CHAPTER VI CLOSURE. mean of students English writing achievement of who taught using non-authentic material was

CHAPTER VI CLOSURE

A. Conclusion The writer concluded based on the result that the result of analysis showed that the mean of of students‟ English writing scores of who taught using authentic materials was 70.45, while the mean of students‟ English writing achievement of who taught using non-authentic material was 59. From both means, there was different value that was 11.45. It meant there is different result of them in writing recount paragraphs. Meanwhile, after the data was calculated using t-test, it was found that the value of tobserved was (-12.969). Then, , it was consulted with ttable (tt) which db or df = (N1 + N2 ) – 2 was (22 + 22) – 2 = 42. Significant standard 5% ttable (tt) = 2.02 and significant standard 1% ttable (tt) = 2,71. So, 2,02 < 12.969 > 2,71. It can be said that since the value of tobserved (-12.969) was higher than ttable in the 5% (2.02) and 1% (2.71) level of significance, it could be interpreted that Ha stating that there is a significant difference between who taught using authentic materials and who taught using non-authentic material was accepted and Ho stating that there is no significant difference between who taught using authentic materials and who taught using non-authentic material of was rejected. The implication of the result was that there is a significant difference between who taught using authentic materials and who taught using non-authentic material. It could be seen from the significant difference of the students‟ scores in writing recount paragraphs. It meant that there is 87 a significant difference between who taught using authentic materials and who taught using nonauthentic material of eight grade students of MTs Islamiyah of Palangka Raya.

B. Suggestion The writer proposes the following suggestion hopefully would be great to use for eighth grade students of MTs Islamiyah Palangka Raya. There are suggestions were proposed in the study: 1. For the students The students should increase their ability in writing, and also do more practice your writing in writing text. 2. For the teacher The teacher should find other techniques of teaching to make students interested and motivated, especially using text as basic format to practice. So, it can increase their vocabulary in their writing. 3. For the researcher This study was the students‟ English writing achievement of who taught using authentic materials and who taught using non-authentic materials in writing recount paragraphs. For other researchers who would like to conduct the study related to their writing, there are many kinds of text likes argumentative, narrative, descriptive, recount etc. This study was focused on eighth grade students of MTs Islamiyah Palangka Raya. It was possible for other researcher to conduct the same study as writer conducted with the different grade in school.

Appendix 1 STUDENTS‟ NAME OF CLASS VIII (A)

NO

NAMES

1

Ahmad Haidir

2

Alfina

3

Aliah

4

Erfan

5

Faris Abdul Rozaq

6

Fatimah

7

Fitra Nurbintang

8

Hotimah

9

Muhammad Fauzan

10

Maimunah

11

Maulida Meilani

12

Muhammad Firman

13

Muhammad Mahfud

14

Muhammad Mursyid

15

Muhammad Rahmatullah

16

Muhammad Ridho Fuadi

17

Nur Cahaya

18

Rahma Dewi

19

Setiani Istiqomah Annisa

20

Taufik Hanafi

21

Wahyuniati

22

Windi Maulia Riski

Appendix 2 STUDENTS‟ NAME OF CLASS VIII (B)

NO

NAMES

1

Ahmad Hairil

2

Ahmad Rifani

3

Aliya

4

Anna Andriana

5

Fendi Alamsyah

6

Jamilah Ariyati

7

Jumiati

8

Melati Indah Lestari

9

Muhammad Alwin Mubin

10

Muhammad Nafis

11

Muhammad Nasir

12

Muhammad Saidi

13

Mustofa

14

Ramona

15

Rezha

16

Risky Hidayat

17

Salimah

18

Siti Ainun Jariah

19

Siti Nor Aqiah

20

Syamsuraji

Appendix 3 STUDENTS‟ NAME OF CLASS VIII (C)

NO

NAMES

1

Ahmad Rifani

2

Annisa

3

Erni

4

Jumadi

5

Junaidi Salam

6

Lathifah Tazkya

7

Maharani

8

Muhammad Fauzi

9

Muhammad Husin

10

Muhammad Julianur Akbar

11

Muhammad Rahmadi

12

Nazua Fadhila

13

Raudah

14

Rusdi Jayadi

15

Saibiyah

16

Siti Raudah

17

Syafa Aulia

18

Yoga Alamsyah

19

Yery Gloria

20

Zulkifli

Appendix 4 Research Instrument for Pre-test Name

:

Class

:

Subject

:

Day/Date

:

Complete the text with the suitable words from the box.

a. brought

b. extraordinary

c. city

d. decided

f. beach

g. red

h. provided i. to see

e.strong j. hotel

A Trip to the Ancol Beach My family and I went to Jakarta when I was in Senior High School. We went to this (1)…….. to fill the holiday time. It is the first time we went there. When we arrived at the (2)…….. it was baking hot. The first thing that Dad did was to take a shower. He said he needed to cool off after such a long journey. One afternoon we went to visit a beach called Ancol. The first impression when I arrived in Ancol beach was very beautiful and very (3)………. It was because the sea‟s wave was so big and the sand on that (4)…….. was so white. Then, when I and my sister saw those things, we run to that beach. Nevertheless, it was very hard for us when running. It was because I and my sister used shoes when we run on the sands. For that, we (5)…….. to put off our shoes to be put another area. After that, I and my sister run to the wave easily. The waves were (6)………. enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us. We were not worried of being wet. It was caused that we could find many stores which (7)………. clothes; especially cloth only was used on beach there. Besides, the facility above, I and my sister also got other facilities like horse (it was used to go round the beach), surfing tools and others. We (8)………. our lunch so we didn‟t need to look for a stall to buy foods. When we got home Mum wanted (9)…….. all photos. My photos were cute but I had (10)…….. face from too much sun. My family and I really enjoyed that holiday.

^_^ GOOD LUCK ^_^

Appendix 5 Research Instrument for Post Test Name

:

Class

:

Subject

:

Day/Date

:

Complete the text with the suitable words from the box. a. to fill

b. run

c. hot

d. hard

e.facilities

f. called

g. big

h. waves

i. shoes

j. to cool off

A Trip to the Ancol Beach

My family and I went to Jakarta when I was in Senior High School. We went to this city (1)……… the holiday time. It is the first time we went there. When we arrived at the hotel it was baking (2)…….... The first thing that Dad did was to take a shower. He said he needed (3)………. after such a long journey. One afternoon we went to visit a beach (4)………. Ancol. The first impression when I arrived in Ancol beach was very beautiful and very extraordinary. It was because the sea‟s wave was so (5)………. and the sand on that beach was so white. Then, when I and my sister saw those things, we (6)……… to that beach. Nevertheless, it was very (7)……… for us when running. It was because I and my sister used shoes when we run on the sands. For that, we decided to put off our (8)………. to be put another area. After that, I and my sister run to the wave easily. The (9)…….. were strong enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us. We were not worried of being wet. It was caused that we could find many stores which provided clothes; especially cloth only was used on beach there. Besides, the facility above, I and my sister also got other (10)……… like horse (it was used to go round the beach), surfing tools and others. We brought our lunch so we didn‟t need to look for a stall to buy foods. When we got home Mum wanted to see all photos. My photos were cute but I had red face from too much sun. My family and I really enjoyed that holiday.

^_^ GOOD LUCK ^_^

Appendix 6 Research Instrument for Try-out Name

:

Class

:

Subject

:

Day/Date

:

Complete the text with the suitable words from the box. b. brought

b. extraordinary

c. city

d. decided

f. beach

g. red

h. provided i. to see

e.strong j. hotel

A Trip to the Ancol Beach My family and I went to Jakarta when I was in Senior High School. We went to this (1)…….. to fill the holiday time. It is the first time we went there. When we arrived at the (2)…….. it was baking hot. The first thing that Dad did was to take a shower. He said he needed to cool off after such a long journey.

