Skripsi Pendidikan Bahasa Inggris

CHAPTER I
INTRODUCTION
In this chapter, the writer discusses the background of research, research questions,
the objective of the research, scope of research, the significance of the research, key
terms, and organisation of research.
A. Background of Research
Language learning includes 4 (four) basic abilities, which consist of reading,
writing, speaking, and listening. These four abilities are a must to have and can
be used for learners of the language. Students who get English subject as one
of the foreign languages taught at school certainly need to understand the basis
of each of these skills to be able to understand the language that they are
learning. In its use, each skill complements the understanding of language users
of the language used.
Curriculum 2013 is a curriculum that can produce productive,
creative, innovative and effective in producing Indonesian people through
strengthening, attitudes, skills, and integrated knowledge. The use of the 2013
curriculum, especially for English subjects is a challenge for teachers to enable
students to be active in the classroom and to follow the learning process well.
Students are required to be able to innovate with the material provided and can
use their knowledge in an improvised form.
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Indonesian students as a student of EFL (English as Foreign
Language) are certainly not an easy thing, because many things can make them
become hampered in the process of developing their abilities. It is starting from
different grammar systems, different pronunciations, lack of direct exposure to
the language itself, and many other things that can hinder the development of
their abilities.
Reading as one of the essential abilities that must be possessed by
students is an act of communication between the author to the reader through
the sense of sight and pronounced both by voiced or not voiced to get ideas,
messages, and concept delivered in the written form (Maulana & Akbar, 2017,
p.49).
Although reading is an essential skill, the students still found some
problems in reading. Through reading activities, students are expected to be
able to understand the intent of the text that has been read and can use the
information obtained to answer existing questions, which later known as
Reading Comprehension. “Reading comprehension is the active process of
constructing meaning from a text; it involves accessing previous knowledge,
understanding vocabulary and concepts, making inferences, and linking key
ideas” (Lubis, 2018, p.56).
Most of the problems experienced by students towards reading
skills are because they do not understand the meaning of the text they have read,
whether it comes from the vocabulary used, or how to draw conclusions from
the information provided in the existing text. In addition to problems that arise
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from students in reading skills or reading comprehension, problems also arise
from various sides, one of which is from the teacher in delivering the material.
The teacher as an educator does not only have an obligation to
convey material to students, but the teacher is required to present learning
material well which includes the preparation, implementation and evaluation
of learning to read carefully, besides the teacher must choose the right strategy
so that the learning material can be presented in accordance with the planning,
and also there must be an analysis of the reading text that will be used as
learning material so that it can be in accordance with the students' abilities
(Maulana & Akbar, 2017, p.50).
Because of these problems, so the writer wants to figure out the
solution for the student reading comprehension skill. By using a specific
teaching model, it could help to solve the problem for the students.
The level of comprehension of the text is influenced by how
successfully the readers (their preexisting knowledge of the text, their interest
in it, their purpose of reading it) interact with the text (the text type, the
vocabulary, the grammar), and that the reading process engages the readers in
a series of stages: pre-reading, while-reading, and post-reading (Grabe in
Apsari & Haryudin, 2017, 36).
In solving this problem, the writer uses two types of the teaching
model that focus on making the students feel less burdened in learning English
by using Cooperative Learning and Problem-Based Learning in teaching
Reading Comprehension. Both of this model use learning in groups to make

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students better understand the material and also can do the exercises given by
the teacher.
“Cooperative Learning is an educational approach of self-group
work that minimises the occurrence of those unpleasant situations and
maximises the learning satisfaction that eventually resulted from working on a
high-performance team” (Ku et al., as stated in Jamaludin & Mokhtar, 2018).
Cooperative Learning Approach has a broad range type of teaching method that
can be used by teachers as a way to make the learning process more productive
and following the results to be achieved. With the use of Cooperative Learning,
which is based on the cooperation between individuals in a group to achieve
the same goals, it is expected to help the learning process of students in reading
comprehension become more comfortable than the other approach.
PBL (Problem-Based Learning) is a learning model based on
problems in everyday life that applies understanding, knowledge, and skills and
to analyse, reason and communicate effectively to solve and interpret problems
in various situations and apply them in everyday life (Mariana and Andi, 2018,
p.338). Based on this theory, it can be ascertained that using Problem-Based
Learning in reading comprehension can help students solve the problems they
have in reading comprehension using a series of the syntax that must be
followed to solve the existing problems.
From the ideas above, the writer is interested in researching quasi-
experimental with the title of “A Comparison between Cooperative Learning
and Problem-Based Learning to Teach Reading Comprehension” in a

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Vocational High School Grade X at SMK Komputer Arya Karina Pratama
(AKP) – Cianjur.
B. Research Questions and Hypothesis
1. Research Questions
Based on the background of research, the research questions that are used
to answer the problems and solutions are as follows:
a. Is there any significant difference in the achievement and
improvement between Cooperative Learning and Problem-Based
Learning in teaching reading comprehension?
b. How are the implementation of Cooperative Learning and Problem-
Based Learning in teaching reading comprehension to students?
c. What are the students’ difficulties in learning reading comprehension
through Cooperative Learning and Problem-Based Learning?
2. Hypothesis
There are two hypotheses in research, which is the null hypothesis and
alternative hypothesis. The difference between these two hypotheses is
that there is a relationship or not between the variables. In this research, it
only used one of the hypothesis, and that is the null hypothesis. The null
hypothesis of this research is:
H0 = There is no significant difference in achievement and improvement
between Cooperative Learning and Problem-Based Learning in
teaching reading comprehension.

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C. Objective of Research
The proposed research aims to examine:
1. A significant difference in the achievement and improvement between
Cooperative Learning and Problem-Based Learning in teaching reading
comprehension.
2. The implementation of Cooperative Learning and Problem-Based
Learning in teaching reading comprehension to students.
3. The students’ difficulties in learning reading comprehension through
Cooperative Learning and Problem-Based Learning.
D. Scope of Research
The scope of this research is to evaluate the use of two approaches in teaching
reading comprehension on a descriptive text in a quasi-experimental of
quantitative research that implemented in a private vocational high school in
Cipanas-Cianjur. The approaches used in this research are Cooperative
Learning and Problem-Based Learning.
Cooperative learning is the innovative approach that the writer used
for the experimental class of teaching reading comprehension on descriptive
text. In this approach, the writer used the STAD (Student Team Achievement
Division) method as the teaching method. The sample student in this
experimental class got treatments of reading comprehension by following the
STAD method. Meanwhile, the control class used Problem-Based Learning as

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the teaching model. They got the treatments of learning reading comprehension
with the syntax from that model.
At the end of this research, the writer used two kinds of methods to
find the answer to the different results that come from these two approaches in
teaching reading comprehension on the descriptive text to the sample of the
research. It used statistical calculations to find out the results of the
achievement and the improvement of the use of these two approaches and used
triangulation for the results of the implementation of the approach and the
student difficulty in learning reading comprehension on descriptive text with
the two approaches used.
E. Significance of Research
1. Pedagogical
The result of this research is expected to be useful for the teachers and
students to give an alternative way to improve reading skills, especially in
reading comprehension on descriptive text with the use of Cooperative
Learning or Problem-Based Learning as an approach in learning the
material.
2. Theoretical
By using a teaching model that makes the student feel less burdened, the
outcome of the learning process will be more significant. Furthermore, this

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research using a teaching model that focuses on learning in a group is an
effective way to teach reading comprehension.
3. Practical
The result of this research used to help students’ reading comprehension,
so the students’ can be more comfortable and more successful in learning
reading comprehension. Hopefully, that approach can be a medium to
improve students’ reading comprehension.
F. Definition of Key Terms
1. Cooperative Learning
The term of Cooperative learning in this research is the innovative
approach that the writer used as a comparison with another approach. This
Cooperative Learning approach used in the experimental class in the tenth
grade at SMK Komputer AKP Cipanas-Cianjur for teaching reading
comprehension. STAD (Student Team Achievement Division) is one of
the teaching methods from the Cooperative Learning approach that focuses
on learning with a team to solve a problem that been found.
2. Problem-Based Learning
As one of the learning models from the 2013 curriculum, Problem-Based
Learning is an approach of student-centred learning that used in the control
class for teaching reading comprehension to the tenth-grade students at
SMK Komputer AKP Cipanas-Cianjur.

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3. Reading Comprehension
The skill that is the focus of this research is reading skill, which contains
literacy, the understanding of the written text, comprehend, and interpret
the written words to another form. Reading Comprehension in this study
means a process of understanding the text to get the information and
meaning from the text. It is the main subject that researched in both of the
experimental and control classes with the specific approach and learning
model used. A kind of text that used is descriptive text, which focused on
a simple description of tourist attraction and historic buildings, following
the guide of basic competence of the tenth grade for a vocational high
school.
G. Organisation of Research
Chapter I : Introduction
Background of Research, Research Questions and Hypothesis,
Objective of Research, Scope of Research, Significance of
Research, Key Terms, Organization of Research
Chapter II : Literature Review
Cooperative Learning, Problem-Based Learning, Reading
Comprehension, Descriptive Text, Previous Study

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Chapter III : Research Methodology
Research Design, Research Method, the Location and the
Time of Research, Population and Samples, Instrument,
Technique of Collecting Data and Analysis
Chapter IV : Results and Discussion
The Research Result, Discussion
Chapter V : Conclusion and Suggestions
Conclusion, Suggestions
CHAPTER II
LITERATURE REVIEW
This chapter deals with the relevant theories to the purpose of the research to
provide the information in conducting the research. The theories introduced in this
chapter is about Cooperative Learning, Problem-Based Learning, and Reading
Comprehension as the macro skill of the research. There is also the Previous Study
that used as the corresponding source in writing this research.
A. Theoretical Framework
1. Cooperative Learning
a. Definition of Cooperative Learning
“Cooperative Learning models can build students’ knowledge
individually, foster collaboration among students, minimise
differences, train students to express opinions, and the role of students
in the learning process is more dependent than the other model
(student-centred)” (Rahmawati, Melati, & Sartika, 2018). Meanwhile,
Isjoni stated that “Cooperative learning is a learning model where
students learn and work with small groups with structures
heterogeneous group” (in Oktaviani, Witri & Antosa, 2019). It can be
concluded that Cooperative Learning is a learning model that use
groups as a medium to improve students’ individual abilities in the
learning process.
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Isjoni also claimed that there are several methods of
Cooperative learning that can be used in class (as stated in Oktaviani,
Witri, and Antosa, 2019). The methods are STAD (Student Team
Achievement Divisions), Jigsaw, TGT (Team Game Tournament), GI
(Group Investigation), Rotating Trio Exchange, and Group Resume.
Among those methods, the researcher used STAD (Student Team
Achievement Divisions) as the method to teach Descriptive Text in
reading comprehension skills.
b. Definition of STAD
STAD was formulated by Robert Slavin and his associates at Johns
Hopkins University. “STAD stands for Students Team Achievement
Divisions, which is a strategy in which using small groups of learners
with different levels of ability work together to achieve a share
learning goal” (Deswarni, 2018). Meanwhile, “STAD is a learning
model that could stimulate student activities to express opinions, ideas,
and understanding in learning STAD” (Maulana & Akbar, 2017). So,
the conclusion from the definition of STAD is a strategy that used
groups to stimulate students in achieving the learning goal.

