JELL (Journal of English Language and literatur.
STIBA IEC Jakarta Volume 9.
Issue 2.
September 2024 p-ISSN 2540-8216, e-ISSN 2654-3745 https://journal.
stibaiec-jakarta/ojs/index.
php/jell Cooperative Learning Type of Student Team Achievement Division on Learning Outcomes Writing Explanation Texts of Hufs Korea Students Agus Sulaeman1 sultanwahyu13@gmail.
Indonesian Language Department.
Universitas Muhammadiyah Tangerang Kim Dong Hoon sdonghoonkim@hufs.
Hankuk University of Foreign Studies Korea Sulaeman.
and Hoon.
Cooperative Learning Type of Student Team Achievement Division on Learning Outcomes Writing Explanation Texts of Hufs Korea Students.
Journal of English Language and Literature, 9.
, 275-282.
doi: 10.
37110/jell.
Received: 04-07-2024 Accepted: 27-04-2024 Published:02-09-2024 Abstract: This research aims to determine the effect of using student team achievement division type cooperative learning on the ability to write explanatory texts in Intermediate class students at Hankuk University of Foreign Studies.
Korea.
The method used is a Quasi Experimental type experimental method using two classes, namely the experimental class which is given treatment in the form of a cooperative learning method of the student team achievement division type and the control class which is not given treatment as a comparison class.
The data collection technique uses essay writing tests and questionnaires to determine student responses to the student team achievement division type cooperative method.
To analyze the data using the t test with a significance level of 0.
The research population was all Intermediate class students, totaling 60 students.
After being given cooperative method treatment, student team achievement division type, students' ability to write explanatory text It can be concluded that accepting H1 rejects H0, thus it can be said that there is an influence of the use of cooperative learning methods of the student team achievement division type on the ability to write explanatory texts in the intermediate department class of Malay-Indonesia Hankuk University of Foreign Studies Korea Keywords: Cooperative Type Student Team Achievement Division INTRODUCTION The role of education is very important in educating the nation's life, producing reliable and quality human resources.
Education is also needed to improve the standard of human life, therefore learning outcomes are needed that can influence changes and the abilities of students in a better direction.
These changes can take the form of changes in knowledge, habits, attitudes and skills.
According to Djumhana .
there are several characteristics in the cooperative learning model, each individual has a sense of responsibility to complete the work that is the responsibility of the group so that learning outcomes become better.
Each group member must learn from each other and encourage each other to achieve the goals and tasks given.
to the group can be understood by group members.
Human education has knowledge and creativity, is independent in developing its abilities and develops its personality in accordance with the values of society.
Every learning process will obtain learning outcomes.
Corresponding Author Agus Sulaeman & Kim Dong Hoon Cooperative Learning Type of Student Team Achievement Division on Learning Outcomes Writing Explanation Texts of Hufs Korea Students Achieving good learning outcomes depends on students who experience the learning process.
According to Sudjana .
states that, "Learning outcomes are the abilities that students have after they receive their learning Learning outcomes are a change in students' abilities in a better direction through their learning experiences.
According to Aryana .
Learning outcomes are the measurable capacity of desired individual changes based on their inherent characteristics or variables through certain teaching treatments.
Learning outcomes can be measured by measuring the changes that can be seen in them through certain characteristics or teaching treatment variables.
Human education has knowledge and creativity, is independent in developing its abilities and develops its personality in accordance with the values of society.
Every learning process will obtain learning outcomes.
Achieving good learning outcomes depends on students who experience the learning process.
Explanatory text is a text that is of a natural nature related to causal phenomena, the cause or effect in the text is a collection of factual Lidiasari .
explanatory text is a text that explains a complete phenomenon and social process that is structured and taking place around us.
So, explanatory text is a text that explains the process of forming a natural phenomenon and social event.
Kosasih .
explanatory text is a text that explains processes or events related to the origin, process or development of a phenomenon, in the form of natural, social and cultural events.
So, explanatory text is text that contains information about an event that occurs around Hudhana .
9: .
explanatory text is a text that describes the process of natural, social and cultural phenomena.
Which is described information and facts.
So, explanatory text is text that shows the process of a natural, social and cultural event.
Which is presented factually and completely.
The function of explanatory text is to obtain information about events around us.
Kosasih .
9 : .
explains that the function of explanatory text is to provide information or increase insight into the process by which a natural, social and cultural phenomenon occurs.
And the topics are written sequentially according to cause and effect.
Rahman .
the function of explanatory text has a social or social environmental function that provides an explanation to the public about the process of something happening, ordered according to the principle of cause and effect.
Hudhana .
the function of explanatory text is in our environment.
This phenomenon occurs naturally and occurs due to human intervention.
As well as having a sequence of causes and effects of an event.
The linguistic characteristics of explanatory texts are using conjunctions, using pronouns, using technical words, using passive verbs, and using scientific Writing explanatory texts must go through several stages, namely determining the theme or topic, creating a framework, and developing it.
