Professional Documents
Culture Documents
This Blog
Linked From Here
The Web
This Blog
The Web
http://lokitapurnamika.blogspot.com/2008/12/stad-
technique-for-reading.html
Wednesday, December 10, 2008
STAD technique for reading
pemahaman membaca adalah suatu aktivitas untuk mengerti dan mendapatkan ide dibalik
sebuah kalimat atau paragraph, tidak hanya sekedar merangkai makna setiap kata yang
kosakata untuk membaca efektif (vocabulary knowledge for effective reading), membaca
sepintas dengan tujuan (skimming), membuat kesimpulan tentang informasi yang implisit
Lebih jauh, Dubin (1982) menyatakan bahwa dalam memahami teks tertulis, para
informasi yang mereka dapatkan dengan pengalaman dan pengetahuan yang telah mereka
miliki sebelumnya.
menjawab pertanyaan tentang bacaan tersebut. Dengan demikian, dalam kelas membaca
mengajar sangatlah penting, sebagaimana yang dinyatakan oleh Dubin (1982) sorang
guru hanya bisa membantu siswa memahami bacaan apabila dia mampu mengajar siswa
dengan baik.
kemampuan bahasa siswa dan tingkat kesulitan bahasa yang digunakan penulis. Dengan
demikian, materi atau bahan bacaan haruslah dipilih sehingga sesuai dengan tingkat
kemampuan bahasa siswa. Hal ini sangat penting, mengingat siswa akan lebih termotivasi
metode Cooperative learning tipe STAD. Dalam penelitian ini akan diterapkan lebih dari
satu siklus. Kember (2000) menyatakan bahwa dalam penelitian tindakan kelas, adalah
hal yang normal atau biasa bagi peneliti untuk melakukan lebih dari satu siklus. Hal ini
disebabkan, karena peningkatan suatu kemampuan hanya akan dapat dicapai dengan
penerapan beberapa siklus yang setiap siklusnya mengacu pada perbaikan berdasarkan
refleksi siklus sebelumnya. Gambar berikut merupakan alur siklus yang diajukan oleh
1. Perencanaan (Planning)
Pada tahap ini, peneliti merencanakan kegiatan yang akan dilaksanakan pada
tahap tindakan (action). Peneliti juga menyiapkan semua materi dan instrument
2. Tindakan (Action)
Tahap tindakan ini dilakukan berdasarkan rencana yang telah ditetapkan pada
pengajaran yang ingin diteliti, dalam penelitian ini adalah teknik STAD.
3. Pengamatan (observation)
Pada tahap ini, peneliti melakukan pengamatan terhadap apa yang terjadi di kelas,
4. Refleksi (reflection)
penelitian harus dilanjutkan atau dihentikan. Dalam hal ini, apabila dalam
Dalam suatu penelitian, peneliti harus mengumpulkan data yang bertujuan untuk
Data yang didapat bisa dibedakan berdasarkan 2 kategori yaitu: data kuantitatif dan data
kualitatif. Best (1981) menyatakan bahwa data kuantitatif adalah data yang
dideskripsikan dengan angka. Sementara, data kualitatif adalah data yang dideskripsikan
berdasarkan hasil observasi, jadi tidak manggunakan angka melainkan analisis logika dari
suatu fenomena.
Untuk mencapai data kuantitatif dan kualitatif maka instrument penelitian yang
digunakan dalam penelitian ini adalah tes, kuisioner, dan buku harian peneliti. Instrumen-
instrumen tersebut diuraikan sebagai berikut:
Instrumen
1.Tes
Ada dua jenis tes yang diberikan dalam penelitian ini, yaitu: pre-test dan post-test.
Pre-test diberikan sebelum penerapan teknik STAD di kelas, sehingga peneliti bisa
mengetahui kemampuan awal mahasiswa dalam pemahaman membaca. Hasil dari tes ini
akan dijadikan acuan dalam pelaksanaan penelitian. Sementara post-test diberikan pada
setiap siklus, setelah penerapan teknik STAD di kelas. Pretest dan Post-test yang
diberikan terdiri dari 10 butir soal objektif, 5 butir soal pernyataan benar-salah, dan 5
butir soal mencari kosakata berdasarkan konteks. Jadi jumlah total soal adalah 20 butir
soal (soal pre-test dan post-test dilampirkan dalam lampiran)
Hasil kedua tes tersebut; pre-test dan pos-test akan dibandingkan untuk melihat
apakah ada peningkatan kemampuan pemahaman membaca siswa atau tidak. Post-test
akan diberikan sebanyak siklus yang diterapkan pada penelitian ini. Banyaknya siklus
yang diterapkan bergantung dari ada tidaknya hal yang perlu ditingkatkan dari tiap siklus.
Apabila pada siklus pertama peneliti menemukan suatu masalah, maka peneliti akan
mencari solusinya dan menerapkannya pada siklus kedua. Hal ini akan terus dilakukan
sampai peneliti mencapai target penelitian yang diharapkan atau sampai batas waktu
penelitian.
2. Kuisioner
Kuisioner diberikan untuk mendapatkan informasi tentang kemampuan
pemahaman membaca mahasiswa. Ada dua jenis kuisioner yang digunakan dalam
penelitian ini. Kuisioner tersebut adalah kuisioner awal yaitu kuisioner yang diberikan
pada mahasiswa pada observasi awal (pre-study) dan kuisioner akhir –kuisioner yang
diberikan diakhir setiap siklus.
