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THE WRITING ABILITY OF RECOUNT TEXT
OF THE TENTH GRADE STUDENTS OF SMA 1 MEJOBO
KUDUS IN THE FIRST ACADEMIC YEAR 2013/2014
TAUGHT BY USING THINK–PAIR-SHARE AND
GROUP DISCUSSION TECHNIQUES
By: SRI LESTARI
200932014
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY
iii
THE WRITING ABILITY OF RECOUNT TEXT
OF THE TENTH GRADE STUDENTS OF SMA 1 MEJOBO KUDUS IN THE FIRST ACADEMIC YEAR 2013/2014
TAUGHT BY USING THINK–PAIR-SHARE AND GROUP DISCUSSION TECHNIQUES
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program in the Department of English Education
By SRI LESTARI NIM 200932014
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY
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ADVISORS’ APPROVAL
This is to certify that the skripsi of Sri Lestari (NIM 2009-32-014) has been approved by the skripsi advisors for further approval by the Examining Committee.
Kudus, January 2014 Advisor I
Dra. Sri Endang Kusmaryati, M.Pd. NIS. 0610713020001009
Advisor II
Fajar Kartika, S.S, M.Hum. NIS. 0610701000001191
Acknowledged by
The Faculty of Teacher Training and Education Dean,
Dr. Slamet Utomo, M.Pd NIP 19621219-198703-1-001
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EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Sri Lestari (NIM: 2009-32-014) has been approved by the Examining Committee as a requirement for the Sarjana Degree of English Education.
Kudus, 30 January 2014 Skripsi Examining Committee:
Diah Kurniati, S.Pd. M.Pd. Chairperson/ Member NIS. 0610701000001190
Aisyah Ririn P. Utari, S.Pd M.Pd. Member NIS. 0610701000001228
Atik Rokhayani, S.Pd. M.Pd. Member
NIS. 0610701000001207
Dr. H. A. Hilal Madjdi, M.Pd Member
NIS. 0610713020001020
Acknowledged by
The Faculty of Teacher Training and Education Dean,
Dr. Slamet Utomo, M.Pd. NIP. 19621219-198703-1-001
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MOTTO AND DEDICATION
MOTTO
Your future depends on many things, but mostly on you – Frank Tyger The best way to predict your future is to create it – Peter Drucker Never say, “It’s too late” to start good things.
Try to be always the best of the best in your life.
This skripsi is dedicated to:
o Her mother and father who always gives strong believes to the writer o Her beloved brother who always
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ACKNOWLEDGEMENT
A greatest thanks to God for his blessing, mercy and compassionate given to the writer, so the writer can accomplish this research “The Writing Ability of Recount Text of The Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by Using Think-Pair-Share and Group Discussion Techniques”
In completing this research the writer realized that she would not be able to complete this research without great support, advice, and encouragement from other great people. Therefore, she would like to express her sincerest gratitute to those who are directly or indirectly involved in the completion of this research;
1. Dr. Slamet Utomo, M.Pd. the Dean of Teacher Training and Education Faculty.
2. Diah Kurniati, S.Pd., M.Pd. the Head of English Education Department 3. Dra. Hj. Sri Endang Kusmaryati, M.Pd. as the first advisor, who has given the
writer a guidance, correction and suggestion in accomplishing this research. 4. Fajar Kartika, S.S, M.Hum. as the second advisor who has given the writer a
guidance, correction and suggestion in accomplishing this research.
5. The lecturers of English Education Department of Teacher Training and Education Faculty of Muria Kudus University.
6. The Headmaster of SMA 1 Mejobo Kudus, who permits her to conduct the research in his school.
7. Dewi Noviyanti, S.Pd. as English teacher of tenth grade of SMA 1 Mejobo Kudus for her support in the process of collecting data in her classroom. 8. Her beloved parents Sukar and Salamah who always bless, support,
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9. Her beloved brother Agung Pramono who always helps in reminding her to finish her skripsi on time.
10. All friends of IC A; Ikka, Rizma, Tia, Nita, and Aya for they had shared joy and fun; priceless experiences.
11. Her friend in during PPL program, Ina Nastain who always accompanies and helps her during this research in SMA 1 Mejobo Kudus.
12. All people whom the writer cannot mention; those who has been involved directly or indirectly to the process of writing the skripsi.
