THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGY ON EIGHT GRADE STUDENTS ABILITY IN WRITING DESCRIPTIVE
PARAGRAPH AT SMP AISYI’YAH 03 MALANG
THESIS
By:
FARIZ NUR ENDRA ANGGRIAWAN
09360203
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
THE INFLUENCE OF ACTIVE KNOWLEDGE SHARING STRATEGY ON EIGHT GRADE STUDENTS ABILITY IN WRITING DESCRIPTIVE
PARAGRAPH AT SMP AISYI’YAH 03 MALANG THESIS
This Thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
FARIZ NUR ENDRA ANGGRIAWAN
09360203
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
ACKNOWLEDGMENTS
In the name of ALLAH SWT the researcher would like to say Alhamdulillahirabbil ‘Alamiin for blessing given in composing this thesis from
the beginning to the end and so the thesis has been completed.
The writer realizes that gets a lot of helps from many parties. In this good opportunity, he would like to express sincerest thanks and appreciation to:
1. Rina W.Setyaningrum,M.Ed. the first advisor who has encouraged him in doing the research.
2. Drs.Munash Fauzi,M.Pd. the second advisor who has patiently and wisely advised and guided him to finish the thesis.
3. Hj.Mulyani,S.Pd. the Head Master of SMP Aisyi’yah 03 Malang, who gave permission for collecting data.
4. Yopi Ardianto the Teacher English eight grade in SMP Aisyi’yah 03 Malang, who gave support.
5. The students of writing Class A and B eight grade for giving valuable research data and participation.
6. Father and Mother who always support and pray for his study.
7. Friends in English Department, Lilis Widiawati,Yumantono Sardianto, Wahyu Widi Astuti who helped to information about thesis draft.
8. Dino Sugiarto,S.Pd. the partner who help read this thesis draft. 9. Arif Setiawan,M.Pd. the lecturer in boarding house.
10. All of my friend Boarding house margojoyo 12A, who gave me support and entertainment.
Malang,30 October 2013
TABLE OF CONTENTS
COVER PAGE………i
APPROVAL PAGE………...ii
LIGIMATION PAGE………...iii
ABSTARCT………...iv
MOTTO………...v
DEDICATION………...v
ACKNWOLEDGMENT………..vi
TABLE OF CONTENTS……….vii
CHAPTER I INTRODUCTION A. Background of study……….1
B. Statement of Problem……….4
C. Hypothesis………..4
D. Purpose of Study………...4
E. Significance of Study……….4
F. Scope and Limitation………..5
G. Definition of key term………...5
CHAPTER II REVIEW AND RELATED LITERATURE A. Language……….7
B. Definition of Paragraph………..10
C. Kinds of Paragraph……….11
D. Writing Paragraph………..12
F. Strategy………..15
G. Active knowledge Sharing………16
CHAPTER III RESEARCH METODOLOGY A. Research design………...19
B. Population and sample………...20
C. Research Instrument………...20
D. Data Collection………...21
E. Research variable………26
F. Data Analysis………...26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings………...30
B. Discussion………35
CHAPTER V CONCLUTION AND SUGGESTION A. Conclusion………36
B. Suggestion………37
REFERENCES………..39
APPENDIXS a. Table 1 Observation sheet list Experimental Group……….41
b. Table 2 Observation sheet list Control Group……...42
c. Table 3 Score Control Group………...43
d. Table 4 Score of Experimental Group……….44
f. Table 6 Normality test of Post-test………...46
g. Table 7 Homogeneity test of Pre-test and post-test……..46
h. Result of Construct validity………..46
i. Lesson Plan………...48
j. Picture………...54
REFERENCES
Ary, Donald. 2010. Introduction to Research in educational, 8th, New York: Wadsworth Press
Ary, Donald. 2006. Introduction to research in education,7th, New York: Wadsworth Press
Aswan, Zain. 2010. Strategi Belajar Mengajar, Jakarta: Rineka Cipta
Brandon, Lee. 2008. Sentence Paragraph and beyond: 6th: with integrated Reading, New York: Wadsworth
Bailey, Stephen. 2006. Academic writing: A Handbook for international student, 2nd, London: Routledge
Brown, Douglas. 2000. Principles of language learning and teaching. San Francisco: Logman
Campbell. N. Rulsell. 2000. Technique and principle in language teaching, 2nd, New York: Oxford University Press
Caswell, Roger. 2004. Strategy for teaching writing, New York
Fiderer, Adele.2002. Paragraph Power: Scholastic teaching Strategy. New York Haager, Diane. 2010. How to teach English language learner: Effective strategies
from outstanding educators. San Francisco: Jossey Bass Press
Hiil, McGraw. 2004. Writers choice grammar and composition: Writing Assessment and evaluation rubrics, New York: Glencoe
Orlich, Donald. 2010. Teaching strategy: A Guide to effective instruction, 9th, New York: Wadsworth
Peer. S. Ian. 2006. Statistical Analysis for educational and physiology research, London
Richard.C.Jack.2002. Methodology in language teaching: An Anthology of current practice. New York: Cambridge University Press
Richard. C. Jack. 2008. Teaching Listening and Speaking: From Theory to Practice. New York: Cambridge University Press
Silberman. L. Melvin. 2012. Active Learning, Bandung: Nuansa
Sugiyono. 2010. Metode Penelitian Pendidikan: Pendekatan kuantitatif-Kualitatif dan R & D, 10th, Bandung: Alfabeta
Sugiyono. 2011. Statistika untuk peneltian, 11th, Bandung:Alfabeta
Tsui, Lily. 2006. A Handbook on knowledge sharing: Strategies and recommendation for research, Alberta: Community university partnership.
