CHAPTER I INTRODUCTION
This chapter presents the background background of the study, study, statement of the problem, objective of the study, significance of the study, hypothesis, scope and limitation, and definition of key terms. Those will be presented as follows: A. Backgr Backgroun ound d of the the Stud Study y In English there are four skills that must be learned; they are
listening, speaking, reading and writing. s one of the four language skills, writin writing g has alway alwayss occupi occupied ed place place in most most English English langua language ge course. course. !riting is the e"pression of language in the form of letters, symbols and words. Through writing someone can share their knowledge, convey idea or feeling and intention to other people. English as one of international languages is spoken in many countries countries throughou throughoutt the world, world, including including Indonesia. Indonesia. s the first foreig foreign n
langua language ge
attention.
in Indone Indonesia, sia,
Englis English h
has
been been
given given
special special
Therefore, it is taught at Elementary #chools, $unior %igh
#chools, #chools, #enior %igh #chools, #chools, and &o &ocation #chools #chools even 'olleges 'olleges or (niversities. ccording ccording to %armer )*++:-/, )*++:-/, writing writing encourages encourages students students to focus on accurate language use because they think as they write; it may well provoke language development as they resolve problems which the writing puts into their minds. !hen writing, students fre0uently have more time to think than they do in oral activities. #tudents can go through what they know in their minds and even consult dictionaries, grammar books, or other reference material to help them. 1
*
1escriptive 1escriptive te"t is one of genre te"t which has generic structure and generic feature. The generic structure consist of identification and description, and for the generic feature consist of using simple present tense, certain nouns, adjective, action verb, etc. The students and teacher have to consider the position of grammatical of writing which can make the writing of students influence the 0uality of students2writing. #o the teachers must be able to think effectively in teaching writing, especially descriptive te"t. In Think Think 3 4air 4air 3 #har #haree stude student ntss are are give given n a task task and and work work individually, then students form pairs, and discuss their ideas. fter that, each each pair pair share sharess the the resul resultt of their their disc discus ussio sion n with with the the whol wholee class. class. )5achrurra6y, )5achrurra6y, *+*: *+*: 78/. Think Think 3 4air 9 #hare is one of model that is used by the teacher, in which the students work together in a group of the class classro room om to reach reach a purp purpos osee toge togeth ther er.. It is also also calle called d team team work work or working working in a group just like discussion, discussion, but in this model every student student work in a group and also should be active in the class room. The teacher gives the topic, after that the students discuss the topic and then share the idea and information in group and one member of group write the result of discu discussi ssion on in white white board board.. This This mode modell also also give givess the the chanc chances es to the the students to e"press their own ideas and opinions. Think 9 4air 9 #hare has many advantages over the traditional 0uesti 0uestioni oning ng structu structure. re. The The Think Think Time2 Time2 incorp incorpora orates tes the import important ant concept of wait time2. It allows all students to develop answers. onger and more elaborate answers can be given. given. nswers nswers will have reasons and
-
justifications because they have been thought about and discussed. #tudents are more willing to take risks and suggest ideas because they have already tested2 them with their partner.
rammar mastery, which is related mainly to a matter of building up sentences of a language properly, has significant role to enable foreign language learners to build a great numbers of proper language e"pressions of a target language. Thereby, to have a command on grammar will facilitate them to get involved in the use of a language more effecti effectively vely and approp appropriat riately, ely, but here here the research researcher er wants wants to know know whether whether there is different result from this model which is applied to the other ther
sub subject ject
in diff ifferen erentt
situ situat atio ion, n, abil abilit ity y
and and
char charac acte terr. nd
gus gusti tini ning ngsi sih h )*+ )*+-/ -/ cond conduc ucted ted resea research rch in teac teachin hing g read readin ing, g, the the researcher used 0uasi9e"perimental research design about think9pair9share. In gustiningsih2 gustiningsih2ss research, the result shows that an application application of Think Think 4air share in teaching reading can prove prove to arise the students2 motivati motivation on in reading. The result of teaching teaching reading by using Think 4air #hare is efficiant and effective for the students.
tries to answer is formulated in the following 0uestions: @Is think 9 pair 9 share effective in teaching writing descriptive te"tA@
C. O"ect#$e of the %tudy
The objective of the study is to investigate the effectiveness of think 9 pair 9 share in teaching writing descriptive te"t.
D. Hy&othe%#% 'Ha(
as follow: There is a significant effect of think 9 pair 9 share model in teaching writing descriptive te"t.
