STUDENTS S PERCEPTION ON THE USE OF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE (A

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STUDENTS’S PERCEPTION ON THE USE OF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) TECHNIQUE

(A Descriptive Study of Eighth Grade Students of SMP Muhammadiyah 12 Makassar)

A THESIS

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the

Degree of Education in English Department

SUMSRIANI 10535626615

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS MUHAMMADIYAH MAKASSAR

2019

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PRODI PENDIDIKAN BAHASA INGGRIS

مــــيحرلا نمـحرلا هـللا مــــــسب

Web : www.fkip.unismuh.ac.id

| Terakreditasi Institusi

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : SUMSRIANI

NIM : 10535 6266 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Students’ Perception on the Use of Student Team Achievement Division (STAD) Technique (A Descriptive Study of Eighth Grade Students of SMP Muhammadiyah 12 Makassar).

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.

Makassar, Oktober 2019 Yang Membuat Pernyataan

SUMSRIANI 10535626615

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PRODI PENDIDIKAN BAHASA INGGRIS

مــــيحرلا نمـحرلا هـللا مــــــسب

Web : www.fkip.unismuh.ac.id

| Terakreditasi Institusi

SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini:

Nama : SUMSRIANI

NIM : 10535 6266 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : Students’ Perception on the Use of Student Team Achievement Division (STAD) Technique (A Descriptive Study of Eighth Grade SMP Muhammadiyah 12 Makassar).

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya menyusun sendiri (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan pembimbing

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Oktober 2019 Yang Membuat Perjanjian

SUMSRIANI 10535626615

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Help one another in what is good and pious, not in what is wicked and sinful.

(Q.S. Al-Maida: 2)

DEDICATION

This thesis is dedicated to:

My beloved parents (Muhiddin and Subaedah) who always unburden their affection, give advice up to the

writer finished in arranging this thesis.

My beloved Friends in UKM Bahasa, all my special classmates of British Class ’15 and all inspiring

people around me.

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ALHAMDULILAH WA SYUKURILAH, no other word decent enough to express to Allah SWT, the Almighty God who has given guidance, mercy and health to complete the writing of this 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” as requirement for the Degree of Bachelor of Education in English Education Department. Don’t forget to deliver Salawat and Salam to the prophet Muhammad SAW as addressed to the final and chosen messenger.

The researcher realizes that in conducted the research and writing this thesis, many people have contributed their valuable suggestions, guidances, assistances, and advices for the completion of this thesis. Therefore, the researcher would like to acknowledge them:

1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M. the Rector of Muhammadiyah University of Makassar.

2. Erwin Akib, M.Pd., Ph.D the Dean of Teacher Training and Education Faculty.

3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education Department of FKIP UNISMUH Makassar.

4. The high appreciation and sincere thanks to my consultants Dr. Eny Syatriana, M.Pd., as the first consultant and Muh. Astrianto Setiadi, S.Pd., M.Pd as the

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5. Thanks to all the lectures and staff of FKIP UNISMUH Makassar, especially the lectures of English Department who taught her for many years.

Finally, for all people who gave valuable suggestion, guidance, assistance, and advice to completion this proposal may Allah S.W.T. be with us now and forever.

Aamiin.

Billahi Fi SabillilahHaqFastabiqulKhaerat

Makassar, October 2019 The writer

SUMSRIANI

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ABSTRACT

Sumsriani. 2019. Students’ Perception on the use of Student Team Achievement Division (STAD) Technique (A Descriptive Study of Eighth Grade Student of SMP Muhammadiyah 12 Makassar). Thesis of English Education Department. The faculty of Teacher Training and Education, Muhammadiyah University of Makassar.

Supervised by Eny Syatriana and Muh. Astrianto Setiadi.

This study aimed to investigate students’ perception on the use of Student Teams Achievement Divisions (STAD) technique in SMP Muhammadiyah 12 Makassar.

This study applied descriptive quantitative method in order to find out students’ perception on the use of Student Teams Achievement Divisions (STAD) technique. The research participants were students which running in the class VIII that consist of 36 students of SMP Muhammadiyah 12 Makassar. The data gained through a closed questionnaire which consists of 20 numbers, the data analyzed by using Likert Scale, then interpreted the data, elaborated, after that concluded the information and predicted the result.

The result of the students’ perception on the use of Student Teams Achievement Divisions (STAD) technique of eighth grade SMP Muhammadiyah 12 Makassar had positive responses. 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. Besides that, it was found that STAD is a good technique for students to learn English easily due to this technique can attract students’ motivation and affected students’ achievement.

Keywords: Students’ Perception, Student Teams Achievement Divisions (STAD) technique, Achievement, Cooperative

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ABSTRAK

Sumsriani. 2019. Persepsi Siswa Tentang Pengunaan Teknik (STAD) Student Teams Achievement Division (Penelitian Deskriptif pada Siswa Kelas 8 SMP Muhammadiyah 12 Makassar) Skripsi. Jurusan pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Pembimbing I Eny Syatriana and pembimbing II Muh. Astrianto Setiadi.

Penelitian ini bertujuan untuk mengetahui persepsi siswa tentang penggunaan teknik Student Teams Achievement Divisions (STAD) di SMP Muhammadiyah 12 Makassar.

Penelitian ini menggunakan metode deskriptif kuantitatif untuk mengetahui persepsi siswa tentang penggunaan teknik Student Teams Achievement Divisions (STAD). Partisipan penelitian ini adalah siswa kelas VIII yang terdiri dari 36 siswa SMP Muhammadiyah 12 Makassar. Data diperoleh melalui kuesioner jenis tertutup yang terdiri dari 20 nomor, data dianalisis dengan menggunakan Skala Likert, kemudian interpretasikan data, diuraikan, setelah itu disimpulkan informasi dan diprediksi hasilnya.

