THE EFFECT OF APPLYING THINK PAIR SHARE TECHNIQUE ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF APPLYING THINK PAIR SHARE
TECHNIQUE ON STUDENTS’ ACHIEVEMENT
IN WRITING PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By
RIZA HANDAYANI SIREGAR
Registration Number 2101121036
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Siregar, Riza Handayani. 2101121036. The Effect of Applying Think Pair
Share Technique On Students’ Achievement In Writing Procedure Text. A
Thesis. English Department. Faculty of Languages and Arts. States
University of Medan. 2015.
This study aims to discover the effect of applying Think Pair Share
Technique on students’ writing achievement. It was conducted by using
experimental research design. The population of this research was X grade
students of SMA Al-Hidayah Medan. The samples of the research were two
classes which consisted of experimental and control group which were chosen by
using random sampling technique. Thirty four students were taken as the samples
in each class. The experimental group was taught by Applying Think Pair Share
Technique, while the control group was taught by Lecture Method. After
analyzing the data, it was found that the value of tobserved was 3,59 with the
degree of freedom (df)=66 at the level of significance (0,05) = 1,994. It means
that tobserved was higher than ttable (3,59>1,994). The result of this study
showed that Think Pair Share Technique was significantly affect on students’
achievement in writing procedure text.
Key words: Experimental Research, Think Pair Share, Writing Achievement,
Procedure Text.
ACKNOWLEDGEMENT
First of all, the writer would like to thank to the Almighty Allah SWT for
His blessings, so the writer is able to accomplish her thesis as a partial fulfillment
of the requirements for the degree of Sarjana Pendidikan (S1) at the English
Department, Faculty of Languages and Arts (FBS) in State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she can’t accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik M.Si., Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., Dean Faculty of Languages and Arts.
3. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English and Literature
Department; Dra. Meisuri, M.A., the Secretary of English department and
Literature Dra. Masitowarni Siregar, M.Ed., as the Head of English
Education Study Program and also as her Academic Consultant.
4. Drs. Bachtiar, M.Pd., her Thesis Advisor for the guidance and moral
support during the years, so the thesis could have been accomplished.
5. All Lecturers who have taught her in this English Department, for giving
knowledge, advices and amazing study experiences.
6. The writer’s never ending thankfulness is fully belong to her beloved
parents, H.Burhanuddin Siregar, SE and Hj. Halimah Harahap S.Pd,
M.Pd, never giving up on her and for their endless love, support,
motivation, and prayers during the writer’s whole life.
The writer’s special gratitude also goes to her dearest Sisters Rizka
Wahyuni Siregar, SE, Chairunnisa Siregar, Maysarah Siregar and
Aminatul Munawarah Siregar., who always keep the writer on the right
way and cover her with so great love, caring and support.
7. The Principal of SMA AL-Hidayah, Pardinan Lubis, S.Ag, for allowing
the writer to conduct the research and the teacher Miss Susanti S.Pd for
their supports and advices.
8. Her close friend Ryan Asri Hasibuan, And Filzah Farhana Hasibuan,
who always keep the writer on right wayand give support and cover her
with so great love, caring and support.
9. Her best friends Febry,Indah, Nurhaminta, Irna and Devi and Putri,
Rosa, Harnoi who always give best advice, support and help her in doing
the research.
In writing this paper, rhe research realized that this thesis is far from being
perfect though the research has done her best , so the research hopes suggestion
for this thesis. Without any helps and support from all parties, this thesis would
not be completed. Finally, the research expects this thesis would be useful for the
readers in future.
Medan,
Maret 2015
The Writer,
Riza Handayani Siregar
TABLE OF CONTENTS
Page
ABSTRACT ............... ....................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENT .................................................................................
iv
LIST OF TABLES .........................................................................................
vii
LIST OF APPENDIXES ...............................................................................
viii
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. Students’ Achievement ...................................................................
6
2. Writing ............................................................................................
6
a. Writing process ..........................................................................
7
b. Genre of writing .........................................................................
8
c. Characterictis Form of writing Genre .........................................
10
3. Procedure Text ................................................................................
10
a. The structure of Procedure Writing ...........................................
11
b. Grammatical Features of Procedure Text ...................................
12
c. Example of Procedure Text ........................................................
