




































1 

 ELT FORUM 5 (2) (2016) 

 

Journal of English Language Teaching 
 

http://journal.unnes.ac.id/sju/index.php/elt 

 

 

THE EFFECTIVENESS OF SEND A PROBLEM TECHNIQUE FOR 

TEACHING WRITING AN ANALYTICAL EXPOSITION TEXT 

(A Quasi-Experimental Study of the Eleventh Grade Students of SMA N 8 

Semarang in the Academic Year 2015/2016) 

 

Intan Kris Amilia Drs. Amir Sisbiyanto, M.Hum. 

 

English Department. Faculty of Languages and Arts. State University of Semarang. 

 

Aticle Info 

________________ 
Article History: 

Received in April 2016 

Approved in April 2016 

Published in May 2016 

________________ 
Keywords: 

Send a Problem, Analytical 

Exposition Text, Quasi-

Experimental.. 

____________________ 

Abstract 
___________________________________________________________________ 
The aim of the study is to find out whether teaching writing analytical exposition text by using Send a Problem 

technique is effective or not for Senior High School students. In the working hypothesis (H1), “There is significant 

difference in students’ writing achievement between those who are taught using Send a Problem and those who 

are taught using conventional way.” Meanwhile, in the null hypothesis (Ho), “There is no significant difference 

in the students’ writing achievement between those who are taught using Send a Problem and those who are 

taught using conventional way.”The population of this study was the eleventh grade students of SMA Negeri 8 

Semarang in the academic year 2015/2016. The total number of the sample was 60 students that consisted of 30 

students of class XI IS 4 as the experiment group who were taught using Send a Problem technique and 30 

students of class XI IS 5 as the control group who were taught using conventional way. The design of this study 

was a quasi-experimental study. The data were collected through the writing test. 

In the pre-test, the mean score of the experimental group was 62.80 and the control group was 62.77. After the 

treatment, the result of post-test of the experimental group was 75.57 while the control group was 68.57. The 

independent sample t-test used by the writer showed that there was a significant difference between post-test of 

control group and experimental group. 

Lastly, teaching writing analytical exposition text using Send a Problem technique is effective than conventional 

way. English teachers are suggested to concern better in their technique variety in teaching writing any kind of 

texts especially analytical exposition text. 

© 2016 Universitas Negeri Semarang 

 
 Correspondent Address:  

   B3 Building  FBS Unnes  

   Sekaran, Gunungpati, Semarang, 50229 

   E-mail: amiliaintankris@gmail.com 

 

 

 

 

 

 

 

 

 

 

 

 

ISSN 2252-6706 

 



 

Intan Kris Amilia / Journal of English Language Teaching 5 (2) (2016) 

2 

INTRODUCTION 

Background of the Study 

Nowadays, English is taught in any 

education level as foreign language in Indonesia. 

It is line with globalization era on which English 

is mostly used in entire world as International 

language. Students should be accustomed to take 

English in order to convey their ideas including 

information or messages especially in writing. So, 

the teachers have responsibilities to teach how to 

write in a good and appropriate ways to the 

students. 

Teaching is actually not an easy task for 

teachers. Teachers have to make their students 

understand what is taught in order to achieve the 

learning objectives. Teaching comes from basic 

word “teach”, it is an activity to show somebody 

to do something so that they will able to do it 

themselves (Oxford Advance Learner 

Dictionary, 2010: 1531). Teaching activities can 

cover many things, not only lesson in school but 

also everything around human beings. Teaching-

learning process itself is a means whereby society 

trains its young ones in selected environment 

(usually the school) as quickly a possible to adjust 

them to the world in which they live (Al Rahman 

: 2004). He says that there are four aspec 

influence teaching and learning, they are teacher, 

students, learning process and learning situation. 

The process is the interaction between the 

students and the teacher. Teaching-learning 

process means through which the teacher, the 

learner, the curriculum and other variables are 

organized in a systematic manner to attain pre-

determined goals and objectives. The teaching-

learning situations have to be brought into an 

intelligible whole. The teaching-learner activities 

are varied and complex have to be harmonized. 

For example the individual differences, the 

methods of teaching, the material tobe taught, 

classroom conditions, teaching 

devices,questioning and answering, assignments, 

thinking, creating, practical skills, discussion and 

many others. Teaching-learning process is 

influenced by the totality of the situation. So, the 

teacher can play an important role in facilitating 

learning when they take account the needs of the 

learners. Beside that the creativity of the teacher 

in conducting the teaching learning process also 

influences the student in acquiring the target 

language. For that reasons, the teacher must 

choose the best  method in their teaching learning 

process. 

