improving writing skills in descriptive text using...
TRANSCRIPT
IMPROVING WRITING SKILLS IN DESCRIPTIVE TEXT
USING CLUSTERING TECHNIQUE FOR SEVENTH YEAR
STUDENTS OF SMP MUHAMMADIYAH SALATIGA IN THE
ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd.) in the English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
OSSI RINAWATI
NIM.11313122
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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MOTTO
“Learn to paddle your own canoe”
-Proverb-
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DEDICATION
This graduating paper is dedicated to:
Allah SWT and Prophet Muhammad SAW who always bless me and listen
to all my wishes.
My beloved parents Sutardi and Munawaroh, and also my handsome
brother Andre Julianda. Thank you for helping me passing my bad
moments and sharing your time to handle everything I need. No matter
how bad I fell, I always know that you will catch me and help me to get up
and reach success. Thanks for becoming heros in my life.
All of the people who always give me support and pray for me, especially
my best friend Monika Novia Santi.
My gang of “Rewo-Rewo” (Aji, Wahyudi, Farid, Risky, Zaenal, Tsaqib,
Annisa, Atiq, Tiya, Yeni, and Monica).
All my friends of State Institute for Islamic Studies (IAIN) Salatiga
especially English Education Department 2013.
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ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
Assalamu’alaikum Wr. Wb.
Alhamdulillahirabbil’alamin, all praises are to Allah SWT the Most
Gracious and the Most Merciful who always blesses and help the researcher so the
researcher could be finished the graduating paper. Bless and mercy is upon great
Prophet Muhammad SAW for his guidance that leads the researcher to the truth.
However, this paper would not be achieved without supports, guidance,
advice, help, and encouragement from several people and institution. Hence, the
researcher would like to express special thanks to:
1. Dr. Rahmad Haryadi, M.Pd, the Rector of Institute for Islamic Studies
(IAIN) of Salatiga.
2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty
of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D., the Head of English Education Department of
State Institute for Islamic Studies (IAIN) Salatiga.
4. Dr. Setia Rini, M.Pd the counselor who has educated, supported,
directed, and given the researcher advice, suggestions, and
recommendations for this graduating paper from the beginning until
the end.
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ABSTRACT
Rinawati, Ossi. 2018. Improving Writing Skills in Descriptive Text Using
Clustering Technique for Seventh Year Students of SMP
Muhammadiyah Salatiga in the Academic Year of 2017/2018. A
Graduating Paper, English Education Department, Teacher
Training and Education Faculty, State Institute for Islamic Studies
(IAIN) Salatiga. Counselor: Dr. Setia Rini, M.Pd.
The objectives of the study are: (1) To find out the improvement of writing
skills in descriptive text using clustering technique. (2) To find out the significant
influence of using clustering technique in improving writing skills in descriptive
text for seventh-year students of SMP Muhammadiyah Salatiga in the academic
year of 2017/2018.
The methodology of this research was Classroom Action Research (CAR).
The research consisted of two cycles and each cycle consisted of four steps, they
were: planning, acting, observing, and reflecting. The subject of this research is
7B class, which consists of 36 students. The technique of collecting data was the
observation, test and documentation.
The result of this research shows that (1) there was an improvement of
writing skills in descriptive text using clustering technique. It is shown the result
of the cycle I, the mean of post-test is higher than the mean of the pre-test. The
mean of post-test is 78.38 and pre-test are 58.02. In the cycle II, the mean of post-
test is higher than the mean of the pre-test. The mean post-test is 85.25 and pre-
test are 61.47. (2) There was a significant influence of using clustering technique
in improving writing skills in descriptive text from the cycle I up to the cycle II. It
is shown the result of T-test in cycle I is 27.005 and cycle II is 35.979. Moreover,
the t-test in the cycle II is bigger than the t-test of the cycle I. From the result, the
researcher concluded that using clustering technique can improve writing skills in
descriptive text for seventh-year students of SMP Muhammadiyah Salatiga.
Keywords: Writing; Clustering Technique; Descriptive Text
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TABLE OF CONTENTS
TITLE.............................................................................................................. i
DECLARATION ............................................................................................ ii
ATTENTIVE COUNSELOR NOTES ......................................................... iii
STATEMENT OF CERTIFICATION ........................................................ iv
MOTTO .......................................................................................................... v
DEDICATION ................................................................................................ vi
ACKNOWLEDGEMENT ............................................................................. vii
ABSTRACT .................................................................................................... ix
TABLE OF CONTENTS ............................................................................... x
LIST OF FIGURE.......................................................................................... xiv
LIST OF TABLES ......................................................................................... xv
CHAPTER I: INTRODUCTION
A. Background of the Research .......................................................... 1
B. Research Questions ........................................................................ 4
C. Objectives of the Research ............................................................. 5
D. Significances of the Research ........................................................ 5
E. Hypothesis and Success Indicator .................................................. 6
F. Research Methodology................................................................... 7
1. Research Design ....................................................................... 7
2. Subject of the Research ............................................................ 9
3. Step of the Research ................................................................. 11
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4. The Technique of Data Collection and Research Instrument .. 12
5. Data Analysis ........................................................................... 15
G. Graduating Paper Outlines ............................................................. 16
CHAPTER II: THEORETICAL FRAMEWORK
A. Supporting Theories ....................................................................... 18
1. Writing ..................................................................................... 18
a. The definition of writing ................................................... 18
b. The Purposes of Writing .................................................... 19
c. The Process of Writing....................................................... 19
d. Types of Writing Taught in Junior High School ................ 20
2. Descriptive Text ....................................................................... 22
a. The Definition of Descriptive Text ................................... 22
b. The Purposes of Descriptive Text ...................................... 23
c. The Generic Structure of Descriptive Text ........................ 23
d. The Generic Features of Descriptive text........................... 24
e. The Example of Descriptive Text ...................................... 25
3. Clustering Technique ............................................................... 25
a. The Definition of Clustering Technique ............................ 25
b. The Steps of Using Clustering Technique ......................... 26
c. Teaching Writing Using Clustering Technique…….... ..... 29
d. The Application of Using Clustering Technique……. ...... 30
B. Review of Previous Research......................................................... 31
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CHAPTER III: IMPLEMENTATION OF RESEARCH
A. The Procedures of the Research ..................................................... 34
1. Cycle I ...................................................................................... 34
a. Planning.............................................................................. 34
b. Acting ................................................................................. 35
c. Observing ........................................................................... 36
d. Reflecting ........................................................................... 36
2. Cycle II ..................................................................................... 37
a. Planning.............................................................................. 37
b. Acting ................................................................................. 38
c. Observing ........................................................................... 39
d. Reflecting ........................................................................... 39
3. The Minimal Standard of Successful ....................................... 40
CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS
A. The Result of the Research ............................................................ 41
1. Research Findings .................................................................... 41
a. Cycle I ................................................................................ 41
b. Cycle II ............................................................................... 53
2. Discussions ............................................................................... 64
CHAPTER V: CLOSURE
A. Conclusion...................................................................................... 66
B. Suggestions .................................................................................... 67
1. For the Teacher ........................................................................ 67
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2. For the Students........................................................................ 67
3. For the Future Researcher ........................................................ 67
REFERENCES
CURRICULUM VITAE
APPENDICES
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LIST OF FIGURES
Figure 1.1 Steps of Classroom Action Research Adapted by Mulyasa ........... 7
Figure 2.1 Example of Design Clustering Technique Adapted by Axelrod
and Cooper ....................................................................................................... 28
Figure 4.2 Application of Clustering Technique Adapted by Dietsch ............. 30
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LIST OF THE TABLE
Table 1.1 List of the Students’ Name of 7B Class of SMP Muhammadiyah
Salatiga ............................................................................................................ 9
Table 1.2 Research Schedule ........................................................................... 11
Table 1.3 Form of Students’ Observation Checklist ........................................ 12
Table 1.4 Form of Teachers’ Observation Checklist ....................................... 13
Table 4.1 Form the Result of Students’ Observation Checklist Cycle1 .......... 46
Table 4.2 Form the Result of Teachers’ Observation Checklist Cycle1 .......... 47
Table 4.3 The Students’ Score of Pre-test and Post-test Cycle I ..................... 49
Table 4.4 The Descriptive Statistic Cycle I ..................................................... 50
Table 4.5 Paired Sample Test Cycle I .............................................................. 51
Table 4.6 Form the Result of Students’ Observation Checklist Cycle II ......... 57
Table 4.7 Form the Result of Teachers’ Observation Checklist Cycle II ........ 57
Table 4.8 The Students’ Score of Pre-test and Post-test Cycle II .................... 59
Table 4.9 The Descriptive Statistic Cycle II .................................................... 61
Table 4.10 Paired Sample Test Cycle II........................................................... 62
Table 4.9 Table of Data Analysis ..................................................................... 63
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presents the background of the research,
research questions, objectives of the research, significances of the research,
hypothesis and success indicator, research methodology and graduating paper
outlines.
A. Background of the Research
English is an international language which has a very important role in
communication and education. In Indonesia government, English is
considered as a first foreign language and compulsory subject to pass the
National Examination (Depdiknas, 2003:11). In English subject, there are four
skills to be mastered. There are listening, speaking, reading and writing. Here,
the researcher focuses on the writing skill.
Writing is one of the four language skills which is the important skills to
learn. According to Richard and Renandya (2002:303), writing is the difficult
skills for learners to master. The difficulty lies not only in generating and
organizing ideas but also in translating these ideas into readable text. Writing
needs hard thinking to produce an idea, words, sentences, paragraph, and
composition. By writing, students can convey their ideas, thoughts, and
messages to the reader in written text.
Based on the Basic Competency in the writing English subject of
Curriculum 2013, the seventh-year students are able to make written simply of
descriptive text. Descriptive text is one of the functional texts that describe the
features of someone, something, or a certain place. The descriptive text
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consists of introduction and description. The introduction is the part of the
paragraph that introduces the character, and description is the part of the
paragraph that describes the character. The students can use the simple present
and adjective clause in writing descriptive text (Wardiman et al, 2008:115).
Based on the interview on January, 19th 2018 with the English teacher of
7B class Mrs. Khaliyatul Husna, in term of students’ difficulties in writing for
seventh-year students of SMP Muhammadiyah Salatiga, the researcher asked
some questions. The first question is about the Standardized of Minimum
Score (KKM) of English subject and the Curriculum that is used for seventh-
year students of SMP Muhammadiyah Salatiga. The teacher said that the
Standardized of Minimum Score (KKM) of English subject is 65, and SMP
Muhammadiyah Salatiga uses Curriculum 2013.
The second question is about the most difficult skills in writing the subject
for the students. The teacher said that writing is the most difficult skills to be
learned and the students’ writing skills were still low.
The third question is about the difficulties faced by the students in writing.
The teacher gave some arguments that writing skills are considered difficult
by the students for some reasons. First, the students did not have an idea to
write. Second, the students were still confused in organizing the sentences.
Third, the students had low mastery of grammar and punctuation. Fourth, the
students have limited vocabulary so they had difficulties to write a good
sentence.
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The fourth question is about the technique used by the teacher in teaching
writing. Commonly in the teaching writing, the teacher gave an explanation
before giving the exercises to the students. The teacher also used books and
picture as a media.
The last question is the clustering technique. The teacher said that she
never used clustering technique in writing the subject, but she has known
about clustering technique. She said that clustering technique is a strategy in
writing like the main mapping. The students can circle the main idea and
connect with the supporting idea. Then the students can make the simple
sentences based on the supporting ideas.
The conclusion of the interview in term of students’ difficulties in writing
was seventh-year students of SMP Muhammadiyah Salatiga, they have
problems in term of generating ideas, organizing ideas into the paragraph, and
grammatical function. The teachers must be able to organize the teaching
writing activities. The students need another more interesting technique in
learning writing to make them understand and easier in writing.
There are a lot of techniques in teaching writing. To modify positively the
situation of the classroom and to make the teaching writing lively, the
researcher would like to propose an alternative technique by using clustering
technique. According to Langan (2006:25), clustering technique known as
diagramming or mapping is another strategy that can be used to generate
material for a paper. This method is helpful for people who like to think in a
visual way. In clustering, the writer can use lines, boxes, arrows, and circle to
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show relationships among the ideas and details. It can be conclude that
clustering is making a visual map to produce a topic related to each other.
Moreover, the clustering technique can motivate the students to write their
ideas. Besides that, clustering technique will help the students to organize
their thinking before they develop in a paragraph.
Here, the researcher uses descriptive text in conducting Classroom Action
Research. It was chosen because the descriptive text is appropriate to the
English learning syllabus for seventh-year students of SMP Muhammadiyah
Salatiga. SMP Muhammadiyah Salatiga has four classes of seventh-year
students. The researcher used one class in the research process. There is a 7B
class, which have thirty-six students.
Based on the explanation above, the researcher is interested in conducting
a research entitled “Improving Writing Skills in Descriptive Text Using
Clustering Techniquefor Seventh Year Students of SMP Muhammadiyah
Salatiga in the Academic Year of 2017/2018”.
B. Research Questions
Based on the background of the research, the researcher formulates the
research question as follows:
1. How is the improvement of the writing skills in descriptive text using
clustering technique for seventh-year students of SMP Muhammadiyah
Salatiga in the academic year of 2017/2018?
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2. How far is the significant influence of using clustering technique in
improving writing skills in descriptive text for seventh-year students of
SMP Muhammadiyah Salatiga in the academic year of 2017/2018?
C. Objectives of the Research
Based on those problems of the research, the objectives of this research as
follows:
1. To find out the improvement of writing skills in descriptive text using
clustering technique for seventh-year students of SMP Muhammadiyah
Salatiga in the academic year of 2017/2018.
2. To find out the significant influence of using clustering technique in
improving writing skills in descriptive text for seventh-year students of
SMP Muhammadiyah Salatiga in the academic year of 2017/2018.
D. Significances of the Research
Hopefully, the result of this research expects to be useful for some points
in teaching and learning process of English. The significance of the research
will be useful for the teachers, the students, the researcher, and the other
researcher.
1. For the Teachers
The result of this research is useful for English teachers at Junior High
School level to get information about teaching writing descriptive text
using clustering technique.
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2. For the Students
This research can help the students solve their problems in writing
descriptive text and improve their skills in writing.
3. For the Researcher
The findings of the research can be used as one of the references in
conducting the research on English language teaching, especially in the
implementation of clustering technique.
4. For the Other Researcher
The researcher hopes that the result of this research can be used as a
reference for other researchers. This study will give any benefits and can
help them in solving their problem. The researcher wishes this research
can motivate them to do other studies.
E. Hypothesis and Success Indicator
Based on the interview with the English teacher in term of difficulties in
writing was seventh-year students of SMP Muhammadiyah Salatiga, the
students have problems in term of generating ideas, organizing ideas into the
paragraph, and grammatical function. The researcher tries to overcome those
problems by implementing clustering technique. By conducting this research,
the researcher proposes a hypothesis: using clustering technique can improve
writing skills in descriptive text.
The success indicator of this research is taken from the students’ Basic
Competence shown in Lesson Plan (RPP) (see appendix 3 and 4). The
students’ success and failure in doing the activities in cycle I and II will be
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assessed by referring to the criterion of the passing grade (KKM). The passing
grade of English lesson in SMP Muhammadiyah Salatiga is 65. The teacher
and the researcher expect that there are at least 85% of the students who pass
the passing grade.
F. Research Methodology
1. Research Design
This research is CAR (Classroom Action Research). “Classroom
Action Research aims to improve and increase the learning quality and to
help the teacher to solve the learning problem in the school” (Muslich,
2009:7-8). The researcher uses Classroom Action Research because the
researcher wants to know the improvement and the significant influence of
using clustering technique in improving writing skills in descriptive text.
This research uses model proposed by Mulyasa (2009:73), which consists
of four steps, namely, planning, acting, observing, and reflecting.
Improvement of the problem in this research is brought about by a series
of two cycles.
Cycle I Cycle II
Figure 1.1 Steps of Classroom Action Research Adapted by Mulyasa (2009:73)
?
PLANNING
PLANNING
ACTING REFLECTING ACTING
REFLECTING
OBSERVING
OBSERVING
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Based on Mulyasa (2009:73), all those steps can be explained as follow:
a. Planning
At the planning stage, the researcher formulates some procedural
acts how to improve writing skills in descriptive text using clustering
technique. The procedures are put in two lesson plans.
b. Acting
At the acting step, the researcher tries to implement some
techniques/procedural acts that have been formulated at planning.
c. Observing
When the researcher is implementing some techniques/procedural
acts in improving writing skills in descriptive text using clustering
technique, the researcher is also observing the teaching and learning
process. In this phase, the researcher prepares the observation checklist
to know the class condition when the action is done, then the
researcher (as the observer and collaborator) and the English teacher
(is the teacher in the research) discuss about the result of the
observation, what the problem faced when teaching-learning process
and look for good solution to solve the problem.
d. Reflecting
Reflection means to analyze the result based on the data that have
been collected to determine the next action in the next cycle. After the
observation process is done, the researcher makes a reflection to
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evaluate teaching-learning process to know the improvement of
writing skills in descriptive text.
