APPLYING MIND MAPPING STRATEGY TO IMPROVE STUDENTS WRITING ABILITY IN DESCRIPTIVE TEXT (A Classroom Action Research at The Second Grade of SMP Al-Mizan
Pandeglang-Banten)
• ··~
Ull I By: Erni Darwati 109014000089
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ABSTRACT
Darwati, Erni. 2014. APPLYING MIND MAPPING STRATEGY TO IMPROVE STUDENTS WRITING ABILITY IN DESCRIPTIVE TEXT (Classroom Action Research at The Second Grade of SMP Al-Mizan PandeglangBanten). Skripsi of English Education at Faculty of Tarbiyah and Teachers’ Training, of Syarif Hidayatullah State Islamic University Jakarta.
Keyword: Writing Ability, Descriptive text, Mind Mapping Strategy
This study is aimed to find how Mind Mapping strategy can improve students’ writing ability of descriptive text at the second grade of SMP Al-Mizan Pandeglang-Banten in academic year 2014/2015. The subjects of this study were 22 students. Classroom Action Research was used as a method in this study which is adopted from Kurt Lewins’ design. The study was conducted in two cycles and three meeting in each cycle. The data collection techniques used in this study includes some points; interview, observation, test, and documentation. The interview is addressed to the students and English teacher, the observation was done by the real teacher (observer) in observing class situation, students’ attitude, and teachers’(writer) performance, the test was done by the students thrice, and documentation is some photos which were taken during the implementation by the observer. The result of interview shows that both teacher and student were interested in using mind mapping as a strategy of writing descriptive text. In addition, the result of observation indicates that the class condition during teaching learning process was also quite good. The students become highly motivated and creative in learning writing descriptive text. Besides, the quantitative data was getting from pre-test and post-test. It is used to know the students improvement in writing descriptive text. The result shows that there was improvement of the students’ achievement in writing descriptive paragraph. Most of students gradually gained good scores at the end of each cycle. The score of Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) of English lesson was 70 (seventy). Students mean score in preliminary study was 57.04, mean score in post-test 1 was 65.90, and mean score in post-test 2 was 73.40. In conclusion, Mind Mapping can improve students’ descriptive writing ability.
v
ABSTRAK
Darwati, Erni. 2014. APPLYING MIND MAPPING STRATEGY TO IMPROVE STUDENTS WRITING ABILITY IN DESCRIPTIVE TEXT (Classroom Action Research at The Second Grade of SMP Al-Mizan PandeglangBanten), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata kunci: Kemampuan menulis, Teks Deskriptif, Strategi Mind Mapping
Penelitian ini bertujuan untuk mengetahui bagaimanastrategy Mind Mapping dapat meningkatkan kemampuan siswa dalam menulis deskriptif pada siswa kelas dua SMP AL-Mizan Pandeglang-Banten tahun ajaran 2014/2015. Subjek penelitian ini terdiri dari 22 siswa. Penelitian Tindakan Kelas merupakan metode yang yang digunakan dalam penelitian ini yang diadopsi dari desain Kurt Lewin. Penelitian ini meliputi dua siklus yang terdiri dari tiga pertemuan dalam setiap siklus.Tehnik pengumpulan data yang digunakan meliputi: wawancara, observasi, tes, dan dokumentasi. Interview ditujukan kepada siswa dan guru bahasa Inggris, observasi dilakukan oleh guru asli (observer) dalam mengobservasi situasi kelas, perilaku siswa, dan aktivitas guru (penulis), tes dilakukan oleh siswa sebanyak tiga kali, dan dokumentasi berupa foto yang diambil selama implementasi. Hasil dari wawancara menunjukkan bahwa guru dan murid tertarik dalam menggunakan mind mapping sebagai strategi dalam pembelajaran menulis teks deskriptif.Selain itu, hasil dari observasi menunjukkan bahwa kondisi kelas selama proses belajar mengajar cukup bagus. Para siswa menjadi lebih termotifasi dan kreatif dalam menulis teks deskriptif. Selain itu, data kuantitatif diperoleh dari pre-tes dan post-test. Inidigunakan untuk mengetahui peningkatan siswa pada menulis teks deskriptif.Hasil penelitian menunjukkan bahwa adanya peningkatan pada kemampuan menulis siswa dalam teks deskriptif. Hamper semua siswa mendapatkan nilai yang lebih baik pada setiap akhir cycle. Kriteria Ketuntasan Minimal (KKM)pada pelajaran bahasa inggris adalah 70. Hasil penelitian menunjukkan bahwa nilai rata-rata siswa pada tes awal yaitu 57.07, rata-rata nilai pada pos-test 1 adalah 65.90, dan rata-rata nilai pada post-test 2 adalah 73.40. Hal ini dapat disimpulkan bahwa strategy mind mapping dapat meningkatkan kemampuan menulis siswa dalam deskriptif text.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful All praise be to Allah, Lord of the Worlds, who Has given mercy and blessing to the writer in finishing this skripsi. Peace and salutation be upon the prophet Muhammad SAW, his family, his companion, and his adherence. On this opportunity, the writer would like to express her greatest honor and love to her beloved family (Kodaryono and Sumartini as her parents and her sister Hikmah Darni Hidayah) for their support, motivation, understanding, and prayer. The writer also would like to address her greatest thankfulness and gratitude to her advisors, Drs. Syauki, M.Pd. and Ismalianing Eviyuliwati, M.Hum. for the guidance and valuable advice during the writer did this skripsi. The writer’s sincere gratitude also goes to: 1. All lecturers, especially for English Education Department lecturers who have taught her new knowledge and have given gorgeous experiences in study. 2. Drs. Syauki, M.Pd. and Zaharil Anasy, the head and the secretary of the English Education Department. 3. Dra. Nurlena, M.A, Ph.D, the Dean of Faculty of Tarbiyah and Teachers Training. 4. Helmi Permana, S.Pd., the Principal of SMP Al-Mizan Pandeglang-Banten for giving permission to the writer to do observation and research. 5. Deden Syaifullah, S.Pd., the English teacher of second grade at SMP AlMizan. 6. All of the teachers and the second year students at SMP Al-Mizan Pandeglang-Banten. 7. All of her friends in English Education Department, especially for C Class in academic year 2009 and her partners. 8. To any other persons who are named cannot be mentioned one by one for their contribution to the writer during finishing her skripsi.
vii
The writer realizes that her skripsi is far from being perfect. Hence, some critiques and suggestions are accepted to make this skripsi better.
Jakarta, November, 20th 2014
The writer
viii
TABLE OF CONTENT
COVER .................................................................................................................. i APPROVAL ......................................................................................................... ii ENDORSEMENT SHEET .................................................................................. iii SURAT PERNYATAAN KARYA SENDIRI....................................................iv ABSTRACT ............................................................................................................v ABSTRAK ............................................................................................................ vi ACKNOWLEDGEMENT................................................................................. vii TABLE OF CONTENT...................................................................................... ix LIST OF PICTURE ........................................................................................... xii LIST OF TABLES ............................................................................................ xiii LIST OF FIGURE ............................................................................................. xiv LIST OF APPENDICES .....................................................................................xv CHAPTER I
CHAPTER II
: INTRODUCTION ...........................................................1 A.
Background of the Study ........................................ 1
B.
The Identification of the Problem ............................3
C.
The Limitation of the Problem.................................3
D.
The Problem Formulation ........................................4
E.
The Objective of the Study ......................................4
F.
The Significance of the Study ..................................4
: THEORETICAL FRAMEWORK.................................5 A.
Writing ....................................................................5 1. The Concept of Writing ....................................5 2. Purposes of Writing ...........................................6
ix
3. Types of Writing ................................................7 B.
Descriptive Text .......................................................9 1. The Definition of Descriptive Text ..................... 9 2. The Purposes of Descriptive Text ..................... 10 3. Kinds of Descriptive Text .................................. 11 4. Schematic Structure of Descriptive Text................ 12
C.
Mind Mapping ............................................................ 13 1.
The Concept of Mind Mapping.............................. 13
2.
The Purpose of Mind Mapping ......................... 16
3.
The Procedure of Mind Mapping ...................... 16
4.
The Advantages and disadvantages of Mind Mapping ................................................................ 17
D. Previous Study ............................................................ 19 E.
CHAPTER III
Hypotheses ................................................................. 21
: RESEARCH METHODOLOGY .................................. 22 A.
Place and Time of the Study ..................................... 22
B.
Research Approach and Design ............................... 22
C.
The Subject of the Study ........................................... 26
D. The Writers’ Role ........................................................ 26
CHAPTER IV
E.
The Stage of Action Intervention ............................. 26
F.
The Data and Source of Data .................................... 26
G.
The Instrument of Collecting Data .......................... 28
H.
The Technique of Collecting Data ........................... 29
I.
Data Analysis and Data Interpretation .................... 31
J.
Criteria of Action Success ........................................ 32
: RESEARCH FINDING AND INTERPRETATION..33 A. The Data Description ................................................33 1. Finding of Preliminary Study..............................33 a. Pre-interview Result ......................................33 x
b. Pre-observation Result .................................34 c. Pre-test Result................................................35 2. The Implementation of CAR .............................36 a. Cycle 1 .........................................................36 1) Planning .................................................36 2) Acting ....................................................36 3) Observing ..............................................37 4) Reflecting ..............................................39 b. Cycle 2...........................................................40 1) Planning .................................................40 2) Acting ....................................................40 3) Observing ..............................................40 4) Reflecting ..............................................43 c. Finding of the Action ...................................43 1) Post-interview ........................................43 2) Post-test .................................................45
B. The Data Interpretation ................................................. 45 1. Data of Interview ...............................................46 2. Data of Observation ............................................... 46 3. Data of Test ........................................................... 46 4. Data of Documentation ............................................ 47 CHAPTER V
: CONCLUSION AND SUGGESTION ........................... 48 A. Conclusion ..................................................................... 48 B. Suggestion ..................................................................... 48
BIBLIOGRAPHY ........................................................................................................ 50 APPENDICES ............................................................................................................... 53
xi
LIST OF PICTURE
Picture 2.1 The Sample of Mind Mapping .................................................................. 15
xii
LIST OF TABLES Table 3.1 Schedule of Classroom Action Research ................................................... 22 Table 3.2 Scoring in Writing Skill .............................................................................. 30 Table 4.1 Students’ Writing Score of Pre-test and Post-test 1 ................................. 37 Table 4.2 Students’ Writing Score of Pre-test, Post-test, and Post-test2 ............... 41
xiii
LIST OF FIGURE Figure 3.1 Kurt Lewin’s Action Research Design ..................................................... 24 Figure 3.2 The Phases of Classroom Action Research ............................................. 25
xiv
LIST OF APPENDICES Appendix 1
: Students’ Score during CAR
Appendix 2
: Diagram of Students’ Improvement
Appendix 3
: Observational Sheet
Appendix 4
: Interview Guideline
Appendix 5
: Lesson Planning
Appendix 6
: Students’ Writing Sample of Descriptive Text
Appendix 7
: Students’ Mind Mapping
Appendix 8
: Picture of Implementation of CAR
Appendix 9
: Surat Keterangan Telah Melakukan Penelitian
Appendix 10 : Pengesahan Proposal Skripsi Appendix 11 : Surat Bimbingan Skripsi
xv
CHAPTER I INTRODUCTION This chapter provides about the background of the study, the identification of the problem, the limitation of the problem, the problem formulation, the objective of the study, and the significance of the study.
A. The Background of the Study English has important role in communication in the world. It becomes an international language today. As stated by Jack C. Richards and Theodore S. Rodgers that English is widely studied as foreign language since five hundred years ago until nowadays1. Some country used English as a second language but in Indonesia, English is taught in schools as a foreign language. Consequently, it is a compulsory subject which is tested in national exam in Indonesia. Learning English means learning four basic skills: listening, speaking, reading, and writing. Listening and reading are receptive skills while speaking and writing are productive skill. As productive skill, writing takes essential role in daily life. The ability to question, analyze, evaluate, and make decision are our thinking skills that will improve when we learn to write well. The more we improve our thinking skill the more we can improve the quality of our life. The ability to write well will help us to maintain relationship with friends or other people because we will learn to deliver negative news in a soften ways and reduce the impact2. Through writing, the teacher teaches some aspects to his/her students. Ann Raimes finds that through writing, the students are helped in learning. First of all, the students are accustomed to use grammatical structures, idioms, and vocabulary that the teacher taught. Second, the students have a chance to develop
1
Jack C Richards and Theodore S. Rodger, Approaches and Methods in Language Teaching, (Edinburgh: Cambridge University Press, 1992), p. 1. 2 Betty Mattix Dietsch, Reasoning Writing Well, fourth ed, (New York: McGraw-Hill, 2006), p. 5.
1
2
their ideas in writing. Next, students have to find new vocabulary to express the idea that automatically will increase their vocabulary list3. Writing makes the students easy in memorizing the lesson. Besides, it contributes the unique way in learning, when people take notes during lectures or as they read, writing enables people to keep new information in memory 4. The students can elaborate their creative ideas about the lesson or knowledge with their own way through writing. Thus, writing takes important role in teaching and learning process which helps the students enrich their knowledge. In education world, students of second grade are dealing with some kinds of texts, such as descriptive text, recount text, narrative text, and also procedural text. It means that they are not only demanded to have ability in comprehending the text and the structure when they are reading but also writing those texts. One of those kinds of texts is descriptive text. It is the text describing about a person or something as resemble as the real. This statement is supported by John Langan opinion that when people describe something or someone it means that s/he gives the reader a picture as vivid as a real through “word picture”5. Knowing that descriptive lets the students use their imagination freely in describing something or person, it should become easier for them to study the text. However, based on writers’ observation, some students cannot create text well yet, especially in descriptive text. It is because they have lack of idea to write or they have some ideas but did not know how to deliver it in English. Consequently, almost all the students got stuck in their writing or they write anything related to the topic without knowing the generic structure of the text. Therefore, many students need much time to write. In addition, they have low achievement in writing subject. Moreover, Teacher often uses conventional 3
Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p.3. 4 Rise B. Axelord and Charles R. Cooper, Guide to Writing, (New York:St. martin’s Press, 1985), p. 2. 5 John Langan, Englih Skill With Readings, fiftth ed, (New York: McGraw-Hill Companies, Inc., 2002), p. 243.
3
method in teaching learning writing; therefore the students get bored in the class. Thus, it is teacher’s obligation to choose a suitable and interesting strategy to help the student’s difficulties in generating idea when they are writing. Hence, the appropriate technique must be selected by the teacher to help the students overcoming difficulties in writing, especially writing descriptive text. For this case, the writer is suggested mind mapping strategy for the teacher in teaching writing subject. Tony Buzan investigates that mind mapping can help the student to represent the imaginative idea of the students. Moreover, the teacher can make the class become fun and passionate. It is because in mind mapping is introduced the visual learning to the brain ability. Color, picture, and arched branch combination more stimulate the brain than traditional note which is used a color and linear. It will help the student recall the information of mind map6. Therefore, every student does not feel bored in understanding the material. In brief, Mind mapping is a strategy that the writers argue in teaching writing descriptive text to improve students’ ability for this study.
B. The Identification of the Problem According to background of this study as stated above, here are the problem identification: 1.
Students find difficulties in gathering and organizing their ideas unity.
2.
Students get low achievement in writing skill.
3.
The use of students’ learning strategy is inappropriate.
C. The Limitation of the Study To avoid misunderstanding in interpreting the problem, it is necessary to make the limitation of the study. This study is focused on teaching and learning process of writing descriptive text by using mind mapping as a strategy to improve students’ achievement. 6
Tony Buzan, Buku Pintar Mind Map, terj. Susi Purwoko (Jakarta: Gramedia Pustaka Utama, 2013), p. 9.
4
D. The Problems Formulation According to the research background above, the writer formulate the question for this research as stated below: 1.
Can mind mapping improve students’ writing achievement of descriptive text?
2.
How does mind mapping give positive effect for teaching and learning process of writing descriptive text?
E. The Objective of the Study To find the empirical evident how mind mapping strategy improves students’ ability in writing is the fundamental aim of this research.
F. The Significance of the Study The result of this study is expected to become a good inspiration for the writer in teaching writing. For the teacher, it may help them to stimulate their student’s motivation in writing in order they have better achievement. For students, after knowing this strategy, the writer expected that the students will have many ideas in writing by using mind mapping strategy. For Further reading, this skripsi may become a useful and good reference for those who want to stand for the same topic.
CHAPTER II THEORETICAL FRAMEWORK This chapter explores about general concept of writing, understanding of descriptive text, theories of mind mapping strategy, previous studies, and hypotheses of the study.
