THE USE OF GROUP INVESTIGATION TO IMPROVE

STUDENTS' ABILITY IN WRITING SKILL ON

ANALYTICAL EXPOSITION TEXT

(A Classroom Action Research with 11 th 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

A THESIS STATEMENT

I am, the student with the following identify:

Name

Student Number

Department

: Rina Mayasari

: 073411020

: 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

ii

ADVISOR NOTE

Semarang, Nopember 29 , 2011 th

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 11        Grade Students th

of MA Manahijul Huda Pati in The Academic Year of

2011-2012)

:        Rina Mayasari

:        073411020

:        Tadris

:        English Language Education

Name of Student

Student Number

Department

Field of Study

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

iii

ADVISOR NOTE

To

The Dean of Education Faculty

Walisongo State Institute for Islamic Studies

Semarang, Nopember 29 , 2011 th

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 11        Grade Students th

of MA Manahijul Huda Pati in The Academic Year of

2011-2012)

:        Rina Mayasari

:        073411020

:        Tadris

:        English Language Education

Name of Student

Student Number

Department

Field of Study

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

iv

v

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 11 th 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.

vi

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

vii

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

viii

TABLE OF CONTENT

Title ......................................................................................................................

Thesis Statement...................................................................................................

Ratification Note...................................................................................................

Abstract..................................................................................................................

Acknowledgement................................................................................................. Table of

Content................................................................................................... The List of

figure................................................................................................. The List of

tables..................................................................................................

i.

ii.

iii.

vi

vii

ix

xi

xii

The List of Appendices..........................................................................................        xiii

Chapter I                        Introduction ...............................................................................

Chapter II

A. Research Background.....................................................

B. Reason for Choosing Topic

C. Question of the Research................................................

D. Objective of the Study....................................................

E. Pedagogical Significance¼¼¼¼¼¼¼¼¼¼¼.

F. Limitation of The Study.................................................. Review of

Related Literatures ...................................................

A. Previous Research..........................................................

B. Theoritical Framework...................................................

1.        The General Concepts of Group Investigation .......

2.        Writing...................................................................

3.        Genre .........................................................................

1

1

5

5

5

6

6

7

7

8

8

12

16

4.        Analytical Exposition.................................................        18

5.        Text ............................................................................        20 6.       

Group Investigation Method in Teaching Writing

Ability on Analytical Exposition Text............................

C. Action Hypothesis...........................................................

21

23

ix

Chapter III Method of Investigation .............................................................

A. Research Design

B. Subject ......................................................................

25

25

27

C. Setting of the study..........................................................        27

D. Technique of Data collection..........................................

E. Scoring Technique..........................................................

F. Technique of Data Analysis............................................

G. Procedure of text ............................................................

27

30

33

35

Chapter IV Research Finding.........................................................................        39

A. Research Finding ............................................................        39

B. Research Analysis........................................................

C. Discussion ¼¼¼¼¼ ................................................ Conclusion

and Suggestion........................................................

50

58

60 Chapter V

A. Conclusion ......................................................................        60

B. Suggestion ......................................................................

C. Closing ...........................................................................

61

62

Bibliography

Appendices

Curriculum

Vitae

x

LIST OF FIGURE

Figure:

1. Picture Sample of clustering¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼14

2. Figure 1 CAR Design............................................................................. 26

3. Chart of the Test Result from the Pre-Cycle until the Second Cycle.....58

xi

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

xii

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

xiii

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

1

       

"Nun. By the Pen and what they write." (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

2

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. To teach English, teacher

usually uses certain methods of teaching 4

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

language, 1992), p.6 4

Barli Bram, Write Well Improving Writing Skill, (Yoyakarta: Kanisius, 1995), p.25

Jenny Hommond, English for Social Purposes, ( Sydney: national centre for English

2

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),

3

Teams-Games-Tournament (TGT), Team Assisted Individualized (TAI) and

Jigsaw. One of its interesting types is group investigation. 5

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)

5

Isjoni, Pembelajaran Kooperatif, (Yogyakarta: Pustaka Pelajar, 2009), p. 73 6

Isjoni, Pembelajaran Kooperatif, p.87 7Mahmud Y. Zayid, The Quran, (Beirut: Dar Al-Choura, 1980), 1 st Ed., p. 73

7

4

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

5

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

6

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 Grade th

Students of SMA Muhammadiyah Kudus in the Academic Year 2008/2009 Taught by UsingGgroup

InvestigationAapproach .Education Faculty of Muria Kudus University, 2009.

