an undergraduate thesis the use of cooperative …
TRANSCRIPT
AN UNDERGRADUATE THESIS
THE USE OF COOPERATIVE LEARNING METHOD TYPE STUDENT
TEAMS-ACHIEVEMENT DIVISIONS
TO IMPROVE STUDENTS’ WRITING SKILL
AT SMP PURNAMA TRIMURJO
CENTRAL LAMPUNG
By:
IMAS SUKMA NEGARA
Student Number 13107417
Tarbiyah and Teaching Training Faculty
English Education Department
//
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1439 H/2018 M
AN UNDERGRADUATE THESIS
THE USE OF COOPERATIVE LEARNING METHOD TYPE
STUDENT TEAMS-ACHIEVEMENT DIVISIONS
TO IMPROVE STUDENTS WRITING SKILL
AT SMP PURNAMA TRIMURJO
CENTRAL LAMPUNG
Present as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan (S.Pd)
in English Education Department
By:
IMAS SUKMA NEGARA
Student Number: 13107417
Tarbiyah and Teacher Training
English Education Department
Sponsor : Drs. Kuryani Utih, M. Pd
Co-Sponsor: Ahmad Subhan Roza, M.Pd
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1439 H/2018 M
PENGGUNAAN METODE PEMBELAJARAN KOOPERATIF TIPE
DIVISI PENCAPAIAN REGU SISWA UNTUK MENINGKATKAN
KEMAMPUAN MENULIS
SISWADI SMP PURNAMA TRIMURJO
LAMPUNG TENGAH
ABSTRAK
Oleh:
IMAS SUKMA NEGARA
Tujuan penelitian tindakan kelas ini adalah untuk menemukan apakah
metode pengajaran STAD dapat meningkatkan kemampuan menulis siswa kelas
VIII/A di SMP Purnama Trimurjo. Dalam penelitian tindakan kelas ini, penulis
memberikan prê-test untuk mengetahui kemampuan siswa dalam menulis
deskriptif teks dan post-test untuk mengetahui kemampuan menulis siswa dalam
menulis deskriptif teks setelah diberikan treatment (implementasi sebuah metode)
yaitu berupa metode pengajaran STAD.
Penelitian ini adalah penelitian tindakan kelas, dimana seorang peneliti yang
ingin melakukan penelitian ini harus secara langsung mengamati proses
pembelajaran secara langsung, dan kemudian setelah peneliti menyelesaikan
siklus terakhir maka peneliti dapat membuat kesimpulan bahwa penelitiannya
telah selesai. Penelitian tindakan kelas ini telah dilaksanakan di SMP Purnama
Trimurjo melalui dua siklus. Dalam penelitian ini setiap siklusnya terdiri dari
perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ini adalah 20
siswa (VIII/A) SMP Purnama Trimurjo Lampung Tengah.
Dalam pengumpulan data penelitian, peneliti menggunakan, tes (pre-test,
post test I and post test II), observasi, dokumentasi. Berdasarkan penelitian yang
sudah selesai dilaksanakan, peneliti dapat menemukan bahwa metode pengajaran
STAD dapat meningkatkan kemampuan menulis siswa kelas VIII/A SMP
Purnama Trimurjo. Berdasarkan fakta di lapangan, dapat dilihat dari nilai rata-rata
siswa pada pre-test 50, pada post-test I 64 dan menjadi 73 pada post-test II. Hal
ini menunjukan bahwa terdapat peningkatan yang signifikan dengan
menggunakan metode pengajaran STAD terhadap kemampuan menulis siswa di
kelas delapan SMP Purnama Trimurjo Lampung Tengah.
Kata kunci : Menulis, Pembelajaran Kooperatif, Divisi Pencapaian Regu
Siswa
THE USE OF COOPERATIVE LEARNING METHOD TYPE
STUDENT TEAMS-ACHIEVEMENT DIVISIONS
TO IMPROVE STUDENTS WRITING SKILL
AT SMP PURNAMA TRIMURJO
CENTRAL LAMPUNG
ABSTRACT
By:
IMAS SUKMA NEGARA
The main goal of this classroom action research was to find out whether the
use of STAD could improve the students‟ writing skill of the eight grade in SMP
Purnama Trimurjo. In this classroom action research, the writer gave the pre-test
to know the students‟ skill in writing on the descriptive text and post-test to know
the students‟ writing skill in descriptive text after giving the treatment that was
Student Teams-Achievement Divisions (STAD).
This research is classroom action research, it was a research where the
writer who want using this research must be involved the processing of learning
directly, and then after the writer conducted the last cycle the writer made the
conclusion that the research has been done. The classroom action research
conducted in SMP Purnama Trimurjo by the two cycles. In this research,each
cycle consist of planning, acting, observing, and reflecting. The subjects of this
research were 20 students (VIII A) of the eight gradein SMP Purnama Trimurjo.
In collecting of data research the writer used the test (pre-test, post test I and
post test II), observation, documentation. Based on the research was conducted,
the writer found that Student Teams-Achievement Divisions could improve the
students‟ writing skill at the eight grade of SMP Purnama Trimurjo. Based on the
fact in the field, it can be showed from their average score in pre-test were 50,in
post test I 64 became 73 in post test II. It means that there was significant
improvement of using Student Teams-Achievement Divisionson the students‟
writing skill of eight grade of SMP Purnama Trimurjo Central Lampung.
Keyword : Writing Skill, Cooperative Learning, STAD
STATEMENT OF RESEARCH ORIGINALITY
The undersigned:
Name : IMAS SUKMA NEGARA
Student Number : 13107417
Department : English Education
Faculty : Tarbiyah and Teacher Training
States that this undergraduate thesis is original except certain parts of it quoted
from the bibliography mentioned.
Metro, January 2018
IMAS SUKMA NEGARA
St. Number. 13107417
ORISINALITAS PENELITIAN
Yang bertanda tangan di bawah ini:
Nama : Imas Sukma Negara
NPM : 13107417
Jurusan : TBI
Fakultas : Tarbiyah
Menyatakan bahwa skripsi ini secara keseluruhan adalah asli ahli penelitian saya,
kecuali bagian-bagian tertentu yang dirujuk dari sumbernya dan disebutkan dalam
daftar pustaka.
Metro, Januari 2018
Yang menyatakan,
IMAS SUKMA NEGARA
NPM. 13107417
MOTTO
“Bacalah dengan (menyebut) nama Tuhanmu yang Menciptakan, Dia telah
menciptakan manusia dari segumpal darah.Bacalah, dan Tuhanmulah yang Maha
pemurah,yang mengajar (manusia) dengan perantaran kalam”
DEDICATION PAGE
All praise to Allah SWT, This undergraduate thesis is dedicated to:
1. Allah SWT, the Most Gracious, the Most Merciful, who has taught us with
pen and has taught human beings of what they do not know.
2. My beloved family, My Father Mr. Riyanto (Passed a way), My Mother
Mrs. Supinah, Brother, Aji Nugoro, and My Sisters, Winda Ristin and Fitri
Nastain who always support me in their perfect love. Thanks for everything,
because you bring to me is nothing compare.
3. My guide lecturers Drs. Kuryani Utih, M.Pd, Ahmad Subhan Roza, M.Pd.
4. The staffs of Department and teacher training faculty and lecturers of
English Department who have given the assistances to accomplish this
research.
5. My beloved friends Arga, Sena, Rudi, Boby, Syakib, Isdi, Zuber, Arif,
Fu‟ad, Asnan, Toni, Beny, Sutriono, Rahmad, Panca, Ipeh, Rudi, Zahra,
Desy, Sefvirda, Ivo, Alfi, Hayani who give me a lot of motivation and push
me up until I was finish this research.
6. All the beloved friends at B class, Team of KKN, and Team of PPL, I will
be proud to remember our togetherness.
7. My lovely college; State Institute for Islamic Studies IAIN Metro.
ACKNOWLEDGEMENT
Praise thanks to Allah who has been giving His blessing and mercy to the
writer to complete a research entitled “The Use of Cooperative Learning Method
Type Student Teams-Achievement Divisions to Improve Students‟ Writing Skill
at SMP Purnama Trimurjo Central Lampung”. Shalawat and Salam are being
upon our prophet Muhammad SAW, the great leader of moral awakening in the
world.
First of all, the writer would like to express this thank fullness to the Sponsor,
Drs. Kuryani Utih, M.Pd and Co-Sponsor, Ahmad Subhan Roza, M.Pd. May
Allah SWT give them His better reward for their spending time to support and
guide during research writing process. The writer also gives his thanks to all of
my family and friends who have given support and spirit, so the writer could
finish this research.
The writer do apologizes for all mistakes thathe has made in writing and
presentation items. All comment and criticizes are really welcomed to lighten up
the quality of this research.
Hopefully, this undergraaduate thesis can be a meaningful benefit for the
researcher especially for our campus and all readers generally.
Metro, January 2018
The Writer,
Imas Sukma Negara
ST.ID.13107417
TABLE OF CONTENTS
COVER ................................................................................................................ i
TITLE .................................................................................................................. ii
APPROVAL PAGE ........................................................................................... iii
NOTA DINAS ..................................................................................................... iv
RATIFICATION PAGE .................................................................................... v
ABSTRACT ......................................................................................................... vi
ABSTRAK .......................................................................................................... vii
STATEMENT OF RESEARCH ORIGINALITY ........................................... viii
ORISINILITAS PENELITIAN ........................................................................ ix
MOTTO .............................................................................................................. x
DEDICATION PAGE ........................................................................................ xi
ACKNOWLEDGEMENT ................................................................................. xii
TABLE OF CONTENTS .................................................................................... xiii
LIST OF TABLES ............................................................................................. xv
LIST OF FIGURES ........................................................................................... xvi
TABLE OF APPENDICES ............................................................................... xvii
CHAPTER I INTRODUCTION
A. The Background of the Study ......................................................... 1
B. The Problem Identification ............................................................. 4
C. The Problem Limitation .................................................................. 5
D. The Problem Formulation ............................................................... 5
E. The Objectiveand Benefit of the Study ........................................... 5
CHAPTER II THEORITICAL REVIEW
A. The Concept of WritingSkill ............................................................ 7
1. The Concept of Writing ........................................................... 7
a. The Definition of Writing .................................................... 8
b. The Proccess of Writing ...................................................... 8
c. The Component of Writing ................................................. 9
2. The Concept of Writing Skill.................................................... 13
a. The Definition of Writing Skill ........................................... 13
b. The Measurement of Writing Skill ..................................... 15
B. The Concept of Cooperative Learning ............................................. 19
1. The Definition of Cooperative Learning .................................. 19
2. Types of Cooperative Learning ............................................... 20
a. Student Teams-Achievement Divisions (STAD) ............. 21
b. Jigsaw ............................................................................... 21
c. Teams Games-Tournament (TGT) ................................... 22
3. The Advantages of Cooperative Learning ............................... 23
C. The Concept of Student Teams-Achievement Divisions ................. 24
1. The Definition of STAD ........................................................... 24
2. The Characteristics of STAD ................................................... 25
3. The Principle of STAD ............................................................ 26
4. The Role of The Teacher in STAD .......................................... 26
5. The Role of The students in STAD ......................................... 27
6. The Components of STAD ...................................................... 29
7. The Advantages and Disadvantages of STAD ......................... 31
8. The Implementation of STAD .................................................. 32
9. The Procedure of STAD ........................................................... 33
D. Action Hypothesis ........................................................................... 34
CHAPTER III RESEARCH METHODOLOGY
A. The Variable and The Definition of Operational Variable ............. 35
1. The Variable of Research ........................................................... 35
2. The Definition of Operational Variable ..................................... 36
B. Setting of Study ............................................................................... 37
C. Subject of Study ............................................................................... 38
D. Research Procedure ......................................................................... 39
E. Data Collection Method ................................................................... 42
F. Research Instrument ....................................................................... 43
G. Data Analysis Method .................................................................... 46
H. Indicator of Success ........................................................................ 47
CHAPTER IV RESULT OF THE RESEARCH AND INTERPRETATION
A Result of the Research .................................................................... 48
1. Description of the Research Location ........................................ 48
2. Description of the Research ....................................................... 55
a. Cycle I ................................................................................... 55
b. Cycle II .................................................................................. 64
B Interpretation ................................................................................... 71
1. Cycle I ........................................................................................ 71
2. Cycle II ....................................................................................... 72
3. The Students‟ Score of Pre-test, Post-test I, Post-test II ............ 72
4. The Result of Students‟ Learning Activity
in Cycle I and Cycle II ............................................................... 75
C Discussion ....................................................................................... 76
CHAPTER V CONCLUSION AND SUGGESTIONS
A Conclusion ...................................................................................... 78
B Suggestions ..................................................................................... 79
BIBLIOGRAPHY
APPENDIXES
CURICULUM VITAE
LIST OF TABLES
Table 1 Data Pre-Survey ....................................................................................... 3
Table 2 The Writing Process ................................................................................ 12
Table 3 The Measurement of Writing .................................................................. 16
Table 4 The Subject of the Research .................................................................... 35
Table 5 Observation Sheet ................................................................................... 45
Table 6 The List of Teachers of SMP Purnama Trimurjo ...................................
........................................................................................................................... 50
Table 7 The Condition of the Teacher of SMP Purnama Trimurjo .....................
........................................................................................................................... 51
Table 8 The Condition of the Official Staff of SMP Purnama Trimurjo .............. 51
Table 9 The Students‟ Quantity of SMP Purnama Trimurjo ............................... 52
Table 10 Building Condition of SMP Purnama Trimurjo .................................... 52
Table 11 The Studnts‟ Score of Pre-test .............................................................. 55
Table 12 Frequency of Students‟ Mark of Pre-test of Writing Skill .................... 56
Table 13 The Meeting Schedule of Action in Cycle I ......................................... 57
Table 14 The Students‟ Score of Post-test Cycle I .............................................. 59
Table 15 Frequency of Students‟ Mark of Post-test I of Writing Skill ................ 60
Table 16 The Table of Students‟ Activities in Cycle I ......................................... 61
Table 17 Students‟ Score at Pre-test and Post-test I ............................................ 63
Table 18 The Meeting Schedule of Action in Cycle II ........................................ 64
Table 19 The Students‟ Score at Post-test II ........................................................ 66
Table 20 Frequency of Students‟ Mark of Post-test II of Writing Skill ............... 67
Table 21 The Table of Students‟ Activities in Cycle II ....................................... 68
Table 22 Students‟ Score at Post-test I and Post-test II ....................................... 69
Table 23 The Table of Students‟ Activities in Cycle I and Cycle II .................... 70
Table 24 Students‟ Score of Pre-test, Post-test I, and Post-test II ........................ 72
Table 25 The Improvement of Students‟ Activities in Cycle I and Cycle II ....... 75
LIST OF FIGURES
Figure 1 Classroom Action Research .................................................................... 36
Figure 2 The Organization Structure of SMP Purnama Trimurjo ........................ 53
Figure 3 The Location Sketch of SMP Purnama Trimurjo .................................. 54
Figure 4 Graph of Students‟ Pre-test of SMP Purnama Trimurjo ........................ 56
Figure 5 Graph of Students‟ Post-test I of SMP Purnama Trimurjo .................... 60
Figure 6 Graph of Students‟ Post-test II of SMP Purnama Trimurjo .................. 67
Figure 7 Graph of the Result of Pre-test, Post-test and Post-test II ..................... 73
Figure 8 graph of Precentage of Students‟ Pre-test, Post-test I
and Post-test II ....................................................................................... 74
Figure 9 Graph of Students‟ Result of Learning Activities
in Cycle I and Cycle II ........................................................................... 75
LIST OF APPENDIXES
1. Syllabus ..................................................................................................... 82
2. Lesson Plan ............................................................................................... 85
3. The Measurement of Writing .................................................................... 97
4. Attendance List ......................................................................................... 98
5. Instrument and Answer Sheet ................................................................. 106
6. Students‟ Activities Obsevation Sheet .................................................... 112
7. Teacher Performance Observation Sheet ................................................ 116
8. Documentation picture ............................................................................ 120
9. Research Latter of IAIN Metro ............................................................... 125
10. Research Latter of SMP Purnama Trimurjo ........................................... 127
11. Curriculum Vitae .................................................................................... 129
CHAPTER I
INTRODUCTION
A. Background of the Study
English is an international language that is used and learned by many
people in the world. Almost every non-European country uses English as
foreign language, including Indonesia. English puts a country in dealing with
the other countries.
