Student Team Achievement Division Method

27 influence their motivation to participate in the learning process. Based on the observation, the researcher found that the students had lower chance to participate in the learning activities done. Since the students of VIIB English Extracurricular class were not actively participating in the learning process, the researcher proposed one of cooperative learning Approach‟s methods as the solution of the problem. It was Student Team Achievement Division method. According to Slavin 1990, the main idea behind Student Team Achievement Division is to motivate students to encourage and help each other master skill presented by the teacher p. 6. Most importantly, STAD method also acquires students‟ individual accountability in which when they do the individual quizzes, students are responsible for their own work. In cooperative learning, the students not only have to learn teamwork skill but also become the director of their own learning. They learn to plan, monitor and evaluate their own learning. Thus, learning is something that requires students‟ direct and active involvement and participation Richards and Rodgers, 2001: 199. The researcher did the classroom action research to see whether cooperative learning ‟s method: Student Team Achievement Division was applicable in Class VIIB of English Extracurricular and able to improve the students‟ participation. The researcher set an indicator of success in conducting this classroom research. The success is when the student participation in VIIB English extracurricular class were improved through the use of STAD method. Their participation was improved when the students were actively engaged in 28 doing each activity in STAD, discussed their work with their friends, responded to the teacher‟s questions and asked question to the teacher, and gave good performance in study group and individual quiz. 29

CHAPTER III RESEARCH METHODOLOGY

In this chapter, the researcher presents the rationale of research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

This research was conducted in order to improve the student participation and English learning process in the VIIB in English extracurricular class. The methodology used to conduct the research was Classroom Action Research CAR. According to Burns 2009, one of the main aims of Action research is to identify a problematic situation or issue that the participants –who may include teachers, students, managers, administrators, or even parents – consider into looking more deeply and systematically. She explains further that the central idea of the action part of Action Research is to intervene in a deliberate way in a problematic situation in order to bring about changes, and even better improvement in practice p. 13. Therefore, in doing the research, the researcher is going to try to manage complex situation or problem in the classroom through the implementation of action research to find the solution for the problem. The problem in the VIIB of English extracurricular class was the students were barely participating in the learning process. The teacher tended to conduct the lesson using the teacher-centered method which did not required much student participation during the learning process. Therefore, the researcher applied 30 cooperative learning approach to see how it improves the student participation in English extracurricular class. Through cooperative learning approach planned, it was expected that the student participation was improved and create a memorable and meaningful learning process. The Classroom Action Research conducted by the researcher was adopted from Kemmis and Mc Taggart‟s research model. In this research model, the researcher is going to carry out four activities collaboratively. They are planning, action, observation, and reflection. Figure 3.1 Kemmis and McTaggart’s Model of CAR McNiff .J. and Whitehead .J., 2002 According to McNiff and Whitehead 2002, ”Kemmis and McTaggart‟ model of action research process shows a self-reflective spiral of planning, acting, observing, reflecting, and re-planning as the basis for understanding how to take