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c. Component of STAD
Robert Slavin stated that Cooperative Learning of STAD type consists
of five major components, which is a class presentation, teams,
quizzes, individual scores, and team recognition (in Deswarni, 2018).
1) Class Presentation
The material in STAD is introduced in a class presentation, that
is mostly using direct instruction or a lecture-discussion
conducted by the teacher, but it could include audiovisual
presentations. The student must understand the presentation from
the teacher so it will help them to do well in the quizzes. The
quizzes score will determine their team score.
2) Teams
After the material presented by the teacher, the teams’ meet to
study the worksheet or other material, it also includes students’
discussion of the problem together, comparing answers and
correcting any misconception if their teammates make mistakes.
At STAD, the emphasis is placed on the team members, doing
their best for the team and on the team doing its best to help its
members. The team gives the peer support for academic
performance that is important for learning, and it provides the
mutual concern and respect that are important for such outcomes
as inter-group relation, self-esteem, and acceptance of
mainstream students.
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Teams consist of four or five students who represent
a cross-section of the class in terms of academic performance, sex,
race, and ethnicity. It is to make sure that all team members are
learning and to prepare its members to do well on quizzes.
3) Quizzes
After several periods of teacher presentation and team practice,
the student takes individual quizzes. Students are not permitted to
help one another during quizzes; they are responsible for knowing
the material on for their quiz score. Each student will use one
copy of the quiz.
4) Individual Scores
This point is to give each student a performance goal that can be
attained if he/she works harder and performed better than in the
past. Any of the students can attribute maximum points to their
team score. Each of the students given a base score, which comes
from the student's average past performance on similar quizzes.
Students earn points for their team based on score, and the group
improvement scores are gotten from the individual score of each
member. The students earn points for their teams based on the
degree to which their quizzes score (percentage correct) exceed
their base score.

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5) Team Recognition
If the average score of the team is exceeding a specific criterion,
they may earn certificates or another reward. The team score may
also be used to determine up to 20% of their grade. The team that
has improved the most is given the most recognition.
d. Preparation of STAD Implementation
Trianto stated that “STAD requires preparation before learning
activities are implemented” (in Rakhman & Syathroh, 2015). The
preparations include:
1) Learning device: includes lesson plans, student books, and
student activity sheets along with the answer sheet.
2) Forming cooperative groups: determine the group members with
the heterogenic ability of the students, and between one group to
another relatively homogenous.
3) Determining the initial score: the previous test scores, it may be
changed after the quiz.
4) Seating arrangements: it should be regulated to support the
success of cooperative learning. It could turn into chaos and
failure if there is no seating arrangement in the classroom.
5) Teamwork: there must be the practice of teamwork to introduce
each in the group.

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e. Steps of STAD
Suprijono stated that there are some steps in implementing STAD (in
Rakhman & Syatroh, 2015) as follows:
1) Form groups that consist of 4-5 students (heterogeneous
members).
2) The teachers present the lessons.
3) The teacher gives a task to the group, and it will be answered by
the members of the group. The member who already understand
the lesson can explain it to the other members until they
understand.
4) The teacher gives a quiz or question to all students, which the
student should not help each other out.
5) The teacher is giving the evaluation.
6) The teacher and students making a conclusion according to the
material learned.
f. The Advantages and Disadvantages of STAD
According to Slavin, “there are advantages and disadvantages of using
STAD method in teaching in the classroom” (as stated in Rakhman &
Syatroh, 2015). The advantages are:
1) It can develop student achievement, both in the results of the
teacher-made test as well as a standard test.

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2) Students’ self-confidence increased; students feel more
controlled for academic success.
3) The cooperative strategy provides an impressive development in
interpersonal relationships between members of different ethnic
groups.
The disadvantages are:
1) If teachers are not reminding students to always use the skills
cooperative in the dynamics of the group, it will be stuck.
2) If the number of groups is not considered, that is less than four,
for example, three, then a member would tend to withdraw and
less active during the discussion and if the number of groups more
than five, then chances for them to be passive in task completion.
3) If the chief of the group cannot resolve conflicts that arise
constructively, it will be less effective for group work.
The use of STAD (Student Team Achievement Division) for
teaching reading comprehension believed to be an effective learning
method to improve student comprehension of reading and also to enhance
the role of students in active learning.
2. Problem-Based Learning
a. Definition of PBL
“Problem-Based Learning (PBL) is an instructional learner-centred
approach that empowers learners to conduct research, integrating the

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theory and practising, and applying knowledge and skills to develop a
solution to a defined problem” (Arjuna & Jufri, 2016). Meanwhile,
another definition of PBL is “an instructional method that challenges
the student to learn, work cooperatively in groups, and to seek the
solutions in real-world problems” (Zulkipli, 2017). It can be
concluded that Problem-Based Learning is a method focusing on a
learner-centred approach to solve problems that arise in the real world.
b. The Phase of PBL
According to Arends, “there are five major phases that typically can
be found in Problem-Based Learning” (as stated in Arjuna & Jufri,
2016). The five major phases are:
1) The orientation of learners to the problem
In this phase, teachers can prepare the lesson by providing the
basic concepts, instructions, references, or links and skill that is
required in the learning process. The concept that given is does
not need in detail form, it preferably in outline form only, so that
the learners can develop it independently in depth.
2) Organising learners
Students are guided on how to find the answers to the problems
which have been determined to finish. Students discussed the
implementation strategies about the distribution of tasks, the
completion dates, and the solution to the problem.

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3) Guiding the investigation to individuals and groups
With the teacher guidance, students investigate to seek
information through the internet, reading books and other printed
materials, asking the experts, or finding out the answer in the
library.
4) Develop and present work
After collecting the results of an investigation, the student
discusses the most appropriate solution according to them,
including the arguments that could be built for convincing. The
solution is stated in a written form or softcopy that can be
presented in front of the class.
5) Analyse and evaluate the problem-solving process
With the guidance of the teacher, students reflect to obtain the
most appropriate solution as an answer to the problem that has
been determined. After that, the teacher gives feedback to the
students toward the process and learning achievement. It can be
like giving a reward to every group that has presented their work.
Finally, the teacher concludes and summarises the lesson together
with the students, and also reviewed the activities that have been
done.
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c. The Advantages and Disadvantages of PBL
There are various advantages and disadvantages in using Problem-
Based Learning as a learning model (Abdelkarim, Schween & Ford,
2018). The advantages of PBL are:
1) Problem-solving
2) Independent learning
3) Teamwork
4) Accountability and involvement
5) Active learning
6) Quality learning
7) Critical thinking
8) An interactive way of learning
9) Better perception
The disadvantages are:
1) Costs implication
2) Inadequate resources
3) Faculty intensive
4) Inconsistency
5) Highly individualism
6) Student resistance
7) Basic training
8) Affects students quality of learning and knowledge acquisition
9) Challenge when it comes to evaluation

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The use of Problem-Based Learning (PBL) for teaching
reading comprehension believed to be an effective learning method to
improve student comprehension of reading and also to enhance student
independence and teamwork with their group.
3. Reading Comprehension
a. Definition of Reading
“Reading is a most important activity in any language class, not only
as a source of information and pleasurable activity but also as a means
of consolidating and extending one’s knowledge of the language”
(Rivers as stated in Suhana & Haryudin, 2017). Furthermore,
“Reading is getting and constructing the meaning from a printed or
written message” (Arjuna & Jufri, 2016). As the conclusion from the
definition of Reading, it is an essential skill that used in a language to
get information and the meaning from it, through a printed or written
text. Through reading, students can get many different kinds of
information, and they also could express their idea or opinion by
reading those texts.
b. Definition of Reading Comprehension
Reading Comprehension is a thinking process that is based on aspects
of understanding which include (a) the ability to understand the main
ideas, (b) the ability to find meaning of things that are read, (c) the
ability to choose and understand facts, information, or ideas from

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material reading, and (d) the ability to interpret information that is
appropriate and in accordance with the meaning of the words
contained in the reading (Maulana & Akbar, 2017, p.53).
Pardo, “Reading Comprehension is a process in which
readers constructed meaning by interacting with a text through the
combination of prior knowledge and previous experience; information
in the text, and the stance the reader takes in relationship to the text”
(as stated in Astuti, 2018). As a conclusion, reading comprehension is
a process of gaining knowledge for the text that has been read by the
students.
c. Strategies for Reading Comprehension
Zimmerman and Hutchins, identify that “there are 7 (seven) strategies
of reading comprehension as follows” (as stated in Astuti, 2014):
1) Activating or building background knowledge, can be conducted
by activating three types of connection: text-to-self, text-to-text,
and text-to-world.
2) Using sensory images, using sight, hearing, taste, smell, and
touch or in shorter terms, all senses in reading.
3) Both teachers and students can make questioning about a text
which they are going to read.

