Effect of Student Teams Achievement Division and Vocabulary Mastery to Reading Comprehension Ability

Rahayu Fitri, Ninit Alfianika

Abstract


This research aimed to describe the effect of STAD technique and vocabulary mastery to reading comprehension ability. This is a quantitative research with quasi-experimental research with factorial design 2x2. Sampling was done by using simple random sampling technique. Data were collected by using objective tests. The results of this research were: (1) there was a difference in reading comprehension between students taught using STAD technique with conventional technique; (2) there was a difference in reading comprehension between students who had a high vocabulary taught by STAD technique type with students having high vocabulary taught using conventional technique; (3) there was a difference in reading comprehension between students who had low vocabulary are taught using STAD technique with students who had low vocabulary taught using conventional technique; and (4) there was an interaction between the use of STAD technique and vocabulary mastery in influencing the students reading comprehension ability.

Keywords


STAD, vocabulary mastery, reading comprehension

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References


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DOI: http://dx.doi.org/10.11591/edulearn.v11i4.6190

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Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by: Universitas Ahmad Dahlan (UAD) in collaboration with Institute of Advanced Engineering and Science (IAES)

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