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method has not run well, causing the low quality of
learning because the learning tends to be monotonous
so that the students' attitude in learning becomes
passive. To improve the quality standard of learning
through the lowest value targeted by Unand (75) for
improving the quality of learning should also be
improved. In this research, the problem to be studied
is limited to the problem of applying the learning
method in improving the activity and achievement in
the course of ILS. This research has used the
cooperative learning method with Student Teams-
Achievement Divisions (STAD) model.
The formulation of the problem in this research is
as follows: 1) Will the application of collaborative
learning method of STAD model can improve the
students' learning activity in ILS course in English
Department Unand? Moreover, 2) Will the
application of the STAD model of collaborative
learning methods improve the fictional ability of ILS
students in the Department of English Literature
Unand in ILS courses?
2 METHODS
This qualitative research up-produced data in writing
and oral form from the activity or behavior of the
subject observed during the learning process. This
action class research was conducted in two cycles,
each with the same procedure. Researchers directly
got involved in the research process from the
beginning to the end of the research both as teacher-
observer and researcher. The research design
followed what Kemmis and McTaggart (1988)
proposed in which each cycle consists of several
stages of action planning, action implementation,
observation, and reflection. This research was
conducted in Introduction to Literary Studies class,
English Department, Faculty of Humanities, Andalas
University. There were 35 registering students and 25
fully participating students, 23 Female and two male
students.
Every cycle includes: 1) Pre-action stage, 2)
Implementation phase of action, 3) Planning, 4)
Implementation of action, 5) Observation and 6)
Reflection. There were two types of data: quantitative
data and qualitative data. Quantitative data derives
from the student ability to complete about the test of
each end of the action, and qualitative data consist of
lecturer and student activity on learning the subject.
In this study, data were collected through: 1)
Provision of tests at the end of each action, 2)
Observation and 3) Field notes. This note is more
general which concerns the place of research, whether
the number of students, lecturers, facilities and
infrastructure. The data collected are then processed
from all available data. With the stages of data
management as follows: a) Reduced data b)
Presentation of data and c) verification of data.
Qualitative data were taken from the results of student
activities and lecturers obtained through the
observation sheet. The data of the observation
resulting from the lecturer's learning using STAD
cooperative learning model in learning is assessed by
the formula: Value = Σ scores obtained divided by Σ
maximum scores and x 100 With the following
criteria: 86% good 70 - 85% = good 55 - 69% = good
enough 90% = Very good 80 - 90% = Good 70 - 79%
= Good enough 60 - 69% = Less <59% = Very Less.
The indicator of the success of classroom action
research is if the learning outcomes of students during
the learning process of each cycle has increased from
cycle 1 to cycle 2. This is marked by the completeness
of learning reaches at least 75% of the number of
existing students.
3 RESULTS AND DISCUSSIONS
Pre-action test results of fiction analysis by the
students of Introduction to Literary Studies, English
Department of Andalas University Padang in the
second semester 2018 showed that their ability was
far from the minimum limit (75) which was only
28%.
Table 1: Students’ ability to analyse the elements of fiction
before a class action.
This study focused on the application of STAD
cooperative learning method in this ILS class which
was conducted in two action cycles, each of which
was carried out in two meetings. In cycle I, after the
lecturer presented the material about fiction elements
and was guided by the distributed teaching materials,
the students discussed questions and answers about
the material and then discussed the story of Romeo
and Juliet. Through the teaching materials, students
answered some questions about the elements of the
story as suggested by Klarer (2004). After answering
the questions, students and lecturers corrected the
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