A. Writing Writing activity is a connector between the writer and the reader. The writer should have any evidence that can convince the reader and bring the reader feeling to the real situation that the writer have figured it out. Writing is an act ego that people have to admit it. Some people express their love, sadness and scary in the written text. Their writing is flow down as water. They do not need to think what should they write about their feeling. However, for some people it is a hard activity to make readable text that can express their feeling to the reader because there are many aspect that the writer should to concider about. Based on Ratna cited by Sa’diyah in Handini that Among four language skills taught in schools, writing is the most difficult skill to learn. It needs specialized skills that include the ability to express the writer’s opinions or thoughts clearly and efficiently. These abilities can be achieved only if a learner understand some techniques of writing such as how to obtain ideas about what s/he will write on, how to express them in a sequence of sentences, how to organize them chronologically and coherently, and how to review and then to revise the composition until the writing is well-built1.
1.
The Concept of Writing Writing is a complex process in expressing the idea through written text
which need some elements to be commanded. However, it is like other skill such 1
Frida Dian Handini, Improving The Students’ Achievement In Writing Procedure Text By ApplyingMind Mapping Technique,TRANSFORM Journal Of English Language Teaching And Learning of FBS UNIMED, vol.2, no3. (2013), p. 2.
5
6
as swimming, drawing, dancing, etc., which can be learned by everyone. This statement is pointed out by Rise B. Axelrod and Charles R. Cooper that “writing is a complex process and as such, contains element of mistery and surprise. But we know and believe that writing is a skill that anyone can learn to manage”2. Writing is a media of communication between the writer and the reader where the reader does not need to give feedback directly to the writer. Besides, writing allows us to communicate in both distant place and time3. One of the important things in writing is knows the reader. It will help us to communicate clearly and effectively if we know about background knowledge and level the reader. This statement as stated by Oshima and Hogue that it is important to know who the audience-the people who will read what we have written4. Indeed, producing a readable text to the reader is not an easy job. People sometime sitting for several hours to make sure that his/her passage are easily to be read by his/her reader. S/he should concider about a number of things; avoid of an ambiguity meaning about something, careful in choosing the vocabulary, grammatical pattern, and select the appropriate subject matter which is needed by the reader. In conclude, writing is a hard work for someone who do not do it frequently. However, it is like other skill that can be learned by everyone.
2. Purposes of Writing Everything happend has a purpose, so do in writing. There are four common purposes of writing according to Clouse, they are: to inform, to persuade, to express, and to entertain. Here are the explanations: a.
To inform, the purpose of the writer is develop the reader’s knowledge, make a record, or provide help. For example, a magazine article about cholestrol which inform about how this sustance affects the body, the goverment
2
Rise B. Axelrod and Charles R. Cooper, op.cit.,p. 3. Henry Rogers, Writing Systems, A Linguistic Approach, (Victoria: Blackwell Publishing Ltd), p. 1. 4 Alice Oshima and Ann Hogue, Writing academic English, Third Edition, (New York: Longman, 1999), p. 2. 3
7
proceedings is recorded become permanent history, and manual book of using DVD can help the owner use the thing properly. b.
To persuade, it is designed to ask the reader to think or act a certain way. For example, a newspaper campus which convince the student to vote a certain student government candidate.
c.
To relate experience, some people reveal their feeling about the interesting, horror, or wonderful experience through writing. For instanse, you interviewed for a job, afterward you e-mail your friend about the the experience and your feeling in that situation.
d.
To entertain, humorous writing or newspaper, short storiest,, and novelare types of writing with the purpose to entertain people. In this type, the language which is used by the writer is must not be heavy and easy to be read because the writer would lose the important pleasure of the reader if s/he writes without creative writing in humor5. Identifying the purpose early can help the writer to organize strategies
of his/her writing. The writer not only will get the ideas more easy but also s/he can select an exact word which is match with the audience. 3.
Types of Writing There are twelve genres of writing based on Gerot and Wignell’s
opinion6, they are: a.
Spoof: to retell and event with a humorous twist
b.
Recount: to retell event for the purpose of informing.
c.
Report: to describe the way things are with references to arrange of natural, made and social phenomena in our environment.
d.
Exposition: to argue for or against a social issue.
5
Barbara Fine Clouse, A Troubleshooting Guide Strategies & Process forWriting, (New York: McGraw-Hill, 2005), p. 7. 6 Linda Gerot and Wignell, Peter,Making Sense of Functional Grammar, (Sydney: Gerd Stabler, 1994), citied from Siti Aisyah Ginting, and Ridho Sari C. Sitanggang, Improving Students’ Achievement In Writing Descriptive Paragraph Through Semantic Mapping Technique, (Journal Of Applied Linguistics of FBS UNIMED, vol. 1, no 1., 2012), p. 3.
8
e.
News items: to inform readers, listeners or viewers about event of the day with are considered news worthy or important.
f.
Anecdote: to share with others and account of an unusual or amusing incident.
g.
Narrative: to tell a story that something goes wrong.
h.
Procedure: to tell someone do something and how to do it. Besides, procedure is also to describe how something is accomplishing through a sequence of action or steps.
i.
Description: to describe a particular person, place, or thing.
j.
Explanation: to explain process involved in the formation or working of natural or social cultural phenomena.
k.
Discussion: to present points of view about an issue at lead from two sides.
l.
Review: to critique an art work or event for a public audience.
Besides, Frans Sayogie mentions that there are four types of writing, they are: Expository writing, Descriptive writing, Argumentative writing, and Narrative writing7. They are as follows: a.
Expository writing Expository writing is a kind of writing that aims to clarify, to explain, to
teach, or to evaluate an issue. The author tries to give information or sign to the reader by developing idea with giving an example, process, cause and result, classification, definitions, analyses, compare, and contrary. b. Descriptive writing Starting form etymology the word ‘description’ is derived from word: describe, meanings a hint or to write about. Thus, the word description means something that is being traced or drawn. It is refers to aim of description to describe a particular person, place or thing. In other word descriptive text also defined as a kind of writing that is used to describe about a person, object, appearance, scenery, or phenomenon. In this text, the author tries to make readers 7
Frans Sayogie, Penerjemahan Bahasa Inggris Ke Dalam Bahasa Indonesia, (Bogor: Lembaga Penelitian UIN Syarif Hidayatullah Jakarta, 2008), p. 103.
9
as like they see, feel, and experience what the story tell. Description could briefly explain and evolve about process, compare, definitions, and other strategies. Meanwhile, the generic structure of description is identification and description. c.
Argumentative writing Argumentative writing is a kind of writing that aims to prove the truth
or untruth of a statement or situations. The writer tries to show the empirical data by giving a logical appeal, pathetic or affective appeals, such as authority, empirical data, logical appeals, and values or attitude. d. Narrative writing Narrative original from “to narrate” means to tell. This is the kind of writing that means to tell a story. It can be used to introduce or illustrate a complicated subject wich writer often uses narration to provide a detailed, personal account of “what happened”. Narrative is about a chronological story (true or just a fictional). It deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. From some texts mentioned above, the texts which are learned by the students at VIII grade are: descriptive text, recount text, and narrative text.
B. Descriptive Text 1.
The Definition of Descriptive Text Descriptive is an activity to describe something in detail interestingly. It
is a verbal picture of a person, place, and object. When people describe something or someone through essay writing, he/she tries to perform as real as possible that can attract the reader’s sense8. While according to Qofiah that sensory language include five senses; sight, smell, taste, and touch. People will describe through sense of sight for the first time about the object that she/he seen 9.
8
Donald Pharr, Writing Today: Context and Option for the Real World, (New York: McGraw-Hill Companies, 2005), p. 20. 9 Neneng Qofiah, Developing Students Writing Skill of Descriptive Text by Using Mind Mapping Strategy, (Skripsi, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2012), p.11.
10
In describing of something, the writer try to present the entire thing that you feel through the eyes, ear, nose, tounge, and skin. This statement is supported by Betty opinion that “description is a recording of a concrete details that you see, hear, smell, taste or touch. To provide depth and understanding, authors often include an impression of an experience and its significance”10. Visual people can automatically describe thing or someone when they are reading.This means that, as the writer, you should perform the detail of the thing specifically about the object that you write. In order your audience can figure it out your word as real as possible, you should observe the detail that appeal to your audience sense (sight, hearing, taste, smell, and touch). This statement is stated by John Langan11.
2.
The Purposes of Descriptive Text When we do something, it must have a purpose included in that
activity. According to Barbara Fine Clouse, descriptive text has some purposes for the reader, such as; to entertain, to express feeling, to inform to someone, to relate experience, etc. The detail of each is stated below: a.
To entertain, an amusing description of a teenager’s bedroom
b.
To express feelings, a description of your favorite outdoor retreat so your reader understands why you enjoy it so much.
c.
To relate experience, a description of your childhood home to convey a sense of the poverty you grew up in.
d.
To inform (for a reader unfamiliar with the subject and to create a fresh appreciation for the familiar), a description of a newborn calf for a reader who has never seen one and a description of an apple to help the reader rediscover the joys of this simple fruit.
e.
To persuade (to convince the reader that some music videos degrade women), a description of a degrading music video12.
10
Betty Mattix Dietsch, op.cit.,p. 140. Langan, op.cit., p. 243. 12 Barbara Fine Clouse, The Students’ Writer, (New York: McGraw-Hill Companies, 2002), p. 143. 11
11
In brief, descriptive text helps the reader describing something clearly. It may inform the reader about something new to the reader in detail picture through written form, hence the reader get the real picture of the object as vivid as the real.
3.
Kinds of Descriptive Text Based on Joolys opinion, descriptive paragraph consist of five
components; description of a thing, description of a person, and description of a place, description of process, and description of event. The detail of each is stated below13: a.
Description of a Thing (Object) The important thing in describing a thing is pay attention about its size,
shape, and color of the object14. The reader can easily describe the thing as vivid as a real if the writer can present component stated above in his wriitng. b.
Description of a Person Description of people through biography and autobiographies is more
complex because the whole characteristic about the person can’t found in entire book. But actually there are some word and phrases that can paint of the person as detail. Those involve: 1) Height
: quite tall, rather short, average height.
2) Build
: quite slim, thin average build, well build, rather heavy and fat.
3) Face
: small eyes, large eyes, round eyes, narrow eyes, brown eyes, blue eyes, black eyes.
4) Lips
: thick lips, thin lips, red lips, and sensual lips.
5) Mouth
: small, round, thin, and large.
6) Nose
: flat nose, pointed nose, small button nose, and pug nose.
7) Skin
: dark complexion, fair complexion, black, white, and a scar.
8) Age
: 17 years old, 18 years old.
9) Hair
: thick hair, curly hair, wavy hair, straight hair.
13
Jooly in Siti Aisyah Ginting, loc. cit.. Sandra McKey in Arif Prayoga, op.cit., p. 36.
14
12
10) Race c.
: oriental, American, black, European.
Description of a Place The easier way to describe of place is through picture but if it is
impossible, words can represent the picture in detail and attractively. People should consider about the size and shape if the place is room or home. If the place is about includes many building, so it can focus on describing the location with the various buildings, etc. d.
Description of Process The important thing in describing of process is knowing and
understanding how something occured and done. Indeed, the writer have to know about the sequence of the event that s/he write. e.
Description of Event Memorizing all interesting and unforgetable moment are the points that
you should consider about in describing of event. Amount of people, situation related the event, embarrassing moment etc., are the example of things that you should to write in describing of event.
4.
Schematic Structure of Descriptive Text According to Djuhari, descriptive text has two schematic structures,
they are: a) Identification It is the general description of thing/object, people, animal, or place that will be described. Thus, explanation about the when, where, what, or who of the subject are delivered in the first paragraph. b) Description This part provides the details information about the characteristic of subject, for example the characteristic of personality, attitude, physic, specific feature, quality, and so on15.
15
Otong Setiawan Djuhari, Gendre Dilengkapi 700 Soal Uji Pemahaman, (Bandung: Yrama Widya, 2007), p. 12.
13
In other word, descriptive text consist of two generic structures, they are identification and description. Identification is defined as phenomenon to be described. While description describes parts, qualities, characteristics, etc. In addition, there are some language features in descriptive text, they are: -
Focus on specific participants (My English teacher, Andini's cat, My favorite place)
-
Use of Simple Present Tense (My mum is really cool, She has long black hair)
-
Use of descriptive adjectives (strong legs, white fangs)
-
Use of detailed Noun Phrase to give information about the subject. (a very beautiful scenery, a sweet young lady, very thick fur)
-
Use of action verbs 'Material Process' (It eats grass, It runs fast)
-
Use of adverbials to give additional information about behavior (fast, at tree house)
-
Use of Figurative language (John is as white as chalk)16.
C. Mind Mapping Strategy The famous figure about mind mapping strategy is Tony Buzan. According to him, through mind map, people can write with stress free. Besides, it can arrange complex and detail plan about the entire thing that people want to write17. Mind mapping can help poor writer in organizing their ideas effectively before they write, especially for visual learner because they can color the line and give the pictures there.
1.
The Concept of Mind Mapping According to Michael Michalko in Tony Buzan, mind map is an
alternative of entire brain of linear thought18. Using mind map, people can 16
M Mursyid PW, Learning Descriptive Text, (Karangdadap: SMPN 1), p. 4. Sandra McKey, Loc.cit. p.14. 18 Tony Buzan, op. cit., p.2. 17
14
scribble down the idea and topic, then develop it and associate those with his/her interest way. Mind Mapping is an effective way for the learner before starting of learning. The combination of colour, movement, drawing, contrast, and organization decision help the mind in encoded the information. It also can be employed as a method to take notes, to study before an exam, to brainstorm, or make connections between ideas19. According to Buzan, mind map is a way of taking note that is not boring and it is a new way of studying that is quick and works20. Here are some rules in making mind mapping as follows21; a) A Mind Map is commenced in the center of a page within a multi-colored image or symbol. b) Main themes are attached to the central image on six lines using capital letters. c) Lines are connected to lines d) Words are printed e) Words are printed on lines f) Single keywords per line g) Use the color throughout the mind map h) Images throughout mind map i) Uses codes and symbols throughout
To sum up, mind map is made up of words, colors, lines, and pictures which are easy to construct that explore the ideas in interesting way with some branches and organized as same as spider. In addition, it helps the students think creatively. The color, line, code, and picture used in mind mapping can stimulate the students’ brain in gaining the ideas when they are writing.
19
Eric Jensen, Brain-Based Learning, (San Dieego: The Brain Store, 2000), p. 84. Tony Buzan, Mind Maps for Kids, (London: Thorsons, 2003), p. 4. 21 Tony Buzan, Super Creativity, (Los Angeles: Audio Renaissance Tapes, Inc., 1988), p. 20
10-11.
15
Figure 2.1 The Sample of Mind Mapping22 22
Buzan. op. cit., p. 102-103
16
2. The Purpose of Mind Mapping Mind map has some purposes. It helps the students to: a. Make a plan b. Communicate c. More creative d. Time economic e. Solve the problem f. Concentrate the focus g. Arrange and explain the ideas h. Become well memorizing i. Learn rapidly and efficient Besides, Michael Michalko in Buzan states that mind map will: 1. Activates whole brain 2. Solves the brain problem 3. Make us possible to focus in main explanation 4. Help us shows the connection of separated information. 5. Shows the clear picture wholly and specifically. 6. Possible us to classified the concept and to compare it. In summary, mind map helps the students in many aspects which make them easier in the learning process. Therefore, students will think creatively in visualizing of the ideas in their writing.
3. The Procedure of Mind Mapping Generally, making a mind map includes some steps; first, put main idea in the center of graphic. Second, link the important phrase and concept to the main ideas on branches and continue with the other branches. Next, images and color can be used in organizing the map23. According to Novac and Gowen, quoted in
23
Jones etal. in Joko Suprianto, The Effect of Mind Mapping Strategy on the Students’Writing Ability,JP3, Volume 1, No. 13, (Agustus, 2013), p. 186
17
Schwartz in Aisyah, the instructional procedures of using mapping technique are as following24: a.
The target word is identified and placed in the center of the graphic organizer.
b.
The related word to which the target word given belongs is identified and linked from the target word.
c.
The students are asked to look for the related word with the word given.
d.
The students make the list of their new words in the arrow given.
e.
The new words to which the target word given belongs is identified and linked from the center. There are some points the writer should consider in doing mind map, they
are25: a.
Write down all ideas as soon as they come to you on a piece of paper,
b.
Take down on a centre of page about the topic,
c.
Decide main idea related to what you have been written before,
d.
Make line for each of your main idea,
e.
List sub-points under each main idea related to it,
f.
