THE EFFECT OF STUDENTS TEAM ACHIEVEMENT DIVISION METHOD ON THE STUDENTS` ACHIEVEMENT IN WRITING NARRATIVE TEXT.
ACKNOWLEDGMENT
First of all, the writer would like to express thanks to Allah SWT for His
blessing, health, protection, knowledge and opportunity that at last writer is able
to complete this thesis entitled “The Effect of Students Team Achievement
Division Method on the Students Achievement in Writing Narrative Text” as one
of requirements for the degree of Sarjana Pendidikan (S1) at English Department,
Faculty of Languages and Arts, State University of Medan.
This thesis could have not been accomplished without the guidence,
helping, suggestion, advice, motivation and encouragement from poeple, for
which the writer would like to express her extremely grateful which directed to :
Prof. Dr. Syawal Gultom, M.Pd.,the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum.,the Dean of Faculty of Languages
and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd.,the Head of English Department and
also her Thesis Advisor.
Nora Ronita Dewi, S.Pd.,S.S., M.Hum the head of English
Education Study Program.
Dra. Sortha Silitonga, M.Pd., her Thesis Advisor.
Dra. Masitowarni Siregar, M.Ed., her Academic Advisor and her
Examiner.
Dra Meisuri,M.A., Dr. Rahmad Husein, M.Ed., her Examiner.
All Lecturers who have taught her in this English Department, for
giving knowedge, advices and amazing study experiences.
Eis Sri Wahyuningsih, M.Pd., the Administration Staf of English
Department, for her attention, assistance and information in
completing this thesis.
Joko Waskitono, S.Pd., the Head Master of SMA SATRIA Binjai.
Ahmad Nazri, S.Pd.,the English Teacher inSMA SATRIA Binjai.
Her beloved parents (Alm)Erizal St Bagindo and Wisnita,
Gusmardi and Al Firdaus her beloved brother and Rika Purnama
Sari her beloved sister, Asni her beloved grandmother and all
member of Amiruddin Big Families for their eternal material and
moral support, care, prayers, guidence, advices, and love during the
writers’ life.
Raja Naposo Mulia Bangun her special friend, for all eternal
material and moral support, care, prayers and great love.
Fani Fadillah, Ricka Setiawati, and Risa Afianti her beloved
friend and all member of regular A and B 2011 As her best friends
and classmates, for all best memories, laughter, smiles, fight, debates,
teamwork, and moments they give and share with the writer during
the four years academic study in Unimed.
Lestari Salvina, S.Pd and Widya Haryanti, S.Pdher beloved friend
and best friends ever and forever.
Dhina Etman Siswanto, S.Pd., Lailan Nahriyah and Liska
Septiana Ambarita her best partner when PPL Program.
Metri Wilma her lovely sister that always give big support, care and
prayer until now.
Nurjannah, S.Pd., Jubaidah Hasibuan, S.Pd., Dwi Wulandari,
Selly and Rani Saputri her housemate partner, for the best
experiences, laughter, and time during the fighting time for thesis.
All of students in SMA SATRIA Binjai, who had helped the writer
to conduct this research.
ABSTRACT
Agustina, Rifa Sri. 2112121028. The Effect of Students Team Achievement
Division Method on the Students Achievement in Writing Narrative Text. A
thesis, English Department, Faculty of Languages and Arts, State Univerity
of Medan 2015.
This study was to find out whether students’ achievement through using Students
Team Achievement Division Method is higher than through lecturing method in
writing narrative text. The research was conducted by experimental research used
two groups. They are experimental used STAD Method and control group used
lecturing method. The subject of this were the students of SMA SATRIA
Nusantara Binjai, class XI IPA 1 and XI IPA 2, both of class consisted of 30
students for each class. To collect the data was taken from writing test. After
analyzing the data, it was found the value of t-obs was 4.16 with degree of
freedom (df) = 58 at the level of significance p(0.05) = 2.000. It means that t-obs
is higher than t-table. It was found that teaching narrative text by use STAD
Method is higher than lecturing method. STAD Method has significant effect on
students’ achievement in writing narrative text.
