THE EFFECT OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) METHOD ON STUDENTS SPEAKING ACHIEVEMENT AT SMP NEGERI 1 PERBAUNGAN.
THE EFFECT OF STUDENT TEAM ACHIEVEMENT
DIVISION (STAD) METHOD ON STUDENTS’
SPEAKING ACHIEVEMENT
AT SMP NEGERI 1 PERBAUNGAN
A THESIS
Submitted to Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
RIZKI BITA GHALIAH SIREGAR
Registration Number: 209421045
ENGLISH AND LITERATURE DEPARMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
ACKNOWLEDMENT
Assalamu’alaikumWr. Wb
Bismillahirrohmanirrohim
First of all, the writer would like to thank the Almighty Allah SWT
for His blessings so the writer is able to accomplish her thesis as a partial
fulfillment of the requirements for the degree of sarjana pendidikan at the English
Department of Language and Arts, Faculty of Languages and Arts (FBS), State
University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot
accomplish without support from many people. The writer would like to express
her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik M.Si,. as the Rector of State Univesity of
Medan.
Dr. IsdaPramuniati, M.Hum., as the Dean Faculty of Languages and Arts,
Vice Dean I, II, III and all the administrative staff;
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head English Department, Faculty of
Languages and Arts, and Dra. Masitowarni Siregar, M.Ed., as the Head of
English Education Study Program for their valuable administrative advice and
guidance in completing all the procedures required;
Prof. Dr. Busmin Gurning M.Pd., her thesis consultant and also her
academic consultant, for the guidance and moral support during the years so
the thesis could have been accomplished;
the writer’s beloved parents, Bapak Ir. Ahmad Habib Siregar and Ibu Ir.
Gorga Rita Rambey, to her Brothers and Sister, Raja Siregar, Akbar
Siregar, Imam Siregar, Ayunda Rahma S.Psi, Dedi Sanjaya S.Pd, and
Afrizal Nst, and to all her family members for their endless love, care,
support, and prayer;
the Principal of SMP Negeri 1 Perbaungan, Bapak Sofyan, S.Pd., for
allowing the writer to conduct the research and The teacher Ibu Sabtina
Purba S.Pd for the support and advise ;
Her lovely Friends (Sara Frimaulia and Sukma Septian Nst, Mimi, Melba,
Novri, Ai, Yetti, Riri, Budi) , her field teaching practice (Praktek
Pengalaman Lapangan: PPL) friends, and all class members of Reguler A, B,
C 2009.
last but not least for HMJ-BSI UNIMED, Azhar Azis Lubis, Faisal Hakim,
Andika Gautama, M Yusuf, Irwan Syahputra and all members.
Wassalamu’alaikumWr.Wb
Medan,
July 2013
The writer
Rizki Bita GH.Siregar
ABSTRACT
Siregar, Rizki Bita Ghaliah. THE EFFECT OF STUDENT TEAM
ACHIEVEMENT DIVISION (STAD) METHOD ON STUDENTS’ SPEAKING
ACHIEVEMENT AT SMP NEGERI 1 PERBAUNGAN. A Thesis. Faculty of
Languages and Arts (FBS), Unimed (State University of Medan), 2013.
This study aims to discover the effect of applying Student Team Achievement
Division (STAD) Method on Students’ Speaking Achievement. It was conducted
by using experimental research design. The population of this research was the
eight (VIII) grade students of SMP Negeri 1 Perbaungan. The samples of the
research were two classes divided into two groups, experimental and control
group which were chosen by using random sampling technique. Twenty students
were taken as the samples. The experimental group was taught by using Student
Team Achievement Division (STAD) Method, while the control group was taught
by using Lecture Method. The instrument for collecting the data was a interview
test. Inter-rate reliability formula was applied to obtain the reliability of the test.
Based on the calculation, it shows that the reliability of the test was 0,66
categorized as high reliability. Then, after analyzing the data, it was found that the
value of tobserved was 3.909with the degree of freedom (df)=38 at the level of
significance p(0,05) = 2,024. It means that tobserved is higher than ttable
(3,909>2,024). The result of this study shows that Student Team Achievement
Division (STAD) Method has a significant effect on students’ speaking
achievement.
Key words: Experimental Research, Student Team Achievement Division (STAD)
Method, Speaking Achievement
TABLE OF CONTENTS
ABSTRACT
i
ACKNOWLADGEMENT ..................................................................................
TABLE OF CONTENT ......................................................................................
LIST OF TABLE ................................................................................................
LIST OF FIGURE ...............................................................................................
LIST OF APPENDICES .....................................................................................
ii
iii
vii
viii
ix
CHAPTER I. INTRODUCTION
A. Background of the Study............................................................................
B. The Problem of the Study..........................................................................
C. The Objective of the Study.........................................................................
D. The Scope of the Study...............................................................................
E. The Significance of the Study....................................................................
1
4
5
5
5
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework...............................................................................
1. Students’ Achievement in Speaking .....................................................
2.Speaking...............................................................................................
a.Speaking Tips.......................................................................................
b. Assessment of Speaking......................................................................
3. The Cooperative Method.......................................................................
4. Definition of Student Teams Achievement Division (STAD) Technique.......
a. Steps and Concepts of Student Team Achievement Division (STAD .......
b. Principles and Characteristics of STAD .....................................................
c. Advantages and Disadvantages of STAD ..................................................
5.Lecture Method .....................................................................................
a. The Steps and Concept of applying Lecture Method in the class ...............
B.
C.
b.The Advantages of the Lecture Method of Teaching........................
c.The Disadvantages of the Lecture Method of Teaching ....................
Conceptual Framework................................................................................
Hypothesis...................................................................................................
CHAPTER III. RESEARCH METHOD
A. Research Design.....................................................................................,,......
B. Population and Sample..........................................................................,........
1 Population..........................................................................................,,.......
2 Sample...........................................................................................,,,,......
C. The Instrument of Collecting Data........................................................,,.......
D. Assessment and Scoring of Speaking.....................................................,,......
E. The Procedure of Treatment..................................................................,.......
F. Controlling the Treatment....................................................................,,.........
G. The Validity and Reliability of The Test.............................................,.........
i
7
7
8
10
12
14
17
19
23
24
25
26
26
27
28
31
32
33
33
33
33
34
35
36
37
1 Validity of The Test.........................................................................,,,........
2 Reliability of The Test......................................................................,,,........
The Technique for Analyzing Data......................................................,.........
The Statistical Hypothesis..............................................................................
37
37
38
39
CHAPTER IV. DATA AND RESEARCH FINDING
A. The Data ................................................................ .......................................
B. Data Analysis ................................................................................................
1. Testting The Reability of The Test...........................................................
2. Analyzing The Data Using T-test.............................................................
3. Testing Hypotheses...................................................................................
C. Discussion ......................................................................................................
40
43
43
43
43
44
H.
I.
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion..................................................................................................... 48
B. Suggestion ….………………………………………………………………. 48
49
References
ii
LIST OF FIGURES
FIGURE 2.1
The Steps and Concept of Applying STAD in The Class..........
iii
22
LIST OF TABLES
TABLE 1.1
Students’ Scores of Speaking Competence Tests in Two Semesters20112012 ..................................................................................................
TABLE 2.1
2
The Advantages amd Disadvantages of STAD and Lecture
Method....................................................................................
28
TABLE 3.1
Research Design..............................................................................
30
TABLE 3.2
The Procedure of Treatment...........................................................
33
TABLE 4.1
The Result of Score Experimental Class........................................
