CORRELATIONAL STUDY BETWEEN GROUP INVESTIGATION TEACHING METHOD AND STUDENTS� PERFORMANCE IN WRITING ENGLISH ESSAY AT UNIVERSITY OF MUHAMMADIYAH MALANG
CORRELATIONAL STUDY BETWEEN GROUP INVESTIGATION
TEACHING METHOD AND STUDENTS’ PERFORMANCE IN WRITING
ENGLISH ESSAY AT UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
RADITYA EKA OKTARINA
201210100311228
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
CORRELATIONAL STUDY BETWEEN GROUP INVESTIGATION
TEACHING METHOD AND STUDENTS’ PERFORMANCE IN WRITING
ENGLISH ESSAY AT UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education
By:
RADITYA EKA OKTARINA
201210100311228
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
MOTTO AND DEDICATION
“Man jadda wajada”
Barangsiapa yang bersungguh-sungguh maka dia akan berhasil
“Hard work beats talent when talent doesn’t work hard”
– Tim Notke –
“Time is money” – Anonymous –
“Don’t waste your time looking back, you’re not going that way”
– Ragnar Lothbrok –
With deep profound love, this thesis is dedicated to:
My beloved family
My Mom, my Dad, and my Little sister, thank you for all your love, support,
prayer and everything. I can do everything through your support. You are
amazing and I do love you
All my friends and my relatives
Thank you so much for your support. I love you.
ACKNOWLEDGEMENTS
Bismillahirahmanirahim,
Alhamdulillah, all praise to Allah, the Merciful and Charitable because of
HIS mercy and HIS guidance, so that the writer can finish this thesis to fulfill one
of the requirements to achieve Sarjana Degree in English Education.
This study was made possible through the support, guidance, and
encouragement from many wonderful people. Without them, the journey to
complete this thesis would have been an impossible mission. In addition, the
writer wish to express her gratitude to the following:
To the writer’s advisors, Bayu H. Wicaksono, M.Ed., Ph.D and Nurakhfini
Septiany, M.A., M.Ed, for their constant supports and guidance through the entire
journey of her sarjana study and during the process of writing this thesis. The
writer is deeply grateful for their patience in reading her multiple thesis drafts.
To Rinjani Bonavidi, M.Ed., Ph.D for her permission to conduct a research
in her writing III class and to Hastirin Widi, M.A for her constructive feedback to
improve the writer’s thesis.
Furthermore, the writer gives special thanks to her parents and her sister
for their loves, supports, understandings, and prayers throughout her sarjana
study.
Then to all of writer’s peers and friends, Arum, Luthfi, Nisa, Ocha, Rika,
Tutus, who were always supporting her study. The writer especially thank to Dewi
Wulang and Mitra Ayu for their time in helping her during conducting a research.
Finally, the writer realizes that this thesis is far from being perfect and still
needs some improvements. So, the writer hopes suggestions and constructive
criticism to improve this thesis. Moreover, the writer also hopes that this thesis is
useful for her, readers, and other researchers.
Malang, 29 October 2016
The Researcher,
Raditya Eka Oktarina
TABLE OF CONTENTS
TITLE PAGE ............................................................................................. i
APPROVAL PAGE ................................................................................... ii
EXAMINERS APPROVAL ...................................................................... iii
DECLARATION ........................................................................................ iv
MOTTO AND DEDICATION .................................................................. v
ACKNOWLEDGEMENTS ....................................................................... vi
ABSTRACT ................................................................................................ vii
TABLE OF CONTENTS ........................................................................... viii
LIST OF TABLES ..................................................................................... xi
CHAPTER I INTRODUCTION
1.1 Background of the Study ........................................................................ 1
1.2 Statement of the Problem ....................................................................... 2
1.3 Purposes of the Study ............................................................................. 2
1.4 Hypothesis of the Study ......................................................................... 2
1.5 Significance of the Study ....................................................................... 3
1.6 Scope and Limitation of the Study ......................................................... 3
1.7 Definition of Key Terms ........................................................................ 4
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Learning ................................................................................................. 5
2.2 Performance ........................................................................................... 6
2.3 Group Investigation Method .................................................................. 6
2.3.1 Components of Group Investigation Method ...................................... 6
2.3.2 Stages of Group Investigation Method ............................................... 7
2.4 Teaching Writing ................................................................................... 9
2.4.1 Writing Skills ...................................................................................... 9