Therefore, the use of English is very important within Indonesian
context. It has been the first foreign language which is learned and taught at
school from kindergarten to university. English has been a part of the
education curriculum system in Indonesia. Consequently, every formal level
education in Indonesia provides English teaching.
In fact, everybody knows English is as our international language. It has
become an international language that is almost used by all countries as the
first, the second or the foreign language.
Nevertheless, English is also as the first foreign language. It means that
English is a compulsory learning subject where must be taught for the
students in the school from the elementary school until university. Mastering
English as a foreign language of course is not as simple as learning English as
a national language.
On the other hand, there are some skills that have to be mastered by the
students. These are speaking, listening, reading, and writing. All of skills that
have to be mastered in English are important thing because all of the subjects
of English covered there. Speaking is how to speak, listening is how to listen
and make a conclusion about what to be heard, reading is how to read and
make a conclusion from the scientific works, and writing is how to write well.
Furthermore, writing is one of the most important skills in studying
English because not only writing an academic skill, but it is also an important
skill that translates into any career fields. Carol Gelderman stated writing is
the most exact form of thinking.1 In the field of second language teaching,
only a half-century ago experts were saying that writing was primary a
convention for recording speech and for reinforcing grammatical and lexical
features of language.2
So, the researcher concluded that writing is one of the most important
aspects in language learning. By writing, the learners shared information and
ideas with others through written text. Writing helped us to think critically
and to clarify their thoughts smoothly.
In fact, this object is very hard to achieve. Most of the students‟ skill
were far a way from their learning target, because the students knew or had
the ideas what they were going to write but they did not know how to put
them into words. The students‟ had difficulties in developing the topic. There
were many mistakes in grammar and vocabularies. It is said that they were
lack of grammar and vocabularies mastery.
1Mark Tredinnick, The Little Red Writing Book, (Australia: unsw press, 2006), Page 15.
2H. Douglas Brown, Language Assessment: Principles and Classroom Practice, (London:
Longman, 2003), Page 218.
Based on the observation done by the researcher at SMP Purnama
Trimurjo, on July 24th
, 2017, most of the students in the eight graders got
difficult in understand the text in English well. The low of students‟ skill in
writing English text was very influence toward the students writing skill.
There was a table below about the pre-survey data at the eight grade
students of SMP Purnama Trimurjo in writing skill as follows:
Table 1
The Pre-survey Result of Writing Skill at the Eight Grade Students of
SMP Purnama Trimurjo
No. Score Category Frequency Percentage
1. < 70 Incomplete 16 80%
2. ≥ 70 Complete 4 20%
Total 20 100%
Source: The English Teacher‟s at the Eight Grade Students of SMP Purnama
Trimurjo
Based on the pre-survey data above, it could be analyzed that the
minimum mastery criteria for the English subject was 70. Then, from 20
students in the VIIIA class of SMP Purnama Trimurjo, there were 16 students
or 80% of the students who got the score under 70 and there were only 4
students or 20% of the students who passed the score of 70. In short, it
concluded that the writing skill of the students in VIIIA class was still low and
it required to be improved. So, the students required the alternative technique
to improve their writing skill.
One of the alternative technique is by using Student Teams-Achievement
Divisions. Because writing seemed to be crucial skill that must be mastered
by the students‟, consequently it must be required more attention in teaching
activity.
Student Teams-Achievement Divisions is one of some Cooperative
Learning method that can improve students‟ writing skill. Cooperative
Learning essentially involves student learning from each other in groups.
On the other word, This technique gave the students‟ an opportunity to
share what they had to other students‟ so that they could improved their
writing skill. By combining some thingking of some students‟.
Based on the statements above, the researcher took a study under the
title: “The Use of Cooperative Learning Method Type Student Teams-
Achievement Divisions to Improve Students‟ Writing Skill at SMP Purnama
Trimurjo”.
B. The Problem Identification
In the case of the background of the study, the researcher identified the
problem as follow:
1. The students are low motivation in writing.
2. The students are not interested in the writing.
3. The students have low vocabulary.
4. The students have low skill in writing.
5. The techniques used in the learning process are not suitable enough.
C. Problem Limitation
In this case the problems mentioned above, the researcher limited the
problem that the most of the students writing skill was still low to write the
text. So, the researcher limited his reaearch on teaching writing by using
Student Teams-Achievement Divisions technique at the eight grade student of
SMP Purnama Trimurjo.
D. Problem Formulation
Concerning the background of the study and problem identifications
above, the researcher formulated the problem in this research as follows:
1. Can the use of Student Teams-Achievement Divisions technique
improve students‟ writing skill at the eight grade students‟ of SMP
Purnama Trimurjo?
2. Can the use of Student Teams-Achievement Divisions technique
improve the students‟ learning activities at the eight grade
students‟of SMP Purnama Trimurjo?
E. The Objective and Benefit of the Study
Dealing with the problems statement, the objectives and benefits of
classroom action research are as follow:
1. Objectives of the Study
a. Improved the students writing skill by using Student Teams-
Achievemnt Divisions Technique at SMP Purnama Trimurjo.
b. Improved the students learning activity by using Student Teams-
Achievemnt Divisions Technique at SMP Purnama Trimurjo.
2. Benefit of the Study
The benefit of the study as follow:
a. For the students as a develpment of writing skill
Hopefully, this results of the research is hoped can give positive
contribution for the students to increase students English skill,
especially in writing skill.
b. For the teacher as an alternative technique
This study is expected to help the teacher applies Student Teams-
Achievement Divisions Technique in process of teaching and
learning.
c. For the headmaster as a problem solving
It is hoped that the headmaster can use this technique to be applied in
the classroom as a problem solving in learning process of English.
CHAPTER II
THEORETICAL REVIEW
A. The Concept of Writing Skill
This subtitle entails the basic definition of writing and writing skill
proposed by the experts on the field.
1. The Concept of Writing
a. The Definition of Writing
Writing is the production of the written word that results in a
text but the text must be read and comprehended in order for
communication to take place.3 William Zinsser argued that writing is
an act of ego and you might as well admit it.4 Writing is also as an
intimate transaction between two people, conducted on paper.5
Writing is one of non verbal communications that requires the
linguistic skill. It is used by the people to share their thoughts,
feelings, and ideas, ego with others.
On the other hand, writing is stated as act of making meaning,
making thought and not the other way around.6 The act of writing,
according to Emig allows us to manipulate thought in unique ways
because writing makes our thoughts visible and concrete and allows
3Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language
Teaching, (New York: Cambridge, 2000), Page 142. 4William Zinsser, On Writing Well: The Classic Guide To Writing Nonfiction, (New
York: Harper Collins, 2001), Page 24. 5Ibid., Page 21.
6Geraldine DeLuca, et. al, Dialogue on Writing: Rethingking ESL, Basic Writing and
First –Year Compotition, (London: Lawrence Erlbaum associates, 2002), Page 347.
us to interact with and modify them. Writing one word, one
sentence, one paragraph suggests still other words, sentences and
paragraphs.7
Based on explanation above, it can be inferred that writing is a
process of exploration of mind that formed by written. Writing can
define as a method used by human to conduct intercommunication
by means of conventional visible marks or symbols. It is also used to
deliver or to communicate non verbal message, idea, expression,
feeling, or thought. Through a piece of writing human being
construct their communication in various ways.
b. The Process of Writing
Writing is the one of four basic skills in English which in
implementing needs several strategies. Some linguists suggest some
strategies in writing.
Brown explains that the writing process tend to be framed in
three stages of writing namely freewriting, while writing (drafting),
and post writing (revising).8
1) Prewriting
Prewriting is an essential step in the writing process which
doing before the researcher is going to write. It puts citical
thinking into action. Start with a word or a phrase and down
anything you can thing of that is related to the topic. When you
7Ibid., Page 346.
8H. Douglas Brown, Teaching by Principle, (London: Longman, 1998), 2
nd ed., Page 348.
get stuck, just start writing more about one of the previous
words and continue writing about that.9
2) Drafting
The drifting stage is where you really begin writing. The
most important thing here is to get words into paper. It is not the
time to worry about spelling, grammar, punctuation or the best
wording.10
3) Revising
Before finishing their writing, the researchers need to asses
their draft in order that they produce a good writing. They also
make corrections directly in their first draft to make it clearer
and more convincing. Revising is the most important stage is the
writing process. It involves checking that your content and
purpose are clear and appropriate for your reader, in the
particular writing situation. It is not just a matter of checking
spelling, punctuation and grammar. It involves arranging,
changing, adding, leaving out words, and so on.11
c. The Component of Writing
Writing in English academically is not easy, it should follow
some important criteria of writing, according to Starkey, an effective
9Cynthia A. Boardman and Jia Frydenberg, Writing to Communicate: Paragraphs and
Essays, (United States of America: Longman, 2008), 3rd
ed., Page 35. 10
Kristine Brown and Susan Hood, Writing Matters: Writing Skills and Strategies for
Students of English, (New York: Cambridge, 1989), Page 14. 11
Ibid., Page 20.
piece of writing should include organization, coherence, clarity, with
accurate language, and word choice.12
1) Organization
Organization is the first step in the writing process. The
information should be organized in a structured format to
readers which help and guide the researcher to be direct in the
writing process. According to Starkey, organization helps the
readers to show how the points are linked together and how they
support your thesis.
2) Clarity
Clarity is the essential part in writing. The learner‟s goal in
writing is how to convey information including the fact that you
are able to write well. In other words, the learner‟s writing
should be readable and clear in order to make readers
understand what you mean.
3) Coherence
Coherence is perhaps the single most important element in
any kind of writing. Kane, Creme and Lea accepts that
coherence has a great role in making a good piece of writing.
The learner‟s writing should present the ideas clear, valuable
and understood to the readers. Murray & Hughes notices that a
12
Hali Yamina, “Enchancing Students‟ Writing Skill in EFL Classes Through the
Cooperative Language Learning Technique”, A Dessertation Submitted in Partial Fulfilment off
the Requirements for the Degree of Master in Sciences of Language, June 2013, Page 30-34.
good researcher „sticks‟ their ideas together so that they act as
links in a chain, each link connecting the one before it with the
one after. If any links are missing, the connections become
unclear and the argument structure breaks down.
4) Word Choice
According to Starkey, the word choice displays the learner‟s
style of choosing the lexical items and structures in order to
convey his message. Starkey mentions there are two aspects the
learner should consider while choosing the words to be used:
denotation and connotation.
a) Denotation is literal meaning, of the word. Learners should
make sure of the correctness of their words. The confusion
may stem from words that sound or look similar (but have
very different meanings), words and usages that sound
correct (but in fact are not considered Standard English), or
words that are misused so often that their wrong usage is
thought to be correct.
b) Connotation involves emotions, cultural assumptions, and
suggestions. Keep in mind that using a word without being
aware of its implied meaning can annoy your reader or
make your message unclear.
Denotation and connotation must be included when making
word choice, but the learner should be aware of choosing the
words because it may confuse or insult or annoy the readers.
5) Mechanics
The word mechanics refers to the appearance of words,
how they are spelled and arranged on paper. Starkey addressed
that written mechanics in there terms of grammar spelling,
punctuations, and capitalization. Brooks and Penn states that for
one thing, in writing, we must understand the structure of the
language, what the parts of speech do, how the words relate to
one another, what individual words mean, the rules of grammar
and punctuation.
Based on the explanation above, the function of writing is essential to
other skill. That includes important components in English have to be
mastered by the students. So, it will be developed by the researcher at SMP
Purnama Trimurjo is writing as skill in the form of Cooperative Learning by
using Student Teams-Achievement Divisions.
Table 2
The Writing Process
Kamehameha School, The Writing Process
PreWriting
- Getting ready to
write
- Decide on a topic
- Brainstorm
- Orgenize ideas
Revising
- Revise content
- Proofread for
writing
conventions
- Text organization
Drafting
- Write and
refine
paragraphs
- Focus on
communication
of meaning
From the above quotations, it can be inferred that the writing
strategy involves prewriting, while writing, and post writing. Pre-writing
is an essential step in writing process. It relevants to the asserting the
main idea of writing, the content structure of writing, and brainstorming.
Furthermore, while writing is the process of drafting. It is the
implementation of prewriting that needs the real action of writing such as
developing the main idea. In addition, the post writing is the revising
process like verify the ideas, scratch out the irrelevant information, find
out the grammatical errors, and change the text order or make some
additions.
2. The Concept of Writing Skill
a. The Definition of Writing Skill
Among of the four skills, writing is one of the important skills
should be mastered by the students because it is a communicate act a
way of sharing information, thoughts or ideas to the reader. In this
way, the students need to know how to write well and effectively.
Writing is the final product of several separate acts that are
hugely challenging to learn simultaneously. Both young and old
people can encounter the discouraging „researcher‟s block‟ if they
engage in more than one or two of these activities at once. It is
difficult to start writing, for example, without a central idea and
notes to support it. Often, the more detailed an outline, the easier is
the writing. People frequently find that they can finish faster by
writing a first draft quickly and then editing and revising this draft.13
Writing are productive skills. That means they involve
producing language rather than receiving it. Actually, we can say
that writing involves communicating a message (something to say)
by making signs on a page. To write we need a message and
someone to communicate it too. We also need to be able to form
letters and words, and to join these together to make words,
sentences or a series of sentences that link together to communicate
that message.
Writing involves several sub-skills. Some of these related to
accuracy, that is to say, using correct forms of language. Writing
accurately means skill in using spelling correctly, skill in using
forming letters correctly, skill in using punctuating correctly, skill in
using correct layouts, skill in using the right vocabulary, skill in
using grammar correctly, skill in joining sentences correctly and skill
in using paragraphs correctly. But writing is not just about accuracy.
