The Implementation of Think-Pair-Share Technique to Enhance the Tenth Grade Students’ Achievement in Writing a Narrative Text

Abstract

This classroom action research was intended to enhance the tenth grade science 1 students’ writing achievement of narrative text and their participation at SMAN 1 Asembagus. The preliminary study was conducted by interviewing the English teacher of SMAN 1 Asembagus. The interview was done on August, 7th 2017. It was known that the tenth grade students of SMAN 1 Asembagus, especially X Science 1 still had difficulties in writing a narrative text. They had problems in finding, exploring, organizing, and developing their ideas in the written form of a narrative text into a correct form; writing grammatically correct sentences; choosing the appropriate vocabulary; and applying mechanics of writing correctly. The students’ previous writing score from the English teacher showed that most of the students in X Science 1 class got scores below the standard score of 75. There were only 50% or 18 students of 36 students who got scores ≥ 75. The teacher further said that the active participation of X Science 1 students was also low in which there were only 40% of the students were active in the teaching and learning process. Thus, the researcher tried to overcome the problems by using TPS technique in teaching writing a narrative text. In this research, the researcher collected the data using the observation checklist and the writing tests. The data were analyzed quantitatively to know the results of the students’ writing achievement and their participation after conducting the research. The action was implemented in t improvement. In the first meeting of cycle 1, there were 61.11% or 22 students of 36 students who participated actively in the teaching and learning process. In the second meeting of cycle 1, there were 72.22% or 26 students of 36 students who actively participated during teaching and learning process of writing. The average results of the students’ participation in meeting 1 and meeting 2 of cycle 1 was 66.66%. Thus, it could be concluded that the results of students’ active participation in cycle 1 did not fulfill the target percentage of the research, that was 75% of the students involved actively in the class. In addition, the results of the writing test in cycle 1 showed that there were 72.22% or 26 students of 36 students achieved the target scores ≥ 75 and 27.78% or 10 students of 36 students got scores ≤ 75. It means that the result of the writing test in cycle 1 had achieved the target percentage of the research, that was 70% of the students got scores ≥ 75 in the writing test. Based on the results in cycle 1, the researcher did the reflection to revise some weaknesses found in cycle 1; therefore, cycle 2 was needed to be conducted. The data showed that there was better improvement in the students’ participation and also the use of TPS technique proved that it consistently improved the students’ achievement in the writing test of cycle 2. The average percentage of the students’ participation in the first meeting and the second meeting of cycle 2 increased from 66.66% in cycle 1 to 83.33% in cycle 2. Thus, it can be said that the results of the students’ participation had achieved the target percentage of the research. Furthermore, the results of the students’ writing test in cycle 2 also showed the consistency of improvement. There were 80.55% or 29 students of 36 students achieved the target scores ≥ 75 and 19.44% or 7 students of 36 students got scores ≤ 75. The results of the students writing test increased from 72.22% in cycle 1 to 80.55% in cycle 2. It can be concluded that the results of the students’ participation and the writing test in cycle 2 had achieved the research objectives so the research was successful. Based on the results of the research, it can be said that the implementation of TPS technique could improve the X Science 1 students’ achievement in writing a narrative text and their participation in teaching and learning process. By considering the results of the research, it is suggested for the English teacher to use Think-PairShare technique to enhance the students’ writing achievement and their active participation. The results of this research could also be used as a source of information for the future researchers who want to conduct a further research by applying the same research design to increase the students’ writing skill or the other language skills with different participants and different schools.