7

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."

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

8

SitiUlinnikmah,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

Allyn& Bacon, 1995), p. 111

9

Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, (London:

8

10

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

then prepare and present a report in front of class.        This type demands

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

11 H.Isjoni,, Pembelajaran Kooperative, (Yogyakarta: PustakaPelajar, 2009), p.87.

Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, p. 115- 117

9

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.

10

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

2001), p.3 Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited,

11

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. . The purpose of writing is to give 15

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

Essays, p.4 17

18

Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and

Jeremy Harmer, How to Teach Writing, p.4 Alice C Omaggio, Teaching Language In Context, (Boston, Heinle&Heinle

Publisher Inc,1986),p.224 19

Jeremy Harmer, How to Teach Writing, p. 5.

12

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 brainstorming . 20

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

Education Inc, 2003),p.41 Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson

13

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.

Prince Her sisters Her aunt

Foes Friends

Cinderella

Characters

Palace

Kind Beautiful

Where did

she live

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

14

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.        Remember to: 23

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

Essays, (English: Addison Wesley Longman, 2005), p 12

Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and

25 Alice Oshima and Ann Hogue, Writing Academic English,p,12

15

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. According to Betty, there are three 26

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

2005), p.7 Betty Mattix Dietsch, Reasoning & Writing Well, (NY: Marion Technical College,

16

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

Michigan Press, 2004), p.4 Ken Hyland, Genre and Second Language Writing, ( USA: The University of

17

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

antipodean Educational Enterprises, 1994), p.197 Linda Garot and Peter Wignel, Making Sense of Functional Grammar, ( Australia:

18

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

33 Mark Anderson and Kathy Anderson, Text Types in English,p,124

Linda Gerot and Peter Wignal, Making Sense of Functional Grammar, p.197

19

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

34

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,

Linda Gerot and Peter Wignal, Making Sense of Functional Grammar, p.198

Linda Gerot and Peter Wignal, Making Sense of Functional Grammar, p.198

20

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

University Press, 1985),p.11 M.A.K.Halliday and Ruqaya Hasan, Language, Context, and Text, (Australia, Deakin

21

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

22

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

23

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.

24

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

25

In order to be clear, the writer would like to present the Kurt Lewin's

model of classroom action research.        It can be depicted as follows: 39

Planning Planning

Reflecting Acting Reflecting Acting

Observing

Cycle I

Figure 1 CAR Design

Observing

Cycle II

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

26

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 11 grade students of MA th

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.

27

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

28

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. In conducting to this study, the 44

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.        In this study, the writers used

composition test 45

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

29

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

30

Table 1

Analytic Scoring of Writing

Score

27-30 22-26

17-21

13-16

Aspect

Contents

Organization        18-20

14-17

Criteria

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 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. 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. 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. 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,

10-13

1-9

Vocabulary

Grammar

18-20

14-17

10-13 7-9

22-25

18-21

11-17

5-10

Mechanic 5

4

3

31

2 paragraphing, and punctuation.

Poor: no mastery of the use of capitals, paragraphing, and punctuation. 47

Explanation:

Relevance

organization

Vocabulary

Grammar

Mechanic

: the substance of writing, the ideas expressed

: the style and case of communication

: The choice of idioms, words, and lexical item to give a particular

tone or flavor to writing

: The employing grammatical and syntactic forms

: 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                                  Grade

Correct Answer

86% - 100 %

71% - 85 %

56% - 70%

41% - 55%

26% - 40%

Level

A = Excellent

B = Good

C = Fair

D = Less

E = Poor

Outstanding

Above average

Satisfactory

Below average

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

32

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. 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:

49

In which

a. Poor

b. Fair

c. Average d.

Good

e. Excellent

percentage

0%-35%

40%-59%

60%-74%

75%-84%

85%-100%

49

J. Michael O'Malley and Lorraine Valdez Pierce, Authentic Assessment for English Language Learners, (London: Longman, 1996), p.144.

