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ENHANCING THE STUDENTS’ WRITING SKILL USING TRIPLE GOLD WRITING TECHNIQUE OF WHOLE BRAIN TEACHING METHOD (A CAR for the First Grade Students of MAN I Salatiga in Academic Year of 2014/2015)
A GRADUATING PAPER Submitted to the Board of as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of Education Faculty State Institute for Islamic Studies (STAIN) Salatiga
Written by: FEBRI ARI SANDI NIM: 113 10 010
ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN) 2014/2015 1
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DECLARATION
Hereby the writer declares that this graduating paper is made by the writer herself, and does not contain materials that written and has published by other people and other people‟s idea except the information from the references. The writer is capable to account to her graduating paper if in the future it can be prove of containing others‟ idea or in fact, the writer imitates the others‟ graduating paper. Likewise, the writer made this declaration and hopes it can be understood.
Salatiga, December 06th 2014
The writer,
Febri Ari Sandi
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MOTTO
“If your experience defeat don‟t desperate but take the experience to blaze your consciousness for combated”
“Religion without science is lame. Science without religion is blind”
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DEDICATION
This graduating paper is especially dedicated to: My beloved Mother and Father
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ACKNOWLEDGEMENT
Alhamdulillah, Subhanallah. Praise to God the Merciful and Charitable, because of God is guidance, blessing, and affection, the researcher can finish this graduating paper. In this occasion, the researcher also would like to express sincere gratitude to: 1. Dr. Rahmat Hariyadi, M.Pd. as the Chairman of STAIN Salatiga. 2. Rr. Dewi Wahyu Mustikasari, M.Pd. as the Head of English Department of STAIN Salatiga, thanks for approving my graduating paper. 3. Rifqi Aulia Erlangga, M.Hum. As my advisor. Thanks for his help, corrections, and motivation in process of finishing this graduating paper. 4. All of the Lectures of English Department who give knowledge during the researcher study in State Institute of Islamic Studies Salatiga. 5. My beloved Mother (Ibu Kasmini), my beloved Father (Bapak Irawan), My Brother (Dias Susanto) and Sisters (Ana Irawanti and Ani Irawanti), My Big Family and all of My Friends. Thank you for the love, prayer, help, motivation and support. I Love you all.
Salatiga, December 06th 2014
The Researcher Febri Ari Sandi
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TABLES OF CONTENTS
TITLE..................................................................................................................... i DECLARATION...................................................................................................ii ANTTENTIVE COUNTSELOR NOTES.........................................................iii GRADUATING PAPER.................................................................................... iv STATEMENT OF CERTIFICATION.............................................................. v MOTTO.................................................................................................................vi DEDICATION......................................................................................................vii ACKNOWLEDGEMENT................................................................................ viii TABLES OF CONTENTS.................................................................................. ix ABSTRACT...........................................................................................................x CHAPTER I: INTRODUCTION.........................................................................1 A. Background of Study....................................................................................1 B. Research Problem.........................................................................................9 C. Objective Research.......................................................................................9 D. Previous Research......................................................................................10 E. Benefit of the Research..............................................................................11 F. Limitation of Research...............................................................................12 G. Definition of Key Term..............................................................................12 H. Hypothesis..................................................................................................13 I. Paper Organization.....................................................................................13
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CHAPTER II: TEORITHICAL REVIEW.......................................................15 A. The Nature of Learning and Language Learning.................................15 1. The Nature of Learning........................................................................15 2. The Nature of Language Learning.......................................................17 3. The Nature of Teaching.......................................................................18 4. Elements of Teaching and Learning Process.......................................19 5. Elements of Good Teaching................................................................20 B. The Nature Of Writing Skill...................................................................20 1. Definition of Writing............................................................................20 2. Criteria of Good Writing......................................................................23 3. Writing Skill.........................................................................................23 4. The Purpose