2.4.2 Writing Process ................................................................................... 10
2.4.3 Principles for Teaching of Writing ..................................................... 11
2.5 Essay Writing ......................................................................................... 11
2.5.1 Features of Good Essay ....................................................................... 11
2.5.2 Types of Essay .................................................................................... 12
2.6 Related Studies ....................................................................................... 14
CHAPTER III RESEARCH METHOD
3.1 Research Design ..................................................................................... 17
3.2 Population .............................................................................................. 18
3.3 Sample .................................................................................................... 18
3.4 Research Instrument ............................................................................... 19
3.5 Data Collection ....................................................................................... 22
3.6 Data Analysis ......................................................................................... 23
CHAPTER IV FINDING AND DISCUSSION
4.1 Research Finding .................................................................................... 25
4.1.1 Description of Data ............................................................................. 25
4.1.3 Finding of Correlation Analysis .......................................................... 26
4.2 Discussion .............................................................................................. 28
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ............................................................................................. 30
5.2 Suggestions ............................................................................................ 31
REFERENCES ........................................................................................... 33
APPENDICES
APPENDIX I
: Questionnaires of Students’ Learning use Group
Investigation Method and Students’ Performance on
Writing English Essay ................................................. 35
APPENDIX II
: The Sample of Questionnaires……………........…..... 39
APPENDIX III
: Table Score of Questionnaire Items of Students’ Learning
use Group Investigation Method on Writing English
Essay ............................................................................ 40
APPENDIX IV
: Table Score of Questionnaire Items of Students’
Performance on Writing English Essay ....................... 41
APPENDIX V
: The Results of Validity and Reliability Check with SPSS
...................................................................................... 42
APPENDIX VI
: The Result of Correlation Check with SPSS ..…........ 53
APPENDIX VII
: Table Coefficient Correlation “r” Value Pearson Product
Moment ........................................................................ 54
APPENDIX VIII
: Research Permit …………………….....………...…... 55
LIST OF TABLES
Table 3.1:
Questionnaire Items of Students’ Learning by using Group
Investigation
Method
in
Writing
English
Essay
…………………….............................................................………... 20
Table 3.2: Questionnaire Items of Students’ Performance in Writing English
Essay .................................................................................................. 21
Table 4.1: Reliability Analysis ……......………….………………...…………. 26
Table 4.2: Correlation between Students’ Learning by using Group Investigation
Method and Students’ Performance in Writing English Essay .......... 27
Table 4.3: Result of Correlation Pearson Analysis ……..…………………....... 27
Table 4.4: Correlation Scale …………………………………………….....….. 28
REFERENCES
Ary, Donald et al. (2010). Introduction to Research in Education 8th Edition.
USA. Wadsworth Cengage Learning
Brown, H. Douglas. (2000). Teaching by Principles: An Interactive Approach to
Language Pedagogy Second Edition. New York. Pearson Education
Brown, H. Douglas. (2007). Principles of Language Learning and Teaching Forth
Edition. San Francisco. Longman.
Connelly, Mark. (2012). Get Writing: Paragraphs & Essays Third Edition.
Boston, USA. Wadsworth Cengage Learning
Defazio, Joseph et al. (2010). Academic Literacy: The Importance and Impact of
Writing across the Curriculum – A Case Study. Journal of the Scholarship
of Teaching and Learning, 10 (2), 34-47.
Eom, Sean B., Ashill, Nicholas, and Wen, H. Joseph.(2006). The Determinants of
Students’ Perceived Learning Outcomes and Satisfication in University
Online Education: An Empirical Investigation. Decision Sciences Journal
of Innovative Education, 4 (2), 215-235.
Fatmawati, Siti. (2015). Enhancing Students’ Achievement in Writing Text Using
Group Investigation Method in the Eleventh Year Students of SMKN 2
Kediri in Academic Year 2014/2015 (Bachelor Thesis, University of
Nusantara PGRI Kediri, Kediri)
Hunter, Carol. (2009). Planning and Writing University Assignments. New
Zealand. The Students Learning Centre University of Otago
Hyland, Ken. (2003).Second Language Writing. New York. Cambridge University
Press
Johnson, David W., Johnson, Roger T., and Stanne, Mary Beth. (2000).
Cooperative Learning Methods: A Meta-Analysis.
