IMPROVING THE STUDENTS’ WRITING ABILITY IN ARGUMENTATION PARAGRAPH THROUGH TEAM ASSISTED INDIVIDUALIZATION

Kode/Nama Rumpun Ilmu: 742/ Pend. Bahasa Inggris

USULAN PENELITIAN DOSEN PEMULA

IMPROVING THE STUDENTS’ WRITING ABILITY IN ARGUMENTATION PARAGRAPH THROUGH TEAM ASSISTED INDIVIDUALIZATION (A Classroom Action Research)

TIM PENGUSUL Ketua Peneliti MUHAMMAD ASTRIANTO SETIADI, S.Pd.,M.Pd. NIDN: 0910048402 Anggota Tim REZKY NURFAYANTI M, S.Pd. NIDN: 0917078301

UNIVERSITAS MUHAMMADIYAH MAKASSAR APRIL, 2015

Halaman Pengesahan 1. Judul Penelitian 2. Kode / Rumpun Ilmu 3. Bidang Penelitian 4. Ketua Penelitian a. Nama Lengkap b. Jenis Kelamin c. NIDN d. Disiplin Ilmu e. Pangkat/ Golongan f. Jabatan g. Telepon/ fax / email 5. Anggota Peneliti a. Nama Lengkap b. NIDN c. Perguruan Tinggi 6. Jumlah Biaya Yang Diusulkan

: Imroving The students’ Writing Ability In Argumentation Paragraph Through Team Assisted Individualization : 742 / Pendidikan Bahasa Inggris : Pendidikan : : Muhammad Astrianto Setiadi S.Pd., M.Pd : Laki-laki : 0911068201 : Bahasa Inggris : Asisten Ahli / IIIb : Dosen Pendidikan Bahasa Inggris : 0411842332 / [email protected] : : Rezky Nurfayanti M, S.Pd. : 0917078302 : Universitas Muhammadiyah Makassar : Rp. 14.954.000; Makassar, 28 April 2015

Mengetahui

Ketua Peneliti

Dekan

Dr. Andi Sukri Syamsuri M.Hum NIP. 194805301976011001

Muh. Astrianto Setiadi, S.Pd.,M.Pd NIDN. 0911068201 Mengetahui Ketua Lembaga Penelitian

Ir. H.M Amin Ishak, M.Sc NIP. 194805301

TABLE OF CONTENT

Cover ........................................................................................................................ i Halaman Pengesahan ............................................................................................... ii Table of Content........................................................................................................ iii Abstract .................................................................................................................. iv CHAPTER I INTRODUCTION A. Background ..................................................................................................1 B. Problem Statement ....................................................................................... 2 C. Objective of the Study .................................................................................. 2 D. Significance of the Study ............................................................................. 3 E. Scope of the Study ....................................................................................... 3 CHAPTER II REVIEW OF LITERATURE A. The Concept of Writing................................................................................ 4 B. The Concept Team Assisted Individualization............................................... 9 C. Conceptual Framework ............................................................................... 12 CHAPTER III RESEARCH METHOD A. Research Design ........................................................................................... 13 B. Research Variables and Indicators ............................................................... 15 C. Research Setting…....................................................................................... 15 D. Research Instrument ................................................................................... 16 E. Technique in Collecting Data ....................................................................... 16 F. Technique for Data Analysis ........................................................................ 18 CHAPTER IV APPROXIMATION ESTIMATE AND RESEARCH SCHEDULE Bibliography Lampiran-lampiran

ABSTRACT This research is intended to explain the students’ This research aimed at explaining the improvement of the students’ Writing ability in writing component of organization and writing component of content in class XI-2 of SMU Negeri 1 Bontonompo Selatan in the 2015/2016 academic year. This research will use A Classroom Action Research (CAR). It will conduct in two cycles; each cycle consists of four meetings. The subjects of this research are students in class XI-2 involved 40 students that consists of 25 women and 15 men. The researcher will take real data from the class to know the students’ writing ability. The instruments of this research are writing test and observation sheet in cycle I and in cycle II. Keyword : Team Assisted Individualization, Students, Writing

CHAPTER I INTRODUCTION

A. Background English as one of the languages used as a tool of sharing ideas or getting information from other people around the world. It has been becoming the international language that is widely used in writing and speaking all over the world. Therefore, the government of Indonesia has been putting English as an essential subject to learn from elementary school until university. There are four skills that should be mastered by students in learning English. They are listening, speaking, reading, and writing. Since the language is a tool of communication, the teacher must be able to make the learner communicate information effectively both in spoken and written form as stated by Brown and Yule in Zulfiah (2007: 1). Communication both in spoken and written is a difference thing. Byrne (1990:1) points out that speaking is just more than the production of sounds while writing is clearly much more than the production of graphic symbols. The symbols have to be arranged, according to certain conventions. The symbols are also arranged to be words, from words to sentences, sentences to paragraph, and paragraph to essay. Schewelger in Fatmawaty (2009: 1) states that writing is one of the hardest things that people do because it requires thinking. He also says that, there are several components in writing that should be mastered such as grammatical structure, vocabulary, coherence, organization, and content. Those components are related to one another in order to produce a good writing. The absence of one of those components will produce poor result of writing. Due to the problem above, most of the result indicates that the students have low ability in writing included the students of SMU Negeri 1 Bontonompo Selatan. Based on the researcher observation, the students still have much difficulty when they are asked to write. Sometimes when they want to write, the students get difficulties to express their ideas, and they cannot organize them.

