IMPROVING STUDENTS ACHIEVEMENT IN WRITING PROCEDURE TEXT BY USING TEAM PAIR SOLO TECHNIQUE.
IMPROVING STUDENT’S ACHIEVEMENT IN WRITING
PROCEDURE TEXT BY USING TEAM PAIR SOLO
TECHNIQUE
A THESIS
Submitted to the English Department Faculty of Language and Arts
UNIMED in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
YOEANITA
Registration Number. 209421052
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGMENTS
Bismillahirrahmanirrahim
Alhamdulillahi rabbil ‘alamin. First of all, the writer would like to express
her highest gratitude to the Almighty, Allah SWT., for the blessing, guidance,
mercy, love, and opportunity that has been given to the writer until this thesis
could be completed. Shalawat is also sent to Prophet Muhammad
Shallallahu‘alaihi Wasallam. This thesis is aimed to fulfill one of the
requirements of obtaining the Degree of Sarjana Pendidikan (S1) at the English
Department, Faculty of language and arts, State University of Medan.
This thesis could have been completed also because of guidance,
encouragement, suggestions, and comments from numerous people. In this fair
chance, the writer would like to extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, the Vice Dean I, the Vice Dean II, and the Vice Dean III.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Rika,
S.Pd., M.Hum., the Secretary of English Department, and Dra.
Masitowarni Siregar, M.Ed., the Head of English Education Department.
Dr. Sri Minda Murni, M.S., her Thesis Consultant.
Dr. Willem Saragih, Dipl.Appl., M.Pd., her Academic Consultan and also
one of her Reviewer and Examiner.
Prof. Dr. Busmin Gurning, M.Pd., and Dr. Siti Aisah Ginting, M.Pd.,
the Reviewers and Examiners.
All the lectures who have given very valuable knowledge through academic
years.
Drs. H. Sosiar, the Headmaster of SMA Swasta Sinar Husni Deli Serdang,
the English teacher Mafriza Anggraini, S.Pd., the administrator purser
Yulisma, S.T., and the all teachers of SMA Swasta Sinar Husni. And also
the all students of class X-M.Sains of SMA Swasta Sinar Husni for their
good attention and their best in doing the test.
Her great family; her beloved parents, Wardi, S.T. and Dra. Zuraidah
Uzir, M.Pd., her beloved sisters, Chairani Syahputri, AMKL., Utari
Amd.Keb., SKM., and Windy Rainata, her brother in law, Mahmud
Hafidz Daulay and Ferry Fandiska, also her cute nephews and nieces,
Dzaky, Icha, Kayla and Rafa. Obligingly give appreciate and very special
thanks and big hugs for their endless love, prayers, tears, supports and
everything they have given to the writer not only in completing this thesis
but also along her life. You are irreplaceable.
ii
Arini Amanja Lubis, Syamsiah Br. Marpaung, S.Pd., and Wildah
Hayati Nasution, S.Pd., for being her lovely Power Puff Girls and also for
many valuable times spent at class and anywhere together in love, for all of
the moments, the supports, and the motivations when the writer was in her
confusion, love you girls.
All students of Regular A, B, and C ’09 of English Education, especially A
class (Budi, Azam, Finny, Siska, and Femmy) for their help, support,
information, friendship and kindness during spending the time in State
University of Medan.
The Sixteen Members of PPLT SMP N. 1 Pematangsiantar 2012
especially The Angels, for the supports and the unforgettable three months.
And also for all people whose names cannot be mentioned one by one for
their support and friendship throughout her academic years and along her
life.
Overall, the writer hopes this thesis can give a bit contribution to the
English Education students and further pedagogical research.
Medan, April 2014
The Writer,
Yoeanita
NIM. 209421052
iii
ABSTRACT
Yoeanita. NIM: 209421052. Improving Students’ Achievement in Writing
Procedure Text by Using Team Pair Solo Technique. A thesis. English
Department, Faculty of Languages and Arts, State University of Medan,
2014.