Check your mind map and try to eliminate the point that you will not explain it,
g.
Arrange the main idea and develop them in your writing.
4.
The Advantages and Disadvantages of Mind Mapping There are some benefit of using mind mapping in someway, as defined by
Windura in Joko Suprianto the advantage of using this strategy is enabling students to visualize the ideas which make them easy in exploring what they think. Moreover, it also activates the students’ right brain because mind map consists of some pictorial information26. Besides, Tony Buzan explains the advantages of mind mapping as follows: a.
They automatically utilize all the creative thinking skills.
24 25
Mark Anderson, Kathy Anderson, Text Type in English 1, (South Yara: MacMillan, 1997), p.148 26 Loc. Cit. p. 185
18
b.
They generate ever-increasing mental energy as the student moves towards his or her goal.
c.
They allow the students to view a great many elements all at once, thus increasing the probability of creative association and integration.
d.
They enable the brain to hunt out ideas which normally lie in obscurity on the periphery of his or her thinking
e.
They increase the probability of gaining new insights.
f.
They reinforce and butter the incubation process, increasing the ability of the generation of new ideas.
g.
They encourage playfulness and humor, thus increasing the probability of the students straying far from the norm and producing a truly creative idea27. In addition, Buzan states in the other book that there are several
advantages over the linear form of note taking as follows28: a. The centre or main idea is more clearly defined. b. The relative importance of each idea is clearly indicated. More important ideas will be nearer the centre and less important ideas will be near the edge. c. The links between the key concepts will be immediately recognizable because of their proximity and connection. d. As a result above, recall and review will be both more effective and more rapid. e. The nature of the structure allows for the easy addition of new information without messy scratching out or squeezing in, etc. f. Each map made will look and be different from each other map. This will aid recall. g. In the more creative areas of note making such as essay preparations etc, the open-ended nature of the map will enable the brain to make new connections far more readily. However, mind map has several disadvantages, they are: it operates against the way in which the brain works. Each time an idea is thought of it is put 27
Tony Buzan, Barry Buzan, The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain’s Untapped Potential, (London: BBC Worldwide limited, 1993), p.164 28 Tony Buzan, Use Your Head, (London: Book Club Associates, 1984), p. 91-92.
19
on the list and forgotten while a new idea is searched for29. In addition, it cannot be digitally stored other than as a scanned document and map size is limited30.
D. Previous Study There are many researches done related to this study with the same theme or problem. In this sub-chapter, researcher discuss three related study briefly, they are: First of all, the study is conducted by student’s of UIN Syarif Hidayatullah Jakarta by the title “Using Mind Mapping in Teaching Descriptive Writing (An Experimental Study at the First Grade of Private Junior High School Riyadlul Jannah Bogor)” written by Arif Prayogo31. The objectives of the study are to know the use of Mind Mapping strategy in teaching descriptive writing. Experimental study is the design of this study which is use two classes in conducting the research by using equivalent control group design. It is one class uses as control class and the other one as treatment class. The techniques used to collect the data are: observation, questionnaire, documentation, and test. Afterward, to know the difference of both control class and treatment class, the researcher use t-test to gather the data. In this study researcher found that mind mapping is adequate success in teaching writing descriptive text. It can be seen from the research result that t-score higher than t-table (to >tt = 2,01<5,1> 2.68). From the research above, the writer finds some differences and similarities thing with the writer study. The differences are on research design and place and subject of the study. While the similarities are the strategy of teaching writing (mind map), descriptive text as the material, and the technique of collecting data such as; observation, interview, and test.
29
Ibid., p. 93 T. K. Tee, Buzan Mind Mapping: An EfficientTechnique for Note-Taking, (World Academy of Science, Engineering and TechnologyInternational Journal of Social, Management, Economics and Business Engineering Vol:8 No:1, 2014), p. 29 31 Arif Prayogo, Using Mind Mapping Strategy in Teaching Descriptive Writing, An Experimental Study at the First Grade of Private Junior High School Riyadlul Jannah Bogor, (Skripsi, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2009). 30
20
The next related research is under the title The Use of Mind Mapping Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia. This research is written by Riswanto and Pebri Pradika Putra, students of State Institute of Islamic Studies (IAIN), Bengkulu, Indonesia32. The main object of the study is to find out whether the strategy of mind mapping effective in improving the students writing achievement. The first year of SMAN Bengkulu was the subject of the study with 234 student’s population and 66 students as the sample. Two classes use in this study which consist of 33 students in each. Experimental study with non-equivalent study is the design of this research. The data were collected from written test. In obtaining the data, researcher use t-test as the formula. The result of the study shows that there was a significant difference on students writing achievement which is taught by mind mapping strategy. It can be seen through the result of quantitative formula that t obtained > t table (2.7 > 2.0). It means that Mind Mapping strategy improved students writing achievement. The research above has some similarities and difference with writer’s study. The similarity is Mind Mapping as the strategy which chosen in teaching writing subject. Whether the difference are the design of the research, the sample of the study, the place of the study, the material chosen by the writer is descriptive text, the technique in collecting the data are observation, documentation, interview, and test. The last related study is Developing Students Writing Descriptive Text By Using Mind Mapping Strategy (A Classroom Action Research at the Seventh Grade Class VII.A SMP Al-Fajar Kedaung, Tangerang) written by Neneng Qofiah, student of State Islamic University (UIN) Syarif Hidayatullah Jakarta33.The aim of the study is to find out whether the strategy of mind mapping can improve students writing ability in descriptive text. The method used by the researcher is Classroom Action Research adopted from Kurt Lewin which is use two cycles in her study. The sample of the study is the seventh grade student class VIIA Junior High School. Questionnaire, interview, and test are the instrument in 32
Riswanto and Pebri Pradika Putra, The Use of Mind Mapping Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia, (State Institute of Islamic Studies, Bengkulu, 2012). 33 Neneng Qofiah, op.cit.,
21
collecting the data. To measure students writing, the researcher used analytical rubric formula adopted from Weigle. From this research, the researcher find out that student writing ability is can be improved by applying Ming Mapping as the strategy of teaching writing subject. The numeric data result shows that in the pretest before the implementation, students with 55,2 score improved in the first cycle with 63,6 and afterward in the second cycle it improve become 69,9. In other word the using Mind Mapping can improve students writing ability. According to research above, it has some similarities and difference with the writer’s research. The similarities are it has same strategy in improving students writing ability through Mind Mapping, descriptive text is the material chosen and the design of the research. The differences are the technique of data collection, the sample of the study, and the place of the study.
E. Hypotheses According to Iskandar, action hypotheses is a diagnostic hypotheses to identify or to diagnose some problems faced when the action is ongoing process or practical hypotheses to identify some problems and to solve them 34. Thus, based on the problem formulation, the writer formulates two hypotheses below: 1. Using mind mapping strategy can improve students writing achievement of descriptive text. 2. Using mind mapping strategy makes teaching and learning process more interesting and effective.
34
p. 46.
Iskandar, Penelitian Tindakan Kelas, (Ciputat: REFERENSI (GP Press Group), 2012),
CHAPTER III RESEARCH METHODOLOGY This chapter presents place and time of the study, subject of the study, research design and methodology, the data and source of data, instrument, the technique of collecting data, data analysis and data interpretation, and criteria of action success.
A. Place and Time of the Study This research was conducted at SMP Tahfidz Al-Mizan which is located at Cikole, Pandeglang, Banten. The research was carried out for three months, it started from August 22nd up to October 4th 2014.
Table 3.1 Schedule of Classroom Action Research Activities
Meeting
Date
Theme
August, 22th 2014
My House
1
September, 2nd 2014
My House
2
September, 6th 2014
My House
3
September, 9th 2014
My Idol
Post-test 1
4
September, 22th 2014
My House
Cycle 2
1
September, 23rd 2014
Place
2
September, 27th 2014
Place
3
September 30th 2014
My Favorite Thing
4
October, 4th 2014
My Favorite Thing
Preliminary Study Cycle 1
Post-test 2
B. Research Approach and Design This study considered action research as the method because some reasons. First, considering Elliot’s opinion, the CAR has possibilities in
22
23
improving the quality of the situation1. Indeed, the purpose of the researcher is help the students to improve their ability in writing descriptive text. Then, the learning objective is reached. Second, Classroom Action Research is a method which should be done continously in the class to know the improvement of the implementation in every cycle. It is in line with Arikunto’s statement in Iskandar that “Classroom Action Research is an analysis of learning activities through an action which is performed and happened in the class simultaneously2. In other word, Classroom Action Research is defined as an activity which is done by the teacher collaborated with other people; the aim is to increase learning process quality in class3. Besides, the other some possible reasons in using Classroom Action Research as a method in this research are: 1. To know more about the learners problem in teaching and learning process. 2. To learn more about how far the teacher make an improvement in his/her teaching. 3. To decide an appropriate strategy and media for a certain material4. In brief, Classroom Action Research is a research which is done rationally, systematic, and reflective empiric which is done by the teacher or lecturer collaborated with the researcher to emend and to improve learning situation.
1
Arifin, Bagaimana Menyiasati PTK Anda Agar Sukses?, Penelitian Tindakan Kelas, Metode dan Paradigma Baru, (Bandung: PT. Remaja Rosdakarya, 2011), p. 97. 2 Iskandar, op. cit., p.21. 3 Ibid. 4 Siti Aisyah Ginting and Ridho Sari C. Sitanggang, loc.cit., p. 7.
24
The method used in this study basically influenced by Kurt Lewin’s 5
design . This design presents four elements to do, include: planning, acting, observing, and reflecting. Here is the figure of CAR process:
PLANNING
ACTING
CYCLE 1
REFLECTING
OBSERVING
PLANNING
ACTING
CYCLE 2
REFLECTING
OBSERVING
Figure 3.1 Kurt Lewin’s Action Research Design
5
Rido Kurnianto, et.al., Penelitian Tindakan Kelas, (Jakarta: APIS, 2009), p. 20.
25
The implementation of Clasroom Action Research (CAR) based on the Kurt Lewin’s design, in each cycle as follows:
CYCLE 1 Acting
Planning After doing several things to get scaffolding of the class, such as interviewing the teacher, observing the class, and giving the pre-test, here the writer and the teacher prepare the lesson plan, observational guidelines, and the post-test. This phase may take a week within two cycle. Reflecting After getting the result of post-test 1, the writer and the teacher discuss about the implementation of the action. Next, they make some modification to revise the founded obstacles that may occur in the first cycle.
The writer applies the lesson plan that has been made; that is teaching descriptive text using mind map strategy. It is includes three meetings for each cycle. Observing While the process of teachinglearning is taking place, the collaborator observes the writer’s performance, the class situation, and students’ responses. At the end of cycle 1, the students are given a post test 1 with the purpose to know whether or not the students’ make any progress toward improvement. It is conduct with the same time with action phase.
CYCLE 2 Acting Planning The writer and the teacher are together making a new lesson plan which some emendation in pattern drill strategy, and also prepare the observational guidelines and post-test.
The teacher implements the new lesson plan; where students need to be emphasized on using mind mapping strategy in writing descriptive text.
Reflecting
Observing
The writer and the teacher discuss about the result in implementing the emendation action. If the target of CAR has already achieved, the cycle will be stopped. But if it is not, the cycle will continue to the next one.
The teacher observes the writer’s performance, the class situation, and the student’s response. At the end of cycle two, the students were given the post-test 2. Then, the writer calculates the score and sees if there is some improvement from the previous test.
Figure 3.2 The Phases of Classroom Action Research Modified by the writer
26
C. The Subject of the Study The subject of this research is the student at the eighth grade at SMP Tahfidz Al-Mizan, in academic year 2014/2015. There are two classes of this grade at this school. To decide the subject of this study, the writer use pre-test which is conducted in all those classes before the action, afterward she choose the class which has the lowest score among others.
D. The Writer’s Role Classroom Action Research is a research where the researcher needs a collaborator in implementing the action of the study. Therefore the writer’s role in this study is as an interviewer and a designer of lesson plan and tests (pre- and post-test). Whereas, during action stage is conducted, the writer stands as a teacher in teaching writing descriptive text through mind mapping, and the real teacher acts as the observer.
E. The Stage of Action Intervention Based on the design of Classroom Action Research explained above, it contains of four cycle: planning, acting, observing, and reflecting. Hence, the researcher started her study with the first cycle which is includes those four elements. Yet, the expected data has no improvement; researcher does the next cycle with the same stage: planning, acting, observing, and reflecting. After the data improved as expected, the research is stopped.
F. The Data and Source of Data According to Iskandar6, there are two kinds of data which is needed to be collected in the Classroom Action Research, they are: a) quantitative data, which is about the improvement of students evaluation, b) qualitative data, it is about classroom situation or student’s habit in the class during the action. Here are the explanation of each data: 6
Iskandar, Opcit., 64.
27
1. Quantitative Data a. Written Test, the test is conducted twice-before and after the action or called as pre-test and post-test. The purpose of pre-test is to know the students’
basic
ability
about
writing
descriptive
text
before
implementation. While post-test is used to know the students’ improvement in writing descriptive text; post-test is conducted at the end of each cycle. 2. Qualitative Data a. Interviews, before and after implemention of Classroom Action Research the researcher interview the teacher and the students about the strategy used in teaching writing descriptive text, the students’ habit during the teaching and learning process, and both teachers’ and students’ response about the implementation. b. Observation,
the
data
from
this
phase
is
about
some checklists of teacher’s teaching strategy while the implementation, students’ habit in the class, and evaluation used in the class during teaching and learning process. This observation did by the researcher as the teacher and the real teacher act as a collaborator. c. Documentation, photograph, students’ writing, and all of the relevant data about the implementation are needed to be collected in documentation.
3. Source of Data The data is derived from some informants, they are: the teacher and the students. Data from the teacher is the data from inteview, where the researcher tried to find out the information about the strategy often use by the teacher in teaching writing of descriptive text. The data which were collected from the students are data from interview and test score. The data from interview was aimed to know their difficulties in writing skill. Next, the data from the test was aimed to know the improvement of students’ ability in writing skill. Besides, the teacher also collaborated with the researcher in collecting the data of observation
28
of the action in the classroom. Next, the documentation is the data which were obtained from the researcher herself.
G. The Instrument of Collecting Data This study used three instruments in collecting the data, they are; interview guideline, observational sheet, and test score. Here is the explanation about those three instruments: 1. Interview guideline Interview guideline used in this research is not only to complete the data but also to complete the information needed by researcher. The interview was conducted to the English teacher and the students of eight grade at SMP Tahfidz Al-Mizan. The interview which is addressed for the English teacher is about English learning process in the class, the most difficult skill for the students, the activities in English learning process, media used in teaching writing, the problem faced in teaching writing, the strategy used in teaching writing, students’ participation in teaching writing, and mind mapping strategy. Also, the interview which is addressed for the student is about whether the students like to writing, the most difficult skill, the teaching and learning process of writing, and the problem faced in writing. 2. Observational sheet The observational sheet is used to get the data observation in the classroom. Moreover, it is to monitor and to analyze teachers’ and students’ performance during the implementation. See in the appendix 3 (three) to know some checklists in this stage. In making some checklist in the observation sheet, the writer developed from Kunandars’ suggestion7. 3. Test Score Written test about descriptive text by using mind mapping was done before (pre-test) and after (post-test) the implementation of CAR. It is used to know the students’ improvement from pre-test up to post-test2. 7
Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru, (Jakarta: Raja Grafindo Persada, 2003), p. 235.
29
H. The Technique of Collecting Data 1. Interview In this phase, the researcher asked the teacher and the students related to the field twice, those are before and after the implementation of CAR. The interview is aimed to know about students’ participation and method used by the teacher in teaching writing especially descriptive text. The interview is not only addressed to English teacher but also to the students. The purpose is to match the data from the teacher and the data from the students. The script of both interview see in appendix 4. 2. Observation In observation stage, the teacher acts and student behavior related to the problem are the observed object. In this case, the true teacher acts as an observer, his job is to observe about the participation and behavior of the students during the implementation. This stage was done in every cycle. 3. Test The writer conducted pre-test and post-test in her study. The result of pre-test is to know the basic competence of the students before the action. Then, the result of post-test will be implemented after CAR. It is to know the significant differences of the result after the implementation of CAR. For further reading of pre-test and post-test you can find it in appendix. However here are the procedure of scoring the written test did by the researcher which is adopted from Weigles’ model8:
8
Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002), p.116.
