IMPROVING STUDENTS ACHIEVEMENT IN WRITING RECOUNT TEXT BY USING STUDENT TEAMS ACHIEVEMENT DIVISION METHOD.
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING
RECOUNT TEXT BY USING STUDENT TEAMS
ACHIEVEMENT DIVISION METHOD
A THESIS
Submitted to Fulfill the Partial Requirement for
the Degree of Sarjana Pendidikan
By:
AINI MARDHIAH
Registration Number: 209121002
ENGLISH AND LITERATURE DEPARMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Mardhiah, Aini. 209121002. Improving Students’ Achievement in Writing
Recount Rext by Using Student Teams Achievement Division Method. A thesis.
English Department, Faculty of Language and Arts, State University of
Medan. 2014.
This study aims to improve students’ achievement in writing recount text by using
Student Teams Achievement Division (STAD) method. This Study was conducted
by using classroom action research. The subject of the research was class X
students of SMA Swasta Kebangsaan Denai Medan which consisted of 31
students. The research was conducted in two cycles and every cycle consisted of
three meetings. The instrument of collecting data were quantitative (writing test)
and qualitative data (diary notes, observation, and interview). Based on the
writing test score, students’ score kept improving in every test. In the orientation
test the mean score was 51,1, in the first cycle. The mean score of the competence
score was 68,3, in the second cycle, the mean of competence score was 76. Based
on the diary notes, observation, and interview, it was found that teaching-learning
process ran well. Students were active, enthusiastic, and interested in writing. The
result of the research showed that Student Teams Achievement Division (STAD)
method could significantly improve the students’ achievement in writing recount
text.
Keyword: Writing, Recount Text, Student Teams Achievement Division.
i
ACKNOWLEDGEMENT
First of all, the writer would like to express her greatest thanks to Allah
SWT, The Almighty and Most Benefecial fo Her Grace, Guidance, Praise, Honor
and Mercy that has been given to her especially health and luck until this thesis
could be completed. This thesis is aimed to fulfill one of the requirements of
obtain the Degree of Sarjana Pendidikan (S1) at the English Department, Faculty
of Language and Arts, State University of Medan.
This thesis could have been completed also because of guidance,
encouragement, suggestions, and comments from some people for whom the
writer would like to extent her sincere and special thanks to ;
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Arts, Vice Dean I, II, III, and all the administrative staff.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Rika, S.Pd., M.Hum. as the Secretary of English
Department, Dra. Masitowarni Siregar, M.Ed., the Head of English
Education Program for suggestions and administrative assistance during
the completion of this thesis..
Dra. Sri Juriaty Ownie, M.A., the Thesis Consultant. Dr. Zainuddin,
DIP.TEFL., M.Hum.,
Dra. Meisuri, M.A.,
and
Dr. Anni Holila
Pulungan, M.Hum., as reviewers.
All the Lectures
who have given very valuable knowledge through
academic years.
ii
Indra Kusumawardhana, S.Hum, M. Hub. Int., the Headmaster of
SMA Swasta Kebangsaan Medan and Siti Sarrah Batu Bara, S.Pdi., as
English Teacher and Collaborator.
Alm. H. Zulham Yahya and Hj. Rusniah Rachmat, as her parents,
Hanif, S.E. and Faisal Ramadhan, S.E., as her brothers, and Liza Dwi
Yanti, S.S., as her sister, for their full support, care, prayers and love.
Her appreciation to her closed friends Wita Ardini Harahap, Lili Tri
Anggraini and Yetti Lestari for their support, helps, and laughs all these
years, Regular A 2009, for an unforgetable moments of togetherness, for
her friends in HMJ-BSI UNIMED and all people that cannot mentioned
one by one.
Overall, the writer hopes this thesis can give a bit contribution to the
English Education students and further pedagogical research.
Medan, 19 May 2014
The writer,
Aini Mardhiah
Nim. 209121002
iii
TABLE OF CONTENT
Page
ABSTRACT ............................................................................................................i
ACKNOWLEDGMENT ......................................................................................ii
TABLE OF CONTENTS .....................................................................................iv
LIST OF TABLE..................................................................................................vi
LIST OF FIGURES.............................................................................................vii
LIST OF APPENDICES ...................................................................................viii
CHAPTER I. INTRODUCTION .....................................................................1
A.
