CHAPTER I

INTRODUCTION
1.1.

The Background of The Study

English language is an international language which is the most important
language especially role in human life. People will have many difficulties in
getting along with one another without language. They use language in order to
communicate with each other to express their thought, ideas and feeling. (Macken,
1991: 9). English language is important to use everyday activities. Furthermore,
English language is an international language to communication with other people
especially for students who study abroad, as among people in trade, politics, and
professional field. In Indonesia, English has been taught in every school from level
elementary school, junior high school, senior high school, through semester at
university.
Learning language in general involves the mastery of four skills: listening,
speaking, reading, and writing. Here, the writer focuses on writing, because it is the
important language skill to be developed. It is supported by Hommond (1992)
Writing is the important language skill to be developed especially in classroom.
Although the writing and oral skill are combined in the classroom and the one
clearly benefits from the other, written language become more complex and has
certain characteristics which seem to make it difficult for students to get to group
with especially for young learners. (P. 6). Beside that, students may still have
problems in writing. There are many factors that influence someones difficulties in
writing, such as in mastering vocabulary to arranging the structure or grammar.
(Bram,1995:25). To teach English, teacher usually use certain methods of teaching
1

English. In this method is group investigation an organizational approach that

allows a class to work actively and collaboratively in small groups and enables
students to take an active role in determining their own learning goals and
processes. Group investigation method requires the students to form small interest
groups, plan and implement their investigation, synthesize the group members
findings, and make a presentation to the entire class. (isjoni,2009: 87) The method
should be interesting and student-centered.
One of genre used to teach writing is using analytical exposition text,
according to Gerot and Wignel (1994), An analytical exposition is a type of spoken
or written text that is intended to persuade the listeners or readers that something is
the case. (P. 197). Analytical exposition text persuade the listeners or readers for
follow one side of an argument.
There are several studies that are relevant with the use of group investigation
method to improve students writing ability in analytical exposition text. One of
them is a study by Indah Jannatun Nisfah, Faculty of English Education and
Department, Muria Kudus University 2009. She made thesis about The Ability of
Writing Recount Text of the 11th Grade Students of SMA Muhammadiyah Kudus in
the Academic Year 2008/2009 Taught by Using Group Investigation Method. The
result of this study indicated that using group investigation method to improve
students ability in writing analytical exposition text. This study had a suggestion
that method has been known as one of teaching activities which can raise up the
students comprehension whether students writing.
Based on the statement above this study will focus on The Use of Group
Investigation to Improve Students Writing Ability in Analytical Exposition Text.
The Reasons for Choosing the Topic
The reason why the researcher chooses the topic as follows:

1.2.

1. There are many students who have difficulties in developing their writing
ability.
2. Writing is a language skill. The students who want to be able to write well must
be given practical task.
3. By using group investigation method, the students are expected to be able to
develop their writing ability.
The Assumption
In this study researcher has some assumptions about the subject such as:
1. The students will be more motivated when teaching writing using group

1.3.

investigation method in analytical exposition text.

2. Group investigation method may be one of effective teaching writing technique
in improving students writing ability.
Scope and Limitation
The researcher limits his research on students writing skill especially in

1.4.

writing ability, then she specifically discusses about the role of group investigation
method which is assumed that it will give some improvements when using group
investigation method in improving students writing ability.
1.4.1. Population
Population is all the subject of the research. (Suharsimi, 2010: 173). The 3rd of
one vocational school of SMK AL-HIKMAH becomes the population of the
research. And the amount of the students at the class is fourty two students.
1.4.2. Sample
Sample is the representative subject of the population of the research.
(Suharsimi, 2010: 173). The sample of the research is twelve students of XII TI
2 class which are consisted of four smart students, four middle students, and
four low students. The researcher determines students category whether they
are categorized as high, middle, or low students with making a test which has
1.5.

been made by the researcher.

. Problem statements
Based on the background of the topic mentioned above, the researcher will

discuss the main problems as follows:

1. Does group investigation method develop the students writing ability in
analytical exposition text?
3

1.6.

The Research Purpose

The purposes of the research are as follows:
1. To find the effectiveness of the students writing ability using group

1.7.

investigation method in analytical exposition.

