IMPROVING THE TENTH GRADE STUDENTS’ WRITING ABILITY AND CLASSROOM INTERACTION THROUGH THINK PAIR SHARE OF SMAN 2 BANTAENG

HAFID, RAHMAH (2016) IMPROVING THE TENTH GRADE STUDENTS’ WRITING ABILITY AND CLASSROOM INTERACTION THROUGH THINK PAIR SHARE OF SMAN 2 BANTAENG. S2 thesis, Universitas Negeri Makassar.

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Abstract This research aims at finding out the classroom interaction of the students when learning to write a descriptive text and whether or not the students’ writing achievement improved through Think Pair Share. This study was conducted at SMAN 2 Bantaeng with Classroom Action Research. The tenth grade students were chosen as the subject of this research from the population of 2014/2015 academic year that consisted of 28 students. The data about the students’ interaction were taken from the observation and data the students’ writing ability were gained through a writing test and then analyzed by using -descriptive and inferential statistics. The research result shows that the Think Pair Share applied improved the tenth grade students’ classroom interaction as well as their writing ability of SMAN 2 Bantaeng It is attested by the findings that the classroom interaction was interactive enough in that a large percentage of students followed the instruction given by the teacher/the researcher. In case of the students’ writing achievement, at the first cycle, the students’ writing achievement was better than pre-cycle result. Based on the findings, it is seen that a number of students could reach good score which means that those students had been able to reach the standardized score. However, majority of the students were still at average level where some of them hadn’t been able yet to get the standardized score. For the components of writing skill, it is obviously seen that the mean score of some aspects was still at average level in that the scores are still below 65. Those aspects are content, language use and mechanics. However, over all, the result of the first cycle is better than the pre-cycle result or before the students learned to a write descriptive through Think Pair, Share. Like the first cycle, the second cycle is also about the classroom interaction and the students’ writing ability. In the second cycle, the classroom interaction changed to be more interactive than in the first cycle. It is proved by the findings that can be seen in the table 4.10 in that the number of students who participated increased. Generally, the second cycle result shows better than the first cycle does. Based on the frequency and the percentage of their scores, the number of the students with good scores is higher than the first cycle is, and in this cycle, no one got very poor and poor scores. In addition, these data findings are supported by the mean scores in that the mean scores of the second cycle shows higher scores than the first cycle does. Based on these findings, it can be concluded that the students’ writing achievement improved after learning writing skill through Think Pair Share. This conclusion statement is supported by the inferential statistic result showing the probability value of 0.00 is smaller than the significant value of 0.025. Key Word: Think Pair Share, Classroom Interaction, and Writing

Item Type: Thesis (S2)
Subjects: PASCASARJANA > BAHASA INDONESIA
Divisions: PROGRAM PASCASARJANA
Depositing User: UPT PERPUSTAKAAN UNM
Date Deposited: 27 Oct 2017 00:12
Last Modified: 27 Oct 2017 00:12
URI: http://eprints.unm.ac.id/id/eprint/3382

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