i
IMPROVING CHARACTER BASED WRITING SKILL THROUGH THINK PAIR SHARE OF THE TENTH GRADE STUDENTS OF SMA N 1 JATINOM IN ACADEMIC YEAR 2017/2018
S-1 THESIS
Submitted as a Partial Fulfillment of the Requirements for Undergraduate Degree in English Eduction Study Program
By
Name : Andang Kristina Student No. : 1411202901
TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF WIDYA DHARMA KLATEN
v MOTTO
Orang malas tidak akan menangkap buruannya, tetapi orang rajin akan
memperoleh harta yang berharga
(Amsal 12: 27) Jangan jadikan pandangan mata ini seperti mata lalat yang hanya mencari sesuatu
yang busuk dan buruk, yakni yang hanya melihat keburukan dan kesalahan orang lain. Jadikanlah pandangan mata ini seperti mata lebah yang hanya memandang kewangian dan keindahan, yakn yang memandang kebaikan orang lain sehingga
melupakan keburukan orang lain
(Bram Widhi Susetyo Eklas) Sekuat apapun kita berusaha, sekeras apapun kita dalam bekerja, sebanyak
berapapun yang kita hasilkan, sepuas apapun kita menikmatinya, dan sebaik
apapun kita menjalani kehidupan, ingatlah! Jangan lupakan kebaikan Tuhan (The writer)
vi This thesis is presented to:
1. Jesus Christ the Almighty.
2. My beloved father (Bpk. Tupin S,Tp.) and my beloved mother (Ibu. Mulyani)
who always support whatever I did and pray for me.
3. My beloved brother and sister (Edi, Fitri, Gayatri, Catur, Indra, Dewi) who
always give me love, motivates, wishes and support.
4. My second family (Butterfly) thanks for all support and our togetherness.
5. My beloved friends in English Study Program thanks for the support, help,
togetherness, and friendship.
vii
Thanks to Jesus Christ who has given the researcher His blessing, mercies,
and compassionate to finish her thesis entitled “Improving Character Based Writing Skill Through Think Pair Share of The Tenth Grade Students of SMA N 1 Jatinom in Academic Year 2017/2018”. Therefore, she would like to express her sincerest
gratitude to:
1. Prof. Dr. H. Triyono, M.Pd., as the Rector of Widya Dharma University.
2. Dr. H. Ronggo Warsito,M.Pd. as the Dean of Teacher Training and Education Faculty of Widya Dharma University.
3. Ana Setyandari, S.Pd. M.Pd, as the Head of English Education Department of Teacher Training and Education Faculty of Widya Dharma University.
4. Drs. Purwo Haryono, M.Hum. who kindly and warmly taught and guided me during the process of making this thesis and always supported me to complete this thesis as soon as possible.
5. Fibriani Endah W, S.Pd.,M.Pd. as my second consultant, who kept me company in answering my concerns and questions related to the completion of my thesis
and always patiently guide and gave me valuable advices and suggestions.
6. All the academic and administrative staffs of English Education Department of Teacher Training and Education Faculty of Widya Dharma University.
7. Joko Susila.,M.Pd. the Headmaster of SMA N 1 Jatinom who has permitted the researcher to do this research at this school.
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the researcher to be a partner of this research and he also gave her motivation and help in accomplishing this research.
9. All of the tenth grade students of SMA N 1 Jatinom in the academic year 2017/2018, especially X MIPA 1 for their cooperation.
The researcher realizes that this thesis is far from being perfect. Therefore, the researcher will receive the criticism and suggestion from the readers to make this
thesis perfect. Finally, the researcher hopes that this thesis is useful, especially for the researcher herself and the readers in general.
