IMPROVING STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT BY USING STAD TECHNIQUE.
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT BY USING STUDENTS TEAM ACHIEVEMENT
DIVISIONS (STAD)
A THESIS
Submitted to Fulfill the Partial Requirements for
the Degree of Sarjana Pendidikan
By:
ROSANNA SRIWAHYUNI S
Registration Number. 209321060
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
First of all, the writer would like to express her deepest praise to Jesus
Christ for the blessing, love, salvation, comfort and guidance to finish this thesis.
This thesis could have been accomplished with guidance, suggestion, and
comments from many people.
The write would like to say thanks for many special people around her
who supported within the process of working on this thesis. They are:
Prof. Dr. Ibnu Hajar Damanik .M.Si the Rector of state University of
Medan.
Dr. Isda Pramuniati,M.Hum, the Dean of Faculty of Languages and Arts
and all the Vice Dean.
Prof. Dr. Hj. Sumarsih, M.Pd the Head of the English Department and as
her thesis advisor who has consciously guided her in the entire process of the
thesis writing with all of the constructive comments, which helped her makes
this thesis more perfect. Rika, S.Pd, M. Hum, the Secretary of the English
Department; and Dra. Masitowarni Siregar M.Ed. the Head of the English
Education Study Program for all their valuable inputs and administrative
assistance.
Drs. Johan Sinulingga, M.Pd, Dra. Rahmah, M.Hum, her academic
advisor, for his sugesstion advice and his time spent supervising for this thesis.
Her never – ending thankfulness is fully addressed to her beloved graceful
parents (alm. H.Sibarani and J.R.Simanjuntak) and her beloved uncle,
(DrsJohnson Simanjuntak, M.Si, and N.Hutagalung), her beloved my
gandma (Samandina Hutagaol) and her beloved my aunts and uncles give
motivate hat the writer can be the way she is now.
Sabarto, S.H the headmaster of SMP swasta PAB 10 who had given the
change to the writer for collecting the datas for her research , and all the
teachers and staffs who helped her to collect the datas during the research.
Her special lovely my sister (Salsalina Barus) and my friends, (Evina,
Jelita, Evin, Shanie, Pebri, Royenika, kak Umami) give motivate, spirit,
support.
Her lovely friends of SMA Swasta HKPB Serbelawan Graduations.
For all of those who supported the writer during her study and green table
examination. Thank you for everything.
Finally, the writer admits that this thesis is still far from being perfect. Any
constructive comments from the readers will make this writing can provide a
valuable contribution and the writer invites all of the readers to give more
suggestions.
Medan, Februari 2014
The writer,
Rosanna Sriwahyuni.S
Reg.Num.209321060
ABSTRACT
Sibarani, Sriwahyuni Rosanna. Registration Number 209321060. Improving
Students
Achievement in Writing Descriptive Text by using STAD
technique. A Thesis. English Department, Faculty of Language and Arts.
State University of Medan 2014.
This study was focused on the improvement of Grade VIII students’ writing
achievement in descriptive text by using application of STAD Technique. The
objective of this study was to find out whether STAD Technique could improve
Grade VIII students’ writing achievement in descriptive text. The study conducted
by using Class Room Action Research ( CAR ). The subjects of this study were
students of Grade VIII Class 2 of State Junior High School ( Sekolah Menengah
Pertama) SMP PAB 10 Medan consisting of 23 students. The study was
implemented in two cycle and each cycle consisted of three meeting. The
instruments of data collection consisted of quantitative and qualitative data. The
quantitative data were taken from students written test and the qualitative were
taken from the interview, diary notes, observation sheet and questionnaire. Based
on the descriptive writing result, students score in the test of cycle I, the mean
score was 68,4 and it the test of Cycle II was 76,9. Based on the observation
sheet, it was found that the teaching-learning process well done. The students
were active and curious in writing. In line with the data, it found that STAD (
Students Team Achievement Divisions) technique can improve Grade VIII
students’ writing achievement in descriptive text.
