Developing Writing Skills through Cooperative Learning for The First Semester English Education Program University Of PGRI Yogyakarta

Juang Syahruzah Kurniawan, Prodi Bahasa Pend.Bahasa Inggris UPY (2016) Developing Writing Skills through Cooperative Learning for The First Semester English Education Program University Of PGRI Yogyakarta. Prodi. Pend. Bahasa Inggris UPY.

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Abstract

The aim of this research is to know the use of cooperative learning in teaching writing class in university context focused on writing narrative, recount, descriptive and procedural essays as the most appropriate writing types for university students. The main problem was whether teaching writing through cooperative learning improves students’ writing ability, especially in composing thesis sentences, providing supporting ideas, writing a unified and coherent essay in a good organization. For this purpose, a non-equivalent control group with pre-test and post-test is applied. Students are observed using composition tests in which they are asked to write essays on certain topics. It is designed to see the difference in the writing achievement ability between students who are taught using cooperative learning and those who are taught using non cooperative learning. Both groups are asked to write essays on culture and art, environment and sanitation and family life. The technique of dividing the subjects into an experimental and control group is based on random assignment with the help of the teacher. The students’ scores on essay writing on the pre-test are statistically compared by using t-test and then are analyzed by triangulation with the questionnaire, interview and observation which have been done during the research. Based on the statistical analysis, the findings can be summarized that generally both classes perform better achievement on their writing ability but the experimental students gained high writing achievement than those of the control students. It means that the students of the learning cooperative group significantly performed better writing ability than those in non-cooperative group. It is also concluded that they have the ability to express their ideas in written forms. They could write a clear thesis statement accompanied by some suitable supporting ideas, perform unified and coherence essay in a developed organization. Considering this fact, the researcher has to say that writing skill is needed and important to teach in university context. Lecturers have to train students to write a composition on certain topic based on the curriculum using several promising techniques in order to have an ongoing writing process to the high school students. These findings can be adopted as a promising considerable alternative in teaching writing to high school students. English teachers can modify and improve their teaching technique in the hope that the student’s writing ability will improve.

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