CHAPTER I

INTRODUCTION
This chapter presents the background of the study, statement of the problem,
objective of the study, significance of the study, hypothesis, scope and limitation,
and definition of key terms. Those will be presented as follows:
A. Background of the Study
In English there are four skills that must be learned; they are
listening, speaking, reading and writing. As one of the four language skills,
writing has always occupied place in most English language course.
Writing is the expression of language in the form of letters, symbols and
words. Through writing someone can share their knowledge, convey idea
or feeling and intention to other people.
English as one of international languages is spoken in many
countries throughout the world, including Indonesia. As the first
foreign language in Indonesia, English has been given special
attention. Therefore, it is taught at Elementary Schools, Junior High
Schools, Senior High Schools, and Vocation Schools even Colleges or
Universities.
According to Harmer (2004:31), writing encourages students to
focus on accurate language use because they think as they write; it may
well provoke language development as they resolve problems which the
writing puts into their minds. When writing, students frequently have more
time to think than they do in oral activities. Students can go through what
they know in their minds and even consult dictionaries, grammar books, or
other reference material to help them.
1

Descriptive text is one of genre text which has generic structure

and generic feature. The generic structure consist of identification and
description, and for the generic feature consist of using simple present
tense, certain nouns, adjective, action verb, etc. The students and teacher
have to consider the position of grammatical of writing which can make
the writing of students influence the quality of studentswriting. So the
teachers must be able to think effectively in teaching writing, especially
descriptive text.
In Think Pair Share students are given a task and work
individually, then students form pairs, and discuss their ideas. After that,
each pair shares the result of their discussion with the whole class.
(Fachrurrazy, 2012: 59). Think Pair - Share is one of model that is used
by the teacher, in which the students work together in a group of the
classroom to reach a purpose together. It is also called team work or
working in a group just like discussion, but in this model every student
work in a group and also should be active in the class room. The teacher
gives the topic, after that the students discuss the topic and then share the
idea and information in group and one member of group write the result of
discussion in white board. This model also gives the chances to the
students to express their own ideas and opinions.
Think - Pair - Share has many advantages over the traditional
questioning structure. The Think Time incorporates the important
concept of wait time. It allows all students to develop answers. Longer
and more elaborate answers can be given. Answers will have reasons and

justifications because they have been thought about and discussed.

Students are more willing to take risks and suggest ideas because they
have already tested them with their partner.
Based on the statement above, the researcher interested in doing a
research to apply think pair share model in the process of teaching
writing ability in Descriptive text. There are some previous studies related
to the research; Muhlisin (2012) conducted a research that show prescribes
procedurally of how to apply think-pair-share model in the process of
teaching English grammar. Grammar mastery, which is related mainly to a
matter of building up sentences of a language properly, has significant role
to enable foreign language learners to build a great numbers of proper
language expressions of a target language. Thereby, to have a command on
grammar will facilitate them to get involved in the use of a language more
effectively and appropriately, but here the researcher wants to know
whether there is different result from this model which is applied to the
other subject in different situation, ability and character. And
Agustiningsih (2013) conducted research in teaching reading, the
researcher used quasi-experimental research design about think-pair-share.
In Agustiningsihs research, the result shows that an application of Think
Pair share in teaching reading can prove to arise the students motivation
in reading. The result of teaching reading by using Think Pair Share is
efficiant and effective for the students.

Based on that explanation above, the researcher wants to hold a

research with the title The effectiveness of Think - Pair - Share in
teaching writing Descriptive text to the tenth grade students of MA Alanwar Paculgowang.
B. Statement of the Problem
Based on the background of the study, the general problem which
tries to answer is formulated in the following questions:
Is think - pair - share effective in teaching writing descriptive text?

C. Objective of the study

The objective of the study is to investigate the effectiveness of
think - pair - share in teaching writing descriptive text.

D. Hypothesis (Ha)
Based on the statement of problems, the researcher has hypothesis
as follow:
There is a significant effect of think - pair - share model in teaching
writing descriptive text.

E. Significance of the study

F. Scope and limitation

This research is performed at senior high school. The research need
to limit the problem area in order to have distinctive focus. The scope of

this study is teaching writing with the material descriptive text by using
Think Pair Share. The writer also limits the subject of the research only for
the tenth grade of MA Al-anwar Paculgowang in academic year 20152016.
G. Definition of key terms
In this point the researcher presents the definition of some terms in
this research.
1. Think - pair - share
Think Pair Share is designed to encourage student involvement.
First, The teacher gives topic for students. Then the students Think
about the topic to analyse with each groups. The students Pair up with
someone and discuss their analysis of the topic. Finally, teacher chosen
the best answer from each groups. One member of each group asked to
share their analysis of topic on descriptive text by writing on the black
board.
2. Writing Descriptive text
Fachrurrazy (2008:11) stated that Writing belongs to an active or
productive skill. It is clear that, writing is an important activity in any
language class, not only as the source of information and pleasure but
also as a means of consolidating and extending ones knowledge of a
language.
Descriptive text is a kind of text that has a social function. The
social purpose of the text is to describe a particular person, place or
thing. The generic structures of descriptive text consist of identification
and description. Language features of the descriptive text consist of