Jolliffe, Wendy. (2007). Cooperative Learning in the Classroom: Putting it into
Practice. London. Paul Chapman Publishing.
Mayasari, Rina. (2012). The Use of Group Investigation to Improve Students’
Ability in Writing skill on Analytical Exposition Text: A Classroom Action
Research with 11th Grade Students of MA Manahijul Huda Pati in the
Academic Year of 2011-2012 (Bachelor Thesis, Walisongo State Institute
for Islamic Studies, Semarang)
Mitchell, Mitzi G. et al. (2008). Group Investigation as Cooperative Learning
Strategy: An Integrated Analysis of the Literature. The Alberta Journal of
Education Research, 54 (4), 388-395
Oshima, Alice and Hogue, Ann. (2007). Introduction to Academic Writing Third
Edition. New York. Pearson Education
Oxford Learner’s Pocket Dictionary Forth Edition. (2011). Oxford. Oxford
University Press
Pedersen, Jon E. and Digdy, Annette D. (2014). Secondary Schools and
Cooperative Learning: Theories, Models and Strategies (pp. 250-270).
Oxford, United Kingdom. Routledge
Perutz, Vivien. (2010). A Help Guide to Essay Writing. Students Service
Pinasti, Dita Ningtyas. (2013). Improving Students’ Writing Skill Using Group
Investigation: A Classroom Action Research at the First Grade Students of
SMAN 1 Boyolali in the Academic Year of 2012/2013 (Bachelor Thesis,
Sebelas Maret University, Surakarta).
Richards, Jack C. and Renandya, Willy A. (2002). Methodology in Language
Teaching. New York. Cambridge University Press
Sharan, Yeal and Sharan, Shlomo. (1989). Group Investigation Expands
Cooperative Learning. Education Leadership, 47 (4), 17-21
Sharan, Shlomo. (1995). Group Investigation Theoretical Foundations: Chapter
7. New York. Garland Retrieved from https://books.google.co.id/
Sugiyono.(2015).
Metode
R&D.Bandung.Alfabeta
Penelitian
Kuantitatif
Kualitatif
dan
Tobing, Irene R. A.(2013). The Relationship of Reading Strategies and SelfEfficacy with the Reading Comprehension of High School Students in
Indonesia. (Doctor of Philosophy thesis, University of Kansas, United
States)
VanderMey, Randall et al. (2012). The College Writer: A Guide to Thinking,
Writing and Researching Fourth Edition. USA. Wadsworth Cengage
Learning
Warshauer, Mark. (2000). The Changing Global Economy and the Future of
English Teaching. TESOL QUARTERLY, 34, 3.
Zemach, Dorothy E., Rumisek, Lisa A. (2003). Academic Writing: From
Paragraph to Essay. Oxford. Macmilan
CHAPTER I
INTRODUCTION
In this first chapter, the researcher will explain some basic information
required in this present study. They are background of the study, statement of the
problem, purpose of the study, hypothesis of the study, significance of the study,
scope and limitation of the study as well as definition of key terms. Each points
will be revealed below.
1.1 Background of the Study
Acquiring a good writing skill needs a good cognitive skill. This is
because writing is a skill based on the cognitive skill whether it is in a learning,
comprehension, and its application of new knowledge (Defazio, 2010). In brief, a
cognitive skill required to obtain a good writing skill.
From the information above, the appropriate implementation of learning
strategy is a solution to deal with problems in learning. By doing so, the teachers
and learners may meet the intended objective of learning, in this case in writing
course. As a result, the teachers might use cooperative learning as one of the
choices. This is because cooperative learning is considered as a method that ‘The
most widespread and fruitful areas of theory, research, and practice in education’
(Johnson, Johnson, and Stanne, 2000). Group investigation is one of the
cooperative learning methods that will be investigated.
In a nutshell, the researcher tries to investigate the relationship between
the students’ learning by using the group investigation method and students’
performance found in academic writing, particularly in writing English essay. The
1
group investigation method has been chosen because “Group investigation has the
potential to be a powerful form of cooperative learning” (Mitchell et al., 2008).
Hence, the researcher is interested in conducting research with the title
“Correlational study between group investigation teaching method and students’
performance in writing English essay”.
1.2 Statement of the Problem
Based on the research background of the study above, the problem of this
study is formulated as follows:
Is there significant relationship between the students’ learning by using the group
investigation method and students’ performance in writing English essay?
