-
THE EFFECT OF USING TPS (THINK-PAIR-SHARE) TOWARDS
STUDENTS’ ACHIEVEMENT IN WRITING ANALYTICAL EXPOSITION
TEXT: AN EXPERIMENTAL RESEARCH AT THE 2nd
GRADE STUDENTS
OF MA USWATUN HASANAH CEMPAKA PUTIH DESA AIQ DAREQ KEC.
BATUKLIANG LOTENG IN ACADEMIC YEAR 2016/2017
A JOURNAL
Submitted As A Partial Fulfillment of The Requirement for The
Sarjana Degree in
English Department Faculty of Teacher Training and Education
University of Mataram
BY:
NURUL AINI
E1D 110 007
ENGLISH EDUCATION PROGRAM
LANGUAGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MATARAM
2017
-
KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI
UNIVERSITAS MATARAM
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
JURUSAN BAHASA DAN SENI Jl. Majapahit No. 62 Telp.(0370)623873
Fax. 634918 Mataram 83125
RATIFICATION
A journal entitled “The Effect of Using TPS (Think-Pair-Share)
Towards Students’
Achievement in Writing Analytical Exposition Text: An
Experimental Research of
the 2nd
Grade Students at MA Uswatun Hasanah Cempaka Putih Desa Aiq
Dareq
Kec. Batukliang Loteng in Academic Year 2013/2014” by Nurul Aini
(E1D110007)
has been approved by the board of consultants as the requirement
to achieve Sarjana
Pendidikan (S.Pd) Degree in English Education Program Faculty of
Teacher Training
and Education Mataram University.
-
TABLE OF CONTENT
COVER
..................................................................................................................
i
APPROVAL
..........................................................................................................
ii
RATIFICATION
..................................................................................................
iii
DECLARATION
..................................................................................................
iv
ACKNOWLEDGEMENT
...................................................................................
v
MOTTO
..................................................................................................................
vi
DEDICATION
........................................................................................................
vii
TABLE OF CONTENT
......................................................................................
viii
LIST OF APPENDIX
.............................................................................................
x
ABSTRACT
..........................................................................................................
xi
CHAPTER I INTRODUCTION
........................................................................
1
1.1 Background of Study
............................................................................
1
1.2 Statement of Problem
...........................................................................
3
1.3 Purpose of Study
..................................................................................
3
1.4 Scope of Study
.....................................................................................
4
1.5 Hypothesis of Study
.............................................................................
4
1.6 Significance of Study
...........................................................................
4
1.7 Definition of Key Terms
......................................................................
5
CHAPTER II REVIEW OF RELATED LITERATURE
................................ 6
2.1 Writing as a Language Skill
.................................................................
6
2.2 Writing Analytical Exposition
............................................................. 7
2.3 TPS As a Cooperative Learning
.......................................................... 8
2.4 The Procedure of TPS
.........................................................................
10
2.5 The Use of TPS As a Technique in Teaching Writing
....................... 12
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2.6 Previous Studies on The Use of TPS
.............................................. 13
CHAPTER III RESEARCH METHOD
........................................................... 17
3.1 Research Design
...................................................................................
17
3.2 Population of Research
........................................................................
17
3.3 Sample of Research
.............................................................................
17
3.4 Research Instrument
............................................................................
18
3.6 Data Collection Procedure
..................................................................
20
3.6 Data Analysis
..................................................................................
23
3.7 Testing Hypotesis
.................................................................................
24
CHAPTER IV RESULT AND DISCUSSION
................................................. 26
4.1 Result
..................................................................................................
26
4.1.1 Experimental Group
.................................................................
26
4.1.2 Control Group
..........................................................................
30
4.1.3 Student Questionnaire Sheets
.................................................. 36
4.2 Discussion
..........................................................................................
37
CHAPTER V CONCLUSION AND SUGGESTION
...................................... 40
5.1 Conclusion
..........................................................................................
40
5.2 Suggestion
...........................................................................................
40
REFERENCES
.......................................................................................................
xii
APPENDICES
........................................................................................................
xiii
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“The Effect of Using TPS (Think-Pair-Share) Towards Students’
Achievement in
Writing Analytical Exposition Text: An Experimental Research of
the 2nd
Grade
Students at MA Uswatun Hasanah Cempaka Putih Desa Aiq Dareq
Kec.