Encouraging the students to write English is not are erly job to do. This is why the teacher of English should provide atmosphere and condition than enhance students reaction. The students have to be stimulated to write in English in order to build up their writing habits. Many teachers of English make an effort to make their class interesting by various method, technique, with materials and instrument to learn writing skill effectively. For this research Team Assisted Individualization method will be applied to improve students’ writing in argumentation paragraph. Hopefully can cause student to learn. Based on the background above, the writer wishes to carry out a research and to deeply investigate the improvement of students writing ability especially in description paragraph through Team Assisted Individualization at SMU Negeri 1 Bontonompo Selatan.

B. Problem Statement Regarding to the background above, the researcher formulates research questions as follow: 1. How does the Team Assisted Individualization improve the students’ organization area of writing ability in argumentation paragraph? 2. How does the Team Assisted Individualization improve the students’ content area of writing ability in argumentation paragraph?

C. Objective of the Study In relation to the problem statement above, the main objective of the research is to find out whether or not: 1. How the Team Assisted Individualization improve the students’ organization area of writing ability in argumentation paragraph. 2. How the Team Assisted Individualization improve the students’ content area of writing ability in argumentation paragraph.

D. Significance of the Study The result of the research is expected to be useful information and reference for English teacher. In general the positive impact to the students they will know that in learning writing in English not only stagnant in one way but there are many ways to get success of learning and to the teacher is the way use this method as basic in teaching specially to improve students’ writing ability in argumentation paragraph through Team Assisted Individualization.

E. Scope of the Study The scope of the research is restricted to know the improving of students’ writing ability in argumentation paragraph. The researcher use Team Assisted Individualization method to improve students’ writing ability in argumentation paragraph?

CHAPTER II REVIEW OF RELATED LITERATURE

A. Concept of Writing 1. Definition of Writing Byrne in Ismayanti (1990: 1) states that writing is clearly more than the prediction of the sounds. The symbols have been arranged according to certain in convention. As rule, however the students do not write just one sentence or a number of sentence as arranged in particular order and linked together in certain ways. Writing involves the encoding of message of some kinds that translate throughout into language. Another statement about writing skill comes from Widdowson in Saleha (2008:15) states that writing is a communicative activity and is carried out in accordance with certain general principal in which underline the use of language in communication. Lindbolm in Fatmawaty (2009: 13) gives definition of writing as studying to focus our mind on important matters, and learning about them. By this activity, a person can find the solution of difficult problem, master the fact even by writing, a person can also communicate their mind that cannot be done through other way. We can say that writing is the act of expressing something through the application of language system. So, when we write, there are two problematic areas namely “what to write and how to write it”. It is then understandable that language skills are meant as the ability to manipulate the rules of language conventionally, while extra linguistic system or knowledge of the world refers to what the writer knows about the subject to write. 2. The Importance of Writing There are a lot of reasons why writing is important by Hairston in Saleha (2008:5): 1) Writing is a tool for discovery. We stimulate our thought process by the act writing into information and tab into information and image we have our

unconscious mind. 2) Writing helps us to organize our ideas. We can arrange them in coherent form. 3) Writing generates new ideas by helping us to make connection and see relationship. 4) Writing down ideas allows us to dictate ourselves from them. 5) Writing helps us to observe and process information when we write a topic, we learn it better. 6) Writing enables us to solve the problems by putting the element of them into written form; we can examine and manipulate them. 7) Writing on a subject makes us active rather than passive learns of information. 3. The Characteristic of Good Writing There are some characteristic of good writing as Adelstein and Prival in Damayanti (2009: 15) states as follows: 1) Good writing reflects the writing skill to organize the material into coherence whole so that it moves logically form a sentence, dominate idea, to the supporting and finally to consistent ending, conveying to the reason sense of a well thought put plan. 2) Good writing reflects the writer skill to write the interest readers in subject and demonstrate a thought sound understanding of it. 3) Good writing reflects the writer skill to criticize the draft and revise it. Revision is the key of effectives writing. 4) Good writing reflects the writer skill to use the approach vice suit the purpose and audience of the occasion. 4. Types of Writing a) Narration Oshima (1997: 27) explains that Narration is story writing. When you wrote a narrative paragraph or essay, you write about events in the order that they happened. In other words, you use time order to organize your sentence. In the model essay, the writer uses time order to divide the essay into paragraphs. An outline of the essay narration would like this: orientation, complication, and resolution.