This study aims to improve students’ achievement in writing procedure text by
using Team Pair Solo technique. This study was conducted by using classroom
action research. The subject of the research was class X-M.Sains SMA Swasta
Sinar Husni Deli Serdang which consisted of 32 students. The research was
conducted in two cycles and every cycle consisted of three meetings. The
instruments of collecting data were primary (writing test) and secondary data
(observation sheet and questionnaire sheet). Based on the writing test scores,
students’ score kept improving in every test. In the orientation test the mean score
was 54,9. In the cycle I test, the mean score was 71,8. In the cycle II test, the
mean score was 87,2. Based on the observation sheet and questionnaire sheet, it
was found that teaching-learning process ran well. The students were active,
enthusiastic, and interested in writing. The result of the research showed that
Team Pair Solo Technique could improve students’ achievement in writing
procedure text.
i
TABLE OF CONTENTS
ABSTRACT ……………………………………………………………….
ACKNOWLEDGMENTS …………………………………………………..
TABLE OF CONTENS ...................................................................................
LIST OF TABLES
...................................................................................
LIST OF FIGURES
...................................................................................
LIST OF APPENDIX ...................................................................................
CHAPTER I INTRODUCTION ...............................................................
A. The Background of the Study ...............................................................
B. The Problem of the Study .....................................................................
C. The Objective of the Study ....................................................................
D. The Scope of the Study ..........................................................................
E. The Significance of the Study ................................................................
CHAPTER II REVIEW OF RELATED LITERATURE ........................
A. Theoretical Framework ..........................................................................
1. Writing
..........................................................................................
a. Genre ..........................................................................................
b. Procedure Text .........................................................................
2. Writing Procedure Text .................................................................
3. Students’ Achievement in Writing Procedure Text ........................
4. Cooperative Learning .....................................................................
a. Team Pair Solo (TPS) ................................................................
1) The Steps of Team Pair Solo (TPS) .....................................
2) Using Team Pair Solo in Writing Procedure Text .............
3) The Advantages of Team Pair Solo (TPS) Technique ...........
4) The Disadvantages of Team Pair Solo (TPS) Technique ......
5. Theory of Writing Assessment …………………………………….
B. Conceptual Framework .........................................................................
CHAPTER III RESEARCH METHOD ...................................................
A. Research Design .....................................................................................
B. Location of the Study ..............................................................................
C. Subject of the Study ................................................................................
D. The Instrument of Collecting Data ........................................................
E. The Procedure of Collecting the Data ...................................................
1. Cycle I .............................................................................................
a. Planning .......................................................................................
b. Action ..........................................................................................
1) First Meeting ………………………………………………
2) Second Meeting …………………………………………..
3) Third Meeting ……………………………………………..
c. Observation ................................................................................
d. Reflection ....................................................................................
2. Cycle II ............................................................................................
a. Planning ………………………………………………………….
b. Action …………………………………………………………..
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1) First Meeting ……………………………………………..
2) Second Meeting ……………………………………………
3) Third Meeting ……………………………………………..
c. Observation ……………………………………………………..
d. Reflection ……………………………………………………….
F. Scoring the Test ......................................................................................
G. Technique of Data Analysis …………………………………………….
CHAPTER IV DATA AND DATA ANALYSIS ………………………….
A. The Data ……………………………………………………………….
1. The Primary Data ………………………………………………….
2. The Secondary Data ……………………………………………….
a. Observation Sheet ……………………………………………….
b. Questionnaire Sheet ………………………………………………
B. Data Analysis …………………………………………………………..
1. The Primary Data ………………………………………………….
2. The Secondary Data ……………………………………………….
a. Observation Sheet ………………………………………………
b. Questionnaire Sheet …………………………………………….
C. The Research Findings …………………………………………………
D. Discussion ………………………………………………………………
CHAPTER V CONCLUSION AND SUGGESTION ……………………
A. Conclusion …………………………………………………………
B. Suggestion …………………………………………………………
REFERENCES ..............................................................................................
