ghun dah jadi
TRANSCRIPT
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CHAPTER I
INTRODUCTION
This chapter presents introduction. It consists of background, problem
statement, objective of the research, significance of the research, and scope of the
research.
A. Background
Everyone knows that English is an international language today. As
international language, English is taught to the students from elementary school
up to university level. Even today English is also taught to the students in
kindergarten. English is also one of compulsory to pass final exam to the level of
education and to apply one position in some of occupations. English offers a
chance for advancement in peoples professional lives !"armer, #$$#%#&. 'eople
will get a better job with two languages or more than if they only know their
mother tongue. In the other words, English as an international language becomes a
tool of international communication in all aspects such as science, technology,
social economic, etc. (earning English is very important because it has many
benefits to our professional lives.
English deals with two skills, they are productive skill and receptive skill.
'roductive skills involve writing skill and speaking skill and receptive skills
involve reading skill and listening skill. The productive skill is used in producing
or giving information to others, while the receptive skill is used in receiving
information from others.
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)riting is one of skills or target of communication that is important to
reach in teaching and learning English. )riting is a means of both communication
and self*expression. There are several reasons why people learn writing. It is used
to communicate with other people in society and also to express feeling, ideas,
opinion, and knowledge. )riting skill is not easier than the other skills. It needs
knowledge of grammar, vocabulary, word choice, techni+ues of writing, type of
text, and general knowledge.
There are twelve modes of writing, they are% narrative, descriptive,
analytical exposition, hortatory exposition, recount, report, new item, anecdote,
procedure, explanation, discussion, and review. ne of them is narrative writing.
In narrative, students make a simple sentence and then they develop the main
points to outline the mind and put it in a sentence and determine the issues of
supporting the conflict of a narrative text. )hile the structure of narrative text
consists of% orientation, compilation, and resolution. Eli-abeth !#$/%01#& states
that writing will be dull and colorless, if it never told what things look, feel,
sound, smell, and taste or if it is no personal experiences.
2ased on the researchers observation at 34A5 $ 4akassar, writing
narrative is one of teaching material for the eleventh grade students. The teacher
said that the common problem faced by the students in writing that are they have
difficulties in organi-ing their ideas, the use of punctuation, capitali-ation, and
structure. 3ometimes they have no ideas to start their writing activity. n the other
hand, they have a great number of ideas in their mind but they do not know how
to organi-e them in writing form.
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There are some factors that influence the students ability to write. They
are vocabulary, interesting topic given, and techni+ues in learning writing such as
picture, map, etc. Among those factors, techni+ue is an important factor that
should be given a special attention because by applying a good techni+ue, the
students can improve their ability to organi-e their ideas into good writing.
To solve these problems, the teacher should reali-e that teaching especially
writing is not simply in structuring students thinking and apply the teaching
strategy selected, but teacher has to see and perceives what the students want.
Teacher is demanded to be more creative in delivering the material in order to
improve the students ability in writing narrative.
6ooperative learning in writing will give the students a chance to share
their ideas and information in group that they have taken while teaching and
learning process. It is saving time especially if we teach in large class. Then,
cooperative learning is an excellent way of promoting positive interaction
between member of different cultural and socio*economic group. 3o, the
classroom atmosphere will be more enjoyable by reducing competition.
3tudents Teams Achievement 7ivisions !3TA7& is the most extensively
research of all cooperative learning method !3lavin, #$$1&. Its also very adaptable
because it has been used in 4athematics, 3cience, 3ocial, English, Industrial,
Arts, and many other subjects. 3tudents are assigned to four member learning
teams that are mixed in performance level, sex, and ethnicity.
The teacher presents a lesson, and then students work within their teams to
make sure that all team members have mastered the lesson. The main idea behind
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3TA7 is students share their idea that they work together to learn and they are
responsible for their own teammates learning and their own to achieve a goal.
If students want their team to earn team reward, they must help their teammates to
learn the material. They must help encourage their teammates to do their best,
expressing norms that learning is important, valuable, and fun !3lavin, #$$1&.
The purpose of this method is given the opportunity to the students to
improve themselves, not only in cognitive aspect, but also the affective and
psychometric aspect. The teacher can motivate the students so that they can get
opportunity and time to improve themselves in learning. It is hoped that by using
3tudents Team Achievement 7ivision will help to improve the students ability in
writing narrative.
2ased on the description above, the researcher wants to apply 3TA7 of
cooperative learning type to improve students ability in writing narrative and the
researcher hopes that this research will be successful and can give positive
contribution for the process of English language teaching and learning. To know
the implementation of 3TA7, the researcher conducts a research on “Improving
Narrative riting A!i"it# t$roug$ %TAD at t$e E"event$ &rade %tudent' o(
%)A Negeri * )aka''ar+.
B. Pro!"em %tatement'
2ased on the description of the background above, the researcher
formulates the problem statement as follows%
"ow can students ability in writing narrative be improved by using
3tudents Team Achievement 7ivision !3TA7& strategy9
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C. O!,ective' o( t$e Re'earc$
This research is aim to improve the students ability in writing narrative by
implementing 3tudents Team Achievement 7ivision !3TA7& of 6ooperative
(earning type.
D. %igni(icance o( t$e Re'earc$
The researcher hopes that after this research has been completed, it will
give useful contribution for teaching and learning process. The significance and
useful contribution are%
#. The process of the action research will be very useful for the researcher
to improve the teaching performance in class. The researcher will be involved in
the students problems. The researcher will be aware of the students problem in
learning English and the researcher will do some efforts to find some ways to
solve them. 2esides that, the researcher will be aware of his own weaknesses.
0. The process of the research will be useful for the students, as the aim of
the research is to improve their ability in writing narrative. The students will be
treated better in the learning process. This study will motivate students who have
problems in writing, especially in writing narrative.
8. The result of the study will be useful for other teachers of English.
ther teachers who would like to learn from the research result are hoped to learn
something from it. This research can be a new way to develop the teaching
strategy which applies in the school.
E. %cope o( t$e Re'earc$
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This research deals with language teaching and learning in improving
students ability in writing narrative by implementing 3tudents Team Achievement
7ivision of 6ooperative (earning type. This teaching strategy will be
implemented to the eleventh grade students of 34A 5egeri $ 4akassar in
01#8;01#/ academic year.