Klaten, 9th August 2018
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TABLE OF CONTENT
TITLE ... i
APPROVAL ... ii
RATIFICATION ... iii
PRONOUNCEMENT ... iv
MOTTO ... v
PRESENTATION ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENT ... ix
LIST OF TABLE ... xi
LIST OF FIGURE ... xiii
LIST OF APPENDIX ... xiv
ABSTRACT ... xviii
CHAPTER I INTRODUCTION A. The Background of the Study ... 1
B. The Reason for Choosing the Topic ... 5
C. Limitation of the Study ... 5
D. The Statement of the Problem ... 5
E. The Aim of the Study ... 6
F. The Benefit of the Study ... 6
G. The Clarification of the Key Terms ... 7
x
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Theory of Writing ... 10
B. The Theory of Think Pair Share ... 16
C. The Theory of Character Education ... 21
D. Relevant Studies ... 26
CHAPTER III THE RESEARCH METHOD A. The Meaning of Research Method ... 29
B. The Subject of the Study ... 29
C. The Place and Time of the Research ... 30
D. The Data and Source of Data ... 30
E. The Technique of Collecting Data ... 32
F. Testing Validity of the Data ... 34
G. The Technique of Analyzing Data ... 36
H. The Procedure of the Research ... 40
I. Testing Performance Indicator ... 41
CHAPTER IV FINDINGS AND DISCUCCIONS A. Precyle ... 43
B. Cycle 1 ... 56
C. Cycle 2 ... 66
D. Testing Action Performance Indicator ... 75
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 79
B. Suggestion ... 79
BIBLIOGRAPHY ... 81
xi
LIST OF TABLE
Table 1. Categorizing Score of Students’ Writing Skill in Precycle... 44
Table 2. Scores of Teacher’s Professionalism in Precycle ... 46
Table 3. Scores of students’ Interest in Individual Activity of Precycle ... 48
Table 4. Scores of students’ Interest in Group Activity of Precycle ... 49
Table 5. Scores of Students’ Self Assessment in Precycle ... 50
Table 6. Scores of Students’ Peer Assessment in Precycle ... 52
Table 7. Scores of Students’ Character Assessment based on Teacher’s Observation in Precycle ... 53
Table 8. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Precycle ... 53
Table 9. The Result of Precycle ... 54
Table 10. Simplified Result of Precycle ... 55
Table 11. Categorizing Score of Students’ Writing Skill in Cycle 1 ... 58
Table 12. Scores of Students’ Self Assessment in Cycle 1 ... 60
Table 13. Categorizing Score of Students’ Self Assessment in Cycle 1 ... 61
Table 14. Scores of Students’ Peer Assessment in Cycle 1 ... 61
Table 15. Categorizing Score of Students’ Peer Assessment in Cycle 1 ... 62
Table 16. Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 1 ... 63
Table 17. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 1 ... 64
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Table 19. Students’ Improvement on Writing Skill & Character of Precycle,
Cycle 1 & Cycle 2. ... 65
Table 20. Categorizing Score of Students’ Writing Skill in Cycle 2 ... 68
Table 21. Scores of Students’ Self Assessment in Cycle 2 ... 70
Table 22. Categorizing Score of Students’ Self Assessment in Cycle 2 ... 71
Table 23. Scores of Students’ Peer Assessment in Cycle 2 ... 72
Table 24. Categorizing Score of Students’ Peer Assessment in Cycle 2 ... 72
Table 25. Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 2 ... 73
Table 26. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 2 ... 74
Table 27. The Result of Cycle 2 ... 75
Table 28. Students’ Improvement on Writing Skill & Character of Precycle, Cycle 1 & Cycle 2. ... 75
xiii
LIST OF FIGURE
Figure 1. Categorizing Score of Students’ Writing Skill in Precycle... 45
Figure 2. Scores of Teacher’s Professionalism in Precycle ... 47
Figure 3. Scores of students’ Interest in Individual Activity of Precycle ... 49
Figure 4. Scores of students’ Interest in Group Activity of Precycle ... 49
Figure 5. Scores of Students’ Self Assessment in Precycle ... 51
Figure 6. Scores of Students’ Peer Assessment in Precycle ... 52
Figure 7. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Precycle ... 54
Figure 8. Categorizing Score of Students’ Writing Skill in Cycle 1 ... 59
Figure 9. Scores of Students’ Self Assessment in Cycle 1 ... 60
Figure 10. Scores of Students’ Peer Assessment in Cycle 1 ... 62
Figure 11. Categorizing Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 1 ... 64
Figure 12. Categorizing Score of Students’ Writing Skill in Cycle 2 ... 69
Figure 13. Scores of Students’ Self Assessment in Cycle 2 ... 70
Figure 14. Scores of Students’ Peer Assessment in Cycle 2 ... 72
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LIST OF APPENDIX
Appendix 1. Instrument of Students’ Self Assessment ... 85
Appendix 2. Instrument of Students’ Peer Assessment ... 86 Appendix 3. Instrument of Students’ Character Assessment based on Teacher’s
Observation ... 87 Appendix 4. Instrument of Questionnaire (Teacher’s Professionalism, Students’