33

The observation is analyzed by using the following formula:

Score = Scored got x 100

Maximum score

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

50

following formula: 51

X

Explanation:

The average of students score X

          The sum of item scores

The number of the students

50

51

Louis Cohen, Research Methods in Education, p.411

Suharsimi Arikunto,        Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT RinekaCipta, 2006), p.

34

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 (1 meeting) st

N

o

1

Steps

Table 3. Cycle 1

Activity of researcher Teacher activity

Planning -

collaborator

arranging a

lesson plan based on the teaching material Preparing the teaching material Preparing the test instrument Preparing the observation scheme

The researcher as observer and

-

-

- -

-

-

2 Acting -

Preparing the

teaching material Preparing student's attendance list Preparing the poster contains analytical exposition test.

- The teacher

introduces the

35

teacher teaches

analytical exposition text by using group investigation method

-

-

-

-

3 Observing - The researcher

is a observer of the teaching learning process Observing students' respond by using Group Investigation method The researcher and teacher discuss about teaching learning process that have been done to find weakness and how to Improve it in

-

-

-

4 Reflecting -

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. The teacher applies this method Observing the teaching learning process

- 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.

36

the next cycle

3. The second cycle

Table 4. Cycle 2

No                      Steps                  Activity of

researcher as 1                  Planning                    -

collaborator

Arranging the lesson plan based on teaching material. Preparing the teaching material Preparing the test instrument. Preparing the observation scheme. The researcher is

-

-

-

-

-

-

2 Acting - - as observer and

teacher teaches analytical exposition text.

-

-

-

-

Teacher activity

Preparing the teaching material. Preparing the students attendance list. Teacher arranges improvement action to be developed became learning improvement point. 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

37

3 Observing - The researcher is

as observer of the teaching learning process. Observing students' respond by using Group Investigation method.

-

- -

-

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.

-

exposition text by

using group investigation method based on the movie. The teacher explained the material clearly. Observing students' participation. The teacher encouraged the students in order they were confidents to write. The teacher and researcher evaluate the step in teaching learning process and discuss the result observation for the students' ability in analytical exposition text.

38

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 6 and Monday August th

8 2011. The teacher announced the result of yesterday's writing test. The th

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

Poor              Fair            Averag         

Good

(0-                  (40-                      e                (75-

35%)          59%)                60-

1                        2

74%)

3

3

84%)

4

Excelle

nt 85-

100%) 5

No Indicators

1 Students

concern toward

teacher's

explanation.

Students'

cooperative in

group.

The Students

activeness in

present the

material.

Total

score

3

2

3 3

3

3 3

44

4 Students

concern toward

other                   

group

presentation.

The students'

activeness in

asking question.

The students'

activeness in

4 4

5

2 2

6

4 4 answering

questions in

group.

19

Score = Total Score

Maximum score

Score =                    19

30

=63,33%

x 100

x 100

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

13 of August and 15 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

th th

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

Poor                      Fair              Averag            Good            Excelle (0-35%)                (40-                        e                   

(75- 59%)                    60-

2 74%)

3

3

No Indicators

1 1 Students

concern toward

teacher's

explanation.

Students'

cooperative in

group.

The Students

activeness in

present the

84%)

4

nt

85- 100%)

5

Total

score

3

2

4 4

3

3 3

49

4

material.

Students

concern toward

other                   

group

presentation.

The students'

activeness in

asking question.

The students'

activeness in

4 4

5

6

4

4

4 4 answering

questions in

group.

22

Score = Total Score

Maximum score

Score =                    22

x 100

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 1 2010. In st

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

1 2 3 4 5 6 7 8 9

Students code

C-1 C-2 C-3 C-4 C-5 C-6 C-7 C-8 C-9

Score

50 60 55 70 55 50 65 65 60

Percentage

50% 60% 55% 70% 55% 50% 65% 65% 60%

52

10

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

C-10

C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35 M

55

55 60 50 80 65 60 60 70 75 50 70 65 50 45 60 70 65 60 55 75 45 50 55 60 55 2090

55%

55% 60% 50% 80% 65% 60% 60% 70% 75% 50% 70% 65% 50% 45% 60% 70% 65% 60% 55% 75% 45% 50% 55% 60% 55%

