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TRANSCRIPT
THE USE OF GROUP INVESTIGATION TO IMPROVE
STUDENTS’ ABILITY IN WRITING SKILL ON
ANALYTICAL EXPOSITION TEXT
(A Classroom Action Research with 11th
Grade Students of MA
Manahijul Huda Pati in the Academic Year of 2011- 2012)
Thesis
Submited in Partial Fulfillment of the Requirement
for the Degree of Bachelor of Education
in English Language Education
By
RINA MAYASARI
Student Number: 073411020
FACULTY OF TARBIYAH
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2012
ii
A THESIS STATEMENT
I am, the student with the following identify:
Name : Rina Mayasari
Student Number : 073411020
Department : English Language Education
certify that this thesis is definitely my own work. I am completely responsible for the
content of this thesis. Other writer’s opinions or findings included in the thesis are
quoted or cited in accordance with ethical standards.
Semarang, December 2011
The Writer,
Rina Mayasari
NIM. 073411020
iii
ADVISOR NOTE
Semarang, Nopember 29th
, 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu’alaikum wr.wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following identification:
Title : The Use of Group Investigation To Improve Students’
Ability In Writing Skill On Analytical Exposition Text
(A Classroom Action Research With 11th
Grade Students
of MA Manahijul Huda Pati in The Academic Year of
2011-2012)
Name of Student : Rina Mayasari
Student Number : 073411020
Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State
Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamua’alaikum wr.wb.
Advisor I,
Daviq Rizal, M. Pd.
NIP: 19771025 200701 1 015
iv
ADVISOR NOTE Semarang, Nopember 29th
, 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu’alaikum wr.wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following identification:
Title : The Use of Group Investigation To Improve Students’
Ability In Writing Skill On Analytical Exposition Text
(A Classroom Action Research With 11th
Grade Students
of MA Manahijul Huda Pati in The Academic Year of
2011-2012)
Name of Student : Rina Mayasari
Student Number : 073411020
Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State
Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamua’alaikum wr.wb.
Advisor II,
Drs. Mahfud Junaedi, M.Ag
NIP: 19690320 199803 1 004
v
vi
ABSTRACT
Rina Mayasari (student number: 073411020). “Using Group Investigation
method to improve students’ writing ability in analytical exposition text (a classroom
action research with eleventh graders of MA Manahijul huda Pati in the academic
year of 2011/2012)”. Thesis, Semarang: Bachelor Degree of English Language
Education of State Institute for Islamic Studies Walisongo Semarang 2011.
This thesis based on phenomena which happen in school, there were how
many students who like writing but they do not know how to write. Teacher uses
technique to teach students that often makes students feels bored to join English
lesson.
The thesis discusses the use of group investigation to improve students’
ability in writing skill on Analytical Exposition. The study is aimed at responding the
following question: (1) how is the implementation of group investigation to improve
students’ writing organization of analytical exposition text? (2) To what extent is the
improvement of students’ writing organization of analytical exposition text after
being taught through group investigation? This thesis uses a classroom action
research with 11th
Grade students of MA Manahijul Huda Pati in the Academic year
of 2011-2012. The number of the population is 35 students. The researcher take one
of class to be sample. It was class 11C. The research design used was a classroom
action research design. The instrument used to collect the data was observation and
test. The assessment of the test result was focused students’ ability in writing
analytical exposition.
The research findings show that: (1) The Implimentation of Group
investigation is improvement of learning tool, motivates students in doing work or
jobs (2). The research improve students ability in writing, It looks from their score in
doing test in every cycle. The last cycle show the significant improvement of
students’ ability. Score from pre-cycle was 57.71, the score from the first cycle was
65.71, and score from the second was 75.
Based on the result of this research, the writer suggests that group of
investigation be used as alternative media in teaching writing especially in teaching
writing text type, in order that the students can write text more easily and more
interested in writing activity.
vii
ACKNOWLEDGEMENT
All Glory is to almighty Allah Who bestowed His blessing upon the researcher in her
life and enabled her to accomplish this thesis entitled The Use of Group Investigation
to Improve Students’Ability in Writing Skill on Analytical Exposition Text (Classroom
Action Research with Eleventh Grade Students of MA Manahijul Huda Pati in the
Academic Year of 2011-2012)
The prayer and salaams are always offered for the Prophet Muhammad the
most beloved Prophet of Allah, his relatives and companions.
In this opportunity, the writer extends her gratitude to:
1. Dr. Suja’i, M.Ag. as the Dean of Tarbiyah Faculty for providing academicals
facilities which supported the researcher in completion of this thesis.
2. Siti Tarwiyah, M.Hum. as the Head of English Department and all the English
lecturers for providing academicals assistance and support.
3. Daviq Rizal, M.Pd. as the first thesis advisor and Drs. Mahfud Junaidi M.Ag.
as the second thesis advisor who both had the responsibility for their patience
in providing careful guidance, helpful corrections, very good advice as well as
suggestion and encouragement during the consultation. There is no single wo
except, “ Thank you very much for guiding me as good as my parent. You are
a nice lecturer.”
4. Zaenal Arifin, S.Pd., As the Headmaster of MA Manahijul Huda Pati, thanks
for the permission to do the research in the school which he lead and
mahmudah, S.Pd., as the English Teacher who has given the good guidance to
do the research.
5. Library official who always give good service related with the reference in
this thesis so that the writer could do this well.
6. My beloved father (Laswi) and mother (Badriyah), thank you very much for
your prayer and love which are always accompany me. My brother, Edy
viii
purnomo and my sisters, Heny Hikmawati, Endah kurniawati and Winda
Kumaladevi, thanks for your pray and spirit.
7. My lovely friends Andy, Islamiyah, mbak ika, tami, zezen, hariz, dian and
ani. I love you all so much.
8. My lovely friends in boarding house, wiwid, wirda, evi, inna, ume. Thanks for
giving me motivation.
9. My lovely friends at English Department of Tarbiyah Faculty State Institute
for Islamic Studies Walisongo Semarang who can not mention one by one,
thanks for giving me a lot of assistance and motivation.
Semarang, December 2011
The writer,
Rina Mayasari
NIM.073411020
ix
TABLE OF CONTENT
Title ...................................................................................................................... i.
Thesis Statement................................................................................................... ii.
Ratification Note................................................................................................... iii.
Abstract.................................................................................................................. vi
Acknowledgement................................................................................................. vii
Table of Content................................................................................................... ix
The List of figure................................................................................................. xi
The List of tables.................................................................................................. xii
The List of Appendices.......................................................................................... xiii
Chapter I Introduction ............................................................................... 1
A. Research Background..................................................... 1
B. Reason for Choosing Topic 5
C. Question of the Research................................................ 5
D. Objective of the Study.................................................... 5
E. Pedagogical Significance……………………………. 6
F. Limitation of The Study.................................................. 6
Chapter II Review of Related Literatures ................................................... 7
A. Previous Research.......................................................... 7
B. Theoritical Framework................................................... 8
1. The General Concepts of Group Investigation ....... 8
2. Writing................................................................... 12
3. Genre ......................................................................... 16
4. Analytical Exposition................................................. 18
5. Text ............................................................................ 20
6. Group Investigation Method in Teaching Writing
Ability on Analytical Exposition Text............................
21
C. Action Hypothesis........................................................... 23
x
Chapter III Method of Investigation ............................................................. 25
A. Research Design 25
B. Subject ...................................................................... 27
C. Setting of the study.......................................................... 27
D. Technique of Data collection.......................................... 27
E. Scoring Technique.......................................................... 30
F. Technique of Data Analysis............................................ 33
G. Procedure of text ............................................................ 35
Chapter IV Research Finding......................................................................... 39
A. Research Finding ............................................................ 39
B. Research Analysis........................................................ 50
C. Discussion …………… ................................................ 58
Chapter V Conclusion and Suggestion........................................................ 60
A. Conclusion ...................................................................... 60
B. Suggestion ...................................................................... 61
C. Closing ........................................................................... 62
Bibliography
Appendices
Curriculum
Vitae
xi
LIST OF FIGURE
Figure:
1. Picture Sample of clustering……………………………………………14
2. Figure 1 CAR Design ............................................................................. 26
3. Chart of the Test Result from the Pre-Cycle until the Second Cycle.....58
xii
LIST OF TABLES
Table:
1. Table of Analytic Scoring of Writing ...................................................... 31
2. Table of Level Achievement ................................................................... 32
3. Table of activities in Experimental Group ............................................. 43
4. Table of Cycle 1 ...................................................................................... 35
5. Table of Cycle 2 ...................................................................................... 37
6. Table of Score Aspect Observing in Cycle 1 .......................................... 43
7. Table of Score Aspect Observing in Cycle 2 .......................................... 48
8. Table of Test Result on Pre-Cyle ........................................................... 51
9. Table of Test Result on Cyle 1 ............................................................... 53
10. Table of Test Result on Cyle 2 .............................................................. 55
11. Table of the Result from the Pre-Cycle until the Second Cycle ............ 57
xiii
LIST OF APPENDIXES
Appendix:
1. Lesson Plan in Cycle 1
2. Lesson Plan in Cycle 2
3. List of the Students
4. List of Group Members
5. Writing Test on Pre Test
6. Writing Test on Cycle 1
7. Writing Test on Cycle 2
8. Aspects Observed
9. Writing Test of Sudents
10. Picture of research
11. School profile
1
CHAPTER 1
INTRODUCTION
A. Background of the study
Men are social creatures; they use language in order to communicate
with each other. Language plays an important role in human life. People will
have many difficulties in getting along with one another without language.
They use language in order to communicate with each other to express their
thought, ideas and feeling.1
In the world, English is the most important language. Almost every
country uses English as an important element in everyday activities. English
as an international language is used as a means of communication among
people in trade, politics, and professional field. A great deal of academic
discourses around the world takes place in English. In Indonesia, English is
taught as the first language optionally from the six year elementary school
(SD), and obligatory from the first year of junior high school (SMP) through
the third year of senior high school (SMA) even for some semesters at
university.
Learning language in general involves the mastery of four skills:
listening, speaking, reading, and writing. Here, the writer focuses on writing,
because it is the important language skill to be developed. Realizing that
writing is very important for English learners in addition to the other skills, it
is essential for the students to develop their writing skills in English. Allah
decrees in the Holy Qur’an:
1 Mary Macken. A Genre-Based Approach To Teaching Writing,(Australia:NSW department
of School education, 1991).p.9
2
“Nun. By the Pen and what they write.”2(QS Al Qalam:1-2)
From the verse above, we know that writing has an important role in
human life. Because of writing activities make life easier, so people in big
cities even small villages may get newest information from media, such as
newspaper, magazines, and tabloid and so on.
Writing is very important for many people because it will help them
understand many paragraphs written in English, and also to obtain
information for scientific purposes or just relaxation. Through writing, the
students can enlarge their point of view of their atmosphere and knowledge.
They can also convey or write their ideas, imagination, and experiences into a
paragraph and it can be explored to become histories.
Writing is the important language skill to be developed especially in
classroom. Although the writing and oral skill are combined in the classroom
and the one clearly benefits from the other, written language become more
complex and has certain characteristics which seem to make it difficult for
students to get to group with especially for young learners.3
In teaching learning process, students may still have problems in
writing. There are many factors that influence someone’s difficulties in
writing, such as in mastering vocabulary to arranging the structure or
grammar.4To teach English, teacher usually uses certain methods of teaching
English. In this way, the teachers want to make English more interesting than
before.
2Mahmud Y. Zayid, The Quran, (Beirut: Dar Al-Choura, 1980), 1
st Ed., p. 425.
3 Jenny Hommond, English for Social Purposes, ( Sydney: national centre for English
language, 1992), p.6 4Barli Bram, Write Well Improving Writing Skill, (Yoyakarta: Kanisius, 1995), p.25
3
Seeing the difficulties of writing, it is understandable that students
have a fear felling and little enthusiasm in writing class. Commonly, they are
afraid of making mistake and worried about their ability in choosing and
arranging the words to produce sentences. Those feelings seem to make the
students unconfident in a writing class. Having a little confidence can make
them reluctant to try to write, even dislike writing.
