IMPROVING STUDENTS’ ABILITY IN WRITING SKILL USING STAD TECHNIQUE TENTH YEAR STUDENTS OF SMA MUHAMMADIYAH (Plus) SALATIGA IN THE ACADEMIC YEAR OF 20182019 A GRADUATING PAPER

  

IMPROVING STUDENTS’ ABILITY IN WRITING SKILL

USING STAD TECHNIQUE TENTH YEAR STUDENTS OF

SMA MUHAMMADIYAH (Plus) SALATIGA IN THE

ACADEMIC YEAR OF 2018/2019

  

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for

the degree of Sarjana Pendidikan (S.Pd)

  

By:

NURUL ALFIATUN KHASANAH

11314089

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

  

MOTTO

  “For indeed, with hardship [will be] ease. Indeed, with hardship [will be] ease.” (Q.S. Al Inshirah: 5-6) and

  “However difficult life may seem, there is always something you can Do and

  Succeed at ”.

• Stephen Hawking-

  

DEDICATION

  This graduating paper is dedicated to :

  1. My beloved father and mother (Mr. Zainal and Mrs. Parti), who always support to mematerially and morally. Thank you for giving me endless love and prayer, thank you for raising me up to more than I can be.

  2. My beloved father and mother in Panti Asuhan Putri Aisyiyah orphanage (Mr. Sulaiman Ghafar Songge, S.Ag and Mrs. Pursini, S.Ag).

  3. My beloved brother and sister (Pendi, Endang, Eni, and Laela).

  4. My fiance (Arum Tri Laksono).

  5. My beloved friends: Misbah, Arif, Fatimah, Muklis and all of my friends that I cannot mentioned one by one.

  

ACKNOWLEDGMENT

Assalamu’alaikum Wr. Wb.

  Alhamdulillahirabbil’alamin, all praises be to Allah SWT the Most

  Gracious and Most Merciful who always blesses and helps the researcher, so the researcher can finish this graduating paper as one of the requirements for Sarjana

  

Pendidikan (S.Pd.) in English Education Department of Teacher training and

Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  Peace and salutation may always be given to Prophet Muhammad SAW. who has guided as from the darkness to the brightness. However, this graduating paper will not be finished without support, advices,help, and encouragement from several people and institution. Hence, the researcher would like to express special gratitude to:

  1. Dr. H. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.

  3. Noor Malihah, Ph.D. as the Head of English Education Department.

  4. Dr. Setia Rini, M.Pd. as the counselor who has supported, directed, and given advices, suggestions, and recommendations for this graduating paper from the beginning until the end.

  5. All lecturers, especially the lecturers of English and Education Department of State Institute for Islamic Studies (IAIN) Salatiga.

  

ABSTRACT

Khasanah, Nurul Alfiatun. 2018.

  Improving Students’ Ability in Writing Skill Using STAD Technique Tenth Year Students of SMA Muhammadiyah (Plus) Salatiga in the Academic Year of 2018/2019 . A graduating

  Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies Salatiga.Counselor: Dr. Setia Rini, M.Pd.

  This research aims to find out the implementation and to know the result of used STAD technique can improve the students’ ability in writing skill tenth year students of SMA Muhammadiyah (Plus) Salatiga in the academic year of

  2018/2019. The participants of this research are 20 students.

  The methodology of this research was classroom action research. The research consisted of two cycles and each cycle consisted of four steps, they were; planning, acting, observing, and reflecting. The research consisted of two cycles and each cycle of three parts, they were; first part is pre-test, second part is treatment, and third part is post-test. The data collected were qualitative but also supported by quantitative data. The qualitative data were gained through observation, documentation and short videos. Meanwhile, the quantitative data was collected from the test. The researcher used SPSS 20.00 for analyzing the test