Hasil penelitian dari persepsi siswa tentang penggunaan teknik Student Teams Achievement Divisions (STAD) kelas VIII di SMP Muhammadiyah 12 Makassar mendapat respon positif. Terbukti 10 (27,78%) siswa memiliki kategori sangat tinggi dengan klasifikasi skor 81-100 dan 26 (72,44%) siswa memiliki kategori tinggi dengan klasifikasi skor 61-80, dan skor rata-rata kuesioner siswa adalah 77,41. Selain itu, ditemukan bahwa STAD adalah teknik yang baik bagi siswa untuk belajar bahasa Inggris dengan mudah karena teknik ini dapat menarik motivasi siswa dan mempengaruhi prestasi siswa.

Kata Kunci: Persepsi Siswa, Student Teams Achievement Divisions (STAD) technique, Pencapaian, Kooperative

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COVER ……….………i

LEMBAR PENGESAHAN ………....ii

APROVAL SHEET ………...iii

COUNSLING SHEET ……….………..iv

SURAT PERNYATAAN ………....v

SURAT PERJANJIAN ………..vi

MOTTO ……….vii

DEDICATION ………...vii

ACKNOWLEDGEMENT ………..viii-ix ABSTRACT ….………x-xi TABLE OF CONTENTS ………...xii-xiii LIST OF TABLE ..………..……xiv-xv LIST OF FIGURE ……….. xvi

CHAPTER I INTRODUCTION A. Background ……….1

B. Problem Statement ……….……….4

C. Research Objective ……….4

D. Significant of the Study ………..4

E. The Scope of the Study ………...5

CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ………..6

B. Theory of Perception ………..8

C. STAD as Teaching Method ………..17

D. Conceptual Framework ……….27

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B. Research Participants ………28

C. Research Instrument ……….29

D. Technique of Data Collection ………...30

E. Technique Data Analysis ………..31

CHAPTER IV FINDING AND DISCUSSION A. Findings.………....32

B. Discussion ……….45

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion.………48

B. Suggestion ……….49

BIBLOGRAPHY ………...50 APPENDICES

CURRICULUM VITAE

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xiv

Table 2.1 : The Likert Scale ………...….29

Table 3.1 : The classification level of agreement ………...………30

Table 3.2 : The classification of level ……….………31

Table 4.1 : Student Teams Achievement Divisions (STAD) is an Effective technique………..…..…33

Table 4.2 : The instructions given by the teacher is clear and not confusing ………...…33

Table 4.3 : STAD technique can increase my motivation ……….………….…34

Table 4.4 : Through Student Teams Achievement Divisions (STAD) technique, I can understand the material easily ………...34

Table 4.5 : I’m active during group activities ………..……...35

Table 4.6 : I work by myself in group due to my friends could not understand the topic ………..35

Table 4.7 : I couldn’t participate well in group as long as learning process using Student Team Achievement Division (STAD) technique ………...36

Table 4.8 : I do not appreciate my friends when they express their opinions ……….37

Table 4.9 : I study hard because STAD is a good technique ………..37

Table 4.10 : My group is unable to complete the exercise on time ………..38

Table 4.11 : I can solve the exercise given in group ……….38

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Table 4.14 : I cannot understand the material provided properly ……….40 Table 4.15 : I cannot answer all the quizzes given by teacher ……….40 Table 4.16 : I am not happy if the result of group work gets appreciation

from the teacher ……….………41 Table 4.17 : I’m not proud when my group gets a reward ……….41 Table 4.18 : STAD technique couldn’t help me to implement the material

in my daily life ………42 Table 4.19 : I feel that I have increased in the learning process using

Student Team Achievement Division (STAD)

technique ………43 Table 4.20 : I’m not happy when Student Teams Achievement

Divisions (STAD) technique is applied in other

Subject ………43 Table 5.1 : Category of the students’ perception on the use of Student

Teams Achievement Divisions (STAD) technique ………44

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Figure 2.1 : Conceptual Framework ……….. ……. 27

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xiv Appendix I : Questionnaire

Appendix II : Favorable and unfavorable statement Appendix III : The Scores of Students’ Questionnaire Appendix IV : Students’ Questionnaire

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CHAPTER I INTRODUCTION

A. Background

English is a foreign language that is taught as a compulsory subject for every level in Indonesia, from elementary level until university level.

English language is very essential to learn due to English as an international language and English is able to help to communicate with other people around the world. Learning English as a foreign language comprise four skills that have to be mastered. They are listening, speaking, reading, and writing. Beside those four skills, students have to master the language competences such us pronunciation, grammar, vocabulary, etc.

As a professional job, during learning process a teacher needs to apply a suitable method in the classroom in order to make an enjoyable classroom and to gain the objective of learning. Hence, teaching method help teacher to deliver materials. It is hoped that the students understand the materials easily. According to Patel and Jain (2008), method guides teacher how to teach effectively. They also add that method as the process of planning, selection and grading language materials and items, technique of teaching, etc.

Teaching methodology endlessly developed to ease students learning activity, especially in learning English, students participation necessarily escalated. As the result, teacher nowadays give more focus on what method they need to implement in the class. In the process of

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learning, the role of teacher is critically essential. If teachers do not carefully give more focus on how student follow teachers‟ intructions, the learning process would not occur within students. Therefore, the methods apply by teachers expected to get all students participation (Hasib, 2018).

In general, classroom participation requires students to interact in the classrooms to indicate that they are learning and paying attention (Ak, 2011). According to Warayet (2011) achieving participation in the classroom relies not only on the ability to participate orally, but also non- orally using different signals of embodied action. This finding shows that it is a definite matter that teacher need to be capable of assessing students‟

participation. Furthermore, in order the teacher to effectively obtain an effective teaching, Student Teams Achievement Divisions (STAD) must be applied. One best teaching methodology to espouse students‟

interaction is by applying Student Teams Achievement Divisions (STAD) Cooperative Technique.

Student Teams Achievement Divisions (STAD) is a type of cooperative learning method that divided students to small groups consist four students who are mixed in performance level, gender, and ethnicity.

STAD can motivate students to encourage and help each other in group to make sure all group members have mastered the lesson (Slavin: 1995).