It is also about skill in having a message and skill in communicating
it successfully to other people. To do this, we need to have enough
ideas, organise them well and express them in an appropriate style.
Writing skill determines how capable someone to communicate
in written form. To be able to communicate in written
13
Trudy Wallace, et. al, Teaching Speaking, Listening and Writing, (Perth: IAE, 1986),
Page 15.
communication, the reader needs to understand the message sent by
the researcher. In this way, the students need to know how to write
well and effectifely in order to create a good text.14
Writing skill is to
construct grammatically correct sentences and to communicate a
meaning to the reader.15
It is why the writing skill is more
complicated than that of other language skill.16
From statement above, the researcher can conclude that writing
is a skill that have to be mastered by the students first. Because, the
skill of writing is includeother skill of language in English such as
speaking. Writing skill of the students show that the researcher can
send a message not only with speaking. Besides, writing also used to
communicate however by way of written text. It shows that the
student who master in writing in fact they master in speaking, only
difficult to express.
b. The Measurement of Writing Skill
The researcher will use test as the instrument to measure the
students‟ writing skill adopted from Sara as follows:
14
Yuli Nelfita Hellen and Muhd. Al Hafizh, “Teaching Writing a Hortatory Exposition
Text by Using The Roundtable Technique to Senior High School Students”, JELT, Vol. 3, No. 1
Serie A, September 2014, Page 40. 15
Muhammad Javed, et. al, “A Study of Students‟ Assessment in Writing Skills of the
English Language”, International Journal of Instruction, Vol. 6, No. 2, Juli 2013, Page 132. 16
Ibid., Page 130.
Table 3
The Measurement of Writing17
No Indicators of
Measurement Score Category
Standard
1. Content 30-27 Excellent Highly understand; very clever; very
wide and complete; very suitable with
title
26-22 Good Average to good; some knowledge of
subject, mostly relevant to the topic
but lack detail
21-17 Fair Poor to fair; limited knowledge of
subject, inadequate development of
topic
16-13 Poor Very poor; does not show knowledge,
not pertinent to topic
2. Organization 20-18 Excellent Very good excellent; ideas clearly
stated, well organized , logical
sequencing and relevant to generic
structure
17-14 Good Average to good; loosely organized,
limited support and logical but
incomplete sequencing, relevant to
generic structure but sometimes using
unclear sentences
13-10 Fair Poor to fair; not fluent, ideas confused,
lacks logical sequencing, generic
structure not clear
9-7 Poor Very poor; does not communicate, no
organization, not enough to evaluate
3. Vocabulary 20-18 Excellent Very good to excellent; sophisticated
range, effective word or idiom choice
and usage, word form mastery,
appropriate register
17-14 Good Average to good: adequate range,
occasional errors of words/idiom,
form, choice, usage, but meaning not
obscured
13-10 Fair Poor of fair: limited range, frequent
errors of words/idiom, form, chioce,
usage, meaning confused or obscured
17
Sara Cushing Weigle, Assessing Writing, (New York: Cambridge University Press,
2002), Page 116.
9-7 Poor Very poor; essentially translation, little
knowledge of vocabulary, idiom, word
from, or not enough to evaluate
4. Grammar 25-22 Excellent Very good to excellent; effective
complex construction, few errors of
agreement, tense number, word
order/function, article, pronoun, and
preposition
21-18 Good Average to good; effective but simple
construction, minor problem in
complex construction, several errors of
agreement, tense, word order/function,
articles, pronoun, preposition, but
meaning seldom obscured
17-11 Fair Poor to fair; major problem in
complex/simple construction, frequent
errors of negation, agreement, tense,
word order/function, articles, pronoun,
preposition and/of fragment, deletion,
meaning confused or obscured
10-5 Poor Very poor: virtually no mastery of
sentence construction rules, dominated
by errors, did not communicate, or not
enough to evaluate
5. Mechanic 5 Excellent Very good to excellent; demonstrated
mastery of convention, few errors of
spelling, punctuation, capitalization,
paragraphing
4 Good Average to good; occasional errors of
spelling, punctuation, capitalization,
paragraphing, but meaning not
obscured
3 Fair Poor to fair; frequent errors of
spelling, punctuation, capitalization,
paragraphing, poor handwriting,
meaning confused or obscured
2 Poor Very poor; no mastery of conventions,
dominated by errors of spelling,
punctuation, capitalization,
paragraphing, handwriting, illegible,
or not enough to evaluate
Total scores
B. The Concept of Cooperative Learning
1. The Definition of Coopertive Learning
Cooperative learning essentially involves student learning from each
other in groups. But it is not the group configuration that makes
cooperative learning distinctive, it is the way that students and teachers
work together that is important.18
Cooperative learning also can be defined as a variety of concepts and
method for enhancing the value of students. Keyser introduces
cooperative learning as one variety of active learning which structures
students into groups with defined roles for each students and a task for
the group to accomplish.19
It is an instructional task design that engages
students actively in achieving a lesson objective through their own efforts
and the efforts of the members of their small learning team.20
This technique requires pupils to work together in small groups to
support each other to improve their own learning and that of others.21
The
aim of cooperative learning is not just to teach pupils to work together in
a group, but also to give pupils the skills to work independently. In other
18
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York:
Oxford, 2000), Page 159. 19
Masoumeh 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. 4, no. 4, July 2013, Page 801. 20
James M. Cooper, Classroom Teaching Skill, (USA: Wadsworth, 2006), Page 257. 21
Wendy Jolliffe, Cooperative Learning in the Classroom: Putting it into Practice,
(London: Paul Chapman, 2007), Page 3.
words, what they can do with the help of others today, they may learn to
do on their own tomorrow.22
According to expert, cooperative learning is more effective in
promoting intrinsic motivation and task achievement, generating higher
order thinking skills, improving attitudes toward the subject, developing
academic peer norms, heightening self-esteem, increasing time on task,
creating caring and altruistic relationships, and lowering anxiety and
prejudice.23
By thinking and writing in a group, we are likelier to develop our
ideas more fully and more creatively. Peter Elbow explains, "Two heads
are better than one because two heads can make conflicting material
integrate better than one head can. It is why brainstorming works”.24
Cooperative learning refers to making small group of students who work
together to increas their own and their group mate‟s learning.25
From the statement above, the researcher can conclude that
cooperative learning is one of some methods in teaching writing. It is a
method that enable the students to work together in a group, but also to
give pupils the skills to work independently.
22
Ibid., Page 41. 23
Masoumeh Shiri Aminloo, “The Effect of Collaborative Writing on EFL Learners
Writing Ability at Elementary Level”, Page 801. 24
Ibid.,
2. Types of Cooperative Learning
Cooperative learning is one of some effective methods to teach the
students. It is devided into some models of learning such as Student
Teams-Achievement Divisions, and Jigsaw II, Teams Games-
Tournament.
a. Student Teams-Achivement Divisions
Student Teams Achievement Divisions (STAD) is one of the
Student Team Learning models developed by Slavin.26
Student
teams-achievement divisions is a general method of organizing the
classroom rather than a comprehensive methode of teaching any
particular subject, teachers use their own lesson and other material.27
The main idea behind the student teams-achievement divisios is
to motivate students to encourage and help each other master skills
presented by the teachers.28
b. Jigsaw
Jigsaw is one of the earliest of the cooperative learning method.
In jigsaw, each student in a five to six member group is given unique
information on a topic that the whole group is studiying. After the
students have read their section, they meet in “expert groups” with
their counterparts from other groups and teach their teammates what
26
James M. Cooper, Classroom Teaching Skill, Page 267. 27
Dwight C. Holliday, Cooperative and Feel Great: Cooperative learning training
manual, (USA: University Press, 2005), Page 41. 28
Ibid.,
they have learned. The entire class may take a test for individual
grades at the end.
Jigsaw II is designed to integrate original Jigsaw with other
Student Team Learning methods and to simplify the teacher
preparation required to use the method. In Jigsaw II, students are
assigned to four to five member teams. They read narrative
materials, such as social studies chapters, short stories, or
biographies, and each team member is given a special topic on which
to become an expert. The students discuss their topics in “expert
groups”, then return to teach their teammates what they have learn.
Finally, the students take a quiz on the material, and the quiz scores
are used, as in STAD, to form individual and team scores.29
c. Teams Games-Tournament
TGT is similar to STAD, except that the students play academic
games as representatives of their teams instead of taking quizzes.
Students compete with others of similar achievement so that, as in
STAD, any student who prepares can be successful.30
The students plays games in which they win points by
demonstrating knowledge of the academic material which has been
practiced in teams. The games have simple rules which allow
students to take turns answering content relevant questions. A
29
Robert Slavin, et. al, Learning to Cooperate, Cooperating to Learn, (New York:
Plenum Press, 1985), Page 7-8. 30
Ibid.,
student can earn extra points by correctly challenging the answer of
another student.
The students play the academic games at tournament tables
consisting of three students of similar ability level. The highest
scorer from each tournament table earns six points for his or her
team, the middle scorer earns four points, and the lowest scorer earns
two.31
3. The Advantages of Cooperative Learning
Cooperative learning is one of the most heavily researched areas of
education studies have shown some main categories of advantages, as
follows:
a. Improvements in learning have been shown through a greater
transfer of learning from situation to another, greater problem-
solving.
b. Improvements in interpersonal relationship establishing and
maintaining friendship between peers, improved morale.
c. Improvements in psychological health and social competence like
increased self-confidence, supporting sharing of problems.32
d. Enhances student achievement, especially the achievement of
minority and low-achieving students.
e. Prornotes positive social relations and prosocial development.
31
Ibid.,Page 69-70 32
Wendy Jolliffe, Cooperative Learning in the Classroom:Putting it into practice,
(London: Paul Chapman Publising, 2007), Page 6.
f. Increases the liking among students for dass, school, learning, and
self.33
C. The Concept of Student Teams-Achievement Divisions
1. The Definition of Student Teams-Achievement Divisions
In Student Teams-Achievement Divisions, students are assigned to
four-member learning teams that are mixed in performance level, gender,
and ethnicity. The teacher presents a lesson, and then the students work
within their teams to make sure that all team members have mastered the
lesson. Finally, all students are assessed individually on the material, at
which time they may not help one another.
The main idea behind Student Teams-Achievement Divisions is to
motivate students to encourage and help each other master skill presented
by the teacher. If students want their team to earn team reward, they must
help their teammates to learn the material. Students work together after
the teacher‟s lesson. They may work in pairs and compare answers,
discuss any discrepancies, and help each other with any roadblocks. They
teach their teammates and assess their strengths and weaknesses to help
them succeed on the quizzez.
In this way, although students studys together, they may not help
each other with quizzes or other individual assessments. Every student
must know the material. This individual accountability motivates
students to do a good job tutoring and explaining to teach other, as the
33
Ibid., Page 67.
only way for team to succeed is if all team members have matered the
information or skill being taught.
Student Teams-Achievement Divisions is a general technique of
organizing the classroom rather than a comprehensive technique of
teaching any particular subject, teachers use their own lessons and other
material.34
It can be stated that Student Teams-Achievement Divisions is one of
some effective techniques in cooperative learning method which often
used by the teacher in learning class. Besides, the student can help other
to master the skill because the students work together, but it interests the
student to learn seriously because the last assessment of the subject is
individually. So the students must pay close attention really if they want
to get good score.
2. The Characteristics of Student Teams-Achievement Divisions
The characteristics of Students Teams-Achievement Divisions, as
follows:
a. The students assigned to four-member learning teams that mixed in
performance level, gender, and ethnicity.
b. Every teams consist of one or some students who mastere the
material.
c. All students are assessed individual quizzes on the material and the
quiz score determine their team score.
34
Ibid.,
d. The teacher gives reward for the high-score‟ teams.35
3. The Principle of Student Teams-Achievement Divisions
The aim of STAD is often heard as learning in a group of this
technique and it seems to be a good way to learning cooperate. To do
believed it, The principles will be required as a foundation to support this
technique. The principle as follows:
a. Each member of the group (students) are reponsible for everything
that is done in a group.
b. Each member of the group (students) should know that all of the
group members have similar goals.
c. Each member of the group (students) has to split the duties and
responsibilities equally among group members.
d. Each member of the group (students) will be evaluated.
e. Each member of the group (students) are to share leadership skills
and need to learn together during the learning process.
f. Each member of the group (students) will be required to be
individually accountable for the material is handled in a cooperative
group.
35
Dwight C. Holliday, Cooperative and Feel Great: Cooperative learning training
manual, Page 41.
4. The Role of The Teacher in Student Teams-Achievement Divisions
Within the classroom our role may change from one activity to
another, or from one stage of an activity to onother. If we are fluent at
making these change our effectiveness as teachers is greatly enhanced.
Besides, we have already used the term „facilitator‟ in this section.
The way in which facilitator is traditionally used by many commentators.
Roles such as controller, organizer, assessor, participant, observer,
prompter, resource, or tutor may well fulfil this concept. Yet in one sense
any role which the teacher adopt and which is designed to help students
learn is to some extent facilitatative. All roles, after all, aim to facilitate
the students‟ progress in some way or other, and so it is useful to adopt
more precise terms than facilitator.36
5. The Role of The Students in Student Teams-Achievement Divisions
Roles are assigned to students in order to create positive
interdependence and to teach students new skills. The following are
possible roles and definitions:
1) Accuracy Coach
Corrects any mistakes in another member‟s explanations or
summerizes.
2) Checker
36
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman)
3rd
ed., Page 57.
Check on the comprehension or learning of group members by
asking them to explain or summerize material learned or discussed.
3) Encourager
Watches to make certain that everyone is participating, and invites
reluctant or silent members to contribute.
4) Materials Handler
Gets any materials or equipment needed by the group, keeps track of
them, and puts them carefully away.
5) Memory Helper
Seeks clever ways of remembering the important ideas and fact by
using drawings, mental pictures, and other memory aids.
6) Observer
Keeps track of how well the group is collaborating.
7) Praiser
Helps the member s feel good about their contributions to the group
by telling them how helpful they are.
8) Prober
In a pleasant way, keeps the group from superficial answering by not
allowing the member to agree too quickly. Agrees when satisfied
that the group has explored all the possibelities.
9) Reader
Reads the group‟s material out loud to the group, carefully and with
expression, so that group members can understand and remember it.
10) Relater / Elaboration seeker
Asks members to relate current concepts and strategies to material
studies previously.
11) Researcher / Runner
Gets needed materials for the group and communicates with the
other learning groups and teacher.
12) Summerizer
Restates the group‟s major condusions or answer. Summerize the
material so that group members can check it again.