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LIST OF FIGURES
Figure 2.1 Process of Team Pair Solo ............................................................
Figure 3.1 Simple Action Research Model ....................................................
vii
Page
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CHAPTER I
INTRODUCTION
A.
The Background of the Study
Writing is a system for interpersonal communication using visible signs or
graphic symbols on a flat surface such a paper, cloth or even stone slabs. It is not
just arranging words into a sentence, linking the sentences into paragraph, and
ordering the paragraphs into a text. It also requires grammatical and lexical
knowledge, understanding in applying the grammatical knowledge into different
contexts and purposes and knowledge of topic that are going to be written
(Hyland, 2003: 3-14). Sharples (1999:8) in Sanjaya (2011:1) said that actually,
writing is an opportunity; it allows students to express something about
themselves, explore and explain ideas.
Writing is usually thought to be the most difficult skill to acquire and should
only be taught after students have learned the other skills. But here, students are
expected to be able to write well. Because by writing, the writer can express what
happen in her mind, so that the readers will know about it. Writing plays an
important role in life to express ideas, desire, and feeling to convey information.
Writing is to produce or reproduce written message. It means that writing is one of
language skill use hand to transform what we think in our mind. Good writing
begins with understand how to construct and use effective sentences and
paragraphs.
There are many types of genre of writing that students should be mastered
and procedure text is the one of genre that must be mastered by students in
1
learning English. The social function of Procedure Text is to tell someone how to
do something or how to make something and how to operate something. Anderson
and Kathy (1998:2) explain that a procedure is a piece of text that tells the reader
or listener how to do something. The purpose of procedure text is to provide
sequenced information or directions so that people can successfully perform
activities in safe, efficient, and appropriate ways.
When the researcher was doing her observation on grade X of SMA Swasta
Sinar Husni, she found that many students could not make their own procedure
text when their teacher asked them to write. The English teacher already taught
the material to students well but the students still had the problem in writing
procedure text. In addition, the researcher also had looked the English teacher
teaching by lecturing, and then asked the students to write procedure text
individually without giving any example or explanation about what actually they
should write first.
From the above, student's ability to write procedure text was very less
because the learning methods that was adopted by the English teacher was a
method that does not fit anymore in this day because it reduced the interest and
liveliness of the students in the learning process so that students were bored and
did not want to continue learning as they should.
The researcher offered a technique that had to be applied in the learning
process of writing procedure text because Ransdell and Laure Barbier (2002: 143)
maintain that a good writing strategy can be trained, and it can improve writing
performance. The technique that is offered by researcher was the implementation
2
3
of Student Centered Learning (SCL) and the development of Cooperative
Learning (CL) that according to Robert E. Slavin (1995:2) Cooperative Learning
refers to variety of teaching methods in which students work in small group to
help one another learn academic content. In cooperative classroom, students are
expected to help each other to discuss and argue with each other, to assess each
other’s current knowledge and fill in gaps in each other’s understanding, so that
the interest and active students in the learning process could be improved not only
individually but in groups or together. Writing in groups can be greatly motivating
for students. And the learning method which the researcher refers to is Team Pair
Solo (TPS).
Team Pair Solo (TPS) is a method of cooperative learning in which the
students do problem first as a team, then with a partner, and finally on
their own (Jane Cook, 2007:8). It was designed to motivate the students to tackle and
succeed at problem which initially were beyond their ability. The effectiveness of
Team Pair Solo has been tested by Dedi Sanjaya (2011). The research done in
class X/A of SMA Nurul Ilmi Padang Sidempuan resulted that teaching English
writing by using Team Pair Solo technique is more effective than teaching English
writing by using Lecturing method. The use of TPS improved the students’
achievement in writing descriptive text.
Since Sanjaya (2011) was successful in doing his research, the researcher
would like to use the same technique but in different genre, that is procedure text.
