THE USE OF COOPERATIVE LEARNING TO ENHANCE LOW AND HIGH MOTIVATED STUDENTS IN WRITING DESCRIPTIVE TEXT (The Case of Grade Seven Students of SMP Kesatrian 1 Semarang)
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Abstract
Many research projects was conducted to find out more effective techniques to teach English.This study was conducted because most of the students at SMP Kesatrian 1 Semarang had some difficulties in descriptive text writing. It was done to give a new experience for them to learn descriptive text by means of cooperative learning to improve the quality of their writing. It employed factorial design 2x2 because it employed more than one independent variable; TPS, CIRC and one dependent variable.The experimental group was given experiences of learning by TPS technique and the control group by CIRC technique. The study was accomplished in the academic year 2013/2014. The samples were two classes, class A, and class C. Class A was the experimental group and class C was the control one. The result of the study proved that both of the techniques were effective to enhance descriptive text writing for students of different levels of motivation. However TPS was more effective than CIRC. The result of the study can be used as the consideration on teaching descriptive text writing for the teachers. It can also be a reference in doing other research by other researchers.
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How to Cite
-, S. (1). THE USE OF COOPERATIVE LEARNING TO ENHANCE LOW AND HIGH MOTIVATED STUDENTS IN WRITING DESCRIPTIVE TEXT (The Case of Grade Seven Students of SMP Kesatrian 1 Semarang). English Education Journal, 4(1). Retrieved from https://journal.unnes.ac.id/sju/eej/article/view/6634
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Marhaeni, Afan, and Dantes. 2012. The Effect ot Motivation on TheWriting Achievement of the Tenth Year Students of SMA Negeri 4 Singaraja in The Academic Year 2011/2012. e-Journal Program Pascasarjana Universitas Pendidikan GaneshaProgram Studi Pendidikan Bahasa Inggris Volume 1/2013. Retrieved 30 December 2013.
Murcia, C. M and Olshtain. E. 2000. Discourse and Context in Language Teaching. A Guide for Language Teachers. London: Cambridge University Press.
Anderson, M and Anderson, K 2003. Text Types in English. South Yarra: Macmillan Education Australia PTY. LTD.
Brown, D. 2001. Teaching by Principles.AnInteractive Approach to Language Pedagogy. Second Edition. New York: Addison Wesley Longman, Inc.
Budiarta, P. and Budasi. 2012. The Effect of Think Pair Share Technique on The English Reading Achievement of the Students Differing in Achievement Motivation at Grade Eight of SMPN 13 Mataram. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris Vol. 1/2013. Retrieved 30 December 2013.
Cohen, L. Manion, L., and Marison, K.2007. Research Method in Education.6th rd. New York: Roudledge.
Depdiknas.2006. Kurikulum 2006; Standar Kompetensi Mata Pelajaran Bahasa Inggris. Jakarta: PT Bina Tama.
Durukan. 2010.Effects of Cooperative Integrated Reading and Composition (CIRC) Technique on Reading-Writing Skills. Educational Research and Reviews Turkey: Department of Turkish Education. Faculty of Fatih Education. Black Sea-Technical University.//www.academicjournals.org/ERR. 6(1), 1990-3839.
Fauziati. 2009. Introduction to Methods and Approaches in Second or Foreign Language Testing. Surakarta: Pustaka Utama.
Fauziati. 2010. Teaching English as a Second Language. Surakarta: Pustaka Utama.
Gall, Meredith D. et.al. 2003. Educational Research. An introduction. Seven Edition. New York: Pearson Education,inc.
Gerrot, L. and P. Wignell. 1994. Making Sense of Functional Grammar. Cambridge: Gerb Stabler
Harrmer, J. 2007 . How to Teach Writing. Harlow: Pearson Educational Limited.
Hyland, K. 2007. Genre and Second Language Writing. Michigan: The University of Michigan Press.
Marhaeni, Afan, and Dantes. 2012. The Effect ot Motivation on TheWriting Achievement of the Tenth Year Students of SMA Negeri 4 Singaraja in The Academic Year 2011/2012. e-Journal Program Pascasarjana Universitas Pendidikan GaneshaProgram Studi Pendidikan Bahasa Inggris Volume 1/2013. Retrieved 30 December 2013.
Murcia, C. M and Olshtain. E. 2000. Discourse and Context in Language Teaching. A Guide for Language Teachers. London: Cambridge University Press.