THE IMPLEMENTATION OF STUDENTS TEAM ACHIEVEMENT DIVISION (STAD) METHOD WITH CLASSROOM ACTION RESEARCH
In
the implementation of Students Team Achievement Division (STAD)
method dealing with classroom action research
it was conducted
in two cycles. Each cycle consisted of
planning, acting, observing,
and reflecting. The determining of the second cycle was based
on the reflection of the previous cycle result.
1. Cycle
I
Based
on the observation before the researcher concluded the students difficult in
speaking Therefore, the researcher
implemented Students Team Achievement Division (STAD) method to
solve the problem
in the classroom
action research. There
were four steps in
CAR including planning,
acting, observing, and
reflecting in each cycle.
a. Planning
In this
research, the procedures were as follows:
1) Making
lesson planning based on the syllabus, and prepare material before enter in the
classroom for each meeting
2) Making
observation sheet to observe the students activity.
3) Making
instrument evaluation was used in classroom action research cycles
b. Action
1) Class
presentation. The material to be learned is initially presented to the whole
class by the teacher. Therefore, he needs to prepare a topic or a lesson
material. Since the teacher presents the material, the students can focus on
the presented material, while on the other side they are concerning to the way
she uses of the acceptable pronunciation, correct grammatical patterns, and
vocabulary mastery.
2) Team.
The teacher asks the students to form a team which is comprised of five to six
members. The students than work in group of a given topic and are trying to
master each question arises in the
topic. In this case, the teacher informs each members which assignment to be
completed. After that they are working
in a group discussion or pair activity, while the task is finished, the teacher
asks once again each teams to review and make more clear about the question
arise previously
3) Quiz.
The students are evaluated via individually quiz. The quiz is based on the
material given and that have discussed more in team. The quiz assesses
individual achievement on the material presented in the class and practiced in
team. The quiz is in forms of asking and answering questions by pointing or in
order. Here, again the students can learn how to perform a good speaking accuracy.
4) Individual
improvement scores. The teacher puts the scores on improvement from pre to post
questions scores. Individual scores contribute to a group score, the points
contributed to the group are based on a students’ improvement over previous
quiz performance.
5. Team recognition. Lastly, as the
learning goes impressed, the teacher gives rewards or appreciation for teams
who perform exceptionally well or who are most improved.
c. Observation
In
this phase, the teacher observed the situation of teaching learning and the
students’ activity in teaching learning process using observation sheet and
speaking test at the end of the first cycle. The teacher was evaluated the
students’ achievement in speaking English and measure the effect of Students
Team Achievement Division (STAD) method.
d. Reflection
The
teachers analyze and evaluate all of the data, which had been collected from
observation, to assess the teaching program’s achievement after given an action
at the first cycle. The gotten result could be a basic to formulate as
reconciliation for the second cycle.
2. Cycle
II
After
finishing the cycle I, the result of the learning process was not significant
to what the researcher expect the cycle II was taken again for improvement of
the cycle achievement.
Basically, the
planning at the first cycle and the second cycle has the same steps. In this
cycle, the researcher tried more improve some deficits on first cycle with
guide in indicator achievement.
a. Revised
Planning
In cycle II was
the same with cycle I that conducted four times meeting included once time for
test in cycle II. The main activities were:
1) In
the palnning section, the teacher prepared material to students about reading comprehension
materials
2) Arranged
lesson planning, for the first meeting, the second meeting, the third meeting
and the fourth meeting
3) Prepared
the second observation paper to observe the students’ activity
b. Action
1) Class
presentation. The material to be learned is initially presented to the whole
class by the teacher. Therefore, he needs to prepare a topic or a lesson
material. Since the teacher presents the material, the students can focus on
the presented material, while on the other side they are concerning to the way
she uses of the acceptable pronunciation, correct grammatical patterns, and
vocabulary mastery.
2) Team.
The teacher asks the students to form a team which is comprised of five to six
members. The students than work in group of a given topic and are trying to
master each question arises in the topic. In this case, the teacher informs
each members which assignment to be completed. After that they are working in a group discussion or pair
activity, while the task is finished, the teacher asks once again each teams to
review and make more clear about the question arise previously
3) Quiz.
The students are evaluated via individually quiz. The quiz is based on the
material given and that have discussed more in team. The quiz assesses
individual achievement on the material presented in the class and practiced in
team. The quiz is in forms of asking and answering questions by pointing or in
order. Here, again the students can learn how to perform a good speaking accuracy.
4) Individual
improvement scores. The teacher puts the scores on improvement from pre to post
questions scores. Individual scores contribute to a group score, the points
contributed to the group are based on a students’ improvement over previous
quiz performance.
5. Team recognition. Lastly, as the
learning goes impressed, the teacher gives rewards or appreciation for teams
who perform exceptionally well or who are most improved.
c. Observation
In this phase, the teacher observed the situation of teaching learning and the students’ activity in teaching learning process using observation sheet and speaking test at the end of the first cycle. The teacher was evaluated the students’ achievement in speaking English and measure the effect of Students Team Achievement Division (STAD) method..
d. Reflection
According
to the achieved result of the observation that had been collected and analyzed.
From the result of the research, the researcher can make conclusion that
Students Team Achievement Division (STAD) method can improve the students’
Speaking ability.
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