None of the things in this world was created to be the perfect, as well as the writer’s skripsi. The writer invites some constructive critics and suggestions from readers and the writer also hopes this research is useful for everyone
Kudus, 18 January 2014
Sri Lestari 200932014
ix ABSTRACT
Lestari, Sri. 2014. The Writing Ability of Recount Text of The Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by Using Think-Pair-Share and Group Discussion Techniques. Skripsi. English Education Department , Teacher Training and Education Faculty, Muria Kudus University. Advisors: (i) Dra. Hj. Sri Endang Kusmaryati, M.Pd. (ii) Fajar Kartika, S.S, M.Hum.
Key words: think-pair-share technique, group discussion technique, writing ability, tenth grade students of SMA 1 Mejobo Kudus.
English is important for students to learn, because it has been widely known as an international language. Learning English will help students to be able to communicate to other people all over the world. There are various basic language skills to master English language. One of them is writing ability. Writing ability is what people intend to say in written form. Writing is one of important parts in teaching language. Nevertheless, in SMA 1 Mejobo Kudus, the writer found that most of students there still get difficulties in studying writing, especially in writing recount text. it may be caused by the technique used in teaching English, especially writing recount text. The English teacher of tenth grade students of SMA 1 Mejobo Kudus use Group Discussion in teaching the students in the classroom. Group Discussion technique is catagorized as technique teaching which focuses on group work. The teacher never tries to use other technique in teaching learning process. This fact leads the writer to compare the technique that teacher use with other technique, i.e Think-Pair-Share technique.
This research comparing think-pair-share and group discussion techniques on its effect to the students’ writing ability. The objective of this research is find out if there is a significant difference between writing ability of recount text of the tenth grade students of SMA 1 Mejobo Kudus in the first academic year 2013/2014 taught by using think-pair-share and group discussion techniques.
The subject of the research is the tenth grade students of SMA 1 Mejobo Kudus in the first academic year 2013/2014. The samples are two groups of students placed in experiment and control groups. Purposive sampling is the sampling technique that is used. In this quantitative experimental research control group design without pre-test, the writer applies two learning technique to two homogenous groups of students as the treatment.. The data are gotten from students’ score of the writing test in the form of essay test to both groups.
The data analysis shows that the use of think-pair-share technique perform better result than the use of group discussion technique with the mean score of the students taught by using think-pair-share technique is 81.86 and the standard deviation is 4.5 which is catagorized “very good”. Otherwise, the mean score of the students taught by using group discussion technique is 77.46 and the standard deviation is 5.15 which is catagorized “average”. The t-observation (to) is 5.57. It is higher than t-table (tt) 2.00 in the level of significance 0.05 and the degree of freedom (df) 72, (to= 5.57 > tt= 2.00). Therefore, the alternative hypothesis (Ha)
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of this research that state There is a significant difference in writing ability of recount text of tenth grade students of SMA 1 Mejobo Kudus in the academic year 2013/2014 taught by using think-pair-share and group discussion techniques is “confirmed’. While, the null hypothesis (Ho) that states there is no significant difference between writing ability of recount text of tenth grade students of SMA 1 Mejobo Kudus in the academic year 2013/2014 taught by using think-pair-share and group discussion techniques is “rejected”.
Reffering this result, the writer suggests, the English teachers of the tenth grade students in Senior High School level had better apply think-pair-share to teach students’ writing ability since it gives them various benefit academically.
xi ABSTRAKSI
Lestari, Sri. 2014. Kemampuan Menulis Teks Recount Siswa Kelas X SMA 1 Mejobo Kudus di Semester Pertama Tahun Akademik 2013/2014 Diajar Menggunakan Teknik Berfikir-Berpasangan-Berbagi dan Teknik Diskusi Kelompok. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Keguruan, Universitas Muria Kudus. Dosen Pembimbing: (i) Dra. Hj. Sri Endang Kusmaryati, M.Pd., (ii) Fajar Kartika, S.S, M.Hum.
Kata Kunci: teknik berfikir-berpasangan-berbagi, teknik diskusi kelompok, kemampuan menulis, siswa kelas X SMA 1 Mejobo Kudus.
