APPENDICES
APPENDIX 1 Table 3.2 The Writing Scoring Aspect
Aspect
Criteria
Content
Excellent to very knowledgeable – substantive – etc. good Good to average some knowledge of subject – adequate range – etc. Fair to poor limited knowledge of subject – little substance – etc. Very poor does not show knowledge of subject – non substantive – etc. Organization Excellent to very fluent expression – ideas clearly stated – good etc. Good to average somewhat choppy – loosely organized but main ideas stand out – etc. Fair to poor non fluent – ideas confused or disconnected – etc. Very poor does not communicate – no organization – etc. Vocabulary Excellent to very sophisticated range – effective word/idiom good choice and usage – etc. Good to average adequate range – occasional errors of word/idiom form, choice, usage but meaning not obscured. Fair to poor limited range – frequent errors of word/idiom form, choice, usage – etc. Very poor essentially translation – little knowledge of English vocabulary. Language Excellent to very effective complex constructions – etc. use good Good to average effective but simple construction – etc. Fair to poor
Mechanics
major problems insimple/complex constructions – etc. Very poor virtually no mastery of sentence construction rules – etc. Excellent to very demonstrates mastery of convention – etc. good Good to average occasional errors of spelling, punctuation – etc. Fair to poor frequent errors of spelling, punctuation, capitalization – etc. Very poor no mastery of conventions – dominated by errors of spelling, punctuation, capitalization, paragraphing – etc.
Score 4 3 2 1 4 3 2 1 4 3
2 1 4 3 2 1 4 3 2 1
APPENDIX 2 Lesson plan cycle I
RENCANA PELAKSANAAN PEMBELAJARAN(CYCLE 1)
Nama Sekolah
: SMP Muhammadiyah 2 Ponorogo
Mata Pelajaran
: Bahasa Inggris
Kelas/ semester
: VIII/1
Fokus / Skill
: Speaking
Alokasi Waktu
: 4 x 40 menit
Jumlah Pertemuan
: 2 kali
Standar Kompetensi 9. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk ungkapan asking dan giving for opinionuntuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 9.1 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk ungkapan asking and giving for opinion. Indikator 1. Menulis teks pendek dan sederhana dalam bentuk ungkapan asking and giving for opinion dengan langkah retorika yang benar TUJUAN PEMBELAJARAN Setelah mengkuti kegiatan pembelajaran, peserta didik dapat: 1. Mengidentifikasiungkapan
asking
and
giving
for
opiniondalamtematertentu 2. Menulis beberapa informasi dalam ungkapan asking and giving for opiniondengantematertentu
MATERI PEMBELAJARAN 1. Teksfungsionalpendekberbentukpercakapan singkatan memuat ungkapan asking and giving for opinion. METODE PEMBELAJARAN Interview technique KEGIATAN PEMBELAJARAN PertemuanPertama 1. KegiatanPendahuluan - Guru memberikansalam - Guru mengajakberdoaterlebihdahulusebelumbelajar. - Guru mengecekkehadiransiswa - Guru mereview pelajaran sebelumnya -
Guru
memberiapersepsi/
motivasi/
menyampaikantujuanpembelajaranberdasarkansituasi di kelas 2. KegiatanInti - Guru berdiri didepan siswa dengan memegang bahan ajar dan harus terlebih dahulu menguasai segala aspeknya,pastikan setiap siswa juga telah membawa bukunya. - Guru meminta agar siswa membuka bukunya masing-masing. - Guru memberikan gambaran tentang tema asking and giving for opinion.. - Guru memberikan beberapa kosa kata beserta artinya. - Guru memberikanpenjelasantentangteknikwawancara. - Gurumembagisiswamenjadibeberapakelompok yang terdiriatastigasiswa di setiapkelompok. - Guru memberinamapadamasing-masingkelompok. - Guru memberikan topik pada masing-masing kelompok. - Gurumemintasiswauntukbermainperanmenjadiwartawan,,narasumber, dannotulen.
