THE EFFECT OF GROUP INVESTIGATION METHOD ON STUDENTS` WRITING ACHIEVEMENT.
THE EFFECT OF GROUP INVESTIGATION METHOD ON
STUDENTS’ WRITING ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirement for The Degree of
Sarjana Pendidikan
By:
RENOL APRICO SIREGAR
Registration Number: 2113121061
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
MEDAN
2015
ACKNOWLEDGMENT
First of all, the writer would like to express his deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during his study and in completing
this thesis which entitled: The effect of Group Investigation method on students’
writing achievement. This thesis is aimed to fulfill one of the requirements for the
degree of SarjanaPendidikanof the English Department, Faculty of Languages and
Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced some problems
and he had received the academic guidance, suggestions, and comments and got a
lot of assistance and moral support from many people. Therefore, the writer
would like to express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University
of Medan.
Dr. IsdaPramuniati, M.Hum., The Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Department,
Nora Ronita Dewi, S.Pd., S.S., M.Hum.,The Head of English
Education Study Program.
Drs. Willem Saragih, Dip., Appl., M.Pd, his Thesis Advisor, who
has given his valuable advices, guidances, inspirations and spent his
precious time in the process of completing this thesis.
Drs.Syamsul Bahri, M.Hum., his Academic Advisor, who has
supported his throughout the academic years.
Dra. Meisuri, MA., his Reviewer and Examiner, who has given her
precious time, guidance, suggestions, and comments.
Juli Rachmadani, S.S, M.Hum, his Reviewer and Examiner, who
has given her precious time, guidance, suggestions, and comments.
All the lecturers of English department who have taught, guided,
and advised his throughout the academic years.
Eis Sriwahyuningsih, M.Pd, The Administration Staff of English
Department, for her attention, assistance, and information in
completing it.
Solikhin, M.Pd, The Headmaster of SMA Negeri 1 Kotapinang, for
his permission and opportunities in allowing the writer to do
observation and to collect data.
Drs. Jonner Siagian, M.Pd, The English Teacher of SMA Negeri 1
Kotapinang, for the assistance, guidance, suggestions and commentsin
the process of completing this thesis.And all the teachers and students
at the school for the good cooperation.
His beloved parents, M. Siregar (†) and Rosminar Sitompul, his
lovely sisters,Fitri Sintauli Siregar, S.Pd,Nora Lenta Siregar
andSondangOctaviani Siregar, his lovely nephew and niece, Juan
Rafael and Louisa Valerinaand all his families for their endless love,
ii
pray, inspiration, motivation, mental and everything that they have
given to the writer.
His friendsin Reguler Dik. A’ 2011, his great class for the love and
togetherness throughout four years; his friends in PPLT SMPNegeri
1 Balige 2014 for many experiencies and togetherness.
His family in UKMKP, Lucaishak and NagataCell Group(Dicky,
Lewi,Basa, Meiliana, Mesa, and Immabeta).
His lovely friends, Fibie Liona, Afriando Terma, Choms Geryfor
all of their supports, pray, motivation, laughs, tears, and togetherness.
His fighting friends, Putra Tambunan, Ade Cristalina, Nancy
Pratiwi, Connie ops, Cristanti P., Tika Lexmica, Junpita, Goklas
and Nomita.
His most loyal supporter, Novilda Angela Sidauruk, for all the
supports, pray, inspirations, motivations, advices, laughs, and love.
The writer realizes that this thesis still has the paucity, he conveniently
welcomes anysuggestions, comments critics, and advices that will improve the
quality of this thesis. He hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan, Agustus 2015
The writer,
Renol Aprico Siregar
Reg. No. 2113121061
iii
ABSTRACT
Renol Aprico Siregar. 2113121061. The Effect of Group Investigation Method
on Students’Writing Achievement. A Thesis. Faculty of Languages and Arts,
State University of Medan. 2015.
This study deals with the effect of applying Group Investigation method on
students’ achievement in writing narrative text. The objective of the study is to
find out whether this method significantly affects the students’ achievement in
writing narrative text or not. This study was conducted by using experimental
design. The population of the study was the students of grade XI of SMA Negeri
1 Kotapinang in the academic year 2015/2016, where there were 4 classes of XI
Science (IA) and there were two classes were selected as the sample by applying
random sampling. The sample was divided into two groups. The Experimental
group (XI.IA 4) was taught by applying GI method, while the control group
(XI.IA 5) was taught by applying conventional method. The data of the study
were obtained from the students’ score of writing test. To determine the reliability
of the test, the writer used Pearson Moment Product formula. Based on the data
calculation showed that the coefficient of reliability of the test was 0.70. It
showed that the test was reliable and the reliability was high. There were two data
used in this study. They were pre-test and post-test. The data were analyzed by
applying t-test formula. After analyzing the data, the result of the study showed
that t-observed (3.02) was higher than t-table (2.00) (t-observed ˃ t-table) at the
level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be
concluded that applying GI method significantly affects on the students’
achievement in writing report text or in other words the hypothesis is accepted.