This research is applied linguistics. Among several types of 6ooperative
(earning, the researcher will apply 3tudents Team Achievement 7ivision of
6ooperative (earning type in this research. The content of this research covered
writing narrative material based on school curriculum !
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RE-IE O RE/ATED /ITERATURE
This chapter presents the review of related literature. It consists of
previous findings, some pertinent ideas, resume, theoretical framework, and
hypothesis.
A. %ome Previou' Re"ated inding'
3ome of the researchers have investigated about the ability of students in
writing through cooperative learning, some of the researchers are cited briefly
below%
)ahyuni in her research !01#1& >The Effectiveness of 3TA7 !3tudent
Teams*Achievement 7ivision& in Improving 3tudents )riting Ability at 3TAI5
improving students ability to write
narrative texts through cooperative learningB stated that the result of the data
indicated that there was a significant difference of students writing ability before
and after being taught through cooperative learning. It is proved by the result of
the students pretest and posttest where the mean score of posttest =.$ that was
greater than the mean score of the pretest :.8#.
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4arhaen in his research !011=& >Increasing the 3tudents Cocabulary
Achievement Dnder 6ooperative (earning Type 3TA7 in the irst Fear of 34A
5egeri /
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a huge variety of ideas, and the facts that support them the materials, which go
into any piece of writing. In other sense, writing can be a way of expressing idea
through written form or a process of building larger units from smaller ones, that
is, the writer uses words to make a composition or essay writing.
"armer !#$$#& mentions writing is a productive skill which involves
though and emotion. "e also states that writing is a way to produce language and
express idea, feeling and opinion. It means that writing is one speaking
representative through the media. n the other hand writing is a process that what
we write is often heavily influenced by the constraints of genres. These elements
have to be presented in learning activities.
The practice of writing may include imitating or copying words and
sentences from the given ideas, or expressing free ideas based on the writers
knowledge, experience, and point of view. 6ornbleet and 6arter !011#%#:&
conclude that% #& writing is planned, 0& writing is permanent and crosses the
boundaries of space and time, and 8& writing is a process made up of numerous
sub*skills.
The process by which writers arrive at their final product evolves through
series of stages as writers discover what they are trying to say. )riting re+uired
the ability to assess clarity of though and as well as the capacity to distance
oneself the next in order to take into a count the readers point of view !Arnulfo,
#$$:%0=&.
rom the definitions above the writer can conclude that writing is a way to
produce language that comes from our thought. )e can say that writing is a
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medium of communication. It can be used to express the idea, feeling, experience,
writers knowledge, point of view through written form.
!. T#pe' o( 1riting
The type of writing system exists in the native language is an important
factor in determining of speech which students learn to write. There are two types
of writing, they are%
#&. actual or 'ractical )riting
This type of writing deals with facts. actual writing includes advertisements,
current affairs show, debates, reports, and instructions. It presents the idea or
information which has a aim to show or persuade the reader.
0&. Imaginary 6reative )riting
This type of writing usually exists in literature. The examples of imaginary
writing are novel, romance, fantasy, science, fiction, adventure, etc. it is presented
to appeal our emotions. Imaginary writing can makes us laugh or even cry,
thinking about our own life and consider our beliefs. There are three types of this
category% narrative, poetic, and dramatic.
The types of writing which are given to the students to do will depend on
their age, interest, and level. or example, we can ask beginners to write a simple
poem. )hen we set a task for senior high school, we will make sure that the
students will get enough words to work on it. There is no limit to write. ur
decisions are based on how much words the students know, what topic of their
interest, and it will not only be useful for them, but also it can motivate them as
well.
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c. C$aracteri'tic' o( riting
There are some characteristics of writing from the perspective of a reader.
They are presented as follows%
#& 'ermanent
3omething has been writing by the writer and delivers to audience and
abdicates a power. The work is written on paper become a permanence work.
Therefore, the teacher can do as a guide and facilitator to help students in revising
and refining their work and will give them confidence in their work.
0& 'roduction Time
The good writing is given appropriate stretches of time. Then, the writer
can become a good writer by developing efficient process for achieving the final
product. The bad writing is that many educational context demand in students
writing within time limits or writing for display.
8& 7istance
The good writer can read their own writing from the perspective of the
mind to the targeted audience. )riters need to be able to predict the audiences
general knowledge, cultural, literary schemata, specific subject matter and how
their choice of language be interpreted.
/& 6omplexity
The writer must learn how to remove redundancy, how to combine
sentence, how to make reference to other elements in text, how to create syntactic
and lexical variety and much more.
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:& Cocabulary
)ritten language places a heavier demand on vocabulary use than in
spoken language. Hood writers will learn to take the advantage from the richness
of vocabularies.
d. Component' o( riting
)riting is a complex skill. In building up a composition, the learners have
to know the five components of writing that must be integrated to make good
writing so writing becomes useful and meaningful. ocobs, et. al. !#$#%8#& points
out the five components of writing. They are presented as follows%
#& 6ontent
There are at least four things that can be measured in connecting with
content, the composition should contain one central proposed only, should have
unit, should have coherence and continuity, and should be ade+uately develop.
0& rgani-ation
The purpose of organi-ing material in writing involves a coherence, order
of important, and general to specific, specific to general, chronological order of
spatial orders of pattern. )hen writing, the learner should arrange the writing
chronologically. They should present their ideas based on the order of which
happened from the beginning to the end.
8& Cocabulary
The effective use of words will always result good writing both specific
and technical writing. The dictionary is very considerable. Cocabulary is one of
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the components of writing. To express the ideas, we always deal with vocabulary.
The lack of vocabulary makes us difficult to express ideas.
/& (anguage use ; 3tructure
(anguage use in writing involves correct language and point of grammar.
An ade+uate grammar should one that is capable of producing writing. )e should
not be able to do anything more that other separate items of language for separate
function and also grammar can help the students improve the use of formal
language.
:& 4echanics
There are at least two main parts of mechanic in writing namely% !#&
punctuation, it is important to clarify meaning in EnglishG !0& capital letter, it has
two principles% first, it is used distinguish between particular thingsG second, it is
used as first word in +uotations, a formed statements and proper adjective, etc.
e. Proce'' o( riting
)riting as one of productive skill needs a process. "armer states that
writing process is the stages that a writer goes through in order to produce
something in its final written form. There are four steps of writing process%
#& 'rewrite
In this first step, young learners are given an opportunity to prepare to
write and to collect their thoughts and ideas. If done properly, it can ease them
into writing without any hesitation or worry. or every piece of writing there is
always prewrite activity. In the classroom, prewriting can be as simple as a
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drawing activity, or it can be woven into a discussion between the teacher and the
learners.
