ARTIKEL BAHASA INGGRIS TENTANG KALIMAT EFEKTIF

EFFECTIVE SENTENCES

Sentence is very important when we talk about the language and its structure. Sentences used to create letters, revealing something and speak in various occasions. Sentences are things you should know before we make a paragraph and other papers. If we do not really understand the sentence, we will be hard to express something and would be confusion if we will make an essay. Good sentence affects of an essay, and vice versa. So we must be careful in making sentences and put the words in a sentence. And as students we should have been able to know and understand about the sentence, can make sentences and more so we can put together a paper with a weighty sentences and quality. The following terms or phrases lexically based dictionary of Indonesian and various sentence itself:


Lexical meaning of the sentence or Indonesian dictionary meaning is:

Wording or phrase is a group of words which have the intent or the orderly and clear mind.

Sentence is a unit of language that stands alone and is not part of a greater unity with others who final intonation, consisting of one or more clauses.

Sentence is said that discloses a unitary concept of thoughts, feelings and words.

Sentence is the smallest unit of language, in the form of oral or written that expresses a complete thought. In the oral form of the sentence pronounced by the sound up and down, hard and soft, interrupted by pauses, and ended with a final intonation. In the form of the Latin inscription lettered sentence begins with a capital letter and ends with a dot. (.), Question mark (?) And the exclamation point (!).

Various kinds of sentences
1. Sentence orders
2. Sentences News
3. Tanya sentence
4. Active sentences
5. Passive sentences
6. Jump sentence
7. Indirect sentence
8. Single sentence.
9. Compound sentences
10. Effective Sentences
11. Key sentence
12. Explanatory Sentence
Of various types of sentences above, we chose the discussion on effective sentences that are considered relevant to our times is discussed in this paper. Here's further explanation of effective sentence:

Effective sentences (Discussion)
Sentence is said to be effective if it successfully convey messages, ideas, feelings, and notice in accordance with the intent of the speaker or writer. For the delivery to be qualified as a good sentence, ie the structure right, right choice of words, logical  relationships, and spelling must be correct. According Gorys Keraf is a sentence that meets the following requirements:
a. can accurately represent the idea or feeling of the speaker or writer.
b. Able to give rise to precisely the same idea in mind of the listener or reader as it is thought by the speaker or writer. Traits - characteristics of effective sentence as follows:

1. Effective sentence containing the idea of ​​unity.
a) The subject and predicate of a sentence or explicit.
Example:
Ineffective: Connect it to reason also reading youth decline
Effective: With regards to that, he presented was also declining youth interest in reading.

b) The subject and predicate of the sentence should not be too far apart in order to guarantee the unity of the idea.
Example:
Not effective: clear development towards a new golden age, requires the development of the talents of the nation's cultural support in all fields ranging from things that seem small such as how to set up housekeeping, ways and means to improve the entertainment acquire major issues such as urban development , produce food, create new forms of art, in short everything about the new culture developing.

Effective: clear development a new golden age. Therefore, the construction requires the development of national culture talents in all fields, ranging from things that seem small to big problem.

c) Information should be rigorous and bright-light of the sentence so that did not interfere with comprehension. The information referred to herein include attributes, opsisi, adverbial, in English called modifer.
Squinting modifiers (description)
Example:
Ineffective: This year has just raised student tuition.
Effective: student tuition this year has just raised.

Dangling modifires (information not related)
Example:
Ineffective: can budget their spending carefully, finally debts can be repaid.
Effective: because it can draw up their budgets carefully, he can finally pay off all his debts.

Misplaced modifiers (misplaced caption)
Example:
Not Effective: in a crowd like that, they also do not want to lose the young ones, which rarely occurs once in five years.
Effective: in the development of such crowds, which rarely occurs once in five years, they also do not want to be outdone by the young ones.

