PEER-ASSISSTED LEARNING STRATEGY (PALS): ITS EFFECTIVENESS ON STUDENTS WRITING SKILL FROM THE PERSPECTIVE OF STUDENTS CRITICAL THINKING A THESIS

Transkripsi

1 PEER-ASSISSTED LEARNING STRATEGY (PALS): ITS EFFECTIVENESS ON STUDENTS WRITING SKILL FROM THE PERSPECTIVE OF STUDENTS CRITICAL THINKING (An Experimental Study at the Eleventh Grade of SMA Kartikatama Metro in the Academic Year of 2015/2016) A THESIS By: META LISTINA MUHARRAMI S Written as a Partial Fullfilment of the Requirements for Graduate Education Degree of English Language Teaching ENGLISH EDUCATION OF GRADUATE PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY SURAKARTA 2016

2

3 APPROVAL PEER-ASSISSTED LEARNING STRATEGY (PALS): ITS EFFECTIVENESS ON STUDENTS WRITING SKILL FROM THE PERSPECTIVE OF STUDENTS CRITICAL THINKING (An Experimental Study at the Eleventh Grade of SMA Kartikatama Metro in the Academic Year of 2015/2016) By: META LISTINA MUHARRAMI NIM. S This Thesis has been approved by the Consultants of English Education Department of Graduate Program Teacher Training and Education Faculty Sebelas Maret University Surakarta, Juni 2016 Consultant I Consultant II Prof. Dr. Joko Nurkamto, M. Pd. NIP Dr. Sujoko, M.A. NIP Approved By The Head of English Education Department of Graduate Program of Sebelas Maret University Dr. Ngadiso, M. Pd. NIP ii

4

5 LEGITIMATION Peer Assissted Learning Strategy (PALS): Its Effectiveness on Students Writing Skill from the Perspective of Students Critical Thinking (An Experimental Study at the Eleventh Grade of SMA Kartikatama Metro in the Academic Year of 2015/ 2016) by: META LISTINA MUHARRAMI S This Thesis has been approved by the Board of Thesis Examiners of English Education Department of Graduate Pogram Teacher Training and Education Faculty of Sebelas Maret University Surakarta in July 2016 Chairman Secretary Examiners Board of Examiners Signatures Dr. Ngadiso, M.Pd NIP (...) Dr. Abdul Asib, M.Pd NIP (...) 1. Prof. Dr. Joko Nurkamto, M.Pd NIP (...) 2. Dr. Sujoko, M.A NIP (...) Legalized by The Dean of Teacher Training and Education Faculty of Sebelas Maret University, The Head of English Education Department of Graduate Program of Teacher Training and Education Faculty of Sebelas Maret University, Prof. Dr. Joko Nurkamto, M. Pd. Dr. Ngadiso, M.Pd. NIP NIP iii

6 PRONOUNCEMENT This is to certify that I myself write this thesis entitled Peer-Assissted Learning Strategy (PALS) : Its Effectiveness on Students Writing Skill from the Perspective of Students Critical Thinking (An Experimental Study at the Eleventh Grade of SMA Kartikatama Metro in the Academic Year of 2015/ 2016). It is not a plagiarism or made by others. Anything related to other s work is written in quotation, the source of which is listed on the references. If then this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancelation of my academic degree. Surakarta, Juni 2016 Meta Listina Muharrami iv

7 ABSTRACT Meta Listina Muharrami. S Peer Assissted Learning Strategy (PALS): Its Effectiveness on Students Writing Skill from the Perspective of Students Critical Thinking (An Experimental Study at the Eleventh Grade of SMA Kartikatama Metro in the Academic Year of 2015/2016). A Thesis. First Consultant: Prof. Dr. Joko Nurkamto, M. Pd.; Second Consultant: Dr. Sujoko, M.A. English Education Department, Graduate Program, Sebelas Maret University. This research is aimed to reveal whether: (1) PALS is more effective than Scaffolded Writing Strategy to teach writing; (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching strategies and students critical thinking. This experimental research was conducted at the eleventh grade of SMA Kartikatama Metro in the academic year of 2015/2016. From four classes, the researcher took two classes as the sample, namely experimental class which was taught by using PALS and control class which was taught by using Scaffolded Writing Strategy. To find out the sample, a cluster random sampling was implemented. Each class was divided into two groups of which each consisted of students who have high critical thinking and those who have low critical thinking. To gain the data, two instruments were used. Those were writing test to find out the score of students writing skill and critical thinking test to find out the score of students critical thinking. The data were, then, analyzed by using Multifactor Analysis of Variance ANOVA 2x2 and Tukey Test. Before conducting the ANOVA test, pre-requisite test such normality and homogeneity test were conducted. There are some research findings which can be taken: (1) PALS is more effective than Scaffolded Writing Strategy to teach writing; (2) The students with high critical thinking have better writing skill than those having low critical thinking; and (3) There is an interaction between teaching strategies and students critical thinking in teaching writing. Based on the results of this research, it implies that PALS is an effective to teach writing to the eleventh grade of SMA Kartikatama Metro. However, to support the using of PALS, a teacher is recommended to combine the strategy with an interesting teaching materials and teaching media. It will make the atmosphere of the classroom more interesting so the teaching learning process can be more effective. Keywords: PALS, Scaffolded Writing Strategy, writing skill, critical thinking, experimental study v