E. S#gn#f#cance of the %tudy
). Sco&e and !#m#tat#on This research is performed at senior high school. The research need
to limit the problem area in order to have distinctive focus. The scope of
7
this study is teaching writing with the material descriptive te"t by using Think 4air #hare. The writer also limits the subject of the research only for the tenth grade of = l9anwar 4aculgowang in academic year *+79 *+B. *. Def#n#t#on of key term% In this point the researcher presents the definition of some terms in this research. . Think 9 pair 9 share Think 4air #hare is designed to encourage student involvement. 5irst, The teacher gives topic for students. Then the students Think about the topic to analyse with each groups. The students 4air up with someone and discuss their analysis of the topic. 5inally, teacher chosen the best answer from each groups. Cne member of each group asked to share their analysis of topic on descriptive te"t by writing on the black board. *. !riting 1escriptive te"t 5achrurra6y )*++D:/ stated that !riting belongs to an active or productive skill. It is clear that, writing is an important activity in any language class, not only as the source of information and pleasure but also as a means of consolidating and e"tending one2s knowledge of a language. 1escriptive te"t is a kind of te"t that has a social function. The social purpose of the te"t is to describe a particular person, place or thing. The generic structures of descriptive te"t consist of identification and description. anguage features of the descriptive te"t consist of
B
specific participants, attributive and identifying processes, and the use of simple present tense. )!ahyuni,*++D:DD/ !riting descriptive te"t in this study refers to one of language skill where the students are able to create a simple paragraph start from combining the words into sentences, and developing the sentences into simple paragraph. They make identification and description which are stated clearly in the content, well organi6e and perfectly coherent in organi6ation, make effective choice of words in vocabulary and no errors of the use of simple present form in grammar in the content of descriptive te"t.
CHAPTER II RE+IE, O) RE-ATED -ITERATURE
In this chapter, discusses some theories related to the study and some previous studies. A. Theoret#ca! Background . Def#n#t#on of ,r#t#ng
!riting is happened because there was a communication
activity
process what was happened after reading the te"t, understanding the picture and making a dialog by using language that have been learned. !riting is used as an idea memoire or practical tool to help students practice and work with language they have been studying. )%armer, *++ :*/. !riting is one of language skill where is the students hoped to create a simple paragraph starting from combining the words into sentences, and then
making the sentences into simple paragraph. !riting skills are those needed to compose meaningful te"t of sentence length or longer, communicating ideas, messages and information in understandable words and language for a variety of audiences. 5ormerly, writing was utili6ed to show that students were competent in grammatical rule rather than having knowledge about a certain topic. #tudent2s ability to generate, plan, revise, edit and compose writing demonstrated to student2s ability to write. !riting is a part of English skill that should be mastered by English students. s stated in %armers books, writing )as one of the four skill of listening, speaking, reading, and writing/ has always formed part of the syllabus in the teaching of English. In the English syllabus of Indonesia the purpose of teaching English is to develop students ability in oral and written communication. Teaching writing is an activity in teaching a language skill focus on writing. The students achievement is shown by their ability in e"pressing the material by writing on the black board. !riting is very important skill.
ccording to
D
category resembles the categories defined for the other three skill, but these categories, as always, reflect the uni0uences of the skill area. a. Imitative. To produce written language, the learner must attain skills in the fundamental, basic tasks of writting letters, words, punctuation, and very brief sentences. This category includes the ability to spell correctly and to perceive phoneme9grapheme correspondences in the English spelling system. It is a level at which learners are trying to master the mechanics of writing. t this stage, the students given picture to analy6e and describe the picture become descriptive te"t. b. Intensive enres of writing include brief descriptions and narratives, short reports, summaries, brief responses to reading, and interpretations of charts or graphs. (nder specified conditions, the writer begins to e"ercise some
8