In prewrite steps, you gather ideas to write about. Taking notes is one of
way to gather ideas. There are several ways to warm up before you write, they are
brainstorming and clustering.
a& 2rainstorming
2rainstorming is one way to capture thoughts. The purpose of
brainstorming is to make a list of as many ideas as possible without
worrying about how writer will use them. )riters list can include words,
phrases, sentences, or even +uestions.
b& 6lustering
6lustering is another prewriting techni+ue. It is a visual way of
showing how our ideas are connected using circles and lines. The steps
are%
!#& )rite topic in the center of a blank piece of paper and draw a circle
around it.
!0& )rite any ideas that come into our mind about the topic in circles
around the main circle.
!8& 6onnect those ideas to the center word with a line.
!/& Think about each of your new ideas, and then connect them.
!:& @epeat this process until we run out of ideas.
0& 7rafting
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Foung learners write down all of their ideas. They dont worry about form
of correctness or even the order. The objective is to get the ideas on paper as
+uickly as possible. or instance, if young learners are going to be writing a
manual on how to use his;her favorite toy, they could write down the steps they do
when they play with it.
8& @evising
The initial piece of writing is examined and reworked so that the ideas are
logical and flow together.
/& Editing
At this stage, students re*engaged in tidying up their texts as they prepare
the final draft for evaluation by the teacher. They edit their own or their peers
work for grammar, spelling, punctuation, diction, sentence structure, and accuracy
of supportive textual material such as +uotations, examples, and the like. ormal
editing is deferred till this phase in order that its application not disrupts the free
flow of ideas during the drafting and revising stages. 6orrecting students errors
and correct their own errors presents a real dilemma for teacher. n one hand,
they need to know how to write using standard conventions of spelling, grammar,
and punctuation.
:& 'ublishing
The writing piece is rewritten in a published or presentable form, in a
student made book, on special paper, and;or on a computer so that it can be
displayed or shared. These explanations above are : steps in writing process that
should be done if someone wants to write easily. 2efore we write we have to
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prepare our mind to write properly. Then they have to check, is it logical ideas.
After that, the writer has to check all by reading repeatedly to find these errors.
inally, the writing is ready to publish.
(. Component' o( riting
)riting is a complex skill. In building up a composition, the learners have
to know the five components of writing that must be integrated to make good
writing so writing becomes useful and meaningful. ocobs, et. al. !#$#%8#& points
out the five components of writing are%
#& 6ontent
There are at least four things that can be measured in connecting with
content, the composition should contain one central proposed only, should have
unit, should have coherence and continuity, and should be ade+uately develop.
0& rgani-ation
The purpose of organi-ing material in writing involves a coherence, order
of important, and general to specific, specific to general, chronological order of
spatial orders of pattern. )hen writing, the learner should arrange the writing
chronologically. They should present their ideas based on the order of which
happened from the beginning to the end.
8& Cocabulary
The effective use of words will always result good writing both specific
and technical writing. The dictionary is very considerable. Cocabulary is one of
the components of writing. To express the ideas, we always deal with vocabulary.
The lack of vocabulary makes us difficult to express ideas.
#=
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/& (anguage use ; 3tructure
(anguage use in writing involves correct language and point of grammar.
An ade+uate grammar should one that is capable of producing writing. )e should
not be able to do anything more than other separate items of language for separate
function and also grammar can help the students improve the use of formal
language.
:& 4echanics
There are at least two main parts of mechanic in writing namely% !#&
punctuation, it is important to clarify meaning in EnglishG !0& capital letter, it has
two principles% first, it is used distinguish between particular thingsG second, it is
used as first word in +uotations, a formed statements and proper adjective, etc.
g. riting a!i"it#
The writing ability are complex and difficult to teach, re+uiring mastery
not only of grammatical and rhetorical devices but also of conceptual and
judgment elements. According to "eaton !#$:%#8&, the following analysis
attempts to group the many and varied skills necessary for writing good prose into
four main areas
#& Hrammatical % the ability to write correct sentences.
0& 3tylistic % the ability to manipulate sentences and use language
effectively.
8& 4echanical % the ability to use correctly those conventions particular to
the written language, like using punctuation and spelling.
/& udgment % the ability to write in an appropriate manner for a
particular purpose with a particular audience in mind,
together with an ability to organi-e and order relevant
information.
In this research, the writing ability that will be improved is students ability in
writing narrative text at eleventh grade students of 34A 5egeri $ 4akassar.
$. Under'tanding o( &ood riting
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Hood writing in any languages involves knowledge the convention of
writing discourse in culture as well as the ability to choose the precise words that
convey ones meaning. To write an interesting text and good paragraph, we should
know what a paragraph is. A paragraph is a group of sentences that discuss a
smaller idea. urthermore, paragraph like an essay, it generally contains an
introduction, a body, and a conclusion.
A good paragraph normally focuses only on one idea that is expressed in
the topic sentence. Topic sentence is important to express an idea. unction of the
idea is to control the content of paragraph. In writing a good paragraph, we should
concern to three things. They are%
#& Dnity ; 6ohesion
The unity is synonymous with oneness. It means that a paragraph
discusses only one and only main idea from beginning to the end and every
supporting sentence must directly explain or prove the main idea. All sentences in
a paragraph should state on the one thing in the topic sentence% all of the sentences
stick together.
0& 6oherence
The (atin cohere means >hold togetherB. It also plays an important role in
writing. It plays crucial role in making a paragraph read well. The movement from
one sentence to the next must be logical and smooth. To achieve coherence, the
researcher needs to use some transitions, such as however, although, finally, and
nevertheless.
8& 6ompleteness
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A good paragraph contains enough detail information to explain and
prove statements of a topic sentence. )riting skill is complex and difficult to be
taught since in this case writing does not only mean putting down graphic form on
a piece of paper. It involves at least five components.
a& 6ontent % the substance of writing, the ideas expressed.
b& orm % the organi-ation of the content.
c& Hrammar % the employment of grammatical form and syntactic
patterns.
d& Cocabulary % the choice of structure and lexical items to give a
particular tone or flavor to the writing. It is also called
style.
e& 4echanic % the use of graphic conventions of the language.
