%0 Journal Article
%A 0813042045, Rizki Mitra Amalia
%D 2012
%F eprints:17326
%J Digtal Library
%T INCREASING STUDENTS’ READING COMPREHENSION ACHIEVEMENT THROUGH STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE AT THE SECOND YEAR OF   SMPN 1 KIBANG LAMPUNG TIMUR  
%U http://digilib.unila.ac.id/17326/
%X This research was conducted based on the consideration that students still got low scores in reading comprehension test. There were many factors that influenced students’ problems in comprehending the reading text, e.g. the use of teaching strategy. One of strategies which considered applicable and useful in increasing students’ reading comprehension achievement is STAD technique. Therefore, this research was intended to find out whether there was a difference in students’ reading comprehension achievement before and after being taught through STAD technique and to investigate the students’ activity in teaching learning process using STAD technique.  The researcher administered this research at SMPN 1 Kibang, Lampung Timur. The participants included one class at the second year. One group pre-test post-test design was applied in this research. The data were analyzed by using Repeated Measure t-test with Statistically Package for Social Science (SPSS) version 16.0.  Based on the calculation of t-test, the result showed that the students’ mean score of post test in experimental class (72.57) was higher than pre test (60. 41) with the gained score was 12.16. In which significance was determined by p<0.05. The t-test revealed that the result was significant (p=000). It showed that hypothesis was accepted, since there was a difference in students’ reading comprehension achievement before and after being taught through STAD technique. Besides, STAD became more effective in increasing students’ reading comprehension achievement because it could improve students’ activity in teaching learning process. Thus, it is concluded that STAD technique can be applied and recommended as a reference to teach English in reading class.