It is duty of English teachers to create an exciting and conducive
writing class as well as to give cautions guidance to the students. The teachers
should try to find productive strategies in encouraging the writing class in
order to encourage students to like writing. It is really hard work, but students
should be given strong foundations for their writing skill before entering
higher level educations.
English teaching method is changeable. The method should be
interesting and student-centered. One of the teaching methods is cooperative.
Through this method, students are active in the learning process, because they
will learn more through a process of constructing and creating, working in
group and sharing knowledge. Nevertheless, individual’s responsibility is still
the key of success in learning English.
A cooperative learning method is believed as being able to give chance
for students to be involved in discussion, has courage and critical thinking and
is willing to take responsibility of his/her own learning. Although it considers
as an active role of students as more important, does not mean that teacher in
the classroom is not participating. In learning process, teacher has roles as
designer, facilitator and guide in the learning process.
A cooperative learning method has several types, namely write-pair-
share, Group Investigation, Students Teams Achievement Divisions (STAD),
4
Teams-Games-Tournament (TGT), Team Assisted Individualized (TAI) and
Jigsaw.5 One of its interesting types is group investigation.
Group investigation is an organizational approach that allows a class
to work actively and collaboratively in small groups and enables students to
take an active role in determining their own learning goals and
processes.Group investigation method requires the students to form small
interest groups, plan and implement their investigation, synthesize the group
members’ findings, and make a presentation to the entire class.6
This method is viewed as a solver for the problem stated above.
Adopting this method, teacher is expected to be able to run the teaching
learning process effectively, especially teaching of writing. They will work in
groups by explain materials that given. Thus, when teacher put the students in
groups he or she has to ensure that the students whose levels are different are
put together. In addition, the activity offered in Group investigation is
interesting so that the students will feel the new atmosphere in classroom and
are interested in learning writing.
The methods choose by the teacher become one of researcher’s
considerations as well. In this case, the researcher attempt to offer one method
that makes the students interested in studying writing through. GI method in
which the activity is more emphasized on students’ involvement. Basically,
cooperative learning corresponds to Islamic teaching which is stated in Qur’an
Surah al-Maidah:
“Help one another in what is good and pious,not in what is wicked and
sinful.“(QS. Al-Maidah: 2)7
5Isjoni, Pembelajaran Kooperatif, (Yogyakarta: Pustaka Pelajar, 2009), p. 73
6Isjoni, Pembelajaran Kooperatif, p.87
7Mahmud Y. Zayid, The Quran, (Beirut: Dar Al-Choura, 1980), 1
st Ed., p. 73
5
The verse above explains that cooperation is very suggested in every
goodness, in this point is English language learning. Lets’ put this verse in
language teaching learning context by connecting it with the cooperative
learning. In cooperative learning, there is mutual relationship among students
which enable them to reach the goal of teaching learning.
B. REASONS FOR CHOOSING THE TOPIC
There are some reasons for choosing the topic:
1) The monotonous technique of teaching writing makes student not comfortable
and enjoyable. Because to teach junior high school teacher must creative to
improve technique appropriate to the class.
2) To introduce a method in teaching analytical exposition text for senior high
school students by using Group Investigation method.
C. Limitation of the study
A researcher should be limited in its scope, so that the problem being
examined is not too wide and the researcher is effective. To limit the scope of the
research and research to analyze the problems, the findings of the research should
be limited by following factors:
1. Using group investigations to improve student’s writing skill of analytical
exposition text at eleventh grade of MA Manahijul Huda Ngagel Dukuhseti Pati
at the preparation activity, main activity, and evaluation activity.
2. The assessment of students’ writing covers the part, qualities, and
characteristics of the object to determine the improvement of students’ writing
analytical exposition text.
D. RESEARCH QUESTIONS
6
This study is intended to answer the following questions:
1) How is the implementation of group investigation to improve students’
writing organization of analytical expositions text?
2) To what extent is the improvement of students’ writing organization of
analytical expositions text after being taught through group investigation?
E. OBJECTIVES OF THE STUDY
The objectives of the study are as follow:
1) To describe the implementations of teams group investigation to
improvestudents’ writing organization ofAnalytical Expositions text.
2) To identify of improvement of students’ writing organization of Analytical
Expositionstext after being taught the use of group investigations method.
F. PEDAGOGICAL SIGNIFICANCE
Based on the objectives above, the significance of the study can be stated
as follows:
1) For writer
By doing this research, the writer will get many experiences and know
ledges about her study and it will be useful in the future.
2) For teacher
By doing this research, the writer hopes that the output of the study
will be useful to give contribution of developing English teaching especially
in teaching writing on analytical exposition text. And the writer hopes teacher
can use group investigations as an alternative method in teaching writing
process.
3) For the students
By doing this research the writer hopes that the students will enjoy
following the English class. They will be easy to understand the lesson and
7
memorable, so that it can improve their understanding on writing organization
of analytical expositions text.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
A. PREVIOUS RESEARCH
There are some researches done in writing implementation. One of
them is a study by Indah Jannatun Nisfah, Faculty of English Education
and Department, Muria Kudus University 2009. She made thesis about
“The Ability of Writing Recount Text of the 11th Grade Students of SMA
Muhammadiyah Kudus in the Academic Year 2008/2009 Taught by
Using Group Investigation Method” 7
She did this study because based on the teacher experience in
teaching English it was assumed that most of the students were able to
express their thoughts well especially in written language. They made
some errors in spelling grammar and the choosing of appropriate words,
which had to be used in expressing their ideas, when they were asked to
write.
The result of the research that group investigation gave the
students different nuances of teaching. They could learn and write using
group investigation. They were also interested and developing their
English through writing.
The similarity between her research and the writer’s is on the
method and the data analysis.
Second researcher is Siti Ulinnikmah (3104056), Tarbiyah
Faculty, IAIN Walisongo Semarang 2008. She conducted study about
“The Use of Cooperative Learning of Teams Games Tournaments for
7 Indah Jannatunnisfah ( 00544569), The Ability of Writing Recount Text of the 10
th Grade
Students of SMA Muhammadiyah Kudus in the Academic Year 2008/2009 Taught by UsingGgroup
InvestigationAapproach .Education Faculty of Muria Kudus University, 2009.
8
Teaching Grammar to Eight Grader of MTsN Kudus in Academic Year of
2008/2009.8
She did that study because there many students have difficulties in
learning grammar. She used cooperative learning of Teams Game
Tournament to teach grammar. The result, the activity offered in Teams
Game Tournament is interesting so that the students will feel the new
atmosphere in classroom and are interested in learning grammar.
The similarity between her research and the writer’s is on method
of collecting the data.
B. THEORETICAL REVIEW
1. The General Concept of Group Investigation
a. Definition of Group Investigation Method
Robert E. Slavin stated that Group Investigation as follow;
“Group Investigation is a form of cooperative learning that
dates back to John Dewey, but has been refined and researched
in more recent years by Shlomo and Yael Sharan and Rachel
Herts-Lazarowitz in Israel.”9
Group Investigation is one of cooperative learning method
which focused on student’s participation and activity. The teacher who
use this method firstly he/she divides the class into small
heterogeneous groups. This group consists of four to five and may
form around friendships or around an interest in a particular topic.
Students select topics for study, then every group decides what
subtopics are to be investigated as well as the goals of their study, and
8SitiUlinnikmah,The Use of Cooperative Learning of Teams Games Tournaments for
Teaching Grammar to Eight Grader of MTsN Kudus in Academic Year of 2008/2009.
TarbiyahFaculty,IAINWalisongo Semarang, 2008.
9 Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, (London:
Allyn& Bacon, 1995), p. 111
9
then prepare and present a report in front of class.10
This type demands
to the student’s abilities of communication or the group skill. Group
Investigation model exercises the students to grow up their brain skill.
The students as the followers actively will show from the first step
until the last step of the learning process.
Group investigation is Cooperative Learning in which
students help define topics for study and then work together to
complete their investigations. In Group Investigation method students
divides into four or five members with heterogeneities in each group.
The group may form about friendship form the students’ group based
on their friendship or the same interest, students are likely to feel more
comfortable in their groups and possibly to share in similar working
style.
The Group Investigation involves students in planning both the
topics for study and the ways to proceed with their investigations.
Students choose the subject based on the topic given by teacher, the
subject will be discussed in their group to make a draft, than arranged
as composition text.
b. The Steps of Group Investigation Method
In Group Investigation, pupils progress through six steps. The
steps of using Group Investigation (GI) as follow;11
1) Topic Selection, Students choose specific subtopics within a general
problem area, usually described by the teacher. Students are placed
into small two-to six member task oriented groups. Group
composition is academically and ethnically heterogeneous.
10
H.Isjoni,, Pembelajaran Kooperative, (Yogyakarta: PustakaPelajar, 2009), p.87. 11
Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, p. 115-
117
10
2) Planning the investigation in group, in the second steps Students in
each group and the teacher plans specific learning procedures, tasks
and goals consistent with the subtopics of the problem selected in
step 1 (first).
3) Implementation or carrying out the investigation, typically this is
the longest steps. Each group gathers information, review the
subtopic, analyze or evaluate it, reach some conclusions and apply
their share of new knowledge to the resolution of the group’s
research problem. Kinds of sources of information can be obtained
both inside and outside the school.
4) Preparing final project, Students preparing final project, analyze
and evaluate information obtained during step 3 (third) and must
prepare a summary activity. It may be in form of plan their reports.
5) Presentation of Final Project, Each group in the class give an
interesting presentation of the topics studied in order to get
classmates involved in one another’s work and to achieve a broad
perspective on the topic. Group presentations are coordinated by the
teacher.
6) Evaluation, in cases where groups followed different aspects f the
same topic, students and the teacher evaluate each group’s
contribution to the work of the class as a whole. Evaluation can
include either individual or group assessment or both.
c. The advantages of group investigation method
In group investigation, students not only work together but also
help plan both the topics for the study and the investigation
procedure used. Group investigation has many advantages:
1) Providing a share cognitive set of information between students.
2) Motivating students to learn the material.
11
3) Providing that students construct their own knowledge.
4) Providing formative feedback.
5) Developing social and group skill necessary for success outside
the classroom, and
6) Promoting positive interaction between members of different
cultural and socio-economic groups.12
2. Writing
a. Definition of Writing
Most of people believe that the ability in writing is a natural
gift that is given by God to the human. The people with this belief
that they are the only ones whom writing is unbearably difficult.
They feel that everyone else finds writing is easy or tolerable. Many
people have mistaken idea that being able to write well is a talent
that one either has or doesn’t have. 13
Writing is one of the basic tools of civilization. Without it, the
world as we know it could not exist. It means that the development
of writing was one of the great human writing. It is difficult for
many people imagine language without spoken word seems
intricately tied to the written word. Children speak before they learn
to write and millions of people in the world speak languages with
no written form.14
Writing overcame such problems and allowed
communication across the miles and through the years and
12
David W. Johnson, Learning Together and Alone: Cooperative, Competitive, and
Individualistic Learning, ( New Jersey, A Paramount Communication Company: 1994), p.
138 13
Alice Oshima and Ann Hogue, Writing Academic English, (California: Wesley
Published Company, 1978), p. xiii 14
Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited,
2001), p.3
12
centuries. Writing permits a society to permanently record its
poetry, its history and technology.
