Anal inggris-rinamayasa-5852

THE USE OF GROUP INVESTIGATION TO IMPROVE
STUDENTS' ABILITY IN WRITING SKILL ON
ANALYTICAL EXPOSITION TEXT
(A Classroom Action Research with 11 th
Grade Students of MA
Manahijul Huda Pati in the Academic Year of 2011- 2012)
Thesis
Submited in Partial Fulfillment of the Requirement
for the Degree of Bachelor of Education
in English Language Education
By
RINA MAYASARI Student
Number: 073411020
FACULTY OF TARBIYAH
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2012
A THESIS STATEMENT
I am, the student with the following identify:
Name
Student Number
Department
: Rina Mayasari
: 073411020
: English Language Education
certify that this thesis is definitely my own work. I am completely responsible for the
content of this thesis. Other writer's opinions or findings included in the thesis are quoted or cited in
accordance with ethical standards.
Semarang, December 2011
The Writer,
Rina Mayasari
NIM. 073411020
ii

ADVISOR NOTE
Semarang, Nopember 29 , 2011th
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu'alaikum wr.wb.
I inform that I have given guidance, briefing and correction to whatever extent necessary of the
following identification:
Title : The Use of Group Investigation To Improve Students'
Ability In Writing Skill On Analytical Exposition Text
(A Classroom Action Research With 11 Grade Students
th
of MA Manahijul Huda Pati in The Academic Year of
2011-2012)
: Rina Mayasari
: 073411020
: Tadris
Name of Student
Student Number
Department
Field of Study
I state that the thesis is ready to be submitted to Education Faculty Walisongo State
Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamua'alaikum wr.wb.
Advisor I,
Daviq Rizal, M. Pd.
NIP: 19771025 200701 1 015
iii

ADVISOR NOTE
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Semarang, Nopember 29 , 2011th
Assalamu'alaikum wr.wb.
I inform that I have given guidance, briefing and correction to whatever extent necessary of the
following identification:
Title : The Use of Group Investigation To Improve Students'
Ability In Writing Skill On Analytical Exposition Text
(A Classroom Action Research With 11 Grade Students
th
of MA Manahijul Huda Pati in The Academic Year of
2011-2012)
: Rina Mayasari
: 073411020
: Tadris
Name of Student
Student Number
Department
Field of Study
I state that the thesis is ready to be submitted to Education Faculty Walisongo State
Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamua'alaikum wr.wb.
Advisor II,
Drs. Mahfud Junaedi, M.Ag
NIP: 19690320 199803 1 004
iv

ABSTRACT
Rina Mayasari (student number: 073411020). "Using Group Investigation method to
improve students' writing ability in analytical exposition text (a classroom
action research with eleventh graders of MA Manahijul huda Pati in the academic
year of 2011/2012)". Thesis, Semarang: Bachelor Degree of English Language Education of State
Institute for Islamic Studies Walisongo Semarang 2011.
This thesis based on phenomena which happen in school, there were how
many students who like writing but they do not know how to write. Teacher uses technique to teach
students that often makes students feels bored to join English
lesson.
The thesis discusses the use of group investigation to improve students' ability in writing
skill on Analytical Exposition. The study is aimed at responding the
following question: (1) how is the implementation of group investigation to improve
students' writing organization of analytical exposition text? (2) To what extent is the improvement of
students' writing organization of analytical exposition text after
being taught through group investigation? This thesis uses a classroom action research with 11 th
Grade students of MA Manahijul Huda Pati in the Academic year
of 2011-2012. The number of the population is 35 students. The researcher take one
of class to be sample. It was class 11C. The research design used was a classroom action research
design. The instrument used to collect the data was observation and
test. The assessment of the test result was focused students' ability in writing analytical
exposition.
The research findings show that: (1) The Implimentation of Group investigation is
improvement of learning tool, motivates students in doing work or
jobs (2). The research improve students ability in writing, It looks from their score in
doing test in every cycle. The last cycle show the significant improvement of students' ability. Score
from pre-cycle was 57.71, the score from the first cycle was 65.71, and score from the second was
75.
Based on the result of this research, the writer suggests that group of investigation be used
as alternative media in teaching writing especially in teaching
writing text type, in order that the students can write text more easily and more interested in writing
activity.
vi

ACKNOWLEDGEMENT
All Glory is to almighty Allah Who bestowed His blessing upon the researcher in her
life and enabled her to accomplish this thesis entitled The Use of Group Investigation
to Improve Students'Ability in Writing Skill on Analytical Exposition Text (Classroom
Action Research with Eleventh Grade Students of MA Manahijul Huda Pati in the
Academic Year of 2011-2012)
The prayer and salaams are always offered for the Prophet Muhammad the
most beloved Prophet of Allah, his relatives and companions.
In this opportunity, the writer extends her gratitude to:
1. Dr. Suja'i, M.Ag. as the Dean of Tarbiyah Faculty for providing academicals
facilities which supported the researcher in completion of this thesis.
2. Siti Tarwiyah, M.Hum. as the Head of English Department and all the English
lecturers for providing academicals assistance and support.
3. Daviq Rizal, M.Pd. as the first thesis advisor and Drs. Mahfud Junaidi M.Ag.
as the second thesis advisor who both had the responsibility for their patience
in providing careful guidance, helpful corrections, very good advice as well as
suggestion and encouragement during the consultation. There is no single wo
except, " Thank you very much for guiding me as good as my parent. You are
a nice lecturer."
4. Zaenal Arifin, S.Pd., As the Headmaster of MA Manahijul Huda Pati, thanks
for the permission to do the research in the school which he lead and
mahmudah, S.Pd., as the English Teacher who has given the good guidance to
do the research.
5. Library official who always give good service related with the reference in
this thesis so that the writer could do this well.
6. My beloved father (Laswi) and mother (Badriyah), thank you very much for
your prayer and love which are always accompany me. My brother, Edy
vii

purnomo and my sisters, Heny Hikmawati, Endah kurniawati and Winda
Kumaladevi, thanks for your pray and spirit.
7. My lovely friends Andy, Islamiyah, mbak ika, tami, zezen, hariz, dian and
ani. I love you all so much.
8. My lovely friends in boarding house, wiwid, wirda, evi, inna, ume. Thanks for
giving me motivation.
9. My lovely friends at English Department of Tarbiyah Faculty State Institute
for Islamic Studies Walisongo Semarang who can not mention one by one,
thanks for giving me a lot of assistance and motivation.
Semarang, December 2011
The writer,
Rina Mayasari
NIM.073411020
viii

TABLE OF CONTENT
Title ......................................................................................................................
Thesis Statement...................................................................................................
Ratification Note...................................................................................................
Abstract..................................................................................................................
Acknowledgement................................................................................................. Table of
Content................................................................................................... The List of
figure................................................................................................. The List of
tables..................................................................................................
i.
ii.
iii.
vi
vii
ix
xi
xii
The List of Appendices.......................................................................................... xiii
Chapter I Introduction ...............................................................................
Chapter II
A. Research Background.....................................................
B. Reason for Choosing Topic
C. Question of the Research................................................
D. Objective of the Study....................................................
E. Pedagogical Significance.
F. Limitation of The Study.................................................. Review of
Related Literatures ...................................................
A. Previous Research..........................................................
B. Theoritical Framework...................................................
1. The General Concepts of Group Investigation .......
2. Writing...................................................................
3. Genre .........................................................................
1
1
5
5
5
6
6
7
7
8
8
12
16
4. Analytical Exposition................................................. 18
5. Text ............................................................................ 20 6.
Group Investigation Method in Teaching Writing
Ability on Analytical Exposition Text............................
C. Action Hypothesis...........................................................
21
23
ix

Chapter III Method of Investigation .............................................................
A. Research Design
B. Subject ......................................................................
25
25
27
C. Setting of the study.......................................................... 27
D. Technique of Data collection..........................................
E. Scoring Technique..........................................................
F. Technique of Data Analysis............................................
G. Procedure of text ............................................................
27
30
33
35
Chapter IV Research Finding......................................................................... 39
A. Research Finding ............................................................ 39
B. Research Analysis........................................................
C. Discussion ................................................ Conclusion and
Suggestion........................................................
50
58
60Chapter V
A. Conclusion ...................................................................... 60
B. Suggestion ......................................................................
C. Closing ...........................................................................
61
62
Bibliography
Appendices
Curriculum
Vitae
x

LIST OF FIGURE
Figure:
1. Picture Sample of clustering14
2. Figure 1 CAR Design............................................................................. 26
3. Chart of the Test Result from the Pre-Cycle until the Second Cycle.....58
xi

