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IMPROVING STUDENTS‟ WRITING SKILLS THROUGH
WHOLESOME SCATTERING GAME OF THE EIGHTH GRADE
STUDENTS OF SMP “PLUS” ASSYAFA‟AH KARANGGEDE IN
THE ACADEMIC YEAR OF 2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfilment
of the Requirement
for the Degree of Sarjana Pendidikan (S.Pd.)
By:
Ni‟matul Maula
NIM.11314146
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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DECLARATION
In the name of Allah, The most Gracious and the most Merciful.
Hereby, the writer declares that this graduating paper is written by the
researcher. This paper does not contain any materials which have been published by
another people and it does not cite any other people‘s ideas except the information
from the references.
The researcher is capable to account her graduating paper if in future it can be
proved of containing others‘ idea or in fact that the researcher imitates the others‘
graduating paper. Likewise, this declaration is written by the researcher, and she
hopes that this declaration can be understood. The researcher will also agree if the
library of IAIN Salatiga publishes this graduating paper.
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MOTTO
“LA TAHZAN INNALLAHA MA‟ANA”
“Don‟t be sad. Allah is with us”
(9:40)
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DEDICATION
This graduating paper is dedicated to:
1. My lord, Allah SWT and Prophet Muhammad SAW Thank to Allah for gives
me guidance and strength in my life, especially to finish this graduating paper.
2. My beloved parent and my brother, who always prays guidance and motivate
me. You are the best for me.
3. My big family who always support for my education and finishing this
graduating paper.
4. My Islamic teacher, KH. Zoemri RWS (Alm) and Hj. Lathifah Zoemri RWS,
who always prays and support me. Thanks for everything. You are my parents
in this country.
5. All of my friends in PPTI Al Falah, your smile and support is my happiness
and my spirit in finishing this graduating paper.
6. And everyone who always help and supported me to finish this graduating
paper and could not be mentioned one by one.
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ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and the most merciful, the king of
universe and space. Thank you to Allah because the writer can complete this
graduating paper as one of requirement to finish the study in English Department of
States for Institute Islamic Studies Salatiga.
This graduating paper would not have been complete without support,
guidance and help from individual and institution. Therefore, I would like to express
special thanks to:
1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of States for Institute Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M. Pd, as the Dean of the Teacher Training and Education Faculty.
3. Noor Malihah, Ph. D, as the Head of English Language Teaching Department
of States for Institute Islamic Studies (IAIN) Salatiga.
4. Dr. Ruwandi, S.Pd., M.A as the counsellor who has supported, motivated, and
given the researcher advices and suggestion from beginning until the end of
this graduating paper.
5. Lectures in the English Language Teaching Department who have given much
knowledge, the writer deeply thanks to you all.
6. Staffs who have helped the writer in processing of graduating paper
administration.
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7. My friends in PPTI Al Falah Salatiga, your smiling and supporting is my
motivation to finishing this graduating paper.
8. My friends of English Education Department. Thanks for your friendship and
kindness.
9. The eighth grade students of SMP ‗Plus‘ Assyafa‘ah Karanggede who as
participant in this research.
10. The teachers of SMP ‗Plus‘ Assyafa‘ah Karanggede which also participate in
this researcher.
Eventually, the graduating paper is expected to be able to provide useful
knowledge and information to the readers. The writer is pleased to accept
more suggestion and contribution for the improvement of this graduating
paper.
Salatiga, September 10th
2018
The Researcher
Ni‘matul Maula
NIM. 11314146
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ABSTRACT
Maula, Ni‘matul. 2018. Improving Students’ Writing Skills through Wholesome
Scattering Game of the Eighth Grade Students of SMP ‘Plus’
Assyafa’ah Karanggede in the Academic Year of 2018/2019. A
Graduating Paper. English Educational Department. Teacher
Training and Education of Faculty. State Institute for Islamic
Studies of Salatiga. Counsellor: Dr. Ruwandi, S.Pd., M.A.
The research is mainly aimed to improve students‘ writing skills through
wholesome scattering game of the eighth grade students of SMP ‗Plus‘ Assyafa‘ah
Karanggede in the academic year of 2018/2019. The subject of this research was 20
students in VIII class. The objective of the study are: (1) To describe wholesome
scattering game can improve students‘ writing skills of the eighth grade students of
SMP ―Plus‖ Assyafa‘ah Karanggede in the academic year of 2018/2019. (2) To
describe how wholesome scattering game significantly improve students‘ writing
skills of the eighth grade students of SMP ―Plus‖ Asyafa‘ah Karanggede in the
academic year of 2018/2019. The methodology of research was classroom action
research. It was conducted in 2 cycles which consists of planning, action, observation,
and reflection in every cycle. The technique of collecting data was the observation to
find out the teacher‘s and students‘ activity during implementation wholesome
scattering game in the classroom. The second was written a test to find out the
students‘ writing skills in descriptive text. The last one was documentation to find out
the data which correlated with the research. The writer found there were improvement
in students‘ writing skills through wholesome scattering game, especially in
descriptive text. The result of the research was successful. It was shown from the t-
test of the first cycle and the second cycle which was higher than the t-table. The t-
table was 2.09 and the t-test was 5.99. The mean score of post-test was higher than
the mean score of pre-test, (63.3 and 50.6). Besides that, the mean score of post-test
in the second cycle was higher than the mean score of pre-test (78 and 66.15). While
the score of t-test was 7.09. The improvement of students‘ writing skills was
significant. It can be seen from the number of the students who passed the passing
grade in two cycles. The passing grade was 75. The students who passed the passing
grade of pre-test in the first cycle was 5% and the post-test was 25%. While the pre-
test in the second cycle was 45% and post-test was 75%. The data showed that the
result of the t-test in the first cycle and the second cycle was higher than t-table. It
means that the implementation of wholesome scattering game is successful to
improve students‘ writing skills in descriptive text.
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TABLE OF CONTENT
TITLE ................................................................................................................ i
DECLARATION ............................................................................................. ii
ATTENTIVE COUNSELOR‘S NOTE .......................................................... iii
CERTIFICATION PAGE ............................................................................... iv
MOTTO.............................................................................................................v
DEDICATION ................................................................................................ vi
ACKNOWLEDGEMENT ............................................................................. vii
ABSTRACT .................................................................................................... ix
TABLE OF CONTENT ....................................................................................x
LIST OF FIGURES....................................................................................... xiii
LIST OF THE TABLES ............................................................................... xiv
CHAPTER I: INTRODUCTION
A. Background of the Research .................................................................1
B. Problem statements ...............................................................................3
C. Objective of the Research .....................................................................4
D. Limitation of the Research ....................................................................4
E. Significant of the Research ...................................................................4
F. Hypothesis and Success Indicator .........................................................5
G. Research Methodology..........................................................................6
1. Method of Research .......................................................................6
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2. Research Setting .............................................................................8
3. Research Subject ..........................................................................14
4. Research Procedure ......................................................................15
5. Technique of Data Collecting ......................................................18
6. Instrument of Research.................................................................19
7. Technique of Data Analysis .........................................................23
F. Graduating Paper Outline ....................................................................26
CHAPTER II: THE THEORITICAL FRAMWORK
A. Previous Research ...............................................................................27
B. Writing ................................................................................................29
1. Definition of Writing ....................................................................29
2. The Purpose of Writing ................................................................31
3. Process of Writing ........................................................................31
4. Genre of Writing Text ..................................................................34
5. Assessment of Writing .................................................................35
6. The Teachers‘ Role in Writing .....................................................40
C. Wholesome Scattering Game ..............................................................42
1. Definition of Game.......................................................................42
2. Wholesome Scattering Game .......................................................43
D. Descriptive Text ..................................................................................45
1. Definition of Descriptive Text .....................................................45
2. The Purpose of Descriptive Text ..................................................45
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3. Types of Descriptive Text ............................................................46
4. Language Features of Descriptive Text .......................................48
5. Generic Structure of Descriptive Text .........................................50
E. Minimum Completeness Criteria (KKM) ...........................................52
CHAPTER III: IMPLEMENTATION OF RESEARCH
A. Cycle I .................................................................................................54
B. Cycle II ................................................................................................70
CHAPTER IV: RESEARCH DATA ANALYSIS AND DISCUSSION
A. Data Analysis ......................................................................................86
B. Discussion .........................................................................................101
CHAPTER V: CLOSURE
A. Conclusions .......................................................................................103
B. Suggestion .........................................................................................105
REFERENCES
APPENDIXES
CURRICULUM VITAE
xiii
LIST OF FIGURE
FIGURE 1.1 Kemmis‟ Action Research Model (cited in Burns, 2010:9) ... 17
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LIST OF TABLE
TABLE 1.1 List of the Teachers and Staffs .................................................. 12
TABLE 1.2 List of the Research Activity...................................................... 13
TABLE 1.3 List the Member of the Eighth Grade Students in SMP „Plus‟
Asyyafaah Karanggede in the academic year of 2018/2019 ....................... 15
TABLE 1.4 The Teacher‟s Observational Sheet .......................................... 20
TABLE 1.5 The Students‟ Observational Sheet ........................................... 21
TABLE 2.6 Some Factual Genres .................................................................. 34
TABLE 2.7 The Rating Scale of Scoring in Writing .................................... 37
TABLE 2.8 Generic Structure of Descriptive Text ...................................... 51
TABLE 3.9 Form the Result of Teacher‟s Observational Sheet in Cycle I ...
........................................................................................................................... 63
TABLE 3.10 Form the Result of Students‟ Observational Sheet in Cycle I
........................................................................................................................... 66
TABLE 3.11 Form the Result of Teacher Observational Sheet in Cycle II
........................................................................................................................... 79
TABLE 3.12 Form the Result of Students‟ Observational Sheet in Cycle II
........................................................................................................................... 81
TABLE 4.13 The Score of Students‟ Pre-test in Cycle I .............................. 86
TABLE 4.14 The Score of Students‟ Post-test in Cycle I ............................ 88
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TABLE 4.15 The Standard Deviation of Pre-test and Post-test in Cycle I
........................................................................................................................... 90
TABLE 4. 16 The Score of Students‟ Pre-test in Cycle II ........................... 93
TABLE 4.17 The Score of Students‟ Post-test in Cycle II ........................... 95
TABLE 4.18 The Students‟ Standard Deviation of Pre-test and Post-test in
Cycle II ............................................................................................................. 98
TABLE 4.19 The Mean and T-test in Cycle I and Cycle II ....................... 101
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CHAPTER I
INTRODUCTION
In this chapter, the researcher discusses the introduction of the study. This
chapter consists of eight parts. They are the background of the study, problem
statements, the objectives of the research, limitation of the research, the significance
of the research, hypothesis and success indicator, research methodology, and
graduating paper outline.
A. Background of the Study
Writing is thinking process, because writing is a process of putting
ideas down on paper transform thought into words and given them structure
coherent organization (Brown, 2001, in Fitri et al., 2017: 2-3). As we know
that writing is one of the skills which must measure some aspect of writing
before we write, such as the organization, generic structure, language features,
and others. Therefore, writing is the most significant skill which must be
taught. On the other hand, students are interest in the active learning, it will
create the learning environment exciting. Thus, the material can be
accomplished and understood by the students deeply. There are needed the
effective strategy in teaching writing skill to get what the learning aimed.
Talak-Kiryk (2010: 4) in Wulandari (2016: 145) states that games are
fun activities that promote interaction, thinking, learning, and problem-
solving strategies. Therefore, the researcher will apply the wholesome
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scattering game which is one of the games that can be motivated by the
students to improve their writing skill, especially in descriptive text. The
implementation of wholesome scattering game is the three students will be
asked to write vocabularies which are dictated by the teachers on the board in
unusual shape. Both the teacher and students will correct the letter together
and the students will imitate what the teacher spelling of the vocabularies. The
students will discuss in a group. They will arrange and organize the
vocabularies to be a descriptive text. At least, the students present their task in
front of the class. After that, the teacher will give a feedback on the teaching-
learning process.
Seeing in the fact, according to the interview with English teacher in
SMP ―Plus‖ Assyafa‘ah Karanggede, she faced the problems of the language
teaching process in the eighth grade students. The students have less skill in
four aspects of English, especially writing skill. They not understand yet
about the spelling of words. So, they confused about how to write the English
vocabulary clearly and correctly. It can be measured from the students‘
written task score and the students‘ written exercise in the classroom.
Therefore, the teacher usually implemented imitation strategy in previous of
English teaching-learning. Method and technique of teaching are conditional
based on the materials which would be tough. Besides that, the students‘
response to English subject also is less enthusiastic. So, the researcher
suggested the teacher to implemented the wholesome scattering game in
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writing class. The researcher believe that it can improve the students‘ writing
skills. The students can know how to write and spell the keywords correctly
after implementing wholesome scattering game. Besides that, they also know
and understand the meaning of keywords. Then, they can produce many
sentences using the keywords. They will imagine and predict the content of
text about. So, the students can arrange and organize the sentences into a text.
Finally, both the teacher and the researcher make an agreement to
implementing wholesome scattering game in improve students‘ writing skill.
Based on the problems above, the researcher is very interested in
propose a study entitled, ―IMPROVING STUDENTS‘ WRITING SKILLS
THROUGH WHOLESOME SCATTERING GAME OF THE EIGHTH
GRADE STUDENTS OF SMP ―PLUS‖ ASSYAFA‘AH KARANGGEDE IN
THE ACADEMIC YEAR OF 2018/2019‖.
B. Problem Statements
Based on the phenomenon above, the researcher would like to arrange
the problem as follows:
1. How can wholesome scattering game improve students‘ writing skills
of the eighth grade students of SMP ―Plus‖ Assyafa‘ah Karanggede in
the academic year of 2018/2019?
2. How significant can wholesome scattering game improve students‘
writing skills of the eighth grade students of SMP ―Plus‖ Asyafa‘ah
Karanggede in the academic year of 2018/2019?
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C. The objectives of the Research
Based on the statement in the problem of the study, the objectives of
the study are:
1. To describe wholesome scattering game improve students‘ writing skills
of the eighth grade students of SMP ―Plus‖ Assyafa‘ah Karanggede in the
academic year of 2018/2019.
2. To describe how significant wholesome scattering game significantly
improve students‘ writing skills of the eighth grade students of SMP
―Plus‖ Assyafa‘ah Karanggede in the academic year of 2018/2019.
D. Limitation of the Research
In this research, researcher limits the material of the study on
descriptive text in improving students‘ writing skills through wholesome
scattering game of the eighth grade students of SMP ―Plus‖ Assyafa‘ah
Karanggede in the academic year of 2018/2019. It‘s a purpose to avoid the
whole discussion of this research.
E. Significance of the Research
In this graduating paper, the researcher hopes that it‘s can give the
advantages to the reader. This research is expected to give theoretically and
practically:
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1. Theoretically
a. The result of research can be used as the reference for those who want
to conduct a research in English teaching to build students‘
achievement of writing skills.
b. This research will be useful for the teacher in English teaching.
2. Practically
a. For the researcher
The finding of the research can be used as a starting point for
the researcher to get experiences that will be useful in the future as an
English teacher.
b. For English Teacher
This research can be used as a consideration in selecting of
effective English teaching in future.
c. For Students
This research can motivate the students to improve their
writing skill in English learning.
F. Hypothesis and Success Indicator
Based on the interview of an English teacher in SMP ―Plus‖
Assyafa‘ah Karanggede, which are described in chapter I, that there are
problems in English teaching-learning, especially writing class. Therefore, the
researcher tries to overcome those problems by implementing Wholesome
Scattering Game in English teaching-learning process. By conducting this
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research, the researcher proposes a hypothesis: ―Implementing Wholesome
Scattering Game can improve students‘ writing skills‖.
The success indicator of this research is taken from the students‘ skills
shown in Lesson Plan. The students‘ success in doing the activities in the
cycle I and cycle II which will be assessed by referring to the criterion of
Minimum Completeness Criteria (KKM). The Minimum Completeness
Criteria of English subject (KKM) in the SMP ―Plus‖ Assyafa‘ah Karanggede
is 75. The researcher expects that there are at least 75% of the students who
pass the Minimum Completeness Criteria (KKM).
G. Research Methodology
1. Method of Research
According to Nunan (1991: 3) stated that an important aspect
of methodology is the development of teaching routines, materials, and
tasks in the classroom. In addition, McNiff (2002: 6) in Vaccarino et al
(2006: 7) mentioned that ―action research‖ refers to ―a practical way of
looking on your own work to check that it is as you would like it to
be‖. In addition, McKay (2006: 16) describing the same idea about
action research, as follows:
―Action research begins with teacher identifying a concrete
problem they have. They then gather data to help solve the
problem and, after carefully analysing this data, undertake
changes in their classroom to helpfully solve their initial
problem.‖
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According to Khasinah (2013: 113) explained that classroom
action research is a method of finding out what works best in own
classroom so that teacher can improve students learning. According to
Burns (2010: 2) stated that the central idea of the action part of Action
Research is to intervene in deliberate way in the problematic situation
in order to bring about changes and, even better, improvement in
practice. On the one hand, Borg, Gall, and Gall (1993: 391) in
Khasinah‘s journal (2013: 109) that state five purposes of classroom
action research. They are:
a. It supports the professional development of practitioners by
helping them become more competent in understanding and
utilizing research finding and carrying out research themselves
when appropriate.
b. It builds a collegial networking system for sometimes it involves
several educators, even students and parents, working together.
c. It helps practitioners identify problem and seek solution in a
systematic fashion.
d. It can be used at all levels and in all areas of education, such as a
mean of in-service training for principals.
In this research, the researcher used classroom action research
that does a treatment in every cycle, the cycle I and the cycle II. It is
aimed to improve students‘ writing skill, especially in descriptive text.