Kuisioner awal diberikan untuk mengetahui kemampuan awal mahasiswa dalam
pemahaman membaca. Sementara kuisioner akhir diberikan dengan tujuan untuk
mengetahui apakah ada peningkatan kemampuan pemahaman membaca mahasiswa
setelah pelaksanaan tindakan.
Kuisioner awal terdiri dari 10 item dan kuisioner akhir terdiri dari 10 item dan
satu isian komentar tentang pelaksanaan teknik STAD. Data yang diperoleh dari
kuisioner ini adalah data kualitatif. Berikut adalah bentuk dan rancangan kuisioner yang
akan digunakan:
KUISIONER AWAL
11. Do you always consult with your dictionary for every single difficult word in your reading?
a. yes b. no
12. Do you find any difficulties in reading comprehension?
a. yes b. no
13. Do you always read in detail when you only need to findAWAL
KUISIONER specific information in your reading?
a. yes b. no 1. Do you always consult with your dictionary for every single difficult word
14. Can you usually guess what
in your a reading text is about from the title?
reading?
a. yes b. no a. yes b. no
15. Can you infere2.from
Dotheyoureading about
find any specific in
difficulties things?
reading comprehension?
a. yes b. no a. yes b. no
16. Can you usually
3. understand
Do you alwaysthe main
readidea of your
in detail reading?
when you only need to find specific
a. yes b. no information in your reading?
17. Can you summarize a. your
yes b.reading
no after you read it?
a. yes b. no 4. Can you usually guess what a reading text is about from the title?
18. Can you relate the a.ideas
yes in your reading?
b. no
a. yes b. no 5. Can you infere from the reading about specific things?
19. Can you usually grasp
a. yesthe
b.things
no written implicitly in English or reading between the lines (identifying the hidden
meaning)? 6. Can you usually understand the main idea of your reading?
a. yes b. no a. yes b. no
20. Do you think you
7. comprehend an English
Can you summarize yourtext betterafter
reading than you
some of your
read it? friends?
a. yes b. no a. yes b. no
8. Can you relate the ideas in your reading?
a. yes b. no
9. Can you usually grasp the things written implicitly in English or reading
between the lines (identifying the hidden meaning)?
a. yes b. no
10. Do you think you comprehend an English text better than some of your
friends?
a. yes b. no
KUISIONER AKHIR
1. Do you find that working with your friends help you improve your vocabulary knowledge?
a. yes b. no
2. Do you find that working with group-mates in comprehending a reading text is worth doing?
a. yes b. no
3. Do you think that working with friends help you to understand specific details of your reading?
a. yes b. no
4. Do you think sharing opinion and knowledge with your group-mates helps you to predict what the text is about?
a. yes b. no
5. Do you think infering from the reading about specific things is more easily when you do with your group-mates than
alone?
a. yes b. no
6. Do you think sharing opinion and knowledge with your group-mates helps you understand the main idea of your
Buku Harian Peneliti
Buku harian peneliti dibuat oleh peneliti sendiri, yang digunakan untuk mencatat
hal-hal yang terjadi di kelas selama proses belajar mengajar. Hal-hal yang perlu dicatat
meliputi tingkah laku mahasiswa, situasi kelas dan hasil penerapan teknik STAD
5.4. Prosedur Penelitian
Sebagaimana yang telah dijelaskan pada desain penelitian diatas, penelitian ini akan
melalui beberapa siklus. Peneliti merencanakan untuk menerapkan 3 siklus dalam
penelitian ini. Hal ini direncanakan berdasarkan hasil pengamatan awal, peneliti meyakini
bahwa dengan tingkat kemampuan mahasiswa dalam pemahaman membaca tersebut 3
siklus penelitian akan mampu menjawab masalah penelitian ini. Setiap siklus terdiri dari
perencanaan, tindakan, pengamatan dan refleksi.
Tahap pertama yang dilakukan peneliti adalah dengan melakukan pengamatan awal.
Tahap pertama ini dilakukan dengan memberikan pre-test dan kuisioner pada mahasiswa,
untuk mengetahui tingkat kemampuan mahasiswa dalam memahami bacaan. Berikut
adalah langkah-langkah pelaksanaan dari tahap pertama, dan penjelasan umum tentang
langkah-langkah pelaksanaan siklus penelitian.
5.4.1. Pelaksanaan Pengamatan Awal
Pelaksanaan pengamatan awal ini meliputi beberapa tahap, yaitu perencanan, pengamatan
dan refleksi.
Perencanaan
Sebelum memberikan pre-test dan kuisioner, peneliti membuat beberapa persiapan
sebagai berikut:
Mendesain bentuk dan isi pre-test dan kuisioner awal
Menyiapkan sebuah buku harian peneliti
Menentukan jadwal pelaksanaan dan waktu yang dibutuhkan.
Pengamatan
Selama pelaksanaan pre-test, peneliti mengamati situasi kelas dan tingkah laku
mahasiswa dalam menjawab tes tersebut. Peneliti juga menganalisa hasil kuisioner yang
telah dikerjakan mahasiswa sebelumnya.. Hasil pre-test, dan hasil analisa kuisioner
dijadikan pedoman untuk melakukan penelitian.
