Learning Outcomes of Forehand Serve Skill using STAD

Learning Model

Giofandi Samin

Sport Science, Graduate Program of Universitas Negeri Yogyakarta, Indonesia

Keywords: Forehand Serve, Student Team Achievement Divisions

Abstract: This quantitative research was conducted in SMPN 8 Gorontalo. It aims to determine how influential the

model of cooperative learning toincrease learning outcomes of forehand serve skills in the table tennis on

male students of VIII-5 at SMPN 8 Gorontalo. The study was conducted in18 meetings. The research’s

object was 17 students of Class VIII-5. Based on the pre-test results, it showeds that the highest scores and

the lowest score was 16 and 8 respectively. After conducting the analysis, it was obtained that Mean was

207, a standard deviation was 2.12 and variance was 4,529. The post-test results showed that the highest

score was23 and the lowest score was 16. After conducting the analysis, Mean was 324, a standard

deviation was 2:01 and variance was 4,058. The results of the pre-test and post-test showed the price tcount

18:59. Meanwhile the price obtained from the distribution list ttable was 1,746. It is clear that tcount prices

has been greater than ttable. It can be concluded that cooperative learning model type (STAD) has a very

significant influence on forehand serve skills for the male students of Class VIII-5 at SMPN 8 Gorontalo.

1 INTRODUCTION

Physical education is important and it implies that it

is not merely an ornament in a school program as a

way to keep the students busy (Sutrisno & Khafadi,

2010). Physical education is a significant part of

education itself. Through a guided physical

education class, students will develop skills in which

the activities can occupy their free time, lead them to

involve in healthy activities to promote healthy

lifestyle, develop their social skills and improve

their physical and mental health. In the physical

education, there will be problems arising in the

teaching and learning process (Riduwan, 2013).

Those factors include (1) students’ learning

motivation, (2) students’ skills, (3) teacher’s skills

and (4) learning facilities. These four factors are

dominant in determining the success of the learning

process and also the effort in fulfilling the learning

goals (Ruud, Den Hartigh, Christophe, 2018).

The weaknesses in teaching physical education

coonstitute the teaching and learning process. The

fact shows that teachers sometimes do not realize

physical education can give the students chances to

learn some valuable things. Therefore, many think

that teaching physical education can be merely

performed by asking students to go to the field,

providing balls for the students and letting them play

on their own and then the teacher’s job is only

watching them from afar as though physical

education is less important than other lessons.

The described situation from the previous

discussion can happen in any school in any part of

Indonesia including SMP Negeri 8 Gorontalo. So

far, the teaching and learning process of physical

education class has always evolved. The changes

can be seen from the achievements earned by the

school, the improved facilities and the number of

physical education teachers. However, despite many

facilities and teachers, it did not improve the

school’s achievements and had no significant impact

to the students’ skills learning results in physical

education lesson, especially in table tennis.

Table tennis game at first is only considered as

an activity to do in a leisure time, as an

entertainment or merely as recreation. Most

Indonesian people know the game as “ping-pong”

which was taken from the sound made by the ball

when it hits the table or the soft paddle. Later on the

name was changed into “table tennis” (Dini, 2013).

This game requires some basic techniques such as

the technique of holding the paddle, serve and many

other techniques.

430

Samin, G.

Learning Outcomes of Forehand Serve Skill using STAD Learning Model.

DOI: 10.5220/0009788104300434

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 430-434

ISBN: 978-989-758-457-2

In table tennis, most rallies are short and points

can be scored in a relatively brief period of time.

This makes it a particularly exciting sports to play

and to watch, because one of the players can

suddenly get the momentum and turn the match

(Ruud, Den Hartigh, Christophe, 2018).

This game is done on the table with a specific

standardized size. The players need to cross the ball

over the net and land it in the opponent’s area

(Wisahati, Santoso, 2010). This game also has a

game set that each set contains 11 points with rally

point system in which the first player reaching 11

points will be claimed as a winner (Kusumawati,

2015). If both players have the same point of 10 –

10, then the players need to continue the play until

there will be 2 point difference and the serve is done

alternately. This is called deuce. Table tennis game

is started by a serve and each player makes a serve

two times in a row.

Serve is the first strike in table tennis game

(Hanif, Syam, 2015). The first strike in table tennis

game is known as forehand hit or backhand hit.

Forehand strike is a strike in which the player hits

the ball; the back of the hand which holds the paddle

faces back (Sarjiyanto & Surjawadi, 2010). The

steps in doing forehand serve involve a) standing in

a posture as if taking a step, b) putting the ball in

hand, c) holding the paddle in the handshake grip

position or penhold grip, d) throwing the ball in the

air, e) hitting the ball with the forehand strike. The

steps in doing basic technique of forehand service

include preparation stage, movement stage, and final

movement stage (Simpson, 2014). Preparation stage

consists of standing in a posture as if taking a step

while facing slightly sideways from the table,

leaning the body slightly forward, placing the ball

inside the left palm and place it in front of the chest,

then focusing on the direction of the movement.