49
TABLE 4.2
The Result of Score Control Class.................................................
50
iv
LIST OF APPENDICES
1.
APPENDIX 1 ........................................................................................ 48
2.
APPENDIX 2 ........................................................................................ 49
3.
APPENDIX 3 ........................................................................................ 50
4.
APPENDIX 4 ........................................................................................ 52
5.
APPENDIX 5........................................................................................
54
6.
APPENDIX 6........................................................................................
56
7.
APPENDIX 7........................................................................................
62
v
50
APPENDIX 1
The Data of Experimental Class
VIII-3
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
AA
AP
ABS
NAS
LIA
MAA
SK
SAZ
SW
WM
NI
NAP
FH
REN
MWA
RN
MRA
AAD
TS
WA
∑
X-1
52
50
42
49
47
46
53
52
46
60
48
49
49
48
45
47
54
49
50
49
X-2
72
73
76
74
70
72
75
72
78
87
75
77
78
72
74
84
84
79
76
79
X-2 - X-1
20
23
34
25
23
26
22
20
32
27
27
28
29
24
29
37
30
30
26
30
985 1527
542
50
da (d-N)
0
3
14
5
3
6
2
0
12
7
7
8
9
4
9
17
10
10
6
10
da2
0
9
196
25
9
36
4
0
144
49
49
64
81
16
81
289
100
100
36
100
1388
51
APPENDIX 2
The Data of Control Class
VIII-4
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
DM
AAF
KW
AS
LLP
FNT
GD
SM
AEP
TFA
HP
RRAW
AAN
TW
MIN
MHS
SAA
MF
TAD
RBPA
∑
X-1
X-2
X-2 - X-1
da (d-N)
da2
44
42
41
46
44
45
45
49
41
42
46
56
53
49
45
46
45
50
51
51
65
68
62
68
64
64
63
59
61
60
62
73
72
58
67
59
61
78
71
67
21
26
21
22
20
19
18
10
20
18
16
17
19
9
22
13
16
28
20
16
1
6
1
2
0
-1
-2
-10
0
-2
-4
-3
-1
-11
2
-7
-4
8
0
-4
1
36
1
4
0
1
4
100
0
4
16
9
1
121
4
49
16
64
0
16
931 1302
51
371
447
52
APPENDIX 3
The Calculation of t-test
The Data of Experimental Class
VIII-3
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
X-1
52
50
42
49
47
46
53
52
46
60
48
49
49
48
45
47
54
49
50
49
∑
985 1527
AA
AP
ABS
NAS
LIA
MAA
SK
SAZ
SW
WM
NI
NAP
FH
REN
MWA
RN
MRA
AAD
TS
WA
X-2
72
73
76
74
70
72
75
72
78
87
75
77
78
72
74
84
84
79
76
79
52
X-2 - X-1
20
23
34
25
23
26
22
20
32
27
27
28
29
24
29
37
30
30
26
30
542
da (d-N)
0
3
14
5
3
6
2
0
12
7
7
8
9
4
9
17
10
10
6
10
da2
0
9
196
25
9
36
4
0
144
49
49
64
81
16
81
289
100
100
36
100
1388
53
The Data of Control Class
VIII-4
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
DM
AAF
KW
AS
LLP
FNT
GD
SM
AEP
TFA
HP
RRAW
AAN
TW
MIN
MHS
SAA
MF
TAD
RBPA
∑
X-1
X-2
X-2 - X-1
da (d-N)
da2
44
42
41
46
44
45
45
49
41
42
46
56
53
49
45
46
45
50
51
51
65
68
62
68
64
64
63
59
61
60
62
73
72
58
67
59
61
78
71
67
21
26
21
22
20
19
18
10
20
18
16
17
19
9
22
13
16
28
20
16
1
6
1
2
0
-1
-2
-10
0
-2
-4
-3
-1
-11
2
-7
-4
8
0
-4
1
36
1
4
0
1
4
100
0
4
16
9
1
121
4
49
16
64
0
16
931
1302
371
53
447
54
APPENDIX 4
The Calculation of the t-table and t-observed
1. The Calculation of the t-table
Df
= (Nx + Ny) - 2
Df
= (20 + 20) - 2
Df
= 40-2
Df
= 38 …………………. With (α =0.05)
df
0.01
0.05
0.02
36
1.688
2.028
2.434
38
1.606
2.024
2.429
40
1.684
2.021
2.423
From the percentage points of the T-Distribution with “two tail
Probabilities, we can conclude that “ t-table = 2.024 “
54
55
2. The Calculation of the t-observed
Ascertainable : Mx = 27.1
∑dx2 = 1388
Nx = Ny = 20
My
= 18.55
∑dy2 = 447
t=
t=
t=
t=
t=
t=
t-observed = 3.909
Ha = t-observed > t-table
Ha = 3.909 > 2.024
55
56
APPENDIX 5
The Statically Analysis for Reliabilityy Coefficient is as follows :
No
Name
1
AA
Rater 1
(Ss)
50
2
AP
51
2601
60
3600
111
12321
3
ABS
58
3364
66
4356
124
15376
4
NAS
50
2500
55
3025
105
11025
5
LIA
59
3481
63
3969
122
14884
6
MAA
56
3136
58
3364
114
12996
7
SK
63
3969
60
3600
123
15129
8
9
SAZ
56
3136
50
2500
106
11236
SW
63
3969
70
4900
133
17689
10
WM
50
2500
65
4225
115
13225
11
NI
50
2500
51
2601
101
10201
12
NAP
50
2500
62
3844
112
12544
13
FH
61
3721
60
3600
121
14641
14
REN
55
3025
65
4225
120
14400
15
MWA
50
2500
51
2601
101
10201
16
RN
61
3721
63
3969
124
15376
17
MRA
59
3481
63
3969
122
14884
18
AAD
72
5184
70
4900
142
20164
19
TS
50
2500
52
2704
102
10404
20
WA
49
2401
55
3025
104
10816
1113
62689
1199
72577
2312
269612
∑
Ss²
(Ss + Se)
S²
2500
Rater 2
(Ss)
60
3600
110
12100
Se²
56
57
The Calculation of Reliability of the Test
Rater I (Se)
Mean
Mean
Variance
Variance
= ∑ Se
N
= 66.05
= 1321
20
= N ( ∑ Se2 ) – (Se)2
= 20(63975) – (1113)2
N (N-1)
20 (20-1)
= 1279500 – 1238769 = 40731
380
380
= 107.18
Rater II (Ss)
Mean
= ∑ Ss
N
Mean
= 63.85
Variance
Variance
= 1277
20
= N ( ∑ Ss2 ) – (Ss)2
= 20(72577) – (1199)2
N (N-1)
20 (20-1)
= 1451540 – 1437601 = 13939
380
380
= 36.68
So, the reliability of the test can be calculated as in the following:
rii
= Ss2 – Se2
Ss2
rii
= 107.18 – 36.68
107.18
rii
= 70.5
107.18
rii
= 0.66
The Reliability is “HIGH”
57
58
APPENDIX 6
LESSON PLAN IN EXPERIMENTAL CLASS
Meeting 1
School
: SMP Negeri 1 Perbaungan
Subject
: English
Level / Semester
: VIII/2
Skill
: Speaking
Time Allocation
: 2 x 40 minutes
Standard Competence
Express the meaning in transactional and interpersonal short
conversation in daily life.
Basic Competence
Express the meaning of short conversation in the daily life like Asking
and Giving Direction with the correct “r’’ pronunciations.