Refleksi
Setelah mendapatkan hasil dari pengamatan tersebut diatas, peneliti akan menentukan
apakah penelitian akan dilaksanakan atau tidak. Hal ini bergantung pada hasil
pengamatan peneliti. Jika pengamatan peneliti menunjukan bahwa mahasiswa memiliki
kemampuan pemahaman membaca yang kurang atau rendah maka peneliti akan
melanjutkan penelitian.
5.4.2. Pelaksanaan siklus-siklus penelitian
Pada pelaksanaan setiap siklus, peneliti merencanakan untuk menyelesaikannya dalam 3
kali pertemuan. Karena dalam penelitian ini terdapat 3 siklus maka akan terdapat 9 kali
pertemuan dan 1 kali pertemuan ketika pengamatan awal. Hal ini berarti ada 10 kali
pertemuan dengan mahasiswa dalam penelitian ini.
Pada setiap siklus akan dilaksanakan 2 kali presentasi, itu berarti pada setiap
siklus akan ada dua buah wacana yang dibahas. Adapun topik dan judul wacana pada
siklus-siklus penelitian tersebut direncanakan sebagai berikut.
Tabel 4: Topik dan Judul Wacana
Siklus Topik dan judul wacana
Siklus I Topik: Language
Siklus II Judul Wacana: - Animals Language
Siklus III - Parentese
Topik: Education
Judul Wacana: - What Can We Learn From Art?
- Education : A Reflection of Society
Topik : Global Change
Judul Wacana: - Changing Career Trends
- Global Travel Beyond
Sebagaimana yang telah disampaikan sebelumnya, setiap siklus terdiri dari 4
tahap, yaitu: perencanaan, tindakan, pengamatan dan refleksi. Berikut adalah uraian
pelaksanaan keempat tahap tersebut secara umum.
Perencanaan
Ada beberapa persiapan yang dilakukan oleh peneliti sebelum pelaksanaan siklus, yaitu:
Membuat skenario perkuliahan
Menyiapkan materi perkuliahan, yaitu teks bacaan dan latihan-latihan yang menuntut
kemampuan mahasiswa dalam memahami bacaan.
Menentukan jadwal dan lama waktu pelaksanaan
Menyiapkan buku harian peneliti
Menyiapkan post-test I dan kuisioner akhir
Tindakan
Pelaksanaan tahap tindakan sejalan dengan apa yang telah direncanakan dalam skenario
perkuliahan, yang telah dirancang berdasarkan tahap-tahap pelaksanaan teknik
pengajaran STAD. Berikut adalah rancangan skenario perkuliahan secara umum.
Table 5: Skenario Perkuliahan Secara Umum
X=
Keterangan: X = skor masing-masing mahasiswa
N = Jumlah jawaban benar
n = Jumlah soal per sepuluh
Rata-rata kelas
Keterangan :
= rata-rata kelas
= total skor
N = jumlah total mahasiswa
Penelitian akan dihentikan dan dinyatakan berhasil jika nilai rata-rata kelas mencapai
atau lebih dari 8,0 atau 80% seperti kategori nilai Masidjo (1995) yaitu dikategorikan
sebagai “bagus” atau “istimewa” jika lebih dari 90%
Sementara data kualitatif, yang berasal dari hasil kuisioner, dapat diukur dengan
menggunakan persentase. Rumus yang digunakan adalah sebagai berikut:
santi said...
ka makasi ya...aku lagi membutuhkan informasi ini... salam kenal dari santi
Universitas negeri jakarta
Create a Link
Hi there!
Hi guys, this is the first page of my blog. I do invite you to see my writings and stuffs.
I'm glad if any of them can help you in any ways. I wrote some stuffs, related with
English teaching, educational research, poems, and Oriflame. The last one is my online
business, which inspires me to live my life the way I like it. To be freedom. Enjoy!
About Me
powered
by
Followers
Blog Archive
• ► 2010 (13)
o ► September (4)
Warna Lipstik dan Kepribadian Anda
Bagaimana mengaplikasikan lipstik yang baik?
Peer Assessment, Achievement Motivation, writing A...
Pengembangan Kompetensi Pragmatik
o ► May (1)
12 % di Oriflame (baru 2 bulan lho!)
o ► April (7)
What do I need to ask for more?
Tips Menggunakan Parfum Oriflame- CHERRY
ORIFLAME bukan bisnis biasa
Oriflame, I'm BACK!
A LITTLE PAIN FOR A GREAT GAIN
Cooperative Learning Review
MY ORIFLAME
o ► January (1)
a poem for the future baby
• ► 2009 (5)
o ► May (4)
The road not taken by robert frost
meeting at night by robert browning
my life close twice by emily dickinson
Living in sin by Andrienne Rich
o ► April (1)
pengaruh usia dan strategi berbahasa
• ▼ 2008 (7)
o ▼ December (7)
linguistic politeness
Language and culture
discourse analysisi and vocabulary
Bilingual children early spelling
indonesia dalam reformasi manajemen pendidikan
STAD technique for reading
Teaching reading for children
]]]
4. Thesis http://ayub-proposalskripsi.blogspot.com/2010/11/teaching-
reading-comprehension-by-using.html
Bagi mahasiswa membuat tugas akhir itu sulit, tapi bila dikerjakan pasti bisa
melakukannya dengan baik.