The Key : Writing Descriptive by Using STAD Technique and Action Research
Method
TABLE OF CONTENTS
ABSTRACT ....................................................................................................i
ACKNOWLEDGEMENTS .......................................................................... ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDICES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ....................................................... 1
B. The Problem of the Study ............................................................. 3
C. The Scope of the Study ................................................................. 3
D. The Objective of the Study ........................................................... 4
E. The Significance of the Study ....................................................... 4
CHAPTER II REVIEW OF LITERATURE ............................................. 5
A. Theoretical Framework ................................................................. 5
1. Students Achievement............................................................. 5
2. Writing .................................................................................... 6
a. Process of Writing ........................................................... 7
b. Types of Writing .............................................................. 7
3. Aunthentic asessment .............................................................. 9
4. Descriptive Text ..................................................................... 10
a. The types of descriptive writing ..................................... 10
b. Part of Descriprtive Text ................................................. 11
5. STAD (Student Team Achievement Divisions) ..................... 11
a. Five major component of STAD ..................................... 13
b. Advantages and Disadvantages of STAD Technique ..... 15
c. The Procedure of STAD Technique..................................16
B. Conceptual Framework ............................................................... 17
CHAPTER III RESEARCH METHOD .................................................... 19
A. Research Design .......................................................................... 19
B. The Subject of the Study ............................................................ 20
C. The Instrument of Data Collection ............................................ 20
D. The Procedure of Data Collection ............................................... 21
E. Scoring of Writing Test .............................................................. 26
F. Technique of Data Analysis ........................................................ 31
CHAPTER IV DATA AND ANALYSIS.................................................... 32
A. Data and Data Analysis .............................................................. 32
1. The Quantitative Data .......................................................... 32
2. The Qualitative Data ........................................................... 37
a. Interview.....................................................................37
b. Observation sheet ....................................................... 37
c. Questionnaire Sheet ...................................................... 38
d. Diary Notes ................................................................... 38
B. Research Findings ....................................................................... 38
C. Discussion .................................................................................. 39
CHAPTER V CONCLUSION AND SUGGESTION ............................... 40
A. Conclusion................................................................................... 40
B. Suggestion .................................................................................. 40
REFERENCES ............................................................................................. 42
APPENDICES .............................................................................................. 43
LIST OF TABLES
Table 3.1 Teaching procedure.......................................................................22
Table 3.2 Scoring Of Writing Test ................................................................ 25
Table 4.1 Students’ Writing Scores Of Pre-Test, Cycle I And Cycle II ....... 35
Table 4.2 Range Of Score Improvements ..................................................... 38
Table 4.3 Comparison Score Of Students’ Writing Competence ................. 41
Table 4.4 The Improvement Of Mean Scores Of Students’ Writing ............ 43
Table 4.5 The Percentage Of Students’ Writing Competence ...................... 44
Table 4.6 The Improvement Of Students’ Report Writing ........................... 53
LIST OF APPENDICES
Appendix A Students’ Writing Scores ......................................................... 58
Appendix B Lesson Plan .............................................................................. 61
Appendix C Diary Notes .............................................................................. 82
Appendix D Observation Sheet .................................................................... 84
Appendix E Sample of Students’ Score ....................................................... 89
Appendix F Documentation ........................................................................ 95
CHAPTER I
INTRODUCTION
A.The Background of the study
Language is a universal language which is dominantly used as a tool of
communication in the worldwide. It is a fact that vast knowledge of the universe
have been demonstrated in this language for instance in commerce, sport,
education and technology. For the achievement of that knowledge, it is essential
to understand this international language. In Indonesia, English is used as a
foreign. It is used junior high school as an object of study a compulsory subject
in a pedagogical domain. It has been taught from kindergarten up to higher
education.
In English, there are four skills that should be well mastered namely:
reading, listening, speaking and writing. Langaan (2005:14) says that the final
result of writing pedagogy focuses students on how to generate ideas, how to
organize them coherently, how to edit discourse markers and rhetorical
conventions to put them cohesively into a written text, how to resive text for a
clearer meaning, how to edit text for apporiate grammar and how to produce final
product which is a text. Writing has also become more important as principal of
communication lanuage teaching.
Since writing is really important to learn, it can be a media to help the
students to give ideas, views, and messages to the reader with certain purpose in a
written text. The students are asked to aplly their grammar knowudeledge
1
sentence structure, idiom and vocabulary. Besides that, the students are asked to
explore the language that they learn.Based on the standard competence in syllabus
of the Second Year of Junior High School called Educational Unit
Through writing, one can share his or her knowledge which we have until
now mostly we got by reading written information or text, whatever it is book,
article, paper, etc. Which are written by those who share their information through
writing.