1.3 Purpose of the Study
Related to what has been mentioned in the statement of the problem, the
purpose of the study is:
To know the relationship between the students’ learning by using the group
investigation method and students’ performance in writing English essay.
1.4 Hypothesis of the Study
Ho
: There is no a significant relationship between the students’ learning by
using the group investigation method and students’ performance in writing
English essay (Null hypothesis).
Ha
: There is a significant relationship between the students’ learning by
using the group investigation method and students’ performance in writing
English essay (Alternative hypothesis).
2
1.5 Significance of the Study
The researcher groups the significance of the study into two categories,
which are theoretical and practical. The results of the study are expected to give
some advantages for several people who are associated to this study.
1. Theoretically
The theoretical significance of this research is to be able to increase and
enrich knowledge of the students about the relationship between the students’
learning by using the group investigation method and students’ performance in
writing English essay.
2. Practically
This research is expected to be able to have much information about
relationship between the students’ learning by using the group investigation
method and students’ performance in writing English essay. The finding of this
study is useful for English teachers to choose an appropriate method in writing
class. Therefore, a lot of students will have high motivation and perform better
performance in writing English essay.
1.6 Scope and Limitation of the Study
The scope of the study focuses on the relationship between the students’
learning by using the group investigation method and students’ performance in
writing English essay at tertiary level. Moreover, for the limitation, this study is
limited only on the fifth semester students of English Language Education
Department at University of Muhammadiyah Malang who take writing III class.
3
1.7 Definition of Key Terms
In order to avoid misunderstanding and misinterpretation in this study, the
researcher would like to provide some definitions of key terms that have relation
with this study. The researcher hopes that these definitions will help the readers to
understand this study. The definitions are related to statement of problem. Hence,
the following essential terms are defined:
Group investigation : is a successful and extensively researched cooperative
learning strategy that involves task specialization (Slavin,
1995).
Learning
: is the expansion of what one may already know or perceive
(Kasper, 2002)
Performance
: is the overtly observable and concrete manifestation or
realization of competence (Brown, 2007, p.30)
Writing
: is an activity to put a system of recording language such as
tactile mark, a script style with an artistic composition
(Coulmas, 2003, p.2).
Following this section, chapter two would like to review some related
literatures which are needed to explain the related literature. It is hoped that the
review here will be a justification on the researcher understanding. It may support
theoretically the researcher view as well.
4
TEACHING METHOD AND STUDENTS’ PERFORMANCE IN WRITING
ENGLISH ESSAY AT UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
By:
RADITYA EKA OKTARINA
201210100311228
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
CORRELATIONAL STUDY BETWEEN GROUP INVESTIGATION
TEACHING METHOD AND STUDENTS’ PERFORMANCE IN WRITING
ENGLISH ESSAY AT UNIVERSITY OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education
By:
RADITYA EKA OKTARINA
201210100311228
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
MOTTO AND DEDICATION
“Man jadda wajada”
Barangsiapa yang bersungguh-sungguh maka dia akan berhasil
“Hard work beats talent when talent doesn’t work hard”
– Tim Notke –
“Time is money” – Anonymous –
“Don’t waste your time looking back, you’re not going that way”
– Ragnar Lothbrok –
With deep profound love, this thesis is dedicated to:
My beloved family
My Mom, my Dad, and my Little sister, thank you for all your love, support,
prayer and everything. I can do everything through your support. You are
amazing and I do love you
All my friends and my relatives
Thank you so much for your support. I love you.
ACKNOWLEDGEMENTS
Bismillahirahmanirahim,
Alhamdulillah, all praise to Allah, the Merciful and Charitable because of
HIS mercy and HIS guidance, so that the writer can finish this thesis to fulfill one
of the requirements to achieve Sarjana Degree in English Education.
This study was made possible through the support, guidance, and
encouragement from many wonderful people. Without them, the journey to
complete this thesis would have been an impossible mission. In addition, the
writer wish to express her gratitude to the following:
To the writer’s advisors, Bayu H. Wicaksono, M.Ed., Ph.D and Nurakhfini
Septiany, M.A., M.Ed, for their constant supports and guidance through the entire
journey of her sarjana study and during the process of writing this thesis. The
writer is deeply grateful for their patience in reading her multiple thesis drafts.
To Rinjani Bonavidi, M.Ed., Ph.D for her permission to conduct a research
in her writing III class and to Hastirin Widi, M.A for her constructive feedback to
improve the writer’s thesis.
