ACKNOWLEDGMENT
First of all, the writer would like to express thanks to Allah SWT for His blessing, health, protection, knowledge and opportunity that at last writer is able to complete this thesis entitled “The Effect of Students Team Achievement Division Method on the Students Achievement in Writing Narrative Text” as one of requirements for the degree of Sarjana Pendidikan (S1) at English Department, Faculty of Languages and Arts, State University of Medan.
This thesis could have not been accomplished without the guidence, helping, suggestion, advice, motivation and encouragement from poeple, for which the writer would like to express her extremely grateful which directed to :
Prof. Dr. Syawal Gultom, M.Pd.,the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum.,the Dean of Faculty of Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd.,the Head of English Department and also her Thesis Advisor.
Nora Ronita Dewi, S.Pd.,S.S., M.Hum the head of English Education Study Program.
Dra. Sortha Silitonga, M.Pd., her Thesis Advisor.
Dra. Masitowarni Siregar, M.Ed., her Academic Advisor and her Examiner.
Dra Meisuri,M.A., Dr. Rahmad Husein, M.Ed., her Examiner. All Lecturers who have taught her in this English Department, for
giving knowedge, advices and amazing study experiences.
Eis Sri Wahyuningsih, M.Pd., the Administration Staf of English Department, for her attention, assistance and information in completing this thesis.
Joko Waskitono, S.Pd., the Head Master of SMA SATRIA Binjai. Ahmad Nazri, S.Pd.,the English Teacher inSMA SATRIA Binjai. Her beloved parents (Alm)Erizal St Bagindo and Wisnita,
Gusmardi and Al Firdaus her beloved brother and Rika Purnama Sari her beloved sister, Asni her beloved grandmother and all member of Amiruddin Big Families for their eternal material and moral support, care, prayers, guidence, advices, and love during the writers’ life.
Fani Fadillah, Ricka Setiawati, and Risa Afianti her beloved friend and all member of regular A and B 2011 As her best friends and classmates, for all best memories, laughter, smiles, fight, debates, teamwork, and moments they give and share with the writer during the four years academic study in Unimed.
Lestari Salvina, S.Pd and Widya Haryanti, S.Pdher beloved friend and best friends ever and forever.
Dhina Etman Siswanto, S.Pd., Lailan Nahriyah and Liska Septiana Ambarita her best partner when PPL Program.
Metri Wilma her lovely sister that always give big support, care and prayer until now.
Nurjannah, S.Pd., Jubaidah Hasibuan, S.Pd., Dwi Wulandari, Selly and Rani Saputri her housemate partner, for the best experiences, laughter, and time during the fighting time for thesis. All of students in SMA SATRIA Binjai, who had helped the writer
ABSTRACT
Agustina, Rifa Sri. 2112121028. The Effect of Students Team Achievement Division Method on the Students Achievement in Writing Narrative Text. A thesis, English Department, Faculty of Languages and Arts, State Univerity of Medan 2015.
This study was to find out whether students’ achievement through using Students Team Achievement Division Method is higher than through lecturing method in writing narrative text. The research was conducted by experimental research used two groups. They are experimental used STAD Method and control group used lecturing method. The subject of this were the students of SMA SATRIA Nusantara Binjai, class XI IPA 1 and XI IPA 2, both of class consisted of 30 students for each class. To collect the data was taken from writing test. After analyzing the data, it was found the value of t-obs was 4.16 with degree of freedom (df) = 58 at the level of significance p(0.05) = 2.000. It means that t-obs is higher than t-table. It was found that teaching narrative text by use STAD Method is higher than lecturing method. STAD Method has significant effect on students’ achievement in writing narrative text.