Penting bagi siswa untuk mempelajari Bahasa Inggris, sebab Bahasa Inggris telah diakui sebagai bahasa internasional. Mempelajari Bahasa Inggris akan membantu siswa agar mampu berkomunikasi dengan orang-orang yang berbeda di seluruh penjuru dunia. Ada beberapa macam kemampuan dasar berbahasa agar dapat menguasai Bahasa Inggris. Salah satunya adalah kemampuan dasar menulis. Kemampuan dasar menulis adalah apa yang seseorang ingin katakan dituangkan dalam bentuk tulisan. Menulis adalah salah satu bagian penting dalam pengajaran bahasa. Di SMA 1 Mejobo Kudus, menurut Guru bahasa Inggris di sana sebagian besar siswa disana masih mendapatkan banyak kesulitan dalam belajar menulis. Hal tersebut mungkin disebabkan teknik yang digunakan oleh guru dalam mengajar bahasa Inggris terutama kemampuan menulis khususnya menulis teks recount. Guru Bahasa Inggris kelas X SMA 1 Mejobo Kudus menggunakan teknik diskusi kelompok dalam mengajar siswa di dalam kelas. Teknik diskusi kelompok dikategorikan sebagai teknik mengajar yang difokuskan dalam kerja kelompok. Guru tersebut hampir tidak pernah mencoba menggunakan teknik yang lain dalam proses belajar mengajar. Fakta tersebut menuntun penulis untuk membandingkan teknik pengajaran yang dipakai oleh guru tersebut dengan teknik lain, yaitu teknik berfikir-berpasangan-berbagi.
Penelitian ini membandingkan teknik berfikir-berpasangan-berbagi dan diskusi kelompok dalam hal efeknya terhadap prestasi akademik siswa. Penelitian ini bertujuan untuk menemukan apakah ada perbedaan yang signifikan antara kemampuan menulis dari kelas X SMA 1 Mejobo Kudus pada semester pertama di tahun akademik 2013/2014 yang diajar dengan menggunakan teknik Berfikir-Berpasangan-Berbagi dan teknik Diskusi Kelompok.
Subyek dari penelitian ini adalah kelas X SMA 1 Mejobo Kudus pada semester pertama di tahun akademik 2013/2014. Sample penelitian ini adalah dua grup siswa yang dikelompokkan dalam grup experimen dan grup pembanding. Teknik pengambilan yang digunakan adalah teknik purposive sampling. Penulis melaksanakan penelitian eksperimen dengan desain grup pembanding tanpa pretest. Penulis menerapkan dua teknik pembelajaran pada dua kelompok siswa yang homogen dalam penelitian. Data penelitian diperoleh dari hasil tes menulis dalam bentuk esai pada kedua kelompok diatas.
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Analisis data menunjukkan bahwa kelompok eksperimen (teknik berpikir-berpasangan-berbagi) menampilkan hasil yang lebih baik dari pada kelompok pembanding (teknik diskusi kelompok) dengan nilai rata-rata dari siswa yang diajar dengan teknik berfikir-berpasangan-berbagi adalah 81,86 dan deviasi standarnya 4,5 yang dikategorikan “sangat bagus”. Sedangkan nilai rata-rata siswa yang diajar dengan teknik diskusi kelompok adalah 77,46 dan standar deviasinya 5,15 yang dikategorikan “rata-rata”. Nilai t-observasinya 5,57. Nilai ini lebih tinggi dari nilai t-tabel yaitu 2,00 pada tingkat signifikan 0,05 dan derajat kebebasan 72, (to= 5,57 > tt= 2,00).
Sehingga, hipotesis alternatif (Ha) yang menyatakan bahwa terdapat perbedaan yang signifikan antara kemampuan menulis teks recount dari kelas X pada semester petama di tahun ajaran 2013/2014 diajar menggunakan teknik berpikir-berpasangan-berbagi dan teknik diskusi kelompok “diterima”. Sedangkan hipotesis nol yang menyatakan bahwa tidak terdapat perbedaan signifikan antara kemampuan menulis teks recount dari kelas X SMA 1 Mejobo Kudus pada semester pertama di tahun ajaran 2013/2014 diajar dengan menggunakan teknik bepfikir-berpasangan-berbagi dan teknik diskusi kelompok “ditolak”.
Berdasarkan hasil tersebut, penulis menyarankan agar guru Bahasa Inggris kelas X di tingkat SMA untuk menerapkan pembelajaran berfikir-berpasangan-berbagi untuk mengajar kemampuan menulis siswa, karena teknik pembelajaran ini memberikan banyak berbagai macam manfaat pada pembelajaran siswa secara akademis.
