THE EFFECT OF TEAM ASSISTED INDIVIDUALIZATION METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.

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THE EFFECT OF TEAM ASSISTED INDIVIDUALIZATION

METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING

PROCEDURE TEXT

A THESIS

Submitted in Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan

AYU PURNAMA SARI

Registration Number : 2111521003

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGE AND ARTS

STATE UNIVERSITY OF MEDAN

2016

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ABSTRACT

Sari, Ayu Purnama. 2111521003. The Effect of Team Assisted Individualization Method on Students’ Achievement in Writing Procedure Text. A Thesis. English Department. Faculty of Language and Arts. State University of Medan. 2015

This study intended to find out the effect of Team Assisted Individualization method on students’ achievement in writing procedure text. It was conducted by using experimental research design. The population of this study was the first (X) grade students of SMA Ar-Rahman Medan. It consisted of 90 students with three parallel classes. Sixty students were chosen as the sample by using random sampling technique. There were two randomized groups, namely experimental group and control group. Class X-2 with 30 students became the experimental group while class X-1 with 30 students became the control group. The experimental group was taught by using Team Assisted Individualization method and the control group was taught by Two Stay Two Stray method. The instrument which was used for collecting the data was writing test. The data was analyzed by using t-test formula. The result showed that the mean score in experimental group is higher than control group, namely 81.46 for experimental group and 71.5 for control group. The value of tobserved (3.37) is higher than the value of ttable (2.004) (α = 0.05) with the degree of freedom (df) = 58. So, alternative hypothesis (Ha) was accepted and the Team Assisted Individualization significantly affected students’ achievement in writing procedure text.

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ACKNOWLEDGMENT

All praises and the greatest thankfulness to almighty Allah SWT who has blessed, given time, opportunity, health, and mercy to the writer in finishing this thesis entitled “The Effect of Team Assisted Individualization Method on Students’ Achievement in Writing Procedure Text” to fulfill the requirements for the degree of Sarjana Pendidikan (S.Pd) at English Department, Faculty of Languages and Arts, State University of Medan.

In the process of writing this thesis, so many people that always assist, support, prayers, suggest, help, advice, and motivate the writer. Therefore, the writer would like to express her thankful and her sincere appreciation that directed to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature

Department as well as her Academic Consultant, Reviewer, and Examiner.  Dra. Meisuri, M.A., the Secretary of English Department.

 Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education Study Program.

 Prof. Dr. Busmin Gurning, M.Pd., her Thesis Consultant I who has given his precious time to give valuable advice and guidance in the process of writing this thesis.

 Dr. Rahmad Husein, M.Ed., her Thesis Consultant II who has given many suggestion and guidance in the process of writing this thesis.

 Dr. Anni Holila Pulungan, M.Hum., and Dr. I Wy Dirgeyasa, M.Hum., her Reviewers and Examiners who have given suggestion and comments.  All the Lecturers of English Department who have taught and adviced

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 Eis Sri wahyuningsih, S.Pd., M.Pd., and Mr. Pantes the administration staffs of English and Literature Department who always helped the writer during her academic year.

 Mr. Martias, S.H., S.Pd., the Headmaster of SMA Ar-Rahman Medan who has given the permission to conduct the research in the school. And also for students in X-1 and X-2 for their participation and attention during the research.

 Faisal. S. and Waljiani, her beloved parents who have given love, prayers, support, advice, suggest, motivation, financial support, and has struggled so much for her. And also for her beloved younger brother Rizky Fauzan Abdillah for the support and prayer.

 Koko Aswatul Ikhsan, her special man that always give his time, support, motivation, and suggest to her.

 Fahrunnisa Mariyam, Khalida Gustani Nasution, Karmila, Khairuni Syafitri, Rifa’atul Inayah, Phupuh Citra Dewi and Extention B 2011, her best friends for helping, support, suggest, and so nice friendship.

Finally, the writer hopes this thesis can give the contribution to the English Education students and also further pedagogical research.

Medan, September 2015 The Writer

Ayu Purnama Sari NIM. 2111521003

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TABLE OF CONTENTS

Pages

ABSTRACT ... i

ACKNOWLEDGMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... v

CHAPTER I. INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 5

C. The Objective of the Study ... 5

D. The Scope of the Study ... 5

E. The Significance of the Study... 5

CHAPTER II. REVIEW AND LITERATURE ... 7

A. Theoretical Framework ... 7

1. Students’ Achievement in Writing ... 7

2. Writing ... 10

a. Definition of Writing ... 10

b. Process of Writing ... 11

c. Purpose of Writing... 13

3. Genre of Writing ... 14

4. Characteristic of Genre Writing ... 15

5. Procedure Text ... 16

a. The Generic Structure of Procedure Text ... 17

b. Language Features of Procedure Text ... 17

c. Example of Procedure Text ... 18

6. Team Assisted Individualization Method ... 19

a. Elements of Team Assisted Individualization Method... 19

b. Advantages and Disadvantages of Team Assisted Individualization Method ... 21

c. Teaching Procedure of Writing by Using Team Assisted Individualization Method ... 22