The system of teaching English in 

Indonesia as a foreign language has changed from 

time to time based on the curriculum. The school 

used curriculum 2013 and now some schools go 

back to School Based Curriculum (KTSP).  

In Senior High School, the students are 

required to master the four language skill: 

speaking, writing, reading, listening and they 

have to know the language components 

grammar, vocabulary and pronounciation. Most 

of all, writing is the difficult one. Writing is a 

process of thinking from planning or drafting to 

revising. According to Nunan (1989:35), learning 

to write fluently and expressively is the most 

difficult of the macroskills for all language users. 

He also added, writing is an extremely complex 

cognitive activity in which the writer is required 

to demonstrate control of a number of variables 

simultaneously. Tessema (2005:26) states that 

writing courses must focus on the specific writing 

purposes that are most relevant to students’ 

needs. The importance of writing can be seen in 

people daily activities when they need to write 

short text such as memos, invitation letters, 

sympathy notes, brochures, articles, business 

letters, application letters. It also goes to the genre 

text  like recount text, narrative text, report 

text,analytical exposition and many others. Most 

of them always feel difficult when students are 

asked to write them. They know the concept but 

less knowledge of good structure and the use of 

appropriate sentence. 

There are so many approaches of teaching. 

One of them which is effective according to some 

teachers is cooperative learning or called 

collaborative learning, is a teaching strategy in 

which the students work in small teams using a 

variety of learning activities to enhance their 

understanding of a lesson. By doing such 

activities, each student is expected to be 

responsible not only for his/her understanding 

but also for helping teammates. 



 

Intan Kris Amilia / Journal of English Language Teaching 5 (2) (2016) 

3 

There are some techniques which are 

developed based on the principles of cooperative 

learning. According to Kagan (1989), one of 

techniques in cooperative language learning is to 

Send a Problem. He notes that “ this structure is 

particularly effective for problem solving”. It can 

also increase students’ creativity and get multi 

answer from the topic. Here the rules of this 

technique. The students place in small group. 

There are several list of problem that attached in 

the envelope. Then the students brainstorm the 

effective solutions/give the responses about the 

problem. The envelope is passed to the next group 

and this process is repeated.  Last, it gives back to 

the first group, they review all suggested and 

choose the best responses. Therefore, Send a 

Problem may be a good technique to improve 

students’ writing skill. 

One of text types which is taught in the 

eleventh grade of Senior High School is analytical 

exposition. In learning this material, students 

sometimes find difficulties in understanding the 

requirements of analytical exposition. They also 

sometimes find difficulty in writing their idea on 

the topic given, and choosing vocabulary they 

want to use to develop the text. Therefore, the 

teacher needs to find a good method to teach 

analytical exposition. In this case, Send a Problem 

technique will be good to help students in creating 

an analytical exposition text. 

By designing this research, the writer hopes 

that by using Send a Problem   technique, the 

teacher can teach collaboratively and it will 

improve the students’ achievement in writing an 

analytical exposition text. 

 

LITERATURE REVIEW 

Writing 

Hyland (2003: 3) said that writing is seen 

as a product constructed from the writer’s 

command of grammatical and lexical 

knowledge,and writing development is 

considered to be the result of imitating and 

manipulating models provided by the teacher. As 

we know that grammatical and lexical knowledge 

include to the language structure, as a basis for 

teaching writing.  

Writing is not only arranging words into 

sentences but it is also arranging sentences or 

paragraphs. Then, itis neither an easy nor 

spontaneous activity. In writing, students do not 

only have to keep the idea in mind and then write 

it, they need to have creativity to express and 

develop their idea as well. 

 

Analytical Exposition 

There are some experts that gave similar 

description of analytical exposition. Djuharia 

(2007:13) defined analytical exposition as 

argumentative text because writer providing 

readers or listeners with point of view,ideas, or 

thoughts of topic or issue or problem needs to get 

attention or explanation with no appeared efforts 

to persuade readers. In addittion, Priyana 

(2008:59) adds that “analytical exposition 

proposes or suggests a certain topic which may 

only be pro or contra, not both.” 

Gerot and Wignell (1994:197) also explain 

that the generic structure of analytical exposition 

is organized in three stages:  

a) Thesis 

Thesis consists of position and preview. 

