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THE USE OF PAIR WORK AND MINI RESEARCH
ACTIVITY TO IMPROVE STUDENTS’ WRITING
SKILLS
(A CAR of the 10th
Grade Students of MAN 1 Kota Magelang in
the Academic Year of 2016/2017)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) English
Education Department of Teacher Training and
Education Faculty
Written By:
NIDA ANNISA
11311031
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
MOTTO
―No matter how extraordinary our parents,
there is no guarantee their children will
inherit the remarkable ability of them.”
(Anonymous)
DEDICATION
This graduating paper is whole-heartedly dedicated to:
1. My beloved Mother and Father; Mrs. Zaenah and Mr. Haryono, thanks for all
generosity, finance, and encouragement, and also thanks for your love, trust,
and everlasting praying. Allah blesses you Mom and Dad.
2. My beloved husband and daughter, Akbar Fauzi and Faridatunniswah Fauzi,
thanks for your love, support and always being in my side, so that the writer
can finish her study. I am very proud of you.
3. My beloved Sister; Wilda Fadhila Tsani, thanks for your kindness, support,
and prayer.
ACKNOWLEDGEMENT
Alhamdulillahirabbil„alamin, thanks to the Almighty Allah. Because of
Him, the writer can complete this research as one of the requirements for getting
the degree of Educational Islamic Studies (S,Pd) in English Education Department
of Teacher Training and Education Faculty of State Institute for Islamic Studies
(IAIN) of Salatiga 2016. Secondly, peace and salutation are always given to our
prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success will not be achieved without support, guidance,
advice, help, and encouragement from individual and institution, and I somehow
realize that it is an appropriate moment to give my deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic
Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D., as the Head of English Education Department.
4. Ruwandi, S.Pd, M.A., as the research consultant who has educated, supported,
directed and given the writer advices, suggestions, and recommendations for
this research from beginning until the end. Thanks for your patience and care.
5. All of the lecturers in English Education Department who have bestowed their
knowledge to me.
6. All of staffs of IAIN Salatiga who have helped the writer in processing
administration.
7. My beloved mother, father, and sister who always give me support
encouragement, finance, love, trust, advice and everlasting praying.
8. My beloved husband and daughter thanks for your love, support and always
being in my side. Allah always blesses you.
9. My indeed friends; Fitri Ariyani and Dyah Koes Windarti. Keep our
friendship!
10. All of my friends; especially in TBI ‘11 and TBI ‗12, PPL SMP Negeri 3
Salatiga, and KKN Posko 58.
11. Drs. H. Kasnawi, M.Ag as the head master of MAN 1 Kota Magelang,
teachers and staffs of MAN 1 Kota Magelang thank for their helps.
12. Dra. Siti Zinur‘Aini., as the English teacher in MAN 1 Kota Magelang
13. The students in Bahasa Group of MAN I Kota Magelang, thanks for your
participant in the classroom.
Finally this graduating paper is expected to be able to provide useful
knowledge and information to the readers. Moreover, the writer is pleased to
accept more suggestion and contribution from the reader for the improvement of
the graduating paper.
Salatiga, 30th
August 2016
The Writer
Nida Annisa
113 11 031
ABSTRACT
Annisa, Nida. 2016. The Effectiveness of Pair Work and Mini Research
Activity to Improve Students’ Writing Skills in the 10th
Grade of MAN
1 Kota Magelang in the Academic Year of 2016/2017. Graduating
Paper. English Education Department. State Institute for Islamic
Studies (IAIN) of Salatiga. Counselor: Ruwandi, S. Pd., M.A.
The objectives of this research are to find out; (1) the implementation of pair work
and mini research activity to improve students‘ writing skills, (2) the significant
improvement of Pair Work and Mini Research Activity to improve students‘
writing skills. This research used Classroom Action Research (CAR). The
subjects of the research were twenty three of the first grade students of MAN 1
Kota Magelang. The procedure of the research consisted of planning, action,
observation and reflection. The data were collected from written test, observation
and document. The researcher used two cycles. The result of the study shows that
(1) the mean of Pre-test 60.17, the mean of post-test 1 70.82, the mean of post test
2 75.43. (2) the use of pair work and mini research activity significantly improve
students‘ writing skills. This was proved from the result of t-test and t-table in
cycle 1 (6.97>2.042) and the result of t-test and t-table in cycle 2 (4.58>2.042). It
showed that the score of t-test was higher than the score of t-table. Based upon the
findings of the data above the writer concluded that using pair work and mini
research activity increase students‘ writing skills.
Keywords: Pair Work, Mini Research Activities, Writing skill
TABLE OF CONTENTS
TITLE ....................................................................................................................... i
DECLARATION ....................................................................................................ii
ATTENTIVE COUNSELOR NOTES ................................................................. iii
CERTIFICATION PAGE ...................................................................................... iv
MOTTO ................................................................................................................... v
DEDICATION ........................................................................................................ vi
ACKNOWLEDGMENT ........................................................................................vii
ABSTRACT ............................................................................................................ ix
TABLE OF CONTENTS ......................................................................................... x
LIST OF FIGURE ................................................................................................ xiv
LIST OF TABLE .................................................................................................. xv
CHAPTER I : INTRODUCTION
A. Background of the Research ........................................................................... 1
B. Limitation of the Research ............................................................................ 5
C. Problems of The Research .............................................................................. 6
D. Objectives of the Research ............................................................................ 6
E. Benefits of the Research ................................................................................. 6
F. Definition of Key Terms ............................................................................... 7
G. Review of Related Researches ....................................................................... 8
H. Graduating Paper Organization ................................................................... 10
CHAPTER II : LITERATURE REVIEW
A. Writing ......................................................................................................... 11
1. The Definition of Writing ...................................................................... 11
2. The Purposes of Writing ........................................................................ 13
3. The Importance of Writing .................................................................... 14
4. The Process of Writing .......................................................................... 16
5. The Level of Writing ............................................................................. 19
B. Teaching Writing Skills ............................................................................... 20
1. Teaching English Writing Well ............................................................. 20
2. Strategy for Teaching Writing Skills ..................................................... 22
3. Approaches for Teaching Writing Skills ............................................... 24
4. Writing Assessment .............................................................................. 27
C. Pair Work and Mini Research Activity for Teaching Writing Skills .......... 29
1. Pair Work .............................................................................................. 29
a. The Definition of Pair work ............................................................. 29
b. The Purposes of Pair work .............................................................. 30
c. The Advantages of Pair work .......................................................... 31
d. The Disadvantages of Pair work ..................................................... 32
e. The Steps to Do Pair work .............................................................. 33
2. Mini Research Activity ......................................................................... 36
a. The Definition of Mini Research Activity ...................................... 36
b. The Purposes of Mini Research Activity ........................................ 37
c. Steps to Do Mini Research Activity ................................................ 39
CHAPTER III : RESEARCH METHODOLOGY
A. The Setting of the Research ......................................................................... 40
1. The Place of the Research ...................................................................... 40
2. Setting of Time ...................................................................................... 40
3. Description of Research Schedule ......................................................... 41
B. The Subject of Research .............................................................................. 41
C. The Method of Research ............................................................................. 42
D. The Procedures of Research ........................................................................ 43
E. The Techniques of Collecting Data ............................................................. 45
1. Test ........................................................................................................ 45
2. Observation ........................................................................................... 45
3. Documentation ...................................................................................... 46
F. The Research Instrument ............................................................................. 47
G. The Technique of Analyzing Data .............................................................. 49
CHAPTER IV : FINDINGS AND DISCUSSION
A. Profile of MAN 1 Kota Magelang ............................................................... 52
1. Description of MAN 1 Kota Magelang ................................................. 52
2. The General Information of MAN 1 Kota Magelang ............................ 52
3. The Visions of MAN 1 Kota Magelang ................................................ 53
4. The Missions Information of MAN 1 Kota Magelang .......................... 54
5. The Curriculum of MAN 1 Kota Magelang .......................................... 54
6. The Profile of Teachers and Staffs ........................................................ 55
7. The Profile of Education Facilities ........................................................ 57
B. Profile of Students ....................................................................................... 58
C. Research Conduct ........................................................................................ 59
D. Data Analysis .............................................................................................. 60
1. Cycle 1 ................................................................................................... 60
2. Cycle 2 ................................................................................................... 65
E. Discussion ................................................................................................... 71
F. Research Summary Discussion ................................................................... 81
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................... 82
B. Suggestion ................................................................................................... 83
REFERENCES …………………………………………………………………85
APPENDIXES ………………………………………………………………….87
APPENDIX A Silabus ………………………………………………………..... 88
APPENDIX B Lesson Plan …………………………………………………….. 93
APPENDIX C Materi …………………………………………………………. 115
APPENDIX D Soal …… ………………………………………………………121
APPENDIX E Lembar Validasi ………………………………………………. 125
APPENDIX F Lembar Observasi Keterlaksanaan ……………………………..141
APPENDIX G Field Notes …………………………………………………….150
APPENDIX H Students‘ Sample Work……….………………………………. 155
APPENDIX I Students‘ Sample Score ………………………………….……. 167
APPENDIX J Research Documentation ………..……………………….……. 174
LISTS OF FIGURE
Figure 3.1 Kemmis and McTaggart‘s (1988)
Action research spiral ............................................................................................ 43
LISTS OF TABLE
Table 2.1 Table of Writing Assessment ...................................................................... 28
Table 3.1 Phases of the Research ........................................................................................... 41
Table 3.2 Table of Students’ Score Sheet .............................................................................. 47
Table 3.3 Table of Score Criteria ............................................................................................ 47
Table 3.4 Criterions of the Observation ................................................................................ 48
Table 4.1 Profile of Teachers and Staffs of MAN I Kota Magelang ........................................ 55
Table 4.2 Profile of Education Facilities of MAN 1 Kota Magelang ........................................ 57
Table 4.3 Research Schedule ................................................................................................ 59
Table 4.4 Score of Students’ Pre Test ................................................................................... 60
Table 4.5 Criteria of Students’ Achievement of Pre Test ....................................................... 61
Table 4.6 Score of Students’ Post Test in Cycle 1 ................................................................... 61
Table 4.7 Criteria of Students’ Achievement of Post Test in Cycle 1 ..................................... 62
Table 4.8 Table of Students’ Deviation of Pre Test and Post test score in Cycle 1.. ................ 62
Table 4.9 Table of Students’ Observation Sheet in Cycle 1 .................................................... 65
Table 4.10 Score of Students’ Post Test 2 .............................................................................. 66
Table 4.11 Criteria of Students’ Achievement of Post Test in Cycle 2 .................................... 66
Table 4.12 Table of Students’ Deviation of Post test Cycle 1 and Post Test Cycle 2 .............. 67
Table 4.13 Table of Students’ Observation Sheet in Cycle 2 ................................................... 70
CHAPTER I
INTRODUCTION
Chapter one concentrates on introductory explanation of the research. It
serves background of the research that discusses students‘ less skill of writing,
afterwards, solving the problem by using certain learning methods. The purpose
of the methods is to help the students to easily when writing.
A. Background of the Research
Language is important thing to make communication and interaction
with other people. Discussing about language, Patel and Jain (2008: 31) asserts
that language is used to communicate our thoughts and ideas. Language is
essential for our survival and development as human being. Language is a
result of cultural experience. Language is also a system of phonetics, grammar
and vocabulary. The use of language is important in daily activity; by the use
of language they can transfer messages with other. Human can not make good
communication and they will get difficulties without language.
English is the international language. English language as a global has
means of communication in numerous dialects, and also the movement towards
an international standard for the language. English is an important language that
should be understood by everybody in the world. Learn English is as
preparation when we will all move toward globalization life. As a means of
global communication, English must be actively controlled both oral and
written. It is very important in this globalization, because many aspects that
have relation with English. Therefore, in our educational system, teaching
English started from elementary school until university.
Learning a language is more than learning about language, it is learning
how to use language. Learning a language especially English, there are four
skills that should be mastered by students, and they are listening, speaking,
writing and reading. They are related each other which must be learned focusly.
English language has four skills that are divided into two parts, that are input
skills and output skills. The input skills consist of listening and reading,
whereas, the output skills consist of writing and speaking. They will be
mastered by studying seriously. Besides that, learning a language not only
understand the language but must often practice actively.
One of the most important language skills is writing skill. Writing is
one of the basic skills in English which is not simply translated word by word
but need to be acquired during language course. According James M Mc
Crimmon (1973: 18), Writing is a process that can be learned and used; it is
not, like height, a product of the genes about which little or nothing can be
done. Increased proficiency in the process will not in itself make a great writer,
but it can make a much better one. The whole writing process into three stages:
prewriting, writing, and rewriting. Prewriting is what the writer does before he
begins his first draft; in writing he works out these decisions in detail through
the first draft; rewriting is what he does when he is revising that draft into a
finished essay
Writing skill is the ability to construct a sentence from the text. The
writer should be able constructing the sentence from interacting with the
material that is writing. Geoffrey (1980: 115) describes that the act of writing
differs from that of talking in that it is less spontaneous and more permanent,
and the resources which are available for communication are fewer because we
cannot as we do in conversation interact with the listeners and adapt as we go
along. For this reason the conventions of writing tend to be less flexible than
those of conversation, and the language which is used tends to be standardized.
If the goal of the English teacher is to enable students to produce fluent,
accurate and appropriate written English, there are a number of aspects which
need to be considered. These are:
1. Mechanical problems with the script of English;
2. Problems of accuracy of English grammar and lexis;
3. Problems of relating the style of writing to the demands of a particular
situation;
4. Problems of developing ease and comfort in expressing what needs to be
said.
Teaching students to be able to have a good writing skill is not easy and
it needs some effective efforts. This is because writing is a difficult subject,
especially for students in first grade of Senior High School. The students‘ poor
writing which results in poor general performance may be because some factor,
like they have not understood with instruction from their teacher, they have not
understood of grammar, kind of the text (genre) or maybe them weak in
vocabulary. Consequently, as a teachers they must have strategy to solve this
problem. Patel and Jain (2008: 125) explain that Writing is a skill which must
be taught and practiced. Writing is also useful for setting homework exercises
and for some class text. It has been suggested that writing is hailed a service
activity for most students rather than an end in itself; the teacher will find that
the problem 'how much writing?' soon solves itself.
However, the fact of students in MAN 1 Kota Magelang experienced by
the writer shows that they are not fond of writing. The students seldom to try
make an essay. Besides that, they do not like learn the grammar or increase
their vocabulary. When the teachers give an assignment contained writing
practice, they only make the text without pay close attention in grammar, kind
of sentence or in vocabulary. Sometimes they are sleepy during the writing
lesson. Consequently, they can not practice make a good sentence, choose the
best word for their essay and the last one they cannot improve and develop
their writing skill. Beside that, during learning process the students are not
active in the classroom. They are not brave to give their opinion.
Since, learning a language is a process to use the language itself and
language can not be transferred but must be learned and practice, teachers must
be able to create the atmosphere of the learning process to be fun and not
boring. Besides that students should be more active and not afraid to argue. For
that there are several methods that should be used by teachers so that students
become enthusiastic to participate in the learning process and participate. In
addition, students can also become more creative and giving opinions to
teachers or friends of their own in its efforts to improve and develop their skills
in writing skills.
Teachers can make the classroom a fun and not boring in many ways
one of which is to managing classes. Jeremy Hammer (2001: 116) described
that many ways to manage class like whole class teaching, students on their
own, pair work, group work and ringing the changes. They have advantages
and disadvantage each other. Beside that, teacher must be able to make an
interesting activity in order to students have a passion to learn. There are any of
the activities that teachers can do, according to the subjects or skills that will be
taught to their students.
Based on the background above, the writer is interested in improve
students‘ writing skills with pair work and mini research activity. These
methods predicted can improve the students‘ writing skill and make them
active in the class. The research is entitled ―The Use of Pair work And Mini
Research Activity to Improve Students‘ Writing Skills (A CAR of the 10th
Grade of MAN 1 Kota Magelang in the Academic Year of 2016/2017‖
B. Limitation of the Research
In this case, the writer focuses on The Use of Pair work And Mini
Research Activity to Improve Students‘ Writing Skills (A CAR of the 10th
Grade of MAN 1 Kota Magelang in the Academic Year of 2016/2017).
C. Problems of the Research
Based on the background of the study, there are many problems that
arise. The problems that are discussed in this study can be started as follows:
1. How is the implementation of pair work and mini research activities to
improve students‘ writing skills in the 10th grade of MAN 1 Kota Magelang
in the academic year of 2016/2017?
2. How is the use of pair work and mini research activities significantly
improve students‘ writing skills in the 10th grade of MAN 1 Kota Magelang
in the academic year of 2016/2017?
D. Objectives of the Research
Based on the problems mentioned above, the objectives of the study are
described as follows:
1. To find out the implementation of pair work and mini research activity to
improve students‘ writing skills in the 10th
grade of MAN 1 Kota
Magelang in the academic year of 2016/2017.
2. To find out the significant improvement of pair work and mini research
activity to improve students‘ writing skills in the 10th
grade of MAN 1
Kota Magelang in the academic year of 2016/2017.
E. Benefits of the Research
The writer expects that the result of the study gives benefit in case of:
1. Theoretical Benefits
The result of the study is expected to increase knowledge or develop insight
of the readers particularly in teaching writing subject in MAN 1 Kota
Magelang by using pair work and mini research activity.
2. Practical Benefits
a. The Students
By using pair work and mini research activity in learning
writing is able to help them to be an active and cooperative so that the
students are able to improve their writing skills.
b. The Teachers
The teachers can get the other way to increase the students‘
writing skills. It also suggests them to engage the students actively in
the class and solve their problem using pair work and mini research
activity.
c. The School
The school can get the other reference to develop the learning
process especially in writing subject in order to improve the students‘
achievement in the writing skills.
F. Definition of the Key Terms
The following are given to make the readers have the same perception for some
terms used in this study to avoid misunderstanding, so the terms here are to be
defined as follows:
1. Pair works.
Pair work is a learning activity which involves learners working
together in pairs (Richards and Schmidt, 2002: 381). Longman dictionary
of language teaching defines pairwork is activity when the students must be
divided into a pairs that consist of two or three students to do an exercise or
activity together. Talking about pair work Jeremy Harmer (2001) states that
in pair work students can practice language together, study a text, research
language or take part in information-gap activities.
2. Mini Research Activity
Mini research activity is one of the activities that emphasize
student as the center of activity. Susan Stempleski (1995: 38) explain that
the activities an interactive, student-centered approach which provides
opportunities for students to work together in pairs, small groups, or teams,
pooling their knowledge and learning from one another. Students work
together, exchanging information, discussing real issues, solving problems,
or performing other specific tasks. In all, the teacher functions as a
facilitator, guiding the class through the activities and encouraging the stu-
dents to discover and learn about environmental issues on their own.
3. Writing skills
Heaton (1989: 135) explain that writing skills are complex and
sometimes difficult to teach, requiring mastery not only of grammatical and
rhetorical devices but also of conceptual and judgmental elements. From
this point of view, writing skill covers the mastery of language, mechanical
skills, treatment of content, stylistic skills and evaluative skills.
G. Review of Related Researchers
The writer takes two researchers to support the writer‗s study in order
to show the originality to the research. The first research has been conducted
by Nawawi (IAIN Jakarta, 2011) with his a research entitled Improving
Students‘ Writing Skill of Descriptive Text Through Guided Questions (A
Classroom Action Research at VIII-8 class of SMP PGRI 1 Ciputat Kota
Tangerang Selatan). The result of the analysis shows that guided questions is
effective to enhance the students‘ writing skill of descriptive text. The
students‘ participation is more interested in learning descriptive paragraph
through guided questions in the classroom. Guided questions method makes
students easier in making descriptive paragraph, and makes students easier in
exploring their idea. The method also can improve students, achievement
signifivantly in writing skill of descriptive paragraph.
The other study was conducted by Ariningsih (Sebelas Maret
University Surakarta, 2010). She conducted her research entitled The
Effectiveness of Using Pictures Series to Improve The Students‘ Writing Skill
Viewed From Their Learning Motivation (An Experimental Study in the
Seventh Grade of SMP B 1 Tanjunganom Nganjuk in the Academic Year
2008/2009). She focused to the increasing students writing skill using picture
stories. Her conclusion is a using a series of picture is an effective technique
used to improve writing skill of the students of Junior High School, especially
for the seventh grade students of SMP N 1 Tanjunganom.