Batukliang Loteng in Academic Year 2016/2017”
Nurul Aini(1), Drs. H. Sribagus, MA(2), Arafiq, M. Hum(3)
[email protected]
Abstract
This study was conducted to determine if the use of TPS
(Think-Pair-Share)
technique was effective or not in teaching writing analytical
exposition text. This study
was an experimental study with two-group pre-test and post test
design. The population
of this study was 76 of the second grade students of MA Uswatun
Hasanah Cempaka
Putih in academic year 2016/2017 which were devided into three
classess, those were
social class which consisted of 25 students, science class which
consisted of 25
students, and religion class which consisted of 26 students. The
sample of this study
were 50 students taken through simple random sampling technique
by using lottery.
There were two groups in this study: control group and
experimental group.
Experimental group was treated by using TPS technique as a
reinforcement while
control group was not treated by using TPS. After analyzing and
calculating the data, it
was discovered that the t-test was 6.033. This was higher than
the critical value of t-
table at both confidence level .05 (95%) which was about 1.677
and at confidence level
.01 (99%) equals to 2.406 in degree of freedom (df) of 48. Based
on this finding, it was
concluded that the use of TPS was effective in improving
students’ writing achievement
of the second grade students of MA Uswatun Hasanah Cempaka Putih
in academic year
2016/2017.
Key words: effect, TPS (think-pair-share), achievement,
writing.
-
““The Effect of Using TPS (Think-Pair-Share) Towards Students’
Achievement in
Writing Analytical Exposition Text: An Experimental Research of
the 2nd
Grade
Students at MA Uswatun Hasanah Cempaka Putih Desa Aiq Dareq
Kec.
Batukliang Loteng in Academic Year 2016/2017”
Nurul Aini(1), Drs. H. Sribagus, MA(2), Arafiq, M. Hum(3)
[email protected]
Abstrak
Studi ini bertujuan untuk mengetahui apakah penggunaan metode
TPS efektif
atau tidak didalam mengajar writing teks analytical exposition.
Studi ini merupakan
studi experimen dengan menggunakan dua grup pretest dan
posttest. Populasi dari studi
ini terdiri dari 76 siswa kelas 2 MA Uswatun Hasanah Cempaka
Putih tahun ajaran
2016/2017 yang terbagi menjadi tiga kelas yaitu; kelas IPS yang
berjumlah 25 siswa,
kelas IPA yang berjumlah 25 siswa, dan kelas PAI yang berjumlah
26 siswa. Sampel
dari studi ini berjumlah 50 siswa yang ditentukan dengan
menerapkan teknik simple
random sampling dengan cara diundi. Terdapat dua grup dalam
studi ini yaitu grup
eksperimen dan grup kontrol dimana grup eksperimen diberikan
treatment dengan
menerapkan metode TPS sedangkan grup kontrol tidak diberikan
treatment dengan
TPS. Setelah menghitung dan menganalisis data, nilai t-test
adalah 6.033. Nilai tersebut
lebih tinggi dari nilai t-table baik pada level confidence .05
(95%) sama dengan 2.406
dan pada level of convidence .01 (99%) sama dengan 2.406 pada df
(degree of freedom)
48. Berdasarkan hasil tersebut, dapat disimpulkan bahwa
penerapan metode TPS efektif
didalam meningkatkan nilai siswa dalam menulis teks berbentuk
analytical exposition
pada kelas 2 MA Uswatun Hasanah Cempaka Putih tahun ajaran
2016/2017.
Kata Kunci: efek, TPS (think-pair-share), perolehan nilai,
menulis.
-
I. INTRODUCTION
English as an International language has become more and more
valuable and
overbearing in almost all of aspects of life such as economics,
advertisement, and
education. In economic aspect for example, almost all of
companies and institutions
have required all of their employees to be able to speak English
as the supporting
criteria to determine them as their recruits. Also, in
advertisement English becomes
more crucial. It can be seen in every product wrapper is printed
in English. Moreover, in
education aspect, English also takes its role as one of the
compulsory subject that has to
be mastered by students. Therefore, to pass the examination, the
students have to learn
and understand English.