freedom of choice among alternative forms of e"pression of ideas. The writer has mastered the fundamentals of sentence level grammar and is more focused on the discourse conventions that will achieve the objectives of the written descriptive te"t. d. E"tensive E"tensive writing implies successeful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis. !riters focus on achieving a purpose, organi6ing and developing ideas logically, using details to support or illustrate ideas, demostrating syntactic and le"ical variety, and in many cases, engaging in the process of multiple drafts to achieve a final product. 5ocus on grammatical form is limited to occasional editing. %ere the writer uses the responsive type, because the writer wants students master the fundamentals of sentence level grammar and is more focused on the discourse conventions that will achieve the objectives of the written descriptive te"t in the tenth grade students is still young, the students need the stimuli that make them interest in learning process, students can analy6e the picture by using think9pair9share, students can start with the connecting sentences into a paragraphand make it in the simple descriptive te"t. 1. Coo&erat#$e -earn#ng
'ooperative learning is a teaching method, which consists of groups of students working together in a cooperative, as opposed to competitive, manner
+
to complete a task, an activity, or a project. !hile working together, the students have meaningful interaction with one another in the target language. There are some theories stated here related to the teaching method. #lavin )887: 7/ gives description about cooperative learning. In cooperative learning method, the main idea is students work together to learn and they must have responsibility for their group to learn as well as their own. In cooperative learning students need to interact each other and get the information. The teacher as the facilitator gives the material for students in group to solve the problem together. 5or that reason, cooperative learning can increase the motivation in learning because the students can share the knowledge and cover the difficulties together in group. Teaching is more than set of methods. Teaching well means addresing a set of objectives, for a particular group of students, at a certain point in the school year, with certain resources, within a particular time frame, in a particular school and community setting. It means finding a balance between direct instruction and orchestrating the activities of individuals and groups of students. It means developing the students skill and strategies for learning, at the same time the students learn the content of curriculum. In conclusion, cooperative learning 'ooperative earning as the method of learning can give students the opportunities to share and to work together with their groups in a learning activity among them in a classroom. There a lot of cooperative learning models. The following are some e"amples taken from Gagan )88D/, those are:
a.
*
new member joins them. The last, #tudents work in their new teams to share information tested or to solve problems.
e. Fally Fobin )mastery, thinking, communication/ In pairs, students alternate generating oral responses. Teacher poses a problem to which there are multiple possible responses or solutions. In pairs, students take turns stating responses or solutions orally. f.
Fally Table ) mastery, thinking skills, communication/ In pairs, students alternate generating written responses or solving
problems. Teacher poses a problem or provides a task to which there are multiple, possible answers, steps, or procedures. In pairs, students take turns passing the paper and pencil , each writing an answer or making a contribution. g. Found
Table
)teambuilding,
mastery,
thinking,
communication,
information sharing/ In teams, students take turns generating written responses, solving problems, or making a contribution to the team project. 5or the ste ps: #tudents sit in teams of four, and Each student takes a turn drawing, pasting, or writing one answer to a 0uery, as a paper and pencil )or paste/ are passed around the group. h. Team 'hants )teambuilding, information sharing/ 'reation of chants could be most appealing to students with musical intelligence. Teammates decide on words and phrases related to
-
the content of a particular subject, Then they come up with a rhythmic chant, often with snapping, stomping, tapping, and clapping . i.
Think9pair9share )thinking, communication, information sharing/ #tudents think to themselves or write on a topic or 0uestion, preferably one demanding analysis, evaluation, or synthesis, provided by the teacher. fter -+ seconds, students turn to partners and share their responses, thus allowing time for both rehearsal and immediate feedback on their ideas. Then they share their thoughts with the class. Through this structure, all students have an opportunity to students may ask/. Teachers may limit the number of 0uestions that can learn by reflection and by verbali6ation. This works well for generating and revising hypotheses, inductive reasoning, deductive reasoning, application. 2. Th#nk Pa#r Share There are several teaching model in the cooperative learning. Cne of them
is Think94air9#hare. Think94air9#hare is a cooperative learning model that encourages individual participation and is applicable across all grade levels and class si6es. #tudents think through 0uestions using three distinct steps: Think: #tudents think independently about the 0uestion that has been posed, forming ideas of their own. 4air: #tudents are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others. #hare: #tudent pairs share their ideas with a larger group, such as the whole class. Cften, students are more comfortable to present ideas to a group with the support of a partner. In addition, studentsK ideas have become more refined through this three9step process.