b) Description Oshima (1997: 50) explains that descriptive writing to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. A good description is like a “word picture”, the reader can imagine the object, place, or person in his or her mind. A writer of a good description is like an artist who paints a picture that can be “seen” clearly in the mind of the reader. In a description, writers often use spatial order to organize their ideas. Spatial order is the arrangement of items in order by space. An outline of description would like this: introduction, body, and conclusion. c) Explanatory There are three kinds of explanatory composition, they are: a) Explaining a process To write an explanatory composition that explains a process, rely on the same skills you have used in everyday situations. Explain the steps in the process briefly and clearly. Start with the first step and proceed through all the steps in the order in which they must be completed. It is essential that the steps be presented in the correct sequence and that they be accurate and complete. An effective way to organize an explanatory composition that explains a process is to follow this plan: introduction, steps in the process, and conclusion. b) Stating an opinion An explanatory composition may express an opinion and explain why others should explain why others should accept that opinion. In an explanatory composition, you need to present strong, specific reasons or facts. An effective way to organize an explanatory composition that stating an opinion is to follow this plan: introduction (express your opinion, as directly as possible), body (supporting opinion), and conclusion (summarize your argument as forcefully as you can). c) Stating a definition To write a good definition, you must do three things. First, name the word to be defined. Second, name the general class to which the subject belongs. Third, name the particular characteristic of the subject. By defining a subject you will be able to present a complete and informative picture of it. An effective way to

organize an explanatory composition that stating a definition is to follow this plan: introduction (your definition serves as the topic sentence for the composition), body (the most informative way to develop a definition is with or with facts and figures), conclusion (the sums up the main idea of your definition) (Littell, 1981: 122-140 ) 5. Process of Writing This section includes a description of the activities leading to the writing f the previous essay. These activities include prewriting, writing and rewriting. a) Prewriting Graham and Perin (2007: 18) explain that pre-writing engages students in activities designed to help them generate or organize ideas for their composition. Engaging the students in such activities before they write a first draft improves their quality of their writing. Prewriting activities include gathering possible information for a paper through reading or developing a visual representation of their ideas before sitting down to write. Alexander (1990: VI-3) in this section, the students are required to cluster or list what they know for each topic before deciding on one topic as the subject of their report of information essay. Some students list subtopics for two or three choices and then select the topic that yield the greatest number of subtopics. Oshima (1997: 15) states that brainstorming is prewriting activity in which you come up with a list of ideas about a topic on your own in small groups with your classmates. You quickly write down a list of ideas that come to your mind as you are thinking about a general subject or specific topic. b) Writing Graham and Perin (2007: 20) the process of writing approach stress activities that emphasize extended opportunities for writing. Writing for real audiences, self-reflection, personalized, instruction and goals, and cycles of planning, ad reviewing. Litell (1981: 7 ) at this point in the process of writing, you are ready to write. Simply put your pencil to paper and write. Don’t fuss with the writing. Don’t worry about organizing ideas. Don’t fuss about spelling or punctuation. Just

Write. According to Oshima (1997: 85) there are several steps in writing process, they are: a)

Prewritten to get previous ideas

b)

Organize the ideas

c)

Write the rough draft

d)

Editing the rough draft

e)

Write the second draft

f)

Write the final draft

c) Rewriting At this stage of the process you will need to work more carefully. Read what you have written and repair it as you can. Finally, when you are satisfied that your writing is clear and correct, write it out its final form. Write carefully. Make your work as neat as possible.

6.

Components of Good Writing Jacob in Ismayanti (2008: 22) points out five kinds of components in writing. They are content, organization, language use, vocabulary, and mechanics. 1) Content The content of writing should be clear for the readers so that the readers can understand the message convey and gain information from it. In order to have a good content of writing, its content should be well unified and completed. This term is usually known as unity and completeness, which become characteristic of good writing. 2) Organization In organization of the writing concern with the ways through writer arranges and organizes the ideas in order the message in the words. There are many ways used by the writers to organize or arrange the writing this organization is mainly recognized as order.

3) Language Use Coke in Ismayanti (2002) states that language us in writing description and other forms of writing involve correct usage and point of grammar. However, considering that there are many points of grammar, the writer would like to quote a little literature about verbs, use modifier or adjective, adverbs, and participles in the writing, a modifier may other be a phrase. A single, well-chosen- modifier is often more effective than several used together. If it is difficult to describe with over used or warn-out modifier, find more interesting synonyms, in the dictionary. 4) Vocabulary Vocabulary is one of t language aspect dealing the process of writing. The writers always think about putting words into the sentences and putting the sentences into the paragraph until they can create a piece of writing. It is clear now that we cannot write or express if we do not have vocabulary. Therefore, we cannot understand the writing passage without having a lot of vocabulary. Vocabulary as one of the important components of writing should take in to consideration by the English leaner and English teacher, because there is n doubt that learning the words of the language. 5) Mechanics The use of mechanics is due to capitalization, punctuation, and spelling appropriately. These aspects are very important, it leads the readers to understand, to recognize immediately. The use of favorable mechanic in writing will make readers easy to group the conveying ideas or the message to the written materials.