2. T$e Concept o( &enre
a. De(inition o( &enre
Henre is used to refer to particular text*types, not to traditional varieties of
literature. It is a type or kind of text, defined in terms of its social purposesG also
the level of context dealing with social purpose. Henre is a category used to
classify discourse and literary works. It is usually by form, techni+ue, or content.
In other hand, genre can be defined as a culturally specific text type which results
from using language !written or spoken& to accomplish something.
#$
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The meaning of the genres intended is that students are able to understand
the concept and they will be able to identify a kind of texts that students will have
to write.
!. 3ind' o( &enre
According to Herrot and )ignell !#$$:%#&, there are many kinds of genre
!types of text&. It will be presented as follows%
#& 5arrative
It is a kind of genre that social function is to amuse, entertain and to deal
with actual or vicarious experience in different ways. It deals with problematic
events which lead to crisis or turning point of some kinds, which in turn finds a
resolution.
0& @ecount
It is a kind of genre that social function to retell event for the purpose of
informing or entertaining.
8& 7escriptive
It is a kind of genre that social function is to describe a particular person,
place or thing.
/& 'rocedure
It is a kind of genre that social function is to describe how something is
accomplished through a se+uence of actions or steps
:& @eport
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It is a kind of genre that has function to describe the way things are with
reference to range of natural, man*made and social phenomena in our
environment.
=& Anecdote
It is a kind of genre that social function to share with others or listener an
account of an unusual or amusing incident.
& 3poof
It is kind of genre that has social function to retell an event a humorous
twist.
& Analytical Exposition
It is a kind of genre that social function to persuade the reader or listener
that something in the case.
$& "ortatory Exposition
It is a kind of genre that social function to persuade the reader or listener
that something should not be the case.
#1& Explanation
It is a kind of genre that social function is to explain the process involved
in the formation or working of natural or socio cultural phenomena.
##& @eview
It is a kind of genre that social function to criti+ue an art work or event for
a public audience.
#0& 7iscussion
0#
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It is a kind of genre that social function to present !at least& two points of
view about an issue.
#8& 5ews Item
It is a kind of genre that social function to inform reader with events of
the day which are considered newsworthy or important.
4. An Overvie1 o( Narrative
a. De(inition o( Narrative
5arrative text is one of genre which is taught at tenth grade students of
34D and 4A. 4urcia !0111%#:#& states that narrative is structured round the
chronological development of events and is centered on a person or hero.
6onse+uently, a narrative is usually personali-ed or individuali-ed tells about the
events related to the person or persons involved.
4ark and
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A class list of narratives that was cited on )iwin 3upriantis thesis !011$&
might include the follows%
#& Adventure
A story includes the exciting and dangerous events that characters have to
solve, such as junior detective stories.
0& "orror story
A story which attempts to scare the reader or listener with frightening
events but which usually ends happily, such as Twilight, Campire and 7racula.
8& @omance%
A story deals with the romantic love. There are some obstacles in the way
but true love usually wins out in the end, such as @omeo and uliet, Endless (ove,
and (ove 3tory in "arvard.
/& airy tale%
a well*known story from folklore for children which often involves fairies or other
magical characters, such as 6inderella, 3now white.
:& Epic
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A story which deals with the heroic deeds of one or more great heroes or
nations past history and events that are larger than real life, such as Iliad,
"ercules, and 2eowulf.
=& 4oral tale
The stories which explicitly attempt to teach people about the right way to
behave, such as traditional fables from folklore.
& 4yth or legend
3tory that originated in ancient times, especially one dealing with ideas or
beliefs about the early history of a race, or giving explanations of natural events,
such as the Aboriginal legends.
c. C$aracteri'tic' o( NarrativeThere are some characteristics of narrative and they will be explained like as
follows%
#& 3ocial function
The function is to entertain reader or listener with the fictive or non*fictive
experience. 2eside the purpose, it is also deal with problematic or unusual events.
0& Heneric structures
According to 5eo narrative has a structure, a shape or a pattern. It can be
represented graphically in this way.
&eneric %tructure' o( Narrative
0/
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6limax
@ising action alling action
Exposition @esolution
That picture is known as the reightag triangle. The idea of the reightag triangle
is to serve as a kind of blue print or map which can be used to guide us
systematically include writing. The reightage triangle that was cited on consists
of%
a& The orientation, it establishes the characters and situation.
b& @ising action, it refers to a series of complication leads to the climax.
c& The climax is the critical moment when problem; conflicts demand
something to be done about them.
d& alling action is the moment away from the highest peak of excitement.
e& The resolution consists of the result or outcome.
8& (anguage eatures of 5arrative
(inda Herot and 'eter )ignell !#$$/%01/& state that language features of
narrative are%
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a& ocus on specific and usually individuali-ed participant, such as
Cinderella, Po, Aladdin, and Ali Baba.
b& Dse of relational processes and mental processes such as, Tigress was
unhappy, and everything was so weird .
c& Dse of temporal conjunctions and temporal circumstances, such as a
few years ago, sometimes, and once upon a time.
d& Dse of past tense, such as lived, stayed, and was.
e& Dse of verbal processes, such as said, told, and promised .
f& Dse of material processes, such as the bomb exploded.
5arratives are more demanding than recounts because they highlight a
complication in the se+uence of events. In narrative, the writer makes the plot
suspense as she;he evaluates the complications. 5arrative can also become
complex if more than one complication is included in the story before the
situation is resolved.
5. T$e Concept o( Cooperative /earning
a. Overvie1 o( Cooperative /earning
6ooperative learning has been defined as Bsmall groups of learners
working together as a team to solve a problems, complete a task, or accomplish a
common goalB !Art- and 5ewman in 4iller J 'eterson&. The cooperative
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learning model re+uires student cooperation and interdependence in its task, goal,
and reward structures. The idea is that lessons are created in such a way that
students must cooperate in order to achieve their learning objectives.
