The Influence Of Cooperative Learning (Think Pair Share Technique) In Teaching Descriptive Writing (Quasy Experimental Study Of The Tenth Grade Of Sman 2 Kabupaten Tangerang)
(Quasy Experimental Study of the Tenth Grade of SMAN 2 Kabupaten Tangerang)
Proposed by:
By: RATNA SARI
109014000059
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS
’
TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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TECHNIQUE) IN TEACHING DESCRIPTIVE WRITING (An Experimental Study at the Tenth Grade of SMAN 2 Kabupaten Tangerang ). Skripsi of English Education Department at Faculty of Tarbiyah and Teachers' Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
The objective of this research is to find out whether there is a significant difference between students’ achievement in learning writing descriptive text throughh cooperative learning method and through conventional method at Tenth Grade students of SMAN 2 Kabupaten Tangerang academic year 2013-2014. The subjects of this study were consisted of 68 students.
The method used in this study was Quasy Experimental study. The writer chose two classrooms: experimental and controlled class. This study was conducted in a month, following the procedures of experiment, giving pre-test, treatment, and giving post-test. The data gathered in this study was through pre-test and post-post-test.
The results of this study showed that there was a significant difference between teaching using Cooperative Learning and Conventional Method. (To) value was 3.6
and (Tt) value was 2.00. It showed that (To) was higher than (Tt) in degree of
significance 5%. Because 3.6 was higher than 2.00, the use of Cooperative Learning in teaching descriptive writing gave significant influence to the students at the tenth grade of SMAN 2 Kabupaten Tangerang.
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TECHNIQUE) IN TEACHING DESCRIPTIVE WRITING Sebuah penelitian eksperimen pada siswa kelas X SMAN 2 Kabupaten Tangerang.
Skripsi Juruan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Tujuan dari penelitian ini adalah untuk mengetahui apakah ada perbedaan pada prestasi siswa ketika mempelajari descriptive writing dengan metode cooperative learning dengan metode tradisional.
Metode penelitian yang digunakan adalah kuasi eksperimen. Kelas dibagi kedalam dua bagian, kelas eksperimen dan kelas control. Penelitian eksperimen ini disusun dengan rancangan penelitian pre-test, treatment, post-test.. Sampel penelitian berjumlah 68 siswa dari kelas X1 dan X5. Kelas control dan kelas eksperimen masing-masing sampelnya adalah 34 siswa.
Hasil dari penelitian eksperimen ini menunjukan adanya perbedaan yang signifikan antara pengajaran descriptive writing dengan menggunakan metode belajar kooperatif dengan menggunakan metode tradisional. Nilai (To) dalam hasil penelitian ini adalah
3.6 dan nilai (Tt) nya 2.00. Ini menunjukan bahwa nilai (To) lebih besar dari nilai (Tt)
pada derajat signifikansi 5%. Dengan demikian bisa disimpulkan, ada perbedaan yang signifikan antara pengajaran menggunakan metode belajar kooperatif dengan metode tradisional di SMAN 2 Kabupaten Tangerang tahun ajaran 2013-2014.
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In the name of Allah, the Beneficent, the Merciful
All praises be to Allah the Lord of the world who has bestowed upon the
writer in completing this “skripsi”. Peace and blessing upon our prophet in the world Muhammad SAW, his family, relatives and all of his followers.
First of all, the writer would like to express her greatest love and honor to her beloved family: her parents (Bpk Pahroni and Ibu Yasih), her beloved brothers and sisters for their love, attention and kindness, and all families who always give their love, support, motivation and moral encouragement to finish her study.
The writer would also like to express her greatest thanks and gratitude to her advisors Siti Nurul Azkiyah, Ph.D and Yenny Rahmawati, M.Ed for their valuable help, guidance, coments, corrections, and suggestions for the completion of this
“skripsi”
Her deepest gratitude also goes to Drs. Syauki, M.Pd and Zaharil Anasy , M.Hum as the head and secretary of English Education Department and also for all lecturers of English Education Deartment for their encouragement to the writer. And her gratitudes also is addressed to Nurlena Rifai, M.A. Ph.D as the dean of Faculty of Tarbiya and Teachers’ Training.
The witer would also like to express her thanks to H. Cepy Suherman, M.Pd and Drs. Muhamad fikri as the principal and the vice principal of SMAN 2
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Hilmi, Novi, Vera, Riska, Ahda who always help and give the writer inspirations and remind her in accomplishing this “skripsi”. Also for writer’s special friend, Ady who always give the writer supports during writing this skripsi.
The last for Her wonderful friends of the English Department Class B ’09 for the supports, and all of the kindness.
May Allah the Almighty bless them all, Amien. Finally, the writer realizes
that this ‗skripsi’ is far from being perfect. Constructive critics and suggestions would
be acceptable to make this ‗skripsi’ better.
Jakarta, March 2014
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SURAT PERNYATAAN KARYA SENDIRI ………. i
APPROVAL ………... ii
ENDORSEMENT SHEET ………... iii
ABSTRACT ………... iv
ACKNOWLEDGEMENT ………...……….………... vi
TABLE OF CONTENTS ……….……… viii
LIST OF TABLES ……… xi
LIST OF APPENDICES ……….……… xii
CHAPTER I: INTRODUCTION A. Background of the Study………. 1
B. Identification of the Problem ………...……… 5
C. Limitation of the Problem……… 5
D. Formulation of the Problem ……… 5
E. Significance of the Study ……… 5
CHAPTER II: THEORETICAL FRAMEWORK A. Writing ………... 6
1. The Definition of Writing……… 7
2. The Types of Writing………..… 8
3. The Writing process………..….. 9
4. The Purpose of Writing………..….... 12
B. Descriptive Writing ………..… 13
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1. The Understanding of Cooperative Learning ……… 16
2. The Types of Cooperative Learning………... 18
3. Principles of Cooperative Learning ………... 20
4. The Techniques of Cooperative learning ………... 20
D. Think Pair Share ………..………. 23
E. The Use of Cooperative Learning in Teaching and Learning Process…….. 24
F. Conceptual Framework ……….... 26
G. Teaching Descriptive Writing by Using Think Pair Share Technique.…... 27
H. Hypothesis ……….. 28
CHAPTER III: RESEARCH METHODOLOGY A. Methodology of the Research ……….. 29
1. Research Design and Method ………..….. 29
2. Time and Places ………..………... 30
3. Population and Sample of the Research ……….... 30
4. The Instrument………..………... 31
5. Technique of Data Collection ……….... 32
6. Technique of Data Analysis ……….. 36
CHAPTER IV: RESEARCH FINDINGS A. Findings of the Research ………. 40
1. Description of Data ………... 40
2. The Data Analysis ………. 44
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x
BIBLIOGRAPHY ... 54
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4.2 The Scores of Controlled Class ………...………...…... 42
4.3 The t-test of Pre-test in Experimental and Controlled Class ………. 44
4.4 The t-test of Post-test in Experimental and Controlled Class ……… 45
4.5 SPSS Group statistics ... 45
4.6 SPSS Independent Sample test... 46
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Appendix 3 T-test of post-test score by using SPSS ...59
Appendix 4 Syllabus………...……..60
Appendix 5 Lesson Plans of Experimental Class………...64
Appendix 6 Lesson Plans of Controlled Class ………...85
Appendix 7 Student’s Observation Class 10.1………...106
Appendix 8 Student’s Observation Class 10.5………...108
Appendix 9 Attendance List 10.1………...…….109
Appendix 10 Attendance List 10.5………...…….110
Appendix 11 Photos of Students Class 10.1 ……...…….111
Appendix 12 Photos of Students Class 10.5……...……..112
Appendix 13 The Students’s Score of Pre test of Experimental Class…………..113
Appendix 14 The Students’s Score of Post test of Experimental Class………….114
Appendix 15 The Students’s Score of Pre test Controlled Class……….. 115
Appendix 16 The Students’s Score of Post test Controlled Class………. 116
Appendix 17 Surat Pengesahan Judul Skripsi ………...………....117
Appendix 18 Surat Bimbingan Skripsi ………...………...118
Appendix 19 Surat Permohonan Izin Penelitian ………... 119
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This chapter consists of background of the study, identification of the problems, limitation of the problem, formulation of the problem, objectives of the study, and significant of the study.
