The Effectiveness of Writing Editorial Texts Learning with the Plural Partner Model A-21 Based on Vocation

Article Info ________________ History Articles Received: xxxx 2019 Accepted: xxxx 2019 Published: December 2020 ________________


INTRODUCTION
Writing skill is the productive aspect of language skill that produce a writing that contains ideas, opinions, notions, and also feelings that are felt to others through written media. Zulaeha (2016) states that writing is a communication in the form of writing to inform and expression that certain intentions and goals, both imagination and reality. A writer is expected to be able to express his ideas, notions, thoughts, and feelings after conducting the learning process of writing skill, both fiction and non-fiction, hence, other people who read can understand the contents of the writing well.
The writing editorial text learning is more directed on how students' ability to express ideas, opinions, and notions that are appropriate with the topic, structure, and language rules. Students are also able to argue about issues that are developing that are appropriate with the factual reality in daily life, this is the same as expressed by Syaifudin (2012) that opinions, ideas, notions are essential in language skills. According to Zulaeha (2008) creativity is a way of respecting ourselves to overcome the various problems that we face based on the results of our thoughts.
An editorial text is an opinion that contains the statement and official attitude of a media as a publisher that publishes an actual, a phenomenal, and / or controversial issues that happens in society, Sumadiria (2009). Meanwhile, according to Kosasih (2014) editorial is a special column in a newspaper that contains criticism and comments from the editorial staff of the media concerned about an event that is being discussed.
Editorial text writing skill is one of the competencies that students must attain based on the 2013 curriculum. Writing skill is indispensable in 21 st century learning; students are able to work together, communicate, think critically and creatively are the goals of education now days.
Muhammad Surya (2015) said that there are several aspect of skills that students must attain in the 21 st century and one of them is critical thinking skill. In line with Surya's theory, Kemendikbud (2017) explains that 21 st century education skills, including critical thinking and problem solving skill, communication skill, creative and innovative, and collaborative skills that are commonly called 4C skills.
The demands of learning development must be accompanied by changing to be a more modern way. Educators must be clever and creative in designing the learning process, especially writing editorial text skill. Things that can be used to improve the quality of learning and learning outcomes are innovative learning models according to the competencies and characteristics of students.
According to Zulaeha (2016), the learning model is a conceptual framework that describes a systematic procedure for organizing learning experiences to achieve certain learning goals and serves as a role for learning designers and teachers in the way planning and carrying out learning activities.
The plural-partner learning model is a learning model that adopts the think-pairshare model that combine with the 21 st century learning skills objectives. This is a breakthrough for researchers to design writing editorial text learning so that students are more critical and creative to create innovative works.
The characteristics of the pluralpartner model A-21 can be used in learning to write editorial text. The students' skills developed in the plural partner A-21 process is to propose a statement or problem, discuss / communicate about what students think, and share ideas, notions. This model was chosen because it is suitable to be applied in writing editorial text learning, because the text contains ideas, opinions based on data and facts about problems that develop in society, political, social, economic, and cultural issues.
Research on the think pair share model had been conducted by Akmal (2016) states that this model has been shown to contribute significantly to improve students' writing skill in learning to compile procedural texts. Meanwhile, Elpha (2019) explains that learning with paired activities can improve higher-order thinking skills than non-group; students are more creative and critical in receiving learning. In addition, this model also trains students to be more courageous in arguing, Sunarsih (2012).
In the Vocational High School (SMK) learning, each student has an independency to determine the type of vocations that appropriate with the expertise that they have and relatable with the job required needs. After graduated, SMK students are expected not only to attain knowledge, but also have to attain skills that are appropriate with their respective vocations. To make vocation in majors is adjusted to students' talents and interests , Suningsih, (2018).
The type of vocation as an object of this study in this article is a vocation in Accounting and Financial Institutions and a vacation in Fashion. The purpose of this study was to determine the effectiveness of learning to write editorial texts using the Plural Partner A-21 model based on the kind of vocations of vocational students. The significance of this study provides theoretical and practical advantages. Theoretically, this study can enrich the theory of writing editorial texts learning by using a combination of the plural-partner model with 21 st century learning skill.

METHOD
This study uses a quasi-experimental method. The population in this study was the writing skill of editorial text for vocational high school XII grade in the 2019/2020 academic year in Semarang Regency. The technique sampling in this study was purposive sampling. The example in this study is the editorial text writing skills of students in XII grade with a specification in Accounting and Financial Institutions at SMK Widya Praja Ungaran and XII grade with a specification in Fashion Design at SMK Islam Sudirman 1 Ambarawa.
The variables in this study were divided into three, namely the writing skill of editorial texts as the dependent variable, the Plural-Partner A-21 learning model as the independent variable, and vocation as the moderator variable. Test and non-test instruments were used in the research data collection. Editorial text writing-skill's tests are used to collect preliminary and final data regarding the ability to write editorial texts of Vocational High School students, which are completed with student worksheets and assessment rubrics. Non-test instruments include kinds of vocations' document study, observation guide for writing editorial text learning by using the Plural Partner A-21 model. The data analysis technique used is the average similarity test (T-test) and then using analysis of variance (Anova).