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Besides that, it is appropriate to implement of the eighth grade
students of SMP ‗Plus‘ Assyafa‘ah Karanggede.
2. Research Setting
a. General Situation of SMP “Plus” Assyafa‟ah Karanggede
The research was conducted in SMP ―Plus‖ Assyafa‘ah, in the
academic year of 2018/2019 which is located at Dk. Klencong Rt.
02/01 Pengkol Karanggede Boyolali. It is one of the Islamic
Boarding Home Darul Abror Institution which used full-time activity
of teaching and learning process. Arabic and English are learned
intensively which is supported by the professional staff and
conducive environment. SMP ―Plus‖ Assyafa‘ah Karanggede have
been combining of the three curriculum as the educational reference.
They are:
1) Salafiyah boarding home
2) Modern boarding home
3) The Ministry of Education and Culture (KEMENDIKBUD)
On the other hand, it has been giving two of the special quality
program as follows:
1) Special Quality of Kitab Kuning
The learners are expected, to be able to read and
understand the Kitab Kuning correctly and clearly with the
instruction of Kyai and the Islamic teacher.
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2) Special Quality of English
The learners expected to have English speaking skill which
can support the learners‘ achievement in the next educational
level.
Then, the more general information of the school described as
follows:
Name of School : SMP ―Plus‖ Assyafa‘ah Karanggede
Address : Dk. Klencong Rt. 02/01 Pengkol,
Karanggede, Boyolali
Village : Pengkol
Subdistrict : Karanggede
Regency : Boyolali
Pos Code : 57381
Website : www.darulabror.com
Email : [email protected]
Phone : 081326517925
Headmaster : Lilis Purwani Rahayu, S. Pd
b. Vision and Mission of SMP “Plus” Assyafa‟ah Karanggede
Vision
According to the location and the basic foundation of SMP
―Plus‖ Assyafa‘ah Karanggede, it caould be formulate as follows:
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“The realization of the graduate who is sholeh, intelligent,
independent, responsible and able to play a role in society.”
Explanation:
Sholeh, it means that they have to live based on the
teaching of Islam.
Intelligent, it means that the graduate‘s students of SMP
―Plus‖ Assyafa‘ah had
Independent, they had a thought, sense, and attitude
appropriately with the region and nation.
Responsible, the students can create a better alteration of
their self.
Play a role in society, the students had a thought, sense,
and attitude bravely as the rightness.
Mission
Based on the Visi above, SMP ―Plus‖ Assyafa‘ah Karanggede
implement the mission as follows:
1) Create the students‘ graduate who is Soleh, which have an
achievement (academic and non-academic), independent, and is
able to play a role in society.
2) Create the quality curriculum, they are holistic, according to the
students‘ potential and necessity, and the school content.
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3) Create a dynamic, creative, innovative, and a fun condition of
teaching-learning process which used the CTL approach.
4) Crate the educational facilities, and quantity and quality.
5) Create the human resources (SDM), educators, and educational
system which had professional, responsible, and had the high
dedication.
6) Create the school management which based on the concept of the
Base School Management (Manajemen Berbasis Sekolah).
7) A defrayal create education which is available.
8) Create the whole assessment, authentic, objective, and continued,
which be able to measure the whole students‘ competence.
c. The situation and Condition of Educational Facilities
In order to support of teaching-learning process, the students
need facilities in the school. Therefore, it is important to be a priority
in the school educational system. The facilities which are given in
SMP ―Plus‖ Assyafaah are:
1) Headmaster‘s Room : 1
2) Administration room : 1
3) Teachers‘ Room : 1
4) Library Room : 1
5) Lab Room. Computers : 1
6) Students Hall : 1
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7) Dormitory Room : 2
8) Master‘s Wc : 1
9) Students‘ Wc : 2
d. The Situation of the Teachers and Staff
The teachers are the main component in education which have
been taught, educate and give the knowledge to students. It is aimed
they can understand the material well. The teachers and staffs which
participate in SMP ―Plus‖ Assyafaah Karanggede, as follows:
Table. 1.1. List of the Teachers and Staffs.
No. The Teachers and Staff
1. KH. Abdulloh Hafidz Amin
2. Ika Maya Sari, S.Pd
3. Muslih, S.Pd
4. Agung Siswanto, S.Pd
5. Agung Eko Nugroho, S.Pd
6. Bekti Prehatin, S.Pd
7. Bambang Supagi, S.Pd
8. Lilis Purwani Rahayu, S.Pd
9. Malikin
10. Mulyani, S.Pd
11. Denni Kurniawan
12. Eka Ester Yustiningrum, M.Pd
13. Asri Wahidatul Yuliana, S.Kom
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14. Dani Rahman
15. Zamyuri Ashari Ashar
16. Nur Isnaini Febriana, S.Pd
17. Anis Maya Surya, S.Pd
18. Miftachussalam
19. Irfanuddin
20. Supanti, M.Pd
21. Wahyu Supriyadi
e. The Setting of Time
The process of this research are continued of the research
planning up to research implementation. The schedule of this research
are:
Table 1.2. List of the Research Activity.
No. Date and Time Activities Place
1. July, 6th 2017 Observation: pre-
interview to the
headmaster and
observation the facilities
of the school.
SMP ―Plus‖
Assyafa‘ah
Karanggede
2. July, 17th 2017
09.30 – 10.30
Observation:
- Giving a letter to one
staff at SMP ―Plus‖
Asyyafa‘ah
Head master‘s office
of SMP ―Plus‖
Assyafa‘ah
Karanggede
14
Karanggede.
- Interview about the
students‘ problem
with the English
teacher of SMP
―Plus‖ Assyafa‘ah
Karanggede.
3. August, 14th 2018 - Meet up with the
teacher English to
discuss the lesson
plan (RPP).
The teacher office of
SMP ‗Plus‘
Assyafa;ah
Karanggede.
4. August, 21th 2018 Research cycle I Eighth-grade
classroom
5. August, 25th 2018 Research cycle II Eighth-grade
classroom.
3. Research Subject
The subject of the research was the students of SMP ―Plus‖
Assyafa‘ah Karanggede in the academic year of 2018/2019. The
researcher focuses on the eighth grade students because the material
taught exactly in that level class. Thus, it supported in applying of this
research. The students consist of twenty students that were thirteen male
and seven female students.
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Table 1.3. List the Member of the Eighth Grade Students in SMP “Plus” Assyafaah
Karanggede in the academic year of 2018/2019
No. NAME
MALE (M)/
FEMALE (F)
1. AfRS Male
2. AgB Male
3. ASSa‘ Female
4. AlD Female
5. AMu Male
6. EkBS Male
7. FrK Male
8. Itk Female
9. LlH Female
10. MlAF Male
11. MdAW Male
12. MdBL Male
13. MdFK Male
14. MdKL Male
15. MdKK Male
16. MdM Male
17. MdRH Male
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18. SiNC Female
19. TiMA Female
20. ZuF Female
4. Research Procedure
According to Kemmis and McTaggart (1988), which are cites by
Burns (2010: 7-9), that there are four stages in the cycle of action research.
The stages of action research are planning, action, observation, and
refection, as explained later:
a. Planning
In this phase, the researcher identifies a problem or issue and develop
a plan of action in order to bring improvements in a specific area of
the research context.
b. Action
The plan is a carefully considered one which involves some deliberate
interventions in the researcher‘s teaching situation that the researcher
put into action an agreed period of time.
c. Observation
In this phase, the researcher involves systematically the effects of the
action and documenting the context, actions, and opinions of those
involved.
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d. Reflection
At this section, researcher evaluates and describe the effect of the
action in order to make sense of what has happened and to understand
the issue the researcher explored more clearly.
It will be continued from cycle I until that be achieved the clear
result of research. The stages of action research can be imagined as
follows:
Figure. 1.1 Kemmis‟ action research model (cited in Burns, 2010: 9).
In this research, the researcher used four stages in research
procedure which are consists of planning, action (implementation of
wholesome scattering game), observation, and reflection. Those stages are
implemented in every cycle, the cycle I and cycle II.
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5. Technique of Data Collecting
Altrichter et al (1993: 77) in Somekh (2006: 11) states that the
data collected at this stage were used to identify problems and
hypothesize solutions based on the theoretical insight that could be tasted
by planning and implementing action strategy. In this research, the
researcher used some techniques in data collection. They are:
a. Observation
Observation will be used as long as teaching-learning activity
since the cycle I. It is aimed to know and appraised the activity and
condition of the research subject. The researcher used the students‘
observational sheet which is consist of students‘ answered greeting
the teacher, students‘ attendance, the students‘ attention, students‘
interest of the wholesome scattering game activity, etc.
b. Test
A test is a set of questions, each of which has a correct answer,
that examines usually answer orally or in writing (Ebel & Frisbie,
1991: 26). On beside that, Heaton (1988: 5) cites that tests may be
constructed primarily as devices to reinforce learning and motivate
the student or primarily as a means of assessing the student‘s
performance in the language. In this research researcher used pre-test
and post-test to measure the students‘ achievement in writing skill of
the eight grade students of SMP ―Plus‖ Assyafa‘ah before and after
19
the treatment. The Pre-test is done before implemented of the
wholesome scattering game in the classroom. Whereas, a post-test is
implemented after the wholesome scattering game.
c. Documentation
The last technique of collecting data in this research is
documentation that searches the data which correlated with this
research. They are a field note, book, photos, video, etc. Therefore,
the researcher can know the condition and activity of teacher and
students as long as the teaching-learning process.
6. Instrument of Research
Based on the technique of data collecting, the researcher used
some research instrument. They are:
a. The teacher‘s and students‘ observational sheets
The instrument that used in this observation is an
observational sheet, which is consist of the teacher‘s and students‘
observational sheet. The teacher‘s and students‘ observational sheet
are a tool to observe the activities of implementing the wholesome
scattering game in the classroom. The teacher‘s sheet is used to
observe the teacher‘s activities. Besides that, the students‘ sheet is as
a tool to appraise the students‘ activity in the classroom during the
implementation of wholesome scattering game. This is directly
20
observed which is the researcher can know and see clearly what the
teacher and students doing in the classroom.
Table. 1.4 The teacher‟s observational sheet
No. The teacher‟s Activity Yes No
1. The teacher gives greeting to students.
2. Teacher asks students to prepare their English book.
3. The teacher checks the students‘ attendance list.
4. The teacher gives questions to students.
5.
The teacher explains the materials of descriptive
text.
6. The teacher checks the students‘ attention.
7.
The teacher implemented the wholesome scattering
game in teaching-learning process.
8.
The teacher asks three students to write the
keywords on the board.
9.
The teacher asks the students to check and
pronounces the keywords.
10.
The teacher asks students to discuss, arrange and
organize the keywords in pairs.
11.
The teacher guides the students in writing
descriptive text.
12.
The teacher gives feedback to students about
descriptive text.
21
13.
The teacher and students pray together in closing the
teaching-learning process.
Table. 1.5 The students‟ observational sheet
No. The Students‟ Activity Yes No
1.
The students‘ response to the greeting from the
teacher.
2. The students prepare the English book.
3.
The students‘ response when the teacher checks the
students‘ attendance list.
4. The students answer the teacher‘s questions.
5.
The students pay attention when the teacher
explains the materials in descriptive text.
6.
The students understand the descriptive text
materials.
7.
The students are very enthusiastic to participate in
doing the written test of wholesome scattering
game.
8. The students active in teaching learning process.
9.
The students evaluate the teaching-learning process
and listen to the teacher‘s feedback.
10. The students listen to the teacher‘ motivation well.
11.
The students pray together and the teacher closes
the teaching-learning process.
22
b. Test Items
In this research, the test item is as a tool that used to measure
the students‘ writing skill. The form of instrument is written, pre-test
and post-test. They are applied before and after a treatment. The
imaged of test items of pre-test in the first cycle, as follows:
Please understand the instructions below!
1) Choose one of the topics below!
a) The Prambanan temple.
b) My school.
c) The ceremony on 17th
August.
2) Describe in the simple paragraph!
The test items of post-test in the first cycle is imaged:
Please read the vocabularies below!
Please read and follow the instruction below!
1) Choose the correct vocabularies above!
2) Arrange and organize into the simple description text
(consist of 6 up to 8 sentences) about ―My House‖!
3) Use the simple present tense formula!
4) Make sure your text should consist of identification and
description!
23
c. The instrument of documentation.
Some of the instrument in documentation are photos, videos,
field notes, the syllable validity, the lesson plan validity.
d. Interview
The researcher used 5W + 1 H in the interview of English
teacher in the implementation of wholesome scattering game.
7. Technique of Data Analysis
a. Descriptive Technique (Qualitative)
A descriptive technique is used by the researcher in order to
analyze the students‘ motivation, interest, and behavior during the
teaching-learning process. This technique is supported by the
researcher observational sheet.
b. Statistical Technique (Quantitative)
1) Mean
According to Ebel & Frisbie (1991:60), the mean is the
average score, obtained by summing all the scores and dividing
that sum by the total of scores. The formula of the mean can be
represented as follows (Hadi, 1981: 246-258):
∑
Explanation:
M = Mean of obtained
24
∑ X = Total of individual scores (the sum of the scores)
N = Number of students
2) Difference calculation of the mean
∑
Explanation :
MD = Different of mean
∑D = Sum of difference between pre-test and post-test.
N = Total number of students.
3) Standard Deviation
The formula of standard deviation is:
√∑
(∑
)
Explanation:
SD = Standard Deviation for one sample test.
D = Difference between pre-test and post-test.
N = Total number of sample.
25
4) Calculation of t-test
|∑ |
|
√ |
Explanation:
t = t-test for the differences between pre-test and post-test.
SD = Standard Deviation for one sample t-test.
D = Differences between pre-test and post-test.
N = Total number of sample.
5) To calculate the standard error for the mean difference, the
researcher used the formula as follows:
= √
Explanation:
SEMD = The standard error for the mean difference.
SDD = Standard Deviation
N = The total number of the research
d.f = N-1
6) To calculate the T-test the researcher used the formula as follows:
Explanation:
t0 = t-test.
26
MD = Mean of difference.
SEMD = The standard error for the mean difference.
H. Graduating Paper Outline
This graduating paper is divided into five chapter. Chapter one is
discuss the Introduction, which consists of the Background of the Study,
Problem Statements, the Objective of the Research, Limitation of the
Research, Significance of the Research, Hypothesis and Success Indicator,
and Research Methodology. In the Research Methodology will be explained
about Method of Research, Research Setting, Research Subject, Research
Procedure, the Technique of Data Collecting, Instrument of the Research,
Technique of Data Analysis. The last one in this chapter is graduating paper
outline. Chapter two describe the theoretical framework, which is consists of
the Previous Research, and the Theories that Related to and Support the
Research. Chapter three is the Research Implementation which are consist of
the description of the first cycle (Planning, Implementing of Wholesome
Scattering Game, Observation, Reflection), and the description of the second
cycle (Planning, Implementing of Wholesome Scattering Game, Observation,
Reflection). Chapter four is the Research Data Analysis of Data Interpretation
that discusses the result of the test. Chapter five is Closure, which is consist of
the Conclusion and Suggestion.
27
CHAPTER II
THE THEORETICAL FRAMEWORK
In this chapter, the researcher writes the theories that have a correlation with this
research. They consist of previous research, writing skill, the genre of the text,
wholesome scattering game, and descriptive text.
A. Previous Research
The first research is entitled ―Improving Students’ Ability in Writing
Descriptive Text Through ‘Wholesome Scattering Game’ (A classroom action
research with the eighth grade students of MTs Patean Kendal in academic
year 2010/2011)‖. The research was written by Hami Widodo that is a student
of education faculty, Walisongo state institute for Islamic studies, Semarang.
This research is classroom action research that was done in two cycles, the
first cycle used wholesome scattering game as a media in teaching descriptive
text, the researcher of that research asked the students to describe their best
friend in the class using keywords had been given by the researcher of that
research. On the other hand, the score of the students‘ writing was 50.7 with
the total score of 1570 in the first cycle. Whereas the second cycle, the
researcher of that research asked students to describe beach which the score of
students‘ writing was 67.6 with the total score of 2095. The result of that
result showed that the students had improvement of their ability in writing
descriptive text that covers parts, qualities, and characteristics of the object.
28
The second research is entitled ―Improving the Ability in Writing
Descriptive Text of the Seventh Grade Students of MTs Miftahul Falah Kayen
Pati in Academic Year 2013/2014 by Using Wholesome Scattering Game‖.
The research was written by Novi Khumaerotul Hidayah which was one of the
students in Universitas Muria Kudus. The research design was classroom
action research. The research subject is the seventh-grade students‘ A of MTs
Miftahul Falah Kayen Pati which consist of twenty-two students. The
researcher did this research in two cycles, the cycle I and the cycle II. The
students‘ average score of pre-test in writing descriptive text is 59.13%. While
the post-test of cycle I indicated that the students‘ average score in writing
descriptive text is 76.77%. In the cycle II, the students‘ average score is
83.54%. So, it can be concluded that there is an improvement of the students‘
writing ability in descriptive text in every cycle. On the besides that, the
classroom environment is more effective and the students are better
confidence, braver, and it creates a fun teaching-learning.
The third research is entitled ―Improving Students Ability in Writing
Procedure Text Through Wholesome Scattering Game of Tenth Grade Student
of SMA Muhammadiyah Kudus in Academic Year 2016/2017‖. This research
was written by Adha Umi Haryanti which is one of the students in Universitas
Muara Kudus. The design of the research was classroom action research
which was done in two cycles. Every cycle consists of four stages: planning,
acting, observing, and reflecting. According to the instruments of collecting
29
data that are observation sheet and written test, the implementation of
wholesome scattering game can improve the students‘ ability in procedure
text. They could easily without consuming more time because they were
arranging and writing procedure text based on the key-words. It can be seen
from the improvement score of the cycle I and cycle II. The average of the
cycle I is 75% and the average score is 69.9. Fire while in cycle II the average
is 78% and the students‘ average score improved.
