CHAPTER IV FINDING AND DISCUSSION
B. Discussion
Based on the findings, the students‟ perception on the use of Student Teams Achievement Divisions (STAD) technique of SMP Muhammadiyah 12 Makassar had positive perception. Robbins (2002) adds that positive perception is an individual's assessment of an object or information with a positive view or in accordance with what is expected from the object perceived or from the existing rules.
STAD technique was found to be potential to provide better in teaching learning process. This was proven by analysis of the students‟
response from the questionnaire. First, STAD technique could help student academically. One of main concepts of STAD was team. Here, the students shared their knowledge each other and also gave some feedback to others members‟. This could help the students to understand the material well. Its related with Muh fahroyin (2009) found that the use of STAD integration improved students‟ cognitive achievement, critical thinking and process skills.
Second, STAD technique could improve students‟ motivation. One of concepts of STAD was quizzes. Here the students would answer quiz that given by the teacher, for student or team who get the highest score would get award and it would attract students‟ motivation to learn and more spirit in learning process. Here also all member group would active and participate well, each member motivated him/herself to do the best in order not to disappoint him/her team members. It‟s related with the theory
Slavina (2015) STAD technique can also increase students‟ self-esteem and motivate the students to learn more. Slavina (2015) also finds that students in STAD class think that their success does not depend on their luck but depends on how they work. The students are also intrinsically motivated to do their best. In addition, the students come to the class everyday (Slavina, 2015) because they realize that their team score depends on them.
Third, STAD technique could increase the talent of leadership. In this method teacher divided into some team, the team is the most important feature in STAD. In STAD technique, each group consists of heterogeneous members which could help them to socialize with each member of the team well. The leader of team should control the members, keep the team as long as learning process, gave a chance to every member to express their opinion, appreciated member as long as they sharing their idea, and also give spirit to every member in delivering their opinion so that the members become more confident. All of it could improve the talent of leadership. In addition, they also learnt to appreciate or respect others‟ opinion through this technique.
Most of students gave positive response in learning activities due to STAD technique is emphasized on the activities and interactions of students to motivate each other in mastering the subject matter in order to achieve maximum achievement. Its‟ related with theory from Newman and Thompson pointed out that STAD is one of the most successful
cooperative learning techniques to increase students academic achievement.
Sidhu (2003) stated that students‟ perceptions are students‟ point of view toward something that happened in learning process class and produced it with suggestion or argument for teacher or classmate to improve their learning process. The teaching techniques applied by a teacher can influence students‟ motivations to study in the class. Teaching technique which focuses on students centered will improve their achievement, motivation, interest, memorization and creativity. A study by Septiana (2009) found that using Student Teams Achievement Divisions (STAD) technique affected students‟ achievement and students‟
memorization. Muldayanti (2010) found that using STAD affected students‟ achievement. Fadholi (2010) also found that using STAD technique improved students‟ achievement. And the result of this research from the student perception on the use of Student Teams Achievement Divisions (STAD) found that STAD technique affected students‟
motivation and also students‟ achievement.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and discussion, the researcher concluded that the students‟ perception on the use of Student Team Achievement Division (STAD) technique at the eighth grade students of SMP Muhammadiyah 12 Makassar had positive perception. It was proven by 10 (27.78%) out of students had very high category which score classification is 81-100 and 26 (72.44%) out of students had high category which score classification is 61-80, and the mean score of the students‟ questionnaire is 77.41.
STAD technique was found to be potential to provide better in teaching learning process. This was proven by analysis of the students‟
response from questionnaire. Those are, STAD technique could help student academically. One of main concepts of STAD was team. Here, the students shared their knowledge each other and also gave some feedback to others members‟. This could help the students to understand the material well. STAD technique could improve students‟ motivation. One of concepts of STAD was quizzes. Here the students raft the race to answer the quiz given by the teacher, for student or team who get the highest score would get award and it would attract students‟ motivation to learn and more spirit in learning process. STAD technique also could
increase the talent of leadership. In addition, they also learnt to appreciate or respect others‟ opinion through this technique.
B. Suggestion
Based on the result of the study, the researcher proposed some suggestion as follows:
1. A teacher needs to apply an appropriate method in the classroom in order to make an enjoyable classroom and to gain the objective of learning.
2. Student Teams Achievement Divisions (STAD) technique can be an alternative learning model due to this method can improve students‟ achievement and students‟ motivations.