Although the writer has similar topic. ―Writing‖, but the writer has
different object of the study and technique. Besides it the writer focuses on
teaching writing of descriptive text. The writer analyzes on improving student
writing skill of descriptive text using pair work and mini research activities of
the first year of MAN 1 Kota Magelang.
H. Graduating Paper Organization
In this section, the writer discusses some parts of graduating paper
organization. The graduating paper consists of five chapters. Chapter 1
present background of the research, limitation of the research, problem of
the research, objective the research, benefit of the research, definition of the
key terms, review of the related researchers, and graduating paper
organization. Chapter II is the literature review of the research. Chapter III
discuss about the research methodology, it consists of consists of place and
time of the research, the method of research, the subject of research, the
techniques of collecting data, the research instrument, and the technique of
analyzing data. Chapter IV is findings and discussion of the research.
Chapter V is closure consists of conclusion and suggestion. The last part is
references and appendices.
CHAPTER II
LITERATURE REVIEW
In this chapter, the theoretical books and other relevant information will be
discussed. They are very important to be the basic theory of teaching writing.
Hence, the writer wants to deliberate about literature review of writing, teaching
writing skill, and Pair work and Mini Research Activity for teaching writing skill.
A. Writing
1. Definition of Writing
Petel and Jain (2008) in “English Language Teaching” state the
definition of writing is a kind of linguistic behavior; a picture is not. It
presents the sounds of language through visual symbols. Writing not only
must be learned but also to be practiced. Students can not improve their
skill in writing if they just read and learn anything about writing like
grammar, punctuation, and vocabulary. They must try to write something.
Patel and Jain (2008: 125) add that writing is a skill which must be taught
and practiced. Writing is essential features of learning a language because
it provides a very good means of foxing the vocabulary, spelling, and
sentence pattern. It becomes an important aspect of students' expression at
higher stage.
In the other hand when people try to learn about writing and try to
write, we will study many aspect that have relation with writing. Harmer
(2004: 31) explains that when writing, students frequently have more time
to think than they do in oral activities. They can go through what they
know in their minds, and even consult dictionaries, grammar books, or
other reference material to help them. Harmer also explain that writing can
encourage students to focus on accurate language use and, because they
think as they write, it may well provoke language development as they
resolve problems which the writing puts into their minds.
Writing will more give the time for writer to think and transfer
their ideas then speaking. Harmer (2004: 33) explains that writing is
frequently useful as preparation for some other activity, in particular when
students write sentences as a preamble to discussion activities. This gives
students time to think up ideas rather than having to come up with instant
fluent opinions, something that many, especially at lower levels, find
difficult and awkward. Students may be asked to write a sentence saying
what their opinion is about a certain topic.
Another linguist, Hyland (2004: 09), explains that writing is a way
to share personal meanings. The people construct their own views on
topic. They will share their views on a topic to each other then. A person‘s
views may be different from other people‘s views. It depends on their
belief. Therefore, when constructing their views the people have to make it
understandable and acceptable. The way of writers to share their view it
depends with a positive and cooperative environment. So that, there will
be many forms and ways that will be generated and used by the writers.
Learning to write is one the important thing in Learning English,
besides that the most important thing is not only learning, but practice
what has been established. With practice, the ability to write will be better.
It is the same with the opinions Mc Crimon (1973: 3) in his book "Writing
with a Purpose" he explain that writing is a process that can be
learned and used; it is not, like height, a product of the genes about
roommates little or nothing can be done. Increased proficiency in the
process will not in itself make a great writer, but it can make a much better
one. So that, when students want to improve their writing skill the must
often to practice write anything in their life.
2. Purposes of Writing
Teacher teaches their students about writing, because writing has
purposes. Halliday (1985) explain some purposes of writing in Nunan‘
book (1991: 84) including the following:
a) Primarily for action
Writing activity can make public sign, we can see the sign in the public
place or product. For example on roads and station; product labels and
instruction like food, tools or toys purchased; recipes; maps; television
and radio guides; bills; menus; telephone directories; ballot papers;
computer manual, monitors and printouts. In this purposes people can
do anything suitable with the procedure that written in the product or
place..
b) Primarily for information
There are some products of writing text in this purpose like newspaper
(news, editorial) and current affairs magazines; hobby magazines; non
fiction books, including textbook; public notices; advertisement;
political pamphlets; scholastic, medical; reports; guide books and
travel literature.
c) Primarily for entertain
With writing text people can do anything and get information. The
other important purpose of writing is entertained people or reader. The
examples of the purposes are light magazine, comic strips; fiction
books; poetry and drama; newspaper features; film subtitles; games,
including computer games.
3. Importance of Writing
In learning English there are many skills that must be taught by a teacher.
As well as writing skills, each skill has reason why these skills must be
taught by a teacher. Besides each skill also has an important role in
learning English. Harmer (1991: 79) in his book “How to teach English”
explain that the reason for teaching writing to student include
reinforcement, language development, learning style and writing as a skill
in its own right.
a) Reinforcement
Some students acquire language in a purely oral/ aural way. The visual
demonstration of language construction is invaluable and it is used as
an aid to committing the new language to memory. Students usually
find the visual demonstration is useful to write sentences. It is useful to
write sentences using new language shortly after they have studied it.
b) Language development
The actual process of writing (rather like the process of speaking)
helps the students to learn as we go along. The mental activity we have
to go through in order to construct proper written texts is all part of the
learning experience. The students can improve ant develop their
writing skill with write anything about their experience and always try
to do the steps of writing correctly.
c) Learning style
Some students have their style to picking up language; it can with
looking and listening. Writing is appropriate for such learners. It is a
reflective activity instead of the rush and bother of interpersonal face-
to-face communication. Because students expected that producing
language in a slower way is invaluable.
d) Writing as a skills
The last one of important reason why students must learn writing is
writing as a skill. Students need to know how to write letters, how to
put written reports together, how to replay to advertisements and
increasingly, how to write using electronic media. Students also need
to know of writing‘s special conventions like punctuation, paragraph
construction and vocabulary.
4. Process of Writing
The writing process is a stage that must be applied by writer to
make a good writing. The writer should think the topic that they want to
write down on a paper. Harmer (2004: 11) explains the some stages of the
writing process. The stages are presented as follows:
1) Planning
In this stage, the students may involve making detailed motes that
consist of ideas related to the topic. They plan what they are going to
write in the first draft. In this stage, they have to consider three main
issues. The issues are the purpose of the writing, the audience they are
writing for and the content structure to sequence the facts, ideas or
arguments.
2) Drafting
In this stage, students are starting to write their ideas or topic they have
selected before. They can also make outline about their writing content
before they start to write in the best form.
3) Editing
In this stage, students should re-write their first draft after finishing it.
Its purpose is to see where it works and where it does not. The process
of editing may be taken from oral or written feedback by peers and
teachers. The feedback will help students to make revision of their
writing. The revision shows what has been written. It means that this
step is important to check the text coherence and to stimulate further
ideas. Beside that, students can understand their mistake and they will
not to do again and the next time they can make writing more be better
than last.
4) Final Version
In this last stage, the students re-write their draft after revising with
peers and teachers. The students have a good written text in the final
product since they do the editing process before. The final writing may
look different from both the original plan and the first draft.
Furthermore, Sundem (2007) in “Improving Student Writing
Skills” explain the writing process comprises the mechanics by which
writers create publishable products. It is the method all writers use to
generate ideas, choose and organize these ideas, write and revise their
pieces, and format them for publication. According him there are six
stages during writing process those are:
1) Prewriting
In this step the students will generate ideas and put their thought in
order. In this step there are three activities that usable formats for
prewriting consists of:
a. Bubbling (mind web) that is writing their topic in the center of the
page, students will circle it and connect related ideas like cartoon
quote bubbles.
b. Outlining that is described the function and contents of each
paragraph of their writing by organizing ideas into topic sentences
and supporting details.
c. Drawing/ writing a captioned cartoon strip that is process. This
technique is especially appropriate for narrative/fiction writing.
2) Drafting
In this steps students will start to make writing, there are some
important thing that must student give attention to keep following in
mind. The first is drafting need not be perfect writing, drafting is
cyclical and the last the teacher‘s role while drafting.
3) Self Revising
Revising is often neglected in the writing process. Students often feel
that they have already written the paper, and they see any extra work,
such as revising, as just that extra work. But in revising lies the
greatest potential for learning.
4) Peer/ Adult Revising
Peer/ adult revising has a goal to involve parents more closely in their
child‘s education and helps bridge the gap between school and home.
As this technique is easier to control in the format of your classroom
and requires less organized correspondence. 57
5) Editing
Editing as part of the writing process should first be done by the author
and then again by a peer or adult, using the appropriate editing marks.
Just as in revision, it is useful to ask students to make multiple
―passes‖ through their writing, checking only one area at a time, for
example spelling, paragraphing, or commas.
6) Publishing
Publishing is central to the implementation of authentic writing.
Students will remember, includes the pairing of choice and purpose.
How and where you publish student writing will determine whether it
in fact has purpose or whether the writing was simply an exercise
5. Level of Writing
Teacher will give different task for their students according their
level. For each level has example of the written and criteria in assessment.
Heaton (1988) in his book “Writing English Language Tests” explains
that there are three levels to test ability the students‘ writing skill. The
following level of writing:
a) Basic level
In this level nothing confusing errors of grammar or vocabulary; a
piece of writing legible and readily intelligible; able to produce simple
unsophisticated sentences. The examples of this level are letter,
postcard, diary entry and forms.
b) Intermediate level
There are some criteria that students must mastery like accurate
grammar, vocabulary and spelling, though possibly with some
mistakes which do not destroy communication; handwriting generally
legible; expression clear and appropriate, using a fair range of
language; able to link themes and points coherently. The examples
assignments of this level are guide and instructions.
c) Advanced level
This level is higher types that must extremely high standards of
grammar, vocabulary and spelling, easily legible handwriting; no
obvious limitations on range of language candidate is able to use
accurately and appropriately; ability to produce organized, coherent
writing, displaying considerable sophistication. The activities of this
level are make a newspaper report and notes.
B. Teaching Writing Skills
1. Teaching English Writing Well
Teaching English especially in writing skill is not easy to make the
writing well but if the teacher know about the steps to make teaching
writing interesting and not difficult. Harmer (2004: 41) explain that
teacher have to perform before, during and after students writing, and for
do the teaching writing well there are five steps:
a. Demonstrating
Teachers have to be able to draw of writing conventions and genre
constraints in specific types of writing to make students give attention.
In whatever way students are made aware of layout issues or the
language used to perform certain written function.
b. Motivating and provoking
Teachers are about to provoke and motivate students in finding ideas
with fun ways. Before entering class, it will be better for teachers to
prepare what they will do in order to stimulate students‘ ideas. For
example, teachers prepare some jumbled pictures to be shown. From the
pictures, students can find their ideas. They can ask teachers for the
correct sentences after they get ideas.
c. Supporting
Students need a lot of help and reassurance once they get going, both
with ideas and with the means to carry them out. Teachers need to be
extremely supportive when students are writing in class, always
available (except during exam writing of course), and prepared to help
students overcome difficulties.
d. Responding
In this step teacher react to the content and construction of a piece
supportively and sometimes must make suggestion for its improvement.
When teacher respond to a student‘s work at various draft stages,
teacher will not be grading the work or judging it as a finished product.
Teacher will instead be telling the student how well it is going so far.
e. Evaluating
When teacher do want to evaluate students‘ work, telling both them and
us how well they have done. Beside that, when evaluating the students‘
writing for test purposes, teacher can indicate where they wrote well
and where they made mistake, and teacher may awards grades; but,
although test marking is different from responding, we can still use it
not just to grade students but also as a learning opportunity. After
students receive back their scripts that are already filled with correction
from their teacher, they can learn where they made mistakes and how to
revise them to make a good writing.
2. Strategy for Teaching writing Skills
Teachers will prepare some strategy when they will teach English
especially in writing skill for their students. Harmer (2004: 11) states that
students should pay attention not only in what to write but also in how to
write. Writing is more than to write. There are actually several strategies to
write well. Students are led to know more about how to write. Therefore,
he offers some writing strategies in this case:
a. The way teacher get students to plan
The first strategy is teacher can encourage their students to think about
what students are going to write. In this strategy students can make the
plan about their ideas. There are various ways of doing this including,
at one end of the scale. The examples of the way are:
1) Brainstorming is the activity where students in pairs or groups
come up with as many ideas as they can through discussion.
2) Guided task is the activity where the teacher or the course book
includes a number of activities which lead students to plan for a
forthcoming task.
b. They way teacher encourage students to draft, reflect and revise
In this strategy teacher must encourage students to continue their plain,
students must think that what they have done in the first strategy is not
the finished product. Teacher must train the students in using and
responding to correction symbols. Teacher also asks students to make
revision ‗checklist‘ to use when looking through what they have
written with a view to making revisions. In this strategy also will lead
students to collaborative writing. In this activity students working
together on a piece of writing can respond to each other‘s idea (both in
terms of language and content), making suggestion for changes, and so
contributing to the success of the finished product.
c. The way teacher respond to their students‘ writing
After students make draft, reflect and revise, teacher must respond
their writing. There are several ways to respond students‘ writing. The
first way teachers can do is responding to a work-in-progress. It is
applied when a teacher is talking to a student in a group while the
others are still working on their own. The second way is giving
reformulation to students. In this way, teachers write their own version
of a good writing. It will be significant for students as a comparison
with their work. The last way is conducting peer response. It will be
really welcome to students because teachers talk to each student. It
means that each student will get suggestion as what they need.
3. Approaches for Teaching Writing Skills
Teacher can base their teaching on many approaches; with the
approach the transformation of learning will happen easily. Hyland (2004)
describes six approaches that can teacher do during learning process.
Those are language structures, text functions, creative expression,
composing processes, content, and genre.
1) Language structures
This approach has aim for the students that are to show
accuracy and clear exposition in the writing. Therefore, these two
points comes as the measurement of a good writing. Students are
considered good in writing if they have had linguistic knowledge, the
ability of selecting appropriate words, and a mastery of syntactic
patterns and cohesive device, and are able to put them into writing.
The meaning or the actual communicative content is of secondary
importance which will not be covered unless the teachers are ensured
that students have done the main focus of the approach.
Hyland (2004: 4) in “Second Language Writing” explains that
there is many an emphasis on language structure as a basis for writing
teaching is typically a four-stage process:
a) Familiarization: students are provided with a text from which they
are taught certain grammar and vocabulary.
b) Controlled writing: students do a particular degree of manipulation
on fixed patterns.
c) Guided writing: students imitate the model texts.
d) Free writing: students write an essay, letter, and the likes by
applying patterns they have learned.
2) Text functions
This approach is to help students develop effective paragraphs
through the creation of topic sentences, supporting sentences, and
transitions, and to develop different types of paragraphs. Students are
guided to produce connected sentences according to prescribed
formulas and tasks which tend to focus on form to positively reinforce
model writing patterns. Instructions in this approach include activities
of using particular language forms to express particular meanings or
functions and developing an outline into an essay based on the
example texts.
3) Creative expression
Creative expression approach to writing is based from a
principle that sees teaching writing as fostering students' expressive
abilities, encouraging them to find their own voices to produce writing
that is fresh and spontaneous (Elbow, 1998; Murray, 1985 in Hyland,
2003). It means that writing is stimulating students to be expressive
about their opinions. Expressive is an important approach as it
encourages writers to explore their beliefs, engage with the ideas of
others, and connect with readers. Yet it leans heavily on an asocial
view of the writer, and its ideology of individualism may disadvantage
second language students from cultures that place a different value on
self-expression.
4) Writing processes
Writing process is an approach to writing in which approach
takes basic cognitive processes as its central. The approach believes
that there is a need of students to be able to plan, define a rhetorical
problem, and propose and evaluate solutions. Students are expected to
be able to reflect the strategies they use in writing. Therefore,
developing such ability of students becomes the priority of teachers.
Teachers help students in developing their strategies in the writing
process. Some techniques that is often used in process-oriented
classrooms include brain-storming, planning, multiple drafting, peer
collaboration and portfolio assessment.
5) Content
A content orientation can also form the basis of courses that
focus more on language structures and functions. Such courses help
students to generate, develop, and organize their ideas on a given topic
in ways similar to those discussed above for courses with process
leanings. Students are then typically presented with language
structures and vocabulary items directly relevant to the topic, which
they then practice through a series of exercises. There may follow an
introduction and explanation of the rhetorical patterns, which may be
useful to students as a framework for expressing their ideas,
developing learners‘ awareness of functions such as explanation and
cause and effect described earlier.
6) Genre
Teachers who take a genre orientation to writing instruction
look beyond subject content, composing processes and textual forms to
see writing as attempts to communicate with readers. They are
concerned with teaching learners how to use language patterns to
accomplish coherent, purposeful prose. The central belief here is that
we don‘t just write, we write something to achieve some purpose: it is
a way of getting something done. Genre approach to writing is based
on a belief that there are purposes to achieve in writing. Writing is seen
as a means of communication that communicates writers and readers.
In addition, this approach recognizes aspects of language use which do
not appear in other orientations like functions, structures, and
processes.
4. Writing Assessment
This research partly used one of analytical scoring proposed by
Jacobs et al because his analytic scales is best known and has widely been
used among the other analytic scales. Jacobs et al rated the script based on
five aspects of writing: content, organization, vocabulary, language use,
and mechanics. Furthermore, Jacobs et al differentiated the weight of five
aspects: content is weighted 30 points, language use is weighted 25 points,
both organization and vocabulary are weighted 20 points, and mechanics
is weighted 5 points. These are the criteria:
Table 2.1
Table of Writing Assessment
Score Level Criteria
Content
30 – 27
Excellent to very good: Knowledge, substantive,
thorough development of thesis, relevant to assigned
topic.
26 - 22
Good to average: some knowledge of subject,
adequate range, limited development of thesis, mostly
relevant to topic, but lacks detail.
21 – 17 Fair to poor: limited knowledge of subject, little
substance, inadequate development of topic.
16 – 13 Very poor: does not show knowledge of subject, non –
substantive, not pertinent, or not enough to evaluate.
Organization
20 – 18
Excellent to very good: fluent expression, ideas
clearly stated/supported, well organized, logical
sequencing, cohesive.
17 – 14
Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited support,
logical but incomplete sequencing.
13 – 10
Fair to poor: non-fluent, ideas confused or
disconnected; lacks logical sequencing and
development.
9 – 7 Very poor: does not communicate, no organization, or
not enough to evaluate.
Vocabulary
20 – 18
Excellent to very good: sophisticated range, effective
word/idiom choice and usage, word form mastery,
appropriate register.
17 – 14
Good to average: adequate range, occasional error of
word/ idiom form, choice, usage but meaning not
obscured.
13 – 10
Fair to poor: limited range: frequent errors of word/
idiom form, choice, usage; meaning confused or
obscured.
9 – 7
Very poor: essentially translation; little knowledge of
English vocabulary, idioms, word form; or not enough
to evaluate.
Language use
25 – 22
Excellent to very good: effective complex
construction; few errors of agreements, tense, number,
word order function, articles, pronoun, prepositions.
21 – 18
Good to average: effective but simple construction;
minor problem in complex construction; several errors
of agreement, tense, number, word order function,
articles, pronouns, prepositions but meaning seldom
obscured.
17 – 11
Fait to poor: major problem in simple/ complex
construction; frequent errors of negotiation, agreement,
tense, number, word order/ function, articles, pronouns,
prepositions and/ or fragments, run-ons, deletions;
meaning confused or obscured.
10 – 5
Very poor: virtually no mastery of sentence
constructions rules; dominated by errors; does not
communicate; or not enough to evaluate.
Mechanics 5
Excellent to very good: demonstrates mastery of
conventions; few errors of spelling, punctuation,
capitalization, paragraphing.
4
Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing but meaning
not obscured.
3
Fair to poor: frequent errors of spelling, punctuation,
capitalization, paragraphing; poor handwriting;
meaning confused or obscured.
2
Very poor: no mastery of conventions; dominated by
errors of spelling, punctuation, capitalization,
paragraphing; hand writing illegible; or not enough to
evaluate.
