique for the teachers who are new to the cooperative approach and it uses individual quizzes at the end of class. The formulations of research problems are: 1) How is the students’ achievement in reading comprehension taught without using student team achievement division (STAD) technique? 2) How is the students’ achievement in reading comprehension taught using student team achievement division (STAD) technique? 3) Is there any significant different in the score reading comprehension between the students taught without using student team achievement division (STAD) technique and those taught using student team achievement division (STAD) technique? The purpose of the research are: 1) To find out the students’ achievement in reading comprehension taught without using student team achievement division (STAD) technique. 2) To find out the students’ achievement in reading comprehension taught using student team achievement division (STAD) technique. 3) To find out whether there is any significant difference or not in the score reading comprehension between students taught without using student team achievement division (STAD) technique and those taught using student team achievement division (STAD) technique. Research method: 1) the research design in this study was Pre-experimental one group Pre-test and Post-test design with quantitative approach, 2) the populations of this study was all students of second year at MTs Aswaja Tunggangri Kalidawir, 3) the samples was eight grade consisting of 21 students, 4) the research instrument was test, 5) the data analysis was using T-test. xi The result showed that the students’ reading comprehension score taught without using student team achievement division (STAD) was 64. While the score taught using student team achievement division (STAD) technique was 91. The T count was 10.254, whereas the T table with significance level 5% was 1.725. T count was greater than T table. It means that the alternative hypothesis (Ha) is accepted. So, there is significant effect of using student team achievement division (STAD) technique in teaching reading comprehension to the eight grade students at MTs Aswaja Tunggangri Kalidawir. Whereas, the Null Hypothesis (Ho) is rejected. So, there is no significant effect of teaching reading by using student team achievement division (STAD) technique to the eight grade students at MTs Aswaja Tunggangri Kalidawir. In other words, student team achievement division (STAD) technique can be used as an alternative technique in teaching reading comprehension to the students at Junior High School level