Movement stage includes pulling the paddle back,

throwing the ball in the air, and when the ball is

falling, hitting it with the paddle by swinging the

paddle towards the ball until the top of the ball.

Lastly, final movement stage includes moving the

hand to follow the ball’s movement and focusing on

the direction of the ball movement.

Furthermore, table tennis is also one of the

lessons taught in SMP Negeri 8 Gorontalo

specifically in Grade VIII. Physical education,

particularly table tennis lesson has not have the

proper coaching and the suitable teaching and

learning process, including issues of the teaching

and learning process itself, irregular schedules, lack

of school’s facilities and lack of motivation or

seriousness in providing the proper teaching process

in learning forehand serve in table tennis.

Learning effectively requires effective self-

regulation throughout the learning process. Not only

do students have to plan and execute the process for

learning, but they also need to remain on task and

resist.

The learning process is derived from

educational psychology theory and learning theory

which was designed based on analysis of the

curriculum and its implication to the operational

level (Dweck, Cohen & Siegler, 2016). The learning

technique has wider meaning than the strategy,

method or learning procedure.

It has four specific

characteristics which are not possessed by other

learning methods or strategies (Oemar, 2013). They

are rational and logical theory arranged by

educators, the target of the learning process, the

steps of the learning process needed to optimize the

learning process, 4) the learning environment needed

by the students to accomplish the target learning.

To boost the students’ motivation in engaging in

the teaching and learning process, it needs a serious

effort and a scientifically organized coaching

programme. It could be achieved by using the proper

learning technique that is easy to be understood and

will improve students’ learning skill in doing

forehand serve in table tennis game for junior high

school students in grade VIII. The results of the

learning process can be measured from how much of

the learning target is achieved while also measuring

the process of learning (Sutarmin, 2010). Bloom

categorized learning outcomes into three domains

which are: (1) cognitive (knowledge), (2) affective

(attitude), (3) psychomotor (skills) (Mashar &

Dwinarhayu. 2010). With these arising problems, it

needs to find the effective learning technique in

order to give a significant impact in learning

outcomes of the junior high school students

(Husdarta & Yudha, 2014).

The learning technique applied in SMPN 8

Gorontalo Grade 8 which is considered optimum and

suitable for improving the forehand serve skill is

cooperative method using STAD. From the five

models of cooperative learning which are being

examined, STAD is the most consistent method in

giving the positive impact (89%) (Said, 2012). The

STAD cooperative learning process is a learning

approach focusing on small groups of students to

work together in maximizing the learning condition

in order to achieve the goals (Husdarta & Yudha,

2014). This learning technique aims to expand the

students’ social, cognitive and affective skills. This

method was developed by Salvin and involves

having “competition” among the groups. Students

Learning Outcomes of Forehand Serve Skill using STAD Learning Model

431

are grouped by many ways such as skills, gender,

race and ethnics. Therefore, The STAD cooperative

learning technique is expected to be able to solve the

problems by conducting experimental study in order

to give a significant impact to the outcomes of

learning forehand service in table tennis game.

2 RESEARCH METHOD

This research is a Pre Experimental research. The

experiment design used one group pre-test and

posttest design. This research is categorized as pre-

experimental research because in the design there

was still outside variable that contributes in affecting

the making of the dependent variable caused by the

lack of controlled variables. For the specific design

of this experiment, the researcher used one-group

pretest-posttest design.

Table 1: Pre-experimental design

Pre-test Treatment Post-test

X O

The population in this research consists of 889

students of SMP Negeri 8 Gorontalo. There are 418

male students and 471 female students. In this case,

the population is all students of SMP Negeri 8

Gorontalo, while the target population is the male

students of grade 8 who have got different

characteristics that needed to be examined. Male

students are different from the female students in

learning physical education lesson. The sample in

this research was taken using purposive sampling.

This sampling technique is also known as

judgmental sampling which is used by determining

particular criteria for the samples (Sarjono &

Sumarja, 2010). There were nine classes in grade 8

and of those classes, there were 114 male students in

total. Based on those characteristics, the sample for

this research comprises 17 students of Class VIII-5

and later would be given STAD learning model.

The instrument used in this research is skill test

for forehand serve. Some of the tests conducted in

this research are: (1) pre-test which was conducted

by giving skill test of forehand serve to the students;

this pre-test gave each of student 5 chances of doing

forehand serve to get the prior data before the

treatment; (2) the treatment in which the researcher

would apply STAD learning model to the students

within 16 meetings for the students to master and

understand correctly the forehand serve which

follow the right steps; and then (3) post-test which

was conducted by using the same test as the pre-test.

These tests would determine how far the impact for

the outcomes in learning forehand serve is after the

treatment was applied.