8 ABSTRAK Meta Listina Muharrami. S Efektivitas Peer-Assissted Learning Strategy (PALS) Terhadap Kemampuan Menulis Siswa Ditinjau dari Kemampuan Berpikir Kritis Siswa (Penelitian Eksperimen pada Siswa Kelas Sebelas SMA Kartikatama Metro Tahun Ajaran 2015/2016). Tesis. Pembimbing Pertama: Prof. Dr. Joko Nurkamto, M. Pd.; Pembimbing Kedua: Dr. Sujoko, M.A. Pascasarjana, Pendidikan Bahasa Inggris, Universitas Sebelas Maret. Penelitian ini bertujuan untuk memperoleh apakah: (1) PALS lebih efektif daripada Scaffolded Writing untuk mengajar menulis; (2) Siswa yang mempunyai kemampuan berpikir kritis tinggi mempunya kemampuan menulis yang lebih baik dibandingkan siswa yang mempunyai kemampuan berpikir kritis rendah; dan (3) Ada interaksi antara strategi mengajar dengan kemampuan berpikir kritis siswa dalam mengajar menulis. Penelitian ini adalah penelitian eksperimen yang dilakukan pada siswa kelas sebelas SMA Kartikatama Metro tahun ajaran 2015/2016. Dari enam kelas yang ada, peneliti mengambil dua kelas sebagai sample, yaitu kelas eksperimen yang akan diajar dengan menggunakan PALS dan kelas kontrol yang akan diajar dengan menggunakan Scaffolded Writing. Untuk memperoleh sample, teknik pengelompokan secara acak digunakan. Masingmasing kelas dibagi menjadi dua kelompok yang terdiri dari siswa yang mempunyai kemampuan berpikir kritis tinggi dan siswa yang mempunyai kemampuan berpikir kritis rendah. Untuk memperoleh data, dua instrumen digunakan, yaitu tes menulis untuk memperoleh nilai menulis siswa dan tes kemampuan berpikir kritis untuk memperoleh nilai kemampuan berpikir kritis siswa. Kemudian data dianalisis dengan menggunakan tes ANOVA, sebelumnya dilakukan tes pre- requisite yaitu tes normality dan tes homogeneity. Terdapat beberapa hasil yang dapat diambil: (1) PALS lebih efektif daripada Scaffolded Writing Strategy dalam mengajar menulis; (2) Siswa yang mempunyai kemampuan berpikir kritis tinggi mempunyai kemampuan menulis yang lebih baik dibandingkan siswa yang mempunyai kemampuan berpikir kritis rendah; dan (3) Ada interaksi antara strategi mengajar dengan kemampuan berpikir kritis siswa dalam mengajar menulis. Hasil penelitian tersebut menyiratkan bahwa PALS adalah startegi yang efektif dalam mengajar menulis untuk siswa kelas sebelas SMA Kartikatama Metro. Akan tetapi, guru disarankan untuk mengkombinasikan antara strategi belajar dengan bahan mengajar dan media yang menarik. Hal tersebut akan membuat suasana kelas menjadi lebih menarik sehingga pembelajaran juga akan lebih efektif. Kata kunci: PALS, Scaffolded Writing, Kemampuan Menulis, Kemampuan Berpikir zkritis, Penelitian Ekperimen v

9 MOTTO Do the best. Allah will do the rest (Dian Pelangi) vi

10 DEDICATION With deep profound love, this research is fully dedicated to: My beloved parents Bapak M. Bashori and Ibu Susilawati My almamater Sebelas Maret University Vii