This method was devised by Slavin and his associates at John Hopkins University. This system uses group heterogeneity and divides class into several team works. This condition is to make more interaction, more negotiation for meaning than if the teaching phase begins with the

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presentation of material. After that during team study, group members work cooperatively with the teacher providing worksheet and answer sheets.

Students‟ perception inherently reflects what learning styles the students possess and practice. Taking students‟ perceptions of teacher effectiveness is very essential element of measuring teacher effectiveness.

Students are the first stakeholders who have direct knowledge about classroom practices on a regular basis (ArmStronge, 2006). The importace of knowing what makes students conviniently learn is because it determines either the students participate or not and it surely affects students‟ learning outcomes. Describing relationship between students‟

perceptions of teaching effectiveness and students‟ achievement will offer teachers recommendations that will be supportive to revising their teaching strategies (Akram, 2016). Therefore, it is essential to know the students‟ perception in applying teaching technique.

The research was conducted in SMP Muhammadiyah 12 Makassar.

The reasons why the researcher chose the school due to the English teacher in there often implemented STAD as technique in learning process. Wherefore, STAD is emphasized on the activities and interactions of students to motivate each other in mastering the subject matter in order to achieve maximum achievement. Because of that the research need to do for collecting the data information and looking for students’ perception on the use of STAD technique.

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B. Problem Statement

Based on the statement above, this study limit the discussion by stating the research question as follow “ What is the students‟ perception on the use of Student Teams Achievement Divisions (STAD) technique in SMP Muhammadiyah 12 Makassar?

C. Research Objective

Based on the problem statements above, the objective of the research is to find out students‟ perception on the use of Student Teams Achievement Divisions (STAD) technique in SMP Muhammadiyah 12 Makassar.

D. Significant of the Study

1. For the Students

This research was expected to give opportunity to students in giving their perception on the use of Student Teams Achievement Divisions (STAD) technique.

2. For the Lecturer/Teacher

This research was expected to give information which providing student‟s perception toward the implementation of cooverative STAD based class model as a technique in the learning and teaching process in English subject or others subject that apply classroom Student Teams Achievement Divisions (STAD).

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3. For the next researcher

This research could be a refference for the the next researcher in term of matching the teaching method with learning styles student practice in conducting a further related research.

E. The Scope of the study

This study would be restricted in the subject learnt. The research was conducted in Eighth Grade students of SMP Muhammadiyah 12 Makassar and it would be restricted only to find out the students‟

perception on the use of Student Teams Achievement Divisions (STAD).

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

There are some previous of related findings about this research are:

1. Yuliani Nina (2019) in her journal entitles The Role of Student Team Achievement Divisions (STAD) in Improving Students‟ Learning Outcomes. She concluded that STAD could improve students‟ learning outcomes from the cognitive domain. The increasing of cognitive learning outcome is indicated by an enhancement in the average value and the percentage of mastery learning in classical. Furthermore, the application of this technique can also increase the role, enthusiasm, and cooperative between students in heterogeneous groups.

2. Ghait Ghazi (2001) in his journal entitles Learners‟ Perception of Their STAD Cooperative Experience. The result indicated that the learners were generally positive about their experience and willing to recommend the use of STAD in other classes. The result, however, indicated that the male learners were more than clear than the females.

The results also indicated that the high achievement felt that they had contributed to the learning of others more than their low-achieving counterparts. The pedagogical implications for further research are discussed.

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3. Putri Adhisty Pramanik (2013) in her thesis entitles The Effectiveness of STAD (Student Teams Achievement Division) to Improve Students‟

Reading Comprehension Ability. She concluded that STAD was effective due to there was a significant improvement in students‟

reading comprehension ability using STAD. It was proven by calculation it is known that tcount is 3.82> ttable is 1.68. It means that Ha is accepted and Ho is rejected.

4. Deswarni Dini (2018) in her journal entitles The Effect of Using STAD Strategy toward Students‟ Reading Comprehension. This study reveals that using STAD was effective because it could improve students‟ reading comprehension. It was proven by to > ttable

2.05<3.36>2.76. It means that Ha is accepted and Ho is rejected.

5. Maharani Hanifah (2018) in The Effectiveness of Student Team Achievement Division (STAD) on Students‟ Reading Ability. She concluded that the application of STAD can improve students‟ reading ability compared to learning outcomes in the class that did not use STAD method. It was proven by the percentage of the average achievement in reading ability, the pre-test had 72.55% and the post test had 77.6%. So, there was 5.05% difference.

6. Risatina Hesti (2015) in The Application of Student Teams Achievement Divisions (STAD) Learning Model to Improve Learning Motivation in the Basic Competence Preparing Financial Statement of Service Enterprise. The result showed that the application of STAD learning model was capable of improving learning motivation in the

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basic competence preparing financial statement of service enterprise. It was proven by the improvement from Cycle I to Cycle II was 8.82%

from 73.79% in Cycle I to 82.61% in Cycle II.

The similarity between this research and previous findings above is the using of Student Teams Achievement Divisions (STAD) as technique.

The different between this researcher and previous findings is research method. Some previous researchers using Pre-Experimental, Quasy- Experiment, and Classroom Action Research design while this research use Descriptive Qualitative design. This research wants to know the Students‟ Perception on the Use of Student Teams Achievement Divisions (STAD) Technique.

B. Theory of perception

1. Definition of perception

Ahen, JA (2009), mentioned that perception is a process where one will from an impression about someone or something. Perception is a constructed as a result of individual observation towards certain things or events occur around them which will produce certainly perception.

Perception involved more process of thinking as a result of the information received from the sensory system regards certainly things or events. It output process where the judgments of beliefs were produced by an individual and it influenced the way they think and feel.

Perception is someone thought about something that they learn to measure how their attitude toward using something, whether they agree

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or not about that method or about something that they learn (Hong, K.-S.

2003).