Based on the explanation above, it can be conclude that Classroom
Action Research is an action research classroom, which can do by the
teacher and researcher with involves the students to improve teaching and
learning process.
2. The subject of the Research
The subject of this research is a 7B class of SMP Muhammadiyah
Salatiga in the academic year of 2017/2018. It consists of 36 students.
Table 1.1 List of the Students’ Name of 7B Class of SMP Muhammadiya Salatiga
No Students’ name Sex
1 APP Male
2 ABS Male
3 AY Female
4 AS Male
5 BBM Male
6 DEP Female
7 ENK Female
8 EAS Female
9 GNS Male
10 GSA Male
11 GAA Female
12 IF Female
13 KZA Male
14 KNS Female
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15 LSW Female
16 MT Male
17 MRES Male
18 MDA Male
19 MF Male
20 MIP Male
21 MLFT Male
22 NJA Female
23 NJP Male
24 NHA Male
25 PEPW Male
26 PMDH Female
27 RFR Male
28 RY Male
29 RDNA Male
30 RAP Male
31 SO Female
32 SR Female
33 THN Female
34 VDS Female
35 WMI Male
36 WNG Male
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3. Steps of the Research
In conducting the research, the researcher carries out the steps which
summarize in the following research schedule. This research was done on
January 2018 until February 2018. The table of research schedule is
written below:
Table 1.2 Research Schedule
No Date and time Activities Place and time
1. January 18th,
2018
Observation giving the letter to the
one of the staff at SMP
Muhammadiyah Salatiga
Office staff SMP
Muhammadiyah
Salatiga (09.00
WIB)
2. January 19th,
2018
Interview with the English teacher
in the Preliminary Study (Before
Classroom Action Research)
Teacher room SMP
Muhammadiyah
Salatiga (09.15
WIB)
3 January 20th,
2018
Meet the English teacher to do
consult the lesson plan
Teacher room SMP
Muhammadiyah
Salatiga (10.30
WIB)
4 January 29th,
2018
Doing action in the class (cycle 1)
Pre-test, treatment
In the classroom 7B
(08.00-09.20 WIB)
5 February 2th,
2018 Doing action in the class (cycle 1)
Treatment, Post-test
In the classroom 7B
(09.55-11.15 WIB)
5 February 5th,
2018
Doing action in the class (cycle 2)
Pre-test, treatment
In the classroom 7B
(08.00-09.20 WIB)
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4. The technique of Data Collection and Research Instrument
a. Observation
In this research, the researcher observes the learning process. The
learning process is taught by the teacher, while the researchers just
observe the learning process. The observation consists of two cycles.
There is the cycle I, and cycle II. The researcher uses the observation
checklist to make it more systematic. It consists of students’ and
teachers’ observation checklist. In filling the observation checklist, the
researcher will use mark “√”. The students’ observation checklist is
written below:
Tabel 1.3 Students’ Observation Checklist
No The Students’ Activity Yes No Description
1 Paying Attention
2 Asking Question
3 Responding to question
4 Accomplishing task
5 Being enthusiastic in
application Clustering
technique
6 February 9th,
2018
Doing action in the class (cycle 2)
Treatment, Post-test
In the classroom 7B
(09.55-11.15 WIB)
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The next is teachers’ observation checklist that is used to observe
the teacher activity in the learning process. The teachers’ observation
checklist is written below:
Table 1.4Teachers’ Observation Checklist
No The Teachers’ Activity Yes No Description
1 Preparing the material well
2 Greeting students before the
lesson begin
3 The teacher checking students’
attendant
4 Giving motivation
5 Reminding previous material
6 Giving an explanation of the
material
7 Using clustering technique to
teach writing descriptive text
8 Giving opportunity for asking
the question
9 Help the students’ difficulties
in learning
10 Giving feedback after the
lesson
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b. Test
In simple term, the test is number measuring a persons’ ability,
knowledge, or performance in a given domain (Brown, 2004:3). The
researcher uses pre-test and post-test.
1) Pre-test
The pre-test is given to the students before the teacher using
her technique in the teaching-learning process. The aim is to know
about the students writing skills before treatment. In the pre-test of
the cycle I and cycle II the teacher ask the students to write the
descriptive text about people and animal but without using
clustering technique (without treatment).
2) Post-test
Post-test is given to the students after the technique will be
implement. The purpose of the post-test is to know the
improvements of writing skills in the descriptive text after they got
a treatment. In the post-test of the cycleI and cycle II, the teacher
asks the students to write a descriptive text about the people and
animal by using clustering technique (using treatment).
c. Documentation
According to Sukardi (2003:81), “documentation is a way to get
the data from the respondent”. Documentation is done to get important
data for the researcher importance. The important data includes school
data and students’ data. The researcher needs to know the
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documentation of teaching-learning process in English subject, the list
of students’ name, and other documents at SMP Muhammadiyah
Salatiga. In this research, the researcher uses photos as the
documentation of the research.
5. Data Analysis
In this research, the researcher uses mixes methods to analyze the data.
According to Fraenkel and Wallen (2009:557), “mixed-methods are
collect and analyze by using a qualitative and quantitative method in a
single research”. When the teacher doing the action, the researcher
observes and analyze the process by using a qualitative method. After the
scores are given to the students, the researcher analyzes it by using a
quantitative method.
a. Qualitative Data
Qualitative research is very important to discover and analyze the
motives of behavioral science of human (Kothari, 2004:3). In this
research, the data of observation checklist is analyzed by qualitative.
b. Quantitative Data
This research uses quantitative analysis to process the datathat
includes of the score of the students' test, and calculate the result of the
test. According to Kothari (2004:3), “quantitative research is process
based on the measurement of quantity”. The quantitative data is
processed by the teacher and the researcher get the score of the
students. The maximum score is 100.
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1) Score the Students’ Test
There are five components present in the analytical scoring
rubric for writing, are content, organization, grammar, punctuation,
and vocabulary (Brown, 2004:244-245). The researcher uses an
analytical scoring rubric to analyze the data related to the students’
paragraph writing test of writing ability (see appendix 2).
1) Calculate the Result of the Test
After the scoring of students’ test, the researcher calculates the
data using the t-test to determine there was a significant difference
in cycle I and cycle II. This research uses Statistical Package for
the Social Science (SPSS) for analyzing the data. According to
Landau and Everitt (2003:1), said that SPSS is manipulating,
analyzing, and presenting data program which is used in the social
and behavioral science. In practice, the researcher will use SPSS
Base. SPSS Base has a number of add-on modules that extend the
range of data entry, statistical, or reporting capabilities. That also
provides methods for data description, simple inference for
continuous and categorical data and linear regression.
G. Graduating Paper Outlines
This graduating paper outline is composed systematically into five
chapters and able to clarify as follow:
Chapter I is an Introduction. This chapter consists of the background of the
research, research question, objectives of the research, significances of the
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research, hypothesis and success indicator, research methodology, and
graduating paper outlines.
Chapter II is the Theoretical Framework. This chapter consists of
supporting theories and the review of previous research. Supporting theories
discusses the definition of writing, the purposes of writing, the process of
writing, types of writing taught in Junior High School, the definition of
descriptive text, the purposes of descriptive text, the generic structure of
descriptive text, the generic feature of descriptive text, example of descriptive
text, the definition of clustering technique, the step of using clustering
technique, teaching writing using clustering technique, and the application of
clustering technique in writing descriptive text.
Chapter III is the Implementation of the Research.This chapter consists of
procedure of the research.
Chapter IV is Research Findings and Data Analysis. This chapter consists
the result of the research about the improvement and the significant influence
of writing skills in descriptive text using clustering technique for seventh-year
students of SMP Muhammadiyah Salatiga in the academic year of 2017/2018.
Chapter V is Closure. This chapter consists of the conclusions and
suggestions of the research based on the analysis in chapter four. The
conclusions state the answer to the research questions about the improvement
and the significant influence of writing skills in descriptive text using
clustering technique. After that, it is followed by Bibliography and
Appendices.
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CHAPTER II
THEORETICAL FRAMEWORK
In this chapter consists of supporting theories and the review of previous
research. Supporting theories describes some information involving: writing,
descriptive text, and clustering technique.
A. Supporting Theories
1. Writing
a. The Definition of Writing
In learning English, there are four skills that should be mastered;
those are listening, speaking, reading, and writing. Among the four
skills, writing is a difficult skill to be learned. This opinion is
supported by Richards and Renandya (2002:303), “writing is the most
difficult skill for second language learners to master”. From the
definition above, it can be said that writing can be distinguished from
other skills as the most difficult one. Writing is not easy and needs
hard to work.
According to Murcia (1991:233), writing is “the ability to express
one’s ideas in written form is a second or foreign language”. It means
that writing is an activity to express our ideas in written form. Writing
is also a way of finding out what people know and what people need to
learn (Raymond, 1980:2). It can be said that writing is also a tool of
human beings to share information or stories to others.
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b. The Purposes of Writing
According to Dietsch (2006:7), writing has four general purposes;
to inform, to persuade, to express, or to certain. First, writing to inform
purposed to educate the readers about the topic of some knowledge, it
means that the writer share interest knowledge to readers knows.
Second, writing to persuade, it means that writer convinces the readers
to accept the ideas. Third, writing to express, it means that writer can
express her/his feelings, opinion, and also experience. The last is
writing to certain, it means that is the writer can make readers certain
about her/his argument to explain ideas to the readers.
c. The Process of Writing
1) Prewriting
Prewriting is the thinking, talking, reading, and writing about
the topic before writing the first draft. Prewriting is a way of
warming up the brain before writing (Richard and Renandya,
2002:316).
2) Writing
After having spent some time thinking about the topic and
doing the necessary prewriting, for the next step in the writing
process: write the paragraph, use the ideas generated from
prewriting as a guide (Blanchaard and Root, 2003:43).
a) Begin with a topic sentence that states the main idea.
b) Include several sentences that state the main idea.
20
c) Stick to the topic.
d) Arrange the sentences so that the order of ideas makes sense.
e) Use the signal words to help the reader understand how the
ideas in your paragraph are connected (Blanchaard and Root,
2003:43).
3) Revising
It is almost impossible to write a perfect paragraph on the first
try. The first try is called the first draft. After completing the first
draft, the writer must look for ways to improve it. This step is
called revising (Blanchaard and Root, 2003:44).
When the writer revises, they review their text on the basis of
the feedback given in the previous stage. They reexamine what was
written to see how effectively they have communicated their
meanings to the reader.
d. Types of Writing Taught in Junior High School
Based on the Standard Competencies and Basic Competencies of
curriculum 2013, there are some types of writing which have to be
taught in Junior High School. They are; descriptive, recount, narrative,
procedure, report, explanation, analytic exposition and news item.
According to Gerrot and Wignell (1995:192), there are many types of
writing:
21
1) Descriptive
Descriptive is a kind of genre that has a social function to
describes a particular person, place, or thing.The purpose of
descriptive is to convey to the reader what something looks like.
2) Recount
Recount is a kind of genre that has a social function to retell
event for the purpose of informing and entertaining. Some
examples of recount text types are; newspaper, reports,
conversation, speeches, television interviews, etc.
3) Narrative
The narrative text is the type of written text that tells a story of
one character or more who face the certain situation. Its purpose is
to present a view of the world that entertains or informs the reader
or listener. It is related to the recount type.
4) Procedure
The procedure is a kind of genre that has a social function to
describe how something is accomplished through a sequence of
actions or steps. A procedure is a piece of text that tells the reader
or listener how to do something. Its purpose is to provide
instruction for making something, doing something or getting
somewhere. The example of procedure texts includes recipes,
itineraries, instruction manuals, directions.
22
5) Report
The report is a kind of genre that has a social function to
describe the way things are with reference to a range of natural,
man-made and social phenomena in our environment.
6) Explanation
The explanation is a kind of genre that has a social function to
explain the process involved in the formation or working of natural
or socio-cultural phenomena.
7) Analytic Exposition
Analytic exposition is a kind of genre that has a social function
to persuade the reader or listener that something is the case.
8) News Item
The news item is a kind of genre that has a social function to
inform the reader, listener, viewers about events of the day which
are considered newsworthy or important.
2. Descriptive Text
a. The Definition of Descriptive Text
Descriptive text is a part of factual genres. Its social function is to
describe a particular person, place or thing (Wardiman et.al,
2008:122). Description helps the reader, through his or her
imagination, to visualize a scene or a person, or to understand a
sensation or an emotion (Wishon and Burks, 1980:128).
23
Description recreates sense impression by translating into words,
the feel, sound, taste, smell, and look of things. A good description is a
word picture; the reader can imagine the object, place, or person in his
or her mind (Oshima and Hogue, 2007:61). It can be said that
descriptive text is a text which can tell the character of something or
someone living or no living for the purpose that the reader could
interpret it well. Descriptive tells how something looks, feels, smells
tastes, and or sound.
b. The Purposes of Descriptive Text
According to Hartono (2005:6), “the descriptive text aims to
describe a particular person, place, or thing”. It means that descriptive
text aims at giving vivid details of how something or someone looks.
A descriptive text tells the readers what the thing is, or what the thing
does. A description should be so unique that a description of one thing
should be different from a description of another thing. In other words,
descriptive text is not used to generalize. All different readers should
be able to show the same thing being described in the text.
c. Generic Structures of Descriptive Text
According to Anderson (1997:103), one way of understanding
descriptive text is by identifying the generic structure of that text. The
simple generic structure that is taught in junior high school is divided
into following two elements namely identification and description.
24
1) Identification/a general opening statement in the first paragraph:
identifies phenomenon to be described.
a) This statement tells the audience what the text is going to be
about.
b) This includes a short description of the subject.
c) This can include a definition of the subject.
2) Description/a series of the paragraph about the subject: describes
the part, qualities, characteristic.
a) Each paragraph usually begins with a topic sentence.
b) The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph.
c) The sentences after the preview give more details.
d) Each paragraph should give information about one feature of
the subject.
e) These paragraphs build a description of the subject of the
report.
f) They may include technical language that is related to the
subject.
By identifying the generic structure of the text, it is easier to
understand the text.
d. The Generic Features of Descriptive Text
According to Anderson (1998:26), the generic features of
description are:
25
a. The verb in the present tense.
b. An adjective to describe the features of the subject.
c. Topic sentences to begin paragraphs and organize the various
aspects of the description.
e. The Example of Descriptive Text
I love my mum very much. She is an elementary school teacher.
She is very patient. She is never angry. She always smiles and never
complains. My mum is my best friend. I can talk to her about
everything. Oh ya, she can sing! She has a beautiful voice.
(Kementerian Pendidikan dan Kebudayaan, Bahasa Inggris, When
English Rings The Bell, SMP/Mts Kelas VII, 2016:160).
3. Clustering Technique
a. The Definition of Clustering Technique
Here, there are many definitions of clustering technique by an
expert, Blanchard, and Root (2003:42) state that clustering is another
prewriting technique. It is a visual way of showing how your ideas are
connected using cycles and lines. When you cluster, you draw a
diagram of your ideas. Buscemi (2002:14) said that clustering is a
good way to turn a broad subject into a limited and more manageable
topic for a short essay. Also called mapping and diagramming, it is
another effective way to gather information for an essay.
In clustering, the writers can use lines, boxes, arrows, and circle to
show the relationship between the ideas and details that occur to them
26
(Langan, 2006:25). It can be said that clustering technique becomes a
strategy to understand the lesson sharply in general and to comprehend
the writing technique in particular. The procedure should be taken is
planning, diagramming, mapping, and listing the certain keywords are
understood, the students are able to perceive the use of them in
practice to continue writing and seeking the relevant case of the topic.
From the definition above, the researcher concludes that clustering
is making a visual map or new association that allows thinking more
creatively and to begin without clear ideas. To cluster ideas, begin
with a blank sheet of paper. In the center, write and circle the word that
expresses the broad subject which one to write about. Think of ideas
and details related to this subject. Clustering can be used for any kind
of writing. Writers use it in the early stages of planning an essay in
order to find subtopic in a topic to organizing information.
b. The Steps of Using Clustering Technique
Clustering can be used for any kind of writing. The writers use it in
the early stages of planning an essay in order to find subtopics in a
topic or to organize information. To make it simple, according to
Axelrod and Cooper (1985:461), clustering works as follows:
a. In a word or phrase, write your topic in the center of a piece of
paper. Circle it.