Writing is speaking, to others on paper or on a computer
screen. Writing is partly a talent, but it’s mostly a skill, and like a
skill, it improves with practice.15
. The purpose of writing is to give
some information, express thought, feeling, ideas, and experiences
by writing it down, etc to convey a specific purpose. The purpose of
writing is to give some information.16
b. Process of Writing
Writing as one of productive skill needs a process. This
processes writers to write in sequence stages. Harmer states that the
writing process is the stages that a writers goes through in order to
produce something (a written text) before to be a final draft.17
Writing is a process that involves several steps. And there are
many steps of writing process at least three steps, they are;
planning, rescanning and revising.18
1. Planning or pre-writing.
At this stage, the writer must think about three main
issues. Those are the purpose, the audience (the reader), and
content structure.19
The point of writing will pressure not only
the type of text that the writer wants to create, the language that
the writer uses, but also the information the writer chooses to
include. Secondly, the writer must think of the audience. The
15
Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and
Essays, ( New York Pearson Education, Inc 2005) p. 2 16
Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and
Essays, p.4 17
Jeremy Harmer, How to Teach Writing, p.4 18
Alice C Omaggio, Teaching Language In Context, (Boston, Heinle&Heinle
Publisher Inc,1986),p.224 19
Jeremy Harmer, How to Teach Writing, p. 5.
13
audience will influence not only the shape of the writing (how
it is laid out or how the paragraph is structured) but also the
choice of language (formal or informal language). Thirdly, the
writer has to consider the content structure of the piece. It
means that how the writer sequence the fact, ideas or argument.
This stage is often called by pre-writing process. Pre-
writing is the thinking, talking, reading and writing you do
about your topic before you write a first draft. Prewriting is a
way of warming up your brain before you write, just as you
warm up your body before you write. There are two ways of
warming up the brain; choosing and narrowing a topic and
brainstorming20
.
The first is brainstorming, is often used to create new
product, improve existing, or solve problem. You can
brainstorm to find a topic, and to find supporting details.21
There are five steps that must be done by writers to brainstorm:
a) Writers must begin with a broad topic.
b) Writers must write down as many ideas about the topic as
writers can do in five minutes.
c) Writers can add more items to their list by answering the
questions what, how, when, where, why, and how.
d) Writers group similar items on the list together.
e) Writers can cross out items that do not belong.
20
Alice Oshima and Ann Hogue, Writing Academic English, (California: Wesley
Published Company, 1978),p.4 21
Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson
Education Inc, 2003),p.41
14
Second is choosing and narrowing a topic and is often
called by clustering, is another prewriting technique. Here, you
have to make given free choice subject and write about
something that you are interested in, and your ideas are
connected using circles and lines like spider map.22
There are
five steps that must be done by writers to cluster:
a) Writers must write the topic in the center of blank place of
paper and draw a circle around it.
b) Writers can write any ideas that come into their mind about
the topic in circle around the main circle.
c) Writers must connect these ideas to the center word with a
line.
d) Writers think about each of their new ideas, write more
related ideas in circles near the new ideas, and then connect
them.
e) Writers repeat the process until they run out of ideas.
The picture 1 above is an example of clustering
22
Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and
Essays, (English: Addison Wesley Longman, 2005), p.6
Cinderella
Characters
Foes
Where did
she live
Friends
Beautiful Kind
Palace
Her sisters
Her aunt
Prince
15
2. Writing.
After you have finished in planning, you can continue
to the next step, writing or rescanning. As you write, the
opening draft on your paragraph, use the thoughts you
generated as of prewriting as a guide.23
Remember to:
a) Begin with a topic sentence that states the main ideas,
include several sentences that support the main idea.
b) Stick the topic does not include information that does not
directly support the main idea.
c) Arrange the sentences so that the other ideas make sense.
d) Use signal words to help the reader understand how the
ideas in your paragraph are connected.24
3. Revising.
The last point, the most important after writing
(drafting) is revising content and organization of your writing.25
It is almost impossible to write a perfect paragraph on the first
try, so it needs to be revised, because writing is a continuous
process of discovery. Therefore, as you writing, you will think
of new ideas that may not be in your brainstorming list in your
outline. It is almost impossible to write a perfect paragraph on
the first try, so it needs to be revised. The steps are:
a) Add new ideas to support the topic.
b) Cross out sentences that do not support the topic.
c) Change the order of the sentences.
23
Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and
Essays, p. 12 24
Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and
Essays, (English: Addison Wesley Longman, 2005), p 12
25 Alice Oshima and Ann Hogue, Writing Academic English,p,12
16
d) Using the following checklist to revise your paragraph;
1. Make sure you have a topic sentence.
2. Cross out sentences that do not relate to the main idea.
3. Check to see if the sentences are in the right order.
4. Add new ideas if they support the topic sentences.
5. Make sure you have included signal words to help guide the
reader.
6. Check the punctuations, spelling and grammar.
c. Purpose of Writing
When person writers something, he or she has purpose for
writing, the purpose will most often be to explain, to entertain
and journalistic writing.26
According to Betty, there are three
purposes of writing that describe the kinds of students writing,
those are: informative writing, expressive writing, and persuasive
writing.27
First is informative Writing, informative writing helps
writers integrate new ideas and examine existing knowledge. So,
writers can share knowledge and give information, directions, or
ideas. Example of informative writing include describing events
or experiences, analyzing concept, speculating on causes and
effect, and developing new ideas or relationship.
Second is expressive or narrative writing, is a personal or
imaginative expression in which the writer produces story or
essays. This type of writing often used for entertainment,
pleasure, discovery, poems, or short play.
26
Alice Oshima and Ann Hogue, Writing Academic English,p 3 27
Betty Mattix Dietsch, Reasoning & Writing Well, (NY: Marion Technical College,
2005), p.7
17
The last is persuasive writing. In persuasive writing, writers
attempt to influence others and initiate action or change. This
type of writing includes evaluation of a book, movie, consumer
product, or controversial issues.
The writers have to decide what the primary purpose, before
writing something. They have to focus on the purpose of their
writing since this will affect what language they choose and how
they use it. When they have determined their purpose, they know
what kind of information they need, how they want to organize
develop that information.
3. Genre
Swales and Bhatia state that:
“A genre is recognizable communicative event characterized by
a set of communicative purpose(s) identified and mutually
understood by the members of the professional or academic
community in which it regularly occurs”28
Genre is a term for grouping texts together, representing how
writers typically use language to respond to recurring situations. For
many people, it is an intuitively attractive concept that helps to organize
the common sense labels we use to categorize text and the situations in
which they occur.29
Genre is a type of writing which members of discourse
community would instantly recognize for what it was. Genre has
important role in teaching learning process, because it can produce the
goal of communication based on the function of language in social
28
Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language
Teaching, (NY:Cambridge University Press, 2000), p.6 29
Ken Hyland, Genre and Second Language Writing, ( USA: The University of
Michigan Press, 2004), p.4
18
interaction. The meaning of the genres intended is that students are able
to understand the concept and they would be able to identify a kind of
texts that students will have to write.
There are many kinds of genre which are taught to the students.
This is story genres, called as literary texts, which are constructed to
appeal our emotions and imagination. It involves narrative, news story,
exemplum, anecdote and recount. The other one is factual genres. The
texts present information or ideas and aim to show and tell or persuade
the audience. It involves procedure explanation, report, discussions and
exposition. Exposition has two kinds, analytical exposition which its
aim to persuade the reader or listener that something is the case and
hortatory exposition, which is to persuade the readers or listeners that
something should or shouldn’t be the case.30
4. Analytical Exposition Text
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.31
It also collaborate that writer’s idea about the phenomenon surrounding.
The purpose of an analytical exposition text is to persuade the readers or
listener by presenting one side of an argument. To make the persuasion
stronger, the speaker or writer gives some arguments as the fundamental
reasons why something is the case. This type of text can be found in
scientific books, journals, magazines, newspaper articles, academic
speech or lectures, research report etc. Analytical expositions are
popular among science, academic community and educated people
30
Mark Anderson and Kathy Anderson, Text Types in English , (South Yarra:
Machmillan Education Malaysia, 1997) p.2-3 31
Linda Garot and Peter Wignel, Making Sense of Functional Grammar, ( Australia:
antipodean Educational Enterprises, 1994), p.197
19
Analytical exposition text have 3 components, they are:
constructing an exposition, language feature an exposition and generic
structure.32
First is constructing an Analytical Exposition. In constructing an
analytical exposition text, there are three basic steps, the first step is
called as an introductory statement that gives the author’s point of view
and previews the arguments that will follow-in some texts, the opening
statements may be attention grabbing. The second step is by
constructing a series of arguments that aim to convince the audience,
pictures might also be used to help persuade the audience. The last one
is by constructing a conclusion that sums up the arguments and
reinforces the author’s point of view.
After constructing an analytical exposition text, then language
features of an Analytical Exposition text. The language features of
Analytical Exposition consist of three kinds. First, the use of words that
shows the author’s attitude, or we usually call it as modality. The
second one is the use of words to express felling or we usually call it as
emotive words. The last one is the use of words to link cause and effect.
The next step after we know about language feature of an
analytical exposition text is the generic structure of analytical
exposition. The generic structure of analytical exposition consists of
three main parts: thesis, arguments and reiteration.33
The first part is
called as thesis. Thesis is used for introducing topic and indicates the
writer’s position. Besides, thesis is also used as the outline of the main
argument, to be presented.
32
Mark Anderson and Kathy Anderson, Text Types in English,p,124 33
Linda Gerot and Peter Wignal, Making Sense of Functional Grammar, p.197
20
The second part is called as argument. The use of arguments is to
restate main argument outlined in preview. It consists of the elaboration,
development, and support to each point of argument.
The last one is reiteration. It is usually used for restating the
writer’s position and to conclude the whole argument.
Some dominant features that usually used when writing
analytical exposition text, it is usually focused on generic human and
non-human participants. It means that the subject of the general things
can be human and non-human.34
Another characteristic is the use of simple present tense. This
tense is used because it shows the events that exist now, in the past and
in the future. There are also the uses of relational processes to express
the cause and effect event. The use of internal conjunction is to stage the
argument and to show the series of argument that contain more than one
argument. Last but not least is the reasoning through causal conjunction
to show the conclusion of the whole arguments in the text.35
RECYCLING
Much of what we throw away could be used again.
Recycling puts "garbage" to good use.
Recycling helps preserve precious resources because it
saves on the use of raw materials and energy.
It also reduces the pollution caused when the waste is dumped.
(Thesis)
Glass can be remelted. This is better than making
fresh glass from raw materials,
34
Linda Gerot and Peter Wignal, Making Sense of Functional Grammar, p.198
35
Linda Gerot and Peter Wignal, Making Sense of Functional Grammar, p.198
21
but it is even better to reuse the bottle whole.
Metals can be recycled by being remelted and then used tomake
other new items. The metals to recycle from an ordinary household
are aluminums and steel from cans. (Argument)
Scrap from cars gives several different metals
for recycling. Paper is easy to recycle. Every home and
office should have a paper reclining routine. Plastics are the worst
problem because they do not biodegrade (breakdown) easily.
(Argument)
They are also hard to recycle and cause Harmful pollution when
burned. So, it is important to use as little plastics as
Possible, and then only ones that are recyclable or biodegradable
(Reiteration)36
5. Text
We live in a world of words. When these words are put together
to communicate a meaning, a piece of text is created. When you speak
or write to communicate a message, you are constructing a text. When
you read, listen to or view piece of text, you are interpreting it is
meaning. Text is the language unity that the meaning contextually. The
limitation of the text is not measure the number of sentence or page, but
the text is measured from the meaning expressed and context.37
Thus,
the quality of the text is not measured from the quantity of the
sentences.
36
Achmad, Doddy, Developing English Competencies for Senior High School,
( Jakarta, Departement Pendidikan Nasional, 2008), p. 54 37
M.A.K.Halliday and Ruqaya Hasan, Language, Context, and Text, (Australia, Deakin
University Press, 1985),p.11
22
There are two types of the text, they are:38
First is literacy text, literacy texts play with our emotion. It can
make us laughs or cry, think about on our life and considers our beliefs
such as aboriginal dreaming stories, movie script, limericks, fairy tales,
plays, novels, song lyrics, mimes, and soap operas. They are including
appealing to our emotions and imaginations. There are three main text
types in this category: narrative, poetic and dramatis. Media text such as
films, videos, televisions shows, and CDs can also fall in this category.
