ABSTRAK
 The objectives of this research are: (1) to reveal whether STAD method is
more effective than GTM method to teach reading; (2) to reveal whether students
with high verbal intelligence have better reading skill than those with low verbal
intelligence; and (3) to reveal whether there is an interaction between teaching
methods used and students’ verbal intelligence. This research involves three
variables. Two independent variables are teaching methods (STAD method and
GTM) and students’ verbal intelligence. The dependent variable is reading skill. The
research examines the effect of the two independent variables on the dependent
variable.
 The research was conducted in the first semester of the eleventh grade
students of SMAN 3 Lumajang in the academic year of 2014/2015. The sampling
used was cluster random sampling. The samples were two classes which consist of 36
students; class XI A2 as the experimental class and 36 students; class XI S3 as the
control class. The instruments used in this research cover verbal intelligence test and
reading test. Before being applied, both the verbal intelligence test and the reading
test were tried out as the researcher needs to know validity of the test instruction. The
result data obtained from the treatment were analyzed using ANOVA 2X2 and Tukey
test.
 The result of the research reveals that: (1) Student Teams–Achievement
Divisions Method is more effective than Grammar Translation Method to teach
reading; (2) the students with high verbal intelligence have better reading skill than
those with low verbal intelligence; and (3) there is an interaction between teaching
methods and the students’ verbal intelligence to teach reading.
 
 
Based on the research findings, it can be concluded that Students Teams –
Achievement Divisions Method is an effective method to teach reading to the
eleventh grade students of SMAN 3 Lumajang in the academic year of 2014/2015.
However, in the implementation of the methods, a teacher must consider about the
students’ verbal intelligence. As proved in the research, verbal intelligence influences
the students’ reading skill. By considering the students’ verbal intelligence level, a
teacher can choose the method she uses properly to teach reading.

Keywords: reading skill, Student Teams–Achievement Divisions Method, Grammar
Translation Method, verbal intelligence, experimental research