27
b. Also in a word or phrase, write down the main parts or central
ideas of your topic. Circle these, and connect them to the topic in
the center.
c. The next step is to generate facts, details, examples, or ideas
related in any way to these main parts of the topic. Cluster these
around the main parts.
28
Below is an example of clustering technique according to Axelrod and
Cooper (1985:462).
Figure 2.1 Example of Clustering Technique Adapted by Axelrod and Cooper
(1985:462)
Topic
Detail
Example
Main Part
or Idea
Fact
Detail Detail
Detail Detail
Detail
Detail
Detail
Fact
Fact
Fact
Detail
Main Part
or Idea
Example Example
Example
Main Part
or Idea
Example Example Example
Fact
Detail
Detail
Detail Detail Detail
Detail
29
c. Teaching Writing Using Clustering Technique
According to Clouse (2005:26), the followings steps in teaching
writing using clustering technique are:
a. Step 1: Introduce the concept of clustering technique to students.
Tell them that clustering technique would help them in generating
ideas when they started to write.
b. Step 2: Leading students to generate ideas in form clustering
technique on the whiteboard as a model. Put the topic in the center
by using the box or other shapes to make it more interesting, and
put keywords related to the topic by using lines or arrows. Students
don’t have to worry about generating ideas; it is free for them to
organize their ideas as long as related to the topic given.
c. Step 3: Ask students to write the first draft based on the design of
clustering technique samples that have been made on the
whiteboard to know that students have easy when started to write
by using clustering technique.
d. Step 4: After students are able to use clustering technique, ask
them through the selected topic to make a descriptive text. Give
students an evaluation to check their writing skill and to know their
problems in writing.
Based on the mentioned above, it can be concluded that clustering
technique is easy to be implemented in teaching writing to the
students. By using clustering technique in writing descriptive text, it
30
will facilitate the students to construct their ideas before they organize
and compose sentences into a paragraph.
d. The Application of Clustering Technique
Figure 2.2 Application of Clustering Technique Adapted by Dietsch (2003:27)
Game
birds
Tim
e
How
attract
birds
Perching
Night Season
Land
birds
Songbird
s
9000
species
Dull
clothes
Hiking
shoes Nesting
material
s
Birdwatching
Binoculars Equipment
Water
Food Houses
Camera
Hat
Pencil
Birds of prey
Pets
Birds
Guide
book
Logbook
Weather
Day
31
B. Review of Previous Research
There are some previous research which is used in this research. The
researcher takes 3 previous researches.
The first research was conducted by Alawi, (2011). This research was
conducted in order to improve students’ writing ability using clustering
technique for the eighth-year of MTs. Darul Ma’arif Jakarta. In conducting
this research the researcher used Classroom Action Research (CAR) as the
method of research. This research consisted of two cycles and each cycle
consisted of four steps, they were: Planning, action, observation, and
reflection. Each cycle was conducted in three meetings, so the researcher
conducted this research in one month and one day. In collecting and analyzing
the data, the researcher used the information from the interview, observation,
questionnaire, and the students’ achievement in pre-test and post-test in order
to support the data collected. The result of this research showed that using
clustering technique inteaching descriptive writing can improve students’
writing ability. The students’ responses showed that they were interested in
learn writing the subject because they felt easier to write using the technique.
Moreover, the students’ achievement in pre-test and post-test showed a
significant improvement. The researcher concludes that teaching descriptive
writing using clustering technique for the eighth-year of MTs. Darul Ma’arif
Jakarta can improve students’ writing ability.
The second previous research was conducted by Fajriyani, (2011). The
subjects of this research consisted of 31 students. The method used in this
32
research was Classroom Action Research (CAR). The classroom action
research design applied in this study was a collaborative classroom action
research. It meant that the writer collaborated with the English teacher of SMP
Al-Hasra as an observer and collaborator. This research was conducted
following Kurt Lewin model with the following procedures of the action
research: planning, acting, observing, and reflecting. This research was carried
out in two cycles. Each cycle consisted of two meetings. The data were
gathered in this research through the interview, field notes, questionnaire, and
test. The result of this research showed that there was an improvement of
students’ writing ability. Most of the students gradually gained good scores at
the end of each cycle. The score of Minimum Mastery Criterion-Kriteria
Ketuntasan Minimal (KKM) of English lesson was 70 (seventy). The students’
mean score inpreliminary study was 55.85. The mean score in the first cycle
was 66.13. The mean score in the second cycle was 73.19. In addition, there
was a positive response from the English teacher about implementing the
action. In conclusion, Clustering Technique could improve students’ writing
ability.
The third previous research was conducted by Mumtazati, (2014). This is a
Pre-Experiment research at the second-year of MTs Khazanah Kebajikan
Tangerang Selatan in academic year 2013/2014. This research was conducted
to find out whether clustering technique can improve student’s writing skill in
writing descriptive text at the second-year of MTs Khazanah Kebajikan
Tangerang Selatan in academic year 2013/2014. The subject of this research is
33
class VII-BP Junior high School, which consists of 23 students. By using
action research methodology, the researcher applied the method for students
of class VII-BP Junior High School. In collecting the data, the researcher used
two research instruments. There are observation and test. In the observation
phase, the researcher observed the teaching-learning process through field
notes; it might be about the class situation, students’ response, and teacher’s
performance in presenting the material. In the test phase, the researcher gave
three kinds of test: pre-test, formative test, and post-test. The pre-test was
given before the treatment method, while the formative test and post-test were
given after the treatment method. In the formative test, the students’ scores
mean that was 67.17 and the post-test increased to 73.04. Therefore, it proved
that clustering technique can improve student’ skill in writing descriptive text.
It could be concluded that clustering technique gave the positive influence
toward students’ skill in writing descriptive text.
34
CHAPTER III
IMPLEMENTATION OF RESEARCH
A. The Procedures of the Research
The researcher used the CAR principle in collecting the data. There are
four steps in one cycle for doing actions research those are planning, acting,
observing and reflecting. In this research, the researcher conducted the
research into two cycles: cycle I, and cycle II. The researcher collaboration
with the English teacher who teaches in the class of 7B. The activities in each
cycle as follows:
1. Cycle I
The researcher used clustering technique, which can be improved the
students’ understanding in writing descriptive text. The topic is describing
people, the procedure as below:
a. Planning
In this stage, the researcher planned what action would be done in
using and applying clustering technique in teaching writing descriptive
text. The activity in the planning was presented as below:
1) Selecting the materials with teacher’s annual program based on the
syllabus.
2) Preparing material, making the lesson plan and designing the steps
in doing the action.
35
3) Preparing teaching aids with the theme “describing people”
(example: picture, the design of clustering technique, a sheet of
paper).
4) Preparing students’ and teachers’ observation checklist of the cycle
I (to know the situation of the teaching-learning process when the
technique is applied).
5) Preparing the pre-test and post-test of the cycle I.
6) Preparing the list of students’ name and scoring of cycle II.
The preparation was designed in order to gain the purpose of
the teaching-learning process. Students are supposed to improve
their writing skills by the materials are given.
b. Acting
After the preparation finished, the researcher did teaching-learning
process. In this section, the learning process is led by the teacher. In
acting stage as the stage of implementation the preparation, the
researcher presented as below:
1) Giving pre-post test for students.
2) Giving the material and explain the descriptive text, generic
structure, and generic feature of the descriptive text.
3) Giving the example of descriptive text with the theme “describing
people” and analyzing the identification and description of the text.
4) Explaining the materials and the implementation using clustering
technique in writing descriptive text.
36
5) Giving the example of design clustering from the descriptive text
with the theme “describing people”. Presenting the example of
clustering technique in teaching writing descriptive text.
6) Giving occasion for the students to ask any difficulties using
clustering technique in the learning process.
7) Giving post-test
In this phase, the researcher and the students were working
together. Students gained the material deeply. Meanwhile, the
teacher helped, guided, and monitored the students.
8) Ask the students to make a descriptive text using clustering
technique with the theme “describing people” in a workgroup
discussion.
9) Giving chance for the students to present and discuss their
knowledge in front of the class.
10) Concluding the material and giving feedback after the lesson.
c. Observing
1) The researcher observes the students and teacher activity by using
observation checklist.
d. Reflecting
Reflecting is a research finding analysis. At this point, the
researcher reflected on, evaluate, and describe the effects of the action.
This is to record what happens in observation. Reflection seeks to
make sense of processes, problems and real issues in strategic action.
37
Reflection is an evaluate aspect; it asks the researcher to weight the
experience, to judge whether or not the technique can be solving the
problem and to enhance students’ writing skills.
1) The researcher evaluated the activities that have been done.
2) The classroom teacher and the researcher discuss to make a
reflection what will they do to repair the problems.
3) Analyzing the data from the observation checklist and students’
score of the test in the cycle I.
2. Cycle II
The second cycle does base on the result of reflection from the cycle I.
If the result from observation shows that the quality of the students was
still low, it is needed another action in order to make improvement of the
quality for the next cycle. The topic is different with the cycle I, the topic
is describing the animal. The procedures are as follow:
a. Planning
In the planning phase of the second cycle, the researcher would do
several activities that would be designed as below:
1) The researcher identifies the problem and makes the solution to the
problems.
2) Preparing material, making the lesson plan and designing the steps
in doing the action.
38
3) Preparing and reselecting teaching aids with the theme “describing
animal” (example: picture, the design of clustering technique, a
sheet of paper).
4) Preparing students’ and teachers’ observation checklist of cycle II
(to know the situation of the teaching-learning process when the
technique is applied).
5) Preparing pre-test and post-testof cycle II.
6) Preparing the list of students’ name and scoring of cycle II.
The preparation was designed in order to gain the purpose of
the teaching-learning process. Students are supposed to improve
their writing skills by the materials are given.
b. Acting
In cycle II acting is quite similar to the cycle I acting. In this
section, the learning process is led by the teacher. The activities of the
cycle II acting included:
1) Giving pre-post test for students.
2) Giving the material and explain the descriptive text, generic
structure, and generic feature of the descriptive text.
3) Giving the example of descriptive text with the theme “describing
animals” and analyzed the identification and description of the text.
4) Giving more explanation about the materials and the
implementation using clustering technique in writing descriptive
text.
39
5) Giving the example of design cluster from the descriptive text with
the theme “describing animals”. Presenting the example of
clustering technique in teaching writing descriptive text.
6) Giving occasion for the students to ask any difficulties using
clustering technique in the learning process.
7) Giving post-test
In this phase, the researcher and the students were working
together. Students gained the material deeply. Meanwhile, the
teacher helped, guided, and monitored the students.
8) Ask the students to make a descriptive text using clustering
technique with the theme “describing animals” in a workgroup
discussion.
9) Giving chance for the students to present and discuss their
knowledge in front o the class with their group.
10) Concluded the material and giving feedback after the lesson.
c. Observing
1) The researcher observes the students and teacher activity by using
observation checklist.
d. Reflecting
Reflecting is a research finding analysis. At this point, the
researcher reflected on, evaluate, and described the effects of the
action. This is to record what happens in observation. Reflection seeks
to make sense of processes, problems and real issues in strategic
40
action. Reflection is an evaluate aspect; it asks the researcher to weight
the experience, to judge whether or not the technique can be solving
the problem and to enhance students’ writing skills.
1) The researcher evaluated the activities that have been done.
2) The classroom teacher and the researcher discuss to make a
reflection what will they do to repair the problems.
3) Analyzing the data from the observation checklist and students’
score of the test incycle II.
3. The Minimal Standard of Successful
The students’ success and failure in doing the activities plan above
will be assessed by referring to the criterion of the passing grade (KKM).
The passing grade of English lesson in SMP Muhammadiyah Salatiga is
65. The teacher and the researcher expect that there are at least 85% of the
students who pass the passing grade.
41
CHAPTER IV
RESEARCH FINDINGS AND DATA ANALYSIS
This chapter focused on analyzed the collected data. The researcher collected
the data from the seventh-year students of SMP Muhammadiyah Salatiga. The
researcher was given the details of the findings. This chapter is likely the main
discussion of the research conducted. It displayed the finding of the collected data
since in the beginning until the end of the research. The findings consists of the
result of the cycle I and cycle II. The two cycles are the treatment of the
implementation in using clustering technique to improve writing skills in
descriptive text.
A. The Result of the Research
The research consists of two cycles, each cycle consists of planning,
acting, observing, and reflecting. The whole steps of this research would be
explained in the description below:
1. Research Finding
The research consists of two cycles, each cycle consists of planning,
acting, observing, and reflecting. The whole steps of this research would
be explained in the description below:
a. Cycle I
1) Planning
The researcher prepared several instruments, they are as follows:
a) Lesson Plan
42
The lesson plan was used to control the teaching and
learning process in this research. The researcher used it as a
guide to managing time and activities during teaching and
learning process in the class (see appendix 3).
b) Observation Checklist
Observation checklist was prepared in order to know the
students’ and teachers’ activities during the teaching and
learning process.
c) Material
The material of descriptive text consists of the meaning,
purpose, generic structure, example, and language feature.
d) Teaching Aid
The researcher prepared some instrument. They are board-
marker, picture (people), card paper (design of clustering
technique), and handout for students (descriptive text). The
researcher also provided the material and tools to succeed the
action.
e) Pre-test and post-test
The researcher used pre-test and post-test in her action. The
pre-test was done before using clustering technique to know the
understanding of students in writing descriptive text. Then, the
researcher used post-test. Post-test was done after using
43
clustering technique to see the result of the study before and
after using clustering technique.
2) Acting
The action of the cycle I was done on January 29th
, 2018 and
February 5th
, 2018. The teacher is Mrs. Khaliyatul Husna and the
researcher rolled as an observer.
On Monday, January 29th
, 2018 before started the lesson, the
researcher informed the students that for a few days later the class
would be observed by the researcher. The teacher started the lesson
by greeted “Assalamualaikum warahmatullahi wabarakaatuh” and
asking about the condition of the students by “How are you
today?” The students answered, “I’m fine to thank you, and you?”
The teacher answered, “I’m very well too, thank you”. The teacher
opens the lesson, introduces herself, conveyed the purpose of
coming in the class, and checked the students’ attendance list.
After checked the attendance list the teacher review about the last
meeting. Then the teacher asked the students to explain the
definition of descriptive text. One of the students “Afrizal”
answered that descriptive text is a text that describes something.
After giving a little explanation about the descriptive text, the
teacher told that they would do a pre-test. The teacher gave the task
for the students to describing people. Then the teacher gave 20
minutes to do a pre-test about describing people (see appendix 5).
44
After doing pre-test the teacher gave a handout to the students and
asked some students to read about the definition of descriptive text,
the purpose, and the generic structure of the descriptive text (see
appendix 6). Then the teacher explained more detail in Indonesia
language in order to make the students understood the material.
Then the teacher and the students read the example of descriptive
text with theme “describing people”. They had discussed the
generic structure of the text. The teacher asked the students to
found some words in the example of the text that can describe
people. They found “patient, beautiful”. It was done in one
meeting. After the students finished the pre-test, the teacher closed
and said “hamdalah” together.
On Friday, February 2th
, 2018 the teacher entered the class, and
greeted as“Assalamualaikum warahmatullahi wabarakaatuh” and
asking about the condition of the students by “how are you today?”
The students answered, “I’m fine to thank you, and you?” The
teacher answered, “I’m very well too, thank you”. The teacher
asked the students condition and checked the students’ attendance
list. After that, the teacher gave a handout to the students.
Next, the teacher explained the definition and the steps of
clustering technique. Then the teacher asked some question about
the topic to know the students’ knowledge, the teacher has started
the lesson by showing the picture of an artist and example of
45
design clustering technique from the descriptive text in a card
paper then she explained it. The teacher gave example (see
appendix 7)
After the teacher explained the step and the example of
clustering technique, she divided the students into 9 group
discussion consist of 5-6 students and gave a picture of “people”
to the students in each group (see appendix 8). Then the teacher
gave post-test to the students to write descriptive text used
clustering technique for about 20 minutes (see appendix 9). The
teacher monitored the students’ activities and after the time was up,
the teacher collected the students’ worksheet. The teacher asked
the students to present their pre-test in front of the class.
The teacher asked the students, “Well students, what about the
exercise? It’s easy right?” “Yes” answered the students. The
teacher said “Good”. The teacher concluded the material, and then
the teacher said “Students, time was up. We will continue to the
next meeting “Assalamualaikum warahmatullahi wabarakaatuh”
the students answered “Wa’alaikumsalam warahmatullahi
wabarakaatuh”. “See you next week”.
