This research was conducted based on the researcher’s observation in the class of Introduction to Linguistic at second semester of English Education Department Madura Islamic University. From the data, there were some problems of learners, they are; 1) they felt difficult in understanding the subject of Introduction to Linguistic because it was the new subject for them, 2) they were not active in joining the process of teaching and learning. Related to the problems above, the researcher tried to find the solution by choosing the best strategy, it was Cooperative learning TWO –STAY TWO STRAY (TS-TS). This research is CAR (Classroom Action Research) which has four steps: planning, acting, observing and reflecting. The subject of this research was learners of second semester of English Education Department. The result after implementing Cooperative learning TWO –STAY TWO STRAY (TS-TS), there was high motivation from the learners in joining the class and there was a significant improvement of learners’ score from preliminary study, cycle I and Cycle II. In preliminary, there were only 27.3 % learners who got the target of the minimum score, it was 75 (B). In cycle I, there was 63.7 % learners achieved the target and 81.9 % of learners got the target of the research. Based on the data, it could be concluded that this method is success and can be used in teaching reading.
Teaching English as foreign language to Indonesia learners is rather difficult. It can be seen from most of learners who graduated from university, they cannot use English as their language for communication; written or spoken communication. In addition, Most of teachers use traditional method or strategy that focus on teacher or teacher center. So, students are not only active in joining the class but also feel bored. Dealing with this problem, the teachers must change their teaching from teacher center to learner center. Furthermore, teaching productive skill; writing and speaking, the teacher must use the suitable strategy to achieve goal of teaching and learning process. VARK (visual, auditory, read/write, and kinesthetic) which is developed by Neil Fleming in 1987 is one of the strategies which can be used to teach productive skill, because it invites learners more active in joining the class. It also helps learners in understanding the materials easily.
This research begun from the students’ problems in understanding the English structure at the first semester of English Education Department, Teacher Training and Education Faculty, Madura Islamic University (UIM) Pamekasan. From the data, it showed that most of students did not achieve the target score 75 (B), it was only 43.75% students. These problems occurred because 1) they used to memorize the pattern of English structure, 2) they seldom practice it in spoken or written, 3) they felt afraid of making mistakes. Concerning with these, the researcher tried to solve by implementing an appropriate strategy, it is SAVI (SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL) which was introduced by Dave Meire. The research design is Classroom Action Research (CAR). It was done in two cycles with four steps; planning, acting, observing and reflecting. After conducting the research, there were significant improvements of students’ score. From the data, in the preliminary study, there were only 43.75% who achieved the target score. After implementing SAVI in the cycle I, there were improvement of students score, it was 62.5% students who achieved the target score. In cycle II, there were 87.5% students. From the data above, it could be concluded that implementing SAVI is success because it achieved the target score, it is more than 85% students got 75 (B). Keyword : SAVI (SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL), English Structure.
This study is to describe the process of teaching descriptive writing skill by using Think Talk and Write (TTW) at second semester of English Education Department Teacher Training and Education Faculty Madura Islamic University. The study used descriptive qualitative research. In collecting the data, the researcher used observation such as observation list for students, students’ writing result, and describing the situation of class during the observation. In analyzing the data, the researcher used simple formula such as numerical data to support the research. The result of this research, in can be concluded that using Think Talk and Writing (TTW) to teach writing especially descriptive text is very effective and help students to develop their skill in writing, it showed by the students’ response (78.26% of Students enjoyed the class), and it was also supported by the score of students’ writing skill in writing descriptive text (82.7% of students got the target score). Abstrak Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran keterampilan menulis deskriptif dengan menggunakan Think Talk and Write (TTW) pada semester dua Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan ilmu Pendidikan Universitas Islam Madura. Penelitian ini menggunakan penelitian kualitatif deskriptif. Dalam mengumpulkan data, peneliti menggunakan observasi seperti daftar observasi untuk siswa, hasil tulisan siswa, dan menggambarkan situasi kelas selama pengamatan. Dalam menganalisis data, peneliti menggunakan rumus sederhana seperti data numerik untuk mendukung penelitian. Hasil dari penelitian ini, dapat disimpulkan bahwa penggunaan Think Talk and Writing (TTW) untuk mengajar menulis terutama teks deskriptif sangat efektif dan membantu siswa untuk mengembangkan keterampilan mereka dalam menulis, hal ini ditunjukkan oleh respon siswa (78,26% siswa menikmati kelas), dan itu juga didukung oleh skor keterampilan menulis siswa dalam menulis teks deskriptif (82,7% siswa mendapat skor target).
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