3. The researcher used questionnaire to know the students‟ perception on the use of Student Teams Achievement Divisions (STAD) technique, for the next researcher it‟s better to use questionnaire and interview to collect the students‟ data.
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Appendix I
QUESTIONNAIRE
“Students’ Perception on the Use of
Student Teams Achievement Divisions (STAD) Technique”
Nama :
Jenis Kelamin : L/P* (lingkari salah satu)
Kelas :
Petunjuk Pengisian:
a. Tulislah identitas anda pada tempat yang sudah disediakan b. Bacalah dengan teliti seluruh pernyataan dibawah ini
c. Berilah tanda silang (X) atau check list (√) pada kolom jawaban yang tersedia dengan alternative jawaban yaitu: d. Jawablah dengan sejujur-jujurnya
No. ITEMS SA A U D SAD
1
Student Teams Achievement Divisions (STAD) is an effective technique.
(Student Teams Achievement Divisions (STAD) adalah teknik pembelajaran yang efektif)
No. ITEMS SA A U D SAD
3
STAD technique can increase my motivation.
(Pembelajaran dengan teknik STAD dapat menambah motivasi saya)
4
Through Student Teams Achievement Divisions (STAD) technique, I can
I‟m active during group activities.
(Saya berperan aktif selama kegiatan kelompok)
6
I work by myself in group due to my friends could not understand the topic.
(saya bekerja sendiri dalam kelompok karena teman-teman saya tidak mengerti topiknya)
7
I couldn‟t participate well in group as long as learning process using Student Team Achievement Division (STAD) technique.
(Saya tidak dapat berpartisipasi dengan baik dalam kelompok selama proses
No ITEMS SA A U D SAD
9
I study hard because STAD is a good technique.
(Saya rajin belajar karena STAD merupakan teknik pembelajaran yang bagus)
10
My group is unable to complete the exercise on time.
(Kelompok saya tidak dapat menyelsaikan tugas dengan tepat waktu)
11
I can solve the exercise given in group.
(Saya dapat memecahkan latihan yang diberikan secara kelompok)
12
STAD technique can increase the talent of leadership.
(Teknik STAD dapat mengembangkan bakat kepemimpinan)
13
I am confident enough to deliver my opinions in group.
(Saya cukup percaya diri untuk menyampaikan pendapat saya dalam group)
14
I cannot understand the material provided properly.
No. ITEMS SA A U D SAD
16
I am not happy if the result of group work gets appreciation from the teacher.
(Saya tidak senang jika hasil kerja kelompok mendapatkan apresiasi dari guru) implement the material in my daily life.
(Teknik STAD tidak dapat membantu saya menerapkan materi dalam kehidupan sehari-hari saya)
19
I feel that I have increased in the learning process using Student Team Achievement Division (STAD) model.
(Saya merasa mengalami peningkatan dalam proses pembelajaran menggunakan model Student Team Achievement Division (STAD))
20
I‟m not happy when Student Teams Achievement Divisions (STAD) technique is applied in other Subject.
(Saya tidak senang apabila teknik Student Team Achievement Division (STAD) diterapkan di mata pelajaran lain)
Appendix II
No. ITEMS STATEMENT
Favorable Unfavorable 1
Student Teams Achievement Divisions
(STAD) is an effective technique.
√
2 The instructions given by the teacher is
clear and not confusing
√
3 STAD technique can increase my
motivation.
√
4
Through Student Teams Achievement Divisions (STAD) technique, I can understand the material easily.
√
5 I‟m active during group activities.
√
6 I work by myself in group due to my
friends could not understand the topic.
√
7
I couldn‟t participate well in group as long as learning process using Student Team Achievement Division (STAD) technique.
13 I am confident enough to deliver my
opinions in group.
√
14 I cannot understand the material
provided properly.
√
15 I cannot answer all the quizzes given by
teacher.
√
16 I am not happy if the result of group
work gets appreciation from the teacher.
√
17 I‟m not proud when my group gets a
reward.
√
18 STAD technique couldn‟t help me to
implement the material in my daily life.
√
19
I feel that I have increased in the learning process using Student Team Achievement Division (STAD) model.
√
20
I‟m not happy when Student Teams Achievement Divisions (STAD)
technique is applied in other Subject.
√
Resp.
