CHAPTER I

INTRODUCTION

A. Background of the problem

English is an international language which is widely used in many
countries around the world. It is very important for the students to master
English in all skill. The skill are Listening, Speaking, Reading, and
Writing. Those skills are related to each other.
In this case, the researcher is going to focus on writing skill.
Writing is a productive skill that involves producing language rather than
receiving it. Very simply writing involves communicating a message
(something to say) by making signs on page. To write is to put down the
graphic symbols that represent a language one understand, so that others
can read these graphic symbols if they know the language and the graphic
representation. In writing classroom activities, the students are asked to
write about what is being discussed. The teacher gives instructions in
writing and then asks them to write.
Learning writing is not as easy as it seems because there are such
complex rules in it one cannot ignore. For example, when students write
something, they need to pay more attention to things such as spelling,
vocabulary, sentence structure, punctuation marks, grammar, paragraph
composition, cohesion, coherence, writing purpose, and of course the idea
of the writing itself. That is why, unlike in any other language skills,
details are really important in writing.
Generating ideas is the essential first step in creating pieces of
written works. This stage is the core of writing as the product of it holds
the message that will be conveyed to the readers. That is why it is really
important that students can think about the ideas to write without
encountering any problems first, thus they will be able to focus more on

1
 the technicalities of writing, e.g. grammar, spelling, punctuation marks,
etc.
Harmer stated that group or pair works play an important role in a
big class. They can maximize students’ participant. In groups, students’
tend to participate more equally and they are also more able to experiment
and use the language than they are in whole class arrangement.
Small group learning provides English learners with rich discourse
environment and multiple opportunities for face to face interaction.
Cooperative learning essentially involves students learning from each
other in group. Slavin stated that, cooperative learning is a method that
design to help students in learning academic content within small group.
The students work in a gropu to solve the problems and will help to
enhance students’ ability in English language. Therefore, the researcher
come into the initiative that cooperative learning can be a good technique
to teach paragraph and to improve students in writing skill. By applying
this kind of method, the researcher hope that the students would find
generating ideas much easier to do as they could get ideas from their
friends and share theirs with them in order to improve those ideas..
In conclusion, this method is except to be influence in enhancing
students ability in paragraph. The researcher interested to take a research
by the title “The Influence of Cooperative Learning towards Students
Writing Ability In Paragraph at tenth grade MAN 1 Pringsewu”.

B. Identification of The Problem

The writer identification the problem as follows:
1. The students comonly passive in the class
2. There is no attention of students during the teaching and learning
3. The students have difficulties to develope their ideas

2
C. Limitation of The Problem
From the identification of the problem above, the writer focus on:
The Influence Of Using Cooperative Learning Towards Students
Writing Paragraph at the First Semester of the Tenth Grade of MAN 1
Pringsewu .

D. Formulation of The Problem

Based on the limitation above, the writer formulation the problem
as follows: is there any influence of cooperative learning in students
paragraph writing?

E. Objective of The Research

The purpose of the research are: to know the influence of using
cooperative learning towards student writing paragraph.

F. Signtificant of The Research

The writer has an expectation that the thesis can be useful for writer,
English teacher and for the students:
a. Writer: the writer hope this thesis can help her to be a good English
teacher in teaching writing.
b. Teacher: for the teacher this thesis can give a new paradigm to
English teacher about teaching of English writing and they can
discover some of the problems faced by students in learning
English.
c. Students: for the students can motivate their learning by using the
technique of cooperative learning and develope their relationship in
group work to solve the problem that faced in learning English.

3
G. Scope of the Research
1. Subject
The subject of this research is first semester of the tenth grade in
MAN 1 Pringsewu.
2. Object of the Research
The object of the research will conduct the research in 2 class of
tenth grade at first semester.
3. Place of this Research
The writer will conduct the research at MAN 1 Pringsewu.
4. Time of the Research
The writer will conduct at the first semester of MAN 1 Pringsewu
in the academic of 2019/2020.

4
 CHAPTER II
LITERATURE REVIEW

A. CONCEPT OF WRITING
1. The Definition of Writing
There are a lot of definition about writing that have been given by
some experts. According to James C. Raymond, writing is more than a
medium of communication. It is a way of remembering thinking as
well.1 It means that writing is not only for written communication but
also for remembering and developing the idea through words.
Writing is a part of English skill that be should mastered by
English students. As stated in Harmer’s books, writing (as one of the
four skill of listening, speaking, readig and writing) has always formed
part of the syllabus in the teaching of English.2in the syllabus of
ministry of Indonesia the purpose of teaching English is to develop
students’ ability in oral and written communication.
As stated in Longman Dictionary, “writing as a process in the
strategies, procedures, and decision-making employed by writers as the
write.”3 Writing is viewed as the result of complex processes of
planning, drafting, reviewing and revising and some approaches to the
teaching of first and second language writing suggest to use the
processes. Hence there are many steps to make a good writing, in
which the students learn how to generate the ideas with the steps and
process of writing that should be followed to make it coherently.
Writing is also an action process of dicovering and organizing the
ideas, putting them on paper, and reshaping them. Writing is much like
speaking, because it is a way to discover and communicate the ideas.

