The Effectiveness Of Learning The Simple Past Tense Through Student Teams Achievement Division (STAD) : An Experimental Study at the First Year of Al-Nur Senior High School Cibinong

THE EFFECTIVENESS OF LEARNING THE SIMPLE PAST
TENSE THROUGH STUDENT TEAMS ACHIEVEMENT
DIVISION (STAD)
(An Experimental Study at the First Ycar of Al-Nur Senior High School Cibinong)
"A Slrripsi"
Presented to the Faculty ofTarbiyah and Teachers' Training
in Partial Fulfillment of the Requirement for Degree of S.Pd.
in English Language Education

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104014000385

DEPARTMENT OF ENGLISH EDUCATION
FA CULTY OF TARBIYAH AND TEACHEJRS' TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA


2009



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THE EFFECTIVENESS OJ? LEARNING SIMPLE PAST TENSE
IN STUDENT TEAMS ACHIEVEMENT DIVIS:ION (STAD)
An Experimental Study at the First Year ofAl-Nur Senior High School Cibinong

"A Skripsi"
Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of
the Requirement for Degree of S.Pd. in English Language Education

By:

Tri Wahyuni lv!artiawati

NJ.Iv!.: 104014000385

Approved by the Advisor

セM

4,.

Mas'ud Mada, M.A.
N.LP.: 150 012 951

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS' TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA

2009

ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiyah and Teachers' Training

certifies that the 'Skripsi' (Scientific Paper) entitled "The Effectiveness of
Learning the Simple Past Tense through Student Teams Achievement
Division (STAD) (An Experimental Study at the First Year of Al-Nur Senior
High School Cibinong)", written by Tri Wahyuni Martiawati, student's
registration number: 104014000385 was examined by the Committee on Tuesday,
3 February 2009 , and was declared to have passed and therefore, fulfilled one of
the requirements for the academic title of S.Pd (Bachelor of Arts) in English
Language Education at the Department of English Language Education.

Jakarta, 12 February 2009

EXAMINATION COMMITTEE

Chairman

: Ors. Syauki, M.Pd.

1l._:_ )

(


NIP. 150 246 289
Secretary

: Neneng Sunengsih, S.Pd.

(

NIP. 150 293 236
Examiner I

: Ors. Nasrun Mahmud, M.Pd.

(

NIP. 150 041 070
Examiner II

: Ors. Nasifudin Djalil, M.Ag.


(

NIP. 150 244 682

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Acknowledgement By:
Dean of the Faculty ofTarbiyah and Teachers' Training

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DEPARTEMEN AGAMA
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No. Dolned to four-member learning teams that are mixed in performance
level, gender, and ethnicity. The teacher presents a lesson and then
students work within their teams to make sme that all teams have mastered
the lesson. Finally, all students take individual quizzes on the material, at
which time they may not help one another. . . . . The whole cycle of
activities, from teacher presentation to team practice to quiz, usually takes
three to five class periods.20
Student Teams Achievement Division (STAD) shares the idea that

students work together to learn and is responsible :for their teammates'
learning as well as their own. There are three concepts that are central to
Student Teams Achievement Division (STAD):
18

Robert E. Slavin, Cooperative Learni1 セ@

"heo1:v, Research, and Practice Second Edition,

(Massachusct1s: Allyn and Bacon, 1990), p. 7L
19

20

http://courses.coe.asu.edu/dbclark/CoopLearn/CL%20strategies.htm

Shlon10 Sharan, Handbook of Cooperative learning Methods, (London: Praeger

Publisher, 1999), p.4


17



Team rewards
Teams may earn certificates or rewards if they achieve above a
designated criterion. But there is no competition among the students.



Individual accountability
It means that in Student Teams Achievement Division (STAD), the
teams' success depends on the individual learning of all team
members.



