THE USE OF TEAMS GAMES TOURNAMENT (TGT) METHOD TO IMPROVE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT (A Classroom Action Research at the Second Grade Students of SMK Negeri 3 Salatiga in the Academic Year of 20152016) A GRADUATING PAPER Submitted to the

  

THE USE OF TEAMS GAMES TOURNAMENT (TGT)

METHOD TO IMPROVE STUDENTS’ WRITING

SKILL OF DESCRIPTIVE TEXT

  

(A Classroom Action Research at the Second Grade Students of

SMK Negeri 3 Salatiga in the Academic Year of 2015/2016)

A GRADUATING PAPER

Submitted to the Board of Examiners in Partial Fulfillment

of the Requirements for the Degree of Sarjana Pendidikan

  

Islam (S.Pd.I) English Education Department of Teacher

Training and Education Faculty State Institute for Islamic

Studies (IAIN) Salatiga

  Arranged By: NUR ALITA LISNAWATI NIM. 11311057

ENGLISH EDUCATION DEPARTMENT

TEACHING TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

  

SALATIGA

2016

  

Motto

“The beautiful thing about learning is

nobody can take it from you.”

• – B.B King –

  

DEDICATION

  This graduating paper is sincerely dedicated for: _{Allah SWT, My Lord My God Almighty, thanks for guiding me to face}

   everything in this extraordinary world. _{My beloved parents, my mother (Nur Chasanah) and my father (Kholish) who}

   always pray, guide, motivate me to become better person. My beloved brother (Muhammad Anad Bahtiar) and all of my family. _{My beloved friends and partner (Nur Khikmah and Siti Aisah Putri Jamina),}

   thanks a lot for your loving, support, advice and accompany me to finish this graduating paper.

  

ACKNOWLEDGEMENT

Assalamu’alaikum Wr. Wb,

  Alhamdulillah the researcher would like to express my sincere thanks to Allah SWT, who has given health, blessing, inspiration, and protection so that this graduating paper could be finished.

  This graduating paper is submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I) at English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2016. This graduating paper would not have been completed without support, guidance, and help from individual and institution. The researcher would like to express her sincere thanks to:

  1. Dr. Rahmat Hariyadi, M.Pd, as the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.

  2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.

  3. Noor Malihah, Ph.D., as the Head of English Education Department of State Institute for Islamic Studies (IAIN) of Salatiga.

  4. Ari Setiawan, S.Pd., M.M. as the counselor, thanks for advice, support, suggestion, direction and guidance from the beginning until the end of this research. Thanks for your patience and care.

  5. All the lecturers in English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN)

  

TABLE OF CONTENTS

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

DECLARATION ................................................................................................ ii

ATTENTIVE COUNSELOR NOTE .............................................................. iii

PAGE OF CERTIFICATION ......................................................................... iv

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

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

LIST OF TABLES AND FIGURES ............................................................... xii

  

  1.

  2. Teaching Writing ..............................................................................14

  D. General View of TGT .............................................................................26

  

  5. Relation of Descriptive Text and TGT Method ................................37

  4.

  3.

  2.

  1.

  3.

  3.

  2. Basic Principle of Cooperative Learning ..........................................24

  1.

  4.

  3. Language Feature of Descriptive Text .............................................21

  2.

  1.

  4.

  

  F. Instrument of Data Collection .................................................................45 G.

  I.

  

CHAPTER IV DATA ANALYSIS AND DISCUSSION ...............................55

A.

