THE WRITING ABILITY OF RECOUNT TEXT OF THE TENTH GRADE STUDENTS OF SMA 1 MEJOBO KUDUS IN THE FIRST ACADEMIC YEAR 20132014 TAUGHT BY USING THINK–PAIR-SHARE AND GROUP DISCUSSION TECHNIQUES
THE WRITING ABILITY OF RECOUNT TEXT
OF THE TENTH GRADE STUDENTS OF SMA 1 MEJOBO
KUDUS IN THE FIRST ACADEMIC YEAR 2013/2014
TAUGHT BY USING THINK–PAIR-SHARE AND
GROUP DISCUSSION TECHNIQUES
By:
SRI LESTARI
200932014
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2014
i
ii
THE WRITING ABILITY OF RECOUNT TEXT
OF THE TENTH GRADE STUDENTS OF SMA 1 MEJOBO KUDUS
IN THE FIRST ACADEMIC YEAR 2013/2014
TAUGHT BY USING THINK–PAIR-SHARE AND
GROUP DISCUSSION TECHNIQUES
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in the Department of English Education
By
SRI LESTARI
NIM 200932014
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2014
iii
ADVISORS’ APPROVAL
This is to certify that the skripsi of Sri Lestari (NIM 2009-32-014) has been
approved by the skripsi advisors for further approval by the Examining
Committee.
Kudus, January 2014
Advisor I
Dra. Sri Endang Kusmaryati, M.Pd.
NIS. 0610713020001009
Advisor II
Fajar Kartika, S.S, M.Hum.
NIS. 0610701000001191
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd
NIP 19621219-198703-1-001
iv
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Sri Lestari (NIM: 2009-32-014) has been
approved by the Examining Committee as a requirement for the Sarjana Degree of
English Education.
Kudus, 30 January 2014
Skripsi Examining Committee:
Diah Kurniati, S.Pd. M.Pd.
NIS. 0610701000001190
Chairperson/ Member
Aisyah Ririn P. Utari, S.Pd M.Pd.
NIS. 0610701000001228
Member
Atik Rokhayani, S.Pd. M.Pd.
NIS. 0610701000001207
Member
Dr. H. A. Hilal Madjdi, M.Pd
NIS. 0610713020001020
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd.
NIP. 19621219-198703-1-001
v
MOTTO AND DEDICATION
MOTTO
Your future depends on many things, but mostly on you – Frank Tyger
The best way to predict your future is to create it – Peter Drucker
Never say, “It’s too late” to start good things.
Try to be always the best of the best in your life.
This skripsi is dedicated to:
o Her mother and father who always
gives strong believes to the writer
o Her beloved brother who always
supports her.
vi
ACKNOWLEDGEMENT
A greatest thanks to God for his blessing, mercy and compassionate
given to the writer, so the writer can accomplish this research “The Writing
Ability of Recount Text of The Tenth Grade Students of SMA 1 Mejobo Kudus in
the First Academic Year 2013/2014 Taught by Using Think-Pair-Share and Group
Discussion Techniques”
In completing this research the writer realized that she would not be able
to complete this research without great support, advice, and encouragement from
other great people. Therefore, she would like to express her sincerest gratitute to
those who are directly or indirectly involved in the completion of this research;
1. Dr. Slamet Utomo, M.Pd. the Dean of Teacher Training and Education
Faculty.
2. Diah Kurniati, S.Pd., M.Pd. the Head of English Education Department
3. Dra. Hj. Sri Endang Kusmaryati, M.Pd. as the first advisor, who has given the
writer a guidance, correction and suggestion in accomplishing this research.
4. Fajar Kartika, S.S, M.Hum. as the second advisor who has given the writer a
guidance, correction and suggestion in accomplishing this research.
5. The lecturers of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University.
6. The Headmaster of SMA 1 Mejobo Kudus, who permits her to conduct the
research in his school.
7. Dewi Noviyanti, S.Pd. as English teacher of tenth grade of SMA 1 Mejobo
Kudus for her support in the process of collecting data in her classroom.
8. Her beloved parents Sukar and Salamah who always bless, support,
accompany and help her in any kinds of problem.
vii
9. Her beloved brother Agung Pramono who always helps in reminding her to
finish her skripsi on time.
10. All friends of IC A; Ikka, Rizma, Tia, Nita, and Aya for they had shared joy
and fun; priceless experiences.
11. Her friend in during PPL program, Ina Nastain who always accompanies and
helps her during this research in SMA 1 Mejobo Kudus.
12. All people whom the writer cannot mention; those who has been involved
directly or indirectly to the process of writing the skripsi.
None of the things in this world was created to be the perfect, as well as
the writer’s skripsi. The writer invites some constructive critics and suggestions
from readers and the writer also hopes this research is useful for everyone
Kudus, 18 January 2014
Sri Lestari
200932014
viii
ABSTRACT
Lestari, Sri. 2014. The Writing Ability of Recount Text of The Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014
Taught by Using Think-Pair-Share and Group Discussion Techniques.