30
Table 3.2 Scoring in Writing Skill Components
Scores
Indicators
of writing Content
4
Relevant to the topic and easy to understand
3
Rather relevant to the topic and easy to understand
2
Relevant to the topic but not quite easy to understand
1
Quite relevant to the topic but is not quite easy to understand
Organization
Vocabulary
4
Most of the sentences are related to the main idea
3
Some sentences are related to the main idea
2
Few sentences are related to the main idea
1
The sentences are unrelated to the main idea
4
A few errors in choice of words, spelling, and
& Mechanic
punctuation 3
Some errors in choice of words, spelling, and punctuation
2
Occasional errors in choice of words, spelling, and punctuation
1
Frequent errors in choice of words, spelling, and punctuation
Grammar
4
A few grammatical accuracy
3
Some grammatical inaccuracy
2
Numerous grammatical inaccuracy
1
Frequent grammatical inaccuracy
31
4. Documentation Documentation consists of some photos of teaching and learning process which was taken during the implementation in the class by observer. Those are to make sure that the writer really did the research by herself.
I.
Data Analysis and Data Interpretation The qualitative data from observation, interview, and documentation
were collected to measure credibility of the data which is called triangulation data, while the data were obtained from different technique from similar sources. Next, the quantitative data from written test is the data which is measured with the numeric data. To get the mean of students’ writing score within one cycle, the researcher uses the formula9: Mx= Mx
: Mean
X
: Individual score
N
: Number of students
The next step is count the class percentage which passes the minimum mastery criteria-Kriteria Ketuntasan Minimum (KKM) 70 use the formula:
P=
9
p. 31.
X 100%
P
: The class percentage
F
: Total percentage score
N
: Number of students
Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2008),
32
Then, the writer identifies the improvement score on students’ descriptive paragraph from pre-test up to pos-test score in cycle 1 and cycle 2. The writer uses the formula10:
P=
X 100%
P
: percentage of students’ improvement
y
: pre-test result
y1
: post-test 1
P=
X 100%
P
: percentage of students’ improvement
y
: pre-test result
y2
: post-test 2
J. Criteria of Action Succes To know whether the action is succes, both the researcher and the teacher discussed about the action success criteria. Finally, we decided that the criterion of action success in this research is 75%. In other words, if the class’ percentages who pass KKM (70) is 75%, it means that the criteria of action success is reached. Thus, if the number of persentage has been reached, the researcher does not need to do the next cycle.
10
David E. Melizer, The Relationship Between Mathematic Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Lowa: Department of Physics and Astronomy, 2008), p.3.
CHAPTER IV RESEARCH FINDING AND INTERPRETATION This chapter presents research finding and interpretation. Research finding discuss about finding of preliminary study includes pre-interview, observation, and pre-test. Besides, the writer describes about two cycle did in implementation and presents students’ score in pre-test, post-test 1, and post-test 2. In interpretation, the writer explains about data of interview, data of observation, data of test, and data of documentation.
A. The Data Description 1. Finding of Preliminary Study a. Pre-Interview Result The interview was conducted on August, 22th 2014 before giving the pre-test. It was addressed for students and English teacher of second grade SMP Al-Mizan. First interview was addressed for the teacher. The writer asked some questions about the most difficult skill in teaching English, teaching writing technique, student’s difficulties faced in writing learning process, and the use of media in teaching writing. According to teacher’s answer, the most difficult skill learned by the students is writing. The students were often stuck in their writing because they found the difficulties in finding the ideas when they were writing. The teacher used this strategy in teaching writing: firstly, he decided the topic that should be written by the students, afterward, he gave some vocabularies related to the topic; next, he got the students to write the text. In that explanation shows that the teacher did not explain about kind of the text, generic structure of the text, and the tenses that should be used in their writing. One of students’ difficulties in writing subject is gaining the main ideas. They have lack of ideas about what they should write. Some of them spend the time to manage the sentence and to decide the ideas. The other problem is word misused. They often generalize the word. The
33
34
teacher said that he did not use any media in teaching writing subject. Reference book is the one of the media that he used to help his students. Through some examples given in the book, he expected that his students understood about what they should write. The second interview was addressed for students of class VIII-A Tahfidz Al-Mizan Pandeglang. It was conducted on August, 22th 2014. The questions asked by the writer was about whether the students love to writing subject or not and its reason, the most difficult skill in English subject, the teachers’ teaching in writing subject, and the difficulties faced by the student in writing subject. Based on the students’ opinion, they did not like to write because they often stuck in the middle of her writing. For the second question, the students stated that writing is the most difficult skill after listening skill in English subject. Next, the students recognized that the teacher instruction in the class ran monotonously. What the students know are they should write about the topic which is given by the teacher and looking for the vocabularies needed in their dictionary. Last, when the writer asked about the difficulties in writing subject, they said that they were confused in making a good sentence and good structurally paragraph. Moreover, they often stuck on their writing because they have no idea about what should they write next.
b. Pre-Observation Result This observation was conducted on August, 23th 2014. It was held at VIII-A Tahfidz Al-Mizan Pandeglang in academic year 2014/2015. The class consists of 22 of students. This observation was aimed to know teaching and learning process on writing skill in the class before CAR. The first thing that the teacher did in writing class was deciding the topic that should be written by the students. Second, the teacher gave some vocabularies related to the topic which should be developed by the students. Next, the students were asked to do their task until the time for the lesson finished. From those phenomena, the writer found that before giving the task for the students, the teacher did not explain about the schemata of the text. It means that the students have no background
35
knowledge about the type, the definition, the function, the generic structure, and the characteristics of the text which was assigned to them. The students have no much motivation in writing the text, it can be seen from their attitude in the class. Mostly, the students seem sleepy. Finally, until the time finished for the lesson, almost of them did not finish the task yet.
c. Pre-test Result In this step, the students are assigned to write a descriptive text with the theme given from the writer-“My House”. It was conducted on August, 26th 2014 at 10.45-11.30AM. To get the mean of students’ writing score, the writer calculated with the formula below: Mx
=
= =57.04 Next, to get the percentage of students who passed the Minimum Mastery Criteria-KKM (Kriteria Ketuntasan Minimum), the writer used:
P
=
X 100%
=
X 100%
=22.72%
The results of pre-test shows that mean of students’ writing score was 50.04, and there were only five or 22.72% students who passed KKM while the other 15 students were below the criterion.
36
2. The Implementation of CAR a. Cycle 1 1) Planning The writer prepared some activities to conduct implementation for the first cycle in this phase. The writer and the teacher work collaboratively in designing lesson plan for the implementation. First, the writer and the teacher designed three lesson plans for three meetings. Second, the writer prepared the material and the media needed. The material is taken from English text book and internet. Therefore, the writer and the teacher decided that descriptive text was the chosen text which should be taught to the students. The media needed in implementation were carton, board marker, color paper, and color pen. Next, the writer made examples of mind mapping models and a descriptive text by using a cartoon. The other preparation was making observation sheet which is include guideline observation and unstructured observation. Those were done to know the teacher and students’ activities in the class during the implementation. Besides, the writer also prepared post-test 1 to know students’ improvement score from pre-test to pest-test 1.
2) Acting The acting phase in the first cycle was done on September, 2nd, 6th, and 9th 2014. The action did by the writer was based on the lesson plan designed before. It was include three meeting. In the first meeting, the writer started the lesson by giving the example of descriptive text to the students. Afterward, they were asked to identify the topic discussed in the text. Next, the writer began to explain about descriptive text and its generic structures. After that, the writer conveyed about mind mapping strategy in writing subject and the advantages of using that technique. Next, the students were presented the text related to the mind mapping given by the writer. The writer read loudly the text and asked the students to repeat after it. Next, before closing the class, the writer asked the students about definition and generic structures of descriptive text. For the next meeting, the writer grouping the students and ask them to make a descriptive text
37
through mind mapping. It purposed to review and to evaluate their understanding about the lesson before. For the next meeting, the writer have the students to create descriptive text individually with different topic with the meeting before. The next meeting is post-test1 which is conducted on September, 13th 2014.
3) Observing In observation phase the writer is helped by the collaborator. The collaborator checked the whole activities in the class based on the observation sheet which includes teachers’ performance, class situation, and students’ response. Related to the teachers’ performance, she was less attractive in controlling the class and less communicative with the students in the first meeting. It proved by the students who chat with their friend and slept in the class. Therefore, teaching and learning process in the class was less conducive. For the next meeting, the teacher started to take control of the class and became communicative. In addition, there were some students who lack of attention and participation during teaching and learning process. It was happened because most of English lessons’ schedule in that class was placed in the afternoon, thus, it distracts their concentration. Therefore, the teacher gave a brainstorming before starting the lesson to help them concentrate in teaching and learning process for the next meeting. After the third meeting, the writer did post-test 1 in the next meeting. It was done to know the improvement of students writing in the first cycle. Based on the result of post-test1, the data showed that the mean score of the class was 65.90, there were 11 or 50% students who passed the KKM (70). Table 4.1 Students’ Writing Score of Pre-test and Post-test 1 STUDENTS’ NUMBER 1 2 3
PRE-TEST
POST-TEST 1
55 60 45
65 75* 55
38
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Mx =
60 70* 50 35 60 60 50 70* 55 40 65 50 70* 45 65 70* 55 55 70*
70* 70* 65 50 70* 55 65 70* 60 65 75* 60 70* 50 70* 80* 75* 60 75*
57.04
65.90
*The students who passed KKM To calculate students’ mean score in the post-test 1, the writer used the formula below: Mx
= =
=65.90 From the calculation above, it shows that the students’ mean score in the post-test 1 is 65.90. It means that there are some improvements from pre-test to post-test 1. The improvement is 8.86 (65.90-57.04).
39
Next, to know the percentage of students’ improvement from pre-test to post-test 1, the writer used: P
=
x 100%
=
x100%
= 15.51%
Based on the calculation above, it shows that the percentage of students’ writing scores’ improvement from pre-test to post-test 1 is 15.51%. To analyze the percentage of students who passed the Minimum Mastery Criteria, below is the formula: P
=
=
x 100%
x 100%
= 50% The result of that calculation shows that 50% of the class passed the Minimum Mastery Criteria. There were eleven students who passed the KKM while the half of class did not. It means that the cycle in CAR is still needed to be continuing because it could not reach 75% yet as CAR criterions’ target.
4) Reflecting Based on the post-test 1 result, the percentage of students’ score who passed the KKM is still 50%. It needs 25% more to reach the CAR target (75%). Thus, the writer needed to modify the lesson plan for the next cycle in order students have better score than before. According to the teacher observation, there were some points that should be considered for the next cycle: first, the explanation of grammar used, mechanic, and vocabularies choices. Some students ignore capital letter and punctuation usage on their writing. For that problem, the teacher suggested more explanation and example interestingly in order they more
40
understood the explanation. Second, the writer needed to give some punishment and reward in the action because the students were less paid attention to the writer. Some of them were still sleepy and chat with their friend in the class. Hence, the writer made some preparation of the games and reward for the students in the next cycle.
b. Cycle 2 1) Planning After analyzing the result from cycle 1, students’ writing score did not reach the target. Therefore, the writer with the collaborator designed new lesson plan for the next three meetings based on the reflection in the cycle 1. Both of them agreed that the lack is on its media. Hence, flash card and handout were used as the new media used in cycle 2. In the cycle 2, so does the material. In addition, post-test 2 was prepared in this phase.
2) Acting The action in this cycle was conducted on September, 23rd, 27th, and 30th 2014. The action was based on the lesson plan designed before. In the first meeting, the teacher divided the class into 4 groups. Next, every group should to arrange the jumble paragraph into a good passage. Afterward, they should decide the generic structure of the passage. Next, the teacher got the students to make mind map of the text. Second meeting, the students were explained about how to make a good sentence includes the use of punctuation and capital letter. For the next meeting, the teacher moves to explain about a good descriptive paragraph with its generic structure and the use of mind mapping. The last is post-test 2 which was conducted on October, 4th 2014.
3) Observing In the cycle 2, the observation during the implementation was still needed. It was used to evaluate the improvement of students’ attitude toward descriptive text through mind mapping strategy and teachers activities in the class.
41
The result of observation in the cycle 2 shows that students were more active and motivated during the class. It could be seen from their creativity in making mind mapping and their participation in asking and answering the question of the teacher. Related to the teachers’ performance, she made some improvement in controlling the class. It proved by there were no students who slept and made a noise in the class. Their attention was focused on the explanation of the teacher. After the third action in cycle 2 was done, the writer did post-test 2 to know the students’ score after those implementations. Based on the post-test 2, the mean score of the class is 73.40, there were 19 students who passed the KKM (75) and only 3 students did not.
Table 4.2 Students’ Writing Score of Pre-test, Post-test 1, and Post-test 2 STUDENTS’ NUMBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
PRE-TEST
POS-TEST 1
POST-TEST 2
55 60 45 60 70* 50 35 60 60 50 70* 55 40 65 50 70* 45 65 70* 55
65 75* 55 70* 70* 65 50 70* 55 65 70* 60 65 75* 60 70* 50 70* 80* 75*
70* 75* 70* 75* 85* 70* 60 70* 70* 75* 75* 70* 75* 75* 75* 80* 65 75* 80* 80*
42
55 70*
60 75*
65 80*
57.04
65.90
73.40
21 22 Mx =
*The students who passed KKM To calculate students’ mean score in the post-test 1, the writer used the formula below: Mx
= =
=73.40 From that calculation shows that the mean score of the class in the posttest 2 is 73.40. It indicated that there are some improvements from post-test 1 score (65.90) to post-test 2 score (73.40). The next is calculated percentage of students’ improvement. It used this formula: P
=
x 100%
=
x100%
= 28.68%
Next, to analyze the students’ percentage who passed Minimum Mastery Criteria, it is calculated as following: P
=
=
x 100%
x 100%
= 86.36%
43
From the calculation above shows that the students’ percentage who passed KKM is 86.36%. It indicated that there are 19 numbers of students who passed the KKM and only three students who did not. In the post-test 2, the class percentage makes improvement 14.5% (28.68%-15.51%). 4) Reflection After finishing the action and did post-test 2 in this cycle, the writer felt satisfied because students’ score was improved from post-test 1. The result of the observation shows that the students were more enthusiastic in learning writing. There were no students who slept and chat in the class anymore. In addition, they could write descriptive text easily through mind mapping because they could improve the idea through the line and color in their mind map. It shows from the result of their writing which has many branches and color, also from their ability in developing the idea into paragraph are better than before. Based on the post-test 2 result that 86.36% of class passed the KKM, thus, the writer and the teacher decided to stop the action. It was because the criterion of action success is 75% and its percentage is above the criterion. It means that the research is done in cycle 2.
c. Finding of the Action By the end of the implementation, the writer asked some questions to the real teacher about the use of mind mapping strategy in teaching writing subject, especially descriptive text. Next, she did the evaluation of her implementation in post observation. In the post-test, she calculated the students’ score and compared with the score in pre-test in order to know the improvement of the action.
1) Post Interview There were seven questions asked to the real teacher related to the use of mind mapping strategy in teaching writing of descriptive text. The real teacher is asked about teaching and learning process in the class during the
44
implementation of CAR because he acts as an observer in each meeting. The first question is about the students’ condition after the implementation. The teacher said that the students were more understood about some structures in the sentence than before. Besides, they were helped in organizing the ideas when they were writing a text. Second, the teacher was asked about teaching and learning process by using mind mapping. The teacher said that through mind mapping strategy, the students’ creativity is shown. It could be seen through their own picture in making mind mapping. They seem more motivated in writing with the colorful mind map that they made. The third question was whether mind mapping effective in teaching writing subject especially in descriptive text. According to him, it was effective enough to help the students who have difficulties in organizing the ideas, moreover, the color used in the line and letter in making mind mapping made them more motivated in making a text. Next question was whether mind mapping improve students’ writing ability. The answer was this strategy was good enough in improving students writing ability; hence, it helps the students in improving their achievement in English subject. The fifth question was whether any problem in applying mind mapping strategy during teaching and learning process and how to solve the problem. The teacher said that there were some students who did not like to draw, thus, when the teacher asked them to make mind mapping, those students were confused in making it. To solve the problem, the teacher gave the explanation that mind mapping was not always use a picture to show their ideas, but it can be only the line with colorful branches. The last was about whether the teacher was motivated in teaching writing subject with mind mapping strategy. The teacher said that after observing the class during the implementation, he was interested in using mind mapping strategy to teach writing subject because it not only help the students in organizing the idea but also minimize the students bored in the class. Besides, there were also five question were asked to the students related to the implementation. First question was whether they like of writing subject using mind mapping strategy. According to them, they begin to like writing
45
subject since it presented by using mind mapping strategy. It is because they can draw everything related to the topic; moreover, the using of color pen and paper make their mind map was more alive and colorful. Second is about the situation in the class using mind mapping strategy. They said that it is fun. They were more understood with the explanation and they were not bored anymore in English language subject. Third is whether mind mapping strategy solves the students’ difficulties in writing subject. They recognized that mind mapping strategy help them in gaining the ideas in writing. Next question is whether mind mapping strategy make the students are more creative. They said that mind mapping strategy make their mind works creatively because they wanted to make many branches in their mind map. It means that the more branches they make the more ideas they have.
