Students Team Achievement Division

Jamaludin, Mazlina; Mokhtar, Muhammad Fauzi

doi:10.6007/ijarbss/v8-i2/3966

Cited by 17 publications

(16 citation statements)

References 6 publications

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“…Thus, STAD can be regarded as a good practice for both second and foreign language reading comprehension classes. Jamaludin & Mokhtar (2018)…”

Section: Ferina (2015) Executed a Quasi-experimental Study On Stad Asmentioning

confidence: 99%

Student Teams-Achievement Divisions (STAD) in Enhancing Speaking Performance among English as Second Language (ESL) Learners: A Critical Review

Ibrahim¹,

Adnan²

2019

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In this review, the authors critically examined the potential of Student Teams-Achievement Divisions (STAD) in enhancing student's speaking performance among English as Second Language (ESL) learners. Specifically, the cooperative language learning concept that emerged in the 2000s, including procedures of implementing STAD and teaching speaking through STAD, were discussed. The authors examined conceptualizations of this model as well as related research. This review aimed to improve our understanding of STAD in enhancing speaking performance as well as teamwork satisfaction among ESL learners, provide a comprehensive discussion of current discourse, and offer major directions for future research.

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“…Thus, STAD can be regarded as a good practice for both second and foreign language reading comprehension classes. Jamaludin & Mokhtar (2018)…”

Section: Ferina (2015) Executed a Quasi-experimental Study On Stad Asmentioning

confidence: 99%

Student Teams-Achievement Divisions (STAD) in Enhancing Speaking Performance among English as Second Language (ESL) Learners: A Critical Review

Ibrahim¹,

Adnan²

2019

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“…Sejalan dengan hal tersebut Nugroho, Hartono, dan S. S. Edi menyatakan bahwa untuk meningkatkan pemahaman dan aktivitas peserta didik dapat menggunakan model pembelajaran kooperatif tipe Students Team Achievement Division (STAD) yang berorientasi pada keterampilan proses [8]. Selain itu, Mazlina Jamaludin dan Muhammad Fauzi Mokhtar menyatakan bahwa STAD dapat meningkatkan efisien kerja sama tim, motivasi belajar peserta didik, kerja sama tim, dan pemahaman peserta didik [9]. Hal tersebut didukung dengan adanya pembagian kelompok yang heterogen.…”

Section: Pendahuluanunclassified

“…Meningkatnya kerja sama peserta didik juga berbanding lurus dengan meningkatnya kemampuan kognitif yaitu berdasarkan hasil belajar matematika peserta didik. Pembelajaran dengan Students Team Achievement Division (STAD) ini dapat meningkatkan pemahaman peserta didik [9], sehingga hasil belajar peserta didik dapat lebih baik dari sebelumnya. Sejalan dengan hal tersebut penelitian yang dilakukan oleh U. Nugroho, Hartono, dan S. S. Edi juga menunjukan bahwa dengan menggunakan STAD berorientasi pada keterampilan proses dapat meningkatkan pemahaman dan aktivitas siswa serta performa peserta didik lebih baik dalam kelompok daripada bekerja secara individu [8].…”

Section: Hasil Dan Pembahasanunclassified

Students Team Achievement Division (STAD): Model Pembelajaran Kooperatif untuk Meningkatkan Kerja Sama Peserta Didik

Dwihantoro

2021

Quadratic: J. Inn. Tech. Math. & Math. Educ.

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The research aimed to increase students' cooperation skills and to describe mathematics learning quality through cooperative learning models, types Students Team Achievement Division (STAD). This research is a classroom action research using model of Kemmis Taggart. The subject is 11 grades students of Mathematics and Natural Science 3 in 1 Wates Senior High School. The findings indicated that the learning model, style Students Team Achievement Division (STAD), could improve students' cooperation skill. The excellent implementation is shown by an improvement in the percentage of student cooperation in mathematics instruction, namely from the results of the first cycle, the average performance of cooperation is 67.8% of students in the high and very high category and an increase in the second cycle by 82.2% of students in the high and very high category. The results of observations of the implementation of mathematics learning using cooperative learning model, type Students Team Achievement Division (STAD), in cycle I revealed a percentage of 91%, which increased to 96% in cycle II.

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“…Everyone depends on each other. Thus, as a member of group learning, each student can interact with other Cooperative Learning Approach to an English Academic Reading Course Fuad Hasyim members and practice together with the elements of learning material (Jamaludin & Mokhtar, 2018;Amornsinlaphachai, 2014) .…”

Section: Introductionmentioning

confidence: 99%

Cooperative Learning Approach to an English Academic Reading Course

Hasyim

2019

scr. j. j. linguist. engl. teach.

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This research intended to get a description of the Cooperative Learning application using Student Teams Achievement Divisions (STAD) type to improve students' motivation and independence learning level. The applied research method was classroom action research. The observations have been done during seven cycles to research the subjects; those are students of Basic Academic Reading Class C of 2018/2019 at the department of management, faculty of economy, Universitas Islam Indonesia. The result displayed that the number of students achieving maximum scores (A) has significantly increased, up to 31% of previous year as the baseline. Meanwhile, the average students' attendances in the entire semester have also increased up to 13% of the previous year baseline. The questionnaire was also distributed before and after cycles to measure the changes in students' perception of their perceived motivation and independent learning level. The result indicated the increase in average score of all variables. However, the result of the independent sample t-test showed that sig (2-tailed) score of students' motivation and independence learning level have significant differences. Thus, it is concluded that the Cooperative Learning model on Student Teams Achievement Divisions (STAD) type has a positive and significant impact on developing student's motivation and independent learning level.English skills such as reading, writing, speaking, or listening. The result displayed that cooperative learning could enable students' targeted skills, making new relationships, performing different opinions, developing friendships, motivation, and different views.

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Students Team Achievement Division

Cited by 17 publications

References 6 publications

Student Teams-Achievement Divisions (STAD) in Enhancing Speaking Performance among English as Second Language (ESL) Learners: A Critical Review

Student Teams-Achievement Divisions (STAD) in Enhancing Speaking Performance among English as Second Language (ESL) Learners: A Critical Review

Students Team Achievement Division (STAD): Model Pembelajaran Kooperatif untuk Meningkatkan Kerja Sama Peserta Didik

Cooperative Learning Approach to an English Academic Reading Course

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