THE EFFECT OF TEAM GAMES TOURNAMENT TECHNIQUE ON THE TEACHING WRITING DESCRIPTIVE TEXT.
THE EFFECT OF TEAM GAMES TOURNAMENT TECHNIQUE
ON THE TEACHING WRITING DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department, in Partial Fulfillment of Requirement
for the Degree of Sarjana Pendidikan
By:
SRI ERNITA
Registration Number: 209321068
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Sri Ernita. 209321068. The Effect of Team Games Tournament Technique on
the Teaching Writing Descriptive Text. A Thesis. English Department. Faculty
of Languages and Arts, State University of Medan, Medan: 2014.
This study deals with The Effect of Team Games Tournament Technique on the
Teaching Writing Descriptive Text. The method of the research was quasi
experimental design. The population of the research was grade VIII of SMPN 38
MEDAN. Two classes were chosen as purposive sampling. The classes were
divided into two groups. The experimental group was taught by applying Team
Games Tournament technique and the control group without applying Team
Games Tournament technique. The data were acquired by administered the pretest and the post-test. The data were analyzed by using SPSS 17.00. The mean
score of the experimental group in pre-test = 62.63, control group = 42.80. in the
post-test, mean score of the experimental group = 74.34, while the control group =
51.43.
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises to Allah, the
lord of the worlds. Who has given the health, strength and his favor to the
researcher in completing this “Thesis”. May Allah’s peace and blessing be upon
His final Prophet and Messenger, Muhammad, his family and his companions.
This thesis is submitted to the English Department, Faculty of Languages and
Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of SarjanaPendidikan.
Alhamdulillah, the researcher has finished this thesis. Absolutely it is not
only an effort by her self alone, there are many hands help her. In this occasion,
she presents great honor to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department and also her
academic consultant,Rika, S.Pd. M.Hum, the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study Program and
also her reviewer.
Dra. Yunita Agnes Sianipar, M.Hum, her Academic Advisor, who has given support,
guidance and kindness for helping this thesis.
Dr. Anni Holila Pulungan, M.Hum, her Advisor, who has given his time, support,
guidance, kindness, contributions, and patience in correcting and helping her in
finishing this thesis.
All lecturers who have taught her in this English Department, for giving new
knowledge, advices in facing life, and for giving gorgeous study experiences.
Drs. Djainuddin S Bono as the Headmaster of SMPN 38 Medan and also the English
Teacher, Ahmad Fauzi, S.Pd.
All teachers and the students at SMPN 38 Medan for giving permission and helping
the writer to do this research.
The most special persons in her life, her beloved parents “Boiman, and Supartik”,
who has given their support during her study and her writing thesis. Thank you for
your kindness, support, pray and love to Rahmat Rahayu Tanjung, S.E.I.You are so
patience and also her sisters and brothers.
Special thanks are addressed to Naomi Lamtio Hutapea, David L Hutabarat,
Muhammad Ikhsan Harahap, Marhamah Melisda, Efriyanti Siregar, Iriyani and her
beloved friends, Nurhayati Ayanda, Linda Komariah, Rismawati, Rasta Elisa
Girsang and especially for all of class Extension ’09 C. Who has always been in the
researcher side in the facing all the laugher and tears during her studies. To any
others persons who can not be mentioned one by one to their any contribution to the
writer during finishing her thesis.
Medan,
March 2014
The writer,
Sri Ernita
NIM. 209321068
TABLE OF CONTENTS
Pages
ABSTRACT ..............................................................................................
ACKNOWLEDGMENT ..........................................................................
TABLE OF CONTENTS..........................................................................
LIST OF TABLES ....................................................................................
LIST OF FIGURES ..................................................................................
LIST OF APPENDICES ..........................................................................
i
ii
iv
vi
vii
viii
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 ....................................
1
1
4
4
5
5
CHAPTER II
REVIEW OF LITERATURE ......................................
A. Theoretical Framework ..............................................
1. Cooperative Learning .............................................
2. Team Games Tournament (TGT) ..........................
3. The Advantages and Disadvantages of Team
Games Tournament ...............................................
4. Writing ...................................................................
5. Writing Process ......................................................
6. Genre ......................................................................
a. Types of Genre ..................................................
7. Descriptive Writing ................................................
a. Types of Descriptive Writing ............................
b. The Parts of Descriptive Writing.......................