B.
C.
D.
E.
The Background of the Study ...............................................1
The Problem of the Study ......................................................5
The Objective of the Study ....................................................5
The Scope of the Study ..........................................................5
The Significance of the Study ...............................................5
CHAPTER II. REVIEW OF LITERATURE ................................................7
A. Writing ..................................................................................7
1. The Writing Process ..........................................................8
B. Text ........................................................................................9
C. Genres ..................................................................................10
1. Definition of Genre ..........................................................10
2. Kinds of Genre .................................................................11
D. Recount ..................................................................................13
1. The Definition and The Purposes of Recount Text .......13
2. The Generic Structure of Recount Text ........................13
3. The Language Features of Recount Text .....................13
E. Cooperative Learning ..........................................................15
F. Students’ Team Achievement Division (STAD) .................17
1. Advantages by Using STAD .........................................18
2. Disadvantages by Using STAD ....................................18
G. Assessment ...........................................................................19
H. Rubric ...................................................................................21
I. Relevant Studies ................................................................. .22
J. Conceptual Framework ..........................................................23
CHAPTER III. RESEARCH METHOD .......................................................24
A. Research Design .................................................................24
B. Subject of the Study ............................................................26
C. The Sources of Data and Data.............................................27
D. Instrument of Collecting Data ............................................27
E. The Technique of Collecting Data.......................................28
1. Cycle I ...........................................................................29
2. Cycle II..........................................................................33
F. Scoring Writing Test ...........................................................33
G. Technique for Analyzing the Data .....................................34
CHAPTER IV. DATA AND DATA ANALYSIS............................................36
A. Data ....................................................................................36
1. The Quantitative Data ..................................................36
2. The Qualitative Data ....................................................38
B. Data Analysis .....................................................................39
1. Analysis of Quantitative Data ......................................39
2. Analysis of Qualitative Data ........................................41
C. The Research Phase ...........................................................42
D. Research Findings and Discussion ....................................46
CHAPTER V CONCLUSION AND SUGGESTION ....................................49
A. Conclusion .........................................................................49
B. Suggestion ..........................................................................49
REFERENCES ....................................................................................................51
APPENDIX ..........................................................................................................54
LIST OF TABLES
Page
Table 3.2 Observation Sheet .................................................................................31
Table 3.3 Rubrics of Recount Writing Test ..........................................................34
Table 4.1 The Students’ Scores .............................................................................37
Table 4.2 The Improvement of Students’ Writing Achievement in Recount text By
Using Student Teams Achievement Division (STAD) Method............47
LIST OF FIGURES
Page
Figure 2.1 Recount Text ........................................................................................15
Figure 3.1 Action Research Cycle by Stephen Kemmis .......................................26
LIST OF APPENDICES
Page
Appendix A. Lesson Plan ......................................................................................54
Appendix B. Students’ Writing Score ...................................................................91
Appendix C. The Calculation of Students’ Writing Score in Cycle I ...................93
Appendix D. The Calculation of Students’ Writing Score in Cycle II .................95
Appendix E. Students’ Observation Sheet ............................................................97
Appendix F. Diary Notes ....................................................................................101
Appendix H. Students’ Interview Sheet...............................................................108
Appendix I. Teacher’s Interview Sheet ..............................................................112
51
REFERENCES
Anderson, M., and Anderson, K. 1997. Text Types in English. South Yarra:
Macmillan Education Australia PTY Ltd.
Alijanian, Ehsan. 2012. The Effect of Student Team Achievement Division
Technique on English Achievement of Iranian EFL Learners. Theory and
Practice in Language Studies, II (9) 1-2.
Arter, J & McTighe, J. 2001. Scoring Rubrics in The Classroom.California:
Corwin Press.
Astuti, Eka Mulya. 2006. English Zone for Senior High School Students Year X.