3) Observing
The researcher observed students and teacher activity by using
the observation checklist in the learning process. This observation
checklist was purposed to know how far the situation and
46
enthusiasm of the students’ and teacher’ activity during teaching
and learning process. The purpose of this activity was to evaluate
the teaching and learning process, collected the data and monitored
the class.
Table 4.1 Form the Result of Students’ Observation Checklist Cycle I
No The Students’ Activity Yes No Description
1 Paying Attention
√ All of the students pay
attention to the answer the
greeting.
2 Asking Question √ Few students who asking.
3 Responding to question
√ There were Students
answered teacher question
4 Accomplishing task √ All of the students did the
task
5 Being enthusiastic in
application Clustering
technique
√ They felt enjoy the
application of clustering
technique
47
Table 4. 2: Form of Result Teachers’ Observation Checklist Cycle I
No The Teachers’ Activity Yes No Description
1 Preparing the material
well
The teacher prepared the
lesson plan and material
well
2 Greeting students
before the lesson begin
The teacher greeted the
students and students
answered the greeting
3 The teacher checking
students’ attendant
The teacher called the
students one by one
4 Giving motivation
The teacher gave
motivation
5 Reminding previous
material
The teacher immediately
explain the current
material
6 Giving the explanation
of the material
The teacher explained the
material, she used mix
language: in Indonesia
and English language
7 Using clustering
technique to teach
writing descriptive text
The teacher used a design
of clustering technique
and accordance with the
material which showed to
the students
48
8 Giving opportunity for
asking the question
The teacher gave time to
the student about
everything to asked
question
9 Help the students’
difficulties in learning
The teacher helped
students to solve the
difficulties
10 Giving feedback after
the lesson
The teacher gave
feedback to the result of
the learning.
The researcher got the data from the test of the cycle I and
analyzed the data of pre-test and post-test based on rubric writing
assessment (see appendix 2). There are five aspects in scoring such
as organization, content, grammar, punctuation, and vocabulary.
Each aspect of writing test gave the point that divided into five; not
college-level work, unacceptable, adequate to fair, good to
adequate, and excellent to good.
The researcher analyzed the data of pre-test and post-test. The
calculation and result of both tests are presented below:
a) The Score of Pre-test and Post-test Cycle I
49
Table 4.3 The Students’ Score of Pre-Test and Post-Test Cycle I
No Students’ name Score pre-
test (X)
Score
post-test
(Y)
D D2
1 APP
40 70 30 900
2 ABS
62 79 17 289
3 AY
50 66 16 256
4 AS
64 81 17 289
5 BBM
59 79 20 400
6 DEP
64 87 23 529
7 ENK
59 78 19 361
8 EAS
65 83 18 324
9 GNS
59 78 19 361
10 GSA
52 80 28 784
11 GAA
56 77 21 441
12 IF
60 78 18 324
13 KZA
50 73 23 529
14 KNS
60 78 18 324
15 LSW
60 84 24 576
16 MT
50 73 23 529
17 MRES
52 74 22 484
18 MDA
58 83 25 625
19 MF
52 72 20 400
20 MIP
57 83 26 676
21 MLFT
56 80 24 576
22 NJA
64 79 15 225
23 NJP
60 81 21 441
50
24 NHA
62 85 23 529
25 PEPW
51 72 21 441
26 PMDH
69 84 15 225
27 RFR
60 82 22 484
28 RY
58 84 26 676
29 RDNA
60 84 24 576
30 RAP
60 70 10 100
31 SO
64 80 16 256
32 SR
56 65 9 81
33 THN
58 74 16 256
34 VDS
64 83 19 361
35 WMI
60 82 22 484
36 WNG
58 81 23 529
= 733 15641
Then, the writer calculates the deviation standard by using
SPSS 16.00. It can be shown as follows:
b) Descriptive statistic cycle I
Table 4.4 Descriptive Statistic Cycle I
F
N Minimum Maximum Mean Std. Deviation
Pre1 36 40.00 69.00 58.02 5.613
Post1 36 65.00 87.00 78.38 5.447
Valid N
(list wise) 36
51
From the table above it can be seen that the mean of pre-
test in the cycle, I is 58.02 with standard deviation 5.613.
While mean post-test in cycle I is 78.38 with standard deviation
5.447. The quantity (N) of the students is 36 students.
(1) The Passing Grade of the Cycle I
Cycle I also has shown that the students can improve
their English score especially in writing skills mean of post-
test 78.38 it is better than mean of pre-test 58.02. The
researcher also calculates the passing grade is 65.
(2) Significant
To know there is a significant improvement in writing
skills, the researcher analyzes the result of pre-test and
post-test by using SPSS 16.00
c) Paired Samples Test Cycle I
Table 4.5 Paired Samples Test Cycle I
Paired Differences
T df
Sig. (2-
tailed)
Mean
Std.
Deviation
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
Pre1 -
Post1 -2.03611E1 4.52392 .75399 -21.89179 -18.83044 -27.005 35 .000
52
From the table above can be seen that:
1) T-test cycle I is 27.005
2) T-table (a=0,050) from the quantity (n) 36 is 2.030
3) T-test > T-table = 27.005 > 2.030
From the explanation above it can be concluded that there
is a significant improvement using clustering technique in cycle
II because the value of T-test is bigger than T-table.
4. Reflecting
Based on the result of the cycle I, there was some reflecting
that should be given attention to maximizing the students’ writing
skills. The researcher found some weakness that happened during
the teaching and learning process. The weakness is less of a quarter
of seventh-year students did not have an idea to write. They were
still confused in organizing the sentences. The students had low
mastery of grammar and punctuation and had limited vocabulary
so they felt difficult to write a good descriptive text.
53
b. Cycle II
1. Planning
The researcher prepared several instruments, they are as follows:
a) Lesson Plan
The lesson plan was arranged based on the problem in the
result of the cycle I (see appendix 4).
b) Observation Checklist
Observation checklist was prepared in order to know the
students’ and teachers’ activities during the teaching and
learning process.
c) Material
The material of descriptive text consists of the meaning,
purpose, generic structure, example, and language feature.
d) Teaching Aid
The researcher prepared some instrument. They are board-
marker, picture (animal), card paper (design of clustering
technique), and handout for students (descriptive text). The
researcher also provided the material and tools to succeed the
action.
e) Pre-test and post-test
The researcher used pre-test and post-test in her action. The
pre-test was done before using clustering technique to know the
competence of students in writing descriptive text. Then, the
54
researcher used post-test. Post-test was done after using
clustering technique to see the result of the study after using
clustering technique.
2. Acting
The action of the cycle II was done on Tuesday, February 5th
,
2018. Before started the lesson, the teacher started the lesson by
greeted “Assalamualaikum warahmatullahi wabarakaatuh” and
asking about the condition of the students by “How are you
today?” The students answered, “I’m fine to thank you, and you?”
The teacher answered, “I’m very well too, thank you”. She
continued the lesson based on lesson plan arranged. Before
beginning the lesson the teacher checked the students’ attendance
list. After checked the attendance list the teacher review about the
last meeting. Then the teacher asked to explain the definition of
descriptive text. One of the students “Nadira” answered that
descriptive text is text that describes something or people that used
simple present tense with consists of descriptive and identification
in the text.
After review the explanation and giving a little explanation
about the descriptive text, the teacher told that they will do a pre-
test. The teacher gave the task for the students to describing
animals. Then the teacher gave 20 minutes to do a pre-test about
describing animals (see appendix 10). After doing pretest the
55
teacher gave a handout to the students and asked some students to
read more about the definition of descriptive text, the purpose, and
the generic structure of the descriptive text. Then the teacher
explained more detail in Indonesia language in order to make the
students understood the material. Then the teacher and the students
read the example of descriptive text with theme “describing
animals”. They have discussed the generic structure of the text.
The teacher asks the students to find some words in the example of
the text that can “describe animals”. They find “cute, long tail, four
legs, eat fish” and etc (see appendix 11). It was done in one
meeting. After the students finished the pre-test, the teacher closed
and said “hamdalah” together.
On Friday, February 9th
, 2018 the teacher entered the class and
started the lesson as usual. Greeting students by“Assalamualaikum
warahmatullahi wabarakaatuh” and asking about the condition of
the students by “How are you today?” The students answered, “I’m
fine to thank you, and you?” The teacher answered, “I’m very well
too, thank you”. The teacher asked about the condition and
checked the students’ attendance list. Before starting the lesson, the
teacher review about the previous material. She asked the students
“Did you remember what we have learned in the last meeting?”
The students answered that they learned about describing people.
After that, the teacher gave a handout to the students.
56
Next, the teacher explained the definition and the steps of
clustering technique. Then the teacher asked some question about
the topic to know students’ knowledge, the teacher has started the
lesson by showing the picture of animal and example of design
clustering technique from the descriptive text in a card paper then
she explained it. The teacher gave the example (see appendix 12).
After the teacher explained the step and the example of
clustering technique, she divided the students into 9 group
discussion consist of 5-6 students and gave a picture of “animal” to
the students in each group (see appendix 13). Then the teacher
gave post-test to the students to write descriptive text used
clustering technique for about 20 minutes (see appendix 14). The
teacher monitored the students’ activities and after the time was up,
the teacher collected the students’ worksheet. The teacher asked
the students to present their pre-test in front of the class.
The teacher concluded the material, and then the teacher said
“Students, time was up, we will continue to the next meeting”
“Assalamualaikum warahmatullahi wabarakaatuh” the students
answered “Wa’alaikumsalamwarahmatullahi wabarakaatuh”.
“See you next week”.
3. Observing
In cycle II, the researcher also observed the teaching-learning
process in the class.
57
a. Observe the students’ activity
Table 4.6 Form the Result of Students’ Observation Checklist Cycle II
No The Students’ Activity Yes No Description
1 Paying Attention
√ All of the students pay
attention to the answer the
greeting.
2 Asking Question √ Few students who asking.
3 Responding to question
√ There were Students
answered teacher question
4 Accomplishing task √ All of the students did the
task
5 Being enthusiastic in
application Clustering
technique
√ They felt enjoy the
application of clustering
technique
b. Observe the teachers’ activity
Table 4.7 Form the Result of Teachers’ Observation Checklist Cycle II
No Indicator Yes No Description
1 Preparing the material
well
The teacher prepared the
lesson plan and material
well
2 Greeting students before
the lesson begin
The teacher greeted the
students and students
answered the greeting
58
3 The teacher checking
students’ attendant
The teacher called the
students one by one
4 Giving motivation The teacher gave
motivation
5 Reminding previous
material
The teacher immediately
explain the current
material
6 Giving an explanation of
the material
The teacher explained the
material, she used mix
language: in Indonesia
and English language
7 Using clustering
technique to teach
writing descriptive text
The teacher used a design
of clustering technique
and accordance with the
material which showed to
the students
8 Giving opportunity for
asking the question
The teacher gave time to
the student about
everything to asked
question
9 Help the students’
difficulties in learning
The teacher helped
students to solve the
difficulties
10 Giving feedback after
the lesson
The teacher gave
feedback to the result of
the learning.
59
The researcher got the data from the test of the cycle II and
analyzed the data of pre-test and post-test based on rubric writing
assessment (see appendix 2). There are five aspects in scoring such
as organization, content, grammar, punctuation, and vocabulary.
Each aspect of writing test gave the point that divided into five; not
college-level work, unacceptable, adequate to fair, good to
adequate, and excellent to good.
The researcher analyzed the data of pre-test and post-test. The
calculation and result of both tests are presented below:
a) The Score of Pre-test and Post-test Cycle II
Table 4.8 The Students’ Score of Pre-Test and Post-Test Cycle II
No Students’ name Score pre-
test (X)
Score
post-test
(Y)
D D2
1 APP 62 79 17 289
2 ABS 67 86 19 361
3 AY 56 80 24 576
4 AS 65 84 19 361
5 BBM 63 86 23 529
6 DEP 65 88 23 529
7 ENK 66 86 20 400
8 EAS 65 84 19 361
9 GNS 60 86 26 676
10 GSA 58 81 23 529
60
11 GAA 62 79 17 289
12 IF 63 85 22 484
13 KZA 63 88 25 625
14 KNS 57 79 22 484
15 LSW 62 84 22 484
16 MT 56 77 21 441
17 MRES 56 75 19 361
18 MDA 61 85 24 576
19 MF 55 79 24 576
20 MIP 65 86 21 441
21 MLFT 60 81 21 441
22 NJA 66 80 14 196
23 NJP 63 83 20 400
24 NHA 63 80 17 289
25 PEPW 55 76 21 441
26 PMDH 74 94 20 400
27 RFR 63 84 21 441
28 RY 60 86 26 676
29 RDNA 53 77 24 576
30 RAP 57 71 14 196
31 SO 64 86 22 484
32 SR 58 68 10 100
33 THN 55 77 22 484
34 VDS 67 86 19 361
35 WMI 65 89 24 576
36 WNG 63 86 23 529
61
= 733 15962
Then, the writer calculated the deviation standard by using
SPSS 16.00. It can be shown as follows:
b) The Descriptive Statistic Cycle II
Table 4.9Descriptive Statistics Cycle II
From the table above can be seen that the mean of pre-test in
cycle II is 61.47 with standard deviation 4.481. While mean post-
test in cycle II is 82.25 with standard deviation 5.261. The quantity
(N) of the students is 36 students.
(1) The passing grade of cycle II
Cycle II also has shown that the students can improve their
English score especially in writing skills mean of post-test
82.25 it is better than mean of pre-test 61.47. The researcher
also calculates the passing grade is 65.
N Minimum Maximum Mean Std. Deviation
Pre2 36 53.00 74.00 61.4722 4.48162
Post2 36 68.00 94.00 82.2500 5.26104
Valid N
(list wise)
36
62
(2) Significant
To know there is a significant improvement in writing
skills, the researcher analyzes the result of pre-test and post-test
by using SPSS 16.00.
c) Paired Samples Test Cycle II
Table 4.10 Paired Samples Test
From the table above can be seen that:
1) T-test cycle I is 35.979
2) T-table (a=0,050) from the quantity (n) 36 is 2.030
3) T-test > T-table = 35.979> 2.030
From the explanation above it can conclude that there is a
significant improvement using clustering technique in cycle II
because the value of T-test is bigger than T-table
Paired Differences
T df
Sig. (2-
tailed)
Mean
Std.
Deviation
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
Pre2 -
Post2 -2.07778E1 3.46502 .57750 -21.95017 -19.60538 -35.979 35 .000
63
2. Discussions
After analyzing the students’ score in the cycle, I and cycle II the
researcher concluded that there is a significant improvement of the writing
skills in the descriptive text after being taught by using clustering
technique. The improvement can be seen as follows:
Table 4.11Table of Data Analysis
No Analysis Cycle I Cycle II
1 Mean of Pre-test
Mean of Post-test
58.02
78.38
61.47
82.25
2 Standard Deviation
Pre-test
Post-test
5.613
5.447
4.481
5.261
3 T-table
N = 36
a = 0.050
2.030
2.030
4 T-test 27.005 35.979
From the table above, it could be seen that the t-test is bigger than t-
table. It means that there was an improvement of writing skills in the
descriptive text after using clustering technique. It is shown the result of
T-test in cycle I is 27.005 and cycle II is 35.979.At the cycle, I the mean of
post-test is higher than the mean of the pre-test. The mean of post-test is
78.38 and pre-test are 58.02. In the cycle II, the mean of post-test is higher
than the mean of the pre-test. The mean post-test is 85.25 and pre-test are
64
61.47.Moreover, the t-test in the cycle II is bigger than the t-test of the
cycle II. It means that there was a significant influence on the cycle I up to
the cycle II.
Based on the explanation above, the researcher concluded that using
clustering technique can improve writing skills in descriptive text.
65
CHAPTER V
CLOSURE
This chapter consists of the conclusion and suggestion. After completing this
research, the research provides some conclusions and suggestion of the research.
A. Conclusion
After conducting the research and analyzing the data, the researcher
comes to several conclusions to answer the problems of the research that:
1. There is an improvement of writing skills in descriptive text using
clustering technique for seventh-year students of SMP Muhammadiyah
Salatiga. It can be seen from students’ scores of pre-test and post-test. It is
shown in the mean of students’ score of pre-test in cycle I and cycle II are
58.02 and 61.47. It means that writing skills in the descriptive text without
clustering technique was low because the result showed that the
standardized score (65) is higher than the mean of pre-test in cycle I
(58.02) and II (61.47).