RESULTS AND DISCUSSION
Writing editorial text learning by using the Plural Partner A-21 model is a set of activities in implementing the learning phases contained in the learning model. The effectiveness of learning editorial text writing skills using the Plural Partner A-21 model based on specification or vocation in classroom experiments can be seen through the learning process according to the syntax in the learning model during the learning process and the results of students can be known after the learning process.
The learning process of writing editorial text using the Plural Partner A-21 model based on specification is carried out with the phases of the ability to work in pairs, think critically and creatively, and communicate. These phases in this ssyntax are combined with 21 st century learning goals. Thus, a learning process is created to be appropriated with the objectives of learning skills in the industrial revolution era 4.0.
The results of the study of kinds of vocations documents are used as materials for determining the specification that are used as research's object that can be seen in table1.   Table 2, there are 20 students in the 70-84 score range with good categories, 26 students in the 60-69 score range with adequate category, participants in the 0-59 value range with inadequate categories. The lowest score was 60, while the highest score was 81. The average pretest score was 69.21.
Based on the average learning outcomes that have not reached the minimum passing grade (KKM), students are treated by the Plural-Partner A-21 model with three meetings to get the result of editorial text writing skill. The followings are the results of the final tests that can be seen in table 3.    Table 6 shows that the data in the experimental class 2 (Plural Partner A-21) between each specification is the same, the significance value is 0.560˃0.05, which means that the data is declared homogeneous or there is no difference in data variance. The next test is the Anova test, which is carried out to determine the effectiveness of writing editorial text learning based on specialization. Anova test can be seen in table 7.   Table 8 shows the descriptive test between specifications in the Plural Partner A-21 experimental class, that there is no significant difference in the average learning outcomes between Accounting and Finance Institution on 80.82 and Fashion Design is 79.39. So, these values are considered the same or have an average value of learning outcomes that is not much different.
Based on these data, it can be concluded that writing editorial text learning use the Plural Partner A-21 model is effective in improving students' learning outcomes.
The use of the 21 st Century Plural Partner model in the learning process can increase in attaining of knowledge and skills creatively, innovatively. Besides, it teaches social interaction with mutual respect and complementarily, cooperation and interdependence of students in the form of the ability to understand and be sensitive to feelings, intentions , motivation, character, sensitivity to facial expressions, voices, cues from other people as well as building relationships and communication to develop a good self-concept. The plural partner model A-21 in learning to write editorial texts emphasizes influencing the interaction students' partners in developing thinking skills both pairs and groups; and sharing opportunities for students to develop thinking skills. The design of the learning model must be highly thought out by the teacher, plural partner A-21 is needed in the whole group discussion setting and it has procedures to give students plenty of time to think critically, creatively, and innovatively, respond to, and collaborate with each other. Related with the learning objectives of the 21 st century this model, it can train students to collaborate with other students in learning independence activities.
The determination of the effectiveness of this learning model is 1) there is a significant difference between the student's pre-test and the post-test of editorial text writing skills using the Plural Partner A-21 model with a significant ttest of 0.000; 2) the mean value obtained after implementing the Plural Partner A-21 model from each specification increases. The major of Accounting and Financial Institution, the mean value increased from 69.60 to 80.82. The mean value of specialization in Fashion Design increased from 68.82 to 79.39; 3) the mean value of the merger of the two majors after the implementation of the Plural Partner A-21 model has increased.
Research conducted by Chen-Hong Li (2017) in an international journal entitled The Use of a "Think-Pair-Share" Brainstorming Advance Organizer to Prepare Learners Listen in the L2 Classroom. The results reveal that pairing activities increase learners' selfconfidence, make connections and life experiences, and incorporate new thinking.
The results of this study are also relevant to Noveria's research (2016) with the journal title "Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share Terhadap Keterampilan Menulis Naskah Drama Satu Babak Siswa Kelas VIII SMP Negeri 30 Padang". The results of the study explained that there was an influence on learning to write a one-act drama script using the think pair share model.
Relevant research was also carried out by Shih (2015) entitled Teaching Adolescents EFL by Integrating Think-Pair-Share and Reading Strategy Instruction: A Quasi-Experimental Study. The results showed that think-pair-share combined with reading strategy instruction became an alternative to the English reading learning design for students in ELF Taiwan.

CONCLUSION
The conclusion of this study is the use of the Plural Partner A-21 model for editorial text writing skill based on the specification at Vocational High School students is effective as evidenced by the difference in the average score of the pre-test and the post-test, from 69.21 to 80.10 with details. for each specialization, Accounting and Financial Institution, the pretest score was 69.60 to 80.82. While in the specification major, the initial test score was 68.82 to 79.39. Thus, the learning activity of writing editorial text by using the Plural Partner A-21 model is effective used by students who have specification in Accounting and Financial Institution and Fashion Design.
Suggestions are given for further research that will be related to the use of the dependent variable that matches the independent variable, besides that further researchers can integrate with 21 st century skills with other learning models.