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4) Making predictions and inferences, involves readers asking the
story listener both closed and open-ended questions about the text
during the reading.
5) Determining the main ideas
6) Using fix-up options, regaining back losing comprehension by
repeating the first five strategies.
7) Synthesising, collecting altogether of the entire contents of what
one has read.
d. Instructions for Teaching Reading Comprehension
To implement the strategies for learning reading comprehension, there
are instructions for teachers are needed. Pressley stated that
"comprehension involving some lower order (i.e., the word level) and
higher order processes specific to reading and explains some
instructions to be implemented to understand the comprehension" (as
stated in Astuti, 2014). The instructions are:
1) Teach decoding skill (prefixes, suffixes, base words, blends,
digraphs);
2) Encourage the development of sight words;
3) Teach students to use semantic context cues to evaluate whether
decoding is accurate or not;
4) Teach vocabulary meanings;
5) Encourage extensive reading;

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6) Encourage students to ask themselves why the ideas related in a
text make sense; and
7) Teach self-regulated use of comprehension strategies, including
prediction, questioning, seeking clarification when confused, and
summarization.
4. Descriptive Text
a. Definition
“Descriptive text is a type of text that describes something, whether
they are things, animals, places, plants, or whatever it is expected that
something becomes clear and specific” (Sukma & Guspita, 2018).
Meanwhile, Alice stated that “Descriptive text describes a person,
place, or thing so that the reader can picture it in his or her mind” (in
Sukma & Gusparia, 2018). As a conclusion, descriptive text is a type
of text that describes a specific object to inform the readers about the
detail of the object chosen.
b. Generic Structure
The generic structure of descriptive text contain of two, which are
identification and description (Wardani, Basri & Waris, 2014). The
identification is about introducing a subject or a thing that will be
described in the text. The description is a brief details about who, or
what of the subject.

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B. Previous Studies
The writer uses a journal about improving students reading comprehension
using STAD (Student Team Achievement Division) and Problem-Based
Learning. The studies are:
1. The Use of STAD to Teach Reading Comprehension
a. Yupik Puji Astuti made an active journal published volume 4 in 2014
of Semarang State University with the title “The use of Student Team
Achievement Division (STAD) to Improve the Student Reading
Comprehension Practice”.
b. Fitri Ferina made an active journal published volume 2 in 2015 from
JEELS of Lambung Mangkurat University with the title “STAD as
Strategy of Teaching Reading Comprehension in Junior High School”.
c. Yeti Suyasti, Clarry Sada, and Ikhsanudin made an active journal
published volume 5 in 2016 of Tanjungpura University with the title
“Teaching Reading Comprehension using Student Team Achievement
Division (STAD)”.
2. The Use of PBL to Teach Reading Comprehension
a. Gibran Arjuna and Jufri made an active journal published volume 5 in
2016 of JELT (Journal of English Language Teaching) of Padang State
University with the title “The Use of Problem-Based Learning Method
in Teaching Reading Comprehension”.

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b. Lu Fang Lin made an active journal published volume 5 in 2017 in
Journal of Education and Training Studies of National Taiwan Ocean
University with the title “Impacts of the Problem-Based Learning
Pedagogy on English Learners’ Reading Comprehension, Strategy Use,
and Active Learning Attitudes”.
c. Annisau Fauziyah Arrizky and Prof Dr Susanto, M.Pd, made an active
journal published volume 4 in 2016 of RETAIN of the State University
of Surabaya with the title “Problem-Based Instruction (PBI) in
Teaching Reading Comprehension”.

CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research methodology, which will be applied in the
research. The discussion in this chapter involves purposes of the research design,
research method, population and sample, instrument, data collection technique and
analysis.
A. Research Method
According to Creswell (2014), the research method is an inquiry that has three
types, which are qualitative, quantitative, and mixed methods approach that
provides a specified direction for procedures in research design. In this research,
the writer uses quantitative designs. Furthermore, Creswell (2014, p.32)
defines that “quantitative research is an approach for testing objective theories
by examining among variables that can be measured, typically on instruments,
so that numbered data can be analysed using statistical procedures”.
Quantitative research contains two types; those are experimental designs and
non-experimental designs.
B. Research Design
In this research, the writer uses a quasi-experimental research design, which is
one of the types from the quantitative experiment design. “Quasi-experimental
designs identify a comparison group that is as similar as possible to the
treatment group in terms of baseline (pre-intervention)
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characteristics of the user of a program/policy, which to find any difference in
outcomes between the treatment and comparison groups” (White and Sabarwal,
2014, p.1).
The quasi-experimental design uses the nonequivalent (pre-test and
post-test) control group design, in which the experimental group and the
control group are selected without random assignment. Both of the groups take
a pre-test and post-test, but only the experimental group receives the treatment
(Creswell, 2014).
In this research, there is an experimental group and control group.
The experimental group was using the cooperative learning approach, which
used the STAD (Student Team Achievement Division) method, while the
control group was using the problem-based learning approach. Both of the
approach or method has the same basic form of group work. The experimental
group is the treatment group, which had the treatment between the pre-test and
the post-test.
The pre-test is given to the participant to find out the extent to
which the participant knows descriptive in the skill of reading comprehension.
After being given the initial test, the writer experimented by giving treatment
in the form of learning about the descriptive text using the STAD method
(Student Team Achievement Division). The writer also gives LAS (Student
Analysis Sheet) which is carried out in groups so that participants get an
overview of the learning that is taking place, and also to know the development
of understanding the material provided. The last action taken by the writer is to
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provide a post-test that aims to get a comparison of the data from the pre-test
value to the post-test value.
C. Location and Time of The Research
The location of this research is at SMK Komputer Arya Karina Pratama that
took place on Cipanas – Cianjur Raya Street KM 3 No. 18, Ciherang, Pacet –
Cianjur, West Java, 43253. The writer researches in January until March 2019.
D. Population and Sample
1. Population
Population refers to all the members who meet the particular criterion
specified for a research investigation that may be homogeneous or
heterogeneous (Alvi, 2016). The population of this research was the tenth-
grade students of Office Administration class at SMK Komputer Arya
Karina Pratama in the academic year of 2018-2019.
2. Sample
Sample refers to a group of a relatively smaller number of people selected
from a population for investigation purposes which the members of the
sample are called participants (Alvi, 2016). The writer uses the cluster
sampling method, which is the entire population is divided into groups or
clusters, and a random sample of these clusters are selected (Singh &
Masuku, 2014). There are 4 (four) classes of Office Administration class at
SMK Komputer Arya Karina Pratama, but for this research, the writer only
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chooses two classes that will be used as the sample. The two classes are
class X OTKP 1 as the experimental group, and class X OTKP 4 as a control
group, which selected randomly with 60 students in total, which contains
30 students in each class.
Table 3.1 Research Sample
No. Class Total Type of Group

1. X OTKP 1 30 Experimental
2. X OTKP 4 30 Control
E. Instrument
The instrument is a measurement that used at a pre-test or a post-test stage of
the research procedures (Creswell, 2014). The instrument of this research was
designed and compiled before the implementation of the study. The writer used
activity observation, structured interviews, and test as the instrument.
1. Observation
This attitude observation activity is carried out during the learning activities
taking place by observing participant behaviour individually and with their
respective groups. It contains several aspects, which is presence, activeness,
thinking together with the group, honesty, and communication skills. This
attitude observation assessment format is in the form of a table designed to
facilitate the writer in giving values according to predetermined criteria.

31
Table 3.2 Participant Activity Observation Format
Participant Activity Observation Sheet

in Teaching and Learning Activities
Day, Date :
Subject :
Group : Experimental / Control
Aspect
No. Name Σ Score
1 2 3 4 5
1.
2.
…
30.
Table 3.3 Participant Activity Observation Criteria
No. Aspect Score Kriteria Penilaian

1. Attendance Present on time during the learning
3
process
2 Late
Not present because of
1
permission/illness
2. Activeness Frequently asked questions and giving
3
opinions
2 Ever ask and give opinions
1 Never ask questions and give opinions
3. Thinking 3 Active in group discussions
together with 2 Less active in group discussions
groups 1 Not active in group discussions
4. Honesty 3 Honest when working on the test
2 Less honest when working on the test
1 Not honest when working on the test
5. Ability to Capable and able to communicate
3
communicate verbally in front of the class clearly
Able to communicate verbally in front of
2
the class clearly
Can not communicate verbally in front
1
of the class clearly
32
2. Structured Interview
Structured interview or standardised interview is used in this research to
answer the research questions about the implementation of the method used
in the treatment, and about student difficulties in learning reading
comprehension. The structured interviews have three sub-titles and a total
of 13 questions. The interview activities were carried out after the post-test
was given to the participants. Only students who had the highest and the
lowest scores of pre-test and post-test in the experimental group and control
group were interviewed. The interview questions are as follows:
Table 3.4 Questions Draft for Interview
A. Language in General
1. In your experience, how about learning English at the vocational
level?
2. In your opinion, will the material provided be able to help you
work later?
3. Do you feel motivated to learn English at school?
4. What makes you interested in English subjects?
5. Is the way the material delivered by the teacher can be understood
by you? If not understood, what is the reason?
B. The Implementation of Teaching Model
1. Do you like the learning model used in giving material?
2. Does the learning model like this make you more motivated to
take part in classroom learning?
3. Does this learning model make you feel burdened?
4. What do you think about the learning model used in today’s
classrooms?
5. In your opinion, what is lacking in implementing this learning
model?
C. Students’ Difficulties with the Skill Related
1. Did you find it difficult to understand the material provided?
2. Do you feel difficulties in the learning process using the
STAD/PBL learning model?
3. What difficulties caused you to have difficulty understanding the
material provided?
33
3. Test
In this research, the writer used a 30 item multiple choice questions of
reading comprehension about a descriptive text that explained places like
historical buildings and tourist attractions. The questions in the test
questions revolve around the structure of the text, things mentioned in the
text, the use of linguistic elements, synonym and antonym of words in the
text. Each question is worth 1 point, and the maximum value is 30 points.
The writer gives the pre-test before the writer does the research, and the
post-test after the writer gives treatment that the writer wants to analyse and
compare the data.
Below are examples of questions test given to participants both
in pre-test and post-test.
Table 3.5 Test Example
Read the following text to answer questions number 1 to 3.

