THE EFFECT OF THINK PAIR SHARE TECHNIQUE ON STUDENTS ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION TEXT.

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THE EFFECT OF THINK PAIR SHARE TECHNIQUE ON

STUDENTS’ ACHIEVEMENT IN WRITING

ANALYTICAL EXPOSITION TEXT

A THESIS

Submitted as Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

By:

YENI YULIANTI SIANTURI

Registration Number: 2111521016

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2015

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ACKNOWLEDGEMENT

First of all the writer would like to say thank for praise to the almighty God for the blessing, mercy, opportunity and help given to the writer to complete this Thesis entitled “The Effect of Think Pair Share Technique on Students’ Achievement in Writing Analytical Exposition Text” as one of requirements for the degree of Sarjana Pendidikan (S-1) at English Department, Faculty of Language and Arts, State University of Medan.

During the process of writing, the writer realizes that she can not accomplish without God blessing and supporting from many people. The writer would like to express her sincere gratitude to :

1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan. 2. Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty,

Vice Dean I, II, III, and all the administrative staff.

3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department as well as her Academic Consultant and Reviewer.

4. Dra. Meisuri, M.A., the Secretary of English Department.

5. Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program.

6. Prof. Dr. Lince Sihombing, M.Pd, as Thesis Advisor I and Tiarnita Maria Sarjani Siregar, S.Pd., M.Hum as Thesis Advisor II

7. Drs. Willem Saragih, Dipl, Appl.,M.Pd., Immanuel Prasetya Gintings, S.S., M.Hum., her Reviewers.

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8. Makmur Siahaan, S.Pd., Headmaster of SMA N 1 Balige, Rumada Lumban Tobing the English teacher who gave permission to conduct the research in the class.

9. Poltak Sianturi and Heddina Sihombing, her beloved parents for support her in all aspects.

10.Preddy Sianturi, Pr, Ramses Sianturi, Saurlina Sianturi, Amd.Kom, Lusiaanta Sianturi, her great brothers and sisters. And her big family who always supported and prayed for the writer.

11.Her family in UK-KMK St.Martinus Unimed, Big Family of PPLT SMA N 1 Balige 2014 and Her Beloved Class Ex A’2011 that can not be mentioned one by one.

12.Her friends Suyendra Mart Wijaya,S.Kom., Budi Gumilang Banjarnahor, Fransiska Sipayung S.Pd, Hana Tamba S.Pd, Lestari D.S S.Pd, Sarma Simamora S.Pd.

The writer hopes this thesis will be useful for those who are interested in this field of study.

Medan, Agustus 2015

The writer,

Yeni Yulianti Sianturi NIM. 2111521016

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ABSTRACT

Sianturi, Yeni Yulianti. 2111521016. The Effect Of Think Pair Share Technique On Students’ Achievement In Writing Analytical Exposition Text. A Thesis: English Department. Faculty of Languages and Arts. State University of Medan. 2015.

This study deals with the effect of think pair share technique on students’ achievement in writing analytical exposition text. It was conducted by using experimental research design. This study was carried out at SMA N 1 Balige. There were sixty (60) students taken as the sample. The students were divided into two groups namely experimental group and control group. The experimental group was taught by using think pair share techique while the control group was taught by discussion technique. The result of this study shows that the mean score of students’ achievement taught by think pair share technique (80.63) was higher than the mean score of students’ achievement taught by discussion technique (71.63). The result shows that the value of t-observed (3.721) is higher than the value of t-table (2.004) (α = 0.05) with the degree of freedom (df) = 58. It means that there is significant effect of using think pair share technique on students’ achievement in writing analytical exposition text. So, the alternative hypothesis (Ha) was accepted.