A.
Background of The Study
Teaching and learning are educational activities. There are interactions between teacher and learners in the classroom. All of learning processes in the classroom depend on teaching process itself, because teaching and learning cannot be separated. Teaching is a process of transferring knowledge for someone while learning is processes of the conscious study usually done by the students in the aim at getting knowledge and information. By learning, the learners can understand and comprehend what they learn.
In Indonesia, English is considered as the first foreign language which is taught in every educational level and it has become one of the subjects tested in the National Examination (UN). In Elementary School English is one of the local content subjects, while in Junior High School and Senior High School English acts as a compulsory subject, and in University as a complementary subject.
Learning English cannot be separated from four skills that high school learners should master. The four skills that are taught in Senior High School are reading, writing, speaking and listening as stated in KTSP 2006 for teaching English in a high school:
“Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan
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dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis”.1
In Kurikulum Tingkat Satuan Pendidikan (KTSP) above, writing is one of the skills in English that must be mastered by the students. As one of four language skills writing is considered as the most difficult skill. J. B Heaton stated that, writing is complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgmental elements.2
According to Harmer, the reason for teaching writing to students of English language include reinforcement, language development, learning style and most importantly writing as a skill in its own right.3 In this case, writing is a process to share the idea into paragraph, and to build the language development. Writing is also a process of thinking which encourages the students’ English ability. In writing, students do not only learn how to write something in a paper, but also they learn different genres of writing such as descriptive, expository, recount, procedural and narrative writing based on the prescribed syllabus of the Ministry of Education
Based on the observation at SMAN 2 Kabupaten Tangerang, there were some difficulties faced by students at the tenth grades in writing activities. During the learning activities the students just passive while the teacher was explaining about descriptive writing. There is no existing of
students, so it means that the teacher become teacher’s centered in the
classroom.The problems appread when the teacher asked the students to write descriptive paragraph. The students have difficulties to organize the idea and share idea into paragraph whereas during the lesson the teacher had explained it.
Furthermore, most of classes of SMAN 2 Kabupaten Tangerang are big. They can consist of 30 up to 45 students. Consequently, it is hard for
1
Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: Badan Standar Nasional Pendidikan, Kementerian Pendidikan Nasional (Jakarta: BSNP, 2006), p. 129.
2
J. B Heaton, Writing English Language Tests, (New York: Longman, 1988), p. 135. 3
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2004), p. 79.
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the teacher to manage such big classes. It is difficult for the teacher to make contact with the students, particularly students at the back rows. It is also difficult for the students to ask for and receive individual attention. Consequently, students do not get involved in the teaching and learning process. They only sit and listen even some of them might have their own business like cheating, having fun with friends, ignoring the lesson or even sleeping. They do it because they are bored.
The most appropriate way to manage a big class is to arrange the students into groups. Harmer stated that group works or pair works play an
important role in a big class. They can maximize students’ participation.4 In groups, students tend to participate more equally and they are also more able to experiment and use the language than they are in whole class arrangement.
Small group learning provides English learners with rich discourse environment and multiple opportunities for face to face interaction.5 Cooperative learning essentially involves students learning from each other in group. Slavin stated that, cooperative learning is a method that design to help students in learning academic content within small group.6 The students work in a group to solve the problems and will help to enhance
students’ ability in English language. Therefore, the writer come into the initiative that cooperative learning can be a good technique to teach descriptive writing and to improve students in writing skill.
Based on the principles of cooperative learning as explained by Diane Larsen in her book, the teacher usually assigns students to the groups so that the groups are mixed- males and females in different ethnic groups, different proficiency level. 7 Therefore, the writer assumes that in
4
Ibid., p. 128-129. 5
Lynne T. Diaz-Rico, Strategies for teaching English learners 2nd edition, (pearson Education, 2008), p.365.
6
Robert E Slavin, Cooperative Learning: Theory, Research and Practice (2nd),( Boston: Allyn and Bacon, 1995), p.2.
7
Diane Larsen-Freeman and Marti Anderson, Teaching & Principles in Language Teaching 3rd edition, (New York: Oxford University Press, 2011), p. 189.
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cooperative learning, students can discuss and argue with each other in learning descriptive writing. They can share their knowledge while one of them lack of vocabulary and to organize the idea.
In conclusion, cooperative learning gives many benefits for students in learning including descriptive writing. The students can interact and share their ideas with their group and work together to solve a problem. Besides, the students can complete a task or accomplish a common goal. The important aspect for this technique is avoiding the students’ boredom and ignoring the lesson or even sleeping. One of the techniques in cooperative learning is Think Pair Share (TPS) strategy.
Think pair share is an effective way to change the discourse pattern in a classroom. It challenges the assumption that all recitations or discussions need to be held in whole group setting, and it has built in procedures for giving students more time to think and to respond and to help each other.8 Students have the opportunity to share their ideas and share their mistakes into their group. For that reasons, the writer brings think pair share strategy to involve students in learning descriptive writing.
Based on the reasons mentioned above, the writer hopes this technique can improve the students’ ability in learning descriptive writing. So, the writer takes the title “The Influence of Cooperative Learning
(Think Pair Share) in teaching descriptive writing” (An Experimental Study at Tenth Grade Students of SMAN 2 Kabupaten Tangerang).
B.
Identification of Problem
Based on the background of the study above, the writer identifies some problems:
1. Teacher is centered in the classroom
2. The students commonly passive in the class
3. There is no attention of students during the teaching and learning 4. The classes are so big.
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5. The techniques the teacher used make student bored.
C.
Limitation of The Problem
Based on the identification of the problem, the writer limits the problem only on teaching technique. In this case, the writer assumes that Think Pair Share could be an interesting and effective technique to teach descriptive writing.
D.
Formulation of the problem
In this study the writer formulates the problem into: Is there any influence of TPS (Think Pair Share) technique in students’ descriptive writing?
E.
Objective of the study
The objective of the study is to find out whether there is any influence of cooperative learning using Think Pair Share technique in
students’ descriptive writing.
F.
Significance of the study
The writer has an expectation that the thesis can be useful for writer, English teacher and for the students:
a. Writer: the writer hopes this thesis can help her to be a good English teacher especially in teaching writing.
b. Teacher: for the teacher this thesis can give a new paradigm to English teacher about teaching of English writing and they can discover some of the problems faced by students in learning English.
c. Students: for the students can motivate their learning by using the technique of cooperative learning and developed their relationship in group work to solve the problems that faced in learning English.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter consists of the definition of writing, the writing process, the purpose of writing, the definition of descriptive writing, the generic structure of descriptive writing, the understanding of cooperative learning, the types of cooperative learning, the principles of cooperative learning, the technique of cooperative learning, conceptual framework, and the last is hypothesis.
A.
WRITING
1.