Based on some of the previous study above, there are differences
between this research and the others previous research, as mentioned. The
first and second research is most relevant with this research which is about the
improvement of students‘ writing through wholesome scattering game. The
differences between each other are the research subject, the data collection,
and the specific material. The last one, the differences of the third research are
the subject and the material which was given, it is a procedure text. While, the
material in this research is descriptive text.
B. Writing
1. Definition of Writing
Writing is widely used within foreign language courses as a
convenient means for engaging with aspects of language other than the
writing itself (Ur, 1991: 162). Therefore, writing is very important to teach
by the educator. It has to pass many stages to produce a good written. One
of them, the learners have to understand clearly the organization of the
30
text in order to the arrangement of the paragraph will not out of the topics
sentences.
Writing is an extreme act of attention and memory; it pleads with
your brain cells to make a new connection (Morley 2007: 8). On the other
word, it needs a hard and smart work of thinking in the process of learning
writing skill. This occurs the students‘ assumption that learning writing
skill is very hard to learn. It is one of the difficulties for them. In addition,
the teacher applies inactive learning, so the students are bored and they
need a motivation to attend enthusiastically the learning process. Indeed,
there are theifferent reason for writing in the foreign language classroom,
as explained more of Wright et al (2006:58), they are:
a. We can see, very readily, the learners‘ proficiency level: what
language items the learners can use correctly and what
mistakes they make. This is the traditional and still useful role
for writing.
b. Many who are visual learners need to write in order to engage
their way of learning … they need to see the language. Writing
with this purpose means that it is relevant even for learners
who take no written examinations.
c. Learners can be made aware of the many different purposes
for writing in society: describing, narrating, advising, etc.
31
Writing is one of the skills that need an understanding of grammar
and vocabularies mastery. It is aimed to produce the sentences or a text
effectively and well.
2. The purpose of Writing
According to Ur (1991: 163) the purpose of writing, in principle, is
the expression of ideas, the conveying of message to the reader; so the
ideas themselves should arguably be seen as the most important aspect of
the writing Difficulties of Writing. Since this will affect what language
they choose and how they use it (Harmer, 2004: 15). In addition, writing
skills provide step-by-step instruction in the foundational skills needed by
students to become good writers, including grammar, sentence structure,
paragraph composition, mechanics and usage, and transcription. Writing
skills help build fluency and confidence and provides a variety of
strategies and opportunities to apply them. It is ideal for differentiated
instruction and can serve as a comprehensive writing program is general
classrooms, inclusion classrooms, and specialized settings (EPS:2).
3. Process of Writing
As the explanation of a Hyland‘s book (2003: 10-13) that the
process approach to writing teaching emphasize the writer as an
independent producer of texts, but it goes further to address the issues of
what teacher should do to help learners perform a writing task. In addition,
the process of writing is a rich amalgam of elements of which cognition is
32
only one. Process writing is a way of looking at what people do when they
compose written text. As we know that, there are some stages that will be
prepared. Harmer (2004: 4-5) cited that there are some stages in writing
skill as a follows:
a. Planning
Experienced writers plan want they are going to write. When
planning, writers have to think about three main issues. In the first
place, they have to consider the purpose of their writing since this will
influence (amongst other things) not only the type of the 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, and also the choice of language, it is formal or
informal. Thirdly, writers have to consider the content structure of the
piece – that is, how best to sequence the fact, ideas, or arguments
which they have decided to include.
b. Drafting
As the writing process proceeds into editing, a number of the
draft may be produced on the way to the final version.
c. Editing (Reflecting and Revising)
More skilled writers tend to look at issues of general meaning
and overall structure before concentrating on detailed features such as
individual meaning and grammatical accuracy. Reflecting and revising
33
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.
d. Final Version
Once writers have edited their draft, making the changes they
consider to be necessary, they produce their final version. This may
look considerably changed in the editing process. But the writer is now
ready to send the written text to its intended audience.
Brown (1991: 335-336) state some process approaches to writing
which are adapted from Shih (1986) as follows:
a. Focus on the process of writing that leads to the final written product.
b. Help student writes to understand their own composting process.
c. Help them to build repertoires of strategies for prewriting, drafting,
and rewriting.
d. Give students time to write and rewrite.
e. Place central importance on the process of revision.
f. Let students discover what they want to say as they write.
g. Give students feedback throughout the composing process (not just on
the final product) as they attempt to bring their expression closer to
intention.
h. Encourage feedback from both the instructor and peers.
34
i. Include individual conferences between teacher and student during the
process of composition.
In this research, the researcher focuses on the students‘ process and
product of the writing. It involves the teacher to explains and guided the
students in teaching-learning process. In order to the students understand
the component of writing and can write what their idea effectively and
organizing.
4. Genre of Writing Text
Hyland explained that genre is social processes because members of
a culture interact to achieve them; they are goal-oriented because they
have evolved to achieve things; and stage because meanings are made in
steps and it usually takes writers more than one step to reach their goals.
He mentioned some factual genres in his book, they are a recount,
procedure, description, report, and explanation (Hyland, 2003: 19-20).
Table. 2.6 Some Factual Genres
Genre Purpose
Recount
To reconstruct past experiences by retelling
events in the original sequence.
Procedure
To show how processes or events are
accomplished – how something is done.
Description
To give an account of imagined or factual
events and phenomena.
35
Report
To present factual information about a class
of things, usually by classifying them and
then describing their characteristics.
Explanation
To give reasons for a state of affairs or
judgment.
Source: Buttet al., 2000; Martin, 1989.
One of the genres above will be tough in the teaching-learning
process of this research, descriptive text. It is about describing something,
person, event, or place. It explains the characteristic of the object.
5. Assessment of Writing
According to PDST (2013:36) stated as a follows:
―Assessment is the process of generating, gathering, recording,
interpreting, using and reporting evidence of learning in
individuals, group or system, which relies upon a number of
instruments, one of which may be a test. Educational assessment
provides information about progress in learning‖
(assessment in the primary school curriculum, Guidelines for
school. NCCA, 2007, p. 4)
There are some criteria in the writing assessment which are needed
more attention by the teachers. According to Hamp-Lyons (1991b) in
Weigle‘s book (2002: 115) state that the assessment has had a positive
reception among students, faculty, advisor, and other community members
because it reflects the concerns of and is easily interpreted by these varied
constituencies. Besides on Fauziati, et al (2005: 73) mentioned two
36
assessment of learning English, assessment of the process and outcome of
learning English. The assessment of process is appraised during the
teaching-learning process such as the students‘ attendance, the students‘
active participation and creativity in solving the problems in the process of
learning, etc. Whereas, the assessment outcome of learning English is
about the students‘ competence in understanding the material which is
given.
Harris (1996) in fauziati et al. (2005: 73) mentioned the component
of writing ability as follows:
a. Content : the substance of the writing, the ideas expressed.
b. Form : the organization of the contents.
c. Grammar : the employment of the syntactical patterns.
d. Style : the choice of structure and lexical items to give a
particular flavor for the writing.
e. Mechanics: the use of the graphics convention.
In addition, JB. Heaton (1988: 135) cites that there are five
components for writing good prose. They are:
a. Language uses: the ability to write correct and appropriate
sentences;
b. Mechanical skills: the ability to use correctly those conventions
peculiar to the written language – e.g. punctuation, spelling;
37
c. Treatment of content: the ability to think creatively and develop
thoughts, excluding all irrelevant information;
d. Stylistic skills: the ability to manipulate sentences and
paragraphs, and use language effectively;
e. Judgement skills: the ability to write in an appropriate manner
for particular audience in mind, together with an ability to select,
organise and order relevant information.
Based on the explained, there are necessary arrange the scales and
rating scales in order to be easier for the teacher in appraising the students‘
writing skills. According to Weigle, et al. (109-116) states that rating scale
is of critical importance for the validity of the assessment. In this research
researcher used scale which consists of five criterion of scoring writing
skills assessment, it is described as below:
Table. 2.7 The Rating Scale of Scoring in Writing
No Categories Score Description
1.
CO
NT
EN
T
30-27
EXCELLENT TO VERY GOOD:
Knowledge-substance-thorough development of
thesis-relevant to assigned topic.
26-22
GOOD TO AVERAGE: Some knowledge of
subject-adequate range-limited development of
thesis-mostly relevant to topic, but lacks detail.
38
21-17
FAIR TO POOR: Limited knowledge of subject-
little substance-inadequate development of topic.
16-13
VERY POOR: Does not show knowledge of
subject-non – substantive-not pertinent-OR not
enough to evaluate.
2.
OR
GA
NIZ
AT
ION
20-18
EXCELENT TO VERY GOOD: Fluent expression-
ideas clearly stated/ supported- succinct-well –
organized-logical sequencing-cohesive.
17-14
GOOD TO AVERAGE: Somewhat copy-loosely
organized but main ideas stand – out-limited
supported-logical but incomplete sequencing.
13-10
FAIR TO POOR: Non – fluent-ideas confused or
disconnected-lacks logical sequencing and
development.
9-7
VERY POOR: Does not communicate-no
organization-OR not enough to evaluate.
3.
VO
CA
BU
LA
RY
20-18
EXCELENT TO VERY GOOD: Sophisticated
range-effective word/idiom choice and usage-word
form mastery-appropriate register.
17-14
GOOD TO AVERAGE: Adequate range-
occasional errors of word/idiom from, choice,
usage, but meaning not obscured.
13-10
FAIR TO POOR: Limited range-frequent errors of
word/idiom from, choice, usage-meaning confused
or obscured.
39
9-7
FAIR POOR: Essentially translation-little
knowledge of English vocabularies, idioms, word
form-OR not enough to evaluate.
4.
LA
NG
UA
GE
US
E
25-22
EXCELLENT TO VERY GOOD: Effective
complex construction-few errors of agreement,
tense, number, word/function, articles, pronouns,
prepositions.
21-19
GOOD TO AVERAGE: Effective but simple
construction-minor problems in complex
constructions-several errors of agreement, tense,
number, word order/function, articles, pronouns,
prepositions but meaning seldom obscured.
18-11
FAIR TO POOR: Major problem in
simple/complex construction-frequent errors of
negation, agreement, tense, number, word
order/function, articles, pronouns, prepositions
and/or fragments, run – ons, deletions-meaning
confused obscured.
10-5
VERY POOR: Virtually no mastery of sentence
construction rules-dominated by errors-does not
communicate-OR not enough to evaluate..
5.
ME
CH
AN
IC
5
EXCELENT TO VERY GOOD: Demonstrates
mastery of conventions-few errors of spelling,
punctuation, capitalization, paragraphing.
4 GOOD TO AVERAGE: Occasional errors of
40
spelling, punctuation-capitalization, paragraphing,
but meaning obscured.
3
FAIR TO POOR Frequent errors of spelling,
punctuation-capitalization-paragraphing-poor
handwriting-meaning confused or obscured.
2
VERY POOR: No mastery of conventions-
dominated by errors of spelling, punctuation,
capitalization, paragraphing—handwriting illegible-
OR not enough to evaluate.
Jacob et al.’s (1981) scoring profile.
6. The Teachers‘ Role in Writing
Teaching is about teach and guidance the learners. Based on
explanation of Harmer (1998 :79) about one of the important reason of
teaching writing skill, as below:
Writing Skill: by far the most important reason for teaching
writing, of course, is that it is a basic language skill, just as
important as speaking, listening, and reading. Students need to
know how to write letters, how to put written reports together,
how to reply to advertisements – and increasingly, how to write
using electronic media. They need to know some of writing‘s
special conventions (punctuation, paragraph construction etc.) just
as they need to know how to pronounce spoken English
appropriately. Part of our job is give them that skill.
Teaching writing is not about how to teach the learners write clearly
in their product. But it must understand deeply of teaching writing skill
process. Writing skill need to be explicitly taught (Welsh Assembly
Government, 2010: 18). In addition, Hyland (2003: 1) cites that
41
everything we do in the classroom, the methods and materials we adopt,
the teaching style we assume, the task we assign, are guided by both
practical and theoretical knowledge, and our decisions can be more
effective if that knowledge explicit.
Teacher‘s roles can change from one task to another or from one
stage of an activity to another, and an ability to be flexible in moving
between roles can contribute to the success of a class (Hyland, 2003: 119).
In addition, Harmer (2001: 57-62) mentioned that there are eight roles of
teachers in the classroom. They are controller, organizer, assessor,
prompter, participant, resource, tutor, and the last is observer. All of them,
the teacher just has three effective roles in teaching writing subject, as
Harmer (2001: 261-262) explained:
a. Teacher as Motivator
The teacher will motivate the students where they are involved
in creative writing activity it is usually the case that some find it
easier to generate ideas than others.
b. Teacher as Resource
In this teachers‘ roles should be ready to supply information and
language where necessary.
c. Teacher as Feedback Provider
Teachers give feedback on writing task special care, where is
that offering correction teachers should choose what and how
42
much to focus on based on what students need at this particular
stage of their studies, and on the tasks they have undertaken.
Based on explained, teachers should be a guide in teaching writing
and, on the contrary, students need more explanation what has to be
written and how they can write the sequences of ideas and can‘t come out
of the topics. In this research, the teacher combined the three roles, as
explained, in the teaching writing process.
C. Wholesome Scattering Game
1. Definition of Game
Wright et al (2006 :2) state that games also help the teacher to
create context in which the language is useful and meaningful. The
learners want to take part, and in order to do so must understand what
others are saying or have written, and they must speak or write in order to
express their own point of view or give information. Games provide one
way of helping learners to experience language rather than merely study it.
Sigríður Dögg Sigurðardóttir (2010: 15) cites that games can be a
good way to prevent this because not only are games fun but they can
provide writers with a reason to write and it is obvious that writing will
become easier when there is a clear reason instead of just having to write
because the teacher said so.
43
The game is used in order to improve students‘ motivation in the
writing class. Besides that, the students were not bored to participate in the
in writing teaching-learning process.
2. Wholesome Scattering Game
Wholesome scattering game is one technique that was put forward
by Natalie Hess in one of his book that entitled Headstarts. He (1991: 39)
explained that in this activity, students, on occasion not only predict the
content of the passage they are about to read, but also almost duplicate
sentences which actually appear in it. The first of implementing of this
technique is arranging the words in weird and unusual ways is fun and
takes a quite a while. The teacher has to prepare before conducting this
activity. It is about choosing twelve to sixteen keywords from the text
which will read in the class. Based on Hess cites that there is some
procedure for implementing wholesome scattering, as follows:
a. Ask three to five students to come to the board. Their task is to write
down words you dictate. (in a good class, ask a student to dictate).
Each student writes each word do that each word is written as many
times as there are students at the board. They scatter these words at
random all over the board, and try to arrange the words in unusual
ways. Some will be written horizontally, other vertically, others in
shapes, others upside down. Do not comment on spelling at this stage.
Some students will change their spelling as they observe how the
44
student next to them has spelt a word or as they are corrected by others
in the class.
b. While the students at the board are doing this, those their seats can
produce their own arrangements of the words either on paper or in
notebooks.
c. When you have finished dictating the words, the students who are at
the board return to their seats.
d. Ask if anyone in the class thinks they have produced a particularly
unusual arrangement of the words. If there are volunteers, ask them to
display their arrangements.
e. Go over the words on the board, eliciting correct spelling and
meaning.
f. Ask the students, in pairs, to write as many sentences as possible using
the words on the board. They should try to put more than one of the
words in each sentence. Tell them that they have only three minutes
for this.
g. Stop them when the time is up and ask pairs to tell you how many
sentences they have succeeded in writing.
h. Ask each pair to read out its best sentence.
i. Ask the class to predict the content of the text they are about to read.
45
D. Descriptive Text
1. Definition of Descriptive Text
Descriptive text is one of a genre of text which explain the
characteristic or condition about someone or something, it can be a place,
person, animals, etc. According to Kane (2000:7) description deals with
perceptions-most commonly visual perception. Its central problem is to
arrange what we see into a significance pattern. In addition, Gerot and
Wignell (1995:208) in Masitoh and Suprijadis‘ journal (2015: 40) define
―descriptive text is kind of text which is aimed to describe a particular
person, place or things‖.
2. The purpose of Descriptive Text
According to Mutiara in Rojiyah (2017) stated that the purpose of
descriptive writing is to make our readers see, feel and hear what we have
seen, felt, and heard. Whether we are describing a person, a place, or a
thing, our aim is to reveal a subject through vivid and carefully selected
details. In addition, Oshima & Hogue (2007: 61) state that the reader can
image the object, place, or person in his or her mind. Dietsch (2006: 140)
also explained in Mumtazati (2014: 15) that there are three general
purpose: First, to create imagery, a mood, or an aura of place. Second, to
stimulate understanding and convince, and Third, to urge the listener to
action. Its mean that the purpose of descriptive text is to describe or to
explain more about the characteristics of person, thing, place, and another
46
which the readers can feel or imagine clearly what the writer described.
Thus, the purpose of the descriptive text is to describe or explain the
characteristic or identify the object which will give the real imagine to the
reader.