The Research Method
The method for this research is used Quantitative Method. According to
Cresswell (2009: 233) he said that:
Quantitative research is means for testing objective theories by examining the
relationships among variables. These variables can be measured, typically on
instruments, so that numbered data can be analyzed using statistical
procedures. The final written report has a set structure consisting of
introduction, literature and theory, methods, results, and discussion.
In this research there is relation between dependent (writing ability) and
independent variable (group investigation method) also the experiment when the
students are given some treatments. And at the end of this method, it will give real

data of the pre test and post test after some treatments.
1.8. Hypothesis
According to N. Sudjana (2004: 11) stated that hyphothesis is temporary
answer towards phenomena or researchs question which has been formulated after
analyzing a theory. Based on the description above, there is action hypotheses that
can be describe as follows: The use of group investigation can develop students
ability in writing skill in analytical exposition text. It means that group
investigation method can develop students in writing skill on analytical exposition
text.
1.9. Significance of research
This research can give useful contribution for the researcher, teachers, and
students.
1. For the researcher

The result of this research can be used as a feedback for the writer in
teaching writing skill to be better in using the right method in improving
students writing ability.
2. For the English teachers
This study will provide understanding to the English teachers
concerning the students weakness in writing ability. In this way, they will
prepare the teaching learning process better in the future.
3. For the students
The students can experience new teaching writing method by using
group investigation which has many unconscious useful benefits if they
undergo the studying process well.
1.10.

The Definition of Terminology

To avoid misunderstanding among the readers, the writer clarifies the terms
used in this study as follow:
1. Shane and Glinow (2007) stated that Ability the natural aptitudes and
learned capabilities required to successfully complete a task.(p. 37).
2. Group investigation is a form of cooperative learning that dates back to John
Dewey, but has been refined and researched in more recent years by Shlomo

and Yael Sharan and Rachel Herts- Lazarowitz in Israel.(Slavin, 1995: 111).
1.11. The Organization of the Paper
The paper will be organized as the following:
1. Chapter I: Introduction
Chapter I is an introduction, includes: the background of the study, the
reasons for choosing the topic, the Assumption, scope and limitation,
problem statement, the research method, the research purpose, hypothesis,
Significance of research, the definition of terminology.
2. Chapter II: Review of Related Literature
This chapter consists of literature review, which serves a set of relevant
theories as a base for investigating research problems.
3. Chapter III: Research Methodology

Chapter III explain the methodology of research. It contains the

information about research methodology, method of data collection,
research design, research instrument, research participant, research
procedure, and method of data analysis.

CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 General Remarks
In this chapter the writer will discuss about; the definition writing, the process
of writing, types of writing, the problem of writing, the definition of group
investigation method, the steps of group investigation method, the advantages of
group investigation method, the disadvantages of group investigation method,
the definition of analytical exposition text, the types of analytical exposition text
and related previous journals to inform the reader about the results of the other
research which was related to the topic at the time.
2.2 The Definition of Writing
Writing is one of the basic tools of civilization. Without it, the world as
we know it could not exist. It means that the development of writing was one of
the great human writing. It is difficult for many people imagine language
without spoken word seems intricately tied to the written word. Children speak
before they learn to write and millions of people in the world speak languages
with no written form. ( Harmer, 2001:3). Writing overcame such problems and
allowed communication across the miles and through the years and centuries.
Writing permits a society to permanently record its poetry, its history and
technology.

Writing is speaking, to others on paper or on a computer screen.

Writing is partly a talent, but its mostly a skill, and like a skill, it improves with
practice. The purpose of writing is to give some information, express thought,
feeling, ideas, and experiences by writing it down, etc to convey a specific
purpose. The purpose of writing is to give some information. (Meyers, 2005: 2).
2.3 The Process of Writing
Writing is one of productive skill needs a process. This processes
writers to write in sequence stages, according to Harmer (2004: 4)
writing process is the stages that a writers goes through in order to produce
something (a written text) before to be a final draft.
Writing is a process that involves several steps. And there are many
steps of writing process at least three steps, they are; planning, rescanning and
revising. (Omaggio,1986: 224).
1. Planning or pre-writing.
At this stage, the writer must think about three main issues. Those are the
purpose, the audience (the reader), and content structure. The point of writing
will pressure not only the type of text that the writer wants to create, the
language that the writer uses, but also the information the writer chooses to
include. Secondly, the writer must think of the audience. The audience will
influence not only the shape of the writing (how it is laid out or how the
paragraph is structured) but also the choice of language (formal or informal
language). Thirdly, the writer has to consider the content structure of the
piece. It means that how the writer sequence the fact, ideas or argument.
This stage is often called by pre-writing process. Prewriting is the
thinking, talking, reading and writing you do about your topic before you write
a first draft. Prewriting is a way of warming up your brain before you write,

