Mini Proposal Research
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This document presents the background and methodology for a study investigating the impact of the Write-Pair-Share strategy on improving students' writing ability. It discusses how writing is an important but difficult skill for students. The study aims to see if Write-Pair-Share can help tenth grade students at a vocational high school in Samarinda improve their writing achievement. The methodology will involve pre- and post-tests to assess students' writing ability before and after using Write-Pair-Share. Related work has found that strategies like Think-Pair-Share and Write-Pair-Share can positively influence students' writing performance.
Mini Proposal Research
- 1. Name : Dea Setyorini R (1305085117 ) Class : A Afternoon THE IMPROVING STUDENT’S ACHIEVEMENT ON WRITING ABILITY THORUGHT WRITE-PAIR-SHARE STRATEGY CHAPTER 1: INTRODUCTION 1.1. BACKGROUND OF THE STUDY Writing is a very important skill as writing needs practice and wring is the very difficult subject for the students. Through writing, each person is able to convey feelings, ideas, and announcements to others. Sharples (1999:8) actually, writing is an opportunity; it allows students to express something about themselves, explore and explain ideas. There are many factors caused the student’s writing ability becomes not maximal, one of them because in Indonesia, writing is not taught comprehensively at school. Writing activity is thought for a moment, the students do not have much time to develop their writing ability, besides that English teacher do not only teaching writing but also other skills such as reading and speaking. Strategy of teaching writing is also very important. The students need to be given new strategy to make them more interested. Based on those problems, the writer applied Write-Pair-Share as a strategy to improve students’ writing ability. The writer will conduct a study and applied this strategy to see the improvement of student’s achievement in writing ability of the tenth grade students of SMK 7 Samarinda. 1.2. RESEARCH QUESTION The research problem in this study is whether there is improvement on student’s achievement in writing ability of the tenth grade students of SMK 7 Samarinda, as follows: “Does Write-Pair-Share strategy can improve student’s achievement in writing ability?” 1.3. RESEARCH OBJECTIVES/AIMS Based on the research question above, then the aim of this study is to investigate and to find out the improvement of student’s achievement in writing ability thought the Write-Pair-Share strategy of the tenth grade students of SMK 7 Samarinda. 1.4. HYPOTHESIS 1. The Null Hypothesis (Ho): The use of Write-Pair-Share strategy does not improve student’s achievement in writing ability of the tenth grade students of SMK 7 Samarinda. 2. The Alternative Hypothesis (Ha): The use of Write-Pair-Share strategy improve student’s achievement in writing ability of the tenth grade students of SMK 7 Samarinda.
- 2. 1.5. DEFINITION OF KEY TERM 1. Improving is act of enhancing or making better in terms of quality, value or usefulness. This can be by making ideas, objects or processes more desirable by adding or removing components. The term can be also be applied to people as well, via methods such as performance reviews which are meant to try and improve an employee in some manner. 2. Achievement is the result, the successfulness, the extent or ability, the progress in learning education experiences that the individual indicates relation with his/her educational learning. 3. Writing is a process of activity to express or communicate our feeling, ideas, opinion and other in written form or language skill that is used to communicate indirectly from one person to another without face to face. 4. Write Pair Share is a variation from think-pair-share strategy for teaching that was developed by Dr. Frank Lyman (1981) in Scientific Journal Kaneb Center Online. CHAPTER 2: REVIEW OF RELATED LITERATURE THEORIES 2.2. CONCEPT OF ACHIEVEMENT Travers (1970:447) states that achievement is the result of what an individual has learned from some education experience. Additionally, Yelon, Weinstein, and Weener (1977:301) express achievement as the successfulness of individual, while another source Smith and Hudgins (1964:95) says that achievement is to do one’s best, to be successful to accomplish tasks requiring skill and effort and to be recognized by authority. Based on the opinions above, it can be concluded that achievement is the result, the successfulness, the extent or ability, the progress in learning education experiences that the individual indicates relation with his/her educational learning. Achievement concerns with what someone has actually learnt whereas aptitude is the potential for learning something. In other words, achievement is a success in reaching particular goal/status or standard, especially by effort, skill, courage, and so on. 2.2.1. STUDENT ACHIEVEMENT The student achievement definition relate directly towards the type of environment and situation where learning is being facilitated. There are various measures and methods used to track student achievement, and these too differ according to facility or institution. The student achievement definition must be comparable to the methods used and the ability of each learner. When determining how to improve student achievement it is best to consider a variety of factors and criteria. By increasing student achievement, learners can build confidence and increase motivation. The primary purpose of assessment and evaluation is to improve student achievement. Assessing a student involves the process of gathering data from a variety of sources i.e., projects, tests, assignments, demonstrations, etc. Assessment of a student must focus on the whole child (social, physical,
