THE INFLUENCE OF THE THINK PAIR SHARE (TPS) TECHNIQUE ON STUDENTS' WRITING ABILITY IN A NARRATIVE TEXT IN THE ELEVENTH CLASS OF SCHOOL. This research aimed to find out the effect of Think Pair Share Technique (X) on students' writing ability in narrative text (Y) in the eleventh grade of Secondary School 3 Metro in the academic year 2018/2019. In this case, the writer tried to investigate whether there is any positive and significant effect of pair sharing technique on narrative writing ability.
Tujuan utama penelitian ini adalah untuk mengetahui pengaruh penggunaan teknik Think Pair Share (X) terhadap kemampuan menulis teks naratif (Y) pada siswa kelas XI SMA Negeri 3.
INTRODUCTION
Problem Identification
The teacher uses the method or technique that is not appropriate, so it makes the students bored.
Problem Limitation
Problem Formulation
Objectives and Benefits of the Study
- Concept of Writing
- Concept of Narrative Text
- Concept of Narrative Writing
The effect of the thinking pair separation technique on students' writing ability in narrative text. According to Daniel, experimental designs are known as "scientific techniques" because of their popularity in the scientific research from which they originated.21. The above table illustrated that the mean score of pre-test XI IPS 1 and post-test XI IPA 2 was 2.340 and standard deviation was 7.555 with mean standard error was 1.3793, observed was 16.965 with degrees of freedom was 29 in the confidence interval of 95% difference.
At the end of the treatments, the researcher did a post-test. The post-test result showed the highest score to be 93, the lowest to be 69 and the mean score to be 79.30.
Concept of Think Pair Share Technique
- Definition of Think Pair Share Technique
- Steps of Think Pair Share Technique
- Advantages and Disadvantages of Think Pair Share
- Increasing of Think Pair Share Technique through Narrative
Theoretical Framework and Paradigm
- Theoretical Framework
- Paradigm
Eleventh grade writing ability at 3 Metro Senior High School is yet to be developed. This situation is due to several reasons; one of them deals with the techniques taught in writing lessons. Students work in groups and learn how to share their idea and combine it with the ideas of others in the group.
Based on the figure above, it can be described whether the Think Pair Share Technique can be properly used in teaching narrative text writing ability so that the student's writing ability will achieve a good or high score. Otherwise, if the Think Pair Share Technique cannot be properly used in teaching narrative writing skills, students' writing abilities will be poor or low.
Hypothesis
RESEARCH METHOD
- Variable and Operational Definition of Variables
- Population and Sampling Technique
- Data Collection Technique
- Research Instrument
- Instrument Blueprint
- Instrument Calibration
- Data Analysis Technique
The researcher was used the documentation technique to collect data on the students' writing ability result from eleventh grade at Senior High School 3 Metro. To investigate whether there is an impact of using Think Pair Share as a technique on students' writing ability for narrative text in eleventh grade in Senior High School 3 Metro. The graph of frequency distribution of the students' performance test for writing narrative text.
To measure the effect of think-pairing technique, the researcher tested the students to build a narrative text. This can be seen from the results of the students' pre- and post-tests. This means that there was a positive and significant effect of using the Think Pair Share Technique against students' writing ability in narrative text at the eleventh grade level in SMA Negeri 3 Metro in the academic year 2018/2019”.
This confirmed that there was a positive effect of using Think Pair Share technique on the students' writing ability in narrative text. The result indicated that the students' writing ability for narrative text improved after being taught using thinking pair sharing technique. The score of this research was about the effect of using Think Pair Share technique on the students' writing ability in narrative text at eleventh grade of SMA Negeri 3 Metro in the academic year 2018/2019.
It can be proven that there is a positive and significant effect of using the Think Pair Share technique on students' writing ability in narrative text in the eleventh grade of SMA Negeri 3 Metro in the academic year 2018/2019. The teacher is recommended to apply this double-thinking technique to students' writing skills in narrative text.
RESULT OF THE RESEARCH AND DISCUSSION
Description of Research Location
Senior High School 3 Metro is the state Senior High School which is located in Naga Banjarsari Street, North Metro, Lampung. When first established, Senior High School 3 Metro was led by Mr. Drs. Suparno in academic year. The name of the Senior High School 3 Metro principles is shown in the following table.
The condition of teachers and official employers in Senior High School 3 Metro, the number of teachers and official employers in Senior High School 3 Metro in the academic years 2017/2018 could be identified as follows. To support the teaching and learning process, Senior High School 3 Metro has many buildings and other supporting facilities.
