The Influence Of Cooperative Learning In Teaching Descriptive Writing : An Experimental study at the Second Year of SMPN 5 Bekasi

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TEACIIING DESCRIPTIVE WRITING

(An Experimental Study at the Second Year of SMPN 5 Bekasi)

A"Skripsi"

Presented to the Faculty ofTarbiya and Teachers' Training in Partial Fulfillment of the

Requirements for the Degree of S .Pd (Bachelor of Arts) in English Language Education

By: UunHusnah

104014000386

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d;sri

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DEPARTMENT OF ENGLISH: EDUC.ATION

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THE INFLUENCE OF COOPERATIVE LEARNING IN

TEACHING DESCRIPTIVE WRITING

(An Experimental Study at the Second Year ofSA1PN 5 Bekasi)

A"Skripsi"

Presented to the Faculty ofTarbiya and Teachers' Training in Partial Fulfillment of the Requirements for the Degree ofS.Pd (Bachelor of Arts) in English

Language Education

Approved By Advisor

Drs.H.A.Munir Sonhadji,M.Ed NIP:l50 050 682

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS' TRAINING

SY ARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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LEARNING IN TEACHING DESCRIPTIVE WRITING(An Experimental Study at Second Year of SMPN 5 Bekasi) written by Uun Husnah, student's registration number 104014000386 was examined in the examination session of the Faculty of Tarbiyah and Teachers' Training Syarif Hidayatullah State Islamic University Jakaita on December 5th 2008. The skripsi has been accepted and declared to have fullfilled one of requirements for the degree of S.Pd (Bachelor of Arts) in English Language Education in the Department of English Education.

Jakaita, December 5th 2008

Examination Committee

CHAIRMAN : Ors. Syauki, M.Pd ( )

NIP. 150.246.289

SECRETARY : Neneng Sunengsih, S.Pd ( )

NIP. 150.293.236

EXAMINER I : Ors. Nasrun Mahmud, M.Pd (

"'

)

NIP. 150.041.070

Ｗｾ＠

EXAMINER II :;Dr. M. Farkhan, M.Pd (

NIP. 150. 299.480

""'

ACKNOWLEDGF113Y

Dean ofTarbiyah and Teachers' Training

,1,

I

Prof. Dr. Ded OS ada M.A

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ACKNOWLEDGEMENT

In the name of Allah, the Most Beneficent, the Most Merciful.

Praise be to Allah, who gives His blessing and grace: to the writer so that

she can finish writing this skripsi. Peace and blessing be npon to the

prophet Muhammad SAW, the man who had brought us from the darkness

to the lightness and for his families, his companions and followers.

The writer would like to give her gratitude, respect and

appreciation to:

1. Ors.I-I.A.Munir Sonhadji,M.Ed. who has patiently given

valuable advice, suppo1t and guidance to finalize this skripsi.

2. All lecturers in the English Education Department and all its staffs for their encouragement to her.

3. Her beloved parnnts (H.M.Ummm and Siti Adlah) and all

members of her family who always gives their suppo1t and

motivation to encourage her to finish this skripsi.

4. Drs. Syauki, M.Pd, the Chief of the English Education

Department.

5. Neneng Sunengsih, S.Pd, the Secretary of the English

Education Department.

6. Prof. Dr. Dede Rosyada, MA the Dean of Faculty of Tarbiya

and Teachers' Training.

7. I-I. Saiful Bahri, M.Pd the School Principal ofSMPN 5 Bekasi.

8. Salasatul Fatiqiyah, A.Md lmd Rumini, S.Pd the English

teacher and all the teachers and staffs of Sl\1PN 5 Bekasi.

9. The students of the second year (2008-2009) of SMPN 5 Bekasi especially VIII4•6•7 who have helped the writer to get the

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Finally, the writer realizes that this skripsi is not perfect enough, therefore the writer would like to accept any cont1ibutive suggestion to make this skripsi better.

"may Allah, the Almighty bless them all. Amin

Jakarta, October 20111 2008

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LIST OFT ABLES

Page

1. Table 2.1 The Phases of Cooperative Leaming ... .18

2. Table 3.1 Data of Control Class Pre-test Score ... 30

3. Table 3.2 Data of Control Class Pre-test Score of Frequency Distribution ... 32

4. Table 3.3 Data of Control Class Post-test Score ... .33

5. Table 3.4 Data of Control Class Post-test Score ofFrequency Distribution .... .35

6. Table 3.5 Data of Experiment Class Pre-test Score ... 36

7. Table 3.6 Data of experiment class pre-test score of frequency Distribution .... 38

8.Table 3.7 Data of experiment class post-test score ... .39

9. Table 3.8 Data of Experiment Class Post-test Score ofFrequency ... .41

IO. Table 3.9 the Improvement of Students' Achievement in Descriptive Animal Writing in Control Class (without using TPS technique) aind Experiment Class (using TPS technique ) ... .42

11. Table 3.10 Data of Normality Testing of Control Class (pre-test) ... 44

J 2. Table 3.11 Data of Normality Testing of Control Class (post-test) ... .44

13. Table 3.12 Data ofNormality Testing of Experiment Class (pre-test) ... 45

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INTRODUCTION

A.

Background of The Study

Language is an effective tool for communication among people all

over the world.

English is international language. It is also a foreign language that should be taught as a compulsory subject at the Jm1ior and Senior High

School. So many people are motivated to learn English as the language of

international communication. People learn English because they have

some reasons. They want to communicate in English orally and written

form.

Learning is acquiring or getting of knowledge of a subject or a skill

by study, experience or instruction.1 It means that learning is a way for someone to learn how to do something, get lmowledge and understand the

lesson that they learned.

Leaming a language is trying to acquire a new skill in mastering a

language as a means of communication.2 Many actual and linguistic

competences involve in the process of mastery skills such as listening,

speaking, reading, writing, grammar, vocabulary, spelling, and

pronunciation. These actual and linguistic competences are studied at

school and in a language course. Both of actual and linguistic competence,

writing is one of the most skill that many people especially students feel

should be learned. It is a complex activity because students challenged to

arrange and to organize writing into a ｗｔｩｾｴ･ｮ＠ form. Beside that it is one of

the most difficult skills to master it.

1

• H. Douglas Brown, " Principles of Language Learning and Teaching",( San

Francisco: Addison Wesley Longman, 2000), P. 7

2

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2

Many students who study English consider that they do not know

how to write a topic. They are unable to apply English in the written form.

They often face some problems to organize their ideas. They do some

mistakes concerning with the lack of knowledge in vocabulary,

grammatical rules and tenses. Although writing is ｯｭｾ＠ of the most difficult

skills, it is an important form for communication. It is a part from a subject

matter at the school.