3. Types of Descriptive Text
There are some types of descriptive text. According to Jolly (1984:
470) in Siburian‘s journal (2013: 34) asserts there are types of descriptive
writing paragraph. They are:
a. Describing Process
Describing a process not only explains how something was
done and what was needed to complete the process.
b. Describing an event
To describe an event, a writer should be able to memorize and
remember what happened in the event. Supposed the writer will
write about Tsunami that was happened in Japan. In this case,
he/she has to explain all details related to the event, so that the
readers can imagine the real situation and condition.
c. Describing a personality
In describing person, the first thing that we do was recognizing
his/her individual characteristics. We need to describe people
occurs fairly areas of physical attribute (hair, eyes), emotional
47
(warm, nervous), moral attributes (greedy, honest, worthy,
trust), and intellectual (cleverness, perception).
d. Describing a place
Presenting something concrete was the way to describe place,
for example: a home, a hospital, and school.
e. Describing an object
To describe an object accurately was done by providing the
physical characteristics of the object such as the color, form,
shape, and so on.
In addition, Siburian (2013: 35) also state that there are three part
of descriptive text, as follows:
a. Social Function
Describe the characteristics and conditions of the object person,
thing, place, or animal by using adjective and attribute.
b. Generic Structure
It was divided into two part they are a) identification was to
identify the phenomenon that was described, and b) description
was to describe the qualities, characteristics, condition, and part
of an object in detail.
c. Grammatical Feature
In description paragraph, it uses present tense as normally.
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4. Language Feature of Descriptive Text
According to Knapp & Watkins (2005: 98-100) states that there are
some language features in the descriptive text as follows:
a. The present tense is predominantly used; for example, has, eats,
sings, lays, swim.
b. Although Present tense may be used in literary description; for
example, has, was, enjoy, seemed, sparkled.
c. Used relational verb (is, are, have, has) when classifying and
describing appearance or qualities and parts or functions of
phenomenon; for example,
Eric the Red is an old man. Eric the Red has a great coat.
d. Used action verb when describing behaviour or uses; for
example,
The queen ant lays the eggs.
e. used action verb to create effect metaphorically in literacy and
common sense descriptions; for example,
Mia bubbled with enthusiasm. Declan smashed the record.
f. Used adjective to add extra information to nouns and may be
technical, every day or literary, depending on the text; for
example;
49
Possums are nocturnal Technical
It is grey and brown. Everyday
He appearance was majestic. literary
Adjective can use as part of noun group, as below:
Turtles are covered with hard, box-like shell. Technical
He has a cool hairstyle. Everyday
His luminous, dark coat gave him an eerie
quality.
Literary
g. Used adverb to add extra information to verb to provide more
detailed description and adverbial verb to add information about
the manner, place or time; for example,
Turtles swim slowly.
Walruses have hair on their lips. Place
The student only worked diligently just before
exams.
Time
h. Used personal description; for example, my favourite toy, my
house, my big bear.
In addition, Fuziati et.al. (2005: 121-122) also cite that the
language features of descriptive text include the following indicators:
a. Certain nouns, such as teacher, house, my cat, bridge, etc.
b. Simple Present Tense.
50
c. Detailed noun phrase to give information about a subject, such as it
was a large open rowboat, a sweet young lady, the deaf person, etc.
d. Various adjective which are describing, numbering, classifying such as
two strong legs, sharp white fangs, her curly hair, etc.
e. Relating verb to give information about a subject, such as My mum is
really cool; it has very thick fur, the rest remains at home, etc.
f. Thinking verbs and feeling verbs to reveal the writer‘s view, such as
The police believe the suspect is armed; I think it is a clever animal,
etc.
g. Action verb, such as Our new puppy bites our shoes; it eats soft food,
etc.
h. Adverbs to give additional information about manner, such as fast,
gradually, at the tree house, etc.
i. Figurative language, such smile, metaphor, e.g. John is white as chalk,
sat tight, etc.
5. Generic Structure of Descriptive Text
In the writing skill, we have to find out one of the component in
writing, Generic structure. It is expected that the written can be the unity
arrangement. Every genre of text has a generic structure which different
with others. As the generic structure of descriptive text that will be more
explained latter.
51
According to Pardiyono (2007: 36-37) in Sibarani (2017: 36-37)
states that there are two elements in descriptive text, which is arranged
based on the model order placement (rhetorical structure) that standard
and very commonly recognized convention: Identification and
Description.
Table. 2.8 Generic Structure of descriptive Text
Text Element Function
Identification - It is a statement describing and illustrating about the
topic/ theme to be described.
- Statement must be interesting and is able to attract and
to provoke the reader so that the reader becomes
interested in reading the complete description.
- The use of adjective and degree of comparison is
advisable, for example:
- ―Yogyakarta, well known as Kota Pelajar, is one the
most interesting cities in Indonesia‖.
Description - It is a complete description about the condition of object
that can evaluated from several aspects: location, means
of transport, people, weather, size, etc.
52
The example of descriptive text:
Title My Pet
Identification
I have a pet. It is a dog, and I call it Brownie. Brownie is a
Chinese breed.
Description
It is small, fluffy, and cute. It has got thick brown fur. When I
cuddle it, the fur fells soft. Brownie does not like bones.
Every day it eats soft food like steamed rice, fish or bread.
Every morning I give her milk and bread. When I am at
school, Brownie plays with my cat. They get along well, and
never fight maybe because Brownie does not bark a lot. It
treats the other animals in our house gently, and it never eats
shoes. Brownie is really a sweet and friendly animal.
E. Minimum Completeness Criteria (KKM)
According to Kementrian Pendidikan dan Kebudayaan (2017: 8-9)
cites that Minimum Completeness Criteria (KKM) is the standard setting
which is determined by the educational united that refers to the graduate
competence standard (SKL) and it is consideration of the students‘
characteristic, the subject characteristic, and the educational units.
There are three aspects to decide the Minimum Completeness Criteria
(KKM). They are:
1. Complexity aspects (competency)
The teachers have to understand the basic competency (KD)
accurately.
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2. Intake aspects (the learner quality)
It is based on the students‘ characteristic which can be measured
with National Examination, Post-test in the school before, and Raport.
3. Educators capacity
This aspect consists of the teachers‘ educational background, the
availability of teachers, subject, facility of teaching-learning process, the
foundation etc.
In addition, Fauziati et. al. (2005: 74) state also that the school has the
determination of the students‘ mastery level which determine by considering
the following aspects:
1. Students‘ intake
2. The complexity of indicators
3. Supporting factors (teacher, instruments, etc.)
They also explained that the criterion which is used for determining
the mastery level of each basic competence is 0% - 100% and the ideal one is
75%.
54
CHAPTER III
IMPLEMENTATION OF RESEARCH
In this research, the researcher use classroom action research. The researcher
conducted this research in two cycles, the cycle I and cycle II. It‘s consists of four
steps in every cycle: planning, action, observation, and reflection. The activities of
each cycle as follows:
A. CYCLE I
The researcher implemented wholesome scattering game in
improving students‘ writing skills of the eighth grade students which are
consists of twenty students. The researcher and the teacher corroborated in
conducting wholesome scattering game. The material is descriptive text.
The steps of the first cycle as explain later:
1. Planning
The first step in classroom action research is planning. In this
section, researcher make some agreement and prepare what anything
which is needed in this research such as the materials of teaching
learning process, the teaching aids, and pre-test and post-test. The
more details explanation of steps in the planning section as follows:
a. Makes some agreements with the headmaster and teacher that the
researcher will do an observation in the classroom.
Before the researcher conducting the research in the school, the
researcher asks permission to the headmaster. Then, the researcher
55
interviews the English teacher about the problems and the previous
method who faced by in teaching-learning process.
In the last session of the interview, the researcher and the teacher
take same agreement to implementing the wholesome scattering
game in improving students‘ writing skills. Besides that, they
discussed about the time of the research, the arrangements of
lesson plan, syllabus, the instruments of research, and the
technique of data collecting.
b. Preparing the materials for teaching-learning process.
After the researcher interview with the English teacher. The
researcher arranged and prepared the materials which are needed in
teaching-learning process like the lesson plan, the validity of
research, designing the procedure in doing the action, descriptive
text material about describing place.
c. Preparing the teaching aids.
Before conducting the research, the researcher prepared the
teaching aids like the camera (it was used to take a pictures and
videos during the action) and field notes. It is aimed to know the
teacher‘s and students‘ activities in during implementing
wholesome scattering game in the classroom.
56
d. Preparing pre-test and post-test in cycle I.
The researcher prepares pre-test and post-test in this research of
cycle I. Pre-test was used to measure the students‘ writing skills
before implementation wholesome scattering game in the writing
class. While, post-test was used to measure the students‘ writing
skills after implementing wholesome scattering game.
2. Action
The second step of action research is action. After the
researcher arranges the planning of research, researcher act in the
classroom. This is one of researcher role such as giving pre-test, ask
the teacher to act in the classroom (explain the descriptive text
materials, implemented the wholesome scattering game), and giving
post-test, as more explained.
In the cycle I, the researcher rolled as an observer and observed
teacher‘s and students‘ activity in teaching-learning process. The
researcher conducted the cycle I on Tuesday, 21th
August 2018 at
10.40 a.m. The researcher and the teacher entered the eighth class. The
teacher give greeting the students when she entered the classroom. She
would not continue before the students give response. The teacher
informed the students that a few days the class would be observed by
the researcher. The short conversation as follows:
Teacher : ―Assalamu’alaikum. Wr. Wb.‖
57
Students : ―Wa’alaikumussalam. Wr. Wb., Miss.‖
Teacher : ―Good Morning, Students?‖
Students : ―Good Morning, Miss.‖
Teacher : ―We have guest today and few days later to observed
our class. Time is yours to introduce yourself.‖
Researcher : ―Thank you, Miss. Assalamu’alaikum Wr. Wb.‖
Students : ―wa’alaikumussalam Wr.Wb. What your name Miss?‖
Researcher : ―Ok. I would introduce myself. My name is Ni’matul
Maula. Those are my friends, Miss Nurul and Miss
Ulfa. We would accompany u for few days later in.‖
Students : ―Ok, Miss.‖
Researcher : ―I think enough. Thank you.‖
The researcher give pre-test which was helped by the teacher. It used
to measure the students writing skills in descriptive text before the
action.
a. Giving pre-test to students.
The teacher explained the instruction in the pre-test before giving
the pre-test. The researcher and the teacher collaborated in giving
the pre-test. The students have fifteen minutes to doing the pre-test.
While, the teacher walked around the class to check the students in
doing the test. Two girl students ―Istiqomah and Zulia‖ who sit in
the front seat, asked about the instruction and how to write a
58
descriptive text. The teacher re-explained the instruction in pre-test
and she said ―You can write what your idea of the topic as many
sentences as you knew and understood.‖. Two students (Laufa and
Bagus) who sit in the north side walked around the class to a
dictionary. Then, the teacher gives advices them to write down and
doing the task. A student who sit in the back chair (Khoiri), he
looked confused to doing the task and he did not want to write
down. So, the teacher gives advices him and motivated that he
could write anything as some sentences as his looked. When the
time is up, the teacher asks students to collected the pre-test in the
teacher‘s table. Next, the teacher continued the activity with
explained the descriptive text material about place. In this section,
the teacher forgot to check the students‘ attendance.
b. Explanation about descriptive text materials.
After doing pre-test, the teacher asks students to prepare their
English book. The teacher begins explain the descriptive text
material after she asks students about descriptive text. She said
―What do you know about descriptive text, students?‖. Two girl
students (Fina and Zulia) answered, ―It is about description, Miss‖.
The other student (Nur) answered, ―It is about the characteristics
of something, Miss‖. Then, the teacher asks, ―Yes. Your answers
are right. A descriptive text is about describe something, place,
59
events, or someone. It aims to explained or identify the
characteristics‖. On the other hand, the teacher gives an example
of descriptive which correlated with the topic in pre-test. It is about
the description of my school. After that, she explained the
definition, purpose, language features, and generic structure of
descriptive text. Istiqomah said, ―Could you re-explain about the
pronoun that was used in descriptive text, Miss?‖. Besides that,
Sintia also questions, ―What caould we write in introduction,
Miss?‖. The teacher answered the questions for students. Then, to
checks the students‘ attention, the teacher said, ―Do you
understand?‖. Some students (Fina, Zulia, Nur, Laufa, Bagus,
Hasun, Khabib, Istiqomah, Sintia, Maulana, and Wahyu). Besides
that, three boy students (Wisnu, Ari, and Rizal) talked each other
and make noisy. So, the teacher reminded them to take attention in
the class.
c. Implementing the wholesome scattering game in the classroom.
The teacher asks three students (Hasun, Zulia, and Khabib) to
come in front of the class. The students will write in unusual ways
in the board what the teacher dictated of keywords. The three
students write down the differences keywords. The teacher asks the
first students to write the keywords in horizontal. The teacher said,
―You write the keywords horizontally, Hasun. The keywords are
60
my, books, living room, paint, garden, and TV‖. Hasun said, ―Ok,
Miss. How ways to write the word ‘paint’?‖. The teacher answered,
―You could write the keywords by yourself‖. Then, the second
students write the keywords vertically. The teacher said, ―You
write the keywords vertically, Zulia. They are chairs, kitchen, desk,
and house. You also write the keywords by yourself as you
understand as you know.‖ Zulia answered, ―Yes, Miss. I would‖.
The last one, the third students write the keywords in semi-circle.
The teacher said, ―You write the keywords in semi-circle. They are
small, bathroom, comfortable, window, and bedroom‖. When the
three students doing their tasks, the teacher asks the others students
on their seats to observe and write of keywords on their paper or
book. When the three students have done their task, the teacher
asks them to come back on their seats. Then, the teacher asks
students to display in front of the class if they have different idea in
arranging the keywords (in this cycle, there is not students which
want correct the keywords in the boards). Then, the teacher and
students observe and correct the keywords together. The teacher
spells the keywords one by one and the students imitate it. After
that, the teacher asks students, in pairs, to write as many sentences
as possible using the keywords. The teacher said, ―Now, you
discuss with your friends, in pairs, arrange and organize the
61
keywords to be a descriptive text. You write by yourself as many
sentences as possible using the keywords‖. In this activity, the
researcher gives the students post-test in order to the students could
write directly a descriptive text using the keywords in the board.
Besides that, a student (Amir) asks, ―How to arrange to be a
descriptive text, Miss?‖. Then, the teacher answered, ―Ok. First, I
would read the instruction. Then, you could use your note as your
reference in doing this task‖. When time is up, the teacher stops
them in doing their tasks. Next, the teacher asks two pairs to
presents their result of discussion. The teacher asks Fina and her
pair to present their result of task. Then, the teacher asks Maulana
and his pair to presents their tasks in front of class. The last one,
the teacher ask students to predict the content of the text, the sort
conversation as follows:
The teacher : ―Now, predict what the content of your
descriptive text?‖.
Fina (one of students): ―It is about, description our home, Miss. We
could explain how many rooms in our home
and mentioned the furniture or the section of
our home‖.
62
The teacher : ―Ok. It is good Fina. We will continue our
material in Saturday. See you next time and
let’s reciting hamdalah together‖.
The students : ―Alhamdulillahirobbil ‘alamiin‖.
The teacher : ―Wassalamu’alaikum, Wr. Wb.‖
The students : ―Wa’alaikumussalam, Miss.‖
In the cycle I, the researcher forgot three activities in
teaching-learning process of implementing wholesome scattering
game. They are checking the students‘ attendance, forgot to
guidance the students in writing descriptive text, and the teacher
have not giving feedback to students.
3. Observation
The third step of the action research is observation. It is used to
collect the information about what is opening. Therefore, the
researcher observes what happened in the classroom such as the
teacher‘s and the students‘ activity, the students‘ participation, and the
students understanding. The steps detail as follows:
a. Observing the students‘ activity and participating in implementing
of wholesome scattering game in the class.
The students listen and follow the teacher instruction. But few of
them make a noisy in the classroom. They were not still yet to
participate in implementing wholesome scattering game.
63
b. Observing the teacher‘s implementation.
In this activity the teacher forgot to doing three activities. But she
was good enough to implemented wholesome scattering game.
c. Observing the students‘ activity based on the field notes and
video.
Some of students take attention when the teacher explains the
material. Three of them participate in writing the keywords in the
board. But the other students have still noisy during teaching-
learning process.
TABLE 3.9 Form the Result of Teacher‟s Observational Sheet in Cycle I
No. The teacher‟s Activity Yes No Description
1.
The teacher gives
greeting to students.
√ The teacher would not
continue before the
students give a response.
2.
Teacher asks students to
prepare their English
book.
√ When the teacher asks
students to prepare their
English book, she also
open her book at the
passage ninth.
3.
The teacher checks the
students‘ attendance list.
√ In this activity, the
teacher forgot to checks
the students‘ attendance.
4. The teacher gives √ The teacher gives a
64
questions to students. question for students.
she said, ―What do you
know about descriptive
text, students?‖. Then,
listen the students‘
responses.
5.
The teacher explains the
materials of descriptive
text.
√ The teacher explains the
descriptive material. She
was mix her language,
English and Bahasa, in
order make easier
understanding for
students.
6.
The teacher checks the
students‘ attention.
√ The teacher asks
students to pay attention
when the students make
a noisy. (Wisnu, Ari,
and Rizal)
7.
The teacher implemented
the wholesome scattering
game in teaching-learning
process.
√ The teacher prepare the
keywords and asks three
student to in front of the
class.
8.
The teacher asks three
students to write the
keywords on the board.
√ The teacher calls the
name of Hasun, Zulia,
and Khabib to come in
65
front of the class. She
dictated the keywords in
different instruction.
9.
The teacher asks the
students to check and
pronounces the keywords.
√ The teacher checks the
students‘ keywords on
the board. Then, she
spells it and asks
students to imitate it.
10.
The teacher asks students
to discuss, arrange and
organize the keywords in
pairs.
√ The teacher asks
students, in pairs,
discuss to write as many
sentences as possible
using the keywords.
11.
The teacher guides the
students in writing
descriptive text.
√ In this activity, the
teacher did not guides
students in writing
descriptive text.
