the use of literacy text approach to improve writing
TRANSCRIPT
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THE USE OF LITERACY TEXT APPROACH TO IMPROVE WRITING ABILITY AT THE FIRST GRADE OF SMA MUHAMMADIYAH
LIMBUNG
A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the
Degree of Education in English Education Department
AINUN MARDHIAH
10535636615
ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2020
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SURAT PERNYATAAN
Saya yang bertandatangan di bawah ini:
Nama : AINUN MARDHIAH
NIM : 10535 6366 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Use of Literacy Text Approach to Improve Writing Ability at First Grade of SMA Muhammadiyah Limbung
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh siapa pun.
Demikianlah pernyataan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2020 Yang Membuat Pernyataan
AINUN MARDHIAH
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SURAT PERJANJIAN
Saya yang bertandatangan di bawah ini:
Nama : AINUN MARDHIAH
NIM : 10535 6366 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2020
Yang Membuat Perjanjian
AINUN MARDHIAH
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ABSTRACT
AINUN MARDHIAH, 2020. The Use Of Literacy Text Approach To Improve Writing Ability At The First Grade Of Sma Muhammadiyah Limbung. The thesis of English Education Students Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. (Supervised by Erwin Akib and Ratu Yulianti Natsir)
This research focused on the use of literacy text approach to improve writing ability of the students. The researcher followed the principal working of Classroom Action research (CAR). It consists of 2 cylces, cycle 1 and cycle 2, where each cycle is the series of activities which have close relation.
The subject of this class action research was the student of class X MIA 2. The class consists of 30 students with (18) female and (12) male. But sample only take 20 students.
The result of this research aim to know how the result of applying the literacy text approach to teach recount text. The subject of this research is the first grade of SMA Muhammadiyah Limbung. The technique that used in this research was a Classroom Action research (CAR). That consist of four stages, those are planning, action, observation, evaluation/reflection. The improvement of the students‟ writing ability used literacy text approach. After using the
method, the researcher found that the students‟ score in cycle I is 7.6 % and in the
cycle II became 8.5 %.
Keywords : Literacy Text Aprroach, Writing Ability, Recount Text
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ABSTRAK
AINUN MARDHIAH, 2020. Penggunaan Pendekatan Teks Literasi Untuk Meningkatkan Kemampuan Menulis Pada Kelas Satu Sma Muhammadiyah Limbung. Tesis Jurusan Pendidikan Mahasiswa Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. (Dibimbing oleh Erwin Akib dan Ratu Yulianti Natsir)
Penelitian ini difokuskan pada penggunaan pendekatan teks literasi untuk meningkatkan kemampuan menulis siswa. Peneliti mengikuti karya utama penelitian Tindakan Kelas (PTK). Ini terdiri dari 2 silinder, siklus 1 dan siklus 2, di mana setiap siklus adalah serangkaian kegiatan yang memiliki hubungan erat.
Subjek penelitian tindakan kelas ini adalah siswa kelas X MIA 2. Kelas terdiri dari 30 siswa dengan (18) perempuan dan (12) laki-laki. Tetapi sampel hanya mengambil 20 siswa.
Hasil penelitian ini bertujuan untuk mengetahui bagaimana hasil penerapan pendekatan teks literasi untuk mengajarkan teks recount. Subjek penelitian ini adalah kelas satu SMA Muhammadiyah Limbung. Teknik yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Itu terdiri dari empat tahap, yaitu perencanaan, tindakan, observasi, evaluasi / refleksi.Peningkatan kemampuan menulis siswa menggunakan pendekatan text literasi. Setelah menggunakan metode ini, peneliti menemukan bahwa skor siswa pada siklus I adalah 7,6% dan pada siklus II menjadi 8,5%.
Kata kunci: Pendekatan Teks Literasi, Kemampuan Menulis, Teks Recount
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MOTTO
.
Our parents are the greatest gift in a life
Do your best at any moment that you have with them
.
I dedicated this thesis special to my beloved mother
(ST. Nur Siah, S.Pd., MA)
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ACKNOWLEDGMENT
Alhamdulillahirabbil‟aalamiin, in the name of Allah, the most Gracious, the
most Merciful and the Almighty who never stop blessing me so that could finish
this thesis. Shalawat is also deliver to our prophet Muhammad SAW who has
brought us from the darkness to the brightness and delivered the truth to human
being.
In accomplishing the study, the researcher realized that never finish this
thesis without the help from the other people. Therefore, the researcher would like
to express my gratitude and appreciation to:
1. Dr.H.Abdul Rahman Rahim,S.E.,M.M., The Rector of Muhammadiyah
University of Makassar.
2. Erwin Akib, M.Pd, Ph.D., The Dean of Faculty of Teacher Training and
Education, Muhammadiyah University of Makassar
3. Ummi Khaerati Syam, S.Pd., M.Pd., The Head of English Education
Department of FKIP Muhammadiyah University of Makassar and also to the
all lecturers who have taught during the years of my study.
4. The researcher high appreciation and great thankful to my first consultant,
Erwin Akib, M.Pd, Ph.D., and my second consultant, Ratu Yulianti Natsir,
S.Pd., M.Pd, for their valuable time, knowledge, and guidance with all their
patience and wisdom during the process of accomplishing this thesis.
5. The researcher beloved mother, St. Nur Siah, S.Pd., MA, never stop motivates
and always prays for me everytime, and support me to finish my study.
6. The researcher beloved husband, Fahrul Rozi, who always accompanied and
reminded me to finish my thesis.
7. The researcher beloved friends, Najdatul Auliyah Nawir, Fitriani, Nawira,
Dewi Sartika, Nurul Azyzah Tamrin, Amaliah Ramadhani, Puspitasari and
Firna for giving me more strength, for sharing the same struggle, for supporting
each other to achieve our goals together.
8. All of the researcher friends in English Education Department academic year
2015, especially D (Different) Class 2015, for anything we shared for years.
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9. All of the researcher friends and influental people in my life that I cannot
mention one by one.
The words are not enough to say any appreciation for their help and
contribution in this paper. May Allah the Almighthy bless them all. Moreover, the
researcher also realized that this paper is far from perfect. It is a pleasure to get
critiques and suggestion to make this paper better.
The Researcher
Ainun Mardhiah
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LIST OF CONTENT
TITLE PAGE ................................................................................................... i
APPROVAL SHEET ...................................................................................... ii
COUNSELLING SHEET .............................................................................. iii
SURAT PERNYATAAN ................................................................................. v
SURAT PERJANJIAN .................................................................................. vi
ABSTRACT ................................................................................................... vii
ABSTRAK .................................................................................................... viii
MOTTO .......................................................................................................... ix
ACKNOWLEDGEMENTS ........................................................................... xi
TABLE OF CONTENTS ............................................................................. xiii
LIST OF TABLES ......................................................................................... xv
LIST OF CHART ......................................................................................... xvi
LIST OF FIGURE....................................................................................... xvii
LIST OF APPENDINCES ......................................................................... xviii
CHAPTER I: INTRODUCTION ..........................................................
A. Background .................................................................................. 1
B. Problem Statement ........................................................................ 3
C. The Objective of the Study .......................................................... 3
D. The Significance of the Study ....................................................... 4
E. The Scope of the Study ................................................................ 4
CHAPTER II: REVIEW THE RELATED LITERATURE ..............
A. Previous Research Finding ............................................................ 5
B. Some Partinent Ideas ..................................................................... 7
1. The Concept of literacy ......................................................... 7
a. Definition of Literacy …………………………………… 7
b. Types of Literacy ……………………………………….. 8
2. The Concept of Writing ......................................................... 11
a. Definition of Writing……………………………………. 11
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b. Types of Writing………………………………………… 12
c. Process of Writing………………………………………. 14
3. The Concept of Recount Text ................................................. 15
a. Definition of Recount Text……………………………… 15
b. Types of Recount Text…………………………………… 16
4. Class Action Research ............................................................ 17
C. Conceptual Framework ................................................................ 20
CHAPTER III: RESEARCH METHOD ..............................................
A. Research Design ............................................................................ 22
B. Research Subject ......................................................................... 22
C. Research Procedure ....................................................................... 23
D. Research Variable and Indicator ................................................... 26
E. Research instrument ..................................................................... 27
F. Technique of Data Collection ...................................................... 27
G. Technique of Data Analysis ........................................................ 27
CHAPTER VI FINDINGS AND DISCUSSION
A. Findings ..................................................................................................... 32
B. Discussion .................................................................................................. 34
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................. 36
B. Suggestion .................................................................................................. 39
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
3.1 The Assessment of Content ................................................................................. 30
3.2 The Assessment of Vocabulary ............................................................................ 32
4.1 The Improvement of Student Writing Ability ...................................................... 34
4.2 The mean score of Student Writing Ability ......................................................... 35
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LIST OF CHART
4.1 Writing Ability ..................................................................................................... 36
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LIST OF FIGURE
2.1 Conceptual Framework ........................................................................................ 21
3.1 The Cycle of CAR ................................................................................................ 25
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LIST OF APPENDICES
Appendix I : Research Instrument
Appendix II : The result of the students‟ score
Appendix III : Lesson Plan
Appendix IV : Writing Test ( Cycle I and Cycle II)
Appendix V : Documentation
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CHAPTER I
INTRODUCTION
A. Background of Study
Dictionaries traditionally define literacy as the ability to read and write. In
the modern world, this is one way of interpreting literacy. One more broad
interpretation sees literacy as knowledge and competence in a specific area. The
concept of literacy has evolved in meaning.
