THE EFFECTIVENESS OF USING I HEREBY RESOLVE TECHNIQUE IN TEACHING WRITING OF RECOUNT TEXT TO THE TENTH GRADERS OF SMA TARAKANITA IN THE SCHOOL YEAR 2017/2018

THE EFFECTIVENESS OF USING I HEREBY RESOLVE TECHNIQUE IN TEACHING WRITING OF RECOUNT TEXT

TO THE TENTH GRADERS OF SMA TARAKANITA

IN THE SCHOOL YEAR 2017/2018

A RESEARCH PROPOSAL

This proposal is presented in fulfillment of the requirement

for  the Writing 5 Class

 

Made By:

By:

Hana Suci Anggraeni(1420302175/E)

ENGLISH  DEPARTMENT

FACULTY OF EDUCATION AND TEACHERS TRAINING

TIDAR UNIVERSITY

2017

CHAPTER I

INTRODUCTION

1.1         The Background of the Study

English is one of the international languages used by most of people in the world. In Indonesia, English has become the first foreign language which is taught from elementary school up to university. English is also one of the compulsory subjects to pass the National Examination. In learning English, there are four skills to be mastered, they are listening, speaking, reading and writing. Listening and reading are receptive skills, on the other hand speaking and writing are productive skills.

Writing skills are an essential component of literacy; students need to be proficient writers in order to participate in our literate society. Writing is a part of literacy because people are called literate if they can read and write in certain situations and for certain purposes (Harmer, 2007). The National Council of Teachers of English and the International Reading Association (1996) have stated that the literacy requirements of our society are increasing and are expected to continue to rise. It is estimated that by the year 2020, students will need powerful literacy abilities to participate fully in society and in the workplace.

 However in Indonesia, Suherman (2012) observes that writing skill got less portion in the syllabus than the other skills. It is due to in Kurikulum Tingkat Satuan Pendidikan (KTSP), English has a tendency called Text Based Learning Curriculum, so teachers assume that writing is less important and students should get more portion on reading comprehension.

Another ironic condition, Syarifuddin (2011) states that based on research conducted by Imran (2000) it is proved that students’ ability in writing in Indonesia, is at the lowest in Asia. It is due to English teachers mostly have an opinion that writing is less important since it does not belong to national examination. It can be seen from many high school students do not have sufficient knowledge and English language input to write. Alwasilah (2005) declares apparently as a whole, the senior high school students do not have strong basic to write academically, since the national education in Indonesia does not provide the students sufficient writing skill and critical thinking skill. Within the last decade, however, the demand for writing in all the academic areas has been increasing owing to the impact of globalization (Malakul & Bowering, 2006). Students and graduates will become more aware of how important the writing is in order to apply for employment, their further education and participate in the world of academia. In other words, the needs to have writing skill should become a priority in the educational field.

A fact reveals that the low writing ability in Indonesian students is generated by difficulties in writing. Many high school students find it difficult to write. Warigan also admits writing is difficult skill to learn by most people in general because of psychology, linguistics, and cognitive issues (2005). If analyzed deeply, those factors above have two main keys; they are motivation and input.

Writing is a process to get product. The final product is measured against a list of criteria which includes content, organization, vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation (Fauziati, 2008).

            Genre of text can become the product of writing. Based on the 2013 curriculum, there are some genre of text that should be learned in senior high school, they are recount, narrative, procedure, explanation, news item, exposition and descriptive text. The students should master those genres in the end of teaching and learning. This research just focuses on the writing of recount text. Anderson (1997) suggests that recount is a text which tells about events happening in the past in a sequence of time. The purpose of the text is to tell the audience about what happened in the past and when it happened. The generic structure of recount text consists of orientation, event and reorientation. Orientation is the introduction of the text, event is a series of paragraph which retell the events and reorientation is the closing of the text.

            A recount text is one of the genres of text which used simple past tense as its grammatical structure. Supatmi (2013) states that the difficulties of recount text consist of generic structure and language features. In writing recount text, students often get difficulties in the term of grammar and vocabulary. Sometimes they also forget about the rule of writing recount text, such as the generic structure.

To solve these problems, the teacher should choose good technique in teaching writing, especially writing recount text. The technique that is used should be interesting and memorable, so that the students will not easily forget the material that is taught. There are a lot of techniques that can be applied by the teacher, but for this case the researcher would like to propose an alternative technique that is I Hereby Resolve technique.

I Hereby Resolve strategy is a strategy for gaining commitment to apply what has been learned in a class. This strategy is an excellent way to help students remember the class long after it is over. So that, I Hereby Resolve technique is expected to be a technique which can help the students in building and remembering their own concept about the lesson that they have learned before.