  1. Description of Cycle I .......................................................................55

  2. Description of Cycle II ......................................................................70 B.

  

B. _{Suggestions ...............................................................................................87} REFERENCES APPENDICES

  

LIST OF TABLES

Table 2.1 Example of Descriptive Text ............................................................21Table 2.2 Team Appreciation Levels ................................................................32Table 2.3 Score Criteria to Each Team .............................................................34Table 3.1 Scoring Rubric of Writing Descriptive Text ....................................47Table 3.2 Criteria of

  Students’ Score ...............................................................49

Table 3.3 List of Facilities in SMK N 3 Salatiga ..............................................54Table 3.4 Time Schedule of the Research ........................................................54Table 4.1 List of

  Students’ Teams Name in TGT .............................................60

Table 4.2 Observation Sheet in Cycle I ............................................................63Table 4.3 Score of the Pre-test and Post-test in Cycle I....................................65Table 4.4 Students’ Score of Pre-Test and Post-Test In Cycle I ......................66Table 4.5 Result Of Differences Score BetweenPre-Test and

  Post-Test ...........................................................................................66

Table 4.6 Observation Sheet in Cycle II ...........................................................76Table 4.7 Score of the Pre-test and Post-test in Cycle II ..................................78Table 4.8 Students’ Score of Pre-Test and Post-Test In Cycle II .....................79Table 4.9 Result Of Differences Score BetweenPre-Test and

  Post-Test ...........................................................................................79

Table 4.10 Analysis of the

  Students’ Improvement..........................................85

  

LIST OF FIGURES

Figure 2.1 Assignments to Tournament Tables ................................................31Figure 3.1 Model of Action Research ...............................................................41Figure 3.2 Organization Structure of SMK N 3 Salatiga ..................................54Figure 4.1 Analysis of the

  Students’ Improvement ..........................................85

  

ABSTRACT

Nur Alita Lisnawati. 2016.

  “The Use of Teams Games Tournament (TGT)

Method to Improve Students’ Writing Skill of Descriptive Text (A Classroom

Action Research at the Second Grade Students of SMK Negeri 3 Salatiga in

the Academic Year of 2015/2016)”. A Graduating Paper of English Education

  Department of Teacher Training and Education Faculty (TTEF) State Institute for Islamic Studies. Counselor: Ari Setiawan, S.Pd.,M.M.

  This research is aimed to improve the stu dent’s writing skill through Teams Games Tournament (TGT) method. The objectives of this research is to describe about the process of teaching writing by using TGT, to find out whether TGT method can improve the students’ writing skill and to know the significant improvement using TGT method to the students’ writing skill. This research was conducted at the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016. The data was gathered through the evaluation test score, the observation note, and documentation study. The result of the study shows that the use of TGT method can improve students’ writing skill. This research used classroom action research (CAR). It was seen from the comparative result of the test in each cycle. The impro vement of students’ writing was indicated by their score in test. It can be seen from the result of cycle I to the cycle II, where in pre- cycle students’ mean on mastery writing was only 66.68, it increased became

  71.58 In cycle I. In cycle II it increased from 73.24 to 79.31. The finding shown that the t-test calculation from the result of pre-test and post-test in cycle I is 12.22 and in cycle II is 9.92. Both of them was greater than t-table with N=28 (2.05). This mean this research has been completed and shows that TGT can improve the students’ writing skill, especially in descriptive text. This method can help the students to understand the material easily. Keyword: Writing Skill, TGT, Classroom Action Research

CHAPTER I INTRODUCTION A. Background of the Study Learning is a process to acquiring new, develop or modifying existing,

  knowledge, science, behaviors, skills, values, and may involve synthesizing different types of information. One of the essential subjects to learn in globalization era is English. English as a worldwide language plays an important role in the development of science and technology. There are four language skills in teaching English they are; listening, speaking, reading and writing. All of those language skills are very important to learn.

  Writing is one of the four language skills which is very important to learn. Writing is interesting and challenging thing to do. Gelb (1969:12) stated that writing is clearly a system of human intercommunication by mean of conventional visible sign. Writing is a discovering how to organize them, discovery process, it involves discovering ideas, and discovering what that you want to put ever to your readers.

