IMPROVING CHARACTER BASED WRITING SKILL THROUGH THINK PAIR SHARE OF THE TENTH GRADE STUDENTS OF SMA N 1 JATINOM IN ACADEMIC YEAR 2017/2018 - UNWIDHA Repository

  

IMPROVING CHARACTER BASED WRITING SKILL THROUGH THINK

PAIR SHARE OF THE TENTH GRADE STUDENTS OF SMA N 1 JATINOM

IN ACADEMIC YEAR 2017/2018 S-1 THESIS

  Submitted as a Partial Fulfillment of the Requirements for Undergraduate Degree in English Eduction Study Program

  By Name : Andang Kristina Student No. : 1411202901 TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF WIDYA DHARMA KLATEN KLATEN 2018

  

MOTTO

   Orang malas tidak akan menangkap buruannya, tetapi orang rajin akan memperoleh harta yang berharga (Amsal 12: 27)

   Jangan jadikan pandangan mata ini seperti mata lalat yang hanya mencari sesuatu yang busuk dan buruk, yakni yang hanya melihat keburukan dan kesalahan orang lain. Jadikanlah pandangan mata ini seperti mata lebah yang hanya memandang kewangian dan keindahan, yakn yang memandang kebaikan orang lain sehingga melupakan keburukan orang lain (Bram Widhi Susetyo Eklas)

   Sekuat apapun kita berusaha, sekeras apapun kita dalam bekerja, sebanyak berapapun yang kita hasilkan, sepuas apapun kita menikmatinya, dan sebaik apapun kita menjalani kehidupan, ingatlah! Jangan lupakan kebaikan Tuhan (The writer)

  

PRESENTATION This thesis is presented to: 1.

  Jesus Christ the Almighty.

  2. My beloved father (Bpk. Tupin S,Tp.) and my beloved mother (Ibu. Mulyani) who always support whatever I did and pray for me.

  3. My beloved brother and sister (Edi, Fitri, Gayatri, Catur, Indra, Dewi) who always give me love, motivates, wishes and support.

  4. My second family (Butterfly) thanks for all support and our togetherness.

  5. My beloved friends in English Study Program thanks for the support, help, togetherness, and friendship.

  

ACKNOWLEDGEMENT Thanks to Jesus Christ who has given the researcher His blessing, mercies, and compassionate to finish her thesis entitled “Improving Character Based Writing

  Skill Through Think Pair Share of The Tenth Grade Students of SMA N 1 Jatinom in Academic Year 2017/2018”. Therefore, she would like to express her sincerest gratitude to:

  1. Prof. Dr. H. Triyono, M.Pd., as the Rector of Widya Dharma University.

  2. Dr. H. Ronggo Warsito,M.Pd. as the Dean of Teacher Training and Education Faculty of Widya Dharma University.

  3. Ana Setyandari, S.Pd. M.Pd, as the Head of English Education Department of Teacher Training and Education Faculty of Widya Dharma University.

  4. Drs. Purwo Haryono, M.Hum. who kindly and warmly taught and guided me during the process of making this thesis and always supported me to complete this thesis as soon as possible.

  5. Fibriani Endah W, S.Pd.,M.Pd. as my second consultant, who kept me company in answering my concerns and questions related to the completion of my thesis and always patiently guide and gave me valuable advices and suggestions.

  6. All the academic and administrative staffs of English Education Department of Teacher Training and Education Faculty of Widya Dharma University.

  7. Joko Susila.,M.Pd. the Headmaster of SMA N 1 Jatinom who has permitted the researcher to do this research at this school.

  8. All the teachers and administrative staffs of SMA N 1 Jatinom especially Sri Endah Eko Muslimah, S.Pd. the English teacher of the tenth grade who allowed the researcher to be a partner of this research and he also gave her motivation and help in accomplishing this research.

9. All of the tenth grade students of SMA N 1 Jatinom in the academic year 2017/2018, especially X MIPA 1 for their cooperation.