Skripsi. English Education Department , Teacher Training and Education
Faculty, Muria Kudus University. Advisors: (i) Dra. Hj. Sri Endang
Kusmaryati, M.Pd. (ii) Fajar Kartika, S.S, M.Hum.
Key words: think-pair-share technique, group discussion technique, writing
ability, tenth grade students of SMA 1 Mejobo Kudus.
English is important for students to learn, because it has been widely
known as an international language. Learning English will help students to be able
to communicate to other people all over the world. There are various basic
language skills to master English language. One of them is writing ability. Writing
ability is what people intend to say in written form. Writing is one of important
parts in teaching language. Nevertheless, in SMA 1 Mejobo Kudus, the writer
found that most of students there still get difficulties in studying writing,
especially in writing recount text. it may be caused by the technique used in
teaching English, especially writing recount text. The English teacher of tenth
grade students of SMA 1 Mejobo Kudus use Group Discussion in teaching the
students in the classroom. Group Discussion technique is catagorized as technique
teaching which focuses on group work. The teacher never tries to use other
technique in teaching learning process. This fact leads the writer to compare the
technique that teacher use with other technique, i.e Think-Pair-Share technique.
This research comparing think-pair-share and group discussion techniques
on its effect to the students’ writing ability. The objective of this research is find
out if there is a significant difference between writing ability of recount text of the
tenth grade students of SMA 1 Mejobo Kudus in the first academic year
2013/2014 taught by using think-pair-share and group discussion techniques.
The subject of the research is the tenth grade students of SMA 1 Mejobo
Kudus in the first academic year 2013/2014. The samples are two groups of
students placed in experiment and control groups. Purposive sampling is the
sampling technique that is used. In this quantitative experimental research control
group design without pre-test, the writer applies two learning technique to two
homogenous groups of students as the treatment.. The data are gotten from
students’ score of the writing test in the form of essay test to both groups.
The data analysis shows that the use of think-pair-share technique perform
better result than the use of group discussion technique with the mean score of the
students taught by using think-pair-share technique is 81.86 and the standard
deviation is 4.5 which is catagorized “very good”. Otherwise, the mean score of
the students taught by using group discussion technique is 77.46 and the standard
deviation is 5.15 which is catagorized “average”. The t-observation (to) is 5.57. It
is higher than t-table (tt) 2.00 in the level of significance 0.05 and the degree of
freedom (df) 72, (to= 5.57 > tt= 2.00). Therefore, the alternative hypothesis (Ha)
ix
of this research that state There is a significant difference in writing ability of
recount text of tenth grade students of SMA 1 Mejobo Kudus in the academic year
2013/2014 taught by using think-pair-share and group discussion techniques is
“confirmed’. While, the null hypothesis (Ho) that states there is no significant
difference between writing ability of recount text of tenth grade students of SMA
1 Mejobo Kudus in the academic year 2013/2014 taught by using think-pair-share
and group discussion techniques is “rejected”.
Reffering this result, the writer suggests, the English teachers of the tenth
grade students in Senior High School level had better apply think-pair-share to
teach students’ writing ability since it gives them various benefit academically.
x
ABSTRAKSI
Lestari, Sri. 2014. Kemampuan Menulis Teks Recount Siswa Kelas X SMA 1
Mejobo Kudus di Semester Pertama Tahun Akademik 2013/2014 Diajar
Menggunakan Teknik Berfikir-Berpasangan-Berbagi dan Teknik Diskusi
Kelompok. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Keguruan, Universitas Muria Kudus. Dosen
Pembimbing: (i) Dra. Hj. Sri Endang Kusmaryati, M.Pd., (ii) Fajar
Kartika, S.S, M.Hum.
Kata Kunci: teknik berfikir-berpasangan-berbagi, teknik diskusi kelompok,
kemampuan menulis, siswa kelas X SMA 1 Mejobo Kudus.
Penting bagi siswa untuk mempelajari Bahasa Inggris, sebab Bahasa
Inggris telah diakui sebagai bahasa internasional. Mempelajari Bahasa Inggris
akan membantu siswa agar mampu berkomunikasi dengan orang-orang yang
berbeda di seluruh penjuru dunia. Ada beberapa macam kemampuan dasar
berbahasa agar dapat menguasai Bahasa Inggris. Salah satunya adalah
kemampuan dasar menulis. Kemampuan dasar menulis adalah apa yang seseorang
ingin katakan dituangkan dalam bentuk tulisan. Menulis adalah salah satu bagian
penting dalam pengajaran bahasa. Di SMA 1 Mejobo Kudus, menurut Guru
bahasa Inggris di sana sebagian besar siswa disana masih mendapatkan banyak
kesulitan dalam belajar menulis. Hal tersebut mungkin disebabkan teknik yang
digunakan oleh guru dalam mengajar bahasa Inggris terutama kemampuan
menulis khususnya menulis teks recount. Guru Bahasa Inggris kelas X SMA 1
Mejobo Kudus menggunakan teknik diskusi kelompok dalam mengajar siswa di
dalam kelas. Teknik diskusi kelompok dikategorikan sebagai teknik mengajar
yang difokuskan dalam kerja kelompok. Guru tersebut hampir tidak pernah
mencoba menggunakan teknik yang lain dalam proses belajar mengajar. Fakta
tersebut menuntun penulis untuk membandingkan teknik pengajaran yang dipakai
oleh guru tersebut dengan teknik lain, yaitu teknik berfikir-berpasangan-berbagi.