Key words :Group Investigation Method, Narrative Text, Writing Achievement
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................... i
ACKNOWLEDGEMENT ........................................................................................ ii
TABLE OF CONTENTS .......................................................................................... iv
LIST OF TABLES .................................................................................................... vii
LIST OF APPENDICES .......................................................................................... viii
LIST OF FIGURES .................................................................................................. ix
CHAPTER I. INTRODUCTION
A. The Background of the Study ............................................................................. 1
B. The Problem of the Study .................................................................................... 5
C.
The Objective of the Study .................................................................................. 5
D. The Scope of the Study ...................................................................................... 5
E. The Significance of the Study ............................................................................. 5
CHAPTER II. REVIEW OF LITERATURE
A.
Theoretical Framework ....................................................................................... 7
1. Cooperative Learning ...................................................................................... 7
a. The Core Elements of Cooperative Learning .............................................. 7
2. Writing ............................................................................................................. 9
a. The Stages of Writing Process .................................................................... 12
b. Assesment of Writing.................................................................................. 13
3. Paragraph ......................................................................................................... 17
a. The Topic Sentence ..................................................................................... 18
b. The Supporting Sentences ........................................................................... 18
c. The Concluding Sentence ............................................................................ 18
d. Unity ............................................................................................................ 18
e. Coherence .................................................................................................... 18
4. Genre of Text ................................................................................................... 19
a. Narrative Text.............................................................................................. 22
iv
5. Method ............................................................................................................. 25
a. Group Investigation Method........................................................................ 25
B.
Conceptual Framework ....................................................................................... 35
C.
Hypothesis ........................................................................................................... 37
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design .................................................................................................... 38
B. Population and Sample ........................................................................................... 39
C.Research Variables .................................................................................................. 40
D. Research Procedure ................................................................................................ 40
E. The Instrument for Collecting Data ........................................................................ 43
F. Scoring .................................................................................................................... 43
G. The Validity and Reliability of The Test ............................................................... 46
1. Validity ............................................................................................................... 46
2. Reliability ........................................................................................................... 46
H. The Procedure of Collecting Data .......................................................................... 47
1. Pre-test ................................................................................................................ 47
2. Treatment............................................................................................................ 49
3. Post-test .............................................................................................................. 51
I. The Technique of Analyzing Data ........................................................................... 51
CHAPTER IV. THE DATA AND DATA ANALYSIS
A. The Data ................................................................................................................. 53
B. The Reliability of the Test ...................................................................................... 54
C. Data Analysis ......................................................................................................... 55
D. Testing Hypothesis ................................................................................................. 56
E. Research Findings ................................................................................................... 56
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion.............................................................................................................. 57
B. Suggestion .............................................................................................................. 57
REFERENCES .......................................................................................................... 58
v
APPENDIXES ........................................................................................................... 60
LESSON PLAN ......................................................................................................... 71
vi
LIST OF TABLES
Table 2.1 The Example of Narrative Text .................................................................. 24
Table 3.1 Experimental Design .................................................................................. 39
Table 3.2 Scoring The Writing Test ........................................................................... 43
Table 3.3 Level of Achievement ................................................................................. 45
Table 3.4 Experimental Class Activities ..................................................................... 49
Table 3.5 Control Class Activities .............................................................................. 50
vii
LIST OF FIGURES
Figure 1. Six Stages of Group Investigation ............................................................... 34
Figure 2. Research Implementation ............................................................................ 42
ix
LIST OF APPENDICES
APPENDIX A. The Score of Experimental And Control Group...........................60
APPENDIX B. The Reliability of The Test ...........................................................62
APPENDIX C. The Calculation of The T-Test .....................................................64
APPENDIX D. T-Distribution Table .....................................................................69
APPENDIX E. Rubric of Assesment .....................................................................70
viii
CHAPTER I
INTRODUCTION
A. Background of study
Language plays important role in human life. Language is an instrument to
convey information. It is used to express ideas, feelings, purposes, thoughts, and
opinions. We can transfer the knowledge from one to another through language.
In short, almost of human activities are conducted through the use of language.
English, as an international language, is used by most countries in the
world for diplomacy, tourism, education and etc. Consequently, people as human
resources are demanded to have a good ability to communicate in this language.
Realizing how important English has become, the government has determined to
put English as a subject in school. This is the reason why English must be taught
from primary level up to university level.