Angell (2015:122) states that perception is the consciousness of particular material things to present to sense. So, the perception can be defined as the process of receipt of stimuli through the sense, which is preceded by the attention or awareness that individual is able to determine, interpret, and appreciate about what is observed, how a person sees, views or defines something.

2. Visual Perception Theory

In order to receive information from the environment we are equipped with sense organs e.g. eye, ear, nose. Each sense organ is part of a sensory system which receives sensory inputs and transmits sensory information to the brain.

A particular problem for psychologists is to explain the process by which the physical energy received by sense organs forms the basis of perceptual experience. Sensory inputs are somehow converted into perceptions of desks and computers, flowers and buildings, cars and planes; into sights, sounds, smells, taste and touch experiences.

A major theoretical issue on which psychologists are divided is the extent to which perception relies directly on the information present in the stimulus. Some argue that perceptual processes are not direct, but depend on the perceiver's expectations and previous knowledge as well as the information available in the stimulus itself (Leoad, 2007).

Psychologists distinguish between two types of processes in perception:

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bottom-up processing and top-down processing. Bottom-up processing also known as data-driven processing, because perception begins with the stimulus itself. Processing is carried out in one direction from the retina to the visual cortex, with each successive stage in the visual pathway carrying out ever more complex analysis of the input.

Top-down processing refers to the use of contextual information in pattern recognition. For example, understanding difficult handwriting is easier when reading complete sentences than when reading single and isolated words. This is because the meaning of the surrounding words provides a context to aid understanding.

Psychologist Richard Gregory argued that perception is a constructive process which relies on top-down processing. For Gregory perception is a hypothesis.

Gregory (1970) stated that perception involves making inferences about what we see and trying to make a best guess. Prior knowledge and past experience, he argued, are crucial in perception. When we look at something, we develop a perceptual hypothesis, which is based on prior knowledge. The hypotheses we develop are nearly always correct.

However, on rare occasions, perceptual hypotheses can be disconfirmed by the data we perceive.

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3. Changes of Perception

Perception is not something static, but can change. The first change process affected by the psychological processes of the nervous system in the human senses. If a stumulus not change, adaptation and habituation that will occur affect response to a stimulus is increasingly weak.

Habituation tended phsycology from receptor that be less sensitive after receiving a lot of stimulus. While adaptation is reduced concern if the stimulus appeared many times. Stimuli that appear regularly are more easily adapted than the appearance of irregular stimulus.

The second change is apsychological processes. The change in psychology of perception, among others encountered in the formation and change of attitudes. Attitude is a response. Attitude formation and change in psychology is usually described as a learning process or as a process of consciousness (cognition). In the learning process, the focus was on the presence of external stimuli (stimulus), while in the process of cognition is the main push or the will of the individual itself.

Something that is perceived by a person with another person can differ in meaning. This is because what is around captured by the five senses are not directly synonymous with reality. The understanding in people who perceive objects and situations presented around them.

Based on the perception or giving meaning to what is captured by the five senses, the person doing the activity or perform certain behaviors.

The purpose of perception has shifted meaning. As cited in Marr (1982) beliefs that the purpose of perception is to define information

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from outside world. Shifted purpose of perception comes from an evolutionary perspective who stated that perception is the way for creatures to enhance the chance of survival.

A creature has to be able to feel and react spontaneously and accurately. In fact, the way of creatures respond to the stimuli is different and will interpret the stimuli into something meaningful to each creatures based on their experiences. They will detect and give response if the stimulus is “positive” or “negative”.

4. Positive and Negative Perception

According to Robbins (2002: 14) that positive perception is an assessment individual to an object or information with a positive view or as expected from the object that is perceived or from existing rules.

Meanwhile, negative perceptions are individual perceptions to certain objects or information with negative views, contrary to what is expected from the object that is perceived or from existing rules. The cause of the emergence of a negative perception can be arises because of individual dissatisfaction with the object being source of perception, the existence of individual ignorance and absence individual experience of the object being perceived and vice versa, the cause of the emergence of a person's positive perception because of satisfaction are individuals to objects that are the source of their perceptions, the existence of individual knowledge, and the existence of individual experiences of objects that are perceived.

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Rahmat (2005) states that perception is divided into two forms, positive and negative. If the perceived object is in accordance with appreciation and can be accepted rationally and emotionally, then humans will perceive positively or tend to like and respond according to the perceived object. If it is not in accordance with appreciation, the perception is negative or tends to reject and respond in the opposite direction to the object of 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. Meanwhile, negative perceptions are individual perceptions of certain objects or information with negative views, contrary to what is expected from the object perceived or from existing rules.

The emergence of a person's negative perception can arise because of individual dissatisfaction with the object that is the source of their perception, the existence of ignorance of the individual and the absence of individual experience of the object being perceived and vice versa. the cause of the emergence of positive perceptions of a person because of the individual satisfaction of the object that is the source of perception, the existence of individual knowledge, and the existence of individual experiences of perceived objects.

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5. Types of Perception

There are many types of perception according to Zaden (1984:109) there are person perception, social perception, and situation perception.

a. Person Perception

Person perception refers to those process by which we comes to know and think about other, their characteristic, qualities, and inner state. We construct image of others in ways that serve stabilize, make predictable, and render our manageable view of social word to the extent to which we attribute stable straits and enduring disposition to others people.

b. Social perception

Social perception means that trying to understand people whether they are professional athletes, political, criminal, leader, entertainer, or loved and closer to home is not essay task. Knowing that other people have thoughts, beliefs, emotions, and desire being able to read other people‟s inner state based on their words, behavior, and facial expression.

c. Situation perception

Social psycholinguistics views a situation as all the social factors that influence a persons‟ experience or behavior at a given time, and given a place. It is an interaction of time and spaces within which we act in specify ways.

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6. Student Perception

Below are some finding by Campbell et al. (2001) related to students perception about teaching and learning.

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 observation process can be so challenging and interesting experience for students‟ perception that can increase their awareness of a whole process of teaching as well as their own learning. From the definition above, students‟ perception is how students‟ thought to response about what they have done or about what they learned.