Penelitian ini membandingkan teknik berfikir-berpasangan-berbagi dan
diskusi kelompok dalam hal efeknya terhadap prestasi akademik siswa. Penelitian
ini bertujuan untuk menemukan apakah ada perbedaan yang signifikan antara
kemampuan menulis dari kelas X SMA 1 Mejobo Kudus pada semester pertama
di tahun akademik 2013/2014 yang diajar dengan menggunakan teknik BerfikirBerpasangan-Berbagi dan teknik Diskusi Kelompok.
Subyek dari penelitian ini adalah kelas X SMA 1 Mejobo Kudus pada
semester pertama di tahun akademik 2013/2014. Sample penelitian ini adalah dua
grup siswa yang dikelompokkan dalam grup experimen dan grup pembanding.
Teknik pengambilan yang digunakan adalah teknik purposive sampling. Penulis
melaksanakan penelitian eksperimen dengan desain grup pembanding tanpa
pretest. Penulis menerapkan dua teknik pembelajaran pada dua kelompok siswa
yang homogen dalam penelitian. Data penelitian diperoleh dari hasil tes menulis
dalam bentuk esai pada kedua kelompok diatas.
xi
Analisis data menunjukkan bahwa kelompok eksperimen (teknik berpikirberpasangan-berbagi) menampilkan hasil yang lebih baik dari pada kelompok
pembanding (teknik diskusi kelompok) dengan nilai rata-rata dari siswa yang
diajar dengan teknik berfikir-berpasangan-berbagi adalah 81,86 dan deviasi
standarnya 4,5 yang dikategorikan “sangat bagus”. Sedangkan nilai rata-rata siswa
yang diajar dengan teknik diskusi kelompok adalah 77,46 dan standar deviasinya
5,15 yang dikategorikan “rata-rata”. Nilai t-observasinya 5,57. Nilai ini lebih
tinggi dari nilai t-tabel yaitu 2,00 pada tingkat signifikan 0,05 dan derajat
kebebasan 72, (to= 5,57 > tt= 2,00).
Sehingga, hipotesis alternatif (Ha) yang menyatakan bahwa terdapat
perbedaan yang signifikan antara kemampuan menulis teks recount dari kelas X
pada semester petama di tahun ajaran 2013/2014 diajar menggunakan teknik
berpikir-berpasangan-berbagi dan teknik diskusi kelompok “diterima”. Sedangkan
hipotesis nol yang menyatakan bahwa tidak terdapat perbedaan signifikan antara
kemampuan menulis teks recount dari kelas X SMA 1 Mejobo Kudus pada
semester pertama di tahun ajaran 2013/2014 diajar dengan menggunakan teknik
bepfikir-berpasangan-berbagi dan teknik diskusi kelompok “ditolak”.
Berdasarkan hasil tersebut, penulis menyarankan agar guru Bahasa Inggris
kelas X di tingkat SMA untuk menerapkan pembelajaran berfikir-berpasanganberbagi untuk mengajar kemampuan menulis siswa, karena teknik pembelajaran
ini memberikan banyak berbagai macam manfaat pada pembelajaran siswa secara
akademis.
xii
TABLE OF CONTENT
Page
COVER ...................................................................................................... i
LOGO ......................................................................................................... ii
TITLE ......................................................................................................... iii
APPROVAL OF ADVISOR ........................................................................ iv
APPROVAL OF COMMITTEE ................................................................. v
MOTTO AND DEDICATION .................................................................... vi
ACKNOWLEDGMENT ............................................................................. vii
ABSTRACT ............................................................................................... ix
ABSTRAKSI .............................................................................................. xi
TABLE OF CONTENT .............................................................................. xiii
LIST OF TABLES ...................................................................................... xvi
LIST OF FIGURES/DIAGRAMS ............................................................... xvii
LIST OF APPENDICES ............................................................................. xix
CHAPTER I INTRODUCTION
1.1. Background of the Research ..................................................................... 1
1.2. Statement of the Problem ........................................................................ 4
1.3. Objective of the Research ........................................................................ 4
1.4. Significance of the Research ................................................................... 4
1.5. Scope of the Research ............................................................................. 5
1.6. Operational Definition ............................................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE AND
HYPOTHESIS
2.1.
