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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and Essays,United States of America: Longman, 2008, 3rd

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Cooperative Language Learning Technique”, A Dessertation Submitted in

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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.