Chapter II; The Effect of STAD Technique on the Grammar Achievement of the Third Year Students of SMP Negeri 2 Bau-Bau

CHAPTER II

LITERATURE REVIEW

In this chapter provides literature review which consists of review of previous study, teaching grammar, understanding about cooperative learning, advantages and disadvantages of STAD technique, teaching English grammar through STAD technique and the technique of assessing grammar.

2.1 Review of Previous Study

            STAD technique has been practiced in various fields including in the field of English teaching. There has not been a study of teaching English grammar through STAD technique, but there were two studies that have conducted to investigated the students’ reading achievement. La Jikulamu (2002) compared STAD technique and Jigsaw technique in Students Reading Achievement at the Third Year of SLTP Muhammadiyah Kendari. The result was both of the techniques improve the students’ reading achievement.

            Another research was conducted by Wa Ode Nursuciati Muslim (2007) who investigated about the Effect of STAD technique on the Reading Achievement of Year two students of SMA Negeri 2 Bau-Bau.

            From both of previous study itself and based on the recommendation of the previous research, so in this study the writer will use STAD technique to investigate the grammar achievement of the third year students of SMP Negeri 2 Bau-Bau.

2.2 Teaching Grammar

            There are great deal number definitions of grammar provided by the experts of language, but most of expert of language agree to define grammar as a rule of language. Grammar is sometimes defined as the way words are put together to make correct sentences Penny Ur (1997: 75). Manser (1996: 182) stated that grammar as rules for forming words and making sentences.

            Grammar is an important part in the teaching of English language because students need more instruction on the rules and guidelines for English use. Besides,  students also need grammar as a stepping stone to improve their English and their grade in general. Thus, it can be said that the teaching of grammar as part of English language teaching can help students to develop the four skills for their success in diverse environments where English is used.

            Ellis in Hinkel (2002) notes that without grammar instruction, learners frequently fail to achieve advanced levels of grammatical competence. He further finds that it is possible (and, in fact, necessary) to include a grammar component in the language teaching curriculum together with the instruction centered around communicative tasks. It means, in terms of learning second language, grammar becomes much more important. For example, as a non-native speaker of English language, the writer herself needs the grammar of English as a rule of how to construct good sentences. In this case, the role of grammar is not to give the restriction in order not to be creative in constructing sentence, but to lead the writer sometimes in correcting their passage of writing,

            Hannan in Asmaryati (2008) stated that “Grammar is highly valuables as an important part of the study of language, of idea, and of writing. Besides, he points out that grammar reflects the power and order of the human mind and it also helps us to understand the diversity of human culture.”

            From the above statement it can be said that for the sake of language learners either in EFL or ESL classroom the existence of grammar is really needed. In this case, the way of presenting grammar in the classroom should more emphasize, so they can understand well about the rules of language that they are learn.

2.3 Understanding about Cooperative Learning and Traditional Grouping

2.3.1 Cooperative Learning

            Stahl in Muslim (2007: 14) claims that, “The using of Cooperative Learning model is as the approach in the teaching and learning process which need the member group participation. Cooperative Learning can increase the students’ motivation to learn”.

            Slavin (1990) in Jacobs (1996: 26) points out that, “All Cooperative learning methods share the idea that students work together to learn and are responsible for their teammates’ learning as well as their own”.

            Panitz (1996) states that, “Cooperative Learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or developed an end product which is usually content specific”.

                        Furthermore, Johnson and Johnson (1989) states that:

Cooperative Learning is the instructional use of small groups so that students work together to maximize their own and each other’s learning. Class members are organized into small groups after receiving instruction from the teacher then work through the assignment until all group members successfully understand and complete it.

                        From the above theory we can see that Cooperative Learning is effective to use in teaching and learning process different with traditional grouping.

2.3.2 Traditional Grouping

            As already explain above that Cooperative Learning is more than just letting students work together but they also help, assist, encourage and support each other’s effort to learn. While in traditional grouping students just focus on individual performance only in which assignments are disscussed with little commitment to each other’s learning. Each student still in their each way, each capability, less of sharing and still be individual. There is not understanding of successing the group where they are. Besides, in traditional grouping the way and the sum of group member can be larger and based on our choice.

            To make it clear the following table will elaborate the differentiation between traditional grouping and cooperative learning.

