THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT.
THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY
ON STUDENTS’ ACHIEVEMENT IN WRITING
ANALYTICAL EXPOSITION TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and
Arts, State University of Medan, in Partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan
By
IRNA JUNITA
Reg. Number 2103121025
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
I declare this thesis is my own work. It has not been submitted in the previous thesis. I
understand that this thesis may be screened electronically or otherwise for plagiarism.
Medan,
September 2014
Irna Junita
NIM.2103121025
TABLE OF CONTENTS
ABSTRACT……………………………...………………………………...
i
ACKNOWLEDGEMENT……………………………………….………..
ii
TABLE OF CONTENTS………………………………………………….
iv
LIST OF TABLES…………………………………………………………
vi
LIST OF APPENDICES…………………………………………………. vii
CHAPTER I INTRODUCTION
A. The Background of Study…………………………………………….
1
B. The Problem of Study………………………………………………...
3
C. The Objective of the Study…………………………………………...
4
D. The Scope of Study…………………………………………………...
4
E. The Significance of the Study………………………………………...
4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework………………………………………………
5
1. Students’ Achievement…………………………………………..
5
2. Writing…………………………………………………………..
5
a. Process of Writing…………………………………………….
7
b. Genre of Writing..………………………………………….....
8
c. Analytical Exposition Text…………………………………....
9
3. Strategy………………………………………………………….
11
a. Think-Talk-Write strategy…………………………………....
11
b. The Role of Teacher…………………………………………..
13
c. Procedure of Think-Talk-Write strategy………………………
13
d. The Advantages and Disadvantages of
Think-Talk-WriteStrategy……………………………………
14
B. Conceptual Framework………………………………………............
15
C. Hypothesis……………………………………………………………
17
CHAPTER III RESEARCH METHOD
A. Research Design………………………………..……………………
19
B. Population and Sample………………………………….…….…......
20
C. The Instrument of Collecting Data…………………………………..
20
D. The Procedure of the Research………………………………….......
20
1. Pre Test………………………………………………………...
21
2. The Treatment………………………………………………....
21
3. Post Test……………….………………………....…………....
27
E. Scoring of the Test…………………………………………………..
27
F. The Technique of Analyzing Data......................................................
28
G. The Statistical Hypothesis…………………………………………..
28
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data……………………………………………………………
30
B. Data Analysis………………………………………………………
33
C. Testing Hypothesis…………………………………………………
36
D. Research Finding…………………………………………………...
36
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion…………………………………………………………
38
B. Suggestion…………………………………………………………
38
REFERENCES……………………………………………………………
41
LIST OF TABLES
Table 2.1 The Example of Analytical Exposition Text..............................
10
Table 3.1 Research Design …………………………................................
19
Table 3.2 Teaching Procedure of Experimental Group……......................
21
Table 3.3Teaching Procedure of Control Group …..................................
24
Table 3.4The Scoring of Writing Analytical Exposition Text...................
27
Table 4.1Pre-Test and Post-Test Score of Experimental Group ..............
31
Table 4.2Pre-Test and Post-Test Score of Control Group.........................
33
LIST OF APPENDICES
APPENDIX
A : Writing Test........................................................................................
43
B: The Result of Pre-Test and Post-Test..................................................
44
C: The Calculation of T-Test....................................................................
46
D : Table Of Critical Value Of T.................................................................
47
E : Lesson Plan..........................................................................................
49
F : StudentsWorksheet..............................................................................
90
iv
CHAPTER I
INTRODUCTION
A. The Background of the Study
In learning English subject, there are four skills that should be learned by the
students. They are listening, speaking, reading and writing skill. By mastering those
four skills, students will be able to communicate, to share or convey their message,
ideas, and feeling either in written and spoken form. And, the most required of those
four skills in academic field is writing.
Writing is the way of us to convey out ideas, thought, message and feeling in
outcome way, available form, and permanent record. Writing is not just for
communicating but also helps to develop analytical abilities, knowledge construction
and retention (Taylor & Drury in Rijlaarsdam:2005). It also provides opportunities
for students to develop clear thinking skill.
Sharples (1999:6) states that writing is analytic, requiring evaluation and
problem solving, yet it is also a synthetic, productive process .By writing, student will
learn how to compile between information, ideas, thought and feeling become a unit
product that available for everyone. Students of Senior High School are claimed not
only to be able to speak but also to write in English. Based on Educational UnitOriented Curriculum, teaching and learning process requires teacher to teach by genre
based approach. Students should be able to write various kinds of text.