  In this research the writer will focus in student’s skill in writing descriptive text. According to Pardiyono (2009:122) descriptive is strategy for presenting a verbal portrait of a person, a place or a thing. It means that when we describe something, we need to capture the details so that the reader can understand what we mean. Descriptive text is kind of text with a purpose to give information. The context of this kind text is the description of particular thing, animal, person or others (Mursyid, 2005:4).

  According to Richard and Renandya (2002:303) writing is the most difficult skill for second language learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas

  

into readable text. As it knows, writing is not easy thing. Among the skills,

  writing is difficult skill to be learnt, because it needs hard thinking in producing words, sentences, and paragraph at the same time. It is challenging for students to find the ideas for their writing.

  Most of students say that writing is not easy thing. They get many difficulties to write their idea to make paragraphs. Many students complain that they do not know how to write and they cannot link sentences into coherence ideas. In fact, the students of SMK Negeri 3 Salatiga have the weaknesses in English writing. They often feel frustrated when their English teacher asks them to compose a piece of writing because they do not understand well about grammar, lack vocabulary and they have difficulties in expressing the idea into the written form. So, the researcher assumes that the students of that school especially at the second grade still have difficulties in arranging the words into sentence. Besides that, the students also lack grammar and vocabulary.

  For every problem solving there are some teaching principles that would be helpful in facing students’ problems. To increase the writing ability does not happen instantly. Writing needed a time, patient, and habitual. Teachers must think about new innovation to create a better approach in teaching and learning process. Cooperative learning becomes alternative solution to be used in teaching learning process. Harmer (2004:260) state, writing in group, whether as part of a long process or short game like communicative activity, can be greatly motivating for students.

  According to Slavin (2009:4) Cooperative learning is instructional use of small groups so that students work together to maximize their own and each other’s learning skill. There are many kinds of cooperative learning method, namely: Jigsaw, Learning Together, Student Teams Achievement Divisions (STAND), Teams Games Tournament (TGT) and others. By using appropriate method teacher will be able to perform well in the teaching learning process.

  From the reason above, the researcher suggest Teams Games Tournament (TGT) method as the solution. It can be an effective way in teaching writing to improve students’ writing mastery because it will create an enjoyable learning. The reason the researcher uses Team Games Tournament is to prove that TGT is a useful and effective method to increase academic achievement. It is mentioned in David L. DeVrie as quoted by Umairoh (2015:18) that TGT not only helps the students to increase academic achievement but also give the positive outcomes on social relation.

  TGT is capable of producing positive outcomes on society, attitude, and academic performance dimension.

  According with the explanation above, the writer conducted the research entitled

  “The Use of Teams Games Tournament (TGT) Method to Improve Students’ Writing Skill of Descriptive Text (A Classroom Action Research at the Second Grade Students of SMK Negeri 3 Salatiga in the Academic Year of 2015/2016)”.

  B. Limitation of the Study

  In order to avoid misinterpretation of the problem, the writer limits this research because there are many ways to improve students’ writing skill.

  The writer wants to focus in the research on the improvement achieved by students’ in writing ability, especially in writing descriptive text. So, in this research the writer will discuss about the use of Teams Games Tournament (TGT) method to improve writing skill in descriptive text.

  C. Problems of the Study

  In this research, the writer had formulated the problems as follows:

  1. How is the process of teaching descriptive text using Teams Games Tournament (TGT) method of the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016?

  2. Can Teams Games Tournament (TGT) method improve students’ writing skill in descriptive text of the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016?

  3. Is there any significant improvement of students’ writing skill in descriptive text using Teams Games Tournament (TGT) method of the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016?

  D. Objectives of the Study

  The objectives of the study are as followed:

  1. To describe the process of teaching descriptive text using Teams Games Tournament (TGT) method of the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016.

  2. To find out whether Teams Games Tournament (TGT) method can improve the students’ writing skill in descriptive text of the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016.

  3. To know the significant improvement using Teams Games Tournament (TGT) method to the students’ writing skill in descriptive text of the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016.