It is important to remember that explanatory text is text that explains the relationship between events or the process by which something occurs.
METHODS
The research method used is the Quasi Experimental method.
Sulaeman .
9: .
Quasi Experiments are experiments that are not carried out as fully or strictly as those carried out in laboratories.
Give post-test questions to the experimental class and control class.
Research plan Group Experiment Control Pretest Treatment Posttest The data collection technique used in this research was an instrument in the form of an objective test.
In this research, what was used was an objective type of essay writing test.
collecting pretest data, initial values before learning and posttest scores on learning results JELL (Journal of English Language and literatur.
STIBA IEC Jakarta Volume 9.
Issue 2.
September 2024 p-ISSN 2540-8216, e-ISSN 2654-3745 https://journal.
stibaiec-jakarta/ojs/index.
php/jell after learning using the STAD type cooperative learning model.
Data analysis in this research was carried out by means of description on the basis of quantitative data processing and then processed using statistics.
Data analysis techniques are used to answer research problems and test The STAD learning model is a teaching model that emphasizes activity and interaction between students to motivate each other and help each other master the subject matter in order to achieve maximum results.
The STAD model gives students the opportunity to participate more actively in learning and express ideas, students participate with other students in solving a problem, exchange ideas and discuss the problem to find a solution.
Activities carried out by groups in solving problems will help students have more opportunities to utilize their knowledge and skills in writing explanatory texts.
FINDINGS AND DISCUSSION
Experimental Class Posttest From the data on students' final abilities or posttests, data was obtained on the results of learning to write explanatory text for students who were given the Student Team Achievement Division (STAD) learning model on the material about recognizing sensory organs which was carried out in the experimental class tested with 30 students, namely class A1 Intermediate as the experimental class, so The score range was between 55 and 90 with a sample size of 30 Median of 72.
mode of 73.
The average score is 72.
1, and the standard deviation is 8.
The class intervals and frequency distribution of students' abilities before treatment in the experimental class are:
Table 4.
Absolute Frequency Distribution Intervals Absolute Frequency 55 Ae 60
61 Ae 66
67 Ae 72
73 Ae 78
79 Ae 84
85 - 90
Amount Lots of From the table it can be seen that the intervals obtained are 55-60 with an absolute frequency of 4, 61-66 with an absolute frequency of 4, 67-72 with an absolute frequency of 7, 73-78 with an absolute Relative frequency of 8, 79-84 with an absolute frequency of 4, 85-90 with an absolute frequency of 3 .
Figure 4.
Histograms and Polygons Frekuensi Postest Eksperimen Interval Agus Sulaeman & Kim Dong Hoon Cooperative Learning Type of Student Team Achievement Division on Learning Outcomes Writing Explanation Texts of Hufs Korea Students From the graph above, it can be seen that the highest frequency is occupied in the interval between 73-78 and the lowest is occupied in the interval 83-90.
Table 4.
Cumulative Frequency Distribution Intervals Cumulative Less than 55 Less than 61 Less than 67 Less than 73 Less than 79 Less than 85 Less than 91 From the table above it can be seen that the cumulative frequency intervals that are less than start from 55,61,67,73,79,85,91, as well as intervals that are more than.
From data less Intervals Cumulative 55 or more 61 or more 67 or more 73 or more 79 or more 85 or more 91 or more 0,4,8,15,23,27,30 30,26,22,15,7,3,0.
Figure 4.
Ogive Posttest Experimental Class kurang dari lebih dari From the graph above it is known that the middle value is at number 73.
Table 4.
Measure of centering of experimental class posttest data Class Mark Class Intervals .
55 Ae 60 61 Ae 66 67 Ae 72 73 Ae 78 79 Ae 84 85 Ae 90 Amount Control Class Posttest From the students' final ability data or students' posttest, data was obtained on the results of students' learning to write explanatory texts without being given treatment or using the lecture method, tested with 30 students, namely From the table above it is known that the total fx is 2163 and f.
x2 is 158305.
After knowing the data, the average score is 72.
1, and the standard deviation is 8.
JELL (Journal of English Language and literatur.
STIBA IEC Jakarta Volume 9.
Issue 2.
September 2024 p-ISSN 2540-8216, e-ISSN 2654-3745 https://journal.
stibaiec-jakarta/ojs/index.
php/jell class A2 Intermediate as the Control class, so a score range was obtained between 50 to 85 with a sample size of 30 students.
Median of 68.
mode of 70.
The average score is 67.
99, and the standard deviation is 9.
The class intervals and frequency distribution of students' abilities after using the lecture method are:
Table 4.