One afternoon we went to visit a beach called Ancol. The first impression when I arrived in Ancol beach was very beautiful and very (3)………. It was because the sea‟s wave was so big and the sand on that (4)…….. was so white. Then, when I and my sister saw those things, we run to that beach. Nevertheless, it was very hard for us when running. It was because I and my sister used shoes when we run on the sands. For that, we (5)…….. to put off our shoes to be put another area. After that, I and my sister run to the wave easily. The waves were (6)………. enough to float in on but not too powerful. While my sister and I were swimming, my Dad was standing in the sea watching us. We were not worried of being wet. It was caused that we could find many stores which (7)………. clothes; especially cloth only was used on beach there. Besides, the facility above, I and my sister also got other facilities like horse (it was used to go round the beach), surfing tools and others. We (8)………. our lunch so we didn‟t need to look for a stall to buy foods. When we got home Mum wanted (9)…….. all photos. My photos were cute but I had (10)…….. face from too much sun. My family and I really enjoyed that holiday.

^_^ GOOD LUCK ^_^

Appendix 7 Students’ Scores of Pre-Test of Experimental and Control Class NO

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

CODES Experimental Class A01 A02 A03 A04 A05 A06 A07 A08 A09 A10 A11 A12 A13 A14 A15 A16 A17 A18 A19 A20 A21 A22 Total

SCORES (X) Control Class B01 B02 B03 B04 B05 B06 B07 B08 B09 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20

Experimental Class 50 60 40 70 60 40 60 50 70 60 50 60 60 70 60 50 60 50 60 70 50 60 1260

Control Class 50 60 40 60 40 50 50 60 40 70 40 60 60 50 60 50 60 40 60 50

1050

Appendix 8 Students’ Scores of Post-Test of Experimental and Control Class NO

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

CODES Experimental Class A01 A02 A03 A04 A05 A06 A07 A08 A09 A10 A11 A12 A13 A14 A15 A16 A17 A18 A19 A20 A21 A22

Control Class B01 B02 B03 B04 B05 B06 B07 B08 B09 B10 B11 B12 B13 B14 B15 B16 B17 B18 B19 B20

Total

SCORES (X) Experimental Class 70 70 60 80 70 60 70 60 80 70 60 80 70 80 70 60 80 60 70 80 70 80 1550

Control Class 60 70 50 60 50 50 60 60 50 70 50 60 70 60 70 50 70 50 60 60

1180

Appendix 9 Students’ Scores of Try-out Class NO

CODES

SCORES

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

C01 C02 C03 C04 C05 C06 C07 C08 C09 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20

50 60 50 50 40 40 70 40 50 50 60 40 50 60 40 60 50 50 40 50

Total

1000

Appendix 10

SILABUS PEMBELAJARAN

Sekolah

: MTs Islamiyah

Kelas

: VIII ( Delapan )

Mata Pelajaran

: BAHASA INGGRIS

Semester

: 1 (Satu)

Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

Penilaian Kompetensi Dasar

Indikator Kegiatan Pencapaian Teknik Bentuk Pembelajaran Pembelajaran Kompetensi Materi

Alokasi Sumber Contoh

Waktu

Belajar

Instrumen

Instrume n 6.1. Mengu 1. Tanya jawab ngkapk 1. Teks berbagai hal an terkait makna fungsional tema/topik pendek dalam teks bentuk berupa : fungsional teks yang akan  Undangan dibahas tulis fungsio  Pengumu 2. Penguatan man kembali nal pendek  Pesan kosakata dan sederha Sin tata bahasa na gkat terkait jenis dengan 2. Tata Bahasa teks menggu fungsional  Kalimat nakan 3. Menulis sede ragam kalimat rhan bahasa sederhana a tulis terkait jenis secara teks akurat, mengundang 4. Menulis teks lancar fungsional dan berteri mengumumka pendek berdasarkan ma n konteks untuk berinter

1.

2.

3.

Melen gkapi rumpa ng teks fungsi onal pende k Meyu sun kata menja Tes di tulis teks fungsi onal yang berma kna Menul is teks fungsi onal pende k

Melengka 1. Complete 4 x 40 1. Buku the teks pi menit following yang rumpang senten-ce / relevan text using Contoh suitable undanga word / n, Menyusun words pengum kata acak uman, 2. Arrange SMS the word into good 2. Gambar senten-ces. yang relevan 3. Write Essay simple sentences based on the situation given 4. Write an invita-tion/ an announcement / messa-ge based on the situation



Alokasi Sumber Contoh

Waktu

Belajar

Instrumen

Instrume n aksi menyampaika dengan n lingkun pesan gan sekitar 3.Kosa kata

given. Tes tulis

1. Completio n

Tes tulis

2. Jumbled

4 x 40 menit

- Kata terkait tema dan jenis teks

1.

4.Tanda baca 5. Spelling 6.2. Mengu ngkapk an 1. Teks makna rumpang dan 2. langkah berbentuk retorika - descriptive dalam - recount esei pendek 2. Tata bahasa sederha Kalimat na sederhana dengan menggu - Simpel nakan present tense ragam bahasa - Simpel past 3. tense tulis secara - past cont akurat, tense lancar 3. Kosa kata dan berteri - kata terkait ma tema dan untuk jenis teks berinter 4. aksi - kata dengan penghubung lingkun and, then, gan after that, sekitar dalam

Review ungkapanungkapan yang terkait 1. jenis teks descriptive dan recount. Menulis kalimat yang berdasarka 2. n yang terkait jenis teks descriptive dan recount gambar/rea lia. Melengkap i rumpang dalam teks 3. descriptif dan recount dengan kata yang tepat. Menyusun kalimat acak menjadi . teks descriptif

Melengkap i rumpang teks essai pendek berbentuk descriptive

Menyusun kalimat menjadi Tes teks yang tulis bermakna dalam bentuk descriptive dan recount. Menulis teks essai dalam bentuk a. descri ptive dan recount

sentences

1. Complete the paragraph using the suitable words. 2.Rearrange the

3. Essay

Following sentences correctly.

3.Write an essay a. describing something or a certain place. b. Telling

1. Buku teks yang relevan 2. Gambar terkait tema/to pik 3. Bendabenda sekitar



Alokasi Sumber Contoh Instrumen

Instrume n teks before dsb berbent 4. Tanda Baca, uk Spelling descript ive dan 5. recount

6.

dan recount yang terpadu. Membuat draft teks descriptive dan recount secara mandiri. Mengeksp os teks descriptive dan recount yang ditulis di kelas.

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )

what you did last Sunday

Waktu

Belajar

Appendix 11

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) UNTUK KELAS EXPERIMEN

Sekolah

: MTs Islamiyah Palangka Raya

Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII(A)/1

Pertemuan

:

Topik

: A trip to the Eden Project

Aspek/skill

: Menulis

Alokasi waktu

: 2x 40 Minutes

Jenis teks

: Recount

Pertemuan ke-1

A. Standar Kompetensi 6. Mengungkapkan

makna dalam teks tulis fungsional dan esei pendek sederhana

berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar 6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. 6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima

untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi

Nilai Budaya dan Karakter

Bangsa  Para siswa mampu melengkapi Dapat dipercaya, rasa hormat dan rumpang teks fungsional pendek  Para

siswa

mengidentifikasi

perhatian, serta tekun.

mampu struktur

dari

teks recount.  Para siswa mampu

membuat

beberapa kalimat sederhana yang berhubungan dengan teks recount.

D. Tujuan Pembelajaran 1. Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount. 2. Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.

E. Materi Pembelajaran Recount Social function: To tell us about past experiences or events chronologically. Schematic structure Orientation

Introduces the main character(s) and the setting

A Series of Events

Mentions the events chronologically

Re-orientation

Contains the writer‟s conclusion or comment about the story. This part is optional because not all recount texts end with reorientation.

Note: 1. Simple past tense or past continuous tense is mostly used in the recount text either in active sentences or in passive sentences. 2. Sometimes we use temporal conjunctions such as after, after that, then or finally when we write recount texts.