12.
The teacher gives
feedback to students
about descriptive text.
√ The teacher greeting the
students and forgot to
giving a feedback for
students.
13.
The teacher and students
pray together in closing
the teaching-learning
process.
√ The teacher asks
students to reciting
hamdalah and close the
teaching-learning.
66
Table 3.10 Form the Result of Students‟ Observational Sheet in Cycle I
No. The Students‟ Activity Yes No Descriptions
1.
The students‘ response to
the greeting from the
teacher.
√ The students answered
the teacher‘s greeting.
2.
The students prepare the
English book.
√ All of students prepare
their English book.
3.
The students‘ response
when the teacher checks
the students‘ attendance
list.
√ The students did not
give response because
the teacher forgot to
check the students‘
attendance.
4.
The students answer the
teacher‘s questions.
√ Some of students
(Fina, and Zulia)
answered the teacher
question.
5.
The students pay
attention when the
teacher explains the
materials in descriptive
text.
√ Some of students pay
attention the
descriptive text
material. (Hasun, Fina,
Zulia, Nur, Istiqomah,
Sintia, Khabib, Sintia,
Laufa, Bagus, Bagas,
Wahyu, and Maulana)
6. The students understand √ Some of students
67
the descriptive text
materials.
answered when teacher
said, ―Do you
understand?‖. (Fina,
Zulia, Nur, Laufa,
Bagus, Hasun, Khabib,
Istiqomah, Sintia,
Maulana, and Wahyu)
7.
The students are
enthusiastic to participate
in doing the written test
of wholesome scattering
game.
√ The three students
(Hasun, Zulia, and
khabib) doing yhe
teacher instructions.
8.
The students active in
teaching learning
process.
√ Two students ask
teacher to re-explain of
descriptive text when
the they did not
understand yet about
the generic structure
and the pronoun that
was used in the text.
(Istiqomah and Sintia)
9.
The students evaluate the
teaching-learning process
and listen to the teacher‘s
feedback.
√ The students did not
evaluate the teaching-
learning process
because the teacher
68
forgot to giving the
feedback for students.
10.
The students listen to the
teacher‘ motivation well.
√ Because the teacher
did not give feedback,
the teacher also did not
give a motivation. So,
the students did not
listen about them.
11.
The students pray
together and the teacher
closes the teaching-
learning process.
√ The students answered
when the teacher
greeting. They reciting
hamdalah together in
closing this meeting.
The result of this observation is used to know that the action
affect for the students‘ writing skills. Besides that, the researcher knows
how the activity of the teacher and students during the action.
4. Reflection
The last one of classroom action research steps is the reflection.
In this phase, the researcher evaluates and describe what anything
happened in the action. It consists of analysing the result of students‘
observational sheet and data of the first cycle, discuss with an English
teacher about the result and make conclusion of the first cycle. The
arrangement procedure of reflection as follows:
69
a. Analysing the result of students‘ and the teacher‘s observational
sheet.
In the first cycle, it is just eight students who active to participate
in the teaching-learning process. Three of students doing the
teacher instruction to write the keywords in the board. The other
students active to questions about the materials. the teacher was
good enough in implementing wholesome scattering game but she
forgot to act some activity in this cycle like check the students‘
attendance and giving feedback for students. So, the students not
understand yet clearly the descriptive material.
b. Analysing the data of the first cycle.
Based on the data of the first cycle, it is just five students who pass
the passing grade after implementing wholesome scattering game.
Besides that, the mean score of pre-test was 50.7 and the mean
score of post-test is 63. T-table is 6.25.
c. Both teacher and researcher discuss the result of the first cycle.
Based on analysing the data of the first cycle, the researcher and
the teacher discuss the result of the first cycle. They give idea of
each other about implementing of wholesome scattering game in
the classroom.
70
d. Make a conclusion of the cycle I.
After doing the steps of the researcher decided to conducting the
second cycle in order to the wholesome scattering game can higher
improve students‘ writing skill.
Based on doing the reflection, the researcher concludes that the
teacher was not doing yet some of the activity as explained. Besides that,
eight of students have enthusiastic in teaching learning process. Because
of those, the researcher needed to implemented wholesome scattering
game in the next meeting. So, the researcher conducted the second cycle in
order to achieved a satisfactory outcome.
B. CYCLE II
The researcher conducted the second cycle in order to repair the
result of the first cycle. So, the researcher has achieved a satisfactory
outcome of this research. In the second cycle, the material different from
the first cycle. The materials are about describing person. The steps of the
second cycle as explain later:
1. Planning
In this phase, the researcher prepared again the materials that are
needed in the second cycle, as follows:
a. Preparing the students‘ materials.
Before conducting the cycle II, the researcher prepares the
materials again which would be needed in the research like the
71
lesson plan, designing the procedure for doing the action in cycle
II, describing person material.
b. Preparing the teaching aids.
Before conducting the research, the researcher prepared the
teaching aids like the camera (it was used to take a pictures and
videos during the action) and field notes. It is aimed to know the
teacher‘s and students‘ activities in during implementing
wholesome scattering game in the classroom. Besides that, the
cycle II can success in the action.
c. Preparing pre-test and post-test.
The researcher prepares again the pre-test and post-test in cycle II.
It was used to compare the result of students‘ improvement in
writing descriptive text in the cycle I and cycle II. Pre-test was
given before the action. While, post-test was done after the action.
2. Action
The researcher asks the teacher to re-implemented again the
wholesome scattering game in the classroom. It is aimed the students‘
writing skills can improve well and achieve a satisfactory outcome for
the researcher. So, the improvement in the second cycle can higher
than the first cycle.
In the cycle II, the researcher also rolled as an observer,
observer for the teacher and students‘ activity in the action. The cycle
72
II was conducted by the researcher on Saturday, 25th
August 2018 at
10.40 a.m. The researcher and the teacher entered the class. The
teacher greeted for students to beginning that meeting, as follows:
Teacher : ―Assalamu’alaikum, Wr. Wb.‖
Students : ―Wa’alaikumussalam, Wr. Wb.‖
Teacher : ―Good Morning, Class.‖
Students : ―Good Morning, Miss.‖
Teacher : ―How are you today?‖
Students : ―I’m fine thank you and you?‖
Teacher : ―I’m fine, too. Thanks. Let’s reciting basmallah before
we start our lesson today.‖
Students : ―Bismillahirrohmanirrohim.‖
The teacher asks students to prepare the English book and
opened at ninth page. Then, the teacher checks the students‘
attendance. After that, she introduced the material that day about
describing person which were correlated with the material in the last
meeting. The researcher collaborated with the teacher in giving the
pre-test.
a. Giving pre-test to students.
It is used to measure the students‘ writing skills before the teacher
conducting the second treatment. The teacher explain that this pre-
test is almost same with the pre-test in cycle I. the differences is
73
the topic. The teacher re-explain the instruction in the pre-test. and
give them fifteen minutes to doing it.
b. Asking the students‘ problems with the materials before.
The teacher asks students about their problem which was faced by
the students in doing pre-test. Three students questioned to the
teacher (Sintia, Maulana, and Rizal). Sintia said, ―I have still
confused about the language structure, Miss‖. Then, Mulana said,
―Actually, I like English but it is very difficult. I did not know how
to write and translate the words that I mean‖. The last one, Rizal
said, ―I confused to arrange the description, Miss‖. The teacher
answered one by one of the students‘ questions and motivated
them in English learning. The teacher said, ―In descriptive text, we
use simple present tense. It used Verb-one after Subject in
arranged a sentences‖. She also motivated for them, ―You can
learn again and again. Don’t give up, English is very useful for
our feature because it is the international world. Ok.‖. She also
said, ―describing is about explain the feature, the characteristics
which correlated with the object”.
c. Re-explanation about describing person materials.
The teacher shown a person picture. She asks students to identify
what their looks on the picture and mentioned it. She said,
―Identify this picture? What could you found from feature of the
74
person?‖. A student (Aisah,) answered, ―she has a long hair,
Miss.‖ The other student (Hasun) answered, ―Her skin is white
and has a slim body‖. The teacher said, ―Yes, right. The name is
Zahra. Her face is oval, has a tick-nose. She is slim and beautiful.
her hair is long and black‖. A student (Bagus) said, ―Yes, Miss.
She wears a blue T-shirt.‖. Teacher answered, ―It is called identify
someone or describe person which explained the features and the
characteristics of the object‖. Then, the teachers re-explains about
descriptive text. The topic of this cycle is describing person. The
teacher review about the language feature and generic structure.
d. Implementing the wholesome scattering game in the classroom.
The teacher explains the rule about wholesome scattering game in
details before conduct it. The teacher asks three students (Rizal,
Tika, and Munir) to come in front of the class. They are difference
students from the first cycle. The teacher asks students to write in
unusual ways in the board what the teacher dictated of keywords.
The teacher said, ―Rizal, you as a first students, you write the
keyword horizontally. They are eyes, nose, face, and hair.‖ Rizal
answered, ―Yes, Miss. But did not know how to write the
keywords‖. The teacher said, ―You write by yourself. We would
observe and correct when you have done your task‖. Rizal said,
―OK. Miss‖. The teacher asks Tika to write the keywords
75
vertically. She said, ―You write vertically the keywords of eat, skin,
tall, and like. You also write by your-self, Tika‖. Tika answered,
―Yes, Miss. I understood‖. The last one, the teacher asks Munir
write semi-circle. She said, ―You write in semi-circle. The
keywords are favorite, friend, lives, and body‖. Munir answered,
―Ok. Miss‖. While, the teacher asks to other students on their seats
to observe and write of keywords on their paper or book. The
teacher said, ―Now, you could observe and arrange the keywords in
your paper or your notes‖. When the three (Rizal, Tika, and
Munir) of students done their task, the teacher asks them to come
back on their seats. Then, the teacher asks students to display in
front of the class if they have different idea in arranging the
keywords (there is no students who want display in front of the
class). The teacher asks students, in pairs, to write as many
sentences as possible using the keywords. The teacher said, ―Now,
you write, in pairs, as many sentences as possible using the
keywords. You arrange and organize by yourself and you have
twenty minutes to doing the task‖. In this section the tasks are
post-test like in cycle I. It aims the students could write the
keywords directly after observed by the teacher and the students.
When time is up, the teacher stops them in doing their tasks. Next,
the teacher asks two pairs to presents their result of discussion. She
76
asks the Ari‘s and Isti‘s group to present their result. The teacher
said, ―Could you present your result in front of class with your
pair, Ari?‖. Ari answered, ―There is a reward, Miss?‖. The teacher
said, ―No, I would you a good score if you want doing my
instruction‖. Ari said, ―Yes,Miss. I want‖. Then, the teacher asks
the Isti‘s group to present their task. The last one, the teacher asks
students to predict the content of the text. Then, the teacher said,
―Now, Predict what the content of the passage?‖. Some of students
(Fina, Aisah, Zulia, Khoiri, Fardhil, Hasun, Agus, and Laufa)
answered, ―It about describing person, Miss. It explained the
characteristics of the person‖.
d. The teacher gives feedback to students.
The teacher asks students what their problems during teaching-
learning process after doing the action. So, a student (Bagas) tell
his problem which faced by a student. It is about language features.
He said, ―I have still confused about the language feature, Miss‖.
The teacher answered, ―You could memorize some of the Verb-1
which are used in daily conversation. In descriptive text, it is
always used Verb-1 in describing place or person. Do you
understsnd, students?‖. Bagas said, ―Yes, Miss. I understood‖. The
others students (Fina, Aisah, Zulia, Khoiri, Fardhil, Hasun, and
Agus) also give response like Bagas. The teacher re-explained
77
about the material (pronouns and language features). The teacher
greeted students to closed this meeting and asks to reciting
basmalah together.
The result of the action is used to compare the students‘
improvement in writing skills after implemented wholesome scattering
game in the first and second cycles. In the second cycle, the students
more enthusiastic to participate during the treatment than the first
cycle. It can be seen from the students‘ response of the teacher
instructions. The students‘ improvement in the second cycle is higher
than in the first cycle. In the second cycle, the teacher and students‘
activity could be managed well than the first cycle.
3. Observation
As in the first cycle, the researcher observes again the teacher‘s
and students‘ activity in the classroom. It is aimed to know the
teacher‘s and the students‘ development in implementing wholesome
scattering game. The procedure as follows:
a. Observing the students‘ activity and participating in implementing
wholesome scattering game.
Sixteen of students participate in the classroom (Fina, Agus,
Aisah, Rizal, Amir, Zulia, Sintia, Hasun, Istiqomah, Khoiri,
Fardhil, Ari, Bagas, Laufa, Isti, and Tika). They are very
enthusiastic to questions about the materials. Three of them (Rizal,
78
Tika, Maulana, Fajar, and Munir) conducted the teacher‘s
instruction to write down the keywords which was dictated.
Besides that, four of all the students (Wisnu, and Khabib) have
still noise in the classroom. But the teacher could handle and
devices them to pay attention when she explained the material. It
improved if it was compared with the students‘ participating in the
first cycle based on the researcher‘s observational sheet.
b. Observing the teacher‘s implementation.
The teacher implemented wholesome scattering game well. She
was doing all of activities in the action. It shown by the teacher
observational sheet in the second cycle.
c. Observing the students‘ understanding of the material which was
given in the class.
The students understood the material well. It can be seen from the
students‘ arrangement and organizing of the descriptive text in the
post-test. They more understood about the generic structure, the
language features and the pronouns in the second cycle. Besides
that, the teacher asks about the students‘ understanding of the
material in the feedback section. She said, ―Do you understand,
students?‖. Some students (Fina, Aisah, Zulia, Khoiri, Fardhil,
Hasun, Agus, Maulana, Fajar, and Bagas) answered, ―Yes, Miss. I
understand‖.
79
TABLE 3.11 Form the Result of Teacher‟s Observational Sheet in Cycle II
No. The teacher‟s Activity Yes No Description
1.
The teacher gives
greeting to students.
√ The teacher would not
continue before the
students give a response.
2.
Teacher asks students to
prepare their English
book.
√ When the teacher asks
students to prepare their
English book, she also
open her book at the
passage ninth.
3.
The teacher checks the
students‘ attendance list.
√ The teacher check the
students‘ attendance
before explained the
materials.
4.
The teacher gives
questions to students.
√ The teacher gives a
question for students
about the students‘
problem of the
materials. Then, listen
the students‘ responses.
5.
The teacher explains the
materials of descriptive
text.
√ The teacher explains the
descriptive material. She
was mix her language,
English and Bahasa, in
order make easier
80
understanding for
students.
6.
The teacher checks the
students‘ attention.
√ The teacher asks
students to pay attention
when the students make
a noisy (Wisnu, and
Khabib).
7.
The teacher implemented
the wholesome scattering
game in teaching-learning
process.
√ The teacher prepare the
keywords and asks three
student to in front of the
class.
8.
The teacher asks three
students to write the
keywords on the board.
√ The teacher calls the
name of Rizal, Tika, and
Munir to come in front
of the class. She dictated
the keywords in
different instruction.
9.
The teacher asks the
students to check and
pronounces the keywords.
√ The teacher checks the
students‘ keywords on
the board. Then, she
spells it and asks
students to imitate it.
10.
The teacher asks students
to discuss, arrange and
organize the keywords in
√ The teacher asks
students, in pairs,
discuss to write as many
81
pairs. sentences as possible
using the keywords.
11.
The teacher guides the
students in writing
descriptive text.
√ The teacher walked
around in the classroom
to check the students‘
written.
12.
The teacher gives
feedback to students
about descriptive text.
√ The teacher give
feedback for students
after asks them about
their problems in writing
descriptive text.
13.
The teacher and students
pray together in closing
the teaching-learning
process.
√ The teacher asks
students to reciting
hamdalah and close the
teaching-learning.
Table 3.12 Form the Result of Students‟ Observational Sheet in Cycle II
No. The Students‟ Activity Yes No Descriptions
1.
The students‘ response to
the greeting from the
teacher.
√ The students answered
the teacher‘s greeting.
2.
The students prepare the
English book.
√ All of students prepare
their English book.
3.
The students‘ response
when the teacher checks
√ The students give
response for teacher
82
the students‘ attendance
list.
when checking the
students‘ attendance.
4.
The students answer the
teacher‘s questions.
√ Some of students
(Aisah, Hasun, Bagus)
answered the teacher
question.
5.
The students pay
attention when the
teacher explains the
materials in descriptive
text.
√ Some of students pay
attention the
descriptive text
material. (Hasun, Fina,
Zulia, Nur, Istiqomah,
Sintia, Khabib, Sintia,
Laufa, Bagus, Bagas,
Wahyu, and Maulana)
6.
The students understand
the descriptive text
materials.
√ Some of students
answered when teacher
said, ―Do you
understand,
students?‖. (Fina,
Aisah, Zulia, Khoiri,
Fardhil, Hasun, Agus,
Maulana, Fajar, and
Bagas)
7.
The students are
enthusiastic to participate
√ The three students
(Rizal, Tika, and
83
in doing the written test
of wholesome scattering
game.
Munir) doing the
teacher instructions.
8.
The students active in
teaching learning
process.
√ Students ask teacher to
re-explain of
descriptive text when
the they did not
understand yet about
the generic structure
and the pronoun that
was used in the text.
(Sintia, Mualana, and
Rizal)
9.
The students evaluate the
teaching-learning process
and listen to the teacher‘s
feedback.
√ The students (Fina,
Aisah, Zulia, Khoiri,
Fardhil, Hasun, Bagas,
and Agus) pay
attention and listen the
teacher‘s feedback.
10.
The students listen to the
teacher‘ motivation well.
√ The students (Fina,
Aisah, Zulia, Khoiri,
Fardhil, Hasun, Bagus,
and Agus)
11.
