THE EFFECTIVENESS OF PICTURE SERIES ON STUDENTS

ABILITY IN WRITING DESCRIPTIVE TEXT

(A Quasi-Experimental Study in the Seventh Grade

Students of MTSN 33 Jakarta)

A SKRIPSI

Presented to the Department of English Education

In a Partial Fulfillment of the Requirements for the Degree of “S.Pd”

(S-1) in Department of English Education

By:

Eka Rosdiana Putri

NIM. 1112014000080

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

ABSTRACT

EKA ROSDIANA PUTRI, 2017, The Effectiveness of Picture Series on Students

Ability in Writing Descriptive Text (A Quasi-Experimental Study in the Seventh

Grade Students of MTSN 33 Jakarta). Skripsi, Department of English Education,

The Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif

Hidayatullah Jakarta.

Advisor I : Dr. Atiq Susilo, M.A

Advisor II : Devi Yusnita, M. Pd

Keywords: picture series, descriptive text, writing.

The purpose of this research is to investigate the effectiveness of picture series

on students ability in writing descriptive text, specifically it is written on the title

of this research that is “The Effectiveness of Picture Series on Students Ability in

Writing Descriptive Text, A Quasi-Experimental Study in the Seventh Grade

Students of MTSN 33 Jakarta.”

Experimental research was used as a method in this study. The study was

carried out in two classes, one as the controlled class and the other as the

experimental class. The data were gathered through tests. The test consisted of the

pre-test and post-test.

The research was conducted at the seventh grade of MTSN 33 Jakarta, on

September 11th

until October 5th

2017 of the school year 2017/2018. The sample

used were the student class VII.1 and VII.3which consist of 37 students in each

class, the experimental class of class VII.1 is taught by using picture series,

whereas in controlled class VII.3 is taught descriptive text as usual, without it.

After giving the treatment on experimental class and without it on controlled

class, the data collected and analyzed by using t-test. According to the result of

statistical calculation, it is obtained the value of to (t-observation) is 1,818 and the

value of “tt”(t-table) from the df (72) on degree of significant of 5% = 1.672, as

known “to” is higher than “t” table as 1.818 > 1,672. It means that the null

hypothesis (Ho) is rejected and the alternative

Hypothesis (Ha) is accepted. Based on the finding this study it can be

concluded that picture series is effective in the teaching for students’ ability in

writing descriptive text, that showed by t-score above.

ABSTRAK

EKA ROSDIANA PUTRI, 2017, The Effectiveness of Picture Series On Students

Ability in Writing Descriptive Text (A Quasi-Experimental Study in the Seventh

Grade of MTSN 33 Jakarta). Skripsi, Department of English Education, The

Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif

Hidayatullah Jakarta.

Advisor I : Dr. Atiq Susilo, M.A

Advisor II : Devi Yusnita, M. Pd

Kata kunci: gambar berseri, tulisan deskripsi, menulis.

Tujuan penelitian ini adalah untuk meneliti keefektifan dari gambar berseri

terhadap kemampuan siswa dalam menulis deskripsi teks. Penelitian ini berjudul

“The Effectiveness of Picture Series On Students Ability in Writing Descriptive

Text (A Quasi-Experimental Study in the Seventh Grade Students of MTSN 33

Jakarta)”.

Eksperimental adalah metode yang digunakanl. Penelitian ini dilakukan di dua

kelas, yakni kelas control dan kelas eksperimen. Data dikumpulkan melalui dua

tes. Tes terdiri dari pre-test dan post-test.

Penelitian ini dilaksanakan di kelas tujuh SMPN 33 Jakarta pada tanggal 11

September sampai dengan tanggal 5 Oktober 2017 tahun akademik 2017/2018,

sampel yang digunakan adalah kelas VII.1 dan VII 3 dan terdiri dari 37 siswa

pada masing-masing kelas. Kelas eksperimen adalah kelas VII.1 yang

mendapatkan perlakuan yaitu gambar berseri dalam menulis deskripsi teks dan

kelas control adalah kelas VII.3 yang tidak mendapatkan perlakuan. Setelah

diberikan perlakuan terhadap kelas eksperimen dan tanpa perlakuan di kelas

control dan setelah dilakukan pre-test dan post-test maka data yang sudah di

dapatkan kemudian di analisa menggunkan t-test. Berdasarkan hasil dari kalkulasi

statistic, nilai to atau t-observasi adalah 1.818 dan nilai t-table (ttabel) dengan

derajat kebebasan 72 dalam signifikansi 5 persen adalah 1.672. maka diketahui

bahwa to (observasi) lebih tinggi nilainya dari t-tabel, 1.818>1.672 berdasarkan

data hasil penghitungan statistic di atas maka dapat disimpulkan bahwa Null

Hipotesis (Ho) ditolak, sedangkan Alternatif Hipotesis (Ha) dapat diterima, yang

berarti gambar berseri efektif terhadap kemampuan siswa dalam menulis teks

deskripsi di kelas tujuh.

Berdasarkan penjelasan diatas dapat disimpulkan bahwa gambar berseri efektif

terhadap kemampuan siswa dalam menulis deskripsi teks di kelas tujuh di MTSN

33 Jakarta, yang dapat dilihat dari nilai t-skor diatas.

vi

ACKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful

All praises be to Allah the Lord of the worlds

Peace and blessing be upon our prophet Muhammad, his family, his descendants,

and his followers

This skripsi is presented to the English Education Department of English

Education Faculty of Tarbiya and Teachers’ Training, State Islamic University

Syarif Hidayatullah Jakarta.

In this good occasion, the writer would like to express her greatest gratitude

and appreciation to her beloved parents (Mr.soekarno and Mrs. Rosidah) for their

encouragement, support and patience to motivate the writer to finish her study.

Her beloved sisters Citra Aulia Widyanti, Hany Asri Mulyani and her beloved

brothers Pradita Hari Mukti for their motivation and praying.

Her gratitude and honor also go to:

1. Prof. Dr. Dr. H. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiya and

Teachers’ Training.

2. Dr. Alex, M. Pd, the Head of English Education Department.

3. Zahril Anasy, M.Hum, the Secretary of English Education Department.

4. Dr. Atiq Susilo,M.A and Devi Yusnita, M. Pd, her advisors.

5. All of the lecturers of English Education Department.

6. The Headmaster Dra. Hj.Nining Sumarni , Vice Siti Jubaedah and all teachers

and staff of Junior High School MTsN 33 Jakarta.

7. All of her best friend, Tri Fadhillah S,Pd, Anida Qurrotul Aini S.P.d, Lisa

Rusrianti S.P.d Putri Utama S.P.d, Annisa, Aulia, Seha for gathering and

supporting . I love you always.

8. All of her friends of English Education Department in year 2012, especially C

class, for gathering and sharing their knowledge and whose names cannot be

mentioned one by one.

9. My big brother who always support me, Haken

vii

Really expected that this paper will give advantages for the writer, and also for

other people in general. Therefore, criticism and suggestion will be useful for the

writer in correcting the mistakes and the weakness of this paper.

Jakarta, 21 November 2017

The Writer

Eka Rosdiana Putri

1112014000080

viii

TABLE OF CONTENTS

Page

ENDORSEMENT SHEET ............................................................................ ii

SURAT PERNYATAAN KARYA SENDIRI .............................................. iii

ABSTRACT .................................................................................................... iv

ABSTRAK ...................................................................................................... v

ACKNOWLEDGMENT ............................................................................... vi

TABLE OF CONTENTS ............................................................................... viii

LIST OF TABLES ......................................................................................... x

LIST OF PICTURES ..................................................................................... xi

LIST OF APPENDICES ............................................................................... xii

CHAPTER I. INTRODUCTION .................................................................. 1

A. Background of study ............................................................................ 1

B. Identification of the Problem ............................................................... 4

C. Limitation of the Problem .................................................................... 4

D. Formulation of Study ........................................................................... 4

E. Objective of the Study .......................................................................... 4

F. Significance of the Study ..................................................................... 4

CHAPTER II. THEORETICAL FRAMEWORK ..................................... 6

A. Writing .............................................................................................. 6

1. Definition of Writing................................................................... 6

2. The Writing Process .................................................................... 8

3. The Purpose of Writing ............................................................... 10

4. Types of Writing Forms .............................................................. 13

5. Problem in Writing Development ............................................... 15

B. Descriptive Text ................................................................................ 17

1. Definition of Descriptive Text .................................................... 17

2. Kinds of Descriptive Text ........................................................... 20

3. Purpose of Descriptive Writing ................................................... 22

4. Function of Descriptive Writing ................................................. 23

C. Picture Series ..................................................................................... 24

ix

1. Definition of Picture Series ......................................................... 24

2. The Advantages of Using Pictures .............................................. 25

D. Relevant Study .................................................................................. 27

E. Conceptual Framework ..................................................................... 28

F. Theoretical Hypotheses ..................................................................... 28

CHAPTER III. RESEARCH OF METHODOLOGY ................................ 29

A. Place and Time ................................................................................ 29

B. Research Method and Design .......................................................... 29

C. Population and Sample .................................................................... 29

D. The Instrument of Research ............................................................. 31

E. The Technique of Collecting Data................................................... 32

F. Technique of Data Analysis ............................................................ 34

G. Significance of Level Coherence ..................................................... 36

CHAPTER IV. FINDING AND DISCUSSION .......................................... 38

A. Data Description............................................................................. 38

1. Students Score of Pre-Test and Post-Test in Experimental Class

and Controlled Class ................................................................ 38

2. Normality Test ......................................................................... 42

3. Homogeneity Test .................................................................... 44

B. Data Analysis ................................................................................. 45

C. Data Interpretation ......................................................................... 51

CHAPTER V. CONCLUSION AND SUGGESTION ................................ 52

A. Conclusion .......................................................................................... 52

B. Suggestion .......................................................................................... 52

REFERENCES ............................................................................................... 54

APPENDICES ................................................................................................

x

LIST OF TABLES

1. Table 3.1 Writing Rating Scale Table ................................................ 32

2. Table 3.2 Table of Categorization and Writing Score ........................ 34

3. Table 3.3 Table Coherence of Significance ........................................ 36

4. Table 4.1 The Students’ Scores of Experimental Class (X) ............... 39

5. Table 4.2 The Student’ Scores of Controlled Class (Y) ..................... 40

6. Table 4.3 Normality of Pre-Test Result between Experimental and

Controlled Class.................................................................................. 42

7. Table 4.4 Normality of Post-Test Result between Experimental and

Controlled Class.................................................................................. 43

8. Table 4.5 Homogeneity of Pre-Test Result between Experimental and

Controlled Class.................................................................................. 44

9. Table 4.6 Homogeneity of Post-Test Result between Experimental

and Controlled Class ........................................................................... 45

10. Table 4.7 The Result of t-Test Calculation ......................................... 46

11. Table 4.8 Independent Sample Test of Gained Score......................... 46

12. Table 4.9 Comparison of Students’ Gained Score between Students

in Experimental Class and Controlled Class ...................................... 48

xi

LIST OF PICTURES

1. The wheel process of writing taken from Harmer ............................... 9

2. Control group, pre-test, post-test design .............................................. 29

xii

LIST OF APPENDICES

Appendix 1. The Instrument of Pre-Test ......................................................

Appendix 2. The Instrument of Post-Test .....................................................

Appendix 3. Students’ Score of Pre-Test and Post-Test in Experimental

Class and Controlled Class ......................................................

Appendix 4. The Result of Test Normality and Test of Homogeneity .........

Appendix 5. The Result of T-Test Calculation .............................................

Appendix 6. Comparison of Students’ Gained Score between Students in

Experimental Class and Controlled Class ................................

Appendix 7. Lesson Planning of Experimental Class ...................................

Appendix 8. Lesson Planning of Controlled Class .......................................

Appendix 9. Surat Pengesahan Proposal Skripsi ..........................................

Appendix 10. Surat Bimbingan Skripsi ..........................................................

Appendix 11. Surat Permohonan Izin Skripsi ................................................

Appendix 12. References Examination Paper ................................................

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses the background of the study,

identification of the problem, limitation of the problem, formulation of the

problem, the objective of the study and the significance of the study.

A. Background of the Study

In English there are four skills which are important to learn, they are

listening, speaking, reading and writing. All of the four skills. Writing is one

of skill taught at school. Writing is one of the skills which has to master by

the seventh grade students of junior high school. According to Heaton,

writing skill is complex and sometimes difficult to teach, requiring mastery

not only grammatical and rhetorical devices but also of conceptual and

judgmental elements.1 That needs to be mastered by students, because writing

is one of a ways of people to communicate to each other for expressing their

thinking and feeling. Writing is unnatural act like speaking. Writing needs

more efforts than speaking. Writing should be learned first before mastering

it.2

The writer needs to learn how to gain and to sharpen the knowledge and

memory. Writing makes word permanent and thus expends the collective

memory human beings from relatively small store that we can remember and

pass on orally to the invite capacity of a modern library. Because writing is

important so we can be really to be interesting. And by writing we can more.

Teaching English as foreign language involves as four skills: listening,

reading, speaking and writing. Writing is one of skills that are learnt in the

class. In writing activity they can write every things to express their idea and

thinking. Writing is the important skill in the learning process

In Indonesia, English is used as a foreign language. the objective of

teaching English is to enable students to communicate both orally and in

1 J. B. Heaton, Writing English Language Test, (New York: Longman Group, 1995), p. 135.

2 James C. Raymond, Writing is an Unnatural Act, (New York: Harper Publisher, 1980), p.3

2

written form. Meanwhile teaching and learning English as a foreign language

is not easy thing to do. There are some language components to be mastered

by the learner, such as pronunciation, vocabulary, grammar and so on. Not

only should language components be mastered by the learner but also the four

language skill, namely listening, speaking, reading, writing. Neverth less

mastering language skill is the objective of English teaching based on the

current school-based curriculum.

Based on the current school-Based curriculum, writing is one of the

language skill that must be taught in senior high school and junior high

school. The teaching of writing aims to enable students to master the

functional texts and monologue text or paragraph in the form of descriptive,

narrative, recount, procedure and report.3 The form of writing which is taught

is presented in the form of type text. Descriptive writing is one of text type

which are learned in in junior high school.

Descriptive writing is a text type which describes about person, place or

thing as if the reader can see, feel, hear or touch it. 4

Besides descriptive

paragraph is a set of sentences which are related to each other to reflect the

writer’s thought and ideas vividly in describing the object that the writer has

seen.

In teaching learning process, students often find difficulties in digging

their ideas and imagination in writing descriptive text. Beside lack of

vocabulary and grammar patterns, the way of teaching learning also has a

significant role. It can be seen from the still many students who have

difficulty in putting their intent into writing. confused to pour his idea. slow

in expressing opinions. many mistakes in writing a word into English in the

writing lesson, so that their value becomes low.

In teaching learning process, the teacher merely uses a whiteboard, marker

etc. so it might hinder the students to broaden their ideas and imagination.

3 Hidayati, Kurikulum KTSP 2006, Standar Isi SD, SMP, SMA

4 John Langan, College Writing Skills, (New York: McGraw Hill Higher Education, 2013),

p.11

3

Meanwhile in descriptive writing the imagination of students is badly needed

in order to make colorful and vivid writing.

One of learning strategies which can be used in teaching learning process

to improve the students’ ability in descriptive writing is using picture series.

Picture series is a concatenation of images arranged in sequence. According to

Sadiman, picture series is that combine several different images but are intertwined

so as to form a theme or a series of specific stories.5 Picture have some benefits

such as giving true, concreate and realistic concept. Picture also can motivate

the students, make the subject they are dealing clearly and illustrate the

general idea and forms of an object or action which are particular to a culture.

Moreover the writer would like to know how well the use of picture series in

learning descriptive writing. As Raimes state that a picture can support for not

just one task but many, sentence combining exercise or sequencing of

sentences to the writing of dialogues, letters, reports or essays.6 The pictures

inspire the students in expressing their ideas into paragraph. Pictures series

will be effective towards students’ writing skill in descriptive text because the

students have motivation to increase their potential in writing descriptive text

after they imagine the pictures.

In MTsN 33 Jakarta, the learning process especially on English subjects

has been presented with teaching methods and media, especially the picture

media. But the reality is in the field, the students' writing ability is still lack.

That can be proved at the field for English subjects on descriptive writing

materials is still lack, from the seventh grade of the five classes, the average

students get the value under the criteria of drinking limitations. Where the

minimum value of mastery at the writing lesson description in curriculum

2013 is 7. While there are still many students who get below the achievement.

This is seen in the passivity of students when following the learning

English class just listen to it without giving a response, the lack of

5 Arif Sadiman, Media Pendidikan, (Jakarta: Rajawali Press, 2003), p.29

6 Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,

1983), p.27

4

compassion to make the students is possible there are various obstacles and

difficulties.