3cott Armstrong !#$$%#& states that over the last thirty years a great deal
of research has been done on cooperative learning in the classroom. An
examination of the literature on cooperative learning strategies supports the
usefulness of these strategies to improve student performance for almost any
desired educational outcome. or example, research has shown that well*
structured cooperative learning techni+ues in the classroom improve academic
achievement, race relations, gender relations, self*esteem, liking of class and
student attendance.
lsen and
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6ooperative learning practices vary greatly. Interaction over subject matter can be
handled by the students in pairs under discussing. The cooperative learning
includes the following% development of student teams, as a variety of activity of
team forming, developing of a cooperative class atmosphere, as designing of
material, special training in social roles, communication skills, and group skills, of
speciali-ed assignments for students in terms, speciali-ed tasks for teams, students
consult with the other teams.
3lavin !#$$=& report that in incorporating cooperative learning strategies
into the classroom curriculum, two factors have been found to contribute to
positive achievement effects% group goals and individual accountability. Hroup
goals are necessary to motivate students to help each other learn by giving them a
stake in one anothers success. Individual accountability, in turn, deters the
likelihood that one or two group members will do all the work. If the groups
success depends on the individual learning of each group member, then group
members are more motivated to engage every member in mastering the material
being studied.
2ased on the explanation above, cooperative learning can be defined as
small groups of learners which they are working together as a team to solve
problems, complete a task, or accomplish a common goal. 3o, the students can be
maximi-ed their own and each others learning. The students will have a chance to
share their ideas and information in group. In the other words, it is one of way to
promoting positive interaction between member of different cultural and socio*
economic group.
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!. T$e %i6 Princip"e' in Cooperative /earning
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'ositive interdependence can be created by the task structure !having a
single team or class product including division of labor among teams or
individuals, limiting resources, or having a rule that a group cannot progress to a
new learning center until all the students have completed an assignment&. 'ositive
interdependence can be create also by the reward structure !creating a team score
reached a predetermined criterion, choosing a randomly selected individual paper
as the team score, selecting the lowest score on the team as the team score&. n
other way of creating positive interdependence involves roles, goals, and source.
8& Individual accountability
ne of the most commonly hear objection to having students work in the
group is that some group members will end up doing all the work and all the
learning. This can occur because some students try to avoid working or because
the others want to do everything. It is encouraging everyone to feel that they are
individually accountable for the success of their group.
/& ace to face interaction
ace to face interaction may be defined as students being incase physical
proximity involved in communicative as they work together and talk under the
task they are doing !ohnson and ohnson, in 4arhaen 011=&. They promote each
others learning by helping, +uestioning, suggesting, sharing
information;materials, and encouraging each others efforts to learn.
:& E+ual participation
Too often one or two group members do most of the learning, while others
do little and show little progress. To encourage each member to play an important
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role in the group and to benefit from the group effort, cooperative learning seeks
to e+ual participation. This encourages all students to be active learners.
=& 6ollaborative skill
The most time teachers asked the students to study in groups, it was
+uickly became clear that students were lack and it was necessary some skills to
work effectively with others. Thus, teachers may to teach these collaborative skills
along with academic content. These skills are also crucial for success outside of
school with their friends and families as well as later in their careers. Teachers
should choose a skill to emphasi-e in each cooperative lesson. This should be a
skill which is likely to be needed in upcoming lesson.
7. %tudent Team' Ac$ievement Divi'ion' 8%TAD9
a. Overvie1 o( %tudent Team' Ac$ievement Divi'ion' 8%TAD9
The experts in cooperative (earning techni+ue give explanation about the
cooperative learning type 3TA7, a few are%
Armstrong !#$$& describes 3TA7 as the simplest of a group of
cooperative learning techni+ues referred to as 3tudent Team (earning 4ethods. In
the 3TA7 approach students are assigned to four or five member teams reflecting
a heterogeneous grouping of high, average, and low achieving students of diverse
ethnic backgrounds and different genders. Each week, the teacher introduces new
material through a lecture, class discussion, or some form of a teacher
presentation. Team members then collaborate on worksheets designed to expand
and reinforce the material taught by the teacher. Team members may !a& work on
the worksheets in pairs, !b& take turns +ui--ing each other, !c& discuss problems as
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a group, or !d& use whatever strategies they which to learn the assigned material.
Each team will then receive answer sheets, making clear to the students that their
task is to learn the concepts not simply fill out the worksheets. Team members are
instructed that their task is not complete until all team members understand the
assigned material.
According to 3lavin !#$$:& following this team practice, students take
individual +ui--es on the assigned material. Teammates are not permitted to help
one another on these +ui--es. The +ui--es are graded by the teacher and
individual scores are then calculated into team scores by the teacher. The amount
each student contributes to the team score is related to a comparison between the
student?s prior average or base score. If the student?s +ui- score is higher than the
base score, then that student will contribute positively to the team score. This
scoring method rewards students for improvement. The use of improvement
points has been shown to increase student academic performance even without
teams and it is an important component of student team learning.
Team scores are recorded and weekly recognition and rewards are awarded
to winning teams and improving students. ne of the attractive features of 3TA7
is that it is relatively easy for teachers to use. The teacher !a& assigns the students
to teams, !b& allows the teams time to study together, !c& gives the students a
regular +ui-, and !d& calculates improvement and team scores.
The success of cooperative learning strategies is not automatically
guaranteed. Hroup composition and group interaction processes have been found
to impact the success or failure of cooperative learning groups. Teachers should
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provide the groups with initial training on cooperative learning procedures as well
as group social skills. Teachers should continue to provide on*going monitoring
and reinforcement to the students for implementing the procedures. Teachers can
also unobtrusively monitor group activities so as to provide the appropriate level
of help at the appropriate time and to prevent the problems of group domination,
status effects, and >social loafing.B )hen including students with disabilities in
cooperative learning groups, it is important to consider the age of the students as
well as accommodations by peers and the type and severity of the disability.
)here these groups have not been used in the past, it may take some time for
students to learn how to interact within these groups successfully !6ourtney
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#& 6lass presentation
4aterial in 3TA7 is initially introduced in a class presentation. This is
most often a lecture*discussion conducted by the teacher, but could include
audiovisual presentations. 6lass presentations in 3TA7 differ from usual teaching
only in that they must be clearly focused on 3TA7 unit. In this way, students
reali-e that they must pay careful attention during the class presentation, because
doing so will help them to do on the +ui--es and their +ui- scores determine their
team scores.
0& Teams
Teams are composed of four or five students who represent a cross section
of the class in academic performance, sex, and race ethnicity. The major function
of the team is to prepare its members to do well on the +ui--es. After the teacher
presents the material, the teams meet to study worksheet or other material.