TABLE OF CONTENT
CHAPTER II REVIEW OF RELATED LITERATURE ... 6
A. Theoritical Framework ... 8
1. Writing and Writing Process ... 7
a. Writing ... 7
b. Writing as Process and Product... 8
c. Narrative Text ... 9
2. Students’ Achievement in Writing ... 14
3. Teaching Mehods ... 15
5. Student Teams Achievement Division (STAD) Method ... 21
a. Class presentation... 23
b. The teams ... 24
c. Quizzes ... 24
d. Individual improvement score... 25
e. Team recognition ... 25
1) Advantages and disadvantages of STAD method ... 25
B. Previous Study ... 26
C. Conceptual Framework ... 29
D. Hypothesis ... 31
A. Research Design ... 32
B. Population and Sample ... 33
C. The Prosedure of Collecting Data ... 33
D. Technique of Collecting Data ... 33
E. Validity and Reliability of The Test... 34
a. Validity ... 34
b. Reliability ... 35
F. Technique for Analyzing Data ... 36
CHAPTER IVDATA ANALYSIS AND DISCUSSION... 37
A. Data ... 37
B. The Data Analysis ... 38
C. Testing Hypothesis ... 40
D. Research Finding ... 41
E. Discussion ... 42
CHAPTER V CONCLUSION AND SUGGESSION ... 44
A. Conclusion ... 44
B. Sugession ... 42
REFERENCES ... 46
List of tables
page
Table 1.1.Persentage Of The 11thGrade Students’ Score In Writing ... 2
Table 3.1. Research Design ... 31
Table 3.2. Example of Narrative Text ... 32
i
LIST OF APPENDIXES
APPENDIX A : lesson plan
APPENDIX B : result of pre-test and post-test experimental and control group APPENDIX C : the calculation of t-test experimental and control group
CHAPTER I
INTRODUCTION
1.
The Background of the StudyWriting is a complex skill that engages the writer in physical as well as mental effort” (Constantine, 2007, p. 7). This is one reason why writing is seen as
the most difficult skill to be learned among the four skills in English: listening, speaking, reading, and writing. The difficulties in writing have been one of the reasons why students see writing as a difficult skill to be learnt. Teachers need to find a suitable method in teaching writing in order to make the students improve their writing skill. One method that can be applied in teaching writing is Student Teams Achievement Divisions or STAD.
Many researchers have conducted some studies related to this technique. Although a lot of research has been conducted and shows the effectiveness of STAD, research on the implementation of STAD in writing class is rare especially in the research site. In order to fill the gap in the study about STAD, this study aims to find the effectiveness of STAD technique in teaching writing narrative text.
There are some theories that should be reviewed to support this study. The first
is about the nature of writing. Writing is ot o ly ho people produ es so e ords
(Alwasilah, cited in Alwasilah, 2007, p. 42), but it also requires a long and complex
second language is a complex process involving the ability to construct a text in order to
express one’s idea effe ti ely i riti g. Moreover, Byrne (1993, p. 4) says, usually,
riters fa e psy hologi al pro le s, li guisti pro le s a d og iti e pro le s i
writing which is why writing is tend to be seen as a difficult skill to be learned.
The second is about the STAD technique. Student Teams Achievement Divisions
(STAD) is a cooperative learning method developed by Slavin and his colleagues which
has been influential in bringing positive effects in multiple grades and subjects (Alijanian,
2012, p. 1). STAD is the easiest technique (Palmer, 1998, p. 1) to be applied in the
classroom among the other cooperative learning techniques. In STAD approach,
students are divided into some small group consisting four or five members who have
heterogeneous grouping of high, average, and low achievers of diverse ethnic
backgrounds and different genders (Palmer, 1998, p. 1). Alwasilah (2002, cited in
Alwasilah, 2007, p. 44) states, that dividing a big class into some small groups can help
the students to develop their own potential in writing a text.
Slavin (1995, cited in Norman, 2005, p. 6) outlines four key components in the implementation of STAD in the classroom. They are class presentations, teams, quizzes, and team recognition. Slavin (2005, p. 143), then, adds another key component of STAD that is “individual progression score”.
do the observation, researcher know that the English teacher in SMA Satria Binjai using conventional method when teaching and learning process. In here the teacher explain about material infront of class, then the teacher ask student about material already explained and the last teacher ask students to do the assessment in textbook. From the assessment teacher get the score for each students. Based on the researcher observation the score that students got is low, from the score that teacher collect from students assessment, fifty percent of students got score under 75.