Writing is a process of thinking, organizing, rethinking. The Level
Currilum (Kurikulum Tingkat Satuan Pendidikan : KTSP ) the students are
excpected to be able to write texts of narrative, report, spoof, hortatory exposition
and analytical exposition. In this study, the only focus of the study is descriptive
text.
Based on the observation done by the writer in State Junior High School :
SMP 10 PAB Medan Estate in grade VIII, it was found that their English score in
the first semester was 67,81 and for the second semester was 68,51. The data
showed that the students’ achievement in Learning English teacher was still.
Due condition above, teacher English teacher needs to solve the problem
by applying an apporite approach, method, strategy or technique of learning. In
this study, the writer did a try out on the application of Student Team
Achievement Divisions (STAD) technique to improve the students writing
achievement especially in descriptive text. The other reason why th writer choose
the media for teaching writing is it trains the students memorizing the words.
The other reason why the writer choose the media for teaching writing is it
trains the students memorizing the words. The writer also interested with the
study about Student Teams Achievement Divisions (STAD)
STAD stands for student team achievement divisions, it is collaborative
learning strain which small groups of learners with different levels of ability work
together to occomplish a shared learning goal.
STAD is more effective in cooperative learning methods for improving
students learning of clear objective in language rules and skills. In general,
teachers create and use STAD in their classrooms to the development of reading,
writing, and spelling skills. The writer hopes the students can be increase the
achievement of their English writing, without depending on dictionary and the
word meaning from the teacher. STAD are interactive media in the classroom to
support studying listening, speaking, reading and writing.
By using Student Teams achievement Divisions in teaching descriptive, it
is assumed that students’ skill in writing descriptive will be improved.
B. The Problem of the study
Based on the background above, it is necessary to formulate the problem
of this research as: “Does the students’ achievement in descriptive writing
improve if it is taught by using Student’s Team Achievement Division ( STAD)
C. The Scope of the Study
STAD methods is one of teaching method in cooperative learning strategy. There
are some teaching methods in cooperative learning such as Student
Team Learning, Student Team Achievement Division (STAD), TeamsGames-Tournament(TGT), Team Accelareted Instruction (TAI), Cooperative
Integrated Reading and Composition (CIRC), and so on. All of them have their
own characteristics.
The scope of the study is improving student’s achievement in writing
descriptive
text which the focuses on describing of place by using STAD
Technique. In addition, this study is intended to develop a model of teaching by
STAD (Student Teams Active Divisions).
D. The Objective of the study
The objective of the study is to find out the improve the students’writing
achievement by using STAD technique. STAD has been describe as of the
simplest of a group of cooperative learning technique referred to as teams
Learning Methods. In the STAD approach are students are assigned to four, five
member reflecting a heterogeneous grouping of high, average, and low achieving
students of diverse ethnic backgrounds and different genders.
E. The significance of the study
The finding of this study is expected to be useful:
a. For teachers, to be one of reference for teachers in teaching writing,
especially in teaching descriptive text.
b. Students, to improve their knowledge of writing descriptive text
Researchers, to be basic information for them how to do further related research.
BAB V
CONCLUSION AND SUGGESTION
A. Conclusion
The analyzing of the result of this study was done by applying technique
of data analysis which were students’ score interview, observation sheet,
questionnaire and diary notes. After analyzing the data from the students score,
conclusion was drawn as following : (1) it was found that the students’ score
increased from the from the orientation test cycle I and cycle II.
It means that there was an improvement on the students achievement in
writing descriptive text by using STAD technique. It was seen from the
improvement of mean starting from orientation ( 56,7 %), cycle I ( 68,9%), cycle
II ( 76,9 %) the students score was improved continuous from the first meeting
until the test of cycle II. Thus STAD on students achievement in descriptive place
worked well.
Besides that the discussion in STAD gave them opportunity to all the
students . In each group to participate by giving their opinion in a case. More ever,
students could construct more powerful identification of place on their side
belonging. Briefly, this study of improving students writing achievement in
descriptive text by using STAD technique is improve.