C. Pair work and Mini Research Activity for Teaching Writing Skills
1. Pair work
a. Definition of Pair work
Pair Work is one of method or strategy that used to organize
students during the learning process takes place. A lot of theoretical
argue about this method. Moon (2000: 53) explains that pair work as a
strategy ―to organize those (students) in ways that will maximize
opportunities for learning‖.
Harmer (1998) in “How to Teach English” asserts that group
work and pair work these have become increasingly popular in
language teaching since they are seen to have many advantages. He
also believes that pair work has many of the same advantages, it is
mathematically attractive if nothing else; the moment students get into
pairs and start working on a problem or talking about something, many
more of them will be doing the activity than if the teacher was working
with the whole class, where only one student talks at a time. This
strategy, it will be many students who will try to argue and solve
problems together.
b. Purposes of Pair work
Teachers have decided to teach students with pair work must
have a goal to be achieved. Harmer (1998: 21) explain the purposes of
pair work are make students tend to participate more equally, and they
are also more able to experiment and use the language than they are in
a whole class arrangement. Beside that he also argues with pair work
the students chances for greater independence. Because they are
working together without the teacher controlling every move, they take
some of their own learning decision, they decide what language to use
to complete a certain task, and they can work without the pressure of
the whole class listening to what they are doing. Decision are
cooperatively arrived at, responsibilities are shared. In addition, with
this method students will be more active, creative and will be brave to
give their opinion to solve their problem together.
c. Advantages of Pair work
According to Jeremy Harmer (2001) the use pair work method
has some advantages as follows:
1) It dramatically increases the amounts of speaking time any one
student gets in the class.
2) It allows students to work and interact independently without the
necessary guidance of the teacher, thus promoting learner
independence.
3) It allows teachers time to work with one or two pairs while the
other students continue working.
4) It recognizes the old maxim that ‗two heads are better than one‘,
and in promoting cooperation helps the classroom to become a
more relaxed and friendly place. If we get students to make
decisions in pairs (such as deciding on the correct answer to
questions about a reading text), we allow them to share
responsibility rather than having to bear the whole weight
themselves.
5) It is relatively quick and easy to organize.
Moon (2000) argued that pair work is valuable in providing
more opportunities for more language exposure‖, this enables students
of expressing themselves and express their own ideas in English.
d. Disadvantages of Pair work
Although, it is quite clear that pair work is a valuable method to
implement in writing skill, there could be some disadvantages of pair
work implementation. Jeremy Harmer (2001) explains about that:
1) Pair work is frequently very noisy and some teachers and students
dislike this. Teacher in particular worries that they will lose control
of their class.
2) Students in pairs can often veer away from the point of an exercise,
talking about something else completely, often in their first
language. The chances of misbehavior are greater with pair work
than in a whole class setting.
3) It is not always popular with students, many of whom feel they
would rather relate to the teacher as individuals than interact with
another learner who may be just as linguistically weak as they are.
4) The actual choice of paired partner can be problematic especially if
students frequently find themselves working with someone they are
not keen on.
Another opinion, Hadfield (1992: 110) asserts that in many ways
pair work or small group work can be destructive activity. Students
sometimes complain about pair- or group work. A common tendency
among teachers is to see this kind of complaint as conservatism, a
refusal to open up to ways of working that might be different from the
traditions the students are used to, or a kind of selfishness where they
don't believe they can learn anything from another student, but want
the teacher's undivided attention. But maybe these students are also
expressing or trying to rationalize a certain unsatisfied feeling that pair
work seems to produce.
e. Steps to Do Pair work
Harmer (2001: 119) clarifies that there are four steps that must be done
in pair work. Based on the name, they are making it work, creating
pairs and groups, procedures for pair work and group work and
troubleshooting.
1) Making it work
Some students are unused to working in pairs or groups, or because
they may have mixed feelings about working with a partner or
about not having the teacher‘s attention at all times, it maybe
necessary to invest some time in discussion of learning routines.
Teacher asks the students to do a group or pair and then when it is
over teacher ask them to write or say how they felt about it. When
the teacher know how their students feel about group wok or pair
work teacher can then decide to changes of method if any teacher
need to make.
2) Creating pairs and groups
Teachers have to decide how to put individual students into pairs
and groups and with which of their classmates. Teacher can base
such decisions on any one of the following principles:
1. Friendship
Peers or groups with this way consist of students with their
friends, rather than risking the possibility of people working
with others whom they find difficult or unpleasant.
2. Streaming
Students should be streamed according to their ability. Pairs
and groups should have a mixture of weaker and stronger
students. In such groups or peers the more able students can
help their less fluent or knowledgeable colleagues, the process
of helping will help such strong students to understand more
about the language themselves. The weaker students will
benefit from the help they get.
3. Chance
This way does not through of friendship, ability or level of
participant. This is by far the easiest way of doing things since
it demands little pre planning, and by its very arbitrariness,
stresses the cooperative nature of working together. It is
interesting to note that modern computer language laboratories
often have a random pairing and grouping program so that the
teacher does not have to decide who should work with whom.
4. Changing groups
It can happen when the teacher put students in groups at the
beginning of an activity does not mean that they have to stay in
these groups or peers until the end. The group may change
while an activity continues.
3) Procedures for pair work and group works
The pair work and group work does not end when we have decided
which students should work together. Teacher has other matters to
address too, not only in before the activity starts but also during
and after it.
1. Before: teacher must follow the engage instruct initiate. This is
because students need to feel enthusiastic about what they are
going to do.
2. During: while students are working in pairs or groups teacher
has an ideal opportunity to work with individual students
whom teacher feel would benefit from their attention. Teacher
also has a great chance to act as observer, picking up
information about students‘ progress and seeing if teacher will
have to troubleshoot.
3. After: when pairs and groups stop working together we need to
organize feedback. Teacher want to let students discuss what
occurred during the group work session and, where necessary
add their own assessment and make corrections.
4) Troubleshooting
When teacher monitor pairs and groups during a groupwork
activity, teacher are seeing how well the students are doing, and
deciding whether or not to go over and intervene. Sometimes when
teacher do this methods there problems that must they solved.
1. Finishing first: a problem can happen when students are
working in pairs or groups is that some of them finish earlier
than other and/ or show clearly that they have had enough of
the activity and want to do something else. Teacher need to be
ready for this and have some way of dealing with the situation.
When teacher see the first pairs or group finish the task teacher
2. Awkward group: when students are working in pairs or groups
teacher need to observe how well they interact together. Even
where teacher have made their best judgment based on
friendship or streaming it is possible that apparently
satisfactory combinations of students are not ideal. In this
situation teacher may need to change the pairs or groups.
Teachers can separate best friends for pair work; they can put
all the high status figures in one group so that students in other
groups do not have to defer to them. Teacher can stream groups
or in other ways reorganize them, so that all group members
gain the most from the activity.
2. Mini Research Activity
a. Definition of Mini Research Activity
Mini research activity is one of the activities that focus in
students‘ center. This activity invites students to be active, creative and
aware with their responsibility in the education and environment.
Actually, this activity is linking the classroom to the world. Stemplaski
(1994: 38) in “Creative Classroom” explain that with this activity
students are hoped can be aware with the nature specific environmental
problems, concern to explore their own values and feelings of concern
about the environment, and to become motivated to work actively for
its protection and improvements, beside that with this activity students
can develop their skill, and the last one students can solve the problem
with their friends.
This activity is kinds of students centered activities, so that, this
activity provides opportunities for students to work together in pairs,
small groups, or teams, pooling their knowledge and learning from one
another. The teacher functions just as a facilitator, guiding the class
through this activity and encouraging the students to discover.
Underlying the approach is the conviction that students learn to
communicate better if they are presented with stimulation classroom
activities in which they are personally involved.
b. Purposes of Mini Research Activity
By implementing Mini Research activity, it is expected to reach
the purposes; Stempleski (1994: 43) explain the aim from the activity:
1) Nature and Environment
This Activity has purpose to serve as a means of guiding
students toward an awareness of the nature of specific
environmental problems—their causes, ramifications, and/or
potential solutions. Other activities may heighten awareness of
how several problems are related, or of how individuals can
contribute to solving them.
2) Practice Reading
Teachers who apply this activity are expected to can increase
students‘ reading comprehension. It can happen because when
students do this activity usually they will do the assignment
from their teacher with pair work. This activity emphasizes in
students‘ center activities. The students must read the material
and try to understand.
3) Ability to make note taking
With this activity provide opportunities for students to get
actively involved in doing something to remedy environmental
problems especially to make note taking.
4) Practice Speaking and Listening Skills.
Mini research activity has purpose to make students focus on
acquiring and developing the necessary skills to identify and
solve environmental problems. These include communication
skills, cooperative problem solving, critical and creative
thinking, and informed decision-making—all of which are
directly related to language teaching. In this activity students
also will try to give their opinion with their friends and teacher.
The students also learn to hear their friends‘ opinion. And they
will solve the problem together.
5) Improving Written Composition.
Students will read, speak and listening their friends and teacher
about anything in their class according with the material. If
they have done to do all, the last activity they will try to make
summarize or the important point. With this activity they will
improve their writing skill.
c. Steps to Do Mini Research Activity
1) Divide the class into pairs.
2) Show the books, magazines, picture or the other tool to the
students and explain the task. They are to work together in pairs,
using the reference materials to find out the information they need.
3) Pairs work together, filling in the appropriate boxes on the chart.
4) Students take turns reporting their ―research findings‖ to the class.
While listening, the class attempts to complete the chart with the
necessary information. (Encourage students to ask for repetition
and clarification if necessary.)
5) Conduct a whole-class discussion centering on the following
questions.
CHAPTER III
RESEARCH METHODOLOGY
A. Setting of Research
1. Place of the Research
The research was held at MAN 1 Kota Magelang. The school is
located at Jl. Raya Payaman No 1. Payaman, Magelang Utara, Central
Java. This school has thirty three classes. The classroom has quite large
room. The research setting was at the class of first grade which has 23
students.
The school has a library with many of English books and dictionaries
to support the English teaching learning process. The classroom condition
is good and supports the English teaching learning process. The school
also has potential teachers. They always try to improve their knowledge
and encourage their students to get their best.
2) Setting of Time
This research was carried out gradually in the first semester; the
academic year of 2016/ 2017. It took on the last July until August. The
writer will be helped by English Teacher in this school. Her name is Dra.
Siti Zinur`aini. There are two cycles and two meeting in this research.
3) Description of Research Schedule
The phases of the research included planning, implementing,
analyzing data, and composing report phases. They were described briefly
in the following table:
Table 3.1
The Phases of the Research
NO PHASES MONTHS
2015 2016
XII I II III IV V VI VII VIII
1 PLANNING
a. Finding Problem
b. Selecting Title
c. Composing Proposal, Chapter
I, Chapter II and Chapter III
d. Surveying Place
e. Composing Instruments
2 IMPLEMENTING
a. Asking Permission to
Conduct Research
b. Collecting Data
3 ANALYZING DATA
4 COMPOSING REPORT
B. Subject of Research
The data were taken from the first grade students at MAN 1 Kota
Magelang in the academic year of 2016-2017. The writeronly used one class
that has a big problem about writing text. The class has 23 students who
would be the research participants. They were chosen based on the
consideration from the English teacher.
C. Method of Research
This research is classroom action research. This research is viewed as
one of the most effective research methods for producing sound English
language teaching practices. This is because action research, by definition,
involves a systematic inquiry into the issues and problems that teachers face
with the goal of improving pedagogical practices. Beside that, to undertake
classroom research is to better evaluate existing research. Once individuals
become involved in the research process, they gain experience in forming
research questions and selecting the methods that best answer these questions.
They understand the challenges of analyzing data and drawing conclusions.
(Mc Kay, 2008: 1). Specifically, the writer wants to find out the effectiveness
of pair work and mini research activity to improve students‘ writing skill in
the tenth first grade of MAN 1 Kota Magelang.
In the other hand, Burns (2010: 2) in “Doing Action Research in
English Language Teaching” explain that the central idea of the action part of
action research is to intervene in a deliberate way in the problematic situation
in order to bring about changes and, even better, improvements in practice.
Importantly, the improvements that happen in action research are ones based
on information (or to use the research term, data) that an action researcher
collects systematically. So that, with action research teachers will get solution
about their problems during learning process. When teachers get problem in
the method they can change their methods suitable with material and students‘
ability to comprehend the lesson.
D. Procedures of Research
There are two cycles of the research with evaluation on the end of each
cycle. On the first cycle, the plan will be discussed with all the members of the
research on a certain period of time will be implemented in the class. In the
end of the period that will be determined, reflection and evaluation of the
program are done. From the evaluation, the weaknesses and problems
occurred of the first plan are noted. The research conducted was based on
Kemmis and McTaggart model as cited in Burns (2010: 7-9). The steps of the
research were planning, action, observing and reflecting. It can be seen in the
following picture:
Figure 3.1
Kemmis and McTaggart’s (1988) action research spiral
Kemmis and McTaggart explain the procedures of research. Action
research typically involves four broad phases in a cycle of research.
1) Planning
In this phase researcher identify a problem or issue and develop a plan of
action in order to bring about improvements in a specific area of the research
context. This is a forward-looking phase where researcher considers: i) what
kind of investigation is possible within the realities and constraints of her
teaching situation; and ii) what potential improvements she think are possible.
2) Action
The plan is a carefully considered one which involves some deliberate
interventions into her teaching situation that you put into action over an agreed
period of time. The interventions are ‗critically informed‘ as researcher
question her assumptions about the current situation and plan new and
alternative ways of doing things.
3) Observation
This phase involves researcher in observing systematically the effects of the
action and documenting the context, actions and opinions of those involved. It
is a data collection phase where researcher use ‗open-eyed‘ and ‗open-
minded‘ tools to collect information about what is happening.
4) Reflection
At this point, researcher reflect on, evaluate and describe the effects of the
action in order to make sense of what has happened and to understand the
issue researcher have explored more clearly. Researcher may decide to do
further cycles of AR to improve the situation even more, or to share the ‗story‘
of research with others as part of on going professional development.
E. Techniques of Collecting Data
This research consists of both qualitative and quantitative data
collection. The qualitative data are in the form of opinions from the research
participants. The quantitative data are in the form of scores that are collected
from the pretest and the posttest. The data were collected from some
techniques used. The techniques used are described as follows:
1. Test
Test is one of the techniques that can be used to collect data,
Arikunto (2006) explain the meaning of the test is a series of questions or
exercises and other tools used to measure the skills, knowledge,
intelligence, ability or talent possessed by individuals or groups.
In this study, the test is divided into two types namely pre test and post
test. The pre-test is a test which was conducted before the treatment. It will
give information about the students‘ writing scores before the treatments.
Moreover, the post-test is to measure the students‘ writing scores after the
treatments. Both tests measured how the treatments affect the students‘
writing skills.
2. Observation
There are two kinds of observation, namely: participant
observation, and nonparticipant observation. In the participant observation
the writer is involved in the object of research action. While non-
participant observation, the writer is only as an observer, she/ he not
involve in the activity.
In this study, the writer uses non- participant observation.
Therefore, the writer observes the activity during the teaching and learning
process in detail. The writer observes the activity directly to describe the
real situation during English class and note all the phenomena. The writer
does observation to look for information about teaching and learning
writing English in the class and the activity implementing pair work and
mini research activities. The writer just do observation without interacting
and participating in the process of teaching and learning, researcher
present and observe all activities happened in it concerning how the
teacher deliver pair work and mini research activities in teaching writing
descriptive text. All the teaching process is done by the English teacher.
To lead the writer in doing the observation, the writer make observation
sheet.
3. Documentation
The last method of collecting data is documentation. Arikunto
(2006) explain that documentation method can use the check list, videos,
photos and notes. It can all be used to help researchers recall any that have
been obtained during the research. The writer also made documentation of
the teaching and learning process both before and during the action. This
technique resulted in the observation sheet and field notes.
F. Research Instrument
Arikunto (2006) explain some instruments of the research are
presented as the following.
a) Tests
Tests use to get information about students‘ writing improvement.
The writer conducted pre-test and post-test to measure the improvement on
the students writing skills by pair work and mini research activities.
The instrument used in this research was written production test. The kind
of the test is essay test. Students and their friends had to make an essay
and according with the criteria of writing assessment. Maximum score for
an essay is 100. The score of each aspect is according with table of writing
assessment in chapter two pages 28 and 29.
Table 3.2
Table of Students’ Score Sheet
No Name Aspects
Content Organization Vocabulary Language use Mechanics
1.
2.
3.
4.
5.
From the score above, the writer conclude score criteria as a table bellow:
Table 3.3
Table of Score Criteria
No. Score Criteria
1. 91 – 100 Excellent 2. 81 – 90 Very Good
3. 71 – 80 Good
4. 61 – 70 Fair
5. 51 – 60 Poor
6. 41 – 50 Very Poor
The standard of the passing grade in every cycle is 75 with the
target of the passing grade is 75% of all the students.
b) Non-tests
1) Observation sheet
Observation sheet uses to know how far the students‘
motivation before and after applying the strategy. This instrument
gives monitor and records the students‘ involvement during the lesson.
In the observation sheet, they are many aspect that are consider
focuses, those are: paying attention, activeness in asking question,
activeness in responding question and enthusiasm in doing test. In this
instrument, the teacher gives point in each aspect based on the
situation of students in every cycle.
Table 3.4
The Criterions of the Observation
Number
of the
students
Object
Note Pay
Attention
Activeness in
asking question
Activeness in
responding
Enthusiasm
in doing test
1.
2.
3.
4.
5.
2) Field Notes
The writer used field notes to record activities during the
teaching and learning of writing process in the classroom. The field
note consists of description about the classroom atmosphere, students‘
attitude, and teacher‘s creativity in presenting the material of writing.
G. Technique of Analyzing Data
Lexy J. Moleong (2000) via Hasan (2006: 29) states that data analysis is
the process of arranging and sequencing data into pattern, category, and base
description unit so that can be discovered a topic and formulated a hypothesis
suggested by the data.
In this research, the data was obtained from the result of pre-test and
post-test. They would be compared to enable the writer analyzing the
significant differences between students‘ writing skill taught by Pair Work and
Mini Research activity. The type of data analysis used in this classroom action
research was quantitative analysis. Hasan (2006: 30) defines quantitative
analysis is the analysis which uses quantitative analysis tools such as
mathematic, statistic, and econometric model. The result of analysis is
served60 into numeral form that will be explained and interpreted in a
description.
The following steps are used in testing the hypothesis by T-test
technique:
1. Count the Mean by using the formula:
a. Pre-test
X1=
b. Post-test
Y1 =
Explanations:
X1= Mean of students‘ pre-test score
Y1 = Mean of students‘ post-test score
∑X1 = Sum of students‘ pre-test score
∑Y1 = Sum of students‘ post-test score
N = Total number of students
Formula of mean (Hasan, 2006)
2. Calculate the Standard Deviation by using the formula:
SD =2
Explanations:
SD = Standard Deviation
∑d = Total differences between pre-test and post-test
N = Total number of students
Formula of Standard Deviation (Hasan, 2006)
3. Figure out the T-test by using the formula:
to =
Explanations:
to= T-Test
∑d = Total differences between pre-test and post-test
SD = Standard Deviation
N = Total number of students
Formula of t-test (Hasan,2006)
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the writer presents the data which have been collected
from three sources, namely observation, test, and documentation. The main
point of this chapter is to describe implementation and the research of
teaching writing by using pair work and mini research activity at the first year
of MAN 1 Kota Magelang.
The data description is divided into some points that consist of the
procedure of teaching writing by using pair work and mini research activity,
the student in learning English especially writing skill.
A. Time Allocation
The research was conducted in August but the process during the
pre –research was beginning from April. Here the writer as an observer and
the collaborator, Mrs. Zinur as teacher in teaching learning process. The table
bellow will show us the schedule of the research.
Table 4.3 Research Schedule
No. Date and Time Activities Place
1. April 20th 2016 Observation : pre-interview to the teacher
(Mrs. Zinur).
MAN 1 Kota
Magelang
2. April 23th 2016 Make some agreement with Mrs. Zinur
about the teaching learning process. She
agrees play as a teacher and the writer as
observer.
