46
Furthermore, a classroom action research conducted by Rumiarsih entitled Using Student Teams-Achievement Divisions STAD Strategy to
Improve the Students’ Speaking Skill at Vocational School showed that STAD successfully
improved students’ speaking achievements and students’ participation during the teaching and learning of speaking.
Therefore, STAD is indeed helpful in teaching speaking skills in the classroom.
G. Conceptual Framework
As stated above, the problem of the students of XI AK 1 Accounting Program at SMKN 1 Depok is related to speaking skills. Considering the
problems investigated before, cooperative learning strategy STAD was applied in the classroom in order to solve those problems. The used of STAD is based on
the assumption that STAD can help students to learn comfortably in groupsteams. Working in groups promotes cooperation and developes
communicative competence through the use of interactive group activities and increases opportunities for learners to use the target language. Furthermore, the
solution is expected to encourage them to speak more during the learning process.
Cooperative learning makes a situation in which group members can achieve their own personal goals if the group is successful. Therefore, if they
want the group to be successful, they have to help their teammates to put the
47
maximum efforts in doing the tasks. When students work together toward the same goals, their learning efforts help their teammates succeed by encouraging
one another’s learning, reinforcing one another’s academic efforts. Undoubtedly, cooperative learning makes students being supported by each other in the
academic goals which have important effects on student achievement. The students interact with other students in order to increase student
achievement for reasons which have to do with mental processing of information rather than with motivations. Students learn from one another because of their
discussion of the materials. Working in a group, practicing speaking skills and performing a task
together with teammates may increase students’ self-confidence. Moreover, the
anxiety of making mistakes in grammar production and pronouncing words can be reduced since cooperative learning encourages students to help each other by
correcting mistakes and giving feedback on the teammate’s ideas and
contributions. Supporting the character education in teaching, cooperative learning can
effectively develop core virtues, such as personal responsibility, and respect, by promoting a classroom environment where social skills are practiced and
nurtured. By working in groups, students learn how to respect teammates and their ideas, and help each other to complete the tasks. The conceptual framework
for this study is in the figure below.
48
Figure 1: Conceptual Framework
Problems Actions in STAD
Confidence Working, performing a task and
practicing in a group with teammates will increase self-
confidence.
Vocabulary mastery Face-to-face promotive interaction
– encouraging and facilitating each other’s efforts to complete tasks.
Anxiety about making mistakes grammar
and pronunciation Less opportunities to
practice In small groups STAD, students
practice with their teammates all the time.
Low motivation from the teacher
Reward – feedbacks of every aspect
from the teacher can motivate students.
Less varied class activities
Cooperative learning has many methods for classroom learning.
Students’ problems low speaking skills:
- low self-esteem in speaking English
- low vocabulary mastery students rarely bring
dictionary with them - afraid of making mistakes
grammar and pronunciation
- few opportunities to practice speaking skills
- Classroom activitieswere not varied
- The students were less motivated to practice
speaking skills
Target of curriculum: 1.
Communicating using English equivalent to elementary level.
2. Character building value achieved.
Cooperative Learning: Student Team-Achievement Division
STAD
49
CHAPTER III RESEARCH METHOD
In this chapter, the researcher discusses the method that was used in the research. The discussion includes research setting, research participants, research
design and procedure, data collection, and validity and reliability of the data.
A. Research Setting
This research was conducted in SMKN 1 Depok, located at Ring Road Utara, Maguwoharjo, Depok, Sleman, Yogyakarta. It was a Pilot International
Standard School but now because of the government policy, it is a regular vocational secondary school.
There were 27 classes in total consisting of 9 classes of tenth grade, 9 classes of eleventh grade, and 9 classes of twelfth grade. There were 4 programs
available in SMKN 1 Depok i.e. accounting program, office administration program, marketing program, and boutique program.
There were some facilities in this school supporting students’ activities.
The facilities were classrooms, a library, a computer laboratory, a counseling room, an accounting laboratory, an office laboratory, teachers and staffs offices,
an infirmary, a mosque, a student council room, two canteens, parking areas for teachers and students, a basketball field and also a hall for holding big events.
The eleventh grade students of the Accounting Program class XII AK 1 used the classroom located in west wing building at the second floor. The
facilities available in the classroom were an LCD projector, a whiteboard, a
