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

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 2 The Tendency Towards Entrepreneurship…
just want to play and interact with their
friends at school (Rani, 2012). Young
learners especially those up the ages of nine
to ten learn differently from older learners,
adolescents, and adults: they easily get
bored, losing interest after ten minutes or so.
Therefore, teachers must be able to make fun
and enjoyable classroom. They also need to
be able to invite children to participate in
teaching activity. However there are some
children who talk with their friends and play
when the teachers are teaching. So, it is a big
task for the teachers to conduct the English
teaching and learning process (Rani, 2012).
Students usually feel bored when they learn
English because of the learning method is
boring, it means that choosing the
appropriate method and activities with a
focus on students’ motivation will create a
better learning process as the students will
motivate themselves to learn more. In doing
so, teachers should be more creative to
provide teaching materials as well as
teaching aids that are considered significant
needed by the students (Nurani & Yohana,
2015).
As (Savi, 2014) notices, children seem
to learn language quickly and thoroughly
when the brain and body work together.
Another popular mnemonic strategy used for
teaching foreign language vocabulary is the
Total Physical Response (TPR) developed by
Asher (1966). When using this method,
teacher give a number series of commands in
the target language (e.g., jump, you’re your
teeth, clap your hands), while learners are
expected to respond with whole-body
movements (e.g., to jump while clapping
their hands). TPR is supported by several
theoretical approaches to learning situations
(Khorasgani, 2017). The physical aspect of
TPR learning process makes it possible to
integrate physical exercise and play into
laguage teaching quite naturally and to
enhance children’s physical activity and
engagement outside classes, contributing not
only to their linguistic, but also to their
Vol. x (x) (20xx) xx-xx
2656-2804
physical development and movement. In the
English teaching and learning process, the
use of TPR involves movements that the
students can actively do in the classroom. In
teaching, the teachers can use a song, a
storytelling, or role-play in which there are
commands to enable students to carry out
instructions to perform an action. Teachers
act as parents who instruct the message to
their children. For example, the teacher says
"run". Then the teacher instructs through
giving commands to the students to take this
action then all the students run. These
activities can be done repeatedly. After that,
the teacher asks the students to repeat the
words as what they are doing. In the lessons,
teachers can change the position of the class
into a circle. This method creates the
students in the class should perform the
actions and listen to the commands that
given by the teacher. This is believed that the
students who can perform the actions also
have learning process in improving listening
skill. It is a language teaching method focus
on physical (motor) activity through
commands and responds of body. Physical
activities are meant to reduce stress people or
the learners feel when studying foreign
language. Having fun makes language
learners interested in learning and it is going
to be more effective.
Young learners need to move, they
have got huge amount of energy. They tend
to have short attention spans. Children
especially in early childhood are very much
linked to their surroundings and are more
interested in the physical. As very young
children are under 7 years old, who do not
know how to read and write, it is very
important to prepare them activities which
are applied without using a pencil and paper.
The activities are mostly applied and
provided orally or pictures can be used. The
child can point out to the pictures when a
certain word is uttered by the teacher. When
a story is read by the teacher, the child can
mime the actions (Er, 2013).
IJOLAE | p-ISSN 2655-920x, e-ISSN

The advantages of using Total Physical
Response in English teaching and learning
activities: (1) Total Physical Response is fun,
so many children enjoy in teaching and
learning process, (2) Total Physical Response
can help the students remember English
words and expressions, (3) Total Physical
Response can be applied in large and small
class, (4) Total Physical Response is not only
appropriate for young learners but also adult
learners, (5) Total Physical Response is
suitable for active students in class
(Rokhayati, 2017).
The most usual TPR activities involve
teacher’s commands to which students
respond physically, demonstrating
comprehension. The followings are some
example TPR activities based on commands:
(1) Depending on the theme of the lesson,
the teacher could prepare commands that will
strengthen vocabularies teaching using hand
movement to manipulate any set of pictures
or flashcards: Point to / Touch / Pick up
(your mouth / your cheek / an orange/ a
strawberry). (2) For lessons ouside the
classroom, more action can be introduced
with commands like: Run forward. Jump.
Take three teps to the left then two steps to
the right. Jump up and down. Throw the ball.
Raise your hands.
The main focus of Total Physical
Response (TPR) is physical activities. Such
as considering the necessity of the Total
Physical Response (TPR) method in teaching
English vocabulary for early childhood, the
researcher conducted her research, entitled
“Promoting Total Physical Response (TPR)
The Example of Table
Table 1. Title
No Title
1 Content
2 Content
IJOLAE | p-ISSN 2655-920x, e-ISSN 2656-2804
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Title length is not more than 5 words... 1
Method on early Childhood English
Language Teaching”. The aim of this study is
to investigate what so called Total Physical
Response (TPR) method in teaching English
vocabulary. This research describes how the
environment of English language teaching
activities in the level of early childhood and
its possible application in a young learner
classroom.
2. Method
Method used should be accompanied by
references, relevant modification should be
explained. Procedure and data analysis
techniques should be emphasized to
literature review article. The research stages
should be clearly stated.
3. Result and Discuss
The results and discussion should be
presented in the same part, clearly and
briefly. The discussion part should contain
the benefit of research result, not repeat
result part. The research results could be
supplemented with tables, figures, or graphs
(separate writing terms) to clarify the
discussion. Avoid presenting similar data in a
separate table. The analysis should answer
the gap stated. The qualitative data, e.g.
interview results, is discussed in paragraphs.
The references contained in the introduction
should not be re-written in the discussion. A
comparison to the previous studies should be
presented.
Title
Content
Content
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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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