IMPROVING STUDENTS
’
WRITING COMPETENCE
IN THE USE OF COHESIVE DEVICES
THROUGH STUDENT TEAMS ACHIEVEMENT DIVISIONS
(STAD)
(A Classroom Action Research on the Second Grade Students of SMA N Ajibarang in the Academic Year of 2012/2013)
A Thesis
Submitted to English Departement as a Partial Fulfilment
of the Requirement for S.Pd. Degree
Arranged by:
Millatin Azka 0901050091
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
DEDICATION
This thesis is heartily dedicated to:
-
Allah SWT who give me blessing and mercy.
-
The super heroes in my life, namely: my beloved MAM, my
beloved MAM, my beloved MAM and my beloved late DAD.
-
All my big family. You are my big spirit to face this world.
-
The inspiring man in my life (Ahmad Masrullah).
-
My super friends in my life (Eka, Ayu, Nur, Yanti, Diah,
Hilda, Yeni, Isna, Irfi, Iin, Eti, Feri).
-
My great friends in SMK 18 LPPM RI Sidareja who guide me
MOTTO
By the declining day, Lo! Man is a state of loss, Save those who
believe and do good works, and exhort one another to truth and exhort
one another to endurance. (Qs. Al-Ashr 103.1-103.3)
To be successful we must accept all chalenges that come our way. We
ACKNOWLEDGEMENT
The writer would like to express her sincere thanks to the Mighty
Allah SWT, The Most Gracious and The Most Merciful. All praises to be Allah SWT, the lord of the world who has given the writer guidance so that she can
accomplish her research.
In accomplishing this research, the writer feels indebted to many people for their support, guidance, assistance, and help. Therefore, the writer
would like to express her special gratitude to:
1. Dr. H. Samsuhadi Irsyad, M.H., as the Rector of Muhammadiyah University of Purwokerto;
2. Drs. Ahmad, M.Pd., the Dean of the Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto, who has given
permission for the writer to do this research;
3. Drs. H. Pudiyono, M.Hum., the Head of the English Department who gave the opportunity and argreement to carry out this research and also gave
guidance, suggestion and many new knowledge;
4. Dra. Titi Wahyukti, M.Pd., as the first supervisor who gave guidance,
encouragement, evidence, support, and helpful correction;
6. Drs. Arif Priadi, M.Pd., as the Head Master of SMA N Ajibarang who
gave his permission in accomplishing the research.
7. Ahmad Saebani, M.Pd., as the English Teacher of SMA N Ajibarang who
helped in conducting the research.
8. All of the students in XI IPS 4 of SMA N Ajibarang who participate in this
research.
Finally, the writer thanks to all people who has given their support and affection throughout her effort in completing this thesis. The writer hopes that this
work can give valuable contributions to all readers.
Purwokerto, June 2013
TABLE OF CONTENTS
COVER ...……...i
APPROVAL ...………….………...ii
DEDICATION ...……….…………...iii
MOTTO ...…...iv
ACKNOWLEDGEMENT ...………...v
TABLE OF CONTENT ...………..vi
E. Clasification of term………...4
F. Contribution of the study………...5
CHAPTER II THEORITICAL REVIEW A.Writing Skill………..………...7
1. The Definition of Writing………...………...7
2. The Activity in Writing...………...……...8
3. The Important of Writing...…………...……..9
4. Types of Genre...………...…...10
B.Cohesive Devices………...12
1. The Definition of Cohesive………...………..12
2. The Types of Cohesive Devices…………...………...13
C.Cooperative Learning...………...19
1. Student Team Achievement Divisions…..………..19
2. Teaching writing in the Use of Reference by Using STAD....22
D.Basic Assumption...24
CHAPTER III RESEARCH METHOD A.Method of Research ...…...………...27
B.Place and time of the research .………27 C.Subject of the Research ...……….28 D.Research Design...………...…………28 E. Method of Collecting Data...………..…………..31 F. Technique for analyzing data ………..………34 G.Inter-Rater Reliability...36
H.Indicator of Success...37
CHAPTER IV DATA ANALYSIS A.Result of the Research...………...………....38 1. The Implementaion of Cycle 1...………...………38 2. The Implementation of Cycle 2...……...………..47 B.Discussion………...…….56 1. Tests...………..……...56
2. Observation..………59
3. Result of Questioner...63
4. Result of Interview...64
C.Inter-Rater Reliability...66
CHAPTER V CONCLUSION AND SUGGESTION A.Conclusion………...……….67
B.Pedagogical Implications...………...……….68
C.Limitation of The Research...68
D.Future Direction...68 BIBLIOGRAPHY
LIST OF TABLES
Table 3.1 Schedule of the Research...26
Table 3.2 The Indicator of the Teacher‟s Activities in Doing STAD...28
Table 3.3 The Indicator of the Students‟ Activities in Doing STAD...29