Teaching English in SMA 1 Mejobo Kudus ......................................... 8
2.1.1. Curriculum of teaching English in SMA 1 Mejobo Kudus ................... 9
2.1.2. The Purpose of Teaching English in SMA 1 Mejobo Kudus ................. 10
2.1.3. The Material of Teaching English in SMA 1 Mejobo Kudus................. 10
xiii
2.1.4
Technique of Teaching English in SMA 1 Mejobo Kudus ................... 12
2.2
Writing Ability .................................................................................... 13
2.2.1 Writing Process ................................................................................... 14
2.3
Genre Text .......................................................................................... 14
2.3.1 Recount Text as a Genre Text .............................................................. 16
2.4
Cooperative Learning .......................................................................... 19
2.4.1 Techniques of Cooperative Learning .................................................... 20
2.5
Think-Pair-Share Technique ................................................................. 22
2.5.1 The Procedure of Think-Pair-Share in Teaching Writing ..................... 22
2.5.2 The Benefits and Weakness of Think-Pair-Share ................................. 24
2.6
Discussion Method .............................................................................. 24
2.6.1 Types of Discussion Techiques............................................................ 26
2.7
Group Discussion ................................................................................ 27
2.7.1 The Advantages and Disadvantages of Group Discussion ................... 28
2.8
Review of Previous Research .............................................................. 29
2.9
Theoritical Framework ........................................................................ 30
2.10
Hypothesis ......................................................................................... 30
CHAPTER III METHOD OF THE RESEARCH
3.1.
Design of the Research ........................................................................ 31
3.2.
Population and Sample ........................................................................ 33
3.3.
Instrument of the Research ................................................................. 35
3.3.1 Data Collection .................................................................................. 36
xiv
3.3.2 Data Analysis ...................................................................................... 37
CHAPTER IV FINDING OF THE RESEARCH
4.1
Finding of the Research ....................................................................... 41
4.1.1 The Writing Ability of Recount Text of The Tenth Grade Students of
SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught
by Using Think-Pair-Share Technique .................................................. 41
4.1.2 The Writing Ability of Recount Text of The Tenth Grade Students of
SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught
by Using Group Discussion Technique ................................................. 43
4.2
Hypothesis Testing ............................................................................ 45
CHAPTER V DISCUSSION
5.1
Discussion .......................................................................................... 48
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion .......................................................................................... 55
6.2
Suggestion .......................................................................................... 56
REFERENCES ............................................................................................ 58
APPENDICES ............................................................................................... 61
STATEMENT ............................................................................................... 110
CURRICULLUM VITAE ............................................................................ 115
xv
LIST OF TABLES
Table
Page
2.1
The Material of English Teaching for the Tenth Grade Students at
SMA 1 Mejobo Kudus in the First Semester ........................................ 11
2.2
Genre of Text ...................................................................................... 16
2.3
Example of Recount Text .................................................................... 18
3.1
The First Daily Test Mean Score of the Classes of Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 ............................................................................................ 34
3.2
The Score of Writing Ability ............................................................... 35
3.3
The Criteria of Measuring Test Score .................................................. 36
4.1
The Sore of Writing Ability of Recount Text of the Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 Taught by Using Think-Pair-Share Technique .................... 42
4.2
The Frequency Distribution of the Writing Ability of Recount
Text of the Tenth Grade Students of SMA 1 Mejobo Kudus in the
First Academic Year 2013/2014 Taught by Using Think-PairShare Technique .................................................................................. 42
4.3
The Sore of Writing Ability of Recount Text of the Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 Taught by Using Group Discussion Technique ................... 44
4.4
The Frequency Distribution of the Writing Ability of Recount
Text of the Tenth Grade Students of SMA 1 Mejobo Kudus in the
First Academic Year 2013/2014 Taught by Using Group
DiscussionTechnique ........................................................................... 44
4.5
The Summary of the Analyzes of Test Score of the Writing
Ability of Recount Text of the Tenth Grade Students of SMA 1
Mejobo Kudus in the First Academic Year 2013/2014 Taught by
Using Think-Pair-Share and Group Discussion Techniques ................ 46
xvi
LIST OF FIGURES/DIAGRAMS
Figure
Page
3.1
The Scheme of the Experimental Research with Control Group
Design without Pre-test........................................................................ 32
4.1
The Bar Diagram of the Writing Ability of Recount Text of the
Tenth Grade Students of SMA 1 Mejobo Kudus in the First
Academic Year 2013/2014 Taught by Using Think-Pair-Share
Technique ............................................................................................ 43
4.2
The Bar Diagram of the Writing Ability of Recount Text of the
Tenth Grade Students of SMA 1 Mejobo Kudus in the First
Academic Year 2013/2014 Taught by Using Group
DiscussionTechnique ........................................................................... 45
xvii
LIST OF APPENDICES
Appendix
Page
1
Syllabus of the Tenth Grade Students of SMA 1 Mejobo Kudus in
First Academic Year 2012/2013 ....................................................... 61
2
Lesson Plan Taught by Using Think-Pair-Share Technique ............. 63
3
Lesson Plan Taught by Using Group Discussion Technique ............ 76
4
Test for Measuring Writing Ability ................................................. 89
5
The Calculation of Writing Ability Score Taught by Using TPS ...... 98
6
The Calculation of Mean and Standard Deviation of Writing Ability
Taught by Using TPS ...................................................................... 100
7
The Calculation of Writing Ability Score Taught by Using GD ....... 102
8
The Calculation of Mean and Standard Deviation of Writing Ability
Taught by Using GD ....................................................................... 104
9
The Variant Score and T-observation Score..................................... 106
10
The Value of T-table for any Number Degree of Freedom ............... 108
xviii
OF THE TENTH GRADE STUDENTS OF SMA 1 MEJOBO
KUDUS IN THE FIRST ACADEMIC YEAR 2013/2014
TAUGHT BY USING THINK–PAIR-SHARE AND
GROUP DISCUSSION TECHNIQUES
By:
SRI LESTARI
200932014
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2014
i
ii
THE WRITING ABILITY OF RECOUNT TEXT
OF THE TENTH GRADE STUDENTS OF SMA 1 MEJOBO KUDUS
IN THE FIRST ACADEMIC YEAR 2013/2014
TAUGHT BY USING THINK–PAIR-SHARE AND
GROUP DISCUSSION TECHNIQUES
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in the Department of English Education
By
SRI LESTARI
NIM 200932014
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2014
iii
ADVISORS’ APPROVAL
This is to certify that the skripsi of Sri Lestari (NIM 2009-32-014) has been
approved by the skripsi advisors for further approval by the Examining
Committee.
