11310047 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)SALATIGA 2015

  

THE IMPLEMENTATION OF STUDENT TEAMS ACHIEVEMENT

DIVISION (STAD) METHOD TO IMPROVE STUDENTS’ SPEAKING

SKILL

(A Classroom Action Research at the Second Grade Students of MAN

  

Tengaran in the Academic Year of2014/2015)

A GRADUATING PAPER

  Submitted to the Board of Examiners as a partial fulfillment of the requirementsfor the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty

  State Intitute for Islamic Studies (IAIN) Salatiga

  

ARIS ZULFA

11310047

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

  

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)SALATIGA

2015

  

DECLARATION

In the name of Allah, the most gracious.

  Hereby the writer declares that this graduating paper is writtenby the writer herself. It does not contain any materials which have been published by other people and other people‟s idea except the information from the references.

  This declaration is written by the writer to be understood.

  th

  Salatiga, January 27 , 2015 The writer Aris Zulfa

  NIM. 11310047

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)SALATIGA

  Jl. Tentara Pelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Website th

  Salatiga, January 27 , 2015

  Ruwandi, M.A The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENT

  IVE CONSELOR’S NOTE

  Case : Aris Zulfa ‟s Graduating Paper

  Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikum Wr.Wb.

  After reading and correcting Aris ‟s graduating paper entitled “THE

  

IMPLEMENTATION OF STUDENT TEAMS ACHIEVEMENT DIVISION

(STAD) METHOD TO

  IMPROVE STUDENTS’ SPEAKING

SKILL(Classroom Action Research at the Second Grade Students of MAN

Tengaran in the Academic Year of 2014/2015

  )”, I have decided and would like

  to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.

  Wassalamu’alaikum Wr.Wb.

  Counselor Ruwandi, M.A

  NIP.196612252000031 002

  

MOTTO

It always seems impossible until it’s done

(Nelson Mandela)

  

Happy people is not a great man in every way, but one that can find simple things

in life and give thanks

(NN)

  

DEDICATION

To my beloved Parents and Brother,Mr. Basroni, Mrs.

  

Tadzkiroh, and Munif,

withouttheir support, this paper might still unfinished.

  

ACKNOWLEDGEMENT

  In the name of Allah the most gracious, the most merciful, the Lord of universe, Thanks to Allah, the writer could finish this graduating paper as one of the requirement for Sarjana Kependidikan Islam in English Department of Education Faculty of State Islamic Institute (IAIN) Salatiga in 2015.

  Secondly, peace and salutation always be given to our prophet Muhammad SAW who has given us enligtment for our lives. However, this success would not be achieved without supports, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for: 1.

  Mr. Dr. Rahmat Haryadi, M.Pd, the rectorof State Institude Islamic for Studies(IAIN) Salatiga.

  2. Mr. Suwardi, M.Pd, as the deanof Teacher Tarining and Education Faculty of IAIN Salatiga.

  3. Mrs. Rr Dewi Wahyu Mustikasari, M.Pd, as the head of English Education Department 4. Mr. Ruwandi, M.A, as the counselor who has educated, supported, directed and given the writer advice, suggestion and recommendation for this graduating paper from beginning until the end. Thanks for your patience and guidance.

  5. All lecturers of IAIN Salatiga who have bestowed their knowledge to me, especially the lectures of English Department (TBI). Thanks a lot for the very invaluable education.

  6. All staffs of IAIN Salatiga who have helped the writer in processing administration.

  7. My beloved mother (Mrs. Tadzkiroh) and father (Mr. Basroni) who always give me support encouragement, finance, love, trust, advice, and everlasting praying. Allah always blesses you.

  8. My Lovely brother (Muhammad Fatkhul Munif) who helped me, in this paper, and always give me advice and support.

  9. My beloved family thanks for your guidance, advice, encouragement, and praying to Allah.

  10. My best friends in Bhe the One(Ikhsan Susilo, Rizky hanano, Umairoh, Darsini, Yuni, Ismi, Nisa, Aras, Echan, Mupti,Rois, etc.), and Phaiz, Muna, Yahya thanks for your helping and support.