Jakarta: Erlangga
Brown, H. Douglas. 2001. Principles of Language Learning and Teaching, Forth
Edition. White Plains; NY : Pearson Education.
Burns, A. 2010. Doing Action Research in English Language Teaching. New
York: Taylor & Francis Group.
Carr, W. And Stephen Kemmis. 1986. Becomming Critical: Education,
Knowledge and Action Research. Lewes: Falmer.
Dees, R.L. 1991. The Role of Cooperative Learning in Increasing ProblemSolving Ability in a College Remedial Course. Journal for Research in
Mathematics Education, XXII 409- 421.
Demircioglu, I.H. 2008. Learning How To Conduct Educational Research In
Teacher Education: A Turkish Perspective. Australian Journal of
Teacher Education, XXXIII.
Drever, E. 1997. Using Semi-Structured Interviews in Small-Scale Research.
Edinburgh. Scotland: The Scottish Council for Research in Education.
Ferrance, Eileen. 2000. Themes in Education: Action Research. United Stated of
America: Brown University
Lubis, Frida Dian Handini. 2013. Improving Students’ Achievement in Writing
Procedure Text by Using Mind Mapping Technique. Unpublished Thesis.
Medan: FBS Unimed.
51
52
Ginting, Jemmy Anta. 2012. Improving Students’ Achievement in Writing
Descriptive Paragraph By Using Mind Mapping Technique. Unpublished
Thesis. Medan: FBS Unimed.
Hafner, J.C., & Hafner, P.M. 2004. Quantitative analysis of The Rubric As An
Assessment Tool : An Empirical Study of Study of Student Peer-Group
Rating. International Journal of Science Education, XXV (12) 15091528.
Harmer, Jeremy. 2004. How to Teaching Writing. England: Longman
Hutajulu, Milia Friska Rani. 2011. Improving Students’ Achievement in Writing
Recount through The Application of Phrase Webbing Technique.
Unpublished Thesis. Medan: FBS Unimed.
Kemmis, Stephen and Robin McTaggart (eds.). 1988. The Action Research
Planner. Victoria, Australia: Deakin University Press.
Mawaddah, Nadrotin. 2011. Improving Students’ Skill in Writing Recount Text
Through Students’ Teams Achievement Division (STAD) at the Grade 8
of SMP Sunan Ampel Sumber Rejo. Unpublished Thesis. Tuban :
Universitas Ronggolawe Tuban
McCrimmon.J. 1988. Writing with a Purpose. Boston: Houghton Miffin
Mikulecky, B. 1990. A Short Course in Teaching Reading Skills. New York:
Addison Wesley
Mills, G.E. 2003. Action Research: A Guide for the Teacher Researcher. (2nd ed),
New Jersey: Merril Prentice Hall.
Mohamed, Abdul Rashid. 2008. Using Cooperative Learning Approach to
Enhance Writing Skills of Pre-University Students. Educationist, XI (1)
15-16.
Padmadewi, N. 2011. The Effect of Students Teams Achievement Division
Technique and The Achievement Motivation On The Writing Achievement
of The Tenth Year Students of SMA Negeri 4 Singaraja in Academic Year
2011/2012. Unpublished Thesis. Singaraja: Ganesha University of
Education.
Pardiyono. 2007. Teaching Genre Based Writing. Yogyakarta: Pardiyono.
53
Ritonga, Vera Octora. 2010. Improving Students’ Achievement in Writing
Recount Paragraph through The Application of Problem Based
Learning. Unpublished Thesis. Medan: FBS Unimed.
Rust, C. 2002. The Impact of Assessment on Student Learning. Active Learning in
Higher Education, III (2) 145-148.
Slavin, Robert. 1985. Learning to Cooperative, Cooperating to Learn. New York:
Plenum
Slavin, Robert. 1995. Cooperative Learning Theory. Boston: Allyn & Bacon.
Slavin, Robert. 1990. Cooperative Learning. New Jersey: Prentice-Hall.
Slavin, Robert. 1987. Cooperative Learning: Where Behavioural and Humanistic
Approaches to Classroom Motivation Meet. Elementary School Journal,
LXXXVIII 9-12.