Teaching English writing needs many kinds of technique, because

the students often feel too bored in learning English writing in the

classroom. To make teaching and learning process will be more effective

and the students are motivated in learning English writing, the teacher

needs a suitable technique. Discuss a technique for teaching English

writing is an interesting problem, the technique used by teacher has crucial

role, beside that the teacher role is not just give the information for the

students in the classroom but also the teacher can arise students'

motivation in learning and create student learning ﾷｾｸｰ･ｲｩ･ｮ｣･Ｎ＠

Because the teacher has important role, the teacher must find

suitable technique in order to the teaching and learning process will be

more fun and the purpose oflearning can be achieved.

As the students' problem in English writing and the role of teacher

m teaching English writing, the v.>riter wants to apply an alternative

technique in teaching English writing that can improve students' ability in

learning English writing.

Cooperative learning 1s a learning model, it is adopted by

constructivists, it uses small group that consist of 4 until 6 members of

student in group. Cooperative learning is required to work together, to

maximize students' problem in learning. In coopt:rative learning, the

students work an assignment into their small group. Cooperative learning

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TPS (Think Pair Share) technique is an effective way to make

condition of classroom discussion has more time to think, to respond and

to help each other in pairs.3 It means that student ca:n work together with

their partner and make the classroom condition more enjoyable.

The applied technique hopefully can help students to organize and

to produce the sort of descriptive writing. By using TPS technique the

students have opportunity t-0 discuss their own writing, share their

mistakes that they will be made in their writing, make them easier in

learning descriptive writing and also they can improve their achievement

in learning descriptive writing.

As the explanation above, the writer hopes both of teacher and

students feel easily to apply and to praci;ice mis technique in teaching and

lea.ming descriptive writing. Moreover, the influence of TPS technique is

not merely to help students to improve their achievement in English

writing skill. At the same time it can also improve students' ability in

writing. The writer would like to choose a · title under" THE

INFLUENCE OF COOPERATIVE LEARNING IN TEACIDNG

DESCIUPTIVE WIUTING". (An Experimental Study At the Second

Year of SMPN 5 Bekasi).

B. The Limitation and Formulation of Problem

I. Limitation of Problem

According to the background above, the writer limited the study

focuses on the teaching English writing concerning with the

descriptive writing about animal by using TPS (Think Pair Share)

technique.

2. Formulation of Problem

The writer formulated the problem of stuc\y as follows: "How

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4

C. The Use Of Study

The result of this study is expected to be useful for:

1. Teacher

The result of this study is to give the iufonnation for th.e English

teacher that TPS (Think Pair Share) teclmique is able to improve student

ability in learning descriptive writing.

2. Student

The result of this study is to give an easy technique for students in

learning and understanding descriptive writing and they can reinforce their

knowledge of English or all aspects of English language that they have

been learned.

D. Method of Research

To support this study, the writer used some reference books and

other resources that related with the subject from library. In the field

research the writer conducted an experimental study at the second year of

SMPN 5 Bekasi which consists of two classes, they are experiment and

control class.

E. The Organization of Paper

The writer divides this paper into four chapters; Chapter I is

Introduction, including background of the study, the limitation and

fommlation of problem, the use of study, method of research and

organization of paper.

Chapter II is Theoretical framework, this chapter discusses about

Theoretical Description, it consists of Writing, definition of writing, the

purpose of writing, kinds of writing, the steps in writing process.

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Learning, background of cooperative learning, purpose of cooperative

learning, basic elements of cooperative learning, steps of cooperative

learning. Conceptual Framework. Hypothesis.

Chapter III is the research methodology and findings, it consists

of the objective of research, place and location of research, the subject of

research, Population and Sample, Instrument of research, technique of data

collecting, technique of analyzing the data, the description of data, the

analysis of data, test of hypothesis and interpretation of data.

The last, the conclusion and suggestion will be described m

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CHAPTER II

THEORETICAJ.., FRAMEWORK

A. Theoretical Description

1.

Writing

The ability to write in English language is impo1iant in global

communication because English is an international language. Advance in

transportation and technology allow people to interact with each other.

Communication across language becomes more essm1tial; as a result, the

ability to write a foreign language is widely recognized as an imp01iant

skill for education, business, Science and technology.

I. Definition of Writing

Writing is one of four languages skills such as listening, speaking

and reading. It has always formed part of syllabus in teaching English at the Junior and Senior High School. There are a Jot of definitions about

writing that have been given by experts: some of them are Penny Ur. She

said that: writing is a learned skill.1 It can be taught and learned. From this definition the writer get a meaning that writing is a learned skill like

driving, cooking and typing. It can be learned. S1udents who want to master it, they must take the intensive practice because writing is not an

automatic skill. It is need some knowledge such as vocabulary, grammar, punctuation and spelling.

Marianne Celce Murcia and Elite Olshtain viewed that "writing is a

language skill used for communication. 2 It means that writing used for communication when someone wants to commtmicate in different

situation.

1

• Penny Ur, ," A C'ourse in language Teaching",(United Kingdon1: Ca1nbridgc

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As Penny Ur, Marianne Celce Murcia and Elite Olshtain points of view about writing. Tricia Hedge said that, V.'Titing is process of composing.3 It means that Miting has given certain process. When students at the first time write something down, ｴｨＱｾｹ＠ have already been thinking and finding the idea, putting idea into sentences, organizing sentences into paragraph, revising and reviewing writing with correct punctuation and grammatical function.

Meanwhile, Sandra Cornbleet and Ronald Carter in their book "the Language of Speech and Writing". They said that" \li/riting is planned".4 It means that writing takes time. As the students write a sentence, they can think each word before they Mite it and then they can always go back and correct it until they were satisfied. Before they can write anything, they need time to think.

Based on the definitions above, it can be said that Miting is a complex process, it is done in a series of steps, such as preMiting, writing, revising, reviewing and editing. Beside that, writing is a skill that is needed a lot time to practice and need some knowledge to produce a coherent writing.

2. Purpose of Writing

Students frequently have more time to think in writing, they can go through what they know in their minds, consult dictionaries, grammar books or other reference material to help them to make a good Miting.

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book, "A Course in Language Teaching" she explained that " the purpose of writing, in principle is the expression of ideas, the conveying of a message to the reader, so the ideas themselves should arguably be seen as the most aspect of the writing ". 5

Tricia Hedge mentioned the purpose of writing as follows "A good deal of writing in English language classroom is undertaken as an aid of learning for exan1ple: to consolidate the learning of new strnctures or vocabulary or to help student remember new items of language".6

Jeremy Harmer on his book, "How to Teach 'Writing" he said that: "writing has always been used as a means of reinforcing language that has been taught ". 7 It means that teacher asked students to write sentence by using grammar that the students have been learned, for example, students can be asked to write a sto1y about something that happened to them. It is a good way for students to practice their knowledge of language aspects that they have been learned besides that writing can encourage students to focus on accurate language use. Clearly, the aim of writing activity i8 to give students opportunities to think about grammar and vocabulary.