  11. My beloved special one, thanks for your support, love, trust, and praying.

  12. My friends in TBI 2010 especially TBI B keep on fire, we always together.

  13. Mr.Muhammad Fuad, M.Pd as Head master of MAN Tengaran 14.

  Mrs. Aliyati Fatmawati, S.Pdas English Teacher in MAN Tengaran, thanks for your helping and collaborating in teaching learning process.

  15. The students in XI.IPA 1 class, thanks for your participant in the classroom.

  16. Many people who have help the writer that I can‟t mention one by one, thanks all.

  Salatiga, January 27

  th

  2015 The writer Aris Zulfa

  NIM. 11310047

  

ABSTRACT

Zulfa Aris, 2015 :”The Implementation Of Student Teams Achievement Division

  (STAD) Method t o Improve Students’ Speaking Skill(Classroom Action Research at the second grade students of MAN Tengaran in the Academic year 2014/2015)

  .”

  Graduating Paper of English Department State Institute for Islamic Studies (IAIN) Salatiga. The objectives of the study are to find out the improving of students‟speaking skill of the second grade students of MAN Tengaran inthe academic year of 2014/2015through Student Teams achievement Division (STAD) method, and to find out the significant improvementof speaking skill after using Student Teams Achievement Division (STAD) methodof the second grade students of MAN Tengaran in the academic year of 2014/2015 through the method. The methodology of research used classroom action research. The methods of collecting data usedobservation, documentation and test. This study take two cycles, each cycle comprised of two meetings and each meeting consists of planning, action, observation, and reflection

  To find out the improving of students‟ speaking skill the researcher used pre test and post test to know how deep the students masteringthe speaking material.The research shows that the students involved actively in teaching learning process, they are more encourages and interested to speak English than before.Then, the researcher analyzedthem by statistical technique. Both in the cycle I and cycle II. in the cycle I show the students‟ improvement speaking skill in the class.

  The mean score of post-test ( ) are higher than score of pre-test ( ). Then,in the cycle II. The mean score of post-test ( ) are higher than score of pre-test ( ).From the t-calculation, the researcher analyzes that there is a significant difference between cycle I and cycle II. The t-calculation of cycle II (2,434) are higher than score of cycle I (1,917). These indicated that there is significant improvement of students‟ speaking skill through Student Team Achievement Division (STAD) method of the eleventh grade students of MAN Tengaran in the academic year of 2014 /2015.

  Keyword: Student Team Achievement Division (STAD) method, Speaking skill

  TABLE OF CONTENTS TITLE PAGE............................................................................................ i

DECLARATION...................................................................................... ii

ATTENTIVE COUNSELOR.................................................................. iii

CERTIFICATION PAGE....................................................................... iv

MOTTO...................................................................................................... v

DEDICATION........................................................................................... vi

ACKNOWLEDGEMENT....................................................................... viii

ABSTRACK.............................................................................................. ix

TABLE OF CONTENTS …………………………………………….... x

LIST OF TABLE...................................................................................... xiii

  CHAPTER I INTRODUCTION A. Background of Study …………………………………………….. 1 B. Identification of the Problems....

  4 …………………………………….

  C. Limitation of the problem ...................................................................

  4 D. Statement of the Problems ……………………………………..........

  5 E. Objective of the Study........ 5 …………………………………............

  F. Pedagogical significance.....................................................................

  5 G. Review of Related Literarure.............................................................

  6 H. Hypothesis of the study .....................................................................

  7 I. The Outline of Paper

  7 …………………………………………………

  CHAPTER II RESEARCH THEORIES A. Speaking ............................................................................................... 9 1. Definition of Speaking ............................................................. 9 2. The Elements of speaking......................................................... 9 3. The Components of Speaking Skill........................................... 11 4. Teaching Speaking.................................................................... 12 5.

