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THE IMPLEMENTATION OF STUDENT TEAM ACHIEVEMENT DIVISION OF COOPERATIVE LEARNING METHOD USED BY ENGLISH TEACHER IN LEARNING PROCESS AT SMAN 1 PULAU PUNJUNG
Silvia Nengsih*), Edwar Kemal, M. Hum**), Lili Perpisa, M. Pd***)
*) Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat.
Email: [email protected]
**) Staf Pengajar Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat.
Email: [email protected]
***) Staf Pengajar Program Studi Pendidikan Bahasa Inggris, STKIP PGRI Sumatera Barat.
Email: [email protected]
ABSTRACT
The background knowledge of this research is the students’ low motivation in English learning and the students’ difficultly to comprehend about English. Therefore, the purpose of this research is to know how the implementation of STAD in English learning is. This research is qualitative research method and the data are got from English teachers who teach in twelevth class IPS number 2 teachers at SMA N 1 Pulau Punjung. In collecting the data, The researcher used video recording, observation Checklist dan field note. When did the research by video recording, observation Checklist and field note, The researcher saw all of teachers’ activities and the researcher wrote all of the teacher’s activities based on all of indicators in STAD in English learning process. Meanwhile, the video recording is used to see and to observe how the implementation of STAD and steps by steps English teachers in English learning is. The result of this research is found that English teachers in SMAN 1 Pulau Punjung XII IPS had used STAD and had implemented four steps from five steps in implementing of STAD. Based on the data are got by the researcher, it is found that English teacher in SMA N 1 Pulau Punjung had used indicators from each steps in implementing of STAD. Although, English teachers did not used the last indicator but there, STAD has run well. It could be interpreted the English teachers in SMA N 1 Pulau Punjung had used STAD and suitable with the material that will be learned and also the teachers are able to make the students be more active in learning process, share their ideas and interactions with their friends.
ABSTRAK
Penelitian ini dilatarbelakangi oleh rendahnya motivasi siswa dalam bahasa inggris dan sulitnya kemampuan siswa dalam memahami bahasa inggris. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi student team achievement division (STAD) yang diterapkan oleh guru bahasa Inggris di dalam proses pembelajaran di kelas.
Pelaksanaan penelitian ini untuk menemukan informasi mengenai STAD yang digunakan dan bagaimana penerapanya dalam mengajar bahasa Inggris. Lebih lanjut, penelitian ini adalah penelitian kualitatif dan data diperoleh dari semua guru bahasa Inggris yang mengajar di kelas XII IPS berjumlah 2 orang di SMA N 1 Pulau Punjung. Dalam mengumpulkan data, peneliti menggunakan video recording, observasi Checklist dan
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catatan lapangan. Hasil dari penelitian ini di temukan bahwa guru bahasa inggris di SMA N 1 Pulau Punjung kelas XII IPS telah mengunakan metode STAD dan menerapkan empat langkah dari lima langkah dalam melakukan metode STAD. Berdasarkan data-data yang telah dilakukan oleh peneliti ditemukan bahwa guru-guru di SMAN 1 Pulau Punjung telah mengunakan indikator-indikator dari masing-masing urutan dalam langkah-langkah mengunakan metode STAD. Walaupun guru tersebut tidak mengunakan indikator terakhir akan tetapi STAD sudah berjalan dengan baik. Sehingga, dapat diinterprestasikan bahwa guru bahasa inggris di SMAN 1 Pulau Punjung mengunakan metode STAD dan menyesuaikanya dengan materi yang akan diajarkan dan juga guru mampu membuat siswa untuk lebih aktif dalam proses pembelajaran dan mengungkapkan ide-idenya serta berinteraksi dengan teman lainya.
Key Word : student team achievement division (STAD)
INTRODUCTION
Student Team Achievement Division (STAD) developed by Robert Slavin and et al at the Johns Hopkins University (in Slavin, 1995) is the simplest cooperative learning, and the suitable cooperative learning used by teachers who are just beginning to use the cooperative learning. Student Team Achievement Divisions (STAD) is one type of the simplest cooperative learning that emphasizes the activity and interaction among students to motivate each other and help each other in mastering the subject matter in order to achieve the maximum performance.
Next, According to Ghaith and Yaghi (1998), the STAD technique has consistently been shown to be among the most simple and effective CL methods in improving student achievement of well defined objectives in various subjects.
Furthermore, Gross (1991:56), explains that student team achievement division (STAD) is a technique in the teaching learning process that is effective to increase students motivation and enthusiasm, and it can develop their responsibility in their own group. It is considered a good model because as one the cooperative learning techniques, it can raise students’ motivation in learning by exchanging and sharing information, reinforcing each other, giving feedback and having the responsibility for their tasks in group work.
In student team achievement division (STAD), The students work in four member learning teams to master the material. Then the teacher presents a
lesson on some topic. Following the team study time, students take individually quizzes, and teams may earn certificates or prize based on
the average of all team members’ scores. (Sharan, 2009:5).
Based on the explanation above, it can be concluded that Student Team Achievement Division is one method or approach in a simple and cooperative learning for teachers who are just beginning to use cooperative approach in the learning process, STAD also an effective method of cooperative learning.