Kudus, January 2014
Advisor I
Dra. Sri Endang Kusmaryati, M.Pd.
NIS. 0610713020001009
Advisor II
Fajar Kartika, S.S, M.Hum.
NIS. 0610701000001191
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd
NIP 19621219-198703-1-001
iv
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Sri Lestari (NIM: 2009-32-014) has been
approved by the Examining Committee as a requirement for the Sarjana Degree of
English Education.
Kudus, 30 January 2014
Skripsi Examining Committee:
Diah Kurniati, S.Pd. M.Pd.
NIS. 0610701000001190
Chairperson/ Member
Aisyah Ririn P. Utari, S.Pd M.Pd.
NIS. 0610701000001228
Member
Atik Rokhayani, S.Pd. M.Pd.
NIS. 0610701000001207
Member
Dr. H. A. Hilal Madjdi, M.Pd
NIS. 0610713020001020
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd.
NIP. 19621219-198703-1-001
v
MOTTO AND DEDICATION
MOTTO
Your future depends on many things, but mostly on you – Frank Tyger
The best way to predict your future is to create it – Peter Drucker
Never say, “It’s too late” to start good things.
Try to be always the best of the best in your life.
This skripsi is dedicated to:
o Her mother and father who always
gives strong believes to the writer
o Her beloved brother who always
supports her.
vi
ACKNOWLEDGEMENT
A greatest thanks to God for his blessing, mercy and compassionate
given to the writer, so the writer can accomplish this research “The Writing
Ability of Recount Text of The Tenth Grade Students of SMA 1 Mejobo Kudus in
the First Academic Year 2013/2014 Taught by Using Think-Pair-Share and Group
Discussion Techniques”
In completing this research the writer realized that she would not be able
to complete this research without great support, advice, and encouragement from
other great people. Therefore, she would like to express her sincerest gratitute to
those who are directly or indirectly involved in the completion of this research;
1. Dr. Slamet Utomo, M.Pd. the Dean of Teacher Training and Education
Faculty.
2. Diah Kurniati, S.Pd., M.Pd. the Head of English Education Department
3. Dra. Hj. Sri Endang Kusmaryati, M.Pd. as the first advisor, who has given the
writer a guidance, correction and suggestion in accomplishing this research.
4. Fajar Kartika, S.S, M.Hum. as the second advisor who has given the writer a
guidance, correction and suggestion in accomplishing this research.
5. The lecturers of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University.
6. The Headmaster of SMA 1 Mejobo Kudus, who permits her to conduct the
research in his school.
7. Dewi Noviyanti, S.Pd. as English teacher of tenth grade of SMA 1 Mejobo
Kudus for her support in the process of collecting data in her classroom.
8. Her beloved parents Sukar and Salamah who always bless, support,
accompany and help her in any kinds of problem.
vii
9. Her beloved brother Agung Pramono who always helps in reminding her to
finish her skripsi on time.
10. All friends of IC A; Ikka, Rizma, Tia, Nita, and Aya for they had shared joy
and fun; priceless experiences.
11. Her friend in during PPL program, Ina Nastain who always accompanies and
helps her during this research in SMA 1 Mejobo Kudus.
12. All people whom the writer cannot mention; those who has been involved
directly or indirectly to the process of writing the skripsi.
None of the things in this world was created to be the perfect, as well as
the writer’s skripsi. The writer invites some constructive critics and suggestions
from readers and the writer also hopes this research is useful for everyone
Kudus, 18 January 2014
Sri Lestari
200932014
viii
ABSTRACT
Lestari, Sri. 2014. The Writing Ability of Recount Text of The Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014
Taught by Using Think-Pair-Share and Group Discussion Techniques.
Skripsi. English Education Department , Teacher Training and Education
Faculty, Muria Kudus University. Advisors: (i) Dra. Hj. Sri Endang
Kusmaryati, M.Pd. (ii) Fajar Kartika, S.S, M.Hum.