2) Post-test
After finishing the implementation, the writer did post-test to know the improvement of the action which was conducted in the end of each cycle. In the first post-test, the writer asked the students to write descriptive text by using mind mapping technique with the theme given; it is about “My House”. There, the writer found the students were highly motivated in writing the text, they seem interested in making mind mapping because they can explore their creativity through the picture and line. The next post test was not different from the first one. The different was only in the theme of the paragraph. In this post-test, the students were asked to write about “My Favorite Thing”, they decided freely the title based on their favorite thing.
B. The Data Interpretation There were four data sources in this study; interview, observation, test, and documentation. To know the validity of the data, the writer used triangulation which commonly used in action research. Here is the explanation of each data:
46
1. Data of Interview The data obtained from interview show that writing was the most difficult skill learned. The students have lack of ideas in their writing. Besides, they have unstructured sentence which made the passage was difficult to understand. Based on the phenomena, the writer suggested mind mapping strategy to help the students writing ability. After implementing the action and knowing the improvement of students’ ability in writing, the teacher was motivated to use mind map as one of his strategy in writing.
2. Data of Observation Observation result which was derived from the writer and the teacher was compared. It purposed to get the reliability of each data. From the result, it indicated that the students were more highly motivated to write using mind mapping strategy. The teacher and observer did not find the sleepy students any more.
3. Data of Test In this study, the writer did the test thrice, those are: pre-test, post-test 1, and post-test 2. In the pre-test, the students’ mean score is 57.04 and the students who passed the KKM were only five or 22.72% of class. It means that the other 17 students could not pass the KKM. After implementing CAR in the first cycle, the students got the mean score 65.90. It shows that there is 8.5 improvements from the test before (65.90-57.04). Next, the students who passed the KKM is 50% or eleven students. It indicated that the criterion of CAR target (75%) is not reached yet, thus, it needed to be improved in the next cycle. In the post-test 2 the students’ mean score is 73.40. It means that the students made 7.5 (73.40-65,90) of improvement from previous post-test. Next, the students who passed the KKM is 86.36% or 19 students were able to reach the KKM and only three students were not. The result on the second post-test indicated that the action does not need to be continuing in the next cycle. The result is passed the criteria of action success.
47
4. Data of Documentation Documentation data was taken from some ways. Firstly, it is gained from the photo taken during the implementation of CAR. Second, it is the sample of students writing in the pre-test, post-test 1, and post-test 2. Those documents were collected to prove that the writer did the research. To know the data of documentation, see appendix 6, 7, and 8.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion In this research, Classroom Action Research was used to improve students’ writing ability, especially in descriptive text. The result shows that the mean score of pre-test is 57.04 and there were 5 students or 22.72% of class who passed the KKM. In the post-test 1, the main score is 65.90 with 11 students or 50% of class who passed the KKM. Hence, the percentage of students’ improvement from pre-test up to post-test 1 is 15.51%. In the post-test 2, the mean score is 73.40 and there are 19 students or 86.36% of class who passed the KKM. The percentage of students’ improvement is 28.68%. Based on the criterion of success, the cycle will be stopped when the percentage of students who passed the KKM is 75%. Thus, in this research, the action was stopped in the cycle 2 because it has already passed the criterion of success. Therefore, it can be concluded that mind mapping strategy can improve the writing ability of VIII grade students in SMP Tahfidz Al-Mizan. In addition, the students became more interested and creative in exploring the ideas by using mind mapping, because it uses colors, pictures, and many links. In summary, mind mapping helps the students gained better score in writing.
B. Suggestion Based on the conclusion above, the writer suggests several points below: 1. Teachers are expected give colorful and interesting mind mapping sample when they introduce it to students as a strategy of writing or other skill. In addition, teachers should let their students draw their mind map in landscape paper to make them free in exploring the pictures, braches, codes, and words.
48
49
2. Students are expected to use color paper and color pens in making mind mapping in order their mind maps are more colorful and alive. 3. Other researchers can apply mind mapping as a strategy to improve students’ achievement of the other English skills or other students’ level.
50
BIBLIOGRAPHY Anderson, Mark and Kathy Anderson, Text Type in English 1, South Yara: MacMillan, 1997. Arifin, Bagaimana Menyiasati PTK Anda Agar Sukses?, Penelitian Tindakan Kelas, Metode dan Paradigma Baru, Bandung: PT. Remaja Rosdakarya, 2011. Axelord, B Rise. and Charles R. Cooper, Guide to Writing, New York: St. Martin’s Press, 1985. Buzan, Tony and Barry Buzan, The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain’s Untapped Potential, London: BBC Worldwide limited, 1993. Buzan, Tony, Use Your Head, London: Book Club Associates, 1984 -----, Super Creativity, Los Angeles: Audio Renaissance Tapes, Inc., 1988 -----, Mind Maps for Kids, London: Thorsons, 2003. -----, Buku Pintar Mind Map, terj. Susi Purwoko Jakarta: Gramedia Pustaka Utama, 2013. Clouse, Fine Barbara, The Students’ Writer, New York: McGraw-Hill Companies, 2002 -----, A Troubleshooting Guide Strategies & Process for Writing, New York: McGraw-Hill, 2005. Dietsch, Mattix Betty, Reasoning Writing Well, fourth ed, New York: McGrawHill, 2006. Djuhari, Setiawan Otong, Gendre Dilengkapi 700 Soal Uji Pemahaman, Bandung: Yrama Widya, 2007. Fahmi, Irfan, Developing Students Writing Ability of Descriptive Text Through Clustering Technique,Skripsi, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2011. Ginting, Aisyah Siti and Ridho Sari C. Sitanggang, Improving students’ achievement in writing descriptive paragraph through semantic mapping technique, Journal Of Applied Linguistics of FBS UNIMED, vol. 1, no 1. 2012. Handini, Dian Frida, Improving the students’ achievement in writing procedure text by applying mind mapping technique, TRANSFORM Journal Of
51
English Language Teaching And Learning of FBS UNIMED, vol.2, no3. 2013. Iskandar, Penelitian Tindakan Kelas, Ciputat: REFERENSI(GP Press Group), 2012. Jensen, Eric, Brain-Based Learning, San Dieego: The Brain Store, 2000. Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru, Jakarta: Raja Grafindo Persada, 2003. Kurnianto, Rido, et.al., Penelitian Tindakan Kelas, Jakarta: APIS, 2009. Langan, John, Englih Skill With Readings, fifth ed, New York: McGraw-Hill Companies, Inc., 2002. Melizer, E David., The Relationship Between Mathematic Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Lowa: Department of Physics and Astronomy, 2008. Mursyid M. PW., Learning Descriptive Text, Karangdadap: SMPN 1. Oshima, Alice and Ann Hogue, Writing academic English, Third Edition, New York: Longman, 1999. Pharr, Donald, Writing Today: Context and Option for the Real World, New York: McGraw-Hill Companies, 2005. Prayoga, Arif, Using Mind Mapping Strategy in Teaching Descriptive Writing, An Experimental Study at the First Grade of Private Junior High School Riyadlul Jannah Bogor, Skripsi, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2009. Qofiah, Neneng, Developing Students Writing Skill of Descriptive Text by Using Mind Mapping Strategy, Skripsi, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University, Jakarta, 2012. Raimes, Ann, Techniques in Teaching Writing, New York: Oxford University Press, 1983. Richards, C. Jack and Theodore S. Rodger, Approaches and Methods in Language Teaching, Edinburgh: Cambridge University Press, 1992. Riswanto and Pebri Pradika Putra, The Use of Mind Mapping Strategy In The Teaching Of Writing at SMAN 3 Bengkulu, Indonesia, State Institute of Islamic Studies, Bengkulu, 2012.
52
Rogers, Henry, Writing Systems, A Linguistic Approach, Victoria: Blackwell Publishing Ltd, 2005. Sayogie, Frans, Penerjemahan Bahasa Inggris Ke Dalam Bahasa Indonesia, Bogor: Lembaga Penelitian UIN Syarif Hidayatullah Jakarta, 2008. Sudjono, Anas, Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2008. Suprianto, Joko, The effect of mind mapping strategy on the students’ writing ability, JP3, Volume 1, No. 13, Agustus, 2013. Tee, K.T, Buzan Mind Mapping: An efficient technique for note-taking, World Academy of Science, Engineering and TechnologyInternational Journal of Social,Management, Economics and Business Engineering Vol:8 No:1, 2014 Weigle, Cushing Sara, Assessing Writing, Cambridge: Cambridge University Press, 2002.
APPENDICES
APPENDIX 1
PRE-TEST SCORE VIII-A CLASS STUDENTS ACADEMIC YEAR 2014/2015
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Students’ Name An Nur Dwikanira Niswara Aulia Rahma Soliha Deva Nurfitria Dewi Ayu Nurul Aulia Dinda Yahdini Syafarina Erina Rahmayanti Farida Fatar Fidia Aisya Dewi Fitriani Herlin Septiana Kusniadi Ida Nurjanah Mitha Nur Arouufu Nadia Fitria Nazwa Ahada Nina Sunarti Pepi Pebrianti Puji Lopa Dwi Cahya P. Putri Rizki Gustiani Rifda Izzatun Nisa Risna Mardiana Salsabila Azizah Shofiatul Afifah
*The students who passed the KKM (70)
Score 55 60 45 60 70* 50 35 60 60 50 70* 55 40 65 50 70* 45 65 70* 55 55 70*
APPENDIX 1
POST-TEST 1 SCORE VIII-A CLASS STUDENTS ACADEMIC YEAR 2014/2015
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Students’ Name An Nur Dwikanira Niswara Aulia Rahma Soliha Deva Nurfitria Dewi Ayu Nurul Aulia Dinda Yahdini Syafarina Erina Rahmayanti Farida Fatar Fidia Aisya Dewi Fitriani Herlin Septiana Kusniadi Ida Nurjanah Mitha Nur Arouufu Nadia Fitria Nazwa Ahada Nina Sunarti Pepi Pebrianti Puji Lopa Dwi Cahya P. Putri Rizki Gustiani Rifda Izzatun Nisa Risna Mardiana Salsabila Azizah Shofiatul Afifah
*The students who passed the KKM (70)
Score 65 75* 55 70* 70* 65 50 70* 55 65 70* 60 65 75* 60 70* 50 70* 80* 75* 60 75*
APPENDIX 1
POST-TEST 2 SCORE VIII-A CLASS STUDENTS ACADEMIC YEAR 2014/2015 No Students’ Name 1 An Nur Dwikanira Niswara 2 Aulia Rahma Soliha 3 Deva Nurfitria 4 Dewi Ayu Nurul Aulia 5 Dinda Yahdini Syafarina 6 Erina Rahmayanti 7 Farida Fatar 8 Fidia Aisya Dewi 9 Fitriani 10 Herlin Septiana Kusniadi 11 Ida Nurjanah 12 Mitha Nur Arouufu 13 Nadia Fitria 14 Nazwa Ahada 15 Nina Sunarti 16 Pepi Pebrianti 17 Puji Lopa Dwi Cahya P. 18 Putri Rizki Gustiani 19 Rifda Izzatun Nisa 20 Risna Mardiana 21 Salsabila Azizah 22 Shofiatul Afifah *The students who passed the KKM (70)
Score 70* 75* 70* 75* 85* 70* 60 70* 70* 75* 75* 70* 75* 75* 75* 80* 65 75* 80* 80* 65 80*
APPENDIX 2
The Improvement of Students' Reading Score
90 80 70 60 50 40 30 20 10 0 1
2
3
4
5
6
7
8
9
10
PRE-TEST
11
12
13
POS-TEST 1
14
15
POST-TEST 2
16
17
18
19
20
21
22
APPENDIX 3 Lembar Pengamatan Belajar Mengajar Responden Guru Nama sekolah
: SMP Al Mizan Pandeglang
Tahun ajaran
: 2014/2015
Kelas/Semester
: VIII/I
Pokok bahasan
: Descriptive Text
Siklus ke/Pertemuan ke: 1/1 NO
KEGIATAN
4
3
2
1
Persiapan ruangan dan media
2
Memeriksa kesiapan siswa
v
3
Apersepsi
v
4
Menunjukkan
penguasaan
v
materi v
pembelajaran 5
Mengaitkan materi dengan realitas v
kehidupan sehari-hari 6
Penjelasan Mind Mapping strategy
7
Penggunaan Mind Mapping strategy
v
8
Kejelasan contoh yang diberikan
v
9
Menumbuhkan suasana komunikatif antara guru dengan siswa dan siswa
v
v
dengan siswa yang lainnya 10
Penguasaan kelas
v
11
Penggunaan media
v
12
Suara
v
13
Pengelolaan kegiatan diskusi
14
Pemberian
Bimbingan
v
kepada v
kelompok 15
Merespon positif partisipasi aktif
v
1
siswa 16
Penggunaan
bahasa
tulis
dan
v
lisansecara jelas dan benar 17
Pemberian pertanyaan atau kuis yang v
berkaitan dengan materi 18
Kemampuan melakukan evaluasi
19
Memberikan penghargaan individu
v v
dan kelompok 20
Memberikan
penilaian
objective
v
kepada individu dan kelompok 21
Menyimpulkan materi
22
Menutup pembelajaran
23
Ketepatan waktu yang digunakan
v
v v
KETERANGAN: 4
= SANGAT BAIK
2
= CUKUP
3
= BAIK
1
= KURANG
Catatan: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Observer
Deden Syaifullah, S.Pd.
APPENDIX 4
Interview Result to the English Teacher (Before CAR) (SMP Al-Mizan) Pewawancara
: Erni Darwati
Pihak yang diwawancarai
: Deden Saefullah, S. Pd.
Jabatan
: Guru Bahasa Inggris
Hari/tgl
: Tuesday, August 22th, 2014
Waktu
: 09.35-10.10
Tempat
: Kantor Guru
Keterangan: R: Researcher T: Teacher 1. R: Bagaimana proses pembelajaran bahasa inggris di kelas? T: Sebenarnya siswa cukup antusias dengan pembelajaran bahasa inggris, namun karena jadwal pelajaran bahasa inggris untuk kelas VIII-A ini selalu siang, jadi kebanyakan dari mereka sudah tidak kondusif lagi untuk belajar. Banyak diantara mereka yang mengantuk di kelas. 2. R: Menurut Anda skill apa yang paling sulit dalam pengajaran bahasa inggris bagi siswa? T: Kalau menurut pendapat saya, writing merupakan skill yang paling sulit dalam pengajaran, karena kalau dilihat dari hasi belajar siswa, di skill writing lah nilai mereka kurang memuaskan. 3. R: Kegiatan apa yang dilakukan dalam proses pengajaran bahasa inggris? T: Biasanya saya meminta siswa untuk mengamati buku panduan terlebih dahulu, kemudian saya meminta mereka untuk membuat text berdasarkan text yang sudah saya tentukan, yaitu yang sesuai dengan tema yang ada di buku
panduan. Setelah itu saya memberikan kosakata yang berkaitan dengan tema yang saya berikan tersebut. 4. R: Media apa yang anda gunakan dalam pengajaran writing? T: Media yang saya gunakan ya buku panduan tersebut. 5.
R: Apakah ada kendala dalam pengajaran writing? Sebutkan! T: Menurut pengalaman saya selama ini, kendala dalam pengajaran writing adalah siswa bingung mau menuliskan apa dalam teks nya tersebut walaupun topic dan temanya sudah saya tentukan. Selain itu, terkadang ada beberapa diantara mereka yang masih kurang tepat dalam pemilihan kata karena mereka hanya memindahkan arti kata di kamus ke dalam tulisan mereka.
6. R: Strategy seperti apa yang anda gunakan dalam pengajaran writing? T: Sejauh ini strategi yang saya gunakan yaitu dengan membantu siswa memberikan kosakata yang berkaitan dengan topic yang saya tentukan yang diharapkan dapat menjadi clue buat siswa tentang hal-hal yang akan mereka tulis. Setelah itu, siswa saya minta untuk menulis dengan topic yang telah saya tentukan tadi. 7. R: Bagaimana partisipasi siwa dalam pengajaran writing? T: Cukup baik, mereka tidak segan untuk bertanya kepada saya tentang kosakata atau hal-hal yang belum mereka tau. 8. R: Apakah anda tahu tentang strategi pembelajaran Mind Mapping? T: Saya sudah pernah mendengar strategy tersebut, namun saya belum pernah mencoba menggunakannya dalam proses belajar mengajar terutama dalam pengajaran writing.