Example of recount text:

A trip to the Eden Project

Last Friday, our class travelled in the school bus to visit the Eden project in Cornwall. It was a long ride to get there so we had to be at school an hour early, at eight o‟clock. We brought our breakfast to eat on the bus. When we arrived at the Eden Project, we could tell it was a big attraction by the size of the car parks, which were carefully laid out and named after fruits – we were in Plum Car Park. As we walked down, we could see the Eden Projects buildings – two enormous plastic domes, built in a dip in the ground. Mrs Jeffries told us they were called „biomes‟ and the dip used to be a claypit, where men had dug out the clay to use for making pots. We spent our morning going round the biomes, looking at the plants. One is kept very warm inside and filled with tropical plants like rubber trees, bamboo, spices, coconuts and pineapples. There are also displays of buildings and gardens from tropical countries. The other biome is not so warm and among the plants there are oranges, lemons, grapes and olives. We had our lunch in the exhibition centre, where we watched a video about „The making of Eden‟. The Eden Project was built to show how humans and plants depend upon each other and it cost millions of pounds to build. Next we had a talk about the plants. A lady explained how you get cocoa beans and cocoa milk from a pod and use them to make chocolate. We were allowed to look in the shop and spend two pounds. I bought some stickers and a postcard of a man building the biomes. Finally, it was time for the long ride home. We were back by half past three, just in time for the bell.

F. Metode/Teknik Pembelajaran  Grammar Translation Method  Three-phase technique 

Pre writing



Whilst writing



Post writing

G. Langkah-langkah Kegiatan (Three-phase Technique)

Langkah-

Kegiatan Guru

Kegiatan Murid

Waktu

langkah  Menyapa dan Proses Instruksi

siswa

 Merespon sapaan

menanyakan

guru  Mengangkat

kabar mereka  Memeriksa daftar

tangan

hadir siswa

ketika

guru memanggil

 Membuka

nama mereka

5 Menit

 Membaca

pembelajaran dengan

Basmallah

mengucapkan

bersama-sama

Basmallah 



Menanyakan beberapa

Menjawab pertanyaan guru

pertanyaan tentang Kegiatan Pendahuluan

10

pengalaman masa lalu

menit

siswa

(beberapa pertanyaan pemicu untuk

menggali

pengalaman siswa dan

pengetahuan

tentang pelajaran

Mengamati:  Memberikan kertas



Mengambil

yang memuat teks

kertas

recount

diberikan guru

yang

diambil dari buku



Membaca teks

elektronik; How to



Memperhatikan

teach Kegiatan Inti

yang

Writing

Across

penjelasan guru

the

60

Curriculum‟

Menit

(KS1/2) oleh Sue Palmer,

dengan

banyak

terima

kasih untuk David Fulton

sebagai

penerbit

yang

berhubungan dengan pelajaran.  Meminta untuk dan

siswa membaca

memahami

teks  Menjelaskan topik pembelajaran Menanya: 

Meminta untuk

siswa

Menanyakan

mencatat

arti dari kata-

dan menanyakan

kata yang sulit

kata-kata

dimengerti

yang

sulit dipahami 



Menjelaskan arti dari

kata-kata

sulit

dengan

memberikan



Memperhatikan penjelasan guru

sinonim/persama an

dari

kata

tersebut

tapi

apabila

mereka

masih

belum

mengerti

maka

guru

akan

menjelaskan kata tersebut menggunakan Bahasa Indonesia Explorasi: 

Meminta untuk



siswa



membuat

Membuat beberapa

beberapa kalimat

kalimat

sederhana

sederhana

berbentuk

berbentuk

recount

recount

Meminta

siswa



untuk melengkapi teks

Melengkapi teks recount

recount

rumpang menggunakan kata-kata

yang

sesuai 

Mengamati kegiatan siswa

Asosiasi: 

Memperbaiki



Menganalisa

tugas siswa (guru

jawaban

membimbing

bersama-sama

siswa

untuk

dan

menganalisa

mendengarkan

jawaban

dengan

penjelasan guru

fokus

kepada

fungsi sosial dan struktur teks. Mengkomunikasikan : 



Meminta beberapa

siswa

untuk

Mempresentasi kan teks recount di depan kelas

mempresentasika n tugas mereka di depan kelas 

 Mengungkap

Memberikan siswa kesempatan

kan kesimpulan

untuk

dari pelajaran

merespon

 Memperhatikan

pelajaran Kegiatan



Penutup

Merespon

penjelasan guru

pertanyaan siswa



atau

apa

menyimpulkan

dibicarakan

(jika ada)

guru

yang

 Membaca

Memberikan beberapa nasehat,

Hamdallah

saran,

bersama-sama

motivasi

dan untuk

para siswa 

 Memperhatikan

Menutup penbelajaran dengan

5 Menit

mengucapkan Hamdallah

Kegiatan berikutnya

Guru

memberikan

Siswa

siswa PR/tugas rumah

mengerjakan

yaitu melengkapi teks

PR

recount

rumpang

menggunakan kata-kata yang sesuai.

H. Sumber/Media Pembelajaran 

How to teach Writing Across the Curriculum‟ (KS1/2) oleh Sue Palmer, dengan banyak terima kasih kepada David Fulton sebagai penerbit

I. Penilaian 

Teknik, Bentuk, dan contoh

No. 1.

Indikator Para

siswa

mampu

menganalisa struktur dan

Teknik

Bentuk

Tes

Melengkapi

tertulis

Contoh Lengkapilah teks rumpang

tata bahasa dari teks

berikut

recount

mengguna

dan

mampu

melengkapi teks recount

kan kata-kata

rumpang

yang tersedia

menggunakan

kata-kata yang sesuai

dalam kotak.



Rubrik Penilaian

:

a. Tes tertulis Nilai maximal: 100 Score: No. 1. 2. 3.

x 100 Penjelasan Jawaban benar Jawaban salah Tidak ada jawaban

Nilai 10 0 0

Palangka Raya, 26 Agustus 2014 Mengetahui, Guru Pamong,

Mahasiswi,

Hamdi Hermanto, S.Pd

Milda Fransisca

NIP. 19730814 200312 1 002

NIM. 100 112 0589

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII(A)/1

Pertemuan

:

Topik

: A trip to the Eden Project

Aspek/skill

: Menulis

Alokasi waktu

: 2x 40 Minutes

Jenis teks

: Recount

A. Standar Kompetensi

Pertemuan ke-2

6. Mengungkapkan




untuk




Nilai Budaya dan Karakter Bangsa

 Para siswa mampu melengkapi Dapat dipercaya, rasa hormat dan rumpang teks fungsional pendek  Para

siswa

mengidentifikasi


mampu struktur

dari


membuat


D. Tujuan Pembelajaran 1.Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount. 2.Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.

E. Materi Pembelajaran Recount Social function:

To tell us about past experiences or events chronologically. Schematic structure Orientation


A Series of Events


Re-orientation


Note: 1.Simple past tense or past continuous tense is mostly used in the recount text either in active sentences or in passive sentences. 2. Sometimes we use temporal conjunctions such as after, after that, then or finally when we write recount texts.

Example of recount text: A trip to the Eden Project

Last Friday, our class travelled in the school bus to visit the Eden project in Cornwall. It was a long ride to get there so we had to be at school an hour early, at eight o‟clock. We brought our breakfast to eat on the bus. When we arrived at the Eden Project, we could tell it was a big attraction by the size of the car parks, which were carefully laid out and named after fruits – we were in Plum Car Park. As we walked down, we could see the Eden Projects buildings – two enormous plastic domes, built in a dip in the ground. Mrs Jeffries told us they were called „biomes‟ and the dip used to be a claypit, where men had dug out the clay to use for making pots. We spent our morning going round the biomes, looking at the plants. One is kept very warm inside and filled with tropical plants like rubber trees, bamboo, spices, coconuts and pineapples. There are also displays of buildings

and gardens from tropical countries. The other biome is not so warm and among the plants there are oranges, lemons, grapes and olives. We had our lunch in the exhibition centre, where we watched a video about „The making of Eden‟. The Eden Project was built to show how humans and plants depend upon each other and it cost millions of pounds to build. Next we had a talk about the plants. A lady explained how you get cocoa beans and cocoa milk from a pod and use them to make chocolate. We were allowed to look in the shop and spend two pounds. I bought some stickers and a postcard of a man building the biomes. Finally, it was time for the long ride home. We were back by half past three, just in time for the bell.


Pre writing



Whilst writing



Post writing


Langkah-

Kegiatan Guru

Kegiatan Murid

Waktu

langkah  Menyapa dan

siswa

menanyakan

kabar mereka  Memeriksa daftar Proses Instruksi

hadir siswa  Membuka pembelajaran dengan

 Merespon

sapaan

guru  Mengangkat tangan ketika guru memanggil mereka  Membaca Basmallah

nama

5 Menit

mengucapkan

bersama-sama

Basmallah 



Menanyakan beberapa

Kegiatan Pendahulu an


pertanyaan tentang pelajaran

10 menit

yang

lalu.




