The Effectiveness Of Student Teams-Achievement Divisions (Stad) Method To Teach Vocabulary Viewed From Students’ English Learning Interest (An Experimental Study at the First Semester Students of Peskam STAIN Samarinda in the Academic Year of 2011/2012)

Oleh :
Sunarti - S891008088 - Sekolah Pascasarjana

The main objectives of the research are to find out: (1) whether STAD method is more effective than grammar-translation method to teach vocabulary; (2) whether the students who have high learning interest have better vocabulary mastery than those who have low learning interest; and (3) whether there is an interaction between teaching methods and students’ learning interest. Kind of this research was experimental research. This research was carried out at Peskam STAIN Samarinda in the academic year of 2011/2012. The population of the research is the first semester of Peskam Students at STAIN Samarinda in the academic year of 2011/2012. The samples were two classes. In taking the sample, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low learning interest). Then, the techniques which were used to collect the data were questionnaire and vocabulary test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. Based on the results of the analysis, there are some research findings that can be taken: (1) STAD method is significantly different from GTM method to teach vocabulary because Fo is higher than Ft and qo between columns (C1 and C2) is higher than qt. STAD method is more effective than GTM to teach vocabulary because the mean of C1 is higher than C2; (2) the vocabulary mastery of the students who have high learning interest is significantly different from that of those who have low learning interest because Fo is higher than Ft and qo between rows (R1 and R2) is higher than qt and the students who have high learning interest have better vocabulary mastery than those who have low learning interest because the mean of R1 is higher R2; and (3) there is an interaction between teaching methods and learning interest for teaching vocabulary because Fo is higher than Ft: (a) for the students who have high learning interest, STAD method is significantly different from GTM method to teach vocabulary because qo between cells (A1B1 and A2B1) is higher than qt . STAD method is more effective than GTM method to teach Vocabulary because the mean A1B1 is higher than A2B1, and (b) for the students who have low learning interest, GTM method is significantly different from STAD method to teach vocabulary because qo between cells (A2B2 and A1B2) is higher than qt and GTM method is more effective than STAD method to teach vocabulary because the mean of A2B2 is higher than A1B2. The research finding are: (1) STAD is more effective than GTM for teaching vocabulary; (2) The students having high learning interest have better vocabulary mastery than the students having low learning interest; (3) There is an interaction effect between methods and students’ learning interest for teaching vocabulary. STAD is suitable for students having high learning interest and GTM is suitable for students having low learning interest. It is important for English teacher to select the method which is suitable for students who have high or low learning interest in English lesson.