  7. The Role of the Teacher in Speaking........................................ 15 B. Student Teams Achivement Division (STAD) method……………..... 16 1.

  Definition of STAD Method.................................................... 17 2. Components of STAD.............................................................. 18 3. Preparation............................................................................... 20 4. Schedule of the activities......................................................... 21 5. Theoretical Framework............................................................ 24

  CHAPTER III THE METHODOLOGY OF RESEARCH A. Setting of Research............................................................................. 26 1. History of MAN Tengaran............................................................. 26 2. Location of MAN Tengaran........................................................... 27 3. Vision and Mission of MAN Tengaran......................................... 28 4. Condition of Students, Teacher and Functionary.......................... 29 5. The organization structure of MAN Tengaran................................ 30 6. Infrastructure and Facilities of MANTengaran............................. 31 B. Research Approach.............................................................................. 32 C. Type of Research.................................................................................. 33 D. Subject of Research.............................................................................. 33 E. Time Schedule of Research................................................................. 34 F. Procedures of the Research.................................................................. 34 G. Techniques of Collecting Data............................................................ 37 H. Research Instruments........................................................................... 38 I. Technique of Analyzing Data.............................................................. 43 CHAPTER IVDATA ANALYSIS AND DISCUSSION A. Data Presentation................................................................................ 46 1.

  46 Cycle I..........................................................................................

  2. Cycle II......................................................................................... 47 B. Data Analysis....................................................................................... 48

  2. Cycle II......................................................................................... 50 C. Research FindingsDiscussion.............................................................. 52 1.

  Cycle I........................................................................................... 55 a.

  Planning.................................................................................. 55 b.

  The implementation of the action........................................... 56 c. Observation............................................................................. 67 d.

  Reflection................................................................................ 68 2. Cycle II.......................................................................................... 68 a.

  Planning................................................................................... 69 b.

  The implementation of the action............................................ 70 c. Observation.............................................................................. 77 d.

  Reflection................................................................................. 77 D. Discussion ........................................................................................... 78

  CHAPTER V CLOSURE A. Conclusion............................................................................................ 79 B. Suggestion............................................................................................ 80 REFERENCES APPENDIXES

  

LIST OF TABLE

(Table 2.1) Table the way to assign students to teams .............

  ……….. 21 (Table 2.2) Table of improvement score

  …...............…………..…..... .. 23 (Table 2.3) Team members sheet ...................

  ……………………… 23 (Table 3.1) The number of student in MAN Tengaran ... ……….……. 29 (Table 3.2) The organisation of MAN Tengaran

  ………………….. 30 (Table 3.3) Infrastructure and fasilities of MAN Tengaran

  …………… 32 (Table 3.4) The time schedule of research

  ….……………………….. 34 (Table 3.5

  ) Students‟ observation sheet ………………………………. 39 (Table 3.6) The assesment scale for group performance …………........ 42 (Table 3.7)

  The students‟ achievement …...............………………… 43 (Table 4.1) Result of pre test and post test cycle I

  ….......…………… 46 (Table 4.2) Result of pre test and post test cycle II

  ………………… 47 (Table 4.3)

  The analysis of students‟ improvement …….......………. 54

CHAPTER 1 INTRODUCTION A. Background of Study Foreign language learners in general, and English learners in particular

  should be aware the language skills which must be achieved. The abilty of each learners to improve their language skills are different. The learners have different strenghts and weaknesses in improving their language skills.

  One of the skills that should be mastered by junior and senior high school students is speaking.To master speaking skill, all students need to get acquired the language components needed. Components of speaking include grammar, pronunciation, vocabulary, and fluency. Grammar is needed for learners to arrange a correct sentence in conversation. Pronounciation in the way for learners to produce clearer language when they speak. Vocabulary means the appropriate diction used in communication. Without having a sufficient vocabulary, someone cannot communicate effectively or express their ideas in both oral and written forms. Fluency can be defined as the ability to speak fluently and accurately. Fluency in speaking is the aim of many language learners.