13
4. Think Pair Share Method (TPS) .....................................................
13
a. The Application of Think Pair Share (TPS) Technique in Writing
Procedure Text ...........................................................................
16
b. The Advantages Of Think Pair Share(TPS) Technique..............
17
5. Lecture Method................................................................................
18
a. a. The Steps of Applying Lecture Method ...............................
18
b. b. The Advantages of The Lecture Method ..............................
19
c. c. The Disadvantages of The Lecture Method .........................
20
6. The writing Assessment ..................................................................
20
B. Conceptual Framework .......................................................................
22
C. Hypothesis ...........................................................................................
23
CHAPTER III : RESEARCH METHODOLOGY ....................................
24
A. Research Method ..................................................................................
24
B. The Research Design ...........................................................................
24
C. The Population and Sample..................................................................
25
1. Population ........................................................................................
25
2. Sample ............................................................................................
25
D. The Instrument of Collecting Data ......................................................
26
E. The Research Procedures .....................................................................
26
1. Pre- test ............................................................................................
26
2. Treatment .........................................................................................
26
3. Post Test ..........................................................................................
29
F. The Content Validity and Reliability of the Test .................................
29
1. Validity ............................................................................................
29
2. Reliability ........................................................................................
29
G. The Technique for Analyzing Data ......................................................
31
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING..........
32
A. The Data ..............................................................................................
32
B. Data Analysis .......................................................................................
32
1. Data Analysis by using Reliablity ...................................................
32
2. Test for Homogeneity of Varience ..................................................
33
3. Testing Normality ............................................................................
33
4. Data Analysis by Using T-Test Formula .........................................
34
C. Testing hypothesis ................................................................................
37
D. Research Findings ................................................................................
37
CHAPTER V: CONCLUSION AND SUGGESTION ................................
39
A. Conclusion ............................................................................................
39
B. Suggestion ...........................................................................................
39
REFERENCES ...............................................................................................
41
LIST OF TABLES
Page
Table 2.1 Criteria of scoring test ......................................................................
21
Table 3.1 Research Design ..............................................................................
25
Table 3.2 Teaching Procedure of Experimental Group ..................................
27
Table 3.3 Teaching Procedure of Control Group .............................................
28
Table 3.4 The Coefficient of (r) .......................................................................
31
Table 4.1 Testing Normality ...........................................................................
34
Table 4.2 The Calculation of T-Test ................................................................
36
LIST OF APPENDICES
Page
Appendix A The Result of Pre-test and Post-test of The Experimental
Group ........................................................................................
43
Appendix B The Calculation of The Test .....................................................
45
Appendix C
Percentage Point of Distribution ..............................................
50
Appendix D The Reliability of The Test. .....................................................
53
Appendix E
Test for Distribution of Frequency In Experimental Group .....
55
Appendix F
Test for Distribution of Frequency in Control Group ..............
59
Appendix G Testing Normality.....................................................................
63
Appendix H
Z Table.....................................................................................
68
Appendix I
Table of critical values for the Liliefors test for normality ...... .. 71
Appendix J
Test for Homogeneity of Variance ...........................................
72
Appendix K F Distribution Table .................................................................
75
Appendix L
76
Lesson Plan Experimental ........................................................
Appendix M Lesson Plan Control ................................................................
109
CHAPTER I
INTRODUCTION
A.
The Background of the study
Language is one of the most important aspects of human’s life. It is used to
communicate and express idea, feelings, and desires. Language is people used not
only for communication but also for culture transfer. Language cannot be
separated from human being, because without a language we can not build a good
conversation or share ideas with others. So , it is impossible for human to do or to
know something without language.
English is one of the languages that is used internationally and it is really
important to be learned in order to improve social relation and knowledge. English has
used by many people in the world. In Indonesia, English as an international language
has been taught from the kindergarten level up to university level. It is realized
that studying English is not easy for Indonesian students because English and
Indonesian language are different.
Based on 2013 curriculum, learning English is emphasized on four
language skills. They are listening, speaking, reading, and writing. The students
are expected to master these four language skills so that the students able to build
a good communication in English.
Writing as one of the four language skills, must be mastered by the
students because it is one of the forms of communication that must be developed.