Afte1wards Jeremy Harmer stated on his book, "How to Teach English", " the reasons for teaching English WTiting to students of foreign language. They are reinforcement, language development, learning style and most importantly, writing as a skill in its 0Vv11 right". 8 All is clearly explained in the following points:

5

• Penny Ur," ... , P. 163 6

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P. 82

1. Reinforcement

Some students easily requirt' language items through oral way but most of them find it easier when they see it. Thus, when they write down, writing reinforces students to acquire language indirectly.

2. Language Development

The actual writing process helps students to learn the language directly.

3. Learning Style

For many learners, writing gives the time to think to produce language in a slower way.

4. Writing as skill

Because the writing is an important skill, it can be learnt, students learn to know how to use it for a daily life.

From the description above, it is clear that the writing can help

students to acquire the abilities of the foreign language that they are

studied. When students do writing activity, at the same time they leamed

many things in the target language beside that they can express the ideas

and convey some written infonnation to the readers.

3. The Types of Writing

Generally, writing divided into five types; they are narrative,

descriptive, expository, persuasive, and argumentative:.9

I. Narrative

Narrative writing is a type of writing which present events

in a related series. It is a story which can be real and imagined. 10 It

can be a personal experience or it can be the experience of another

person. It is to amuse, to entertain and to deal with actual or various experience in different ways.

Nan·ative writing must have a good plot that can attract

readers' attention, it has interesting characters that appear alive and

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credible in order to hold the readers' attention and it also uses the lively and humorous dialogue, at the same time the readers does not feel that the dialogue is monotonous.

2. Descriptive

Descriptive writing 1s a writing which make the readers' see things, or to perceive the special quality of them. It makes them see in the sense of visualizing. 11

Descriptive writing serves only to describe. It is to describe a pmiicular person, place, animal or thing. It is required to give the reader a detailed, vivid picture of a person, place, scene, object or anything that is described.

3. Expository

Expository writing is a 'witing orderly setting out of facts and ideas.12 It is not imagination or dramatizes writing because the exposition writing is presented in a clear, accurate and factual facts and ideas. It is a form which explains a subject. Its purpose is to make the reader understm1d.

4. Persuasive

Persuasive writing is used to convince. 13 It is the art of getting other people or readers to do and believe something. It may attempt to convince something to follow a certain action or accept a belief position.

Persuasive writing relies on reasoning and clear logic. It aims is to persuade the readers of the reasonable of the writers view.

11

• Richard. W. Weaver, "Composition: A Course in Writing and Rhetoric",(United State

(19)

5. Argumentative

Argwnentative is a logical way that the writer's belief,

position, conclusion is valid and that ofuers are not. 14It is to persuade reasonable people to agree with the writer's belief and

position. Argwnentative writing usually requires proving that a

statement is true so the argument must be logical; bofu of points

and facts are relevant.

Argumentative and persuasive are related, but they are not

the san1e. Persuasive getting other people to change their minds

relies on appeals to emotion, to self interest, and to reason.

Argumentative in its form is the appeal to reason and refutes

opposing opinions.

4. The Process of Writing

Writing is a complex process which is neither easy nor

spontaneous for many students. To make a good writing students need

strategies to manage fueir writing process. Although 'writing process is not

a set procedure, the writing process has been observed as having distinct

five stages. In general, every writing process includes prewriting, drafting,

revising and editing.15 I. Prewriting

In fue prewriting stage, the students take time to think about

their topic and generate ideas. In this stage, sometimes the students

are frustrated because they cannot think of anything to say about a

topic. To make students feel easy in this stage, there are some

14

• Laurie G. Kirszher and Stephen R. Mandell, "Patterns for College Writing: A

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12

techniques like brainstorming, free writing, WH Question, and

clustering.16 The following points explained clearly: a. Brainstorming

It is a way to associate idea and stimulate thinking to

brainstorm. Start with a word or phrase. In this process, the

students do not attempt to think logically but they write a list of

ideas as quickly and possible.

b. Free Writing

It is writing without stopping. It means that the students write whatever comes to their mind.. 'Without worry about

whether the ideas are good and the grammar is correct.

c. WH Question

The students can use who, what, when, where, why and

how questions to generate material for their writing. In this

process, the students write out as many WH question as they

can, then they answer them as fully as they can.

d. Clnstering

It is making a visual map of the students' ideas. It may allow students to think more creatively.

In

this technique, the students begin with their topic circled in the middle of a sheet

of paper. Then draw a line out from the circle and write an idea

associated with the topic. Continue to map or cluster m1til the

students can not think of any more ideas.

2. Drafting

Drafting is a way to discover more ideas about the topic. It

is a planning tool to expand outline into a text with full sentences.

Use full sentences whenever possible and don't worry abont

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Drafting is also transforming the ideas into sentences. It

purposes are to let ideas develop and expand. Drafting is primarily

a stage of discovery and exploration.

3. Revising

Revising is one of the most important phases of the writing

process. It is focus on how well the ideas are expressed and

organized to sentence structure. It:; purposes are to rethink ideas,

refine and develop them. During this stage the students reshape

ideas, expanding, deleting and clarifying.

4. Editing

Editing is the last phase. It involves correcting all of

mistakes in writing. It is require examining ideas, details words,

grammar and punctuation. It also emphasizes not only accuracy but also on correctness.

2. Descriptive Writing

1. Definition of Descriptive Writing

There are some definitions about descriptive writing. John

E. Lincoln stated that "descriptive is writing about way

persons, animals or things appear".17

Laurie G. Kirszer and Stephen R. Mandell in their book with the title "Patterns for College Writing: A Rhetorical

Reader and Guide". They mentioned "Descriptive is writing

tells what something looks like, feels like, smells like, sotmds

like or tastes like.18

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that they have been described clearly and use all five senses in order to the description that is described alive and interesting to the readers.19

As some Experts view about descriptive writing. Richard M. Weaver stated that "Descriptive is a form of writing that makes the reader sees in the sense of visualizing. It is focus on the appearance of an object".20

Based on the explanation from some experts about descriptive writing, the writer concluded that descriptive writing is a writing that gives readers the objects such as persons, animals or things that is described alive and the readers feel interesting because it emphasizes imagery and figures of speech such as see, hear, taste, smell and. feel.

2. Purpose of Descriptive Writing

Anyone write a descriptive writing is to give a description about an object that they described clear and alive because the purpose of descriptive writing is to make the readers feel how the object looks, feels, smells, tastes and sounds. Thus, in descriptive wTiting, the readers have been given detailed object, vivid picture and use five senses or use concrete words that will enable the readers to see, foe:l, hear, taste, touch or smell what the object is describing.

