THE EFFECT OF GROUP INVESTIGATION TECHNIQUE ON THE STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXTS.

DESCRIPTIVE TEXTS

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

FAHRUNNISA MARIYAM

Registration Number: 2113321012

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2015

ACKNOWLADGEMENT

First and foremost, the writer would like to express his deepest gratitude to Allah SWT, the Almighty and the Most Beneficial for His Blessing, Grace, Guidance, and Mercy that have been given to writer until this Thesis could be completed. This Thesis has been written in partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) at the English and Literature Department, Faculty of Language and Arts, State University of Medan.

During the process of writing and conducting the research, the writer was assisted and supported by many people. This thesis cannot be accomplished without guidance, suggestion, and comment from them, for which the writer would like to express her sincere appreciation which directed to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.  Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature

Department.

 Dra. Meisuri,M.A., the secretary of English Department.

 Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program.

 Prof. Amrin Saragih, M.A., Ph.D., her Thesis Supervisor I and Drs. Johan Sinulingga, M.Pd., her Thesis Supervisor II.

 Neni Afrida Sari Hrp, S.Pd., M.Hum., her Academic Supervisor and also Reviewer, and Dr. Siti Aisah Ginting, M.Pd., as the Reviewer and also Morada Tetty SS, M.Hum as the reviewer, the writer is also very grateful to all lecturers who have taught, guided, and advised her throughout the academic years.

 Mam Eis and Mr. Pantes as the administration staffs of English and Literature Department who always helped the writer during her academic year.

 Mr. Zarwan Hasibuan, the Headmaster of SMPS Dharma Patra P.Berandan who has gave the permission to conduct the research in the school. And also for students in VIII-A and VIII-B for their intention and participation during the research.

 M. Ainal Ikram H and Ernawati SE, her beloved and super power parents who gave her love, prayer, moral and financial support in completing her education.

 Firdaus Azmi, Danil Ikram and Sunniyah khansa, her beloved little brothers and sister.

 All her best friends, Muhammad Yusuf, Karmila, Ayu Purnama Sari, Khalida Gustani Nst, Khairuni Syafitri and also Extention B 2011 who have gave her support and nice friendship.

Finally, the writer hopes this thesis can give contribution to the English Education students and further pedagogical research.

Medan, August 2015 The Writer

Fahrunnisa Mariyam NIM. 2113321012

ABSTRACT

Mariyam, Fahrunnisa. 2113321012. The Effect of Group Investigation Technique on The Students’ Achievement In Writing Descriptive Texts. A Thesis. English and Literature Department, Faculty of Language and Arts. State University of Medan. 2015.

This study was attempt to discover the effect of applying the Group Investigation Technique on the students’ achievement in writing descriptive texts. It was conducted by using experimental research design. The population of this research was the second (VIII) grade students of SMPS Dharma Patra Pangkalan Berandan. There were 190 students involved as the population, which consists of 5 parallel classes, two classes out of five classes were chosen as the sample by using lottery technique namely experimental and control group. The result was class VIII-A consisted of 15 students became the experimental group and class VIII-B consisted of 15 students became the control group. The experimental group was taught by using Group Investigation Technique while the control group was taught by do not using the treatment. The instrument for collecting the data was writing test. The data were analyzed by using t-test formula. The result shows that the value of t-observed (5,85) is higher than the value of t-table (2.048) ( α = 0.05 ) with the degree of freedom (df) = 28. It means that there is a significant

effect of applying Group Investigation Technique on the students’ achievement in

writing descriptive texts. So, the alternative hypothesis (Ha) is accepted. Key words: Group Investigation Technique, Writing Descriptive Texts