Unidiomatic modifiers (statements which are not idiomatic)
Example:
Not effective: the sentence should be structured in such a way so as not to confuse the reader.
Effective: the sentence must be prepared as well as possible so as not to confuse the reader.

Abrupt modifiers (sudden caption)
Example:
Ineffective: We  because our family and friends advised us not to stay at the big hotel, inn residents to stay home.
Effective: For family and friends advised us not to stay in a great hotel, we resolve to stay in the inn residents.

Related modifiers illogicaly separated (separate statement relating illogical)
Example:
Not effective: even though the teacher is still in the development of medical care to the absence of failure to notify the principal is not acceptable, even if in fact it turns out he was trying to tell.
Effective: although the teacher was still hospitalized and the doctors actually tried to tell absence to the principal, his failure to notify unacceptable.

Fragment (incomplete sentences)
Example:
Not Effective: preparation of textbooks is aimed at helping people, especially those in rural areas in order to have the opportunity to learn to read and write.
Effective: the preparation of this textbook aims to help people, especially those in rural areas in order to get the stay opportunities to learn and write.

d) Punctuation should be used as well as possible. Effective sentence should be clean of the following errors:
Runing on sentences (sentences fused) sentences stacked.
Example:
Ineffective: we are all undertaking the misery of the people should always seek the welfare of our nation, both physical and spiritual.
Effective: We all, as undertaking the suffering of the people, should always seek the spiritual and physical well-being of our nation.

Comma splices (comma faults) the use of a comma in a sentence errors.
Example:
Ineffective: A student is like a mountain climber, mountain climbing goals.
Effective: a student, is like mountain climbing mountaineer ideals - ideals.

e) effective sentence should be clean also from:
Kontamisani (confusion)
Example:
Ineffective: At the school the students are taught various skills.
Effective: students are taught in school that the wide - range of skills.

Redundancy and trutologi (additions are not necessary)
Example:
Not effective: in the days of long ago, in a kingdom ruled a very wise queen again wise.
Effective: in ancient times, in a kingdom ruled a wise queen.

Hiperkorek (fix what is really so wrong)
Example:
Not effective: all order durable laminated diplomas.
Effective: All diplomas  so durable.

2. Effective sentence embodies koheresi good and compact.
Koheresi is a linkage between the elements that helps to build sentences and paragraphs. Each word or phrase in the sentence should be linked into or out. Koheresi to keep it, should the author:
Critical of the use of the pronoun in the sentence. It is possible that the use of the pronoun causes ineffective sentences.

Critical  use the word, the word is sometimes used unnecessary or otherwise, deleted the actual word should be used.

Utilize transitional words or transition to explicit and clarify the relationship between the notion of a sentence and the other sentences in the paragraph, the paragraph with each other in a paragraph.

3. Effective sentence is communication.
means power, force, strength, if the author wants to and communication. Written sentence must  and powerful. Way - a way to  sentences include:
Part of the sentence that should be overlooked or preferably placed at the beginning of the sentence, in this case the inversion is to be realized at the beginning of a sentence or prolepsi or a combination of inversion and prolepsis.
Inversion: the title is placed in front of the subject
Example:
Ordinary: rampant AIDS disease among western people.: among the western rampant AIDS disease.

Prolepsis: information or objects placed in front of the subject. more information prolepsis prolepsis occurs on objects.
Example:
Ordinary: Dad likes to eat satay; meatballs are not: Sate, dad likes; meatballs are not

Combined inversion and prolepsis
- When writing mentions a series of things (events) should be considered and arranged so that the order of things (events) that logical, chronological and climaxed.
- Keywords repeated.
- The word or phrase to be overlooked was the particles can be added, too, and whether.
- A series of things mentioned could be stronger with parallelism.