1. Background
English is one of the important languages that is used all over the world whether
as the first, second or foreign language. English as one of the subjects is taught from
elementary school to university in Indonesia. English teaching covers four skills, namely
listening, speaking, reading and writing. All these components are taught in integrated
competence in oral and written form (Depdikbud, 2004:6). This means the students have
It is very important for the students to be able to read. By reading, the students’
can acquire valuable information that can improve their thinking to generate: ideas and
solve problems (Wood, 1995:5 in Nurtina, 2004:1). For instance by having the reading
ability, the students can increase their knowledge, do assignment, make notes, write
letters, and many other things. Saleh (1997:41) adds that reading is the skill which they
may often use and is retained the longest. It concerns not only with assigning the English
sounds to the written words, but also with the understanding of what is written.
responsible to minimize the students’ failures bay using the appropriate technique in
teaching reading so that the students can understand what they read in target language.
By applying appropriate teaching technique in teaching and learning process, the writer
teaching techniques that can be done in teaching reading comprehension. This technique
makes the students tow work together to learn and responsible for their team mates as
To make the problem clear, the writer will present the limitation of the problems
The limitation of the problem that will be investigated in this study is that the text
that will be used in this study entitled “Public Services” which will be taken from the
comprehension by using students team achievement (STAD) technique to the ninth grade
The writer hopes that this study would give the beneficial contributions to the
writer herself, for the students, for the teacher of English, and for the other researchers.
By conducting this study, it would increase the writer’s own knowledge on how the
reading comprehension is taught to the students and how to measure the students’
By conducting this study, it would give the students some inputs so they could have
reading comprehension activity well, and also would give them motivation to study
(3) For the teachers of English, the writer hopes the result of this study would be useful at
least for giving information to the teachers in teaching the students reading
comprehension by using STAD and to get some experiences in conduction this study..
(4) For the Other Researchers, it would give information about the teaching reading
Reading is one of the complex ways in learning English. It is such kind of activity to
comprehend the writer’s ideas or the way the writer communicates with the readers by way
of the written or printed words. Reading is important for everybody in order to cope with new
knowledge in the changing world of technological age. The existence of the importance of
reading will hopefully continue to increase in the years to come. Nevertheless, there are still
some people who never have much initial interest or lasting interest in book and readings, so
they cannot access to reading activities and reading programs. Reading programs may help
students develop their language skills necessary for success. But it is hard to implement an
effective reading program, especially in countries where English is treated as a foreign
language. The success of implementing reading programs will depend on the student’s
interest.
In relation to reading, the survey research administered by National Education Department of
Republic of Indonesia showed surprising results. It is proved that reading comprehension
competence of elementary school students were in a low level. Almost 76.95% of students
were unable to use dictionary. Among those who were able to use dictionary, there were only
about 5% who can search words in Indonesian Dictionary systematically (Muhibbin, 1995:
34).
The same condition also happens in SMPN 2 PENAWANGAN Grobogan. The problem they
experienced in English is concerning reading competence. Most students, about
380 students of 640 are lack in English. It is shown from their passing grade in English that
are below minimum passing grade required by the curriculum. As a more intensive
observation undertaken, the problem is mostly in reading comprehension. Students are unable
to comprehend the reading materials in the text. Therefore their understanding on material
taught is quite poor.
The problem faced by the student’s of SMPN 2 PENAWANGAN especially class X F is
difficult to read the sentences in the text, because in daily life they use Java language, so
English is the third language for them after Indonesian. Students are unable to comprehend
the reading materials in the text, they only guess to understand the meaning on the text.
Sometimes words on English have more than one meaning, the real meaning from the
dictionary and meaning from the text is different. So the students feel confused and then they
will be lazy to learn English.
Based on the fact above, it is necessary for language teacher to foster reading on their
students. It may be done by selecting proper materials for the students. The reading programs
may be useless if it is not done properly. The teacher should select reading materials that are
relevant to the student’s needs and interest. Teaching and learning process of English in
Junior High School mostly emphasizes reading, listening, speaking, and writing. Beside those
four language skills in teaching English such language components as vocabulary, structure,
spelling etc must be paid attention to.
A good reading will improve the student’s ability in gathering ideas to communicate. To
improve the student’s ability, the teacher should use appropriate method. The method should
be interesting to interest students in teaching learning process. One of the methods is
cooperative learning method. It is seen as an active learning process, because students will
learn more through a process of constructing and creating working in a group and sharing
knowledge. Nevertheless, individual responsibility is still the key of success of learning
English. A cooperative learning method is believed as being able to give chance for students
to be involved in discussion has courage and critical thinking and is willing to take
responsibility of his/her own learning.
Students Team Achievement Divisions (STAD) is then taken as the technique to be
implemented. It is a type of cooperative learning that might overcome the problem. It is the
way to give stimulus for the students to be motivated to learn so that they will be active.
Using this technique the students are the center. They will be in the team that consists of
various good students and weak students. Every team consists of 4-5 students. They will
study together to get better achievement in the form of individual improvement scores after
taking the individual quiz. Every member in a team may be responsible for their team
progress so that they will get predicate super team that means they will have high
achievement.
