APPENDIX A. First questionaire form (need analysis) and the analysis data of the needs analysis

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APPENDIX A First questionaire form (need analysis) and the analysis data of the needs analysis

                 

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ANALISIS KEBUTUHAN BELAJAR BAHASA INGGRIS SISWA KHUSUSNYA DALAM HAL MENULIS

Perihal responden Nama : Kelas Jenis kelamin Usia Perihal kebutuhan belajar siswa 1. Menurut kamu, menulis dalam bahasa Inggris adalah kegiatan yang….. a. Sangat penting b. Penting c. Kurang penting d. Tidak penting 2. Menurut kamu, seberapa pentingkah memiliki kemampuan menulis dalam bahasa Inggris…. a. Sangat penting b. Penting c. Kurang penting d. Tidak penting 3. Menurut kamu, seberapa besarkah kemampuan anda menulis dalam bahasa Inggris…. a. Sangat mampu b. Mampu c. Kurang mampu d. Tidak mampu 4. Menurut kamu, seberapa seringkah kamu menulis dalam bahasa Inggris…. a. Sangat sering b. Sering c. Kadang- kadang d. Tidak pernah 5. Materi dan tugas yang guru saya berikan dalam belajar bahasa inggris khususnya menulis sudah bertujuan… a. Meningkatkan pengetahuan saya dalam menulis b. Meningkatkan pengetahuan saya dalam kosakata

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c. Meningkatkan pengetahuan saya dalam menulis dengan menggunakan tata bahasa dan kosa kata yang benar d. Meningkatkan pengetahuan saya dalam membuat teks sesuai dengan genre/ bentuk teks 6. Topik yang biasanya diberikan oleh guru saya dalam input pembelajaran bahasa Inggris, khususnya menulis adalah…. a. Topik yang berhubungan dengan kehidupan sehari- hari b. Topik yang berkaitan dengan kehidupan social c. Topik yang berkaitan dengan pendidikan d. Topik yang berkaitan dengan ilmu pengetahuan dan tekhnologi 7. Menurut kamu, topik apa yang kamu sukai dalam pembelajaran bahasa Inggris… a. Topik yang berhubungan dengan kehidupan sehari- hari b. Topik yang berkaitan dengan kehidupan sosial c. Topik yang berkaitan dengan pendidikan d. Topik yang berkaitan dengan ilmu pengetahuan dan tekhnologi 8. Input pembelajaran apa saja yang diberikan guru dan digunakan untuk melakukan aktivitas menulis… a. Gambar- gambar b. Artikel c. Majalah, koran dan media cetak lainnya d. Spanduk, poster, dan pamphlet e. Lain- lain ………………………………………………………………… 9. Input pembelajaran apa saja yang kamu sukai untuk melakukan aktivitas menulis…. a. Gambar- gambar b. Artikel c. Majalah, koran dan media cetak lainnya d. Spanduk, poster, dan pamphlet e. Lain- lain ………………………………………………………………… 10. Input pembelajaran bahasa inggris khususnya menulis, yang biasanya dilakukan oleh guru…. a. Otentik (hal- hal yang berkaitan dengan kehidupan sehari- hari) b. Tidak otentik (hal- hal yang tidak berkaitan dengan kehidupan sehari- hari / fiksi) 11. Input pembelajaran bahasa inggris khususnya menulis, yang kamu sukai adalah… a. Otentik (hal- hal yang berkaitan dengan kehidupan sehari- hari) b. Tidak otentik (hal- hal yang tidak berkaitan dengan kehidupan sehari- hari / fiksi)

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12. Menurut kamu apakah pengajaran grammar sangat diperlukan dan pemahaman grammar itu sendiri sangat penting sebelum kamu memulai untuk menulis suatu text… a. Ya b. Tidak 13. Apakah pemahaman terhadap genre (bentuk texts) sangat diperlukan untuk menulis dan menghasilkan suatu bentuk text tertentu…. a. Ya b. Tidak 14. Aktifitas yang biasanya diberikan oleh guru melatih kemampuan aktifitas saya adalah….. a. Menulis tentang pengalaman pribadi b. Membuat paragraph yang topiknya sudah ditentukan oleh guru c. Membuat paragraph dengan menentukan topiknya sendiri d. Membuat essay, journal atau artikel e. Lain- lain ………………………………………………………………… 15. Aktivitas apa yang kamu kuasai…. a. Menulis tentang pengalaman pribadi b. Membuat paragraph yang topiknya sudah ditentukan oleh guru c. Membuat paragraph dengan menentukan topiknya sendiri d. Membuat essay, journal atau artikel e. Lain- lain …………………………………………………………………... 16. Panjang text yang ditentukan oleh guru ketika kamu membuat tulisan biasanya sebanyak…. a. 100 – 200 kata b. 200 – 300 kata c. 300 – 400 kata d. 400 – 500 kata e. > 500 kata 17. Panjang text yang kamu inginkan ketika kamu membuat text adalah…. a. 100 – 200 kata b. 200 – 300 kata c. 300 – 400 kata d. 400 – 500 kata e. > 500 kata 18. Pada saat belajar dan mengerjakan tugas menulis, guru biasanya memberikan instruksi untuk mengerjakannya secara…… a. Indivudu b. Berpasangan c. Dalam kelompok kecil

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d. Dalam kelompok besar 19. Pada saat belajar dan mengerjakan tugas menuulis, kamu ingin guru memberikan instruksi…. a. Indivudu b. Berpasangan c. Dalam kelompok kecil d. Dalam kelompok besar 20. Apakah yang guru lakukan sebelum memberikan tugas menulis… a. Memberikan penjelasan tentang materi yang akan diajarkan b. Memberikan contoh terlebih dahulu c. Memberikan penjelasan tentang langkah- langkah yang harus dilakukan saat menulis d. Memberikan penjelasan tentang grammar dan tenses 21. Menurut kamu, kamu suka guru melakukan hal apa sebelum memberikan tugas menulis… a. Memberikan penjelasan tentang materi yang akan diajarkan b. Memberikan contoh terlebih dahulu c. Memberikan penjelasan tentang langkah- langkah yang harus dilakukan saat menulis d. Memberikan penjelasan tentang grammar dan tenses 22. Saat kamu mengalami kesulitan dalam mengerjakan tugas menulis, apa yang guru kamu lakukan…. a. Memberikan penjelasan lagi tentang materi yang anda anggap sulit b. Menjelaskan secara langsung kesulitan kamu c. Memberikan koreksi tentang pekerjaan kamu d. Menjelaskan langkah- langkah dalam mengerjakan tugas 23. Saat kamu mengalami kesulitan dalam mengerjakan tugas menulis, kamu suka guru melakukan hal… a. Memberikan penjelasan lagi tentang materi yang anda anggap sulit b. Menjelaskan secara langsung kesulitan kamu c. Memberikan koreksi tentang pekerjaan kamu d. Menjelaskan langkah- langkah dalam mengerjakan tugas 24. Setelah selesai mengerjakan tugas, apa yang guru kamu lakukan… a. Mengoreksi pekerjaan kamu secara langsung b. Mengoreksi dan memberitahukan kesalahan kamu secara langsung c. Mengoreksi pekerjaan kamu secara tidak langsung d. Mengoreksi pekerjaan kamu dan memberitahukan kesalahan kamu secara tidak langsung 25. Setelah selesai mengerjakan tugas, kamu ingin guru melakukan… a. Mengoreksi pekerjaan kamu secara langsung

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b. Mengoreksi dan memberitahukan kesalahan kamu secara langsung c. Mengoreksi pekerjaan kamu secara tidak langsung d. Mengoreksi pekerjaan kamu dan memberitahukan kesalahan kamu secara tidak langsung 26. Menurut kamu, kesulitan apa saja yang kamu temui saat menulis… a. Kesulitan dalam memilih kosa kata b. Kesulitan dalam struktur kalimat c. Kesulitan dalam grammar d. Kesulitan merangkai teks e. Lain- lain ………………………………………………………………….                                      

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The Analysis Data of Needs Analysis Questionnaire No 1

2

3

4

5

Aspects Statements Agree To get information about Writing activity in English student’s profile. is... a. Very important b. Important c. Less important d. Not important To get information related Have English writing skill to the students’ attitude is... toward the English lesson. a. Very important b. Important c. Less important d. Not important To get information about How is your writing ability? students’ profile. a. Very good b. Good c. Quite d. Poor To get some information How often do you write in toward writing habit. English? a. Very often b. Frequently c. Sometimes d. Never To get information related The material and tasks that to the students’ need about my teacher gave to me especially in English writing writing task. lesson are intended to... a. Improving my knowledge about writing. b. Improving my knowledge about vocabulary. c. Improving my knowledge in writing by using the right grammar and vocabulary d. Improving my knowledge in making text related to the genres.

70.37% 29.62% 0% 0%

55.56% 37.03% 3.70% 14.81% 14.81% 66.67% 18.59% 0%

3.70% 37.03% 59.26% 0%

3.70%

11.11%

77.78%

3.70%

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No Aspects 6 To get some information related to the content of writing task.

7

8

9

To get information related to the students’ need about writing task.

To get some information related to the content of writing task.

To get information related to the students’ need about writing task.

Statement Topic that given from the teacher is... a. Topic which related to the daily life. b. Topic which related to the social life c. Topic which related to the education. d. Topic which related to the science and technology What kind of topic do you like? a. Topic which related to the daily life. b. Topic which related to the social life c. Topic which related to the education. d. Topic which related to the science and technology What kind of input that given from the teacher in doing writing activity? a. Pictures b. Articles c. Magazines, newspaper, and other sources. d. Banner, poster, pamphlet What kind of input do you like? a. Pictures b. Articles c. Magazines, newspaper, and other sources. d. Banner, poster, pamphlet e. Etc......

Agree 40.74% 3.70% 22.22% 66.67%

55.56% 0% 7.41% 33.33%

25.93% 55.56% 7.41% 11.11%

48.15% 33.33% 3.70% 25.93% 7.41%

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No 10

11

12

13

14

Aspects To get some information related to the content of writing task.

Statements Agree Input used by the teacher is... a. Authentic b. Not authentic To get information related What kind of input do you to the students’ need about like? writing task. a. Authentic b. Non authentic To get some information Grammar in writing is..... related to the content of a. Very needed b. Needed writing task. c. Less needed d. Un needed To get information related Understanding about genres to the students’ need about is... a. Very needed writing task. b. Needed c. Less needed d. Un needed To get some information The activities given by the related to the content of teacher to develop your writing task. writing ability is... a. Writing about your experience. b. Make a paragraph which the topic is given by the teacher. c. Make a paragraph by choosing the topic by yourself. d. Make an essay, journal or article e. Etc.....

92.56% 7.41%

85.19% 14.81% 55.56% 44.44% 0% 0%

55.56% 40.74% 3.70% 0%

44.44% 14.81%

29.63%

18.52% 7.41%

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No 15

16

17

18

19

Aspects To get information related to the students’ need about writing task.

To get some information related to the content of writing task.

To get information related to the students’ need about writing task.

To get some information related to the content of writing task.

Statements Agree What kind of activities do you like? a. Writing about your experience. b. Make a paragraph which the topic is given by the teacher. c. Make a paragraph by choosing the topic by yourself. d. Make an essay, journal or article e. Etc..... The length given by the teacher when you write is... a. 100- 200 words b. 200- 300 words c. 300- 400 words d. 400- 500 words e. > 500 words How many lengths do you want when you write? a. 100- 200 words b. 200- 300 words c. 300- 400 words d. 400- 500 words e. > 500 words Teachers give an instruction to do the task or activity as... a. Individual b. In pairs c. In a group

To get information related What kind of instruction do to the students’ need about you want when you do the task or activity? writing task. a. Individual b. In pairs c. In a group

37.03% 25.93%

29.63%

7.41% 11.11%

25.93% 48.15% 3.70% 7.41% 18.52%

66.67% 14.81% 0% 7.41% 11.11%

70.37% 18.59% 11.11%

22.22% 33.33% 44.44%

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No 20

21

22

Aspect To get some information related to the content of writing task.

To get information related to the students’ need about writing task.

To get some information related to the content of writing task.

Statement What did your teacher do before he/ she give a writing task? a. Giving instruction about the materials. b. Giving an example about the material. c. Giving the explanation about the steps in doing writing task. d. Giving explanation about grammar and tenses What do you like before your teacher give writing task? a. Giving instruction about the materials. b. Giving an example about the material. c. Giving the explanation about the steps in doing writing task. d. Giving explanation about grammar and tenses. When you have difficulties in doing writing task, what does your teacher do? a. Give explanation again with the difficult material. b. Give the direct explanation about your difficult. c. Give correction about your work. d. Explain the steps in doing the task.

Agree

66.67% 14.81% 18.59%

0%

59.26% 22.22% 14.81%

3.70%

48.15% 37.03%

3.07% 11.11%

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No 23

24

24

25

Aspects To get information related to the students’ need about writing task.

Statement Agree What do you want when you found the difficult task? 55.56% a. Teacher gives explanation again with the difficult material. 29.63% b. Teacher gives the direct explanation about your difficult. 0% c. Teacher gives correction about your work. d. Teacher explains the steps 25.93% in doing writing task. To get some information After finished the task, what related to the content of does your teacher do? a. Giving direct correction 18.59% writing task. to your task. b. Giving direct correction 70.37% and tell your mistakes c. Giving un direct correction to your work. d. Giving un direct correction and do not mention about your mistakes. To get information related After finished your task, you to the students’ need about want the teacher to... a. Giving direct correction writing task. to your task. b. Giving direct correction and tell your mistakes. c. Giving un direct correction to your work. d. Giving un direct correction and do not mention about your mistakes.

7.41% 3.70%

37.03% 59.26% 0% 3.70%

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No 26

   

Aspects To get some information related to the content of writing task.

Statement Agree What are your difficulties in doing writing task? a. Difficulty on choosing 48.15% vocabulary. 29.63% b. Difficulty on structure. 3.70% c. Difficulty on grammar. 18.59% d. Difficulty on arrange the text. e. Etc.... 22.22%

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APPENDIX B Second questionnire (materials evaluation)                  

 

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The questionnaire of the evaluation (for the English instructor) A questionnaire to evaluate a Writing Materials Design (for English instructor)

Dear respondents, This questionnaire is one of the most important parts of my research entitled ‘Developing Writing Materials by Using A Genre- Based Approach for the Second-Grade Students of SMP 4 Playen’ I need your help to fill in this questionnaire. The first part of this questionnaire is aimed at geting your responses to the statements in the questionnaire to evaluate the materials that I have designed. The last part is aimed at geting your general opinions about the designed materials. Thank you very much for your help. Sincerely Yours, Midika Devy Satriani  

 

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A. Respondent Identity Name

:

Age

:

Sex

: M/F

Education

: ( ) Diploma Graduated (D3) ( ) S1 Graduated ( ) S2 Graduated ( ) S3 Graduated

Teaching Experience : ( ) 0-2 Years ( ) 2-4 Years ( ) more than 4 years B. Materials evaluation Before you give your opinion to the following statements, please pay attention to the Course Grid and the designed materials. Then, please read the statements and give your responses over the statements by putting a tick (√) to the column: (SA) if you strongly agree with the statement. (A) if you agree with the statement. (U) if you neither agree nor disagree (undecided) with the statement. (D) if you disagree with the statement. (SD) if you strongly disagree with the statement.

No Statement Goals 1. The developed materials will accomplish the objective of the English teaching and learning process in junior high school. 2. The developed materials improve students’ understanding toward English.

 

SA

A

U

D

SD

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No Statement SA 3. The developed materials provide the knowledge of English. 4. The developed materials can improve students’ vocabulary. 5. The developed materials can improve grammatical knowledge. 6. The developed materials can improve students’ understanding toward some English text. Course Grid 7. The course grids are compatible with standard of competence and basic competence. 8. The language areas and knowledge in the course grid are in accordance with students’ needs. 9. The language areas and knowledge in course grids are in accordance with the recent curriculum. Students proficiancy level 10. The developed materials are appropriate with the students’ English proficiency level. Material Development 11. The developed materials contain variety of input text. 12. The developed materials contain interesting of input text. 13. Input texts stimulate the activities. 14. Input texts provide the correct model of language use. 15. Input texts provide topics for model of language use. Organization of the Materials 16. The tasks in every unit have been developed from guided to free activities. 17. The tasks in every unit have been developed from easy to difficult. 18. The tasks in every unit have been developed from comprehension to production. 19. The tasks in every unit have been developed from accuracy to fluency. Activity 20. The activity in the developed materials gives opportunities for the students to learn writing. 21. The activities in the developed materials are interesting. 22. The activities in the developed materials are various.

 

A

U

D

SD

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No Statement Teacher’s Role 23. The teacher’s role tends to be the facilitator and mediator. Setting 24. The settings in the developed materials are various (work individually, in pairs, group, and whole class). 25. The individual work can help students developing their learning autonomy. 26. The pair and group work can help students in improving their English ability. Vocabulary 27. The developed materials improve the students’ vocabulary. Instruction 28. The instructions in every task are clear both for the teacher and the students. Layout 29. The layout of the materials is interesting. Teacher Grid 30. The teacher grid is easy to use.

SA

A

U

D

SD

C. General opinion about the designed materials. 1. In general, what are your opinions for the designed materials? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____________________________________________ 2. What are the weaknesses of the designed materials? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____________________________________________

 

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3. What are your suggestions to improve the designed materials? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____________________________________________

 

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The Questionnaire of the Evaluation (For the English Teacher) Angket Untuk Mengevaluasi Materi Pembelajaran Bahasa Inggris (Diisi oleh Guru Bahasa Inggris SMP N 4 Playen)

Kepada Yth. Bpk/Ibu guru Bahasa Inggris SMP N 4 Playen

Sebagai tindak lanjut penelitian pengembangan materi pembelajaran Bahasa Inggris bagi siswa kelas II SMP N 4 Playen, saya meminta kesediaan Bapak/Ibu untuk mengisi angket berikut ini. Bagian pertama angket ini bertujuan untuk mengetahui gambaran umum Bapak/Ibu. Bagian ke dua angket ini bertujuan untuk mengetahui tanggapan Bapak/Ibu mengenai beberapa pernyataan yang berhubungan dengan materi pelajaran Bahasa Inggris yang telah saya susun. Bagian ketiga angket ini berisi pertanyaan terbuka seputar pendapat Bapak/Ibu mengenai materi yang telah saya susun. Angket ini tidak bermaksud untuk menguji atau menilai Bapak/Ibu melainkan untuk mencari gambaran tentang tanggapan Bapak/Ibu terhadap materi yang telah saya susun. Akhirnya, atas bantuan dan kesediaan Bapak/Ibu mengisi angket ini saya ucapkan terima kasih.

Midika Devy Satriani 06202244049 Universitas Negeri Yogyakarta

 

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A. Data Responden Nama Usia Jenis Kelamin Alamat Pendidikan

Lama Mengajar

: : : L/P : : ( ) D-3 ( ) S-1 ( ) S-2 : ( ) 0-5 tahun ( ) 5-10 tahun ( ) > 10 tahun

B. Evaluasi Materi Sebelum Bapak/Ibu memberikan tanggapan mengenai materi yang telah saya susun, mohon agar Bapak/Ibu membaca dengan teliti materi tersebut. Setelahnya, Bapak/Ibu diharapkan untuk membaca pernyataan-pernyataan di dalam tabel di bawah ini, dan memberi tanda (√) pada kolom: (SS) Jika Bapak/Ibu sangat setuju dengan pernyataan tersebut. (S)

Jika Bapak/Ibu setuju dengan pernyataan tersebut.

(R)

Jika Bapak/Ibu ragu-ragu dengan pernyataan tersebut.

(TS) Jika Bapak/ Ibu tidak setuju dengan pernyataan tersebut. (STS) Jika Bapak/Ibu sangat tidak setuju dengan pernyataan tersebut.

No. 1. 2. 3. 4. 5.

 

Pernyataan Tujuan Materi yang disusun sesuai dengan tujuan pembelajaran bahasa Inggris khususnya writing untuk kelas II SMP. Materi yang disusun cocok untuk siswa kelas II SMP. Materi yang disusun menambah pengetahuan bahasa Inggris siswa khususnya dalam hal menulis. Materi yang disusun dapat menambah kosakata siswa. Materi yang disusun dapat menambah pengetahuan grammar siswa.

SS

S

R

TS

STS

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No. Pernyataan 6. Materi yang disusun dapat menambah pengetahuan siswa tentang teks Bahasa Inggris. 7. Materi yang disusun memberikan kesempatan kepada siswa untuk menerapkan pengetahuanpengetahuan yang telah dimiliki sebelumnya. Course Grid 8. Course grid sudah sesuai dangan standar kompetensi dan kompetensi dasar. 9. Materi dalam course grid sesuai dengan kebutuhan siswa. 10. Materi dalam course grid sesuai dengan kurrikulum. Level Siswa 11. Materi yang disusun sesuai dengan kemampuan bahasa inggris siswa. Desain materi 12. Input teks dalam materi beragam 13. Input teks dalam materi menarik. 14. Input teks dapat menstimulus aktivitas belajar siswa. 15. Input teks yang digunakan memperlihatkan penggunaan bahasa inggris yang benar. 16. Input teks yang digunakan menyajikan topikyopik yang dapat mendukung kemampuan siswa berkomunikasi dalam bahasa inggris. Urutan Materi 17. Aktivitas yang terdapat dalam taks disusun mulai dari yang membutuhkan panduan guru (guided activities) sampai yang tanpa panduan guru (free activities) 18. Tasks yang terdapat dalam setiap unitnya telah disusun mulai dari yang lebih mudah ke yang lebih sulit (easy to difficult) 19. Tasks yang terdapat dalam setiap unitnya telah disusun dari pemahaman ke pemakaian (comprehension to production) 20. Tasks yang terdapat dalam setiap unitnya telah disusun dari prinsip ketepatan ke prinsip kelancaran bahasa (accuracy to fluency). Aktivitas 21. Aktivitas dalam materi yang telah disusun menarik siswa untuk belajar bahasa inggris khususnya dalam hal menulis. 22. Aktivitas dalam materi yang telang disusun

 

SS

S

R

TS

STS

150   

No. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32.