In terms of teaching, students with deep approaches to learning tended to describe a greater a variety of teaching strategies than did students with surface approaches, and to show more understanding of the active learning and higher order thinking that their teachers trying to encourage. Students with surface approaches to learning tended to focus on the transmission and reproduction of information. Similar differences in understanding emerged when students were asked about what they thought their teachers wanted them to learn, with those with deep approaches to learning looking at broader objectives related to process as well as content.

In terms of learning, students with deep approaches to learning generally reported taking a more active role in their own learning, using

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a greater variety of methods, while students with surface approaches tended to focus more narrowly on repetition and reproduction.

Moreover, students basically expect teacher to implement an efficient teaching methods with a conducive environment and to have affordable assistance during the class. (Chang 2010) the students preferred to use learning strategies that enabled them to use time well and choose environments conducive to learning. Moreover, they preferred to seek assistance from their teachers or classmates when encountering learning difficulties.

Students essentially need to know the objective of the class and assess the teacher teaching effectively. students want to know the expectations for success in the classroom and value the teachers that provide them with concrete details (Akram et al, 2016).

7. Indicators of Perception

According to Robbins (2003) there are two indicators of perception:

a. Acceptance/ Reabsorption

The process of acceptance or reabsorption is indicator of perception in physiology stage, it is about the function of the five sense in grasping external stimulus.

b. Understanding/ Evaluation

The external stimulus that have been grasped will evaluate. It is a subjective evaluation. It will be different perception of each person in environment.

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C. Student Teams Achievement Division (STAD) as teaching method 1. Definition of STAD

STAD (Student Teams-Achievement Division) is a one of the oldest and most extensively researched form of cooperative learning.

Robert Slavin and his colleagues in John Hopkins University developed STAD teaching. STAD system is one of the simplest and most flexible of the cooperative learning method, having been used in second grade up to twelve grades and in such diverse subject area as math, language art, social studies, and science.

In the cooperative learning techniques, students are assigned to four or five members in groups, with each mirroring the others to make up the class in terms of ability, background, and gender. Cooperative learning using STAD technique consists of four steps cycle: teach, team study, test, and recognition.

The teaching phase begins with presentation of material, students should be told what it is they are going to learn and why it is important.

In the team study, group members work cooperatively with teacher providing worksheet and answer sheet. Next, each student individually takes a quiz. Use a scoring system that ranges from 0 to 30 points and reflect degree of individual improvement over previous quiz.

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The criterion can be seen in improvement point table.

Quiz Score Improvement Point

More than 10 points below base score 10 points below base score

Base score to 10 point above base score More than 10 points above base score Perfect paper (regardless of base score)

5 10 20 30 30

(Liya, 2009: 10) According to Slavin (1995: 72) each team receives one of three recognition awards, depending on the average number of points earned by them. From the description above, we know that STAD is a good technique for the teachers who are new to the cooperative approach.

And it uses individual quizzes at the end of class.

2. The Components of STAD

Slavin (1995: 72) states that cooperative learning of STAD technique consists of five major components. They are: class presentation, teams, quizzes, individual scores, and team recognitions.

a. Class Presentation

Material in STAD is introduced in a class presentation. In class presentation, most often direct instruction or a lecture-discussion is conducted by the teacher, but could include audiovisual presentations. Class presentation in STAD is different from usual teaching; it must be clearly focusing in STAD unit. The students must understand about the presentation from the teacher so it will

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help them to do well in the quizzes. The quizzes score determine their team score.

b. Teams

After the teacher presents the material, the team meets to study worksheet or other material. Sometimes, the study involves students‟

discussion of the problems together, comparing answers and correction of any misconception if their teammates make mistakes.

The team is the most important feature in STAD. At every point in STAD, emphasis is placed on the team members, doing their best for team and on the team doing its best to help its members. The team provides the peer support for academic performance that is important for learning, and it provides the mutual concern and respect that are important for such outcomes as inter-group relation, self-esteem and acceptance of main stream students. Teams are composed of four or five students who represent a cross section of the class in terms of academic performance, sex, race, and ethnicity. The major function of teams is to make sure that all in team members are learning and more specifically to prepare its members to do well on quizzes.

c. Quizzes

After approximately one to two periods of teacher presentation and one to two periods of team practice, the students take individual quizzes. Students are not permitted to help one another during quizzes. Thus, every student is individually responsible for knowing

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the material. So, the students are not permitted to help one another during the quizzes. Each student uses one copy of the quiz.

d. Individual Scores

The idea behind the individual improvement score is to give each student a performance goal that can be attained if he or she works harder and perform better than in the past. Any student can attribute maximum points to his or her teams in this scoring system.

Each student is given a „base‟ score, derived from the student‟s average past performance on similar quizzes. Students earn points for their team based on score. And the group improvement scores are got from the individual score of each member. The students earn points for their teams based on the degree to which their quizzes score (percentage correct) exceed their base score.

Quiz Score Improvement Point

More than 10 points below base score 10 points below base score

Base score to 10 point above base score More than 10 points above base score Perfect paper (regardless of base score)

5 10 20 30 30

Three levels of award are given for the groups who got improvement score from improvement score average for each group. The three criteria are bellow:

(Liya, 2009: 10)

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Criteria (Team Average) Award 15 – 19

20 – 24 25 – 30

Good Team Great Team Super Team (Liya, 2009: 12) e. Team Recognitions

Teams may earn certificates or other reward if their average score exceed a certain criterion. Student‟s team score may also be used to determine up to twenty percent of their grade. The team that has improved the most is given most recognition.

3. Steps of STAD

According to Maidiyah (1998: 7-13) the steps of cooperative learning in the STAD method are as follows:

a. STAD Preparation

1) Material

Cooperative learning material STAD method is designed in such a way as to group learning. Before presenting the learning material, an activity sheet (discussion sheet) is made which the cooperative group will learn and the answer sheet from the activity sheet.