Based on the explanation above teaching reading should be emphasized in raising students
motivation so that teaching learning process of reading results the better achievement. The
writer is interested in conducting a research entitled: IMPROVING STUDENT’S READING
COMPETENCE USING STUDENTS TEAM ACHIEVEMENT DIVISION (STAD) FOR
THE FIRST STUDENT OF SMP NEGERI 2 PENAWANGAN.
B. Problem Statement
Based on the background of the study, the writer formulates the following problems:
1. How is the implementation of Student Team achievement Division (STAD) in teaching
learning process of reading?
2. Can Students Team Achievement Division Tem (STAD) improve the students reading
competence?
In conducting this study, the writer makes limitation. The writer only focuses on the
Improving Student Reading Competence Using Students Team Achievement Divisions
(STAD) for the first year students of SMPN 2 PENAWANGAN in 2008/2009 academic year.
D. Objective of the Study
Generally, the study aims to improve the students reading skill, specifically it is to:
1. Describe the implementation of Student Team Achievement Division (STAD) in learning
process.
2. Find whether the Students Team Achievement divisions (STAD) improve the student’s
reading competence.
The writer hopes that this research has two benefits in the English teaching learning process,
especially in teaching learning reading. The two kinds of benefit in this research are
theoretical and practical benefit:
1. Theoretical Benefit
a. The result of research can be used as an input in English teaching learning process
especially on reading competence.
b. The result of research can be used as the reference for those who want to conduct a
research in increasing reading competence.
2. Practical Benefit
a. The research paper may give a broader knowledge about teaching learning process to
readers
b. The research paper may improve student skill in their reading competence by recognizing
the result.
c. The research paper may give understanding about the problems experienced in teaching
reading to students.
The researcher discusses five chapters in the research. Chapter I is introduction which covers
background of the study, problem statement, limitation of the study, object of the study,
benefit of the study, and research paper organization.
Chapter II is review of related literature which presents previous study, notion of reading,
general concept of teaching reading (the notion of teaching reading, the principle of teaching
reading, the reading technique), notion of cooperative learning (definition of cooperative
learning and the elements of cooperative learning), notion of students team achievement
division (the concept of STAD and the preparation for implementing STAD), the importance
of STAD in teaching reading and theoretical framework and action hypothesis.
Chapter III is research method that consists of type of the study, action procedures, subject of
the study, object of the study, data and data source, method of collecting data and technique
for analyzing data.
Chapter IV is related to the process of the implementation of teaching reading using student’s
team achievement division (STAD) in teaching learning process and student’s response to do
activities.
Chapter V is conclusion and suggestion
Student Teams- Student Teams-Achievement Divisions (STAD) In Student
Achievement Divisions Teams-Achievement Divisions (STAD) (Slavin, 1994a),
(STAD) students are assigned to four-member learning teams that are
A cooperative learning mixed in performance level, gender, and ethnicity. The
method for mixed- teacher presents a lesson, and then students work within their
ability groupings teams to make sure that all team members have mastered the
involving team lesson. Finally, all students take individual quizzes on the
recognition and group material, at which time they may not help one another.
responsibility for Students’ quiz scores are compared to their own past
individual learning. averages, and points are awarded on the basis of the degree to
which students meet or exceed their own earlier performance.
These points are then summed to form team scores, and teams
that meet certain criteria may earn certificates or other
rewards. In a related method called Teams-Games-
Tournaments (TGT), students play games with members of
other teams to add points to their team scores.
STAD and TGT have been used in a wide variety of
subjects, from mathematics to language arts to social studies,
and have been used from second grade through college. The
STAD method is most appropriate for teaching well-defined
objectives with single right answers, such as mathematical
computations and applications, language usage and
mechanics, geography and map skills, and science facts and
concepts. However, it can easily be adapted for use with less
well-defined objectives by incorporating more open-ended
assessments, such as essays or performances.
Cooperative Integrated Cooperative Integrated Reading and Composition (CIRC)
Reading and Cooperative Integrated Reading and Composition (CIRC)
Composition (CIRC) (Stevens & Slavin, 1995a) is a comprehensive program for
A comprehensive teaching reading and writing in the upper elementary grades.
program for teaching Students work in four-member cooperative learning teams.
reading and writing in They engage in a series of activities with one another,
the upper elementary including reading to one another, making predictions about
grades; students work in how narrative stories will come out, summarizing stories to
four-member one another, writing responses to stories, and practicing
cooperative learning spelling, decoding, and vocabulary. They also work together
teams. to master main ideas and other comprehension skills. During
language arts periods, students engage in writing drafts,
revising and editing one another’s work, and preparing for
publication of team books. Three studies of the CIRC program
have found positive effects on students’ reading skills,
including improved scores on standardized reading and
language tests (Stevens et al., 1987; Stevens & Slavin, 1991,
1995a).
Jigsaw Jigsaw In Jigsaw (Aronson, Blaney, Stephen, Sikes, &
A cooperative learning Snapp, 1978), students are assigned to six member teams to
model in which students work on academic material that has been broken down into
are assigned to six- sections. For example, a biography might be divided into
member teams to work early life, first accomplishments, major setbacks, later life,
on academic material and impact on history. Each team member reads his or her
that has been broken section. Next members of different teams who have studied
down into sections for the same sections meet in expert groups to discuss their
each member. sections. Then the students return to their teams and take turns
teaching their teammates about their sections. Since the only
way students can learn sections other than their own is to
listen carefully to their teammates, they are motivated to
support and show interest in one another’s work. In a
modification of this approach called Jigsaw II (Slavin, 1994a),
students work in four- or five-member teams, as in STAD.
