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D. Procedures of STAD 
There is basically a four-step cycle of STAD: (1) teach, (2) team study, (3) test, 
and (4) recognition. The implementation of STAD begins with the presentation of 
material, usually in a combination of teacher-centered lecture and group discussion.
Students should be told what it is they are going to learn and why it is important.

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During team study, group members work cooperatively with worksheets and answer 
sheets provided by the teacher. Next, each student individually takes a quiz.
E. Scoring system of STAD 
There will be a scoring system of the improvement points that might range from 
0 to 30 points and reflects degree of individual improvement over previous quiz 
scores. The teachers may score the papers or ask the students to exchange their 
papers. Each team receives one of three recognition awards, depending on the 
average number of points earned by the team. For example, teams that average 15 to 
19 improvement points receive a GOOD TEAM certificate, teams that average 20 to 
24 improvement points receive a GREAT TEAM certificate, and teams that average 
25 to 30 improvement points receive a SUPER TEAM certificate. This way, the 
students can learn together as a group, but take the test individually. But, then, their 
individual scores can, at the same time, contribute to their group grade by how much 
improvement they have made on the test. 
Improvement scoring is giving students points based on how much they improve, 
not just based on how well they do in comparison with other students. Improvement 
scoring is used so that students bring points back to the team based on how much they 
have improved over their usual level of performance, then each student has the 
potential of bringing maximum points to the team. When improvement scoring is 
used, teammates are pleased to work with those who need help the most (Kagan, 
1994). 
5.4.2 Phase Two: Group Presentations 
All the activities mentioned above belong to the warm-up exploit before the 
actual launch of more serious cooperative tasks in the second stage. The preparation 
and warm up activities in the first stage of implementation might take about one 
month, depending on the teacher’s skillfulness and the classroom context, before the 

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students acquaint themselves with the new teaching method and the new learning 
context. After sitting and working with group members for about one month, the 
students in cooperative learning context could be endowed more teaching and 
learning responsibilities by sharing the jobs in teaching vocabulary, dialogues, and 
sentence structures in their textbooks.