B. Team Assisted Individualization Technique a. Definition of Team Assisted Individualization Technique Some definitions of Team Assisted Individualization are given as Follows: 1) Slavin, Madden, and Leavey (1984) state that Team Assisted Individualization technique is a combination of cooperative learning method and individualized instruction whereby heterogeneous groups of individuals work together to master individualized assignment. Students are placed in an individual

sequence of the learning material based on test performance. The earn points for their respective teams by passing final tests, completing multiple units, and handing in assignments. Students then take their final units tests individually. 2) Sholomo Sharan (2009:28) stated that Team Assisted Individualization technique is a program which combines cooperative learning and teaching individual to fill up the need of diverse classes. This technique was improved to apply cooperative learning method to solve the problems during individualization technique. b. Team Assisted Individualization and co-operative learning Co-operative learning is one learning method which believed can make learning process better. The essence from this method is to make the students can teach their friends (Harris: 2007). Teaching friend will give the students chance for learning in same time so they will become a teacher for their friends. The Team Assisted Individualization as part of cooperative learning technique encourages students’ individual participation and applicable across all grade levels and class sizes. This is one of the foundation stones for the development of the cooperative classroom. Ralph W. Tyler (1994: 63) states essentially learning takes place through the interaction between the students and the internal condition in the environment; that is the active behavior of the students in the classroom. This definition implies that the students must be an active participant. c.

Steps of Team Assisted Individualization The team-assisted-individualization technique steps are as follows:

1) Teams: students in Team Assisted Individualization are designed to four to five member of heterogeneous teams, just as in STAD and TGT. 2) Placement test: students are pretested at the beginning of the lesson. They are placed at the appropriate point in the individualized program based on their performance on this test. 3) Team study: following the placement test, the teacher teaches the first lesson. Students then work in their teams following these steps: (a) Students form pairs or triads within their teams for checking.

(b) Students work the skill practice and ask teammates or the teacher for help if necessary. (c) Each student works with the problems in his or her own practice and then has a teammate check the answer against an answer page. Students who run into difficulties at this stage are encouraged to ask for help within their teams before asking the teacher for help. 4) Team scores and team recognition: at the end of each meeting, the teacher computes the team scores. This score is based on the average number of units covered by each team member and the accuracy of the unit test. Criteria are established for team performance. A high criterion is set for a team to be a super team, a moderate criterion for a team to be a great team and a minimum criterion for a team to be a good team. 5) Teaching groups: each meeting the teacher works for ten to fifteen minutes with each of two to three small groups of students drawn from heterogeneous teams who are in minimum score. The lesson is designed to help students understand the connection between the lesson they are learning and their real-life. Fact test: twice each week, the students are given worksheets to study at home to prepare for the test (Slavin, 1994:102-104).

C. Conceptual Framework The conceptual framework is illustrated below: writing

Argumentation Paragraph

Team Assisted Individualization

CAR

Cycle 1

Cycle 2

1. Planning

1. Planning

2. Action

2. Action

3. Observation

3. Observation

4. Reflection

4. Reflection

The Improvement of the students’ writing ability Jsifjj

Jsifjj

CHAPTER III RESEARCH METHOD A. Research Design In this classroom action research (CAR), the observer uses the CAR principle to collect the data. The research is divided into two cycles with each cycle consist of four phases. The cycle is described through the scheme of action research phases as follows: Reflection

Cycle I

Action

Observation Re-Planning Reflection

Cycle II

Action

Observation

? ???

The cycle of Classroom Action Research (Arikunto: 2007) Cycle 1 Cycle 1 consist of planning, action, observation, and reflection as follows: 1. Planning In this phase, the observer: a. Make lesson plan after got the problem in the class by applied team assisted individualization. b. Make instrument evaluation that will be used in classroom action research cycle c. Make observation sheet 2. Action The activities that will be done in this stage are: a. The students chose an interesting topic; b. The students cluster their topic;

c. The teacher guide the students to make an outline about their topic; d. The teacher guide the students to improve their outline; e. The teacher correct the students’ writing by filling the error sheet; f. The students rewrite their writing based on the error sheet. 3. Observation In this phase, the observer will observe: a. Students’ participation and response during teaching and learning process. b. Students’ competence in answering the exercises. 4. Reflection After collected the data, the observer will evaluate the teaching learning process. Then do reflection by saw the result of the observation, whether the teaching learning process of writing by used team assisted individualization reaches success criteria based on the test result of the first action.

Cycle II It is line with cycle I, cycle II also consists of Planning, action, Observation, and reflection as follows: 1. Planning In this phase, the observer make: a. The lesson plan by applied team assisted individualization. b. Instrument evaluation that will be used in classroom action research cycle. c. Observation sheet. 2. Action a. The teacher apply team assisted individualization in the class. b. The teacher puts the students into four member learning teams that are mixed in performance level, gender, and ethnicity. c. The teacher write down a topic in the idle of the paper. It could be a word or phrase d. The teacher writes down a new word or a phrase around the topic and circle. e. The teacher teach the student to read that new words or phrases in right writing f. The teacher read first continuously.

g. The student follows the teacher to read all the words and phrases. 3. Observation In this phase, the observer will observe: a. Students’ participation and response during teaching and learning process. b. Students’ competence in answering exercises. 4. Reflection After collected the data, the observer evaluate the teaching learning process. Then do reflection by saw the result of the observation, whether the teaching learning process of writing by used team assisted individualization reaches success criteria based on the test result of the second action. In the second cycle, the observer make conclusion about the application team assisted individualization in improving the students’ Writing at second year students of SMU Negeri 1 Bontonompo Selatan.

