58
20 40
60 80
100
1 3
5 7
9 11 13 15
17 19 21 23
25 27
29 31
33 35
CYCLE 1 CYCLE 2
class average score at 83.40. In cycle two, the students achieved higher class average score at 85.48. There was significant improvement at 2.08. The students
had better result in the second cycle. Even though some of the students‟ scores were decreasing, the lowest score in cycle two is still higher than in cycle one. In
the first cycle the lowest score is 50 but in the second cycle the lowest score is 65. It was understandable if some students‟ scores were decreasing in cycle 2 because
the level of difficulty of the material given by the teacher was also higher. Materials in the second cycle were more difficult.
4.1 Score graphic of Cycle 1 and Cycle 2
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CHAPTER V CONCLUSIONS AND RECOMMENDATION
The chapter represents the conclusions and suggestions. The conclusions are obtained from the findings of the research which are based on the research
question formulated in the first chapter. The recommendations are intended for English teachers and the future researchers.
A. Conclusions
This research was conducted based on Kemmis and McTaggart‟s 1988 classroom action research model. The researcher conducted this research in order
to find out to what extent the use of Student Team Achievement Division STAD increases student participation in teaching learning process of English
extracurricular class. After implementing Student Team Achievement Division method in two cycles which consist of four meetings, the researcher concluded
that this method was able to improve student participation in the VIIB English extracurricular students.
The STAD method was used to improve student participation in VIIB English extracurricular class because the learning process in cooperative learning
involves students‟ direct and active participation. Therefore, in a cooperative
learning the students will be engaged in many activities in the group interaction. Through those activities, such as discussion, sharing ideas, and giving feedback,
each student will have bigger chance to participate actively rather than in any other teaching method.