Key words: think-pair-share technique, group discussion technique, writing
ability, tenth grade students of SMA 1 Mejobo Kudus.
English is important for students to learn, because it has been widely
known as an international language. Learning English will help students to be able
to communicate to other people all over the world. There are various basic
language skills to master English language. One of them is writing ability. Writing
ability is what people intend to say in written form. Writing is one of important
parts in teaching language. Nevertheless, in SMA 1 Mejobo Kudus, the writer
found that most of students there still get difficulties in studying writing,
especially in writing recount text. it may be caused by the technique used in
teaching English, especially writing recount text. The English teacher of tenth
grade students of SMA 1 Mejobo Kudus use Group Discussion in teaching the
students in the classroom. Group Discussion technique is catagorized as technique
teaching which focuses on group work. The teacher never tries to use other
technique in teaching learning process. This fact leads the writer to compare the
technique that teacher use with other technique, i.e Think-Pair-Share technique.
This research comparing think-pair-share and group discussion techniques
on its effect to the students’ writing ability. The objective of this research is find
out if there is a significant difference between writing ability of recount text of the
tenth grade students of SMA 1 Mejobo Kudus in the first academic year
2013/2014 taught by using think-pair-share and group discussion techniques.
The subject of the research is the tenth grade students of SMA 1 Mejobo
Kudus in the first academic year 2013/2014. The samples are two groups of
students placed in experiment and control groups. Purposive sampling is the
sampling technique that is used. In this quantitative experimental research control
group design without pre-test, the writer applies two learning technique to two
homogenous groups of students as the treatment.. The data are gotten from
students’ score of the writing test in the form of essay test to both groups.
The data analysis shows that the use of think-pair-share technique perform
better result than the use of group discussion technique with the mean score of the
students taught by using think-pair-share technique is 81.86 and the standard
deviation is 4.5 which is catagorized “very good”. Otherwise, the mean score of
the students taught by using group discussion technique is 77.46 and the standard
deviation is 5.15 which is catagorized “average”. The t-observation (to) is 5.57. It
is higher than t-table (tt) 2.00 in the level of significance 0.05 and the degree of
freedom (df) 72, (to= 5.57 > tt= 2.00). Therefore, the alternative hypothesis (Ha)
ix
of this research that state There is a significant difference in writing ability of
recount text of tenth grade students of SMA 1 Mejobo Kudus in the academic year
2013/2014 taught by using think-pair-share and group discussion techniques is
“confirmed’. While, the null hypothesis (Ho) that states there is no significant
difference between writing ability of recount text of tenth grade students of SMA
1 Mejobo Kudus in the academic year 2013/2014 taught by using think-pair-share
and group discussion techniques is “rejected”.
Reffering this result, the writer suggests, the English teachers of the tenth
grade students in Senior High School level had better apply think-pair-share to
teach students’ writing ability since it gives them various benefit academically.
x
ABSTRAKSI
Lestari, Sri. 2014. Kemampuan Menulis Teks Recount Siswa Kelas X SMA 1
Mejobo Kudus di Semester Pertama Tahun Akademik 2013/2014 Diajar
Menggunakan Teknik Berfikir-Berpasangan-Berbagi dan Teknik Diskusi
Kelompok. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Keguruan, Universitas Muria Kudus. Dosen
Pembimbing: (i) Dra. Hj. Sri Endang Kusmaryati, M.Pd., (ii) Fajar
Kartika, S.S, M.Hum.
Kata Kunci: teknik berfikir-berpasangan-berbagi, teknik diskusi kelompok,
kemampuan menulis, siswa kelas X SMA 1 Mejobo Kudus.
Penting bagi siswa untuk mempelajari Bahasa Inggris, sebab Bahasa
Inggris telah diakui sebagai bahasa internasional. Mempelajari Bahasa Inggris
akan membantu siswa agar mampu berkomunikasi dengan orang-orang yang
berbeda di seluruh penjuru dunia. Ada beberapa macam kemampuan dasar
berbahasa agar dapat menguasai Bahasa Inggris. Salah satunya adalah
kemampuan dasar menulis. Kemampuan dasar menulis adalah apa yang seseorang
ingin katakan dituangkan dalam bentuk tulisan. Menulis adalah salah satu bagian
penting dalam pengajaran bahasa. Di SMA 1 Mejobo Kudus, menurut Guru
bahasa Inggris di sana sebagian besar siswa disana masih mendapatkan banyak
kesulitan dalam belajar menulis. Hal tersebut mungkin disebabkan teknik yang
digunakan oleh guru dalam mengajar bahasa Inggris terutama kemampuan
menulis khususnya menulis teks recount. Guru Bahasa Inggris kelas X SMA 1
Mejobo Kudus menggunakan teknik diskusi kelompok dalam mengajar siswa di
dalam kelas. Teknik diskusi kelompok dikategorikan sebagai teknik mengajar
yang difokuskan dalam kerja kelompok. Guru tersebut hampir tidak pernah
mencoba menggunakan teknik yang lain dalam proses belajar mengajar. Fakta
tersebut menuntun penulis untuk membandingkan teknik pengajaran yang dipakai
oleh guru tersebut dengan teknik lain, yaitu teknik berfikir-berpasangan-berbagi.
