BAB 1 REVISI

CHAPTER I

INTRODUCTION

A.    Background of the Study

In English language learning, the students are required to master four skills of language. One of those skills is writing skill. Sokolik in Nunan (2003: 83) states that “Writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statement and paragraphs that will be clear to a reader.” Writing skill is considered as the most difficult and boring skill among the other skills of language.

Furthermore, in improving writing skill, it is necessary to study and practice writing in school. Writing can be a pleasure and sociable activity for students. The students could share their thought each other to explore more about the topic to build their confident in writing their ideas.

The second grade students of senior high school who have learnt English for about three to four years have been taught how to write text in English. Based on the curriculum called 2013 curriculum which requires students of senior high school to be able to write various kinds of texts, one of them is hortatory exposition text. Referring to the syllabus of school, this kind of text is only taught at the second grade of senior high school on the second term. Differ from other kinds of genres; Narrative, Report, Spoof, Description text, etc. however, they had been introduced and learned since junior high school level. So, many students regard that this text is still a new thing for them.

Anderson (2003: 22) states that hortatory exposition is kind of text which represents the attempt the writer to have the addressee do or act in certain way. The purpose of hortatory exposition is to persuade the readers that something should not be the case. In hortatory exposition, the students are required to share their opinion or recommendation about the common case. The students need to communicate with each other to expand their knowledge, and building their opinions and thoughts.

There are some difficulties in teaching writing, because the students are not really fluent in English. It is also because of students are too focusing on the grammar and afraid to express their ideas. Some researcher states that teaching writing is a process which requires the teachers to help the students in improving the students' thinking in writing. It is important for the teachers to use technique that is effective to help students think critically and be brave to express their idea.

Thus, it is necessary for a teacher to do an innovation in teaching to improve students’ achievement in writing. One of the ways is by applying a think-pair-share strategy. According to some researchers, the conventional technique of teaching writing would be not effective for students because the teacher will focus on grammar and the students will not be brave to express their idea.

“Think-pair-share (TPS) is a cooperative discussion technique that has 3 parts to the process students think about a question or an issue, they talk with a partner about their thoughts, then some children share their discussion and thinking with the class” (McCandlish, 2012).

Think-pair-share consist of wait-time, verbal rehearsal, discussion, and cooperative learning. This strategy provides the students opportunities to make sense through simple discussion. The discussion among the students will help them to think critically and find ideas and build opinions that are needed in writing hortatory exposition.

From the writer’s point of view, it is clear that the students should be able to write text in English, one of them is hortatory exposition. Hortatory exposition text is one of text that requires the writer to express their opinion and thought. The conventional technique of teaching writing would make the students are difficult to express their idea. Consider the statements above, the writer interests to conduct a research entitled “The effectiveness of think pair share on students’ writing hortatory exposition text achievement.”

B.     Identification of Problem

Based on the background of the study, it can be indicated the problems are:

(1)   The students’ writing achievement are low

(2)   The students are difficult to express their ideas on writing hortatory exposition text

(3)   Teachers do not apply teaching strategy that supports the students to be confident on writing.

C.    The Limitation of Problem

To make the problem clear, it is necessary for the writer to limit the problem. The limitation of the problem as the follow: effectiveness of think-pair-share on students’ writing hortatory exposition text achievement.

D.    Research Question

Based on the statement above, the writer formulates the problem as follows:

Is think pair share effective in improving students’ writing hortatory exposition text achievement of the eleventh grade students of SMAN?

E.     Research Objective

Based on the research question previously, the objective of the study is to find out whether think pair share IS effective in improving students’ writing hortatory exposition text achievement of the eleventh grade students of SMAN or not.

F.     Significances of the Study

The study about the effectiveness of think-pair-share on students’ writing hortatory text achievement hopefully will be useful to give some contributions to English language teaching and learning, i.e.:

(1)   For teachers and teacher researchers, this study can be beneficial and meaningful for the teachers to improve their students in some English skills by applying think-pair-share especially in English writing skill.

(2)   For the students, they can be motivated to practice more than they did before and they become confident in expressing ideas.

(3)   For the readers, it can inform them about the effectiveness of think-pair-share on students’ writing hortatory text achievement

G.    Research Hypothesis

Hypothesis can be defined as a prediction about the outcome of the study (Ruth,2011:30). In general, hypothesis is the researcher’s pre assumption concerning the outcome of the research. The hypothesis are defined into two hypothesis as following:

Alternative hypothesis (Ha)

Think pair share is effective in improving students’ writing hortatory exposition text achievement.

Null Hypothesis (Ho)

Think pair share is not effective in improving students’ writing hortatory exposition text achievement.

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