Singapore is a city-state; it is a city, but it is also a state. It is a
republic. Along with Indonesia, Malaysia, Thailand, the Philippines, and
Brunei, it belongs to ASEAN, the Association of South-East Asian
Nations.
Like Indonesia, Singapore is a country of “Bhinneka Tunggal Ika”.
Chinese, Malays, Indians, and Eurasians make up its citizens. Other
Asians, including Indonesians, Japanese, Philippines, Koreans, Thais, and
Arabs also live on that tiny island. Singapore is sometimes called “Instant
Asia” because you can see varieties of customs, cultures, and foods of
nearly all of Asia in Singapore.
Source: www.alexarpandi.blogspot.com
1. The text mainly talks about Singapore as…

a. A nation
b. An island
c. A Republic
d. A city-state
e. A member of ASEAN
2. Singapore citizens consist of …
a. Brunei, and Indians
34
b. Chinese, Malays, Indians, and Eurasians

c. Chinese, Thais, and Arabs
d. Eurasians and Philippines
e. Asians and Arabs
3. “… Koreans, Thais, and Arabs live on that tiny island.” (Paragraph 2) The
underlined word may be replaced by “very …”
a. Cute
b. Huge
c. Small
d. Broad
e. Narrow
F. The Technique of Collecting Data and Analysis
1. Data Collecting Technique
Data collection in this study was carried out twice, namely during the pre-
test before the research activities took place, and post-test activities after
the activity took place. Pre-test and post-test were conducted in the two
groups studied, namely the experimental group and the control group. Test
questions from the pre-test and post-test are the same questions, namely as
many as 30 multiple choice questions regarding descriptive text in the
assessment of reading comprehension skills. The writer used a pre-test to
measure the degree of students' reading comprehension ability and post-test
to see the improvement after the chosen method is implemented.
2. Data Analysis
After collecting the data, the writer analysed it with several formulae before
using descriptive statistical analysis. The writer uses some formulas to
analyse the pre-test and post-test scores, which are a range, interval, mean,
variance, standard deviation, n-gain, and the writer also using statistical
35
analysis formula with IBM SPSS version 22. The writer analyses the data
by using the requirement test before, which consists of a normality test,
homogeneity tests, and a significance test.
a. Range (R)
𝑅 = 𝑋𝑚𝑎𝑥 − 𝑋𝑚𝑖𝑛
R = the difference between the maximum and a minimum score
Xmax = the maximum score in the sample of the group
Xmin = the minimum score in the sample of the group
b. Interval
1) Number of class interval
K = 1 + 3.3 log (n)
K = Class interval
n = number of sample in a group
2) Length of interval class
𝑅
𝑃=
𝐾
P = Length of class interval
R = Range
K = Class interval
c. Mean
𝛴(𝐹𝑖 𝑋𝑖 )
𝑥
̅=
𝑛
36
̅ = mean
𝒙
Fi = frequency of a class interval
Xi = the average score of an interval class
n = number of sample in a group
d. Variance
̅)2
𝛴𝑓(𝑋𝑖 − 𝑥
𝑆2 =
𝛴𝑓
S2 = variance
𝑥̅ = mean
Ó𝑓 = total of frequency
e. Standard Deviation
𝛴𝑓 (𝑋𝑖 − 𝑋)2
𝑆=√
𝛴𝑓
S = standard deviation
𝑥̅ = mean
Ó𝑓 = total of frequency
f. N-Gain
The n-gain score is computed to know the improvement of participants
by comparing the value of post-test and pre-test. There are three criteria
37
of n-gain score, those are high gain (n-gain score > 0.7), medium gain
(0.3 < n-gain score < 0.7), and low gain (n-gain score < 0.3). The
formula to count the gain score is as follows:
(𝑃𝑜𝑠𝑡𝑡𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 − 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 )

𝑁 − 𝐺𝑎𝑖𝑛 =
(𝑆𝑀𝐼 − 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒
SMI = Ideal maximum score
g. Descriptive Statistics
In the descriptive statistics showed up the frequencies of the score, such
as percentile values, central tendency (mean, median, mode and sum),
dispersion (standard deviation, variance, range, minimum, maximum,
and standard error mean), and distribution (skewness, and kurtosis). In
finding the descriptive statistics scoring, the writer used IBM SPSS 22.
The steps are as follow:
1) Open file
2) Click analyse  descriptive statistics  frequencies on the menu
toolbar
3) Click and input score of reading comprehension  variable(s)
4) Click statistics and choose the frequencies that want to be showed
by giving a tick mark in the box
5) Continue and Ok.

38
h. Normality Test
A normality test was conducted to know whether the data distribution
is normal or not. The normality test used is the Shapiro-Wilk test, which
gives better results than the other normality test with the accuracy
claimed for sample size from 3 to 5000 (Ahmad & Khan, 2015). The
writer tested the normality of the test by using IBM SPSS 22 with the
level of significance α = 5% in this research. The criteria of the testing
follow:
Table 3.6 Criteria of Normality Test
Normal
Value (p) > significant (α = 0.05) H0 accepted
distribution
Not normal
Value (p) < significant (α = 0.05) H0 rejected
distribution
The steps were using IBM SPSS version 22 to measure the
normality test as follow:
1) Open file
2) Click analyse  descriptive statistics  explore on the menu
toolbar
3) Click and input score of reading comprehension  dependent list
and input the other variable on the factor list
4) Click statistics and choose 95% as the descriptive confidence
interval for mean
5) Click continue until it came back in the menu
6) Click plots (checklist normality plots with tests)

39
7) Continue and Ok
i. Homogeneity Test
The homogeneity test was done to know the variance in the population
of research homogeny or not. The homogeneity test was to measure the
data of the population homogeny or not. Levene's Test Statistic test
conducts the homogeneity test in IBM SPSS version 22 with a level of
significance α = 5% in this research. The criteria of the testing follow:
Table 3.7 Criteria of Homogeneity Test
H0 accepted, it means that the sample has a

homogeneous variant, which means, the
Value (p) >
participants had the same characters on
significant (α = 0.05)
reading comprehension in descriptive text,
and moreover the data was valid.
H0 rejected, it means that the sample does
not have a homogeneous variant, which
Value (p) < means, the participants did not have the
significant (α = 0.05) same characters on reading comprehension
in descriptive text, and moreover the data
was valid.
The steps were using IBM SPSS version 22 to measure the
normality test as follow:
1) Open file
2) Click analyse  Descriptive Statistics  Explore on the menu
toolbar
3) Click and input score of reading  dependent list and input the
other variable in the factor list

40
4) Click statistics and choose 95%as descriptive confidence interval
for mean
5) Click continue until it came back in the menu
6) Click plots (checklist power estimation on Levene Test)
7) Continue and Ok
j. Significance Test
A significance test was conducted to know the significant differences
between the mean score of the experiment group and the control group
by comparing the data calculated using statistical data analysis. If the
data distribution is normal and homogeny, the test will be continued
with the T-Test. If the data distribution is normal but not homogeny,
the test will be continued with T'-Test. If the data distribution is not
normal, the test will be continued by using the Mann Whitney U test.
The steps were using IBM SPSS version 22 to measure the significance
test as follow:
1) T-Test
a) Open file
b) Click analyse  Independent Samples T-Test
c) Click and input score reading  test variable(s)
d) Click the other variable  grouping variable  define groups
and fill in group 1 and group 2
e) Ok
41
f) Check “equal variances assumed”
2) T’-Test
a) Open file
b) Click analyse  Independent Samples T-Test
e) Ok
f) Check “equal variances not assumed”
3) Mann Whitney U Test
a) Open file
b) Click analyse  nonparametric test  legacy dialogs  2
independent samples
e) Checklist Mann-Whitney U on test type
f) Ok
CHAPTER IV
RESULTS AND DISCUSSION
This chapter describes research findings which consist of the description of data,
the analysis of data, observation, interview, method implementation, student
difficulty, and discussion.
A. The Research Result
In research result, the results of the pre-test, post-test, observation, and
interviews conducted during the study were displayed along with the
experimental group and control.
1. Description of Data
a. The Score of Experimental Group Participants
Table 4.1 The Score of Experimental Group Participants
Categorisation
Participant Pre-Test Post-Test N-Gain
of N-Gain
S1 67 97 0,90 High Gain
S2 47 80 0,63 Medium Gain
S3 53 67 0,29 Low Gain
S5 50 63 0,27 Low Gain
S11 63 67 0,09 Low Gain
S12 77 100 1,00 High Gain
42
43
Categorization
of N-Gain
S15 50 57 0,13 Low Gain
S16 77 100 1,00 High Gain
S17 57 67 0,23 Low Gain
S20 67 97 0,90 High Gain
S21 47 60 0,25 Low Gain
S23 63 73 0,27 Low Gain
Total 1636 2260 14,37
Mean 54,5 75 0,48
Max 77 100 1,00
Min 37 57 0,09
From the table above, the writer found out that the participant score got
an improvement from the pre-test and the post-test. The minimum score
of the pre-test is 37, while the maximum score is 77. In the post-test
score, the minimum score is 57, and the maximum score is 100. The
mean score of the pre-test is 54,5 while the post-test is 75. There is a
20.5 point of difference in the mean score.

44
N- Gain Level of Experimental Group
13,3%
23,3%
63,3%
High Gain Medium Gain Low Gain
Diagram 4.1 The Comparison of N-Gain Level in
Experimental Group
The diagram above showed that more than half of the
participants’ have a high level of N-Gain, and there are more
participants that have a medium level than the low N-Gain score. It
showed that by using the STAD method in the experimental group have
quite successful results in teaching reading comprehension.
b. The Score of Control Group Participants
Table 4.2 The Score of Control Group Participants
Categorisation
of N-Gain
P1 40 60 0,67 Medium Gain
P2 70 83 0,25 Low Gain
P5 40 67 0,73 High Gain
P6 43 80 0,73 High Gain
45
Categorisation
of N-Gain
P7 63 73 0,23 Low Gain
P13 60 67 0,18 Low Gain
P14 47 53 0,29 Low Gain
P15 70 83 0,25 Low Gain
P18 33 67 0,91 High Gain
P26 57 67 0,27 Low Gain
P30 70 73 0,08 Low Gain
Total 1636 2260 14,08
Mean 54,5 75,3 0,47
Max 73 100 0,91
Min 33 50 0,08
From the table above, the writer found out that the participant score got
an improvement from the pre-test and the post-test. The minimum score
of the pre-test is 33, while the maximum score is 73. In the post-test
score, the minimum score is 50, and the maximum score is 100. The
mean score of the pre-test is 54.5, while the post-test is 75.3. There is a
20.8 point of difference in the mean score.