While using clustering technique the students’ score of post-test in
cycle I and II are 78.38 and 82.2. The mean of pre-test in cycle I (58.02)
and the mean of post-test in cycle II (78.38) are higher than the mean of
pre-test in cycle II (61.47). The mean of post-test in cycle II is higher than
the mean of post-test in cycle I. It means that using clustering technique,
the students’ writing skills in the descriptive text was improved.
Based on the result above, the researcher concluded that using
clustering technique successfully improving writing skills in descriptive
text for seventh-year students of SMP Muhammadiyah Salatiga.
66
2. There is a significant influence of using clustering technique in improving
writing skills in descriptive text for seventh-year students of SMP
Muhammadiyah Salatiga. It can be seen from the score of pre-test and
post-test which are increased from the result of the calculation of t-test in
two cycles. The t-test of the cycle I is 27.005 and t-test of the cycle II is
35.979. The quantity (N) of this research is 36, based on the quantity of
this research; the t-table is 2.030. In cycle I, the t-test is higher than t-table
that is 27.005 > 2.030. While in the cycle II, the t-test is higher than t-table
that is 35.979>2.030.
In addition, the result showed that there is a significant influence of t-
test in the cycle I and cycle II, in cycle I 27.005 and the cycle II 35.979.
The researcher concluded that there is a significant influence of using
clustering technique in improving writing skills in descriptive text for
seventh-year of SMP Muhammadiyah Salatiga in the academic year
2017/2018.
67
B. Suggestion
Based on the research findings and discussion, the following
suggestions addressed to the teacher, the students, and the future researcher
are presented:
1. For the Teacher
The teacher can use the clustering technique to improve the
students’ writing skills indescriptive text. Using clustering as a technique
in teaching-learning process is an interesting and really enjoyable activity
for students. Moreover, using clustering technique in teaching-learning
process is very easy to be applied. It can motivate and make the students
easier in writing a subject.
2. For the Students
The students can apply and practice the clustering technique by
following the steps. It will help the students to solve their problems in
writing and to improve their writing skills.
3. For the Future Researcher
The researcher suggests the future researcher to conducted
Classroom Action Research in using clustering technique to improve
students’ writing skills especially in writing descriptive text. The future
researcher can also examine the effectiveness of using clustering technique
in the teaching-learning process if it is applied in Junior High School.
REFERENCES
Alawi, Fikri Fauzi. 2011. Improving Students’ Ability in Writing Descriptive Text
Using Clustering Technique. Jakarta: English EducationDepartment,
Faculty of Tarbiyah and Teachers’ Training, SyarifHidayatullah State
Islamic University.
Anderson, Mark and Kathy Anderson. 1997. Text Types in English 2. Australia:
MacMillan.
Anderson, Mark and Kathy Anderson. 1998. Text Types in English 3. Australia:
MacMillan.
Axelord, Rise B and Charles R Chooper, The St Martin’s Guide to Writing, New
York: St Martin’s Press, Inc., 1985.
Blanchard, Karen and Christine Root. 2003. Ready to write: A first Composition
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Brown, H. D. 2004. Language assessment: Principles and Classroom Practice.
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Buscemi, Santi V. 2002. A Reader for Developing Writers. New York: McGraw-
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Clouse, Barbara Fine. 2005. A Troubleshooting Guide for Writers: Fourth
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Depdiknas.2003.Peraturan Menteri Pendidikan Nasional, No 22 tentang
Kerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS.
Jakarta.
Dietsch, Betty Mattix. 2003. Reasoning and Writing Well: Third edition. New
York: McGraw-Hill Companies, Inc.
Dietsch, Betty Mattix. 2006. Reasoning and Writing Well: Fourth edition. New
York: McGraw-Hill Companies, Inc.
Fajriyani, Tita Nurul. 2011. Improving Students’ Writing Ability through
Clustering Technique. Jakarta: English Education Department, Faculty of
Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic
University.
Fraenkel, Jack. R. and Wallen, Norman. E. 2009. How to Design and Evaluate
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Anteropodean Educational Enterprises.
Hartono, R. 2005. Genres of texts. Semarang: English department.
Http://www.jagoanbahasainggris.com/2017/04/7-contoh-descriptive-text-tentang
hewan.html
Kothari, C. R. 2004. Research Methodology Methods & Techniques (Second
Revision Edition). India: New Age International.
Landau, Sabine and Brian S. Everitt. 2003. A Handbook of Statistical Analyses
using SPSS. Washington DC: Chapman & hall/CRC.
Langan, John. 2006. English Skill with Readings: sixth edition, New York:
McGraw-Hill. Companies, Inc.,
Mulyasa, H. E. 2009. Praktik Penelitian Tindak Kelas. Bandung: PT Remaja
Rosdakarya.
Mumtazati, Rifqa. 2014. Improving Students’ Skill in Writing Descriptive Text
through Clustering Technique. Jakarta: Department of English Education
Faculty of Tarbiyah and Teacher’s Training Syarif Hidayatullah State
Islamic University.
Murcia, C. Marianne. 1991. Teaching English as a Second or Foreign Language.
Boston: Heinle Publisers.
Mushlich, Masnur. Melaksanakan PTK Itu Mudah (Classroom Action Research).
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Oishima, Alice and Hogue. 2007. An Introduction to Academic Writing. New
York: Pearson Longman.
Pharr, Donald & Santi Buscemi. 2005. Writing Today: Context and Options for
the Real World. New York: McGraw-Hill Companies, Inc.
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Kelas VII. Kementrian Pendidikan dan Kebudayaan. ISBN 978-602-282-
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Wishon, George E and Julia M. Burks. 1980. Let’s Write English, New York:
Litton Educational Publishing.
CURRICULUM VITAE
Name : Ossi Rinawati
Student Number : 113-13-122
Gender : Female
Address : Karanganyar Ambarawa, Kab. Semarang
E-mail Address :[email protected]
Phone : 0856 4066 4404
Educational Background : Kindergarten (TK) Sudirman VI Tambakboyo
Elementary School (SD) N 1 Tambakboyo
Junior High School (SMP) N 1 Ambarawa
Vocational High School (SMK) N 11 Semarang
State Institute for Islamic Studies (IAIN) Salatiga
Organization Experiences
2013-2014 : Member of Communicative English Club (CEC)
APPENDICES
LIST OF APPENDICES
1. Syllabus of Seventh-year student of Junior High School
2. Analytical Scoring Rubric adapted By Brown (2004, p.244-245)
3. Lesson plan Cycle I
4. Lesson Plan Cycle II
5. The Pre-Test Cycle I
6. The Material of Descriptive Text Cycle I
7. Example of Design Clustering Technique (Describing People)
8. The Picture of People Cycle I
9. The Post-Test Cycle I
10. The Pre-Test Cycle II
11. The Material of Descriptive Text Cycle II
12. Example of Design Clustering Technique (Describing Animals)
13. The Picture of Animal Cycle II
14. The Post-Test Cycle II
15. The Students’ Score of Pre Post Test in Cycle I and II
16. Photos Documentation of Cycle I and Cycle II
17. Interview Guidance
18. Certification For Graduating Paper Counselor
19. Letter For Research Permission
20. Consultation sheet of Graduating Paper
21. Proof of Conducted Research
22. Satuan Kredit Kegiatan (SKK)
1. Syllabus of Seventh year student of Junior High School
Kompetensi Dasar Materi Pokok dan
Materi Pembelajaran
Kegiatan
Pembelajaran
Penilaian
3.7
membandingkan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
beberapa teks
deskriptif lisan dan
tulis dengan member
dan meminta
informasi terkait
dengan deskripsi
orang, binatang, dan
benda sangat pendek
dan sederhana,
sesuai
dengan konteks
penggunaannya
Teks Deskriptif
4.7.1
Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsure kebahasaan
teks deskriptif lisan
dan tulis, sangat
pendek dan
Fungsi sosial
- membanggakan
seseorang,
- mempromosikan
benda tertentu,
- mengenalkan
binatang
kesayangan
Struktur teks
Mencakup:
- Identifikasi
- deskripsi tentang
sifat orang, tempat,
binatang
- deskripsi tentang
perilaku, fungsi
manfaat, tindakan,
kebiasaan yang
menjadi penciri
orang, tempat dan
binatang, yang
dibicarakan.
Unsur kebahasaan
- Kalimat deklaratif
dalam simple
present tense
- This is my teacher.
- Membaca
beberapa teks
deskriptif tentang
orang, binatang-
binatang dan benda
di sekitar satuan
pendidikan dengan
atau tanpa media.
- Bertanya tentang
informasi yang
terkait di dalam
teks tersebut
(fungsi sosial,
struktur teks dan
unsure
kebahasaan)
- Mempelajari
fungsi sosial,
struktur teks dan
unsur kebahasaan
dari teks deskripsi
yang telah dibaca
secara lebih cermat
dengan
menggunakan a.l.
alat analisis
(misalnya table
Cara menilai
Penilaian
dilakukan pada
tiga unsur
kompetensi, yaitu
sikap,
pengetahuan,
dan keterampilan
Sikap Observasi
terhadap sikap
yang menonjol
selama proses
pembelajaran,
baik yang positif
maupun yang
negative yang
dicatat dalam buku
jurnal.
Pengetahuan
penilaian lisan
/tertulis yang
mencakup: Fungsi
social, Struktur
teks
dan Unsur
kebahasaan
Keterampilan
sederhana, terkait
orang, binatang, dan
benda
4.7.2
Menyusun teks
deskriptif lisan dan
tulis sangat pendek
dan sederhana,
terkait
orang, binatang, dan
benda, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai
konteks
His name is Mr ...
He teaches us
English.......
- I live in Cianjur.
It’s not far from
here. It’s popular
for its rice.
- I have a pet. It’s a
cat. It’s name is
Pussy.......
- Nomina singular
dan plural dengan
atau tanpa a, the,
this, those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
- Orang, binatang,
benda di sekitar
satuan
pendidikan
atau bagan mind-
map)
- Mengumpulkan
data tentang orang,
binatang dan benda
yang diperlukan
untuk
mendeskripsikan
sesuai dengan
tujuannya.
- Dalam kelompok
membuat proyek
kecil: dengan
bantuan mindmap,
membuat teks
deskripsi tentang
orang, benda dan
binatang.
- Menempelkan teks
di dinding kelas
dan bertanya jawab
dengan pembaca
(siswa lain, guru)
yang dating
membacanya
- Melakukan
refleksi tentang
proses dan hasil
belajarnya
Penilaian praktik
atau proyek
mendeskripsika
n orang, binatang
dan benda dengan
memperhatikan
ketepatan
penggunaan
Fungsi social,
Struktur teks
dan Unsur
kebahasaan
Kompetensi Dasar Materi Pokok dan
Materi Pembelajaran
Kegiatan
Pembelajaran
Penilaian
3.7
membandingkan
fungsisosial, struktur
teks, dan unsur
kebahasaanbeberapa
teks deskriptif lisan
dan tulis dengan
member dan
meminta informasi
terkait
dengandeskripsi
orang, binatang, dan
bendasangat pendek
dansederhana, sesuai
dengan konteks
penggunaannya
Teks Deskriptif
4.7.1
Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsure kebahasaan
teksdeskriptif lisan
dan tulis,sangat
pendek
dansederhana,
terkait
orang,binatang, dan
Fungsi sosial
- membanggakanses
eorang,
- mempromosikanbe
nda tertentu,
- mengenalkan
binatang
kesayangan
Struktur teks
Mencakup:
- Identifikasi
- deskripsi tentang
sifat orang, tempat,
binatang
- deskripsi
tentangperilaku,
fungsi manfaat,
tindakan,kebiasaan
yangmenjadi
penciriorang,
tempat
danbinatang,
yangdibicarakan.
Unsur kebahasaan
- Kalimat
deklaratifdalam
simple present
tense
- Membaca
beberapa
teksdeskriptif
tentang orang,
binatang-binatang
danbenda di sekitar
satuan pendidikan
dengan atautanpa
media.
- Bertanya tentang
informasi yang
terkait didalam
teks tersebut
(fungsi sosial,
strukturteks dan
unsure
kebahasaan)
- Mempelajari
fungsi sosial,
struktur teks
danunsur
kebahasaan dari
teks deskripsi yang
telah dibaca secara
lebih cermat
denganmenggunak
an a.l. alat analisis
(misalnya table
atau bagan mind-
Cara menilai
Penilaian
dilakukan pada
tiga unsur
kompetensi, yaitu
sikap,
pengetahuan,
dan keterampilan
Sikap Observasi
terhadap sikap
yang menonjol
selama proses
pembelajaran,
baik yang positif
maupun yang
negative yang
dicatat dalam buku
jurnal.
Pengetahuan
penilaian lisan
/tertulis yang
mencakup: Fungsi
social, Struktur
teks
dan Unsur
kebahasaan
Keterampilan
Penilaian praktik
atau proyek
benda
4.7.2
Menyusun teks
deskriptif lisan dan
tulissangat pendek
dansederhana,
terkait
orang, binatang, dan
benda, dengan
memperhatikan
fungsisosial, struktur
teks, danunsur
kebahasaan,secara
benar dan sesuai
konteks
- This is my
teacher.His name
is Mr ... He teaches
us English.......
- I live in Cianjur.
It’s not far from
here. It’s popular
for its rice.
- I have a pet. It’s a
cat. It’s name
isPussy.......
- Nomina singular
dan plural dengan
atau tanpa a, the,
this,those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi,
ejaan, tanda baca,
dan tulisan tangan
Topik
- Orang,
binatang,benda di
sekitar satuan
pendidikan
map)
- Mengumpulkan
data tentang orang,
binatangdan benda
yangdiperlukan
untukmendeskripsi
kan sesuai dengan
tujuannya.
- Dalam
kelompokmembuat
proyek kecil:
dengan bantuan
mindmap,membuat
teksdeskripsi
tentang orang,
benda dan
binatang.