Interest, Students’ Interest in Group Activity of Preycle) ... 88 Appendix 5. Instrument of Students’ Writing Rubric ... 91 Appendix 6. Observation guidelines for students’ activity in the teaching and
learning using think pair share models of precycle... 92 Appendix 7. Observation guidelines for teachers’ activity in the teaching and
learning using think pair share models of precycle... 93 Appendix 8. Interview guidelines for students’ activity in the teaching and
learning using think pair share models of precycle... 94
Appendix 9. Interview guidelines for teachers’ activity in the teaching and
learning using think pair share models of precycle... 96
Appendix 10. The result of observation for students’ activity in the teaching and learning of precycle ... 97 Appendix 11. The result of observation for teachers’ activity in the teaching and
learning of precycle ... 98 Appendix 12. The result of interview for students’ activity in the teaching and
learning of precycle ... 100 Appendix 13. The result of interview for teachers’ activity in the teaching and
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Appendix 14. Observation guidelines for students’ activity in the teaching and
learning using think pair share models of cycle 1 ... 105
Appendix 15. Observation guidelines for teachers’ activity in the teaching and
learning using think pair share models of cycle 1 ... 106
Appendix 16. Interview guidelines for students’ activity in the teaching and
learning using think pair share models of cycle 1 ... 107
Appendix 17. Interview guidelines for teachers’ activity in the teaching and
learning using think pair share models of cycle 1 ... 108 Appendix 18. The result of observation for students’ activity in the teaching and
learning of cycle 1 ... 109 Appendix 19. The result of observation for teachers’ activity in the teaching and
learning of cycle 1 ... 110 Appendix 20. The result of interview for students’ activity in the teaching and
learning of cycle 1 ... 112
Appendix 21. The result of interview for teachers’ activity in the teaching and
learning of cycle 1 ... 114
Appendix 22. Observation guidelines for students’ activity in the teaching and
learning using think pair share models of cycle 2 ... 116 Appendix 23. Observation guidelines for teachers’ activity in the teaching and
learning using think pair share models of cycle 2 ... 117 Appendix 24. Interview guidelines for students’ activity in the teaching and
learning using think pair share models of cycle 2 ... 118 Appendix 25. Interview guidelines for teachers’ activity in the teaching and
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Appendix 26. The result of observation for students’ activity in the teaching and
learning of cycle 2 ... 120
Appendix 27. The result of observation for teachers’ activity in the teaching and learning of cycle 2 ... 121
Appendix 28. The result of interview for students’ activity in the teaching and learning of cycle 2 ... 123
Appendix 29. The result of interview for teachers’ activity in the teaching and learning of cycle 2 ... 129
Appendix 30. Student’s List ... 126
Appendix 31. Lesson Plan of Precyle ... 127
Appendix 32. Complete Score of Students’ Writing Skill in Preycle ... 128
Appendix 33. Complete Score of Teacher’s Professionalism in Preycle ... 129
Appendix 34. Complete Score of Students’ Interest in Individual Activity of Preycle ... 130
Appendix 35. Complete Score of Students’ Interest in Group Activity of Preycle ... 131
Appendix 36. Complete Scores of Students’ Self Assessment in Precycle .... 132
Appendix 37. Complete Scores of Students’ Peer Assessment in Precycle .. 133
Appendix 38. Complete Scores of Students’ Character Assessment based on Teacher’s Observation in Precycle ... 134
Appendix 39. Lesson Plan of Cycle 1 ... 135
Appendix 40. Complete Score of Students’ Writing Skill in Cycle 1 ... 136
Appendix 41. Complete Scores of Students’ Self Assessment in Cycle 1 ... 137
xvii
Appendix 43. Complete Scores of Students’ Character Assessment based on
Teacher’s Observation in Cycle 1 ... 139
Appendix 44. Lesson Plan of Cycle 2 ... 140
Appendix 45. Complete Score of Students’ Writing Skill in Cycle 2 ... 141
Appendix 46. Complete Scores of Students’ Self Assessment in Cycle 2 ... 142
Appendix 47. Complete Scores of Students’ Peer Assessment in Cycle 2 ... 143
Appendix 48. Complete Scores of Students’ Character Assessment based on Teacher’s Observation in Cycle 2 ... 144
xviii ABSTRACT
ANDANG KRISTINA, 1411202901, English Education Study Program, Teacher Training and Education Faculty, Widya Dharma University, Klaten. Thesis: Improving Character Based Writing Skill Through Think Pair Share of The Tenth Grade Students of SMA N 1 Jatinom in Academic Year 2017/2018.
