Learning Evaluation of Writing Descriptive Text with Think Pair Share Model in Seventh Grade Students with Introvert Personality

Article Info ________________ History Articles Received: 14 May 2021 Accepted: 08 June 2021 Published: 30 August 2021 ________________


INTRODUCTION
Learning Indonesian in the 2013 curriculum does not just teach students to speak and write. However, learning Indonesian is expected to make students more productive, creative, innovative, and affective through integrated knowledge of attitudes, skills, and knowledge. In addition, the development of an increasingly modern era and current technological developments led to the birth of a learning concept that must be in accordance with the needs of the 21st century (Ayuningsih and Zulaeha, 2019). Priyanti (2019: 502) explains that 21st century learning has characteristics that lead to interactive, holistic, integrative, scientific, contextual, thematic, affective, collaborative, and learnercentered learning, so that in its implementation it is necessary to apply a learning model. In addition, by applying the learning model according to Sujito, Wahyu, & Wahyu (2015) learning will be fun, so that it can help optimize the abilities of students. So, it's no longer just the teacher who lectures. Sutaryono, Aif, & Zulfatun (2019) also added that the low learning outcomes of students were caused by the method used by the teacher mostly in the form of lectures.
One of the lessons that must be mastered by students is learning writing skills. Writing skills are often considered the most difficult language skills. Javed, Wu, & Saima (2013) also explained that writing is one of the basic language skills that is considered the most difficult for students. Zulaeha (2017: 485) argues that writing is a series of activities to express ideas and opinions that are carried out by someone using written symbols and appropriate word choices to open insight and educate readers and develop their own potential.
The skill of writing descriptive text is one of the writing skills taught to VII grade students. Wati, Tiur, & Malan (2018) explain descriptive text is a text that describes an object through a series of meaningful words so that the reader seems to see, hear, feel, and enjoy the object. The description texts taught in the 2013 curriculum are descriptive texts about tourist attractions, historical places, regional art performances, and the atmosphere of regional dance performances. The structure of descriptive text according to Tanjung, Syahnan, & Oky (2018), namely identification, clarification/description, and conclusion.
The learning model according to Zulaeha (2015: 27) is a conceptual framework that describes a systematic procedure in organizing learning experiences to achieve certain learning goals and serves as a guide for learning designers and teachers in planning and implementing learning activities. Meanwhile, according to Heniningsih, Rustono, & Subyantoro (2012) the learning model is a conceptual framework that is used as a guide in carrying out activities related to learning.
One of the learning models that can be used in learning descriptive text writing skills is the Think Pair Share model. According to Saragih, Yusnadi, & Alesyandi (2020) the Think Pair Share model which is one type of cooperative model that is appropriate to be applied to learning because it is more directed at activities that encourage students to actively find their own material concepts. Furthermore, according to Azlina (2010) the Think Pair Share model is a type of cooperative learning designed in the form of discussions that can improve students' thinking skills, communication skills, and encourage student participation in class. Then, the Think Pair Share Model according to (Bamiro, 2015) is cooperative learning that includes three components, namely thinking time, time to share opinions with a partner, then continued with a larger group. Sunita (2014) adds that the activities in the Think Pair Share model consist of think is the stage of thinking when the teacher asks students or when students are asked to think individually, pair is the stage of pairing, and share is the stage where students are asked to share solutions or results. work. Furthermore, Radhakrishna, Ewing, & Chikthimmah (2012) argue about the advantages of the Think Pair Share model, namely saving teacher time in explaining, helping students to discuss and participate more and providing cumulative assessments of student progress..
Not only learning models, educators also need to pay attention to the personality types of students. Personality type refers to an important and relatively stable aspect of behavior (Prakash, Astha, & Santosh, 2016). According to (Shahila & Meenakshi, 2012) two personalities are extrovert and introvert. This study focuses on students with introverted personality types. Suliman (2015) explains that introverted people are people who are more concerned with their own emotions and feelings than problems outside of themselves. In other words, too shy and insecure to participate in social activities. Nezhad, Jahndar, & Khodabandehlou (2014) also argue that introverted people tend to be quiet except for their closest friends.
It can be concluded that the characteristics of introverted personality types are shy, not confident to participate in social activities, and quiet. Whereas the personality type of students affects the learning outcomes of writing descriptive texts. Introverted students need study partners or collaborations that can help them have broader insights and better self-confidence to succeed in writing descriptions. Altun (2015) also states that pairing or cooperation is a very important ability because it can develop communication skills, appreciate differences, care, and achieve group goals.
Based on the background that has been explained, this study aims to evaluate the effectiveness of learning descriptive text writing skills with the Think Pair Share model in class VII students with introverted personalities. Learning descriptive text writing skills using the Think Pair Share model for class VII students with introverted personalities is effective and successful in its implementation because of the collaboration with other students.
Research related to the application of the Think Pair Share model was carried out by Astuti (2017) with the title Think Pair Share (TPS) Learning Model to Improve Learning Achievement in Social Studies Subjects Class 1. The overall research results have increased learning achievement in Social Sciences with love materials after applying Think Pair Share (TPS) learning model for grade 1 students in semester 1 of the 2015/2016 academic year at SDN 1 Pogalan, Pogalan District, Trenggalek Regency. Furthermore, research related to personality types was carried out by Hidayati and Ida (2018) with the title The Effectiveness of Poetry Reading Learning using Draladater Model on Extrovert and Introvert Senior High School Students. The results of this study indicate that the average score of learning to read poetry using the Draladater model for extroverted students is greater than that of introvert students.