Pernyataan SS beragam. Aktivitas dalam materi yang telah disusun bervariasi. Aktivitas dalam materi telah terstruktur dengan baik. Peran Siswa Siswa dapat menyelesaikan tugasnya dengan baik. Siswa berperan aktif dalan proses belajar mengajar. Setting Setting dalam desain materi beragam ( individual, in pairs, in groups, in the whole class) Pekerjaan individu dapat membantu siswa menambah pengetahuannya. Bekerja berpasangan dan kelompok dapat menambah kemampuan bahasa inggris siswa. Vocabulary Materi menambah kosakata siswa. Insruksi Instruksi pada setiap tugas jelas Tampilan Materi Tampilan materi menarik

S

R

TS

STS

C. Tanggapan Umum Terhadap Materi 1. Secara umum, bagaimana tanggapan Bapak/Ibu guru mengenai materi yang telah saya desain? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _____________________________________________ 2. Menurut Bapak/Ibu guru, apakah kekurangan dari materi yang saya desain? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

 

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_________________________________________________________ _____________________________________________ 3. Apa saran Bapak/Ibu untuk memperbaiki kekurangan-kekurangan tersebut? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _____________________________________________

 

 

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The Questionnaire of the Evaluation (For the Students) Angket Untuk Mengevaluasi Materi Pembelajaran Bahasa Inggris (Diisi Oleh Siswa)

Kepada Yth. Siswa Kelas II SMP N 4 Playen

Sebagai tindak lanjut penelitian pengembangan materi pembelajaran bahasa inggris khususnya dalam hal menulis bagi siswa kelas II SMP N 4 Playen, saya meminta kesediaan adik-adik untuk mengisi angket berikut ini. Bagian pertama angket ini bertujuan untuk mengetahui gambaran umum adik-adik. Bagian kedua angket ini bertujuan untuk mengetahui tanggapan adikadik mengenai beberapa pernyataan yang berhubungan dengan materi pelajaran bahasa inggris yang telah saya desain. Bagian ketiga angket ini berisi pernyataan terbuka seputar pendapat adik-adik mengenai materi yang telah saya desain. Angket ini tidak bermaksud untuk menguji atau menilai adik-adik melainkan untuk mencari gambaran tentang tanggapan adik-adik terhadap materi yang telah saya desain. Angket ini dijamin tidak akan mempengaruhi nilai adikadik sehingga adik-adik saya minta untuk jujur dan tidak khawatir dalam memberikan jawaban. Akhirnya, atas bantuan dan kesediaan adik-adik mengisi angket ini saya ucapkan terimakasih.

Midika Devy Satriani 06202244049 Universitas Negeri Yogyakarta

 

153   

A. Data Responden Nama Usia Jenis Kelamin Alamat

: : : L/P :

B. Evaluasi Materi Petunjuk Pengisian : Berilah tanda (√) pada salah satu jawaban yang sesuai dengan pendapat adik. SS

: Sangat Setuju

TS

: Tidak Setuju

S

: Setuju

STS

: Sangat Tidak Setuju

R

: Ragu- ragu

No Pertanyaan 1 Materi dapat meningkatkan keterampilan menulis. 2 Materi dapat membuat saya mampu menulis dengan menggunakan ragam bahasa secara akurat, lancar serta dengan tata bahasa yang benar. 3 Materi dapat meningkatkan pengetahuan saya tentang tata bahasa dan struktur kalimat yang digunakan untuk menulis. 4 Materi dapat membuat saya menguasai kosa kata yang telah diberikan 5 Materi sudah sesuai dengan kebutuhan saya. 6 Materi yang diberikan sesuai dengan tingkat kemampuan saya. 7 Bahasa yang digunakan dalam materi sesuai untuk saya. 8 Isi materi sudah sesuai dengan minat saya. 9 Isi materi beragam. 10 Topik materi sudah sesuai dengan minat saya. 11 Tampilan materi menarik. 12 Materi berisi aktivitas yang beragam. 13 Aktivitas atau latihan dalam materi diberikan secara bertahap dan menuntut pemahaman saya . 14 Aktivitas atau latihan disajikan secara bertahap mulai dari yang mudah hingga yang sulit. 15 Latihan- latihan yang ada dalam materi bisa saya kerjakan.

 

SS

S

R

TS STS

154   

No Pertanyaan 16 Latihan- latihan dilengkapi dengan instruksi yang jelas. 17 Latihan- latihan disajikan secara menarik. 18 Sebelum mengerjakan latihan saya tidak banyak memerlukan bantuan teman. 19 Sebelum mengerjakan latihan, saya banyak mengalami kesulitan. 20 Aktivitas dan latihan yang saya kerjakan membantu mengembangkan kemampuan menulis saya. 21 Materi dan latihan- latihan yang disediakan membuat saya termotivasi untuk menulis. 22 Materi dan latihan- latihan membuat saya mampu berpartisipasi secara aktif di kelas. 23 Judul membantu siswa memprediksi materi yang akan dibahas. 24

SS

S

R

TS STS

Pengantar unit membantu siswa mengetahui tujuan pembelajaran.

C. Tanggapan umum terhadap materi 1. Secara umum, bagaimana tanggapan adik-adik mengenai materi yang telah saya susun? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____________________________________________ 2. Apakah adik-adik merasa kesulitan dalam mengikuti pelajaran bahasa Inggris dengan menggunakan materi yang telah saya susun? Dimanakah letak kesulitan adik-adik? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____________________________________________

 

155   

3. Menurut adik-adik, apakah kekurangan dari materi yang saya desain? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____________________________________________ 4. Apa saran adik-adik untuk memperbaiki kekurangan-kekurangan tersebut? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____________________________________________                                

 

156   

APPENDIX C Validity and reliability    

 

Reliability Casc Proccssing SummarY o/o

Cas€s Valid Excluded

Toal

26

100.0

0

.0

26

lo0r)

?ffiables

in the Procedure'

Relhbitity Statistics Cronbach's

etp!f____ n

urltems

.876

24

Itcm-Totel Stetistics ScaleMean

iflt€m Del€ted

Scalc

Curected

Cronbach's

if

Itini-Tetil

Alpha ifltem

It€mDelctd

Correlation

Del€ted

Yadin€c

DescriPtive

rc3.23

54.185

3,m

.873

Des2 DescriPtive

l03.ls

53.735

.349

.873

Des3 DscriPtive

rc3.L2

s4346

.336

.874

Des4 DescriPtive

103.04

53.318

.434

.E71

Des5 Descripive

103.19

50.562

.s93

.E66

Des6 DescriPtive

103.0E

5A.7U

.69

.E64

DesT DescriPtive

rc3.12

so.9t6

.624

.t65

Ds8

D€scriPtiv€

103.46

48.498

.67

.863

Desg llescriPtive

r03.r9

53.522

.435

.t71

Elesl0 Descri$ive

103.3t

52246

.122

.872

Desll

DescriPtive

103.04

53318

.434

.871

Desl2 DesaiPtive

103.04

51.63t

.660

.866

Desl3 DescriPtive

103.08

51.994

.62

.870

Desl4 DecriPtive

103.00

54240

.404

.E72

Itesl5 DescriPive Desl6 Descripive

103.3E

s2.0E6

.4Et

.E70

103.04

54.358

353

.873

DeslT Descriptive

t03.27

51.885

.412

.872

DeslE IiescriPtive

104.00

52210

3M

.875

Desl9 DescriPtive

104:31

51982

.344

.8?6

Des20 DescriPtive

1033r

53.62

.411

.872

Des2I DesaiPtive

1o3.54

52.89t

.438

s7t

Des22 DescriPtive

103.46

52.E9E

.367

.873

Des23 Descriptive

103.12

53.626

.44

.E7l

Dee24 Descri$ive

103.15

53.895

390

.t72

Del

validitaa RGliabililns.ipo:Paii' 2 D:Wigic s.tver 20(p Telp 0274-523858\UNyrrrri.rka Dew sekiannoutsut2

Reliability Casc Proccssing Summary olo

Cases Yalid Excludef Total

26

100.0

0

.0

26

100.0

a. Listwis€ deletion based on all variables in the procedure.

Rclisbitity Stetistics Cronbaslt's

Alpha

N ofltems

.886

24

Item-Totel Stltistics

Mean Scale Varianee if ifltcm Deleted ltem freleted

Scale

Corr€ct€d

Cronbactr's

ItErh-To&iI'

Alphn ifltern Correlation Del€ted

Recl Rmunt

99.12

ffi.826

.369

.884

Rec2 Remunt

99.35

#-795

.44E

.8E2

Re3 Rmomt Reo4 Rmunt

9927

6s.725

.443

.E82

99.35

41.955

.433

.882

Rec5 Recount

9.35

6?..955

.570

.87E

RecS Recount

*.12

65.546

.453

.8E2

RecT Recount

99.38

63.126

.621

.gt7

Rec8 Recount

w23

65.38s

.,119

.8E3

Rec9 Recount

99.15

65.E95

.414

.8E3

Recl0 Reoout

99.54

.379

.883

Recll

Reoount

99.0E

6.178 62.9y

.@2

.E78

Recl2 Recqut

9.04

64.E3E

.543

.880

Recl3 Recqmt

9931

62.7E2

.631

.w7

Recl4 Roowt

9.t5

66.535

.1M

.883

Recl5 Recouat

99.35

&.395

.6t9

.878

Recl6 Recount

992'l

65.485

551

.880

Rec17 Recount

99.35

G.395

.M

.883

.8El

Reclt Remmt

99.v2

62.154

.494

Recl9 Reoomt.

100.08

63.t94

362

,8E8

Rmunt

99.38

65.E46

.403

.883

Rec2l Recount

*.n

6.28s

.381

.863

Rec22 Recount

99.50

63.540

.573

.879

Rmunt

9927

&.925

A70

.EE1

Rec24 Remunt

99.23

55.305

.3t4

-884

Rec20

Rec23

D:{tligic Sohar 2fi}0 Tc$ 027+523858\t NY\MEki Oevy Sittiani\Ou$ut2 Valktitai Riliibililns.epo:Pag6 3

Reliability Case Processing SumnarY o/o

N

Cases Valid Excluded

Tdal a- Listwise deletion based on

26

100.0

0

.0

26

r00.0

\

all variables in the procedure.

Rctiability Stitistics Cronbach's

Alpha

N oflt€ms

.E99

24

Itcm-Totel Statistics ScaleMon

ifltcth Detetd

Scale if

Variinoc It€rn

Corr€cted Cronbach's ltctii-Totil AlFha if Iterd

Detet€d Corelation

Delcted

Narl Narrative

98.81

87.762

.5t7

.895

Nar2 Narrative

98.85

8Er95

.36

.89E

Nar3 Narrative

9t.62

87.@6

.436

.896

Nar4 Narrative

98.88

t7.946

.387

.897

Nar5 Narrative

99.0E

u.954

.4?3

.897

Nar6 Narrative

9817

83.225

.&9

.E9l

Nar? Narrative

99.0t

82.234

.68r

.E90

.889

NarS Nrrative

99.04

79.1?8

.69r

Nar9 Narrative

98.88

85.706

.593

.893

Nar10 Narrative

98.88

85.706

.482

.t95

Narll

Nanative

9t.69

86302

.lW

.895

Narl2 Nanative

9E.73

E7.445

.459

.896

Narl3 Narrative

98.65

85.435

.517

.E94

NarI4 Narrative

98.73

t4.t45

.521

.894

Narl5 Nanative

9E.96

86.518

.490

.895

Nr16

Narrative

98.69

t5.262

.532

.t94

NarIT NanBtive

98.S

86.il8

.173

.895

NarlE Narrative

9E.85

79.495

.62A

.892

Nar19 Narrative

99.U

E5.318

.368

.t99

Nar20 Narrative

98.73

87.085

.433

.896

Nar2l Nanative

99.12

Es.466

.430

.E97 .E95

Nar22 Narrative

9E.65

E6.955

.497

NaO3 Narrative

98.88

87.3t6

.390

.897

Na/24 Narrative

98.96

85.638

.512

.89s

q\Mngic Solvcr 2000 Tclp 027i1-523858\UNYltlialika DiW Sahiani0utsut2 Valklitaa Reliibiliiai.spo:Pagc {

tabel r lie

frin U.ffi

o-{E U.r'A, 0.770 0.668 0.590 0.536 0.495

0.881 a.776 4 0.695 5 0.63{ . 6 0.586 7 o.u8 0.62 I 0.516 0./tlll I 0.489 0.it11 10 0./165 0.392 1t 0.4/t5 0.375 12 0.427 0.360 0.41' 0.316 0.397 0.334 1sl 0.38'f 0.323 r61 0.373 0.310 17 0.362 0.305 r8 0.352 0.re6 19 0.343 0.2S 2A 0.315 0.282 zd 0.327 0.275 nl 0.3a0 0.268 ztl 0.313 0.263 ztl 0.307 0.258 25,' o.3ol T'83 zel a.*5 0.28 ztl o.2g! o.2$ 20) 0.285 0.239 2el 0.2s 0.235 .-sol a.275 0.231 31t 0.271 0.28 s2[ 0.68 A22s ssl o.zil a.an sel 0-261 4.219 ssl 4.257 0.216 e6l 0.253 A.zfi 371 0.250 0.210 ssl 0.246 0.n7 gsl a.%3 0.204 lol o.23iS 0.201 111 0.237 0.199 +zl 0.235 0.197 nsl 0.2s1 0.196 ul o.es, o.fg{ asl 4.28 0.192 rsl 0.190 ql a.ac 0.221 0.188 481 a.>72 0.187 lsl a.ua 0.185 sol 4.218 0.r&! 2 3

131 141

slfi&er

: $ag&]

zom

Son sr tets

o-r5

o-r

I'.EI+

I'.U'N' 0.486

0.640 O.il2 0.479 o-43S 0.39S 0.371 0.349 0.330 0.31/r 0_3(x) 0.288 0.277

0.1901

0.25s

o,rs2i o.reel

a-zrz

0.250 0.249 o.ztt 0.?30

o.ns

o,zrs 0.214 o.2ro

O-,t0tl

0.353 0.317 O.2SO

4.270

0253 0."37

A.n7 0.218 0,207

O.18Ol 0.1751

o.rzol 0.1s51

o.rerl o.rszl o.rs+l o.rsol

0.206 0.1471 o-2or o raal 0-190 o.r+r 0.1s4 o.rssl o.ier o.rsaJ 0.187 o.i34l o.ia4 o.rrzl o.1T? O.trol 0,1?0 o.rza[ 0.16o o.tztl 0.156 o.rzsl 0.149 o.rml o.i42 o.pil 0.135 o.r rsl 0.128 o.rral 0.121 o.r rol I

0.11.1

O-114t

0.112

o.rrzl

o.ris

o.rsl

0.11, o.tttl o.uo o.rrol 0.109 o.rogl

o.ioo 0.107 o.io6

0.105 o.1G{

o.rosl o.rozl o.rool o.rosl O-r{)lll

0274) 523858

162   

The mapping of writing materials Sekolah    Kelas    Mata Pelajaran   Semester  

       

: SMP   : VIII (Delapan )  : Bahasa Inggris  : 1 (satu) 

Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 6.1. Mengungkapk an makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunak an ragam bahasa tulis secara akurat,

 

Materi Kegiatan Pokok/Pembelajar Pembelajaran an 1. Tanya jawab Teks fungsional berbagai hal pendek terkait berupa : tema/topik - Undangan teks fungsional - Pengumuman yang akan - Pesan Singkat dibahas 2. Penguatan kembali kosakata dan tata bahasa terkait jenis teks fungsional 3. Menulis kalimat sederhana Teks rumpang terkait jenis berbentuk

Indikator

Tekni k Tes tulis

• Melengkap i rumpang teks fungsion al pendek • Meyusun kata Tes menjadi tulis teks fungsion al yang bermakn a • Menulis Tes teks

Penilaian Bentuk Contoh Instrumen Instrumen Essay 1. Write simple Completio sentences n based on Jumbled the sentences situation Essay given. 2. Write an invitation/ an announce ment / message based on the situation given.

Aloka Sumber si Belajar Waktu 2 x 40 1. Buku teks menit yang relevanCo ntoh undangan, pengumum an, SMS 2. Gambar yang relevan

4 x 40 menit

1. Buku teks yang relevan

Karakter Kreatif Cermat Komunikat if

Kreatif Cermat Komunikat

163   

lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

6.2. Mengungkapk an makna dan langkah retorika dalam esei pendek sederhana dengan menggunak an ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi

 

- descriptive - recount Kalimat acak

teks 4. Menulis teks fungsional pendek berdasarkan konteks dengan kreatif dan komunikatif

fungsion tulis al pendek

• Melengkap i rumpang 1. Review teks essai Ungkapan pendek ungkapan yang berbentu mendeskripsik k an benda, orang descripti atau tempat. ve • 2. Menulis Menyusu kalimat yang n kalimat Mendeskripsik menjadi an benda, teks yang tempat, orang bermakn atau binatang a dalam berdasarkan bentuk gambar/realia. 3. Melengkapi descripti rumpang ve • Menulis dalam teks teks essai deskriptif dalam dengan kata bentuk yang tepat. 4. Menyusun descripti

Tes tulis

• Complete the paragraph using the suitable words. • Rearrange the following sentences correctly. • Write an essay describing something or a certain place.

2. Gambar terkait tema/topik 3. Bendabenda sekitar

if Percaya diri Mandiri

164   

dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

 

kalimat acak menjadi teks deskriptif yangterpadu. 5. Membuat draft teks deskriptive secara mandiri. 6. Mengekspos teks descriptive yang ditulis di kelas dengan mandiri dan percaya diri

ve .

165   

The mapping of writing materials   Sekolah      : SMP   Kelas      : VIII (Delapan )  Mata Pelajaran     : Bahasa Inggris  Semester     : 2 (Dua)  Standar Kompetensi : Menulis  12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan  sekitar    Kompetensi Dasar

Materi Pokok/Pembelajaran

Kegiatan Pembelajaran

Indikator

12.1.  Mengungkapka n makna dalam  bentuk teks tulis  fungsional  pendek  sederhana  dengan  menggunakan  ragam bahasa  tulis secara  akurat, lancar    dan berterima  untuk  berinteraksi  dengan  lingkungan  sekitar              12.2. Mengungkap  kan 

Teks fungsional :  ‐ undangan  ‐ pengumuman  ‐ pesan singkat                              • Teks Essai narrative /  recount  • Ciri kebahasaan teks  narrative / recount  • Langkah retorika teks  narrative / recount 

1. Review tujuan  komunikatif dan  ciriciri kebahasaan  teks fungsional  pendek terkait materi  2. Menulis kalimat  sederhana untuk  mengundang,  mengumumkan,  pesan singkat    dengan  sopan  3. Melengkapi taeks  fungsional pendek  4. Menulis teks  fungsional pendek  dengan cerman dan  teliti          1. Review ciri  kebahasaan teks  narrative  2. Membuat kalimat  sederhana terkait 

Menulis teks  fungsional  pendek  berbentuk : ‐  Pengumuman ‐  Undangan ‐  pesan singkat                           Menulis teks  pendek dan  sederhana dalam  bentuk narrative  dengan langkah  retorika yang  benar 

 

Teknik Tes tulis                                      Tes  tertulis 

Penilaian Contoh Bentuk Instrumen Instrumen Essay                                      Uraian 

1. Write  sentences  based on the  situation given.  2. Complete the  text using  suitable  word/words.  3. Write a text of  invitation on  your farewell  party.                      Write a short  narrative text  based  on: 

Alokasi Waktu 2 x 40  menit                                      4 x 40  menit 

Sumber Belajar 1. Buku  teks   yang  relevan  2. Contoh  teks  fungsion al  3. Gambar  terkait  materi  dan topik  4. Benda  sekitar                         

Karakter Sopan  Cermat   Teliti  Kerja sama   Mandiri  Percaya  diri    

166    makna dan langkah  retorika dalam esei  pendek sederhana  dengan  menggunakan  ragam bahasa tulis  secara akurat,  lancar  dan berterima  untuk  berinteraksi dengan  lingkungan sekitar  berbentuk recount  dan narrative 

 

teks narrative  3. Mengembangkan  langkah retorika teks  recount dan narrative  dengan kerja sama  4. Membuat draft teks  recount dan narrative  dengan mandiri  5. Menulis teks recount  dan narrative  berdasarkan draft  yang dibuat  6. Memajang hasil  tulisan di dinding  percaya diri 

a. The story you  have ever read.  b. Series of  pictures given. 

1.Buku teks  yang  relevan  2. Buku  cerita  bahasa  Inggris  3. Gambar  ‐ gambar  terkait 

167   

THE COURSE GRID OF WRITING MATERIALS FOR JUNIOR HIGH SCHOOL’S STUDENTS IN SMP 4 PLAYEN IN THE ACADEMIC YEAR 2010/ 2011 Standard Competence : Expressing meaning in a functional text and a simple short essay in the form of recount and descriptive to interact in the daily activity. Unit

Basic Competence

D E S C R I B I N G

Expressing meaning and rethoric steps in the short simple essay accurately, fluently, and acceptably to interact in daily life context in a descriptive and in a recount text.

A N I M A L S

 

Indicators

Language Focus

Write a short simple Simple Present descriptive text with Tense the right rethorical steps.

Key Structure S+Ving+O/C S+V1(s/es)+ O/C

Key Vocabulary Zoo, lion, tiger,big, wild,tame, tail,small

Input Picture handout

Activities Building Knowledge of the Field (BKOF) 1. Presenting pictures about a descriptive text and an introducing of a descriptive text. 2. Answering some questions related to the illustration of a descriptive text. Modeling of the Text (MOT) 1. Reading a descriptive text. 2. Language focus: o Describing the physical features. o Discussing the use of a simple present tense in writing the descriptive text. 3. Explanation on parts of

168   

the text Join Construction of Text (JCOT) 1. Doing a project on making a text : writing a descriptive text draft. 2. Writing the text based on the prepared draft. Independent Construction of Text (ICOT) Writing a descriptive text by using the appropriate rhetoric steps of a descriptive text.

 

169   

Unit

Basic Competence

S H A R E

Expressing meaning and rethoric steps in the short simple essay accurately, fluently, and acceptably to interact in daily life context in descriptive and in recount text.

Y O U R E X P E R I E N C E

Indicators

Language Focus

Write a short simple 1. Simple Past Tense recount text with the right rethorical steps.

Key Structure S + V2 +O

Key Input Vocabulary Visited, came Picture Handout Flash card

Activities Building Knowledge of the Field (BKOF) 1. Presenting pictures about a recount text and an introducing of a recount text. 2. Answering some questions related to the illustration of a recount text. Modelling of the Text 1. Reading a recount text 2. Building deeper understanding about the content of the recount text. 3. Explanation on parts of the text. 4. Language focus: discussing the use of the simple past tense in writing the recount text. Join Construction of Text (JCOT) 1. Doing a project on making a story : writing a story draft 2. Writing the story based

 

170   

on the prepared draft Independent Construction of text (ICOT) Writing a recount text about the students’ experience in their own experience by using an appropriate rhetoric steps of a recount text.

 

171   

Standard Competence : Expressing meaning in a functional text and a simple short essay in the form of recount and narrative to interact in the daily activity. Unit

Basic Competence

F R I E N D S H I P

Expressing meaning and rethoric steps in the short simple essay accurately, fluently, and acceptably to interact in the daily life context in recount and in narrative text.

 

Indicators

Language Focus

Write a short simple 1. Simple past Tense narrative text with the right rethorical 2. Action verb 3. Quoted steps. speech 4. Time connectives

Key Vocabulary Time S+ V2+O connective: S+ be (was/were)+.. After, before, since Key Structure

Input

Activities

Picture Handouts Cards

Building Knowledge of the Field (BKOF) 1. Presenting pictures about a narrative text and an introducing of a narrative text by showing some pictures in a short story. 2. Answering questions related to the illustration of a narrative text. Modelling of the Text 1. Reading a narrative text as a model of the use of quoted speech. 2. Language focus: o building deeper understanding about the content of a narrative text o discussing the use of quoted speech in writing the narrative text 3. Explanation on parts of the text. 4. Doing the task about

172   

quoted speech Join Construction of Text (JCOT) 1. Doing a project on making a story : writing a story draft 2. Writing the story based on the prepared draft 3. Writing the moral value of the story Independent Construction of text (ICOT) Writing a narrative text by their own words by using appropriate rhetoric steps of a narrative text.