of Writing skill................................................................25 5. Process of Writing................................................................................27 C. Whole Brain Teaching Method (WBT)..................................................31 1. Definition of Whole Brain Teaching....................................................31 2. Design of WBT Class...........................................................................34 3. WBT Home Work Model.....................................................................42 4. Five Step WBT Lesson Template........................................................43 D. Triple Gold Writing (TGW)....................................................................43 1. Triple Gold Setences............................................................................45 2. Triple Gold Paragraph..........................................................................47 3. Triple Gold Micro-essay......................................................................49 4. Triple Gold Essay.................................................................................50
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CHAPTER III: RESEARCH METHODOLOGY...........................................51 A. Setting of Research...................................................................................51 B. Subject of the Research..............................................................................54 C. Data and Data Resource.............................................................................54 D. The Technique of Collecting Data.............................................................56 E. Validation of Data ……………………………………………………….58 F. The Technique of Data Analysis................................................................59 G. Design and Procedure of CAR...................................................................62 CHAPTER VI: DISCUSSION............................................................................72 A. Result of Pre-Interview..............................................................................72 B. Description and Analysis...........................................................................74 1. Pre-cycle...............................................................................................74 2. Cycle 1.................................................................................................76 a. Planning.........................................................................................77 b. Action............................................................................................78 c. Observation....................................................................................79 d. Reflection.......................................................................................81 3. Cycle2..................................................................................................84 a. Planning.........................................................................................84 b. Action............................................................................................85 c. Observation...................................................................................85 d. Reflection.......................................................................................86
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C. Finding after Implementing the Action.................................................... 87 a. The Result of Post-test Interview........................................................87 b. The Result of Post-Test .......................................................................88 c. The Interpretation of Data....................................................................89 CHAPTER V: CONCLUSION AND SUGGESTION....................................92 A. Conclusion..................................................................................................92 B. Recommendation and Suggestion..............................................................94 BIBLIOGRAPHY................................................................................................96 APPENDICES.............................................................................................100-182
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LIST OF FIGURES
Figure 2.1: Explanation of Class Yes from Biffle ...............................................35 Figure 2.3: Teach Okay Pattren by Biffle.............................................................37 Figure 2.4: Explanation mirror pattern by Biffle .................................................39 Figure 2.5: Explanation of mirror strategies by Biffle .........................................40 Figure 2.6: Whole Triple Gold Writing Pattern ...................................................45 Figure 2.6: The scaffolding of TGS by Biffle ......................................................46 Figure 2.7: The form of triple gold sentences that expanded to be paragraph......48 Figure 2.8: TGW Mic-essay by Biffle .................................................................49 Figure 2.9: The Form of Triple Gold Essay .........................................................50 Figure 3.1: Cycle of CAR ...................................................................................62 Figure 3.2: Planning Cycle of CAR .....................................................................63 Figure 3.3: Triple Gold Writing Pattern ...............................................................66 Figure 3.4: The Formula of Students‟ Mean Score ..............................................60 Figure 3.5: The Formula of Students‟ Class Percentage ......................................60 Figure 3.6: The Formula of Percentage of Students‟ Improvement Post-test.......61 Figure 3.7: The Formula of Percentage of Students‟ Improvement Post-test2.....61 Diagram 4.1: Students‟ Improvement in Writing Score.......................................89 Diagram 4.2: Students‟ Class Percentage Improvement in Writing Skill ...........91