8& Kui--es
After one or two periods of teacher presented and one or two periods of
them practiced, the students took individual +ui--es. 3tudents are not permitted to
help one to another during the +ui--es. This makes sure that every student is
individually responsible for knowing material.
/& Individual improvement scores
The ideal behind the individual improvement scores is to give each
students a performance goal that the students can reach, but only if he or she
works harder and performs better than in the past. Any student can contribute
maximum points to his or her team in this scoring system. Each student is given a
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>baseB score derived from the students average performance on similar +ui--es.
Then the students earn points for their teams based on how much their +ui- scores
exceed based scores.
:& Team recognition
Teams may earn certificates or other rewards if their average scores exceed
a certain criterion. 3tudents team scores may also be used to determine up to five
bonus points toward their grades. 6ertificates for teams that meet high standards
of performance, newsletter recognition, bulletin board displays, special privileges,
small pri-es, or reward emphasi-e the idea that doing well as a team is important.
c. Procedure o( teac$ing in cooperative "earning
3lavin !in 4arhaen 011=& the scenario of teaching learning process by
using cooperative learning type 3TA7 is as follows%
#& The teacher will present the lesson material
0& The teacher will form groups and each group will consist of four students.
8& The teacher will announce team assignments and the students will move
their desk together to make team table.
/& The teacher will tell the students that they will work in team for several
weeks and will earn certificates or other reward based on the total
performance of their team.
:& The teacher will ask the students to work on worksheets in their team.=& The students will make interaction each other in their team.
& The students will work together in their team and to do the task. The
members who understand the material, he or she can explain or make a
clear about the material to the members who dont understand yet so all
members can understand the material.
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& The teacher may give a +ui- or +uestions that related to the material for all
the students. At the time to answer, they do not allow to help each other to
answer the +uestions.
$& The teacher will collect the students answer sheet for giving teams score.
#1& The teacher will explain the lesson when the students got difficulties.
##& The teacher will announce the team and individual who will get the best
score and will give the reward.
#0& The teacher ended the lesson.
C. Re'ume
)riting as one of productive skill is ones expression of feeling and ideas
about something which conveying through written symbol. 2ut students
sometimes have limited ideas and do not know how to express their idea or their
opinion into the written form. A teacher of English has to use on interesting
strategy to teach writing. 6ooperative learning can be used as a techni+ue in
teaching writing. 6ooperative learning is a group learning activity organi-e so that
learning is depend on the socially structured exchange of information between
learners in group. 3tudent Teams Achievement 7ivisions !3TA7& is one of type of
cooperative learning. 3TA7 is the most extensively research of all cooperative
learning method. Its also very adaptable because it has been used in mathematics,
science, social students, English, industrial arts, and many other subjects at levels
from second grade to collage.
D. T$eoretica" rame1ork
INPUT
)riting 5arrative 4aterial
8=
PROCESS
3tudents Team Achievement
7ivision !3TA7& with 6A@ 7esign
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COMPONENTS OF WRITING
6ontent rgani-ation Cocabulary (anguage Dse 4echanics
E. H#pot$e'e'2ased on previous explanation, the researcher formulates the hypothesis as
follows%
3tudents Team Achievement 7ivision !3TA7& strategy can improve
students ability in writing narrative.
8
OUTPUT
3tudents )riting Ability
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CHAPTER III
RE%EARCH )ETHOD
This chapter presents research design, population and sample, research
variable, instrument of the research, procedure of collecting data, and techni+ue of
data analysis.
A. Re'earc$ De'ign
@esearcher will use 6A@ !6lassroom Action @esearch& as research method
based on
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in the class, together with the process of teaching and learning. The scheme of
action research will be presented as follows%
!Arikunto, 011&
In action research, all of the components are doing by the researcher in
every cycles of the research. The explanation of the four components in one
cycles for doing in classroom action research are%
#. 'lanning
'lanning is a plan to conduct treatment or after making sure about the
problem of the research. The researcher needs to make the preparation before
doing an action research. @esearcher prepares some materials that will be used in
research process. It is explaining of word what, why, when, and where the
researcher does the research.
0. Acting
This section discusses the implementation of planningG it is about the steps
and activities that will be taken by the researcher.
8. bserving
In this step, the researcher will observe all events or activities during the
research. The researcher observes the situation in class during teaching and
8$
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learning process, response, and attitude of students when they are given
explanation, doing task, and to know their difficulties./. @eflecting.
@eflecting is the inspection effort on the success or the failure in reaching
the temporary purposes in order to determine the alternative steps that are
probably made to get the final goals of the research. Henerally, the classroom
action research consists of two cycles or more. Every cycle holds in appropriate
with the purpose of the study. In this research, the researcher uses two cycles.
Every cycle consists of four components that are planning, acting, observing, and
reflecting. The researcher uses the research design from
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The schedule of the research can be seen in the following table%
%c$edu"e o( t$e Re'earc$
This
research will be conducted in six months. The activities start from 4ay until
ctober that will be directed into stages, those are observation, making
proposal, making instrument, seminar of thesis proposal, doing cycle #, doing
cycle 0, making report, and thesis examination.
D. Re'earc$ -aria!"e and Operationa" De(inition#. Cariable
The variable that will be observed in this research consists of two
variables. They are independent and dependent variable. The independent variable
is 3tudents Team Achievement 7ivision !3TA7& strategy. n the other hand, the
dependent variable is the students writing ability in writing narrative.
0. perational 7efinition
There are terms that necessary be clarified in order to avoid readers from
misunderstanding of the concepts ideas, as follows%
a. The students writing ability refers to the students competency to
construct narrative based on 3tudents Team Achievement 7ivision
strategy.
/#
5o 4onths)eeks
Activities1 2 3 4
1.MAY Observation
Making the ResearchProposal
2. JUN
Making the Research!nstr"#ent
3. JU$Y %e#inar o& Research
Proposal
'(cle 14.
AU)U%*'(cle 2
+. %P*M,R
Making the ResearchReport
-. O'*O,R *hesis a#ination
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b. 3tudents Team Achievement 7ivision !3TA7& strategy is one of
cooperative learning where students are assigned to four member learning
teams that are mixed in performance level, gender, and ethnicity. 3tudents
work within their teams and help each other to master the lesson that
presented by the teacher.
E. Co""a!orator
In this action research, the researcher will collaborate with the teacher of
English at eleventh grade students of 34A 5egeri $ 4akassar, he is 4r.