Second are factual texts, it shows information or ideas, purpose
to confirm and tell or persuade the audience. The main text types in this
category are recount, response, explanation, discussions, information
report, exposition and procedure.Factual texts include advertisements,
announcements, internet web sites, current affairs shows, debates,
recipes, reports and instruction.
6. Group Investigation Method in Teaching Writing Ability on
Analytical Exposition Text.
In this group investigation method there are 3 concepts:
enquiry, knowledge, and the dynamic of the learning group. The
research here is the dynamic of the learning group. The students give
the responses the problems and solve it. The knowledge is the learning
experience that has been founded directly or indirectly. And the
dynamic of the learning group that shows describing a group of
student which has a good interaction and share about their ideas,
exchange their experiences, in their opinions.
38
Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra:
Machmillan Education Malaysia, 1997), p. 1-3
23
Thing have to do in Group Investigation are:39
First is grow up the group ability, When they do their
homework, every member of group has their own opportunity to show
their contribution. In the research, the student will find the information
from the inside or outside class. Then, the students collect the
information from every member of the group to do the task.
Second is cooperative Planning, all of the students having an
investigation for their problem. Which one of the sources is needed,
who want to do it and how to presenttheir project in the Class.
And the last is the teachers’ roles, The teachers will prepare the
source and facilitators. The teachers role their rule among the students
groups and they pay their attention to also organize the students job
and help the students to organize their job and help them when they
get the trouble of the learning process in their group.
Group investigation is one of the methods that can be used in
teaching writing on analytical text. By using group investigation
method the students more interest and motivate in the study. If the
students more interest and motivated, they are a lot of ways to do it.
Teacher can gives students group investigation and ask them to write
the analytical exposition text.
The use of group investigation method in writing analytical
exposition text is to help students construct their arguments in every
sentence which have to be explained in some paragraphs. Sometimes,
students especially in senior high school are still confused about what
with that they should write. When the students are asked to write their
arguments, they need much time to think what kind true word that they
should be write in the sentence of arguments. It is possible that after
39 Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, p.215
24
spending a lot of time thinking hard, the idea has not come out. They are
still confused of what to write, to start with the first, the second, and the
third sentences in order to make the paragraph.
C. ACTION HYPOTHESIS
Based on the description above, there is action hypotheses that can be
describe as follows:
“The use of group investigation can improve student’s ability in writing
skill on analytical exposition text at eleventh grade students of MA Manahijul
Huda Pati in academic year of 2011/2012”. It means that group investigation
method can improve students’ in writing skill on analytical exposition text.
25
CHAPTER III
METHOD OF INVESTIGATION
A. Research Design
In this study, the writer used classroom action research (CAR). Action
research is a kind of research that is conducted in the classroom by a teacher.
Classroom action research (CAR) is a kind of research that has re-
emerged as a popular way of involving practitioners, both teachers and
supervisors, so that they better understand their work.37
Therefore classroom
action research is a form of research that is conducted by practitioners to
improve practices in educational setting. This study is used observation data
on the process of teaching learning in the classroom. Those data analyzed
through some steps in the cycles. Kemmis and Taggart stated that action
research as follow;
Kemmis and Mc Taggart state that:
“Action research is concerned equally with changing individuals, on the
one hand, and, on the other, the culture of the groups, institutions and
societies to which they belong. The culture of a group can be defined in
term of the characteristic substance and form of the language and
discourses, activities and practices, and social relationship and
organization which constitute the interaction of the group.”38
From the explanation above, the writer can conclude that classroom
action research is a classroom action in a research, which can be done by
teacher, researcher, and teacher with his or her colleague, etc with involves a
group of students to improve teaching and learning process or to enhance the
understanding of the students to the lesson. In this research, the writer using
group investigation (GI) method to improve students’ writing ability.
37
Mulyasa, Praktik Penelitian Tindakan Kelas, (Bandung: Rosdakarya, 2009), p. 11 38
Louis Cohen, Research Methods in Education, (London: MPG Books Ltd, 2007),p.298
26
In order to be clear, the writer would like to present the Kurt Lewin’s
model of classroom action research.39
It can be depicted as follows:
Cycle I Cycle II
Figure 1 CAR Design
There were two cycles applied in conducting this study. Each cycle
consisted of two meetings. According to Kemmis and Mc Taggart there are
four components in one cycle for doing classroom action research. It consists
of (1) planning, (2) acting, (3) observing, and (4) reflecting.40
1. Planning
Plan as the first step of research procedure is done to give solution for the
identified problems. It is a plan to conduct treatments. In order to improve
students’ reading comprehension ability, the writer tended to use Group
Investigation method. It was hoped that by using Group Investigation as
learning method, students would be able to improve their reading ability.
2. Acting
After planning the concept, the writer carried out the treatment referring to
the plan has been made. The writer conducted a pre-cycle before applying
the treatment.
3. Observing
Observation is the activity of observing the data collected in order to know
what extent the action activities has reached the objectives of the study. In
this step, the writer identified and analyzed the data collected during the
treatment.
39
Wijayakusumah, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT Indeks, 2010),p. 20 40
Louis Cohen, Research Methods in Education, p.303
Planning
Reflecting Acting
Observing
Planning
Reflecting Acting
Observing
27
4. Reflecting
Reflection is the activity of evaluating critically the progress or change of
the students. In this step, the writer could observe whether the action
activity resulted any improvement. To support the study, the researcher
used interview and test to gather the data.
B. Subject
This study will be conducted at the 11th
grade students of MA
Manahijul Huda NgagelDukuhsetiPatiin the academic year of 2010/2011.
There are four classes in eighth graders, they are class 11A has 40students,
class 11B has 36 students, class 11C has 35 students and class 11D has 43
students. The researcher uses class 11C as sample in this research. So
participants in this study are students on class 11C at MA Manahijul Huda
NgagelDukuhsetiPatiin the academic year of 2011/2012
C. Setting of the Study
In this study, an action research will be conducted at the eleventh
grade students of MA Manahijul Huda Ngagel DukuhsetiPatiin the academic
year of 2011/2012.This research is conducted on the first semester in the
academic year of 2011/2012 for about 1 month. Began from August 1, up to
August 25, 2011. It is located on Ngagel Street number 3 DukuhsetiPati.
The researcher chooses this Senior High School because she believes
that students in this school still low in writing ability. This is proved that the
achievement score of students in final exam is still low. So, the researcher can
apply the research in the eleventh grade.
D. Technique of Data Collection
The researcher must uses instrument in order to get the better data.
The instrument of the research is a tool or facility that is used by researcher
for collecting the data in order to get better result; it can be occurred complete
and systematic.
28
To make this research successful, the researcher uses some instruments
to collect data, they are follows:
1. Observation
Observation is an activity which concern to research object by the
sense.41
In conducting observation, the researcher used the observation
scheme to make it more systematic containing list of activity or happening
which might happen. It needed for monitoring condition of class and
students and to know students difficulty with material and method that
used during teaching learning process.42
In observation step, the researcher is helped by the teacher in
observing what happen in the class during the lesson from opening until
closing. In addition, the researcher also observes what is going on in the
classroom and observes the effect of her teaching to improve students’
writing ability. In addition, the researcher also observed what was going
on in the classroom and observed the effect of her teaching to improve
students’ ability in writing analytical exposition text. Aspects observed in
this study are as follow:
a. Students concern toward teacher’s explanation
b. Students cooperative in group
c. The students activeness in present the material
d. Students concern toward other group presentation
e. The students’ activeness in asking question
f. The students’ activeness in answering questions in group
Criterion:
The criterion of scoring from the observation checklist such as below:
a. Score 1 if the student’s participation was poor.
b. Score 2 if the student’s participation was fair
c. Score 2 if the student’s participation was average
41
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT
RinekaCipta, 2006), p. 222 42
Louis Cohen, Research Methods in Education, p.396
29
d. Score 2 if the student’s participation was good
e. Score 2 if the student’s participation was excellent.
Observation is carried out four times: pre cycle, cycle 1, cycle II
and cycle III.
2. Test
Test is sequence of questions or exercises or other apparatus to
measure skill knowledgeintelligence, ability or aptitude of individual or
group.43
According to Oxford Advantage Learners dictionary, test is short
examination of knowledge or ability.44
In conducting to this study, the
researcher uses test as the second method of collecting the data. The test is
used to collect the students’ writing that must be analyzed to identify
students’ achievement on writing analytical exposition text.
Based on the statements above, the researcher conducted the
achievement test in his research. This test was used to measure students’
achievement. The test, which was conducted before the treatments, called
pre-test. It was used to find out the initial condition of students before
treatment. There are two kinds of writing test, namely subjective test and
objective test of writing.45
In this study, the writers used composition test
of writing. In this assignment, the students are required to compose some
paragraph of analytical exposition based on the picture on group (a group
consist 5-7 students in heterogeneities), example about healthy and global
warming, which every paragraph consist of 10-15 sentences.
43
Suharsimi Arikunto, Ibid, p. 156 44
A S Hornby, Oxford learners’ Dictionary Of Current English Fifth Edition, ( NY:
Oxford University Press, 1995), p.1233 45
J.B.Heaton, Writing English Language Test, (London: Longman Group Limited,
1975), p.11
30
In this research, test are divided into three sessions, they are:
First is pre test, in the pre test the writer gave pre-test as the first
meeting to collect the data. It was used to identify the students’
achievements in analytical exposition text.
Second is test, test is given during treatment as an exercise and
practice for students. It was used to measure the improvement of the
treatment.
The last is post-test, post test was conducted to measure the
students’ ability after treatments. Test was similar to pre test and the result
will be analyzed to see how to influence of group investigation method for
helping students produces an effective analytical exposition text.
Students had to pay attention to the five aspects of writing which
would be used in the assessment. These five aspects were as follow;
content, organization, vocabulary, grammar and mechanics.
E. Scoring Technique
In measuring the test, a standard technique should be used to show
the result of research were reliable. To measure the writing test the writer
used the analysis method. According to J.B.Heaton analytic scoring test in
writing test, there are five major items or categories. They are grammar,
vocabulary, fluently, relevance and mechanic.46
To analyze the students’ test in writing recount text, the writer
focused on the items in the elements of writing as states by Heaton. The
elements of writing are fluently, relevance vocabulary, grammar and
mechanic.
After classifying the test items, the writer gave score for each item
with focused on organization of the content. Where score’ organization
higher than element of writing other.
46
J.B.Heaton, Writing English Language Tests, p.137
31
Table 1
Analytic Scoring of Writing
Aspect Score Criteria
Contents 27-30
22-26
17-21
13-16
Excellent: knowledgeable, substantive
Good: some knowledge of subject, adequate
range
Fair: limited knowledge of subject, little
substance
Poor: does not show knowledge of subject, non
substantive
Organization 18-20
14-17
10-13
1-9
Excellent: the organization of contents and
arrangement the generic structure is clearly.
Good: the organization of contents and
arrangement the generic structure is loosely
organized but main idea stand out.
Fair: the organization of contents and
arrangement the generic structure is confused or
disconnected.
Poor: no organization of the contents and
arrangement the generic structure is does not
communicate.
Vocabulary 18-20
14-17
10-13
7-9
Excellent: effective word and usage, master
words forming
Good: occasional of word and usage but meaning
not obscured
Fair: frequent errors and usage
Poor: essentially translation, little knowledge of
English vocabulary.
Grammar 22-25
18-21
11-17
5-10
Excellent: effective complex construction, the
employing of grammatical forms and the use of
past tense.
Good: effective but simple construction the
employing of grammatical forms and the use of
past tense.
Fair: major problem is simple but complex
construction of grammatical forms and the use of
past tense.