3. The Characteristics of Descriptive Writiing

A descliptive writing serves only to describe an object. There are some characteristics about descriptive writing. The following characteristics of descriptive wliting such as:

1. Using of figures of speech (see, hear, taste, smell, touch). In this way the description will appear alive and interesting.

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3. Using variety of words. It means that use of variety of adjectives,

nouns, adverbs, and phrases to suggest colors, movements, expressions

and feeling.

4. Using any details. If anyone want to describe an. object. They should not describe just its physical features but also its habit, its

characteristics and its relationship.

5. Using the simple present tense.

6. Using adjective to describe the feature ·:if the subject.

3. Cooperative Learning

1. Background of Cooperative Learning

The challenge in education today is to teach students the subject

matter effectively. Teachers expected to teach in a way that enables

students to learn assignment in the classroom cooperatively. The aim is to

be more concentrated of student centered. Cooperative learning is one of

learning model that focus on student centered. Essentially cooperative

learning represents a shift in educational paradigm from teacher centered

to a more students centered in a small group. 21

It creates opportunity for students to help the:ir group members to solve their learning problems which in small group students feel more

comfortable asking for help. In cooperative learning students can work

their assignment together. Cooperative learning grounded in the belief that

learning is most effective when students are actively involved in sharing

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16

Miswati, et al assumed that "cooperative karning is a learning

strategy that uses students grouping into small group which each student

have different achievement". 22

Cooperative learning is a learning process that emphasizes in social

aspect and use a small group which consists of 4 until 6 students. In

cooperative learning students will be easier understood their knowledge

about the subject matter because they can discuss their faced problem with

their pmtner. 23

Based on description above, the writer means that cooperative

learning is a learning model which focuses on students grouping. Each

group consists of 4-6 students. In group they can do their assignment cooperatively.

2. Purpose of Cooperative Learning

The cooperative learning model has been developed to achieve at

least three important instrnctional objectives such as academic

achievement, improved race relation a11d cooperative problem solving

skills.24

1. Academic Achievement

Cooperative learning aims at improving student

performa11ce on important academic tasks. The belief is that the

model cooperative incentive structure raises the value placed on

academic learning and change the norm associated with

achievement.

In addition to changing norms associated with achievement,

cooperative learning can benefit low achieving and high achieving

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students who work on academic material together. High achievers

tutor low achievers. In the process, high achievers gain

academically because serving as a tutor requires thinking deeply

about the relationships and meanings of a particular subject.

2. Improved Race Relation

In the second effect of cooperative learning is the students

have wider tolerance and acceptance of people who are different by

virtue of their race, culture, social class and ability.

3. Cooperative Problem Solving Skills

A final effect of cooperat[ve learning is that students learn

skills of cooperation and collaboration. These are important skills

in a society where much adult work is carried out in large,

independent organization and where communities become much

more global in their orientation.

3. Element of Cooperative Learning

Cooperative learning organizes instruction according to the

principles of positive interdependence, individual accountability,

promotive interaction and group processing. 25 All of these points explained clearly:

1. Positive Interdependence means that the success of the students is

linked with the success of their team members. The success one

learners is dependent on the other learners.

2. Individual Accountability means that teacher should assess the

amount of effort that each member is contributing these can be

done by giving an individual test to each student and randomly

calling students to present their group's work. The perfo1111ance of

each member is assessed and results are given to the team and the

individual so that the team members cannot get a free ride on the

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No

1

2

3

4

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3. Promotive Interaction means that individual can achieve promotive interaction by helping each other, exchanging resources, challenging each other's conclusion, and providing feedback. Beside that team members share, encourage and support each other's efforts to succeed.

4. Group Processing means that teachers must also provide opportunities for the class to assess group progress. The team members perform group processing to reflect how well the team is fw1ctioning. Group processing enable group to focus on good working relationship, facilitates the learning of cooperative skills and ensure that members receive feedback.

4. Steps of Cooperative Learning

[image:26.595.40.444.94.702.2]

Arends has identificated the general steps of cooperative learning. Generally, there are five phases in cooperative learning.26 See the following table below.

Table. 2.1

The Phases of Cooperative Learniing

Phases Teacher's activity

Serving the object and The teacher states the objective to motivate the teaching materials students to learn, to serve the object and make

the teaching materials

Giving the information Teachers gives the information to the students verbally and written

Organizing the students to Teacher explains to the students how to constrnct the group-work construct the group work

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5

work and learn working to do the task

Evaluation Teacher evaluates the result of the discussion about the materials they have learned or each group presents the result of the discussion

In cooperative learning model, there are at least five techniques that are commonly used in teaching and learning process. It is used as a tool of learning at various levels of education and in various subject matters. Cooperative learning has many kinds of technique. One of the cooperative learning technique is TPS(Think Pair Share). TPS (Think Pair Share) is one of the kinds of cooperative I.earning technique. In this technique, the students do their assignment that is assigned by teacher cooperatively.

Think Pair Share initially developed by Frank Lyman and his colleagues at the University of Maryland. It is an effective way to change the discourse pattern or condition of classroom discussion. It is also give students more time to think, to respond and to help each other. There are some steps in TPS (Think Pair Share) technique. The following steps are:

Step I

Step JI

: Thinking. The teacher poses a question associated with the lesson and asks students to spend 5 minute thinking alone about answer.

: Pairing. The teacher asks students to pair off and discuss what they have been thinking about. Interaction in this period can be sharing answer if a question has been posed. Teacher allow no more than 10 minute:s for pairing.

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20

B. Conceptual

Framework

In a traditional classroom, the teacher asks a question and only one

or two students have opportunities to respond. TPS (Think Pair Share)

technique offers all students an opportunity to express their response to a

question or topic discussion. By Using TPS (Think pair Share)teclmique

the teacher gives the students' time to think, share c01Tect answers with

partner, allow all students to respond then students are invited to share

their responses with the whole class.

Writing is one of the languages skills. In writing activity students

often face some problems because students challenged to organize ideas,

arrange writing into written form and they also do some mistakes in

vocabulary and tenses. To create English writing session in the classroom

more effective, the writer wants to apply TPS (Think Pair Share) teclmique

as a tool of teaching descriptive English writing. The purpose is to make

students enjoyable in learning descriptive writing beside that they can help

each others. They also can discuss some faced problems either to find

appropriate vocabulary or use a grammatical rule.

Because of some purposes about the TPS (Think pair Share)

technique in teaching descriptive writing, the writer applies it in the

following steps:

Step I

l. The teacher divided students into a small group

2. The students sit down with their group.

3. The teacher explains the descriptive writing material about animals

that involved their parts of body, colors, sizes, or shapes

vocabularies and another that they may be described in their object.

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Step II

I . Each student asked to think a:nd do the descriptive writing

exercises individually.

2. After 5 minute, the teacher asked to work the descriptive writing

exercises pair. And then they discuss their answer. In this session

the students was given for discussion I 0 minutes.