 

173   

 

UNIT TITLE LET’ BEGIN 1. Pictures/ short functional texts related to the topic as the brain storming/ apperception. 2. Questions related to pictures and/or the writing project. LET’S MOVE FURTHER 1. Input: a text or other information which represents the linguistic features and the writing skill that material to be taught. 2. Focus in: the information about the generic structure of the text genre and the information about the main materials or writing skill to be taught. 3. Tasks and activities to promote learning. FIND YOUR PARTNER Tasks and activities are to practice the students’ writing skill and to apply the understanding about the given materials. The students work in a setting, such as in pairs, in a small group, or in a big group. DO IT YOUR SELF Projects or independent tasks. COMPLEMENTS 1. Grammar Zone ( information about grammar used in the materials) 2. Summary of the unit 3. Word List (the difficult words) 4. Teacher’s comment sheet

 

174   

APPENDIX E The first draft of the developed materials  

 

175   

     

DESCRIBING

CHAPTER

ANIMAL

I

   

In this section, you will learn how to:  make a descriptive text 

  After learning the lesson in this section, you are expected to able to:  write a good descriptive text  

   

BKOF

   

LET’S BEGIN

 

Study the following pictures. Then answer the questions. 

Taks 1   

 

 

   

 

   

       

176   

Question  1. Do you like animals?  2. Do you have a pet?  3. What kind of pet do you have?  4. What kind of food do you give to your pet?  5. What does your pet like to do?  6. Describe your pet.    BKOF      LET’S MOVE  

Study the part of a story below. It gives you information about the use  of simple present  tense. 

Taks 2    Structure   

 

 

 

  Identification    phenomenon  to described 

   

Language Feature    

 

 

 

 

 

                                                                                     

THE LOST PENGUIN The Gembiraloka zoo has a lost a penguin named Candy on Monday 19 december 2011. He is a big young penguin. He is wearing a red ribbon around his neck. He has black eyes. He has dark wings and a white breast. His fur is soft.

  Description  parts   

 

Detailed adjective  phrase

His weight is about 200 kg and his height is about 150 cm. He also cannot run fast. Please call 0274-619001 if you find that penguin. Thank you.

 

   

Present time

Detailed  Noun Phrase 

177   

    Make a list about the unfamiliar word (s)  that you may find in the “Penguins.” 

VOCABULARY

 

LIST

Use your dictionary to find out the  meaning.

   

Answer the following questions based on the text. 

Taks 3 

 

  1.

What is the penguin’s name? 

2.

When did the penguin lose? 

3.

What is the penguin wearing? 

4.

Does he has yellow wings and a white breast? 

5.

What is his eyes’ color? 

 

FOCUS ON

  Using adjectives to make a descriptive text.

  Taks 4   

Study the following information about adjectives and its rules. Then do the exercises to  build your understanding about it.  Adjectives  Size 

Age 

Thing 

Colour 

big 

old 

black 

tiger 

small 

new 

brown 

ant 

long 

 

dark 

tail 

  

 

white 

 

 

 

Silver 

   

 

178   

 

 

red 

 

 

 

green 

 

   

Check your understanding about adjectives by doing the following activity.

Taks 5 

  Make 10 sentences by using an adjective phrase.  For example  : 

A cute white cat. 

1. ________________________________________________________________________  2. ________________________________________________________________________  3. ________________________________________________________________________  4. ________________________________________________________________________  5. ________________________________________________________________________  6. ________________________________________________________________________  7. ________________________________________________________________________  8. ________________________________________________________________________  9. ________________________________________________________________________  10. ________________________________________________________________________    JCOT

    FIND YOUR PARTNER     Task 6 

In pairs, Make a good paragraph from the following clues. 

 

   

•

The horse’s name is Kamel. 

•

Lost on Friday 11 November 2010. 

•

He is wearing black necklace. 

•

His fur is brown. 

•

His face and his ear is dark black. 

•

He can run so fast. 

179   

               

•

He scared with a new people. 

•

Contact me at (081‐3922221). 

    ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________    ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________    ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 

        Task 7 

In groups of 4, choose two pictures and then make them into a good 

descriptive text. 

   

   

180   

 

 

 

 

  ICOT

    Do It Your Self     Task 8 

Work individually. Write a descriptive text about the following pictures. The  following instruction will help you to make a descriptive text. 

  1st project, find two pictures of animals, and then describe them.  Stick the picture on your  work sheet.  2nd project, use the following checklist to check your project. Then, when you have finished  writing your text, give your teacher comment.     

   

181   

No.  1. 

Picture of animal 

Descriptions 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

       

2. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         

   

182   

Give a check (9) on the point that you have done.  1.

(     )  I have done the  rule in task 8. 

2.

(     )  I have consulted  the draft with my teacher. 

3.

(     )  I have used  simple present tense to make a descriptive text. 

4.

(     )  I have used the  adjectives. 

5.

(     )  I have used the  structure of the descriptive text correctly. 

6.

(     )  I have used the  correct spelling and punctuation. 

7.

(     )  I have made some  improvement in my writing. 

                 

   

183   

             

GRAMMAR ZONE Simple Present Tense 

Example: 

Simple Present Tense is  to express the 

Penguins are birds. 

idea that an action is repeated. 

Penguins are very good swimmers. 

Rule 

 

S + V1 (s/es)+ O/C   

Summary  Descriptive Text  A descriptive text focuses on the characteristic feature of a particular thing. For example  a person, an animal, a thing. Descriptives are usually organized to include:  an introduction to the  subject of the description;  characteristic features  of the subject, e.g. physical appearance, qualities, habitual behavior, significant  attributes.  Action Verb 

   

184   

An action verb is an action that a person or thing can do. For example run, jump, swim,  walked, felt, etc.   Adjective  An adjective describes how something 'is'. For this reason, we usually use the verb 'to  be' when using adjectives. Adjectives are used to describe nouns.               

Teacher Comment

   

   

185   

     

SHARE YOUR

CHAPTER

EXPERIENCE

2

    In this section, you will learn how to: make a recount text 

 

  After learning the lesson in this section, you are expected to   

able to:  write a good recount text  

     

BKOF

LET’S BEGIN

   

Taks 1 

Study the following pictures. Then answer the questions. 

 

186   

Questions 

 

1. What did you do on your last holiday?  2. Did you visit some interesting places?  3. How many days did you spend on your holiday?  4. What did you do there?  MOT

   

LET’S MOVE

   

Taks 2 

Study the part of the following story. It gives you information about the  use of a simple past  tense. 

      orientation        Sequence    Of  events    Re‐  orientation   

HOLIDAY IN ITALY About six month ago when I was on holiday in Italy, we went to visit the leaning tower of Pisa. Looking at it from the outside, it was massive. I am possitively sure that it is one of the Seven Wonders of the World. It was crooked and you would really believe that it was going to fall by the angle it sits in. It has 200 steps leading up to the top. I was quite pleased with myself as I was the first person to reach the top but I was almost blown off the side when I was nearly deafened by the sound of the bells. You were supposed to wear earplugs for the noise but we didn’t have any as we didn’t know the bells were going to ring. When the time came for us to go down again, we thought we would go accross the road to see a big round building which had a long round roof. While we were inside someone came in and they were talking very softly but in fact made a loud echo. Later we thought we would be sneaky and go down to the graveyard even though we had no permission. There were a few creepy graves that we thought we would find some bones in but we weren’t in luck. We looked in every grave that didn’t have a top on but we didn’t find any. Still, that made our day a thrilling one and one to remember.

187   

     

VOCABULARY

 

LIST

Make a list about the difficult  word (s) that you may find in the  “Holiday in Italy.” 

  Use your dictionary to find out  the meaning. 

     

FOCUS ON

   

Building your understanding about a recount text by reading the following  information about a recount  text 

Taks 3 

RECOUNT TEXT  The Purpose          A  recount  text  is  a  text  that  that  is  retell  events  for  the  purpose  of  informing  or  entertaining.    1. The generic structure  Orientation      : provides the setting and introduces  participants.  Events               : tell what happened in what  sequence.  Re‐orientation : optional‐closure of events.  2. The language feature  a.

Using nouns and pronouns to identify people,  animals or things involved. 

b.

Using of action verbs to refer to events 

c.

Using of past tense to locate events in relation to  writer’s time. 

d.

Using of conjunctions and time connectives to 

188   

sequence the events.  e.

Using adverbs and adverbial phrases to indicate  place and time. 

f.

Using of adjectives to describe nouns 

         

Study about connecting words. Taks 4 

   

Connecting Words 

 

There are some connecting words. Those are:  First, 

 

Then, 

  After that, 

        Find the connecting words in the following text.

 

Task 5 

    Yogyakarta, 22 July 2011 

   

 

Hi, Salsa, how are you? I hope you are fine. 

  By the way, I want to tell you about my holiday. Last month I went to Bali. I  was  so  happy  because  it  was  my  first  time  to  visit  the  place.  There  are  many  interesting places to visit.    First, I visited Legian beach. It is one of the beautiful beaches in Bali. There  we  had  a  boat  ride  visiting  the  “Penyu”  bay.  We  saw  some  big  green  turtles  and  some other animals. After that, I went to the Garuda Kencana complex in Jimbaran. 

189   

                                    Study the following explanation and then fill in the blanks with the correct  Taks 6 

 

conjunction in the box. Look at the example. 

     

CONJUNCTIONS Conjunction is used to connect two clauses or sentences.  Because  ÆWe didn’t get ticket because we arrived late.  But  

190   

                                     

Complete the following paragraph by using conjunction given.  Taks 7 

  And                          when        because                    while                         after 

191   

On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leangleang. It was my first time to visit the cave, better yet, my best friend came to visit it with me! The cave was famous for its primitive cave wall paintings which were some hand prints 1)________ wild boar paintings. The cave and its surroundings was turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, 2)_________ Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, 3)_______ the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left overs in their 'kitchen'. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken 4)_________ they did an excavation there. 5)________ a quick lunch with Novi and my parents, we decided it was time to go back home. We really had the time of our lives!   JCOT

   

FIND YOUR  

PARTNER

 

In groups of 4, tell your and your friends  experience in visiting some places.  These questions will help you to make a good recount. 

Task 8 

   

1. What was the place that you visit with your friends?  2. What is the most interesting thing in this place?  3. Did you enjoy the place?  4. What did you do in this place?     

ICOT

   

Do It Your Self

192   

  Task 9   

Work individually. Make a text about your journey.

   

1st project, make  a draft to make a recount text. 

 

2nd project, use the following checklist to check your project. Then, when you have 

finished writing your story, evaluate your checklist and your teacher comment as an  evaluation to improve your writing skill.  Give the check (9) on the poin that you have done.  1. (     )  I have done the rule in task 8.  2. (     )  I have consulted the draft with my teacher.  3. (     )  I have written all the subjects in the text by using a simple past tense.  4. (     )  I have used the time connectives.  5. (     )  I have used the conjunction.  6.  (     )  I have used the correct spelling and punctuation.  7. (     )  I have made some improvement in my writing skill.             

GRAMMAR ZONE Simple Past Tense 

193   

Simple past tense is used to express something that happened in the past.   Rule  S+ V2+ O/C  For examples:  I went to the zoo yesterday  I vsited Monast last month  Usually, you use the following adverbs of time in simple past tense  Yesterday                           Last.........  Last week                           Two days ago     

Summary Recount text  A recount text is a text to retell events for the purpose of informing or entertaining.  The generic structure  Orientation      : provides the setting and introduces  participants.  Events               : tell what happened in what  sequence.  Re‐orientation : optional‐closure of events.  Simple Past Tense  Is used to express something that happened in the past.  S+ V2  Conjunction  Conjuction is a word to connect clauses or sentences.      

194   

   

Teacher Comment

                       

 

194       

FRIENDSHIP

CHAPTER

   

make a narrative text 

   

3

In this section, you will learn how to: 

After learning the lesson in this section, you are expected to able to:  write a good narrative text  

   

BKOF

   

LET’S BEGIN

  Taks 1   

  Study the following picture. Then answer the question. After that, do your  project in writing.

 

       

   

    

                                                                       

   

 

 

195    Question  1. Did you ever read a story?  2. What is the story about?  3. Can you mention the characters of the story?  4. How did the story begin?  5. What was the most important part of the story?  6. How did the story end?   

MOT

 

LET’S BEGIN   Taks 2 

 

Study the part of a story below. It gives you information about the use of  simple past tense and quoted speech.

   

CINDERELLA

                             

 

Once upon a time, there was a young girl named Cinderella. She lived with her step mother and two step sisters.The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest work in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. One day, the two step sisters received an invitation to the ball that the king’s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left. “Why are you crying, Cinderella?” a voice asked. She looked up and saw her fairy godmother standing beside her, “because I want so much to go to the ball” said Cinderella. “Well,” said the godmother,”you’ve been such a cheerful, hardworking, uncomplaining girl that I am going to see that you do go to the ball”. Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now, Cinderella. You must leave before midnight”,she said. Then away she drove in her beautiful coach. Cinderella was having a wonderfully good time. She danced again and again with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as she could. In her hurry, one of her glass slippers was left behind. A few days later, the king’s son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard they squeezed their toes into it. In the end, the king’s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly. Finally, she was driven to the palace. The king’s son was overjoyed to see her again. They were married and live happily ever after.    

196     

VOCABULARY

 

LIST

Make a list about the difficult  word (s) that you may find in the  “Cinderella.” 

 

Use your dictionary to find out  the meaning. 

     

FOCUS IN

     

Taks 3 

Build your understanding about the narrative text by reading the following  information about the narrative text. 

  NARRATIVE TEXT  The Purpose          A narrative text is a piece of text which tells a story to entertain or inform the reader or listener  with  actual  vicarious  experience  in  different  ways.  A  narrative  text  deals  with  problematic  events  leads to a crisis or turning point of some kind, which in turn finds a resolution.    1. The generic structure  Orientation: sets the scene and introduces the participants  Evaluation (optional): a step back to evaluate the plight  Complication: a crisis arises  Resolution: the crisis is resolved, for better or worse  Reorientation: (optional)  2. The language feature  a. Using of adjectives to build noun groups to describe the people, animals, or things in the  story. E.g. young girl  b. Using of the time connection and conjunction to sequence events through time. E.g. once  upon a time, one day.  c. Using of adverbial of place and adverbial of time. For example, once upon a time  Æadverbial of time  d. Using past tense as an active verb to indicate the action in the narrative.   For example:  There was a young girl named Cinderella.                            She lived with her step mother and two step sisters.  e. using of saying and thinking verb to indicate what characters are feeling. For example  “why are crying, cinderella?” a voice asked (a fairy godmother).                 

197       

Formula  Task 4     

:  Using quoted speech in writing narrative text. S + Verb 2 

    Study the following information about the quoted speech and its rules. Then do the  exercises to build your understanding about it.  Quoting one sentence  a. “because I want so much to go to the ball” said Cinderella.    b. Cinderella  said,”Because  i  want  so  much  to  go to the ball.”      c. “Well,” said the godmother,”you’ve been

  In (a) : use a comma, not a period, at the end of  the  quoted  sentence  when  it  precedes  said  Cinderella.  In (b) : use a comma after Cinderella said.  Capitalized  first  word  of  the  quoted  sentence.  Put  the  final  quotation  marks  outside  of  the  period at the end of the sentence.  In (c) : If the quoted sentence is devided by ‘said  such a cheerful, hardworking, the godmother’, use a comma after the first part  uncomplaining girl that I am going to see of the quote. Do not capitalize the first word of  the second half of the quoted sentence.  that you do go to the ball.”  Quoting more than one sentence    Quoting marks are placed at the beginning and  “Now, Cinderella. You must leave before end of the complete quote. But, there are no  midnight”, she said.  quotation marks after it.   Quoting a question    If a quotation mark is used, no comma is used  a. “Why are you crying, Cinderella?” a before a voice asked.  voice asked. The question mark is inside the quote mark.  b. “A voice asked,”why are crying,

Cinderella?”  

Task 5 

Check your understanding about quoted speech by doing the following  activities.  

  Rewrite the following sentences by using the quoted speech and the correct capitalization.  1. Dear me she said do you always get up so late.  2. She said today's lesson is on presentations.  3. She said what shall we learn today  4. He said to me stop singing the same old song  5. Don’t fight with your sister  my mother said get on with your school homework.     

198           

JCOT

FIND YOUR PARTNER

    Task 6 

In groups of 4, arrange these paragraph into a good story. 

The smartest parrot

A. At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over, “Say Catano or I’ll kill you”. The bird kept not saying the word of Catano.

B. The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano, but the bird kept not saying the word.

C. The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken, “Say Catano or I’ll kill you”.

D. One day, after he had been trying so many times to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said the man angrily. Then he continued to humble, “You know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house.

E. Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.

   

199      Work in a small group and write a story draft.   Task 7    Work in a group of 4, based on task 6, write the story draft by filling the following Mind  Mapping.     

The detail description of place 

The Main Character’s Behavior   

 

 

 

 

     

 

Setting of place 

The Main Character

 

 

 

 

 

     

TITLE 

   

       

Conflict  Conclusion   

     

   

       

How is the conflict resolved?     

     

200     

ICOT

   

DO IT YOUR SELF  

  Task 8   

Work individually. Think about one story that you have ever read or seen.  Then, make it into a good draft. 

1. You can use the Mind Mapping to write your draft.   2. When you have finished writing your draft, consult it to your teacher.  3. Give the teacher comment sheet to your teacher to get a feedback.      Task 9 

Express your talent in writing 

   

1st project, write a story based on the draft that you have written in task 8. 

  2nd project, use the following checklist to check your project. Then, when you have finished  writing your story, evaluate your checklist and your teacher comment as an evaluation to improve  your writing skill.    Give the check (9) on the poin that you have done.  1. (     )  I have done the rule in task 9.  2. (     )  I have consulted the draft with my teacher.  3. (     )  I have written all the verb in the text by using a simple past tense.  4. (     )  I have used the quoted speech.  5. (     )  I have used the structure of the narrative text correctly.  6. (     )  I have used the correct spelling and punctuation.  7. (     )  I have made some improvement in my writing skill.       

   

201   

GRAMMAR ZONE Simple Past Tense The simple past tense indicates that an activity or situation began and ended at a particular time in the past Rule S + V2 +O/ C

Example:

There was a young girl named Cinderella She lived with her step mother and two step sisters. They treated Cinderella very badly.

Summary Narrative Text A narrative text is a piece of text which tells a story and entertains or informs the reader or listener with actual vicarious experience in different ways. A Narrative text deals with problematic events lead to a crisis or turning point of some kind, which in turn finds a resolution. Simple Past tense is used for past actions that happened either at a specific time, which can either be given by a time phrase (yesterday, last year, etc.) or understood from the context. Regular Verbs add -ed to the base form, or -d if the verbs ends with -e. Irregular verbs can change in many different ways. Quoted speech Quoted speech is exactly what the person said, so be careful not to misquote the person.                  

202       

Teacher Comment

 

   

203   

APPENDIX F The final draft of the developed materials  

 

204   

       

DESCRIBING ANIMAL

I

In this section, you will learn how to: 

   

CHAPTER

Describe animals  After learning the lesson in this section, you are expected to able to:  write a good descriptive text  

  BKOF

   

LET’S BEGIN

  Study the following pictures. Then answer the questions. 

  Taks 1 

 

 

   

 

   

     

   

205   

Question  1. Do you like animals?  2. Do you have a pet?  3. What kind of pet do you have?  4. What kind of food do you give to your pet?  5. What does your pet like to do?  6. Describe your pet.    

MOT

   

LET’S MOVE

  Taks 2   

Study the part of a story below. It gives you information about the use  of simple present  tense. 

Structure   

 

 

 

  Identification    phenomenon  to described 

Language Feature

 

 

 

 

 

 

                                                                                     

THE LOST PENGUIN The Gembiraloka zoo has a lost a penguin

Present time

named Candy on Monday 19 december 2011.

  He is a big young penguin. He is wearing a     Description  parts   

 

red ribbon around his neck. He has black eyes. He has dark wings and a white breast. His fur is soft. His weight is about 200 kilograms and his height is about 150 cm. He also cannot run fast. Please call 0274-619001 if you find that penguin. Thank you.

 

   

Detailed adjective  phrase Detailed  Noun Phrase 

206   

     

Building your understanding about the descriptive text by reading the  following information about the descriptive text 

Taks 3 

  DESCRIPTIVE TEXT    The Purpose            A descriptive text is a text that describes the features of someone, something, or a   

certain place. 

 

1. The generic structure 

 

Identification       : identifies phenomenon to described.  Description          :  describes parts, qualities, characteristics. 

 

2. The language feature 

 

a. Using simple present tense. 

 

b. Using a detailed noun phrase to give information about the subject. 

 

For example: They have dark black and white breasts.  c. Using an adjective to tell about describing, numbering and classifying 

 

characteristic. For example; short legs, dark whie breasts.   

d. Using adverbials to give an additional information about the subject  behavior. For example: fast, quickly. 

   

 

             

207   

    Answer the following questions based on the text.  

Taks 4 

  1. What is the penguin’s name?  2. When did the penguin lose?  3. What is the penguin wearing?  4. Does he have yellow wings and a white breast?  5. What is his eyes’ color?   

FOCUS ON

   

Using adjectives to make a descriptive text.

Taks 5 

  Study the following information about adjectives and its rules. Then do the exercises to  build your understanding about it.  Adjectives  Size 

Age 

big 

Old 

black 

Tiger 

small 

New 

brown 

Ant 

long 

 

dark

Tail

  

 

white

 

 

Silver 

 

 

 

red 

 

 

 

Green 

 

     

   

Thing 

Colour 

208   

 

Check your understanding about adjectives by doing the following activity.

Taks 6 

  Make 10 sentences by using an adjective phrase.  For example  : 

A cute white cat. 

1. ________________________________________________________________________  2. ________________________________________________________________________  3. ________________________________________________________________________  4. ________________________________________________________________________  5. ________________________________________________________________________  6. ________________________________________________________________________  7. ________________________________________________________________________  8. ________________________________________________________________________  9. ________________________________________________________________________  10. ________________________________________________________________________      Underline the adjective phrase in the following text.  Task 7      THE LOST THREE BABY CATS  The  sweety  pet  shop  has  lost  the  three  baby  cats. They lost on Sunday 8 November 2010.  The first cat, he has black white soft fur. His nose  is pink. He is wearing soft grey blanket. He is also   

wearing a blue hat.   The second cat, he has brown white soft fur. His  fur  is  short.  He  is  wearing  black  blanket.  He  is  also wearing a black hat.  The  third  cat,  he  is  a  little  cat.  His  fur  color  is  black and white. He has small beautiful eyes. He  has soft grey blanket. He also has blue white hat.  If  you  found  them  please  call  me  at  (0274‐  675675) or send messages at (085729909090). 