  The researcher realizes that this thesis is far from being perfect. Therefore, the researcher will receive the criticism and suggestion from the readers to make this thesis perfect. Finally, the researcher hopes that this thesis is useful, especially for the researcher herself and the readers in general.

  th

  Klaten, 9 August 2018 The researcher

  

TABLE OF CONTENT

TITLE ............................................................................................................ i

APPROVAL .................................................................................................. ii

RATIFICATION ........................................................................................... iii

PRONOUNCEMENT ................................................................................... iv

MOTTO .......................................................................................................... v

PRESENTATION .......................................................................................... vi

ACKNOWLEDGEMENT ............................................................................. vii

TABLE OF CONTENT ................................................................................. ix

LIST OF TABLE ........................................................................................... xi

LIST OF FIGURE ......................................................................................... xiii

LIST OF APPENDIX .................................................................................... xiv

ABSTRACT .................................................................................................... xviii

  CHAPTER I INTRODUCTION A.

  1 The Background of the Study ..................................................

  B.

  5 The Reason for Choosing the Topic ........................................

  C.

  5 Limitation of the Study ............................................................

  D.

  5 The Statement of the Problem ..................................................

  E.

  6 The Aim of the Study ...............................................................

  F.

  6 The Benefit of the Study ..........................................................

  G.

  7 The Clarification of the Key Terms .........................................

  H.

  9 The Organization of the Study .................................................

  CHAPTER II REVIEW OF RELATED LITERATURE A. The Theory of Writing .............................................................

  41 CHAPTER IV FINDINGS AND DISCUCCIONS A.

  81 APPENDICES ................................................................................................

  79 BIBLIOGRAPHY ..........................................................................................

  79 B. Suggestion ................................................................................

  Conclusion ...............................................................................

  75 CHAPTER V CONCLUSION AND SUGGESTION A.

  66 D. Testing Action Performance Indicator .....................................

  56 C. Cycle 2 .....................................................................................

  43 B. Cycle 1 .....................................................................................

  Precyle ......................................................................................

  40 I. Testing Performance Indicator .................................................

  10 B. The Theory of Think Pair Share ..............................................

  36 H. The Procedure of the Research ................................................

  34 G. The Technique of Analyzing Data ...........................................

  32 F. Testing Validity of the Data .....................................................

  30 E. The Technique of Collecting Data ...........................................

  30 D. The Data and Source of Data ...................................................

  29 C. The Place and Time of the Research ........................................

  29 B. The Subject of the Study ..........................................................

  26 CHAPTER III THE RESEARCH METHOD A. The Meaning of Research Method ...........................................

  21 D. Relevant Studies .......................................................................

  16 C. The Theory of Character Education .........................................

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LIST OF TABLE

Table 1.

  55 Table 11. Categorizing Score of Students’ Writing Skill in Cycle 1 .............

  64 Table 18. The Result of Cycle 1 ....................................................................

  63 Table 17. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 1 ..................................................

  62 Table 16. Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 1 ...................................................................

  61 Table 15. Categorizing Score of Students’ Peer Assessment in Cycle 1 .......

  61 Table 14. Scores of Students’ Peer Assessment in Cycle 1 ..........................

  60 Table 13. Categorizing Score of Students’ Self Assessment in Cycle 1 ........

  58 Table 12. Scores of Students’ Self Assessment in Cycle 1 ............................

  54 Table 10. Simplified Result of Precycle ........................................................

  Categorizing Score of Students’ Writing Skill in Precycle............

  53 Table 9. The Result of Precycle ...................................................................

  53 Table 8. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Precycle ................................................

  52 Table 7. Scores of Students’ Character Assessment based on Teacher’s Observation in Precycle .................................................................

  50 Table 6. Scores of Students’ Peer Assessment in Precycle .........................

  49 Table 5. Scores of Students’ Self Assessment in Precycle ..........................

  48 Table 4. Scores of students’ Interest in Group Activity of Precycle ............

  46 Table 3. Scores of students’ Interest in Individual Activity of Precycle .....

  44 Table 2. Scores of Teacher ’s Professionalism in Precycle ..........................

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  Table 19.

  Students’ Improvement on Writing Skill & Character of Precycle, Cycle 1 & Cycle 2. .........................................................................