  Speaking is difficult for foreign language learners because of some reasons. First, students rarely use English in daily life. Second, students are shy to speak English. Third, students do not pay attention in teaching learning processes because teachers may use the same methods.

  Actually, teacher are educator. Educators are adults with all abilities that can change mindset of their students from not knowing to knowing and to be matured. A professional teacher must have skill to design and organize the classroom well. One of the most important skills is the performance of the teachers in the classroom as controlling a classroom to create a good and fun learning environment. Thus, teachers mush choose the learning methods that are appropiate to the characteristics of students.

  The difficulties of mastering speaking skill must be faced by most of the sudents in Indonesian school institutional including in MAN Tengaran. Their problem in improving speaking skill can be seen when they are in the speaking class. The students feel so hard to express their ideas because they often feel that they do not master enough vocabulary. and they seldom use English in daily activities. So, their language can not develope.

  Based upon the interview with english teacher in MAN Tengaran conducted 5 April 2014, the writer identified some factors that make the speaking are not developed: first, students rarely use English in daily life. Second, students are shy to speak English. Third, English is not mother tongue students and the teacher usually use same method, like oral and presentation.

  The researcher assumes that the less improved students mastery in speaking skill can be caused by the inappropeiete use of teaching method.

  Besides the lack of language components mastery.To solve this problem there is ways to improve the students speaking skill. For example teacher ask students to make a small group and give students some interesting topic for discuss use english in the group, student will be comfortable if they speak with their friends. And the teach er must controlled students‟ activities during the lesson. So, From the topic students gets new vocabularies and they can practice to speak in the group.

  The researcher is interested in improving students‟ speaking skills using STAD (Student Teams Achievement Division), and he wants to prove whether the STAD method can be effective for increasing students‟ ability in speaking skills and their achievements. Student Team Achievement Division (STAD) developed by Robert Slavin and his friends at the Johns Hopkins University (in Slavin, 1995) is the simplest cooperative learning, and is suitable use by teachers who are just starting to use cooperative learning. Student Team Achievement Divisions (STAD) is a type of cooperative learning is the simplest, and Student Teams Achievement Division (STAD) method as an alternative to teach speaking competence in the classroom. STAD is one of the popular methods in cooperative learning that is introduced by John Hopkins.

  Due to the fact found, the researcher wants thesis entitled

  “The

Implementation of Student Teams Achievement Division (STAD) Method

To Improve Students’ Speaking Skill(A Classroom Action Reasearch at

the Second Grade Students of MAN Tengaran in the Academic Year of

2014/2015”)

B. The Identification of the Problem About Student Teams Achievement Division (STAD) Method

  There are some reason about why Student Teams Achievement Division (STAD) method is not applyed in the English teaching : 1.

  Not all English teachers are well comprehended Student Teams Achievement Division (STAD) method.

  2. Not all English teachers are wiling to comprehence Student Teams Achievement Division (STAD) method.

  3. Teacher need a lot of time to applyed STAD method.

  4. Teacher must control the students and condition in the classroom when use STAD method so that the students not noisy.

  5. Occurred crowdy class situation. So, students can not work effectively in groups.

C. Limitation of the Problem

  The researcher would like to limit of the study to the following problems in order to avoid misinterpretation of the problem, are:

  1. The implementation Student Teams Achievement Division (STAD) method to improve students speaking skill.

  2. The subject in this research is speaking skill of the eleventh grade students of MAN Tengaran.

  3. This research was conducted in the eleventh grade students of MAN Tengaran in the academic year of 2014/2015.

  D. Statement of the Problem 1.

  Can STAD method improve speaking skill of eleventh grade students‟ of MAN Tengaran in the academic year 2014/2015?

  2. Can STAD method significantly improve speaking skill of eleventh grade students‟ of MAN Tengaran in the academic year 2014/2015?