Procedure text has different social function and generic structure from descriptive
text. The most challenging thing for students to write procedure text is that they
4
have to compose statements in a sequence (Gerot:1994). In descriptive text,
students do not face the similar challenge since they can describe something in
one perspective. Procedure text should be written in one perspective of doing
something. Then the order is very much important. So this research will use Team
Pair Solo as a technique to improve students’ achievement in writing procedure
texts to solve the problem that was found in grade X of SMA Swasta Sinar Husni.
B.
The Problem of the Study
Based on the background of the study, the problem of this study is
formulated as follows:
“Does the students’ achievement in writing procedure text improve when
they are taught by using Team Pair Solo as the technique?”
C.
The Objective of the Study
Based on the problem of the study, the objective of this study is to find out
the improvement of students’ achievement in writing procedure text by using
Team Pair Solo technique.
D.
The Scope of the Study
This study discussed about the students’ improvement in writing procedure
text when they were taught by using team pair solo technique. And this study was
conducted by classroom action research.
E.
The Significance of The Study
The findings of the study are expected to have both theoretical and practiced
importance to write as a process and product, especially the framework of writing.
5
1. Theoretically, the findings of the study are expected to enhance the
theories of writing.
2. Practically, the findings of the study are expected to give a feedback to:
1) the teacher as a one of the technique in teaching writing procedure text
to improve the students’ achievement;
2) the students to understand how to write a good procedure text;
3) those who are interested in the information which are provided in this
research.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
Based on the result of the study, the conclusions are drawn as follows:
1) The ability of the student in class X-M.Sains of SMA Swasta Sinar Husni
in writing procedure text was improved. It can be seen from the mean of
the students’ score in writing test. In orientation test, the mean is 54,9. In
cycle I test the mean is 71,8. And in cycle II test, the mean is 87,2.
2) The students’ score continuously improved in each writing test and they
could produce a good procedure text individually.
3) The students were more active, interested and enthusiastic in writing
procedure text.
4) Team Pair Solo technique helped the students to understand the content of
the text and the element of the procedure text by practiced themselves in
the steps of Team Pair Solo technique.
B.
Suggestion
Based on the result of this study, Team Pair Solo technique could improve
the students’ achievement in writing procedure text. The researcher would like to
give some suggestions to:
1) The English teachers to use Team Pair Solo Technique because Team Pair
Solo can make teaching-learning process more enjoyable and make the
students more active.
49
50
2) The students to use Team Pair Solo technique while writing in class, so
that they can write easily.
3) The all readers who are interested in this Team Pair Solo Technique, may
this research bring them into good understanding how to improve the
students’ writing skill or another through Team Pair Solo Technique.
REFERENCES
Anderson, Mark and Kathy Anderson. 1997. Text Types in English 1, South
Yarra: Machmillan Education Malaysia.
_______________. 1998. Text Type in English 3. South Yarra: Macmillan
Education Australia.
Bloom, B, S. 1965. Taxonomy of Educational Objectives: the Classification of
educational Goals. New york; Longman.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching, New
York: Addison Wesley Longman.
Chitravelu. N., Sithamparam. S., Choon. T. S. 2005. ELT Methodology Principle
and Practice. Selangor: Fajar Bakti.
Cook, Jane. 2007. Effective Teaching Strategies That Work with All Students,
Session 2. Willimantic: EASCONN
Evawina S., Ervina. 2010. Thesis of Improving Students’ Achievement on Writing
Descriptive Paragraph through the Application of Student Team
Achievement Division. Medan: State University of Medan
Gerot, Linda and Wignell, Peter. 1994. Making Sense of Functional GrammarSydney: GerdStabler.
Heaton, J.B. 1975. Writing English Language Test- A Practical guide for teachers
of English as a second or foreign language. Longman: Longman Group
Limited, 1st Ed.
_____________. 1998. Writing English Language Test. London:Longman.
Hyland, Ken. 2003. Genre and Second Language Writing. USA: The University
of Michigan Press
Johnson, D., Johnson, R., & Holubec, E. 1994. Advance Cooperative Learning.
Edin, MN: Interaction Book Company.