The main idea behind the model STAD is to motivate the students to encourage and help each other to master the skills presented by the teacher.
RESEARCH METHOD
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n this research, the researcher used qualitative research. It was supported by Creswell (2009:4), “The qualitative research is an approach for exploring and understanding the meaning individuals or group ascribe to a social or human problem. For this research, the researcher chose SMAN 1 Pulau Punjung as the site of the research. SMAN 1 Pulau Punjung located in Sungai Dareh, Kabupaten Dharmasraya. From this school, the researcher analyzed how is the implementation student team achievement division (STAD) of cooperative learning method used by English teacher in English learning process.There were two English teachers that taugh at the twelevth grade in this school. It showed that, researcher chose
3 the participant in this research all of English teacher taugh at the twelevth grade class in SMAN 1 Pulau Punjung.However in this research researcher used observation checklist and field notes and recording tools as instruments. After collecting the data, the researcher analyzed it.
RESEARCH FINDINGS
As well stated on the previous chapter, there were some procedure in implementing student team achievement division (STAD). They were, Class presentation, The formation of team, Team quizess, Individual improvement, and Team recognition. The last is Award group.
As a result by using observation checklist and field notes and also video recorder, the researcher could gather the data that needed optimally. From the result observation checklist and field notes, there were some indicators that were done and were not done by the participants. The result of research finding proved that implementation of student team achievement division ( STAD) in English learning process at SMAN 1 Pulau Punjung is still good since all the participants of the research implemented of indicators that were very important. Although, there is only one indicator was not be done by the participants.
CONCLUSIONS
Based on the research question that is stated in the chapter one previously. The purpose of the research is to describe how is the implementation of student team achievement division (STAD) of cooperative learning used by English teachers in learning process at SMAN 1 Pulau Punjung.
In collecting data, the researcher conducts this research in SMAN 1 Pulau Punjung. It is located in Sungai Dareh, Kabupaten Dharmasraya. This research uses basic interpretative study as research design because the researcher investigates based on teacher’s
experience and assume about student team achievement division of cooperative learning method used by English teachers in learning process at the twelve grade in SMAN 1 Pulau Punjung.
There are two English teachers in this school that teach twelveth grade.
The researcher uses total sampling to determine the participant. There are two English teachers; Corry Otista Putri, S.Pd and Neni Sriwahyuni, S.Pd. The researcher takes all of English teacher as participant in this research.
The data in this research is gotten by using observation for each respondent. It is chosen because the researcher wants to get in information about how is the implementation of student team achievement division of cooperative learning method used by English teacher in learning process. The researcher does observation by using observation checklist and field notes, video recorder to collect the data. The indicators are provided based on observation checklist and field note.
After getting the information from participants, the researcher analyzes the data by reading memoing, describing and intrepreteting that is stated in technique data analysis.
Related with research finding, the researcher concludes result of observation checklist and field notes and video recorder. Finally, the researcher finds the indicators from English teacher about the implementation of student team achievement division (STAD) of cooperative learning method used by English teachers in learning process. In this research, the researcher focuses to analyze how is the implementation of student team achievement division (STAD) of cooperative learning method used by English teachers in learning process.
According to Slavin (1995:71- 73), there are five steps or indicators that related with the implementation of student team achievement division (STAD) of cooperative learning method which are; Class presentation, The formation of study groups (Teams), Provision of test or quiz (Quizzes),
4 Improved scoring individual (Individual Improvement Scores), Awards group (Team Recognition).
In this research, based on the research was done in SMAN 1 Pulau Punjung all of the participants only do and implement five of indicators in student team achievement division which are; Class presentation, The formation of groups (Teams), Provision of test or quiz (Quizzes), Improved scoring individual.And there is one of indicators participants did not implement in English learning process is awards group (Team Recognition).
After the researcher analyzes about the implementation of student team achievement division (STAD) of cooperative learning method used by English teacher in learning process, the researcher wants insightful suggestion at this study. First, based on research, teachers do not follow all of their method. So, the teacher should know their method especially in teaching learning process because it will help them to provide self-development in teaching English and also can help the teacher to develop their method to be better toward their application in the class. Second, to collect the data the researcher only uses observation checklist and field note and video recorder because of limitation of the time. However, for the next, researcher is hoped to use of richer method in data collection in others.
It can help in presenting the richer data findings and deeper analysis.
Third, since the study just limited the analysis on how student team achievement division of cooperative learning method used by English teachers in learning process, there are any method or strategy that have not explored yet on this research. So, this research can be a reference for the next research who wants to do this research, especially in the nature of student team achievement division of cooperative learning method used by English teachers in learning process.
ACKNOWLEDGEMENT
This research is one of the requirements to get one (S1) degree at English Department of STKIP PGRI West Sumatera. After exceeding long process of research and study the researcher can fulfill this requiretments.
The researcher expresses her gratutide to her advisors, Edward Kemal, M.Hum and Lili Perpisa, M.Pd who have given advice and helped the researcher to complete her thesis.
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