LIST OF TABLES
Table:
1. Table of Analytic Scoring of Writing...................................................... 31
2. Table of Level Achievement ................................................................... 32
3. Table of activities in Experimental Group ............................................. 43
4. Table of Cycle 1 ...................................................................................... 35
5. Table of Cycle 2 ...................................................................................... 37
6. Table of Score Aspect Observing in Cycle 1 .......................................... 43
7. Table of Score Aspect Observing in Cycle 2 .......................................... 48
8. Table of Test Result on Pre-Cyle ........................................................... 51
9. Table of Test Result on Cyle 1............................................................... 53 10. Table of
Test Result on Cyle 2.............................................................. 55
11. Table of the Result from the Pre-Cycle until the Second Cycle ............ 57
xii

LIST OF APPENDIXES
Appendix:
1. Lesson Plan in Cycle 1
2. Lesson Plan in Cycle 2
3. List of the Students
4. List of Group Members
5. Writing Test on Pre Test
6. Writing Test on Cycle 1
7. Writing Test on Cycle 2
8. Aspects Observed
9. Writing Test of Sudents
10. Picture of research
11. School profile
xiii

CHAPTER 1
INTRODUCTION
A. Background of the study
Men are social creatures; they use language in order to communicate
with each other. Language plays an important 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.
1
In the world, English is the most important language. Almost every
country uses English as an important element in everyday activities. English
as an international language is used as a means of communication among people in trade, politics,
and professional field. A great deal of academic discourses around the world takes place in English.
In Indonesia, English is
taught as the first language optionally from the six year elementary school
(SD), and obligatory from the first year of junior high school (SMP) through
the third year of senior high school (SMA) even for some semesters 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. Realizing that
writing is very important for English learners in addition to the other skills, it
is essential for the students to develop their writing skills in English. Allah
decrees in the Holy Qur'an:
  
  
1
Mary Macken. A Genre-Based Approach To Teaching Writing,(Australia:NSW department
of School education, 1991).p.9
1

  
  
"Nun. By the Pen and what they write." (QS Al Qalam:1-2)
From the verse above, we know that writing has an important role in
human life. Because of writing activities make life easier, so people in big
cities even small villages may get newest information from media, such as newspaper, magazines, and
tabloid and so on.
Writing is very important for many people because it will help them understand many paragraphs
written in English, and also to obtain information for scientific purposes or just relaxation. Through
writing, the students can enlarge their point of view of their atmosphere and knowledge.
They can also convey or write their ideas, imagination, and experiences into a paragraph and it can be
explored to become histories.
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
2
students to get to group with especially for young learners.
3
In teaching learning process, students may still have problems in
writing. There are many factors that influence someone's difficulties in writing, such as in
mastering vocabulary to arranging the structure or grammar. To teach English, teacher
usually uses certain methods of teaching
4
English. In this way, the teachers want to make English more interesting than
before.
2Mahmud Y. Zayid, The Quran, (Beirut: Dar Al-Choura, 1980), 1 st
Ed., p. 425.
3
language, 1992), p.6
4
Barli Bram, Write Well Improving Writing Skill, (Yoyakarta: Kanisius, 1995), p.25
Jenny Hommond, English for Social Purposes, ( Sydney: national centre for English
2

Seeing the difficulties of writing, it is understandable that students
have a fear felling and little enthusiasm in writing class. Commonly, they are
afraid of making mistake and worried about their ability in choosing and arranging the
words to produce sentences. Those feelings seem to make the students unconfident in a
writing class. Having a little confidence can make
them reluctant to try to write, even dislike writing.
It is duty of English teachers to create an exciting and conducive writing class as
well as to give cautions guidance to the students. The teachers should try to find productive
strategies in encouraging the writing class in
order to encourage students to like writing. It is really hard work, but students
should be given strong foundations for their writing skill before entering
higher level educations.
English teaching method is changeable. The method should be interesting and
student-centered. One of the teaching methods is cooperative. Through this method,
students are active in the learning process, because they
will learn more through a process of constructing and creating, working in
group and sharing knowledge. Nevertheless, individual's responsibility is still
the key of success in learning English.
A cooperative learning method is believed as being able to give chance
for students to be involved in discussion, has courage and critical thinking and
is willing to take responsibility of his/her own learning. Although it considers
as an active role of students as more important, does not mean that teacher in
the classroom is not participating. In learning process, teacher has roles as designer,
facilitator and guide in the learning process.
A cooperative learning method has several types, namely write-pair-
share, Group Investigation, Students Teams Achievement Divisions (STAD),
3

Teams-Games-Tournament (TGT), Team Assisted Individualized (TAI) and
Jigsaw. One of its interesting types is group investigation.
5
Group investigation is 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. 6
This method is viewed as a solver for the problem stated above.
Adopting this method, teacher is expected to be able to run the teaching learning process effectively,
especially teaching of writing. They will work in
groups by explain materials that given. Thus, when teacher put the students in
groups he or she has to ensure that the students whose levels are different are
put together. In addition, the activity offered in Group investigation is interesting so that the students will
feel the new atmosphere in classroom and
are interested in learning writing.
The methods choose by the teacher become one of researcher's considerations as well. In this case,
the researcher attempt to offer one method
that makes the students interested in studying writing through. GI method in
which the activity is more emphasized on students' involvement. Basically, cooperative learning
corresponds to Islamic teaching which is stated in Qur'an
Surah al-Maidah:


"Help one another in what is good and pious,not in what is wicked and
sinful."(QS. Al-Maidah: 2)
5
Isjoni, Pembelajaran Kooperatif, (Yogyakarta: Pustaka Pelajar, 2009), p. 73
6
Isjoni, Pembelajaran Kooperatif, p.87
7
Mahmud Y. Zayid, The Quran, (Beirut: Dar Al-Choura, 1980), 1 st
Ed., p. 73
7
4

The verse above explains that cooperation is very suggested in every
goodness, in this point is English language learning. Lets' put this verse in language
teaching learning context by connecting it with the cooperative learning. In cooperative
learning, there is mutual relationship among students
which enable them to reach the goal of teaching learning.
B. REASONS FOR CHOOSING THE TOPIC
There are some reasons for choosing the topic:
1) The monotonous technique of teaching writing makes student not comfortable
and enjoyable. Because to teach junior high school teacher must creative to
improve technique appropriate to the class.
2) To introduce a method in teaching analytical exposition text for senior high
school students by using Group Investigation method.
C. Limitation of the study
A researcher should be limited in its scope, so that the problem being
examined is not too wide and the researcher is effective. To limit the scope of the
research and research to analyze the problems, the findings of the research should
be limited by following factors:
1. Using group investigations to improve student's writing skill of analytical
exposition text at eleventh grade of MA Manahijul Huda Ngagel Dukuhseti Pati
at the preparation activity, main activity, and evaluation activity.
2. The assessment of students' writing covers the part, qualities, and
characteristics of the object to determine the improvement of students' writing
analytical exposition text.
D. RESEARCH QUESTIONS
5

This study is intended to answer the following questions:
1) How is the implementation of group investigation to improve students'
writing organization of analytical expositions text?
2) To what extent is the improvement of students' writing organization of
analytical expositions text after being taught through group investigation?
E. OBJECTIVES OF THE STUDY
The objectives of the study are as follow:
1) To describe the implementations of teams group investigation to
improvestudents' writing organization ofAnalytical Expositions text.
2) To identify of improvement of students' writing organization of Analytical
Expositionstext after being taught the use of group investigations method.
F. PEDAGOGICAL SIGNIFICANCE
Based on the objectives above, the significance of the study can be stated
as follows:
1) For writer
By doing this research, the writer will get many experiences and know
ledges about her study and it will be useful in the future.
2) For teacher
By doing this research, the writer hopes that the output of the study
will be useful to give contribution of developing English teaching especially
in teaching writing on analytical exposition text. And the writer hopes teacher
can use group investigations as an alternative method in teaching writing
process.
3) For the students
By doing this research the writer hopes that the students will enjoy
following the English class. They will be easy to understand the lesson and
6

memorable, so that it can improve their understanding on writing organization
of analytical expositions text.
7

CHAPTER II
REVIEW OF RELATED LITERATURE
A. PREVIOUS RESEARCH
There are some researches done in writing implementation. 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" 7
She did this study because based on the teacher experience in
teaching English it was assumed that most of the students were able to express their
thoughts well especially in written language. They made
some errors in spelling grammar and the choosing of appropriate words,
which had to be used in expressing their ideas, when they were asked to
write.
The result of the research that group investigation gave the students different
nuances of teaching. They could learn and write using
group investigation. They were also interested and developing their English through
writing.
The similarity between her research and the writer's is on the method and the
data analysis.
Second researcher is Siti Ulinnikmah (3104056), Tarbiyah Faculty, IAIN
Walisongo Semarang 2008. She conducted study about
"The Use of Cooperative Learning of Teams Games Tournaments for
7
Indah Jannatunnisfah ( 00544569), The Ability of Writing Recount Text of the 10 Grade
th
Students of SMA Muhammadiyah Kudus in the Academic Year 2008/2009 Taught by UsingGgroup
InvestigationAapproach .Education Faculty of Muria Kudus University, 2009.
7