Indicators
Able to identify the location of a place
Able to asking and giving directions in The New City
Able to pronoun “r” correctly
The Materials
Vocabulary
Sketch in THE NEW CITY
Teaching Methods
Students Team Achievement Division (STAD)
58
59
Teaching and Learning Activity
Opening
The teacher great the students to open the lesson
Introducing and give the motivation related to the materials
Main Activities
Treatment
After giving the topic and explain the statement and response for asking
the direction, the students are asked to discuss with their friends
The students are organized into groups whose members are heterogeneous
(both academic ability and gender) that is consist of 4 students in one
group.
Teacher will give a sketch to every groups, and asking them to discuss
how to go to that place.
Teacher will come to every group to ask their result discussion. And the
students will answer the teacher based on the chosen place.
The teacher will observe how the students speak and repair students’
mistake in pronunciations.
The teacher will invite some groups to come in front of class to present
how to asking directions.
After that the students will be back to their seat. Than the teacher will
show a sketch and make questions how to go to some place. The students
will do the test individually
Closing
The teacher ask the students to review the materials today
Asking the students the difficulties in learning process.
59
60
Scoring
Oral
Writen : Answer The Questions
: Speaking
Evaluation
hai,, I am David, I am new in this
area. would you tell me the
directions If I want to go to :
a. Book Store
b. Capital Building
c. Super Market
d. Theater
e. Mosque
f. Airport
I am in START now.
60
61
LESSON PLAN IN EXPERIMENTAL CLASS
Meeting2
School
: SMP Negeri 1 Perbaungan
Subject
: English
Level / Semester
: VIII/2
Skill
: Speaking
Time Allocation
: 2 x 40 minutes
Standard Competence
Express the meaning in transactional and interpersonal short
conversation in daily life.
Basic Competence
Express the meaning of short conversation in the daily life like Asking
and Giving Direction with the correct “r’’ pronunciations.
Indicators
Able to identify the location of a place
Able to asking and giving directions in The School
Able to pronoun “r” correctly
The Materials
Vocabulary
Sketch in THE SCHOOL
Teaching Methods
Students Team Achievement Division (STAD)
Teaching and Learning Activity
Opening
The teacher great the students to open the lesson
61
62
Introducing and give the motivation related to the materials
Main Activities
Treatment
After giving the topic and explain the statement and response for asking
the direction, the students are asked to discuss with their friends
The students are organized into groups whose members are heterogeneous
(both academic ability and gender) that is consist of 4 students in one
group.
Teacher will give a sketch to every groups, and asking them to discuss
how to go to that place.
Teacher will come to every group to ask their result discussion. And the
students will answer the teacher based on the chosen place.
The teacher will observe how the students speak and repair students’
mistake in pronunciations.
The teacher will invite some groups to come in front of class to present
how to asking directions.
After that the students will be back to their seat. Than the teacher will
show a sketch and make questions how to go to some place. The students
will do the test individually
Closing
The teacher ask the students to review the materials today
Asking the students the difficulties in learning process.
Scoring
Oral
Written : Answer The Questions
: Speaking
62
63
Evaluation
Would you give me the direction :
a. Head Masters’ Room
b. Canteen
c. Toilet
d. class VIII-3
e. Administrations’ Room
I am in the main gate now.
63
64
APPENDIX 7
LESSON PLAN IN CONTROL CLASS
Meeting 1
School
: SMP Negeri 1 Perbaungan
Subject
: English
Level / Semester
: VIII/2
Skill
: Speaking
Time Allocation
: 2 x 40 minutes
Standard Competence
Express the meaning in transactional and interpersonal short
conversation in daily life.
Basic Competence
Express the meaning of short conversation in the daily life like Asking
and Giving Direction with the correct “r’’ pronunciations.
Indicators
Able to identify the location of a place
Able to asking and giving directions in The New City
Able to pronoun “r” correctly
The Materials
Vocabulary
Sketch in THE NEW CITY
Teaching Methods
Conventional Method (Lecturing Method)
Teaching and Learning Activity
Opening
64
65
The teacher great the students to open the lesson
Introducing and give the motivation related to the materials
Main Activities
Treatment
Firstly, the teacher will explain all the topic (asking for directions) to the
students and asked them to attention so that the teaching program was
running well.
Then the teacher will ask them to read loud the statement and respond in
asking directions.
The students will write everything in the whiteboard.
After that the teacher will give some assignment individually, after that is
done it will be collected by the students
Closing
The teacher ask the students to review the materials today
Asking the students the difficulties in learning process.
Scoring
Oral
Writen : Answer The Questions
: Speaking
Evaluation
hai,, I am David, I am new in
this area. would you tell me the
directions If I want to go to :
a. Book Store
b. Capital Building
c. Super Market
d. Theater
e. Mosque
f. Airport
I am in START now.
65
66
LESSON PLAN IN CONTROL CLASS
Meeting2
School
: SMP Negeri 1 Perbaungan
Subject
: English
Level / Semester
: VIII/2
Skill
: Speaking
Time Allocation
: 2 x 40 minutes
Standard Competence
Express the meaning in transactional and interpersonal short
conversation in daily life.
Basic Competence
Express the meaning of short conversation in the daily life like Asking
and Giving Direction with the correct “r’’ pronunciations.
Indicators
Able to identify the location of a place
Able to asking and giving directions in The School
Able to pronoun “r” correctly
The Materials
Vocabulary
Sketch in THE SCHOOL
Teaching Methods
Conventional Method (Lecturing Method)
Teaching and Learning Activity
Opening
The teacher great the students to open the lesson
66
67
Introducing and give the motivation related to the materials
Main Activities
Treatment
Firstly, the teacher will explain all the topic (asking for directions) to the
students and asked them to attention so that the teaching program was
running well.
Then the teacher will ask them to read loud the statement and respond in
asking directions.
The students will write everything in the whiteboard.
After that the teacher will give some assignment individually, after that is
done it will be collected by the students
Closing
The teacher ask the students to review the materials today
Asking the students the difficulties in learning process.
Scoring
Oral
Writen : Answer The Questions
: Speaking
Evaluation
Would you give me the
direction :
a. Head Masters’ Room
b. Canteen
c. Toilet
d. class VIII-3
e. Administrations’ Room
I am in the main gate now.
67
68
The Sketch in Pre-Test and Post-Test
You are at R-DA St (point to the spot). People ask you for directions to get to five
different places. Listen to their questions, and give the directions.
1. Please give me direction to the Food Court.
2. Please give me directions to Parking Area.
3. I want to buy some books, how do I get Book Store?
4. would you tell me where the Ma Mall is?
5. I want to to Boston city with train, how to get to the Train Station.?
68
69
THOSE ARE THE
STUDENTS WHEN
CARRY OUT THE
GROUP
DISSCUSSION
EVERY STUDENTS
IS EXCITED IN THE
GROUP
DISSCUSSION
69
70
THIS IS WHEN THE
STUDENTS TUTOR
THE OTHER
FRIENDS TO
MAKE A GOOD
PERFORMANCE
THIS IS THE
PERFORMANCE
OF THE
STUDENTS
70
71
THEY ARE
DISSCUSSING
ABOUT THE
MATERIALS
71
1
CHAPTER I
INTRODUCTION
A.
Background of the Study
English is an important language in the world. Now, it is one of important subject in
the school, so the student has to study it. But, not all students like to learn it. Because they
thought English is difficult, uninteresting and unnecessary in their daily life.
In teaching English, there are four skills to be taught to master the aspect of lessons.
They are writing, reading, listening, and speaking. Its skill has different meaning but has the
same purpose, which is increasing the creativity of language. All the skills are taught by the
teacher to the student. They are needed by the students as the good skill in improving their
knowledge in English.