The Definition of Writing
There are a lot of definitions about writing that have been given by some experts. According to James C. Raymond, writing is more than a medium of communication. It is a way of remembering and a way of thinking as well.1 It means that writing is not only for written communication but also for remembering and developing the idea through words.
Writing is a part of English skill that should be mastered by English students. As stated in Harmer’s books, writing (as one of the four skill of listening, speaking, reading, and writing) has always formed part of the syllabus in the teaching of English.2 In the syllabus of ministry of Indonesia the purpose of teaching English is to develop
students’ ability in oral and written communication.
As stated in Longman Dictionary, “Writing as a process is the strategies, procedures, and decision-making employed by writers as they write.”3 Writing is viewed as the result of complex processes of planning, drafting, reviewing and revising and some approaches to the
1
James C. Raymond, Writing (Is an Unnatural of act), (New york: Harper & Row Publisher, 1980), p. 2.
2
Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education Limited, 2004), p.31.
3
Jack C. Richard & Richard Schmidt, Dictionary of Language Teaching & Applied Lingustics, (London: Pearson Education Limited, 2002), p. 603.
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teaching of first and second language writing suggest students to use these processes. Hence there are many steps to make a good writing, in which the students learn how to generate the ideas with the steps and process of writing that should be followed to make it coherently.
Writing is also an action process of discovering and organizing the ideas, putting them on paper, and reshaping them. Writing is much like speaking, because it is a way to discover and communicate the ideas. However, unlike speaking the people get the information from oral communication but in writing through a paper.4
Other experts such as Marianne Celce-Murcia and Elite Olshtain stated that, writing is the production of the written word that results in a text but the text must be read and comprehended in order for communication to take place.5 In short, writing is like a message when someone could not speak with oral communication, written as a text which the reader comprehend.
Based on the above definitions, the writer concludes that writing is a process of thinking to generate the idea which involves the feeling, experience or activities of someone in order to inform the reader about the messages.
2.
The Types of writing
Generally different types of writing are required for different purposes. Donald Hall in his “Writing Well” divides types of writing into four kinds, which are:6
a. Exposition
Exposition is an explanation. It does not argue although exposition can form part of an argument. It does not tell a story-though might
4
Alan Meyers, Gateway to Academic Writing, (New York: Pearson Education, Inc, 2005), p. 3.
5
Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language Teaching, (London: Cambridge University Press, 2000), p. 142.
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explain something essential to tell a story. Tricia Hedge defines,
“exposition is writing that informs, clarifies, defines, analyze, or
otherwise treats a subject by letting the reader. It often answers the
question what, why, how”.
b. Persuasion
Persuasion is used in persuading and convincing. Persuasion is used to make a case or to prove or disapprove a statement or proportion.
c. Description
Description tells how something looks or feels or sounds. It describes features such as sizes, shapes, color, sounds, etc. Alan Meyers stated that a description of a scene allows the readers to see, hear, or even feel the subject matter clearly, through careful word choice, strong details, and clear organization, people creates a mental picture for the readers.7
d. Narrative
Narrative is telling a story –by chronological order. Narrative can belong to exposition, as describes the phases the moon. Narration may help in argument, anecdote or exposition.
Based on the book Second Language Writing by Ken Hyland, there are some factual genres:8
Genre Purpose
Recount to reconstruct past experiences by retelling events in original
sequence
Procedure to show how processes or events are accomplished – how something is done
Description to give an account of imagined or factual events and phenomena
7
Alan Meyers, Gateways to Academic Writing, (Longman: Longman, 2005), p.60.
8
Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003), p.20.
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Report to present factual information about a class of things, usually by classifying them and then describing their characteristics
Explanation to give reasons for a state of affairs or a judgment
Table 2.1 Writing’s Genres
3.
The Writing Process
Writing is like speaking to others on a paper or on a computer
screen. Writing is partly a talent, but it’s mostly a skill, and like any
skill, it improves with practice. Writing is also an action- a process of discovering and organizing the ideas, putting them through a paper, and reshaping then revising them.9
Furthermore, Kate Grenville says that there are six steps on writing processes:10
a. Getting ideas (in no particular order).
b. Choosing (selecting the ideas, think it will be most useful). c. Outlining (putting these ideas into the best order-making a
plan).
d. Drafting (doing a first draft from beginning to end, without going back).
e. Revising (cutting, adding or moving parts of this draft where necessary).
f. Editing (proofreading for grammar, spelling and paragraphs)11 Based on the book of a writing resource guide, writing is much more than just putting words on a paper. By its very nature, writing is a series of forward and backward steps as writers think, reflect, revise, detour, start over, and repeat earlier steps. The job of educators is to guide students through the process in order to help them become the best writers
9
Alan Meyers, Op. Cit., p.3.
10
Kristine Brown & Susane Hood, Writing Skills and Strategies for Students of English, (New York: Cambridge University Press, 1989), p.10.
11
Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales: Allen & Unwin, 2001), p. 8.
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they can be. In order to give the necessary skills to the students, writing must be explicitly taught and given time.12 The figure of writing steps are shown below:
Figure 2.1 The Writing Process13
The description of the figure is that the writing process should be an ongoing cycle in every writing classroom. Students should be engaged in prewriting, drafting, revising, editing, and publishing. The process is not a linear step-by-step sequence, but rather a repeated process that students pass through at different rates, sometimes moving on and at other times
12
Handbook of A writing Resource Guide, Orange Country Public School, p.1.
13
Ibid., p.9.
Prewriting
Ideas Audience Purpose Form
Publishing/Sharing
Presentation Author’s chair
3Compliments and a wish
Editing
Conventions Revising
Ideas Organization Voice Word choice
Conferencing Drafting
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revising earlier steps in the cycle. Students who experience the process will learn skills which enable them to produce polished pieces of writing.
The writing process is a series of steps to help someone write a paper. It is like using a map to get to an unfamiliar place.The writing process is generally divided into four stages, Alan Maley notes that writing has certain processes which lead to successful pieces of written work. The processes are prewriting, drafting, reviewing, revising and editing.14
a. Pre writing
Pre writing involves brainstroming, collecting data, note taking, and outlining.15 This process helps to find the topic, develop the ideas and also limit the scope of what the writer will cover about their writing. Another expert, Grenville said that prewriting is just thinking on paper. It is a good way to let the unconscious give the ideas because it lets access the memory, experiences, knowledge, fantasies.16
b. Drafting
Drafting is stages where writing is began to work. The most important aspect here is to get words into paper. It is not the time to worry about spelling, grammar, punctuation, or the best wording.17 In this steps drafting helps the students to plan what they want to write through words without feel say worry about spelling, grammar, and punctuation, it means that the students feel free with their own writing.
c. Revising
Revising is among the most important steps of writing. Here, the writer make it clearer abd more convincing, writer
14
Tricia Hedge, Writing, (London: Oxford University press), 1988 , p. 9.
15
Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003), p.11.
16
Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales: Allen & Unwin, 2001), p.16.
17
Kristine Brown & Susane Hood, Writing Skills and Strategies for Students of English, (New York: Cambridge University Press, 1989), p.14.
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calls this step the process revising. All good writers go through several steps of revision because they want to make their writing the best it can be. At this point they reconsider what they have written, get feedback from others, and then make changes.18
d. Editing
After revising the writing then the steps that should be taken is editing. Check the writing carefully, in order to omit the mistake in grammar, word choice, verb forms, punctuation and spelling.19 Use the dictionary and any other reference materials in order to make the writing is to be correct.
4.