Teaching Grammar to Eight Grader of MTsN Kudus in Academic Year of
2008/2009. 8
She did that study because there many students have difficulties in
learning grammar. She used cooperative learning of Teams Game Tournament to
teach grammar. The result, the activity offered in Teams Game Tournament is
interesting so that the students will feel the new atmosphere in classroom and are
interested in learning grammar.
The similarity between her research and the writer's is on method
of collecting the data.
B. THEORETICAL REVIEW
1. The General Concept of Group Investigation
a. Definition of Group Investigation Method
Robert E. Slavin stated that Group Investigation as follow;
"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."
Group Investigation is one of cooperative learning method
which focused on student's participation and activity. The teacher who
use this method firstly he/she divides the class into small
heterogeneous groups. This group consists of four to five and may
form around friendships or around an interest in a particular topic.
Students select topics for study, then every group decides what
subtopics are to be investigated as well as the goals of their study, and
8
SitiUlinnikmah,The Use of Cooperative Learning of Teams Games Tournaments for
Teaching Grammar to Eight Grader of MTsN Kudus in Academic Year of 2008/2009.
TarbiyahFaculty,IAINWalisongo Semarang, 2008.
9
Allyn& Bacon, 1995), p. 111
9
Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, (London:
8

10
to the student's abilities of communication or the group skill. Group
Investigation model exercises the students to grow up their brain skill.
The students as the followers actively will show from the first step
until the last step of the learning process.
Group investigation is Cooperative Learning in which
students help define topics for study and then work together to
complete their investigations. In Group Investigation method students
divides into four or five members with heterogeneities in each group.
The group may form about friendship form the students' group based
on their friendship or the same interest, students are likely to feel more
comfortable in their groups and possibly to share in similar working
style.
The Group Investigation involves students in planning both the
topics for study and the ways to proceed with their investigations.
Students choose the subject based on the topic given by teacher, the
subject will be discussed in their group to make a draft, than arranged
as composition text.
b. The Steps of Group Investigation Method
In Group Investigation, pupils progress through six steps. The
then prepare and present a report in front of class. This type demands
steps of using Group Investigation (GI) as follow; 11
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.
10
11
H.Isjoni,, Pembelajaran Kooperative, (Yogyakarta: PustakaPelajar, 2009), p.87.
Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, p. 115-
117
9

2) Planning the investigation in group, in the second steps Students in
each group and the teacher plans specific learning procedures, tasks
and goals consistent with the subtopics of the problem selected in
step 1 (first).
3) 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 group's
research problem. Kinds of sources of information can be obtained
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 another's 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 group's
contribution to the work of the class as a whole. Evaluation can
include either individual or group assessment or both.
c. The advantages of group investigation method
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.
10

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
cultural and socio-economic groups.
12
2. Writing
a. Definition of Writing
Most of people believe that the ability in writing is a natural
gift that is given by God to the human. The people with this belief
that they are the only ones whom writing is unbearably difficult.
They feel that everyone else finds writing is easy or tolerable. Many
people have mistaken idea that being able to write well is a talent
that one either has or doesn't have.
13
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. 14
Writing overcame such problems and allowed
communication across the miles and through the years and
12
David W. Johnson, Learning Together and Alone: Cooperative, Competitive, and
Individualistic Learning, ( New Jersey, A Paramount Communication Company: 1994), p.
138
13
Alice Oshima and Ann Hogue, Writing Academic English, (California: Wesley
Published Company, 1978), p. xiii
14
2001), p.3
Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited,
11

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 it's mostly a skill, and like a
skill, it improves with practice. . The purpose of writing is to give
15
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. 16
b. Process of Writing
Writing as one of productive skill needs a process. This
processes writers to write in sequence stages. Harmer states that the
writing process is the stages that a writers goes through in order to
produce something (a written text) before to be a final draft.
17
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. 18
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. 19
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
15
Alan Meyers, Gateway Academic Writing Effective Sentences, Paragraph, and
Essays, ( New York Pearson Education, Inc 2005) p. 2
16
Essays, p.4
17
18
Jeremy Harmer, How to Teach Writing, p.4
Alice C Omaggio, Teaching Language In Context, (Boston, Heinle&Heinle
Publisher Inc,1986),p.224
19
Jeremy Harmer, How to Teach Writing, p. 5.
12

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. Pre- writing 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 .
20
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.
21
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.
20
Alice Oshima and Ann Hogue, Writing Academic English, (California: Wesley
Published Company, 1978),p.4
21
Education Inc, 2003),p.41
Karen Blanchard and Christine Root, Ready to Write, (New York: Pearson
13

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. 22
There are
five steps that must be done by writers to cluster:
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 a
line.
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.
Prince Her sisters
Her aunt
Foes
Friends
Cinderella
Characters
Palace
Kind Beautiful
Where did
she live
The picture 1 above is an example of clustering
22
Essays, (English: Addison Wesley Longman, 2005), p.6
14

2. 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:
23
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. 24
3. Revising.
The last point, the most important after writing
(drafting) is revising content and organization of your writing. 25
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.
23
Essays, p. 12
24
Essays, (English: Addison Wesley Longman, 2005), p 12
25
Alice Oshima and Ann Hogue, Writing Academic English,p,12
15

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.
c. Purpose of Writing
When person writers something, he or she has purpose for
writing, the purpose will most often be to explain, to entertain
and journalistic writing. According to Betty, there are three
26
purposes of writing that describe the kinds of students writing,
those are: informative writing, expressive writing, and persuasive
writing.
27
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 writing
often used for entertainment, pleasure, discovery, poems, or short play.
26
Alice Oshima and Ann Hogue, Writing Academic English,p 327
2005), p.7
Betty Mattix Dietsch, Reasoning & Writing Well, (NY: Marion Technical College,
16

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.
3. Genre
Swales and Bhatia state that:
"A genre is recognizable communicative event characterized by
a set of communicative purpose(s) identified and mutually
understood by the members of the professional or academic
community in which it regularly occurs" 28
Genre is a term for grouping texts together, representing how
writers typically use language to respond to recurring situations. For
many people, it is an intuitively attractive concept that helps to organize
the common sense labels we use to categorize text and the situations in which they
occur.29
Genre is a type of writing which members of discourse community would
instantly recognize for what it was. Genre has important role in teaching learning
process, because it can produce the
goal of communication based on the function of language in social
28
Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language
Teaching, (NY:Cambridge University Press, 2000), p.6
29
Michigan Press, 2004), p.4
Ken Hyland, Genre and Second Language Writing, ( USA: The University of
17

interaction. The meaning of the genres intended is that students are able
to understand the concept and they would be able to identify a kind of
texts that students will have to write.
There are many kinds of genre which are taught to the students.
This is story genres, called as literary texts, which are constructed to appeal our
emotions and imagination. It involves narrative, news story, exemplum, anecdote and
recount. The other one is factual genres. The
texts present information or ideas and aim to show and tell or persuade
the audience. It involves procedure explanation, report, discussions and exposition.
Exposition has two kinds, analytical exposition which its
aim to persuade the reader or listener that something is the case and hortatory
exposition, which is to persuade the readers or listeners that
something should or shouldn't be the case.
30
4. 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.
31
It also collaborate that writer's idea about the phenomenon surrounding.
The purpose of an analytical exposition text is to persuade the readers or
listener by presenting one side of an argument. To make the persuasion
stronger, the speaker or writer gives some arguments as the fundamental
reasons why something is the case. 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
30
Mark Anderson and Kathy Anderson, Text Types in English , (South Yarra:
Machmillan Education Malaysia, 1997) p.2-3
31
antipodean Educational Enterprises, 1994), p.197
Linda Garot and Peter Wignel, Making Sense of Functional Grammar, ( Australia:
18

Analytical exposition text have 3 components, they are:
constructing an exposition, language feature an exposition and generic
structure. 32
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 author's 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
author's 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 author's 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 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. 33
The first part is
called as thesis. Thesis is used for introducing topic and indicates the
writer's position. Besides, thesis is also used as the outline of the main argument, to
be presented.
32
33
Mark Anderson and Kathy Anderson, Text Types in English,p,124
Linda Gerot and Peter Wignal, Making Sense of Functional Grammar, p.197
19