1
James C. Raymond, Writing (Is an Unnatural of act), (New york: Harper & Row
Publisher, 1980), p, 2.
2
Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education Limited, 2004),
p.31.
3
Jack C. Richard & Richard Schmidt, Dictionary of Language Teaching & Applied
Linguistics, (London: Pearson Education Limited, 2002), p. 603.

5
 However, unlike speaking the people get the information from oral
communication but in writing through a paper.4
Other experts such us Marianne Celce-Murcia and Elite Olshtain
stated that, writing is the production of the written word that results in
a text but the text must be read and comprehended in order for
communication to take place.5 In short, writing is like a massage when
someone could not speak with oral communication, written as a text
which the reader comprehend.
Based on the above definitions, the writer concludes that writing is
a process of thinking to generate the idea which involves the feeling,
experience or activities of someone in order to inform the reader about
the massages.

2. The Types of Writing

Generraly different types of writing are required for different
purposes. Donald Hall in his “Writing Well” divides types of writing
into four kinds, which are.6
a. Exposition
Exposition is an explanation. It does not argue although
exposition can from part of an argument. It does not tell a story-
though might explain something essential to tell a story. Tricia
Hedge defines, “exposition is writing that informs, clarifies,
defines, analyze, or otherwise treats a subject by letting the reader.
It often answer the question what, why, how”.

4
Alan meyers, Gateway to Academic Writing, (New York: Pearson Education, Inc,
2005), p. 3.
5
Marianne Celce-Murcia, and Elite olshtain, Discourse and Context in Language
Teaching, (London: Cambridge University Press, 2000), p. 142.
6
Donald Hall, Writing Well 2nd ed, (Boston: Little Brown and Company,2001), p. 223.

6
 b. Persuasion
Persuasion is used persuading and convincing. Persuasion
is used to make a case or to prove or disapprove a statement or
proportion.
c. Description
Description tell how something looks or feels or sounds. It
describes features such as sizes, shapes, color, sounds, etc. Alan
Mayers stated that a description of a sense allows the reader to see,
hear, or even feel the subject matter clearly, through careful word
choice, strong details, and clear organization, people creates a
mental pictures for the readers.7
d. Narrative
Narrative is telling the story by cronological order.
Narrative can belong to exposition, as describes the phases the
moon. Narrative may help in argument, anecdot, or exposition.
Based on the book Second Language Writing by Ken
Hyland, there are some factual genres.8
Genre Purpose
Recount to reconstruct past experiences by retelling events
in original sequence
Procedure to show how processes or events are acomplished-
how something is done
Description to give an account of imagined or factual events
and phenomena
Report to present factual information about a class of
things, usually by classifying them and then
describing their characteristics
Explanation to give reasons for a state of affairs or a judgment

Table 2.1
Writing’s Genres

7
Alan Mayers, Gateways to Academic Writing, (Longman: Longman, 2015), p. 60.
8
Ken Hyland, Second Language Writing, (New York: Cambridge University Press,
2003), p. 20.

7
 3. The Writing Process
Writing is like speaking to others on a paper or on a computer
screen. Writing is partly a talent, but it’s mostly a skill, and like any
skill, it improve with practice. Writing is also an action a process of
discovering and organizing the ideas, putting them throgh a paper, and
reshaping then revising them.9
Furthermore, Kate Grenville says that there are six steps on writing
processess:10
a. Getting ideas (in no particular order).
b. Choosing (selecting the ideas, think it will be most useful).
c. Outlining (putting these ideas into the best order-making a plan).
d. Drafting (doing a first draft from beginning to end, without going
back).
e. Revising (cutting, adding or moving parts of this draft where
necessary).
f. Editing (proofreading for grammar, spelling and paragraph).

Based on the book of a writing resource guide, writing is much

more than just putting words and paper. By its very nature, writing is a
series of forward and backward steps as writers think, reflect, revise,
detour, start over, and repeat earlier steps.bthe job of educators is to
guide students through the process in order to help them become the
best writers they can be. In order to give necessary skills to the
students, writing must be explicitly taught and given time.11
The writing proces is a series of steps to help someone write a
paper. It is like using a map to get to an unfamiliar place. The writing

9
Alan Mayers, Op. Cit., p. 3.
10
Kristine Brown and Susane Hood, Writing Skills and Strategies for Students of English,
(New York: Cambridge University Press, 1989), p. 10.
11
Kate Grenville, Writing From Start To Finish a Six-Steps Guide, (New South Wales:
Allen & Unwin, 2001), p.8.