- Menempelkan teks
di dinding kelas
danbertanya jawab
dengan pembaca
(siswa lain, guru)
yang dating
membacanya
- Melakukan
refleksi tentang
proses dan
hasilbelajarnya
mendeskripsika
n orang, binatang
dan benda dengan
memperhatikan
ketepatan
penggunaan
Fungsi social,
Struktur teks
dan Unsur
kebahasaan
2. Analytical Scoring Rubric adapted By Brown (2004, p.244-245)
1. Organization;
introduction,
Body, and
Conclusion
Appropriate title effective introductory
paragraph, the topic is stated, leads to the
body; transitional expressions used;
arrangement of material shows plan
(could be outlined by the reader),
supporting evidence given for
generalizations; conclusion logical and
complete
20-18
Excellent to
Good
The adequate title, introduction, and
conclusion body of the essay is
acceptable, but some evidence may be
lacking some ideas aren't fully
developed; the sequence is logical but
transitional expressions may be absent or
misused
17-15
Good to
Adequate
Mediocre or scant introduction or
conclusion; problems with the order of
ideas I body; the generalizations may be
not fully supported by the evidence
given; problems of organization interfere
14-12
Adequate to
Fair
Shaky or minimally recognizable
introduction; the organization can barely
be seen; severe problems with the
ordering of ideas, lack of the supporting
evidence. Conclusion weak or illogical,
inadequate effort at organization
11-6
Unacceptable
The absence of introduction or
conclusion; no apparent organization of
body; severe lack of supporting evidence;
the writer has not made any effort to
organize the composition (could be
outlined by the reader)
5-1
Not College-
level work
2. The logical
development
of ideas:
Content
The essay addresses the assigned topic;
the ideas are concrete and thoroughly
developed; no extraneous material; essay
reflects the thought
20-18
Excellent to
Good
The essay addresses the issues but misses
some points; ideas could be more fully
developed; some extraneous material is
present
17-15
Good to
Adequate
Development of ideas not complete or
essay is somewhat off the topic;
paragraphs aren’t divided exactly right
14-12
Adequate to
Fair
Ideas incomplete; essay does not reflect
careful thinking or was hurriedly written;
inadequate effort in the area of content
11-6
Unacceptable
The essay is completely inadequate and
does not reflect college-level work; no
apparent effort to consider the topic
carefully
5-1
Not College-
level work
3. Grammar Native-like fluency in English grammar;
correct use of relative clause,
prepositions, modal, articles, verb forms,
and tense sequencing; no fragments or
run-on sentences
20-18
Excellent to
Good
Advanced proficiency in English
grammar, some grammar problems don’t
influence communication, although the
reader is aware of them; no fragments or
run-on sentences
17-15
Good to
Adequate
Ideas are getting through to the reader,
but grammar problems are apparent and
have a negative effect on
communication; run on sentences or
fragments presents
14-12
Adequate to
Fair
Numerous serious grammar problems
interfere with communication of the
writer’s ideas; grammar review of some
areas clearly needed; difficult to read
sentences
11-6
Unacceptable
Severe grammar problems interfere
greatly with the message; reader can’t
understand what the writer was trying to
say; unintelligible sentence structure
5-1
Not College-
level work
4. Punctuation,
spelling, and
mechanics
Correct use of English Writing
conventions: left and right margins, all
needed capitals, paragraphs intended,
punctuation and spelling; very neat
20-18
Excellent to
Good
Some problems with writing conventions
or punctuation; occasional spelling
errors; left margin correct; paper is neat
and legible
17-15
Good to
Adequate
Uses general writing conventions but as
errors; spelling problems distract reader;
punctuation errors interfere with ideas
14-12
Adequate to
Fair
Serious problems with the format of
paper; parts of easy not legible; error n
sentence punctuation and final
punctuation; unacceptable to educated
readers
11-6
Unacceptable
Complete disregard for English writing
conventions; paper illegible; obvious
capitals missing, no margins, severe
spelling problems
5-1
Not College-
level work
5. Style and
quality of
expression
Precise vocabulary usage; use of parallel
structures; concise; register well
20-18
Excellent to
Good
Attempts variety; good vocabulary; not
wordy; register OK; style fairly
17-15
Good to
Adequate
Some vocabulary misused; lacks
awareness of register; may be too wordy
14-12
Adequate to
Fair
Poor expression of ideas; problems in
vocabulary; lacks a variety of structure
11-6
Unacceptable
Inappropriate use of vocabulary; no
concept of register or sentence variety
5-1
Not College-
level work
6. Organization;
introduction,
Body, and
Conclusion
Appropriate title effective introductory
paragraph, the topic is stated, leads to the
body; transitional expressions used;
arrangement of material shows plan
(could be outlined by the reader),
supporting evidence given for
20-18
Excellent to
Good
generalizations; conclusion logical and
complete
The adequate title, introduction, and
conclusion body of the essay is
acceptable, but some evidence may be
lacking some ideas aren't fully
developed; the sequence is logical but
transitional expressions may be absent or
misused
17-15
Good to
Adequate
Mediocre or scant introduction or
conclusion; problems with the order of
ideas I body; the generalizations may be
not fully supported by the evidence
given; problems of organization interfere
14-12
Adequate to
Fair
Shaky or minimally recognizable
introduction; the organization can barely
be seen; severe problems with the
ordering of ideas, lack of the supporting
evidence. Conclusion weak or illogical,
inadequate effort at organization
11-6
Unacceptable
The absence of introduction or
conclusion; no apparent organization of
body; severe lack of supporting evidence;
the writer has not made any effort to
organize the composition (could be
outlined by the reader)
5-1
Not College-
level work
7. The logical
development
of ideas:
The essay addresses the assigned topic;
the ideas are concrete and thoroughly
developed; no extraneous material; essay
20-18
Excellent to
Good
Content
reflects the thought
The essay addresses the issues but misses
some points; ideas could be more fully
developed; some extraneous material is
present
17-15
Good to
Adequate
Development of ideas not complete or
essay is somewhat off the topic;
paragraphs aren’t divided exactly right
14-12
Adequate to
Fair
Ideas incomplete; essay does not reflect
careful thinking or was hurriedly written;
inadequate effort in the area of content
11-6
Unacceptable
The essay is completely inadequate and
does not reflect college-level work; no
apparent effort to consider the topic
carefully
5-1
Not College-
level work
8. Grammar Native-like fluency in English grammar;
correct use of relative clause,
prepositions, modal, articles, verb forms,
and tense sequencing; no fragments or
run-on sentences
20-18
Excellent to
Good
Advanced proficiency in English
grammar, some grammar problems don’t
influence communication, although the
reader is aware of them; no fragments or
run-on sentences
17-15
Good to
Adequate
Ideas are getting through to the reader,
but grammar problems are apparent and
have a negative effect on
communication; run on sentences or
fragments presents
14-12
Adequate to
Fair
Numerous serious grammar problems
interfere with communication of the
writer’s ideas; grammar review of some
areas clearly needed; difficult to read
sentences
11-6
Unacceptable
Severe grammar problems interfere
greatly with the message; reader can’t
understand what the writer was trying to
say; unintelligible sentence structure
5-1
Not College-
level work
9. Punctuation,
spelling, and
mechanics
Correct use of English Writing
conventions: left and right margins, all
needed capitals, paragraphs intended,
punctuation and spelling; very neat
20-18
Excellent to
Good
Some problems with writing conventions
or punctuation; occasional spelling
errors; left margin correct; paper is neat
and legible
17-15
Good to
Adequate
Uses general writing conventions but as
errors; spelling problems distract reader;
punctuation errors interfere with ideas
14-12
Adequate to
Fair
Serious problems with the format of
paper; parts of easy not legible; error n
sentence punctuation and final
punctuation; unacceptable to educated
readers
11-6
Unacceptable
Complete disregard for English writing
conventions; paper illegible; obvious
capitals missing, no margins, severe
spelling problems
5-1
Not College-
level work
10. Style and
quality of
expression
Precise vocabulary usage; use of parallel
structures; concise; register well
20-18
Excellent to
Good
Attempts variety; good vocabulary; not
wordy; register OK; style fairly
17-15
Good to
Adequate
Some vocabulary misused; lacks
awareness of register; may be too wordy
14-12
Adequate to
Fair
Poor expression of ideas; problems in
vocabulary; lacks a variety of structure
11-6
Unacceptable
Inappropriate use of vocabulary; no
concept of register or sentence variety
5-1
Not College-
level work
3. Lesson plan Cycle I
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) CYCLE I
Sekolah : SMP Muhammadiyah Salatiga
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII B/2
Tema : Descriptive text (describing people)
Alokasi Waktu : 2 kali pertemuan (4x40 menit)
A. Kompetensi Inti
1. Menunjukkan perilaku yang berterima dalam lingkungan personal, sosial
budaya, akademik, dan profesi;
2. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari
teks pendek dan sederhana, dalam kehidupan dan kegiatan siswa sehari-
hari;
3. Berkomunikasi secara interpersonal, transaksional dan fungsional tentang
diri sendiri, keluarga, serta orang, binatang dan benda, kongkrit dan
imajinatif, yang terdekat dengan kehidupan dan kegiatan siswa sehari-hari
di rumah, sekolah, dan masyarakat;
4. Menangkap makna dan menyusun teks lisan dan tulis, pendek dan
sederhana dengan menggunakan struktur teks secara urut dan runtut serta
unsur kebahasaan secara akurat, berterima, dan lancar.
B. Kompetensi Dasar
3.7 Membandingkan fungsi sosial, struktur teks, dan unsure kebahasaan
beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait dengan deskripsi orang, binatang dan benda, sangat
pendek dan sederhana, sesuai dengan konteks penggunannya.
4.7 Teks Deskriptif
4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks
dan unsur kebahasan teks deskriptif lisan dan tulis, sangat pendek dan
sedehana, terkait orang, binatang, dan benda.
4.7.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana,
terkait orang, binatang, benda dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
Siswa dapat mengkomunikasikan secara terintegrasi lisan dan tulis tentang
deskripsi orang (termasuk diri sendiri), tokoh, untuk tujuan
membanggakan/mengenalkan/mengambil teladan, secara kontekstual, terkait
ketiga aspek teks berikut ini:
1. Fungsi Sosial
Menentukan (menyebutkan/memilih) secara lisan dan tulis:
a. Tujuan dari beberapa teks pendek dan sederhana tentang orang/ tokoh
yang berbeda,
b. Fokus yang dibicarakan dalam masing-masing deskripsi,
c. Pembaca yang akan tertarik membaca masing-masing deskripsi,
d. Manfaat yang dapat dipetik dari masing-masing deskripsi.
2. Struktur Teks
Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan tulis:
a. Nama orang/tokoh, pekerjaan/jabatan/perannya, serta orang-orang lain
yang terkait serta pekerjaan/jabatan/perannya,
b. Karakteristik fisik/psikis/personal lainnya dari masing-masing
orang/tokoh,
c. Kebiasaan/pekerjaan/kegiatan rutin/tertentu yang menjsdi penciri
masing-masing orang/tokoh,
d. Aspek lain yang dipaparkan untuk mendeskripsikan masing-masing
orang/tokoh.
3. Unsur Kebahasaan
Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan
tulis unsur-unsur kebahasaan yang mendukung cara pendeskripsian
orang/tokoh:
a. Makna kata dan ungkapan tetentu (verba, nomina, adjectiva, adverbial,
frasa),
b. Tata bahasa (kalimat, klausa, verba, nomina, konjungsi, dll),
c. Ucapan, tekanan kata, dan intonasi yang benar,
d. Ejaan dan tanda baca yang benar,
e. Tulisan tangan yang rapih dan benar.
D. Tujuan Pembelajaran
Setelah melewati proses pembelajaran yang menerapkan 5M:
1. Siswa mampu membandingkan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan
meminta informasi terkait dengan deskripsi orang, binatang dan benda,
sangat pendek dan sederhana, sesuai dengan konteks penggunannya.
2. Siswa menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks dan unsur kebahasan teks deskriptif lisan dan tulis, sangat pendek dan
sedehana, terkait orang, binatang, dan benda.
3. Siswa menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana, terkait orang, binatang, benda dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
E. Materi Pembelajaran :
1. The definition of descriptive text
2. The purposes of descriptive text
3. Generic structures of a descriptive
4. Generic features of a descriptive text
5. Example of descriptive text
(Lihat lampiran 6)
F. Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Model Pembelajaran : Discovey Learning, Project Based Learning
3. Clustering technique
According to Langan (2006, p.25), “clustering, also known as
diagramming or mapping, is another strategy that can be used to generate
material for a paper”. In clustering, the writer can use lines, boxes, arrows, and
circle to show relationships among the ideas and details. Clustering is making
a visual map to produce a topic related to each other. Clustering technique will
stimulus students’ ideas, also they can make a good paragraph for every type
of writing.
Axelrod & Cooper (2013, p.509) explained that clustering works as follows:
a. In a word or phrase, write your topic in the center of a piece of paper.
Circle it.
b. Also in a word or phrase, write down the main parts or central ideas of
your topic. Circle these, and connect them to the topic in the center.
c. The next step is to generate facts, details, examples, or ideas related in any
way to these main parts of the topic. Cluster these around the main parts.
G. Alat dan Sumber Pembelajaran
1. Alat/bahan :Bolpoin, kertas, karton, gambar terkait materi
:papan tulis, spidol.
2. Sumber Belajar :Kementrian Pendidikan dan Kebudayaan, Bahasa
Inggris, When English Rings The Bell, SMP/Mts Kelas VII, hal 160,
internet
H. Langkah-langkah Kegiatan Pembelajaran
Pertemuan ke-1
PRE-TEST 20’
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pembukaan Pendahuluan
1. Guru membuka kegiatan dimulai
dengan salam.
2. Guru meminta salah satu siswa
untuk memimpin doa sebelum
pelajaran dimulai.
5’
3. Guru mengabsen siswa, dan
menyiapkan suasana belajar yang
kondusif.
4. Menyebutkan tujuan pembelajaran
5. Menyebutkan kegiatan belajar
yang akan dilakukan.
Kegiatan Inti Mengamati
1. Guru memberikan contoh teks
deskriptif tentang orang kepada
siswa untuk dipelajari (lihat
lampiran 6).
2. Guru bersama siswa menganalisa
fungsi sosial dan unsur kebahasaan
yang digunakan dari teks
deskriptif tersebut (lihat lampiran
6).
15’
Menanya
1. Guru membimbing siswa
mempertanyaan informasi yang
tedapat dalam teks tersebut (fungsi
sosial, struktur teks dan unsur
kebahasaan).
2. Siswa merespon pertanyaan yang
berkaitan dengan teks secara lisan.
5’
Mengeksplorasi
1. Dengan bimbingan guru, siswa
dibagi kedalam beberapa
kelompok diskusi untuk menyusun
teks deskriptif.
10’
Mengasosiasi
1. Guru mengamati dan merespon
siswa selama diskusi berlangsung.
2. Siswa menyusun teks deskriptif
dengan tema “describing people”.
15’
Mengkomunikasi
1. Siswa dapat mempresentasikan
kepada teman sekelasnya tentang
isi teks deskriptif yang mereka
buat dalam situasi nyata
2. Guru mengamati dan menilai
presentasi siswa dari aspek
ketrampilan.
5’
Penutup 1. Siswa dengan bimbingan guru
menyimpulkan pembelajaran hari
itu.
2. Guru memberikan umpan balik
pembelajaran.
3. Guru menyampaikan rencana
pembelajaran untuk pertemuan
berikutnya.
4. Guru memberikan feedback
(umpan balik) kepada siswa.
5’
Pertemuan ke-2
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pembukaan Pendahuluan
1. Guru membuka kegiatan dimulai
5’
dengan salam.
2. Guru meminta salah satu siswa
untuk memimpin doa sebelum
pelajaran dimulai.
3. Guru mengabsen siswa, dan
menyiapkan suasana belajar yang
kondusif.
4. Menyebutkan tujuan
pembelajaran.
5. Menyebutkan kegiatan belajar
yang akan dilakukan.
Kegiatan Inti Mengamati
1. Guru memperkenalkan tehnik
clustering dan menjelaskannya.
3. Siswa mengamati contoh desain
clustering dari teks deskriptif di
papan tulis (lihat lampiran 7).
15’
Menanya
1. Guru membimbing siswa
mempertanyaan informasi yang
tedapat dalam teks tersebut.
2. Siswa merespon pertanyaan yang
berkaitan dengan teks secara lisan.
5’
Mengeksplorasi
1. Dengan bimbingan guru, siswa
dibagi kedalam beberapa
kelompok diskusi untuk menyusun
teks deskriptif menggunakan
tehnik clustering dengan tema
“describing people”.
10’
2. Guru membagikan gambar (orang)
untuk dibagikan ke setiap siswa
dalam tiap kelompok untuk di
deskripsikan (lihat lampiran 8).
3. Dengan kata atau frasa, siswa
menulis topik di tengah dalam
selembar kertas berdasarkan
gambar yang sudah didapat
dengan melingkari topik tersebut.
4. Dengan kata atau frasa, siswa
kemudian menulis bagian utama
atau gagasan utama topik tersebut.
Kemudian melingkari dan
menghubungkan gagasan utama
tersebut dengan topik yang berada
di tengah.
5. Langkah selanjutnya, siswa
menuliskan fakta, rincian, contoh,
atau gagasan yang terkait dengan
topik di tengah.
Mengasosiasi
1. Guru mengamati dan merespon
siswa selama diskusi berlangsung.
2. Siswa menyusun teks deskriptif
bersama kelompok diskusinya,
bedasarkan gambar (orang) yang
sudah didapat dengan tehnik
clustering yang sudah di susun
sebelumnya.
15’
Mengkomunikasi
1. Siswa dapat mempresentasikan
kepada teman sekelasnya tentang
isi teks deskriptif yang mereka
buat dalam situasi nyata.
2. Guru mengamati dan menilai
presentasi siswa dari aspek
ketrampilan.
5’
Penutup 1. Siswa dengan bimbingan guru
menyimpulkan pembelajaran hari
itu.
2. Guru memberikan umpan balik
pembelajaran.
3. Guru menyampaikan rencana
pembelajaran untuk pertemuan
berikutnya.
4. Guru memberikan feedback
(umpan balik) kepada siswa.
5’
POST-TEST 20’
I. Penilaian
1. Teknik : Tes tertulis
2. Bentuk : menyusun teks deskriptif
3. Instrumen :
PRE-TEST
1. Write the descriptive text about describing people!
POST-TEST
1. Write the descriptive text about describing people using clustering
technique!
J. Pedoman penilaian
Rubrik Penilaian, adapted from Brown, (2004, p.244-245).