  65 Table 20.

  68 Categorizing Score of Students’ Writing Skill in Cycle 2 ............. Table 21.

  70 Scores of Students’ Self Assessment in Cycle 2 ............................ Table 22.

  71 Categorizing Score of Students’ Self Assessment in Cycle 2 ........ Table 23.

  72 Scores of Students’ Peer Assessment in Cycle 2 .......................... Table 24.

  72 Categorizing Score of Students’ Peer Assessment in Cycle 2 ....... Table 25.

  Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 2 ...................................................................

  73 Table 26. Categorizing Scores of Students’ Character Assessment based on

  74 Teacher’s Observation in Cycle 2 .................................................. Table 27. The Result of Cycle 2 ....................................................................

  75 Table 28. Students’ Improvement on Writing Skill & Character of Precycle, Cycle 1 & Cycle 2. .........................................................................

  75 Table 29. Simplified Table of Students’ Improvement on Writing Skill & Character of Precycle, Cycle 1 & Cycle 2. ....................................

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LIST OF FIGURE

Figure 1.

  59 Figure 9. Scores of Students’ Self Assessment in Cycle 1 ............................

  72 Figure 15. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 2 ..................................................

  70 Figure 14. Scores of Students’ Peer Assessment in Cycle 2 ..........................

  69 Figure 13. Scores of Students’ Self Assessment in Cycle 2 ............................

  64 Figure 12. Categorizing Score of Students’ Writing Skill in Cycle 2 .............

  62 Figure 11. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 1 ..................................................

  60 Figure 10. Scores of Stude nts’ Peer Assessment in Cycle 1 ..........................

  54 Figure 8. Categorizing Score of Students’ Writing Skill in Cycle 1 .............

  Categorizing Score of Students’ Writing Skill in Precycle............

  52 Figure 7. Categorizing Scores of Students ’ Character Assessment based on Teacher’s Observation in Precycle ................................................

  51 Figure 6. Scores of Students’ Peer Assessment in Precycle .........................

  49 Figure 5. Scores of Students’ Self Assessment in Precycle ..........................

  49 Figure 4. Scores of students’ Interest in Group Activity of Precycle ............

  47 Figure 3. Scores of students’ Interest in Individual Activity of Precycle .....

  45 Figure 2. Scores of Teacher’s Professionalism in Precycle ..........................

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LIST OF APPENDIX

  Appendix 1. Instrument of Stud 85 ents’ Self Assessment ...............................

  Appendix 2. Instrument of Students 86 ’ Peer Assessment ..............................

  Appendix 3. Instrument of Students’ Character Assessment based on Teacher’s Observation .............................................................................

  87 Appendix 4. Instrument of Questionnaire (Teacher’s Professionalism, Students’ Interest,

  88 Students’ Interest in Group Activity of Preycle) ....... Appendix 5.

  91 Instrument of Students’ Writing Rubric .................................. Appendix 6.

  Observation guidelines for students’ activity in the teaching and learning using think pair share models of precycle..................

  92 Appendix 7. Observation guidelines for teachers’ activity in the teaching and learning using think pair share models of precycle..................

  93 Appendix 8. Interview guidelines for students’ activity in the teaching and learning using think pair share models of precycle..................

  94 Appendix 9. Interview guidelines for teachers’ activity in the teaching and learning using think pair share models of precycle..................

  96 Appendix 10. The result of observation for students’ activity in the teaching and learning of precycle ..................................................................

  97 Appendix 11. The result of observation for teachers’ activity in the teaching and learning of precycle .................................................................

  98 Appendix 12. The result of interview for students’ activity in the teaching and learning of precycle .................................................................. 100

  Appendix 13. The result of interview fo r teachers’ activity in the teaching and learning of precycle .................................................................. 103

  Appendix 14.

  Observation guidelines for students’ activity in the teaching and learning using think pair share models of cycle 1 .................... 105 Appendix 15.

  Observation guidelines for teachers’ activity in the teaching and learning using think pair share models of cycle 1 .................... 106 Appendix 16.

  Interview guidelines for students’ activity in the teaching and learning using think pair share models of cycle 1 .................... 107 Appendix 17. Interview guidelines for t eachers’ activity in the teaching and learning using think pair share models of cycle 1 .................... 108 Appendix 18. The result of observation for students’ activity in the teaching and learning of cycle 1 .................................................................... 109

  Appendix 19.