All languages, including English has four integrated skills, namely
reading, speaking, listening and writing that should be achieved by students who
learn English. They are divided into two groups; receptive skills and productive
skills. Receptive skills consist of reading and listening. Meanwhile, productive
skills consist of writing and speaking.
From four language skills above, the writer focuses on writing. In relation
to writing, Lado (1996:249) states that writing is exactly one of the important
skills in learning language. Writing enables man to communicate with other
people in many ways. As Troyka (1987: 3-4) states, writing is a way of
communicating a message to a reader for a purpose of expressing one self,
1
2
providing information, persuading, and creating a literary work. The
abilities in language are made perfect in writing.
As one of the basic language skills, writing has a complex process.
Therefore, writing is not as easy as what people think. It is a comprehensive
ability which consists of grammar, vocabulary, punctuation, word selection, and
topic. Bram (1995 : 7) states that to write means to produce or reproduce written
messages. Before we write, we need to determine what to write. We should have
something meaningful, clear, precise, and unambigous. It requires knowledge,
skills and concept to produce a good writing. There are 5 components that should
be measured in writing, namely content, organization, vocabulary, language use
and mechanism as Jacob (1983 : 39).
In reality, students’ writing ability is still low. Based on the observation
that was conducted by the writer during the teaching practice program (PPL),
students’ ability in writing was quite low. Most students could not write well.
They wrote the text without focusing to the main idea and also the coherence of
the sentences. Meanwhile, a good writing should be supported by the unity of the
paragraphs, completeness and coherence, good grammar and vocabulary. Most of
the students did not know how to build sentences which are grammatically
correct, did not know the generic structure of each text. The students might also
have ideas in their mind, but they did not know how to express them in writing.
Therefore, teacher as the facilitator should be able to design a good concept of
teaching to encourage the students, especially to write a good piece of writing.
3
The writer found that it was also caused by inappropriate strategy which
was used by the teacher. The teacher mostly taught the students only about the
theories, asked the students to memorize them without giving chance for the
students to practice their writing skill. Based on this situation, the teacher as an
educator should know the best language teaching method in teaching writing.
Teacher should be able to formulate an interesting English learning process in a
cooperative method.
One method that can help overcoming the problems is called Group
Investigation. This is one of the methods of Cooperative Learning Strategy. This
method was firstly found by Dewey in 1902 and redesigned by Sharan and Sharan
(1992). For Dewey, the goal of education is to develop socially responsible
citizens who undestand how to work together to solve problem and construct
knowledge.
Thus,
educational
environments
should
mirror
real-world
democracies in that the students have the opportunity to make choices and discuss
ideas and thoughts. These criteria were presented in Dewey’s classroom of the
early 20th and continue as today’s Group Investigation (Zingaro, 2008 : 2). Group
Investigation Method is a general classroom organization plan in which students
work in small groups using cooperative inquiry, group discussion, and cooperative
planning and project (Sharan and Sharan, in Slavin, 1995). It promotes effective
communication between group members. It is defined as a group activity of
students, ordinarily in small number where students are actively involved during
the class. In this method, the group will clarify their objectives, plan procedures,
4
gather the information, analyze their findings, draw the conclusions and report
their findings to the class.
The effectiveness of cooperative learning model with structural Group
Investigation has been tested by Lestari and Ownie (2013) resulted that teaching
writing with Group Investigation can help the students to improve their writing
ability. And the students were more enjoyable and interested in learning
descriptive text with this method. It was suggested to use cooperative learning
model with structural Group Investigation method as an alternative way to
increase students' speaking ability.
Zingaro (2006) found that Group Investigation has improved the
achievement, and motivation. It helps to foster the inter-ethnic friendship and
respect across an array of age groups and subject area.
Garonia L. Parchment (2009) conducted and experimental research by
comparing the effectiveness of Group Investigation and Jigsaw. It resulted that
Group Investigation has influenced the academic performance of the students
more effectively than Jigsaw. The test result indicated that there was a significant
improvement in every test and good responses by the students. This condition
becomes the reason why the writers would like to conduct a research by using
Group Investigation method.
By considering the explanation above, it is expected that applying Group
Investigation will help students to improve their ability to write. Thus to reach the
expectation, the experiment must be done. And in doing this, a research needs to
be conducted.
5
B. The Problem of the Study
In conducting the research, the problem must be clearly stated. The
problem of this study is formulated as follows : ”Is there any significant effect of
applying Group Investigation on students’ writing achievement?”
C. The Objective of the Study
In line with the problem of the study, the objective of the study was to
find out the effect of Group Investigation on students’ writing achievement.
D. The Scope of the Study
The scope of this study was to investigate the students’ achievement in
writing Narrative text by applying Group Investigation method.