The modern term's meaning has been expanded to include the ability to use
language, numbers, images, computers, and other basic means to understand,
communicate, gain useful knowledge, solve mathematical problems and use the
dominant symbol systems of a culture.
The concept of literacy is expanding across Organization For Economic
Co-operation and Development (OECD) countries to include skills to access
knowledge through technology and ability to assess complex contexts. A person
who travels and resides in a foreign country but is unable to read or write in the
language of the host country would be regarded by the locals as illiterate.
Experts at a United Nations Educational, Scientific and Cultural
Organization (UNESCO) meeting have proposed defining literacy as the "ability
to identify, understand, interpret, create, communicate and compute, using printed
and written materials associated with varying contexts". The experts note:
"Literacy involves a continuum of learning in enabling individuals to achieve their
goals, to develop their knowledge and potential, and to participate fully in their
community and wider society"
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Writing is the process of using symbols (letters of the alphabet, punctuation and
spaces) to communicate thoughts and ideas in a readable form. Generally, we
write using a pen/pencil (handwriting) or a keyboard (typing). With a pen/pencil
we usually write on a surface such as paper or whiteboard. A keyboard is
normally attached to a typewriter, computer or mobile device..
Writing is the fourth of the four language skills, which are: Listening
Speaking, Reading, Writing In our own language, writing is usually the fourth
language skill that we learn. To write clearly it is essential to understand the basic
system of a language. In English this includes knowledge of grammar,
punctuation and sentence structure. Vocabulary is also necessary, as is correct
spelling and formatting.
A recount text is a text which tells about something that happened in the
past. The details in a recount can include what happened, who was involved,
where it took place, when it happened and why it occurred. Its purpose or goal is
to entertain or inform about the past activity to the reader or listener. Recount text
can be factual information, such as a news story or procedural information, such
as telling someone how you built something or personal information, such as a
family holiday or your opinion on a subject.
According to the research that conducted, not all students like to write, and
even sometimes they do not know what to write or even the do not have the ability
to write. This case was similar to students in SMA Muhammadiyah Limbung
MIA 2 Class. They tend to like the skill such as creating something. Which is why
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the researcher tried using recount text to improve their writing skill, because they
can freely write down their experiences?
So based on the explanations we can see the researcher will investigate
literacy approach in teaching writing. The researcher want improve the ability of
the student in writing skill. Because literacy and writing are bound together but
there are still many who do not understand how important literacy and writing are.
To make it easier for us to write what we have to do is read a lot. So the
researcher hopes that literacy can improve their writing skills.
B. Problem Statement
Based on the background above, the researcher formulates the question as
follow:
“How does the use of literacy text approach to teach recount text at first
grade of SMA Muhammadiyah Limbung?”
C. Objective of the Study
Based on the research question above, the objective of the research as
follow:
“To know how the results of applying the literacy text approach to teach
recount text at the first grade of SMA Muhammadiyah Limbung”.
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D. Significance of the Study
The result of the research expects to be useful for:
1. Student
An action hypothesis this study is can improving proclivity
the student to read a book/ text and to make their easy to write
recount text.
2. Teacher
An action hypothesis this study is can help the teacher teach
recount text without having many problems.
3. Researcher
An action hypothesis this study in can help the researcher to
find the reference.
E. Scope of the Study
The scope of this research focus on use of literacy text approach to
teach writing skill at the first grade of SMA Muhammadiyah Limbung. In
addition, the researcher focused on teaching recount text in terms of content
and vocabulary.
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CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Previous Research Findings
Effendi (2017), in his thesis about “Improving Students Ability in Writing
English Teaching by using Portfolio Assessment. He concluded some points.
First, students can improve their ability in ability in writing and they were
interested to learn writing recount text by means of portfolio assessment because
it could improve their writing step by step. Second, Portfolio assessment could
improve the students‟ motivation in teaching and learning because the teacher
corrected their mistake directly so that they were glad. Last, Motivation is very
important in achieving the goal; the researcher found that the students were
motivated in their study while the portfolio assessments were applied in teaching
English writing.
Hasanah (2010) and Sholihah (2017), article. In their article “Correlation
between Reading Literacy Ability and Achievement in Learning Indonesian
Language in Grade X” this study aims to find out reading literacy ability,
achievement in Indonesian language learning in Grade X. This research uses a
quantitative approach of a correlational research type. The result of this study
indicate that the score rate of reading literacy ability of student is 78,7 (good), the
score rate of achievement in Indonesian language learning is 81,7 (good) and the
last is a significant correlation between reading literacy ability and achievement in
learning Indonesian language in Grade X. Based on the result of concluded
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reading literacy ability students of SMAN Z is declared good, as well as
student learning achievement in Bahasa Indonesia also categorized well. There is
a significant correlation between reading literacy ability and student learning
achievement in Bahasa Indonesia, Thus, reading literacy and learning
achievement.
Solikhah (2015), This study investigates academic literacy imposed in
reading and writing for academic purposes in the EAP program. This study uses
descriptive design elaborating data from curriculum documents and interviews.
Involving 45 participants from IAIN Surakarta and Veteran University, data were
analyzed using constant-comparison and inductive analysis technique. The study
discovers that academic literacy is prominent to serve and recently it has been the
growing learning outcomes universities should provide besides discipline.
Academic literacy in EAP program is embedded into academic vocabulary,
grammar, reading and writing for academic purposes. Consequently, academic
literacy should be incurred in the curriculum, syllabus, aims and objectives, and
teaching materials.
Genlott and Gronlund (2013), Learning to read and write is a basic skill
that unfortunately not everybody acquires sufficiently. This means literacy
education must be improved so more children in the world get better chances. In
order to contribute to developing better methods for learning to read and write in
early years this study tests a new method developed to improve reading and
writing learning in early ages. The method was tested using two test groups and
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two control groups (total n ¼ 87) by systematically measuring performance in
reading and writing using standard tests in combination with observations and
student evaluation to assess social and individual effects of work methods. The
results show that while reading skills were improved considerably the biggest
improvement concerned writing skills. Students in the test group wrote longer
texts with better structure, clearer content, and a more elaborate language.
Based on the previous research most of researcher discussed above using
literacy to teach in reading and speaking. And based on the previous research,
generally involving literacy can improve the ability to read and speaking of the
students. And now the main focus of the researcher is using literacy to teach to
teach writing especially recount text
B. Some Pertinent Ideas
1. The Concept of Literacy
a. Definition of Literacy
Experts at a United Nations Educational, Scientific and
Cultural Organization (UNESCO) meeting have proposed defining
literacy as the "ability to identify, understand, interpret, create,
communicate and compute, using printed and written materials
associated with varying contexts". The experts note: "Literacy
involves a continuum of learning in enabling individuals to achieve
their goals, to develop their knowledge and potential, and to
participate fully in their community and wider society.
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As with „English „literacy‟ or „being literate is defined in a
number of ways, and these definitions are continually evolving. The
term „literacy‟, for example, sometimes refers only to reading,
sometimes to reading and writing and sometimes, more rarely, to
reading, writing and speaking and listening. Aers (2008).
At the first time, literacy is known as just the ability to
read and write. According to Kern (2000) A focus on literacy,
by considering reading and writing in our social contexts of
use, frames reading and writing as complementary dimensions
of written communication, rather than as utterly distinct linguistic
and cognitive processes. Beside that literacy is the ability to
read, write and spell correctly. Even though, we cannot develop to
express our literacy without ability to speak. Therefore, at this time
literacy is known as the ability oracy and literacy.
Based on the explanation above the researcher conclude
that literacy is all of thing about ability to reading and writing. Now if
we say literacy it same with talking about ability to write a book and
poem or read a book and poem. In short, literacy is all that is associate
with the language.
b. Types of Literacy
When we think of literacy, we usually think of the ability to
read and write. However, the understanding of literacy that we possess
is often curtailed by our educational experiences. Those of us in the
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field of education know that there are numerous types of literacy, all
of which help us navigate life and fully engage in our democratic
society. So there 13 types of literacy. Such as;
1. Digital Literacy- By this definition, encompasses a wide range
of skills, all of which are necessary to succeed in an
increasingly digital world. As print mediums begin to die out,
the ability to comprehend information found online becomes
more and more important. Students who lack digital literacy
skills may soon find themselves
2. Media Literacy- According to the National Association for
Media Literacy Education, media literacy is the ability to
access, analyze, evaluate, create, and act using all forms of
communication. Media literacy means anything from
interpreting emojis to understanding underlying messages in
online advertisements to producing viral video content and
recognizing native advertising.