B. The Variable and Indicators This research use two variables, they are: 1) Independent Variable The independent variable is the implementation of Team Assisted Individualization. It is the method that the teacher will apply in the class. 2) Dependent Variable The dependent variable is the students’ achievement of writing in description.

C. Research Setting This part covers research location, research time, and classroom action research cycles as follows: 1. Schedule This classroom action research will be conducted at SMU Negeri 1 Bontonompo Selatan Kab. Gowa.

2. Research Time This research will be conducted in 2016 year. This research time will be determined based on school academic calendar because classroom action research require two cycles. 3. Cycles This classroom action research will be conducted through two cycles. It aimed at observing the improvement of the students’ Writing ability through team assisted individualization. 4. Research Subject The research subject of this classroom action research is the second grade students at SMU Negeri 1 Bontonompo Selatan Kab. Gowa in 2016 year.

D. Research Instrument There were two instrument used: 1. Observation Sheet Observation sheet aims found out the students’ data about their presence and activeness in teaching learning. 2. Test Test aims to get information about students’ improvement after teaching learning process ends.

E. Technique of Data Collection The technique of data collection in this research as follows: a. Observation; it aimed to find out the students’ participation during the teaching and learning process. b. Test; it aimed to find out the students’ responding during the teaching and learning process by interviewing students and teacher. Test; it is aimed the students’ improvement in learning writing skills. Data Collection To collect the data by the following procedures:

1. Data source: the data source in this research is the students’ achievement in writing before get the writing material through team assisted individualization. 2. The students will be given test to the students. It will be done after implementing the TAI Assessment in the class or in the observation stage of classroom action research which will be done in every cycle. The following activities are: a. The researcher explains about the procedure of test. b. The researcher asks the students to propose their interesting topic. c. The students develop their topic into in argumentation. d. The students collect their writing result. 3. There are two components that to be concerned of the researcher in this research to measure the writing proficiency. To measure the writing score, Jeremy Harmer has developed the following rating scale. a. Content Score 50

Criteria  Meaning is conveyed effectively  Show a clear understanding of writing, topic and main idea  Contains some ideas more than 5 paragraphs and they are coherence with each other.

40



Meaning is conveyed but breaks down at items.



Shows a good understanding of writing, topic, and main idea development.



Contain some ideas 4 or 3 paragraphs and they are coherence with each other .

30



Meaning is frequently clear.



Show some understanding of writing, topic and main idea, less development.



Contain some ideas 4 or 2 paragraph but they not coherence each other.

20



Meaning is unclear.



Shows little evidence of discourse understanding.



Contain some ideas 3 or 2 paragraphs and they not coherence each other.

10



No complete sentences are written



No evidence of concept of writing ( Harmer, Jeremy 1987: 336 in Rajab 2008)

b. Organization Score 50

Criteria 

Organization is appropriate to write assignment and contains clear introduction, developments of idea, and conclusion.



Transition from one idea to another is smooth and provides rider with clear understanding that topic is changing

40



Events are organized logically, but some part of the sample may not be fully developed.

30



Some transition of ideas evidence



Organization may be extremely simple or there may be evidence of disorganization



There are few transitional markers or repetitive transitional markers.

20

10



Sample is compared if only a few disjoined sentences.



No transitional markers



No complete sentences are written



No evidence of concepts of writing. (Harmer, Jeremy 1987: 3 in Rajab 2008)

4. Technique of Data Analysis To analyze the data in the classroom action research will be done by quantitative. The quantitative data will be used descriptive analysis. The descriptive analyses that will

be used are mean score, table distribution of frequency, minimum value, maximum value, and percentage. a. To Calculate the mean score of the students’ test result. The researcher will use the following formula:

X

=

X N

Where:

X

=

Mean score

X

=

the total number

N

=

the number of sample

( Gay, 1981 : 298 ) b. To know development of

the students’ writing skill, the researcher will use

percentage technique. c. The calculating students participant and activeness, researcher will use this formula: P=

X 100%

Where:

P = Percentage of the student score F = frequency of the student score N = subject (Sudjana, 1990:85).

d. From the basic standard above the researcher will use the standard score for the total value of the students’ writing by calculating the standard score given, as follows: a.

Scores 90-100 is classified as excellent.

b.

Scores 80-89 is classified as very good.

c.

Scores 70- 79 is classified as good.

d.

Scores 60-69 is classified as fair.

e.