46
N- Gain Level of Control Group
10,0%
23,3%
66,7%
High Gain Medium Gain Low Gain
Diagram 4.2 The Comparison of N-Gain Level in Control Group
The diagram above showed that more than half of the
participants’ have a high level of N-Gain, and there are more
participants that have a medium level than the low N-Gain score. It
showed that by using the STAD method in the experimental group have
quite successful results in teaching reading comprehension.
c. The Result of Experimental and Control Group Pre-Test Score
The writer obtained data pre-test from the experimental and control
group by a bar chart, which consists of 30 participants of the tenth grade
after conducting the study.

47
Pre-Test Score
STAD PBL
14
12 13
10
8 9
6 7
4 6
5 5
2 4
1 2 3 3 0 2 0
0
33-39 40-46 47-53 54-60 61-67 68-74 75-81
Diagram 4.3 Pre-test Score of Experimental and Control Group
From the data above, the number of interval class and the
length interval were 7. The diagram showed the participants’ score in
the experimental and control group of pre-test score. The lowest class
for the experimental group of pre-test was in the class interval 33-39
with 1 participant, and the highest score was 75-81 with 2 participants.
Besides, the lowest class for the control group was in interval 33-39
with 2 participants, and the highest score was 68-74 with four
participants. For the calculating of statistical description, it can be seen
in the appendix.
d. The Frequency Distribution of Experimental and Control Group
Pre-Test Score
The test was presented in the frequency distribution of the experimental
and control group (pre-test) table which consists of the maximum score,
48
minimum score, mean, range, variance and standard deviation from the
table in Appendix 1.
Table 4.3 Frequency Distribution of Experimental and Control Group
Pre-Test Score
Data Experimental Group Control Group

Maximum Score 77 73
Minimum Score 37 33
Mean 54,63 53,17
Range 40 40
Variance 98,102 129,316
Standard Deviation 9,905 11,372
e. The Result of Experimental and Control Group Post-Test Score
The writer obtained data post-test from the experimental and control
group, which consist of 30 participants of the third grade after
conducting the study.
Post-Test Score
STAD PBL
15
10 12
1111
8
5
0 2 0 0 1 3 2 3 4 3
0
22-34 35-46 47-58 59-70 71-82 83-94 95-106
Diagram 4.4 Post-test Experimental and Control Group
From the data above, the number of interval class were 7
class, and the length interval was 12. The diagram showed the
49
participants score in the experimental and control group of the post-test
score. The lowest class for the experimental group of the post-test was
in the class interval 47-58 with 1 participant, and the highest score was
in interval 95-106 with 4 participants. Besides, the lowest class for the
control group was in interval class 22-34 with 2 participants, and the
highest score was in interval 95-106 with 3 participants.
f. The Frequency Distribution of Experimental and Control Group
Post-Test Score
Table 4.4 Post-Test Score of Experimental and Control Group
Experimental Control
No. Participant
Post-Test Score Post-Test Score
1 S1 / P1 97 60
2 S2 / P2 80 83
3 S3 / P3 67 63
4 S4 / P4 67 80
5 S5 / P5 63 67
6 S6 / P6 73 80
7 S7 / P7 90 73
8 S8 / P8 77 97
9 S9 / P9 80 63
10 S10 / P10 73 70
11 S11 / P11 67 73
12 S12 / P12 100 67
13 S13 / P13 70 67
14 S14 / P14 73 53
15 S15 / P15 57 83
16 S16 / P16 100 50
17 S17 / P17 67 53
18 S18 / P18 80 67
19 S19 / P19 77 70
20 S20 / P20 97 83
21 S21 / P21 60 83
22 S22 / P22 70 97
23 S23 / P23 73 73
50
Experimental Control
No. Participant
Post-Test Score Post-Test Score
24 S24 / P24 77 77
25 S25 / P25 67 60
26 S26 / P26 83 67
27 S27 / P27 63 100
28 S28 / P28 67 67
29 S29 / P29 73 77
30 S30 / P30 73 73
The test was presented in the frequency distribution of the experimental
and control group (post-test) table which consists of the maximum
score, minimum score, mean, range, variance and standard deviation
from the table in Appendix 2.
Table 4.5 Frequency Distribution of Experimental and Control Group
Post-Test Score
Data Experimental Group Control Group

Maximum Score 100 100
Minimum Score 57 22
Mean 75.97 69.27
Range 43 78
Variance 127.72 231.979
Standard Deviation 11.301 15.23
2. Analysis of Data
In the analysis of data, several tests were carried out in the IBM SPSS
version 22 of the results from the pre-test, post-test, and n-gain values. The
tests used were normality tests, homogeneity, t-test, and the Mann Whitney
U test.
51
a. Pre-Test
1) Normality Test
Table 4.6 Normality Test of Pre-Test
Based on the table above, it showed that the normality test of STAD
Pre-Test score was 0.278 while PBL Pre-Test score was 0.120
which is bigger than the significance of 0.05 (0.278 > 0.05; 0.120 >
0.05). It means that the Pre-Test data with the use of STAD and
PBL is normally distributed.
2) Homogeneity Test
Table 4.7 Homogeneity Test of Pre-Test
Based on the table above, it showed that the homogeneity test was
0.179, which is bigger than the significance of 0.05 (0.179 > 0.05).
It means that the Pre-Test data with the use of STAD and PBL is
homogeneous.
52
3) T-Test
Table 4.8 T-Test of Pre-Test
Based on the table above, it showed that the T-Test was 0.601,
which is bigger than the significance of 0.05 (0.601 > 0.05). It
means that H0 is accepted in the Pre-Test data with the use of STAD
and PBL.
b. Post-Test
1) Normality Test
Table 4.9 Normality Test of Post-Test
Post-Test score was 0.015 which is lower than the significant 0.05
(0.015 < 0.05), while PBL Post-Test score was 0.328 which is
bigger than the significance of 0.05 (0.328 > 0.05). It means that the
Post-Test data with the use of STAD and PBL is not normally
distributed.
53
Table 4.10 Mann Whitney U Test of Post-Test
Based on the table above, it showed that the Mann Whitney U Test
was 0.438, which is bigger than the significance of 0.05 (0.438 >
0.05). It means that H0 is accepted in the Post-Test data with the
use of STAD and PBL.
c. N-Gain
1) Normality Test
Table 4.11 Normality Test of N-Gain
N-Gain score was 0.057 which is bigger than the significant 0.05
(0.057 > 0.05), while PBL N-Gain score was 0.026 which is lower
than the significance of 0.05 (0.026 < 0.05). It means that the N-
Gain data with the use of STAD and PBL is not normally distributed.
54
Table 4.12 Mann Whitney U Test of N-Gain
Based on the table above, it showed that the Mann Whitney U Test
was 0.433, which is bigger than the significance of 0.05 (0.433 >
0.05). It means that H0 is accepted in the N-Gain data with the use
of STAD and PBL.
B. Observation
Through the observation that has been done as long as the treatment is given to
the participant in the experimental and control groups, the writer got some
results from the participant behaviour during the treatment given by the writer.
The criteria that have been observed are attendance, activeness, thinking
together with groups, honesty, and the ability to communicate. In each aspect,
the scoring range from 1 – 3. The higher the score means the participant is
giving the best they can in that aspect.

55
Participant Activity Observation Score

STAD PBL
350
300 321 310

292
250 274
266
241 252
200 219 209 220
150
100
50
0
Treatment 1 Treatment 2 Treatment 3 Treatment 4 Treatment 5
Diagram 4.5 Participant Activity Observation Score in Each Treatment
Based on the diagram above, it shows that the experimental group
that is using the STAD teaching method score higher than the control group of
the PBL teaching method. In the first treatment, there is a ten score difference
between the STAD method and the PBL method. While the STAD got a 20
point increase in score, the PBL method only got 11 point increase. There is a
25 point increase of STAD method in treatment 3, and 32 point increase in the
PBL method. An increase of 26 points of the STAD method in the 4th treatment,
and an increase of 22 points of the PBL method. Meanwhile, there is an
increase of 29 points of the STAD method and 36 points of the PBL method.
Even though the STAD method got a higher score than the PBL
method, but PBL method got higher in the increased score, which is in the 3rd
treatment and the 5th treatment. This increase in score indicates that the
participant develops along with the treatment given through the first treatment
until the last treatment of the fifth.

56
C. Interview
An interview is used after the post-test given to the participant. The interview
consists of three aspects, which are the English language in general, the
implementation of STAD or PBL to the group, and about the student
difficulties towards the skill related. This interview is given only to the
participant with the highest and lowest score of N-Gain from the pre-test and
post-test score. There are only eight people in total that given the interview,
four people in each group, which are two people with the highest score and two
people from the lowest score.
The first part of the interview is about language in general; it
consists of five questions about the English language in general. From the eight
participants interviewed, most of the participants have the same opinion about
the questions given. In the first question, it was asked about the English
language subject at a vocational level. Some of the participants said that it was
harder than in junior high school, while other participants said the teaching
model that has been used has more variation than before. The other participants
said that it is more interesting and more effective and understandable.
The second question about the English language uses to work in an
office later. Six out of eight participants interviewed agreed that the English
language material given in the class will help them in work later, meanwhile
two participants think that not all of the material given is needed for work later.
The third question is about the participant motivation in learning
the English language at school. Two participants said that they did not have
57
motivation in learning English subject at school, because the language is too
complicated and challenging to learn. Meanwhile, the rest of the participants
interviewed said that they have high motivation in learning English, because
there is so much fun in it, especially with the new words they get to learn in the
class.
The fourth question is about things that make them interested in
learning English subjects. There are various answers from the participants
interviewed, such as the learning process and delivery method, English as an
international language, vocabulary and grammar, easy to communicate with
other people all around the world, and its use in daily life and at work.
Meanwhile, two participants said nothing makes them motivated in learning
English, which makes them do not have motivation in learning the subject itself.
For the last question, the participants asked about the way the
material is given by the teacher can be understood by them. Half of the
participants said that the way the teacher delivered the material to them, make
them understand the material. Meanwhile, half of them said that the material is
too difficult, so it is hard to understand the material even though the teacher
has delivered the material well and correctly.
The conclusion of this interview result of language in general to the
participant chosen is that most of the students think that the English language
is a difficult subject to master because the vocabulary and the grammar they
master is in a minimum quantity. One of the main reasons for the lack of
mastery of vocabulary and grammar in students is because of the lack of