  E. Objectives of the Study 1.

  To prove that Student Teams Achievement Division (STAD) method help students skill improvement of MAN Tengaran in the academic year of 2014/2015 2. To prove the significant improvement of speaking skill after using

  Student Teams Achievement Division (STAD) method

  F. Pedagogicals significance

  The out puts of the study expected to be useful for: 1.

  Students Students are expexted to be able to increase their speaking competense through Student Teams Achievement Division.

2. Teacher

  Teachers are expected to enrich their teaching method and improve their creativity in teaching Speaking toward an ideal classroom.

3. Researcher

  The researcher hopes that this study can facilities himself and the English learners in Speaking Competense toward Students Teams Achievement Division (STAD) method.

G. Review of Related Literature

  In this research, the writer reviews several researchers conducted by the previous writer references as comparison the first related to this research, and the title is “The Use of Student Teams Achievement Division (STAD) To Improve Listening Comprehension of The Second Grade Students of SMAN 2 Salatiga in The Academic Year of 2012/2 013” by Wafa (2013).

  In that paper, he analyzed that the result of the research shows that the use of Student Teams Achievement Division can improve students‟ listening comprehension. The implementation of the Student Teams Achievement Division (STAD) is r easonable because it can give students‟ improvement in listening skill (Wafa, 2013: 96)

  The second review was researched by Any Laelasari, a student of STAIN Salatiga entitled “The Use of Student Teams Avhievement Division (STAD) to Improve Reading Compreh ension” (A Classroom Action Research at the second year students of MA Al Manar Tengaran in the Academic Year of 2012/2013).

  In the paper, she identified that the use STAD can help students to understand the lesson but motivated andinterest students in learning Endlish particulary in Reading ability as well (Lestari, 2013: 75)

H. Hypothesis of the study

  Based on previous chapter in the background of the study, statement of the prob lem, the hypothesis of this study stated that: “Student Teams Achievement

  Division (STAD) method can to Improve Students‟ Speaking Competense of students of MAN Tengaran in the Academic year 2014/2015”.

I. The Outline of Paper

  In order to meke easy to understand this thesis, the reseacher uses a system of presentation as follows: Chapter I is introduction. It consist; background of the study, the identification of the problem, limitation of the problem, research question, objectives of the study, pedagogocal significance, classification of key term, Review of Related Literature, and outline of paper.

  Chapter II is Literature review which contains about the definition of the Definition of Speaking, Elements and Components of Speaking, Teaching Speaking, the Principles and Technique of teaching speaking and role of the teacher in speaking, STAD method, component of STAD, Preparation before use STAD, Schedules of the activities, theoritical framework.

  Chapter III is the research metodology which concist of the research setting, research approach, research method, research subject, Time schedule of research, research procedure, collecting of data, research instrument, achievement indicator, evaluation criteria,and data analysis, Hypothesis of the studyand the general description of MAN Tengaran, Hypothesis of the study.

  Chapter IV is research implementation and data analysis which consist the Students‟ improvement and analysis of Speaking competense after using Student Teams Achievement Division, Research Finding and Discussion. Chapter V is closure which consist of conclusion and suggestion. References Appendices

CHAPTER II LITERATURE REVISE A. Speaking 1. Definition of Speaking One of language skill which is very important to be mastered by

  students to be a good communicator is speaking. Speaking is the verbal use of language to communicate with others (Fulcher, 2003: 23). Speech is about making choices. Students must choose how to interact in expressing themselves and forming relationship through speech.

  Speaking is an ability that is taken for granted, learned as it is through process of socialization through communicating. Speaking is making use of language in ordinary voice; uttering words; knowing and being able to use a language; expressing oneself in words, making speech.

  In short, speaking can be as the way to carry out feeling through words, even conversation with other. It means that human uses words and phrases in interactive process of contructing meaning of speaking.