Position introduces topic and indicates writer’s 

position. On the other hand, preview is the 

outlines the main arguments to be presented.  

b) Arguments 

This stage consists of point and 

elaboration. Point restates main argument 

outlined in preview and elaboration develops and 

supports each point. 

c) Reiteration 

Reiteration is to restate writer’s position.  

According to Gerot and Wignell 

(1994:198), the lexicogrammatical features of 

analytical exposition are: 

(1) focus on generic human and 

non-human participants (car, 

pollution) 

(2) use of simple present tense (do, 

say, think) 

(3) use of relational processes (it is 

important) 

(4) use of internal conjunction to 

stage argument(firstly., 

secondly.., next..,  finally...) 



 

Intan Kris Amilia / Journal of English Language Teaching 5 (2) (2016) 

4 

(5) use the causal and contrastive 

conjunction( the cause of an 

event.., because.., but.., 

nevertheless) 

 

Cooperative Learning   

Cooperative learning is a successful 

teaching strategy in which small teams, each with 

students of different levels of ability, use a variety 

of learning activities to improve their 

understanding of a subject. According to Brown 

(2001:47) cooperative learning is defined as 

students work together in pairs and groups, they 

share information and come to each others’ get 

helps.  Each member of a team is responsible not 

only for learning what is taught but also for 

helping teammates learn, thus creating an 

atmosphere of achievement. Students work 

through the assignment until all group members 

successfully understand and complete it.   

 

Send a Problem Technique 

This structure is particularly effective for 

problem solving. Its exact source is unknown. 

The Howard County Maryland Staff 

Development Centre developed a version of it 

inspired by Kagan’s work (1989). The starting 

point is a list of problems/issues, or case studies, 

which can be generated by students or can be 

teacher-selected. The teams then brainstorm 

effective solutions or responses for these 

problems, issues,or case studies, recording them 

on a piece of paper. At a predetermined time, the 

ideas are placed in the folder or envelope and 

forwarded to another team. The members of the 

second team, without looking at the ideas already  

generated, compile their own list of solutions or 

responses. The folder with the two sets of ideas is 

forwarded to a third team which now looks at the 

suggestions  or conclusion provided from the 

other teams, adds its own, and then synthesizes 

the ideas from all three teams. Alternatively, if the 

problems generate a list of ideas, then the teams 

can select the best two or more responses or 

solutions. During this activity, students are 

engaged in thehighest levels of Bloom’s 

taxonomy (1956)-evaluation and synthesis.

  

Procedures/Steps: 

(1)  Place students in small groups. 

(2)  Ask each group to think of topic related 

situation and write this on a card or piece of paper 

(it can be from students or teacher will selected). 

The problem is attached to the outsideof a folder 

and swapped with another group. 

(3)  Give groups three to five minutes to 

consider the problem and brainstorm a range of 

solutions or give the responses to the problem. 

The solutions or responses are listed and enclosed 

inside the folder. 

(4)  The folder is then passed to the next 

group and the process repeated. Remind groups 

not to look in the folders or read the solutions or 

responses identified by previous groups. 

(5)  Repeat this process until groups have 

completed several problems. 

(6) Groups should be given their original 

problem to review all the suggested ideas and 

develop a prioritized list of possible solutions or 

responses. This list is then presented to the class 

to discuss and decide which responses that they 

would feel confident to use. 

 

METHODS OF INVESTIGATION 

In this research, the writer used quasi-

experimental research design in the form of non-

equivalent control group design. This study 

involved two groups: an experimental group and 

a control group. This research used pre-test and 

post-test to obtain the data.

 Pre-Test Treatment Post-Test 

Experimental Group O1 X O2 

Control Group O3  O4 

The population in this study was the 

eleventh grade students of SMA N 8 Semarang in 

the academic year of 2015/2016. The number of 

the students was 300, which were divided into 10 

classes. The sample was XI-IS-4 class as 

experimental group who are taught using 

cooperative learning Send a Problem and XI-IS-5 

as control group who are taught using 



 

Intan Kris Amilia / Journal of English Language Teaching 5 (2) (2016) 

5 

conventional way. Each  class consists of 30 

students, so the sample in this study are 60 

students. The instrument of this research was 

written test and questionnaire. Before the test is 

used to collect the data, the try-out test was 

conducted to measure the validity and reliability 

of the test. To measure the significance of the 

post-test of the both groups, the researcher used 

independent sample t-test. 