specific participants, attributive and identifying processes, and the use

of simple present tense. (Wahyuni,2008:88)
Writing descriptive text in this study refers to one of language skill
where the students are able to create a simple paragraph start from
combining the words into sentences, and developing the sentences into
simple paragraph. They make identification and description which are
stated clearly in the content, well organize and perfectly coherent in
organization, make effective choice of words in vocabulary and no
errors of the use of simple present form in grammar in the content of
descriptive text.
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, discusses some theories related to the study and some previous
studies.
A. Theoretical Background
1. Definition of Writing
Writing is happened because there was a communication activity
process what was happened after reading the text, understanding the picture
and making a dialog by using language that have been learned. Writing is
used as an idea memoire or practical tool to help students practice and work
with language they have been studying. (Harmer, 2007 :112).
Writing is one of language skill where is the students hoped to create a
simple paragraph starting from combining the words into sentences, and then

making the sentences into simple paragraph. Writing skills are those needed
to compose meaningful text of sentence length or longer, communicating
ideas, messages and information in understandable words and language for a
variety of audiences. Formerly, writing was utilized to show that students
were competent in grammatical rule rather than having knowledge about a
certain topic. Students ability to generate, plan, revise, edit and compose
writing demonstrated to students ability to write.
Writing is a part of English skill that should be mastered by English
students. As stated in Harmers books, writing (as one of the four skill of
listening, speaking, reading, and writing) has always formed part of the
syllabus in the teaching of English. In the English syllabus of Indonesia the
purpose of teaching English is to develop students ability in oral and written
communication. Teaching writing is an activity in teaching a language skill
focus on writing. The students achievement is shown by their ability in
expressing the material by writing on the black board. Writing is very
important skill.
Based on the above definitions, the researcher concludes that
writing is a process of thinking to generate the idea which involves the
feeling, experience or activities of someone in order to inform the
reader about the messages.
2. Types of writing
According to Brown (2004:220), there are four categories of written
performance such as Imitative, Intensive, Responsive and Extensive. Each

category resembles the categories defined for the other three skill, but these
categories, as always, reflect the uniquences of the skill area.
a. Imitative.
To produce written language, the learner must attain skills in the
fundamental, basic tasks of writting letters, words, punctuation, and very
brief sentences. This category includes the ability to spell correctly and to
perceive phoneme-grapheme correspondences in the English spelling
system. It is a level at which learners are trying to master the mechanics of
writing. At this stage, the students given picture to analyze and describe the
picture become descriptive text.
b. Intensive
Beyond the fundamentals of imitative writing are skills in producing
appropriate vocabulary within a context, collocations and idioms, and
correct grammatical features up to the length of a sentence. Meaning and
context are of some importance in determining correctness and
appropriateness.
c. Responsive
The assessment tasks require learner to perform at a limited discourse
level, connecting sentences into a paragraph and creating a logically
connected sequence of two or three paragraphs. Tasks respons to
pedagogical directives, lists of criteria, outline, and other guideliness.
Genres of writing include brief descriptions and narratives, short reports,
summaries, brief responses to reading, and interpretations of charts or
graphs. Under specified conditions, the writer begins to exercise some

freedom of choice among alternative forms of expression of ideas. The

writer has mastered the fundamentals of sentence level grammar and is
more focused on the discourse conventions that will achieve the objectives
of the written descriptive text.
d. Extensive
Extensive writing implies successeful management of all the processes
and strategies of writing for all purposes, up to the length of an essay, a
term paper, a major research project report, or even a thesis. Writers focus
on achieving a purpose, organizing and developing ideas logically, using
details to support or illustrate ideas, demostrating syntactic and lexical
variety, and in many cases, engaging in the process of multiple drafts to
achieve a final product. Focus on grammatical form is limited to occasional
editing.
Here the writer uses the responsive type, because the writer wants
students master the fundamentals of sentence level grammar and is more
focused on the discourse conventions that will achieve the objectives of the
written descriptive text in the tenth grade students is still young, the
students need the stimuli that make them interest in learning process,
students can analyze the picture by using think-pair-share, students can start
with the connecting sentences into a paragraphand make it in the simple
descriptive text.
3. Cooperative Learning
Cooperative learning is a teaching method, which consists of groups of
students working together in a cooperative, as opposed to competitive, manner