MAN 1 Kota
Magelang
3. April 28th 2016 Permit Aplication Kemenag Kota
Magelang
4.. May 3rd
2016 Permit Aplication MAN 1 Kota
Magelang
5. May 5th
2016 Consultation of the research schedule MAN 1 Kota
Magelang
6. May 11th
2016 Permit Validator Application SMA N 2 Kota
Magelang
7. July 18th
– 30th
2016
Consultation of the research instruments SMA N 2 Kota
Magelang
8. August 4th 2016 Cycle 1 : pair work and mini research
activity (in the class)
MAN 1 Kota
Magelang
9. August11th 2016 Cycle 2 : pair work and mini research
activity (in the school environment and
class)
MAN 1 Kota
Magelang
B. Data Analysis
Moreover, the writer would like to analyze the improvement of
students by using t-test calculation from the result of pre-test and post-test.
1. Cycle 1
a. The score of the test of the cycle 1
Table 4.4: The Score of Students’ Pre test
No Name Aspect
Total Criteria C O V LU M
1. Ahmad Alfiata 17 14 14 8 2 55 Poor
2. Amalia Putri Pitoro 14 13 14 11 3 55 Poor
3. Anne Wulandari 13 9 10 17 3 52 Poor
4. Annis Wachdatana 24 16 16 18 4 78 Good
5. Artamevia Azzara 21 13 13 17 3 67 Fair
6. Atiya Fitrianingrum 25 15 15 19 4 78 Good
7. Desy Istiyani 18 11 11 12 3 55 Poor
8. Dhika Cahyaning U. 20 11 10 13 3 57 Poor
9. Endah Azzahro 17 11 12 12 3 55 Poor
10. Erna Diniyani R 22 15 12 16 3 68 Fair
11. Esti Indah Safitri 21 14 11 15 3 64 Fair
12. Esty Dwi Sejati 24 16 16 18 4 78 Good
13. Fitri Yulianai 16 11 10 12 3 52 Poor
14. Ida Himmatul K. 22 14 13 13 3 65 Fair
15. Indriyanti 16 10 10 12 2 50 Very poor
16. M. Nurman Faizal 14 10 10 12 2 48 Very poor
17. Novia Sandia P 16 12 11 12 2 53 Poor
18. Nurulia Firdausi 25 16 17 18 4 80 Good
19. Rizka Alifa A. 21 13 14 13 3 64 Fair
20. Sabrina Lisdamaya 22 13 13 12 3 63 Fair
21. Siti Aminah N. U. 14 10 10 11 2 47 Very poor
22. Ulhaq Fihasidiq 16 13 14 12 2 57 Poor
23. Zahra Aulia 13 7 11 10 2 43 Very poor
Ʃ =
1384
Table 4.5: The Criteria of Students’ Achievement of Pre-Test No Total Score Grade Number of Student
1. 91 – 100 Excellent -
2. 81 – 90 Very Good -
3. 71 – 80 Good 4
4. 61 – 70 Fair 6
5. 51 – 60 Poor 9
6. 41 – 50 Very Poor 4
Total 23
Table 4.6: The score of Students’ Post-test in Cycle 1
No Name
Aspect
Total Criteria C
O
V LU M
1. Ahmad Alfiata 19 15 13 11 2 60 Poor
2. Amalia Putri Pitoro 23 17 15 16 4 75 Good
3. Anne Wulandari 18 11 11 12 3 55 Poor
4. Annis Wachdatana 25 16 17 21 4 83 Very good
5. Artamevia Azzara 25 16 17 21 4 83 Very good
6. Atiya Fitrianingrum 25 17 18 21 4 85 Very good
7. Desy Istiyani 23 17 15 16 4 75 Good
8. Dhika Cahyaning U. 23 16 13 15 3 70 Fair
9. Endah Azzahro 23 15 14 15 3 70 Fair
10. Erna Diniyani R 23 16 16 17 3 75 Good
11. Esti Indah Safitri 23 15 14 15 3 70 Fair
12. Esty Dwi Sejati 25 16 17 18 4 80 Good
13. Fitri Yulianai 23 15 14 15 3 70 Fair
14. Ida Himmatul K. 23 16 13 15 3 70 Fair
15. Indriyanti 18 10 11 12 2 53 Poor
16. M. Nurman Faizal 23 16 14 15 3 71 Good
17. Novia Sandia P 24 17 14 16 4 75 Good
18. Nurulia Firdausi 26 17 18 20 4 85 Very good
19. Rizka Alifa A. 24 17 14 16 4 75 Good
20. Sabrina Lisdamaya 23 15 14 15 3 70 Fair
21. Siti Aminah N. U. 18 11 11 12 3 55 Poor
22. Ulhaq Fihasidiq 23 16 14 15 3 71 Good
23. Zahra Aulia 18 10 11 12 2 53 Poor
Ʃ =
1629
Table 4.7: The Criteria of Students’ Achievement of Pos-Test in Cycle 1 No Total Score Grade Number of Student
1. 91 – 100 Excellent -
2. 81 – 90 Very Good 4
3. 71 – 80 Good 8
4. 61 – 70 Fair 6
5. 51 – 60 Poor 5
6. 41 – 50 Very Poor -
Total 23
a) The calculation of Mean
Table 4.8: Table of Students’ Deviation of Pre-Test and Post-Test
Score in Cycle 1 N (Subject
Number)
Pre-Test
(X)
Post-Test
(Y) D D
2
1 55 60 5 25
2 55 75 20 400
3 52 55 3 9
4 78 83 5 25
5 67 83 16 256
6 78 85 7 49
7 55 75 20 400
8 57 70 13 169
9 55 70 15 225
10 68 75 7 49
11 64 70 6 36
12 78 80 2 4
13 52 70 18 324
14 65 70 5 25
15 50 53 3 9
16 48 71 23 529
17 53 75 22 484
18 80 85 5 25
19 64 75 11 121
20 63 70 7 49
21 47 55 8 64
22 57 71 14 196
23 43 53 10 100
N = 23 Ʃ =1384 Ʃ =1629 Ʃ =245 Ʃ =3573
Mean of the Pre Test and the Post Test1
MX= 60.17
MY = = 70.82
Explanation:
M = mean of the students‘ score
Ʃ X = the sum of the students‘ pre test
Ʃ Y = the sum of the students‘ post test
N = the total number of students
b) Standard Deviation
According to the data in the table, the writer calculated the standard
deviation of pre test and post test in cycle 1 as follows:
SD =2
SD = 2
SD =
SD =
SD = 6.47
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
c) The Calculation of T-test
to =
=
=
=
=
= 6.97
Giving interpretation to
(a) Calculate of df
df = n – 1
df = 23-1
df = 22
(b) Consult with t table value
With df =22, the value of t table with level of significant 5% is
2,042.
(c) Comparing t-test with t-table
T0 = 6.97 is greater that tt = 2,042
d) Conclusion
Based on the data above, the writer can conclude that t0 6.97
and the t table is 2.042 (t calculation is greater than t table). It means
that H0 is rejected so there is a significant difference between
before the use of pair work and mini research activities and after the
use of pair work and mini research activities. After comparing the
result it can been seen that the score of the students increase.
2) Students‘ observation sheet in cycle 1
Table 4.9: Table of Students’ Observation Sheet in Cycle 1 Number
of the
students
Object
Note Pay
Attention
Activeness in
asking question
Activeness in
responding
Enthusiasm
in doing test
1. V
2. V
3. V
4. V
5. V
6. V
7. V
8. V
9. V
10. V
11. V
12. V
13. V
14. V
15. V
16. V
17. V
18. V
19. V
20. V
21. V
22. V
23. V
Based on the standardized score (KKM) is 75 and the students
who get the score with the KKM in this cycle are 43.47%. The writer
wants to get 70%. In other hand based on the students‘ observation
sheet only three students who enthusiasm in doing learning process and
test. From the field notes students have not finish the task. They feel
difficulty to make descriptive text because less vocabulary. Because of
that the writer and the teacher decided to conduct cycle 2.
2. Cycle 2
a.The Score of tests in cycle 2
The writer has done the written post test in cycle 2. The score of
the post test will be seen whether the students‘ writing ability increases
or not. Here the data:
Table 4.10 The Score of Students’ Post Test 2
No Name Aspect
Total Criteria C O V LU M
1. Ahmad Alfiata 23 16 14 15 4 75 Good
2. Amalia Putri Pitoro 23 17 16 17 4 77 Good
3. Anne Wulandari 19 14 12 13 3 61 Fair
4. Annis Wachdatana 25 18 18 21 4 86 Very good
5. Artamevia Azzara 25 18 17 21 4 85 Very good
6. Atiya Fitrianingrum 26 17 19 23 4 89 Very good
7. Desy Istiyani 24 18 16 16 4 78 Good
8. Dhika Cahyaning U. 23 17 16 16 3 75 Good
9. Endah Azzahro 22 16 14 15 4 71 Good
10. Erna Diniyani R 25 16 15 16 4 76 Good
11. Esti Indah Safitri 23 17 15 16 4 75 Good
12. Esty Dwi Sejati 25 17 18 18 4 82 Very good
13. Fitri Yulianai 23 16 14 15 3 71 Good
14. Ida Himmatul K. 26 17 14 15 3 75 Good
15. Indriyanti 24 18 14 15 4 75 Good
16. M. Nurman Faizal 22 19 15 15 4 75 Good
17. Novia Sandia P 26 17 16 15 3 77 Good
18. Nurulia Firdausi 26 17 19 23 3 88 Very good
19. Rizka Alifa A. 25 17 15 16 3 76 Good
20. Sabrina Lisdamaya 24 17 15 15 4 75 Good
21. Siti Aminah N. U. 18 13 10 12 3 56 Poor
22. Ulhaq Fihasidiq 23 18 15 16 3 75 Good
23. Zahra Aulia 21 13 12 13 3 62 Fair
Ʃ =
1735
Table 4.11 The Criteria of Students’ Achievement of Post Test in The Cycle 2
No Total Score Grade Number of Student
1. 91 – 100 Excellent -
2. 81 – 90 Very Good 5
3. 71 – 80 Good 13
4. 61 – 70 Fair 4
5. 51 – 60 Poor 1
6. 41 – 50 Very Poor -
Total 23
1. The Calculation of Mean
Table 4.12 Table of Students’ Deviation of Post test cycle 1 and Post Test
Cycle 2
N (Subject
Number)
Post-Test 1
(X)
Post-Test 2
(Y) D D
2
1 60 75 5 25
2 75 77 2 4
3 55 61 6 36
4 83 86 3 9
5 83 85 2 4
6 85 89 4 16
7 75 78 3 9
8 70 75 5 25
9 70 71 1 1
10 75 76 1 1
11 70 75 5 25
12 80 82 2 4
13 70 71 1 1
14 70 75 5 25
15 53 75 22 484
16 71 75 4 16
17 75 77 2 4
18 85 88 3 9
19 75 76 1 1
20 70 75 5 25
21 55 56 1 1
22 71 75 4 16
23 53 62 9 81
N = 30 Ʃ =1629 Ʃ =1735 Ʃ = 96 Ʃ = 822
Mean of the Post test 1 and the Post Test 2
MX= = 70.82
MY = = 75.43
Explanation:
M = mean of the students‘ score
Ʃ X = the sum of the students‘ pre test
Ʃ Y = the sum of the students‘ post test
N = the total number of students
Mean of the first post test 70.82 and score in second post
test 75.43 it means that there is an improvement of English score
between before the first action and after second action.
2. Standard Deviation
According to the data in the table, the writer calculated the standard
deviation of pre test and post test in cycle 1 as follows:
SD =2
SD = 2
SD =
SD =
SD = 4.28
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
3. The Calculation of T-test
to =
=
=
=
=
= 4.58
Giving interpretation to
(a) Calculate of df
df = n – 1
df = 23 - 1
df = 22
(b) consult with t table value
With df = 22, the value of t table with level of significant 5% is
2,042.
(c) Comparing t-test with t-table
T-test = 4,58 is greater than t table = 2,042
4. Conclusion
From the data above we can see that t0 4,58 > tt 2,042 (t
calculation is greater than t table) it means that H0 is rejected so
there are significant difference between before the use of pair work
and mini research activities and after the use of pair work and mini
research activities.
Base on the data calculation above shows that there are
significant differences mean between before the use of pair work
and mini research activities and after the use of pair work and mini
research activities. The writer concludes that producing descriptive
text using pair work and mini research activity can improve
students‘ writing skill.
b. Students‘ observation sheet in cycle 2
Table 4.13: Table of Students’ Observation Sheet in Cycle 2 Number
of the
students
Object
Note Pay
Attention
Activeness in
asking question
Activeness in
responding
Enthusiasm
in doing test
1. V
2. V v
3. V
4. V
5. V
6. V v
7. v
8. V
9. V
10. V
11. V
12. v
13. V
14. v
15. V
16. V
17. V V v
18. V V v
19. V v
20. V v
21. V
22. V v
23. V
E. Discussion
In this research, the writer act as observer while to see and observe
the learning process was taught by her partner, Mrs. Siti Zinur‘aini the
English teacher at MAN 1 Kota Magelang, and the instrument
validated by Mrs. Istiatun Rahayu the English teacher at SMA N 2
Magelang. The writer held two cycles consist of planning, action,
observation and reflection. The whole steps of this research were
explained in the description below:
1. Cycle 1
The writer describes the implementation of teaching
learning process that contains of one meetings mean that every
cycle consist of one meeting. Every meeting has own specific
activity and has own aim which is different to other meeting. These
following paragraphs describe the implementation of teaching
learning process in every meeting. On August 4 2016, the process
of teaching writing descriptive text in the first cycle could be
described as follow:
a. Planning
In the planning procedure, the writer and teacher had
designed a lesson plan to guide the teaching learning process.
After that they discussed the lesson plan together because both
the writer and the teacher needed to make sure that the
material, technique, and the preparation were appropriate with
senior high school competence. After the lesson plan agreed by
the validator, the teacher used it in teaching learning process.
b. Implementation
On Thursday, August 4 2016 at 07.20 the teacher and the
observer entered to Bahasa class, the teacher opened the lesson
but before started the lesson the teacher introduced the observer
for their students. After that, the teacher checked the students‘
present. In the first meeting, it was followed by 23 students.
Before the lesson, the teacher gave the pre-test for students
in 20 minutes about descriptive text before using pair work and
mini research activity. She divided the sheets and walked
around the class in order to check the students along doing the
test. Some of them asked their friends, and other asked to the
teacher. After the students had finished the pre-test, she
collected and began the teaching learning process.
The teacher told the students about the topic that day, and
then the teacher asked the students about it. Teacher asked for
their students ―What is the description text?‖ apa itu teks
deskriptif? The students answered ―salah satu jenis teks bu,
yang mendiskripsikan sesuatu” the teacher said ―yes, right.
Teks deskripsi bias menggambarkan tentang orang, binatang,
tempat dan benda. Sama seperti apa yang sudah kalian tadi
tuliskan di soal pre test. Mudah bukan? ‖ the students
answered ―sulit bu, banyak kosa kata yang saya tidak tahu
bahasa inggrisnya bu‖. The teacher answered ―tidak apa-apa
anak-anak yang penting kalian jangan malas untuk belajar ya.
Now I will give you example of descriptive text.‖ The teacher
then gave a descriptive text ―My Best Friend‖
Text 4.1
My Best Friend
I have a lot of friends in my school, but Dinda has
been my best friend since junior high school. We don‘t
study in the same class, but we meet at school everyday
during recess and after school. I first met her at junior high
school orientation and we‘ve been friends ever since.
Dinda is good-looking. She‘s not too tall, with fair
skin and wavy black hair that she often puts in a ponytail.
At school, she wears the uniform. Other than that, she likes
to wear jeans, casual t-shirts and sneakers. Her favorite t-
shirts are those in bright colors like pink, light green and
orange. She is always cheerful. She is also very friendly
and likes to make friends with anyone. Like many other
girls, she is also talkative. She likes to share her thoughts
and feelings to her friends. I think that‘s why many friends
enjoy her company. However, she can be a bit childish
sometimes. For example, when she doesn‘t get what she
wants, she acts like a child and stamps her feet.
Dinda loves drawing, especially the manga characters.
She always has a sketchbook with her everywhere she goes.
She would spend some time to draw the manga characters
from her imagination. Her sketches are amazingly great.
I‘m really glad to have a best friend like Dinda.
After all the students has opened the book about this text
the teacher began reading the text herself and explain about
generic structure and language features of descriptive text.
After that the bell was rang for changed the lesson and would
be continued in the fourth lesson.
After entered in the fourth lesson, the teacher continued her
explanation about descriptive text and simple present tense.
After that the teacher also asked the students to make pairs.
After that, teacher gave the students pieces of letters to every
pairs. In the pieces the students must make descriptive text
about KH. Mustofa Bisri, but in the pieces there was mini
research‘ list about this idol to help the students made the text.
The students were interested in discussing and doing the
task. The mini research‘ list would help the students to write
descriptive text. This task took almost 30 minutes because the
students needs find the meaning of each sentence. After finish
did the task, the students submitted the pieces for teacher and
there was 10 minutes to discuss together with the teacher. After
that, the teacher wished ―wassalamualaikum wr, wb.‖
c. Observing
During the teaching learning process, the teacher did the
plan just like what was written in the lesson plan. The teacher
took note to improve the next meeting and give feed back about
the lesson plan.
The writer as observer saw the teaching learning process
and taking a note what the teacher did in the class and what the
students did in the class and also out the class. Beside that the
writer also observed the students activity and write for each
students‘ activity in the students observation‘ list.
During the teaching learning process the observer saw the
students‘ difficulties like lack of vocabulary and also
understanding about how to compose good sentences.
The situation in the class is very noisy because the students
were asked each other.
d. Reflection
Based on the result of the observation, the writer tried to
find out the strength and the weakness of the technique that has
been applied in the action stage, the students seemed more
enthusiastic because it was not a conventional way that usually
used in the class. They were passive in the class just three
student who enthusiasm in doing test. From the first cycle, the
writer could identify that action one did not give a satisfying
result. In this cycle 1, there was an improvement of students‘
ability when it was compared between before and after the use
of pair work and mini research activities. It could seen from the
mean score before the use pair work and mini research
activities is 60,17 while the mean score after the use of pair
work and mini research activities is 70,82. In this cycle the
minimum score is 53, while the minimum score before the use
of pair work and mini research activities is 43. In this cycle
there was 13 students could not pass the passing grade their
score under 75, but it is better than the pre-test before. In the
pre-test there was 19 students did not pass the passing grade
mean that their grade under 75.
In other hand from the field notes there were many student
who have not finish the task, they feel difficult to make
descriptive text because less vocabulary. Beside that, when
teacher asked about the material students were passive.
According to the result of cycle one, the writer should give
more attention and keep approaching the students in order to
make them braver, confident and careful to write in English.
The writer and the teacher decided to conduct cycle 2.
2. Cycle 2
The writer conducted second cycle on August 11, 2016. At
the beginning of the class the teacher opened the class and told the
students about the topic which could be discussed.
a. Planning
In this cycle, the writer and teacher used the different action
and theme. In this cycle teacher explain about descriptive
historical place and give the students assignment to arrange
descriptive text. The students are given time to do mini
research activity that is they do assignment in the outdoor class.
The aim from this activity is to improve the students‘ writing
skill especially in descriptive text and increase students‘
vocabulary. The writer and teacher also held both attractive
ways and various exercise in order to improve the students‘
motivation to learn which finally could cover the target of
research.
b. Implementation
The writer did the action by using mini research activity
lesson plan. This activity was done by using outdoor activity; it
means that teaching and learning process did in the school
environment. In this cycle the teacher introduced the topic ―My
School‖
The teacher begins the stage on Thursday. As usual, before
activity the teacher opened the class by greeting, said salam
and checked students‗attendance. In this session, the teacher
discussed again about the previous lesson to the students. It
meant to know whether the students remembered the previous
lesson or not. And before the teacher continuance the lesson,
she reminded the students about the tense used in descriptive
text. After that teacher divided students into pairs, gave the task
and time for students to do the task in school environment
during 30 minutes.
