EFFECTIVENESS OF THE STUDENT TEAMS-ACHIEVEMENT DIVISIONS COOPERATIVE LEARNING METHOD ON STUDENTS’ READING COMPREHENSION

Abstract

The aims of this quasi-experimental research were to investigate the effectiveness of the Student Teams-Achievement Divisions (STAD) cooperative learning method on class VIII students’ reading comprehension of recount texts and to determine the perception of the students in the experimental group toward this method. Different from much of the literature, this research analysed quiz scores to determine the effectiveness of this method during the treatment. This research involved one experimental class comprising 35 students and one control class comprising 33 students, and a purposive sampling technique was used. To obtain the data, pre-test, quiz, post-test, questionnaire, and interview were employed. Based on the hypothesis test using an ANOVA one-way test on the post-test scores, F_count 4.730 was greater than F_table 3.99. The findings indicated that H₀ was rejected and H_A was accepted. Thus, a conclusion could be drawn that there was a significant difference between both classes’ scores after the different treatment. In addition, most of the experimental group students had positive perceptions toward STAD. Thus, the researcher recommends the STAD cooperative learning method to improve class VIII students’ reading comprehension.