The Effect of Using STAD Strategy in Teaching Reading Comprehension to EFL Intermediate School Students
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Abstract
STAD strategy is one of the cooperative strategies in which students work together and it is considered one of the beneficial strategies in teaching reading comprehension. This study aims at finding out the effect of using STAD Strategy in teaching reading comprehension to EFL intermediate school students, and if there is any significant difference between the experimental group's achievement at the recognition and the production levels in the posttest. It is hypothesized that there is an effect of using STAD Strategy in teaching reading comprehension to EFL intermediate school students, and there is a statistically significant difference between the experimental group's achievement at the recognition and the production levels in the posttest.
To verify the hypotheses of the study, the researcher has conducted an experiment, during the second semester of the academic year 2022-2023. Sixty four students from the second grade of Ghaza intermediate school for girls have been randomly selected. Thirty two students as a control group which have been taught reading comprehension by using the traditional method, and thirty two students as an experimental group which have been taught reading comprehension by using STAD strategy. Both groups have been taught by the researcher herself, and they equalized according to some important variables such as their age and level of parents’ education, and their scores in previous year in English.
The statistical analysis of the obtained data revealed that there is a statistically significant difference between the performance of the experimental group and that of the control group in the posttest.
According to the findings, some conclusions, recommendations and suggestions are proposed for further studies.
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