B. Suggestion
In relation to the conclusion , it is suggested that : (1) applying STAD
technique in writing descriptive text is very helpful by STAD the students About
37
how give describe and make the describe (2) the students are suggested apply in
STAD in learning English especially in descriptive text so the students can write
better (3) the English teacher are advised to use this strategy especially in
descriptive text.
REFERENCES
Bachman, Lyle & Alderson. 1996. Assessing Writing. Cambridge: Cambridge
University Press.
Harmer, Jeremy.2004. How to teach writing. England
Ida Maharani. 2007. How to write Effectively. Yogyakarta
Imadudin. 2011.The effectiveness Of Student Team Achievement Divisions
(STAD). Technique in Direct and Direct Speech Of Statement I (2) 21
Masters, J. (1995) 'The History of Action Research' in I. Hughes (ed Action
Research Electronic Reader, The University of Sydney, Journal
Pardiyono. 2007. Pasti bisa! Teaching Genre- Based Writing. Yogyakarta.
Rusman. 2012. Model – model pembelajaran. Jakarta.
Suryanullah. 2012. Student Team Achievement Divicion ( STAD)Strategy in
Teaching EFL I (2). Jakarta
Wallace, M. J. 1998. Action Research for Language Teachers. Cambridge:.
Applying Solving STAD: Cooperative Learning Technique
http://www.web.net/~robrien/papers/arfinal.html (accessed on March 6th2013)
Webster. 1989. Dictionary of The English Language. Grey Loped Cambridge
New York, Journal
http://www.behs.cchs.usyd.edu.au/arow/Reader/rmasters.htm
http://pasca.undiksha.ac.id/e-journal/index.php/jpbi/article/view/497/289
http://www.ccsenet.org/journal/index.php/ies/article/view/25635/15842
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ER
ICExtSearch_SearchValue_0=ED154020&ERICExtSearch_SearchType_0=no&a
ccno =ED154020
DESCRIPTIVE TEXT BY USING STUDENTS TEAM ACHIEVEMENT
DIVISIONS (STAD)
A THESIS
Submitted to Fulfill the Partial Requirements for
the Degree of Sarjana Pendidikan
By:
ROSANNA SRIWAHYUNI S
Registration Number. 209321060
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
This thesis is aimed to fulfill one of the requirements for the degree of
Sarjana Pendidikan at English Department, Faculty of Languages and Arts, State
University of Medan.
First of all, the writer would like to express her deepest praise to Jesus
Christ for the blessing, love, salvation, comfort and guidance to finish this thesis.
This thesis could have been accomplished with guidance, suggestion, and
comments from many people.
The write would like to say thanks for many special people around her
who supported within the process of working on this thesis. They are:
Prof. Dr. Ibnu Hajar Damanik .M.Si the Rector of state University of
Medan.
Dr. Isda Pramuniati,M.Hum, the Dean of Faculty of Languages and Arts
and all the Vice Dean.
Prof. Dr. Hj. Sumarsih, M.Pd the Head of the English Department and as
her thesis advisor who has consciously guided her in the entire process of the
thesis writing with all of the constructive comments, which helped her makes
this thesis more perfect. Rika, S.Pd, M. Hum, the Secretary of the English
Department; and Dra. Masitowarni Siregar M.Ed. the Head of the English
Education Study Program for all their valuable inputs and administrative
assistance.
Drs. Johan Sinulingga, M.Pd, Dra. Rahmah, M.Hum, her academic
advisor, for his sugesstion advice and his time spent supervising for this thesis.
Her never – ending thankfulness is fully addressed to her beloved graceful
parents (alm. H.Sibarani and J.R.Simanjuntak) and her beloved uncle,
(DrsJohnson Simanjuntak, M.Si, and N.Hutagalung), her beloved my
gandma (Samandina Hutagaol) and her beloved my aunts and uncles give
motivate hat the writer can be the way she is now.
Sabarto, S.H the headmaster of SMP swasta PAB 10 who had given the
change to the writer for collecting the datas for her research , and all the
teachers and staffs who helped her to collect the datas during the research.
Her special lovely my sister (Salsalina Barus) and my friends, (Evina,
Jelita, Evin, Shanie, Pebri, Royenika, kak Umami) give motivate, spirit,
support.
