improving descriptive paragraph writing...

THESIS

IMPROVING DESCRIPTIVE PARAGRAPH WRITING

THROUGH ANIMATION PICTURES OF THE EIGHTH

GRADE STUDENTS IN SMP N 3 AMLAPURA

IN ACADEMIC YEAR 2013/2014

I GEDE PUTU PRASTIHANA

ENGLISH EDUCATION STUDY PROGRAMFACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITYDENPASAR

2014

ii

THESIS


THROUGH ANIMATION PICTURES OF THE

EIGHTH GRADE STUDENTS IN SMPN 3 AMLAPURA



NPM 10.8.03.51.31.2.5.4010

ENGLISH EDUCATION STUDY PROGRAMFACULTY OF TEACHER TRAINING AND EDUCATION


2014

iii

PRE-REQUISITE TITLE


THROUGH ANIMATION PICTURES OF THE EIGHTH

GRADE STUDENTS IN SMPN 3 AMLAPURA


Thesis

As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University


NPM: 10.8.03.51.31.2.5.4010

ENGLISH EDUCATION STUDY PROGRAMFALCUTY OF TEACHER TRAINING AND EDUCATION


2014

vii

ACKNOWLEDGEMENT

First of all, the researcher would like to express his greatest gratitude to

the Almighty God, “Ida Sang Hyang Widhi Wasa”, for His everlasting blessing so

that this thesis could be finished the due date.

In the second place, the researcher wishes to express his great appreciation

to his first and second advisor, Drs. I Nengah Astawa,M.Hum and A.A Istri Yudhi

Pramawati,S.S,M.Hum who have already guided him and share their brilliant

ideas for the improving of the thesis. In addition, he would like thank for their

willingness to guide, give valuable correction and suggestions during the writing

of this final research project.

The researcher gratitude also goes to the headmaster of SMPN 3

Amlapura, for his chance and permission to do this research in SMPN 3

Amlapura. He also thanks to the eighth grade students especially VIII B students,

for their help and assistance in collecting the data required for accomplishing this

final research project. Without their help, it would never have been completed.

Next, he would like to thank all lectures of English Education Study

Program of Mahasaraswati Denpasar University, for their helpful and guidance to

this final project.

Finally, he would like to dedicate him thank you to all friends who

supported him in writing the thesis, without all of them he is nothing. His

gratitude is delivered to them who have given his inspiration.

Denpasar, 1st August 2014The Researcher,

I Gede Putu Prastihana

viii

ABSTRACT

Prastihana, I G.P. (2014).Improving Descriptive Paragraph Writing throughAnimation Pictures of the Eighth Grade Students in SMPN 3Amlapura in Academic Year 2013/2014. The First Advisor: Drs. INengah Astawa, M.Hum. and the Second Advisor: A.A. Istri YudhiPramawati, S.S, M.Hum.

The present classroom action research dealt with improving descriptiveparagraph writing through Animation Pictures to the eighth grade students ofSMPN 3 Amlapura in academic year 2013/2014, this present study found that thesubjects under study still got difficulty in writing skill. This study was aimed thatimproving descriptive paragraph writing through animation pictures. Thisresearch was intended to know the effectiveness of Animation Pictures in teachingdescriptive paragraph in order to improve the subjects’ writing skill. The amountof subjects’ in that class consisted of 17 males and 18 females. Based on the resultof the pre-test which was carried out in the pre-cycle, it considered the subjects’ability in writing descriptive paragraph was categorized as low. Then the subjects’writing skill needed to be improved through Animation Pictures in two-plannedcycles. In addition, the result of the post-test in each cycles obviously showed theimprovement of the subjects’ ability in writing descriptive paragraph from the lowlevel to good. Moreover, this research also showed that there was changinglearning behavior of the positive responses to the model applied in improving thesubjects’ writing skill. Finally, the researcher concludes that Animation Picturescould improve the students’ writing skill especially in writing descriptiveparagraph.

Keywords: Improving, Animation Pictures, writing skill.

ix

TABLE OF CONTENT

COVER....................................................................................................

INSIDE COVER ...................................................................................... ii

PRE-REQUISITE TITLE …………………………………………………. iii

APPROVAL SHEET 1 ............................................................................ iv

APPROVAL SHEET 2 ……………………………………………………. v

STATEMENT OF AUTHENTICITY …………………………………….. vi

ACKNOLEDGMENT ……………………………………………………... vii

ABSTRACT ……………………………………………………………….. viii

TABLE OF CONTENTS ......................................................................... ix

LIST OF TABLE …………………………………………………………. xi

LIST OF GRAPHS ………………………………………………………… xii

LIST OF APPENDICES …………………………………………………… xiii

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

1.1 Background of the Study ...................................................... 1

1.2 Research Problem ................................................................. 3

1.3 Purpose of the Study ............................................................. 3

1.4 Limitation of the Study ......................................................... 3

1.5 Significance of the Study ...................................................... 4

1.6 Definition of Key Term ......................................................... 5

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ................. 7

2.1 Theoretical Review ............................................................... 7

2.1.1 Writing Skill ...................................................................... 7

2.1.2 Descriptive Paragraph…..................................................... 8

2.1.3 Animation Pictures………….………………..………….. 9

2.1.4 Assessing Writing Skill ……..…………………………… 10

2.2 Empirical Review ................................................................... 11

x

CHAPTER III RESEARCH METHOD .................................................... 13

3.1 Subject of the Study ............................................................... 13

3.2 Research Design ..................................................................... 13

3.3 Research Procedure ................................................................ 14

3.3.1 Planning .............................................................................. 14

3.3.2 Action ................................................................................. 15

3.3.3 Observation ........................................................................ 16

3.3.4 Reflection ........................................................................... 17

3.4 Research Instrument ............................................................... 17

3.5 Data Collection ...................................................................... 19

3.6 Data Analysis ........................................................................ 19

3.7 Success indicator ................................................................... 20

CHAPTER IV FINDING AND DISCUSSION …………………………… 21

4.1 Finding …………………………………………….………….. 21

4.1.1 Pre Cycle ……..…………………………………………….. 25

4.1.2 Cycle 1……..……………………………………………….. 25

4.1.3 Cycle 2 ……………………………………………………… 26

4.2 Discussion ……………………………………………………. 29

CHAPTER V CONCLUSION AND SUGGESTION ……………………. 31

5.1 Conclusion …………………………………………………….. 31

5.2 Suggestion ……………………………………………………... 32

REFERENCES ........................................................................................ 33

APPENDICES ……………………………………………………………… 35

xi

LIST OF TABLES

Table 3.1 Scoring rubric of writing Descriptive Paragraph …………….. 18

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing

Scores in Writing Skill after Being Taught through

Animation Pictures ..................................................................... 22

Table 4.2 Tabulation of Data Showing the Subjects’ Changing

Behavior and Attitudes in Learning Writing through

Animation Pictures ..................................................................... 23

Table 4.3 Summary of the Research Findings Showing the total score of each

cycle and the mean for pre cycle, cycle I, cycle II ……………..27

xii

LIST OF GRAPHS

Graph 4.1 Depicting the Subjects’ Progressing Achievement in

Writing Skill of Pre-Cycle, Cycle I and Cycle II ………………….. 28

Graph 4.2 Depicting the students’ changing learning behavior through

Animation Pictures……………………………..…………………… 28

xiii

LIST OF APPENDICES

Appendix 1 List of Subjects ................................................................... 35

Appendix 2 Pre-Test .............................................................................. 36

Appendix 3 Lesson Plan 1 ...................................................................... 37

Appendix 4 Lesson Plan 2 ...................................................................... 46

Appendix 5 Post-Test 1 .......................................................................... 55

Appendix 6 Post-Test 2 .......................................................................... 56

Appendix 7 Questionnaire. ..................................................................... 57

Appendix 8 Biography............................................................................ 61

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Writing is one of four basic skills that are very important in teaching and

learning English. It is an important language skill because without this skill

people cannot show their idea through writing textbooks, novels, newspaper,

magazines and any information. It is also one of the most difficult skills to master

in both a first language and a second language. Writing involves some language

components (spelling, grammar, vocabulary, and punctuation). Writing can be

defined as an activity of forwarding of message, (communication) by using

written language as media. According to Richards and Schmidt (2002:54-55)

writing is expressing idea, concept, feeling, opinion and experience in certain

place, time and situation in written form. Therefore, writing skill need to be taught

to the students or human being. In fact, almost every aspect of everyday life for

common people was carried out orally but all should be supported by written form

(Brown, 2004:218).