Traditional Groups	Cooperative Groups
·  Low Interdependence. ·      Member takes responsibility only for self. ·      Focus is on individual performance only	·      High positive interdependence. ·      Members are responsible for own and each other’s learning. ·      Focus is on joint performance.
·      Individual accountability only	·      Both group and individual accountability. ·      Members hold self and others accountable for high quality work.
·      Assignments are discussed with little commitment to each other’s learning	·      Members promote each other’s success doing real work together, helping and supporting one another’s efforts to learn.
·      Team work skills are not directly taught. ·      A leader is appointed to direct members’ participation.	·      Team work skills are emphasized. ·      Members are taught and expected to use social skills. ·      Leadership is shared by all members
·      No group processing of the quality of its work ·      Individual accomplishments are rewarded	·      Group processes quality of work and how effectively members are working together. ·      Continuous improvement is emphasized.

                                                                       Johnson, Johnson & Holubec (1986)

            Clearly, we can conclude that cooperative learning is more effective to be applied in teaching and learning process.

2.4 Elements of Cooperative Learning

            Cooperative Learning has a number of elements that can encourage students’ motivation in learning. Johnson, Johnson & Smith (1993, 3:16) point out that “There

are five basic elements of Cooperative Learning, they are: (1) Positive Interdependence, (2) Face-to-Face Promotive Interaction, (3) Individual and Group Accountability, (4) Interpersonal and Small Group Skill and (5) Group Processing. These elements will be explaining more in the following section.

(1) Positive Interdependence

            Students perceive that they need each other in order to complete the group’s task. Teacher may structure positive interdependence by establishing mutual goals (learn and make sure all other group members learn), joint rewards (if all group members achieve above the criteria, each will receive bonus points), shared resources (one paper for each member receives part of the required information), and assigned roles (summarizer, encourager of participation, and elaborator).

(2) Face-to-Face Promotive Interaction

            Students promote each others’ learning by helping, sharing, and encouraging efforts to learn. Students explain, discuss, and teach what they know to classmates. Teachers structure the groups so that students sit knee-to-knee and talk through each aspect of the assignment.

(3) Individual Accountability

            Each student’s performance is frequently assessed and the results are given to the group and the individual. Teachers may structure individual accountability by giving an individual test to each students or randomly selecting one group member to give the answer.

(4) Interpersonal and Small Group Skill

            Groups cannot function effectively if students do not have and use the needed social skills. Teachers teach these skills as purposefully and precisely s academic skills. Collaborative skills include leadership, decision-making, trust-building, communications, and conflict management skills.

(5) Group Processing

            Groups need specific time to discuss how well they are achieving their goals and maintaining effective working relationships among members, teachers structure group processing by assigning such tasks as (a) list at least three member actions that helped the group be successful and (b) list one action that could be added to make the group even more successful tomorrow. Teachers also monitor the groups and give feedback on how well the groups are working together to the groups and the class as a whole.

                                                            (Johnson, Johnson and Smith (1993, 3:16))

2.5 STAD is one of the Cooperative learning techniques

            The Students Team Achievement Divisions (STAD), developed by Robert E. Slavin and his colleagues at Johns Hopkins University. This view as a simplest and straightforward of the Cooperative Learning approaches. STAD is made up of five major components: class presentation, teams, quizzes, individual improvement, scores and team recognition (Slavin in Sharan, 1994:6).

            Class Presentation

            Material in STAD is initially introduced in a class presentation. This is most often a lecture-discussion conducted by the teacher, but could include audiovisual presentation. Class presentations in STAD differ from usual teaching only in that they must be clearly focused on the STAD unit. In this way, students realize that they must pay careful attention during the class presentation, because doing so will help them to do well on the quizzes, and their quiz scores determine their team score.

            Teams

            Teams are composed of four or five students who represent a cross section of the class in academic performance, sex, and race or ethnicity. The major function of the team is to prepare its members to do well on the quizzes. After the teacher presents the material, the team meets to study worksheet or other material. Most Often, the study takes the form of students discussing problem together, comparing answers, and correcting any misconceptions if teammates make mistake.

            The team is the most important feature of STAD. At every point, emphasis is placed on team members doing their best for the team, and on the team doing its best to help its members. The team provides the peer support for academic performance theta is important for effect on learning, but it also provides the mutual concern and respect that important for effect on such outcomes as inter group relations, self-esteem, and acceptance of mainstreamed students.

            Quizzes

            After one to two periods of teacher presentation and one to two periods of team practice, the students take individual quizzes. Students are not permitted to help one another during the quizzes. This makes sure that every student is individually responsible for knowing the material.

            Individual Improvement Score

            The idea behind the individual improvement scores is to give each student a performance goal that the student can reach, but only she or he works harder and performs better than in the past.

            Team Recognition

            Teams may earn certificates or other rewards if their average scores exceed a certain criterion.

            Based on the above description, STAD technique emphasizes the use of team goals and team success, which can only be achieved if all members of the team learn the objectives being taught.