   

209   

 

JCOT

    FIND YOUR PARTNER   In pairs, make a good paragraph from the following clues. 

Task 7 

 

 

•

The horse’s name is Kamel. 

•

Lost on Friday 11 November 2010. 

•

He is wearing a black necklace. 

•

His fur is brown. 

•

His face and his ear is dark black. 

•

He can run so fast. 

•

He was scared with a new people. 

•

Contact me at (081‐3922221). 

   

             

  ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________    ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________    ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 

   

   

210   

 

 

•

The dog’s name is dogi. 

•

Lost on Friday 18 November 2010. 

•

He is wearing a red necklace. 

•

His fur is white and black. 

•

His face and his ear is also white black  color. 

•

He can run very fast. 

•

He can bite a new people. 

•

Contact me at (0274‐999543). 

                 

    ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________    ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________    ____________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 

             

21 11   

      Task 8 

In groups of 4, choose two picture es and then m make them iinto a good 

descriptivve text. 

 

 

 

 

 

 

     

212   

  ICOT

   

Do It Your Self

   

Work individually. Write a descriptive text about the following pictures. The  following instruction will help you to make a descriptive text. 

Task 9 

 

1st project, find two pictures of animals, and then describe them.  Stick the picture on your  work sheet.  2nd project, use the following checklist to check your project. Then, when you have finished  writing your text.  No.  1. 

Picture of animal   

Descriptions              

2. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

213   

  Give a check (9) on the point that you have done.  1. (     )  I have done the rule in task 8.  2. (     )  I have consulted the draft with my teacher.  3. (     )  I have used simple present tense to make a descriptive text.  4. (     )  I have used the adjectives.  5. (     )  I have used the structure of the descriptive text correctly.  6. (     )  I have used the correct spelling and punctuation.  7. (     )  I have made some improvement in my writing.                                   

214   

    VOCABULARY LIST

  Lost

:hilang

Neck : leher

Young

:muda

Fur

Wear

:memakai

Weight : berat

  Ribbon

:pita

Height : tinggi

  Wing

:sayap

Soft

: lembut

:perut

Run

: berlari

   

 

Breast

: bulu

       

GRAMMAR ZONE Simple Present Tense 

Example: 

Simple Present Tense is  to express the 

Penguins are birds. 

idea that an action is repeated. 

Penguins are very good swimmers. 

Rule 

 

S + V1 (s/es)+ O/C           

   

215   

Summary  Descriptive Text  A descriptive text focuses on the characteristic feature of a particular thing. For example  a person, an animal, a thing. Descriptives are usually organized to include:  an introduction to the subject of the description;  characteristic features of the subject, e.g. physical appearance, qualities,  habitual behavior, significant attributes.  Action Verb  An action verb is an action that a person or thing can do. For example run, jump, swim,  walked, felt, etc.   Adjective  An adjective describes how something 'is'. For this reason, we usually use the verb 'to  be' when using adjectives. Adjectives are used to describe nouns.                     

   

216   

   

Teacher Comment

   

   

217   

     

SHARE YOUR

CHAPTER

EXPERIENCE

2

    In this section, you will learn how to: make a recount text 

 

  After learning the lesson in this section, you are expected to  able to:    write a good recount text        

BKOF

LET’S BEGIN

    Taks 1 

Study the following pictures. Then answer the questions. 

 

 

218   

Questions 

 

1. What did you do on your last holiday?  2. Did you visit some interesting places?  3. How many days did you spend on your holiday?  4. What did you do there?  MOT  

 

LET’S MOVE

    Taks 2 

Study the part of the following story. It gives you information about the  use of a simple past  tense. 

    HOLIDAY IN ITALY   orientation        Sequence    Of  events    Re‐  orientation   

 

About six month ago when I was on holiday in Italy, we went to visit the leaning tower of Pisa. Looking at it from the outside, it was massive. I am possitively sure that it is one of the Seven Wonders of the World. It was crooked and you would really believe that it was going to fall by the angle it sits in. It has 200 steps leading up to the top. I was quite pleased with myself as I was the first person to reach the top but I was almost blown off the side when I was nearly deafened by the sound of the bells. You were supposed to wear earplugs for the noise but we didn’t have any as we didn’t know the bells were going to ring. When the time came for us to go down again, we thought we would go accross the road to see a big round building which had a long round roof. While we were inside someone came in and they were talking very softly but in fact made a loud echo. Later we thought we would be sneaky and go down to the graveyard even though we had no permission. There were a few creepy graves that we thought we would find some bones in but we weren’t in luck. We looked in every grave that didn’t have a top on but we didn’t find any. Still, that made our day a thrilling one and one to remember.

219   

     

FOCUS ON

   

Building your understanding about a recount text by reading the following  information about a recount  text 

Taks 3 

RECOUNT TEXT  The Purpose          A  recount  text  is  a  text  that  that  is  retell  events  for  the  purpose  of  informing  or  entertaining.    1. The generic structure  Orientation      : provides the setting and introduces  participants.  Events               : tell what happened in what  sequence.  Re‐orientation : optional‐closure of events.  2. The language feature  a.

Using nouns and pronouns to identify people,  animals or things involved. 

b.

Using of action verbs to refer to events 

c.

Using of past tense to locate events in relation to  writer’s time. 

d.

Using of conjunctions and time connectives to  sequence the events. 

e.

Using adverbs and adverbial phrases to indicate  place and time. 

f.    

 

Using of adjectives to describe nouns 

220   

 

Study about connecting words. Taks 4 

   

Connecting Words 

 

There are some connecting words. Those are:  First, 

 

Then, 

  After that, 

        Find the connecting words in the following text.

 

Task 5 

    Yogyakarta, 22 July 2011 

                 

 

Hi, Salsa, how are you? I hope you are fine. 

  By the way, I want to tell you about my holiday. Last month I went to Bali. I  was  so  happy  because  it  was  my  first  time  to  visit  the  place.  There  are  many  interesting places to visit.    First, I visited Legian beach. It is one of the beautiful beaches in Bali. There  we  had  a  boat  ride  visiting  the  “Penyu”  bay.  We  saw  some  big  green  turtles  and  some other animals. After that, I went to the Garuda Kencana complex in Jimbaran.  I enjoyed the giant statue of Wisnu, one of the gods in Hinduism, and a giant bird  statue of Garuda. Then, in the evening I had dinner in  Jimbaran beach where I was  watch the sunset.    On the next day, I had some shopping at the Sukowati traditional market.  There  are  many  kinds  of  souvenirs  in  this  place.  After  that,  I  visited  the  Kedaton  forest in Tabanan. Finally, I enjoyed the sunset in Tanah lot.    Bye. 

Anyway, I will write to you again next time. Write to me as soon as you can. 

    Best Regards, 

221   

                                      Study the following explanation and then fill in the blanks with the correct  Taks 6 

 

conjunction in the box. Look at the example. 

   

CONJUNCTIONS  Conjunction is used to connect two clauses or sentences. 

 

Because  ÆWe didn’t get ticket because we arrived late. 

222   

                                     

Check your understanding about adjectives by doing the following activity. Taks 7 

  Make 10 sentences by using a correlative conjunction.  1. ________________________________________________________________________ 

 

223   

2. ________________________________________________________________________  3. ________________________________________________________________________  4. ________________________________________________________________________  5. ________________________________________________________________________  6. ________________________________________________________________________  7. ________________________________________________________________________  8. ________________________________________________________________________  9. ________________________________________________________________________  10. ________________________________________________________________________     

Complete the following paragraph by using conjunction given.  Taks 8 

  And                          when        because                    while                         after 

On Sunday, my parents, my best friend Novi, and I visited a cave at Maros called Leangleang. It was my first time to visit the cave, better yet, my best friend came to visit it with me! The cave was famous for its primitive cave wall paintings which were some hand prints 1)________ wild boar paintings. The cave and its surroundings was turned into a national park, so it was taken care of. My parents took a rest in a small hut for visitors of the park, 2)_________ Novi and I adventured around the cave with a guide. We had to climb some metal stairs to get to the cave, 3)_______ the cave was embedded into a small mountain. Next stop was a place where some seashells littered the ground and some were actually piled into a big mound! The guide said that these piles of seashells are called kjokkenmoddinger, or kitchen trash. The humans who lived here ate the shells and dumped the left overs in their 'kitchen'. The last place was a small museum where they have skeletons of the humans who lived in the caves. The skeletons along with some roughly made jewelry and weapons were placed inside glass cases for display. The walls of the museum were adorned with photographs taken 4)_________ they did an excavation there. 5)________ a quick lunch with Novi and my parents, we decided it was time to go back home. We really had the time of our lives!   JCOT

 

224   

    FIND YOUR  

PARTNER

 

In groups of 4, tell your and your friends  experience in visiting some places.  These questions will help you to make a good recount. 

Task 8 

  1. What was the place that you visit with your friends?  2. What is the most interesting thing in this place?  3. Did you enjoy the place?  4. What did you do in this place?     

ICOT

Do It Your Self

    Task 9   

Work individually. Make a text about your journey.

   

1st project, make  a draft to make a recount text. 

 

2nd project, use the following checklist to check your project. Then, when you have 

finished writing your story, evaluate your checklist and your teacher comment as an  evaluation to improve your writing skill.  Give the check (9) on the poin that you have done.  1. (     )  I have done the rule in task 8.  2. (     )  I have consulted the draft with my teacher.  3. (     )  I have written all the subjects in the text by using a simple past tense. 

 

225   

4. (     )  I have used the time connectives.  5. (     )  I have used the conjunction.  6.  (     )  I have used the correct spelling and punctuation.  7. (     )  I have made some improvement in my writing skill.                                     

 

226   

VOCABULARY LIST    

Leaning  

:miring   

 

 

earplugs 

: penyumbat telinga 

 

Massive 

:raksasa 

 

 

thought  

:pikiran 

Crooked 

:tidak lurus 

 

 

roof 

 

:atap 

Leading  

:mengarah 

 

 

echo 

 

:gema 

Blown off 

:berubah haluan 

 

sneaky   

:berterus terang 

Deafened 

:menulikan 

 

 

graveyard 

:kuburan 

Creepy   

:mengerikan 

 

 

bones   

:tulang 

           

GRAMMAR ZONE Simple Past Tense  Simple past tense is used to express something that happened in the past.   Rule  S+ V2+ O/C  For examples:  I went to the zoo yesterday  I vsited Monast last month  Usually, you use the following adverbs of time in simple past tense  Yesterday                           Last.........  Last week                           Two days ago       

 

227   

Summary Recount text  A recount text is a text to retell events for the purpose of informing or entertaining.  The generic structure  Orientation      : provides the setting and introduces  participants.  Events               : tell what happened in what  sequence.  Re‐orientation : optional‐closure of events.  Simple Past Tense  Is used to express something that happened in the past.  S+ V2  Conjunction  Conjuction is a word to connect clauses or sentences.                      

 

228   

     

Teacher Comment

                       

 

 

228       

FRIENDSHIP

CHAPTER

   

make a narrative text 

   

3

In this section, you will learn how to: 

After learning the lesson in this section, you are expected to able to:  write a good narrative text  

   

BKOF

   

LET’S BEGIN

   

Taks 1 

  Study the following picture. Then answer the question. After that, do your  project in writing. 

 

       

   

    

                                                                       

 

 

229    Question  1. Did you ever read a story?  2. What is the story about?  3. Can you mention the characters of the story?  4. How did the story begin?  5. What was the most important part of the story?  6. How did the story end?    MOT    

LET’S MOVE Taks 2   

Study the part of a story below. It gives you information about the use of  simple past tense and quoted speech.

   

CINDERELLA

                             

Once upon a time, there was a young girl named Cinderella. She lived with her step mother and two step sisters.The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest work in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. . One day, the two step sisters received an invitation to the ball that the king’s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left. “Why are you crying, Cinderella?” a voice asked. She looked up and saw her fairy godmother standing beside her, “because I want so much to go to the ball” said Cinderella. “Well,” said the godmother,”you’ve been such a cheerful, hardworking, uncomplaining girl that I am going to see that you do go to the ball”. Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now, Cinderella. You must leave before midnight”,she said. Then away she drove in her beautiful coach. Cinderella was having a wonderfully good time. She danced again and again with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as she could. In her hurry, one of her glass slippers was left behind. A few days later, the king’s son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard they squeezed their toes into it. In the end, the king’s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly. Finally, she was driven to the palace. The king’s son was overjoyed to see her again. They were married and live happily ever after.

230       

FOCUS ON

   

Taks 3 

 

Build your understanding about the narrative text by reading the following  information about the narrative text. 

  NARRATIVE TEXT  The Purpose          A narrative text is a piece of text which tells a story to entertain or inform the reader or listener  with  actual  vicarious  experience  in  different  ways.  A  narrative  text  deals  with  problematic  events  leads to a crisis or turning point of some kind, which in turn finds a resolution.    1. The generic structure  Orientation: sets the scene and introduces the participants  Evaluation (optional): a step back to evaluate the plight  Complication: a crisis arises  Resolution: the crisis is resolved, for better or worse  Reorientation: (optional)  2. The language feature  a. Using of adjectives to build noun groups to describe the people, animals, or things in the  story. E.g. young girl  b. Using of the time connection and conjunction to sequence events through time. E.g. once  upon a time, one day.  c. Using of adverbial of place and adverbial of time. For example, once upon a time  Æadverbial of time  d. Using past tense as an active verb to indicate the action in the narrative.   For example:  There was a young girl named Cinderella.                            She lived with her step mother and two step sisters.  e. using of saying and thinking verb to indicate what characters are feeling. For example  “why are crying, cinderella?” a voice asked (a fairy godmother).     

Task 4 

Answer the following questions related to the Cinderela story. 

    1. who is the main character in this story?  2. How many character are there in this story?  3. Where did the story take place?  4. What is the problem with the Cinderela?  5. What can we learn from this story? 

231       

Formula  Task 5     

:  Using quoted speech in writing narrative text. S + Verb 2 

    Study the following information about the quoted speech and its rules. Then do the  exercises to build your understanding about it.  Quoting one sentence  a. “because I want so much to go to the ball” said Cinderella.    b. Cinderella  said,”Because  i  want  so  much  to  go to the ball.”      c. “Well,” said the godmother,”you’ve been

  In (a) : use a comma, not a period, at the end of  the  quoted  sentence  when  it  precedes  said  Cinderella.  In (b) : use a comma after Cinderella said.  Capitalized  first  word  of  the  quoted  sentence.  Put  the  final  quotation  marks  outside  of  the  period at the end of the sentence.  In (c) : If the quoted sentence is devided by ‘said  such a cheerful, hardworking, the godmother’, use a comma after the first part  uncomplaining girl that I am going to see of the quote. Do not capitalize the first word of  the second half of the quoted sentence.  that you do go to the ball.”  Quoting more than one sentence    Quoting marks are placed at the beginning and  “Now, Cinderella. You must leave before end of the complete quote. But, there are no  midnight”, she said.  quotation marks after it.   Quoting a question    If a quotation mark is used, no comma is used  a. “Why are you crying, Cinderella?” a before a voice asked.  voice asked. The question mark is inside the quote mark.  b. “A voice asked,”why are crying,

Cinderella?”  

Task 6 

Check your understanding about quoted speech by doing the following  activities.  

  Rewrite the following sentences by using the quoted speech and the correct capitalization.  1. Dear me she said do you always get up so late.  2. She said today's lesson is on presentations.  3. She said what shall we learn today  4. He said to me stop singing the same old song  5. Don’t fight with your sister  my mother said get on with your school homework. 

232        Task 7 

  Study the following text. Then, write down the possible quoted speech that  can be made based on each situation.  

                                                 

Once upon a time, there are farmers who didn’t have a children. One night, while they were praying, Buto Ijo a giant with supranatural powers passed their house. He heard they pray. Don't worry farmers. I can give you a child. But you have to give me that child when she is 17 years old, said Buto Ijo. The farmers were so happy. They did not think about the risk of losing their child letter and agree to take the offer. Later, Buto Ijo gave them a bunch of cucumber seeds. The farmers planted them carefully. Then the seeds changed into plants. No longer after that, a big golden cucumber grew from plants. After it had ripe, the farmers picked and cut it. They were very surprised to see beautiful girl inside the cucumber. They named her Timun Mas or Golden Cucumber. Years passed by and Timun Mas has changed into a beautiful girl. On her 17th birthday, Timun Mas was very happy. However, the parents were very sad. They knew they had to keep their promise to Buto Ijo the giant but they also did not want to lose their beloved daughter. My daughter, take this bag. It can save you from the giant, said father. What do you mean, Father? I don't understand, said Timun Mas. Right after that, Buto Ijo came into their house. Run Timun Mas. Save your life! said the mother. Buto ijo was angry. He knew the farmers wanted to break their promise. He chased Timun Mas away. Buto Ijo was getting closer and closer. Timun Mas then opened the bag and threw a handful of salt. It became sea. Buto Ijo had to swim to cross the sea. Later, Timun Mas threw some chilly. It became a jungle with trees. The trees had sharp thorns so they hurt Buto Ijo. However, he was still able to chase Timun Mas. Timun Mas took her third magic stuff. It was cucumber seeds. She threw them and became cucumber field. But Buto Ijo still could escape from the field. Then it was the last magic stuff she had in the bag. It was a shrimp paste or terasi. She threw it and became a big swamp. Buto Ijo was still trying to swim the swamp but he was very tired. Then he was drowning and died. Timun Mas then immediately went home. The farmers were so happy that they finally together again.

233       

JCOT

     

FIND YOUR PARTNER

  Task 8 

In groups of 4, arrange these paragraph into a good story. 

The smartest parrot

A. At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over, “Say Catano or I’ll kill you”. The bird kept not saying the word of Catano.

B. The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano, but the bird kept not saying the word.

C. The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken, “Say Catano or I’ll kill you”.

D. One day, after he had been trying so many times to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said the man angrily. Then he continued to humble, “You know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house.

E. Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.

234      Work in a small group and write a story draft.   Task 9    Work in a group of 4, based on task 6, write the story draft by filling the following Mind  Mapping.     

The detail description of place 

The Main Character’s Behavior   

 

 

 

 

     

 

Setting of place 

The Main Character

 

 

 

 

 

     

TITLE 

   

       

Conflict  Conclusion   

     

   

         

How is the conflict resolved?     

235      ICOT

   

DO IT YOUR  

SELF   Work individually. Think about one story that you have ever read or seen.  Then, make it into a good draft. 

  Task 10   

1. You can use the Mind Mapping to write your draft.   2. When you have finished writing your draft, consult it to your teacher.  3. Give the teacher comment sheet to your teacher to get a feedback.      Task 11 

Express your talent in writing 

   

1st project, write a story based on the draft that you have written in task 8. 

  2nd project, use the following checklist to check your project. Then, when you have finished  writing your story, evaluate your checklist and your teacher comment as an evaluation to improve  your writing skill.    Give the check (9) on the poin that you have done.  1. (     )  I have done the rule in task 9.  2. (     )  I have consulted the draft with my teacher.  3. (     )  I have written all the verb in the text by using a simple past tense.  4. (     )  I have used the quoted speech.  5. (     )  I have used the structure of the narrative text correctly.  6. (     )  I have used the correct spelling and punctuation.  7. (     )  I have made some improvement in my writing skill.     

236   

VOCABULARY LIST     Step 

 

: tiri  

 

 

 

left 

 

:meninggalkan 

 

:peri 

  Conceited 

:sombong 

 

 

fairy 

Tempered 

:watak   

 

 

cheerful 

:riang 

Hardest  

:paling keras 

 

 

hardworking 

:pekerja keras 

Scrubbing 

:menyapu 

 

 

pumpkin 

:labu 

Preparing 

:menyiapkan 

 

 

coach   

:penjaga 

Received 

:menerima 

 

 

strike   

:tepat 

Invitation 

:undangan 

 

 

hurry   

:tergesa‐gesa 

Ball 

:pesta dansa 

 

 

squeezed 

:menekan 

:istana   

 

 

overjoyed 

:sangat gembira 

               

  Palace                                 

237   

GRAMMAR ZONE Simple Past Tense The simple past tense indicates that an activity or situation began and ended at a particular time in the past Rule S + V2 +O/ C

Example:

There was a young girl named Cinderella She lived with her step mother and two step sisters. They treated Cinderella very badly.

Summary Narrative Text A narrative text is a piece of text which tells a story and entertains or informs the reader or listener with actual vicarious experience in different ways. A Narrative text deals with problematic events lead to a crisis or turning point of some kind, which in turn finds a resolution. Simple Past tense is used for past actions that happened either at a specific time, which can either be given by a time phrase (yesterday, last year, etc.) or understood from the context. Regular Verbs add -ed to the base form, or -d if the verbs ends with -e. Irregular verbs can change in many different ways. Quoted speech Quoted speech is exactly what the person said, so be careful not to misquote the person.              

238         

Teacher Comment

239   

APPENDIX G Field notes of the materials implementation                  

 

240   

 

FIELD NOTE Field Note of the First Meeting of Unit 1

Day

: Wednesday, 29 February 2012

Time

: 02.00 p.m

Place

: SMP N 4 Playen

Class

: VIII A

Number of Students : 26 students

It was the first time for the reseacher to try outs the designed materials to the students. The reseacher do the activities in the afternoon because if the activity do in the morning can be anoyying the teaching learning process. So the headmaster of SMP 4 Playen admit the reseacher to do her reseach in the afternoon. In this section, the reseacher played her roles as the instructor who delivered her own developed materials. The time allocation was 45 minutes in each section. The class was started at 02.00 p.m. All of the students in this class joined this class. The reseacher greeted the students by saying ‘assalamualaikum, good afternoon class? How are you today?’. The students answered ‘wangalaikumsalam. Good afternoon mam. I’m fine, thank you.’ Before the reseacher started the activities, she introduced herself to the students and ask for permission. After that, the reseacher gave an explanation about the purposes of the meeting. She said that this meeting was an implementation of writing materials which had been designed based on the students’ opinion in the first questionnaire. The reseacher also explained the rule applied in her writing class. Then, the reseacher distributed a set of writing materials to the students (one set of material for one student) and told the students about the content of it at a glance. Next. The reseacher told that the topic being discussed was describing animals and the focus of writing was about using adjective phrase in writing descriptive text. In doing the material implementation, the reseacher applied four stages, that is BKOF which has beed named Let’s Begin, MOT which has been named Let’s Move, JCOT which has been named Find Your Partner, and ICOT which named Do It Your Self. The reseacher started the activity by doing Let’s Begin stage. In this stage, she started by asking several questions related to the topic, such as ‘Do you like animals?’, one of the students said’yes,mam’’I have a cat’, another students said ‘of course, I have some chickens’. The, the reseacher continued her question by pointing one of the students who answered the first questionnaire’Ok, so, what is

 

241   

your pet’s food?’. The students said ‘my cat eats fish and rice’. Still in the Let’s Begin, the reseacher continued the activities by giving some questions related to the students’ pet characteristic. Further, she moved to the next stage, that is Let’s Move. In this stage, the reseacher gave an input text as the example of descriptive text. The text was about ‘the lost of penguin’. Some of the students tried to read the text. After that, the reseacher and the students discussed about the difficulties found in the text. Some of the students asked the difficult words related to the text. Next, the reseacher told the parts of the descriptive text. The students can understanding about the explanation of the descriptive text given by the reseacher. Next, the students answered some questions related to the text. After finished the work, the reseacher discussed the answered with the students. Then, the reseacher continued to the next stage, that was ‘focus in’. It task still on the Let’s Move. The reseacher told about adjective phrase to make a descriptive text. She told about the role how to make an adjective phrase. After the students did not have question about the rule, the reseacher gave task 5 to do the activity to make some sentences by using adjective phrase. Some of the students ask some questions related to the vocabulary because they were not sure the English language of those words. For example about the color (brown, yellow, and purple). Another student asked ‘mam, what is the English of bulu?’ the reseacher answered ‘it can be fur or feather’ ‘fur in cat, feather in birds’. After finished the task, the students and the reseacher discussed the students work. In this section, the reseacher found that the students difficulties in spelling. The bell was ringing when the reseacher finished the discussion with the students. ‘Well, I think that’s all for today’ the reseacher said ‘so, what we have learn today?’ the students answered ‘descriptive text, part of the descriptive text, and an adjective text’. The reseacher said’good’, ‘we will continued the next activity in the next meeting’. The students answered ‘ok mam’.’to closed our activities in this afternoon, let’s pray together’.. ‘Amien, see you next Monday’. “see you mam...’.