Key words : STAD Method, Writing Achievement, Narrative Text
TABLE OF CONTENT
ABSTRACT ............................................................................................. i
ACKNOWLEDGEMENT ....................................................................... ii
TABLE OF CONTENT ........................................................................... iii
LIST OF TABLES ................................................................................... iv
LIST OF APPENDICES ......................................................................... v
CHAPTER I INTRODUCTION ............................................................. 1
A.
B.
C.
D.
E.
The Background of the Study ....................................................1
The Problem of the Study ......................................................... 4
The Objective of the Study ....................................................... 4
The Scope of the Study ............................................................. 4
The Significant of Study ........................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ..................... 6
A. Theoritical Framework .............................................................. 8
1. Writing and Writing Process ..................................................... 7
a. Writing ................................................................................ 7
b. Writing as Process and Product........................................... 8
c. Narrative Text ..................................................................... 9
2. Students’ Achievement in Writing ............................................ 14
3. Teaching Mehods ...................................................................... 15
a. Cooperative learning ........................................................... 15
b. Collaborative learning ......................................................... 16
c. Inquiry based learning ......................................................... 16
d. Expository learning ............................................................. 17
4. Cooperative Learning ................................................................ 18
5. Student Teams Achievement Division (STAD) Method .......... 21
a. Class presentation................................................................ 23
b. The teams ............................................................................ 24
c. Quizzes ................................................................................ 24
d. Individual improvement score............................................. 25
e. Team recognition ................................................................ 25
1) Advantages and disadvantages of STAD method ......... 25
B. Previous Study .......................................................................... 26
C. Conceptual Framework ............................................................. 29
D. Hypothesis ................................................................................. 31
CHAPTER III METHODOLOGY OF RESEARCH ............................ 32
A.
B.
C.
D.
E.
Research Design .............................................................................. 32
Population and Sample.................................................................... 33
The Prosedure of Collecting Data ................................................... 33
Technique of Collecting Data ......................................................... 33
Validity and Reliability of The Test................................................ 34
a. Validity................................................................................ 34
b. Reliability ............................................................................ 35
F. Technique for Analyzing Data ........................................................ 36
CHAPTER IVDATA ANALYSIS AND DISCUSSION....................... 37
A.
B.
C.
D.
E.
Data ................................................................................................. 37
The Data Analysis ........................................................................... 38
Testing Hypothesis .......................................................................... 40
Research Finding............................................................................. 41
Discussion ....................................................................................... 42
CHAPTER V CONCLUSION AND SUGGESSION ............................ 44
A. Conclusion ...................................................................................... 44
B. Sugession ........................................................................................ 42
REFERENCES .......................................................................................... 46
APPENDICE ............................................................................................. 48
List of tables
page
Table 1.1.Persentage Of The 11th Grade Students’ Score In Writing ................... 2
Table 3.1. Research Design .................................................................................. 31
Table 3.2. Example of Narrative Text................................................................... 32
Table 4.1Students’ achievement score in pre test and post test ............................ 38
LIST OF APPENDIXES
APPENDIX A : lesson plan
APPENDIX B : result of pre-test and post-test experimental and control group
APPENDIX C : the calculation of t-test experimental and control group
APPENDIX D : t-table distribution
APPENDIX E : instruction Of test items
i
CHAPTER I
INTRODUCTION
1. The Background of the Study
Writing is a complex skill that engages the writer in physical as well as
mental effort” (Constantine, 2007, p. 7). This is one reason why writing is seen as
the most difficult skill to be learned among the four skills in English: listening,
speaking, reading, and writing. The difficulties in writing have been one of the
reasons why students see writing as a difficult skill to be learnt. Teachers need to
find a suitable method in teaching writing in order to make the students improve
their writing skill. One method that can be applied in teaching writing is Student
Teams Achievement Divisions or STAD.
Many researchers have conducted some studies related to this technique.
Although a lot of research has been conducted and shows the effectiveness of
STAD, research on the implementation of STAD in writing class is rare especially
in the research site. In order to fill the gap in the study about STAD, this study
aims to find the effectiveness of STAD technique in teaching writing narrative
text.
