Improved The Ability To Write Explanation Text Complex Through Stad Models In It Al Fattah Desa Lama Private High School Students

Nazra Arif

doi:10.30596/ijems.v2i2.5488

Abstract

Many activities are closely related to writing skills, for example making summaries, taking notes, writing minutes, writing various kinds of letters, writing activity plans, to the ability to write scientific papers. Writing complex explanatory text is writing that tells of an event that is arranged in an orderly manner. Meanwhile, the Student Teams Achievement Division (STAD) is a method that prioritizes good teamwork. The ability to write complex explanatory texts of class XI SMA SWASTA IT AL FATTAH Lma Village in cycle I was (52%) complete learning and (48%) students have not finished learning. Then after taking the action in cycle II, the learning outcomes are (95%) complete and (5%) have not finished learning Keywords: ability, writing, complex explanatory text, STAD.

Highlights

In the teaching or learning process the teacher plays the role of both director and actor
One thing that can be used to improve the achievement of Indonesian subjects in writing complex explanatory texts developed by the teacher needs to pay attention to the quality of learning caused by several factors, namely: (1) students do not identify ideas and appreciation so that the students' ability to write explanatory text is low, (2) ) students have difficulty in pouring their ideas into a complete written form, (3) students are not used to telling experiences or events through writing text so they are less structured (4) lack of students' ability to appreciate the topic (5) lack of ability to develop imagination (6) the teacher has difficulty arousing student interest in learning (7) the teacher has difficulty determining the appropriate method or way to convey the material
At the time before learning activities were carried out using the Student Teams Achievement Division (STAD) model, student learning outcomes could be said to be low because the success rate of students only reached 52%, namely from 23 students only 12 students completed their studies and the average final result in the class was only 68

Summary

INTRODUCTION

In the teaching or learning process the teacher plays the role of both director and actor. From the results of field studies, learning to write complex explanatory texts that are not conducive is caused by several things: (a) teachers do not like learning language knowledge, especially writing text, (b) teachers have little or no experience in associating with literary works, especially writing text , and (c) the learning methods chosen and used by the teacher are not or not quite right This kind of condition will have an impact on the value of text writing skills which is still low. According to Mulyasa (in Yiyin Anggarini, 2010: 2), teachers need to pay attention to several things to support students in achieving learning success, namely (1) reducing lecture methods, (2) materials must be modified and enriched, (3) using varied procedures, (4) ) creating learning situations that can develop children's abilities to work together, (5) involving students in various activities. Every beginning in cooperative learning type STAD always begins with class presentation, including opening, development and guided practice of the whole lesson with an emphasis in presenting the subject matter

METHODOLOGI

AND DISCUSSION

Findings

CONCLUSION