1
2
For the grade XI, students are expected to express the meaning of a short
functional text and essay in the form of Report, Narrative, Analytical exposition,
Hortatory exposition, and Spoof.
During conducting Observation in Al-Fattah Senior High School, the writer
found that students have some difficulties to write well in English, especially in
writing analytical exposition text. First, the students do not have enough vocabulary,
ideas and fact to write. Second, the students cannot organize ideas and fact they have
well.
Analytical Exposition itself is a text that elaborates the writer’s idea about the
phenomenon surrounding. The purpose of this text is to inform, describe, and explain
the author’s point of you about a case or topic. Pardiono (2007: 215) states that
Analytical Exposition is the effective way to argue that something is the case .
Analytical exposition is the best matter for the students to share their idea, thought,
and argument about a case in written text.
In writing analytical exposition, student should take one position of the case,
agree or not, pro or contra, positive or negative. In order to empower their position
and also the arguments, it is necessary for students to be able to find so many ideas,
facts, information, and thought about a topic or case that they are going to write and
organize it based on the generic structure of analytical exposition.
Due to the condition above, the teacher should be able to apply the appropriate
strategy to teach analytical exposition to the students. Teacher needs applying an
interesting and a helpful strategy that emphasized the thinking capability of students.
3
In this case, the writer believes that Think-Talk-Write (TTW) is one of strategy that
suitable to be applied in this teaching and learning process.
Think-Talk-Write is a cooperative learning strategy introduced by Huinker
and Laughlin. This strategy basically built through thinking, speaking, and writing.
Martinis (2008:84) states that Think-Talk-Write strategy is grouping
3 up to 5
students in one group involving student to think and discuss by themselves after read,
then talk and share their ideas with their friend before they write it.
Think-Talk-Write focuses on how the students thinking clearly about a case or
topic is. By thinking, students learn to find so many ideas, facts, information, and
knowledge related to the case or topic. All of the information, facts, idea, and
knowledge by individually then will be talked in a discussion of group. By talking,
each student in a group will learn how to share their idea and information and
compile it in a written form by writing skill.
Based on the previous explanation, this research will be implemented in
orderto prove if the applying Think-Talk-Write is effective on students’ achievement
in writing analytical exposition text.
B. The Problem of Study
In relation to the background, the problem of the study is formulated as
follows:
“Is the students’ achievement in writing Analytical Exposition text affected
significantly by applying Think-Talk-Write strategy?”
4
C. The Objective of the Study
In line with the problem, the objective of the study is to find out if ThinkTalk-Write Strategy significantly affects on students’ achievement in writing
Analytical Exposition text.
D. The Scope of Study
The scope of study is limited to the study of some aspects of analytical
exposition, which are the generic structure and the language features. And also
focuses on the effect of applying of Think-Talk-Write Strategy.
E. The Significance of the Study
Findings of the study are expected to be useful for:
1. Teachers who may apply this as one of the alternative strategy in
improving the quality of teaching writing, especially teaching writing
analytical exposition texts.
2. Students who want to improve their writing skill.
3. Readers who are interested in doing further research related to the study.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the study, the conclusion were drawn that the mean
score of student s’ achievement taught by Think-Talk-Write Strategy (67.53 ) is
higher than mean score of students’ achievement taught without Think-Talk-Write
Strategy (63.5). The tobserved (3.43) is higher than t table (2.00) at the level of
significance of 0.05 of two tailed test. It means that Ha is accepted. Thus, it can be
concluded that there is a significant effect of Think-Talk-Write strategy on the
students’ achievement in writing Analytical Exposition Text
B. Suggestion
Related to the conclusion above, some suggestions are pointed out as follows:
1. English Teacher should apply Think-Talk-Write strategy in teaching writing
because it can improve students’ achievement especially in writing analytical
exposition text. Think-Talk-Write focuses on how the students thinking
clearly about a case or topic is.
2. Student or English learners should apply Think-Talk-Write strategy to
improve their writing skill, especially in writing analytical exposition. ThinkTalk-Write strategy helps the student in building a text through thinking,
talking and writing activity.
39
40
3. For all the readers; may this research contribute a good understanding and
information of how to improve their achievement on writing analytical
exposition text through Think-Talk-Write strategy.