4. Sentence parallelism effectively address
Parallelism (parallel) is the use of the same grammatical form for the elements of the same function. If a thought is expressed by the phrase, the other thoughts that align with the phrase should be stated also. If the ideas expressed by the verbal noun or verb form Me-in-and forth, parallel to the other ideas that should be stated also by verbal noun or verb in the form of me-and so on. Efforts to downsize words include:
- Eliminate unnecessary subject.
- Avoiding the use of superordinate and hiponim together.
- Bringing the future usage of the word and rather than unnecessary.
- Avoid unnecessary words decomposition.
- Eliminate words such as sanitary napkins, facts, factors, elements unnecessary.
- Eliminate redundancy.

5. Supported effective sentence variation
What is meant by the phrase here is variation variations sentences building paragraphs or paragraph.

6. Effective use of the phrase assisted EYD
The use of capital letters. Capital letters are used as:
- The first letter at the beginning of the sentence
- The first letter excerpts directly
- The first letter in the phrase with scripture, god names, including the pronouns
- The first letter of the name of an honorary degree, descent, followed by the name of the religious

CONCLUSION
Sentence is the smallest unit of language, in the form of oral or written that expresses a complete thought. In the oral form of the sentence pronounced by the sound up and down, hard and soft, interrupted by pauses, and ended with a final intonation. In the form of the Latin inscription lettered sentence begins with a capital letter and ends with a dot (.), Question mark (?) And the exclamation point (!). And one of the kinds of sentences are Effective Sentences and phrases that can be said to be effective if it successfully convey messages, ideas, feelings, and notice in accordance with the intent of the speaker or writer. For the delivery to be qualified as a good sentence, ie the structure right, right choice of words, logical relationships, and spelling must be correct.

MAKALAH BAHASA INGGRIS TENTANG SIKAP PROFESIONAL GURU

PAPERS TEACHING PROFESSIONAL ATTITUDE

CHAPTER I
INTRODUCTION

A. BACKGROUND
Profession is a job in carrying out their duties requires / demands expertise, using scientific techniques, as well as dedication. Expertise gained from educational institutions specifically dedicated to it with a curriculum that can be accountable.

Basically the teaching profession is a profession that is growing. Although some have argued that the teacher is a semi-professional office, but actually more than that. This is possible because of the position can only be obtained at the teacher education institutions that prepare graduates of teachers, their professional organizations, codes of ethics and there are rules about the functional position of teachers (Decree No. Menpan. 26/1989).

Increasingly demanded professionalism a teacher, then as a teacher of teachers and a conduit of information to the students would need to know how a professional teacher's.

In general, the attitude of the teacher's professional views of the outside factors. However, it does not reflect how well the potential of the teacher as an educator. According to the PP. 74 of 2008 section 1.1 on Teachers and the Law. No.. 14 of 2005 section 1.1 on Teachers and Lecturers, teachers are professional educators with the primary task of educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education potato formal education, elementary education, and secondary education.

Professional's work or activity performed by a person lives and a source of income that requires skill, finesse, and skills that meet certain quality standards or norms and require professional education (No. UU.. 14 Year 2005 on Teachers and Lecturers chapter 1.4). Teachers as professional educators are required to always be an example to the people around him. The public will see how the attitudes and actions of teachers everyday, whether there is or is not exemplary.

Although all teachers' behavior is always considered public, but the teacher has some behavior related to his profession, matters relating to the behavior patterns of teachers to understand, appreciate, and practice the professional attitude, the mindset of the target market discussing. Target attitude that there are seven teachers;
1. Attitudes toward legislation
2. Attitudes toward professional organizations
3. Attitudes towards peers
4. Attitudes toward students
5. Attitudes toward work
6. Attitudes toward the leader
7. Attitude toward work

Which will underline the author is a teacher's professional attitude towards the leader. A member of the organization as a teacher, and someone who works at the school, led by a leader (principal) a teacher must have a profesional attitude towards its leader, both school leaders and leaders of the organization. In its partnership with its leader teachers in demand obedient in carrying out the directions and instructions given to the teacher.

