Table 2.2 Team Summary Sheet
The teacher should record the team’s improvement to make students more attractive to class and motivate them to improve their achievement more.
All teams can achieve the awards, they are not competing with one another.
e. Returning the First Set of Quizzes. In this strategy, teacher has to
explain to the students the improvement point system. f.
Recomputing Base Scores. Teacher recomputes students’ average quiz scores on all quizzes and assign students new base score on every
marking period. g.
Changing Teams. At the last period, teacher should resigning students to new team. It gives the students a new chance, allows students to
work with other classmates, and keeps the program fresh.
Team Name: Fantastic Four Team Members
1 2
3 4 5
6 7
Sara A.
30
Eddia E.
30
Edgar I.
20
Carol N.
20
TOTAL TEAM SCORE 100
TOTAL AVERAGE SCORE
25
TEAM AWARD SUPER
TEAM
h. Grading. Teacher should give the report card that be based on students’
actual quiz scores.
Another expert proposes the strategies of STAD. It comes from Donald R. Cruickshank that states the strategies of STAD based on the activities when
preparing, when delivering and when closing.
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The description as follows: a.
When preparing: teacher should prepare the presentation, team assignment, and students’ future engagement.
b. When delivering: teacher has to make the presentation utilizing elements
of a good presentation, set team goals, prepare students for work with their team, give the teams the assignment, quiz the students, and
recognize team accomplishment. c.
When closing: teacher has to remind the students of what they learned, relate new learning to past of future learning, and provide opportunity
for practical use of information.
Those are the strategies of Robert Slavin and Donald R. Cruickshank that have their own variation. The writer takes the conclusion that there are some
strategies on the activities of STAD. The strategies could be used from the preparation up to the closing of activities. Robert Slavin explains the strategies
specifically while Donald R. Cruickshank explains it generally. Both strategies could be used in the STAD activities.
5. The Advantage and Disadvantage of STAD
Besides being an entertaining activity, STAD develops positive interdependence as the students are able to learn each other. Jack C. Richards
highlights , “Positive interdependence occurs when group members feel that what
helps one member helps all and what hurts one mem ber hurts all.”
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It also
46
Cruickshank, 2006, op. cit., p. 244.
47
Richards and Rodgers, 2001, loc. cit.
provides individual accountability because students are accountable to each other for sharing ideas with their teammates.
Students may also be required to share his or her teammate idea to the other ideas in the team. It warranties equal participation for each student within the
team as everyone has equal opportunity to share, help and support. Daniel Muijs and David Reynolds argue the benefit of group work,
“Working with other pupils may help them develop their emphatic abilities, by allowing them to see other’s viewpoints, which can help them to realize that
everyone has strengths and weaknesses.”
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The teacher must be aware of the possibility that one student would dominate the team. That is why the teacher has
to monitor the class in order the team was conducted well and organized.
D. Previous Study
There are three researches that would be stated in this study as the previous study. The previous study in this paper is tended to compare the
differences and the similar with the research in this study. There are three studies that would be compared in this study.
The first study is from Tsuraya with the title of his research is The Use of Cooperative Learning to Improve Learners’ Reading Skill. Actually the similar of
the study is the design that is experimental study. Tsuraya took two classes on his research. The first class is experimental class and the other is controlled class. It is
similar with the research of this study. Not only that, the grade of his research is also similar that is the experimental study at junior high school. The objective is
also same that is to know for what extent cooperative learning useful to students’ reading ability. The difference of this research is the technique that was used. He
used Think Pair Share technique of cooperative learning. The result showed that cooperative learning could be applied in the reading class because students
showed a better score and behavior than the students in the control class.
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Daniel Muijs and David Reynolds, Effective Teaching, Evidence and Practice, London: SAGE Publications Ltd., 2005, p. 52.
The second research is from Iffah Salimah with the title of her research is The Effectiveness of Learning Reading through Collaborative Learning. The
similarity of this research is to know the effectiveness of collaborative learning on students’ reading ability. The researches have the same objective that is to
describe the eff ectiveness of Cooperative learning on students’ reading
comprehension. Also the same background that is found there were many students who had low achievement of reading. Not only that, the technique that used in the
research is also similar that is small group. The differences are research design that is pre-elementary study. She only took one class as the experimental class.
She compared the pre text and post test from the class. She took the experiment in the senior high school. The result shows that
the improvement of students’ achievement in learning reading before and after using collaborative learning is
significant enough. The last research is from Eka Nurazizah with the title of the research is
The Effectiveness of Teaching Reading through Collaborative Learning Activities. The similarity of this research if the using of small group discussion and also the
reading ability that is explored. The research design is also similar that is the experimental study. She took two classes, the experiment and controlled class, in
her research. Also she took place the research at junior high school same as the wr
iter’s research. The difference of the research is the technique that is used. Eka Nurazizah used Think Pair Share technique on teaching reading. And also the text,
descriptive text, that is learned in the experiment. The result of her research shows that teaching reading through collaborative learning is more effective.
Those are the previous studies that are presented in this paper. Those studies have both similarity and differences with the writer’s research. That is why
the writer presents the previous study which is to know the similarity and the differences.