2) Establish students in groups

Student groups are heterogeneous groups. Each group has 4-5 students consisting of high, medium and low-ability students. If possible, the background, race and ethnicity must be taken into

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account. The teacher must not allow students to choose their own group because they will tend to choose friends who they like.

3) Determine the Initial Score

The student's initial score can be taken through the Pre Test carried out by the teacher before the STAD cooperative learning method begins or from the final test score that is owned by the student. In addition, the initial score can be taken from the student report card in the previous semester.

4) Group collaboration

Before starting cooperative learning, it should start with group cooperation exercises. This is an opportunity for each group to do things that are fun and know each other among group members.

5) Activity Schedule

STAD consists of five regular teaching activities, namely the delivery of subject matter by teachers, group work, group award tests and class periodic reports.

b. Teaching

Each learning in STAD starts with a class presentation, which includes introduction, development, practical instructions, group activities, and quizzes.

In class presentations, things to note are:

1) Introduction

a) The teacher explains to students what will be learned and why it is important to raise students' curiosity. This can be done by

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giving puzzles, raising problems related to material in everyday life, and so on.

b) The teacher can tell students to work in groups to determine concepts or to generate excitement in learning.

2) Development

a) The teacher determines the goals to be achieved from learning.

b) The teacher emphasizes that what is desired is that students learn and understand meaning, not memorization.

c) The teacher checks students' understanding as often as possible by giving questions.

d) The teacher explains why the answer is right or wrong.

e) The teacher continues the material if the students understand the problem.

3) Controlled practice

a) The teacher tells students to teach questions or answer the questions posed by the teacher.

b) The teacher calls students randomly to answer questions or solve questions raised by the teacher. This will cause students to prepare themselves to answer questions or questions raised.

c) The teacher does not need to give a question or question that has long been completed in this activity. Instead students work on one or two questions, and then the teacher provides feedback.

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c. Group Activities

1) On the first day of the STAD group activities:

a) Students have the responsibility to ensure that friends in their group have studied the material in the activity sheet provided by the teacher.

b) No one student finishes learning before all group members master the lesson.

c) Ask for help from a group friend if a group member has difficulty understanding the material before asking the teacher for help.

d) In one group must talk to each other politely.

2) Teachers can encourage students by adding other regulations according to mutual agreement. Furthermore, the activities

carried out by the teacher are:

a) The teacher asks students to group with their group friends.

b) The teacher gives an activity sheet (discussion sheet) along with the answer sheet.

c) The teacher advises students to work in pairs or with all group members depending on the objectives learned. If they work on the questions, each student must work on their own and then match the answers with their group friends. If there is a friend who does not understand, his group friend is responsible for explaining.

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d) Emphasize that the activity sheet (discussion sheet) is filled in and studied. Thus each student has an answer sheet to be examined by a group of friends.

e) The teacher supervises each group as long as students work in groups. Occasionally the teacher approaches the group to listen to how the group members discuss.

f) Quiz or Test

After students work in groups for approximately two presentations, the teacher gives an individual quiz or test.

e. Group Awards

1) Calculate individual and group scores

After quizzes are held, the teacher calculates individual development scores and group scores based on the range of scores obtained by each individual. Development score is determined based on the student's initial score.

2) Appreciating group learning outcomes

After the teacher calculates individual development scores and group scores, the teacher announces the group that has the highest improvement points. After that the teacher rewards the group in the form of a certificate or in the form of praise. For this award depends on the creativity of the teacher.

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4. Advantages and Disadvantages of STAD

Some teachers may feel that they have already tried a cooperative learning approach because they have occasionally placed their students in small groups, instructing them to cooperate: yet, cooperative learning requires more than seating youngsters around the table and telling them to share work together and be nice to each other. Such loose unstructured situation will not make the cooperative strategies work so well. So, in cooperative learning there are some advantages and disadvantages.

a. The Advantages of STAD

According to Muslimin Ibrahim (2000: 41-42) the advantages and limitation of Student Teams-Achievement Division (STAD) are as follows:

1) Developing and using critical thinking and group cooperation.

2) Improving the positive relation among the students from different social backgrounds, mplementing the counseling of team.

3) Building the respect and self-esteem in this process.

b. The Disadvantages of STAD

1) Some students might be confused because they are not accustomed to this treatment.

2) At the beginning the teacher will make some mistakes in managing the class, otherwise the hard and continuous effort will be able to apply this method competently.

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D. Conceptual framework

Figure 2.1: Conceptual Framework

The conceptual framework showed that the researcher used quantitative during the research. It first coming up when the researcher did the observation about Cooperative Learning type STAD as a technique in classroom activity. After that the researcher gave questionnaire to every student, the researcher used close questionnaire. And students would spontaneously describe their own personal opinion as their reflection of their learning style. Then, the study found the perception regarding the use of Student Team Achievement Division (STAD) technique.

Students’ Perception

Observation

Cooperative Learning

STAD Technique

Questionnaire

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CHAPTER III

RESEARCH METHOD

A. Research Design

The method used in this research was descriptive quantitative method. Quantitative research can be interpreted as research method base on the philosophy of positivism, used to examine populations or specific samples, sampling techniques are generally carried out randomly, data collection using research instruments, quantitative, statistical data analysis with the aim to test hypotheses that are has been established (Sugiyono, 2015: 14).

Quantitative research is a structured way of collecting and analyzing data obtained from different source. Quantitative research involves the use of computational, statistical, and mathematical tools to derive results.

B. Research Participants

At SMP Muhammadiyah 12 Makassar, the participants in this research were students in the class VIII that consisted of 36 students of SMP Muhammadiyah 12 Makassar. The school was the place where the researcher took the third internship in September 2018.

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C. Research Instrument

In this study the data collection method used questionnaire.

Questionnaire were consists of 20 questions. Questionnaire is data collection technique carried out by giving respondents a set of written statements to answer. The questionnaire used by the researcher was a closed questionnaire method. Closed questionnaire (structured questionnaire) is questionnaire that is presented in such a way that respondents ask to choose one answer that is in accordance with their characteristics by giving a cross or checklist. In this study the researcher used a Likert Scale measurement. Likert Scale used to measure the attitudes, opinions and perception of person or group of people about social phenomena.