3. Recreational Literacy- Independent activities that cultivate
positive attitudes, interests, and literacy habits.
4. Disciplinary Literacy- The treatment by experts in various
disciplines of students‟ reading, writing, and critical thinking
abilities specific to the different disciplines.
5. Civic Literacy- Knowledge of how to actively participate and
effect change in the local community and society.
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6. Multicultural Literacy- The ability to understand and appreciate
the parallels and differences between customs, values, and
beliefs.
7. Information Literacy- A transformational process first
described by Abilock where the learner needs to find,
understand, evaluate, and use information in various forms for
their own personal gain. This can include personal, social, or
global purposes.
8. Functional Literacy- The literacy skills required to navigate
society successfully.
9. Content Literacy- The use of literacy in specific areas such as
math literacy or science literacy.
10. Early Literacy- What a child knows about communication,
reading, and writing before they learn to read and write.
11. Developmental Literacy- A form of literacy instruction that
takes a child‟s stage of development in consideration. In
essence, it provides developmentally appropriate literacy
instruction.
12. Balanced Literacy- A reading program that uses several
different reading methods to offer differentiated reading
instruction.
13. Critical Literacy- Is a collection of dispositions and skills that
cultivate innovative teaching, critical thinking, and active
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inquiry. Critical literacy assists students in thinking critically
about the things that they read, instead of just brushing the
surface.
2. The Concept of Writing
a. Definition of Writing
English GBPP of Senior High School in Patimah (2009:7)
stated that writing is a skill of language which is a kind of
communication activity to express the thought from mind to print
materials.
Writing is a crucial means of human communication. It is used
to communicate with other people in society and to express our
feeling and opinions. Writing is a mean of both communication and
self-expression.
According to Heaton (1975: 127) writing is a task which involves
students to make grammatically correct sentences by manipulating words
in the form of a piece of continuous writing with successfully
communicates the writers' ideas on a certain topic. The statement shows
that the main purpose writing is to express ideas, thoughts, and writing
clearly in a written language. From the definition above the writer can
conclude that by using writing, we can share our idea, feeling or anything
that exist in our mind. Writing is one way of making meaning experience.
Byrne (1984:1) argued that writing is clearly much more than
the production of sounds. The symbol should be arranged according to
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certain conversion, to form words, and words have to be arranged to
form sentences. However, we don‟t write just one sentence or a
number of sentences arranged in particular order and linked together
in certain ways. Writing involves the encoding of message of some
kind that is to translate through into language.
Hairston (1986:3) stated that writing is a tool for discovery.
We stimulate our thoughts processed by act of writing and tapped into
information and image that we have in our unconscious mind.
In connection to the statements above, the researcher
concluded that writing is a tool communication to transmit message in
which are produced in written-form in sequence of sentences in
particular order and linked together in certain ways.
So based on the some explanation researcher can conclude
writing is activity to read and write. We can say writing is an ability.
We can express our idea with writing.
b. Types of Writing
There are four types of writing. They are descriptive writing,
narrative writing, expository writing and persuasive writing.
1. Descriptive writing
The aim of descriptive writing is to help the reader
visualize, in detail, a character, event, place, or all of these things at
once. The author might describe the scene in terms of all five
senses. Descriptive writing allows the writer a great deal more
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artistic freedom than expository writing does. Descriptive writing
can be found in fiction poetry advertising journal and diary writing.
2. Narrative writing
The purpose of narrative writing is to tell a story, whether
that story is real or imaginary. Pieces in a narrative style will have
characters and through the narrative, the reader learn what happens
to the,. Narrative writing can also include dialogue. Narrative
writing can be found in novel, short stories or biographies.
3. Expository writing
The word expository contains the word expose, she the reason
expository is an apt descriptor for this type of writing is that it exposes, or
sets forth, fact. It is probably the most common writing genre you will
come across throughout your day. In an expository piece, a topic will be
introduced and laid out in a logical order without reference to the author‟s
personal opinion. Expository writing can be found in textbooks journalism
and business writing technical writing.
4. Persuasive writing
The aim of persuasive writing or argumentation is to influence the
reader to assume the author‟s point of view. The author will express
personal opinions in the piece and arm him-or herself with evidence so
that the reader will agree with him or her. We can found in advertising
opinion and editorial pieces reviews job applications.
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c. Process of Writing
Harmer (2005: 4) suggests the process of writing into four main
elements. They are planning, drafting, editing (reflecting and revising),
and final version.
1. Planning
Before starting to write or type, they try and decide what it is they
going to say. When planning, writers have to think about three main
issues. The first place they have to consider the purpose of their writing
since this will influences not only the type of text they wish to produce,
but also the language they use, and the information they choose to include.
Secondly, experienced writers think of the audience they are writing for,
since this will influence not only the shape of the writing, but also the
choice of language. Thirdly, writers have to consider the content structure
of the piece, how best to sequences the facts, ideas, or arguments which
they have decided to include.
2. Drafting
Refer to the first version of a piece writing as a draft. This first go
at a text is often done on the assumption that is wioll be amended later. As
the writing process procedure into editing, a number of drafts may be
produced on the way to the final version.
3. Editing (reflecting and revising)
After writers have produced a draft, usually read through what they
have written to see where it works and where it doesn't. Reflecting and
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revising are often helped by other readers (or editors) who comment and
make suggestions. Another reader's reaction to a piece of writing will help
the author to make appropriate revisions.
4. Final versions
Once writers have edited their draft, making the changes they
reader being necessary, they produced their final version. This may look
considerably different from both the original plan and the first draft,
because things have changed in the editing process. But the writer is now
ready to send the written text to its intended audience or reader.
3. The Concepts of Recount Text
a. Definition of Recount Text
Anderson (1997) as cited in Muflikhati suggests that recount is a
text which tells about events happening in the past in a sequence of time.
The purpose of the text is to tell the audience about what happened in the
past and when it happened. Furthermore, Knaps and Watskin (2005) as
cited in Muflikhati also say that recount text is a sequential text that does
little more than sequencing a series of events. It can be considered as the
simplest types of narrative genre.
Recount texts can function to inform and to tell stories of past
events. In our lives, it is a common thing to tell a story to someone both in
spoken and written forms. If students are able to speak it up fluently, it is
possible for them to write it down with the same flow of fluency. This
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kind of texts where they share with others can also add references for them
to read which also improving the skill of reading.
Well, according to the some expert, we can say that, shortly,
recount is a text that tells someone's past experience that aims to give
information or just entertaining.
b. Types of Recount Text
In exploring how text work Derewinka (1990) as cited in Indah
there are three types of recount. They are:
a. Personal Recount
Personal recount text is a recount that retelling of an activity that
writer or speaker has been personally involved in (e.g. oral anecdote, diary
and entry). Language features of personal recount are: use of first pronoun
(I, we), personal responses to the events can be included, particularly at the
end and details are often chosen to add interest humor.
b. Factual Recount Text
Factual recount text is a recount text that recording the particulars
of an accident (e.g. report of science experiment, police report, news report
and historical recount). Language features of factual recount text: Use of
third person pronouns (he, she, it, they), details are usually selected to help
the reader reconstruct the activity or incident accurately, sometimes the
ending describes the outcome of the activity (e.g. in a science experiment),
the passive voice may be used (e.g. the breaker was filled with water).
c. Imaginative Recount
17
Imaginative recount is a recount that taking on an imaginary role
and giving details events (e.g. day in the life of a Roman Slave: how I
invited…)
4. Classroom Action Research
McNiff and Whitehead‟s claim (2005) about action research has
motivated and supported the idea:
Action research is a common-sense approach to personal and
professional development that enables practitioners everywhere to
investigate and evaluate their work, and to create their own theories of
practice.
In addition, assert that action research constitutes a look at the
questions in the class of things which disturb us and tries to find out the
solution. The teacher‟s position is not only as teacher but also as
researcher (Stenhouse in Shura 2010). The teacher can develop
professional competence as well as improve students‟ learning through
action research. McNiff and Whitehead in Rusliadi (2010).
The initial conception of action research emphasized its potential to
empower and emancipate participants through cycles of reform based on
reflection and action (McDonough in Ridwan 2009). Action research can
inform teachers about their practice and empower them to take leadership
roles in their local teaching contexts.