  The researcher finds that there is a significant improvement on students’ writing skills after treatment by use STAD technique in cycle I and cycle II. The result of pre-test in cycle I is 0% of the students who reach the passing grade. The total presentation of the students who can reach the passing grade in the post-test cycle 1 is 35%. The result of pre-test in cycle II is 35% of the students who reach the passing grade. The total presentation of the students who can reach the passing grade in the post-test cycle II is 90%.The sig. 2 tailed cycle I and cycle II was 0.000 and the significant (α) cycle I and cycle II was 0.05 by 95% significant level with N-1 (20-1) for df 19. Thus,based on the result, it is accepted that STAD could improve students’ ability in writing skill. Then, the target presentation of the passing grade has been achieved significantly more than the researcher expected at 85% level.

  Key Words: STAD Technique and Writing Skills.

  

TABLE OF CONTENT

  TITLE ............................................................................................................... i DECLARATION ............................................................................................. ii ATTENTIVE COUNSELOR

  ’S NOTE ........................................................... iii STATEMENT OF SERTIFICATION ............................................................. iv MOTTO............................................................................................................ v DEDICATION ................................................................................................. vi ACKNOWLEDGEMENT ............................................................................... vii ABSTRACT ..................................................................................................... ix TABLE OF CONTENTS ................................................................................. x LIST OF TABLES ........................................................................................... xiii LIST OF APPENDICES .................................................................................. xv

  CHAPTER I: INTRODUCTION A. Background of the Research ................................................................

  1 B. Problems of the Research .....................................................................

  4 C. Objectives of the Research ...................................................................

  5 D. Significances of the Research ..............................................................

  5 E. Hyphotesis and Success Indicator ........................................................

  6 F. Research Methodology.........................................................................

  7

  G. Graduating Paper Outlines ...................................................................

  18 CHAPTER II: THEORETICAL FRAMEWORK ...........................................

  20 A. Supporting Theories .............................................................................

  20 1. Writing ...........................................................................................

  20 a. Definition of Writing................................................................

  20 b. Purposes of Writing..................................................................

  21 c. Teaching and Learning Writing ...............................................

  22 d. Writing Process ........................................................................

  24 e. Types of Classroom Writing Performance ...............................

  28 2. Genres ............................................................................................

  31 a. Recount ....................................................................................

  31 b. Report .......................................................................................

  31 c. Narrative ...................................................................................

  32 d. Procedure..................................................................................

  32 e. Descriptive ...............................................................................

  32 1) The Definition of Descriptive Text ....................................

  32 2) Features of Descriptive Text ..............................................

  33 3. Student Team Achivement Division ..............................................

  33 a. Definition of Student Team Achievement Division.................

  33 b. Steps of Student Team Achievement Division Technique ......

  35

  c. Advantages of Using Students Team Achievement Division (STAD) Technique ..................................................................

  37 B. Review of Previous Research...............................................................

  39

  CHAPTER III: IMPLEMENTATION OF RESEARCH .................................

  44 A. The Procedures of the Research ...........................................................

  44 1. Cycle I ............................................................................................

  44 2. Cycle II ...........................................................................................

  46 3. The Minimal Standard of Successful .............................................

  48 CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS .............

  49 A. The Result of the Research ..................................................................

  49 1. Research Finding ............................................................................

  49 a. Cycle I ......................................................................................

  49 b. Cycle II .....................................................................................

  62 B. Discussion ............................................................................................

  75 CHAPTER V: CLOSURE ...............................................................................

  78 A. Conclusions ..........................................................................................

  78 B. Suggestions ..........................................................................................

  80 REFERENCES APPENDICES

  

LIST OF TABLES

  Table 1.1 List of Students’ Name of X MIPA ................................................. 10 Table 1.2 Research Schedule ...........................................................................

  11 Table 1.3 Form of Students’ Observation Checklist Cycle I ........................... 13

  Table 1.4 Form of Teachers’ Observation Checklist Cycle II ......................... 14

  Table 4.1 Form the Result of Students’ Observation Checklist Cycle I .......... 56

  Table 4.2 Form the Result Teachers’ Observation Checklist Cycle I .............. 56 Table 4.