The second part is called as argument. The use of arguments is to
restate main argument outlined in preview. It consists of the elaboration,
development, and support to each point of argument.
The last one is reiteration. It is usually used for restating the writer's position
and to conclude the whole argument.
Some dominant features that usually used when writing analytical exposition
text, it is usually focused on generic human and non-human participants. It means
that the subject of the general things
can be human and non-human.
34
Another characteristic is the use of simple present tense. This
tense is used because it shows the events that exist now, in the past and
in the future. There are also the uses of relational processes to express
the cause and effect event. The use of internal conjunction is to stage the argument
and to show the series of argument that contain more than one argument. Last but not
least is the reasoning through causal conjunction
to show the conclusion of the whole arguments in the text. 35
34
35
RECYCLING
Much of what we throw away could be used again.
Recycling puts "garbage" to good use.
Recycling helps preserve precious resources because it
saves on the use of raw materials and energy.
It also reduces the pollution caused when the waste is dumped.
(Thesis)
Glass can be remelted. This is better than making
fresh glass from raw materials,
20

but it is even better to reuse the bottle whole.
Metals can be recycled by being remelted and then used tomake
other new items. The metals to recycle from an ordinary household
are aluminums and steel from cans. (Argument)
Scrap from cars gives several different metals
for recycling. Paper is easy to recycle. Every home and
office should have a paper reclining routine. Plastics are the worst problem
because they do not biodegrade (breakdown) easily.
(Argument)
They are also hard to recycle and cause Harmful pollution when
burned. So, it is important to use as little plastics as
Possible, and then only ones that are recyclable or biodegradable
(Reiteration) 36
5. Text
We live in a world of words. When these words are put together
to communicate a meaning, a piece of text is created. When you speak
or write to communicate a message, you are constructing a text. When
you read, listen to or view piece of text, you are interpreting it is
meaning. Text is the language unity that the meaning contextually. The
limitation of the text is not measure the number of sentence or page, but
the text is measured from the meaning expressed and context.
37
Thus,
the quality of the text is not measured from the quantity of the
sentences.
36
Achmad, Doddy, Developing English Competencies for Senior High School,
( Jakarta, Departement Pendidikan Nasional, 2008), p. 54
37
University Press, 1985),p.11
M.A.K.Halliday and Ruqaya Hasan, Language, Context, and Text, (Australia, Deakin
21

There are two types of the text, they are: 38
First is literacy text, literacy texts play with our emotion. It can
make us laughs or cry, think about on our life and considers our beliefs
such as aboriginal dreaming stories, movie script, limericks, fairy tales,
plays, novels, song lyrics, mimes, and soap operas. They are including
appealing to our emotions and imaginations. There are three main text
types in this category: narrative, poetic and dramatis. Media text such as
films, videos, televisions shows, and CDs can also fall in this category.
Second are factual texts, it shows information or ideas, purpose
to confirm and tell or persuade the audience. The main text types in this
category are recount, response, explanation, discussions, information
report, exposition and procedure.Factual texts include advertisements,
announcements, internet web sites, current affairs shows, debates,
recipes, reports and instruction.
6. Group Investigation Method in Teaching Writing Ability on
Analytical Exposition Text.
In this group investigation method there are 3 concepts:
enquiry, knowledge, and the dynamic of the learning group. The
research here is the dynamic of the learning group. The students give
the responses the problems and solve it. The knowledge is the learning
experience that has been founded directly or indirectly. And the
dynamic of the learning group that shows describing a group of
student which has a good interaction and share about their ideas,
exchange their experiences, in their opinions.
38
Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra:
Machmillan Education Malaysia, 1997), p. 1-3
22

Thing have to do in Group Investigation are: 39
First is grow up the group ability, When they do their
homework, every member of group has their own opportunity to show
their contribution. In the research, the student will find the information
from the inside or outside class. Then, the students collect the
information from every member of the group to do the task.
Second is cooperative Planning, all of the students having an
investigation for their problem. Which one of the sources is needed,
who want to do it and how to presenttheir project in the Class.
And the last is the teachers' roles, The teachers will prepare the
source and facilitators. The teachers role their rule among the students
groups and they pay their attention to also organize the students job
and help the students to organize their job and help them when they
get the trouble of the learning process in their group.
Group investigation is one of the methods that can be used in
teaching writing on analytical text. By using group investigation
method the students more interest and motivate in the study. If the
students more interest and motivated, they are a lot of ways to do it.
Teacher can gives students group investigation and ask them to write
the analytical exposition text.
The use of group investigation method in writing analytical
exposition text is to help students construct their arguments in every
sentence which have to be explained in some paragraphs. Sometimes,
students especially in senior high school are still confused about what
with that they should write. When the students are asked to write their
arguments, they need much time to think what kind true word that they
should be write in the sentence of arguments. It is possible that after
39
Robert E. Slavin, Cooperative Learning: Theory, Research and Practice, p.215
23

spending a lot of time thinking hard, the idea has not come out. They are
still confused of what to write, to start with the first, the second, and the
third sentences in order to make the paragraph.
C. ACTION HYPOTHESIS
Based on the description above, there is action hypotheses that can be describe as
follows:
"The use of group investigation can improve student's 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.
24

CHAPTER III
METHOD OF INVESTIGATION
A. Research Design
In this study, the writer used classroom action research (CAR). Action
research is a kind of research that is conducted in the classroom by a teacher.
Classroom action research (CAR) is a kind of research that has re-
emerged as a popular way of involving practitioners, both teachers and
supervisors, so that they better understand their work. 37
Therefore classroom
action research is a form of research that is conducted by practitioners to
improve practices in educational setting. This study is used observation data
on the process of teaching learning in the classroom. Those data analyzed through some
steps in the cycles. Kemmis and Taggart stated that action research as follow;
Kemmis and Mc Taggart state that:
"Action research is concerned equally with changing individuals, on the
one hand, and, on the other, the culture of the groups, institutions and societies to
which they belong. The culture of a group can be defined in
term of the characteristic substance and form of the language and discourses,
activities and practices, and social relationship and
organization which constitute the interaction of the group." 38
From the explanation above, the writer can conclude that classroom
action research is a classroom action in a research, which can be done by teacher, researcher,
and teacher with his or her colleague, etc with involves a
group of students to improve teaching and learning process or to enhance the understanding
of the students to the lesson. In this research, the writer using
group investigation (GI) method to improve students' writing ability.
37
Mulyasa, Praktik Penelitian Tindakan Kelas, (Bandung: Rosdakarya, 2009), p. 1138
Louis Cohen, Research Methods in Education, (London: MPG Books Ltd, 2007),p.298
25

In order to be clear, the writer would like to present the Kurt Lewin's
model of classroom action research. It can be depicted as follows:39
Planning Planning
Reflecting Acting Reflecting Acting
Observing
Cycle I
Figure 1 CAR Design
Observing
Cycle II
There were two cycles applied in conducting this study. Each cycle
consisted of two meetings. According to Kemmis and Mc Taggart there are
four components in one cycle for doing classroom action research. It consists
of (1) planning, (2) acting, (3) observing, and (4) reflecting. 40
1. Planning
Plan as the first step of research procedure is done to give solution for the
identified problems. It is a plan to conduct treatments. In order to improve
students' reading comprehension ability, the writer tended to use Group
Investigation method. It was hoped that by using Group Investigation as
learning method, students would be able to improve their reading ability.
2. Acting
After planning the concept, the writer carried out the treatment referring to
the plan has been made. The writer conducted a pre-cycle before applying
the treatment.
3. Observing
Observation is the activity of observing the data collected in order to know
what extent the action activities has reached the objectives of the study. In
this step, the writer identified and analyzed the data collected during the
treatment.
39
Wijayakusumah, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT Indeks, 2010),p. 2040
Louis Cohen, Research Methods in Education, p.303
26

4. Reflecting
Reflection is the activity of evaluating critically the progress or change of
the students. In this step, the writer could observe whether the action
activity resulted any improvement. To support the study, the researcher
used interview and test to gather the data.
B. Subject
This study will be conducted at the 11 grade students of MA
th
Manahijul Huda NgagelDukuhsetiPatiin the academic year of 2010/2011.
There are four classes in eighth graders, they are class 11A has 40students,
class 11B has 36 students, class 11C has 35 students and class 11D has 43
students. The researcher uses class 11C as sample in this research. So
participants in this study are students on class 11C at MA Manahijul Huda
NgagelDukuhsetiPatiin the academic year of 2011/2012
C. Setting of the Study
In this study, an action research will be conducted at the eleventh
grade students of MA Manahijul Huda Ngagel DukuhsetiPatiin the academic
year of 2011/2012.This research is conducted on the first semester in the
academic year of 2011/2012 for about 1 month. Began from August 1, up to
August 25, 2011. It is located on Ngagel Street number 3 DukuhsetiPati.
The researcher chooses this Senior High School because she believes
that students in this school still low in writing ability. This is proved that the
achievement score of students in final exam is still low. So, the researcher can
apply the research in the eleventh grade.
D. Technique of Data Collection
The researcher must uses instrument in order to get the better data.
The instrument of the research is a tool or facility that is used by researcher
for collecting the data in order to get better result; it can be occurred complete
and systematic.
27