2. The Elements of speaking

  Hermer, (2003: 269), state that the ability to speak English presuppose the elements necessary for spoken production as follows: a.

  Language features, The elements necessary for spoken production,are the following:

  1) Connected speech: in connected speech sounds are modified (assimilation), omitted (elision), added (linking), or weakened (through contractions and stress patterning). It is also for this reason that we should involve students in activities designed specificially to improve their speaking skill.

  2) Expressive devices: native speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and non- verbal (paralinguistic) means how they are feeling (especially in face to face interaction). The use of these devices contributes to the ability to convey meanings.

  3) Lexis and grammar: teacher should therefore supply a variety of phrases of different function such as agreeing or disagreeing, expressing surprise, shock, or approval.

  4) Negotiation language: effective speaking benefits from the negotiatiors language we use to seek clarification and show the structure of what we are saying. We often need to ask for clarification when we are listening to someone else talks and it is very crucial for students.

  b. Mental / social processing Success of speaker‟s productivity is also dependent upon the rapid processing skills that talking necessitates such as:

  1) Language Processing: Language processing involves the retrieval of words and their assembly into syntactically and propositionally appropriate sequence.

  2) Interacting with other: effective speaking also involves a good deal of listening, an understanding or how the othe participants are feeling, and knowledge of how linguistically to take turns allow others to do so.

  3) Information procesing (On the spot) : Quite apart from our response to other‟s feelings, we also need to be able to process the information they tell us the moment we get it.

3. The Components of Speaking Skill

  Rubiati, (2010: 17), stated that here are five components are generalization recognized in analyses of the speech process.

  a.

  Pronunciation including the segmental features vowels and consonants and the stress and the stress and intonation patterns.

  b.

  Grammar.

  c.

  Vocabulary.

  d.

  Fluency; the case and speed of the flow of speech.

  e.

  Comprehension; for oral communiaction certainly requires a subject to respond to speech as well as initiate it.

  The five factos of speaking above have important role in speaking. By mastering all the factors, people can produce good speech.

  4. Teaching Speaking

  Teaching speaking is started at teaching the students how to speak in English as their foreign language, for then ask them to be able to pronunce the new language accurately. It‟s continued then to guide students to a point where they can begin to judge whether their sound production are correct or not. At this point, teacher is no longer primarily to correct, but he or she is supposed to encourage students to practice speaking the target language. Meanwhile, teacher should be able to encourage students speaking some sounds, repeating, and imitating him/her. Finally, the students are required to be used practice and do oral language.

  5. The Principles of Teaching Speaking

  Teaching speaking has some principles, there are (Nunan, 2003: 54- 56) : a.

  Be aware of the differences between second language and foreign lahuage learning contexts. (A foreign language contexts is one where the target language is not the language of communication in the society, then a second language context is one where the target language is the language of communication in the society) b. Give students practice with both fluency and accuracy (Accuracy is the extent to which students‟ speech matches what people actually say when they use the target language, quickly and confidently, with few hesitations of unnatural pauses, false starts, and word seacrhes). c.

  Provide opportunities for students to talk by using group work or pair work and limiting teacher talk.

  d.

  Plan speaking tasks that involve negotiation for meaning. Research suggests that learners make progress by communicating in the target language because interaction necessarily involves trying to understand and make you understood.

  e.

  Design classroom activities that involved guidance and practice in both transactional and interaction of speaking.

6. Technique in Teaching Speaking

  Many of classroom speaking activities which are currently used are: a. Acting from script

  This activity encouage students to act out scene from plays or their course books, sometimes filming the result (Hermer, 2003: 27). Students will often act on dialouges they have written themselves. This frequently involves them in coming out the front of the class.

  b.

  Communication Games Speaking activities based on games are often a useful way of giving students valuable practice, where younger learners are involved. Game based activities can involve practice of oral strategies such as describing, predicting, simplifying, and asking for feedback.

  c.