just as you warm up your body before you write. There are two ways of
warming up the brain; choosing and narrowing a topic and brainstorming
According to Oshima and Hogue ( 1978) This stage is often called by
pre-writing process. Pre writing is the thinking, talking, reading and writing you
do about your topic before you write a first draft. Prewriting is away of warming
up your brain before you write, just as you warm up your body before you write.
There are two ways of warming up the brain; choosing and narrowing a topic
and brainstorming. The first, is brainstorming, is often used to create new
product, improve existing, or solve problem. You can brainstorm to find a topic,
and to find supporting details.
Blanchard and Root stated that ( 2003 ) There are five steps that must
be done by writers to brainstorm:
a. Writers must begin with a broad topic.
b. Writers must write down as many ideas about the topic as
writers can do in five minutes.
c. Writers can add more items to their list by answering the
questions what, how, when, where, why, and how.
d. Writers group similar items on the list together.
e. Writers can cross out items that do not belong.
Second is choosing and narrowing a topic and is often called by
clustering, is another prewriting technique. Here, you have to make given free
choice subject and write about something that you are interested in, and your
ideas are connected using circles and lines like spider map.(p. 4).
There are five steps that must be done by writers to cluster: ( Mayers: 2005)

a. Writers must write the topic in the center of blank place of paper and draw a
circle around it.
b. Writers can write any ideas that come into their mind about the topic in
circle around the main circle.
c. Writers must connect these ideas to the center word with aline.
d. Writers think about each of their new ideas, write more related ideas in
circles near the new ideas, and then connect them.
e. Writers repeat the process until they run out of ideas.
3. Writing
After you have finished in planning, you can continue to the next step,
writing or rescanning. As you write, the opening draft on your paragraph, use
the thoughts you generated as of prewriting as a guide. Remember to:
a. Begin with a topic sentence that states the main ideas,
include several sentences that support the main idea.
b.

Stick the topic does not include information that does not
directly support the main idea.

c. Arrange the sentences so that the other ideas make sense.

d.

Use signal words to help the reader understand how the

ideas in your paragraph are connected. ( Mayers, 2005: 12 )

4. Revising.
The last point, the most important after writing (drafting) is revising
content and organization of your writing. According to Oshima and Hogue
(1978), It is almost impossible to write a perfect paragraph on the first try, so it
needs to be revised, because writing is a continuous process of discovery.
Therefore, as you writing, you will think of new ideas that may not be in your

brainstorming list in your outline. It is almost impossible to write a perfect

paragraph on the first try, so it needs to be revised. The steps are:
a. Add new ideas to support the topic.
b. Cross out sentences that do not support the topic.
c. Change the order of the sentences.
d. Using the following checklist to revise your paragraph;
1. Make sure you have a topic sentence.
2. Cross out sentences that do not relate to the main idea.
3. Check to see if the sentences are in the right order.
4. Add new ideas if they support the topic sentences.
5. Make sure you have included signal words to help guide the reader.
6. Check the punctuations, spelling and grammar.(p. 12).
5. Purpose of Writing
Oshima and Hogue (1978) stated that when person writers something,
he or she has purpose for writing, the purpose will most often be to
explain, to entertain and journalistic writing (p. 3). According to Betty
(2005), there are three purposes of writing that describe the kinds of
students writing, those are: informative writing, expressive writing, and
persuasive writing
First is informative Writing, informative writing helps writers integrate
new ideas and examine existing knowledge. So, writers can share
knowledge and give information, directions, or ideas. Example of
informative writing include describing events or experiences, analyzing
concept, speculating on causes and effect, and developing new ideas or
relationship.
Second is expressive or narrative writing, is a personal or imaginative
expression in which the writer produces story or essays. This type of

