Senior High School Ceger)
By
Fahman Imaduddin NIM. 205014000361
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS
’
TRAINING
“SYARIF HIDAYATULLAH”
STATE ISLAMIC UNIVERSITY
Senior High School Ceger)
A paper
Presentedlo the Faculty of Tarbiya and Teachers'Training tfi'partial Fulfillment of the Requirements
For the Degree of S.Pd. @achelor of Arts) in English Language Education
By
Fahman Imaduddin I\irM. 205014000361
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA A}tD TEACHERS' TRAINING *SYARIF HIDAYATULLAH''
STATE ISLAMIC UNIVERSITY JAKARTA
FAIfl]LTAS ILMU T:tr,RBTYAH DAN KEGURUAI\
J1. h. H. JuandaNo.95 Ciputat 15142 Jakarta
Telp: (62-2 1) 7 443328, 7 401925 Email: Uinjlrt@Cabi.net.id
Nama
Tempat Tanggal NIM
Program Studi Judul Skripsi
STJRAT PERhTYATAAN KARYA SENDIRI
Saya yang bertanda tangan di bawah ini:
Dosen Pembimbing
Fahman Imaduddin
Tasikmalaya" 17 Oktober 1982 205014000361
Pendidikan Bahasa Inggris
The Effectiveness of Using Student Teams-Achievement Division (STAI)) Technique in Teaching Direct and Indirect Speech bf Statement (A Quasi Experimental Study at the Eleventh Grade of Jam'Wah Istamiyyah Islamic Senior High Schocl Ceger)
Drs. H. Bahrul Hasibuan, M.Ed.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil
karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya
tulis. Pemyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah'
Iakartz 2 I Desember 20 I 1 Peneliti
lahir:
Training certifies that the "skripsi" entitled THB BFFECTTVENESS oF
USING STUDENT TEAMS-ACHIEVEMENT DIVISION (STAD)
TECIINIQUE IN TEACHING DIRECT AND INDIRECT SPEECH OF STATEMEN"I (A Quasi Experimental Srudy at the Eleventh Grade of'Jami'yyah Islamiyyah Islamic Senior High School Ceger) written by Fahman Imaduddin student's registration number: 205014000361, was examined on December 2I, 20It and was declared to academic title of 'S.Pd.' in Department of English Education.
The Examination Committee
Chairman Drs. Syauki" M.Pd.
NIP. 19641212199103 | 002
Neneng Sunengsih. M.Pd. NIP. 19730625 t99903 2 001
Dr. M. Farkhan. M.Pd. NIP. 19650919 200003 I 002
Dr. Alek" S. S." M.Pd.
NrP. 19690912 200901 1 008 Secretary
(
Acknowledged by
Dean of Faculty of Tarbiyah and Teachers' Training
fi^ n- \4
\[u\ttr"27
Dr. Nurlena Rifai. Ph.D.. M.A. N r P . 1 9 5 9 1 0 2 0 1 9 8 6 0 3 2 0 0 1
Examiner I
ii
Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: Drs. H. Bahrul Hasibuan, M.Ed.
Key words: Direct and Indirect Speech of Statement
Student Teams-Achievement Division (STAD) Technique
The objective of this research is to obtain the empirical evidence whether or not Student Teams-Achievement Division (STAD) technique has good effect in developing students’ understanding of Direct and Indirect Speech of Statement.
This is a quasi experimental research. The experiment group is treated by using Student Teams-Achievement Division (STAD) Technique and the control group is treated by using other technique. The writer took a pre-test to know that the classes have relatively the same background knowledge in the research variable and a post-test to find out the growth of score as the measurement of achievement. The writer used ttest to calculate the data and then tested hypothesis.
The research finding shows that to ≥ ttable, which it means that the test
hypothesis is Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha)
iii
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Dosen Pembimbing: Drs. H. Bahrul Hasibuan, M.Ed.
Kata Kunci: Direct and Indirect Speech of Statement
Student Teams-Achievement Division (STAD) Technique
Tujuan penelitian ini adalah untuk mendapatkan bukti empiris apakah tehnik Student Teams-Achievement Division (STAD) dapat memberikan dampak yang bagus dalam peningkatan pemahaman siswa dalam pelajaran Direct and Indirect Speech of Statement atau tidak.
Ini adalah penelitian quasi eksperimen. Kelompok ekperimen diajar dengan menggunakan tehnik Student Teams-Achievement Division (STAD)dan kelompok kontrol diajar dengan menggunakan tehnik yang lain. Penulis menggunakan pre-test untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan yang relatif sama dalam variable penelitian dan post-test untuk menemukan peningkatan nilai sebagai ukuran prestasi. Penulis menggunakan ttest untuk menghitung dan menghipotesis.
Hasil dari perhitungan penelitian ini menunjukkan bahwa to ≥ ttable, yang
berarti bahwa hipotesis tes adalah Null Hypothesis (Ho) ditolak dan Alternative
Hypothesis (Ha) diterima. Interpretasi data adalah pengajaran Direct and Indirect
iv
Lord of the worlds who has blessed the writer in completing this „skripsi‟. Peace
and Blessing be upon the Prophet Muhammad, his family, his companion and his
followers.
This skripsi is presented to Faculty of Tarbiya and Teachers’ Training
State Islamic University Syarif Hidayatullah Jakarta, as a partial fulfillment of the requirements for the academic title ―S.Pd.‖ in English Language Education.
In this opportunities, the writer would like to express his deepest and
sincere gratitude to his beloved parents (Endin Zahiddin and Yunani), his sisters
(Yofih Yuzanah, S.Pd. and family, Reni Naswiyah and family, Lisda Dalilah,
S.Pd. and family, and Emi Muslimah, S.Pd. and family), his brothers (Hamdan
Dawafi Lc., and Farhan Tamtsil Hasanuddin) and his fiancée (Siti Khumairah)
who always encourage the writer with all of their heart, also for their support,
compassion, advice, and motivation.
The writer also likes to convey his great gratitude to Drs. H. Bahrul
Hasibuan, M.Ed., as the writer’s advisor, who has patiently given valuable advice
and guidance, also for his time, contribution, and patience in correcting and
helping him in finishing this skripsi.
His gratitude also goes to:
1. Dr. Nurlena Rifai, Ph.D., M.A., as the Dean Faculty of Tarbiya.
2. Drs. Syauki, M.Pd, the Head of English Education Department.
3. Neneng Sunengsih, M.Pd, the secretary of English Education Department.
4. All lectures in Department of English Education, who introduce the world of
education and have given contribution, support to the writer in English
Department.