7. Two Stay Two Stray Method ... 23

a. Advantage and Disadvantages of Two Stay Two Stray Method ... 24

b. Teaching Procedure of Writing by Using Team Assisted Individualization Method ... 25

8. Controlling Internal and External Validity ... 25

B. Relevant Studies ... 28

C. Conceptual Framework ... 29

D. Hypothesis ... 32

CHAPTER III. RESEARCH METHOD ... 33

A. Research Method ... 33

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1. The Population ... 34

2. The Sample ... 34

C. Technique for Collecting Data ... 35

D. The Procedure of Collecting Data ... 35

1. Pre-test... 35

2. Teaching Procedure (Treatment) ... 36

3. Post-test ... 38

E. Assessment and Scoring of Writing Test ... 38

F. The Validity and Reliability of the Test ... 40

1. The Validity of the Test ... 40

2. The Reliability of the Test ... 40

G. Technique of Data Analysis ... 41

H. Statistical Hypothesis ... 42

CHAPTER IV. DATA, DATA ANALYSIS AND DISCUSSSION ... 43

A.The Data ... 43

B. The Data Analysis ... 45

1. The Reliability of the Test ... 45

2. Test for Homogeneity of Variance... 45

3. Testing Normality ... 46

4. Analyzing the Data ... 47

5. Testing Hypothesis ... 47

C. Discussion... 48

CHAPTER V. CONCLUSION AND SUGGESTION ... 50

A.Conclusion ... 50

B. Suggestion ... 50

REFERENCES ... 51

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LIST OF TABLES

Pages

Table 1.1 The Percentage of Students’ Writing Score in Grade X (X-3) ... 2

Table 2.1 How to Make of Salad Sandwich ... 18

Table 3.1 Research Design ... 34

Table 3.2 Teaching Procedure Text in Experimental Group ... 36

Table 3.3 Teaching Procedure Text in Control Group ... 37

Table 3.4 Scoring of Procedure Text ... 39

Table 4.1 Students’ Achievement Score in Pre-Test and Post-Test ... 44

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LIST OF APPENDICES

Pages Appendix A. Writing Test for Pre-Test and Post-Test for

Experimental and Control Group ... 54

Appendix B. Students’ Score of Pre-Test and Post-Test of Experimental Group ... 55

Appendix C. Students’ Score of Pre-Test and Post-Test of Control Group . 56 Appendix D. Testing the Reliability of the Test ... 57

Appendix E. The Calculation of T-Test in Experimental Group ... 59

Appendix F. The Calculation of T-Test of Control Group ... 60

Appendix G. The Homogeneity of Variance of Pre-test in Experimental and Control Groups ... 63

Appendix H. Test for Distribution of Frequency in Experimental Group ... 65

Appendix I. Test for Distribution of Frequency in Control Group ... 69

Appendix J. Testing Normality in Experimental Group ... 73

Appendix K. Testing Normality in Control Group ... 77

Appendix L. The Calculation of the Mean and the Standard Deviation ... 81

Appendix M. Percentage Points of the T Distribution ... 85

Appendix N. Table of Normality from 0 to Z ... 86

Appendix O. List of Testing Liliefors ... 88

Appendix P. Table F-Distribution ... 89

Appendix Q. Lesson Plan I Experimental Group ... 90

Appendix R. Lesson Plan II Experimental Group ... 96

Appendix S. Lesson Plan III Experimental Group ... 102

Appendix T. Lesson Plan IV Experimental Group ... 108

Appendix U. Lesson Plan I Control Group ... 115

Appendix V. Lesson Plan II Control Group ... 121

Appendix W. Lesson Plan III Control Group... 127

Appendix X. Lesson Plan IV Control Group ... 133

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CHAPTER I

INTRODUCTION

A. The Background of the Study

In English there are four skills that must be mastered especially by students, they are listening, speaking, reading, and writing. Among all skills, writing is the complex skill that must be learned seriously by the students, as there are so many difficulties in writing.

Based on the rule of the government of Indonesia, the curriculum which is used for this academic year is the school Level-Based Curriculum or it is known as KTSP. KTSP is developed based on the condition of each school, the school characteristic, sociocultural environment, and the learner characteristic. So, it means that teachers in that school are given the freedom to be creative in developing the students’ ability.