- Guru memintasiswauntukmembuat dialog yang sesuaidengan topic yang telahdiberikan. - Guru
membantusiswa
yang
mengalamikesulitandalammenmbuattekspercakapan. - Guru memintasiswauntukmengumpulkanhasiltulisanmereka. 3. KegiatanPenutup - Guru menanyakankesulitansiswaatasmateri yang telahdibahas. - Guru dansiswamembuatkesimpulanatasmateri yang telahdibahas. - Guru menutuppelajarandenganberdoa. PertemuankeDua KegiatanPendahuluan - Guru memberikansalam - Guru mengajakberdoaterlebihdahulusebelumbelajar. - Guru mengecekkehadiransiswa - Guru mereview pelajaran sebelumnya -
Guru
memberiapersepsi/
motivasi/
menyampaikantujuanpembelajaranberdasarkansituasi di kelas 2. KegiatanInti - Guru mengingatkansiswapadamaterisebelumnyatentang asking and giving for opinion. - Guru memberikanmemulaimengajarmenggunakanteknikwawancara. - Gurumembagisiswamenjadibeberapakelompok yang terdiriatastigasiswa di setiapkelompok. - Guru memberinamapadamasing-masingkelompok. - Guru memberikan topik daninformasidarisetiaptopikpada masing-masing kelompok. - Gurumemintasiswauntukbermainperanmenjadiwartawan,narasumber, dannotulen.
- Guru memintasiswauntukmembuat dialog yang sesuaidengan topic yang telahdiberikan. - Guru
membantusiswa
yang
mengalamikesulitandalammenjawabpertanyaan. - Guru memnintasiswauntukmengumpulkanhasiltulisanmereka. 4. KegiatanPenutup - Guru menanyakankesulitansiswaatasmateri yang telahdibahas. - Guru dansiswamembuatkesimpulanatasmateri yang telahdibahas. - Guru menutuppelajarandenganberdoa. MEDIA PEMBELAJARAN DAN SUMBER PEMBELAJARAN 1. Media Pembelajaran Teks ungkapan asking and giving opinion 2. SumberPembelajaran Buku English on Sky 2 for Junior High School Students Year LKS PEDOMAN PENILAIAN 1. TeknikPenilaian
: Tes
2. BentukInstrument
: PenilaianTesTulis
RUBRIK PENILAIAN WRITING Aspect Content
Organization
Criteria
Score
Excellent to very knowledgeable – substantive – etc. good Good to average some knowledge of subject – adequate range – etc. Fair to poor limited knowledge of subject – little substance – etc. Very poor does not show knowledge of subject – non substantive – etc. Excellent to very fluent expression – ideas clearly stated – etc. good Good to average somewhat choppy – loosely organized but main ideas stand out – etc.
30 – 27 26 – 22 21 – 17 16 – 13 20 – 18 17 – 14
Fair to poor Very poor Vocabulary
Language use
13 – 10 9–7
Excellent to very sophisticated range – effective word/idiom good choice and usage – etc. Good to average adequate range – occasional errors of word/idiom form, choice, usage but meaning not obscured. Fair to poor limited range – frequent errors of word/idiom form, choice, usage – etc. Very poor essentially translation – little knowledge of English vocabulary. Excellent to very effective complex constructions – etc. good Good to average effective but simple construction – etc.
20 – 18
Fair to poor
17 – 11
Very poor Mechanics
non fluent – ideas confused or disconnected – etc. does not communicate – no organization – etc.
Excellent to good Good to average
major problems insimple/complex constructions – etc. virtually no mastery of sentence construction rules – etc. very demonstrates mastery of convention – etc.
17 – 14
13 – 10 9–7 25 – 22 21 – 19
10 – 5 5
occasional errors of spelling, punctuation – etc.
4
Fair to poor
frequent errors of spelling, punctuation, capitalization – etc.
3
Very poor
no mastery of conventions – dominated by errors of spelling, punctuation, capitalization, paragraphing – etc.
2
LAMPIRAN I HAND OUT MATERI
PertemuanPertama Opinion is including the words of opinion and argument/ reasons. Opinion dialogue is a dialog consists of two persons or more who have opinion each other’s. It can use the expressions, such as in my opinion, in my view, I think etc. Asking for opinion What is about…?
your
opinion
What do you think of…? How do you feel about…
Giving opinion
Commenting on opinion
In my opinion…
That’s a good point
I believe that…
I get your point.
I think…
I think it’s a good idea
I feel that…
I don’t think it’s a good idea.
Do you really think…?
I see what you mean, but.. I don’t think so…
Contoh Dialog Asking and Giving for Opinion
Selvi: I think this bag is much prettier than the one. What is your opinion? Kitty: Hmmm, Well. I don’t know. I like both of them. Why do you like that one better? Selvi: Hmmm, the design is more interesting and the colors are brighter. Kitty: And besides it, its color is really suitable for you. Selvi: Do you really think so? I will buy it. Thank you Kitty!