2.1         The Identification of the Problems

Based on the background of the study, the researcher identifies the following problems in teaching writing of recount text, they are:

a.         The students do not have sufficient knowledge to make product of writing.

b.        The English teachers mostly have an opinion that writing is less important since it does not belong to national examination.

c.         The students get difficulties in the term of grammar and vocabulary in writing recount text.

d.        The students get difficulties to memorize the rule of writing recount text, such as the generic structure.

3.1         The Limitation of the Problems

To avoid the expansion of the writing, the researcher makes limitation of the problems on the effectiveness of using I Hereby Resolve strategy in teaching writing of recount text to the tenth grade students in SMA Tarakanita in the school year 2017/2018.

4.1         The Formulation of the Problems.

Based on the identification and limitation of the problems, the researcher formulates the problems as follow:

a.                  Are there any significant differences of students’ writing ability between those who are taught using I Hereby Resolve strategy and those who are taught using Think Pair Share (TPS) strategy?

b.                  How great are the significant differences of students’ writing ability between those who are taught using I Hereby Resolve strategy and those who are taught using Think Pair Share (TPS) strategy?

5.1         The Objective of the Study

The objectives of the research can be stated as follow:

a.              To know whether there are significant differences of the students’ writing ability between those who are taught using I Hereby Resolve strategy and those who are taught using Think Pair Share (TPS) strategy.

b.             To know whether the students who are taught using I Hereby Resolve strategy have better writing ability than those who are taught using Think Pair Share (TPS) strategy.

6.1         The Significance of the Study.

The final result of the research is expected be useful for:

a.                   The teachers

          The research supports the teachers to apply this strategy in teaching writing of recount text. Hopefully, this strategy can make the teachers to be more creative in teaching writing or choose some more appropriate strategies.

b.                  The students

          The students are expected to have more attention and interest to improve their writing skill.

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1.                 Theoretical Background

2.1.1.      Writing Skill

2.1.1.1.Definition of Writing

Brown (2001) defines that writing is thinking process, because writing is a process of putting ideas down on paper to transform thought into words and give them structure and coherent organization. This means as communicative act, writing can develop social relationship and social expectation because writing is one of the tools in communication. Furthermore, writing is an essential aspect of interaction on language teaching beside reading and speaking. The students learn it, because it can be used to practice grammatical rules.

Based on the statements above, it can be said that writing is a thinking process, a transaction with words followed by a physical act. It requires practice to communicate and make contacts from the writer to the reader. In this writing activity the writer follows the rules of grammar, spelling, punctuation and sentence structure.

2.1.1.2.Kinds of Writing

Fountas (2000) states there are four kinds of writing:

2.1.1.2.1.              Shared Writing

Shared writing allows students and teachers to work together on a piece of writing. The teacher is the scribe, and the students and the teacher collaborate to create the text. The writing that is produced should be easily available to students so they may read it over and over and use it as a model for their own writing. Shared writing can be taught in large- or small-group settings. It is a powerful teaching tool in all areas of the curriculum – for example, it can be used to teach students how to write a science experiment, a math journal entry, or a play for dramatic arts.

2.1.1.2.2.              Interactive Writing

Interactive writing is an instructional approach in which the students and teacher share the task of scribing the message. This approach is especially helpful to reluctant writers, as it guides and encourages them to become independent writers. Interactive writing can be taught to a large or small group. The finished product should be displayed so that students can revisit it, and perhaps use it as a model for their own independent writing. “Interactive writing is an instructional context in which a teacher shares a pen – literally and figuratively – with a group of children as they collaboratively compose and construct a written message. We want to help children learn how written language works so that they can become independent writers.” (McCarrier, Pinnell, and Fountas, 2000)

2.1.1.2.3.              Guided Writing

Guided writing is a strategy that gives students the opportunity to review a recently taught writing skill in a small-group setting and then to apply the skill through independent writing. A guided writing lesson generally follows modelled, shared, and interactive writing lessons and comes about when a teacher determines that a group of students could benefit from further teacher support to develop a particular writing skill. The guided writing group comes together for the purpose of learning or practising this writing skill. Once the teacher feels that the group has a good understanding of the skill, the group is disbanded. In addition, students may use writing frames or templates to scaffold their writing knowledge and application of writing skills. Guided writing lessons would also be appropriate in content area subjects such as science and technology – for example, to show students how to use precise, descriptive language when reporting on an experiment.

2.1.1.2.4.      Independent Writing

Independent writing gives students opportunities to do their own writing using both self-selected and assigned topics and forms. As they write independently, students take risks, probe meaning, develop fluency, think creatively and critically, solve problems, express personal ideas, and enjoy writing. During independent writing, the amount of structure that defines the level of independence ranges from the very structured writing workshop, through content-directed learning logs or other assigned writing tasks, to the less structured writing sprees. Independent writing could occur as a follow-up to a series of writing lessons – involving modelled, shared, and guided writing – with a focus on a particular concept or skill. It could also occur during a period of time when students have free choice of the topic and form for their writing. Each piece of a student’s independent writing would not necessarily go through all of the stages of the writing process, unless the student or teacher chooses to have it do so. However, students should regularly take pieces of writing through the whole writing process to help them develop skills associated with each stage and to give the teacher assessment information about both the process and the product of students’ writing. Two sample independent writing lessons – the writing workshop and a persuasive writing assignment – have been provided in order to emphasize that there are numerous ways of approaching independent writing.

