Andina Putri Pratiwi , 2201412026 (2016) THE EFFECTIVENESS OF GRAPHIC ORGANIZERS INSTUDENT TEAMS-ACHIEVEMENT DIVISIONS METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL (A Quasi Experimental Study of the Eighth Grade Students of SMP 1 Kudus in the Academic Year of 2015/2016). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Reading is one of four language skills that needs to be mastered by junior high school students. To achieve the purpose of reading, the students have to comprehend the text in order to understand the information effectively. This present study was aimed to find out whether graphic organizers in Student TeamsAchievement Divisions (STAD) strategy is effective to improve students’ reading comprehension skill. This was a quasi-experimental study with pretest-posttest nonequivalentgroups design. The population was the eighth grade students of SMP 1 Kudus in the academic year of 2015/2016. By using convenience sampling, 32 students of VIII A was taken as the control group and 32 students of VIII B was taken as the experimental group. The data were obtained by administering pre-test, treatment, and post-test to both group. In giving the treatment, the control group was taught using traditional teaching method. Meanwhile, the experimental group was taught using graphic organizer as the learning medium and STAD as the learning method. The result of the tests were analysed using t-test to find out whether there was significance difference in reading comprehension skill between the two groups. The mean score of control group pre-test was 76.63 and 74.63 for the experimental group. In the post-test, there was an increase. For the control group, the mean score was 81.25, and 85.88 for the experimental group. The result of ttest showed that the tvalue was 2.16. Meanwhile, for N = 32, df = 32+32-2 = 62 and significance level (α) = 5%, the ttable was 1.994. The result proved that the tvalue exceed the ttable (2.163>1.994).Therefore, it could be concluded that there was a significant difference in post-test result between students in experimental group than those in control group. Since the tvalue > ttable, so the H0 is rejected, and Ha which is graphic organizers in Student Teams-Achievement Divisions (STAD) is effective to improve students’ reading comprehension skill, is accepted. It means that teaching reading comprehension using graphic organizer as the learning medium and STAD as the learning method is effective to improve students’ reading comprehension skill. This suggests that teachers should be able to combine materials, learning medium, and learning method well so that the students are interested in learning and the learning objective is achieved.

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