Kagan, S. 1990. The Structural Approach to Cooperative Learning. Educational
Leadership. 47(4), 12-15.
Meyers, Allan. 2005. Gateways to Academic Writing; Effective Sentences,
Paragraph, and Essays. New York; Longman.
51
52
Mulyasa, E. 2006. Kurikulum Tingkat Satuan Pendidikan. Bandung: Remaja
Rosdakarya.
Prawati, M, Sofian & Susilawati E. 2010. Teaching Writing Procedure Text
Trough Demonstration. Journal of Procedure Text. I (1) 5.
Rahmini, Evi. 2011. Improving The Students’ Achievement in Writing Procedure
Text Through Numbered Heads Together Technique. Journal of
Procedure Text. I (1) 3-4.
Ransdell, Sarah. And Marie-Laure B. 2002. New Direction for Research in L2
Writing; Studies in Writing. Dordrecht: Kluwer Academic Publisher.
Sanjaya, Dedy. 2011. Improving The Students’ Achievement On Writing
Descriptive Paragraphs Through The Application Of Team Pair Solo.
Journal of Team Pair Solo Technique. I (1) 2-8.
Sharples, M. 1999. How We Write; Writing as Creative Design. London:
Routledge.
Slavin, Robert. E. 1995.Cooperative learning: Theory, research, and Practice. 2nd
edition. Englewood Cliffs, NJ: Prentice-Hall
Stott, R. and S. Avery. 2001. Writing with Style, London: Longman
Stringer, Ernest T. 2007. Action Research Third Edition. United State of America:
Sage Publication.
Wallace, M. J. 2011. Action Research for Language Teacher, Cambridge:
Cambridge University Press.
PROCEDURE TEXT BY USING TEAM PAIR SOLO
TECHNIQUE
A THESIS
Submitted to the English Department Faculty of Language and Arts
UNIMED in partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By:
YOEANITA
Registration Number. 209421052
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGMENTS
Bismillahirrahmanirrahim
Alhamdulillahi rabbil ‘alamin. First of all, the writer would like to express
her highest gratitude to the Almighty, Allah SWT., for the blessing, guidance,
mercy, love, and opportunity that has been given to the writer until this thesis
could be completed. Shalawat is also sent to Prophet Muhammad
Shallallahu‘alaihi Wasallam. This thesis is aimed to fulfill one of the
requirements of obtaining the Degree of Sarjana Pendidikan (S1) at the English
Department, Faculty of language and arts, State University of Medan.
This thesis could have been completed also because of guidance,
encouragement, suggestions, and comments from numerous people. In this fair
chance, the writer would like to extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, the Vice Dean I, the Vice Dean II, and the Vice Dean III.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Rika,
S.Pd., M.Hum., the Secretary of English Department, and Dra.
Masitowarni Siregar, M.Ed., the Head of English Education Department.
Dr. Sri Minda Murni, M.S., her Thesis Consultant.
Dr. Willem Saragih, Dipl.Appl., M.Pd., her Academic Consultan and also
one of her Reviewer and Examiner.
Prof. Dr. Busmin Gurning, M.Pd., and Dr. Siti Aisah Ginting, M.Pd.,
the Reviewers and Examiners.
All the lectures who have given very valuable knowledge through academic
years.
Drs. H. Sosiar, the Headmaster of SMA Swasta Sinar Husni Deli Serdang,
the English teacher Mafriza Anggraini, S.Pd., the administrator purser
Yulisma, S.T., and the all teachers of SMA Swasta Sinar Husni. And also
the all students of class X-M.Sains of SMA Swasta Sinar Husni for their
good attention and their best in doing the test.