- 3. emotional, and academic). If professionals (psychologists, social workers, physical, occupational, and speech therapists, etc.) are working with the student, enlist their feedback and suggestions. Using a variety of assessment tools, you will base your student evaluations on how well they have met the provincial expectations. From research we have learned that there are 5 key factors that improve achievement; 1. The provision of effective feedback to students. 2. The active involvement of students in their own learning. 3. Adjusting teaching to take account of the results of assessment. 4. Recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning. 5. The need for students to be able to assess themselves and understand how to improve. 2.3. CONCEPT OF WRITING ABILITY Each person has different ability. In this case, the word “ability” is defined differently by experts but the definitions are same meaning. Watson (1976:2) states that ability is a skill or power insufficient quantity cleverness talent. According to Morris (1984) ability is the quality of being able to do something. Americana (1978) has mentioned that ability is a general term used to refer to any characteristics of person that makes it possible for him to carry out some sort of activity successfully. Hornby (1974) states, that the ability is potential capacity of power to do something physically or mentally. While, writing is a process of activity to express or communicate our feeling, ideas, opinion and other in written form or language skill that is used to communicate indirectly from one person to another without face to face. 2.4. CONCEPT OF STRATEGY According Symons (1989) put it succinctly, “Once it is known that a population benefits from instruction to use a strategy, there remains the question of whether students can be trained to use the strategy consistently and appropriately.” (p.17). The critics of teaching ‘generic’ strategies courses center upon the fact that learners are not able to generalize the strategies. First, they revert to their previous ways of learning soon after the strategy training and second, they don’t know how to apply the strategies in situations other than those met in the original training. In other words, learners fail to transfer the strategies learnt. Chalmers and Fuller (1996) also believe that students who participate in generic strategies program quickly revert to their previous lower level patterns when they return to conventional courses of study. 2.4.1. WRITE PAIR SHARE STRATEGY This strategy can increase confidence for students in sharing with class, get everyone engaged and can be used in any subject with almost any text. Write-Pair-Share is a variation from think-pair-share strategy that was developed by Dr. Frank Lyman (1981) in Scientific Journal Kaneb Center Online (2013) which state write-pair-share is a modification of the Think-Pair-
- 4. Share. So thus learning steps in Write-Pair-Share similar to Think-Pair-Share strategy. The differences only in the skills which is applied, in the Think-Pair- Share is speaking skill, meanwhile Write-Pair-Share is writing skill. The steps using Write-Pair-Share as strategy in teaching as follows; 1. Write Write the prompt question that you will use and identify when the activity will be implemented during class. The questions should: a. Elicit deep thinking, avoid prompt that would only ask for recitation of factual information. b. Be challenging but not so difficult as to prevent student from beginning to responses. 2. Pair Allowing student to discuss their responses with peer will help them clarify their thinking and, when sensitive topics are involved, allow them to protect of reporting out as “we” rather than “I”. 3. Step 3 Share Call individual students or pairs to share their answer/idea/conclusions with the entire class. 2.5. REVIEW OF RELATED STUDY There was some of research that used dialogue as a ways to improve students’ writing ability. Dr. Tiur Asih Siburian (2012) conducted on the Improving Students’ Achievement on Writing Descriptive Text Through Think-Pair-Share on one of school in Medan and Akhmadianor (2013) conducted on the Improving Writing Skill Thought Write-Pair-Share in English Subjects of the eight grades students in second semester of SMP Kesatuan 1 Samarinda. Dr. Tiur Asih Siburuan was using action research procedure. In her research, she used three cycles to see the students’ writing descriptive text by using think-pair-share technique. In three cycles showed that think-pair-share technique could improve the student writing skill on one of the school in Medan. She proved that using think-pair- share technique improved the students’ achievement on writing descriptive text. Meanwhile, Akhamdianor was using classroom action research (PTK). He used three cycles, each cycle consists of four steps, as follows: a. planning, b. acting, c. observing, and d. reflecting. From his research he show there is an increase in student’s writing ability, that means a write-pair-share strategy capable to improve writing competence and have exceeded the achievement of KKM at least 80% with NM: 7,0. Therefore it is prove that the write-pair-share strategy can improve students’ writing skills.