E. The Significances of the Study
Dealing with the purposes which would like to be achieved, this study was
expected to give some benefits to English teaching learning development. These
benefits can be categorized as the followings:
Theoretically, this study was expected to be able to strengthen some
typically previous researches, give contribution in educational research
development in Indonesia and becomes references for further research.
Practically, in the context of teaching and learning process, this study was
expected to provide an effective way to facilitate English teachers in teaching
writing to students, especially writing short text.
6
Later, the use of Group Investigation method in teaching writing hopefully
can help students improve their ability to write short functional text by following
teacher’s instructions.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, it can be concluded that the hypothesis is
accepted. It is explained by the value of t-observed is higher than the t-table (3.02
> 2,00). It shows that Group Investigation method significantly affects students’
writing achievement in narrative text. In other words, students’ writing
achievement who were taught by using Group Investigation is better than
students’ writing achievement who are taught without using Group Investigation
method. It means that the alternative hypothesis (Hɑ) is acceptable.
B. Suggestion
In relation to the conclusion above, the suggestions are stated as a
following:
1. It is suggested to the teacher of English to apply Group Investigation
method in teaching writing on narrative text as an alternative method in
teaching learning process.
2. It is suggested to use this research as a reference for further research to
give contribution in educational research in Indonesia.
57
REFERENCES
Ary, Donald et. Al. 2002. Introduction to Research in Education. 2nd Edition. New
York: Wardswirth.
Bram, B. 1995. Write Well Improving Writing Skills. Yogyakarta: Kanisius
Brown, H.D. 2000. Principles of Language Learning and Teaching. Fourth
Edition. London: Longman Group.
Carrol, J.A. 2001. Writing and Grammar Communication in Action. New Jersey:
Prectice Hall.
Gerot, Linda and Wignell. P. 1994. Making Sense of Functional Grammar : an
Introductory Workbook. Gerd Stabler. Antipodean educational Enterprise.
Gibbon. 2005. Introducing Genre in English. Academic Journal of Second
Language Writing. 15(4). 23-35.
Harmer, J. 2001. The Practice of English Language Teaching. 3rd Edition.
Harlow: Longman.
Harmer, J. 2004. How to Teach Writing. Cambridge: Pearson Education.
Heaton, J. B. 1975. Writing English Language Test. London: Longman.
Ivy Geok-Chin Tan, Shlomo Sharan, and Christine Kim-Eng Lee. 2006. Group
Investigation and Student Learning: An Experiment in Singapore Schools.
Marshall Cavendish Academic.
Jacobs, R. 1983. English Transformational Grammar. Harlow: Toppan.
(http://edtech.kennesaw.edu/intech/cooperativelearning.htm/)
March 27th, 2015.
Accesesed
on
Knapp, P. & Megan, W. 2005. Genre, Text and Grammar. Sidney: University of
New South Wales.
Lado, R. 1996. Language Testing. London: Longman
Lestari. Y., Ownie. J. S. 2013. Improving Students’ Achievement in Writing
Descriptive Text through Group Investigation Technique.Undergraduate
Journal. Medan: Unimed
(http://principles-writing.com//edu.htm)
Accessed
58
on
March
27th,
2015.
59
Oshima, A and Hughun, A. 1998. Introduction to Academic Writing. New York:
Addison Wesley Publishing Company Inc.
Parchment, L. G. 2009. A Study Comparing Cooperative Learning Method;
Group Investigation and Jigsaw. New York: St. John Fisher College.
Pardiyono. (2007). Pasti Bisa! Teaching Genre Based- Writing : Metode
Mengajar Writing berbasis Genre secara Effektif. Yogyakarta: Andi
Shlomo Sharan. 2002. Diferentiating methods of cooperative learning in research
and practice. Asia Pacific Journal of Education, 22(1):106-116.
Slavin, R.E. 1995. Cooperative Learning; Theory, Research, and Practice
(second edition). Boston: MA: Allyn & Bacon.
Sullivan, K. 1980. Paragraph Practice. New York: Macmillan.
Susser, B. 1994. Process Approaches in ESL/EFL Writing Instruction. Journal of
Second Language Writing. 32(2). 20-25.
Trimmer, Joseph, F. 1983. Writing with a Purpose, 11th edition. Boston: Houghton
Mifflin Company.
Troyka, L. 1987. Defining Basic Writing in Context, New York: Random House.
Yael Sharan and Shlomo Sharan. 1989. Group investigation expands cooperative
learning. Educational Leadership. 47(4):17-21.
Yael Sharan. 1998. Enriching The Group and Investigation In The Intercultural
Classroom. Intercultural Education. 9(2):133-140.
Zingaro, D. 2006. Group Investigation: Theory and Practice. Toronto. Academic
Journal of Ontario Institute. 13(3) : 2-7.