It is shown in the table above to know the accumulated score of the students in eleventh grade in writing narrative text.
Table 1.1 the persentage of the eleventh grade students’ score in writing
1th semester <75 75 ˃75
XI-IPA 1 15 students (50%) 2 students (6,7%) 13students (43,3%)
XI-IPA 2 18 students (60%) 3 students (10%) 1. students (30%)
According to the researcher’s observation in SMA Satria Binjai, arround
Writing is one of skill that must understanding well by students. It is
regarded as the most difficult skill because there are so many things to be considered. It is also regarded as a difficult skill because one must have some ideas of what to write. It is actually demanded that if one wants to write well, one must do a lot of reading. This evidence is supported by Setiawan’s (2002:3) view
that writing is one of the most students will be able to write well. In relation to that, teachers should be aware that they should try to give the suitable materials to be taught and find ways or strategies to teach well. There are so many strategies that can be applied if the teachers is serious in carrying out his or her responsibilities, for example, to teach the students to be more qualified for future generations. In the Senior High School, it is expected that students should b able to make a good sentences and logical order of word into good paragraph. A good paragraph it self among others must have complete ideas and right punctuations. The function of writing is means of conveying ideas, feelings and intention to others poeple, so it is very important skill in daily life activities. Writing is taught as one of the compulsory skills in the Senior High School curriculum and the Educational Unit Level Curriculum (KTSP).
To help students build the positive attitude toward writing, STAD method
can be applied as a valuable tool in devoloping students ability. It is one of the simplest of all cooperative learning methods. It is a cooperative learning method for mixed ability grouping involving team recognition and group responsibility for individual learning. STAD method consist of five major, they are : class presentation, teams, quizzes, individual score and team recognition.
Thus, the writer is very interested in discovering wheather STAD method
can produce a better achievement in writing narrative text.
2.
The Problem of the StudyThe problem of the study was formulated as “Is there any significant effect of Students Team Achievement Division Method on students’ achievement in
writing narrative text?”
3. The Objective of The Study
Based on the problem of the study, the objective was to investigate the effectof applaying Student Teams Achievement Division method on the students’ achievement in writing narrative text.
4. The Scope of the Study
To help overcome the students’ problem in writing, there are many
writing ability. The researcher using the STAD method. STAD method seems tobe an appropriate one to achieve a better feedback in the process of writing. There are many methods, but this study focuses on the application of STAD method to discover students’ achievement in writing narrative text. Writing seems
to be a very difficult skill to some students because in the process of writing; for example, a paragraph, there are so many things to review. The choice of grammar and vocabulary are very important in order to explore one’s idea. Before writing a
paragraph, one must understand the grammar, vocabulary, punctuation, and especially the capital letters.
5. The Significant of the Study
Finding of the study was offered theoritical and practical significance.
Theoritically, the finding was added up more horison of second language aquisition. In addition, the findings can be references for further studies.
CHAPTER V
CONCLUSION AND SUGGESSION
1. Conclusion
Based on the result of the data analysis and discussion, the researcher concludes that using Students Team Achievement Division(STAD) Method significantly affects the students’ achievement in writing narrative text, since
students’ achievement in writing narrative text who taught by using Students
Team Achievement Division(STAD) Method is higher than taught by using lecturing method. Therefore, the formulated hypothesis as “the students achievement taught by using students team achievement division(STAD) method is higher than those taught by using lecturing method” is accepted. This supported
by the data analysis result in which the tobserved (4.16) is higher than the ttable (2.00) at the significant level of (0.05).
2. Sugession
Based on the conclusion, the researcher gives some suggestion for those who are interesting in teaching writing with applying STAD such as :
2. For the English teacher who wants to teach writing narrative text effectively, because this model helps the students to develop their imagination and ideas to making sentence or paragraph and build the students motivation to study English.