  E. Benefits of the Study The benefits of the study divided as theoretical and practical benefits.

  1. Theoretical Benefit The result of the research is expected to give a new strategy in

  English teaching and learning activity by using Teams Games

  Tournament (TGT) method especially to improve students’ skill in writing descriptive text of the second grade students of SMK Negeri 3 Salatiga in the academic year of 2015/2016.

  2. Practical Benefits

  a. For the Teachers This research can help the teachers to support and motivate their students in writing paragraph with new method of learning that is used in the class to help the students increase their skills.It gives the further information about one of cooperative learning, called TGT (Teams Games Tournament) method. It can help teachers to find the effective way to make their students can use English properly and to change the atmosphere in tha classroom become more attractive.

  b. For the Students This research can help students to know how to improve their writing skill and compose descriptive text use Teams Games

  Tournament (TGT) method. Furthermore, it is helping the students to practice their writing skill. It can help the students to understand and mastery in writing descriptive text easier because the method is more enjoyable while doing the games and tournaments. Moreover, students will have chance to improve their skill in creating a good paragraph. c. For the researcher The writer can use the finding of the research to get further information about the method of learning. Then, from this research, the writer can learn a better way to give more motivation to the students to improve their writing skill. This research also expected to give a new knowledge for the further researcher in order to make a better research in teaching and learning cases.

F. Definition of the Key Terms

  To avoid the misinterpreting of the title of the research, it is important to explain the key terms related with this research. Therefore, the writer gives some description and explanation of the key terms to make the reader understand the study easier.

  1. Improve According to oxford university press (2003:216) improving is process of becoming or making to the better. While Webster (1994:

  487) state that words improving means to make better in quality or to make more productive to become better.

  2. Cooperative learning Cooperative learning is instructional use of small groups so that students work together to maximize their own and each other’s learning skill (Slavin, 2009:4). Cooperative learning refers to a variety of teaching method in which students work in small groups to help one another learn to improve their academic skill.

  CL is a learning method that is focus on students grouping with the different academic level achievements in to small group that consist of 4 - 5 students with the heterogeneous members.

  3. Teams Games Tournament (TGT) TGT is one of the team learning strategies designed by Robert

  Slavin for review and mastery learning of material. Slavin has found that TGT increased basic skills, students’ achievement, acceptance of mainstreamed classmates, positive interactions between students, and self

• – esteem.

  According to Slavin (2009:6) Teams Games Tournament is one of the methods that are developed from cooperative learning. It contains with teams, games and tournament section. Here, students are assigned to make group consisting of 4

• – 5 students. It consists with some activities such as: class presentation, teams, games, tournaments, and team recognition. TGT is one of enjoyable method to foster students’ responsibility, cooperation, and good competition between learner.

  4. Writing Gelb (1969:12) stated that writing is clearly a system of human intercommunication by mean of conventional visible sign. Writing began at the time when someone learns how to communicate his thought and feeling by means of visible signs, understandable not only to himself but also to all other people more or less initiated into the particular system.

  5. Descriptive text Descriptive text is kind of text with a purpose to give information. The context of this text is the description of particular thing, animal, person, or others (Mursyid, 2005:4). The context of this kind of text is the description of particular thing, animal, person, or others, for instance: our pets or a person we know well.

G. Previous Research In this research, the writer has literature as comparison of this research.

  The writer finds the other that has same topic with this research. The researcher uses the other research paper, with the title is “The Use Of Teams Game Tournament (TGT) Method To Develop Students’ Reading Skills (An Experimental Study At Eleventh Grade In SMA N 3 Salatiga In The Academic Year 2014/2015)“ Which has been researched by Siti Umairoh in 2015, the lecturer of State Institute for Islamic Studies (IAIN) Salatiga.

  In this research paper, she focuses on the use of TGT to improve the students’ reading mastery. She analyzed about the process of teaching reading using TGT, and the significant of class achievements after using TGT method in reading comprehension. According to her, TGT can improve students’ reading mastery and the advantage of using TGT is the students become more sociable at eleventh grade in SMA N 3 Salatiga.