Wahyuni, Sri & Ibrahim, Syukur. 2012. Asesmen Pembelajaran Bahasa.Bandung: Refika Aditama
Wenger, Win. 2009. Beyond teaching and learning,Bandung: Nuansa
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1 CHAPTER I INTRODUCTION
1.1Background of Study
English is the international language which is spoken by most people the in world. It means that English can be used to communicate, interact, and negotiate with others globally. Moreover, in many countries, English has been taught and developed as the second language or foreign language.
In Indonesia, English has been taught as the foreign language, and it is taught for the students from the elementary level until the university level. However, for the students who are EFL learners, mastering English is not as simple as learning English as the first language. So that the teachers have to implement suitable technique to be used in teaching-learning process. By implementing suitable technique, the students will understand the whole material well. So, their English mastery will improve more and more.
There are four skills in English, they are reading, speaking, listening, and writing. However, in many cases, writing becomes the most difficult skill to be mastered. Basically, Writing is used to communicate and to express with others in written form. In addition, writing is a complex skill. It means that it is related to other aspects such as grammar, vocabulary, diction, and punctuation.
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dictionary). According to Oshima (2006:2), a paragraph is a group of related sentences that discuss one (and usually only one) main idea. A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly. There are some kinds of paragraph, such as narrative, argumentative, expository, persuasive, and descriptive paragraph.
Descriptive is a paragraph which deal to with entertain means, to gain and hold a readers' interest. According to Fiderer (2002:16), descriptive is how to convey the dominant impression of a person, place, object or event. To describe something is to tell about in detail. A description essay should help the reader see the person, place, object, or event. Students’ describing and also helping the reader know that we describe about something. Furthermore, this paragraph has its own complexity, so that the students sometimes get difficulties to write it. However, writing descriptive paragraph will be easier if the students know the best way to write it, and it becomes the teacher’s duty to help them to find that way. It means that he/ she should find the suitable technique in teaching writing. One of the teaching techniques that can be used in writing descriptive paragraph is Active knowledge sharing technique.
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researchers, policymakers, and service providers. However, little is known about knowledge-sharing strategies and their effectiveness.
Knowledge sharing strategy may be greatly facilitated by a strong focus on the audience in addition to the content of the message. Effective knowledge sharing requires identifying a community that cares about a topic and enhancing their ability to think together, stay in touch, share ideas, generate new knowledge, and connect with other communities.
Knowledge-sharing activities should improve access to information, ease communications with colleagues, and encourage participation in learning and decision-making communities. The application of a single knowledge-sharing strategy may not be able to accomplish all of these objectives, but if additional knowledge sharing is planned for the future, it may be helpful to consider which objective should be accomplished first. Sometimes, a choice must be made between the most important objectives and others must be left to be pursued later.
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Based on background above, the writer conducts a research entitled “The Influence of Active Knowledge Sharing on Eight Grade students ability in writing descriptive paragraph at SMP Aisyi’yah 03 Malang”.
1.2Statement of Problem
Does active knowledge sharing strategy improve the eight grade students’ ability in writing descriptive paragraph?
1.3Hypothesis
Ho: There is no significant improvement in the students’ ability in writing descriptive paragraph after being taught by active knowledge sharing strategy.
Hi: There is significant improvement in the students’ ability in writing descriptive paragraph after being taught by active knowledge sharing strategy.
1.4Purpose of Study
To know the influence of active knowledge sharing strategy in improving eight grade students’ ability in writing descriptive paragraph.
1.5Significance of Study a. For the Teacher
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b. For the Student
The results could improve students' ability to write a paragraph description, students motivation and new condition learning process.
c. For the Writer
It can be used as experience in writing scientific papers and implement research in education so as to increase knowledge.
1.6Scope and Limitation
The Scope of this research is writing paragraph. There are some kinds of paragraph, such as narrative, descriptive, argumentative, and expository. However, the researcher only focuses on the descriptive paragraph.
1.7Definition of Key Term
To avoid misinterpretation and limit the unnecessary points, the researcher would like to give limitation of the topic as follow:
a. Strategy is: Plan ways of teaching in order to bring all the basic principles implemented and all objectives can be achieved with effective teaching.
b. Active Knowledge Sharing is: Defined as the process of exchanging knowledge (skill, experience, understanding) researcher. Knowledge sharing is becoming increasingly important to ensure that practice.
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using one’s thinking. This guide focuses on the most important of those fundamentals.
d. According to Oshima (2006:2), a paragraph is: a group of related sentences that discuss one (and usually only one) main idea. A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly.