There are various possibilities that cause these obstacles and difficulties.

Perhaps the learning presentation is monotonous and boring, or it may be the

lack of a teacher's ability to create or use the picture series.

Based on the explanation and problems above, the writer is interested in

finding out the factor from the observation above which made the students

got the low score in writing descriptive test. The factor is picture series to

make a good paragraph in writing descriptive text. The writer intends to

conduct study entitled, “The Effectiveness of Picture Series on Student's

Ability in Writing Descriptive Text. A Quasi-Experimental Study in the

Seventh Grade of MTsN 33 Jakarta”.

B. Identification of the Problem

Based on the background of the study the researcher can identify many

problems why the students’ writing skill of the seventh grade of MTsN 33

Jakarta is still low. They are as follows

1. Students are not interested in writing descriptive text because of their lack

of ideas.

2. English teacher are lack in using effective picture series.

3. Students are lack vocabularies in writing descriptive text.

C. Limitation of the Problem

In this quantitative experimental research, the writer will focus on the

effectiveness of picture series on students’ ability in writing descriptive text.

D. Formulation of Study

Based on the identification of the problems and problem limitation

mentioned above, the study will be formulated as follows:

“Is there any effectiveness of picture series on students’ writing ability in

descriptive text?”

5

E. Objective of the Study

The purpose of the study is to know the effectiveness of picture series on

students’ ability in writing descriptive text.

F. Significance of the Study

In this research the writer hopes that it would have some significance not

only to the writer herself but also to other English teachers, students’ and other

researchers. To English teachers, the writer hopes this study can help them

find ways in teaching descriptive text by using the picture series. To students,

the result of this study is hoped that they will enjoy and be more interested in

learning descriptive text that can increase their understanding to this material.

And the last to other researchers, the results in this researcher are expected to

be important information and knowledge to give a good contribution for the

researchers who are interested in conducting a better research on the same

issue.

6

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer discussed and elaborated some theories which

related to the study. The discussion focuses on writing descriptive text and

pictures series.

A. Writing

1. Definition of Writing

Writing is one way of people to communicate to each other for expressing

their thinking and feeling. Writing is unnatural act like speaking. Writing

needs more efforts than speaking does. Writing needs hard effort to dig and

manage the ideas which are from the writer‟s mind and pour it into written

from effectively so it will be readable. Before starting to write, the writer

need to remember and think first what the writer is going to write. The writer

has to recall all memory related to the topic which is going to be written to

get the details. As Raymond states that writing is unnatural form of speech.

Writing is how to produce a written product. The process involves a series

of thinking activities in which the writers have to transform their ideas

coherently and cohesively into written text. According to Brown, writing is a

transaction with words whereby you free yourself from what you presently

think, feel, and perceive. Writers are not only required to transmit a message

but also to grow and cook a message.1

There are many definitions of writing according to many language experts.

Spratt et al. state that writing is a productive skill which involves

communicating a message by making signs on a page2. According to Gordon

in McDonald and McDonald, writing is a process which different things

1 H. Dauglas Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy (2nd Edition). New York: Addison Wesley Longman, Inc., 2001), p.337 2 Mary Spratt, et al., The TKT Course, (Cambridge: Cambridge University Press, 2005), p.26

7

happen at different stages in the process of putting thoughts into words and

words onto paper.3

Writing can also be defined as both physical and mental activity that is

aimed to express and impress.4 It is categorized as the physical activity

because the writer must act of committing words or ideas like typing an e-

mail into a computer. As a mental work, the activities of writing focus more

on the act of inventing ideas, thinking about how to express and organize

them into statements and paragraphs that enable a reader in understanding the

ideas of the written work.

To complete the definition of writing proposed by Brown states that

writing is the written products of thinking, drafting, and revising that require

specialized skills on how to generate ideas, how to organize them coherently,

how to use discourse markers and rhetorical conventions coherently into a

written text, how to revise text for clearer meaning and how to edit text for

appropriate grammar and how to produce a final products.5

Writing is a complex process that allows writers to explore thoughts and

ideas, and make them visible and concrete6. It is an activity that encourages

thinking and learning for it motivates communication and makes thought

available for reflection. When thought is written down, ideas can be

examined, reconsidered, added to, rearranged, and changed.

From the descriptions above, it can be concluded that writing is a process

of organizing ideas in which the writer is demanded to perform creativity in

using the language skills to produce a written text.

Generally writing is a complex process that involves a range of skills and

tasks because by writing students need frequent opportunities to write and to

3 McDonald, Christina R. and Robert L. McDonald, Teaching Writing (Carbondale: Southern

Illinois University Press, 2002), p.7 4 David Nunan, Practical English Language Teaching, (Boston: McGraw Hil, 2003), p.88

5 H. Douglas Brown, Teaching by Principles: and Interactive Approach to Language

Pedagogy. New York: A Pearson Education Company, 2001), p.335 6 Ghazi Ghaith, The Problem of Teaching Writing, (American University of Beirut (online)

2002), Available at http://nadabs.tripod.com/writing.

8

apply the stages or the writing process, each or which focuses on specific

tasks.

Writing is one of the basic skills in learning a language. Naturally, before

learning to write, man learns to listen, speak, and read. It indicates that people

firstly need to be able to listen, to speak, and to read before they write since

writing can be considered as a combination of those three skills. Meaning that

we can write what we listen, speak, and read.

Lado states that to write is to put down the graphic symbols that represent

a language that one understands, so that others can read those graphic

symbols for they know the language and the graphic representation.7

Write activity is a form of manifestation of abilities and language skills are

mastered most recently by learners after listening skills, speaking and

reading. Compared with the other three language skills, writing ability more

difficult in controlled even by native speakers of the language in question

though. This is due to the ability to write requires mastery of various

linguistic elements and elements outside the language itself will be content

writing.8

In other words, the above theories explain that the term of writing can be

defined as a process of productive skills both physical and mental activity that

are aimed to express and impress from the products of thinking, drafting, and

revising.

2. The Writing Process

Writing is a complex cognitive activity in which the writer is required to

demonstrate control of a number of variables simultaneously. At the sentence

level those include control of content, format, sentence structure, vocabulary,

punctuation, spelling, and letter formation. Beyond the sentence, the writer

must be able to structure and integrate information into cohesive and coherent

paragraphs and texts.

7 Robert Lado, 1977, Language Testing, (London: Longman, 1977), p.14

8 Iskandar Wassid and Dadang Senendar, Strategi Pembelajaran Bahasa, (Yogyakarta:

Remaja Rosdakarya, 2008), p. 248-251

9

Richard and Renandya state that the skills involved in writing are highly

complex.9 Writers have to pay attention to higher level of skills of planning

and organizing as well as lower level skills of spelling, punctuation, word

choice, and so on.

In addition, Ghaith states that writing is most likely to encourage thinking

and learning when students view writing as a process.10

Teachers need to

understand that writing is a recursive process, and that every writer uses the

process in a different way, so that students experience less pressure and more

willing to experiment, explore, revise, and edit.

Writing process, further, incorporates some stages structurally. Harmer

states that the stages on writing are planning, drafting, revising, and final

drafting.11

Writing process as a classroom activity that incorporates those four

basic stages is seen as a recursive process. It has cycle which integrates

among stages. It can be seen as a process wheel in which it clearly shows the

directions that the writers may take during their process in writing.

Picture 2.1

The wheel process of writing taken from Harmer

9 J. C., Richards, & Renandya, W., A Methodology in Language Teaching. An Anthology of

Current Practice, (New York: Cambridge University Press, 2002), p.303 10

Ghaith Ghazi. Writing. http:/www.uhu.es/antonia.dominguez/virtualwriting/writing.htm.

Retrieved on June 14th, 2013 11

Jeremy Harmer, The Practice of English Language Teaching (Third Edition), (London:

Pearson Education Limited, 2007), p.326

10

In picture 2.1, Harmer compares writing to a “wheel.” Writers move not

only around the circumference of the wheel but also across the spoke, which

means writers revisit a certain stage as well as move from a planning stage to

final draft stage. In the classroom, planning presupposes that students obtain

new writing ideas through brainstorming, group work or note-taking in order

to avoid the well-known writer‟s block. Drafting entails choosing and

sequencing the optimal ideas to be included in the piece of writing. Then,

editing means putting everything together in a coherent and cogent manner

whereas revising asks the learners to check their written work one more time

for the sake of crossing out any possible inadvertences. Although paying

attention to writing as a process is a time-consuming activity, it is quite

helpful when teachers require students to decide together on the stages of

composition even before engaging in planning writing. Mention has to be

made of the fact that, in reality, the stages of writing are never linear.

Based on the definition above, the researcher concludes that writing is a

process in which the writer is required to use some variables of writing, such

as content, format, sentence structure, vocabulary, punctuation, spelling, and

letter formation at the same time in order to demonstrate knowledge and

express the ideas, feelings, and thought in the written form so that other

people can understand the message. There are some steps in writing that can

be done recursively, i. e. planning, drafting, editing, final product. The writers

may loop backwards and move forward between those various stages. Since

writing is a complex process, the teacher should consider facilitating the

students with appropriate learning experience of writing so that they are

encouraged to explore and experiment their ways of writing.

3. The Purpose of Writing

Talking about the purpose of writing means talking about the aims or the

reasons why people or students in specific do writing. Looking up the

definitions of writing, it can be inferred that the main purpose of doing

11

writing is to convey message, information or ideas to other people. Much

writing is done to convey information for the people.

According to Cox, writing has four purpose, they are to inform, to amuse,

to satirize and to persuade.

a. To inform

Writing to inform contains the information about something to the

reader. Moreover. It should be accurate, clear, concise and objective

and based on vast factual information. There are many form of

writing to inform, such us as essay examination in the collage, report,

repost, recipe books, etc.

b. To amuse

Writing to amuse concerns on entertaining the reader through the

writing itself. Chose the humor/joke which is still appropriate and

acceptable or not in the society is needed by the writer.

c. To satirize

Writing to satirize means writing to criticize and affect reform. The

writer need to be sure it can make the reader aware of the fact which

is conveyed in the writing. It is important to avoid misinterpretation

for the reader.

d. To persuade

Writing to persuade is writing to influence the readers‟ thoughts or

actions. In this case, the writer will use persuasion in order to accuse

or to defend and to affect the readers‟ mind. 12

Brookes & Grundy state that the purposes of writing for each person are

different. The answer may be to get information to someone. A second

answer might be to solve the problem of volume, of having to store more than

the human brain can remember.13

The third reason for writing might be to

filter and shape our experience. Writing also fulfills a pedagogic purpose in

12

Martha Heasley Cox, Writing form process Purpose, (California: Chandler Publishing

Company, 1962),pp.261-330. 13

Arthur Brookes and Peter Grundy, Writing for Study Purposes: A Teacher's Guide to

Developing Individual Writing Skills, (Cambridge: Cambridge University Press,1991), p.3

12

second language teaching. It is used to fix the structures and vocabulary

already learnt.

According to Mattix, she states that purpose refers to writer‟s aim or

reason in writing which can be stated or implied. Identifying our purpose

early can help us to keep our draft on track and select organizational

strategies to fit ideas. Purpose can be divided into two terms: general and

specific.14

The General Purpose, writing has four general purposes: to inform,

to persuade, to express and to entertain. Those can be combined in various

ways.15

For example, most writing is intended to express the writers idea

about something, but it directly leads to the secondary purpose that is to

entertain the reader. Therefore, the general purposes could combine in various

ways. The Specific Purpose, the specific purpose may be implied or stated.

The purpose is invariably implied in a theme that permeates the piece. In

expository writing, the purpose is usually stated directly for clarity either in a

topic sentence or in thesis.16

In order to be clear, writing should have a specific purpose. For clarity in

our writing, we have to revise and edit our writing. If we edit and revise our

writing it will help our paragraphs to be clear. As what has been mentioned

before, it can be concluded that the purposes of writing are to inform, to

persuade, to express and to entertain as general purpose. As for specific

purpose in writing, it is to make clarity in writing.

Writing can be said as a means of communication where written form

used to express the writer's purpose based on his experience. A writer

expresses her ideas, experiences, thoughts, and feeling through writing for a

specific purpose. The important thing of writing is the selection and

organization of experiences and carrying out a certain purpose.

14

Betty Mattix Dietsch, Reasoning & Writing Well : A Rhetoric, Research Guide, Reader,

and Handbook, (New York: McGraw Hill. 2006), p. 7. 15

Ibid., p.7 16

Ibid., p.8

13

4. Types of Writing Forms

Finocchiaro pointed out that naturally; the type of writing system

(alphabet, picture) which exists in the native language is an important factor in

determining the case or speed which students learn to write.17

Lado also gives statements that the ability to write a worthwhile

composition is not possessed by all the speakers of a languages, the ability to

write requires special talent and special training.18

From both explanation

above we can conclude that it is not guarantee that native speaker is always he

able to write a good composition in his native language without having a

creative power of anything beautiful or of intrinsic value for the content of a

composition. Furthermore , Lado explains that writing a foreign language is

the ability to use the language and its graphic representation productively in

ordinary writing situations.19

More specially, he also adds that writing a foreign language is the ability

to use the structures. The lexical items and their conventional representation in

ordinary matter of fact writing. Nevertheless, he also gives for their

explanation that the ability to write a worthwhile composition is not possessed

by all the speakers of a language. The ability to write requires special talent

and special training. Louis Robinson, states that writing is divided into two

types as follows:

a. Guided writing

Guided writing helps ascertain the students feel certain that they are doing

the right thing. They follow instruction and change or complete sentences.

The students were instructed to write certain sentences into organized

simple paragraph based on the certain clues or guidelines. For instance, the

students were given a picture and some questions leading to simple

paragraphs describing about the given pictures. Then the students were

also given a series of pictures telling a story and some sentences

17

B. Finocchiaro, Teaching English as a Second language: From Theory to Pratice, (New

York: Regent Publishing Company Ltd, 1974), p.85 18

Lado, R., Language Testing, (London: Longman Group Limited, 1967), p.248 19

Ibid., p.248

14

representing the picture, but the sentences were not in order. The students

were then instructed to rewrite the sentences according to the pictures so

that they form a paragraph that makes sense.

b. Free writing

In free writing, the students are given a composition topic, which makes it

possible to use freely what they have just practiced. This statement is in

line with Pincas, who gives the objective of free writing in Karmaden, the

ability to write freely what has been taught not the ability to write anything

at all. Based on the objective given by Pincas above we can say that what

is meant by free writing here is not writing freely what we want to write,

but, writing according to what has been taught. „Free‟ here means free in

expressing our ideas.20

Based on Wilshon and Burks, there are four types of writing forms. They

are exposition, argumentation, description and narration.21

a. Narration is the form of writing that contains the story of acts or events

and tells what happened based on natural time sequences. For example,

short stories, novels and new stories.

b. Description is the form of writing which is used to describe and create

visual imagination of particular place, person or unit of times, such as time

of season, etc.

c. Exposition is used to give information, make explanations and interpret

meaning. It includes editorials, essay, and informative and instructional

material.

d. Argumentation is used to persuade and convince in order to make a case or

to prove or disprove a statement or opinion.

20

Lois Robinson Ross, J., Guided Writing and Free Writing: A Textbook in Composition for

English as a Second Language". TESOL Quarterly, TESOL Quarterly, Vol. 1, No. 2. 1 (2) 1967,

p.58–60 21

George E. Wilshon and Julia M. Burks, Let‟s Write English, (New York: Litton

Educational Publishing, Inc., 1980),p.378-383.

15

5. Problem in Writing Development

In junior high school, children are have started developing the elements of

writing for the next level, from the formation of letters, to organizing their

ideas, to using correct grammar, punctuation, and spelling. Junior high school

students are expected to advance from learning the rules of writing to

automatically applying those rules beginning in grade four. By the end of

junior high school, students should be writing independently and producing

multiple-paragraph essays that contain formal introductions, supporting

evidence, and conclusions.

Signs of difficulties can vary from person to person. The way that

problems appear can also vary, depending on the individual. This stands in

regard to writing. Some people can be very good at masking and

compensating for their difficulties, so their shortcomings are more difficult to

notice.

According to Suriamuharja, good and effective paragraphs must meet

three requirements, namely (1) Cohesion (Unity); (2) Coherence

(Cohesiveness); and (3) Development / Completion of paragraphs22

(1) Cohesion (Unity)

Points out that what is meant by cohesion in paragraphs is that all

sentences that construct paragraphs together state one thing, one

particular theme.