B. PURPOSE
The purpose of this paper is:
1. Provide information about the professional attitude of teachers towards the leader
2. Knowing the professional attitude of teachers towards the leader.
3. Knowing the attitude of professional development
4. Educational Profession fulfill duties

C. PROBLEM FORMULATION
The problem formulation of this paper are:
1. What is the juridical basis of the professional attitude of teachers towards the leader?
2. What are the application of the professional attitude of teachers towards the leader in the form of examples of behavior in education?
3. What professional attitude?

CHAPTER II
DISCUSSION

A. Juridical basis
The teacher's professional attitude towards the leader has a legal basis contained in the code of ethics of teachers No. 9, which reads "teachers implement all government policies in education" with a code of ethics that teacher professional teachers are required to have captured in both the leader and the leader of the central leaders of the school. In cooperation demanded the teacher leaders were demands for compliance in implementing the directives and instructions given in the form of business and build critical for the achievement of goals that have been outlined that the attitude of the leader of a teacher should be positive, in the sense of cooperation in the success of the program have already agreed , both in school and outside school.

Teachers are also required implementing any policy leaders to achieve positive goals. As a member organization, good organization, good teacher organizations and larger organizations (Ministry of Education and Culture) teachers will always be in the guidance and supervision of the supervisor. From teachers' organizations, there are strata of leadership ranging from branch managers, area, get to the center. So also as a member of a large family Dipdikbud, no division of supervision from the principal, kakandep, and so on up to the minister of Education and Culture.

It is clear that the leader of a unit or organization will have the wisdom and guidance in leading, where each member of the organization demanded strive to work together in carrying out the organization's goals.

B. APPLICATIONS PROFESSIONAL TEACHER ATTITUDES TOWARD THE LEADER OF EXAMPLES OF BEHAVIOR IN EDUCATION.
A teacher should be able to apply his professional attitude of the leader in his life everyday here are some examples of the application of the attitude of teachers towards its leader:

1. Examples of leaders (principals)
In one school the principal has a work program involving the school teachers. Fill Proker it is to educate children so proficient in the science and technology knowledge and skills coupled with science and technology. So when a teacher has a professional attitude towards its leader, he should be able to assist in carrying out the work program and the school principal will provide suggestions and constructive criticism that will achieve the goal of building a school principal who wants to be better

2. Examples of the leader (head of the organization)
Organization here is an organization that is a container PGRI seleruh Indonesian teacher associations. In organizations that have a leader who wants all its members are able to educate the nation. A teacher who has a professional attitude towards the leader and he will feel tertuntut to fulfill the command of their leader, by starting with the totality of the profession as a professional teacher to deliver lessons for the achievement of these leaders command.

3. Examples of leaders (government)
In this case the leader in question is the central leader or the education department chaired by the Minister of Education. Growing problem is the UN now set to reap a lot of criticism from a lot of teachers, a teacher should have a professional attitude towards teacher leaders are required to run with the UN as it should not tarnish the reputation of Indonesian education by making a cheat sheet for learners.

C. DEVELOPING A PROFESSIONAL ATTITUDE
To improve the quality of both professional quality and quality of service, teachers should increase profesioalnya attitude. This means that of the seven target attitude should always be nurtured and developed. This includes the development of a professional attitude; attitude Development for Pre-service education, attitude development for in-service.

1. Pre-service education for the development of attitudes
Prospective student teachers in a variety of knowledge, attitudes and skills required at work later that education is the preparation of students for a career in the development of education and teaching. Because the job is unique, has always been a role model for teachers , and even for the people around him. Therefore, how teachers behave towards his work and always attention of the students and the community.

Establishment of a good attitude may not appear so, but must be fostered since prospective teacher education begin in teacher education institutions. Various businesses and exercises, examples and sample applications applying knowledge, skills and professional attitude even designed and implemented for prospective teachers are in a Pre-service education. Often also a certain attitude formation occurs as a by-product (by-product) of the acquired knowledge prospective teachers. Conscientious attitude and discipline, for example, can be formed as a byproduct of learning outcomes math right, because learning math is always demanding rigor and discipline the use of rules or procedures that have been determined. While it is of course the formation of attitudes can be given by providing the knowledge, understanding, and appreciation of the planned special, as well as studying the appreciation and experience guidelines Pancasila (P4) is given to all students from elementary school through college.