There are some theories that should be reviewed to support this study. The first
is about the nature of writing. Writing is ot o ly ho
people produ es so e
ords
(Alwasilah, cited in Alwasilah, 2007, p. 42), but it also requires a long and complex
process. This statement is also supported by Myles (2002, p. 1) who states writing in a
second language is a complex process involving the ability to construct a text in order to
express one’s idea effe ti ely i
riti g. Moreover, Byrne (1993, p. 4) says, usually,
riters fa e psy hologi al pro le s, li guisti pro le s a d og iti e pro le s i
writing which is why writing is tend to be seen as a difficult skill to be learned.
The second is about the STAD technique. Student Teams Achievement Divisions
(STAD) is a cooperative learning method developed by Slavin and his colleagues which
has been influential in bringing positive effects in multiple grades and subjects (Alijanian,
2012, p. 1). STAD is the easiest technique (Palmer, 1998, p. 1) to be applied in the
classroom among the other cooperative learning techniques. In STAD approach,
students are divided into some small group consisting four or five members who have
heterogeneous grouping of high, average, and low achievers of diverse ethnic
backgrounds and different genders (Palmer, 1998, p. 1). Alwasilah (2002, cited in
Alwasilah, 2007, p. 44) states, that dividing a big class into some small groups can help
the students to develop their own potential in writing a text.
Slavin (1995, cited in Norman, 2005, p. 6) outlines four key components
in the implementation of STAD in the classroom. They are class presentations,
teams, quizzes, and team recognition. Slavin (2005, p. 143), then, adds another
key component of STAD that is “individual progression score”.
Based one researcher experiences during the observation in SMA Swasta
Satria Binjai, many students faced some difficulties in learning English language
especially in writing text. As we know that writing is one of the very important
skill. The skill demanding the students memorize many words, understanding the
grammar so that they can write the sentences and paragraph. When the researcher
do the observation, researcher know that the English teacher in SMA Satria Binjai
using conventional method when teaching and learning process. In here the
teacher explain about material infront of class, then the teacher ask student about
material already explained and the last teacher ask students to do the assessment
in textbook. From the assessment teacher get the score for each students. Based on
the researcher observation the score that students got is low, from the score that
teacher collect from students assessment, fifty percent of students got score under
75.
It is shown in the table above to know the accumulated score of the
students in eleventh grade in writing narrative text.
Table 1.1 the persentage of the eleventh grade students’ score in writing
1th semester
First of all, the writer would like to express thanks to Allah SWT for His
blessing, health, protection, knowledge and opportunity that at last writer is able
to complete this thesis entitled “The Effect of Students Team Achievement
Division Method on the Students Achievement in Writing Narrative Text” as one
of requirements for the degree of Sarjana Pendidikan (S1) at English Department,
Faculty of Languages and Arts, State University of Medan.
This thesis could have not been accomplished without the guidence,
helping, suggestion, advice, motivation and encouragement from poeple, for
which the writer would like to express her extremely grateful which directed to :
Prof. Dr. Syawal Gultom, M.Pd.,the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum.,the Dean of Faculty of Languages
and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd.,the Head of English Department and
also her Thesis Advisor.
Nora Ronita Dewi, S.Pd.,S.S., M.Hum the head of English
Education Study Program.
Dra. Sortha Silitonga, M.Pd., her Thesis Advisor.
Dra. Masitowarni Siregar, M.Ed., her Academic Advisor and her
Examiner.
Dra Meisuri,M.A., Dr. Rahmad Husein, M.Ed., her Examiner.
All Lecturers who have taught her in this English Department, for
giving knowedge, advices and amazing study experiences.
Eis Sri Wahyuningsih, M.Pd., the Administration Staf of English
Department, for her attention, assistance and information in
completing this thesis.
Joko Waskitono, S.Pd., the Head Master of SMA SATRIA Binjai.
Ahmad Nazri, S.Pd.,the English Teacher inSMA SATRIA Binjai.
Her beloved parents (Alm)Erizal St Bagindo and Wisnita,
Gusmardi and Al Firdaus her beloved brother and Rika Purnama
Sari her beloved sister, Asni her beloved grandmother and all
member of Amiruddin Big Families for their eternal material and
moral support, care, prayers, guidence, advices, and love during the
writers’ life.
Raja Naposo Mulia Bangun her special friend, for all eternal
material and moral support, care, prayers and great love.
