| dc.description.abstract | SUMMARY
The Effect of Using STAD Technique on the Students Tense Achievement in
SUMMARY
The Effect of Using STAD Technique on the Students Tense Achievement in
Writing Sentences at SMPN 3 Balung Jember in The 2011-2012 Academic Year;
Muhammad Arif Efendi, 070210401112; 2012:55pages; English Education Program
of Language and Arts Education department, the Faculty of Teacher Training and
Education, Jember University.
In Indonesia, especially at SMPN 3 Balung-Jember, there are many students
facing a lot of difficulties in learning English. One of them is to understand and apply
English grammar. Especially, they find it difficult to apply correct tenses when
writing English sentences. It is simply because English sentence structure is different
from the Indonesian sentence structure. Moreover, based on the interview with the
English teacher of SMPN 3 Balung. One problem that is also worth considering is
that there are many students that have different capability in English which she/he
brings to the class. It makes the teacher think twice or even three times how to
address the various needs of the mixed-level students in a big class. Besides the
teacher usually taught tenses monotonously by explaining briefly then giving
exercises based on the students’ worksheet . It seems that the good students will
dominate the class and the weak students remain the same as they lose their
confidence in learning English.
Concerning with the problems above, the researcher tried to apply a technique
that can involve all students (high, average, and low achiever) in teaching learning
process and let them interact, solve problems and master the material given. The
technique is called STAD. It is categorized as one of cooperative language learning
developed by Slavin and his colleagues at John Hopskin University. There are 5(five)
element of cooperative learning that are important to know; 1) positive
interdependence.2) individual accountability.3)face to face interaction.
4)development of social skill. 5)group evaluation.
xiv
A research was conducted to investigate the effect of using STAD on the
seventh grade students’ tense achievement in writing sentences at SMPN 3 BalungJember
in
the
2011/2012
academic
year.
The
population
of
this
research
was
all
of
the
seventh
year students of SMPN 3 Balung-Jember in the 2011/2012 academic year.
The research respondents were determined by delivering a homogeneity test (a tense
test, covering simple present and present continuous tense) to all seventh grade
classes. Then, 32 students of grade VII-B were selected as the experimental group
that taught tenses by using STAD, while 32 students of grade VII-A were selected as
the control group that taught tenses by lecturing technique.
The primary data of this research were collected from the students’ post test,
while the supporting data were gained trough interview and documentation. The
primary data were collected then analyzed by using t-test formula. Based on the
calculation, the mean score of the experimental group was higher than the mean score
of the control group (72.34 ˃ 65.62. It means the statistical value of t-test is higher
than critical value of t-test (2.62>2.00). Therefore, the null hypothesis (H
o
)
formulated: “there is no significant effect of using STAD technique on the seventh
grade students’ tense achievement in writing sentences at SMPN 3 Balung-Jember in
the 2011-2012 academic year” was rejected. On the other hand, the alternat ive
hypothesis (H
a
): “there is a significant effect of using STAD technique on the seventh
grade students’ tense achievement in writing sentences at SMPN 3 balung in the
2011-2012 academic year” was accepted.
The research results proved that there was a significant effect of STAD
technique on the seventh grade students’ tense achievement at SMPN 3 BalungJmber
in
the
2011/2012
academic
year.
Therefore,
it is recommended for the English
teacher to use STAD technique as an alternative technique in teaching tenses. Sentences at SMPN 3 Balung Jember in The 2011-2012 Academic Year;
Muhammad Arif Efendi, 070210401112; 2012:55pages; English Education Program
of Language and Arts Education department, the Faculty of Teacher Training and
Education, Jember University.
In Indonesia, especially at SMPN 3 Balung-Jember, there are many students
facing a lot of difficulties in learning English. One of them is to understand and apply
English grammar. Especially, they find it difficult to apply correct tenses when
writing English sentences. It is simply because English sentence structure is different
from the Indonesian sentence structure. Moreover, based on the interview with the
English teacher of SMPN 3 Balung. One problem that is also worth considering is
that there are many students that have different capability in English which she/he
brings to the class. It makes the teacher think twice or even three times how to
address the various needs of the mixed-level students in a big class. Besides the
teacher usually taught tenses monotonously by explaining briefly then giving
exercises based on the students’ worksheet . It seems that the good students will
dominate the class and the weak students remain the same as they lose their
confidence in learning English.
Concerning with the problems above, the researcher tried to apply a technique
that can involve all students (high, average, and low achiever) in teaching learning
process and let them interact, solve problems and master the material given. The
technique is called STAD. It is categorized as one of cooperative language learning
developed by Slavin and his colleagues at John Hopskin University. There are 5(five)
element of cooperative learning that are important to know; 1) positive
interdependence.2) individual accountability.3)face to face interaction.
4)development of social skill. 5)group evaluation.
xiv
A research was conducted to investigate the effect of using STAD on the
seventh grade students’ tense achievement in writing sentences at SMPN 3 BalungJember
in
the
2011/2012
academic
year.
The
population
of
this
research
was
all
of
the
seventh
year students of SMPN 3 Balung-Jember in the 2011/2012 academic year.
The research respondents were determined by delivering a homogeneity test (a tense
test, covering simple present and present continuous tense) to all seventh grade
classes. Then, 32 students of grade VII-B were selected as the experimental group
that taught tenses by using STAD, while 32 students of grade VII-A were selected as
the control group that taught tenses by lecturing technique.
The primary data of this research were collected from the students’ post test,
while the supporting data were gained trough interview and documentation. The
primary data were collected then analyzed by using t-test formula. Based on the
calculation, the mean score of the experimental group was higher than the mean score
of the control group (72.34 ˃ 65.62. It means the statistical value of t-test is higher
than critical value of t-test (2.62>2.00). Therefore, the null hypothesis (H
o
)
formulated: “there is no significant effect of using STAD technique on the seventh
grade students’ tense achievement in writing sentences at SMPN 3 Balung-Jember in
the 2011-2012 academic year” was rejected. On the other hand, the alternat ive
hypothesis (H
a
): “there is a significant effect of using STAD technique on the seventh
grade students’ tense achievement in writing sentences at SMPN 3 balung in the
2011-2012 academic year” was accepted.
The research results proved that there was a significant effect of STAD
technique on the seventh grade students’ tense achievement at SMPN 3 BalungJmber
in
the
2011/2012
academic
year.
Therefore,
it is recommended for the English
teacher to use STAD technique as an alternative technique in teaching tenses. | en_US |