Here the teacher monitored the activity of each pairs and
the students look enthusiastic for doing the task even though
some of them still had difficulties in doing that. Most of the
students got difficulties in vocabulary. Beside that the count of
the students is 23 so there were students who had not pairs. So,
she often asked for the teacher. So, the teacher came to help her
and their friends and the teacher gave an opportunity to the
students to open their own source book, such as dictionary.
After entered in fourth lesson the English lesson was
continued with presentation about their work in the first lesson
about their description of the room in their school. This activity
was built students confidents and to make students more
understand about descriptive text. The students was very happy
and enthusiasm to do presentation about their favorite room in
the school. There are six students who presented their work.
At the end of the lesson, the teacher again asked the
students‘ about the material and the students answered the
teacher‘s question bravely, only some of students silent and not
answered the question. After that the ball was rang and the
teacher thanked to the students for their participation and
attention for teacher and the writer, because this is the las
meeting, the writer said thanked for the students. And then the
teacher said ―Wassalamualaikum wr wb.‖
c. Observing
In this cycle 2, students seemed more understand about
the material and the technique used by teacher. The
students‗activeness is increases and the atmosphere of learning
process too. The students seemed more confident to compose
writing.
From the result of the cycle 2 shows about the
improvement compared with the cycle 1. This means the
students more understand the materials. And also, it shows
their ability in their writing skill increase. Even though still
there are new mistake and some students make the same
mistakes.
d. Reflecting
Based on the result of the observation, the writer
evaluated the students‘ writing descriptive text as well as the
action procedure of teaching writing descriptive text using pair
work and mini research activities. The result implied mini
research activities gave more significant progress in increasing
the learners‗writing descriptive text. They were braver, full of
confidence, more selective, and more careful in doing the work
assignment.
The summary of post- test two we could see the good
criteria increase from last cycle. The good criteria in the first
cycle we could see 8 students and in this cycle there are 15
students. The maximal score in this cycle is 89 and minimal
score is 56. The minimum score of this cycle is not pass the
passing grade and in this class five students still fail, could not
pass the passing grade. But it‘s better then the previous cycle.
That was an improvement of students‘ writing in the cycle two.
Based on the reflection above, it could be stated that the
cycle two showed a satisfactory enough. To make sure the pair
work and mini research activities could increase the students‘
writing skill of descriptive text.
F. Research Summary
From the result of analyzes in cycle 1 and 2, it shows that there
is a significant improvement of students‘ writing skill. The writer
could say that pair work and mini research activities could increase
the students‘ ability in writing descriptive text. It is proved with the
students‘ improvement score of tests because mean of post test in
cycle 1 is higher than mean of pre test (70,82>60,17), the mean of
post test 2 in cycle 2 is higher than mean of pre test (75,43>70,82).
Beside on mean of the test between before the use of pair work
and mini research activities and after the use of pair work and mini
research activities, the improvement of students‘ writing skill is
proved from the students who could pass the passing grade. In the
pre test there are 4 students who could pass the passing grade, in the
post test 1 the students who not could pass the passing grade is 13
students, and in the post test 2 there are 18 students who could pass
the passing grade.
The effectiveness of using pair work and mini research
activities in improving students‘ writing skill is proved from the
result of t-test in every cycle that was higher than t-table. In cycle 1
(6,97>2,042) which the score of t-test was higher than score of t-
table. In the cycle 2 t-test have the higher score than t-table that is
(4,58>2,042).
CHAPTER V
CLOSURE
In this chapter, the writer presents the conclusion and gives some
suggestions of this study. The result of this study which has already been already
discussed in the previous chapter is then concluded. Meanwhile, the writer also
proposed some suggestions related to this study and the result. It is expected that
this study to be able to give useful contribution to another researcher who wants to
conduct a study in the same field and the teacher who wants to make innovation in
the teaching and learning activity.
A. Conclusion
Based on the result of the research, which aims to develop the students‗
writing descriptive text using pair work and mini research activities, the writer
made conclusion related to the research question which are stated in chapter I.
The conclusions were obtaining through real phenomenon as the writer did
during the observation. The writer draws some conclusion as follow:
1. From the discussion the result of the test between before the use of pair
work and mini research activities and after the use of pair work and mini
research activities, the writer concluded that pair work and mini research
activities could increase the students‗ability in writing descriptive. It is
proved with the students‗improvement score of the tests because mean of
post-test 1 is higher than mean of pre- test (70,82>60,17), the mean of
post-test 2 is higher than mean of pre test (75,43>70,82). The proven
target is 78% or 18 students who improved their writing skill.
2. The significant improvement of using pair work and mini research
activities in improving students‘ writing skill is proved from the result of t-
test and t-table in cycle 1 (6,97>2.042) which the score of t-test was higher
than the score of the t-table, in cycle 2 (4,58>2.042) also showed that the
score of t-test was higher than the score of t- table .
B. Suggestions
In order to make the teaching learning using pair work and mini
research activities more interesting, the writer writer formulated some
suggestion to the students and other teacher or researcher. Hopefully it will
be used for them in the future. Theses are:
1. For Teacher
a. The teachers should create all alternative in teaching English
Language especially in writing. They are suggested to be more
creative and innovative in carrying out an effective language teaching.
b. The teachers should develop teaching materials, technique and
activities that suitable with the students‘ level.
c. The teachers should be creative in using teaching media and the entire
source learning process to make the teaching learning more effective.
2. For Students
a. The students are suggested to study English through practice,
experiences, and study with their pair to increase their writing skills.
b. The students are suggested to cooperate and active in the class and
also creative to get the point of teaching- learning process.
c. The students are suggested pay attention to what the
teachers‗instruction, and explanation.
d. The students are suggested learn the material before it is thought by
the teacher in the class so it will be easy for them to understand the
materials.
3. For Other Researchers
a. The result of this study can be used an additional reference of further
research with different discussion.
b. The findings of the study hopefully will be employed as starting point
of the future studies on similar topics.
4. For English Department of FTIK IAIN Salatiga.
These methods can be reference for English lecturer especially for
writing and classroom management subject. The lecturer can use these
methods in order to improve students‘ writing skill and manage the
classroom.
REFERENCES
Arikunto, S. 2005. Manajemen Penelitian. Jakarta: Rineka Cipta.
Ariningsih, D. 2010. The Effectiveness of using Pictures Series to Improve the
Students‟ Writing Skill Viewed from Their Learning Motivation. A
Graduating Paper. Solo: English Education Department Graduate
School, Sebelas Maret University Surakarta.
Burns, A. 2010. Doing Action Research in Language Teaching: A Guide to
Practitioners. London & New York: Routhledge.
Broughton, G. et al. 1980. Teaching English as a Foreign Language, second
edition. USA and Canada: Routledge & Kegan Paul Ltd.
Hadfield, J. 1992. Classroom Dynamics. New York: Oxford University Press.
Harmer, J. 1998. How to Teach English. Essex: Addison Wesley Longman Ltd.
. 2001. The Practice of English Language Teaching (3rd Ed.).
Essex: Pearson Education Ltd.
. 2004. How to Teach Writing. Essex: Pearson Education Ltd.
Hasan, I. 2006. Analisis Data Penelitian dengan Statistik. Jakarta: PT. Bumi
Aksara.
Heaton, J.B. 1988. Writing English Language Tests. New York: Longman, Inc.
Hornby. 1995. The Advanced Learner‟s Dictionary, New York: Oxford
University Press.
Hyland, K. 2003. Second Language Writing. Cambridge: Cambridge University
Press.
Mc Crimmon, J M. 1973. Writing with a Purpose, Short Edition. United States of
America: Houghton Mifflin Company.
McKay, S. L. 2008. Researching Second Language Classrooms. New Jersey:
Lawrence Erlbaum Associates, Inc.
Moon, J. 2000. Children Learning English. London: The Macmillan Press.
Nawawi, M B. 2011. Improving Students‟ Writing Skill of Descriptive Text
Through Guided Question. A Graduating Paper. Jakarta: Department of
English Education Faculty of Tarbiyah and Teachers Training, Syarif
Hidayatullah State Islamic University.
Nunan, D. 1991. Language Teaching Methodology, New York: Prentice Hall
Petel, M.F, and Praveen M J. 2008. English Language Teaching. Vaishali Nagar:
Sunrise Publishers & Distributors.
Richards, J C., and Theodore S. R. 2001. Approaches and Methods in Language
Teaching: Second Edition. Cambridge: Cambridge University Press.
Richards, J C, and Richards S, 2002. Longman dictionary of language teaching
and applied linguistics. London: Pearson Education Limited.
STAIN Salatiga. 2008. Pedoman Penulisan Skripsi dan Tugas Akhir. Salatiga:
STAIN Salatiga Press.
Stempleski, S. 1995. Linking the Classroom to the World: The Environment and
EFL. Office of English Language Programs. 37-48.
Sundem, G. 2007. Improving Student Writing Skills. United State of America:
Shell Education
APPENDIX A
Profile of MAN 1 Kota
Magelang
1) Description of MAN 1 Kota Magelang
MAN 1 Kota Magelang located at Jl. Raya Payaman No 1.
Payaman, Magelang Utara, Central Java. This location is strategic
because it is near from highway and public society. The condition of this
school is very fresh and this location is very conducive to conduct
teaching and learning process. The headmaster of this school in the
academic of 2016/2017 is Drs. H. Kasnawi, M.Ag.
2) The General Information of MAN 1 Kota Magelang
1) School Name
2) Circulating Letter of Building
3) NPSN
4) Statistic School Number
5) Accreditation
6) School Adress
7) Postal Code
: MAN 1 Kota Magelang
: No. KEP / E / PP.00.6 / 59/1984
: 20363027
: 131133710001
: A
: Jl. Raya Payaman No 1. Payaman,
Magelang Utara, Central Java, 56195
: 0293 - 369256
Source: Data Pokok MAN 1 Kota Magelang
3) The Vision of MAN 1 Kota Magelang
MAN 1 Kota Magelang is expected to respond and future
challenges in science, technology and global information age. MAN 1
Kota Magelang want to fulfill the expectations and responses in the
following vision: "The realization of learners" Superior in achievement
", skilled and good attitude"
4) The Missions of MAN 1 Kota Magelang
There are four missions of MAN 1 Kota Magelang, as follows:
a. Education with effective learning and quality in academic.
b. Nuanced Islamic education.
c. Organizes coaching and life skills training to explore of students.
d. Cultivating a culture of a good attitude on all citizens in the school.
Source: Data Pokok MAN 1 Kota Magelang
5) The Curriculum of MAN 1 Kota Magelang
1) The Core Program
MAN 1 Kota Magelang implements Curriculum 2013 for
the tenth and eleventh grade. On the other hand, the Educational
Unit Level Curriculum (KTSP) is still applied for the twelfth grade.
3) The Specific Program
MAN 1 Kota Magelang introduces four specific programs
namely social science, natural science, language and religion.
4) Extensive Program
MAN 1 Kota Magelang carries out some extensive
programs namely extracurricular. The activities include Students
Council (OSIS), scouts (Pramuka), School Aid Organization
(PMR), School Islamic Organization (SKI), Flying of Flags Troops
(Paskibra), sports, art, karate and music islami.
Source: Data Pokok MAN 1 Kota Magelang
6) The Profile of Teachers and Staffs
There are 59 teachers and 15 staffs in MAN 1 Kota Magelang.
The detailed profile of teachers and staffs is designated in the
following table:
Table 4.1
The Profile of Teachers and Staffs of MAN 1 Kota Magelang
Academic Year of 2016/2017
No Name Main tasks at school
1 Drs. H. Kasnawi, M.Ag Teacher
2 Drs. Martono Teacher
3 Drs. Chudlori Teacher
4 Dra. Zuidah Latifah Teacher
5 Dra.Hj. Suminah Teacher
6 Drs. Santosa Teacher
7 Dra. Hj. Listiyani Teacher
8 Dra. Enik Dwipuryanti Teacher
9 Drs. Prasetyo Lilik Teacher
10 Dra.Hj. Murdiningsih Teacher
11 Dra. Hj. Untari Ningsih Teacher
12 Asfihani Teacher
13 Khoir Pamungkas, SH, M.Hum Teacher
14 Akhadi, S. Ag Teacher
15 Ruswarsini, S. Pd Teacher
16 Drs. H. M. Madyan Teacher
17 Abu Zazid, S.Pd. Teacher
18 Dra. Winarti Teacher
19 Farida Dwi Nugraheni, S.Pd. Teacher
20 Wiwik Endang SP, S.Pd. Teacher
21 Supriyadi, S. Pd Teacher
22 Parmana, S. Pd M. Si Teacher
23 Fatoni Azis, S.Ag M. Ag Teacher
24 Umi Ardziyah, S.Pd Teacher
25 Sri Rahayuningsih, S.Pd Teacher
26 Drs. Supriyo Puji Harjo Teacher
27 Dra. Siti Zinur`aini Teacher
28 Syarif Hidayatullah, S.Ag Teacher
29 Ruqiyah, S.Ag.S.Pd. Teacher
30 Indah Budiningsih, S.P Teacher
31 Khoirotun Nisak, S.S Teacher
32 Muhamad Kholil, S.Pd.I Teacher
33 Jamaliyah, S.Pd Teacher
34 Ponijo, S.Pd Teacher
35 Asrori, S. Pd Teacher
36 Siti Ngaisah, S.Ag Teacher
37 Hanni Ludfiana, S.Pd Teacher
38 Lilik Nur Arifah, S.Pd Teacher
39 Taufiq Kurniawan, S. Si Teacher
40 Siti Mukaromah, SE. Teacher
41 Hidayat Santosa, S.Pd Teacher
42 Khusnudin, S.Sos. Teacher
43 Yuni Nur Hamidah, S.Pd. Teacher
44 Chasanah, S. Pd Teacher
45 Muhamad Nashir, S.Ag Teacher
46 Latif Ismail, S. Pd Teacher
47 Samsudin, S. Ag Teacher
48 Sirojul Fatah, S. Ag Teacher
49 Warifatul Azizah, S. Pd.I Teacher
50 Abdul Jalal, S. Pd.I Teacher
51 Agung Dwi Lasmono Teacher
52 Faizah Nur Hayati Teacher
53 Isni Hidayah, S. Pd Teacher
54 Syarifudin Ridlotulloh Teacher
55 Siti Nurul Faizah, S.Pd Teacher
56 Arif Rochman Widayat Teacher
57 Ni'matul Khoiriyah, S.Pd Teacher
58 Tofik Pribadi S, S.Pd Teacher
59 Drs. Muhammad Syafa` Teacher
60 Sri Supriyati Staff
61 M. Zumrodi Staff
62 M. Hasyim As`ari Staff
63 Prasetyo Staff
64 Salam Staff
66 Solichin Staff
67 Subardjo Staff
68 Supriyati Staff
69 Khoeroni Staff
70 Buchori Staff
71 Hasan, S. Pd.I Staff
72 Nuryani Futaekhah, S.Pd. Staff
73 Rozikin Staff
74 Abdan Staff
75 Fahruri Staff
Source: Data Pokok MAN 1 Kota Magelang
7) The Profile of Education Facilities
There are 64 rooms in MAN 1 Kota Magelang. The detailed
profile of education facilities is shown in the table below:
Table 4.2
The Profile of Education Facilities of MAN 1 Kota Magelang
Academic Year of 2016/2017
NO FACILITIES TOTAL CONDITION
1 Headmaster & Vice Office 2 Rooms Good
2 Teacher Office 1 Room Good
3 Administration Office 1 Room Good
4 Library 1 Room Good
5 Production Unit 1 Room Good
6 Mosque 1 Room Good
7 Canteen 2 Room Good
8 Toilet 12 Rooms Good
9 Storage Room 1 Room Good
10 Boarding House 1 Room Good
11 Counselor Office 1 Room Good
12 Students Council Room (OSIS) 1 Room Good
13 School Aid Organization
(PMR) Room 1 Room Good
14 Scout Room 1 Room Good
15 School Guard Room 1 Room Good
16 Classroom 33 Rooms Good
17 Physics Laboratory 1 Room Good
18 Language Laboratory 1 Room Good
19 Computer Laboratory 1 Room Good
Source: Data Pokok MAN 1 Kota Magelang
B. Profile of Students
The Subject of this research was the students of class X that consist
of 23 students in the academic year of 2016/2017. This class consists of 3
males and 20 females. There are 14 students who graduated from Junior High
School and 9 students graduated from Madrasah Tsanawiyah. Most of their
parents work in private and as laborer. Most of their parents‘ education just
stopped in Senior High School.
APPENDIX B
Silabus
SILABUS SMA/MA
Mata Pelajaran : BAHASA INGGRIS - WAJIB
Kelas : X
Kompetensi Inti :
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan
bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan
Kompetensi
Dasar
Materi
Pokok
Pembelajaran Penilaian Alokas
i
Waktu
Sumber
Belajar
1.1
Mensyuk
uri
kesempat
an dapat
mempelaj
ari
bahasa
Inggris
sebagai
bahasa
penganta
r
komunika
si
Teks
deskriptif
lisan dan
tulis,
sederhana,
tentang
orang,
tempat
wisata, dan
bangunan
bersejarah
terkenal
Fungsi
sosial
Mengamati
Siswa memperhatikan / menonton beberapa contoh teks/ film tentang penggambaran orang, tempat wisata, dan bangunan bersejarah.
Siswa menirukan contoh secara terbimbing.
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks deskriptif
Ketepatan unsur kebahasaan: tata bahasa,
9 x 2
JP
SUARA GURU
Koran/ majalah berbahasa Inggris
http://
www.
bahas
ainggr
internasio
nal yang
diwujudka
n dalam
semangat
belajar
2.3
Menunjuk
kankan
perilaku
tanggung
jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksan
akan
komunika
si
fungsiona
l
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan
Membang
gakan,
mengenal
kan,
mengiden
tifikasi,
memuji,
mengritik,
memprom
osikan,
dsb.
Struktur text
(1) Penyebutan nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
(2) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan
Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks
Mempertanyakan
(questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan perbedaan berbagai teks deskripsi dalam bahasa Inggris dan bahasa Indonesia
Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks deskriptif
Mengeksplorasi
Siswa secara kelompok membacakan teks deskriptif lain dari berbagai sumber dengan pengucapan, tekanan kata dan intonasi yang tepat
Siswa berpasangan menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks deskripsi yang dibaca/didengar.
Siswa menyunting teks deskripsi yang diberikan guru dari
kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Unjuk kerja
Melakukan monolog tentang deskripsi orang, tempat wisata, bangunan bersejarah terkenal di depan kelas / berpasangan
Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur kebahasaan dalam membuat teks deskriptif
Pengamatan
(observations)
:
Bukan
penilaian
formal seperti
isoke.
com
http://i
nggris
online
.com
konteks penggunaannya.
4.8. Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.9. Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang
bagiannya, dan
(3) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
yang
semuanya
sesuai
dengan
fungsi
sosial yang
hendak
dicapai.
Unsur
kebahasaa
n
(1) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
segi struktur dan kebahasaan
Berkelompok, siswa menggambarkan tempat wisata lain dalam konteks penyampaian informasi yang wajar terkait dengan tujuan yang hendak dicapai dari model yang dipelajari
Mengasosiasi
Dalam kerja kelompok terbimbing siswa menganalisis membandingkan berbagai teks yang menggambarkan orang, tempat wisata, bangunanan bersejarah terkenal dengan fokus pada struktur teks, dan unsur kebahasaan.
Siswa mengelompokkan teks deskripsi sesuai dengan fungsi sosialnya.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.
Mengkomunikasikan
Berkelompok,
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian
Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks deskriptif
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan
orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
.
(2) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(3) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
(5) Rujukan kata
Topik
Keteladan
an tentang
perilaku
toleran,
kewirausa
haan,
nasionalis
siswa menyusun teks deskripsi tentang orang/ tempat wisata/ bangunan bersejarah sesuai dengan fungsi sosial tujuan, struktur dan unsur kebahasaannya
Siswa menyunting deskripsi yang dibuat teman.
Siswa menyampaikan deskripsinya didepan guru dan teman dan mempublikasikannya di mading.
Siswa membuat kliping deskripsi tentang orang, tempat wisata atau bangunan bersejarah yang mereka sukai.
Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman dalam menggambarkan tempat wisata dan bangunan termasuk menyebutkan dukungan dan kendala yang dialami.