  The present research deals with the use of TGT to improve student’s students’ skill in writing descriptive text of the second grade students of

  SMK Negeri 3 Salatiga in the academic year of 2015/2016. It can be said that the research has difference from the previous research above. The difference between the present researches to the previous research is the researcher focuses on using TGT to improve student’s skill in writing descriptive text.

  Comparing with Siti Umairoh’s research, this research has difference in the skill which wants to be improved. This research focus on the student’s skill in mastery writing descriptive text, while the Siti Umairoh’s research focus in reading skill. So, it can be said that the difference between both researches is in t he student’s learning skill which want to be improved, between writing and reading.

H. Outline of the Research

  Chapter I consist of background of study, limitation of the study, problems of the study, objectives of the study, benefits of study, definition of the key terms, previous research, research methodology, and outline of the research.

  Chapter II presents the theoretical framework that consists of the general concept of writing and Descriptive text, the definition of cooperative learning and applying Teams Games Tournament (TGT) method.

  Chapter III deals with the methodology of the research, it consists of the design of the research, subject of the study, variable of the research, instruments of data collection, and procedure of data analysis.

  Chapter IV employs research findings and discussions. It discusses the data analysis and the result of the test which has done by the writer. The chapter V states about closing of this research by presenting the conclusions and suggestions. The last part is references and appendices.

CHAPTER II THEORETICAL FRAMEWORKS This chapter presents some points to be discussed. The theoretical view

  below present some supporting theoretical description related to the research. This chapter provides some theories related to the study. The theories focused on general concept of writing and descriptive text, the definition of cooperative learning and applying Teams Games Tournament (TGT) method in the classroom.

A. General Concept of Writing

1. Definition of Writing

  Writing is one of the ways to express things in our mind, feeling, ideas, or thought. Gelb (1969:12) stated that writing is clearly a system of human intercommunication by mean of conventional visible sign. Writing began at the time when someone learns how to communicate his thought and feeling by means of visible signs, understandable not only to himself but also to all other people more or less initiated into the particular system. Furthermore, it means that writing is the process to learn how to express the ideas, information, knowledge, or experience and understand the writing to acquire the knowledge or some information to share and learn to others.

  Harmer (2004:33) states Writing is frequently useful as preparation for some other activity, in particular when students write sentence as a preamble to discussion activities. It is very useful activity for students to improve their thinking skill. Another definition, writing is a discovery process, it involves discovering ideas, and discovering how to organize them and discovering what are you want to put on your readers. So, writing has purpose to inform any information from the writer. It also can be use to express any idea and to persuade people do something.

  From the explanation above, it can be concluded that writing is process of creating written text that obtains ideas, feelings, thoughts, and desires to other person. Writing is an activity that produces something from mind become meaningful a text of the sentence in the paper. It means that writing is not only process to create sentence but also to organize sentence in to good paragraph. We can make a good writing by arranged good sentence. It is our ability to express ideas that are organized on paper and share the information about everything to the reader into written form.

  The term of skill is defined as ability. Hornby (1974:805) says ability has same meaning with skill. Skill is ability to do something expertly and well. Shortly, writing skills are specific abilities which help writer to put their thoughts into words in meaningful sentences. Writing can be said as an act of forming symbols. It represents one of hum an’s communication systems because when we write, we used graphic symbols.

  From the explaining above, we know that, writing skill is the skill to express idea, though, and feeling to other in writing symbol to make other people or readers understand the idea explained. It is shown on piece of paper which is representing our idea in writing form. It has purpose not only for media but also giving information to others. By writing someone can share their idea, feeling, or anything that exist in their mind.