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

X

=

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 7 th and

Sunday August 8 2010. It was held 07.40 - 09.00 am and 07.40 - th

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

Students code

C-1 C-2 C-3 C-4 C-5

Score

60 60 65 80 70

No

1 2 3 4 5

Percentage

60% 60% 65% 80% 70%

54

6

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

C-6

C-7 C-8 C-9 C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35 M

70

65 70 65 60 65 70 65 80 65 70 75 60 70 60 75 60 65 70 60 70 85 65 65 90 55 70 60 65 70 2370

70%

65% 70% 65% 60% 65% 70% 65% 80% 65% 70% 75% 60% 70% 60% 75% 60% 65% 70% 60% 70% 85% 65% 65% 90% 55% 70% 60% 65% 70%

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

X

X

=

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 14 and st

Monday August 15        2010. It was held 07.40 - 09.00 am and 07.40 nd

- 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

1 2 3

Students code

C-1 C-2 C-3

Score

70 75 70

Percentage

70% 75% 70%

56

4

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

C-4

C-5 C-6 C-7 C-8 C-9 C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35 M

80

75 80 70 85 70 75 65 70 70 75 65 80 70 70 90 85 90 70 75 75 65 85 85 70 70 85 75 75 70 80 65 2625

80%

75% 80% 70% 85% 70% 75% 65% 70% 70% 75% 65% 80% 70% 70% 90% 85% 90% 70% 75% 75% 65% 85% 85% 70% 70% 85% 75% 75% 70% 80% 65%

b. Measuring mean

The mean score of reading class can be searched by using

this following formula:

X

X

2625

35

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 1 1

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

C-1

C-2 C-3 C-4 C-5 C-6 C-7 C-8 C-9 C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20 C-21 C-22 C-23 C-24 C-25

cycle

50 60 55 70 55 50 65 65 60 55 55 60 50 80 65 60 60 70 75 50 70 65 50 45 60

60

60 65 80 70 70 65 70 65 60 65 70 65 80 65 70 75 60 70 60 75 60 65 70 60

Cycle 2

70 75 70 80 75 80 70 85 70 75 65 70 70 75 65 80 70 70 90 85 90 70 75 75 65

58

26

27 28 29 30 31 32 33 34 35 Sum Mean Low score High score

C-26

C-27 C-28 C-29 C-30 C-31 C-32 C-33 C-34 C-35

70

65 60 55 75 45 50 55 60 55 2090 59.71 45

80

70

85 65 65 90 55 70 60 65 70 2370 67.71 55

90

85

85 70 70 85 75 75 70 80 65 2625 75 65

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

80

70

60

50

40

30

20

10

0

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).

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.

60

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.

61

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.

62

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Alderson, J. Charles and Bachman, Lyle F., Analitic Scoring, (Cambridge University Press, 2002)

Arikunto, Suharsimi, ProsedurPenelitianSuatuPendekatanPraktik, (Jakarta: PT RinekaCipta, 2006)

Blanchard, Karen and Root, Christine, Ready to Write, (New York: Pearson Education                Inc, 2003)

Bram, Barli, Write Well Improving Writing Skill, (Yoyakarta: Kanisius, 1995)

Celce-Murcia, Marianne and Olshtain , Elite, Discourse and Context in Language Teaching, (NY:Cambridge University Press, 2000)

Cohen, Louis, Research Methods in Education, (London: MPG Books Ltd, 2007)

Doddy, Achmad, , Developing English Competencies for Senior High School, ( Jakarta, Departement Pendidikan Nasional, 2008)

Garot, linda and Wignel, Peter, Making Sense of Functional Grammar, ( Australia: antipodean            Educational Enterprises, 1994)

Glanz, Jeffrey, Action Research: An Educational Leader's Guide to School Improvement, (USA: Christopher Gordon Publishers, Inc., 1998)

Harmer, Jeremy, How to Teach Writing, (England: Pearson Education Limited, 2001)

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using group investigation approach.education faculty of Muria Kudus University, 2009.

th

J.B.Heaton, Writing English Language Test, (London: Longman Group Limited,

1975)

Johnson W, David , Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning, ( New Jersey, A Paramount Communication Company: 1994)

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rd

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Zingaro, Daniel, Group Investigation: Theory and Practice ( Toronto: Ontario Institute for Studies in Education, 2008)

Yusuf        Ali,        Translation,        Retrieved        from        http://www.harunyahya.com/quran- translation30.php

http://dudy-adityawan.com/education/group-investigation-method-learning/ cited on Friday 7 Jan, 2011

th

Appendix 1

LESSON PLAN 1

School

Subject

Class/Semester

Kind of text

Skill focus

Time allocation

Standard of Competence

Basic Competence

: MA Manahijul Huda Pati

: English

: XI/1

: Analytical Exposition text

: Writing

: 3 x 40 minutes

: Expressing meaning in short functional text and

monologue in report, narrative, and analytical

exposition in the context of daily life.

