the effectiveness of using interactive...
TRANSCRIPT
THE EFFECTIVENESS OF USING INTERACTIVE
LEARNING IN THE TEACHING OF DESCRIPTIVE
TEXT WRITING TO THE FIRST GRADE STUDENTS
OF SMPN 2 KELAPA DUA TANGERANG
A Skripsi
Presented to the Faculty of Tarbiya and Teachers‘ Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language
Education
By
Anang Tri Wahyudi
1110014000031
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
2015
i
ABSTRACT
Anang Tri Wahyudi (1110014000031). The Effectiveness of Interactive
Learning in the Teaching of Descriptive Text Writing.
The objective of this study is aimed at gaining evidence whether or not
interactive learning is effective in teaching descriptive text writing of SMPN 2
Kelapa Dua Tangerang. In this research, the writer used quantitative research
employing quasi experimental method. This research method relies on a test. It
focuses on the collection and analysis of numerical data and statistics. In this case,
the writer combined two classes using two different treatments. The first class was
given an interactive learning as a treatment in the experimental class, and the
second class was given a conventional teaching as a treatment in the control class.
Then, the writer gave pre-test and post-test to both classes. The test was same and
it was given to know which class got a better learning achievement. Next, the data
collected in this research was analyzed by using t-test. According to the result of
statistical calculation, the M-Pre test of experimental class is 57.77; M-Post test is
70.28; and M-Gained is 12.51. Meanwhile, the M-Pre test of control class is
55.88; M-Post test is 63.71; and M-Gained is 7.82. In addition, the result shows
that the t-observation ( ) of this research is higher than t-table ( = 2.00). So
that, > , it proved that the students who were taught descriptive text writing
through interactive learning got the higher score than those who were taught
without using interactive learning. Then, it can be concluded that using interactive
learning is effective in learning descriptive text writing to the first grade students
of SMPN 2 Kelapa Dua Tangerang.
ii
ABSTRAK
Anang Tri Wahyudi (1110014000031). Keefektifan Pembelajaran Interaktif
dalam Pengajaran Menulis Teks Deskriptif.
Tujuan dari penelitian ini adalah untuk memperoleh bukti apakah
pembelajaran interaktif efektif atau tidak dalam pengajaran menulis teks deskriptif
di kelas satu SMPN 2 Kelapa Dua Tangerang. Dalam penelitian ini, penulis
menggunakan penelitian kuantitatif dengan metode kuasi eksperimen. Metodologi
ini bersandar pada kegiatan tes. Metode ini fokus pada pengambilan dan analisa
data secara numerik dan statistik. Dalam pembahasan ini, penulis membandingkan
dua kelas dengan menggunakan tindakan yang berbeda. Kelas yang pertama
menggunakan pembelajaran interaktif yang dijadikan sebagai kelas eksperimen,
dan kelas yang kedua menggunakan teknik pembelajaran yang sudah ada
sebelumnya yang dijadikan sebagai kelas control. Bentuk tes yang diberikan
sama, hal ini bertujuan untuk mengetahui kelas mana yang mendapatkan nilai
tertinggi. Selanjutnya, pengumpulan data dalam penelitian dianalisa dengan
menggunakan t-test. Berdasarkan hasil perhitungan statistik, didapatkan nilai M-
Pre test pada kelas eksperimen adalah sebesar 57.77; M-Post test yaitu 70.28; dan
M-Gained yaitu 12.51. Disamping itu, M-Pre test pada kelas kontrol sebesar
55.88; M-Post test yaitu 63.71; dan M-Gained yaitu 7.82. Selanjutnya, nilai t-
observation ( ) lebih tinggi dari pada nilai t-table ( = 2.00). Maka dari itu
> , hal ini membuktikan bahwa siswa yang diajarkan teks deskriptif dengan
menggunakan pembelajaran interaktif mendapatkan nilai yang lebih besar dari
pada yang siswa yang tidak menggunakan pembelajaran interaktif. Maka, dapat
disimpulkan bahwa pengajaran dengan teknik interaktif adalah efektif di dalam
pembelajaran teks deskriptif di kelas satu SMPN 2 Kelapa Dua Tangerang.
iii
ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful
Praised be to Allah, Lord of the worlds, who has given the writer His love
and compassion to finish the last assignment in his study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence.
In this occasion, the writer would like to express his greatest appreciation,
honor, and gratitude love to his beloved parents, who always give his support,
motivation, and moral encouragement in finishing his skripsi.
His gratitude should also be addressed to his advisors, Drs. Bahrul Hasibuan,
M. Ed. and Devi Yusnita M,Pd., for their patience, valuable guidance, comments,
and suggestions in accomplishing his skripsi.
The writer‘s sincere gratitude also goes to:
1. All lecturers of FITK UIN Syarif Hidayatullah Jakarta.
2. Zaharil Anasy, M.Hum., the Secretary of English Education Department.
3. Drs. Syauki, M.Pd., the Chairman of English Education Department.
4. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of Tarbiya and
Teachers‘ Training Syarif Hidayatullah State Islamic University Jakarta.
5. All of the teachers at SMPN 2 Kelapa Dua Tangerang.
6. Kasiman, S.Pd., the Head Master of SMPN 2 Kelapa Dua Tangerang.
7. Wahyudi Sutanto, S.Pd., the English Teacher of SMPN 2 Kelapa Dua
Tangerang.
8. His beloved parents who always prayed the best thing to him.
9. His beloved friend, Ade Maulina Fazrin who supported him to finish his
research.
May Allah. The Almighty bless them all, so be it.
iv
Finally, the writer does realize that skripsi is still far from being perfect.
Critic and suggestions would be acceptable to make it better.
Jakarta, February 25th
2015
The Writer
v
TABLE OF CONTENTS
ABSTRACT ……………………………………………………………………. i
ABSTRAK ……………………………………………………………………… ii
ACKNOWLEGMENT ………………………………………………………… iii
TABLE OF CONTENTS ……………………………………………………… v
LIST OF THE TABLES ……………………………………………………… viii
LIST OF FIGURES ……………………………………………………………. ix
LIST OF APPENDIXES ……………………………………………………….. x
CHAPTER I INTRODUCTION …………………………………………. 1
A. The Background of the Study ………………………….. 1
B. The Identification of the Problem ……………………… 2
C. The Limitation of the Study ……………………………. 2
D. The Formulation of the Study …………………………… 3
E. The Objective of the Study ……………………………… 3
F. The Significance of the Study …………………………… 3
CHAPTER II THEORETICAL DESCRIPTION ………………………… 4
A. Writing …………………………………………………… 4
1. The Understanding of Writing ………………………… 4
2. The Characteristics of Good Writing ………………….. 5
3. The Process of Writing ………………………………... 7
4. The Objectives of Writing …………………………….. 8
5. Assessing of Writing ………………………………….. 9
6. Types of Writing Text ………………………………… 12
B. Descriptive Text …………………………………………. 14
vi
1. The Understanding of Descriptive Text ……………… 14
2. The Objectives of Descriptive Text ………………….. 15
3. Types of Descriptive Text ……………………………. 16
4. The Linguistic Features of Descriptive Text …………. 17
5. The Schematic Structures of Descriptive Text ……….. 17
C. Interactive Learning ……………………………………… 18
1. The Understanding of Interactive Learning ………….. 18
2. The Characteristics of Interactive Learning ………….. 19
D. Teaching Descriptive Text Writing Using Interactive
Learning …………………………………………………... 20
E. Previous Study …………………………………………… 25
F. Conceptual Framework …………………………………. 25
G. Theoretical Hypothesis ………………………………….. 26
CHAPTER III METHODOLOGY OF THE RESEARCH ………………… 27
A. The Place and Time of the Study …………………………. 27
B. The Method of the Research ……………………………… 27
C. The Population and Sample of the Research ……………… 27
D. The Instrument of the Research …………………………… 28
E. The Technique of Data Collection ………......................... 28
F. The Technique of Data Analysis ………………………….. 29
G. The Statistical Hypothesis ………………………………… 30
CHAPTER IV FINDING OF THE RESEARCH …………………………… 31
A. The Description of the Data ……………………………… 31
B. The Analysis of the Data ………………………………… 39
C. The Tests of Hypothesis …………………………………. 42
D. The Interpretation of the Data ………………………….. 42
CHAPTER V CONCLUSIONS AND SUGGESTIONS …………………… 43
A. Conclusions ………………………………………………. 43
vii
B. Suggestions ………………………………………………. 43
BIBLIOGRAPHY ……………………………………………………………….. 45
APPENDIXES …………………………………………………………………… 48
viii
LIST OF TABLES
Table 2.1 : The Purpose of Descriptive Text ……………………….. 15
Table 4.1 : The Scores of Students‘ Test in Experimental Class ….. 31
Table 4.2 : Table frequency of pre-test …………………………….. 33
Table 4.3 : Table frequency of post-test ……………………………. 34
Table 4.4 : The Score of Students‘ Test in Control Class …………. 34
Table 4.5 : Table frequency of pre-test ……………………………. 36
Table 4.6 : Table frequency of post-test …………………………… 37
Table 4.7 : The result of calculation of the test both experimental
class and control class ……………………………………` 38
ix
LIST OF FIGURE
Figure 3.1 : The Process of Experiment Class ……………………… 25
Figure 3.2 : The Process of Control Class …………………………… 25
Figure 3.3 : An Analytic Scoring Rubric for Writing………………… 29
x
LIST OF APPENDIXES
Appendix 1 : The Instrument of Research (Pre-Test and Post-Test) .............. 48
Appendix 2 : The Lesson Plans (RPP) ............................................................ 49
Appendix 3 : Surat Penelitian
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Descriptive text is a text that describes the feature of someone, something, or
a certain place.1 It gives sense impression such as feel, sound, taste, smell, and
look of things. Therefore, when it is read, the reader can visualize and understand
the scene, person, sensation or emotion of the text.2
Actually, the objective of teaching descriptive text in Indonesia is to make
students be able to state and ask description of something both in the spoken and
written form.3 However, in fact, this objective has not been achieved yet by most
of Indonesian students, particularly students in SMPN 2 Kelapa Dua Tangerang.
As observed by the writer, some students in that school find writing descriptive
text is difficult. It was proved when the writer did an observation at that school on
December 8th
, 2014. The result of the observation shows that many students do
not know how to write and what to write in descriptive text writing. They are still
confused about what they have to write in their text. They also still do not know
the text structure of descriptive text. Therefore, the students get difficulty to write
descriptive text. It happens because the students do not really pay their attention to
what is being learnt. Their motivation to learn is low because the activities in the
classroom are lecturing and doing task only which then make students passive and
not interested in learning. Such this teaching technique is dull, uninteresting, and
ineffective for them since it makes students become passive and not motivated to
learn descriptive text writing.
The alternative teaching technique that can be used to make students become
active and interested in learning descriptive text writing is interactive learning. In
1 Artono W., Masduki B. Jahur, and M. Sukirman Djusma, English in Focus for Grade VII
Junior High School, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 115. 2 George E. Wishon and J. M. Burks, Let’s Write English, (New York: Litton Ed. Publishing,
Inc, 1980), p. 128. 3 Kurikulum 2013 Kompetensi Dasar Sekolah Menengah Pertama (SMP) / Madrasah
Tsanawiyah (MTs), (Jakarta: Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan
Kebudayaan, 2013), p. 68.
2
interactive learning, students are encouraged to be a part of the lesson instead of
passive observers who are quietly sitting at a desk taking notes or memorizing
information.4 Here, the students should interact with the material, each other and
the teacher in an active way. It will give students meaningfulness in their learning.
It also creates a friendly-relaxed learning environment which will motivate
students to learn.5 In brief, interactive learning provides a friendly-relaxed
learning environment in which students are asked to actively participate and
interact with each other in the classroom activities so that it will give them
meaningfulness and enjoyable learning experience which will increase their
learning motivation to learn.
Based on the explanation above, the researcher wants to conduct a research
about the effectiveness of using interactive learning in the teaching of descriptive
text writing to the first grade students of SMPN 2 Kelapa Dua Tangerang.
B. The Identification of the Problem
From the background of the study, the writer highlights three things that are
regarded as problems that can cause students‘ difficulty in learning descriptive
text writing:
1. The ignorance of students‘ knowledge about how to write and what to write.
2. The low of students‘ learning motivation in descriptive text writing.
3. The use of ineffective teaching technique that makes students become passive
and not motivated
C. The Limitation of the Study
This study is limited on examining the effectiveness of interactive learning in
the teaching of descriptive text writing to the first grade students of SMPN 2
Kelapa Dua Tangerang.
4 Wilga M. River, Comprehension and Production in Interactive Language Teaching, The
Modern Language Journal, Vol. 70, No. 1, 1986, pp. 6. 5 Jim Scrivener, Learning Teaching: A Guide Book for English Language Teachers, Second
Edition, (South Yarra: Macmillan, 2005), p. 84.
3
D. The Formulation of the Study
In this section, the writer will analyze the use of interactive learning in
teaching descriptive text writing to the first grade students of SMPN 2 Kelapa
Dua Tangerang. The problem of this research can be formulated into specific
problem as stated below:
―Is interactive learning effective in teaching descriptive text writing?‖
E. The Objective of the Study
This study is aimed at gaining evidence whether or not interactive learning is
effective in teaching descriptive text writing.
F. The Significance of the Study
The result of this study hopefully benefits to the writer and further researchers
in giving wide information about the teaching of descriptive text writing using
interactive learning.
4
CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. The Understanding of Writing
Definition of writing is so various. The various definitions of writing may be
caused by different viewpoints in seeing the nature of writing. Commonly, people
see and understand writing through its functions. Generally, there are three main
functions of writing that can be used to lead our understanding about the nature of
writing.
The first is writing as a way of communication. Through writing, writer can
communicate with readers. The writer can express and share his/her ideas to the
readers by a means of writing. The readers then may give their response about the
writing to the writer. However, this interaction happens in a solitary act. It means
that the writer communicates with the readers indirectly by using words and
punctuations alone. In addition, the readers cannot give their response to the
writer or ask the writer‘s clear about his/her writing directly. It may be caused by
the distance between the writer and the readers. So that, the writer cannot clear
his/her writing at the same time the readers ask him/her. Such this perception then
may lead Heffernan and Lincoln to define writing as a way of communication that
happens in a solitary act.6
The second is writing as a way of remembering. Writing helps us remember
something and make the thing be remembered. Sometimes, when we are as
students, we write down any note about the lesson that the teacher gives us. By
making that note, the students can make their memory endurable to be
remembered. That writing will give the students hints to trace back their memory
whenever they read it again. This explanation then leads writing to be defined as a
way of remembering.
