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Journal E-Link 2 FKIP
THE EFFECTIVENESS OF USING STUDENT TEAM ACHIEVEMENT
DIVISION (STAD) METHOD TO IMPROVE THE STUDENTS’ WRITING
ABILITY
Lilik Romsatun
[email protected]
Abstract: The objective of this research entitled the effectiveness of using Student
Team Achievement Division (STAD) method to improve the students‟ writing ability for the
eleventh grade students of MA Sunan Ampel Kebet Lamongan is to measure the
effectiveness of using STAD method in students‟ writing ability for the eleventh grade
students of MA Sunan Ampel Kebet Lamongan.The research uses quantitative research
method which focuses on pre experimental with one group pretest-posttest design. The
instrument used in this research is tests (pretest and posttest). The population of this research
is 37 of the eleventh grade students of MA Sunan Ampel Kebet Lamongan and the sample is
entire population. The data of this research are collected by giving the tests (pretest and
posttest) to the students‟ sample. The collected data were analyzed by using t-test formula.
The result of data analysis showed that t-test was 3,505 with d.f36 and level of significance
at 0,05 was 2,04. Based on the data analysis above, the alternative hypothesis was accepted
because the t-test was higher than t-table (3,505>2,04). It also meant that teaching writing by
using STAD method was effective to improve the students‟ writing ability.
Key Words: writing, cooperative learning, student team achievement division
(STAD).
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Journal E-Link 2 FKIP
Writing is one of the four skills
INTRODUCTION
English
acceptable
needed by students. According to Brown
language among all nations has been
(2007:403) writing is a composing process
learned by people in the world to
and usually requires multiple drafts before
communicate each other. Teaching English
an effective product is created; make sure
for the students starts from the very
that students are carefully led through
beginning level of education. It is in
appropriate stage in the process of
elementary school, and sometimes it is
composing.Writing can be very enjoyable
begun at
kindergarten. Then it
as long as we have the ideas and the means
continues to the junior and senior high
to achieve it. Writing is an effort to
school, but most of the students still have
improve the students‟ language ability.
some
the
as
difficulties
widely
to
master
English
So, the teacher must have an
because they don‟t use English in their
interesting strategy and method to improve
habit.
the students‟ writing ability in teaching
English consists of four skills
learning
process.
There
are
some
namely listening, speaking, reading and
classroom strategies that teacher can
writing. The students must have all of
choose to teach foreign language, one of
those skills if they want to master English.
them is cooperative learning strategy.
All of them relate each other, but writing is
According
to
the most difficult one. According to
cooperative
learning
Wendy (1990:68)
(2010:6)
interactional model by using team or group
writing is not always easy; writing has
of four to five students with different
certain characteristics which seem to make
background, gender, race and culture. It
it difficult for pupils. As Weigle (2002:15)
means
point out, education research has taken the
concentrating in changing the traditional
stance that the written form of the
classroom in order to improve learning and
language is more „correct‟ and therefore
social relations among classmates. In
should be more highly valued than oral
cooperative learning, the students work
language. It means that accuracy in writing
together in pairs or in ideally group of four
is frequently more important that accuracy
to share ideas, knowledge, or strategies in
in others. Therefore, in this research the
order to solve the writing problems.
in
Mirta
researcher focuses on writing skill.
that
Sanjaya
(2011:242)
strategy
cooperative
is
learning
an
is
Based on the reason above, the
researcher is very interested to investigate
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Journal E-Link 2 FKIP
the teaching writing using cooperative
learning claims that group work is better
learning
Team
than individual competition. In practice,
Achievement Division (STAD) method to
cooperative learning in class is conducted
the eleventh grade students of MA Sunan
in small groups. There are some methods
Ampel Kebet Lamongan.
or techniques of cooperative learning, they
strategy
in
Student
According to Brown (2007:403)
are: Student Team Achievement Division
writing is a composing process and usually
(STAD),
requires multiple drafts before an effective
investigation, think pair share, picture and
product is created; make sure that students
picture, mind mapping, make a match and
are carefully led through appropriate stage
debate.
in the process of composing.
cooperative learning strategy above, so the
In other assumption, Wallace, T
jigsaw,
jigsaw
2,
group
Based on the methods of
researcher
chooses
Student
Team
(2004:15) In Teaching Speaking, Listening
Achievement Division (STAD) method in
and writing, tells: “Writing is the final
this study to improve the students‟ writing
product of several separate acts that are
ability.
hugely
challenging
to
learn
Student Team Achievement Division
simultaneously. Among these separable
(STAD) is a kind of cooperative learning
acts are not taking, identifying a central
which
idea, outlining, drafting and editing”.