Table 2.1 The Likert Scale:

No. Item Score

1 Strongly agree 5

2 Agree 4

3 Undecided 3

4 Disagree 2

5 Strongly disagree 1

(Source Sugiyono, 2011: 135)

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D. Technique of Data Collection

The data collected from the questionnaire by using descriptive technique analysis. The researcher distributed the instrument to the students. It consisted of 20 numbers. Then, the students answer the questions in questionnaire. It took 20 minutes for student to finish it.

After finish, the researcher collected the students‟ paper. Then, the researcher percentage the data to know the level of students‟ perception on the use of Student Team Achievement Division (STAD) technique.

The researcher also made a classification based on students‟

answer from the questionnaire. The data from questionnaire was given to know the students‟ perception on the use of STAD technique. It had been analyzed by using Likert Scale and classified into five levels. There were two statements, positive and negative statements.

Table 3.1 The classification level of agreement

NO Statement

Option Strongly

agree

Agree Undecided Disagree

Strongly disagree

1 Favorable 5 4 3 2 1

2 Unfavorable 1 2 3 4 5

(Sugiyono, 2013: 134).

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In order to determine the level of students‟ perception on the use of Student Teams Achievement Divisions (STAD) technique, the researcher used to classification as follow:

Table 3.2 The classification of level

No. Score Category

1 81-100 Very high

2 61-80 High

3 41-60 Intermediate

4 21-40 Low

5 0-20 Very low

(Sujono in Roamilawati, 2017: 16)

After classification the data, the researcher was interpreted the data, elaborated, concluded the information and predicted the result.

E. Technique Data Analysis

The data was collected through questionnaire to know the detail explanation of students‟ perception on the use of Student Team Achievement Division (STAD). The collect data would be serving by using analysis statistic descriptive by using the formula:

Annotation:

P = Percentage of Questionnaire F = Frequency of Items

N = Total Items

(Sudjana in Rosmilawati, 2017:17) P =

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CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter consists of two main sections. The first section presents the findings on each statement aspects to answer the research question about students‟ perception on the use of Student Teams Achievement Divisions (STAD) technique and lastly the discussions on findings from the questionnaire.

A. Findings

The data of students‟ perception Student Teams Achievement Divisions (STAD) technique by questionnaire distributed to 36 participants then analyzed the statements by using Likert scale. The statements consist of 20 items, there‟re ten favorable and ten unfavorable statements.

1. The students’ Perception on the Use of Student Teams Achievement Divisions (STAD) Technique

In this part, the researcher described the result of data analysis based on the problem statement. In this study the researcher used a close questionnaire to know the students‟ perception on the use of Student Teams Achievement Divisions (STAD) technique in learning activity at the eighth grade students of SMP Muhammadiyah 12 Makassar. Below are the classifications of students‟ questionnaire for each item:

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Table 4.1 Student Teams Achievement Divisions (STAD) is an effective technique

No Items Frequency Percentage (%)

1 Strongly Agree 14 38.89

2 Agree 22 61.11

3 Undecided 0 0

4 Disagree 0 0

5 Strongly Disagree 0 0

Total 36 100

Table 4.1 showed that 14 (38.89%) out of students chose strongly agree (SA), 22 (61.11%) chose agree (A), and none of the students chose undecided (U), disagree (D), and strongly disagree (SAD). It means most of students think that Student Teams Achievement Divisions (STAD) was an effective technique.

Table 4.2 The instructions given by the teacher is clear and not confusing

2 Agree 22 61.11

3 Undecided 1 2.78

4 Disagree 0 0

Total 36 100

Table 4.2 showed that 13 (36.11%) out of students chose strongly agree (SA), 22 (61.11%) chose agree (A), 1 (2.78%) chose undecided (U), and none of the students chose disagree (D), and strongly disagree

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(SAD). It means most of students think that the instruction given by the teacher as long as learning process using STAD technique was clear and not confusing.

Table 4.3 STAD technique can increase my motivation.

2 Agree 20 55.55

3 Undecided 1 2.78

4 Disagree 0 0

Total 36 100

Table 4.3 showed that 15 (41.67%) out of students chose strongly agree (SA), 20 (55.55%) chose agree (A), 1 (2.78%) chose undecided (U), and none of the students chose disagree (D), and strongly disagree (SAD). It means most of students think that STAD technique could increase their motivation in learning activity.

Table 4.4 Through Student Teams Achievement Divisions (STAD) technique, I can understand the material easily.

2 Agree 24 66.67

3 Undecided 2 5.55

4 Disagree 0 0

Total 36 100

Table 4.4 showed that 10 (27.78%) out of students chose strongly agree (SA), 24 (66.67%) chose agree (A), 2 (5.55 %) chose undecided

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(U), and none of the students chose disagree (D), and strongly disagree (SAD). It means most of students think that learnt using STAD technique, they could understand the material easily.

Table 4.5 I’m active during group activities.

2 Agree 12 33.33

3 Undecided 13 33.11

4 Disagree 1 2.78

Total 36 100

Table 4.5 showed that 10 (27.78%) out of students chose strongly agree (SA), 12 (33.33%) chose agree (A), 13 (33.11%) chose undecided (U), 1 (2.78%) disagree (D), and none of the students chose strongly disagree (SAD). It means most of students think that they were active as long as learning process.

Table 4.6 I work by myself in group due to my friends could not understand the topic

1 Strongly Agree 0 0

2 Agree 12 33.33

3 Undecided 7 19.44

4 Disagree 11 30.56

5 Strongly Disagree 6 16.67

Total 36 100

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Table 4.6 showed that none of students chose strongly agree (SA), 12 (33.33%) chose agree (A), 7 (19.44%) chose undecided (U), 11 (30.56%) chose disagree (D), and 6 (16.67%) students chose strongly disagree (SAD). It means most of students didn‟t agree that they work by themselves due to their friends couldn‟t understand the topic.