5. H. Baharuddin, S.Ag., the headmaster of Jam’iyyah Islamiyyah Islamic Senior
High School Ceger who permitted the writer to conduct the research.
6. Evaliana, S.Pd., the English teacher of Jam’iyyah Islamiyyah Islamic Senior
v
giving support, sharing their time and being good friends.
9. All people who have given their help in writing this skripsi that writer could
not mention one by one.
The words are not enough to say appreciate for their help and contribution in
writing this skripsi, may Allah SWT., the Almighty bless them all. Finally, the
writer realizes that this skripsi is not perfect yet. Therefore the writer would
like to accept critics and suggestions from every one who reads this skripsi.
Jakarta, 21 Desember 2011
The writer
TABLE OF CONTENTS
ENDORSEMENT SHEET………
ABSTRACT………
ABSTRAK………..
ACKNOWLEDGEMENT……….
TABLE OF CONTENTS………..
CHAPTER I: INTRODUCTION……….
A. The Background of the Study……….. B. The Limitation of the Study……… C. The Formulation of the Problem………. D. The Significant of the Study………...
CHAPTER II: THEORETICAL FRAMEWORK……….
A. Direct and Indirect Speech………... 1. The Understanding of Direct Speech………. 2. The Understanding of Indirect Speech……….. 3. The Rules of Changing Direct into Indirect Speech…………. 4. The Kinds of Indirect Speech………
B. Cooperative Learning………..
1. The Understanding of Cooperative Learning………. 2. The Principles of Cooperative Learning……… 3. The Techniques of Cooperative Learning………. C. Student Teams-Achievement Division (STAD)……….. 1. The Understanding of STAD………. 2. The Advantages and Disadvantages of STAD………... 3. The Application of STAD in the Classroom………. D. Grammar Translation Method (GTM)……… 1. The Understanding of GTM………... 2. The Characteristics of GTM………..
3. The Techniques of GTM………
4. The Advantages and Disadvantages of GTM……… 5. The Application of GTM in the Classroom ………..
E. Conceptual Framework ………...
CHAPTER III: RESEARCH METHODOLOGY………..
Research Methodology………
1. The Objective of the Research………... 2. The Population and Sample………... 3. The Technique of Collecting Data………. 4. The Technique of Analyzing Data………. 5. The Testing of Hypothesis ……….
CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATION
A. The Description of Data………. 1. The Analysis of Data………..
B. Interpretation………..
CHAPTER V: CONCLUSIONSAND SUGGESTIONS
A. Conclusion………...
B. Suggestions ………..
BIBLIOGRAPHY……….
APPENDIX………...
33 35 40
CHAPTER I
INTRODUCTION
A.
The Background of the Study
In globalization era, English has played an important role in many
activities. In many countries, English as a second language, is used dominantly in
education, economic, and others activities. Even more, English is used for their
daily communication with their families and friends. In Indonesia, English as the
first foreign language is learnt in Indonesian’s schools. English is taught in all
levels of education from Elementary School to University. In Elementary School – Sekolah Dasar (SD) –, English is one of the local-content subjects. In Junior High School – Sekolah Menengah Pertama (SMP) – and Senior High School –
Sekolah Menengah Atas (SMA) –, English is a compulsory subject. Meanwhile, in
Universities, English is a complementary subject. Besides that, English is also
taught in many English courses.
English has a lot of aspects which are different from Indonesian, one of
them is grammar. Grammar is one of the essential aspects in learning English. By
mastering grammar, students get knowledge how to combine the words together
into a good and meaningful sentence to express their idea. According to Penny Ur
in her book, ―Grammar may be roughly defined as the way a language
manipulates and combines words (or bits of words) in order to form longer units
of meaning1.‖ Without the proper knowledge of grammar, the students cannot
express their ideas and build up their sentence to inform the ideas. Penny Ur also
states in her book, ―there is no doubt that knowledge – implicit or explicit – of
grammatical rules is essential for the mastery of a language: you cannot use words unless you know how they should be put together‖2
.
One of the materials that is taught in grammar is Direct and Indirect
Speech. Direct Speech is used to represent the original speakers’ words or
1
Penny Ur, Grammar Practice Activities a practical guide for teachers, (Cambridge, Cambridge University Press, 1992), p. 4.
2
sentences without any changing. Besides that, Indirect Speech is used to retell someone’s words or sentences which are different in tenses, word orders, pronouns, and time/place references from the original sentences but still have the
same meaning. Betty Schrampfer Azar states in her book, ―Reported speech refers
to a noun clause to repeat what someone has said3.‖ In studying Direct and
Indirect Speech, students have to learn some rules of changing Direct into Indirect
form. They have to understand these rules because they won’t be able to change
Direct into Indirect form correctly if they don’t understand these rules. The rules
are:
1. The quotation marks are removed
2. If it is statement a special reporting word ―that‖ is been used
3. Personal pronouns and possessive pronouns are used
4. The tense of the verb will change to past tense
5. If it is an imperative sentence ―to‖ will be introduced
6. Time and place references often have to change
Based on the writer experience when he practiced The Integrated Teachers’ Profession Training – Praktik Profesi Keguruan Terpadu (PPKT) – he found some problems which were faced by the students when they studied
English. The writer was assigned to teach at the eleventh grade of Senior High
School – Sekolah Menengah Pertama (SMA) –. One of the topics that the writer
taught was Direct and Indirect Speech. While teaching Direct and Indirect Speech,
the writer found that the students had some difficulties to understand the subject.
Firstly, they didn’t really understand the concept. Secondly, they didn’t know the
rules of changing the Direct into Indirect form. Finally, the method wasn’t really
appropriate to teach the subject.
Those cases are quite problematical and according to the writer, it must be
solved. Therefore, the writer is interested in investigating the teaching of Direct
and Indirect Speech with an alternative method considered more suitable.
3
There are many approaches, methods, and techniques appear to help
learners in mastering the language and help the teachers accomplish their
instructional objectives. One of the methods which can be used in teaching
activity is Cooperative Learning. Cooperative Learning is not a new idea in
education, but not all the teachers use this method in their learning activities.
Cooperative Learning is an approach which transforms the classroom from
a collection of individuals to a network of groups. This method divides students
into small groups. The method also expects the students to help each other in
mastering the current knowledge by arguing and discussion. They are expected to
exchange their knowledge. Robert E. Slavin states that:
Cooperative Learning refers to a variety of teaching methods in which students work in small groups to help one another learn academic context. In cooperative classrooms, students are expected to help each other, to discuss and argue with each other, to assess each other’s current knowledge and fill in gaps in each other understanding4.
