A Modified Student Teams Achievement Divisions (MSTAD) to Enhance Students’ Vocabulary Achievement

Windy Besthia, Hery Yufrizal, Ari Nurweni


Penelitian ini dilaksanakan untuk mengetahui i) perbedaan signifikan dalam pencapaian kosa kata antara siswa yang diajar dengan teknik STAD dan teknik MSTAD dan ii) untuk menyelidiki persepsi siswa terhadap teknik MSTAD. Penelitian ini menerapkan desain eksperimental sejati. Ada 32 siswa eksperimen dan 30 siswa kontrol sebagai sampel yang dipilih secara acak di SMAN 3 Bandar Lampung. Instrumen yang digunakan adalah tes kosa kata, kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan secara statistik dalam prestasi kosa kata antara siswa yang diajar dengan teknik STAD dan teknik MSTAD. Ini menunjukkan bahwa teknik pengajaran kosa kata adalah salah satu faktor yang mempengaruhi prestasi kosa kata siswa. Selain itu, penggunaan teknik MSTAD dalam pengajaran kosa kata dianggap lebih efektif untuk meningkatkan prestasi kosa kata siswa.

The research was implemented to find out i) the significant difference in vocabulary achievement between students who are taught with the STAD technique and the MSTAD technique and ii) to investigate the students’ perceptions towards MSTAD technique. This study applied the true experimental design. There were 32 experimental students and 30 control students as the sample chosen randomly at SMAN 3 Bandar Lampung. The instruments used were the vocabulary test, questionnaire and interview. The result showed that there was a statistically significant difference in vocabulary achievement between students who were taught with the STAD technique and MSTAD technique. It indicates that the vocabulary teaching technique is one of the factors which affects the students’ vocabulary achievement. Furthermore, the use of MSTAD technique in teaching vocabulary is regarded as being more effective to enhance the students’ vocabulary achievement.

Keywords: MSTAD, STAD, vocabulary achievement.

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