13) Researcher / Recorder
Carrefully records the best answers of the group onthe worksheet or
paper, edits what the group has written, gets the group members to
check and sign the paper, then turns it in to the teacher.37
6. The Components of Student Teams-Achievement Divisions
Student Teams-Achievement Divisions consists of five components;
class presentation, team, quiz, scoring and team recognition.38
Here are
the further descriptions of the components:
a. Class presentation
The material to be learned is initially presented to the whole
class by the teacher or in an audiovisual presentation. Teacher as a
37
Ibid., 10. 38
Robert Slavin, et. al, Learning to Cooperate, Cooperating to Learn, Page 68-69.
facilitator must state material, rule and teaching technique before
explaining the aim of subject that is reached in the class.
b. Teams
Teaming or grouping is a step to gather students in a team from
different ethnic, achievement, and gender. Students work in a team
that the teacher divides. Teacher prepares worksheet as a guide for
the team, so that all members master and each member give
contribution.
When the team is working, teacher observes, give guidance,
motivation and helps if the students need. The aim of team is to
determine that all of members can study seriously and to prepare the
members work the quiz well.
c. Quiz
In this component the students are evaluated via individual
quizzes. The quizzes assess individual achievement on the material
presented in the class and practiced in the teams. In quiz, students
are expected to work in a pair and they are not allowed to help each
other. So every student has to be responsible for understanding the
material individually.
d. Individual Improvement Score
A detailed scoring system allows the students to earn points for
their teams based on improvement over a running average of past
score. The scoring system is based on a periodically readjusted “base
score” for each student.
It can be stated every student is given first score that is acquired
from average of score in doing the similare quiz. Then, the students
can collect the points for their team based on the increasing of the
score quiz that is compared with their first score.
e. Team Recognition
The teachers use newsletters, bulletin boards, or other forms of
social recognition and rewards to teams for high individual weekly
performance and high cumulative standings. Recognition is provided
for individuals who perform exceptionally well or who are most
improved.
4. The Advantages and Disadvantages of Student Teams-Achievement
Divisions
There are lots of advantages of using Student Teams-Achievement
Divisions (STAD) not only in language teaching but also in other
subjects. There are six advantages of using STAD in English language
teaching as follows:39
a. Motivating the students to encourage and help each other in
mastering skill presented by the teacher.
39
Dwight C. Holliday, Cooperative and Feel Great: Cooperative learning training
manual, Page 41.
b. The individual accountability motivates students to do a good job
tutoring and explaining to each other.
c. Increasing the number of frienships among the students from
different level of performance, gender, and ethnicity.
d. Increasing students achievement and rising students self-esteem.
e. Learning to think, solve problem and to integrating their
knowledge and skill with other people who came from different
level, genre, and ethnicity.
f. Promotion students personal and social development.
Besides the advantages of STAD, This technique has some
disadvantages, as follows:
a. Getting long time in learning process.
b. The teacher requires the special skill to do the technique.
c. Every students claimed to be able to work together to achieve the
goal.
5. The Implementation of Student Teams-Achievement Divisions
In Student Teams-Achievement Divisions, the teacher present a
lesson to the whole class. Following the initial presentation, students are
organized in heterogeneously grouped four-members teams. After that,
each team is given the oportunity to study the information presented.
All members of the team have an obligation to ensure that every one
on the team has mastered the lesson‟s objectives. Following this, students
take individual quizzes, and team scores are computed based on the
degree to which each student has improved over his or her own past
record. The team scores are recognized in newsletters.
For example, in a classroom where the teacher is instructing students
on the use of possessives, instead of encouraging them to look over a
worksheet dealing with this topic alone, students work together in their
“Mastermind” teams.
Up until the quiz is handed out, the students complate a worksheet
on possessives, using one another as an academic resource. Two of the
students from the group of four may choose to start working on the
worksheet together. When they are both unsure of an answer, they can
approach the other two students in their group for input. As a team, they
are able to ensure that each student has grasped the concept of
possessives. While the students are working together on the worksheet,
the teacher comes by to observe the group work and to praise positive
and successful interaction.
At the end, the teacher administers a short quiz on possessives. All
four of the students‟ score on the quiz are totaled to form a group score.
The group score will be added to other score from this same group of
students to determine the “Superteam” status for the week.40
The implementation of Student Teams-Achievement Divisions
above show us that giving the students changes to learn in group is more
stuctured and efficient in managing time. The students can active
40
Walter G. Stephan, et. al, Education Programs for Improving Intergroup Relations:
Theory, Practice, and Research, (New York: Teachers Collage Press, 2014), Page 61-62.
interaction each other for group. By learning in group, it can build self-
confidence of the students. So, the students are not scare to ask or to give
the statement in group.
6. The Procedure of Student Teams-Achievement Divisions
Student Teams-Achievement Divisions is cooperative learning that
focused on the teamwork. The procedures that must be applied, as
follows:
a. First, the teacher presents a lesson to the whole class.
b. Second, following the initial presentation, students are organized in
heterogeneously gruped four-member teams.
c. Fourth, all member of the team have an obligation to ensure that
everyone on the team has mastered the lessonn‟s objectives.
d. Finally, students take individual quizzes.41
D. Action Hypothesis
Based on the frame of theories and assumptions the researcher
formulated the hypothesis by using Student Teams-Achievement Divisions,
the students‟ writing skill could be improved at the eigth grade of Junior High
School of Purnama Trimurjo.
41
Walter G. Stephan, et. al, Education Programs for Improving Intergroup Relations:
Theory, Practice, and Research, Page 61.
CHAPTER III
RESEARCH METHOD
This chapter discussed about the research methodology. The topics that
were discussed in this chapter were variable and definition of operational variable,
setting of study, subject of study, research procedure, research instrument, data
collection method, data analysis method and indicator of success.
A. The Variable and The Definition of Operational Variable
1. The Variable of Research
A variable is an attribute or an object that becomes the main of the
research. On the other hand, variable is a characteristic of individual or
organization that the researcher can observe. The variable of research as
follows:
a. Independent Variable
Independent variable is the major variable which is hoped to
investigate. Independent variable of this research is Student Teams-
Achievement Division. Student Teams-Achievement Divisions is a
way for doing a learning process as a teams that are mixed in
performance level, gender, and ethnicity. This variable applied to
improve the students writing skill.
b. Dependent Variable
The dependent variable of this research is the variable which is
observed and measured to determine the effect of the independent
variable. Dependent variable of this research is writing skill.
2. The Definition of Operational Variable
The operational definition is the aspects of the reasearch that gives the
information how to measure the variable. This definition is based on
characteristic of the things that defined and it can be observed. Meanwhile,
variable is an attribute or an object that becomes the main of the research.
Based on the explanation above, the operational definition of variables
as follows:
a. Independent Variable
The independent variable is the major variable that the researcher
investigated. It is the variable which is selected, manipulated, and
measured by the researcher. Independent variable of this research is
Student Teams-Achievement Divisions technique which could help
the students to write the paragraph which assisted by the individual in
teams.
The way to measure this research is by using observation, the
measuring instrument is an observation sheet, and for the score is start
from 0-100 to assess and measure the use of Student Teams-
Achievement Divisions technique.
The indicator of independent variable are:
1) Students can answer the question based on the type of the
question,
2) Students can communicate to share information with others in
their teams well,
3) Students can work as a team. However, in the test the student
have to work individually.
b. Dependent Variable
The dependent variable is the variable which you observe and
measure to determine the effect of the independent variable.
Dependent variable of this research is writing skill. To measure the
students writing skill, the researcher used a written test with essay
form. The test consist of a question and some instructions. The scrore
is adopted from the measurement of writing. The minimum score is 0
and the maximal is 100. The researcher also used the indicator, as
follows:
The indicator of dependent variable are:
1) The students can understand the instructions of the question,
2) The students can use the role of the written paragraph well,
3) The students can find the main idea of the text.
B. Setting of Study
The kind of this research is Classroom Action Research. According to
Hendricks, Action research is a powerful tool for studying and improving
one‟s practice.42
Furthermore, McNiff states action research is a particular
way of researching your own learning. It is a practical way of looking at your
practice in order to check whether it is as you feel it should be.43
It means
that, action research is an activity to practice and analyze the students‟
comprehension about the material using action in the class.
This research conducted at SMP Purnama Trimurjo which is located in
Trimurjo Central Lampung. The researcher conducted this research in the
eight grade students of SMP Purnama Trimurjo. There were 20 students at
SMP Purnama Trimurjo will be researched.
C. Subject of Study
The subject of this research was the eight grade students of SMP Purnama
Trimurjo. This class consists of 20 students, and the researcher as a new
teacher.
However, the researcher selected the eight grade students of SMP
Purnama Trimurjo because most of the students‟ skill in writing was still low.
The total of the students can be seen below:
Table 4
The Subject of the Research
No Class Sex
Total Male Female
1. VIIIA 9 11 20
D. Research Procedure
42Donald Ary, et. al, Introduction to Research in Education, (USA: Wards Worth
Cengage Learning, 2010), 8th ed., Page 512.
43Jean McNiff & Jack Whitehead, Action Research: Principle and Practice, (London &
New York: Routlegde Falmer). 2nd
ed., Page 15.
1. Action Plan
In this classroom action research, there are four steps in each which
have relationship one another. The steps are planning, acting, observing
and reflecting. Those steps can be seen in the following design:
Figure 1
Jean McNiff's Model Action Research44
From the illustrated above, the explanation about four steps of action research
produce are conducted in each cycle:
a. Cycle I
1) Planning
Planning is the prepared before the researcher doing this
action. In this step, the researcher prepared some learning
equipment such as:
a) The researcher prepared the lesson plan for the learning
process.
b) The researcher prepared the material of the subject.
c) The researcher planed to give the text about something.
44Ibid., Page 41.
d) The researcher prepared the learning design. The researcher
ordered the students to make some groups in the learning
process.
2) Acting
Acting is the second step in the action research. It is the
implementation about the planning. The step is taken by the
researcher in the action are as follows:
a) Pre Teaching activities
(1) Greeting and praying together with the students.
(2) The researcher checked the attendance list.
(3) The researcher asked the students condition.
(4) The researcher selected the text or the material.
b) Main Teaching Activities
(1) The researcher applied the lesson plan.
(2) The researcher divided students into some groups
consist of 4-5 students.
(3) The researcher explained about the material.
c) Post Teaching Activities
(1) The researcher asked to students to answer some
questions about the topic.
(2) The researcher summarized the material of learning.
(3) The researcher given motivation to the students.
(4) The researcher closed the meeting.
(5) The researcher greeted to the students.
(6) The researcher thrown out from the class
3) Observing
Observation is the activity to record the action. In this step,
the researcher observed the students‟ activity in the teaching
learning process by using observation sheet in this step.
4) Reflecting
Reflecting is the last step of this process. The researcher
analyzed and discussed the result of observation during teaching
process.
If the first cycle was not successful, so the researcher should
conduct the second cycle. The result of the first cycle is for
evaluation material and for reflection to the second research.
The minimum research in classroom action research is two
cycle. If the first cycle the students‟ indicator have no achieve.
So, the cycle would be continued in the second cycle.
b. Cycle II
1) Planning
The researcher identifies the problem and finds the problem
from the first cycle.
a) The researcher arranged the detail plan about the action on
the second cycle.
b) The researcher prepared the material.
2) Acting
This stages designe on the basis of the result of planning of
the second cycle.
3) Observing
In this step, the researcher observed the process of teaching
learning by using observation sheet to collect the data in the
second action plan.
4) Reflecting
In this step, the researcher analyzed the result of the action.
By reflecting, the researcher knew the strength and weakness of
the action. The researcher compared the score distribution of
pre-test and post-test. If the result of the second cycle is
satisfied, the researcher woulod be stopped. While, if the result
of the second cycle is unsatisfied, the researcher would be
continued.
E. Data collection Method
In collecting the data, the researcher used test, observation, and
documentation. The collecting data as follows:
1. Test
The researcher will use the instrument of writen test to gather the
data of students‟ writing skill. The test will consist of pre-test (before
implementing Student Teams-Achievement Divisions) and post-test
(after the implementation). In this test, the students asked to make
paragraph individually.
2. Observation
The researcher used the observation guidelines as the instrument in
collecting the data. In addition, the researcher made the observation sheet
about the class situation before and during the teaching and learning
process occurred, teacher‟s performance in teaching writing, and
students‟ writing skill.
3. Documentation
The researcher used the documentation guidelines as the instrument
in collecting the data. The researcher used the guidelines of the historical
of the school, facilities of the school, sketch of the school, condition of
the teachers and officials, the students‟ condition, and the organization
structure of the school.
F. Research Instrument
Research instrument refers to the method in which data is collected that
is used to gain the validity of the data being collected.45
In this study, the
researcher used three kinds of the instrument to collect data. There were test,
observation, documentation.
45
Daniel R. Tomal, Action Research for Educators, (USA: The Scarecrow Press, 2003),
Page 83.
1. Test
In this research, the researcher is given written test to the students.
The test consist of two tests that are pre-test and post-test to know the
improvement of their students writing skill, especially using Student
Teams-Achievement Divisions technique.
The pre-test instrument had different difficulty with the post-test
instrument to show the improvement of the technique. The researcher
given a test in the essay form. The grill of this written test, as follows:
a. The test consist of simple instructions.
b. The test is essay form that consist of a question where the students
asked to make a paragraph.
c. The score is started from 0-100 based on the measurement of
writing.
Research Variable Indicators Type Form
Student Teams-
Achievement
Divisions Technique
The student are
able to produce the
paragraph
Written test
Essay
The pre-test given before applying treatment through Student
Teams-Achievement Divisions technique in order to know the students
writing skill.
The post-test is given in the last meeting after doing the treatment to
find out whether the treatment which is given any contribution or not in
the class.
2. Observation Guidance
In this research, the researcher observed the students‟ behaviors and
the students‟ activities in the learning process to know how the process of
learning is held.
Table 5
Observation Sheet
The Students’ Activity
NO NAME The Students‟ Activity
A B C D
1
2
3
The indicator of observation:
a. The students pay attention to the teacher‟s explanation of
Descriptive text.
b. The students asked/answered the question from the teacher.
c. The students were active in building teamwork.
d. The students understand the writing skill by STAD.
3. Documentation Guidance
Document is very important to collect data which is required by the
researcher. In this research, the researcher collected the data from the
school. The data could be seen as follows:
a. Documentation about historical background of SMP Purnama
Trimurjo.
b. Documentation about structural organization of SMP Purnama
Trimurjo.
c. Documentation about facilities of SMP Purnama Trimurjo.
d. Documentation about sketch of location SMP Purnama Trimurjo.
e. Documentation about condition of the teachers and official staff of
SMP Purnama Trimurjo.
f. Documentation about students of SMA SMP Purnama Trimurjo.
G. Data Analysis Method
In this research, the researcher conducted the data analysis by taking
average from the result of score of pre-test and post-test. To know the
students achievement after the actions are conducted and given test at the
early and the last cycle.
The formula for counting the average score is as follow:
∑
Notes:
= Average of Student Score
∑ = Total of Students Score
= Total of Students.46
In order to know the class percentage whether it passed the minimum
mastery criteria 70, this formula is used:
P =
x 100%
Notes :
P = Mean Score
46
Donald Ary, et. al, Introduction to Research in Education, Page 108.