  3 The Students’ Score of Pre-test and Post-test Cycle I ..................... 58 Table 4.4 Count of Passing Grade of the Pre-test and Post-test Cycle I ..........

  59 Table 4.5 Descriptive Statistics Cycle I ...........................................................

  59 Table 4.6 Paired Samples Test Cycle I ............................................................

  61 Table 4.7 Form the Result of Students’ Observation Checklist Cycle II ......... 68

  Table 4.8 Form the Result Teachers’ Observation Checklist Cycle II ............ 68

Table 4.9 The

  Students’ Score of Pre-test and Post-test Cycle II .................... 70 Table 4.10 Count of Passing Grade of the Pre-test and Post-test Cycle II.......

  71 Table 4.11 Descriptive Statistics Cycle II ........................................................

  72 Table 4.12 Paired Samples Test Cycle II .........................................................

  73

Table 4.13 Data Analysis .................................................................................

  76

CHAPTER 1 INTRODUCTION In this chapter, the researcher presents the background of the research,

  research questions, objectives of the research, significances of the research, hypothesis and success indicator, research methodology and graduating paper outlines.

A. Background of the Research

  English is one of the international languages used by most of the people in the world for some person to communicate and interact with others.

  McKay (2002:12) argued that English is used both in a global sense for international communication between countries and in a local sense as a language of wider communication within multilingual societies. However, English has become the most widely studied foreign language today. In Indonesia, English has become the first foreign language which is taught from Kindergarten level up to university.

  English teaching and learning process consist of some language skills, it consists of some important skills as speaking, listening, reading and writing. Writing is one of the four language skills which are very important to learn. As we know, writing is not as easy as it seems. Among the skills, writing is the most difficult skill to be learned, because it needs an ability to think deeply about producing words, sentences, and paragraph at the same time. According to Richard & Renandya (2002:303), writing is the most difficult skill for second language learners to master.

  Writing is one of language skill that should be improved and mastered by students. According to Gelb (1962:11), Writing began at the time when man learned how to communicate his thought and feelings by means of the visible sign, understandable not only to himself but also to all other persons more or less initiated into the particular system. It is a tool to communicate with others which a writer can transform meanings, opinion, ideas thought, or others. It influenced the way we think. It is a part of language expression. It is one of ability that helps us in developing our languages and allows us to express ourselves to others in more effective ways.

  In the English learning process, writing becomes one of the very difficult activities. Many difficulties faced in their learning. The problems are such as the mastery of vocabulary, grammar, and diction. Most of the students are poor at writing. The students faced difficulties in writing text. I

  th

  conductedan interview on Thursday, July 19 2018 with Mrs. Farah, the teacher of SMA Muhammadiyah (Plus) Salatiga. The researcher asked some questions to the teacher. The first question was about the students participation in the teaching and learning process. The teacher said that the students

  ’ participation are depending on their classes, there were active and passive classes.

  The second question was about problem in the class. The teacher said that the students had difficulties on mastering writing skill.

  The third question is about what the students difficulties in writing. The teacher said that most of the students had difficulties in memorizing vocabulary, lazy to read and open the dictionary at home, lazy to review their lesson that given by the teacher. So, that when they read textbooks or make a paragraph, they frustrated and confused to generate, to organize, and to turn their ideas into a good sentences or paragraphs.

  Learning writing is learning about how to express the language in written form also learn about genre test, such as narrative, descriptive, recount, etc. It trained the students in writing ability. Through genre text, they will increase their writing. It can help the teacher to know how far the students' understanding of the material, especially in learning writing. As we know that to learn the foreign language, it takes many times. So, as a teacher must have an appropriate way to teach this subject and to solve these problems, the teacher's role really important to help the students in their learning process.

