Therefore, Rao stated that speaking is considered a key skill among the four English skills.4 Accordingly, Nunan stated that learning speaking as a foreign language is more complicated than other skills for two reasons. Speaking is a productive oral skill that systematically processes verbal statements to convey a message.6 In short, speaking is a human way of conveying messages, thoughts, and feelings. In Sudarmo, Usmonov argues that foreign language learners and the general public must learn speaking skills in order to achieve high oral and written competence in order to be able to use it as a means of communication, especially in study and work activities.7 According to this, speaking is important because it is a communication medium in many ways.
Identification of the Problem
The finding showed that the STAD technique has a positive effect on students' speaking skills and perception.17 In addition, Wiraningsih's research indicates that the use of STAD can develop speaking skills. It is highly recommended that the Student Teams Achievement Division (STAD) strategy be used in English classrooms to teach speaking. Based on the above background, the researcher is interested in conducting a research titled "Effectiveness of Student Group Achievement Department (STAD) Strategy to Improve Students' Speaking Ability at MTs Negeri 2 Ponorogo".
Limitations of the Study
Statements of the Problem
Objective of the Study
Significances of the Study
It can motivate students to learn English, especially speaking, with active and fun learning activities to improve their speaking skills without confusion. The research result can be a reference for the teacher for creative and effective learning strategies in speaking teaching. This research can be used as information or reference for further studies related to the use of STAD strategy for teaching speaking skills.
Organization of the Study
This chapter explains the research design, setting, population, sample, data collection, instruments, validity, reliability, data analysis, and hypothesis testing. This chapter explains the findings of the study, presenting the process of conducting the pre-test through the post-test. This chapter answers the research objective of this study and provides recommendations for the students, teacher, readers and future researchers.
LITERATURE REVIEW
Speaking
20 Razi, Muslem and Fitrisia, "Teachers' Strategies in Teaching Speaking Skill to Junior High School Students," 401. 25 Razi, Muslem, and Fitrisia, "Teachers' Strategies in Teaching Speaking Skills to Junior High School Students," 401. 29 Karpovich et al., "The use of monologue speaking tasks to improve first-year students' English speaking skills," 6.
Cooperative Learning
Student Teams Achievement Division a. Definition of STAD Strategy
The main background of STAD triggers students to support each other and help each other understand or master skills taught by the teacher.39 Slavin stated that STAD has five main components: class presentation, team, quiz, individual progress score, and team recognition .40. Class presentation is the first step in the STAD strategy presented by the teacher in the classroom. Students must pay attention to the teacher's presentation to help them later in the quiz.
The students will do the quiz individually and will not be allowed to help their friends in the team or discuss with others. Each student collected the points for their team based on the level their quiz score exceeded theirs. The teacher gives a pre-test to each student individually to get the first score used for the purpose of determining student learning groups.
The teacher presents the learning material or problems to the students based on the skills to be achieved. Students are not allowed to help each other take the quiz, so each student is individually responsible for understanding the material. Each student is given the first score to get average student performance before the quiz.
The teacher awards awards based on the achievement of an increase in individual learning outcomes from the baseline score to the next quiz score. d.
Recount Text
Here are the disadvantages of cooperative learning of the STAD type, such as:43 1) It takes more time;. Students should pay attention to their skills and show what they have achieved in group activities by answering a quiz or test based on their skills. The score of the test or quiz will be placed in the list of individual results to see an improvement in individual skills.
However, the group score is highly dependent on the contribution of individual scores. sequence that happened in the past. The communicative purpose of narrative text is to retell something that happened in the past and to reconstruct past experiences by retelling events to others in which they happened. 45. It gives the conclusion of the experience; writer's commentary on activities, events, or experience.
Orientation, events, and reorientation are the generic structures that narrate the text in composition, where each structure describes an event or experience of the writer in the past. d.
Previous Related Studies
The similarity between this study and the previous study above is that the study has the same focus, namely the use of STAD in improving students' speaking skills. The target of their study is eleventh grade students of SMAN 01 Lhoong in the 2017/2018 academic year. Meanwhile, the target of this study is the eighth grade students of MTs Negeri 2 Ponorogo in the academic year 2022/2023.
Accordingly, the difference between the previous research and this research is the design of the research method that was used. Based on the second previous study, the similarity between this research and the previous study above is that it has the same focused study, namely used STAD in improving students' speaking ability. On the other hand, their study and this research also have differences, such as the object and design of the research method used in the research.