10

writing often used for entertainment, pleasure, discovery, poems, or short

play.
The last is persuasive writing. In persuasive writing, writers attempt to
influence others and initiate action or change. This type of writing
includes evaluation of a book, movie, consumer product, or controversial
issues.
The writers have to decide what the primary purpose, before writing
something. They have to focus on the purpose of their writing since this
will affect what language they choose and how they use it. When they
have determined their purpose, they know what kind of information they
need, how they want to organize develop that information.(p. 12).
2.4. The Problem of Writing
a. Al-Khsawneh (2010) indicated that the students identified that the
teaching method and the environment are the main causes of their
weaknesses in English. Their Weak qualification in English is either
related to the lack of student motivation, or the teachers interest. Many
learners use their mother tongue because of the isolated culture. Yet,
methods of teaching English included the medium of instructions, using
Arabic in English classes, writing done in Arabic, teachers low
proficiency in English, and lack of writing practice in educational
institutions.
b. English language learners have limited vocabulary. Therefore, students end
up repeating the same words; this hinders creativity. Rababah (2003),
clarified that students couldnt give voice to their thoughts because lack
the adequate stock of vocabulary.

11

c. English language learners dont use invented spelling and their written
texts are restricted to words which the know.
d. The present tense is the only tense used in their writing.
e. The students writing is difficult to understand because of the ill-structured
sentences in composition.
f. Students are unwilling to share their work with other students and they
dont get the suitable feedback.
g. When the learners read their writing aloud, they couldnt distinguish
whether what they read or write is right or wrong.
2.5. The Definition of Group Investigation Method
Slavin (1995) stated that Group Investigation is a form of cooperative
learning that dates back to John Dewey, but has been refined and researched in
more recent years by Shlomo and Yael Sharan and Rachel Herts-Lazarowitz in
Israel.(p. 111). The researcher thinks that group investigation method is one of
cooperative learning which focused on students participation and activity.
2.6. The Steps of Group Investigation Method
In Group Investigation, pupils progress through six steps. The steps of using
Group Investigation (GI) as follow Slavin (1995)
1. Topic Selection, Students choose specific subtopics within a general
problem area, usually described by the teacher. Students are placed
into small two-to six member task oriented groups. Group
composition is academically and ethnically heterogeneous.
2. Planning the investigation in group, in the second steps Students in each
group and the teacher plans specific learning procedures, tasks and goals
3.

consistent with the subtopics of the problem selected instep 1 (first).

Implementation or carrying out the investigation, typically this is
the longest steps. Each group gathers information, review the subtopic,
analyze or evaluate it, reach some conclusions and apply
their share of new knowledge to the resolution of the groups
research problem. Kinds of sources of information can be obtained
12

both inside and outside the school.

4.

Preparing final project, Students preparing final project, analyze

and evaluate information obtained during step 3 (third) and must
prepare a summary activity. It may be in form of plan their reports.

5. Presentation of Final Project, Each group in the class give an

interesting presentation of the topics studied in order to get
classmates involved in one anothers work and to achieve a broad
perspective on the topic. Group presentations are coordinated by the
teacher.
6.

Evaluation, in cases where groups followed different aspects f the

same topic, students and the teacher evaluate each groups
contribution to the work of the class as a whole. Evaluation can
include either individual or group assessment or both.(p. 111)

2.7. The advantages of group investigation method

Johnson (1994) stated that In group investigation, students not only work
together but also help plan both the topics for the study and the investigation
procedure used. Group investigation has many advantages:
1. Providing a share cognitive set of information between students.
2. Motivating students to learn the material.
3.Providing that students construct their own knowledge.
4. Providing formative feedback.
5. Developing social and group skill necessary for success outside
the classroom, and
6. Promoting positive interaction between members of different
2.6.

cultural and socio-economic groups.(p. 138)