3. After that. The students share their answer with the whole class. Its

aim is to discuss their answer that they agreed in their partner.

During the some of groups present their answer; the other groups

can give their argument or opinion about the answer. In this point

the student have a long time to share their problem until they found

the correct answer.

Step HI

After applied step I and II then the students a:re given a test of

descriptive writing about animals by teacher and did this exercise

individually. It aims is to measure the students' understanding about

material that they were lea:rned. To finish the exercise, the students do it

without asking for help from their partner.

C. Hypothesis

According to the theory and the objective of the study. It can be formulated that:

H0 : There is no significance influence on students' achievement in

descriptive animal writing who taught by using TPS (Think Pair

Sha:re) technique.

Ha: There is significance influence on students' achievement in descriptive

animal writing who taught by using TPS (Think Pair Sha:re)

(30)

CHAPTER UI

RESEARCH METHODOLOGY AND FINDINGS

A.

Research Methodology

1. Objective of the Study

The objective of this study is to know the significance influence of TPS (Think Pair Share) technique on students' achievement in teaching descriptive writing of animal for the second year of SMPN 5 Bekasi. 2. Place and Location of Research

The research of this study was held at SMPN 5 Bekasi, where the writer conducted the research from July 14th to August 28111 2008. SMPN 5 is located at jln. raya Seroja Bekasi Utara and the phone number is (021. 8849355)/website. www. smpn5.kota-Bekasi.com. SMPN 5 Bekasi built in 1982. Previously, the name of SMPN 5 is SMPN 6. Then in 1996, the name is changed to SMPN 5. Since it built in 1982, there are five schools principal who led in.

1. 1986-1992 led in by Uci Sanusi. 2. 1992-1995 led in by Drs. Saju Juhana. 3. 1995-2000 led in by Drs. H. Zaenal Arifin. 4. 2000-2005 led in by Drs. H. ｍｾＲＱＱ｡ｴ＠ Sehabudin. 5. 2005- now led in by H. Saiful Bahri, M .. Pd

SMPN 5 has a large amount ofland it is about 6.583 M2• It also has

(31)

SMPN 5 has 71 teachers. such as 7 of nature education(IPA) teachers, 9 of mathematic teachers, 8 oflndonesian language teachers, 6 of English teachers, 5 of religion education teachers, 8 of social education (IPS) teachers, 2 of computer teachers, 5 of counseling teachers, 4 of sport and health teachers, and 9 is other teachers.

Now, the year of 2008-2009, SMPN 5 has 1137 students and 27 group of learning (Rombel). They are 371 students of VII class and the group ofleaming is 9. 397 students of VIII class and the group oflearning is 9. 369 students of XI class and the group oflearning is 9.

To support the teaching and learning process more effective, SMPN 5 has 29 classes. 456 tables. 1272 chairs. and 56 whiteboard. All of this learning equipment is well condition.

3. The Subject of Research

The subject of the research was the second year of students SMPN 5 Bekasi. It consists of two classes. They are VIII6 as called experiment and VIII7 as control class. The object of the research was teaching descriptive writing using TPS (Think Pair Share) technique and teaching descriptive writing without using TPS technique.

4. Population and Sample

In this research, the writer took the population from the second year of SMPN 5 Bekasi. The population is 9 classes. They are VIU1•2•3•4•5•6•7•8•9• The class of VIII1•2.3·4•9 called as superior classes and

VIII5•6•7•8 as regular classes. Each classes either superior or regular

(32)

24

5. Instrument of Research

The instrument of research used by the writer in data collecting is taken from the application test of descriptive writing about animal. The test consists of 24 items in testing of validity and reliability. The test of validity and reliability was tried out by students of VIII4 class.

After the testing of validity and reliability was done, there are only 16 items left. The 16 items took as pre-post test. It used to know the gain score of students' achievement in ､･ｳ｣ｲｩｰｴｩｶ＼ｾ＠ animal writing. The pre-post test will be done by students of VIII 6 as the experiment class and VIII 7 class as control class.

a. Validity

Test of validity has been done to measure the purpose of research. Its purpose is to measure how well it fulfills the function for which it is being used.

Validity has been defined as referring to the appropriateness, correctness, meaningfulness and usefulness of the specific inferences researchers make based on the data the research collect1• Scarvia B. Anderson on Suharsimi Arikunto' s

book said that "A test is a valid

if

measure what it purpose to

1neasure "2.

In testing items of validity in this research, the writer used the formula of coefficient correlation of pearson's product moment3. The formula as follow:

1

• Jack. R Fraenkel and Norman E. Wallen," How To Design and Evaluate Research in

Education'", (New York: McGraw- Hill Companies Inc, 2003), P. 158

2 _•_{Prof. Dr. Suharsimi Arikunto,"}_{Dasar-dasar Evaluasi Pendidikan",}_{(Jakark1: 2008), P.}

(33)

Rxy : Coefficient con-elation between X variable and Y variable.

X : Score of tried out items.

Y : Total of score for each student that was tried out. N : Number of tried out students

The conclusion of testing validity on 24 items which done by students of VIII 4 class showed that 8 items is invalid because score of T hitung is smaller than T tabel. Meanwhile 16

items is valid because the score of T1iitung is higher than Ttablc-The valid items are number 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 18, and 20. From 16 valid items; the writer takes the items as the instrument of research.

b. Reliability

Reliability refers to the consistency of score or answer from one administration to another. Reliability is defined as the extent to which the results can be considered consistent or reliable. Reliability refers to the consistency of the score obtained. It means that if it is used every time, it has the same results.

The formula to be used to find out reliability is K-R 20 formula ( Kuder Richarson 20). The formula is:

(34)

q : Proportion of students' wrong answer The interpretation of reliability coefficient is follow: 0.00-0.20 : Bad.

0.21-0.40 : Satisfacto1y. 0.41-0.70 : Good. 0. 71-1.00 : Excellent.

Negative : The entire item is not good (deleted).

26

According to the calculation of reliability score, the writer gets R II= 0. 753 I. It means that the test is reliable and it category is excellent.

c. Difficulty Power

The difficulty power show how easy or difficult the particular item proved in the test. The difficulty power of a test is indicated by the percentage of pupils who got the item right4.

The calculation is based on the upper and lower group only. Difficulty item may be necessary to motivate the good students and easy item will encourage and motivate the poor students.

The formula of difficulty power as follow:

P=!!__

JS

P : Difficulty power.

B : Number of students who give the conect answer. JS : Number of examinees.

