STAD; preparation, delivery, and closure.
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The description of those characteristics as follows:
a. Preparation. In this characteristic, teacher has to prepare the presentation
of the material that would be learned by the students. After that, the teacher may divide the students into the heterogeneous group to learn
and master the material. b.
Delivery. According to Donald R. Cruickshank, delivery of STAD involves two steps; the presentation and initiation and monitoring of the
teamwork. In the teamwork, the teacher should do some steps such as, set the team goals, prepare students for teamwork, give the teams the
assignment, monitor the teams, quiz the students, score the quizzes, and recognize team accomplishment.
c. Closure. In the closure, the students should be reminded of what they
have just learned and attached to what they already know or what they will learn next, and they should have the opportunity to apply the
information in some way.
Those are the characteristic of STAD from Robert Slavin and Donald R. Cruickshank that arose in this paper. The writer elaborates that the characteristic
of STAD includes the preparation of information, the team work, individual student quizzes, team scoring and recognition. Those characteristic of STAD is
implemented to make the students work together and master the material.
3. The Purpose of STAD
The Students Teams-Achievement Divisions was developed for some purposes. The main purpose is of course to make students comprehend with the
material and show the improvement. Robert Slavin highlights that, “The main
idea behind Student Teams-Achievement Divisions is to motivate students to
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Donald R. Cruickshank, et al., The Act of Teaching, New York: McGraw-Hill, 2006, pp. 242-6.
encourage and help each other master skills presented by the teacher.”
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Students do not learn individually they have to share the material to their friends and solve
the problem together. Students have different background knowledge, it would help them to know more the information of sharing the ideas.
Students must help their teammates to learn the material if they want to get the team awards at the end of the lesson. They must support their teammates to do
their best, expressing model that knowledge is essential, precious, and pleasurable. Students work together after the te
acher’s presentation, it could be doing the assignment or worksheet. On this work, they could discuss any
misconception between team members or compare the answer or help each other if there is any difficulty found.
In this team work, the students could discuss the way how to solve the problem together, and they could ask their teammates about the material to make
sure that the members have already mastered the material. In other words, the students work with their teammates, sharing their strength and weakness to help
them succeed in quizzes. On quizzes time, the students are not able to help each other, this thing is
usually called “individual accountability”. Donald R. Cruickshank assumes that, “Although students have worked together to get ready for the quiz, they must take
it independently.”
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It means that students have to do the quiz by their own self without helping from their friends.
The team would get a super team if the team shows many improvements that is the average score of improvement score of each member. The improvement
score would be compared with their own past records. If they want their team being
a team “star” they should help each other to get the maximum points.
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Slavin, 1995, op. cit., p. 6.
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Cruickshank, et al., 2006, op. cit., p. 243.
4. The Strategies of STAD
Many experts explain that STAD is one of the simplest of all cooperative learning techniques, and is a good model to begin with for teachers who are new
to the cooperative approach. It can be used in a variety of context. According to Robert Slavin, there are some strategies which are used in the STAD,
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such as follows:
a. Preparation. On the preparation, teacher should prepare the material,
assigning students to team, determining initial base scores and team building.
b. Schedule of Activities. On the schedule of activities, teacher should
follow the regular cycle of instructional activities, such as; teach, team study, test, and team recognition.
c. Figuring Individual and Team Scores. In this strategy, teacher should
score the students individually before he or she computes into the team score. The important thing is to make the improvement points.
Students earn points for their teams based on the degree to which their quiz scores percentage correct exceed their base scores.
Quiz Score Improvement Points
More than 10 points below base score 5
10 points below to 1 point below base score 10
Base score 10 points above base score 20
More than 10 points above base score 30
Perfect paper regardless of base score 30
The first thing that teacher should do in this strategy is to put the base score of students into the quiz score sheet. The base score is obtained
from the average of students’ previous score. The purpose of team scores and improvement points is to make it possible for all students to
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Slavin, 1995, op. cit., p. 73.
