THESIS

IMPROVING STUDENTS WRITING SKILLS USING COOPERATIVE LEARNING

Submitted in partial of the requirements for

Sarjana Pendidikan

In

English Language Education

By :

Khusnulatin Ogi’ Ferlidia

NIM. 17012091

ENGLISH LANGUAGE FACULTY OF

UNIVERSITY OF QOMARUDDIN GRESIK

MAY 2020
 CHAPTER I

INTRODUCTION

This research discusses the background of the research, problem of the research,
statement of the objectives, significant of the research, scope of the research, and definition
of key terms.

1.1 Background of the Research

Writing is the one of the important skill in English. In this era, we always use the
written communication every day. The examples of the written language in daily
activities are text message, letters, advertisement, email, blogs, and other social media.
Writing can be an effective tool for the development of academic language proficiency as
learners have to explore advanced lexical or syntactic expression in their written work
(Fadhila, 2015: 3). Writing also can be the appropriate tool for the learners to explore
lexical or syntactic expression in their written work.

Hibbard and Wagner (2013: 56) cited in (Haryanti, 2016: 8) explain that writing is the
process of learning by constructing complete thoughts on the paper. Writing is the method
of the thinking about what is read and then translate into the process of writing.

Westwood in the (Fadila, 2015: 2) stated that writing is one of the most difficult skills
that the learners are expected to obtain and master of a variety of linguistic, cognitive, and
socio cultural competencies. Many students do not know about it so that writing is very
complex skill to learn.
Learning foreign language is a process that learner should study four basics skills
such as listening, speaking, reading, and writing. Speaking and writing include prodcutie
[Link], listening and readinginclude receptive skills. According to brown
(2018) writing is conveying information or expression of original ideas in a consecutive
way in the new language.
It’s importantto learn writing. Learn to write is begun at the time when someone
learnhow to communicate them thoughts themfeelings by means of visible signs it’s
understandable not only to themselves but also to others.
Writing as the productive skill, is the most difficult skill to learn and to master.
Writing is the most complicated skill for L2 learners to master. It seems that writing is
difficult to learn because it has to do with heart and soul and the mind behind the words
(Richards, 2002).
Writing is the one of the important skill in English. In this era, we always use the
written communication every day. The examples of the written language in daily
activities are text message, letters, advertisement, email, blogs, and other social media.
Writing can be an effective tool for the development of academic language proficiency as
learners have to explore advanved lexival or syntatic expression in their written work
(Fadhila, 2015 : 7). Writing also can be the appropriate tool for the learners to explore
lexical or syntactic expression in their written work.
To study of students’ writing tasks has likewise identified differences in the strategies
used by skilled and unskilled writers (Heuring 1984, Lapp 1984). Skilled writers tend to
spend thinking about the task and planning how they will approach it, they gather and
organize information and they use note taking list, and brainstorming to help generate
ideas. But, on the other hand unskilled writers tend to spend little time on planning, they
may start off confused about the task, and they use few planning and organizing
strategies(Richards 1990).
School should have responsibilities to build students’ environment more interest
fostering their interpersonal communication and group involvement. Interacting with
others will receive their feedback on their activities, they learn socially appropriate
behavior, and they understand what involve in cooperating and working together (Dewey
1940, 1960).
Learning teaching process in a classroom, there are variously differences of learning
language students. Some students are able to learn easily but others learn very slowly
It is important to imply cooperative learning method. Cooperative learning to share
the ideas of students’ cooperateeach [Link] learning also will increase
individual ability, academic, and [Link], Madden, Slavin and Farnish (1978)
found that students working in cooperative groups significantly outperformed those
receiving traditional instruction on standardized measures of reading comprehension,
reading vocabulary, language mechanics, language expression and spelling. They also
performed better on writing sample and oral reading measures.
Cooperative learning is also supported by recent research inspired by process oriented
models of Second Language Acquisition. Basarno and Christison (1988) argues that the
developmentof cooperative learning techniques as an important element in successful
classroom management. Positive effect of cooperative learning is to capture the power of
the peer group to motivate students to perform (Slavin 1983: 128)
Cooperative learning provides a good environment such discussion, enabling learners
to compare and contrast each other preferred or habitual ways learning and gain a deeper
understanding of the processes.
Cooperative learning seems to provide a classroom environment in which such needs
can be met in a way that is beneficial for both academic and the development of learners’
social and learning skills D.W. Johnson et al. (1988, 1990); Slavin (1978); Kagan (1989).
Above all, the writer use cooperative learning and printed text to be able to motivate
and encourage students’ in writing class.

From the explanation above, the writer wants to analyze the students’ improvement of
writing ability of students’ vocational high school. The research entitled IMPROVING
STUDENTS WRITING SKILLS USING COOPERATIVE LEARNING FOR TENTH
GRADE IN SMA HIIDAYATUS SALAM LOWAYU IN THE ACADEMIC YEAR
2020/2021.
1.2 Problem of the Research

Based on the background of the research above, the problem in this research “How
can cooperative learning improve the writing skills of the tenth graders of SMA
Hidayatus Salam Lowayu in the academic year 2020/2021?

1.3 Objectives of the Research

From the statement of the problem, this research is intended to describe the
implentation of cooperative learning strategy to improve students writing skills of the
tenth graders of SMA Hidayatus Salam Lowayu in the academic year 2020/2021

1.4 Scope and limitation of the Research

In order to avoid a broader discussion of the research, the researcher focuses on :

1.5 Significance of the Research

In avoidance of misunderstanding and misconception on the context of the research,

According to brown (2007:303) writing is considered as a complex process of putting

According to (Crocker and Algina, 2011) writing skill is curcial to students success
in school and beyond, making it an important focus of instruction and assessment. While
all academic assessment require careful application of the principles of test design.

Johnson, Johnson and Holubec (1993: 8) said that in cooperative learning students can
maximize their own and each other learning when they work together. Critical element
of cooperative learning is group team work and team goals.
 SMA hidayatus Salam is a high school in Lowayu, which has some additional
Islamic religious subject. It is located at [Link] Biru. Dukun, Gresik, East Java 61155.