 

242   

FIELD NOTE Field Note of the Second Meeting of Unit 2

Day

: Monday, 5 March 2012

Time

: 02.00 p.m.

Place

: SMP N 4 Playen

Class

: VIII A

Number of Students : 26 students

In this second meeting, the reseacher still do the research in the afternoon. The class still noisy when the reseacher came to the class. The reseacher needed some minnutes to clam students down. After the students clam down, the reseacher started to distributed a set of materials. Next, the reseacher began the activity by reviewed the previous acivity. The reseacher asked to the students ‘what we have learnt last week?’ the students answered ‘descriptive text’. The reseacher asked to the one of the students by pointing him ‘please give me an example about adjective phrase’. The student named untung answered ‘two big old ellephants’. ‘well, thank you’ the reseacher said ‘ok, today we will still discussed about a descriptive text’. The reseacher continued her instruction ‘now, make a group of two (in pairs) to do task 6. There is a picture and there are some clues related to the picture. Then, make them in to a paragraph of descriptive text. Did you understand?’. The students answered ‘yes mam’. Then they started to do the activity. The reseacher controled the students work when they did the task. After finished the task, the reseacher gave correction to the students’ work. She also gave explanation about the errors in the students’ work. After finished the correction, the reseacher move to the task 7. In this task, the students do the task in group of 4. The reseacher started to give explanation about the rule in doing task 7. ‘now, please make a group of 4. Then discuss with your friends to choose two picture. Next, make a descriptive text related to the picture. Is there any question?’. One of the students asked ‘jadi kita pilih dua gambar ya? di buat kayak yang tadi itu kan? Ngerjainnya dimana mam?’. The reseacher answered ‘yes, you choose two pictures then make them like the previous task. You can do the task in your paper or book’. ‘is there any questions?’ the reseacher asked. ‘No, mam’. Then they started to do the task 7. The reseacher still controlled the students’ work. After finished the task, the reseacher checked the students’ work. Besides, the reseacher gave her suggestion to the students’ work.

 

243   

After checked the students’ work, the reseacher started to told the activity 8. She gave the instruction what the students should did in this task. ‘in this task, please make a descriptive task individually. I will gave you some pictures then make them into a descriptive text. Plase stick those picture in your paper. Then, write your task beside the picture. Did you understand what I mean?’. The students answered ‘yes mam’. Then, they started to do task 8. They did task 8 as individual. The reseacher did not help them again like the previous task. After several minutes, some of the students finished their work. The reseacher started to checked the students’ work. The reseacher still found the grammar mistakes, and spelling. After finished the correction, the reseacher gave the second questionnaire to the students. After sveral minnutes the students finished filling the questionnaire. Then the reseacher collect the questionnaire. The time was up, the reseacher closed the activity by praying together. ‘before we go home, let’s pray together...... amien.i think that’s all for today and see you on Wednesday. Assalamualaikum wr.wb’. The students said ‘wangalaikumsalam, see you mam’.

 

244   

FIELD NOTE Field Note of the First Meeting of Unit 2

Day

: Wednesday, 7 March 2012

Time

: 02.00 p.m

Place

: SMP N 4 Playen

Class

: VIII A

Number of students

: 26 students

It was the third meeting of the research or the first meeting of the implementation of the second unit. The reseacher still did her research in the same class. The situation in this class was noisy when the reseacher came. After the students clam down, the reseacher started the activity by praying together. Then, the reseacher greeted them ‘assalamualaikum. How are you?’. Then the students answered ‘wangalaikumsalam. I’m fine, and you?’ the reseacher said ‘ I’m fine too, thank you’. Then the reseacher continued to explain the materials who will learn today. ‘Now we will going to disscuss about your vacation or holiday’. Then, the reseacher gave apperception to the students about the material. The reseacher ask some questions related to the picture in task 1. ‘do you know about the pictures?’ one of the students answered ‘It is the seven wonders world’. The reseacher said ‘that’s right’ then the reseacher continued to asked about the students holiday. The reseacher asked about the tourists area in gunungkidul that ever visited by the students. ‘did you ever going to the beach?’ asked the reseacher. ‘yes, mam. I ever visited krakal, sundak, and baron beach’, said ana (one of the students in this class). ‘is it beautiful beach or not? What can you see in these beach? Can you enjoy with the place?’, the reseacher ask to ana again. Ana answered ‘yes, it is beautiful beach. I can see montain, wave, souvenir, rock, fish, and so on. I also enjoy with the place because the weather is cool.’ Then the reseacher told to the students that they will studied about recount text. Then the main material are conjunction and connecting words. Then, the reseacher continued to the MOT stage. She gave input text of recount text. It is about someone’s experience in visiting or her holiday in italy. ‘Now, please one of you read the following text’. Sri (one of the students in this calss) try to read the text. After that the reseacher wanted the students to found the difficult words. Then, the reseacher and the students disscuss about the difficult word. Next, the reseacher gave the explanation about recount text and the oart of the recount text.

 

245   

The reseacher, then, continued to the task 4. She explain about the used of connecting words. After the students understand about the explanation, they tried to do task 5. In this task, the students should found the connecting words in the text. After finished the task, the reseacher and the students disscuss about the answered of the task. Next, the reseacher moved to the task 6 because there are no questions about connecting words. The reseacher explain about conjunction. After finished the explanation, the reseacher wanted the students to do task 7. The students, then, did the task 7. Several minutes later, the students finished to do task 7. Then, both of the reseacher and students discussed the answered of the task 7. Because time was up, the reseacher end this meeting. ‘because the time is up, we closed the meeting today. But before I close our activity, I will ask some questions related to the material we have learnt today. So, what we have learnt today?’ the students answered ‘recount text’. ‘can you explain about the recount text? What is recount text? And what are the parts of the recount text?’. The students answered ‘ telling the experience mam’, another students answered ‘retell the events’. After several question the reseacher closed the activity by praying together.

 

246   

FIELD NOTE Field Note of the Second Meeting of Unit 2

Day

: Monday, 12 March 2012

Time

: 02.00 p.m – 03.30 p.m

Place

: SMP N 4 Playen

Class

: VIII A

Number of students

: 26 students

In this meeting, the reseacher continued to the next material. The reseacher came to this class but the atmosphere is still noisy. After the class not noisy, the reseacher opened the class by praying together. ‘to opened our activity in this afternoon, let’s pray together’. Then, all of the students praying together. ‘ok class, today we will going to continued our activity still in recount text’. Then, the reseacher continued to explain the next task. It was about making recount text in a group of four. The reseacher, then, explained the instruction how to do the task 8. After all of the students understand about the instruction, they make a group of four. Next, they started to did the task. When the students did the task, they still found difficulties in finding the suitable vocabulary. They also found difficulties in grammar and structure. The reseacher, in this task, played her role as controller. She controlled the students activity by checking the students’ work. After all of the students finished her work, the reseacher checked the students’ work. After finished correct the students work, she continued to explain the next task. The next task was about making a recount text individually. The students should telling her/his experience in her/ his vacation or journey. The reseacher, then, explain what the students should do in this stage. After the students undestand about the explanation, they started to do the task. They still found the difficulties in finding suitable vocabulary and spelling. After several later, all of the students finished the work. Then, the reseacher collected the students’ work. After that, the reseacher corrected the students’ work one by one. Several later, she finished the correction. ‘I have finished the correction of your work. What are your difficulties in making recount text?’ Some of the students answered several difficulties in making recount text such as vocabulary, grammar, tenses, spelling. Before the reseacher closed the activity, she asked the students ‘is there any difficulties related to the recount text’, the students answered ‘No mam’. The reseacher, then, distributed the second questionnaire to the students. About five

 

247   

minnutes later, they finished filling the questionnaire. After that, the students gather the second questionnaire to the reseacher. Because there are no question and the time was up, the reseacher closed the activity by praying together. ‘before we go home, let’s pray together......amien. I think that’s all for today. I’m sorry if I have any mistakes. See you next Wednesday’. The students aanswered ‘see you mam’.

 

248   

FIELD NOTE Field Note of the First Meeting of Unit 3

Day

: Wednesday, 14 March 2012

Time

: 02.00 p.m- 03.30 p.m

Place

: SMP N 4 Playen

Class

: VIII A

Number of students

: 26 students

The reseacher continued to the next material. The next material was narrative text. The reseacher came to this class. She greeted the students and opened the activity. The students still enthusiastic joined to the class. After praying together, the reseacher continued to explain the activity today. She tell about what the students learnt today. That is about telling story. The main material in this stage was quoted speech in making narrative text. The reseacher began the task 1. It was about the apperception in this material. Then the reseacher asked some questions related to the materials. ‘did you ever read narrative text?’ asked the reseacher to the students. ‘ yes, mam’ answered the students. ‘what is the title that you ever read?’ asked the reseacher. ‘Cinderella, Tangkuban Perahu legend, Aladdin, Pinokio, Malin Kundang story, etc.’ Said the students. ‘Can you mention the main character of the story? Asked the reseacher by pointing one of the students (evie). ‘cinderella is kind person’. The other students (novi) said ‘malin kundang is rebellious son’. The reseacher, then, continued to asked to the students ‘How did the story end?’ some of the students answered happy and some of the students answered sad. Then the reseacher moved to the task 2. It was MOT. The reseacher gave input text in titled ‘cinderela’. Two students tried to read the story. After reading the story, the reseacher wanted the students to find out the difficult words. After that, the reseacher and the students disscussed about the difficulties words found by the students. Then, the reseacher continued to explain about narrative text. She explain about a narrative text itself and the parts of a narrative text. She also explained the language feature used in the narrative text. The reseacher needed to explained the narrative text twice time. After the students understand the explanation given by the reseacher, the reseacher continued to explained about the used of quoted speech in writing narrative text.

 

249   

The reseacher explained about the rule in used quoted speech. After the students undertood the explanation, the next materials will be disscussed was task 5. In this task, the students should rewrite some sentences and put the correct quoted speech and capitalization in these sentences. Before doing the task, the reseacher gave instruction to the task 5. After the students understood about the instruction, they started to do task 5. Several minnutes later, they finished their work. Both reseacher and students, then, disscussed task 5. Before the reseacher closed the activity, she review the material. After that, she closed the activity because time was up. She closed the activity by praying together.

 

250   

FIELD NOTE Field Note of the Second Meeting of Unit 3

Day

: Friday, 16 March 2012

Time

: 09.30 a.m – 11.00 a.m

Place

: SMP N 4 Playen

Class

: VIII A

Number of students

: 26 students

It was the last meeting of the research. The reseacher continued the previous material. That was about narrative text. Before the reseacher continued to the next material, she reviewed the previous material. ‘before we move to the next material, I will ask you about the previous material. What we have learnt last meeting?’ The students answered ‘narrative text mam’. ‘what is narrative text? Can you explain the parts of narrative text? Please, kiki’ said the reseacher. ‘narrative text is a text which tell a story to entertain. There are orientation, evaluation, complication and reorientation,’ said kiki. ‘ok,,the next, is there any difficulties about quoted speech?’ All students answered ‘No mam.’ Then, the reseacher said ‘Ok, now we will going to learn the next material.’ The reseacher, then, explained the instruction of the next task. After the students understood about the instruction, they started to do the task. They did the task in group of four. They shoud arrange the paragraph into a good story. Then, they should filling the mind mapping related to the story. Thirty minutes later, they finished their work. The reseacher, then, checked the students’ work. After finished check the students’ work, the reseacher moved to explained the next task. It was about making a narrative text individually. Next, the reseacher explain the steps in how to make a narrative text. The reseacher wanted the students to thought one story that ever read by the students. After that, the students should be making a draft of the story in mind mapping. Finally, the students made a narrative text by their own words. After giving the explanation and the students understood the reseacher’s instruction, they started to make a narrative text. They need many time to do the task 8. After finished their work, they gave their work to the reseacher. The reseacher, then, check the students’ work. She found that the student still confused in grammar, tense, and choosing the appropriate vocabulary. Because time was up, the reseacher closed the activity. She closed the activity by praying together.  

 

251   

APPENDIX H The central tandency measure and The Descriptive Statistic of Data  

 

The Central Tandency Measure of unit 3 (Friendship) No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 ∑

Scores 4 4 4 4 4 4 4 4 4 5 4 5 4 4 5 5 5 5 4 5 4 4 4 4 4 4 5 5 5 4 4 5 5 5 5 4 4 4 5 4 4 2 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 5 4 4 4 4 3 4 4 3 4 5 4 5 5 4 5 4 4 4 5 3 3 3 4 4 4 5 4 4 4 3 3 4 5 5 4 4 4 4 4 5 3 4 4 4 4 4 5 2 4 4 5 4 5 4 5 5 5 5 4 4 4 5 5 4 4 4 5 4 2 2 2 1 3 2 3 3 2 3 3 2 3 1 4 4 4 4 4 4 3 2 5 5 4 4 4 5 4 5 5 4 5 4 4 4 4 4 4 3 4 4 5 5 4 3 4 3 4 4 5 5 4 5 3 5 3 4 4 5 5 5 5 4 4 4 4 4 5 5 4 5 5 5 4 4 5 2 5 5 4 3 3 4 4 5 3 5 4 5 4 4 5 4 3 5 3 4 2 3 2 4 4 5 4 4 4 4 5 4 4 5 4 4 5 4 4 5 4 4 5 5 4 5 5 5 5 4 4 4 4 5 4 4 5 5 5 4 5 4 5 5 4 5 5 5 5 4 5 4 5 4 4 5 4 4 5 4 5 5 5 5 4 5 5 5 5 5 4 5 4 5 5 4 5 5 5 5 4 4 5 4 5 4 5 4 4 5 4 5 4 4 4 4 4 4 5 5 5 4 4 5 5 4 4 4 5 4 5 4 5 5 5 5 5 5 4 5 5 4 5 5 4 4 5 5 4 4 5 5 5 5 5 5 5 5 5 5 5 4 4 4 5 4 5 5 5 5 5 4 5 4 4 4 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 4 4 4 4 4 5 5 4 4 4 4 4 5 5 4 5 5 5 4 5 5 5 5 5 4 5 5 4 4 4 5 5 4 4 4 5 4 4 4 5 4 4 5 5 5 5 4 5 5 4 5 4 5 4 5 5 4 5 4 5 5 5 4 4 5 4 4 4 3 3 2 4 4 4 4 4 2 4 4 3 1 4 4 3 5 5 5 5 5 5 4 4 5 4 5 5 5 4 5 5 4 4 5 5 4 4 4 5 4 5 5 5 5 5 4 5 5 4 4 4 5 4 4 3 4 4 5 5 5 4 4 4 3 4 5 5 3 4 5 4 3 5 5 5 5 5 4 113 112 118 111 106 114 106 107 111 111 116 115 117 115 109 116 109 112 107 115 105 4.346 4.308 4.538 4.269 4.077 4.385 4.077 4.115 4.269 4.269 4.462 4.423 4.5 4.423 4.192 4.462 4.192 4.308 4.115 4.423 4.038

5 3 4 5 4 4 4 4 4 5 4 4 5 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 4 5 4 3 4 4 4 4 4 5 4 5 5 5 5 5 5 4 4 4 5 4 4 5 5 5 5 4 4 4 3 4 5 5 4 5 5 5 3 4 2 4 5 5 5 5 5 4 5 3 117 111 109 4.5 4.269 4.192

255   

The Descriptive Statistic of Data

The following table present the data of students’ responses obtained from the second questionnaire of each unit. They include the number of the respondents or number of cases (N), the sum of scores of all subjects in a group (∑X), the mean

or the average (xҧ)

Table 19. Descriptive statistics of students’ responses of Unit 1. No

Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

1

The material can improve writing

26

118

4,538

Very good

26 

120

4.615

Very good

skill. 2

The material make me able to write using

 

a

variety

of

language

256   

accurately, fluently and with correct grammar. 3

The material can improve my knowledge

of

grammar

26 

121

4.654

Very good

26 

123

4.731

Very good

N

∑X

and

sentence structure are used to write. 4

The material make me to mastered vocabulary that has been given.

No

Statement

Computation xҧ

Explanation

(xҧ > 4.2)

5

The material is suitable with my

26 

119

4.577

Very good

26 

122

4.692

Very good

26 

121

4.654

Very good

26 

112

4.308

Very good

needs 6

The

material

provided

in

accordance with the level of my ability. 7

The language used in the material is suitable for me.

8

the content material is suitable with my interest.

 

257   

9

The content material is various.

26 

119

4.577

Very good

10

The subject matter was apropriate to

26 

114

4.385

Very good

my interest. 11

The display material is interesting.

26 

123

4.731

Very good

12

The material contains a variety of

26 

123

4.731

Very good

26 

122

4.692

Very good

activities. 13

Activities or exercise in the material provided in stages and demanded my understanding.

No Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

14

Activities or exercises are presented 26

124

4.769

Very good

in stages ranging from easy to difficult. 15

I can do all of the exercises.

26

114

4.385

Very good

16

The exercises come with the clear 26

123

4.731

Very good

 

258   

instruction. 17

The exercises are presented in an 26

117

4.5

Very good

98

3.769

Good

90

3.462

Good

116

4.4.62

Very good

110

4.231

Very good

112

4.308

Very good

intersting way. 18

Before I begin to do my exercises, I 26 need my friends’ help.

19

Before I begin to do my exercises, I 26 have a lot of trouble.

20

Activities and exercises that I do can 26 help me to develope my writing skill.

21

The material and exercises are 26 provided me to motivated to write.

22

The material and exercises are 26 enabled me to participate in the class activity.

No Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

23

 

The title helps the students predict 26

121

4.308

Very good

259   

which

the

material

will

be

discussed. 24

Introductory unit helps the students 26

120

4.615

find the learning objectives

Table 20. Descriptive statistics of students’ responses of Unit 2.

 

Very good

260   

No

Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

1

The material can improve writing

26

118

4,538

Very good

The material make me able to write 26 

1121

4,308

Very good

114

4,385

Very good

112

4,308

Very good

112

4,308

Very good

118

4,538

Very good

111

4,269

Very good

skill. 2

using

a

variety

of

language

accurately, fluently and with correct grammar. 3

The

material

can

improve

my 26 

knowledge of grammar and sentence structure are used to write. 4

The material make me to mastered 26  vocabulary that has been given.

5

The material is suitable with my 26  needs

6

The material provided in accordance 26  with the level of my ability.

7

 

The language used in the material is 26 

261   

suitable for me.

No

Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

8

the content material is suitable with 26 

115

4,423

Very good

my interest. 9

The content material is various.

26 

117

4,5

Very good

10

The subject matter was apropriate to 26 

107

4,115

Good

my interest. 11

The display material is interesting.

26 

119

4,577

Very good

12

The material contains a variety of 26 

119

4,577

Very good

113

4,346

Very good

117

4,5

Very good

activities. 13

Activities or exercise in the material 26  provided in stages and demanded my understanding.

14

Activities or exercises are presented 26  in stages ranging from easy to

 

262   

difficult. 15

I can do all of the exercises.

26 

112

4,308

Very good

16

The exercises come with the clear 26 

114

4,385

Very good

112

4,308

Very good

instruction. 17

The exercises are presented in an 26  intersting way.

No

Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

18

Before I begin to do my exercises, I 26 

97

3,731

Very good

93

3,577

Very good

111

4,269

Very good

need my friends’ help. 19

Before I begin to do my exercises, I 26  have a lot of trouble.

20

Activities and exercises that I do can 26  help me to develope my writing skill.

 

263   

21

The material and exercises are 26 

114

4,385

Very good

109

4,192

Good

114

4,385

Very good

115

4,423

Very good

provided me to motivated to write. 22

The material and exercises are 26  enabled me to participate in the class activity.

23

The title helps the students predict 26  which the material will be discussed.

24

Introductory unit helps the students 26  find the learning objectives

Table 21. Descriptive statistics of students’ responses of Unit 3. No

Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

1

The material can improve writing 26

113

4,346

Very good

112

4,308

Very good

skill. 2

 

The material make me able to write 26 

264   

using

a

variety

of

language

accurately, fluently and with correct grammar. 3

The

material

can

improve

my 26 

118

4,538

Very good

111

4,269

Very good

106

4,077

Good

114

4,385

Very good

106

4,077

Good

knowledge of grammar and sentence structure are used to write. 4

The material make me to mastered 26  vocabulary that has been given.

5

The material is suitable with my 26  needs

6

The material provided in accordance 26  with the level of my ability.

7

The language used in the material is 26  suitable for me.

No

Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

 

265   

8

the content material is suitable with 26 

107

4,115

Good

my interest. 9

The content material is various.

26 

111

4,269

Very good

10

The subject matter was apropriate to 26 

111

4,269

Very good

my interest. 11

The display material is interesting.

26 

116

4,462

Very good

12

The material contains a variety of 26 

115

4,423

Very good

117

4,5

Very good

115

4,423

Very good

activities. 13

Activities or exercise in the material 26  provided in stages and demanded my understanding.

14

Activities or exercises are presented 26  in stages ranging from easy to difficult.

15

I can do all of the exercises.

26 

119

4,192

Good

16

The exercises come with the clear 26 

116

4,462

Very good

109

4,192

Good

instruction. 17

The exercises are presented in an 26  intersting way.

 

 

266   

No

Statement

N

∑X

Computation xҧ

Explanation

(xҧ > 4.2)

18

Before I begin to do my exercises, I 26 

112

4,308

Very good

107

4,115

Good

115

4,423

Very good

105

4,038

Good

117

4,5

Very good

111

4,269

Very good

109

4,192

Good

need my friends’ help. 19

Before I begin to do my exercises, I 26  have a lot of trouble.