Scores 0-59 is classified as poor, (Dekdikbud in Saleha, 2008:22)

CHAPTER IV APPROXIMATION ESTIMATE AND RESEARCH SCHEDULE 4.1 Anggaran Biaya Penelitian Dosen Pemula

No

Biaya yang diusulkan

Jenis Pengeluaran

(Rp)

1

Gaji dan Upah (Maks. 20%)

Rp. 3.000.000;

2

Bahan habis pakai dan peralatan (40-60%)

Rp. 8.954.000;

3

Perjalanan (Maks. 15%)

Rp. 1.500.000;

4

Lain-lain (publikasi, seminar, laporan, lainnya

Rp. 1.500.000;

sebutkan) (10-15%) Jumlah

Rp. 14.954.000;

1.2 Jadwal Pelaksanaan Penelitian

No

Jenis Kegiatan

1

Persiapan (survey)

2

Menyusun konsep pelaksanaan dan observasi penelitian Menyusun jadwal dan tugas penelitian Menyusun RPP dan instrument penelitian Menyiapkan Kelas dan Alat kebutuhan Melakukan cycle 1 Memberikan materi kepada subjek penelitian Pengaplikasian metode pembelajaran sebanyak 4 kali pertemuan Melakukan observasi

3 4 5 6 7

8

9

1 2

3

4

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6

Bulan 7 8

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√

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9

10 11 12

10 11

12 13

14

15

16 17

18

20

21 22

kepada subjek penelitian Pengambilan data Refleksi ( meliputi proses kegiatan, menganalisa, memahami dan menyimpulkan Melakukan treatment cycle 2 Memberikan materi kepada subjek penelitian Pengaplikasian metode pembelajaran sebanyak 4 kali pertemuan Melakukan observasi kepada subjek penelitian Pengambilan data Refleksi ( meliputi proses kegiatan, menganalisa, memahami dan menyimpulkan Merangkum dan menulis laporan hasil penelitian Melengkapi dan mengurus keperluan kebutuhan administratif Penjilidan dan Publikasi Pengiriman dan pelaporan laporan hasil penelitian

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√

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BIBLIOGRAPHY

Alexander, Francie. 1990. Writing Assessment Handbook California: California Department of Education Byrne, Donn. 1990. Teaching Writing skill. London and new York: Longman Group UK Limited. Caudery, T. 1990. The Validity of timed essay test in the assessment of writing skill; ELT Journal 44/2:122- 32 Damayanti, Irma. 2009. Increasing the Students’writing skill through dyadic essay confrontation technique skripsi Makassar Fakultas keguruan Ilmu Pendidikan universitas Muhammadiyah Fatmawaty. 2009. Increasing the students’ writing proficiency through think- TalkWrite method. Skripsi Makassar: fakultas Keguruan dan Ilmu Pendididkan universitas Muhammadiyah Makassar . Fatirul, Ahmad Nur. 2008. Cooperative Leraning. http://www.guruvalah.tk. Access 15 Juny 2010 Graham, steve and Dolores Perin. 2007. Writing skill next. Washintong, DC: Alliance for Excellent Education Harmer, J. 1987. The practice of English language teaching. New York: longman Inc . Iskandar, 2009. Penelitian Tindakan Kelas. Cipayung-Ciputat : GP Press. Jeremy harmer, 1991 the practice of English language teaching Cambeidge Kagan, Spencer. 1994. Cooperative Learning. San Clemente, CA: Kagan Publishing. Latief Adnan. 2009. Penelitian Tindakan Kelas Pembelajaran Bahasa Inggris. Malang: Fakultas Sastra Universitas Negeri Malang. Rajab (2008). Thesis. Increasing the Students’ Writing Ability through Free Topic Writing, A Thesis: Faculty of Teacher Training and Education University of Muhammadiyah Makassar. Sholomo Sharan (2009: 28) Hand book of cooperative learning, Yogyakarta, imperium.

LAMPIRAN 1. JUSTIFIKASI ANGGARAN PENELITIAN 1. Justifikasi Anggaran Penelitian a. Honor

Honor

Honor/Jam

Waktu ( jam / minggu) Minggu

(Rp)

Honor per Tahun (Rp)

Ketua

Rp. 12.000/ jam

8 jam / Minggu

24 Minggu

Rp. 2.304.000

Anggota

Rp. 6.000/ jam

8 jam / Minggu

24 Minggu

Rp. 1.152.000 Rp. 3.456.000;

SUB TOTAL (Rp) b. Peralatan penunjang Material

Kabel Listrik

Justifikasi Pemakaian aliran

15 meter

Harga Satuan Harga Peralatan (Rp) Penunjang (Rp) 1 Tahun Rp. 10.000/mtr Rp. 150.000

listrik

3 buah

@ Rp. 20.000

Rp.

dalam

1 buah

Rp. 1.000.000

Rp. 1.000.000

bahan

5 buah

@ Rp. 150.000 Rp. 750.000

Sebagai penyimpan data penelitian

1 buah

@ Rp 100.000

Penghubung listrik LCD Switch listrik Colokan untuk alat Speaker Active Alat dengar Penelitian Alat peraga Pendukung Penelitian Flash Disk

Kuantitas

Board Marker Alat tulis menulis Hitam & Biru LCD Pengadaan alat penelitian sebagai bahan ajar Printer Print out bahan ajar, administratif, proposal dan laporan SUB TOTAL (Rp)

Rp

60.000

100.000

BM Hitam: 3 @ Rp. 5.000 BM Biru : 3 @ Rp. 5.000 1 buah Rp. 4.100.000

Rp. 15.000 Rp. 15.000 Rp. 4.100.000

1 buah

Rp. 1.250.000

Rp. 1.250.000

Rp. 7.440.000

b. Bahan habis pakai

Material

Justifikasi Pemakaian

Kuantitas

Harga Satuan Biaya per Tahun (Rp) (Rp) 1 Tahun

Tinta dan Print out bahan ajar, kertas A4, Fs, instrument penelitian, Qs proposal, administatif dan laporan penelitian Penjilidan, Jilid antero Proposal dan Laporan CD Burning Burning files sebagai laporan. Kertas Manila Pembuatan alat peraga Foto copy Bahan ajar dan Worksheet SUB TOTAL (Rp)