McTaggert (1988) suggest that the fundamental components of
action research include the following:
18
1) Developing a plan for improvement,
2) Implementing the plan,
3) Observing and documenting the effects of the plan, and
4) Reflecting on the effects of the plan for further planning and
informed action. New knowledge gain results in changes in
practice.
Definitions of the typical features were summarized by Mills
(2003) as follows.
Action research is contextual, small scale and localized. It
identifies and investigates problems within specific situations. It is
evaluative and reflective as it aims to bring a change and improvement in
practice.
Action research is stated by Kemmis and McTaggart (1988) …is a
form of collective self-reflective enquiry undertaken by participants in
social situations in order to improve the rationality and justice of their own
social or educational practices, as well as their understanding of these
practices and the situations in which these practices are carried out.
Lewin as cited in Hasanah (2010), an originator of action research
theories, described action research as proceeding in a spiral of steps, each
of which is composed of planning, action and the evaluation of the result
of the action. In practice, the process begins with a general idea that some
kind of improvement or change is desirable. Lewin also urged that it is the
way groups of people can organize the conditions under which they can
19
learn from their own experience and make this experience accessible to
others.
Action research is known by many other names, including
participatory research, collaborative inquiry, emancipator research, action
learning, and contextual action research but all are variations on a theme.
O‟Brien urges that there are other key attributes of action research that
differentiate it from common problem-solving activities that we all engage
in every day.
Primary is its focus on turning the people involved into
researchers. People learn best, and more willingly apply what they have
learned when they do it themselves. Secondly, the research takes place in a
real-world situation, and aims to solve real problems. Finally, the initiating
researcher makes no attempt to remain objective but openly acknowledges
their bias to the other participants. ( O‟Brien 2001:18).
Accomplishing this twin goal requires the active collaboration of
researcher and client and thus it stresses the importance of co-learning as a
primary aspect of the research process. (Gilmore, et.al (1986).
“Action Research is learning by doing that is when a group of
people identify a problem, do something to resolve it, see how successful
their efforts were and, if not satisfied, try again.” The researcher studies
the problem systematically and ensures the intervention is informed by
theoretical considerations. Much of the researcher‟s time is spent on
refining the methodological tools to suit the situation and on collecting,
20
analyzing and presenting data on an on-going, cyclical basis (O‟Brien,
2001:19).
C. Conceptual Framework
A.
Figure 2.1 Conceptual Framework
Based on the conceptual considerations above, there are several figures
who are interrelated with one another, and intentionally have a goal to improve
writing skills using the literacy approach. The reason the researcher put recount
text in the conceptual frame work is because recount text is the material to be
taught.
Classroom Action Research
Cycle I
The Planning Action Observation Reflection
Cycle II
Revised Plan The Planning Action Observation Reflection
The improvement of students‟ ability
to write recount text by using literacy approach
Literacy Text Approach
Writing
Recount Text
21
In this research the researchers use Classroom Action Research (CAR). In
Classroom Action Research there are some Step. The first Cycle are planning,
action, observation and reflection. Cycle two is used when what the researcher
applies does not have a good result or does not improve the ability of the students,
cycle two will be used and revises the plan that will be done again.
After the first cycle and does not show any changes, the second cycle will
be done. The purpose of the cycles 1 and 2 is to achieve the researcher's goal of
improving students' ability to write recount text by applying a literacy approach.
22
CHAPTER III
RESEARCH METHOD
A. Research Design
This research followed the principal working of Classroom Action
Research (CAR). Lewin as cited in Hasanah (2010), Classroom Action
Research (CAR) that contains of four stages; planning, implementation of
action, observation and reflection. ). It means that when doing the
research.
This research held around two cycles. They were first and second
cycle and each cycle was the series of activities which had close relation.
Where, the realizations of the second cycles continued and repaired from
the first cycle.
B. Research Subject
The subject of this Classroom Action Research was the first grade
student of SMA Muhammadiyah Limbung. The subject of the research
was the student of the class X. The class consisted of 30 students with (18)
female and (12) male, sample only take 20 students.
According to the CAR method, it has four stages, those were:
planning, action, observation and evaluation. So, when the researcher
conducts the observation, the researcher found out that MIA 2 class is the
class that need to improve their writing skill and it also recommend by the
teacher.
23
C. Research Procedure
The technique was used in this research was a Classroom Action
Research method (CAR), it had stages those are: Planning, Action,
Observation, Evaluation or Reflection.
In this Classroom Action Research (CAR), the researcher will used
the CAR principle to collect the data. The research was divided into two
cycles with each cycle of four steps. The cycles were described through
the scheme of action research phases as follows:
The cycle of Classroom Action Research (Hopkins, 1993)
Figure 3.1 The cycle of Classroom Action Research
Planning
Action
Observation
Reflection
24
CYCLE I
1. Planning
The activities that had been done in this stage, as follows:
a. The researcher studying and understanding the material that had been
tough.
b. The researcher made the lesson planning and arranged the material
based on the teaching of writing ability.
c. The researcher made pre material to measure the students‟
achievement in writing.
d. The researcher arranged the evaluation test to know the improvement
of the result study after they studied recount text t by using literacy
text approach.
2. Action
In this activity of this learning process should be based on the
contextual in learning English, as follows:
1. In the first meeting, the researcher gave some explanation to students
about the material that would be discussed;
2. The researcher gave the guidance to students how to write a recount
text by using literacy text approach on their ideas;
3. The researcher gave the chance to the students to learn and write
recount text based on their learning style;
4. Guiding the students to write recount text based on their ideas;
5. At the end of the cycle, the researcher gave them evaluation test.
25
3. Observation
Observation was collecting data activity related with the learning
English process which had solving problem and learning strategy which is
literacy text approach is need by the teacher. So, in this stage the
researcher asked the students‟ to collect their written text, to measure the
students‟ achievement after implementing recount text by using literacy
text approach.
4. Reflection
In this research the researcher analyzed all of the data which had
been collected from gave written text, to assess the teaching program‟s
achievement after gave an action at the first cycle.
CYCLE II
1. Planning
The activities that had been done in this stage, as follows:
a. The researcher continued the activities that have been done in the first
cycle.
b. The researcher was repaired the weakness in the first cycle and made
lesson plan.
c. The researcher arranged the explanation about write recount text.
d. The researcher gave some topics.
e. The researcher arranged the evaluation test.
2. Action
The activities that will be give stage are, as follow:
26
1. The researcher gave a brief explanation about how to write the recount
text;
2. The researcher asked the students to write the recount text based on
the topic gave;
3. Students wrote their ideas on their writing;
4. Finally, the researcher gave evaluation test to the students.
3. Observation
Observation was collecting data activity related with the learning
English process which had solving problem and learning strategy which is
improving stated by Adnan Latief (2009). So, in this stage the researcher
asked the students‟ to collect their written text, to measure the students‟
achievement after implementing recount text by using literacy text
approach.
4. Reflection
In this research the researcher analyzing all the data which had been
collected from gave the written text, to assess the teaching program‟s
achievement after given an action at the second cycle.
D. Research Variable And Indicator
1. Research Variables
There were two kinds of variable in this research, as follows:
a. The independent variable of this study was using literacy
text approach to teach recount text.
27
b. The dependent variable was the students‟ writing
achievement.
2. Indicator
The indicator of this study was measuring the students‟
writing ability by using literacy approach.
E. Research Instrument
In this research, the researcher had been used one instrument to
obtain the data:
1. The written test that had been used in the last item of each
cycle to measure the students‟ achievement in write recount
text by using literacy text approach.
F. Technique of Data Collection
There were some methods of collecting data, as follows:
1. The first meeting, researcher gave test the student (diagnosis
test). To know what is the problem of the student.
2. In cycle 1, the researcher gave the material about recount text
to the students as much as three times a meeting. The first
meeting is definition of recount text, purpose of recount text
and the characteristic of recount text. The second meeting,
28
types of recount text and general structure of recount text. And
the third meeting researcher gave an example of recount text.
3. After gave three meeting, the researcher gave student writing
text about their experiences (good or bad experience).
4. In cycle two only one meeting, in the first minute until thirty
minutes researcher explain about recount text that according
still made student confused about the material. And then, in
the next minutes later researchers divide them into small group
and get them to write down the material has been in learned in
cycle 1 in wall magazine. Aims to student more understand the
material has been preached.
5. The last meeting, the researcher gave students writing text
about their experience in impertinent by researcher.
6. The researcher, collect their writing result to find out the
improvement on their writing achievement.
G. Technique of Data Analysis
In completing the data, the next step of this research was analyzed
the data, the function of data analysis was to determine the result of the
research. The way to give score result of the students test by referring to
the scoring system simply:
1. Content
29
Table 3.1 The Assessment of Content
Classification Score Criteria
Excellent 9.6 – 10 Knowledge, substantive, through
development of topic relevant to
assigned topic.