Table 4.7 I couldn’t participate well in group as long as learning process using Student Team Achievement Division (STAD) technique.

2 Agree 3 8.33

4 Disagree 13 36.11

Total 36 100

Table 4.7 showed that none of students chose strongly agree (SA), 3 (8.33%) chose agree (A), 14 (38.89%) chose undecided (U), 13 (36.11%) chose disagree (D), and 6 (16.67%) students chose strongly disagree (SAD). It means most of students didn‟t agree that they couldn‟t participate well in group as long as learning process using STAD technique.

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Table 4.8 I do not appreciate my friends when they express their opinions.

1 Strongly Agree 1 2,78

2 Agree 2 5.55

3 Undecided 9 25.00

4 Disagree 14 38.89

Total 36 100

Table 4.8 showed that 1 (2.78%) out of students chose strongly agree (SA), 2 (5.55%) chose agree (A), 9 (25.00%) chose undecided (U), 14 (38.89%) chose disagree (D), and 10 (27.78%) students chose strongly disagree (SAD). It means most of students didn‟t agree that they didn‟t appreciate their friends when they express their opinions.

Table 4.9 I study hard because STAD is a good technique.

2 Agree 25 69.44

3 Undecided 0 0

4 Disagree 0 0

Total 36 100

Table 4.9 showed that 11 (30.56%) out of students chose strongly agree (SA), 25 (69.44%) chose agree (A), and none of the students chose undecided (U), disagree (D), and chose strongly disagree (SAD). It

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means most of students think that they studied hard due to STAD is a good technique.

Table 4.10 My group is unable to complete the exercise on time.

2 Agree 12 33.33

4 Disagree 9 25.00

Total 36 100

Table 4.10 showed that none of student chose strongly agree (SA), 12 (33.33%) chose agree (A), 10 (27.78%) chose undecided (U), 9 (25.00%) chose disagree (D), and 5 (13.89%) students chose strongly disagree (SAD). It means most of students agree that their group unable to complete the exercise on time.

Table 4.11 I can solve the exercise given in group.

2 Agree 21 58.33

3 Undecided 3 8.33

4 Disagree 5 13.89

Total 36 100

Table 4.11 showed that 7 (19.45%) out of students chose strongly agree (SA), 21 (58.33%) chose agree (A), 3 (8.33%) chose undecided (U), 5 (13.89%) chose disagree (D), and none of students chose strongly

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disagree (SAD). It means most of students think that they could solve the exercise given in group.

Table 4.12 STAD technique can increase the talent of leadership.

2 Agree 20 55.56

3 Undecided 5 13.89

4 Disagree 2 5.55

Total 36 100

Table 4.12 showed that 6 (16.67%) out of students chose strongly agree (SA), 20 (55.56%) chose agree (A), 5 (13.89%) chose undecided (U), 2 (5.55%) chose disagree (D), and 3 (8.33%) students chose strongly disagree (SAD). It means most of students think that learnt using STAD technique could increase the talent of leadership.

Table 4.13 I am confident enough to deliver my opinions in group.

2 Agree 14 38.89

4 Disagree 0 0

Total 36 100

Table 4.13 showed that 10 (27.78%) out of students chose strongly agree (SA), 14 (38.89%) chose agree (A), 12 (33.33%) chose undecided (U), and none of the student chose disagree (D), and strongly

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disagree (SAD). It means most of students think that they confident to deliver their opinions in group as long as learning process.

Table 4.14 I cannot understand the material provided properly.

2 Agree 0 0

4 Disagree 19 52.78

Total 36 100

Table 4.14 showed that 2 (5.55%) out of students chose strongly agree (SA), none of student chose agree (A), 10 (27.78%) chose undecided (U), 19 (52.78%) chose disagree (D), and 5 (13.89%) students chose strongly disagree (SAD). It means most of students didn‟t agree that they couldn‟t understand the material provided properly.

Table 4.15 I cannot answer all the quizzes given by teacher

2 Agree 6 16.67

4 Disagree 11 30.56

Total 36 100

Table 4.15 showed that 4 (11.11%) out of students chose strongly agree (SA), 6 (16.67%) chose agree (A), 12 (33.33%) chose undecided (U), 11 (30.56%) chose disagree (D), and 3 (8.33%) students chose

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strongly disagree (SAD). It means most of students didn‟t agree that they cannot answer all the quizzes given by the teacher.

Table 4.16 I am not happy if the result of group work gets appreciation from the teacher.

2 Agree 1 2.78

3 Undecided 1 2.78

4 Disagree 14 39.89

Total 36 100

Table 4.16 showed that 2 (5.55%) out of students chose strongly agree (SA), 1 (2.78%) chose agree (A), 1 (2.78%) chose undecided (U), 14 (38.89%) chose disagree (D), and 18 (50.00%) students chose strongly disagree (SAD). It means most of students didn‟t agree that they not happy if the result of group work gets appreciation from the teacher.

Table 4.17 I’m not proud when my group gets a reward.

2 Agree 1 2.78

3 Undecided 1 2.78

4 Disagree 9 25.00

Total 36 100

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Table 4.17 showed that 1 (2.78%) out of students chose strongly agree (SA), agree (A), and undecided (U), and 9 (25.00%) chose disagree (D), and 24 (66.66%) students chose strongly disagree (SAD).

It means most of students didn‟t agree that they not proud when their group gets a reword.

Table 4.18 STAD technique couldn’t help me to implement the material in my daily life.

2 Agree 2 5.56

3 Undecided 9 25.00

4 Disagree 19 52.78

Total 36 100

Table 4.18 showed that 3 (8.33%) out of students chose strongly agree (SA), 2 (5.55%) chose agree (A), 9 (25.00%) chose undecided (U), 19 (52.78%) chose disagree (D), and 3 (8.33%) students chose strongly disagree (SAD). It means most of students didn‟t agree that STAD technique couldn‟t help them to implement the material in their daily life.