51 caused the female students did not want to work in group with the male students.
However, after working together the student showed that they could communicate well with all group members See Appendix 6, Questionnaire item number 11.
When the researcher asked a female student about working together with the male students, she explained that the female and male students could get along with
each other better than before. This happened because the teaching strategies which were used were interesting. By being able to communicate with the group-mates
well, the students were able to make decision.
5. Regular Self-Assessment of Group Functioning
From the researcher’s observation, in cycle one, some of the students still did not had any idea about their group
s’ goals and they also did not assess their works and their performances. They submitted the task to the researcher after they had
done with it. This happened because some of the groups did the task with only some group members. The rest of the members did not help other group-mates to
do the task. This made the students needed time to finish the task and they had not much time to check on their work and assess their work.
In cycle two and cycle three the students started assessing their performance. From the questionnaire results See Appendix 6, Questionnaire item number 17
the students agreed that the groups divided the tasks equally. After the entire group’ members did the tasks, they checked on the tasks together. The
questionnaire results proved that the students checked on their works after they had done with the tasks See Appendix 6, Questionnaire item number 19. The
results showed that 20.58 of the students strongly agreed and 70.58 of the
52 students agreed that all group members in each group discussed their works
together after they had finished the tasks. Furthermore, most students also agreed that they reflected on their activity in every meeting. The results of observation
were supported by the students’ answers in the questionnaire see Appendix 6,
questionnaire item number 20. There were 17.64 of the students who strongly agreed that after doing the tasks, they reflected on their performances in order to
show better performance in every cycle. 64.70 of the students also agreed with the statement. The questionnaire results showed that the students had already
understood their groups’ goals.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions and the recommendations. The conclusions are summarized from the findings of the research. The
recommendations for the English teachers and the future researchers are provided in the recommendations part.
A. Conclusions
This research was done based on the problem which was found by the researcher. This research focused on the use of Student Teams-Achievement
Divisions STAD to help the VII C students of SMP Negeri 6 Yogyakarta to enhance their vocabulary mastery. After implementing the three cycles which
were conducted in three meetings, the researcher concluded that Student Teams- Achievement Divisions STAD could be used to improve the VII C students of
SMP Negeri 6 Yogyakarta ’s vocabulary mastery.
The results of the students’ scores, interview, and questionnaire showed that the implementation of Student Teams-Achievement Divisions STAD to enhance
the students’ vocabulary mastery of the VII C students of SMP Negeri 6
Yogyakarta was conducted successfully. The students’ scores in the first cycle
showed that 41.17 of the students’ scores increased. Moreover, in the pre-
implementation test 11.76 of the students did not pass the passing grade of English subject. However, after the implementation of Student Teams-