Clark and Clark (1997 : 223) says that speaking is fundamentally and instrument act.
Speakers talk in order to have some effect in their listener (listener in the particular way, and
select and utters sentences they believe will bring about just this effect). The Curriculum of
Educational Stratified Level (Kurikulum Tingkat Satuan Pendidikan: KTSP) of high school
should be able to actively communicate in English in the elementary level. Communication
skill consisting of the students listening, speaking, reading, and writing skill is one of the life
skills that must be mastered by the students (Depdiknas: 2006).
By speaking with others, people are able to know what kind of situation is in the
world. People know that language is a habit. Language is not only taught and learns but it is
used as a habit. So people must be able to speak English well because other people identify
the English mastery with their ability in speaking English. So we can conclude that people
who have ability in speaking will be better in receiving the information.
11
2
In accordance with Indonesian curriculum second grade levels SMP the Minimum
Completeness Criteria (KKM) is 75. The standard competence in speaking students are
expected to express meaning in transactional and interpersonal short conversations to interact
with their surroundings as asked, give, refuse services, giving, polite rejection, admit, deny
the facts, and ask for and give opinions. But in the fact many students who considers that this
activity is very difficult without going to try it first.
Based on my teaching experience in SMP Negeri 1 Perbaungan, there are still many
students who have not mastered the speaking aspect. In accordance with the data I get from
the two English teachers who teach in grades 2 to agree with the opinion that I ask. I asked
recapitulation value of the Grade 2 first and second semesters are not remedial.
Class VIII3
Semester
1st Semester 2011/2012
2nd Semester 2011/2012
Score
Students
Percentage
< 70
31 Students
68.8 %
≥ 70
14 Students
31.2 %
< 70
28 Students
62.2 %
≥ 70
17 Students
37.7 %
Score
Students
Percentage
< 70
27 Students
72.2 %
≥ 70
12 Students
27.8 %
< 70
29 Students
67.4 %
≥ 70
14 Students
32.5 %
Mean
51.7
53.3
Class VIII4
Semester
1st Semester 2011/2012
2nd Semester 2011/2012
Mean
53.2
56.6
Table 1.1 Students’ Scores of Speaking Competence Tests in Two Semesters
2011-2012
2
3
In addition to the data that I got, I also interviewed the teacher asks difficulties and
their methods of teaching English especially speaking. The result is that in fact teachers are
still using the traditional method where teachers explaining all the material on the board, and
all students will take a note. Then all the students will read loud together without any
interaction between teacher and students. The response of the students is passive where they
just follow what is instructed by the teacher. This all makes the student just relied on what
teacher was taught and so the impact is when they found some of the questions that looks
different so they could not answer that questions.
Considering the explanation above, English teacher have responsibility as they are
demanded to have teaching method in order to solve the problem faced by students in
learning English, like low vocabulary, feeling shy to speak English, being confident, being
afraid in making mistake.
Teaching speaking in students of high school is intended to give basic competence in
communication in English among the students, but usually the way in teaching seldom
includes the student’s participant in the teaching learning process, so the teaching learning
process become boring and uninteresting and the students become passive.
The cooperative learning technique that has been extensively researched and assessed
specifically on academic achievements, attitudes, social interactions and interpersonal
relationships is the Student Teams Achievement Divisions (STAD) (Slavin 1983, 1990;
Kagan 1994; Johnson and Johnson 1998; Johnson et al. 1999; Balfakih 2003; Bernaus and
Gardner 2008; Tarim and Akdeniz 2008). STAD is one of the simplest and most extensively
researched forms of all cooperative learning techniques and it could be an effective
instrument to begin with for teachers who are new to the cooperative learning technique
(Slavin 1990; Becker and Watts 1998).
3
4
Here we can see that the group shared heterogeneous where each group has a good
student to help another theme that will provide a positive impact in terms of understanding
the material, and their confidence that these students are also able to speak during the
teaching process. It is expected to make the learners aware of the importance of the subject
matter these days and they are keen for the next meeting.
B.
The Problem of the Study
Based on the background of the study, the problem is formulated as follows:
“Is students’ Speaking Achievement taught by using STAD higher than those taught
by using lecture method”
C.
The Objective of the Study
In the relation to the problem of study, the objective of the study is to find out the
effect of Student Teams-Achievement Divisions (STAD) Method on Students’ Speaking
Competence.
D.
The Scope of the Study
There are many ways to create the teaching learning process that teacher can do to
improve student’s achievement especially in teaching english such as Contextual Teaching
and Learning and Cooperative Learning. There are some kinds of Cooperative Learning one
of them is STAD. This study will be focused on applying Student Teams-Achievement
Divisions (STAD) Technique too see Students’ Speaking Achievement. The materials is
giving direction in variaty place, those are giving direction in new city, in the hospital and in
the school.
E.
The Significance of the Study
4
5
The results of study are expected to be useful for education practitioners, teachers,
students, and researchers. The results of the study are:
a. For the teacher, Student Teams-Achievement Divisions (STAD) Technique is one
of alternative technique to make student speak up when in learning process and
maximize the students’ competence in speaking performance.
b. For students, Student Teams-Achievement Divisions (STAD) is appropriate
technique to motivate between students to improve their ability to speak as a
friend who is more expert.
c. For other researcher, the result of this study can be used as a basic information in
doing further Student Teams-Achievement Divisions (STAD) research to improve
students’ speaking competence.
5
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
This study dealt with speaking ability. The problem was whether teaching
speaking by Students Team Achievement Division (STAD) method was higher
than that by using Lecture Method. To answer this problem, a hypothesis was
stated as follows: Teaching Speaking by Students Team Achievement Division
(STAD) method was higher than that by using Lecture Method in students’
speaking achievement. So STAD method is better used to improve the students
speaking achievement than Lecture Method.
B.
Suggestion
In the relation to the conclusion above, the writer point out some suggestion
as following:
1) It suggested to the English Teacher to apply Student Team Achievement
Divisions (STAD) Method in improving the students’ speaking with
giving the interesting explanation, good motivation and giving much time
for the students to practice it.
2) It suggested to the students to be brave and want to try practice to speak
up in English Class.
48
REFERENCES
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswirth
Brown, H Dowglas. 2001. Teaching by Principle: An Interactive Approach to
Language Pedagogy. New York. Addison Wesley Longman,Inc.
Brown, H Dowglas. 2003. Language Assessment, Principle and classroom
Practices. San Francisco California
Byrne, Donn. 1987. Technique for Classroom Activities. New York: Longman
Clark and Clark, HEV. 1997. Psychologyvand language : An Introduction to
Psycholinguistic. New York : Harcourt Brace.
Harmer, J : 2003. How to teach English. Harlow: Longman, Pearson Education
Limitation
Nunan, David. 1991. Oxford Advance Learners Dictionary of Current English.
London : Oxford University
Savignan, Sandra j. 1983. Communicative Competence Theory and Classroom
Practice. USA: Addison-wesley Publishing Company
Slavin, Robert E. 1995. Cooperative Learning THEORY, RESEARCH, and
PRACTICE. United State of America: Alyna and Bacon
Slavin, Robert E.(1990). Cooperative Learning. New Jersey: Prentice-Hall.
(February 21st, 2013 @ 8.00 AM).
Snow, Don. 2006. More Than a Native Speaker. Alexandria Virginia USA
http://www.learnnc.org/lp/pages/4653#noteref3
(February 18th, 2013 @ 9.00 AM).
