THE EFFECTIVENESS OF USING TEAM PAIR SOLO STRATEGY IN
TEACHING WRITING DESCRIPTIVE TEXT FOR THE SECOND GRADE
STUDENTS IN SMPN 2 PETERONGAN
Santi Purwanti [email protected]
IMI Jombang
Ima Chusnul Chotimah [email protected]
STKIP PGRI JOMBANG
Abstract: The purpose of conducting this research was to investigate the effectiveness of using Team Pair Solo Strategy in teaching writing descriptive text for the second-grade students in SMPN 2 Peterongan. Team Pair Solo Strategy is kind of cooperative learning strategy where the students do a task in group, in pair, and individually. The subjects of this research were 8-A and 8-B which consist of 32 students. Pre-test and post-test were given to both of experimental and control class. For the treatments, the students of experimental class were taught by using Team Pair Solo Strategy. In contrast, the students of control class were taught by Conventional Strategy. Post-test was given after giving the treatments. The result showed that F value was 4.955 than F table was 3.99. It was clearly shown that F value
was higher than the F table (4.955>3.99). It means that Ha was accepted. Based on the
proven hypotheses, the researcher can conclude that the using of Team Pair Solo Strategy in teaching writing descriptive text for the second-grade students in SMPN 2 Peterongan was proven effective.
Keywords: Teaching Writing, Team Pair Solo Strategy
through joining English program held by the school. This fact is related to what the researcher will be investigated. The purpose of this research is to know the students taught by Team Pair Solo Strategy had better writing achievement than students taught by Conventional Strategy.
REVIEW OF RELATED LITERATURES
Writing is a personal act in which writers take ideas or prompts and transform them into “self-initiated” topics (O’malley, 1996, p.136). Also, writing is a result of someone idea in a written form, of which its readers can read and understand well (Thommy, 2008). It means that writers have their own creativity for developing an idea to be an understandable writing which is easy to be read; that creativity is influenced by writer’s background knowledge itself. To write well, it is very important for students to integrate the purpose into their own unique approach to writing.
Dealing with that statement, junior high school students are students who are mature enough for composing sentence even simple paragraph because they have unvarnished imagination. In contrast, they are hard to start writing because of some reasons. Students are not confident in writing paragraph. Others, they do not practice it every day even it is done without any evaluation from the teacher. Also, the time allocation of writing subject is very partial. Thus, the students are writing paragraph for compiling the task only. It is supported by Harmer who stated when helping students to become better writers; teachers have a number of crucial tasks to perform (Harmer, 2004). Therefore, a teacher needs to motivate students through applying interesting media even teaching strategy.
Team Pair Solo Strategy is strategy where students do problems first as a team, then with a partner, and finally on their own (Kagan, 1994). It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. So the student has received the necessary support prior to the individual performance. It shows that Team Pair Solo strategy help students to compose their own task well through considering other students’ suggestion and help. Team Pair Solo involves some steps namely: first, the students are put into teams where each student is given their own task even problem, and then they work together and help each other to solve the task. At this stage, the students learn to interact and help member classmates. Besides, the students also help each other because what may be one student’s weakness is another student’s strength. Second, each student needs to find a partner and they help each other to figure out the task. Third, each student should finish the task individually.
friend even famous tourism place around them. The students will be easier by analyzing appearance, behavior, features, personality, and occupation.
Moreover, type of writing assessment was needed in this study, here the researcher used analytic scoring rubric which was collaborated with the teacher’s recommendation that is more proper with the students at SMPN 2 Peterongan. The rubric involves some indicators namely grammar, spelling, diction and paragraph development. Then, it should be scored based on the assessment criteria.
RESEARCH METHOD
The research method used is quantitative research with the design “ Quasi-Experimental Design” especially Non-equivalent control group which relates to non-randomized subject because it was impossible for the researcher to take any new class; the researcher decided the subject of the research based on the teacher’s recommendation that were 8-A and 8-B. Flipping coin was done for determining which would be experimental and control class. 8-A was experimental class which taught by using Team Pair Solo Strategy, while 8-B was control class.