Komponen writing Indikator Nilai
Organization Excellent to Good 20-18
Good to Adequate 17-15
Adequate to Fair 14-12
Unacceptable 11-6
Not College-level work 5-1
Content Excellent to Good 20-18
Good to Adequate 17-15
Adequate to Fair 14-12
Unacceptable 11-6
Not College-level work 5-1
Grammar Excellent to Good 20-18
Good to Adequate 17-15
Adequate to Fair 14-12
Unacceptable 11-6
Not College-level work 5-1
Punctuation Excellent to Good 20-18
Good to Adequate 17-15
4. Lesson plan Cycle II
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) CYCLE II
Sekolah : SMP Muhammadiyah Salatiga
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII B/2
Tema : Descriptive text (describing animals)
Alokasi Waktu : 2 kali pertemuan (4x40 menit)
A. Kompetensi Inti
1. Menunjukkan perilaku yang berterima dalam lingkungan personal, sosial
budaya, akademik, dan profesi;
2. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan dari
teks pendek dan sederhana, dalam kehidupan dan kegiatan siswa sehari-
hari;
3. Berkomunikasi secara interpersonal, transaksional dan fungsional tentang
diri sendiri, keluarga, serta orang, binatang dan benda, kongkrit dan
imajinatif, yang terdekat dengan kehidupan dan kegiatan siswa sehari-hari
di rumah, sekolah, dan masyarakat;
4. Menangkap makna dan menyusun teks lisan dan tulis, pendek dan
sederhana dengan menggunakan struktur teks secara urut dan runtut serta
unsur kebahasaan secara akurat, berterima, dan lancar.
B. Kompetensi Dasar
3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis dengan memberi dan meminta
informasi terkait dengan deskripsi orang, binatang dan benda, sangat
pendek dan sederhana, sesuai dengan konteks penggunannya.
4.7 Teks Deskriptif
4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks dan unsur kebahasan teks deskriptif lisan dan tulis, sangat pendek
dan sedehana, terkait orang, binatang, dan benda.
4.7.2 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana,
terkait orang, binatang, benda dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
Siswa dapat mengkomunikasikan secara terintegrasi lisan dan tulis tentang
deskripsi orang (termasuk diri sendiri), tokoh, untuk tujuan
membanggakan/mengenalkan/mengambil teladan, secara kontekstual, terkait
ketiga aspek teks berikut ini:
1. Fungsi Sosial
Menentukan (menyebutkan/memilih) secara lisan dan tulis:
a. Tujuan dari beberapa teks pendek dan sederhana tentang orang/ tokoh
yang berbeda,
b. Fokus yang dibicarakan dalam masing-masing deskripsi,
c. Pembaca yang akan tertarik membaca masing-masing deskripsi,
d. Manfaat yang dapat dipetik dari masing-masing deskripsi.
2. Struktur Teks
Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan tulis:
a. Nama orang/tokoh, pekerjaan/jabatan/perannya, serta orang-orang
lain yang terkait serta pekerjaan/jabatan/perannya,
b. Karakteristik fisik/psikis/personal lainnya dari masing-masing
orang/tokoh,
c. Kebiasaan/pekerjaan/kegiatan rutin/tertentu yang menjsdi penciri
masing-masing orang/tokoh,
d. Aspek lain yang dipaparkan untuk mendeskripsikan masing-masing
orang/tokoh.
3. Unsur Kebahasaan
Menentukan (menyebutkan/menyalin/membacakan) secara lisan dan
tulis unsur-unsur kebahasaan yang mendukung cara pendeskripsian
orang/tokoh:
a. Makna kata dan ungkapan tetentu (verba, nomina, adjectiva,
adverbial, frasa),
b. Tata bahasa (kalimat, klausa, verba, nomina, konjungsi, dll),
c. Ucapan, tekanan kata, dan intonasi yang benar,
d. Ejaan dan tanda baca yang benar,
e. Tulisan tangan yang rapih dan benar.
D. Tujuan Pembelajaran
Setelah melewati proses pembelajaran yang menerapkan 5M:
1. Siswa mampu membandingkan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan
meminta informasi terkait dengan deskripsi orang, binatang dan benda,
sangat pendek dan sederhana, sesuai dengan konteks penggunannya.
2. Siswa menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks dan unsur kebahasan teks deskriptif lisan dan tulis, sangat pendek
dan sedehana, terkait orang, binatang, dan benda.
3. Siswa menyusun teks deskriptif lisan dan tulis, sangat pendek dan
sederhana, terkait orang, binatang, benda dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks.
E. Materi Pembelajaran :
1. The definition of descriptive text
2. The purposes of descriptive text
3. Generic structures of a descriptive
4. Generic features of a descriptive text
5. Example of descriptive text
(Lihat lampiran 11)
F. Metode Pembelajaran
1. Pendekatan : Scientific Approach
2. Model Pembelajaran : Discovey Learning, Project Based Learning
3. Clustering technique
According to Langan (2006, p.25), “clustering, also known as
diagramming or mapping, is another strategy that can be used to generate
material for a paper”. In clustering, the writer can use lines, boxes, arrows, and
circle to show relationships among the ideas and details. Clustering is making
a visual map to produce a topic related to each other. Clustering technique will
stimulus students’ ideas, also they can make a good paragraph for every type
of writing.
Axelrod & Cooper (2013, p.509) explained that clustering works as follows:
a. In a word or phrase, write your topic in the center of a piece of paper.
Circle it.
b. Also in a word or phrase, write down the main parts or central ideas of
your topic. Circle these, and connect them to the topic in the center.
c. The next step is to generate facts, details, examples, or ideas related in any
way to these main parts of the topic. Cluster these around the main parts.
G. Alat dan Sumber Pembelajaran
1. Alat : Bolpoin, kertas, karton, gambar terkait materi
: papan tulis, spidol.
2. Sumber Belajar : Kementrian Pendidikan dan Kebudayaan, Bahasa
Inggris, When English Rings The Bell, SMP/Mts Kelas VII, hal 161
http://www.jagoanbahasainggris.com/2017/04/7-contoh-descriptive-text-
tentang hewan.html
H. Langkah-langkah Kegiatan Pembelajaran
Pertemuan ke-1
PRE-TEST 20’
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pembukaan Pendahuluan
1. Guru membuka kegiatan dimulai
dengan salam.
2. Guru meminta salah satu siswa
untuk memimpin doa sebelum
5’
pelajaran dimulai.
3. Guru mengabsen siswa, dan
menyiapkan suasana belajar yang
kondusif.
4. Menyebutkan tujuan pembelajaran
5. Menyebutkan kegiatan belajar yang
akan dilakukan.
Kegiatan Inti Mengamati
1. Guru memberikan contoh teks
deskriptif tentang binatang kepada
siswa untuk dipelajari (Lihat
lampiran 11).
2. Guru bersama siswa menganalisa
fungsi sosial dan unsur kebahasaan
yang digunakan dari teks deskriptif
tersebut (Lihat lampiran 11).
15’
Menanya
1. Guru membimbing siswa
mempertanyaan informasi yang
tedapat dalam teks tersebut (fungsi
sosial, struktur teks dan unsur
kebahasaan)
2. Siswa merespon pertanyaan yang
berkaitan dengan teks secara lisan.
5’
Mengeksplorasi
1. Dengan bimbingan guru, siswa
dibagi kedalam beberapa kelompok
diskusi untuk menyusun teks
deskriptif.
10’
Mengasosiasi
1. Guru mengamati dan merespon
siswa selama diskusi berlangsung.
2. Siswa menyusun teks deskriptif
dengan tema “describing animal”.
15’
Mengkomunikasi
1. Siswa dapat mempresentasikan
kepada teman sekelasnya tentang
isi teks deskriptif yang mereka buat
dalam situasi nyata.
2. Guru mengamati dan menilai
presentasi siswa dari aspek
ketrampilan.
5’
Penutup 1. Siswa dengan bimbingan guru
menyimpulkan pembelajaran hari
itu.
2. Guru memberikan umpan balik
pembelajaran.
3. Guru menyampaikan rencana
pembelajaran untuk pertemuan
berikutnya.
4. Guru memberikan feedback (umpan
balik) kepada siswa.
5’
Pertemuan ke-2
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pembukaan Pendahuluan
1. Guru membuka kegiatan dimulai
dengan salam.
5’
2. Guru meminta salah satu siswa
untuk memimpin doa sebelum
pelajaran dimulai.
3. Guru mengabsen siswa, dan
menyiapkan suasana belajar yang
kondusif.
4. Menyebutkan tujuan pembelajaran.
5. Menyebutkan kegiatan belajar yang
akan dilakukan.
Kegiatan Inti Mengamati
1. Guru memperkenalkan tehnik
clustering dan menjelaskannya.
2. Siswa mengamati contoh desain
clustering dari teks deskriptif di
papan tulis (Lihat lampiran 12).
15’
Menanya
1. Guru membimbing siswa
mempertanyaan informasi yang
tedapat dalam teks tersebut (fungsi
sosial, struktur teks dan unsur
kebahasaan).
2. Siswa merespon pertanyaan yang
berkaitan dengan teks secara lisan.
5’
Mengeksplorasi
1. Dengan bimbingan guru, siswa
dibagi kedalam beberapa kelompok
diskusi untuk menyusun teks
deskriptif menggunakan tehnik
clustering dengan tema
mendeskripsikan binatang.
10’
2. Guru membagikan gambar
(binatang) untuk dibagikan ke
setiap kelompok untuk di
deskripsikan (Lihat lampiran 13).
3. Dengan kata atau frasa, siswa
menulis topik di tengah dalam
selembar kertas berdasarkan
gambar yang sudah didapat dengan
melingkari topik tersebut.
4. Dengan kata atau frasa, siswa
kemudian menulis bagian utama
atau gagasan utama topik tersebut.
Kemudian melingkari dan
menghubungkan gagasan utama
tersebut dengan topik yang berada
di tengah.
5. Langkah selanjutnya, siswa
menuliskan fakta, rincian, contoh,
atau gagasan yang terkait dengan
topik di tengah.
Mengasosiasi
1. Guru mengamati dan merespon
siswa selama diskusi berlangsung.
2. Siswa menyusun teks deskriptif
bersama kelompok diskusinya,
bedasarkan gambar (binatang) yang
sudah didapat dengan tehnik
clustering yang sudah di susun
sebelumnya.
15’
Mengkomunikasi
1. Siswa dapat mempresentasikan
kepada teman sekelasnya tentang
isi teks deskriptif yang mereka buat
dalam situasi nyata.
2. Guru mengamati dan menilai
presentasi siswa dari aspek
ketrampilan.
5’
Penutup 1. Siswa dengan bimbingan guru
menyimpulkan pembelajaran hari
itu.
2. Guru memberikan umpan balik
pembelajaran.
3. Guru menyampaikan rencana
pembelajaran untuk pertemuan
berikutnya.
4. Guru memberikan feedback (umpan
balik) kepada siswa.
5’
POST-TEST 20’
I. Penilaian
a. Teknik : Tes tertulis
b. Bentuk : menyusun teks deskriptif
c. Instrumen :
PRE-TEST
2. Write the descriptive text about describing animal!
POST-TEST
2. Write the descriptive text about describing animal using clustering
technique!
J. Pedoman penilaian
Rubrik Penilaian, adapted from Brown, (2004, p.244-245).
Komponen
writing
Indikator Nilai
Organization Excellent to Good 20-18
Good to Adequate 17-15
Adequate to Fair 14-12
Unacceptable 11-6
Not College-level work 5-1
Content Excellent to Good 20-18
Good to Adequate 17-15
Adequate to Fair 14-12
Unacceptable 11-6
Not College-level work 5-1
Grammar Excellent to Good 20-18
Good to Adequate 17-15
Adequate to Fair 14-12
Unacceptable 11-6
Not College-level work 5-1
Punctuation Excellent to Good 20-18
Good to Adequate 17-15
5. The Pre-Test Cycle I
Name :
NIS :
Class :
PRE-TEST
1. Write the descriptive text about describing people!
6. The Material of Descriptive Text Cycle I
1. The definition of descriptive text
Descriptive text is a part of factual genres. Its social function is to
describe a particular person, place or thing (Wardiman, 2008, p.122).
2. The purposes of descriptive text
Hartono (2005, p.6) state that descriptive text aims to describe a
particular person, place, or thing. It means that descriptive text aims at
giving vivid details of how something or someone looks.
3. Generic structures of a descriptive
a. Identification / a general opening statement in the first paragraph:
identifies phenomenon to be described.
1) This statement tells the audience what the text is going to be about
2) This includes a short description of the subject
3) This can include a definition of subject
b. Description / a series of paragraph about the subject: describes part,
qualities, characteristic
1) Each paragraph usually begins with a topic sentence
2) The topic sentence at the beginning of each paragraph previews the
information contained in the rest of the paragraph
3) The sentence after the preview give more details
4) Each paragraph should give information about one feature of the
subject
5) These paragraphs build a description of the subject of the report
6) They may include technical language that is related to the subject.
4. Generic features of a descriptive text
According to Anderson (1998: p.26), the generic features of
description are:
a. Verb in the present tense
b. Adjective to describe the features of the subject
c. Topic sentences to begin paragraphs and organize the various aspects
of the description.
5. Example of descriptive text
Buku Paket halaman hal 160 (Kementrian Pendidikan dan
Kebudayaan, Bahasa Inggris, When English Rings The Bell, SMP/Mts
Kelas VII)
Identification / identifikasi : I love my mum very much.
Description / deskripsi : She is an elementary school teacher.
She is very patient. She is never angry. She
always smiles and never complains. My
mum is my best friend. I can talk to her
about everything. She can sing! She has a
beautiful voice.
I love my mum very much. She is an elementary school teacher.
She is very patient. She is never angry. She always smiles and never
complains. My mum is my best friend. I can talk to her about
everything. Oh ya, she can sing! She has a beautiful voice.
7. Example of Design Clustering Technique (Describing People)
Memberikan contoh teks deskriptif menggunakan tehnik clustering:
Addapted by (Alawi, 2011, p.31)
My Favorite Artist
I have a favorite artist. His name is Sule. His true name is
Entis Sutisna. Sule has long blond hair. He looks so funny with a
flat nose. He is very popular in one of television program “OVJ”
as a funny comedian. Besides, He also has a good voice. I like
Him very much.
Artist Funny
SULE
Appearance
Flat nose
Comedian
Blonde hair
8. The Picture of People Cycle I
9. The Post-Test Cycle I
Name :
NIS :
Class :
POST-TEST
1. Write the descriptive text about describing people using clustering
technique!
10. The Pre-Test Cycle II
Name :
NIS :
Class :
PRE-TEST
1. Write the descriptive text about describing animal!
11. The Material of Descriptive Text Cycle II
1. The definition of descriptive text
Descriptive text is a part of factual genres. Its social function is to
describe a particular person, place or thing (Wardiman, 2008, p.122).
2. The purposes of descriptive text
Hartono (2005, p.6) state that descriptive text aims to describe a
particular person, place, or thing. It means that descriptive text aims at
giving vivid details of how something or someone looks.
3. Generic structures of a descriptive
d. Identification / a general opening statement in the first paragraph:
identifies phenomenon to be described.
1) This statement tells the audience what the text is going to be about
2) This includes a short description of the subject
3) This can include a definition of subject
c. Description / a series of paragraph about the subject: describes part,
qualities, characteristic
1) Each paragraph usually begins with a topic sentence
2) The topic sentence at the beginning of each paragraph previews the
information contained in the rest of the paragraph
3) The sentence after the preview give more details
4) Each paragraph should give information about one feature of the
subject
5) These paragraphs build a description of the subject of the report
6) They may include technical language that is related to the subject.
4. Generic features of a descriptive text
According to Anderson (1998: p.26), the generic features of
description are:
a. Verb in the present tense
b. Adjective to describe the features of the subject
c. Topic sentences to begin paragraphs and organize the various aspects
of the description.
5. Example of descriptive text
Buku Paket halaman hal 161 (Kementrian Pendidikan dan
Kebudayaan, Bahasa Inggris, When English Rings The Bell, SMP/Mts
Kelas VII)
Identification / identifikasi : I love my cat, Manis.
Description / deskripsi : When I tickle her, she rolls around and taps
her paws on my hand. I like the feeling. She
has three colors, white, yellow, and black.
She often lies on my feet when I study or
watch TV. Sometimes also sleeps in my bed
with me, on my feet. It feels warm.
I love my cat, Manis. She makes me happy. When I tickle her, she
rolls around and taps her paws on my hand. I like the feeling. She has
three colors, white, yellow, and black. She often lies on my feet when
I study or watch TV. Sometimes also sleeps in my bed with me, on my
feet. It feels warm.
12. Example of Design Clustering Technique (Describing Animals)
Memberikan contoh teks deskriptif tentang binatang menggunakan
Tehnik clustering:
(http://www.jagoanbahasainggris.com/2017/04/7-contoh-descriptive-text-
tentang hewan.html)
Cute
Panda
Panda is a cute animal. It has little eyes with black spots
around them. His body is black and white. Panda's body is almost
looking alike with the bear. Panda looks like tame animals but it's
actually not. Panda eats bamboo and they almost eat 40 kg bamboo
in just one day. Panda is animal from China.