Mengambil

yang memuat teks

kertas

recount

diberikan guru

yang

yang

diambil dari buku;



Membaca teks

How



Memperhatikan

to

teach

Writing Across the

penjelasan guru

Curriculum‟ Kegiatan Inti

(KS1/2) oleh Sue Palmer,

dengan

banyak

terima

kasih untuk David Fulton

sebagai

penerbit

yang


siswa membaca

memahami

teks  Menjelaskan topik pembelajaran

60 Menit

Menanya: 

Meminta untuk

siswa mencatat

Menanyakan arti dari

kata-kata

dan menanyakan

yang

kata-kata

dimengerti

yang 

sulit dipahami 




kata-kata

sulit

dengan

sulit


memberikan sinonim/persama an

dari

kata

tersebut

tapi

apabila

mereka

masih

belum

mengerti

maka

guru

akan


Meminta untuk

siswa

membuat

Membuat beberapa kalimat

beberapa kalimat

sederhana

sederhana

berbentuk

berbentuk

recount 

recount 



Meminta

siswa


recount

Melengkapi teks recount


yang

sesuai 


Asosiasi: 

Memperbaiki



Menganalisa

tugas siswa (guru

jawaban

membinbing

bersama-sama

siswa

dan

untuk

menganalisa

mendengarkan

jawaban

dengan

penjelasan guru

fokus

kepada




Meminta beberapa

siswa

Mempresentasi kan teks recount di depan kelas

untuk mempresentasi kan tugas mereka di depan kelas 


kesimpulan

untuk

pelajaran

merespon

pelajaran Kegiatan Penutup



 Mengungkapkan

Merespon pertanyaan siswa atau

dari

 Memperhatikan penjelasan guru  Memperhatikan

5 Menit



menyimpulkan

apa

yang

(jika ada)

dibicarakan guru  Membaca

Memberikan beberapa nasehat,

Hamdallah

saran,

bersama-sama

motivasi

dan untuk

para siswa 

Menutup penbelajaran dengan mengucapkan Hamdallah

Kegiatan

Guru

berikut-


nya

yaitu melengkapi teks recount

memberikan

Siswa mengerjakan PR

menggunakan

kata-kata yang sesuai.


How to teach Writing Across the Curriculum‟ (KS1/2) oleh Sue Palmer, dengan banyak terima kasih kepada David Fulton sebagai penerbit.

I. Penilaian 


No.

Indikator

1.

Para

siswa

menganalisa

Teknik

Bentuk

mampu

Tes

Melengkapi

struktur

tertulis

dan tata bahasa dari

Contoh Lengkapilah teks rumpang berikut

teks

recount

mampu

dan

menggunaka

melengkapi

teks

n kata-kata

recount

yang tersedia

rumpangmenggunakan

dalam kotak.




Rubrik Penilaian

:

a. Tes tertulis Nilai maximal: 100 Score:

x 100

No. 1. 2. 3.

Penjelasan Jawaban benar Jawaban salah Tidak ada jawaban

Nilai 10 0 0 Palangka Raya, 28 Agustus 2014

Mengetahui, Guru Pamong,

Mahasiswi,


Milda Fransisca

NIP. 19730814 200312 1 002

NIM. 100 112 0589


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII(A)/1

Pertemuan

:

Topik

: My Best Holiday

Aspek/skill

: Menulis

Alokasi waktu

: 2x 40 Minutes

Jenis teks

: Recount

Pertemuan ke-3




B. Kompetensi Dasar 6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

6.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima

untuk






siswa

mengidentifikasi


mampu struktur

dari


membuat


D. Tujuan Pembelajaran 1.Siswa mampu mengidentifikasi informasi yang terkandung dalam teks berbentuk recount. 2. Siswa mampu menganalisa struktur dan tata bahasa dalam teks recount.



A Series of Events


Re-orientation



Example of recount text: My Best Holiday

Last year my family and I went on the most amazing holiday to Spain. We had never been to Spain before and my Dad wanted to go there because he said that he was fed up with sitting around in the damp and gloom! When we arrived at the villa it was baking hot. The first thing that Dad did was to take a shower. He said that he needed to cool off after such a long journey. There was a swimming pool so we spent a lot of time mucking about in the water or splashing water over Dad! One afternoon we went to visit some caves in the hills. Inside the caves were the most amazing stalagmites and stalactites. They were knobbly and looked like massive, misshapen spears. Some were like bars in a zoo. The guide tapped some and it was rather like playing a glockenspiel. In the caves it was quite cold and by the end of the tour we were all ready for a bit of sun and an ice cream. On the third day we visited a beach. The waves were just right for surfing so we hired some bodyboards. Dad was worried that we would drown so he spent the afternoon standing in the sea watching us. It was a breeze! The waves were strong enough to float in on but not too powerful. One of the best things about the holidays was that Dad was so useless at cooking that we had to go into the town every night to eat. There was a stall where you could buy chips and calamari. The calamari was squid cooked in batter – it tasted like rubbery fish. Once we had eaten, we played on the pinball machines.

When we got home Mum wanted to see all the photos. I had a magnificent picture of Dad‟s very red face from too much sun. All in all I think that it was a great holiday and I can‟t wait to go back.


Pre writing



Whilst writing



Post writing


Langkah-

Kegiatan Guru

Kegiatan Murid

Waktu


siswa

 Merespon

menanyakan

kabar mereka

guru  Mengangkat tangan

 Memeriksa daftar Proses Instruksi

ketika

hadir siswa

memanggil

 Membuka pembelajaran

sapaan

guru nama 5 Menit

mereka  Membaca

dengan

Basmallah bersama-

mengucapkan

sama

Basmallah 

Menanyakan beberapa




Kegiatan

pertanyaan tentang

Pendahulu

pelajaran

an

10

yang

menit

lalu.




yang memuat teks

yang

recount

guru

yang

diberikan

diambil dari buku;



Membaca teks

Buku



Memperhatikan

Bahasa

Inggris KS2 NF, diterbitkan Kegiatan

Mengambil kertas

penjelasan guru

oleh 60

Badger Ltd

Inti

Menit

yang berhubungan dengan pelajaran.  Meminta untuk dan

siswa membaca

memahami


Meminta untuk

siswa



mencatat

yang

sulit dipahami 


kata-kata

sulit

dengan

memberikan

arti

dari kata-kata yang

dan menanyakan kata-kata

Menanyakan

sulit dimengerti 


sinonim/persama an

dari

kata

tersebut

tapi

apabila

mereka

masih

belum

mengerti

maka

guru

akan


Meminta untuk

siswa

membuat

beberapa kalimat 

sederhana



berbentuk

kalimat sederhana

recount

berbentuk recount

Meminta

siswa


recount


yang

sesuai 


Asosiasi: 

Membuat beberapa

Memperbaiki tugas siswa (guru membinbing



Melengkapi recount

teks

siswa

untuk



Menganalisa

menganalisa

jawaban bersama-

jawaban

dengan

sama

fokus

kepada

mendengarkan

fungsi sosial dan

dan

penjelasan guru

struktur teks. Mengkomunikasikan : 

Meminta beberapa

siswa 

untuk

Mempresentasikan

mempresentasika

teks

n tugas mereka di

depan kelas

recount

di

depan kelas



 Mengungkapkan


kesimpulan

untuk

pelajaran

merespon

 Memperhatikan

pelajaran Kegiatan



Penutup

Merespon

penjelasan guru

pertanyaan siswa

apa

menyimpulkan


Memberikan

Hamdallah

beberapa nasehat,

bersama-sama

saran, motivasi para siswa 

 Memperhatikan

atau

(jika ada) 

dari

Menutup

dan untuk

yang

5 Menit

penbelajaran dengan mengucapkan Hamdallah

Kegiatan

Guru

memberikan

berikut-


nya



menggunakan


H. Sumber/Media Pembelajaran  Buku Bahasa Inggris KS2 NF, diterbitkan oleh Badger Ltd

I. Penilaian 


No.

Indikator

1.