F = Total of Students
n = Number of Students
To get total score and increased the students‟ progress from the
implemented treatments, the researcher compared the average of pre-test and
post-test.
H. Indicator of Success
In this study, the researcher determined the indicator of success, as
follows:
1. If 15 students or 75% of the students can pass the minimum mastery
criteria ≥ 70 which is adapted from the school agreement (SMP
Purnama Trimurjo).
2. If 15 students or 75% of the students can participate actively in the
learning activities.
If the indicator of success above achieved, it means that the study of
Classroom Action Research finished.
CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION
In this chapter, the researcher would be present the result of the research. It
includes the documentation of SMP Purnama Trimurjo, the result of the research
and the interpretation of the research.
A. Result of the Research
1. Description of the Research Location
a. The History of SMP Purnama Trimurjo
SMP Purnama Trimurjo is one of the Private Junior Schools of
Trimurjo. It is located on Notoharjo, Trimurjo, Central Lampung. This
school has been establisehd by several public figures:
1) Mr. Ratan Atmo Suwignyo
2) Mr. Ngadeni Budi Hutoyo
3) Mr. Tukiran
4) Mr. Heri Suncoyo, BA
5) Mr. Kaeran
6) Mr. Suwondo, BA
7) Mr. Suyadi
8) Mr. Misadi
When SMP Purnama Trimurjo is led by The Headmaster, Mr.
Kaeran who leds the school during 20 years, start from 1971-1991
years. Than, the leadership is continued by Mr. Drs. Heri Suncoyo who
leds the school during 16 years, start from 1991-2007.
Moreover, 2007-2014 years The Headmaster of SMP Purnama
Trimurjo is led by Mr. Didik Purwanto, S.Pd. As long as Mr. Didik
Purwanto, S.Pd led the school, SMP Purnama Trimuurjo has been
accredited in two times by School Acreditation Agency of Central
Lampung. Than on 2014, The Headmaster of SMP Purnama Trimurjo is
led by Mr. Suradi, S.Pd until now.
b. Vision and Missions of SMP Purnama Trimurjo
1) The vision of the school:
Realizing the superior school in performance and good character
based on belief and devotion.
2) The mission of the school:
a) Developing students‟ ability.
b) Create a conducive, effective and innovative situation in learning
process.
c) Developing curuculum based on environment.
d) Create harmonic situstion in school environment.
e) Create a interest felling to environment.
f) Constructing students who responsibled and having ethic to the
nation.
g) Constructing students‟ moral, students‟ character and students
decsipline.
h) Create condusive school in learning process in the class although
out off the class.
c. The Profile of SMP Purnama Trimurjo
a. Name of the School : SMP Purnama Trimurjo
b. Address : Street of Kyai Nusin No. 3
Notoharjo, Trimurjo, Central Lmpung
c. Province : Lampung
d. NDS/NSS/NPSN : L.02022001/204120202050/10801813
e. Large : 10.000 M2
d. The Condition of the Teacher and Official Staff of SMP Purnama
Trimurjo
Condition of teacher and official staff in SMP Purnama Trimurjo,
the numbers of the teacher and official staff in SMP Purnama in the
academic year 2016/2017 that can be identified, as follows:
Table 6
The List of the Teachers of SMP Purnama Trimurjo
No NAME OCCUPATION STATUS
1 Suradi, S.Pd Headmaster/Indonesian PNS
2 Wiwik Widyawati, S.Pd Head of Science Lab./Science PNS
3 Wilis Nurati, S.Pd Head of Language Lab./English GTY
4 Sukarni, A. Ma. Pd Teacher/Indonesian Language PNS
5 Lilik Dwi Astini, S.Pd Vice of Public Relation/Indonesian PNS
6 Drs. Jarot Paruhito Vice Principle of Curriculum/Mathematics PNS
7 Lilis Damayanti, S.Pd Teacher/Islamics PNS
8 Drs. Widodo Vice Principle of Students/Physical PNS
9 Anang Mustofa, S.Pd Vice of Public Sercive/Physical GTY
10 Tri Budi Kinarsih, S.Pd Teacher/Cultured Art and Craft GTY
11 Sri Hartati, S.Pd Teacher/History PNS
12 Drs. Iswadi Administration/Science PNS
13 Warsiyem, S.Pd Teacher/Civic Education PNS
14 Sutanto, S.Pd Teacher/Mathematics PNS
15 Tri Susuilowati, S.Pdi Teacher/Counseling GTY
16 Ricci Feriyana, S.Pdi Head of Computer Lab./TIK PNS
17 Zuli Kurnia, S.Pd Teacher/History GTY
18 Anisa Septi Riana Librarian GHS
19 Agus Harnono, A. Md Mulok GTY Source: The Documentation of SMP Purnama Trimurjo
Table 7
The Condition of the Teacher of SMP Purnama Trimurjo
No Subject Permanent NON Permanent
1 Civic Education 1 -
2 Region -
a. Islamic Study 1 -
3 Indonesian Language 3 -
4 English 1 -
5 History 2 -
6 Mathematic 2 -
7 Physical Education 2 -
8 Science 2 -
9 TIK 1 -
10 Cultured Art and Craft 1 -
11 Counseling 1 -
12 Librarian 1 -
13 Mulok 1 -
Total 19 - Source: The Documentation of SMP Purnama Trimurjo
Table 8
The Condition of the Official Staff of SMP Purnama Trimurjo
No Name Staff
1. Drs. Iswadi, Administration Staff
2. Ricci Feriyana, S.Pd Administration Staff
3. Agus Hartono, A. Md Administration Staff
4. Wiwik Widyanti, S.Pdi Laboratory Asssistant
5. Galih Adi Wiguna Security
6. Tri Teguh Gumawan Cleaning Service
7. Anang Mustofa, S.Pd Electric Technician Source: The Documentation of SMP Purnama Trimurjo
e. The Quantity of the Students at SMP Purnama Trimurjo
The students‟ quantity of SMP Purnama Trimurjo is 141 that can
be identified as follows:
Table 9
The Students’ Quantity of SMP Purnama Trimurjo
No Class Total
1 VII 38
2 VIIIA/VIII
B 20/23
3 IXA/XI
B 31/29
Total 141
Source: Documentation of SMP Purnama Trimurjo
f. The Building Condition of SMP Purnama Trimurjo
SMP Purnama Trimurjo has many buildings such as classroom,
/library, canteen and many others. The explanation of these buildings as
follow:
Table 10
Building Condition of SMP Purnama Trimurjo
No Names of Building Total
1. Headmaster Room 1
2. Teacher Room 1
3. Administration Room 1
4. Class Room 6
5. Library 1
6. School Healthy Unit Room 1
7. Mosque 1
8. Canteen 1
9. Kitchen 1
10. Teachers‟ Toilet 2
11. Students‟ Toilet 4
12. Science Laboratorium 1
13. Storage Room 1
14. BK Room 1
15. TU Room 1 Source: The Documentation of SMP Purnama Trimurjo
g. The Organization Structure of SMP Purnama Trimurjo
The Organization Structure of SMP Purnama Trimurjo in the
academic year of 2016/2017 can be shown in the following figure:
Figure 2
The Organization Structure of SMP Purnama Trimurjo
Principal Suradi, S.Pd
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
Teachers
Students
Head of Science
Lab
h. The Location Sketch of SMP Purnama Trimurjo
Figure 3
The Location Sketch of SMP Purnama Trimurjo
-------------------------------Street of Kyai Nusin No. 3----------------------------------
N
E W
S
TU
Room
Classro
om
Classro
om
Classro
om
Classro
om
Lib
rary
Mosq
ue
Classro
om
Classro
om
Classro
om
Head
master
‟s Room
Teach
ers‟
Room
Classro
om
Classro
om
Classro
om
Scien
ce
Lab
.
Classro
om
Classro
om
Classro
om
Teach
ers‟ Room
Com
puter L
ab.
Canteen To
ile
t T
oile
t
Parking Area
Park
ing A
rea
2. Description of the Research
a. Cycle I
Cycle I consist of planning, acting, observing and reflecting. The
researcher conducted pre-test to know the students‟ writing skill in
descriptive text before giving treatment and it used as the comparison
score with post-test. The results of pre-test could be seen on the table
below:
Table 11
The Students’ Score of Pre-test
No. Students’ Name Score Note
1. AWS 50 INCOMPLETE
2. AFF 70 COMPLETE 3. ASP 60 INCOMPLETE 4. EN 40 INCOMPLETE 5. EF 40 INCOMPLETE 6. EM 40 INCOMPLETE 7. ENP 35 INCOMPLETE 8. IF 35 INCOMPLETE 9. JS 40 INCOMPLETE 10. KW 55 INCOMPLETE 11. MS 50 INCOMPLETE 12. OK 50 INCOMPLETE 13. PA 60 INCOMPLETE 14. RDS 55 INCOMPLETE 15. SBFN 45 INCOMPLETE 16. SHT 70 COMPLETE 17. S 40 INCOMPLETE 18. THP 55 INCOMPLETE 19. TDA 50 INCOMPLETE 20. VYH 60 INCOMPLETE
Total 1000
Lowest Score 35
Highest Score 70
Average 50
Based on the pre-test table, it can be inferred that all of the students got
score < 70. Here are the students‟ mark of writing skill, as follows:
Table 12
Frequency of Students’ Mark of Pre-test of writing skill
No Mark Frequency Percentage Category
1 70 2 10% COMPLETE
2 < 70 18 90% INCOMPLETE
Total 29 100% Source: The result of pre-test on November 20
th, 2017
Based on the table above, it could be analyzed that there were 2
students (10%) who get minimum score and 18 students (90%) who
failed the pre-test. The lowest score in pre-test was 35 and the highest
score was 70. It means that the students did not fulfill the minimum
score at SMP Purnama Trimurjo and the students‟ writing skill was
low. Beside the result of pre-test, the researcher got the average 50.
Therefore, it was the reason why the researcher used STAD as a
technique to improve the students‟ writing skill.
Figure 4
Graph of Students’ Pre-test of SMP Purnama Trimurjo
10,00%
90,00%
0,00%
20,00%
40,00%
60,00%
80,00%
100,00%
Complete Incomplete
1) Planning
In this step, the researcher prepared the lesson plan, material and
media that used in teaching learning process. The material is
descriptive text. The material includes the definition, the generic
structure, the language features and the example of descriptive text.
Moreover, the researcher made an observation sheet that consists of
list of students‟ name and list of the students‟ activities that will be
observed during teaching learning process.
2) Acting
Acting is the second step in this research. The researcher
conducted this cycle in two meetings. The schedule of action in this
cycle is as follows:
Table 13
The Meeting Schedule of Action in Cycle I
Meeting Day/Date Time
1st
Tuesday, November 21st, 2017 10.25 a.m
2nd
Thursday, November 23rd
, 2017 07.25 a.m
a) The First Meeting
The first meeting conducted on Tuesday, November 21st,
2017 at 10.25 - 11.45 a.m. At the beginning of teaching learning
process, the researcher greeted students by saying
“assalamualaikum and good morning” and all of students
answered by saying “assalamualaikum and good morning Mr.
Then, the researcher asked their condition first before checking
attendance list. Before giving the material, the researcher gave
some question, for example “what do you know about text?”.
Some students could answer it by using Indonesian language. It
could happen because they usually discussed it in Indonesian
language. Therefore, the researcher explained what the text is in
English first before he explained the descriptive means. Then, the
researcher explained the characteristics of text and how to make a
good text. After that, the explanation continued about descriptive
text. Then the teacher asked the students to make a list of question
to discuss about the material. The teacher gave the topic about
descriptive text. Than the students asked to make text based on
the topic.
After 2 x 40 minutes the ball rang and the researcher closed
the lesson and reminded the students that it would be discussed in
the next meeting.
b) The Second Meeting
The second meeting conducted on Thrusday, November 23rd
,
2017 at 07.25 – 08.45 a.m. The researcher greeted the students
and they answered it friendly. Then, the witer checked the
attendance list. The activity continued by giving some
explanation more about descriptive text and how to create it. The
teacher divided students into 4 groups. In each groups there were
5 students. The teacher explained how to apply Student Teams-
Achievement Divisions teachnique. The leader of each groups
asked to face the teacher one by one to give the topic. The teacher
started to give the leader an instruction individually.
After that, the student came back to each group to explain the
topic that the teacher has given in 5 minute. When the student
finished. Subsequently, the students asked to make a text based on
the topics which given by the teacher at least one paragraph.
Then, at the end of this meeting the researcher gave post-test
cycle 1 with the similar task on pre-test before. The students had
to create a descriptive text based on the topic which given in 40
minutes. The students worked the answer sheet seriously. It
seemed that the students‟ score will be improved.
Table 14
The Students’ Score of Post-test Cycle I
NO NAME POST-TEST I NOTE
1 AWS 70 COMPLETE
2 AFF 70 COMPLETE 3 ASP 65 INCOMPLETE 4 EN 55 INCOMPLETE 5 EF 55 INCOMPLETE 6 EM 68 INCOMPLETE 7 ENP 50 INCOMPLETE 8 IF 50 INCOMPLETE 9 JS 65 INCOMPLETE 10 KW 75 COMPLETE 11 MS 62 INCOMPLETE 12 OK 63 INCOMPLETE 13 PA 75 COMPLETE 14 RDS 75 COMPLETE 15 SBFN 60 INCOMPLETE 16 SHT 70 COMPLETE 17 S 62 INCOMPLETE
18 THP 57 INCOMPLETE 19 TDA 68 INCOMPLETE 20 VYH 70 COMPLETE
Total Score 1285
Lowest Score 50
Highest Score 75
Average 64
From the table above, it could be analyzed that the students‟
average score was 64 The highest score was 75 and the lowest
score was 50 Based on the minimum mastery criterion (KKM),
Based on the table above, there were 7 students got 70 and
13 students got < 70. The following were the table of students‟
score mark of post-test I:
Table 15
Frequecy of Students’ Mark of Post-test I of Writing Skill
No Mark Frequency Percentage Category
1 70 7 35% COMPLETE
2 < 70 13 65% INCOMPLETE
Total 20 100% Source: The result of post-test I on November, 23
rd 2017
Figure 5
Graph of Students’ Post-test I of SMP Purnama Trimurjo
35,00%
65,00%
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
Complete Incomplete
3) Observing
While the treatment has given, observation was also conducted.
Here, the researcher was as teacher and the English teacher was as a
collaborator who observes the students‟ activities during teaching
learning process.
After doing the treatment and observation, the researcher got the
result of the students‟ learning activities from the collaborator as
follows:
Table 16
The Table of Students’ Activities in Cycle I
No Students activities Frequency Percentage
1 The students pay attention
of the teacher explanation 14 70%
2 The students ask/answer
the question from the
teacher
9 45%
3 The students were active
in building teamwork 9 45%
4 The students understand
the writing skill by STAD 7 35%
Total Students 20
The table showed that the presence of the students pay attention
in English subject class was 14 students (70%). Besides, there were 9
students (45%) who asked the questions from the teacher, 9 students
(45%) who active in building teamwork, 7 students (35%) who were
understand the writing skill by STAD.