There are many techniques in Cooperative Learning which can be applied
by teachers in teaching-learning activities, such as; Student Teams-Achievement
Division (STAD), Cooperative Integrated Reading and Composition (CIRC),
Jigsaw, Learning Together, Group Investigation, and Cooperative Scripting.
It is necessary to be clarified that the writer will use cooperative learning and collaborative learning in this ―skripsi‖ by turns.
The writer will use Student Teams-Achievement Division (STAD)
technique in the first class (experimental class) to develop students’ understanding
of Direct and Indirect Speech of Statement. As a controlling, the writer will use
another technique in the second class as a control class.
B.
The Limitation of the Study
Grammar covers many language elements such as parts of speech, tenses,
auxiliary, modal, etc. To discuss all language elements in this writing are fairly
impossible, so the writer limits himself only in teaching Direct and Indirect
Speech of Statement.
4
C.
The Formulation of the Problem
To put into focus, the problem in this ―skripsi‖ is formulated in a research
question: ―Does Student Teams-Achievement Division (STAD) technique have a significant influence in developing students’ understanding of Direct and Indirect Speech of Statement?‖
D.
The Significant of the Study
The contributions of this study are conveyed to; first is for the teacher. It
gives the alternative solution in teaching Direct and Indirect Speech of Statement.
Second is for students. It assists them to solve their problems in studying Direct
and Indirect Speech of Statement and it can help them to improve their understanding and creative thinking skills. Third is for the institution of Jam’iyyah Islamiyyah Islamic Senior High School. It can be beneficial regarding to improve
CHAPTER II
THEORETICAL FRAMEWORK
A.
Direct and Indirect Speech
There are two main ways of reporting people’s words, thoughts, and
beliefs: Direct Speech and Indirect Speech.
1.
The Understanding of Direct Speech
Direct Speech is also called quoted speech. It is words which are talked by
the speaker directly and written between the quotation marks. It is used to represent the original speakers’ exact words that were said or that we imagine were though. Michael Swan states, ―We can give the exact words (more or less)
that were said or that we imagine were thought. This kind of sentence is called
direct speech1.‖ The sentence repeats the speaker saying without adding or
omitting some words. Betty S. Azar states, ―Quoted speech refers to reproducing
words exactly as they were originally spoken2.‖
In writing, the quotation marks (‗…‗or ―…―) are used. Single quotation marks (‗…‗) are common in British English, and double quotation marks (―…―) in American English3. It does not use any grammatical changes in what a person
said. In Direct Speech, a comma is used after the introductory phrase (word ―she
said”) not a period. A comma is generally used between a reporting expression
and a piece of direct speech4. The words quoted are usually introduced by one of
the words say or think and the first word is capitalized.
Example:
She said, „My brother is a students‟. She said, “My brother is a student”.
1
Michael Swan, Practice English Usage, (Oxford: Oxford University Press, 1996), new ed., p. 500.
2
Betty S. Azar, Understanding and Using English Grammar, (New York: Longman, 1999), 3rd ed., p. 251.
3
Swan, Practical English …, p. 471.
4
If the Direct Speech is introduced by a name or short phrase as in the text of a play, a colon (:) is used. As Michael Swan states, ―A colon is used when direct speech is introduced by a name or short phrase5.‖
Example:
Polonius: “What do you read, my Lord?”
Direct sentence is often found in many kinds of writing, such as
magazines, newspapers reports, novels, fiction, and oral narratives. Direct speech
is found in conversations in books, in plays, and in quotations6.
From the explanation above, the writer concludes that Direct Speech is the speaker’s exact words without any changing by adding or omitting some words. It is written between the single or double quotation marks and uses a comma or
sometimes a colon between the introductory phrase and the quoted sentence.
2.
The Understanding of Indirect Speech
Indirect Speech is also called reported speech. It is used to inform
someone opinion or talk to another person. According to Betty S. Azar states, ―Reported speech refers to a noun clause to repeat what someone has said7.‖ It is different in tenses, word orders, pronouns, and time/place references from the speaker’s exact words but still has the same meaning. We can make a speaker’s words or thoughts part of our own sentence, using conjunction, and changing
pronouns, tenses, and other words where necessary8.
Reported Speech is used when it is interested not in the words that
someone has chosen, but in the essential information they conveyed. It is not
necessarily to write the exact words of the original speaker. We can use our
words but still have the same meaning with the speaker’s exact words. Reported
5
Swan, Practical English …, p. 467.
6
A.J. Thomson and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1985), 4th ed., p. 269.
7
Azar, Understanding …, p. 254.
8
speech tells the ideas, but not necessarily the exact words, of the original
speaker9.
To indicate that the words are quoting or reporting what someone has said
or thought, it uses a reporting verb or introducing verb. Indirect Speech usually
started with introducing verbs, such as: say, tell, answer, inform, explain, add,
order and command. Say is the most common reporting verb and is usually
followed immediately by a noun clause. Tell is also commonly used10. Tell is also used in the sense of ‗order someone to do something‟11. Indirect Speech uses words that in statement, if/whether in yes/no question, and to/no to in
request/command as a conjunction between the introductory phrase and the
reported words, and it is usually written in past form. It doesn’t use quotation marks (‗….’ or ―….‖) and a comma (,) after the introducing verb as in direct sentence. Reported speech does not normally require commas or quotation
marks12.
Examples:
He said that he was a student of UIN then. (Statement)
He asked me if/whether I was a student of UIN then. (Yes/no question)
He told me to come there the following day. (Positive command)
He told me not to come there the following day. (Negative command)
The writer concludes that Indirect Speech is words to talk the idea that was
expressed by someone without using or quoting the speaker’s exact words. It is
different in tenses, word orders, pronouns, and other words from the original
words but still has the same meaning.
9
Patricia K. Werner and John P. Nelson, Mosaic 2 Grammar, (New York: McGraw-Hill/Contemporary, 2002), 4th ed., p. 212.
10
Azar, Fundamental of English …, p. 425.
11
Linton Stone, Cambridge Proficiency English, (London: The Macmillan Press Limited, 1967), p. 132.
12
3.
The Rules of Changing Direct Into Indirect Speech
There are some changes in indirect speech such as tenses, pronouns,
possessive adjective, adverb, and adverbial phrases of time. Normally, these
changes are in the statements, command/request, and question.