Penelitian ini membandingkan teknik berfikir-berpasangan-berbagi dan
diskusi kelompok dalam hal efeknya terhadap prestasi akademik siswa. Penelitian
ini bertujuan untuk menemukan apakah ada perbedaan yang signifikan antara
kemampuan menulis dari kelas X SMA 1 Mejobo Kudus pada semester pertama
di tahun akademik 2013/2014 yang diajar dengan menggunakan teknik BerfikirBerpasangan-Berbagi dan teknik Diskusi Kelompok.
Subyek dari penelitian ini adalah kelas X SMA 1 Mejobo Kudus pada
semester pertama di tahun akademik 2013/2014. Sample penelitian ini adalah dua
grup siswa yang dikelompokkan dalam grup experimen dan grup pembanding.
Teknik pengambilan yang digunakan adalah teknik purposive sampling. Penulis
melaksanakan penelitian eksperimen dengan desain grup pembanding tanpa
pretest. Penulis menerapkan dua teknik pembelajaran pada dua kelompok siswa
yang homogen dalam penelitian. Data penelitian diperoleh dari hasil tes menulis
dalam bentuk esai pada kedua kelompok diatas.
xi
Analisis data menunjukkan bahwa kelompok eksperimen (teknik berpikirberpasangan-berbagi) menampilkan hasil yang lebih baik dari pada kelompok
pembanding (teknik diskusi kelompok) dengan nilai rata-rata dari siswa yang
diajar dengan teknik berfikir-berpasangan-berbagi adalah 81,86 dan deviasi
standarnya 4,5 yang dikategorikan “sangat bagus”. Sedangkan nilai rata-rata siswa
yang diajar dengan teknik diskusi kelompok adalah 77,46 dan standar deviasinya
5,15 yang dikategorikan “rata-rata”. Nilai t-observasinya 5,57. Nilai ini lebih
tinggi dari nilai t-tabel yaitu 2,00 pada tingkat signifikan 0,05 dan derajat
kebebasan 72, (to= 5,57 > tt= 2,00).
Sehingga, hipotesis alternatif (Ha) yang menyatakan bahwa terdapat
perbedaan yang signifikan antara kemampuan menulis teks recount dari kelas X
pada semester petama di tahun ajaran 2013/2014 diajar menggunakan teknik
berpikir-berpasangan-berbagi dan teknik diskusi kelompok “diterima”. Sedangkan
hipotesis nol yang menyatakan bahwa tidak terdapat perbedaan signifikan antara
kemampuan menulis teks recount dari kelas X SMA 1 Mejobo Kudus pada
semester pertama di tahun ajaran 2013/2014 diajar dengan menggunakan teknik
bepfikir-berpasangan-berbagi dan teknik diskusi kelompok “ditolak”.
Berdasarkan hasil tersebut, penulis menyarankan agar guru Bahasa Inggris
kelas X di tingkat SMA untuk menerapkan pembelajaran berfikir-berpasanganberbagi untuk mengajar kemampuan menulis siswa, karena teknik pembelajaran
ini memberikan banyak berbagai macam manfaat pada pembelajaran siswa secara
akademis.
xii
TABLE OF CONTENT
Page
COVER ...................................................................................................... i
LOGO ......................................................................................................... ii
TITLE ......................................................................................................... iii
APPROVAL OF ADVISOR ........................................................................ iv
APPROVAL OF COMMITTEE ................................................................. v
MOTTO AND DEDICATION .................................................................... vi
ACKNOWLEDGMENT ............................................................................. vii
ABSTRACT ............................................................................................... ix
ABSTRAKSI .............................................................................................. xi
TABLE OF CONTENT .............................................................................. xiii
LIST OF TABLES ...................................................................................... xvi
LIST OF FIGURES/DIAGRAMS ............................................................... xvii
LIST OF APPENDICES ............................................................................. xix
CHAPTER I INTRODUCTION
1.1. Background of the Research ..................................................................... 1
1.2. Statement of the Problem ........................................................................ 4
1.3. Objective of the Research ........................................................................ 4
1.4. Significance of the Research ................................................................... 4
1.5. Scope of the Research ............................................................................. 5
1.6. Operational Definition ............................................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE AND
HYPOTHESIS
2.1.