6 James A. W. Heffernan and John E. Lincoln, Writing: A College Handbook, (New York:
W.W. Norton & Company, Inc., 1986), p. 3.
5
The last is writing as a way of thinking. It helps us to think about something
systematically. When we want to write, we are asked to think about a topic. We
then develop that topic systematically and make it become a good writing. That
writing then shows the readers about our way to think of the topic. So, writing can
also be defined as a way of thinking.
To sum up, the understanding of writing may relate to its three main
functions i.e. as a medium of communication by sharing idea into a written form,
as a medium of remembering by making note which can be reread, and as a
medium of thinking by making an organization of the idea. This is in line with
what James C. Raymond states that writing can act as a medium of
communication as well as a way of remembering and thinking about something.7
2. The Characteristics of Good Writing
In language teaching, most teachers ask students to write their writing. From
those writings produced by the students, there are only some writings that can be
said as a good writing. Generally, teacher can say students‘ writing is a good one
if it includes certain characteristics of a good writing. According to Maxine
Hairstone, the characteristics of a good writing are significance, clarity, unity and
organization, economy, adequate development, as well as acceptable usage.8
While, Newsom and Wollert said that a good writing should be concise, concrete,
specific, positive, organized and use familiar words.9 Actually, these two versions
are similar and support each other. They can be simplified into the following
characteristics:
The first is significance. Writing can be said ―good‖ if it is worth to write and
has significance for the readers. It should provide something to learn so that the
readers will fill some need by reading it.
7 James C. Raymond, Writing is an Unnatural Act, (New York: Harper & Row, Publishers,
1980) p. 2 8 Maxine Hairstone, Contemporary Composition, (Boston: Houghton Mifflin Company,
1986), p. 2. 9 Doug Newsom and James A. Wollert, Media Writing, (Belmont: Wadsworth, 1985), p. 54.
6
The second is clarity. Good writing should be clear. It should be easily
understood by the readers so that they do not have to waste their time to figure out
what the writer is saying. To make a writing be clear, the writer should make it
specific. They should give specific examples which support the idea of their
writing. In addition, the words that the writer uses should be concrete instead of
being abstract. It is because abstract words could refer to many different things
that can make the message is vague.
The third is unity and organization. Good writing should be systematically-
well developed. It should stay directly on the topic and move purposefully from
one point to the other without jolts, interruptions, or digressions. In other word,
the sentences and paragraphs in the writing should come in the right order. They
should make a point clearly, support the point and then make a smooth transition
to the next point.
The fourth is economy. A good writing should avoid wordiness that is more
likely annoying the readers. It should be concise and strive to get message across
in the fewest possible words. If a sentence has more words than it needs to be
clear, we must cut them out.
The fifth is acceptable usage. A good writing should be in the well-
grammatical form. By grammatically-well formed, the writing will be easily
understood.
The last is familiarity. Good writing should use words and terms that are
familiar to the readers so that they will easily understand our writing. If we use
unfamiliar words, there will be a great chance for the audience to misunderstand
our message. Even if they can figure out what an unfamiliar word means, it will
require some effort and time.
In conclusion, writing will be good if it has certain characteristics of a good
writing. It should be significant for the readers, clear, well-organized,
grammatically-well formed, economic, and use words that are concrete and
familiar to the readers.
7
3. The Process of Writing
Writing is a process that is not spontaneously and easy to make with little
preparation. It is because writing consists of some stages that writers should do.
According to Braine and May, writing process happens through four stages.10
The
first stage is planning. It includes a process of choosing and narrowing a topic that
interests the writer, analyzing the writing purpose, deciding the writer‘s point of
view in his writing, and also analyzing the readers‘ knowledge, interest, and
expectation. The second step is research. It is a process of gathering information
that is appropriate to the writer‘s paper. The next step is drafting. In this step, the
writer writes sentences and paragraphs that will later be refined for final
manuscript. It is a started-point for the writer to record his ideas and add
information from his research and experience. Draft is like a skeleton to develop
the whole writing ideas. Further, on drafting, it‘s the content that‘s important not
polished writing. The last step is reviewing and revising. It is a process of
ensuring that the writing meets the goals and receive a favorable response from
the readers. In this stage, what the writer does is checking the content, style,
grammar and mechanics of his writing. In conclusion, the writing process of
Braine and May‘s version includes the proses of planning, researching, drafting as
well as reviewing and revising.
On the other hand, Betty stated that writing process includes prewriting,
drafting, revision and editing/proof reading.11
Actually, her writing steps are
almost the same as the previous above. However, in her writing steps, she added
prewriting as the first step in writing process. This step is regarded as a time for
writer to discover his unearthing ideas. The objective of this step is to produce as
many ideas as possible. There‘s no need to think about order or correctness. The
writer just needs to pour his thought into words on paper.12
Further, if we look
more carefully, the weakness of this version is there‘s no step for planning.
10
George Braine & Claire May, Writing from Sources: A Guide for ESL Students,(Houston:
Mayfield Publishing Company, 1996) p. 17-32 11
Betty Mattix Dietsch, Reasoning & Writing Well: a Rhetoric, Research Guide, Reader,
and Handbook (New York: McGraw-Hill:2003), p. 9 12
Ibid.
8
Consequently, the students do not know the purpose and reader of their writing. It
will make them inconsistent in writing.
Furthermore, Sukino added that writing process not only includes the process
of prewriting, drafting, revising and editing, but also the process of publishing.13
He explained that publishing is the final process of writing. It can be defined as a
process to communicate writing to the readers. In publishing writing, we can use
various media such as book, news, paper, and so on. It depends on the writer and
the appropriateness of the writing to the intended media.
From those explanations above, it can be concluded that some stages that are
included in writing process are planning, prewriting, drafting, revising, editing
and publishing.
4. The Objectives of Writing
In writing, there are a lot of purposes to be achieved. Usually between one
author and others have different purposes. In the writing process, students need to
decide the purpose of their writing. According to Martha Heasley Cox, writing has
four purposes. They are to inform, to amuse, to satirize, and to persuade.14
a. To inform
In this purpose, you wish primarily to convey information. You attempt to
inform the knowledge you have accumulated to the readers.
b. To amuse
In this purpose, the writer tries to entertain and be funny to the readers. Miller
added that the aim of this writing is to bring pleasure to the readers. Its primary
object is to make readers enjoy themselves.15
c. To satirize
Satirize is often a form of humor, but it is always humor with a serious
purpose — to effect reform. Such satire is also called irony because of the
13
Sukino, Menulis itu Mudah: Panduan Praktis Menjadi Penulis Handal, (Yogyakarta:
Pustaka Populer LKiS Yogyakarta, 2010), p.20 14
Martha Heasley Cox, Writing Form Process Purpose, (San Francisco: Chandler Publishing
Company, 1962), p. 261-330. 15
Robert Keith Miller, Motives for Writing, (New York: McGraw-Hill, 2005), p. 570
9
contradiction between the literal and intended meaning, between what is said and
what is implied.
d. To persuade
If your purpose in writing is to persuade, you desire to influence your
reader‘s thoughts or actions. Therefore, persuasion incorporates argument as it is
used in logic.
In short, the purpose of writing can be to inform, amuse, satirize, or persuade
the readers.
5. Assessing of Writing
Written language is a way to convey the idea in agile and strong. Each person
needs to have an adequate language, arrange the words into a variety of clear
sentences, and use language effectively. In assessing a written language, we can
use analytic scoring method. According to Ken Hyland, analytic scoring method
is a scoring procedure which requires readers to judge a text against a set of
criteria as important to good writing.16
The criteria that are made will help the
readers determine which one are the weak text and the strong text. Commonly in
analytic scoring method, the criteria that are used for assessing writing include
five aspects such as content, organization, grammar, vocabulary, and mechanics.
The following is an example of an analytic scoring rubric for writing.
Mark Format and content 40 marks
31-40
Excellent to
very good
Fulfills task fully; correct convention for the assignment task;
features of chosen genre mostly adhered to; good ideas/good use
of relevant information; substantial concept use; properly
developed ideas; good sense of audience.
16
Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 1996),
p. 229.
10
21-30
Good to
average
11-20
Fair to poor
Fulfills task quite well although details may be underdeveloped
or partly irrelevant; correct genre selected; most features of
chosen genre adhered to; satisfactory ideas with some
development; quite good use of relevant informant; some concept
use; quite good sense of audience.
Generally adequate but some inappropriate, inaccurate or
irrelevant data; an acceptable convention for the assignment task;
some features of chosen genre adhered to; limited ideas/moderate
use of relevant informant; little concept use; barely adequate
development of ideas; poor sense of audience.
Mark Organization and coherence 20 marks
16-20
Excellent to
very good
11-15
Good to
average
6-10
Fair to poor
Message followed with ease; well organized and thorough
development through introduction, body, and conclusion;
relevant and convincing supporting details; logical progression of
content contributes to fluency; unified paragraph; effective use of
transitions and reference.
Message mostly followed with ease; satisfactory organized and
developed through introduction, body and conclusion; relevant
supporting details; mostly logical unified paragraph; possible
slight over- or under- use of transitions but correctly used; mostly
correct references.
Message followed but with some difficulty; some pattern of
organization – an introduction, body and conclusion evident but
poorly done; some supporting details; progression of content
inconsistent or repetitious; lack of focus in some paragraphs;
over- or under- use of transitions with some incorrect use;
incorrect use of reference.
Message difficult to follow; little evidence of organization –
11
1-5
Inadequate
introduction and conclusion may be missing; few or no
supporting details; no obvious progression of content; improper
paragraphing; no or incorrect use of transitions; lack of reference
to comprehension difficulty.
Mark Sentence construction and vocabulary 40 marks
31-40
Excellent to
very good
21-30
Good to
average
11-20
Fair to poor
1-10
Effective use of a wide variety of correct sentences; variety of
sentence length; effective use of transitions; no significant errors
in agreement, tense, number, person, articles, pronouns and
prepositions effective use of a wide variety of lexical items;
word form mastery; effective choice of idiom; correct register.
Effective use of a variety of correct sentences; some variety of
length; use of transitions with only slight errors; no serous
recurring errors in agreement, tense, number, person, articles,
pronouns, and prepositions; almost no sentence fragment or run-
ons; variety of lexical items with some problems but not causing
comprehension difficulties; good control of word form; most
effective idioms; correct register.
A limited variety of mostly correct sentences; little variety of
sentence length; improper use or missing transitions; recurring
grammar errors are intrusive; sentence fragments or run-ons
evident; a limited variety of lexical items occasionally causing
comprehension problems; moderate word form control;
occasional inappropriate choice of idiom; perhaps incorrect
register.
A limited variety of sentences requiring considerable effort to
understand; correctness only on simple short sentences; improper
use or missing transitions; many grammar errors and
12
inadequate comprehension problems; frequent incomplete or run-on
sentences; a limited variety of lexical items; poor word forms;
inappropriate idioms; incorrect register.
6. Types of Writing Text
There are many types of writing text. However in Indonesia, the teaching of
writing includes teaching the following writing text types:
a. Narration
Narration can be defined as a storytelling which tells about an event
happened in its order plot.17
b. Exposition
Exposition is used in giving information, making explanations, and
interpreting meanings. It includes editorials, essays, and informative and
instructional material.18
c. Argumentation
Argumentation is used in persuading and convincing. It is closely related
to exposition and is often found combined with it. Argumentation is used
to make a case or to prove or disprove a statement or proposition.19
d. News Item
News Item is defined as a text consisting of an event that is proper to be
known by public.20
It is used to inform to the readers about important and
factual events of daily occasions.21
e. Recount
17
Sukino, op. cit., 2010, p.57 18
George E. Wishon & Julia M. Burks, Let’s Write English, (New York: Litton Educational,
1980), p. 382 19
Ibid., p. 383 20
Ir. Fahmi Sofyan M.Hum, Kiat Sukses Lulus Ujian Bahasa Inggris, (Jakarta: Pustaka
Tarbiyah Baru, 2009), p. 156 21
Drs. Bachtiar Bima Mustriana, Detik-Detik Ujian Nasional Bahasa Inggris, (Klaten: PT.
Intan Pariwara, 2009), p. 12
13
Recount is a text that is used to tell about someone‘s past experience or
journey of life.22
. It is used to retell or report events in the past to inform
and entertain readers.23
f. Spoof
Spoof is like recount text but ended by surprised and funny things called
twist.24
g. Anecdote
Anecdote is like recount text but it is a text consisting of funny things of
someone‘s events or occasion.25
h. Report
Report is a text resulted from systematically observing of something as
what it happens.26
i. Procedure
Procedure is a text to give guidelines to do, create or make something
trough a set of procedures.27
j. Explanation
Explanation is a text to give explanation about process happening in
forming natural phenomena and the related action.28
k. Discussion
Discussion is a text to prompt readers to take certain attitude towards a
problem or issue. 29
It is used to intercede on a problem or issue which is
considered in two points of views before concluding it.30
l. Review
Review is a text to give critics of an event or art to the readers.31
m. Description
22
Ibid., p. 11 23
Ibid., p. 26 24
Ibid., p. 11 25
Ir. Fahmi Sofyan M.Hum, op. cit., 2009, p. 151 26
Drs. Bachtiar Bima Mustriana, op. cit., 2009, p. 29 27
Ibid., p. 38 28
Ibid., p. 37 29
Ir. Fahmi Sofyan M.Hum, op. cit., 2009, p. 159 30
Drs. Bachtiar Bima Mustriana, op. cit., 2009, p. 36 31
Ibid., p. 40
14
Description writing is a writing that describes someone or something. It
gives the readers a vivid and real picture in words. The words used in
description writing appeal to the readers‘ sense (sight, hearing, taste,
smell, and touch). In addition, description writing needs sharp, colorful
details.32
In conclusion, the types of writing text taught in Indonesia include narrative,
news item, recount, spoof, report, descriptive, exposition, discussion, explanation,
procedure, review, and anecdote. Further, because the purpose of this study is to
examine a variable about descriptive text, the researcher wants to explore more
about descriptive text in the following sub chapter.