Para

siswa

menganalisa

Teknik

Bentuk

mampu

Tes

Melengkapi

struktur

tertulis



berikut

teks

dan

menggunakan

melengkapi

kata-kata yang

recount

tersedia dalam

mampu teks

recount

rumpangmenggunakan kata-kata yang sesuai

kotak.



Rubrik Penilaian

:


x 100

No. 1. 2. 3.


Nilai 10 0 0 Palangka Raya, 2 September 2014


Mahasiswi,


Milda Fransisca

NIP. 19730814 200312 1 002

NIM. 100 112 0589


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII(A)/1

Pertemuan

:

Topik

: My Best Holiday

Aspek/skill

: Menulis

Alokasi waktu

: 2x 40 Minutes

Jenis teks

: Recount

Pertemuan ke-4





untuk





 Para siswa mampu melengkapi Dapat dipercaya, rasa hormat dan rumpang teks fungsional pendek


 Para

siswa

mengidentifikasi

mampu struktur

dari


membuat





A Series of Events


Re-orientation



Example of recount text: My Best Holiday

Last year my family and I went on the most amazing holiday to Spain. We had never been to Spain before and my Dad wanted to go there because he said that he was fed up with sitting around in the damp and gloom! When we arrived at the villa it was baking hot. The first thing that Dad did was to take a shower. He said that he needed to cool off after such a long journey. There was a swimming pool so we spent a lot of time mucking about in the water or splashing water over Dad! One afternoon we went to visit some caves in the hills. Inside the caves were the most amazing stalagmites and stalactites. They were knobbly and looked like massive, misshapen spears. Some were like bars in a zoo. The guide tapped some and it was rather like playing a glockenspiel. In the caves it was quite cold and by the end of the tour we were all ready for a bit of sun and an ice cream. On the third day we visited a beach. The waves were just right for surfing so we hired some bodyboards. Dad was worried that we would drown so he spent the afternoon standing in the sea watching us. It was a breeze! The waves were strong enough to float in on but not too powerful. One of the best things about the holidays was that Dad was so useless at cooking that we had to go into the town every night to eat. There was a stall where you could buy chips and calamari. The calamari was squid cooked in batter – it tasted like rubbery fish. Once we had eaten, we played on the pinball machines. When we got home Mum wanted to see all the photos. I had a magnificent picture of Dad‟s very red face from too much sun. All in all I think that it was a great holiday and I can‟t wait to go back.

F. Metode/Teknik Pembelajaran  Grammar Translation Method  Three-phase technique



Pre writing



Whilst writing



Post writing


Langkah-

Kegiatan Guru

Kegiatan Murid

Waktu


siswa

 Merespon

menanyakan



sapaan

ketika

hadir siswa

guru nama 5 Menit

memanggil

 Membuka

mereka  Membaca

pembelajaran dengan

Basmallah bersama-

mengucapkan

sama

Basmallah 



Menanyakan beberapa

Kegiatan Pendahulu an

Menjawab pertanyaan guru 10


menit

yang

lalu.




Mengambil kertas

yang memuat teks

yang

recount

guru

yang

diambil dari buku;



diberikan

Membaca teks

Buku

Bahasa



Inggris KS2 NF, diterbitkan Kegiatan Inti


oleh

Badger Ltd

60

 yang berhubungan

Menit

dengan pelajaran.  Meminta untuk dan

siswa membaca

memahami


Meminta untuk

siswa



sulit dimengerti

dan menanyakan yang




kata-kata

sulit

dengan


dari

kata

tersebut

tapi

apabila

mereka

masih

belum

mengerti

maka

guru

akan

menjelaskan kata tersebut




sulit dipahami

arti

dari kata-kata yang

mencatat

kata-kata

Menanyakan

menggunakan Bahasa Indonesia Explorasi: 

Meminta untuk

siswa



membuat

kalimat sederhana

beberapa kalimat

berbentuk recount 

sederhana

Membuat beberapa

berbentuk

Melengkapi

teks

recount

recount 

Meminta

siswa


recount


yang

sesuai 


Asosiasi: 

Memperbaiki



Menganalisa

tugas siswa (guru

jawaban bersama-

membimbing

sama

siswa

mendengarkan

untuk

penjelasan guru

menganalisa jawaban

dengan

fokus

kepada

dan




Meminta beberapa

siswa

Mempresentasikan teks

recount

di

untuk

depan kelas


 Mengungkapkan


kesimpulan

untuk

pelajaran

merespon

 Memperhatikan

pelajaran Kegiatan



Penutup

Merespon

penjelasan guru

pertanyaan siswa

 Memperhatikan

atau

apa

menyimpulkan

dibicarakan guru

Memberikan

Hamdallah

beberapa nasehat,

bersama-sama

saran, motivasi

yang

 Membaca

(jika ada) 

dari

dan untuk

para siswa 


Kegiatan

Guru

berikut-


nya


memberikan

menggunakan



5 Menit


Buku Bahasa Inggris KS2 NF, diterbitkan oleh Badger Ltd

I. Penilaian 


No.

Indikator

1.

Para

siswa

menganalisa

Teknik

Bentuk

mampu

Tes

Melengkapi

struktur

tertulis



berikut

teks

dan

menggunakan

melengkapi

kata-kata yang

recount

tersedia dalam

recount

mampu teks

rumpangmenggunakan

kotak.




Rubrik Penilaian

:

a. Tes tertulis Nilai maximal: 100 Score: No.

x 100 Penjelasan

Nilai

1. 2. 3.

Jawaban benar Jawaban salah Tidak ada jawaban

10 0 0 Palangka Raya, 4 September 2014 Mengetahui,

Guru Pamong,

Mahasiswi,


Milda Fransisca

NIP. 19730814 200312 1 002

NIM. 100 112 0589

Appendix 12

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) UNTUK KELAS KONTROL

Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII(B)/1

Pertemuan

:

Topik

: Lost

Aspek/skill

: Menulis

Alokasi waktu

: 2x 40 Minutes

Jenis teks

: Recount

Pertemuan ke-1





untuk






siswa

mengidentifikasi

mampu struktur

dari


membuat






A Series of Events


Re-orientation



Example of recount text: Lost At the age of twelve, I experienced being lost. It happened when I went on a school trip at the end of the academic year. It was late in the afternoon when our teacher let us roam about the souvenir stalls, to buy whatever we wished. However, she reminded us to watch out for each other.

My friend and I were excited. We could see many people mingling and hawkers peddling their goods. We started to wander away from the souvenir stalls. Some of my friends were gazing at clothing items, others at traditional food and the rest at handcrafts, while I was showing curiosity in a tiny wooden house made of sandalwood. Suddenly, a soft voice spoke behind me. “Do you like it, child?” I looked up to see an old woman in a shawl staring into my face. She smiled and nodded at me. I felt a little frightened. I placed the house back and went in search of my friends, but I saw none of them. “Where are my friends?” I mumbled. There were crowds of people, but I saw no familiar faces. There I was, in the middle of nowhere, and lost. I decided to stop at the corner of a stall and hoped that my friends and teacher would be there to look for me. I was about to cry when a familiar voice suddenly called out to me, “what‟s the matter, Hasan?” It was my teacher. My friends had already headed to the bus, except me. For that reason, my teacher inspected every stall and finally found me at a corner. I was so relieved to see her that I cried for joy.