: 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

1

- 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

2

V. Source : Th.M.Sudarwati dkk, Look Ahead an English

courses for SMA Grade X1 Jakarta, Erlangga , 2007

VI. Assessment

a. Form

b. Technique

on the poster

c. Aspect to be assessed

mechanic

d. Scoring guidance

: Written test

: Students are write analytical exposition text based

: content, organization, vocabulary, grammar and

:

1) Percentage of correct answer

The Percentages of                                  Grade Correct Answer

86% - 100 %

71% - 85 %

56% - 70%

41% - 55%

26% - 40%

Level

A = Excellent

B = Good

C = Fair

D = Less

E = Poor

Outstanding

Above average

Satisfactory

Below average

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

3

Appendix 2

LESSON PLAN 2

School

Subject

Class/Semester

Kind of text

Skill focus

Time allocation

Standard of Competence

Basic Competence

: MA Manahijul Huda Pati

: English

: XI/1

: Analytical Exposition text

: Writing

: 3 x 40 minutes

: Expressing meaning in short functional text and

monologue in report, narrative, and analytical

exposition in the context of daily life.

: 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

5

- 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

6

V. Source : Th.M.Sudarwati dkk, Look Ahead an English

courses for SMA Grade X1 Jakarta, Erlangga , 2007

VI. Assessment

a. Form

b. Technique

on the video

c. Aspect to be assessed

mechanic

d. Scoring guidance

: Written test

: Students are write analytical exposition text based

: content, organization, vocabulary, grammar and

:

1) Percentage of correct answer

The Percentages of                                  Grade Correct Answer

86% - 100 %

71% - 85 %

56% - 70%

41% - 55%

26% - 40%

Level

A = Excellent

B = Good

C = Fair

D = Less

E = Poor

Outstanding

Above average

Satisfactory

Below average

Insufficient

2) Maximal score 100

3) Maximal grade 100

4) Students score= C1+C2+C3+C4+C5

5) VII. Instrument & Summary of the Material

7

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.

8

Appendix 3

The list of students

NO

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30 31 32 33

34 35

STUDENTS

AHMAD ROMADHON ANIQOTUL' ATIYYAH ANITA FITRIANI ATIK ROHMAWATI DEVI ANDIKA SARI DIAN NOVITA DEWI DIYAH HANIFIATI EVA FITRIANA FARIKHATUN NI'MAH FAUL ZAHROTUN N FINALIA AGUSTINA FITRI HIDAYAH IKA LAILIN NISFAH INAYATUS SA'ADAH JUMIATUN KARTINI LAILIYATUL MU'AFIYAH M.SHOFA AHWADI MAHYA RIZKIYA MUFATTIKATUL FIKRIYAH MUH LUTFI ADIB NAYLI IFFATUL MAULA NOVIYATUN NURUL ANAM NURUL UNIKA ROHMAH NUSROH ULFAH PARMI PARMONO PUJI LESTARI RIZKA AYUK ANDRIYANI WAKHID ANDRA PRASTA WINDARTIK WINDI VIRONIKA YULI ASTUTI YULI NUR HIDAYATI ZAHROTUL ALFILIA

