PEER-ASSISSTED LEARNING STRATEGY (PALS): ITS
EFFECTIVENESS ON STUDENTS’ WRITING SKILL FROM
THE PERSPECTIVE OF STUDENTS’ CRITICAL
THINKING
(An Experimental Study at the Eleventh Grade of SMA Kartikatama
Metro in the Academic Year of 2015/2016)
A THESIS
By:
META LISTINA MUHARRAMI S891408030
Written as a Partial Fullfilment of the Requirements for Graduate Education Degree of English Language Teaching
APPROVAL
PEER-ASSISSTED LEARNING STRATEGY (PALS): ITS EFFECTIVENESS ON
STUDENTS’ WRITING SKILL FROM THE PERSPECTIVE OF STUDENTS’
CRITICAL THINKING
(An Experimental Study at the Eleventh Grade of SMA Kartikatama Metro in the Academic Year of 2015/2016)
By:
META LISTINA MUHARRAMI
NIM. S891408030
This Thesis has been approved by the Consultants of English Education Department of Graduate Program Teacher Training and Education Faculty
Sebelas Maret University
Surakarta, Juni 2016 Consultant I
Prof. Dr. Joko Nurkamto, M. Pd.
NIP. 19610124 198702 1001
Consultant II
Dr. Sujoko, M.A.
NIP. 19510912 198003 1002
Approved By
The Head of English Education Department of Graduate Program of Sebelas Maret University
Dr. Ngadiso, M. Pd. NIP.19621231 198803 1009
LEGITIMATION
Peer Assissted Learning Strategy (PALS): Its Effectiveness on Students’ Writing
Skill from the Perspective of Students’ Critical Thinking (An Experimental Study at
the Eleventh Grade of SMA Kartikatama Metro in the Academic Year of 2015/ 2016) by:
META LISTINA MUHARRAMI S891408030
This Thesis has been approved by the Board of Thesis Examiners of English Education Department of Graduate Pogram
Teacher Training and Education Faculty of Sebelas Maret University Surakarta in July 2016
Board of Examiners Signatures Chairman Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1009 (...) Secretary Dr. Abdul Asib, M.Pd
NIP. 19520307 198003 1005 (...) Examiners 1. Prof. Dr. Joko Nurkamto, M.Pd
NIP. 19610124 198702 1001 (...) 2. Dr. Sujoko, M.A
NIP. 19510912 198003 1002 (...) Legalized by
The Dean of Teacher Training and Education The Head of English Education Faculty of Sebelas Maret University, Department of Graduate Program
of Teacher Training and Education Faculty of Sebelas Maret University,
Prof. Dr. Joko Nurkamto, M. Pd. Dr. Ngadiso, M.Pd. NIP. 19610124 198702 1001 NIP. 19621231 198803 1009
iv
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “Peer-Assissted Learning Strategy (PALS): Its Effectiveness on Students’ Writing Skill from the
Perspective of Students’ Critical Thinking (An Experimental Study at the Eleventh
Grade of SMA Kartikatama Metro in the Academic Year of 2015/ 2016)”. It is not a plagiarism or made by others. Anything related to other’s work is written in
quotation, the source of which is listed on the references.
If then this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancelation of my academic degree.
Surakarta, Juni 2016
ABSTRACT
Meta Listina Muharrami. S891408030. 2016. Peer Assissted Learning Strategy (PALS): Its
Effectiveness on Students’ Writing Skill from the Perspective of Students’ Critical
Thinking (An Experimental Study at the Eleventh Grade of SMA Kartikatama Metro in the Academic Year of 2015/2016). A Thesis. First Consultant: Prof. Dr. Joko Nurkamto, M. Pd.; Second Consultant: Dr. Sujoko, M.A. English Education Department, Graduate Program, Sebelas Maret University.
This research is aimed to reveal whether: (1) PALS is more effective than Scaffolded Writing Strategy to teach writing; (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching strategies and students’ critical thinking.
This experimental research was conducted at the eleventh grade of SMA Kartikatama Metro in the academic year of 2015/2016. From four classes, the researcher took two classes as the sample, namely experimental class which was taught by using PALS and control class which was taught by using Scaffolded Writing Strategy. To find out the sample, a cluster random sampling was implemented. Each class was divided into two groups of which each consisted of students who have high critical thinking and those who have low critical thinking. To gain the data, two instruments were used. Those were writing test to find out the
score of students’ writing skill and critical thinking test to find out the score of students’
critical thinking. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey Test. Before conducting the ANOVA test, pre-requisite test such normality and homogeneity test were conducted.
There are some research findings which can be taken: (1) PALS is more effective than Scaffolded Writing Strategy to teach writing; (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an
interaction between teaching strategies and students’ critical thinking in teaching writing.