- 5. CHAPTER 3: RESEARCH METHODOLOGY 3.1. RESEARCH DESIGN The research design will be use in this research is pre-experimental design. This design was only use one experimental group. The experimental group received treatment by means of writing test. The independent variable of this research was write- pair-share strategy and the dependent variable was student writing ability. Before giving treatment, the students got pre-test to know the result to compare with post-test that holds after treatment. 3.2. POPULATION AND SAMPLE Population is the whole member and sample refers to subgroup of member. The population of this research is tenth grade student of SMK 7 Samarinda. Based on Arikunto’s statement said if the subject are less than 100, they can be take them all, but if subject are more than 100, the can be taken 10-15% or 20-25% or more. All the total number of sample got treatment by using write-pair-share strategy. The sample in this study was all the tenth grade students of SMK 7 Samarinda. They were not divided into two groups, because the writer only used one group as experimental group will be treated and given pre-test and post-test. 3.3. DATA COLLECTION TECHNIQUE(S) In collecting data, the writer conducted writing test to the tenth grade student of SMK 7 Samarinda in order to get the students’ achievement on writing ability. The writing test criteria based on ESL composition profile and to analyze score range using Arikunto’s (1999) table. 3.4. INSTRUMENT(S) The writer will use writing test as the instrument. The students will test twice, before and after treatment. Pre-test and post-test will give to know the result of the student’s achievement in writing ability before and after treatment by write-pair-share strategy. In those tests, the student asked to write based on the suggested topic given by researcher to limit the students writing. To measure the score of writing test, the writer used five aspects of writing test criteria based on ESL (English as a Second Language) composition profile, Ommagio (1986). They are: 1. Content 2. Organization 3. Vocabulary 4. Language Usage 5. Mechanics
- 6. REFERENCE LIST Frank, T. Lyman. (1981). Write-Pair-Share. Scientific Journal Kaneb Center Online. Arikunto, Suharsimi. 1999. Dasar-dasar Evaluasi Pendidikan. Jakarta: Aksara Arikunto, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Sharples, M. (1999). How We Write; Writing as Creative Design. London: Routledge. Travers, John P. (1970). Fundamental of Educational Psychology. Seranton, Pensylvania: Inertnasional Textbook Company. Siburian, T.A. (July, 2013). Improving Students’ Achievement on Writing Descriptive Text Through Think Pair Share. International Journal of Language Learning and Applied Linguistic World, 3 (3), 30-43. Akhamdianor. (June, 2013). Meningkatkan Keterampilan Menulis Melalui Strategi Write Pair-Share Mata Pelajran Bahasa Inggris. Cendikia Media Jurnal Ilmiah IKIP PGRI Kaltim, VI, 32-49. Riadi, Agus. 2013. Improving Students Achievement in Learning English Through Audio Visual Media at the sixth grade of SDN 033 Sungai Kapih. Unpublished Thesis. Samarinda: Mulawarman University. Supriyaningsih. 2013. The Influence of Using Dialogue Journal to Increase Students’ Ability in Writing Descriptive Paragraph of the tenth grade students of SMA Muhammadiyah 1 Samrinda. Unpublished Thesis. Samarinda: Mulawarman University.