According to Educational Unit - Curriculum (Kurikulum
Tingkat
SatuanPendidikan: KTSP) 2006 of Senior High School, there are
four skills that have to
be achieved by the students in teaching and learning process
namely; listening,
speaking, reading, and writing. Writing is a complicated skill
where if the studens want
to write, they will not only think about idea, vocabulary but
also grammar.
Additionally, based on the writers’ observation and survey to
the field and directly
interviewed the English teacher of MA Uswatun Hasanah Cempaka
Putih Desa Aiq
Dareq Kec. Batukliang Loteng, the writer found the following
problems both from the
teacher and the students. From the teacher, the researcher found
that the method or
technique used was totally boring. Furthermore, the students
were not active and
interested in learning English particularly writing.
Analytical exposition is a kind of text that was very familiar
in every test such as
in national examination, try out and many other tests.
Unfortunately, analytical
exposition became unfamiliar to the students because their
teachers were rarely exposed
and discussed about it.
Based on the explanation above, the writer is interested to do a
research about
how to increase the students’ achievement in writing
particularly in writing analytical
exposition text. In this case, the writer as a teacher uses TPS
(think pair share)
-
technique to help the students in increasing their achievement
in writing particularly in
writing analytical exposition text.
1.1 Statement of Problem
Is the use of TPS technique effective in teaching writing
analytical exposition text at
the second year students of MA Uswatun Hasanah Cempaka Putih
Desa Aiq Dareq
Kec. Batukliang Loteng?
1.2 Purpose of the Study
The purpose of this research is to discover whether the use of
TPS technique is
effective or not in teaching writing analytical exposition
text.
1.3 Scope of Study
This research is limited to investigate the effect of TPS
technique in increasing
students’ achievement in writing. In this case the writer
focusses on investigating
the students’ ability in writing analytical exposition text.
II. REVIEW OF RELATED LITERATURES
Murcia & Olshtain (2000:142) says,
“writing skill is the production of written words that results
in a
text, and the text must be read and comprehended in order
for
communication to take place.”
It means that writing is one of the way to express our idea by
using organized
words and communicative sentences so that the reader will
understand about what we
are going to convey.
According to Anderson and Anderson (1997: 2-3), analytical
exposition text is a
type of text that is intended to persuade readers that something
should be in the case. An
analytical exposition is a type of spoken or written text that
is intended to persuade the
listeners or readers that something is the case.
Richard et.al. (1988: 357) say that the cooperative learning
environment sets the
stage for students to learn very valuable collaboration and
social skills that they will use
throughout their lives. There are many kinds of cooperative
learning. One of them is
TPS (think-pair-share). Think Pair Share is a technique
developed by Frank Lyman in
-
1985 and his colleagues in the University of Maryland in order
to improvise students
with “food of though” on given a topic, to formulate an
individual opinion and share
their ideas with other students.
2.1 Previous studies on The Use of TPS
The first researcher who used TPS as the reinforcement of his
study was Yeni
Arisandi (2013). His research entiteld “The influence of
think-pair-share technique
on the students’ reading ability at the tenth grade students of
SMK An-Nahl
Cibeber Cianjur”. In his research, he used one group pre-test
post-test design in
which he only used one class as his sample and reading
comprehension test as the
instrument. The data from his reasearch showed that the use of
TPS in improving
students’ ability in reading comprehension was effective.
The next researcher who used TPS in his study was Muhammad
Alvan
(2012). This study was untitled “Teaching writing of descriptive
text by using
Think Pair Share Strategy (TPSS). Alvan used two classes as his
sample which
were divided into two groups; experimental and control group.
The data showed
that the mean score of experimental group was higher than that
of control group
both in pre-test and post-test. It means that the applying of
TPS in increasing
students’ writing ability was effective particularly in writing
descriptive text.
III. RESEARCH METHOD
3.1. Research Design
This research is an Experimental Research in which the writer
uses two-group
pre-test and post-test design.
3.2. Population and Sample of the Study
The population of this research was the second year students of
MA Uswatun
Hasanah Cempaka Putih in Academic Year 2016/2017 which consisted
of 76
students who spread into three classes namely Social class which
consisted of 25
students, Religious Class which consisted of 26 students and
Science class which
consisted of 25 students. Two of the three classes had been
chosen randomly as a
-
sample of this research by using lottery. As a result, Social
Class as experimental
group (group A) and Science Class as control group (group
B).