Table 4.1 Observation Result of Students‟ Activities in Cycle 1 ...40
Table 4.2 Number of Students‟ Appropiatenes in Reference Use in Cycle One... 43
Table 4.3 Observation Result of Students‟ Activities in Cycle 2...52
Table 4.4 Number of Students‟ Appropiateness in Reference Use in Cycle two ...55
Table 4.5 Number of Students‟ Appropiateness in Reference Use in Each Cycle...57
Table 4.6 Students‟ Writing Competence in the Use of Reference before and after the Implementation of STAD technique...58
Table 4.7 Observation Result of Students‟ Activities...59
LIST OF FIGURES
Figure 3.1 Spiral Design by Kemmis and McTaggart...29
Figure 3.2 Schema of Analyzing Data...36
Figure 4.1 Observation Result of Students‟ Activities in Cycle 1...43
Figure 4.2 Observation Result of Students‟ Activities in Cycle 2...50
Figure 4.3 The Improvement of Students‟ Activities in Each Cycle ...60
LIST OF APPENDICES
Appendix A Lesson Plan
1. Lesson Plan of First Meeting in Cycle 1...71
2. Lesson Plan of Second Meeting in Cycle 1...85
3. Lesson Plan of First Meeting in Cycle 2...98
4. Lesson Plan of Second Meeting in Cycle 2...108
Appendix B Evaluation Sheet and the Result 1. Pre – Test Sheet...117
2. Post – Test 1 Sheet...119
3. Post – Test 2 Sheet...120
4. Example of Pre-Test Answer...122
5. Example of Post-Test 1 Answer...123
6. Example of Post-Test 2 Answer...124
7. Students‟ Score in Pre-Test...125
8. Students‟ Score in Post-Test 1...116
9. Students‟ Score in Post-Test 2...117
10.Students‟ Answer in Pre-Test...118
11.Students‟ Answer in Post-Test 1...119
12.Students‟ Answer in Post-Test 2...120
13.Students‟ Individual Quiz in Each Cycle...121
Appendix C Observation Sheet and the Result 1. Observation Sheet for Teacher‟s Activities...132
2. Observation Sheet for Students‟ Activities...133
3. The Result of Teacher‟s Activities...134
4. The Result of Students Activities...138
5. Field Note...142
Appendix D Questionaire Sheet and the Result 1. Questionnaire Sheet...147
2. Questionnaire Result...149
1. Teacher Interview Sheet...150
2. Students Interview Sheet...151
3. The Result of Teacher Interview ...152
4. The Result of Students Interview...156
Appendix F Documentation 1. Photo of Students‟ Activities ...163
ABSTRACT
IMPROVING STUDENTS’ WRITING COMPETENCE
IN THE USE OF COHESIVE DEVICES
THROUGH STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD)
By:
MILLATIN AZKA 0901050091
The aim of this Classroom Action Research is to improve students‟ writing
competence in the use of cohesive devices through student teams achievement divisions (STAD). The research was conducted at Ajibarang State Senior High School at accademic year 2012/2013. The subject of this this reseach was class XI IPS 4 which consisted of 29 students. The reseach was done in February to April 2013.
The researcher used Classroom Action Research (CAR) as the method of the research. The researcher worked collaboratively with English teacher in that
school. The CAR was done based on the Kemmis and McTaggart‟s design. The
researcher took two cycles with two actions in each cycle.
The data were collected through observation, writing test, questionnaire, interview, and documentation. There were two kinds of data: qualitative and
quantitative data. The qualitative data were analyzed based on the students‟ and
the teacher‟s interview result and field note, while the quantitaive data were
analyzed based on the students‟ writing test result, students‟ observation result,
and questionnare.
The data analysis showed that STAD technique improved the students‟
writing competence. The mean of students‟ writing competence was described as follows: Pre-test showed 44.83% of the students could use more than 80% of appropiate references in their text, in Cycle 1 was 72.41% of the students could use more than 80% of appropiate references in their text, and Cycle 2 showed 100% of the students could use more than 80% of appropiate references in their text. Therefore, the improvement of the students who got score from pre-test until post-test 2 was 55.17%. It was also supported by the observation and questionnere
result. The data of observation showed that the average of the studens‟
improvement in writing activites in Cycle 1 was 40.80% and in Cycle 2 was 84.48%. The improvement from Cycle 1 to Cycle 2 was 33.68%. In addition, most of the students gave positive responses to the implementation of STAD technique.
The average of presentage of all questions who answer “yes” was 84.14%. Based
