b. Students lacked an active role in the classroom.
c. Very little attention is paid to communication.
d. Translation is sometimes misleading.
5. The Application of GTM in the Classroom
Before doing the teaching-learning activity, teachers have to do some steps in applying GTM in the classroom. Here are the steps of using GTM in
classroom: a.
Teacher gives the worksheet about Direct and Indirect Speech to the students.
b. Teacher explains the definition of Direct and Indirect Speech.
c. Teacher explains the definition of Indirect Speech of Statement.
d. Teacher explains the rules of changing Direct into Indirect sentence.
e. Students answer the questions in the worksheet by teacher’s guidance.
f. Teacher asks the students to read their answering.
g. Teacher gives the conclusion.
E. Conceptual Framework
Many students have some problems in studying Direct and Indirect Speech. This case happened because of some aspects and one of them is the
method is not appropriate in teaching this material. Generally, teachers teach the material grammatically that make students hard to understand and feel bored, so
the writer interested to teach the material by using Cooperative Learning especially Student Teams-Achievement Division STAD Technique.
Before treatment, students are given pre-test. It is to measure students’
understanding of the material and ensures that students have not learnt the material before.
In the experiment class, students are taught by using Student Teams- Achievement Division STAD Technique. They are assigned into small groups
consist of four to five students. The groups are heterogeneous that made up of
different levels, gender, religion and ethnicity. They are expected to help each other. They are not study individually but study in their group.
After assigning students into small groups, teacher gives a worksheet and gives class presentation. Teacher explains the material bravely and informs the
rules of the activity that will be done. Students answer the worksheet together by arguing and discussion. The
smartest student leads other group members to understand the material because the team’s work isn’t done until all team members have mastered the material
being studied. After one or two teacher presentation and team practice, students are given
an individual quizzes post-test. Students are not allowed to help each other in answering this individual quizzes as they did when they answer the worksheet. It
is done to ensure that all the students have mastered the material. As a controlling, teacher also teaches in other class. In control class,
teacher teaches the material by using other technique. After he gives a worksheet to the students, he explains the definition of Direct Speech and Indirect Speech,
the kind of Indirect Speech and the rules in changing direct sentences into indirect sentences grammatically. At the end, teacher gives students a post-test.
Finally, students’ scores from experiment class and control class are compared. So, the teacher obtains the empirical evidence that Student Teams-
Achievement Division STAD Technique is effective in teaching Direct and Indirect Speech of Statement.
Pre- test
Experiment class is taught by using
STAD Technique
Control class is taught by using other
technique Post-
test The scores from both
classes are compared