B. Relevant Studies .........................................................
C. Conceptual Framework ..............................................
D. Hypothesis .................................................................
6
6
6
7
16
17
18
19
19
21
22
23
24
26
27
CHAPTER III RESEARCH METHOD ...............................................
A. Research Design .........................................................
B. Population and Sample...............................................
1. Population..............................................................
2. Sample ..................................................................
C. The Instrument for Collecting Data ...........................
1. Source of Data .......................................................
2. Data .......................................................................
D. The Procedure of Research ........................................
1. Pre-test ...................................................................
2. Teaching Presentation (Treatment) .......................
28
28
29
29
29
30
30
30
31
31
31
3. Post-test .................................................................
E. Data Analysis .............................................................
1. Scoring Sheet of Writing Test Data analysis ........
2. Data Analysis on Pre-test ......................................
33
33
34
37
CHAPTER IV THE DATA AND THE DATA ANALYSIS .................
A. The Data ...................................................................
B. The Data Analysis ....................................................
1. Pre-test Score Analysis .......................................
2. The Post-test Score Analysis ..............................
39
39
39
39
42
CHAPTER V CONCLUSIONS AND SUGGESTIONS.......................
A. Conclusions ..............................................................
B. Suggestions ...............................................................
46
46
46
REFERENCES ..........................................................................................
APPENDIX ................................................................................................
48
50
LIST OF TABLES
Table 1.1. The Second Grade VIII Students’ Score of Writing Test ..........
Table 2.1. Team Grouping Procedure .........................................................
Table 2.2. The Point Calculation in Tournament for Three Players ...........
Table 2.3. The Point Calculation in Tournament for Four Players .............
Table 2.4. Team Rewards............................................................................
Table 3.1. The Research Design .................................................................
Table 3.2. Teaching Procedure....................................................................
Table 3.3. The Criteria of Content Scoring Test .........................................
Table 3.4. The Criteria of Organization Scoring Test.................................
Table 3.5. The Criteria of Vocabulary Scoring Test ...................................
Table 3.6. The Criteria of Language Use Scoring Test...............................
Table 3.7. The Criteria of Mechanics Scoring Test ....................................
Table 4.1. Descriptive Statistics of Pre-test ................................................
Table 4.2. Descriptive Statistics of Post-test...............................................
Pages
3
9
14
14
16
28
31
34
35
35
36
36
40
42
LIST OF APPENDICES
Appendix A The Pre-test Score of Experimental and Control Groups .......
Appendix B The Post-test Score of Experimental and Control Groups......
Appendix C The Pre-test and Post-test of Experimental Group .................
Appendix D The Pre-test and Post-test of Control Group ..........................
Appendix E Descriptive Statistics of Pre-test .............................................
Appendix F Test of Normality Pre-test .......................................................
Appendix G Test of Homogeneity of Variances Pre-test............................
Appendix H Paired Sample T-Test of Pre-test ............................................
Appendix I Descriptive Variables of Post-test ............................................
Appendix J Test of Normality Post-test ......................................................
Appendix K Test of Homogeneity of Variances Post-test ..........................
Appendix L Paired Sample T-Test of Post-test ..........................................
Appendix M Observation Sheet ..................................................................
Appendix N Interview Sheet .......................................................................
Appendix O Lesson Plan (Control Group) .................................................
Appendix P Lesson plan (Experimental Group) .........................................
Appendix Q The Score of Students.............................................................
Pages
50
51
52
53
54
56
57
58
59
61
62
64
65
67
70
89
109
REFERENCES
Arikunto, S. 2003. Prosedur Penelitian: Suatu Pendekatan Prakter. Jakarta:
Rineka Cipta
Boardman, C. A. 2002. Writing to Communicate Paragraphs and Essays. New
York: Pearson Education, inc
Brown, H. D. 2001. Teaching by Principles: An Approach to Language
Pedagogy. New York: Pearson Education
Buscemi, S. V. 2002. A Reader for Developing Writer. 5thed. New York: Mc.
Graw-Hill Companies, inc
Cahyani, Z. A. 2011. Teaching Narrative Text through Cooperative Learning:
Team Games Tournament (TGT) to Improve Students’ Reading
Comprehension in English Classroom. Unpublished Thesis. Indonesia
University of Education.