10

to complete a task, an activity, or a project. While working together, the

students have meaningful interaction with one another in the target language.
There are some theories stated here related to the teaching method. Slavin
(1995: 5) gives description about cooperative learning. In cooperative learning
method, the main idea is students work together to learn and they must have
responsibility for their group to learn as well as their own.
In cooperative learning students need to interact each other and get the
information. The teacher as the facilitator gives the material for students in
group to solve the problem together. For that reason, cooperative learning can
increase the motivation in learning because the students can share the
knowledge and cover the difficulties together in group.
Teaching is more than set of methods. Teaching well means addresing a set
of objectives, for a particular group of students, at a certain point in the school
year, with certain resources, within a particular time frame, in a particular
school and community setting. It means finding a balance between direct
instruction and orchestrating the activities of individuals and groups of
students. It means developing the students skill and strategies for learning, at
the same time the students learn the content of curriculum.
In conclusion, cooperative learning Cooperative Learning as the method of
learning can give students the opportunities to share and to work together with
their groups in a learning activity among them in a classroom.
There a lot of cooperative learning models. The following are some
examples taken from Kagan (1998), those are:

11

a. Blind Sequencing(teambuilding, thinking)

Teams work to sequence cards in their proper order, but there is a catch
each student holds his or her own cards, and no one else can see what is on
them.
b. Brainstorming (teambuilding, thinking)
Each student is given a special role and contributes to the teams storm
of ideas. Teacher assigns roles; teacher announces a topic which prompts
students to generate creative ideas. A prompt should have no right or wrong
answers. In teams, students generate ideas. Remind them of their roles.
c. Numbered Heads Together (mastery, thinking)
Teammates work together to ensure all members understands; one is
randomly selected to be held accountable. Students count off numbers in their
groups. Teacher poses a problem and gives wait time (Example: Every one
think about how rainbows are formed. [Pause] Now make sure everyone in
your team knows how rainbows are formed.).
Students lift up from their chairs to put their heads together, discuss and
teach. Students sit down when everyone knows the answer or has something
to share or when time is up. Teacher calls a number. The student with that
number from each team answers question individually, using: Response cards,
chalkboard response, manipulative, slate share.
d. One Stray (information sharing, mastery, thinking)
One teammate strays from his or her team to a new team to share
information or projects. Students are seated in their teams and share
information on a topic, Student One stands up. The remaining three teammates
remain seated but raise their hands. Then the teacher calls stray, Student One
strays to a team which has their hands up. And teams lower their hands when a

12

new member joins them. The last, Students work in their new teams to share
information tested or to solve problems.

e. Rally Robin (mastery, thinking, communication)

In pairs, students alternate generating oral responses. Teacher poses a
problem to which there are multiple possible responses or solutions. In pairs,
students take turns stating responses or solutions orally.
f. Rally Table ( mastery, thinking skills, communication)
In pairs, students alternate generating written responses or solving
problems. Teacher poses a problem or provides a task to which there are
multiple, possible answers, steps, or procedures. In pairs, students take turns
passing the paper and pencil , each writing an answer or making a
contribution.
g. Round

Table

(teambuilding,

mastery,

thinking,

communication,

information sharing)
In teams, students take turns generating written responses, solving
problems, or making a contribution to the team project. For the steps: Students
sit in teams of four, and Each student takes a turn drawing, pasting, or writing
one answer to a query, as a paper and pencil (or paste) are passed around the
group.
h. Team Chants (teambuilding, information sharing)
Creation of chants could be most appealing to students with
musical intelligence. Teammates decide on words and phrases related to

13

the content of a particular subject, Then they come up with a rhythmic

chant, often with snapping, stomping, tapping, and clapping.
i. Think-pair-share (thinking, communication, information sharing)
Students think to themselves or write on a topic or question,
preferably one demanding analysis, evaluation, or synthesis, provided by
the teacher. After 30 seconds, students turn to partners and share their
responses, thus allowing time for both rehearsal and immediate feedback
on their ideas. Then they share their thoughts with the class. Through this
structure, all students have an opportunity to students may ask). Teachers
may limit the number of questions that can learn by reflection and by
verbalization. This works well for generating and revising hypotheses,
inductive reasoning, deductive reasoning, application.
4. Think Pair Share
There are several teaching model in the cooperative learning. One of them
is Think-Pair-Share. Think-Pair-Share is a cooperative learning model that
encourages individual participation and is applicable across all grade levels and
class sizes. Students think through questions using three distinct steps: Think:
Students think independently about the question that has been posed, forming
ideas of their own. Pair: Students are grouped in pairs to discuss their thoughts.
This step allows students to articulate their ideas and to consider those of others.
Share: Student pairs share their ideas with a larger group, such as the whole class.
Often, students are more comfortable to present ideas to a group with the support
of a partner. In addition, students' ideas have become more refined through this
three-step process.