Poor: virtually no mastery of sentence
construction rules of grammatical forms and the
use of past tense.
Mechanic 5
4
3
Excellent: demonstrated mastery the use of
capitals, paragraphing, and punctuation.
Good: occasional errors of the use of capitals,
paragraphing, and punctuation.
Fair: frequent errors of the use of capitals,
32
2
paragraphing, and punctuation.
Poor: no mastery of the use of capitals,
paragraphing, and punctuation.47
Explanation:
Relevance : the substance of writing, the ideas expressed
organization : the style and case of communication
Vocabulary : The choice of idioms, words, and lexical item to give a
particular tone or flavor to writing
Grammar : The employing grammatical and syntactic forms
Mechanic : The use of graphic convention of the language,
punctuation and spelling.48
After getting the total mean score, the writer categories it into the
following criterions:
Table 2
Level of achievement
The Percentages of
Correct Answer
Grade Level
86% – 100 % A = Excellent Outstanding
71% – 85 % B = Good Above average
56% – 70% C = Fair Satisfactory
41% – 55% D = Less Below average
26% - 40% E = Poor Insufficient
47
J. Charles Alderson and Lyle F. Bachman, Analitic Scoring, (Cambridge University
Press, 2002), P. 116 48
J.B.Heaton, Writing English Language Tests, p.137
33
F. Technique of Data Analysis
The writer analyzed the data using quantitative data. Quantitative data
can be found through conducting test, the writer analyzed data by using
statistical analysis. In knowing whether the students’ writing ability of
analytical exposition text is improve or not. The writers used the steps which
were done by the writer in analyzing the result of students’ writing ability.
The researcher used criteria of assessment that is since the content of
students’ writing covered the generic structure. The element of writing is
content, organization, grammar, vocabulary, and mechanics.49
After
classifying the test items, the researcher will give score for each item. To see
whether the improvement of students’ writing ability after being taught
through using group investigation method is significant or not, the writer used
score of students' achievement.
1. Data from observation
Researcher uses observation scheme during the teaching and
learning process in pre-cycle research, cycle I, and cycle II. Data from
observation is described as detail as the researcher gets. Data from
observation are grouped based on students’ behaviour and students’
response that can be taken as a clue or indicator for students’
understanding when the analytical exposition thought.In this observation,
the researcher observed 6 aspects with criterion of scoring from the
observation checklists such as below:
In which percentage
a. Poor 0%-35%
b. Fair 40%-59%
c. Average 60%-74%
d. Good 75%-84%
e. Excellent 85%-100%
49
J. Michael O'Malley and Lorraine Valdez Pierce, Authentic Assessment for English
Language Learners, (London: Longman, 1996), p.144.
34
The observation is analyzed by using the following formula:
Score = Scored got x 100
Maximum score50
2. Data from test
In this research, the researcher also uses mean formula to know the
average of students’ score and to check students’ improvement in learning
analytical exposition text.
In analyzing the students’ test papers in writing an analytical
exposition text, the researcher used 5 elements proposed by Heaton, who
suggest those 5 elements to be used in scoring, and the maximal score for
each item is 5, so the total of maximal score will be 25. She thought that
those elements were suitable and completes to score a writing test.
While the average of the students’ result was counted by using the
following formula:51
Explanation:
The average of students score
The sum of item scores
The number of the students
50
Louis Cohen, Research Methods in Education, p.411
51 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT
RinekaCipta, 2006), p.
X
X
35
Mean of score from the pre-cycle will be compared with mean of the
first cycle and second cycle. It is to know how far the improvement of
students in this research.
G. Procedure of the Study
In the classroom action research, the researcher conducted a pre-
cycle formerly and two cycles by using group investigation method. There
are 4 steps in action research, they are planning (plan to use group
investigation method), acting (implement of group investigation method),
observing (the researcher observes the teaching learning process and
students’ activity in classroom), and reflecting (teacher and researcher).
1. Pre cycle
Pre test was the first activity of the action research. The writer
began to distribute the instruments, at that time the writer explained a little
about what analytical exposition text is and asked them to do pre test.
2. First Cycle (1st meeting)
Table 3. Cycle 1
N
o
Steps Activity of researcher
collaborator
Teacher activity
1 Planning - arranging a
lesson plan
based on the
teaching
material
- Preparing the
teaching
material
- Preparing the
test instrument
- Preparing the
observation
scheme
- Preparing the
teaching
material
- Preparing
student’s
attendance list
- Preparing the
poster contains
analytical
exposition test.
2 Acting - The researcher
as observer and
- The teacher
introduces the
36
teacher teaches
analytical
exposition text
by using group
investigation
method
method
- The researcher
divided students
to the
heterogeneous
group consists
5-6 students in
each group.
- The teacher
teaches
analytical
exposition text
by using Group
Investigation
method
- The teacher
gives the
students poster
about analytical
exposition text.
- Teacher gives a
test to students
based on the
poster.
3 Observing - The researcher
is a observer of
the teaching
learning
process
- Observing
students’
respond by
using Group
Investigation
method
- The teacher
applies this
method
- Observing the
teaching
learning process
4 Reflecting - The researcher
and teacher
discuss about
teaching
learning
process that
have been done
to find
weakness and
how to
Improve it in
- Te teacher and
researcher
evaluate the
step in teaching
learning process
as the result of
observation for
the student’s
ability on
analytical
exposition text.
37
the next cycle
3. The second cycle
Table 4. Cycle 2
No Steps Activity of researcher as
collaborator
Teacher activity
1 Planning - Arranging the
lesson plan
based on
teaching
material.
- Preparing the
teaching material
- Preparing the
test instrument.
- Preparing the
observation
scheme.
- Preparing the
teaching material.
- Preparing the
students
attendance list.
- Teacher arranges
improvement
action to be
developed became
learning
improvement
point.
2 Acting - The researcher is
as observer and
teacher teaches
analytical
exposition text.
- Teacher asks to
students about
their problem on
the previous
lesson.
- The teacher
explained the
students’ problem
and discussed.
- The teacher asked
the students their
understanding
about group
investigation
method that had
been given in the
day before.
- The teacher asked
the students to
back in their
groups and work
cooperatively.
- The teacher asked
the students to
write analytical
38
exposition text by
using group
investigation
method based on
the movie.
3 Observing - The researcher is
as observer of
the teaching
learning process.
- Observing
students’
respond by using
Group
Investigation
method.
- The teacher
explained the
material clearly.
- Observing
students’
participation.
- The teacher
encouraged the
students in order
they were
confidents to
write.
4 Reflecting - The researcher
and the teacher
discuss about
teaching learning
process that have
been done to find
weakness and
how to improve
it in the next
step.
- The teacher and
researcher evaluate
the step in
teaching learning
process and
discuss the result
observation for the
students’ ability in
analytical
exposition text.
39
CHAPTER IV
RESEARCH FINDING
A. Research Findings
In this chapter, the writer would like to describe and discuss the
findings of the research. This study is classroom action research on the use
of group investigation method in teaching writing ability on analytical
exposition text. Its purpose is to know the use of group investigation
method in teaching writing ability, and to identify the improvement of
students’ writing ability, especially at the eleventh grade students of MA
Manahijul Huda Pati in the academic year of 2011/2012.
In this study there were two cycles and before conducted the cycle,
the researcher gave preliminary test (the researcher got base score students
writing ability) and compared with each cycle after taught using Group
Investigation method. The descriptions of each are as follow:
1. Pre-cycle
Before conducting this action research, a pre-test was given. The
purpose of pre-test was to know the students’ ability in writing analytical
exposition paragraph. Pre-test was conducted on Monday, 1 August 2011.
They were 35 students who followed the test.
In this meeting, the teacher was doing teaching learning process as
usual, that is writing. But, many students did not pay attention to the
teacher. They tended make noisy in class, such as talk with other friend
and they do other activity that is not related with learning activity. There
were only some students active to ask questions to the teacher. They were
Nurul Unika Rohmah, Fitri Hidayah, Ahmad Romadhon, and M.Shofa
Ahwadi.
They had to write a analytical exposition paragraph about “is
smoking good for us?.” The length of paragraph consists of 15 sentences.
The time allotment was 40 minutes. The pre-test result would be
40
compared to the students’ test result after treatment to know the
improvement of the students’ ability in writing analytical exposition text.
The students’ written analytical exposition text was not coherent
and united. They constructed a paragraph in which the content did not
have good supporting ideas. They wrote an analytical exposition
paragraph about smoking with the lack of idea development.
The students were also poor in grammar and some of students
ignored about punctuations such as capital letters, period, and commas.
Based on the explanation above, the average of students’ result in
pre-test was poor. The teacher and researcher decided to use another
method to make students interested in the learning process in order to
improve students’ ability in writing analytical exposition text.
2. First Cycle
This activity was done on Saturday August 6th
and Monday August
8th
2011. The teacher announced the result of yesterday’s writing test. The
teacher told the students score of the test was not satisfying enough.
Here, the teacher brought the students to a clear importance of
comprehending the English texts, which can be facilitated through the
group-work. The limitation of time made the teacher only did the first step
in applying Group Investigation method. The teacher motivated the
students that the method would be useful for them. The teacher introduced
the role and group investigation learning.
The first cycle was about teaching and learning process and
achievement test. The topic was about healthy. The test is followed by 35
students. The researcher did research of using Group Investigation
method to improve students' writing ability at class XI MA Manahijul
Huda Pati.
Because this researcher was classroom action research, there were
four steps: planning. Acting, observing and reflecting.
41
a. Planning
1) The researcher and the teacher discussed to solve the problem of
pre-cycle and decided to use group investigation method to
improve students’ writing skill
2) The researcher and the teacher identified the learning design, such
as arranging lesson plan which was using group investigation
method,
3) The researcher and the teacher prepared the teaching learning
resources, such as prepared material, the test instrument, and the
observation checklist. The teacher taught used a lesson plan as the
form to implement of action.
In every cycle, the teacher used different writing text. In the
first, the teacher used analytical exposition text with the theme
“health”
b. Acting
This step, the teacher began from pre- writing activity,
while-writing activity, and post-writing activity.
1) Pre-writing activity is the activity of students and teacher
prepares themselves for the task and makes them familiar with
the theme. Purposes of this step are; to introduce and arouse
interest in the topic, to motivate learners by giving a reason for
writing, and the last to provide some language preparation for
the text.
2) While-writing activity where the teacher gave clearly
explanation about the material, grammatical feature, and
generic structure of analytical exposition text, introduced
group investigation method and introduced the way and the
rule of the method. After that, the students asked to do the
writing in groups, each group that consists of four or five
students.
42
3) Post-writing activity, the post-writing activity is intended as
kind of follow-up activity. In this activity the students must
present the report of group work in front of class. Then the
teacher gave conclusion and test.
In this activity, the researcher became a teacher and she
was accompanied by the teacher as observer.Learning process was
started by greeting, asked students to pray together, checking
students’ attendance and then the teacher gave brainstorming
before started the material by asking the students “Do you know
about analytical exposition text and the features of the text?” if
you know, raise your hand. In this case, there some students
answer the question, they were: Zahrotul Alfiliya, Dian Novita
dewi and Ahmad Romadhon. After that, the teacher explained
about analytical text and the features of the text. The teacher
introduced the theme about “health”. Then, students divided into
seven groups. Each group consist of four to five people based on
random system both in academically and gender. Then, students
each group found out data about their material and prepare who
investigated and prepared a report in form of analytical text. After
finished, the students each group presented their report in the class.
During presentation, the researcher observed the students
cooperative in group, the students’ activeness in present the
material, students concern toward other group presentation, the
students’ activeness in asking question, and the students’
activeness in answering questions in group. Then, students helped
the teacher if they faced the problem. In the last, the students and
the teacher evaluated each group contribution to the work of the
class.
c. Observing
The researcher observed the students’ writing skill by using
group investigation method by using observation sheets,
43
evaluated the result, collected data and monitored the teaching
learning process. It was used to find out to what extent the action
result reached the objective. The steps were as follow:
1) The researcher observed the teaching learning process in order
to know the influence of using group investigation in writing
skill on analytical exposition text.