The thesis aims at verifying whether implementing think pair share method can improve English writing skill of the tenth year students of SMA N 1 Jatinom in Academic Year 2017/2018.
In this research, the researcher uses classroom action research. The data are collected from test, observation, interview, documentation, and questionnaire. The sources of the data are event, informants, and documents. In analyzing the data, the researcher writes the activities of teaching and learning character based writing in the forms of field notes first, and then analyzed the students’ achievement which divided into two parts, students’ writing achievement and students’ character assessment. In analyzing those data, the researcher did some steps as scoring, counting mean, tabulation, figuring, and describing.
The finding shows that there is improvement of students’ achievement in writing skill and students’ character assessment of precycle, cycle 1 to cycle 2. The mean score of students’ achievement in precycle is 58, in the cycle 1 is 63.1, and in the cycle 2 is 75.3. While the mean score of students’ character assessment in precycle is 1.66, in the cycle 1 is 1.87, and in the cycle 2 is 2.35. So, it can be concluded that think pair share method can improve the teaching and learning English writing based character for the tenth year students of SMA N 1 Jatinom in Academic Year 2017/2018.
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CHAPTER I INTRODUCTION
A. The Background of the Study
Writing is one of the most important things in learning English and it is one of the language skills that must learn in the learning activity (Huy, 2015: 66).
In the other hand, according to Togatorop (2005: 247) writing is known as one of the most important but difficult academic skills. It is usually takes so many times for the students to master competently and tends to be a boring lesson. Writing is
taught in order to help students in processing ideas by reinforcing the grammar embodied in written form, Harmer (2004: 31-33). Learning writing is not easy, the
students who have a low competence of English grammar can be indicated whenever they do not seem to master the grammar aspect well, thus resulting in errors committed in their English compositions (Fiori, 2005: 567).
Teaching writing is an ongoing process. The teacher teaches the students in order to guide them to write creatively and encourage them to think critically
about topics with focused writing activities. In the process of writing, many obstacles arise in the forms of an erroneous use of grammar, punctuation, proper use of paragraphs, coherence and cohesion as the mechanics of writing (Sapkota,
2012: 70). Therefore, Harsyaf, Nurmaini & Izmi (2009: 5-6) suggest that to teach writing there were some principles, it seems that teach students to write, provide
adequate and relevant experience of the written language, show students how to written language function as a system of communication, teach students how to
write texts, teach students different kinds of texts, make writing tasks realistic and
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relevant, integrate writing with other skills, use a variety of techniques and practice formats and provide appropriate support. In teaching writing, the teacher is certainly motivated to apply effective ways of increasing students’ competence
in revealing the ideas.
Writing skills of the students need to be improved by making students more sensitive in writing. There can be several ways to do that like involving
students to analyze their sentences, involving them to correct their own errors and applying Think Pair Share method to increase their ability in writing (Deshpande, 2014: 68). Every student has different knowledge and different abilities in writing.
When they are required to write in a high level of difficulty, they automatically encounter various obstacles that will eventually make them find errors. Student
errors in writing can be caused by several factors such as: low knowledge of English grammar, mother tongue, loan words and lack of English exposure (Hidayah, 2013: 1; Jabeen, Kazemian & Mustafai, 2015: 52).
Teaching writing in the level of senior high school should come to trainee students in writing ability. It aims to help the students in inventing ideas, thinking
about how to express them, and organizing them into statements and paragraphs that will be clear to a reader (Sokolik, 2003: 88). Based on interview and questionnaire of pre-cycle in April 2018, the problems that arise at the tenth class
of MIPA 1 in writing classroom in SMA N 1 Jatinom is the students do not work as it is expected because of many factors that prevent. The students did not have
3
structuring of paragraphs and sentences in order to arrange words into sentence or paragraph, so students should be mastered on vocabulary and grammar.