CODE

C-1 C-2 C-3 C-4 C-5 C-6 C-7 C-8 C-9

C-10 C-11 C-12 C-13 C-14 C-15 C-16 C-17 C-18 C-19 C-20

C-21 C-22 C-23 C-24 C-25 C-26 C-27 C-28 C-29 C30 C-31 C-32 C-33

C-34 C-35

9

Appendix 4

The list of group members

Group 1

1. IkaLailinNisfah

2. FaulZahrotun N

3. Anita Fitriani

4. Noviyatun

5. MuhLutfiAdib

Group 2

1. NurulUnikaRohmah

2. Parmi

3.MahyaRizkiya

4. Kartini

5. FitriHidayah

Group 3

1. LailiyatulMu'afiyah

2. M. ShofaAhwadi

3. NusrohUlfah

4. ZahrotulAlfilia

5. Aniqotul 'Atiyyah

Group 4

1. InayatusSa'adah

2. Jumiatun

3. DiyahHanifiati

4.Ahmad Romadhon

5.Windartik

Group 5

1. FarikhatunNi'mah

2. Devi Andika Sari

3. Dian NovitaDewi

4. Eva Fitriana

6. YuliNurhidayati

Group 6

1. WindiVironikaYuliAstuti

2.Parmono

3. FinaliaAgaustina

4. AtikRohmawati

5. RizkaAyukandriyani

Group 7

1. MufattikatulFikriyah

2. NayliIffatulMaula

3. NurulAnam

4. Puji Lestari

5. WakhidAndraPrastya

10

Appendix 5

Name

Class

No

:

:

: WORKSHEET

Pre-test

Theme

Kind of text Time

Allotment

Instruction

: fast food, healty eating?

: Analytical exposition text

: 35 minutes

:

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:¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ Thesis:

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼...

11

Arguments:

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼.............................................................................

............................................................................................................

Reiteration:

¼¼¼.............................................................................................................................

.........................................................................................................................................

.........................................................................................................................................

.........................................................................................................................................

........................................................................................................

12

Appendix 6

Name of group:

Class :

WORKSHEET

Cycle 1

Theme

Kind of text Time

Allotment

Instructions          :

: Analytical exposition Text

: 35 minutes

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:¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ Thesis: ¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼...

13

Arguments:

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼

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14

Appendix 7

Name of groups:

Class :

WORKSHEET

Cycle 2

Theme

Kind of text Time

Allotment

Instruction              :

:

: Analytical exposition text

: 35 minutes

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.

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15

Arguments:

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16

Appendix 8

Aspects observed:

1. Students concern toward teacher's explanation

Score 1:

Score 2:

Score 3:

Score 4:

Students make noisy with other friends at the teacher's explanation

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

Students listen to the teacher's explanation but they do other activity that is not

related with learning activity

Students concern toward teacher's explanation really

2. Students cooperative in group

Score 1:

Score 2:

Score 3:

Score 4:

Students do not cooperate in group

Students take active part in cooperation but they can not associate

with member of group

Students take active part in cooperation and can associate with member of

group

Students take active part in group cooperation correctly and active

in presentation

3. The Students activeness in presenting the material

Score 1:

Score 2:

Score 3:

Score 4:

Students do not take part in delivering the material

Students are not clear in delivering the material, students' voice is

low and English writing ability is still bad

Students are clear in delivering the material, but the presenter is not directed to

audience and the presenter is good in English writing

ability

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

17

Score 2:

Score 3:

Score 4:

Students listen to other group presentation, but they do other

activity that is not related with learning activity

Students listen to other group presentation

Students concern toward other group explanation seriously and

note it

5. The students' activeness in asking question

Score 1:

Score 2:

Score 3:

Score 4:

Students do not ask question

Students ask question but the question is not match with the

material

Students ask question as many as possible, but the question is not

focus of the problem

Students ask question with a good question

6. The students' activeness in answering questions in group

Score 1:

Score 2:

Score 3:

Score 4:

Students do not give answer the questions

Students give answer the question but the answer is not match Students

give answer but helped by the teacher

Students give complete answer without helped by the teacher

ASSESSMENT CRITERION:

1

2

3

4

= Less

= Fair

= Good

= Excellent

ASSESSMENT PERCENTAGE EXPLANATION:

86% - 100% = Excellent learning

71% - 85% = Good learning

56% - 70% = Sufficient learning

< 55%                    = Bad learning

18

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

Phone

Website

: Jl. Kauman No.3 Pati 59158

: (0295) 7605578-7609076, fax. (0295) 7605578

: http://www.MAMMHPT.sch.id

Accreditation : B

CURRICULUM VITAE

Name

Date of Birth

Student Number

Address

: Rina Mayasari

: Pati, April 21 , 1989 th

: 073411020

: 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 12 2011

The Writer,

th

Rina Mayasari

NIM 073411020