Absolute Frequency Distribution Lots of classes Intervals 50 Ae 55 56 Ae 61 62 Ae 67 68 Ae 73 74 Ae 79 80 Ae 85 Absolute Frequency Amount From the table it can be seen that the intervals obtained are 50-55 with an absolute frequency of 5, 56-61 with an absolute frequency of 4, 62-67 with an absolute Relative frequency of 5, 68-73 with an absolute frequency of 6, 74-79 with an absolute frequency of 5, 80-85 with an absolute frequency of 5 .
Figure 4.
Histograms and Polygons Postest Kontrol Frekuensi Interval From the graph above, it can be seen that the highest frequency is occupied in the interval between 68-73 and the lowest is occupied in the interval 56-61.
Table 4.
Cumulative Frequency Distribution Intervals Less than 50 Less than 56 Less than 62 Less than 68 Less than 74 Less than 80 Less than 86 Cumulative Intervals 50 or more 56 or more 62 or more 68 or more 74 or more 80 or more 86 or more Cumulative Agus Sulaeman & Kim Dong Hoon Cooperative Learning Type of Student Team Achievement Division on Learning Outcomes Writing Explanation Texts of Hufs Korea Students From the table above it can be seen that the cumulative frequency intervals that are less than start from 50,56,62,68,74,80 and 86, as well as intervals that are more than.
From data less than, the cumulative 0,5,9,14,20,25,30 30,25,21,16,10,5,0.
frequency is Figure 4.
Ogive Posttest Control Class kurang dari lebih dari From the graph above it is known that the middle value is 68.
Table 4.
Measure of centering of control class posttest data
Class
Intervals 50 Ae 55
56 Ae 61
62 Ae 67
68 Ae 73
74 Ae 79
80 - 85
Amount Class Mark .
From the table above it is known that the total fx is 2039.
7 and f.
x2 is 141385.
After knowing the data, the average score is 67.
and the standard deviation is 9.
material on understanding the senses and the lecture method.
By accepting H1, it can be concluded that there are differences in students' learning outcomes for writing explanatory texts using the STAD type cooperative learning model and the lecture method.
The results of this test also prove that the difference in students' learning outcomes for writing explanatory texts is not a coincidence, but is due to differences in treatment given to the experimental and control So it can be concluded that the STAD learning model can have a positive influence on learning outcomes for writing explanatory texts, and the efficiency of the teaching and learning process for writing explanatory texts Research Discussion The hypothesis that has been formulated states that there are differences in learning outcomes to write explanatory texts using the STAD learning model and the lecture method.
From the calculations, the calculation results obtained are tcount = 1.
73 > ttable 1.
67 with a significance level = 0.
Causes H to be rejectedand H1 is accepted so that there are differences in science learning outcomes using the STAD type cooperative learning model.
JELL (Journal of English Language and literatur.
STIBA IEC Jakarta Volume 9.
Issue 2.
September 2024 p-ISSN 2540-8216, e-ISSN 2654-3745 https://journal.
stibaiec-jakarta/ojs/index.
php/jell can be improved by using the STAD type cooperative learning model.
Kosasih.
& Endang.
22 Text Types & Learning Strategies in SMAMA/SMK.
Bandung: Yrama Widya.
Kosasih.
Indonesian.
Jakarta: Center for Curriculum and Books Lidiasari.
The Influence of the Mind Mapping Learning Model on the Ability to Study and Present Information.
Data in the Form of Explanatory Text.
Siliwangi University.
Indonesian Language Education Study Program.
Tasikmalaya.
http://repository.
id/64 02/).
Lutunani.
Analysis of Students' Difficulty Changing Ineffective Sentences into Effective Sentences in Class V Indonesian Language Subjects at State Elementary School Kubu Simbelang for the 2020/2021 Academic Year.
Quality University.
http://portaluniversitasquality.
id:55555/1381/) Priyatni.
ET .
Indonesian Language Learning Design in the 2013 Curriculum.
Jakarta: Bumi Aksara.
Rahman.
Taufiqur.
Text in Structure and Linguistic Studies.
Semarang: CV.
Pillars of the Archipelago.
Sudjana.
Assessment of Teaching and Learning Process Results.
Bandung:
Rosdakarya Youth.
Sulaeman.
Metodologi penelitian bahasa dan sastra.
Jakarta Timur: Edu Pustaka.
CONCLUSION
The results of the research can be concluded that the results of calculating the hypothesis test using the t test showed that the calculated t was = 1.
73 while the t table = 1.
Thus t count > t table (= 0.
, then Ho is rejected and H1 is Based on the learning results obtained, it can be concluded that there are differences in learning outcomes in writing explanatory texts for students who study using the STAD type cooperative learning model with the lecture method.
The results of the research that has been carried out show that the STAD type cooperative learning model has an effect and can improve student learning outcomes.
Its application in the classroom can make students more active and help each other, because studying in groups can improve higher thinking in each student and students can respect each other's opinions.
The teacher's ability to train students in learning to work together and in groups is also very necessary when learning to write explanatory texts cooperatively so that a problem will feel lighter if done together.
REFERENCES