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Page

ABSTRACT ... i

ACKNOWLEDGEMENT ... ii

TABLE OF CONTENT ... iv

LIST OF TABLE ... vi

LIST OF APPENDICES ... vii

CHAPTER I: INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objective of the Study ... 4

D. The Scope of the Study ... 4

E. The Significance of the Study ... 5

CHAPTER II: REVIEW OF LITERATURE ... 6

A. Theoretical Framework ... 6

1. Writing ... 6

a. The Nature of Writing ... 6

b. Writing Process ... 7

c. The Components of Writing ... 8

d. Genre ...9

e. Kinds of Genre ... 10

2. Analytical Exposition Text ... 11

3. The Assessment of Writing Skill ... 15

4. Think Pair Share Technique ... 15

a. Theoritical of Think Pair Share ... 15

b. Think Pair Share Procedure ...16

c. The Steps of Think Pair Share ... 19

d. The Advantages and Disadvantages of Think-Pair- Share ...20

5. Discussion Technique ... 21

B. Conceptual Framework ... 23

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CHAPTER III: RESEARCH METHOD ... 26

A. Research Design ... 26

B. Population and Sample ... 27

1. Population ... 27

2. Sample ... 27

C. The Source of Data and the Data ... 28

D. The Instrument for Collecting the data ... 28

E. The Procedure of Collecting the Data ... 28

1. Pre-Test ... 28

2. Treatment ... 29

3. Post-Test ... 31

F. Scoring the Data ...31

G. The Validity and Reliability of the Test ... 33

1. The Validity of the Test ... 33

2. The Reliability of the Test ... 33

H. The Technique of Analyzing Data ... 34

CHAPTER IV: DATA AND RESEARCH FINDINGS ... 35

A.Data ... 35

B.Data Analysis ... 36

1.Data Analysis by Using Reliability ... 36

2.Data Analysis by Using T-Test Formula ... 37

C.Testing Hypothesis ... 38

D.Research Findings ... 38

CHAPTER V: CONCLUSION AND SUGGESTION ... 39

A. Conclusions ... 39

B. Suggestion ... 40

REFERENCES ... 41

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LIST OF TABLE

Table 2.1 Text Elements and Rhetorical Structure …...12

Table 2.2 The Comparisons of Think Pair Share Technique and Discussion Technique ...22

Table 3.1 Research Design ...26

Table 3.2 Teaching Procedure for Experimental Group ...29

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LIST OF APPENDICES

APPENDIX A Pre and Post Test for Experimental and Control Group 43

APPENDIX B The Scores of Pre-Test and Post Test in both classes ... 44

APPENDIX C Testing the Reliability of the Test ... 46

APPENDIX D The Calculation of the Mean and Standard Deviation .... 48

APPENDIX E The Calculation of T-Test ... 52

APPENDIX F Percentage Points of T Distribution ... 54

APPENDIX G Lesson Plan Experimenral Group ... 56

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CHAPTER I

INTODUCTION

A.The Background Of The Study

English as international language has already become one of the compulsory subjects for both senior and junior high school students. According to the curriculum, students have to achieve and master four languages, they are : listening, reading, writing and speaking. Writing is one of the most important skills in learning besides listening, reading, and speaking. Through writing, people can share his or her knowledge, good idea or minds in written text to everyone who want to read it.

Writing is a process of thinking, organizing, reorganizing. However the ability of thinking and the ability to organize are crucial or very important in order to make the ideas in good sentences which have a good coherence.

According to (Coffin et al, 2003:34) writing is a process of discovery and organizing the ideas, developing the ideas, conveying into paper, reshaping and revising them. The aim of writing is to convey to the reader what the writers want to share. Among the four language skills (listening, speaking, reading and writing), writing is the most difficult to be mastered by the students. This is supported by Heaton (1990:135) who states that writing skills are complex and difficult to teach, not only requiring mastery of grammatical and thetorical devices, but also of conceptual and judgment elements. It means that in teaching writing, the teacher is expected to help students to write their ideas by using

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correct grammar, appropriate vocabulary and punctuation which are some indicators showing the success of writing.

According to Harmer (2004:31), writing ( as one of the four language skills of listening, speaking, reading and writing) has always formed part of the syllabus in the teaching of english.

In syllabus of english subject, students in senior high school are expected to master some genres of writing, such as narrative, report, recount, procedure, analytical exposition and others. This study will focused on analytical exposition text which is teach on the second grade of senior high school. In writing analytical exposition text, students are expected to think critically toward phenomenon surrounding.

Based on the writer’s experience and observation in senior high school SMAN 1 Balige, the researcher found the data of the XI grade students, the teacher said that many students get the score below Minimal Completeness Criteria (Kriteria Ketuntasan Minimal) of english lesson for senior high school. The minimal grade completeness criteria (KKM) applied for the eleven (XI) grade by school is 78.