Alimuddin 4.'d to collect the data. The researcher will teach the students by
using 3tudents Team Achievement 7ivision !3TA7& strategy. In this research,
teacher of class will be the observatory of applying 3tudents Team Achievement
7ivision !3TA7& strategy in teaching and learning process.
Teacher of class will give suggestion about the instructional information,
teaching material, learning assessment, and teaching strategy that applied at the
eleventh grade students of 34A 5egeri $ 4akassar.
. Re'earc$ Procedure
The researcher will conduct classroom action research and it will be done
in four phases, namely% planning, action, observation, and reflection. The four
phases of the classroom action cycle are conducted like spiral or cycle !
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4akassar. The researcher also intended to know the initial condition of students
ability in writing narrative. The observation was conducting on 4ay 01, 01#8.
irst, the researcher met the principal of 34A 5egeri $ 4akassar and talked about
the planning to do research in his school. "e permitted the researcher and pointed
out one of the teacher of English in this school. Then, he said that the researcher
could meet 4r. Alimuddin as teacher of English on Tuesday. The researcher came
to the class and talked with 4r. Alimuddin about the research. The researcher
found that the teacher still taught the students in conventional way. "e used (
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There is some planning of research which is done by the researcher. The
researcher will identify the problems in pre*cycle and formulating the problems.
After that, the researcher will make a lesson plan and prepare the writing material
based on 3tudents Team Achievement 7ivision !3TA7& strategy to improve
students ability in writing narrative. Then, the researcher will prepare some
instruments that are needed such as students attendance list, observation
checklist, and students worksheet and after that, planning the teaching strategy
that will be implemented in writing narrative.
b. Action
In this activity, the researcher will apply 3tudents Team Achievement
7ivision !3TA7& strategy to improve students ability in writing narrative.
Teaching*learning process will begin based on the lesson plan that researcher has
been prepared before. The steps of action will be presented as follows%
#& Teacher says greeting to students and teacher checks students
attendance.
0& Teacher gives introduction about the material and asking some
+uestions about the narrative text that will be taught.
8& Teacher reads the rules of discussion and students work in their group
and sharing their ideas./& After that, students worked in group and the procedure of group work
are%
a& The students are formed into some groups. Each group consists
of /*: students involved the mixing of all possible achievement
level, gender, and ethnic.
b& 3tudents move their desk and choose their team name.
//
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c& Teacher and then, and teacher makes sure that the students
understand that the work sheet is for studying and not merely
filling it.
d& In group work, students make a discussion and sharing their
ideas. The member who understands the material can give
explanation to members who dont understand yet. 3o that, all of
the members can understand the material.
e& Teacher can give assistance if students really need it.
f& If there is enough time, teacher possess a +ui- or +uestions that
related to the material for all the students and students are not
allowed to help each other to answer the +uestions.
g& The teacher will announce the team and individual who get the
best score and will give the reward.
h& At the end of lesson, teacher will give a classical evaluation with
solving problem strategy.
c. bservation
The activities that will be observed by the researcher are some points such
as the classroom activities, students response during teaching learning process,
students attention toward teachers explanation, students curiosity by asking
+uestion to the teacher, students participation on group working,
on writing the vocabulary on the whiteboard, students pronounce the vocabulary,
students participation in a group work, students interest in doing test and teacher
explanation, management of the class, giving motivation to the students and so on.
d. @eflection
In this activity, the researcher will analy-e and conclude the result of
observation checklist and result of the test to find out the improvement of
/:
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students ability in writing narrative after using 3tudents Team Achievement
7ivision !3TA7& strategy. After that, making a discussion about the teaching and
learning process that has been done by the researcher in order to know the
weakness in the previous activities and plan the better activities in the next cycle.
&. Re'earc$ In'trument
The instruments of this research consist of several items. They are
composition test in pretest and posttest, observation checklist, and documentation.
'retest is intended to identify the students basic ability in writing before getting
the treatment, while the posttest is intended to know the students ability after
giving treatment. Then, observation check list is intended to see students
activeness in writing, while documentation is to document the students and
teacher activities during teaching and learning process.
H. Procedure o( Co""ecting Data
The procedure of collecting data will be presented as follows%
#. Test
Test is an instrument of collecting data to measure students ability in
cognitive aspect. According to Arikunto !#$$$% 0$& test is a se+uence of +uestions
or exercises and another instrument that is used to measure the students writing
ability, intelligence and knowledge of the individual or group. In this research, the
researcher divide the test into two, those are%
a. 're Test
2efore doing the classroom action research the students are given a pretest
to know their writing ability before doing action research. The test is about
composition test. In this case, the researcher will assign the students to compose a
narrative writing !students write narrative text& which is based on curriculum and
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ask the students to spend /: minutes. After the students finish their writing,
researcher will collect their works.
b. 'ost Test
'osttest is conducted to know the students achievement and progress.
'osttest is also to find out the value of the teaching method that researcher has
implemented to students. The test is same with the pre*test. The researcher
prepares several topics such as romance, fairy tale, epic, and myth or legend. The
post*test will be carried out for /: minutes.
0. bservation
bservation is a techni+ue to analy-e and make a note systematically
toward the activity by way of seeing and observing the individual or group
directly. According to Arikunto !#$$$% 0& observation is a techni+ue that is done
with establishing observation carefully and registry systematically. Dsing
observation will help researcher to know the students activeness in writing class.
8. 7ocumentation
)iriatmadja !011% #0#*#00& states that there are some documentations
that can be used to collect the data such as photograph, tape, video, lesson plan,
etc. The first documentation that will be used in this research is photograph. 2y
using photograph researcher could document of the students and the teacher
activities during teaching and learning process. The others documentations are
lesson plan and students worksheet. (esson plan is used as guidance in teaching
learning process in the classroom. Then, students worksheet is used to be base
score in group.
/
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I. Tec$ni:ue o( Data Ana"#'i'
The data that is collected through the pre*test and post*test and the result
of pre*test and post*test will be analy-ed with descriptive and inferential statistic
using t*test. The procedures as follows%
#. 6alculating the fives of the composition components by using the following
formula%
6 M 6# N 60 N 68 N 6/ N 6:)here, 6 M Total score of all components
0. 3coring the students writing composition based on the analysis of writing
scale !3alija, 011/& presented as follows%
CO)PONENT %CORE CRITERIA
0. CONTENT
Excellent to very good 81*0
The content of the story support the theme.
eatures original and compelling characters,
believable conflicts and meaningful theme.