Carrol, J. A et al. 2001. Writing and Grammar; Communication in Action
Diamond Level. New Jersey: Prentice – Hall, inc
Harmer, J. 2004. How to Teach Writing. Pearson Education Limited. England:
Longman
Hayland, K. 2002. Teaching and Researching Writing. London: Pearson
Education
Huyen, N. T. T. & Nga, K. T. T. 2003. The Effectiveness of Learning Vocabulary
through Games. Asian-English Foreign Language Journal (44-56)
Jacobs & Abdullah. 2004. Promoting Cooperative Learning at Primary School.
English Journal (33-55)
Kimura, H., & Fushino, K. 2006. Using Cooperative Learning in College English
Classrooms. English Journal (9-28)
Knapp, P and Watkins, M. 2005. Genre, Text, Grammar; Technologies for
Teaching and Assessing Writing. Australia. University of New South
Wales Press Ltd
Lie, A. 2008. Cooperative Learning. Jakarta: Gramedia
Mahony, O Meg. 2006. Team-Games-Tournament (TGT), Cooperative Learning
and Review. NABT Conference Journal (6-18)
48
49
Megawati, L. G. 2011. Application of Team Games Tournament Technique in
Teaching Descriptive Writing. Unpublished Thesis. English Department
Faculty of Languages and Arts. State University of Medan (UNIMED)
Nunan, D. 2003. Practical English Language Teaching. New York: Mc. Graw
Hill
Pardiyono. 2007. Pasti Bisa! Teaching Genre Based Writing. Yogyakarta:
Penerbit Andi Offset
Pardosi, Putri S. R. 2012. Improving Students’ Achievement in Writing Narrative
Text by Using Think-Pair-Share Strategy. Unpublished Thesis. English
Department Faculty of Languages and Arts. State University of Medan
(UNIMED)
Ria, B. S. 2012. Improving the Students’ Achievement in Writing Description by
Applying the Team Games Tournament Technique. Unpublished Thesis.
English Department Faculty of Languages and Arts. State University of
Medan (UNIMED)
Shadish, W. R. et al. 2002. Experimental and Quasi-Experimental Designs for
Generalized Causal Inference. Boston, MA: Houghton Mifflin
Siahaan, S, and Shinoda K. 2008. Generic Text Structure. Yogyakarta: Graha
Ilmu
Slavin, R. E. 2010. Cooperative Learning: Teori, Riset dan Praktik. Bandung:
Nusa Media
Stott, R and Simon A. 2001. Writing with Style. Harlow. Pearson Education
Limited
Wahana, K. 2010. Panduan Aplikasi dan Solusi Mengolah Data Statistik Hasil
Penelitian dengan SPSS 17. Semarang: Penerbit Andi Offset
Weigle, S. C. 2002. Assessing Writing. London: Cambridge University Press
Wyk, V. M. 2011. The Effect of Team Games Tournament on Achievement,
Retention, and Attitudes of Economics Education Students. Journal of
Social Science (83-89)
Wright, et al. 2006. Games for Language Learning. Cambridge: Cambridge
University Press
BIOGRAPHY
The writer’s name is Sri Ernita, born on 6th February 1989 in Medan,
North Sumatera. She is the seventh daughter of Boiman and Supartik. Her
brothers are Sugito, Ngatiwan, and Suhendrik. Her sisters are Ngatemi, Sutri
Ningsih, S.Pd, Purwanty and Wilya Ningrum.
She went to SD Negeri 066658 Medan (graduated in 2001), then entered
SMP Negeri 20 Medan (graduated in 2004) and SMA Al-Husna (graduated in
2008). She started undergraduate study at State University of Medan in 2009 at
English Education Program. Her ambition is want to be a good English teacher.
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is one of the important skills in language learning from the other
language skills such as speaking, reading, and listening. Writing is activity of
writing something thinking, opinions, or ideas from our mind by choose the best
words, phrases, or sentences and put on the paper. It is aimed of training the
students to think logically and in doing writing. The function of writing is giving
ideas, feelings, thinking and purpose to other people about writing is very
important in daily life.
Whereas, Stott (2001: 1) argues that writing is a craft and a difficult one.
Writing of whatever kind is not just about having something to say (although you
cannot begin with nothing to say), it is also about struggling with words on paper.