B. Descriptive Text
1. The Understanding of Descriptive Text
Description is defined as ―a mode of perception,‖ or a means of knowing.33
It
is a recording of concrete details that you see, hear, smell, taste, or touch. In other
word, description tries to make the subject matter become real for readers and
stimulate their imagination to form sensory responses from all five senses.34
This
is a way to impose order upon the confusing complexity of the real world and to
understand it, at least partially. Consequently, in description, the readers are urged
to employ their imagination as they are reading. To provide deep understanding,
authors often include an impression of an experience and its significance. Vivid
details are also the key that authors give to enable the readers to picture and
experience as what authors describe.35
James then added that to write descriptive
writing, authors also describe about the way of persons, animals, or things
appear.36
32
John Langan, College Writing Skills, Sixth Edition, (New York: The McGraw-Hill
Companies, 2005), p. 170. 33
Betty Mattix Dietsch, Reasoning & Writing Well: A Rhetoric, Research Guide, Reader, and
Handbook, Fourth Edition, (New York: McGraw-Hill, 2006), p. 140. 34
Donald Pharr, Writing Today, (New York: McGraw-Hill, 2005), p. 136. 35
James A.W Heffernan & John E. Lincoln, Writing: A college Handbook, second edition,
(New York: W.W Norton & Company, 1986), p. 83-84. 36
Ibid.
15
Based on the explanation above, it can be synthesized that descriptive text is
a text that describe about the way of persons, animals, or things appear by
involving the five senses in giving vivid detail about the thing so that it will make
the subject matter become real for the reader, then stimulate their imagination to
form sensory responses.
2. The Objectives of Descriptive Text
Langan stated that the objective of descriptive text is to make readers see—
or hear, taste, smell, or feel—what authors are writing about. He explained that
vivid details are the key to descriptive text which enables readers to picture and
experience in way what authors describe. 37
Moreover, Barbara added that the
purpose of descriptive text can be as in the following table:38
Table 2.1
The Purpose of Descriptive Text
Purpose Sample Description
To entertain
To express feelings
To relate experience
To inform (for a reader
unfamiliar with the subject)
An amusing description of a
teenager‘s bedroom
A description of your
favorite outdoor retreat so your
reader understands why you enjoy
it so much
A description of your
childhood home to convey a sense
of the poverty you grew up in
A description of a newborn
calf for a reader who has never
37
Ibid. 38
Barbara Fine Clouse, The Student Writer, (New York: McGraw-Hill, 2008), p. 154.
16
To inform (to create a fresh
appreciation for the familiar)
To persuade (to convince the
reader that some music videos
degrade women)
seen one
A description of an apple to
help the reader rediscover the joys
of this simple fruit
A description of a degrading
music video
In brief, when writing a descriptive text, author may have a purpose in their
mind, either to entertain, express feeling, relate experience, inform, persuade, or
make the readers see—or hear, taste, smell, or feel—what authors are writing
about.
3. Types of Descriptive Text
Description is writing about the way persons, animals, or things appear.39
As
stated by James and Lincoln, it normally takes one of three forms as follows:
a. Informative Description is used to simply enable the reader to identify an
object.
b. Analytical or Technical Description is used to enable the reader to
understand the structure of an object.
c. Evocative Description is used to re-create the impression made by an
object.40
However, according to Donald Pharr, the description essay comes in two
basic forms i.e. objective and subjective. Objective description is used to describe
their subject without including their personal responses. Subjective description, on
39
James A.W Heffernan & John E. Lincoln, loc. cit., 1986 40
Ibid.
17
the other hand, allows the writer to show a personal connection to his or her
subject. 41
To sump up, descriptive text can be in the five forms, either as informative,
analytical, evocative, subjective, or objective description. Yet, commonly in
Indonesia, the teaching of descriptive text only includes three types of descriptive
text i.e. informative, subjective, and objective description.
4. The Linguistic Features of Descriptive Text
According to Mark Anderson and Kathy Anderson, Descriptive paragraph
usually includes the following linguistic features:
a. Verb in the present tense
b. Adjectives to describe the features of the subject
c. Topic sentences to begin paragraph and organize the various aspects of the
description.42
In other word, to write a good descriptive text, students should know how to
use present tense and have sufficient knowledge of adjectives to describe
something. Moreover, teacher should provide them a topic and also teach them to
organize their writing.
5. The Schematic Structures of Descriptive Text
The schematic structure of descriptive paragraph consists of identification
and description. Identification mentions phenomenon to be described, while the
description describes the parts, the qualities, and the characteristics of what has
been described.43
Such this theory is in line with what Anderson and Anderson
stated. They said that to construct a description writer usually uses an opening
paragraph introducing a subject of the description, followed by a series of
41
Donald Pharr, op. cit., 2005, p.137. 42
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan
Education Australia, 1998), p. 26. 43
Pardiyono, Teaching Genre-Based Writing, Metode Mengajar Writing Berbasis Genre
Secara Efektif, (Yogyakarta: CV. Andi Offset, 2007), p. 34.
18
paragraph each describing one feature of the subject. There can also be a final
concluding that signals the end of the description.44
In short, to write a descriptive text, students have to mention what they are
going to describe in their writing. This is a part of opening paragraph. After that,
they also have to put the characteristics of the thing. Finally, they should close
their text with a conclusion about the thing. That‘s the schematic structure of
descriptive text.
C. Interactive Learning
1. The Understanding of Interactive Learning
Communication derives from interaction, i.e., sharing something of interest
with someone else.45
In the classroom, communication happens between teacher
and students. However, it often occurs in one way. Teacher directs students and
dominates the classroom atmosphere. Whereas, the students just sit and take a
note during the classroom while the teacher is lecturing them. Such a
communication is not a genuine interaction since an interaction by its nature may
be two-way, three-way, or four- way, but never one-way.46
Actually, in genuine
interaction, teacher are asked to understand and appreciate every individuals of
students, not manipulating or directing them or deciding how they can or will
learn, but encouraging and drawing them out (educating) by building up their
confidence in what they are doing.47
This interaction then promotes real learning
environment and encourages students to be active participants in the learning
process.
In the interactive learning, a real learning of language is taking place as the
students are comprehending, communicating, creating language that is
meaningful, and in an atmosphere of trust and confidence that develops their own
44
Mark Anderson and Kathy Anderson, op. cit., 1998, p. 26-27. 45
Donna Reseigh Long, Interactive Language Teaching by Wilga M. River, American
Association of Teachers of Spanish and Portuguese, Vol. 71, No. 3, 1988, pp. 566. 46
Wilga M. River, Comprehension and Production in Interactive Language Teaching, The
Modern Language Journal, Vol. 70, No. 1, 1986, pp. 6. 47
Ibid.
19
confidence.48
In this situation, the real messages being shared in authentic,
exciting, and exhilarating interaction by students.
Further, the active learning of language means that learning process is
dominated by the students or what is called as students-centered learning. In this
situation, students are engaged in the learning activities. It is because the learning
process is less emphasized on transmitting information but on developing the
student's problem-solving and formulation skills.49
It enhances students to be
active to explore the knowledge to solve the problem. Commonly, the activity in
the interactive learning requires students to work in group so that they can actively
interact with each other and share their idea to solve the problem. This then makes
a relaxed-learning environment for the students.
From the definitions above, the writer synthesizes that interactive learning is
a technique that promotes a real and active language learning in which students
are actively engaged in learning activities that require students to share their idea
with each other in authentic, exciting and exhilarating interaction. This technique
then can make students‘ motivation increase because of its fun and relaxed-
learning environment.
2. The Characteristics of Interactive Learning
In the interactive learning, there are five characteristics as stated by Bonwell
and Eison:50
a. Students are involved in more than listening and transcribing notes from
the blackboard.
b. Less emphasis is placed on transmitting information and more is placed on
developing the student's problem-solving and formulation skills.
c. Students are involved in higher-order thinking (analysis, synthesis,
evaluation).
48
Ibid. 49
Pedro Arce, The Colloquial Approach: An Active Learning Technique, Journal of Science
Education and Technology, Vol. 3, No. 3, 1994, p. 146. 50
Ibid.
20
d. Students are engaged in activities (i.e., checking materials from the library
for additional reading, discussion, and writing).
e. Greater emphasis is placed on student's exploration of their own attitudes
and values such as preconceived ideas and physical intuition.
In short in interactive learning, students are engaged in learning activities
which can develop students‘ higher order thinking and emphasize on students‘
exploration. Such an activity ignores students to be passive such as only listening
and transcribing notes from the blackboard. Further, another characteristic of
interactive learning is a real communication. Here, students are asked to share
their information or idea with each other in authentic, exciting and exhilarating
interaction. This is like a collaborative exchange of thought, feeling, and idea
between students so that it enables them to negotiate meaning from various
contexts. Thus, it can create a friendly and relaxed learning situation for students
which will then motivate students to learn.
However, when using interactive learning in the classroom, teachers
sometimes find students are more concentrated on the learning activities rather
than the learning materials. It is because the learning activities that the teachers
use in the interactive learning can be so interesting for students till it disturbs
students‘ concentration on the learning material. As a result, after teaching and
learning process is over, what students remember is not the content of the material
rather than the activities of the material. Therefore, the writer is interested to
examine whether the use of interactive learning is effective in this study.
D. The Teaching of Descriptive Text Using Interactive Learning
The teaching of descriptive text using interactive learning can be conducted
through many strategies. But, not all strategies and activities are equally effective.
Some will be more effective in providing content information and developing
students writing skills than others. The use of teaching strategies and activities,
therefore, should be suited with the intended objective of the lesson in order the
objective can be achieved effectively. In this study, the teaching strategies that
21
will be used and considered as being suitable to achieve the intended objective of
teaching descriptive writing text are:
a. Truth Statement
Truth statement is a strategy often used at the beginning of a lesson unit or
topic. Ask individuals or small groups, of students to generate three facts they
already know about the topic.
b. Asking Questions
Asking question activities are used to know the level students‘
understanding of a problem. According to Nurhidayati, they are three types of
asking question activities i.e. focus questions, prompting questions, and
probing questions.51
Focus question is used only to know students‘ care and
understanding toward a certain topic being learnt. While prompting question
is used as a tool to make students remember the topic. So, in doing prompting
question, teacher should give students a hint or clue to emphasize the part
that should be remembered by students. The last type is probing question. It
is used to prompt students to give their answer more detail.
c. Reaction Response
Reaction response is a quick strategy where the teacher, after presenting a
controversial topic, asks students to write or orally respond to a question,
such as the following: what information do you question? What information
is new? Students can complete this individually or in small groups. Ask for
volunteers to share their responses.
d. Who am I?
Who am I is a strategy to help students identify name and characteristic of
things. Students should be divided into some groups. Each group should
create characteristic of something, then the other groups should identify the
name of the things. This activity is like a quiz.
e. Assignment with Choice
51
Nurhidayati, Metode Pembelajaran Interaktif, 2014, p. 8-9, (http://staff.uny.ac.id/sites/
default/files/pengabdian/nurhidayati-spd-m-hum/ppm-metode-pembelajaran-fix.pdf).
22
This activity allows students to decide how they will demonstrate that they
have learned the required information of skill.
f. Minute Paper
This activity provides students with the opportunity to summarize their
knowledge of the subject they have learned and to ask unanswered question.
g. Discussion
Discussion is a teaching strategy that centers the learning process to
students. This strategy is often used to make the students active and gain
knowledge from their finding. According to Jeremy Harmer, there are three
types of discussion activities i.e. the buzz group, controversial topic, and
debate.52
h. Think-Pair-Share
This activity needs students to share their opinion with their partner. It is
used as students feedback to what has been taught. The steps of this activity
are thinking, pairing, and sharing. First, students are encouraged to think about
a given problem that has already presented by the teacher. Then, they have to
work in a pair. Finally, every pair shares their opinion about the problem.
Such this activity needs teacher tasks to guide the discussion to the main
problem as well as to add the material that has not been talked by students. At
the end, the teacher should make a conclusion with students.
For more detailed information about how to teach descriptive writing text
using interactive learning, below are the teaching procedures of this study.
Preliminary Activities
Teacher Students
Teacher greets and asks
students condition.
Students give response to the
teacher‘s greeting and asking.
Teacher prepares students to be
ready to learn by showing them a
picture of an animal: a rabbit.
Students look at the picture
52
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1991), p. 124.
23
When all students look more
focus and ready, teacher then try to
connect the picture with the current
material by asking, ―what is that?‖,
does it has big ears?, ―how about its
teeth?‖, ―what food they eat?‖,
―what they usually behave?‖, ―why
people have them as their pet?‖, etc.
Students answer, ― that is a picture
of rabbit‖;‖ ―yes, it has big ears‖; ―its
teeth is big and long‖, ―it eats grass‖,
― it usually jump‖, ―people have it
because it is cute and can be eaten as
food‖
Teacher then gives students a
puzzle question, ―Ok students, I
have a question for you, what is it?
It eats grass; it has four long feet
and a long neck?‖
Students answer, ―I know, Mam. It
is a giraffe, isn‘t it?‖
Teacher then tells students what
they are going to learn.
Students then know what they are
going to learn.
Main activities
Teacher Students
Observing
Teacher shows students a video
then gives them a clue of what
should be highlighted: how to
describe things and how to ask
someone to describe things, as well
as some common adjectives to
describe things.
Students observe the video to know
how to describe things and how to ask
someone to describe things, as well as
some common adjectives to describe
things.
Teacher gives students some
descriptive texts to read in order to
enrich their vocabulary to describe
things.
Students read some descriptive text
to gain many vocabularies to describe
things.
Questioning
24
Teacher gives students a chance
to ask any question related to
descriptive text.
Students ask and answer question
related to descriptive text.
Experimenting
Teacher divides students into a
pair then gives equipment for
collecting data. After that, the
teacher gives the rule of the
activity.
Students are divided into a pair.
They are given a task. The task is the
first student in a pair should take a
right picture as what the second
student describes. The second
students should describe it by making
spoken descriptive sentence.
After that teacher asks each pair
to make 5 puzzle questions that
should be answered by the other
pairs. This activity is like a quiz.
Who pair that can answer a lot and
rightly, He will win the quiz.
After that each pair should make 5
puzzle questions that should be
answered by the other pairs. This
activity is like a quiz. Who pair that
can answer a lot and rightly, He will
win the quiz.
Associating
Teacher gives the students a
chance to describe their favorite
things or people.
The students are asked to describe
one of their favorite things or people
Communicating
Teacher asks some volunteers to
present their descriptive text.
Students present their descriptive
text.
Teacher asks students to write
journal about what they have learnt.
Students write summary of what
they have learnt.
Closing Activities
Teacher Students
Teacher asks some students to
read aloud their journal then,
Students read their journal then
make a conclusion of what have been
25
together, make a conclusion about
what have been learnt.
learnt with teacher.
