THE EFFECT OF GROUP INVESTIGATION METHOD ON
STUDENTS’
WRITING ACHIEVEMENT
A THESIS
Submitted in Partial Fulfillment of the Requirement for The Degree of Sarjana Pendidikan
By:
RENOL APRICO SIREGAR
Registration Number: 2113121061ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
MEDAN
ii
ACKNOWLEDGMENT
First of all, the writer would like to express his deepest gratitude to Almighty God, Jesus Christ for His amazing grace, uncountable blessing, loves, opportunity and strength given to the writer during his study and in completing this thesis which entitled: The effect of Group Investigation method on students’ writing achievement. This thesis is aimed to fulfill one of the requirements for the degree of SarjanaPendidikanof the English Department, Faculty of Languages and Arts, State University of Medan (UNIMED).
In completing this thesis, the writer realized that he faced some problems and he had received the academic guidance, suggestions, and comments and got a lot of assistance and moral support from many people. Therefore, the writer would like to express his gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., as the Rector of State University of Medan.
Dr. IsdaPramuniati, M.Hum., The Dean of Faculty of Languages and Arts, State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., The Head of English Department, Nora Ronita Dewi, S.Pd., S.S., M.Hum.,The Head of English Education Study Program.
Drs. Willem Saragih, Dip., Appl., M.Pd, his Thesis Advisor, who has given his valuable advices, guidances, inspirations and spent his precious time in the process of completing this thesis.
Drs.Syamsul Bahri, M.Hum., his Academic Advisor, who has supported his throughout the academic years.
Dra. Meisuri, MA., his Reviewer and Examiner, who has given her precious time, guidance, suggestions, and comments.
Juli Rachmadani, S.S, M.Hum, his Reviewer and Examiner, who has given her precious time, guidance, suggestions, and comments. All the lecturers of English department who have taught, guided, and advised his throughout the academic years.
Eis Sriwahyuningsih, M.Pd, The Administration Staff of English Department, for her attention, assistance, and information in completing it.
Solikhin, M.Pd, The Headmaster of SMA Negeri 1 Kotapinang, for his permission and opportunities in allowing the writer to do observation and to collect data.
Drs. Jonner Siagian, M.Pd, The English Teacher of SMA Negeri 1 Kotapinang, for the assistance, guidance, suggestions and commentsin the process of completing this thesis.And all the teachers and students at the school for the good cooperation.
iii
pray, inspiration, motivation, mental and everything that they have given to the writer.
His friendsin Reguler Dik. A’ 2011, his great class for the love and togetherness throughout four years; his friends in PPLT SMPNegeri 1 Balige 2014 for many experiencies and togetherness.
His family in UKMKP, Lucaishak and NagataCell Group(Dicky, Lewi,Basa, Meiliana, Mesa, and Immabeta).
His lovely friends, Fibie Liona, Afriando Terma, Choms Geryfor all of their supports, pray, motivation, laughs, tears, and togetherness. His fighting friends, Putra Tambunan, Ade Cristalina, Nancy Pratiwi, Connie ops, Cristanti P., Tika Lexmica, Junpita, Goklas and Nomita.
His most loyal supporter, Novilda Angela Sidauruk, for all the supports, pray, inspirations, motivations, advices, laughs, and love. The writer realizes that this thesis still has the paucity, he conveniently welcomes anysuggestions, comments critics, and advices that will improve the quality of this thesis. He hopes that this thesis would be useful for those who are read and interested in the field of this study.
Medan, Agustus 2015 The writer,
i
ABSTRACT
Renol Aprico Siregar. 2113121061. The Effect of Group Investigation Method on Students’Writing Achievement. A Thesis. Faculty of Languages and Arts, State University of Medan. 2015.