  The result of observation for teachers’ activity in the teaching and learning of cycle 1 ................................................................... 110 Appendix 20.

  The result of interview for students’ activity in the teaching and learning of cycle 1 .................................................................... 112 Appendix 21.

  The result of interview for teachers’ activity in the teaching and learning of cycle 1 .................................................................... 114 Appendix 22.

  Observation guidelines for students’ activity in the teaching and learning using think pair share models of cycle 2 .................... 116 Appendix 23.

  Observation guidelines for teachers’ activity in the teaching and learning using think pair share models of cycle 2 .................... 117 Appendix 24.

  Interview guidelines for students’ activity in the teaching and learning using think pair share models of cycle 2 .................... 118 Appendix 25.

  Interview guidelines for teachers’ activity in the teaching and learning using think pair share models of cycle 2 .................... 119

  Appendix 26.

  Appendix 35. Complete Score of Students’ Interest in Group Activity of

  137 Appendix 42. Complete Scores of Students’ Peer Assessment in Cycle 1 ...

  136 Appendix 41. Complete Scores o f Students’ Self Assessment in Cycle 1 .....

  134 Appendix 39. Lesson Plan of Cycle 1 ............................................................ 135 Appendix 40. Complete Score of Students’ Writing Skill in Cycle 1 ............

  Scores of Students’ Character Assessment based on Teacher’s Observation in Precycle ..........................................

  133 Appendix 38. Complete

  132 Appendix 37. Complete Scores of Students’ Peer Assessment in Precycle ..

  Preycle ...................................................................................... 131 Appendix 36. Complete Scores of Students’ Self Assessment in Precycle ....

  Score of Students’ Interest in Individual Activity of Preycle ...................................................................................... 130

  The result of observation for students’ activity in the teaching and learning of cycle 2 .................................................................... 120 Appendix 27.

  129 Appendix 34. Complete

  128 Appendix 33. Complete Score of Teacher’s Professionalism in Preycle ......

  126 Appendix 31. Lesson Plan of Precyle ............................................................. 127 Appendix 32. Complete Score of Students’ Writing Skill in Preycle ............

  Student’s List ...........................................................................

  The result of interview for teachers’ activity in the teaching and learning of cycle 2 .................................................................... 129 Appendix 30.

  The result of interview for students’ activity in the teaching and learning of cycle 2 .................................................................... 123 Appendix 29.

  The result of observation for teachers’ activity in the teaching and learning of cycle 2 ................................................................... 121 Appendix 28.

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  Appendix 43. Complete Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 1 ............................................

  139 Appendix 44. Lesson Plan of Cycle 2 ............................................................ 140 Appendix 45. Complete Score of Students’ Writing Skill in Cycle 2 ............

  141 Appendix 46. Complete Scores of Students’ Self Assessment in Cycle 2 ......

  142 Appendix 47. Complete Scores of Students’ Peer Assessment in Cycle 2 ...

  143 Appendix 48. Complete

  Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 2 ............................................

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ABSTRACT

ANDANG KRISTINA, 1411202901, English Education Study Program, Teacher

  Training and Education Faculty, Widya Dharma University, Klaten. Thesis:

  

Improving Character Based Writing Skill Through Think Pair Share of The Tenth

Grade Students of SMA N 1 Jatinom in Academic Year 2017/2018.

  The thesis aims at verifying whether implementing think pair share method can improve English writing skill of the tenth year students of SMA N 1 Jatinom in Academic Year 2017/2018.

  In this research, the researcher uses classroom action research. The data are collected from test, observation, interview, documentation, and questionnaire. The sources of the data are event, informants, and documents. In analyzing the data, the researcher writes the activities of teaching and learning character based writing in the forms of field notes first, and then analyzed the students’ achievement which divided into two pa rts, students’ writing achievement and students’ character assessment. In analyzing those data, the researcher did some steps as scoring, counting mean, tabulation, figuring, and describing.