Writing in English is not a simple matter because when someone writes

something, they demonstrate not only their competence in grammar of English,

but also their knowledge in the acceptable English rhetoric and the

communicative aspect of writing in English. The Students will difficult when

write because they are required to write on their own without any interaction or

feedback. In writing process the students have to compose their writing by using

2

Their own choice of sentence structure and organize their own ideas in such a way

that the reader can understand them.

According to interview done by English Teacher at SMPN 3 Amlapura of

eighth grade students found that these problems in the field when giving writing

materials to the students, especially in writing the descriptive text , procedure,

narrative text, news item and spoof recount. The first problem of students’ writing

was that the content of their composition was not relevant to the topic, the ideas

were not clearly stated; the ideas and sentences were not well organized. The

second problem was the students did many errors in vocabulary, grammar, and

spelling. Another problem that students had low motivation and were not interested

in doing the task since the writing activities. Usually, the students asked to write

sentences and paragraphs without being given some clue so that it was difficult for

them to express their ideas on a piece of paper. On the other hand, the students have

difficulty in telling their experience. In fact, all of these problems made many

students fail to reach the minimum completeness criterion score/KKM.

In reference to the above explanations and the strong desire of finding the

solution of these problems; besides, how to teach writing paragraph in through

Animation pictures in order to increase student’s motivation. This technique would

appear that Animation picture is a very affective technique to improve the Writing

ability of the students. It has been observed that the students are normally very

interested to write their imagination based on the picture. In addition, as Marx

(2007:15) says that Animation, comics, and games are visual media, in which the

writer must have a strong ability to visualize the story, to see it in the mind’s eye,

3

and to translate that vision to paper. Because these are visual media, bear in mind

an important, long-standing rule: show, don’t tell.

1.2 Research Problem

According to the observation made by the researcher, the achievement of

students in writing was quite low. Therefore, writing paragraph with animation

pictures is one of the solutions to solve the problems in teaching learning process.

Based on the background research, the research question can be formulated as

follows: Can the implementation of animation pictures media improve the writing

skill of eighth grade students of SMPN 3 Amlapura in academic year 2013/2014?

1.3 Objective of the Study

In general, the study is intended to figure out the effectiveness of teaching

descriptive paragraph by using animation pictures media to the eighth grade

students of SMPN 3 Amlapura in academic year 2013/2014. In relation with the

statement of the problem above, the objective of the study is: To determine whether

the implementation of “Animation Pictures” can accelerate the improvement of

students’ writing skills.

1.4 Limitations of the Study

There are many genres of writing paragraphs and it is really important to get

focused in specific area of teaching writing which is useful to give a general

boundary. Therefore, the researcher limits the research on teaching descriptive

paragraph by using Animation pictures to the eighth grade students of SMPN 3

Amlapura in academic year 2013/2014. Descriptive paragraph is a paragraph which

4

describes in such vivid details about place, person or thing so that the readers can

easily visualize it which consists of identification, description and conclusion.

1.5 Significance of the Study

The importance of implementing animation pictures media in teaching

writing descriptive paragraph is divided into theoretical and practical significance.

The significance of the study is concerned with the three main elements of

education namely: the students, the teacher and institution.

Theoretically, this research finding are expected to support the existing

theories and empirical evidences of the working knowledge and principles of

English language teaching, particularly to the achievement of the students in

learning writing especially descriptive paragraph using animation pictures

Moreover, this research is also expected to contribute some researchers’ theories.

Practically, the study is thought to be practical in its nature that is to provide

educational feedback such as the students, through this study is expected that the

achievement of the students writing skill can be improved. Besides, for the

teachers, this study provides a technique which can be used to improve the

effectiveness of the teaching and learning process, especially in teaching writing by

using Animation Pictures, and also can improve students’ activeness. The last, for

the institution, this study will be able to enrich the institution’s human resources

(both of teachers and students) and improve the institution’s prestige.

5

1.6 Definition of the Key Terms

In order to avoid misunderstanding of this investigation to the readers, the

definitions of key terms are used to make it clear in comprehending this study, such

as; Animation Pictures, Writing skill and SMPN 3 Amlapura.

1. Animation Pictures

Animation pictures are defined as media in teaching writing for Junior

High School in SMP N 3 Amlapura ,which teachers bring animation pictures for

were given to students and distributed to students in groups and then assign

students to write a short Descriptive paragraph in accordance with Animation

Pictures to describe the contents the Pictures. Writing descriptive paragraph ability

is defined as the ability of the students or the study in writing a short descriptive

paragraph through the application of animation pictures and the student's ability is

passed by the end of teaching session.

2. Descriptive Paragraph

Descriptive paragraph is operationally defined as the ability of eighth grade

students in writing a paragraph which consists of identification, description and

conclusion. Descriptive paragraph is a paragraph which describes in such vivid

details about place, person or thing so that the readers can easily visualize it. This

indicator is suggested by English teaching syllabus of SMPN 3 Amlapura in

academic year 2013/2014.

3. Writing

Writing is an art to deliver the purpose, thoughts or meaning to someone

else, art of exchange oral language into written language. However, in learning

writing it will need more patient and more exercises to write many genre of text for

example Descriptive text, recount text, procedure text.

6

4. SMP Negeri 3 Amlapura

SMP Negeri 3 Amlapura is one of junior high schools which is located in

Seraya Village, Karangasem, Bali.

7

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

The theoretical review is used in a scientific study and it should be based on

some theoretical background and empirical evidences. On the other hand, it needs

as foundation that can guide this scientific study. The background of this study is

related to some theoretical which is will discuss as follows:

2.1.1 Writing Skill

According to Nunan (2003: 88), writing is the process of thinking to invent

ideas, thinking about how to express into good writing, and arranging the ideas into

statement and paragraph clearly. It indicates that the Explore the ideas and make

them into good paragraph. Besides, writing is both a physical and a mental act. It is

the physical act of committing words or ideas to some medium, whether it is an

object or a symbols or an email message. The writing process will be happened if a

writer gets inspiration of an idea.

On the other hand, writing skill can be defined as an ability to communicate

all the ideas or imaginations into the form of structured pattern so that the readers

may understand what the writers mean in their writing. Writing is a complex

activity since it requires students’ comprehensive abilities such as mastering

grammar, vocabulary, and punctuation. In addition, to write well, the students are

expected to be able to present their ideas in the written form as writing is a means

of communication. Besides, writing is a process involving both physical and mental

8

activity. Writing is frequently accepted as being the last skill acquired. Based on

this statement, it can be concluded that writing is a complex process. Writing is a

continuous activity that has more than one step, but it needs steps (Heasly in

Nunan, 2000: 91). Through writing people can send messages and information in

the social life or report something happens. In Brown (2001: 335) states that written

products are often the result of thinking, drafting, and revising procedures that

require specialized skill that not every speaker develops naturally. Writing skill

needs process which has four stages (Fulwiler, 2002:16), they are pre-writing,

planning, writing and revising draft, and writing the final copy to hand in.

On the other hand, Leo (2007:1) states that writing is as a process of

expressing ideas or thoughts in words. As a process, writing consists of the various

stages of drafting, reviewing, redrafting and writing (Harmer, 2001:258). Briefly, if

a student is willing to be able to express his/her ideas in the written form, he/she

needs someone else to guide and teaches him/her how to do so well and

appropriately.