Patience, strength of purpose, deliberation and skill are all essential qualities of a
writer working to perfect his or her craft. It means writing is not only a process of
giving the ideas shape and form in the symbol of written language. But it is also a
process of discovering the meaning of the word as you put it down.
According to Brown (2001: 337) describes that writing is a way to end up
thinking something, you could not have started out thinking. It can be concluded
that in writing someone needs to bring out what she or he in mind. The process of
how it is done is what makes writing ability unique from other language skill.
Writing is a process of communication that introduces graphic symbols
such as word, phrase, sentence later formed become a paragraph that can convey
1
2
the message to the readers. When writing, students frequently have more time to
think than they do in oral activities. They can go through what they know in their
minds, and even consult dictionaries, grammar books, or other reference material
to help them. In modern life, writing is very important because it is known that all
knowledge is built on writing. In addition, Harmer (2004: 61) says that some
students are always happy to have got at writing in English, others can be less
keen. This unwillingness may derive from anxieties they have about their
handwriting, their spelling, or their ability to construct sentences and paragraphs.
Descriptive writing refers to the process of describing something with a
skill in words so that the readers may find a clear impression on the objects. It can
be stated that descriptive writing means a piece of writing, which refers to the
description about an object in details. The purpose of descriptive writing is to
describe about something. Descriptive is used in all forms of writing to create an
impression of a person, place or event.
In this study, the writer chooses writing as her topic because when she was
conducting teaching training program (PPL) in SMP N 2 Galang, she found that
students got difficulties in writing description and they also felt bored while
teaching learning process took place. Some problem such as their grammar is not
good, they do not have enough vocabulary, and their diction in writing is not
satisfied. The writer also has done an observation and interview at SMP N 38
Medan. Based on the writer’s observation, interviewed with the students and the
teacher in the school, the students’ ability in writing description was still low,
because most of the students get the score below Minimal Completeness Criteria
3
(KKM) of English lesson for Junior High School. The score of writing test from
the students can be seen in table 1.1.
Table 1.1 The Second Grade (VIII) Students’ Score of Writing Test
Semesters
1st Semester 2012/2013
2nd Semester 2012/2013
Score
ON THE TEACHING WRITING DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department, in Partial Fulfillment of Requirement
for the Degree of Sarjana Pendidikan
By:
SRI ERNITA
Registration Number: 209321068
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Sri Ernita. 209321068. The Effect of Team Games Tournament Technique on
the Teaching Writing Descriptive Text. A Thesis. English Department. Faculty
of Languages and Arts, State University of Medan, Medan: 2014.
This study deals with The Effect of Team Games Tournament Technique on the
Teaching Writing Descriptive Text. The method of the research was quasi
experimental design. The population of the research was grade VIII of SMPN 38
MEDAN. Two classes were chosen as purposive sampling. The classes were
divided into two groups. The experimental group was taught by applying Team
Games Tournament technique and the control group without applying Team
Games Tournament technique. The data were acquired by administered the pretest and the post-test. The data were analyzed by using SPSS 17.00. The mean
score of the experimental group in pre-test = 62.63, control group = 42.80. in the
post-test, mean score of the experimental group = 74.34, while the control group =
51.43.
ACKNOWLEDGEMENT
In the name of Allah, the beneficent, the merciful. All praises to Allah, the
lord of the worlds. Who has given the health, strength and his favor to the
researcher in completing this “Thesis”. May Allah’s peace and blessing be upon
His final Prophet and Messenger, Muhammad, his family and his companions.
This thesis is submitted to the English Department, Faculty of Languages and
Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of SarjanaPendidikan.
Alhamdulillah, the researcher has finished this thesis. Absolutely it is not
only an effort by her self alone, there are many hands help her. In this occasion,
she presents great honor to :
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty Languages and Arts.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department and also her
academic consultant,Rika, S.Pd. M.Hum, the Secretary of English Department.
Dra. Masitowarni Siregar, M.Ed, the Head of English Education Study Program and
also her reviewer.
Dra. Yunita Agnes Sianipar, M.Hum, her Academic Advisor, who has given support,
guidance and kindness for helping this thesis.
Dr. Anni Holila Pulungan, M.Hum, her Advisor, who has given his time, support,
guidance, kindness, contributions, and patience in correcting and helping her in
finishing this thesis.