8
 process is generally devided into four stages, Alan Maley notes that
writing has certain processes which lead to sucessful pieces of written
work. The processes are prewriting, drafting, reviewing, revising and
editing.12
a. Prewriting
Prewriting involves brainstorming, collecting data, note
taking, and outlining.13 This process helps to find the topic,
develope the ideas and also limite the scope of what the writer will
cover about their writing. Another expert, Grenville said that
prewriting is just thinking on paper. It is good way to let the
unconscious give the ideas because it lets access the memory,
experiences, knowledge, fantasies.14
b. Drafting
Drafting is stages where writing is began to work. The most
important aspect here is to get words into paper. It is not the time
to worry about spelling, grammar, punctuation, or the best
wording.15 In this steps drafting helps the students to plant what
they want to write through words without feel say worry about
spelling, grammar, and punctuation, it means that the students feel
free with their own writing.
c. Revising
Revising is among the most important steps off writing.
Here the writer make it clearer abd more convincing, writer calls
this step the process revising. All good writers go through several
steps of revision because they want to make their writing the best

12
Tricia Hedge, Writing, (London: Oxford University Press, 1988), p. 9.
13
Ken Hyland, Second Language Writing, (New York: Cambridge University Press,
2003), p. 11.
14
Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales:
Allen & Unwin, 2001), p. 16.
15
Kristina Brown & Susane Hood, Writing Skills and Strategies for Students of English,
(New York: Cambridge University Press, 1989),p. 14.

9
 it can be. At this point they reconsider what they have written, get
feedback from others, and then make changes.16
d. Editing
After revising their writing then the steps that should be
taken is editing. Check the writing carefully, in order to omit the
mistake in grammar, word choice, verb forms, punctuation and
spelling.17 Use the dictionary and any other reference materials
and order to make the writing is to be correct.

4. The purpose of writing

Writing is not only putting the sentences into a paper, but there are
some purposes of writing. Based on Kate Grenville books, there are
some purposes of writing like stated as follow:18
a. Entertain
The writing does not necessarily make the readers laugh,
but it at least engages their feelings in some way. Writing to
entertain generally takes the form of so-called ‘imaginative
writing’ or ‘creative writing’ (of course, all writing requires some
imagination and creativity). Examples of imaginative writing are
novels, stories, poems, song lyrics, plays, and screenplays.
b. Inform
The writing tells the reader about something. These kind of
writing can also be ‘entertaining’ in the sence that they are good to
read, and also entertaining the reader is not their main purpose
that’s just a bonus. Example of writing to inform are newspaper
articles, scientific or business report, instruction or procedures, and
essays for school and university.

16
H Daughlas Brown, Teaching by Priciples An Interactive Approach to Language
Pedagogy 2nd Edition, (Longman: Pearson Edition, 2011), p.353.
17
Alan Meyers, Gateways to Academic Writing,(New York: Pearson Education, 2005), p.
11.
18
Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales:
Allen & Unwin, 2001), p.11.

10
 c. Persuade
The writing attempts to convince the reader of something.
This includes advertisements, some newspaper and magazine
articles, and some types of essays. This type of writing might
include the opinion, but as part of a logical case backed up with
evidence, rather than just as an expression of the feelings.
As the explanation above, the writer conclude the purpose
of writing is the expression their ideas, convey a massage to reader,
so the ideas themselves should arguably be seen as the most
important aspect of the writing.

B. COOPERATIVE LEARNING
1. The Understanding of Cooperative Learning
Cooperative learning (sometimes called collaborative learning)
essentially involves students to learn from each other in a group.
However it is not the group configuration that makes cooperative
learning distinctive; it is the way that students and teachers work
together that is important.19 The important of cooperative learning is
encourage the students to cooperate in a group for a period of time to
mix the idea and different level ability. In cooperative learning,
learners perform a learning task through a small group interaction. In
cooperative learning, a learning process is dependent on the socially
structured exchange of information between learners in groups and in
which each learners is held accountable for his or her own learning and
is motivated to increase the learning of others.20
In cooperative learning students need to interact each other and get
the information. The teacher as the fasilitator gives the material for
students in group to solve the problem together. For that reason,

19
Diane Larsen-Freman and Marti Anderson, Teaching & Principles in Language
Teaching 3nd Edition, (New York: Oxford University Press, 2011), p. 186.
20
Jack C. Richard & Theodore S. Rodgers, Approaches and Methods in Language
Teaching 2ed, (Cambridge: Cambridge University Press, 2001), p. 192.