According to Patel and Jain (2008 : 125), writing is a skill which must be taught
1
2
and practiced because it is a kind of linguistic behavior, it presents the sounds of
language through visual symbols.
However, many students state that mastering writing skill is not easy. It
has become a common thing among students, where students are less motivation
in mastering this skill. There are many kinds of texts that should be learned by the
students of Senior High School in learning the writing skill. In grade ten of Senior
High School, students are expected to be able to express the meaning of a short
functional text and essay in the form of narrative text, descriptive text, procedure
text, recount text and etc.
Based on the explanation above, procedure text is one of genre that must
be mastered by students in learning English. Theoretically, Procedure text is the
same as a process of how to create something to be good and can be used by many
people in order to increase their ability in creating something by some steps.
Pardiyono (2007: 125) states that procedure text is a kind of text that describes the
steps to accomplish for things or jobs done. In order to write a procedure text
clearly, students need to be able to write the ideas of a text, vocabulary, word
choice, and grammatical pattern.
Based on the writers experience during observation in SMA Al-Hidayah
by interviewing the English teacher, students achievement in writing, especially in
writing procedure text is still very low. Although the theory of procedure text was
explained in several times, the students were difficult to master the theory and
eventhough the students has practiced how to make something but they were very
confuse how to write a procedure in English. The teacher also said that many
3
students could not pass the Minimal Completeness Criterion (Kriteria Ketuntasan
Minimal) namely 75 which is applied in the school for English subject.
There are some factors that make students have many problems in
procedure text writing. First, students are lack of vocabularies, structure and ideas
in writing. Second, students faced some difficulties in explaining the generic
structure and the language features of procedure text. Third, the technique that is
used by the teacher was not effective to be applied in teaching procedure text.
Responding these problems, it is necessary to find an appropriate
technique that will be the solution of these problems. The writer finds a teaching
technique which is able to overcome the problem of the students’ writing
achievement, namely Thing Pair Share. By applying this technique, it is expected
to be useful to improve the students’ achievement in writing procedure text.
Think Pair Share is a technique that activates background knowledge and
at the same time, encourages participation. This method starts with asking
students about a topic and then given them two minutes to think of any related
words or phrases to topic. Then, pair students up with a partner to discuss and
expand their individual lists. Next, invite student to Share their ideas. The
experiment show that Think Pair Share as one of cooperative method is more
effective than teacher instruction because it courages participation. It involves
more then merely placing the learners’ in-pair to work together . The Think Pair
Share is a technique that gives chance for students to help one another instructural
cooperative learning assignment ,with the teacher known as facilitator.
4
Based on the explanation above it can be seen that Think Pair Share is
really good to be applied in order to overcome the problem of the students’
writing achievement especially in writing procedure text. Therefore, this study is
designed to identify the effect of applying Think Pair Share technique on
Students’ Achievement Writing Procedure Text.
B.
The Problem of the Study
Based on the background of the study, the problem of this study can be
formulated as follows: “ is there any significant effect of the applying think pair
share technique students’ achievement in writing procedure text ?”
C.
The Objective of the Study
In line with this problem, the objective of the study is to identify the effect
of applying Think Pair Share technique on students’ achievement in writing
procedure text.
D.
The Scope of the Study
There are many genres of writing. This is study is basically limited in
writing procedure text especially how to make something. This study focuses on
identifying the effect of applying Think Pair Share Technique on students’
achievement in writing procedure text.
5
E.
The Significance of The Study
Findings of the study are expected to supply beneficial input for:
1. For English teacher, this research findings can be used knowledge and
get motivation to create new ways in teaching learning English
especially in writing procedure text.
2. For students, this research practically help the students to produce good
writing achievement especially in writing procedure text.
3. For the readers, this research can to update their knowledge and
information about how to improve writing skill especially in writing
Procedure Text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
From the calculation of the data, it is found that think pair share technique
significantly affect students’ achievement in writing procedure text. The mean
score of students’ achievement taught by think pair share as technique learning
(73.59) is higher than mean score of students’ achievement taught by using lecture
as technique learning (70.21) . The tobseved (3.59) is higher than ttable (1.994) at
level of significance of 0.05 of two tailed test. It means that Ha is accepted. Thus ,
it can be concluded that there is a significant effect of using Think Pair Share as
Technique learning On Students’ Achievement on Writing Procedure Text.