Simaremare, Ayu (2013) state that there are some factors that cause students was not able to write , they are: 1. The students was still confused how to start writing, how to develop their idea and how to make it into good sentences. 2.The students was confused or not confident with their self to use their own language . 3. The teacher strategy that used to teach writing does not motivate and

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encourage them. The teacher just taught the students and asked them to do the exercise. It make the students feel bore.

Pardiyono (2007) state that Analytical exposition is a type of text to argue that something is the case. Analytical is the important genre, this genre not only about how to put words in written but also how to devise the idea, information, and persuasion correclty in a text, in a particular criteria so the readers can catch the message and information. In delivering information and persuasion to the readers, the writer should be able to put them in writing from briefly and clearly.

To solve the problems, the writer will apply cooperative learning in teaching writing. There are some techniques in cooperative learning, they are Jigsaw, Numbered Heads Together, Story Telling, Group Investigate, Think Pair Share, Two Stay Two Stray, Think Pair Write and others. The technique that will be used in this study is Think Pair Share technique.

Think Pair Share (TPS) is one of the Cooperative Learning which poses a challenging or open-ended question and gives students a half to one minute to think about the question. Students then pair with a collaborative group member or neighbor sitting nearby and discuss their ideas about the question for several minutes.

Furthermore, Lyman Proposed Think Pair Share in (1981) state that TPS is short collaborative learning structure and minimum risk, in addition is appropriate technique for teachers and learners who are beginner to collaborative learning (www.wcer.wisc.edu). It is designed to motivate the students to tackle and succeed at problem which initially beyond their ability. It is based on the

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simple nation of mediated learning. Obviously, one alternative to solve the problem of writing analytical exposition text is by applying TPS. With the application of this technique is expected to enhance students' skills in writing. Thus, in order to make students write easily, the writer is very interested in conducting a study on students’ achievement in writing analytical exposition text by applying Think-Pair-Share technique.

B.The Problem Of The Study

Based on the background of the study, the problem is formulated as the following: “Is there any significant effect of using think pair share technique on the students’achivement in writing analytical expostion text?”

C.The Objective Of The Study

The objective of the study is to investigate the significant effect of using think pair share technique on the students’ achievement in writing analytical exposition text for grade XI (Science) SMA N 1 BALIGE.

D.The Scope Of The Study

The research focuse on appying Think Pair Share as the teaching technique in teaching writing especially analytical exposition text for grade XI (Science) SMA N 1 BALIGE.

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E.The Significance Of The Study

The result of this study is expected to be useful and meaningful for:

1. Teacher can add and apply this technique as an alternative in teaching writing analytical exposition text.

2. Students who want to enlarge their knowledge in writing analytical exposition text.

3. Other researcher who is interested in doing further research related to the study.

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CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

Based on the research findings, the writer concluded that there was a significant effect of think pair share technique on students’ achievement in writing analytical exposition text. The total scores of experimental group in pre-test (X1) = 1866 and the total scores of experimental group in post-test (X2) = 2419. It means the score of experimental group is increased 553 point. The total scores of control group in pre-test (Y1) = 1804 and the total scores of control group in post-test (Y2) = 2149. It means the score of control group is increased 345 point. From the degree of freedom of 58 at level of significance 0.05, it is found that observed value 3.721 > t-table value 2.004. It means t-observed value is higher than t-t-table value (t-observed > t-table); 3.721 > 2.004. Therefore, it can be concluded that teaching writing analytical exposition text by applying think pair share technique has more significant effect than teaching writing with discussion technique.

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B.Suggestions

Based on the conclusion above, the writer suggests that aplying think pair share technique as one of alternative in teaching writing, especially in writing an analytical exposition text. The writer mentions some suggestions as follows:

1. It is suggested to the English Teachers to apply Think Pair Share technique for learning activities. Especially for writing an analytical expostion text.

2. Students are advised to practice Think Pair Share technique to encourage their confidence in order to increase their achievement in writing and understanding analytical exposition text

3. Other researchers are suggested to read this research to improve their research about writing especially in writing analytical exposition text.

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