11
 cooperative learning can increase the motivation in learning because
they can share the knowledge and cover the difficulties together in
group.
Cooperative learning is part of a group of teaching/learning method
where sudents interact with each other to acquire and practice the
elements of a subject matter and to meet common learning goals. It is
much more than just putting students into groups and hoping for the
best.21 Dealing with the statement, cooperative learning is a group of
students to encourage their stimulus in learning and interact each other
to get the knowledge
In conclusion, cooperative learning as the method of learning can
give students the opportunities to share and to work together with their
group in a learning activity among them in a classroom.

2. The Types of Cooperative Learning

Cooperative learning may be used various ways, which include
formal cooperative learning, informal cooperative learning,
cooperative base group, and cooperative structures.22
a. Formal Cooperative Learning
Formal cooperative learning is students work together, for
one class period to several weeks, to achieved shared learning
goals and to complete specific tasks and assignments.
b. Informal Cooperative Learning
This types consists of having students work together to
achieve a joint learning goal in temporary, ad hoc group that last
from a few minutes to one class period. During direct teaching, the
instructional challenge for the teacher is to ensure that students do
the intelectual work of organizing material, explaning it,

21
Alice Machperson, Cooperative Learning Group Activities For College Course,
(Canada: Kwantlen University College, 2000), p.1.
22
Shlomo Sharan, Handbook of Cooperative Learning Method, (London: Praeger
Publisher, 1994), p. 53.

12
 summarizing it, and integrating it into existing conceptual
structures.
c. Cooperative base groups
These are long-term, heterogenous cooperative learning
groups with stable membership. The purpose of the base groups are
to give the support, help, encouragment, and assistance each
member needs to make academic progress (attend class, complete
all assignment, learn) and develope cognitively and socially in
healthy ways.
d. Cooperative learning structures
These are used to organize course routines and generic
lesson that repeat over and over again. These repetitive cooperative
lessons provide a base on which the cooperative classroom may be
built. Some examples are checking homework, preparring for
reviewing a test, drill review of facts and events, reading of
textbook and reference materials, writing report and easy, giving
presentation, learning vocabulary, learning concepts, doing
projects such as surveys, and problem solving.

3. The Principles of Cooperative Learning

For implementing cooperative learning the teacher should have
known and understood some prinsiples in cooperative learning, they
are:
a. Students are encouraged to think “positive interdependence” which
means that the students are not thinking competitively and
individualistically and in terms of the groups.
b. In cooperative learning, students often stay together in the same
group for a period of time so they can learn how to work better
together. The teacher usually assigns students to the groups so that
the groups are mixed.

13
 c. The efforts of an individualhelp not only the individual to awarded,
but also other in the class.
d. Social skill such as acknowledging another’s contribution, asking
other to contribute and keeping the conversation calm need to be
explicitl taught.
e. Language acquisition is facilitated by students interacting in the
target language.
f. Although students work together, each students is individually
accountable.
g. Responsibility and accountibility for each other learning is
shaved.23

4. The Technique of Cooperative Learning

Cooperative learning is not only forming students in group and
give them instruction to do something. Cooperative learning is a tool
for teacher to encourage the students and give the learning more
effectively. In cooperative learning there are some techniques that can
used by the teacher in teaching and learning in classroom. Based on
strategy for English learner’s book by Lynne T. Diaz Rico, there are
some example of cooperative learning activities:24
a. Group memory: in group of six, give each group a line to
memorize. Group member receive extra credit if everyone can say
it when time is up .
b. Round robin: each person solve a problem (using one color ink) in
passes the paper to the next team member, who does the next
problem. The teacher corrects one sheet.

23
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York:
Oxford University Press, 2000), p. 167.
24
Lynne T. Diaz-Rico, Strategy for Teaching English Learners, (California: Pearson
Edication, 2008), p. 370.

14
c. Jigsaw: students receive number and letter (ex: I-IV, A-D), base
teams: I, II, III, IV. Students exit base team; all as group to study
one aspect, etc. Then return to base team to share expertise.
d. Pairs compare: pairs come up with ideas to solve a problem. When
pairs are through, two pairs make a team of four and compare
ideas.
e. Numbered Head Together: each student in group has a number (1-
4). Students handle to make sure all can respond then a number is
called and the student responds.
f. Rotating review: students visit wall charts, each with different
review question; they write answer, then rotate to next chart. If
they agree with what is already written, they mark it with an
asterisk.
g. Scavenger hunt: with a stack of newspaper, group finds one of
each: some each news, some bad news, weather map, letter to
editor, overseas news, etc.
h. Sequencing task: students put a cut-up sequence in correct order,
such as a scramble dialogue from a phone call to a friend.
Aditional by Richard’s, he gives the explanation of cooperative
learning technique. The following explanations are:
a. Students Teams Achievement Division (STAD)
STAD was develope by Robert Slavin in John Hopkins
University. Teachers use STAD to present new academic
information for students each week, either verbal presentation or
text. Team number use worksheet to master the materials and then
help each other to learn the materials through tutoring and
quizzing one another, or carrying on team discussion.
b. Jigsaw
Jigsaw was developed by Elliot Aronson and his colleagues
in 1997. Jigsaw are designed for students into five or six member
heterogeneous study teams. In this approach, academic materials