Here, the researcher had two variables namely Team Pair Solo strategy was independent variable, while the students’ writing achievement was dependent variable. Furthermore, there was only an instrument used by the researcher named test. There were two kind of tests, they were pre-test and post-test. Before giving the test, the researcher needed to know the test is valid and reliable through doing validity and reliability test. Others, the researcher also conducted similar pre-test for both of those classes. After giving pre-test, the treatments were given for about three times, then the researcher gave post-test which would be analyzed to test the hypothesis.
In analyzing the data, the researcher used ANCOVA. It has been supported by C.R. Kothari “The ANCOVA technique requires one to assume that there is some sort of relationship between the dependent variable and the uncontrolled variable. We also assume that this form of relationship is the same in the various treatment groups (Kothari, 2004, p. 272).” It is suitable with the research design where the groups/classes were chosen randomly from the population. Also, the researcher apply ANCOVA by using SPSS 16 which provides these following steps
1. Analyzing the ANOVA (Analysis of Variance)
Click on Analyze Select Compare MeansOne-way ANOVAClick on your dependent (continuous) variableClick your independent variableClick OK
2. Analyzing the Correlation
3. Adjusting the result of the first and the second steps
Click on Analyzeselect General Linear ModelClick on the Model buttonClick on Full Factorial in the Specify Model sectionClick on ContinueClick on the Options button. In the top section labeled Estimated Marginal Means, click on your independent variable (group). Finally, Click on Continue and then OK (Jullie Pallant, 2010)
4. Testing the Hypothesis
Here, the researcher tested the hypothesis by comparing the F value with the
F table, if the F value is higher than F value, it means that alternative hypothesis is
accepted while null hypothesis is rejected. FINDING AND DISCUSSION
After calculating the data, the researcher compared the data with the theory. In this research, the students were given more exercises to do writing. They do not apply the writing processes as like inventing, drafting, revising and editing because it is difficult for them; they just need to write something by their own way.
In experimental group, the researcher introduced and explained the material about descriptive text clearly. Then, the students were given some examples of descriptive text. The researcher and students analyzed the components of text together. After that, the researcher gave task to the students for composing descriptive text about the famous place around them. They were divided into group which consist 4 members. In contrast, different treatment given to control group; the researcher and students analyzed the components of text based on the example together. Then, the students were not asked to make a group. The researcher asked students for composing descriptive text about famous place around them individually.
Furthermore, the data were obtained from students’ writing achievement. The pre-test and post-test given were computed to test the hypothesis. Following is the chart shows the mean score of students in pre-test and post-test.
The chart above shows that the mean score of pre-test in experimental group was higher than control group: 57.88>55.09. While, the mean score of post-test in experimental group was higher than control group, that were 71.38>62.16. On the other hand, the researcher could not say that the strategy was applied in experimental group was effective because the pre-test score both of experimental and control group were exactly different. Therefore, the researcher needed to test the hypothesis through using Analysis of Covariance (ANCOVA).
After computing the data by using Analysis of Covariance, the researcher found the F value was 4.955. It can be presented through this following table:
0 20 40 60 80
VIII-A
VIII-B
The Presentation of Students' Score
Mean Score of Pre-test
Table 1.1 Tests of Between-Subjects Effects greater than F table; 4.955>3.99. In final consideration, the researcher concluded that the independent variable named Team Pair Solo Strategy influenced the dependent variable that was students’ writing achievement. It means that Ho was rejected while Ha was accepted because there was significant difference which the students taught by Team Pair Solo Strategy had better writing achievement than students taught by Conventional Strategy.
CONCLUSION
REFERENCES
Kagan, S. (2001). Kagan Structures for Emotional Intelligence. Available at http://kaganOnline.com/online_magazine/ASK14/htm. [retrieved on 20/10/2014]
Mala, Nurmala. (2013). Available at www.surviverenglish.blogspot.co.id/2013 /04/descriptive-text_12.html?m=1 [retrieved at 18th March 2015]
O’malley, J. Michael & Pierce, Lorraine Valdez. (1996). Authentic Assessment for English Language Learners. Addison. Wesley Publishing Company Inc
Oermann, Marilyn H & Heinrich. (2006). Annual Review of Nursing Education Volume 4: Innovations in Curriculum, Teaching, and Student and Faculty Development. New York: Kase Printing Practice). San Francisco State University. Longman
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