Think-Pair-Share model, which is a part of cooperative learning is a simple and very useful model developed by Frank yman. !hen a lecturer teaches a lesson to the class, students sit in pairs within their teams. The lecturer poses "uestions or presents pictures to the class. The students are instructed to think of an answer on their own, then to pair with their partners to reach consensus on an answer. Finally, the lecturer asks students to share their answer with other groups for further discussion, #Slavin, 1$$%&1'(). This model is designed to encourage students involvement. First, The teacher gives picture for students. Then the students Think about the picture to analyse on decriptive te*t. The students Pair up with each member group and discuss their analysis. Finally, each member groups asked to Share their analysis the picture on descriptive te*t by writing on black board. +sually a time limit is set for each step. Think pair share activities pose a "uestion to students that the students consider alone and then discuss with a neighbor before settling on a nal answer. This is a great way to motivate the students and promote higher level thinking. ven though the activity is called think P/02 share, this is the term many instructions use for pair and small groups #four or ve students) aslike. 3roups may be formed formally or informally. 4ften this
7
group discussion sharing2 is followed up with a larger classroom discussion. Some Think Pair Share activities are short, "uick response think pair share2 and sometimes the activities may be longer and more involved, e*tended think pair share.2 The instructor can use the student responses as a basis for discussion, to motivate a lecture segment, and to obtain feedback about what students know or are thinking and it is easy to incorporate more than one think pair share activity in a given class period. 3. Ad$antage% of Th#nk Pa#r Share
Instructors find they can have a format change during lecture that only takes a small amount of class time. 4reparation is generally easy and takes a short amount of time. )!ahyu 4rihananto/ / The instructorsfeel more comfortable and find it easier to get in a discussion with person ne"t to them rather than a table group */ ny topic could be a topic of discussion in this model -/ ctive learning is a remarkable learning style for instructors / #hows the importance of having partnership or team work and improves the communication skills 7/ %elp instructors fi" the content of the lesson in their memories when the class has an hour duration B/ Instructors are motivated to learn as students enjoy the sociali6ing component. B. Pre$#ou% Study
#ome researchers who have ever conducted research on teaching method are Erni gustiningsih )*+-/. #he conducted research entitle The Effectiveness of
B
using Think Pair Share Strategy in Teaching Reading for the Eight Grade Students at SMP Khoiriyah Sumobito. Erni conducted 0uasi e"perimental design. In Erni2s research, the result shows that the application of Think 4air share in teaching reading can prove to arise the students2 motivation in reading. The result of teaching reading by using Think 4air #hare is efficiant and effective for the eight students at #=4 Ghoiriyah #umobito. The second previous study by =uhlisin )*+*/ on the title Implementing ooperative !earning through Think"Pair"S#uare"Share to Improve Students$ Grammar %chievement& =ukhlisin conducted a research that show aprescribes procedurally of how to apply the strategy in the process of teaching English grammar. >rammar mastery, which is related mainly to a matter of building up sentences of a language properly, has significant role to enable foreign language learners to build a great numbers of proper language e"pressions of a target language. Thereby, to have a command on grammar will facilitate them to get involved in the use of a language more effectively and appropriately, but here the researcher wants to know is there different result from this strategy applied to the other subject in different situation, ability and character. =ukhlis conducted 'lass ction Fesearch )'F/. In research, the result of the research showed that the students also improved their writing skills in almost of the grammar. They become better in composing and arranging descriptive te"t effectively and efficiently. 5rom two previous research above, there is a difference with this research. In the first thesis is focused in teaching reading skill, but the research design is same with this research that is Luasi9e"perimental. In the second research focused
in grammar as he used 'F ) 'lassroom ction Fesearch/ as the method of research. The different from the writer2s is Luasi9e"perimental as the research design.
0n this study, the researcher used "uasi- e*perimental design because this researcher uses intact group as the sub5ect of research that given by the school. 0t was divided into two classes, e*perimental and control class. The researcher uses test # pre test and post test) as instrumentation for gathering the data to answer the research problem. 6eside to verify the theory above, the researcher also contributes something di7erent from the previous studies. 0t can be seen from the research problem is to know the signicance of Think-Pair-Share to teach writing. The result of this research showed the signicance of Think-Pair-Share model because the purpose of this research is verifying theory. CHAPTER III RESEARCH METHODOLOGY esearch methodology is a set of procedures or method which is used by the researcher in conducting the research. 0n this study, the researcher would like to
elaborate the research
design, population and sample, variable, instrument, procedure of collecting data and data analysis. A. Research Design
D
In this study the researcher used 0uantitative research with 0uasi e"perimental as a design, especially the non9e0uivalent control group design. Luasi e"perimental design is design that is not possible to select the sample randomly out of all the population students. Fesearcher can only assign randomly different treatments to two different classes )atif, *+: 87/. The 0uasi e"perimental design was used in this research because it enables to undertake the research with groups that were intact class.
(1 & 819 P& 81-
8( 8(
Hote E : E"periment group, it is a group which gets treatment.
