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Indonesian Journal on Learning and Advanced Education

http://journals.ums.ac.id/index.php/ijolae

Comparison Of STAD Learning Model With TAI Model (Team Assisted


Individualization) On Mathematical Learning Results Basic School Of Vocational School
Students

1
Bambang Pamungkas, 2Siska Ramasari, 2Dewi Anarini, 2Tari Iswanto, 2Yunus Rio
1
Faculty of Education, Universitas Negeri Medan, Indonesia
2
Faculty of Education, Universitas Muhammadiyah Surakarta, Indonesia
DOI: xxxxx
Accepted: Januari xxth, 2019. Approved: February xxth, 2019. Published: February xxth, 2019
Abstract
This is the study of the Student Team Achievement Division models and Team Assisted Individuals models in
mathematic student achievement 0f class V SDN Gading 01 and SDN Kebonagung 02 in 2015/2016 school
year. This research design uses quantitative research methods. Collecting data in this study uses test
methods. Test methods in this study is post test given to the control group and experimental group. Data
analysis is used t -test. The result of data analysis t - test obtained value = 5.26. At the significance level 5%
with t table = 1,701. So that is = 5.26> . Therefore 0 is rejected and 1 accepted. The the conclusion of this
study was that there was a difference between the application of Student Team Achievement Division models
and Team Assisted Individuals models in mathematic student achievement 0f class V SDN Gading 01 and
SDN Kebonagung 02 in 2015/2016 school year.

Keywords: Student Team Achievement Division, Team Assisted Individualization, Learning


Achievement.
Corresponding Author: Madiun, Jawa Timur, Indonesia glitter.harshanti@gmail.com

1. Introduction concentration, having their own business,


Teaching English for early childhood is fond of talking to friends. Consequently, the
challenging for teachers because they require teachers must have the spirit of patience and
more preparation and patience to create high hospitality. Both the teacher and the
comfortable and enjoyable in teaching. It is students are the main element in the class.
also not easy to do because the teacher The teachers should be able to manage the
should know the effective ways of teaching class well. Many experts reveal that the use
them, such as employing appropriate tricks of appropriate techniques or method used by
and treats, creating students’ interest and the teachers can attract the leaners in English
making them to pay great attention to classes. In the level of early childhood, the
learning process in the classroom (Ummah, teachers must relax and fun in delivering the
2017). Good teachers are those who teach materials to children. In addition, teachers
and are able to create positive response in must create a good learning environment and
their students. appropriate instruction to students
English teaching and learning between (Rokhayati, 2017.)
early childhood and adults cannot be Early childhood in Panti Asuhan
equated. This is reflected by the different Yauma is the children who are in the age of
characteristics of adults and children. five to ten or eleven years. For some
Children are very talkative, having less children, schools may be frightening. They

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2 The Tendency Towards Entrepreneurship…

just want to play and interact with their physical development and movement. In the
friends at school (Rani, 2012). Young English teaching and learning process, the
learners especially those up the ages of nine use of TPR involves movements that the
to ten learn differently from older learners, students can actively do in the classroom. In
adolescents, and adults: they easily get teaching, the teachers can use a song, a
bored, losing interest after ten minutes or so. storytelling, or role-play in which there are
Therefore, teachers must be able to make fun commands to enable students to carry out
and enjoyable classroom. They also need to instructions to perform an action. Teachers
be able to invite children to participate in act as parents who instruct the message to
teaching activity. However there are some their children. For example, the teacher says
children who talk with their friends and play "run". Then the teacher instructs through
when the teachers are teaching. So, it is a big giving commands to the students to take this
task for the teachers to conduct the English action then all the students run. These
teaching and learning process (Rani, 2012). activities can be done repeatedly. After that,
Students usually feel bored when they learn the teacher asks the students to repeat the
English because of the learning method is words as what they are doing. In the lessons,
boring, it means that choosing the teachers can change the position of the class
appropriate method and activities with a into a circle. This method creates the
focus on students’ motivation will create a students in the class should perform the
better learning process as the students will actions and listen to the commands that
motivate themselves to learn more. In doing given by the teacher. This is believed that the
so, teachers should be more creative to students who can perform the actions also
provide teaching materials as well as have learning process in improving listening
teaching aids that are considered significant skill. It is a language teaching method focus
needed by the students (Nurani & Yohana, on physical (motor) activity through
2015). commands and responds of body. Physical
As (Savi, 2014) notices, children seem activities are meant to reduce stress people or
to learn language quickly and thoroughly the learners feel when studying foreign
when the brain and body work together. language. Having fun makes language
Another popular mnemonic strategy used for learners interested in learning and it is going
teaching foreign language vocabulary is the to be more effective.
Total Physical Response (TPR) developed by Young learners need to move, they
Asher (1966). When using this method, have got huge amount of energy. They tend
teacher give a number series of commands in to have short attention spans. Children
the target language (e.g., jump, you’re your especially in early childhood are very much
teeth, clap your hands), while learners are linked to their surroundings and are more
expected to respond with whole-body interested in the physical. As very young
movements (e.g., to jump while clapping children are under 7 years old, who do not
their hands). TPR is supported by several know how to read and write, it is very
theoretical approaches to learning situations important to prepare them activities which
(Khorasgani, 2017). The physical aspect of are applied without using a pencil and paper.
TPR learning process makes it possible to The activities are mostly applied and
integrate physical exercise and play into provided orally or pictures can be used. The
laguage teaching quite naturally and to child can point out to the pictures when a
enhance children’s physical activity and certain word is uttered by the teacher. When
engagement outside classes, contributing not a story is read by the teacher, the child can
only to their linguistic, but also to their mime the actions (Er, 2013).