Based on the result above, it could be inferred that the learning
process of cycle I was not successful yet because only one activities,
they were the students‟ attention, that got the percentage of ≥ 70%.
4) Reflecting
In this step, the researcher concluded that cycle I did not run
well because most of students did not achieve the minimum mastery
criteria (KKM). It could be seen from the result of pre-test and post-
test I score. However, most of the students‟ score had improved
although the condition of learning process was uncontrolled enough.
From the result of observation in cycle I, there were some
problems that found, as follows:
1) There were some students that shown unenthusiastic to the
teacher‟s explanation
2) Some students did not ask and answer the teacher‟s questions
Based on the result of reflection in cycle I, there were some
problems to be revised in cycle II, such as:
1) The teacher gave more motivation to the students in order to
study harder and made the learning process more attractive
2) The teacher gave more detail explanation and questions after
explaining the materials to control the students‟.
Furthermore, the result of the learning result of cycle I before
and after doing the treatment could be analyzed in the following
table:
Table 17
Students’ Score at Pre-test and Post-Test I
No Name Pre-test
Score
Post-Test I
Score Improvement Explanation
1 AWS 50 70 20 IMPROVED
2 AFF 70 70 0 CONSTANT
3 ASP 60 65 5 IMPROVED
4 EN 40 55 15 IMPROVED
5 EF 40 55 15 IMPROVED
6 EM 40 68 28 IMPROVED
7 ENP 35 50 15 IMPROVED
8 IF 35 40 5 IMPROVED
9 JS 40 65 25 IMPROVED
10 KW 55 75 20 IMPROVED
11 MS 50 62 12 IMPROVED
12 OK 50 63 13 IMPROVED
13 PA 60 75 15 IMPROVED
14 RDS 55 75 20 IMPROVED
15 SBFN 45 60 15 IMPROVED
16 SHT 70 70 0 CONSTANT
17 S 40 62 22 IMPROVED
18 THP 55 57 2 IMPROVED
19 TDA 50 68 18 IMPROVED
20 VYH 60 70 10 IMPROVED
Total 1000 1285 275
Average 50 64 14
In this research, pretest and post-test I had done individually. It
was aimed to know the students‟ writing skill before and after the
treatment. From the result of pretest and post-test I, it can be
analyzed that there was an improvement from the students‟ result
score. It could be seen from the average score in pre-test 50 and
post-test I 64 Although there was an improvement of the students‟
achievement, cycle I was not successful yet because only 7 students
(35%) who passed in post-test I. It can be concluded that cycle I was
not successful yet because the indicator of success was not reached
yet and the researcher had to revise the teaching and learning process
in the next cycle. Therefore, this research would be continued in the
next cycle.
b. Cycle II
The cycle II was similar with cycle I. It divided into planning, acting,
observing, and reflecting. It would be explained more, as follows:
1) Planning
Based on observation and reflection in cycle I, it showed that cycle
I was not successfully yet. Therefore, the researcher and collaborator
tried to revise the several problems that appeared in cycle I arranged the
planning for continuing in cycle II. The researcher prepared the lesson
plan, material, media, answer sheet, observation sheet and the test for
post-test II.
2) Acting
The researcher and collaborator arranged the schedule of action in
cycle II. It can be seen on the table below:
Table 18
The Meeting Schedule of Action in Cycle II
Meeting Day/Date Time
1st
Tuesday, November 28th
, 2017 07.25 a.m
2nd
Thrusday, November 30th
, 2017 10.25 a.m
a) The First Meeting
The first meeting was conducted on Tuesday, November 28th
,
2017 at 07.25 – 09.45 a.m. At the beginning of the class, the
researcher greeted the students friendly. The students answered it
friendly also.
The learning process in the cycle II was focused on the
weakness of cycle I. The researcher founded the students‟ problems
were in mechanic, content, organization and also grammar. The
researcher asked about the previous material before. After that, the
researcher explained again what is descriptive, the generic structure
and the language features of descriptive paragraph. Then, the
researcher gave an example of descriptive paragraph.
Next, the researcher assigned the student into four groups. Than
the researcher wrote the new topics on the whiteboard to discuss.
After the student finished, the wirter gave some question and
motivation to the students. The students looked very enthusiastic
learn by using STAD and some of them very serious. In this second
meeting, the students seemed more active than previous meeting.
Finally, the bell rang after 2 x 40 minutes. It means that the time
was up and the researcher closed the lesson and reminded the
students to study again about descriptive text.
b) The Second Meeting
The second meeting was conducted on Thursday, November
30st, 2017 at 10.25 -11.45 a.m. The researcher started the class by
greeted the students. After that, the researcher asked about their
condition and checked the attendance list. The researcher asked to
the students whether they have any question about the material.
Then, the researcher gave feedback to the students about their
question.
After that, the researcher gave pos-test cycle II with the similar
task on post-test cycle I before. The score of post-test cycle II can be
seen on the table below:
Table 19
The Students’ Score at Post-test Cycle II
NO NAME POST-TEST II NOTE
1 AWS 77 COMPLETE
2 AFF 80 COMPLETE 3 ASP 75 COMPLETE 4 EN 70 COMPLETE 5 EF 72 COMPLETE 6 EM 71 COMPLETE 7 ENP 67 INCOMPLETE 8 IF 64 INCOMPLETE 9 JS 76 COMPLETE 10 KW 80 COMPLETE 11 MS 72 COMPLETE 12 OK 74 COMPLETE 13 PA 75 COMPLETE 14 RDS 73 COMPLETE 15 SBFN 74 COMPLETE 16 SHT 78 COMPLETE 17 S 74 COMPLETE 18 THP 62 INCOMPLETE 19 TDA 75 COMPLETE 20 VYH 80 COMPLETE
Total Score 1471
Lowest Score 62
Highest Score 80
Average 73
Based on the table above, it could be seen that the students‟
average score in post-test II was 73. The highest score was 80 and
the lowest score was 62 Most of students could improve writing
skill. It mean that cycle II was successful.
Based on the table below, there was 17 students got 70 and 3
students got < 70. The following were the table of students‟ score
mark of post-test II:
Table 20
Frequency of Students’ Mark of Post-test II of Writing Skill
No Mark Frequency Percentage Category
1 70 17 85% COMPLETE
2 < 70 3 15% INCOMPLETE
Total 20 100% Source: The result of post-test II on November 30
th, 2017
Figure 6
Graph of Students’ Post-test II of SMP Purnama Trimurjo
3) Observing
An observation was conducted with the same in cycle II. After
doing the treatment and observation, the researcher got the result of
the students‟ learning activities from the collaborator as follows:
85,00%
15,00%
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
80,00%
90,00%
Complete Incomplete
Table 21
The Table of Students’ Activities in Cycle II
No Students activities Frequency Percentage
1 The students pay attention
of the teacher explanation 20 100%
2 The students ask/answer
the question from the
teacher
17 85%
3 The students were active
in building teamwork 19 95%
4 The students understand
the writing skill by STAD 15 75%
Total Students 20
The table above showed that the students‟ activity in cycle II was
increase. The students‟ activity that had high percentage were pay
attention of teacher‟s explanation was 100%, the students ask/answer
the question from the teacher was 85%, the students active in building
teamwork was 95% and the last the students understand writing skill
by STAD was 75%. Based on the result above, the researcher
indicated that learning process in cycle II was successful because the
students‟ activity got percentage 70%.
Based on the result of the research in cycle II, it could be inferred
that cycle II was successful. The researcher felt satisfied about the
result of the research. There were >70% of students passed the
examination. It means the students‟ writing skill had increase.
From the result above, the researcher concluded that this research
was successful and would be not continued in the next cycle. The
students score on writing skill from pre-test I to post-test II could be
seen on the table below:
Table 22
Students’ Score at Post-test I and Post-Test II
No Name Post-test I
Score
Post-Test II
Score Improvement Explanation
1 AWS 70 77 7 IMPROVED
2 AFF 70 80 10 IMPROVED
3 ASP 65 75 10 IMPROVED
4 EN 55 70 15 IMPROVED
5 EF 55 72 17 IMPROVED
6 EM 68 71 13 IMPROVED
7 ENP 50 67 17 IMPROVED
8 IF 40 64 24 IMPROVED
9 JS 65 76 11 IMPROVED
10 KW 75 80 5 IMPROVED
11 MS 62 72 10 IMPROVED
12 OK 63 74 11 IMPROVED
13 PA 75 75 0 CONSTANT
14 RDS 75 75 0 CONSTANT
15 SBFN 60 74 14 IMPROVED
16 SHT 70 78 8 IMPROVED
17 S 62 74 12 IMPROVED
18 THP 57 62 5 IMPROVED
19 TDA 68 75 7 IMPROVED
20 VYH 70 80 10 IMPROVED
Total 1285 1471 206
Average 64 73 10
Based on the result above, it could be inferred that STAD as a
technique in learning process could improve the students‟ writing skill
because there was improvement from average in post-test I was 64
became 73 in post-test II. In the cycle II, most of the students could
develop their writing skill. It means that cycle II was successful.
Therefore, the researcher concluded that the research was successful
because the indicator of successful had been achieved in this cycle. It
means that it would be stop in this cycle.
Based on the result of students‟ activities in cycle I and cycle II,
the researcher indicated that learning process in cycle II was
successful. This table was to describe the comparison of the students‟
activities in cycle I and cycle II.
Table 23
The Table of Students’ Activities in Cycle I and Cycle II
No Students activities Cycle I Cycle II
F Percentage F Percentage
1 The students pay attention
of the teacher explanation 14 70% 20 100%
2 The students ask/answer the
question from the teacher 9 45% 17 85%
3 The students werea ctive in
building teamwork 9 45% 19 95%
4 The students understand the
writing skill by STAD 7 35% 15 75%
Based on the result of the students activities in cycle I and cycle II
was improved. Pay attention of the teacher explanation from 70%
became 100%, the students ask/answer question from 45% became
85%, the students were active in building teamwork from 45%
became 95% and the students understand thw writing skill by STAD
became 35% became 75%.
B. INTERPRETATION
1. Cycle I
In this research, the researcher gave the students pre-test individually
for the purpose to investigate the students‟ writing skill before giving a
treatment. In the pre-test, there were 2 students (10%) who get a minimum
score and 18 students (90%) who failed the pre test. Furthermore, the
lowest score in pre-test was 35 and the highest score was 70 the average
score was 50.
After did the pre-test, the researcher gave the treatment to the students
in cycle I. The treatment was conducted by teaching the students using
STAD as a technique. Furthermore, the researcher gave the post-test in the
next meeting and the post-test was named post-test I.
Afterwards, by analyzing the result of the post-test I, the researcher
concluded that there were 7 students (35%) who get a minimum score and
13 students (65%) students passed the post-test I. The lowest score was 50,
the highest score was 75 and the average score was 64.
From the result of students‟ score in pre-test and post-test I, there was
an improvement from the students‟ result score. It could be seen from the
average score in pre-test was 50 and post-test I was 64. Although there
was an improvement of students‟ achievement, cycle I was not successful
yet because only 7 students (35%) who passed in post-test I. It means that
in cycle I, the students‟ achievement could improve enough but it was not
successful because the indicator of successful was not reached yet.
2. Cycle II
After analyzing the students‟ score in the post-test of cycle I, the
researcher had to conduct the next cycle because only 7 students (35%)
passed the test and got the score 70.
In the next cycle, the researcher gave the treatment then post-test II.
Furthermore, the researcher analyzed the result of post-test II and inferred
that there were 17 students (85%) passed the test because they got score
70. In this post-test 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 could be
concluded that there were increase score. The increase score could be seen
on the average score. The average score in the post-test I and post-test II
were 64 and 73. In the pre-test, post-test I and post-test II, the total of
students who got the score 70 were 2, 7 and 17 students. Because the
achievement of students had improved enough and the indicator of
successful was reached, the research was successful and could be stopped
in cycle II.
3. The Students’ Score of Pre-test, Post-test I, and Post-test II
Table 24
Students’ Score of Pretest, Post-test I, and Post-test II
No Name Pre-test Score Post-Test I
Score
Post-Test II
Score
1 AWS 50 70 77
2 AFF 70 70 80
3 ASP 60 65 75
4 EN 40 55 70
5 EF 40 55 72
6 EM 40 68 71
7 ENP 35 50 67
8 IF 35 50 64
9 JS 40 65 76
10 KW 55 75 80
11 MS 50 62 72
12 OK 50 63 74
13 PA 60 75 75
14 RDS 55 75 75
15 SBFN 45 60 74
16 SHT 70 70 78
17 S 40 62 74
18 THP 55 57 62
19 TDA 50 68 75
20 VYH 60 70 80
Total 1000 1285 1471
Average 50 64 73
Morover, the comparison of the students‟ average score can be seen
on the graph bellow:
Figure 7
Graph of the Result of Pre-test, Post-test I and Post-test II
Based on the result of pre-test, post-test I and post-test II, it was
showed that there was an improvement of the students‟ score. It could be
50
64
73
0
10
20
30
40
50
60
70
80
Pre-test Post-test I Post-test II
seen from the average score from 50 to 64 became 73. Therefore, the
researcher concluded that the research was successful because the
indicator of success in this research had been achieved.
The researcher showed the graph of the precentage of pre-test, post-
test I and post-test II, as follows:
Figure 8
Graph of Precentage of Students’ Pre-test, Post-test I and Post-test II
Based on the graph above, it can be inferred that using STAD as a
technique in learning process could improve the students‟ writing skill. It
is supported by increasing score of the students from pre-test to post-test I
and from post-test I to post-test II.
4. The Result of Students’ Learning Activities in Cycle I and Cycle II
The students‟ learning activities data was gotten from the whole
students‟ learning activities on observation sheet. The table improvement
of its, as follows:
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
80,00%
90,00%
Pre-test Post-test I Post-test II
10,00%
35,00%
85%
Table 25
The Improvement of Students’ Activities in Cycle I and Cycle II
No Students
activities
Cycle I Cycle II Increasing
F Percentage F Percentage
1 The students pay
attention of the
teacher
explanation
14 70% 20 100% 30%
2 The students
ask/answer the
question from the
teacher
9 45% 17 85% 40%
3 The students
were active in
building
teamwork
9 45% 19 95% 50%
4 The students
understand the
writing skill by
STAD
7 35% 15 75% 40%
Figure 9
Graph of Students’ Result of Learning Activities in Cycle I and Cycle II
Based on the data had gotten, it can be explained as follows:
a. Pay attention to the teacher‟s explanation
The students‟ attention to the teacher explanation from the first
meeting to next meeting was increase.
0%
20%
40%
60%
80%
100%
Cycle I Cycle II
70%
100%
45,00%
85,00%
45% 45,00%
35,00%
75,00%
a : Pay Attention
b : Ask/Answer Question
c : Active in Teamwork
d : Understand STAD
b. The students ask/answer questions
The students who understood the material from the teacher was
improved from the first meeting to next meeting. It showed when the
teacher gave the questions to the students; they were brave to answer
although not all the questions could be answered well.
c. The students were active in building teamwork
The students active in building teamwork were improved. It could
be seen on the cycle I and cycle II.
d. The students understand the writing skill by STAD
The students understand the writing skill were improved. It could
be seen on the cycle I and cycle II.