8
4 +
: 'ontrol group, it is a group which does not get treatment. : 4re test )#tudents2 writing achievement in descriptive te"t before
+*
treatment. : 4ost test )#tudents2 writing achievement in descriptive te"t after
M
given treatment. : Treatment )Think 4air #hare/ )rikunto, *++8: *+/
B. Subject ! the stu"# 0n this case, there are four classes which contains of class /-: in the tenth grade of = l9anwar 4aculgowang . So the researcher was given two classes as the sub5ect in this study. Those classes are accessible, they are 9-/ as e*perimental class which consists of (; students, while 9-6 as control class which consists of '8 students.
C. Research $ariab%e &ariable is one of important research elements. 'reswell )*++-:7/ stated that the variable need to be spesified in an e"perimental. In this research, there are two kinds of variable that is used by the researcher. They are:
Tab%e &.'.In"e(en"ent an" De(en"ent $ariab%e 0ndependent variable Teaching writing descriptive te*t by using Think Pair Share model
. Treatment
:ependent variable Students< achievement in teaching writing descriptive te*t by using Think Pair Share model
*+
Tab%e &.& Teaching M"e% )se" in the Research. E4&er#menta! C!a%%
Contro! C!a%%
9 Teacher e*plains matter of 9 Teacher e*plains matter of
descriptive structure)
te*t
#generic
descriptive te*t #generic structure).
9 Teacher
gives e*ample 9 Teacher gives e*ample about describing people. about describing people.
9 Students
identify generic structure describing people=.
the 9 Teacher gives and e*plains of new topic about descriptive te*t=.
9 Teacher
divides students 9 Teacher divides students into thirteen groups. So, into four groups. So, each each group consists of two group is one row that students=. consist of eight students=. 9 Teacher e*plains social 9 Teacher e*plains social function and generic function and generic structure describing structure describing people #identify about people #identify about person in your artist in 0ndonesia ).= classmate ).= 9 Then, teacher gives topic 9 Then, teacher gives topic about describing people about describing people and e*plains it. 9 Teacher ask each groups to and e*plains it. 9 The teacher asks some of read the answer in front of group to write the answer the class.= on the black board.= /. Teach#ng &rocedure of e4&er#menta! and contro! grou&
a. *perimental class There are ' steps in e*perimental class> 1) Pre activities 0n the pre activities there are some activities. Teacher gives greeting and asks students to pray. The teacher checks the students< attendance list. Then, the teacher give motivation to the students
*
and
teacher
give
leading
"uestion
about
the
material which is given. () !hilst activities 0n whilst activities there are some activities. The teacher e*plains descriptive te*t, the generic structure and social function. Then, the teacher gives an e*ample of descriptive te*t. /nd teacher divides the students into some groups, one group consist of two person. /nd then, the teacher gives topic for the students. The students think and discuss the topic to analy?e it with the group. /nd then, students pair up with someone and discuss their analysis of the topic. ast, one member of each group asked to share their analysis of topic on descriptive te*t by writing on the black board. ') Post test activities 0n the post activities there are some activities. Teacher give review about the material. /nd teacher say good bye to students. b. @ontrol class There are ' steps in @ontrol class> 1) Pre activities 0n the pre activities there are some activities. Teacher gives greeting and asks students to pray.
**
The teacher checks the students< attendance list. Then, the teacher give motivation to the students and teacher give leading "uestion about the material which is given. () !hilst activities 0n whilst activities there are some activities. Teacher e*plains descriptive, the social function and the generic structure. Teacher gives an e*ample of descriptive te*t and the "uestions. /nd teacher asks the students to answer the "uestions> after the students can answers the "uestion, teacher gives conclusion to the students. ') Post activities 0n the post activities there are some activities. The teacher gives review about the material. /nd then teacher says good bye to students. 1. In%truct#ona! 9ater#a!
1escriptive te"t is a kind of te"t that has a social function. The social purpose of the te"t is to describe a particular person, place or thing. The generic structures of descriptive te"t consist of identification and description. anguage features of the descriptive te"t consist of specific participants, attributive and identifying processes, and the use of simple present tense.%ere,
*-
researcher focus to e"plain about description people the material is; ?Identifies famous artist in Indonesia@ 2. Re%earch %chedu!e
Tab%e &.* Research Sche"u%e :ate /ctivities th (A Bovember (81% 3etting research license from STC0P P30 Dombang tt (% Bovember (81% 4rgani?ing the research procedures and research instruments tt (E :ecember (81% /sking permission to the headmaster and english teacher of / /l-anwar Paculgowang to permit and ask the schedule when the researcher can do the research. th ( :ecember (81% ade a lesson plan to do the research th ( :ecember (81% 3iving test to both of classes with the pretest th st ' :ecember (81% 3iving treatment to the e*perimental class th A :ecember (81% *nd 3iving treatment to the e*perimental class th -th % :ecember (81% 3iving treatment to the e*perimental class th E :ecember (81% 3iving test to both of classes as post test
D. Re%earch In%trument
Instrument of the research is tool that is used to get data. It means that it e"plain the way to get data. n instrument plays an important role in a research in the sense that reliability of the instrument will influence the reliability of the data obtained. test is used as an instrument to collect data in this research. The instrument used in this research is a writing test in collecting the data. %arris )8B8:/ mentions that there are two basic kinds of test instrument used to
*
measure the four language skills of students, objective test and essay test.