  Discussion One of the reason that discussion fail is that students are reluctant to give an opinion in front of the whole class, practicularly if they can not think of anything to say and are not confident of the language they might use to say it. Many students feel extremely expose in discussion situation.

  d.

  Prepared talks A popular kinds of activity is the prepared talk where students make a presentation on a topic of their own choice. Students should speak from notes rather than from a script. Prepared talks represent a defined and useful speaking game, and if properly orginized, can be extremly interesting for both speaker and listener.

  e.

  Simulation and role play Many students derive greet benefit from simulation and role play.

  Students simulate a real life encounter as if they were doing si in the real world. A simulation and rolr play can be esed to encourage general oral fluency to train students for specific situation.

  f.

  Debate Debate is an activity in which opposite points of view are presented and argued. Debate can present opportunities for students to engage in using extended shunks of language for a purpose: to convicingly defend one side of an issue.

  All of speaking activities above encourage students to practice speaking in classroom. Teacher should choose appropriate activities above based on the level of the students. Every teaching and learning process can be enjoyable if teacher gives the appropriate activity based on the student‟s levels. Beside it, the process of tranfering knowledge can be done easily.

7. The Role of the Teacher in Speaking

  Rubiati, (2010: 17), said that there are many roles in teaching speaking that can make effective in learning speaking process: a.

  Use the target language not only to deal with the subject matter but also to regulate the interaction in the classroom.

  b.

  Keep the number of display questions to a minimum. Example: teacher question that are aimed at getting learners to „display‟ their knowledge, such as „What‟s the past of go?’.

  c.

  Build the topic at hand together with the students; assume that whatever they say contributes to the topic.

  d.

  Tolerate silences; refrain from filling the gaps between turns.

  e.

  Encourage students to sustain their speech beyond one or two sentences and to take longer turns, do not use a student‟s short utterance as aspringboard for your own lengthy turn.

  f.

  Extend your exchanges with individual students to include clarification of the speaker‟s intentions and a negotiation of meanings; do not cut off too soon an exchange to pass on to another student.

  g.

  Pay attention to the message of students‟ utterances rather than to the form in which they are cast.

  h.

  Make extensive use of natural feedback rather tahn evaluating and judging every student utterance following its delivery. i.

  Give students expicit credit by quoting them; do not take credit for what students contributed by giving the impression. j.

  Promter; students sometimes get lost, can not think of what to say next or in some other way lose the fluency it expect of them. The teacher can leave them to struggle out of situation on their own, and indeed sometimes this may be the best option. k.

  Paticipant: teacher should be a good animators when asking students to produce language. l.

  Feedback provider: the resentful question of when and how to give feedback in speaking activities is answered by considering carefully the effect possible different approach.

B. Student Teams Achivement Division (STAD) method 1. Definition of STAD Method

  According to Slavin (2005:143),two of oldest cooperative laerning and most widely research are Student Teams Achievement Division (STAD) and Teams Games Tournament (TGT). Those method included in cooperative learning that very much applied,from grade two to grade eleven, in mathematics, language, social, scientics lesson. STAD and TGT have similarities, the only one different between STAD and TGT. STAD use individual quiz in the end of lesson, while TGT use academic games.Student Teams Achievement Division (STAD) student are assigned to four or five members learning that are mix in performence level, gender, and ethnicity.

  Students work in mixed ability teams to study the lesson or work on the material presented by the teacher. Then, they work in groups of four or five members before doing individual quizzes. The team may earn reward based on how much they progess over the previous learning period. The only way that the team can be succesful is to ensure that everyone in the group has learned the content and is able to master the quizzes.

  The main idea behind STAD is motivate students to encourage and help each other master skills presented by the teacher (Slavin,2009:9) if they want their team to earn team rewards, they must help their teammates to learn the material.

2. Components of STAD

  According to Slavin (2009: 136), there are five component of STAD such as:

  ClassPresentation a. .