2. Teaching Writing

  The reason for teaching writing to students of English as a foreign language include reinforcement, language development, learning style, and the most importantly writing as a skill in its own right (Harmer, 2004:79). Writing skill is needed in teaching and learning process in which the students try to combine English knowledge including vocabulary and grammar to result a text. Writing also helps students express their ideas and it can explain something unclear when they communicate to others.

  Based on the explanation above, we know that teaching writing does not mean simply having students do grammar exercise in writing. It no longer means having students manipulate unfamiliar texts that have no special meaning for them. Instead, students are writing about what they really want to communicate with someone else and what they really want a reader to know. To teach writing teacher needs something that can make students feel fun and have a good impression, so that the students will always remember what they have got from their teacher’s explanation.

  Harmer (1990:330) states that there are some roles of the teacher when students are asked to write, the ones that are special important are as follow:

  a. Motivator: writing task will be motivated the students, creating the right conditions for the generation of ideas.

  b. Resource: especially during more extended writing task, we should be ready to supply information and language where necessary.

  c. Feedback provider: teacher should respond positively and encouragingly to the content of what the student have written.

  From the explanation above, it can be said that teacher has important role in teaching writing. Teaching writing is good technique to improve structure competence. When students write something, they raced to use their knowledge of structure to get sentences having meaning. So, when they learn how to arrange good sentence, mostly they can practice it by how to complete words in separate sentence form or filling in the blank at a text. So, Writing is important skill because it helps students to develop their thinking skill by create and arrange paragraph with a lot of sentences.

3. Writing Process

  Writing process need more time to learn, it takes up space and can be problematic for the more disorganized students. Writing process is not an essay option for students or teacher. Students need to combine their language skill and creative skill to produce a good writing.

  To compose a well organized writing, it needs writing procedures that should be considered by the writer. The procedures are proposed by Harmer (2004:4) namely:

  a. Planning (Pre-writing) Pre-writing is any activity in the classroom that encourages students to write. It moves students away from having to face a blank page toward generating tentative ideas and gathering information for writing. Before starting to write or type, try and decide something that going to say. When planning, writer has to think about three main issues.

  First, the purpose of writing since this will influence the type of text, the language, and the information. Second is the audience, since this will influence not only the shape of writing but also the choice of language. Thirdly, the content structure that is, how best to sequence the facts, ideas, or arguments which they have decided to include (Harmer, 2004:4).

  b. Drafting The first version of a piece of writing is a draft. This first go at a text is often done on the assumption that it will be amended later. Drafting is a messy process that not two people approach the same way. Drafting is important, for it is through drafting that create a text that embodies the goals (Harmer, 2004:5).

  At the drafting stage, the writers are focused on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness of the draft.

  c. Revising Students reexamine what was written to see how effectively they have communicated their meanings to the reader. Revising is done to improve global content and the organization of ideas so that the writer’s intent is made clearer to the reader (Harmer, 2004:5).

  Revising means rewriting an essay, building on what has already been done to make it stronger. There are three stages to the revising process: revising content, revising sentence and editing.

  d. _Editing At this stage, students are engaged in tidying up their texts as they prepare the final draft for evaluation by the teacher. After revising for the content and style, the next step is editing for error grammar, punctuation and spelling. If the writer discovers that the essay hasn’t achieved its original purpose; the writer must make major changes in the draft (Harmer, 2004:5). e. Final Version When writers have edited their draft, making the changes they consider to be necessary, they produce their final version.

  This may look considerably different from both the original plan and the first draft, because things have changed in the editing process (Harmer, 2004:5). Based on the explaining above, we know that writing process is complex and not easy thing to do. It involves planning what we are going to write. First is drafting it. Then reviewing and editing what we have written and producing a final version. Thus, we may plan, draft, re- plan, draft, edit, re-edit, and re-plan before we produce our version. We have to complete the process to produce good writing.

4. Criteria of Good Writing

  To produce a good writing student need to create it with creative and clear thinking. Students need to fulfill some elements in writing.