Based on the results of this research, it implies that PALS is an effective to teach writing to the eleventh grade of SMA Kartikatama Metro. However, to support the using of PALS, a teacher is recommended to combine the strategy with an interesting teaching materials and teaching media. It will make the atmosphere of the classroom more interesting so the teaching learning process can be more effective.
Keywords: PALS, Scaffolded Writing Strategy, writing skill, critical thinking, experimental study
v ABSTRAK
Meta Listina Muharrami. S891408030. 2016. Efektivitas Peer-Assissted Learning Strategy (PALS) Terhadap Kemampuan Menulis Siswa Ditinjau dari Kemampuan Berpikir Kritis Siswa (Penelitian Eksperimen pada Siswa Kelas Sebelas SMA Kartikatama Metro Tahun Ajaran 2015/2016). Tesis. Pembimbing Pertama: Prof. Dr. Joko Nurkamto, M. Pd.; Pembimbing Kedua: Dr. Sujoko, M.A. Pascasarjana, Pendidikan Bahasa Inggris, Universitas Sebelas Maret.
Penelitian ini bertujuan untuk memperoleh apakah: (1) PALS lebih efektif daripada Scaffolded Writing untuk mengajar menulis; (2) Siswa yang mempunyai kemampuan berpikir kritis tinggi mempunya kemampuan menulis yang lebih baik dibandingkan siswa yang mempunyai kemampuan berpikir kritis rendah; dan (3) Ada interaksi antara strategi mengajar dengan kemampuan berpikir kritis siswa dalam mengajar menulis.
Penelitian ini adalah penelitian eksperimen yang dilakukan pada siswa kelas sebelas SMA Kartikatama Metro tahun ajaran 2015/2016. Dari enam kelas yang ada, peneliti mengambil dua kelas sebagai sample, yaitu kelas eksperimen yang akan diajar dengan menggunakan PALS dan kelas kontrol yang akan diajar dengan menggunakan Scaffolded Writing. Untuk memperoleh sample, teknik pengelompokan secara acak digunakan. Masing-masing kelas dibagi menjadi dua kelompok yang terdiri dari siswa yang mempunyai kemampuan berpikir kritis tinggi dan siswa yang mempunyai kemampuan berpikir kritis rendah. Untuk memperoleh data, dua instrumen digunakan, yaitu tes menulis untuk memperoleh nilai menulis siswa dan tes kemampuan berpikir kritis untuk memperoleh nilai kemampuan berpikir kritis siswa. Kemudian data dianalisis dengan menggunakan tes ANOVA, sebelumnya dilakukan tes pre- requisite yaitu tes normality dan tes homogeneity.
Terdapat beberapa hasil yang dapat diambil: (1) PALS lebih efektif daripada Scaffolded Writing Strategy dalam mengajar menulis; (2) Siswa yang mempunyai kemampuan berpikir kritis tinggi mempunyai kemampuan menulis yang lebih baik dibandingkan siswa yang mempunyai kemampuan berpikir kritis rendah; dan (3) Ada interaksi antara strategi mengajar dengan kemampuan berpikir kritis siswa dalam mengajar menulis.
Hasil penelitian tersebut menyiratkan bahwa PALS adalah startegi yang efektif dalam mengajar menulis untuk siswa kelas sebelas SMA Kartikatama Metro. Akan tetapi, guru disarankan untuk mengkombinasikan antara strategi belajar dengan bahan mengajar dan media yang menarik. Hal tersebut akan membuat suasana kelas menjadi lebih menarik sehingga pembelajaran juga akan lebih efektif.
Kata kunci: PALS, Scaffolded Writing, Kemampuan Menulis, Kemampuan Berpikir zkritis, Penelitian Ekperimen
MOTTO
Do the best. Allah will do the rest
Vii
DEDICATION
With deep profound love, this research is fully dedicated to:
My beloved parents Bapak M. Bashori and Ibu Susilawati
ACKNOWLEDGEMENTS
In the name of Allah, The Beneficent and The Merciful.
The researcher would like to acknowledge her countless gratitude to Allah, who has granted her health and determination to write this thesis. In addition, there are many people who have generously contributed in improving this thesis. Therefore, she would like to express her deep gratitude to the following people: 1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for the permission to write the thesis.
2. The Head of English Education Department of Graduate Program for providing the facilities to complete the thesis writing.
3. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant for his guidance, patience, and advice during the writing process of this thesis.
4. Dr. Sujoko, M.A., the second consultant for his guidance, patience, and advice during the writing process of this thesis.
5. The Principal of SMA Kartikatama Metro for the permission to conduct the research.
6. The English teacher of SMA Kartikatama Metro, Aziz Muslim, S.Pd. for his help, guidance, and cooperation during the research.