Teacher gives evaluation of
today activity process
Students accept teacher‘s critique
Teacher suggests follow up
activity of the current lesson
Students are suggested to do a
follow up activity at home
Teacher take a leave by greeting Students answer teacher‘s greeting
To sum up, in teaching descriptive writing text using interactive learning, the
writer will use several teaching strategies such as truth statement, asking question,
reaction response, who am I, assignment with choice, minute paper, discussion,
and think-pair-share.
E. Previous Study
There are two related previous study of interactive learning. The first study is
a research that is conducted by Nur Ajeng Solekha about The Effectiveness of
Interactive Learning in Teaching Narrative Text at the second grade of SMA
Muhammadiyah 8 Ciputat. In this research, she found that teaching narrative text
by using interactive learning is effective for students in learning narrative text. It
was proved by the students‘ improvement result in learning narrative text. Further,
the effectiveness of interactive learning is also examined by Eka Pratiwi Septiana
in her research about the Effectiveness of Teaching Passive Voice of the Present
Perfect Tense by using Interactive Learning at the first grade students of SMAN
24 Kabupaten Tangerang. However, in her study, she tried to examine the
influence of interactive learning in teaching grammar i.e. passive voice instead of
text writing. She found that the use of interactive learning can effectively increase
students‘ grammar mastery about passive voice. From the two related previous
study, it can be concluded that using interactive learning is effective in teaching
either grammatical aspect or text writing. For the purpose of this research, the
writer prefers to continue the study of interactive learning but with a different
26
variable. The variable that will be examined in this study is descriptive text
writing.
F. Conceptual Framework
English as an international language becomes as a school subject that has to
be taught in Indonesia. It includes the teaching of descriptive text writing in which
students are asked to be able to write a text that describe about the way of persons,
animals, or thing appear by involving the five senses in giving vivid detail about
the thing so that it will make the subject matter become real for the reader, then
stimulate their imagination to form sensory responses. However, in learning
descriptive text writing, students often find difficulties. They often do not know
not to write and what to write. It happens because students do not really pay
attention to what is being learnt. Their motivation to learn is low because the
activities in the classroom are lecturing and doing task only. Such this technique
then makes students bored and not motivated. To make students motivated to
learn, teacher may use interactive learning technique which is defined as a
technique that promotes a real and active language learning in which students are
actively engaged in learning activities that require students to share their idea with
each other in authentic, exciting and exhilarating interaction. It provides students
with fun and relaxed-learning environment which can increase students‘
motivation to learn. Thus, students‘ motivation will be increasing if the teachers
use interactive learning technique. As a result, it can be predicted that interactive
learning may be effective in the teaching of descriptive text writing to the first
grade students of SMPN 2 Kelapa Dua Tangerang.
G. Theoretical Hypothesis
Based on the above explanation, the writer makes a hypothesis that
interactive learning is effective or not effective in teaching descriptive text writing
to the first grade students of SMPN 2 Kelapa Dua Tangerang.
27
CHAPTER III
METHODOLOGY OF THE RESEARCH
A. The Place and Time of the Study
This study was held at the first grade students of SMPN 2 Kelapa Dua
Tangerang which is located in Kelapa Dua, Tangerang. This study was conducted
from January 26th
, 2015 up to February 12th
, 2015.
B. The Method of the Research
The method of this research was a quasi-experimental research. The writer
used quasi experimental because the writer faced as situation in which the writer
did not have a possibility to assign individual students to groups randomly, since
it could disturb the classroom learning. The writer taught different classes
employing two different teaching techniques. In experimental class the writer
employed the interactive learning, while in control class the writer employed the
conventional teaching (without using interactive learning).
Figure 3.1: Process of experiment class
Figure 3.2: Process of control class
C. The Population and Sample of the Research
1) Research Population
The population of the research was the first grade students of SMPN 2
Kelapa Dua Tangerang. The first grade students of this school were divided into
eight classes with 40 students in each class. So, the population of this study was
320 students of the eight classes.
PRE TEST POST TEST TREATMENT
PRE TEST POST TEST NO
TREATMENT
28
2) Research Sample
In taking a sample for this study, the writer used purposive sampling
technique or which is called as a judgment sampling. It is a sampling technique in
which the researcher selects the sample using his consideration about group there
are representative to be a sample.53
In this study, the writers‘ consideration is
about the quality of the sample which should be similar before the treatment.
After conducting a pre-test to the eight classes, the writer found that VII-F and
VII-D have similar quality. So, the writer chose VII-F as an experimental class
and VII-D as a control class for this study. However, when delivering pre-test and
post-test to the classes, there were some students who did not come. Therefore,
the writer could get only 35 students for each class as a sample.
D. The Instrument of the Research
The instrument of the research is a test. It is used to collect data about
students‘ score in each group before and after treatment. Such data is needed to
know the difference achievement between the experimental class and control class
after the treatment was given.
E. The Technique of Data Collection
As stated on the above explanation, the writer used a test to collect data.
While, the technique that were used to collect the data were as follows:
a. Pre-test
Before the treatment, the writer gave a pre-test to the students to check the
extent of students‘ similarity, especially their competency in writing
descriptive text. In this test, students were asked to write a descriptive
paragraph about their favorite food.
b. Post-test
After the treatment, the writer gave a post-test to the students to see students‘
growing score. The instrument of this test was like in a pretest but it was
given after treatment.
53
Edward L. Vockell and J. William Asher, Educational Research, (New Jersey: Pearson
Education, 2009), p. 135-136.
29
Further, to facilitate students to write a descriptive text, the writer gave
students guided questions in both pre-test and post-test. The writer also made a
limitation for students‘ writing. The limitation is students should write a
descriptive text consisting of minimal three paragraphs (around 100 words). The
aim of making such limitation is to facilitate the writer to assess students‘ writing.
F. The Technique of Data Analysis
After getting the data, the writer analyzed the data by using statistical
calculation of t-test formula with the degree of significance 5%. This calculation
was used to compare the mean score between the experimental and control group.
The result of this calculation determined the truth or false the null hypothesis and
showed the effectiveness of interactive learning technique in the teaching of
descriptive text writing. The formula of this calculation is as follow54
:
a. Determining Mean of Variable X:
= ∑
b. Determining Mean of Variable Y:
= ∑
c. Determining Standard of Deviation Score of Variable X:
= √∑
d. Determining Standard of Deviation Score of Variable Y:
= √∑
e. Determining Standard Error Mean of Variable X:
=
√
f. Determining Standard Error Mean of Variable Y:
=
√
54
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2004), p. 284.
30
g. Determining Standard Error of Different Mean of Variable X and Mean of
Variable Y:
= √
h. Determining with formula:
=
i. Determining t-table in significant level 5% with degree of freedom, with
formula:
df = + – 2
G. The Statistical Hypothesis
1. Alternative hypothesis (Ha): teaching descriptive text writing using
interactive learning is effective to the first grade students of SMPN 2
Kelapa Dua Tangerang.
2. Null hypothesis (Ho): teaching descriptive text writing using interactive
learning is not effective to the first grade students of SMPN 2 Kelapa Dua
Tangerang.
31
CHAPTER IV
FINDING OF THE RESEARCH
A. The Description of the Data
In this study, the writer used interactive learning as a teaching technique that
was used in the experimental class while in the control class the writer did not use
interactive learning technique. When using this technique, the writer used eight
activities to encourage students to be active and motivated to learn descriptive text
writing. The activities were truth statement, asking question, reaction response,
who am I, assignment with choice, minute paper, discussion, and think-pair share.
Before and after giving the students treatment, the writer delivered pre and
posttest to both groups to know whether interactive learning is effective in
teaching descriptive text writing. From the students‘ pre-tests and post-tests, the
writer got a whole description about students‘ gained scores both in the
experimental and control groups. To summarize of the whole description that can
be gotten from students‘ pre-test and post-test, the writer made the following
tables.
Below is table 4.1. In this table, the writer summarized the scores of students‘
pre-test and post-test in the experimental class as well as their gained scores.
Table 4.1
The Scores of Students’ Test in Experimental Class
Students
identification
Number (N1)
Pre-
test
Post-
Test
Gained
Score
Students
identification
Number (N1)
Pre-
Test
Post-
test
Gained
Score
1 56 67 11 18 55 64 9
2 55 63 8 19 36 55 19
3 54 62 8 20 58 69 11
4 58 64 6 21 28 58 30
5 56 64 8 22 88 95 7
32
6 56 71 15 23 48 64 16
7 53 70 17 24 60 68 8
8 65 75 10 25 92 98 6
9 53 70 17 26 86 92 6
10 52 68 16 27 50 62 12
11 53 68 15 28 64 67 3
12 57 66 9 29 57 71 14
13 59 70 11 30 54 67 13
14 42 75 33 31 73 78 5
15 57 70 13 32 38 62 24
16 60 68 8 33 77 87 10
17 56 70 14 34 56 67 11
35 60 75 15
∑ 35 ∑ 57.77 ∑ 70.28 ∑ 12.51
From the above table, it can be seen that the average score of students‘ pre-
tests in the experimental class is 57.77 and the average score of their post-tests
is70.28. From the pre-test and post-test scores, the writer then got the average of
students‘ gained scores that is 12.51.
For further detailed description, the writer added the following analysis to
show the interval both of pretest and posttest in the experimental class and also
the number of students which got a certain score in the same interval. This
analysis will show the interval score which the most students got.
The following are the calculation of pre-test interval score in the
experimental class and its frequency:
a. Pre-test Statistic Data of Experimental Class
1) The number of class (N), ratio (R) and interval (I) as follow:
C = 1 + 3.322 log N
= 1 + 3.322 log 35
= 6.12 ~ 6
33
Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1
R = H – L + 1
= 92 – 28 + 1
= 65
Interval (I) is derived from ratio (R) divided number of class (N)
I =
I =
= 10.8 ~ 11
Table 4.2
Table frequency of pre-test
Score Frequency
28 – 38 3
39 – 49 2
50 – 60 23
61 – 71 2
72 – 82 2
83 – 93 3
Total 35
The above table shows that most of students got scores which fell in the
interval ―50-60‖ and the number of the students which got the score is 23.
Further are the calculation of post-test interval score in the experimental class
and its calculation:
b. Post-test Statistic Data of Experimental Class
1) The number of class (N), ratio (R) and interval (I) as follow:
C = 1 + 3.322 log N
= 1 + 3.322 log 35
34
= 6.12 ~ 6
Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1
R = H – L + 1
= 98 – 55 + 1
= 44
Interval (I) is derived from ratio (R) divided number of class (N)
I =
I =
= 7.3 ~ 7
Table 4.3
Table frequency of post-test
Score Frequency
55 – 61 2
62 – 68 17
69 – 75 11
76 – 82 1
83 – 89 1
90 – 96 3
Total 35
As stated above, most of students got scores around 62 – 68 and the number
of the students which got the score is 17.
Furthermore, the writer also summarized the scores of students‘ pre-test and
post-test in the control class as well as their gained score in the following table:
35
Table 4.4
The Score of Students’ Test in Control Class
Students
identification
Number
(N2)
Pre-
test
Post-
Test
Gained
Score
Students
identification
Number
(N2)
Pre-
test
Post-
test
Gained
Score
1 57 77 20 18 45 61 16
2 52 60 8 19 64 80 16
3 63 70 7 20 54 65 11
4 44 52 8 21 78 81 3
5 55 58 3 22 54 61 7
6 80 93 13 23 52 60 8
7 44 65 21 24 51 56 5
8 56 58 2 25 46 50 4
9 25 50 25 26 64 66 2
10 62 64 2 27 57 48 -9
11 65 71 6 28 54 60 6
12 26 49 23 29 56 56 0
13 69 71 2 30 83 85 2
14 55 62 7 31 54 62 8
15 65 69 4 32 53 58 5
16 64 71 7 33 51 60 9
17 46 51 5 34 76 78 2
35 36 52 16
∑ 35 ∑ 55.88 ∑ 63.71 ∑ 7.82
The above table shows that the average scores of students‘ pre-test and post-
test in control class are 55.88 and 63.71. Then, the average of students‘ gained
scores between pre-test and post-test is 7.82.
36
For further detailed description, the writer added the following analysis to
show both pre-test and post-test interval data in the control class as well as the
frequent number of students which got a certain score in the same interval.
The following are the calculation of pre-test interval data in the control class
and its frequency:
a. Pre-test Statistic Data of Control Class
1) The number of class (N), ratio (R) and interval (I) as follow:
C = 1 + 3.322 log N
= 1 + 3.322 log 35
= 6.12 ~ 6
Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1
R = H – L + 1
= 83 – 25 + 1
= 59
Interval (I) is derived from ratio (R) divided number of class (N)
I =
I =
= 9.8 ~ 10
Table 4.5
Table frequency of pre-test
Score Frequency
25 – 34 2
35 – 44 3
45 – 54 12
55 – 64 11
65 – 74 3
37
75 – 84 4
Total 35
The above table shows that most of students got scores which fell in the
interval ―45-54‖. The number of the students is 12.
The below are the calculation of post-test interval score in the control class
and its calculation:
b. Post-test Statistic Data of Control Class
1) The number of class (N), ratio (R) and interval (I) as follow:
C = 1 + 3.322 log N
= 1 + 3.322 log 35
= 6.12 ~ 6
Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1
R = H – L + 1
= 93 – 48 + 1
= 46
Interval (I) is derived from ratio (R) divided number of class (N)
I =
I =
= 7.6 ~ 8
Table 4.6
Table frequency of post-test
Score Frequency
48 – 55 7
56 – 63 13
64 – 71 9
72 – 80 3
38
81 – 88 2
89 – 96 1
Total 35
As stated in the above table, most of students got scores around 56-63 and the
number of the students which got the score is 13 students.