2.1.2 Descriptive Paragraph

There are many kinds of text in teaching English, but in this study the

researcher focus on teaching Descriptive text to eighth grade students of SMP 3

Amlapura by using Animation Pictures. The definition of Descriptive text including

its generic structure will be discussed as follow:

Haines (2007:42) states that description is an account that creates a vivid

mental image. The ability to describe people, places, or objects accurately is a

useful life skill. There are generic structure of descriptive text consists of

identification and description. Identification is Identifies phenomenon to be

9

described and description is describes parts, qualities, characteristics, etc.

Hammoud (2010:121) then says that the primary purpose of descriptive writing is

to describe a person, place or thing in such a way that the picture is formed in the

readers’ mind. It does not tell the readers that the flower is beautiful; it shows them

that the flower is beautiful. The reader feels that she or he is a part of the writers’

experience of the subject.

According to Zemach and Rumisek (2005:25), it is stated that descriptive

paragraph explains how someone or something looks or feels and a process to

explain how something is done. In addition, Oshima and Hogue (2007:1) analyze

that descriptive paragraph is the ability to describe people, places, or objects

accurately is a useful life skill.

Descriptive paragraph has the generic structures namely; identification,

description and conclusion (Mayer, 2011:5). Identification is the part to identify or

write the recognition; moreover, it can be a general statement about place, person,

or thing that wants to describe. Descriptions or main body of the paragraph are

vivid details of place, person, or thing that are described so that the reader can

easily imagine or picture the object, or they can feel the object with the five senses.

Conclusion is the last part of descriptive paragraph which is optional. This is a

restatement of the identification in different words that includes the detail and

words that support identification or the topic.

2.1.3 Animation Picture

Animation Pictures were developed by whitely, (2010:4) the teacher creates

a new model of the writing process for teach student to be more success in writing,

and it is animation pictures. Animation pictures are defined as media in teaching

10

writing, which teachers bring animation pictures for were given to students and

distributed to students in groups and then assign students to write a short

Descriptive paragraph in accordance with Animation Pictures to describe the

contents the Pictures. Wright (2005: 1) says that animation we can completely

restructure reality. Beside, Educational, comedy, and action-adventure are viable

markets for breaking into animation writing, the anime shows are done in Japan and

don’t provide work for outside writers were developed by Marx, (2007:6).

2.1.4 Assessing Writing

According to Renandya and Richard (2002:336), much has been written

about how to teach writing, but a little has been done in the area of assessment and

response to student writing. Responding to students’ written work such as, giving

feedback on the students’ writing including self-response, peer feedback and

teachers’ response can help learners more capable of taking charge of their own

learning.

Students were grouped into pairs to work on a writing assignment for their

portfolios. Students in pairs can help each other understand the assignment, can

share ideas for content and organization, and can read each other’s work, giving

feedback on the ideas, structure, and clarity of the writing. This is a form of peer

feedback, or one kind of formative evaluation. For pairs to be effective, they must

have clear guidelines from the teacher, so they know what to look for as they read

(Beckman and Klinghammer, 2006:103).

Brown (2004:6) states, that based’ on the function of assessment, it has two

functions; they are formative and summative assessment. Most of our classroom

assessment is formative assessment which is evaluating students in the process of

11

"forming" their competencies and skills with the goal of helping them to continue

that growth process. Summative assessment was to measure or summarize what a

student has understood, and typically occurs at the end of course. In conclusion, in

this present study the researcher provides written test to measure the achievement

of the students’ writing skill. The assessment will be given based on the rubric

which consists of the writing criteria. These criteria of writing are included format,

punctuation and mechanics, content, organization, grammar and sentence structure.

2.2 Empirical Review

This part would be focused on discussing about the review of some

researches which have been done by the researchers. So far, two researches that

have been done related to writing skill using animation pictures:

Firstly, according to the research that has been done by Ni Made Alita Dewi

2008 entitled “Improving the Students’ Ability in Paragraph Writing through

Teacher Made Pictures Series to the Eighth Grade Students of SMPN 2 Amlapura

in Academic Year 2007/2008”. The result of the research at eight grade student of

Ni Made Alita Dewi that consisted of 40 students, showed the improvement of

students’ achievement in writing descriptive paragraph. Looking at the result of her

study, of course the research was successful in improving the students’ writing skill

by using Teacher Made Pictures series.

Secondly, the research has been done by Sukresna 2005 entitled “Improving

the Ability Guided Writing Exercise to the Second Year students of SMP (SLUB)

Saraswati 1 Denpasar in Academic Year 2004/2005”. The result of his study was

the learning process impact the students’ achievement could be increased. Looking

12

at the result of his study, his research was successful in improving the students’

writing skill by using Guided Writing Exercises.

13

CHAPTER III

RESEARCH METHOD

3.1 Subject of the study

The subjects of this study were the eighth grade students at SMP N 3

Amlapura. There were six classes of the eight grade students of SMP N 3

Amlapura with the total number of the students were 220. The students of Class

VIII B which consisted of 35 students were selected as the subjects of the study.

They were selected because based on the interview with the English teacher who

taught this class, the researcher got some information about the problems in teach

and learning process. In addition, the problem that he said was students found

difficulties in learning English especially in writing. They wrote a descriptive

paragraph was very less. Therefore; using animation pictures would improve

students' writing skills in class VIII B in SMP N 3 Amlapura.

3.2 Research Design

Classroom action research design (PTK) was used in this investigation. It

used of a collection of pre-test post-test research design. Hence, these classroom

action study was concerned with teaching writing skill by using two kinds of tests,

initial refection, pre-test and reflection or post-test. Initial reflection (IR) was

intended to evaluate the pre-existing writing skill while reflection (R) which was

administered at the end of each session, was meant to reveal the expected increase

in the students’ writing achievement after they have been taught writing skill. In

this classroom action study, the teaching and learning processes were divided into

two cycles which consisted of four sessions. Each session consisted of four

14

interconnected activities, namely: planning (P), action (A), observation (O), and

reflection (R). It was necessary to note that IR was a term normally used in a

classroom action study, which refers to a pre-test in writing skill. The IR was

administered to the eight grade students of SMP 3 Amlapura in order to measure

the real pre-existing writing ability of the subjects. The mean scores of the IR was

compared to the corresponding mean scores of the R administered at the end of

each session for the sake of establishing the degree of the increasing writing

paragraph ability of the subjects.

3.3 Research Procedure

Classroom action research in this study was divided into two cycles (Cycle I

and Cycle II) which every cycle had two sessions. These two sessions consisted of

four interconnected activities namely: Planning (P), Action (A), Observation (O),

and Reflection (R). However, in order to measure the result of pre-existing writing

skill of eighth grade students of SMPN 3 Amlapura, so it was needed to administer

Initial Reflection (IR). The mean score of IR was compared to the corresponding

mean score of R and at the end of each session showed the degree of improving

writing skill of the subject.

3.3.1 Planning

The first step in this research was planning, which covered the problem

identification. This step was the most important step in conducting this study to

make a good strategy in solving the students’ problem. Then, in present material for

learning process, the researcher prepared the instructional planning for overall

session. Firstly, the researcher decided the topic for the cycle I which was the theme

15

or leading information for the classroom to discuss. The second, researcher was

designing or setting up the teaching lesson plan or prepared animation pictures to

be used in the implementation of teaching process in the classroom. Third,

researcher prepared the teaching aids such as the topic or the theme of descriptive

paragraph to be used the first and second cycle. The last was constructing reflection

or post-tests in the form of strategic action which was writing a descriptive

paragraph by following each step.

3.3.2 Action

The implementation of previous planning was action. Action referred to

what the researcher really did in the classroom setting during the processes of

teaching writing descriptive paragraph through animation pictures media and it is

aimed to solve the problem. There were three main activities that would be

conducted in the action namely, pre-activity, whilst-activity, and post-activity. The

teaching process started with pre-activities and the researcher who acted as a

teacher greeted the subjects under study and checked their attendant list. Pre-

activities were intended to activate the subjects’ prior knowledge related to the

topics, which were to be discussed and practiced. In pre-activities about 10 minutes

each session the researcher asked some general leading questions related to the

topic would be discussed.