The students pray
together and the teacher
√ The students answered
when the teacher
84
closes the teaching-
learning process.
greeting. They reciting
hamdalah together in
closing this meeting.
The result of this observation is used to know the effect of the
action, documenting the context, actions and opinions of those
involved. The teacher knew the improvement of activities in the
second cycle after observing all of the data. The researcher can declare
that wholesome scattering game can improve students‘ writing skills
in descriptive.
4. Reflection
It is the last phase which is the researcher reflect on, evaluate
and describe the effect of the action. They are:
a. Analysing the result of students‘ and teacher‘s observational sheet.
In the second cycle, the teacher implemented wholesome scattering
game well. Besides that, the students‘ participation improved in
teaching-learning process. There are sixteen students‘ which
motivated and enthusiastic to writing text. So, the teacher‘s and the
students‘ activity in the second cycle was better than in the first
cycle.
85
b. Analysing the data of the second cycle.
Based on the data of the second cycle, it is fifteen students who
pass the passing grade after implementing wholesome scattering
game. Besides that, the mean score of pre-test was 66.15 and the
mean score of post-test is 73.95. T-table is 6.59.
c. Compare the result of the first and the second cycle.
The researcher compared the result of the data in the first and the
second cycle. It shown that the result of the data in second cycle
was higher than in the second cycle like the mean score of pre-test
and post-test, the T-test and the students‘ passing grade.
Based on the reflection, wholesome scattering game can improve
students‘ writing skills of the eighth grade students, especially in
descriptive text. Besides that, the result of the data achieved a satisfactory
outcome for the researcher in the second cycle. So, the researcher finished
this research in the second cycle.
86
CHAPTER IV
RESEARCH DATA ANALYSIS AND DISCUSSION
In this chapter, the researcher presents the analysis of the data which have been
collected from four sources: observation, test, and documentation. There were two
cycles in this research, the cycle I and the cycle II. Every cycle consisted of four
stages: planning, action (implementing of wholesome scattering game), observation,
and reflection.
A. Data Analysis
In this stage, the researcher would like to analyse the improvement of
students by using t-test calculation from the result of pre-test and post-test.
1. CYCLE I
a. The Mean of Pre-test in Cycle I
Table. 4.13 The Score of Students‟ Pre-test in Cycle I
No. Students‟
Name
Male (M)/
Female (F)
Aspects
C O V L M Score
1. AfRS M 19 10 9 10 3 51
2. AgB M 15 10 7 6 2 40
3. ASSa F 16 10 8 8 3 45
4. AlD F 24 17 14 12 3 70
5. Amu M 18 12 8 9 3 50
6. EkBS M 17 11 9 11 3 51
7. Frk M 16 7 7 5 2 37
8. Itk F 21 14 12 11 3 61
9. LlH F 26 17 14 16 3 76
10. MlAF M 17 11 9 10 3 50
87
11. MdAW M 19 10 10 7 2 48
12. MdBL M 17 7 7 5 2 38
13. MdFK M 17 10 10 10 3 50
14. MdKL M 17 10 7 8 2 44
15. MdKK M 18 12 9 12 3 54
16. MdM M 18 11 10 11 2 52
17. MdRH M 17 10 8 7 2 44
18. SiNC F 23 12 12 12 3 62
19. TiMA F 18 10 8 5 3 44
20. ZuF F 17 10 9 7 2 45
1012
Note: *) students who passed the minimum mastery criteria –
Kriteria Ketuntatasan Minilam (KKM) 75.
Explanation:
C = Content (30 maximal score)
O = Organization (20 maximal score)
V = Vocabulary (20 maximal score)
L = Language Use (25 maximal score)
M = Mechanic (5 maximal score)
Based on the students‘ score above, the researcher can calculate the
students who pass the passing grade.
Percentage score of pre-test in cycle I:
88
It indicates that the students who pass the passing grade are 5%.
Besides that, the students who do not pass yet the passing grade is
95%.
The researcher calculates the mean of the Pre-test, as follows:
∑
50.6
From the data of the cycle I, the mean score of pre-test is 50.6.
b. Mean of Post-test in Cycle I.
Table. 4.14 The Score of Students‟ Post-test in Cycle I
No. Name Male (M)/
Female (F)
Aspects
C O V L M Score
1. AfRS M 21 12 10 10 3 56
2. AgB M 20 11 10 11 3 55
3. ASSa F 26 16 13 13 3 71
4. AlD F 27 17 17 15 3 79
5. Amu M 24 14 11 14 3 66
6. EkBS M 21 11 12 12 3 59
7. FrK M 18 10 9 9 2 48
8. Itk F 25 12 12 14 3 66
9. LlH F 25 17 15 16 2 75
10. MlAF M 19 13 11 9 2 54
11. MdAW M 26 17 16 15 3 77
12. MdBL M 20 10 11 12 3 56
13. MdFK M 21 13 11 12 3 60
14. MdKL M 19 11 10 11 2 53
89
B
as
e
d
on the students‘ score above, the researcher can calculate the students
who pass the passing grade.
Percentage score of post-test in cycle I
Based on the calculation of students‘ passing grade in pre-test and
post-test, it can be seen that 5% of students pass the KKM of pre-test
in cycle I. Besides that, there are 25% of students who pass the KKM
of post-test in cycle I. It means that the improvement of students‘
writing skills through wholesome scattering game is good enough.
The researcher calculates the mean of the Post-test, as follows:
∑
15. MdHK M 22 11 11 12 3 59
16. MdM M 22 12 11 11 3 59
17. MdRH M 18 10 8 8 3 47
18. SiNC F 26 17 14 15 4 76
19. TiMA F 26 17 15 15 4 77
20. ZuF F 26 15 13 15 3 72
∑ 1265
90
Based on the calculation of pre-test and post-test, the mean of pre-test
in cycle I is 50.6 and the mean of post-test in cycle I is 63.3. It
indicates that the students‘ writing skills in a descriptive text through
wholesome scattering game can be improved.
b. Difference Calculation of the Mean
∑
c. Standard Deviation in cycle I
Table. 4. 15 The Standard Deviation of Pre-test and Post-test in Cycle I
No.
Students‟ Name
Pre-test
I (X)
Post-test
I (Y)
D D2
1. AfRS 51 56 5 25
2. AgB 40 55 15 225
3. ASS 45 71 26 676
4. AlD 70 79 9 81
5. Amu 50 66 16 256
6. EkBS 51 59 8 64
7. Frk 37 48 11 121
8. Itk 61 66 5 25
9. LlH 76 76 0 0
10. MlAF 50 54 4 16
91
11. MdAW 48 77 29 841
12. MdBL 38 56 18 324
13. MdFK 50 60 10 100
14. MdKL 44 53 9 81
15. MdKK 54 59 5 25
16. MdM 52 59 7 49
17. MdRK 44 47 3 9
18. SiNC 62 76 14 196
19. TiMA 44 77 33 1089
20. ZuF 45 72 27 729
∑ 1012 1266 254 4932
Based on the data, the researcher calculates the Standard Deviation of
pre-test and post-test in cycle I, as follows:
√∑
(∑
)
√
(
)
√ ( )
√
√
From the data, the score of SD in cycle I is 9.23.
92
d. Calculation of t-test
|∑ |
|
√ |
| |
|
√ |
| |
|
|
| |
| |
5.99
From the calculation above, it is found that the t-test is 5.99.
e. To calculate the standard error for the mean difference, the researcher
used the formula as follows:
= √
= √
=
= 2.12
f. To calculate t-test the researcher used the formula as follows:
93
5.99
From all data taken in cycle I, the researcher finds that there is
a difference between t-test and t-table. A T-test is higher than t-table.
It can be seen in the calculation result (5.99 > 2.09). It means that the
result of the cycle I is really significant.
2. CYCLE II
a. The Mean of Pre-test in Cycle II
Table. 4.16 The Score of Students‟ Pre-test in Cycle II
No. Students‟ Name
Aspects
C O V L M Score
1. AfRS 24 15 13 15 3 70
2. AgB 25 15 13 16 3 72
3. ASSa 17 12 11 7 3 50
4. AlD 27 17 15 17 4 80
5. Amu 19 12 8 6 2 47
6. EkBS 23 14 13 14 4 68
7. Frk 25 14 14 14 3 70
8. Itk 25 17 14 15 4 75
9. LlH 26 16 14 16 4 76
10. MlAF 19 11 11 13 3 57
11. MdAW 26 17 14 17 4 78
12. MdBL 17 11 10 13 3 54
13. MdFK 24 17 14 16 4 75
14. MdKL 16 11 9 9 3 48
94
15. MdKK 18 12 12 9 3 54
16. MdM 23 12 12 13 3 63
17. MdRK 21 12 12 12 3 60
18. SiNC 26 17 14 15 4 76
19. TiMA 23 17 16 15 4 75
20. ZuF 25 17 14 16 3 75
∑ 1323
Based on the students‘ score above, the researcher can calculate the
students who pass the passing grade.
Percentage score of pre-test in cycle II
It indicates that the students who pass the passing grade are 5%.
Besides that, the students who do not pass yet the passing grade is
95%.
The researcher calculates the mean of students‘ pre-test in cycle II, as
follows:
95
∑
The mean score of pre-test in cycle II is 66.15.
b. The Mean of Post-test in Cycle II
Table. 4.17 The Score of Students‟ Post-test in Cycle II
No. Students‟ Name
Aspects
C O V L M Score
1. AfRS 27 17 18 15 3 80
2. AgB 25 16 16 18 4 79
3. ASSa 24 15 15 16 4 74
4. AlD 28 18 17 18 4 85
5. Amu 27 16 13 14 3 73
6. EkBS 26 16 14 16 3 75
7. Frk 26 16 14 16 3 75
8. Itk 25 17 16 17 4 79
9. LlH 26 16 18 19 4 83
10. MlAF 22 15 16 17 4 74
11. MdAW 28 18 18 17 3 84
12. MdBL 26 17 11 17 3 74
13. MdFK 27 18 15 17 3 80
14. MdKL 23 15 14 16 4 72
15. MdKK 25 16 14 16 4 75
96
16. MdM 25 17 14 16 3 75
17. MdRK 25 15 17 14 4 75
18. SiNC 25 17 17 19 4 82
19. TiMA 27 18 17 19 3 84
20. ZuF 26 18 18 16 4 82
∑ 1560
Based on the students‘ score above, the researcher can calculate the
students who pass the passing grade.
Percentage score of post-test in cycle II
Based on the calculation of students‘ passing grade of pre-test and
post-test in cycle II, it can be seen that 45% of students pass the
KKM in pre-test of cycle II. Besides that, there are 75% of students
who pass the KKM. It means that the improvement of students‘
writing skills through wholesome scattering game is good enough.
The researcher calculates the mean of students‘ post-test in cycle II,
as follows:
97
∑
Based on the data of pre-test and post-test, there is an improvement
of students‘ writing skills in a descriptive text through wholesome
scattering game. It is showed by the mean score of pre-test and post-
test (66.15 and 78). It means that there is a significant difference
between pre-test and post-test.
c. Difference calculation of Mean
∑
98
d. Standard Deviation in Cycle II
Table. 4.18 The Students‟ Standard Deviation of Pre-test and Post-test in
Cycle II
No.
Name
Pre-
test II
(X)
Post-
test II
(Y)
D D2
1. AfRS 70 80 10 100
2. AgB 72 79 7 49
3. ASSa 50 74 24 576
4. AlD 80 85 5 25
5. Amu 47 73 26 676
6. EkBS 68 75 7 49
7. Frk 70 75 5 25
8. Itk 75 79 4 16
9. LlH 76 83 7 49
10. MlAF 57 74 17 289
11. MdAW 78 84 6 36
12. MdBL 54 74 20 400
13. MdFK 75 80 5 25
14. MdKL 48 72 24 576
15. MdKK 54 75 21 441
16. MdM 63 75 12 144
17. MdRK 60 75 15 225
18. SiNC 76 82 6 36
19. TiMA 75 84 9 81
99
20. ZuF 75 82 7 49
∑ 1323 560 237 3867
√∑
(∑
)
√
(
)
√ ( )
√
√
From the data in cycle II, the SD is 7.27.
e. The Calculation of t-test
|∑ |
|
√ |
| |
|
√ |
| |
|
|
100
| |
| |
7.09
From the data above the t-test score in cycle II is 7.09.
g. To calculate the standard error for the mean difference, the researcher
used the formula as follows:
= √
= √
=
= 1.67
h. To calculate t-test the researcher used the formula as follows:
7.09
From the data taken in cycle II, the researcher finds that there
is a difference between t-test and t-table. The t-test is higher than t-
table. It can be seen on their calculation result (7.09 > 2.09). It means
that the result of cycle II is really different.
101
B. Discussion
Based on the result of the research, the implementation of wholesome
scattering game in teaching-learning process (was taught and) the instrument
validated by Miss. Anis, S.Pd as an English teacher in SMP ‗Plus‘ Assyafa‘ah
Karanggede. The research used two cycles which consisted of planning,
action, observation, and reflection.
Table. 4.19 The mean and t-test in the cycle I and cycle II
No. Analysis Cycle I Cycle II
1.
Mean
a) Pre-test
b) Post-test
a) 50.6
b) 63.3
a) 66.15
b) 78
2. t-calculation 5.99 7.09
The score of post-test in cycle I is higher than the score of pre-test
(63.3 > 50.6). Meanwhile, the score of post-test in cycle II is higher than the
score of pre-test (78 > 66.15). Besides that, the students stimulated to
produce sentences based on the vocabularies which was written. Then they
have an idea to arrange the sentence to be a text.
Based on the field note and observational sheet when the wholesome
scattering game was implemented in the classroom, the researcher analysis
that there are improvements in students‘ writing skills in descriptive text.
One of the improvements is the general structure and language features.
102
Based on the t-test in the cycle I and cycle II, wholesome scattering
game is very significant to improve students‘ writing skills, especially in
descriptive text. It can be seen by the t-test in cycle I and t-test in cycle II,
5.99 and 7.09. The t-test in two cycles is higher than t-table (5.99 > 2.09 in
cycle I and 7.09 > 2.09 in cycle II).
Wholesome scattering game can improve the students‘ writing skills,
especially in descriptive text. It can be examined from the students‘ result of
the pre-test and post-test. Most of students confused to write descriptive text
in the pre-test, especially in the cycle I. They do not know yet anything
about a descriptive text, the aimed, the generic structure, and the language
feature. In contrast, the students understand and know how to write a
descriptive text based on the vocabularies which was known through
implementing the wholesome scattering game. Therefore, they can arrange a
sentence into a descriptive text organizing.
Learning Process of vocabularies dictation through wholesome
scattering game is a simple to be applied in the classroom. It is more simple
effective to know and correct the students produce of vocabularies. So, they
can write and spell correctly. It can appear the students imagine the object of
descriptive text.
103
CHAPTER V
CLOSURE
In this chapter, the researcher presents some conclusion on several in implementing
of wholesome scattering game to improve students‘ writing skills in descriptive text
of the eighth grade students of SMP ‗Plus‘ Assyafa‘ah Karanggede in the academic
year of 2018/2019.
A. Conclusions
After concluding the research of teaching writing in a descriptive text
through implementing wholesome scattering game, the researcher
concludes of the result, as follows:
1. The implementation of wholesome scattering game can improve students‘
writing skills especially in descriptive text for the eighth grade students of
SMP ‗Plus‘ Assyafa‘ah Karanggede in the academic year of 2018/2019.
There was some procedure in implementing wholesome scattering game,
as would be described:
The teacher asks three students to come in front of the class. The students
will write in unusual ways in the board what the teacher dictated of
keywords. The teacher asks to other students on their seats to observe and
write of keywords on their paper or book. When the three of students
done their task, the teacher asks them to come back on their seats. Then,
the teacher asks students to display in front of the class if they have
different idea in arranging the keywords. And then, the teacher asks
104
students, in pairs, to write as many sentences as possible using the
keywords. When time is up, the teacher stops them in doing their tasks.
Next, the teacher asks two pairs to presents their result of discussion. The
last one, the teacher ask students to predict the content of the text.
Wholesome scattering game was implemented better in the second cycle
than in the first cycle. In the second cycle, the teacher doing all activities
of the lesson plan. But the teacher forgot to doing some activities in the
first cycle. The students also could response well in the second cycle.
Besides that, the students‘ writing skills improved after implementing
wholesome scattering game. The students‘ improvement can be proved by
the students‘ score in pre-test and post-test. The score of post-test is more
than pre-test. In cycle I, it shows that the students‘ pre-test is 50.6 and the
students‘ post-test is 63.3. Besides that, in cycle II, the students‘ pre-test
is 66.15 and the students‘ post-test is 78. It means that there is a
difference between pre-test and post-test. Because (
).
2. The wholesome scattering game is significant to improve students‘ writing
skills for the eighth grade students of SMP ‗Plus‘ Assyafa‘ah Karanggede
in the academic year of 2018/2019. It can be seen by the t-test that is
higher than t-table in two cycles. In the first cycle, a t-test is 5.99 that
higher than t-table, 2.09. Besides that, a t-test in the second cycle is also
105
higher than t-table (7.09 > 2.09). Therefore, the researcher concludes that
wholesome scattering game is significant to improve students‘ writing
skills.
B. Suggestion
1. For the Teacher
The wholesome scattering game can be implemented by the teacher
in English teaching, especially in writing class. It is simple and effective
for the teacher to correct the students‘ writing and spelling of the
vocabularies which correlated the text.
2. For the Students
For the students can use wholesome scattering game to improve
their writing skills. The researcher hopes that the students interest with
this game where is stimulating them to correlated the vocabularies with
the object which will be described. So they can arrange a paragraph.
