The Effect of The Pair Check Cooperative Learning Model on Improving the Expository Writing Skills

Abstract

This research is motivated by the low exposition text writing skills of elementary school students, especially in developing ideas, constructing logical arguments, and understanding text structures that include thesis, argumentation, and reaffirmation. This study aims to determine the effect of the pair check type cooperative learning model on improving the exposition text writing skills of fifth grade elementary school students. This study uses a quantitative approach with a pre-experimental method and a One Group Pretest–Posttest design. The research sample consisted of 24 students selected using a saturated sampling technique. Data collection techniques were carried out through exposition text writing tests in the form of pretests and posttests. Data analysis used descriptive and inferential statistics, namely the Wilcoxon Signed Rank Test and the N-Gain test. The results of the study showed an increase in students’ writing skills after the application of the pair check model. The average student score increased from 65.21 in the pretest to 83.13 in the posttest. The results of the Wilcoxon test showed a significance value of 0.000 <0.05, which means there was a significant effect. In addition, the N-Gain test result of 66% is in the moderate category, which indicates that the pair check model is quite effective in improving students’ expository text writing skills. Thus, it can be concluded that the pair check type of cooperative learning model has a positive effect on improving the expository text writing skills of fifth grade elementary school students.