Based on the data above, it could be concluded that the students
felt comfortable and active with the learning process because most of
the students shown good improvement in learning activities when
teachers used STAD technique to train the students‟ writing skill in
cycle I and cycle II.
C. DISCUSSION
Based on the explanation of cycle I and cycle II, it could be inferred that
the use of STAD technique could improve the students‟ writing skill. There
was a progress average score from pre-test was 50, post-test I was 64 and
become 73 in post-test II. We could be seen that there was an improvement
on the average score and total of the students who passed the test from pre-
test, post-test I and post-test II.
In this case, students of SMP Purnama Trimurjo have low skill in
writing. So, the researcher have to be more creative to make students more
active in learning process especially in writing. It was the reason why the
researcher choose STAD as technique to improve the students‟ writing skill
because this technique seems to be good way in learning process. STAD
contained some steps that made the student more active to learning with other
students so that the students‟ writing skill could improve after trainned STAD
technique continously.
Moreover, the researcher used a STAD contained of some steps in order
to improve the students‟ writing skill. The researcher made some groups
consist of 5 students in each groups. The researcher explained the descriptive
text to the leader of each groups and asked them to share what they got in
each groups. In the last of learning process, the students asked to make a
descriptive text based on the topic. This activity was did until the end of the
meeting. After did the the cycle I, and cycle II the students‟ writing skill
improve because the researcher used STAD as a technique.
CHAPTER V
CONCLUSION AND SUGGESTION
The aim of this chapter is to describe the conclusion from the research. In this
chapter, the researcher would like to suggest the teacher in teaching writing and
the technique which can be use in teaching writing.
A. Conclusion
Based on the result of the application of STAD technique in students‟
writing skill, it could be concluded that there was an improvement of the
students‟ writing skill by using STAD technique among the eigtht grade of
SMP Purnama Trimurjo Central Lampung.
Therefore, the application could be an effective technique to be applied
and it could be used as an alternative way in teaching writing because the
technique is ease of use and very beneficial one. Moreover, by applying this
technique, the students also could involve actively in the process of learning. In
addition, it made the students easier to understand the material so the students‟
writing skill was also improved.
It was supported by the improvement of the students‟ average score from
pre-test 50 to post-test I 64 then became 73 in post-test II. In the cycle I, there
were 2 students who passed the test. Moreover, in the cycle II, there were 13
students who got score ≥ 70. It means that the result of cycle II had already
reached the indicator of success that was ≥ 70% of the students who fulfiled the
KKM. It was clear enough to state that STAD technique could be used to
improve the students‟ writing skill.
B. Suggestion
Based on the result of the research, the researcher would like to give some
suggestions, as follows:
1. The students are expected to be more active in learning English therefore
the students can understand and comprehend the material which teacher
has given and improve their knowledge especially in writing so that the
students‟ writing skill will be improve.
2. It would be better for the English teacher to use to STAD as a technique to
train the students‟ writing skill and use to decrease the students‟ anxiety
before the students do write because the benefit of STAD technique can
improve the students‟ writing skill and also other skill of English.
3. The English teacher is supposed to give more motivation to the students in
order to the students can be more excite in English learning since many
students regard that English is difficult subject to learn. Based on the
observation of the class, the students will be more active after the teacher
give motivation and positive stimulus to the students that English is not
difficult subject.
4. It is suggested for the headmaster in order to persuade the teachers to use
this method because it is very effective method to be applied for the
teacher in teaching and delivering the material.
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APPENDIXES
OBSERVATION GUIDANCE
In this research, the writer uses observation method to know the condition of
students and teacher in learning process. The writer will observe both as follows:
1. Observation about the condition of the teachers and official employ
SMP Purnama Trimurjo
2. Observation about the learning process at the eight grade of SMP
Purnama Trimurjo.
3. Observation about the method that used by the teacher in the classroom.
4. Observation about the students‟ writing skill.
This points above will help the writer to observe the teacher performance
and the students activity. From its point the writer will know the weakness of the
students writing skill.
TEST GUIDANCE
In this research, the writer uses written test to know the condition of
students in learning process. The writer will use two kinds of test, there are
pre-test and post-test. The grill of this written test as follows:
1. The test consist of simple instructions.
2. The test is essay form that consist of a question where the students asked
to make a paragraph.
3. The score is started from 0-100 based on the measurement of writing.
This written test will help the writer to observe the students writing skill.
From that point the writer will know the weakness of the students in writing
skill.
DOCUMENTATION GUIDANCE
In this research, the writer uses documentation data to know the
condition of students in environment learning process. The writer takes the
documentation of the students, the class and the school. The writer used
this method to get more information about condition of the school at eight
grade of SMP Purnama Trimurjo. Here was the list of the documentation
data:
1. Documentation about historical background of SMP Purnama Trimurjo.
2. Documentation about structural organization of SMP Purnama Trimurjo.
3. Documentation about facilities of SMP Purnama Trimurjo.
4. Documentation about sketch of location SMP Purnama Trimurjo.
5. Documentation about condition of the teachers and official staff of SMP
Purnama Trimurjo.
6. Documentation about students of SMP Purnama Trimurjo
SILABUS
Sekolah : SMP PURNAMA TRIMURJO Kelas : VIII ( Delapan ) Mata Pelajaran : BAHASA INGGRIS
Standar Kompetensi : Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar
Kompetensi
Dasar
Materi Pokok/Pembelajara
n
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Belajar Teknik Bentuk
Instrumen Contoh
Instrumen
6.1. Mengungkapka
n makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat,
Teks fungsional pendek berupa : - Undangan - Pengumuman - Pesan Singkat
1. Tanya jawab
berbagai hal terkait tema/topik teks fungsional yang akan dibahas
Melengkapi rumpang teks fungsional pendek
Tes tulis
Essay
1. Write simple sentences based on the situation given.
2. Write an invitation/
2 x 40 menit
1. Buku teks
yang relevanContoh undangan, pengumuman, SMS
2. Gambar yang relevan
lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
6.2. Mengungkapka
n makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat,
Teks rumpang
berbentuk - descriptive - recount
Kalimat acak
2. Penguatan kembali kosakata dan tata bahasa terkait jenis teks fungsional
3. Menulis kalimat sederhana terkait jenis teks
4. Menulis teks fungsional pendek berdasarkan konteks
1. Review
ungkapan-ungkapan yang mendeskripsikan benda, orang atau tempat.
Meyusun kata menjadi teks fungsional yang bermakna
Menulis teks fungsional pendek
Melengkapi rumpang teks essai pendek berbentuk descriptive
Menyusun
Tes tulis Tes tulis
Completion Jumbled sentences
an announcement / message based on the situation given.
1. Complete
the paragraph using the suitable words.
2. Rearrange
4 x 40 menit
1. Buku teks
yang relevan 2. Gambar
terkait tema/topik
3. Benda-
benda sekitar
lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
2. Menulis kalimat yang mendeskripsikan benda, tempat, orang atau binatang berdasarkan gambar/realia.
3. Melengkapi rumpang dalam teks deskriptif dengan kata yang tepat.
4. Menyusun kalimat acak menjadi teks deskriptif yang terpadu.
5. Membuat draft teks deskriptive secara mandiri.
6. Mengekspos teks descriptive
kalimat menjadi teks yang bermakna dalam bentuk descriptive
Menulis teks essai dalam bentuk descriptive .
Tes tulis
Essay
the following sentences correctly.
3. Write an
essay describing something or a certain place.
Notoharjo, 2017
Mengetahui, Kepala SMP PURNAMA TRIMURJO SURADI, S.Pd NIP. 19641203 198711 1 003
yang ditulis di kelas.
THE LESSON PLAN 1 The Name of School : SMP Purnama Trimurjo Class/Term : VIII (Eighth) / 8 (Eight) Subject : English Kind of Text : Descriptive Text Skill : Writing Time Allocation : 2 X 40 Minutes A. Standard Competence
Expressing the meaning in simple functional text and short essay in
descriptive form, and recount to interact with the surrounding environment
B. Basic Competences
Expressing the meaning and steps of rhetoric in essay by using the variety of
written language accurately, fluently and acceptably to interact with the
surrounding environment in descriptive and recount text
C. Indicators
1. Using Simple Present Tense to describe the general object in report text.
2. Writing text in the form of report.
D. The Purpose of Learning
1. Students are able touse Simple Present Tense to describe the general object
in descriptive text.
2. Students are able to write a text in the form description.
E. The Material
1. Definition of DescriptiveText
Descriptive Text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
2. Generic Structure of Descriptive Text a. Identification :Identifies phenomenon (person, place, or thing) that
will be described.
b. Description :Describes parts, qualities, characteristics, etc.
3. Language Feature
a. Simple present tense: If the the thing/persons described are still alive
b. The use of noun
c. The use of kinds of adjectives
d. The use of active verbs
e. The use of allusion, imagination language
4. Example of Descriptive Text
F. Teaching Technique
-
G. Teaching Learning Activities
Pre-activity
a. Teacher gives greeting to students
b. Praying
c. Teacher calls roll of the students
d. Teacher gives warming up to students about the last topic
My grandmother
My grandmother is a very gentle,
loving, and caring person. She never raises
her voice at anymore. She lived with me for
as long as I can remember. She cakes care of
me when mom and go to work.
My grandmother is very neat and tidy
person. She has very dry grey hair which she
usually pulls up into a bun. She has dark
brown eyes that twinkle whenever she sees
me. I hardly ever see them wet.
I really love my grandmother.
Identific
Description
Conclusion
While Activity (Pre-Test)
a. Teacher explains what descriptive text.
b. Teacher gives the students some topics about descriptive text.
c. Each student chooses one of the topics which they want to write.
d. Each student writes a descriptive text base on their prior knowledge.
(individually)
e. The teacher access the students assignment.
Post-Activity
a. Teacherswill provide theconclusionsofthe materialhave been learned.
b. Teachergives reflection.
c. Teachersassign tasks(homework) to students.
d. Teachers giveclosing greeting.
H. Media in Learning Activities
1. LCDprojector, screen, andlaptop.
2. White board.
3. English books.
4. English dictionary.
J. Evaluation
1. Technique : Skill-assessment
2. Type : Writing test
3. Instrument : Write a report text based on the topic which you
have gotten. At least two paragraph
Trimurjo, 2017
English Teacher of The Eighth Grade of SMP Purnama Trimurjo
WILIS NURATI, S.Pd
The Writer,
IMAS SUKMA NEGARA St. Number13107417
The Headmaster of SMP Purnama Trimurjo
SURADI, S.Pd NIP. 19641203 198711 1 003
THE LESSON PLAN 2
The Name of School : SMP Purnama Trimurjo Class/Term : VIII (Eighth) / 8 (Eight) Subject : English Kind of Text : Descriptive Text Skill : Writing Time Allocation : 2 X 40 Minutes A. Standard Competence
Expressing the meaning in simple functional text and short essay in
descriptive form, and recount to interact with the surrounding environment
B. Basic Competences
Expressing the meaning and steps of rhetoric in essay by using the variety of
written language accurately, fluently and acceptably to interact with the
surrounding environment in descriptive and recount text
C. Indicators
1. Using Simple Present Tense to describe the general object in descriptive
text.
2. Writing text in the form of description.
D. The Purpose of Learning
1. Students are able touse Simple Present Tense to describe the general object
in descriptive text.
2. Students are able to write a text in the form description.
E. The Material
1. Definition of Descriptive Text
Descriptive Text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
2. Generic Structure of Descriptive Text a. Identification :Identifies phenomenon (person, place, or thing) that
will be described.
b. Description :Describes parts, qualities, characteristics, etc.
3. Language Feature
a. Simple present tense: If the the thing/persons described are still alive
b. The use of noun
c. The use of kinds of adjectives
d. The use of active verbs
e. The use of allusion, imagination language
4. Example of Descriptive Text
F. Teaching Technique
Student Teams-Achievement Divisions Technique
G. Teaching Learning Activities
Pre-activity
a. Teacher gives greeting to students
b. Praying
c. Teacher calls roll of the students
d. Teacher gives warming up to students about the last topic
While Activity (Treatment by usingStudent Teams-Achievement
Divisions Technique)
a. The teacher explains the material about descriptive text; definition,
structure, laguage feature, and example.
b. The teacher dividesstudents into four groups. Then the teacher asks
each group to seat around the table.
c. The teacher givesdifferent topic for every group and provides think
My grandmother
My grandmother is a very gentle,
loving, and caring person. She never raises
her voice at anymore. She lived with me for
as long as I can remember. She cakes care of
me when mom and go to work.
My grandmother is very neat and tidy
person. She has very dry grey hair which she
usually pulls up into a bun. She has dark
brown eyes that twinkle whenever she sees
me. I hardly ever see them wet.
I really love my grandmother.
Identific
Description
Conclusion
timebefore start to apply Student Teams-Achievement Divisions
technique.
d. Teacher start to apply Student Teams-Achievemnt Divisions
technique. The students are devided into four group with different
level performance, gender, and ethnicity. The teacher asked the
students to prepare writing materials such as books, pens and
/dictionary. Then the students asked to sit down as a groups.
e. The teacher starts to give the students an instruction to the leader in
each groups. After that, the teacher starts to give the topics to the
leader and the students asked to make a paragraph based on the topics
which given by the teacher.
f. Subsequently, the leader of each groups gives the topics to ecah
groups. The students is given 5 minutes to present the topics.
g. When all of the leader have finished, the students asked to make at
least one paragraph individually based on the topics have given.
h. The last, the teacher tells the best group that has least mistakes.
Post-Activity
a. The teacher evaluate and explain more about descriptive text that
concern to students‟ mistake in writing.
b. Teacher gives reflection.
c. Teachersassign tasks(homework) to students.
d. Teachers giveclosing greeting.
H. Media in Learning Activities
1. LCDprojector, screen, andlaptop.
2. White board.
3. English books.
4. English dictionary.
J. Evaluation
1. Technique : Skill-assessment
2. Type : Writing test
3. Instrument : Write a descriptivetext based on the topic which
you have gotten. At least one paragraph!
