The objective of the research is finding out: (1) whether STAD is better than direct instruction to teach reading; (2) whether students having high motivation have better reading skill than those having low motivation; and (3) weather there is there an interaction between method and students’ motivation in teaching reading.
The research method used was experimental research. The teaching method as experimental variable is of two kinds: Students Team-Achievement Divisions and direct instruction. Motivation as the attribute variable is divided into high motivation and low motivation. The research was implemented at the eighth grade students of SMP Negeri 1 Baki in the second semester of the academic year 2015/2016. The population was the eighth grade students of SMPN 1 Baki. It was on early of August to the end of August. The technique used to get the sample was cluster random sampling. The instruments of collecting data were a test (reading test) and non-test (questionnaire). The questionnaire was valid and reliable after being tried out. The data of reading test were analyzed by using multifactor analysis of variance 2x2. Then, the data were analyzed by using Tukey test. It was used to know the significance of two groups.
The result of inferential analysis of the data shows that there are some research findings that can be drawn. First, STAD is more effective than direct instruction to teach reading. It can be seen from the mean score of students taught by using STAD (76.93) is higher than students taught by using direct instruction (73.03). Second, students having high motivation have better reading skill than students having low motivation. It can be seen that the mean of students having high motivation (78.25) is higher than students having low motivation (71.72). Third, there is an interaction between teaching methods and students’ motivation in teaching reading due to the fact that the result of ANOVA shows that Fo interaction (5.89) is higher than the Ft (4.00) at the significant level a = 0.05. The result of Tukey test also shows that STAD is more effective to teach reading for high motivated students, is not significantly different from direct instruction to teach reading to low motivated students.
Based on the research findings, it can be concluded that that STAD is an effective method to teach reading. The research results of this study imply that STAD can be used to teach reading and therefore it is suggested that: (1) Teacher could use STAD to teach reading; (2) The students could learn English in different way, in cooperative group with different background of members; and (3) the future researcher could use this research as a consideration to enrich their references in improving reading skill viewed from other psychological points of view, like interest, creativity, self-esteem, etc.
Keywords: reading, students teams-achievement division, direct instruction, reading skill, motivation, junior high school students.