Tema Asking and Giving for Opinion UntukPertemuanPertama The Famous Person
1) Luna Maya 2) AliandoSyarief 3) Raffi Ahmad 4) Sule 5) JokoWidodo
Tema Asking and Giving for Opinion UntukPertemuanKedua The Cities in Indonesia
1. The Jogjakarta City 2. The Jakarta City 3. The Malang City 4. The Ponorogo City 5. The Surabaya City
APPENDIX 3 Lesson plan cycle II
RENCANA PELAKSANAAN PEMBELAJARAN (CYCLE 2)
Nama Sekolah
: SMP Muhammadiyah 2 Ponorogo
Mata Pelajaran
: Bahasa Inggris
Kelas/ semester
: VIII/I
Fokus / Skill
: Speaking
Alokasi Waktu
: 4 x 40 menit
Jumlah Pertemuan
: 2 kali
Standar Kompetensi 10. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk ungkapan asking dan giving for opinionuntuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 10.1Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk ungkapan asking and giving for opinion. Indikator 1. Menulis teks pendek dan sederhana dalam bentuk ungkapan asking and giving for opinion dengan langkah retorika yang benar. TUJUAN PEMBELAJARAN Setelah mengkuti kegiatan pembelajaran, peserta didik dapat: 1. Mengidentifikasi ungkapan asking and giving for opinion dalam tema tertentu 2. Menulis beberapa informasi dalam ungkapan asking and giving for opinion dengan tema tertentu
MATERI PEMBELAJARAN 2. Teks fungsional pendek berbentuk percakapan singkatan memuat ungkapan asking and giving for opinion. METODE PEMBELAJARAN Interview technique KEGIATAN PEMBELAJARAN Pertemuan Ke tiga NO
TAHAPAN
1
E Kegiatan X Awal P L O R A T I O N
2
Kegiatan Inti E L A B O R A T I O N
AKTIVITAS WAKTU PESERTA GURU DIDIK 1. Salam dan 1. Menjawab 10 menit mengecek salam dari kehadiran peserta guru didik 2. Menyampaikan 2. Mendengarkan tujuan penjelasan pembelajaran guru dengan seksama 3. Memotivasi peserta didik dengan 3. Memperhatimenyampaikan kan guru kompetensi yang ingin dicapai 4. Review dan memberikan kosakata dan ungkapanungkapan terkait materi dan tema tentang asking and giving for opinion
5. Tanya jawab menggunakan ungkapanungkapan asking and giving for opinion
4. Review dan menerima kosakata dan ungkapanungkapan terkait materi dan tema asking and giving for opinion 5. Tanya jawab menggunakan ungkapanungkapan asking and giving for opinion
10 menit
5 menit
6. Mengarahkan dan menyuruh siswa bermain peran sebagai wartawan,narasum ber dan notulen dengan tema yang diberikan oleh guru dan menggunakan teknik interview dan menulis percakapan yang mereka buat
6. Bermain peran sebagai wartawan, narasumber dan notulen dengan tema yang diberikan oleh guru dan menggunakan teknik interview dan menulis percakapan yang mereka buat 7. Membimbing siswa 7. Bermain peran bermain peran melakukan melakukan wawancara wawancara sesuai sesuai dengan dengan tema yang tema yang disediakan disediakan 8. Menjelaskan 8. Menggunakan kepada siswas ungkapan yang upayam telah dipelajari enggunakan dalam real life ungkapan yang situation telah dipelajari dalam real life situation 3
20 menit
20 menit
5 menit
R Kegiatan E Akhir 9. Memberikan 9. Bertanya 3 menit F kesempatan kepada tentang hal L siswa untuk hal yang belum E bertanya tentang dipahami C hal – hal yang T belum di pahami I 10.Menyimpulkan 10.Memperhati5 menit O materi yang telah kan penjelasan N dibahas guru 11.Menutup dengan 11.Menjawab 2 menit salam salam
Pertemuan Ke empat
NO 1
2
TAHAPAN E Kegiatan 1. X Awal P L 2. O R A 3. T I O N Kegiatan 4. Inti E L A B O R A T I O N 5.
6.