The purpose of Writing
Writing is not only puting the sentences into a paper, but there are some purposes of writing. Based on Kate Grenville books, there are some purposes of writing like stated as follow:20
a. Entertain
The writing does not necessarily make the readers laugh, but it at least engages their feelings in some way. Writing to entertain generally takes the form of so-called ‗imaginative writing’ or ‗creative
writing’ (of course, all writing requires some imagination and
creativity). Examples of imaginative writing are novels, stories, poems, song lyrics, plays, and screenplays.
b. Inform
The writing tells the reader about something. These kinds of
writing can also be ‗entertaining’ in the sense that they are good to read, and aslo entertaining the reader is not their main purpose—that’s just a bonus. Examples of writing to inform are newspaper articles,
18
H Doughlas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy 2nd Edition, (Longman: Pearson Edition, 2011), p.353.
19
Alan Meyers, Gateways to Academic Writing, (New York: Pearson Education, Inc, , 2005), p.11.
20
Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales: Allen & Unwin, 2001), p.11
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scientific or business reports, instructions or procedures, and essays for school and university.
c. Persuade
The writing attempts to convince the reader of something. This includes advertisements, some newspaper and magazine articles, and some types of essay. This type of writing might include the opinion, but as part of a logical case backed up with evidence, rather than just as an expression of the feelings.
As the explanation above, the writer concludes the purpose of writing is the expression the ideas, convey a message to reader, so the ideas themselves should arguably be seen as the most important aspect of the writing.
B.
Descriptive Writing
1.
The Definition of Descriptive Writing
Description is a useful tool in many kinds of writing. In narration or strory telling, it creates a sense of realism. In reports or explanations, it clarifies and makes idea specific. And in persuasing
writing, it can clarify arguments and appeal to reader’s emotions. In
description, it can describe many things, including people, scene, and sense.21
Descriptive writing refers to the senses, it tells how something looks, feels, smells, tastes, and/or sounds. A good description is a word pictures; the reader can imagine the object, place, or person in his or her mind.22 Description presents sensory information that makes writing come alive. It expresses an experience that the reader can actively participate in by using imagination. It can be concluded that
21
Ibid., p.60.
22
Alice Oshima & Ann Hogue, Introduction to Academic Writing, (New York: Pearson Education, 2007), p. 61.
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descriptive writing provides an illustration of people, places, events, situations, thoughts, and feelings.
Karen Blanchard & Christine Root stated that, writing a description is like creating a picture using words. The most important in description is to make it in a good description through specific detail that create appropriate with the picture.23
The writer concludes that descriptive writing is a clear description of people, places, objects, or events using appropriate details. An effective description will contain sufficient and varied elaboration of details to communicate a sense of the subject being described. Details used are usually sensory and selected to describe what the writer sees, hears, smells, touches, and tastes.
2.
The Generic Structure of Descriptive Writing
A descriptive essay simply describes something or someone by
appealing to the reader’s senses: sight, sound, touch, smell and taste. Here are the basic steps to writing an effective descriptive essay:24
1. Select a subject
Observation is the key to writing a good description. For example, in order to write about a place, visit the place and take notes on the sights, sounds, situation there. A descriptive essay paints a picture for the reader, using descriptive devices and the senses. Create a thesis statement that informs the reader who or what you are describing.
Examples: “The wooden roller coaster in Coney Island is a work of art.” “Mybedroom is an ocean sanctuary.”
2. Select dominant details
Select only the details that support the dominant impression (thesis statement).
23
Karen Blanchard & Christine Root, Ready to Write, ( Longman: Pearson Education, Inc, 2003), p. 69.
24
http://www.Brighthubeducation.com/help-with-writing/52605-how-to-write-a-5 paragraph-descriptive-essay/, Descriptive Essay Guidelines (July, 2011; ASC:EngRead)
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3. Organize details
The paragraphs in a descriptive essay can be structured spatially (from top to bottom or from near to far) or chronologically (time order) or from general to specific. Descriptive essays can also use other patterns of organization such as narrative or exemplification. 4. Use descriptive words
Do not use vague words or generalities (such as good, nice, bad, or beautiful). Be specific and use sensory, descriptive words (adjectives).
Provide sensory details:
Smells that are in the air (the aroma of freshly brewed coffee)
Sounds (traffic, honking horns)
Sights (“The sun scattered tiny diamonds across dew-covered
grass as it peeked out from beyond the horizon.”)
Touch (“The texture of the adobe hut’s walls resembled coarse sandpaper.”)
Taste: sweet, sour, salty, bitter, tart (“Giant goose bumps
formed on my tongue when I accidently bit into a sliver of
lemon.”).
Descriptive text has structures, as stated in book by Peter James “Real English” that is used in school to guide the students in learning English:25
a. Identification ; identifying the phenomenon to be described. b. Description ; the purpose is to try and help someone feel that
they are actually experiencing the thing described The Language Feature of Descriptive Text:
1. Use words that ‗show’ rather than ‗tell
2. Use adverbs, adjectives, and descriptive noun 3. Describe ‗sights’, sounds, and ‗feelings’
25
Peter James, Real English 1 for Senior High School Grade X, (Jakarta: Penerbit Erlangga, 2006), p. 122.
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4.
The Example of Descriptive Writing
26C.
Cooperative Learning
1.
The Understanding of Cooperative Learning
Cooperative learning (sometimes called collaborative learning) essentially involves students to learn from each other in a group. However it is not the group configuration that makes cooperative
26
Joko Priyana, et all, Interlanguage English fr Senior High School Students X, (Jakarta: Pusat Perbukuan Depdiknas, 2008), p. 121.
The Rising Stars
The success of Harry potter movies has made Danie Radcliffe, Emma Watson, and Rupert Grint the centre of public attention. The three rising stars have grown up on screen and grown into his or her role as an actor.
Daniel Jacob Radcliffe was born in Fulham, London, 23 July 1989. His nickname is Dan. He is the only child of Alan Radcliffe and Marcia Gresham. Dan has dark brown hair and blue eyes. His height is about 168 cm. He is a loyal, shy, down to earth, and humorous person. He is also intelligent and somewhat mysterious. He loves football, formula one racing and gymnasctic.
Emma Charlotte Duerre Watson was born in Paris, France, 15 April 1990. Her nickname is Emma. She is the daughter of Christ Watson and Jacqueline Luesby. She lived in Paris until the age of five before she moved with her mother and younger brother Alexander to Oxford, England. Emma has wavy brown hair. Her height is 165 cm. She is a generous, friendly, and determined persn. She also said that she is a little bit stubborn. Emma loves dancing, singing, tennis and art.
Rupper Alexander Grint was born in Hertfordshire, England, 24 August, 1988. His nickname is Rupert. He is the oldest son f Nigel Grint and Jo Parsons. Rupert has briht red hair. His height is 180 cm. He is an active and
humorous person. He’s also very humble. However, he is the shyest of the
three Harry Potter co-starts. Rupert is arachnophbic. It means that he is afraid of spiders. He likes all kinds of music, but his favourite is classic rock and roll. His favourite school subject is Chemistry.
These Hogwarts trio have been really good friends, not only on screen but also in real life. Their secret of friendship is that they always understand each other although they have different backgrounds and personalities.
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learning distinctive; it is the way that students and teachers work together that is important27. The important of cooperative learning is encourage the students to cooperate in a group for a period of time to mix the idea and different level of ability. In cooperative learning, learners perform a learning task through a small group interaction. In cooperative learning, learning process is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.28
In cooperative learning students need to interact each other and get the information. The teacher as the fasilitator gives the material for students in group to solve the problem together. For that reason, cooperative learning can increase the motivation in learning because they can share the knowledge and cover the difficulties together in group.