Furthermore, the writer gives special thanks to her parents and her sister
for their loves, supports, understandings, and prayers throughout her sarjana
study.
Then to all of writer’s peers and friends, Arum, Luthfi, Nisa, Ocha, Rika,
Tutus, who were always supporting her study. The writer especially thank to Dewi
Wulang and Mitra Ayu for their time in helping her during conducting a research.
Finally, the writer realizes that this thesis is far from being perfect and still
needs some improvements. So, the writer hopes suggestions and constructive
criticism to improve this thesis. Moreover, the writer also hopes that this thesis is
useful for her, readers, and other researchers.
Malang, 29 October 2016
The Researcher,
Raditya Eka Oktarina
TABLE OF CONTENTS
TITLE PAGE ............................................................................................. i
APPROVAL PAGE ................................................................................... ii
EXAMINERS APPROVAL ...................................................................... iii
DECLARATION ........................................................................................ iv
MOTTO AND DEDICATION .................................................................. v
ACKNOWLEDGEMENTS ....................................................................... vi
ABSTRACT ................................................................................................ vii
TABLE OF CONTENTS ........................................................................... viii
LIST OF TABLES ..................................................................................... xi
CHAPTER I INTRODUCTION
1.1 Background of the Study ........................................................................ 1
1.2 Statement of the Problem ....................................................................... 2
1.3 Purposes of the Study ............................................................................. 2
1.4 Hypothesis of the Study ......................................................................... 2
1.5 Significance of the Study ....................................................................... 3
1.6 Scope and Limitation of the Study ......................................................... 3
1.7 Definition of Key Terms ........................................................................ 4
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Learning ................................................................................................. 5
2.2 Performance ........................................................................................... 6
2.3 Group Investigation Method .................................................................. 6
2.3.1 Components of Group Investigation Method ...................................... 6
2.3.2 Stages of Group Investigation Method ............................................... 7
2.4 Teaching Writing ................................................................................... 9
2.4.1 Writing Skills ...................................................................................... 9
2.4.2 Writing Process ................................................................................... 10
2.4.3 Principles for Teaching of Writing ..................................................... 11
2.5 Essay Writing ......................................................................................... 11
2.5.1 Features of Good Essay ....................................................................... 11
2.5.2 Types of Essay .................................................................................... 12
2.6 Related Studies ....................................................................................... 14
CHAPTER III RESEARCH METHOD
3.1 Research Design ..................................................................................... 17
3.2 Population .............................................................................................. 18
3.3 Sample .................................................................................................... 18
3.4 Research Instrument ............................................................................... 19
3.5 Data Collection ....................................................................................... 22
3.6 Data Analysis ......................................................................................... 23
CHAPTER IV FINDING AND DISCUSSION
4.1 Research Finding .................................................................................... 25
4.1.1 Description of Data ............................................................................. 25
4.1.3 Finding of Correlation Analysis .......................................................... 26
4.2 Discussion .............................................................................................. 28
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ............................................................................................. 30
5.2 Suggestions ............................................................................................ 31
REFERENCES ........................................................................................... 33
APPENDICES
APPENDIX I
: Questionnaires of Students’ Learning use Group
Investigation Method and Students’ Performance on
Writing English Essay ................................................. 35
APPENDIX II
: The Sample of Questionnaires……………........…..... 39
APPENDIX III
: Table Score of Questionnaire Items of Students’ Learning
use Group Investigation Method on Writing English
Essay ............................................................................ 40
APPENDIX IV
: Table Score of Questionnaire Items of Students’
Performance on Writing English Essay ....................... 41
APPENDIX V
: The Results of Validity and Reliability Check with SPSS
...................................................................................... 42
APPENDIX VI
: The Result of Correlation Check with SPSS ..…........ 53
APPENDIX VII
: Table Coefficient Correlation “r” Value Pearson Product
Moment ........................................................................ 54
APPENDIX VIII
: Research Permit …………………….....………...…... 55
LIST OF TABLES
Table 3.1:
Questionnaire Items of Students’ Learning by using Group
Investigation
Method
in
Writing
English
Essay
…………………….............................................................………... 20
Table 3.2: Questionnaire Items of Students’ Performance in Writing English
Essay .................................................................................................. 21
Table 4.1: Reliability Analysis ……......………….………………...…………. 26
Table 4.2: Correlation between Students’ Learning by using Group Investigation
Method and Students’ Performance in Writing English Essay .......... 27
Table 4.3: Result of Correlation Pearson Analysis ……..…………………....... 27
Table 4.4: Correlation Scale …………………………………………….....….. 28
REFERENCES
Ary, Donald et al. (2010). Introduction to Research in Education 8th Edition.