 

RESEARCH FINDINGS 

Tryout 

To find out whether the instrument was 

good or not to be used in the real test, the writer  

held the try out test first . The writer  held try out 

on 20 of  October 2015. It was administered to the 

students of class XI IS 2 of SMA N 8 Semarang  

in which there were 30 students took the try-out 

test. 

 

Validity of the Test 

The writer used content validity to  find out 

whether the test valid or not, it can be checked by 

comparing the test with the materials dealing 

with the curriculum requirement. The School 

Based Curriculum states that the eleventh grade 

students are supposed to make an analytical 

exposition texts. So, the content of the test offered 

in this research is valid enough. 

 

Reliability of Test 

A test cannot measure anything well unless 

it measures consistently. The result of interrater 

reliability of the try out test was 0,74, for α = 5% 

with N = 30. The r-table = 0.361. Since the result 

values (0,74) were higher than critical value 

(0.361), the instruments were reliable. 

 

 

 

Pre-Test 

A pre-test was given before doing the 

experiment. The pre-test for both group (XI-IS-4 

as experimental group and XI-IS-5 as control 

group) was held on October, 29th 2015. There 

were 60 students in both group. From the pre-test 

results, the average pre-test’s score of control 

group was 62.77 and the average pre- test’s score 

of experimental group was 62.80.  It can be 

concluded that there is no significant difference 

between each aspect in both groups. In other 

words, the experimental group and the control 

group have the same quality in English subject, 

especially in writing analytical exposition text.  

 

Treatments 

The study was conducted from November 

4th to November 11th  2015 in SMA Negeri 8 

Semarang. There were two groups in this 

research, they were class XI IS 4 as the 

experimental group and class XI IS 5 as the 

control group. Each group consisted of 30 

students.  In the implementation of this study, 

first, the writer gave pre-test to the students in the 

control and the experimental groups. Then they 

were given treatments. The special treatments 

were given to the experimental group in form of 

applying Send a Problem technique in teaching 

writing analytical exposition texts. Furthermore, 

the control group was given treatments without 

Send a Problem technique. The treatment was 

given 3 times, 6 x 45 minutes which consisted of 

three meeting. 

 

Post-Test 

A post-test was given after doing the 

experiment. The pre-test for both group (XI-IS-4 

as experimental group and XI-IS-5 as control 

group) was held on November, 12th 2015. There 

were 60 students in both group. .  After the 

experimental group and control group received 

different treatments, the average of the 

experimental group was higher than the control 

group’s. The average post-test’s score of control 

group was 68.9, and the average post-test’s score 

of experimental group was 75.57.  

 

Significant Differences of Post-Test between 

Control and Experimental Group 

The writer calculated the normality and 

homogeneity of the test before conducting 

independent sample t-test to find the significant 

difference. 

 

 



 

Intan Kris Amilia / Journal of English Language Teaching 5 (2) (2016) 

6 

Normality of the Test Post-test normality is presented in table 

below: 

Tests of Normality 

 Kolmogorov-Smirnova Shapiro-Wilk 

 

Statistic df Sig. 

Stati

stic df 

S

ig. 

Post_Test_Cont

rol_Group 
.140 29 .153 .947 29 

.

157 

     

 Based on the table of SPSS result above, 

the Sig Shapiro-Wilk value was 0.157. It meant 

that pvalue was higher than 0.05.  The post-test in 

this study was normally distributed in this group.  

Post-test normality is presented in table 

below.  

Tests of Normality 

 
Kolmogorov-Smirnova Shapiro-Wilk 

 Stati

stic df Sig. 

Stati

stic Df Sig. 

Post_Test_Experime

nt_Group .132 29 
.200

* 
.938 29 .088 

     

    

 

Based on the table of SPSS result above, 

the Sig Shapiro-Wilk value was 0.088. It meant 

that pvalue was higher than 0.05. The post-test in 

this study was normally distributed. 

 

Homogeneity of the Test  

Homogeneity tests were used to decide 

whether a test was homogeneous or not. It was 

important because the similarity of both groups 

would influence the result of test. Moreover, 

homogeneity of a test was used as a requirement 

to calculate t-test. The following is the result of 

homogeneity test for both experimental and 

control group post-test: 

 

 

Test of Homogeneity of Variances 

Variance

_001 

   

Levene 

Statistic df1 df2 Sig. 

2.198 7 14 .099 

According the table above, Sig value was 

0.099 which was higher than the level of 

significant (0.05). It could be concluded that the 

population between experimental and control 



 

Intan Kris Amilia / Journal of English Language Teaching 5 (2) (2016) 

7 

group were homogenous. By knowing the result 

of post-test homogeneity, the writer concluded 

that the population of the two groups was 

homogenous so the t-test could be counted. 