20

Activities and exercises that I do can 26  help me to develope my writing skill.

21

The material and exercises are 26  provided me to motivated to write.

22

The material and exercises are 26  enabled me to participate in the class activity.

23

The title helps the students predict 26  which the material will be discussed.

24

Introductory unit helps the students 26  find the learning objectives

 

267   

       

 

265   

               

APPENDIX I The interview transcript and data categorization

             

 

266   

     

INTERVIEW

Here is the transcript of the interview. The reseacher had choosen three students to be interviewed. She did the interview in parallel. The reseacher, as the interviewer, would be symbolized by ‘R’ and the students, who was the respondent, would be symbolized by’S’. Interview of the Unit 1 Interview 1 Respondent : Adit Interviewer : Midika R: S: R:

S: R: S: R: S: R: S: R: S: R: S: R: S: R: S:

 

Day/ Date : Wednesday, 7 March 2012 Venue : Class VIII A

Minta waktunya bentar ya dek buat interview. Ya mbak. Tapi interviewnya pakai bahasa Indonesia kan? Ya, Indonesia kok. Kita mulai ya. gini dek, kita kan kemarin udah belajar tentang describing animal. Itu kan jenis teksnya descriptive. Menurut adek, materi yang saya berikan kemarin itu sudah pas belum sama yang adik mau? Menurut aku sich udah jelas. Kita jadi lebih bisa mendeskripsikan ciri- ciri binatang. Terus penyampaian materi kemarin bagaimana? Udah cukup jelas kok mbak. Ok. Terus menurut adek, materinya menarik gak? Menarik kok mbak. Maksudnya kita juga udah tau berbagai macam hewan di keseharian kita. Kalau untuk pemahaman materinya sendiri ada kesulitan gak? Gak sich mbak. Cuma kesulitan dalam vocabnya aja. Jadi untuk materinya udah jelas ya. Cuma vocabnya gitu. Iya mbak. Cuma vocabnya aja. Tapi bisa diatasi dengan buka kamus. Kalau untuk input textnya sendiri bagaimana? Sudah pas belum? Udah kok mbak. Jadi lebih menarik aja mbak soalnya biasanya kita cuma dikasih paragraf- paragraf kalau ini kan ada gambarnya jadi ngak bosen. Apalagi ya... Oh ya. kalau untuk task- tasknya ada kesulitan gak? Udah pas belum? Udah sesuai dengan kemampuan adik belum? Udah pas. Ok lanjut ya. Kemarin kan saya juga jelasin tentang adjective phrase. itu udah bisa dipahami belum? Ya, lumayan mbak meskipun kadang dalam merangkainya masih suka

267   

R: S: R: S: R:

S: R: S:

 

terbalik. Ada saran gak untuk tasknya? Menurut aku sich ditambah model tasknya gitu. Ok..makasih ya. Kalau yang kerja berpasangan itu bisa ngerjain? Itu tasknya menarik gak? Yang buat paragraf itu kan? Bisa kok mbak. Kan diskusi sama temen juga. Hehe... Tasknya juga menarik kox. Well, yang terakhir ya. kan kemarin saya kasih task untuk membuat descriptive text tentang binatang peliharaan. Itu menarik gak? Ada kesulitan gk? Menarik kok mbak tugasnya. Tugasnya juga gak susah kok. Ok deh, makasih ya atas waktunya dan informasinya. Sama- sama mbak

268   

Interview 2 Respondent : Sri Interviewer : Midika R: S: R:

S: R: S: R: S: R: S:

R: S: R:

S: R: S: R: S: R: S: R: S: R:

 

Day/ Date : Wednesday, 7 March 2012 Venue : Class VIII A

Dik, kita mulai aja ya. pakai bahasa Indonesia kok. Ok dech mbak... Begini, kita kan kemarin sudah belajar tentang descriptive text. Tentang ciriciri binatang secara lebih specific. Itu menurut adik udah pas atau belum? Menarik gak itu? Oh udah kok mbak.menarik kok. Topiknya udah pas belum dengan yang adik mau? Udah kok mbak. Kalau input textnya sendiri gimana dek? Input text? (she looks confused) yang bagaimana sih mbak? Oh yang ini. (showing the input text in the material. Menarik gak? Membuat adik tertarik nulis descriptive text gak? Menarik kox mbak soalnya selain ada textnya juga ada gambarnya juga. Materinya juga berwarna, jadi kita bener- bener tau bagaimana ciri binatang tersebut. Oh ya. Materi tentang adjective phrase itu bisa dipahami gak? Insyaallah bisa mbak. Tapi harus dijelasin lagi soalnya kemarin kan mbak neranginnya cepet banget. Jadi gini dek, itu tujuannya setelah belajar adjective phrase adik bisa pake adjective phrase untuk buat descriptive text gitu. Ada kesulitan gak waktu membuat descriptive text pake adjective phrase. Bisa, tapi kadang masih terbolak- balik kata- katanya. Tapi sejauh ini adik paham gak dengan materinya? Iya mbak. Terus kalo untuk generic structurenya descriptive text sendiri gimana? Adik udah paham atau belum? Hmmmm? (she looks confused) Maksudnya setelah belajar materi ini adik udah paham gimana caranya nulis text descriptive text belum? Ada kegunaannya, gimana ngolahnya gitu. Paham sich mbak. Sekarang masalah tasknya. Adik udah paham belum? Sejauh ini bisa paham mbak. Kalau untuk task writingnya bagaimana? Terutama task- tasknya. Ada gak untuk tambahan task?

269   

S:

R: S: R: S: R: S: R: S:

 

Udah bagus kok mbak, menurut aku dah menarik. Kalau menurut aku tasknya kurang bervariasi mbak. Jadi latihannya harus di tambah biar kita benar-benar paham. Kalau untuk kerja yang berpasangan itu sudah sesuai dengan yang adik inginkan belum? Lebih mudah gak ngerjain latihannya itu? Yang buat paragraf berpasangan itu udah sesuai mbak. Kita lebih gampang karena kita diskusi dengan temen mbak. Kalau vocabnya bagaimana? Ada saran gak? Susah gak? Dikasih terjemahannya donk mbak, agak susah soalnya. Ok, kalau untuk tugas individunya gimana? Susah gak? Gak kok mbak. Kita tinggal mengamati ciri binatang yang ada digambar terus kita deskripsikan. Ok, makasih ya. Ya mbak sama- sama.

270   

Interview 3 Respondent : Farida Interviewer : Midika R:

S: R: S: R: S: R: S: R: S: R: S: R:

S: R: S: R: S: R: S: R: S:

 

Day/ Date : Wednesday, 7 March 2012 Venue : Class VIII A

Sekarang giliran kamu ya dik. Pertanyaanya kurang lebih kayak seperti temenmu yang tadi. Ada kesulitan gak waktu belajar materi ini? Materinya udah pas atau belum? Gak kok mbak. Materinya juga udah pas. Materinya menarik gak? Seneng gak dikasih model materi kayak gini? Ya, menarik mbak. Kalau aku sih seneng mbak. Mudah dipahami, tampilannya juga menarik pula. Suka gak sama topiknya? Tertarik gak? Iya, suka mbak. Materi ini bisa bantu adik untuk belajar nulis gak? Kan ada adjective phrase, grammar dihalaman belakang. Iya bisa bantu soalnya kan tiap task kita belajar nulis mbak. Tasknya bisa dikerjain semua gak? Dari yang awal sampai yang akhir? Alhamdulillah bisa mbak. Materinya asik jadi bener- bener donk. Nah, untuk yang tugas individu tentang mendeskripsikan binatang peliharaan itu bisa dikerjain gak? Menarik gak? Bisa kok, tasknya juga menarik. Berarti setelah belajar dengan saya, adik bisa menarik keuntungan dari materi yang sudah saya sampaikan belum? Yang tentang deskriptif teks , adjective phrase udah didapat belum. Tentu udah mbak. Ada tambahan untuk tasknya gk? Tasknya kurang bervariasi, ngasihnya kurang banyak mbak. Kalau ditambah lagi kan kita jadi bener- bener tau. Ok. Terus untuk instruksi yang ada dalam setiap task materi ini menurut adik dah jelas belum? Udah kok mbak. Kalau untuk cara penjelasan saya udah sesuai belum? Udah sich mbak, tapi suaranya agak kenceng lagi ya. terus pelan-pelan aja jelasinnya. Ok. Makasih ya dek. Sama- sama mbak.

271   

Interview of the Unit 2

Interview 1 Respondent : Nur Interviewer : Midika R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S:

 

Day/ Date : Monday, 12 March 2012 Venue : Class VIII A

Hai, minta waktunya bentar aja ya buat interview tentang materi yang udah saya kasih ke kalian. Ok kak, tapi pake bahasa inggris to indonesia. Tenang aja, pake bahasa indonesia kok. Langsung aja ya... Sip deh kalau gitu. Kemarin dan tadi kan kita udah bahas tentang recount text. Menurut adik materi yang saya buat udah menarik atau belum? Menurut aku udah menarik mbak. Terus waktu saya menyampaikan materi kemarin itu, adik bisa paham gk? Iya mbak, tapi jangan cepet-cepet. Hehehe..... Terus materi yang saya buat udah sesuai dengan minat adik belum? Udah pas belum? Udah sesuai kok mbak, menurut aku juga udah pas. Terus ada kesulitan gak dengan materinya? Kalau untuk pemahaman materinya udah mbak. Tapi aku kesulitan di vocab. Susah- susah karena banyak kata- kata barunya. Tapi bisa nemu solusinya gk untuk kesulitan vocabnya. Kita kan bisa cari dikamus mbak. Ok, kalau untuk input textnya giman? Sudah pas belum? Input text itu apa mbak? Yang ini lho..(showing the input text of the material). Ehm..udah mbak. Udah sesuai dengan kemampuan adik to belum? Udah sih mbak, karena kita kan udah kelas 2 jadi kita emang dapet recount text juga kok. Kemarin saya kan juga jelasin tentang connecting words and conjunction. Ada kesulitan gk? Gak kok mbak. Aku udah paham kok. Ada masukan mungkin tentang connecting words and conjunction? Kalau menurut aku sih ditambah lagi aja mbak tugasnya.

272   

R: S: R: S: R: S: R: S: R: S:

 

Ok dech.. kalau untuk bekerja secara berpasangan itu bagaimana? Bisa gak tadi? Ada kesulitan gak? Bisa mbak. Kesulitannya di grammar. Kan dihalaman belakang dah ada terus kemarin juga udah dijelasin kan? Iya mbak, tapi masih agak bingung juga. Nah,,,yang terakhir nich. Kalu untuk task yang terakhir tadi gimana? Yang individu itu ya mbak. Alhamdulillah bisa mbak. Tasknya menarik gak? Menarik kok, kan kita bercerita tentang pengalaman liburan kita sendiri mbak. Ok. Maksih ya waktunya Sama- sama mbak

273   

Interview 2 Respondent : Nita Interviewer : Midika R: S: R:

S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S:

 

Day/ Date : Monday, 12 March 2012 Venue : Class VIII A

Sekarang giliran kamu ya. Ok dech, jangan susah- susah ya mbak. Sip lah. Gini dek, kemarin kan kita udah bahas tentang recount text, tentang pengalaman kalian di liburan. Itu materinya udah menarik belum? Udah pas belum ya dengan minat adik? Materinya menarik kox mbak, dan sesuai dengan minat saya. Waktu saya menyampaikan materi, jelas belum? Udah kok mbak.Tp yang agak keras ya suaranya. Kalu untuk topiknya bagaimana? Topiknya menarik, kan ini belajar nulis tentang pengalaman kita. Kalau untuk input textnya bagaimana? Ada kesulitan gk? Sesuai dengan kemampuan adik belum? Udah mbak, Cuma kata- katanya susah, tapi bisa dicari dikamus sih. Materinya juga udah sesuai dengan kemampuan kita kok. Kalau untuk task- tasknya gimana? ada kesulitan gk? Kayaknya gak ada mbak. Kemarin saya juga udah ngasih tentang connecting words ma conjunction. Ada yang susah gk? Gak kok mbak. Saya juga udah paham. Ada tambahan gak tentang task connecting words ma conjunction. Yang correlative conjunction ditambah aj mbak, kn belum ada. Oh ya..lalu untuk instruksi disetiap task jelas gak? Udah kok mbak. Cukup jelas dech. Kalau untuk kerja kelompoknya gimana? Mengalami kesulitan gk? Ehmm..lumayan mbak soalnya dikerjain bareng- bareng. Kesulitannya paling di vocab dan grammar. Kalau untuk yang task individu gimana? Menarik gak? Menarik mbak. Saya juga dah jelas dengan tugasnya. Udah bisa buat recount text meskipun masih salah di grammar ma vocab. Tapi menarik gk? Menarik kok mbak. Bisa jadi panduan juga kalau misalnya saya mau nulis diary. Hehe... Ok. Makasih ya.. Sama- sama mbak.

274   

Interview 3 Respondent : Bagus Interviewer : Midika R: S: R: S: R:

S: R: S: R: S: R: S: R: S: R: R: S: R: S: R: S: R: S: R:

 

Day/ Date : Wednesday, 14 March 2012 Venue : Class VIII A

Dek, minta waktunya bentar aja ya buat diwawancara. Pake bahasa indonesia kok. Mau kan? Susah gak mbak. Enggak kok. Ini seputar materi yang udah saya kasih kekalian kemarin. Ok.. Langsung aja ya? menurut kamu materi yang saya buat ini menarik gak? Udah pas belum dengan keinginan adik? Udah sesuai juga gak dengan minat adik? Materinya menarik kok mbak, colorfull. Materinya menurutku sich udah pas dengan keinginan ku juga minat aku. Terus waktu saya menyampaikan materi, bisa dimengerti gak? Bisa kok mbak. Terus kamu bisa paham gk dengan keseluruhan materi yang saya kasih di unit 2 ini? Udah mbak. Ada kendala yang kamu temui gak waktu belajar tentang recount text? Kosakata ma grammar mbak. Susah ya? Iya mbak, harus bolak- balik kamus gitu. Kalau gitu besok saya kasih vocabulary list dech. Kalau tentang input textnya gimana? (showing the input text of the material) Ada kesulitan gak? Menarik kok mbak. Cuma kata- katanya banyak yang baru aja jadi agak susah memahaminya. Kemarin saya kan juga ngasih tentang connecting words ma conjunction. Ada kesulitan gk? Gak ada kok mbak. Ada tambahan tentang tasknya? Dilengkapi aja mbak, biar banyak latihannya. Ok..kalau untuk tugas berkelompok buat recount text kemarin gmn? Bisa gk? Menarik gak? Bisa mbak, soalnya dikerjain ma temen- temen. Tasknya juga menarik. Kita bisa sharing ma temen- temen tentang pengalaman liburan kita. Kalau untuk tugas yang individu gimana/ menarik gak? Bisa ngerjain gk?

275   

S: R: S: R:

Ada kesulitan gak? Menarik kok. Bisa ngerjain juga kok mbak. Susah untuk menentukan kosakata yang tepat mbak. Satu lagi. Instruksi yang diberikan di task- tasknya jelas belum. Udah kok mbak. Ok..makasih ya dek atas waktunya. Interview of the Unit 3

Interview 1 Respondent : Evie Interviewer : Midika R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S:

 

Day/ Date : Friday, 16 March 2012 Venue : Class VIII A

Dek, minta waktunya bentar untuk wawancara ya. Boleh mbak. Kemarin kan saya udah ngasih materi tentang narrative text. Materinya menarik gak/ Menarik kok mbak. Udah pas sama keinginan adik juga minat adik belum? Udah mbak. Ada kesulitan yang adik temui gak dalam materi tersebut. Kosakata mbak. Baru- baru semua. Tapi bisa buka kamus kok mbak. Yang lainnya ada gk? Nyusun kalimat juga mbak. Tapi adik paham gak dengan materinya? Iya mbak paham kok. Kalau waktu saya menyampaikan materi, adik paham gak? Paham kok mbak. Tapi jangan buru-buru jelasinnya. Kalau untuk input textnya bagaimana? Menarik gak? Bisa dipahami gak? Menarik kok mbak. Itu kan saya juga pernah denger cerita cinderella. Kalau untuk tasknya bagaimana? Ada kesulitan gak? Udah sesuai dengan kemampuan adik atau belum? Gak kok mbak. Udah sesuai dengan kemampuan saya kok mbak. Kemarin saya juga ngasih materi tentang quoted speech. Bisa gak? Bisa kok mbak. Ada tambahan tentang tasknya gk? Ditambah lagi mbak, biar kita jadi lebih paham. Ok... Kalau untuk kerja kelompoknya bagaimana? Menarik gak? Ada kesulitan gak? Kita bisa ngerjain kok mbak. Menarik juga tasknya. Gak ada kesulitan mbak. Kalau yang kerja sendiri gimana? Menarik gak? Ada kesulitan gak? Menarik sich, bingung nentuin ceritanya. Bingung juga structurenya Tp dari keseluruhan materi yang saya sampaikan adik bisa jadi nulis narrative text kan? Iya mbak. Jadi makin dong.

276   

R:

Ok, saya rasa udah cukup. Makasih ya waktunya.

Interview 2 Respondent : Erlin Interviewer : Midika R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S:

 

Day/ Date : Friday, 16 March 2012 Venue : Class VIII A

Dek, aku wawancara tentang materi yang aku kasih tentang narrative text ya. Ok mbak. Tentang materi narrative text yang saya buat menarik gak? Udah pas dengan keinginan adik dan minat adik atau belum? Menarik kok mbak. Udah sesuai mbak. Terus penyampaian materi yang saya lakukan gimana pendapat adik? Jelas kok mbak. Kalu untuk pemahaman materinya gimana? Ada kesulitan gak? Gak ada kok mbak. Menurut kamu, topik materinya menarik gak? Iya mbak, kita jadi tambah bersemangat karena topiknya jelas. Ok. Kalu untuk input textnya bagaimana? Ada kesulitan gak? Menarik gak? Bagus mbak,. Gak ada kesulitan. Input textnya juga menarik. Udah pas dong tentunya dengan kemampuan adik? Iya mbak meskipun ada kata- katanya yang susah. Kalau untuk task- tasknya bagaimana? Udah pas belum? Sesuain dengan kemampuan adik belum? Task- tasknya menarik tapi juga udah pas kok dengan kemampuan saya. Saya kan juga jelasin tentang quoted speech. Bisa gak? Bisa kok mbak? Menurut adik tasknya perlu ditambah lagi gak? Iya mbak. Biar kita juga tambah paham. Kalau instruksi disetiap tasknya udah jelas belum? Udah kok mbak. Kalau untuk task yang dikerjakan secara berkelompok itu bagaimana? Bisa gak? Menarik gak? Bisa mbak. Menarik kok. Lalu untuk yang kerja individu itu gmn? Itu juga menarik kok mbak,. Bisa ngerjain? Ada kesulitan gak waktu ngerjain? Bisa mbak. Paling di grammarnya mbak susahnya. Ok. Saya rasa udah cukup. Makasih banyak ya. Iya mbak.

277   

Interview 3 Respondent : Wuni Interviewer : Midika R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R:

 

Day/ Date : Friday, 16 March 2012 Venue : Class VIII A

Sekarang kamu ya dek. Ok kak, tapi pake bahasa indonesia kn?. Iya pake bahasa indonesia kok. Langsung aja ya... Ok. Kemarin kita udah bahas tentang narrative text. Menurut adik materi yang saya buat udah menarik atau belum? Udah menarik mbak menurut aku. Terus ketika saya menyampaikan materi kemarin itu, adik bisa paham gk? Iya mbak, tapi pelan- pelan aja ya. Terus materi yang saya buat udah sesuai dengan minat adik belum? Udah sesuai dengan keinginan adik belum? Udah sesuai kok mbak. Terus ada kesulitan gak dengan materinya? Kalau untuk pemahaman materinya udah mbak. Tapi aku kesulitan di vocab. Tapi bisa nemu solusinya gk untuk kesulitan vocabnya. Iya, aku cari dikamus mbak. Ok, kalau untuk input textnya giman? Sudah pas belum? Input text itu apa mbak? Yang ini lho..(showing the input text of the material). Ehm..yang ini to...iya udah mbak. Udah sesuai dengan kemampuan adik to belum? Udah sih mbak menurut aku. Kemarin saya kan juga jelasin tentang quoted speech. Ada kesulitan gk? Gak kok mbak. Aku udah paham kok. Tapi ditambah latihannya mbak, karena menurut aku masih kurang Ok dech.. kalau untuk bekerja secara berpasangan itu bagaimana? Bisa gak tadi? Ada kesulitan gak? Bisa mbak. Kesulitan ya di grammar. Kalau untuk kerja kelompoknya gimana? Bisa gak? Bisa mbak, kan bareng- bareng ma temen juga. Nah,,,yang terakhir nich. Kalu untuk task yang individu gimana? Menarik gak?

278   

S: R: S:

Alhamdulillah bisa kok. Manarik juga kok mbak. Ok. Maksih ya waktunya Sama- sama mbak

DATA CATEGORIZATION ON THE SUITABILITY OF THE DEVELOPED MATERIAL OF UNIT 1 (DESCRIBING ANIMALS) WITH THE STUDENTS

I.

The Students’ Opinion A. The Students’ Opinion Related to the Developed Materials 1. The designed materials fits the students’ needs related to the purpose they want to achieve. No 1

Data

Source

R: Ya, Indonesia kok. Kita mulai ya. gini dek, kita

Appendix I/

kan kemarin udah belajar tentang describing animal.

Interview 1

Itu kan jenis teksnya descriptive. Menurut adek, materi yang saya berikan kemarin itu sudah pas belum sama yang adik mau? S: Menurut aku sich udah jelas. Kita jadi lebih bisa mendeskripsikan ciri- ciri binatang. 2

R: Ok lanjut ya. Kemarin kan saya

juga jelasin

Appendix I/

tentang adjective phrase. itu udah bisa dipahami

Interview 1

belum?

 

279   

S: Ya, lumayan mbak meskipun kadang dalam merangkainya masih suka terbalik.

No 3

Data

Source

R: Oh yang ini. (showing the input text in the

Appendix I/

material. Menarik gak? Membuat adik tertarik nulis

Interview 2

descriptive text gak? S: Menarik kox mbak soalnya selain ada textnya juga ada gambarnya juga. Materinya juga berwarna, jadi kita bener- bener tau bagaimana ciri binatang tersebut. 4

R: Jadi gini dek, itu tujuannya setelah belajar

Appendix I/

adjective phrase adik bisa pake adjective phrase

Interview 2

untuk buat descriptive text gitu. Ada kesulitan gak waktu membuat descriptive text pake adjective phrase. S: Bisa, tapi kadang masih terbolak- balik katakatanya. R: Tapi sejauh ini adik paham gak dengan materinya? S: Iya mbak.

 

280   

5

R: Maksudnya setelah belajar materi ini adik udah

Appendix I/

paham gimana caranya nulis text descriptive text

Interview 2

belum? Ada kegunaannya, gimana ngolahnya gitu. S: Paham sich mbak.