(2) Coherence (Cohesiveness)

What is meant by coherence / alignment in paragraphs is the

cohesiveness of relationships between a sentence with another

sentence that forms the paragraph.

Cohesion and coherence aren't too difficult to explain. Cohesion refers

to connectivity in a text. Coherence refers to how easy it is to

understand the writing.

Example Cohesion & Coherence:

22

Agus Suriamihardja, Petunjuk Praktek Menulis, (Jakarta: Depdikbud, 2007), p.48

16

"My favorite color is blue. I like it because it is calming and it relaxes

me. I often go outside in the summer and lie on the grass and look into

the clear sky when I am stressed. For this reason, I'd have to say my

favorite color is blue."

This sentence is both coherent and cohesive, but let's focus on the

cohesion first. I've highlighted the ways that each sentence is

connected to the sentence before.

Cohesion with NO Coherence. Now, here is a sentence that has

cohesion but is not coherent. Example:

"My favorite color is blue. Blue sports cars go very fast. Driving in

this way is dangerous and can cause many car crashes. I had a car

accident once and broke my leg. I was very sad because I had to miss

a holiday in Europe because of the injury."

As you can see, there is plenty of cohesion here. The sentences

connect clearly together but if you read the paragraph, it really makes

no sense - I start talking about blue and I finish talking about a holiday

in Europe. There is no coherence in this sentence.

Coherence with NO Cohesion

Now, let's take a look at a sentence that is coherent but not cohesive.

"My favorite color is blue. I'm calm and relaxed. In the summer I lie

on the grass and look up."

This is more difficult to understand but basically this lack of cohesion

means a lack of sufficient connectors to join the ideas together. If I try

hard I can understand what the person is saying: a short answer, an

explanation, an example; however the sentences don't fit together.

Cohesion & Coherence in Conversation

Now, in spoken discourse, the easiest example I can think of is a

Cambridge First Certificate speaking exam, part 3: the students'

conversation. Two students are asked to talk about some pictures but

if they do not respond to what each other is saying and make no

17

attempt to reference each other then the conversation can be coherent

but can completely lack cohesion. For example:

A. "I think these people are having a good time."

B. "It appears these people are enjoying themselves."

A. "They seem to be on holiday."

B. "It looks like they are on vacation."

Obviously there is no connection between A and B in this

conversation. We understand them and they are coherent. What is

missing is cohesion. They are not connected. A is not listening to B

and B is not listening to A.

On the other hand, take a look at this example:

A. "I think these people are having a good time."

B. "Time is difficult to manage. I am always late for my social

appointments like when I have a date with a girl."

A. "I like girls with long, dark hair and brown eyes."

B. "My dog has brown eyes and a long tail."

etc, etc.

This example shows that there is cohesion but the conversation makes

no sense and therefore it is missing coherence.

(3) Development / Completion of paragraphs

Paragraph development is the compilation or detail of the ideas that

construct the paragraph". A paragraph is said to be developed or

complete if the main topic or sentence phrase is developed or

explained by describing it in concrete form, by way of exposure and

giving examples, analyzing and values.

B. Descriptive Text

1. Definition of Descriptive Text

Description is writing about characteristic features of a particular thing.

According to Oshima and Hogue, descriptive writing appeals to the senses, so

it tells how something looks, feels, smells, tastes, and/ or sounds. In addition,

18

a good description is like a “word picture”; the reader can imagine the object,

place, or person in his or her mind. A writer of a good description is like an

artist who paints a picture that can be seen clearly in the mind of the reader.23

Alan Meyers explains that description is a useful tool in many kinds of

writing. In descriptive writing it will help to create a sense of realism of the

scene of the story of descriptive text. Through the right word choice, reader

also can feel the scene. Describing also useful to clarify argument and appeal

reader‟s emotions in persuasive writing, while in the report or explanation, it

clarifies makes ideas more specific.24

The generic structure of a descriptive text are as follows:

a. Identification: an introduction to the subject of the description;

b. Description of features: describe the characteristic features of the

subject.

While the language features of a descriptive text are follows:

a. Use of particular nouns;

b. Use of detailed noun groups to provide information about the subject;

c. Use of a variety of types of adjectives;

d. Use of relating verbs to provide information about the subject;

e. Use of thinking and feeling verbs to express the writer‟s personal view

about the subject or to give an insight into the subject‟s thoughts and

feelings;

f. Use of action verbs to describe the subject‟s behavior;

g. Use of adverbials to provide more information about this behavior;

h. Use of similes, metaphors and other types of figurative language,

particularly in literary descriptions.

According to Anderson and Anderson that descriptive or description

describes a particular person, place or thing. Its purpose is to tell about the

23

A. Oshima & Hogue, A., Introduction to Academic Writing (2nd Edition), (New York:

Addison Wesley Longman, Inc., 1997), p.50 24

Alan Meyers, Gateways to Academic Writing, (United Stated of America: Pearson

Education, 2005), p.60

19

subject by describing its features without including personal opinions. 25

There are some features in a descriptive that we must give a serious attention,

they are: the feature in construction a description. A typical description has an

opening paragraph introduction the subject of the description. Followed by a

series of paragraph each describing one feature of the subject. There can also

be a final concluding section that signal the end or the description or in

another hand, there are an identification and description in a descriptive text.

The identification of the descriptive text is usually as a main idea of the

paragraph or called as a general statement and the description of descriptive

text is about the explanation of the general statement or main idea or

supporting details to the general statement.

In description, we take a scene or an object and capture it in language.

That is, we organize the details of the object or scene we wish to describe in

the way that will most effectively convey the sensual image.26

To be

effective, written description should have an efficient, sensible, carefully

thought-out plan. Description can also be oriented from the general to the

specific or from the specific to the general.

According to Mark Anderson and Kathy Anderson that descriptive or

description describes a particular person, place, or thing. Its purpose is to tell

about the subject by describing its features without including personal

opinions.27

Besides, the word descriptions from two words: scriber, meaning

“to write,” and de, meaning “down” or “about”. There is a hint in the

etymology of the word description that something is being traced drawn, that

in describing you will follow the outline of an object visually and then write

it down or “draw” it in word.28

25

Mark Anderson and Kathy Anderson, Text Type in English 3,(Australia: Macmillan

Education Australia Pty Ltd, 1998), p. 26. 26

Robert Scholes and Nancy R. Comley, The Practice of Writing, 2nd

ed. (New York: St.

Martin‟s Press, 1985), p. 11. 27

Mark Anderson and Kathy Anderson, Op.Cit., p.26. 28

Frank J. D‟Angelo, Process and Thought in Composition, (Massachusetts: Winthroup

Publishers, Inc, 1977), p. 123

20

Katherine Ploeger defines, description is a development method used to

depict physical items or objects that have concrete, touchable features.29

It

means description is used to add details about something physical such as: a

person, place, or thing. This method uses sensory language that is words that

appeal to the five senses. If you are writing about a physical, real, concrete

object that you can touch, describe it with sensory language, especially if the

reader might not be familiar with the object. Remember, the reader cannot

read your mind, only your words.

2. Kinds of Descriptive Text

We know that descriptive text is to describe something, such as a person,

place or thing. Usually when the people want to describe something, for

example in describing people, they often describe each of people in terms of

age, nationality, clothes, hair, face, height, etc. therefore based on that

statement, it can be seen that descriptive has three types of kinds30

:

a. Description of people

People are different, and writing description of people is different.

You are probably already aware of some of the complications because you

have often been asked, “What‟s so-and-like?” In replying, you might

resort to identification, an impression, or a character sketch, depending on

the situation. Let‟s examine each.

(1) Identification. Although you might provide identification, you would

probably want to go further than that. Used mainly in official records

and documents, identification consists only of certain statistical

information (height, weight, age), visible characteristics (color of hair,

skin, and eyes), and recognizable marks (scars, birthmark).

(2) Impression. Unlike the identification, the impression may not identify

a person, but it does convey an overall idea of him or her. Many details

29

Katherine Ploeger, Simplified Paragraph Skill, (California State University, Stanislaus:

NTC publishing group, 1999), p.241 30

Mariana Karim, and Sabrony Rahmadie, Writing, (Jakarta: Departemen Pendidikan dan

Kebudayaan, Direktorat Jenderal Pendidikan Tinggi, Proyek Pendidikan Tenaga Akademik, 1996)

21

may be missing, yet the writer does provide in a few broad strokes a

general feeling about the subject. Although impression is usually less

complete and informative than identification, it may be more effective

in capturing an individual‟s striking or distinctive traits.

(3) Character Sketch. More complete descriptions of people are usually

called character sketch; they may also be referred to as profiles,

literary portraits, and biographical sketches. As its name indicates, a

character sketch delineates the character of a person, or at least his or

her main personality traits. In the process, it may include identification

and an impression, but it will do more than tell what people look or

seem like: it will show what they are like. A character sketch may be

about a type rather than an individual, revealing the characteristics

common to the members of a group, such as campus jocks,

cheerleaders, art students, religious fanatics, television devotes.

b. Description of places

In describing a place for example a room, what should you

describe first? The walls? The Floor? Unlike a chronologically

developed paragraph, there is no set pattern for arranging sentences in

descriptive paragraph. It is not necessary to begin with one area and

then proceed to another one. Nevertheless, the sentences should not be

randomly arranged.

The description must be organized so that the reader can vividly

imagine the scene being described. To make the paragraph more

interesting, you can add a controlling idea that states an attitude or

impression about the place being described. The arrangement of the

details in your description depend on your subject and purpose.

c. Description of things

To write a description about something, the writer must have a

good imagination about the thing that will be described. Besides, to

make our subjects as interesting and as vivid to our readers as they are

to us: using proper nouns and effective verbs.

22

(1) Using Proper Noun. In addition to filling our descriptive writing

with concrete details and figures of speech, we might also want to

include a number of proper nouns, which, as we know, are the

names of particular persons, places, and things. For example;

Arizona, University of Tennessee. Including proper nouns that

readers recognize easily can make what we are describing more

familiar to them.

(2) Using Effective Verb. We know how important verbs are to

narration, but effective verbs can also add much to a piece of

description. Writers use verbs to make descriptions more specific,

accurate, and interesting. For instance, “the wind had chiseled deep

grooves into the sides of the cliffs” is more specific than “the wind

had made deep grooves.” The verb chiseled also gives the reader a

more accurate picture of the wind‟s action than made does.

3. Purpose of Descriptive Writing

There are three purposes of writing; informative writing, descriptive

writing, and persuasive writing.31

Students need to breakdown the purpose

in order to plan and compose a text. The genre defines the style that the

writer will use and suggest about the language and structure of each

genre. Informative writing used to share or give knowledge and

information. Descriptive text include to the informative writing. it is

because descriptive text tell and explain the description of people, things,

or place based on fact and writer visual experiences of sound, shape, and

feel of it.

Descriptive writing is often based on observation of people, places

and things or objects and includes creative speculations and interpretation.

This is personal or imaginative expression that produced by the writer.

31

J. Michael O‟Malley and Lorraine Valdez Pierce, Authentic Assessment for English

Language Learner Practical Approaches for Teachers, (United State of America: Addition-

Wesley Publishing, 1996), p.137

23

Writer will allow reader to see, hear, and feel the subject matter clearly

based on the description.

4. Function of Descriptive Writing

According to Hartono descriptive writing has a social function is to

describe a particular person, place, or thing, for instance, description of a

particular building, specific animal, particular place, and specific

person.32

Its function is almost same with the concept of descriptive itself,

whereas, the purpose of description as stated by Lila Fink, et.al is to

present the reader with a picture of a person, subject, or setting.33

Therefore, as a reader of description, we should take a note of some

elements of description as follows: a). Concrete details. A concrete detail

is a specific description that supports, reflects, or expands a writer‟s

attitude or purpose. b). Images. An image is a concrete, literal (real,

actual) description of a person, physical object, or sensory experience

that can be known through one of the five senses (sight, sound, taste,

touch, and smell). c).Similes. A simile is a comparison, using like or as,

between two objects. The comparison is between two things essentially

different yet similar in one aspect.34

In other hand, with good descriptive writing can stimulate the reader‟s

imagination to form sensory responses from all five senses. Frequently,

the reader has no choice; many people cannot read an article about the

taste of citrus fruits for example, without having a physical response to

the imagined taste. And a passage about a specific food left out of the

refrigerator too long will procedure a shudder from readers as they

imagine the resulting smell.

32

Rudi Hartono, Genres of Texts, (Unpublished, Semarang State University: English

Department Faculty of Language and Art, 2005), p. 6.

33

Lila Fink, et al., A Text for Writing and Reading, (Boston: Little, Brown and Company,

1983), p. 41 34

Ibid., p.42

24

C. Picture Series

1. Definition of Picture Series

Picture is a visual representation (of an object or scene or person or

abstraction) produced on a surface.35

Marianne and Sharon said that

pictures are kinds of visual materials that might be used more effectively

to develop and sustain motivation in producing positive attitudes toward

English. Pictures can also be used in various configurations to enhance

learning and practice.36

According to Wright on his book Pictures for Language Learning

states that, “pictures are not just an aspect of method, but through their

representation of places, objects, and people they are essential part of the

overall experience”.37

It means that, pictures can help the learners to

understand the meaning of a word because it represents the meaning of it.

According to Raimes, pictures will bring everything the outside world into

the classroom in a vividly concrete way. So a picture is a valuable resource

as it provides:

a. a shared experience in the classroom;

b. a need for common language forms to use in the classroom;

c. a variety of tasks;

d. a focus of interest for students.38

Based on the theory, students will be focus and interested in writing

using picture. Students have imagination about the picture that they saw.

Therefore, it can influence to the students‟ writing skill because they write

many sentences based on the picture and their imagination. From the

explanation above, it can be concluded that pictures series is one of a

media in study which can be used to help the teacher in delivering a

35

http:www.thefreedictionary.com/pictures 36

Marianne Celce and Sharon Hills, Technique and Resource in Teaching Grammar, (New

York: Oxford University Press,1998), p.73. 37

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University

Press, 1989), p. 2. 38

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,1983),

p. 27-28.

25

material which is given to the student. This media is used to stimulate the

participation of the student in learning process. It is needed to make

learning process more attractive. It makes the material easier to be

accepted by the student. Media is mediator between teacher and student in

teaching and learning process. As one of a media in learning process,

pictures series is also intended to make student‟s motivation in study be

increase. Pictures series are an art which is used to draw are unmovable

goods if they are arranged well.

Picture is a drawing object. It is one of visual aids that are very useful

in teaching, especially for English teaching. Pictures can really help the

learners to ease them in comprehending the meaning of a word, a sentence,

or a paragraph. By using picture, the learners can get the imagination

about the objects or the situations. Picture consists of lines and shapes

which are drawn, painted, or printed on a surface. It also shows a person,

thing, or scene.

2. The Advantages of Using Pictures

Using pictures series as media in writing is a good way for students

because it has many advantages that can help their writing ability.

according to Finnonchiaro said that there are many advantages of picture

are obvious:39

They provide added incentive to learn and are popular and

interesting for the students They give necessary variation and to create a

context within which his written text will have meaning.

They are ready means of establishing a quick and a clear concept of

what word of structure may mean And also according to Arthur and

William, picture helps people to comprehend and remember the text.

When the texts were presented alone or with pictures the order in which

steps were describe in the text. Subject will tend to mentally represent the

text.40

39

Marry Finnochiaro and Michael Bonomo, The Foreign Language Learner: A Guide for

Teacher, (New York: Regents Publishing Company,1973), p. 164. 40

Arthur M. Glenberg and William E. Langston, Journal of Memory and Language, (New

York; Academic Press. Inc., 1992),p.129.

26

Picture is one of visual and printed media and it is widely used for

educational purposes. Picture as one of media can be used by teacher in

teaching learning process has some advantages. Based on Gerlach and Ely,

restated in research by Dwi Nur Indah, the advantages of picture are.41

a. Picture is inexpensive and widely available.

b. Provide common experiences for an entire group.

c. Visual details make it possible to study subject that would otherwise

be impossible.

d. Picture after stimulus to further study reading and research.

e. Pictures help to focus attention and develop critical judgment.

f. Pictures are easily to manipulate.

In Wright‟s book, Pictures for Language Learning, he wrote some

advantages of pictures:42

a. Easy to prepare.

b. Easy to organize.

c. Interesting.

d. Meaningful and authentic.

e. Sufficient amount of language.

Besides the five advantages above, Wright also said that picture can be

used for teachers and students in whatever syllabus they are following.

There are some suggestions for general strategies for teachers using any

picture in a classroom:43

a. Whole-class discussion – it can lead to writing by giving any type of

pictures.

b. Changing information – it can lead to speaking by dividing 2 groups in

a class. One group one picture, then they share and exchange their

information about the picture.

c. Working in pairs or small groups – the teacher gives each student of

the pair or give each group different picture to work with.

