THE IMPLEMENTATION OF WRITE-PAIR-SHARE TECHNIQUE IN TEACHING WRITING PROCEDURE TEXT TO THE TENTH GRADE STUDENTS OF SMAN 1 KEDIRI

THE IMPLEMENTATION OF WRITE-PAIR-SHARE TECHNIQUE IN TEACHING WRITING PROCEDURE TEXT TO THE TENTH GRADE STUDENTS OF SMAN 1 KEDIRI Muhammad Baiqun Isbahi English Education Department, Language and Art Faculty, Surabaya State University. email : baiqunbai@gmail.com Drs. Fahri, M.A. English Education Department, Language and Art Faculty, Surabaya State University. Abstrak Penelitian ini bertujuan untuk mendeskipsikan penerapan teknik Write-Pair-Share untuk mengajar menulis teks procedure pada siswa kelas sepuluh di SMAN 1 Kediri, untuk mendeskripsikan penerapan teknik Write-Pair-Share untuk mengajar menulis teks procedure, dan untuk mendeskripsikan hasil menulis teks procedure siswa setelah penerapan teknik Write-Pair-Share untuk mengajar menulis teks procedure. Penelitian ini menggunakan penel itian deskriptif qualitative tanpa ada perhitungan statistik. Hasil penelitian ini menunjukkan bahwa teknik Write-Pair-Share sukses diterapkan di kelas dan teknik yang membantu baik guru dan siswa dalam proses belajar mengajar menulis teks procedure dalam konteks „knowledge of content, organization, vocabulary, language use, and mechanics‟. Teknik Write-Pair-Share mampu mengaj ak minat siswa untuk menulis. Kata Kunci: Menul is, teknik Write-Pair-Share, teks procedure, siswa kelas sepuluh Abstract This study is conducted to describe the implementation of Write-Pair-Share technique in teaching writing procedure text to the tenth grade students of SMAN 1 Kediri, describe the implementation of Write-Pair-Share technique in teaching writing procedure text, and the students result after the implementation of Write-Pair-Share technique in teaching writing procedure text. This study used descriptive qualitative research without any statistical calculation. The result of this study showed that Write-Pair-Share technique was successfully implemented in class and it was helpful technique for both the teacher and the students in teaching and learning process of writing procedure text in terms of „knowledge of content, organization, vocabulary, language use, and mechanics‟. Write-Pair-Share technique could engage the students‟ willingness to write. Keywords: Writing, Write-Pair-Share technique, procedure text, tenth grade students   are composition, in which the teachers ask the students to write a composition based on the material or teaching topic individually. First is jigsaw technique, in which the students have to make a group of several students, then write a composition together and the leader of the group should teach the other members in order to make all of the group members understand with their composition, because the teacher will call one of them randomly to explain in front of the class (Kagan, 2001). Second is Numbered Heads Together (Kagan, 2001) stated that a class is divided into several groups which consists of four students in each group. In every student in a group is given numbers of 1, 2, 3, and 4. The groups work together with the each member of the group, and the teacher will call out a number (one), so the students who have number three have to answer the teacher‟s question. Third is Write-Pair-Share (WPS) technique which has similarity with writing stages, and many other techniques. Those techniques above focus on writing activity, which help both teachers and students in teaching learning writing. By using those techniques, teachers are easy to engage the students‟ willingness to write and the students will have more willingness to write. Among those techniques above, Write-Pair-Share (WPS) technique is the focus in this study. As an alternative technique which engages students‟ willingness to write, this Write-Pair-Share technique is an appropriate technique to be applied in teaching writing skill since the stages in this technique are the same as the common stages in writing skill. For example, the first stage of this technique, that is writing down the ideas individually is the same as planning stage. The second stage of this technique, that is discussing the ideas with pair is similar with drafting stage, while sharing the result with the other pairs to get more feedback is the same as revising stage. Besides, the researcher also thinks that Write-Pair-Share technique which belongs to cooperative learning can help the students in teaching learning process. Moreover, eighth grade students are included in adolescent learners who are bound up need for peer approval like cooperative learning (Harmer, 2007:83). Cooperative Learning (CL) itself is an approach which organizes classroom activities by grouping the students to do the activities together for improving students‟ understanding of a subject (Jacobs et.al, 2003). In this study the researcher focuses on the implementation of Write-Pair-Share technique in teaching writing procedure text because the researcher believes that the students can write procedure text easily using this technique which has some stages in writing process. In writing procedure text, the students can write their experiences or events in the past. Based on SI (Standar Isi) or Competence Based Curriculum, procedure itself is one of text types (genres) which how to do something which contains goal, materials, and steps. The researcher believes that by