A Teacher's Experience in Teaching with Student Teams-Achievement Division (STAD) Technique

Autor/inn/en	Yusuf, Yunisrina Qismullah; Natsir, Yuliana; Hanum, Lutfia
Titel	A Teacher's Experience in Teaching with Student Teams-Achievement Division (STAD) Technique
Quelle	In: International Journal of Instruction, 8 (2015) 2, S.99-112 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Reading Achievement; Reading Improvement; Qualitative Research; Observation; English Teachers; Teacher Attitudes; Cooperative Learning; Semi Structured Interviews; Measures (Individuals); Language Tests; Junior High School Students; Middle School Teachers; Indonesia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Leseleistung; Qualitative Forschung; Beobachtung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kooperatives Lernen; Messdaten; Language test; Sprachtest; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Indonesien
Abstract	This study looks at Student Teams-Achievement Division (STAD) implementation from a qualitative approach by observing and interviewing a teacher who successfully improved his EFL students' reading achievement with this technique. The procedures by Shaaban and Ghaith (2005) were the foundation for STAD implementation, and an interview was done to exhibit the teacher's stance on the use of STAD. Based on our observation during his teaching in a reading class by implementing STAD, it was found that he did not implement one procedure of this technique, which was assigning a role for each member of the groups. From the interview, he informed that he did not conduct this procedure because he believed that assigning roles should be entrusted to the students to increase their sense of responsibility towards the accomplishment of the group task. Furthermore, he also modified five procedures from nine procedures of STAD proposed by Shaaban and Ghaith (2005). The modified procedures were related to the way the quiz was given to students, providing printed answer key, ways of correcting the student's quiz, providing the team recognition form, and ways of recognizing the students' achievement. He informed that they were modified due to the efficacy of students, time limitation and the school's financial problem. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01