ON STUDENTS’ ACHIEVEMENT IN WRITING
ANALYTICAL EXPOSITION TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and
Arts, State University of Medan, in Partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan
By
IRNA JUNITA
Reg. Number 2103121025
ENGLISH EDUCATION AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
DECLARATION
I declare this thesis is my own work. It has not been submitted in the previous thesis. I
understand that this thesis may be screened electronically or otherwise for plagiarism.
Medan,
September 2014
Irna Junita
NIM.2103121025
TABLE OF CONTENTS
ABSTRACT……………………………...………………………………...
i
ACKNOWLEDGEMENT……………………………………….………..
ii
TABLE OF CONTENTS………………………………………………….
iv
LIST OF TABLES…………………………………………………………
vi
LIST OF APPENDICES…………………………………………………. vii
CHAPTER I INTRODUCTION
A. The Background of Study…………………………………………….
1
B. The Problem of Study………………………………………………...
3
C. The Objective of the Study…………………………………………...
4
D. The Scope of Study…………………………………………………...
4
E. The Significance of the Study………………………………………...
4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework………………………………………………
5
1. Students’ Achievement…………………………………………..
5
2. Writing…………………………………………………………..
5
a. Process of Writing…………………………………………….
7
b. Genre of Writing..………………………………………….....
8
c. Analytical Exposition Text…………………………………....
9
3. Strategy………………………………………………………….
11
a. Think-Talk-Write strategy…………………………………....
11
b. The Role of Teacher…………………………………………..
13
c. Procedure of Think-Talk-Write strategy………………………
13
d. The Advantages and Disadvantages of
Think-Talk-WriteStrategy……………………………………
14
B. Conceptual Framework………………………………………............
15
C. Hypothesis……………………………………………………………
17
CHAPTER III RESEARCH METHOD
A. Research Design………………………………..……………………
19
B. Population and Sample………………………………….…….…......
20
C. The Instrument of Collecting Data…………………………………..
20
D. The Procedure of the Research………………………………….......
20
1. Pre Test………………………………………………………...
21
2. The Treatment………………………………………………....
21
3. Post Test……………….………………………....…………....
27
E. Scoring of the Test…………………………………………………..
27
F. The Technique of Analyzing Data......................................................
28
G. The Statistical Hypothesis…………………………………………..
28
CHAPTER IV THE DATA AND DATA ANALYSIS
A. The Data……………………………………………………………
30
B. Data Analysis………………………………………………………
33
C. Testing Hypothesis…………………………………………………
36
D. Research Finding…………………………………………………...
36
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion…………………………………………………………
38
B. Suggestion…………………………………………………………
38
REFERENCES……………………………………………………………
41
LIST OF TABLES
Table 2.1 The Example of Analytical Exposition Text..............................
10
Table 3.1 Research Design …………………………................................
19
Table 3.2 Teaching Procedure of Experimental Group……......................
21
Table 3.3Teaching Procedure of Control Group …..................................
24
Table 3.4The Scoring of Writing Analytical Exposition Text...................
27
Table 4.1Pre-Test and Post-Test Score of Experimental Group ..............
31
Table 4.2Pre-Test and Post-Test Score of Control Group.........................
33
LIST OF APPENDICES
APPENDIX
A : Writing Test........................................................................................
43
B: The Result of Pre-Test and Post-Test..................................................
44
C: The Calculation of T-Test....................................................................
46
D : Table Of Critical Value Of T.................................................................
47
E : Lesson Plan..........................................................................................
49
F : StudentsWorksheet..............................................................................
90
iv
CHAPTER I
INTRODUCTION
A. The Background of the Study
In learning English subject, there are four skills that should be learned by the
students. They are listening, speaking, reading and writing skill. By mastering those
four skills, students will be able to communicate, to share or convey their message,
ideas, and feeling either in written and spoken form. And, the most required of those
four skills in academic field is writing.
Writing is the way of us to convey out ideas, thought, message and feeling in
outcome way, available form, and permanent record. Writing is not just for
communicating but also helps to develop analytical abilities, knowledge construction
and retention (Taylor & Drury in Rijlaarsdam:2005). It also provides opportunities
for students to develop clear thinking skill.
Sharples (1999:6) states that writing is analytic, requiring evaluation and
problem solving, yet it is also a synthetic, productive process .By writing, student will
learn how to compile between information, ideas, thought and feeling become a unit
product that available for everyone. Students of Senior High School are claimed not
only to be able to speak but also to write in English. Based on Educational UnitOriented Curriculum, teaching and learning process requires teacher to teach by genre
based approach. Students should be able to write various kinds of text.