2) The researcher observed the students’ activity in preparing
their investigation.
3) The researcher wrote the success and the problem when the
teaching learning process in progress which was not enough
sufficient in reaching the objectives.
Table 5
result of aspect observed in cycle 1
No
Indicators
Poor
(0-
35%)
Fair
(40-
59%)
Averag
e
60-
74%)
Good
(75-
84%)
Excelle
nt
85-
100%)
Total
score
1 2 3 4 5
1 Students
concern toward
teacher’s
explanation.
3
3
2 Students’
cooperative in
group.
3
3
3 The Students
activeness in
present the
material.
3
3
44
4 Students
concern toward
other group
presentation.
4
4
5 The students’
activeness in
asking question.
2
2
6 The students’
activeness in
answering
questions in
group.
4
4
19
Score = Total Score x 100
Maximum score
Score = 19 x 100
30
=63,33%
According to the result of the observation above it can be
concluded that the teaching learning process was sufficient
learning. Although some of students made noisy with other friends
at teacher’s explanation, Students did not cooperate in their group,
Students did not take part in deliver the material, students did not
concern toward presentation and make noisy in learning activity,
45
students did not ask question and students did not give answer the
question.
The students’ writing skill was improved by using group
investigation method. It was proved by the results of the
observation that were more than 60% students could improve
writing skill in four aspects although there were one aspect less
than 60%.
The improvement of students’ writing skill by using group
investigation method, it was resulted that the students’ writing
skill mean was 63, 33%.
d. reflecting
Based on the activity during cycle 1, the researcher noted that there
were some problems should be solved in the next cycle, the
problems were as follow:
1) Because of the results of cycle 1 were not good enough, the
teacher and the researcher discussed about the activity in cycle
2 to solve the problems. Especially in group work.
2) Class should be conductive during teaching learning process,
before teacher started the activity. There are 6 students shouted
that make noisy. The teacher should control the class well.
3) When the activity in progress, the researcher found some
students were passive in group. They were not fully joining in
the investigation although they were in group pairs. It was the
duty of the teacher to give more attentions and motivation
toward the students in order to have a will or interest to join in
group work activity. It can be done by calling their name and
approached them, and asked their problems in joining the
writing class.
4) Time management was very important factor in teaching
learning process. The students need a longer time to investigate
46
their material. So, teacher should manage and provide time
perfectly.
3. Second Cycle
The activity of cycle 2 was in line with the steps of planning
activity. Cycle 2 activity was in two meetings. Cycle 2 was conducted on
13th
of August and 15th
of August 2011.
a. Planning
1) The researcher and the teacher started the lesson by motivating the
students and she also announced the result of yesterday’s writing
test. The teacher told the students score of the test was better than the
pre-cycle score.
2) The researcher and the teacher identified the teaching learning
design, such as arranging lesson plan which was according to the
teaching learning process, in this meeting the teacher used the same
method as the previous meeting and the teaching learning process
ran well. The students paid attention toward teacher’s explanation
and they were interested with the topic on the day. They more
cooperative in to do the group work and they were to be more active
than previous meeting. The topic based on the video. The test is
followed by 35 students.
3) The researcher and the teacher prepared observation sheet,
worksheet, and added of documenting for the second cycle.
4) Prepared present list in order to know students’ activeness in joining
teaching learning process.
b. Acting
The researcher did some activities such as in the first
cycle.Learning process was started by greeting, asked students to pray
together, checking students’ attendance. Then teacher asked the students
to repeat previous lesson and asked about global issues like global
warming. The teacher gave brainstorming before started the material by
47
asking the students “what your opinion about global warming?” if you
know, raise your hand. In this case, there some students answer the
question. They were: Windartik, MuhLutfiAdib and FitriHidayah.
The students were introduced using group investigation method in
writing skill for the second time. The teacher offered knowledge to know
steps and characteristic of group investigation method. After that, the
teacher introduced new theme based on the video. Then, students divided
into seven groups. The member of group was same with the first cycle. In
the second cycle, the teacher prepared video. Each group got the task to
investigate in theme based on the video. Students’ representative from
every group came forward in class to choose one theme. Then, students
each group found out data about theme based on video and prepared a
report in form of analytical exposition text. After finished, the students
each group presented their report in the class. During presentation, the
researcher observed the students cooperative in group, the students’
activeness in present the material, students concern toward other group
presentation, the students’ activeness in asking question, and the students’
activeness in answering questions in group. Then, students helped the
teacher if they faced the problem. In the last, the students and the teacher
evaluated each group contribution to the work of the class. After all of the
process had finished, the teacher evaluated students by givinga test. The
test conducted in next day on Monday August 15st 2011.
The last, the teachergave suggestions to the students to study hard
and also increasedtheir vocabulary and learned grammar. Because
vocabulary and grammar have role important in writing ability. Then, the
teacher asked students to say hamdalah together then closed the meeting.
c. Observing
The researcher observed the students’ writing skill on analytical
exposition by using group investigation method by using the observation
sheets, evaluated the result, collected the data and monitored the teaching
48
learning process. It was used to find out to what extent the action result
reached the objective. The steps were as follow:
1) The researcher observed the teaching learning process in order to
know the influence of using group investigation to improve students’
ability in writing skill on analytical exposition text.
2) The researcher observed the students’ activity in preparing
investigation.
3) The researcher wrote the success and the problems when the teaching
learning in progress which was not enough sufficient an reaching the
objectives.
The observer observed students in learning process at class by
using observation checklist like at the first cycle. It could be seen in the
table below:
Table 6
result of aspect obcerved in cycle 2
No
Indicators
Poor
(0-35%)
Fair
(40-
59%)
Averag
e
60-
74%)
Good
(75-
84%)
Excelle
nt
85-
100%)
Total
score
1 2 3 4 5
1 Students
concern toward
teacher’s
explanation.
3
3
2 Students’
cooperative in
group.
4
4
3 The Students
activeness in
present the
3
3
49
material.
4 Students
concern toward
other group
presentation.
4
4
5 The students’
activeness in
asking question.
4
4
6 The students’
activeness in
answering
questions in
group.
4
4
22
Score = Total Score x 100
Maximum score
Score = 22 x 100
30
=73, 33%
According to the result of the observation above, it can be
concluded that the majority of the students joined the class
enthusiastically. It was better than the result of cycle 1. All activities in
the second cycle could run well. It can be seen from their responses. The
students paid attention toward teacher’s explanation. They more
cooperative in to do the group work and they were to be more active than
50
previous meeting. They took active in answering question although
helped by the teacher.
d. Reflecting
The result of the second cycle was also considered as
implementation. It was better than previous one. There was an
improvement in this cycle. The condition of the class was getting better.
The students listen to the teacher’s explanation and did not make noisy in
learning activity. The students took active part in cooperation and can
associate with member group. It was because they are interesting to study
with Group Investigation method that the teacher never uses it as
teaching method before
The researcher concluded that the problems have been solving
using Group Investigation method to teaching English writing ability.The
teacher should motivate students to always writing a lot in English text
and motivate the passive students in order to be brave to express their
idea.
All of the students had positive responses toward the teaching
activity by using Group Investigation method. They felt enjoy when they
were taught using Group investigation, because could help the students to
introduce with other friend who have different background both in
academically and gender. So, they could work together. Most of students
also said that they were any improvement in writing ability after the
teaching learning process with Group investigation method.
It proved that the use of Group Investigation method could
motivate the students’ interest in learning English and improve students’
writing ability. Through this method not only helped students improve
their writing ability but also helped them to introduce with other friends
both in academically and gender.
51
B. Research Analysis
After the researcher implemented the use of group investigation
method to improve students’ writing ability, the researcher got the
datafrom every cycle. It was analyzed of pre-cycle and two cycles the
researcher got the result of classroom action research. The result of
researcher shows that there was significant improvement of student’s
ability in writing analytical exposition text after taught using group
investigation method.
1. Pre-cycle
The pre-cycle was conducted on Sunday, August 1st 2010. In
this meeting the teacher was doing teaching learning process as
usual that is the teacher used reading aloud method.
a. Measuring the students individual improvement
After conducting the test, the researcher gave score. The
maximum score was 100.
After finding the research of students test score in reading
class, the researcher went to further analysis by using
percentage of scoring as follow:
Score= C1+C2+C3+C4+C5
The test result of pre-cycle can be seen in the table below.
Table 7
The test result of pre-cycle
No Students code Score Percentage
1 C-1 50 50%
2 C-2 60 60%
3 C-3 55 55%
4 C-4 70 70%
5 C-5 55 55%
6 C-6 50 50%
7 C-7 65 65%
8 C-8 65 65%
9 C-9 60 60%
52
10 C-10 55 55%
11 C-11 55 55%
12 C-12 60 60%
13 C-13 50 50%
14 C-14 80 80%
15 C-15 65 65%
16 C-16 60 60%
17 C-17 60 60%
18 C-18 70 70%
19 C-19 75 75%
20 C-20 50 50%
21 C-21 70 70%
22 C-22 65 65%
23 C-23 50 50%
24 C-24 45 45%
25 C-25 60 60%
26 C-26 70 70%
27 C-27 65 65%
28 C-28 60 60%
29 C-29 55 55%
30 C-30 75 75%
31 C-31 45 45%
32 C-32 50 50%
33 C-33 55 55%
34 C-34 60 60%
35 C-35 55 55%
M 2090
From the result of pre-cycle showed that many of students
still low in their writing ability. From 35 students, 1 student get
80 and 2 students get 75 or good mark, 4 students get 70, 5
students get 65, and 8 students get 60 or fair mark, 7 students
get 55, 6 students get 50, and 3 students get 45.
b. Measuring mean
The mean score of writing class can be searched by using
this following formula:
X
53
2090
35
= 59.71
The average achievement of students in the pre-cycle was
59.71. The result of pre-cycle was lower than the criterion that
has been stipulated by KKM (Kriteria Ketuntasan Minimal/
Minimum Passing Grade Criteria) there are 70. The researcher
concluded that the treatment in each cycle was necessary to
improve students’ writing ability result.
2. Cycle 1
The first cycle was conducted on Saturday August 7th
and
Sunday August 8th
2010. It was held 07.40 - 09.00 am and 07.40 -
08.20 am. In the first cycle the teacher taught writing using group
investigation method. There were some obstacles in apply this
method, it was made class noisy and some students did not join
with other.
a. Measuring the students individual improvement
After conducting the test, the researcher gave score. After
finding the research of students test score in writing class, the
researcher went to further analysis by using percentage of
scoring as follow:
Score= C1+C2+C3+C4+C5
The test result of cycle 1 can be seen in the table below.
Table 8
The test result of cycle 1
No Students code Score Percentage
1 C-1 60 60%
2 C-2 60 60%
3 C-3 65 65%
4 C-4 80 80%
5 C-5 70 70%
X
54
6 C-6 70 70%
7 C-7 65 65%
8 C-8 70 70%
9 C-9 65 65%
10 C-10 60 60%
11 C-11 65 65%
12 C-12 70 70%
13 C-13 65 65%
14 C-14 80 80%
15 C-15 65 65%
16 C-16 70 70%
17 C-17 75 75%
18 C-18 60 60%
19 C-19 70 70%
20 C-20 60 60%
21 C-21 75 75%
22 C-22 60 60%
23 C-23 65 65%
24 C-24 70 70%
25 C-25 60 60%
26 C-26 70 70%
27 C-27 85 85%
28 C-28 65 65%
29 C-29 65 65%
30 C-30 90 90%
31 C-31 55 55%
32 C-32 70 70%
33 C-33 60 60%
34 C-34 65 65%
35 C-35 70 70%
M 2370
From the result of pre-cycle showed that many of students
still low in their writing ability. From 35 students, 1 students
get 90, 2 student get 80 and 2 students get 75 or good mark, 10
students get 70, 10 students get 65, and 8 students get 60, 1
students get 55.
b. Measuring mean
The mean score of reading class can be searched by using
this following formula:
55
2370
35
= 67.71
The average achievement of students in the cycle 1 was
67.71. It means the students score in the first cycle can be
categorized as fair. The researcher concluded that the treatment
in cycle 1 was necessary to improve students’ writing ability.