2.1.1.3.Elements Of Writing

Richard (2010) states that there are five elements of good writing:

2.1.1.3.1.             Purpose

When we talk about the purpose of a paragraph, we are talking about the reasons that a writer is writing a particular paragraph. For writers to stay focused on their topic, they must understand the purpose that they are trying to accomplish. The purpose is the goal the writer is trying to achieve.

2.1.1.3.2.              Audience

The second element of good writing is to keep the audience in mind as the writers write. The term audience refers to the readers. Good writers know who their audience is before they start writing. Good writers keep their audience in mind as they write every sentence in their paragraph.

2.1.1.3.3.              Clarity

Clarity refers to how easy it is for the reader to understand the writers’ writing. Good writers explain their points clearly. Clear sentences are not vague or indirect; they get the point across to the reader by using specific, concise language.

2.1.1.3.4.              Unity

Unity in a paragraph means that all the sentences are related to the topic sentence and its controlling idea. Good writers stay on topic by making sure that each supporting sentence relates to the topic sentence.

2.1.1.3.5.              Coherence

A piece of writing has coherence when all of the ideas are organized and flow smoothly and logically from one to the next. When a paragraph or essay has coherence, the reader can follow the main ideas more easily.

2.1.1.4.Process Of Writing

The writing process teaches students how to develop their ideas and record them in written form. Fountas (2000) involves the following distinct steps: (1) Planning (2) Writing a draft (3) Revising (4) Editing (5) Publishing.

Each stage of the writing process is important and needs to be explicitly taught. The writing process can be taught in sequence, but it is also important to help students understand that writers go back and forth between the steps as they write. Some writings are never taken to completion.

2.1.1.4.1.   Planning

The first step of the writing process, sometimes referred to as “rehearsal”, results in a plan to guide students as they write. Students generate ideas based on prior knowledge or personal experience. They may be prompted to visualize or draw their story and then tell a friend. After brainstorming with other students, they evaluate their ideas, narrow their focus, and select a topic. Some students may be provided with a generic graphic organizer. As students create a plan, they need to consider why they are writing (the purpose), and who will read what they write (the audience). At this point, students may determine the form their writing will take.

2.1.1.4.2.   Writing a Draft

Following the development of their plan, students write a first draft. The intent of this draft is to get ideas down on paper. The focus, at this point, is on the message, not the mechanics of writing. Once the draft is complete, students need to read what they have written and decide if it says what they want it to say and if they like what they have written. It is crucial that they understand that not all writing will be developed beyond this point. If they consider that the draft has potential, they will move on to the next step in the writing process. However, if the draft is not satisfactory (e.g., does not address the purpose for writing), they may choose to go back to the planning stage and begin again. It is essential that students be taught how to evaluate their own writing at this stage in the process.

2.1.1.4.3.   Revising

The focus of this step is to improve the quality of the message. Students are taught to examine their writing critically and use a variety of strategies to revise their writing effectively. They need to determine if their ideas are clear and if their organization is appropriate for the form chosen. Students will also consider the style of their writing, including sentence structure, paragraphing, and vocabulary, and ensure that they have made the best word choices for their topic and audience. Word choice is a key concept related to developing the writer’s voice. If students decide that significant changes are necessary, they may choose to go back and produce a complete second draft. Teacher and/or peer conferencing is an effective approach to revision. After a revision conference, the student writer will decide if he or she will implement any of the suggestions made.

It is important for teachers to remember that students may reach plateaus in their writing. Rather than progressing on to the next stage of development, they may need more experience and time in order to expand their repertoire of ideas and their sense of writing style and form. With children in Kindergarten to Grade 3, there may need to be a strong emphasis on oral language (e.g., frequent opportunities to talk to peers or listen to the teacher read a variety of books) in order to help them internalize different perspectives and ideas and incorporate them into their writing.

2.1.1.4.4.   Editing

By this stage, students are satisfied with their message. They feel they have addressed the purpose, used the appropriate text form, and considered their audience. Therefore, they need to focus on the mechanical aspects of their writing – they need to be taught to proofread their own writing and the writing of others. During proofreading, students will check the correctness of their spelling, grammatical structures, and punctuation. Class-developed editing checklists are a most effective tool since they reflect students’ capabilities. Ultimately, students will need to develop a variety of strategies, through a balanced writing program, before they are independently able to edit their work and the work of others.