41

Dwi Nur Indah, Improving Writing Recount Text by Using Photographs, (Semarang: IKIP

PGRI Semarang, 2010), p. 10. 42

Andrew Wright, Op.cit., p. 3. 43

Ann Raimes, Op.cit., p. 28.

27

d. Real communicative tasks – students provide themselves their own

pictures. It has advantage that teacher is relieved of the task of finding

a picture and students can share their personal moments.

D. Relevant Study

Some students of English education Department in Indonesia have

conducted the researches about using picture sequences in teaching English as

a Foreign Language. One of them is Puji Astuti (2011), titled “Improving

Students’ Ability in Writing Recount Text Through Picture Sequences” She

applied a classroom action research design at the first year of MA Darul

Ma‟arif Cipete. From her research can be taken a conclusion that using picture

sequences can improve the students‟ ability in writing recount text. It can be

seen from the result of the result of the student. As the result, the mark of

students in experimental class is higher than the mark of students in control

class. From the research can be said that there are equations with the

researchers that both use the image media, especially the media image series.

While the difference is in research done Puji Astuti to know the ability in

writing recount text, is the author doing research on the ability in writing

description text.

In other side, Acik Lisna Vandiwi (2013) on her study “Using Picture

Series to Teach Writing Procedure Text at First Grade of SMP

Muhammadiyah 3 in Mentoro Sumobito, Jombang” indicated that picture

series is attractive and effective for teaching English especially for teaching

writing procedure text. It also can make the students‟ interest and help them to

understand more about the materials from the teacher. Whereas in the

comparison of the second study, have similarities that are related to the

development of serial image media. But research conducted by Acik Lisna

Vandiwi to know the teach writing test procedure, while the author is to know

the ability in writing description text.

From the two of the previous researches above, there are similarities in this

research that is discussing about the effectiveness of using picture series in

28

improving students‟ writing skill, both writing recount text and writing

procedure text. Meanwhile the similarities in this study is the using of picture

series.

E. Conceptual Framework

Based on theoretical above, the writer synthesize that writing is one of four

basic skill that cannot be mastered as easy as speaking. Writing is not just

combining some words or sentences, it has forms and rules that not equal with

something we use in conversation. We need a lot of practice and have

interesting techniques in order to make the students accustomed to learn

English. One of those technique is the using of picture series in the teaching of

descriptive text writing.

The writer assumes that picture series can be adapted in teaching learning

English, especially writing descriptive text. It works well for stories process

and sequences of events and it will help students more focus on the story that

they will write. Then, the use of picture series is more efficient and practice

than words, they will be easier to recall and to remember because those picture

series will be exposed in real life situation.

By using pictures in teaching description writing, the student will have fun

and easier to learn it. Picture can increase the understanding of the student

about the material. Moreover, picture can be used as ornament to make the

material more appealing. Then foremost, pictures can stimulate the students to

enhance their ideas and imagination so that it will help them in writing a good

and vivid descriptive text.

F. Theoretical Hypotheses

Based on conceptual mentions above, there is a significance effect of

picture series on students‟ ability in writing descriptive text.

29

CHAPTER III

RESEARCH OF METHODOLOGY

A. Place and Time

The research of this study is conducted at Junior High School; the focus is

in the first semester of the seventh grade students. The writer organizes the

meeting with students once a week for both experimental and controlled class.

There are four meetings for treatment and for the pre-test and post-test after

the class has been given treatment. Then, the writer collects the data, and

begins to analyze them. The writer conducts this study at MTsN 33 Jakarta, Jl.

Pertengahan no.3A RT01/RW03 Cijantung Pasar Rebo, Jakarta Timur, DKI

Jakarta, in academic year 2017/2018 from 11th

September up to 5th

October

2017.

B. Research Method and Design

In conducting this research, the writer apply a quasi experimental design

(quantitative). McMillan and Schumacher state that quasi experimental

research is a good design of the research because while not true experiments,

it provides reasonable control over most sources of invalidity.1 There are two

classes of this study, one as experimental class and another as controlled class.

The experiment class was given treatment by using picture series and another

class was taught by conventional technique. The designed of experiment and

control class by Sugiyono for conducting the result, as followed:

Picture 3.1

Control group, pre-test, post-test design

1 James H. McMillan and Sally Schumacher, Research in Education (6thed), (Boston:

Pearson

Education, 2006), p. 126

30

Where:

R1 : Random Class (Experimental Class)

R2 : Random Class (Controlled Class)

01&03 : Pre-test

X : Treatment

02&04 : Post-test.2

In this study, the researcher took two classes as sample and it was given

pretest and posttest. The pretest is ensure the equivalency of the control and

the experiment group before conducting the treatment. The post test is to see if

there is any statistically significant in the teaching of descriptive text writing

through picture series. The dependent variable in this study was students’

score in writing descriptive text whereas the independent variable was the use

of picture series`.

C. Population and Sample

1. Population

The population of this study is all the students at the seventh grade of

MTsN 33 Jakarta in academic year 2017/2018. The total number of the

population is 185 students and it is distributed into five classes, VII-1, VII-

5.

2. Sample

The aim of sampling is to construct a sample that can represent the

entire population. In this study, The writer used the purposeful random

sampling technique. McMillan stated that, “purposeful random sampling

(sometimes called purposive, judgment, or judgmental sampling), the

researcher selects particular elements from the population that will be

representative or informative about the topic of interest.3

2 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta, 2009),

p.76 3 James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6th

Edition, (Boston: Allyn and Bacon, 2006), p.126

31

Or can defined as the process of identifying a population of interest

and developing a systematic way of selecting cases that is not based on

advanced knowledge of how the outcomes would appear. The purpose is

to increase credibility not to foster representativeness. The use of a

randomized sampling strategy, even when identifying a small sample, can

increase credibility The writer choose all students at the seventh grade of

MTsN 33 Jakarta as the sample. The total number of the sample is 74

students and it is divided into two classes, the VII-1 as experimental class

and VII-3 as controlled class.

D. The Instrument of Research

Before collecting data, the researcher must use instrument to get the better

data. The instrument of the research is a tool or facility that is used by

researcher for collecting data in order to get better result.

The writer used pre-test and post-test on the control and experiment class,

to see the effectiveness of pictures series by looking pre-test, and post-test

measurement and comparing the gained scores between both classes. The

effectiveness can be seen from the improvement of students’ score of

experiment class in the post-test.

E. The Technique of Collecting Data

The score was taken by the writer after student had been given some

treatments and from the comparison of both classes. The experiment class was

given the technique by using pictures series in the classroom and the

controlled class without using pictures series. In this study the researcher

conducted test as an instrument. The test is divided into two parts, as follows:

1. pre-test

The pre-test is given in the beginning of attending class to ensure the

equivalency of the control and the experimental group before conducting

the experiment. The test is an instruction to write a descriptive text about

one of the picture series that the students know with their own words.

32

2. post-test

The post-test is given in the end of the treatment in order to see if

there are any statistically significant difference in the teaching of

descriptive text writing through picture series. The test in this post-test is

like the test in the pre-test. The test is an instruction to write picture series

with the students’ own words.

As a writing test, the writer could require candidates to write down a

descriptive text based on the picture series. There are some requirements:

minimal three paragraphs, each paragraph consists of eight sentences and

the candidates must think the cohesive, unity, and clarity in their writing.

To administered the writing test, the writer used as analytic score in order

to be more reliable in scoring students’ writing. The following rating scale

revisited by Jacob, et al.’s (1981):4

Table 3.1

Writing Rating Scale Table

Scoring

Element Scale Quality Description

Content

30-27 Excellent to

Very Good

Knowledge – substantive – thorough

development of thesis – relevant to

assigned topic.

26-22 Good to

Average

Some knowledge of subject –

adequate range – limited

development of thesis –mostly

relevant to topic, but lack detail.

21-17 Fair to Poor

Limited knowledge of subject – little

substance – inadequate development

of topic.

16-13 Very Poor

Does not show knowledge of subject

– non substantive – not pertinent –

OR not enough to evaluate.

Organization 20-18 Excellent to

Very Good

Fluent expression – ideas clearl

stated/supported – succinct – well

organized – logical sequencing –

cohesive

4 H.J. Jacobs, et al., Testing ESL Composition: A Practical Approach, (Newbury House:

Rowley, MA., 1981), p.78

33

Scoring

Element Scale Quality Description

17-14 Good to

Average

Somewhat choppy – loosely

organized but main ideas stand out –

limited support – logical but

incomplete sequencing.

13-10 Fair to Poor

Non fluent – ideas confused or

disconnected – lacks logical

sequencing and development.

09-07 Very Poor

Does not communicates – no

organization-OR not enough to

evaluate

Vocabulary

20-18 Excellent to

Very Good

Sophisticated range – effective

word/idiom choice and usage – word

form mastery – appropriate register.

17-14 Good to

Average

Adequate range – occasional errors

of word/idiom form, choice, usage –

meaning confused or obscured.

13-10 Fair to Poor

Limited range – frequent errors of

word/idiom form, choice usage –

meaning confused or obscured.

09-07 Very Poor

Essentially translation – little

knowledge of English vocabulary,

idioms, word form – OR not enough

to evaluate.

Language

Use

25-22 Excellent to

Very Good

Effective complex constructions –

few errors of agreement, tense,

number, word order/function,

articles, pronouns, prepositions.

21-18 Good to

Average

Effective but simple constructions –

minor problems in complex

constructions – several errors of

agreement, tense, number, word

order/function, articles, pronouns,

prepositions but meaning seldom

obscured.

17-11 Fair to Poor

Major problems in simple/ complex

constructions – frequent errors of

negation, agreement, tense, number,

word order/function, articles,

pronouns, prepositions and/or

fragments, run-ons, deletions –

meaning confused or obscured.

34

Scoring

Element Scale Quality Description

10-5 Very Poor

Virtually no mastery of sentence

construction rules – dominated by

errors –does not communicate – OR

not enough to evaluate.

Mechanics

5 Excellent to

Very Good

Demonstrates mastery of

conventions – few errors of spelling,

punctuation, capitalization,

paragraphing.

4 Good to

Average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing but meaning not

obscured.

3 Fair to Poor

Frequent errors of spelling,

punctuation, capitalization,

paragraphing – poor handwriting –

meaning confused or obscured.

2 Very Poor

No mastery of conventions –

dominated by errors of spelling,

punctuation, capitalization,

paragraphing – handwriting illegible

– OR not enough to evaluate.

SCORE:

Content: __ + Organization: __ + Vocabulary: __ + Language Use: __ +

Mechanics: __ = (TOTAL SCORE)

Table 3.2

Table of Categorization and Writing Score

Categorization Score

EXECELLENT 80 – 90

GOOD 70 – 80

FAIR 60 – 70

POOR 50 - 60

F. Technique of Data Analysis

After collecting the data by using test, the writer analyze the result of the

test. To find out the result of the test, the writer used t-test to find out the

difference score of students’ writing of descriptive text through picture series

35

compared without it. Data processing is the step to know the result of both

experimental class with using picture series as variable X and controlled class

with using the conventional technique as variable Y. The writer will use

comparative technique. The comparative technique is an analysis technique to

evaluate hypothesis concerning the differences between two variables

examined. In the comparative technique, the variables are compared to

recognize whether the differences are significant or not. The writer used t-test

formula with the significance degree 5% and 1 % and Gained Score that

adapted from Sugiyono. Before using t-test formula, the writer has sought

some formula below.

1. Determining Mean with formula:

(

∑

)

𝐼 = the average of variables score

Σ 𝑓 ′ = sum of frequency multiply the student’s score

= number of students

2. Determining Standard Deviation score with formula:

𝑆𝐷𝐼 = standard deviation of gained score

Σ 𝑓𝑥′2 = sum of squared gained score

Σ 𝑓𝑥′ = sum of gained score

= number of students

2. Determining of Standard Error mean with formula:

𝑆𝐷 √∑𝑓𝑥

(

∑𝑓𝑥

)

𝑆D𝐼 = standard deviation of gained score

∑𝑓𝑥 = sum of squared gained score

∑𝑓𝑥 = sum of gained score

= number of students

36

3. Determining Standard Error Mean with formula:

𝑆

𝑆𝐷𝐼

√

𝑆 𝐼 = standard error mean of gained score

𝑆𝐷𝐼 = standard deviation of gained score

= number of students

4. Determining Standard Error Mean of variable X and variable Y with

formula:

𝑆 √𝑆 𝑆

5. Determining t-observation (t0) with the formula:

𝑆 𝑆

6. Determining t-table in significant level 5% and 1% with degree of freedom

(df), with formula:

𝑑𝑓 = ( 1 + 2) 2

𝑑𝑓 = degree of freedom

= number of students

7. Significance level by coherence.

This table is to know how significance this observation.

Table 3.3

Table coherence of significance

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis)

is rejected. It means that the rates of mean score of the experimental group

37

are higher than the control group. The using of picture series is effective

on students’ writing of descriptive text.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null

hypothesis) is accepted. It means that the rates of the means score of the

experimental group are same as or lower than the control group. The using

of pictures series is not effective on students’ writing of descriptive text.

38

CHAPTER IV

FINDING AND DISCUSSION

This chapter present the result of test given to the class experimental and

controlled class which consists of pre-test and post-test in both classes.

Furthermore, the description will be followed by the discussion of the research

finding.

A. Data Description

In the following description, it would be presented research finding. The

finding was obtained from students pre-test and post-test scores.

1. Students Score of Pre-Test and Post-Test in Experimental Class

and Controlled Class

The Experimental class in this research was students in VII-1 in

MTsN 33 Jakarta. This class consisted of 37 students, 18 Male and 19

were female students and controlled class in VII-3 consisted of 37

students, 15 were male and 22 were female student.

The pre-test given to students of experimental class was to write

down a descriptive text based on the picture series (consisted of three

pictures). It was given to know their writing ability of descriptive text

before treatment was given. Based on the test given to experimental

class, the pre-test mean score (X) was 60,22 and the lowest score in

pre-test was 50 while the highest score in pre-test was 70

After pre-test was conducted, the students were given treatment by

writing descriptive text by picture series in class VII-1. Then, after the

treatment was given, the post-test was conducted. After the treatment,

mean score (X) of students was increased to 71,68, whereas the lowest

score in post-test was 65, while the highest score in post-test was 85.

The finding showed that students’ post-test scores were higher than

students’ pre-test score. The range between pre-test mean score and

post-test mean score was 11,46 points. Furthermore, the mean of

gained score was 424. It mean that the increasing score between pre-

39

test and post-test was quite significant. The pre-test and the post-test

score of the students can be seen in table 4.1

Table 4.1

The Students’ Scores of Experimental Class (X)

Pre-Test Post-Test Gained

Student Score Score Score

1 69 80 11

2 60 72 12

3 55 65 10

4 62 70 8

5 60 74 14

6 61 72 11

7 60 73 13

8 55 66 11

9 61 72 11

10 56 66 10

11 56 70 14

12 55 69 14

13 62 70 8

14 56 70 14

15 60 71 11

16 67 77 10

17 64 74 10

18 52 72 20

19 67 77 10

20 50 65 15

21 54 69 15

22 52 68 16

23 58 68 10

24 63 73 10

25 56 69 13

26 64 71 7

27 57 67 10

28 55 65 10

29 60 72 12

30 60 73 13

31 68 85 17

32 68 75 7

40

Pre-Test Post-Test Gained

33 65 75 10

34 70 78 8

35 62 72 10

36 62 72 10

37 66 75 9

F=37 60.22 71.68

424

Based on the description table above, in pre-test, there was 1

student getting score 50, the minimum score. This meant that they still

had extremely difficulty in comprehending writing descriptive text.

The most frequent scores appeared in the table was 60. There were 6

students who got score 60. In addition, there was no student got score

above 70, and the highest score was 70 only 1 student who got this

score.

In post-test, there were 3 students getting score 65 the minimum

score. The most frequent scores appeared in the table was 72. There

were 7 students who got score 72, however, there was no student who

got above 85, and the highest score was 85 only 1 student who got this

score. Table 4.2 below shows the description of the students’ scores in

the controlled class (variable Y).