  According to Harris as quoted by Purnomo (2014:11) there are five criteria of good writing, they are: a. Content: writing must convey the main idea or an attentive reader should be able to grasps the writer purpose.

  b. Form: writing should contain logical or associative connection and transition which clearly express the relationship of the idea described. c. Grammar: writing should adhere to the rules of grammar related to the tenses with sequence of time, the employment of grammatical form and synthetic pattern.

  d. Style: writing should engage its reader through original insight and precise.

  e. Mechanic: writing must use good spelling and punctuation. Based on the explanation above, we know that to produce a good writing is not an easy thing. We have to fulfill those 5 elements at least all together. Then, we need to arrange sentence properly and compose it in to good paragraph. Good writing will be produced by students if they able to combine the elements and arrange sentence perfectly.

B. General View of Descriptive Text

1. Definition of Descriptive Text

  According to Pardiyono (2009:122) descriptive is strategy for presenting a verbal portrait of a person, a place, or a thing. It means that when we describe something, we need to capture the details so that the reader can understand what we mean. Descriptive text is a text having aim to describe a particular person, place or thing (Harmer, 2004:67).

  Another description, descriptive writing is the clear description of people, places, objects, or events using appropriate details (Saputra, 2013). Descriptive text is a text that related to the sense of the writer who describes something looks, smells, tastes, or sounds. When the reader can understand and imagine the object which describe by the writer, it means that is a good descriptive text.

  Based on the definitions, it can be concluded that descriptive text is a text which presents information about something specifically or says what a person or a thing is like. It means that descriptive text is a text which the context of this kind of text is the description of particular thing, animal, person or others, for instance: our pets or a person we know well. Moreover, descriptive text has a social function to describe, explain or reveal a particular person, place or thing, for example: description of a particular building, specific animal, particular place, and specific person.

2. Generic Structure of Descriptive Text

  a. Identification This part identifies particular things to be described (Mursyid,

  2005:4). Identifies is phenomenon to be described. It means that in first part contain with introducing what, where or who is the subject is being described. Usually answer the following question: Wh at’s the topic of the text? What is the text about? (Saputra, 2013).

  b. Description Describes contents with parts, qualities, and the characteristic of the person, place, or thing to be described (Mursyid, 2005:4). So, in second part we need give a description about the object condition that can presents from each aspects (sides): location, people, weather, size about feature of the subject specifically (Saputra, 2013).

3. Language Features of Descriptive Text

  a. Using Simple Present Tense Example: He has brown eyes and he studies in the school.

  b. Using adjective Example: He is handsome man.

  c. Using linking verbs or relating verbs Examples: The temple is so magnificent.

  d. Focus on Specific Participant

  e. Using attributive and identifying process

  f. Using comparative degree of adjectives Examples: He is bigger than elephant (Mursyid, 2005:4).

  4. Example of descriptive text Table 2.1 Example of Descriptive Text Title Christiano Ronaldo His full name is Cristiano Ronaldo Dos Santos Aveiro.

  We can call him as Ronaldo or CR7. Ronaldo succeeds to

  Identification

  get an appreciation for several times. He is the nimble and bright player. Ronaldo is known as a great football player Ronaldo was born in Funchal, Madeira, Portugal on 5

  Description

  February 1985. He is a handsome man. He has dark black hair, brown eyes and has a birthmark on the left cheek.

  His nose is sharp and his skin is light brown. He has tall and proportional body as an athlete. Ronaldo has the height of 185 centimeters and 83 kilograms of weight. He starts his career with play for Sporting Lisbon and Manchester United. Now, He plays for Real Madrid.

  People know Ronaldo is a good football player. He can run fast and dribble well. As a striker, he becomes a goal getter for Real Madrid along his career. Ronaldo won a lot of appreciation like; the La Liga Spain Top Scorer Award in 2010.Now, he becomes the best football player in the world.