49
50
DIVISION (STAD) METHOD ON STUDENTS’
SPEAKING ACHIEVEMENT
AT SMP NEGERI 1 PERBAUNGAN
A THESIS
Submitted to Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
RIZKI BITA GHALIAH SIREGAR
Registration Number: 209421045
ENGLISH AND LITERATURE DEPARMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
ACKNOWLEDMENT
Assalamu’alaikumWr. Wb
Bismillahirrohmanirrohim
First of all, the writer would like to thank the Almighty Allah SWT
for His blessings so the writer is able to accomplish her thesis as a partial
fulfillment of the requirements for the degree of sarjana pendidikan at the English
Department of Language and Arts, Faculty of Languages and Arts (FBS), State
University of Medan (UNIMED).
During the process of writing, the writer realizes that she cannot
accomplish without support from many people. The writer would like to express
her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik M.Si,. as the Rector of State Univesity of
Medan.
Dr. IsdaPramuniati, M.Hum., as the Dean Faculty of Languages and Arts,
Vice Dean I, II, III and all the administrative staff;
Prof. Dr. Hj. Sumarsih, M.Pd., as the Head English Department, Faculty of
Languages and Arts, and Dra. Masitowarni Siregar, M.Ed., as the Head of
English Education Study Program for their valuable administrative advice and
guidance in completing all the procedures required;
Prof. Dr. Busmin Gurning M.Pd., her thesis consultant and also her
academic consultant, for the guidance and moral support during the years so
the thesis could have been accomplished;
the writer’s beloved parents, Bapak Ir. Ahmad Habib Siregar and Ibu Ir.
Gorga Rita Rambey, to her Brothers and Sister, Raja Siregar, Akbar
Siregar, Imam Siregar, Ayunda Rahma S.Psi, Dedi Sanjaya S.Pd, and
Afrizal Nst, and to all her family members for their endless love, care,
support, and prayer;
the Principal of SMP Negeri 1 Perbaungan, Bapak Sofyan, S.Pd., for
allowing the writer to conduct the research and The teacher Ibu Sabtina
Purba S.Pd for the support and advise ;
Her lovely Friends (Sara Frimaulia and Sukma Septian Nst, Mimi, Melba,
Novri, Ai, Yetti, Riri, Budi) , her field teaching practice (Praktek
Pengalaman Lapangan: PPL) friends, and all class members of Reguler A, B,
C 2009.
last but not least for HMJ-BSI UNIMED, Azhar Azis Lubis, Faisal Hakim,
Andika Gautama, M Yusuf, Irwan Syahputra and all members.
Wassalamu’alaikumWr.Wb
Medan,
July 2013
The writer
Rizki Bita GH.Siregar
ABSTRACT
Siregar, Rizki Bita Ghaliah. THE EFFECT OF STUDENT TEAM
ACHIEVEMENT DIVISION (STAD) METHOD ON STUDENTS’ SPEAKING
ACHIEVEMENT AT SMP NEGERI 1 PERBAUNGAN. A Thesis. Faculty of
Languages and Arts (FBS), Unimed (State University of Medan), 2013.
This study aims to discover the effect of applying Student Team Achievement
Division (STAD) Method on Students’ Speaking Achievement. It was conducted
by using experimental research design. The population of this research was the
eight (VIII) grade students of SMP Negeri 1 Perbaungan. The samples of the
research were two classes divided into two groups, experimental and control
group which were chosen by using random sampling technique. Twenty students
were taken as the samples. The experimental group was taught by using Student
Team Achievement Division (STAD) Method, while the control group was taught
by using Lecture Method. The instrument for collecting the data was a interview
test. Inter-rate reliability formula was applied to obtain the reliability of the test.
Based on the calculation, it shows that the reliability of the test was 0,66
categorized as high reliability. Then, after analyzing the data, it was found that the
value of tobserved was 3.909with the degree of freedom (df)=38 at the level of
significance p(0,05) = 2,024. It means that tobserved is higher than ttable
(3,909>2,024). The result of this study shows that Student Team Achievement
Division (STAD) Method has a significant effect on students’ speaking
achievement.
Key words: Experimental Research, Student Team Achievement Division (STAD)
Method, Speaking Achievement
TABLE OF CONTENTS
ABSTRACT
i
ACKNOWLADGEMENT ..................................................................................
TABLE OF CONTENT ......................................................................................
LIST OF TABLE ................................................................................................
LIST OF FIGURE ...............................................................................................
LIST OF APPENDICES .....................................................................................
ii
iii
vii
viii
ix
CHAPTER I. INTRODUCTION
A. Background of the Study............................................................................
B. The Problem of the Study..........................................................................
C. The Objective of the Study.........................................................................
D. The Scope of the Study...............................................................................
E. The Significance of the Study....................................................................
1
4
5
5
5
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework...............................................................................
1. Students’ Achievement in Speaking .....................................................
2.Speaking...............................................................................................
a.Speaking Tips.......................................................................................
b. Assessment of Speaking......................................................................
3. The Cooperative Method.......................................................................
4. Definition of Student Teams Achievement Division (STAD) Technique.......
a. Steps and Concepts of Student Team Achievement Division (STAD .......
b. Principles and Characteristics of STAD .....................................................
c. Advantages and Disadvantages of STAD ..................................................
5.Lecture Method .....................................................................................
a. The Steps and Concept of applying Lecture Method in the class ...............
B.
C.
b.The Advantages of the Lecture Method of Teaching........................
c.The Disadvantages of the Lecture Method of Teaching ....................
Conceptual Framework................................................................................
Hypothesis...................................................................................................
CHAPTER III. RESEARCH METHOD
A. Research Design.....................................................................................,,......
B. Population and Sample..........................................................................,........
1 Population..........................................................................................,,.......
2 Sample...........................................................................................,,,,......
C. The Instrument of Collecting Data........................................................,,.......
D. Assessment and Scoring of Speaking.....................................................,,......
E. The Procedure of Treatment..................................................................,.......
F. Controlling the Treatment....................................................................,,.........
G. The Validity and Reliability of The Test.............................................,.........
i
7
7
8
10
12
14
17
19
23
24
25
26
26
27
28
31
32
33
33
33
33
34
35
36
37
1 Validity of The Test.........................................................................,,,........
2 Reliability of The Test......................................................................,,,........
The Technique for Analyzing Data......................................................,.........
The Statistical Hypothesis..............................................................................
37
37
38
39
CHAPTER IV. DATA AND RESEARCH FINDING
A. The Data ................................................................ .......................................
B. Data Analysis ................................................................................................
1. Testting The Reability of The Test...........................................................
2. Analyzing The Data Using T-test.............................................................
3. Testing Hypotheses...................................................................................
C. Discussion ......................................................................................................
40
43
43
43
43
44
H.
I.
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion..................................................................................................... 48
B. Suggestion ….………………………………………………………………. 48
49
References
ii
LIST OF FIGURES
FIGURE 2.1
The Steps and Concept of Applying STAD in The Class..........
iii
22
LIST OF TABLES
TABLE 1.1
Students’ Scores of Speaking Competence Tests in Two Semesters20112012 ..................................................................................................
TABLE 2.1
2
The Advantages amd Disadvantages of STAD and Lecture
Method....................................................................................
28
TABLE 3.1
Research Design..............................................................................
30
TABLE 3.2
The Procedure of Treatment...........................................................
33
TABLE 4.1
The Result of Score Experimental Class........................................
49
TABLE 4.2
The Result of Score Control Class.................................................
50
iv
LIST OF APPENDICES
1.