The following are the sequence changes or formulations of indirect
speech;
a. Change all pronouns to agree with the new sentence.
All pronouns are changed to show the correct relationship between
the original information and the reported information. Usually, the first
pronoun is changed into the third pronoun. Third person pronouns must
show clearly whom they refer to13.
Example;
Mary said, “I watch TV every day.” (Direct)
Mary said that she watched TV every day. (Indirect)
(Word I is changed by she, because the speaker is Mary)
b. Change the verb tenses if the reporting verbs are in the past.
When the verb in the main clause is in the past, the verb in the
noun clause is often shifted to one of the past tenses14. We don’t normally use the same tenses as someone’s original speech, because we are not talking in the same time as the speaker was.
[image:18.595.121.528.144.543.2]Table 2.1
The changes of tenses15
Direct Speech Indirect Speech
Simple present
„I never eat meat,‟ he explained.
Simple past
He explained that he never ate meat.
Present continuous
„I‟m waiting for Ann,‟ he said.
Past continuous
He said (that) he was waiting for Ann.
Present perfect Past perfect
13
Stone, Cambridge Proficiency …, p. 131.
14
Werner, Mosaic 2 …, p. 212.
15
„I have found a flat,‟ he said He said (that) he had found a flat.
Present perfect continuous
He said, „I‟ve been waiting for ages.‟
Past perfect continuous
He said he had been waiting for ages.
Simple past
„I took it home with me,‟ she said.
Past perfect
She said she had taken it home with
her.
Future
He said, „I will/shall be in Paris on Monday.‟
Conditional
He said he would be in Paris on
Monday.
Future continuous
„I will/shall be using the car myself on
the 24th,‟ she said
Conditional continuous
She said she‟d be using the car herself
on the 24th.
But note, Conditional
I said, „I would/should like to see it.‟
Conditional
I said I would/should like to see it.
(no tense change)
If you are reporting something and you fell that it is true, you do
not need to change tense of the verb.
Tom said, “New York is bigger than London.” (Direct)
Tom said (that) New York is (or was) bigger than London. (Indirect)16
If the reporting verbs of direct speech are in the present, present
perfect, and future tense, it doesn’t make any changes in noun clause, or the tense used are usually same as the speaker’s exact words. When the reporting verb is simple present, present perfect, or future, the noun
clause verb is not changed17.
She says, “I watch TV every day.” (Direct)
She says that she watches TV every day. (Indirect)
16
Raymond Murphy, English Grammar In Use: A Self-study Reference and Practice Book for Intermediate Students, (Cambridge: Cambridge University Press, 1986), with answers ed., p. 96.
17
c. Change the time expressions and other expressions.
Time expressions, place expressions and other expressions are
changed in indirect speech to show the correct relationship between the
original information and the reported information. It is also to show that
[image:20.595.145.523.125.470.2]we are not talking at the same time as the speaker was.
Table 2.2
The changes of time/place expressions
Direct Speech Indirect Speech
Now Then
Yesterday the day before next …
tomorrow
the following …
last … the … before
… ago … before
This That
here There
today that day
4.
The Kinds of Indirect Speech
There are three kinds of Indirect Speech; reporting a statement, reporting a
question, and reporting a command.
a. Reporting a Statement.
In indirect a statement, we use word ―that‖ as a conjunction between the introductory phrase and the reported words. That can usually be
omitted after say and tell + object. But it should be kept after other verbs:
complain, explain, object, point out, protestetc18.
Example:
My sister told to me: “I don‟t like tennis.” (Direct)
My sister told to me (that) she didn‟t like tennis. (Indirect)
18
b. Reporting a Question.
If the direct question is WH question – which is begun by words
where, when, why, what, who, how, and which –the word asked is used to
report the words and reported question is changed into positive form. Stone states, ―When a question begins with a question word, ‗How?’, ‗When?’, ‗Where?’, ‗Why?’, etc., it is reported by placing word ‗asked’ before it (and inverting the verb and subject of the question)19.‖
Example:
The man asked: “Where do you live?” (Direct)
The man asked where I lived. (Indirect)
If the direct question is in ―yes/no question‖ form – which is begun
by auxiliary verb – the word ―if/whether‖ is used as a conjunction in
indirect sentence. Werner and Nelson state, ―Yes/no questions may be
changed to noun clause by using if or whether (or not) to introduce them.
Whether is preferred in formal English20.‖ The reported question is
changed into positive form.
Example:
Mother asked John, “Are you going to marry her?” (Direct) Mother asked John if/whether he was going to marry her.
(Indirect)
c. Reporting a Command.
There are two kinds of reporting a command;
1) Positive command
In positive command, the word ―to‖ is used to connect the introductory phrase and the reported words.
Example:
He asked me, “Open your book!” (Direct) He asked me to open my book. (Indirect)
19
Stone, Cambridge Proficiency …, p. 132.
20
2) Negative command
In negative command, the word ―not to‖ is used to connect the introductory phrase and the reported words.
Example:
Mary told John, “Don‟t wait for me!” (Direct)
Mary told John not to wait for her. (Indirect)
B.
Cooperative Learning
As a social creature, human need another person in their life. They cannot
meet their needs without making a relationship with other. They need to interact
and have to cooperate with other. They will do anything easier in group than work
alone. Shaw (1032) observed that individuals were more productive when they
worked in group than when they worked alone21.
Human learn best when they have an opportunity to share each other. This
case can be used as an alternative method in teaching-learning activities. In group
working, students will understand the material easier than they study alone.
Watson (1928) noted that groups think more efficiently than the best member of
the group working alone22. They not only study and receive a material from the
teacher, but also from other students by arguing and discussion. They also get
more opportunities to study and good atmosphere in getting and enriching
knowledge, attitude, norm, and social skill that are useful for their life in society.
Passow and Mackenzie report the findings of effectiveness of group working such as: (1) Interaction with others is a major influence on students. (2) Group climate in the classroom influences learning. (3) Natural groupings within a class may hamper or enhance learning. (4) Learning to act as a group requires time. (5) Behavior may be changed by group work23.
In education, working in a group is known as Cooperative Learning or
Collaborative Learning.
21
Robyn M. Giller and Adrian F. Ashman, Co-operative Learning: The Social and Intellectual Outcomes of Learning in Groups, (London: Routledge, 2003), p. 2.
22
Giller and Ashman, Co-operative Learning …, p. 2.