AKTIVITAS PESERTA GURU DIDIK Salam dan 1. Menjawab mengecek kehadiran salam dari guru peserta didik Menyampaikan 2. Mendengarkan tujuan pembelajaran penjelasan guru dengan seksama Memotivasi peserta 3. Memperhatikan didik dengan guru menyampaikan kompetensi yang ingin dicapai Review dan 4. Review dan memberikan menerima kosakata dan kosakata dan ungkapan-ungkapan ungkapanterkait materiasking ungkapan and giving for terkait materi opinion sesuaid asking and engan tema yang giving for sudah ditentukan opinion sesuai dengan tema yang sudah ditentukan Tanya jawab 5. Tanya jawab menggunakan menggunakan ungkapan-ungkapan ungkapanasking and giving ungkapan for opinion asking and giving for opinion Mengarahkan dan 6. Bermain peran menyuruh siswa sebagai bermain peran wartawan, sebagai wartawan, narasumber dan narasumber dan notulen sesuai notulen sesuai tema yang dengan temayang disediakan guru disediakan guru dan dan menggunakan teknik menggunakan
WAKTU 10 menit
10 menit
5 menit
20 menit
interview
teknik interview
7. Membimbing siswa 7. Bermain peran bermain peran melakukan melakukan percakapan percakapan berdasarkan berdasarkan tema temayang yang disediakan dan disediakan dan menulis percakapan menulis yang mereka buat percakapan yang merek abuat
3
8. Menjelaskan kepada siswa supaya menggunakan ungkapan yang telah dipelajari dalam real life situation R Kegiatan 9. Memberikan E Akhir kesempatan kepada F siswa untuk L bertanya tentang E hal-hal yang belum C di pahami T 10.Menyimpulkan I materi yang telah O dibahas N 11.Menutup dengan salam
20 menit
5 menit
8. Menggunakan ungkapan yang telah dipelajari dalam real life situation 9. Bertanya tentang hal-hal yang belum dipahami
3 menit
10.Memperhatikan penjelasan guru
5 menit
11.Menjawab salam
MEDIA PEMBELAJARAN DAN SUMBER PEMBELAJARAN 3. Media Pembelajaran Teks ungkapan asking and giving opinion 4. SumberPembelajaran -
Buku English on Sky 2 for Junior High School Students Year
-
LKS PEDOMAN PENILAIAN 3. TeknikPenilaian : Tes
2 menit
4. Bentu kInstrument Aspect
: Penilaian Tes Tulis Criteria
Content
Excellent to very knowledgeable – substantive – etc. good Good to average some knowledge of subject – adequate range – etc. Fair to poor limited knowledge of subject – little substance – etc. Very poor does not show knowledge of subject – non substantive – etc. Organization Excellent to very fluent expression – ideas clearly stated – good etc. Good to average somewhat choppy – loosely organized but main ideas stand out – etc. Fair to poor non fluent – ideas confused or disconnected – etc. Very poor does not communicate – no organization – etc. Vocabulary Excellent to very sophisticated range – effective word/idiom good choice and usage – etc. Good to average adequate range – occasional errors of word/idiom form, choice, usage but meaning not obscured. Fair to poor limited range – frequent errors of word/idiom form, choice, usage – etc. Very poor essentially translation – little knowledge of English vocabulary. Language Excellent to very effective complex constructions – etc. use good Good to average effective but simple construction – etc. Fair to poor
Mechanics
major problems in simple/complex constructions – etc. Very poor virtually no mastery of sentence construction rules – etc. Excellent to very demonstrates mastery of convention – etc. good Good to average occasional errors of spelling, punctuation – etc. Fair to poor frequent errors of spelling, punctuation, capitalization – etc.
Score 4 3 2 1 4 3 2 1 4 3
2 1 4 3 2 1 4 3 2
Very poor
LAMPIRAN
Hand out materi
no mastery of conventions – dominated by errors of spelling, punctuation, capitalization, paragraphing – etc.
1
LAMPIRAN HAND OUT MATERI
PertemuanKetiga Opinion is including the words of opinion and argument/ reasons. Opinion dialogue is a dialog consists of two persons or more who have opinion each other’s. It can use the expressions, such as in my opinion, in my view, I think etc. Asking for opinion
Giving opinion
Commenting on opinion
What is your opinion about…?
In my opinion…
That’s a good point
I believe that…
I get your point.
