The subjects of this research were 20 students (VIII A) of the eighth grade of SMP Purnama Trimurjo. Based on the research conducted, the writer found that Student Teams-Achievement Divisions can improve the writing skills of students in the eighth grade of SMP Purnama Trimurjo.
INTRODUCTION INTRODUCTION
Background of the Study
The students' low ability in writing English texts had a great impact on the students' writing skills. In conclusion, she found that the writing skill of students in class VIIIA is still low and needs to be improved.
The Problem Identification
Student Teams-Achievement Divisions is one of the cooperative learning methods that can improve student writing skills. Based on the above statements, the researcher conducted a study titled, “Using Cooperative Learning Methods Type of Student Teams – Performance Divisions to Improve Student Writing Skills at SMP Purnama Trimurjo”.
Problem Limitation
Problem Formulation
The Objective and Benefit of the Study
- Objectives of the Study
- Benefit of the Study
We hope that these research results can make a positive contribution to students in improving their English skills, especially in writing. We hope that the principal can use this technique to use in the classroom as a problem solver in the process of learning English.
The Concept of Writing Skill
- Types of Cooperative Learning
- The Advantages of Cooperative Learning
- The Characteristics of Student Teams-Achievement Divisions
- The Principle of Student Teams-Achievement Divisions
- The Role of The Teacher in Student Teams-Achievement Divisions Within the classroom our role may change from one activity to
- The Role of The Students in Student Teams-Achievement Divisions Roles are assigned to students in order to create positive
- The Components of Student Teams-Achievement Divisions
- The Advantages and Disadvantages of Student Teams-Achievement Divisions
- The Implementation of Student Teams-Achievement Divisions
- The Procedure of Student Teams-Achievement Divisions
19Masoumeh Shiri Aminloo, "The Effect of Collaborative Writing on EFL Learners' Writing Ability at Elementary Level", Journal of Language Teaching and Research, (Finland: . Academy Publisher), Vol. 23Masoumeh Shiri Aminloo, "The Effect of Collaborative Writing on EFL Learners' Writing Ability at Elementary Level", Page 801.
RESEARCH METHOD RESEARCH METHOD
- The Variable and The Definition of Operational Variable 1. The Variable of Research
- The Definition of Operational Variable
- Setting of Study
- Subject of Study
- Research Procedure
- Action Plan
- Data collection Method
- Test
- Observation
- Documentation
- Research Instrument
- Observation Guidance
- Documentation Guidance
- Data Analysis Method
- Indicator of Success
- Result of the Research
- The mission of the school
However, the researcher chose the eighth grade students of SMP Purnama Trimurjo because most of the students' writing ability was still low. In this step, the researcher observed the students' activity in the teaching learning process using the observation sheet in this step. Whereas, if the result of the second cycle is unsatisfactory, the researcher would continue.
In this research, the researcher observed the students' behavior and the students' activities in the learning process to know how the process of learning is held.
Principal
Administra tion
Vice Principal of Curriculum
Vice Principal of Student
Vice of Public Service
Vice of Public Relation
Head of Computer Lab
Head of Language Lab
Head of Science Lab
Planning
In this step, the researcher prepared the lesson plan, materials and media used in the teaching learning process. Furthermore, the researcher made an observation sheet consisting of a list of students' names and list of the students' activities that will be observed during the teaching learning process.
Acting
The material includes definition, general structure, language features, and example descriptive text. Before giving the material, the researcher asked some questions, for example "what do you know about the text?". Therefore, the researcher first explained what the text is in English before explaining the descriptive tools.
Then the teacher asked the students to make a list of questions to discuss the material. The leader of each group asked to face the teacher one by one and give the topic. After that, the student returned to each group to explain the topic given by the teacher in 5 minutes.
Subsequently, the students asked to create a text based on the topics that the teacher gave at least one paragraph. Then, at the end of this meeting, the researcher gave the post-test cycle 1 with the similar task on the pre-test before. The students had to create a descriptive text based on the topic, which was given in 40 minutes.
Observing
Reflecting
Based on the result above, it can be concluded that the learning process of cycle I was not yet successful because only one activity, that was the students' attention, which got the percentage of ≥ 70%. From the results of pre-test and post-test I it can be analyzed that there was an improvement from the students' result score. This could be seen from the average score in pre-test 50 and post-test I 64 Although there was an improvement of the students.
The students seemed very enthusiastic about using STAD and some of them very serious. This means that the time was up and the researcher ended the lesson and reminded the students to study about descriptive text again. The students' activity that had a high percentage was paying attention to teacher's explanation was 100%, the students asking/answering the question of the teacher was 85%, the students active in building teamwork was 95% and the last the students' writing comprehension skill by CITY was 75%.
Based on the above result, the researcher showed that the learning process in the II cycle was successful because the students' activity was at a percentage of 70%. Based on the above result, it can be concluded that STAD as a technique in the learning process could improve students' writing ability, because there was an improvement from the average in post-test I was 64 to become 73 in post-test II. Based on the students' results, the activities in cycle I and cycle II were improved.