15
 are given to the students in a text form. then every student must be
responsible for learning a portion of materials.
c. Group Investigation (GI)
Group investigation was originally developed by Herbert
Thelen. More recently, this approach has been refined by Sharan
and his team at Tel Aviv University. Contrast with STAD and
jigsaw, group investigation approach involves students in planning
both the topic for study and the way to proceed with their
investigation. This requires more sophisticated classroom norms
and structures than approaches that are more teacher-centered.
d. The structural approach
This approach has been developed by Spencer Kagan.
Structural approach emphasizes the use of particular structures that
is designed to influence students’ interaction patterns. This
approach is intendeed to be alternatives to the more traditional
classroom structures, such as recitation, in which the teacher poces
questions to the whole class and students provide answer after
raising their hands and being called on.
e. Think-pair-share (TPS)
Think-pair-share strategy has grown out of the cooperative
learning. It was developed by Frank Lyman (1985) and his
collegueas at University of Maryland, it is an effective way to
change the discourse pattern in the classroom.
f. Numbered heads together (NHT)
Numbered head together (NHT) is an approach developed
by Spencer Kagan to involve more students in the review of
materials covered in a lesson to check their understanding of a
lesson’s content. Instead of directing question to the whole class.25

25
Richard I Arends, Learning to Teach, (New York: The McGraw-Hill Companies, 7th
Edition, 2007), p. 352.

16
 C. The Use of Cooperative Learning in Teaching and Learning Process
From the above explanation, cooperative learning is a good method
that has some advantages in the teaching and learning process. Here, the
writer notes some advantages of cooperative learning that support by
expert, they are:
1. Cooperative learning can benefit both low and high achieving students
who work together on academic task.
2. Effect of cooperative learning is wider tolerance and acceptance of
people who are different knowledge and ability.
3. The objective of cooperative learning is teach the students in a group
to interact each other and work together to solve the problem.26
Slavin stated in Louis Cohen’s book that one of the greatest
benefits from cooperative learning is the raising of self esteem.27 Students
learn that they are valued, valuable and important. Self esteem raises
because members feel valued by their peers and because they feel that they
are achieving in academic terms. Indeed Slavin reports that students
achieve more highly in cooperative classroom than in traditional
classroom.
In conclusion there are some advantages of cooperative learning,
especially to increase self esteem because the students work in group that
consist of different culture, social, and knowledge.
Nevertheless, these are some disadvantages of cooperative
learning, Cohen explain that the disadvantages include:
1. Failure to work together succesfully or to get along
2. Student missbehaviour
3. Classroom noise
4. Student absence
5. Ineffective use of time

26
Ibid., p. 345.
27
Louis Cohen and Lawrence Manion, et all, A Guide to Teaching Practice 5nd Ed, (New
York: Routladge, 1997), p. 180.

17
 6. To great a range of performance levels within the group.28
Daniel Muijis and David Reynolds in their books, one of these
advantages lies pecisely in the cooperative nature of group.29 It does not
naturally promote independent learning and can foster dependency on
certain dominant members of group. If this happens the pupil will not
easily be able to develope the skills of students need to use independently
in other situation.
Furthermore, small group work can easily lead to free rider effect
whereby certain members of the group do not effectively contribute and
rely on the work of others. A further problem can be the fact that
misconceptions can be reinforced if they are shared by several pupils in the
group.
From the explanation above, it can be concluded that cooperative
learning brings students active in the classroom besides the classroom will
be noisy and the toime will over because many students that have different
opinion and it make debate each other.

D. Concept of Paragraph Writing

1. Definition of Paragraph
Paragraph is an important convention of written English. It has
developed as a visual way of helping the reader to follow an extended in
piece of writing. Paragraph helps us to understand how the sentences aee
grouped together. Omisha and Ann Hogue (2006: 65) say that a
“paragraph is basic unit of organization in writing of group related
sentences develop one main idea and consists of two kind of sentences: a
topi sentence and a number of supportive statements. Number of sentence
within single paragraph is unimportant but it should be long enough to
develope the main idea clearly.”though sometimes for emphasis, or in
dialog or transition, paragraph may have only one or two sentences.

28
Ibid., p. 180.
29
Daniel Muijis and David Reynolds, Effective Teaching Evidence and Practice 2nd Ed,
(London: Sage Publications Ltd, 2006), p. 55.

