Ghun Dah Jadi

8/18/2019 Ghun Dah Jadi

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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

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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.

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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

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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.

0


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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

8#


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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

8/


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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.

8:


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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,



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


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,



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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!Hay, 011=% 81/*8:&

#

&! 0

0

−

−

=∑

∑

!

n

" "

#$

)here%

37 M standard deviation

⅀L M total row score

5 M number of students

!Hay, 011=% 80#&

. inding out the significant difference between mean score by calculating the

value of t*test. The formula is in the following%

!

&! 00

−

−

=

∑ ∑

! !

!

$ $

$t

)here%

t M test of significance

7 M mean score

⅀7 M sum of total difference

:0


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M sum s+uare of total score of different

5 M total number of students

!Hay, 011=% 800&

=. 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


54/55

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.

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Ghun Dah Jadi

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