  The material inSTADwas first introducedin a presentationin the classroom This is thedirect teachingthat oftendone in thelessonsor

  .

  discussions wholed bythe teacher , but it canalsoenteredaudiovisual presentation . The difference,classpresentationwiththeregularteachingis thatthepresentationreallyfocused onSTADunit . Thisway , the studentswill realizethattheyhave toreallypay attentionduring the class presentation , because it would very helpthemwork onquizzesandquizscorestheydeterminetheirteam's score .

  Team b. .

  The teamconsistsoffourorfivestudents who representingall partsofthe classin terms ofacademic performance , the kind of sex , race , andethnicity .

  The primary functionofthe teamis to ensurethatall team membersare actually learning , andmore specifically , is to preparemembers of teamto be able toworkquiz as well . After theteacherdeliveringthe material , the team must gather tolearn theactivity sheetorthematerial The mostcommon

  .

  happen , thestudyinvolvedthe discussion ofcommon problems , compareanswers , andcorrecting the missunderstanding errorsifthere areteam memberswhomake mistakes.

  The team is the most important feature in STAD. At each point, the the team must do the best to help each of the members. The team is giving support the groups for academic performance in the learning, and to give mutual respect are important for the effect produced by such inter-group relationships, self-esteem, acceptance of mainstream students.

  c.

  Quiz.

  After about one or two periods after the teacher gave a presentation and one or two teams practice period, the students will work on individual quiz. The students are not allowed to help each other in the quiz, each student is individually responsible for understanding the material.

  d.

  Individuals Scores Progress.

  The idea behind the progress of individual scores is give every studentsgoal of performance will be achieved if they work harder and deliver better performance than before. Every student can contribute to his team get maximum points in this scoring system, but, impossible students were able to do it without giving their best effort. Each student is given a score "first", which is derived from the average of the student's performance earlier in the same quiz. Students will collect the points for their team based on the rate of increase in their quiz scores compared with their initial scores. e.

  Recognition Team.

  The team will get a certificate or other form of reward when the average score they achieve certain criteria. Student team scores can also be used to determine the twenty percent of their ratings.

3. Preparation

  In according with Slavin (2009: 147), before applying STAD in a classroom, teacher should make some preparation as follows: a.

  Material.

  STAD can be used with curriculum materials designed specifically for Students Learning Team distributed by Johns Hopkins Team Learning Project or can also be used with materials adapted from textbooks or other published sources or can be made by material teacher.

  b.

  Assigning students to teams.

  STAD teams represent a cross-section of te class (Slavin, 2009:149). A team should consist of students from variousperformance level, gender and ethnicity. For example the team would have a high perfomer, a low performer and two average performers.

  To divide students into a team, teacher can follow this steps: 1) Make a teams summary that is given for students. 2) Arrange the students‟s achievement. 3)

4) Divide students into a team.

  5) Fill the paper of team summary.(Slavin, 2009:150) The way to assign students to teams can be seen in following table.

  

Table 2.1

  Rank Team Name

  1 A High-performing students

  2 B

  3 C

  4 C

  5 B

  6 A Average-performing

  7 A students

  8 B

  9 C

  10 C Low-performing students

  11 B

  12 A (Slavin,2009:152) c.

  Determining Initial Base Score.

  Based score represents students‟ average scores on the past quizzes. It is possible to use students‟ final grades from the previous year.

  d.

  Team Building. it is good idea to start off with one or more team building exercises just to give teams members a chance to do something fun and get to know one another.

4. Schedule of the activities

  In accordance with Suprijono (2011: 133), Student Team Achievement Division (STAD) has many stepse as follows: a.

  Teacher ask the students to make a group, and every groups consist of 4 students heterogen b.

  Teacher gives materials.

  c.

  Teacher give assigment to groups which to be done every group students in a group.

  d.

  Teacher give qizzes to all of students e. Evaluation f. Conclusion

  According to Slavin (2009: 151), STAD consist of reguler cycle of intructional activities, as follows:

  1. Teach : The teacher presents the lesson.