TABLE OF CONTENTS

ABSTRACT ... i

ACKNOWLEDGMENT ... ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vii

LIST OF APPENDICES ... viii

CHAPTER I: INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 5

C. The Objective of the Study ... 5

D. The Scope of the Study ... 5

E. The Significance of the Study ... 5

CHAPTER II: REVIEW OF RELATED LITERATURE ... 7

A. Theoretical Framework ... 7

1. Students’ Writing Achievement ... 7

a. Writing ... 8

b. Process f Writing ... 9

c. Kind of Genre Writing ... 10

d. Descriptive Text ... 13

2. Group Investigation Technique ... 16

a. Stage of Group Investigation Technique ... 18

c. The Disadvantages of Group Investigation Technique ... 24

d. The Application of Group Investigation Technique ... 24

B. Relevant Studies ... 24

C. Conceptual Framework ... 25

D. Hypothesis ... 27

CHAPTER III: RESEARCH METHOD ... 28

A. Research Design ... 28

B. Population and Sample 1. Population ... 29

2. Sample ... 29

C. The Instrument of Collecting Data ... 29

D. The Procedure of Research ... 30

1. Pre- test ... 30

2. Treatment ... 30

3. Post- test ... 32

E. Scoring of Writing Test ... 33

F. The Validity and the Reliability of the Test ... 34

1. The Validity of the Test ... 34

2. The Reliability of the Test ... 34

G. Technique for Analyzing the Data ... 35

CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ... 37

B. Data Analysis ... 38

1. Validity of the Test ... 38

2. Reliability of the Test ... 38

3. Analyzing the Data by using t- test Formula ... 39

C. Testing Hypothesis ... 40

D. Research Findings ... 41

E. Discussion ... 42

CHAPTER V: CONCLUSION AND SUGGESTION ... 44

A. Conclusion ... 44

B. Suggestion ... 44

REFERENCES ... 45

LIST OF TABLES

Table 3.1 Research Design ... 28

Table 3.2 Teaching Descriptive Text in Experimental Group ... 30

Table 3.3 Teaching Descriptive Text in Control Group ... 32

LIST OF APPENDICES

APPENDIX A Pre-Test and Post- Test for Experimental Group ... 48

APPENDIX B Pre-Test and Post- Test for Control Group ... 49

APPENDIX C Score of Pre- Test and Post-Test for Experimental Group ... 50

APPENDIX D Score of Pre- Test and Post-Test for Control Group ... 51

APPENDIX E Testing the Reliability of the Test ... 52

APPENDIX F The Calculation of T-Test ... 54

APPENDIX G Table Distribution ... 58

APPENDIX H Lesson Plan ... 59

APPENDIX I The Students’ Answer Sheet ... 85

APPENDIX J Percentage Points of the T Distribution ... 71

APPENDIX K Lesson Plan ... 72

APPENDIX L Vocabulary Test ... 87

APPENDIX M The Key Answer ... 91

CHAPTER I INTRODUCTION A. The Background of the Study

English plays an important role nowadays. It becomes an international language. Therefore, in this modern era it is necessary for us to learn it. English also has been taught in many countries in the world as a second foreign language such as in Japan, Malaysia, China, Germany and Indonesia in those countries students always make many efforts to make the teaching English as a second or foreign language better and better.

Teaching a language, especially a foreign language is not an easy task. Since English is a foreign language for Indonesian students, it will surely cause some problems for them. Learning a foreign language is different from

learning a native language because the students’ environment in achieving

their first language and a foreign language are different.

English as a subject matter in school covers the four basic language skills: listening, speaking, reading, and writing. As one of the basic skills of learning English. Writing is the important in language learning process because writing is considered a highly productive skill and arguably the most difficult of the four language skill. It is process of putting ideas or thought into words which is combined into the form of paragraphs. Harmer (2004: 86)

states “writing is a process that we write is often influenced by constrains of

genre, and then these elements have to be present in their learning activity. Therefore, writing skill is more complex and more difficult than other skills

to teach because it is not only requiring mastery on grammatically and rhetorical devices but also on conceptual and judgement devices

In the teaching and learning process of writing, the teacher has an important role. It means that writing is not only a process of linking words into a sentence or paragraph, but also it is a steps of idea, organized thought and feeling in the form of words and combined into sentence and then into paragraph. For this purpose, a teacher should give more practice to

improve student’s ability in English.

In the Curriculum of Educational Stratified Level or Kurikulum

Tingkat Satuan Pendidikan (KTSP) students are expected to be able to write

some genres in writing namely descriptive, and procedure, from the curriculum highlights that the students have to be able to write various types of the text genres.

Based on that statement, one of the genres that should be mastered by student in the process of learning English is descriptive text. According to Pardiyono (2007:34) descriptive text is a type of written text, which has the specific function to give description about an object (human or non-human) which include person, place, or animal/thing and it has the aim that was giving description of the object to the reader clearly.