Cooperative Learning is part of a group of teaching/learning method where students interact with each other to acquire and practice the elements of a subject matter and to meet common learning goals. It is much more than just putting students into groups and hoping for the best.29 Dealing with the statement, cooperative learning is a group of students to encourage their stimulus in learning and interact ecah other to get the knowldege.
In conclusion, cooperative learning Cooperative Learning as the method of learning can give students the opportunities to share and to work together with their groups in a learning activity among them in a classroom.
27
Diane Larsen-Freeman and Marti Anderson, Teaching & Principles in Language Teaching 3rd edition, (New York: Oxford University Press, 2011), p. 186.
28
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching 2ed, (Cambridge: Cambridge University Press, 2001), p.192.
29
Alice Machperson, Cooperative Learning Group Activities for College Course, (Canada: Kwantlen University College, 2000), P.1.
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2.
The types of Cooperative Learning
Cooperative learning may be used in various ways, which include formal cooperative learning, informal cooperative learning, cooperative base groups, and cooperative structures.30
a. Formal cooperative learning
Formal cooperative learning is students work together, for one class period to several weeks, to achieve shared learning goals and to complete specific tasks and assignments.
b. Informal cooperative learning
This types consists of having students work together to achieve a joint learning goal in temporary, ad hoc groups that last from a few minutes to one class period. During direct teaching, the instructional challenge for the teacher is to ensure that students do the intellectual work of organizing material, explaining it, summarizing it, and integrating it into existing conceptual structures.
c. Cooperative base groups
These are long-term, heterogenous cooperative learning groups with stable membership. The purpose of the base groups are to give the support, help, encouragement, and assistance each member needs to make academic progress (attend class, complete all assignment, learn) and develop cognitively and socially in healthy ways.
d. Cooperative learning structures
These are used to organize course routines and generic lessons that repeat over and over again. These repetitive cooperative lessons provide a base on which the cooperative classroom may be built. Some examples are checking homework, preparing for reviewing a test, drill review of facts and events, reading of textbooks and reference materials, writing report and essay, giving presentations, learning
30
Shlomo Sharan, Handbook of Cooperative Leraning Methods, (London: Praeger Publisher, 1994), p. 53.
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vocabulary, learning concepts, doing projects such as surveys, and problem solving.The figure are shown below:
Figure 2.2
The Cooperative Learning’s Structure31
31
Ibid., p. 54.
ESSENTIAL ELEMENTS - Positive Interdependence - Individual
Accountability
- Face to face promotive interaction - Social Skill - Group Processing
TEACHER’S ROLE
FORMAL GROUPS INFORMAL GROUPS BASE GROUPS
- Instructional Objectives
- Preinstructional - Introductory discussion Decisions - Interspered Discussion - Explain Task and - Closure Discussion
Cooperation - Monitoring and
Interventing - Evaluating and
Processing
GENERIC COOPERATIVE LEARNING STRUCTURES SPECIFIC COOPERATIVE
LEARNING LESSONS
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3.
The Principles of Cooperative Learning
For implementing cooperative learning the teacher should have known and understood some principles in cooperative learning, they are:
a. Students are encouraged to think of “positive interdependence” which means that the students are not thinking competitively and individualistically and in terms of the group.
b. In cooperative learning, students often stay together in the same groups for a period of time so they can learn how to work better together. The teacher usually assigns students to the groups so that the groups are mixed.
c. The efforts of an individual help not only the individual to be awarded, but also others in the class.
d. Social skills such as acknowledging another’s contribution, asking others to contribute and keeping the conversation calm need to be explicitly taught.
e. Language acquisition is facilitated by students interacting in the target language
f. Although students work together, each student is individually accountable.
g. Responsibility and accountability for each other’s learning is shaved.32
4.
The Technique of Cooperative Learning
Cooperative learning is not only forming students in group and give them instruction to do something. Cooperative learning is a tool for teacher to encourage the students and give the learning more effectively. In cooperative learning there are some techniques that can used by the teacher in teaching and learning in classroom. Based on
32
Diane Larsen - Freeman, Techniques and Principles in Language Teaching (New York: Oxford University Press 2000), p.167
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strategy for teaching English learner’s book by Lynne T. Diaz Rico, there are some example of cooperative learning activities:33
a. Group memory: in group of six, give each group a line to memorize. Group member receive extra credit if everyone can say it when time is up
b. Round robin: Each person solves a problem (using one color ink) and passes the paper to the next team member, who does the next problem. The teacher corrects one sheet.
c. Jigsaw: students receive number and letter (ex: I-IV, A-D), Base teams: I, II, III, IV. Students exit base team; all as group to study one aspectttt, etc., then return to base team to share expertise. d. Pairs compare: pairs come up with ideas to solve a problem.
When pairs are through, two pairs make a team of four and compare ideas.
e. Numbered Head Together: Each student in group has a number (1-4). Students handle to make sure all can respond then a number is called and the student responds.
f. Rotating Review: students visit wall charts, each with different review question; they write answer, then rotate to next chart. If they agree with what is already written, they mark it with an asterisk.
g. Scavenger hunt: with a stack of newspaper, group finds one of each: some good news, some bad news, weather map, letter to editor, overseas news, etc.
h. Sequencing task: students put a cut-up sequence in correct order, such as a scramble dialogue from a phone call to a friend.
Additional by Richard’s, he gives the explanation of cooperative learning teachnique. The following expalanations are:
a. Student Teams Achievement Division (STAD)
33
Lynne T. Diaz-Rico, Strategy for Teaching English Learners, (California: Pearson Education, 2008), p. 370.
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STAD was developed by Robert Slavin in John Hopkins University. Teachers use STAD to present new academic information for students each week, either verbal presentation or text. Team member use worksheet to master the materials and then help each other to learn the materials through tutoring and quizzing one another, or carrying on team discussion.
b. Jigsaw
Jigsaw was developed by Elliot Aronson and his colleagues in 1997. Jigsaw are designed for students into five or six member heterogeneous study teams. In this approach, academic materials are given to the students in a text form. Then every student must be responsible for learning a portion of materials.
c. Group Investigation (GI)
Group Investigation was originally developed by Herbert Thelen. More recently, this approach has been refined by Sharan and his team at Tel Aviv University. Contrast with STAD and jigsaw, Group investigation approach involves students in planning both the topic for study and the way to proceed with their investigation. This requires more sophisticated classroom norms and structures than approaches that are more teacher-centered. d. The Structural Approach
This approach has been developed by Spencer Kagan. Structural approach emphasizes the use of particular structures that
is designed to influence students’ interaction patterns. This approach is intendeed to be alternatives to the more traditional classroom structures, such as recitation, in which the teacher poses question s to the whole class and students provide answer after raising their hands and being called on.
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e. Think-Pair-Share (TPS).
Think-Pair-Share strategy has grown out of the cooperative learning. It was developed by Frank Lyman (1985) and his colleagues at University of Maryland, it is an effective way to change the discourse pattern in the classroom.
f. Numbered Heads Together (NHT).
Numbered Heads Together (NHT) is an approach developed by Spencer Kagan to involve more students in the review of materials covvered in a lesson and to check their
understanding of a lesson’s content. Instead of directing questions
to the whole class.34
For all the technique of cooperative learning, the writer brings one technique that is Think Pair Share technique. Think pair share can be the most interesting for students in learning descriptive writing, because they can share their knowledge each other to build their own writing. Below is the explanation of think pair share:
D.