The observer
Deden Saefullah, S. Pd.
APPENDIX 4
Interview Result to the English Teacher (After CAR) (SMP Al-Mizan) Pewawancara
: Erni Darwati
Pihak yang diwawancarai : Deden Saefullah, S. Pd. Jabatan
: Guru Bahasa Inggris
Hari/tgl
: Tuesday, October 4th, 2014
Waktu
: 08.25-09.05
Tempat
: Kantor Guru
Keterangan: R: Researcher T: Teacher 1. R: Bagaimana kondisi siswa anda dalam pembelajaran writing setelah menggunakan Mind Mapping? T: Sejauh dari pemantauan saya, mereka terlihat antusias dalam pembelajaran menggunakan strategi ini. Terlebih lagi dengan memberikan reward dan punishment, semangat mereka untuk berkompetisi menjadi lebih terlihat. Ya walaupun masih ada beberapa siswa yang nilainya masih di bawah KKM, namun setidaknya kemauan mereka dalam belajar writing bias dibilang tinggi. 2. R: Bagaimana KBM dengan menggunakan Mind Mapping? T:setelah saya amati, keadaan siswa di kelas menjadi lebih kondusif dengan menggunakan mind mapping, mereka terlihat lebih antusias, karena ini merupakan hal baru bagi mereka, karena saya belum pernah mencoba menggunakan strategi ini sebelumnya. 3. R: Setelah melihat pembelajaran menulis dengan menggunakan strategi Mind Mapping , menurut anda apakah Mind Mapping efektif diterapkan pada pembelajaran writing skill?
T: Kalau menurut pantauan saya, strategi Mind Mapping ini cukup efektif bila digunakan dalam pengajaran menulis karena saya lihat siswa menjadi lebih antusias dalam proses belajar mengajar dan hal ini menginspirasi saya untuk mengadakan lomba mind mapping untuk mengasah kreatif siswa. 4. R: Menurut Anda, apakah Mind Mapping dapat mengembangkan kemampuan menulis siswa dalam Bahasa Inggris? T: Saya pikir strategi mind mapping ini bisa menggali kemampuan siswa dalam menulis karena mereka terlihat mempunyai banyak ide yang akan mereka tuliskan melalui mind map ini. 5. R: Apakah ketika KBM dengan menggunakan Mind Mapping terdapat kendala yang terlihat oleh anda? T: Ya kendala dalam setiap pembelajaran pasti ada, namun seperti yang telah evaluasi kemaren kendala tersebut segera dapat diatasi pada pertemuan selanjutnya. 6. R: Menurut Anda, bagaimana cara mengatasi kendala tersebut? T: Dalam mengatasinya kita lebih banyak menggunaka punishment and reward dalam pembelajaran agar semangat siswa dalam berkompetensi terlihat dan materi lebih melekat dalam ingatan mereka. 7. R: Apakah anda termotivasi setelah melihat penggunaan Mind Mapping dalam pembelajaran di kelas? T: Ya tentu saja sekali-kali saya ingin menggunakan strategi ini pada kelas lain agar mereka juga lebih semangat dalam belajar.
The observer
Deden Saefullah, S. Pd.
APPENDIX 4
Interview Result to the Student of VIII-A grade (Before CAR) (SMP Al-Mizan) Pewawancara
: Erni Darwati
Pihak yang diwawancarai : Puji Lopa Jabatan
: Siswa kelas VIII-A
Hari/tgl
: Tuesday, August 22th, 2014
Waktu
: 09.05-09.25
Tempat
: Ruang Kelas
Keterangan: R: Researcher S: Student 1. R: Apakah anda senang dengan pelajaran menulis (writing) dalam Bahasa Inggris? Mengapa? S: Biasa saja, karena terkadang saya bingung apa yang harus saya tuliskan, namun yang lebih saya bingungkan lagi adalah susunan dan kosakata yang harus saya gunakan dalam menulis agar mudah dimengerti. 2. R: Dari empat skill dalam bahasa inggris, menurut anda, skill yang mana yang anda rasa paling sulit? S: Ya menurut saya pelajaran writing ini lah yang paling sulit karena harus mencari terlebih dahulu kosakata yang saya belum tahu selain itu terkadang saya tahu apa yang harus saya tulis namun saya tidak mengerti bagaimana menyampaikannya dalam bahasa inggris. 3. R: Bagaimanakah pengajaran guru bahasa inggris anda terkait dengan pelajaran menulis(writing)?
S: Pengajarannya biasa saja, kita diminta untuk menulis dan sebelumnya diberi kosakata yang sekiranya kita belum tau atau yang tidak kita temukan di kamus. 4. R: Kesulitan apa yang anda alami dalam pelajaran menulis (writing)? S: kesulitannya ya itu tadi, saya terkadang bingung menuliskan bahasa inggrisnya bagaimana walaupun saya tau apa yang harus saya tulis dalam bahasa Indonesia atau malah terkadang saya tidak tahu harus menulis apa.
The interviewee
Puji Lopa
APPENDIX 4
Interview Result to the Student of VIII-A grade (After CAR) (SMP Al-Mizan) Pewawancara
: Erni Darwati
Pihak yang diwawancarai
: Puji Lopa
Jabatan
: Siswa kelas VIII-A
Hari/tgl
: Tuesday, October 22th, 2014
Waktu
: 09.05-09.25
Tempat
: Ruang Kelas
Keterangan: R: Researcher S: Student
1. R: Setelah mengetahui strategy mind mapping dalam pelajaran menulis(writing), apakah anda senang dengan pelajaran menulis? Mengapa? S: Ya saya menjadi senang dalam belajar bahasa inggris karena saya menjadi lebih semangat dalam belajar saya juga menjadi lebih mengerti dengan materi yang disampaikan. 2. R: Bagaimanakah situasi belajar di kelas dengan menggunakan mind mapping? S: Suasana kelas menjadi lebih menyenangkan karena lebih seru. 3. R: Apakah mind mapping membantu anda mengatasi kesulitan yang anda alami dalam pelajaran menulis(writing)? S: Iya kesulitan saya dalam menulis menjadi lebih terbantu dengan Mind Mapping
4. R: Apakah mind mapping menjadikan anda lebih kreatif dalam berfikir? S: Iya saya menjadi ingin menggambarkan semua ide-ide yang saya punya walaupun gambarnya tidak sesuai seperti yang saya inginkan.
The interviewee
Puji Lopa
APPENDIX 5
Rencana Pelaksanaan Pembelajaran (RPP) Sekolah
: SMP Tahfidz Al-Mizan
Siklus ke-
Kelas/Semester
: VIII (Delapan)/ I (satu)
Pertemuan ke-: 1
Mata Pelajaran
: Bahasa Inggris
Skill/aspek
: Writing
Jenis Text
: Descriptive Text
Tema
: My House
Waktu
: 2x40 menit
I.
:1
Kompetensi inti : 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara afektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami dan menerapkan pengetahuan (factual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
II.
Kompetensi dasar: 1.1.
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2.
Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.10. Menerapkan struktur text dan unsur kebahasaan untuk melaksanakan fungsi social teks descriptive dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaan. 4.11. Menangkap makna teks descriptive lisan dan tulis, pendek dan sederhana. III.
Indicator 1. Spiritual Mensyukuri anugerah Tuhan akan keberadaan bahasa inggris sebagai bahasa pengantar komunikasi internasional. 2. Social Melakukan tindakan yang jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3. Pengetahuan Menyebutkan pengertian dan generic structure dari teks descriptive serta mengamati kegunaan mind mapping. 4. Ketrampilan Menjelaskan dengan tepat pengertian, fungsi dan generic structure dari descriptive text serta dapat menuliskan kalimat present tense dengan benar.
IV.
Tujuan Setelah mengikuti pembelajaran, peserta didik dapat: 1. Spiritual
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa komunikasi internasional. 2. Social Menumbuhkan rasa percaya diri dan tanggungjawab terhadap komunikasi social dalam kehidupan sehari-hari peserta didik. 3. Pengetahuan Menjelaskan fungsi dan struktur kebahasaan dari deskriptif teks dan juga penggunaan mind mapping. 4. Ketrampilan Membuat mind mapping tentang rumah masing-masing siswa secara individu. V.
Materi pembelajaran Tes lisan dan tulis tentang mendiskripsikan tempat 1. Fungsi social a. Mengenalkan b. Mengidentifikasi 2. Struktur teks a. Lokasi rumah yang akan digambarkan b. Apa saja ciri-ciri rumah yang akan digambarkan. 3. Unsur kebahasaan a. Nama bangunan: My House b. Penyebutan kata benda singular dengan “a”, “the” dan plural (-s) c. Kata ganti: it, they, this, these, those, that d. Tenses yang digunakan: present tense
VI.
Sumber/media pembelajaran Sumber
: Buku paket siswa
Media pembelajaran
: White board, board marker, karton.
VII. Metode pembelajaran Pendekatan
: Scientific Approach
Tekhnik : Mind Mapping
VIII. Langkah pembelajaran Fase
Kegiatan Pembelajaran Guru
Pendahuluan
a. Memberi
Waktu Siswa
salam
memberikan
serta a. Merespon
pertanyaan
berkaitan
dengan
pembelajaran sebelumnya. b. Memberikan
salam
serta 10
menjawab pertanyaan yang menit berkaitan
dengan
pembelajaran sebelumnya
informasi b. Menerima informasi tentang
tentang pembelajaran
ketertaitan
keterkaitan
pembelajaran
sebelumnya
sebelumnya
dengan pembelajaran yang
pembelajaran
akan dilaksakan.
dilaksakan.
c. Memberikan
dengan yang
akan
informasi c. Menerima informasi tentang
tentang kompetensi, materi,
kompetensi, materi, tujuan,
tujuan,
manfaat,
manfaat,
dan
dan
langkah pembelajaran yang
pembelajaran
akan dilaksanakan.
dilaksanakan.
langkah
yang
akan
Kegiatan Inti a. Mengamati
- Memberikan tentang
penjelasan - Memperhatikan
definisi,
generic
tentang
penjelasan 20
definisi,
generic menit
structure dan tenses yang
structure dan tenses yang
digunakan
digunakan
di
dalam
descriptive text.
mapping
yang
bertema “My House” - Menyajikan
dalam
contoh
model
descriptive text.
- Memberikan contoh model mind
di
contoh
- Mengamati
mind mapping yang bertema “My House”
- Memperhatikan descriptive
contoh text
descriptive text dari mind
disajikan
map yang telah diberikan
generic structure dan struktur
serta menjelaskan bagian-
kebahasaan yang terdapat di
bagian
dalam teks.
structure
dari
generic
dan
struktur
serta
yang
mengamati
kebahasaan yang terdapat di dalam teks. b. Menanya
- Mengarahkan siswa untuk - Siswa
perbedaan antara dua generic 10menit
dua generic structure yang
structure yang ada di dalam
ada di dalam descriptive
descriptive text
- Mengarahkan siswa untuk
- Menyebutkan generic
kembali
structure
of
menyebutkan definisi dan
descriptive text yang telah 5menit
generic
dijelaskan
structure
dari
descriptive text
d. Mencoba
tentang
bertanya tentang perbedaan
text. c. Menalar
bertanya
oleh
guru
sebelumnya.
- Meminta beberapa siswa - Menentukan generic structure untuk menentukan generic
dari contoh text yang telah 15menit
structure dari contoh text
diberikan di whiteboard dan
yang telah diberikan di
membuat
whiteboard dan membuat
present
tense.
contoh
secara
individu
kalimat
tense.
present Kemudian
menugaskan kepada setiap
contoh
kalimat Kemudian siswa
membuat mind map tentang rumah mereka.
siswa untuk membuat mind map rumah mereka masingmasing secara individual. e. Mengkomunikasikan
- Memberikan kepada
stimulus
siswa
untuk
memeberanikan
diri
menjadi volunteer dalam menjelaskan tentang
secara
menjelaskan cirri-ciri
volunteer
definisi
kebahasaan
dan dari 10menit
descriptif teks.
kembali
definisi
dari
text
serta
descriptive
- Siswa
struktur kebahasaannya. Penutup
a. Meminta menyimpulkan
siswa a. Secara bersama-sama materi
menyimpulkan materi
10menit
pelajaran. b. Bertanya
pelajaran. tentang
hal-hal b. Menjawab pertanyaan guru
yang telah dipelajari.
IX.
dengan benar.
Penilaian 1. Penilaian sikap -
Pengamatan langsung oleh guru yang dilakukan selama proses belajar mengajar berlangsung.
2. Penilaian pengetahuan -
Dinilai dari jawaban siswa atas pertanyaan yang diberikan oleh guru.
3. Penilaian ketrampilan -
Dilakukan dengan menilai hasil mind map siswa.
Ciputat, 2 September 2014 Mengetahui, Guru Bahasa Inggris,
Peneliti
Deden Syaifullah, S. Pd.
Erni Darwati
Apple tree
My House
Blue roof
Outside
Jl. Mawar 73 A
Pond Black fence
Left side
Identification
Description Living room
Right side
Inside A big house
A hospital Swimming pool Family room Kid bedroom
Main Bedroom
Bathroom Kitchen Dining room
My House My house locates at Jl. Mawar 35A. The left side of my house is a big house which is belonging to my classmate and a hospital is on the right side. My house has blue roof. There is a pond with some fish in front of the house. The fences’ color of my house is black, it locates in front of the pond. On the right side of my house are apple trees, those have many fruits. There is a wide living room inside of my house. Besides, there are three bedrooms in there, they are: main bedroom and two kid bedrooms. Main bedroom is belong to my parent and the others are mine and my sister’s. There is a bathroom between my bedroom and my sister’s. Then, a kitchen is beside of my bedroom. The family room is placed between my parent’s bedroom and my sister’s. Next, dining room is placed between kitchen and my bedroom. Besides, there is a swimming pool on the back side of my house with two chairs and a table. That’s all of my house description.
APPENDIX 5
Rencana Pelaksanaan Pembelajaran (RPP) Sekolah
: SMP Tahfidz Al-Mizan
Siklus ke-
Kelas/Semester
: VIII (Delapan)/ I (satu)
Pertemuan ke- : 2
Mata pelajaran
: Bahasa Inggris
Skill/aspek
: Writing
Jenis text
: Descriptive Text
Tema
: My House
Waktu
: 2x40 menit
I.
:1
Kompetensi inti : 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara afektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami dan menerapkan pengetahuan (factual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
II.
Kompetensi dasar: 1.1.
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2.
Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.10. Menerapkan struktur text dan unsur kebahasaan untuk melaksanakan fungsi social teks descriptive dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaan. 4.12. Menyusun teks descriptive lisan dan tulis, pendek dan sederhana tentang orang, binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. III.
Indicator 1. Spiritual Mensyukuri anugerah Tuhan akan keberadaan bahasa inggris sebagai bahasa pengantar komunikasi internasional. 2. Social Melakukan tindakan yang jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3. Pengetahuan Menyebutkan pengertian dan generic structure dari teks descriptive serta mengamati kegunaan mind mapping. 4. Ketrampilan Membuat teks descriptive, pendek dan sederhana tentang orang, binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks dengan menggunakan mind mapping strategy.
IV.
Tujuan Setelah mengikuti pembelajaran, peserta didik dapat: 1. Spiritual Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa komunikasi internasional. 2. Social Menumbuhkan rasa percaya diri dan tanggungjawab terhadap komunikasi social dalam kehidupan sehari-hari peserta didik. 3. Pengetahuan Menjelaskan fungsi dan struktur kebahasaan dari deskriptif teks dan juga penggunaan mind mapping. 4. Ketrampilan Menulis
descriptive
tentang
rumah
mereka
masing-masing
menggunakan strategi mind mapping dalam menentukan ide-ide pokok. V.
Materi pembelajaran Tes lisan dan tulis tentang mendiskripsika tempat 1. Fungsi social a. Mengenalkan b. Mengidentifikasi 2. Struktur teks a. Tempat yang digambarkan b. Apa saja yang akan digambarkan berkaitan dengan rumah c. Menentukan generic structure 3. Unsur kebahasaan a. Nama bangunan: my house b. Penyebutan kata benda singular dengan “a”, “the” dan plural (-s) c. Kata ganti: it, they, this, these, those, that d. Tenses yang digunakan : present tense e. Jenis-jenis descriptive text: description of thing/object, person, and place.
VI.