Instead of each student being assigned a unique section, all
students read a common text, such as a book chapter, a short
story, or a biography. However, each student receives a topic
on which to become an expert. Students with the same topics
meet in expert groups to discuss them, after which they return
to their teams to teach what they have learned to their
teammates. The students take individual quizzes, which result
in team scores, as in STAD.
Learning Together Learning Together Learning Together, a model of
A cooperative learning cooperative learning developed by David Johnson and Roger
model in which students Johnson (1999), involves students working in four- or five-
in four- or five-member member heterogeneous groups on assignments. The groups
heterogeneous groups hand in a single completed assignment and receive praise and
work together on rewards based on the group product. This method emphasizes
assignments team-building activities before students begin working
together and regular discussions within groups about how
well they are working together.
0 Comments
http://findarticles.com/p/articles/mi_qa3823/is_199804/a
i_n8783828/
5. Student Teams Achievement Divisions (STAD) in a twelfth grade
classroom: Effect on student achievement and attitude
Abstract
Little research has been conducted on cooperative learning techniques used in the upper
secondary school classroom. One cooperative technique, Student Teams Achievement
Divisions (STAD), was used to determine if twelfth grade advanced placement students
who were given instruction by the STAD method over a seven week period would score
higher on a posttest than those students who were taught the same material by traditional
methods. Quantitative results showed no significant difference between the adjusted
means for the two groups. Additionally, a measure of student attitude was administered to
determine if students taught through the STAD technique had an improved attitude
toward social studies. No significant difference between the group means on attitude
occurred. Yet, teacher and student surveys administered to the treatment group at the
conclusion of the study indicated a liking for the STAD method of instruction. STAD
was found to be easily adapted to the block scheduled secondary social studies class.
Previous Research
Over the last thirty years a great deal of research has been done on cooperative learning
in the classroom. An examination of the literature on cooperative learning strategies
supports the usefulness of these strategies to improve student performance for almost any
desired educational outcome. For example, research has shown that well structured
cooperative learning techniques in the classroom improve academic achievement, race
relations, gender relations, self esteem, liking of class and student attendance (Johnson &
Johnson,1987; Newman & Thompson,1987; Sharan,1980; Slaving 1980, 1982, 1990,
1995; Stahl & VanSicle, 1992). According to Slavin (1982),student seem to enjoy
classrooms that employ these techniques.
According to Newman and Thompson (1987) and Slavin (1995), most of the research on
cooperative learning has taken place at the elementary level, even though cooperative
learning techniques were developed initially for college and adult education (Palmer &
Johnson, 1989). Few studies have been conducted at the secondary level and even less
research has been initiated in the upper secondary social studies class. Therefore, there is
a need to study cooperative learning strategies in the upper secondary classroom.
The cooperative learning techniques used in this study was the Student Achievement
Dividions' (STAD) method developed by Robert Slavin (1986). STAD has been
described as the simplest of a group of cooperative learning techniques referred to as
STudent Team Learning Methods. In the STAD approach students are assigned to four or
five member teams reflecting a heterogeneous grouping of high, average, and low
achieveing students of diverse ethnic backgrounds and different genders. Each week, the
teacher introduces new material through a lecture, class discussion, or some form of a
teacher presentation. Team members then collaborate on worksheets designed to expand
and reinforce the material taught by the teacher. Team members may (a) work on the
worksheets in pairs, (b) take turns quizzing each other, (c) discuss problems as a group,
or (d) use whatever strategies they wich to learn the assigned material. Each team will
then receive answer sheets, making clear to the students that their task is to learn the
concepts not simply fill out the worksheets. Team members are instructed that their task
is not complete until all team members understand the assigned material.
Following this team practice, students take individual quizzes on the assigned material.
Teammates are notpermitted to help one another on these quizzes. The quizzes are graded
by the teacher and individual scores are then calculated into team scores by the teacher.
The amount each student contributes to the team score is related to a comparison between
the student's prior average or base score. If the student's quiz score is higher than the base
score, then that student will contribute positively to the team score. This scoring methods
rewards students for improvement (Slavin, 1986). The use of improvement points has
been shown to increase student academic performance even without teams
(Slaving,1986), and it is an important component of student team learning (Slavin, 1986;
1995).
Team scores are recorded and weekly recognition and rewards are awarded to winning
teams and improving students (Slavin,1986). One of the attractive features os STAD is
that it is relatively easy for teachers to use. The teacher (a) assigns the students to teams,
(b) allows the teams time to study together, (c) gives the students a regular quiz, and(d)
calculates improvement and team scores.
Slaving (1986) reviewed eight studies that evaluated STAD. In six of the eight studies,
learning had increased significantly over traditional methods. In the two remaining
studies there was not significant effect. These studies had all been administered below the
tenth grade level.
Newman and Thompson (1987) reported that STAD was the most successful cooperative
learning technique at increasing student academic achievement, but the bulk of the
research on STAD had been conducted at the elementary level and in subject areas other
than social studies. Slavin ( 1995) reported on 29 studies that examined the effectiveness
of STAD. He reported that STAD consistently had positive effects on learning.