2.1.1.4.5.   Publishing

Students make their writing presentable to the intended audience. They consider the visual layout of the text (e.g., margins, headings, graphics, and photographs) and its legibility. Once their writing has been published, it should be shared with their audience. As the following chart shows, writing is recursive in nature. The writer moves back and forth between the steps of the writing process in order to create and refine ideas. It is important to remember that not all writing reaches the publishing stage.

2.1.2.      Teaching Writing in Senior High School

Writing skill is one of language skills which is taught to students. Also, writing skill determines the students’ communicative competence in English. According to BSNP (2006), communicative competences are having discourse abilities; they are comprehending oral and written texts and producing oral and written texts. Those abilities are carried out into four language skills, listening, speaking, reading and writing. The teaching of writing skill has some objectives and indicators. It is stated in BSNP 2006 that the teaching and learning of writing skill in Senior High School is targeted to achieve a functional level. On the functional level, students are able to communicate adequately both in the spoken and written form to complete daily activities. Moreover, students are able to create some monologues short functional texts and essays in the form of procedure, descriptive, recount, narrative, and report. The other target on the functional level is students can develop their linguistic competence (using grammar and vocabularies).

A writing process is a complicated process, because the writing process needs cognitive abilities in recognizing some segments of languages to produce a qualified writing. In general, writing process is done through two stages: exploring ideas and processing the ideas into readable texts.

Objectives of the teaching writing skill can be achieved through some approaches. According to Harmer (2001), there are two approaches in teaching writing. They are focusing on the product of writing process and writing process itself. He states that focusing on the writing process leads those who advocate a process approach in writing. However, teachers have to pay attention to the various stages of any piece of writing process.

The writing approaches, including a process approach, are applied to get the objectives of study in writing skill; they are enabling the students to understand the materials and helping them to express their ideas grammatically and orderly in English. The  process approach in writing sees the act of composition from a different perspective, or focusing as much on itself. He also states that the process approach focuses on the steps involving drafting and redrafting a piece of work. In other words, on this process approach, the important one is not only in the product, but also in the writing process. Therefore, the process approach can be developed through writing practices routinely with effective activities also a better input to improve the students’ writing skill.

2.1.3.      Experimental Research

Research designs are either experimental or non-experimental.  Experimental research is conducted mostly in laboratories in the context of basic research (Luzzi, 2010).  The principle advantage of experimental designs is that it provides the opportunity to identify cause-and-effect relationships.  Non-experimental research, e.g., case studies, surveys, correlation studies, is non-manipulative observational research usually conducted in natural settings. While laboratory-controlled experimental studies tend to be higher in internal validity, non-experimental studies tend to be higher in external validity.

 One major limitation of experimental research is that studies are typically conducted in contrived or artificial laboratory settings.  Results may not generalize or extrapolate to external settings.  Two exceptions to this rule are natural experiments and field experiments.  Natural experiments document and compare the behaviors of subjects before and after some natural event; e.g., floods, tornadoes, hurricanes.  Field experiments involve manipulating conditions in the natural setting for the purpose of determining their influence on behavior.  The field experiment is unique insofar as it tends to be moderately high on both external and internal validity.

In experimental research, the investigator manipulates conditions for the purpose of determining their effect on behavior. Subjects should be unaware of their membership in an experimental group so that they don’t act differently (Hawthorne Effect). In the simplest experimental design, investigators administer a placebo to the control group and a treatment to the experimental group. Experimental designs vary in terms of  subjects’ assignments to different groups, whether subjects were pre-tested, whether different treatments were administered to different groups, and the number of variables being investigated.

Experiments are typically structured in terms of independent, organism, and dependent variables. The independent variable is a manipulated environmental stimulus dimension, the organism-variable is some dimension (e.g., sex, race) of more or less stable characteristics of the organism, and the dependent variable is a behavioral dimension that reflects the influence of the independent and organism-variables. The general objective in experimental research is to define the relationship between the antecedent (independent and organism) variables and the consequent (dependent) variables.  

2.1.4.      Text

2.1.4.1. Definition of Text

Togeby (2013) defines a text as a communicative act that a sender performs when uttering a complete intentional unit of several written or spoken sentences delimited by silence or blank space, or by shift of sender. It is a criterion for textuality (among others) that a text consists of several sentences. One single uttered sentence counts as a speech act, and in a dialogue a remark need not contain more than one sentence or an elliptic sentence.

In addition, Hartono (2005) defines that the text is a unit of meaning which is coherent and appropriate for its context. A text is a product of a particular context of culture and context of situation. We need to understand a text in term of the context which it is produced.

To sum up, the definition is speaking is a communicative act which appropriate for its context. A text can be delivered as written and spoken sentence.

2.1.4.2.  Genre of Text

Genre is used to refer to particular text types, not to traditional varieties of literature. It is a type or kind of text, defined in terms of its social purpose (Hartono,2005).