?The test is a series of 0uestions or e"ercises and other tool that are used to measure skill, knowledge, intelligence, ability or talent possessed by individuals or group@. )rikunto, *++B : 7+/ This test is used to measure the student2s ability in writing using Think 4air #hare. In this study the researcher uses test to know the student2s writing achievement before they get treatment and after they get treatment in writing descriptive te"t. #o here the researcher use pre9test and post9test to both groups, but before conducting pre9test and post9test, the researcher conduct try out to know the validity and reliability of the test. If the test is valid and reliable, it means that the test can be used for pre9test and post9test. Instrument is tool which are used by the researcher in data collection and instrument is a process of preparing collecting the data. The use of instrument as the device used to collect the data.The researcher used test as instrument, test is chosen because the researcher would like to get the writing score of students as the data to be analy6ed. ccording to ry )*++: *+/ test is a set of stimuli presented to an individual in order to elicit responses on the basis of which a numerical score can be assigned. The test would be scored based on scoring rubric of writing that include of organi6ation, content, grammar, mechanics.
*7
/. Trying out of the test
The researcher conducted try out before giving pre9test and post9test because the researcher wants to know the validity and reliability of the test before the test was given to class research. The try out class is class M9'. %ere try out was held on + Hovember *+7. The try out is administered to another class in which the grade of this group is similar with the grade of e"perimental and control group. The form of try out is test essay. The result of try out will be known whether the test is valid and reliable or not.If the test is valid and reliable, it can be used to be administered in pre9test and post9test. 1. Luestionnaire
0uestionnaire is a series of written 0uestions which the researcher supplies to subjects, re0uesting their
response )rikunto, *++B:
7/.
Luestionnaire is techni0ue or method of collecting data indirectly )indirect researcher asked the respondents answered )Hana #aodih #, *+:*8/. (sually the 0uestionnaire is self9administered in that it is posted to the subjects, asking them to complete it and post it back. There are some kinds of 0uestionnaire, such as closed 0uestionnaire which provide alternative answer for the respondent and open 0uestionnaire which gives the chance for the respondent to write answers in their own sentences. In this research, the researcher used 0uestionnaire by using 0uestionnaire sheet that consists of ten 0uestions multiple choice that have two option, it is ?Nes or Ho@ and contains the students response while the learning process in the class.
*B
•
&alidity of instrument
&alidity is the e"tent to which references made from assessment results are appropriate, meaningful, and useful in terms of purpose of the assessment. #o an instrument is called to be valid if it measures what should be measured )
'ontent &alidity
*
students.
'onstruct &alidity
The construct validity is a ma5or issue in validating large-scale standardi?ed test of prociency. @onstruct validity concerned with the appropriateness of the task that being measured. Since the researcher measures the students writing descriptive te*t, the researcher analyses the scoring rubrics such as composing, style, sentence formation, usage, and mechanics by using SPSS to know the validity of the test. 0f the
for Windows ver.16
signicant value is G 8, 8% it means the test is valid, and the result is below&
+, PRETEST +A-IDIT:
Ta!e 1.3.
The Re%u!t of +a!#d#ty Pre;Te%t
Pearsn Crre%atin
1st interrater (nd interrater 'rd interrater Ath interrater %th interrater
Sig. -'
Cnc%usi
Tai%e",
n
8.8(( 8.81A 8.8(( 8.8(( 8.1I'
Halid Halid Halid Halid 0nvalid
Crre%ati n 8.$'8 8.$A; 8.$'8 8.$'8 8.I1E
*D
1st interrater until Ath interrater are valid instrument, because the value of the probability of the correlation sig. )*9tailed/ O from significant level )P/ of +.+7. !hereas, for %th interrater is invalid instrument, because the value of the probability of the correlation sig. )*9 tailed/ Q from significant level )P/ of +.+7.