58
exposure and use of the language itself. The learning process is only done on a
limited time and only focuses on knowledge, while the practice of using
language is very lacking, causing language to be rarely used and the ability of
students not to develop.
D. Implementation of STAD and PBL
In the research conducted by the writer, two classes used as sample research,
namely class X OTKP 1 as experimental group and class X OTKP 4 as a control
group. The implementation of STAD and PBL was done in 5 treatments in each
class by following a predetermined schedule, namely class X OTKP 1 every
Thursday starting from the first to third lesson, and PBL every Monday starting
from the fifth to seventh lesson hours. Each lesson consists of 40 minutes, with
a total amount of 120 minutes for one treatment.
Table 4.13 Treatment Schedule
Treatment STAD PBL

1 Thursday, January 24th 2019 Monday, January 21st 2019
2 Thursday, January 31st 2019 Monday, January 28th 2019
3 Thursday, February 7th 2019 Monday, February 4th 2019
Thursday, February 14th
4 Monday, February 11th 2019
2019
Thursday, February 28th
5 Monday, February 18th 2019
2019
In this section, the writer describes the implementation of the
selected method in detail in each treatment. The writer uses the results of
observation from research activities carried out by the accompanying teacher
at the time of the research, which was used as a guide to improve the way the
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writer conducts learning activities with the sample. The results of observations
in each treatment are as follows.
Table 4.14 Teacher Activity Observation Score
Treatment
Method
1 2 3 4 5
STAD
73 76 87 94 96
(Experimental)
PBL (Control) 71 77 87 92 96
1. The Implementation of STAD (Student Team Achievement
Divisions)
a. Treatment 1
In the first treatment given to the experimental group, that was, using
the Cooperative Learning approach with the STAD method, the writer
gave an overview of the mechanism for using the STAD method in
learning. After the preliminary activities, heterogeneous groups were
divided into the previously determined by the writer based on the
results of the pre-test, and students were asked to sit according to their
respective groups in a circular position. After determining the group,
the writer began to present information about definition, generic
structure, and social functions of descriptive text using In-focus and
PowerPoint.
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Picture 4.1 Heterogeneous Groups
After the material was presented, then each group is given
an LAS (Lembar Aktivitas Siswa/ Student Sheet Activity) that
consisted of exercises from the material that had been delivered. Each
group member was motivated by the writer to participate in discussion
activities. In this first treatment, the STAD method cannot be carried
out conductively because there were still many silent students who do
not participate in group discussion activities. The writer observed
student during group discussion activities, in which all groups have not
been able to discuss with all members of the group.
Picture 4.2 Groups Discussion

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After the LAS was done, then the writer conducted an
evaluation in which one member of each group presents the results of
the discussion in their seat while the other students listen to the material
given. In this stage, there were still many students who gave less
attention to their friends when presenting the results of the discussion,
and also the presenters were still shy in delivering the results.
Picture 4.3 Group Presentation
After all groups displayed the results of the discussion,
then the writer and all students conclude the results of the first LAS
treatment. The writer asks for opinions from several people about the
results of the evaluation and equates the perception of the material that
has been delivered. In the last stage, the writer gives awards to the best
groups for their cooperation in group discussion activities and
observing the activities of individual students.
In this first treatment, there are still many shortcomings
that arose in the use of the method by the writer, it was because of a
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lack of preparation and class conditions that do not support the initial
plan for the continuity of research. Starting from the preliminary, core
and closing activities, there were still many things that need to be
improved in order to get the desired research results.
b. Treatment 2
Based on the results of observations of teacher activities filled by
accompanying teachers, the writer conducted several evaluations of
teaching activities using the STAD method, including improving time
settings in each activity, and also paying more attention to group
discussion activities that students did. The activity in the second
treatment is not much different from the previous one; the only
difference is the material and the learning that was done. In this second
treatment, the writer provides material that was about the noun phrase
and passive voice.
Unlike the first treatment, in this second treatment, students
looked more enthusiastic in participating in learning activities. Starting
from the first activity, students asked more questions about the material
explained. It is clear that by using this STAD method, students become
more active than before. After the material was given and each group
member discussed the material given, the writer gave LAS to be done
by each group while still using group discussion activities in filling out
the LAS.
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During the discussion activities, the writer observes and
guides group members to get involved in group discussion activities.
There was a slight change in the dynamics of group work after the
writer gave more guidance to group members in group discussion
activities, but there were still many group members who did not
participate in the discussion activities.
After completion of the LAS, representatives from each
group were again asked to present the results of the discussion in front
of the class, and other groups gave responses to the results of the
presentation. In this stage, there was also an increase in students'
interest in communicating the results of their respective group
discussions. Almost all groups can express their opinions on the results
of the presentation and also as an evaluation of the performance of
group discussions from each group.
After finishing communicating the results of group
discussions, the writer conducts evaluation activities on learning
activities as well as observations of student activities which appear to
be increased. Then the writer gave awards to the best students and the
best groups for their efforts in learning activities in this second
treatment.
In this second treatment, although there were still many
shortcomings, it was seen that there is an increase in the results of
observations of student activities and also on the performance of the

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writer in improving the quality of the learning process by the
provisions stated in the lesson plan.
c. Treatment 3
Just as before, the writer uses the results of observations of teacher
activities in teaching and learning activities to improve the process and
also increase the results to match expectations. In this third treatment,
the writer tried to keep improving the use of time and also the
effectiveness of the implementation of group discussion activities,
which required more time in its implementation.
In the third treatment, the material given is about
identifying the text structure and linguistic elements used in descriptive
text. Because of the most extended use of time, namely during group
discussion activities, the discussion of the material is made shorter and
more straightforward, but can still be understood by students. After the
material was given, all groups returned to the discussion and continued
by working on the LAS that had been given to each group. At the group
discussion stage in the third treatment, there was a rapid increase
compared to the first treatment, which was not conducive and group
members who did not participate in the group discussion activities.
In the stage of group discussion, almost all group members
not only participated in the discussion but also participated in
communicating their opinions in the LAS work. The use of the STAD
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method based on group discussions increases the motivation of
students to be actively involved in learning activities.
After the group discussion activities have been completed
and the LAS has been completed, the writer and all group members
carry out evaluation activities from the results of discussions on the
material given. In this third treatment, almost all group members
participated in the evaluation activities and communicated their
opinions on the results of the discussion with the group. As usual,
before closed the learning activities, the writer gave awards to the best
students for the observations of student activities during learning
activities, and also for groups that have done group work with the best
results.
In this third treatment, there were many improvements in
the results of the learning process and observations of student activities,
but there were still many shortcomings that need to be improved in the
learning and teaching process. Based on the results of observations of
teacher activities that were filled out by the accompanying teacher,
there were still deficiencies in time management while for other things,
it was almost perfect in its implementation.
d. Treatment 4
In the fourth treatment, an approach was taken to students who were
still not participating in group discussion activities and in

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communicating their opinions in evaluation activities. Learning
activities began with the provision of material in the form of
implementing descriptive text structure for paragraphs that have not
been sequenced. After the material was given to students, the writer
then gave LAS to each group to work on by group discussion.
In group discussion activities in this fourth treatment,
discussion activities took place quickly because LAS was quite easy,
and all students had understood the material and could work on the
LAS quickly. After the entire group was finished with the LAS, an
evaluation activity was carried out regarding the results of the
discussion and also gives an opinion on the results of other group
discussions. Before the learning activities were closed, the writer gives
individual tests to all students to check students' understanding from
the first treatment to the fourth treatment.
Overall, in this fourth treatment, students are accustomed to
being active in learning activities and involved in group discussion
activities. The use of time can also be used properly and can be
conditioned according to needs.
e. Treatment 5
This fifth treatment was the last meeting in this research. In this
treatment, the writer focuses on the seriousness of students in
following the group discussion activities and also giving their opinions
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on the discussion activities. In this final treatment, the material given
was about making a descriptive text about a historic building or
location on the theme given by the writer. In the last LAS given to each
group, the group was asked to make a simple descriptive text, which
each member is responsible for each part of it.
During the group discussion activities, it was seen that
cooperation between members was increased compared to the first
treatment. The ability of students to be active in learning activities also
increases rapidly compared to their initial abilities.
Table 4.15 Student Activities in STAD Treatment
Treatment
No Aspect
1 2 3 4 5
1. Activity Bad Fair Fair Good Good
2. Enthusiasm Fair Fair Fair Good Good
3. Group Work Bad Bad Fair Fair Good
4. Communicative Bad Fair Fair Good Good
2. The Implementation of PBL (Problem-Based Learning)
a. Treatment 1
In the first treatment for the control group, which used a Problem-
Based Learning approach, the writer explains the use and mechanism
of the approach in learning activities. After the preliminary activities,
six groups were made consisting of 5 people per group, respectively.
The group was determined by the writer before the first treatment was
carried out, which then notified to students to be used as a reference in
learning activities in the next four treatments.

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After each group has been determined, the writer starts the
treatment by giving orientation to the problem, namely by exposing the
material to the students, which was about the descriptive text. At this
stage, students received material individually and cannot communicate
or discuss with group members as long as the material was given. The
material was presented through PowerPoint as the media. After the
material is presented to all students, then the writer asks students to sit
according to their respective groups.
After the group was formed and arranged neatly, the writer
gave LAS (Student Activity Sheet) to each group to work on by group
discussion. During LAS work, each group was guided by the writer to
solve existing problems either by using internet media, dictionaries,
books, or other media provided. During the discussion activities, the
writer conducted observations to see how far students were involved
in actively participating in discussion activities and for participating in
learning activities.
During the observation activities, there was still no
enthusiasm for the students to participate in group discussion activities.
There were still many students who were reluctant to express their
opinions for fear of being wrong or out of shame. Because of the lack
of coordination among members, the group discussion activities could
not run smoothly, which eventually had an impact on the use of time
in the overall learning activities.