2. Development for in-service attitude
Development of a professional attitude does not stop when the teacher candidates completed Pre-service education. Many attempts to do in order teacher professional attitude during his service as a teacher.

This improvement can be done by car through the activities following the formal upgrading, workshops, seminars, or other scientific, or informal way through the mass media television, radio, newspapers, and magazines and other publications. This activity is in addition to improving their knowledge and skills, and can also increase teacher professional attitude.

CHAPTER III
CLOSING

A. CONCLUSION
As a member organization, good organization, good teacher organizations and larger organizations (Ministry of Education and Culture) teachers will always be in the guidance and supervision of the supervisor. From teachers' organizations, there are strata of leadership ranging from branch managers, area, get to the center. So also as a member of a large family Dipdikbud, no division of supervision from the principal, kakandep, and so on up to the minister of Education and Culture.

It is clear that the leader of a unit or organization will have the wisdom and guidance in leading, where each member of the organization demanded strive to work together in carrying out the organization's goals.
A teacher should also be able to develop a good attitude prfesionalnya it during the Pre-service and in tenure.

B. CRITICISM AND SUGGESTIONS
In preparing this paper we implore input and criticism of Mr. lecturers so that we become better, as in the preparation of this paper we may be a lot of words or writing the wrong word.

KUMPULAN MAKALAH BAHASA INGGRIS TENTANG COOPERATIVE LEARNING

COOPERATIVE LEARNING MODEL PAPERS

INTRODUCTION
Praise be to Allah SWT. Prayers and peace always to the Prophet. Thanks to the abundance of His grace and author of this paper is able to complete the task in order to fulfill the task of the course Introduction to education.

The paper is organized so that readers can expand knowledge about cooperative learning model, which we present is based on observations from a variety of resources, references, and news. The paper compiled by the authors in the various obstacles. Whether it will come from authors or from the outside. But with patience and the help of God especially finally this paper can be resolved.

Hopefully, this paper can provide greater insight and to contribute ideas to the readers especially the students of the University of Makassar. I am aware that this paper is still a lot of flaws and is far from perfect. For that, to my supervisor asks input for improving the manufacture of my papers in the future and expect criticism and suggestions from readers.

CHAPTER I
INTRODUCTION

A. Background
Model Cooperative subjects especially Mathematics needs to be given to all learners from primary schools to equip them with the ability to think logically, analytical, systematic, critical and creative thinking and the ability to work together. In teaching mathematics to students, if the teacher is still using the paradigm of learning time in the sense of communication in mathematics tend to be the general direction of the teacher to the student, the teacher is more dominated learning the lessons tend to be monotonous, resulting in learners (students) feel tired and tormented. Therefore in teaching mathematics to students, teachers should prefer a variety of approaches, strategies, methods appropriate to the situation so that the planned learning objectives will be achieved. Keep in mind that whether or not a poll learning model will depend learning goals, compliance with the learning materials, the level of development of learners (students), teachers' ability to manage learning and optimizing the learning resources available.

B. Destination
This paper aims to broaden the readers, especially the Student Education Department of Electrical Engineering, Faculty of Engineering, State University of Makassar for later in making a lesson plan can implement cooperative learning model appropriate to developmental level of students and learning materials.

CHAPTER II
DISCUSSION

A. Definition of Cooperative Learning Model
Efforts of teachers in teaching students is a very
important in achieving success learning objectives that have been planned. Therefore the selection of a variety of methods, strategies, approaches and techniques of teaching is a major thing. According to Eggen and Kauchak in Ward (2005), a learning model is a program or user guide teaching strategies designed to achieve learning. The guidance includes the teacher's responsibility in planning, implementing, and evaluating learning activities. One model that can be applied to teacher learning is a model of cooperative learning.

