Implementation of Student Teams Achievement Divisions (STAD) technique: Impact on undergraduate students' English speaking skill
Abstract
The aim of this study was to investigate whether there was any significant difference in speaking improvement between using Student Teams Achievement Divisions (STAD) and non STAD. The study used the experimental research method and was conducted to the second year students at STAI Tapaktuan of 2017/2018 academic year with an experimental group of 19 students and a control group 20 students, selected through random sampling. Data came from pre-test and post-test which were analyzed by using t-test. The results showed that there was a significance difference in speaking improvement between the students who were taught by using STAD and those who were not. The result of t-test of the post-test was 0.00, (p-value<0.05), indicating that H0 was rejected and H? was accepted.
Keywords
Full Text:
PDFReferences
Amiruddin, A. (2019). Researching students oral performance: Whats wrong with their use of grammar, vocabulary and pronunciation?. Englisia: Journal of Language, Education, and Humanities, 6(2), 88-101.
Ariyani, D. (2016). The use of cooperative learning STAD to improve speaking skills of accounting program students grade XI in SMKN 1 Depok in the academic year of 2013/2014 (Bachelors thesis). Retrieved from http://eprints.uny.ac.id/41036/1/Dwi%20Ariyani %20%Thesis.pdf
Brown, G., & Yule, G (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed). London, UK: Longman.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. London, UK: Longman.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474509.
Firnanda, R., Gani, S. A., & Samad, I. A. (2019). The influence of Student Team-Achievement Division (STAD) in developing students speaking skill. English Education Journal, 10(1), 46-66.
Goh, C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge, UK: Cambridge University Press.
Harmer, J. (2007). How to Teach English. Harlow, UK: Longman.
Kachru, Y., & Smith, L. E. (2008). Cultures, contexts, and world Englishes. New York, NY: Routledge.
Kristina, K. (2014). Improving speaking skill through Student Teams Achievement Division (STAD) of the eleventh grade students of SMKN1 Tampaksiring in academic year 2013//2014 (Bachelors thesis). Retrieved from http://unmas-library.ac.id/wp-content/uploads/2014/06/SKRIPSI-LENGKAP.pdf.
Kurniawan, I., Syafrizal, S., & Fernandita, G. J. (2018). An analysis of students English speaking skills at coastal schools of Bengkulu city, Indonesia. The Journal of English Language Studies, 3(1), 19-31.
Lado, R. (1964). Language teaching: A scientific approach. New York, NY: McGraw-Hill.
Littlewood, W. (1985). Communicative language teaching: An introduction. Cambridge, UK: Cambridge University Press.
Meylina, M. (2017). Challenges of learning spoken English in Minangkabau context. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 86-96.
Nunan, D. (1991). Language teaching methodology. London, UK: Prentice Hall International.
Richards, J. (2006). Communicative language teaching today. Cambridge, UK: Cambridge University Press.
Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580.
Slavin, R. E. (1991). Student team learning: A practical guide to cooperative learning (3rd ed). Washington, DC: National Education Association.
Wahyuningsih, S., & Afandi, M. (2020). Investigating English speaking problems: Implications for speaking curriculum development in Indonesia. European Journal of Educational Research, 9(3), 967-977.
DOI: https://doi.org/10.37598/accentia.v1i2.853
Refbacks
- There are currently no refbacks.