The Data of Research
Source: The pre-test score of students' writing story text performance From the data above it can be found that the highest score was 82 and the lowest score was 40. This became one of the reasons why researcher Think Pair Share Technique was used as an alternative technique to learn English teaching especially in writing narrative text. After knowing the pre-test score of the students' writing ability, it can be assumed that the students got a poor score.
Therefore, the researcher conducted the treatment to help students understand writing narrative text. The researcher asked the students about the difficulties in constructing a narrative text and gave more explanation about the writing narrative text by using think pair sharing technique. Therefore, the students were curious and interested in using this technique to learn how to write narrative text.
In this process, the researcher saw that the students were interested and motivated them to study more writing at the end by using this technique. The researcher did a post-test to know how they write a narrative text after they received the instruction (treatment). The Post-Test Score of Writing Narrative Text Proficiency in the Eleventh Grade of SMA Negeri 3 Metro.
This shows that their pre-test grade point average has increased thus; this means that the treatment through the technique of separating the thought pairs was successful in the students who wrote the performance of the narrative text. From the table above, it can be seen that the students who passed the test were the students who scored more than 70, there were 27 students or 90%.
Hypothesis Testing
To know the critical value of t-test (ttable), the researcher first counted df, df is degree of freedom. Furthermore, the researcher demonstrated the data analyzed using t-test in SPSS in the table below. The table above showed that the total sample of pre-test or before treatment was 30 students with the minimum value 40 and maximum 82, mean of pre-test was 55.90 with standard deviation 9.9528.
Meanwhile, the total sample of post-test or post-treatment was 30 students with the minimum value was 69 and maximum was 93, its mean of post-test was 79.30 with the standard deviation 6.5028. From the value above it can be deduced that there is a positive and significant effect of the use of Think Pair Share technique on the students' writing ability in narrative text at grade eleven of SMA Negeri 3 Metro in the academic year 2018/2019. Its advantage was to know the effect of using Think Pair Share technique on the students' writing ability in narrative text from the result of that test, there were different scores of students.
The researcher has formulated the alternative hypothesis (Ha) as: "There is a positive and significant effect of using the Think Pair Share Technique against students' writing ability in narrative text at the eleventh grade level in SMA Negeri 3 Metro in the academic year 2018/2019". This means, that there was a positive and significant effect of using the Think Pair Share Technique against students' writing ability in narrative text at the eleventh grade level in SMA Negeri 3 Metro in the study year.
Discussion
The researcher recommended this strategy to the teacher, because thinking pair sharing technique can be a strategy in learning to write. Thus, it has proved that using think pair share technique can be used as an alternative technique in writing. Before the study, the researcher conducted a pre-test to find out the basic performance of the students before the treatment.
This was evidenced by the mean pretest score, which improved from 55.90 before treatment to 79.30 after treatment. In addition, t-test calculation found that it was observed at a significant level of 1% and 5% higher than ttable which was 2.045 < 16.591. Based on all the above findings, we can conclude that students can build narrative text writing more easily by using the Think Pair Share Technique.
Limitation
Using the think pair share technique in learning how to write will make it easier for the students to understand and organize their idea. After conducting the research in the eleventh grade of SMA Negeri 3 Metro, the researcher proposes the following points. The students should use the think pair share technique to stimulate their thinking so that they can organize their idea to build a good narrative text.
Eni Maulita Purnama Sari, “Increasing Students' Narrative Text Writing Ability Using Brainstorming Technique,” in http://e-journal.metrouniv. Garcia, R.L., “Steps of the Think Pair Share Teachnique,” at www.readwritethink.org/professionaldevelopment/strategy-guides using-think-pair-share.30626.html, posted August 28, 2018. Richard Lanigan, “Steps of the Think Pair Share Teachnique,” at www.colorincolorado.org/article/13346, on 8 May 2018.
యేని అరిసండి సుప్యాండి, SMK AN-Nahl Cibeber Cianjur, [email protected] యొక్క పదవ తరగతి విద్యార్థుల పఠన సామర్థ్యంపై థింకింగ్ పెయిర్ షేరింగ్ టెక్నిక్ ప్రభావం.
CONCLUSION AND SUGGESTION
Suggestion
The teacher should choose the appropriate technique to encourage students to be more active in writing activity. The principal should support the English learning process by preparing some facilities for teaching and learning.