In the syllabus of KTSP, there are some genres which are learned for grade X, such as recount, narrative and procedure. But in this study, the writer only takes the procedure text as the observation that has been done before.

Based on the researcher’s observation in SMA SWASTA AR-RAHMAN MEDAN in year 2015, the researcher found that almost all students in one year of that schools have less enthusiastic and don’t pay more attention when the teacher teaches them about writing. Furthermore, this situation is also caused by the method that the teacher uses when taught this skill always be same. The teacher

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always uses Two Stay Two Stray method in teaching her students about writing, and it makes the condition in the class become tedious.

The researcher encloses the students’ writing score in two semesters, academic 2014/2015 which is gotten from Students’ Score List. The Minimal Completeness Criterion is 70. Here is the students’ writing score in the first and second semester.

Table 1.1 The Percentage of Students’ Writing Score in Grade X (X-3) Semester KKM Score Students Percentage Mean 1st Semester

2014/2015

< 70 25 83.3% _62.5

≥ 70 5 16.6%

2nd Semester 2015/2016

< 70 20 66.7% _67.5

≥ 70 10 33.3%

The percentage of students’ writing score like the data above shows that the

students that get score under KKM still high than students that get score above KKM. The score of the students will always low if the condition in the class doesn’t change be better and the method that teacher uses still same.

As according to Nunan (1999:271) writing is not a spontaneous skill or acquired easily, in fact, it is viewed as ‘probably the most difficult thing to do in

language’. It means that, in learning writing, it is needed the seriousness to

express the idea to be the written based on the process and rules. A good writing needs the mastery of vocabulary, grammar, spelling, punctuation, coherence and the process to create an idea become a good one. If all of those are difficult to master, automatically writing is difficult to be mastered too.

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Besides by looking the students’ writing score, the researcher also does the observation by interviewing the teacher that teaches in grade X of SMA SWASTA AR-RAHMAN MEDAN. From the interviewing, the writer gets some conclusion why writing skill of the students in this school still low. The students’ are afraid of to start to put their idea in the writing form. They are afraid of how the vocabulary, or the grammar is wrong. They are shy if their writing is not as good as other students. They feel bored, so they don’t pay attention if the teacher explain about the writing. They are still lack in the mastery of vocabulary, grammar, and spelling. . The teacher often teaches by explaining the materials and then tasks. The teacher always uses the method namely Two Stay Two Stray method to teach writing.

Two Stay Two Stray method is a one of the method in cooperative learning which students are divided into some groups consist of four-five students, then in applying it, two students in each group have to go to other groups to find any informations about the material, meanwhile the other students stay in their group while discussing. This method make the students can change the information with the other groups, so it can make them easily in doing their task and they can know the material easily without ask to their teacher. But, if this method always be used by the teacher in every teaching about writing especially procedure text, it can make students become bored and they only will play when their teacher give them the explanations and tasks. And finally students will never understand how to write well, and the students will be hard to get the score over the minimum competence criteria.

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To solve this problem, the writer will try to use one of the cooperative learning; it is Team Assisted Individualization (TAI) method. Team Assisted Individualization method is one of the method in cooperative learning which the students must work in group to make a group project that has given by the teacher. In this case, surely the students must be work in group to use their writing skill to do all tasks about procedure text. This method uses system of heterogeneous groups which in every group there are level of high, medium, and low in academic accomplishment. Therefore, this method can make the students can unfold their ideas without felt unencumbered, progress at their own rate, improve students’ intention, caring about and encouraging the progress of team-mates.

In this method, every group consists of four-five students, and in every group, there must be student that has high accomplishment, so he/she can help his/her students to solve the problem that they get from the assessment sheet that they get. So, other students that still confuse about the material can be helped and understand it. This is why the writer chooses this method to solve this problem and this method is hoped can change the Two Stay Two Stray method that always be used by the teacher in writing procedure text.

Based on the explanation above, the researcher expects that students’ achievement in writing procedure text taught by using Team Assisted Individualization method are higher than taught by using Two Stay Two Stray method.

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B. The Problem of the Study

Based on the background above, it will be necessary to formulate the problem of this research as “Is there a significant effect of Team Assisted Individualization method on students achievement in writing procedure text?”

C. The Objective of the Study

The objective of the study is to investigate if the students’ achievement taught by Team Assisted Individualization Method is higher than the students’ achievement taught by Two Stay Two Stray Method in writing procedure text.

D. The Scope of the Study

There some genres which are learnt in this school, such as narrative, recount, procedure, hortatory exposition, procedures. But this study will be focused on writing Procedure Text through Team Assisted Individualization Method.

E. The Significance of the Study

Findings of the study will be expected to be useful for:  Theoretically

The result of this study can be the reference for other teacher so it can enlarge and develop their knowledge about teaching method in teaching writing especially writing procedure text.