Fani Fadillah, Ricka Setiawati, and Risa Afianti her beloved
friend and all member of regular A and B 2011 As her best friends
and classmates, for all best memories, laughter, smiles, fight, debates,
teamwork, and moments they give and share with the writer during
the four years academic study in Unimed.
Lestari Salvina, S.Pd and Widya Haryanti, S.Pdher beloved friend
and best friends ever and forever.
Dhina Etman Siswanto, S.Pd., Lailan Nahriyah and Liska
Septiana Ambarita her best partner when PPL Program.
Metri Wilma her lovely sister that always give big support, care and
prayer until now.
Nurjannah, S.Pd., Jubaidah Hasibuan, S.Pd., Dwi Wulandari,
Selly and Rani Saputri her housemate partner, for the best
experiences, laughter, and time during the fighting time for thesis.
All of students in SMA SATRIA Binjai, who had helped the writer
to conduct this research.
ABSTRACT
Agustina, Rifa Sri. 2112121028. The Effect of Students Team Achievement
Division Method on the Students Achievement in Writing Narrative Text. A
thesis, English Department, Faculty of Languages and Arts, State Univerity
of Medan 2015.
This study was to find out whether students’ achievement through using Students
Team Achievement Division Method is higher than through lecturing method in
writing narrative text. The research was conducted by experimental research used
two groups. They are experimental used STAD Method and control group used
lecturing method. The subject of this were the students of SMA SATRIA
Nusantara Binjai, class XI IPA 1 and XI IPA 2, both of class consisted of 30
students for each class. To collect the data was taken from writing test. After
analyzing the data, it was found the value of t-obs was 4.16 with degree of
freedom (df) = 58 at the level of significance p(0.05) = 2.000. It means that t-obs
is higher than t-table. It was found that teaching narrative text by use STAD
Method is higher than lecturing method. STAD Method has significant effect on
students’ achievement in writing narrative text.
Key words : STAD Method, Writing Achievement, Narrative Text
TABLE OF CONTENT
ABSTRACT ............................................................................................. i
ACKNOWLEDGEMENT ....................................................................... ii
TABLE OF CONTENT ........................................................................... iii
LIST OF TABLES ................................................................................... iv
LIST OF APPENDICES ......................................................................... v
CHAPTER I INTRODUCTION ............................................................. 1
A.
B.
C.
D.
E.
The Background of the Study ....................................................1
The Problem of the Study ......................................................... 4
The Objective of the Study ....................................................... 4
The Scope of the Study ............................................................. 4
The Significant of Study ........................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ..................... 6
A. Theoritical Framework .............................................................. 8
1. Writing and Writing Process ..................................................... 7
a. Writing ................................................................................ 7
b. Writing as Process and Product........................................... 8
c. Narrative Text ..................................................................... 9
2. Students’ Achievement in Writing ............................................ 14
3. Teaching Mehods ...................................................................... 15
a. Cooperative learning ........................................................... 15
b. Collaborative learning ......................................................... 16
c. Inquiry based learning ......................................................... 16
d. Expository learning ............................................................. 17
4. Cooperative Learning ................................................................ 18
5. Student Teams Achievement Division (STAD) Method .......... 21
a. Class presentation................................................................ 23
b. The teams ............................................................................ 24
c. Quizzes ................................................................................ 24
d. Individual improvement score............................................. 25
e. Team recognition ................................................................ 25
1) Advantages and disadvantages of STAD method ......... 25
B. Previous Study .......................................................................... 26
C. Conceptual Framework ............................................................. 29
D. Hypothesis ................................................................................. 31
CHAPTER III METHODOLOGY OF RESEARCH ............................ 32
A.
B.
C.
D.
E.
Research Design .............................................................................. 32
Population and Sample.................................................................... 33
The Prosedure of Collecting Data ................................................... 33
Technique of Collecting Data ......................................................... 33
Validity and Reliability of The Test................................................ 34
a. Validity................................................................................ 34
b. Reliability ............................................................................ 35
F. Technique for Analyzing Data ........................................................ 36
CHAPTER IVDATA ANALYSIS AND DISCUSSION....................... 37
A.
B.
C.
D.
E.