Is cooperative learning model it? Models of cooperative learning is a learning model that prioritizes the groups of students in the group have a level of different (high, medium and low) and if possible the group members come from different races, cultures, ethnic groups, and concerned gender equality. Cooperative learning model prioritizes cooperation in solving the problems to apply knowledge and skills in order to achieve the learning objectives. According to Nur (2000), all models marked with the structure of learning tasks, goals and structure reward structures. Task structure, purpose and structure of the reward structure in cooperative learning model different from the structure of the task, purpose and structure of the reward structure learning model to another.

The purpose of cooperative learning model is the result of increased student academic learning and students can receive a wide diversity of friends, as well as the development of social skills.

B. Basic Principles and Characteristics of Cooperative Learning Model
According to Nur (2000), the basic principle in cooperative learning as follows:
1.Setiap group members (students) are responsible for everything that is done in a group.
2.Setiap group members (students) need to know that all the members
3.kelompok have the same goal.
4.Setiap group members (students) have to split the duties and responsibilities equally among group members.
5.Setiap group members (students) will be subject to evaluation.
6.Setiap group members (students) to share leadership and skills needed to learn together during the learning process.
7.Setiap group members (students) will be required to account for the material that is handled on an individual basis in a cooperative group.

While the characteristics of cooperative learning model are as follows:
1. Students in groups cooperatively resolve learning materials appropriate basic competencies to be achieved.
2. The group was formed of students who have the capability of different, good level of high, medium and low. If group members may come from different races, cultures, ethnic groups, and with regard to gender equality.
3. Award more emphasis on the group rather than each individual.

In cooperative learning are developed discussion and communication with the aim that students share skills, learn to think critically, each expressing an opinion, give each other a chance to channel capacity, mutual learning, mutual assess abilities and roles themselves and other friends.

C. Cooperative Learning Steps
There are six (6) steps in the cooperative learning model.
1. Presents the objectives and motivate students
Teachers express purpose of learning and communicating basic competencies to be achieved and to motivate students.
2. Presenting information
Teachers present information to students.
3. Organize students into learning groups
The teacher informs the student grouping.
4. Guiding the study group
Teachers motivate and facilitate the work of students in the groups studied.
5. Evaluation
Teachers evaluate the learning outcomes of the learning materials that have been implemented.
6.Memberikan award
Teacher recognizes the learning outcomes of individual and group.

CHAPTER III
Cooperative Learning Model Type STAD

A. Definition
Cooperative learning Student Team Achievement Division (STAD) developed by Robert Slavin and his friends at the Johns Hopkins University (in Slavin, 1995) is a cooperative learning the simplest, and is a cooperative learning is suitable for use by teachers who are just starting to use learning cooperative.

Student Team Achievement Divisions (STAD) is a type of cooperative learning is the simplest. Students are placed in learning teams of four who is a mixture according to their performance levels, gender and ethnicity. Teacher presents the lesson and then the students work in teams to ensure that all team members have mastered the lesson. Eventually all students are quizzes on the material in the record, when the quiz they can not help each other. Type of learning is to be applied in the study of mathematics.

STAD Cooperative Learning Model is an approach that emphasizes cooperative learning activities and interaction among students to motivate each other and help each other master the subject matter in order to achieve maximum performance. Teachers who use STAD propose new academic information to students every week using Verbal presentations or text.

B. Stage Learning Implementation Model STAD
1. Material preparation and application of students in the group
Before presenting the teacher should prepare an activity sheet and answer sheet will students in cooperative groups. Then assign students in heterogeneous groups with a maximum number of 4-6 people, rule of heterogeneity can be based on:
a). Academic ability (good, medium, and low)
Obtained from the academic (initial score) before. Keep in mind this division must be balanced so that each group consisted of students with students with achievement levels balanced.
b). Gender, social background, innate pleasure / nature (silent and active), etc.