STUDENTS’ WRITING ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirement for The Degree of
Sarjana Pendidikan
By:
RENOL APRICO SIREGAR
Registration Number: 2113121061
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
MEDAN
2015
ACKNOWLEDGMENT
First of all, the writer would like to express his deepest gratitude to
Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves,
opportunity and strength given to the writer during his study and in completing
this thesis which entitled: The effect of Group Investigation method on students’
writing achievement. This thesis is aimed to fulfill one of the requirements for the
degree of SarjanaPendidikanof the English Department, Faculty of Languages and
Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced some problems
and he had received the academic guidance, suggestions, and comments and got a
lot of assistance and moral support from many people. Therefore, the writer
would like to express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University
of Medan.
Dr. IsdaPramuniati, M.Hum., The Dean of Faculty of Languages
and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Department,
Nora Ronita Dewi, S.Pd., S.S., M.Hum.,The Head of English
Education Study Program.
Drs. Willem Saragih, Dip., Appl., M.Pd, his Thesis Advisor, who
has given his valuable advices, guidances, inspirations and spent his
precious time in the process of completing this thesis.
Drs.Syamsul Bahri, M.Hum., his Academic Advisor, who has
supported his throughout the academic years.
Dra. Meisuri, MA., his Reviewer and Examiner, who has given her
precious time, guidance, suggestions, and comments.
Juli Rachmadani, S.S, M.Hum, his Reviewer and Examiner, who
has given her precious time, guidance, suggestions, and comments.
All the lecturers of English department who have taught, guided,
and advised his throughout the academic years.
Eis Sriwahyuningsih, M.Pd, The Administration Staff of English
Department, for her attention, assistance, and information in
completing it.
Solikhin, M.Pd, The Headmaster of SMA Negeri 1 Kotapinang, for
his permission and opportunities in allowing the writer to do
observation and to collect data.
Drs. Jonner Siagian, M.Pd, The English Teacher of SMA Negeri 1
Kotapinang, for the assistance, guidance, suggestions and commentsin
the process of completing this thesis.And all the teachers and students
at the school for the good cooperation.
His beloved parents, M. Siregar (†) and Rosminar Sitompul, his
lovely sisters,Fitri Sintauli Siregar, S.Pd,Nora Lenta Siregar
andSondangOctaviani Siregar, his lovely nephew and niece, Juan
Rafael and Louisa Valerinaand all his families for their endless love,
ii
pray, inspiration, motivation, mental and everything that they have
given to the writer.
His friendsin Reguler Dik. A’ 2011, his great class for the love and
togetherness throughout four years; his friends in PPLT SMPNegeri
1 Balige 2014 for many experiencies and togetherness.
His family in UKMKP, Lucaishak and NagataCell Group(Dicky,
Lewi,Basa, Meiliana, Mesa, and Immabeta).
His lovely friends, Fibie Liona, Afriando Terma, Choms Geryfor
all of their supports, pray, motivation, laughs, tears, and togetherness.
His fighting friends, Putra Tambunan, Ade Cristalina, Nancy
Pratiwi, Connie ops, Cristanti P., Tika Lexmica, Junpita, Goklas
and Nomita.
His most loyal supporter, Novilda Angela Sidauruk, for all the
supports, pray, inspirations, motivations, advices, laughs, and love.
The writer realizes that this thesis still has the paucity, he conveniently
welcomes anysuggestions, comments critics, and advices that will improve the
quality of this thesis. He hopes that this thesis would be useful for those who are
read and interested in the field of this study.
Medan, Agustus 2015
The writer,
Renol Aprico Siregar
Reg. No. 2113121061
iii
ABSTRACT
Renol Aprico Siregar. 2113121061. The Effect of Group Investigation Method
on Students’Writing Achievement. A Thesis. Faculty of Languages and Arts,
State University of Medan. 2015.
This study deals with the effect of applying Group Investigation method on
students’ achievement in writing narrative text. The objective of the study is to
find out whether this method significantly affects the students’ achievement in
writing narrative text or not. This study was conducted by using experimental
design. The population of the study was the students of grade XI of SMA Negeri
1 Kotapinang in the academic year 2015/2016, where there were 4 classes of XI
Science (IA) and there were two classes were selected as the sample by applying
random sampling. The sample was divided into two groups. The Experimental
group (XI.IA 4) was taught by applying GI method, while the control group
(XI.IA 5) was taught by applying conventional method. The data of the study
were obtained from the students’ score of writing test. To determine the reliability
of the test, the writer used Pearson Moment Product formula. Based on the data
calculation showed that the coefficient of reliability of the test was 0.70. It
showed that the test was reliable and the reliability was high. There were two data
used in this study. They were pre-test and post-test. The data were analyzed by
applying t-test formula. After analyzing the data, the result of the study showed
that t-observed (3.02) was higher than t-table (2.00) (t-observed ˃ t-table) at the
level of significance of α = 0.05 and at the degree of freedom (df) = 58. It can be
concluded that applying GI method significantly affects on the students’
achievement in writing report text or in other words the hypothesis is accepted.