Based on the experience in teaching practice program in SMPS Dharma Patra P.Berandan, it was found that students had problem when they were asked to write the text especially in writing descriptive text. They were unable to understand the purpose and generic structure of the text because

they were lack of motivation and ideas, lack of mastering vocabulary, and grammar. Those facts indicate that most of students are not able to write a simple writing especially in descriptive text.

Actually their lack of writing ability at school is influenced by the ways of teaching. In the process of teaching, teacher usually gives tasks from the text book, students answer the questions and submit them to the teacher. From this fact, it can be concluded that the process of teaching and learning has not been conducted successfully. It means that the teacher did not

concern with students’ writing ability and teaching it in an interesting way.

Therefore it needs to develop and apply the effective techniques to enhance

the students’ writing skills.

In order to solve the problems, many techniques can be applied in teaching learning process especially in writing to make it effectively and more interesting. One of the techniques is cooperative learning type. By applying cooperative learning, student are more active because they will learn more through a process of constructing and creating, working in the group and sharing the knowledge. So they can enjoy the learning process itself and improve their writing skill.

Group Investigation (GI) Technique as one of cooperative learning technique is a general classroom organization plan in which students work in small groups using cooperative inquiry, group discussion, and cooperative planning and project (Sharan and Sharan as quoted by Slavin 1995).

Many researchers had applied Group investigation in different field of their researchers. One of the researchers was done by Yunita (2011) proved the Group Investigation was conducted on her Classroom Action

Research. In her study with a title “Improving Students’ Achievement in

writing Report Text through Group Investigation Method”. It was found that

the students’ writing achievement score increased from the first cycle to

second cycle. It means that there was improvement on students’ achievement

in writing report text by using group investigation.

Based on the explanation previously, the researcher of this study also applied Group Investigation technique in teaching descriptive texts. The reason for choosing the Group Investigation is believed as an effective way in increasing students writing achievement. By using Group Investigation technique, students are able to work together in a group to analyze the topic of writing in order to find more information from many sources and the characteristics of descriptive texts. And the researcher believed that this technique can be the effective way of teaching to improve the students achievement because Group Investigation technique is a technique that give the freedom to find out the information about something which want to investigate so the researcher decided to use this technique. Then, they would write the descriptive texts based on the generic structure and language feature of descriptive text.

So, it was expected by using Group investigation technique could help students become more active in the class. In other words, by using Group

Investigation technique in teaching writing it could increase students’ achievement in writing descriptive texts on the second grade students in SMPS Dharma Patra P.Berandan.

B. The Problem of the Study

In accordance with the backgroud of the study, the problem of the study is formulated as “ Is there any significant effect of applying the GI technique on the students’ achievement in writing descriptive texts ? ”

C. The Objective of the Study

The objective of the study is to investigate whether there is a significant effect of Group Investigation (GI) Technique on the students’ achievement in writing descriptive text.

D. The Scope of the Study

There are many genres of writing that should be mastered by students such as descriptive and procedure, this study is basically limited to writing descriptive text. This study focuses on identifying the effect of Group

Investigation Technique on students’ achievement in writing descriptive text.

E. The Significance of the Study

Theoretically, findings of this study are expected to be significant theoretically and practically.

Theoretically the findings can add up horizons in theories of language learning. In addition the findings can be references for further studies in writing skill.

Practically, findings of this study are expected to be useful for:

a) English language teachers in developing teaching learning process, not only in teaching writing but also other skills.

b) The students of English in that to encourage the students to develop their writing achievement, especially in writing descriptive texts through group investigation technique.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research findings, it was discovered that there is a significant

effect of applying Group Investigation technique on the students’ achievement in

writing descriptive texts. This is to say that students who were taught by applying Group Investigation technique obtained better result than students who were taught by without using Group Investigation technique ( t-observed >

t-table;5.85>2.05;α=0.05).

B. Suggestion

Related to the conclusion, some suggestion are pointed out as the following.

1) English teachers are suggested to apply Group Investigation technique in teaching learning process, especially in teaching writing because

this technique can help teachers to improve students’ critical thinking

when planning and carrying out their investigation so that they had idea to arrange their writing.

2) Students are also suggested to be more active, confidence, and enjoyable and exploring their writing ability by Group Investigation Technique.