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LIST OF APPENDICES
Appendix 1 Daftar Nama Siswa dan Absensi ....................................................101 Appendix 2 Instrumen Penilaian Kinerja Guru Cycle 1 ....................................103 Appendix 3 Instrumen Penilaian Kinerja Guru Cycle 2.....................................105 Appendix 4 Validator Rpp Cycle 1 ....................................................................107 Appendix 5 Validator Rpp Cycle 2 ....................................................................108 Appendix 6 Lesson Plan Cycle 1 .......................................................................109 Appendix 7 Lesson Plan Cycle 2 .......................................................................117 Appendix 8 Interview Before CAR ....................................................................125 Appendix 9 Instrumen Penilaian Ketrampilan Menulis ....................................128 Appendix 10 The Criteria of the Students‟ Achievement...................................131 Appendix 11 Pedoman Jurnal Guru Siklus 1 .....................................................132 Appendix 12 Field Note .....................................................................................134 Appendix 13 Hasil Wawancara Siswa Siklus 1 .................................................136 Appendix 15 Teaching and Learning Process Cycle I ......................................140 Appendix 16 Teaching and Learning Process Cycle II.......................................151 Appendix 17 the Score of Students‟ pre-test in Cycle I......................................158 Appendix 18 the Score of Students‟ post-test in Cycle I...................................160 Appendix 19 the Score of Students‟ post-test in Cycle II ..................................162 Appendix 21 the Students‟ Writing Score of Pre-test, Post-testI-II ..................165 Appendix 22 Pedoman Jurnal Guru Siklus II ...................…………...………...167 Appendix 23 Field Note Cycle II .......................................................................169
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Appendix 24 Hasil Wawancara Siswa Siklus II .................................................171 Appendix 25 Interview for the Teacher After CAR .......................................... 175 Appendix 26 Pictures of Teaching and Learning Process ................................. 180
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ABSTRACT
Sandi, Febri Ari. 2014. “Enhancing The Students’ Writing Skill Using Triple Gold Writing Technique of Whole Brain Teaching Method (A CAR of the First Grade Students of MAN I Salatiga in Academic Year of 2014/2015)”. Graduating Paper. English Department of Education Faculty STAIN Salatiga. Counselor: Rifqi Aulia Erlangga, M.Hum
Key Words: Enhancing writing skill, Students‟ writing skill, triple gold writing, whole brain teaching writing. This study was carried out to improve the students‟ writing skill through Triple Gold Writing Teachnique (TGW) of Whole Brain Teaching Method in the first year of MAN I Salatiga in academic year 2014/2015. The subjects of this study were consisted of 37 students. The method used in this study was Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research. It meant that the writer collaborated with the English teacher of MAN I Salatiga as an observer and collaborator. This study was conducted following Arikunto model with the following procedures of the action research: planning, acting, observing, and reflecting. The study was carried out in two cycles. Each cycle consisted of two meetings. The data were gathered in this study through interview, field notes, observation, and test. The result of the study showed that there was improvement of students‟ writing skill. Most of the 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). The students‟ mean score in preliminary study was 57.83 or 21,62%. The mean score in the first cycle was 68.10 or 57.83% of the class percentages. The mean score in the second cycle was 77,64 or 94,59% of the class percentages. In addition, there was a positive response from the English teacher about implementing the action. In conclusion Triple Gold Writing Teachnique of Whole Brain Teaching Method could enhance students‟ writing skill.
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CHAPTER I INTRODUCTION
A. Background of the Study In this modern era, writing plays an important role in real life. Language is a tool of communication. There are several forms for communication; the forms are spoken language and written language. The purpose of communication is to send a message from the writer or speaker to the reader or listener. The fact that the human is a social mankind; they certainly realize that they cannot survive without interacting to another people. Because of that, people start to make their own way to interact, and then a language was born. English as an international language has a very important role as the language of science, technology and international communication. It is crucial to be mastered since recently compared to any other languages in the world. So it is important that English to be learnt by students. The goal of English teaching is primarily developing students‟ competence in four skills, i.e. reading, writing, listening, and speaking. Alexander LG (1975) said that all of four basic language skills are understanding, speaking, reading and writing. In his book he also said that the most important of all basic language skills are speaking and writing. "Speaking and writing are