Pre writing



Whilst writing



Post writing

G. Langkah-langkah Kegiatan (Three-phase Technique) Langkah-

Kegiatan Guru

Kegiatan Murid

Waktu


siswa

menanyakan


hadir siswa

 Merespon

sapaan

guru  Mengangkat tangan ketika memanggil mereka

guru nama 5 Menit

 Membuka

 Membaca

pembelajaran

Basmallah bersama-

dengan

sama

mengucapkan Basmallah 



Menanyakan beberapa


pertanyaan tentang Kegiatan Pendahulu an

10

pengalaman masa lalu

menit

siswa

(beberapa pertanyaan pemicu untuk

menggali

pengalaman siswa dan

pengetahuan

tentang pelajaran


Inti

Mengambil kertas

yang memuat teks

yang

recount

guru

yang

diberikan

diambil dari buku;



Membaca teks

Bahasa



Memperhatikan

untuk Kegiatan



Inggris SMP/MTs

Kelas VIII yang dikarang

oleh

Bachtiar Bima M. dan

Cicik

Kurniawati

yang

penjelasan guru 60 Menit


siswa membaca

memahami


Meminta untuk

siswa



sulit dimengerti

dan menanyakan yang




sulit dipahami 

arti

dari kata-kata yang

mencatat

kata-kata

Menanyakan


kata-kata

sulit

dengan


dari

kata

tersebut

tapi

apabila

mereka

masih

belum

mengerti

maka

guru

akan


Meminta

siswa



Membuat beberapa

untuk

membuat

kalimat sederhana

beberapa kalimat


sederhana berbentuk

Melengkapi

teks

recount

recount 

Meminta

siswa


recount


yang

sesuai 


Asosiasi: 

Memperbaiki



Menganalisa

tugas siswa (guru

jawaban bersama-

membimbing

sama

siswa

mendengarkan

untuk

penjelasan guru

menganalisa jawaban

dengan

fokus

kepada

dan




Meminta beberapa

siswa

untuk mempresentasika n tugas mereka di depan kelas


recount

depan kelas

di



 Mengungkapkan


kesimpulan

untuk

pelajaran

merespon

 Memperhatikan

pelajaran Kegiatan



Penutup

Merespon

penjelasan guru

pertanyaan siswa

apa

menyimpulkan

dibicarakan guru

yang

 Membaca

Memberikan

Hamdallah

beberapa nasehat,

bersama-sama

saran, motivasi

5 Menit

 Memperhatikan

atau

(jika ada) 

dari

dan untuk

para siswa 


Kegiatan

Guru

memberikan

berikutny siswa PR/tugas rumah a



menggunakan


H.Sumber/Media Pembelajaran  Buku Bahasa Inggris untuk SMP/MTs Kelas VIII dikarang oleh Bachtiar Bima dan Cicik Kurniawati.

I.Penilaian 


No.

Indikator

1.

Para

siswa

menganalisa

Teknik

Bentuk

mampu

Tes

Melengkapi

struktur

tertulis



berikut

teks

dan

menggunakan

melengkapi

kata-kata yang

recount

tersedia dalam

recount

mampu teks

rumpangmenggunakan

kotak.




Rubrik Penilaian

:


x 100

No. 1. 2. 3.


Nilai 10 0 0 Palangka Raya, 25 Agustus 2014


Mahasiswi,


Milda Fransisca

NIP. 19730814 200312 1 002

NIM. 100 112 0589


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII(B)/1

Pertemuan

:

Topik

: Lost

Aspek/skill

: Menulis

Alokasi waktu

: 2x 40 Minutes

Jenis teks

: Recount

Pertemuan ke-2





untuk






siswa

mengidentifikasi


mampu struktur

dari


membuat





A Series of Events


Re-orientation



Example of recount text: Lost At the age of twelve, I experienced being lost. It happened when I went on a school trip at the end of the academic year. It was late in the afternoon when our teacher let us roam about the souvenir stalls, to buy whatever we wished. However, she reminded us to watch out for each other. My friend and I were excited. We could see many people mingling and hawkers peddling their goods. We started to wander away from the souvenir stalls. Some of my friends were gazing at clothing items, others at traditional food and the rest at handcrafts, while I was showing curiosity in a tiny wooden house made of sandalwood. Suddenly, a soft voice spoke behind me. “Do you like it, child?” I looked up to see an old woman in a shawl staring into my face. She smiled and nodded at me. I felt a little frightened. I placed the house back and went in search of my friends, but I saw none of them. “Where are my friends?” I mumbled. There were crowds of people, but I saw no familiar faces. There I was, in the middle of nowhere, and lost. I decided to stop at the corner of a stall and hoped that my friends and teacher would be there to look for me. I was about to cry when a familiar voice suddenly called out to me, “what‟s the matter, Hasan?” It was my teacher. My friends had already headed to the bus,

except me. For that reason, my teacher inspected every stall and finally found me at a corner. I was so relieved to see her that I cried for joy.


Pre writing



Whilst writing



Post writing


Langkah-

Kegiatan Guru

Kegiatan Murid

Waktu


siswa

 Merespon

menanyakan



sapaan

ketika

hadir siswa

memanggil

 Membuka

guru nama 5 Menit

mereka  Membaca

pembelajaran dengan

Basmallah bersama-

mengucapkan

sama

Basmallah  Kegiatan Pendahulu an



Menanyakan beberapa

pertanyaan guru

pertanyaan tentang pelajaran lalu.

Menjawab

yang

10 menit




Mengambil kertas

yang memuat teks

yang

recount

guru

yang

diberikan

diambil dari buku;



Membaca teks

Bahasa



Memperhatikan

Inggris

untuk

SMP/MTs

penjelasan guru

Kelas VIII yang Kegiatan

dikarang

Inti

60

oleh

Menit


Cicik

Kurniawati

yang


siswa membaca

memahami


Meminta untuk

siswa



mencatat

yang

sulit dipahami 


kata-kata

sulit

dengan

memberikan sinonim/persama

arti

dari kata-kata yang

dan menanyakan kata-kata

Menanyakan

sulit dimengerti 


an

dari

kata

tersebut

tapi

apabila

mereka

masih

belum

mengerti

maka

guru

akan


Meminta untuk

siswa



membuat

kalimat sederhana

beberapa kalimat


sederhana

Membuat beberapa

berbentuk

Melengkapi

teks

recount

recount 

Meminta

siswa


recount


yang

sesuai 


Asosiasi: 

Memperbaiki



Menganalisa

tugas siswa (guru

jawaban bersama-

membinbing

sama

siswa

mendengarkan

untuk

dan

menganalisa

penjelasan guru

jawaban

dengan

fokus

kepada




Meminta beberapa

siswa

untuk


recount

di

depan kelas


 Mengungkapkan


kesimpulan

untuk

pelajaran

merespon

 Memperhatikan

pelajaran Kegiatan



Penutup

Merespon

penjelasan guru

pertanyaan siswa

apa

menyimpulkan


Memberikan

Hamdallah

beberapa nasehat,

bersama-sama

saran, motivasi

dan untuk

para siswa 

 Memperhatikan

atau

(jika ada) 

dari

Menutup penbelajaran dengan mengucapkan

yang

5 Menit

Hamdallah

Kegiatan

Guru

memberikan

berikutny siswa PR/tugas rumah


yaitu melengkapi teks

a

recount

menggunakan


H. Sumber/Media Pembelajaran  Buku Bahasa Inggris untuk SMP/MTs Kelas VIII dikarang oleh Bachtiar Bima dan Cicik Kurniawati.

I. Penilaian 


No.

Indikator

1.

Para

siswa

menganalisa

Teknik

Bentuk

mampu

Tes

Melengkapi

struktur

tertulis

Lengkapilah teks rumpang


berikut

teks

dan

menggunakan

melengkapi

kata-kata yang

recount

tersedia dalam

recount

mampu teks

rumpangmenggunakan kata-kata yang sesuai



Contoh

Rubrik Penilaian

:

a. Tes tertulis Nilai maximal: 100

kotak.

Score:

x 100

No. 1. 2. 3.


Nilai 10 0 0

Palangka Raya, 28 Agustus 2014 Mengetahui, Guru Pamong,

Mahasiswi,


Milda Fransisca

NIP. 19730814 200312 1 002

NIM. 100 112 0589


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII(B)/1

Pertemuan

:

Topik

: My Experience

Aspek/skill

: Menulis

Alokasi waktu

: 2x 40 Minutes

Jenis teks

: Recount

Pertemuan ke-3





untuk






siswa

mengidentifikasi


mampu struktur

dari


membuat





A Series of Events


Re-orientation



Example of recount text: My Experience My family and I went to a fair last night. We saw crowds of people having fun there. Several people went on the rides and others enjoyed the attractions. People also queued at the food stalls. They filled themselves with cotton candy, pop corn and other foods. In another corner, we could see children awing the fireworks and flickering lights. My brother invited me to ride on a ferris-wheel. I hesitated because I was afraid of heights. However, my brother urged me to go on the ferris-wheel. He kept convincing me that it would be fun and exhilarating. He pleaded many times. He said that it wouldn‟t be scary. Finally, I agreed. I sat still in my seat and felt a bit nervous. My brother was sitting next to me. Soon afterwards, the wheel took us up, slowly. Then, it rotated higher and higher. I looked over the side and felt dizzy. My hands and feet were shaky. I screamed out loud and was about to cry out of fear when we were at the highest point. My brother held my icy-cold hands and kept comforting me. I felt relieved as we reached the ground. Yeah, it was over and I thought that it would be my first and last ride on a ferris-wheel. Then, we walked towards our parents, who were waiting on a bench near the magic show arena. They handed us cotton candy and cups of warm soothing beverage.


