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The researcher found issues in teaching writing skill to students in the eighth semester of Islamic Education School Selaras Air, Agam. Teachers still explain the subject using the traditional teaching model, students have low motivation such as low desire to learn the Arabic language, low activity in following the teaching process, low enthusiasm in teaching the Arabic language, low effort in doing tasks independently, and students' laziness in following the teaching process. The researcher uses a quantitative research with a quantitative empirical research type. The research population is 47 students, and the sample size is 47 students. The researcher uses Purposive Sampling. The method of data analysis is statistical analysis using the SPSS program.  The results of the research are that there is an effect of using the Student Team Achievement Division model in teaching students' writing skills, and the effect size is about 64.53%. The mean score of the posttest in the experimental class was 84.06 and in the control class was 71.33. The researcher found that the significant result or Sig. (2-tailed) in the hypothesis test is 0.002, which is smaller than 0.005. Therefore, the null hypothesis is rejected (Ho) and the alternative hypothesis is accepted (Ha). This indicates that there is a mean difference between the experimental and control classes in teaching the skill of writing.

This study deals with the effect of using student team achievement division learning method on students’ ability in simple present tense on the XI IPA class of SMA Negeri 2 Lawe Bulan in the academic year 2022/2023. Its objective is to find out whether the use student team achievement division learning method has a significance effect in simple present tense. Population used in this study of class X, XI, and XII were 89 students and samples used in this study of class XI were 21 students. The method used in this study is an experimental method with a one group as pretest and posttest design. This study was carried on using quantitative method. The data was analysed by using t-test. The data was analysed by using t-test. The researcher found the pre-test mean = 55,23, deviation standard = 3,92 and experienced an increase in the post-test mean = 80,95 deviation standard = 3,65. From this analysis, writer found that student team achievement division learning method has significance  in teaching simple present tense. It can be proved by the result of the analysis showed that “ ” observed about 49,44 was higher than “ttable” about 1,725 with the level significance is 0,05% it implies that the teacher of english should use Student Team achievement division learning method  in teaching simple present tense so that the teaching and learning process can be successful.