The second phase was whilst-activities. In this phase the researcher carried

the main process of teaching writing descriptive paragraph through animation

Pictures. The time allocation for these whilst-activities was about 50 minutes in

each session. Firstly, proposing some elicited questions on what they have known

about descriptive text. Secondly, the researcher would explain briefly about the

16

rules or the way in writing a good descriptive paragraph by using animation

pictures. Then the students were given some topics and animation pictures about

descriptive text which was free for them to choose the topics or pictures and write

descriptive paragraph by using animation pictures that have been discussed, those

were, pre-write/previewing, organize, write, evaluate/edit, revise and the last step

was share. Thirdly, the students should answer the questions individually and they

were not permit to help each other because this term of learning process will

measure students’ understanding in descriptive text.

In post-activities, the teacher asked the students’ difficulties in writing

descriptive paragraph by using animation pictures. The post-activities in each

session were planned for about 20 minutes. The students work was collected, and

the errors find out would be discussed in the upcoming sessions so that the students

learned from their errors and mistakes. To end the class, the teacher then

summarize again, about what the students had learnt today and talked to them about

their change in learning writing descriptive paragraph in the next session. To end

the class, the teacher gave motivation to the subjects about their achievement.

3.3.3 Observation

Observation was to observe the action in order to know the effectiveness of

teaching learning process and whether or not the animation pictures media could

improve the subjects’ achievement. Observing and recording the class condition

during the data obtained covered in this step. It includes the students’ behaviors and

the analysis of the result of the questionnaire and test.

17

3.3.4 Reflection

Reflection was the step when the effect of the action was diagnosed. In

reflection, there were processes of comparing the result of pre-test and the result of

the post-test in each cycle. The reflection was at the end of each action which was

important in deciding the next action. After the researcher identified the problems

in previous action, the researcher tried to find out the solution that could be applied

in the next cycle.

3.4 Research Instrument

The researcher used some instruments in collecting and evaluating the

data. They were tests and questionnaire. :

1. Test

In present study, the students were given tests who was separated into two

tests (pre-test and post-test). The pre-test was administered in order to find out the

students’ pre-existing writing skill before the researcher conducted the research by

applying Animation pictures. Furthermore, the post-tests were administered in the

end of each session. However, the action would be stopped if the result of post-

test showed the expected progress of the subjects. Thus, the result of the tests

could be known by giving score and the score was ranging depend on scoring rubric

of writing descriptive paragraph that was adapted from Oshima and Hogue

(2007:196). This scoring rubric was the ideal rubric to assess the subjects’ work.

The function of administering post-test was to evaluate the effectiveness of

Animation pictures. It was in the form of writing Descriptive paragraph. This

scoring rubric was the ideal rubric to assess the subjects’ work.

18

2. Questionnaire

The questionnaire was conducted to the eighth grade students of SMPN 3

Amlapura after the completion of cycle II. It was used to get information pertaining

to the students’ responses of learning English, especially to know their judgment or

interest during teaching learning process in writing skill by using Animation

Pictures.

Table 3.1

Scoring Rubric of Writing Descriptive ParagraphMax.Score

ActualScore

FORMAT – 5 POINTS There is a title 1 The title is centered 1 The first line is intended 1 There are margins on both sides 1 The work is tidy 1

Total 5PUNCTUATION AND MECHANICS – 10 POINTS There is a period after every sentence 2 Commas are used correctly 2 Capitalization & other punctuations are used correctly 2 The spellings are correct 4

Total 10CONTENT – 20 POINTS The paragraph fits the assignment 4 The paragraph is unified 8 The paragraph is coherent 8

Total 20ORGANIZATION – 35 POINTS The text began with the identification 5 The text contain with the description 25 The text ends with a conclusion 5

Total 35GRAMMAR & SENTENCE STRUCTURE – 30 POINTSEstimate a grammar and sentence structure score 30

Grand Total 100

19

3.5 Data Collection

There were three kinds of instruments used to gather the data of this

classroom action study; they were pre-test, post-tests and questionnaires. Thus, the

data required to answer the research question were gathered through administering

pre test, post-tests and questionnaires to the eight grade students of SMPN 3

Amlapura. In The pre-test of IR was administered to the subjects under study to

obtain their pre-existing writing descriptive paragraph ability. In pre-test the

subjects were asked to write sentences to determine their ability in writing. Post test

or reflection was administered for four times (two times in cycle I and two more

times in cycle II). Furthermore, the questionnaire was administered in the end of

cycle II to figure out how far their changing learning behaviors after teaching

writing descriptive paragraph through Animation Pictures.

3.6 Data Analysis

The most important data required to answer the research question under

study were collected through administering IR and post-tests, some supporting

additional data were gathered through administering questionnaires to the subjects

under study, which was the second year students of SMP N 3 Amlapura. Thus,

there were considerably three kinds of data obtained for the present classroom

action study; those were data indicating the subjects’ pre-existing writing ability.

Data showing the subjects’ progress achievement in writing descriptive paragraph;

and data showing the subjects’ changing learning behaviours.

The data then are analyzed in percentage as follows:

20

M = Ʃ fx

N

Notes: M = mean score

Ʃ fx = sum of the score

N = sum of the individuals

The mean score were going to used evaluate the achievement of teaching

learning process by using animation pictures, whether it was effective to improve

the students’ writing skill or not.

3.7 Success Indicator

This study was conducted in VIII B students of SMPN 3 Amlapura, which

consisted of 35 students. Based on the curriculum used by the school, the minimum

mastery criterion (KKM) in English course is 70. Therefore, this study was

considered to be successful and be ended if 80% of the subjects under study could

obtain the target score in writing skill. In addition, if less than 80% of the students

who obtained the target score, there were conducted the next cycle until 80% the

subject under study can reach the criterion or showing an improvement. It means

that the research was ended after 80% of the students achieve the target (KKM).

21

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the data of the present study were obtained and the results of

the data analysis were presented. The discussion of the findings was also presented

in this chapter. The findings of the study were obtained through the process of

collecting students writing ability as data. The collected data which was in form of

students’ writing showed the improvement of their descriptive paragraph writing at

the eighth grade students of SMPN 3 Amlapura.

4.1 Findings

The findings of this research were in the form of data. The data were

collected from the eighth grade students of SMPN 3 Amlapura in academic year

2013/2014. The required data were collected by administering pre-test, post-test,

and questionnaire. The pre-test or IR was administered to the subjects under study

in order to measure their pre-existing ability in writing skill. The post-test in this

present study was administered twice (once in cycle I and once in cycle II). The

purpose of giving a post-test at the end of every cycle was to know the progress of

the subjects under study after being taught writing skill by using Animation

Pictures. The questionnaire was administered at the end of cycle I to find out how

far the changing behaviors of the subjects under study after learning writing skill

through animation pictures in cycle I had altered. The result of the questionnaire

was students’ higher interests in writing activities through animation pictures, thus

this present classroom action study was continued to cycle II with teaching writing

using animation pictures. There were pre-test score, and post-test scores for each

22

cycle (cycle I and cycle II). The three sets of scores which were collected in this

present study could be tabulated as follows:

Table 4.1

Tabulation of Data Showing Subjects’ Progressing Score in Writing Skill after

being Taught through Animation Pictures

Subjects Pre-Cycle Post-Test 1 Post-Test 2

1 60 76 80

2 60 80 87

3 62 75 80

4 60 73 85

5 60 70 72

6 40 75 82

7 48 71 75

8 60 68 76

9 62 75 80

10 43 72 77

11 49 68 75

12 49 70 76

13 44 68 75

14 49 73 80

15 50 76 77

16 49 65 78

17 50 75 81

18 40 70 75

19 49 70 75

20 44 75 85

21 43 78 80

22 53 78 82

23 38 73 77

23

Furthermore, the additional data required for the present classroom action study

were collected through administering a questionnaire to the subjects under study.