  The teacher uses many ways in language teaching, for example using techniques. The researcher used the STAD Technique for the teaching and learning process in the classroom. By using this technique, hopefully, the teaching-learning process in the classroom more interesting, pleasing, and enthusing in the class. Usually, the STAD technique is the technique that mainly to improve reading comprehension, but in this research, the researcher wanted to use this technique by different steps, the researcher used this technique in writing skill.

  STAD is one of the simplest methods to conduct of all cooperative

  learning method, and it is the good approach for the students (Slavin, 1995:25). It was more effective in cooperative learning methods for improving students learning of a clear objective in language rules and skills.

  This method is a collaborative learning strategy in which small group learners with different level of ability together to accomplish a shared learning goal (Slavin, 1978).

  From the explanation mentioned above, the researcher conducts a classroom action research in SMA Muhammadiyah (Plus) Salatiga. The researcher will conduct a research entitled

  “Improving Students’ Ability in Writing Skill Using STAD Technique Tenth Year Students of SMA Muhammadiyah (Plus) Salatiga in the Academic Year of2018/2019”.

B. Problems of the Research

  Based on the background of the research, the researcher decides the problems of the research as follows:

  1. How is the implementation STAD technique to improve students’ ability in writing skilltenth yearstudents of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019?

  2. How is the result of using STAD Technique to improve students’ ability in writing skill tenth year students of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019?

  C. Objectives of the Research

  Based on those problems of the research, the objectives of this research as follows:

  1. To find out the implementation STAD technique can improve students’ ability in writing skill tenthyear students of SMA Muhammadiyah (Plus) Salatigain the academic year of 2018/2019.

  2. To fin d out the result of students’ ability in writing skill after using

  STAD technique tenthyear students of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019.

  D. Significances of the Research

  The researcher hopes that this research isuseful for the students, the teacher, the school, the reader and the researcher especially about improving students’ ability in writing skill using STAD technique for tenth year students of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019 as the statement below:

  1. For the students The students can be motivated to learn English creatively, because they are learning while playing, so it is interesting for the students.

  2. For the teacher This research has benefit for the teachers to know the effectiveness of the methods that can be applied to improve the students’ writing skill.

  The technique that was used in the research process can be used as the reference for the teacher to teach English.

  3. For the school If the research is done, the school can take the benefit of the increase students' writing skill. It can be used as the input of the data and the foundation to take the next action or decide for teaching and learning process.

  4. For the writer By doing the research, the writer hopes that she can study and get more information to identify the problem in students’ writing skill.

  Besides that, the writer will get new experience and knowledge for the future of her life.

  5. For the other researcher The researcher hopes that the result of this research can be used as a reference for other researchers this study will give any benefits and can help them in solving their problem. The researcher wishes this research can motivate them to do other studies. Therefore, it will be a guide for them to describe and explain some procedures for the research part by part.

E. Hypothesis and Success Indicator

  Based on the interview with the English teacher, the students have problems in writing ability about a text. The researcher tried to overcome those problems by implementation Student Team Achievement Division (STAD) technique. By conducting this research, the researcher proposed a hypothesis: using Student Team Achievement Division (STAD) technique can improve the students’ ability in writing.

  The success indicator of this research is Lesson Plan (RPP). The students' success and failure in doing the activities in cycle I and cycle II will be assessed by referring to the criterion of the passing grade (KKM). The passing grade of English lesson in SMA Muhammadiyah (Plus) Salatiga is

  71. The teacher and the researcher expect that there are at least 85% of the students who pass the passing grade.

F. Research Methodology 1. Research Design

  This research is classroom action research. Pelton (2010:4) said that action is what you do in teaching professional in classroom being developing lesson plan, creating the learning environment and daily routine of teaching, and Research is a part of action in classroom action research refers to the methods of collecting data, the habits of observation, and attitude for better ways to present material and challenge the students. The researcher used classroom action research (CAR)because the researcher wants to know the improvement and significant influence of using STAD technique in improving writing skill.