Her great family; her beloved parents, Wardi, S.T. and Dra. Zuraidah
Uzir, M.Pd., her beloved sisters, Chairani Syahputri, AMKL., Utari
Amd.Keb., SKM., and Windy Rainata, her brother in law, Mahmud
Hafidz Daulay and Ferry Fandiska, also her cute nephews and nieces,
Dzaky, Icha, Kayla and Rafa. Obligingly give appreciate and very special
thanks and big hugs for their endless love, prayers, tears, supports and
everything they have given to the writer not only in completing this thesis
but also along her life. You are irreplaceable.
ii
Arini Amanja Lubis, Syamsiah Br. Marpaung, S.Pd., and Wildah
Hayati Nasution, S.Pd., for being her lovely Power Puff Girls and also for
many valuable times spent at class and anywhere together in love, for all of
the moments, the supports, and the motivations when the writer was in her
confusion, love you girls.
All students of Regular A, B, and C ’09 of English Education, especially A
class (Budi, Azam, Finny, Siska, and Femmy) for their help, support,
information, friendship and kindness during spending the time in State
University of Medan.
The Sixteen Members of PPLT SMP N. 1 Pematangsiantar 2012
especially The Angels, for the supports and the unforgettable three months.
And also for all people whose names cannot be mentioned one by one for
their support and friendship throughout her academic years and along her
life.
Overall, the writer hopes this thesis can give a bit contribution to the
English Education students and further pedagogical research.
Medan, April 2014
The Writer,
Yoeanita
NIM. 209421052
iii
ABSTRACT
Yoeanita. NIM: 209421052. Improving Students’ Achievement in Writing
Procedure Text by Using Team Pair Solo Technique. A thesis. English
Department, Faculty of Languages and Arts, State University of Medan,
2014.
This study aims to improve students’ achievement in writing procedure text by
using Team Pair Solo technique. This study was conducted by using classroom
action research. The subject of the research was class X-M.Sains SMA Swasta
Sinar Husni Deli Serdang which consisted of 32 students. The research was
conducted in two cycles and every cycle consisted of three meetings. The
instruments of collecting data were primary (writing test) and secondary data
(observation sheet and questionnaire sheet). Based on the writing test scores,
students’ score kept improving in every test. In the orientation test the mean score
was 54,9. In the cycle I test, the mean score was 71,8. In the cycle II test, the
mean score was 87,2. Based on the observation sheet and questionnaire sheet, it
was found that teaching-learning process ran well. The students were active,
enthusiastic, and interested in writing. The result of the research showed that
Team Pair Solo Technique could improve students’ achievement in writing
procedure text.
i
TABLE OF CONTENTS
ABSTRACT ……………………………………………………………….
ACKNOWLEDGMENTS …………………………………………………..
TABLE OF CONTENS ...................................................................................
LIST OF TABLES
...................................................................................
LIST OF FIGURES
...................................................................................
LIST OF APPENDIX ...................................................................................
CHAPTER I INTRODUCTION ...............................................................
A. The Background of the Study ...............................................................
B. The Problem of the Study .....................................................................
C. The Objective of the Study ....................................................................
D. The Scope of the Study ..........................................................................
E. The Significance of the Study ................................................................
CHAPTER II REVIEW OF RELATED LITERATURE ........................
A. Theoretical Framework ..........................................................................
1. Writing
..........................................................................................
a. Genre ..........................................................................................
b. Procedure Text .........................................................................
2. Writing Procedure Text .................................................................
3. Students’ Achievement in Writing Procedure Text ........................
4. Cooperative Learning .....................................................................
a. Team Pair Solo (TPS) ................................................................
1) The Steps of Team Pair Solo (TPS) .....................................
2) Using Team Pair Solo in Writing Procedure Text .............
3) The Advantages of Team Pair Solo (TPS) Technique ...........
4) The Disadvantages of Team Pair Solo (TPS) Technique ......
5. Theory of Writing Assessment …………………………………….
B. Conceptual Framework .........................................................................
CHAPTER III RESEARCH METHOD ...................................................
A. Research Design .....................................................................................
B. Location of the Study ..............................................................................
C. Subject of the Study ................................................................................
D. The Instrument of Collecting Data ........................................................
E. The Procedure of Collecting the Data ...................................................
1. Cycle I .............................................................................................
a. Planning .......................................................................................
b. Action ..........................................................................................