3.3 Research Instrumen
As the instruments, the writer used pre-test and post-test was
given to the two
groups; experimental and control groups with different topic.
The writer also used
questionnaire sheet which only given to the students of
experimental group in
order to know their interests and responses since the teaching
and learning process
using TPS technique.
3.4 Data Collection Procedure
To collect the data, the writer used experimental procedure
which consisted of
three steps; pre-test, treatment, and post-test.
3.5 Data Analysis
Then to analyze the result of the test, the writer applied the
procedures below:
a. Calculating the mean score of experimental and control
group
Mx =
My =
b. Sum square deviation of experimental group and control
group
∑Dx² = ∑dx² ( )
∑Dy² = ∑dy²
( )
c. T-test for significant result
t-test =
√
( ) [
]
3.6 Testing Hypothesis
a. If t-test ≥ t-table at the confidence level of . 05 (95%) and
. 01 (99%)
Ho = “TPS is not effective in increasing students’ achievement
in writing
analytical exposition text is rejected”.
Ha = “TPS is effective in increasing students’ achievement in
writing
analytical exposition text is accepted”.
b. If t-test ≤ t-table at confidance level of . 05 (95%) and .01
(99%).
Ho = “TPS is not effective in increasing students’ achievement
in writing
analytical exposition text is accepted”.
-
Ha = ”TPS is effective in increasing students’ achievement in
writing
analytical exposition text is rejected”.
IV. RESULT AND DISCUSSION
4.1 Result
After collecting the students’ writing results and also their
answers on the
questionnaire sheets, the writer then scored the results
according to the writing
criteria.
4.1.1 Experimental Group
Table 4.1.1.1 Score of Experimental Group
Experimental Group
No Subject Pre-test
(X1)
Post-test
(X2)
DX DX²
1 RAL 56 80 24 576
2 RA 72 88 16 256
3 Z 68 84 16 256
4 PH 28 60 36 1296
5 LI 64 80 16 256
6 MF 44 68 24 576
7 MW 64 76 12 144
8 MI 52 72 20 400
9 MYH 36 56 20 400
10 MH 48 68 20 400
11 HU 68 84 16 256
12 HS 52 76 24 576
13 IY 56 72 16 256
14 AI 52 56 4 16
15 MKL 40 64 24 576
16 EA 52 80 28 784
17 FA 44 68 24 576
18 F 56 76 20 400
19 FKB 52 64 12 144
20 AS 60 76 16 256
21 IF 36 60 24 576
22 HA 52 68 16 256
23 BI 68 80 12 144
24 DS 72 84 12 144
25 DA 60 76 16 256
∑ 25 1396 1816 468 9776
Mean 55.84 72.64 18.72 391.04
-
4.1.2 Control Group
Table 4.1.2.1 Score of Control Group
Control Group
No Subject Pre-test
(Y1)
Post-test
(Y2)
DY DY²
1 EN 64 72 8 64
2 HG 32 52 20 400
3 SA 62 52 -10 100
4 PD 32 52 20 400
5 M 40 48 8 64
6 ARD 32 40 8 64
7 MY 32 36 4 16
8 EY 62 66 4 16
9 SI 52 56 4 16
10 NI 44 52 8 64
11 IS 52 56 4 16
12 SNM 32 36 4 16
13 AN 28 36 8 64
14 H 28 32 4 16
15 SLA 52 62 10 100
16 RP 48 52 4 16
17 ENH 56 60 4 16
18 MT 48 56 8 64
19 BE 56 60 4 16
20 SR 56 64 8 64
21 J 36 56 20 400
22 RS 52 68 16 256
23 LS 52 64 12 144
24 HA 60 68 8 64
25 NM 60 64 4 16
∑ 25 1188 1360 192 2473
Mean 47.52 54.4 7.68 98.92
After finding the students score in pre-test and post-test for
both
experimental and control group, the next step was to find out
the mean deviation
and sum square deviation scores of both groups.
a. Mean deviation score and the sum square deviation score for
experimental
group:
1. Mean deviation:
-
Mx =
Mx =
= 18.72
2. Sum square deviation
∑dx² = ∑dx² - ( )
= 9776 - ( )
= 9776 –
= 9776 – 8760.96
= 1015.04
b. Mean deviation score and the sum square deviation score for
control group:
1. Mean deviation:
My =
My =
= 7.68
2. Sum square deviation
∑dy² = ∑dy² - ( )
= 2473 - ( )
= 2473 –
= 2473 – 1474.56
= 998.44
The result of the mean deviation scores of the two groups shows
that the
mean deviation scores of experimental group (18.72) is higher
than the mean
deviation score of control group (7.68).