23William R. Lueck, ―Effective Secondary Education‖, in Laurance S. Flaum (ed.),
1.
The Understanding of Cooperative Learning
Cooperative Learning appeared in the early seventies following the
pioneering work of John Dewey, and later of Alice Miel and Herbert Thelen. As
Robert E. Slavin informs that, ―Social psychological research on cooperation
dates back to the 1920s, but research on specific applications of cooperative
learning to the classroom did not begin until the early 1970s24.‖ It is used as an
alternative teaching method to improve students’ cognitive, academic, social, and
affective outcomes in the classroom. As Carlos J. Ovando and friends write in their book, ―In the United States since the 1970s, cooperative learning has been used to improve cognitive, academic, social, and affective outcomes in
classrooms as an alternative to individualistic, competitive structures25.‖
The challenges of teacher education for employing cooperative methods
and implementing them in the school still remain. Over the course of the past
three decades, it became increasingly apparent to the proponents and
investigators of cooperative learning that adoption and institutionalization of
these approaches to instruction required system-wide changes in school
organization and functioning. There are many reasons that Cooperative Learning
is entering into educational system. As Slavin states:
There are many reasons that Cooperative Learning is entering the mainstream of educational practice. One is the extraordinary research base supporting the use of Cooperative Learning to increase student achievement, as well as such other outcomes as improved intergroup relations, acceptance of academically handicapped classmates, and increased self-esteem. Another reason is the growing realization that students need to learn to think, to solve problems, and to integrate and apply knowledge and skills, and that Cooperative Learning is an excellent means to that end26.
This method is based on the word ―getting better together‖ which focuses in giving more opportunities in learning and giving good atmosphere to the
24
Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice, (Boston: Allyn & Bacon, 1995) 2nd ed., p. 4.
25
Carlos J. Ovando, et.al., Bilingual & ESL Classrooms: Teaching in Multicultural Contexts, (New York: McGraww-Hill, 2003), 3rd ed., p. 93.
26
students in receiving and exploring knowledge, attitude, norm, and social skills
which are useful for their life in society. Etin Solihatin defines that ―cooperative
mengandung pengertian bekerja bersama dalam mencapai tujuan bersama27.”
In cooperative classroom, students are expected to help their teammates in
mastering the current knowledge by arguing and discussion. All of the members
have to take a part in every discussion, so they can learn effectively in their
group. All Cooperative Learning methods share the idea that students work together to learn and are responsible for their teammates’ learning as well as their own28. With Cooperative Learning method, students not only improve their
knowledge but also improve other aspects.
Panitz states there are the benefits of Collaborative Learning; (1) Improved learning and achievement. (2) Improved skills. (3) Improved engagement and responsibility. (4) Improved relationships. (5) Classroom resembles real life social and employment situations29.
In Cooperative Learning, teachers exploit the small groups which make
the students possible in learning together to maximize their learning and other
members in that group. R. Bruce Williams states, ―Cooperative Learning is the
instructional use of small groups so that the students work together to maximize their own and other’s learning30.‖
There are some categories when constructing cooperative learning groups.
The size of the groups is relatively small. The groups consist of four to five
students. The groups are heterogeneous, contain both males and females of
different ability levels and if possible different ethnic backgrounds and social classes. Slavin states, ―The teams are heterogeneous – made up of high, average, and low achievers, boys and girls, and students of different ethnic group31.‖ So,
the groups must be constructed by the teacher. Do not construct the groups by
27
Etin Solihatin dan Raharjo, Cooperative Learning, Analisis Model Pembelajaran IPS,
(Jakarta: PT Bumi Aksara, 2008), p. 4.
28
Slavin, Cooperative Learning …, p. 5.
29
Chris Watkins, et.al., Effective Learning in Classrooms, (London: Paul Chapman Publishing, 2007), p. 100.
30
R. Bruce Williams, Cooperative Learning a Standard for High Achievement,
(California: Corwin Press, 2002), p. 3.
31
random or allow students to select their own members. If students select their
own teammates, status hierarchies persist. If random selection is used, the
teachers run the risk of creating ―loser‖ teams32.
Cooperative Learning methods strive to have students assume a high
degree of responsibility for their own learning, rather than perceiving learning as
imposed by others33. It can be stated that Cooperative Learning is a
group-centered and students-group-centered approach to classroom teaching and learning. By
learning in group, students can increase their motivation in achieving their goal
in learning. Also it can encourage them to be more responsible to their teammates, because team successful not depend on individual’s performance but the sum of all members’ performance. The student can reach his/her personal goal if the group is success. So, each member have to assure that their friend
understand the lesson which teacher presented. Slavin states, ―… to meet their
personal goals, group members must help their group mates to do whatever helps
the group to succeed, and, perhaps more important, encourage their group mates
to exert maximum effort34.‖
For successful of using Cooperative Learning in classroom, teachers have
to know the elements of Cooperative Learning. David and Roger Johnson –
teacher educators who helped to initiate the current movement towards use of
cooperative learning in the United States – state five elements of Cooperative
Learning35;
a. Positive interdependence, a sense of working together for a common goal and caring about each other’s learning.
b. Individual accountability, whereby every team member feels in charge of
their own and their teammates’ learning and makes an active contribution to the group. Thus there is no ―hitchhiking‖ or ―freeloading‖ for anyone on a team – everyone pulls their weight.
32
Ovando, et.al., Bilingual & ESL …, p. 95.
33
Shlomo Sharan, Handbook of Cooperative Learning Methods, (Westport: Preager Publisher, 1994), p. 337.
34
Slavin, Cooperative Learning …, p. 16.
35
c. Abundant verbal, face-to-face interactions, where learners explain, argue,
elaborate, and link current material with what they have learned previously.
d. Sufficient social skills, involving explicit teaching of appropriate leadership,
communication, trust, and conflict resolution skills so that the team can
function effectively.
e. Team reflection, whereby the teams periodically asses what they have
learned, how well they are working together and how they might do better as
a learning team.
From the statements above, the writer concludes that Cooperative
Learning is an approach which transforms the classroom from individual to
group network where the students work in small heterogeneous groups and they
learn their best with their group.
2.
The Principles of Cooperative Learning
In applying Cooperative Learning, sometimes teachers just try one or two
suggested structures presented in a staff development session. It is very important
for the teachers to think that they can make different definition, characteristic,
potential uses of cooperative learning. The most important one, Ovando and
friends state that the concept is adaptable, flexible, and meant to be used
creatively by teachers36.