Key words :Group Investigation Method, Narrative Text, Writing Achievement
i
TABLE OF CONTENTS
Pages
ABSTRACT ............................................................................................................... i
ACKNOWLEDGEMENT ........................................................................................ ii
TABLE OF CONTENTS .......................................................................................... iv
LIST OF TABLES .................................................................................................... vii
LIST OF APPENDICES .......................................................................................... viii
LIST OF FIGURES .................................................................................................. ix
CHAPTER I. INTRODUCTION
A. The Background of the Study ............................................................................. 1
B. The Problem of the Study .................................................................................... 5
C.
The Objective of the Study .................................................................................. 5
D. The Scope of the Study ...................................................................................... 5
E. The Significance of the Study ............................................................................. 5
CHAPTER II. REVIEW OF LITERATURE
A.
Theoretical Framework ....................................................................................... 7
1. Cooperative Learning ...................................................................................... 7
a. The Core Elements of Cooperative Learning .............................................. 7
2. Writing ............................................................................................................. 9
a. The Stages of Writing Process .................................................................... 12
b. Assesment of Writing.................................................................................. 13
3. Paragraph ......................................................................................................... 17
a. The Topic Sentence ..................................................................................... 18
b. The Supporting Sentences ........................................................................... 18
c. The Concluding Sentence ............................................................................ 18
d. Unity ............................................................................................................ 18
e. Coherence .................................................................................................... 18
4. Genre of Text ................................................................................................... 19
a. Narrative Text.............................................................................................. 22
iv
5. Method ............................................................................................................. 25
a. Group Investigation Method........................................................................ 25
B.
Conceptual Framework ....................................................................................... 35
C.
Hypothesis ........................................................................................................... 37
CHAPTER III. RESEARCH METHODOLOGY
A. Research Design .................................................................................................... 38
B. Population and Sample ........................................................................................... 39
C.Research Variables .................................................................................................. 40
D. Research Procedure ................................................................................................ 40
E. The Instrument for Collecting Data ........................................................................ 43
F. Scoring .................................................................................................................... 43
G. The Validity and Reliability of The Test ............................................................... 46
1. Validity ............................................................................................................... 46
2. Reliability ........................................................................................................... 46
H. The Procedure of Collecting Data .......................................................................... 47
1. Pre-test ................................................................................................................ 47
2. Treatment............................................................................................................ 49
3. Post-test .............................................................................................................. 51
I. The Technique of Analyzing Data ........................................................................... 51
CHAPTER IV. THE DATA AND DATA ANALYSIS
A. The Data ................................................................................................................. 53
B. The Reliability of the Test ...................................................................................... 54
C. Data Analysis ......................................................................................................... 55
D. Testing Hypothesis ................................................................................................. 56
E. Research Findings ................................................................................................... 56
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion.............................................................................................................. 57
B. Suggestion .............................................................................................................. 57
REFERENCES .......................................................................................................... 58
v
APPENDIXES ........................................................................................................... 60
LESSON PLAN ......................................................................................................... 71
vi
LIST OF TABLES
Table 2.1 The Example of Narrative Text .................................................................. 24
Table 3.1 Experimental Design .................................................................................. 39
Table 3.2 Scoring The Writing Test ........................................................................... 43
Table 3.3 Level of Achievement ................................................................................. 45
Table 3.4 Experimental Class Activities ..................................................................... 49
Table 3.5 Control Class Activities .............................................................................. 50
vii
LIST OF FIGURES
Figure 1. Six Stages of Group Investigation ............................................................... 34
Figure 2. Research Implementation ............................................................................ 42
ix
LIST OF APPENDICES
APPENDIX A. The Score of Experimental And Control Group...........................60
APPENDIX B. The Reliability of The Test ...........................................................62
APPENDIX C. The Calculation of The T-Test .....................................................64
APPENDIX D. T-Distribution Table .....................................................................69
APPENDIX E. Rubric of Assesment .....................................................................70
viii
CHAPTER I
INTRODUCTION
A. Background of study
Language plays important role in human life. Language is an instrument to
convey information. It is used to express ideas, feelings, purposes, thoughts, and
opinions. We can transfer the knowledge from one to another through language.
In short, almost of human activities are conducted through the use of language.
English, as an international language, is used by most countries in the
world for diplomacy, tourism, education and etc. Consequently, people as human
resources are demanded to have a good ability to communicate in this language.
Realizing how important English has become, the government has determined to
put English as a subject in school. This is the reason why English must be taught
from primary level up to university level.