  The researcher intends to use a model of classroom action research by

  Kemmis, et al (2014:6). There are four steps namely planning, acting, observing, and reflecting. There will take two cycles in this action research, which can be explained as follow:

  a. Planning In this step, the researcher needs to prepare instrument to support their learning process such as preparing material, making lesson plan, preparing sheets for classroom observation and pre-test and post-test to measure students' achievement in writing text.

  b. Acting This step conducted from the implementation of the technique prepared in the planning, they are:

  1) Giving pre-test. 2) Teaching writing descriptive text using Student Team Achievement Division (STAD) technique in the class.

  3) Giving post-test.

  c. Observing Observation is the step after the action to monitor the teaching- learning process and collects the data from the result of the action.

  The researcher prepares the observation paper to know how is the class condition when the action is done. d. Reflecting Based on the result of the observation, the researcher makes an evaluation to the students while teaching-learning process. It is an important action if the researcher finds the problem of the students in the first cycle. The researcher will do better in the next cycle.

  Four activities in each cycle can be described as follows: Based on Kemmis and Taggart (1988:14) in Hopkins (2014:61).

2. Subject of the Research

  The subject of this research is the tenth year students of SMA Muhammadiyah (Plus) Salatiga X MIPA in the academic year of 2018/2019. It consists of 20 students.

  Table 1.1: List of Students’ Name of X MIPA No Students’ Name Sex

  11 SK FEMALE

  19 LS FEMALE

  18 AL FEMALE

  17 AS MALE

  

16 WA FEMALE

  

15 WFA MALE

  14 VRH MALE

  13 SS FEMALE

  

12 SNAA FEMALE

  

10 SAP FEMALE

  1 AFI MALE

  9 RF FEMALE

  8 FI FEMALE

  

7 DKN FEMALE

  

6 CCA FEMALE

  5 BS MALE

  

4 APU FEMALE

  

3 ARP FEMALE

  2 AS MALE

  20 AR MALE

3. Steps of the Research

  In conducting the research, the researcher carries out the steps which summarized in the following research schedule. The research schedule is shown in table 1.2.

  Table 1.2: Research Schedule

No Date and time Activities Place

_rd,

  1. July 3 2018 Giving observation letter Office staff SMA to one of the staff at Muhammadiyah SMA Muhammadiyah (Plus) Salatiga _th Salatiga

  2. July 19 , 2018 Interview with the Teacher room SMA English teacher in the Muhammadiyah Preliminary Study (Plus) Salatiga (Before Classroom _th Action Research)

  3 July 24 , 2018 Meet the English teacher Teacher room SMA to consult the lesson plan Muhammadiyah _th (Plus) Salatiga

  4 July 26 ,2018 Doing action in the class In the classroom (cycle 1) _st Pre-test

  5 July 31 , 2018 Doing action in the class In the classroom (cycle 1) Treatment

  Collecting data is important to conduct a research. Data collection is used to gather information. Suyadi (2015:84) said that data collection techniques are the method used by researchers in recording data (information) needed. In general, in this section describes the information relating to indicators contained in actions, such as the life of student discussion, the use of teaching aids, the application of cooperative learning methods, and student learning outcomes. In this study the researcher uses three data collection methods are as follows:

  6 August 2 ^nd , 2018 Doing action in the class (cycle 1) Post-test In the classroom

  7 August 7 ^th , 2018 Doing action in the class (cycle 2) Pre-test In the classroom

  8 August 9 ^th ,2018 Doing action in the class (cycle 2) Treatment In the classroom

  9 August 14 ^th , 2018 Doing action in the class (cycle 2)

  Post-test In the classroom

4. Techniques of Data Collection and Research Instrument

  a. Observation Nunan (1993:93) explains that classroom observation is an observation that focusses on the understanding of how social event of the language classroom are enacted. In this classroom observation, the researcher observes students and teacher activities in writing skill. The observation consists of two cycles. They are cycle I, and cycle II. The researcher used the checklist observation to make it more systematic.