Gerrot and Wignells (1994) says that the genre can be defined as cultural specific text-type which result from using language (written and spoken) to help accomplish something. In their opinion some common genres of text can be defined as follows:

1)      Recount

Recount is a text to retell event for the purpose of informing and entertaining.

2)      Report

Report is a text to describe the way thing is, with reference to arrange of natural, manmade and social phenomena in our environment.

3)      Discussion

Discussion is a text to present (at least) two points of view about an issue.

4)      Explanation

Explanation is a text to explain the processes involved in the formation or working of natural or social-cultural phenomena.

5)      Analytical Exposition

Analytical Exposition is a text to persuade the reader.

6)      Hortatory Exposition

Hortatory Exposition is a text to persuade the reader that something should or should not be the case.

7)      News Item

News Item is a text to inform the reader about events of the day which are considered newsworthy or important.

8)      Anecdote

Anecdote is a text to share with others an account of unusual or amusing incident.

9)      Narrative

Narrative is a text to amuse, entertain and to deal with actual or various experience in different ways.

10)  Procedure

Procedure is a text to describe how something is accomplished through a sequence of action or steps.

11)  Review

Review is a text to criticize an art work or event for a public audience.

12)  Descriptive

Descriptive is a text to describe a particular person, place or thing.

2.1.5.      Recount Text

Recount text can be considered as the most common kind of text we can find in our everyday life. The main goal of this text is to retell an event happened in the past. This is the basic form used in many story books or story telling texts and also in non-fiction usually used to make factual accounts of events, current or historical ones.

            Anderson (1997) suggests that recount is a text which tells about events happening in the past in a sequence of time. The purpose of the text is to tell the audience about what happened in the past and when it happened.

            Recount texts can function to inform and to tell stories of past events. In our lives, it is a common thing to tell a story to someone both in spoken and written forms. If students are able to speak it up fluently, it is possible for them to write it down with the same flow of fluency. This kind of texts where they share with others can also add references for them to read which also improving the skill of reading.

In making a recount text, there is an important point which is worth knowing. According to Anderson‟s theory (1997), a recount text has three main parts (Generic Structure). They are:

1)        Orientation: the opening of the text, the introduction of the topic of the text. It give background information about who, what, where, and when.

2)        Event: It is usually told in a series of paragraphs which retell the events in the order of sequence when they happened.

3)        Reorientation: it ifunctions as the closing statement. It is a paragraph which contains a personal comment of the writer.

2.1.6.      I Hereby Resolve Technique in Teaching Writing

2.1.6.1. The Point of View of I Hereby Resolve

Silberman (1996:180) defines I Hereby Resolve strategy is a widely practiced strategy for gaining commitment to apply what has been learned to a class. It is also an excellent strategy to help students remember the class long after it is over.

I Hereby Resolve strategy is a strategy used in teaching writing that aims to help the students have confident to write an English text and to help the students to remember the lessons that they have learned and have been taught by the teacher.

Based on the explanation above, it can be stated that I Hereby Resolve can be applied in writing.

2.1.6.2. The Variations of I Hereby Resolve Strategy

            The variations of I Hereby Resolve Strategy are:

a.         Instead of having the students write to themselves, suggest that they write to someone else, indicating their resolve and asking support.

b.        After one month, send a letter to students with a summary of the main points of the class. Encourage them to apply what they have learned. Suggest ways to continue learning about the subject matter.

2.1.6.3. The Goal of I Hereby Resolve Strategy

                        There are several goals of whispering technique, they are:

a.                   To gain commitment to apply what has been learned to a class.

b.                   To help students remember the lesson long after it is over.

c.                   To help students build their own concept about the lesson given.

2.1.6.4. The Procedures of I Hereby Resolve Strategy

            Silberman (1996:180) states the procedures of I Hereby Resolve  strategy as follows:

a.              The teacher asks the students to tell what they are taking away from the class.

b.             The teacher gives students a blank sheet of paper and an envelope.

c.              The teacher invites the students to write themselves a letter that tells about what they personally experienced. The students should watch steps to intend to take to use what they have learned or continue to learn more about the recount text and start their writing by saying “I Hereby Resolve”.

d.             The teacher informs the students that their writing should be confidential and ask them to place in the envelope and address it to themselves, and seal the envelope.

e.            The teacher asks the students to place and post it and note on the envelope with the date on with they want to mail it to them. The students should promise to send the letter to themselves.

2.1.6.5.The Advantages of I Hereby Resolve Strategy

                  There are some advantages we can take from this strategy, they are:

a.       I Hereby Resolve encourages students to gain commitment to apply what has been learned in a class.

b.      The strategy helps students remember the lesson that is taught long after it is over.

c.       It adds variety to the range of learning situation.

d.      It can be used to refresh the students’ energy.