iv
CHAPTER II. REVIEW OF LITERATURE A. Theoretical Framework ... 7
1. Cooperative Learning ... 7
a. The Core Elements of Cooperative Learning ... 7
2. Writing ... 9
a. The Stages of Writing Process ... 12
b. Assesment of Writing ... 13
3. Paragraph ... 17
a. The Topic Sentence ... 18
b. The Supporting Sentences ... 18
c. The Concluding Sentence ... 18
d. Unity ... 18
e. Coherence ... 18
4. Genre of Text ... 19
v
5. Method ... 25
a. Group Investigation Method ... 25
B. Conceptual Framework ... 35
C. Hypothesis ... 37
CHAPTER III. RESEARCH METHODOLOGY A. Research Design ... 38
B. Population and Sample ... 39
C.Research Variables ... 40
D. Research Procedure ... 40
E. The Instrument for Collecting Data ... 43
F. Scoring ... 43
G. The Validity and Reliability of The Test ... 46
1. Validity ... 46
2. Reliability ... 46
H. The Procedure of Collecting Data ... 47
1. Pre-test ... 47
2. Treatment ... 49
3. Post-test ... 51
I. The Technique of Analyzing Data ... 51
vi
APPENDIXES ... 60
vii
LIST OF TABLES
Table 2.1 The Example of Narrative Text ... 24
Table 3.1 Experimental Design ... 39
Table 3.2 Scoring The Writing Test ... 43
Table 3.3 Level of Achievement ... 45
Table 3.4 Experimental Class Activities ... 49
ix
LIST OF FIGURES
viii
LIST OF APPENDICES
APPENDIX A. The Score of Experimental And Control Group... 60
APPENDIX B. The Reliability of The Test ... 62
APPENDIX C. The Calculation of The T-Test ... 64
APPENDIX D. T-Distribution Table ... 69
1
CHAPTER I
INTRODUCTION
A. Background of study
Language plays important role in human life. Language is an instrument to convey information. It is used to express ideas, feelings, purposes, thoughts, and opinions. We can transfer the knowledge from one to another through language. In short, almost of human activities are conducted through the use of language.
English, as an international language, is used by most countries in the world for diplomacy, tourism, education and etc. Consequently, people as human resources are demanded to have a good ability to communicate in this language. Realizing how important English has become, the government has determined to put English as a subject in school. This is the reason why English must be taught from primary level up to university level.
All languages, including English has four integrated skills, namely reading, speaking, listening and writing that should be achieved by students who learn English. They are divided into two groups; receptive skills and productive skills. Receptive skills consist of reading and listening. Meanwhile, productive skills consist of writing and speaking.
2
providing information, persuading, and creating a literary work. The abilities in language are made perfect in writing.
As one of the basic language skills, writing has a complex process. Therefore, writing is not as easy as what people think. It is a comprehensive ability which consists of grammar, vocabulary, punctuation, word selection, and topic. Bram (1995 : 7) states that to write means to produce or reproduce written messages. Before we write, we need to determine what to write. We should have something meaningful, clear, precise, and unambigous. It requires knowledge, skills and concept to produce a good writing. There are 5 components that should be measured in writing, namely content, organization, vocabulary, language use and mechanism as Jacob (1983 : 39).
In reality, students’ writing ability is still low. Based on the observation that was conducted by the writer during the teaching practice program (PPL),
students’ ability in writing was quite low. Most students could not write well.
3
The writer found that it was also caused by inappropriate strategy which was used by the teacher. The teacher mostly taught the students only about the theories, asked the students to memorize them without giving chance for the students to practice their writing skill. Based on this situation, the teacher as an educator should know the best language teaching method in teaching writing. Teacher should be able to formulate an interesting English learning process in a cooperative method.
One method that can help overcoming the problems is called Group Investigation. This is one of the methods of Cooperative Learning Strategy. This method was firstly found by Dewey in 1902 and redesigned by Sharan and Sharan (1992). For Dewey, the goal of education is to develop socially responsible citizens who undestand how to work together to solve problem and construct knowledge. Thus, educational environments should mirror real-world democracies in that the students have the opportunity to make choices and discuss
ideas and thoughts. These criteria were presented in Dewey’s classroom of the
early 20th and continue as today’s Group Investigation (Zingaro, 2008 : 2). Group
4
gather the information, analyze their findings, draw the conclusions and report their findings to the class.
The effectiveness of cooperative learning model with structural Group Investigation has been tested by Lestari and Ownie (2013) resulted that teaching writing with Group Investigation can help the students to improve their writing ability. And the students were more enjoyable and interested in learning descriptive text with this method. It was suggested to use cooperative learning model with structural Group Investigation method as an alternative way to increase students' speaking ability.
Zingaro (2006) found that Group Investigation has improved the achievement, and motivation. It helps to foster the inter-ethnic friendship and respect across an array of age groups and subject area.
Garonia L. Parchment (2009) conducted and experimental research by comparing the effectiveness of Group Investigation and Jigsaw. It resulted that Group Investigation has influenced the academic performance of the students more effectively than Jigsaw. The test result indicated that there was a significant improvement in every test and good responses by the students. This condition becomes the reason why the writers would like to conduct a research by using Group Investigation method.
5
B. The Problem of the Study
In conducting the research, the problem must be clearly stated. The
problem of this study is formulated as follows : ”Is there any significant effect of
applying Group Investigation on students’ writing achievement?”