Think Pair Share
The think pair share strategy has grown out of the cooperative learning, developed by Frank Lyman (1985) and his colleagues at the University of Maryland.35
Think pair share is an effective way to change the discourse pattern in a classroom. It challenges the assumption that all recitations or discussions need to be held in whole group setting, and it has built in procedures for giving students more time to think and to respond and to help each other. The whole pattern of think pair share are divided into 3 steps, which are thinking, pairing, and sharing.
34
Richard I Arends, Learning to Teach, (New York: The McGraw-Hill Companies, 7th edition, 2007), p. 352.
35
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Step 1-Thinking: the teacher poses a question or an issue associated with the lesson and asks students to spend a minute thinking alone about the answer with the issue. Students need to be taught that talking is not part of thinking time.
Step 2-Pairing: next, the teacher asks students to pair off and discuss what they have been thinking about. Interaction during this period can be sharing answers if a question has been posed or sharing ideas if a specific issue was identified. Usually, teachers allow no more than five minute for pairing.
Step3-Sharing: In the final step, the teacher asks the pairs to share what they have been talking about with the whole class. It is effective to simply go around the room from pair to pair and continue until about a fourth or a half of the pairs have had a chance to report.
E.
The Use of Cooperative Learning in Teaching and Learning
Process
From the above explanation, cooperative learning is a good method that has some advantages in the teaching and learning process. Here, the writer notes some advantages of cooperative learning that support by expert, they are:
1. Cooperative learning can benefit both low- and high achieving students who work together on academic task.
2. Effect of cooperative learning is wider tolerance and acceptance of people who are different knowledge and ability. 3. The objective of cooperative learning is teach the students in a
group to interact each other and work together to solve the problem.36
Slavin stated in Louis Cohen’s book that one of the greatest benefits from cooperative learning is the raising of self esteem.37 Students
36
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learn that they are valued, valuable and important. Self esteem rises because members feel valued by their peers and because they feel that they are achieving in academic terms. Indeed Slavin reports that students achieve more highly in co-operative classrooms than in traditional classroom.
In conclusion there are some advantages of cooperative learning, especially to increase self esteem because the students work in group that consist of different culture, social, and knowledge.
Nevertheless, these are some disadvantages of cooperative learning, Cohen explains that the disadvantages include:
1. Failure to work together succesfully or to get along 2. Student missbehaviour
3. Classroom noise 4. Student absence 5. Ineffective use of time
6. Too great a range of performance levels within the group.38
Daniel Muijis and david Reynolds in their books, one of these advantages lies precisely in the cooperative nature of group.39 It does not naturally promote independent learning and can foster dependency on certain dominant members of group. If this happens the pupil will not easily be able to develop the skills of students need to use independently in other situations.
Furthermore, small group work can easily lead to free rider effect whereby certain members of the group do not effectively contribute and rely on the work of orthers. A further problem can be the fact that
37
Louis Cohen and Lawrence Manion, et all, A Guide to Teacing Practice 5th Ed, (New York: Routladge, 1997), P.180.
38
Ibid., P.180.
39
Daniel Muijis and David Reynolds, Effective Teaching Evidence and Practice 2nd Ed,
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misconceptions can be reinforced if they are shared by several pupils in the group.
From the explanation above, it can be concluded that cooperative learning brings students active in the classroom besides the classroom will be noisy and the time will over because many students that have different opinion and it make debate each other.
F.
Conceptual Framework
The Grammar Translation Method reflected a time-honored and scholarly view of language and language study. 40 In a Grammar Translation Method classroom, the teacher asks a question to the students and there are only one or two students who have the opportunities to answer the question. Besides, the class is big, because it consists of 35-45 students. It made the teacher had difficulties to manage the class. Furthermore, the teacher in the class become teacher’s centered, of course there is no existing of students each other to share their knowledge.
By implementing Think Pair Share Technique, the teacher can gives students the opportunities to think, to share the idea with partner, and teacher also can allows all students to respond. Then, students are invited to share their responses with the whole class.
Writing is a process to share the idea into paragraph, and to build the language development. Writing is also a process of thinking which encourages the students’ English ability. Students often face the problem and difficulties to get the idea while they are learning writing. To create English writing lesson more effective in a classroom, the writer wants to apply Think Pair Share technique as a tool of teaching writing, especially to teach descriptive writing. The objective of it is to make students more enjoyable and active in learning descriptive writintg. Moreover, it also can
40
Jack C. Richards and Theodore S. Rodgers. Approaches and Methods in Language Teaching. (New York: Cambridge University Press, 1992), p. 14
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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.
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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.
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29
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 book2. Group Pre-test Dependent
variable Post-test
(R) Experiment Y1 XE Y2
(R) Control Y1 XK Y2
R = Randomized Subject
Y1 = Pre-test (test before applying the treatment)
Y2 = Post-test (test after applying the treatment)
XE =Treatment for experimental class using cooperative
learning method (Think Pair Share)
XK = 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
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class used cooperative learning method and controlled class used conventional method.
B.
Time and Place
The writer conducted the research at SMAN 2 Kabupaten Tangerang that is located on Jl.Pendidikan no.10, Mauk-Tangerang. This research was carried out for one month started from 11 November up to 5 December 2013 .
C.
Population and Sample
The population of this research was all of the students of SMAN 2 Kabupaten Tangerang, in Grade 1 academic Year 2013-2014. There are eight classes of the first grades. The sample was collected by using purposive sample, because it had specific purpose. This technique is commonly used because of some reasons; limitation of time, energy, and cost. Fistly, the writer decided the sample based on the information of the English teacher about the class, and knowing the average scores of writing of two classes. For that purpose, the writer took the sample based on the situation of the class and students that have same characteristics and ability in learning English.3
In this study the writer took two classes as the sample, namely X1 and X5. Before the writer decided the experimental class and the controlled class, the writer checked the score of midterm of both classes. The scores of X1 and X5 were not too different but X1 had lower score. Based on the interview with the English teacher, X1 was the silent class and X5 was the active class. Because of this, the writer wants to know the ability of X1 after they get the treatment, whether they will get higher score than X5. Therefore the writer decided X1 as the experimental class and X5 as the controlled class. These classes have been treated with two different treatments. For
3
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class X1 is using cooperative learning as the experimental class and class X5 without any treatment (conventional method) as the controlled class.
D.
The Instrument
The instrument used by the writer in this research was written test. As stated in Arthur Hughes’s book that the best way to test people’s writing ability is to get them to write.4 The writer conducted the tests by using pre-test and post-pre-test for experimental and control class.
In this research the writer gave different topic for pre-test and post-test. In the pre-test the topic is about” the idol” and post-test the topic is about “the interesting places” based on the syllabus and lesson plan. For experimental and controlled class, they have the same topic to measure their achievement in test of writing eventhough they have different methods, for experimental class using cooperative learning and controlled class using conventional method. The instrument of the pre-test and the post-test can be seen on the appendix.
The test was subjected to validity and reliability test. Validity is an essential criterion for evaluating the quality and acceptable of the research. The validity of a test is the extent to which it measures what it is supposed to measure.5 Every test, whether it is a short, informal classroom test or a public examination, should be as valid as the constructor can make it.
To acquire the validity, the writer used face validity and content validity. Hughes stated that a test is said to have face validity if it looks as if it measures what it is supposed to measure.6 The writer ensured that the instrument measured what should be measured. Before doing the research the writer did consultation to her thesis advisors and the English teacher at school related to appropriateness of instrument in which the test would be given to the students. To support the validity of the test, the writer had made the relevance of the topic of writing based on the SK-KD (Standar
4
Arthur Hughes, Testing for Language Teachers Second Edition, (Edinburgh: Cambridge University Press, 2003), p. 83.