Before applying it in the classroom, teachers are considered to tell to their
students the principles of Cooperative Learning, so both teachers and students
understand what they are going to do. Here are the principles of Cooperative
Learning37;
a. Students are encouraged to think of ‗positive interdependence’, which
means that the students are not thinking competitively and
individualistically, but rather cooperatively and in terms of the group.
36
Ovando, et.al., Bilingual & ESL …, p. 94.
37
b. In cooperative learning, students often stay together in the same groups for a
period of time so they can learn how to work better together. The teacher
usually assigns students to the groups are mixed – males and females,
different ethnic groups, different proficiency levels, etc. this allows students
to learn from each other and also gives them practice in how to get along
with people different from themselves.
c. The efforts of an individual help not only the individual to be rewarded, but
also others in the class.
d. Social skills such as acknowledging another’s contribution, asking others to
contribute, and keeping the conversation calm need to be explicitly taught.
e. Language acquisition is facilitated by students interacting in the target
language.
f. Although students work together, each student is individually accountable.
g. Responsibility and accountability for each other’s learning is shared.
h. Each group member should be encouraged to feel responsible for
participating and for learning leadership is ‗distributed’.
i. Teachers not only teach language: they teach cooperation as well. Of course,
since social skills involve the use of language, cooperative learning teaches
language for both academic and social purpose.
The main goal of Cooperative Learning is the development and
maintenance of positive interdependence among team members. Positive
interdependence is an important aspect to the success of cooperative group,
because the dynamic of interconnectedness (a relationship among the group
members) helps students learn to realize that in the group, like in real life, each of us can do something, but none of us can do everything without someone’s assistance.
A sense of interconnectedness can help students to omit the differences in
gender, racial, cultural, linguistic, and other differences they may sense among
themselves. For the effectiveness, members should engage in teambuilding
activities and other tasks by arguing and discussion which can develop social
highly structured teaching strategy that capitalizes on the fact that many children
learn better in the midst of interaction with their peers38.
3.
The Techniques of Cooperative Learning
There are many techniques in Cooperative Learning which can be applied
by teachers in teaching-learning activities, such as; Student Teams-Achievement
Divisions (STAD), Teams-Games-Tournament (TGT), Jigsaw, and Team
Accelerated Instruction (TAI). Three are general cooperative learning methods
adapted to most subjects and grade levels; STAD, TGT, and Jigsaw39.
The writer limits his study only in Student Teams-Achievement Division
(STAD) technique as he mentioned in chapter one.
C.
Student Teams-Achievement Division (STAD) Technique
1.
The Understanding of STAD
Student Teams-Achievement Divisions (STAD) technique is one of a set
of instructional techniques developed and researched by Robert E. Slavin at John
Hopkins University. STAD is also known as Student Team Learning. It is one of
the oldest cooperative learning methods. Two of the oldest and most extensively
researched forms of cooperative learning are Student Teams-Achievement
Divisions and Teams-Games-Tournaments40. It is also the simplest cooperative
learning methods, and the most appropriate method for teachers who want to
apply the Cooperative Learning for the first time in their teaching-learning
activities. STAD is one of the simplest of all cooperative learning methods, and
is a good model to begin with for teachers who are new to the cooperative
approach41. According to many teaching researches, it is very appropriate in
teaching many subjects than other cooperative learning methods and can be used
for every level education. Shlomo Sharan writes, ―It is also very adaptable – it
38
Williams, Cooperative Learning …, p. 3.
39
Slavin, Cooperative Learning …, p. 5.
40
Slavin, Cooperative Learning …, p. 71.
41
has been used in mathematics, science, social studies, English, industrial arts, and
many other subjects, and at levels from 2nd grade to college42.‖
STAD expects students learn together with other team mates in a small
team to study the subject that is presented. Shlomo Sharan states, ―These
techniques are based on the idea of having students work in cooperative learning
teams to learn academic objectives43.‖ The smartest students are expected to
teach the lowest students until they understand and master the subject that is
presented. They not only study to answer the task correctly but also study how to
make all the group members understand and master the subject so all the group
members can answer the task correctly. The students’ task are not to do something as a team, but to learn something as a team, where the team’s work isn’t done until all team members have mastered the material being studied44
.
This is done because they are not allowed helping each other in answering
quizzes although they study together as a team.
In STAD, students are assigned to four-member learning teams that are
mixed in performance level, sex and ethnicity45. Students are divided into small
groups consist of four to five members. The groups must be totally
heterogeneous. The groups are mixed in high, average, and low levels, boys and
girls, different ethnicity, and different religion. Do not allow students choose
their own teams, because they will prefer to choose others like themselves.
According to Slavin, there are many steps in assigning students to team.
The steps are:46
a. Make copies of team summary sheets.
b. Rank students.
The rank is arranged from highest to lowest in performance, test score,
grades, or your own judgment.
c. Decide on the number of teams.
42
Sharan, Handbook of …, p. 4.
43
Sharan, Handbook of …, p. 1.
44
Sharan, Handbook of …, p. 3.
45
Sharan, Handbook of …, p. 4.
46
Divide the number of all students in the class by the number of the group
that you want to make.
d. Assign students to teams.
e. Fill out team summary sheets.
There are three concepts in Student Teams-Achievement Divisions
(STAD) technique;
a. Team Rewards.
Team rewards means that teams are not in competition with one another for
limited rewards. All of the teams, some of them, or none of them may earn whatever rewards are made available depending on how well the team’s performance matches a predetermined standard.
b. Individual accountability.
Individual accountability means that students have their own responsibility,
because their team success is depended on individual score when they get
quizzes.
c. Equal opportunities for success.
It means that what students contribute to their teams is based on their
improvement over their own past performance.47 It is the important steps to
ensure that all students have an opportunity to contribute to their team.
STAD has five major components. As Shlomo Sharan writes in his book, ―STAD is made up of five major components; class presentations, teams, quizzes, individual improvement scores, and team recognition48.‖
a. Class presentation
Teacher usually introduces the material in a class presentation. In this way,
students must pay careful attention to the teacher’s presentation, because if
they understand the material it will help them in quizzes and their quizzes
scores determine their team score.
47
Sharan, Handbook of …, p. 3.
48
b. Teams
Teams are composed of four to five students from different level of
performance, gender, and ethnicity.
c. Quizzes
Quizzes are given after one or two of teacher presentation and team practice.