Table 4.2

The Student’ Scores of Controlled Class (Y)

Pre-Test

Post-

Test Gained

Student Score Score Score

1 67 77 10

2 64 74 10

3 62 67 5

4 59 69 10

5 65 75 10

6 60 69 9

7 63 73 10

41

Pre-Test

Post-

Test Gained

Student Score Score Score

8 69 70 1

9 59 69 10

10 57 61 4

11 57 67 10

12 56 64 8

13 57 67 10

14 55 66 11

15 57 67 10

16 67 77 10

17 62 72 10

18 61 70 9

19 64 74 10

20 60 70 10

21 61 68 7

22 55 65 10

23 60 63 3

24 60 68 8

25 61 68 7

26 55 66 11

27 54 64 10

28 58 66 8

29 69 72 3

30 59 69 10

31 56 59 3

32 56 61 5

33 58 62 4

34 60 70 10

35 62 72 10

36 74 78 4

37 63 73 10

F=37 60.59 68.70 300

Based on the description table above the result of pre-test in

controlled class, there was 1student getting score 54, the minimum

score. The most frequent score appeared on the table there were 5

students who got 60. In addition, there was no student who got score

42

above 74, and the higher score was 74 with only 1 student who got

these scores. The mean score of pre-test was 60,59. It was higher than

the experimental class.

In post-test, it can be seen that the mean score of post-test was

improved and it was 68,70 and the mean gained score was 8,11. There

was 1 student getting score 59 the minimum score. The most frequent

scores appeared in the table was 67, 69 and 70. There were 4 students

who got score 67, 4 students who got score 69 and 4 students who got

score 70. But there was no student who got above 78, and the highest

score was 78 was gained by 1 student. It can be concluded that there

was still improvement of the students’ achievement in learning writing

descriptive text although they were not taught by using pictures series.

2. Normality Test

Kolmogorov-Smirnov was used to check normality of the data. The

test was done to determine if distribution of the data from the sample is

normal or not. Hen SPSS version 22 was used. If the normality is more

than the level of significance α (0,05), the test is normal. The result

was gained as follows: Analyze → Descriptive Statistics → Explore.

Insert pretest/posttest in Dependent List and Class in Factor List. Click

Plots and Checklist Normality plots with tests → Continue → OK. The

results of normality test of the data are presented as follows:

Table 4.3

Normality of Pre-Test Result between Experimental and Controlled

Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score_PreTest Experimental .116 37 .200* .971 37 .448

Controlled .120 37 .200* .937 37 .036

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

43

Based on data described normality test above, it could be showed

that data of pre-test in experimental class and controlled class were

normal. In test of normality test, the writer used Kolmogorov-Smirnov

critical points table in determining the t-table. According to the

consideration of n=37 and significance level 0,05, the t-table of this

normality the test was 1,70. The values were smaller than t-table, in

other words, t-value < t-table (0,116 < 1,70). For experimental class,

and (0,120 < 1,70) for controlled class. Therefore, Ho was accepted

and Hi was rejected. It meant that the distribution of the data was

normal. Also, the significance of experimental class was 0,200 and the

significance of controlled class was 0,200. The result shown that the

significance of both classes are above 0,05. It means that both classes

are normal.

Table 4.4

Normality of Post-Test Result between Experimental and Controlled Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score_PostTest Experimental .119 37 .200* .952 37 .111

Controlled .093 37 .200* .984 37 .868

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Test of normality was also conducted in post-test data used

Kolmogorov-Smirnov critical points table in determining the t-table.

According to the consideration of n = 37 and significance level 0,05,

the t-table of this normality test was 1,70. Furthermore, table 4.4

shown that the t-value of experimental class was 0,119 and the t-value

of controlled class was 0,093. The values were smaller than t-table, in

other words, t-value < t-table (0,119 < 1,70) for experimental class,

and (0,093 < 1,70) for controlled class. Therefore, Ho was accepted

44

and Hi was rejected. It meant that the distribution of the data was

normal. Also, the significance of experimental class was 0,200 and the

significance of controlled class was 0,200. The result shown that the

significance of both classes were above 0,05. It means that the samples

of both classes are normal.

3. Homogeneity Test

The homogeneity test was used to test whether the data from

experimental class and controlled class have the same variant so that

hypotheses can be tested by using t-test. SPSS version 22 was also

used to do homogeneity test. Homogeneity test was calculated by

using Levine. The result was gained as follows: Analyze → Compare

means → One Way Anova →Put pretest/posttest I Dependent list and

Class in Factor List → Click option and Checklist Homogeneity of

variance test → Continue → OK.

The following tables contained the results of homogeneity test

between both classes:

Table 4.5

Homogeneity of Pre-Test Result between Experimental and Controlled Class

Test of Homogeneity of Variances

Score_PreTest

Levene Statistic df1 df2 Sig.

1.053 1 72 .308

The table of homogeneity above shown that the significance of pre-

test results between experimental and controlled class is 0,308.

Therefore, it can be concluded that both classes have the same variant

because of 0,308 .> 0,05. It means the pre-test form both classes is

homogeneity.

45

Table 4.6

Homogeneity of Post-Test Result between Experimental and Controlled Class

Test of Homogeneity of Variances

Score_PostTest

Levene Statistic df1 df2 Sig.

.450 1 72 .505

The table of homogeneity above shown that the significance of

post-test results between experimental and controlled class is 0,505.

Therefore, it can be concluded that both classes have the same variant

because of 0,505 > 0,05. It means the post-test from both classes is

also homogeneity.

B. Data Analysis

Test of Hypothesis

Based on the hypotheses that have been explained in chapter II, which are:

Alternative Hypothesis (Ha): There was effectiveness of using pictures series

on students’ writing of descriptive text at the seventh grade students of MTsN

33 Jakarta.

Null Hypothesis (Ho): picture series is not effective in on students’ writing of

descriptive text at the seventh grade students of MTsN 33 Jakarta.

To prove the hypothesis, the result of the t-test calculation was tested with

these conditions:

1. If to < t-table, or the significant was > 0,05, in significant degree 5%,

the Ho was accepted and Ha was rejected. It means that there was no

significant effect of using picture series on students’ ability in writing

descriptive text.

2. If to > t-table, or the significant was < 0,05 in significant degree 5%,

the Ho was rejected and Ha was accepted. It means that there was

significant effect of using picture series on students’ ability in writing

descriptive text.

The following tables contained the result of t-test calculation.

46

Table 4.7

The Result of t-Test Calculation

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Score Experimental 37 71.6757 4.32727 .71140

Controlled 37 68.7027 4.65394 .76510

Table 4.8

Independent Sample Test of Gained Score

Independent Samples Test

Levene's Test

for Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig.

(2-

tailed)

Mean

Differe

nce

Std. Error

Difference

95%

Confidence

Interval of

the

Difference

Low

er

Upp

er

Score Equal

variances

assumed

.450 .505 2.846 72 .006 2.9729

7 1.04473

.890

33

5.05

561

Equal

variances

not

assumed

2.846 71.622 .006 2.9729

7 1.04473

.890

15

5.05

580

The first table contained of statistical result of the experimental class

and controlled class. Both class had the same N or number of students,

namely 37 students for each class. The mean score was taken post-test

score. The table showed that the mean score of students in experimental

47

class was 71,67 and the mean score of students in controlled class was

68,70 it showed that there was significant difference in mean score of both

classes. The difference mean between both classes was 2,97 points, where

the mean score of experimental class was higher than the mean score of

controlled class.

Subsequently, the standard deviation (SD-1), experimental class was

4,33 and the (SD-2) was 4,65 beside showing the mean and standard

deviation, the table also showed the standard error mean. The standard

error mean of gained score of experimental class (SE-m1) was 0,711 and

standard error mean of gained score of controlled class (SE-m2) was 0,765.

The second table contained the result of independent sample test

analyzed using SPSS 22. The writer used Levene’s test to test the

homogeneity variance. The result showed that F= 0,450 and ρ = 0,505 the

writer used 5% as the significant level, therefore the data was

homogeneous because ρ > 0,05. Subsequently, because homogeneous,

then the writer used independent sample test result in the equal variance

assumed. The significance was 0,006 (ρ = 0,006) in other words ρ < 0,05.

It indicated that Ho was rejected and Ha was accepted; there was

significant effect of using picture series on student ability in writing

descriptive text. The table also showed the degree of freedom (df) 72 the

value of t-table with degree of freedom was 72 And significant level 5%

was 1,672 then, the to was 2,846 therefore to > t-table (2,846 > 1,672)

Furthermore, the writer also used manual calculation in analyzing the

data. The calculation started with calculating the gained score of

experimental and controlled class. The result showed that the total of

experimental class gained score was 424 and the controlled class gained

score was 300. Besides calculating the gained score, the writer also

calculates the x-2 and y-2 obtained from gained score minus the mean of

gained score. The result revealed that x2 was 291,189 and y

2 was 287,568.

Comparative technique was used to test the hypothesis in which the result

48

pre-test and post-test of both classes (experimental and controlled classes)

were compared as follows:

Table 4.9

Comparison of Students’ Gained Score between Students in Experimental

Class and Controlled Class

Students'

Number

Score x = X- ̅ x

2 y=Y- ̅ x

2

Exp (X) Con (Y)

1 11 10 -0.46 0.211 1.89 3.579

2 12 10 0.54 0.292 1.89 3.579

3 10 5 -1.46 2.130 -3.11 9.660

4 8 10 -3.46 11.968 1.89 3.579

5 14 10 2.54 6.454 1.89 3.579

6 11 9 -0.46 0.211 0.89 0.795

7 13 10 1.54 2.373 1.89 3.579

8 11 1 -0.46 0.211 -7.11 50.525

9 11 10 -0.46 0.211 1.89 3.579

10 10 4 -1.46 2.130 -4.11 16.877

11 14 10 2.54 6.454 1.89 3.579

12 14 8 2.54 6.454 -0.11 0.012

13 8 10 -3.46 11.968 1.89 3.579

14 14 11 2.54 6.454 2.89 8.363

15 11 10 -0.46 0.211 1.89 3.579

16 10 10 -1.46 2.130 1.89 3.579

17 10 10 -1.46 2.130 1.89 3.579

18 20 9 8.54 72.941 0.89 0.795

19 10 10 -1.46 2.130 1.89 3.579

20 15 10 3.54 12.535 1.89 3.579

21 15 7 3.54 12.535 -1.11 1.228

22 16 10 4.54 20.617 1.89 3.579

23 10 3 -1.46 2.130 -5.11 26.093

24 10 8 -1.46 2.130 -0.11 0.012

25 13 7 1.54 2.373 -1.11 1.228

26 7 11 -4.46 19.887 2.89 8.363

27 10 10 -1.46 2.130 1.89 3.579

28 10 8 -1.46 2.130 -0.11 0.012

29 12 3 0.54 0.292 -5.11 26.093

30 13 10 1.54 2.373 1.89 3.579

31 17 3 5.54 30.698 -5.11 26.093

32 7 5 -4.46 19.887 -3.11 9.660

49

Students'

Number

Score x = X- ̅ x

2 y=Y- ̅ x

2

Exp (X) Con (Y)

33 10 4 -1.46 2.130 -4.11 16.877

34 8 10 -3.46 11.968 1.89 3.579

35 10 10 -1.46 2.130 1.89 3.579

36 10 4 -1.46 2.130 -4.11 16.877

37 9 10 -2.46 6.049 1.89 3.579

∑ 424 300 0.00 291.189 0.00 287.568

The data were calculated based on the step of the test. The formulation

is as follows:

1. Determining mean of variable X

∑

= 11,459

2. Determining mean of variable Y

∑

= 8,108

3. Determining standard of deviation score of variable X

√

=7,87

4. Determining standard of deviation score of variable Y

√

=7,77

5. Determining standard error of mean of variable X

√

50

√

= 1,312

6. Determining standard error of mean of variable Y

√

√

√

= 1,295

7. Determining standard error of different of mean of variable X and Y

√

√

√

√

√

8. Determining to

51

9. Determining t-table in significance level 5% with df (degree of

freedom)

df = (37+37) – 2

= 74 -2

= 72

The result of the calculation above showed hat to was 1,818 and the

degree of freedom (df) was 72. In addition the value of t-table in the

degree of freedom 72 and in significant level 5% was 1,672.

Furthermore, based in the manual calculation, the value of to was 1,818

and the degree of freedom (df) was 72. The value of t-table in the degree

of freedom 72 and in significant level 5% was 1,672. Therefore, the value

of to was greater than t-table, or in other words, to > t-table (1,818 >

1,672). In addition, according to SPSS 22 result, the significance was

0,006 (ρ = 0,006). In other words ρ < α, it mean that null hypothesis was

rejected and there was statistically significant different between the two

groups. Hence, the Ho was rejected and Ha was accepted. It means that

there was significant effect of using picture series on students ability in

writing descriptive text.

C. Data Interpretation

Based on the result analysis of the data the writer takes conclusion that

there is a significance difference between students’ achievement in writing

description text in experimental class which was given picture series and the

controlled class without picture series. It can be seen from the students’ pre-

test and post-test score. The mean score of pre-test in experimental class was

60,22 and the post-test mean score was 71,68. Meanwhile, the mean score of

pre-test in controlled class was 60,59, and the post-test mean score was 68,70.

Furthermore, in calculating t-test, if ρ < α, it meant that Ho was rejected and

Hi was accepted. However, if ρ > α, it meant that Ho was accepted and Hi

was rejected. The result showed that ρ was 0,006 (ρ = 0,006 and α was 0,05 (ρ

< α). Therefore, it indicated that Ho was rejected and Hi was accepted. In

52

other words, there was significant effect of having picture series in students’

writing descriptive text.

The researcher believed that picture series can improve students’ ability in

writing descriptive text. It also could be seen from the implementation of this

media in the class. Students who have experienced writing descriptive text

with picture series had more ability of writing, easier students to develop

ideas, and higher motivation in writing.

In conclusion having picture series can make students interest in writing

descriptive text increase students motivation, build students strength memory

and help students really understand and how the actor feels.

52

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The result of this study showed the gained score of experimental class is

higher than the score of controlled class at the significance level is 0,006 (ρ =

0,006) and also, the t observe is significantly higher than the t-table is 1,818 >

1,672. It means that there is a significant effect in students’ writing ability in

descriptive text after being taught by using picture series.

Besides, the mean score of post-test students’ of the experimental class

which is higher than the mean score of post-test of the controlled class. The

mean of students’ post-test in experimental class is 71,68 while the mean of

students’ post-test in controlled class is 68,70. In addition the calculation of

the hypothesis that t observe is 2,846 and t table is 1,672. Therefore to > t-table

(2,846 > 1,672) that means the alternative hypothesis (Ha) is accepted and null

hypothesis (Ho) is rejected.

B. Suggestion

The result of this study showed that it is effective to be applied in teaching

and learning process. After the writer conducted the research, suggestion

could be appeared related to research findings and discussion. The points are:

1. Students should use picture series to help them improve their writing skill

as picture has so many advantages.

2. Students who have skill in drawing can use it to improve language skills,

such as writing, so that they can increase their writing ability, especially

for academic purposes in school.

3. The teachers should develop students’ idea by using pictures (or other

media) and make it come easier when students should write. By using

picture – in this case students’ photo, their memory will appear about what

to write.

53

4. The teachers should motivate students to develop their writing by using

media, and the simplest one is picture, because it makes students’

visualization refreshed. So, they do not only see their writing but also

pictures as their tool for writing description text.

54

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Macmillan Education Australia Pty Ltd, 1998.

Brookes, Arthur and Peter Grundy. Writing for Study Purposes: A Teacher's

Guide to Developing Individual Writing Skills. Cambridge: Cambridge

University Press,1991.

Brown, H. Dauglas. Teaching by Principles: An Interactive Approach to

Language Pedagogy 2nd Edition. New York: Addison Wesley Longman,

Inc., 2001.

Celce, Marianne and Sharon Hills, Technique and Resource in Teaching

Grammar. New York: Oxford University Press,1998.

Cox, Martha Heasley. Writing form Process Purpose. California: Chandler

Publishing Company, 1962.

D’Angelo, Frank J. Process and Thought in Composition. Massachusetts:

Winthroup Publishers, Inc, 1977.

Dietsch, Betty Mattix. Reasoning & Writing Well : A Rhetoric, Research Guide,

Reader, and Handbook. New York: McGraw Hill. 2006.

Fink, Lila et al. A Text for Writing and Reading. Boston: Little, Brown and

Company, 1983.

Finnochiaro, Marry and Michael Bonomo. The Foreign Language Learner: A

Guide for Teacher. New York: Regents Publishing Company,1973.

Finocchiaro, B. Teaching English as a Second language: From Theory to Pratice.

New York: Regent Publishing Company Ltd, 1974.

Glenberg, Arthur M. and William E. Langston, Journal of Memory and

Language. America; Academic Press. Inc., 1992.

Harmer, Jeremy. The Practice of English Languge Teaching (Third Edition).

(England: Pearson Education Limited, 2007.