2.1.6.6.The Disadvantages of I Hereby Resolve Strategy

The disadvantages from this strategy are:

a.         The students who do not pay attention along the learning process will be confused to write a letter that indicates what they are taking away from the class.

b.        The students do not get feedback from others.

2.1.7.      Think Pair Share (TPS) Strategy

2.1.7.1.The Point of View of Think Pair Share (TPS) Strategy

Think pair share is cooperative learning discussion. Barkley (2005) states that in Think Pair Share, the instructor develops and poses a question, gives students a few minutes to thinks about a response, and then asks students to share their ideas with a partner. Think Pair Share is particularly effective as a warm-up for whole class discussion. The “Think” component requires students to stop and reflect before speaking, thus giving them an opportunity to collect and organize their thoughts. The “Pair” and “Share” components encourage learners to compare and contrast their understandings with those of another, and to rehearse their response first in a low-risk situation before going public with the whole class.

Based on the explanation above, it can be summarized that TPS is one of strategy in cooperative learning. This technique gives students time to think through their own answers to the question before the questions are answered by other peers and the discussion moves on. Students also have opportunity to think aloud with another student about their response before being asked to share their ideas publicly.

2.1.7.2.The Teacher’s Role in the Think Pair Share Strategy

The role of teachers in the Think Pair Share strategy is very important because the success of this strategy depends on the role of the teacher. Kessler (1992) states that there are five roles, the first is the teacher as inquirer, the second is the teacher as the creator, the third is the teacher as the observer and the fourth is the teacher as the facilitator anf the teacher as the change agent.

2.1.7.3.                        The Procedures of Think Pair Share Strategy

The procedures of how to teach using Think Pair Share extracted from Barkley (2005) are as follows:

a.              Think, teacher poses the question to the class, giving students a few minutes to think about the question, devise individual response and students make brief notes about their thoughts.

b.             Pair, teacher asks students to pair with another student nearby. The pairs will then talk with one another using their notes to remind them of the points they wish to make.

c.              Share, teacher ask student A to share his or her response with stdent B and then student B to share ideas with student A. suggest that if the two students disagree, they clarify their positions so that they are ready to explain how and why they disagree. If useful, request that pairs create a joint response by building on each other’s idea.

2.1.7.4.The Advantages of Using Think Pair Share Technique

There are some advantages of using Think Pair Share strategy:

a.       Opportunities for students to act as resources for each other, thus assuming a more active role in their learning.

b.      Students can practice in peer teaching, which requires that they understand the material at deeper level than student typically do when simply asked to produce an exam.

c.       Each student has practice it in self-teaching, which is the most valuable of the entire skill teacher can help them learn.

2.1.7.5.The Disadvantages of Using Think Pair Share Strategy

Implementation of Think Pair Share strategy in class not only has the advantages but also disadvantages, such as follows:

a.              It takes time to organize group.

b.             If one or two obstinate students do not participate a whole group or two will lose out on a piece of the text (Richards and Rodgers, 2001).

2.2.Conceptual Framework

In senior high school, English is considered to be one of the important subjects. It can be seen from the goals of English teaching and  learning that has been defined by BSNP. There are also some skills in English that should be mastered by the students. The skills are writing, reading, listening and speaking. Listening and reading are receptive skills, on the other hand speaking and writing are productive skills. English is also one of the compulsory subjects to pass the National Examination. One of the aims of teaching English is to develop students’ participation in their literate society.

Writing skills are an essential component of literacy; students need to be proficient writers in order to participate in our literate society. Writing is a part of literacy because people are called literate if they can read and write in certain situations and for certain purposes (Harmer, 2007). The National Council of Teachers of English and the International Reading Association (1996) have stated that the literacy requirements of our society are increasing and are expected to continue to rise. It is estimated that by the year 2020, students will need powerful literacy abilities to participate fully in society and in the workplace.

However in Indonesia, Syarifuddin (2011) states that based on research conducted by Imran (2000) it is proved that students’ ability in writing in Indonesia, is at the lowest in Asia. It is due to English teachers mostly have an opinion that writing is less important since it does not belong to national examination. It can be seen from many high school students do not have sufficient knowledge and English language input to write. Alwasilah declares apparently as a whole, the senior high school students do not have strong basic to write academically, since the national education in Indonesia does not provide the students sufficient writing skill and critical thinking skill (2005). Within the last decade, however, the demand for writing in all the academic areas has been increasing owing to the impact of globalization (Malakul & Bowering, 2006). Students and graduates will become more aware of how important the writing is in order to apply for employment, their further education and participate in the world of academia. In other words, the needs to have writing skill should become a priority in the educational field.

A fact reveals that the low writing ability in Indonesian students is generated by difficulties in writing. Many high school students find it difficult to write. Warigan also admits writing is difficult skill to learn by most people in general because of psychology, linguistics, and cognitive issues (2005). If analyzed deeply, those factors above have two main keys; they are motivation and input.