After that, the writer compared the description analysis in the experimental
and control group by making the following table:
Table 4.7
The result of calculation of the test both experimental class and control class
Students
identification
Number (N)
X Y x y
1 11 20 -1.51 12.18 2.28 148.35
2 8 8 -4.51 0.18 20.34 0.03
3 8 7 -4.51 7.82 20.34 61.15
4 6 8 -6.51 0.18 42.38 0.03
5 8 3 -4.51 -4.82 20.34 23.23
6 15 13 2.49 5.18 6.20 26.83
7 17 21 4.49 13.18 20.16 173.71
8 10 2 -2.51 -5.82 6.30 33.87
9 17 25 4.49 17.18 20.16 295.15
10 16 2 3.49 -5.82 12.18 33.87
11 15 6 2.49 -1.82 6.20 3.31
12 9 23 -3.51 15.18 12.32 230.43
13 11 2 -1.51 -5.82 2.28 33.87
14 33 7 20.49 -0.82 419.84 0.67
𝒚𝟐
39
15 13 4 0.49 -3.82 0.24 14.59
16 8 7 -4.51 -0.82 20.34 0.67
17 14 5 1.49 -2.82 2.22 7.95
18 9 16 -3.51 8.18 12.32 66.91
19 19 16 6.49 8.18 42.12 66.91
20 11 11 -1.51 3.18 2.28 10.11
21 30 3 17.49 -4.82 305.90 23.23
22 7 7 -5.51 -0.82 30.36 0.67
23 16 8 3.49 0.18 12.18 0.03
24 8 5 -4.51 -2.82 20.34 7.95
25 6 4 -6.51 -3.82 42.38 14.59
26 6 2 -6.51 -5.82 42.38 33.87
27 12 -9 -0.51 -16.82 0.26 282.91
28 3 6 -9.51 -1.82 90.44 3.31
29 14 0 1.49 -7.82 2.22 61.15
30 13 2 0.49 -5.82 0.24 33.87
31 5 8 -7.51 0.18 56.40 0.03
32 24 5 11.49 -2.82 132.02 7.95
33 10 9 -2.51 1.18 6.30 1.39
34 11 2 -1.51 -5.82 2.28 33.87
35 15 16 2.49 8.18 6.20 66.91
∑ 12.51 ∑ 7.82 1440.74 1803.45
Note:
X = the students‘ gained score in experimental class
Y = the students‘ gained score in control class
x = X – MX
y = Y – MY
40
From the above table, it can be seen that the average of students‘ gained score
in the experimental class is higher than those students in the control class. The
students in the experimental class got average gained score 12.51 while those in
the control class got 7.82 as their average gained score.
B. The Analysis of the Data
After describing the data that the writer got from students‘ pre-test and post-
test, the writer then analyzed the data by using statistical calculation of t-test
formula with degree of significance 5%. The following is the analysis:
a. Determining Mean 1 ( )
= ∑
= ∑
= 12.51
b. Determining Mean 2 ( )
= ∑
= ∑
= 7.82
c. Determining Standard of Deviation Score of Variable X ( )
= √∑
= √
= 6.41
d. Determining Standard of Deviation Score of Variable Y ( )
= √∑
= √
= 7.17
41
e. Determining Standard Error of Mean Variable X ( )
=
√
=
√
= 1.09
f. Determining Standard Error of Mean Variable Y ( )
=
√
=
√
= 1.22
g. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, the formula is:
= √
= √
= √
= √
= 1.63
h. Determining with formula:
=
=
=
= 2.87
i. Determining t-table in significance 5% with degree of freedom, with
formula:
df = (N1 + N2 – 2) = (35 + 35 – 2) = 68
The writer gained t-table
42
= S.L. 5% = 2.00
j. The comparison between t-score with t-table:
t-score = > = 2.87 > 2.00
From the statistical analysis above, the writer got 2.87 as a value of t-
observation and 2.00 as a value of t-table with significance degree of 5%.
C. The Tests of Hypothesis
Further, as resulted on the above analysis, the t-observation score i.e. 2.87 is
higher than t-table score i.e. 2.00. It means that the Null hypothesis ( ) is
rejected and the Alternative hypothesis (Ha) is accepted. The followings are the
Null and Alternative hypothesis of this study:
3. Alternative hypothesis (Ha): teaching descriptive text writing using
interactive learning is effective to the first grade students of SMPN 2
Kelapa Dua Tangerang.
4. Null hypothesis (Ho): teaching descriptive text writing using interactive
learning is not effective to the first grade students of SMPN 2 Kelapa Dua
Tangerang.
In other word, this study accepts hypothesis which states the teaching of
descriptive text writing using interactive learning is effective to the first grade
students of SMPN 2 Kelapa Dua.
D. The Interpretation of the Data
According to the test of hypothesis above, it shows that the value of t-table on
degree of significance of 5% is smaller than the value of t-observation. So, it can
be inferred that the teaching of descriptive text writing using interactive learning
43
is more effective and more appealing to the first grade students of SMPN 2
Kelapa Dua Tangerang.
It can be seen on the table of the students‘ score that the students who were
taught by using interactive learning in learning descriptive text writing generally
got higher score than the students who were taught without using interactive
learning.
Therefore, the writer interprets that the use of interactive learning in teaching
descriptive text writing is effective to the first grade students of SMPN 2 Kelapa
Dua Tangerang.
44
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Learning descriptive text writing still becomes as a difficult thing for
students, particularly the seventh grade students of SMPN 2 Kelapa Dua
Tangerang. Based on the result of the writer‘s observation, the students in that
school still do not know how to write and what to write in descriptive text. It is
because they do not really pay attention to what is being learnt since the teaching
technique that is used is not effective for students. Such teaching technique makes
students bored and not motivated to learn descriptive text writing. Further, to
make students be motivated to learn descriptive text writing, teacher may use an
alternative teaching technique such as interactive learning. This technique
encourages students to be active participants and makes classroom situation be
friendly and relaxed for students. Therefore, students‘ motivation to learn
descriptive text can increase. To examine whether using interactive learning in
teaching descriptive text writing is effective for students, the writer did a quasi-
experimental research employing pre and posttest design. The experimental class
of this study was VII-F while the control class was VII-D. Then, the writer gave a
treatment only to the experimental class and pre as well as posttest to both classes.
The result of the test shows that (2,87) is higher than (2,00). It indicates
to reject the null hypothesis of this study. In other word, the result of this study
accepts the alternative hypothesis which states that using interactive learning is
effective in the teaching of descriptive text writing.
B. Suggestions
At this point, the writer would give some suggestions to enhance students‘
ability in writing descriptive text by using interactive learning. The suggestions
are:
1. The English teacher should be more creative in presenting the material in
order to make the learning material be motivating to students.
45
2. The English teacher also needs to be creative in designing classroom
activities which can engage students learn descriptive text writing in an
active way. For instance, the teacher may use who am I strategy like a
quiz to make the students actively participate in the learning process. The
teacher may also use think pair and share strategy to make the students
interact with each other. Therefore, it can encourage the emergence of a
friendly-relaxed learning situation in the class.
3. Further, the English teacher is also suggested to include the teaching of
vocabulary to facilitate students express their mind for their writing.
4. The last is the teacher should include the teaching of present tense
grammar to make the students write their text correctly in the term of
grammar.
Based on the writer‘s experience in conducting this study, those all things
above are regarded as aspects that can influence the effectiveness of interactive
learning in teaching descriptive text writing.
46
BIBLIOGRAPHY
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo
Persada, 2004.
Anderson, Mark and Kathy Anderson, Text Types in English 3, South Yarra:
MacMillan Education Australia Pty Ltd, 1998.
Arce, Pedro, The Colloquial Approach: An Active Learning Technique, Journal
of Science Education and Technology, Vol. 3, No. 3, 1994.
Artono W., Masduki B. Jahur, and M. Sukirman Djusma, English in Focus for
Grade VII Junior High School, Jakarta: Pusat Perbukuan, Departemen
Pendidikan Nasional, 2008.
Braine, George & Claire May, Writing from Sources: A Guide for ESL Students,
Houston: Mayfield Publishing Company, 1996.
Clouse, Barbara Fine, The Student Writer, New York: McGraw-hill, 2008.
Cox, Martha Heasley, Writing Form Process Purpose, San Fransisco: Chandler
Publishing Company, 1962.
Dietsch, Betty M., Reasoning & Writing Well: A Rhetoric, Research Guide,
Reader, and Handbook, Fourth Edition, New York: McGraw-Hill, 2006.
Hairstone, Maxine, Contemporary Composition, Boston: Houghton Mifflin
Company, 1986.
Harmer, Jeremy, The Practice of English Language Teaching, New York:
Longman, 1991.
Heffernan, James A. W. and John E. Lincoln, Writing: A College Handbook, New
York: W.W. Norton & Company, 1986.
Heffernan, James A.W. & John E. Lincoln, Writing: A college Handbook, second
edition, New York: W.W Norton & Company, 1986.
Ken Hyland, Second Language Writing, New York: Cambridge University Press,
1996.
Kurikulum 2013 Kompetensi Dasar Sekolah Menengah Pertama (SMP) /
Madrasah Tsanawiyah (MTs), Jakarta: Badan Penelitian dan
Pengembangan, Kementerian Pendidikan dan Kebudayaan, 2013.
47
Langan, John, College Writing Skills, Sixth Edition, New York: The McGraw-Hill
Companies, 2005.
Long, Donna Reseigh, Interactive Language Teaching by Wilga M. River,
American Association of Teachers of Spanish and Portuguese, Vol. 71,
No. 3, 1988
Mattix D., Betty, Reasoning & Writing Well: a Rhetoric, Research Guide, Reader,
and Handbook, New York: McGraw-Hill, 2003.
Miller, Robert Keith, Motives for Writing, New York: McGraw-Hill, 2005.
Mustriana, Bachtiar Bima, Detik-Detik Ujian Nasional Bahasa Inggris, Klaten:
PT. Intan Pariwara, 2009.
Newsom, Doug and James A. Wollert, Media Writing, Belmont: Wadsworth,
1985.
Nurhidayati, “Metode Pembelajaran Interaktif‖, http://staff.uny.ac.id/sites/
default/files/pengabdian/nurhidayati-spd-m-hum/ppm-metode-
pembelajaran-fix.pdf, 18 November 2014.
Pardiyono, Teaching Genre-Based Writing, Metode Mengajar Writing Berbasis
Genre Secara Efektif, Yogyakarta: CV Andi Offset, 2007.
Pharr, Donald, Writing Today, New York: McGraw-Hill, 2005.
Raymond, James C., Writing is an Unnatural Act, New York: Harper & Row,
Publishers, 1980.
River, Wilga M., Comprehension and Production in Interactive Language
Teaching, The Modern Language Journal, Vol. 70, No. 1, 1986.
Saukah, Ali, Pengajaran Bahasa Inggris di Indonesia: Tinjauan terhadap Unjuk
Kerja Pembelajar serta Upaya Peningkatannya, Malang: Universitas
Malang, Departemen Pendidikan Nasional, 2003.
Scrivener, Jim, Learning Teaching: A Guide Book for English Language
Teachers, Second Edition, South Yarra: Macmillan, 2005.
Sofyan, Fahmi, Kiat Sukses Lulus Ujian Bahasa Inggris, Jakarta: Pustaka
Tarbiyah Baru, 2009.
Sukino, Menulis itu Mudah: Panduan Praktis Menjadi Penulis Handal,
Yogyakarta: Pustaka Populer LKiS Yogyakarta, 2010.
48
Vockell, Edward L. and J. William Asher, Educational Research, New Jersey:
Pearson Education, 2009.
Wilshon, George E. & Julia M. Burks, Let’s Write English, New York: Litton
Educational, 1980.
49
INSTRUMENT TEST
Topic : Favorite Food
1. What is your favorite food?
2. What are the characteristics of your favorite food?
3. Why do you like it?
Write a descriptive text consisting of minimal 3 paragraphs (around 100
words)!
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMPN 2 Kelapa Dua Tangerang
Kelas/Semester : VII-F/2
Mata Pelajaran : Bahasa Inggris
Topik/Tema : Describing Animals
Materi : Teks Deskripsi
Pertemuan Ke- : 1
Alokasi Waktu : 1 jam pelajaran
I. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) 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) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
II. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional.
2.1 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi
antar pribadi dengan guru dan teman.
2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.5 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan
tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan
public yang dekat dengan kehidupan siswa sehari-hari.
4.5 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda,
dan bangunan public yang dekat dengan kehidupan siswa sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator
1. Spiritual
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional.
2. Sosial
Melakukan sikap jujur dengan tidak menjiplak pada kegiatan menulis
teks deksripsi.
Melakukan sikap bertanggung jawab dengan mengerjakan tugas yang
diberikan.
Menghargai guru dan murid-murid dengan tidak mengganggu ketika
proses belajar mengajar berlangsung.
Menunjukkan sikap percaya diri dengan berani memberikan argument,
dan bertanya atau menjawab pertanyaan.
Melakukan sikap gotong royong dengan bekerja sama ketika belajar
dalam kelompok atau berpasangan.
3. Pengetahuan
Menyebutkan nama binatang, benda, dan bangunan public yang dekat
dengan kehidupan siswa sehari-hari.
Mengidentifikasikan dengan benar tentang jumlah hewan, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
4. Keterampilan
Mengimplementasikan penggunaan struktur secara lisan atau tulisan:
Pronouns (It, They, This, That, These, Those, dll) + to be (is / are) + the
name of the noun, untuk menyatakan nama binatang, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
Menerapkan dengan benar penggunaan struktur kata benda tunggal
(singular) dan jamak (plural) untuk mengekspresikan jumlah binatang,
benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-
hari dalam bentuk lisan maupun teks tertulis.
Menerapkan penggunaan kosakata (near, in front of, besides, between,
on, in, above, etc) untuk menunjukkan hewan, benda, dan bangunan
public yang dekat dengan kehidupan siswa sehari-hari.
Mengimplementasikan penggunaan kata Tanya: What? How many?
Which one? Untuk menanyakan nama dan jumlah binatang, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
IV. Tujuan
1. Spritual
Setelah proses pembelajaran, siswa menjadi bersyukur atas kesempatan
dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi
internasional.
2. Sosial
Selama proses pembelajaran sedang berlangsung, peserta didik dapat
secara konsisten untuk jujur, bertanggung jawab, percaya diri, toleransi,
dan bekerjasama untuk komunikasi funsional.
3. Pengetahuan
Setelah mengamati teks lisan dan tertulis untuk mengekspresikan dan
bertanya tentang nama dan jumlah binatang, benda, atau bagunan public
yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat
menjelaskan fungsi social, struktur teks, dan unsur-unsur bahasa secara
tepat.
4. Keterampilan
Setelah mengamati dan mendiskusikan tentang teks untuk menyatakan
dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan
public yang dekat dengan kehidupan siswa sehari-hari, peserta didik
dapat mengembangkan dan membuat dalam bentuk teks lisan dan
tertulis untuk menyatakan dan bertanya tentang nama dan jumlah
binatang, benda, atau bangunan public yang dekat dengan kehidupan
siswa sehari-hari.