69
After the group discussion activities were finished, the
writer guides students to prepare the results of the discussion and
present it in front of the class. In this activity, there was communication
between the writer and also group members for their understanding of
the material and the training they were working. During the
presentation activities of each group, the writer directs other groups to
give their attention to differences that arose from the results of
discussions conducted by each group.
The next activity was an evaluation activity where the
writer gives feedback on the results of group discussions and also
justifies the mistakes that arose during the presentation made by each
group. After the writer gave feedback, then conclusions were carried
out on the material learned in this first treatment together with all
students.
Overall, this first treatment still cannot be carried out
according to what has been planned, both in terms of time usage and
enthusiasm of the students expected during the learning activities.
There were still many things that need to be corrected and more
attention by the researcher during the learning activities.
b. Treatment 2
Based on the results of the observation of teacher activities by the
accompanying teacher, it was known that there are still very many
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things that need to be improved on the learning activities carried out in
this control group, including the lack of exposure to learning objectives,
supervision of group discussion activities, and also the use of time
mismatches with provisions. In this second treatment, the writer
focused more on controlling group discussion activities and also the
use of time in learning activities.
At the time of problem orientation, namely the presentation
of material about the noun phrase and passive voice using PowerPoint
media, students were asked to be more focused on accepting the
material. After the presented material complete, the writer asked group
members to join their members and start group discussion activities
with the LAS given. During group discussion activities in this second
treatment, the writer gave more attention to specific group discussion
activities and guided students in their activities.
After the group discussion finished, the writer asked the
member of the groups to prepare the presentation of their group work
for the LAS. Same as the first treatment, the writer also gave extra
attention to this activity to be able to interact intensively with each
member from each group. In this treatment, the student showed
improvement but still in bad condition of communicating their ideas.
During the presentation of the results of the discussion, there were still
many students who did not pay attention and do other things.
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After the presentation, the results of the group discussion
were completed, then the writer gave feedback and also conducted an
evaluation of the work of the students in this treatment. During the
activity, the writer directs all students to pay more attention and ask
questions if there are things that are still not understood.
In this second treatment, the timing was still less
manageable, but it was far different from the previous treatment. The
writer still has to think of ways to be able to make learning activities
effective and efficient, but still by existing provisions.
c. Treatment 3
In this third treatment, the writer still focusing on improving student
activity, group work, and communication during the learning activities.
After giving some motivation about these problems to the students, the
writer starts the class by giving an orientation to the problem, which
was identifying the text structure and linguistic elements used in
descriptive text. Next, the member was asked to gather around their
team member to start to discuss the LAS given to them. During the
discussion activities, the writer pays attention to each of the members
from the group and give them motivation and guide.
After finished with the group work, the next activity was
preparing for the group presentation about their result of group
discussion and showed it to the other group in front of the class. While
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the selected group presented their work, the other group gave their
attention to the result of the other group work. There were still few
students that did not give their attention to the activity, and do
something else.
The last activity was giving feedback to the student's work
and concluded the learning activities. The writer made the students
realise what they have done through the learning activities, and points
out their weaknesses in it, so they could make it better for the next
treatment.
Throughout the third treatment, the writer found out that
there were improvements from the student's behaviour in the learning
process, they were more motivated than before, their group work gets
better, and they are more communicative than the last treatment. Even
though there were improvements in some areas, but it still needs
correction to enhance their learning quality.
d. Treatment 4
For the fourth treatment, there was still an enhancement needed in the
learning process. Before the learning activity began, the writer gave
more motivation to the students about what they were still lacked. The
treatment started with giving an orientation to the problem, which was
implementing descriptive text structure for paragraphs that have not
been sequenced.
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In this activity, the students were giving their attention to
the material, but there were few students that chitchatting and did not
give their attention to the material given. After done with giving the
material, students were gathered according to their group and started
with the LAS. Through the discussion activity, it was shown that
almost all of the students started to give their enthusiasm to be involved
in the learning activities. The LAS was quite simple and easy.
Therefore, the discussion activity was only for a while.
The next activity was preparing for group presentation and
the presentation itself. In this activity, the writer had much
communication with the students about the discussion session and the
result of their discussion to be presented in front of the class. While
each group presented their work result, all of the students were
interested in the other group results. Even there was a Q&A session
with the group that presented their work. There was still plenty of time
left; the writer uses it for giving an individual test to check students’
understanding from the first treatment to the fourth treatment.
Overall, in this fourth treatment, students are accustomed to
being active in learning activities and involved in group discussion
activities. The use of time can also be used properly and can be
conditioned according to their needs.

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e. Treatment 5
The last learning process for this research was the fifth treatment. In
this treatment, the writer focused on making all of the students’ aspect
of behaviour in the learning process (activity, enthusiasm, group work,
and communicative) to be as good as it could be.
In this final treatment, the material given is about making a
descriptive text about a historic building or location on the theme given
by the writer. After the material given to the students, the writer asked
the students to sit according to their group and started doing their LAS.
Every member of the group was responsible for making one paragraph
according to the theme given to them. It was shown that all of the
members were doing their best to make their group work the best, and
presented it in front of their friend. After the presentation was done,
the writer gave the last feedback to each group and concluded the class
with a conclusion about the learning activities in the fifth treatment.
Overall, there was much improved compared to the first
treatment. The four aspects of students’ activity were also improved a
lot, and it was also shown in the students’ activity observation score.
The ability of students to be active in learning activities increased
rapidly compared to their initial abilities.

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Picture 4.4 Control Group Students in the Last Treatment
Table 4.16 Student Activities in PBL Treatment
Treatment
No Aspect
1 2 3 4 5
1. Activity Bad Bad Fair Fair Good
2. Enthusiasm Bad Fair Fair Good Good
3. Group Work Bad Bad Fair Fair Fair
4. Communicative Bad Bad Fair Fair Good
3. Interview on The Implementation of STAD and PBL to The
Participant
The interview consists of five questions about the implementation of the
chosen learning method to the experimental and control group. From the
eight participants interviewed, most of the participants have the same
opinion about the questions given.

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Picture 4.5 Interview Session with Chosen Participant
In the first question, it was asked if they liked the method given
to them, which are STAD to the experimental group and PBL to the control
group. Six out of eight said that they like the learning method given to
them, and the rest said that they do not like the method because it was only
giving a burden to the member who works while the other only stand still.
The next question is about whether the learning method could
increase their motivation in the learning process in the class. More than
half participant said that they get motivated with the learning method given
because it is exciting, and the learning process became more comfortable
with the group member helping each other. The other said that they are not
getting motivated with the learning method because there is a member that
does not work to resolve the problem given to the group.
In the third question, it was asked about whether this kind of
learning method is giving a burden to them or not. Only one of the
participants that said it did give him/her a burden. The reason is that only
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the member that working has the burden to resolve the problem given,
while the other member does not even help at all.
For the fourth question, it was asked how about the learning
method given to them. All of the participants agreed that they liked the
learning model because they are not thinking only by themselves, but they
can get help from their group members.
For the last question, it was asked about the shortcomings that
exist in implementing the learning method provided. There is only one
participant that said there is a shortcoming in the implementation of the
learning method. It said that not all of the group members involved in
solving the problem given. The other participant agreed that there is no
shortcoming in the implementation of the STAD or PBL method in the
class.
As the conclusion of the interview session with the participant
chosen, there was almost no problem with STAD or PBL being a suitable
teaching model/method to be used in classroom because with the use of
group discussions students could better understand the material given by
the teacher because group members will discuss to solve the problem and
also be able to understand the material further because there is a learning
process with peers. Both of the methods could increase student motivation
in learning the material and solving the problem and also enhance student
activeness in the learning process to get better performance and
achievements.
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E. Student Difficulty
Difficulties experienced by students are obtained through the writer
observation as the teacher at this class even before doing research and also
interview activities after the post-test reading comprehension is carried out
with descriptive text on experimental and control groups. Through the writer
observation as a teacher that have been teaching those students for a semester,
those students feel burdened when they faced with a foreign language; they feel
scared to use the language because of their insufficient skill in understanding
and using it for daily use.
As long as the learning activities take place, students feel some
things prevent them from being able to understand the material provided.
Although the writer uses Indonesian as the language of instruction to explain
the material, students still cannot understand the material, especially on
grammar, vocabulary, and pronunciation. Because these three things, students
become lazy to learn English self-taught and with peers. Because of those
things why English lessons are considered as a difficult lesson for them to
understand.
During the interview, the participants were given three questions
about the students' difficulties with the skill related, which is reading
comprehension. The first question asked about whether the participant found
any difficulty in understanding the material given. There are only two
participants that said they do not found any difficulty in understanding the
material given, while the other six participants said otherwise.

79
The next question was about if they have any difficulties while in
the learning process using the STAD or PBL method. Almost all of the
participants said that they do not found any difficulties in the learning process.
There is only one participant that disagrees with the statement because by using
group discussion; there are students who do not participate in collaborating in
completing assignments or exercises given.
The last question was about what kind of difficulties that make
them difficult to understand the material given. There is the various answer
from the participants, which are the vocabulary, group work, material delivery
that is too fast, and grammar or tenses used in the material. Only one of the
participant that said he/she does not meet with any difficulties while learning
the material.
The conclusion of the interview about the difficulties students have
about skill related is that both the experimental and control groups both find
difficulties with a lack of understanding of the text due to the lack of vocabulary,
grammar used, and discussion of material that they think is too fast. There is
no significant difficulty regarding the understanding of the material provided,
except that the necessary abilities of students are lacking which is a significant
factor in the emergence of difficulties in understanding texts related to
vocabulary and grammar used in existing texts.