', POST;TEST +A-IDIT:
Ta!e 1.<.
The Re%u!t of +a!#d#ty Po%t;Te%t
Pearsn Crre%atin
st
1 interrater (nd interrater 'rd interrater Ath interrater %th interrater
Sig. -'
Cnc%usi
Tai%e",
n
8.((; 8.81% 8.81% 8.81% 8.8';
0nvalid Halid Halid Halid Halid
Crre%ati n 8.E%; 8.$AI 8.$AI 8.$AI 8.;$;
(nd interrater until %th interrater are valid instrument, because the value of the probability of the correlation sig. )*9tailed/ O from significant level )P/ of +.+7. !hereas, for 1st interrater is invalid instrument, because the value of the probability of the correlation sig. )*9
*8
tailed/ Q from significant level )P/ of +.+7.
•
Feliability of Instrument
Feliability is a measure of accuracy which is indicated with consistency of test score )atif, *++/. The reliability of the test is good when the measurement is repeated the result shows the same )consistent/. In this research, the reliability is estimated using #4## B.+ programs. In statistics, inter9rater reliability is the degree of agreement among raters. It gives a score of how much homogeneity, or consensus, there is in the ratings given by judges. It is useful in refining the tools given to human judges, for e"ample by determining if a particular scale is appropriate for measuring a particular variable. If various raters do not agree, either the scale is defective or the raters need to be re9trained. There are a number of statistics which can be used to determine inter9rater reliability. 1ifferent statistics are appropriate for different types of measurement. #ome options are: joint9probability of agreement, 'ohenKs kappa and the related 5leissK kappa, inter9rater correlation, concordance correlation coefficient and intra9class correlation. Inter9rater reliability is the most easily understood form of reliability, because everybody has encountered it.
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score. ccording to 4riyatno, *++8: *7 lpha formula is suitable to use for ranging score such us 9, 97 or + 9*+, + 3 7+. The researcher will use #4## B.+ to count the score of the tryout. %ere the criteria of reliability coefficient:
Ta!e 1.=. The Cr#ter#a of re!#a#!#ty Coeff#c#ent
The amount of r &alue
Interpretation
+,D+ 9,++ +,B+9+,D+ +,+9+,B+ +,*+9+,+ +,++ 9+,*+
&ery high %igh Enough ow &ery low )rikunto, *++:-8/
( Re!#a#!#ty of &re te%t
Ta!e 1.>.
Re%iabi%it# Statistics @ronbachJs /lpha B of 0tems .$($
%
The coeKcient of reliability of the above is 8.$($. /ccording to the criteria, this value is already greater than 8.;8, then the result data from the test has good reliability level, or in other words the data the results of test can be trusted.
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/( Re!#a#!#ty of &o%t te%t
Ta!e 1.7. Re%iabi%it# Statistics @ronbachJs /lpha .$1;
B of 0tems %
The coeKcient of reliability of the above is 8.$1;. /ccording to the criteria, this value is already greater than 8.;8, then the result data from the test has good reliability level, or in other words the data the results of test can be trusted.
E. Procedure of Co!!ect#ng Data
In this research, the primary techni0ue that was used by researcher to collect the data was test that was used to evaluate and to know the student understanding. . The researcher determines the sample which is used for try9out class, e"perimental class and control class was not randomly taken or based on the recommendation of the English teacher who has taught the tenth grade students of the school. #o, the researcher uses M9' class as try out class, M9 as e"perimental class and M9< as control class. *. The researcher gave the test to the try out class in order to the validity and reliability could be counted. fter getting the score from tryout class, the
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researcher counted the validity and reliability. fter the test is valid then the researcher would give it to the e"perimental and control class. -. Then the researcher gives pre9test to the e"perimental class and control class to know the student2s achievement in writing descriptive te"t. . The researcher gave treatment to the e"perimental class. The researcher taught them about descriptive te"t by using think9pair9share strategy. In control class the researcher taught them with same material as e"perimental class but in control class the researcher taught them about descriptive te"t. 7. fter giving treatment, the researcher gives post9test both of e"perimental class and control class. %ere, the researcher wants to know how far the treatment give effect to the student2s writing achievement in descriptive te"t to the e"perimental class. B. ast, the researcher analy6e the data by using H'C& formula to know the significant difference of two means post9test of e"perimental class and control class.