METHOD
This study used a one group pretestposttest design. The population in this study was the skill of writing descriptive text in Junior High Schools in Semarang City especially in VII grade students. From several junior high schools in Semarang city, this study took a sample of the writing skills of students at SMP Negeri 29 Semarang. The sample used was purposive sampling technique. The independent variable in this study was the Think Pair Share model. The dependent variable in this study was the descriptive text writing skills of the seventhgrade students. The control variable in this study was students with introverted personality.
Data collection techniques used in this study were test and non-test techniques. The instruments used in this study were test and non-test instruments. Data analysis techniques used in this study were normality test, homogeneity test, validity test, independent T test, and Anova.

RESULTS AND DISCUSSIONS
The learning of descriptive text writing skills using the Think Pair Share model was carried out by class VII A students of State Junior High School 29 Semarang with a total of 32 students. Students carried out the initial test and the final test write a descriptive text.  The normality test in the initial test of the Think Pair Share model class showed a significant value of 0.805 > 0.05 and the final test showed a significant value of 0.535 > 0.05. Therefore, based on this significant value, it can be concluded that the sample is normally distributed. While the homogeneity test shows that the experimental class of the Think Pair Share model between each personality type is the same. This can be seen in the homogeneity test, the initial test got a significance value of 0.673 > 0.05 and the final test got a significant value of 0.153 > 0.05. The two homogeneity tests performed showed H0 was accepted and H1 was rejected. So it can be concluded that the data is declared homogeneous or there is no difference in data variance.  Table 3 of the paired t-test showed that the value of sig (-2 tailed) in pair 1, namely the value of the initial test and final test of the Think Pair Share model class = 0.000 <0.05, then H0 is rejected and H1 is accepted. Hence, the results of the analysis showed that there was a significant difference between the results of the initial and final tests on the writing skills of the Think Pair Share model class description text. Therefore, it can be concluded that the application of the Think Pair Share model was effectively used in learning descriptive text writing skills in class VII students with extroverted and introverted personalities. Based on the results of the one-way ANOVA test, the significance column shows a value of 0.003 where the value is <0.05, which means that H0 is rejected and H1 is accepted. Therefore, it can be concluded that there was a significant difference in the average value of learning outcomes in the experimental class between extroverted and introverted students.
Furthermore, the results of using the Think Pair Share model in learning descriptive text writing skills based on introverted personality types are seen through the results of written scores and observation scores. Based on table 5, it can be seen that the initial test for introverted students had the highest score of 80, the lowest score of 50, and the average score obtained was 68.07. Thus, it can be seen that there were some students who still scored below the KKM and the average class had not reached the KKM score yet. While the final test results of students with introverted personalities in the class who have implemented the Think Pair Share model had the highest score of 85, while the lowest score was 75, and the average score obtained was 80.38. Thus, it can be seen that all students scored above the KKM and the class average had reached the KKM score. Learning descriptive text writing skills with the Think Pair Share model is effectively applied to students with introverted personalities. The effectiveness is proven because there is a significant difference between the initial test scores and the final test scores, the class average scores increase, and the class average scores on the introverted personality type increase. Then, in relation to students based on personality types, the results of the one-way ANOVA test show a significance value of 0.003 > 0.05, which means H0 is rejected and H1 is accepted.
Hence, learning descriptive text writing skills with the Think Pair Share model is effective for introverted students because students are helped by the syntactic Think Pair Share model which asks students to think individually first, then discuss in pairs, then inform the results of the discussion. Students with introverted personality who have the characteristics of being shy, insecure, and quiet, feel helped by their peers to get information, broaden their horizons, have the courage to tell their partner's friends, and feel confident.
Students with introverted personalities can learn more from their partners to be more confident in their abilities. Like the research conducted by Sugiarto & Puji (2014) with the results of the Think Pair Share model research making students more active in the teaching and learning process by discussing with their classmates. Li, C.H., Lin W.L., & Wu M.H. (2017) also conducted research whose results revealed that paired activities increase students' confidence, make connections with life experiences, and incorporate new thoughts. Furthermore, Yusuf, Jusoh, & Yusuf (2019) proved in their research that students got better results in the post-test compared to the pretest in writing narrative texts after applying the cooperative learning model in the classroom.

CONCLUSION
Based on the results of research and discussion, it can be concluded that learning to write descriptive text with the Think Pair Share model is effectively applied to introverted students. The effectiveness is proven as there is a significant difference between the initial test scores and the final test scores for writing descriptive text skills on students, the class average score obtained after the application of the Think Pair Sharemodel increases, and the class average score on the introverted personality after applying the Think Pair Share model has been improved.
The Think Pair Share model is proven to be effective in teaching descriptive text writing skills for VII students with introverted personalities since the syntax of the Think Pair Share model can help and encourage them to be more courageous, confident, and willing to express their opinion. Therefore, the results of the descriptive text writing skill test are improved.

Proceeding. Konferensi Bahasa dan Sastra II
International Conference on Language, Literature, and Teaching.