answer of the questions, such as, the teacher asked the answer of the first question to the first row, and then to the second row, until the last. Their answer was very
various. So, the teacher tried to lead the students to find the correct answer together. For the last activity, that was, doing the vocabulary task in group; every student
should be able to do the task, then after the groups finished their work, the answer sheet collect by the teacher and exchanged with other groups to correct answer.
c. Post Activities
In this part, the teacher tried to give a feed back by asking the students to mention the vocabularies that had been learnt once again. The students responded to the feedback
from the teacher, the students mentioned vocabularies learnt during the teaching and learning process. For further information, the observation sheets of the stud
ents‟ activities in Appendix 3 can be seen to know the activities done by each student.
2. Teacher’s Performance
The indicator of the research for teaching performance is, if the teacher can get score at least 80 for his teaching performance, it means that the implementation of STAD
can improve the teacher‟s teaching performance. The process done by the teacher in Cycle I is explained as follows:
a. Pre Activities
In pre activities, the teacher directly guided the students to materials without informing the competence that should be achieved. The teacher should inform the
competence that should be achieved by the students.
b. While Activities
In observing the teacher‟s performance, the researcher emphasized on the teacher‟s mastery of learning material, the learning strategy used by the teacher, the used of
leaning media, the students‟ involvement and the evaluation done by the teacher. The explanation of the teacher‟s performance in while-activities is as follows:
The teacher was able to correlate the material with relevant topic and real life, by asking students about their opinion about their favorites‟ sport. So, the students
responded to the teacher by giving opinions in simple sentences, short phrases, even in single words in English. Such as: “I like football”, or just “football, swimming,
badminton, etc”. By doing so, the teacher had stimulated the students to communicate, and the teacher checked their sentences and tried to correct the
language used included verb, noun and adjective. In doing the teaching learning process which is suitable with the competence, the
teacher did it very well. He taught about the sport. Those activities were very relevant to the competence which must be achieved; the students should be able to mention
some vocabularies related to the topic in order to understand the materials.
However, the teacher was not good at managing the time allocation. This means that he did not do the teaching and learning process which was suitable to the time
allocation. Sometimes the teacher spent many times for asking and joking with the students. Besides that, to teach vocabulary, the teacher had applied the teaching and
learning process which was suitable with the students‟ needs.
For doing the evaluation, the teacher was good at monitoring the s tudents‟
improvement. He asked some questions to the students to know how far his students had understood the lesson. The final evaluation he did was very suitable with the
competence. The competence that must be achieved was that the students were able to recognize certain vocabularies, the meaning of the words and identify the
vocabulary that consists of noun, verb and adjective. And then the teacher asked the students to mention the vocabularies one by one into three part, noun, verb and
adjective.
c. Post Activities