To make this research successful, the researcher uses some instruments
to collect data, they are follows:
1. Observation
Observation is an activity which concern to research object by the
sense. 41
In conducting observation, the researcher used the observation
scheme to make it more systematic containing list of activity or happening
which might happen. It needed for monitoring condition of class and students and to
know students difficulty with material and method that
used during teaching learning process.
42
In observation step, the researcher is helped by the teacher in
observing what happen in the class during the lesson from opening until
closing. In addition, the researcher also observes what is going on in the
classroom and observes the effect of her teaching to improve students'
writing ability. In addition, the researcher also observed what was going
on in the classroom and observed the effect of her teaching to improve
students' ability in writing analytical exposition text. Aspects observed in
this study are as follow:
a. Students concern toward teacher's explanation
b. Students cooperative in group
c. The students activeness in present the material
d. Students concern toward other group presentation
e. The students' activeness in asking question
f. The students' activeness in answering questions in group
Criterion:
The criterion of scoring from the observation checklist such as below:
a. Score 1 if the student's participation was poor.
b. Score 2 if the student's participation was fair
c. Score 2 if the student's participation was average
41
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT
RinekaCipta, 2006), p. 22242
28

d. Score 2 if the student's participation was good
e. Score 2 if the student's participation was excellent.
Observation is carried out four times: pre cycle, cycle 1, cycle II
and cycle III.
2. Test
Test is sequence of questions or exercises or other apparatus to
measure skill knowledgeintelligence, ability or aptitude of individual or
group.
43
According to Oxford Advantage Learners dictionary, test is short
examination of knowledge or ability. In conducting to this study, the
44
researcher uses test as the second method of collecting the data. The test is
used to collect the students' writing that must be analyzed to identify students'
achievement on writing analytical exposition text.
Based on the statements above, the researcher conducted the achievement test
in his research. This test was used to measure students' achievement. The test, which
was conducted before the treatments, called pre-test. It was used to find out the initial
condition of students before treatment. There are two kinds of writing test, namely
subjective test and objective test of writing. In this study, the writers used composition
test
45
of writing. In this assignment, the students are required to compose some
paragraph of analytical exposition based on the picture on group (a group consist 5-7
students in heterogeneities), example about healthy and global warming, which every
paragraph consist of 10-15 sentences.
43
Suharsimi Arikunto, Ibid, p. 15644
A S Hornby, Oxford learners' Dictionary Of Current English Fifth Edition, ( NY:
Oxford University Press, 1995), p.1233
45
J.B.Heaton, Writing English Language Test, (London: Longman Group Limited,
1975), p.11
29

In this research, test are divided into three sessions, they are:
First is pre test, in the pre test the writer gave pre-test as the first meeting to
collect the data. It was used to identify the students' achievements in analytical
exposition text.
Second is test, test is given during treatment as an exercise and practice for
students. It was used to measure the improvement of the
treatment.
The last is post-test, post test was conducted to measure the students' ability
after treatments. Test was similar to pre test and the result
will be analyzed to see how to influence of group investigation method for helping
students produces an effective analytical exposition text.
Students had to pay attention to the five aspects of writing which would be
used in the assessment. These five aspects were as follow; content, organization,
vocabulary, grammar and mechanics.
E. Scoring Technique
In measuring the test, a standard technique should be used to show
the result of research were reliable. To measure the writing test the writer
used the analysis method. 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.
46
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 items, the writer gave score for each item
with focused on organization of the content. Where score' organization higher than
element of writing other.
46
J.B.Heaton, Writing English Language Tests, p.137
30

Table 1
Analytic Scoring of Writing
Score
27-30
22-26
17-21
13-16
Aspect
Contents
Organization 18-20
14-17
Criteria
Excellent: knowledgeable, substantive
Good: some knowledge of subject, adequate
range
Fair: limited knowledge of subject, little
substance
Poor: does not show knowledge of subject, non
substantive
Excellent: the organization of contents and arrangement
the generic structure is clearly.
Good: the organization of contents and
arrangement the generic structure is loosely organized but
main idea stand out.
Fair: the organization of contents and
arrangement the generic structure is confused or
disconnected.
Poor: no organization of the contents and arrangement the
generic structure is does not
communicate.
Excellent: effective word and usage, master words
forming
Good: occasional of word and usage but meaning
not obscured
Fair: frequent errors and usage
Poor: essentially translation, little knowledge of English
vocabulary.
Excellent: effective complex construction, the employing
of grammatical forms and the use of
past tense.
Good: effective but simple construction the employing of
grammatical forms and the use of
past tense.
Fair: major problem is simple but complex construction of
grammatical forms and the use of
past tense.
Poor: virtually no mastery of sentence
construction rules of grammatical forms and the
use of past tense.
Excellent: demonstrated mastery the use of capitals,
paragraphing, and punctuation.
Good: occasional errors of the use of capitals,
Fair: frequent errors of the use of capitals,
10-13
1-9
Vocabulary
Grammar
18-20
14-17
10-13
7-9
22-25
18-21
11-17
5-10
Mechanic 5
4
3
31

2
Poor: no mastery of the use of capitals,
47
Explanation:
Relevance
organization
Vocabulary
Grammar
Mechanic
: the substance of writing, the ideas expressed
: the style and case of communication
: The choice of idioms, words, and lexical item to give a particular
tone or flavor to writing
: The employing grammatical and syntactic forms
: The use of graphic convention of the language,
punctuation and spelling. 48
After getting the total mean score, the writer categories it into the
following criterions:
Table 2
Level of achievement
The Percentages of Grade
Correct Answer
86% - 100 %
71% - 85 %
56% - 70%
41% - 55%
26% - 40%
Level
A = Excellent
B = Good
C = Fair
D = Less
E = Poor
Outstanding
Above average
Satisfactory
Below average
Insufficient
47
J. Charles Alderson and Lyle F. Bachman, Analitic Scoring, (Cambridge University
Press, 2002), P. 116
48
J.B.Heaton, Writing English Language Tests, p.137
32

F. Technique of Data Analysis
The writer analyzed the data using quantitative data. Quantitative data
can be found through conducting test, the writer analyzed data by using
statistical analysis. In knowing whether the students' writing ability of
analytical exposition text is improve or not. The writers used the steps which
were done by the writer in analyzing the result of students' writing ability.
The researcher used criteria of assessment that is since the content of
students' writing covered the generic structure. The element of writing is
content, organization, grammar, vocabulary, and mechanics. After
classifying the test items, the researcher will give score for each item. To see
whether the improvement of students' writing ability after being taught
through using group investigation method is significant or not, the writer used
score of students' achievement.
1. Data from observation
Researcher uses observation scheme during the teaching and
learning process in pre-cycle research, cycle I, and cycle II. Data from
observation is described as detail as the researcher gets. Data from
observation are grouped based on students' behaviour and students'
response that can be taken as a clue or indicator for students'
understanding when the analytical exposition thought.In this observation,
the researcher observed 6 aspects with criterion of scoring from the
observation checklists such as below:
49
In which
a. Poor
b. Fair
c. Average d.
Good
e. Excellent
percentage
0%-35%
40%-59%
60%-74%
75%-84%
85%-100%
49
J. Michael O'Malley and Lorraine Valdez Pierce, Authentic Assessment for English
Language Learners, (London: Longman, 1996), p.144.
33

The observation is analyzed by using the following formula:
Score = Scored got x 100
Maximum score
2. Data from test
In this research, the researcher also uses mean formula to know the
average of students' score and to check students' improvement in learning
analytical exposition text.
In analyzing the students' test papers in writing an analytical
exposition text, the researcher used 5 elements proposed by Heaton, who
suggest those 5 elements to be used in scoring, and the maximal score for
each item is 5, so the total of maximal score will be 25. She thought that
those elements were suitable and completes to score a writing test.
While the average of the students' result was counted by using the
50
following formula: 51
X 


Explanation:
 The average of students scoreX


 The sum of item scores
 The number of the students
50
51
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT
RinekaCipta, 2006), p.
34