Acero, V.O., Javier, E.S., & Castro, H.O. 2000. Principles and Strategies of

Teaching. Manila: Rex Book.

Agam, M, Ikhsan,K. 2013. Teaching Reading by Combining Group Investigation and SQUIRT (Sustaines Quite Reading Time) Method At X Grade Senior High School. Journal of STKIP Sumatera Barat Vol 2

Algarabel, S., and Carmen D. 2001. The Definition of Achievement and the

Construction of Tests for Its Measurement: A Review of the Main Trend Section De Metodologia 22, 43-66.

Arikunto, S. 2003. Proses Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Ary, D. et. al. 2002. Introduction to Research in Education. United State: Wadsworth Group.

Bachman, Lyle F, and Palmer, Andrian S. 1996. Language Testing in Practice :

Developing Useful Language Test. Hongkong: Oxford University Press.

Best, J.W. 2002. Research Education. New York: Prentice Hall International. Bima. M,Bachtiar abd Cicik Kurniawati. 2005. Let’s Talk. Bandung: Pakar Raya. Brown, H. D. 1992. Language Assessment Principles and Classroom

Practice. New York: Longman.

Chitravelu. 2005. ELT Methodology: Principles and Practices 2nd Edition.

Malaysia: Fajar Bekti.

Gillies, Robyn M., and Ashman, Andrian F. 2003. Cooperative Learning: The

Social and Intellectual Outcomes of Learning in Groups. London: Routledge

Falmer.

Harmer,J. 2004. How to Teach Writing. New York: Pearson Education Limited. Harahap, A.A. 2012. The Effect of Applying Think-Talk-Write (TTW) Strategy on

the Students’ Ability in Writing Descriptive Text. Medan: State University of

Medan

Hefferman, James A.W., and Licoln, John E. 1986. Writing: A College Handbook

( Second Edition). New York: Norton.

Hyland, Ken. 2003. Genre and Second Language Writing. USA: The University of Michigan Press.

Knapp, Peter and Watskin, Megan. 2005. Genre,Text,and Grammar. Sidney : University of New South Wales.

Lestari, Y,Ownie,S.J.2014. Improving Students Achievement in Writing Descriptive Text through Group Investigation Technique. Journal of English

Language Teaching of State University of Medan. 1392-2428-1-SM

Malau, Yunita Rahmi.2011. Improving Students’ Achievement in Writing Repot

Text through Group Investigation. Medan: Unimed.

Margono, S. 2010. Metodologi Penelitian Pendidikan: komponen MKDK. Jakarta: Rineka Cipta.

Marpaung, M.R. 2012. Improving Students’ Writing Recount Text Achievement

through Mind Mapping Technique in Junior High School. Medan: State

University of Medan.

Ning, Huiping. 2013. The Impact of Cooperative Learning on English as a

Foreign Language Tertiary Learners’ Social Skills. 41 (4) 557-568.

Pan, Ching-Yin, and Wu, Hui-Yi. 2013. The Cooperative Learninf Effects on

English Reading Comprehension and Learning Motivation of EFL Freshmen.

Vol.6 (5)14.

Pardiyono.2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta : Andi Offset.

Richard, J.C and Willy A.R. 2002. Methodology in Language Teaching ( An

Anthology of Current Practice). Cambridge: Cambridge University.

Rismawati. 2013. The Effect of Applying Sentence Combining Technique on

Students’ Achievement in Writing Descriptive Paragraph. Medan:

unpublished

Rumahormo, F.A.M. 2015. The Effect of Group Investigation Technique on

Students’ Achievement in Writing Analytical Exposition Text. Medan: State

University of Medan.

Sanjaya,D. 2011. Improving The Students’ Achievement on Writing Descriptive

Paragraph through The Application of Team Pair Solo. Medan: State

University of Medan.

Seyler, Dorothy. U. 2004. The Reading Context Developing College Reading

Skills. New York: Longman.

Sharan, Y., & Sharan, S. 1992. Group Investigation; Expanding Cooperative

Learning. New York: Teachers’ College Press.

Siahaan, S. 2008. Issue in Linguistics. Yogyakarta: Graha Ilmu.

Slavin, E.,Robert. 1995. Cooperative Learning : Theory, Research, and Practice. Boston : Allyn and Bacon.