When doing quizzes, students are not allowed to help each other. It makes
sure that every student has understood the material.
d. Individual improvement scores
In this way, student is given an opportunity for his or her performance goal
which can be attained if he or she works harder and performs better than in
the past. So, any student can contribute maximum points to his or her team.
e. Team recognition
Team which has the highest score will earn certificates or other rewards.
From the statements above the writer concludes that Student
Teams-Achievement Division (STAD) technique is one of Cooperative Learning method
which assigns students into small heterogeneous team consists of four to five
members from different performance level, gender, and ethnicity. They are
expected to help each other so all members of group understand the subject
because team scores is a sum of members’ scores.
2.
The Advantages and Disadvantages of STAD
Every technique is used in teaching learning activity has some advantages
and disadvantages.
The advantages of using Student Teams-Achievement Division (STAD)
technique are:
a. Motivating the students to encourage and help each other in mastering skill
presented by the teacher.
b. Increasing the number of friendships among the students from different level
of performance, gender, and ethnicity.
d. Learning how to make a good partnership, appreciate each other and work
cooperatively.
e. Learning to think, solve problem and to integrating their knowledge and
skill with other people who came from different level, gender, and ethnicity.
f. The condition of learning is more relax and fun.
g. Promoting students’ personal and social development.
The disadvantages of using Student Teams-Achievement Division (STAD)
technique are;
a. Taking much time, because students need to adapt with their teammates
firstly before discussing the material.
b. The class situation becomes noisy. When students work in a group, they
have to interact with their teammates to discuss the tasks are given.
c. Wasting instructional time. Teacher has to stated clear instruction,
sometimes teacher has to repeat it often because students prefer concern
with their teammates than to teacher.
3.
The Application of STAD in the Classroom
Like any other methods or teaching learning techniques, using Student
Teams-Achievement Division (STAD) technique needs preparation that teachers
should do. Here are the steps of using STAD in classroom;
a. Teacher assigns students into small groups consist of four to five students
from different level, gender, and ethnicity.
b. Teacher asks the groups naming their own group.
c. Teacher gives class presentation. Teacher explains the problem, giving the
data, and giving the examples. It is done to introduce the concept and encourage students’ motivation.
d. Teacher gives the worksheet to the groups. In their teams, they discuss the
problems, compare the answers, and correct any misconceptions. The
students are not only expected to answer the worksheet but also to
understand the subject. The group gets success if all the members
e. Teacher asks every group to read their answering and their argument, and
other groups are allowed to give their opinion.
f. After two periods of teacher presentation and group practice, teacher gives
students an individual quizzes. In this way, students are not allowed to help
each other. This activity is to measure that each student is individually
responsible for knowing the subject.
g. In the end of teaching, teacher gives certificate or other reward to the best
group.
D.
Grammar Translation Method (GTM)
1.
The Understanding of GTM
Grammar Translation Method is not new because it has been used by
language teachers for many years in different names. Five hundred years ago, it
was called Classical Method which was used in the teaching of the classical
languages, Latin and Greek. It was used for helping students read and appreciate
foreign language literature, making students more familiar with the grammar of
their native language so they would speak and write their native language better
and helping students grow intellectually. As Diane L. Freeman states in her book,
At one time it was called the Classical Method since it was first used in the teaching of the classical languages, Latin and Greek … this method was used for the purpose of helping students read and appreciate foreign language literature … students would become more familiar with the grammar of the their native language and that this familiarity would help them speak and write their native language better. Finally, it was thought that foreign language learning would help students grow intellectually; …49
.
This method of teaching became the model for foreign language study
from the seventeenth to the nineteenth centuries. In the nineteenth century, this
method had become the standard way of studying foreign languages in school.
Now, this approach to foreign language teaching became known as the Grammar
Translation Method (GTM).
49
Grammar Translation Method (GTM) was known for the first time in the United States as the Prussian Method. This fact is based on B. Sears’ book, an American classics teacher, published in 1845 was entitled The Ciceronian or the
Prussian Method of Teaching the Elements of the Latin Language. Teachers
teach the language through detailed analysis of its grammar rules firstly, than applied it to the task of translating sentences and texts into students’ native language and vice versa. As Richards and Rodgers state,
Grammar Translation Method is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language50.
In this method, while teaching the text book, teacher translates every word and phrase from the target language into students’ native language and gives an explanation of individual points of grammar. Then, teacher gives students
sentences. These sentences have to be translated from the target language into
their native language and vice versa. The exercises in translation are based on
various items covering the grammar of the target language. The method focuses
on studying of grammar rules, declensions and conjugations, translation, and
practice in writing sample sentences. W. M. Rivers states;
Grammar Translation Method requires students to translate accurately the whole texts word by word from students’ native language into target language or from the target language to students’ native language, much stress on memorizing numerous grammatical rules and exceptions as well as enormous vocabulary lists, but little training in using the language actively to express one’s own meaning, even in writing51.
From those statements above, the writer concludes that Grammar
Translation Method is a traditional teaching method that focuses on the analysis
of the language grammar rules and translate the structure from the target
50
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching: a description and analysis, (New York: Cambridge University Press, 1990), p. 3.
51
language into students’ native language and vice versa and little training in using the language actively.
2.
The Characteristics of GTM
Prator and Celce-Murcia list the major characteristics of Grammar
Translation Method as follow:52
a. Classes are taught in the mother tongue, with little active use of the target
language.
b. Much vocabulary is taught in the form of lists of isolated words.
c. Long elaborate explanations of the intricacies of grammar are given.
d. Grammar provides the rules of putting words together, and instruction often
focuses on the form and inflection of words.
e. Reading of difficult classical texts is begun early.
f. Little attention is paid to the content of texts, which are treated as exercises
in grammatical analysis.
g. Often the only drills are exercises in translating disconnected sentences from
the target language into the mother tongue.
h. Little or no attention is given to pronunciation.
Beside that, Richards and Rodgers write in their book the principal
characteristics of the Grammar Translation Method as follow:53
a. The goal of foreign language study is to learn a language in order to read its
literature or in order to benefit from the mental discipline and intellectual
development that result from foreign-language study.
b. Reading and writing are the major focus; little or no systematic attention is
paid to speaking or listening.
c. Vocabulary selection is based solely on the reading texts used, and words
are taught through bilingual word lists, dictionary study, and memorization.
d. The sentence is the basic unit of teaching and language practice.
52
H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Longman, 2000), 4th edition, p. 15—16.