5
J.B Heaton, Writing English Language Test, (London: Longman, 1995), p.159.
6
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Kompetensi-Kompetensi Dasar) it includes; the objective of the test, the indicator, and the instructions with in order to the instrument is valid. SK-KD is based on the curriculum “KTSP Curriculum”, the SK-KD can be seen
on the researcher’s lesson planning.
Then the writer decided the reliability of test. Reliability is a necessary characteristic of any good test, for it is to be valid at all, a test must first be realiable as a measuring instrument.7 In order to attain the reliability of the instrument, the writer used the rubric of writing, namely
“analytical scoring” by Jacobs et all.8
There are some aspects in scoring writing by Jacobs et all, such as; content, organization, vocabulary, language use, and mechanics. The advantages of analytical scoring is, the scores are compiled to consider aspects of performance which they might otherwise ignore and the very fact that the scores has to give a number of scores will tend to make the scoring more reliable. Besides the disadvantage of the analytica method is the time that it takes, scoring will take longer. The composition profile by Jacobs et all can be seen in the following table of data collection.
E.
Technique of Data Collection
Technique of data collection in this research used quantitative data. The quantitative data used test as the instrument which was used to collect the data of the research (score). The test was distributed through pre test and post test.
The aim of test is to measure students’ ability in writing descriptive text and to know the effectiveness of cooperative learning method on
students’ ability in writing descriptive text. As stated in J.B Heaton’s book,
a test which sets out to measure students’ performances as fairly as possible
7
J.B Heaton, op. cit., P. 162. 8
Arthur Hughes, Testing for Language Teachers Second Edition, (Edinburgh: Cambridge University Press, 2003), p. 102.
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without in any way setting traps for them can be effectively used to motivate them.9 The test that is used in this study is pre-test and post-test.
a. Pre- test
Both classes (Controlled Class and Experimental Class) were given the test about the material before the class and the teaching begin or conducted before applying cooperative learning method. The writer gave the topic of pre-test is about “The Idol”. The test was conducted on November 5th 2013.
b. Post- test
Both classes (Controlled Class and Experimental Class) were given the material after the class and teaching begins or conducted after applying cooperative learning method. The writer gave the treatment for six meetings in experimental and controlled class. After that the writer gave the post-test of both classes, the topic is about “The
interesting places”
After pre-test and post-test had been done then the writer gave the
score of each student’s writing. To get the writing score the writer used the table of scoring writing, the table as follow:
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Table 3.1
Table of Scoring Writing Skill
Score Level Criteria
Conte
n
t
30-27 - EXCELENT TO VERY GOOD:
Knowledgeable, substantive, through development of the thesis, relevant to assigned topic
26-22 - GOOD TO AVERAGE: Some knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic but lack detail 21-17 - FAIR TO GOOD: Limited knowledge of
subject, little substance, inadequate development of topic
16-13 - VERY POOR: Does not show knowledge of subject, non substantive, not pertinent, or not enough to evaluate
Organi
zat
ion
20-18 - EXCELENT TO VERY GOOD: Fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing, cohesive
17-24 - GOOD TO AVERAGE: Somewhat copy, loosely organized but main idea stand out, limited support, logical; but incomplete sequencing 13-10 - FAIR TO POOR: Non fluent, ideas confused or
disconnected, lacks logical sequencing and development
9-7 - VERY POOR: Does not communicate, no organization or not enough to evaluate
Vooc
ab
u
lary
20-18 - EXCELENT TO VERY GOOD: Sophisticated range, effective word, idiom choice and usage, word form mastery, appropriate magister
17-14 - GOOD TO AVERAGE: Adequate range, occasional error of word idiom and form, choice, usage but meaning not obscured
13-10 - FAIR TO POOR: Limited range, frequent errors of word idiom form, choice, usage, meaning confused or obscured
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9-7 - VERY POOR: Essentially translation, little knowledge of English vocabulary, idioms, word form, or not enough to evaluate
L
an
gu
age
Use
25-22 - TO VERY GOOD: Effective EXCELENT complex construction, few errors of agreement, tense, number, word order/function, articles, pronouns, preposition
21-18 - GOOD TO AVERAGE: Effective but simple construction, minor problems in complex construction, several errors of agreement, tense, number, word order/function, articles, pronouns, preposition but meaning seldom obscured
17-11 - FAIR TO POOR: Major problems in simple/complex construction, frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, preposition and/or fragments, run on, deletions, meaning confused or obscured
10-5 - VERY POOR: Virtually no mastery of sentence construction rules, dominated by errors, does not communicate or not enough to evaluate
M
ec
h
an
ics
5 - EXCELENT TO VERY GOOD: Demonstrates mastery of convention, few errors of spelling, punctuation, capitalization, paragraphing
4 - GOOD TO AVERAGE: Occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured
3 - FAIR TO POOR: Frequent errors of spelling, punctuations, capitalization, paragraphing, poor handwriting, meaning confused or obscured 2 - VERY POOR: No mastery of convention,
dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting eligible, or not enough to evaluate
Scoring profile by Jacobs (1981)10
From the table above, the writer gave the score of each students whether they had higher score or lower score, also the writer involves the
10
Arthur Hughes, Testing For language Teachers Second Edition, (Edinburgh: Cambridge University Press, 2003), p.104.
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English teachers at the school to give writing scors. It is to avoid bias at scoring the students. Next the writer compared the score from the both English teacher then analyzed it.
F.
Technique of Data Analysis
To find out the differences of students’ scores in experimental class and students’ scores in controlled class, the writer used the formula of t-test by using statistical calculation. The writer showed the data from manual calculation and by using SPSS (Statistic Product and Statistic Solution) to compare the data whether or no they have the same result.
After getting the pre test score of experimental and controlled class then the writer showed it in the table to know the achievement from each students before they were given any treatment. Next, after the score of post test collected from experimental and controlled class, it was showed by table to compare whether there is significant difference of post-test score between the experimental and the controlled class. The last was by using SPSS to find out the gained score of experimental and controlled class, the aim is to compare the score of experiment and controlled class. Meanwhile, the statistical calculation by using t-test formula is follow.11:
Mx : Mean of the Difference of Experimental Class My : Mean of the Difference of Controlled Class SEMx : Standard Error of Experimental Class
SEMy : Standard Error of Controlled Class
X : Using Think Pair Share in Experimental Class
11
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.32.
t
o=
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Y : Do not using Think Pair Share in Controlled Class
Prior the calculation of ttest, there are several steps to be taken, they are as
follow:
1. Determining mean of variable X the formulation is:
2. Determining mean of variable Y the formulation is:
3. Determining standard of deviation score of variable X the formulation is
4. Determining standard of deviation score of variable Y the formulation is:
5. Determining standard error of mean of variable X the formulation is:
6. Determining standard error of mean of variable Y the formulation is:
M
x=
M
y=
SD
x=
√
SD
y=
√
SE
x=
√SE
y=
√(51)
7. Determining standard error of different mean of variable X and variable Y the formulation is:
8. Determining to with formula:
9. After the writer collected the data and the next steps is determining t-table in significance level 5% (0,5) and 1% (0,1) with degree of freedom
In Which:
df :Degree of freedom
N1 :Total number of students of experimental class
N2 :Total number of students of controlled class
10. Giving interpretation of to with the procedures as follow:
a) Formulating the alternative hypothesis (Ha): “There is a significant difference of the students’ achievement that had been taught of descriptive writing by using cooperative learning as the experimental class or variable (X) between the students’s achievement from controlled class or variable (Y) using conventional method.”
b) Formulating the alternative hypothesis (H0): ”There is no significant difference of the students’ achievement that had been
df=(N1+N2)-2
SE
Mx-My=
√
t
o=
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taught of descriptive writing by using cooperative learning as the experimental class or variable (X) between the students’s achievement from controlled class or variable (Y) using conventional method.”
c) The calculation of t hitung is compared with t table by using degree of
significance 0.05.
d) If t test> t table, so the alternative hypothesis (Ha) is accepted
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40
CHAPTER IV
RESEARCH FINDINGS
This chapter presents findings of the study. It consists of data description, data analysis, and data interpretation.