A4 : 4 Rim @ Rp. 35.000 Fs : 2 Rim @ Rp. 40.000 Qs :2 Rim @ Rp. 33.000

Rp. 140.000 Rp. 80.000 Rp. 66.000

Proposal : 3 @ Rp. 6.000 Laporan : 3 @ Rp. 8.000 CD : 3 @ Rp. 5.000

Rp. Rp. Rp.

10 lembar @ Rp. 15.000 40 rangkap @ Rp. 25.000

Rp. 150.000 Rp. 1.000.000

18.000 24.000 15.000

Rp. 1.458.000;

d. Transportasi dan Konsumsi Material

Justifikasi Pemakaian

Kuantitas Harga Satuan Biaya per Tahun (Rp) (Rp) 1 Tahun

Transportasi 1 Survey/sampling Pra penelitian Transportasi 2 Pengurusan persuratan dan perizinan. Konsumsi Konsumsi selama Penelitian SUB TOTAL (Rp)

2 orang 2 orang 2 orang

Rp. 100.000 Rp. 100.000 Rp. 300.000

Rp. 200.000

2 orang

@Rp. 300.000 Rp. 600.000

Rp. 300.000

Rp. 1.100.000

c. Lain – lain Kegiatan

Justifikasi

Kuantitas Harga Satuan Biaya per Tahun (Rp) (Rp) 1 Tahun

Publikasi & Jurnal dan artikel Penyusunan artikel Biaya persentasi Persentasi hasil Penelitian Dokumentasi Dokumentasi Penelitian Seminar Publikasi majelis SUB TOTAL (Rp)

1 kali

Rp. 300.000

Rp. 300.000

1 kali

Rp. 402.000

Rp. 402.000

2 kali

Rp. 150.000

Rp. 150.000

1 kali

Rp. 648.000

Rp. 648.000 Rp. 1.500.000

TOTAL ANGGARAN YANG DIPERLUKAN (Rp)

Rp. 14.954.000;

LAMPIRAN 2. SUSUNAN ORGANISASI TIM PENELITI/PELAKSANA DAN PEMBAGIAN TUGAS

No

Nama/ NIDN

Instansi Asal

1

Muhammad Astrianto Universitas Setiadi,S.Pd.,M.Pd./ Muhammadiyah NIDN: 0911068201 Makassar

Pend. Bahasa Inggris

2

Rezky Nurfayanti M,S.Pd./ NIDN: 0917078301

Pend. Bahasa Inggris

Universitas Muhammadiyah Makassar

Bidang Ilmu

Alokasi Waktu (jam/minggu) 10 Jam/ Minggu

Uraian Tugas

Peneliti utama, konseptor, aplikator metode penelitian dan penyusun laporan penelitian 10 Jam/ Surveyor, Minggu Pengambil data penelitian, publikasi, administrative

LAMPIRAN 3. BIODATA KETUA TIM PENELITI / PELAKSANA

A. Identitas Diri (Ketua Tim Peneliti)

1 2 3 4 5 6 7 8 9 10

Nama Lengkap (dengan gelar) Jenis Kelamin Jabatan Fungsional NIP/NIK/ Identitas lainnya NIDN Tempat dan Tanggal Lahir E-mail Nomor Telepon/ HP Alamat Kantor Nomor Telepon/ Faks

11

Mata Kuliah yang Diampuh

Muhammad Astrianto Setiadi, S.Pd.,M.Pd. Laki-laki Asisten ahli 1174915 0911068201 Makassar / 11 Juni 1982 [email protected]

085 299 943 582 BTN. Jenetallasa Permai A6/13 Gowa 0411-842 332 1. Speaking 1,2,3,4 2. Cross Culture Understanding 3. Listening Comprehension 4. Writing 3 5. Structure 1, 3 6. Language Testing

B. Riwayat Pendidikan

Nama Perguruan Tinggi Bidang Ilmu

S-1 Universitas Muhammadiyah Makassar Pendidikan Bahasa Inggris

S-2 Universitas Negeri Makassar Pendidikan Bahasa Inggris

2008-2010 Tahun Masuk-Lulus 2002-2007 Judul Skripsi/Tesis/ Using Communicative Language Using Fables in Improving Disertasi Teaching Approach (CLT) To Students’ Vocabulary Stimulate The Students To Speak inMastery English

Nama Pembimbing/ Promotor

1. Dr. Hj. Tenri Ampa, M.Hum 2. Sulfasyah.,M.Hum.,Ph.D

1. Prof. Dr. H.M Amin Rasyid MA. 2. Prof. H. Burhanuddin Arafah, P.hd

C. Pengalaman Penelitian Dalam 5 Tahun Terakhir (bukan skripsi, thesis, maupun disertasi) No

Tahun

`1

2013

2

2015

Judul Penelitian

Sumber

The Implementation of DIKTI Information Gap Activities to Improve Students’ Speaking and Reading Skills Improving The Students’ Speaking DIKTI Ability Through Three-Step Interview Method