Sproull, N.L. 1988. Handbook of Research Methods. London: The Scarecrow
Press.
Stiggins, R. 2001. Student-Involved Classroom Assessment. New York : Merrill.
Tiantong, Monchai and Teemuangsai, Sanit. 2013.Student Team Achievement
Divisions (STAD) technique through the Moodle to Enhance Learning
Achievement. International Education Studies, VI (4) 85-88
Troyka, L. 1987. Defining Basic Writing in Context: A Source Book for Basic
Writing Teacher. New York: Random House
Way, R.V. 2000. A Paragraph Writing: Concepts and Practices. Oxford:
Heinemann Education Books
Zins, Chaim. 2007. Conceptual Approaches for Defining Data, Information, and
Knowledge. Journal Of The American Society For Information Science
And Technology, 58(4):479–493, 2007. Retrieve at :
http://www.success.co.il/is/zins_definitions_dik.pdf on August 27th, 2013.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
After analyzing the data, the researcher found that students’ achievement in
writing recount text was improved from writing test I and writing test II. The
students’ improvement in writing recount text was supported by quantitative data
and qualitative data which have been conducted in this research. The data showed
that they had low score before they were taught recount text by using student
teams achievement division (STAD) method. After the application of Student
teams achievement division (STAD) method, the students’ mean improves in
cycle I (68.3) and cycle II (76). Therefore the application of student teams
achievement division (STAD) method can significantly improve the students’
achievement in writing recount text.
B. Suggestions
Based on conclusion above, there were some points suggested to the teachers,
students, or readers.
English teacher are advised to improve students’ achievement in wriitng
recount text through student teams achievement division (STAD) method because
it helps the students in mastering the material. Usually students feel burdened
when they have to study alone and by using student teams achievement division
(STAD) method, they can work and discuss in group.
49
50
The students are advised to accept student teams achievement division
(STAD) method in their teaching-learning process because it can be used to help
them by encouraging and developing their ideas in writing their writing
achievement, especially recount text.
For the readers, this research may give you good understanding and can be
used as one alternative strategies to improve students’ acheievement in wriitng
recount text.
49
RECOUNT TEXT BY USING STUDENT TEAMS
ACHIEVEMENT DIVISION METHOD
A THESIS
Submitted to Fulfill the Partial Requirement for
the Degree of Sarjana Pendidikan
By:
AINI MARDHIAH
Registration Number: 209121002
ENGLISH AND LITERATURE DEPARMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Mardhiah, Aini. 209121002. Improving Students’ Achievement in Writing
Recount Rext by Using Student Teams Achievement Division Method. A thesis.
English Department, Faculty of Language and Arts, State University of
Medan. 2014.
This study aims to improve students’ achievement in writing recount text by using
Student Teams Achievement Division (STAD) method. This Study was conducted
by using classroom action research. The subject of the research was class X
students of SMA Swasta Kebangsaan Denai Medan which consisted of 31
students. The research was conducted in two cycles and every cycle consisted of
three meetings. The instrument of collecting data were quantitative (writing test)
and qualitative data (diary notes, observation, and interview). Based on the
writing test score, students’ score kept improving in every test. In the orientation
test the mean score was 51,1, in the first cycle. The mean score of the competence
score was 68,3, in the second cycle, the mean of competence score was 76. Based
on the diary notes, observation, and interview, it was found that teaching-learning
process ran well. Students were active, enthusiastic, and interested in writing. The
result of the research showed that Student Teams Achievement Division (STAD)
method could significantly improve the students’ achievement in writing recount
text.
Keyword: Writing, Recount Text, Student Teams Achievement Division.
i
ACKNOWLEDGEMENT
First of all, the writer would like to express her greatest thanks to Allah
SWT, The Almighty and Most Benefecial fo Her Grace, Guidance, Praise, Honor
and Mercy that has been given to her especially health and luck until this thesis
could be completed. This thesis is aimed to fulfill one of the requirements of
obtain the Degree of Sarjana Pendidikan (S1) at the English Department, Faculty
of Language and Arts, State University of Medan.