2. Presentation Lessons
a. Preliminary
Here it should be emphasized what students will learn in a group and inform the important thing to motivate student's curiosity about the concepts they will be learning. Subject matter presented by the teacher using learning methods. Students follow the teacher presentation carefully in preparation to take the test next

b. Development
Do developing appropriate materials the students will learn in groups. Here, students learn to understand the meaning of not memorizing. Question- given an explanation about right or wrong. If the students have grasped the concept it can be switched another.

c. Controlled practice
Practice restrained done in presenting the material by having students work on the problems, calls on students at random to answer or solve problems that students are always ready and in giving assignments do not time consuming.

3. Group activities
Teachers hand out worksheets to each group as the students will learn the material. The contents of LKS besides the subject matter is also used to train cooperative. Teachers provide assistance to clarify the order, repeat the concepts and answer questions. In this group activity, the students together to discuss problems encountered, compare answers, or correct misconceptions. The group is expected to work with the best and help each other in understanding the subject matter.

4. Evaluation
Done for 45-60 minutes independently to indicate what students have learned in working in groups. After the presentation of the activities of teachers and group activities, students are given tests individually. In answer to the test, students are not allowed to help each other. Evaluation results are used as the value of individual development and contributed as the value of the development group.

5. Group awards
Each member of the group is expected to achieve test scores are high because these scores will contribute to an increase in the average score of the group. From the results of the value of the development, then the award on group achievements given the level of awards such as the group is good, great and super.

6. Recalculation of baseline scores and change group
The assessment period (3-4 weeks) was recalculated score evaluation as students start the new score. Then the group made changes so that students can work with another friend.

C. Relevant mathematics with STAD
Mathematics materials that are relevant to the type of cooperative learning Student Team Achievement Divisions (STAD) is material only to understand the facts, basic concepts and do not require reasoning also memorizing, for example integers, the sets, number of hours, etc.. With presentation of appropriate materials and attractive to students, as well as STAD cooperative learning can maximize the learning process so as to improve student achievement.

D. Excellence Learning Model Type STAD
Superiority of STAD cooperative learning method is cooperation within the group and in determining the success of the group depends on the success of individual ter, so that each member of the group can not rely on the other members. STAD cooperative learning emphasizes on activities and interaction among students to motivate each other to help each other master the subject matter in order to achieve maximum performance.

CHAPTER IV
Conclusions and Recommendations

A. Conclusion
1. Cooperative learning is a learning strategy where students learn in small groups with different levels of ability
2. Learning the skills approach in the process of STAD cooperative learning settings can change the center of learning from teacher to student centered.
3. At the core concepts of learning model STAD is present lessons teacher then students work in teams to ensure that all team members have mastered the lesson

B. Suggestion
1. Teachers are expected to introduce and process skills and specific to the skills of cooperative before or during learning so that students are able to discover and develop their own facts and concepts as well as to foster and develop attitudes and values ​​required.

2. For learning the skills approach oriented process STAD cooperative learning to walk, should teachers plan to teach the subject matter, and determine all of the concepts that will be developed, and for each concept defined methods or approaches to be used and process skills to be developed.

References

Ismail. (2003). Media Pembelajaran (Model-model Pembelajaran). Jakarta: Proyek Peningkatan Mutu SLTP.

Sri Wardhani. (2006). Contoh Silabus dan RPP Matematika SMP. Yogyakarta: PPPG Matematika.

Tim PPPG Matematika. (2003). Beberapa Teknik, Model dan Strategi Dalam

Pembelajaran Matematika. Bahan Ajar Diklat di PPPG Matematika, Yogyakarta: PPPG Matematika.

Widowati, Budijastuti. 2001 Pembelajaran Kooperatif. Surabaya : Universitas Negeri Surabaya.