14

Think-Pair-Share model, which is a part of cooperative

learning is a simple and very useful model developed by Frank
Lyman. When a lecturer teaches a lesson to the class, students
sit in pairs within their teams. The lecturer poses questions or
presents pictures to the class. The students are instructed to
think of an answer on their own, then to pair with their partners
to reach consensus on an answer. Finally, the lecturer asks
students to share their answer with other groups for further
discussion, (Slavin, 1995:132).
This model is designed to encourage students involvement.
First, The teacher gives picture for students. Then the students
Think about the picture to analyse on decriptive text. The
students Pair up with each member group and discuss their
analysis. Finally, each member groups asked to Share their
analysis the picture on descriptive text by writing on black board.
Usually a time limit is set for each step.
Think pair share activities pose a question to students that the
students consider alone and then discuss with a neighbor before
settling on a final answer. This is a great way to motivate the
students and promote higher level thinking. Even though the
activity is called think PAIR share, this is the term many
instructions use for pair and small groups (four or five students)
aslike. Groups may be formed formally or informally. Often this

15

group discussion sharing is followed up with a larger classroom

discussion. Some Think Pair Share activities are short, quick
response think pair share and sometimes the activities may be
longer and more involved, extended think pair share. The
instructor can use the student responses as a basis for
discussion, to motivate a lecture segment, and to obtain
feedback about what students know or are thinking and it is easy
to incorporate more than one think pair share activity in a given
class period.
5. Advantages of Think Pair Share
Instructors find they can have a format change during lecture that only takes a
small amount of class time. Preparation is generally easy and takes a short amount
of time. (Wahyu Prihananto)
1) The instructorsfeel more comfortable and find it easier to get in a
discussion with person next to them rather than a table group
2) Any topic could be a topic of discussion in this model
3) Active learning is a remarkable learning style for instructors
4) Shows the importance of having partnership or team work and improves
the communication skills
5) Help instructors fix the content of the lesson in their memories when the
class has an hour duration
6) Instructors are motivated to learn as students enjoy the socializing
component.
B. Previous Study
Some researchers who have ever conducted research on teaching method
are Erni Agustiningsih (2013). She conducted research entitle The Effectiveness of

16

using Think Pair Share Strategy in Teaching Reading for the Eight Grade
Students at SMP Khoiriyah Sumobito. Erni conducted quasi experimental design.
In Ernis research, the result shows that the application of Think Pair share in
teaching reading can prove to arise the students motivation in reading. The result
of teaching reading by using Think Pair Share is efficiant and effective for the
eight students at SMP Khoiriyah Sumobito.
The second previous study by Muhlisin (2012) on the title Implementing
Cooperative Learning through Think-Pair-Square-Share to Improve Students'
Grammar Achievement. Mukhlisin conducted a research that show aprescribes
procedurally of how to apply the strategy in the process of teaching English
grammar. Grammar mastery, which is related mainly to a matter of building up
sentences of a language properly, has significant role to enable foreign language
learners to build a great numbers of proper language expressions of a target
language. Thereby, to have a command on grammar will facilitate them to get
involved in the use of a language more effectively and appropriately, but here the
researcher wants to know is there different result from this strategy applied to the
other subject in different situation, ability and character. Mukhlis conducted Class
Action Research (CAR). In research, the result of the research showed that the
students also improved their writing skills in almost of the grammar. They become
better in composing and arranging descriptive text effectively and efficiently.
From two previous research above, there is a difference with this research.
In the first thesis is focused in teaching reading skill, but the research design is
same with this research that is Quasi-experimental. In the second research focused

17

in grammar as he used CAR (A Classroom Action Research) as the method of

research. The different from the writers is Quasi-experimental as the research
design.
In this study, the researcher used quasi- experimental
design because this researcher uses intact group as the subject
of research that given by the school. It was divided into two
classes, experimental and control class. The researcher uses test
( pre test and post test) as instrumentation for gathering the data
to answer the research problem. Beside to verify the theory
above, the researcher also contributes something different from
the previous studies. It can be seen from the research problem is
to know the significance of Think-Pair-Share to teach writing. The
result of this research showed the significance of Think-Pair-Share
model because the purpose of this research is verifying theory.
CHAPTER III
RESEARCH METHODOLOGY
Research methodology is a set of procedures or method which
is used by the researcher in conducting the research. In this
study, the researcher would like to

elaborate the research

design, population and sample, variable, instrument, procedure

of collecting data and data analysis.
A. Research Design

18

In this study the researcher used quantitative research with quasi experimental
as a design, especially the non-equivalent control group design. Quasi
experimental design is design that is not possible to select the sample randomly
out of all the population students. Researcher can only assign randomly different
treatments to two different classes (Latif, 2011: 95). The quasi experimental
design was used in this research because it enables to undertake the research with
groups that were intact class. Besides that, here the researcher is not the teacher of
the school, so it is impossible to make a new research class, because it would
disturb the schedule of the class that has been made by the school.
There are two kinds of groups, the experimental and the control group. The
experimental group is taught using think-pair-share in writing and the control
group is taught without using think-pair-share in writing. Both of them are taught
using the same materials based on the curriculum and the same month. The
material that will be taught is descriptive text. At the end of treatment, both of
experimental group and the control group receive a post-test and the results of the
two tests are compared to find the significant difference between the students
writing in the experimental group and the control group.
The following is the design of the quasi experimental research.
Table 3.1 The experimental design (Arikunto,2009:210)
21
E: 01X
P: 01-

02
02

Note
E : Experiment group, it is a group which gets treatment.