The answers of the questionnaire were quantitatively scored using the rating

1-4 (A: 4, B: 3, C: 2, and D: 1). The scores obtained from administering

questionnaire showed the subjects’ changing attitudes and motivation in writing

descriptive paragraph through the application of Animation Pictures. The obtained

data showing the subjects’ total score of the questionnaire were tabulated as

follows:

Table 4.2Tabulation of Data Showing Subjects’ Changing Behavior and Attitudes in

Learning Writing through Animation Pictures

Subjects A B C D1 4 5 1 -2 3 3 3 13 - 10 - -4 8 2 - -

24 57 73 84

25 50 65 75

26 38 65 75

27 49 73 80

28 38 73 80

29 50 70 78

30 50 60 75

31 54 78 80

32 60 81 87

33 53 70 82

34 57 74 75

35 50 60 78

Total 1768 2516 2755

Mean 50.51 71.88 78.71

24

5 9 1 - -6 5 5 - -7 9 1 - -8 9 - 1 -9 9 1 - -10 1 9 - -11 10 - - -12 9 1 - -13 3 7 - -14 4 6 - -15 8 2 - -16 10 - - -17 6 4 - -18 7 3 1 -19 10 - - -20 9 1 - -21 1 9 - -22 8 2 - -23 10 - - -24 9 1 - -25 3 7 - -26 4 4 2 -27 6 4 - -28 9 1 - -29 4 2 4 -30 10 - - -31 9 1 - -32 7 3 - -33 9 1 - -34 8 2 - -35 6 3 1 -

Total 236 101 15 1

Grand Total : A+B+C+D (236+101+15+1) = 351

The table above showed the result data and the subjects’ changing behavior

and attitudes in learning descriptive paragraph writing through animation pictures.

The clear explanation would be discussed more detail in the end of cycle I.

25

4.1.1 Pre-Cycle

Pre-cycle or pre-test was conducted before the researcher taught writing

skill through Animation Pictures to the subjects under study. In this cycle, the

students were given test to write a descriptive paragraph individually about

describing character cartoon films without used animation pictures. It was

administered in order to measure the result of subjects’ pre-existing writing skill.

Therefore, the researcher planned the teaching scenarios or lesson plan properly.

The score of pre-test (IR) was collected from 35 of the subjects under study. The

total score (X0) of IR was 1768 and the mean score was 50.51. This score could be

computed as follows:

The mean of IR scores =NX0

IR = 176835

IR = 50.51

4.1.2 Cycle I

In this cycle, the researcher carried out the main process of teaching writing

descriptive paragraph through animation pictures. In every session of the lessons in

this cycle, the students were given animation pictures and they wrote a descriptive

paragraph individually to fit character about that animation pictures. The students in

every session of the lessons in this cycle, after teacher gave the students animation

pictures, they wrote a descriptive paragraph. So, the students could write ideas to

construct sentence by sentence or paragraph by paragraph. In this cycle, the

researcher administered one post-test which was used as a feedback and made a

plan to carry out the action in cycle II in improving ways. The total score (X1) of

26

post-test 1 was 2516 and the mean score was 71.88. The score could be computed

as follows:

The mean of R1 scores =N

1X

IR= 251635

IR= 71.88

The additional supporting data was also collected by administering a

questionnaire at the end of cycle I to the subjects under study. The data obtained

from the questionnaire should be computed and discussed in this present classroom

action study. The computation of the comparative percentages for the scores of the

items of the questionnaire showing the subjects’ total responses for the item of A,

B, C and D was shown as follows:

1. Total percentage of item A = 236 x 100 % = 67.23 %351

2. Total percentage of item B = 101 x 100 % = 28.77 %351

3. Total percentage of item C = 15 x 100 % = 4.27 %351

4. Total percentage of item D = 1 x 100 % = 0,28 %351

4.1.3 Cycle II

In cycle II, the researcher carried out the main process of teaching writing

descriptive paragraph through Animation Pictures with same ways from the cycle I.

In every session of the lesson in this cycle, the students were given animation

pictures and they wrote a descriptive paragraph individually to fit character about

that animation pictures. So, the students could easily and effectively construct

27

sentence by sentence or paragraph by paragraph. In this cycle, the researcher

administered one post-test to measure the improvement of the subjects’ writing skill

.The total score (X2) was 2755 and the mean was 78.71. There was an

improvement of the students’ achievement in writing skill. It could be formulated

as follows:

The mean of R2 scores =N

2X

IR= 275535

IR= 78.71

The data obtained for the classroom action study of the subjects’

progression in writing skill was analyzed and then the result of the data was

discussed on the discussion. Based on the data presented in table 4.1 above, the

mean of the pre-test score and the mean of post-test (1 and 2) score was obtained

for the eighth grade students of SMPN 3 Amlapura for cycle I and II and could be

summarized as follows.

Table 4.3

Summary of the Research Findings Showing the Total Score of Each

Cycle and the Mean for Pre-Cycle, Cycle I and Cycle II

Reflection Total score Mean score

IR 1768 50.51

Cycle I 2516 71.88

Cycle II 2755 78.71

28

To make it clear, the main findings of the present study showing the

increasing comparative mean figures of pre-test and the post-test scores obtained by

the eighth grade students of SMPN 3 Amlapura in academic year 2013/2014 for

pre-cycle, cycle I and cycle II could be presented as follows:

Graph 4.1 depicting the subjects’ Progressing Achievement in Writing Skill of Pre-Cycle, Cycle I and Cycle II

Graph 4.2 depicting the subjects’ Changing Learning behavior through AnimationPictures.

0

10

20

30

40

50

60

70

80

Pre-Cycle

50.51

67.23%

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

The persentageof item A

The persentageof item B

28







Pre-Cycle Cycle I Cycle II

71.8878.71

Mean Score

28.77%

4.27%0.28%

The persentageof item A

The persentageof item B

The persentageof item C

The persentageof item D

28







Mean Score

The persentageof item D

Percentage

29

4.2 Discussion of the Findings

The data analysis guided the establishment of the findings of the present

classroom action study investigated the effectiveness of Animation Pictures in

improving writing skill of the eighth grade students of SMPN 3 Amlapura in

academic year 2013/2014. In this present classroom action research, the researcher

administered pre-test, post-tests (cycle I and cycle II) and questionnaire to the

subjects under study.

The aim of administering pre-test to the subjects under study was to find out

the pre-existing writing skill of the subjects under study. The subjects under study

were given animation pictures and the students wrote descriptive paragraph

individually. The pre-test score pointed out the mean figure 50.51. This mean score

clearly showed that pre-existing writing skill of the students was low because the

minimum mastery criterion of the English course was 70. After knowing the

students pre-test score, the researcher planned teaching scenarios or lesson plans for

each session in cycle I to improve the students’ writing skill by using Animation

pictures.

Cycle I consisted of two sessions. In every session of the lesson in this

cycle, the researcher taught writing skill to the subjects under study using animation

pictures. The students were given animation pictures and they wrote a descriptive

paragraph individually to fit character about that animation pictures. The post-test

in cycle I was administered after the students passed both sessions in this cycle. The

result of post-test scores in cycle I showed the increasing mean figures of 71.88.

The mean figure obtained by the subjects in cycle I was clearly much higher than

the mean figure of the pre-test score. This mean figure proved that by teaching

30

writing skill through Animation Pictures to the eighth grade students of SMPN 3

Amlapura the students’ writing could be improved.

At the end of cycle I, the researcher also administered a questionnaire to

establish the students’ interest in learning writing through Animation Pictures. The

result analysis of the questionnaires score showed the comparative percentages of

67.23, 28.77, 4, 27 and 0, 28 for items A, B, C, and D respectively. After

knowing the result of the questionnaire in cycle I, the researcher conducted cycle II.

In cycle II the researcher carried out the main process of teaching writing

descriptive paragraph through Animation Pictures with same ways from the cycle I.

In cycle II, the researcher administered one post-test to measure the progression of

writing skill of the subjects under study. The result of post-test scores obtained by

the students in cycle II showed the progressing mean figures of 78.71. In addition,

cycle II was a revised version of cycle I, in that the teaching scenarios in cycle II

were accordingly revised by taking into account weaknesses found out in cycle I

and the researcher implemented a different way of teaching writing skill to the

students. It was logical if the grand mean of the reflection score in cycle II was

higher than cycle I. Both scores of post-tests in cycle I and cycle II proved that

teaching writing skill through Animations Pictures to the eighth grade students of

SMPN 3 Amlapura in the academic year 2013/2014 improved.