using Write-Pair-Share technique, it can help the students more enthusiastic in writing procedure text. Here, the researcher will investigate more about the implementation of Write-Pair-Share technique in teaching writing procedure text, and the students writing procedure text task when Write-Pair-Share technique is applied. Based on the background above, the researcher‟s big expectation of this research is therefore to reveal the implementation of Write-Pair-Share technique in teaching procedure text by conducting this research to the tenth graders of SMAN 1 Kediri. Related to the reasons above, the foundations of the study are come up to the surface as the research questions. Those are: How does the teacher implement Write-Pair-Share technique in teaching writing procedure text to the tenth grade students of SMAN 1 Kediri? How are the students procedure writing text result during the implementation of Write-Pair-Share technique in teaching writing procedure text? This study is conducted to describe the implementation of Write-Pair-Share technique in teaching writing procedure text to the tenth grade students of SMAN 1 Kediri, and the students result after the implementation of Write-Pair-­Share technique in teaching writing procedure text. Writing is one of the productive skills in the form of written text which needs more accuracy than speaking because we cannot correct ourselves as soon as possible like correcting speaking (Harmer, 2012:128). Compared to speaking skill, writing skill considers many aspects that need to be regarded. They are content, organization, vocabulary, language use, and mechanic. Because when we make mistakes during speaking, we can correct it directly and other people can tolerate us. On the other hand, when we make mistakes during writing, we cannot correct it directly and people cannot tolerate it. Moreover, writing skill can involve the students‟ meaning-focused use, language focused-use, and fluency development (Nation. 2009: 113). Therefore, the students have to be more accurate in writing.   There are some statements related to writing process. First, Boas (2011) says that writing is one of the English skills whose activity is planning, drafting, and revising texts. Second, Hedge (1993) argues that the process of writing are pre-writing, while-writing, and post-writing. Meanwhile, O‟Malley & Pierce (1996:254) say that there are three stages in writing process, they are pre-writing, drafting, and post-writing. And other expert explains there are four stages in writing process; they are planning, drafting, editing, and final version (Harmer, 2012: 128-129). In this study the researcher will use Harmer‟s concept. Planning Planning stage is the first stage which leads the students to write. In this stage, the students will plan what they want to write. It will stimulate them to find their ideas to write. Boas (2011) says that planning stage is used for brainstorming ideas which are related to their lives and what they want to write. Drafting In this stage, the students can start to write what they want to write after planning their ideas. Here, the students just write their ideas in to the draft without thinking the neatness of their writing. Editing After making draft, the students review their rough draft and edit it before they write their final version. The students check their rough draft, whether it is perfect or not and they can add their ideas if it is necessary. In this case, the students can check the content, grammar, vocabulary, and so on. After editing, they can continue to the next stage that is final version. Final version In the last stage, the students still have chance to rethink what they have written and go back to editing stage or even planning stage. Because Harmer (2012:129) states that writing stages are like writing cycle, if it is necessary to add ideas or edit their writing, we can go back to the previous stage or stages. But if it does not need to edit, the students can do their writing final version. The purpose of all processes in writing; planning, drafting, editing, and final version is to improve students‟ writing ability. By those processes above, the students will try to make a good paragraph or essay. In teaching learning process, cooperative learning is needed because the students can share their ideas and knowledge during writing with their friends in their group. It has a chance to increase the students confidence in sharing their opinion in their group (Harmer, 2007:166). Write-Pair-Share (WPS) technique is one of the cooperative learning techniques which is adapted from Think-Pair-Share. The steps in Write-Pair-Share technique are writing down the ideas individually (Jacobs et.al, 1997:13). It means that the students cannot do the first step together with the pair or other friends, they have to write down the ideas individually. Then discussing the ideas with the pair or partner who consists of two students. Here the students can ask, give advice to the pair or partner before sharing to other groups. Then the last step is sharing their writing result in front of the class to get feedback from other groups in class (Jacobs et al, 1997:20). The other groups can correct and give advice to their friends‟ mistakes. Write-Pair-Share technique is one of the techniques which the teacher used in teaching writing procedure text. Although