primary topic: THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
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THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS
abstract: Reading is very important for the students’ life and language learning. It can be taught through several methods of teaching, two of which are Student Team Achievement Division Cooperative Learning (STAD CL) and Direct Instruction (DI). This study investigated how STAD CL and DI are implemented in a classroom; which one was more effective in improving reading comprehension and comprehension levels (literal, inferential and evaluative) and how the students responded to STAD CL or DI. It was conducted in Grade VIII of junior high school in Serang Regency, Banten Province. It involved 64 participants assigned into two intact groups, each of which was 32 students. One group was taught through STAD CL and another was through DI. The study employed triangulation mixed method design (Creswell, 2003 p. 213; 2008 pp. 558-9), embracing the characteristics of quasi experimental and survey designs. The data were obtained from participant observation, tests, questionnaire and interview. It was found that though in several aspects STAD CL and DI were similar, preparing and ending STAD CL were more demanding for the teacher than those of DI. In the implementation, STAD CL made the teacher more relaxed since the teacher only monitored and gave feedback to the students’ teams, not to individuals as he did in DI. From the tests, it was found that STAD CL was more effective than DI in improving their reading comprehension. This can be seen from the t-value (t = .196, df.= 61, p =.333) which was more than the alpha (.05). It was also revealed that the students in STAD CL groups outperformed those in DI in terms of literal and evaluative comprehension levels. This can be seen from the result of the t-test of the post test scores showing that t-values on literal comprehension level (t=.155, df.= 61 p = 6.383) and evaluative level (t=.131, df.= 60 p = 2.345) were more than the alpha (.05). However, on inferential level, there was no significant difference of the groups on the post test wi…
author list: authors
status: published
creator: Asep Suarman
date: 2013-12-05
is part of: repository
subject: Pendidikan Bahasa Inggris S-2
has document: THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Text)
has document: THE EFFECTS OF STUDENT TEAM-ACHIEVEMENT DIVISION COOPERATIVE LEARNING AND DIRECT INSTRUCTION ON STUDENTS’ READING COMPREHENSION LEVELS (Other)
type: Article
type: Thesis
type: EPrint
type: ThesisEPrint

Pendidikan Bahasa Inggris S-2
type: Concept

Perpustakaan UPI, Universitas Pendidikan Indonesia
type: Organization

Universitas Pendidikan Indonesia
type: Organization

Asep Suarman
family name: Suarman
given name: Asep
type: Person