  The finding shows that there is improvement of students’ achievement in writing skill and students’ character assessment of precycle, cycle 1 to cycle 2. The mean score of students’ achievement in precycle is 58, in the cycle 1 is 63.1, and in the cycle 2 is 75.3. While the mean score of students’ character assessment in precycle is 1.66, in the cycle 1 is 1.87, and in the cycle 2 is 2.35. So, it can be concluded that think pair share method can improve the teaching and learning English writing based character for the tenth year students of SMA N 1 Jatinom in Academic Year 2017/2018.

  Key words: improving, character, writing.

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CHAPTER I INTRODUCTION A. The Background of the Study Writing is one of the most important things in learning English and it is one of the language skills that must learn in the learning activity (Huy, 2015: 66). In the other hand, according to Togatorop (2005: 247) writing is known as one of

  the most important but difficult academic skills. It is usually takes so many times for the students to master competently and tends to be a boring lesson. Writing is taught in order to help students in processing ideas by reinforcing the grammar embodied in written form, Harmer (2004: 31-33). Learning writing is not easy, the students who have a low competence of English grammar can be indicated whenever they do not seem to master the grammar aspect well, thus resulting in errors committed in their English compositions (Fiori, 2005: 567).

  Teaching writing is an ongoing process. The teacher teaches the students in order to guide them to write creatively and encourage them to think critically about topics with focused writing activities. In the process of writing, many obstacles arise in the forms of an erroneous use of grammar, punctuation, proper use of paragraphs, coherence and cohesion as the mechanics of writing (Sapkota, 2012: 70). Therefore, Harsyaf, Nurmaini & Izmi (2009: 5-6) suggest that to teach writing there were some principles, it seems that teach students to write, provide adequate and relevant experience of the written language, show students how to written language function as a system of communication, teach students how to write texts, teach students different kinds of texts, make writing tasks realistic and

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  relevant, integrate writing with other skills, use a variety of techniques and practice formats and provide appropriate support. In teaching writing, the teacher is certainly motivated to apply effective ways of increasing students’ competence in revealing the ideas.

  Writing skills of the students need to be improved by making students more sensitive in writing. There can be several ways to do that like involving students to analyze their sentences, involving them to correct their own errors and applying Think Pair Share method to increase their ability in writing (Deshpande, 2014: 68). Every student has different knowledge and different abilities in writing. When they are required to write in a high level of difficulty, they automatically encounter various obstacles that will eventually make them find errors. Student errors in writing can be caused by several factors such as: low knowledge of English grammar, mother tongue, loan words and lack of English exposure (Hidayah, 2013: 1; Jabeen, Kazemian & Mustafai, 2015: 52).

  Teaching writing in the level of senior high school should come to trainee students in writing ability. It aims to help the students in inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader (Sokolik, 2003: 88). Based on interview and questionnaire of pre-cycle in April 2018, the problems that arise at the tenth class of MIPA 1 in writing classroom in SMA N 1 Jatinom is the students do not work as it is expected because of many factors that prevent . The students did not have more mastery on vocabulary so it can make them feel not confidence to write a sentence. Because in a good writing, it is provided by a clear and understood

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  structuring of paragraphs and sentences in order to arrange words into sentence or paragraph, so students should be mastered on vocabulary and grammar.

  In order to increase the students ’ competence in revealing the ideas, a teacher can apply several methods. In fact, teaching writing happens not only between teacher and students but also between students. So it can be done by giving direction to students whenever they are doing their task either individually or in groups. This technique is called the think-pair-share method (Tin & Nyunt, 2015: 1). Based on interview and questionnaire of pre cycle in April 2018, the tenth grade students of SMA N 1 Jatinom had lack motivation due to unattractive method of teaching writing applied by the teacher during learning process.

  According to the result, the writer discussed that problem with the teacher as a collaborator due to offering Think Pair Share as interesting methods in teaching character based writing.

  Think-pair-share method is a cooperative learning model that has defined procedures explicitly provide more time for students to think through what is described or experienced (to think, respond, and help each other), Suyatno (2009: 54). Think-pair-share method is offered because it can support writing activities.