All lecturers who have taught her in this English Department, for giving new
knowledge, advices in facing life, and for giving gorgeous study experiences.
Drs. Djainuddin S Bono as the Headmaster of SMPN 38 Medan and also the English
Teacher, Ahmad Fauzi, S.Pd.
All teachers and the students at SMPN 38 Medan for giving permission and helping
the writer to do this research.
The most special persons in her life, her beloved parents “Boiman, and Supartik”,
who has given their support during her study and her writing thesis. Thank you for
your kindness, support, pray and love to Rahmat Rahayu Tanjung, S.E.I.You are so
patience and also her sisters and brothers.
Special thanks are addressed to Naomi Lamtio Hutapea, David L Hutabarat,
Muhammad Ikhsan Harahap, Marhamah Melisda, Efriyanti Siregar, Iriyani and her
beloved friends, Nurhayati Ayanda, Linda Komariah, Rismawati, Rasta Elisa
Girsang and especially for all of class Extension ’09 C. Who has always been in the
researcher side in the facing all the laugher and tears during her studies. To any
others persons who can not be mentioned one by one to their any contribution to the
writer during finishing her thesis.
Medan,
March 2014
The writer,
Sri Ernita
NIM. 209321068
TABLE OF CONTENTS
Pages
ABSTRACT ..............................................................................................
ACKNOWLEDGMENT ..........................................................................
TABLE OF CONTENTS..........................................................................
LIST OF TABLES ....................................................................................
LIST OF FIGURES ..................................................................................
LIST OF APPENDICES ..........................................................................
i
ii
iv
vi
vii
viii
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 ....................................
1
1
4
4
5
5
CHAPTER II
REVIEW OF LITERATURE ......................................
A. Theoretical Framework ..............................................
1. Cooperative Learning .............................................
2. Team Games Tournament (TGT) ..........................
3. The Advantages and Disadvantages of Team
Games Tournament ...............................................
4. Writing ...................................................................
5. Writing Process ......................................................
6. Genre ......................................................................
a. Types of Genre ..................................................
7. Descriptive Writing ................................................
a. Types of Descriptive Writing ............................
b. The Parts of Descriptive Writing.......................
B. Relevant Studies .........................................................
C. Conceptual Framework ..............................................
D. Hypothesis .................................................................
6
6
6
7
16
17
18
19
19
21
22
23
24
26
27
CHAPTER III RESEARCH METHOD ...............................................
A. Research Design .........................................................
B. Population and Sample...............................................
1. Population..............................................................
2. Sample ..................................................................
C. The Instrument for Collecting Data ...........................
1. Source of Data .......................................................
2. Data .......................................................................
D. The Procedure of Research ........................................
1. Pre-test ...................................................................
2. Teaching Presentation (Treatment) .......................
28
28
29
29
29
30
30
30
31
31
31
3. Post-test .................................................................
E. Data Analysis .............................................................
1. Scoring Sheet of Writing Test Data analysis ........
2. Data Analysis on Pre-test ......................................
33
33
34
37
CHAPTER IV THE DATA AND THE DATA ANALYSIS .................
A. The Data ...................................................................
B. The Data Analysis ....................................................
1. Pre-test Score Analysis .......................................
2. The Post-test Score Analysis ..............................
39
39
39
39
42
CHAPTER V CONCLUSIONS AND SUGGESTIONS.......................
A. Conclusions ..............................................................
B. Suggestions ...............................................................
46
46
46
REFERENCES ..........................................................................................
APPENDIX ................................................................................................
48
50
LIST OF TABLES
Table 1.1. The Second Grade VIII Students’ Score of Writing Test ..........
Table 2.1. Team Grouping Procedure .........................................................
Table 2.2. The Point Calculation in Tournament for Three Players ...........
Table 2.3. The Point Calculation in Tournament for Four Players .............
Table 2.4. Team Rewards............................................................................
Table 3.1. The Research Design .................................................................
Table 3.2. Teaching Procedure....................................................................
Table 3.3. The Criteria of Content Scoring Test .........................................
Table 3.4. The Criteria of Organization Scoring Test.................................
Table 3.5. The Criteria of Vocabulary Scoring Test ...................................
Table 3.6. The Criteria of Language Use Scoring Test...............................
