THE IMPLEMENTATION OF STAD (Student Team Achievement Division) AS COOPERATIVE LEARNING IN TEACHING READING OF NEWS ITEM TEXT TO ELEVENTH GRADE STUDENTS AT SMAN 1 KEDAMEAN

English is an important and compulsory in High school since it is used as foreign language in Indonesia. In learning foreign language, there are four language skills that must be mastered by the students. One of the most important skills is reading. The aims of this study are to describe how the implementation of Student Team Achievement Division in teaching reading news item text to the students of eleventh graders, and to find out how the students’ response toward the implementation of Student Team Achievement Division is.This study is a descriptive qualitative research. The subject is the students of XI-MIA SMAN 1 Kedamean in the academic year 2014/2015. The instruments which are used in this study are observation checklist, field note, interview, Questionnaire. The researcher collects the data through observation in the classroom when the teaching learning process process, gave the students questionnaire and interview the teacher in the last meeting. The result of observations and interview are described in the form of words, The result of the study during observation show the students are able to implement the techniques. In the third meeting, they get higher score than the first score in the first meeting. The students point out that it is very useful to help them comprehend the text. In line with the result, Student Team Achievement Division can motivate the students and make them interested in reading.&nbsp

Prediction of inherited genomic susceptibility to 20 common cancer types by a supervised machine-learning method.

Prevention and early intervention are the most effective ways of avoiding or minimizing psychological, physical, and financial suffering from cancer. However, such proactive action requires the ability to predict the individual's susceptibility to cancer with a measure of probability. Of the triad of cancer-causing factors (inherited genomic susceptibility, environmental factors, and lifestyle factors), the inherited genomic component may be derivable from the recent public availability of a large body of whole-genome variation data. However, genome-wide association studies have so far showed limited success in predicting the inherited susceptibility to common cancers. We present here a multiple classification approach for predicting individuals' inherited genomic susceptibility to acquire the most likely phenotype among a panel of 20 major common cancer types plus 1 "healthy" type by application of a supervised machine-learning method under competing conditions among the cohorts of the 21 types. This approach suggests that, depending on the phenotypes of 5,919 individuals of "white" ethnic population in this study, (i) the portion of the cohort of a cancer type who acquired the observed type due to mostly inherited genomic susceptibility factors ranges from about 33 to 88% (or its corollary: the portion due to mostly environmental and lifestyle factors ranges from 12 to 67%), and (ii) on an individual level, the method also predicts individuals' inherited genomic susceptibility to acquire the other types ranked with associated probabilities. These probabilities may provide practical information for individuals, heath professionals, and health policymakers related to prevention and/or early intervention of cancer

Computer-supported collaborative learning performance and satisfaction: A muiti-stage study

Research in computer-supported cooperative learning provides evidence that collaborative technology can enhance learning performance and increase affective experiences in the context of cooperative learning. Most studies, however, have examined the learning performance only during the middle and end of the process. It is not clear how information technology continuously facilitates and improves student performance and learning experience over time. By employing a multidisciplinary approach, the research presented in this article drew research findings in the fields of communication, information systems, and education to examine cooperative learning processes with a continuous, longitudinal study. Based on a descriptive model of computer-supported cooperative learning, this research examined the effect of a collaborative technology on the accumulation of learning performance and learning satisfaction on group members. Three sets of hypotheses regarding learning performance, perceived learning performance, and group member satisfaction are examined

Effectiveness of Cooperative Learning on Students Achievement in Genetics, Self-Efficacy and Conceptions of Learning Biology

The purpose of this study is to analyze the effect of cooperative learning, which is defined as the process of working in small groups to achieve a goal, on students’ general academic achievement in “General Principles of Genetics” unit, their academic self-efficacy and conceptions of learning biology (COLB). In the study, in order to investigate the effects of cooperative learning and the teaching method that the biology curriculum in Turkey anticipates on the students’ academic achievement, their self-efficacy and COLB, pre-test/post-test control group quasi experimental design was used. The study was administered to 126 Turkish high school students from four different classes, i.e. two experimental and two control groups, for a period of ten weeks. General Principles of Genetics Achievement Test, Academic Self-Efficacy Scale and Conceptions of Learning Biology Scale were implemented as pre-test and post-test. Within the scope of the study, independent sample t-test and MANOVA were used. The findings of the study demonstrated that there was a significant difference between the experimental and the control groups in terms of the post test scores in the variables addressed in the study. The findings of the study were discussed by making comparisons to the literature and suggestions were also made

Effect of cooperative learning (student teams -achievement divisions) on African American and Caucasian students\u27 interracial friendships

The purpose of this study was to gauge the impact of cooperative learning teams on interracial friendships. The participants were 256 sixth, seventh, and eighth grade students in English classes (20% African American and 80% Caucasian) at a rural middle school in Louisiana. After delivery of instruction, the experimental group studied worksheets in teams, received rewards based upon the team\u27s performance, and received individual grades based upon individual exam scores. The control group studied worksheets individually and received individual grades. This eight week study utilized the sociometric question, “Who are your friends in this class?” as the pretest and posttest instrument. The data were analyzed using dependent and independent samples t-tests. Cooperative learning did increase close cross-race friendships, although not significantly. However, results indicated that cooperative learning significantly (p=.001) increased the number of strong cross-race friendships. It was also determined that there was no significant difference in the impact of cooperative learning on African American and Caucasian students\u27 interracial friendships