Siswa dapat menggunakan ‘learning journal’
atau rekaman monolog teks deskriptif.
Kumpulan karya siswa yang mendukung proses penulisan teks diskriptif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri
dan Penilaian
Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
me,
percaya
diri.
APPENDIX C
Lesson Plan
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MAN 1 Kota Magelang
Mata pelajaran : Bahasa Inggris
Kelas/ Semester : X / Ganjil
Jurusan : X Bahasa 1
Materi Pokok : Describing People
Alokasi Waktu : 2 x 45 menit
A. KOMPETENSI INTI
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 :Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. KOMPETENSI DASAR
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks penggunaannya.
4.11. Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
C. INDIKATOR PENCAPAIAN KOMPETENSI
1. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), kesungguhan belajar bahasa Inggris melalui teks
deskriptif.
2. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), perilaku cinta damai, percaya diri, dan tanggung
jawab dalam melaksanakan komunikasi tentang teks deskriptif.
3. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), fungsi sosial dan unsur kebahasaan dalam teks
deskriptif.
4. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik mampu menyusun teks deskriptif.
D. TUJUAN PEMBELAJARAN
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif
sederhana tentang orang.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks deskriptif sederhana tentang orang.
3. Mengidentifikasi fungsi social, struktur teks, dan unsure kebahasaan pada teks
deskriptif sederhana tentang orang.
4. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana tentang orang.
5. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang.
E. MATERI PEMBELAJARAN
1. Definisi Teks Deskriptif (The Definition of Descriptive Text)
Descriptive text is the text to describe about thing, person, animals, place and so
on. Jadi teks deskriptive text ditulis untuk mendeskripsikan benda, orang, hewan
dan lain-lainnya yang dapat di deskripsikan. Deskipsi tentang orang biasanya
menampilkan identitas orang tersebut serta ciri fisik, karakter, dab aktivitasnya.
Deskripsi hewan biasanya tentang ciri-ciri fisik, tempat tinggal, kebiasaan dan
kesukaannya. Sedangkan deskripsi tempat menerangkan letak/lokasi, bagian ,
ciri khusus dan hal yang menarik dari tempat tersebut.
2. Sususan Umum Teks Deskriptive (Generic Structure of Descriptive Text)
Dalam menulis teks deskripsi kita harus memperhatikan beberapa hal berikut ini
:
a. Identification adalah bagian yang memperkenalkan tentang topik apa yang
akan kita ceritakan dan memperkenalkan tokoh pemainnya
b. Description adalah bagian yang menggambarkan atau mengungkapkan
tentang ciri-ciri khusus , sifat, kesenangan , kebiasaan tokoh nya
3. Fungsi Sosial Deskriptif Teks (The Social Functions of Descriptive Text)
Descriptive text bertujuan untuk menggambarkan dan mengungkapkan atau
mendeskripsikan ciri-ciri dari benda, orang, hewan , tempat dan lain-lainya.
Desciptive text dibuat tanpa melakukan penelitian secara detail jadi penulis
hanya menulis cerita descriptive text berdasarkan apa yang ia lihat dan ia dengar
.
4. Unsur Kebahasaan Deskriptif (The Language Features of descriptive Text)
a. Menggunakan simple present tense
b. Menggunakan kata sifat atau adjective
c. Menggunakan to be seperti (am,is,are)
d. Menggambarkan object atau tokohnya dengan spesifik
e. Menggunakan bahasa yang menarik
5. Simple Present Tense
a. Rumus Simple Present Tense :
(K. Positif) S + V1 s/es + O
(K. Negatif) S + does/do + Not + V1 + O
(K. Tanya) Does/do + S + V1 ?
b. Contoh Kalimat Simple Present Tense:
(K. Positif) He goes to Bali
(K. Negatif) He does not go to Bali
(K. Tanya) Does He go to Bali ?
6. Contoh deskriptif Teks (The Example of Descriptive Text)
MY BEST FRIEND
I have a lot of friends in my school, but Dinda has been my best friend
since junior high school. We don’t study in the same class, but we meet at
school everyday during recess and after school. I first met her at junior high
school orientation and we’ve been friends ever since.
Dinda is good-looking. She’s not too tall, with fair skin and wavy black
hair that she often puts in a ponytail. At school, she wears the uniform. Other
than that, she likes to wear jeans, casual t-shirts and sneakers. Her favorite t-
shirts are those in bright colors like pink, light green and orange. She is always
cheerful. She is also very friendly and likes to make friends with anyone. Like
many other girls, she is also talkative. She likes to share her thoughts and
feelings to her friends. I think that’s why many friends enjoy her company.
However, she can be a bit childish sometimes. For example, when she doesn’t
get what she wants, she acts like a child and stamps her feet.
Dinda loves drawing, especially the manga characters. She always has a
sketchbook with her everywhere she goes. She would spend some time to draw
the manga characters from her imagination. Her sketches are amazingly great.
I’m really glad to have a best friend like Dinda.
Penjelasan:
Part of text Purpose Details from the text
Identification
Part
To identify the
person or thing
being described
I have a lot of friends in my school, but
Dinda has been my best friend since junior
high school. We don‘t study in the same
class, but we meet at school everyday during
recess and after school. I first met her at
junior high school orientation and we‘ve been
friends ever since.
Description
Part
To describe the
characteristic
features of the
person or thing
Dinda is good-looking. She‘s not too tall,
with fair skin and wavy black hair that she
often puts in a ponytail. At school, of course
she wears uniform. Other than that, she likes
to wear jeans, casual t-shirts and sneakers.
Her favorite t-shirts are those in bright colors
like pink, light green and orange. She is
always cheerful. She is also very friendly and
likes to make friends with anyone. Like many
other girls, she is also talkative. She likes to
share about her thoughts and feelings to her
friends. I think that‘s why many friends enjoy
her company. However, she can be a bit
childish sometimes. For example, when she
doesn‘t get what she wants, she acts like a
child and stamps her feet.
Dinda loves drawing, especially manga
characters. She always has a sketchbook with
her everywhere she goes. She would spend
some time to draw manga characters from her
imagination. Her sketches are amazingly
great.
7. METODE PEMBELAJARAN
1. Model Pembelajaran : Pair work
2. Metode Pembelajaran : Pair Pork and Mini Research Activity
3. Teknik : Tugas Berpasangan dan Diskus
8. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN:
1. Media : Gambar, Teks Descriptive, Lembar Kerja Siswa
2. Alat : Papan Tulis, Spidol, Penghapus.
3. Sumber: Buku Guru Bahasa Inggris SMA Kelas X Kurikulum 2013
Kamus Inggris-Indonesia
http://www.bahasainggrisoke.com
http://inggrisonline.com
9. LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Menyiapkan peserta didik untuk mengikuti proses
pembelajaran;
Memotivasi peserta didik;
Mengajukan pertanyaan-pertanyaan tentang teks
deskriptif terkait dengan materi yang akan dipelajari;
10‘
Menjelaskan tujuan pembelajaran atau kompetensi dasar
yang akan dicapai; dan menyampaikan cakupan materi
serta penjelasan uraian kegiatan sesuai silabus.
Kegiatan Inti Mengamati (20‘)
1. Siswa memperhatikan beberapa contoh teks tentang
penggambaran orang.
2. Siswa belajar menemukan gagasan pokok, informasi rinci
dan informasi tertentu dari teks
Menanya (10‘)
1. Dengan bimbingan dan arahan guru, siswa
mempertanyakan antara lain perbedaan antar berbagai
teks deskripsi yang ada dalam bahasa Inggris, perbedaan
teks dalam bahasa Inggris dengan yang ada dalam
bahasa Indonesia
2. Siswa mempertanyakan gagasan pokok, informasi rinci
dan informasi tertentu dari teks deskriptif
1. Mengeksplorasi (20‘)
Siswa secara berpasangan membaca teks deskriptif dari
berbagai sumber dengan pengucapan, tekanan kata dan
intonasi yang tepat
Siswa menemukan unsure kebahasaan dari teks
deskriptif tersebut.
Siswa berpasangan menemukan gagasan pokok,
informasi rinci dan informasi tertentu serta fungsi sosial
dari teks deskripsi yang dibaca.
Mengasosiasi (10‘)
1. Siswa menganalisa dan membandingkan beberapa teks
deskriptif yang sudah disediakan guru.
2. Siswa menuliskan isi yang ada pada teks ke dalam list
75‘
yang sudah guru sediakan.
Mengkomunikasikan (15‘)
1. Berpasangan, siswa membuat teks deskriptif yang
merangkum kesimpulan tentang deskripsi dua Tokoh
berdasarkan list yang sudah diisi oleh siswa.
2. Siswa secara berpasangan mempresentasikan hasil kerja
kelompok di depan kelas.
Penutup 1. Guru bersama-sama dengan siswa membuat kesimpulan
dari tugas yang telah dikerjakan.
2. Memberikan umpan balik terhadap hasil pembelajaran.
3. Memberikan tugas pada siswa untuk pertemuan
berikutnya.
5‘
10. PENILAIAN
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
1. Menyusunt teks
deskriptif .
Tes
Tertulis
Essay a. Make a descriptive text about
KH Mustofa Bisri according
with the mini research list.
1. Instrumen/ Soal
Write descriptive text about KH. Mustofa Bisri according with the mini research’ list
below! (At least 10 sentences)
Mini Research‘ List
KH. Mustofa Bisri
Date of Birth 10 August 1944
Education Graduated from Al Azhar University
Job Author, modern intelectual, painter, and critical
Hobby Creator and reader of poem
Activity Propagate his religion through art,
Criticize about the problem of indonesia
and give advise through his poem
Title of his poem Kumpulan Puisi Balsem (1988), Tadarus Antologi
Puisi (1990), Pahlawan dan Tikus (1993), Rubaiyat
Angin dan Rumput (1994), Wekwekwek (1995)
2. Pedoman Penilaian :
a. Jumlah skor maksimal keseluruhan 100
b. Nilai perolehan adalah total keseluruhan elemen.
3. Rubrik Penilaian
Component Score Criteria
Content
30 – 27
Excellent to very good: Knowledge, substantive,
thorough development of thesis, relevant to assigned
topic.
26 - 22
Good to average: some knowledge of subject,
adequate range, limited development of thesis, mostly
relevant to topic, but lacks detail.
21 – 17 Fair to poor: limited knowledge of subject, little
substance, inadequate development of topic.
16 – 13 Very poor: does not show knowledge of subject, non –
substantive, not pertinent, or not enough to evaluate.
Organization
20 – 18
Excellent to very good: fluent expression, ideas clearly
stated/supported, well organized, logical sequencing,
cohesive.
17 – 14 Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited support,
logical but incomplete sequencing.
13 – 10
Fair to poor: non-fluent, ideas confused or
disconnected; lacks logical sequencing and
development.
9 – 7 Very poor: does not communicate, no organization, or
not enough to evaluate.
Vocabulary
20 – 18
Excellent to very good: sophisticated range, effective
word/idiom choice and usage, word form mastery,
appropriate register.
17 – 14
Good to average: adequate range, occasional error of
word/ idiom form, choice, usage but meaning not
obscured.
13 – 10
Fair to poor: limited range: frequent errors of word/
idiom form, choice, usage; meaning confused or
obscured.
9 – 7
Very poor: essentially translation; little knowledge of
English vocabulary, idioms, word form; or not enough
to evaluate.
Language use
25 – 22
Excellent to very good: effective complex
construction; few errors of agreements, tense,
number, word order function, articles, pronoun,
prepositions.
21 – 18
Good to average: effective but simple construction;
minor problem in complex construction; several errors
of agreement, tense, number, word order function,
articles, pronouns, prepositions but meaning seldom
obscured.
17 – 11
Fair to poor: major problem in simple/ complex
construction; frequent errors of negotiation,
agreement, tense, number, word order/ function,
articles, pronouns, prepositions and/ or fragments,
run-ons, deletions; meaning confused or obscured.
10 – 5
Very poor: virtually no mastery of sentence
constructions rules; dominated by errors; does not
communicate; or not enough to evaluate.
Mechanics 5
Excellent to very good: demonstrates mastery of
conventions; few errors of spelling, punctuation,
capitalization, paragraphing.
4
Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing but meaning
not obscured.
3
Fair to poor: frequent errors of spelling, punctuation,
capitalization, paragraphing; poor handwriting;
meaning confused or obscured.
2
Very poor: no mastery of conventions; dominated by
errors of spelling, punctuation, capitalization,
paragraphing; hand writing illegible; or not enough to
evaluate.
Standard of Each Element:
No. Score Criteria
1. 89 – 100 Excellent
2. 79 -88 Good
3. 66 – 78 Fair
4. 46 -65 Poor
5. 0 – 45 Very Poor
Magelang, 27 Juli 2016
Mengetahui,
Gur Guru Mata Pelajaran
Dra. Siti Zinur`aini
Observer
Nida Annisa
NIP. 19960919 200501 2 001 NIM. 113 11 031
Mengetahui,
Kepala Sekolah MAN 1 Kota Magelang
Drs. H Kasnawi, M.Ag
NIP. 19640412 199103 1 005
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MAN 1 Kota Magelang
Mata pelajaran : Bahasa Inggris
Kelas/ Semester : X / Ganjil
Jurusan : X Bahasa 1
Materi Pokok : Describing Historical Place
Alokasi Waktu : 2 x 45 menit
F. KOMPETENSI INTI
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 :Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
G. KOMPETENSI DASAR
1.2 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar.
2.4 Menunjukkan perilaku tanggung jawab, peduli, kerjasama dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah
terkenal, sesuai dengan konteks penggunaannya.
4.12. Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.11. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan,
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
H. INDIKATOR PENCAPAIAN KOMPETENSI
5. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), kesungguhan belajar bahasa Inggris melalui teks
deskriptif.
6. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), perilaku cinta damai, percaya diri, dan tanggung
jawab dalam melaksanakan komunikasi tentang teks deskriptif.
7. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), fungsi sosial dan unsur kebahasaan dalam teks
deskriptif.
8. Melalui proses mengamati, menanya, mengeksplorasi, mengasosiasi, dan
mengkomunikasikan (5M), peserta didik mampu menyusun teks deskriptif.
I. TUJUAN PEMBELAJARAN
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif
sederhana tentang bangunan bersejarah terkenal.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi terkait teks deskriptif sederhana tentang bangunan
bersejarah terkenal.
3. Mengidentifikasi fungsi social, struktur teks, dan unsure kebahasaan pada teks
deskriptif sederhana tentang bangunan bersejarah terkenal.
4. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana tentang
bangunan bersejarah terkenal.
5. Menyusun teks deskriptif lisan dan tulis sederhana tentang bangunan bersejarah
terkenal.
J. MATERI PEMBELAJARAN
11. Definisi Teks Deskriptif (The Definition of Descriptive Text)
Descriptive text is the text to describe about thing, person, animals , place and
so on. Jadi teks deskriptive text ditulis untuk mendeskripsikan benda, orang,
hewan dan lain-lainnya yang dapat di deskripsikan. Deskipsi tentang orang
biasanya menampilkan identitas orang tersebut serta ciri fisik, karakter, dab
aktivitasnya. Deskripsi hewan biasanya tentang ciri-ciri fisik, tempat tinggal,
kebiasaan dan kesukaannya. Sedangkan deskripsi tempat menerangkan
letak/lokasi, bagian , ciri khusus dan hal yang menarik dari tempat tersebut.
12. Sususan Umum Teks Deskriptive (Generic Structure of Descriptive Text)
Dalam menulis teks deskripsi kita harus memperhatikan beberapa hal berikut ini
:
c. Identification , yaitu bagian yang memperkenalkan tentang topik apa yang
akan kita ceritakan dan memperkenalkan tokoh pemainnya
d. Description , yaitu bagian yang menggambarkan atau mengungkapkan
tentang ciri-ciri khusus , sifat, kesenangan , kebiasaan tokoh nya
13. Fungsi Sosial Deskriptif Teks (The Social Functions of Descriptive Text)
Descriptive text bertujuan untuk menggambarkan dan mengungkapkan atau
mendeskripsikan ciri-ciri dari benda, orang, hewan , tempat dan lain-lainya.
Desciptive text dibuat tanpa melakukan penelitian secara detail jadi penulis
hanya menulis cerita descriptive text berdasarkan apa yang ia lihat dan ia
dengar.
14. Unsur Kebahasaan Deskriptif (The Language Features of descriptive Text)
f. Menggunakan simple present tense
g. Menggunakan kata sifat atau adjective
h. Menggunakan to be seperti (am,is,are)
i. Menggambarkan object atau tokohnya dengan spesifik
j. Menggunakan bahasa yang menarik
15. Simple Present Tense
a. Rumus Simple Present Tense :
(K. Positif) S + V1 s/es + O
(K. Negatif) S + does/do + Not + V1 + O
(K. Tanya) Does/do + S + V1 ?
b. Contoh Kalimat Simple Present Tense:
(K. Positif) He goes to Bali
(K. Negatif) He does not go to Bali
(K. Tanya) Does He go to Bali ?
16. Contoh deskriptif Teks (The Example of Descriptive Text)
Borobudur is Hindu – Buddhist temple. It was built in the ninth century
under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in
Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is
influenced by the Gupta architecture of India. The temple is constructed on a hill
46 m high and consists of eight steps like stone terrace. The first five terraces
are square and surrounded by walls adorned with Buddhist sculpture in bas-
relief. The upper three are circular. Each of them is with a circle of bell shape-
stupa. The entire edifice is crowned by a large stupa at the centre at the centre
of the top circle. The way to the summit extends through some 4.8 km of
passage and star ways. The design of Borobudur which symbolizes the structure
of universe influences temples at Angkor, Cambodia.
Penjelasan:
b. Paragraf pertama: Identification, menggambarkan sepintas tentang Candi
Borobudur yang akan dideskripsikan sehingga pembaca tidak akan salah
paham tentang candi yang sedang dibicarakan. Bahwa candi yang dimaksud
adalah candi yang bernama Borobudur, yang berlokasi di Magelang, Jawa
Tengah.
c. Paragraf kedua: Description, berisi tentang penjelasan atau deskripsi Candi
Borobudur dengan memaparkan sifat-sifatnya seperti:
- berada di bukit dengan ketinggian 46 meter dan terdiri dari 8 tingkat
seperti teras.
- 5 tingkat pertama berbentuk kotak dan dikelilingin tembok.
- 3 tingkat paling atas berbentuk bulat (circular).
17. METODE PEMBELAJARAN
4. Model Pembelajaran : Pair work
5. Metode Pembelajaran : Pair Pork and Mini Research Activity
6. Teknik : Tugas Berpasangan dan Diskusi
18. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN:
4. Media : Gambar, Teks Descriptive, Lembar Kerja Siswa
5. Alat : Papan Tulis, Spidol, Penghapus.
6. Sumber: Buku Guru Bahasa Inggris SMA Kelas X Kurikulum 2013
Kamus Inggris-Indonesia
http://www.bahasainggrisoke.com
http://inggrisonline.com
19. LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Menyiapkan peserta didik untuk mengikuti proses
pembelajaran;
Memotivasi peserta didik;
Mengajukan pertanyaan-pertanyaan tentang teks deskripti
terkait dengan materi yang akan dipelajari;
Menjelaskan tujuan pembelajaran atau kompetensi dasar
10‘
yang akan dicapai; dan menyampaikan cakupan materi
serta penjelasan uraian kegiatan sesuai silabus.
Kegiatan Inti Mengamati (20‘)
3. Siswa memperhatikan beberapa contoh teks tentang
penggambaran orang, tempat wisata, atau bangunan
bersejarah.
4. Siswa belajar menemukan gagasan pokok, informasi rinci
dan informasi tertentu dari teks
Menanya (10‘)
1. Dengan bimbingan dan arahan guru, siswa
mempertanyakan antara lain perbedaan antar berbagai
teks deskripsi yang ada dalam bahasa Inggris, perbedaan
teks dalam bahasa Inggris dengan yang ada dalam
bahasa Indonesia
2. Siswa mempertanyakan unsure kebahasaan yang
digunakan dalam teks deskriptif
2. Mengeksplorasi (20‘)
Guru mengingatkan kembali tentang teks deskriptif,
generic structure dan simple present tense.
