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 im
portant 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.
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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
tech nique 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.
8
Richard I. Arends, Learning to Teach, New York: Mc Graw Hill, 2007, p. 354.
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 Sh
are 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.
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.
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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:
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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.
6
Donald Hall, Wrting well 2
nd
ed, Boston: Little Brown and Company,2001, p.223.