18
 The paragraph starts with an indentation which mean a blank space
at the beginning indicating that a new subject or a different point of the
same subject is being considered with. The sentences within a paragraph
link up so that readers are not concious of gaps. Elements of paragraph
should be combined to form one complete meaning in the paragraph. In
addition of effective sentences involve more than starting with capital and
stoping with a full stop/period. The word ar words must make sense,
expressing an idea or perseption or feeling clear enough to stand alone.
Since “writing builds larger units from smaller ones; that is, writers use
words to make sentences, sentences to make paragraphs, and paragraphs to
make such compositions as letters, reports, and college themes” (Hart and
Reinking 1990:11).

2. Paragraph Structure
Meyers (2006a:25) & Khoury (2007:29) point out that the structure
of a paragraph consists of three important elements, they are as
follows:
1. The introduction contains a topic sentence which outlines the main
idea of the paragraph to which the rest of the paragraph should be
focused. It must clarify one’s precise attitude towards the subject.
The usual position of the topic sentence is at the beginning of the
paragraph but it can sometimes occur anywhere in such unit.
2. The body contains supporting sentences which support, explain
and develop the main ide expreessed in the topic sentence by
giving details, explanation, and examples. The body must be
unified via relating the whole sentences to thetopic sentence and to
each other as well.
3. The conclusion occurs at the end of the paragraph leaving the
reader with important points to remember. It summarizes the main
point of the paragraph and gives the sense of finality.

19
3. How to Write a Paragraph
Writing a paragraph is one of the initial steps of the writing process
that contains some procedures, so that the learners can follow these
produce a good piece of writing in various contexts such as at
secondary school.
1. Brainstorming: when students think carefully and organize their
ideas for their paragraph before they begin writing. It is an idea
collecting or idea generating technique which mainly functions as
an organizer of thinking and an idea collector as well as developer.
This is pre-writing activity. Richard (1992) pointed out that the
more time students spend on pre-writing activities, the more
successful their writing will be.
2. Planning: when students outline their ideas or students exchange
ideas into note form. It function as an organizer, a planner and a
classifier of the ideas gathered in the brainstorming exercise, is a
very useful summarizing technique that students would love to
facilitate receiving the information flow in the EFL classroon be it
the form a long paragraph, essay, article, or a long paper.
3. Drafting: when students write down their ideas on paper focusing
on content not mechanics.
4. Revising: when students look at orgaization, main point support for
main ideas, examples, and connections between ideas. Noskin
(2000) pointed out that revising is considered the heart of the
writing process, the means by which ideas emerge and evolve and
meanings are clarified.
5. Editing: when students check their paragraphs for mistakes and
correct them. Once students have revised their writing, the move to
the editig stage so as to come up with the final version. Editing
could be viewed as the process of correcting sentence stucture,
word choice, spelling, punctuation, grammar and capitalization in a
piece of writing.

20
 6. Publishing: when students produce a final copy their paragraphs to
hand in. This is of the final stage of the writing process. In this
stage the writing that are revised and edited carefully ma be
published. Since writing is communication, students should be read
their writing alous to the class.

E. Characteristics of Paragraph Writing

I general, in order for paragraph to be effective, it must have three
characteristics: unity, coherency and adequate developmet of ideas.
1. Unity
Inity in the paragraph means oneness of idea. A paragraph must
hav unity; that is, its sentences must stick to the dominant ideas of the
paragraph. Unity in the paragraph is achieved by the use of (1) a topic
sentence with its controlling idea (2) supporting details, and (3) a
clinching sentence.
2. Coherence
Unity in a paragraph is not enough, for even if all sentences relate
to the Topic Sentence, the way in which they are related may be
muddled. Sentences must cohere; that is, the thought contained in one
sentence should be clearly related to the thought of the following
sentence. Coherence can be regarded a a connection between
utterances with discourse structure, meaning, and action being
combined (Schiffrin, 1987). Coherence can be achieved by the use of
certain devices, among them Transitional words and phrases, pronoun
reference, repeated key terms of parallelism. Prilimarily, coherence
rests on clear logical progression of thought from one sentence to the
next.
3. Adequate Development
Effective paragraph are not only unified, they are fully developed,
which means that they don’t leave any significant questions in readers
minds. When students are writing a paragraph, they must be sure to

21
trace the full development of their ideas for readers so they will
understand the assumptions, evidence and reasoning students used.
There are three ways to ensure paragraph developed: by providing the
right level of supporting detail, choosing the right kind of evidence and
choosing the right pattern of development for your purpose.

22
 CHAPTER III
RESEARCH METHODOLOGY

A. Reseach Design
The method the research is quantitative research, namely is
experimental design which is not random assignment of participant to
group.30 The quantitative data is gained through pre-test and post-test as
the instrument of method of research.