The classification of difficulty power is: 0.00-0.15 : Very strong

(35)

d. Discrimination Index

The discrimination index of an item indicates the extent to

which the item discriminates between examinees, separating

good testees from the poor examinees. The discrimination

index refers to the degree of which it discriminate between

pupils with high and low achievement or the difference

between the number of pupils in the upper and lower groups

who got the item right5• To know the discrimination index of

the test, the writer used the formula as follow:

D= BA - Bii

=

p - p

J J A IJ

A B

JA : Number of upper group

Ja : Number oflower group

BA : Number of upper group who give the correct

answer

Ba : Number of lower group who give the wrong

answer

PA : Proportion of upper group who give the correct

answer.

Pa : Proportion of lower group who give the wrong

answer.

The classification of discrimination index score is:

0.00-0.20 0.21-0.40 0.41-0.70 0.71-1.00

Negative

: Poor.

: Satisfactory.

:Good.

: Excellent.

(36)

28

6. Technique of Data Collecting

To get the data for this skripsi, the writer used some techniques of

data collecting. They are:

1. Observation

Before doing the research, the writer first observed the

location where the research was cairied ont to ask penuission of

school principal to do research in that place and to know whether

the population and the object ofresearch is suitable or not.

After getting permission, then the 1.vriter continue with

giving a test to try out whether the test is valid and reliable or not.

The test of validity was done by students of VIII4 class.

Beside that the writer also observed about school facility

and some students activity to fulfill the data of research.

2. Teaching and learning Activity

The writer did the teaching ai1d learning process six times,

3 times in control class and 3 times in experiment class. Before the

writer did the teaching and learning activity for each class, the

wTiter did the pre-test.

3. Test

The writer gave the students posMest. The post-test was

given after the writer gave 3 times of the instruction about

descriptive of animal writing. The form of pre-test and post-test

items is similai-.

7. Technique of Analyzing the Data

Before analyzing the data, the writer arranged the data into

table of frequency distribution. It aims is to know whether the

score can be seen from higher score to lower score and whether the

score was normalized distribution or not.

[image:36.595.77.443.163.589.2]

(37)

A. Normality and Homogeneity Testing

I. Normality Testing

The testing of normality was done to know the nonnality sample. The normality testing was done by using Chi Quadrate formula. 6 The formula is following:

(x' )=±(Jo-Je)2

;.1 fe

2. Homogeneity Testing

The testing of homogeneity both of experiment and control class was done to know the similarity between two populations which researched.

The testing of homogeneity was done by using Bartlet formula 7• The criterion of hypothesis is:

1. If FhiJung < Fiabcl, so the null hypothesis (H0 ) is accepted.

The population of two samples is homogeny.

2. If F11itung > Fiabcl, so the null hypothesis (H0 ) is rejected.

The population of two samples is not homogeny.

B. Test ofHyphotesis

To test of hypothesis, the data is analyzed by using test "t". The fonnula is:

S=

with;

n1

-l)S/ +(n

2

-l)S,' }

(38)

30

Xi =average of experiment data X2 =average of control data

Ni =the number of experiment data

N1 =the number of control data

Si =mean of standard deviation of experiment data S2 =mean of standard deviation of control data T =calculation of' t" distribution

S =score of deviation

The calculation oft hitung is compared with t table by using the degree of significance 0.05.

It hypothesis criterion is:

If t hitung>t table, so the alternative hypothesis (Ha) is accepted.

If t hitung<t table , so the null hypothesis (H0 ) is rejected.

B. Research Finding

1. Data Description

According to the research methodology of this study, the writer collected the data by using pre-test and post-test. The pre-test and post-test took from the 88 students of second year of SMPN 5 Bekasi which consist of 44 students of control class and 44 students of experiment class.

Before the writer applies the TPS technique, the writer gives pre-test for the students in the control and experiment class. Its purpose is to know the students' knowledge about descriptive animal writing.

The following score of pre-test are:

Table 3.1

Data of Control Class (Pre-Test Scoire)

[image:38.595.55.442.107.537.2]

(39)

' ₄ ₃₅

--5 40

--6 40

7 40

0 8 40

9 45

10 45

11 50

' 12 50

13 50

14 55

15 55

16 55

17 55

18 55

19 55

20 55

21 55

22 55

23 55

24 55

-25 55

26 55

-27 55

28 55

29 60

(40)

no

l

2

3 4

5

-32

--33 60

34 60

35 60

36 60

37 60

38 60

39 60

40 '60

41 60

42 65

43 70

44 70

Pre-test score of control class got maximrnn score is 70 and minimum score is 30, average score is 53.04, median is 53.5, modus is 55.5 and standard deviation is 9.6. For the following description about pre-test score, see the table of frequency distribution below.

Table 3.2

Data of Frequency Distribution of Control Class (P:re-Test Score)

median Raw score Cumulative

interval f frequency

30-36 6 33 29.5-36.5 13.64%

--··

37-43 8 40 36.5-43.5 18.18%

44-50 10 47 43.5-50.5 22.73%

51-57 8 54 50.5-57.5 18.18%

.. ＭＭＭｾＭＭＭＭＭ

- - 11.36%

58-64 5 61 57.5-64.S

[image:40.595.41.445.97.699.2]

(41)

'!1'111111111

₄ 2

ｯＮＡｂＭＭＮｅｩｩｅｌｾＺｌｬＺ［［ｅｬＮＮＮＮＮＮｅ［［［ＡＳ｟ＮＮＮｅ［ｩＡＳＮＮＮＭｅ［ｬＺＺＺＺ］］Ｚ［［ｊ＠

29.5·36.5 36.5-43.5 43.5-50.5 50.5·57.5 57.5-64.5 64.5-71.5

From the schematic above, it can be seen that the greatest number

of score is 43.5-50.5 (22.73%). According to the calculation of pre-test

score, it was known that mean score is 53.04. It is not standard score

because the students do the pre-test before the teacher gives them the

subject matter about descriptive writing about animal. They do the test

based on their knowledge that they have been had.

After the students got the pre-test, then they taught the descriptive

writing about animal by the teacher through tradition.al method, after that

the writer gives them post-test. In post-test, they got the maximum score is

80 and minimum score is 30. The average score is 63.90, the median score

is 60.83, the modus score is 61.5 and standard deviation is 10.27. For the

[image:41.595.178.310.604.706.2]

clear description, see the following table below.

Table 3.3

Data of Control Class (Post-Test Score) Subject Post-test score

1 45

ＭＭＭｾＭ

2 65

3 70

(42)

34

6 50

7 75

8 65

-9 65

10 60

11 70

--·-12 75

13 70

14 65

15 75

16 75

17 70

18 75

19 65

20 70

21 75

-22 65

23 65

24 70

25 55

26 65

27 65

28 65

29 80

30 75

31 65

(43)

35 75

36 55

37 75

38 65

39 75

-40 50

-41 55

·

-42 55

·

-43 75

44 55

-Table 3.4

Data of Frequency Distribution of Control Class (Post-Test Score)

Median Raw score Cumulative

No interval f Frequency

1 45-52 6 48 44.5-52.5 13%

2 52-58 8 55 52.5-58.5 18%

3 59-65 12 62 58.5-65.5 27%

4 66-72 6 69 65.5-72.5 13%

5 73-79 10 76 72.5-79.5 22%

6 80-86 3 83 79.5-86.5 7%

[image:43.595.33.456.92.626.2]

(44)

36

lo

Raw Limit

I

15

..

