help students communicating and sharing each others with their friends in a group. They can discuss the problems’ solution and find the way to
overcome it.
G. Teaching Descriptive Writing by Using Think Pair Share
Technique
As stated in background of the study at chapter 1, most classes in Indonesia are big, so it makes the ineffective situation in the process of
learning at classroom. English has four skills that are taught in school; they are reading, listening, writing, and speaking. Based on the
observation and interview with the English teacher at SMAN 2 Kabupaten Tangerang, teaching writing is certainly not easy like any other skills. The
teacher is difficult to encourage the students to be more active in class. The students just sit and hear what the teacher said. Besides the technique
of the teacher makes the students feel bored when they were learning English.
The writer comes to give the technique of cooperative learning in teaching descriptive writing. The writer believes that cooperative learning
would be good enough for the students in teaching learning process. The following are steps in teaching descriptive writing by using Cooperative
Learning method used in this study. Step 1 : The teacher tells students about what they would learn,
and then poses a topic about descriptive writing and give some question. Step 2 : The teacher explains to the students about the technique of
cooperative learning and the instruction on its’ learning process.
Step 3: Students think privately about the question for a given amount of time, usually one to three minutes.
Step 4: The teacher divide the students in a group; each of them included 2 students in a group and then they are discussed in pairs about
the question, allowing students to clarify their thoughts.
Step 5: Next, each pair has an opportunity to share their answers with the another pair in whole class..
Steps 6 : Every group has to understand the text about descriptive and present it in front of class and other groups had to ask some question
to present. Step 7 : The teacher call the students at random to explain the text
of descriptive text that had been explained by every groups.
H. Hypothesis
The writer has the research ’s question of this study, What is the
influence of cooperative learning on students’ descriptive writing ability? The research
’s hypotheses are:
Ha1: There is a significant difference in the mean gain scores
μ of the
students’ descriptive writing ability before and after the incorporation ofcooperative learning.
Ho1: There is no significant difference in the mean gain scores
μ of the
students’ writing ability before and after the incorporation of cooperative learning.
Significance level is set at α=0.05
29
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the description of the research method used in this study. It consists of research design, place and time of the research, population
and sample, research instrument, the technique of collecting data, validity and reliability of data, the technique of data analysis and the statistical hypothesis.
A. Research Design
The method for the research is quantitative research, namely quasi experimental design which is not random assignment of participants to
group.
1
The quantitative data is gained through pre-test and post-test as the instrument of method of research.
Design for pre-test and post- test based on Sukardi’s book
2
. Group
Pre-test Dependent
variable Post-test
R Experiment Y
1
X
E
Y
2
R Control Y
1
X
K
Y
2
R = Randomized Subject
Y
1
= Pre-test test before applying the treatment Y
2
= Post-test test after applying the treatment X
E
=Treatment for experimental class using cooperative learning method Think Pair Share
X
K
= Treatment for controlled class using conventional method. There are two classes which were involved in this study. The first
class was an experimental class and the second class was a controlled class. Both classes are taught with different methods of teaching, experimental
1
Jhon W. Creswell, Educational Research, Boston: Pearson Education, Inc., 2012, p. 309.
2
Sukardi, Metodologi Penelitian Pendidikan, Jakarta: PT. Bumi Aksara, 2003, p. 185.