I think…
I think it’s a good idea
I feel that…
I don’t think it’s a good idea.
What do you think of…? How do you feel about… Do you really think…?
I see what you mean, but.. I don’t think so…
Contoh Dialog Asking and Giving for Opinion
Selvi: I think this bag is much prettier than the one. What is your opinion? Kitty: Hmmm, Well. I don’t know. I like both of them. Why do you like that one better? Selvi: Hmmm, the design is more interesting and the colors are brighter. Kitty: And besides it, its color is really suitable for you. Selvi: Do you really think so? I will buy it. Thank you Kitty!
Tema Asking and Giving for Opinion UntukPertemuanKeTiga
The Environment
1. The Teacher 2. The Library 3. The Canteen School 4. The School Laboratory 5. The Students’ Toilet
Tema Asking and Giving for Opinion UntukPertemuanKeEmpat The General Issues
1. The Global Warming 2. The Final Examination 3. The Traditional Market 4. The Modern Market 5. The Social Media
APPENDIX 4 Observation checklist I and II
The result of Observation Checklist I Table 4.2 The Result of The Observation 1 No
Indicators
1 2
The students’ interaction with the teacher The students are active in teaching learning process
3
The students ask the teacher about lesson material The students can finish their task on time The students pay attention when the teacher explains the lesson material The students are active in learning speaking The students are interested in learning writing using interview technique Total Score
4 5 6 7
Notes A O S R Total score
: : : : : :
Always Often Sometimes Rarely (4x7)
= score 4 = score 3 = score 2 = score 1 = 28
Category / Score R/1 S/2 O/3 A/4 √ √ √ √ √ √ √ 0
3 6
2 6
2 8
The result of Observation Checklist II Table 4.6 The Result of The Observation 2 No 1 2 3 4 5 6 7
Indicators The students’ interaction with the teacher The students are active in teaching learning process The students ask the teacher about lesson material The students can finish their task on time The students pay attention when the teacher explains the lesson material The students are active in learning speaking The students are interested in learning writing by using interview technique Total Score
Notes : A : O : S : R : Total score :
Always Often Sometimes Rarely (4x7)
= score 4 = score 3 = score 2 = score 1 = 28
Category / Score R/1 S/2 O/3 A/4 √ √ √ √ √ √ √ 0
0
2 6
4 20
APPENDIX 5 Questionnaire I and II
Table Questionnaire Check list
Petunjuk1 : 1. Tulisnama, kelasdannomorabsen 2. Jawablahpertanyaansesuaidengankejujurananda 3. Hasiljawabandariangkettidakberpengaruhpadanilaianda 4. Jawaban yang andapilihhanyabertujuansebagaipenelitianilmiah Petunjuk2 : Berilahtanda(√) padakolom SS, S, TS, atau STS sesuaidengankejujurananda denganketentuan : SS
: SangatSetuju (4)
S
: Setuju (3)
TS
: TidakSetuju (2)
STS
: SangatTidakSetuju (1)
No
Pertanyaan
SS
1
Apakahpembelajaranwritingdenganmenggunakan teknikinterviewmenjadilebihmudah?
2
Apakahpembelajaranwritingdenganmenggunakan teknikinterviewmenjadilebihmenyenangkan?
3
Apakahteknikinterviewdapatmeningkatkan andasaatmenulis?
ide
4
Apakahteknikinterviewdapatmeningkatkan percayadiriandasaatmenulis?
rasa
5
Apakahteknikinterviewdapatmembuatandalebiha ktifdalampembelajaranspeaking?
6
Apakahteknikinterviewdapatmembantumeningkat kankemampuanandadalambelajarwriting?
7
Apakahandasetujujikasuatusaat pembelajaran menggunakanteknikinterviewlagi?