Hartono, Rudi. Genres of Texts, Unpublished. Semarang State University:

English Department Faculty of Language and Art, 2005.

Heaton, J. B. Writing English Language Test.New York: Longman Group, 1995.

Hidayati. Kurikulum KTSP 2006, Standar Isi SD, SMP, SMA. Jakarta: 2006.

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Indah, Dwi Nur. Improving Writing Recount Text by Using Photographs.

Semarang: IKIP PGRI Semarang, 2010.

Karim, Mariana and Sabrony Rahmadie, Writing, Jakarta: Departemen

Pendidikan dan Kebudayaan, Direktorat Jenderal Pendidikan Tinggi, Proyek

Pendidikan Tenaga Akademik, 1996.

Lado, Robert. Language Testing. London: Longman Group Limited, 1967.

Langan, John. College Writing Skills. USA: McGraw Hill Higher Education,

2003.

McDonald, Christina R. and Robert L. McDonald, Teaching Writing. Carbondale:

Southern Illinois University Press, 2002.

Meyers, Alan. Gateways to Academic Writing. United Stated of America: Pearson

Education, 2005.

Nation, I. S. P. Teaching ESL/EFL Reading and Writing. New York: Routledge

Publishers, 2009.

Nunan, David. Practical English Language Teaching. Boston: McGraw Hil, 2003.

O’Malley, J. Michael and Lorraine Valdez Pierce. Authentic Assessment for

English Language Learner Practical Approaches for Teachers. United State

of America: Addition-Wesley Publishing, 1996.

Oshima. A. & Hogue, A., Introduction to Academic Writing (2nd Edition). New

York: Addison Wesley Longman, Inc., 1997.

Ploeger, Katherine. Simplified Paragraph Skill, California State University.

Stanislaus: NTC publishing group, 1999.

Raimes, Ann. Techniques in Teaching Writing. New York: Oxford University

Press, 1983.

Raimes, Ann. Techniques in Teaching Writing. New York: Oxford University

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Raymond, James C. Writing is an Unnatural Act. New York: Harper Publisher,

1980.

Richards, J. C. & Renandya, W. A Methodology in Language Teaching. An

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Ross, J., Robinson, Lois. Guided Writing and Free Writing: A Textbook in

Composition for English as a Second Language". TESOL Quarterly,

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Scholes, Robert and Nancy R. Comley. The Practice of Writing, 2nd ed. New

York: St. Martin’s Press, 1985.

Spratt, Mary et al., The TKT Course. Cambridge: Cambridge University Press,

2005.

Suriamihardja, Agus. Petunjuk Praktek Menulis. Jakarta: Depdikbud, 2007.

Wassid, Iskandar and Dadang Senendar. Strategi Pembelajaran Bahasa.

Yogyakarta: Remaja Rosdakarya, 2008.

Wilshon, George E. and Julia M. Burks. Let’s Write English. New York: Litton

Educational Publishing, Inc., 1980.

Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge

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Zemach, D. E. & Rumisek, L. A. Academic Writing from Paragraph to Essay.

Macmillan: Cambridge University Press, 2005.

http://nadabs.tripod.com/writing.Ghazi Ghaith, The Problem of Teaching Writing,

(American University of Beirut (online) 2002)

http:/www.uhu.es/antonia.dominguez/virtualwriting/writing.htm. Ghaith Ghazi.

Writing. Retrieved on June 14th, 2013,

http:www.thefreedictionary.com/pictures

57

RENCANA PELAKSANAAN PEMBELAJARAN

I

A. IDENTITAS

· Satuan Pendidikan : MTS Negeri 33 Jakarta

· Mata Pelajaran : Bahasa Inggris

· Kelas/Semester : VII/1

· Materi Pokok : Teks Deskriptif

· Keterampilan : Menulis (Writing)

· Alokasi Waktu : 2 x 40 menit

B. KOMPETENSI INTI

· KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya

· KI 2 : Menghargai dan menghayati perilaku jujur, disiplin,

tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan

pergaulan dan keberadaannya.

· KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

· KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah

abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

C. KOMPETENSI DASAR DAN INDIKATOR

3. 10. Memahami fungsi sosial,

struktur teks, dan unsur kebahasaan

dari teks deskriptif dengan

menyatakan dan menanyakan tentang

deskripsi orang, binatang, dan benda,

sangat pendek dan sederhana, sesuai

dengan konteks penggunaannya.

1. Menyebutkan fungsi sosial dan

struktur teks teks deskriptif.

4. 12. Menangkap makna dalam

teks deskriptif lisan dan tulis, sangat

pendek dan sederhana.

2. Mengidentifikaksi informasi

rinci dalam teks lisan berbentuk

deskriptif.

2. 2. Menunjukkan perilaku

jujur, disiplin, percaya diri, dan

bertanggung jawab dalam

melaksanakan komunikasi

transaksional dengan guru dan

teman.

3. Menyebutkan ciri-ciri dan sifat

seseorang dengan percaya diri

menggunakan bahasa inggris yang

berterima.

58

D. TUJUAN PEMBELAJARAN

1. Disajikan gambar berseri tentang suatu cerita sederhana, peserta didik

dapat menyebutkan tertulis fungsi sosial dan struktur teks dari gambar

berseri untuk menyusun teks deskriptif.

2. Disajikan gambar berseri dari suatu cerita sederhana, peserta didik dapat

mengidentifikasi informasi rinci yang terdapat di dalam gambar berseri

tersebut secara tertulis dengan melengkapi teks rumpang.

3. Peserta didik membacakan teks lisan dari deskriptif teks gambar berseri

tentang cerita sederhana (3-4 gambar berurutan) dari guru dengan percaya

diri dan bertanggungjawab.

E. MATERI PEMBELAJARAN

Teks deskriptif melalui gambar berseri berfungsi untuk memudahkan

menggambarkan orang, hewan atau benda.

Struktur teks deskriptif:

Ø Identification Memperkenalkan orang, hewan atau benda yang

akan digambarkan.

Ø Description Gambaran tentang orang, hewan atau benda yang

digambarkan dengan menyebutkan ciri-ciri khusus

atau sifat tertentu.

·

Kata sifat yang dapat mencirikan seseorang: smart, beautiful, handsome,

tall, short, fat, slim, patient, nice, kind, wise, friendly.

· Pendalaman materi:

Ø Adjective, kata sifat yang memodifikasi kata benda (noun)

Contoh : - She is nice and smart.

- Miss Sinta is tall and slim.

Ø Simple present tense

Contoh : - She teaches English.

- The students enjoy her class.

F. METODE PEMBELAJARAN

Pendekatan ilmiah dengan pictures series.

G. MEDIA, ALAT DAN SUMBER BELAJAR

· Media : Gambar berseri yang terdiri dari 3-4 gambar berseri.

· Alat : Gambar dan script teks rumpang.

· Sumber belajar : Buku Bahasa Inggris, When English Rings a Bell, Edisi

Revisi. Jakarta: Kemendikbud RI, 2014.

59

H. LANGKAH-LANGKAH PEMBELAJARAN

1. Kegiatan Awal

- Salam

- Tegur sapa

- Memeriksa kehadiran peserta didik

- Mengaitkan materi pembelajaran di pertemuan sebelumnya dengan

materi kegiatan yang akan dipelajari.

2. Kegiatan Inti

- Mengamati

- Disajikan gambar tentang beberapa profesi seperti polisi, petani, dan

dokter. Peserta didik mengamati gambar tersebut, dengan fokus

pengamatan kepada ciri-ciri khusus dan sifat. Guru menanyakan

kepada siswa tentang pekerjaan dan tugas mereka. Mendeskripsikan

pakaian dan tugas mereka.

- Memunculkan suatu gambar berseri sederhana tentang aktivitas

nelayan di pantai. Guru bersama peserta didik mendeskripsikan

gambar demi gambar hingga berbentuk cerita berangkai yang tepat

sesuai gambar.

- Menanya

- Peserta didik bertanya tentang gambar yang sedang ditayangkan (guru

dapat mengajukan pernyataan-pernyataan yang dapat memancing

perhatian peserta didik)

- Mengumpulkan informasi

- Peserta didik diberi pertanyaan yang mengarahkan peserta didik

kepada materi pembelajaran, yaitu ciri-ciri khusus dan sifat dari

pekerjaan seseorang ataupun aktivitas sehari-hari mereka mulai dari

bangun tidur hingga tidur kembali di rumah.

- Mengasosiasi

- Menuliskan deskripsi teks yang menggambarkan aktivitas siswa yang

hendak berangkat ke sekolah (terdiri dari 4 gambar berseri). Guru

menjelaskan maksud dan tujuan dalam pengambilan hasil kemampuan

menulis deskripsi teks peserta didik dengan point-point kategori

nilainya.

- Dibacakan salah satu deskripsi teks dari hasil mengarang siswa

berdasarkan gambar berseri tersebut. Dan bersama-sama siswa

menjelaskan atau menceritakan secara benar maksud dari gambar

berseri terebut.

- Guru menjelaskan point-point penting dalam penilaian menulis

deskripsi teks, sehingga peserta didik mampu meningkatkan

kemampuan menulis deskripsi teks nya.

- Mengkomunikasi

- Salah saru peserta didik membaca nyaring teks deskripsi teks yang

telah dilengkapi dengan jawaban yang benar.

3. Penutup

- Refleksi (kesimpulan kegiatan pembelajaran)

60

- Memberitahukan materi untuk pertemuan selanjutnya.

- Salam

I. PENILAIAN

1. Tehnik: Tertulis

2. Bentuk: Deskripsi teks dari gambar berseri

3. Rubrik Penilaian

a. Penilaian Keterampilan

Pedoman Penilaian

- Tabel skala kemampuan menulis

Scoring

Element Scale Quality Description

Content

30-27 Excellent to

Very Good

Knowledge – substantive – thorough

development of thesis – relevant to

assigned topic.

26-22 Good to

Average

Some knowledge of subject –

adequate range – limited

development of thesis –mostly

relevant to topic, but lack detail.

21-17 Fair to Poor

Limited knowledge of subject – little

substance – inadequate development

of topic.

16-13 Very Poor

Does not show knowledge of subject

– non substantive – not pertinent –

OR not enough to evaluate.

61

Scoring

Element Scale Quality Description

Organization

20-18 Excellent to

Very Good

Fluent expression – ideas clearl

stated/supported – succinct – well

organized – logical sequencing –

cohesive

17-14 Good to

Average

Somewhat choppy – loosely

organized but main ideas stand out –

limited support – logical but

incomplete sequencing.

13-10 Fair to Poor

Non fluent – ideas confused or

disconnected – lacks logical

sequencing and development.

09-07 Very Poor

Does not communicates – no

organization-OR not enough to

evaluate

Vocabulary

20-18 Excellent to

Very Good

Sophisticated range – effective

word/idiom choice and usage – word

form mastery – appropriate register.

17-14 Good to

Average

Adequate range – occasional errors

of word/idiom form, choice, usage –

meaning confused or obscured.

13-10 Fair to Poor

Limited range – frequent errors of

word/idiom form, choice usage –

meaning confused or obscured.

09-07 Very Poor

Essentially translation – little

knowledge of English vocabulary,

idioms, word form – OR not enough

to evaluate.

Language

Use

25-22 Excellent to

Very Good

Effective complex constructions –

few errors of agreement, tense,

number, word order/function,

articles, pronouns, prepositions.

21-18 Good to

Average

Effective but simple constructions –

minor problems in complex

constructions – several errors of

agreement, tense, number, word

order/function, articles, pronouns,

prepositions but meaning seldom

obscured.

62

Scoring

Element Scale Quality Description

17-11 Fair to Poor

Major problems in simple/ complex

constructions – frequent errors of

negation, agreement, tense, number,

word order/function, articles,

pronouns, prepositions and/or

fragments, run-ons, deletions –

meaning confused or obscured.

10-5 Very Poor

Virtually no mastery of sentence

construction rules – dominated by

errors –does not communicate – OR

not enough to evaluate.

Mechanics

5 Excellent to

Very Good

Demonstrates mastery of

conventions – few errors of spelling,

punctuation, capitalization,

paragraphing.

4 Good to

Average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing but meaning not

obscured.

3 Fair to Poor

Frequent errors of spelling,

punctuation, capitalization,

paragraphing – poor handwriting –

meaning confused or obscured.

2 Very Poor

No mastery of conventions –

dominated by errors of spelling,

punctuation, capitalization,

paragraphing – handwriting illegible

– OR not enough to evaluate.

- Nilai peserta didik = skor yang didapat/skor maksimal X 100

b. Penilaian sikap

No. Nama Kriteria Skor

Jakarta, September 2017

Guru Mata Pelajaran,

Eka Rosdiana Putri

63

RENCANA PELAKSANAAN PEMBELAJARAN

II

A. IDENTITAS

· Satuan Pendidikan : MTS Negeri 33 Jakarta

· Mata Pelajaran : Bahasa Inggris

· Kelas/Semester : VII/1

· Materi Pokok : Teks Deskriptif

· Keterampilan : Menulis (Writing)

· Alokasi Waktu : 2 x 40 menit

B. KOMPETENSI INTI

· KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya

· KI 2 : Menghargai dan menghayati perilaku jujur, disiplin,

tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan

pergaulan dan keberadaannya.

· KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

· KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah

abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

C. KOMPETENSI DASAR DAN INDIKATOR

3. 10. Memahami fungsi sosial,

struktur teks, dan unsur kebahasaan

dari teks deskriptif dengan

menyatakan dan menanyakan tentang

deskripsi orang, binatang, dan benda,

sangat pendek dan sederhana, sesuai

dengan konteks penggunaannya.

1. Menyebutkan fungsi sosial dan

struktur teks teks deskriptif.

4. 12. Menangkap makna dalam

teks deskriptif lisan dan tulis, sangat

pendek dan sederhana.

2. Mengidentifikaksi informasi

rinci dalam teks lisan berbentuk

deskriptif.

2. 2. Menunjukkan perilaku

jujur, disiplin, percaya diri, dan

bertanggung jawab dalam

melaksanakan komunikasi

transaksional dengan guru dan

teman.

3. Menyebutkan ciri-ciri dan sifat

seseorang dengan percaya diri

menggunakan bahasa inggris yang

berterima.

64

D. TUJUAN PEMBELAJARAN

1. Guru mendeskripsikan tentang suatu cerita sederhana, peserta didik dapat

menyebutkan tertulis fungsi sosial dan struktur teks untuk menyusun teks

deskriptif.

2. Guru menceritakan dari suatu cerita sederhana, peserta didik dapat

mengidentifikasi informasi rinci yang terdapat di dalam suatu cerita atau

objek yang menjadi deskripsi tersebut secara tertulis dengan melengkapi

teks rumpang.

3. Peserta didik membacakan teks lisan dari deskriptif teks tentang cerita

sederhana dari guru dengan percaya diri dan bertanggungjawab.

E. MATERI PEMBELAJARAN

Teks deskriptif untuk memudahkan menggambarkan orang, hewan

atau benda.

Struktur teks deskriptif:

Ø Identification Memperkenalkan orang, hewan atau benda yang

akan digambarkan.

Ø Description Gambaran tentang orang, hewan atau benda yang

digambarkan dengan menyebutkan ciri-ciri khusus

atau sifat tertentu.

·

Kata sifat yang dapat mencirikan seseorang: smart, beautiful, handsome,

tall, short, fat, slim, patient, nice, kind, wise, friendly.

· Pendalaman materi:

Ø Adjective, kata sifat yang memodifikasi kata benda (noun)

Contoh : - She is nice and smart.

- Miss Sinta is tall and slim.

Ø Simple present tense

Contoh : - She teaches English.

- The students enjoy her class.

F. METODE PEMBELAJARAN

Pendekatan ilmiah dengan konvensional active method.

G. MEDIA, ALAT DAN SUMBER BELAJAR

· Media : Gambar suatu objek benda, hewan, orang.

· Alat : Gambar dan script teks rumpang.

· Sumber belajar : Buku Bahasa Inggris, When English Rings a Bell, Edisi

Revisi. Jakarta: Kemendikbud RI, 2014.

65

H. LANGKAH-LANGKAH PEMBELAJARAN

1. Kegiatan Awal

a. Salam

b. Tegur sapa

c. Memeriksa kehadiran peserta didik

d. Mengaitkan materi pembelajaran di pertemuan sebelumnya dengan

materi kegiatan yang akan dipelajari.

2. Kegiatan Inti

a. Mengamati

Disajikan gambar tentang beberapa profesi seperti polisi, petani, dan

dokter. Peserta didik mengamati gambar tersebut, dengan fokus

pengamatan kepada ciri-ciri khusus dan sifat. Guru menanyakan

kepada siswa tentang pekerjaan dan tugas mereka. Mendeskripsikan

pakaian dan tugas mereka.