  

Source: https://rajiesaputra.wordpress.com/2013/05/29/descriptive-text.html

C. General Concept of Cooperative Learning

1. Definition of Cooperative Learning

  According to Slavin (2009:4) cooperative learning is instructional use of small groups so that students work together to maximize their own and each other’s learning skill. Cooperative learning refers to a variety of teaching method in which students work in small groups to help one another learn to improve their academic skill. In academic classroom, students are expected to help each other, to discus and argue with each other, to access each other’s current knowledge and fill in gaps in each other understands (Slavin, 2009:5).

  Another definition, Olsen and Kagan as quoted by Richards and Rodgers (2001:192) state that cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners and groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. Suprijono (2011:54) states that cooperative learning is the term used to describe instructional procedures whereby learners work together in small groups and rewarded for their collective accomplishments.

  According to Suprijono (2011:58) cooperative learning motivates the students to help and encourage each other to learn. If they want to success as a team, they will encourage teammate to be excelled and will help them to do so. In cooperative learning students learn together in the groups share the material which taught in order to achieve the goals of teaching and learning process. Students work together to get success and responsible for the success of individual in their group. In cooperative learning, the students can share ideas and learn together and success individually or in group.

  From the definitions above, the researcher concludes that cooperative learning is a teaching method which consists of groups of students working together in a group team, as opposed to competitive and completes a task, an activity, or a project. They have to work as team to finish it properly as team. It means the term cooperative learning (CL) refers to students working in teams on assignment or for the complete content of the assignment or project. Moreover, cooperative learning emphasizes and focuses on team learning in order that the students can reach team goals and the subjects taught. So they can be success together as one group team.

2. Basic Principles of Cooperative Learning

  According to Suprijono (2011:58) said that not all teamwork can be called cooperative learning. To get success in learning process by using cooperative learning has to apply five basic principles of cooperative learning as follow: a. Positive Interdependence

  This principle indicates that in cooperative learning there are two accountability groups. First, learn the assigned material to the group. Second, ensure that all members of group studying the material individually (Suprijono, 2011:58). So, it means that each team members are obliged to trust one another members of group to achieve the goal.

  b. Personal Responsibility Suprijono (2011:59) states that personal responsibility is the key to ensure all members are strengthened by share the learning activities. All students in a group are held accountable for doing their share of the work and for mastery of all the material to be learned. So, the goal of the principle is to form a cooperative learning group members become stronger personal. c. Face to Face Promotive Interaction Group members need to do real work together. Although some of the group work may be divided and done individually, some must be done interactively with group members provide one another with feedback, challenging reasoning and conclusions, and perhaps most importantly, teaching and encouraging one another. So, by using face to face promotive interaction, learning becomes active rather than before (Suprijono, 2011:60).

  d. Interpersonal and Small Group Skills Suprijono (2011:61) adds in cooperative learning groups students are required to learn academic subject matter and also to learn about the interpersonal and small group skills required to function as part of group. Students are encouraged and helped to develop and practice; working together, trust- building, leadership, decision-making, communication, and conflict management skill.

  e. Group Processing Group processing means evaluate. The aim is to improve the effectiveness of processing group members in contributing to collaborative activities to achieve the group’s goal. There are two levels of processing small groups and as whole class. Team members set group goals, periodically assess what they doing well as team, and identify changes they will make it to function more effectively in the future (Suprijono, 2011:61).

3. Advantages and Disadvantages of Cooperative Learning Every teaching method has advantages and disadvantages.

  According to Suprijono (2011:67) these following are advantages of CL method: a. Students can be more motivated when they work in groups.

  b. CL asks students to take more responsibility for their learning.

  c. Learners usually enjoy working together because they are actively involved in the learning process.

  d. Students can learn from one another about the material in group e.

  CL can improve the student’s communicating skill. As a method of learning CL also has disadvantage, there are: a. CL does not work well in every lesson.

  b. CL need more time because it needs group discussion.

  c. It will create a noisy and crowded atmosphere in classroom Suprijono (2011:68).