Very good 8.6 – 9.5 Knowledge, substantive, mostly
relevant to assigned topic.
Good 7.6 – 8.5 Mostly relevant to topic, but lacks
detail.
Fairly good 6.6 – 7.5 Adequate range, limited development
of topic.
Fair 5.6 – 6.5 Little substance. Inadequate
development of topic.
Poor 3.6 – 5.5 Limited knowledge of subject.
Very poor 0.0 – 3.5 Do not show knowledge of subject.
(Layman,1972)
2. Vocabulary
30
Table 3.2 The Assessment of Vocabulary
Classification Score Criteria
Excellent 9.6 – 10 They write correct of using vocabulary.
Very good 8.6 – 9.5 They write very good of using
veocabulary.
Good 7.6 – 8.5 They write sometimes good using
vocabulary
Fairly good 6.6 – 7.5 They write sometimes incorrect but
fairly good of using vocabulary.
Fair 5.6 – 6.5 They write sometimes incorrect, fair of
using vocabulary.
Poor 3.6 – 5.5 They write incorrect, and more
sentences are not appropriate using
vocabulary.
Very poor 0.0 – 3.5 They write very incorrect, and more
sentences are not appropriate using
vocabulary. .
(Layman,1972)
31
a. To find out the mean score of the students‟ test, the researcher used the
formula :
∑
Notation: = Mean score
∑ Total score
= The number of students
( Gay, 1981)
b. To calculate the percentage of the students‟ score, the formula which
was used as follows:
Notation :
P = Rate Percentage
F = Frequency
N = The total number of students
(Sudjana in Hamka, 2011)
32
CHAPTER IV
FINDING AND DISCUSSION
A. Findings
The findings of Classroom Action Research dealt with the answer of the
problem statement which was aimed to improve students‟ writing ability to write
recount text. The result of data analysis found that teaching writing by using
literacy text approach, can improve the students‟ writing ability use at SMA
Muhammadiyah Limbung. Therefore, for the clear explanation about the students‟
improvement can be seen in the following table:
Table 4.1 The Improvement of the Students’ Writing Ability
Indicators D - Test Cycle I Cycle II Improvement (%)
DT - CI CI - CII
Content 5.65 7.6 8.55 1.95 0.95
Vocabulary 6 7.3 8.4 1.3 1.1
The table above shows that the literacy approach improved the students‟
writing ability from the test cycle I to cycle II. In which cycle II is the highest
between cycles I. The table above indicated that the score of content in D-test was
5.65, categorized fair. Score of Cycle I was 7.6, categorized good and score of
Cycle II was 8.55, categorized good. And the next is Vocabulary; in D-test the
score was 6, categorized fairly good. Cycle I the score was 7.3, categorized fairly
good. Cycle II the score was 8.4, categorized good.
33
The use of literacy approach in teaching learning process is able to
improve the students‟ writing ability after action in cycle I and cycle II in which
the students‟ result in cycle II was the highest (Cycle II>Cycle I) and the
improvement of students‟ writing ability for content from D-Test I to cycle I is
1.95, from cycle I to cycle II is 0.95. For vocabulary, D-test to cycle I is 1.3, from
cycle I-cycle II is 1.1.
Table 4.2 The mean score of the Students’ Writing Ability
Indicators D - Test Cycle I Cycle II Improvement (%)
DT - CI CI - CII
∑ 11.15 14.9 16.9 3.75 2
X 5.57 7.45 8.45 1.88 1
The table above indicated that the mean score of D-test was 5.57,
categorized fair. Then, the mean score of the students‟ writing ability in the cycle
I was 7.45, categorized good fewer than cycle II that was 8.45, categorized very
good and after evaluation in the cycle II the improvement of the students‟ writing
ability is 1 from test cycle 1 to cycle II (7.45<8.45). Therefore, the application of
think pair share method improves the students‟ writing ability, and the
improvement is significant (fair very good). And we can see to the chart for see
the improvement.
34
Chart 4.1 Student’s Writing Ability Improvement
B. Discussion
In this part, discussion deals with the interpretation of findings derive from
the result of findings about the observation result of the students‟ writing ability in
terms of content and vocabulary toward the application of literacy approach. The
research had been done in two cycles and each cycle consists of for three
meetings.
Genlott and Gronlund (2013), learning to read and write is a basic skill
that unfortunately not everybody acquires sufficiently. This means literacy
education must be improved so more children in the world get better chances. In
order to contribute to developing better methods for learning to read and write in
early years this study tests a new method developed to improve reading and
writing learning.
Therefore, the researcher tried using literacy text approach which is used
recount text. Because, by using this method the students more interest they can
0
1
2
3
4
5
6
7
8
9
10
Content Vocabulary
STUDENT'S WRITING ABILITY IMPROVEMENT
D-Test
Cycle 1
Cycle 2
35
freely express what they want to say, because it was based on their experience. It
was different if we compare to the method that the teacher use that is conventional
way, the student less interest with the material.
Using literacy text approach for improved the students‟ writing ability in
terms of content and vocabulary can be seen the difference by considering the
result of the students‟ improvement after D-test, taking action in cycle I and cycle
II through using literacy approach.
The improvement of the students‟ writing ability using literacy text
approach. After using the method, the researcher found that the students‟ score in
cycle I is 7.6 % and in the cycle II became 8.55 %.
36
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of findings and discussion, it can be conclude base on
the problem statement “How the results of applying the literacy approach to teach
recount text at first grade of SMA Muhammadiyah Limbung?”
The process of the teaching and learning runs well during the Classroom
Action Research at the second year students of SMA Muhammadiyah Limbung
because the students are enthusiast and interest to study English. The application
of using literacy approach in teaching recount text could make student active in
learning process.
The use of literacy approach improved the students‟ writing ability. It was
shown by the classification of students‟ writing ability in cycle I and cycle II,
there was an improvement for students‟ classification in cycle I and cycle II. It is
proved by the students‟ achievement in cycle II is higher than cycle I and D-Test
where in D-Test the students‟ mean score is 11.62 but after evaluation in cycle I
the students‟ means score becomes 14.9 and in cycle II becomes 16.95.
B. Suggestion
Based on the conclusion above, the researcher would like to propose some
suggestions as follow:
37
1. Teacher should know what students need and what the students
want when giving material. So, students become interested and
not bored during the learning process.
2. In writing, the students should know the important of the
sentence structure in writing and the students have to do
exercise frequently to arrange good sentences. The student as
learner should learn from their error and not to do the same
again, if necessary they can look for information from teacher
or lecturer or reviewing related book.
3. This research is expected to be a reference for the next
researcher.
APPENDIX 1
RESEARCH INSTRUMENT
(CYCLE I)
Writing Test
Make a recount text in paragraph using your own words. Write down anything at
all that comes into your head! You may open your dictionary.
- Choose yours experiences, good or bad experience.
(CYCLE II)
Writing Test
Make a recount text in paragraph using your own words. Write
down anything at all that comes into your head! You may open your
dictionary.
- Your experience while being taught by Miss Ainun
APPENDIX 2
The result of the students’ score in Diagnostic Test
Nama siswa Content Vocabulary Total
S1 7 6 13
S2 8 6 14
S3 7 7 14
S4 5 5 10
S5 7 7 14
S6 8 8 16
S7 3 3 6
S8 7 7 14
S9 4 4 8
S10 8 8 16
S11 7 7 14
S12 3 3 6
S13 3 3 6
S14 3 3 6
S15 8 8 16
S16 8 8 16
S17 7 7 14
S18 4 4 8
S19 3 3 6
S20 3 3 6
Nilai 113 120 223
The result of the students’ score in CYCLE I
Nama Content Vocabulary Jumlah
S1 8 8 16
S2 9 8 17
S3 8 7 15
S4 7 7 14
S5 8 7 15
S6 8 7 15
S7 7 7 14
S8 8 7 15
S9 7 7 14
S10 8 8 16
S11 8 8 16
S12 7 7 14
S13 7 7 16
S14 7 7 16
S15 8 8 16
S16 8 8 16
S17 8 8 16
S18 7 7 14
S19 7 7 14
S20 7 6 13
Nilai 152 146 298
The result of the students’ score in CYCLE II
Nama Content Vocabulary Total
S1 9 9 18
S2 9 9 18
S3 9 8 17
S4 8 9 17
S5 9 8 17
S6 8 8 16
S7 8 8 16
S8 9 8 17
S9 8 8 16
S10 9 9 18
S11 9 9 18
S12 8 8 16
S13 8 8 16
S14 8 8 16
S15 9 9 18
S16 9 9 18
S17 9 9 18
S18 9 9 18
S19 8 8 16
S20 8 7 15
Nilai 171 168 338
Analysis of the Data
1. D-Test
a. Mean Score
15.11
20223
X
X
N
XX
2. Cycle 1
a. Mean Score
9.14
20
298
X
X
N
XX
3. Cycle 2
a. Mean Score
95.16
20
339
X
X
N
XX
APPENDIX V
APPENDIX 3 RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMA MUHAMMADIYAH LIMBUNG Mata Pelajaran : Bahasa Inggris Kelas/ Semester : X/ Materi Pokok : Recount Text Alokasi Waktu : 1 X Pertemuan ( 2x45 Menit )
A. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar a. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks recount berbentuk laporan kerja dan uraian peristiwa bersejarah, sesuai dengan konteks penggunaannya.
b. Menyusun teks recount lisan dan tulis berbentuk laporan kerja dan uraian peristiwa bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks
C. Indikator a. Mengidentifikasi fungsi social, struktur teks, dan unsur kebahasaan
recount text.
b. Memahami pengertian dari recount text. D. Tujuan Pembelajaran
Setelah proses belajar-mengajar siswa diharapkan mampu ; a. Mengidentifikasi fungsi social, struktur teks, dan unsur kebahasaan
recount text. b. Memahami pengertian dari recount text.