Writing is a process to get product. The final product is measured against a list of criteria which includes content, organization, vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation (Fauziati, 2008).

Genre of text can become the product of writing. Based on the 2013 curriculum, there are some genre of text that should be learned in senior high school, they are recount, narrative, procedure, explanation, news item, exposition and descriptive text. This research just focuses on the writing of recount text. Anderson (1997) suggests that recount is a text which tells about events happening in the past in a sequence of time. The purpose of the text is to tell the audience about what happened in the past and when it happened.

Recount text may become the hardest one to be made by the students. Supatmi (2013) states that the difficulties of recount text consist of generic structure and language features.The students should think twice in making recount text because they have to master both of irregular verbs and the generic structure of the recount text itself. Once the teacher explains that lesson, students are not automatically remember what the teacher talking about on the next day. It seems like there is no way for students in remembering the elements inside recount text, except memorize them. This technique is mostly disliked by the students because it is very boring.

It is very important for a teacher to make his or her students interested in improving their writing skill of recount text. It is true that when students feel interested already, it will ease the job of the teacher to make such an optimum learning process. In order to accomplish a level of the learning, the teacher should provide a teaching strategy which enables the learning process becomes fun and memorable.

Hence, the researcher offers a technique as the solution to solve the problems. Using I Hereby Resolve strategy in teaching writing was expected to help students in improving their writing abilities. This strategy is an excellent way to help students remember the class long after it is over.  It is also considered as simple, practical, and easy to do. Here, teacher just provide a paper and an envelope. Students are asked to write their own concept on a paper and put it in envelope. They are the sender and also the receiver of their own letter. After several times, the teacher give the letters to the students and they will remember what concepts that have been written by them.

In addition, this strategy can become a review strategy which places students as the center of the learning process and the teacher as the facilitator. The teacher will let students to make some efforts in order to solve the problems given. When students are actively involved in problem solving process, students will get a chance to create their own masterpiece and they can also see the previous materials that they did not understand before.

2.3.Research Hypotheses

The researcher determines the hypotheses of the research as follows:

2.3.1.      There is significant difference of the students’ writing ability between those who are taught using I Hereby Resolve strategy and those who are taught using Think Pair Share (TPS) strategy.

2.3.2        The students who are taught using I Hereby Resolve strategy have better writing ability than those who are taught using Think Pair Share (TPS) strategy.

CHAPTER III

RESEARCH METHODOLOGY

3.1.            Type of the Research

The researcher carries out this research to know whether there are some significant differences between the students’ writing ability whose English teacher uses I Hereby Resolve strategy in teaching writing of recount text and those whose English teacher uses  Think Pair Share (TPS) strategy.

The type of this research is experimental. The researcher gives treatments to the tenth graders of SMA Tarakanita. This research is directed to find out the effect of certain treatments. There are two groups; the first is an experimental group and the second one is a control group. For the experimental group, the researcher teaches using I Hereby Resolve strategy. On the contrary, the control group is treated using Think Pair Share (TPS) strategy.

After they are given different treatments, the two groups are given test with the same materials to measure the effect of the treatment towards students’ speaking ability.

3.2.            The Population    

The population of the research is tenth year students of SMA Tarakanita in the school year 2017/2018. Table below presents a record of the number of tenth graders of SMA Tarakanita which are divided into six classes:

No	Class	Number of Students
1.	10.1	39
2.	10.2	40
3.	10.3	40
4.	10.4	40
5.	10.5	39
6.	10.6	38
	Total	236 students

Based on the the table above, there are 236 students of tenth graders which can be called as population. The researcher decides to use some students from 236 students as a sample because of the consideration of limited energy and time.

3.3.            The Sample and Sampling Technique

The sample in this research is the tenth year students of SMA Tarakanita in the school year 2017/2018. There are 236 tenth graders of SMA Tarakanita which consist of 126 females and 110 males. Arikunto (2006) said that if the total of population less than 100, so all of them will be the sample, but if it is more than 100, so it can be taken for about 10%-15% or 20%-25% or more.

Based on the explanation above, so in this research the total of the sample which will be taken by the researcher are:

20% x 236 = 48 people

A simple random sampling procedure was used for selecting the participants in this research. In this case, the researcher will determine 48 members of population to be research sample through random number table.  The students who get odd numbers are classified into the control group. On the other side, the students who get even numbers are classified into the experimental group. Both of them are given different treatments.

3.4.            The Group of Data

The researcher will label the two groups as group A and group B. The following table will give further clarification.

No.	Group	Total Sample	Type of Data
1	A	24	The students who are taught using I Hereby Resolve technique.
2	B	24	The students who are taught using Think Pair Share (TPS) technique.