Data ................................................................................................. 37
The Data Analysis ........................................................................... 38
Testing Hypothesis .......................................................................... 40
Research Finding............................................................................. 41
Discussion ....................................................................................... 42
CHAPTER V CONCLUSION AND SUGGESSION ............................ 44
A. Conclusion ...................................................................................... 44
B. Sugession ........................................................................................ 42
REFERENCES .......................................................................................... 46
APPENDICE ............................................................................................. 48
List of tables
page
Table 1.1.Persentage Of The 11th Grade Students’ Score In Writing ................... 2
Table 3.1. Research Design .................................................................................. 31
Table 3.2. Example of Narrative Text................................................................... 32
Table 4.1Students’ achievement score in pre test and post test ............................ 38
LIST OF APPENDIXES
APPENDIX A : lesson plan
APPENDIX B : result of pre-test and post-test experimental and control group
APPENDIX C : the calculation of t-test experimental and control group
APPENDIX D : t-table distribution
APPENDIX E : instruction Of test items
i
CHAPTER I
INTRODUCTION
1. The Background of the Study
Writing is a complex skill that engages the writer in physical as well as
mental effort” (Constantine, 2007, p. 7). This is one reason why writing is seen as
the most difficult skill to be learned among the four skills in English: listening,
speaking, reading, and writing. The difficulties in writing have been one of the
reasons why students see writing as a difficult skill to be learnt. Teachers need to
find a suitable method in teaching writing in order to make the students improve
their writing skill. One method that can be applied in teaching writing is Student
Teams Achievement Divisions or STAD.
Many researchers have conducted some studies related to this technique.
Although a lot of research has been conducted and shows the effectiveness of
STAD, research on the implementation of STAD in writing class is rare especially
in the research site. In order to fill the gap in the study about STAD, this study
aims to find the effectiveness of STAD technique in teaching writing narrative
text.
There are some theories that should be reviewed to support this study. The first
is about the nature of writing. Writing is ot o ly ho
people produ es so e
ords
(Alwasilah, cited in Alwasilah, 2007, p. 42), but it also requires a long and complex
process. This statement is also supported by Myles (2002, p. 1) who states writing in a
second language is a complex process involving the ability to construct a text in order to
express one’s idea effe ti ely i
riti g. Moreover, Byrne (1993, p. 4) says, usually,
riters fa e psy hologi al pro le s, li guisti pro le s a d og iti e pro le s i
writing which is why writing is tend to be seen as a difficult skill to be learned.
The second is about the STAD technique. Student Teams Achievement Divisions
(STAD) is a cooperative learning method developed by Slavin and his colleagues which
has been influential in bringing positive effects in multiple grades and subjects (Alijanian,
2012, p. 1). STAD is the easiest technique (Palmer, 1998, p. 1) to be applied in the
classroom among the other cooperative learning techniques. In STAD approach,
students are divided into some small group consisting four or five members who have
heterogeneous grouping of high, average, and low achievers of diverse ethnic
backgrounds and different genders (Palmer, 1998, p. 1). Alwasilah (2002, cited in
Alwasilah, 2007, p. 44) states, that dividing a big class into some small groups can help
the students to develop their own potential in writing a text.
Slavin (1995, cited in Norman, 2005, p. 6) outlines four key components
in the implementation of STAD in the classroom. They are class presentations,
teams, quizzes, and team recognition. Slavin (2005, p. 143), then, adds another
key component of STAD that is “individual progression score”.
Based one researcher experiences during the observation in SMA Swasta
Satria Binjai, many students faced some difficulties in learning English language
especially in writing text. As we know that writing is one of the very important
skill. The skill demanding the students memorize many words, understanding the
grammar so that they can write the sentences and paragraph. When the researcher
do the observation, researcher know that the English teacher in SMA Satria Binjai
using conventional method when teaching and learning process. In here the
teacher explain about material infront of class, then the teacher ask student about
material already explained and the last teacher ask students to do the assessment
in textbook. From the assessment teacher get the score for each students. Based on
the researcher observation the score that students got is low, from the score that
teacher collect from students assessment, fifty percent of students got score under
75.
It is shown in the table above to know the accumulated score of the
students in eleventh grade in writing narrative text.
Table 1.1 the persentage of the eleventh grade students’ score in writing
1th semester