USA. Wadsworth Cengage Learning
Brown, H. Douglas. (2000). Teaching by Principles: An Interactive Approach to
Language Pedagogy Second Edition. New York. Pearson Education
Brown, H. Douglas. (2007). Principles of Language Learning and Teaching Forth
Edition. San Francisco. Longman.
Connelly, Mark. (2012). Get Writing: Paragraphs & Essays Third Edition.
Boston, USA. Wadsworth Cengage Learning
Defazio, Joseph et al. (2010). Academic Literacy: The Importance and Impact of
Writing across the Curriculum – A Case Study. Journal of the Scholarship
of Teaching and Learning, 10 (2), 34-47.
Eom, Sean B., Ashill, Nicholas, and Wen, H. Joseph.(2006). The Determinants of
Students’ Perceived Learning Outcomes and Satisfication in University
Online Education: An Empirical Investigation. Decision Sciences Journal
of Innovative Education, 4 (2), 215-235.
Fatmawati, Siti. (2015). Enhancing Students’ Achievement in Writing Text Using
Group Investigation Method in the Eleventh Year Students of SMKN 2
Kediri in Academic Year 2014/2015 (Bachelor Thesis, University of
Nusantara PGRI Kediri, Kediri)
Hunter, Carol. (2009). Planning and Writing University Assignments. New
Zealand. The Students Learning Centre University of Otago
Hyland, Ken. (2003).Second Language Writing. New York. Cambridge University
Press
Johnson, David W., Johnson, Roger T., and Stanne, Mary Beth. (2000).
Cooperative Learning Methods: A Meta-Analysis.
Jolliffe, Wendy. (2007). Cooperative Learning in the Classroom: Putting it into
Practice. London. Paul Chapman Publishing.
Mayasari, Rina. (2012). The Use of Group Investigation to Improve Students’
Ability in Writing skill on Analytical Exposition Text: A Classroom Action
Research with 11th Grade Students of MA Manahijul Huda Pati in the
Academic Year of 2011-2012 (Bachelor Thesis, Walisongo State Institute
for Islamic Studies, Semarang)
Mitchell, Mitzi G. et al. (2008). Group Investigation as Cooperative Learning
Strategy: An Integrated Analysis of the Literature. The Alberta Journal of
Education Research, 54 (4), 388-395
Oshima, Alice and Hogue, Ann. (2007). Introduction to Academic Writing Third
Edition. New York. Pearson Education
Oxford Learner’s Pocket Dictionary Forth Edition. (2011). Oxford. Oxford
University Press
Pedersen, Jon E. and Digdy, Annette D. (2014). Secondary Schools and
Cooperative Learning: Theories, Models and Strategies (pp. 250-270).
Oxford, United Kingdom. Routledge
Perutz, Vivien. (2010). A Help Guide to Essay Writing. Students Service
Pinasti, Dita Ningtyas. (2013). Improving Students’ Writing Skill Using Group
Investigation: A Classroom Action Research at the First Grade Students of
SMAN 1 Boyolali in the Academic Year of 2012/2013 (Bachelor Thesis,
Sebelas Maret University, Surakarta).
Richards, Jack C. and Renandya, Willy A. (2002). Methodology in Language
Teaching. New York. Cambridge University Press
Sharan, Yeal and Sharan, Shlomo. (1989). Group Investigation Expands
Cooperative Learning. Education Leadership, 47 (4), 17-21
Sharan, Shlomo. (1995). Group Investigation Theoretical Foundations: Chapter
7. New York. Garland Retrieved from https://books.google.co.id/
Sugiyono.(2015).
Metode
R&D.Bandung.Alfabeta
Penelitian
Kuantitatif
Kualitatif
dan
Tobing, Irene R. A.(2013). The Relationship of Reading Strategies and SelfEfficacy with the Reading Comprehension of High School Students in
Indonesia. (Doctor of Philosophy thesis, University of Kansas, United
States)
VanderMey, Randall et al. (2012). The College Writer: A Guide to Thinking,
Writing and Researching Fourth Edition. USA. Wadsworth Cengage
Learning
Warshauer, Mark. (2000). The Changing Global Economy and the Future of
English Teaching. TESOL QUARTERLY, 34, 3.