Items Number
Total
Score Category 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 5 4 3 4 4 4 4 4 5 4 4 5 5 4 4 5 5 5 4 4 86 Very High
2 5 5 5 5 5 4 5 5 5 3 5 5 5 5 5 5 5 5 5 5 97 Very High
3 4 4 5 4 3 4 4 5 4 2 4 4 5 4 4 5 5 4 4 5 83 Very High
4 5 4 5 5 5 3 5 5 4 2 4 4 3 3 3 4 5 3 4 3 79 High
5 4 5 4 5 3 3 4 2 4 2 3 4 4 4 4 5 4 4 4 5 77 High
6 5 4 4 4 3 4 4 3 4 3 2 4 3 3 4 4 4 4 4 3 73 High
7 5 4 4 4 3 4 4 4 5 4 4 4 4 4 4 4 4 4 5 4 82 Very High
8 4 4 4 4 3 4 4 4 5 4 4 4 4 4 4 4 2 3 2 4 75 High
10 4 4 4 4 3 2 3 4 4 2 4 4 3 3 3 4 5 3 5 3 71 High
11 4 3 4 4 5 4 4 5 4 4 4 4 4 4 4 5 5 4 5 1 80 High
12 4 4 4 4 2 2 3 3 4 4 3 2 3 4 4 5 5 3 3 4 70 High
13 4 4 5 4 5 5 2 1 5 5 5 2 5 5 2 5 1 1 4
5
76 High
14 5 5 5 4 5 2 5 5 5 2 4 5 5 5 1 5 5 4 5 5 87 Very High
15 4 4 4 3 4 3 4 5 4 2 4 4 4 4 5 5 5 4 4 4 77 High
16 4 4 5 5 3 2 3 4 4 2 4 4 3 1 1 5 5 3 5 3 70 High
17 5 5 5 4 5 5 5 5 4 5 4 1 3 4 3 5 5 4 4 1 82 Very High
18 4 5 4 4 4 4 4 1 4 5 5 4 4 4 4 1 5 4 4 5 79 High
19 5 5 5 4 5 5 5 5 4 5 5 1 3 4 3 5 5 4 5 5 88 Very High
21 4 4 4 4 4 2 3 4 4 2 4 4 3 4 3 4 5 3 5 3 73 High
22 4 4 5 4 3 3 2 4 4 4 4 4 3 4 3 2 4 4 4 3 73 High
23 4 4 4 5 4 2 3 4 4 2 3 3 4 3 2 3 3 2 4 3 66 High
24 4 5 5 5 4 2 3 3 5 3 4 3 4 4 3 5 5 1 5 5 78 High
25 4 4 5 4 3 5 3 5 4 5 5 4 4 1 2 4 4 4 4 4 61 High
26 4 4 4 4 3 2 3 4 4 2 4 4 3 3 3 4 5 3 4 3 71 High
27 4 4 4 4 4 2 4 4 4 2 4 4 3 3 3 4 5 3 4 3 72 High
28 4 5 5 5 4 2 3 3 4 3 2 3 5 3 3 5 5 3 4 4 75 High
29 4 5 4 4 3 4 3 2 4 3 4 3 3 3 3 4 5 2 3
3
69 High
30 5 4 5 5 4 2 3 2 5 2 4 4 5 4 4 4 5 4 4 5 80 High
32 5 5 5 5 4 3 3 4 5 3 5 1 5 4 2 4 5 4 5 2 79 High
33 5 4 4 4 3 4 4 3 4 3 2 4 4 4 1 4 4 4 4 5 74 High
34 5 4 4 3 4 3 3 3 4 3 4 5 4 3 2 5 4 4 4 4 75 High
35 4 5 4 4 5 5 4 4 4 3 2 5 5 4 2 5 5 5 4 4 91 Very High
36 5 5 4 4 5 3 3 4 5 4 4 5 5 3 3 5 5 4 4 4 84 Very High
Total 2787
Mean Score: X =
X =
X = 77.41
Sumsriani is a student of Muhammadiyah University of Makassar. She was born on 02nd December 1996 Sumbawa, West Nusa Tenggara.
She is the second child of the marriage of Muhidin and Subaedah. She began her study at SDN 1 Ongko and graduated in 2009. Then, she continued her study in SMPN 2 Empang and graduated in 2012. Afterwards, she continued her study in SMAN 1 Empang and graduated in 2015. During her study at university, she joined internal organization, namely MEC (Muhammadiyah English Community), and UKM Bahasa. She was the treasurer in UKM Bahasa. At the end of the study, she could finish her thesis under the title Students’ Perception on the Use of Student Teams Achievement Divisions (STAD) Technique. (A Descriptive Study of Eighth Grade Students of SMP Muhammadiyah 12 Makassar).