Skripsi
THE EFFECT OF STRUCTURED DYADIC METHOD (SDM) ON READING ACHIEVEMENT OF PRE-INTERMEDIATE ENGLISH LEARNERS (An Experimental Study on Eleventh Grade Students of SMK N 1 Tegal in The Academic Year 2017/2018)
Arianti, Nurfitri. 2018. 1614500050 : “The Effect of Structured Dyadic Method (SDM) on Reading Achievement of Pre-Intermediate English Learners (An Experimental Study on Eleventh Grade Students of SMK N 1 Tegal in The Academic Year 2017/2018)”. Research Project. Strata 1 Program, Faculty of Teacher Training and Education, Pancasakti University Tegal, The First Advisor is Drs. JCS. Pradjarto, M.Pd and The Second Advisor is Endang Sulistianingsih, M.Pd.
Key words: Structured Dyadic Method, Teaching of Reading for Eleventh Grade Students of Vocational High School.
This research aimed to know the effect of Structured Dyadic Method (SDM) on reading achievement of pre-intermediate English Learners eleventh grade studets of SMK N 1 Tegal. The research hypothesis is there is a possitive effect of Structured Dyadic Method on reading achievement of eleventh grade English learners of SMK N 1 Tegal in the academic year 2017/2018.
This research is an experimental reseach that use Two-Group design. From the total of population 344 eleventh grade students of SMK N 1 Tegal and 60 students were randomly selected as samples. It is divided into two groups, the experimental group which were Structured Dyadic Method was given and the control group one which using TPS as the technique that usually used. The data collecting of this research was tests as the intrument and the writer designed the intrument on simple multiple choice form with four options; A, B, C, D, and E about reading report and analytical exposition text.
There are 50 questions that consist of nine reading text with the right answer scored 1 and for the wrong answer scored 0 and students must answer in 90 minutes time allocation. The tests were a tryout and a final test to see the improvement of the students’ reading achievement. The tryout was given to the class that not belongs to the sample to measured the validity and reliability of the instrument. Meanwhile, the final test was given to the experiment and control group after the tratment.
The data of this research is tested by using t-test with result 58 the degree of freedom (df) on the level significant of 5%, t-table = 1,672. Then, the result of t-test is higher than t-table (2,434 > 1,672). It means that the students who were given Structured Dyadic Method have better reading achievement than those who were not taught by giving SDM. In another words, Structured Dyadic Method is effective towards students’ reading achievement. The using of SDM is suitable in teaching and learning reading because the students as the full participants and the teacher as fasilitator that based on the curriculum of 2013 which students oriented. Beside the students enjoy the learning because they teach each other, this method is easier, flexible to apply because unnecessary lot of time, relia, media and place.
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