Equal opportunity for success

It means that what students contribute to their teams is based on

21
their improvement over their own past performance.
Slavin said in his book "Cooperative Learning: Theory, Research,

and Practice" that "Student Teams-Achievement Division (STAD)
consists of five major components, they are:
l. Class Presentation
Mate1ial in Student Teams Achievement Division (STAD) is
initially introduced in a class presentation. This is most often direct
instrnction or a lecture-discussion conducted by the teacher.
2. Teams
Teams are composed of four or five students who represent a
cross-section of the class in terms of academic perfonnance, sex, and
race or ethnicity.
3. Quizzes
After teacher presentation and team practice, the students who take
individual quizzes are not ... -...mitted to help one another during the
qmzzes.
4. Individual Improvement Sec

21

Shlomo Sharan, ... , p.3-4

18

Each student is given a "base" score, deiived from the student's
average past perfonnance on similar quizzes ....
5. Team recognition
Teams may earn certificates or other rewards if their average
scores exceed a certain ciiterion. 22
From the several statements above she can take conclusion that
Students Teams-Achievement Division (STAD) is one of the cooperative
learning techniques that students are assigned to four-member learning
teams that are mixed in perforn1ance level, gender, and ethnicity. And if
students are rewarded for doing better than they have in the past, they will
be more motivated. Student Teams Achievement Division (STAD) is a
good model to begin with for teachers who are new to the cooperative
approach.

2. History of Student Teams-Achievement Divisions (STAD)
Student Teams-Achievement Division (ST.AD) was developed
from cooperative learning. Cooperative learning focuses on the team work
to reach the success for each student in that tea111 or group.
In the early 1970s, four independent !,>Toups of researchers began to
develop and research cooperative learning methods in classroom settings.
At present, researchers all over the world are studying practical
applications of cooperative learning piinciples, and many cooperative
learning methods are available.
Based on David W. Johnson, Roger T. Johnson, and Maiy Beth
Stanne in their site http://www.co-operation.org/pages/cl-methods.hhnl,
Cooperative learning is one of the most widespread :md fruitful areas of
theoiy, research, and practice in education. 23
22
23

Robert E. Slavin,. .. , p. 71-73.
http ://\V\V\V. co-operation. o rg/pages/cl-methods. html

19

Cooperative learning was developed from the concept that students
will find and understand the material or subject learned easily if they
discuss with their classmates. Students work in teams continuously for
helping each other to solve the harder problems. 24
Cooperative learning is a successful teaching strategy in which
small teams, each with students of different levels of ability, use a variety
of learning activities to improve their understanding of a subject. Each
member of a team is responsible not only for learning what is taught but
also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the

。ウゥァョQセエ@

until all group

members successfully understand and complete it. 25
Johnson, Johnson, and Smith said that "Cooperative learning (CL)
is an instructional paradigm in which teams of students work on structured
tasks (e.g., homework assignments, laboratrny experiments, or design
projects) under conditions that meet five criteria: positive interdependence,
individual accountability, face-to-face interaction, appropriate use of
collaborative skills, and regular self-assessment of team fi.mctioning. Many
studies have shown that when con-ectly implemented, cooperative learning
improves information acquisition and retention, higher-level thinking
skills, interpersonal and commllllication skills, and self-confidence
(1998)."26
There are 5 elements of Cooperative learning efforts that may be
expected to be more productive. They are:
a. Positive Interdependence (sink or swim together)
b. Face-to-Face Interaction(promote each other's success)
c. Individual & Group Acc01mtability

24

Trianto, S.Pd., M.Pd., Model-1nodel Pembelajaran Jnovatif Berorientasi Konstrul+.1ivistik:
Konsep, Landasan Teoritis - Praktis dan lmp/enientasinya, (Jakarta: Prestasi Pustaka Publisher,
2007), p.41.

"http://edtech.kennesaw.edu/intech/cooperativelearning.htm
26

http://en. wikipediaorg/wiki/Cooperative_learning

20

d. Interpersonal & Small-Group Skills
e. Group Processing27

3. Aim of Student Teams-Achievement Division (STAD)
Student Teams-Achievement Division (STAD) was developed in
an effort to raise students' participation academically, facilitate to develop
their leadership and making decision in a group, and give them an
oppmtunity to interact and study together in heterogonous condition and
people.

28

Student Teams Achievement Division (STAD) emphasizes the use
of team goals and team success, which can only be achieved if all
members of the team learn the objective being taught. That is, in Student
Teams Achievement Division (STAD) and students' tasks are not to do
something as a team, but to learn something as a team, where the teams'
work is not done until all team members have mastered the mateiial being
studied. 29
The idea behind this fonn of cooperative learning is that if students
want to succeed as a team, they will encourage their teammates to excel
and will help them to do so. 30
Cooperative learning tends to promote greater interpersonal liking,
group cohesion, and espiit-de-corps; valuing of heterogeneity; and taskoriented and personal support.