Write-Pair-Share technique is not too efficient because of some stages there, this technique helps the students to develop conceptual understanding of a topic, the students‟ ability to draw conclusions, and the students‟ ability to consider their friends‟ point of view (Kagan and Kagan, 1994:89). Because of certain time during implementing of Write-Pair-Share technique, the writing activity becomes more focused than usual. The students can write and discuss their composition with their partner or their friend on time (Kagan, 1994). The implementation of Write-Pair-Share technique in teaching writing procedure text should include writing process, they are planning, drafting, editing, and final version (Harmer, 2012:129). Based on Harmer‟s concept, the implementation of Write-Pair-Share technique in teaching writing procedure text in the class have some activities to do. They are: The teacher explains and gives example of procedure text. The teacher also explains how to write mind- mapping. The teacher gives a topic to write procedure text. The teacher asks the students to write down the students‟ planning in mind mapping. The teacher asks the students to exchange their work with their partner. The students can write their procedure text draft. The teacher calls one of the students randomly to share the draft in front of the class. The students submit their procedure text result as the final version to the teacher. METHODS This study is concerned with describing the implementation of Write-Pair-Share technique in teaching writing procedure text. Therefore, this study used descriptive qualitative research. The purpose of this study is to describe the teaching learning process in the form of words not in the form of numbers, because this study is descriptive qualitative. Moreover, Bogdan and Biklen (1992:28) state that the data collected should be in the   form of words or pictures rather than numbers. The data in this study will be described in the form of words, sentences, or paragraphs to describe the implementation, the students‟ responses, and the students procedure writing text result using Write-Pair-Share technique in teaching writing procedure text. The subjects of this study are the teacher and the students in SMAN 1 Kediri. The researcher chooses one of three English teachers in SMAN 1 Kediri, who teaches in X-1 class and he is used to use cooperative learning in his class. The researcher believes that he can implement Write-Pair-Share technique in his class easily. The researcher chooses the tenth grade students in SMAN 1 Kediri as the subjects of this study. The researcher chooses this grade, because according to Competence Based curriculum, tenth grade students have to write text types such as procedure, descriptive, and procedure text in writing skill. The researcher also thinks that they have gotten English since they were in Elementary school; they just explore and improve their ability in writing skill. Cohen, et al (2007:461) states that descriptive qualitative focuses on smaller numbers of people than quantitative research. Therefore, the researcher only chooses one class in SMAN 1 Kediri, that is X-1 which contains 34 students because the students. The observation of this study would be at SMAN 1 Kediri. The setting of the study would be conducted in room X-1 of SMAN 1 Kediri. There are 15 males‟ students and 19 females‟ students who sit on 34 chairs and use 17 desks. Each student sits in one single chair and writes on double desk. Referring to the research questions in Chapter 1, the researcher would take data and sources of the data of this study. For the first research question, the data are teachers activity during the implementation of Write­Pair-Share technique in teaching writing procedure text, start from the beginning until the end of the class. To get these data, the researcher observed the teacher during the implementation of Write-Pair-Share technique in teaching writing procedure text. Meanwhile, for the second research question, the data are words, phrases, and sentences from the students procedure writing text result. To get these data, the researcher analyzed the students procedure writing text result by using ESL Composition profile. Research instruments used to analyze the data in this study are: (1) Observation checklist, (2) Field note, (3) Students  procedure writing text result. Technique used to collect the data in this study is observation. Since the design of this study is descriptive qualitative research, the researcher here acts as a non­participant observer. In other words, the researcher observed the teacher when he was conducting teaching learning process and fill the observation checklist. Besides, the researcher also took a note on all the activities in teaching learning process to support the data in observation checklist. Then the researcher spread out questionnaire to the students at the last meeting. At last, the researcher collecting and analyzing the students‟ procedure writing text using ESL composition profile. After collecting all of the data which were gotten from the observation checklist, field note, and students procedure writing text, the researcher then analyzed them descriptively. The data were gotten from the teacher through observation checklist and field note. The result of observation checklist and field note was used to compile the information