No 6

Data

Source

R: Materi ini bisa bantu adik untuk belajar nulis gak?

Appendix I/

Kan ada adjective phrase, grammar dihalaman

Interview 3

belakang. S: Iya bisa bantu soalnya kan tiap task kita belajar nulis mbak. 7

R: Berarti setelah belajar dengan saya, adik bisa

Appendix I/

menarik keuntungan dari materi yang sudah saya

Interview 3

sampaikan belum? Yang tentang deskriptif teks , adjective phrase udah didapat belum. S: Tentu udah mbak.  

2. The designed materials fits the students’ characteristics to learning writing. No 1

 

Data

Source

R: Ya, Indonesia kok. Kita mulai ya. gini dek, kita

Appendix I/

kan kemarin udah belajar tentang describing animal.

Interview 1

281   

Itu kan jenis teksnya descriptive. Menurut adek, materi yang saya berikan kemarin itu sudah pas belum sama yang adik mau? S: Menurut aku sich udah jelas. Kita jadi lebih bisa mendeskripsikan ciri- ciri binatang.

No 2

Data

Source

R: Begini, kita kan kemarin sudah belajar tentang

Appendix I/

descriptive text. Tentang ciri- ciri binatang secara

Interview 2

lebih specific. Itu menurut adik udah pas atau belum? Menarik gak itu? S: Oh udah kok mbak.menarik kok. 3

R: Sekarang giliran kamu ya dik. Pertanyaanya

Appendix I/

kurang lebih kayak seperti temenmu yang tadi. Ada

Interview 3

kesulitan gak waktu belajar materi ini? Materinya udah pas atau belum? S: Gak kok mbak. Materinya juga udah pas.

3. The designed materials facilitate and motivates the students in learning writing No 1

 

Data R: Ok lanjut ya. Kemarin kan saya

Source juga jelasin

Appendix I/

282   

tentang adjective phrase. itu udah bisa dipahami

Interview 1

belum? S: Ya, lumayan mbak meskipun kadang dalam merangkainya masih suka terbalik.

No 2

Data

Source

R: Oh yang ini. (showing the input text in the

Appendix I/

material. Menarik gak? Membuat adik tertarik nulis

Interview 2

descriptive text gak? S: Menarik kox mbak soalnya selain ada textnya juga ada gambarnya juga. Materinya juga berwarna, jadi kita bener- bener tau bagaimana ciri binatang tersebut. 3

R: Materi ini bisa bantu adik untuk belajar nulis gak?

Appendix I/

Kan ada adjective phrase, grammar dihalaman

Interview 3

belakang. S: Tentu udah mbak.

4. The topics are interesting. No 1

 

Data

Source

R: Ok. Terus menurut adek, materinya menarik gak?

Appendix I/

283   

S: Menarik kok mbak. Maksudnya kita juga udah tau

Interview 1

berbagai macam hewan di keseharian kita.

No 2

Data

Source

R: Begini, kita kan kemarin sudah belajar tentang

Appendix I/

descriptive text. Tentang ciri- ciri binatang secara

Interview 2

lebih specific. Itu menurut adik udah pas atau belum? Menarik gak itu? S: Oh udah kok mbak.menarik kok. 3

R: Materinya menarik gak? Seneng gak dikasih

Appendix I/

model materi kayak gini?

Interview 3

S: Ya, menarik mbak. Kalau aku sih seneng mbak. Mudah dipahami, tampilannya juga menarik pula.

5. The inputs are interesting No 1

 

Data

Source

R: Kalau untuk input textnya sendiri bagaimana?

Appendix I/

284   

Sudah pas belum?

Interview 1

S: Udah kok mbak. Jadi lebih menarik aja mbak soalnya biasanya kita cuma dikasih paragrafparagraf kalau ini kan ada gambarnya jadi ngak bosen. 2

R: Kalau input textnya sendiri gimana dek?

Appendix I/

S: Input text? (she looks confused) yang bagaimana

Interview 2

sih mbak? No

Data

Source

R: Kalau input textnya sendiri gimana dek? S: Input text? (she looks confused) yang bagaimana sih mbak? R: Oh yang ini. (showing the input text in the material. Menarik gak? Membuat adik tertarik nulis descriptive text gak? S: Menarik kox mbak soalnya selain ada textnya juga ada gambarnya juga. Materinya juga berwarna, jadi kita bener- bener tau bagaimana ciri binatang tersebut. 3

R: Suka gak sama topiknya? Tertarik gak?

Appendix I/

S: Iya, suka mbak.

Interview 3

B. The Students’ Opinion Related to the Designed Materials

 

285   

1. The tasks are able to build up students’ understanding facilitate the students to practice their writing skill and feasible to do. No 1

Data

Source

R: Apalagi ya... Oh ya. kalau untuk task- tasknya ada

Appendix I/

kesulitan gak? Udah pas belum? Udah sesuai dengan

Interview 1

kemampuan adik belum? S: Udah pas. No 2

Data

Source

R: Sekarang masalah tasknya. Adik udah paham

Appendix I/

belum?

Interview 2

S: Sejauh ini bisa paham mbak. R: Kalau

untuk

task

writingnya bagaimana?

Terutama task- tasknya. Ada gak untuk tambahan task? S: Kalau menurut aku tasknya kurang bervariasi mbak. Jadi latihannya harus di tambah biar kita benar-benar paham. 3

R: Ada tambahan untuk tasknya gk?

Appendix I/

S: Tasknya kurang bervariasi, ngasihnya kurang

Interview 3

banyak mbak. Kalau ditambah lagi kan kita jadi bener- bener tau.

 

286   

2. The task give chance to the students to interact and share their opinion or knowledge with their partners. No 1

Data R: Ok lanjut ya. Kemarin kan saya

Source juga jelasin

Appendix I/

tentang adjective phrase. itu udah bisa dipahami

Interview 1

belum? S: Ya, lumayan mbak meskipun kadang dalam

No

Data

Source

merangkainya masih suka terbalik. 2

R: Kalau untuk kerja yang berpasangan itu sudah

Appendix I/

sesuai dengan yang adik inginkan belum? Lebih

Interview 2

mudah gak ngerjain latihannya itu? S: Yang buat paragraf berpasangan itu udah sesuai mbak. Kita lebih gampang karena kita diskusi dengan temen mbak.

3. The tasks are interesting No 1

 

Data

Source

R: Ok..makasih ya. Kalau yang kerja berpasangan itu

Appendix I/

bisa ngerjain? Itu tasknya menarik gak?

Interview 1

287   

S: Yang buat paragraf itu kan? Bisa kok mbak. Kan diskusi sama temen juga. Hehe... Tasknya juga menarik kox. 2

R: Kalau

untuk

task

writingnya bagaimana?

Appendix I/

Terutama task- tasknya. Ada gak untuk tambahan

Interview 2

task? S: Udah bagus kok mbak, menurut aku dah menarik. Kalau menurut aku tasknya kurang bervariasi mbak. No

Data

Source

Jadi latihannya harus di tambah biar kita benar-benar paham. 3

R: Tasknya bisa dikerjain semua gak? Dari yang

Appendix I/

awal sampai yang akhir?

Interview 3

S: Alhamdulillah bisa mbak. Materinya asik jadi bener- bener donk.

4. The instruction on the tasks or activities are clear enough. No 1

Data

Source

R: Ok..makasih ya. Kalau yang kerja berpasangan itu

Appendix I/

bisa ngerjain? Itu tasknya menarik gak?

Interview 1

S: Yang buat paragraf itu kan? Bisa kok mbak. Kan diskusi sama temen juga. Hehe... Tasknya juga

 

288   

menarik kox. 2

R: Well, yang terakhir ya. kan kemarin saya kasih

Appendix I/

task untuk membuat descriptive text tentang

Interview 1

binatang peliharaan. Itu menarik gak? Ada kesulitan gk? S: Menarik kok mbak tugasnya. Tugasnya juga gak susah kok.

No 3

Data

Source

R: Ok. Terus untuk instruksi yang ada dalam setiap

Appendix I/

task materi ini menurut adik dah jelas belum?

Interview 3

S: Udah kok mbak.

C. The Students’ Opinion Related to the Teacher’s Role 1. The teacher should give the clear explanation and guide the students in understanding the materials No 1

Data R :Ok lanjut ya. Kemarin kan saya

Source juga jelasin

Appendix I/

tentang adjective phrase. itu udah bisa dipahami

Interview 1

belum? S: Ya, lumayan mbak meskipun kadang dalam merangkainya masih suka terbalik.

 

289   

2

R: Oh ya. Materi tentang adjective phrase itu bisa

Appendix I/

dipahami gak?

Interview 2

S: Insyaallah bisa mbak. Tapi harus dijelasin lagi soalnya kemarin kan mbak neranginnya cepet banget.

No 3

Data

Source

R: Materi ini bisa bantu adik untuk belajar nulis gak?

Appendix I/

Kan ada adjective phrase, grammar dihalaman

Interview 3

belakang. S: Iya bisa bantu soalnya kan tiap task kita belajar nulis mbak.

D. The Students’ Opinion Related to the Difficulties That They Have Found 1. The difficulties found by the students such as materials, vocabulary, task, and so on. No 1

Data

Source

R: Kalau untuk pemahaman materinya sendiri ada

Appendix I/

kesulitan gak?

Interview 1

S: Gak sich mbak. Cuma kesulitan dalam vocabnya

 

290   

aja. 2

R: Jadi gini dek, itu tujuannya setelah belajar

Appendix I/

adjective phrase adik bisa pake adjective phrase

Interview 2

untuk buat descriptive text gitu. Ada kesulitan gak waktu membuat descriptive text pake adjective phrase. S: Bisa, tapi kadang masih terbolak- balik katakatanya.

II.

The Suggestion Delivered by the Students A. The Suggestion Related to the Developed Materials No 1

Data

Source

R: Kalau untuk pemahaman materinya sendiri ada

Appendix I/

kesulitan gak?

Interview 1

S: Gak sich mbak. Cuma kesulitan dalam vocabnya 2

R: Ada saran gak untuk tasknya?

Appendix I/

S: Menurut aku sich ditambah model tasknya gitu.

Interview 1

B. The Suggestion Related to the Designed Tasks No 1

 

Data

Source

R: Apalagi ya... Oh ya. kalau untuk task- tasknya ada

Appendix I/

291   

kesulitan gak? Udah pas belum? Udah sesuai dengan

Interview 1

kemampuan adik belum? S: Udah pas. 2

R: kalo vocabulary nya bagaimana? Ada saran?

Appendix I/

Susah gak?

Interview 2

S: dikasih terjemahannya donk mbak, agak susah soalnya.

No 3

Data

Source

R: ada tambahan untuk tasknya gak?

Appendix I/

S: Tasknya kurang bervariasi, ngasihnya kurang

Interview 3

banyak mbak. Kalau ditambah lagi kan kita jadi bener- bener tau.

C. The Suggestion Related to the Teacher’s Role and Technique in Conducting the Teaching Learning Process No 1

Data

Source

R: Kalau untuk cara penjelasan saya udah sesuai

Appendix I/

belum?

Interview 3

S: Udah sich mbak, tapi suaranya agak kenceng lagi ya. terus pelan-pelan aja jelasinnya.

 

292   

DATA CATEGORIZATION ON THE SUITABILITY OF THE DEVELOPED MATERIAL OF UNIT 2 (SHARE YOUR EXPERIENCE) WITH THE STUDENTS

I. The Students’ Opinion A. The Students’ Opinion Related to the Developed Materials 1. The designed materials fits the students’ needs related to the purpose they want to achieve. No 1

Data

Source

R: Kemarin dan tadi kan kita udah bahas tentang

Appendix I/

recount text. Menurut adik materi yang saya buat

Interview 1

udah menarik atau belum? S: Menurut aku udah menarik mbak. 2

 

R: Udah sesuai dengan kemampuan adik to belum?

Appendix I/

293   

S: Udah sih mbak, karena kita kan udah kelas 2 jadi

Interview 1

kita emang dapet recount text juga kok. 3

R: Sip lah. Gini dek, kemarin kan kita udah bahas

Appendix I/

tentang recount text, tentang pengalaman kalian di

Interview 2

liburan. Itu materinya udah menarik belum? Udah pas belum ya dengan minat adik? S: Materinya menarik kox mbak, dan sesuai dengan

No 4

Data

Source

R: Sip lah. Gini dek, kemarin kan kita udah bahas

AppendixI/

tentang recount text, tentang pengalaman kalian di

Interview 2

liburan. Itu materinya udah menarik belum? Udah pas belum ya dengan minat adik? S: Materinya menarik kox mbak, dan sesuai dengan minat saya. 5

R: Langsung aja ya? Menurut kamu materi yang

Appendix I/

saya buat ini menarik gak? Udah pas belum dengan

Interview 3

keinginan adik? Udah sesuai juga gak dengan minat adik? S:

Materinya

Materinya

menarik

menurutku

kok sich

mbak, udah

pas

colorfull. dengan

keinginanku juga minat aku. 2. The designed materials fits the students’ characteristics to learning writing.

 

294   

No 1

Data

Source

R: Kemarin dan tadi kan kita udah bahas tentang

Appendix I/

recount text. Menurut adik materi yang saya buat

Interview 1

udah menarik atau belum? S: Menurut aku udah menarik mbak.

No

Data

Source

2.

R: Sip lah. Gini dek, kemarin kan kita udah bahas

Appendix I/

tentang recount text, tentang pengalaman kalian di

Interview 2

liburan. Itu materinya udah menarik belum? Udah pas belum ya dengan minat adik? S: Materinya menarik kox mbak, dan sesuai dengan minat saya. 3

R: Langsung aja ya? menurut kamu materi yang saya

Appendix I/

buat ini menarik gak? Udah pas belum dengan

Interview 3

keinginan adik? Udah sesuai juga gak dengan minat adik? S:

Materinya

Materinya

menarik

menurutku

kok sich

mbak, udah

pas

colorfull. dengan

keinginan ku juga minat aku. 4

 

R: Terus kamu bisa paham gk dengan keseluruhan

Appendix I/

295   

materi yang saya kasih di unit 2 ini?

Interview 3

S: Udah mbak.

3. The designed materials facilitate and motivates the students in learning writing No 1

Data

Source

R: Terus materi yang saya buat udah sesuai dengan

Appendix I/

minat adik belum? Udah pas belum?

Interview 1

S: Udah sesuai kok mbak, menurut aku juga udah pas. 2

R: Ada tambahan gak tentang task connecting words

Appendix I/

ma conjunction?

Interview 2

S: yang correlative conjunction ditambah aja mbak, kan belum ada.

4. The topics are interesting. No 1

 

Data

Source

R: Terus materi yang saya buat udah sesuai dengan

Appendix I/

296   

minat adik belum? Udah pas belum?

Interview 1

S: Udah sesuai kok mbak, menurut aku juga udah pas. 2

R: Kalo untuk topiknya bagaimana?

Appendix I/

S: Topiknya menarik, kan ini belajar nulis tentang

Interview 2

pengalaman kita.

5. The inputs are interesting No 1

Data

Source

R: Ok, kalau untuk input textnya giman? Sudah pas

Appendix I/

belum?

Interview 1

S: Input text itu apa mbak? R: Yang ini lho..(showing the input text of the material). S: Ehm..udah mbak. 2

R: kalau untuk input textnya bagaimana? Ada

Appendix I/

kesulitan gak? Sesuai dengan kemampuan adik

Interview 2

belum? S: Udah mbak, Cuma kata-katanya susah, tapi bisa dicari di kamus sich. Materinya juga udah sesuai dengan kemampuan kita kok. 3

 

R: kalau tentang input textnya gimana? (showing the

Appendix I/

297   

input text of the material) Ada kesulitan gak?

Interview 3

S: Menarik kok mbak. Cuma kata-katanya banyak yang baru aja jadi agak susah memahaminya.

B. The Students’ Opinion Related to the Designed Materials 1. The tasks are able to build up students’ understanding facilitate the students to practice their writing skill and feasible to do. No 1

Data

Source

R: Udah sesuai dengan kemampuan adik to belum?.

Appendix I/

S: Udah sih mbak, karena kita kan udah kelas 2 jadi

Interview 1

kita emang dapet recount text juga kok. 2

R: Kemarin saya kan juga jelasin tentang connecting

Appendix I/

words and conjunction. Ada kesulitan gk?

Interview 1

S: Gak kok mbak. Aku udah paham kok. 3

R: Nah,,,yang terakhir nich. Kalu untuk task yang

Appendix I/

terakhir tadi gimana?

Interview 1

S: Yang individu itu ya mbak. Alhamdulillah bisa mbak.

 

298   

4

R. Tasknya menarik gak? S:

menarik

kok,

kan

Appendix I/ kita

bercerita

tentang

Interview 1

R: Kemarin saya juga udah ngasih tentang

AppendixI/

connecting words ma conjunction. Ada yang susah

Interview 2

pengalaman liburan kita sendiri mbak. 5

gak? S: gak kok mbak. Saya juga udah paham.

No 6

Data

Source

R: Kalau untuk task individu gimana? Mengalami

Appendix I/

kesulitan gak?

Interview 2

S: Menarik mbak. Saya juga dah jelas dengan tugasnya. Udah bisa buat recount text meskipun masih salah di grammar ma vocab. 7

R: Kemarin saya kan juga ngasih tentang connecting

Appendix I/

words ma conjunction. Ada kesulitan gak?

Interview 2

S: Gak ada kok mbak.

2. The task give chance to the students to interact and share their opinion or knowledge with their partners.

 

299   

No 1

Data

Source

R: Ok dech.. kalau untuk bekerja secara berpasangan

Appendix I/

itu bagaimana? Bisa gak tadi? Ada kesulitan gak?

Interview 1

S: Bisa mbak. Kesulitannya di grammar. 2

R: Kalau untuk kerja kelompoknya bagaiman?

Appendix I/

Mengalami kesulitan gak?

Interview 1

S: Ehmm..lumayan mbak soalnya dikerjain barengbareng. Kesulitannya paling divocab dan grammar. No 3

Data

Source

R: Ok.. kalau untuk tugas berkelompok buat recount

Appendix I/

text kemarin gimana? Bisa gak? Menarik gak?

Interview 3

S: Bisa mbak, soalnya dikerjain ma temen-temen. Tasknya juga menarik. Kita bisa sharing ma tementemen tentang pengalaman liburan kita.

3. The tasks are interesting No 1

Data

Source

R: Tasknya menarik gak?

Appendix I/

S: Menarik kok, kan kita bercerita tentang

Interview 1

pengalaman liburan kita sendiri mbak. 2

 

R: Kalau untuk yang task individu gimana?

Appendix I/

Mengalami kesulitan gak?

Interview 2

300   

S: menarik mbak. Saya juga dah jelas dengan tugasnya. Udah bisa buat recount text meskipun masih salah di grammar ma vocab. 3

R: Ok..kalau untuk tugas berkelompok buat recount

Appendix I/

text kemarin gmn? Bisa gk? Menarik gak?

Interview 3

S: Bisa mbak, soalnya dikerjain ma temen- temen. Tasknya juga menarik. Kita bisa sharing ma tementemen tentang pengalaman liburan kita.

No 1

Data

Source

R: Kalau untuk tugas yang individu gimana/ menarik

Appendix I/

gak? Bisa ngerjain gk? Ada kesulitan gak?

Interview 3

S: Menarik kok. Bisa ngerjain juga kok mbak. Susah untuk menentukan kosakata yang tepat mbak.

4. The instruction on the tasks or activities are clear enough. No 1

2

Data

Source

R: Oh ya..lalu untuk instruksi disetiap task jelas gak?

Appendix I/

S: Udah kok mbak. Cukup jelas dech.

Interview 2

R: Satu lagi. Instruksi yang diberikan di task-

Appendix I/

tasknya jelas belum.

Interview 3

S: Udah kok mbak.

 

301   

C. The Students’ Opinion Related to the Teacher’s Role 1. The teacher should give the clear explanation and guide the students in understanding the materials No 1

Data

Source

R: Terus waktu saya menyampaikan materi kemarin

Appendix I/

itu, adik bisa paham gk?

Interview 1

No

Data

Source

S: Terus waktu saya menyampaikan materi kemarin itu, adik bisa paham gk? 2

3

R: Waktu saya menyampaikan materi, jelas belum?

Appendix I/

S: Udah kok mbak.

Interview 2

R: Terus waktu saya menyampaikan materi, bisa

Appendix I/

dimengerti gak?

Interview 3

S: Bisa kok mbak.

D. The Students’ Opinion Related to the Difficulties That They Have Found 1. The difficulties found by the students such as materials, vocabulary, task, and so on. No 1

 

Data

Source

R: Ok dech.. kalau untuk bekerja secara berpasangan

Appendix I/

302   

itu bagaimana? Bisa gak tadi? Ada kesulitan gak?

Interview 1

S: Bisa mbak. Kesulitannya di grammar. 2

R: Kalau untuk kerja kelompoknya gimana?

Appendix I/

Mengalami kesulitan gk?

Interview 2

S: Ehmm..lumayan mbak soalnya dikerjain barengbareng. Kesulitannya paling di vocab dan grammar. 3

No

R: Ada kendala yang kamu temui gak waktu belajar

Appendix I/

tentang recount text?

Interview 3 Data

Source

S: Kosakata ma grammar mbak. 4

R: Kalau untuk tugas yang individu gimana/ menarik

Appendix I/

gak? Bisa ngerjain gk? Ada kesulitan gak?

Interview 3

S: Menarik kok. Bisa ngerjain juga kok mbak. Susah untuk menentukan kosakata yang tepat mbak.

II.

The Suggestion Delivered by the Students A. The Suggestion Related to the Developed Materials No 1

Data R: Terus ada kesulitan gak dengan materinya?

Appendix I/

S: Kalau untuk pemahaman materinya udah mbak.

Interview 1

Tapi aku kesulitan di vocab. Susah- susah karena banyak kata- kata barunya.

 

Source

303   

2

R: Kan dihalaman belakang dah ada terus kemarin

Appendix I/

juga udah dijelasin kan?

Interview 1

S: Iya mbak, tapi masih agak bingung juga.

B. The Suggestion Related to the Designed Tasks No 1

Data

Source

R: Ada tambahan gak tentang task connecting words

Appendix I/

ma conjunction.

Interview 2

S: Yang correlative conjunction ditambah aj mbak, kn belum ada. 2

R: Kemarin saya kan juga ngasih tentang connecting

Appendix I/

words ma conjunction. Ada kesulitan gk?

Interview 3

S: Gak ada kok mbak. R: Ada tambahan tentang tasknya? S: Dilengkapi aja mbak, biar banyak latihannya.

C. The Suggestion Related to the Teacher’s Role and Technique in Conducting the Teaching Learning Process

 

304   

No 1

Data

Source

R: Terus waktu saya menyampaikan materi kemarin

Appendix I/

itu, adik bisa paham gk?

Interview 1

S: Iya mbak, tapi jangan cepet-cepet. Hehehe..... 2

R: Waktu saya menyampaikan materi, jelas belum?

