THE EFFECT OF STUDENT TEAM ACHIEVEMENT DIVISION (STAD) METHOD ON STUDENTS SPEAKING ACHIEVEMENT AT SMP NEGERI 1 PERBAUNGAN.

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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

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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

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 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

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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.

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CHAPTER II. REVIEW OF LITERATURE A. Theoretical Framework... 7

1. Students’ Achievement in Speaking ... 7

2.Speaking... 8

a.Speaking Tips... 10

b. Assessment of Speaking... 12

3. The Cooperative Method... 14

4. Definition of Student Teams Achievement Division (STAD) Technique... 17

a. Steps and Concepts of Student Team Achievement Division (STAD ... 19

b. Principles and Characteristics of STAD ... 23

c. Advantages and Disadvantages of STAD ... 24

5.Lecture Method ... 25

a. The Steps and Concept of applying Lecture Method in the class ... 26

b.The Advantages of the Lecture Method of Teaching... 26

c.The Disadvantages of the Lecture Method of Teaching ... 27

B. Conceptual Framework... 28

C. Hypothesis... 31

C. The Instrument of Collecting Data...,,... 33

D. Assessment and Scoring of Speaking...,,... 34

E. The Procedure of Treatment...,... 35

F. Controlling the Treatment...,,... 36

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CHAPTER IV. DATA AND RESEARCH FINDING

A. The Data ... ... 40 B. Data Analysis ... 43

1. Testting The Reability of The Test... 2. Analyzing The Data Using T-test... 3. Testing Hypotheses...

43 43 43 C. Discussion ... 44

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion... 48 B. Suggestion ….………. 48

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iii

LIST OF FIGURES

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iv

TABLE 2.1 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

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v

LIST OF APPENDICES

1. APPENDIX 1 ... 48

5. APPENDIX 5... 54

6. APPENDIX 6... 56

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50

APPENDIX 1

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51

51 APPENDIX 2

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52 APPENDIX 3

The Calculation of t-test

The Data of Experimental Class

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53

The Data of Control Class

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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

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55

55 2. The Calculation of the t-observed

Ascertainable : Mx = 27.1 My = 18.55

∑dx2 = 1388 ∑dy2 = 447 Nx = Ny = 20

t

=

t

=



_t

=

t

=



t

=

t

=

t-observed = 3.909

Ha = t-observed > t-table

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56 APPENDIX 5

The Statically Analysis for Reliabilityy Coefficient is as follows :

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57

The Calculation of Reliability of the Test

Rater I (Se)

So, the reliability of the test can be calculated as in the following:

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58 APPENDIX 6

LESSON PLAN IN EXPERIMENTAL CLASS

Meeting 1

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

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59

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

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60 Scoring

 Oral : Speaking

 Writen : Answer The Questions

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

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LESSON PLAN IN EXPERIMENTAL CLASS

Meeting2

Indicators

 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

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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 : Speaking

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63

63 Evaluation

Would you give me the direction :

a. Head Masters’ Room

b. Canteen c. Toilet d. class VIII-3

e. Administrations’ Room

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64 APPENDIX 7

LESSON PLAN IN CONTROL CLASS

Meeting 1

Indicators

 Able to asking and giving directions in The New City  Able to pronoun “r” correctly

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 The teacher great the students to open the lesson

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

Scoring

 Oral : Speaking

Evaluation

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66

LESSON PLAN IN CONTROL CLASS

Meeting2

Indicators

 Able to asking and giving directions in The School  Able to pronoun “r” correctly

The Materials

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67

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

Scoring

 Oral : Speaking

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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?

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69

THOSE ARE THE STUDENTS WHEN CARRY OUT THE GROUP

DISSCUSSION

EVERY STUDENTS IS EXCITED IN THE GROUP

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70

THIS IS WHEN THE STUDENTS TUTOR THE OTHER FRIENDS TO MAKE A GOOD PERFORMANCE

THIS IS THE PERFORMANCE OF THE

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71

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1

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.

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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 Score Students Percentage Mean

1st Semester 2011/2012 < 70 31 Students 68.8 % 51.7

≥ 70 14 Students 31.2 %

2nd Semester 2011/2012 < 70 28 Students 62.2 % 53.3

≥ 70 17 Students 37.7 %

Class VIII4

Semester Score Students Percentage Mean

1st Semester 2011/2012 < 70 27 Students 72.2 % 53.2

≥ 70 12 Students 27.8 %

2nd Semester 2011/2012 < 70 29 Students 67.4 % 56.6

≥ 70 14 Students 32.5 %

Table 1.1 Students’ Scores of Speaking Competence Tests in Two Semesters

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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.

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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.

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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

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48 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.

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