B. Suggestion
Related to the conclusion, some suggestions are pointed out as the
following:
1. Think Pair Share technique can be used as one of technique in teaching
and learning process. It can be used to teach writing, especially for
procedure text to help students improve their writing achievement.
2. By giving and accepting feedback, students can be guided to be able to do
more practices in writing especially in writing procedure text. It also help
the students who have a low understanding learn more from their groups
without being afraid and shy to ask the question to their teacher.
39
40
3. The students can apply this technique not only in learning procedure text
but also in learning another genre of text.
4. To all the readers, may this research will bring you into good
understanding how to improve the students’ procedure text writing by
using think pair share technique.
41
REFERENCES
Ary, D. et al. 2010.Introduction to Research in Education. Eighth Edition. The
United State of America: Nelson Education.
Best, J. W., and Kahn, J. V. 2006.Research in Education.Tenth Edition.Boston
:Pearson Education Inc.
Dirgayasa, I. W. 2012. Maritime English Writing A Genre Based Approach. Unimed:
Unimed Press.
Harmer, J. 2001.The Practice of English Language Teaching 3rd Edition
Complexity Revised and Updated.Harlow. Pearson Education Limited.
Harmer, Jeremy. 2004. How to Teach Writing. England : Pearson Education
Limited.
Hornby, As. 2000. Oxford Advanced Learner’s Dictionary of Current English.
Oxford : Oxford University.
Hughes, Arthur. 2003. Testing for Language
Edition.Cambridge : Cambridge University Press.
Teachers.
Second
Hyland, K. 2003. Second Languange Writing.New York : Cambridge University
Press.
Kagan,S.2001.Cooperative Learning. California:Sanjuan Capistrano.
Knapp, P., and Watkins, M. 2005. Genre, Text, Grammar : Technologies for
Teaching and Assessing Writing.Australia : University of New South
Wales Press.
Kothari, C.R. 2004. Research Methodology Methods and Techniques.Second Revised
Edition.New Delhi : New Age International.
Lado,Robert.1959.LanguangeTesting.Costable and co.ltd
Nandi, et al. 2000. Undergraduate Medical Education: Comparison of Problem
Based Learning and Conventional Teaching.HKMJ, 6 (3) 301-306.
Pardiyono. 2007. PastiBisa!Teaching Genre-Based Writing: Metode Mengajar
Writing Berbasis Genre Secara Efektif. Yogyakarta: ANDI.
Patel, M.F., and Jain, P.M. 2008. English Language Teaching : Methods, Tools
and Technique. Jaipur : Sunrise Publishers and Distributors.
42
Sarwono, Jonathan.
2006. Metode Penelitian Kuantitatif dan Kualitatif.
Yogyakarta: GrahaIlmu
Slavin, R.1995. Cooperative Learning: Theory, Research, and Practice (Second
Edition). London: A Simon &Schuste
(Http://www.multitrain.fhjoanneum.at/.../theory_download)Accessed on July 09th,
2014.
(eworkshop.on.ca/edu/pdfPopup.cfm?p=Mod08_think_pair_share.pdf).Accesed
on August 24th 2014
(eworkshop.on.ca/edu/pdfPopup.cfm?p=Mod08_think_pair_share.pdf). Accessed
on August 25th, 2014
TECHNIQUE ON STUDENTS’ ACHIEVEMENT
IN WRITING PROCEDURE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By
RIZA HANDAYANI SIREGAR
Registration Number 2101121036
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Siregar, Riza Handayani. 2101121036. The Effect of Applying Think Pair
Share Technique On Students’ Achievement In Writing Procedure Text. A
Thesis. English Department. Faculty of Languages and Arts. States
University of Medan. 2015.
This study aims to discover the effect of applying Think Pair Share
Technique on students’ writing achievement. It was conducted by using
experimental research design. The population of this research was X grade
students of SMA Al-Hidayah Medan. The samples of the research were two
classes which consisted of experimental and control group which were chosen by
using random sampling technique. Thirty four students were taken as the samples
in each class. The experimental group was taught by Applying Think Pair Share
Technique, while the control group was taught by Lecture Method. After
analyzing the data, it was found that the value of tobserved was 3,59 with the
degree of freedom (df)=66 at the level of significance (0,05) = 1,994. It means
that tobserved was higher than ttable (3,59>1,994). The result of this study
showed that Think Pair Share Technique was significantly affect on students’
achievement in writing procedure text.