E. Materi Pembelajaran
RECOUNT TEXT Fungsi Sosial Menguraikan langkah-langkah tindakan dan
kejadian dalam bentuk laporan kerja dan tentang peristiwa bersejarah, untuk mempertanggung-jawabkan, meneladani, dan mendapatkan pelajaran berharga.
Struktur text 1. Orientasi: menyebutkan tujuan dan langkah-langkah
tindakan dan kejadian secara umum 2. Uraian tindakan/kejadian secara berurut dan runtut 3. Penutup (seringkali ada): komentar atau penilaian
umum. Unsur kebahasaan
1. Kata-kata terkait dengan kegiatan siswa dan kejadian bersejarah yang banyak dibicarakan.
2. Past: Simple, Continuous, Perfect tense
3. Adverbial dan frasa presposisional yang menyatakan waktu, cara, dsb.
4. Ucapan, rujukan kata tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik 1. Pengertian Recount Text
Recount atau menceritakan adalah satu teks yang renegosiasi kejadian atau pengalaman di masa lalu. Tujuannya adalah untuk memberitahu atau menghibur penonton. Ada tidak ada komplikasi di antara peserta dan yang membedakan dari narasi. Contohnya seperti pengalaman Anda berlibur atau suatu pengalaman menyenankan maupun berkesan lainnya. Berbeda dengan narrative text, pada recount text tidak terdapat complication atau conflict masalah.
Recount dan Naraition text, Keduanya mengatakan sesuatu di masa lalu sehingga narasi dan menceritakan biasanya berlaku masa LAMPAU; Apakah sederhana masa lalu tegang, sederhana masa lalu terus-menerus tegang atau tegang masa lalu. Cara narasi dan menceritakan kepada berada di urutan kronologis menggunakan waktu atau tempat. Umumnya narasi teks ini ditemui dalam buku cerita; mitos, dongeng, cerita rakyat, dll sementara menceritakan teks ini ditemui dalam biografi.
Satu hal yang membuat narasi dan menceritakan berbeda adalah struktur di mana mereka dibangun. Narasi menggunakan konflik di antara peserta Apakah alam konflik, konflik sosial atau psikologis konflik. Dalam beberapa cara narasi teks menggabungkan semua konflik ini. Sebaliknya, kita tidak menemukan konflik ini dalam menceritakan teks. Menceritakan berlaku serangkaian acara sebagai struktur dasar.
2. Tujuan Recount Text
“The porpose of recount text is to entertain or inform the
readers.”
Tujuan recount text adalah untuk menghibur dan menginformasikan para pembaca. Tujuan komunikasi dari recount text adalah menceritakn suatu pengalaman atau kejadian yang terjadi dimasa lalu dengan tujuan untuk menghibur (entertain) dan menginformasikan (inform) pembaca.
3. Ciri-Ciri Recount Text
a. Memperkenalkan peserta pribadi; I, my group, etc
b. Menggunakan simple past tense
c. Menggunakan koneksi kronologis; then, first, etc
d. Menggunakan menghubungkan kata kerja; was, were, saw, heard, etc
e. Menggunakan kata tindakan; look, go, change, et
F. Metode Pembelajaran Pendekatan : Literacy Approach Model : Project based learning Metode : Discovery Based Learning
G. Media, Alat, Dan Sumber Pembelajaran Media : - Alat : Whiteboard dan spidol
Sumber Pelajaran : Buku Bahasa Inggris dan Internet.
H. Langkah-Langkah Pembelajaran
Kegiatan Deskripsi Alokasi waktu
Pendahuluan
Ø Guru memberi salam Ø Guru memotivasi siswa Ø Guru menyampaikan apersepsi Ø Guru menyampaikan tujuan pembelajaran
5 menit
Inti Mengamati ( Observing ) Ø Siswa mengamati pengertian recount text
Ø Siswa mendengarkan guru menjelaskan pengertian recount text
Menanya ( Questioning )
Ø Guru memberi kesempatan kepada peserta didik untuk mempertanyakan dan menanyakan perihal yang berkaitan dengan pengertian recount text dengan memberikan situasi atau stimulan sehingga siswa memahami struktur teks dari pengertian recount text .
Ø Mengumpulkan informasi : Ø Guru menyuruh peserta didik menuliskan pengertian recount
text dengan menggunakan bahasa mereka.
60 menit
Penutup Ø Siswa membuat Jurnal Belajar ( refleksi ) Ø Guru memberi tugas kepada siswa secara berkelompok untuk
mengerjakan Projek untuk materi selanjutnya
15 Menit
I. PENILAIAN
INSTRUMENT a. Bentuk : Tes tulis
- Please write down the definition of recount text based on your opinion.
Penilaian a.Aspek pengetahuan - Jenis/teknik penilaian : Tes tulis b. Aspek Ketrampilan - Jenis penilaian : Unjuk kerja
c. Aspek Sikap - Jenis Penilaian : Observasi, Penilaian teman sejawat.
a. Aspek Sikap
No. Butir Sikap Deskripsi Perolehan skor
1. Jujur selalu jujur sering jujur kadang-kadang jujur jarang jujur tidak pernah jujur
5 4 3 2 1
2. Tanggung jawab
selalu tanggung jawab sering tanggung jawab kadang-kadang tanggung jawab jarang tanggung jawab tidak pernah tanggung jawab
5 4 3 2 1
3. Disiplin selalu disiplin sering disiplin kadang-kadang disiplin jarang disiplin tidak pernah disiplin
5 4 3 2 1
4. Kejasama selalu kerjasama sering kerjasama
5 4
kadang-kadang kerjasama jarang kerjasama tidak pernah kerjasama
3 2 1
5. Percaya diri selalu percaya diri sering percaya diri kadang-kadang percaya diri jarang percaya diri tidak pernah percaya diri
5 4 3 2 1
b. Aspek Pengetahuan
No. Butir Sikap Deskripsi Perolehan skor
1. Pengucapan Hampir sempurna ada kesalahan tapi tidak mengganggu makna ada beberapa kesalahan dan mengganggu makna banyak kesalahan dan mengganggu makna terlalu banyak kesalahan sehingga sulit dipahami
5 4 3 2 1
2. Intonasi Hampir sempurna ada kesalahan tapi tidak mengganggu makna ada beberapa kesalahan dan mengganggu makna banyak kesalahan dan mengganggu makna terlalu banyak kesalahan sehingga sulit dipahami
5 4 3 2 1
3. Ketelitian sangat teliti teliti cukup teliti kurang teliti tidak teliti
5 4 3 2 1
4. Pemahaman sangat memahami memahami cukup memahami kurang memahami tidak memahami
5 4 3 2 1
c. Aspek Tingkah laku/Keterampilan
No.
Butir Sikap Deskripsi Perolehan skor
1. Terampil melakukan tindak komunikasi yang tepat
Selalu melakukan kegiatan komunikasi yang tepat Sering melakukan kegiatan komunikasi yang tepat Beberapa ahli melakukan kegiatan komunikasi yang tepat Pernah melakukan kegiatan komunikasi yang tepat tidak pernah melakukan kegiatan komunikasi yang tepat
5 4 3 2 1
Perhitungan nilai akhir adalah sebagai berikut: Nilai Perolehan Nilai siswa = x 100% Nilai Maksimal
Limbung,
Guru Bahasa Inggris, Peneliti,
RAHMI AINUN MARDHIAH NIM: 10535 6366 15
Mengetahui: Kepala Sekolah
Silvyani Djafar, S.Pd., M.Pd. NIP: 19760702 200502 2 003
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMA MUHAMMADIYAH LIMBUNG
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : X/
Materi Pokok : Recount Text
Alokasi Waktu : 1 X Pertemuan ( 2x45 Menit )
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar
a. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks recount berbentuk laporan kerja dan uraian peristiwa
bersejarah, sesuai dengan konteks penggunaannya.
b. Menyusun teks recount lisan dan tulis berbentuk laporan kerja dan
uraian peristiwa bersejarah, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks
C. Indikator
c. Mengidentifikasi fungsi social, struktur teks, dan unsur kebahasaan
recount text.
d. Memahami tipe-tipe atau macam-macam dari recount text.