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the most important of these skills, since to some extent they presuppose the other two" In this section, the writer focuses on writing skill. Writing is one of the language skills that should be taught besides the other skills. Writing is regarded as a productive skill, aiming at assisting students in expressing their idea in written form. The process of writing integrates visual, motor and conceptual abilities. Therefore, the students must have extensive knowledge if they want to write something. Based on the curriculum of senior high school recommended by the government, there are some texts which have to be mastered by the students at senior high school. According to Meyers, writing is an action. There are some steps in writing process namely, the process of discovering and organizing the idea, writing or putting them on paper, reshaping and revising the writing Writing also has the benefit to train the students to show their idea to other people logically. Writing can help the learner express themselves. Writing can be a great tool to help them know more about what the way they think. It can solidify ideas and thoughts and allow them to reflect on them better that if the ideas remain evolving in their head. Writing is one of the ways that can be used to translate someone‟s thought for other people. Some people are better at expressing themselves in writing than any other. Furthermore, writing assists the learners to combine their knowledge of language with other language task as well. It helps them
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learn how to form language, how to spell, and how to put together a plot. Then the learners will learn how to make a logical argument or how to persuade, mainly through writing. In general we have known that there are students that still get the difficulties to express their writing skill. The students also have known that writing is the foundation of almost all academic studies, but they are still afraid facing with writing English section in their class; eventhough everyday they will write using English in their English class. In addition, students dislike writing in English because they are fearful that they will make mistake in word, sentence, or paragraph that cause their writing composition not good. It can happen because they don't have ideas to develop or arrange the sentences to good the paragraphs. This perception can be a big obstacle for them to be a good writer, though having creativity and good ideas that can support them in writing. In other words, it will make them not to realize that they actually own much potential in the way of improving their writing skill. Based on writer‟s observation the teachers of English subject of MAN 1 Salatiga should have big attention for their students especially for writing section. Writing must be common for them, so they can write down everything in English not only in sentences but also in all kinds of English texts. The factors that make them face the problem in writing English can be known from two factors, i.e. internal and external factor. The internal factor usually based on the students self or private problem
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that arise from own self. The external factor usually come from outside such as, family, friends, sister, and etc. Usually students become apprehensive when making mistake in grammar-structure, less confidence, feel uncomfortable and unconcentrate, think about problem but don't think of how to solve them, not work with self instruction, never try to practice writing English, never collaborate with classmates in writing section, never read and use the book about writing. Those are the cause why the students will get the difficulties when writing. Specifically, those difficulties can be in forms of finding an appropriate word to makes good sentence, having lack vocabulary, translating Bahasa into English, and deciding the best tenses must be used to express ideas. Those things that make students low in writing skill, especially in MAN 1 Salatiga students‟: Moreover writing skill is more complicated than others skills in English language. Writing skill does not only talk about grammars and vocabularies but also of conceptual and judgment elements. Because of the difficulties, some efforts have been done to solve the problems, the purpose is to make writing become easier and interesting to learn. The problems can arise because teacher teach the student contextually, in general teacher gives grade in writing text only from the grammarstructure
without giving the feedback. Teacher never make writing
behavior in their daily activities or less in motivating their students to be better in writing, and giving boundaries to express student ideas. The
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teacher only use whiteboard to teach writing, only uses one book, and not chooses the best method and technique to teach. As a teacher we should find the best solution about this problem; how to make them like to write and how to make them mastery in writing skill? The teacher has many choices of technique and methods to resolve that problem. In the holy Qur‟an, Allah has stated in sura al-Alaq verse 4-5:
“Who has taught (the writing) by the pen [the first person to write was Prophet Idrees (Enoch). Has taught man that which he knew not.” The word “Qalam” in verse 4 of surah al-Alaq has meaning of the tool to write (pen). It means that pen is used to write, and the result of using pen is written text. Based on those verses, Allah SWT explained that He taught human being by pen (qalam). The discovery of pen and writing are the greatest gifts from God. By writing, one generation can transfer their knowledge to the next generations. It shows that the tool of writing and writing itself have important roles. The problems faced by learners in English language must be solved by English teacher. By using appropriate and interesting media in the process of teaching and learning English at class, it is