19

P : Control group, it is a group which does not get treatment.

01 : Pre test (Students writing achievement in descriptive text before
treatment.
02 : Post test (Students writing achievement in descriptive text after
X

given treatment.
: Treatment (Think Pair Share)
(Arikunto, 2009: 210)

B. Subject of the study

In this case, there are four classes which contains of
class A-D in the tenth grade of MA Al-anwar Paculgowang. So the
researcher was given two classes as the subject in this study.
Those classes are accessible, they are X-A as experimental
class which consists of 28 students, while X-B as control class
which consists of 30 students.
C. Research Variable
Variable is one of important research elements. Creswell (2003:157) stated
that the variable need to be spesified in an experimental. In this research, there are
two kinds of variable that is used by the researcher.
They are:
Table 3.2.Independent and Dependent Variable
Independent variable
Teaching writing descriptive
text by using Think Pair
Share model

1. Treatment

Dependent variable
Students achievement in
teaching writing descriptive
text by using Think Pair
Share model

20

Table 3.3 Teaching Model Used in the

Research.
Experimental Class

Control Class

- Teacher explains matter of - Teacher explains matter of

descriptive text (generic
descriptive text (generic
structure)
structure).
- Teacher
gives
example - Teacher
gives
example
about describing people.
about describing people.
- Students
identify
generic
structure
describing people*.

the - Teacher gives and explains

of
new
topic
about
descriptive text*.

- Teacher divides students - Teacher divides students

into thirteen groups. So,
into four groups. So, each
each group consists of two
group is one row that
students*.
consist of eight students*.
- Teacher
explains
social - Teacher
explains
social
function
and
generic
function
and
generic
structure
describing
structure
describing
people
(identify
about
people
(identify
about
person
in
your
artist in Indonesia ).*
classmate ).*
- Then, teacher gives topic
- Then, teacher gives topic
about describing people
about describing people
and explains it.
and explains it.
- Teacher ask each groups to
- The teacher asks some of
read the answer in front of
group to write the answer
the class.*
on the black board.*
2. Teaching procedure of experimental and control group
a. Experimental class
There are 3 steps in experimental class;
1) Pre activities
In the pre activities there are some activities.
Teacher gives greeting and asks students to pray.
The teacher checks the students attendance list.
Then, the teacher give motivation to the students

21

and

teacher

give

leading

question

about

the

material which is given.

2) Whilst activities
In whilst activities there are some activities.
The teacher explains descriptive text, the generic
structure and social function. Then, the teacher gives
an example of descriptive text. And teacher divides
the students into some groups, one group consist of
two person. And then, the teacher gives topic for the
students. The students think and discuss the topic to
analyze it with the group. And then, students pair up
with someone and discuss their analysis of the topic.
Last, one member of each group asked to share their
analysis of topic on descriptive text by writing on the
black board.
3) Post test activities
In the post activities there are some activities.
Teacher give review about the material. And teacher
say good bye to students.
b. Control class
There are 3 steps in Control class;
1) Pre activities
In the pre activities there are some activities.
Teacher gives greeting and asks students to pray.

22

The teacher checks the students attendance list.

Then, the teacher give motivation to the students
and teacher give leading question about the material
which is given.
2) Whilst activities
In whilst activities there are some activities.
Teacher explains descriptive, the social function and
the generic structure. Teacher gives an example of
descriptive text and the questions. And teacher asks
the students to answer the questions; after the
students can answers the question, teacher gives
conclusion to the students.
3) Post activities
In the post activities there are some activities.
The teacher gives review about the material. And
then teacher says good bye to students.
3. Instructional Material
Descriptive text is a kind of text that has a social function. The social
purpose of the text is to describe a particular person, place or thing. The
generic structures of descriptive text consist of identification and description.
Language features of the descriptive text consist of specific participants,
attributive and identifying processes, and the use of simple present tense.Here,

23

researcher focus to explain about description people the material is; Identifies
famous artist in Indonesia
4. Research schedule
Table 3.4 Research Schedule
Date
Activities
th
24 November 2015 Getting research license from STKIP
PGRI Jombang
25tt November 2015
Organizing the research procedures
and research instruments
tt
26 December 2015
Asking
permission
to
the
headmaster and english teacher of
MA Al-anwar Paculgowang to
permit and ask the schedule when
the researcher can do the research.
th
2 December 2015
Made a lesson plan to do the
research
2th December 2015
Giving test to both of classes with
the pretest
th
3 December 2015
Giving
1st
treatment
to
the
experimental class
th
4 December 2015
Giving
2nd
treatment
to
the
experimental class
5th December 2015
Giving
3th
treatment
to
the
experimental class
th
6 December 2015
Giving test to both of classes as
post test
D. Research Instrument
Instrument of the research is tool that is used to get data. It means that it
explain the way to get data. An instrument plays an important role in a research in
the sense that reliability of the instrument will influence the reliability of the data
obtained. A test is used as an instrument to collect data in this research. The
instrument used in this research is a writing test in collecting the data. Harris
(1969:71) mentions that there are two basic kinds of test instrument used to