cooperatively among their member in
students
are
asked
to
work
From the definition above, the
order to learn the material. Student Team
researcher can conclude that writing is a
Achievement Division (STAD) is one of
way to produce language that comes from
the simplest of all cooperative learning
our thought. By using writing, we can
methods, and is good model to begin with
share our ideas, feeling, experience or
teachers who are new to the cooperative
anything that exist in our mind. It is a
approach. According to Slavin (2005) the
process that what we write is influenced by
idea of the Student Team Achievement
the constraints of genre and has to be
Division (STAD) is the students have to
present in learning activity. Writing is also
work together to learn the material and
an ability to make a form of words that
responsible for themselves as well as their
have a higher value.
teammates learning.
Cooperative learning is one of the
classroom
Fachrurrazy
strategies.
(2012:57)
According
In
Student
Team
Achievement
to
Division (STAD), the teacher divides class
Cooperative
into some groups. Slavin (2005:144) each
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Journal E-Link 2 FKIP
group consists of four to five students that
experimental
representative all of class part in level of
experimental design because there is one
academic, male and female, race and
class to research. According to Ary
ethnic. Besides that, the groups are mixed
(2005:328) “one group pretest-posttest
in level of proficiency and ethnicity, the
design is used to compare between the
heterogeneous team gives many benefits to
students‟ achievement before and after
students‟ learning. Moreover, Student
treatment which focuses on the single
Team Achievement
class.”
Division (STAD)
design.
It
uses
pre
focuses on the use of team goals and team
This research uses test instrument.
success. Slavinwas quoted by Sharan
According to Ary (2005:218) test is a set
explains that the team goals and team
of stimuli presented to an individual in
success can only be achieved if all team
order to elicit responses on the basis of
members have mastered the materials
which a numerical score can be assigned.
which are being studied.
In this study, the researcher uses pretest
Student Team Achievement Division
(STAD)
method
primary
of using Student Team Achievement
components. Those components include:
Division (STAD) method to improve the
class
students‟ writing ability.
presentation,
has
five
and posttest to measure the effectiveness
teams,
individual
quizzes, individual improvement score,
A test is a series of questions that are
and team recognition. So Student Team
used to measure skills, intelligence, ability
Achievement Division (STAD) method is
or a talent that is owned by an individual
compatible applied in teaching writing as
or a group (Ary, 2005:218). Concerning
one of cooperative learning strategy that it
with the kinds of tests divide tests into
would create good cooperative writing.
several types: (1) personality test (2)
aptitude test (3) intelligence test (4)
RESEARCH METHOD
In this study, the researcher chooses
attitude
test
measures
of
(5)
projective
interest
test
test
(6)
and
(7)
quantitative research which focuses on
achievement test. In this study, the
experimental method. According to Ary
researcher chooses achievement test to
(2005:325) there are four designs in
measure the students‟ achievement in
experimental namely 1) pre-experimental
writing by using pretest and posttest.
design, 2) true-experimental design,design
3) quasy experimental design, 4) factorial
In this test method, the researcher
uses
t-test
formula
to
measure
the
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Journal E-Link 2 FKIP
significant difference between pretest and
No
Student’s Code
Pre Test
Post Test
posttest one group design. So the formula
10
Student 10
55
54
of t-test is:
11
Student 11
44
53
12
Student 12
48
48
13
Student 13
50
49
14
Student 14
71
48
15
Student 15
47
54
16
Student 16
47
62
17
Student 17
72
97
18
Student 18
80
78
Md
t
X
2
d
N ( N  1)
Where:
t
= test of significant
19
Student 19
48
65
Md
= mean score of difference
20
Student 20
52
63
pretest
21
Student 21
98
99
22
Student 22
55
62
23
Student 23
47
71
24
Student 24
54
56
25
Student 25
45
64
26
Student 26
50
66
27
Student 27
66
80
28
Student 28
60
56
29
Student 29
83
88
30
Student 30
91
57
31
Student 31
45
62
32
Student 32
47
68
33
Student 33
55
49
34
Student 34
57
50
35
Student 35
60
75
36
Student 36
90
91
37
Student 37
48
56
2126
2440
xd
and posttest
= deviation number of each
subject (d – Md)
= the sum of squared
deviation
N
= total number of subject of
sample
d.b.
