Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Andi Bismawati
Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Tadulako University
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Procedural Text Writing Skills Through the Student Teams-Achievement Divisions (STAD) Learning Model Among Tenth-Grade Students at Senior High School Ahyar; Sukma; Andi Bismawati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11964

Abstract

Limited classroom-based evidence has examined how Student Teams-Achievement Divisions (STAD) can support procedural text writing in Indonesian senior high schools, particularly through an iterative classroom-action process. This study investigated the improvement of procedural text writing skills among 28 students in Class X-B 3 at Senior High School through STAD cooperative learning. STAD was selected because its combination of heterogeneous teamwork, shared goals, individual accountability, and peer support can provide structured opportunities for students to discuss text organization and language use. The study employed Classroom Action Research conducted in two cycles comprising planning, action, observation, and reflection. Data were obtained from writing tests, classroom observations, and documentation and analyzed descriptively. Reported classical mastery increased from 35.7% in Cycle I to 85.7% in Cycle II, an increase of 50 percentage points, exceeding the predetermined success criterion of 75% of students achieving the Minimum Mastery Criterion of 75. Classroom observations also indicated more active group participation, clearer allocation of responsibilities, and more focused teacher guidance in Cycle II. The study contributes genre-specific classroom evidence on the use of STAD for procedural text writing and suggests that structured peer interaction can be integrated with explicit writing guidance in Indonesian language instruction.
Co-Authors Ahyar Sukma