All languages, including English has four integrated skills, namely
reading, speaking, listening and writing that should be achieved by students who
learn English. They are divided into two groups; receptive skills and productive
skills. Receptive skills consist of reading and listening. Meanwhile, productive
skills consist of writing and speaking.
From four language skills above, the writer focuses on writing. In relation
to writing, Lado (1996:249) states that writing is exactly one of the important
skills in learning language. Writing enables man to communicate with other
people in many ways. As Troyka (1987: 3-4) states, writing is a way of
communicating a message to a reader for a purpose of expressing one self,
1
2
providing information, persuading, and creating a literary work. The
abilities in language are made perfect in writing.
As one of the basic language skills, writing has a complex process.
Therefore, writing is not as easy as what people think. It is a comprehensive
ability which consists of grammar, vocabulary, punctuation, word selection, and
topic. Bram (1995 : 7) states that to write means to produce or reproduce written
messages. Before we write, we need to determine what to write. We should have
something meaningful, clear, precise, and unambigous. It requires knowledge,
skills and concept to produce a good writing. There are 5 components that should
be measured in writing, namely content, organization, vocabulary, language use
and mechanism as Jacob (1983 : 39).
In reality, students’ writing ability is still low. Based on the observation
that was conducted by the writer during the teaching practice program (PPL),
students’ ability in writing was quite low. Most students could not write well.
They wrote the text without focusing to the main idea and also the coherence of
the sentences. Meanwhile, a good writing should be supported by the unity of the
paragraphs, completeness and coherence, good grammar and vocabulary. Most of
the students did not know how to build sentences which are grammatically
correct, did not know the generic structure of each text. The students might also
have ideas in their mind, but they did not know how to express them in writing.
Therefore, teacher as the facilitator should be able to design a good concept of
teaching to encourage the students, especially to write a good piece of writing.
3
The writer found that it was also caused by inappropriate strategy which
was used by the teacher. The teacher mostly taught the students only about the
theories, asked the students to memorize them without giving chance for the
students to practice their writing skill. Based on this situation, the teacher as an
educator should know the best language teaching method in teaching writing.
Teacher should be able to formulate an interesting English learning process in a
cooperative method.
One method that can help overcoming the problems is called Group
Investigation. This is one of the methods of Cooperative Learning Strategy. This
method was firstly found by Dewey in 1902 and redesigned by Sharan and Sharan
(1992). For Dewey, the goal of education is to develop socially responsible
citizens who undestand how to work together to solve problem and construct
knowledge.
Thus,
educational
environments
should
mirror
real-world
democracies in that the students have the opportunity to make choices and discuss
ideas and thoughts. These criteria were presented in Dewey’s classroom of the
early 20th and continue as today’s Group Investigation (Zingaro, 2008 : 2). Group
Investigation Method is a general classroom organization plan in which students
work in small groups using cooperative inquiry, group discussion, and cooperative
planning and project (Sharan and Sharan, in Slavin, 1995). It promotes effective
communication between group members. It is defined as a group activity of
students, ordinarily in small number where students are actively involved during
the class. In this method, the group will clarify their objectives, plan procedures,
4
gather the information, analyze their findings, draw the conclusions and report
their findings to the class.
The effectiveness of cooperative learning model with structural Group
Investigation has been tested by Lestari and Ownie (2013) resulted that teaching
writing with Group Investigation can help the students to improve their writing
ability. And the students were more enjoyable and interested in learning
descriptive text with this method. It was suggested to use cooperative learning
model with structural Group Investigation method as an alternative way to
increase students' speaking ability.
Zingaro (2006) found that Group Investigation has improved the
achievement, and motivation. It helps to foster the inter-ethnic friendship and
respect across an array of age groups and subject area.
Garonia L. Parchment (2009) conducted and experimental research by
comparing the effectiveness of Group Investigation and Jigsaw. It resulted that
Group Investigation has influenced the academic performance of the students
more effectively than Jigsaw. The test result indicated that there was a significant
improvement in every test and good responses by the students. This condition
becomes the reason why the writers would like to conduct a research by using
Group Investigation method.
By considering the explanation above, it is expected that applying Group
Investigation will help students to improve their ability to write. Thus to reach the
expectation, the experiment must be done. And in doing this, a research needs to
be conducted.
5
B. The Problem of the Study
In conducting the research, the problem must be clearly stated. The
problem of this study is formulated as follows : ”Is there any significant effect of
applying Group Investigation on students’ writing achievement?”
C. The Objective of the Study
In line with the problem of the study, the objective of the study was to
find out the effect of Group Investigation on students’ writing achievement.
D. The Scope of the Study
The scope of this study was to investigate the students’ achievement in
writing Narrative text by applying Group Investigation method.