            As one of Cooperative Learning techniques, STAD is in accordance with the principles of CL namely positive independence, in which each member can succeed only if all members succeed. Face to face promotive interaction, during which students assist and support each other’s effort to achieve. Individual accountability refers to the fact that in STAD technique, the teams’ success depends on the team members in working together and making sure that students will take without teammate help. Interpersonal and small group skill, required to work cooperatively with others. Group processing, in which group reflect on how well they are working together and how their effectiveness as a group may be improved.

2.6 The Advantages and Disadvantages of STAD Technique

            There are some advantages of STAD technique in learning. One of these is race relations as Slavin in Sharan (1994:5) found that STAD technique increased the number of friendships between black and white students. Beside that, studies of STAD also have significant gains in student’s self-esteem, liking of class, attendance, and behavior (Slavin, 1990)

            Supported the statement above, Kagan (1994, 17:6) stated that “Research of STAD also has revealed very positive effects on ethnic relations and various types of prosocial development. It means that STAD technique can ignore the difference among students especially about their ethnic.

            Related to advantages that have mentioned above, the researcher concludes STAD technique is able to help students in learning especially in grammar because it can assist students comprehend about the material given. Moreover, by work cooperatively students are able to develop their social and mutual interdependence in learning and also all students will have the same chance to speak out their ideas orally and in the same time are able to improve their self confidence.

            As one of Cooperative Learning method, STAD also have some disadvantages as Stated by Hicyilmaz (2005) stated that many students do not like working in cooperative groups. They do not like exposing their ignorance to other students. Moreover, they have been trained to be competitive and work individually, so they lack cooperative skills. In addition, aggressive students may try to take over, bright students may tend to act superior, and loner may find it hard to share answers.

            For the teacher, the biggest problem may be the crowded classrooms. Because of the numbers of the students, some teachers worry that the noise may be higher than acceptable during Cooperative Learning Activities.

2.7 Teaching English Grammar through STAD Technique

            Learning English in the groups or discussion are more dynamic than in individually, because learning English through discussion can make students have a high motivation.

            Cooperative learning is the activities in teaching learning process, where the students are divided into a little group. The students learning and working in small group interaction until they get experience.

            Students Team Achievement Divisions (STAD) is one of the cooperative learning techniques which can involve the students work in groups and they can discuss about the material given. It consists of four steps in its applied. They are as follows:

Step 1. The teacher presents a lesson via lecture, textbook, etc.

Step 2. Heterogeneous teams of four students to study together in preparation for individually taking quiz on the material presented by the teacher, teams often choose teams names.

Step 3. Students take quiz.

Step 4. Each student’s score on the quiz and their average on the past quizzes are used to calculate how many points the students carried out for their team. The points of member are assumed and counted for reward, such as certificate. These parts are completely separate from grades which are based solely on the individual quiz score. Without reference to whether they have improved or how their team mate did.

                                                                                    (Jacobs, 1996:94).

2.8 Technique of Assessing Grammar

 Djiwandono (1996:48-54) stated that “Technique to asses grammar covers three parts namely: (1) test of forming words (2) test of forming phrase, (3) test of forming sentence.

These techniques had been developed into several ways: (1) Test of forming words covers put the proper word in a sentence. To mention a root of a word, the students are provided with an adjective and asked them to mention the root where the adjective derives from. For example, the word comfortable derives from comfort. To mention a subordinate word, the students are provided with the word child and they change it to children. To mention a proper word in a sentence, the student provided with use of word rise for plural subject in simple present tense and becomes rises for singular subject. (2) Test of forming phrases covers arrange of word order. To mention a correct order of word to form a phrase, the students provided with jumbled words, for example: book- read and then they change the order into: reading book. To complete a missing part of phrase, the students provided with an incomplete phrase:… dog and then they fill the missing part of the phrase to be barking dog.

To form a phrase, the students provided with context that refers to the phrase, for example: a season with a heavy rain refers to rainy season. (3) Test of forming a sentence covers to construct a sentence by adding some parts needed. To construct the sentence, the students provided with the jumbled and incomplete sentence, for example, father- newspaper- read and then they formed the sentence: father reads a newspaper. To form a sentence from a randomized word, the students provided with the jumbled sentence, for example: have to- the song- again- sing- they and they change it into: they have to sing the song again. To change a sentence form, the students provided with positive form of a sentence, for example: They went to the art gallery and they change it into negative form: They didn’t go to the art gallery.

            Consider with those ways of assessing grammar and the aims of this study, the writer used the third type of way to assess the grammar achievement of the third year students of SMP Negeri 2 Bau-Bau.