The Effectiveness of Student Team Achievement Division (STAD) Cooperative Learning in Improving Arabic Reading Skills

Akhmad  Afandi; Zia Alfareza  Khalya; Nisrina Aula  Maharani; Siti  Andira; Julia Widya  Ningrum; Fatimah  Azzahrah

doi:10.21093/bzw8a220

Authors

Akhmad Afandi Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Zia Alfareza Khalya Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Nisrina Aula Maharani Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Siti Andira Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Julia Widya Ningrum Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Fatimah Azzahrah Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

DOI:

https://doi.org/10.21093/bzw8a220

Keywords:

Arabic reading skill, cooperative learning, qira'ah, STAD Model

Abstract

Reading skill (qira'ah) is a foundational capability in Arabic language acquisition, essential for recognizing, comprehending, and interpreting written texts. However, many students at MA Al-Mu'minun Muara Muntai experience difficulties in fluent reading and reading comprehension due to varying educational backgrounds and conventional learning models. This study aims to evaluate the effectiveness of the Student Team Achievement Division (STAD) cooperative learning model in enhancing Arabic reading skills among tenth-grade students. Using a quasi-experimental pretest-posttest control group design, the study involved 42 students divided into an experimental group (X IPS, n=23) and a control group (X IPA, n=19). Data were gathered through observation, pretests, posttests, questionnaires, and documentation, and subsequently analyzed using descriptive statistics and independent sample t-tests via IBM SPSS Statistics 23. The findings revealed an increase in mean reading scores for both the experimental group (pretest = 32.87 to posttest = 52.00) and the control group (pretest = 39.79 to posttest = 50.00). However, the independent sample t-test yielded a Sig. (2-tailed) value of 0.729 (p > 0.05), leading to the acceptance of H₀ and rejection of Hₐ. Thus, the implementation of the STAD model was not statistically effective in improving students' Arabic reading skills at MA Al-Mu'minun Muara Muntai. Qualitative insights and questionnaire data indicated that this ineffectiveness stemmed from low initial student motivation, unfamiliarity with cooperative procedures, lack of self-confidence, low baseline language proficiency, and limited teacher experience in executing STAD. The study emphasizes the need for baseline skill preparation before introducing complex cooperative strategies.

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