THEEFFECTIVENESSOFSTUDENTTEAMS ACHIEVEMENTDIVISIONS(STAD)METHODTOTEACH READINGVIEWEDFROMSTUDENTSMOTIVATION(anexperimentalstudyinthefirstyearstudentsofSMK1KotaBimaNTBinAcademic 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

Consultant2

Dr.Ngadiso,M.Pd. M.Pd. NIP.131792932 NIP.19520707.198003.1.005

Drs. Abdul Asib,

TheHeadofEducationDepartmentofGraduateSchool,

Dr.Ngadiso,M.Pd. NIP.131792932

iii BOARDOFEXAMINERS

ThisThesishasbeenexaminedbytheBoardofThesisExaminersof EnglishEducationDepartment,GraduateSchoolofSebelasMaret University,Surakarta. On BoardofExaminers 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 .. Signature

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.. APPROVAL.. THEBOARDOFEXAMINARS. PRONOUNCEMENT MOTTO. ACKNOWLEDEGEMENT.. TABLEOFCONTENT LISTOFTABLES... LISTOFFIGURES.. LISTOFAPPENDICES.. CHAPTERIINTRODUCTION A.BackgroundoftheStudy B.TheProblemIdentification. C.TheLimitationoftheStudy D.TheProblemFormulation... E.TheObjectivesoftheStudy F.TheBenefitoftheStudy.

i ii iii iv v vi vii viii xi xii xiii 1 5 5 6 6 7 8 8 9 10

CHAPTERIIREVIEWOFRELATEDLITERATURE A.Reading.. 1.TheNatureofReading.. 3.PurposesofReading...

12 15 15

2.ModelsofReading. 16 18

4.ReadingComprehension. 18 B.CooperativeLearning...... 19 . viii C.STAD.. 1.TheNatureofSTAD... 2.TheComponentsofSTAD..... 3.PreparationofSTAD.. 4.ScheduleofActivities..... 5.FiguringIndividualandTeamScore. D.LectureMethod. 1.TheNatureofLectureMethod.. 2.TheImplementationofLectureMethod E.Motivation.. 1.TheTermofMotivation. 44 44 45 46 48 53 1.TheBenefitofCooperativeLearning. 21 24 26 26 27 29 29 31 33 37 39 43 2.TheRoleoftheTeacherinCL 23

2.PerspectiveofMotivation..

56 63 64 68

3.MotivationalTheories.... 4.MotivationinLearningFL/L2... F.Rational.... G.Hypothesis... A. PlaceandTimeoftheStudy. B. ResearchMethodology. C. Population,Sample,andSampling... D. VariablesandResearchDesign.... E. TechniqueofCollectingtheData.... F. DataAnalysis.... CHAPTERIVTHERESULTOFTHESTUDY A. DescriptionoftheData. B. NormalityandHomogeneityTest. C. HypothesisTesting.... D. DiscussionoftheResultoftheStudy... ix CHAPTERVCONCLUSION,IMPLICATION,ANDSUGGESTION A. Conclusion B. Implication... C. Suggestion ix BIBLIOGRAPHY. APPENDICES... CHAPTERIIIRESEARCHMETHODOLOGY

72 72 74 76 79

x LISTOFTABLES Table1FrequencyDistributionofDataA1B1. Table2FrequencyDistributionofDataA1B2. Table3FrequencyDistributionofDataA2B1 Table4FrequencyDistributionofDataA2B2 Table5FrequencyDistributionofDataA1 Table6FrequencyDistributionofDataA2 Table7TheNormalityTest Table8TheHomogeneityTest.. Table9AnalysisofVariance2x2.. Table10SummeryofTukeyTest 57 58 59 60 61 62 63 64 65 66

xi LISTOFFIGURES

Figure1HistogramandPolygonofDataA1B1 57 Figure2HistogramandPolygonofDataA1B2. Figure3HistogramandPolygonofDataA2B1. Figure4HistogramandPolygonofDataA2B2. Figure5HistogramandPolygonofDataA1... Figure6HistogramandPolygonofDataA2.... 58 59 60 61 62

xii LISTOFAPPENDICES Appendix1LessonPlansforExperimentalClass.. Appendix2LessonPlanforControlClass.... Appendix3BluePrintforQuestionnaireforStudentsMotivation Appendix4InstrumentofMotivationQuestionnaire. Appendix5ValidityandReliabilityofMotivationQuestionnaire. Appendix6BluePrintofReadingTest... Appendix7InstrumentofReadingTest. Appendix8ValidityandReliabilityofReadingTest. Appendix9TheResultofMotivationQuestionnaireofControlClass.. Appendix10TheResultofMotivationQuestionnaireofExpr.Class. Appendix11TheResultofReadingTestofControlClass. Appendix12TheResultofReadingTestofExperimentalClass Appendix13TheScoreofMotivationQuestionnaireandReadingTest. Appendix14TheTabulationofMotivationandReadingScores... Appendix15TheDataofHighandLowMotivationinreading Appendix14A.Mean,Median,Mode,andStandardDeviation. B.NormalityTest........ C.HomogeneityTest. D.HypothesisTesting. 79 106 130 131 137 152 153 167 182 183 184 185 186 187 188 189 203 211 213

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,theproblemsofthestudycanbestatedasfollows: 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 Motivation High( A1 ) Low( A2 ) Notes:

STAD( B1 ) A1B1 A2B1 B1

Lecturemethod( B2 ) A1B2 A2B2 B2

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 No 1 StronglyAgree Agree Disagree 2 StronglyDisagree Always Sometimes Rarely Never PositiveItem 4 3 2 1 4 3 2 1 4 1 2 3 4 NegativeItem 1 2 3

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: k pq 1 k 1 St2

rkk =

Where: rkk :Coefficientofreliability k:Totalvaliditems 2

pq

:Sumofallitemvariance

St :Totalvariance Theresultof ro iscomparedwitht(table)atthe95%levelofsignificance. Theitemisreliableif ro > rt . b.Thequestionnaireofstudentsmotivation 1.Theitemvalidityofquestionnaire Foranalyzingthevalidityofthequestionnaireofstudentsmotivation, thisresearchusestheformulaasfollows: r5t =

x x ( x )( x )5 t 2 i 2 t

Where:

r5t :Coefficientofvalidity 2

x5 xt

:Sumofallitemsvariance

xi :Totalvariance xt :Totalscore Theresultof r5t iscomparedwitht(table)atthe95%levelof significance.Theitemisvalidif ro > rt . 2.Thereliabilityofquestionnaire Thereliabilityofquestionnaireisanalyzedwiththefollowingformula:2 k si 1 2 k 1 st 2

rkk =

Where: rkk :Coefficientofreliability k:Totalvaliditems 2

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