  Rosadi (2006: 1) had tested this method at grade VIII B of MTs Yapi Pakem in the academic year of 2016/ 2017. The result shows that the use of Think Pair Share method improves students' writing skills. Based on qualitative data, the students showed improvement in some aspects such as pronunciation, mastery vocabulary, and confidence. Moreover, Laini (2014: 7) had tested this method at SMPN 9 Denpasar in the eighth grade students. As the result, the present classroom action study proved that think pair share could improve writing skill of

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  the eighth grade students of SMPN 9 Denpasar in academic year 2013/2014. In addition, the subjects also responded positively the implementation of think pair share.

  The two previous research designs was CAR (Classroom Action Research). The researchers did two cycles that showed the increasing score of writing. It can be seen that using Think Pair Share in teaching learning writing can build students’ character. This character is developed in their process of learning writing. The students surely encourage creative skill by applying Think Pair Share. In the activity of think the students trained to have good communication with other, team work and discipline. While in the activity of pair the students are also well trained to have good communication, team work and responsibility. As well as in the activity of share the students trained to be confident, good communication, honest, responsibility and team work.

  As stated in the Undang-Undang Republik Indonesia No. 20 Th. 2003

  

tentang Sistem Pendidikan Nasional pasal 3 , character education is a growing

  discipline with the deliberate attempt to optimize students’ ethical behavior, Aqboola and Tsai (2012: 163). Character education is taught with the aim of shaping the character of students in order to supports the improvement of students’ attitude to have good values, creative thinking, responsibility, and the other good attitude which has a positive impact to the students’ life. In the level of senior high school, teaching writing should become a trainer which train students in developing writing. Those skills are useful for improving student competence especially for communication and interaction (Javed, Juan & Nazli, 2013: 138).

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  Based on the result, the writer conducts the research in improving character based writing skill by applying think pair share method during learning process. The writer is highly motivated to verify if Think Pair Share is able to improve students’character based writing skill of the tenth grade students of SMA

  N 1 Jatinom in academic year 2017/2018. Therefore, this research is entitled “Improving Character Based Writing Skill Through Think Pair Share of the Tenth Grade Students Of SMA N 1 Jatinom in Academic Year 2017/2018 ”.

B. The Reason for Choosing the Topic

  The reasons why the writer has chosen the topic are as follows: 1.

  The quality of English teaching especially in writing skill of the tenth year students of SMA N 1 Jatinom Klaten needs to be improved.

2. Among other methods, Think-Pair-Share method is appreciated to be more effective to make students learn writing easily.

  C. Limitation of the Study

  The limitation of the study is focused on the improvement of character based writing by applying think-pair-share method of the tenth year students in academic year of 2017/2018.

  D. The Statement of the Problem

  The problem of this study is formulated as follows “Can Think Pair Share methods improve the students’ character based writing skill of the tenth grade students of SMA N 1 Jatinom in academic years 2017/2018

  ?”

  6 E. The Aim of the Study

  The aim of this research is to verify the extent to which Think-Pair--share strategy can better improve students’ character based writing skill at the tenth year students of SMA N 1 Jatinom.

  F. The Benefit of the Study

  The findings of the present study are expected to have both theoretical and practical importance to the teaching and learning process in English especially in teaching writing.

  1. Theoretically, the findings of the study are expected to enhance the theory of teaching technique in English, and support evidence to the existing research finding which have revealed the importance of having and experimenting different strategy concerning teaching writing.

  2. Practically, the result of this study is intended to be valuable informative feedback to both the English teachers and students of SMA N 1 Jatinom. For the teachers, the present research study is intended to be used as reference in planning a better teaching str ategy to increase the students’ writing skill by using appropriate technique. For the students, the findings of this study are expected to inspire and motivate the eleventh grade students to learn writing well. Moreover, it is expected to give a positive effect on the quality of education and school achievement.

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G. The Clarification of the Key Terms A.

  Improving According to Mulyasa (2009: 8), Improving in action research means improve in learning quality, so that it is continuous improvement of learning process and continous quality improvement. It means that improving is an activity to change the quality of something or someone to be better than before. It means that, in this study the student’s writing character should improve by applying Think Pair Share method to the tenth year students of SMA N 1 Jatinom in academic year of 2017/2018.

  B.

  Writing Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader (Sokolik, 2003:88). Writing can be used for a variety of purposes, ranging from being merely a ‘backup’ for grammar teaching to a major syllabus strand in its own right, where mastering the ability to write effectively is seen as key objective for learners (Harmer, 2004:31).

