Improving Students Learning Outcomes in English Through Cooperative Learning Stad

Abstract

Giving students a various method when teaching is one of the effort to achieve the goal of learning, especially in English.  English is one of the subject that has very important role and also one of the national exam subject. In fact English is one of the lesson that the students do not like very much which could effect their learning outcomes. According to interviews with previous teachers learning outcomes of eleventh grade has under the KKM, it because  less active of the students when learning and less creative of the teacher when teaching. Therefore, researcher need to conduct a research to improve the student’s learning outcomes. The research aimed to find out how can cooperative learning Student Teams Achievements Divisions improve students learning outcomes of Eleventh Grade Students at SMK Teluk Kepayang This study is a classroom action research using the research model of Kemmis and Taggart. This study was conducted in SMK Teluk Kepayang and the subject of this research were 27 students in eleventh grade in one cycle. The research procedure consist of planning, action, observation, and reflection. Data collection techniques used (1) observation to collect data on student activity (2) tests to assessed student achievement in the end of the study (3) a questionnaire to obtained data about the implementation of students opinion cooperative learning Students Team Achievements Division. The data obtained during the research consisted of qualitative data and quantitative data. The qualitative data were obtained from observations and interviews, while the quantitative data were gained from tests. The qualitative data were analyzed by condensing data, displaying data, and drawing conclussion. The mean scores of the tests were gained as the result of the quantitative data analysis.. The results showed that: first, students activities in the classroom was increased in every meeting. In meeting 1  53.33%, meeting 2 increased to 59.52%, meeting 3 decreased into 53.57, meeting 4 increased 62.5%, meeting 5 increased 70.63& and the last meeting  75%. Second, the learning outcomes of the students also increased with average from 68.81 to 82.22. So it means that The components of STAD contributed to students learning outcomes and  students’ participation in the classroom in small group.