Guru meminta beberapa siswa untuk membacakan hasil
dari tugas yang sudah diberikan guru pada pertemuan
sebelumnya tentang deskriptif teks idola siswa.
Guru memberikan penjelasan generic structure yang ada
dalam text pendek yang dibuat siswa.
Guru meminta siswa untuk pergi ke luar kelas dan
mengamati tentang sekolah dan membuat teks deskripsi
tentang sekolah secara berpasangan.
Mengasosiasi (10‘)
3. Siswa menganalisa dan mengamati tempat-tempat dan
75‘
suasana sekolah.
4. Siswa menuliskan beberapa kosakata ke dalam list
tentang keadaan dan suasana sekolah.
Mengkomunikasikan (15‘)
3. Berpasangan, siswa membuat teks deskriptif tentang
lingkungan sekolah.
4. Siswa secara berpasangan mempresentasikan hasil kerja
kelompok di depan kelas.
Penutup 4. Guru bersama-sama dengan siswa membuat kesimpulan
dari tugas yang telah dikerjakan.
5. Memberikan umpan balik terhadap hasil pembelajaran.
6. Memberikan tugas pada pertemuan selanjutnya.
5‘
20. PENILAIAN
Indikator Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
1. Memahami teks
deskriptif.
2. Menulis teks essai
bentuk deskriptif.
Tes
Tertulis
Essay 1. Complete the mini
research list!
2. Write an essay describing
about the school.
3. Instrumen/ Soal
- Essay Test
a. Complete the mini research‘ list about 2 places in your school!
Write the things at least 3 things and describe situation in that place minimal 2
situation.
b. After complete the mini research‘ list, write a paragraph describing your school
(At least 15 sentences)
Mini Research‘ List
No Place Things Situation
1. 1.
2.
3.
1.
2.
2. 1.
2.
3
1.
2.
4. Pedoman Penilaian :
a. Jumlah skor maksimal keseluruhan 100
b. Nilai perolehan adalah total keseluruhan elemen.
4. Rubrik Penilaian
Component Score Criteria
Content
30 – 27
Excellent to very good: Knowledge, substantive,
thorough development of thesis, relevant to assigned
topic.
26 - 22
Good to average: some knowledge of subject,
adequate range, limited development of thesis, mostly
relevant to topic, but lacks detail.
21 – 17 Fair to poor: limited knowledge of subject, little
substance, inadequate development of topic.
16 – 13 Very poor: does not show knowledge of subject, non –
substantive, not pertinent, or not enough to evaluate.
Organization 20 – 18
Excellent to very good: fluent expression, ideas clearly
stated/supported, well organized, logical sequencing,
cohesive.
17 – 14
Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited support,
logical but incomplete sequencing.
13 – 10
Fair to poor: non-fluent, ideas confused or
disconnected; lacks logical sequencing and
development.
9 – 7 Very poor: does not communicate, no organization, or
not enough to evaluate.
Vocabulary
20 – 18
Excellent to very good: sophisticated range, effective
word/idiom choice and usage, word form mastery,
appropriate register.
17 – 14
Good to average: adequate range, occasional error of
word/ idiom form, choice, usage but meaning not
obscured.
13 – 10
Fair to poor: limited range: frequent errors of word/
idiom form, choice, usage; meaning confused or
obscured.
9 – 7
Very poor: essentially translation; little knowledge of
English vocabulary, idioms, word form; or not enough
to evaluate.
Language use
25 – 22
Excellent to very good: effective complex
construction; few errors of agreements, tense,
number, word order function, articles, pronoun,
prepositions.
21 – 18
Good to average: effective but simple construction;
minor problem in complex construction; several errors
of agreement, tense, number, word order function,
articles, pronouns, prepositions but meaning seldom
obscured.
17 – 11
Fait to poor: major problem in simple/ complex
construction; frequent errors of negotiation,
agreement, tense, number, word order/ function,
articles, pronouns, prepositions and/ or fragments,
run-ons, deletions; meaning confused or obscured.
10 – 5
Very poor: virtually no mastery of sentence
constructions rules; dominated by errors; does not
communicate; or not enough to evaluate.
Mechanics 5 Excellent to very good: demonstrates mastery of
conventions; few errors of spelling, punctuation,
capitalization, paragraphing.
4
Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing but meaning
not obscured.
3
Fair to poor: frequent errors of spelling, punctuation,
capitalization, paragraphing; poor handwriting;
meaning confused or obscured.
2
Very poor: no mastery of conventions; dominated by
errors of spelling, punctuation, capitalization,
paragraphing; hand writing illegible; or not enough to
evaluate.
Standard of Each Element:
No. Score Criteria
1. 89 - 100 Excellent
2. 79 -88 Good
3. 66 - 78 Fair
4. 46 -65 Poor
5. 0 - 45 Very Poor
Magelang, 27 Juli 2016
Mengetahui,
Gur Guru Mata Pelajaran
Dra. Siti Zinur`aini
Observer
Nida Annisa
NIP. 19960919 200501 2 001 NIM. 113 11 031
Mengetahui,
Kepala Sekolah MAN 1 Kota Magelang
Drs. H Kasnawi, M.Ag
NIP. 19640412 199103 1 005
APPENDIX D
Materi
MATERI
21. Definisi Teks Deskriptif (The Definition of Descriptive Text)
Descriptive text is the text to describe about thing, person, animals , place and
so on. Jadi teks deskriptive text ditulis untuk mendeskripsikan benda, orang,
hewan dan lain-lainnya yang dapat di deskripsikan. Deskipsi tentang orang
biasanya menampilkan identitas orang tersebut serta ciri fisik, karakter, dab
aktivitasnya. Deskripsi hewan biasanya tentang ciri-ciri fisik, tempat tinggal,
kebiasaan dan kesukaannya. Sedangkan deskripsi tempat menerangkan
letak/lokasi, bagian , ciri khusus dan hal yang menarik dari tempat tersebut.
22. Sususan Umum Teks Deskriptif (Generic Structure of Descriptive Text)
Dalam menulis teks deskripsi kita harus memperhatikan beberapa hal berikut ini :
e. Identification , yaitu bagian yang memperkenalkan tentang topik apa yang
akan kita ceritakan dan memperkenalkan tokoh pemainnya
f. Description , yaitu bagian yang menggambarkan atau mengungkapkan
tentang ciri-ciri khusus , sifat, kesenangan , kebiasaan tokoh nya
23. Fungsi Sosial Deskriptif Teks (The Social Functions of Descriptive Text)
Descriptive text bertujuan untuk menggambarkan dan mengungkapkan atau
mendeskripsikan ciri-ciri dari benda, orang, hewan , tempat dan lain-lainya.
Desciptive text dibuat tanpa melakukan penelitian secara detail jadi penulis
hanya menulis cerita descriptive text berdasarkan apa yang ia lihat dan ia
dengar.
24. Unsur Kebahasaan Deskriptif (The Language Features of descriptive Text)
k. Menggunakan simple present tense
l. Menggunakan kata sifat atau adjective
m. Menggunakan to be seperti (am,is,are)
n. Menggambarkan object atau tokohnya dengan spesifik
o. Menggunakan bahasa yang menarik
25. Simple Present Tense
c. Rumus Simple Present Tense :
(K. Positif) S + V1 s/es + O
(K. Negatif) S + does/do + Not + V1 + O
(K. Tanya) Does/do + S + V1 ?
d. Contoh Kalimat Simple Present Tense:
(K. Positif) He goes to Bali
(K. Negatif) He does not go to Bali
(K. Tanya) Does He go to Bali ?
26. Contoh deskriptif Teks (The Example of Descriptive Text)
1. Describing People
MY BEST FRIEND
I have a lot of friends in my school, but Dinda has been my best
friend since junior high school. We don’t study in the same class, but we
meet at school everyday during recess and after school. I first met her at
junior high school orientation and we’ve been friends ever since.
Dinda is good-looking. She’s not too tall, with fair skin and wavy
black hair that she often puts in a ponytail. At school, she wears the
uniform. Other than that, she likes to wear jeans, casual t-shirts and
sneakers. Her favorite t-shirts are those in bright colors like pink, light
green and orange. She is always cheerful. She is also very friendly and
likes to make friends with anyone. Like many other girls, she is also
talkative. She likes to share her thoughts and feelings to her friends. I
think that’s why many friends enjoy her company. However, she can be
a bit childish sometimes. For example, when she doesn’t get what she
wants, she acts like a child and stamps her feet.
Dinda loves drawing, especially the manga characters. She
always has a sketchbook with her everywhere she goes. She would
spend some time to draw the manga characters from her imagination.
Her sketches are amazingly great. I’m really glad to have a best friend
like Dinda.
Penjelasan:
Part of text Purpose Details from the text
Identification
Part
To identify the
person or
thing
being
described
I have a lot of friends in my
school, but Dinda has been my
best friend since junior high
school. We don‘t study in the
same class, but we meet at
school everyday during recess
and after school. I first met her
at junior high school orientation
and we‘ve been friends ever
since.
Description
Part
To describe
the
characteristic
features of the
person or
thing
Dinda is good-looking. She‘s
not too tall, with fair skin and
wavy black hair that she often
puts in a ponytail. At school, of
course she wears uniform. Other
than that, she likes to wear
jeans, casual t-shirts and
sneakers. Her favorite t-shirts
are those in bright colors like
pink, light green and orange.
She is always cheerful. She is
also very friendly and likes to
make friends with anyone. Like
many other girls, she is also
talkative. She likes to share
about her thoughts and feelings
to her friends. I think that‘s why
many friends enjoy her
company. However, she can be
a bit childish sometimes. For
example, when she doesn‘t get
what she wants, she acts like a
child and stamps her feet.
Dinda loves drawing, especially
manga characters. She always
has a sketchbook with her
everywhere she goes. She would
spend some time to draw manga
characters from her imagination.
Her sketches are amazingly
great.
2. Describing Historical Place
Borobudur is Hindu – Buddhist temple. It was built in the ninth
century under Sailendra dynasty of ancient Mataram kingdom.
Borobudur is located in Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is
influenced by the Gupta architecture of India. The temple is constructed
on a hill 46 m high and consists of eight steps like stone terrace. The first
five terraces are square and surrounded by walls adorned with Buddhist
sculpture in bas-relief. The upper three are circular. Each of them is with
a circle of bell shape-stupa. The entire edifice is crowned by a large stupa
at the centre at the centre of the top circle. The way to the summit
extends through some 4.8 km of passage and star ways. The design of
Borobudur which symbolizes the structure of universe influences temples
at Angkor, Cambodia.
Penjelasan:
d. Paragraf pertama: Identification, menggambarkan sepintas tentang
Candi Borobudur yang akan dideskripsikan sehingga pembaca tidak
akan salah paham tentang candi yang sedang dibicarakan. Bahwa
candi yang dimaksud adalah candi yang bernama Borobudur, yang
berlokasi di Magelang, Jawa Tengah.
e. Paragraf kedua: Description, berisi tentang penjelasan atau deskripsi
Candi Borobudur dengan memaparkan sifat-sifatnya seperti:
- berada di bukit dengan ketinggian 46 meter dan terdiri dari 8
tingkat seperti teras.
- 5 tingkat pertama berbentuk kotak dan dikelilingin tembok.
- 3 tingkat paling atas berbentuk bulat (circular).
APPENDIX E
Soal - Soal
PRE-TEST
Name :
No :
Class :
Essay Test
Write a paragraph you can choose describing people, thing, or place!
(At least 7 sentences)
POST-TEST 1
Name :
No :
Class :
Write descriptive text about KH. Mustofa Bisri according with the mini
research‘ list below! (At least 10 sentences)
Mini Research‘ List
KH. Mustofa Bisri
Date of Birth 10 August 1944
Education Graduated from Al Azhar University
Job Author, modern intelectual, painter, and critical
Hobby Creator and reader of poem
Activity Propagate his religion through art,
Criticize about the problem of indonesia
and give advise through his poem
Title of his poem Kumpulan Puisi Balsem (1988), Tadarus Antologi
Puisi (1990), Pahlawan dan Tikus (1993), Rubaiyat
Angin dan Rumput (1994), Wekwekwek (1995)
POST TEST 2
Name :
No :
Class :
- Essay Test
c. Complete the mini research‘ list about 2 places in your school!
Write the things at least 3 things and describe situation in that place minimal 2
situation.
d. After complete the mini research‘ list, write a paragraph describing your
school (At least 15 sentences)
Mini Research‘ List
No Place Things Situation
1. 1.
2.
3.
3.
4.
2. 1.
2.
3.
1.
2.
APPENDIX F
Lembar Validasi
LEMBAR VALIDASI INSTRUMEN
SILABUS
A. TUJUAN
Tujuan penggunaan instrumen ini adalah untuk mengukur kevalidan silabus
dalam pelaksanaan pembelajaran bahasa inggris yang implementasinya
menggunakan Pair Work and Mini Research Activity.
B. PETUNJUK
1. Bapak/ Ibu dapat memberikan penilaian dengan memberikan tanda cek (√) pada
kolom yang
Tersedia, Setiap butir yang diberi tanda (√) memiliki nilai 5, jika tidak bernilai 0.
NO BUTIR YANG DI VALIDASI
KETERANGAN
YA TIDAK
1. Mengkaji keterkaitan antar kompetensi dasar dengan
kompetensi inti √
2. Mengidentifikasikan materi yang menunjang pencapaian
Kompetensi dasar. √
3. Aktifitas kedalaman dan keleluasaan materi. √
4.
Menentukan sumber belajar yang disesuaikan dengan KI KD
serta materi pokok kegiatan pembelajaran dan indicator
pencapaian kompetensi.
√
5. Penggunaan bahasa sesuai dengan EYD √
6. Kesederhanaan struktur kalimat. √
7. Kesesuaian alokasi yang digunakan √
8. Pemilihan alokasi waktu didasarkan pada tuntutan KD √
Rubrik Penilaian
KRITERIA NILAI
Sangat baik 87,5 – 100
Baik 62,5 – 75
Kurang <50
Penilaian:
Jumlah skor maksimal = 8 x 5 = 40
x 100
Keterangan : Lembar silabus ini dikatakan Valid, apabila nilai mencapai
62,5 -100.
Penilaian:
Jumlah skor maksimal = 8 x 5 = 40
x 100 = 100
Keterangan : Lembar silabus ini di katakana valid, karena jumlah nilai
yang diperoleh ialah 100.
C. KOMENTAR / SARAN
Catatan :
............................................................................................................................. ...................
................................................................................................................................................
............................................................................................................................. ...................
..
................................................................................................................................................
..
............................................................................................................................. ...................
..
................................................................................................................................................
..
Magelang, 27
Juli 2016
Valida
tor
Dra. Istiyatun
Rahayu
LEMBAR VALIDASI INSTRUMEN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
D. TUJUAN
Tujuan penggunaan instrumen ini adalah untuk mengukur kevalidan RPP
dalam pelaksanaan pembelajaran bahasa inggris yang implementasinya
menggunakan Pair work and Mini Research Activity.
E. PETUNJUK
2. Bapak/ Ibu dapat memberikan penilaian dengan memberikan tanda cek (√) pada
kolom yang
Tersedia, Setiap butir yang diberi tanda (√) memiliki nilai 5, jika tidak bernilai 0.
NO BUTIR YANG DI VALIDASI
KETERANGAN
YA TIDAK
1. Rumusan kompetensi dasar sesuai kompetensi inti. √
2. Rumusan Indikator sesuai dengan kompetensi dasar. √
3. Rumusan tujuan pembelajaran sesuai dengan indikator. √
4. Materi sesuai dengan tujuan pembelajaran. √
5. Metode yang digunakan sesuai dengan materi pembelajaran. √
6. Langkah-Langkah kegiatan pembelajaran. √
7. Sumber belajar √
8. Penilaian √
Rubrik Penilaian
KRITERIA NILAI
Sangat baik 87,5 – 100
Baik 62,5 – 75
Kurang <50
Penilaian:
Jumlah skor maksimal = 8 x 5 = 40
x 100
Keterangan : Lembar RPP ini dikatakan Valid, apabila nilai mencapai 62,5 -
100.
Penilaian:
Jumlah skor maksimal = 8 x 5 = 40
x 100 = 100
Keterangan : Lembar RPP ini di katakana valid, karena jumlah nilai yang
diperoleh ialah 100.
F. KOMENTAR / SARAN
Catatan :
............................................................................................................................. ...................
................................................................................................................................................
............................................................................................................................. ...................
..
................................................................................................................................................
..
............................................................................................................................. ...................
..
............................................................................................................................................. ...
..
Magelang, 27
Juli 2016
Valida
tor
Dra. Istiyatun
Rahayu
LEMBAR VALIDASI INSTRUMEN
MATERI
G. TUJUAN
Tujuan penggunaan instrumen ini adalah untuk mengukur kevalidan materi
dalam pelaksanaan pembelajaran bahasa inggris yang implementasinya
menggunakan Pair Work and Mini Research Activity.
H. PETUNJUK
3. Bapak/ Ibu dapat memberikan penilaian dengan memberikan tanda cek (√) pada
kolom yang
Tersedia, Setiap butir yang diberi tanda (√) memiliki nilai 5, jika tidak bernilai 0.
NO BUTIR YANG DI VALIDASI
KETERANGAN
YA TIDAK
1. Organisasi penyajian secara umum √
2. Keterkaitan yang konsisten antara materi bahasan √
3. Cakupan materi √
4. Kejelasan dan urutan materi √
5. Keterkaitan antara masalah dengan konteks kehidupan yang
termuat dalam buku siswa. √
6. Penggunaan bahasa sesuai dengan EYD √
7. Bahasa yang digunakan komunikatif √
8. Kesederhanaan struktur kalimat. √
Rubrik Penilaian
KRITERIA NILAI
Sangat baik 87,5 – 100
Baik 62,5 – 75
Kurang <50
Penilaian:
Jumlah skor maksimal = 8 x 5 = 40
x 100
Keterangan : Lembar materi ini dikatakan Valid, apabila nilai mencapai
62,5 -100.
Penilaian:
Jumlah skor maksimal = 7 x 5 = 35
x 100 = 87,5
Keterangan : Lembar materi ini di katakana valid, karena jumlah nilai yang
diperoleh ialah 87,5.
I. KOMENTAR / SARAN
Catatan :
Pada butir point 5 yang menyebutkan tentang keterkaitan antara masalah dengan konteks
kehidupan yang termuat dalam buku siswa kurang bias dicermati karena tidakmengetahui
buku siswa apa yang digunakan oleh guru dan observer tidak mencantumkan buku
tersebut.
Magelang, 27
Juli 2016
Valida
tor
Dra. Istiyatun
Rahayu
LEMBAR VALIDASI INSTRUMEN
LEMBAR SOAL SISWA
J. TUJUAN
Tujuan penggunaan instrumen ini adalah untuk mengukur kevalidan lembar
soal siswa dalam pelaksanaan pembelajaran bahasa inggris yang implementasinya
menggunakan Pair Work and Mini Research Activity.
K. PETUNJUK
4. Bapak/ Ibu dapat memberikan penilaian dengan memberikan tanda cek (√) pada
kolom yang
Tersedia, Setiap butir yang diberi tanda (√) memiliki nilai 5, jika tidak bernilai 0.
NO BUTIR YANG DI VALIDASI
KETERANGAN
YA TIDAK
1. Soal disajikan secara sistematis. √
2. Merupakan materi/tugas yang esensial √
3. Masalah yang diangkat sesuai dengan tingkat kemampuan
siswa. √
4. Setiap kegiatan mempunyai tujuan yang jelas. √
5. Penggunaan bahasa sesuai dengan EYD
√
6. Bahasa yang digunakan sesuai dengan tingkat perkembangan
kemampuan siswa. √
7. Kalimat yang digunakan jelas dan mudah dimengerti
√
8. Kejelasan petunjuk atau arahan.
√
Rubrik Penilaian
KRITERIA NILAI
Sangat baik 87,5 – 100
Baik 62,5 – 75
Kurang <50
Penilaian:
Jumlah skor maksimal = 8 x 5 = 40
x 100
Keterangan : Lembar soal siswa ini dikatakan Valid, apabila nilai mencapai
62,5 -100.