In order to increase the students’ competence in revealing the ideas, a teacher can apply several methods. In fact, teaching writing happens not only
between teacher and students but also between students. So it can be done by giving direction to students whenever they are doing their task either individually
or in groups. This technique is called the think-pair-share method (Tin & Nyunt, 2015: 1). Based on interview and questionnaire of pre cycle in April 2018, the tenth grade students of SMA N 1 Jatinom had lack motivation due to unattractive
method of teaching writing applied by the teacher during learning process. According to the result, the writer discussed that problem with the teacher as a
collaborator due to offering Think Pair Share as interesting methods in teaching character based writing.
Think-pair-share method is a cooperative learning model that has defined
procedures explicitly provide more time for students to think through what is described or experienced (to think, respond, and help each other), Suyatno (2009:
54). Think-pair-share method is offered because it can support writing activities. Rosadi (2006: 1) had tested this method at grade VIII B of MTs Yapi Pakem in the academic year of 2016/ 2017. The result shows that the use of Think Pair
Share method improves students' writing skills. Based on qualitative data, the students showed improvement in some aspects such as pronunciation, mastery
vocabulary, and confidence. Moreover, Laini (2014: 7) had tested this method at SMPN 9 Denpasar in the eighth grade students. As the result, the present
4
the eighth grade students of SMPN 9 Denpasar in academic year 2013/2014. In addition, the subjects also responded positively the implementation of think pair
share.
The two previous research designs was CAR (Classroom Action
Research). The researchers did two cycles that showed the increasing score of writing. It can be seen that using Think Pair Share in teaching learning writing can build students’ character. This character is developed in their process of learning
writing. The students surely encourage creative skill by applying Think Pair Share. In the activity of think the students trained to have good communication
with other, team work and discipline. While in the activity of pair the students are also well trained to have good communication, team work and responsibility. As
well as in the activity of share the students trained to be confident, good communication, honest, responsibility and team work.
As stated in the Undang-Undang Republik Indonesia No. 20 Th. 2003
tentang Sistem Pendidikan Nasional pasal 3, character education is a growing
discipline with the deliberate attempt to optimize students’ ethical behavior,
Aqboola and Tsai (2012: 163). Character education is taught with the aim of shaping the character of students in order to supports the improvement of students’ attitude to have good values, creative thinking, responsibility, and the
other good attitude which has a positive impact to the students’ life. In the level of senior high school, teaching writing should become a trainer which train students
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Based on the result, the writer conducts the research in improving character based writing skill by applying think pair share method during learning
process. The writer is highly motivated to verify if Think Pair Share is able to improve students’character based writing skill of the tenth grade students of SMA
N 1 Jatinom in academic year 2017/2018. Therefore, this research is entitled “Improving Character Based Writing Skill Through Think Pair Share of the Tenth
Grade Students Of SMA N 1 Jatinom in Academic Year 2017/2018”.
B. The Reason for Choosing the Topic
The reasons why the writer has chosen the topic are as follows:
1. The quality of English teaching especially in writing skill of the tenth year students of SMA N 1 Jatinom Klaten needs to be improved.
2. Among other methods, Think-Pair-Share method is appreciated to be more effective to make students learn writing easily.
C. Limitation of the Study
The limitation of the study is focused on the improvement of character based writing by applying think-pair-share method of the tenth year students in academic year of 2017/2018.
D. The Statement of the Problem
The problem of this study is formulated as follows “Can Think Pair Share
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E. The Aim of the Study
The aim of this research is to verify the extent to which Think-Pair--share strategy can better improve students’ character based writing skill at the tenth year
students of SMA N 1 Jatinom.
F. The Benefit of the Study
The findings of the present study are expected to have both theoretical and
practical importance to the teaching and learning process in English especially in
teaching writing.
1. Theoretically, the findings of the study are expected to enhance the theory of
teaching technique in English, and support evidence to the existing research
finding which have revealed the importance of having and experimenting
different strategy concerning teaching writing.