APPENDIX 1 ........................................................................................ 48
2.
APPENDIX 2 ........................................................................................ 49
3.
APPENDIX 3 ........................................................................................ 50
4.
APPENDIX 4 ........................................................................................ 52
5.
APPENDIX 5........................................................................................
54
6.
APPENDIX 6........................................................................................
56
7.
APPENDIX 7........................................................................................
62
v
50
APPENDIX 1
The Data of Experimental Class
VIII-3
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
AA
AP
ABS
NAS
LIA
MAA
SK
SAZ
SW
WM
NI
NAP
FH
REN
MWA
RN
MRA
AAD
TS
WA
∑
X-1
52
50
42
49
47
46
53
52
46
60
48
49
49
48
45
47
54
49
50
49
X-2
72
73
76
74
70
72
75
72
78
87
75
77
78
72
74
84
84
79
76
79
X-2 - X-1
20
23
34
25
23
26
22
20
32
27
27
28
29
24
29
37
30
30
26
30
985 1527
542
50
da (d-N)
0
3
14
5
3
6
2
0
12
7
7
8
9
4
9
17
10
10
6
10
da2
0
9
196
25
9
36
4
0
144
49
49
64
81
16
81
289
100
100
36
100
1388
51
APPENDIX 2
The Data of Control Class
VIII-4
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
DM
AAF
KW
AS
LLP
FNT
GD
SM
AEP
TFA
HP
RRAW
AAN
TW
MIN
MHS
SAA
MF
TAD
RBPA
∑
X-1
X-2
X-2 - X-1
da (d-N)
da2
44
42
41
46
44
45
45
49
41
42
46
56
53
49
45
46
45
50
51
51
65
68
62
68
64
64
63
59
61
60
62
73
72
58
67
59
61
78
71
67
21
26
21
22
20
19
18
10
20
18
16
17
19
9
22
13
16
28
20
16
1
6
1
2
0
-1
-2
-10
0
-2
-4
-3
-1
-11
2
-7
-4
8
0
-4
1
36
1
4
0
1
4
100
0
4
16
9
1
121
4
49
16
64
0
16
931 1302
51
371
447
52
APPENDIX 3
The Calculation of t-test
The Data of Experimental Class
VIII-3
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
X-1
52
50
42
49
47
46
53
52
46
60
48
49
49
48
45
47
54
49
50
49
∑
985 1527
AA
AP
ABS
NAS
LIA
MAA
SK
SAZ
SW
WM
NI
NAP
FH
REN
MWA
RN
MRA
AAD
TS
WA
X-2
72
73
76
74
70
72
75
72
78
87
75
77
78
72
74
84
84
79
76
79
52
X-2 - X-1
20
23
34
25
23
26
22
20
32
27
27
28
29
24
29
37
30
30
26
30
542
da (d-N)
0
3
14
5
3
6
2
0
12
7
7
8
9
4
9
17
10
10
6
10
da2
0
9
196
25
9
36
4
0
144
49
49
64
81
16
81
289
100
100
36
100
1388
53
The Data of Control Class
VIII-4
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
DM
AAF
KW
AS
LLP
FNT
GD
SM
AEP
TFA
HP
RRAW
AAN
TW
MIN
MHS
SAA
MF
TAD
RBPA
∑
X-1
X-2
X-2 - X-1
da (d-N)
da2
44
42
41
46
44
45
45
49
41
42
46
56
53
49
45
46
45
50
51
51
65
68
62
68
64
64
63
59
61
60
62
73
72
58
67
59
61
78
71
67
21
26
21
22
20
19
18
10
20
18
16
17
19
9
22
13
16
28
20
16
1
6
1
2
0
-1
-2
-10
0
-2
-4
-3
-1
-11
2
-7
-4
8
0
-4
1
36
1
4
0
1
4
100
0
4
16
9
1
121
4
49
16
64
0
16
931
1302
371
53
447
54
APPENDIX 4
The Calculation of the t-table and t-observed
1. The Calculation of the t-table
Df
= (Nx + Ny) - 2
Df
= (20 + 20) - 2
Df
= 40-2
Df
= 38 …………………. With (α =0.05)
df
0.01
0.05
0.02
36
1.688
2.028
2.434
38
1.606
2.024
2.429
40
1.684
2.021
2.423
From the percentage points of the T-Distribution with “two tail
Probabilities, we can conclude that “ t-table = 2.024 “
54
55
2. The Calculation of the t-observed
Ascertainable : Mx = 27.1
∑dx2 = 1388
Nx = Ny = 20
My
= 18.55
∑dy2 = 447
t=
t=
t=
t=
t=
t=
t-observed = 3.909
Ha = t-observed > t-table
Ha = 3.909 > 2.024
55
56
APPENDIX 5
The Statically Analysis for Reliabilityy Coefficient is as follows :
No
Name
1
AA
Rater 1
(Ss)
50
2
AP
51
2601
60
3600
111
12321
3
ABS
58
3364
66
4356
124
15376
4
NAS
50
2500
55
3025
105
11025
5
LIA
59
3481
63
3969
122
14884
6
MAA
56
3136
58
3364
114
12996
7
SK
63
3969
60
3600
123
15129
8
9
SAZ
56
3136
50
2500
106
11236
SW
63
3969
70
4900
133
17689
10
WM
50
2500
65
4225
115
13225
11
NI
50
2500
51
2601
101
10201
12
NAP
50
2500
62
3844
112
12544
13
FH
61
3721
60
3600
121
14641
14
REN
55
3025
65
4225
120
14400
15
MWA
50
2500
51
2601
101
10201
16
RN
61
3721
63
3969
124
15376
17
MRA
59
3481
63
3969
122
14884
18
AAD
72
5184
70
4900
142
20164
19
TS
50
2500
52
2704
102
10404
20
WA
49
2401
55
3025
104
10816
1113
62689
1199
72577
2312
269612
∑
Ss²
(Ss + Se)
S²
2500
Rater 2
(Ss)
60
3600
110
12100
Se²
56
57
The Calculation of Reliability of the Test
Rater I (Se)
Mean
Mean
Variance
Variance
= ∑ Se
N
= 66.05
= 1321
20
= N ( ∑ Se2 ) – (Se)2
= 20(63975) – (1113)2
N (N-1)
20 (20-1)
= 1279500 – 1238769 = 40731
380
380
= 107.18
Rater II (Ss)
Mean
= ∑ Ss
N
Mean
= 63.85
Variance
Variance
= 1277
20
= N ( ∑ Ss2 ) – (Ss)2
= 20(72577) – (1199)2
N (N-1)
20 (20-1)
= 1451540 – 1437601 = 13939
380
380
= 36.68
So, the reliability of the test can be calculated as in the following:
rii
= Ss2 – Se2
Ss2
rii
= 107.18 – 36.68
107.18
rii
= 70.5
107.18
rii
= 0.66
The Reliability is “HIGH”
57
58
APPENDIX 6
LESSON PLAN IN EXPERIMENTAL CLASS
Meeting 1
School
: SMP Negeri 1 Perbaungan
Subject
: English
Level / Semester
: VIII/2
Skill
: Speaking
Time Allocation
: 2 x 40 minutes
Standard Competence
Express the meaning in transactional and interpersonal short
conversation in daily life.
Basic Competence
Express the meaning of short conversation in the daily life like Asking
and Giving Direction with the correct “r’’ pronunciations.