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The advantages of using Total Physical Method on early Childhood English


Response in English teaching and learning Language Teaching”. The aim of this study is
activities: (1) Total Physical Response is fun, to investigate what so called Total Physical
so many children enjoy in teaching and Response (TPR) method in teaching English
learning process, (2) Total Physical Response vocabulary. This research describes how the
can help the students remember English environment of English language teaching
words and expressions, (3) Total Physical activities in the level of early childhood and
Response can be applied in large and small its possible application in a young learner
class, (4) Total Physical Response is not only classroom.
appropriate for young learners but also adult
learners, (5) Total Physical Response is 2. Method
suitable for active students in class
(Rokhayati, 2017). Method used should be accompanied by
The most usual TPR activities involve references, relevant modification should be
teacher’s commands to which students explained. Procedure and data analysis
respond physically, demonstrating techniques should be emphasized to
comprehension. The followings are some literature review article. The research stages
example TPR activities based on commands: should be clearly stated.
(1) Depending on the theme of the lesson,
the teacher could prepare commands that will 3. Result and Discuss
strengthen vocabularies teaching using hand The results and discussion should be
movement to manipulate any set of pictures presented in the same part, clearly and
or flashcards: Point to / Touch / Pick up briefly. The discussion part should contain
(your mouth / your cheek / an orange/ a the benefit of research result, not repeat
strawberry). (2) For lessons ouside the result part. The research results could be
classroom, more action can be introduced supplemented with tables, figures, or graphs
with commands like: Run forward. Jump.
(separate writing terms) to clarify the
Take three teps to the left then two steps to
discussion. Avoid presenting similar data in a
the right. Jump up and down. Throw the ball.
separate table. The analysis should answer
Raise your hands.
The main focus of Total Physical the gap stated. The qualitative data, e.g.
Response (TPR) is physical activities. Such interview results, is discussed in paragraphs.
as considering the necessity of the Total The references contained in the introduction
Physical Response (TPR) method in teaching should not be re-written in the discussion. A
English vocabulary for early childhood, the comparison to the previous studies should be
researcher conducted her research, entitled presented.
“Promoting Total Physical Response (TPR)

The Example of Table


Table 1. Title

No Title Title
1 Content Content
2 Content Content

IJOLAE | p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 1 (1) (20xx)


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2 The Tendency Towards Entrepreneurship…

3 Content Content
4 Content Content

The Example of Figure

Figure 1. Title

4. Conclusion Vocabulary To Third Graders Through


The research conclusion is presented the Application of The Total Physical
briefly, narrative and conceptual which Response Method. In Teaching. Pereira:
describes the research findings and its Facultad De Bellas Artes Y
impacts. Please avoid using bullets Humanidades Universidad Tecnologica
De Pereira.
5. References Nurani, S., & Yohana, L. (2015). The
Effectiveness Of Teaching English
Vocabulary Through Total Physical
Alawiah, S. (2018). The Effects of Student ’
Response Storytelling. Deiksis, 7(1),
s Perception on Role Play Technique
63–68.
and Student ’ s Learning Motivation on
Rani, M. (2012). Teaching English
Speaking Skills, X(1).
Vocabulary Using Total Physical
Amir Toghyani Khorasgani, M. K. (2017).
Response Method At the Third Grade
Teaching New Vocabulary to Iranian
Students of Sdn Jamika Bandung.
Young FL Learners: Using Two
Rokhayati, A. (2017). Promoting Total
Methods Total Physical Response and
Physical Response (TPR) For Young
Keyword Method. International
Learners in English Class. The 2nd
Journal of Languages ’ Education and
TEYLIN International Conference
Teaching, 5(1), 90–100.
Proceedings, (April), 75–80.
Er, S. (2013). Using Total Physical Response
Savi, V. M. (2014). TOTAL PHYSICAL
Method in Early Childhood Foreign
RESPONSE ( TPR ) ACTIVITIES IN
Language Teaching Environments.
TEACHING ENGLISH TO YOUNG
Procedia - Social and Behavioral
LEARNERS. Физичка Култура и
Sciences, 93, 1766–1768.
Модерно Друштво, Пос. Изд, Књ., 17,
https://doi.org/10.1016/j.sbspro.2013.10
447–454.
.113
Szmrecsanyi, B. (2006). Morphosyntactic
Munoz, E. M. (2011). Teaching English
Persistence in Spoken English. (W.

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Bisang, H. H. Hock, & W. Winter,


Eds.). New York: Mouton de Gruyter.
https://doi.org/10.1515/9783110197808
Ummah, S. S. (2017). The Implementation of
TPR ( Total Physical Response )
Method in Teaching English for Early
Childhood, 58, 421–428.

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