24

measure the four language skills of students, objective test and essay test. Based
on Harris opinion, the researcher considers applying the essay test in collecting
the data of this research. In this study, the researcher used the essay items for try
out, pre-test and post-test.
1. Test
The test is a series of questions or exercises and other tool that are used to
measure skill, knowledge, intelligence, ability or talent possessed by individuals
or group. (Arikunto, 2006 : 150)
This test is used to measure the students ability in writing using Think
Pair Share. In this study the researcher uses test to know the students writing
achievement before they get treatment and after they get treatment in writing
descriptive text. So here the researcher use pre-test and post-test to both groups,
but before conducting pre-test and post-test, the researcher conduct try out to
know the validity and reliability of the test. If the test is valid and reliable, it
means that the test can be used for pre-test and post-test.
Instrument is tool which are used by the researcher in data collection and
instrument is a process of preparing collecting the data. The use of instrument as
the device used to collect the data.The researcher used test as instrument, test is
chosen because the researcher would like to get the writing score of students as
the data to be analyzed. According to Ary (2010: 201) test is a set of stimuli
presented to an individual in order to elicit responses on the basis of which a
numerical score can be assigned. The test would be scored based on scoring rubric
of writing that include of organization, content, grammar, mechanics.

25

2. Trying out of the test

The researcher conducted try out before giving pre-test and post-test because
the researcher wants to know the validity and reliability of the test before the test
was given to class research. The try out class is class X-C. Here try out was held
on 10 November 2015. The try out is administered to another class in which the
grade of this group is similar with the grade of experimental and control group.
The form of try out is test essay. The result of try out will be known whether the
test is valid and reliable or not.If the test is valid and reliable, it can be used to be
administered in pre-test and post-test.
3. Questionnaire
A questionnaire is a series of written questions which the researcher
supplies to subjects, requesting their response (Arikunto, 2006: 151).
Questionnaire is technique or method of collecting data indirectly (indirect
researcher asked the respondents answered (Nana Saodih S, 2011:219). Usually
the questionnaire is self-administered in that it is posted to the subjects, asking
them to complete it and post it back. There are some kinds of questionnaire, such
as closed questionnaire which provide alternative answer for the respondent and
open questionnaire which gives the chance for the respondent to write answers in
their own sentences. In this research, the researcher used questionnaire by using
questionnaire sheet that consists of ten questions multiple choice that have two
option, it is Yes or No and contains the students response while the learning
process in the class.

26

Validity of instrument

Validity is the extent to which references made from assessment results are
appropriate, meaningful, and useful in terms of purpose of the assessment. So an
instrument is called to be valid if it measures what should be measured (Brown,
2004:22). There are three main strategies exist, for investigating the validity of a
test: content validity, construct validity and criterion validity. In this research uses
content validity and contruct validity.
-

Content Validity

Brown (2000:387) stated that validity is the degree to which the test actually
measures what is intended to measure. In this research, the researcher use validity
and reliability in tenth grade of MA Al-Anwar students that contain of 28 students
in class. The validity of this research will be tested by SPSS 16.0 to count the
validity of each contents in the test. By using SPSS software the researcher will
know the validity of the score.
To get the content validity of the test, expert validation has employed. Expert
validation means that the researcher found someone who master well about the
material and also know well about the condition of the subject so she or he can
give their judgment about the test.
The expert validation in this research will be the English teacher especially
teacher writing. Because the researcher thinks that the teacher has more
knowledge about the material and also known about the conditional of the

27

students. But before researcher ask the expert to validation the test, researcher
make a the lattice problem.
-

Construct Validity

The construct validity is a major issue in validating large-scale

standardized test of proficiency. Construct validity concerned
with the appropriateness of the task that being measured. Since
the researcher measures the students writing descriptive text,
the researcher analyses the scoring rubrics such as composing,
style, sentence formation, usage, and mechanics by using SPSS
for Windows ver.16 to know the validity of the test. If the
significant value is < 0, 05 it means the test is valid, and the
result is below:
1) PRETEST VALIDITY
Table 3.5.
The Result of Validity Pre-Test
Pearson
Correlation

Correlati

1st interrater
2nd interrater
3rd interrater
4th interrater
5th interrater

on
0.930
0.948
0.930
0.930
0.716

Sig. (2-

Conclusi

Tailed)

on

0.022
0.014
0.022
0.022
0.173

Valid
Valid
Valid
Valid
Invalid

28

1st interrater until 4th interrater are valid instrument, because

the value of the probability of the correlation [sig. (2-tailed) < from
significant level () of 0.05. Whereas, for 5th interrater is invalid
instrument, because the value of the probability of the correlation [sig. (2tailed) > from significant level () of 0.05. Because valid instrument more
than invalid instrument can be conclude that this instrument is valid.

