CHAPTER 1
INTRODUCTION
A. Background of the Study
Learning English in Indonesia still faces various challenges, one of which is the
lack of reading ability of students. Reading ability is one of the important language
skills for students to master because reading can help students expand their
knowledge, increase vocabulary, and understand various types of texts. One type of
text that students often encounter in learning English is descriptive text.
Moreover, Reading comprehension is the ability to understand and interpret
written texts. It involves various cognitive processes, such as decoding, vocabulary,
prior knowledge, inference, monitoring, and evaluation. Reading comprehension is
an essential skill for academic success and lifelong learning. However, many
students face difficulties in reading comprehension, especially in descriptive texts.
Descriptive text is text that explains or describes people, animals, or objects
using words that describe their shape, nature, number, etc.12.Descriptive text aims
to provide information about how something or someone looks, so that readers can
imagine the object being described1.Descriptive text is also often used in various
fields, such as art, science, technology, and others3.
However, in reality, many students experience difficulty in reading descriptive
text. Several factors that cause these difficulties include students' lack of interest
and motivation in reading, lack of effective reading skills and strategies, lack of
students' vocabulary and grammatical understanding, and lack of interesting and
varied learning media and resources.456
Information and communications technology (ICT) has developed rapidly in
recent decades. ICT provides various conveniences and benefits in various fields,
including education. One ICT product that can be used in education is Augmented
Reality (AR).AR is a technology that combines virtual objects with real objects in
one space and time, thereby creating new experiences for users1. AR can be used as
an interesting, interactive and innovative learning medium.Augmented Reality
(AR) can provide a more real, interesting and fun learning experience for
students8.Augmented Reality (AR) can also increase student engagement and
interaction with the text they read9.
Apart from learning media, learning methods also influence improving student
learning outcomes.One learning model that can be combined with AR is Student
Teams Achievement Division (STAD).STAD is a cooperative learning model that
groups students in heterogeneous teams consisting of four or five members with
different abilities, gender and backgrounds.2.STAD consists of four stages, namely
class presentations, learning teams, individual quizzes, and team awards10. STAD
can improve student learning achievement by providing opportunities for students
to help each other, discuss and be responsible for their team's learning results.
In STAD, students study together in teams to help other team members
understand the lesson material.STAD can increase student motivation, cooperation
and learning achievement3.
One of the lesson materials that can be taught using AR and STAD is
Description Text. Description Text is one type of text that must be mastered by
junior high school students according to the 2013 curriculum5. The ability to read
Description Text is important for junior high school students because it can help
them understand information about various objects around them.
In the context of English learning, especially in understanding descriptive text,
the use of AR together with the STAD Learning Model has great potential to
improve students' reading abilities. This study will examine the effect of using
Augmented Reality and the STAD Learning Model on improving the ability to read
description text of private junior high school students in South Tangerang City.
Based on the background above, researchers are interested in conducting
research entitled "The effect of using AR and STAD on improving the ability to
read Description Text (A Survey Study of Junior High School in South Tangerang
City)."
B. Identification of problems
Based on the background of the problem, varied questions have emerged and
can be identified as follows:
1.
What problems do teachers face when teaching reading skills as a language
component in junior high schools in South Tangerang City?
2.
What problems do students face when understanding reading descriptive texts
at junior high schools in South Tangerang City?
3.
What strategies do students use to improve their descriptive text reading skills
at junior high schools in South Tangerang City?
4.
Is there an influence of the use of Augmented Reality media on descriptive text
reading skills in junior high schools in South Tangerang City?
5.
What situations do not support students at junior high schools in South
Tangerang City to understand reading descriptive texts?
6.
What is the cause of the low ability to read descriptive text of students at junior
high schools in South Tangerang City?
7.
Do students at junior high schools in South Tangerang City think that
understanding reading descriptive texts is a difficult subject to learn?
8.
Is there an influence of using the STAD method on students' descriptive text
reading skills at junior high schools in South Tangerang City?
9.
How do teachers at junior high schools in South Tangerang City improve
students' descriptive text reading skills?
10. Is there an influence of the use of Augmented Reality and the STAD method
on descriptive text reading skills in junior high schools in South Tangerang
City?
C. Limitation of The Problem
Based on the identification of the problem above, the researcher limits the
research problem as follows:
1.
This research only tests the effect of using AR and STAD on improving the
ability of reading skill for Description Text in 8th Grade students at Junior High
Schools in South Tangerang City for the 2023/2024 academic year.
2.
This research only uses one type of AR, namely marker-based AR which
requires special markers or signs to display virtual objects.
3.
This research only uses one type of STAD, namely STAD type 2 which
involves individual tests and team tests as part of the learning process.
4.
This research only uses one type of Description Text, namely Description Text
about animals.
D. Research Question
Based on the background and limitation of the problem, the researcher intends
to explore this study described in the following questions:
1.
What is the effect of using AR on improving the ability of reading skill for
Description Text at 8th Grade students at Junior High Schools in South
Tangerang City for the 2023/2024 academic year?
2.
What is the effect of using STAD on improving the ability of reading skill for
Description Text in 8th Grade students at Junior High Schools in Soutth
Tangerang City for the 2023/2024 academic year?
3.
What is the influence of the interaction between AR and STAD on improving
the ability of reading skill for Description Text in 8th Grade students at Junior
High Schools in South Tangerang City in the 2023/2024 academic year?
E. The Objectives of the Research
Based on the problem formulation, the objectives of this research are:
1. To determine the effect of using AR on improving the ability of reading skill
for Description Text in 8th Grade students at Junior High Schools in South
Tangerang City for the 2023/2024 academic year.
2. To determine the effect of using STAD on improving the ability of reading skill
for Description Text in 8th Grade students at Junior High Schools in South
Tangerang City for the 2023/2024 academic year.
3. To determine the effect of interaction between AR and STAD on improving
the ability of reading skill for Description Text in 8th Grade students at Junior
High Schools in South Tangerang City for the 2023/2024 academic year.
F. The Significances of the Research
The results of the study are expected to give the significances go to:
1. For teachers, this research can provide information and inspiration about the
use of AR and STAD as interesting, interactive and innovative learning media
and models in teaching Description Text.
2. For students, this research can provide opportunities and learning experiences
that are fun, meaningful, and have a positive impact on improving their ability
to read Description Text.
3. For schools, this research can provide input and suggestions about the
importance of developing and facilitating the use of ICT, especially AR, in the
learning process at school.
4. For researchers, this research can provide contributions and references for
further research related to the same or similar topics.
G. The Organization of The Writing
The thesis is written by using systematic organization which make reader easily
understand. This thesis is derived into five chapters and each chapter consists of
several parts, as follows:
CHAPTER I INTRODUCTION
This chapter contains background, problem identification, problem limitations,
problem formulation, research objectives, research uses, and writing systematics.
CHAPTER II LITERATURE REVIEW
This chapter contains a literature review of AR, STAD, Description Text, and the
relationship between the three. This chapter also contains the theoretical framework
and research hypotheses.
CHAPTER III RESEARCH METHODS
This chapter contains research design, research population and samples, research
variables and indicators, research instruments, data collection techniques, data
analysis techniques, as well as statistical assumptions and limitations.
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter contains the results of data analysis, hypothesis testing, and discussion
of research findings.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter contains conclusions that summarize the research results and
suggestions aimed at parties related to the research.
BIBLIOGRAPHY
This section contains a list of references used in writing a thesis.
ATTACHMENT
This section contains attachments that support research implementation and reports