M

ｾ＠

f--

-r

Ｍｾ＠ｾ＠

ｾ＠ｾ＠

1-1-I- f-1- 1-1- I - .... 1-1- I-·

ｾ＠

_

...

1-1- ＱＭｾ＠

1-1-ｾ＠ _Ｍｾ＠ _Ｍｾ＠ＱＭｾ＠ _Ｍｾ＠

El

I- f-1-_{,_} 1-1- 1-1- 1-1-

,__

' -L

0

44.s.s2.s s2.s-sa.s sa.5-65.s as.ri.-12.s 12.s..19.s 79.5-86.5

From the schematic above, the greatest number of interval score is 58.5-65.5 (27%). According to the statistic calculation, the mean score is 63.90.

Meanwhile, in experiment class the writer also tries out the pre-post test. The following experiment class pre-pre-post test score is:

Table 3.5

Data of Expetiment Class (Pre-Test Score)

Subject Pre-test score

I 30

2 30

3 30

4 35

5 35

6 35

7 40

8 40

9 40

[image:44.595.65.442.146.694.2]

(45)

13 40

' 14 40

15 45

16 45

17 45

18 45

19 50

20 50

-21 50

22 50

' 23 50

24 50

-25 55

26 55

27 55

28 55

29 55

30 55

31 55

32 60

33 60

34 60

-35 60

36 60

37 65

38 6 5

(46)

no I

2

3

4

5

6

38

42 70

43 70

44 70

--From the table of pre-test score above, it was known that the maximum score is 70 and the minimum score is 30. Meanwhile, the mean score is 50.02, the median score is 44.5, the modus score is 47 and standard deviation is 11.43.

[image:46.595.35.443.204.623.2]

The description about experiment class pre-test score. See the figure of table of frequency distribution below.

Table 3.6

Data of Frequency Distribution of Experim1mt Class

(Pre-Test Score)

median Raw score Cumulative

interval f Frequency

30-36 4 33 29.5-36.5 9%

37-43 4 40 36.5-43.5 9%

-44-50 5 47 43.5-50.5 11.5%

51-57 15 54 50.5-57.5 34%

58-64 13 61 57.5-64.5 29.5%

65-71 3 68 64.5-71.5 7%

(47)

w

15

,_

ｾ＠

_ｾ＠ ₁₀

1:;

z

w

fii

"'

ｾ＠

5

0

ｾ＠

-

I -

:J

29.5.3&.5 36.5-43,5

·---

ｉＭｾ＠

Ｌ｟ｾ＠

...

ｾ＠

ｉ］ｾ＠

I -

·-

Ｌ｟ｾ＠ｉＭｾ＠

l;;I

'

- -

>--·-

' ｾＬＬＬ＠

c,,-43.6-50.5 00.&.57.6 64,5-71.6

joRawlimit

I

From the schematic above, it can be seen that the score 50.5-57.5 is the greatest score which got by students. The percentage of score is 34%. The mean score is 50.02. According to the greatest and mean score, it can be concluded that the students' score of pre-test is not minimum standard of English lesson score.

Afterwards, to make students' improvement on their achievement or score in descriptive animal writing, the writer gives them the instruction through TPS technique. the purpose is to make students easier to understand their instruction and they cru1 increase their achievement in descriptive animal writing.

After the students gave the instruction by using TPS technique, then the students gave the post-test. In the post-test, it was known that the maximum score is 95 and the minimum score is 6:5. Meanwhile, the mean score is 81.09, median score is 82.5, modus score is 81.78 and standard deviation is 8.23. The description about post-test, see the table below.

Table 3.7

Data of Experiment Class (Post-Test Score) Subject Post-test score

---I 80

[image:47.595.74.442.133.572.2]

(48)

40

5 85

6 80

7 90

8 80

9 65

JO 80

11 65

12 65

13 70

14 80

15 95

16 80

17 80

18 80

19 80

-20 75

-21 75

22 60

23 90

24 75

25 85

26 90

27 80

28 80

29 65

30 90

(49)

34 85

35 75

36 65

37 95

38 75

39 70

40 85

41 75

42 90

43 80

44 80

Table 3.8

Data of Frequency Distribution of Experiment Class (Post-Test Score)

median Raw score Cumulative

no interval f Frequency

I 65-69 5 67 64.5··69.5 11.36%

2 70-74 5 72 69.5··74.5 11.36%

3 75-79 6 77 74.5··79.5 13.64%

4 80-84 15 82 79.5··84.5 34.09%

-5 85-89 5 87 84.5··89.5 11.36%

6 90-94 6 92 89.5··94.5 13.64%

7 95-99 2 97 94.5··99.5 4.55%

[image:49.595.36.440.105.667.2]

(50)

w

16 14 12

§

10 0

"'

OJ

"'

_ｾ＠

ill

5

ｾ＠ u.. 8 6 4 2 0 .

ｾ＠

-II

ｉｾ＠

ｾｾ＠

t=:

-ｾｾ＠

=i::

.

I

a

Raw Limit

I

42 :

-__

,_

-·-1-ｾｅ＠

-·-1-=I::

ｾ＠

a

ｾ＠

=

ｾ＠

ｾＬ＠

.

From the schematic above, it can be seen that the interval score 79.5-84.5 is the greatest score which got by the students. According to the statistic calculation, the average score of post-test is 81.09. So it can be concluded that there is an improvement on students' score before the application of TPS technique and after the application of TPS technique.

[image:50.595.74.438.126.522.2]

The improvement of students' score either in control or experiment class can be seen based on the table below.

Table 3.9

The improvement of students' achievement in descriptive animal writing in control class (without using TPS technique) and experiment class {using TPS technique)

Control Experiment

No. Data

Pre-test Post-test Pre-tiest Post-test

I. N 44 44 44 44

2. Mean 53.04 63.90 50.02 81.09

(51)

100

80

60

40

20

0

experiment control

Ill! Pre-test D Post-test

Schematically, it can be seen that the mean score of experiment class is higher than the mean score of control class. The mean score of control class pre-test is 53.04 and post-tests score is 63.90. Meanwhile, in experiment class, the mean score of pre-test is 50.02 and post-test score is 81.09. From the data above, it can be concluded that there is an improvement on students' achievement in learning descriptive animal writing either in control or experiment class but the improvement of experiment class is higher than the control class.

2. Data Analysis

After the writer collected the data of rese:arch, so the writer analyzed it. To analysis the data, the writ1er uses some formula statistically.