Indicators
Able to identify the location of a place
Able to asking and giving directions in The New City
Able to pronoun “r” correctly
The Materials
Vocabulary
Sketch in THE NEW CITY
Teaching Methods
Students Team Achievement Division (STAD)
58
59
Teaching and Learning Activity
Opening
The teacher great the students to open the lesson
Introducing and give the motivation related to the materials
Main Activities
Treatment
After giving the topic and explain the statement and response for asking
the direction, the students are asked to discuss with their friends
The students are organized into groups whose members are heterogeneous
(both academic ability and gender) that is consist of 4 students in one
group.
Teacher will give a sketch to every groups, and asking them to discuss
how to go to that place.
Teacher will come to every group to ask their result discussion. And the
students will answer the teacher based on the chosen place.
The teacher will observe how the students speak and repair students’
mistake in pronunciations.
The teacher will invite some groups to come in front of class to present
how to asking directions.
After that the students will be back to their seat. Than the teacher will
show a sketch and make questions how to go to some place. The students
will do the test individually
Closing
The teacher ask the students to review the materials today
Asking the students the difficulties in learning process.
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60
Scoring
Oral
Writen : Answer The Questions
: Speaking
Evaluation
hai,, I am David, I am new in this
area. would you tell me the
directions If I want to go to :
a. Book Store
b. Capital Building
c. Super Market
d. Theater
e. Mosque
f. Airport
I am in START now.
60
61
LESSON PLAN IN EXPERIMENTAL CLASS
Meeting2
School
: SMP Negeri 1 Perbaungan
Subject
: English
Level / Semester
: VIII/2
Skill
: Speaking
Time Allocation
: 2 x 40 minutes
Standard Competence
Express the meaning in transactional and interpersonal short
conversation in daily life.
Basic Competence
Express the meaning of short conversation in the daily life like Asking
and Giving Direction with the correct “r’’ pronunciations.
Indicators
Able to identify the location of a place
Able to asking and giving directions in The School
Able to pronoun “r” correctly
The Materials
Vocabulary
Sketch in THE SCHOOL
Teaching Methods
Students Team Achievement Division (STAD)
Teaching and Learning Activity
Opening
The teacher great the students to open the lesson
61
62
Introducing and give the motivation related to the materials
Main Activities
Treatment
After giving the topic and explain the statement and response for asking
the direction, the students are asked to discuss with their friends
The students are organized into groups whose members are heterogeneous
(both academic ability and gender) that is consist of 4 students in one
group.
Teacher will give a sketch to every groups, and asking them to discuss
how to go to that place.
Teacher will come to every group to ask their result discussion. And the
students will answer the teacher based on the chosen place.
The teacher will observe how the students speak and repair students’
mistake in pronunciations.
The teacher will invite some groups to come in front of class to present
how to asking directions.
After that the students will be back to their seat. Than the teacher will
show a sketch and make questions how to go to some place. The students
will do the test individually
Closing
The teacher ask the students to review the materials today
Asking the students the difficulties in learning process.
Scoring
Oral
Written : Answer The Questions
: Speaking
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63
Evaluation
Would you give me the direction :
a. Head Masters’ Room
b. Canteen
c. Toilet
d. class VIII-3
e. Administrations’ Room
I am in the main gate now.
63
64
APPENDIX 7
LESSON PLAN IN CONTROL CLASS
Meeting 1
School
: SMP Negeri 1 Perbaungan
Subject
: English
Level / Semester
: VIII/2
Skill
: Speaking
Time Allocation
: 2 x 40 minutes
Standard Competence
Express the meaning in transactional and interpersonal short
conversation in daily life.
Basic Competence
Express the meaning of short conversation in the daily life like Asking
and Giving Direction with the correct “r’’ pronunciations.
Indicators
Able to identify the location of a place
Able to asking and giving directions in The New City
Able to pronoun “r” correctly
The Materials
Vocabulary
Sketch in THE NEW CITY
Teaching Methods
Conventional Method (Lecturing Method)
Teaching and Learning Activity
Opening
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65
The teacher great the students to open the lesson
Introducing and give the motivation related to the materials
Main Activities
Treatment
Firstly, the teacher will explain all the topic (asking for directions) to the
students and asked them to attention so that the teaching program was
running well.
Then the teacher will ask them to read loud the statement and respond in
asking directions.
The students will write everything in the whiteboard.
After that the teacher will give some assignment individually, after that is
done it will be collected by the students
Closing
The teacher ask the students to review the materials today
Asking the students the difficulties in learning process.
Scoring
Oral
Writen : Answer The Questions
: Speaking
Evaluation
hai,, I am David, I am new in
this area. would you tell me the
directions If I want to go to :
a. Book Store
b. Capital Building
c. Super Market
d. Theater
e. Mosque
f. Airport
I am in START now.
65
66
LESSON PLAN IN CONTROL CLASS
Meeting2
School
: SMP Negeri 1 Perbaungan
Subject
: English
Level / Semester
: VIII/2
Skill
: Speaking
Time Allocation
: 2 x 40 minutes
Standard Competence
Express the meaning in transactional and interpersonal short
conversation in daily life.
Basic Competence
Express the meaning of short conversation in the daily life like Asking
and Giving Direction with the correct “r’’ pronunciations.
Indicators
Able to identify the location of a place
Able to asking and giving directions in The School
Able to pronoun “r” correctly
The Materials
Vocabulary
Sketch in THE SCHOOL
Teaching Methods
Conventional Method (Lecturing Method)
Teaching and Learning Activity
Opening
The teacher great the students to open the lesson
66
67
Introducing and give the motivation related to the materials
Main Activities
Treatment
Firstly, the teacher will explain all the topic (asking for directions) to the
students and asked them to attention so that the teaching program was
running well.
Then the teacher will ask them to read loud the statement and respond in
asking directions.
The students will write everything in the whiteboard.
After that the teacher will give some assignment individually, after that is
done it will be collected by the students
Closing
The teacher ask the students to review the materials today
Asking the students the difficulties in learning process.
Scoring
Oral
Writen : Answer The Questions
: Speaking
Evaluation
Would you give me the
direction :
a. Head Masters’ Room
b. Canteen
c. Toilet
d. class VIII-3
e. Administrations’ Room
I am in the main gate now.
67
68
The Sketch in Pre-Test and Post-Test
You are at R-DA St (point to the spot). People ask you for directions to get to five
different places. Listen to their questions, and give the directions.
1. Please give me direction to the Food Court.
2. Please give me directions to Parking Area.
3. I want to buy some books, how do I get Book Store?
4. would you tell me where the Ma Mall is?
5. I want to to Boston city with train, how to get to the Train Station.?
68
69
THOSE ARE THE
STUDENTS WHEN
CARRY OUT THE
GROUP
DISSCUSSION
EVERY STUDENTS
IS EXCITED IN THE
GROUP
DISSCUSSION
69
70
THIS IS WHEN THE
STUDENTS TUTOR
THE OTHER
FRIENDS TO
MAKE A GOOD
PERFORMANCE
THIS IS THE
PERFORMANCE
OF THE
STUDENTS
70
71
THEY ARE
DISSCUSSING
ABOUT THE
MATERIALS
71
1
CHAPTER I
INTRODUCTION
A.
Background of the Study
English is an important language in the world. Now, it is one of important subject in
the school, so the student has to study it. But, not all students like to learn it. Because they
thought English is difficult, uninteresting and unnecessary in their daily life.
In teaching English, there are four skills to be taught to master the aspect of lessons.
They are writing, reading, listening, and speaking. Its skill has different meaning but has the
same purpose, which is increasing the creativity of language. All the skills are taught by the
teacher to the student. They are needed by the students as the good skill in improving their
knowledge in English.