This thesis could have been completed also because of guidance,
encouragement, suggestions, and comments from some people for whom the
writer would like to extent her sincere and special thanks to ;
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Arts, Vice Dean I, II, III, and all the administrative staff.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department, Rika, S.Pd., M.Hum. as the Secretary of English
Department, Dra. Masitowarni Siregar, M.Ed., the Head of English
Education Program for suggestions and administrative assistance during
the completion of this thesis..
Dra. Sri Juriaty Ownie, M.A., the Thesis Consultant. Dr. Zainuddin,
DIP.TEFL., M.Hum.,
Dra. Meisuri, M.A.,
and
Dr. Anni Holila
Pulungan, M.Hum., as reviewers.
All the Lectures
who have given very valuable knowledge through
academic years.
ii
Indra Kusumawardhana, S.Hum, M. Hub. Int., the Headmaster of
SMA Swasta Kebangsaan Medan and Siti Sarrah Batu Bara, S.Pdi., as
English Teacher and Collaborator.
Alm. H. Zulham Yahya and Hj. Rusniah Rachmat, as her parents,
Hanif, S.E. and Faisal Ramadhan, S.E., as her brothers, and Liza Dwi
Yanti, S.S., as her sister, for their full support, care, prayers and love.
Her appreciation to her closed friends Wita Ardini Harahap, Lili Tri
Anggraini and Yetti Lestari for their support, helps, and laughs all these
years, Regular A 2009, for an unforgetable moments of togetherness, for
her friends in HMJ-BSI UNIMED and all people that cannot mentioned
one by one.
Overall, the writer hopes this thesis can give a bit contribution to the
English Education students and further pedagogical research.
Medan, 19 May 2014
The writer,
Aini Mardhiah
Nim. 209121002
iii
TABLE OF CONTENT
Page
ABSTRACT ............................................................................................................i
ACKNOWLEDGMENT ......................................................................................ii
TABLE OF CONTENTS .....................................................................................iv
LIST OF TABLE..................................................................................................vi
LIST OF FIGURES.............................................................................................vii
LIST OF APPENDICES ...................................................................................viii
CHAPTER I. INTRODUCTION .....................................................................1
A.
B.
C.
D.
E.
The Background of the Study ...............................................1
The Problem of the Study ......................................................5
The Objective of the Study ....................................................5
The Scope of the Study ..........................................................5
The Significance of the Study ...............................................5
CHAPTER II. REVIEW OF LITERATURE ................................................7
A. Writing ..................................................................................7
1. The Writing Process ..........................................................8
B. Text ........................................................................................9
C. Genres ..................................................................................10
1. Definition of Genre ..........................................................10
2. Kinds of Genre .................................................................11
D. Recount ..................................................................................13
1. The Definition and The Purposes of Recount Text .......13
2. The Generic Structure of Recount Text ........................13
3. The Language Features of Recount Text .....................13
E. Cooperative Learning ..........................................................15
F. Students’ Team Achievement Division (STAD) .................17
1. Advantages by Using STAD .........................................18
2. Disadvantages by Using STAD ....................................18
G. Assessment ...........................................................................19
H. Rubric ...................................................................................21
I. Relevant Studies ................................................................. .22
J. Conceptual Framework ..........................................................23
CHAPTER III. RESEARCH METHOD .......................................................24
A. Research Design .................................................................24
B. Subject of the Study ............................................................26
C. The Sources of Data and Data.............................................27
D. Instrument of Collecting Data ............................................27
E. The Technique of Collecting Data.......................................28
1. Cycle I ...........................................................................29
2. Cycle II..........................................................................33
F. Scoring Writing Test ...........................................................33