D. Tujuan Pembelajaran
Setelah proses belajar-mengajar siswa diharapkan mampu ;
e. Mengidentifikasi fungsi social, struktur teks, dan unsur kebahasaan
recount text.
f. Memahami tipe-tipe atau macam-macam dari recount text.
E. Materi Pembelajaran
RECOUNT TEXT
Fungsi Sosial
Menguraikan langkah-langkah tindakan dan kejadian dalam bentuk
laporan kerja dan tentang peristiwa bersejarah, untuk mempertanggung-
jawabkan, meneladani, dan mendapatkan pelajaran berharga.
Struktur text
4. Orientasi: menyebutkan tujuan dan langkah-langkah tindakan dan
kejadian secara umum
5. Uraian tindakan/kejadian secara berurut dan runtut
6. Penutup (seringkali ada): komentar atau penilaian umum.
Unsur kebahasaan
3. Kata-kata terkait dengan kegiatan siswa dan kejadian bersejarah yang
banyak dibicarakan.
4. Past: Simple, Continuous, Perfect tense
3. Adverbial dan frasa presposisional yang menyatakan waktu, cara, dsb.
4. Ucapan, rujukan kata tekanan kata, intonasi, ketika mempresentasikan
secara lisan
Topik
1. Macam-macam recount text
Personal Recount. Personal Recount biasanya berisikan informasi atau
cerita yang merpakan pengalaman pribadi dari si penulisteks tersebut.
Factual Recount. Factual Recount adalah sebuah teks yang berisikan
laporan mengenai sebuah peristiwa atau fakta yang benar-benar telah terjadi.
Imaginative. Imaginative berisikan sebuah cerita imajinasi yang berisikan
sebuah peristiwa yang telah terjadi.
2. General Struktur
1. Orientation
Pada bagian ini, penulis memulai cerita dengan mengenalkan latar
belakang informasi yang menjawab, kapan, di mana kejadian atau peristiwa
itu terjadi pada masa lampau. pengenalan berupa memberikan informasi
tentang siapa, dimana dan kapan peristiwa atau kejadian itu terjadi di masa
lampau.
2. Events
Setelah menceritakan latar belakang atau identitas pelaku, setting tempat
dan waktunya, pada bagian ini barulah penulis mulai menceritakan jalannya
cerita secara urut atau kronologis. rekaman peristiwa yang terjadi, biasanya
disampaikan dalam urutan kronologis, seperti : “In the first day… . And in
the next day… . And in the last day… .” Pada bagian ini terdapat juga
komentar pribadi tentang peristiwa atau kejadian yang diceritakan.
3. Reorientation
Generic structure dari recount text yang terakhir adalah reorientation,
pengulangan pengenalan yang ada di orientation, pengulangan tentang
rangkuman peristiwa atau kejadian yang diceritakan. banyak yang
menjelaskan bagian ini dengan rangkuman yang berisi pengulangan bagian
orientation. Tapi bagi saya, bagian ini sebenarnya adalah bagian conclusion
(kesimpulan) atau penutup yang mengekspresikan pendapat pribadi penulis
tentang kejadian yang telah diceritakan. Misalnya cerita tentang liburan,
maka penulis akan menyimpulkan kesan tentang liburannya dengan “what
an exciting holiday! I will go there again someday“..
F. Metode Pembelajaran
Pendekatan : Literacy Approach
Model : Project based learning
Metode : Discovery Based Learning
G. Media, Alat, Dan Sumber Pembelajaran
Media : -
Alat : Whiteboard dan spidol
Sumber Pelajaran : Buku Bahasa Inggris dan Internet.
H. Langkah-Langkah Pembelajaran
Kegiatan Deskripsi Alokasi
waktu
Pendahulu
an
Ø Guru memberi salam
Ø Guru memotivasi siswa
Ø Guru menyampaikan apersepsi
Ø Guru menyampaikan tujuan pembelajaran
5 menit
Inti Mengamati ( Observing )
Ø Siswa mengamati perbedaan setiap tipe-tipe recount text
Ø Siswa mendengarkan guru menjelaskan tipe-tipe recount text
Menanya ( Questioning )
Ø Guru memberi kesempatan kepada peserta didik untuk
mempertanyakan dan menanyakan perihal yang
berhubungan dengan tipe-tipe dari recount text dengan
memberikan situasi atau stimulan sehingga siswa memahami
struktur teks dari tiap-tiap tipe dari recount text .
Ø Mengumpulkan informasi :
Ø Guru menyuruh peserta didik menuliskan tipe-tipe dari
recount text dengan menggunakan bahasa mereka.
60
menit
Penutup Ø Siswa membuat Jurnal Belajar ( refleksi )
Ø Guru memberi tugas kepada siswa secara berkelompok untuk
mengerjakan Projek untuk materi selanjutnya
15
Menit
I. PENILAIAN
INSTRUMENT
a. Bentuk : Tes tulis
- Please write down the types of recount text based on your
opinion.
Penilaian
a.Aspek pengetahuan
- Jenis/teknik penilaian : Tes tulis
b. Aspek Ketrampilan
- Jenis penilaian : Unjuk kerja
c. Aspek Sikap
- Jenis Penilaian : Observasi, Penilaian teman sejawat.
a. Aspek Sikap
No. Butir Sikap Deskripsi Perolehan skor
1. Jujur selalu jujur
sering jujur
kadang-kadang jujur
jarang jujur
tidak pernah jujur
5
4
3
2
1
2. Tanggung
jawab
selalu tanggung jawab
sering tanggung jawab
kadang-kadang tanggung jawab jarang
5
4
3
tanggung jawab
tidak pernah tanggung jawab
2
1
3. Disiplin selalu disiplin
sering disiplin
kadang-kadang disiplin
jarang disiplin
tidak pernah disiplin
5
4
3
2
1
4. Kejasama selalu kerjasama
sering kerjasama
kadang-kadang kerjasama
jarang kerjasama
tidak pernah kerjasama
5
4
3
2
1
5. Percaya diri selalu percaya diri
sering percaya diri
kadang-kadang percaya diri
jarang percaya diri
tidak pernah percaya diri
5
4
3
2
1
b. Aspek Pengetahuan
No. Butir Sikap Deskripsi Perolehan
skor
1. Pengucapan Hampir sempurna
ada kesalahan tapi tidak mengganggu makna
ada beberapa kesalahan dan mengganggu makna
banyak kesalahan dan mengganggu makna
terlalu banyak kesalahan sehingga sulit dipahami
5
4
3
2
1
2. Intonasi Hampir sempurna
ada kesalahan tapi tidak mengganggu makna
ada beberapa kesalahan dan mengganggu makna
banyak kesalahan dan mengganggu makna
terlalu banyak kesalahan sehingga sulit dipahami
5
4
3
2
1
3. Ketelitian sangat teliti teliti cukup teliti kurang teliti tidak teliti
5 4 3 2 1
4. Pemahaman sangat memahami memahami cukup memahami kurang memahami tidak memahami
5 4 3 2 1
c. Aspek Tingkah laku/Keterampilan
No
.
Butir Sikap Deskripsi Perolehan
skor
1. Terampil
melakukan
tindak
komunikasi
yang tepat
Selalu melakukan kegiatan komunikasi yang tepat
Sering melakukan kegiatan komunikasi yang tepat
Beberapa ahli melakukan kegiatan komunikasi yang tepat
Pernah melakukan kegiatan komunikasi yang tepat
tidak pernah melakukan kegiatan komunikasi yang tepat
5
4
3
2
1
Perhitungan nilai akhir adalah sebagai berikut:
Nilai Perolehan
Nilai siswa = x 100%
Nilai Maksimal
Limbung,
Guru Bahasa Inggris, Peneliti,
RAHMI AINUN MARDHIAH NIM: 10535 6366 15
Mengetahui: Kepala Sekolah
Silvyani Djafar, S.Pd., M.Pd. NIP: 19760702 200502 2 003
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMA MUHAMMADIYAH LIMBUNG
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : X/
Materi Pokok : Recount Text
Alokasi Waktu : 1 X Pertemuan ( 2x45 Menit )
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar
g. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks recount berbentuk laporan kerja dan uraian peristiwa
bersejarah, sesuai dengan konteks penggunaannya.
h. Menyusun teks recount lisan dan tulis berbentuk laporan
kerja dan uraian peristiwa bersejarah, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, yang benar dan sesuai konteks
C. Indikator
i. Mengidentifikasi fungsi social, struktur teks, dan unsur
kebahasaan recount text.
j. Memahami contoh contoh dari recount text.