Teaching English in SMA 1 Mejobo Kudus ......................................... 8
2.1.1. Curriculum of teaching English in SMA 1 Mejobo Kudus ................... 9
2.1.2. The Purpose of Teaching English in SMA 1 Mejobo Kudus ................. 10
2.1.3. The Material of Teaching English in SMA 1 Mejobo Kudus................. 10
xiii
2.1.4
Technique of Teaching English in SMA 1 Mejobo Kudus ................... 12
2.2
Writing Ability .................................................................................... 13
2.2.1 Writing Process ................................................................................... 14
2.3
Genre Text .......................................................................................... 14
2.3.1 Recount Text as a Genre Text .............................................................. 16
2.4
Cooperative Learning .......................................................................... 19
2.4.1 Techniques of Cooperative Learning .................................................... 20
2.5
Think-Pair-Share Technique ................................................................. 22
2.5.1 The Procedure of Think-Pair-Share in Teaching Writing ..................... 22
2.5.2 The Benefits and Weakness of Think-Pair-Share ................................. 24
2.6
Discussion Method .............................................................................. 24
2.6.1 Types of Discussion Techiques............................................................ 26
2.7
Group Discussion ................................................................................ 27
2.7.1 The Advantages and Disadvantages of Group Discussion ................... 28
2.8
Review of Previous Research .............................................................. 29
2.9
Theoritical Framework ........................................................................ 30
2.10
Hypothesis ......................................................................................... 30
CHAPTER III METHOD OF THE RESEARCH
3.1.
Design of the Research ........................................................................ 31
3.2.
Population and Sample ........................................................................ 33
3.3.
Instrument of the Research ................................................................. 35
3.3.1 Data Collection .................................................................................. 36
xiv
3.3.2 Data Analysis ...................................................................................... 37
CHAPTER IV FINDING OF THE RESEARCH
4.1
Finding of the Research ....................................................................... 41
4.1.1 The Writing Ability of Recount Text of The Tenth Grade Students of
SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught
by Using Think-Pair-Share Technique .................................................. 41
4.1.2 The Writing Ability of Recount Text of The Tenth Grade Students of
SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught
by Using Group Discussion Technique ................................................. 43
4.2
Hypothesis Testing ............................................................................ 45
CHAPTER V DISCUSSION
5.1
Discussion .......................................................................................... 48
CHAPTER VI CONCLUSION AND SUGGESTION
6.1
Conclusion .......................................................................................... 55
6.2
Suggestion .......................................................................................... 56
REFERENCES ............................................................................................ 58
APPENDICES ............................................................................................... 61
STATEMENT ............................................................................................... 110
CURRICULLUM VITAE ............................................................................ 115
xv
LIST OF TABLES
Table
Page
2.1
The Material of English Teaching for the Tenth Grade Students at
SMA 1 Mejobo Kudus in the First Semester ........................................ 11
2.2
Genre of Text ...................................................................................... 16
2.3
Example of Recount Text .................................................................... 18
3.1
The First Daily Test Mean Score of the Classes of Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 ............................................................................................ 34
3.2
The Score of Writing Ability ............................................................... 35
3.3
The Criteria of Measuring Test Score .................................................. 36
4.1
The Sore of Writing Ability of Recount Text of the Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 Taught by Using Think-Pair-Share Technique .................... 42
4.2
The Frequency Distribution of the Writing Ability of Recount
Text of the Tenth Grade Students of SMA 1 Mejobo Kudus in the
First Academic Year 2013/2014 Taught by Using Think-PairShare Technique .................................................................................. 42
4.3
The Sore of Writing Ability of Recount Text of the Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 Taught by Using Group Discussion Technique ................... 44
4.4
The Frequency Distribution of the Writing Ability of Recount
Text of the Tenth Grade Students of SMA 1 Mejobo Kudus in the
First Academic Year 2013/2014 Taught by Using Group
DiscussionTechnique ........................................................................... 44
4.5
The Summary of the Analyzes of Test Score of the Writing
Ability of Recount Text of the Tenth Grade Students of SMA 1
Mejobo Kudus in the First Academic Year 2013/2014 Taught by
Using Think-Pair-Share and Group Discussion Techniques ................ 46
xvi
LIST OF FIGURES/DIAGRAMS
Figure
Page
3.1
The Scheme of the Experimental Research with Control Group
Design without Pre-test........................................................................ 32
4.1
The Bar Diagram of the Writing Ability of Recount Text of the
Tenth Grade Students of SMA 1 Mejobo Kudus in the First
Academic Year 2013/2014 Taught by Using Think-Pair-Share
Technique ............................................................................................ 43
4.2
The Bar Diagram of the Writing Ability of Recount Text of the
Tenth Grade Students of SMA 1 Mejobo Kudus in the First
Academic Year 2013/2014 Taught by Using Group
DiscussionTechnique ........................................................................... 45
xvii
LIST OF APPENDICES
Appendix
Page
1
Syllabus of the Tenth Grade Students of SMA 1 Mejobo Kudus in
First Academic Year 2012/2013 ....................................................... 61
2
Lesson Plan Taught by Using Think-Pair-Share Technique ............. 63
3
Lesson Plan Taught by Using Group Discussion Technique ............ 76
4
Test for Measuring Writing Ability ................................................. 89
5
The Calculation of Writing Ability Score Taught by Using TPS ...... 98
6
The Calculation of Mean and Standard Deviation of Writing Ability
Taught by Using TPS ...................................................................... 100
7
The Calculation of Writing Ability Score Taught by Using GD ....... 102
8
The Calculation of Mean and Standard Deviation of Writing Ability
Taught by Using GD ....................................................................... 104
9
The Variant Score and T-observation Score..................................... 106
10
The Value of T-table for any Number Degree of Freedom ............... 108
xviii