Mean of score from the pre-cycle will be compared with mean of the
first cycle and second cycle. It is to know how far the improvement of students in this
research.
G. Procedure of the Study
In the classroom action research, the researcher conducted a pre-
cycle formerly and two cycles by using group investigation method. There
are 4 steps in action research, they are planning (plan to use group
investigation method), acting (implement of group investigation method),
observing (the researcher observes the teaching learning process and
students' activity in classroom), and reflecting (teacher and researcher).
1. Pre cycle
Pre test was the first activity of the action research. The writer
began to distribute the instruments, at that time the writer explained a little
about what analytical exposition text is and asked them to do pre test.
2. First Cycle (1 meeting)st
N
o
1
Steps
Table 3. Cycle 1
Activity of researcher Teacher activity
Planning -
collaborator
arranging a
lesson plan
based on the
teaching
material
Preparing the
teaching
material
Preparing the
test instrument
Preparing the
observation
scheme
The researcher
as observer and
-
-
-
-
-
-
2 Acting -
Preparing the
teaching
material
Preparing
student's
attendance list
Preparing the
poster contains
analytical
exposition test.
- The teacher
introduces the
35

teacher teaches
analytical
exposition text
by using group
investigation
method
-
-
-
-
3 Observing - The researcher
is a observer of
the teaching
learning
process
Observing
students' respond
by
using Group
Investigation
method
The researcher
and teacher
discuss about
teaching
learning
process that have
been done to find
weakness and
how to
Improve it in
-
-
-
4 Reflecting -
method
The researcher
divided students to
the
heterogeneous
group consists
5-6 students in
each group.
The teacher
teaches
analytical
exposition text
by using Group
Investigation
method
The teacher gives
the students poster
about analytical
exposition text.
Teacher gives a
test to students
based on the
poster.
The teacher
applies this
method Observing
the
teaching learning
process
- Te teacher and
researcher
evaluate the
step in teaching
learning process as
the result of
observation for the
student's ability on
analytical
exposition text.
36

the next cycle
3. The second cycle
Table 4. Cycle 2
No Steps Activity of researcher as
1 Planning -
collaborator
Arranging the
lesson plan
based on
teaching
material.
Preparing the
teaching material
Preparing the
test instrument.
Preparing the
observation
scheme.
The researcher is
-
-
-
-
-
-
2 Acting - -
as observer and
teacher teaches
analytical
exposition text.
-
-
-
-
Teacher activity
Preparing the
teaching material.
Preparing the
students
attendance list.
Teacher arranges
improvement
action to be
developed became
learning
improvement
point.
Teacher asks to
students about
their problem on
the previous
lesson.
The teacher
explained the
students' problem
and discussed.
The teacher asked
the students their
understanding
about group
investigation
method that had
been given in the
day before.
The teacher asked
the students to
back in their
groups and work
cooperatively.
The teacher asked
the students to
write analytical
37

3 Observing - The researcher is
as observer of
the teaching
learning process.
Observing
students' respond
by using
Group
Investigation
method.
-
-
-
-
4 Reflecting - The researcher
and the teacher
discuss about
teaching learning
process that have
been done to find
weakness and
how to improve
it in the next
step.
-
exposition text by
using group
investigation
method based on
the movie.
The teacher explained
the material clearly.
Observing
students'
participation.
The teacher
encouraged the
students in order they
were confidents to
write.
The teacher and
researcher evaluate
the step in
teaching learning
process and
discuss the result
observation for the
students' ability in
analytical
exposition text.
38

39
CHAPTER IV
RESEARCH FINDING
A. Research Findings
In this chapter, the writer would like to describe and discuss the
findings of the research. This study is classroom action research on the use
of group investigation method in teaching writing ability on analytical
exposition text. Its purpose is to know the use of group investigation
method in teaching writing ability, and to identify the improvement of
students' writing ability, especially at the eleventh grade students of MA
Manahijul Huda Pati in the academic year of 2011/2012.
In this study there were two cycles and before conducted the cycle,
the researcher gave preliminary test (the researcher got base score students
writing ability) and compared with each cycle after taught using Group
Investigation method. The descriptions of each are as follow:
1. Pre-cycle
Before conducting this action research, a pre-test was given. The
purpose of pre-test was to know the students' ability in writing analytical
exposition paragraph. Pre-test was conducted on Monday, 1 August 2011.
They were 35 students who followed the test.
In this meeting, the teacher was doing teaching learning process as
usual, that is writing. But, many students did not pay attention to the
teacher. They tended make noisy in class, such as talk with other friend
and they do other activity that is not related with learning activity. There
were only some students active to ask questions to the teacher. They were
Nurul Unika Rohmah, Fitri Hidayah, Ahmad Romadhon, and M.Shofa
Ahwadi.
They had to write a analytical exposition paragraph about "is
smoking good for us?." The length of paragraph consists of 15 sentences.
The time allotment was 40 minutes. The pre-test result would be

40
compared to the students' test result after treatment to know the
improvement of the students' ability in writing analytical exposition text.
The students' written analytical exposition text was not coherent
and united. They constructed a paragraph in which the content did not
have good supporting ideas. They wrote an analytical exposition
paragraph about smoking with the lack of idea development.
The students were also poor in grammar and some of students
ignored about punctuations such as capital letters, period, and commas.
Based on the explanation above, the average of students' result in
pre-test was poor. The teacher and researcher decided to use another
method to make students interested in the learning process in order to
improve students' ability in writing analytical exposition text.
2. First Cycle
This activity was done on Saturday August 6 and Monday August
th
8 2011. The teacher announced the result of yesterday's writing test. The
th
teacher told the students score of the test was not satisfying enough.
Here, the teacher brought the students to a clear importance of
comprehending the English texts, which can be facilitated through the
group-work. The limitation of time made the teacher only did the first step
in applying Group Investigation method. The teacher motivated the
students that the method would be useful for them. The teacher introduced
the role and group investigation learning.
The first cycle was about teaching and learning process and
achievement test. The topic was about healthy. The test is followed by 35
students. The researcher did research of using Group Investigation
method to improve students' writing ability at class XI MA Manahijul
Huda Pati.
Because this researcher was classroom action research, there were
four steps: planning. Acting, observing and reflecting.

41
a. Planning
1) The researcher and the teacher discussed to solve the problem of
pre-cycle and decided to use group investigation method to
improve students' writing skill
2) The researcher and the teacher identified the learning design, such
as arranging lesson plan which was using group investigation
method,
3) The researcher and the teacher prepared the teaching learning
resources, such as prepared material, the test instrument, and the
observation checklist. The teacher taught used a lesson plan as the
form to implement of action.
In every cycle, the teacher used different writing text. In the
first, the teacher used analytical exposition text with the theme
"health"
b. Acting
This step, the teacher began from prewriting activity,
while-writing activity, and post-writing activity.
1) Pre-writing activity is the activity of students and teacher
prepares themselves for the task and makes them familiar with
the theme. Purposes of this step are; to introduce and arouse
interest in the topic, to motivate learners by giving a reason for
writing, and the last to provide some language preparation for
the text.
2) While-writing activity where the teacher gave clearly
explanation about the material, grammatical feature, and
generic structure of analytical exposition text, introduced
group investigation method and introduced the way and the
rule of the method. After that, the students asked to do the
writing in groups, each group that consists of four or five
students.

42
3) Post-writing activity, the post-writing activity is intended as
kind of follow-up activity. In this activity the students must
present the report of group work in front of class. Then the
teacher gave conclusion and test.
In this activity, the researcher became a teacher and she
was accompanied by the teacher as observer.Learning process was
started by greeting, asked students to pray together, checking
students' attendance and then the teacher gave brainstorming
before started the material by asking the students "Do you know
about analytical exposition text and the features of the text?" if
you know, raise your hand. In this case, there some students
answer the question, they were: Zahrotul Alfiliya, Dian Novita
dewi and Ahmad Romadhon. After that, the teacher explained
about analytical text and the features of the text. The teacher
introduced the theme about "health". Then, students divided into
seven groups. Each group consist of four to five people based on
random system both in academically and gender. Then, students
each group found out data about their material and prepare who
investigated and prepared a report in form of analytical text. After
finished, the students each group presented their report in the class.
During presentation, the researcher observed the students
cooperative in group, the students' activeness in present the
material, students concern toward other group presentation, the
students' activeness in asking question, and the students'
activeness in answering questions in group. Then, students helped
the teacher if they faced the problem. In the last, the students and
the teacher evaluated each group contribution to the work of the
class.
c. Observing
The researcher observed the students' writing skill by using
group investigation method by using observation sheets,

43
evaluated the result, collected data and monitored the teaching
learning process. It was used to find out to what extent the action result
reached the objective. The steps were as follow:
1) The researcher observed the teaching learning process in order
to know the influence of using group investigation in writing
skill on analytical exposition text.
2) The researcher observed the students' activity in preparing
their investigation.
3) The researcher wrote the success and the problem when the
teaching learning process in progress which was not enough
sufficient in reaching the objectives.
Table 5
result of aspect observed in cycle 1
Poor Fair Averag Good
(0- (40- e (75-
35%) 59%) 60-
1 2
74%)
3