This purpose of the research is eighth grade students of MTs Negeri 2 Ponorogo in the academic year 2022/2023. Then the purpose of their study is students of class VIII A of SMP Negeri 1 Jatisari. The similarity of the last previous study above with this research in the use of the Student Teams Performance Section (STAD) to improve students' speaking skills.
Then, this research object is eighth grade students of MTs Negeri 2 Ponorogo in the academic year 2022/2023.
Theoretical Framework
Starting with observation at the second internship at MTs Negeri 2 Ponorogo, the researcher found that students struggle to speak English. Moreover, less confidence makes students shy while speaking English, especially in front of the class. One learning strategy that can be used in teaching speaking is cooperative learning, which has many types; one is Student Teams Performance Division (CITY).
Therefore, the researcher is interested in conducting research titled The Effectiveness of Student Teams Achievement Division (STAD) Strategy to improve students' speaking ability at MTs Negeri 2 Ponorogo. Next, the researcher formulated the hypothesis based on the theory presented and strengthened by previous studies. This research used a quasi-experimental research design that uses two classes: experimental class and control class.
Meanwhile, the control class was taught using a learning center normally used by the teacher. Then, the taught experimental class used the STAD strategy, while the control class did not. At the end of the meeting, both classes were given a post-test to see their speaking ability after receiving treatments.
The researcher draws a conclusion from these findings and gives recommendations for teachers to use STAD strategy in speaking.
Hypothesis
RESEARCH METHOD
- Research Setting and Schedule 1. Research Setting
- Research Schedule
- Population and Sample 1. Population
- Sample
- Definition of Operational Study
- Independent Variable (X)
- Dependent Variable (Y)
- Technique of Data Collection
- Test
- Documentation
- Validity and Reliability 1. Validity
- Reliability
- Data Analysis Technique
- Normality Test
- Homogeneity Test
- Hypothesis Test
The first result is used as a benchmark value to determine if the treatment has an effect—the students are tested using an oral test. Before a pre-test was administered, the researcher explained the purpose of the pre-test to the students. The researcher gave the treatment for two meetings—Student Teams Achievement Division (STAD) strategy taught in the experimental class.
After both classes were given a pre- and post-test, the researcher calculated the differences in the post-test results to see if the STAD strategy effectively improved students' speaking ability. After that, the researcher conveyed the learning objectives and gave the material about narrative text. The researcher took the same pre-test as the experimental class to talk about their holiday experiences and what activities they did.
Meanwhile, in the second and third sessions, the researcher gave the text narration material that used the teacher-centered strategy. A sample is a set of elements that is the basic unit selected from a population that is taken from a larger population according to certain rules. 5 The researcher used random sampling to select the sample. The technique may include questionnaires, interviews, observation, tests, documentation, and more.6 The researcher used tests and documentation to collect data in this research.
8 Karpovich et al., “Using Monologue Speaking Tasks to Improve First-Year Students' English Speaking Skills,” 6–7. After that, the researcher asked the students to recount their recent vacation experiences and what activities they did in 3 minutes. In calculating the normality test, the researcher used the Kolmogorov-Smirnov test with the help of IBM SPPS 25 version.
RESEARCH RESULT
- Data Description of Experimental Class
- Data Description of Control Class
- Inferential Statistic 1. Assumption Test
- Testing of hypothesis
- Discussion
- Recommendation
The researcher took the pre- and post-test results as the results in the research. In this part, the researcher explained the procedures of speaking teaching in the experimental class and the result obtained in the experimental class. In the last meeting, the researcher gave a post-test to see their speaking skills after the treatment.
The Student Teams Achievement Division (STAD) strategy in this research was taught in the experimental class. In the histogram above, it can be seen that the students' pretest results in the experimental class. Based on the histogram, the mean of the pretest in the experimental class is 67.5 with a standard deviation of 6.972.
The first meeting phases in the control class are the same as in the experimental class. In the histogram above it can be seen that the students' pre-test results were in the control class. Based on the histogram, the mean of the pretest in the control class is 65.63, with a standard deviation of 6.349.
In the histogram above, it can be seen that the post-test scores of the students in the control class. Based on the histogram, the mean of the post-test in the control class is 67.87, with a standard deviation of 9.13. It can be concluded that the post-test score in the experimental class is greater than in the control class.