31

CHAPTER V

CONCLUSION AND SUGGESTION

The discussion throughout about classroom action research which the

researcher will present the conclusion and offer suggestions based on the previous

chapter. This chapter will clarify the results of the classroom based on action

research as the answer to the research question of whether or not the subjects

writing skill could be improved through Animation Pictures of the eighth grade

students of SMPN 3 Amlapura in the academic year 2013/2014.

5.1 Conclusion

The present classroom action study was conducted to help the students

improve and develop their skill in writing. The main data for the present classroom

action research study was gathered through administering pre-test (IR) and post-

tests (R) to the subjects under study. At the end of cycle II, a questionnaire was

administered to know students’ changing learning behavior. Based on the previous

findings and discussion, the researcher can conclude that Animation Pictures could

improve students’ writing skill of the eighth grade students of SMPN 3 Amlapura

in the academic year 2013/2014. This could be knew from the improvement of the

mean score of their pre-test from 50.51 to 71.88 (grand mean score of cycle I), and

to 78.71 (grand mean score of cycle II).

Another instrument was also administered to the students by giving the

questioners as the additional data. It was administered to get students’ response and

to measure their changing learning behavior with motivation during learning

writing skill through animation pictures. It was administered at the end of cycle I

32

(after completion of the two sessions). The result of this study explained that by

teaching writing skill by applying animation pictures, it gave significant

improvement to the students’ writing skill. The subjects felt happy and had fun in

learning writing. It was could be seen from the subjects’ answer in the

questionnaire. The findings of the present action study proved that animation

pictures showed that student’s writing skill could improve.

5.2 Suggestion

Based on the result of the study, the researcher would like to make some

suggests to the teacher, students and further researchers.

1. For the English teacher of the eighth grade students of SMPN 3 Amlapura. It is

suggested to teach descriptive paragraph by having fun in teaching writing skill.

Animation Pictures is one of many ways to make the lesson interesting and

challenging. It is also suggested to the English teacher of eighth grade students

of SMPN 3 Amlapura to keep on motivating the students to improve their

writing skill more intensively. For instance, the teacher could give other

animation Pictures to students. In this way, the students would be able to

develop and improve their vocabulary besides their writing skill.

2. It is suggested the students to motivate themselves to learn English more

seriously. They should be encouraged to have more practice in writing because

more practice will certainly increase their achievement in writing skill. The

students could be creative in learning.

3. Finally, it is suggested that further researchers could do better research related to

animation pictures, which can be applied not only for teaching descriptive

paragraph but teaching other text such us recount text.

33

REFERENCES

Alita Dewi, N M. (2008). Improving The Student’s Ability in Paragraph Writingthrough Teacher-Made-Pictures Series to The Eight Grade Students of SMPN 2 Amlapura In Academic Years 2007/2008.

Brown, H. D. (2004). Language Assessment Principles and Classroom Practices.New York: Longman.

Brown, H. D. (2001). Teaching by Principles An Interactive Approach to LanguagePedagogy (Second Edition). New York: Longman.

Fulwiler, T. (2002). College Writing: A Personal Approach to Academic Writing(Third Edition). New York: Boynton- Cook Publisher, Inc.

Hammoud, Y. M. (2010).Creative Writing. Riyadh: Zahrat Al-Sahra’a InternationalSchool.

Harmer, J. (2001). The Practice of English Language Teaching. (Third Edition).London: Longman.

Haines, J. (2007). Using Patterns to Develop Paragraph. New York: PearsonEducation.

Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.Pearson Education Ltd.

Leo, S. (2007). English for Academic Purpose: Essay Writing. Yogyakarta: AndiOffset.

Mayer, P. (2011). CRESL Level Four Writing Guide. New York: Learning Express.

Marx, C. (2007). Writing for Animation, Comic and Games. New York: Focal PressPublications.

Nunan, D. (2005). Practical English Language Teaching: Young Learners. NewYork: McGraw Hill Companies, Inc.

Oshima, A. and Houge, A. (2007). Introduction to Academic Writing (ThirdEdition). New York: Pearson Education, Inc.

Richards, J.C. and Renandya, W. A. (2002). Methodology in Language Teaching:An Anthology of Current Practice. New York: Cambridge University Press.

Richards, J. C. and Schmidt. (2002). Dictionary of Language Teaching and AppliedLinguistics. New York: Pearson Educational Limited.

34

Sukresna, I N. (2005). Improving the Ability through Guided Writing Exercises tothe Second Year Students of SMP (SLUB) Saraswati 1 Denpasar inAcademic Year 2004/2005. Denpasar: Unpublished Thesis MahasaraswatiUniversity Denpasar.

Wright,A.J.(2005). The Animation Writing and Development. London: Elsevier inc.

Zemach, D. E. and Rumisek, L. A. (2005). Academic Writing: from Paragraph toEssay. New York: Oxford: Macmillan Publisher Ltd.

35

Appendix 1

ATTENDANCE LIST OF CLASS I

No Subjects1 Ni Wayan Ardini2 Ni Nyoman Ari Sucitawati3 I Kadek Ariasa4 Ni Wayan Anik Sabtariani5 Ni Nyoman Arliani6 I Made Darmawan7 I Nengah Darsana8 Ni Luh Dewi Julianti9 Ni Wayan Dewi Anggrita10 Ni Ketut Dewi Parwati11 Ni Kadek Dewi Melinia P.12 Ni Kadek Eka Lestari13 I Nengah Eka Burna W.14 Ni Kadek Geri15 I Gede Januardana16 Ni Kadek Jepri Yuliasti17 Ni Luh Juliani18 Ni Kadek Devi Juliasti19 Ni Luh Mei Suciani20 Ni Ko Meryriana21 Ni Wayan Mega Utami22 I Made Nasta23 I Gede Odi24 I Wayan Putu Eka25 I Wayan Ranto Jayantika26 I Kadek Supadma27 I Wayan Suastika28 I Wayan Subagia Putra29 I Nengah Sumatra30 I Wayan Suarnata31 I Kadek Satria32 Ni Luh Wiwin Ernawati33 I Komang Wiradana34 I Kadek Yogi35 Ni Ketut Desi Kariani

36

Appendix 2

PRE TEST

Name:

No :

Class :

● Please write a short Descriptive Paragraph that consists of 5 up to 10 sentences

about your favourite character cartoon films!

37

Appendix 3LESSON PLAN

Cycle 1 Sesion 1& 2

School : SMP Negeri 3 Amlapura

Subject Matter : English

Class/ Semester : VIII/II

Kind of text : Descriptive Text

Skills : Writing

A. Standard of Competence:

2. Understanding the meaning of short functional text and simple essay form

Descriptive text for Describe and interact with closest environment and for

use every day.

B. Basic Competence:

2.1 Responding to the meaning of words contained in the text is well written

short functional text and simple essay like Descriptive text to interact with

closest environment.

C. Indicator:

- Identifying generic structure of Descriptive Text

- Writing a short Descriptive paragraph based on the generic structure.

D. Learning Objectives:

a. When The Student are given explain Descriptive paragraph, the students can

indefify generic structure Descriptive paragraph based on theory.

b. When The students are given theory about Descriptive text , the students can

write Desciptive paragraph with generic structure.

E. Time allocation : 4 x 40 minutes ( 2 meeting )

38

F. Learning Materials

a. Definition of Descriptive Text

Description Text is a text which says what a person or a thing is like. Its

purpose is to describe and reveal a particular person, place or thing.

b. Generic Structure of Descriptive Text

The general purpose of this text is to describe the characterization of a

person, a thing or a place, and there are generic structures of Descriptive

Text:

Identification: is a part in which you identify or write the recognition;

moreover, it can be a general statement about place, person, or thing that

you want to describe.