Generally, STAD positively affected (c) cross race relations, (b) attitude toward school
and class, (c) peer support, (d) locus of control, (e) time on task, (f) peer relationships
and, (g) cooperation. However, Slaving found that few studies examined the effects of
STAD on the 7-12 grade levels.
• 1
• 2
• 3
• 4
• 5
• 6
• Next
The purpose of this study was to examine the effect of STAD upon academic
achievement and student attitude towards social studies of upper level secondary social
studies students. The following research questions were proposed:
1. Will upper secondary social studies students who are given instruction by the STAD
cooperative learnin technique score higher on a posttest than students taught the same
material by traditional methods? H: There will be a significant difference between
treatment (STAD) and comparison groups (traditional) on the criterion variable of
academic achievement while holding pretest academic achievement constant.
2. Will upper secondary social studies students who are given instruction by the STAD
cooperative learning technique demonstrate a better attitude towards social studies class?
H: There will be a significant difference between the treatment (STAD) and comparison
groups (traditional) on the criterion variable of student attitude towards their social
studies class.
Procedure
Sample
Treatment
Both treatment and comparison groups were taught by the same classroom teacher, a
veteran with several years of teaching experience, during the fall of 1997. The teacher
had been the recipient of numerous teaching awards for excellence. The teacher was
trained on implementation of the STAD technique prior to the study. After treatment and
comparison groups were assigned, the students in both groups were pretested on their
knowledge of course content to be covered during the seven-week study period. Pretest
scores were used to provide baseline data with which to compare posttest scores to
determine if the STAD cooperative learning techniques was effective in improving
achievement. The pretest scores as well as previous social studies grades for both groups
were analyzed to ensure academic equality between the treatment and comparison
groups. Following the pretest, the seventeen students in the treatment group were divided
into groups of four or five members. The students ere assigned to groups in such a
manner as to reflect a heterogeneous mixture of academic ability, gender, and race. These
treatment groups were trained in cooperative group skills prior to the seven-week
treatment period. The teacher delivered the treatment groups' instruction in the course
through the STAD technique, using teacher presentation, team practice, individual quiz,
and team reward format.
The comparison group was instructed through more traditional methods such as lecture,
class discussion and individual practice. Both treatment and comparison groups received
instruction for ninety-six minute class periods occurring on alternate school days
throughout the seven-week period. Each group received instruction on the same course
content over the identical amount of instructional time. Lesson plans for both groups
were developed by the teacher and investigators.
• Previous
• 1
• 2
• 3
• 4
• 5
• 6
• Next
At the end of the seventh week of treatment, posttest means for the two groups were
compared to determine whether the students taughtby the STAD cooperative learning
technique would score significantly higher than students taught by traditional methods.
Students in both groups were also administered an attitudinal instrument to measure their
attitude towards social studies class. In addition, student and teacher surveys were
completed to gather qualitative data based on the study.
Instruments
A teacher made 30 item multiple choice pretest was administered to both groups on the
same day prior to the beginning of the treatment period. The same instrument was used as
a posttest with additional short answer and essay questions. All test items were selected
from the test bank which accompanied the textbook used for the unit of study and were
criterion referenced to the school district's curriculum. The achievement test was
validated by two experts (other teachers) who had nothing to do with the study.
The Estes Attitudinal Scale was administered to measure student attitude toward the
class. The instrument contained seventy-five questions evaluating student attitude toward
five subject areas. This instrument used a five point Likert scale ranging from "strongly
agree" to "strongly disagree." The Estes Attitude Scale had a reported consistency and
reliablility with coefficients ranging from .76 to .93. The construct validity was examined
by assessing extrinsic measures and intrinsic measures. The results indicated both
convergent and discriminative validity of individual interests were met (Estes, Estes &
Richards, 1985).
Results
An analysis of covariance and analysis of variance procedures were used to analyze the
data. The specific hypotheses addressed in this study were:
1) There will be a significant difference between treatment (STAD) and comparison
groups (traditional) on the criterion variable of academic achievement while holding
pretest academic achievement constant;
2) There will be a significant difference between the treatment (STAD) and comparison
groups (traditional) on the criterion variable of student attitude towards their social
studies class.
Contrary to the first hypothesis, this study produced no significant difference between the
achievement level of those taught by traditional methods and those instructed by the
STAD technique LF(1,44)=.122,p=.728) [see table 1]. Both treatment and comparison
groups improved approximately ten points on the posttest (see table 2). This may mean
that taught by the STAD technique and those taught by traditional methods E(1,45)=.029,
II=.865)[see table 3].
Qualitative instruments in the form of student and teacher surveys were also administered
to provide further insight into the dynamics of the study. When treatment students were
asked if they enjoyed working in groups during the study 94% answered positively. They
commented that, "team work made studying easier; and discussing work with peers made
it easier to remember important pointx" Seventysix percent reported that working in
groups helped them learn course content and 71% reported that the team competition
component of the technique made class more interesting. When treatment students were
asked if they would prefer to use STAD to cover the next unit of study, 88% responded
positively state that the technique, "made class more fun," and "made it easier to
understand the work."