3.5.            The Technique of Collecting Data

The technique of collecting is a way to collect data as objective as possible. It is regarded as an important step in scientific strategy. The instrument that is used to collect the data in this research are; documentation and test.

3.5.1.      Documentation

Documentation is the technique which is used to collect data and information about the students such as, the list of names and their score.

3.5.2.      Test

The instrument that will be used by the researcher is test. The researcher gives the tests of writing recount text. The tests are given to the different groups. There are two kinds of tests, namely:

a.                   Pre-test

The test which is given to the both groups before they have a different treatment.

b.                   Post-test

The test which is given to the both groups after they have a different treatment.

The research is to know the differences between the students who are taught by I Hereby Resolve strategy and the students who are taught by Think Pair Share (TPS) strategy. To make data more complete, the researcher describes the experimental design of activities as follows:

Experimental Design

Experiment Group Teaching writing of recount text by using I Hereby Resolve strategy

Control Group Teaching writing of recount text by using Think Pair Share (TPS) strategy

I.     Opening a.    Greeting b.    Teacher gives motivation and aperseption to the students. II.  Main activity a.    Teacher explains the materials. b.    The teacher conducts I Hereby Resolve strategy. c.       Teacher asks the students to tell what they are taking away from the class. d.      Teacher records students’ thoughts and display them as a composite list. e.       Teacher gives the students a blank sheet of paper and an envelope. f.       Teacher invites the students to write themselves a letter indicating what they (personally) are taking away from the class and what steps they intend to take to use what they have learned or continue to learn more about the subject on their own. g.      Teacher suggests the students that they could begin the letter with the words “I hereby resolve.” h.      Teacher informs the students that the letter is confidential. i.        Teacher asks the students to place it in the envelope, address it to themselves and seal the envelope. j.        Teacher asks the students to place a post and note on the envelope with the date on which they want the teacher to mail it to them. k.      Teacher promises to send the letters to the students when they have requested. III.             Closing a.                The teacher gives the students a chance to ask questions. b.               Teacher concludes and does reinforcement of the materials. c.                Teacher closes the meeting.

I.    Opening a.       Greeting b.      Teacher gives motivation and aperseption to the students. II. Main activity a.      Teacher explains the materials. b.     Teacher conducts Think Pair Share strategy to the students. c.      Think, teacher poses the question to the class. d.     Teacher gives students a few minutes to think about the question. e.      Teacher devises individual response and students make brief notes about their thoughts. f.      Pair, teacher asks students to pair with another student nearby. g.     The pairs will then talk with one another using their notes to remind them of the points they wish to make. h.     Share, teacher asks student A to share his or her response with stdent B and then student B to share ideas with student A. i.       Teacher suggests that if the two students disagree, they clarify their positions so that they are ready to explain how and why they disagree. III.           Closing a.       The teacher gives the students a chance to ask questions. b.      Teacher concludes and does reinforcement of the materials. c.       Teacher closes the meeting.

3.6.            The Strategy of Data Analysis

The data analysis strategy is used in this research is comparative analysis. So, the researcher knows whether or not there is a significant difference in the result between the two groups. In order to know the level of ability of the two groups, they are given pre-test before treatment. In this case, the researcher uses t-test simple randomized as follow:

   = 

                        Where:

Ma       : The average of mean of A in pre-test

Mb       : The average of mean of B in pre-test

Xa       : The Standard deviation of Ma

Xb       : The Standard deviation of Mb

Na       : The number of subjects in group A

Nb       : The number of subjects in group B

to         : Coefficient of the mean difference

If the result shows that to is less than or equal with t-table, the hypotheses states the ability level of experiment group and control group is accepted. The researcher also uses the same procedure to know whether there is significant difference of the two groups after giving the treatment.

The acceptance or refusal of those hypotheses is based on the degree of freedom of each test and coefficient is obtained from the calculation of statistics (Na + Nb – 2). The degree of freedom of each t-test in this research is the amount of the groups that is (24 + 24 – 2) = 46.

From the table of significance 5% (Ho) the result s accepted if the result of t-test is higher than the figure shown on t-table. However, if the result of t-test is more or equal with the figure on t-table, Ho is refused and Ha is accepted.

3.7.            The Statistical Hypotheses

A statistical hypothesis is a hypothesis that is tested through data analysis statistically. The statistical hypotheses in this research are:           

3.7.1.      There is significant difference in the student’s writing ability between those who are taught using I Hereby Resolve strategy and those who are taught using Think Pair Share strategy.

3.7.2.      The students whose teacher uses I Hereby Resolve strategy have better writing ability than those whose teacher uses Think Pair Share strategy.

                                                                                          

BIBLIOGRAPHY

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Peterson, Shelley. (2010). Improving Student Writing Using Feedback As A Teaching Tool. Toronto : University Of Toronto.

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