INTERPRETATION 1. Cycle I
- Cycle II
- The Students’ Score of Pre-test, Post-test I, and Post-test II Table 24
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students‟ learning activities data was gotten from the whole
After analyzing the results of the students in the post-test of Cycle I, the researcher had to conduct the next cycle because only 7 students (35%) passed the test successfully and achieved a score of 70. In addition, the researcher analyzed the result of the post-test. test II and concluded that 17 students (85%) passed the test because they received a score of 70. In this posttest II, the lowest score was 62, the highest score was 80, and the average score was 73.
From the result of the students' score from post-test II, it can be concluded that there was an increase in scores. In the pre-test, post-test I and post-test II, the total students who got a score of 70 were 2, 7 and 17 students. Students' score in pre-test, post-test I and post-test II No name Pre-test score after test I.
Based on the results of pre-test, post-test I and post-test II, it was shown that there was an improvement in the students' score. This is supported by the increase in the score of the students from pre-test to post-test I and from post-test I to post-test II. The students' attention to the teacher's explanation increased from the first meeting to the next meeting.
DISCUSSION
The students who understood the teacher's material improved from the first meeting to the next meeting. It showed when the teacher gave the questions to the students; they were brave to answer, although not all questions could be answered correctly. Based on the above data, it can be concluded that the students felt comfortable and active in the learning process, as most of the students showed a good improvement in learning activities when teachers used STAD technique to train the writing skills of the students in cycle I and cycle II.
So the researcher must be more creative to make students more active in the learning process, especially in writing. That was the reason why the researcher chose STAD as a technique to improve students' writing skills because this technique seems to be a good way in the learning process. STAD included some steps that made the student more active in learning with other students, so that students' writing skills could be improved after practicing STAD technique continuously.
Furthermore, the researcher used a STAD that contains several steps to improve students' writing skills. In the last process of the lesson, the students asked to make a descriptive text based on the topic. After completing cycle I and cycle II, students' writing ability improves because the researcher used STAD as a technique.
Conclusion
In this chapter, the researcher wants to suggest a teacher in teaching writing and a technique that can be used in teaching writing.
Suggestion
It was clear enough to say that the STAD technique could be used to improve students' writing skills. Hali Yamina, "Enchancing Students' Writing Skill in EFL Classes Through the Cooperative Language Learning Technique", Desertion Submitted in Partial Fulfillment off the Requirements for the Degree MASTER in Sciences of Language, June 2013. Jean McNiff and Jack Whitehead, Action Research : Principle and Practice, London & New York: Routledge Falmer, 2002, 2nded.
Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language Teaching, New York: Cambridge, 2000. Muhammad Javed, "A Study of Students' Assessment in Writing Skills of the English Language", International Journal of Instruction, Vol. Paul Vogt, Educational Programs for Improving Intergroup Relations: Theory, Practice, and Research, New York: Teachers Collage Press, 2014.
Wendy Jolliffe, Collaborative Learning in the Classroom: Putting it into Practice, London: Paul Chapman Publishing, 2007. William Zinsser, on Writing Well: The Classic Guide To Writing Nonfiction, New York: Harper Collins, 2001. Al Hafizh, “Teaching Writing a Hortatory Expository Text Using the Round Table Technique for Secondary School Students,” JELT, Vol.
APPENDIXES
Standard Competence
Expressing meaning in simple functional text and short essays in descriptive and narrative form to interact with the environment B. Expressing meaning and steps of rhetoric in essays using a variety of written language that is accurate, fluent and acceptable to interact with the surrounding environment in descriptive and retelling text.
Indicators
The Purpose of Learning
The Material
- Definition of DescriptiveText
- Language Feature
Teaching Technique -
Teaching Learning Activities Pre-activity
Evaluation
- Definition of Descriptive Text
Students are able to use Simple Present Tense to describe the general objective in descriptive text.
Teaching Technique
The teacher asked the students to prepare writing materials such as books, pens and a dictionary. The teacher starts giving the students an instruction for the leader of each group. After that, the teacher starts giving the topics to the leader and the students are asked to make a paragraph based on the topics given by the teacher.
When all the leaders have finished, ask the students to make at least one paragraph individually based on the topics given. The teacher evaluates and explains more about descriptive text that relates to students' error in writing.
Media in Learning Activities
- ANANTA FAIZAL FADILLAH
- EKA NUR HASANAH
- IMAM FAUZI
- KUSRI WAHYATI
- OKTA KURNIASARI
- RICO DWI SAPUTRA
- SHALSA BELLA FADILA NINGRUM
- SILVIA HIKMA TUNISA
- TEGAR HENDARKO PUTRA
- VINA YUNITA HANDAYANI
26-22 Good Average to good; some knowledge of the topic, mostly relevant to the topic, but lacking in detail 21-17 Fairly poor to fair; limited. Choose one and write a descriptive text based on the topics below (at least one paragraph).