Descriptions: are vivid details of place, person, or thing that you want to

describe so that the reader can easily imagine or picture the object, or they

can feel the object with the five senses. now you try to develop it through

providing it with some descriptions that can picture place, person, or thing

that you are going to describe

Conclusion: the last part of descriptive paragraph is optional (i.e. it may be

included or not). In this part, you conclude the paragraph or restate the

identification. A conclusion is not absolutely necessary, but it is often very

helpful to the readers because it usually signals the end of the text and

because it reminds them of your important points.

c. Example about Writing Descriptive Paragraph

39

Narutto

Narutto is funny boy, He is Famous Japanese Cartoon. He is not tall

but not short, and he has straight hair. His hear is wide and long nose. His eye is

blue and like a cat. He have a long mustache and very naughty. He always smile

with her family and he is kind person. He is very lovely, patient and she is brave. I

like him very much.

Generic Structure

1. Identification : Narutto is funny boy, He is Famous Japanese Cartoon

2. Description : He is not tall but not short, and he has straight hair. His

hear is wide and long nose. His eye is blue and like a

cat. He have a long mustache and very naughty.

G. Learning Method/Technique :

Animation Pictures

H. Learning Steps :

1. The first Meeting

Teacher’s activities Students’ activities

Tim

es

Pre-Activity

Greeting the students

Checking the student’s

attendance.

Ask Question to student about

Descriptive text

Showing some of example

Descriptive Paragraph

Pre-Activity

Responding to the teacher’s

greeting

Responding the teacher’s

questions

5 minutes

40

Whilst-Activity

Exploration

Showing some of example

Descriptive text and asking for

the students to answer the

question about Descriptive

Paragraph

Showing some animation

pictures to students

Explaining descriptive tex and

generic structure about

Descriptive paragraph.

Given the students exsample of

Descriptive paragraph and ask

students about generic

structure.

Asking the students to work in

pair

Whilst-Activity

Identifying the information in

Descriptive paragraph

Read example and generic

structure of Descriptive

paragraph..

Writing down the Descriptive

paragraph

Responding to work in fair

70 minutes

41

Teacher’s activities Students’ activitiesT

imes

Post-Activity

Giving assesement

Asking difficulty of student in

learning teaching process.

Assigning student to find and

learn the other form of

Descriptive text

Post-Activity

Concluding items of study.

Giving home work

individually/group

Students try to find generic

structure of Descriptive text.

5 minutes

2. The second Meeting

Teacher’s activities Students’ activities

Tim

es

Pre-Activity


Teacher check students’

attendence list

Questions answers related

with students’ condition

Braimstroming related with

the topic

Pre-Activity

Responding to the teacher’s

greeting

Responding absen of teacher

answering questions teacher

Responding the topic

5 minutes

42

Whilst-Activity

Exploration

Discussing about Descriptive

text that has been done

students

Inviting the students to read

Working students descriptive

paragraph

Explaining about generic

structure about Descriptive

paragraph that has done

students.

Whilst-Activity

Identifying the information in

Descriptive paragraph

Read generic structure of

Descriptive paragraph that has

done students.

Understanding abount generic

structure about Descriptive

paragraph.

70 minutes

Teacher’s activities Students’ activities Times

43

Post-Activity

Teacher asks

students’difficulties in

teaching-learning process

Teacher conclude material

from teaching-learning

Improve students’ writing

skill by making Descriptive

paragraph

Teacher gives motivation

Post-Activity

Concluding items of study.

The students can study

Descriptive paragraph.

5 minutes

I. Refrence

a. Relevant text booksb. www.englishindo.com

c. Animation Pictures Media

J. Assessement

a. Technique : writing test.

b. Form : Identifyng and writing a short descriptive paragraph

c Instrumen : lesson plan, pre test,post test, animation pictures

X. Rubric of assesement (writing)

indicators of achievement

of competence

assessment

techniques

score

Reciting words, phrases andgood sentences .Writingwords phrases and sentenceswith correct

Answer generic structure ofDescriptive paragraph

Scoring rubric

Answer key

50

50

44

STUDENTS WORKSHEETName : ………………………..

I. Please write a short descriptive paragraph which consists of 5 up to10sentences; complete your paragraph with the identification and descriptionabout this picture!

Narutto

2. Find generic structure !

- Identification :

- Description :

45

Answer Key1. Description about Narutto

Narutto

Narutto is funny boy, he is famous Japanese cartoon. he is not tall

but not short, and he has straight hair. His hear is wide and long nose. His eye is

blue and like a cat. He have a long mustache and very naughty. He always smile

with her family and he is kind person. He is very lovely ,patient and she is brave.

2 Generic structure

- Identification : Narutto is funny boy, he is famous Japanese cartoon.

- Description : he is not tall but not short, and he has straight hair. His hear is

wide and long nose. His eye is blue and like a cat. He have a long mustache

and very naughty.

46

Appendix 4

LESSON PLAN

Cycle II Session 1 & 2

School : SMPN 3 Amalpura

Subject : English

Language Skill : Writing

Class / semester : VIII / II

A. Standard Competence:

2. Expressing meaning in functional written texts and simple short essays in the

form of descriptive and recount to interact whiting the surroundings.

B. Basic Competence:

2.2 Expressing meaning and rhetorical steps in simple short essays by using

various written form accurately, smoothly and acceptable to interact within the

surroundings in the form of descriptive or recount text.

C. Indicators

1. Identifying generic structure of descriptive paragraph (Identification,

Description and Conclusion)

2. Writing a descriptive paragraph based on the generic structure

D. Learning Objective:

When the students are given a chance to read a descriptive paragraph, they

are able to identify the generic structure of the paragraph based on the

theory which has already been studied.

When the students are given pictures, they are able to write a good

descriptive paragraph in accordance with the generic structure which has

already studied

E. Time allotment: 4 x 40 minutes

47

F. Learning Material:

d. Definition of Descriptive Text

Description Text is a text which says what a person or a thing is like. Its

purpose is to describe and reveal a particular person, place or thing.

e. Generic Structure of Descriptive Text

The general purpose of this text is to describe the characterization of a

person, a thing or a place, and there are generic structures of Descriptive

Text:

Identification: is a part in which you identify or write the recognition;

moreover, it can be a general statement about place, person, or thing that

you want to describe.

Descriptions: are vivid details of place, person, or thing that you want to

describe so that the reader can easily imagine or picture the object, or they

can feel the object with the five senses. now you try to develop it through

providing it with some descriptions that can picture place, person, or thing

that you are going to describe

Conclusion: the last part of descriptive paragraph is optional (i.e. it may be

included or not). In this part, you conclude the paragraph or restate the

identification. A conclusion is not absolutely necessary, but it is often very

helpful to the readers because it usually signals the end of the text and

because it reminds them of your important points.

f. Example about Writing Descriptive Paragraph

My Elephant

48

Elephant is one of the biggest animals in the world. This animal is from

Africa. Elephant has a big body. Its color is grey. It has four legs. And its legs

are very big and very strong. Elephant has two wide ears. Elephant has two eyes

that the eyes are black and small enough. It has a trunk, and the trunk is long.

Elephant has two long/pointed teeth and the name is tusk. And this tusk, trunk

and legs can be a weapon of elephant use to defense itself from the other

animal. And elephant has a short tail. I like my Elephant.

Generic Structure

3. Identification: Elephant is one of the biggest animal in the world. This

animal is from Africa

4. Description : Elephant has a big body. Its color is grey. It has four

legs. And its legs are very big and very strong. Elephant has two wide

ears. Elephant has two eyes that the eyes are black and small enough. It

has a trunk, and the trunk is long. Elephant has two long/pointed teeth

and the name is tusk. And this tusk, trunk and legs can be a weapon of

elephant use to defense itself from the other animal. And elephant has a

short tai

G. Teaching method: Animation Pictures

H. Teaching and Learning Process:

The Third Meeting

Pre-Activities ( 10 minutes) Time


Checking the students’ attendance

Giving questions to review the material that they

have been learned about descriptive paragraph

Stating the learning objectives to be achieved and the

importance of studying descriptive paragraph

1243

Whilst-Activities ( 60 minutes)

49

Exploration

Showing Animation pictures of someone else and

asking the students to describe the person in the

picture

Elaboration Explaining about descriptive paragraph

systematically from the definition, generic structure

and the steps of writing a good descriptive paragraph

Giving some animation pictures to students

Inviting the students to read the descriptive paragraph

entitled ‘Pinocchio’ and identify the generic structure

of the descriptive paragraph

Asking the students to write a descriptive paragraph

about cartoon films.