Pre writing



Whilst writing



Post writing


Langkah-

Kegiatan Guru

Kegiatan Murid

Waktu


siswa

 Merespon

menanyakan



sapaan

ketika

hadir siswa

guru nama 5 Menit

memanggil

 Membuka

mereka  Membaca

pembelajaran dengan

Basmallah bersama-

mengucapkan

sama




Menanyakan beberapa


menit


10

yang

lalu. Mengamati:  Memberikan kertas



Mengambil kertas

yang memuat teks

yang

recount

guru

yang

diberikan

diambil dari buku;



Membaca teks

Bahasa



Memperhatikan

untuk

Inggris SMP/MTs

penjelasan guru

Kelas VIII yang Kegiatan

60

Inti

dikarang

oleh

Menit


Cicik

Kurniawati

yang


siswa membaca

memahami


Meminta untuk

siswa



sulit dimengerti

dan menanyakan yang




kata-kata

sulit

dengan


dari

kata

tersebut

tapi

apabila

mereka

masih

belum

mengerti

maka

guru

akan

menjelaskan kata tersebut




sulit dipahami

arti

dari kata-kata yang

mencatat

kata-kata

Menanyakan

menggunakan Bahasa Indonesia Explorasi: 

Meminta untuk

siswa



membuat

kalimat sederhana

beberapa kalimat


sederhana

Membuat beberapa

berbentuk

Melengkapi

teks

recount

recount 

Meminta

siswa


recount


yang

sesuai 


Asosiasi: 

Memperbaiki



Menganalisa

tugas siswa (guru

jawaban bersama-

membimbing

sama

siswa

mendengarkan

untuk

penjelasan guru

menganalisa jawaban

dengan

fokus

kepada

dan



Meminta beberapa



siswa

recount

depan kelas

di

untuk mempresentasika n tugas mereka di depan kelas 

 Mengungkapkan


kesimpulan

untuk

pelajaran

merespon

 Memperhatikan

pelajaran Kegiatan



Penutup

Merespon

penjelasan guru

pertanyaan siswa

 Memperhatikan

atau

apa

menyimpulkan

dibicarakan guru

Memberikan

Hamdallah

beberapa nasehat,

bersama-sama

saran, motivasi

yang

 Membaca

(jika ada) 

dari

dan untuk

para siswa 


Kegiatan

Guru

berikut-


nya


memberikan

menggunakan



5 Menit


I. Penilaian 


No.

Indikator

1.

Para

siswa

menganalisa

Teknik

Bentuk

mampu

Tes

Melengkapi

struktur

tertulis



berikut

teks

dan

menggunakan

melengkapi

kata-kata yang

recount

tersedia dalam

recount

mampu teks

rumpangmenggunakan

kotak.




Rubrik Penilaian

:

a. Tes tertulis Nilai maximal: 100 Score: No. 1. 2. 3.

x 100 Penjelasan Jawaban benar Jawaban salah Tidak ada jawaban

Nilai 10 0 0

Palangka Raya, 1 September 2014


Mahasiswi,


Milda Fransisca

NIP. 19730814 200312 1 002

NIM. 100 112 0589


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VIII(B)/1

Pertemuan

:

Topik

: My Experience

Aspek/skill

: Menulis

Alokasi waktu

: 2x 40 Minutes

Jenis teks

: Recount

Pertemuan ke-4





untuk






siswa

mengidentifikasi

mampu struktur

dari


membuat

beberapa kalimat sederhana yang


berhubungan dengan teks recount.




A Series of Events


Re-orientation



Example of recount text: My Experience My family and I went to a fair last night. We saw crowds of people having fun there. Several people went on the rides and others enjoyed the attractions. People also queued at the

food stalls. They filled themselves with cotton candy, pop corn and other foods. In another corner, we could see children awing the fireworks and flickering lights. My brother invited me to ride on a ferris-wheel. I hesitated because I was afraid of heights. However, my brother urged me to go on the ferris-wheel. He kept convincing me that it would be fun and exhilarating. He pleaded many times. He said that it wouldn‟t be scary. Finally, I agreed. I sat still in my seat and felt a bit nervous. My brother was sitting next to me. Soon afterwards, the wheel took us up, slowly. Then, it rotated higher and higher. I looked over the side and felt dizzy. My hands and feet were shaky. I screamed out loud and was about to cry out of fear when we were at the highest point. My brother held my icy-cold hands and kept comforting me. I felt relieved as we reached the ground. Yeah, it was over and I thought that it would be my first and last ride on a ferris-wheel. Then, we walked towards our parents, who were waiting on a bench near the magic show arena. They handed us cotton candy and cups of warm soothing beverage.


Pre writing



Whilst writing



Post writing


Langkah-

Kegiatan Guru

Kegiatan Murid

langkah  Menyapa

siswa

 Merespon

sapaan

Waktu

dan

menanyakan

 Mengangkat tangan

kabar mereka Proses

guru

 Memeriksa daftar

Instruksi

guru 5 Menit

ketika

hadir siswa

memanggil

 Membuka

nama

mereka  Membaca

pembelajaran dengan

Basmallah bersama-

mengucapkan

sama




Menanyakan beberapa


menit


10

yang

lalu. Mengamati:  Memberikan kertas



Mengambil kertas

yang memuat teks

yang

recount

guru

yang

diberikan

diambil dari buku;



Membaca teks

Bahasa



Memperhatikan

untuk

Inggris SMP/MTs

penjelasan guru

Kelas VIII yang Kegiatan Inti

dikarang

oleh


Cicik

Kurniawati

yang

berhubungan dengan pelajaran.  Meminta untuk

siswa membaca

60 Menit

dan

memahami


Meminta untuk

siswa mencatat

Menanyakan

arti

dan menanyakan

dari kata-kata yang

kata-kata

sulit dimengerti

yang 

sulit dipahami 



penjelasan guru


kata-kata

sulit

dengan

Memperhatikan


dari

kata

tersebut

tapi

apabila

mereka

masih

belum

mengerti

maka

guru

akan


Meminta untuk

siswa

membuat



Membuat beberapa

beberapa kalimat

kalimat sederhana

sederhana

berbentuk recount

berbentuk



Melengkapi

teks

recount 

recount

Meminta

siswa


recount


yang

sesuai 


Asosiasi: 

Memperbaiki tugas siswa (guru



Menganalisa

membinbing

jawaban bersama-

siswa

sama

untuk

dan

menganalisa

mendengarkan

jawaban

dengan

penjelasan guru

fokus

kepada


Meminta beberapa

siswa



Mempresentasikan

untuk

teks

recount

mempresentasika

depan kelas

di

n tugas mereka di depan kelas 

Memberikan

 Mengungkapkan

siswa kesempatan

kesimpulan

untuk

pelajaran

merespon

dari

 Memperhatikan

pelajaran Kegiatan



Penutup

Merespon

penjelasan guru

pertanyaan siswa

 Memperhatikan

atau

apa

menyimpulkan

dibicarakan guru

Memberikan

Hamdallah

beberapa nasehat,

bersama-sama

saran, motivasi

yang

 Membaca

(jika ada) 

5 Menit

dan untuk

para siswa 


Kegiatan

Guru

berikut-


nya


memberikan


menggunakan



I. Penilaian  Teknik, Bentuk, dan contoh

No. 1.

Indikator Para

siswa

menganalisa

Teknik

Bentuk

mampu

Tes

Melengkapi

struktur

tertulis



berikut

teks

dan

menggunakan

melengkapi

kata-kata yang

recount

tersedia dalam

recount

mampu teks

rumpangmenggunakan

kotak.