However, to distinguish if the two groups are different, the
computation
above is not realiable enough to be used. Therefore, t-test was
needed for further
analysis in order to confirm whether the students who were
treated by using TPS
-
had higher improvement compared to the students who were not
treated by using
TPS.
Below is the value of the t-test:
t-test =
√
( ) [
]
=
√
( ) [
]
=
√
[
]
=
√[ ][ ]
=
= 6.033
To determine whether the t-test is higher than t-table, it can
be found by
comparing the two critical values: t-test and t-table and by
finding out the degree
of freedom (Df).
Df = Nx + Ny – 2
Df = 25 + 25 – 2
Df = 50 – 2
Df = 48.
The comparison between the t-test and t-table can be seen in the
table
below:
Table 4.1.2.4 The comparison between the t-test and t-table
t-test t-table
6.033
Df . 05 . 01
48 1.677 2.406
-
4.1.3 Students Questionnaire Sheets
Based on the students answer, the writer found that about 19
students
(76%) gave good responses about TPS in developing their ability
in writing
particularly in writing analytical exposition text. It means
that the use of TPS
was effective towards the students’ ability in writing.
4.2 Discussion
In gathering the data, the writer spent 5 weeks for all process
to collect all
the data needed, started with observation in week 1, gave the
pre test to the
students in week 2, in week 3 and 4 the writer did some
treatments where the TPS
technique was applied in learning process, and the last step,
the writer gave the
post test for both groups which was continued with the
questionnaire sheets which
were only given to experimental group in week 5.
After giving treatment by using TPS technique for the
experimental group,
the result of the post test indicated that the score increased
from 55.84 (pre-test) to
72.64 (post-tets), while the control group which was not treated
by using TPS also
performed higher score on their post test which (54.4) than
their score on pre-test
was 47.52. However, the result of the mean deviation of the
experimental group is
higher than that of the control groups: 18.72 for the mean
deviation of
experimental group and 7.68 for the control group. Therefore,
the mean deviation
scores of the two groups prove that the use of TPS as a
reinforcement in
experimental group has higher improvement on students’ writing
ability than the
students who were not taught with TPS in control group.
Furthermore, the degree of freedom (df) of this research was
interpreted by
comparing the t-test and t-table. The degree of freedom (df) of
this research was
48 which was 1.677 for confidence level of .05 (95%) and 2.406
for confidence
level of .01 (99%). Table 4.1.2.4 above shows that t-test is
higher than t-table. It
indicates that the degree of freedom is different from mean
score in significance
level .05 (95%) and .01 (99%). Therefore, the use of TPS has a
contribution in
improving students achievement in writing.
Consequently, since the t-test (6.033) was higher than the
t-table at
significance level .05 (95%) that is 1.677, the null hypothesis
(Ho) which states
-
“the use of TPS is not effective in teaching students writing
analytical exposition
text“ is rejected. Therefore, the alternative hypothesis (Ha)
which states that “the
use of TPS is effective in teaching students writing analytical
exposition text” is
accepted.
Moreover, based on students’ responses on questionnaire sheets,
the writer
concluded that the students were interested in teaching and
learning process with
TPS. There were 19 students (76%) who had good responses by
answering 6
questions with “Yes” followed by their reasons. Only 6 students
(24%) who did
not fully answer the questions with “Yes” (there were a few
questions they
answered with “No”) until the writer concluded that they were
not interested
enough in TPS. This means that TPS was successful in increasing
the students’
interest in writing.
V. CONCLUSION
Based on the data analysis which has been discussed on the
previous chapter, the
writer concludes that TPS is effective in improving students’
achievement in writing
analytical exposition text.
-
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