It is difficult to overemphasize the

importance of these research results. Cooperative learning ensures that all
students are socially integrated into networks of peer relationships. The
three types of cooperative learning all contiibute:
27

http://ed tech. kennesa\v. edu/in tech/cooperati velearning.htm

"Trianlo, S.Pd., M.Pd., .. , p.42.
29

10

Shlo1no Sharan, ... , p.3.
Robert E. Slavin . ... , p.4.

21



Formal cooperative learning groups ensure all students get to know
each other when membership is rotated and every student in time
works with every other student in the class.



Cooperative base groups ensure that long-tem1 relationships exist,
especially when procedures such as the base group grid are used to
ensure students get to know each other on a personal as well as a task
level.



lnfonnal cooperative learning ensures that every student will interact
with every other student during class time when students are frequently
asked to find a new partner. 31
Based on same statement above, the aims of Student Teams-

Achievement Division (STAD) is to motivate students to encourage and
help each other master skills presented by the teacher.

4. Advantages and Disadvantages of Student Teams Achievement

Division (STAD)
Every technique used in teaching learning activity has some
advantages and disadvantages. The advantages of using Student TearnsAchievement Division (STAD) are:
a. It increases Physical health, like reducing mortality rates, speeding
recove1y from illnesses, improving the function of immune systems,
and helping in coping with stress.
b. It

increases Psychological

health, like increasing well-being,

happiness, satisfaction with life, self-esteem, effective functioning,
successful coping with negative events, adaptation during life
transitions, career success, and prosocial behavior- actions that benefit
other people

」セッー・イ。エゥカ@

'

1

by

helping,

supporting,

encouraging

their goal

David W. Johnson, Roger T. Jolmson and Edythe Holubec, The Newsletter of The
Learning Institute Volu1ne 23, l March, 2008, p.2-3.

22

accomplishment or well being- while reducing mental distress and
anti-social behaviors such as bullying.
c. It increases Academic achievement like increasing academic
involvement, academic interest, grades, standardized test scores, IQ,
school competence, utilization of abilities, and participation in class. 32
While the disadvantages of Student Teams Achievement Division
(STAD) are:
a. Condition in the classroom will be a little bit noise. Because students
work in group, it means that they have to interact 'vith their teannnates
to discuss the tasks given.
b. It needs more time for teacher to implement Student Teams
Achievement Division (ST AD) well in class. Because for the first
time, students need to adapt with their teammates.

D. Teaching Simple Past Tense in Student Teams-Achievement Division
(STAD)
Like any other methods or teaching learning techniques, using
Student Teams-Achievement Division (STAD) need preparation that teacher
should do. They are:
1. Materials
The materials are specifically designed for Student Teams
Achievement Division (STAD) and adopted from textbooks or other
published sources or with teacher-made materials.
2. Assigning Students to Teams
Temns in Student Temns Achievement Division (STAD) should
be heterogeneous. Do not let students choose their own temns, because
they will tens to choose others like themselves.
3. Detennining Initial Base Scores

32

David W. Johnson, Iloger T. Johnson and Edythe Holubec, ... , p.2.

23

Base scores represent students' average scorns on past quizzes. If
you are startiug Student Teams Achievement Division (STAD) after
you have given three or moi·e quizzes, use students' nve1·11ge qui!!:
scores as base scores.
4. Team Building.
Before starting any cooperative learning program, it is a good
idea to start off with one or -- Mセ@

team-building exercises just to give

team members a chance to do something fun and get to know one
another. For example, teams might be given a chance to create a team
logo, banner, song, or rap. 33

Table3
Improvement points for individual
Improvement

Quiz Score

Points

More than 10 points below base score

5

I 0 points below to I point below base score

-

10

Base score to I0 points above base score

20

More than 10 points above base score

30
30

Perfect paper (regardless of base score)

Table4
Improvement Points for Team34
Criterion (Team Average)

Award

15

Good Team

20

Great Team

25

Super Team
-

.u Robert E. Slavin, L'ooperative Learning: 111eraclice L

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