  It consists of studen ts’ and teachers’ observation checklist. In filling the observation checklist, the researcher will use mark “√”. The students’ observation checklist came from Suyadi (2015:16) is written below:

  Table 1.3: Form for Students ’ Observation ChecklistModified from Suyadi (2015:61) No The Students’ Activity Yes No Description

  1 Paying attention

  2 Asking question

  3 Responding to question

  4 Accomplishing task

  5 Being enthusiastic in application STAD technique

  The next is teachers’ form observation checklist to observe the teacher activity in the learning process by Sumadayo (2013:84-85). The teachers’ observation checklist is written below:

  

Table 1.4: Form of Teachers’ Observation Checklist Modified from Sumadayo

(2013:84-85)

No Yes No Description

The Teachers’ Activity

  1 Greeting and prays before the lesson begins

  2 Checking student attendant

  3 Reminding previous material

  4 Giving an explanation of the material

  5 Use of STAD Technique to teach writing text

  6 Giving opportunity for asking question

  7 Answer the students' question

  8 Help student’s difficulties during learning

  9 Giving feedback after the lesson

10 Prays after the lesson

  b. Test The researcher will give the students the pretest and post-test, to get the data. The function of pretest is to know how far the students’ achievement in writing text before applying “student team achievement division

  ” technique. The function of post-test is to know the students’ achievement in writing text after applying “student team achievement division ” technique.

  c. Documentation The researcher needs some documentations and data to know how the situation of this study in the school. Documentation included the teaching and learning process in English subject and other documents at SMA Muhammadiyah (Plus) Salatiga. In this research, the researcher uses photos and short videos as the documentation.

5. Data Analysis

  In this research, the researcher used a mixed-methods of exploratory sequential strategies to analyze the data. According to Creswell (2014: 215), mixed methods are collect and analyze by using qualitative and quantitative method in a research. Exploratory sequential is a strategy in which the researcher first begins by exploring with qualitative data and analysis and then uses the findings in quantitative data (Creswell, 2014:225-226). When the teacher does the action, the researcher observes and analyze the process by using the qualitative method. After the scores are given to the students, the researcher analyzes it by using the quantitative method. Here is the explanation of both qualitative and quantitative data: a. Qualitative Data

  Khotari (2004:3) argued that the qualitative data is very important to discover and analyze the motivate of behavioral science of humanity. In this research, the researcher will describe and analyze the qualitative data of the observation checklist.

  b. Quantitative Data After describe and analyze qualitative data, the researcher needs to establish the validity of the score from the quantitative data.

  According to Khotari (2004:3), Quantitative research is a process based on the measurement of quantity. Reinforcing those statement, Muijs (2004:1) complemented that "Quantitative research is explaining phenomena by collecting data that are analyzed using mathematically based method (in particular statistics)." 1) Score the S tudents’ Test

  According to Heaton (1990:146), there are five aspects present in the analytical scoring rubric for writing skill such a content, organization, vocabulary, language use, and mechanics. The researcher uses an analytical scoring rubric to analyze the data related to the students’ paragraph writing test of writing ability.

  2) Calculate the Result of the Test After the scoring of student's test, the researcher calculates the data using the t-test to resolve there was a significant difference in cycle I in cycle II. The researcher used Statistical Package for the Social Science (SPSS) for analyzing the data. Muijs (2004:85), said that SPSS is a general purpose statistical analysis software packages to calculate the mathematical equations for the data. In practice, the researcher will use SPSS Base. SPSS Base has a number of add-on modules that extend the range of data entry, statistical, or reporting capabilities. It also provides methods for data description, simple inference for continuous and categorical data and linear regression.