The Disadvantages of Group Investigation Method
13

Olivia (2008:8) describes the disadvantages of group investigation

method, as follow:
1. Just some of the students are active in the class showing how it cant
attract all students to actively participate.
2. There are some clashes among students which are hard to deal with.
3. Students find its hard to find new things because they are not
accustomed doing so.
4. The reference is incomplete.
2.7.The Definition of Analytical Exposition Text
An analytical exposition is a type of spoken or written text that is
intended to persuade the listeners or readers that something is the case.(Gerot
and Wignel,1994: 197)
According to Anderson and Anderson Analytical exposition text have 3
components, they are: constructing an exposition, language feature an
exposition and generic structure.(p. 124)
First is constructing an Analytical Exposition. In constructing an
analytical exposition text, there are three basic steps, the first step is called as
an introductory statement that gives the authors point of view and previews
the arguments that will follow-in some texts, the opening statements may be
attention grabbing. The second step is by constructing a series of arguments
that aim to convince the audience, pictures might also be used to help persuade
the audience. The last one is by constructing a conclusion that sums up the
arguments and reinforces the authors point of view.
Gerot and Wignal stated that after constructing an analytical exposition
text, then language features of an Analytical Exposition text. The language
features of Analytical Exposition consist of three kinds. First, the use of words
that shows the authors attitude, or we usually call it as modality. The second
one is the use of words to express felling or we usually call it as emotive
words. The last one is the use of words to link cause and effect. The next step
14

after we know about language feature of an analytical exposition text is the

generic structure of analytical exposition. The generic structure of analytical
exposition consists of three main parts: thesis, arguments and reiteration.(p.
197).This type of text can be found in scientific books, journals, magazines,
newspaper articles, academic speech or lectures, research report etc. Analytical
expositions are popular among science, academic community and educated
people.
According to Anderson and Anderson that analytical exposition text
have 3 components, they are: constructing an exposition, language feature an
exposition and generic structure.(P. 124)
The first is constructing an Analytical Exposition. In constructing an
analytical exposition text, there are three basic steps, the first step is called as
an introductory statement that gives the authors point of view and previews
the arguments that will follow-in some texts, the opening
statements may be attention grabbing. Second step is by constructing a series
of arguments that aim to convince the audience, pictures might also be used to
help persuade the audience. The last one is by constructing a conclusion that
sums up the arguments and reinforces the authors point of view.
After constructing an analytical exposition text, then language features
of an Analytical Exposition text. The language features of Analytical
Exposition consist of three kinds. First, the use of words that shows the
authors attitude, or we usually call it as modality. The second one is the use of
words to express felling or we usually call it as emotive words. The last one is
the use of words to link cause and effect.

15

The next step after we know about language feature of an analytical

exposition text is the generic structure of analytical exposition. The generic
structure of analytical exposition consists of three main parts: thesis,
arguments and reiteration.
2.8.

Previous Studies
1. The use of group investigation can improve students ability in writing
skill on analytical exposition text at eleventh grade students of MA
Manahijul Huda Pati in academic year of 2011/2012. It means that
group investigation method can improve students in writing skill on
analytical exposition text.
2. The use of group investigation method to improve students ability in
writing skill on analytical exposition text Classroom Action Research
with 11th Grade Students of MA Manahijul Huda Pati in the Academic
Year of 2011- 2012. It means that group investigation method to
improve students in writing skill on analytical exposition text.

CHAPTER III
RESEARCH METHODOLOGY
In this chapter the writer discusses some important points such as research
methodology, research design, research variable, population and sample, research
instrument, test, research procedure, technique of data collection, technique of
analyzing data, and hyphotesis test.
3.1.

Research Methodology
The researcher found that the characteristic data of the research was numeric
data which from the pre test until post test all the result will be valued by the
16

researcher as well as possible with using the rating scale; in fact the researcher
used Quantitative Method to measure and to inform the development of all
process. According to Creswell (2009) said that:
Quantitative research is means for testing objective theories by examining the
relationships among variables. These variables can be measured, typically on
instruments, so that numbered data can be analyzed using statistical
procedures. The final written report has a set structure consisting of
introduction, literature and theory, methods, results, and discussion.(p. 233).
This data was analyzed by statistics to know whether there was
3.2.

significant improvement or not.