). ANCO+A
The methodology with this name grew out of a desire to combine analysis of variance and regression analysis. 0t received considerable interest before the arrival of good computer packages
for
statistics,
but
the
separate
name
for
this
methodology is now in decreasing use. ore often, the analysis is simply referred to as multiple regression analysis, with both "uantitative variables and dummy variables as e*planatory
--
variables on a "uantitative dependent variable. /nalysis of covariance is a multivariate statistical method in which the dependent
variable
is
a
"uantitative
variable
and
the
independent variables are a mi*ture of nominal variables and "uantitative variables. /nalysis of variance is used for studying the relationship between a "uantitative dependent variable and one or more nominal independent variables. egression analysis is used for studying the relationship between a "uantitative dependent variable and one or more "uantitative independent variables. The researcher used this H'C& because this H'C& is used to determine whether the think9pair9share is effective to be used in teaching writing descriptive te"t or it is not effective to be used.
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CHAPTER I$ /I0DI0G A0D DISC)SSIO0 A. /I0DI0G In this part, the writer displays the description of pre9test and post test data. The data were collected from students pre9test and post9test in both two classes; e"periment and control. It comes which consist of -* students in each class. It shows in two tables. Tables . are the data from e"periment class and control class. It also shows the mean of both classes. The data which is obtained is described into tables as follow: Ta!e 2.. The Score of Contro! C!a%% and E4&er#ment C!a%%
Res(n" ent 1 ( ' A % E I ; $ 18 11 1( 1' 1A 1% 1E 1I 1; 1$ (8
Contro! C!a%%
Pre test I8 I% I8 I8 I% E% %% E% I% I8 I% I8 ;8 ;% E% E% I% I% ;% ;%
Pst test I8 I8 ;8 I8 ;8 E% E% E% I8 E% I% I% ;8 ;8 I8 E% I% I% ;8 ;%
E4&er#ment C!a%%
Pre test I8 E% %% E% I% I% I% E% I% I8 I% I8 I% I8 I8 I% E% E% I% I%
Pst test ;8 ;% I% ;8 $8 I% I% I8 I% ;% ;% ;8 ;8 ;% I% ;8 I% I% I% I%
-7
Contro! C!a%%
Res(n" ent (1 (( (' (A (% (E (I (; ($ Mean
E4&er#ment C!a%%
Pre test E% E8 %% E8 E% E8 I% I8 ;8 (8A8
Pst test E% I8 E8 E8 E% E% I% I8 I% (8E%
Pre test ;% ;% E% E8 %% E8 E% E8 I% (81%
Pst test $8 ;% ;% $8 ;8 ;% I% E% I% ('8%
I8.'A
I1.(8
E$.A;
I$.A;
B. ANA-:SIS O) DATA Tab%e *.+.
Tests ! Bet1eenSubjects E2ects :ependent Hariable& post test Type 000 Sum of Source @orrected odel 0ntercept pretest class rror Total @orrected Total
S"uares
ean df
S"uare
Sig.
1I1E.8$1a
(
;%;.8AE ($.$(%
.888
1';A.;'( I((.$;; 18;%.1$I 1%II.81( ''(%%8.88
1 1 1 %%
1';A.;'( A;.($; I((.$;; (%.(1% 18;%.1$I 'I.;AI (;.EI'
.888 .888 .888
8 '($'.18'
%; %I
a. S"uared L .%(1 #/d5usted S"uared L . %8A)
F
-B
From
the output
above shows that
the number of
signicance for di7erent classes to the post-test scores that obtained by the students. That processing shows that the number of signicance for the class is 8.888. 6ecause the value is far below 8.8% then M8 is re5ected. 0t can be concluded that without the inNuence of the Pre-test score, at $%O condence level, there is the e7ect of di7erent classes to post-test score were obtained by the students. 6ased on the result of analysis data and testing hypothesis above, the use of integrated listening and speaking e7ective to facilitate nglish language learners< 4ral @ommunication to eleventh grade students at S/B 6andarkedungmulyo Dombang.
C. 3)ESTIO0ER A0ALYSIS D. DISC)SSIO0 %ere the researcher testing the hypothesis, the alternative hypothesis is there is a significant effect of think 9 pair 9 share model in teaching writing descriptive te"t. This was the main calculation to answer the problem formulation of this research that whether there is significant different between students2 writing ability in descriptive te"t in e"periment class which given techni0ue think 9 pair 9 share and controlled class without techni0ue class without techni0ue numbered heads together. The researcher used H'C& formula, the table . showed that 5 is 'I.;AI it shows that 5hitung R 5table, it means that lternative %ypothesis )%a/ is accepted. Testing is done by eliminating the e7ect