3
84%)
4
Excelle
nt
85-
100%)
5
No Indicators
1 Students
concern toward
teacher's
explanation.
Students'
cooperative in
group.
The Students
activeness in
present the
material.
Total
score
3
2
3 3
3
3 3

44
4 Students
concern toward
other group
presentation.
The students'
activeness in
asking question.
The students'
activeness in
4 4
5
2 2
6
4 4
answering
questions in
group.
19
Score = Total Score
Maximum score
Score = 19
30
=63,33%
x 100
x 100
According to the result of the observation above it can be
concluded that the teaching learning process was sufficient learning. Although
some of students made noisy with other friends
at teacher's explanation, Students did not cooperate in their group, Students did
not take part in deliver the material, students did not concern toward
presentation and make noisy in learning activity,

45
students did not ask question and students did not give answer the
question.
The students' writing skill was improved by using group
investigation method. It was proved by the results of the
observation that were more than 60% students could improve
writing skill in four aspects although there were one aspect less
than 60%.
The improvement of students' writing skill by using group
investigation method, it was resulted that the students' writing
skill mean was 63, 33%.
d. reflecting
Based on the activity during cycle 1, the researcher noted that there
were some problems should be solved in the next cycle, the
problems were as follow:
1) Because of the results of cycle 1 were not good enough, the
teacher and the researcher discussed about the activity in cycle
2 to solve the problems. Especially in group work.
2) Class should be conductive during teaching learning process,
before teacher started the activity. There are 6 students shouted
that make noisy. The teacher should control the class well.
3) When the activity in progress, the researcher found some
students were passive in group. They were not fully joining in
the investigation although they were in group pairs. It was the
duty of the teacher to give more attentions and motivation
toward the students in order to have a will or interest to join in
group work activity. It can be done by calling their name and
approached them, and asked their problems in joining the
writing class.
4) Time management was very important factor in teaching
learning process. The students need a longer time to investigate

46
their material. So, teacher should manage and provide time
perfectly.
3. Second Cycle
The activity of cycle 2 was in line with the steps of planning
activity. Cycle 2 activity was in two meetings. Cycle 2 was conducted on
13 of August and 15 of August 2011.
a. Planning
1) The researcher and the teacher started the lesson by motivating the
students and she also announced the result of yesterday's writing
test. The teacher told the students score of the test was better than the
pre-cycle score.
2) The researcher and the teacher identified the teaching learning
design, such as arranging lesson plan which was according to the
teaching learning process, in this meeting the teacher used the same
method as the previous meeting and the teaching learning process
ran well. The students paid attention toward teacher's explanation
and they were interested with the topic on the day. They more
cooperative in to do the group work and they were to be more active
than previous meeting. The topic based on the video. The test is
followed by 35 students.
3) The researcher and the teacher prepared observation sheet,
worksheet, and added of documenting for the second cycle.
4) Prepared present list in order to know students' activeness in joining
teaching learning process.
b. Acting
The researcher did some activities such as in the first
cycle.Learning process was started by greeting, asked students to pray
together, checking students' attendance. Then teacher asked the students
to repeat previous lesson and asked about global issues like global
warming. The teacher gave brainstorming before started the material by
th th

47
asking the students "what your opinion about global warming?" if you
know, raise your hand. In this case, there some students answer the
question. They were: Windartik, MuhLutfiAdib and FitriHidayah.
The students were introduced using group investigation method in
writing skill for the second time. The teacher offered knowledge to know
steps and characteristic of group investigation method. After that, the
teacher introduced new theme based on the video. Then, students divided
into seven groups. The member of group was same with the first cycle. In
the second cycle, the teacher prepared video. Each group got the task to
investigate in theme based on the video. Students' representative from
every group came forward in class to choose one theme. Then, students
each group found out data about theme based on video and prepared a
report in form of analytical exposition text. After finished, the students
each group presented their report in the class. During presentation, the
researcher observed the students cooperative in group, the students'
activeness in present the material, students concern toward other group
presentation, the students' activeness in asking question, and the students'
activeness in answering questions in group. Then, students helped the
teacher if they faced the problem. In the last, the students and the teacher
evaluated each group contribution to the work of the class. After all of the
process had finished, the teacher evaluated students by givinga test. The
test conducted in next day on Monday August 15st 2011.
The last, the teachergave suggestions to the students to study hard
and also increasedtheir vocabulary and learned grammar. Because
vocabulary and grammar have role important in writing ability. Then, the
teacher asked students to say hamdalah together then closed the meeting.
c. Observing
The researcher observed the students' writing skill on analytical
exposition by using group investigation method by using the observation
sheets, evaluated the result, collected the data and monitored the teaching

48
learning process. It was used to find out to what extent the action result
reached the objective. The steps were as follow:
1) The researcher observed the teaching learning process in order to
know the influence of using group investigation to improve students'
ability in writing skill on analytical exposition text.
2) The researcher observed the students' activity in preparing
investigation.
3) The researcher wrote the success and the problems when the teaching
learning in progress which was not enough sufficient an reaching the
objectives.
The observer observed students in learning process at class by using
observation checklist like at the first cycle. It could be seen in the
table below:
Table 6
result of aspect obcerved in cycle 2
Poor Fair Averag Good Excelle
(0-35%) (40- e (75-
59%) 60-
2
74%)
3

3
No Indicators
1
1 Students
concern toward
teacher's
explanation.
Students'
cooperative in
group.
The Students
activeness in
present the
84%)
4
nt
85-
100%)
5
Total
score
3
2
4 4
3
3 3

49
4
material.
Students
concern toward
other group
presentation.
The students'
activeness in
asking question.
The students'
activeness in
4 4
5
6
4
4
4 4
answering
questions in
group.
22
Score = Total Score
Maximum score
Score = 22
x 100
x 100
30
=73, 33%
According to the result of the observation above, it can be concluded that
the majority of the students joined the class enthusiastically. It was better
than the result of cycle 1. All activities in
the second cycle could run well. It can be seen from their responses. The students paid
attention toward teacher's explanation. They more cooperative in to do the group work
and they were to be more active than

50
previous meeting. They took active in answering question although
helped by the teacher.
d. Reflecting
The result of the second cycle was also considered as
implementation. It was better than previous one. There was an
improvement in this cycle. The condition of the class was getting better.
The students listen to the teacher's explanation and did not make noisy in
learning activity. The students took active part in cooperation and can
associate with member group. It was because they are interesting to study
with Group Investigation method that the teacher never uses it as
teaching method before
The researcher concluded that the problems have been solving
using Group Investigation method to teaching English writing ability.The
teacher should motivate students to always writing a lot in English text
and motivate the passive students in order to be brave to express their
idea.
All of the students had positive responses toward the teaching
activity by using Group Investigation method. They felt enjoy when they
were taught using Group investigation, because could help the students to
introduce with other friend who have different background both in
academically and gender. So, they could work together. Most of students
also said that they were any improvement in writing ability after the
teaching learning process with Group investigation method.
It proved that the use of Group Investigation method could
motivate the students' interest in learning English and improve students'
writing ability. Through this method not only helped students improve
their writing ability but also helped them to introduce with other friends
both in academically and gender.

51
B. Research Analysis
After the researcher implemented the use of group investigation
method to improve students' writing ability, the researcher got the
datafrom every cycle. It was analyzed of pre-cycle and two cycles the
researcher got the result of classroom action research. The result of
researcher shows that there was significant improvement of student's
ability in writing analytical exposition text after taught using group
investigation method.
1. Pre-cycle
The pre-cycle was conducted on Sunday, August 1 2010. In
st
this meeting the teacher was doing teaching learning process as
usual that is the teacher used reading aloud method.
a. Measuring the students individual improvement
After conducting the test, the researcher gave score. The
maximum score was 100.
After finding the research of students test score in reading
class, the researcher went to further analysis by using
percentage of scoring as follow:
Score= C1+C2+C3+C4+C5
The test result of pre-cycle can be seen in the table below.
Table 7
The test result of pre-cycle
No
1
2
3
4
5
6
7
8
9
Students code
C-1
C-2
C-3
C-4
C-5
C-6
C-7
C-8
C-9
Score
50
60
55
70
55
50
65
65
60
Percentage
50%
60%
55%
70%
55%
50%
65%
65%
60%

52
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
C-10
C-11
C-12
C-13
C-14
C-15
C-16
C-17
C-18
C-19
C-20
C-21
C-22
C-23
C-24
C-25
C-26
C-27
C-28
C-29
C-30
C-31
C-32
C-33
C-34
C-35
M
55
55
60
50
80
65
60
60
70
75
50
70
65
50
45
60
70
65
60
55
75
45
50
55
60
55
2090
55%
55%
60%
50%
80%
65%
60%
60%
70%
75%
50%
70%
65%
50%
45%
60%
70%
65%
60%
55%
75%
45%
50%
55%
60%
55%
From the result of pre-cycle showed that many of students
still low in their writing ability. From 35 students, 1 student get
80 and 2 students get 75 or good mark, 4 students get 70, 5
students get 65, and 8 students get 60 or fair mark, 7 students
get 55, 6 students get 50, and 3 students get 45.
b. Measuring mean
The mean score of writing class can be searched by using
this following formula:
X 