Key words: Experimental Research, Think Pair Share, Writing Achievement,
Procedure Text.
ACKNOWLEDGEMENT
First of all, the writer would like to thank to the Almighty Allah SWT for
His blessings, so the writer is able to accomplish her thesis as a partial fulfillment
of the requirements for the degree of Sarjana Pendidikan (S1) at the English
Department, Faculty of Languages and Arts (FBS) in State University of Medan
(UNIMED).
During the process of writing, the writer realizes that she can’t accomplish
without support from many people. The writer would like to express her sincere
gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik M.Si., Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., Dean Faculty of Languages and Arts.
3. Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English and Literature
Department; Dra. Meisuri, M.A., the Secretary of English department and
Literature Dra. Masitowarni Siregar, M.Ed., as the Head of English
Education Study Program and also as her Academic Consultant.
4. Drs. Bachtiar, M.Pd., her Thesis Advisor for the guidance and moral
support during the years, so the thesis could have been accomplished.
5. All Lecturers who have taught her in this English Department, for giving
knowledge, advices and amazing study experiences.
6. The writer’s never ending thankfulness is fully belong to her beloved
parents, H.Burhanuddin Siregar, SE and Hj. Halimah Harahap S.Pd,
M.Pd, never giving up on her and for their endless love, support,
motivation, and prayers during the writer’s whole life.
The writer’s special gratitude also goes to her dearest Sisters Rizka
Wahyuni Siregar, SE, Chairunnisa Siregar, Maysarah Siregar and
Aminatul Munawarah Siregar., who always keep the writer on the right
way and cover her with so great love, caring and support.
7. The Principal of SMA AL-Hidayah, Pardinan Lubis, S.Ag, for allowing
the writer to conduct the research and the teacher Miss Susanti S.Pd for
their supports and advices.
8. Her close friend Ryan Asri Hasibuan, And Filzah Farhana Hasibuan,
who always keep the writer on right wayand give support and cover her
with so great love, caring and support.
9. Her best friends Febry,Indah, Nurhaminta, Irna and Devi and Putri,
Rosa, Harnoi who always give best advice, support and help her in doing
the research.
In writing this paper, rhe research realized that this thesis is far from being
perfect though the research has done her best , so the research hopes suggestion
for this thesis. Without any helps and support from all parties, this thesis would
not be completed. Finally, the research expects this thesis would be useful for the
readers in future.
Medan,
Maret 2015
The Writer,
Riza Handayani Siregar
TABLE OF CONTENTS
Page
ABSTRACT ............... ....................................................................................
i
ACKNOWLEDGEMENT .............................................................................
ii
TABLE OF CONTENT .................................................................................
iv
LIST OF TABLES .........................................................................................
vii
LIST OF APPENDIXES ...............................................................................
viii
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. Students’ Achievement ...................................................................
6
2. Writing ............................................................................................
6
a. Writing process ..........................................................................
7
b. Genre of writing .........................................................................
8
c. Characterictis Form of writing Genre .........................................
10
3. Procedure Text ................................................................................
10
a. The structure of Procedure Writing ...........................................
11
b. Grammatical Features of Procedure Text ...................................
12
c. Example of Procedure Text ........................................................
13
4. Think Pair Share Method (TPS) .....................................................
13
a. The Application of Think Pair Share (TPS) Technique in Writing
Procedure Text ...........................................................................
16
b. The Advantages Of Think Pair Share(TPS) Technique..............
17
5. Lecture Method................................................................................
18
a. a. The Steps of Applying Lecture Method ...............................
18
b. b. The Advantages of The Lecture Method ..............................
19
c. c. The Disadvantages of The Lecture Method .........................
20
6. The writing Assessment ..................................................................
20
B. Conceptual Framework .......................................................................
22
C. Hypothesis ...........................................................................................
23
CHAPTER III : RESEARCH METHODOLOGY ....................................
