The Application of Cooperative Learning Type of STAD in Mastery of Vocabulary to Making of Simple English Sentences in Elementry Student Grade 5 SDN 9 Kesiman

Abstract

This study aims to find out: (1) Students' vocabulary mastery in making simple English sentences before applying STAD type cooperative learning methods; 2) Students 'vocabulary mastery in making simple English sentences after applying STAD type cooperative learning methods, (3) Effectiveness of applying STAD type cooperative learning models on increasing students' English vocabulary mastery in making simple sentences. This is a type of experimental research with qualitative and quantitative approaches. In this study using one group pretest and posttest research. The subjects of this study were 30 students in grade 5 SDN 9 Kesiman while the object was the mastery of students' vocabulary in making simple sentences. Data were collected through observation, questionnaires, and written tests. Qualitative and quantitative methods are applied in analyzing data. The results showed that: (1) There were 10 students whose 37.5% of the subjects were in the standard completeness score> 60. Meanwhile, the remaining 20 students namely 62.5% had not yet reached the standard completeness score. The average student score is 50.5 and it is quite low. Errors found in answering objective questions and making simple sentences lie in sentence structure, subject-verb relations, word choices, spelling, and use of punctuation. This error is categorized as a lack of student mastery of English vocabulary so that when students are asked to make and translate simple sentences in English there are still many that are lacking; (2) STAD is applied in 2 test sessions. The number of students who achieved the standard completeness score increased to 27 students or 87.5% while only 3 students or 12.5% did not meet the standard. The average value of students reaching 77.8 is categorized as good. Based on the Wilcoxon test output the significance value is 0.00 because the value is below 0.05 which is the significance value rate of the Wilcoxon test so it can be concluded that the cooperative learning type of STAD can significantly affect student learning outcomes. (3) The effectiveness of applying STAD type cooperative learning methods to increase students' vocabulary mastery in constructing simple sentences are: (1) an encouraging classroom atmosphere; (2) non-boring learning methods; (3) effective, relaxed and focused learning process; (4) Can motivate each other with a group of friends to learn English vocabulary together; and (5) Making students independent and responsible