G. Technique for Analyzing the Data .....................................34
CHAPTER IV. DATA AND DATA ANALYSIS............................................36
A. Data ....................................................................................36
1. The Quantitative Data ..................................................36
2. The Qualitative Data ....................................................38
B. Data Analysis .....................................................................39
1. Analysis of Quantitative Data ......................................39
2. Analysis of Qualitative Data ........................................41
C. The Research Phase ...........................................................42
D. Research Findings and Discussion ....................................46
CHAPTER V CONCLUSION AND SUGGESTION ....................................49
A. Conclusion .........................................................................49
B. Suggestion ..........................................................................49
REFERENCES ....................................................................................................51
APPENDIX ..........................................................................................................54
LIST OF TABLES
Page
Table 3.2 Observation Sheet .................................................................................31
Table 3.3 Rubrics of Recount Writing Test ..........................................................34
Table 4.1 The Students’ Scores .............................................................................37
Table 4.2 The Improvement of Students’ Writing Achievement in Recount text By
Using Student Teams Achievement Division (STAD) Method............47
LIST OF FIGURES
Page
Figure 2.1 Recount Text ........................................................................................15
Figure 3.1 Action Research Cycle by Stephen Kemmis .......................................26
LIST OF APPENDICES
Page
Appendix A. Lesson Plan ......................................................................................54
Appendix B. Students’ Writing Score ...................................................................91
Appendix C. The Calculation of Students’ Writing Score in Cycle I ...................93
Appendix D. The Calculation of Students’ Writing Score in Cycle II .................95
Appendix E. Students’ Observation Sheet ............................................................97
Appendix F. Diary Notes ....................................................................................101
Appendix H. Students’ Interview Sheet...............................................................108
Appendix I. Teacher’s Interview Sheet ..............................................................112
51
REFERENCES
Anderson, M., and Anderson, K. 1997. Text Types in English. South Yarra:
Macmillan Education Australia PTY Ltd.
Alijanian, Ehsan. 2012. The Effect of Student Team Achievement Division
Technique on English Achievement of Iranian EFL Learners. Theory and
Practice in Language Studies, II (9) 1-2.
Arter, J & McTighe, J. 2001. Scoring Rubrics in The Classroom.California:
Corwin Press.
Astuti, Eka Mulya. 2006. English Zone for Senior High School Students Year X.
Jakarta: Erlangga
Brown, H. Douglas. 2001. Principles of Language Learning and Teaching, Forth
Edition. White Plains; NY : Pearson Education.
Burns, A. 2010. Doing Action Research in English Language Teaching. New
York: Taylor & Francis Group.
Carr, W. And Stephen Kemmis. 1986. Becomming Critical: Education,
Knowledge and Action Research. Lewes: Falmer.
Dees, R.L. 1991. The Role of Cooperative Learning in Increasing ProblemSolving Ability in a College Remedial Course. Journal for Research in
Mathematics Education, XXII 409- 421.
Demircioglu, I.H. 2008. Learning How To Conduct Educational Research In
Teacher Education: A Turkish Perspective. Australian Journal of
Teacher Education, XXXIII.
Drever, E. 1997. Using Semi-Structured Interviews in Small-Scale Research.
Edinburgh. Scotland: The Scottish Council for Research in Education.
Ferrance, Eileen. 2000. Themes in Education: Action Research. United Stated of
America: Brown University
Lubis, Frida Dian Handini. 2013. Improving Students’ Achievement in Writing
Procedure Text by Using Mind Mapping Technique. Unpublished Thesis.
Medan: FBS Unimed.
51
52
Ginting, Jemmy Anta. 2012. Improving Students’ Achievement in Writing
Descriptive Paragraph By Using Mind Mapping Technique. Unpublished
Thesis. Medan: FBS Unimed.
Hafner, J.C., & Hafner, P.M. 2004. Quantitative analysis of The Rubric As An
Assessment Tool : An Empirical Study of Study of Student Peer-Group
Rating. International Journal of Science Education, XXV (12) 15091528.
Harmer, Jeremy. 2004. How to Teaching Writing. England: Longman
Hutajulu, Milia Friska Rani. 2011. Improving Students’ Achievement in Writing
Recount through The Application of Phrase Webbing Technique.
Unpublished Thesis. Medan: FBS Unimed.
Kemmis, Stephen and Robin McTaggart (eds.). 1988. The Action Research
Planner. Victoria, Australia: Deakin University Press.