  The steps for analyzing by using SPSS as follow:

  a) Open SPSS

  b) Click Data View, insert the data. In Variable view, in the column of the name, change the name of

  VAR00001 into pretest and change the name of

  VAR00002 into posttest. Then change the number of decimals from 2 to 0. c) Click Data View, then click Analyze, choose Descriptive Statics and click Descriptive. Move the pretest and posttest into variable (s). Then click Ok.

  Copy the result of the descriptive statistic.

  d) Click Analyze, choose Compare Means and then click the Paired-Sample T-Test. Then copy the result into word.

  G. Graduating Paper Outlines This research is divided into five chapters. Chapter 1 is Introduction.

  In this chapter, the researcher explains about the background of the research, problems of the research, objectives of the research, significances of the research, hypothesis and success indicator, research methodology, and graduating paper outlines.

  Chapter II describs as a theoretical framework that related to the literature. It consists of supporting theories described the definition of writing, purposes of writing, teaching and learning writing, writing process, types of classroomwriting performance, genres, definition of descriptive text, the features o descriptive text, definition of student team achievement division, steps of student team achievement division technique, and the last is the advantagesof using student team achievement division.

  Chapter III is the implementation of the research. This chapter consists ofthe procedure of the research.

  Chapter IV presents research findings and data analysis. This chapter consists the result of the implementation student team achievement division technique to improve students’ ability in writing skillfor tenthyear of SMA Muhammadiyah (Plus) Salatiga in the academic year of 2018/2019.

  Chapter V, as in the last chapter, this research contains the conclusion and suggestion of the research based on the analysis in chapter four. The conclusions state the answer to the research questions about the improvement and significant influence of students’ ability in writing skill by using student team achievement division technique. After that, it is followed by bibliography and appendices.

CHAPTER II THEORETICAL FRAMEWORK In this chapter consists of supporting theories and the review of previous

  research. Supporting theories described some information involving: writing, genres, and STAD technique.

A. Supporting Theories 1. Writing

a. Definition of Writing

  Writing is one of the most important things in the process of learning English. Writing is a kind of skill that expects the students to produce a text by using English. They have to write about what they think in their mind and state it by using the correct procedure.

  There are several definitions of writing that can be studied. Meyers (2005:2) stated that: Writing is a way to produce language, which you do naturally when you speak. Writing is speaking to others on paper or on a computer screen. Writing is partly a talent, but it is mostly a skill, and like any skill, it improves with practice. Writing is also an action-a process of discovering and organizing your ideas, putting them on a paper, and reshaping and revising them.

  According to Gelb (1952:11), writing began at the time when man learned how to communicate his thoughts and feelings by means of visible signs; understandable not only to himself but also to all other persons more or less initiated into the particular system.

  Moreover, Hyland (2004:5) states that writing is a way of getting things done. To get things done such as, describing something, telling a story, requesting an overdraft, drafting an essay, and so on. One must follow certain social conventions for organizing messages, and these conventions can be described and taught.

  Nunan(2003:88) also defines that writing is the process of thinking to invent ideas, thinking about how to express in good writing, and arranging the ideas in statement and paragraph clearly.

  Writing is among the most complex human activities. It involves the development of a design idea, the capture of mental representations of knowledge, and of experience with subjects (Jozcef, 2001:5).

  Based on the definition above, it can be concluded that writing is a complex process of organizing the ideas, then express the idea into sentence or paragraph.

b. Purposes of Writing

  According to Halliday (1985) suggested some purposes of writing in cited Nunan, (1995:84) include the following: 1) Primarily for action

  Writing activity can make public sign in the public or product. For example on roads and stations; product labels and instructions like on food; tools or toys purchased; recipes, maps, television and radio guides; bills; menus; telephone directories; ballot papers; computer manual; monitors and printouts. For this purpose, people can do anything suitable for the procedure that written in the product or place.

  2) Primarily for information There are some products of writing text in this purpose like a newspaper, (news, editorials) and current affairs magazines; hobby magazines; non-fiction books, including textbooks; public notices; advertisement; political pamphlets; scholastic, medical, etc. reports; guidebooks and travel literature.

