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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.
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The improvement of student participation in VIIB English extracurricular class was elaborated through 5 basic key elements in cooperative learning based
on Johnson Johnson ‟ model and Davis‟ 1993 tactics to improve participation.
The cooperative learning goal was not successfully achieved if the students had not achieve 5 basic key elements, namely positive interdependence;
individual accountability; face-to-face promotive interaction; interpersonal and small group skill; and group processes. Therefore, the researcher attempted to
structure and guided the students to achieve those 5 key elements in the learning process. The result was remarkable that the students showed improvement in each
element. The learners as member of group had worked collaboratively on task with other group members. The learners learned teamwork skills. They were also
directors of their own learning. They were taught to plan, monitor, and evaluate their own learning. The students‟ direct and active involvement and participation
were required in this process. In order to improve the student participation in the classroom, the
researcher should create learning condition such as; create opportunities for all students
to talk in class, limit teacher‟s comments, periodically divide students into small groups, assign roles to students, and use tokens to encourage
discussion. Through the Student Team Achievement Division method which requires group work cooperation, the researcher had indeed fulfilled all of those
tactics to improve student participation. The result was also good that the students become more active in each activity. The observer also emphasized that through
the implementation of STAD in VIIB English extracurricular school, learning
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become more valuable, interesting and fun for the students. They enjoyed the process of learning and created improvement in their score. The observer also
emphasized that the communication in English was fulfilled in the learning process.
B. Recommendation
In this section, the researcher suggests several recommendations to the English teachers and the future researchers who intend to conduct a research on
improving student participation through Student Team Achievement Division method.
1. For English Teachers
It is suggested to the teachers who experience low student participation problem in teaching English to use Student Team Achievement as the strategy to
improve student participation. It is because Student Team Achievement Division method provided a lot of benefits for the teacher and most importantly for the
students, which have been explained by the researcher in chapter II and IV. It is also suggested to the teacher to pay more attention to the study group and
individual improvement score which are the key of students‟ better performance.
2. For Future Researchers
For the future researchers who are interested in the same topic of the research, the researcher allows them to use the data and results of this research. It
is suggested for the future researchers to elaborate their data through 5 essentials elements of cooperative learning. In doing cooperative learning research to
improve student participation, the future researchers should pay attention to the
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