Trimurjo, 2017
English Teacher of The Eighth Grade of SMP Purnama Trimurjo
WILIS NURATI, S.Pd
The Writer,
IMAS SUKMA NEGARA St. Number13107417
The Headmaster of SMP Purnama Trimurjo
SURADI, S.Pd
NIP. 19641203 198711 1 003
The Measurement of Writing
No Assesement
Indicators Score Category
Standard
1. Content 30-27 Excellence Highly understand; very clever; very wide and complete; very suitable with title
26-22 Good Average to good; some knowledge of subject, mostly relevant to the topic but lack detail
21-17 Fair Poor to fair; limited
knowledge of subject,
inadequatedevelopment
of topic
16-13 Poor Very poor; does not show knowledge, not pertinent to topic
2. Organization 20-18 Excellence Very good excellent;
ideas clearly stated,
well organized , logical
sequencing and
relevant to generic
structure
17-14 Good Average to good; loosely organized, limited support and logical but incomplete sequencing, relevant to generic structure but sometimes using unclear sentences
13-10 Fair Poor to fair; not fluent,
ideas confused, lacks
logical sequencing,
generic structure not
clear
9-7 Poor Very poor; does not communicate, no organization, not enough to evaluate
3. Vocabulary 20-18 Excellence Very good to excellent;
sophisticated range, effective word or idiom choice and usage, word form mastery, appropriate register
17-14 Good Average to good: adequate range, occasional errors of words/idiom, form, choice, usage, but meaning not obscured
13-10 Fair Poor of fair: limited range, frequent errors of words/idiom, form, choice, usage, meaning confused or obscured
9-7 Poor Very poor; essentially translation, little knowledge of vocabulary, idiom, word from, or not enough to evaluate
4. Grammar 25-22 Excellence Very good to excellent; effective complex construction, few errors of agreement, tense number, word order/function, article, pronoun, and preposition
21-18 Good Average to good; effective but simple construction, minor problem in complex construction, several errors of agreement, tense, word order/function, articles, pronoun, preposition, but meaning seldom obscured
17-11 Fair Poor to fair; major problem in complex/simple construction, frequent errors of negation,
agreement, tense, word order/function, articles, pronoun, preposition and/of fragment, deletion, meaning confused or obscured
10-5 Poor Very poor: virtually no mastery of sentence construction rules, dominated by errors, did not communicate, or not enough to evaluate
5. Mechanic 5 Excellence Very good to excellent; demonstrated mastery of convention, few errors of spelling, punctuation, capitalization, paragraphing
4 Good Average to good; occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured
3 Fair Poor to fair; frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured
2 Poor Very poor; no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting, illegible, or not enough to evaluate
Total scores
ATTENDANCE LIST OF PRE-TEST Class : Date :
NO STUDENTS NAME SIGNATURE
1. ABDI WISNU SAPUTRA 1.
2. 2. ANANTA FAIZAL FADILLAH
3. ARDI SEPTIAN PINANTO 3.
4. 4. EKA NUR HASANAH
5. ERFI FEBRIANA 5.
6. 6. ERWIN MAHARDIKA
7. EVI NUR PANGESTI 7.
8. 8. IMAM FAUZI
9. JOKO SAPUTRO 9.
10. 10. KUSRI WAHYATI
11. MUHAMAD SIDIQ 11.
12. 12. OKTA KURNIASARI
13. PUJI ASTUTI 13.
14. 14. RICO DWI SAPUTRA
15. SHALSA BELLA FADILA NINGRUM 15.
16. 16. SILVIA HIKMA TUNISA
17. SUMARINI 17.
18. 18. TEGAR HENDARKO PUTRA
19. TRIAN DWI ANDANI 19.
20. 20. VINA YUNITA HANDAYANI
ATTENDANCE LIST OF TREATMENT I
Class : Date :
NO STUDENTS NAME SIGNATURE
1. ABDI WISNU SAPUTRA 1.
2. 2. ANANTA FAIZAL FADILLAH
3. ARDI SEPTIAN PINANTO 3.
4. 4. EKA NUR HASANAH
5. ERFI FEBRIANA 5.
6. 6. ERWIN MAHARDIKA
7. EVI NUR PANGESTI 7.
8. 8. IMAM FAUZI
9. JOKO SAPUTRO 9.
10. 10. KUSRI WAHYATI
11. MUHAMAD SIDIQ 11.
12. 12. OKTA KURNIASARI
13. PUJI ASTUTI 13.
14. 14. RICO DWI SAPUTRA
15. SHALSA BELLA FADILA NINGRUM 15.
16. 16. SILVIA HIKMA TUNISA
17. SUMARINI 17.
18. 18. TEGAR HENDARKO PUTRA
19. TRIAN DWI ANDANI 19.
20. 20. VINA YUNITA HANDAYANI
ATTENDANCE LIST OF POST-TEST I Class : Date :
NO STUDENTS NAME SIGNATURE
1. ABDI WISNU SAPUTRA 1.
2. 2. ANANTA FAIZAL FADILLAH
3. ARDI SEPTIAN PINANTO 3.
4. 4. EKA NUR HASANAH
5. ERFI FEBRIANA 5.
6. 6. ERWIN MAHARDIKA
7. EVI NUR PANGESTI 7.
8. 8. IMAM FAUZI
9. JOKO SAPUTRO 9.
10. 10. KUSRI WAHYATI
11. MUHAMAD SIDIQ 11.
12. 12. OKTA KURNIASARI
13. PUJI ASTUTI 13.
14. 14. RICO DWI SAPUTRA
15. SHALSA BELLA FADILA NINGRUM 15.
16. 16. SILVIA HIKMA TUNISA
17. SUMARINI 17.
18. 18. TEGAR HENDARKO PUTRA
19. TRIAN DWI ANDANI 19.
20. 20. VINA YUNITA HANDAYANI
ATTENDANCE LIST OF TREATMENT II Class : Date :
NO STUDENTS NAME SIGNATURE
1. ABDI WISNU SAPUTRA 1.
2. 2. ANANTA FAIZAL FADILLAH
3. ARDI SEPTIAN PINANTO 3.
4. 4. EKA NUR HASANAH
5. ERFI FEBRIANA 5.
6. 6. ERWIN MAHARDIKA
7. EVI NUR PANGESTI 7.
8. 8. IMAM FAUZI
9. JOKO SAPUTRO 9.
10. 10. KUSRI WAHYATI
11. MUHAMAD SIDIQ 11.
12. 12. OKTA KURNIASARI
13. PUJI ASTUTI 13.
14. 14. RICO DWI SAPUTRA
15. SHALSA BELLA FADILA NINGRUM 15.
16. 16. SILVIA HIKMA TUNISA
17. SUMARINI 17.
18. 18. TEGAR HENDARKO PUTRA
19. TRIAN DWI ANDANI 19.
20. 20. VINA YUNITA HANDAYANI
ATTENDANCE LIST OF POST-TEST II Class : Date :
NO STUDENTS NAME SIGNATURE
1. ABDI WISNU SAPUTRA 1.
2. 2. ANANTA FAIZAL FADILLAH
3. ARDI SEPTIAN PINANTO 3.
4. 4. EKA NUR HASANAH
5. ERFI FEBRIANA 5.
6. 6. ERWIN MAHARDIKA
7. EVI NUR PANGESTI 7.
8. 8. IMAM FAUZI
9. JOKO SAPUTRO 9.
10. 10. KUSRI WAHYATI
11. MUHAMAD SIDIQ 11.
12. 12. OKTA KURNIASARI
13. PUJI ASTUTI 13.
14. 14. RICO DWI SAPUTRA
15. SHALSA BELLA FADILA NINGRUM 15.
16. 16. SILVIA HIKMA TUNISA
17. SUMARINI 17.
18. 18. TEGAR HENDARKO PUTRA
19. TRIAN DWI ANDANI 19.
20. 20. VINA YUNITA HANDAYANI
ATTENDANCE LIST Class : Date :
NO STUDENTS NAME SIGNATURE
1. ABDI WISNU SAPUTRA 1.
2. 2. ANANTA FAIZAL FADILLAH
3. ARDI SEPTIAN PINANTO 3.
4. 4. EKA NUR HASANAH
5. ERFI FEBRIANA 5.
6. 6. ERWIN MAHARDIKA
7. EVI NUR PANGESTI 7.
8. 8. IMAM FAUZI
9. JOKO SAPUTRO 9.
10. 10. KUSRI WAHYATI
11. MUHAMAD SIDIQ 11.
12. 12. OKTA KURNIASARI
13. PUJI ASTUTI 13.
14. 14. RICO DWI SAPUTRA
15. SHALSA BELLA FADILA NINGRUM 15.
16. 16. SILVIA HIKMA TUNISA
17. SUMARINI 17.
18. 18. TEGAR HENDARKO PUTRA
19. TRIAN DWI ANDANI 19.
20. 20. VINA YUNITA HANDAYANI
PRE-TEST
Name : Class : Read the following direction! 1. Write your name and class.
2. Read the question carefully.
3. Write a short descriptive text at least one paragraph.
4. You may open your dictionary.
5. You have 20 muinutes to finish your task.
Question! 1. Choose one and write a descriptive text based on the topics belows (At least
one paragraph)!
a. Cats
b. Flowers
c. Transportations
d. Fishs
Answer: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
POST-TEST 1
Name : Class : Read the following direction! 6. Write your name and class.
7. Read the question carefully.
8. Write a short descriptive text at least one paragraph.
9. You may open your dictionary.
10. You have 20 muinutes to finish your task.
Question! 2. Choose one and write a descriptive text based on the topics belows (At least
one paragraph)!
e. Birds
f. Fruits
g. Televisions
h. Handphones
Answer: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
POST-TEST 2
Name : Class : Read the following direction! 11. Write your name and class.
12. Read the question carefully.
13. Write a short descriptive text at least one paragraph.
14. You may open your dictionary.
15. You have 20 muinutes to finish your task.
Question! 3. Choose one and write a descriptive text based on the topics belows (At least
one paragraph)!
a. Fathers
b. Deers
c. Motorcycle
d. Car
Answer: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
OBSERVATION SHEET
THE STUDENTS’ ACTIVITY
Name : Imas Sukma Negara Subject : English
Day/date : Meeting : II (Second)
Cycle : II (Two)
NO NAME The Students’ Activity
a b c d
1 AWS
2 AFF
3 ASP
4 EN
5 EF
6 EM
7 ENP
8 IF
9 JS
10 KW
11 MS
12 OK
13 PA
14 RDS
15 SBFN
16 SHT
17 S
18 THP
19 TDA
20 VYH
Total 20 17 19 15
Precentage 100% 85% 95% 75%
Note : Give the thick sign ( ) to the students’ activity
a. The students pay attention of the teacher explanation
b. The students asked/answered the question from the teacher
c. The students were active in building teamwork
d. The students understand the writing skill by STAD
P =
x 100%
Notes :
P = Mean Score
F = Total of Students
n = Number of Students
Notoharjo, November 2017
Collaborator,
Wilis Nurati, S.Pd
NIP.-
The Writer,
Imas Sukma Negara
St. ID 13107417
OBSERVATION SHEET
THE STUDENTS’ ACTIVITY
Name : Imas Sukma Negara Subject : English
Day/date : Meeting : II (Second)
Cycle : I (One)
NO NAME The Students’ Activity
a b c d
1 AWS
2 AFF
3 ASP
4 EN
5 EF
6 EM
7 ENP
8 IF
9 JS
10 KW
11 MS
12 OK
13 PA
14 RDS
15 SBFN
16 SHT
17 S
18 THP
19 TDA
20 VYH
Total 14 9 9 7
Precentage 70% 45% 45% 35%
Note : Give the thick sign ( ) to the students’ activity
a. The students pay attention of the teacher explanation
b. The students asked/answered the question from the teacher
c. The students were active in building teamwork
d. The students understand the writing skill by STAD
P =
x 100%
Notes :
P = Mean Score
F = Total of Students
n = Number of Students
Notoharjo, November 2017
Collaborator,
Wilis Nurati, S.Pd
NIP.-
The Writer,
Imas Sukma Negara
St. ID 13107417
TEACHER PERFORMANCE OBSERVATION SHEET
Name : Subject : English
Day/date : Meeting : II (Second)
Cycle : II (Two)
Give the thick ( sign to the correct activities!
No Teacher’s Performance ( Score
1 Pre-activities
a. Greeting 8
b. Giving motivation to the students before
teaching-learning process 7
c. Apperception
2 Core-activities
a. The teacher explains the material about
descriptive text to know how to write a
paragraph.
8
b. The teacher explains the roles of Student
teams-achievement divisions technique briefly. 8
c. The teacher does tryto apply the technique, she
divides the students into some groups and
applied the technique procedure.
7
d. The teacher explains the leader of each group
about the material they have to explain to their
group.
8
e. The teacher asks the students who have the
question about both materials. 8
3 Post-activities 7
a. The teacher asks to the students to makea
paragraph related to the topic.
b. The teacher gives task as home work to the
students to study cooperativelly at home. 7
c. Closing the meeting. 8
Total 76
Categories:
0 – 30 : Low Categories
31 – 50 : Fair Categories
51 – 80 : High Categories
Metro, November 2017
Collaborator,
Wilis Nurati, S.Pd
NIP.-
The Writer,
Imas Sukma Negara
St. ID 13107417
TEACHER PERFORMANCE OBSERVATION SHEET
Name : Subject : English
Day/date : Meeting : II (Second)
Cycle : I (One)
Give the thick ( sign to the correct activities!
No Teacher’s Performance ( Score
1 Pre-activities
d. Greeting 7
e. Giving motivation to the students before
teaching-learning process 7
f. Apperception
2 Core-activities
f. The teacher explains the material about
descriptive text to know how to write a
paragraph.
6
g. The teacher explains the roles of Student
teams-achievement divisions technique briefly. 6
h. The teacher does try to apply the technique, she
divides the students into some groups and
applied the technique procedure.
6
i. The teacher explains the leader of each group
about the material they have to explain to their
group.
6
j. The teacher asks the students who have the
question about both materials. 7
3 Post-activities 6
d. The teacher asks to the students to makea
paragraph related to the topic.
e. The teacher gives task as home work to the
students to study cooperativelly at home. 6
f. Closing the meeting. 7
Total 64
Categories:
0 – 30 : Low Categories
31 – 50 : Fair Categories
51 – 80 : High Categories
Metro, November 2017
Collaborator,
Wilis Nurati, S.Pd
NIP.-
The Writer,
Imas Sukma Negara
St. ID 13107417
The Activities of Students’ Pre-test SMP Purnama Trimurjo
The Activities of Students’ Pre-test SMP Purnama Trimurjo
The Activities of Treatment I SMP Purnama Trimurjo
The Activities of Treatment I SMP Purnama Trimurjo
The Activities of Post-test I SMP Purnama Trimurjo
The Activities of Post-test I SMP Purnama Trimurjo
The Activities of Treatment II SMP Purnama Trimurjo
The Activities of Treatment II SMP Purnama Trimurjo
The Activities of Post-test II SMP Purnama Trimurjo
The Activities of Post-test II SMP Purnama Trimurjo
CURRICULUM VITAE
The name of awriter is Imas Sukma Negara. He
was born in Trimurjoon August, 25th 1995. He is the
second son of happy couple Mr. Riyanto (passed a
way) and Mrs. Supinah.He graduated from
Elementary school (SD N 1 Purwoadi) and finished
on 2007.
He continued his study in Junior High School (SMP Purnama Trimurjo)
and finished on 2010. After graduated from Junior High School,
hecontinued to Senior high school (SMK Muhammadiyah 2 Metro) and
finished on 2013.And on 2013 he continued his study as a student of S-1
English education, State Institute for Islamic Studies of Metro.