Rubrik Penilaian

:


x 100

No. 1. 2. 3.


Nilai 10 0 0 Palangka Raya, 4 September 2014


Mahasiswi,


Milda Fransisca

NIP. 19730814 200312 1 002

NIM. 100 112 0589

Appendix 13 The Calculation of Normality of Pre-test Using SPSS 16

One-Sample Kolmogorov-Smirnov Test Pre-test Scores of Pre-test Experimental Scores of Class Control Class N Normal Parameters

a

Most Extreme Differences

22

20

Mean

57.27

52.50

Std. Deviation

8.827

9.105

Absolute

.258

.245

Positive

.197

.165

Negative

-.258

-.245

1.209

1.095

.108

.181

Kolmogorov-Smirnov Z Asymp. Sig. (2-tailed) a. Test distribution is Normal.

Appendix 14 The Calculation of Normality of Post-test Using SPSS 16 One-Sample Kolmogorov-Smirnov Test Post-test Scores of Post-test Experimental Scores of Class Control Class N

22

20

Mean

70.45

59.00

Std. Deviation

7.854

7.881

Absolute

.206

.223

Positive

.205

.223

Negative

-.206

-.200

Kolmogorov-Smirnov Z

.967

.999

Asymp. Sig. (2-tailed)

.308

.272

Normal Parametersa Most Extreme Differences

a. Test distribution is Normal.

Appendix 15 The Calculation of Homogenity of Pre-test Using SPSS 16 Test of Homogeneity of Variances pre-test experimental class Levene Statistic 4.382

df1

df2 2

Sig. 16

.030

Appendix 16 The Calculation of Homogenity of Post-test Using SPSS 16 Test of Homogeneity of Variances Post-test Scores Experimental Class Levene Statistic .025

df1

df2 1

Sig. 40

.876

Appendix 17 The Calculation of T-Test Using SPSS 16

Paired Samples Statistics Mean

Std. Deviation

N

Std. Error Mean

Pair 1 Pre-test Scores of Experimental Class

57.27

22

8.827

1.882

Post-test Scores of Experimental Class

70.45

22

7.854

1.675

Paired Samples Correlations N Pair 1

Pre-test Scores of Experimental Class & Post-test Scores of Experimental Class

Correlation

22

Sig.

.843

.000

Paired Samples Test Paired Differences

Mean Pair Pre-test Scores 1 of Experimental Class - Post-test -13.182 Scores of Experimental Class

Std. Std. Error Deviation Mean

95% Confidence Interval of the Difference Lower

4.767 1.016 -15.296

Upper

t

df

-11.068 -12.969 42

Sig. (2tailed)

.000

Appendix 18 The Calculation of Validity Test Using SPSS 16 Correlations VAR0 VAR0 VAR0 VAR0 VAR0 VAR0 VAR0 VAR0 VAR0 VAR0 0001 0002 0003 0004 0005 0006 0007 0008 0009 0010 VAR0 Pearson 0001 Correlation

**

1 -.600

**

.600

1.000* .600** -.600** .600** -.600** .600** -.600** *

Sig. (2tailed) N

20

VAR0 Pearson -.600** 0002 Correlation Sig. (2.005 tailed) N 20

.005

.005

.000

.005

.005

.005

.005

.005

.005

20

20

20

20

20

20

20

20

20

1 -.600** .600** -.600** .600** -.600** .600** -.600** .800**

20

VAR0 Pearson .600** -.600** 0003 Correlation Sig. (2.005 .005 tailed) N 20 20

.005

.005

.005

.005

.005

.005

.005

.000

20

20

20

20

20

20

20

20

1 -.600** .600** -.600** .600** -.800** .800** -.600**

20

VAR0 Pearson 0004 Correlation 1.000* .600** -.600**

.005

.005

.005

.005

.000

.000

.005

20

20

20

20

20

20

20

1 -.600** .600** -.600** .600** -.600** .600**

*

Sig. (2tailed) N

.000

.005

.005

20

20

20

20

VAR0 Pearson .600** -.600** .600** -.600** 0005 Correlation Sig. (2.005 .005 .005 .005 tailed) N 20 20 20 20

.005

.005

.005

.005

.005

.005

20

20

20

20

20

20

1 -.600** .600** -.800** .600** -.600**

20

VAR0 Pearson -.600** .600** -.600** .600** -.600** 0006 Correlation

.005

.005

.000

.005

.005

20

20

20

20

20

1 -.600** .600** -.600** .600**

Sig. (2tailed) N

.005

.005

.005

.005

.005

20

20

20

20

20

20

VAR0 Pearson 0007 Correlation .600** -.600** .600** -.600** .600** -.600** Sig. (2tailed) N

.005

.005

.005

.005

.005

.005

20

20

20

20

20

20

.005

.005

.005

.005

20

20

20

20

1 -.600** .600** -.600**

20

VAR0 Pearson 0008 Correlation -.600** .600** -.800** .600** -.800** .600** -.600** Sig. (2tailed) N

.005

.005

.000

.005

.000

.005

.005

20

20

20

20

20

20

20

.005

.005

.005

20

20

20

1 -.800** .600**

20

VAR0 Pearson 0009 Correlation .600** -.600** .800** -.600** .600** -.600** .600** -.800** Sig. (2tailed) N

.005

.005

.000

.005

.005

.005

.005

.000

20

20

20

20

20

20

20

20

.000

.005

20

20

1 -.600** .005 20

20

VAR0 Pearson 0010 Correlation -.600** .800** -.600** .600** -.600** .600** -.600** .600** -.600**

1

Sig. (2tailed) N

.005

.000

.005

.005

.005

.005

.005

.005

.005

20

20

20

20

20

20

20

20

20

**. Correlation is significant at the 0.01 level (2-tailed).

20

Appendix 19 The Calculation of Realibility Test Using SPSS 16

Case Processing Summary N Cases

Valid

% 20

100.0

0

.0

20

100.0

Excludeda Total

a. Listwise deletion based on all variables in the procedure. Reliability Statistics Cronbach's Alphaa

N of Items

-2.857

10

a. The value is negative due to a negative average covariance among items. This violates reliability model assumptions. You may want to check item codings.

Item Statistics Mean

Std. Deviation

N

VAR00001

.5000

.51299

20

VAR00002

.5000

.51299

20

VAR00003

.5000

.51299

20

VAR00004

.5000

.51299

20

VAR00005

.5000

.51299

20

VAR00006

.5000

.51299

20

VAR00007

.5000

.51299

20

VAR00008

.5000

.51299

20

VAR00009

.5000

.51299

20

VAR00010

.5000

.51299

20

Item-Total Statistics Scale Corrected Scale Mean if Variance if Item-Total Item Deleted Item Deleted Correlation

Cronbach's Alpha if Item Deleted

VAR0000 1

4.5000

1.000

-.513

-1.539a

VAR0000 2

4.5000

.684

-.248

-2.769a

VAR0000 3

4.5000

.789

-.346

-2.250a

VAR0000 4

4.5000

1.000

-.513

-1.539a

VAR0000 5

4.5000

.895

-.434

-1.853a

VAR0000 6

4.5000

.789

-.346

-2.250a

VAR0000 7

4.5000

.789

-.346

-2.250a

VAR0000 8

4.5000

1.105

-.586

-1.286a

VAR0000 9

4.5000

.789

-.346

-2.250a

VAR0001 0

4.5000

.684

-.248

-2.769a

a. The value is negative due to a negative average covariance among items. This violates reliability model assumptions. You may want to check item codings.

Scale Statistics Mean 5.0000

Variance .737

Std. Deviation .85840

N of Items 10

CURRICULUM VITAE

Personal Details Full name

: Milda Fransisca

Sex

: Female

Place, Date of Birth

: Muara Teweh, December 15, 1992

Nationality

: Indonesia

Religion

: Moslem

Education Background  TK Aqidah of Palangka Raya (Kindergarden) graduated in 1998  SDN Langkai – 9 of Palangka Raya (Elementary School) graduated in 2004  SMPN – 8 of Palangka Raya (Junior High School) graduated in 2007  SMAN – 3 of Palangka Raya (Senior High School) graduated in 2010

CHAPTER VI CLOSURE. mean of students English writing achievement of who taught using non-authentic material was

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