  3) Primarily for entertainment With the writing text, people can do anything and get some information. The purpose of writing is entertained people or reader. For the examples of the purposes are light magazines, comic strips; fiction books: poetry and drama; newspaper features; film subtitles; games, including computer games.

c. Teaching and Learning Writing

  In learning English there are many skills like speaking, writing, listening, and reading, that must be taught by the teacher.

  Besides writing skill, each skill has a reason, why these skills must be taught by a teacher. As well as each skill also has an important part in learning English. According to Harmer (1998:79), the reason for teaching writing to students include reinforcement, language development, learning style and writing as a skill in its own right.

  1) Reinforcement Some students acquire languages in a purely oral way, but most of us benefit greatly from seeing the language writing down. The visual demonstration of language construction is invaluable and it is used as in aid to committing the new language to memory. Students usually find the visual demonstration is useful to write sentences. It is useful to write sentences using new language shortly after they have studied it. 2) Language development

  The actual process of writing (rather like the process of speaking helps us to learn as we go along. The mental activity we have to go through in order to construct properly written texts is all part of the learning experience. The students can improve their experience with writing. 3) Language style

  Some students are fantastically quick at picking up the language just by looking and listening. Writing is appropriate for such learners. It is a reflective activity rather of the rush and bothers of interpersonal face-to-face communication.

  4) Writing as a skill The last one important reason why students must learn writing is writing as a skill. Students need to know how to write letters, how to put written reports together, how to write using electronic media, how to replay advertisement and increasingly.

  Students also need to know of writing's special intervention like punctuation, paragraph, construction, and vocabulary.

d. Writing Process

  According to Segal and Pavlik (1950:xiv), Writing process was designed to lead students through the writing process and provide a variety of activities to help them master the wide array of writing skills necessary for academic writing. While most writing texts concentrate on the end product, giving students little guidance about how to produce it.

  Although the concept of writing as a process focuses on the course, traditional areas of instruction such as paragraph form, mechanics, and grammar are practiced. The accentuation, however, is on the grammatical and lexical features that serve to unify a paragraph. The following steps come from Segal and Pavlik (190:xiv) which is explained about: 1) Organizing Ideas

  In this section, the students are thought organizational skill such as writing effective topic sentences, limiting the information in a paragraph, and organizing different types of paragraph. They are expected to be able in organizing an idea in the written form. 2) Developing cohesion and style

  In this section will focus on the grammatical and lexical features that serve to unity paragraph.

  3) Using correct form Each chapter serves practice with the mechanics of writing such as paragraph form, spelling, punctuation, and capitalization. Students should pay attention to mechanic aspects.

  4) Writing the first draft Because most of the students do not realize that good writing is usually the product of many revisions, they are explicitly told that the first paragraph they write is the only draft. So that, students passed the writing first draft at first before going on to the next steps. 5) Editing practice

  After writing the first draft, one of the most important skills for students to master is the ability to edit their work.

  6) Editing your writing In this step, the teacher asked students to focus on a specific aspect of their writing to make this step less frustrating.

  It means they should re-editing their writing by concerning several points.

  7) Writing second draft After students have had a chance to revise and edit their compositions are they required to hand in neatly written papers for the teacher’s evaluation.

  8) Sharing This section provides ideas on how the student can communicate with each other through their writing. Suggestions include using the writing as the basis of debate or discussion. It can be called as exchanging one-to-other minds about their writing. 9) Using feedback

  This section brings through students to use their teacher's feedback to help them evaluate their progress and take responsibility for improving their writing. The feedback could be in spoken or written form.

  Sunden (2007:42) stated that in teaching the writing process, be aware that students will find their own methods. However, you want to make sure that every student has basic steps, which they will need to use in some forms. At least, toward the beginning of the year, encourage students to use the following strategies:

  1) Prewriting During prewriting, the first step of the writing process, authors will generate ideas and put thoughts in order.