Her lovely friends of SMA Swasta HKPB Serbelawan Graduations.
For all of those who supported the writer during her study and green table
examination. Thank you for everything.
Finally, the writer admits that this thesis is still far from being perfect. Any
constructive comments from the readers will make this writing can provide a
valuable contribution and the writer invites all of the readers to give more
suggestions.
Medan, Februari 2014
The writer,
Rosanna Sriwahyuni.S
Reg.Num.209321060
ABSTRACT
Sibarani, Sriwahyuni Rosanna. Registration Number 209321060. Improving
Students
Achievement in Writing Descriptive Text by using STAD
technique. A Thesis. English Department, Faculty of Language and Arts.
State University of Medan 2014.
This study was focused on the improvement of Grade VIII students’ writing
achievement in descriptive text by using application of STAD Technique. The
objective of this study was to find out whether STAD Technique could improve
Grade VIII students’ writing achievement in descriptive text. The study conducted
by using Class Room Action Research ( CAR ). The subjects of this study were
students of Grade VIII Class 2 of State Junior High School ( Sekolah Menengah
Pertama) SMP PAB 10 Medan consisting of 23 students. The study was
implemented in two cycle and each cycle consisted of three meeting. The
instruments of data collection consisted of quantitative and qualitative data. The
quantitative data were taken from students written test and the qualitative were
taken from the interview, diary notes, observation sheet and questionnaire. Based
on the descriptive writing result, students score in the test of cycle I, the mean
score was 68,4 and it the test of Cycle II was 76,9. Based on the observation
sheet, it was found that the teaching-learning process well done. The students
were active and curious in writing. In line with the data, it found that STAD (
Students Team Achievement Divisions) technique can improve Grade VIII
students’ writing achievement in descriptive text.
The Key : Writing Descriptive by Using STAD Technique and Action Research
Method
TABLE OF CONTENTS
ABSTRACT ....................................................................................................i
ACKNOWLEDGEMENTS .......................................................................... ii
TABLE OF CONTENTS..............................................................................iv
LIST OF TABLES ........................................................................................vi
LIST OF APPENDICES ............................................................................. vii
CHAPTER I INTRODUCTION.................................................................. 1
A. The Background of the Study ....................................................... 1
B. The Problem of the Study ............................................................. 3
C. The Scope of the Study ................................................................. 3
D. The Objective of the Study ........................................................... 4
E. The Significance of the Study ....................................................... 4
CHAPTER II REVIEW OF LITERATURE ............................................. 5
A. Theoretical Framework ................................................................. 5
1. Students Achievement............................................................. 5
2. Writing .................................................................................... 6
a. Process of Writing ........................................................... 7
b. Types of Writing .............................................................. 7
3. Aunthentic asessment .............................................................. 9
4. Descriptive Text ..................................................................... 10
a. The types of descriptive writing ..................................... 10
b. Part of Descriprtive Text ................................................. 11
5. STAD (Student Team Achievement Divisions) ..................... 11
a. Five major component of STAD ..................................... 13
b. Advantages and Disadvantages of STAD Technique ..... 15
c. The Procedure of STAD Technique..................................16
B. Conceptual Framework ............................................................... 17
CHAPTER III RESEARCH METHOD .................................................... 19
A. Research Design .......................................................................... 19
B. The Subject of the Study ............................................................ 20
C. The Instrument of Data Collection ............................................ 20
D. The Procedure of Data Collection ............................................... 21
E. Scoring of Writing Test .............................................................. 26
F. Technique of Data Analysis ........................................................ 31
CHAPTER IV DATA AND ANALYSIS.................................................... 32
A. Data and Data Analysis .............................................................. 32
1. The Quantitative Data .......................................................... 32
2. The Qualitative Data ........................................................... 37
a. Interview.....................................................................37
b. Observation sheet ....................................................... 37
c. Questionnaire Sheet ...................................................... 38
d. Diary Notes ................................................................... 38
B. Research Findings ....................................................................... 38
C. Discussion .................................................................................. 39