Design for pre-test and post-test based on Sukardi’s book.31

Group Pre-test Dependent Post-test
variable
(R) Experiment Y1 XE Y2
(R) Control Y1 XK Y2

R = Randomized Subject
Y1 = Pre-test (test before applying the treatment)
Y2 = Post-test (test after applying the treatment)
KE = Treatment for experimental class using cooperative
learning method
KK = Treatment for controll the class using conventional
method.
There are two classes which will involve in this study. The first
class will an experimental class and the second class will a control class.
Both classes are taught with different methods of teaching, experimental
class will use cooperative learning method and control class will use
conventional method.

30
Jhon W. Creswell, Education Research, (Boston: Pearson Education, Inc., 2012), p.
309.
31
Sukardi, Metodology Penelitian Pendidikan, (Jakarta: PT. Bumi Aksara, 2003), p.185.

23
 B. Variable of the Research
A great deal of research are carried out in order to explore the
strength of relationship between variables.32
1. Independent variable is cooperative learning as (X).
2. Dependent variable is students’ writing in paragraph as (Y).

C. Operational Definition of Variable

The operational definition variable is use to explain the variable which use
in this research to avoid the misconeption of variables which presented in
this research. The operational definition of variables are as follows:
1. Cooperative Learning
Cooperative learning is part of a group of teaching/learning method
where sudents interact with each other to acquire and practice the
elements of a subject matter and to meet common learning goals. It is
much more than just putting students into groups and hoping for the
best.
2. Paragraph Writing
Paragraph is an important convention of written English. It has
developed as a visual way of helping the reader to follow an extended
in piece of writing. Paragraph helps us to understand how the
sentences aee grouped together.

D. Population, Sample and Sampling Technique

1. Population of The Research
According to Frankle and Wallen, the population is large groups to
which one hopes to apply the result.33 So the population in this research
will be two class of the tenth grade of MAN 1 Pringsewu.

32
David Nunan, Research Method in Language Learning, (Cambridge University Press,
Cambridge, 1992), p.24.
33
Jack R. Fraenkle and Norman E. Wallen, How to Design and Evaluate Research and Education,
(Singapore: McGraw-Hill Book Co, 1993), p.90.

24
 2. The Sample of The Research
The sample is representative of the population from which it is
drawn. In this research, the researcher will take two classes. One class
will be the experimental class and the second class will a control class.
3. Sampling Technique
In this research, the researcher will apply cluster random sampling.
Cluster random sampling is similar to simple random sampling except
that groups rather than individuals randomly select the sampling unit is
a group rather than an individual.34

E. Research Procedure
In conducting this research, the writer will apply some procedures
as follows:
1. Finding the subject of research
The writer will choose the students of tenth grade of MAN
Pringsewu as a subject of the research. There are two classes are the
subjects of the research. One class is experimental class and another in
control class.
2. Designing the instrumen of the research
The instrument that will be used in this research is writing test. The
students will get the same instrument for both classes in several topics
that will consulted.
3. Administering the pre-test
The pre-test will be used to find out the students’ initial ability.
Here, students will be assign to write paragraph.
4. Conducting Treatment
The treatment will be done in three times after pre-test. Each of
treatment will be conducted twice a week.

34
Ibid., h. 95-96

25
 5. Administering the Post-test
Post-test will administered to measure whether there is an
improvement of students writing paragraph.
6. Analyzing the Result (pre-test and post-test)
After finish students’ work, the writer will compare the result of
the pre-test and post-test to see whether the score of the post-tes is
higher than the score in pre-test.
7. Analyzing the Data
After collecting the date, the writer will analyze the data by
quantitatively.

F. Data Collecting Technique

Arikunto said that text is a number of statement or question used to
measure skill, knowledge, intelligence or talent belonged to individual and
group. Based on the definition above, in collecting data the writer will use
the following techniques:
a. Pre-test
Pre-test used to know students’ writing abilit before the treatments,
the test will be done by asking the student to write paragraph consist of
100 words or less by choosing one topics that will be provided, and
then the students will be write it based on the topic and 90 minutes for
time allocation.
b. Post-test
The post-test will be done after the students in experimental by
using cooperative learning and control class by using teachers’
technique. In the post test the students’ also will be asked to write
paragraph that consist of 100 or less words and 90 minutes for time
allocation based on the topic by choosing the topic that will be
provided.