A). The Normality and Homogeneity Testin1g.

I. Normality Testing

(52)

no interval

1 30-36

2 37-43

I

3 44-50

' 4 51-57

5 58-64

6 65-71

no interval

The criterion of nonnality testing is:

If the

x

2i.uw•g

<x

21abd, the data is normalized distribution. [image:52.595.5.471.189.649.2]

If the X2 hUang > X21abd, the data is tll).J1011Tialized distribution.

Table 3.10

Data of Normality Testing of Control Class !.fre-Tcst)

Class

z-interval mean s score o-z fe fo f-fe (f-fe)2

29,5 53,04 9,6 -2.45 0.4929 1.5664 4 2,4336 5,92240896

36.5 53,04 9,6 -1.72 0.4573 5.2096 4 -1,2096 1,46313216

-·-43,5 53,04 9,6 -0.99 0.3389 10.3972 5 -5,3972 29,1297678

50,5 53,04 9,6 -0.26 0.1026 12.3ll2 15 2,6888 7,22964544

57,5 53,04 9,6 0.46 0.1772 9.0552 13 3,9448 15,561447

64,5 53,04 9,6 l.19 0.383 3.9424 3 -0,9424 0,88811776

-71,5 53,04 9,6 1.92 0.4726

44

Chi Quadrate

3.780905

0.280853

---

_2.801694

0.587241

1.718509

0.225273

9.394475

Based on the table above. It was known that the total of

x'

hUang, on

db= k-1=6- l = 5 and a= 0.05 known that X21abd

=•

11.070, so, X2Mamg

(9.394475) < x'1ahet (11.070), it concluded that the sample is normalized distribution.

Tablc3.H

Data of Normality Testing of Control Class .illost-Test)

Class

z

interval mean s score o-z

:1:1:

Chi

(53)

3 59-65

4 66-72

5 73-79

6 80-86

no interval

I 30-36

2 37-43

3 44-50

4 51-57

5 58-64

6 65-71

57.5 63,9 10,27 -0.62 0.2324 9.6976 12 2,3024 5,30104576 0.546635

63.5 63,9 10,27 -0.03 0.012 9.5656 6 -3,5656 12,7135034 1.329086

69.5 63,9 10,27 0.54 0.2054 7.1808 10 2,8192 7,94788864 1.106825

75.5 63,9 10,27 1.12 0.3686 3.8632 2 -!,8632 3,47151424 0.898611

81.5 63,9 10,27 1.71 0.4564 5.494828

From the table above, it was known that the total of

;r'

Mtung, on db

= k-1

= 6 - I

= 5 and

CL= 0.05 known that ;r21abel

= I 1-070,

;r2Mtung

=

5.494828, so

;r

21""'"" (5.494828) < ;r21abd (I 1.070), it can be concluded [image:53.595.2.473.112.643.2]

that the sample was normalized distribution.

Table 3.12

Data of Normality Testing of Experiment Class (Pre-Test)

Class z- Chi

interval mean s score o-z fe fo f-fe (f-fe)2 Quadrate

29,5 50 11,43 -2.45 0.4929 1.5664 4 2,3788 5,65868944 3.780905

36,5 50 11,43 -1.72 0.4573 5.2096 4 0,7268 0,52823824 0.280853

43,5 50 11,43 -0.99 0.3389 10.3972 5 1,2132 1,47185424 2.801694

50,5 50 11,43 -0.26 0.1026 12.3112 15 -3,3608 l l,2949766 0.587241

57,5 50 11,43 0.46 0.1772 9.0552 13 -1,4108 1,99035664 1.718509

64,5 so 11,43 1.19 0.383 3.9424 3 4,162 17,322244 0.225273

- ·

71,5 50 11,43 1.92 0.4726 9.394475

According to the table above, it was known the total of

;r

2

,,'"'"•, on

(54)

uo interval

1 65-69

2 70-74

3 75-79

4 80-84

5 85-89

6 90-94

7 95-99

46

Table3.B

Data of Normality Testing of Experiment Clasi.JPost-Test)

Class

z

Chi

interval mean s score 0-z fe fo Ｑｾｦ･＠ (f-fe)2 Quadrate

64.5 81,09 8,23 -2.01 0.4778 2.5784 5 2,4216 5,86414656 2.274335

69.5 81,09 8,23 -1.4 0.4192 5.7684 5 -0,7684 0,59043856 0.102357

74.5 81,09 8,23 -0.8 0.2881 9.3632 6 -3,3632 I l,31l1142 1.208039

79.5 81,09 8,23 -0.19 0.0753 10.3136 15 4,6864 21,962345 2.129455

84.5 81,09 8,23 0.41 0.1591 3.228 5 -3,228 10,419984 1.266405

89.5 81,09 8,23 1.02 0.3461 4.4572 6 1,5428 2,38023184 0.53402

94.5 81,09 8,23 1.62 0.4474 1.7468 2 2 4 2.289902

99.5 81,09 8,23 2.23 0.4871 9.804514

Based on the table above, it was known the total of

x

2 """"g , on db

= k-1 = 7- 1 = 6 and a = 0.05 known that X2tabd = 12.592, x'ltittmg =

9.804514 so,

x

2

,,,,,,,,g

(9.804514)

<x

2'"'" (12.592) it can be concluded that

the sample was normalized distribution.

2. Homogeneity Testing

The testing of homogeneity both of experiment and control

class was done to know the similarity between two populations

which researched.

The testing of homogeneii:1 was done by using Bartlet

formula. The criterion of hypothesis is:

(55)

2. If F1iitung > Ftnbcl , so the null hypothesis (l-10 ) is

rejeeted. The population of two samples is not

homogeny.

For experiment class, it was known that ,:i;2

1;,,,,,g

(2.99)

s

z

21ahd

(3.841) so

The Influence Of Cooperative Learning In Teaching Descriptive Writing : An Experimental study at the Second Year of SMPN 5 Bekasi

TEACIIING DESCRIPTIVE WRITING

ﾷｲｾ､ｩ＠

DEPARTMENT OF ENGLISH: EDUC.ATION

FACULTY OF TARBIYA AND TEACHERS' TRAINING

ACKNOWLEDGF113Y

ACKNOWLEDGEMENT

TABLE OF CONTENTS

COVER ··· ··· ... ··· ... I

CHAPTER III

LIST OFT ABLES

INTRODUCTION

INFLUENCE OF COOPERATIVE LEARNING IN TEACIDNG

B. The Limitation and Formulation of Problem

C. The Use Of Study

D. Method of Research

E. The Organization of Paper

CHAPTER II

2. Descriptive Writing

3. Cooperative Learning

B. Conceptual

CHAPTER UI

1. Objective of the Study

B. Test ofHyphotesis

B. Research Finding

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