Syaifina, A. 2012. Improving Grade X Students’ Achievement in Writing

Narrative Text through Group Investigation. Medan : State University of

Medan

Tangpermpoon, Thanatkun. 2008. Integrated Approaches to Improve

Students Writing Skills for English Major Students. Retrieved June 10th

2012 from ABC Journal Vol. 28, No. 2.

Tumanggor, L.Y. 2012. Improving Students’ Achievement in Vocabulary through

Clustering Technique. Medan : State University of Medan

Yunita, R. Malau. 2011. Improving Students’ Achievement in writing Report Text Through Group Investigation Method. Medan: State University of Medan

(Unpublished)

Yusuf,M. 2014. The effect of Applying Clustering Technique on Students’

Achievement in Writing Descriptive Paragraph. Medan: State University of

Medan.

Zingaro, Daniel. 2008. Group Investigation: Theory and Practice. Ontario Institute for studies in Education.

Zumaksin and Yulia.2005. Progress: A Contextual Approach to Learning English. Jakarta: Ganeca Exact.

5

Investigation technique in teaching writing it could increase students’ achievement in writing descriptive texts on the second grade students in SMPS Dharma Patra P.Berandan.

B. The Problem of the Study

In accordance with the backgroud of the study, the problem of the study is formulated as “ Is there any significant effect of applying the GI technique on the students’ achievement in writing descriptive texts ? ”

C. The Objective of the Study

The objective of the study is to investigate whether there is a significant effect of Group Investigation (GI) Technique on the students’ achievement in writing descriptive text.

D. The Scope of the Study

There are many genres of writing that should be mastered by students such as descriptive and procedure, this study is basically limited to writing descriptive text. This study focuses on identifying the effect of Group Investigation Technique on students’ achievement in writing descriptive text. E. The Significance of the Study

Theoretically, findings of this study are expected to be significant theoretically and practically.

6

Theoretically the findings can add up horizons in theories of language learning. In addition the findings can be references for further studies in writing skill.

Practically, findings of this study are expected to be useful for:

a) English language teachers in developing teaching learning process, not only in teaching writing but also other skills.

b) The students of English in that to encourage the students to develop their writing achievement, especially in writing descriptive texts through group investigation technique.

1

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research findings, it was discovered that there is a significant effect of applying Group Investigation technique on the students’ achievement in writing descriptive texts. This is to say that students who were taught by applying Group Investigation technique obtained better result than students who were taught by without using Group Investigation technique ( t-observed > t-table;5.85>2.05;α=0.05).

B. Suggestion

Related to the conclusion, some suggestion are pointed out as the following.

1) English teachers are suggested to apply Group Investigation technique in teaching learning process, especially in teaching writing because this technique can help teachers to improve students’ critical thinking when planning and carrying out their investigation so that they had idea to arrange their writing.

2) Students are also suggested to be more active, confidence, and enjoyable and exploring their writing ability by Group Investigation Technique.

3) Other researchers are recommended to do further studies on writing descriptive text.

REFERENCES

Acero, V.O., Javier, E.S., & Castro, H.O. 2000. Principles and Strategies of Teaching. Manila: Rex Book.

Agam, M, Ikhsan,K. 2013. Teaching Reading by Combining Group Investigation and SQUIRT (Sustaines Quite Reading Time) Method At X Grade Senior High School. Journal of STKIP Sumatera Barat Vol 2

Algarabel, S., and Carmen D. 2001. The Definition of Achievement and the Construction of Tests for Its Measurement: A Review of the Main Trend Section De Metodologia 22, 43-66.

Arikunto, S. 2003. Proses Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Ary, D. et. al. 2002. Introduction to Research in Education. United State: Wadsworth Group.

Bachman, Lyle F, and Palmer, Andrian S. 1996. Language Testing in Practice : Developing Useful Language Test. Hongkong: Oxford University Press. Best, J.W. 2002. Research Education. New York: Prentice Hall International. Bima. M,Bachtiar abd Cicik Kurniawati. 2005. Let’s Talk. Bandung: Pakar Raya. Brown, H. D. 1992. Language Assessment Principles and Classroom

Practice. New York: Longman.

Chitravelu. 2005. ELT Methodology: Principles and Practices 2nd Edition. Malaysia: Fajar Bekti.