Black
Body
White
From China
Panda
Eats bamboo
Little eyes
Alike with bear
Cute
13. The Picture of Animal Cycle II
\
14. The Post-Test Cycle II
Name :
NIS :
Class :
POST-TEST
1. Write the descriptive text about describing animal using clustering
technique!
15. The Students’ Score of Pre Post Test in Cycle I and II
a. The students’ score of pre-test in cycle I
No Students’ name C O G P V Total
1 APP 12 13 5 5 5 40
2 ABS 17 15 9 10 11 62
3 AY 14 12 8 8 8 50
4 AS 16 16 9 12 11 64
5 BBM 17 16 7 8 11 59
6 DEP 17 18 9 10 10 64
7 ENK 18 17 8 7 9 59
8 EAS 18 17 11 10 9 65
9 GNS 17 13 9 9 11 59
10 GSA 15 12 8 8 9 52
11 GAA 15 14 10 8 9 56
12 IF 17 17 9 8 9 60
13 KZA 16 13 7 7 7 50
14 KNS 17 17 9 8 9 60
15 LSW 17 16 10 8 9 60
16 MT 15 14 8 8 5 50
17 MRES 13 14 8 8 9 52
18 MDA 18 17 7 8 8 58
19 MF 15 13 8 8 8 52
20 MIP 15 14 9 9 10 57
21 MLFT 15 14 10 9 8 56
22 NJA 17 18 10 10 9 64
23 NJP 16 14 10 9 11 60
24 NHA 18 17 9 8 10 62
25 PEPW 15 14 8 7 7 51
26 PMDH 17 17 13 12 10 69
27 RFR 17 16 8 9 10 60
28 RY 14 15 9 10 10 58
29 RDNA 17 16 9 9 9 60
30 RAP 17 15 10 10 8 60
31 SO 14 15 12 11 12 64
32 SR 16 15 7 10 8 56
33 THN 16 15 9 8 10 58
34 VDS 18 17 11 8 10 64
35 WMI 15 16 9 9 11 60
36 WNG 15 14 9 9 11 58
=
2089
Explanation =
O = Organization C = Content
G = Grammar P = Punctuation
V = Vocabulary
b. The students score of post-test in cycle I
No Students’ name C O G P V Total
1 APP 17 16 12 14 11 70
2 ABS 18 18 15 14 14 79
3 AY 17 17 12 10 10 66
4 AS 18 18 15 14 16 81
5 BBM 18 18 14 15 14 79
6 DEP 18 18 17 17 17 87
7 ENK 18 18 15 14 13 78
8 EAS 18 18 16 16 15 83
9 GNS 17 18 16 13 14 78
10 GSA 18 18 15 15 14 80
11 GAA 18 18 14 13 14 77
12 IF 15 17 16 15 15 78
13 KZA 16 16 14 14 13 73
14 KNS 18 18 13 15 14 78
15 LSW 18 18 16 16 16 84
16 MT 18 17 14 10 14 73
17 MRES 18 18 15 11 12 74
18 MDA 18 18 16 15 16 83
19 MF 17 18 13 12 12 72
20 MIP 18 17 17 16 15 83
21 MLFT 18 18 15 16 13 80
22 NJA 18 18 15 14 14 79
23 NJP 18 16 14 16 17 81
24 NHA 18 18 16 16 17 85
25 PEPW 18 16 13 13 12 72
26 PMDH 18 18 16 16 16 84
27 RFR 18 17 16 15 16 82
28 RY 18 17 16 16 17 84
29 RDNA 18 18 17 15 16 84
30 RAP 18 17 11 12 12 70
31 SO 18 18 15 14 15 80
32 SR 17 16 11 9 12 65
33 THN 18 18 12 14 12 74
34 VDS 18 18 16 15 16 83
35 WMI 17 18 16 15 16 82
36 WNG 18 18 16 15 14 81
=
2822
Explanation =
O = Organization C = Content
G = Grammar P = Punctuation
V = Vocabulary
c. The students’ score of pre-test in cycle II
No Students’ name C O G P V Total
1 APP 18 15 9 10 10 62
2 ABS 18 18 10 9 12 67
3 AY 15 15 6 10 10 56
4 AS 18 16 10 9 12 65
5 BBM 18 15 12 8 10 63
6 DEP 18 17 9 9 12 65
7 ENK 17 15 11 11 12 66
8 EAS 17 16 8 12 12 65
9 GNS 17 13 9 11 10 60
10 GSA 16 17 9 8 8 58
11 GAA 15 14 10 12 11 62
12 IF 17 14 9 10 13 63
13 KZA 15 17 10 10 11 63
14 KNS 17 16 7 7 10 57
15 LSW 18 16 8 9 11 62
16 MT 15 15 6 10 10 56
17 MRES 17 15 8 6 10 56
18 MDA 15 16 9 11 10 61
19 MF 15 12 8 10 10 55
20 MIP 16 17 10 10 12 65
21 MLFT 16 16 10 9 9 60
22 NJA 18 14 12 12 10 66
23 NJP 17 15 10 9 12 63
24 NHA 17 16 10 9 11 63
25 PEPW 17 15 7 7 9 55
26 PMDH 17 18 15 14 10 74
27 RFR 18 18 8 10 9 63
28 RY 12 18 10 10 10 60
29 RDNA 14 13 8 10 8 53
30 RAP 16 15 7 9 10 57
31 SO 17 17 8 12 10 64
32 SR 16 15 10 9 8 58
33 THN 14 14 8 10 9 55
34 VDS 17 18 11 10 11 67
35 WMI 16 15 13 10 11 65
36 WNG 16 15 9 12 11 63
=
2213
Explanation =
O = Organization C = Content
G = Grammar P = Punctuation
V = Vocabulary
d. The students’ score of post-test in cycle II
No Students’ name C O G P V Total
1 APP 17 18 15 14 15 79
2 ABS 18 18 17 16 17 86
3 AY 18 17 15 15 15 80
4 AS 18 18 17 16 15 84
5 BBM 18 18 17 17 16 86
6 DEP 18 18 18 17 17 88
7 ENK 18 17 17 16 18 86
8 EAS 18 18 16 16 16 84
9 GNS 18 18 17 16 17 86
10 GSA 18 18 15 14 16 81
11 GAA 18 18 17 14 12 79
12 IF 18 18 17 17 15 85
13 KZA 18 18 17 17 18 88
14 KNS 18 17 15 15 14 79
15 LSW 18 18 17 15 16 84
16 MT 17 16 15 15 14 77
17 MRES 18 18 15 12 12 75
18 MDA 18 18 17 16 16 85
19 MF 18 17 16 15 13 79
20 MIP 18 18 16 17 17 86
21 MLFT 18 18 15 16 14 81
22 NJA 18 18 16 15 13 80
23 NJP 18 18 15 16 16 83
24 NHA 18 18 17 13 14 80
25 PEPW 16 17 14 14 15 76
26 PMDH 19 19 19 19 18 94
27 RFR 17 18 17 16 16 84
28 RY 18 18 16 16 18 86
29 RDNA 17 17 14 14 15 77
30 RAP 13 17 14 12 15 71
31 SO 18 18 16 17 17 86
32 SR 17 16 12 11 12 68
33 THN 17 15 14 15 16 77
34 VDS 18 17 17 17 17 86
35 WMI 18 18 18 17 18 89
36 WNG 17 18 16 17 18 86
=
2961
Explanation =
O = Organization C = Content
G = Grammar P = Punctuation
V = Vocabulary
16. Photos Documentation of Cycle I and Cycle II
Treatment of Cycle I
The Teacher explain about descriptive text
Pre-test (People) Cycle I
The students make descriptive text with theme “describing people”
Treatment of Cycle I
The Teacher give the example of describing people using clustering technique
Post-test Cycle I
The Students make descriptive text with theme “describing people” using
clustering technique
Treatment of Cycle II
The Teacher explain about descriptive text
Pre-test Cycle II
The students make descriptive text with theme “describing animal”
Treatment Cycle II
The Teacher give the example of describing animal using clustering
technique
Post-test Cycle II
The Students make descriptive text with theme “describing animal” using
clustering technique
17. Interview Guidance
Interview for the English teacher in the Preliminary Study
(Before Classroom Action Research)
Pedoman wawancara dengan guru Bahasa Inggris terkait masalah
pengajaran di kelas
Pewawancara : Ossi Rinawati
Narasumber : Khaliyatul Husna, S.Pd.I
Jabatan : Guru Bahasa Inggris
Hari/ Tanggal : Jum’at/ 19 Januari 2018
Waktu : 09.15 – 09.45
Tempat : Ruang guru SMP Muhammadiyah Salatiga
1. Skill apa yang Ibu anggap paling sulit dalam pengajaran bahasa inggris?
2. Berapakah Standardized of Minimum Score (KKM) pada mata pelajaran
Bahasa nggris di SMP Muhammadiyah Salatiga?
3. Kurikulum apakah yang digunakan untuk kelas 7 pada mata pelajaran
Bahasa Inggris di SMP Muhammadiyah Salatiga?
4. Apa kendala yang dihadapi siswa saat pelajaran Bahasa Inggris khususnya
writing?
5. Tehnik apa yang Ibu gunakan dalam pengajaran writing?
6. Apakah anda pernah mendengar teknik clustering dalam pembelajaran
writing?
The result of interview in the preliminary study (Before CAR)
HASIL WAWANCARA
1. Tanya: Skill apa yang anda anggap paling sulit dalam pengajaran
bahasa inggris?
Jawab: writing
2. Tanya: Berapakah Standardized of Minimum Score (KKM) mata
pelajaran Bahasa nggris di SMP Muhammadiyah Salatiga?
Jawab: KKM kelas 7 untuk mata pelajaran Bahasa Inggris di SMP
Muhammadiyah salatiga adalah 65
3. Tanya: Kurikulum apakah yang diterapkan di kelas 7 mata pelajaran
Bahasa Inggris di SMP Muhammadiyah Salatiga?
Jawab: Kurikulum yang diterapkan di kelas 7 adalah Kurikulum 2013
4. Tanya: Apa kendala yang dihadapi siswa saat pelajaran Bahasa
Inggris khususnya writing?
Jawab: minat siswanya yang lemah, mereka tidak memiliki ide untuk
menyusun sebuah teks, kemudian mereka sangat minim sekali dalam
penguasaan vocabulary, maupun pemahaman grammar.
5. Tanya: Tehnik apa yang Ibu gunakan dalam pengajaran writing?
Jawab: Biasayanya saya hanya menjelaskan teks terlebih dahulu baik
dari jenis teksnya, karakteristiknya, maupun garammaticalnya, setelah itu
terkadang mereka saya buat kelompok-kelompok untuk bekerja sama
dalam mempelajari teks yang diajarkan.
6. Tanya: Apakah anda pernah mendengar teknik clustering dalam
pengajaran writing?
Jawab: Ya pernah mendengar, tapi saya belum pernah mempraktekannya
di kelas.
18. Certification For Graduating Paper Counselor
19. Letter For Research Permission
20. Consultation sheet of Graduating Paper
21. Proof of Conducted Research
22. Daftar Satuan Kredit Kegiatan (SKK)
Nama : Ossi Rinawati
NIM : 113-13-122
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Tarbiyah dan Ilmu Keguruan
No Tanggal Kegiatan Penyelenggara Sebagai Nilai
1 26-27
Agustus
2013
OPAK STAIN Salatiga
2013 “Rekonstruksi
Paradigma Mahasiswa yang
Cerdas, Peka dan Peduli
DEMA STAIN
Salatiga
Peserta 3
2 29
Agustus
2013
OPAK Jurusan Tarbiyah
STAIN Salatiga 2013
“Menjunjung Tinggi Nilai-
Nilai Kearifan Lokal
sebagai Identitas Pendidikan
Indonesia”
HMJ Tarbiyah
STAIN Salatiga
Peserta 3
3 16
September
2013
Library User Education UPT
Perpustakaan
STAIN Salatiga
Peserta 2
4 18
Sebtember
2013
Training Pembuatan
Makalah
Lembaga
Dakwah Kampus
(LDK) Darul
Amal STAIN
Salatiga
Peserta 2
5 28-29
September
2013
English Friendship Camp
2013
English Club
(CEC) STAIN
Salatiga
Participant 2
6 1 April
2014
Dialog Interaktif &
Education “Diaspora Politik
Indonesia di tahun 2014,
Memilih Untuk Salatiga
Hati Beriman ”
Senat Mahasiswa
(SEMA) STAIN
Salatiga
Peserta 2
7 03 Juni
2014
Seminar Nasional
“Idealisme Mahasiswa”
LPM Dinamika
STAIN Salatiga
Peserta 8
8 15
Desember
2014
Seminar Nasional
“Perlindungan Hukum
Terhadap Usaha Mikro
Menghadapi Pasar Bebas
ASEAN”
Himpunan
Mahasiswa
Program Studi
AS
Peserta 8
9 25
Desember
2014
MUJAROFADZ
(Musyawaroh Jam’iyyatul
Qurro’ wal Huffadz)
JQH Al-Furqon
IAIN Salatiga
Panitia 3
10 22 April
2015
Seminar Kepemudaan
tingkat Jateng-DIY
“Membumikan Peran dan
Tantangan Pemuda dalam
Masyarakat Ekonomi
ASEAN”
Himpunan
Mahasiswa Islam
(HMI) Cabang
Salatiga
Komisariat
Karnoto
Zarkasyi
Peserta 2
11 06 Mei
2015
Seminar Nasional
“Mencegah Generasi
Pemuda Islam dari
Pegaruh Radikalisme ISIS ”
Anjangsana
Ahwal Al-
Syakhsiyyah
(AS) IAIN
Salatiga
Peserta 8
12 22 Januari
2016
Bhakti Sosial “Warga Desa
Tambakboyo”
Karang Taruna
Karang Anyar
(New Coral V)
Panitia 3
13 26 April
2016
Seminar Nasional
“Memperkuat Peran
Pemuda Dalam
Meningkatkan Ekonomi
Nasional Melalui
Kewirausahaan”
Koperasi
Mahasiswa
(KOPMA)
“FATAWA”
IAIN Salatiga
Peserta 8
14 31 Mei
2016
Seminar Nasional “Budaya
Sebagai Attitude
Pendidikan”
Dewan
Mahasiswa IAIN
Salatiga
Peserta 8
15 27 Juli
2016
A 2-hour Teacher Training
Workshop focusing on Ice
Breaking to Teach
Language Skills
IALF Bali Attended 2
16 16
Agustus
2016
Lomba Voly tingkat RW
“Memperingati hari
Kemerdekaan RI KE-71”
Karang Taruna
Karang Anyar
(New Coral V)
Panitia 3
17 24
September
2016
Seminar Internasional
“Petani Untuk Negeri”
dalam rangka Festival
Solidaritas untuk Petani
Indonesia
Krida Taruna
Bumi Persada
Salatiga
Peserta 2
18 09
November
2016
Seminar Nasional
“Dimanakah Kiblat
Pendidikan Kita?”
DEMA FTIK
IAIN Salatiga
Peserta 8
19 30 Januari
2017
Dialog Kebangsaan “Kami
Pemuda, Kami Berbangsa,
Kami Indonesia”
Pondok
Pesantren An-
Nur Klego
Peserta 2
Candirejo
Tuntang
20 26 Maret
2017
Piagam Penghargaan
“Offroader Peduli Bakti
Sosial Yatim Piatu
Petinglah #3”
R-TRACKS
Rider Trail
Adventure
Community
Salatiga
Panitia 3
21 27 April
2017
Pemasyarakatan
Kewirausahaan
Kementerian
Koperasi dan
UKM Republik
Indonsesia
Peserta 2
22 12 Juni
2017
Kegiatan “Peringatan
Nuzulul Qur’an 1437
Hijriyah
Aktifitas Remaja
ISLAM
Karanganyar
(ARISKA)
Panitia 3
23 03 Juli
2017
Kegiatan “Penyelenggaraan
Bibit Padi Unggulan Desa
Karanganyar”
Kelompok Tani
Margo Mulyo I
Desa Karang
Anyar
Panitia 3
24 17
Agustus
2017
Kegiatan “Memperingati
Hari Kemerdekaan RI ke-
72”
Lingkungan
Karang Anyar
RW 05
Tambakboyo
Ambarawa
Panitia 3
25 29
Agustus
2017
Pelantikan Pengurus
Cabang dan Kohati HMI
Cabang Salatiga Periode
2017/2018 dan Seminar
Nasional
Himpunan
Mahasiswa Islam
(HMI) Cabang
Salatiga
Peserta 8