The Use of Modified Think-Pair-Share in Teaching Writing
Abstract
Penelitian ini bertujuan (i) untuk mengetahui perbedaan prestasi menulis antara siswa yang diajar menggunakan strategi Modifikasi Think-Pair-Share (TPS) dan strategi Think-Pair-Share (TPS), (ii) untuk mengetahui korelasi antara sikap menulis pada siswa dan hasil kemampuan menulis siswa. Subjek penelitian ini adalah siswa kelas dua SMA IT Ar-Raihan Bandar Lampung. Hasil penelitian menunjukkan bahwa (i) ada perbedaan signifikan secara statistik dalam kemampuan menulis antara siswa yang diajar dengan strategi Modifikasi TPS dan strategi TPS, (ii) tidak ada korelasi antara sikap menulis pada siswa dan hasil kemampuan menulis siswa. Ini menunjukkan bahwa strategi Modifikasi TPS lebih efektif untuk meningkatkan prestasi menulis siswa.
This study was aimed (i) to find out whether there was a significant difference in writing achievements between the students taught through the Modified Think-Pair-Share (TPS) and those taught through Original think-pair-share, and (ii) to find out whether there was a correlation between the students’ writing attitudes and their writing achievements. The subjects of this research were the second grade students of SMA IT Ar-Raihan Bandar Lampung. The result showed that (i) there was a statistically significant difference in the students’ ability between the students taught through modified TPS and those taught through TPS, (ii) there was no correlation between the students’ writing attitudes and their writing achievements. It can be said that modified TPS is more effective to increase the students’ ability in writing achievements.
Keywords: Modified Think-Pair-Share (TPS), writing achievements, writing attitudes.
Full Text:
PDFReferences
Al-khayyat, A. (2018). University EFL students’ attitudes toward writing in English language (Thesis). University of Anbar, Department of English, Anbar, Iraq.
Al-Sobhi, B., Md Rashid, S., & Abdullah, A. N. (2018). Arab ESL secondary school students’ attitude toward English spelling and writing. SAGE Open, 8(1), 1-11
Astika, G. G. (1993). Analytical assessments of foreign students’ writing. RELC Journal, 24(1), 61–70.
Bacha, N. N. (2002) Developing learners' academic writing skills in higher education: A study for educational reform. Language and Education, 16(3), 161-177.
Bulut, P. (2017). The effect of primary school students’ writing attitudes and writing self-efficacy beliefs on their summary writing achievement. International Electronic Journal of Elementary Education, 10(2), 281–285.
Dhadhodara, N. (2017). The writing attitude of higher education students. Horizons of Holistic Education, 4(3-4) pp. 111-120.
Ekholm, E., Zumbrunn, S., & DeBusk-Lane, M. (2018). Clarifying an elusive construct: A systematic review of writing attitudes. Educational Psychology Review, 30, 827–856.
Fareed, M., & Bilal, M. (2007). ESL learners’ writing skills: Problems, factors and suggestions introduction. Journal of Education and Sciences, 4(2): 1, 2016, 81-92.
Graham, S., Berninger, V., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary Educational Psychology, 32(3), 516–536.
Hanane, D. (2015). Students’ attitudes towards academic writing : challenges facing EFL learners (Thesis). Mohamed Kheidir University of Biskra, Department of Foreign Languages, Algeria.
Hashemian, M., & Heidari, A. (2013). The relationship between L2 learners’ motivation/attitude and success in L2 writing. Procedia - Social and Behavioral Sciences, 70, 476–489.
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 1–73.
Kagan, S., and Kagan, M. (2009). Kagan cooperative learning. San Clamente, CA: Kagan Publishing.
Kellogg, R. T. (1988). Attentional overload and writing performance: Effects of rough draft and outline strategies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14(2), 355–365.
Kellogg, R. T. (1990). Effectiveness of prewriting strategies as a function of task demands. The American Journal of Psychology, 103(3), 327-342.
Knudson, R. E. (1991). Development and use of a writing attitude survey in grades 4 to 8. Psychological Reports, 807–816.
Knudson, R. E. (1992). Attitude survey for grades 1 to 3. Psychological Reports, 711–720.
Knudson, R. E. (1993). Development of a writing attitude survey for grades 9 to 12: effects of gender, grade, and ethnicity. Psychological Reports, 73(2), 587–594.
Kotula, A. W., Tivnan, T., & Mata Aguilar, C. (2014). Students’ voices: The relationship between attitudes and writing outcomes for fourth and fifth graders. Waltham, MA: Education Development Centre, Inc.
Muirhead, B. (2006). Using outlines to improve student writing skills. I-Manager’s Journal on School Educational Technology, 1, 37–39.
Nik, Y. A., Sani, B. B., Noor, M., Chik, B. W., Jusoff, K., Rafidee, H., & Hasbollah, B. (2010). The writing performance of undergraduates in the University of Technology Mara, Terengganu, Malaysia. Journal of Languages and Culture 1(1), 8–14.
Oktaviani, A. (2017). The Use of Think Pair Share Technique To Improve Students ’ Writing Recount Text At the First Grade Students of Sma N 14 Bandar Lampung (Thesis). Lampung University, English Department, Lampung, Indonesia.
Olinghouse, N. G., & Graham, S. (2009). The relationship between the discourse knowledge and the writing performance of elementary-grade students. Journal of Educational Psychology, 101(1), 37–50.
Reinking, J. A., & von der Osten, R. (2016). Strategies for successful writing: A rhetoric and reader. New Jersey: Pearson.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge, UK: Cambridge University Press.
Rosadi, K. (2016). Improving students’ skills in writing through Think-Pair-Share (TPS) technique at grade VIII B of MTs Yapi pakem in academic year 2016/2017. English Language Teaching Journal, 5(8), 3-7.
Sahardin, R., Hanum, C. S., & Gani, S. A. (2017). Using Think-Pair-Share for writing descriptive texts. Studies in English Language and Education, 4(1), 54-56.
Salija, K. (2017). The effect of using outlines on idea development quality of students essay writings. International Journal of Language Education, 1(1), 11-19.
Siahaan, N. E. (2014). Improving students’ achievement in writing procedure text through Think-Pair-Share (TPS) technique. REGISTER Journal of English Language Teaching of FBS-Unimed, 3(1), 1-21.
Sugiarto, D., & Sumarsono, P. (2014). The implementation of think-pair-share model to improve students’ ability in reading narrative texts. International Journal of English and Education,3(3), 206-215.
Yaqin, A. (2018). Using Think-Pair-Share technique to improve students’ writing skill descriptive text (Thesis). Walisongo Islamic State University, Education and Teacher Training Faculty, Semarang, Indonesia.
Yulanda, E. S. (2018). Improving students’ english writing through Think-Pair-Share (An experimental study at English Department of UIN Ar-Raniry) (Thesis). An-Raniry Islamic State University, Banda Aceh, Indonesia.
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 U-JET
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.