V. Materi Pembelajaran
Dibawah ini materi pembelajaran dalam bentuk teks lisan dan tertulis untuk
mengekspresikan dan menanyakan nama dan jumlah binatang, benda, atau
bangunan publik yang dekat dengan kehidupan siswa sehari-hari:
1. Fungsi social
a. Memperkenalkan
b. Mengidentifikasi
2. Struktur teks
a. Kata benda tunggal (singular) dan jamak (plural)
b. Kata ganti / pronouns (It, They, This, That, Those, These, dll.) + to be (is
/ are) + nama binatang, benda, atau sebuah bangunan publik (s)
c. Kata tanya / question words (What?, Which one?, How many?) + to be (is
/ are) + nama benda / kata ganti (It, They, This, that, Those, These, dll.) +
?
3. Unsur bahasa
a. Nama bangunan publik: the post office, the bank, the hospital, etc.
b. Nama binatang: lion, elephant, bird, zebra, etc.
c. Nama benda: chair, bed, table, clock, etc.
d. Kata tanya: What? Which one? How many?
e. The mention of a singular noun with 'a' and 'the' and the plural (-s)
f. Kata ganti: It, They, This, That, Those, These
g. Adverb location (near, in front of, besides, between, on, in, above, etc)
VI. Media/Sumber Pembelajaran
1. Sumber:
Guru : membuat video
2. Media Pembelajaran: laptop, karton, gambar, proyektor, video, speaker, dll.
VII. Metode Pembelajaran
1. Pendekatan : Pendekatan saintifik
2. Metode : Project-based learning
3. Teknik : Interactive learning
VIII. Langkah-Langkah Pembelajaran
Kegiatan Awal
Guru Siswa
Guru menyapa dan menanyakan
kondisi siswa
Siswa memberikan respon terhadap
ucapan guru dan menanyakan
kondisi guru
Guru mempersiapkan siswa untuk
siap belajar dengan menunjukkan
mereka gambar binatang seekor
kelinci.
Siswa melihat gambar
Ketika semua siswa terlihat lebih
fokus dan siap, guru kemudian
mencoba untuk menghubungkan
gambar dengan materi yang sekarang
dengan bertanya: ―What is that?‖,
Does it has big ears?, ―How about its
teeth?‖, ―What food they eat?‖,
―What they usually behave?‖, ―Why
people have them as their pet?‖, etc.
Siswa menjawab, ― That is a picture
of rabbit‖, ― Yes, it has big ears‖, ―
Its teeth is big and long‖, ― It eats
carrot‖, ― It usually jump‖, ― People
have it because it is cute and can be
eaten as food‖.
Guru kemudian memberikan siswa
sebuah pertanyaan teka-teki, ―Ok
students, I have a question for you,
What is it? It eats grass; It has four
Siswa menjawab, ―I know, Sir. It is
a giraffe, isn‘t it?‖
long feet and a long neck?‖
Guru kemudian memberitahu siswa
apa yang mereka akan pelajari.
Siswa kemudian mengetahui apa
yang mereka akan pelajari.
Kegiatan Inti
Guru Siswa
Observing
Guru menunjukkan siswa sebuah
video kemudian memberi mereka
petunjuk tentang apa yang harus
disorot: Bagaimana cara untuk
mendeskripsikan benda-benda dan
bagaimana cara untuk menanyakan
seseorang untuk mendeskripsikan
benda, dan juga kata sifat yang
umum untuk mendeskripsikan
benda.
Siswa mengamati video untuk
mengetahui bagaimana cara untuk
mendeskripsikan benda dan
bagaimana cara untuk menanyakan
seseorang untuk mendeskripsikan
benda, dan juga beberapa kata sifat
yang umum untuk mendeskripsikan
sesuatu.
Guru memberikan siswa beberapa
teks deskripsi untuk dibaca agar
dapat meningkatkan kosakata
mereka untuk mendeskripsikan
sesuatu.
Siswa membaca beberapa teks
deskripsi untuk mendapatkan
banyak kosakata untuk
mendeskripsikan sesuatu.
Questioning
Guru memberikan siswa kesempatan
untuk mengajukan pertanyaan yang
berhubungan dengan teks deskripsi.
Siswa bertanya dan menjawab
pertanyaan yang berhubungan
dengan teks deskripsi.
Experimenting
Guru membagi siswa menjadi
berpasangan kemudian memberikan
peralatan untuk mengumpulkan data.
Setelah itu, guru memberikan aturan
kegiatan.
Siswa dibagi menjadi sepasang.
Mereka diberi sebuah tugas.
Tugasnya yaitu murid pertama
dalam pasangan harus mengambil
gambar yang tepat seperti apa yang
siswa kedua deskripsikan. Jadi,
siswa yang kedua harus
mendeskripsikan dengan membuat
kalimat deskripsi secara lisan.
Setelah itu, guru meminta setiap
pasangan untuk membuat 5
pertanyaan teka-teki yang harus
dijawab oleh pasangan lain. Kegiatan
ini seperti kuis. Siapa pasangan yang
bisa menjawab paling banyak dan
benar, maka pasangan itu yang akan
memenangkan kuis ini.
Setelah itu, setiap pasangan harus
membuat 5 pertanyaan teka-teki
yang harus dijawab oleh pasangan
lain.
Associating
Guru memberikan siswa kesempatan
untuk mendeskripsikan benda atau
orang yang mereka sukai.
Para siswa diminta untuk
mendeskripsikan salah satu benda
favorit atau orang yang mereka
sukai.
Communicating
Guru meminta beberapa sukarelawan
untuk menyajikan teks deskripsi
mereka.
Siswa mempresentasikan teks
deskripsi mereka.
Guru meminta siswa untuk menulis
jurnal tentang apa yang telah mereka
pelajari.
Siswa menulis ringkasan dari apa
yang telah mereka pelajari.
Kegiatan Penutup
Guru Siswa
Guru meminta beberapa siswa untuk
membacakan jurnal mereka.
Kemudian, secara bersama-sama
membuat sebuah kesimpulan tentang
apa yang telah dipelajari.
Siswa membaca jurnal mereka.
Kemudian membuat kesimpulan
dari apa yang telah dipelajari
dengan guru.
Guru memberikan evaluasi proses
kegiatan hari ini
Siswa menerima kritik guru
Guru menunjukan tindak lanjut
kegiatan sekarang
Siswa disarankan untuk melakukan
tindak lanjut kegiatan di rumah.
Guru meninggalkan dengan ucapan. Siswa menjawab ucapan guru
IX. Penilaian
Dibawah ini adalah rubric penilaian praktek:
Kriteria Jika respon
benar, ucapan
benar,
intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
tidak lancar.
Jika respon
benar, ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi salah,
dan
pengucapan
tidak lancar.
Nilai Excellent
5
Very Good
4
Good
3
Fair
2
Poor
1
Tangerang, 30 Januari 2015
Researcher
Anang Tri Wahyudi
NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMPN 2 Kelapa Dua Tangerang
Kelas/Semester : VII-F/2
Mata Pelajaran : Bahasa Inggris
Topik/Tema : Describing Fruits
Materi : Teks Deskripsi
Pertemuan Ke- : 2
Alokasi Waktu : 1 jam pelajaran
X. Kompetensi Inti
5. Menghargai dan menghayati ajaran agama yang dianutnya.
6. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
7. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
8. 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.
XI. Kompetensi Dasar
1.2 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional.
2.4 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi
antar pribadi dengan guru dan teman.
2.5 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.6 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.6 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan
tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan
public yang dekat dengan kehidupan siswa sehari-hari.
4.6 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda,
dan bangunan public yang dekat dengan kehidupan siswa sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks.
XII. Indikator
1. Spiritual
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional.
2. Sosial
Melakukan sikap jujur dengan tidak menjiplak pada kegiatan menulis
teks deksripsi.
Melakukan sikap bertanggung jawab dengan mengerjakan tugas yang
diberikan.
Menghargai guru dan murid-murid dengan tidak mengganggu ketika
proses belajar mengajar berlangsung.
Menunjukkan sikap percaya diri dengan berani memberikan argument,
dan bertanya atau menjawab pertanyaan.
Melakukan sikap gotong royong dengan bekerja sama ketika belajar
dalam kelompok atau berpasangan.
3. Pengetahuan
Menyebutkan nama binatang, benda, dan bangunan public yang dekat
dengan kehidupan siswa sehari-hari.
Mengidentifikasikan dengan benar tentang jumlah hewan, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
4. Keterampilan
Mengimplementasikan penggunaan struktur secara lisan atau tulisan:
Pronouns (It, They, This, That, These, Those, dll) + to be (is / are) + the
name of the noun, untuk menyatakan nama binatang, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
Menerapkan dengan benar penggunaan struktur kata benda tunggal
(singular) dan jamak (plural) untuk mengekspresikan jumlah binatang,
benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-
hari dalam bentuk lisan maupun teks tertulis.
Menerapkan penggunaan kosakata (near, in front of, besides, between,
on, in, above, etc) untuk menunjukkan hewan, benda, dan bangunan
public yang dekat dengan kehidupan siswa sehari-hari.
Mengimplementasikan penggunaan kata Tanya: What? How many?
Which one? Untuk menanyakan nama dan jumlah binatang, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
XIII. Tujuan
1. Spritual
Setelah proses pembelajaran, siswa menjadi bersyukur atas kesempatan
dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi
internasional.
2. Sosial
Selama proses pembelajaran sedang berlangsung, peserta didik dapat
secara konsisten untuk jujur, bertanggung jawab, percaya diri, toleransi,
dan bekerjasama untuk komunikasi funsional.
3. Pengetahuan
Setelah mengamati teks lisan dan tertulis untuk mengekspresikan dan
bertanya tentang nama dan jumlah binatang, benda, atau bagunan public
yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat
menjelaskan fungsi social, struktur teks, dan unsur-unsur bahasa secara
tepat.
4. Keterampilan
Setelah mengamati dan mendiskusikan tentang teks untuk menyatakan
dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan
public yang dekat dengan kehidupan siswa sehari-hari, peserta didik
dapat mengembangkan dan membuat dalam bentuk teks lisan dan
tertulis untuk menyatakan dan bertanya tentang nama dan jumlah
binatang, benda, atau bangunan public yang dekat dengan kehidupan
siswa sehari-hari.
XIV. Materi Pembelajaran
Dibawah ini materi pembelajaran dalam bentuk teks lisan dan tertulis untuk
mengekspresikan dan menanyakan nama dan jumlah binatang, benda, atau
bangunan publik yang dekat dengan kehidupan siswa sehari-hari:
4. Fungsi social
a. Memperkenalkan
b. Mengidentifikasi
5. Struktur teks
a. Kata benda tunggal (singular) dan jamak (plural)
b. Kata ganti / pronouns (It, They, This, That, Those, These, dll.) + to be (is
/ are) + nama binatang, benda, atau sebuah bangunan publik (s)
c. Kata tanya / question words (What?, Which one?, How many?) + to be (is
/ are) + nama benda / kata ganti (It, They, This, that, Those, These, dll.) +
?
6. Unsur bahasa
h. Nama bangunan publik: the post office, the bank, the hospital, etc.
i. Nama binatang: lion, elephant, bird, zebra, etc.
j. Nama buah: banana, grape, durian, mango, etc.
k. Kata tanya: What? Which one? How many?
l. The mention of a singular noun with 'a' and 'the' and the plural (-s)
m. Kata ganti: It, They, This, That, Those, These
n. Adverb location (near, in front of, besides, between, on, in, above, etc)
XV. Media/Sumber Pembelajaran
3. Sumber:
Guru : membuat video
4. Media Pembelajaran: laptop, karton, gambar, proyektor, video, speaker, dll.
XVI. Metode Pembelajaran
4. Pendekatan : Pendekatan saintifik
5. Metode : Project-based learning
6. Teknik : Interactive learning
XVII. Langkah-Langkah Pembelajaran
Kegiatan Awal
Guru Siswa
Guru menyapa dan menanyakan
kondisi siswa
Siswa memberikan respon terhadap
ucapan guru dan menanyakan
kondisi guru
Guru mempersiapkan siswa untuk
siap belajar dengan menunjukkan
mereka gambar buah kelapa.
Siswa melihat gambar
Ketika semua siswa terlihat lebih
fokus dan siap, guru kemudian
mencoba untuk menghubungkan
gambar dengan materi yang sekarang
dengan bertanya: ―What is this?‖,
‖What is the color of the fruit?‖,
―Does it has a peel?‖, ―It has seed,
isn‘t it?‖, ―What does it taste?‖,
―Does it has flesh?‖, and ―What else
it has?‖.
Siswa menjawab, ― That is a picture
of coconuts‖, ―The color of the
coconut is green‖, ―Yes, it has a
peel‖, ―No, it has not seed‖, ―it tastes
sweet.‖, ―Yes, it has flesh‖, etc.
Guru kemudian memberikan siswa
sebuah pertanyaan teka-teki, ―Ok
students, I have a question for you,
What is it? I am a fruit. I have a peel.
Siswa menjawab, ―I know, Sir. It is a
durian, isn‘t it?‖
My peel is green, hard and sharp.
The peel is like thorn. Inside the peel,
there is my flesh. The flesh is yellow
and has a seed. It tastes sweet and
smells fragrant.
Guru kemudian memberitahu siswa
apa yang mereka akan pelajari.
Siswa kemudian mengetahui apa
yang mereka akan pelajari.
Kegiatan Inti
Guru Siswa
Observing
Guru menunjukkan siswa sebuah
video kemudian memberi mereka
petunjuk tentang apa yang harus
disorot: Bagaimana cara untuk
mendeskripsikan benda-benda dan
bagaimana cara untuk menanyakan
seseorang untuk mendeskripsikan
benda, dan juga kata sifat yang
umum untuk mendeskripsikan
benda.
Siswa mengamati video untuk
mengetahui bagaimana cara untuk
mendeskripsikan benda dan
bagaimana cara untuk menanyakan
seseorang untuk mendeskripsikan
benda, dan juga beberapa kata sifat
yang umum untuk mendeskripsikan
sesuatu.
Guru memberikan siswa beberapa
teks deskripsi untuk dibaca agar
dapat meningkatkan kosakata
mereka untuk mendeskripsikan
sesuatu.
Siswa membaca beberapa teks
deskripsi untuk mendapatkan
banyak kosakata untuk
mendeskripsikan sesuatu.
Questioning
Guru memberikan siswa kesempatan
untuk mengajukan pertanyaan yang
berhubungan dengan teks deskripsi.
Siswa bertanya dan menjawab
pertanyaan yang berhubungan
dengan teks deskripsi.
Experimenting
Guru membagi siswa menjadi
berpasangan kemudian memberikan
peralatan untuk mengumpulkan data.
Setelah itu, guru memberikan aturan
kegiatan.
Siswa dibagi menjadi sepasang.
Mereka diberi sebuah tugas.