D. Tujuan Pembelajaran
Setelah proses belajar-mengajar siswa diharapkan mampu ;
k. Mengidentifikasi fungsi social, struktur teks, dan unsur
kebahasaan recount text.
l. Memahami contoh-contoh dari recount text.
E. Materi Pembelajaran
RECOUNT TEXT
Fungsi Sosial
Menguraikan langkah-langkah tindakan dan kejadian dalam bentuk
laporan kerja dan tentang peristiwa bersejarah, untuk mempertanggung-
jawabkan, meneladani, dan mendapatkan pelajaran berharga.
Struktur text
7. Orientasi: menyebutkan tujuan dan langkah-langkah tindakan dan
kejadian secara umum
8. Uraian tindakan/kejadian secara berurut dan runtut
9. Penutup (seringkali ada): komentar atau penilaian umum.
Unsur kebahasaan
5. Kata-kata terkait dengan kegiatan siswa dan kejadian bersejarah yang
banyak dibicarakan.
6. Past: Simple, Continuous, Perfect tense
3. Adverbial dan frasa presposisional yang menyatakan waktu, cara, dsb.
4. Ucapan, rujukan kata tekanan kata, intonasi, ketika mempresentasikan
secara lisan
Topik
Contoh-contoh recount text
1. Vocation to London
Mr. Richard‟s family was on vacation. They are Mr. and Mrs. Richard
with two sons. They went to London. They saw their travel agent and booked their
tickets. They went to the British Embassy to get visas to enter Britain. They had
booked fourteen days tour. This includes travel and accommodation. They also
included tours around London
They boarded a large Boeing flight. The flight was nearly fourteen hours.
On the plane the cabin crews were very friendly. They gave them news paper and
magazine to read. They gave them food and drink. There was a film for their
entertainment. They had a very pleasant flight. They slept part of the way.
On arrival at Heathrow Airport, they had to go to Customs and
Immigration. The officers were pleasant. They checked the document carefully
but their manners were very polite. Mr. Richard and his family collected their
bags and went to London Welcome Desk. They arranged the transfer to a hotel.
The hotel was a well-known four-star hotel. The room had perfect view of
the park. The room had its own bathroom and toilet. Instead of keys for the room,
they inserted a key-card to open the door. On the third floor, there was a restaurant
serving Asian and European food. They had variety of food.
The two week in London went by fast. At the end of the 14-day, they were
quite tired but they felt very happy.
2. Meet Bambang Pamungkas
Orientation:
On Friday, there was a football match between Indonesia and Japan. It
held on Gelora Bung Karno stadium. I went to Gelora Bung Karno stadium with
my friend, Jono.
Events:
Before entering Gelora Bung Karno stadium, we looked the bus that took
Indonesian football players. Then, we followed that bus to main-entrance. I found
that Bambang Pamugkas left from the bus. When, we wanted to get close to
Bambang Pamungkas, a security guard held me back. But, I thinked that security
guard was familiar. He was my old friend, Budi. After that, he let me in, finally i
could meet Bambang Pamungkas and got his signature.
Reorientation:
Next, I went back to my seat at the stadium and the match just began. It was
an amazing day and good match.
F. Metode Pembelajaran
Pendekatan : Literacy Approach
Model : Project based learning
Metode : Discovery Based Learning
G. Media, Alat, Dan Sumber Pembelajaran
Media : -
Alat : Whiteboard dan spidol
Sumber Pelajaran : Buku Bahasa Inggris dan Internet.
H. Langkah-Langkah Pembelajaran
Kegiatan Deskripsi Alokasi
waktu
Pendahulu
an
Ø Guru memberi salam
Ø Guru memotivasi siswa
Ø Guru menyampaikan apersepsi
Ø Guru menyampaikan tujuan pembelajaran
5 menit
Inti Mengamati ( Observing )
Ø Siswa mengamati beberapa contoh recount text
Ø Siswa mendengarkan guru menjelaskan contoh-contoh
recount text
Menanya ( Questioning )
Ø Guru memberi kesempatan kepada peserta didik untuk
mempertanyakan dan menanyakan perihal yang berkaitan
dengan contoh-contoh recount text dengan memberikan
situasi atau stimulan sehingga siswa memahami struktur teks
dari contoh-contoh recount text .
Ø Mengumpulkan informasi :
Ø Guru menyuruh peserta didik menuliskan contoh-contoh
recount text dengan menggunakan bahasa mereka.
60
menit
Penutup Ø Siswa membuat Jurnal Belajar ( refleksi )
Ø Guru memberi tugas kepada siswa secara berkelompok untuk
mengerjakan Projek untuk materi selanjutnya
15
Menit
I. PENILAIAN
INSTRUMENT
a. Bentuk : Tes tulis
- Make a recount text in paragraph using your own words.
Penilaian
a.Aspek pengetahuan
- Jenis/teknik penilaian : Tes tulis
b. Aspek Ketrampilan
- Jenis penilaian : Unjuk kerja
c. Aspek Sikap
- Jenis Penilaian : Observasi, Penilaian teman sejawat.
a. Aspek Sikap
No. Butir Sikap Deskripsi Perolehan skor
1. Jujur selalu jujur
sering jujur
kadang-kadang jujur
jarang jujur
tidak pernah jujur
5
4
3
2
1
2. Tanggung
jawab
selalu tanggung jawab
sering tanggung jawab
kadang-kadang tanggung jawab jarang
tanggung jawab
tidak pernah tanggung jawab
5
4
3
2
1
3. Disiplin selalu disiplin
sering disiplin
kadang-kadang disiplin
jarang disiplin
tidak pernah disiplin
5
4
3
2
1
4. Kejasama selalu kerjasama
sering kerjasama
kadang-kadang kerjasama
jarang kerjasama
tidak pernah kerjasama
5
4
3
2
1
5. Percaya diri selalu percaya diri
sering percaya diri
kadang-kadang percaya diri
jarang percaya diri
tidak pernah percaya diri
5
4
3
2
1
b. Aspek Pengetahuan
No. Butir Sikap Deskripsi Perolehan
skor
1. Pengucapan Hampir sempurna
ada kesalahan tapi tidak mengganggu makna
ada beberapa kesalahan dan mengganggu makna
banyak kesalahan dan mengganggu makna
terlalu banyak kesalahan sehingga sulit dipahami
5
4
3
2
1
2. Intonasi Hampir sempurna
ada kesalahan tapi tidak mengganggu makna
5
4
ada beberapa kesalahan dan mengganggu makna
banyak kesalahan dan mengganggu makna
terlalu banyak kesalahan sehingga sulit dipahami
3
2
1
3. Ketelitian sangat teliti
teliti
cukup teliti
kurang teliti
tidak teliti
5
4
3
2
1
4. Pemahaman sangat memahami
memahami
cukup memahami
kurang memahami
tidak memahami
5
4
3
2
1
c. Aspek Tingkah laku/Keterampilan
No
.
Butir Sikap Deskripsi Perolehan
skor
1. Terampil
melakukan
tindak
komunikasi
yang tepat
Selalu melakukan kegiatan komunikasi yang tepat
Sering melakukan kegiatan komunikasi yang tepat
Beberapa ahli melakukan kegiatan komunikasi yang tepat
Pernah melakukan kegiatan komunikasi yang tepat
tidak pernah melakukan kegiatan komunikasi yang tepat
5
4
3
2
1
Perhitungan nilai akhir adalah sebagai berikut:
Nilai Perolehan
Nilai siswa = x 100%
Nilai Maksimal
Limbung,
Guru Bahasa Inggris, Peneliti,
RAHMI AINUN MARDHIAH NIM: 10535 6366 15
Mengetahui: Kepala Sekolah
Silvyani Djafar, S.Pd., M.Pd. NIP: 19760702 200502 2 003
CURRICULUM VITAE
AINUN MARDHIAH was born in Takalar on 28th March 1998,
as the last daugther from St, Nur Siah . She began her study at
MI Muhammadiyah Salekowa and graduated in 2009. Then,
she continued her education at MTS Muhammadiyah Takwa
and graduated in 2012. Afterwards, she continued her study at SMA
Muhammadiyah Limbung and graduated in 2015. In the same year, she was
registered as a student of English Education Department, Faculty of Teacher
Training and Education, Muhammadiyah University of Makassar. At the end of
her study in 2019, she could finish her thesis entitled The Use of Literacy
Approach to improve Writing Ability at the First Grade of SMA Muhammadiyah
Limbung.