Memunculkan suatu gambar tentang aktivitas nelayan di pantai. Guru

bersama peserta didik mendeskripsikan gambar tersebut hingga

berbentuk cerita yang tepat sesuai gambar.

b. Menanya

Peserta didik bertanya tentang gambar yang sedang ditayangkan (guru

dapat mengajukan pernyataan-pernyataan yang dapat memancing

perhatian peserta didik)

c. Mengumpulkan informasi

Peserta didik diberi pertanyaan yang mengarahkan peserta didik

kepada materi pembelajaran, yaitu ciri-ciri khusus dan sifat dari

pekerjaan seseorang ataupun aktivitas sehari-hari mereka mulai dari

bangun tidur hingga tidur kembali di rumah.

d. Mengasosiasi

Menuliskan deskripsi teks yang menggambarkan aktivitas siswa yang

hendak berangkat ke sekolah (terdiri dari 4 paragraf). Guru

menjelaskan maksud dan tujuan dalam pengambilan hasil kemampuan

menulis deskripsi teks peserta didik dengan point-point kategori

penilainya.

Dibacakan salah satu deskripsi teks dari hasil mengarang siswa

berdasarkan instruksi dari guru. Dan bersama-sama siswa menjelaskan

atau menceritakan secara benar maksud dari gambar terebut.

Guru menjelaskan point-point penting dalam penilaian menulis

deskripsi teks, sehingga peserta didik mampu meningkatkan

kemampuan menulis deskripsi teks nya.

e. Mengkomunikasi

Salah saru peserta didik membaca nyaring teks deskripsi teks yang

telah dilengkapi dengan jawaban yang benar.

3. Penutup

a. Refleksi (kesimpulan kegiatan pembelajaran)

b. Memberitahukan materi untuk pertemuan selanjutnya.

c. Salam

66

I. PENILAIAN

1. Tehnik: Tertulis

2. Bentuk: Deskripsi teks dan rumpang teks

3. Rubrik Penilaian

i. Penilaian Keterampilan

Pedoman Penilaian

b. Tabel skala kemampuan menulis

Scoring

Element Scale Quality Description

Content

30-27 Excellent to

Very Good

Knowledge – substantive – thorough

development of thesis – relevant to

assigned topic.

26-22 Good to

Average

Some knowledge of subject –

adequate range – limited

development of thesis –mostly

relevant to topic, but lack detail.

21-17 Fair to Poor

Limited knowledge of subject – little

substance – inadequate development

of topic.

16-13 Very Poor

Does not show knowledge of subject

– non substantive – not pertinent –

OR not enough to evaluate.

Organization

20-18 Excellent to

Very Good

Fluent expression – ideas clearl

stated/supported – succinct – well

organized – logical sequencing –

cohesive

17-14 Good to

Average

Somewhat choppy – loosely

organized but main ideas stand out –

limited support – logical but

incomplete sequencing.

13-10 Fair to Poor

Non fluent – ideas confused or

disconnected – lacks logical

sequencing and development.

09-07 Very Poor

Does not communicates – no

organization-OR not enough to

evaluate

Vocabulary 20-18 Excellent to

Very Good

Sophisticated range – effective

word/idiom choice and usage – word

form mastery – appropriate register.

67

Scoring

Element Scale Quality Description

17-14 Good to

Average

Adequate range – occasional errors

of word/idiom form, choice, usage –

meaning confused or obscured.

13-10 Fair to Poor

Limited range – frequent errors of

word/idiom form, choice usage –

meaning confused or obscured.

09-07 Very Poor

Essentially translation – little

knowledge of English vocabulary,

idioms, word form – OR not enough

to evaluate.

Language

Use

25-22 Excellent to

Very Good

Effective complex constructions –

few errors of agreement, tense,

number, word order/function,

articles, pronouns, prepositions.

21-18 Good to

Average

Effective but simple constructions –

minor problems in complex

constructions – several errors of

agreement, tense, number, word

order/function, articles, pronouns,

prepositions but meaning seldom

obscured.

17-11 Fair to Poor

Major problems in simple/ complex

constructions – frequent errors of

negation, agreement, tense, number,

word order/function, articles,

pronouns, prepositions and/or

fragments, run-ons, deletions –

meaning confused or obscured.

10-5 Very Poor

Virtually no mastery of sentence

construction rules – dominated by

errors –does not communicate – OR

not enough to evaluate.

Mechanics

5 Excellent to

Very Good

Demonstrates mastery of

conventions – few errors of spelling,

punctuation, capitalization,

paragraphing.

4 Good to

Average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing but meaning not

obscured.

68

Scoring

Element Scale Quality Description

3 Fair to Poor

Frequent errors of spelling,

punctuation, capitalization,

paragraphing – poor handwriting –

meaning confused or obscured.

2 Very Poor

No mastery of conventions –

dominated by errors of spelling,

punctuation, capitalization,

paragraphing – handwriting illegible

– OR not enough to evaluate.

- Nilai peserta didik = skor yang didapat/skor maksimal X 100

b. Penilaian sikap

No. Nama Kriteria Skor

Jakarta, September 2017

Guru Mata Pelajaran,

Eka Rosdiana Putri

69

RENCANA PELAKSANAAN PEMBELAJARAN

III

Satuan Pendidikan : MTSN 33 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII/1

Materi Pokok : Teks Deskriptif (Writing)

Alokasi Waktu : 2 x 40 Menit

A. KOMPETENSI INTI

1. Menanggapi dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif

dengan lingkungan social dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami pengetahuan (factual, konseptual, dan procedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi dan membuat) anah abstrak (menulis,

Membaca, menghitung, menggambar dan mengarang) sesuai dengan yang

dipelajari disekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. KOMPETENSI DAS AR DAN INDIKATOR

1. KOMPETENSI DASAR

3.10 Memahami fungsi sosial, struktur

teks, dan unsur kebahasaan dari teks

deskriptif dengan menyatakan dan

menanyakan tentang deskripsi orang,

binatang, dan benda, sangat pendek dan

sederhana, sesuai dengan konteks

penggunaannya

3.10.1 Mengidentifikasi fungsi social

dari teks deskriptif.

3.10.2 Mengidentifikasi unsur

kebahasaan dari teks deskriptif

3.10.3 Mengidentifikasi struktur teks

dari teks deskritif

4.13 Menyusun teks deskriptif lisan

dan tulis, sangat pendek dan sederhana,

4.13.1 Menulis teks deskriptif tulis

sederhana

70

tentang orang, binatang, dan benda,

dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan,

secara benar dan sesuai konteks.

2.3 Menunjukkan perilaku tanggung

jawab, peduli,kerjasama dan cinta

damai, dalam melaksanakan

komunikasi fungsiona

2.3.1 Menunjukkan sikap santun,

bekerja sama , tanggung jawab,

C. TUJUAN PEMBELAJARAN

1. Diberikan teks deskriptif sederhana siswa dapat mengidentifikasi fungsi

social dengan benar

2. Diberikan teks deskriptif sederhana siswa dapat mengidentifikasi struktur

teks dengan benar

3. Diberikan teks deskriptif sederhana siswa dapat mengidentifikasi ciri

kebahasaan dengan benar.

4. Siswa dapat menulis teks deskriptif sederhana dengan unsur kebahasaan

dan struktur teks yang benar

D. MATERI PEMBELAJARAN

Teks deskriptif adalah teks yang menggambarkan orang, binatang, dan

benda, dan lain-lain

Fungsi sosial

Menggambarkan, Membanggakan, mengenalkan, mengidentifikasi, memuji,

mengkritik, dsb.

Struktur text

Generic Structure Sentence

Identification My favorite teacher is Miss Putri.

Description She teaches science.

She is beautiful and slim.

Her skin is white.

She has long and straight hair.

She is a friendly teacher.

She likes reading novels.

Her favorite writer is Andre Hirata.

71

Unsur kebahasaan

1. Penyebutan kata benda singular dengan a dan the, dan plural (-s).

2. Kata ganti it, they, she, we, dst.; our, my, your, their, dst.

3. Kata sifat yang sangat lazim, old, fat, tall, short, beautiful, patient, nice, wise,

smart, fat dll.

4. Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple present

tense: be, have ,has, like , love, dll.

5. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the,

this, those, my, their, dsb secara tepat dalam frasa nominal

Topik

Menggambarkan guru untuk memberikan keteladanan tentang perilaku disiplin,

percaya diri, bertanggung jawab, cinta dan kerjasama

E. METODE PEMBELAJARAN

Metode Scientific

Strategi Collaborative writing

F. MEDIA DAN ALAT PEMBELAJARAN

Media : Pictures series

Alat : Poster

Sumber belajar : Buku Bahasa Inggris, When English Rings a bell Kelas 7

Edisi Revisi 2014,hal: 191 - Sumber dari internet : www.esllibrary.com ,

www.googleimages, www.123rf

G. LANGKAH-LANGKAH PEMBELAJARAN

Pendahuluan (5 menit)

- Mengucapkan salam dan berdoa

- Memberikan motivasi dan apersepsi

- Menginformasi tujuan pembelajaran

- Menyampaikan skenario pembelajaran

Kegiatan inti

1. Mengamati (10 menit)

c. Siswa mengamati gambar pada layar dan mendengar contoh

teks deskriptif yang dibacakan oleh guru dengan fungsi social,

struktur teks, unsur kebahasaan teks deskriptif

d. Guru mencatat/menilai aspek sikap dan kesungguhan/keaktifan

siswa.

2. Menanya : (10 menit)

e. Dengan mempertanyakan pengarah dari guru, peserta didik

mempertanyakan tentang fungsi social, struktur teks, unsur

kebahasaan teks deskriptif.

72

f. Guru menilai aspek sikap dan kesungguhan/keaktifan siswa.

(10 menit)

3. Mengasosiasi(40 menit)

g. Guru menjelaskan point-point penting dalam menulis karangan

teks deskriptif yang baik dan benar melalui gambar berseri.

h. Memberikan contoh dari gambar berseri sederhana mengenai

aktivitas sehari-hari, misalnya gambar berseri aktivitas

“berkunjung ke rumah nenek di kampung”.

i. Siswa menuliskan kembali teks secara kolaborasi (draft )

j. Siswa merevisi draft

k. Guru memberikan feedback

4. Mengomunikasikan (10 menit)

a. Siswa menulis teks deskriptif sederhana sesuai dengan gambar

berseri yang diperlihatkan oleh guru secara individu

b. Guru mengawasi siswa.

Penutup(10 menit)

c. Guru dan siswa membuat rangkuman/simpulan pelajaran.

d. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang

sudah dilaksanakan secara konsisten dan terprogram.

e. Memberikan tugas, baik tugas individual maupun kelompok

sesuai dengan hasil belajar peserta didik.

f. Menyampaikan rencana pembelajaran pada pertemuan

berikutnya.

H. PENILAIAN HASIL BELAJAR

1. Teknik Penilaian : Tertulis

2. Bentuk : Teks Deskriptif sederhana melalui picture series

3. Instrumen : Write a short descriptive text about activities!

Buatlah suatu karangan deskripsi dari gambar

berikut

73

Rubrik Penilaian Aspek Keterampilan:

Scoring

Element Scale Quality Description

Content

30-27 Excellent to

Very Good

Knowledge – substantive – thorough

development of thesis – relevant to

assigned topic.

26-22 Good to

Average

Some knowledge of subject –

adequate range – limited

development of thesis –mostly

relevant to topic, but lack detail.

21-17 Fair to Poor

Limited knowledge of subject – little

substance – inadequate development

of topic.

16-13 Very Poor

Does not show knowledge of subject

– non substantive – not pertinent –

OR not enough to evaluate.

74

Scoring

Element Scale Quality Description

Organization

20-18 Excellent to

Very Good

Fluent expression – ideas clearl

stated/supported – succinct – well

organized – logical sequencing –

cohesive

17-14 Good to

Average

Somewhat choppy – loosely

organized but main ideas stand out –

limited support – logical but

incomplete sequencing.

13-10 Fair to Poor

Non fluent – ideas confused or

disconnected – lacks logical

sequencing and development.

09-07 Very Poor

Does not communicates – no

organization-OR not enough to

evaluate

Vocabulary

20-18 Excellent to

Very Good

Sophisticated range – effective

word/idiom choice and usage – word

form mastery – appropriate register.

17-14 Good to

Average

Adequate range – occasional errors

of word/idiom form, choice, usage –

meaning confused or obscured.

13-10 Fair to Poor

Limited range – frequent errors of

word/idiom form, choice usage –

meaning confused or obscured.

09-07 Very Poor

Essentially translation – little

knowledge of English vocabulary,

idioms, word form – OR not enough

to evaluate.

Language

Use

25-22 Excellent to

Very Good

Effective complex constructions –

few errors of agreement, tense,

number, word order/function,

articles, pronouns, prepositions.

21-18 Good to

Average

Effective but simple constructions –

minor problems in complex

constructions – several errors of

agreement, tense, number, word

order/function, articles, pronouns,

prepositions but meaning seldom

obscured.

75

Scoring

Element Scale Quality Description

17-11 Fair to Poor

Major problems in simple/ complex

constructions – frequent errors of

negation, agreement, tense, number,

word order/function, articles,

pronouns, prepositions and/or

fragments, run-ons, deletions –

meaning confused or obscured.

10-5 Very Poor

Virtually no mastery of sentence

construction rules – dominated by

errors –does not communicate – OR

not enough to evaluate.

Mechanics

5 Excellent to

Very Good

Demonstrates mastery of

conventions – few errors of spelling,

punctuation, capitalization,

paragraphing.

4 Good to

Average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing but meaning not

obscured.

3 Fair to Poor

Frequent errors of spelling,

punctuation, capitalization,

paragraphing – poor handwriting –

meaning confused or obscured.

2 Very Poor

No mastery of conventions –

dominated by errors of spelling,

punctuation, capitalization,

paragraphing – handwriting illegible

– OR not enough to evaluate.

Rubrik Penilaian Aspek Sikap

No Aspek yang

No Aspek yang

Dinilai

Kriteria Score

1 Santun

(Respect)

Sangat sering menunjukan sikap

santun

Sering menunjukan sikap santun

Beberapa kali menunjukan sikap

santun

Pernah menunjukan sikap santun

Tidak pernah menunjukan sikap

santun

5

4

3

2

1

2 bertanggungjawab

(responsible)

Sangat sering menunjukan sikap

bertangungjawab

5

4

76

Sering menunjukan sikap

bertanggungjawab

Beberapa kali menunjukan sikap

bertanggungjawab

Pernah menunjukan sikap

bertanggungjawab

Tidak pernah menunjukan sikap

bertanggung

3

2

1

3 Jujur

(honest)

Sangat sering menunjukan sikap

kerjasama

Sering menunjukan sikap

kerjasama

Beberapa kali menunjukan sikap

kerjasama

Pernah menunjukan sikap

kerjasama

Tidak pernah menunjukan sikap

kerjasama

5

4

3

2

1

4 Disiplin

(discipline)

Sangat sering menunjukan sikap

disiplin

Sering menunjukan sikap disiplin

Beberapa kali menunjukan sikap

disiplin

Pernah menunjukan sikap disiplin

Tidak pernah menunjukan sikap

disiplin

5

4

3

2

1

5 Percaya diri

(confidence)

Sangat sering menunjukan sikap

percaya diri

Sering menunjukan sikap percaya

diri

Beberapa kali menunjukan sikap

percaya diri

Pernah menunjukan sikap percaya

diri

Tidak pernah menunjukan sikap

percaya diri

5

4

3

2

1

Jakarta, September 2017

Guru Mata Pelajaran,

Eka Rosdiana Putri

77

RENCANA PELAKSANAAN PEMBELAJARAN

IV

Satuan Pendidikan : MTSN 33 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII/1

Materi Pokok : Teks Deskriptif (Writing)

Alokasi Waktu : 2 x 40 Menit

A. KOMPETENSI INTI

1. Menanggapi dan mengamalkan ajaran agama yang dianutnya.

2. Menghargai perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif

dengan lingkungan social dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami pengetahuan (factual, konseptual, dan procedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi dan membuat) anah abstrak (menulis,

Membaca, menghitung, menggambar dan mengarang) sesuai dengan yang

dipelajari disekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. KOMPETENSI DAS AR DAN INDIKATOR

1. KOMPETENSI DASAR

3.10 Memahami fungsi sosial, struktur

teks, dan unsur kebahasaan dari teks

deskriptif dengan menyatakan dan

menanyakan tentang deskripsi orang,

binatang, dan benda, sangat pendek dan

sederhana, sesuai dengan konteks

penggunaannya

3.10.1 Mengidentifikasi fungsi social

dari teks deskriptif.