Table 3.7. The Criteria of Mechanics Scoring Test ....................................
Table 4.1. Descriptive Statistics of Pre-test ................................................
Table 4.2. Descriptive Statistics of Post-test...............................................
Pages
3
9
14
14
16
28
31
34
35
35
36
36
40
42
LIST OF APPENDICES
Appendix A The Pre-test Score of Experimental and Control Groups .......
Appendix B The Post-test Score of Experimental and Control Groups......
Appendix C The Pre-test and Post-test of Experimental Group .................
Appendix D The Pre-test and Post-test of Control Group ..........................
Appendix E Descriptive Statistics of Pre-test .............................................
Appendix F Test of Normality Pre-test .......................................................
Appendix G Test of Homogeneity of Variances Pre-test............................
Appendix H Paired Sample T-Test of Pre-test ............................................
Appendix I Descriptive Variables of Post-test ............................................
Appendix J Test of Normality Post-test ......................................................
Appendix K Test of Homogeneity of Variances Post-test ..........................
Appendix L Paired Sample T-Test of Post-test ..........................................
Appendix M Observation Sheet ..................................................................
Appendix N Interview Sheet .......................................................................
Appendix O Lesson Plan (Control Group) .................................................
Appendix P Lesson plan (Experimental Group) .........................................
Appendix Q The Score of Students.............................................................
Pages
50
51
52
53
54
56
57
58
59
61
62
64
65
67
70
89
109
REFERENCES
Arikunto, S. 2003. Prosedur Penelitian: Suatu Pendekatan Prakter. Jakarta:
Rineka Cipta
Boardman, C. A. 2002. Writing to Communicate Paragraphs and Essays. New
York: Pearson Education, inc
Brown, H. D. 2001. Teaching by Principles: An Approach to Language
Pedagogy. New York: Pearson Education
Buscemi, S. V. 2002. A Reader for Developing Writer. 5thed. New York: Mc.
Graw-Hill Companies, inc
Cahyani, Z. A. 2011. Teaching Narrative Text through Cooperative Learning:
Team Games Tournament (TGT) to Improve Students’ Reading
Comprehension in English Classroom. Unpublished Thesis. Indonesia
University of Education.
Carrol, J. A et al. 2001. Writing and Grammar; Communication in Action
Diamond Level. New Jersey: Prentice – Hall, inc
Harmer, J. 2004. How to Teach Writing. Pearson Education Limited. England:
Longman
Hayland, K. 2002. Teaching and Researching Writing. London: Pearson
Education
Huyen, N. T. T. & Nga, K. T. T. 2003. The Effectiveness of Learning Vocabulary
through Games. Asian-English Foreign Language Journal (44-56)
Jacobs & Abdullah. 2004. Promoting Cooperative Learning at Primary School.
English Journal (33-55)
Kimura, H., & Fushino, K. 2006. Using Cooperative Learning in College English
Classrooms. English Journal (9-28)
Knapp, P and Watkins, M. 2005. Genre, Text, Grammar; Technologies for
Teaching and Assessing Writing. Australia. University of New South
Wales Press Ltd
Lie, A. 2008. Cooperative Learning. Jakarta: Gramedia
Mahony, O Meg. 2006. Team-Games-Tournament (TGT), Cooperative Learning
and Review. NABT Conference Journal (6-18)
48
49
Megawati, L. G. 2011. Application of Team Games Tournament Technique in
Teaching Descriptive Writing. Unpublished Thesis. English Department
Faculty of Languages and Arts. State University of Medan (UNIMED)
Nunan, D. 2003. Practical English Language Teaching. New York: Mc. Graw
Hill
Pardiyono. 2007. Pasti Bisa! Teaching Genre Based Writing. Yogyakarta:
Penerbit Andi Offset
Pardosi, Putri S. R. 2012. Improving Students’ Achievement in Writing Narrative
Text by Using Think-Pair-Share Strategy. Unpublished Thesis. English
Department Faculty of Languages and Arts. State University of Medan
(UNIMED)
Ria, B. S. 2012. Improving the Students’ Achievement in Writing Description by
Applying the Team Games Tournament Technique. Unpublished Thesis.