24
A. Research Method ..................................................................................
24
B. The Research Design ...........................................................................
24
C. The Population and Sample..................................................................
25
1. Population ........................................................................................
25
2. Sample ............................................................................................
25
D. The Instrument of Collecting Data ......................................................
26
E. The Research Procedures .....................................................................
26
1. Pre- test ............................................................................................
26
2. Treatment .........................................................................................
26
3. Post Test ..........................................................................................
29
F. The Content Validity and Reliability of the Test .................................
29
1. Validity ............................................................................................
29
2. Reliability ........................................................................................
29
G. The Technique for Analyzing Data ......................................................
31
CHAPTER IV : DATA ANALYSIS AND RESEARCH FINDING..........
32
A. The Data ..............................................................................................
32
B. Data Analysis .......................................................................................
32
1. Data Analysis by using Reliablity ...................................................
32
2. Test for Homogeneity of Varience ..................................................
33
3. Testing Normality ............................................................................
33
4. Data Analysis by Using T-Test Formula .........................................
34
C. Testing hypothesis ................................................................................
37
D. Research Findings ................................................................................
37
CHAPTER V: CONCLUSION AND SUGGESTION ................................
39
A. Conclusion ............................................................................................
39
B. Suggestion ...........................................................................................
39
REFERENCES ...............................................................................................
41
LIST OF TABLES
Page
Table 2.1 Criteria of scoring test ......................................................................
21
Table 3.1 Research Design ..............................................................................
25
Table 3.2 Teaching Procedure of Experimental Group ..................................
27
Table 3.3 Teaching Procedure of Control Group .............................................
28
Table 3.4 The Coefficient of (r) .......................................................................
31
Table 4.1 Testing Normality ...........................................................................
34
Table 4.2 The Calculation of T-Test ................................................................
36
LIST OF APPENDICES
Page
Appendix A The Result of Pre-test and Post-test of The Experimental
Group ........................................................................................
43
Appendix B The Calculation of The Test .....................................................
45
Appendix C
Percentage Point of Distribution ..............................................
50
Appendix D The Reliability of The Test. .....................................................
53
Appendix E
Test for Distribution of Frequency In Experimental Group .....
55
Appendix F
Test for Distribution of Frequency in Control Group ..............
59
Appendix G Testing Normality.....................................................................
63
Appendix H
Z Table.....................................................................................
68
Appendix I
Table of critical values for the Liliefors test for normality ...... .. 71
Appendix J
Test for Homogeneity of Variance ...........................................
72
Appendix K F Distribution Table .................................................................
75
Appendix L
76
Lesson Plan Experimental ........................................................
Appendix M Lesson Plan Control ................................................................
109
CHAPTER I
INTRODUCTION
A.
The Background of the study
Language is one of the most important aspects of human’s life. It is used to
communicate and express idea, feelings, and desires. Language is people used not
only for communication but also for culture transfer. Language cannot be
separated from human being, because without a language we can not build a good
conversation or share ideas with others. So , it is impossible for human to do or to
know something without language.
English is one of the languages that is used internationally and it is really
important to be learned in order to improve social relation and knowledge. English has
used by many people in the world. In Indonesia, English as an international language
has been taught from the kindergarten level up to university level. It is realized
that studying English is not easy for Indonesian students because English and
Indonesian language are different.
Based on 2013 curriculum, learning English is emphasized on four
language skills. They are listening, speaking, reading, and writing. The students
are expected to master these four language skills so that the students able to build
a good communication in English.
Writing as one of the four language skills, must be mastered by the
students because it is one of the forms of communication that must be developed.
According to Patel and Jain (2008 : 125), writing is a skill which must be taught
1
2
and practiced because it is a kind of linguistic behavior, it presents the sounds of
language through visual symbols.
However, many students state that mastering writing skill is not easy. It
has become a common thing among students, where students are less motivation
in mastering this skill. There are many kinds of texts that should be learned by the
students of Senior High School in learning the writing skill. In grade ten of Senior
High School, students are expected to be able to express the meaning of a short
functional text and essay in the form of narrative text, descriptive text, procedure
text, recount text and etc.
Based on the explanation above, procedure text is one of genre that must
be mastered by students in learning English. Theoretically, Procedure text is the
same as a process of how to create something to be good and can be used by many
people in order to increase their ability in creating something by some steps.