xiii TABLE OF CONTENT Page COVER ... i LOGO ... ii TITLE ... iii APPROVAL OF ADVISOR ... iv APPROVAL OF COMMITTEE ... v
MOTTO AND DEDICATION ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... ix
ABSTRAKSI ... xi
TABLE OF CONTENT ... xiii
LIST OF TABLES ... xvi
LIST OF FIGURES/DIAGRAMS ... xvii
LIST OF APPENDICES ... xix
CHAPTER I INTRODUCTION 1.1. Background of the Research ... 1
1.2. Statement of the Problem ... 4
1.3. Objective of the Research ... 4
1.4. Significance of the Research ... 4
1.5. Scope of the Research ... 5
1.6. Operational Definition ... 6
CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS 2.1. Teaching English in SMA 1 Mejobo Kudus ... 8
2.1.1. Curriculum of teaching English in SMA 1 Mejobo Kudus ... 9
2.1.2. The Purpose of Teaching English in SMA 1 Mejobo Kudus ... 10
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2.1.4 Technique of Teaching English in SMA 1 Mejobo Kudus ... 12
2.2 Writing Ability ... 13
2.2.1 Writing Process ... 14
2.3 Genre Text ... 14
2.3.1 Recount Text as a Genre Text ... 16
2.4 Cooperative Learning ... 19
2.4.1 Techniques of Cooperative Learning ... 20
2.5 Think-Pair-Share Technique ... 22
2.5.1 The Procedure of Think-Pair-Share in Teaching Writing ... 22
2.5.2 The Benefits and Weakness of Think-Pair-Share ... 24
2.6 Discussion Method ... 24
2.6.1 Types of Discussion Techiques... 26
2.7 Group Discussion ... 27
2.7.1 The Advantages and Disadvantages of Group Discussion ... 28
2.8 Review of Previous Research ... 29
2.9 Theoritical Framework ... 30
2.10 Hypothesis ... 30
CHAPTER III METHOD OF THE RESEARCH 3.1. Design of the Research ... 31
3.2. Population and Sample ... 33
3.3. Instrument of the Research ... 35
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3.3.2 Data Analysis ... 37
CHAPTER IV FINDING OF THE RESEARCH 4.1 Finding of the Research ... 41
4.1.1 The Writing Ability of Recount Text of The Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by Using Think-Pair-Share Technique ... 41
4.1.2 The Writing Ability of Recount Text of The Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by Using Group Discussion Technique ... 43
4.2 Hypothesis Testing ... 45
CHAPTER V DISCUSSION 5.1 Discussion ... 48
CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ... 55 6.2 Suggestion ... 56 REFERENCES ... 58 APPENDICES ... 61 STATEMENT ... 110 CURRICULLUM VITAE ... 115
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LIST OF TABLES
Table Page
2.1 The Material of English Teaching for the Tenth Grade Students at
SMA 1 Mejobo Kudus in the First Semester ... 11 2.2 Genre of Text ... 16 2.3 Example of Recount Text ... 18 3.1 The First Daily Test Mean Score of the Classes of Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 ... 34 3.2 The Score of Writing Ability ... 35 3.3 The Criteria of Measuring Test Score ... 36 4.1 The Sore of Writing Ability of Recount Text of the Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 Taught by Using Think-Pair-Share Technique ... 42 4.2 The Frequency Distribution of the Writing Ability of Recount
Text of the Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by Using
Think-Pair-Share Technique ... 42 4.3 The Sore of Writing Ability of Recount Text of the Tenth Grade
Students of SMA 1 Mejobo Kudus in the First Academic Year
2013/2014 Taught by Using Group Discussion Technique ... 44 4.4 The Frequency Distribution of the Writing Ability of Recount
Text of the Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by Using Group
DiscussionTechnique ... 44 4.5 The Summary of the Analyzes of Test Score of the Writing
Ability of Recount Text of the Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by
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LIST OF FIGURES/DIAGRAMS
Figure Page
3.1 The Scheme of the Experimental Research with Control Group
Design without Pre-test... 32 4.1 The Bar Diagram of the Writing Ability of Recount Text of the
Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by Using Think-Pair-Share
Technique ... 43 4.2 The Bar Diagram of the Writing Ability of Recount Text of the
Tenth Grade Students of SMA 1 Mejobo Kudus in the First Academic Year 2013/2014 Taught by Using Group
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LIST OF APPENDICES
Appendix Page
1 Syllabus of the Tenth Grade Students of SMA 1 Mejobo Kudus in
First Academic Year 2012/2013 ... 61
2 Lesson Plan Taught by Using Think-Pair-Share Technique ... 63
3 Lesson Plan Taught by Using Group Discussion Technique ... 76
4 Test for Measuring Writing Ability ... 89
5 The Calculation of Writing Ability Score Taught by Using TPS ... 98
6 The Calculation of Mean and Standard Deviation of Writing Ability Taught by Using TPS ... 100
7 The Calculation of Writing Ability Score Taught by Using GD ... 102
8 The Calculation of Mean and Standard Deviation of Writing Ability Taught by Using GD ... 104
9 The Variant Score and T-observation Score ... 106