Sumber/media pembelajaran Sumber
: Buku paket siswa
Media pembelajaran
: White board, board marker, karton, kertas
berwarna. VII. Metode pembelajaran Pendekatan
: Scientific approach
Tekhnik
: Mind Mapping
VIII. Langkah pembelajaran Fase
Kegiatan Pembelajaran
Waktu
Guru Pendahuluan
a. Memberi
Siswa
salam
memberikan
serta a. Merespon
pertanyaan
berkaitan
dengan
pembelajaran sebelumnya.
salam
menjawab pertanyaan yang berkaitan
dengan
pembelajaran sebelumnya b. Menerima
b. Mereview
ulang
pmbelajaran dan
sebelumnya
memberi
tentang
tentang
informasi ketertaitan
pembelajaran
serta 10 menit
informasi
tentang
keterkaitan
pembelajaran
sebelumnya
dengan pembelajaran yang akan dilaksakan.
sebelumnya
dengan pembelajaran yang c. Menerima akan dilaksakan. c. Memberikan
informasi
tentang kompetensi, materi, informasi
tujuan,
manfaat,
dan
tentang kompetensi, materi,
langkah pembelajaran yang
tujuan,
akan dilaksanakan.
manfaat,
dan
langkah pembelajaran yang akan dilaksanakan. Kegiatan Inti a. Mengamati
- Memberikan contoh model - Mengamati contoh model 15menit mind
mapping
yang
bertema “My House” - Menyajikan
mind
mapping
yang
bertema “My House” contoh - Memperhatikan
text
contoh
descriptive text dari mind
descriptive
map yang telah diberikan
disajikan serta mengamati
serta menjelaskan bagian-
generic
structure
yang
dan
bagian
dari
generic
struktur kebahasaan yang
dan
struktur
terdapat di dalam teks.
structure
kebahasaan yang terdapat di dalam teks. - Mengarahkan siswa untuk
b. Menanya
bertanya tentang jenis-jenis
- Siswa
bertanya
descriptive 10menit
jenis-jenis writing
text yang ada di dalam - Secara descriptive writing
berkelompok
mengidentifikasi
- Membimbing siswa dalam
c. Menalar
tentang
hal-hal
apa saja yang akan mereka 5menit
menentukan ide-ide pokok
tulis di dalam descriptive
dalam descriptive writing.
writing dengan tema “My House”
- Mengarahkan siswa untuk - Membuat descriptive text 20menit
d. Mencoba
membentuk kelompok dan
dengan menggunakan mind
menugaskan
mapping
mereka
membuat descriptive text menggunakan
secara
berkelompok
Mind
Mapping yang bertema “My House” e. Mengkomuni-
- Meminta volunteer untuk - Utusan
kasikan
dari
kelompok volunteer 10menit
mempresentasikan/mem-
secara
bacakan descriptive writing
mempresentasikan
yang mereka buat.
descriptive writing
yang
mereka buat. Penutup
a. Meminta
siswa a. Secara bersama-sama
menyimpulkan
materi
pelajaran. b. Bertanya
pelajaran. tentang
hal-hal b. Menjawab pertanyaan guru
yang telah dipelajari.
IX.
menyimpulkan materi
dengan benar.
Penilaian 1. Penilaian sikap -
Pengamatan langsung oleh guru yang dilakukan selama proses belajar mengajar berlangsung.
10menit
2. Penilaian pengetahuan -
Dinilai dari jawaban siswa atas pertanyaan yang diberikan oleh guru.
3. Penilaian ketrampilan -
Dilakukan dengan menilai hasil mind map siswa.
Jakarta, 6 September 2014 Mengetahui, Guru Bahasa Inggris,
Peneliti
Deden Saefullah, S. Pd.
Erni Darwati
APPENDIX 5
Rencana Pelaksanaan Pembelajaran (RPP) Sekolah
: SMP Tahfidz Al-Mizan
Siklus ke-
Kelas/Semester
: VIII (Delapan)/ I (satu)
Pertemuan ke-: 3
Mata pelajaran
: Bahasa Inggris
Skill/aspek
: Writing
Jenis text
: Descriptive Text
Tema
: My Idol
Waktu
: 2x40 menit
I.
:1
Kompetensi inti : 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara afektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami dan menerapkan pengetahuan (factual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
II.
Kompetensi dasar: 1.1.
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2.
Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.10. Menerapkan struktur text dan unsur kebahasaan untuk melaksanakan fungsi social teks descriptive dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaan. 4.12. Menyusun teks descriptive lisan dan tulis, pendek dan sederhana tentang orang, binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. III.
Indicator 1. Spiritual Mensyukuri anugerah Tuhan akan keberadaan bahasa inggris sebagai bahasa pengantar komunikasi internasional. 2. Social Melakukan tindakan yang jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3. Pengetahuan Menyebutkan pengertian dan generic structure dari teks descriptive serta mengamati kegunaan mind mapping. 4. Ketrampilan Membuat teks descriptive, pendek dan sederhana tentang orang, binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks dengan menggunakan mind mapping strategy.
IV.
Tujuan Setelah mengikuti pembelajaran, peserta didik dapat: 1. Spiritual Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa komunikasi internasional. 2. Social Menumbuhkan rasa percaya diri dan tanggungjawab terhadap komunikasi social dalam kehidupan sehari-hari peserta didik. 3. Pengetahuan Menjelaskan fungsi dan struktur kebahasaan dari deskriptif teks dan juga penggunaan mind mapping. 4. Ketrampilan Menulis descriptive text tentang seseorang yang siswa kagumi menggunakan strategi mind mapping dalam menentukan ide-ide pokok.
V.
Materi pembelajaran Tes lisan dan tulis tentang mendiskripsika tempat 1. Fungsi social a. Mengenalkan b. Mengidentifikasi 2. Struktur teks a. Orang yang akan digambarkan b. Ciri-ciri yang terdapat pada orang tersebut. 3. Unsur kebahasaan a. Penyebutan kata benda singular dengan “a”, “the” dan plural (-s) b. Kata ganti orang: she, he c. Penggunaan huruf capital dan tanda baca d. Tenses yang digunakan : present tense e. Jenis-jenis descriptive text: description of thing, people, animal, process, and event.
VI.
Sumber/media pembelajaran Sumber
: Buku paket siswa
Media pembelajaran
: White board, board marker, karton, kertas
berwarna.
VII. Metode pembelajaran Pendekatan
: Scientific approach
Tekhnik : Mind Mapping
VIII. Langkah pembelajaran Fase
Kegiatan Pembelajaran
Waktu
Guru Pendahuluan
a. Memberi
Siswa
salam
memberikan
serta a. Merespon
pertanyaan
berkaitan
dengan
pembelajaran sebelumnya.
salam
menjawab pertanyaan yang berkaitan
dengan
pembelajaran sebelumnya b. Menerima
b. Mereview
ulang
pmbelajaran dan
tentang
sebelumnya
memberi
tentang
informasi ketertaitan
pembelajaran
serta 10 menit
informasi
tentang
keterkaitan
pembelajaran
sebelumnya
dengan pembelajaran yang akan dilaksakan.
sebelumnya
dengan pembelajaran yang c. Menerima akan dilaksakan. c. Memberikan
informasi
tentang kompetensi, materi, informasi
tujuan,
manfaat,
dan
tentang kompetensi, materi,
langkah pembelajaran yang
tujuan,
akan dilaksanakan.
manfaat,
dan
langkah pembelajaran yang akan dilaksanakan. Kegiatan Inti a. Mengamati
- Memberikan contoh model - Mengamati contoh model 15menit mind
mapping
yang
bertema “My Idol” - Menyajikan
mind
mapping
yang
bertema “My Idol” contoh - Memperhatikan
descriptive text dari mind
descriptive
map yang telah diberikan
disajikan serta mengamati
serta menjelaskan bagian-
generic
bagian
struktur kebahasaan yang
dari
generic
text
contoh
structure
yang
dan
structure
dan
struktur
terdapat di dalam teks.
kebahasaan yang terdapat di dalam teks. - Mengarahkan siswa untuk
b. Menanya
bertanya
tentang
materi
- Siswa
bertanya
tentang
materi yang belum mereka 10menit pahami
yang belum mereka pahami - Membimbing siswa dalam - Secara
c. Menalar
berkelompok hal-hal 5menit
menentukan ide-ide pokok
mengidentifikasi
dalam descriptive writing.
apa saja yang akan mereka tulis di dalam descriptive writing dengan tema “My
- Menugaskan siswa untuk
Idol”
menuliskan descriptive text - Membuat descriptive text
d. Mencoba
menggunakan
Mind
dengan menggunakan mind 20menit
Mapping yang bertema “My
mapping
secara
Idol” secara individual.
berkelompok
- Meminta volunteer untuk mempresentasikan/mem-
bacakan descriptive writing - Siswa
e. Mengkomuni-
yang mereka buat.
secara
volunteer 10menit
mempresentasikan
kasikan
descriptive writing
yang
mereka buat. Penutup
a. Meminta
siswa a. Secara bersama-sama
menyimpulkan
materi
pelajaran. b. Bertanya
pelajaran. tentang
hal-hal b. Menjawab pertanyaan guru
yang telah dipelajari.
IX.
menyimpulkan materi
dengan benar.
Penilaian 1. Penilaian sikap -
Pengamatan langsung oleh guru yang dilakukan selama proses belajar mengajar berlangsung.
2. Penilaian pengetahuan
10menit
-
Dinilai dari jawaban siswa atas pertanyaan yang diberikan oleh guru.
3. Penilaian ketrampilan -
Dilakukan dengan menilai hasil mind map siswa.
Jakarta, 9 September 2014 Mengetahui, Guru Bahasa Inggris,
Peneliti
Deden Syaifullah, S. Pd.
Erni Darwati
APPENDIX 5
Rencana Pelaksanaan Pembelajaran (RPP)
Sekolah
: SMP Tahfidz Al-Mizan
Mata pelajaran
: Bahasa Inggris
Kelas/Semester Jenis text Tema
:2
Pertemuan ke-: 1
: Descriptive Text
: My School
Waktu I.
: VIII (Delapan)/ I (satu)
Siklus ke-
: 2x40 menit
Kompetensi inti:
1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghargai
dan
menghayati
perilaku
jujur,
disiplin,
tanggungjawab, peduli (toleransi, gotong royong), santun, percaya
diri dalam berinteraksi secara afektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami dan menerapkan pengetahuan (factual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah,
menyaji,
dan
menalar
dalam
ranah
konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
II.
Kompetensi dasar:
1.1. 2.2.
3.10.
Mensyukuri kesempatan dapat mempelajari bahasa inggris
sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
Menunjukkan jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
Menerapkan struktur text dan unsur kebahasaan untuk
melaksanakan fungsi social teks descriptive dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaan.
4.12. Menyusun teks descriptive lisan dan tulis, pendek dan sederhana
tentang orang, binatang dan benda, dengan memperhatikan
fungsi social, struktur teks, dan unsur kebahasaan yang benar III.
dan sesuai konteks.
Indicator
1. Spiritual
Mensyukuri anugerah Tuhan akan keberadaan bahasa inggris sebagai bahasa pengantar komunikasi internasional.
2. Social
Melakukan tindakan yang jujur, disiplin, percaya diri, dan bertanggung
jawab
dalam
melaksanakan
transaksional dengan guru dan teman.
komunikasi
3. Pengetahuan
Menyebutkan pengertian dan generic structure dari teks descriptive serta mengamati kegunaan mind mapping.
4. Ketrampilan
Membuat teks descriptive, pendek dan sederhana tentang orang,
binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks dengan menggunakan mind mapping strategy.
IV.
Tujuan
Setelah mengikuti pembelajaran, peserta didik dapat: 1. Spiritual
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa komunikasi internasional.
2. Social
Menumbuhkan rasa percaya diri dan tanggungjawab terhadap komunikasi social dalam kehidupan sehari-hari peserta didik.
3. Pengetahuan
Menjelaskan fungsi dan struktur kebahasaan dari deskriptif teks dan juga penggunaan mind mapping.
4. Ketrampilan
Membuat text descriptive tentang benda yang paling mereka sukai
V.
menggunakan strategi mind mapping.
Materi pembelajaran
Tes lisan dan tulis tentang mendiskripsika tempat 1. Fungsi social
a. Mengenalkan
b. Mengidentifikasi
2. Struktur teks
a. Tempat yang digambarkan
b. Ciri-ciri apa saja yang berkaitan dengan benda yang akan mereka deskripsikan
3. Unsur kebahasaan
a. Penyebutan kata benda singular dengan “a”, “the” dan plural (-s) b. Kata ganti: it, they, this, these, those, that
c. Penggunaan huruf capital dan tanda baca VI.
d. Tenses yang digunakan: present tense
Sumber/media pembelajaran Sumber
: Buku paket siswa
Media pembelajaran : White board, board marker, karton, kertas berwarna.
VII. Metode pembelajaran Pendekatan Tekhnik
: Scientific Approach : Mind Mapping
VIII. Langkah pembelajaran Fase
Kegiatan Pembelajaran Guru
Pendahuluan
a. Memberi
Siswa
salam
memberikan
serta a. Merespon
pertanyaan
berkaitan
dengan
pembelajaran sebelumnya.
b. Memberikan
informasi
tentang
menjawab
sebelumnya
ketertaitan b. Menerima
akan dilaksakan.
sebelumnya
dengan pembelajaran yang informasi
kompetensi,
pembelajaran
yang akan dilaksanakan.
pertanyaan
informasi
keterkaitan
dengan
pembelajaran yang akan dilaksakan.
materi, tujuan, manfaat, c. Menerima dan langkah pembelajaran
serta 10 menit
pembelajaran tentang
tentang
salam
yang berkaitan dengan
pembelajaran sebelumnya c. Memberikan
Waktu
tentang
informasi
kompetensi,
materi, tujuan, manfaat, dan
langkah
pembelajaran yang akan Kegiatan Inti
a. Mengamati
dilaksanakan. - Memberikan tentang
teks
games - Mengamati
rumpang
dengan memberikan flash
mereka dapat
text
yang 15menit
card yang berisi tentang b. Menanya
descriptive text
- Membimbing siswa untuk - Siswa bertanya tentang 10menit bertanya
tentang
kata
penghubung yang belum mereka ketahui.
kata penghubung yang mereka belum ketahui.
c. Menalar
- Mengecek
dan - Secara
mengarahkan siswa untuk
menyusun teks rumpang
kelompok mereka masing-
benar.
bekerja
sama
dengan
masing
mejadi
kalimat
- Secara
yang
berkelompok
mencari kosakata yang belum
d. Mencoba
berkelompok 15menit
artinya
mereka
- Mengecek kebenaran dari - Perwakilan teks yang siswa susun
kelompok
membuat mind mapping
susun
- Menugaskan siswa untuk
pahami
dari
setiap 10menit
membacakan
teks yang telah mereka
dengan tema “My School” - Membuat mind mapping 10menit secara individu.
dengan tema “My School”.
e. Mengkomuni- - Mengarahkan siswa untuk - Menunjukkan kasikan
Penutup
menentukan structure
dan
generic
susunan
paragraph secara benar
a. Meminta
menyimpulkan pelajaran.
structure dari
text
secara
mereka baca.
generic
yang
benar
telah
siswa a. Secara bersama-sama
materi
menyimpulkan materi pelajaran.
b. Bertanya tentang hal-hal b. Menjawab pertanyaan yang telah dipelajari.
guru dengan benar.
10menit
IX.
Penilaian
1. Penilaian sikap -
Pengamatan langsung oleh guru yang dilakukan selama proses belajar mengajar berlangsung.
2. Penilaian pengetahuan -
Dinilai dari jawaban siswa atas pertanyaan yang diberikan oleh guru.
3. Penilaian ketrampilan -
Dilakukan dengan menilai hasil mind map siswa.
Mengetahui,
Jakarta, 23 September 2014
Guru Bahasa Inggris,
Peneliti
Deden Syaifullah, S. Pd.
Erni Darwati
MY HOUSE I live in a small house. It has five rooms: there are two bedrooms, a living room, a bathroom, and a kitchen. Indeed it is a small house; but I like living here with all of my family. When the door is open, I can see the living room. It is so small with only three chairs and a table, nothing else. I prefer reading a novel in this room. My bedroom is in the left side of the living room. In this room there is a night table next to the bed, a TV, a radio, and a computer. When being bored to read, I usually play online games, chat with my friends via Facebook and so on. Next to my bedroom is my mother's. I do not know what is inside because I never come in to see it. In the right side of the living room there is the kitchen. In the kitchen I have everything I need when I get hungry. When my mother cooks, the smell fills my whole house. I know it is a very small house; but it is the best place I have ever had.