E. The Significances of the Study
Dealing with the purposes which would like to be achieved, this study was
expected to give some benefits to English teaching learning development. These
benefits can be categorized as the followings:
Theoretically, this study was expected to be able to strengthen some
typically previous researches, give contribution in educational research
development in Indonesia and becomes references for further research.
Practically, in the context of teaching and learning process, this study was
expected to provide an effective way to facilitate English teachers in teaching
writing to students, especially writing short text.
6
Later, the use of Group Investigation method in teaching writing hopefully
can help students improve their ability to write short functional text by following
teacher’s instructions.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, it can be concluded that the hypothesis is
accepted. It is explained by the value of t-observed is higher than the t-table (3.02
> 2,00). It shows that Group Investigation method significantly affects students’
writing achievement in narrative text. In other words, students’ writing
achievement who were taught by using Group Investigation is better than
students’ writing achievement who are taught without using Group Investigation
method. It means that the alternative hypothesis (Hɑ) is acceptable.
B. Suggestion
In relation to the conclusion above, the suggestions are stated as a
following:
1. It is suggested to the teacher of English to apply Group Investigation
method in teaching writing on narrative text as an alternative method in
teaching learning process.
2. It is suggested to use this research as a reference for further research to
give contribution in educational research in Indonesia.
57
REFERENCES
Ary, Donald et. Al. 2002. Introduction to Research in Education. 2nd Edition. New
York: Wardswirth.
Bram, B. 1995. Write Well Improving Writing Skills. Yogyakarta: Kanisius
Brown, H.D. 2000. Principles of Language Learning and Teaching. Fourth
Edition. London: Longman Group.
Carrol, J.A. 2001. Writing and Grammar Communication in Action. New Jersey:
Prectice Hall.
Gerot, Linda and Wignell. P. 1994. Making Sense of Functional Grammar : an
Introductory Workbook. Gerd Stabler. Antipodean educational Enterprise.
Gibbon. 2005. Introducing Genre in English. Academic Journal of Second
Language Writing. 15(4). 23-35.
Harmer, J. 2001. The Practice of English Language Teaching. 3rd Edition.
Harlow: Longman.
Harmer, J. 2004. How to Teach Writing. Cambridge: Pearson Education.
Heaton, J. B. 1975. Writing English Language Test. London: Longman.
Ivy Geok-Chin Tan, Shlomo Sharan, and Christine Kim-Eng Lee. 2006. Group
Investigation and Student Learning: An Experiment in Singapore Schools.
Marshall Cavendish Academic.
Jacobs, R. 1983. English Transformational Grammar. Harlow: Toppan.
(http://edtech.kennesaw.edu/intech/cooperativelearning.htm/)
March 27th, 2015.
Accesesed
on
Knapp, P. & Megan, W. 2005. Genre, Text and Grammar. Sidney: University of
New South Wales.
Lado, R. 1996. Language Testing. London: Longman
Lestari. Y., Ownie. J. S. 2013. Improving Students’ Achievement in Writing
Descriptive Text through Group Investigation Technique.Undergraduate
Journal. Medan: Unimed
(http://principles-writing.com//edu.htm)
Accessed
58
on
March
27th,
2015.
59
Oshima, A and Hughun, A. 1998. Introduction to Academic Writing. New York:
Addison Wesley Publishing Company Inc.
Parchment, L. G. 2009. A Study Comparing Cooperative Learning Method;
Group Investigation and Jigsaw. New York: St. John Fisher College.
Pardiyono. (2007). Pasti Bisa! Teaching Genre Based- Writing : Metode
Mengajar Writing berbasis Genre secara Effektif. Yogyakarta: Andi
Shlomo Sharan. 2002. Diferentiating methods of cooperative learning in research
and practice. Asia Pacific Journal of Education, 22(1):106-116.
Slavin, R.E. 1995. Cooperative Learning; Theory, Research, and Practice
(second edition). Boston: MA: Allyn & Bacon.
Sullivan, K. 1980. Paragraph Practice. New York: Macmillan.
Susser, B. 1994. Process Approaches in ESL/EFL Writing Instruction. Journal of
Second Language Writing. 32(2). 20-25.
Trimmer, Joseph, F. 1983. Writing with a Purpose, 11th edition. Boston: Houghton
Mifflin Company.
Troyka, L. 1987. Defining Basic Writing in Context, New York: Random House.
Yael Sharan and Shlomo Sharan. 1989. Group investigation expands cooperative
learning. Educational Leadership. 47(4):17-21.
Yael Sharan. 1998. Enriching The Group and Investigation In The Intercultural
Classroom. Intercultural Education. 9(2):133-140.
Zingaro, D. 2006. Group Investigation: Theory and Practice. Toronto. Academic
Journal of Ontario Institute. 13(3) : 2-7.