STAD vs. conventional and learning modality towards English speaking pronunciation learning outcome

摘要

The design of this study is quasi-experimental research designs (quasi-experiment) with the model design is Nonequivalent Pretest - Posttest Control Group Design. Based on data analysis, the results of the study (1) there are differences in learning outcome between groups of English speaking students taught by STAD learning strategy with a group of students who are taught by conventional learning strategies (F = 38.999, p = 0.000), (2) there are differences in English speaking learning outcome between the students who have different learning modalities (F = 99.063, p = 0.000), and 3) there are interaction effect between STAD and conventional learning strategy and learning modalities (visual, auditory and kinesthetic) on English speaking pronunciation learning outcome (F = 3.729, p = 0.126).