TEACHER'S EXPERIENCE IN TEACHING SPEAKING BY USING STAD
DOI:
https://doi.org/10.26418/jeep.v2i2.48100Abstract
This research was aimed to describe the teacher's experience in teaching speaking using STAD. The subject of this research was an English teacher of SMAN 10 Pontianak who was experienced in teaching English by using STAD. This research was a case study to describe the teacher's experience while using STAD in teaching speaking. The data were collected from interviews, audio-visual materials, and document reviews. The speaking score of 36 students from the Year-10 students of SMAN 10 Pontianak in Academic Year 2019/2020 was used in this research. The results showed that the STAD technique affected the students' speaking learning achievement as much as 9 out of 36 students experienced an increase in their score by 4%. Some internal factors contributed to those students' achievement, namely, students' contributions, motivating students, and improving student skills. Moreover, the findings revealed that some students did not achieve the goal of learning by using STAD. This is caused by several factors, namely managing time, managing class, and lack of speaking skills become the difficulties of this research.
Keywords: Case Study, Experience, STAD, Speaking Skill.
References
Aedo, C. (2002). The Value of Experience in Education. Semantic Scholar, 1-22.
Ary, D., Jacobs, L. C., & Chirs, R. (2010). Introduction to Research in Education. Wadsworth: Cengage Learning.
Brief, E. (2018). Data Collection Methods for Evaluation: Document Review. Centre for Disease, 1-8.
Buddin, B., & Zamarro, Z. (2016). Teacher Experience and Student Achievement. Hanover Research, 1-25.
Dewey, J. (1997). Experience and Education. New York: Simon & Schuster.
Hassard, J., & Dias, M. (2009). The Art of Teaching Science. New York: Routledge.
Hohr, H. (2013). The concept of experience by John Dewey revisited: conceiving, feeling and "enliving". Studies in Philosophy and Education, 1-14.
Ibrahim, I., & Adnan, N. (2019). Student Teams-Achievement Divisions (STAD) in Enhancing Speaking Performance among English as Second Language (ESL) Learners: A Critical Review. Faculty of Education Universiti Kebangsaan Malaysia, Bangi, Malaysia., 2840-2849.
Negron, R. (2012). Audio Recording Everyday Talk. Sage, 1-18.
Rakhman, A., & Syatroh, I. L. (2015). The Analysis of StudentsTeam Achievement Divisions (STAD) Used in Learning Practice of Translating and Interpreting. ELTIN Journal, 72-82.
Rao, P. (2018). Developing Speaking Skills in ESL or EFL Settings. The Analysis of Students' Team Achievement Division (STAD) Used in Learning Practice of Translating and Interpreting, 286-293.
Samad, I. A., Bustari, A., & Ahmad, D. (2017). The Use of Podcast in Improving Students' Speaking Skill. Journal English Language and Education, 97-111.
Yusuf, Y., Natsir, Y., & Hanum, L. (2015). A Teacher's Experience in Teaching with Student Teams-Achievement. International Journal of Instructional, 100-112.
Zulfa, A. (2015). The Implementation of Student Teams Achievement. Ministry of Religious Affairs State Institute for Islamic Studies (IAIN) Salatiga, 1-56.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Journal of English Education Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of English Education Program (JEEP) is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Under the terms of the Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0), author(s) retain copyright and grant the journal the right of first publication (online and print) with the work simultaneously. We use the ShareAlike (SA) component in addition to the Attribution (BY) and NonCommercial (NC) components, as follows:
BY (attribution): Users are allowed to share, distribute, and redistribute the published article in any medium or format, with identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published article and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories, and indexation services, even if these services operate on a commercial basis. Authors grant Journal of English Education Program (JEEP) explicit the right to include the published articles in databases, repositories, and indexation services.
SA (ShareAlike): If user(s) remix, transform, or build upon the material, they must distribute their contributions under the same license as the original (CC BY-NC-SA 4.0).