Mawaddah, Nadrotin. 2011. Improving Students’ Skill in Writing Recount Text
Through Students’ Teams Achievement Division (STAD) at the Grade 8
of SMP Sunan Ampel Sumber Rejo. Unpublished Thesis. Tuban :
Universitas Ronggolawe Tuban
McCrimmon.J. 1988. Writing with a Purpose. Boston: Houghton Miffin
Mikulecky, B. 1990. A Short Course in Teaching Reading Skills. New York:
Addison Wesley
Mills, G.E. 2003. Action Research: A Guide for the Teacher Researcher. (2nd ed),
New Jersey: Merril Prentice Hall.
Mohamed, Abdul Rashid. 2008. Using Cooperative Learning Approach to
Enhance Writing Skills of Pre-University Students. Educationist, XI (1)
15-16.
Padmadewi, N. 2011. The Effect of Students Teams Achievement Division
Technique and The Achievement Motivation On The Writing Achievement
of The Tenth Year Students of SMA Negeri 4 Singaraja in Academic Year
2011/2012. Unpublished Thesis. Singaraja: Ganesha University of
Education.
Pardiyono. 2007. Teaching Genre Based Writing. Yogyakarta: Pardiyono.
53
Ritonga, Vera Octora. 2010. Improving Students’ Achievement in Writing
Recount Paragraph through The Application of Problem Based
Learning. Unpublished Thesis. Medan: FBS Unimed.
Rust, C. 2002. The Impact of Assessment on Student Learning. Active Learning in
Higher Education, III (2) 145-148.
Slavin, Robert. 1985. Learning to Cooperative, Cooperating to Learn. New York:
Plenum
Slavin, Robert. 1995. Cooperative Learning Theory. Boston: Allyn & Bacon.
Slavin, Robert. 1990. Cooperative Learning. New Jersey: Prentice-Hall.
Slavin, Robert. 1987. Cooperative Learning: Where Behavioural and Humanistic
Approaches to Classroom Motivation Meet. Elementary School Journal,
LXXXVIII 9-12.
Sproull, N.L. 1988. Handbook of Research Methods. London: The Scarecrow
Press.
Stiggins, R. 2001. Student-Involved Classroom Assessment. New York : Merrill.
Tiantong, Monchai and Teemuangsai, Sanit. 2013.Student Team Achievement
Divisions (STAD) technique through the Moodle to Enhance Learning
Achievement. International Education Studies, VI (4) 85-88
Troyka, L. 1987. Defining Basic Writing in Context: A Source Book for Basic
Writing Teacher. New York: Random House
Way, R.V. 2000. A Paragraph Writing: Concepts and Practices. Oxford:
Heinemann Education Books
Zins, Chaim. 2007. Conceptual Approaches for Defining Data, Information, and
Knowledge. Journal Of The American Society For Information Science
And Technology, 58(4):479–493, 2007. Retrieve at :
http://www.success.co.il/is/zins_definitions_dik.pdf on August 27th, 2013.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
After analyzing the data, the researcher found that students’ achievement in
writing recount text was improved from writing test I and writing test II. The
students’ improvement in writing recount text was supported by quantitative data
and qualitative data which have been conducted in this research. The data showed
that they had low score before they were taught recount text by using student
teams achievement division (STAD) method. After the application of Student
teams achievement division (STAD) method, the students’ mean improves in
cycle I (68.3) and cycle II (76). Therefore the application of student teams
achievement division (STAD) method can significantly improve the students’
achievement in writing recount text.
B. Suggestions
Based on conclusion above, there were some points suggested to the teachers,
students, or readers.
English teacher are advised to improve students’ achievement in wriitng
recount text through student teams achievement division (STAD) method because
it helps the students in mastering the material. Usually students feel burdened
when they have to study alone and by using student teams achievement division
(STAD) method, they can work and discuss in group.
49
50
The students are advised to accept student teams achievement division
(STAD) method in their teaching-learning process because it can be used to help
them by encouraging and developing their ideas in writing their writing
achievement, especially recount text.
For the readers, this research may give you good understanding and can be
used as one alternative strategies to improve students’ acheievement in wriitng
recount text.
49