Zemach, Dorothy E., Rumisek, Lisa A. (2003). Academic Writing: From
Paragraph to Essay. Oxford. Macmilan
CHAPTER I
INTRODUCTION
In this first chapter, the researcher will explain some basic information
required in this present study. They are background of the study, statement of the
problem, purpose of the study, hypothesis of the study, significance of the study,
scope and limitation of the study as well as definition of key terms. Each points
will be revealed below.
1.1 Background of the Study
Acquiring a good writing skill needs a good cognitive skill. This is
because writing is a skill based on the cognitive skill whether it is in a learning,
comprehension, and its application of new knowledge (Defazio, 2010). In brief, a
cognitive skill required to obtain a good writing skill.
From the information above, the appropriate implementation of learning
strategy is a solution to deal with problems in learning. By doing so, the teachers
and learners may meet the intended objective of learning, in this case in writing
course. As a result, the teachers might use cooperative learning as one of the
choices. This is because cooperative learning is considered as a method that ‘The
most widespread and fruitful areas of theory, research, and practice in education’
(Johnson, Johnson, and Stanne, 2000). Group investigation is one of the
cooperative learning methods that will be investigated.
In a nutshell, the researcher tries to investigate the relationship between
the students’ learning by using the group investigation method and students’
performance found in academic writing, particularly in writing English essay. The
1
group investigation method has been chosen because “Group investigation has the
potential to be a powerful form of cooperative learning” (Mitchell et al., 2008).
Hence, the researcher is interested in conducting research with the title
“Correlational study between group investigation teaching method and students’
performance in writing English essay”.
1.2 Statement of the Problem
Based on the research background of the study above, the problem of this
study is formulated as follows:
Is there significant relationship between the students’ learning by using the group
investigation method and students’ performance in writing English essay?
1.3 Purpose of the Study
Related to what has been mentioned in the statement of the problem, the
purpose of the study is:
To know the relationship between the students’ learning by using the group
investigation method and students’ performance in writing English essay.
1.4 Hypothesis of the Study
Ho
: There is no a significant relationship between the students’ learning by
using the group investigation method and students’ performance in writing
English essay (Null hypothesis).
Ha
: There is a significant relationship between the students’ learning by
using the group investigation method and students’ performance in writing
English essay (Alternative hypothesis).
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1.5 Significance of the Study
The researcher groups the significance of the study into two categories,
which are theoretical and practical. The results of the study are expected to give
some advantages for several people who are associated to this study.
1. Theoretically
The theoretical significance of this research is to be able to increase and
enrich knowledge of the students about the relationship between the students’
learning by using the group investigation method and students’ performance in
writing English essay.
2. Practically
This research is expected to be able to have much information about
relationship between the students’ learning by using the group investigation
method and students’ performance in writing English essay. The finding of this
study is useful for English teachers to choose an appropriate method in writing
class. Therefore, a lot of students will have high motivation and perform better
performance in writing English essay.
1.6 Scope and Limitation of the Study
The scope of the study focuses on the relationship between the students’
learning by using the group investigation method and students’ performance in
writing English essay at tertiary level. Moreover, for the limitation, this study is
limited only on the fifth semester students of English Language Education
Department at University of Muhammadiyah Malang who take writing III class.
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1.7 Definition of Key Terms
In order to avoid misunderstanding and misinterpretation in this study, the
researcher would like to provide some definitions of key terms that have relation
with this study. The researcher hopes that these definitions will help the readers to
understand this study. The definitions are related to statement of problem. Hence,
the following essential terms are defined:
Group investigation : is a successful and extensively researched cooperative
learning strategy that involves task specialization (Slavin,
1995).
Learning
: is the expansion of what one may already know or perceive
(Kasper, 2002)
Performance
: is the overtly observable and concrete manifestation or
realization of competence (Brown, 2007, p.30)
Writing
: is an activity to put a system of recording language such as
tactile mark, a script style with an artistic composition
(Coulmas, 2003, p.2).
Following this section, chapter two would like to review some related
literatures which are needed to explain the related literature. It is hoped that the
review here will be a justification on the researcher understanding. It may support
theoretically the researcher view as well.
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