1) First Meeting ………………………………………………
2) Second Meeting …………………………………………..
3) Third Meeting ……………………………………………..
c. Observation ................................................................................
d. Reflection ....................................................................................
2. Cycle II ............................................................................................
a. Planning ………………………………………………………….
b. Action …………………………………………………………..
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1) First Meeting ……………………………………………..
2) Second Meeting ……………………………………………
3) Third Meeting ……………………………………………..
c. Observation ……………………………………………………..
d. Reflection ……………………………………………………….
F. Scoring the Test ......................................................................................
G. Technique of Data Analysis …………………………………………….
CHAPTER IV DATA AND DATA ANALYSIS ………………………….
A. The Data ……………………………………………………………….
1. The Primary Data ………………………………………………….
2. The Secondary Data ……………………………………………….
a. Observation Sheet ……………………………………………….
b. Questionnaire Sheet ………………………………………………
B. Data Analysis …………………………………………………………..
1. The Primary Data ………………………………………………….
2. The Secondary Data ……………………………………………….
a. Observation Sheet ………………………………………………
b. Questionnaire Sheet …………………………………………….
C. The Research Findings …………………………………………………
D. Discussion ………………………………………………………………
CHAPTER V CONCLUSION AND SUGGESTION ……………………
A. Conclusion …………………………………………………………
B. Suggestion …………………………………………………………
REFERENCES ..............................................................................................
v
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30
32
33
33
33
34
35
35
35
37
37
37
39
39
45
45
45
46
47
49
49
49
51
LIST OF FIGURES
Figure 2.1 Process of Team Pair Solo ............................................................
Figure 3.1 Simple Action Research Model ....................................................
vii
Page
15
21
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Writing is a system for interpersonal communication using visible signs or
graphic symbols on a flat surface such a paper, cloth or even stone slabs. It is not
just arranging words into a sentence, linking the sentences into paragraph, and
ordering the paragraphs into a text. It also requires grammatical and lexical
knowledge, understanding in applying the grammatical knowledge into different
contexts and purposes and knowledge of topic that are going to be written
(Hyland, 2003: 3-14). Sharples (1999:8) in Sanjaya (2011:1) said that actually,
writing is an opportunity; it allows students to express something about
themselves, explore and explain ideas.
Writing is usually thought to be the most difficult skill to acquire and should
only be taught after students have learned the other skills. But here, students are
expected to be able to write well. Because by writing, the writer can express what
happen in her mind, so that the readers will know about it. Writing plays an
important role in life to express ideas, desire, and feeling to convey information.
Writing is to produce or reproduce written message. It means that writing is one of
language skill use hand to transform what we think in our mind. Good writing
begins with understand how to construct and use effective sentences and
paragraphs.
There are many types of genre of writing that students should be mastered
and procedure text is the one of genre that must be mastered by students in
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learning English. The social function of Procedure Text is to tell someone how to
do something or how to make something and how to operate something. Anderson
and Kathy (1998:2) explain that a procedure is a piece of text that tells the reader
or listener how to do something. The purpose of procedure text is to provide
sequenced information or directions so that people can successfully perform
activities in safe, efficient, and appropriate ways.
When the researcher was doing her observation on grade X of SMA Swasta
Sinar Husni, she found that many students could not make their own procedure
text when their teacher asked them to write. The English teacher already taught
the material to students well but the students still had the problem in writing
procedure text. In addition, the researcher also had looked the English teacher
teaching by lecturing, and then asked the students to write procedure text
individually without giving any example or explanation about what actually they
should write first.
From the above, student's ability to write procedure text was very less
because the learning methods that was adopted by the English teacher was a
method that does not fit anymore in this day because it reduced the interest and
liveliness of the students in the learning process so that students were bored and
did not want to continue learning as they should.