proses writing
S
TS
STS
Table 4.3 The Data of Questionnaire 1 No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Tota l
Student ASP FS WYD EAD ON WM IH ARS ARA YPP RAP AP DW RSKH DNA SS S TS STS
1 SS SS S S SS SS SS SS SS SS SS S SS S S 9 6 -
2 SS S SS SS SS S S SS S S SS SS SS SS S 9 6 -
3 SS SS S S SS SS S S SS SS S S SS S S 7 8 -
Questionnaire 4 5 S SS SS S SS SS S S SS S SS S SS SS SS S SS S S S SS TS S SS S SS S S S S 8 5 7 9 1 -
6 SS SS SS S S S S S SS SS S SS SS S S 7 8 -
7 S SS SS SS TS TS SS SS SS SS SS S S S S 8 5 2 -
The result of the questionnaire data 1 as follows: Table 4. 4 The Result of TheQuestionnaire Data I Q 1 2 3 4 5 6 7
Answer SS(4) S(3) TS(2) 36 18 36 18 28 24 32 21 20 18 2 28 24 32 15 4 Total Percentage
STS(1) -
T
P (%)
54 54 52 53 40 52 51 356
90 90 86.66 88.33 66.66 86.66 85 593.31
Notes : Q : Question SS : SangatSetuju S : Setuju TS : TidakSetuju STS : SangatTidakSetuju T : Total P : Percentage The mean percentage was = 593.61% 7 = 84.80% Table 4.7 The Data of Questionnaire 2 No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Total
Student ASP FS WYD EAD ON WM IH ARS ARA YPP RAP AP DW RSKH DNA SS S TS STS
Questionnaire 1 2 SS SS SS S S SS SS S SS S SS S SS S S SS SS SS S SS 7 5 3 5 -
3 SS SS S SS S SS S S SS S 5 5 -
4 S SS SS SS SS SS S S S S 5 5 -
5 SS S SS S SS S S SS SS S 5 5 -
6 SS SS SS S S SS SS SS SS S 7 3 -
7 S SS SS TS SS SS SS S S S 5 4 1 -
The result of the questionnaire data 2 as follows: Table 4. 7 The Result of TheQuestionnaire Data 2
Q 1 2 3 4 5 6 7
Answer SS(4) S(3) TS(2) 28 9 20 15 20 15 20 15 20 15 28 9 20 12 2 Total Percentage
Notes : Q : Question SS : SangatSetuju S : Setuju TS : TidakSetuju STS : SangatTidakSetuju T : Total P : Percentage The mean percentage was = =
620% 7 88.5%
STS(1) -
T
P (%)
37 35 35 35 35 37 34 248
92.5 87.5 86.6 86.6 86.6 92.5 85 620
APPENDIX 6 Test I and II
The result of the Students’ Test Cycle 1 NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
NAMA C 4 4 3 3 3 4 3 3 3 3 4 4 4 3 3
AP FP WY EAD ON WM ARS IH ARA YPP RAP AP DW RSKH DNA
O 3 4 3 3 3 3 3 3 3 3 4 4 3 3 3
Score V 2 3 2 2 2 2 3 2 2 3 3 3 2 3 2
Score L 3 3 2 2 2 3 2 2 2 2 3 3 3 2 2
The mean score was: Maximum score = 20 Student’s score = Score gained Maximal score Note: C=
Content
O=
Organization
V=
Vocabulary
L=
Language Use
M=
Mechanics
x 100%
M 3 3 2 2 2 3 2 2 2 2 3 3 3 2 2
75 85 60 60 60 75 65 60 60 65 85 85 75 65 60
Classification Pass Pass Fail Fail Fail Pass Fail Fail Fail Fail Pass Pass Pass Fail Fail
The Result of Test in Cycle 2 NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
C 4 4 4
O 3 4 4
Score V 3 4 3
4 4
3 4
3 4
4 3
3 3
85 90
Pass Pass
4 4
4 4
4 4
3 3
3 3
90 90
Pass Pass
4 4 4
4 3 4
3 3 3
3 4 3
4 3 4
90 85 90
Pass Pass Pass
NAMA AP FP WY EAD ON WM ARS IH ARA YPP RAP AP DW RSKH DNA
Score L 4 3 3
M 3 3 4
85 90 90
Pass Pass Pass
The mean score was: Maximum score = 20 Student’s score = Score gained Maximal score Note: C=
Content
O=
Organization
V=
Vocabulary
L=
Language Use
M=
Mechanics
Classification
x 100%
APPENDIX 7 The documentation of teaching and learning process
List of Appendix Appendix 1
: The Writing Scoring Aspect
Appendix 2
: Lesson Plan Cycle 1
Appendix 3
: Lesson Plan Cycle 2
Appendix 4
: Observation Checklist 1 and 2
Appendix 5
: The result of Questionnaire 1 and 2
Appendix 6
: The result of Test 1 and Test 2
Appendix 7
:The documentation of teaching and learning process