Pardiyono (2007: 125) states that procedure text is a kind of text that describes the
steps to accomplish for things or jobs done. In order to write a procedure text
clearly, students need to be able to write the ideas of a text, vocabulary, word
choice, and grammatical pattern.
Based on the writers experience during observation in SMA Al-Hidayah
by interviewing the English teacher, students achievement in writing, especially in
writing procedure text is still very low. Although the theory of procedure text was
explained in several times, the students were difficult to master the theory and
eventhough the students has practiced how to make something but they were very
confuse how to write a procedure in English. The teacher also said that many
3
students could not pass the Minimal Completeness Criterion (Kriteria Ketuntasan
Minimal) namely 75 which is applied in the school for English subject.
There are some factors that make students have many problems in
procedure text writing. First, students are lack of vocabularies, structure and ideas
in writing. Second, students faced some difficulties in explaining the generic
structure and the language features of procedure text. Third, the technique that is
used by the teacher was not effective to be applied in teaching procedure text.
Responding these problems, it is necessary to find an appropriate
technique that will be the solution of these problems. The writer finds a teaching
technique which is able to overcome the problem of the students’ writing
achievement, namely Thing Pair Share. By applying this technique, it is expected
to be useful to improve the students’ achievement in writing procedure text.
Think Pair Share is a technique that activates background knowledge and
at the same time, encourages participation. This method starts with asking
students about a topic and then given them two minutes to think of any related
words or phrases to topic. Then, pair students up with a partner to discuss and
expand their individual lists. Next, invite student to Share their ideas. The
experiment show that Think Pair Share as one of cooperative method is more
effective than teacher instruction because it courages participation. It involves
more then merely placing the learners’ in-pair to work together . The Think Pair
Share is a technique that gives chance for students to help one another instructural
cooperative learning assignment ,with the teacher known as facilitator.
4
Based on the explanation above it can be seen that Think Pair Share is
really good to be applied in order to overcome the problem of the students’
writing achievement especially in writing procedure text. Therefore, this study is
designed to identify the effect of applying Think Pair Share technique on
Students’ Achievement Writing Procedure Text.
B.
The Problem of the Study
Based on the background of the study, the problem of this study can be
formulated as follows: “ is there any significant effect of the applying think pair
share technique students’ achievement in writing procedure text ?”
C.
The Objective of the Study
In line with this problem, the objective of the study is to identify the effect
of applying Think Pair Share technique on students’ achievement in writing
procedure text.
D.
The Scope of the Study
There are many genres of writing. This is study is basically limited in
writing procedure text especially how to make something. This study focuses on
identifying the effect of applying Think Pair Share Technique on students’
achievement in writing procedure text.
5
E.
The Significance of The Study
Findings of the study are expected to supply beneficial input for:
1. For English teacher, this research findings can be used knowledge and
get motivation to create new ways in teaching learning English
especially in writing procedure text.
2. For students, this research practically help the students to produce good
writing achievement especially in writing procedure text.
3. For the readers, this research can to update their knowledge and
information about how to improve writing skill especially in writing
Procedure Text.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
From the calculation of the data, it is found that think pair share technique
significantly affect students’ achievement in writing procedure text. The mean
score of students’ achievement taught by think pair share as technique learning
(73.59) is higher than mean score of students’ achievement taught by using lecture
as technique learning (70.21) . The tobseved (3.59) is higher than ttable (1.994) at
level of significance of 0.05 of two tailed test. It means that Ha is accepted. Thus ,
it can be concluded that there is a significant effect of using Think Pair Share as
Technique learning On Students’ Achievement on Writing Procedure Text.
B. Suggestion
Related to the conclusion, some suggestions are pointed out as the
following:
1. Think Pair Share technique can be used as one of technique in teaching
and learning process. It can be used to teach writing, especially for
procedure text to help students improve their writing achievement.
2. By giving and accepting feedback, students can be guided to be able to do
more practices in writing especially in writing procedure text. It also help
the students who have a low understanding learn more from their groups
without being afraid and shy to ask the question to their teacher.
39
40
3. The students can apply this technique not only in learning procedure text
but also in learning another genre of text.
4. To all the readers, may this research will bring you into good
understanding how to improve the students’ procedure text writing by
using think pair share technique.
41
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