Penilaian:
Jumlah skor maksimal = 5 x 5 = 25
x 100 = 62,5
Keterangan : Lembar soal ini di katakana valid, karena jumlah nilai yang
diperoleh ialah 62,5.
L. KOMENTAR / SARAN
Catatan :
1. Pada soal pre test instruksi kerang jelas, kata make alangkah lebih baik diganti
dengan write. Write a paragraph describing people, thing or place! (At least 10
sentences).
2. Pada soal post test 1 sama dengan pre test, kata make diganti dengan write. Selain
itu instruksi jumlah kalimat yang harus ditulis oleh siswa juga kurang jelas.
3. Pada soal post test 2 sama dengan post test 1, tolong berikan instruksi berapa
jumlah kata atau kalimat yang harus di tulis oleh siswa. Dan kata make diganti
dengan kata write.
Magelang, 27
Juli 2016
Valida
tor
Dra. Istiyatun
Rahayu
LEMBAR VALIDASI INSTRUMEN
OBSERVASI KETERLAKSANAAN PEMBELAJARAN
M. TUJUAN
Tujuan penggunaan instrumen ini adalah untuk mengukur kevalidan lembar
observasi keterlaksanaan dalam pelaksanaan pembelajaran bahasa inggris yang
implementasinya menggunakan Pair Work and Mini Research Activity.
N. PETUNJUK
5. Bapak/ Ibu dapat memberikan penilaian dengan memberikan tanda cek (√) pada
kolom yang
Tersedia, Setiap butir yang diberi tanda (√) memiliki nilai 5, jika tidak bernilai 0.
NO BUTIR YANG DI VALIDASI
KETERANGAN
YA TIDAK
1. Organisasi penyajian secara umum √
2. Keterkaitan yang konsisten antara kegiatan dengan materi √
3. Keefektifan kegiatan dengan peningkatan kemampuan siswa √
4. Kejelasan dan urutan kegiatan √
5. Keterkaitan antara kegiatan dengan skill writing.
√
6. Penggunaan bahasa sesuai dengan EYD
√
7. Bahasa yang digunakan komunikatif √
8. Kesederhanaan struktur kalimat. √
Rubrik Penilaian
KRITERIA NILAI
Sangat baik 87,5 – 100
Baik 62,5 – 75
Kurang <50
Penilaian:
Jumlah skor maksimal = 8 x 5 = 40
x 100
Keterangan : Lembar observasi ini dikatakan Valid, apabila nilai mencapai
62,5 -100.
Penilaian:
Junlah skor maksimal = 6 x 5 = 30
x 100 = 75
Keterangan : Lembar observasi ini dikatakan valid, karena jumlah nilai
yang diperoleh ialah 75.
O. KOMENTAR / SARAN
Catatan :
1. Pada caycle 1 dan 2 kata siswa pada kolom kegiatan siswa dihilangkab
saja.
2. Pada point kesembilan di lembar observasi cycle 2 ditambahi kata
menuliskan teks deskriptif.
3. Pada point kesepuluh di lembar observasi cycle 2 kata mempresentasikan
diganti membacakan karena siswa baru bias membacakan hasilnya saja,
belum bias menghafalkan teks yang mereka buat.
Magelang,
27 Juli 2016
Valida
tor
Dra. Istiyatun
Rahayu
APPENDIX G
Lembar Observasi
Keterlaksanaan
LEMBAR OBSERVASI KETERLAKSANAAN
PEMBELAJARAN BAHASA INGGRIS DENGAN “PAIR WORK AND
MINI RESEARCH ACTIVITY”
Cycle I
Petunjuk:
Berilah tanda centang (√) sesuai dengan hasil pengamatan, pada kolom yang
tersedia.
No Kegiatan Guru Keterlaksaan Faktor
Penghambat
Kegiatan Siswa Keterlaksaan Faktor
Penghambat
Ide Penyelesaian
Ya Tidak Ya Tidak
1
Memulai pelajaran dengan
mengucapkan salam,
menanyakan kabar dan doa
Menjawab salam,
berdo‘a bersama
2 Mengecek kehadiran siswa Menjawab absensi
3 Apersepsi
Mengikuti kegiatan
dengan baik
4
Menginformasikan tujuan
pembelajaran dan
memotivasi siswa
Mendengarkan
penjelasan dan
mengemukakan
gagasan
5
Memberi informasi
mengenai suatu konsep
yang akan dipelajari,
penjelasan tentang
descriptive text.
Mendengarkan
penjelasan atau
bertanya
6
Guru menjelaskan tentang
generic structure dan
language feature dari
descriptive text
Mendengarkan
penjelasan atau
bertanya
7
Guru menjelaskan tentang
tensis yang digunakan
dalam descriptive text yaitu
simple present tense
Mendengarkan
penjelasan atau
bertanya
8
Guru memberikan dan
menjelaskan conroh teks
descriptive text.
Mendengarkan dengan
seksama dan
memberikan tanggapan
atas penjelasan guru
9
Guru memberikan latihan
menulis teks descriptive
dengan cara memberikan
beberapa list mini research
untuk dikembangkan
menjadi sebuah teks dan
mengerjakannya secara
berpasangan.
Mengerjakan latihan
secara berpasangan
dengan baik dan
bertanya bila ada
kesulitan
10
Guru mengrahkan siswa
dalam mengerjakan latihan,
memberikan bimbingan dan
bantuan bila diperlukan
Mengerjakan tugas
dengan baik dan
bertanya bila ada
kesulitan
11
Guru memeriksa dan
membahas latihan bersaama
sama
Memeriksa dan
memberikan tanggapan
atas penjelasan guru
12
Guru menanyakan kesulitan
siswa selama proses
kegiatan belajar mengajar
Memberikan pendapat
tentang kesulitan
kesulitan yang dihadapi
selama pelajaran
berlangsung
13 Refleksi
Mengikuti kegiatan
refleksi
14
Guru menyampaikan rencan
pembelajaran pada
pertemuan berikutnya
Siswa mendengarkan
dengan seksama
15 Doa penutup Berdoa bersama
Magelang, 04 Agustus 2016
Observer,
Nida Annisa
113- 11-031
LEMBAR OBSERVASI KETERLAKSANAAN
PEMBELAJARAN BAHASA INGGRIS DENGAN PAIR WORK AND
MINI RESEARCH ACTIVITY
Cycle II
Petunjuk:
Berilah tanda centang (√) sesuai dengan hasil pengamatan, pada kolom yang
tersedia.
No Kegiatan Guru Keterlaksaan Faktor
Penghambat
Kegiatan Siswa Keterlaksaan Faktor
Penghambat
Ide Penyelesaian
Ya Tidak Ya Tidak
1
Memulai pelajaran dengan
mengucapkan salam,
menanyakan kabar dan doa
Menjawab salam, berdo‘a
bersama
2 Mengecek kehadiran siswa Menjawab absensi
3 Apersepsi
Mengikuti kegiatan dengan
baik
4
Menginformasikan tujuan
pembelajaran dan memotivasi
siswa
Mendengarkan penjelasan
dan mengemukakan gagasan
5
Memberi informasi mengenai
suatu konsep yang akan
dipelajari, dan melanjutkan
penjelasan tentang descriptive
text khususnya tentang
historical place.
Mendengarkan penjelasan
atau bertanya
6
Guru mengulas kembali
tentang generic structure dan
language feature dari
descriptive text.
Mendengarkan penjelasan
atau bertanya
7
Guru menjelaskan kembali
tentang simple present tense
secara lengkap.
Mendengarkan dengan
seksama dan memberikan
tanggapan atas penjelasan
guru
8
Guru memberikan contoh teks
descriptive text of historical
place.
Mendengarkan dengan
seksama dan memberikan
tanggapan atas penjelasan
guru
9
Guru memberikan latihan
menulis teks descriptive text
dengan tema sekolahku
melalui mini research activity
dan dikerjakan secara
berpasangan di luar kelas.
Siswa secara langsung
mengamati hal-hal yang
bersangkutan dengan benda
yang akan di diskripsikan di
luar kelas.
10
Guru mengrahkan siswa dalam
mengerjakan latihan,
memberikan bimbingan dan
bantuan bila diperlukan
Mengerjakan tugas dengan
baik dan bertanya bila ada
kesulitan
11
Guru melihat proses siswa
mempresentasikan hasil dari
kerja berpasangan mereka.
Siswa mempresentasikan
hasil kerja mereka secara
berpasangan di depan kelas.
12
Guru menanyakan kesulitan
siswa selama proses kegiatan
belajar mengajar
Memberikan pendapat
tentang kesulitan kesulitan
yang dihadapi selama
pelajaran berlangsung
13 Refleksi Mengikuti kegiatan refleksi
14 Guru menyampaikan rencan
pembelajaran pada pertemuan
Siswa mendengarkan
berikutnya dengan seksama
15 Doa penutup Berdoa bersama
Magelang, 2016
Observer,
Nida Annisa
113- 11- 031
APPENDIX H
Field Notes
FIELD NOTES
Kode : D.1 04.08.16
Hari/Tanggalobservasi : Kamis, 04 Agustus 2016
Waktu : 07.00 – 08.00 dan 09.30 – 10.15
Guru : Dra. Siti Zinur‘aini
Observer : Nida Annisa
Tempat : MAN 1 Kota Magelang
In code D.1 04.08.16 this is the teaching learning process in cycle 1. The
researcher will explain about notes in process teaching learning English in Bahasa
class. On Thursday, August 4 2016 at 07.00 the teacher and the observer entered
to Bahasa class, the teacher opened the lesson but before started the lesson the
teacher introduced the observer for their students. After that, the teacher checked
the students‘ present. In the first meeting, it was followed by 23 students.
Before the lesson, the teacher gave the pre-test for students in 20 minutes
about descriptive text before using pair work and mini research activities. She
divided the sheets and walked around the class in order to check the students
along doing the test. Some of them asked their friends, and other asked to the
teacher. After the students had finished the pre-test, teacher collected and began
the teaching learning process.
The teacher told the students about the topic that day, and then the teacher
asked the students about it. In this time the students still passive. There are some
students who want to try answered the teacher‘ question. After asked for her
student, teacher explained about language feature, compound adjective, and
example about description text. Students listened and gave attention. Some of
students asked the meaning of vocabulary. They less vocabulary some of them
brought dictionary and tried to open it.
After explain about the material teacher divided the students into a pair,
she gave instruction about the post test. The aim of the post test is review and to
know the students‘ comprehension after teacher explanation. The task in this post
test is they must make a descriptive text about KH Mustofa Bisri but they got list
about KH Mustofa Bisri like his birth, his hobby and his education. The list can
help students to make the text. Teacher gave 20 minutes to do assignment.
Students submitted their task after 20 minutes, some of them can make the
text with their pair easily with opened the dictionary; some of them feel that the
time is very fast and they have not finish the task. Even though there was students
who have not finish the task, most of them was very active and enthusiasm to do
assignment.
Magelang, 4 Agustus 2016
Guru
Dra. Siti Zinur‘aini
Observer
Nida Annisa
FIELD NOTES
Kode : D.2 11.08.16
Hari/Tanggalobservasi : Kamis, 11 Agustus 2016
Waktu : 07.00 – 08.00 dan 09.30 – 10.15
Guru : Dra. Siti Zinur‘aini
Observer : Nida Annisa
Tempat : MAN 1 Kota Magelang
In code D.2 21.04.16 this is the teaching learning process in cycle 2. The
teacher opened the class by greeting, said salam and checked students‗attendance.
In this session, the teacher discussed again about the previous lesson to the
students. Before the teacher continuance the lesson, she reminded the students
about the tense used in descriptive text. Students seemed more understand about
the material and the technique used by teacher. The students‘ activeness is
increases and the atmosphere of learning process too. In this cycle the learning
process was happened in outdoor activity, it means that teaching and learning
process did in the school environment. In this cycle the teacher introduced the
topic ―My School‖
After gave the explanation, teacher divided students into pairs, gave the
assignment and time for students to do the assignment in school environment
during 30 minutes. Teacher monitored the activity of each pairs and the students
look enthusiastic for doing the task even though some of them still had difficulties
in doing that. Most of the students got difficulties in vocabulary.
The count of the students is 23 so there were students who had not pairs. So,
she often asked for the teacher. So, the teacher came to help her. Teacher also
helped some students who asked her but sometimes teacher gave an opportunity to
the students to open their own source book, such as dictionary.
After entered in fourth lesson the English lesson was continued with
presentation about their work in the first lesson about their description of the room
in their school. This activity was built students confidents and to make students
more understand about descriptive text. The students was very happy and
enthusiasm to do presentation about their favorite room in the school. There are
six students who presented their work.
At the end of the lesson, the teacher again asked the students‘ about the
material and the students answered the teacher‘s question bravely, only some of
students silent and not answered the question. After that the ball was rang and the
teacher thanked to the students for their participation and attention for teacher and
the writer, because this is the last meeting, the writer said thanked for the students.
Magelang, 11 Agustus 2016
Guru
Dra. Siti Zinur‘aini
Observer
Nida Annisa
APPENDIX I
Students’ Sample Work
APPENDIX J
Students’ Sample Score
1. Ahmad Alfiata
C O V LU M Total Criteria
Pre-Test 17 14 14 8 2 55 Poor
Post-Test 1 19 15 13 11 2 60 Poor
Post-Test 2 23 16 14 15 4 75 Good
Ahmad Alfiata shows good improvement. He can pass the KKM even though
only in post test 2. He get the best improvement in content because when he
write descriptive text mostly relevant to topic. It is different with his score of
content in the pre test, he just get 17 because the text is very limited
knowledge and little substance.
2. Amalia Putri Pintoro
C O V LU M Total Criteria
Pre-Test 14 13 14 11 3 55 Poor
Post-Test 1 23 17 15 16 4 75 Good
Post-Test 2 23 17 16 17 4 77 Good
From the table above we can know that Amalia Putri Pintoro can pass the
KKM in the post test 1 and 2. She can increase her vocabulary it is proved
from her score. Even though there are occasional error of word that make she
get score 16 in her vocabulary aspects, it is a good improvement.
3. Annis Wachdatana
C O V LU M Total Criteria
Pre-Test 24 16 16 18 4 78 Good
Post-Test 1 25 16 17 21 4 83 Very good
Post-Test 2 25 18 18 21 4 86 Very good
Annis Wachdatana is one of active students in the class. He practices to
write descriptive text with pair work and mini research activity well. It is
proved from her score she always can pass KKM in every test. Especially
in the post test 2 she get score 86. It can happen because almost aspect of
writing assessment she get the high score. She always get score 4 in aspect
of mechanics because her punctuation, capitalization is good. She also can
use the efeective word in her text, it is proved in the post test 2 she get
score 18.
4. Artamevia Azzara
C O V LU M Total Criteria
Pre-Test 21 13 13 17 3 67 Fair
Post-Test 1 25 16 17 21 4 83 Very good
Post-Test 2 25 18 17 21 4 85 Very good
Artamevia Azzaro cannot pass in the pre test but she get good
improvement. She can pass the post test 1 and post test 2 and the score
upper 80. She get score 25 for content because she can improve her
knowledge. Beside that mostly her sentence relevant to topic. Her
vocabulary also gets good score than before because there are just some
errors in her words choice and usage.
5. Atiya Fitrianingrum
C O V LU M Total Criteria
Pre-Test 25 15 15 19 4 78 Good
Post-Test 1 25 17 18 21 4 85 Very good
Post-Test 2 26 17 19 23 4 89 Vey good
Atiya Fitrianingrum is one of clever student. It is proved that she can lead
the score in post test 2. She always get score 4 for mechanics aspect
because occasional errors of spelling, punctuation, capitalization,
paragraphing but meaning not obscured. She also get the good score in
vocabulary because sophisticated range, effective word choice and usage.
In language use she get excellent to very good that is 23 because she can
make effective complex construction, few errors of tense, articles,
pronouns and prepositions.
6. Desi Istiyani
C O V LU M Total Criteria
Pre-Test 18 11 11 12 3 55 Poor
Post-Test 1 23 17 15 16 4 75 Good
Post-Test 2 24 18 16 16 4 78 Good
In pre-test Desi Istiyani cannot pass the KKM. In the next test she can
increase her writing skill with pair work and mini research activity, it is
proved that she van pass the KKM in the post test 1 and the post test 2.
When she get score 3 for mechanic aspect in pre-test, she can get score 4
in some aspect in the post test 1 and 2. It can happen because in the post
test she get improvement in her written like capitalization and punctuation.
7. Endah Azzahro
C O V LU M Total Criteria
Pre-Test 17 11 12 12 3 55 Poor
Post-Test 1 23 15 14 15 3 70 Fair
Post-Test 2 22 16 14 15 4 71 Good
Endah Azzahro shows good improvement. Even though there is no one of
the test that she can pass the KKM, but she get improvement of each test.
Her big weakness in language use she just get score 12 and 15 because
there are major problem simple construction in her text. She get score 22
for content in post test 2 because limited development of her text.
8. Erna Diniyani
C O V LU M Total Criteria
Pre-Test 22 15 12 16 3 68 Fair
Post-Test 1 23 16 16 17 3 75 Good
Post-Test 2 25 16 15 16 4 76 Good
Erna Diniyani can pass the KKM in post test 1 and post test 2. She get
score 25 for her content in the post test 2 because she can improve her text
with her knowledge. She get score 4 for mechanics and it is more better
than before because she can write her text with good capitalization and
punctuation. Even though in pre test she can not pass the KKM she get
good improvement with her total score and she can pass the KKM in post
test 1 and post test 2.
9. Esti Indah Safitri
C O V LU M Total Criteria
Pre-Test 21 14 11 15 3 64 Fair
Post-Test 1 23 15 14 15 3 70 Fair
Post-Test 2 23 17 15 16 4 75 Good
In pre-test and post test 1 Esti Indah Safitri cannot pass the KKM. She get
little score for each aspect. Especially in language use she just get 15 and
16 because there are najor problem in her simple construction. She cannot
use the good pronouns and preposition. Even though her score is not high
she can pass the KKM in the poat teat 2. She can get score 4 for mechanics
aspect because her written like capitalization and punctuation is more
better than before.
10. Ida Himmatul Khusniah
C O V LU M Total Criteria
Pre-Test 22 14 13 13 3 65 Fair
Post-Test 1 23 16 13 15 3 70 Fair
Post-Test 2 26 17 14 15 3 75 Good
Ida Himmatul Khusniah cannot pass the KKM for pre test and post test 1,
but she get improvement in the post test 2 and she canpass the KKM. She
still have difficulty in aspect of mechanics because her written is not good
enough in punctuation, capitalization and spelling. In aspect of content in
post test 2 she get score 26 because she can make sentences in her text that
have relevant with the topic.
11. Nurulia Firdausi
C O V LU M Total Criteria
Pre-Test 25 16 17 18 4 80 Good
Post-Test 1 26 17 18 20 4 85 Very good
Post-Test 2 26 17 19 23 3 88 Very good
From the table above we can know that Nurulia Firdausi is one of clever
student. She has good achievement; she passes KKM with score upper 80.
She can make effective complex construction and use articles and
preposition well it is proved she get score 23 for language use. Beside that
she gets the good score for content in the post test 2 that is 26 because
mostly her sentence in her text is relevant to topic.
APPENDIX K
Research Documentation
RESEARCH DOCUMENTATION
1. The teacher give the material
2. The students do assignment pre-test
3. The teacher give explanation about the material
4. The students listen teacher explanation
5. The students discuss in pairs in the classroom
6. The students do assignment post test
7. The students discuss in pairs In the school environment
8. The students presents the assignment in front of the class
CURRICULUM VITAE
Name : Nida Annisa
Place, Date of Birth : Magelang, July 24, 1993
Address : Dsn. Kauman II RT 17/ RW 08, Ds. Payaman,
Kec. Secang, Kab. Magelang
Email Address : [email protected]
Phone Number : +6285 729441960
Educational Background :
1. SD Negeri Payaman 1
Ijazah STTB. No. DN-03 Dd 0165663 Graduated Year: 2005
2. SMP Negeri 3 Magelang
Ijazah STTB. No. DN-03 DI 0394203 Graduated Year: 2008
3. SMA Negeri 2 Magelang
Ijazah STTB. No. DN-03 Ma 0010187 Graduated Year: 2011
Salatiga, August 30, 2016
Nida Annisa