= (N – 1)
Adapted from Arikunto
(2010:349)
FINDINGS AND DISCUSSION
Result of the study shows that the
students‟ tests of eleventh grade students
N = 37
of MA Sunan Ampel Kebet Lamongan
were very different between pretest and
posttest. It can be seen on the table below:
After
collecting
the
data,
the
researcher processed the data. The total of
No
Student’s Code
Pre Test
Post Test
students‟ pretest was 2126 and posttest
1
42
69
was 2440. It meant that there was
45
62
3
Student 1
Student 2
Student 3
46
66
4
Student 4
57
68
pretest and posttest. To know the total of
5
Student 5
86
66
gain (d) by counting students‟ posttest is
6
Student 6
47
75
7
Student 7
47
81
minus pretest. Then it was found ∑d= 314.
8
Student 8
46
60
Next, to calculate mean difference could
9
Student 9
45
72
2
significant difference between the students
be used formula:
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Journal E-Link 2 FKIP
Md 
d 314
= 8,486

N
37
Where:
Md
alternative hypothesis is accepted and null
hypothesis is rejected.
From the statement above, it is found
: mean difference from pre
test and post test (post test –
that there is significant effectiveness of
using cooperative learning strategy to
pre test)
improve the students‟ writing ability.
∑d
: the subject deviation (d)
Student
N
: number of each subject
(STAD) method as one of methods in
Team
Achievement
Division
Based on the formula of mean
cooperative learning strategy can influence
difference (Md) above, the researcher got
the students‟ achievement in writing
score of mean difference with the sum
ability to the eleventh grade students of
8,486. And the sum of square deviation
MA Sunan Ampel Kebet Lamongan in the
(∑X2d) = 7809,243 by counting all square
academic year 2012/2013.
deviations from all subjects. The result of
t-test is 3,505 with the total of respondents
37. It is higher than t table 2,04 at level of
significance 0,05 with d.f 36, which NU =
d.b (in the table of t-table).
CONCLUSION AND SUGGESTIONS
Based on he result of the study, the
researcher can conclude briefly as follows:
There is an effectiveness of using
Student
Team
Achievement
Division
Based on the explanation above, the
(STAD) method to improve students‟
researcher concludes that there is an
writing ability. It is based on the result of
effectiveness of teaching writing by using
the test that shows t test is 3,505. It is
cooperative learning strategy in Student
higher than t table 2,04 at level of
Team Achievement
Division (STAD)
significance 0,05 with d.f 36. It means that
method to the eleventh grade students of
the alternative hypothesis is accepted and
MA Sunan Ampel Kebet Lamongan in the
null hypothesis is rejected.
academic year 2012/2013.
The result of calculation shows that
the result of t-test 3,505 is higher than ttable 2,04 at levels of significance 0,05
The researcher gives suggestion
relate to the study, as follows:
1. Suggestion for the English teacher
with d.f 36. It means that there is an effect
The
of using Student Team Achievement
English teacher to use Student
Division (STAD) method to improve the
Team
researcher
suggests
Achievement
the
Division
students‟ writing ability. Therefore, the
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Journal E-Link 2 FKIP
(STAD)
method
in
teaching
writing because the method can
help and motivate students in
teaching
learning
process
of
REFERENCES
Arikunto, Suharsimi. 2010. Prosedur
Penelitian: Suatu Pendekatan
Praktik. Edisi Revisi. Jakarta:
Rineka Cipta.
Ary, Donald, . 2005. Introduction to
Research in Education. Seventh
Edition. Canada: Thomson.
English.
2. Suggestion for students
The students can use Student Team
Achievement
method
to
Division
solve
the
(STAD)
writing
problem because the method is
used very attractive (there is team
work).
3. Suggestion for future researchers
This study can be used as reference
if the future researchers conduct
the study using the similar method.
Brown, H. Douglas. 2007. Teaching by
Principles:
An
Interactive
Approach to Language Pedagogy.
Third Edition. USA: Longman.
Fachrurrazy. 2012. Teaching English as a
Foreign Language for Teachers
in Indonesia. Malang: State
University of Malang Press.
Sanjaya, W. 2011. Strategi Pembelajaran
Berorientasi Standar Proses
Pendidikan. Jakarta: Kencana
Prenada Media.
They are expected to conduct the
research on other skills, speaking,
listening, and reading. And the
future researchers implement it in
the different level such as in
elementary and junior high schools.
Slavin, R. E. 2005. Cooperative Learning:
Teori, Riset, dan Praktik.
Terjemahan oleh Lita. Bandung:
Nusa Media.
Wallace. T, . 2004. Teaching Speaking,
Listening, and Writing. France:
Typhon, Annecy.
Weigle, S.C. 2002. Assessing Writing.
Cambridge: University Press.
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