Appendix I/

S: Udah kok mbak. Tapi yang agak keras ya

Interview 2

suaranya.

DATA CATEGORIZATION ON THE SUITABILITY OF THE DEVELOPED MATERIAL OF UNIT 3 (FRIENDSHIP) WITH THE STUDENTS

I. The Students’ Opinion A. The Students’ Opinion Related to the Developed Materials 1. The designed materials fits the students’ needs related to the purpose they want to achieve. No 1.

Data R: Kemarin kan saya udah ngasih materi tentang

Appendix I/

narrative text. Materinya menarik gak?

Interview 1

S: Menarik kok mbak. R: Udah pas sama keinginan adik juga minat adik belum?

 

Source

305   

S: Udah mbak. 2

R: Kemarin saya juga ngasih materi tentang quoted

Appendix I/

speech. Bisa gak?

Interview 1

S: Bisa kok mbak. 3

R: Tentang materi narrative text yang saya buat

Appendix I?

menarik gak? Udah pas dengan keinginan adik dan

Interview 2

minat adik atau belum? S: Menarik kok mbak. Udah sesuai mbak.

No 4

Data

Source

R: Kemarin kita udah bahas tentang narrative text.

Appendix I/

Menurut adik materi yang saya buat udah menarik

Interview 3

atau belum? S: Udah menarik mbak menurut aku.

2. The designed materials fits the students’ characteristics to learning writing. No 1

Data

Source

R: Kemarin kan saya udah ngasih materi tentang

AppendixI/

narrative text. Materinya menarik gak/

Interview 1

S: Menarik kok mbak. 2

 

R: Tapi adik paham gak dengan materinya?

AppendixI/

S: Iya mbak, paham kok.

Interview 1

306   

3

R: Tentang materi narrative text yang saya buat

AppendixI/

menarik gak? Udah pas dengan keinginan adik dan

Interview 2

minat adik atau belum? S: Menarik kok mbak. Udah sesuai mbak 4

R: Udah pas dong tentunya dengan kemampuan

AppendixI/

adik?

Interview 2

S: Iya mbak meskipun ada kata- katanya yang susah.

No 5

Data

Source

R: Kemarin kita udah bahas tentang narrative text.

Appendix I/

Menurut adik materi yang saya buat udah menarik

Interview 3

atau belum? S: Udah menarik mbak menurut aku. 6

R: Terus materi yang saya buat udah sesuai dengan

Appendix I/

minat adik belum? Udah sesuai dengan keinginan

Interview 3

adik belum? S: Udah sesuai kok mbak.

3. The designed materials facilitate and motivates the students in learning writing

 

No

Data

Source

1

R: Saya kan juga jelasin tentang quoted speech. Bisa

Appendix I/

307   

gak?

Interview 2

S: bisa kok mbak. 2

R: Kemarin saya kan juga jelasin tentang quoted

Appendix I/

speech. Ada kesulitan gk?

Interview 3

S: Gak kok mbak. Aku udah paham kok. Tapi ditambah latihannya mbak, karena menurut aku masih kurang 3

R: Kalau untuk kerja kelompoknya gimana? Bisa

Appendix I/

gak?

Interview 3

No

Data

Source

S: Bisa mbak, kan bareng- bareng ma temen juga. 4

R: Nah,,,yang terakhir nich. Kalu untuk task yang

Appendix I/

individu gimana? Menarik gak?

Interview 3

S: Alhamdulillah bisa kok. Manarik juga kok mbak.

4. The topics are interesting. No 1

Data R: menurut kamu, topik materinya menarik gak?

Appendix I/

S: Iya mbak, kita jadi tambah bersemangat karena

Interview 2

topiknya jelas.

 

Source

308   

5. The inputs are interesting No 1

Data

Source

R: kalau untuk input textnya bagaimana? Ada

Appendix I/

kesulitan gak? Udah sesuai dengan kemampuan adik

Interview 1

atau belum? S: Gak kok mbak. Udah sesuai dengan kemampuan saya kok mbak. 2

R: Ok. Kalau untuk input textnya bagaimana? Ada

Appendix I/

kesulitan gak? Menarik gak?

Interview 2

S: bagus mbak. Gak ada kesulitan. Input textnya juga

No

Data

Source

Menarik 3

R: Ok, kalau untuk input textnya giman? Sudah pas

Appendix I/

belum?

Interview 3

S: Input text itu apa mbak? R: Yang ini lho..(showing the input text of the material). S: Ehm..yang ini to...iya udah mbak. R: Udah sesuai dengan kemampuan adik to belum? S: Udah sih mbak menurut aku.

 

309   

B. The Students’ Opinion Related to the Designed Materials 1. The tasks are able to build up students’ understanding facilitate the students to practice their writing skill and feasible to do. No

Data

Source

1

R: Kalau untuk tasknya bagaimana? Ada kesulitan

Appendik I/

gak? Udah sesuai dengan kemampuan adik atau

Interview 1

belum? S: Gak kok mbak. Udah sesuai dengan kemampuan saya kok mbak.

No

Data

Source

2

R: Tp dari keseluruhan materi yang saya sampaikan

Appendix I/

adik bisa jadi nulis narrative text kan?

Interview 1

S: Iya mbak. Jadi makin dong. 3

R: Saya kan juga jelasin tentang quoted speech. Bisa

Appendix I/

gak?

Interview 2

S: Bisa kok mbak? 4

R: Kemarin saya kan juga jelasin tentang quoted

Appendix I/

speech. Ada kesulitan gk?

Interview 3

S: Gak kok mbak. Aku udah paham kok. Tapi ditambah latihannya mbak, karena menurut aku masih kurang

 

310   

2. The task give chance to the students to interact and share their opinion or knowledge with their partners. No

Data

Source

1

R: Ok... Kalau untuk kerja kelompoknya bagaimana?

Appendix I/

Menarik gak? Ada kesulitan gak?

Interview 1

S: Kita bisa ngerjain kok mbak. Menarik juga tasknya. Gak ada kesulitan mbak.

No

Data

Source

2

R: Kalau untuk task yang dikerjakan secara

Appendix I/

berkelompok itu bagaimana? Bisa gak? Menarik

Interview 2

gak? S: Bisa mbak. Menarik kok 3

R: Ok dech.. kalau untuk bekerja secara berpasangan

Appendix I/

itu bagaimana? Bisa gak tadi? Ada kesulitan gak?

Interview 3

S: Bisa mbak. Kesulitan ya di grammar 4

R: Kalau untuk kerja kelompoknya gimana? Bisa

Appendix I/

gak?

Interview 3

S: Bisa mbak, kan bareng- bareng ma temen juga.

 

311   

3. The tasks are interesting No

Data

Source

1

R: Ok... Kalau untuk kerja kelompoknya bagaimana?

Appendix I/

Menarik gak? Ada kesulitan gak?

Interview 1

S: Kita bisa ngerjain kok mbak. Menarik juga tasknya. Gak ada kesulitan mbak. 2

R: Kalau yang kerja sendiri gimana? Menarik gak?

Appendix I/

Ada kesulitan gak?

Interview 1

S: Menarik sich, bingung nentuin ceritanya. Bingung juga structurenya

No

Data

Source

3

R: Kalau untuk task- tasknya bagaimana? Udah pas

Appendix I/

belum? Sesuain dengan kemampuan adik belum?

Interview 2

S: Task- tasknya menarik tapi juga udah pas kok dengan kemampuan saya. 4

R: Kalau untuk task yang dikerjakan secara

Appendix I/

berkelompok itu bagaimana? Bisa gak? Menarik

Interview 2

gak? S: Bisa mbak. Menarik kok. 5

 

R: Lalu untuk yang kerja individu itu gmn?

Appendix I/

S: Itu juga menarik kok mbak,.

Interview 2

312   

4. The instruction on the tasks or activities are clear enough. No

Data

Source

1

R: Kalau instruksi disetiap tasknya udah jelas

Appendix I/

belum?

Interview 2

S: Udah kok mbak.

C. The Students’ Opinion Related to the Teacher’s Role 1. The teacher should give the clear explanation and guide the students in understanding the materials No

Data

Source

1

R: Kalau waktu saya menyampaikan materi, adik

AppendixI/

paham gak?

Interview 1

S: paham kok mbak. Tapi jangan buru-buru jelasinnya. 2

 

R: Kemarin saya juga ngasih materi tentang quoted

AppendixI/

speech. Bisa gak?

Interview 1

313   

S: Bisa kok mbak. 3

R: Terus penyampaian materi yang saya lakukan

AppendixI/

gimana pendapat adik?

Interview 2

S: Jelas kok mbak. 4

R: Terus ketika saya menyampaikan materi kemarin

AppendixI/

itu, adik bisa paham gk?

Interview 3

S: Iya mbak, tapi pelan- pelan aja ya.

D. The Students’ Opinion Related to the Difficulties That They Have Found 1. The difficulties found by the students such as materials, vocabulary, task, and so on. No

Data

Source

1

R: Ada kesulitan yang adik temui gak dalam materi

Appendix I/

tersebut.

Interview 1

S: Kosakata mbak. Baru- baru semua. Tapi bisa buka kamus kok mbak. R: Yang lainnya ada gk? S: Nyusun kalimat juga mbak.

 

314   

2

R: Kalau untuk tasknya bagaimana? Ada kesulitan

Appendix I/

gak? Udah sesuai dengan kemampuan adik atau

Interview 1

belum? S: Gak kok mbak. Udah sesuai dengan kemampuan saya kok mbak. 3

R: Ok... Kalau untuk kerja kelompoknya bagaimana?

Appendix I/

Menarik gak? Ada kesulitan gak?

Interview 1

S: Kita bisa ngerjain kok mbak. Menarik juga tasknya. Gak ada kesulitan mbak. 4

R: Kalau yang kerja sendiri gimana? Menarik gak?

Appendix I/

Ada kesulitan gak?

Interview 1

S: Menarik sich, bingung nentuin ceritanya. Bingung

No

Data

Source

R: Udah pas dong tentunya dengan kemampuan

Appendix I/

adik?

Interview 2

juga structurenya 5

S: Iya mbak meskipun ada kata- katanya yang susah. 6

R: Bisa ngerjain? Ada kesulitan gak waktu ngerjain?

Appendix I/

S: Bisa mbak. Paling di grammarnya mbak

Interview 2

susahnya. 7

 

R: Terus ada kesulitan gak dengan materinya?

Appendix I/

315   

S: Kalau untuk pemahaman materinya udah mbak.

Interview 3

Tapi aku kesulitan di vocab. 8

R: Nah,,,yang terakhir nich. Kalu untuk task yang

Appendix I/

individu gimana? Menarik gak?

Interview 3

S: Alhamdulillah bisa kok. Manarik juga kok mbak.

II.

The Suggestion Delivered by the Students

A. The Suggestion Related to the Developed Materials No

Data

Source

1

R: Ada kesulitan yang adik temui gak dalam materi

Appendix I/

tersebut.

Interview 1

S: Kosakata mbak. Baru- baru semua. Tapi bisa buka kamus kok mbak.

No

Data

Source

R: Yang lainnya ada gk? S: Nyusun kalimat juga mbak.

B. The Suggestion Related to the Designed Tasks No 1

 

Data R: Ada tambahan tentang tasknya gk?

Source Appendix I/

316   

2

3

S: Ditambah lagi mbak, biar kita jadi lebih paham.

Interview 1

R: Menurut adik tasknya perlu ditambah lagi gak?

Appendix I/

S: iya mbak. Biar kita juga tambah paham.

Interview 2

R: kemarin kan saya juga jelasin tentang quoted

Appendix I/

speech. Ada kesulitan gak?

Interview 3

S: gak kok mbak. Aku udah paham kok. Tapi ditambah latihannya mbak karena menurut aku masih kurang.

C. The Suggestion Related to the Teacher’s Role and Technique in Conducting the Teaching Learning Process No

Data

Source

1

R: Kalau waktu saya menyampaikan materi, adik

Appendix I/

paham gak?

Interview 1

S: Paham kok mbak. Tapi jangan buru-buru jelasinnya. 2

 

R: Terus ketika saya menyampaikan materi kemarin

Appendix I/

itu, adik bisa paham gk?

Interview 3

317   

S: Iya mbak, tapi pelan- pelan aja ya.

   

 

KEMENTERIAN PENDIDII(AN DAN KEBUDAYAAN

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Alamat: Karangmatang, Yry/yahana 55291

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550843, 5482a7 Fax. (0274) 1t9207 FRtvyFBSl33-01 10 Jan 201

Nomor : 308a/UN.34.1ztPPillt}}1?

23 Februari 2012

Lampiran :--

Hal

: Permohonan lzin penelitian

Kepada Yth. Gubernur Daerah lstimewa Yogyakarta c,q. Kepala Biro Administrasi pembangunan Sekretariat Daerah Propipsi Dly Komplek Kepatihan-D anur ej an, y ogy akarta

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Kami beritahukan dengan hotmat bahwa mahasiswa kami dari Fakultas Bahasa dan Seni universitas Negeri Yogyakarta bermaksud akan mengadakan Penelitian ulrtuk memperoteh data menylsun Tugas Akl':ir Shripsi (TAS) Tugas Akhir Karya Seni 1TAKSTTu!:as Akhir guka, .:-\

Skripsi

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Deve,oping w'riting materials by tJsing Genre Based Approach SMPN 4 Playen Mahasiswa dimaksud adalah Nama NIM

Jurusan/ Program Studi Waktu Pelaksanaan Lokasi Penelitian

1

for

the

second Grade sludenls o/

:

: MIDII(A DEVY SATRIANI

:06202244A49 : Pendidikan Bahasa lnggris : Maret- Mei2012 : SMPN 4 Playen

Untuk dapat terlaksananya maksud tersebut, kilmimohon izin dan bantuan seperfunya,

Atas izin dan kerjasama Bapaurbu, kamisampaikan terima kasih.

i,

PEMERI NTAH PROVINSI DAE RAH ISTIM EWA YOGYAK.ARTA

SEKRETARIAT DAERAH Kompleks Kepatihan, Danurejan, Telepon (0274) 56281 1 - 562814 (Hunting) YOGYAKARTA 55213

suRAT, KETEtsA$rqAN /.rJh$ 47u1582Nt2t2012 embaca

Surat :

rnggal

Bekan Fak. Bahasa & Seni UNY

:23Februarl2012

Nomor : Perihal :

3OBa/UN.34.12tppllJt?O17

ljin Penelitian

engingat ; 1. Peraturan Pemerintah Nomor 41 Tahun 2006, tentang Perizinan bagi. Perggruan Tinggi Asing, -Orang Lembaga Penelitian dan Pengernbangan Asing, nsiir-g Oara;i ..[adan Usaha Asing ban melakukan Kegitan Penelitian dan pengembangan di lndonesia;

2. Peraturan Menteri Dalam Negeri Nomor 33 Tahun 2007, tentang Pedoman 3. 4,

penyelenggaraan Penelitian {an Pengembanga.n diLlngkungan Departemen pemerintafi Oaeran; Qatam tlegeii dan

Peraturan Gubernur Daerah lstimowa Yogyakarta Nomor 37 Tahun i008, tentang nincian Tugas Oan Fungsi Satuan Organisasi di Lingkungan Sekretariat Daerah dan Sekretarial- Dewan perwakilan

Rakyat Daerah. Peraturan Gubernur Daerah lstimewa Yogyakarta Nomor 1B Tahun 2009 tentang pedoman pelayanan

Perizinan, Rekomendasi Pelaksanaan Survei, Penelitian, Pendataan, Pengembangan, pengkajian, dan StudiLapangan di Daerah lstimewa yogyakarta.

rlJlNl(AN untuk melakukan kegiatan survei/penelitian/pendataan/pengembangan/pengkajian/studi lapangan kepada: 3ma

MIDI}(A DEVY SATRIANI Karangmalang Yogyakarta

amat rdul

NlPlNlM :

062A2244A49

DEVELOPING WRITING MATERIALS BY USING GENRE BASED APPROACH FOR THE SECOND GRADE STUDENTS OF SMPN 4 PLAYEN 'SMPN 4 PLAYEN Kec. PLAYEN, Kota/Kab. GUNUNG KIDUL 23 Februari2012 s/d 23Mei2A12

:kasi aktu

3ngan Ketentuan Menyerahkan surat keterangan/ijin survei/penelitianlpendataan/pengembangan/pengkajian/studi lapangan ,) dari Pemerinlah ProvinsiDlY kepada Bupati/watikota melaliiinJ(iiuntiu^u*"n"*i',ilng4uarkan ijin dimaksud; Menyerahkan soft copy hasil penelitianny.a_baik kepada cuodrnui Daerah'frimewa yogyakarta metatui Biro Acministrasi Pembangunan sefda Provinsi orv oaiirfi-comf,ict aisx icoy mauirn. *"ngunggah (uptoad) rnetatui website adbangjogjaprov'go.id dan menuniukkan ce'taL;;;tii"ng sudah disanrin dan dibubuhicap institusi; ljin ini hanya dipersunakah untuk kepertuin pl#"gr;S i,pn wa;iu menLari kerentuan yang bertaku di lokasl kegiatan; ljin penelitian dapat diperpanjang maksimal 2 (9yu.l kali .dengan menunjukkan surat ini kembati sebelum berakhir waktunya setelah mengajukan perpanian gan merarui' website ailang jogjaprov. go. id ; ljin yang diberikan oapit oioitalkan'seiaktr-*ait, uluiiri' pe*"barig' ijin ini tidak memenuhi ketentuan yang berlaku.

ihdd;;

Dil<eluarkan di yogyakarta Pada tanggal 23 Februar, ZOIZ

A.n Sekretaris Daerah Asisten Perekonomian dan pembangunan

-r'[f.i

I

nistrasi Pembangunan

mhusan

:

Yth. Gubemur Daerah lstimewa yogyakarta (sebagai laporan); Bupati Gunung Kidut Cq. KppTSp Ka. Dinas Pendidikan, pemuda dan Olahraga prov.

Dekan Fak. Bahasa dan Seni UNy

Dly

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PEMERINTAIIIGBUPAT$NtiUNUNbI}'ll,UIJ PENANAMAN MODAL DAN PELAYANAT'I TERPADU I(ANTOR A1**t, Jafan gridcn?"tu*.o No. 1 Ttp (0274) 391942 llfonosari 55812 suRAr rErEElANqs:{I4lY Nomor:077/KFTMIE0I2

surat dari serda Provinsi DIY, Nomot : $70ll582^{t2n0n Tanggsl 23 Febnrari 2012, hal : Izin Pcnclitian t. repuursun Meateri datam N9ee1 Nomor 9 Tshun 1983 tentang Pedoman PeodaEan Sumtlerdau Potensi Daerah; 2. Keputusan Mente* dalam Negeri Nomor 6l Tahgn 1983 tentang Pedornan Penyelenggaraan Pelaksanaan Penelitian dan Pengembangan ai nngnlngatr Departemen Dalam Negeri; 3. Sum't reputusan Gubernur Daerah Istimewa Yogyaka*a Nomor 38/12n004 tentang Pemberian Izin Penclitian di Provinsi Daeralt Istimewa Yoryakarta;

Membaca

Mengingat

Diiiinkankepada Narna

MIDIKA DEVY SATRIANI

NIM

o6?02244M9

Fakutta$Irstrnsi

Fakuttas B&asadan Seni Univcrsitas Ncgcri Yogyakarta

Alarnat Instansi

Karangmal ang Yogyakarta Senedi 09/03 Grogol Paliyan Gunungkidttl

AlamatR$Bah

.

Penetitian deagan Judul "DEVELOPING WRITING MATERI.ALS BY USING A CENRE-BASED APPROACH FOR

Kepcrluan

ljin

Lokasi Penelilian

THE SECOND GRADE STUDENTS OF SMP 4 PLAYEN SMPN 4 Playen IGb. Gunungkidul

Dosen Pembimbing

Dr. Agus Widyantoro, M.Pd

Waktuoya

24 Februari 2012 s.d 24 Mei 2012

'

Deagan ketentuan

Tqlebih dahutu memcnuhilnrelaporkcn diri kepada Pejabat ssteilpnt (Canrat, Lural/Kepala Dess, Kcpslr Instansi) untuk mendapat petunjuk seprlunya. l. Wajib meqjagt iata tertib dan mentaati kete*eran-ketentusr yang berlaku setsmpt 2. W*jib nnemberi laporan hesil pcnelitiannya kepada Bupati Gunungkidul (cg. Kepala BAPPEDA

Kab. Gununglidul ). 3. tiis ini tidak disalatrgurkqn untuk tqjuan tcrten$ yang dapat mengganggu kestabilan Pemerintah dan hanya diperlukan untuk kcpcrltran ilmish. 4. Surat iiin ini dapat diajukan hgi una* mcmdapat pcrpan$angan bila diperlukan sesuai aturan yang

5.

berkku.

Surat iiin ini dibatalkan serraktu-waktu spbih tidak dipenuhi keteiltusn-k€tentusn tersebut diatas. Kemudiao tepada para Peiabat Pemerintah setempat diharaplcan dapat memberikan bantuan

*pcdunya,

Tcmbuss0

di$rrmikn

tffii

ksn&la YtlL

t. Buprti Guauagkidul (sebagai laponn);

1ltup.h 3. 4.

BAPPEDA Krh Gunungliidul: K!p.h Kantor Kcsknggcl Kab. Gununglidul;

X4th

Din&r Pqdidilsn Pensds dan Oldr ragn Ktb.

5. KGpdir Sd.slsh SMPN 4

6 tusip

Hapa K$. GuwnghHul

C*tagkidul;

PE}IERINTAII I(ABUPATEN GTIIITINGKIDTIL DINAS PENDIDIKAN PEMTII}A DAN OLAIIRAGA SMP NECERI4 PIJTYEN GT}NUNGKIDUL

Alamat: Banaran, Playen, Gunungkidul Yoryakarta Pos 152 Tcip. (0274)7489796 STIRAT KETERANGAN Nomor :422 I 073 12012 Yang bertanda tangan di lrawah ini

:

Nama

MARLAN, M.Pd

MP

19671001 199410 1 001 . Pcmbina IIY a Kcpala sckolah SMP Negeri 4Playen G-unungkidul Yogyakarta

Pangkat / Col Jabatan

UnitKedo Menerangkan lrahrya Nama

MIDIKA DEVY SATRTANI

MM

06202244049 Pendidikan Bahasa Inggris Bahasa dan Seni Universitas Negeri Yogyakarta

Program Fakultas Instansi

Telah melaksanakan Penelitian skripsi dengan Judul * DEVELOPING WRITING MAIERIALS BY USING GENRE BASED APPROACH FOR SECOND GRADE STUDENTS OF SMP N 4

PLAYEN* Pada anggal : 29 Februari sampai dengan Yog5'akarta.

16

Maret 2012 di SMP Negeri 4 playen Gunungkidul

Demikran Surat Keterangan ini dibuat agar dapat dipergunalran sebagaimana mestinya

I Maret 2012 Ncgeri 4 Playen

M.P{,

7t00t 1994t0 I

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001