CHAPTER V CONCLUSION AND SUGGESTION ............................... 40
A. Conclusion................................................................................... 40
B. Suggestion .................................................................................. 40
REFERENCES ............................................................................................. 42
APPENDICES .............................................................................................. 43
LIST OF TABLES
Table 3.1 Teaching procedure.......................................................................22
Table 3.2 Scoring Of Writing Test ................................................................ 25
Table 4.1 Students’ Writing Scores Of Pre-Test, Cycle I And Cycle II ....... 35
Table 4.2 Range Of Score Improvements ..................................................... 38
Table 4.3 Comparison Score Of Students’ Writing Competence ................. 41
Table 4.4 The Improvement Of Mean Scores Of Students’ Writing ............ 43
Table 4.5 The Percentage Of Students’ Writing Competence ...................... 44
Table 4.6 The Improvement Of Students’ Report Writing ........................... 53
LIST OF APPENDICES
Appendix A Students’ Writing Scores ......................................................... 58
Appendix B Lesson Plan .............................................................................. 61
Appendix C Diary Notes .............................................................................. 82
Appendix D Observation Sheet .................................................................... 84
Appendix E Sample of Students’ Score ....................................................... 89
Appendix F Documentation ........................................................................ 95
CHAPTER I
INTRODUCTION
A.The Background of the study
Language is a universal language which is dominantly used as a tool of
communication in the worldwide. It is a fact that vast knowledge of the universe
have been demonstrated in this language for instance in commerce, sport,
education and technology. For the achievement of that knowledge, it is essential
to understand this international language. In Indonesia, English is used as a
foreign. It is used junior high school as an object of study a compulsory subject
in a pedagogical domain. It has been taught from kindergarten up to higher
education.
In English, there are four skills that should be well mastered namely:
reading, listening, speaking and writing. Langaan (2005:14) says that the final
result of writing pedagogy focuses students on how to generate ideas, how to
organize them coherently, how to edit discourse markers and rhetorical
conventions to put them cohesively into a written text, how to resive text for a
clearer meaning, how to edit text for apporiate grammar and how to produce final
product which is a text. Writing has also become more important as principal of
communication lanuage teaching.
Since writing is really important to learn, it can be a media to help the
students to give ideas, views, and messages to the reader with certain purpose in a
written text. The students are asked to aplly their grammar knowudeledge
1
sentence structure, idiom and vocabulary. Besides that, the students are asked to
explore the language that they learn.Based on the standard competence in syllabus
of the Second Year of Junior High School called Educational Unit
Through writing, one can share his or her knowledge which we have until
now mostly we got by reading written information or text, whatever it is book,
article, paper, etc. Which are written by those who share their information through
writing.
Writing is a process of thinking, organizing, rethinking. The Level
Currilum (Kurikulum Tingkat Satuan Pendidikan : KTSP ) the students are
excpected to be able to write texts of narrative, report, spoof, hortatory exposition
and analytical exposition. In this study, the only focus of the study is descriptive
text.
Based on the observation done by the writer in State Junior High School :
SMP 10 PAB Medan Estate in grade VIII, it was found that their English score in
the first semester was 67,81 and for the second semester was 68,51. The data
showed that the students’ achievement in Learning English teacher was still.
Due condition above, teacher English teacher needs to solve the problem
by applying an apporite approach, method, strategy or technique of learning. In
this study, the writer did a try out on the application of Student Team
Achievement Divisions (STAD) technique to improve the students writing
achievement especially in descriptive text. The other reason why th writer choose
the media for teaching writing is it trains the students memorizing the words.
The other reason why the writer choose the media for teaching writing is it
trains the students memorizing the words. The writer also interested with the
study about Student Teams Achievement Divisions (STAD)
STAD stands for student team achievement divisions, it is collaborative
learning strain which small groups of learners with different levels of ability work
together to occomplish a shared learning goal.
STAD is more effective in cooperative learning methods for improving
students learning of clear objective in language rules and skills. In general,
teachers create and use STAD in their classrooms to the development of reading,
writing, and spelling skills. The writer hopes the students can be increase the
achievement of their English writing, without depending on dictionary and the
word meaning from the teacher. STAD are interactive media in the classroom to
support studying listening, speaking, reading and writing.
By using Student Teams achievement Divisions in teaching descriptive, it
is assumed that students’ skill in writing descriptive will be improved.