Pendanaan Jml (Juta Rp) 12.000.000

11.500.000

D. Publikasi Artikel Ilmiah Dalam Jurnal dalam 5 Tahun Terakhir

No Judul Artikel Ilmiah 1

2

Using Communicative Language Teaching Approach (CTL) to Stimulate The Students To Speak in English

Nama Jurnal Volume/ Nomor/Tahun Exposure

Needs Analysis of Technical English in Exposure Vocational High School

Semua data yang saya isikan dan tercantum dalam biodata ini adalah benar dan dapat dipertanggungjawabkan secara hukum. Apabila dikemudian hari ternyata dijumpai ketidaksesuaian dengan kenyataan, saya sanggup menerima sanksi. Demikian biodata ini saya buat dengan sebenarnya untuk memenuhi salah satu persyaratan dalam pengajuan Hibah Penelitian Dosen Pemula Makassar, 28 April 2015 Pengusul,

(Muhammad Astrianto, S.Pd.,M.Pd.)

LAMPIRAN 4. BIODATA ANGGOTA TIM PENELITI / PELAKSANA

A. Identitas Diri (Anggota Tim Peneliti)

1 2 3 4 5 6 7 8 9 10

Nama Lengkap (dengan gelar) Jenis Kelamin Jabatan Fungsional NIP/NIK/ Identitas lainnya NIDN Tempat dan Tanggal Lahir E-mail Nomor Telepon/ HP Alamat Kantor Nomor Telepon/ Faks

11

Mata Kuliah yang Diampuh

Rezky Nurfayanti M, S.Pd Perempuan Tenaga Pengajar 0917078301 Ujungpandang / 17 Juli 1983 [email protected]

085299943528 Jl. Sultan Alauddin No. 259 0411-842 332 1. Speaking 1,2 2. Vocabulary 1,2 3. Listening Comprehension 4. Writing 3 5. Structure 1, 3 6. Computer

B. Riwayat Pendidikan

Nama Perguruan Tinggi Bidang Ilmu

S-1 Universitas Muhammadiyah Makassar Pendidikan Bahasa Inggris

S-2 Universitas Negeri Makassar Pendidikan Bahasa Inggris

2014 Tahun Masuk-Lulus 2002-2008 Judul Skripsi/Tesis/Disertasi Improving Students’ Reading Comprehension Through ThinkAloud Strategy

Nama Promotor

Pembimbing/

1. Dr. Hj. Andi Tenri Ampa, MA 2. Asriati.,M.Hum,Ph.D

C. Pengalaman Penelitian Dalam 5 Tahun Terakhir (bukan skripsi, thesis, maupun disertasi) Pendanaan Sumber Jml (Juta Rp)

No

Tahun

Judul Penelitian

`1

2013

Imroving The Students’ Reading Ability Through Reading Process Strategy

DIKTI

12.000.000

2

2014

Improving The Students Ability in DIKTI Translating English Into Indonesian Based n Duff’s Pronciples at Makassar Muhammadiyah University

11.500.000

Semua data yang saya isikan dan tercantum dalam biodata ini adalah benar dan dapat dipertanggungjawabkan secara hukum. Apabila dikemudian hari ternyata dijumpai ketidaksesuaian dengan kenyataan, saya sanggup menerima sanksi. Demikian biodata ini saya buat dengan sebenarnya untuk memenuhi salah satu persyaratan dalam pengajuan Hibah Penelitian Dosen Pemula Makassar, 28 April 2015 Pengusul,

(Rezky Nurfayanti M, S.Pd)

UNIVERSITAS MUHAMMADIYAH MAKASSAR Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar

SURAT PERNYATAAN KETUA PENELITI / PELAKSANA Yang bertanda tangan dibawah ini: Nama

: Muhammad Astrianto Setiadi S.Pd.,M.Pd

NIDN

: 0911068201

Pangkat / golongan

: Asisten Ahli / IIIb

Jabatan Fungsional

: Dosen Bahasa Inggris

Dengan ini menyatakan bahwa proposal penelitian saya dengan judul “Imroving The students’ Writing Ability In Argumentation Paragraph Through Team Assisted Individualization” yang diusulkan dalam skema peneitian dosen pemula Dikti untuk tahun anggaran 2016 bersifat original dan belum dibiayai oleh lembaga / sumber dana lain. Bilamana dikemudian hari ditemukan ketidaksesuaian dengan pernyataan ini, maka saya bersedia dituntut dan diproses sesuai dengan ketentuan yang berlaku dan mengembalikan seluruh biaya penelitian yang sudeah diterima ke kas Negara. Demikian pernyataan ini dibuat dengan sesungguhnya dan dengan sebenarbenarnya. Makassar, 28 April 2015

Mengetahui Ketua Lembaga Penelitian

Ir. H.M Amin Ishak, M.Sc NIP. 194805301

Yang menyatakan Materai 6000

Muhammad Astrianto, S.Pd,M.Pd NIDN. 0911068201