Because there were one students test score still unsatisfied yet,
so the researcher could continue to the next cycle.
3. Cycle 2
The second cycle was conducted on Sunday August 14st and
Monday August 15nd
2010. It was held 07.40 - 09.00 am and 07.40
- 08.20 am. In the second cycle the teacher taught writing using the
same method as previous meeting that is group investigation
method and using video. This activity makes the students enjoy the
lesson more than before. They worked in their groups and did their
roles better than before.
a. Measuring the students individual improvement
After finding the research of students test score in writing
class, the researcher went to further analysis by using
percentage of scoring as follow:
Score= C1+C2+C3+C4+C5
The test result of cycle 2 can be seen in the table below.
Table 9
The test result of cycle 2
No Students code Score Percentage
1 C-1 70 70%
2 C-2 75 75%
3 C-3 70 70%
X
X
56
4 C-4 80 80%
5 C-5 75 75%
6 C-6 80 80%
7 C-7 70 70%
8 C-8 85 85%
9 C-9 70 70%
10 C-10 75 75%
11 C-11 65 65%
12 C-12 70 70%
13 C-13 70 70%
14 C-14 75 75%
15 C-15 65 65%
16 C-16 80 80%
17 C-17 70 70%
18 C-18 70 70%
19 C-19 90 90%
20 C-20 85 85%
21 C-21 90 90%
22 C-22 70 70%
23 C-23 75 75%
24 C-24 75 75%
25 C-25 65 65%
26 C-26 85 85%
27 C-27 85 85%
28 C-28 70 70%
29 C-29 70 70%
30 C-30 85 85%
31 C-31 75 75%
32 C-32 75 75%
33 C-33 70 70%
34 C-34 80 80%
35 C-35 65 65%
M 2625
b. Measuring mean
The mean score of reading class can be searched by using
this following formula:
2625
35
X
X
57
= 75
The average achievement of students in the last cycle was
75 or very good mark. It can be said the second cycle was
successful since the result was better than in the pre-cycle and
in the first cycle. The researcher concluded that there is
improvement students’ writing ability from pre-cycle until
cycle 2.
The result of the test from the pre-cycle until second cycle
briefly can be seen in table 4 below.
Table 10
The tests result from the pre-cycle until the second cycle
No Students code Pre-
cycle
Cycle 1 Cycle 2
1 C-1 50 60 70
2 C-2 60 60 75
3 C-3 55 65 70
4 C-4 70 80 80
5 C-5 55 70 75
6 C-6 50 70 80
7 C-7 65 65 70
8 C-8 65 70 85
9 C-9 60 65 70
10 C-10 55 60 75
11 C-11 55 65 65
12 C-12 60 70 70
13 C-13 50 65 70
14 C-14 80 80 75
15 C-15 65 65 65
16 C-16 60 70 80
17 C-17 60 75 70
18 C-18 70 60 70
19 C-19 75 70 90
20 C-20 50 60 85
21 C-21 70 75 90
22 C-22 65 60 70
23 C-23 50 65 75
24 C-24 45 70 75
25 C-25 60 60 65
58
26 C-26 70 70 85
27 C-27 65 85 85
28 C-28 60 65 70
29 C-29 55 65 70
30 C-30 75 90 85
31 C-31 45 55 75
32 C-32 50 70 75
33 C-33 55 60 70
34 C-34 60 65 80
35 C-35 55 70 65
Sum 2090 2370 2625
Mean 59.71 67.71 75
Low
score
45 55 65
High
score
80 90 90
C. Discussion
The data were obtained from the students’ achievement scores of
the test of writing analytical exposition text by using group investigation
method there was a significant improvement in every test and good
responses by the students. Based on calculation result after getting all of
the treatment using Group Investigation method, the student’s average
score increased significantly, the student’s average score from pre cycle
was 57.71, score from the first cycle was 65.71, and score from the second
cycle was 75.
The following is the chart of the test during the Classroom Action
Research:
Table 11
0
10
20
30
40
50
60
70
80
Pre-cycle Cycle 1 Cycle 2
59
From the diagram above, the use of group investigation method to
improve students’ writing ability can help students to understand the
writing material. So, in this classroom action research of the
implementation of group investigation method to improve students’
writing ability in analytical text at MA Manahijul Huda Pati was success.
It can be seen from the result of each cycle show any improvement not
only in teaching learning activity but also the result of test.
Based on the observation with the students, many factors that
influenced the result of study. One of factors is using method in teaching
learning process. The method is suitable in teaching writing ability, so the
students can enjoy the lesson.
Process in writing is more complicated intellectual undertaking
than other. So, writing is difficult. Students need to be creative enough to
generate ideas and goal directed enough to organize those ideas into
meaningful text in writing. But, the use of group investigation to improve
students’ ability in writing skill on analytical exposition text made students
easy to understood analytical exposition text material that is delivered by
the teacher. A fun learning can stimulate students’ spirit to be active
connecting material with the practice of analytical exposition text such as
is smoking good for us, global warming and so on. By considering the
students’ final score after getting treatment, the teaching of analytical
exposition text using group investigation as a method was better than
without group investigation ( method).
60
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion. The conclusions are
drawn from the result and discussion in the chapter IV. The suggestions are
proposed to the English teacher, students in senior high school, the next researcher
and the education stake holder in common.
A. Conclusion
Based on the result from the chapter IV of the researcher that had been
done in the two cycles in the research in the entitled “Using Group
Investigation method to improve students’ writing ability in analytical
exposition text (a classroom action research with eleventh graders of MA
Manahijul huda Pati in the academic year of 2011/2012)” can be applied to
stimulate and give motivation to students to write analytical exposition text. It
can be seen by significant different of students’ ability between pre-cycle
until the last meeting, it can be concluded that as follows:
First, the implementation of Group Investigation method to improve
students’ writing ability has been applied through action research they are:
The improvement of learning tool, teacher chooses interesting analytical
exposition text in every cycle that appropriate for senior high school in order
to make students interested with the text. Motivate students to cooperate in
group. Since the students accustom to think individually, teacher should
motivate students to discuss the writing material cooperatively and cooperate
in group when they are assigned to do the group work. Motivate the passive
students to be more active during the lesson. This relates with student ability
to pay attention during the lesson, to understand the material and to speak up
their mind in order to brave to express their mind. Students’ engagement in
writing ability. This related to students’ effort to understand the text, to know
new vocabulary and understand the meaning of the writing text. Students
writing ability not only in the text but, writing ability will be developed best
in association with speaking, listening, and speaking activities.
61
Second, this research shows us that the use of Group Investigation
(GI) method in improving students’ writing ability can help the students to
solve their problems. The test result indicated that the students varied in their
writing skill achievement. After the researcher conducted pre cycle up to
second cycle, there was a significant improvement in every test and good
responses by the students. Based on calculation result after getting all of the
treatment using Group Investigation method, the student’s average score
increased significantly, the student’s average score from pre cycle was 57.71,
score from the first cycle was 65.71, and score from the second cycle was 75.
B. Suggestion
In this study, the writer would like to offer some suggestions to
improve the students’ ability in writing skill in order to get better result.
1. For the teacher
It is important that the teacher usesof group investigation (GI)
sometimes as an alternative method in teaching writing skill. Usually,
writing is such kinds of activities that often bored the students. So, the
use of this method will always give the students fresh and new
condition. Hopefully, it can motivate the students and make them
interested in writingand the students can cooperate with other friends
who have difference background both in academically and gender.
2. For the student
It is very useful for the passive students’ to improve their abilities
of communication or the group skill.
3. For the next researcher
a. Hopefully, there will be an improvement for the next study.
b. The writer hopes other researchers can use it as a reference to
conduct their research on the same field. It is really possible that
there is another more effective way to teach writing ability.
62
C. Closing
Praise be to Allah SWT, that has been giving protection and
guidance so that this thesis can be finished. The writer realized that this
paper is far from perfection. Because of that, criticies and suggestion from
the reader are very expected for the perfection of the paper. Hopefully, this
paper is useful for all of us. Amin.
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Blanchard, Karen and Root, Christine, Ready to Write, (New York: Pearson
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Zingaro, Daniel, Group Investigation: Theory and Practice ( Toronto: Ontario
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translation30.php
http://dudy-adityawan.com/education/group-investigation-method-learning/ cited on
Friday 7th
Jan, 2011
1
Appendix 1
LESSON PLAN 1
School : MA Manahijul Huda Pati
Subject : English
Class/Semester : XI/1
Kind of text : Analytical Exposition text
Skill focus : Writing
Time allocation : 3 x 40 minutes
Standard of Competence : Expressing meaning in short functional text and
monologue in report, narrative, and analytical
exposition in the context of daily life.
Basic Competence : To express meaning and rhetorical stage in essay
written language accurately, fluently and
acceptably in the context of daily life in report
texts, narrative texts, analytical exposition texts.
Indicator :
- Students are able to use grammar, vocabulary and punctuation accurately
- Students are able to identify the generic structure of analytical exposition
text
I. Learning Outcomes
By the end of the lesson, students are able to:
- Identify the main idea of analytical exposition text
- Identify the detail information from the text related to the theme
- Identify the features of analytical exposition text
II. Material : Write analytical exposition text based on the poster
III. Teaching Method : GI
IV. Learning Activities
A. Pre Activities
- Teacher greets the students
- Teacher checks students’ attendance by calling the roll
2
- Teacher asks students’ condition
B. Main Activities
1. BKoF (Building Knowledge of Field)
- Teacher reviews previous lesson
- Teacher asks students the following questions:
How about your test yesterday?
Is it difficult for you?
Do you know about analytical exposition text?
Do you know about features of analytical exposition text?
- Students answer the question orally
2. MoT (Modeling of Text)
- Teacher explains about analytical exposition text and the features
- Students are divided into groups
- Teacher distributes the passage to the students
- Teacher divide posters to the students
- Students identify the structure of text, the main idea, detail information,
generic structure.
3. JCoT (Join Construction of Text)
- Each group writes name of person in around them
- Each group collects the paper name of person
- Students find out data about people who write in paper
- Students make investigation about material
- Students prepare a report (in the form of analytical exposition text)
- Students deliver the report for the whole class
- Teacher gives chance for students to ask or respond to the presentation
- Teacher helps students if they face the problem
4. ICoT (Independent Construction of Text)
- Teacher gives students test 1
C. Post Activities
- Teacher invites the students to raise some questions
- Teacher closes the lesson
3
V. Source : Th.M.Sudarwati dkk, Look Ahead an English
courses for SMA Grade X1 Jakarta, Erlangga , 2007
VI. Assessment
a. Form : Written test
b. Technique : Students are write analytical exposition text based
on the poster
c. Aspect to be assessed : content, organization, vocabulary, grammar and
mechanic
d. Scoring guidance :
1) Percentage of correct answer
The Percentages of
Correct Answer
Grade Level
86% – 100 % A = Excellent Outstanding
71% – 85 % B = Good Above average
56% – 70% C = Fair Satisfactory
41% – 55% D = Less Below average
26% - 40% E = Poor Insufficient
2) Maximal score 100
3) Maximal grade 100
4) Students score= C1+C2+C3+C4+C5
5) VII. Instrument & Summary of the Material
VII. ASSESSMENT
5
Appendix 2
LESSON PLAN 2
School : MA Manahijul Huda Pati
Subject : English
Class/Semester : XI/1
Kind of text : Analytical Exposition text
Skill focus : Writing
Time allocation : 3 x 40 minutes
Standard of Competence : Expressing meaning in short functional text and
monologue in report, narrative, and analytical
exposition in the context of daily life.