2) POST-TEST VALIDITY
Table 3.6.
The Result of Validity Post-Test
Pearson
Correlation
1st interrater
2nd interrater
3rd interrater
4th interrater
5th interrater

Sig. (2-

Conclusi

Tailed)

on

0.228
0.015
0.015
0.015
0.038

Invalid
Valid
Valid
Valid
Valid

Correlati
on
0.658
0.947
0.947
0.947
0.898

2nd interrater until 5th interrater are valid instrument, because

the value of the probability of the correlation [sig. (2-tailed) < from
significant level () of 0.05. Whereas, for 1st interrater is invalid
instrument, because the value of the probability of the correlation [sig. (2-

29

tailed) > from significant level () of 0.05. Because valid instrument more
than invalid instrument can be conclude that this instrument is valid.

Reliability of Instrument

Reliability is a measure of accuracy which is indicated with consistency of test

score (Latif, 2010). The reliability of the test is good when the measurement is
repeated the result shows the same (consistent). In this research, the reliability is
estimated using SPSS 16.0 programs.
In statistics, inter-rater reliability is the degree of agreement among raters. It
gives a score of how much homogeneity, or consensus, there is in the ratings
given by judges. It is useful in refining the tools given to human judges, for
example by determining if a particular scale is appropriate for measuring a
particular variable. If various raters do not agree, either the scale is defective or
the raters need to be re-trained. There are a number of statistics which can be used
to determine inter-rater reliability. Different statistics are appropriate for different
types of measurement. Some options are: joint-probability of agreement, Cohen's
kappa and the related Fleiss' kappa, inter-rater correlation, concordance
correlation coefficient and intra-class correlation. Inter-rater reliability is the most
easily understood form of reliability, because everybody has encountered it.
Besides valid instrument, the instrument also must be reliable; reliability is
used to know the consistent of the instrument be used to the next assess and it
stills consistent. The researcher will use internal of reliability; here the researcher
gives score for each element (organization, content, grammar, mechanics). So, in
this research for reliability test used Alpha formula because the score was ranging

30

score. According to Priyatno, 2009: 25 Alpha formula is suitable to use for

ranging score such us 1 -4, 1 -5 or 0 -20, 0 50. The researcher will use SPSS
16.0 to count the score of the tryout. Here the criteria of reliability coefficient:

Table 3.7.
The Criteria of reliability Coefficient
The amount of r Value

Interpretation

0,80 -1,00
0,60-0,80
0,40-0,60
0,20-0,40
0,00 -0,20

Very high
High
Enough
Low
Very low
(Arikunto, 2010:319)

1) Reliability of pre test

Table 3.8.
Reliability Statistics
Cronbach's
Alpha
N of Items
.929

The coefficient of reliability of the above is 0.929.

According to the criteria, this value is already greater than
0.80, then the result data from the test has good reliability
level, or in other words the data the results of test can be
trusted.

31

2) Reliability of post test

Table 3.9.
Reliability Statistics
Cronbach's
Alpha
.918

N of
Items
5

The coefficient of reliability of the above is 0.918.

According to the criteria, this value is already greater than
0.80, then the result data from the test has good reliability
level, or in other words the data the results of test can be
trusted.

E. Procedure of Collecting Data

In this research, the primary technique that was used by researcher to
collect the data was test that was used to evaluate and to know the student
understanding.
1. The researcher determines the sample which is used for try-out class,
experimental class and control class was not randomly taken or based on
the recommendation of the English teacher who has taught the tenth grade
students of the school. So, the researcher uses X-C class as try out class,
X-A as experimental class and X-B as control class.
2. The researcher gave the test to the try out class in order to the validity and
reliability could be counted. After getting the score from tryout class, the

32

researcher counted the validity and reliability. After the test is valid then
the researcher would give it to the experimental and control class.
3. Then the researcher gives pre-test to the experimental class and control
class to know the students achievement in writing descriptive text.
4. The researcher gave treatment to the experimental class. The researcher
taught them about descriptive text by using think-pair-share strategy. In
control class the researcher taught them with same material as
experimental class but in control class the researcher taught them about
descriptive text.
5. After giving treatment, the researcher gives post-test both of experimental
class and control class. Here, the researcher wants to know how far the
treatment give effect to the students writing achievement in descriptive
text to the experimental class.
6. Last, the researcher analyze the data by using ANCOVA formula to know
the significant difference of two means post-test of experimental class and
control class.