A.
The Description of Data
In this section the writer presents the scores of experimental and the controlled class.
a.
The Scores of Experimental Class
The data of students’ in experimental class includes: pre-test, post-test, and gained scores that have been collected then described in the table as follow:
Table 4. 1
The scores of experimental class Students
(X)
Pre-test score of the experimental class
Post-test score of experimental class
Gained score of experimental class
1 37 79 42
2 46 65 19
3 41 85 44
4 30 83 53
5 37 84 47
6 35 71 36
7 30 88 58
8 35 78 43
9 30 67 37
10 30 82 52
(54)
12 30 65 35
13 30 70 40
14 30 82 52
15 30 74 44
16 61 81 20
17 76 80 4
18 35 69 34
19 40 77 37
20 57 79 22
21 40 67 27
22 50 70 20
23 60 80 20
24 77 83 6
25 71 77 6
26 63 85 22
27 51 80 29
28 48 75 27
29 51 80 29
30 40 80 40
31 40 83 43
32 40 81 41
33 30 83 53
34 40 81 41
TOTAL Ʃχ1= 1471 Ʃχ2= 2627 Ʃχ= 1156
Mean Mχ1= 43.26470588 Mχ2= 77.26470588 Mχ= 34
The table above showed the score of pre-test, post-test and gained score for the experimental class. The pre-test had been done before the teaching and learning of descriptive writing. The number of students in experimental class who participated in test was 34. The lowest score for
(55)
pre-test is 30, post-test is 63, and gained score is 4. Next, the writer calculated the median of pre-test is 40, post-test is 80, and gained score is 36.5. For the highest score of pre-test is 77, post-test is 80, and gained score is 58. For the mode score of pre-test, 30 and post-test is 80, and gained score is 20. In other side, the Main score of pre-test is 43.264, main score of post-test is 77.264, and gained score is 34. After that, the writer calculated for scores of controlled class.
b.
The Scores of Controlled Class
There are 34 students in controlled class who had participated. The data is presented in table 4.2.
Table 4.2
The scores of controlled class Students
(X)
Pre-test of Controlled Class
Post-test score of the controlled class
Gained Score of Controlled Class
1 40 50 10
2 60 61 1
3 60 66 6
4 30 50 20
5 32 50 18
6 31 60 29
7 35 60 25
8 30 55 25
9 30 55 25
10 40 71 31
11 60 60 0
12 60 70 10
13 50 78 28
(56)
15 50 65 15
16 40 70 30
17 38 60 22
18 50 60 10
19 40 66 26
20 72 73 1
21 30 72 42
22 35 70 35
23 74 76 2
24 31 64 33
25 63 67 4
26 40 67 27
27 30 56 26
28 32 70 38
29 40 67 27
30 35 74 39
31 35 60 25
32 31 68 37
33 30 63 33
34 30 63 33
TOTAL Ʃγ 1= 1414 Ʃγ 2= 2172 Ʃγ= 758
Mean Mγ 1= 41.58823529 Mγ 2= 63.88235294 Mγ= 22.29411765
There are differences between the pre-test and the post-test score of controlled class. In the pre-test, the lowest score is 30, post-test is 50 and gained score is 0. Besides, the highest score of pre-test is 74, post-test is 78, and gained score is 42. Then, the writer calculated the median score of pre-test is 36.5, post-test is 64.5, and gained score is 36.5. For the mode score of pre-test is 30, post-test is 60, and gained score is 25. Meanwhile
(57)
the writer calculated the mean score of pre-test is 41.588, post-test is 63.882, and gained score is 22.29.
B.
The Data Analysis
This part is intended to answer the research question “Whether there is any influence of teaching descriptive writing by using think pair
share technique?”. Here, the writer used SPSS to analysis the t-test score both the experimental and the controlled class. The following table determines the t-test score of experimental and controlled class.
1. Pre-test
Before the treatment, the writer conducted the pre-test for experimental and controlled class. Both classes had the same characteristics such as background knowledge. In the pre-test the writer determined the topic about “The idol” based on the syllabus and lesson plan from that school. The mean score of pre-test in the experimental and controlled class can be seen below:
Table 4.3
The t-test of pre-test in the experimental and controlled class
Mean Score
t-test score The experimental class The controlled class
Mx= 43.26 My= 41.58 to= 5.07
The table 4.4 reports the t-test score of pre-test in the experimental and controlled class. There was a significant difference from measurement score in the experimental and the controlled class (Mx= 43.26, My= 41.58, SDx= 13.990, SDy= 13.255, t(66)= 5.07, p=00). It can be concluded that the mean scores of experimental class is higher than the controlled class (Mx>My)
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2. Post-test
After the t-test of pre-test in the experimental and the controlled class had been known, then in the following table, the writer reports the t-test of post-t-test in the experimental and the controlled class:
Table 4.4
The t-test of post-test in the experimental and controlled class
Mean Score
t-test score The experimental class The controlled class
Mx= 77.26 My= 63.88 to= 7.78
The table above informed that there was a significant difference from measurement post test score in the experimental and the controlled class (Mx= 77.26, My=63.88, SDx=6.712,, SDy= 7.450, t(66)= 7.782,
p=0.00). It can be concluded that the mean of experimental class is higher than controlled class (Mx>My). This means that the experiment in this
study is succesfull.
The last, after getting the score of pre-test and post-test score both of the experimental and the controlled class, then the writer calculated the gained score in both of them. The aim of gained score is to know whether there was a significant difference in the gain score between the experimental and the controlled class. It also answers whether the alternative hypothesis (Ha) is accepted or rejected. In the following table, the t-test calculation by using SPSS:
Table 4.5 Group Statistic
Group Statistics
Group N Mean Std. Deviation Std. Error Mean Gained EXP 34 34.00 13.983 2.398
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Table 4.6
Independent Sample Test
Independent Samples Test
Levene's Test for Equality of
Variances t-test for Equality of Means
F Sig. T Df
Sig. (2-tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the
Difference Lower Upper Gained Equal variances
assumed .486 .488 3.680 66 .000 11.706 3.181 5.354 18.057 Equal variances
not assumed
3.680 64.794 .000 11.706 3.181 5.352 18.060
The table by using SPSS above shows that there was a significant difference of the gain scores between the experimental class and the controlled class. As written in the table for mean score of experimental class Mx= 34.00 and the controlled class is My= 22.29. Meanwhile, for
standard of deviation score of experimental class is SDx= 13.983 and the
controlled class is SDy= 12.186.
From the result of gain mean score and standard deviation of experimental and controlled class by using SPSS then the writer compared the data by using manual formula. The results by using SPSS and manual formula are the same. The following table is the result of the comparison score of experimental and controlled class.
(1)
(2)
(3)
(4)
(5)
(6)