MY SPHYNX CAT My Sphynx cat is the only pet I have. He has a little hair but it is not totally hairless, it is peach fuzz. My Sphynx has a normal cat proportion. I like his tail although my mom says that it is like a rat’s tail. I love his usual color varieties including, tortoiseshell, chocolate, black, blue, lilac, chocolate etc. He is really an amazing cat. Believe it or not, he is a very intelligent cat. He can respond of my voice commands. Finally, He is really funny as well as my friends get a joke. I love him so much as I love my mother.
MY FAMILY My family has four members: those are: me, my sister, and my parents of course. My mother is 47 years old. Her name's Mrs. Anisa. She's thin-faced and she's got long, blond hair, and beautiful green eyes. She is still slim because she always tries to stay in shape. She is very good-looking, always well-dressed and elegant. My father, Mr. Lukman, is 5 years older than my mother. He is 52. In spite of his age he's still black-haired, with several grey hairs. He has bright blue eyes. He is quite tall, but a bit shorter than me. He's very hard-working. He works in a travel company. He often makes a dinner when my mother is outside. His cooking and his meals are always very tasty as well as my mothers'. Next is my sister, Nadina. She is 22. She is also red-haired and green-eyes. She has long wavy hair and freckles. She is definitely shorter than me. She is rather introverted. But she is very sensible, smart and co-operative. Right now she is studying English and also knows Arabic and Mandarin. I want to be as smart as she is. They all, except me, speak Sudanese very well, because we were living in Bandung for 5 years. My sister has been going to primary school there. Unfortunately I was only 3 when we were leaving to Jakarta, so I can't speak Sudanese. Now we are happily living in Jakarta.
APPENDIX 5
Rencana Pelaksanaan Pembelajaran (RPP) Sekolah
: SMP Tahfidz Al-Mizan
Siklus ke-
Kelas/Semester
: VIII (Delapan)/ I (satu)
Pertemuan ke-: 2
Mata pelajaran
: Bahasa Inggris
Skill/aspek
: Writing
Jenis text
: Descriptive Text
Tema
: My Favorite thing
Waktu
: 2x40 menit
I.
:2
Kompetensi inti: 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara afektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami dan menerapkan pengetahuan (factual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
II.
Kompetensi dasar: 1.1.
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2.
Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.10. Menerapkan struktur text dan unsur kebahasaan untuk melaksanakan fungsi social teks descriptive dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaan. 4.12. Menyusun teks descriptive lisan dan tulis, pendek dan sederhana tentang orang, binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. III.
Indicator 1. Spiritual Mensyukuri anugerah Tuhan akan keberadaan bahasa inggris sebagai bahasa pengantar komunikasi internasional. 2. Social Melakukan tindakan yang jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3. Pengetahuan Menyebutkan pengertian dan generic structure dari teks descriptive serta mengamati kegunaan mind mapping. 4. Ketrampilan Membuat teks descriptive, pendek dan sederhana tentang orang, binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks dengan menggunakan mind mapping strategy.
IV.
Tujuan Setelah mengikuti pembelajaran, peserta didik dapat: 1. Spiritual Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa komunikasi internasional. 2. Social Menumbuhkan rasa percaya diri dan tanggungjawab terhadap komunikasi social dalam kehidupan sehari-hari peserta didik. 3. Pengetahuan Menjelaskan fungsi dan struktur kebahasaan dari deskriptif teks dan juga penggunaan mind mapping. 4. Ketrampilan Membuat
descriptive
tentang
benda
yang
mereka
senangi
menggunakan strategi mind mapping. V.
Materi pembelajaran Tes lisan dan tulis tentang mendiskripsika tempat 1. Fungsi social a. Mengenalkan b. Mengidentifikasi 2. Struktur teks a. Tempat yang digambarkan b. Bangunan yang terdapat di sekitar bangunan tersebut. 3. Unsur kebahasaan a. Nama bangunan: My School b. Penyebutan kata benda singular dengan “a”, “the” dan plural (-s) c. Kata ganti: it, they, this, these, those, that d. Penggunaan huruf capital dan tanda baca
VI.
Sumber/media pembelajaran Sumber
: Buku paket siswa
Media pembelajaran
: White board, board marker, karton, kertas
berwarna. VII. Metode pembelajaran Pendekatan
: Scientific approach
Tekhnik : Mind Mapping
VIII. Langkah pembelajaran Fase
Kegiatan Pembelajaran
Waktu
Guru Pendahuluan
a. Memberi
Siswa
salam
memberikan
serta a. Merespon
pertanyaan
berkaitan
dengan
pembelajaran sebelumnya. b. Memberikan
ketertaitan sebelumnya
serta 10 menit
menjawab pertanyaan yang berkaitan
dengan
pembelajaran sebelumnya
informasi b. Menerima
tentang pembelajaran
salam
informasi
tentang
keterkaitan
pembelajaran
sebelumnya
dengan pembelajaran yang
dengan pembelajaran yang
akan dilaksakan.
akan dilaksakan.
c. Memberikan
informasi c. Menerima
informasi
tentang kompetensi, materi,
tentang kompetensi, materi,
tujuan,
tujuan,
manfaat,
dan
manfaat,
dan
langkah pembelajaran yang
langkah pembelajaran yang
akan dilaksanakan.
akan dilaksanakan.
Kegiatan Inti a. Mengamati
- Mengarahkan siswa untuk - Mereview kembali materi 15menit menyebutkan
kembali
materi yang telah dipelajari tanpa
melihat
yang
telah
dipelajari
sebelumnya
catatan
mereka - Memberikan
sedikit - Mengamati
dengan
gambaran tentang model
seksama dari contoh yang
mind
telah diberiakan
mapping
menggambarkan
yang sebuah
tempat b. Menanya
- Mengarahkan siswa untuk - Bertanya tentang hal-hal 10menit bertanya
tentang
hal-hal
yang belum mereka ketahui. - Membimbing siswa yang
yang
ketahui.
belum
mereka
c. Menalar
menemukan - Secara
masih kesulitan
dalam
menemukan
point-point
individu
mengidentifikasi poin-poin apa saja yang harus ditulis 5menit
yang harus mereka tulis
dalam sebuah descriptive
dalam descriptive writing
text tentang sebuah tempat.
yang
menggambarkan
sebuah tempat. - Mengarahkan siswa untuk - Secara
d. Mencoba
individu
bekerja secara individual
descriptive
dalam menulis descriptive
tema
writing
menggunakan
dengan
menggunakan
mind
menulis
text
“My
dengan School” mind 20menit
mapping.
mapping dengan tema ‘My School”.
e. Mengkomuni-
- Meminta volunteer untuk - Dengan mbacakan
kasikan
descriptive
writing yang mereka buat
kesadaran
diri
membacakan
hasil 10menit
descriptive writing
yang
telah
buat
mereka
menggunakan
mind
mapping.
Penutup
a. Meminta
siswa a. Secara bersama-sama
menyimpulkan
materi
pelajaran. b. Bertanya
pelajaran. tentang
hal-hal b. Menjawab pertanyaan guru
yang telah dipelajari.
IX.
menyimpulkan materi
dengan benar.
Penilaian 1. Penilaian sikap -
Pengamatan langsung oleh guru yang dilakukan selama proses belajar mengajar berlangsung.
2. Penilaian pengetahuan
10menit
-
Dinilai dari jawaban siswa atas pertanyaan yang diberikan oleh guru.
3. Penilaian ketrampilan -
Dilakukan dengan menilai hasil mind map siswa.
Jakarta, 27 September 2014 Mengetahui, Guru Bahasa Inggris,
Peneliti
Deden Saefullah, S. Pd
Erni Darwati
APPENDIX 5
Rencana Pelaksanaan Pembelajaran (RPP) Sekolah
: SMP Tahfidz Al-Mizan
Siklus ke-
Kelas/Semester
: VIII (Delapan)/ I (satu)
Pertemuan ke-: 3
Mata pelajaran
: Bahasa Inggris
Skill/aspek
: Writing
Jenis text
: Descriptive Text
Tema
: My House
Waktu
: 2x40 menit
I.
:2
Kompetensi inti : 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara afektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami dan menerapkan pengetahuan (factual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
II.
Kompetensi dasar: 1.1.
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2.
Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.10. Menerapkan struktur text dan unsur kebahasaan untuk melaksanakan fungsi social teks descriptive dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaan. 4.12. Menyusun teks descriptive lisan dan tulis, pendek dan sederhana tentang orang, binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. III.
Indicator 1. Spiritual Mensyukuri anugerah Tuhan akan keberadaan bahasa inggris sebagai bahasa pengantar komunikasi internasional. 2. Social Melakukan tindakan yang jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3. Pengetahuan Menyebutkan pengertian dan generic structure dari teks descriptive serta mengamati kegunaan mind mapping. 4. Ketrampilan Membuat teks descriptive, pendek dan sederhana tentang orang, binatang dan benda, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks dengan menggunakan mind mapping strategy.
IV.
Tujuan Setelah mengikuti pembelajaran, peserta didik dapat: 1. Spiritual Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa komunikasi internasional. 2. Social Menumbuhkan rasa percaya diri dan tanggungjawab terhadap komunikasi social dalam kehidupan sehari-hari peserta didik. 3. Pengetahuan Menjelaskan fungsi dan struktur kebahasaan dari deskriptif teks dan juga penggunaan mind mapping. 4. Ketrampilan Membuat
descriptive
tentang
rumah
mereka
masing-masing
menggunakan strategi mind mapping dalam menentukan ide-ide pokok. V.
Materi pembelajaran Tes lisan dan tulis tentang mendiskripsika tempat 1. Fungsi social a. Mengenalkan b. Mengidentifikasi 2. Struktur teks a. Benda yang digambarkan. b. Apa saja yang akan digambarkan berkaitan dengan benda tersebut. c. Menentukan generic structure. 3. Unsur kebahasaan a. Nama bangunan: My Favorite Thing b. Penyebutan kata benda singular dengan “a”, “the” dan plural (-s) c. Kata ganti: it, they, this, these, those, that d. Penggunaan huruf capital dan tanda baca e. Tenses yang digunakan : Present tense f. Jenis-jenis descriptive text: description of thing, people, animal, process, and event.
VI.
Sumber/media pembelajaran Sumber
: Buku paket siswa
Media pembelajaran
: White board, board marker, karton, kertas
berwarna. VII. Metode pembelajaran Pendekatan
: Scientific approach
Tekhnik : Mind Mapping VIII. Langkah pembelajaran Fase
Kegiatan Pembelajaran Guru
Pendahuluan
a. Memberi
Siswa
salam
memberikan
Waktu
serta a. Merespon
pertanyaan
berkaitan
dengan
pembelajaran sebelumnya.
salam
menjawab pertanyaan yang berkaitan
dengan
pembelajaran sebelumnya b. Menerima
b. Mereview
ulang
pmbelajaran dan
tentang
sebelumnya
memberi
informasi
tentang
ketertaitan
pembelajaran
serta 10 menit
informasi
tentang
keterkaitan
pembelajaran
sebelumnya
dengan pembelajaran yang akan dilaksakan.
sebelumnya
dengan pembelajaran yang c. Menerima akan dilaksakan. c. Memberikan
informasi
tentang kompetensi, materi, informasi
tujuan,
manfaat,
dan
tentang kompetensi, materi,
langkah pembelajaran yang
tujuan,
akan dilaksanakan.
manfaat,
dan
langkah pembelajaran yang akan dilaksanakan. Kegiatan Inti a. Mengamati
- Mereview yang
telah
semua
materi - Merecall ingatan mereka 15menit
disampaikan
tentang materi yang telah
dengan menanyakan satu
mereka
per satu tentang materi yang
menjawabpertanyaan-
telah dipelajari sebelumnya.
pertanyaan yang diajukan
- Memberikan contoh model mind
mapping
pelajari
dengan
oleh guru.
yang - Mengamati contoh model
menggambarkan
tentang
sebuah benda.
bertanya
mapping
yang
menggambarkan
- Mengarahkan siswa untuk
b. Menanya
mind
tentang
sebuah benda.
hal-hal - Bertanya tentang hal-hal
tentang
yang belum mereka ketahui.
- Membimbing siswa dalam
yang
mereka 10menit
belum
ketahui.
menentukan ide-ide pokok
dalam descriptive writing - Secara
c. Menalar
dalam
menggambarkan
sebuah benda.
individu
mengidentifikasi
hal-hal 5menit
apa saja yang akan mereka tulis di dalam descriptive
- Menugaskan siswa untuk d. Mencoba
membuat
mind
tentang
sebuah
mapping
writing dengan tema “My 20menit
Favorite Thing”
benda - Membuat mind mapping
dengan tema “My Favorite
tentang
Thing”
dengan tema “My Favorite
- Meminta volunteer untuk mempresentasikan
sebuah
benda
Thing”.
mind
map yang mereka buat. e. Mengkomuni-
- Dengan siswa
kasikan
mind
kesadaran
diri
mempresentasikan map
yang
telah 10menit
mereka gambaarkan. Penutup
a. Meminta
siswa a. Secara bersama-sama
menyimpulkan
materi
pelajaran. b. Bertanya
pelajaran. tentang
hal-hal b. Menjawab pertanyaan guru
yang telah dipelajari.
IX.
menyimpulkan materi
dengan benar.
Penilaian 1. Penilaian sikap -
Pengamatan langsung oleh guru yang dilakukan selama proses belajar mengajar berlangsung.
2. Penilaian pengetahuan
10menit
-
Dinilai dari jawaban siswa atas pertanyaan yang diberikan oleh guru.
3. Penilaian ketrampilan -
Dilakukan dengan menilai hasil mind map siswa.
Jakarta, 30 September 2014 Mengetahui, Guru Bahasa Inggris,
Peneliti
Deden Syaifullah, S. Pd.
Erni Darwati
APPENDIX 6 Students Result of Pre-test
FF
s S = I q
<-
s' (-,
z(l. a (!
PI
F
s,
e, .s) o-
n
lr)
e
7'f (-
$
6 -i
c\ i>
B
6 tr
01
f.)
S J
tr
r=
ch)
e' (a 6
,r,lh,A
p-Hr}
l+t
UttN\ l-
$ 1q k )/N l/^s
I
I
F
ry
ra-
JQ--
)v Y.
\
fuq,"*
\l *.o
E\
,1
\i
ru ,F C.1
C
e
}l" rb
7
1','
n p
0
r
a
tt\]
3o"0, a
E \ r\
ls
n
p .F"
n
]}
{3*n
o
f,4 ,q
E A
$>
r\
cs
w
]z)
*(?f
(? (n
r> }a-r
\f1 :r G
v,1-
r{. {
\r ,)
tlr \t.r^
t/l !,r ;3
p ?
s
0 e
s & s-
Ft-
+-t E stt f o
ts ao
$
E tA
R
tr rt
(fi
f
G+.
I
P
2
o
I
@
r
sa
6 n
G (4 a ,l:a
= ; ,-l
.9
.Tt
n
U
O
4
C
s
-'rl1o
fl
6
fi
{n'
e
c
a
I
t
r
*
i
/Q
*l
t+o
i,
g A
5 ,p\
5
7
-.. -
.n
\. -*S
l-l
C -\l a\
g
ffi
s
?. ti
+
/ts{
$sf
-\
6{ha _l_ (^, *-l> l-
I B
:r* ) s f s{s
_#
h,
t?
k e. \E 't Eu
,! s/
F.d\o)
"??aaral
t
^'*rll
1v
rs r!"q
\A )
,"
.=4)^
a
,rrt
Ir* ;$oi
gfir*n "
,\ c, '^
q'
6irrrg
1ooS"'i1
,tS
f9lrl9
-
r'b. 77
;+obr
2,\ .
2
i-Ltr
tY,
zt\
2j unbS
,4
714Z
.(
,l"rlni
qffi
Yri
:-lOOlO
6'q
2lr
oAoJ
J LTl El"l|
?rrlonl2J
Ad -
ha- :ctua odol :!nd
rr
r
N
3iK
t
6Q* \(\ {n
b d) o o 6
,,
.l'A o
$ 3
.< ,rO
9
ls
€i t\
a
5
1 rq
2
9 ,<
C+
at a
he"
o a
N
/o
{
{ 3a I o o
[*]-"
o
(Rr>
C)
6 o
t,q
'o a-
a
ql
[8,
st
ffi
fi$,
5
o J
c>
9
ul
)
+l
ffi
)
to
(!
r3
C Ll
{
\?. (\
1
l
G
)
(' f
&
€ ^
o=
Jo
{"
APPENDIX 8
Implementation of Classroom Action Research