Basic Competence : To express meaning and rhetorical stage in essay
written language accurately, fluently and
acceptably in the context of daily life in report
texts, narrative texts, analytical exposition texts.
Indicator :
- Students are able to use grammar, vocabulary and punctuation accurately
- Students are able to identify the generic structure of analytical exposition
text
I. Learning Outcomes
By the end of the lesson, students are able to:
- Identify the main idea of analytical exposition text
- Identify the detail information from the text related to the theme
- Identify the features of analytical exposition text
II. Material : Write analytical exposition text based on the poster
III. Teaching Method : GI
IV. Learning Activities
A. Pre Activities
- Teacher greets the students
- Teacher checks students’ attendance by calling the roll
6
- Teacher asks students’ condition
B. Main Activities
1. BKoF (Building Knowledge of Field)
- Teacher reviews previous lesson
- Teacher asks students the following questions:
How about your test yesterday?
Do you like watching video?
What video do you like?
- Students answer the question orally
2. MoT (Modeling of Text)
- Teacher explains about analytical exposition text and the features
- Students are divided into groups
- Teacher distributes the passage to the students
- Teacher divide posters to the students
- Students identify the structure of text, the main idea, detail information,
generic structure.
3. JCoT (Join Construction of Text)
- Each group writes name of person in around them
- Each group collects the paper name of person
- Students find out data about people who write in paper
- Students make investigation about material
- Students prepare a report (in the form of analytical exposition text)
- Students deliver the report for the whole class
- Teacher gives chance for students to ask or respond to the presentation
- Teacher helps students if they face the problem
4. ICoT (Independent Construction of Text)
- Teacher gives students test
C. Post Activities
- Teacher invites the students to raise some questions
- Teacher closes the lesson
7
V. Source : Th.M.Sudarwati dkk, Look Ahead an English
courses for SMA Grade X1 Jakarta, Erlangga , 2007
VI. Assessment
a. Form : Written test
b. Technique : Students are write analytical exposition text based
on the video
c. Aspect to be assessed : content, organization, vocabulary, grammar and
mechanic
d. Scoring guidance :
1) Percentage of correct answer
The Percentages of
Correct Answer
Grade Level
86% – 100 % A = Excellent Outstanding
71% – 85 % B = Good Above average
56% – 70% C = Fair Satisfactory
41% – 55% D = Less Below average
26% - 40% E = Poor Insufficient
2) Maximal score 100
3) Maximal grade 100
4) Students score= C1+C2+C3+C4+C5
5) VII. Instrument & Summary of the Material
8
VII. ASSESSMENT
The teacher asks students to write an analytical exposition text based on
the poster.
Aspects to be assessed
- content, organization, vocabulary, grammar and mechanic
Semarang, August 13 , 2011
The Researcher,
Rina Mayasari
NIM.073411020
Approved by
Headmaster English Teacher
Zaenal Arifin, S.Pd Mahmudah, S.Pd.
9
Appendix 3
The list of students
NO STUDENTS CODE
1 AHMAD ROMADHON C-1
2 ANIQOTUL’ ATIYYAH C-2
3 ANITA FITRIANI C-3
4 ATIK ROHMAWATI C-4
5 DEVI ANDIKA SARI C-5
6 DIAN NOVITA DEWI C-6
7 DIYAH HANIFIATI C-7
8 EVA FITRIANA C-8
9 FARIKHATUN NI’MAH C-9
10 FAUL ZAHROTUN N C-10
11 FINALIA AGUSTINA C-11
12 FITRI HIDAYAH C-12
13 IKA LAILIN NISFAH C-13
14 INAYATUS SA’ADAH C-14
15 JUMIATUN C-15
16 KARTINI C-16
17 LAILIYATUL MU’AFIYAH C-17
18 M.SHOFA AHWADI C-18
19 MAHYA RIZKIYA C-19
20 MUFATTIKATUL
FIKRIYAH
C-20
21 MUH LUTFI ADIB C-21
22 NAYLI IFFATUL MAULA C-22
23 NOVIYATUN C-23
24 NURUL ANAM C-24
25 NURUL UNIKA ROHMAH C-25
26 NUSROH ULFAH C-26
27 PARMI C-27
28 PARMONO C-28
29 PUJI LESTARI C-29
30 RIZKA AYUK ANDRIYANI C30
31 WAKHID ANDRA PRASTA C-31
32 WINDARTIK C-32
33 WINDI VIRONIKA YULI
ASTUTI
C-33
34 YULI NUR HIDAYATI C-34
35 ZAHROTUL ALFILIA C-35
10
Appendix 4
The list of group members
Group 1 Group 2
1. IkaLailinNisfah 1. NurulUnikaRohmah
2. FaulZahrotun N 2. Parmi
3. Anita Fitriani 3.MahyaRizkiya
4. Noviyatun 4. Kartini
5. MuhLutfiAdib 5. FitriHidayah
Group 3 Group 4
1. LailiyatulMu’afiyah 1. InayatusSa’adah
2. M. ShofaAhwadi 2. Jumiatun
3. NusrohUlfah 3. DiyahHanifiati
4. ZahrotulAlfilia 4.Ahmad Romadhon
5. Aniqotul ‘Atiyyah 5.Windartik
Group 5 Group 6
1. FarikhatunNi’mah 1. WindiVironikaYuliAstuti
2. Devi Andika Sari 2.Parmono
3. Dian NovitaDewi 3. FinaliaAgaustina
4. Eva Fitriana 4. AtikRohmawati
6. YuliNurhidayati 5. RizkaAyukandriyani
Group 7
1. MufattikatulFikriyah
2. NayliIffatulMaula
3. NurulAnam
4. Puji Lestari
5. WakhidAndraPrastya
11
Appendix 5
WORKSHEET
Pre-test
Theme : fast food, healty eating?
Kind of text : Analytical exposition text
Time Allotment : 35 minutes
Instruction :
1. Write your name and class on the top of the paper.
2. Write an analytical exposition text based on theme.
3. The duration of writing is 35 minutes.
4. You have to write at least 15 sentences.
5. If you need, you can open your dictionary.
Title:…………………………………………
Thesis:
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………...
Name :
Class :
No :
12
Arguments:
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………….............................................................................
............................................................................................................
Reiteration:
……….............................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
........................................................................................................
13
Appendix 6
WORKSHEET
Cycle 1
Theme
Kind of text : Analytical exposition Text
Time Allotment : 35 minutes
Instructions :
1. Write your name and class on the top of the paper.
2. Make a short analytical exposition text about healthy life based on the poster
3. The duration of writing is 35 minutes.
4. You have to write at least 15 sentences.
5. If you need, you can open your dictionary.
Title:…………………………………………
Thesis:
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………...
Name of group:
Class :
14
Arguments:
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………….............................................................................
............................................................................................................
Reiteration:
……….............................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
........................................................................................................
15
Appendix 7
WORKSHEET
Cycle 2
Theme :
Kind of text : Analytical exposition text
Time Allotment : 35 minutes
Instruction :
1. Write your name and class on the top of the paper.
2. Write an analytical exposition text based on the video you just wacthed.
3. The duration of writing is 35 minutes.
4. You have to write at least 15 sentences.
5. If you need, you can open your dictionary.
Title:…………………………………………
Thesis:
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………...
Name of groups:
Class :
16
Arguments:
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………….............................................................................
............................................................................................................
Reiteration:
……….............................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
........................................................................................................
17
Appendix 8
Aspects observed:
1. Students concern toward teacher’s explanation
Score 1: Students make noisy with other friends at the teacher’s explanation
Score 2: Students do not make noisy in learning activity but they do other
activity that is not related with learning activity and they do not
listen to the teacher’s explanation
Score 3: Students listen to the teacher’s explanation but they do other
activity that is not related with learning activity
Score 4: Students concern toward teacher’s explanation really
2. Students cooperative in group
Score 1: Students do not cooperate in group
Score 2: Students take active part in cooperation but they can not associate
with member of group
Score 3: Students take active part in cooperation and can associate with
member of group
Score 4: Students take active part in group cooperation correctly and active
in presentation
3. The Students activeness in presenting the material
Score 1: Students do not take part in delivering the material
Score 2: Students are not clear in delivering the material, students’ voice is
low and English writing ability is still bad
Score 3: Students are clear in delivering the material, but the presenter is not
directed to audience and the presenter is good in English writing
ability
Score 4: Students face to audience and look at the audience at presentation,
deliver the material clearly with loud voice and the presenter is
good in English writing ability
4. Students concern toward other group presentation
Score 1: Students do not concern toward presentation and make noisy in
learning activity
18
Score 2: Students listen to other group presentation, but they do other
activity that is not related with learning activity
Score 3: Students listen to other group presentation
Score 4: Students concern toward other group explanation seriously and
note it
5. The students’ activeness in asking question
Score 1: Students do not ask question
Score 2: Students ask question but the question is not match with the
material
Score 3: Students ask question as many as possible, but the question is not
focus of the problem
Score 4: Students ask question with a good question
6. The students’ activeness in answering questions in group
Score 1: Students do not give answer the questions
Score 2: Students give answer the question but the answer is not match
Score 3: Students give answer but helped by the teacher
Score 4: Students give complete answer without helped by the teacher
ASSESSMENT CRITERION:
1 = Less
2 = Fair
3 = Good
4 = Excellent
ASSESSMENT PERCENTAGE EXPLANATION:
86% - 100% = Excellent learning
71% - 85% = Good learning
56% - 70% = Sufficient learning
< 55% = Bad learning
Appendix 10
Students make planning the investigation in group
Students analyze and reach some conclusion in implementation or carrying out
the investigation.
Students work in group in cycle 1 and the researcher observe it
Students work in group in cycle 2 and the researcher observe their activities
Students do their investigation in cycle 1
Students preparing final project in cycle 2
Appendix 11
Profile of MA Manahijul Huda Pati
MA Manahijul Huda Pati was officially founded on August 6, 1960. It is
institutions which located at Jl. Kauman no 3 Ngagel Dukuhseti Pati
Vision
Menjadi sekolah unggul yang menghasilkan siswa berakhlaq mulia dan berprestasi
tinggi.
(To be an excellent school that produces noble students with high-achievement).
Mission
1. Membina mental dan budi pekerti luhur melalui pendidikan.
(To build a good character through education).
2. Melaksanakan kegiatan belajar mengajar secara efektif dalam mendukung
peningkatan prestasi.
(To conduct the teaching learning effectively to support achievement
enhancement).
3. Menumbuhkan sikap komunitatif, koordinatif dan suportifitas.
(To promote the communicative, coordinative and sportive attitude)
4. Menjunjung wibawa sekolah.
(To promote the school’s prestige).
Programs of Study
1. Science Program
2. Social Program
3. Language Program
Address : Jl. Kauman No.3 Pati 59158
Phone : (0295) 7605578-7609076, fax. (0295) 7605578
Website : http://www.MAMMHPT.sch.id
Accreditation : B
CURRICULUM VITAE
Name : Rina Mayasari
Date of Birth : Pati, April 21th
, 1989
Student Number : 073411020
Address : 1. Home
Ngagel Rt 01 Rw 03 No.34
Dukuhseti Pati 59158
2. Boarding House
Jl. Segaran atas Rt 02 Rw 11 No 19
Ngaliyan Semarang
Educational Background
1. RA Aisyah Pati
2. SDN Ngagel 02 Pati
3. MTs Manahijul Huda Pati
4. MA manahijul Huda Pati
5. Fakultas Tarbiyah IAIN Walisongo Semarang
Semarang, Dec 12th
2011
The Writer,
Rina Mayasari
NIM 073411020