3. For the Other Researcher
The researcher hopes that this research can be used as a reference
and a source by the other researcher in teaching-learning process. It aims
to extend the material easier and have be better result of the next research.
106
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APPENDIX
RENCANA RANCANGAN PEMBELAJARAN
(RPP)
Sekolah : SMP “Plus” Assyafa‟ah Karanggede
Kelas/ Semester : VIII/I
Mata Pelajaran : Bahasa Inggris
Jenis Teks : Teks Fungsional Pendek
Tema : Description Place
Aspek/Skill : Menulis
Alokasi Waktu : 2 x 40 menit
Cycle : I
A. Standar Kompetensi
6. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek
sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan
sekitar.
B. Kompetensi Dasar (KD)
6.1. Mengungkapkan Makna dalam bentuk teks tulis fungsional pendek
sederhana dengan menggunakan ragam Bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan sekitar.
C. Indikator Pencapaian Kompetensi
1. Menemukan kosa kata tentang informasi terkait Description Place.
2. Menyesuaikan kosa kata yang ada dengan tema yang di berikan terkait
Description Place.
3. Mengidentifikasi generic structure dan language feature dari teks
descriptive.
4. Menulis pengenalan subjek yang berisi tentang pengenalan tentang tempat.
5. Menuliskan ciri-ciri yang berisi tampilan fisik, kualitas, tempat yang akan
dideskripsikan.
D. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Menemukan kosa kata tentang informasi terkait Description Place.
2. Menyusun kosa kata terkait Description Place.
3. Mengidentifikasi generic structure dan language feature dari teks
descriptive.
4. Menulis pengenalan subjek yang berisi tentang pengenalan suatu tempat.
5. Menuliskan ciri-ciri yang berisi tampilan fisik, kualitas, tempat yang akan
dideskripsikan.
E. Materi Pembelajaran
Terlampir
F. Metode Pembelajaran
Group Discussion based on the Wholesome Scattering game strategy and the
scientific approach.
G. Langkah-langkah Kegiatan
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU GURU SISWA
Pendahuluan - Guru membuka
pembelajaran
dengan
mengucapkan
salam.
- Guru menyapa
siswa menggunakan
bahasa inggris
―Good morning,
students‖.
(sebelum siswa
- Siswa menjawab
salam dari guru.
- Siswa menjawab
sapaan guru
dengan penuh
semangat.
15 menit
merespon, guru jangan
dulu melanjutkan
pembelajaran)
- Sebelum memulai
pembelajaran guru
mengajak siswa
berdoa bersama-
sama.
- Guru meminta
siswa menyiapkan
buku pelajaran
Bahasa inggris.
- Guru memeriksa
kehadiran siswa.
- Guru
memperkenalkan
materi yang akan
disampaikan.
- Siswa berdoa
bersama-sama
dengan guru.
menyimak dan
mendengarkan
guru.
- Siswa menyiapkan
buku pelajaran
Bahasa inggris.
- Siswa
memperhatikan
guru.
- Siswa
mendengarkan
guru.
Inti - Guru memancing
ketertarikan siswa
dengan memberikan
beberapa pertanyaan
sesuai dengan tema
materi yang akan
disampaikan.
- Siswa
memperhatikan
dan menjawab
pertanyaan dari
guru.
40 menit
- Guru memberikan - Siswa mengamati
contoh gambar
rumah dan materi
tentang deskriptif
teks.
- Guru memberikan
stimulasi terkait
gambar dan materi
yang akan
diajarkan.
- Guru menjelaskan
materi deskriptif
teks tentang tempat
yang terdiri dari
definisi, tujuan, dan
generic structure.
- Guru memancing
siswa untuk
bertanya.
gambar yang
dibawa guru.
- Siswa merespon
stimulasi guru.
- Siswa
memperhatikan
guru.
- Siswa bertanya
terkait vocabulary,
generic structure
dan language
feature yang di
gunakan dalam
describing place.
- Guru menjelaskan
tentang wholesome
scattering game.
- Guru meminta 3
siswa untuk maju ke
kelas dan
- Siswa
mendengarkan
penjelasan guru.
- Siswa menulis
kosa kata yang
didiktekan guru di
mendiktekan kosa
kata yang telah
disediakan.
- Guru meminta
siswa lain untuk
mengamati kosa
kata yang dituliskan
di papan tulis.
- Guru meminta
meminta ketiga
siswa tersebut untuk
duduk kembali
setelah selesai
menulis.
- Guru mengajak
siswa untuk
mengecek dan
melafalkan serta
mengartikan setiap
kosa kata secara
bersama-sama.
papan tulis dengan
pola penulisan
yang berbeda dari
ketiga siswa
tersebut
(horizontal,
vertical, dan
setengah
lingkaran).
- Siswa mengamati
kosa kata yang
dituliskan di
papan tulis.
- Ketiga siswa
tersebut kembali
ke tempat
duduknya.
- Siswa mengecek
dan menirukan
kosa kata yang
diucapkan guru
serta
mengartikannya
secara bersama-
sama.
- Guru meminta
siswa untuk
berdiskusi,
menyusun dan
mengatur kosa kata
terkait describing
place secara
berpasangan.
- Guru memberikan
siswa waktu 15
menit untuk
menyelesaikan
tugasnya.
- Guru membimbing
siswa dalam
menulis.
- Dengan teman
sebangku, siswa
brdiskusi untuk
menyusun dan
mengatur kosa
kata yang ada di
papan tulis terkait
describing place.
- Siswa
mengerjakan
tugas.
- Siswa mengikuti
bimbingan guru.
- Guru meminta
siswa untuk
mempresentaikan
hasil pekerjaan
mereka secara
berpasangan.
- Guru meminta
siswa untuk
mengumpulkan
- Siswa
mendeskripsikan
tempat/ lokasi
yang telah di
tentukannya.
- Siswa
mengumpulkan
hasil pekerjaan
hasil pekerjaan
mereka di meja
guru.
- Guru memberikan
feedback terhadap
pekerjaan siswa
tentang generic
structure dan
language feature
terkait descriptive
text.
mereka di meja
guru.
- Siswa
memperhatikan
guru.
Penutup - Guru memberikan
motivasi kepada
siswa.
- Guru menutup
pembelajaran
dengan bacaan
hamdalah dan doa
bersama-sama serta
salam.
- Siswa
memperhatikan.
- Siswa membaca
hamdalah dan
berdoa bersama-
sama serta
menjawab salam
dari guru.
25 menit
H. Sumber Belajar
1. Wardiman et. al. (2008). English in Focus: for Grade VIII Junior High
School (SMP/MTs). Bandung: PUSAT PERBUKUAN, Departemen
Pendidikan Nasional. Online (diambil pada tanggal 12 Agustus 2018).
2. Intenet :
http://juliantluber.blogspot.com/2014/04/descriptive-
text.html?m=1
https://www.englishindoindo.com/2018/01/koleksi-contoh-
descriptive-text-singkat.html?m=1
http://www.englishcafe.co.id/pengertian-descriptive-text-
dalam-bahasa-inggris-beserta-contohnya/
I. Penilaian
Teknik Penilaian : Teks Tulis
Bentuk Instrumen : Writing
Instrument/Soal : Terlampir
J. Jenis Evaluasi
CYCLE I
Pre-Test
Name :
Class :
No. Absent :
Please understand the instruction below!
1. Choose one of topics below!
a. The Prambanan temple.
b. My school.
c. The ceremony of August 17th
.
2. Describe with the simple paragraph!
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
CYCLE I
Post-Test
Name :
Class :
No. Absent :
Please read the vocabulary below!
Please read and follow the instructions below!
1. Choose the correct vocabularies above!
2. Arrange and organize into the simple description (consist of 6 up to 8
sentences) about ―My House‖!
3. Use the simple present tense formula!
4. Make sure your paragraph which are consist of identification and
description!
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
K. Rubric Penilaian.
No. Categories Score Description
1.
CO
NT
EN
T
30-27
EXCELLENT TO VERY GOOD:
Knowledge-substance-thorough development of
thesis-relevant to assigned topic.
26-22
GOOD TO AVERAGE: Some knowledge of
subject-adequate range-limited development of
thesis-mostly relevant to topic, but lacks detail.
21-17 FAIR TO POOR: Limited knowledge of subject-
little substance-inadequate development of topic.
16-13
VERY POOR: Does not show knowledge of
subject-non – substantive-not pertinent-OR not
enough to evaluate.
2.
OR
GA
NIZ
AT
ION
20-18
EXCELENT TO VERY GOOD: Fluent expression-
ideas clearly stated/ supported- succinct-well –
organized-logical sequencing-cohesive.
17-14
GOOD TO AVERAGE: Somewhat copy-loosely
organized but main ideas stand – out-limited
supported-logical but incomplete sequencing.
13-10
FAIR TO POOR: Non – fluent-ideas confused or
disconnected-lacks logical sequencing and
development.
9-7 VERY POOR: Does not communicate-no
organization-OR not enough to evaluate.
3.
VO
CA
BU
LA
RY
20-18
EXCELENT TO VERY GOOD: Sophisticated
range-effective word/idiom choice and usage-word
form mastery-appropriate register.
17-14
GOOD TO AVERAGE: Adequate range-occasional
errors of word/idiom from, choice, usage, but
meaning not obscured.
13-10
FAIR TO POOR: Limited range-frequent errors of
word/idiom from, choice, usage-meaning confused
or obscured.
9-7
FAIR POOR: Essentially translation-little
knowledge of English vocabularies, idioms, word
form-OR not enough to evaluate.
4. L
AN
GU
AG
E U
SE
25-22
EXCELLENT TO VERY GOOD: Effective
complex construction-few errors of agreement,
tense, number, word/function, articles, pronouns,
prepositions.
21-19
GOOD TO AVERAGE: Effective but simple
construction-minor problems in complex
constructions-several errors of agreement, tense,
number, word order/function, articles, pronouns,
prepositions but meaning seldom obscured.
18-11
FAIR TO POOR: Major problem in simple/complex
construction-frequent errors of negation, agreement,
tense, number, word order/function, articles,
pronouns, prepositions and/or fragments, run – ons,
deletions-meaning confused obscured.
10-5
VERY POOR: Virtually no mastery of sentence
construction rules-dominated by errors-does not
communicate-OR not enough to evaluate..
5.
ME
CH
AN
IC
5
EXCELENT TO VERY GOOD: Demonstrates
mastery of conventions-few errors of spelling,
punctuation, capitalization, paragraphing.
4
GOOD TO AVERAGE: Occasional errors of
spelling, punctuation-capitalization, paragraphing,
but meaning obscured.
3
FAIR TO POOR Frequent errors of spelling,
punctuation-capitalization-paragraphing-poor
handwriting-meaning confused or obscured.
2
VERY POOR: No mastery of conventions-
dominated by errors of spelling, punctuation,
capitalization, paragraphing—handwriting illegible-
OR not enough to evaluate.
RENCANA RANCANGAN PEMBELAJARAN
(RPP)
Sekolah : SMP “Plus” Assyafa‟ah Karanggede
Kelas/ Semester : VIII/I
Mata Pelajaran : Bahasa Inggris
Jenis Teks : Teks Fungsional Pendek
Tema : Description Person
Aspek/Skill : Menulis
Alokasi Waktu : 2 x 40 menit
Cycle : II
A. Standar Kompetensi
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan
sekitar.
B. Kompetensi Dasar (KD)
6.1. Mengungkapkan Makna dalam bentuk teks tulis fungsional pendek
sederhana dengan menggunakan ragam Bahasa tulis secara akurat, lancar
dan berterima untuk berinteraksi dengan lingkungan sekitar.
C. Indikator Pencapaian Kompetensi
1. Menemukan kosa kata tentang informasi terkait Description Person.
2. Menyesuaikan kosa kata yang ada dengan tema yang di berikan terkait
Description Person.
3. Mengidentifikasi generic structure dan language feature dari teks
descriptive.
4. Menulis pengenalan subjek yang berisi tentang pengenalan tentang
seseorang.
5. Menuliskan ciri-ciri yang berisi tampilan fisik, kualitas, perilaku umum,
sifat-sifat orang yang akan dideskripsikan.
D. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
6. Menemukan kosa kata tentang informasi terkait Description Person.
7. Menyusun kosa kata terkait Description Person.
8. Mengidentifikasi generic structure dan language feature dari teks
descriptive.
9. Menulis pengenalan subjek yang berisi tentang pengenalan tentang
seseorang.
10. Menuliskan ciri-ciri yang berisi tampilan fisik, kualitas, perilaku umum,
sifat-sifat orang yang akan dideskripsikan.
E. Materi Pembelajaran
Terlampir
F. Metode Pembelajaran
Group Discussion based on the Wholesome Scattering game strategy and the
scientific approach.
G. Langkah-langkah Kegiatan
KEGIATAN DESKRIPSI KEGIATAN ALOKASI
WAKTU GURU SISWA
Pendahuluan - Guru membuka
pembelajaran
dengan
mengucapkan
salam.
- Guru menyapa
siswa menggunakan
bahasa inggris
―Good morning,
students‖.
- Siswa menjawab
salam dari guru.
- Siswa menjawab
sapaan guru
dengan penuh
semangat.
15 menit
(sebelum siswa
merespon, guru jangan
dulu melanjutkan
pembelajaran)
- Sebelum memulai
pembelajaran guru
mengajak siswa
berdoa bersama-
sama.
- Guru meminta
siswa menyiapkan
buku pelajaran
Bahasa inggris.
- Guru memeriksa
kehadiran siswa.
- Guru
memperkenalkan
materi yang akan
disampaikan.
- Guru memberikan
pre-test sebelum
menyampaikan
materi
pembelajaran.
- Guru meminta
siswa untuk
mengumpulkan soal
- Siswa berdoa
bersama-sama
dengan guru.
menyimak dan
mendengarkan
guru.
- Siswa menyiapkan
buku pelajaran
Bahasa inggris.
- Siswa
memperhatikan
guru.
- Siswa
mendengarkan
guru.
- Siswa
mengerjakan test
yang telah
diberikan.
- Siswa
mengumpulkan
lembar test di
test di meja guru. meja guru.
Inti - Guru bertanya
kepada siswa terkait
materi tentang
descriptive teks
pada pertemuan
sebelumnya.
- Siswa
memperhatikan
dan menjawab
pertanyaan dari
guru.
45 menit
- Guru memberikan
contoh gambar
sesorang dan materi
tentang deskriptif
teks.
- Guru mereview
pembelajaran
sebelumnya seta
dikaitkan dengan
gambar seseorang
dan materi yang
akan diajarkan.
- Guru menjelaskan
kembali materi
deskriptif teks
(khususnya
deskripsi seseorang)
yang terdiri dari
definition and
purpose of
descriptive text,
- Siswa mengamati
gambar yang
dibawa guru.
- Siswa
mendengarkan
dan merespon
stimulasi guru.
- Siswa
memperhatikan
guru.
generic structure,
grammatical
feature.
- Guru menanyai
kesulitan siswa
dalam
melaksanakan
wholesome
scattering game.
- Guru menjelaskan
tata aturan
wholesome
scattering game
- Guru meminta 3
siswa untuk maju ke
kelas dan
mendiktekan kosa
kata yang telah
disediakan.
- Guru meminta
siswa lain untuk
mengamati kosa
- Siswa menjawab
pertanyaan guru.
- Siswa
memperhatikan
penjelasan guru.
- Siswa menulis
kosa kata yang
didiktekan guru di
papan tulis dengan
pola penulisan
yang berbeda dari
ketiga siswa
tersebut
(horizontal,
vertical, dan
setengah
lingkaran).
- Siswa mengamati
kosa kata yang
dituliskan di
kata yang dituliskan
di papan tulis.
- Guru meminta
meminta ketiga
siswa tersebut untuk
duduk kembali
setelah selesai
menulis.
- Guru mengajak
siswa untuk
mengecek dan
melafalkan setiap
kosa kata secara
bersama-sama.
- Guru meminta
siswa berdiskusi
untuk menyusun
dan mengatur kosa
kata terkait
describing people
secara berpasangan.
- Guru memberikan
siswa waktu 25
menit untuk
menyelesaikan
tugasnya.
- Guru membimbing
papan tulis.
- Ketiga siswa
tersebut kembali
ke tempat
duduknya.
- Siswa mengecek
dan menirukan
kosa kata yang
diucapkan guru
secara bersama-
sama.
- Dengan teman
sebangku, siswa
brdiskusi untuk
menyusun dan
mengatur kosa
kata yang ada di
papan tulis terkait
describing people.
- Siswa
mengerjakan
tugas.
- Siswa mengikuti
siswa dalam
menulis.
bimbingan guru.
- Guru meminta
siswa untuk
mempresentaikan
hasil pekerjaan
mereka secara
berpasangan.
- Guru meminta
siswa untuk
mengumpulkan
hasil pekerjaan
mereka di meja
guru.
- Guru memberikan
feedback dan
kesimpulan terkait
permasalahan siswa
mengenai
descriptive text.
- Siswa
mendeskripsikan
teman
sebangkunya
secara bergantian.
- Siswa
mengumpulkan
hasil pekerjaan
mereka di meja
guru.
- Siswa
memperhatikan
guru.
Penutup - Guru memberikan
motivasi kepada
siswa.
- Guru menutup
pembelajaran
dengan bacaan
hamdalah dan doa
bersama-sama serta
- Siswa
memperhatikan.
- Siswa membaca
hamdalah dan
berdoa bersama-
sama serta
menjawab salam
20 menit
salam. dari guru.
H. Sumber Belajar
3. Wardiman et. al. (2008). English in Focus: for Grade VIII Junior High
School (SMP/MTs). Bandung: PUSAT PERBUKUAN, Departemen
Pendidikan Nasional. Online (diambil pada tanggal 12 Agustus 2018).