B. The Problem of the study
Based on the background above, it is necessary to formulate the problem
of this research as: “Does the students’ achievement in descriptive writing
improve if it is taught by using Student’s Team Achievement Division ( STAD)
C. The Scope of the Study
STAD methods is one of teaching method in cooperative learning strategy. There
are some teaching methods in cooperative learning such as Student
Team Learning, Student Team Achievement Division (STAD), TeamsGames-Tournament(TGT), Team Accelareted Instruction (TAI), Cooperative
Integrated Reading and Composition (CIRC), and so on. All of them have their
own characteristics.
The scope of the study is improving student’s achievement in writing
descriptive
text which the focuses on describing of place by using STAD
Technique. In addition, this study is intended to develop a model of teaching by
STAD (Student Teams Active Divisions).
D. The Objective of the study
The objective of the study is to find out the improve the students’writing
achievement by using STAD technique. STAD has been describe as of the
simplest of a group of cooperative learning technique referred to as teams
Learning Methods. In the STAD approach are students are assigned to four, five
member reflecting a heterogeneous grouping of high, average, and low achieving
students of diverse ethnic backgrounds and different genders.
E. The significance of the study
The finding of this study is expected to be useful:
a. For teachers, to be one of reference for teachers in teaching writing,
especially in teaching descriptive text.
b. Students, to improve their knowledge of writing descriptive text
Researchers, to be basic information for them how to do further related research.
BAB V
CONCLUSION AND SUGGESTION
A. Conclusion
The analyzing of the result of this study was done by applying technique
of data analysis which were students’ score interview, observation sheet,
questionnaire and diary notes. After analyzing the data from the students score,
conclusion was drawn as following : (1) it was found that the students’ score
increased from the from the orientation test cycle I and cycle II.
It means that there was an improvement on the students achievement in
writing descriptive text by using STAD technique. It was seen from the
improvement of mean starting from orientation ( 56,7 %), cycle I ( 68,9%), cycle
II ( 76,9 %) the students score was improved continuous from the first meeting
until the test of cycle II. Thus STAD on students achievement in descriptive place
worked well.
Besides that the discussion in STAD gave them opportunity to all the
students . In each group to participate by giving their opinion in a case. More ever,
students could construct more powerful identification of place on their side
belonging. Briefly, this study of improving students writing achievement in
descriptive text by using STAD technique is improve.
B. Suggestion
In relation to the conclusion , it is suggested that : (1) applying STAD
technique in writing descriptive text is very helpful by STAD the students About
37
how give describe and make the describe (2) the students are suggested apply in
STAD in learning English especially in descriptive text so the students can write
better (3) the English teacher are advised to use this strategy especially in
descriptive text.
REFERENCES
Bachman, Lyle & Alderson. 1996. Assessing Writing. Cambridge: Cambridge
University Press.
Harmer, Jeremy.2004. How to teach writing. England
Ida Maharani. 2007. How to write Effectively. Yogyakarta
Imadudin. 2011.The effectiveness Of Student Team Achievement Divisions
(STAD). Technique in Direct and Direct Speech Of Statement I (2) 21
Masters, J. (1995) 'The History of Action Research' in I. Hughes (ed Action
Research Electronic Reader, The University of Sydney, Journal
Pardiyono. 2007. Pasti bisa! Teaching Genre- Based Writing. Yogyakarta.
Rusman. 2012. Model – model pembelajaran. Jakarta.
Suryanullah. 2012. Student Team Achievement Divicion ( STAD)Strategy in
Teaching EFL I (2). Jakarta
Wallace, M. J. 1998. Action Research for Language Teachers. Cambridge:.
Applying Solving STAD: Cooperative Learning Technique
http://www.web.net/~robrien/papers/arfinal.html (accessed on March 6th2013)
Webster. 1989. Dictionary of The English Language. Grey Loped Cambridge
New York, Journal
http://www.behs.cchs.usyd.edu.au/arow/Reader/rmasters.htm
http://pasca.undiksha.ac.id/e-journal/index.php/jpbi/article/view/497/289
http://www.ccsenet.org/journal/index.php/ies/article/view/25635/15842
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ER
ICExtSearch_SearchValue_0=ED154020&ERICExtSearch_SearchType_0=no&a
ccno =ED154020