7. The eleventh grade students of SMA Kartikatama Metro in the academic year of 2015/ 2016 for their cooperation during the research.
8. All friends and everyone who have helped the researcher in accomplishing this thesis.
Finally, the researcher realizes that this thesis is still far from being perfect. Therefore, constructive suggestion is needed for the progress of the next study. The researcher hopes thaat this thesis would provide a positive contribution to the educational development and the readers.
Surakarta, Juni 2016
xii
LIST OF TABLES
Table 2.1 Aspects of writing ... 15
Table 2.2 Scoring rubric of writing ... 16
Table 2.3 Steps in Scaffolded writing ... 26
Table 3.1 Time schedule of research... 47
Table 3.2 Factorial design ... 49
Table 3.3 Readability of writing test ... 52
Table 4.1 The frequency distribution of data A1... 64
Table 4.2 The frequency distribution of data A2... 65
Table 4.3 The frequency distribution of data B1... 66
Table 4.4 The frequency distribution of data B2... 67
Table 4.5 The frequency distribution of data A1B1... 68
Table 4.6 The frequency distribution of data A1B2... 69
Table 4.7 The frequency distribution of data A2B1... 70
Table 4.8 The frequency distribution of data A2B2... 71
Table 4.9 The summary of normality test ... 75
Table 4.10 The summary of homogeneity test ... 76
Table 4.11 The mean scores ... 77
Table 4.12 The summary of ANOVA 2x2 ... 77
LIST OF FIGURES
Figure 4.1 Histogram and Polygon of Data A1... 64
Figure 4.2 Histogram and Polygon of Data A2... 65
Figure 4.3 Histogram and Polygon of Data B1... 66
Figure 4.4 Histogram and Polygon of Data B2... 67
Figure 4.5 Histogram and Polygon of Data A1B1... 68
Figure 4.6 Histogram and Polygon of Data A1B2... 69
Figure 4.7 Histogram and Polygon of Data A2B1... 70
xiv
LIST OF APPENDICES
Appendix 1 Syllabus ... 99
Appendix 2 Lesson Plan of Experimental Class ... 108
Appendix 3 Lesson Plan of Control Class ... 136
Appendix 4 Instrument of Critical Thinking Test... 162
Appendix 4.1 Blueprint of Critical Thinking Test ... 162
Appendix 4.2Try Out of Critical Thinking Test ... 163
Appendix 4.3Validity and Reliability of Critical Thinking Instrument... 171
Appendix 4.4 Instrument of Critical Thinking Test... 173
Appendix 4.5 The Answer Key of Critical Thinking Instrument ... 179
Appendix 4.6 Questionnaire of Critical Thinking Test Instruction ... 180
Appendix 5 Readability Result of Critical Thinking Instrument ... 181
Appendix 6 Instrument of Writing Test ... 182
Appendix 6.1 Blueprint of Writing Test ... 182
Appendix 6.2 Instrument of Writing Test ... 183
Appendix 6.3 Scoring of Writing Test... 184
Appendix 6.4 Questionnaire of Writing Test Instruction ... 186
Appendix 7 Readability Result of Writing Instrument ... 187
Appendix 8 Students’ Critical Thinking Scores ... 188
Appendix 8.1 Students’ Critical Thinking Scores of Experimental Class ... 188
Appendix 8.2 Students’ Critical Thinking Scores of Control Class ... 189
Appendix 9 Writing Scores... 190
Appendix 9.1 Post Test Students’ Writing Scores Experimental (A1) ... 190
Appendix 9.2 Post Test Students’ Writing Scores Control (A2)... 191
Appendix 10 Students’ Critical Thinking and Writing Scores ... 192
Appendix 10.1 Students’ Critical Thinking and Writing Scores of Experimental Class ... 192
Appendix 10.2 Students’ Critical Thinking and Writing Scores of Control Class ... 193
Appendix 11 Descriptive Analysis... 194
Appendix 12 Normality Test ... 206
Appendix 13 Homogeneity Test ... 214
Appendix 14 ANOVA 2x2 Multifactor Analysis Variance ... 216
Appendix 15 Tukey Test ... 219
Appendix 16 Table of Critical Values for t Distribution ... 220
Appendix 17 Table of the Standard Normal Distribution... 221
Appendix 18 Table of Critical Values for the Liliefors (Normality Test) ... 222
Appendix 19 Table of the Chi Square Distribution (Homogeneity) ... 223
Appendix 21 Table of Critical Values for Tukey test ... 226
Appendix 22 Example of Students’ Writing... 227
Appendix 23 Example of Students’ Answer Sheet of Critical Thinking Test . ... 231
Appendix 24 Pictures of Students’ Activity ... 235
Appendix 25 Letter of Research Permission... 237