11 ACKNOWLEDGEMENTS In the name of Allah, The Beneficent and The Merciful. The researcher would like to acknowledge her countless gratitude to Allah, who has granted her health and determination to write this thesis. In addition, there are many people who have generously contributed in improving this thesis. Therefore, she would like to express her deep gratitude to the following people: 1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University for the permission to write the thesis. 2. The Head of English Education Department of Graduate Program for providing the facilities to complete the thesis writing. 3. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant for his guidance, patience, and advice during the writing process of this thesis. 4. Dr. Sujoko, M.A., the second consultant for his guidance, patience, and advice during the writing process of this thesis. 5. The Principal of SMA Kartikatama Metro for the permission to conduct the research. 6. The English teacher of SMA Kartikatama Metro, Aziz Muslim, S.Pd. for his help, guidance, and cooperation during the research. 7. The eleventh grade students of SMA Kartikatama Metro in the academic year of 2015/ 2016 for their cooperation during the research. 8. All friends and everyone who have helped the researcher in accomplishing this thesis. Finally, the researcher realizes that this thesis is still far from being perfect. Therefore, constructive suggestion is needed for the progress of the next study. The researcher hopes thaat this thesis would provide a positive contribution to the educational development and the readers. Surakarta, Juni 2016 Meta Listina Muharrami viii

12 LIST OF TABLES Table 2.1 Aspects of writing Table 2.2 Scoring rubric of writing Table 2.3 Steps in Scaffolded writing Table 3.1 Time schedule of research Table 3.2 Factorial design Table 3.3 Readability of writing test Table 4.1 The frequency distribution of data A Table 4.2 The frequency distribution of data A Table 4.3 The frequency distribution of data B Table 4.4 The frequency distribution of data B Table 4.5 The frequency distribution of data A1B Table 4.6 The frequency distribution of data A1B Table 4.7 The frequency distribution of data A2B Table 4.8 The frequency distribution of data A2B Table 4.9 The summary of normality test Table 4.10 The summary of homogeneity test Table 4.11 The mean scores Table 4.12 The summary of ANOVA 2x Table 4.13 The summary of tukey test xii

13 LIST OF FIGURES Figure 4.1 Histogram and Polygon of Data A Figure 4.2 Histogram and Polygon of Data A Figure 4.3 Histogram and Polygon of Data B Figure 4.4 Histogram and Polygon of Data B Figure 4.5 Histogram and Polygon of Data A1B Figure 4.6 Histogram and Polygon of Data A1B Figure 4.7 Histogram and Polygon of Data A2B Figure 4.8 Histogram and Polygon of Data A2B xiii

14 LIST OF APPENDICES Appendix 1 Syllabus Appendix 2 Lesson Plan of Experimental Class Appendix 3 Lesson Plan of Control Class Appendix 4 Instrument of Critical Thinking Test Appendix 4.1 Blueprint of Critical Thinking Test Appendix 4.2Try Out of Critical Thinking Test Appendix 4.3Validity and Reliability of Critical Thinking Instrument Appendix 4.4 Instrument of Critical Thinking Test Appendix 4.5 The Answer Key of Critical Thinking Instrument Appendix 4.6 Questionnaire of Critical Thinking Test Instruction Appendix 5 Readability Result of Critical Thinking Instrument Appendix 6 Instrument of Writing Test Appendix 6.1 Blueprint of Writing Test Appendix 6.2 Instrument of Writing Test Appendix 6.3 Scoring of Writing Test Appendix 6.4 Questionnaire of Writing Test Instruction Appendix 7 Readability Result of Writing Instrument Appendix 8 Students Critical Thinking Scores Appendix 8.1 Students Critical Thinking Scores of Experimental Class Appendix 8.2 Students Critical Thinking Scores of Control Class Appendix 9 Writing Scores Appendix 9.1 Post Test Students Writing Scores Experimental (A1) Appendix 9.2 Post Test Students Writing Scores Control (A2) Appendix 10 Students Critical Thinking and Writing Scores Appendix 10.1 Students Critical Thinking and Writing Scores of Experimental Class Appendix 10.2 Students Critical Thinking and Writing Scores of Control Class Appendix 11 Descriptive Analysis Appendix 12 Normality Test Appendix 13 Homogeneity Test Appendix 14 ANOVA 2x2 Multifactor Analysis Variance Appendix 15 Tukey Test Appendix 16 Table of Critical Values for t Distribution Appendix 17 Table of the Standard Normal Distribution Appendix 18 Table of Critical Values for the Liliefors (Normality Test) Appendix 19 Table of the Chi Square Distribution (Homogeneity) Appendix 20 Table of Critical Values for F Distribution xiv

15 Appendix 21 Table of Critical Values for Tukey test Appendix 22 Example of Students Writing Appendix 23 Example of Students Answer Sheet of Critical Thinking Test Appendix 24 Pictures of Students Activity Appendix 25 Letter of Research Permission Appendix 26 Letter of Having Conducted Research xv