1. CHAPTER I
INTRODUCTION
1.1 Background of the Problem
The success of education programs through teaching and learning process in schools
as formal institutions are influenced by several factors namely: students, curriculum,
staff, fees, facilities and infrastructure and environmental factors. When these factors
are met is certainly going to facilitate the teaching-learning process, which will
support the achievement of the maximal learning outcomes that will ultimately
improve the quality of education.
Various efforts have been made to improve the quality of education in schools, such
as by improving the quality of teaching and learning. Teaching and learning in
schools is a series of activities have been consciously planned. With good planning
will support the success of teaching. Planning instruction for students strived to have
a maximum capacity and improve the motivation, challenges and satisfaction that it
can meet the expectations of both the teachers as carrier material and the students as
tenants of science.
One effort to improve the human resource is through the learning process at school.
In an effort to improve the quality of educational resources, teachers are human
resources that must be fostered and developed. Efforts to improve teachers' skills in
teaching needs to re-understanding, teaching not only communicate knowledge in

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order to learn, but teaching also means efforts to help the student to be able to
understand the concepts and can apply that concept to understand
SMP Negeri 9 Kotabumi is one of the junior high schools recognized by the
government. Since 2006/2007 academic year SMP Negeri 9 Kotabumi as well as
other schools has implemented the Education Unit Level Curriculum (KTSP), but
according to the results of interviews with English teachers. There are several
obstacles in the implementation KTSP. One of the main obstacles is lack of the
students’ enthusiasm in learning. The students are more likely to accept anything
presented by the teacher, silent and reluctant in question or opinion expressed. This is
because learning is done by the teachers tend to use conventional methods of lectures,
questions and giving the task. In terms of learning English, students must be engaged
mentally, physically and socially to prove them selves on the truth of what has been
learned through the scientific process. If this is not included in the learning process
can be ascertained English language mastery will be less and will lead to low learning
achievement of students who will eventually lead to low quality of education.
Based on that information, made observations on SMP Negeri 9 Kotabumi on January
4, 2010 and obtained information that the achievements of students studying English
language classes VIII-A in these schools is still low. This can be seen from the
average value of daily tests students only reached 4.5. The average value is compared
to learning according to curriculum exhaustiveness, namely equal to 6.5 or 65% can
be said that the scores fall below the expected standard of completeness. From the

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results of this interview also obtained information from English language teachers
that the subject is considered difficult to be understood by students is the sub topic
writing recount text.
They had difficulty in answering questions and students can answer will not give
explanations to other students who do not understand. Moreover teachers rarely
provide practice questions. Teacher just explains the material and told the students to
make a summary. Therefore, if students are given practice questions they could not
answer. They can only answer the questions exactly as exemplified by the teacher.
Teachers and researchers speculate that the learning models used so far not been
effective. This is what causes the low learning achievement of students, especially
English language students VIII-A SMP Negeri 9 Kotabumi at the sub topic writing
recount text.
On suspicion of the above then the researchers together with teachers agreed to offer
an alternative action to overcome to overcome the existing problems of application of
other teachings models to prioritize student activity and provide students
opportunities to develop its maximum potential. Learning models mentioned is a
model of cooperative learning. Cooperative learning model grew from a tradition that
emphasizes education thinking and practice of democratic action, active learning,
cooperative behavior, and respect the differences in multicultural societies. In the
execution of cooperative learning can change the teacher's role from the role of the
teacher to focus on the role of managing a small group activity. So that the teacher's

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role has been reduced and the monotony would be the more skilled students to solve
various problems, even problems that are considered difficult. Some previous
researchers who use the cooperative learning model to conclude that these learning
models with several types have provided significant inputs for schools, teachers and
especially students in improving achievement. It was more a teacher with the
researcher wants to see the cooperative learning of STAD technique approach in the
structural.
In the process of cooperative learning of STAD technique, students work active in
groups, and more responsible in group assignments. Cooperative learning of STAD
technique also makes it easier for students assessed to interact with friends in the
class compared with the direct learning model has been applied by the teacher. In the
model cooperative learning of STAD technique students need to communicate with
each other, whereas the direct learning model students sit face to face with teachers
and continued attention to the teacher.
By this foundation, the researcher interest to conduct research in the form of
classroom action research to increasing students' achievement in writing recount text
through cooperative learning of STAD technique at the class VIII-A of SMP Negeri 9
Kotabumi in academic year 2010 / 2011.
1.2 Identification of the Problem
Based on the problems obove the writer identify the problem as follows:

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1. The student lack enthusiasm of being active in english learning process.
2. The teaching methods used by the teacher are conventional methods such as
presentation, question answer and giving the task.
3. The student’s achievements in writing recount text at the class VIII-A of SMP
Negeri 9 Kotabumi is still low.
4. The implementation of cooperative learning of STAD technique in increasing
students’ achievement in writing recount text at class VIII-A in SMP Negeri 9
Kotabumi not implemented yet.
1.3 Limitation of the Problem
Based on the identification of the problem above and to provide clarity in the
research, the researcher to be focuss on increasing student’s achievements in writing
recount text at the class VIII-A of SMP Negeri 9 Kotabumi in academic year
2010/2011.
1.4 Formulation of the Problem
Based on the limition of the problem above, the writer formulate the problem as
follows:
1. Is students’ achievement in writing recount text can be increased by
using cooperative learning of STAD technique?
2. How is the implementation of cooperative learning of STAD technique
in increasing students’ achievement in writing recount text at class
VIII-A in SMP Negeri 9 Kotabumi in academic years 2010/2011?

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1.5 Objectives of the Research
The objectives of the research are:
1. To find out whether cooperative learning of STAD technique can be used
to increase students’ achievement in writing recount text.
2. To increase students’ activity and achievement in writing recount text
through cooperative learning of STAD technique at the class VIII-A in
SMP Negeri 9 Kotabumi in academic years 2009/2010.
1.6 Uses of the Research
The result of the research to be expected can be useful for:
1. The Students : 1. Students will be more motivated to learn because of
active participation in the process of learning and
the learning atmosphere which is increasingly
varied and not monotonous.
2. Students get different learning experiences in
English.
2. The English : 1. English teacher is expected to improve the quality
Teacher of learning English.
English teachers get different method as an alternative to
be applied in learning English.
3. The School : School got useful input in order to improve the teaching
and learning quality.
3. Researcher : Researcher can improve understanding and mastering of
cooperative learning of STAD tehnique and researcher can
add his experience in teaching and learning process.

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1.7 Scope of the Research
The scopes of the research are:
1. Object of the Research
The object in this research is students’ achievement in writing recount text.
2. Subject of the Research
The subjects of this research are the students of class VIII-A in SMP Negeri 9
Kotabumi.
3. Time of the Research
The reseach is conducted from 1 Januari 2010 – 31 November 2010.
4. Place of the Research
The place of this research is SMP Negeri 9 Kotabumi.