  In this study writing is one of the language skills, writing is a mental work of inventing, thinking and organize them into statement that automatically become a tool as a ‘backup’ for grammar in teaching writing that will be clear to a reader of the tenth year students of SMA N 1 Jatinom in academic year of 2017/2018.

  C.

  Think Pair Share Think Pair Share is a strategy designed to provide the students with “food for thought” on a given topics enabling them to formulate individual ideas and

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  share these ideas with another students. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Kinzie et al. (2005: 67) state this strategy is designed to encourage student’s involvement. Based on the statement, the students which follow the learning process should give attention first to the teacher explanation about the material and listen the question from the teacher, then they think a response. After that they pair up with someone and discuss their responses. At the end, they are asked to share their responses randomly to the whole group.

  In this study, Think Pair Share is a strategy designed to encourage the student to be more active in participating in the classroom of the tenth year students of SMA N 1 Jatinom in academic year of 2017/2018.

  D.

  Character education According to Aqboola and Tsai (2012: 163), character education is a growing discipline with the deliberate attempt to optimize students’ ethical behavior. Character education as the teaching method, can be used to supports the improvement of students’ attitude to have good values, creative thinking, responsibility, and the other good attitude which has a positive impact to the students’ life.

  In this study character education is a supporting tools to makes students’ ethical behavior to be better of teaching writing skill to the tenth years students of SMA N 1 Jatinom in academic year of 2017/2018.

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H. The Organization of the Study

  The study consists of five chapters as follows:

  Chapter I is introduction. It consists of the background of the study, the reason for choosing the topic, the limitation of the study, the problem of the study, the aim of the study, the use of the study, the clarification of the key terms, and the organization of the study.

  Chapter II is review of related literature. It consists of the theory of writing, the theory of think pair share, and the theory of character education. Chapter III is the method of the study. It deals with the meaning of research method, research design, the data and source of the data, the time of the research, the technique of collecting the data, and the technique of analyzing the data, action research procedure, action performance indicator.

  Chapter IV is the result of the study. It includes the present action of the data, the analysis of the data, and the discussion of the findings. Chapter V is conclusion and suggestion. It is consists of conclusion and suggestion.

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CHAPTER V CONCLUSION AND SUGGESTION In ths chapter, the researcher presents the conclusion and suggestion of

  the research. The details are presented below A.

   Conclusion

  After presenting and analyzing the data which were obtained in the research discussed in the fourth chapter, the researcher could conclude the result of the research as the answer of problem “Can think pair share improve the character based writing skill of the tenth year students of SMAN 1 Jatinom in academic year of 2017/2018

  ?”. By applying the think pair share method, the students learned more actively and could solve their problem by themselves, so they can improve their abilty in writing. It can be prove from the following fact. From the analysis, it can be seen that the students’ mean score of writing skill in the precycle was 58, in the cycle 1 was 63.1, and in the cycle 2 was 75.3. While, the mean score of students’ character assessment in precycle was 1.66, in the cycle 1 was 1.87, and in the cycle 2 was 2.35. So, the conclusion was think pair share method can improve the students character based writing skill of the tenth year students of SMAN 1 Jatinom in academic year of 2017/2018. So, the conclusion was think pair share method can improve the students character based writing skill of the tenth year students of SMAN 1 Jatinom in academic year of 2017/2018.

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B. Suggestion

  After the researcher carried out the research by using think pair share to improve the students’ character based writing skill, the researcher presents some suggenstions to the students, the english teacher, and the school below.

  1. To the students The students must be active in teaching and learning process,

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  especially when they are taught by using think pair share. Because of this method, they can share their idea and ask their difficulty to their friend, pairs or the teacher by writing. So, they can improve their writing skill and they will be good writers.

  2. To the English teacher English teacher is also expected to be creative in finding the new method to develop learning activity. Besides, the teacher should give various material and keep monitoring the students’ activity during writing class. It was conducted in order to make the learning process to be dynamic, fun, and made it alive.

  3. To the school The school must give more attention to students’ writing skill by providing some interesting writing material and varous media. It also special training for the teacher in understanding think pair share.

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