2. Practically, the result of this study is intended to be valuable informative
feedback to both the English teachers and students of SMA N 1 Jatinom. For
the teachers, the present research study is intended to be used as reference in
planning a better teaching strategy to increase the students’ writing skill by
using appropriate technique. For the students, the findings of this study are
expected to inspire and motivate the eleventh grade students to learn writing
well. Moreover, it is expected to give a positive effect on the quality of
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G. The Clarification of the Key Terms
A.Improving
According to Mulyasa (2009: 8), Improving in action research means improve in learning quality, so that it is continuous improvement of learning process and continous quality improvement. It means that improving is an activity to change the quality of something or someone to be better than before. It means that, in this study the student’s writing character should
improve by applying Think Pair Share method to the tenth year students of SMA N 1 Jatinom in academic year of 2017/2018.
B. Writing
Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be
clear to a reader (Sokolik, 2003:88). Writing can be used for a variety of purposes, ranging from being merely a ‘backup’ for grammar teaching to a
major syllabus strand in its own right, where mastering the ability to write effectively is seen as key objective for learners (Harmer, 2004:31).
In this study writing is one of the language skills, writing is a mental
work of inventing, thinking and organize them into statement that automatically become a tool as a ‘backup’ for grammar in teaching writing
that will be clear to a reader of the tenth year students of SMA N 1 Jatinom in academic year of 2017/2018.
C.Think Pair Share
Think Pair Share is a strategy designed to provide the students with “food
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share these ideas with another students. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Kinzie et al. (2005: 67) state this strategy is designed to encourage student’s
involvement. Based on the statement, the students which follow the learning
process should give attention first to the teacher explanation about the material and listen the question from the teacher, then they think a response. After that
they pair up with someone and discuss their responses. At the end, they are asked to share their responses randomly to the whole group.
In this study, Think Pair Share is a strategy designed to encourage the
student to be more active in participating in the classroom of the tenth year students of SMA N 1 Jatinom in academic year of 2017/2018.
D.Character education
According to Aqboola and Tsai (2012: 163), character education is a growing discipline with the deliberate attempt to optimize students’ ethical
behavior. Character education as the teaching method, can be used to supports the improvement of students’ attitude to have good values, creative thinking,
responsibility, and the other good attitude which has a positive impact to the students’ life.
In this study character education is a supporting tools to makes students’ ethical behavior to be better of teaching writing skill to the tenth years
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H. The Organization of the Study
The study consists of five chapters as follows:
Chapter I is introduction. It consists of the background of the study, the reason
for choosing the topic, the limitation of the study, the problem of the study, the aim of the study, the use of the study, the clarification of the key terms, and the organization of the study.
Chapter II is review of related literature. It consists of the theory of writing, the theory of think pair share, and the theory of character education.
Chapter III is the method of the study. It deals with the meaning of research method, research design, the data and source of the data, the time of the research, the technique of collecting the data, and the technique of analyzing the data,
action research procedure, action performance indicator.
Chapter IV is the result of the study. It includes the present action of the data,
the analysis of the data, and the discussion of the findings.
Chapter V is conclusion and suggestion. It is consists of conclusion and
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CHAPTER V
CONCLUSION AND SUGGESTION
In ths chapter, the researcher presents the conclusion and suggestion of
the research. The details are presented below A. Conclusion
After presenting and analyzing the data which were obtained in the research discussed in the fourth chapter, the researcher could conclude the
result of the research as the answer of problem “Can think pair share improve
the character based writing skill of the tenth year students of SMAN 1 Jatinom in academic year of 2017/2018?”. By applying the think pair share method, the students learned more actively and could solve their problem by themselves, so they can improve their abilty in writing. It can be prove from
the following fact. From the analysis, it can be seen that the students’ mean
score of writing skill in the precycle was 58, in the cycle 1 was 63.1, and in
the cycle 2 was 75.3. While, the mean score of students’ character assessment
80
B. Suggestion
After the researcher carried out the research by using think pair share
to improve the students’ character based writing skill, the researcher presents
some suggenstions to the students, the english teacher, and the school below. 1. To the students
The students must be active in teaching and learning process, especially when they are taught by using think pair share. Because of this
method, they can share their idea and ask their difficulty to their friend, pairs or the teacher by writing. So, they can improve their writing skill and they will be good writers.
2. To the English teacher
English teacher is also expected to be creative in finding the new
method to develop learning activity. Besides, the teacher should give various material and keep monitoring the students’ activity during writing class. It was conducted in order to make the learning process to be
dynamic, fun, and made it alive. 3. To the school
The school must give more attention to students’ writing skill by providing some interesting writing material and varous media. It also special training for the teacher in understanding think pair share.
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