1
2
For the grade XI, students are expected to express the meaning of a short
functional text and essay in the form of Report, Narrative, Analytical exposition,
Hortatory exposition, and Spoof.
During conducting Observation in Al-Fattah Senior High School, the writer
found that students have some difficulties to write well in English, especially in
writing analytical exposition text. First, the students do not have enough vocabulary,
ideas and fact to write. Second, the students cannot organize ideas and fact they have
well.
Analytical Exposition itself is a text that elaborates the writer’s idea about the
phenomenon surrounding. The purpose of this text is to inform, describe, and explain
the author’s point of you about a case or topic. Pardiono (2007: 215) states that
Analytical Exposition is the effective way to argue that something is the case .
Analytical exposition is the best matter for the students to share their idea, thought,
and argument about a case in written text.
In writing analytical exposition, student should take one position of the case,
agree or not, pro or contra, positive or negative. In order to empower their position
and also the arguments, it is necessary for students to be able to find so many ideas,
facts, information, and thought about a topic or case that they are going to write and
organize it based on the generic structure of analytical exposition.
Due to the condition above, the teacher should be able to apply the appropriate
strategy to teach analytical exposition to the students. Teacher needs applying an
interesting and a helpful strategy that emphasized the thinking capability of students.
3
In this case, the writer believes that Think-Talk-Write (TTW) is one of strategy that
suitable to be applied in this teaching and learning process.
Think-Talk-Write is a cooperative learning strategy introduced by Huinker
and Laughlin. This strategy basically built through thinking, speaking, and writing.
Martinis (2008:84) states that Think-Talk-Write strategy is grouping
3 up to 5
students in one group involving student to think and discuss by themselves after read,
then talk and share their ideas with their friend before they write it.
Think-Talk-Write focuses on how the students thinking clearly about a case or
topic is. By thinking, students learn to find so many ideas, facts, information, and
knowledge related to the case or topic. All of the information, facts, idea, and
knowledge by individually then will be talked in a discussion of group. By talking,
each student in a group will learn how to share their idea and information and
compile it in a written form by writing skill.
Based on the previous explanation, this research will be implemented in
orderto prove if the applying Think-Talk-Write is effective on students’ achievement
in writing analytical exposition text.
B. The Problem of Study
In relation to the background, the problem of the study is formulated as
follows:
“Is the students’ achievement in writing Analytical Exposition text affected
significantly by applying Think-Talk-Write strategy?”
4
C. The Objective of the Study
In line with the problem, the objective of the study is to find out if ThinkTalk-Write Strategy significantly affects on students’ achievement in writing
Analytical Exposition text.
D. The Scope of Study
The scope of study is limited to the study of some aspects of analytical
exposition, which are the generic structure and the language features. And also
focuses on the effect of applying of Think-Talk-Write Strategy.
E. The Significance of the Study
Findings of the study are expected to be useful for:
1. Teachers who may apply this as one of the alternative strategy in
improving the quality of teaching writing, especially teaching writing
analytical exposition texts.
2. Students who want to improve their writing skill.
3. Readers who are interested in doing further research related to the study.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the study, the conclusion were drawn that the mean
score of student s’ achievement taught by Think-Talk-Write Strategy (67.53 ) is
higher than mean score of students’ achievement taught without Think-Talk-Write
Strategy (63.5). The tobserved (3.43) is higher than t table (2.00) at the level of
significance of 0.05 of two tailed test. It means that Ha is accepted. Thus, it can be
concluded that there is a significant effect of Think-Talk-Write strategy on the
students’ achievement in writing Analytical Exposition Text
B. Suggestion
Related to the conclusion above, some suggestions are pointed out as follows:
1. English Teacher should apply Think-Talk-Write strategy in teaching writing
because it can improve students’ achievement especially in writing analytical
exposition text. Think-Talk-Write focuses on how the students thinking
clearly about a case or topic is.
2. Student or English learners should apply Think-Talk-Write strategy to
improve their writing skill, especially in writing analytical exposition. ThinkTalk-Write strategy helps the student in building a text through thinking,
talking and writing activity.
39
40
3. For all the readers; may this research contribute a good understanding and
information of how to improve their achievement on writing analytical
exposition text through Think-Talk-Write strategy.