F. ANCOVA
The methodology with this name grew out of a desire to
combine analysis of variance and regression analysis. It received
considerable interest before the arrival of good computer
packages

for

statistics,

but

the

separate

name

for

this

methodology is now in decreasing use. More often, the analysis is

simply referred to as multiple regression analysis, with both
quantitative variables and dummy variables as explanatory

33

variables on a quantitative dependent variable. Analysis of

covariance is a multivariate statistical method in which the
dependent

variable

is

quantitative

variable

and

the

independent variables are a mixture of nominal variables and

quantitative variables. Analysis of variance is used for studying
the relationship between a quantitative dependent variable and
one or more nominal independent variables. Regression analysis
is used for studying the relationship between a quantitative
dependent variable and one or more quantitative independent
variables. The researcher used this ANCOVA because this ANCOVA is used to
determine whether the think-pair-share is effective to be used in teaching writing
descriptive text or it is not effective to be used.

34

CHAPTER IV
FINDING AND DISCUSSION
A. FINDING
In this part, the writer displays the description of pre-test and post test
data. The data were collected from students pre-test and post-test in both two
classes; experiment and control. It comes which consist of 32 students in each
class. It shows in two tables. Tables 4.1 are the data from experiment class and
control class. It also shows the mean of both classes. The data which is obtained is
described into tables as follow:
Table 4.1.
The Score of Control Class and Experiment Class
Respond
ent
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Control Class
Pre
Post
test
test
70
70
75
70
70
80
70
70
75
80
65
65
55
65
65
65
75
70
70
65
75
75
70
75
80
80
85
80
65
70
65
65
75
75
75
75
85
80
85
85

Experiment Class
Pre
Post
test
test
70
80
65
85
55
75
65
80
75
90
75
75
75
75
65
70
75
75
70
85
75
85
70
80
75
80
70
85
70
75
75
80
65
75
65
75
75
75
75
75

35

Control Class
Pre
Post
test
test
65
65
60
70
55
60
60
60
65
65
60
65
75
75
70
70
80
75
2040
2065

Respond
ent
21
22
23
24
25
26
27
28
29

Mean

70.34

B. ANALYSIS OF DATA

71.20

Experiment Class
Pre
Post
test
test
85
90
85
85
65
85
60
90
55
80
60
85
65
75
60
65
75
75
2015
2305
69.48

79.48

Table 4.1.

Tests of Between-Subjects Effects

Dependent Variable: post
test
Type III
Sum of
Source
Corrected
Model
Intercept
pretest
class
Error
Total
Corrected Total

Squares
1716.091a
1384.832
722.988
1085.197
1577.012
332550.00
0
3293.103

Mean
df

Square
2

Sig.

858.046 29.925

.000

1 1384.832 48.298
1
722.988 25.215
1 1085.197 37.847
55
28.673

.000
.000
.000

58
57

a. R Squared = .521 (Adjusted R Squared = .

504)

36

From the output

above shows

that the

number

of

significance for different classes to the post-test scores that

obtained by the students. That processing shows that the
number of significance for the class is 0.000. Because the value
is far below 0.05 then H0 is rejected. It can be concluded that
without the influence of the Pre-test score, at 95% confidence
level, there is the effect of different classes to post-test score
were obtained by the students.
Based on the result of analysis data and testing hypothesis
above, the use of integrated listening and speaking effective to
facilitate English language learners Oral Communication to
eleventh grade students at SMAN Bandarkedungmulyo Jombang.

C. QUESTIONER ANALYSIS
D. DISCUSSION
Here the researcher testing the hypothesis, the alternative hypothesis is
there is a significant effect of think - pair - share model in teaching writing
descriptive text. This was the main calculation to answer the problem formulation
of this research that whether there is significant different between students
writing ability in descriptive text in experiment class which given technique think
- pair - share and controlled class without technique class without technique
numbered heads together. The researcher used ANCOVA formula, the table 4.1
showed that F is 37.847 it shows that Fhitung Ftable, it means that Alternative
Hypothesis (Ha) is accepted. Testing is done by eliminating the effect

37

of pretest of the model. The number of significance for the class

is 0.000 because the value is far below 0.05 then Alternative
Hypothesis (Ha) is accepted.
Based on data description, the researcher can conclude
that there is some effect of Think - Pair - Share in teaching writing Descriptive
text to the tenth grade students of MA Al-anwar Paculgowang. This result same as
Erni Agustiningsih research result, her research shown that the application of
Think Pair share in teaching reading can prove to rise the students motivation in
reading. The result of teaching reading by using Think Pair Share is efficiant and
effective for the eight students at SMP Khoiriyah Sumobito. Based on the
explanation of the researcher in chapter II, the researcher explain that ThinkPair-Share is a cooperative learning model that encourages
individual participation and is applicable across all grade levels
and class sizes. That explanation given evidence that the
research

of

researcher

has

background and previous study.

same

way

with

theoretical