53
X 
=
2090
35
59.71
The average achievement of students in the pre-cycle was
59.71. The result of pre-cycle was lower than the criterion that
has been stipulated by KKM (Kriteria Ketuntasan Minimal/
Minimum Passing Grade Criteria) there are 70. The researcher
concluded that the treatment in each cycle was necessary to
improve students' writing ability result.
2. Cycle 1
The first cycle was conducted on Saturday August 7
th
and
Sunday August 8 2010. It was held 07.40 - 09.00 am and 07.40 -th
08.20 am. In the first cycle the teacher taught writing using group
investigation method. There were some obstacles in apply this method, it was
made class noisy and some students did not join
with other.
After conducting the test, the researcher gave score. After
finding the research of students test score in writing class, the
researcher went to further analysis by using percentage of
scoring as follow:
The test result of cycle 1 can be seen in the table below.
Table 8
The test result of cycle 1
Students code
C-1
C-2
C-3
C-4
C-5
Score
60
60
65
80
70
No
1
2
3
4
5
Percentage
60%
60%
65%
80%
70%

54
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
C-6
C-7
C-8
C-9
C-10
C-11
C-12
C-13
C-14
C-15
C-16
C-17
C-18
C-19
C-20
C-21
C-22
C-23
C-24
C-25
C-26
C-27
C-28
C-29
C-30
C-31
C-32
C-33
C-34
C-35
M
70
65
70
65
60
65
70
65
80
65
70
75
60
70
60
75
60
65
70
60
70
85
65
65
90
55
70
60
65
70
2370
70%
65%
70%
65%
60%
65%
70%
65%
80%
65%
70%
75%
60%
70%
60%
75%
60%
65%
70%
60%
70%
85%
65%
65%
90%
55%
70%
60%
65%
70%
From the result of pre-cycle showed that many of students
still low in their writing ability. From 35 students, 1 students
get 90, 2 student get 80 and 2 students get 75 or good mark, 10
students get 70, 10 students get 65, and 8 students get 60, 1
students get 55.
b. Measuring mean
The mean score of reading class can be searched by using

55
X
X


=


2370
35
67.71
The average achievement of students in the cycle 1 was
67.71. It means the students score in the first cycle can be
categorized as fair. The researcher concluded that the treatment
in cycle 1 was necessary to improve students' writing ability.
Because there were one students test score still unsatisfied yet,
so the researcher could continue to the next cycle.
3. Cycle 2
The second cycle was conducted on Sunday August 14 and
st
Monday August 15 2010. It was held 07.40 - 09.00 am and 07.40
nd
- 08.20 am. In the second cycle the teacher taught writing using the
same method as previous meeting that is group investigation
method and using video. This activity makes the students enjoy the
lesson more than before. They worked in their groups and did their
roles better than before.
After finding the research of students test score in writing
class, the researcher went to further analysis by using
percentage of scoring as follow:
The test result of cycle 2 can be seen in the table below.
Table 9
The test result of cycle 2
No
1
2
3
Students code
C-1
C-2
C-3
Score
70
75
70
Percentage
70%
75%
70%

56
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
C-4
C-5
C-6
C-7
C-8
C-9
C-10
C-11
C-12
C-13
C-14
C-15
C-16
C-17
C-18
C-19
C-20
C-21
C-22
C-23
C-24
C-25
C-26
C-27
C-28
C-29
C-30
C-31
C-32
C-33
C-34
C-35
M
80
75
80
70
85
70
75
65
70
70
75
65
80
70
70
90
85
90
70
75
75
65
85
85
70
70
85
75
75
70
80
65
2625
80%
75%
80%
70%
85%
70%
75%
65%
70%
70%
75%
65%
80%
70%
70%
90%
85%
90%
70%
75%
75%
65%
85%
85%
70%
70%
85%
75%
75%
70%
80%
65%
b. Measuring mean
The mean score of reading class can be searched by using
X
X




2625
35

57
= 75
The average achievement of students in the last cycle was
75 or very good mark. It can be said the second cycle was
successful since the result was better than in the pre-cycle and
in the first cycle. The researcher concluded that there is
improvement students' writing ability from pre-cycle until
cycle 2.
The result of the test from the pre-cycle until second cycle briefly
can be seen in table 4 below.
Table 10
The tests result from the pre-cycle until the second cycle
No Students code Pre- Cycle 1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
C-1
C-2
C-3
C-4
C-5
C-6
C-7
C-8
C-9
C-10
C-11
C-12
C-13
C-14
C-15
C-16
C-17
C-18
C-19
C-20
C-21
C-22
C-23
C-24
C-25
cycle
50
60
55
70
55
50
65
65
60
55
55
60
50
80
65
60
60
70
75
50
70
65
50
45
60
60
60
65
80
70
70
65
70
65
60
65
70
65
80
65
70
75
60
70
60
75
60
65
70
60
Cycle 2
70
75
70
80
75
80
70
85
70
75
65
70
70
75
65
80
70
70
90
85
90
70
75
75
65

58
26
27
28
29
30
31
32
33
34
35
Sum
Mean
Low
score
High
score
C-26
C-27
C-28
C-29
C-30
C-31
C-32
C-33
C-34
C-35
70
65
60
55
75
45
50
55
60
55
2090
59.71
45
80
70
85
65
65
90
55
70
60
65
70
2370
67.71
55
90
85
85
70
70
85
75
75
70
80
65
2625
75
65
90
C. Discussion
The data were obtained from the students' achievement scores of
the test of writing analytical exposition text by using group investigation
method there was a significant improvement in every test and good
responses by the students. Based on calculation result after getting all of
the treatment using Group Investigation method, the student's average
score increased significantly, the student's average score from pre cycle
was 57.71, score from the first cycle was 65.71, and score from the second
cycle was 75.
The following is the chart of the test during the Classroom Action
Research:
Table 11
80
70
60
50
40
30
20
10
0
Pre-cycle Cycle 1 Cycle 2

59
From the diagram above, the use of group investigation method to
improve students' writing ability can help students to understand the writing material.
So, in this classroom action research of the implementation of group
investigation method to improve students' writing ability in analytical text at MA
Manahijul Huda Pati was success.
It can be seen from the result of each cycle show any improvement not
only in teaching learning activity but also the result of test.
Based on the observation with the students, many factors that influenced the
result of study. One of factors is using method in teaching learning process. The method
is suitable in teaching writing ability, so the students can enjoy the lesson.
Process in writing is more complicated intellectual undertaking
than other. So, writing is difficult. Students need to be creative enough to generate ideas
and goal directed enough to organize those ideas into meaningful text in writing. But,
the use of group investigation to improve students' ability in writing skill on analytical
exposition text made students
easy to understood analytical exposition text material that is delivered by
the teacher. A fun learning can stimulate students' spirit to be active connecting material
with the practice of analytical exposition text such as
is smoking good for us, global warming and so on. By considering the students' final
score after getting treatment, the teaching of analytical exposition text using group
investigation as a method was better than without group investigation ( method).

CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusion and suggestion. The conclusions are
drawn from the result and discussion in the chapter IV. The suggestions are
proposed to the English teacher, students in senior high school, the next researcher
and the education stake holder in common.
A. Conclusion
Based on the result from the chapter IV of the researcher that had been
done in the two cycles in the research in the entitled "Using Group
Investigation method to improve students' writing ability in analytical
exposition text (a classroom action research with eleventh graders of MA
Manahijul huda Pati in the academic year of 2011/2012)" can be applied to
stimulate and give motivation to students to write analytical exposition text. It
can be seen by significant different of students' ability between pre-cycle
until the last meeting, it can be concluded that as follows:
First, the implementation of Group Investigation method to improve
students' writing ability has been applied through action research they are:
The improvement of learning tool, teacher chooses interesting analytical
exposition text in every cycle that appropriate for senior high school in order
to make students interested with the text. Motivate students to cooperate in
group. Since the students accustom to think individually, teacher should
motivate students to discuss the writing material cooperatively and cooperate
in group when they are assigned to do the group work. Motivate the passive
students to be more active during the lesson. This relates with student ability
to pay attention during the lesson, to understand the material and to speak up
their mind in order to brave to express their mind. Students' engagement in
writing ability. This related to students' effort to understand the text, to know
new vocabulary and understand the meaning of the writing text. Students
writing ability not only in the text but, writing ability will be developed best
in association with speaking, listening, and speaking activities.
60

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