Hood to average 0=*00
4ost of the content support of the theme.
6ontains all or most of the elements of an
effective story, though some may not be fully
reali-ed or developed.
air to poor 0#*#
The content of the story has to be more
developed. 'lot, characters and conflicts lack
development.
Cery poor #0*#/
The content of the story is not developed. 5o
development of character, plot, conflict or
theme.
2. OR&ANI;ATION
Excellent to very good 01*#
)ell organi-ed and complete generic
structure !orientation, complication, coda
!optional&
Hood to average #*#/ (oosely organi-ed but main idea s tands out
and complete generic structure !orientation,
/
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complication, resolution, coda !optional&
air to poor #8*#1 Ideas confused, disconnected and somegeneric structure.
Cery poor $*It does not communicate and show generic
structure.
4. -OCABU/AR<
Excellent to very good 01*#
(anguage features are appropriate. Effective
word;idiom;phrase form, choice, and usage.
The meaning is understandable
Hood to average #*#/
(anguage features are appropriate.
ccasional errors of word;idiom;phrase form,
choice, and usage. The meaning is
understandable.
air to poor #8*#1
(anguage features are appropriate. re+uent
errors of word;idiom;phrase form, choice, and
usage. ften make the reader confuse.
Cery poor $*
(anguage features are appropriate. The
vocabulary limited. The word;idiom;phrase
form, choice, and usage make the reader
confuse. Essential translation.
5. /AN&UA&E U%E
Excellent to very good 0:*00
Appropriate language feature !noun, pronoun,
noun phrase, time connectives and
conjunctions, adverb and adverbial phrases,
action verbs, saying verb. 3how excellent
ability in using grammar correctly and
effectively.
Hood to average 0#*# Appropriate language feature !noun, pronoun,
noun phrase, time connectives and
conjunctions, adverb and adverbial phrases,
action verbs, saying verb. 3how good ability
/$
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in using grammar correctly.
air to poor #*##
Appropriate language feature !noun, pronoun,noun phrase, time connectives and
conjunctions, adverb and adverbial phrases,
action verbs, saying verb. 3how average
ability in using grammar correctly. The
amount of error that made does affect the
readability of the story.
Cery poor #1*:
Appropriate language feature !noun, pronoun,
noun phrase, time connectives and
conjunctions, adverb and adverbial phrases,
action verbs, saying verb. 3how little ability
in using grammar correctly.
7. )ECHANIC%
Excellent to very good :
7emonstrates mastery of convention !few
errors of spelling, punctuation, using
grammar correctly.
Hood to average /
ccasional errors of spelling, punctuation,
capitali-ation, paragraphing, but meaning not
obscure.
air to poor 8
Dse general writing conventions. re+uent
error of spelling, punctuation, capitali-ation,
the meaning confused and obscured.
Cery poor 0
5o mastery of conventions, dominated by
error of spelling, punctuation, capitali-ation.
!"eaton, #$&
8. The scores that achieved by the students will be classified into five
classifications%
:1
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3cores $# O #11 is classified as very good
3cores : O $1 is classified as good
3cores =# O / is classified as fair 3cores :# O =1 is classified as poor
3cores less than :1 is classified as very poor
!7epdiknas, 011=&
/. 6alculating the percentage of the students writing improvement in
comprehending text by using formula%
' M L2 O L x #11P
L)here%
' M 'ercentage
L# M the score of pre*test
L0 M the score of post*test
:. 6alculating the mean score of treatment using the following formula%
!
" " ∑=
)here%
L M mean score
⅀x M total gain of students
5 M number of students
!Hay, #$#% 0$&
=. inding out whether the difference between the mean score of the pretest and
the mean score of the posttest is significantly by the value of the test. The
formula is in the following%
7 M
)here%
7 M deviation
⅀7 M standard deviation
5 M total number of students
:#
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. inding out the significant difference between mean score by calculating the
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M sum s+uare of total score of different
5 M total number of students
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=. Ac$ievement Indicator
Indicator is basic competence attainment markers which can be marked by
behavior changes that can be measured include attitude, knowledge, and skill. The
researcher decides the achievement indicator of this research is if the mean of the
students score reach
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Ansar, 3. 01#1. Teaching $escriptive %riting by &sing Personal Photograph.Thesis 3#. aculty of Teacher Training and Education, 4uhammadiyah
Dniversity.
Armstrong, 3. #$$. #tudent Teams Achievement $ivisions '#TA$( in a Twelfth
)rade Classroom* +ffect on #tudent Achievement and Attitude. @etrieved
anuary #, 01#1 from http/00.#etiri.co#0alberta0J%%R%t"ent*ea#sAchieve#ent5ivisions627%*A5628.p&
Arnulfo, H. @. #$$:. Creating Contexts for #econd angauge Ac-uisition. D3A%
(ongman.
2alasani. 011/. mproving the %riting Ability of the Third /ear #tudents of 0an
%a1o through 0ind 0apping . Thesis 3#. 23 D54.
6ornbleet, 3. and 6arter, @. 011#. The anguage of #peech and %riting . (ondon%
@ontledge.
6oulthard. #$1. The %riters Craft* A Concise 3hetoric and 4andboo5 .
)ardsworth 'ublishing 6ompany. D3A
7epdiknas. 0118;011/. 6uri5ulum 2778* #tandar 6ompetensi 0ata Pela1aran
Bahasa nggris #TP. 9a5arta* $epartemen Pendidi5an !asional.
Eli-abeth, 4c4ahan and 7ay, 3. #$/. The writers 3hetoric and 4andboo5*
#econd +dition. D3A% 4cHraw "ill, Inc.
"armer, . #$$#. The practice of +nglish anguage Teaching . 5ew Fork%
(ongman 'ublishing.
acobs, et.al. #$#. Testing +# Composition* A Practical Approach. @owley,
4assachusetts% 5ewbury. "ouse 'ublisher. Inc.
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4arhaen. 011=. ncreasing the #tudents ;ocabulary Achievement under
Cooperative earning Type #TA$ in the :irst /ear of #0A !egeri 8
6endari* Classroom Action 3esearch. Thesis 30. Hraduate 'rogram D54.
4iller, 6.