The teacher survey produced similar positive results. The teacher commented that the
technique was an excellent presentation method for delivering course content and for
encouraging students to work towards shared goals. She related that the STAD technique
was easy to implement and administer and was particularly suited for a block schedule
timetable (fewer classes with larger amounts of time during the day). She found few
weaknesses in the technique and felt that it would be successful in other courses, with
different ability levels and in other secondary grade levels.
Discussion
The previous discussion of the results of the data analysis supports the conclusion that the
use of STAD in the upper secondary social studies classroom had no statistically
significant effect on the academic achievement and attitude towards social studies class.
However, teacher comments and results of student surveys seem to differ from these
findings. STudents commented that using STAD in the social studies classroom made
learning fun and the content easier to understand. The teacher felt that, from her
observations, the treatment students were enjoying class more than the comparison group
and were taking a more active role in the class. Assuming that these observation were
true then the application of STAD in the classroom had positive effects which the
statistical techniques used to measure the effects of this study did not detect.
These findings are important because it demonstrates that STAD can be as effective a
teaching strategy for upper secondary social studies students as delivering course
instruction by traditional methods. In addition, it reveals that students of higher ability are
not adversely affected by working in heterogeneous groups as some parents and teachers
contend. Critics tend to claim that high achieving or grade conscious students often
outperform their groups, while other group members contribute less to learning while
benefiting from others effort and knowledge. The results of this study help allay this
misconception. This study supports the research (Newman & Thompson, 1987; Slaving,
1995; Stahl & VanSickle, 1992) that well structured cooperative learning techniques
which contain the five basic elements of effective cooperative learning (i.e., positive
interdependence, face to face interaction, individual accountablility, effective social
skills, and reflective group process) can ensure that all group members participate in the
learning process actively and quitable.
It is also important to note that STAD is easily adapted to the block scheduled secondary
social studies class. In a block schedule students take fewer classes in a semester but for
longer periods of instruction. For example, in this study both the treatment and
comparison group's classes were scheduled for 96 minute blocks of instruction which
took place on alternate days. The teacher commented that the STAD method used was a
very effective strategy for the block scheduled class. The teacher was able to deliver a
presentation in the form of a lecture of class discussion, have students work in groups,
review their work, and evaluate students work durig the same blocked class period.
9. Student Teams Achievement Divisions (STAD) in a twelfth grade classroom:
Effect on student achievement and attitude
Observation of the class revealed a high level of motivation by the students to complete
the tasks and be prepared for the quiz at the end of class.
One of the major drawbacks of the study was the relatively small sample size and narrow
focus. Future studies should involve a larger number of subjects selected from a more
diverse pool of students in a wider range of courses. The fact that his study focused on
advanced progress American Government students proved that cooperative learning
could be an effective teaching technique at this advanced level, however, further research
is needed to substantiate these findings.
Even though cooperative small group learning is tone of the most researched teaching
strategies being used in schools today, much more research must be done to determine its
effectivness in the upper grades.
References
Estes, T.H., Estes, JJ., & Richards, H.C. (1975). Estes attitude scales: To measure attitude
toward school subjects the secondary form. (available from Thomas H. Estes, University
of Virginia, Charlotteville, Virginia).
Johnson, D.W. & Johnson, R.T. (1987). Learning Together and Alone: Cooperation.
Competition and Individualism. Second edition. Englewood Cliffs, NJ: PrenticeHall.
Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition: Theorv and
Research. Edina, MN: Interaction Books.
Sharan, S. (1980). Cooperative learning in small groups: recent methods and effects on
achievements, attitudes, and ethnic relations. Review of Educational Research M 241-
271.
Slavin, RE. (1980). Cooperative learning. Review of Educational Research, 50, 315-342.
Slavin, R.E. (1982). Cooperative Learning: Student Teams. Washington, DC: National
Education Association
Slavin, R.E. (1986). Student team learning: An overview and practical guide.
Washington, DC: Professional Library National Education Association.
Slavin, R.E. (1990). Cooperative Learning: Theory. Research and Practice. Englewood
Cliffs, NJ: Prentice Hall. Slavin, R.E. ( 1995). Cooperative Learning: Theory Research
and Practice. Boston, MA: Allyn & Bacon.
Stahl, RJ. and VanSickle, RL. (1992), Cooperative learning in the Social Studies
Classroom: An Invitation to Social Study. Washington, DC: National Council for the
Social Studies.
• Previous
• 1
• 2
• 3
• 4
• 5
• 6
• Next
10. Bibliography for: "Student Teams Achievement Divisions (STAD) in a
twelfth grade classroom: Effect on student achievement and attitude"
• Previous
• 1
• 2
• 3
• 4
• 5
• 6
• Nurturing democracy, citizenship and civic virtue: The Kids Voting program
revisited
by Simon, James; Merrill, Bruce D; Alozie, Nicholas O
• Editor's note
• A study of science-technology-society education implementation in the state of
Florida
by Kumar, David; Fritzer, Penelope
• Student Teams Achievement Divisions (STAD) in a twelfth grade classroom:
Effect on student achievement and attitude
by Armstrong, Scott; Palmer, Jesse
• Elementary preservice teachers use of the Internet in designing and teaching
social studies-focused integrated units
by Sunal, Cynthia Czymanski; Smith, Coralee; Sunal, Dennis W
• We'll teach shining shoes: Virginia school divisions responds to state-mandated
standards
by Fore, Linda C; Biermann, Melanie J