The effectiveness of think-pair-share (tps) to teach writing viewed from students’ motivation (an experimental research in the second year of sma negeri 1 plosoklaten kediri academic year 2008/2009)

Oleh :
Purnomo - S890208115 - Sekolah Pascasarjana

This research is aimed at finding out: (1) whether in general TPS is more effective than parallel writing for teaching writing; (2) which ones have higher writing achievement, students with high learning motivation or those with low learning motivation; and (3) whether or not there is an interaction between teaching techniques and motivation. This experimental research is carried out in UPTD SMA Negeri 1 Plosoklaten Kediri in 2008/2009 academic year from April to June 2009. The population is the second graders of SMA Negeri 1 Plosoklaten Kediri in 2008/2009 academic year which consists of six classes: one language program, two classes of social program, and two classes of science program. The samples, which are selected by using cluster sampling, are class XI IA 1 as the experimental group and class XI IA 2 as the control group. The experimental group is taught writing using TPS, while the control group is taught using parallel writing. The data are collected by using writing post test to get the data of students’ achievement in writing and questionnaire to measure the students’ learning motivation. The data are classified into six groups, they are: (1) the students who are taught using TPS ( ); (2) the students who are taught using parallel writing ( ); (3) the students having high learning motivation who are taught using TPS ( ); (4) The students having low learning motivation who are taught using TPS ( ); (5) the students having high learning motivation who are taught using parallel writing ( ); and (6) the students having low learning motivation who are taught using parallel writing ( ). From the normality and homogeneity test, it is found out that the data are in normal distribution and homogenous. The data are analyzed using ANOVA and Tukey test. The data analysis, results in the following research findings: (1) in general, TPS is more effective than parallel writing for teaching writing; (2) students having high learning motivation have higher writing achievement than those having low learning motivation; and (3) there is an interaction between teaching techniques and learning motivation. Based on the research findings, the conclusion of this study is that TPS is an effective technique of teaching writing especially for students with high learning motivation. Therefore, it is recommended that: (1) teachers apply TPS in teaching writing; (2) to promote students’ learning motivation, it is important to give students chance to develop their own ideas and share the ideas with peer students; and (3) future researchers may conduct the same kind of research with different sample and condition.