Tugasnya yaitu murid pertama
dalam pasangan harus mengambil
gambar yang tepat seperti apa yang
siswa kedua deskripsikan. Jadi,
siswa yang kedua harus
mendeskripsikan dengan membuat
kalimat deskripsi secara lisan.
Setelah itu, guru meminta setiap
pasangan untuk membuat 5
pertanyaan teka-teki yang harus
dijawab oleh pasangan lain. Kegiatan
ini seperti kuis. Siapa pasangan yang
bisa menjawab paling banyak dan
benar, maka pasangan itu yang akan
memenangkan kuis ini.
Setelah itu, setiap pasangan harus
membuat 5 pertanyaan teka-teki
yang harus dijawab oleh pasangan
lain.
Associating
Guru memberikan siswa kesempatan
untuk mendeskripsikan benda atau
orang yang mereka sukai.
Para siswa diminta untuk
mendeskripsikan salah satu benda
favorit atau orang yang mereka
sukai.
Communicating
Guru meminta beberapa sukarelawan
untuk menyajikan teks deskripsi
mereka.
Siswa mempresentasikan teks
deskripsi mereka.
Guru meminta siswa untuk menulis
jurnal tentang apa yang telah mereka
pelajari.
Siswa menulis ringkasan dari apa
yang telah mereka pelajari.
Kegiatan Penutup
Guru Siswa
Guru meminta beberapa siswa untuk
membacakan jurnal mereka.
Kemudian, secara bersama-sama
membuat sebuah kesimpulan tentang
apa yang telah dipelajari.
Siswa membaca jurnal mereka.
Kemudian membuat kesimpulan
dari apa yang telah dipelajari
dengan guru.
Guru memberikan evaluasi proses
kegiatan hari ini
Siswa menerima kritik guru
Guru menunjukan tindak lanjut
kegiatan sekarang
Siswa disarankan untuk melakukan
tindak lanjut kegiatan di rumah.
Guru meninggalkan dengan ucapan. Siswa menjawab ucapan guru
XVIII. Penilaian
Dibawah ini adalah rubric penilaian praktek:
Kriteria Jika respon
benar, ucapan
benar,
intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
tidak lancar.
Jika respon
benar, ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi salah,
dan
pengucapan
tidak lancar.
Nilai Excellent
5
Very Good
4
Good
3
Fair
2
Poor
1
Tangerang, 2 February 2015
Researcher
Anang Tri Wahyudi
NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMPN 2 Kelapa Dua Tangerang
Kelas/Semester : VII-F/2
Mata Pelajaran : Bahasa Inggris
Topik/Tema : Describing Food
Materi : Teks Deskripsi
Pertemuan Ke- : 3
Alokasi Waktu : 1 jam pelajaran
XIX. Kompetensi Inti
9. Menghargai dan menghayati ajaran agama yang dianutnya.
10. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
11. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
12. 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.
XX. Kompetensi Dasar
1.3 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional.
2.7 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi
antar pribadi dengan guru dan teman.
2.8 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.9 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.7 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan
tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan
public yang dekat dengan kehidupan siswa sehari-hari.
4.7 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda,
dan bangunan public yang dekat dengan kehidupan siswa sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks.
XXI. Indikator
1. Spiritual
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional.
2. Sosial
Melakukan sikap jujur dengan tidak menjiplak pada kegiatan menulis
teks deksripsi.
Melakukan sikap bertanggung jawab dengan mengerjakan tugas yang
diberikan.
Menghargai guru dan murid-murid dengan tidak mengganggu ketika
proses belajar mengajar berlangsung.
Menunjukkan sikap percaya diri dengan berani memberikan argument,
dan bertanya atau menjawab pertanyaan.
Melakukan sikap gotong royong dengan bekerja sama ketika belajar
dalam kelompok atau berpasangan.
3. Pengetahuan
Menyebutkan nama binatang, benda, dan bangunan public yang dekat
dengan kehidupan siswa sehari-hari.
Mengidentifikasikan dengan benar tentang jumlah hewan, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
4. Keterampilan
Mengimplementasikan penggunaan struktur secara lisan atau tulisan:
Pronouns (It, They, This, That, These, Those, dll) + to be (is / are) + the
name of the noun, untuk menyatakan nama binatang, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
Menerapkan dengan benar penggunaan struktur kata benda tunggal
(singular) dan jamak (plural) untuk mengekspresikan jumlah binatang,
benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-
hari dalam bentuk lisan maupun teks tertulis.
Menerapkan penggunaan kosakata (On the right, on the left, in the
middle, in the background, next to, behind, in front of, etc) untuk
menunjukkan hewan, benda, dan bangunan public yang dekat dengan
kehidupan siswa sehari-hari.
Mengimplementasikan penggunaan kata Tanya: What? How many?
Which one? Untuk menanyakan nama dan jumlah binatang, benda, dan
bangunan public yang dekat dengan kehidupan siswa sehari-hari.
XXII. Tujuan
1. Spritual
Setelah proses pembelajaran, siswa menjadi bersyukur atas kesempatan
dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi
internasional.
2. Sosial
Selama proses pembelajaran sedang berlangsung, peserta didik dapat
secara konsisten untuk jujur, bertanggung jawab, percaya diri, toleransi,
dan bekerjasama untuk komunikasi funsional.
3. Pengetahuan
Setelah mengamati teks lisan dan tertulis untuk mengekspresikan dan
bertanya tentang nama dan jumlah binatang, benda, atau bagunan public
yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat
menjelaskan fungsi social, struktur teks, dan unsur-unsur bahasa secara
tepat.
4. Keterampilan
Setelah mengamati dan mendiskusikan tentang teks untuk menyatakan
dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan
public yang dekat dengan kehidupan siswa sehari-hari, peserta didik
dapat mengembangkan dan membuat dalam bentuk teks lisan dan
tertulis untuk menyatakan dan bertanya tentang nama dan jumlah
binatang, benda, atau bangunan public yang dekat dengan kehidupan
siswa sehari-hari.
XXIII. Materi Pembelajaran
Dibawah ini materi pembelajaran dalam bentuk teks lisan dan tertulis untuk
mengekspresikan dan menanyakan nama dan jumlah binatang, benda, atau
bangunan publik yang dekat dengan kehidupan siswa sehari-hari:
7. Fungsi social
a. Memperkenalkan
b. Mengidentifikasi
8. Struktur teks
a. Kata benda tunggal (singular) dan jamak (plural)
b. Kata ganti / pronouns (It, They, This, That, Those, These, dll.) + to be (is
/ are) + nama makanan (s)
c. Kata tanya / question words (What?, Which one?, How many?) + to be (is
/ are) + nama benda / kata ganti (It, They, This, that, Those, These, dll.) +
?
9. Unsur bahasa
o. Nama bangunan publik: the post office, the bank, the hospital, etc.
p. Nama binatang: lion, elephant, bird, zebra, etc.
q. Nama makanan: Meatball, Soto, Pizza, Fried Rice, etc.
r. Kata tanya: What is your favorite food? What is the characteristics of the
food? What does it taste?
s. The mention of a singular noun with 'a' and 'the' and the plural (-s)
t. Kata ganti: It, They, This, That, Those, These
u. Adverb location: (On the right, on the left, in the middle, in the
background, next to, behind, in front of…, etc.)
XXIV. Media/Sumber Pembelajaran
5. Sumber:
Guru : membuat video
6. Media Pembelajaran: laptop, karton, gambar, proyektor, video, speaker, dll.
XXV. Metode Pembelajaran
7. Pendekatan : Pendekatan saintifik
8. Metode : Project-based learning
9. Teknik : Interactive learning
XXVI. Langkah-Langkah Pembelajaran
Kegiatan Awal
Guru Siswa
Guru menyapa dan menanyakan
kondisi siswa
Siswa memberikan respon terhadap
ucapan guru dan menanyakan
kondisi guru
Guru mempersiapkan siswa untuk
siap belajar dengan menunjukkan
mereka gambar makanan Fried Rice.
Siswa melihat gambar
Ketika semua siswa terlihat lebih
fokus dan siap, guru kemudian
mencoba untuk menghubungkan
gambar dengan materi yang sekarang
dengan bertanya: ―What is that?‖,
―Where is it from?‖, What does it
taste?‖, ―What else the characteristics
of fried rice?‖.
Siswa menjawab, ― That is a picture
of Fried Rice‖, ―It is from
Indonesia‖, ―It tastes delicious‖, ―it
looks brown and it is cooked by
frying.‖
Guru kemudian memberikan siswa
sebuah pertanyaan teka-teki, ―Ok
students, I have a question for you,
What is it? It is from America; It is
Siswa menjawab, ―I know, Sir. It is
a Pizza, isn‘t it?‖
delicious and it looks round?‖
Guru kemudian memberitahu siswa
apa yang mereka akan pelajari.
Siswa kemudian mengetahui apa
yang mereka akan pelajari.
Kegiatan Inti
Guru Siswa
Observing
Guru menunjukkan siswa sebuah
video kemudian memberi mereka
petunjuk tentang apa yang harus
disorot: Bagaimana cara untuk
mendeskripsikan benda-benda dan
bagaimana cara untuk menanyakan
seseorang untuk mendeskripsikan
benda, dan juga kata sifat yang
umum untuk mendeskripsikan
benda.
Siswa mengamati video untuk
mengetahui bagaimana cara untuk
mendeskripsikan benda dan
bagaimana cara untuk menanyakan
seseorang untuk mendeskripsikan
benda, dan juga beberapa kata sifat
yang umum untuk mendeskripsikan
sesuatu.
Guru memberikan siswa beberapa
teks deskripsi untuk dibaca agar
dapat meningkatkan kosakata
mereka untuk mendeskripsikan
sesuatu.
Siswa membaca beberapa teks
deskripsi untuk mendapatkan
banyak kosakata untuk
mendeskripsikan sesuatu.
Questioning
Guru memberikan siswa kesempatan
untuk mengajukan pertanyaan yang
berhubungan dengan teks deskripsi.
Siswa bertanya dan menjawab
pertanyaan yang berhubungan
dengan teks deskripsi.
Experimenting
Guru membagi siswa menjadi
berpasangan kemudian memberikan
peralatan untuk mengumpulkan data.
Setelah itu, guru memberikan aturan
kegiatan.
Siswa dibagi menjadi sepasang.
Mereka diberi sebuah tugas.
Tugasnya yaitu murid pertama
dalam pasangan harus mengambil
gambar yang tepat seperti apa yang
siswa kedua deskripsikan. Jadi,
siswa yang kedua harus
mendeskripsikan dengan membuat
kalimat deskripsi secara lisan.
Setelah itu, guru meminta setiap
pasangan untuk membuat 5
pertanyaan teka-teki yang harus
dijawab oleh pasangan lain. Kegiatan
ini seperti kuis. Siapa pasangan yang
bisa menjawab paling banyak dan
benar, maka pasangan itu yang akan
memenangkan kuis ini.
Setelah itu, setiap pasangan harus
membuat 5 pertanyaan teka-teki
yang harus dijawab oleh pasangan
lain.
Associating
Guru memberikan siswa kesempatan
untuk mendeskripsikan benda atau
orang yang mereka sukai.
Para siswa diminta untuk
mendeskripsikan salah satu benda
favorit atau orang yang mereka
sukai.
Communicating
Guru meminta beberapa sukarelawan
untuk menyajikan teks deskripsi
mereka.
Siswa mempresentasikan teks
deskripsi mereka.
Guru meminta siswa untuk menulis
jurnal tentang apa yang telah mereka
pelajari.
Siswa menulis ringkasan dari apa
yang telah mereka pelajari.
Kegiatan Penutup
Guru Siswa
Guru meminta beberapa siswa untuk
membacakan jurnal mereka.
Kemudian, secara bersama-sama
membuat sebuah kesimpulan tentang
apa yang telah dipelajari.
Siswa membaca jurnal mereka.
Kemudian membuat kesimpulan
dari apa yang telah dipelajari
dengan guru.
Guru memberikan evaluasi proses
kegiatan hari ini
Siswa menerima kritik guru
Guru menunjukan tindak lanjut
kegiatan sekarang
Siswa disarankan untuk melakukan
tindak lanjut kegiatan di rumah.
Guru meninggalkan dengan ucapan. Siswa menjawab ucapan guru
XXVII. Penilaian
Dibawah ini adalah rubric penilaian praktek:
Kriteria Jika respon
benar, ucapan
benar,
intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
tidak lancar.
Jika respon
benar, ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi salah,
dan
pengucapan
tidak lancar.
Nilai Excellent
5
Very Good
4
Good
3
Fair
2
Poor
1
Tangerang, 6 Februari 2015
Researcher
Anang Tri Wahyudi
NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMPN 2 Kelapa Dua Tangerang
Kelas/Semester : VII-D/2
Mata Pelajaran : Bahasa Inggris
Topik/Tema : Describing Place
Materi : Teks Deskripsi
Pertemuan Ke- : 1
Alokasi Waktu : 1 jam pelajaran
XXVIII. Kompetensi Inti
13. Menghargai dan menghayati ajaran agama yang dianutnya.
14. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
15. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
16. 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.
XXIX. Kompetensi Dasar
1.4 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional.
a. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.8 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan
tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan
public yang dekat dengan kehidupan siswa sehari-hari.
4.8 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda,
dan bangunan public yang dekat dengan kehidupan siswa sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks.
XXX. Indikator
1. Spiritual
mensyukuri anugerah Tuhan akan keberadaan bahasa Inggris sebagai bahasa
pengantar komunikasi internasional
2. Sosial
melakukan sikap yang bertanggung jawab, peduli, kerjasama dan cinta
damai, dalam melaksanakan komunikasi fungsional secara konsisten
3. Pengetahuan
memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks lisan
dan tulis untuk menyebut nama bangunan publik yang dekat dengan
kehidupan peserta didik sehari-hari
4. Ketrampilan
menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan
bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks
XXXI. Tujuan
1. Spiritual
Setelah proses pembelajaran peserta didik mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai bahasa Internasional secara konsisten.
2. Sosial
Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi
tempat, peserta didik berperilaku tanggung jawab, peduli, kerjasama dan
cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten.
3. Pengetahuan
Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi
tempat, peserta didik dapat menjelaskan fungsi sosial, struktur teks dan unsur
kebahasaan secara tepat.
