Statement by using Student Teams-Achievement Division STAD Technique and teaching Direct and Indirect Speech of Statement by using other technique.
If t
o
≤ t
table
, the Null Hypothesis H
o
is accepted. It means there is no significant different achievement between teaching Direct and Indirect Speech of
Statement by using Student Teams-Achievement Division STAD Technique and teaching Direct and Indirect Speech of Statement by using other technique.
B. Interpretation
Based on the analysis of the data, the research finding shows that; 1.
The value of t
table
in the significance 5 is 2.02 2.
The value of t
table
in the significance 1 is 2.70 3.
The value of t
o
is 3.56 The writer summarized that t
o
≥ t
table
both in the significance 5 and in the significance 1 2.20 ≤ 3.56 ≥ 2.70, it means that the Null Hypothesis H
o
is rejected and the Alternative Hypothesis H
a
is accepted. So, it can be inferred that there is a significant different achievement
between teaching Direct and Indirect Speech of Statement by using Student Teams-Achievement Division STAD Technique and teaching Direct and
Indirect Speech of Statement by using other technique. The writer concluded that teaching Direct and Indirect Speech of
Statement by using Student Teams-Achievement Division STAD Technique is more effective than teaching Direct and Indirect Speech of Statement by using
other technique. This evidence appropriates with
Sharan‟s statement, “Of twenty-two studies of STAD in grades three through twelve, seventeen found significantly
higher achievement for this method than for traditional instruction, and five found no differences.
”
1
1
Shlomo Sharan, Handbook of Cooperative Learning Methods, Westport: Preager Publisher, 1994, p. 5.
CHAPTER V CONCLUSIOS AND SUGGESTIONS
A. Conclusions
Based on the analysis of the data on the fourth chapter and the discussion in the previous chapter, it can be inferred that teaching Direct and Indirect
Speech of Statement by using Student Teams-Achievement Division STAD technique has a significant influence and is more effective than teaching Direct
and Indirect Speech of Statement by using other technique.
B. Suggestions
Based on the conclusions above, it would be delivered some suggestions go to:
1. Teachers:
a. Student Teams-Achievement Division STAD Technique would be
helpful to teach Direct and Indirect Speech of Statement, so the teacher needs to maintain using STAD Technique in the next new academic year
in teaching Direct and Indirect Speech. b.
The teacher has to make sure that the students can differentiate both of the sentences and master the rules of changing Direct into Indirect
sentence and vise versa. c.
The teacher needs to give clear instruction in directing hisher students using this technique.
d. The teacher has to give more exercises in changing Direct into Indirect
Speech and vise versa. e.
Teacher allocates more times for this material. f.
The teacher can use this technique as an alternative technique in teaching English.
2. Students:
a. Working in a group is better to improve students‟ understanding of
materials than working alone.
b. Discussion is a better way to solve the problems.
c. Students have to be active in teaching activity. It means that they are not
only as a receiver but also as a teacher for other students. d.
Students have to use the time as effective as possible. e.
Students have to study together through groups, not only in small groups but also in large groups.
3. Researchers
The writer is aware this research is not perfect yet. Hopefully, there will be any further researchers of how to explore and complete this technique.
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