To answer the research questions in this study,

the researcher used a data analysis technique which

aimed to categorize the variables and respondents by

testing the research hypothesis using t-test. The

formula used is presented as follows:

𝒕

𝑴𝒅



∑

𝑿

𝟐

𝒅

𝑵𝑵  𝟏

(1)

Notes: (Md) means the range between pre-test score

and post-test score. (Xd) Deviation for each subject

d-Md. (∑X2 d) the square sum of Deviation. (n)

Subject of the samples.

3 RESULTS AND DISCUSSION

The result for this pre-experimental research is the

improved forehand serve skill learning in table

tennis using STAD learning model. This research

was conducted from August 8 to September 16,

2016 and consisted of 18 meetings. The data

analysis from both pre-test and post-test pertaining

to the students’ skill of forehand serve are explained

in table 1 as follows:

Table 2: The description of the learning outcome data

Description Mean Min Max Std.

Deviation

Pre test 12.17 8 16 2,12

Post test 19.05 16 23 2,01

From Table 1, it can be seen that the students’’

learning results consist of 17 samples. Therefore,

Mean of the pre-test is 12,17; the lowest score is 8,

and the highest score is 16 with standard deviation

of 2,12. Meanwhile, the research data show that

Mean of the post-test is 19,05; the lowest score is

16, the highest score is 23 with standard deviation of

2,01. It can be concluded that there was an impact of

STAD learning model for the students’ forehand

serve skill. The comparison from the pre-test and

post-test are described in Table 3 as follows.

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

432

Table 3: The average of learning outcomes for forehand

serce skill

Data Average of Learning

Outcomes

Pre-Test 12,17

Post-Test 19,05

Based on the results of the pre-test and post-test

in Table 3, it can be found that Mean of the learning

results of forehand serve skill using STAD learning

model is 12.17 for the pre-test and 19.05 for the

post-test.

Before conducting the analysis of the hypothesis

test, the test of the precondition hypothesis was

conducted. It was carried out by normality test in

which it was done to determine whether or not the

data in the research was normal. Normality test was

performed using Chi-square formula. Based on the

analysis, the results can be seen in Table 4 as

follows.

Table 4: Results of normality test

Indicator Significant Description

Pre-Test

0,0961  0,206

Normal

Post-Test

0,0485



0,206

Normal

Based on the measurement, it was found that

𝐿



(pre-test) = 0,0961 and 𝐿



(post-test) =

0,0485; moreover 𝐿



for α 0,05; n = 17 is 0,206.

Therefore, 𝐿



for pre-test = 14,9489 and posttest

= 8,6490 is smaller than 𝐿



= 0,206 , so the

distribution of 17 male students can be considered

normal.

Homogeneity test was carried out to determine

whether or not some data population variables were

homogeneous. Homogeneity test was performed

using F-test. The results of the test can be seen in

Table 5.

Table 5: Results of homogeneity test

Significant Description

1,11 2,33

Homogeneity

From the F-test in Table 5 above, it was

concluded that 𝐹



is 1,11 and 𝐹



for α 0,05

dk denominator is n-1 (17 – 1 = 16) and dk

numerator is n-1 (17 - 1= 16). It was found that the

score is 2,33, so 𝐹



≤ 𝐹



(𝐹



= 1,11

 𝐹



= 2,33). Based on the test criteria stating

that if 𝐹



≤ 𝐹



, 𝐻



is accepted and 𝐻



. is

refused Therefore, it can be concluded that the data

presented above come from a homogeneous

population.

The impact test in this research was conducted to

determine the effect of STAD learning model to the

VIII-5 male students’ forehand serve skill.. The

impact test in this research was performed using T-

test. Based on the data analysis, the results can be

seen in Table 6 as follows.

Table 6: Results of T-test

Descri

tion Mean T

count

table

nifc

Pretest 12,17

18,59 17 1,740 0,05

Posttest 19,05

From the results shown in Table65, it was found

that 𝑡



= 18,59 and 𝑡



for α = 0,05; dk = n-1

(17 – 1 = 16) found 1,746, therefore 𝑡



is bigger

than 𝑡



(𝑡



= 18,59 > 𝑡



= 1,740). Based

on the test criteria, it refuses 𝐻



if 𝑡



> 𝑡



and

accepts 𝐻



. Therefore, it can be concluded that there

is an impact of using STAD to the learning

outcomes of forehand serve skill.among the male

students of VIII-5 at SMP Negeri 8 Gorontalo.

4 CONCLUSION

As the data analysis and its discussion have been

explained in the previous chapter, it can be

concluded that there is an impact of using STAD

learning model towards the learning outcomes of

forehand serve skill of male students of VIII-5 at

SMP Negeri 8 Gorontalo. STAD learning model can

give a contribution to the learning outcomes of

forehand service skill. These results were affected

by the results coming from the experiment. It can be

said that STAD learning model can give a positive

influence towards the learning outcomes of forehand

service skill in table tennis game for male students

of VIII-5 at SMP Negeri 8 Gorontalo.

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YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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