The researcher offered a technique that had to be applied in the learning
process of writing procedure text because Ransdell and Laure Barbier (2002: 143)
maintain that a good writing strategy can be trained, and it can improve writing
performance. The technique that is offered by researcher was the implementation
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3
of Student Centered Learning (SCL) and the development of Cooperative
Learning (CL) that according to Robert E. Slavin (1995:2) Cooperative Learning
refers to variety of teaching methods in which students work in small group to
help one another learn academic content. In cooperative classroom, students are
expected to help each other to discuss and argue with each other, to assess each
other’s current knowledge and fill in gaps in each other’s understanding, so that
the interest and active students in the learning process could be improved not only
individually but in groups or together. Writing in groups can be greatly motivating
for students. And the learning method which the researcher refers to is Team Pair
Solo (TPS).
Team Pair Solo (TPS) is a method of cooperative learning in which the
students do problem first as a team, then with a partner, and finally on
their own (Jane Cook, 2007:8). It was designed to motivate the students to tackle and
succeed at problem which initially were beyond their ability. The effectiveness of
Team Pair Solo has been tested by Dedi Sanjaya (2011). The research done in
class X/A of SMA Nurul Ilmi Padang Sidempuan resulted that teaching English
writing by using Team Pair Solo technique is more effective than teaching English
writing by using Lecturing method. The use of TPS improved the students’
achievement in writing descriptive text.
Since Sanjaya (2011) was successful in doing his research, the researcher
would like to use the same technique but in different genre, that is procedure text.
Procedure text has different social function and generic structure from descriptive
text. The most challenging thing for students to write procedure text is that they
4
have to compose statements in a sequence (Gerot:1994). In descriptive text,
students do not face the similar challenge since they can describe something in
one perspective. Procedure text should be written in one perspective of doing
something. Then the order is very much important. So this research will use Team
Pair Solo as a technique to improve students’ achievement in writing procedure
texts to solve the problem that was found in grade X of SMA Swasta Sinar Husni.
B.
The Problem of the Study
Based on the background of the study, the problem of this study is
formulated as follows:
“Does the students’ achievement in writing procedure text improve when
they are taught by using Team Pair Solo as the technique?”
C.
The Objective of the Study
Based on the problem of the study, the objective of this study is to find out
the improvement of students’ achievement in writing procedure text by using
Team Pair Solo technique.
D.
The Scope of the Study
This study discussed about the students’ improvement in writing procedure
text when they were taught by using team pair solo technique. And this study was
conducted by classroom action research.
E.
The Significance of The Study
The findings of the study are expected to have both theoretical and practiced
importance to write as a process and product, especially the framework of writing.
5
1. Theoretically, the findings of the study are expected to enhance the
theories of writing.
2. Practically, the findings of the study are expected to give a feedback to:
1) the teacher as a one of the technique in teaching writing procedure text
to improve the students’ achievement;
2) the students to understand how to write a good procedure text;
3) those who are interested in the information which are provided in this
research.
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
Based on the result of the study, the conclusions are drawn as follows:
1) The ability of the student in class X-M.Sains of SMA Swasta Sinar Husni
in writing procedure text was improved. It can be seen from the mean of
the students’ score in writing test. In orientation test, the mean is 54,9. In
cycle I test the mean is 71,8. And in cycle II test, the mean is 87,2.
2) The students’ score continuously improved in each writing test and they
could produce a good procedure text individually.
3) The students were more active, interested and enthusiastic in writing
procedure text.
4) Team Pair Solo technique helped the students to understand the content of
the text and the element of the procedure text by practiced themselves in
the steps of Team Pair Solo technique.
B.
Suggestion
Based on the result of this study, Team Pair Solo technique could improve
the students’ achievement in writing procedure text. The researcher would like to
give some suggestions to:
1) The English teachers to use Team Pair Solo Technique because Team Pair
Solo can make teaching-learning process more enjoyable and make the
students more active.
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2) The students to use Team Pair Solo technique while writing in class, so
that they can write easily.
3) The all readers who are interested in this Team Pair Solo Technique, may
this research bring them into good understanding how to improve the
students’ writing skill or another through Team Pair Solo Technique.
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