3.10.2 Mengidentifikasi unsur

kebahasaan dari teks deskriptif

3.10.3 Mengidentifikasi struktur teks

dari teks deskritif

4.13 Menyusun teks deskriptif lisan

dan tulis, sangat pendek dan sederhana,

tentang orang, binatang, dan benda,

4.13.1 Menulis teks deskriptif tulis

sederhana

78

dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan,

secara benar dan sesuai konteks.

2.3 Menunjukkan perilaku tanggung

jawab, peduli,kerjasama dan cinta

damai, dalam melaksanakan

komunikasi fungsiona

2.3.1 Menunjukkan sikap santun,

bekerja sama , tanggung jawab,

C. TUJUAN PEMBELAJARAN

1. Diberikan teks deskriptif sederhana siswa dapat mengidentifikasi fungsi

social dengan benar

2. Diberikan teks deskriptif sederhana siswa dapat mengidentifikasi struktur

teks dengan benar

3. Diberikan teks deskriptif sederhana siswa dapat mengidentifikasi ciri

kebahasaan dengan benar.

4. Siswa dapat menulis teks deskriptif sederhana dengan unsur kebahasaan

dan struktur teks yang benar

D. MATERI PEMBELAJARAN

Teks deskriptif adalah teks yang menggambarkan orang, binatang, dan

benda, dan lain-lain

Fungsi sosial

Menggambarkan, Membanggakan, mengenalkan, mengidentifikasi, memuji,

mengkritik, dsb.

Struktur text

Generic Structure Sentence

Identification My favorite teacher is Miss Putri.

Description She teaches science.

She is beautiful and slim.

Her skin is white.

She has long and straight hair.

She is a friendly teacher.

She likes reading novels.

Her favorite writer is Andre Hirata.

79

Unsur kebahasaan

1. Penyebutan kata benda singular dengan a dan the, dan plural (-s).

2. Kata ganti it, they, she, we, dst.; our, my, your, their, dst.

3. Kata sifat yang sangat lazim, old, fat, tall, short, beautiful, patient, nice,

wise, smart, fat dll.

4. Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple

present tense: be, have ,has, like , love, dll.

5. Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a,

the, this, those, my, their, dsb secara tepat dalam frasa nominal

Topik

Menggambarkan guru untuk memberikan keteladanan tentang perilaku disiplin,

percaya diri, bertanggung jawab, cinta dan kerjasama

E. METODE PEMBELAJARAN

Metode Scientific

Strategi Collaborative writing

F. MEDIA DAN ALAT PEMBELAJARAN

Media : gambar objek orang, hewan atau benda

Alat : Poster

Sumber belajar : Buku Bahasa Inggris, When English Rings a bell Kelas 7

Edisi Revisi 2014,hal: 191 - Sumber dari internet : www.esllibrary.com ,

www.googleimages, www.123rf

G. LANGKAH-LANGKAH PEMBELAJARAN

Pendahuluan

- Mengucapkan salam dan berdoa

- Memberikan motivasi dan apersepsi

- Menginformasi tujuan pembelajaran

- Menyampaikan skenario pembelajaran

Kegiatan inti

Mengamati

- Siswa membaca /mendengarkan/ menonton berbagai macam teks

deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang,

binatang, dan benda, sangat pendek dan sederhana.

- Siswa memperhatikan fungsi sosial, struktur teks, unsur kebahasaan,

maupun format penyampaian/penulisan teks deskriptif

- Siswa belajar membaca cepat untuk mendapatkan gambaran umum dari

teks (skimming) dan menentukan jeda pada tempatnya untuk membaca

dengan bermakna

Mempertanyakan

- Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain

perbedaan antar berbagai teks deskriptif, dalam bahasa Inggris,

80

perbedaannya dengan yang ada dalam bahasa Indonesia, kemungkinan

menggunakan ungkapan lain, dsb.

- Siswa mempertanyakan cara menemukan gagasan pokok, informasi

tertentu, informasi rinci dan kesimpulan dalam teks deskriptif.

Mengeksplorasi

- Siswa membaca/mendengarkan beberapa teks deskriptif dari berbagai

sumber.

- Siswa membacakan teks deskriptif kepada teman dengan menggunakan

unsur kebahasaan yang tepat

- Siswa berlatih menemukan gagasan utama, informasi tertentu dan makna

kata dalam teks deskriptif.

- Siswa secara berkelompok menuliskan teks deskriptif tentang orang,

binatang, dan benda, terkait dengan mata pelajaran lain di Kelas VII

dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan

Mengasosiasi

- Secara berpasangan siswa saling menganalisis teks deskriptif yang tulis

dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan.

- Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil

analisis yang disampaikan dalam kerja kelompok.

Mengomunikasikan

- Siswa menuliskan deskripsi teman teman sebangkunya dan

mempresentasikan di depan kelas.

- Siswa membuat jurnal belajar (learning journal)Penutup(10 menit)

- Guru dan siswa membuat rangkuman/simpulan pelajaran.

- Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah

dilaksanakan secara konsisten dan terprogram.

- Memberikan tugas, baik tugas individual maupun kelompok sesuai dengan

hasil belajar peserta didik.

- Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

Penutup:

- Guru dan siswa membuat rangkuman/simpulan pelajaran.

- Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah

dilaksanakan secara konsisten dan terprogram.

- Memberikan tugas, baik tugas individual maupun kelompok sesuai dengan

hasil belajar peserta didik.

- Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H. PENILAIAN HASIL BELAJAR

1. Teknik Penilaian : Tertulis

2. Bentuk : Teks Deskriptif sederhana

3. Instrumen : Write a short descriptive text about activities!

Buatlah suatu karangan deskripsi dari gambar

berikut

81

Rubrik Penilaian Aspek Keterampilan:

Scoring

Element Scale Quality Description

Content

30-27 Excellent to

Very Good

Knowledge – substantive – thorough

development of thesis – relevant to

assigned topic.

26-22 Good to

Average

Some knowledge of subject –

adequate range – limited

development of thesis –mostly

relevant to topic, but lack detail.

21-17 Fair to Poor

Limited knowledge of subject – little

substance – inadequate development

of topic.

16-13 Very Poor

Does not show knowledge of subject

– non substantive – not pertinent –

OR not enough to evaluate.

Organization

20-18 Excellent to

Very Good

Fluent expression – ideas clearl

stated/supported – succinct – well

organized – logical sequencing –

cohesive

17-14 Good to

Average

Somewhat choppy – loosely

organized but main ideas stand out –

limited support – logical but

incomplete sequencing.

13-10 Fair to Poor

Non fluent – ideas confused or

disconnected – lacks logical

sequencing and development.

09-07 Very Poor

Does not communicates – no

organization-OR not enough to

evaluate

82

Scoring

Element Scale Quality Description

Vocabulary

20-18 Excellent to

Very Good

Sophisticated range – effective

word/idiom choice and usage – word

form mastery – appropriate register.

17-14 Good to

Average

Adequate range – occasional errors

of word/idiom form, choice, usage –

meaning confused or obscured.

13-10 Fair to Poor

Limited range – frequent errors of

word/idiom form, choice usage –

meaning confused or obscured.

09-07 Very Poor

Essentially translation – little

knowledge of English vocabulary,

idioms, word form – OR not enough

to evaluate.

Language

Use

25-22 Excellent to

Very Good

Effective complex constructions –

few errors of agreement, tense,

number, word order/function,

articles, pronouns, prepositions.

21-18 Good to

Average

Effective but simple constructions –

minor problems in complex

constructions – several errors of

agreement, tense, number, word

order/function, articles, pronouns,

prepositions but meaning seldom

obscured.

17-11 Fair to Poor

Major problems in simple/ complex

constructions – frequent errors of

negation, agreement, tense, number,

word order/function, articles,

pronouns, prepositions and/or

fragments, run-ons, deletions –

meaning confused or obscured.

10-5 Very Poor

Virtually no mastery of sentence

construction rules – dominated by

errors –does not communicate – OR

not enough to evaluate.

Mechanics

5 Excellent to

Very Good

Demonstrates mastery of

conventions – few errors of spelling,

punctuation, capitalization,

paragraphing.

4 Good to

Average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing but meaning not

83

Scoring

Element Scale Quality Description

obscured.

3 Fair to Poor

Frequent errors of spelling,

punctuation, capitalization,

paragraphing – poor handwriting –

meaning confused or obscured.

2 Very Poor

No mastery of conventions –

dominated by errors of spelling,

punctuation, capitalization,

paragraphing – handwriting illegible

– OR not enough to evaluate.

Rubrik Penilaian Aspek Sikap

No Aspek yang

No Aspek yang

Dinilai

Kriteria Score

1 Santun

(Respect)

Sangat sering menunjukan sikap

santun

Sering menunjukan sikap santun

Beberapa kali menunjukan sikap

santun

Pernah menunjukan sikap santun

Tidak pernah menunjukan sikap

santun

5

4

3

2

1

2 bertanggungjawab

(responsible)

Sangat sering menunjukan sikap

bertangungjawab

Sering menunjukan sikap

bertanggungjawab

Beberapa kali menunjukan sikap

bertanggungjawab

Pernah menunjukan sikap

bertanggungjawab

Tidak pernah menunjukan sikap

bertanggung

5

4

3

2

1

3 Jujur

(honest)

Sangat sering menunjukan sikap

kerjasama

Sering menunjukan sikap

kerjasama

Beberapa kali menunjukan sikap

kerjasama

Pernah menunjukan sikap

5

4

3

2

1

84

kerjasama

Tidak pernah menunjukan sikap

kerjasama

4 Disiplin

(discipline)

Sangat sering menunjukan sikap

disiplin

Sering menunjukan sikap disiplin

Beberapa kali menunjukan sikap

disiplin

Pernah menunjukan sikap disiplin

Tidak pernah menunjukan sikap

disiplin

5

4

3

2

1

5 Percaya diri

(confidence)

Sangat sering menunjukan sikap

percaya diri

Sering menunjukan sikap percaya

diri

Beberapa kali menunjukan sikap

percaya diri

Pernah menunjukan sikap percaya

diri

Tidak pernah menunjukan sikap

percaya diri

5

4

3

2

1

Jakarta, Oktober 2017

Guru Mata Pelajaran,

Eka Rosdiana Putri

85

APPENDIX 3

The Students’ Scores of Experimental Class (X)

Pre-Test Post-Test Gained

Student Score Score Score

1 69 80 11

2 60 72 12

3 55 65 10

4 62 70 8

5 60 74 14

6 61 72 11

7 60 73 13

8 55 66 11

9 61 72 11

10 56 66 10

11 56 70 14

12 55 69 14

13 62 70 8

14 56 70 14

15 60 71 11

16 67 77 10

17 64 74 10

18 52 72 20

19 67 77 10

20 50 65 15

21 54 69 15

22 52 68 16

23 58 68 10

24 63 73 10

25 56 69 13

26 64 71 7

27 57 67 10

28 55 65 10

29 60 72 12

30 60 73 13

31 68 85 17

32 68 75 7

33 65 75 10

34 70 78 8

35 62 72 10

36 62 72 10

37 66 75 9

F=37 60.22 71.68

424

86

The Students’ Scores of Controlled Class (Y)

Pre-Test

Post-

Test Gained

Student Score Score Score

1 67 77 10

2 64 74 10

3 62 67 5

4 59 69 10

5 65 75 10

6 60 69 9

7 63 73 10

8 69 70 1

9 59 69 10

10 57 61 4

11 57 67 10

12 56 64 8

13 57 67 10

14 55 66 11

15 57 67 10

16 67 77 10

17 62 72 10

18 61 70 9

19 64 74 10

20 60 70 10

21 61 68 7

22 55 65 10

23 60 63 3

24 60 68 8

25 61 68 7

26 55 66 11

27 54 64 10

28 58 66 8

29 69 72 3

30 59 69 10

31 56 59 3

32 56 61 5

33 58 62 4

34 60 70 10

35 62 72 10

36 74 78 4

37 63 73 10

F=37 60.59 68.70 300

87

APPENDIX 4

The Result of Test Normality and Test of Homogeneity

Normality of Pretest Result between Experimental and Controlled Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score_PreTest Experimental .116 37 .200* .971 37 .448

Controlled .120 37 .200* .937 37 .036

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Normality of Post-Test Result between Experimental and Controlled Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Score_PostTest Experimental .119 37 .200* .952 37 .111

Controlled .093 37 .200* .984 37 .868

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Homogeneity of Pretest Result between Experimental and Controlled Class

Test of Homogeneity of Variances

Score_PreTest

Levene Statistic df1 df2 Sig.

1.053 1 72 .308

Homogeneity of Post-Test Result between Experimental and Controlled Class

Test of Homogeneity of Variances

Score_PostTest

Levene Statistic df1 df2 Sig.

.450 1 72 .505

88

APPENDIX 5

The Result of T-Test Calculation

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Score Experimental 37 71.6757 4.32727 .71140

Controlled 37 68.7027 4.65394 .76510

Independent Sample Test of Gained Score

Independent Samples Test

Levene's Test for

Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig. (2-

tailed)

Mean

Differe

nce

Std. Error

Difference

95%

Confidence

Interval of

the

Difference

Lowe

r

Uppe

r

Score Equal

variances

assumed

.450 .505 2.846 72 .006 2.9729

7 1.04473

.8903

3

5.055

61

Equal

variances

not

assumed

2.846 71.622 .006 2.9729

7 1.04473

.8901

5

5.055

80

The procedure for completing the formula were as follow:

1. Determining mean of variable X

∑

= 11,459

89

2. Determining mean of variable Y

∑

= 8,108

3. Determining standard of deviation score of variable X

√

=7,87

4. Determining standard of deviation score of variable Y

√

=7,77

5. Determining standard error of mean of variable X

√

√

= 1,312

6. Determining standard error of mean of variable Y

√

√

√

= 1,295

90

7. Determining standard error of different of mean of variable X and Y

√

√

√

√

√

8. Determining to

9. Determining t-table in significance level 5% with df (degree of

freedom)

df = (37+37) – 2

= 74 -2

= 72

The result of the calculation above showed hat to was 1,818 and the degree of

freedom (df) was 72. In addition the value of t-table in the degree of freedom 72

and in significant level 5% was 1,672.

91

APPENDIX 6

Comparison of Students’ Gained Score between Students in

Experimental Class and Controlled Class

Students'

Number

Score x = X- ̅ x

2 y=Y- ̅ x

2

Exp (X) Con (Y)

1 11 10 -0.46 0.211 1.89 3.579

2 12 10 0.54 0.292 1.89 3.579

3 10 5 -1.46 2.130 -3.11 9.660

4 8 10 -3.46 11.968 1.89 3.579

5 14 10 2.54 6.454 1.89 3.579

6 11 9 -0.46 0.211 0.89 0.795

7 13 10 1.54 2.373 1.89 3.579

8 11 1 -0.46 0.211 -7.11 50.525

9 11 10 -0.46 0.211 1.89 3.579

10 10 4 -1.46 2.130 -4.11 16.877

11 14 10 2.54 6.454 1.89 3.579

12 14 8 2.54 6.454 -0.11 0.012

13 8 10 -3.46 11.968 1.89 3.579

14 14 11 2.54 6.454 2.89 8.363

15 11 10 -0.46 0.211 1.89 3.579

16 10 10 -1.46 2.130 1.89 3.579

17 10 10 -1.46 2.130 1.89 3.579

18 20 9 8.54 72.941 0.89 0.795

19 10 10 -1.46 2.130 1.89 3.579

20 15 10 3.54 12.535 1.89 3.579

21 15 7 3.54 12.535 -1.11 1.228

22 16 10 4.54 20.617 1.89 3.579

23 10 3 -1.46 2.130 -5.11 26.093

24 10 8 -1.46 2.130 -0.11 0.012

25 13 7 1.54 2.373 -1.11 1.228

26 7 11 -4.46 19.887 2.89 8.363

27 10 10 -1.46 2.130 1.89 3.579

28 10 8 -1.46 2.130 -0.11 0.012

29 12 3 0.54 0.292 -5.11 26.093

30 13 10 1.54 2.373 1.89 3.579

31 17 3 5.54 30.698 -5.11 26.093

32 7 5 -4.46 19.887 -3.11 9.660

33 10 4 -1.46 2.130 -4.11 16.877

34 8 10 -3.46 11.968 1.89 3.579

35 10 10 -1.46 2.130 1.89 3.579

36 10 4 -1.46 2.130 -4.11 16.877

37 9 10 -2.46 6.049 1.89 3.579

∑ 424 300 0.00 291.189 0.00 287.568