4. Ketrampilan
Setelah memahami dan mendiskusikan teks interpersonal lisan dan tulis,
peserta didik dapat menyusun teks lisan dan tulis untuk menyebutkan nama
bangunan publik yang dekat dengan kehidupan peserta sehari-hari, dengan
unsur kebahasaan yang benar dan sesuai konteks secara baik
XXXII. Materi Pembelajaran
Teks lisan dan tulis tentang mendeskripsikan tempat
1. Fungsi sosial
a. Mengenalkan
b. Mengidentifikasi
2. Struktur teks
a. Tempat yang digambarkan
b. Ciri ciri apa saja yang ada di tempat itu
3. Unsur kebahasaan
a. Nama bangunan umum: the post office, the bank, the hospital
b. Kata tanya : What? Which one? How many?
c. Penyebutan kata benda singular dengan ‗a‘ dan ‗the‘ dan plural (-s)
d. Kata ganti ‗it, they, this, that, those, these
e. Ungkapan There is/are ....., Are there .....?
XXXIII. Media/Sumber Pembelajaran
7. Sumber:
Buku paket siswa ‗When English Rings The Bell‘ diterbitkan oleh
Kementrian Pendidikan dan Kebudayaan.
8. Media Pembelajaran: White Board, Board marker
XXXIV. Metode Pembelajaran
10. Pendekatan : Pendekatan saintifik
11. Metode : Project-based learning
12. Teknik : ceramah, tanya jawab, pemberian tugas
XXXV. Langkah-Langkah Pembelajaran
FASE KEGIATAN PEMBELAJARAN WAKTU
Pendahulu
an
a. Peserta didik merespon salam dan pertanyaan dan guru dengan
kondisi dan pembelajaran sebelumnya.
b. Peserta didik menerima informasi tentang keterkaitan
pembelajaran sebelumnya dengan pembelajaran yang akan
dilaksanakan.
c. Peserta didik menerima informasi kompetensi, materi, tujuan,
manfaat, dan langkah pembelajaran yang akan dilaksanakan
5 menit
Kegiatan
Inti
a. Mengamati
Peserta didik mendengarkan dan melihat apa yang guru
jelaskan teks deskripsi tentang sebuah tempat.
b. Menanya
Guru mengarahkan peserta didik untuk bertanya mengenai
materi atau bahan ajar tentang fungsi sosial, ungkapan yang
terkait dengan materi, dan unsur kebahasaan
c. Menalar
Peserta didik secara berkelompok mengidentifikasi nama-
nama tempat umum berdasar gambar yang diberikan guru
Dengan bimbingan guru peserta didik mendiskusikan ciri-
ciri tempat umum yang ada di gambar dengan bantuan
preposisi semacam near, next to, in front of dan behind
d. Mencoba
Peserta didik secara berkelompok membuat peta kota yang
berisikan tempat tempat umum dengan bantuan platform
5 menit
5 menit
5 menit
5 menit
yang diberi oleh guru.
e. Mengkomunikasikan
Peserta didik mempresentasikan secara singkat peta kota
yang telah mereka buat secara lisan.
Peserta didik memperoleh balikan dari guru dan teman
tentang performa presentasi yang disampaikan.
10 menit
Penutup a. Peserta didik bersama guru menyimpulkan pembelajaran.
b. Peserta didik melakukan refleksi terhadap kegiatan yang sudah
dilakukan
c. Peserta didik menjawab pertanyaan yang diberikan oleh guru
5 menit
XXXVI. Penilaian
Dibawah ini adalah rubric penilaian praktek:
Kriteria Jika respon
benar, ucapan
benar,
intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
tidak lancar.
Jika respon
benar, ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi salah,
dan
pengucapan
tidak lancar.
Nilai Excellent
5
Very Good
4
Good
3
Fair
2
Poor
1
Tangerang, 29 Januari 2015
Researcher
Anang Tri Wahyudi
NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMPN 2 Kelapa Dua Tangerang
Kelas/Semester : VII-D/2
Mata Pelajaran : Bahasa Inggris
Topik/Tema : Describing Animals
Materi : Teks Deskripsi
Pertemuan Ke- : 2
Alokasi Waktu : 1 jam pelajaran
XXXVII. Kompetensi Inti
17. Menghargai dan menghayati ajaran agama yang dianutnya.
18. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
19. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
20. 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.
XXXVIII. Kompetensi Dasar
1.5 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional.
a. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.9 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan
tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan
public yang dekat dengan kehidupan siswa sehari-hari.
4.9 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda,
dan bangunan public yang dekat dengan kehidupan siswa sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks.
XXXIX. Indikator
5. Spiritual
mensyukuri anugerah Tuhan akan keberadaan bahasa Inggris sebagai bahasa
pengantar komunikasi internasional
6. Sosial
melakukan sikap yang bertanggung jawab, peduli, kerjasama dan cinta
damai, dalam melaksanakan komunikasi fungsional secara konsisten
7. Pengetahuan
memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks lisan
dan tulis untuk menyebut nama binatang yang dekat dengan kehidupan
peserta didik sehari-hari
8. Ketrampilan
menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan
bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks
XL. Tujuan
5. Spiritual
Setelah proses pembelajaran peserta didik mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai bahasa Internasional secara konsisten.
6. Sosial
Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi
tempat, peserta didik berperilaku tanggung jawab, peduli, kerjasama dan
cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten.
7. Pengetahuan
Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi
binatang, peserta didik dapat menjelaskan fungsi sosial, struktur teks dan
unsur kebahasaan secara tepat.
8. Ketrampilan
Setelah memahami dan mendiskusikan teks interpersonal lisan dan tulis,
peserta didik dapat menyusun teks lisan dan tulis untuk menyebutkan nama
binatang yang dekat dengan kehidupan peserta sehari-hari, dengan unsur
kebahasaan yang benar dan sesuai konteks secara baik
XLI. Materi Pembelajaran
Teks lisan dan tulis tentang mendeskripsikan tempat
4. Fungsi sosial
c. Mengenalkan
d. Mengidentifikasi
5. Struktur teks
c. Binatang yang digambarkan
d. Ciri ciri apa saja pada binatang itu
6. Unsur kebahasaan
f. Nama binatang: bird, fish, cow, etc.
g. Kata tanya : What? Which one? How many?
h. Penyebutan kata benda singular dengan ‗a‘ dan ‗the‘ dan plural (-s)
i. Kata ganti ‗it, they, this, that, those, these
j. Ungkapan There is/are ....., Are there .....?
XLII. Media/Sumber Pembelajaran
9. Sumber:
Buku paket siswa ‗When English Rings The Bell‘ diterbitkan oleh
Kementrian Pendidikan dan Kebudayaan.
10. Media Pembelajaran: White Board, Board marker
XLIII. Metode Pembelajaran
13. Pendekatan : Pendekatan saintifik
14. Metode : Project-based learning
15. Teknik : ceramah, tanya jawab, pemberian tugas
XLIV. Langkah-Langkah Pembelajaran
FASE KEGIATAN PEMBELAJARAN WAKTU
Pendahulu
an
d. Peserta didik merespon salam dan pertanyaan dan guru dengan
kondisi dan pembelajaran sebelumnya.
e. Peserta didik menerima informasi tentang keterkaitan
pembelajaran sebelumnya dengan pembelajaran yang akan
dilaksanakan.
f. Peserta didik menerima informasi kompetensi, materi, tujuan,
manfaat, dan langkah pembelajaran yang akan dilaksanakan
5 menit
Kegiatan
Inti
f. Mengamati
Peserta didik mendengarkan dan melihat apa yang guru
jelaskan teks deskripsi tentang binatang.
g. Menanya
Guru mengarahkan peserta didik untuk bertanya mengenai
materi atau bahan ajar tentang fungsi sosial, ungkapan yang
terkait dengan materi, dan unsur kebahasaan
h. Menalar
Peserta didik secara berkelompok mengidentifikasi nama-
nama binatang berdasar gambar yang diberikan guru
Dengan bimbingan guru peserta didik mendiskusikan ciri-
ciri tempat umum yang ada di gambar dengan bantuan
preposisi semacam near, next to, in front of dan behind
i. Mencoba
Peserta didik secara berkelompok membuat kalimat
tentang ciri-ciri binatang yang telah diberikan oleh guru.
5 menit
5 menit
5 menit
5 menit
j. Mengkomunikasikan
Peserta didik mempresentasikan secara singkat ciri
binatang yang telah mereka buat secara lisan.
Peserta didik memperoleh balikan dari guru dan teman
tentang performa presentasi yang disampaikan.
10 menit
Penutup d. Peserta didik bersama guru menyimpulkan pembelajaran.
e. Peserta didik melakukan refleksi terhadap kegiatan yang sudah
dilakukan
f. Peserta didik menjawab pertanyaan yang diberikan oleh guru
5 menit
XLV. Penilaian
Dibawah ini adalah rubric penilaian praktek:
Kriteria Jika respon
benar, ucapan
benar,
intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
tidak lancar.
Jika respon
benar, ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi salah,
dan
pengucapan
tidak lancar.
Nilai Excellent
5
Very Good
4
Good
3
Fair
2
Poor
1
Tangerang, 3 Februari 2015
Researcher
Anang Tri Wahyudi
NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMPN 2 Kelapa Dua Tangerang
Kelas/Semester : VII-D/2
Mata Pelajaran : Bahasa Inggris
Topik/Tema : Describing Food
Materi : Teks Deskripsi
Pertemuan Ke- : 3
Alokasi Waktu : 1 jam pelajaran
XLVI. Kompetensi Inti
21. Menghargai dan menghayati ajaran agama yang dianutnya.
22. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
23. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
24. 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.
XLVII. Kompetensi Dasar
1.6 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional.
a. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan
tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan
public yang dekat dengan kehidupan siswa sehari-hari.
4.10 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda,
dan bangunan public yang dekat dengan kehidupan siswa sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks.
XLVIII. Indikator
9. Spiritual
mensyukuri anugerah Tuhan akan keberadaan bahasa Inggris sebagai bahasa
pengantar komunikasi internasional
10. Sosial
melakukan sikap yang bertanggung jawab, peduli, kerjasama dan cinta
damai, dalam melaksanakan komunikasi fungsional secara konsisten
11. Pengetahuan
memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks lisan
dan tulis untuk menyebut nama binatang yang dekat dengan kehidupan
peserta didik sehari-hari
12. Ketrampilan
menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan
bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari,
dengan unsur kebahasaan yang benar dan sesuai konteks
XLIX. Tujuan
9. Spiritual
Setelah proses pembelajaran peserta didik mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai bahasa Internasional secara konsisten.
10. Sosial
Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi
makanan, peserta didik berperilaku tanggung jawab, peduli, kerjasama dan
cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten.
11. Pengetahuan
Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi
makanan, peserta didik dapat menjelaskan fungsi sosial, struktur teks dan
unsur kebahasaan secara tepat.
12. Ketrampilan
Setelah memahami dan mendiskusikan teks interpersonal lisan dan tulis,
peserta didik dapat menyusun teks lisan dan tulis untuk menyebutkan nama
makanan yang dekat dengan kehidupan peserta sehari-hari, dengan unsur
kebahasaan yang benar dan sesuai konteks secara baik
L. Materi Pembelajaran
Teks lisan dan tulis tentang mendeskripsikan tempat
7. Fungsi sosial
e. Mengenalkan
f. Mengidentifikasi
8. Struktur teks
e. Makanan yang digambarkan
f. Ciri ciri apa saja pada makanan itu
9. Unsur kebahasaan
k. Nama makanan: pizza, fried rice, etc.
l. Kata tanya : What? Which one? How many?
m. Penyebutan kata benda singular dengan ‗a‘ dan ‗the‘ dan plural (-s)
n. Kata ganti ‗it, they, this, that, those, these
o. Ungkapan There is/are ....., Are there .....?
LI. Media/Sumber Pembelajaran
11. Sumber:
Buku paket siswa ‗When English Rings The Bell‘ diterbitkan oleh
Kementrian Pendidikan dan Kebudayaan.
12. Media Pembelajaran: White Board, Board marker
LII. Metode Pembelajaran
16. Pendekatan : Pendekatan saintifik
17. Metode : Project-based learning
18. Teknik : ceramah, tanya jawab, pemberian tugas
LIII. Langkah-Langkah Pembelajaran
FASE KEGIATAN PEMBELAJARAN WAKTU
Pendahulu
an
g. Peserta didik merespon salam dan pertanyaan dan guru dengan
kondisi dan pembelajaran sebelumnya.
h. Peserta didik menerima informasi tentang keterkaitan
pembelajaran sebelumnya dengan pembelajaran yang akan
dilaksanakan.
i. Peserta didik menerima informasi kompetensi, materi, tujuan,
manfaat, dan langkah pembelajaran yang akan dilaksanakan
5 menit
Kegiatan
Inti
k. Mengamati
Peserta didik mendengarkan dan melihat apa yang guru
jelaskan teks deskripsi tentang makanan.
l. Menanya
Guru mengarahkan peserta didik untuk bertanya mengenai
materi atau bahan ajar tentang fungsi sosial, ungkapan yang
terkait dengan materi, dan unsur kebahasaan
m. Menalar
Peserta didik secara berkelompok mengidentifikasi nama-
nama binatang berdasar gambar yang diberikan guru
Dengan bimbingan guru peserta didik mendiskusikan ciri-
ciri tempat umum yang ada di gambar dengan bantuan
preposisi semacam near, next to, in front of dan behind
n. Mencoba
Peserta didik secara berkelompok membuat kalimat
tentang ciri-ciri makanan yang telah diberikan oleh guru.
5 menit
5 menit
5 menit
5 menit
o. Mengkomunikasikan
Peserta didik mempresentasikan secara singkat ciri
makanan yang telah mereka buat secara lisan.
Peserta didik memperoleh balikan dari guru dan teman
tentang performa presentasi yang disampaikan.
10 menit
Penutup g. Peserta didik bersama guru menyimpulkan pembelajaran.
h. Peserta didik melakukan refleksi terhadap kegiatan yang sudah
dilakukan
i. Peserta didik menjawab pertanyaan yang diberikan oleh guru
5 menit
LIV. Penilaian
Dibawah ini adalah rubric penilaian praktek:
Kriteria Jika respon
benar, ucapan
benar,
intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
lancar.
Jika respon
benar, ucapan
benar, intonasi
benar, dan
pengucapan
tidak lancar.
Jika respon
benar, ucapan
benar,
intonasi
salah, dan
pengucapan
tidak lancar.
Jika respon
kurang tepat,
ucapan salah,
intonasi salah,
dan
pengucapan
tidak lancar.
Nilai Excellent
5
Very Good
4
Good
3
Fair
2
Poor
1
Tangerang, 5 Februari 2015
Researcher
Anang Tri Wahyudi
NIM. 1110014000031