53
e. Accuracy is emphasized.
f. Grammar is taught deductively – that is, by presentation and study of
grammar rules, which are then practiced through translation exercises.
g. The student’s native language is the medium of instruction.
Based on the major and principal characteristics above, the writer infers
the essence of Grammar Translation Method is translation activity from the
teacher to the students.
3.
The Techniques of GTM
There are some useful techniques associated with the Grammar
Translation Method as described in the following list:54
a. Translation of literary passage
Students translate a reading passage from the target language into their
native language.
b. Reading comprehension questions
Students answer questions in the target language based on their
understanding of the reading passage.
c. Antonyms/synonyms
Students are given one set of words and are asked to find antonyms in the
reading passage. A similar exercise could be done by asking students to find
synonyms for a particular set of words.
d. Cognates
Students are taught to recognize cognates by learning the spelling or sound
patterns that correspond between the languages.
e. Deductive application of rule
Grammar rules are presented with examples. Once students understand the
rule, they are asked to apply it to some different examples.
f. Fill-in-the-blanks
54
Students are given a series of sentences with words missing. They fill in the
blanks with new vocabulary items of a particular grammar type, such as
prepositions or verbs with different tenses.
g. Memorization
Students are given lists of target language vocabulary words and their native
language equivalents and are asked to memorize them. They are also
required to memorize grammatical rules and grammatical paradigms such as
verb conjugations.
h. Use words in sentences
In order to show that students understand the meaning and use of a new
vocabulary item, they make up sentences in which they use the new words.
i. Composition
The teacher gives the students a topic to write about in the target language.
The topic is based upon some aspects of the reading passage of the lesson.
From the lists above, the writers concludes that GTM only focus on the
development of reading and writing skills in the context of translation and very
little attention is placed on any productive aspects of the language.
4.
The Advantages and Disadvantages of GTM
As other teaching technique, Grammar Translation Method (GTM) has
some advantages and disadvantages.
The advantages of using Grammar Translation Method (GTM) are;
a. Translation is the easiest and shortest way of explaining meaning of words
or phrases.
b. Learners don not have difficulties to understand the lesson because the
lesson is explained in the mother tongue.
c. It is a labor saving method as the teacher carries out everything in the
mother tongue.
The disadvantages of using Grammar Translation Method (GTM) are;
a. Speaking or any kinds of spontaneous creative output was missing from the
b. Students lacked an active role in the classroom.
c. Very little attention is paid to communication.
d. Translation is sometimes misleading.
5.
The Application of GTM in the Classroom
Before doing the teaching-learning activity, teachers have to do some steps
in applying GTM in the classroom. Here are the steps of using GTM in
classroom:
a. Teacher gives the worksheet about Direct and Indirect Speech to the
students.
b. Teacher explains the definition of Direct and Indirect Speech.
c. Teacher explains the definition of Indirect Speech of Statement.
d. Teacher explains the rules of changing Direct into Indirect sentence.
e. Students answer the questions in the worksheet by teacher’s guidance.
f. Teacher asks the students to read their answering.
g. Teacher gives the conclusion.
E.
Conceptual Framework
Many students have some problems in studying Direct and Indirect
Speech. This case happened because of some aspects and one of them is the
method is not appropriate in teaching this material. Generally, teachers teach the
material grammatically that make students hard to understand and feel bored, so
the writer interested to teach the material by using Cooperative Learning
especially Student Teams-Achievement Division (STAD) Technique.
Before treatment, students are given pre-test. It is to measure students’
understanding of the material and ensures that students have not learnt the
material before.
In the experiment class, students are taught by using Student
Teams-Achievement Division (STAD) Technique. They are assigned into small groups
different levels, gender, religion and ethnicity. They are expected to help each
other. They are not study individually but study in their group.
After assigning students into small groups, teacher gives a worksheet and
gives class presentation. Teacher explains the material bravely and informs the
rules of the activity that will be done.
Students answer the worksheet together by arguing and discussion. The
smartest student leads other group members to understand the material because the team’s work isn’t done until all team members have mastered the material being studied.
After one or two teacher presentation and team practice, students are given
an individual quizzes (post-test). Students are not allowed to help each other in
answering this individual quizzes as they did when they answer the worksheet. It
is done to ensure that all the students have mastered the material.
As a controlling, teacher also teaches in other class. In control class,
teacher teaches the material by using other technique. After he gives a worksheet
to the students, he explains the definition of Direct Speech and Indirect Speech,
the kind of Indirect Speech and the rules in changing direct sentences into
indirect sentences grammatically. At the end, teacher gives students a post-test. Finally, students’ scores from experiment class and control class are compared. So, the teacher obtains the empirical evidence that Student
Teams-Achievement Division (STAD) Technique is effective in teaching Direct and
Indirect Speech of Statement.
Pre-test
Experiment class is taught by using STAD Technique
Control class is taught by using other
technique
Post-test
CHAPTER III
RESEARCH METHODOLOGY
A.
The Objective of the Research
The objective of this research is to get the empirical evidence whether or
not Student Teams-Achievement Division (STAD) technique has good influence in developing students’ understanding of Direct and Indirect Speech of Statement.
B.
The Place and Time of the Research
This research was carried out at the eleventh grade of Jam’iyyah Islamiyyah Islamic Senior High School. It was located at Ceger Jurang Mangu
Timur Kec. Pondok Aren Tangerang Selatan Banten. The writer conducted the
research from September 13rd until September 22nd 2011.
C.
The Population and Sample
The population of this research is 54 students which are divided into two
classes. Number of A class is 27 students, and B class is 27 students. The writer
took all students from A and B classes for this research, so this is a population
research. However, in the end of the research, the writer only got 20 students
from each class because the other students were absent.
D.
The Technique of Collecting Data
In collecting the data, the writer used test technique. The data were
collected from the pre-test and post-test. The pre-test was given before the
teaching-learning activity and the post-test was given after the teaching-learning
activity. The pre-test as well as the post-test consists of 20 items in multiple
choices form. Both of the classes, experiment class and control class, were given
E.
The Technique of Analyzing Data
Before analyze the data, it is necessary to calculate the data into the
statistic calculation. The writer used ttest formula to calculate the data. The two
classes were compared to the independent variable, the experiment class is X and
the control class is Y variable.
The formula of ttest is expressed as follows1;
�� = � − −
Mx = Mean of variable X
My = Mean of variable Y
SE = Standard Error
Before doing the calculation of ttest, there are several steps to be taken, the
steps are:
a. Determining Mean of Variable X
=
1
b. Determining Mean