English Department Faculty of Languages and Arts. State University of
Medan (UNIMED)
Shadish, W. R. et al. 2002. Experimental and Quasi-Experimental Designs for
Generalized Causal Inference. Boston, MA: Houghton Mifflin
Siahaan, S, and Shinoda K. 2008. Generic Text Structure. Yogyakarta: Graha
Ilmu
Slavin, R. E. 2010. Cooperative Learning: Teori, Riset dan Praktik. Bandung:
Nusa Media
Stott, R and Simon A. 2001. Writing with Style. Harlow. Pearson Education
Limited
Wahana, K. 2010. Panduan Aplikasi dan Solusi Mengolah Data Statistik Hasil
Penelitian dengan SPSS 17. Semarang: Penerbit Andi Offset
Weigle, S. C. 2002. Assessing Writing. London: Cambridge University Press
Wyk, V. M. 2011. The Effect of Team Games Tournament on Achievement,
Retention, and Attitudes of Economics Education Students. Journal of
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BIOGRAPHY
The writer’s name is Sri Ernita, born on 6th February 1989 in Medan,
North Sumatera. She is the seventh daughter of Boiman and Supartik. Her
brothers are Sugito, Ngatiwan, and Suhendrik. Her sisters are Ngatemi, Sutri
Ningsih, S.Pd, Purwanty and Wilya Ningrum.
She went to SD Negeri 066658 Medan (graduated in 2001), then entered
SMP Negeri 20 Medan (graduated in 2004) and SMA Al-Husna (graduated in
2008). She started undergraduate study at State University of Medan in 2009 at
English Education Program. Her ambition is want to be a good English teacher.
CHAPTER I
INTRODUCTION
A. The Background of the Study
Writing is one of the important skills in language learning from the other
language skills such as speaking, reading, and listening. Writing is activity of
writing something thinking, opinions, or ideas from our mind by choose the best
words, phrases, or sentences and put on the paper. It is aimed of training the
students to think logically and in doing writing. The function of writing is giving
ideas, feelings, thinking and purpose to other people about writing is very
important in daily life.
Whereas, Stott (2001: 1) argues that writing is a craft and a difficult one.
Writing of whatever kind is not just about having something to say (although you
cannot begin with nothing to say), it is also about struggling with words on paper.
Patience, strength of purpose, deliberation and skill are all essential qualities of a
writer working to perfect his or her craft. It means writing is not only a process of
giving the ideas shape and form in the symbol of written language. But it is also a
process of discovering the meaning of the word as you put it down.
According to Brown (2001: 337) describes that writing is a way to end up
thinking something, you could not have started out thinking. It can be concluded
that in writing someone needs to bring out what she or he in mind. The process of
how it is done is what makes writing ability unique from other language skill.
Writing is a process of communication that introduces graphic symbols
such as word, phrase, sentence later formed become a paragraph that can convey
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the message to the readers. When writing, students frequently have more time to
think than they do in oral activities. They can go through what they know in their
minds, and even consult dictionaries, grammar books, or other reference material
to help them. In modern life, writing is very important because it is known that all
knowledge is built on writing. In addition, Harmer (2004: 61) says that some
students are always happy to have got at writing in English, others can be less
keen. This unwillingness may derive from anxieties they have about their
handwriting, their spelling, or their ability to construct sentences and paragraphs.
Descriptive writing refers to the process of describing something with a
skill in words so that the readers may find a clear impression on the objects. It can
be stated that descriptive writing means a piece of writing, which refers to the
description about an object in details. The purpose of descriptive writing is to
describe about something. Descriptive is used in all forms of writing to create an
impression of a person, place or event.
In this study, the writer chooses writing as her topic because when she was
conducting teaching training program (PPL) in SMP N 2 Galang, she found that
students got difficulties in writing description and they also felt bored while
teaching learning process took place. Some problem such as their grammar is not
good, they do not have enough vocabulary, and their diction in writing is not
satisfied. The writer also has done an observation and interview at SMP N 38
Medan. Based on the writer’s observation, interviewed with the students and the
teacher in the school, the students’ ability in writing description was still low,
because most of the students get the score below Minimal Completeness Criteria
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(KKM) of English lesson for Junior High School. The score of writing test from
the students can be seen in table 1.1.
Table 1.1 The Second Grade (VIII) Students’ Score of Writing Test
Semesters
1st Semester 2012/2013
2nd Semester 2012/2013
Score