Research Design
The method of this research the writer used pre-experimental method
using one group pre test post test design; it was stated by Millan (2001:
330) that pre-experimental designs were so named because they followed
basic experimental steps which did not need a control group was an
experimental which was rather different from other designs because this
pre experimental design took only one group to be sample of the
population. Or this design could be defined as pre-experimental method
is one group subject, (no one experimental group and no control group).
According to Cohen, (2005) stated that this research design was used very
often to report about the value of a new teaching method or interest
aroused by some curriculum innovation.(p. 212).
Here, the researcher took a class to be a population and he took some
students of the population to be sample of the research, then the researcher
gave some treatments to the sample of the research. The research was
intended to investigate whether or not, there was an development of using
group investigation method towards students writing ability, (if any) how
significant the development could be got by the students.
3.3.
Research Variable

17

Based on Creswell (2009), in this research exists two variables, they

are:
1. Independent variable
Independent variables are those that (probably) cause,
influence, or affect outcomes. And the independent variable of this
research was the group investigation method.
2. Dependent variable
Dependent variables are those that depend on the independent
variables; they are the outcomes or results of the ability of the
independent variables. And the dependent variable of this research was
students writing ability.(p. 60).
3.4.

Population and Sample

The researcher limits his research on students writing skill especially
in writing ability, then he specifically discusses about the role of group
investigation method which was assumed that it will give some
developments when using group investigation method in developing

students writing ability.

3.4.1. Population
Population is all the subject of the research. (Suharsimi, 2010: 173). It
means that a population is all of subjects in a research. So, the researcher
chose the students of 3rd of one vocational school in Garut, And the
number of students in the 3rd at the class was fourty two (42) students.
3.4.2. Sample
Sample is the representative subject of the population of the research.
(Suharsimi, 2010: 173). It means that sample is a part of population that
has on opportunity to be investigated. The sampling technique of the
research the researcher used the purposive sampling. The criteria for
taking research sample, she took the students who had ever tired to group
in front of the class before, when they were learning with their English
teacher. In brief, the researcher took sample amounted twenty one (21)
18

students of the population to be research sample, which consisted of seven

(7) smart students, seven (7) middle students, and seven (7) low students.
Moreover, she took twenty one students sample of three different students
level of high, middle, and low students to make effective the time of the
research process, and to make the researcher easier in processing the
research.
Research Instrument
Instrument is a tool or device used for a particular task, especially

3.5.

delicate or scientific work (Martin, 2008: 231). The researcher took

instrumentation as follow:
Test
Suharsimi (2006: 193) stated that the test is a series of questions or

3.6.

exercises and other tools that are used to measure skill, knowledge,
intelligence, ability or talent possessed by individuals or groups, so the
writer used the scoring system as follow.
3.6.1 Scoring System
Although the title of the research really focused to the students
writing ability, but when the researcher did the process of
determining the speaking ability of the research sample students, it
could not be determined just using ability aspect which was
accordance to the research title, because the writing ability was
influenced by the other writing aspects. According to J.B. Heaton
analytic scoring test in writing test, there are five major items or
categories. They are grammar, vocabulary, fluently, relevance and
mechanic. To analyze the students test in writing recount text, the
writer focused on the items in the elements of writing as states by
Heaton. The elements of writing are fluently, relevance
vocabulary, grammar and mechanic. After classifying the test

19

items, the writer gave score for each item with focused on
organization of the content. Where score organization higher than
3.7.

element of writing other.(p. 137).

Research Procedure
In this research procedure the researcher aimed to find the pre test
value and post test value after treatments sessions were given.
a. The pre test session aimed to get the first data to be evaluated by the
researcher with using statistical formula.
b. The research procedure of pre-test was:
c. The researcher entered the sample class with bringing the appropriate
syllabus and the lesson plan.
d. The researcher prepared to do what should be done for his getting pre
test.
e. The students were given the time as long as 5 minutes to prepare for
make group (a group consist 5-7 students in heterogeneities) .
f. The researcher gave the students analytical exposition text to read.
g. The students were given the time as long as 20 minutes to read.
h. The students are required to compose some paragraph of analytical
exposition.
i. While compose some paragraph, each students writing ability were
valued by researcher to determine the score of them.

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