Clark and Clark (1997 : 223) says that speaking is fundamentally and instrument act.
Speakers talk in order to have some effect in their listener (listener in the particular way, and
select and utters sentences they believe will bring about just this effect). The Curriculum of
Educational Stratified Level (Kurikulum Tingkat Satuan Pendidikan: KTSP) of high school
should be able to actively communicate in English in the elementary level. Communication
skill consisting of the students listening, speaking, reading, and writing skill is one of the life
skills that must be mastered by the students (Depdiknas: 2006).
By speaking with others, people are able to know what kind of situation is in the
world. People know that language is a habit. Language is not only taught and learns but it is
used as a habit. So people must be able to speak English well because other people identify
the English mastery with their ability in speaking English. So we can conclude that people
who have ability in speaking will be better in receiving the information.
11
2
In accordance with Indonesian curriculum second grade levels SMP the Minimum
Completeness Criteria (KKM) is 75. The standard competence in speaking students are
expected to express meaning in transactional and interpersonal short conversations to interact
with their surroundings as asked, give, refuse services, giving, polite rejection, admit, deny
the facts, and ask for and give opinions. But in the fact many students who considers that this
activity is very difficult without going to try it first.
Based on my teaching experience in SMP Negeri 1 Perbaungan, there are still many
students who have not mastered the speaking aspect. In accordance with the data I get from
the two English teachers who teach in grades 2 to agree with the opinion that I ask. I asked
recapitulation value of the Grade 2 first and second semesters are not remedial.
Class VIII3
Semester
1st Semester 2011/2012
2nd Semester 2011/2012
Score
Students
Percentage
< 70
31 Students
68.8 %
≥ 70
14 Students
31.2 %
< 70
28 Students
62.2 %
≥ 70
17 Students
37.7 %
Score
Students
Percentage
< 70
27 Students
72.2 %
≥ 70
12 Students
27.8 %
< 70
29 Students
67.4 %
≥ 70
14 Students
32.5 %
Mean
51.7
53.3
Class VIII4
Semester
1st Semester 2011/2012
2nd Semester 2011/2012
Mean
53.2
56.6
Table 1.1 Students’ Scores of Speaking Competence Tests in Two Semesters
2011-2012
2
3
In addition to the data that I got, I also interviewed the teacher asks difficulties and
their methods of teaching English especially speaking. The result is that in fact teachers are
still using the traditional method where teachers explaining all the material on the board, and
all students will take a note. Then all the students will read loud together without any
interaction between teacher and students. The response of the students is passive where they
just follow what is instructed by the teacher. This all makes the student just relied on what
teacher was taught and so the impact is when they found some of the questions that looks
different so they could not answer that questions.
Considering the explanation above, English teacher have responsibility as they are
demanded to have teaching method in order to solve the problem faced by students in
learning English, like low vocabulary, feeling shy to speak English, being confident, being
afraid in making mistake.
Teaching speaking in students of high school is intended to give basic competence in
communication in English among the students, but usually the way in teaching seldom
includes the student’s participant in the teaching learning process, so the teaching learning
process become boring and uninteresting and the students become passive.
The cooperative learning technique that has been extensively researched and assessed
specifically on academic achievements, attitudes, social interactions and interpersonal
relationships is the Student Teams Achievement Divisions (STAD) (Slavin 1983, 1990;
Kagan 1994; Johnson and Johnson 1998; Johnson et al. 1999; Balfakih 2003; Bernaus and
Gardner 2008; Tarim and Akdeniz 2008). STAD is one of the simplest and most extensively
researched forms of all cooperative learning techniques and it could be an effective
instrument to begin with for teachers who are new to the cooperative learning technique
(Slavin 1990; Becker and Watts 1998).
3
4
Here we can see that the group shared heterogeneous where each group has a good
student to help another theme that will provide a positive impact in terms of understanding
the material, and their confidence that these students are also able to speak during the
teaching process. It is expected to make the learners aware of the importance of the subject
matter these days and they are keen for the next meeting.
B.
The Problem of the Study
Based on the background of the study, the problem is formulated as follows:
“Is students’ Speaking Achievement taught by using STAD higher than those taught
by using lecture method”
C.
The Objective of the Study
In the relation to the problem of study, the objective of the study is to find out the
effect of Student Teams-Achievement Divisions (STAD) Method on Students’ Speaking
Competence.
D.
The Scope of the Study
There are many ways to create the teaching learning process that teacher can do to
improve student’s achievement especially in teaching english such as Contextual Teaching
and Learning and Cooperative Learning. There are some kinds of Cooperative Learning one
of them is STAD. This study will be focused on applying Student Teams-Achievement
Divisions (STAD) Technique too see Students’ Speaking Achievement. The materials is
giving direction in variaty place, those are giving direction in new city, in the hospital and in
the school.
E.
The Significance of the Study
4
5
The results of study are expected to be useful for education practitioners, teachers,
students, and researchers. The results of the study are:
a. For the teacher, Student Teams-Achievement Divisions (STAD) Technique is one
of alternative technique to make student speak up when in learning process and
maximize the students’ competence in speaking performance.
b. For students, Student Teams-Achievement Divisions (STAD) is appropriate
technique to motivate between students to improve their ability to speak as a
friend who is more expert.
c. For other researcher, the result of this study can be used as a basic information in
doing further Student Teams-Achievement Divisions (STAD) research to improve
students’ speaking competence.
5
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
This study dealt with speaking ability. The problem was whether teaching
speaking by Students Team Achievement Division (STAD) method was higher
than that by using Lecture Method. To answer this problem, a hypothesis was
stated as follows: Teaching Speaking by Students Team Achievement Division
(STAD) method was higher than that by using Lecture Method in students’
speaking achievement. So STAD method is better used to improve the students
speaking achievement than Lecture Method.
B.
Suggestion
In the relation to the conclusion above, the writer point out some suggestion
as following:
1) It suggested to the English Teacher to apply Student Team Achievement
Divisions (STAD) Method in improving the students’ speaking with
giving the interesting explanation, good motivation and giving much time
for the students to practice it.
2) It suggested to the students to be brave and want to try practice to speak
up in English Class.
48
REFERENCES
Ary, Donald. 2002. Introduction to Research in Education. Singapore:
Wardswirth
Brown, H Dowglas. 2001. Teaching by Principle: An Interactive Approach to
Language Pedagogy. New York. Addison Wesley Longman,Inc.
Brown, H Dowglas. 2003. Language Assessment, Principle and classroom
Practices. San Francisco California
Byrne, Donn. 1987. Technique for Classroom Activities. New York: Longman
Clark and Clark, HEV. 1997. Psychologyvand language : An Introduction to
Psycholinguistic. New York : Harcourt Brace.
Harmer, J : 2003. How to teach English. Harlow: Longman, Pearson Education
Limitation
Nunan, David. 1991. Oxford Advance Learners Dictionary of Current English.
London : Oxford University
Savignan, Sandra j. 1983. Communicative Competence Theory and Classroom
Practice. USA: Addison-wesley Publishing Company
Slavin, Robert E. 1995. Cooperative Learning THEORY, RESEARCH, and
PRACTICE. United State of America: Alyna and Bacon
Slavin, Robert E.(1990). Cooperative Learning. New Jersey: Prentice-Hall.
(February 21st, 2013 @ 8.00 AM).
Snow, Don. 2006. More Than a Native Speaker. Alexandria Virginia USA
http://www.learnnc.org/lp/pages/4653#noteref3
(February 18th, 2013 @ 9.00 AM).
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