about the teachers implementation of Write-­Pair-Share technique in teaching writing procedure text and the problems occur during the implementation. Besides from the teacher, Meanwhile, the data gathered from the students procedure writing text result gave information whether the technique is applicable and understandable or not in writing procedure text. RESULT AND DISCUSSION Result The researcher did the research for three days on Friday March 3rd, Wednesday March  10th , and Friday May 17th 2014. The researcher here is as an observer who sat at the backward of the class. The researcher observed the implementation of Write-Pair-Share technique in teaching writing procedure text, the students‟ responses after the implementation of Write-Pair-Share technique in teaching writing procedure text, and the result of the students‟ procedure writing text. 1. The First Meeting The first observation was conducted on Friday, March 3rd 2014. The class began at 09.40 a.m., the teacher had already prepared the teaching materials. All of the students were ready in their desk but few of them were outside the class after taking a rest. The captain of the class called his friends that the lesson had begun. The teacher started the class by greeting the students, checking the attendance, and reviewing the teaching material. There were thirty six students in this class, but two of them had to move to the other school because of some matters. As a result, there were only thirty four students but today three of them were sick. The teacher reviewed procedure text, some of them asked why they had to reviewed it again, because they had learned procedure text at the beginning of the semester.   T : “Ok let‟s continue the lesson, who still remember about procedure text?, raise your hand.” S : “Lho kok procedure text lagi Sir, kan sudah diajarkan dulu.” S : “Kenapa diulang lagi Sir?” T : “Iya sekarang beda menulis procedure text menggunakan Write-Pair-Share technique or WPS technique.” S : “Apa itu?” T : “WPS technique itu teknik menulis yang harus menulis ide awal kalian dalam bentuk mind mapping, trus diskusi dengan teman sebangku kalian, setelah itu baru di diskusikan bersama didepan kelas” S : “Waduh angele ae Sir Sir”. S : “Mind mapping itu yg buat gambar bulet-bulet itu ya Sir?” T : “Good, lho who can answer my question about procedure text?” S : “procedure text kan yang step-step kan?” T : “Very good, then the generic structure?” S : “goal and materials”. T : “And then?” S : “steps Sir”. T : “What are the language features of procedure text?” S : “Use present tense”. T : “Why?” S : “Because urutannya Sir”. Then, the teacher gave a handout which consist of another example of procedure text and asked the students to answer the exercises. Almost of the students could do the exercises correctly. The teacher also told the students about Write-Pair-Share in general before the time was over. The teacher closed the class by greeting the students and concluding the material. 2. The Second Meeting The second meeting was conducted on Wednesday March 10th 2014. The class began at 8.20 a.m., the teacher had prepared all the materials and the media, such as laptop and LCD projector. Today all the students attended the class. The teacher began the class by greeting the students, checking the attendance, and reviewing the last meeting about procedure text and Write-Pair-Share technique. Most of the students had still confused about Write-Pair-Share technique. The teacher explained more about Write-Pair-Share technique. The teacher asked the students to write procedure text with the topic which teacher divided using Write-Pair-Share technique. The students had to write different topic with their friends, one topic only for three or four students. At first, the teacher asked the students to write down their ideas into mind mapping for ten minutes. Ten minutes letter, the teacher asked the students to discuss and share their mind mapping and make a draft from that mind mapping with their pair. After that, the students stopped to make a draft and the teacher called a student to share the draft in front of the class using LCD projector. At first, the students did not know what they have to do in share stage. T : “This is your friend‟s draft, now you can give advice or comment of this draft.” S : “Maksudnya apa sir? I don‟t understand”. T : “Silent please, maksudnya itu tulisan teman kalian, mbak Wulan harus kalian komentari dari tensesnya, besar kecil tulisan, titik komanya, isi ceritanya juga betul apa salah. Now wulan it‟s your turn”. There were only two students who shared the draft in front of the class and the other students also had a chance to revise their draft based on sharing stage. The teacher closed the class by concluding the activity, asking the students to bring dictionary in the next meeting , and greeting the students. 3. The Third Meeting It was on Friday, March 17th 2014, The class began at 09.40 a.m., the teacher had prepared the teaching material and the media, like laptop and LCD projector. There were two students who were sick today. The teacher began the class by greeting the students, checking the attendance, and reviewing the material in the last meeting. The teacher explained Write-Pair-Share technique again and explained the students‟ mistake in the first task. T : “Students pay attention please, do you still remember