 

Independent  Sample T-test Analysis of Post-

test between Experimental Group and Control 

Group 

The writer calculated t-test by using SPSS 

program to find out if there was a significant 

difference or not. Before calculating independent 

sample t-test, the data should have normal 

distribution and homogeneity. Post-test of control 

group and experimental group were normally 

distributed and homogeneous. The writer 

conducted independent sample t-test calculation 

by using SPSS program. The result of the 

calculation is as follows: 

 

 

 

Group Statistics 

 

Group N 

Mea

n 

Std. 

Deviation 

Std. Error 

Mean 

S

core 

Experimental_

group 
30 

75.5

7 
8.353 1.525 

Control_group 
30 

68.5

7 
6.218 1.135 

 

Independent Samples Test 

  Levene's 

Test for 

Equality of 

Variances t-test for Equality of Means 

  

F 

S

ig. T Df 

Si

g. (2-

tailed) 

M

ean 

Differe

nce 

S

td. 

Error 

Differe

nce 

95% 

Confidence 

Interval of the 

Difference 

  L

ower 

U

pper 

Sc

ore 

Equ

al 

variances 

assumed 

3.

547 

.

065 

3.

682 
58 

.0

01 

7

.000 

1

.901 

3

.194 

1

0.806 

Equ

al 

variances 

not 

assumed 

  

3.

682 

53

.591 

.0

01 

7

.000 

1

.901 

3

.188 

1

0.812 

To prove that there were significant 

differences between the result in control and 

experimental group, it was important to analyze 

independent sample  t-test based on the 

calculation of SPSS program conducted by the 

writer. If Sig. (2-tailed) was lower than 0.05 then 



 

Intan Kris Amilia / Journal of English Language Teaching 5 (2) (2016) 

8 

there were significant differences between the 

result of control and the experimental group. 

Furthermore, the writer also calculate an effect 

size to determine the magnitude of this significant 

effect. 

Based on the independent sample test 

result above, the test was significant, t(58)= 3.68 

, p< .05 , d= .95.  It means the tvalue from 58 degree 

of freedom was 3.68 . The probabilty of obtaining 

tvalue was 0.05 and  the effect size was 0.95.  The 

95% confidence interval for the average 

precentage of post-test’ score ranged from 3.19 to 

10.8.  An examination of the group means 

indicate that post-test’ score of experimental 

group (M= 75.57, SD= 8.35) is significantly 

higher than post-test’ score of control group (M= 

68.57, SD=6.22). Null hypothesis (Ho) was 

rejected and alternative hypothesis (H1) was 

accepted because  the mean of experimental 

group is differ with the mean of control group. In 

conclusion, Send a Problem technique is effective 

for teaching writing analytical exposition because 

there was a significant difference in the students’ 

score after being taught using this technique. 

 

CONCLUSIONS 

Based on the result of the data analyses in 

the previous chapter in this study, there are 

several conclusions that can be drawn as 

following: 

 Firstly, teaching writing using Send a 

Problem technique is more effective than  using a 

conventional way. The effectiveness of Send a 

Problem technique is supported by the average of 

the experimental group is improving higher (from 

62.80 to 75.57) than the control group (from 

62.77 to 68.57). Furthermore, the test is 

significant, it can be seen from result of the 

independent sample t-test is    t(58)= 3.68 , p< .05 

, d= .95. It means the tvalue from 58 degree of 

freedom was 3.68 . The probabilty of obtaining 

tvalue was 0.05 and  the effect size was 0.95.  The 

95% confidence interval for the average 

precentage of post-test’ score ranged from 3.19 to 

10.8.  

Secondly, the students are more 

motivated when they are taught using Send a 

Problem technique , they can shares new ideas and 

concepts through this technique.  Moreover, it 

helps the students solve the problems/issues 

through team work. With writing, directly the 

students find some vocabulary which never they 

heard before. In addition, they can construct a 

sentence with well – arrange and good grammar. 

Finally, Send a Problem technique improves the 

students’ writing skills especially in writing 

analytical exposition text, it can be proven from 

the whole aspects (organization, content, 

grammar, punctuation, and style) of 

experimental group which has the higher 

improvement than control group. 

 

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Intan Kris Amilia / Journal of English Language Teaching 5 (2) (2016) 

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