Confirmation

Opening question and answer session or asking the

students difficulty

Giving positive feedback and reinforcement orally or

by using gestures for the students’ success

5

20

24’

24’

3

2

Post-Activities ( 10 minutes)

Summarizing the material which has already been

discussed

Assigning homework, that is, writing a descriptive

paragraph about pictures has given by teacher.

6

4

The Fourth Meeting

Pre-Activities ( 8 minutes) Time


Checking the students’ attendance

Giving questions about the homework and restating

125

50

the learning objectives which are going to be

achieved and the importance of studying descriptive

paragraph

Whilst-Activities ( 47 minutes)

Exploration

Showing animation pictures and asking the students to

describe about the characteristics of picture.

Elaboration

Giving some animation pictures to students

Giving the students a chance to read again the

paragraph which has already been written at home

about animation pictures has given by teacher.

Inviting every representative of group to write the

descriptive paragraph on the board and then they are

discussed together as model

Confirmation

Opening question and answer session or asking the

students difficulty

Giving positive feedback and reinforcement orally or

by using gestures for the students’ success

5

25

10’20

3

2

Post-Activities ( 25 minutes)

Giving post-test, that is, writing a descriptive

paragraph about Animation Pictures “The Cat”

Concluding the material and close the meeting

20

5

51

I. References:

- Relevant text books- www.englishindo.com

- Animation Pictures Media

J. Assessment

a. Technique : Written Testb. Form : Identifying and writing a descriptive paragraphc. Instrument : Post-Test II

X. Rubric of assesement (writing)

indicators of achievement

of competence

assessment

techniques

score

Reciting words, phrases andgood sentences .Writingwords phrases and sentenceswith correct

Answer generic structure ofDescriptive paragraph

Scoring rubric

Answer key

50

50

http://www.englishindo.com/

52

SCORING RUBRIC

MaxScore

ActualScore

Format- 5 points● There is a title 1● The title is Centered 1● The first line is indented 1● There are margins on both sides 1● The work is tidy 1

Total 5Punctuation mechanics 10 points● There is period after every sentences 2●Commas are used correctly 2●Capitalization & other punctuations are used correctly 2●The spelling are correct 4

Total 10●Content – 20 points●The text fits the assignment 4●The text is unified 8●The text is coherent 8

Total 20Organization - 35 Points●The paragraph began with the identification 5●The paragraph contain with the description 20●The paragraph ends with a conclusion 10

Total 35Grammar and Sentence Structure - 30 Point

●Estimate a grammar and sentence structure score 30

Grand Total 100

53


J.Please write a short descriptive paragraph which consists of 5 up to10 sentences;complete your paragraph with the identification and description about thispicture.!

My Dogs


- Identification :

- Description :

53



My Dogs


- Identification :

- Description :

53



My Dogs


- Identification :

- Description :

http://4.bp.blogspot.com/-oTs90jC-dO0/Uq58FWwUU0I/AAAAAAAATrg/DmnUU_175x0/s1600/dog.png

54

Answer Key

1. Description about NaruttoMy Dogs

I have two pets, over all are dogs. The first dog‘s name is Blacky and the

second is Chico. That is blacky, he has black and white fur. That’s one is Chico

with brown, white, and black fur. Because of his fur, several people not called it

dog, but cat. Although they all are dog, they have a different habits. Blacky likes

walking and going to anywhere by motorcycle. He always jump to my motorcycle

when I sit on the motorcycle. I Like it very much.

2 Generic Structures

- Identification : I have two pets, over all are dogs. The first dog‘s name

is Blacky and the second is Chico.

- Description : he has black and white fur. That’s one is Chico with

brown, white, and black fur. Because of his fur, several people not

called it dog, but cat. Although they all are dog, they have a different

habits. Blacky likes walking and going to anywhere by motorcycle. He

always jump to my motorcycle when I sit on the motorcycle.

55

Appendix 5POST TEST

(Cycle 1)

1. Please write a short Descriptive paragraph that consists of 5 up to 10

sentences about this picture!

56

Appendix 6POST TEST

(Cycle 2)

1. Please write a short Descriptive paragraph that consists of 5 up to 10

sentences about this picture!

57

Appendix 7

QUESTIONAIRE

Petunjuk dalam menjawab soal:

1. Bacalah pertanyaan dibawah ini secara seksama.2. Jawablah pertanyaan ini dengan sejujur-jujurnya.3. Silanglah (X) huruf A, B, C, atau D yang menjadi pilihan jawaban anda

pada lembar jawaban yang disediakan.4. Kerjakan soal-soal dibawah ini dengan sendiri tanpa bertanya ke teman

anda.5. Kumpulkan lembar jawaban berserta soal apabila anda sudah selesai

mengerjakan soal ini.

1. Apakah anda suka belajar bahasa inggris?

A. Sangat suka C. Biasa saja

B. Suka D. Tidak suka

2. Apakah sebelumnya anda sudah pernah belajar dengan menggunakan

media gambar berupa Animasi dalam membuat sebuah paragraph?

A. Belum pernah C. Tidak kenal

B. Sudah kenal D. Sudah pernah

3. Apakah anda suka belajar dengan menggunakan media gambar berupa

Animasi dalam membuat paragraph?

A. Sangat suka C. Biasa saja

B. Suka D. Tidak suka

4. Apakah anda merasa terbantu dalam mengarang sebuah paragraph

dengan menggunakan media gambar berupa Animasi ?

A. Sangat membantu C. Biasa saja

B. Membantu D. Tidak membantu

5. Apakah dengan media gambar berupa Animasi anda bias terbantu

dalam menemukan ide-ide untuk dikembangkan menjadi sebuah

paragraph?



6. Apakah dengan media gambar berupa Animasi dapat membantu anda

dalam membuat sebuah paragraph?

58



7. Apakah dengan adanya kerangka karangan anda bias terbantu dalam

mengembangkan ide-ide menjadi sebuah paragraph?



8. Apakah media gambar berupa Animasi dapat membantu anda dalam

membuat sebuah paragraph dengan tata bahasa yang baik dan benar?



9. Apakah kesan anda dalam membuat paragraph dengan menggunakan

media gambar berupa Animasi ?

A. Sangat menarik C. Biasa saja

B. Menarik D. Tidak menarik

10. Apakah kesan anda dalam proses belajar membuat sebuah paragraph

dengan menggunakan media gambar berupa Animasi ?

A. Sangat menarik C. Biasa saja

B. Menarik D. Tidak menarik

61

Appendix 8

BIOGRAPHY

I Gede Putu Prastihana. He was born on March,

4th 1991 in Seraya, Karangasem, Bali. He lives in Seraya

village with his family. His family consists of his father,

mother, sister and brother. He is the first child and he

feels happy with his family. His father works at Seraya as

government officer, his name is I Wayan Latra Santosa

and his mother’s name is Ni Nyoman Sukertiani, they are

the best parents because they love him and they always

understand what he needs. He started his study in the elementary school in seven

years old at SDN 2 Seraya Barat. After that, he continued his junior high school in

2004 at SMPN 3 Amlapura. Three years later, in 2007 he started his senior high

school at SMAN 3 Amlapura. He was very active in some organizations at SMAN

3 Amlapura such as students’ organization. Besides, He also joined Karate

Champions in level of province but he did not get champion. After that, he

continued his study, he decided to take English Education Study Program in

Mahasaraswati Denpasar University; meanwhile, his dream is to become an English

teacher because he likes teaching in the classroom and sharing his knowledge with

others. On the other hand, he has a dream to go around the world and meet with his

idol of foot ball player and speaks with them. Furthermore, he was very lucky to be

a part of this university because he got a lot of knowledge, motivation and change

his mind.

improving descriptive paragraph writing...

Documents