THE EFFECT OF USING STUDENTS TEAM ACHIEVEMENT DIVISION (STAD) IN COOPERATIVE LEARNING ON THE ELEVENTH YEAR STUDENTS’ VOCABULARY ACHIEVEMENT AT SMA NEGERI TEMPEH LUMAJANG

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THE EFFECT OF USING STUDENTS TEAM ACHIEVEMENT DIVISION
(STAD) IN COOPERATIVE LEARNING ON THE ELEVENTH
YEAR STUDENTS’ VOCABULARY ACHIEVEMENT
AT SMA NEGERI TEMPEH LUMAJANG

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THESIS

By
ALTA GABRILIA WIDI WASTITI
NIM 060210491223

THE FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY
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DEDICATION

love and support. This thesis is proudly dedicated to you for your endless love;

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ACKNOWLEDGEMENT

can finish my thesis entitled ‘The Effect of Using Students Team Achievement

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APPENDICES

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THE LIST OF APPENDICES

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A. Research Matrix ..............................................................................................

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44
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48

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THE LIST OF TABLES

2.2 The Reward Team Classification ............................................................... 14

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35
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SUMMARY

at SMAN Tempeh Lumajang; Alta Gabrilia Widi Wastiti, 060210491223; 2011:42;
English Education Program, Language and Arts Education Department, Faculty of
Teacher Training and Education, Jember University

This research design was an experimental research. The purpose of this research
was to know whether or not there was a significant effect of using Students Team
Achievement Division (STAD) in Cooperative Learning on the eleventh year
students’ vocabulary achievement. The area of this research was SMA Negeri
Tempeh Lumajang. It was chosen purposively because the use of Students Team
Achievement Division (STAD) had never been applied in teaching learning process
in this school and the researcher got permission from headmaster to conduct the
research in this school.
The respondents of this research were all of the eleventh year students of
SMA Negeri Tempeh Lumajang in the 2010/ 2011 academic year. The researcher
conducted homogeneity test to know the homogeneity of the population to determine
the research respondent. The result of the homogeneity test was analyzed statistically
using ANOVA formula and the result showed that F-computation (2.8) was higher
than that of F-table (2.2). It means that the condition of the whole eleventh year
students of SMA Negeri Tempeh Lumajang was heterogeneous or there was a
significant difference mean of the six classes. Therefore, two classes from the
population that had the closest mean differences class XI IPA 2 and XI IPA 3 were
chosen. The lottery was done to determine the experimental group and the control
group. The result was class XI IPA 2 as the experimental group and class XI IPA 3 as
the control group. The total number of the respondents was 58 students that consisted
of 30 students of XI IPA 3 as the experimental group that was taught by using
xiii

 
 

Students Team Achievement Division (STAD) in Cooperative Learning, while the
control group consisted of 28 students of XI IPA 2 that was taught by using QuestionAnswer and Lecturing technique.
The primary data of this research were collected from the students’ scores of
vocabulary achievement test. The supporting data were gained from interview and
documentation. The vocabulary achievement test was collected from the post test to
make comparison between the two groups after the treatment, and the result was
analyzed by using t-test formula. The result indicated that the value of t-computation
was 2.8 while the t-table was 2.00 with degree of freedom 53 on the 5% significant
level. It means that the value of t-computation was higher than the value of t-table.
This means that the null hypothesis (H0):” there is no significant effect of using
Students Team Achievement Division (STAD) in Cooperative Learning on the
eleventh year students’ vocabulary achievement at SMA Negeri Tempeh Lumajang”
was rejected. On the other hand, the alternative hypothesis (Ha):“there is a significant
effect of using Students Team Achievement Division (STAD) in Cooperative
Learning on the eleventh year students’ vocabulary achievement at SMA Negeri
Tempeh Lumajang was accepted.
Based on the result of this research, the English teacher is recommended to
apply Students Team Achievement Division (STAD) in teaching English, especially
in teaching vocabulary. Further, the students are suggested to apply Students Team
Achievement Division (STAD) in order to make them improve their English
vocabulary. Moreover, the future researchers are also suggested to conduct a research
in depth with a similar problem but with different research design and research
subjects such as a classroom action research on improving the students’ vocabulary
achievement through Students Team Achievement Division (STAD) in Cooperative
Learning or using the same design, that is an experimental study to know the effect of
Students Team Achievement Division (STAD) in Cooperative Learning but on
different language skills such as Listening or Reading Comprehension.

xiv