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F. Discussion
As it has been mentioned in chapter one that this research was conducted in
order to know whether there is a difference between the use of cooperative and
problem-based learning in the achievement and effect on teaching reading
comprehension, the implementation of STAD and PBL to the related skill, and
also about the student difficulties in learning skill related through the use of
STAD and PBL in the class. To answer those questions above, the writer used
the research result for the first question and used the observation and interview
to answer second and third questions.
From the description of data, the writer got a result of pre-test and
post-test score difference between the experimental group (STAD) and control
group (PBL). Looking from the mean score of the two groups, the experimental
pre-test score is 54.63, and the post-test score is 75.97, there is a 21.34 point of
gain in the mean score of the experimental group. Meanwhile, the control pre-
test score is 53.1, and the post-test score is 69.27, there is a 16.1 point of gain
in the mean score of the control group. Looking from this, the experimental
group has a more significant n-gain after given the treatment.
To know if the hypothesis is accepted or rejected, the writer used
IBM SPSS Ver. 22 to test the data of pre-test, post-test and n-gain from the
experimental and control group with requirement tests that consist of a
normality test, homogeneity test and the significance test (T-test and Mann
Whitney U test). These tests are using the level of significance at 5% (α = 0.05)
to determine whether the H0 is accepted or rejected.

81
In testing the score pre-test for the normality test, it was found that
the pre-test was normally distributed. Then proceed with a homogeneity test
that shows a number above the specified significance, which means that the
pre-test results are homogeneous. The last test was followed by a T-test that
shows numbers more than significance, which means that H0 was accepted
where there was no significant difference in the STAD and PBL pre-test score.
In the post-test score test for the normality test, it was found that the
post-test was not normally distributed. Then proceed with the Mann Whitney
U test which shows the number was more than the significance, which means
that H0 was accepted where there was no significant difference in the STAD
and PBL post-test scores.
In testing the n-gain score against the normality test, it was found
that the post-test was not normally distributed. Then proceed with the Mann
Whitney U test which shows the number was more than significance, which
means that H0 was accepted where there was no significant difference in the
STAD and PBL n-gain score.
Seeing from the previous study which has the closest results from
the results of research conducted by the writer, namely by Yupik Puji Astuti
with the title "The Use of Student Team Achievement Division (STAD) to
Improve the Students' Reading Comprehension Practice" which is explained
by the use of STAD classrooms becomes more active, improving positive
behaviour, and also increases students' abilities in reading comprehension skills.
Meanwhile, the previous study that best fits the writer 's research on the use of
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PBL is the article by Lu - Fang Lin with an article entitled "Impacts of Problem
- Based Learning on Pedagogy on English Learners' Reading Comprehension,
Strategy Use, and Active Learning Attitudes." who explained that using PBL
can improve students' ability to get better results than before the PBL learning
model was given to participants, with the use of group discussion techniques
also helping students in solving problems that arise.
Through the interview, the writer also found that the results of pre-
test and post-test had a relationship with the participant’s perspective on
English in general, which are the benefits, participant motivation and interest
in learning the language, and the delivery of the material from the teacher. Most
of the participant agrees that English subject at a vocational level is more
complex and challenging than in junior high school. Meanwhile, the learning
method is more interesting and understandable. Although the teacher has
delivered the material in detail, English was a complicated language that makes
them less able to master the material with only in a short time.
They realize that the English subject was essential to help them in
work later, which was why they have more motivation to learn the language
than in junior high school. Many things make them more interested in learning
English, mostly because it was a foreign language, with a different vocabulary
and grammar.
In the implementation of Cooperative Learning (STAD) and
Problem-Based Learning (PBL) in teaching reading comprehension to the
participants, the writer did not found any significant problem in using the
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learning method to deliver the material to the student. At each treatment given
to students, there was a significant increase in several aspects, namely activity,
enthusiasm, group work, and also communicative. The writer focuses on
enhancing the students’ aspect of activity for each treatment; that was why
every treatment is so necessary.
During the observation, the writer observes student behavior during
the learning process from the first treatment until the last treatment. The
behaviour that has been observed were attendance, activeness, thinking
together with groups, honesty, and the ability to communicate.
From the first until the fifth treatment, there is an increase of score
in each treatment both in the experimental and control group. It shows that
whether by using STAD or PBL in the class, the participant got developments
in their behaviour. That means that there was no significant difference whether
the writer using STAD or PBL as the learning method to the participant.
Besides using the observation, the writer also used an interview with
the chosen participant that gets the lowest and the highest score in each group
about the implementation of STAD and PBL. Almost all of the participants that
get interviewed agreed that learning in a group, whether using STAD or PBL
was an effective method for them because they did not learn all by themselves,
but they could cooperate to solve a problem given about the material that been
delivered to them. The only shortcoming from the use of these methods as if
the member of the group were not participating in problem-solving discussion

84
activities, then their group will find some difficulty and left behind by another
group that had better teamwork.
The writer also uses the interview to know about students difficulties
in learning reading comprehension through the use of Cooperative Learning
(STAD) and Problem-Based Learning (PBL) in the class. Based on the results
of the interview, the writer found that almost all participants did not find
difficulties in understanding the material provided and in their learning
activities. As for the difficulties that arose in learning the material given was
the amount of new vocabulary that was unknown in meaning, the use of
grammar and tenses, and the delivery of material that was too fast for some
students. Because of these difficulties, students found it hard to answer the
questions in the test given to them, because almost all of the students did not
understand the question itself.

CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion of the study and suggestions for teachers and
researchers in terms of reading comprehension in descriptive text.
A. Conclusion
Based on the results of the research and discussion that has been presented in
the previous chapter, it can be concluded that there were no significant
differences in the learning outcomes of the students who learned reading
comprehension, focusing on the descriptive text through STAD with the
students who took the learning through PBL. Although there was no significant
difference in the results, based on the results of the pre-test,
post-test, and n-gain, it was shown that the increase in STAD participant scores
from pre-test to post-test was better than PBL participants. Likewise, the n-gain
level from STAD has a better percentage than that of PBL.
In implementing this STAD and PBL, the writer found no
difficulties in its use. It can be seen from the observations that the classes have
become more active because of the creation of two-way communication
between teachers and students of the ongoing learning process. Besides,
students also become more able to collaborate with their groups in carrying out
tasks given in the form of LAS (Student Activity Sheet). Participants feel more
motivated by the use of learning methods in group discussions because they
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can help all students to develop better on learning outcomes that arose due to
the use of group discussion techniques.
The difficulties faced by participants in skill reading
comprehension are related to the necessary mastery of English itself, such as
vocabulary mastery, grammar, and also the use of English in daily activities.
This was what makes participants challenging to work with the writer questions
about skill reading comprehension, especially in descriptive text. Participants
found no difficulties in following the learning process regarding descriptive
text and other supporting materials.
B. Suggestion
Based on the results from the research, the writer provides suggestions for the
teacher, students, and other researchers to have a clear understanding of the
teaching and learning process of reading comprehension, especially with
descriptive text by using STAD or PBL as the method.
1. For an English Teacher
To develop the students reading comprehension achievement, it is better
for the English teacher to guide, motivate and make the students interested
in learning English by using STAD ( Student team achievement division)
and PBL (Problem-Based Learning) method.

87
2. Students
The writer suggests that students pay more attention to studying through
method STAD (Student Team Achievement Divisions) and PBL (Problem-
Based Learning) to enhance their reading comprehension achievement.
3. Other Researcher
The result from this research can be used as an input or a reference to
conduct further research dealing with a similar problem by using another
design such as classroom action research to develop students’ English
achievement.
Finally, the writer considers that this study still needs validation
from the next researcher, which has the same topic as this study.

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CHAPTER I

terms, and organisation of research.

Language learning includes 4 (four) basic abilities, which consist of reading,

of the language used.

Curriculum 2013 is a curriculum that can produce productive,

creative, innovative and effective in producing Indonesian people through

curriculum, especially for English subjects is a challenge for teachers to enable

use their knowledge in an improvised form.

Indonesian students as a student of EFL (English as Foreign

become hampered in the process of developing their abilities. It is starting from

different grammar systems, different pronunciations, lack of direct exposure to

Reading as one of the essential abilities that must be possessed by

students is an act of communication between the author to the reader through

Although reading is an essential skill, the students still found some

problems in reading. Through reading activities, students are expected to be

information obtained to answer existing questions, which later known as

Reading Comprehension. “Reading comprehension is the active process of

constructing meaning from a text; it involves accessing previous knowledge,

understanding vocabulary and concepts, making inferences, and linking key

ideas” (Lubis, 2018, p.56).

Most of the problems experienced by students towards reading

from students in reading skills or reading comprehension, problems also arise

The teacher as an educator does not only have an obligation to

convey material to students, but the teacher is required to present learning

material well which includes the preparation, implementation and evaluation

learning material so that it can be in accordance with the students' abilities

(Maulana & Akbar, 2017, p.50).

Because of these problems, so the writer wants to figure out the

solution for the student reading comprehension skill. By using a specific

The level of comprehension of the text is influenced by how

a series of stages: pre-reading, while-reading, and post-reading (Grabe in

Apsari & Haryudin, 2017, 36).

by using Cooperative Learning and Problem-Based Learning in teaching

Reading Comprehension. Both of this model use learning in groups to make

“Cooperative Learning is an educational approach of self-group

work that minimises the occurrence of those unpleasant situations and

maximises the learning satisfaction that eventually resulted from working on a

high-performance team” (Ku et al., as stated in Jamaludin & Mokhtar, 2018).

which is based on the cooperation between individuals in a group to achieve

comprehension become more comfortable than the other approach.

PBL (Problem-Based Learning) is a learning model based on

to analyse, reason and communicate effectively to solve and interpret problems

p.338). Based on this theory, it can be ascertained that using Problem-Based

have in reading comprehension using a series of the syntax that must be

followed to solve the existing problems.

From the ideas above, the writer is interested in researching quasi-

experimental with the title of “A Comparison between Cooperative Learning

and Problem-Based Learning to Teach Reading Comprehension” in a

Vocational High School Grade X at SMK Komputer Arya Karina Pratama

B. Research Questions and Hypothesis

to answer the problems and solutions are as follows:

a. Is there any significant difference in the achievement and

improvement between Cooperative Learning and Problem-Based

Learning in teaching reading comprehension?

b. How are the implementation of Cooperative Learning and Problem-

Based Learning in teaching reading comprehension to students?

c. What are the students’ difficulties in learning reading comprehension

through Cooperative Learning and Problem-Based Learning?

alternative hypothesis. The difference between these two hypotheses is

that there is a relationship or not between the variables. In this research, it

hypothesis of this research is:

H0 = There is no significant difference in achievement and improvement

between Cooperative Learning and Problem-Based Learning in

teaching reading comprehension.