C. The Objective of the Study
In line with the problem of the study, the objective of the study was to
find out the effect of Group Investigation on students’ writing achievement.
D. The Scope of the Study
The scope of this study was to investigate the students’ achievement in writing Narrative text by applying Group Investigation method.
E. The Significances of the Study
Dealing with the purposes which would like to be achieved, this study was expected to give some benefits to English teaching learning development. These benefits can be categorized as the followings:
Theoretically, this study was expected to be able to strengthen some typically previous researches, give contribution in educational research development in Indonesia and becomes references for further research.
6
Later, the use of Group Investigation method in teaching writing hopefully can help students improve their ability to write short functional text by following
57
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, it can be concluded that the hypothesis is accepted. It is explained by the value of t-observed is higher than the t-table (3.02 > 2,00). It shows that Group Investigation method significantly affects students’ writing achievement in narrative text. In other words, students’ writing
achievement who were taught by using Group Investigation is better than students’ writing achievement who are taught without using Group Investigation
method. It means that the alternative hypothesis (Hɑ) is acceptable.
B. Suggestion
In relation to the conclusion above, the suggestions are stated as a following:
1. It is suggested to the teacher of English to apply Group Investigation method in teaching writing on narrative text as an alternative method in teaching learning process.
58
REFERENCES
Ary, Donald et. Al. 2002. Introduction to Research in Education. 2nd Edition. New York: Wardswirth.
Bram, B. 1995. Write Well Improving Writing Skills. Yogyakarta: Kanisius
Brown, H.D. 2000. Principles of Language Learning and Teaching. Fourth Edition. London: Longman Group.
Carrol, J.A. 2001. Writing and Grammar Communication in Action. New Jersey: Prectice Hall.
Gerot, Linda and Wignell. P. 1994. Making Sense of Functional Grammar : an Introductory Workbook. Gerd Stabler. Antipodean educational Enterprise. Gibbon. 2005. Introducing Genre in English. Academic Journal of Second
Language Writing. 15(4). 23-35.
Harmer, J. 2001. The Practice of English Language Teaching. 3rd Edition. Harlow: Longman.
Harmer, J. 2004. How to Teach Writing. Cambridge: Pearson Education. Heaton, J. B. 1975. Writing English Language Test. London: Longman.
Ivy Geok-Chin Tan, Shlomo Sharan, and Christine Kim-Eng Lee. 2006. Group Investigation and Student Learning: An Experiment in Singapore Schools. Marshall Cavendish Academic.
Jacobs, R. 1983. English Transformational Grammar. Harlow: Toppan.
(http://edtech.kennesaw.edu/intech/cooperativelearning.htm/) Accesesed on March 27th, 2015.
Knapp, P. & Megan, W. 2005. Genre, Text and Grammar. Sidney: University of New South Wales.
Lado, R. 1996. Language Testing. London: Longman
Lestari. Y., Ownie. J. S. 2013. Improving Students’ Achievement in Writing Descriptive Text through Group Investigation Technique.Undergraduate Journal. Medan: Unimed
59
Oshima, A and Hughun, A. 1998. Introduction to Academic Writing. New York: Addison Wesley Publishing Company Inc.
Parchment, L. G. 2009. A Study Comparing Cooperative Learning Method; Group Investigation and Jigsaw. New York: St. John Fisher College. Pardiyono. (2007). Pasti Bisa! Teaching Genre Based- Writing : Metode
Mengajar Writing berbasis Genre secara Effektif. Yogyakarta: Andi Shlomo Sharan. 2002. Diferentiating methods of cooperative learning in research
and practice. Asia Pacific Journal of Education, 22(1):106-116.
Slavin, R.E. 1995. Cooperative Learning; Theory, Research, and Practice (second edition). Boston: MA: Allyn & Bacon.
Sullivan, K. 1980. Paragraph Practice. New York: Macmillan.
Susser, B. 1994. Process Approaches in ESL/EFL Writing Instruction. Journal of Second Language Writing. 32(2). 20-25.
Trimmer, Joseph, F. 1983. Writing with a Purpose, 11th edition. Boston: Houghton Mifflin Company.
Troyka, L. 1987. Defining Basic Writing in Context, New York: Random House. Yael Sharan and Shlomo Sharan. 1989. Group investigation expands cooperative
learning. Educational Leadership. 47(4):17-21.
Yael Sharan. 1998. Enriching The Group and Investigation In The Intercultural Classroom. Intercultural Education. 9(2):133-140.