4. Kumalarini et. al. (2008). Contextual Teaching and Learning BAHASA
INGGRIS Sekolah Menengah Pertama/Madrasah Tsanawiyyah kelas VII
Edisi 4/th. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.
5. Intenet :
http://www.englishcafe.co.id/pengertian-descriptive-text-
dalam-bahasa-inggris-beserta-contohnya/
I. Penilaian
Teknik Penilaian : Teks Tulis
Bentuk Instrumen : Writing
Instrument/Soal : Terlampir
J. Evaluasi Penilaian
CYCLE II
Pre-Test
Name :
Class :
No. Absent :
Please understand the instruction below!
3. Choose one of topics below!
d. A cat.
e. My English teacher.
f. My Bag.
4. Describe with the simple paragraph should consist of identification and
description!
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
CYCLE II
Post-Test
Name :
Class :
No. Absent :
Please read the vocabulary below!
Please read and follow the instructions below!
5. Choose the correct vocabularies above!
6. Arrange and organize into the simple description (consist of 7 up to 9
sentences) about ―My Friend‖!
7. Use the simple present tense formula!
8. Make sure a simple paragraph which are consist of identification and
description!
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
K. Rubric Penilaian
No. Categories Score Description
1.
CO
NT
EN
T
30-27
EXCELLENT TO VERY GOOD:
Knowledge-substance-thorough development
of thesis-relevant to assigned topic.
26-22
GOOD TO AVERAGE: Some knowledge of
subject-adequate range-limited development
of thesis-mostly relevant to topic, but lacks
detail.
21-17
FAIR TO POOR: Limited knowledge of
subject-little substance-inadequate
development of topic.
16-13
VERY POOR: Does not show knowledge of
subject-non – substantive-not pertinent-OR
not enough to evaluate.
2.
OR
GA
NIZ
AT
ION
20-18
EXCELENT TO VERY GOOD: Fluent
expression-ideas clearly stated/ supported-
succinct-well – organized-logical
sequencing-cohesive.
17-14
GOOD TO AVERAGE: Somewhat copy-
loosely organized but main ideas stand – out-
limited supported-logical but incomplete
sequencing.
13-10
FAIR TO POOR: Non – fluent-ideas
confused or disconnected-lacks logical
sequencing and development.
9-7 VERY POOR: Does not communicate-no
organization-OR not enough to evaluate.
3.
VO
CA
BU
LA
RY
20-18
EXCELENT TO VERY GOOD:
Sophisticated range-effective word/idiom
choice and usage-word form mastery-
appropriate register.
17-14
GOOD TO AVERAGE: Adequate range-
occasional errors of word/idiom from, choice,
usage, but meaning not obscured.
13-10
FAIR TO POOR: Limited range-frequent
errors of word/idiom from, choice, usage-
meaning confused or obscured.
9-7
FAIR POOR: Essentially translation-little
knowledge of English vocabularies, idioms,
word form-OR not enough to evaluate.
4.
LA
NG
U
AG
E U
SE
25-22
EXCELLENT TO VERY GOOD: Effective
complex construction-few errors of
agreement, tense, number, word/function,
articles, pronouns, prepositions.
21-19
GOOD TO AVERAGE: Effective but simple
construction-minor problems in complex
constructions-several errors of agreement,
tense,
No. The Students‟ Activity Yes No
1. The students‘ response to the greeting from the teacher. √
2. The students prepare the English book. √
3.
The students‘ response when the teacher checks the
students‘ attendance list.
√
4. The students answer the teacher‘s questions. √
5.
The students pay attention when the teacher explains the
materials in descriptive text.
√
6. The students understand the descriptive text materials. √
7.
The students are enthusiastic to participate in doing the
written test of wholesome scattering game.
√
8. The students active in teaching learning process. √
9.
The students evaluate the teaching-learning process and
listen to the teacher‘s feedback.
√
No. The teacher‟s Activity Yes No
1. The teacher gives greeting to students. √
2. Teacher asks students to prepare their English book.
√
3. The teacher checks the students‘ attendance list. √
4. The teacher gives questions to students. √
5. The teacher explains the materials of descriptive text. √
6. The teacher checks the students‘ attention. √
7.
The teacher implemented the wholesome scattering game in
teaching-learning process.
√
8.
The teacher asks three students to write the keywords on the
board.
√
9.
The teacher asks the students to check and pronounces the
keywords.
√
10.
The teacher asks students to discuss, arrange and organize the
keywords in pairs.
√
11. The teacher guides the students in writing descriptive text.
√
No. The Students‟ Activity Yes No
1. The students‘ response to the greeting from the teacher. √
2. The students prepare the English book. √
3.
The students‘ response when the teacher checks the students‘
attendance list.
√
4. The students answer the teacher‘s questions. √
5.
The students pay attention when the teacher explains the materials in
descriptive text.
√
6. The students understand the descriptive text materials. √
7.
The students are enthusiastic to participate in doing the written test of
wholesome scattering game.
√
8. The students active in teaching learning process. √
9.
The students evaluate the teaching-learning process and listen to the
teacher‘s feedback.
√
LEMBAR VALIDASI SILABUS
A. TUJUAN
Tujuan penggunaan instrument ini adalah untuk mengukur kevalidan silabus
dalam pelaksanaan pembelajaran Bahasa inggris yang implementasinya
menggunakan Wholesome Scattering Games.
B. PETUNJUK
1. Bapak atau ibu dapat memberikan penilaian dengan memberikan (√) pada
kolom yang tersedia.
2. Makna point validasi adalah 1 (tidak baik), 2 (kurang baik), 3 (cukup
baik), 4 (baik), dan 5 (sangat baik).
C. PENILAIAN
No. ASPEK YANG DINILAI SKALA PENILAIAN
I. ISI YANG DI SAJIKAN 1 2 3 4 5
1. Mengkaji keterkaitan antara Standar
Kompetensi dan kompetensi dasar (KD)
dalam mata pelajaran.
√
2. Mengidentifikasi materi yang
menunjang kompetensi dasar (KD).
√
3. Aktivitas kedalam dan keleluasaan
materi.
√
4. Pemilihan materi ajar. √
5. Kegiatan pembelajaran dirancang dan
dikembangkan berdasarkan standar
kompetensi, KD, dan potensi siswa.
√
6. Merumuskan indicator pencapaian
kompetensi.
√
7. Menentukan sumber belajar yang
disesuaikan dengan standar kompetensi,
kompetensi dasar, serta materi pokok,
kegiatan pembelajaran dan indicator
pencapaian kompetensi.
√
8. Penentuan jenis penilaian. √
II. BAHASA
1. Penggunaan Bahasa sesuai dengan
EYD.
√
LEMBAR VALIDASI INSTRUMEN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
A. TUJUAN
Tujuan penggunaan instrument ini adalah untuk mengukur kevalidan Rencana
Pelaksanaan Pembelajaran (RPP) dalam melaksanakan pembelajaran Bahasa
inggris pada siklus pertama yang implementasinya menggunakan Wholesome
Scattering Game pada pembelajaran.
B. PETUNJUK
Bapak/ibu dapat memberikan penilaian dengan memberikan tanda (√) pada
kolom yang tersedian. Setiap butir yang di beri tanda (√) memiliki nilai 5, jika
tidak bernilai 0.
C. PENILAIAN
No. BUTIR YANG DIVALIDASI KETERANGAN
YA TIDAK
1. Rumusan kompetensi dasar sesuai dengan standar
kompetensi. √
2. Rumusan indikator pencapaian kompetensi sesuai
dengan kompetensi dasar. √
3. Rumusan tujuan pembelajaran sesuai dengan
indicator pencapaian kompetensi. √
4. Materi sesuai dengan tujuan pembelajaran. √
5. Metode yang digunakan sesuai dengan materi
pembelajarn. √
6. Langkah-langkah kegiatan pembelajaran. √
7. Sumber belajar. √
8. Penilaian. √
The Students‟ Field Notes in Cycle I and Cycle II
In the first cycle, students have still confused to implement the wholesome
scattering game because the teacher not explains yet the rule of the game. But most
of them interest to know what the teacher dictated to the three students in the front of
class. Besides that, the students are listens and attention what the teacher corrected.
They imitate when the teacher spells the words on the board. The teaching-learning
process of implementation wholesome scattering game do enough good. In the phase
of post-test, the students good enough understand about the materials of descriptive
text. They are easier to write and to arrange the sentences because they know some of
vocabularies who correlated the object which will be described. The students‘ do the
post-test easier than the pre-test.
Besides that, the students understood about the materials in the second cycle.
Because they get the explanation of the materials in cycle I. But they have still
confused to do the pre-test. The students still difficult in describing the difference
object. Their understanding has just in describing place as the teacher explanation in
cycle I. Besides that, the students participated well in the implementation of
wholesome scattering game. In this cycle, the teacher explained what the wholesome
scattering game. They are so interest to active in the teaching-learning process. The
students understood to do the post-test.
DAFTAR NILAI SURAT KETERANGAN KEGIATAN
(SKK)
Nama : Ni‘matul Maula
NIM : 113-14-142
Jurusan : Tadris Bahasa Inggris
Fakultas : Tarbiyah dan Ilmu Keguruan
No. Jenis Kegiatan Pelaksanaan Keterangan Skor
1. Orientasi Pengenalan Akademik dan
Kemahasiswaan (OPAK) dengan
tema ―Aktualisasi Gerakan
Mahasiswa yang Beretika, Disiplin,
dan Berfikir Terbuka‖
18-19 Agustus
2014
Peserta 3
2. Orientasi Pengenalan Akademik dan
Kemahasiswaan (OPAK) Jurusan
Tarbiyah dengan tema ―Aktualisasi
Pendidikan Karakter Sebagai
Pembentuk Generasi Yang Religious,
Educative, Dan Humanis‖
20-21 Agustus
2014
Peserta 3
3. Orientasi Dasar KeIslaman (ODK)
Dengan Tema ―Pemahaman Islam
Rahmatan Lil ‗Alamin Sebagai
Langkah Aawal Menjadi Mahasiswa
Berkarakter‖
21 Agustus
2014
Peserta 2
4. Achievement Motivation Training
(AMT) dengan Tema ― Dengan AMT
Semangat Mneyongsong Prestasi‖
23 Agustus
2014
Peserta 2
Oleh CEC dan JQH
5. Library User Education (Pendidikan
Pemustaka) Oleh UPT Perpustakaan
STAIN Salatiga
28 Agustus
2014
Peserta 2
6. Talk show dengan tema ―Ciptakan
Karakter Mahasiswa Religius dan
Berakhlaq Mulia‖
19 September
2014
Peserta 2
7. English Friendship Camp dengan
tema ― CEC is the best way for great
generation‖ oleh CEC
27-28
September
2014
Peserta 3
8. ―Bedah Buku Membidik Bintang‖
oleh Lembaga Dakwah Kampus
(LDK) Darul Amal STAIN Salatiga
01 Oktober
2014
Peserta 2
9. ―SIBA – SIBI Training UTS
Semester Ganjil Tahun 2014‖ oleh
CEC dan ITTAQO‖
24-25Oktober
2014
Peserta 3
10. Seminar Nasional dengan tema
―Perbaikan Mutu Pendidikan Melalui
Profesionalitas Pendidikan‖ oleh
Himpunan Mahasiswa Jurusan
Tarbiyah (HMJ TARBIYAH)
13 November
2014
Peserta 8
11. ―Seminar Nasional
Enterpreneurship‖ oleh Gerakan
Pramuka Racana Kusuma Dilaga –
Woro Srikandhi Gugus Depan Kota
Salatiga 02.237 – 02.238 Pangkalan
STAIN Salatiga
16 November
2014
Peserta 8
12. Study Club oleh Division of 07 Desember Peserta 2
Education and Linguistic of CEC
STAIN Salatiga
2014
13. CERTIFICATE OF COMPLETION
oleh HASRAT KHAN ENGLISH
COURSE
08 Oktober –
26 Desember
2014
Peserta 8
14. Workshop Fotografi dengan tema
―Lifestyle‖ oleh LPM Dinamika
25 September
2015
Peserta 2
15. Diskusi Terbuka dengan tema
―Indonesia Kaya, Kok Miskin?‖
26 September
2015
Peserta 2
16. Seminar Nasional dengan tema
―Peran Sistem Ekonomi Islam dalam
Meningkatkan Stabilitas Ekonomi
Global dengan Mensinergikan Sektor
Riil dan Sektor Keuangan‖ oleh
KSEI IAIN Salatiga
13 Oktober
2015
Peserta 2
17. Seminar Nasional dengan tema
―Jenderal Sudirman Inspirasi Anak
Bangsa‖ oleh Himpunan Mahasiswa
Jurusan ( HMJ) SKI
11 November
2015
Peserta 8
18. Workshop Legal Drafting dengan
tema ―PEMBENTUKAN PEMUDA
SEBAGAI AGEN PENGAWAL‖
oleh Senat Mahasiswa (SEMA)
Fakultas Syari‘ah IAIN Salatiga
17 November
2015
Peserta 2
19. Seminar nasional dengan tema
―PENINGKATAN
PROFESIONALISME GURU
SEBAGAI DALAM
23 November
2015
Peserta 8
PEMBELAJARAN DI ERA
GLOBALISASI‖ oleh Dewan
Mahasiswa (DEMA) Fakultas
Tarbiyah dan Ilmu Keguruan IAIN
Salatiga
20. Seminar Nasional dengan tema
―HAK GENDER KAUM DIFABEL
DALAM PERSPEKTIF
SOSIOLOGI DAN HUKUM ISLAM
HIMPUNAN MAHASISWA
JURUSAN AHWAL AL-
SYAKHSHIYYAH‖ di Auditorium 1
IAIN Salatiga
24 Desember
2015
Peserta 8
21. Penerimaan Anggota Baru (PAB)
JQH AL-FURQON 2015 dengan
tema ―Keep on Loving Holy Qur‘an
to Teach a Peacfullness of Life‖ oleh
JQH Al-Furqon IAIN Salatiga
25-26
Desember
2015
Peserta 3
22. Seminar Nasional dengan tema
―Implementasi Nilai-Nilai Pancasila
sebagai Benteng dalam Menolak
Gerakan Radikalisme‖ oleh Dewan
Mahasiswa (DEMA) IAIN Salatiga
10 Februari
2016
Peserta 8
23. Seminar Nasional dengan tema
―Memperkuat Peran Pemuda dalam
Meningkatkan Ekonomi Nasional
Melalui Kewirausahaan‖ oleh
Koperasi Mahasiswa (KOPMA)
26 April 2016 Peserta 8
―FATAWA‖ IAIN Salatiga
24. Seminar Nasional ―The Use of
English as a Medium of Islamic
Preaching‖ oleh Communicative
English Club (CEC) IAIN Salatiga
28 Mei 2016 peserta 8
25. Diskusi Ramadhan dengan tema
―TA‘ARUF SASTRA TIMUR
TENGAH‖ oleh LPM Dinamika
17 Juni 2016 Peserta 2
26. FUADAH BERSHOLAWAT dengan
tema ―Perkokoh Harmoni NKRI dan
Kehidupan Beragama dengan
Sholawat dan Konservasi Budaya‖
oleh Dewan Mahasiswa Fakultas
Ushuluddin, Adan dan Humaniora
(DEMA FUADAH) IAIN Salatiga
15 Oktober
2016
Peserta 2
27. GRAND LOUNCHING INSPIRASI
TAZKIA & KURSUS KARAKTER
dengan tema ―KISAH SANG
REKTOR: TERSESAT DI JALAN
YANG BENAR‖ oleh Biro
Konsultasi Psikologi Tazkia
13 Desember
2016
Peserta 2
28. Bedah buku nasional dengan tema
―2024 Hijrah untuk negeri:
Kenagkitan atau kehancuran (?)
Indonesia dalam ayunan peradaban‖
oleh HMI cabang Salatiga
26 Desember
2016
Peserta
8
29. Seminar Nasional dengan tema
―Unlocking Students Potential to
6 Mei 2017 Peserta 8
Deal with Globalisation‖ oleh CEC
IAIN Salatiga
30. ―Kegiatan LDK (Latihan Dasar
Kepemimpinan)‖ tingkat kota
salatiga di SMP Negeri 8 Salatiga
24-26 Agustus
2017
Pendamping 3
31. ―Kegiatan DIANPINRU (Gladian
Pimpinan Regu)‖ di SMP Negeri 8
Salatiga
29-31 Agustus
2017
Pendamping 3
32. ―Kegiatan PHBI (Peringatan Hari
Besar Islam) Idul Adha 1438 H‖ di
SMP Negeri 8 Salatiga
2 September
2017
Pendamping
3
DOCUMENTATION
CYCLE I
The Students do the pre-test.
The teacher explains about the descriptive text materials
The students‘ write what the teacher dictated.
The Students‘ do the Post-test
CYCLE II
The students‘ do the pre-test.
The teacher explains the descriptive text materials.
The students‘ write what teacher dictated.
The students‘ do the post-test.
CURRICULUM VITAE
I. Personal Details
Name : Ni‘matul Maula
Place and Date of Birth : Demak, August 10th
1996
Gender : Female
Religion : Moslem
Address : Sumberejo Dawung, RT/RW 03/05, Mranggen,
Demak, Jawa Tengah
Phone Number : 081227063589
E-mail : [email protected]
II. Education Details
Year Education
2002-2008 SD Negeri Sumberejo 1
2008-2011 SMP Ky Ageng Giri
2011-2014 SMA Ky Ageng Giri
2014-2018 Bachelor Degree (S1) of English
Education Department of Teacher
Training and Education Faculty of
State Institute of Islamic Studies
(IAIN) Salatiga