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a. The teacher can add this method as an alternative for teaching writing procedure text.

b. The students can enlarge their ability in writing procedure text by using this method.

c. Other researchers can use this method in teaching writing procedure text.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the data analysis, it was concluded that Team

Assisted Individualization method gave the significant effect to the students’

achievement in writing procedure text (t-observed > t-table, α = 0.05). Students who were taught by using Team Assisted Individualization method became better in writing procedure text than those taught by using Two Stay Two Stray method. The calculation of t-test was 3.37 > 2.004 with df 58 and level of significance 0.05. Students achievement score in writing procedure also become higher after they get treatment by using Team Assisted Individualization method, they are braver, more pay attention, and more enthusiastic.

B. Suggestion

Related to the conclusion, some suggestions are offered by the writer as to the English teachers that are suggested to apply Team Assisted Individualization method in teaching learning process, especially in teaching writing because it can help student become easier in understanding the material as their friend can help them and also improve their self-confidence in writing a good text. And also it is suggested to students to apply Team Assisted Individualization method in learning writing because this method make them can discuss freely with their friends and also make them become courageous to write a good text.

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REFERENCES

Ary, Donald. 2002. Introduction to Research in Education. Singapore: Wadsworth.

Ary, Donald. 2010. Introduction to Research in Education. Singapore: Wadsworth.

Barry, Kevin and King, Len. 1998. Beginning Teaching and Beyond 3rd edition Sydney: Thomson Social Science Press.

Best, J.W. and Khan, J.V 2002. Research in Education (7th ed). New Delhi: Prentice-Hall of India Private.

Brown, S. 2003. Assessment that Works at Work. In The Newsletter for the Institute for Learning and Teaching in Higher Education 11, pp. 6-7. Byram. M. 2004. Genre and Genre-Based Teaching. The Routledge Encyclopedia

of Language Teaching and Learning (pp. 234-237). London: Routledge. Creswell J. W. 2012. Planning, Conducting, and Evaluating Quantitative and

Qualitative Research: Fourth edition. Boston: Pearson Education Inc. Efriani, Indar. 2014. The Effect of TAI (Team Assisted Individualization)

Cooperative Learning Technique On The Eighth Grade Students’ Writing Ability At Mts. Ashri Jember In The 2013/2014 Academic Year. Jember: Badan Penerbit Universitas Jember.

Gerot, Linda., Wignell, Peter. 1994. Making Sense of Functional Grammar. Cammeray: Antipodean Educational Enterprise.

Harmer, J. 2004. How to Teach Writing. London: Longman.

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Hyland, Ken. 2003. Second Language Writing. United States of America: Cambridge University Press, New York.

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Johnson, David.W. and Johnson, Roger.T. 2002. Cooperative Learning Methods: A Meta-Analysis. Journal of Research in Education, 12(1): 5-24.

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Nunan, D. 1999. Second Language Teaching & Learning. Boston: Heinle & Heinle.

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a. The teacher can add this method as an alternative for teaching writing procedure text.

b. The students can enlarge their ability in writing procedure text by using this method.

c. Other researchers can use this method in teaching writing procedure text.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the data analysis, it was concluded that Team Assisted Individualization method gave the significant effect to the students’ achievement in writing procedure text (t-observed > t-table, α = 0.05). Students who were taught by using Team Assisted Individualization method became better in writing procedure text than those taught by using Two Stay Two Stray method. The calculation of t-test was 3.37 > 2.004 with df 58 and level of significance 0.05. Students achievement score in writing procedure also become higher after they get treatment by using Team Assisted Individualization method, they are braver, more pay attention, and more enthusiastic.

B. Suggestion

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REFERENCES

Ary, Donald. 2002. Introduction to Research in Education. Singapore: Wadsworth.

Ary, Donald. 2010. Introduction to Research in Education. Singapore: Wadsworth.

Barry, Kevin and King, Len. 1998. Beginning Teaching and Beyond 3rd edition Sydney: Thomson Social Science Press.

Best, J.W. and Khan, J.V 2002. Research in Education (7th ed). New Delhi: Prentice-Hall of India Private.

of Language Teaching and Learning (pp. 234-237). London: Routledge. Creswell J. W. 2012. Planning, Conducting, and Evaluating Quantitative and

Qualitative Research: Fourth edition. Boston: Pearson Education Inc. Efriani, Indar. 2014. The Effect of TAI (Team Assisted Individualization)

Cooperative Learning Technique On The Eighth Grade Students’ Writing

Ability At Mts. Ashri Jember In The 2013/2014 Academic Year. Jember: Badan Penerbit Universitas Jember.