Gillies, Robyn M., and Ashman, Andrian F. 2003. Cooperative Learning: The Social and Intellectual Outcomes of Learning in Groups. London: Routledge Falmer.

Harmer,J. 2004. How to Teach Writing. New York: Pearson Education Limited. Harahap, A.A. 2012. The Effect of Applying Think-Talk-Write (TTW) Strategy on

the Students’ Ability in Writing Descriptive Text. Medan: State University of Medan

Hefferman, James A.W., and Licoln, John E. 1986. Writing: A College Handbook ( Second Edition). New York: Norton.

Hyland, Ken. 2003. Genre and Second Language Writing. USA: The University of Michigan Press.

Khairunnisa,A. 2013. The Effect of Applying Examples and Non Example Method on Students’ Achievement In Writing Descriptive Text. Medan : State University of Medan.

Knapp, Peter and Watskin, Megan. 2005. Genre,Text,and Grammar. Sidney : University of New South Wales.

Lestari, Y,Ownie,S.J.2014. Improving Students Achievement in Writing Descriptive Text through Group Investigation Technique. Journal of English Language Teaching of State University of Medan. 1392-2428-1-SM

Malau, Yunita Rahmi.2011. Improving Students’ Achievement in Writing Repot Text through Group Investigation. Medan: Unimed.

Margono, S. 2010. Metodologi Penelitian Pendidikan: komponen MKDK. Jakarta: Rineka Cipta.

Marpaung, M.R. 2012. Improving Students’ Writing Recount Text Achievement through Mind Mapping Technique in Junior High School. Medan: State University of Medan.

Ning, Huiping. 2013. The Impact of Cooperative Learning on English as a Foreign Language Tertiary Learners’ Social Skills. 41 (4) 557-568.

Pan, Ching-Yin, and Wu, Hui-Yi. 2013. The Cooperative Learninf Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen. Vol.6 (5)14.

Pardiyono.2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta : Andi Offset.

Richard, J.C and Willy A.R. 2002. Methodology in Language Teaching ( An Anthology of Current Practice). Cambridge: Cambridge University.

Rismawati. 2013. The Effect of Applying Sentence Combining Technique on Students’ Achievement in Writing Descriptive Paragraph. Medan: unpublished

Rumahormo, F.A.M. 2015. The Effect of Group Investigation Technique on Students’ Achievement in Writing Analytical Exposition Text. Medan: State University of Medan.

Sanjaya,D. 2011. Improving The Students’ Achievement on Writing Descriptive Paragraph through The Application of Team Pair Solo. Medan: State University of Medan.

Saragih,A., Sumarsih., &Burning,B. 2012. Bahasa dalam Budaya Pembelajaran. Medan: Bartong Jaya.

Saragih,A. 2010. Genre and Its Application In Language Learning. Julisa, 10 (1) 15-30.

Seyler, Dorothy. U. 2004. The Reading Context Developing College Reading Skills. New York: Longman.

Sharan, Y., & Sharan, S. 1992. Group Investigation; Expanding Cooperative

Learning. New York: Teachers’ College Press.

Siahaan, S. 2008. Issue in Linguistics. Yogyakarta: Graha Ilmu.

Slavin, E.,Robert. 1995. Cooperative Learning : Theory, Research, and Practice. Boston : Allyn and Bacon.

Syaifina, A. 2012. Improving Grade X Students’ Achievement in Writing Narrative Text through Group Investigation. Medan : State University of Medan

Tangpermpoon, Thanatkun. 2008. Integrated Approaches to Improve

Students Writing Skills for English Major Students. Retrieved June 10th

2012 from ABC Journal Vol. 28, No. 2.

Tumanggor, L.Y. 2012. Improving Students’ Achievement in Vocabulary through Clustering Technique. Medan : State University of Medan

Yunita, R. Malau. 2011. Improving Students’ Achievement in writing Report Text Through Group Investigation Method. Medan: State University of Medan (Unpublished)

Yusuf,M. 2014. The effect of Applying Clustering Technique on Students’ Achievement in Writing Descriptive Paragraph. Medan: State University of Medan.

Zingaro, Daniel. 2008. Group Investigation: Theory and Practice. Ontario Institute for studies in Education.

Zumaksin and Yulia.2005. Progress: A Contextual Approach to Learning English. Jakarta: Ganeca Exact.