26
G. Research Instrument
The research instrument that will be used in this research is writing
test. The writer will make two instruments, they are pre-test and postest. In
the instrumen of pr-test and post-test, the students will be asked to write
paragraph consist 100 words or less with by choosing one topics that will
be provided in 90 minutes for time allocation. The instruction for pre-test
and post-test will be attached.
The topics are:
1. Pre-test instrument:
a. My holiday
b. Sad experience
c. Funny experience
2. Post-test instrument:
a. My holiday
b. Sad experience
c. Funny experience

H. Scoring Scale for Evaluating Students’ Writing Paragraph

After pre-test and post-test had been done then the writer gave the
score of each student’s writing. To get the writing score the writer used
the table of scoring writing, the table as follow:

Table 3.1
Table of Scoring Writing Skill
Score Level Criteria
EXCELENT TO VERY GOOD:
Knowledgeable, substantive, through
30-27
development of the thesis, relevant to assigned
topic.
Content

GOOD TO AVERAGE: Some knowledge of

subject, adequate range, limited development
26-22
of
thesis, mostly relevant to topic but lack detail
21-17 FAIR TO GOOD: Limited knowledge of

27
 subject, little substance, inadequate
development
of topic
VERY POOR: Does not show knowledge of
subject, non substantive, not pertinent, or not
16-13
enough to evaluate
Organization
EXCELENT TO VERY GOOD: Fluent
expression, ideas clearly stated/supported,
20-18
succinct, well organized, logical sequencing,
cohesive
GOOD TO AVERAGE: Somewhat copy,
Organization

loosely organized but main idea stand out,

17-24
limited support, logical; but incomplete
sequencing
FAIR TO POOR: Non fluent, ideas confused
13-10 or disconnected, lacks logical sequencing and
development
VERY POOR: Does not communicate, no
9-7
organization or not enough to evaluate
EXCELENT TO VERY GOOD:
Sophisticatedrange, effective word, idiom
20-18
choice and usage, word form mastery,
appropriate magister
GOOD TO AVERAGE: Adequate range,
Vocabulary

17-14 occasional error of word idiom and form,

choice, usage but meaning not obscured
FAIR TO POOR: Limited range, frequent
errors of word idiom form, choice, usage,
13-10
meaning confused or obscured

VERY POOR: Essentially translation, little

9-7 knowledge of English vocabulary, idioms,
word form, or not enough to evaluate
TO VERY GOOD: Effective EXCELENT
complex construction, few errors of agreement,
25-22
tense, number, word order/function, articles,
pronouns, preposition
Language Use

GOOD TO AVERAGE: Effective but simple

construction, minor problems in complex
construction, several errors of agreement,
21-18
tense, number, word order/function, articles,
pronouns,
preposition but meaning seldom obscured
FAIR TO POOR: Major problems in
17-11
simple/complex construction, frequent errors

28
 of negation, agreement, tense, number, word
order/function, articles, pronouns, preposition
and/or fragments, run on, deletions, meaning
confused or obscured
VERY POOR: Virtually no mastery of
sentence construction rules, dominated by
10-5
errors, does not communicate or not enough to
evaluate
EXCELENT TO VERY GOOD:
Demonstrates mastery of convention, few
5
errors of spelling, punctuation, capitalization,
paragraphing
Mechanics

GOOD TO AVERAGE: Occasional errors of

4 spelling, punctuation, capitalization,
paragraphing but meaning not obscured
FAIR TO POOR: Frequent errors of spelling,
punctuations, capitalization, paragraphing,
3
poor handwriting, meaning confused or
obscured

I. Validity, Readability, and Reliability Test

1. Validity Test
A good test is the test that has validity. According to Arthur, “the
validity test is conducted to check whether the test measures what is
intended to be measured.35
a. Content Validity
Content validity is concerned with whether the test is
sufficiently representative and comprehensive for the test.
b. Construct Validity
Construct validity focuses on the kind of the test that would
be used to measure the ability. According to Setiyadi, construct
validity is used to measure perception, language behaviour,
motivation, even the language ability.36

35
Hughes Arthur,Testing for Language Teacher, 2nd ed, (Cambridge: Cambridge
University Press, 2003), p.26.
36
Ag Bambang Setiyadi, Metode Penelitian untuk Pembelajaran Bahasa Asing
Pendekatan kuantitative dan kualitatif, (Ypgyakarta: Graha Ilmu, 2006), p.26.

29
 2. Readability Test
Readability test readability tests were indicators that measured how
easy a document was to write and understand. For evaluators,
readability statistics was solid predictors of the language difficulty
level of particular document.

3. Reliability Test
A reliability test is a test to measure whether the instrument it
consistent and dependable.

J. Data Analysis
1. Fullfilment of The Assumptions
To get the accurate result, the researcher will apply some tests such
as normality and homogenity tests.
a. Normality Test
The normality test will be use the measure weather the data
in the experimental class and control classes are normally
distributed or not.37
b. Homogenity Test
Homogenity will be used to determine whether the data is
homogeneous or not.
2. Hypothetical Test
This research will use t-test as follows:
The hypotheses are:
Ho : there is no significant influence of cooperative learning towards
students writing paragraph.
Ha : there is a significant influence towards students writing
paragraph.

37
Budiyono, Statitika untuk Penelitian, (Surakarta: Sebelas Maret University Press,
2004), p.176

30
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