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expected learners will be easier in receiving writing materials from teachers. Throughout the time, the best different techniques, methods, and approaches to teach English have been used to attempt and adopt the appropriate ways of teaching. There are many techniques and methods available to choose for the teacher to enhance students‟ English skill. Essentially, how to foster the students writing skill using the new technique and method effective to accelerate them to master in writing skill. According to Harmer (in Panesso, Journal:2012), these many techniques, methods and approaches take into consideration the way humans learn, the use of reinforcement, logic, repetition, and other elements. Some of these methods and approaches include the Direct Method, Grammar Translation Method, Task Based Teaching, Total Physical Response, Naturalistic Methods, Reading Based Approaches, Audiolingualism, Lexical Approach, and others. In here, the researcher uses Triple Gold Writing Technique of Whole Brain Teaching Method (WBT) as the best way to enhance students‟ writing skill in MAN Salatiga especially for English class in first grade. This method was developed by Chris Biffle. WBT is the new method that was created by Chris Biffle in the 1999. The Whole Brain Teaching Method (WBT) emerged as an alternative to instruction. This method proposed by Biffle (2010) engages children throughout the whole
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learning process by activating both brain hemispheres. The author continues to say that WBT draws on theories and methods (such as Total Physical Response, Cooperative Learning, and Behaviorism), in order to create a method in which both hemispheres can work simultaneously when the essential principles of WBT -Class-Class, Teach-Ok, Mirror, Hands and eyes, and Scoreboard (p. 41-45) - are applied in the classroom, taking into account the use of imagination and fun. He also makes other techniques while the WBT conducted. The Triple Gold Writing teachnique was also created by him. It was created to make his students interested in writing class. By doing this technique and method the students brain will activate. The Triple Gold Writing is a simple technique but really powerful to foster the students‟ writing skill. This technique uses sentence with three parts that can be expanded into a tightly organized paragraph or even a college style, five paragraphs essay. The Triple Gold Writing is able to use to make all text, because this technique tries to make the student creative to develop their sentence up to compose it into good paragraph. The whole Triple Gold Writing pattern consists of 1) Triple Gold Sentences, 2) Triple Gold Paragraph, 3) Triple Gold Micro Essay, 4) Triple Gold Essay. According to the problem the researcher tries to resolve those writing problems using Triple Gold Writing Teachnique of Whole Brain Teaching Method to enhance students‟ writing skill. The writing learning process starts with teacher providing the material, giving student
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motivation, then giving the writing topic, giving 5-15 minutes the time can be more or less to write on the paper or book using Triple GoldWriting with free theme to stimulate them before the main material started. The assignment must do individual. The next step is the computation individual scoring development. Beginning from first score, this evaluation is based on the individual score. For the score, students can get maximum or minimum score depend on their writing score result. Teacher makes correcting, giving grade, and also giving feedback on their paper. It is expected that students can be motivated through the feedback to increase their writing skill. The last step is to give reward to students in order to increase students‟ motivation so they will do the best in each writing section. The Triple Gold Writing Teachnique of Who Brain Teaching Method applied in MAN 1 Salatiga because these techniques and method is really suitable for the student to improve student‟s English writing skill. Use these things for students will make them to be easy in writing without being pushed and it can be common for their daily life because they learn how to develop their sentence to be good paragraph. So when they face writing examination they will write naturally with best performance, get best score, and without wasting time. According to that consideration, the researcher can figure out that the research of ENHANCING THE STUDENTS’ WRITING SKILL USING TRIPLE GOLD WRITING TECHNIQUE OF WHOLE
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BRAIN TEACHING MEHOD OF THE FIRST GRADE STUDENT OF MAN I SALATIGA IN ACADEMIC YEAR 2014/2015 is important as a jumpstart to improve student writing skill. B. Research Problem Based on the background and the problem identification, this study particularly aims at finding the answers to the following questions: 1. Can the Triple Gold Writing technique of Whole Brain Teaching method improve student writing skill in the class X.IBB of MAN I Salatiga in academic Year 2014/2015? 2. Can the Triple Gold Writing teachnique of Whole Brain Teaching method improve the students‟ learning writing process in the class X.IBB of MAN I Salatiga in academic Year 2014/2015 ? 3. What are the strengths of using Triple Gold Writing technique of Whole Brain Teaching method as the way to improving students‟ writing skill skill in the class X.IBB of MAN I Salatiga in academic Year 2014/2015? C. Objectives of the Research From the research, the writer expects to achieve some objectives; the general objective and the specific ones. a. General Objective The general objective is to describe the implementation of the Triple Gold Writing technique of Whole Brain Tteaching method as the
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way to improve students‟ writing skill in the class X.IBB of MAN I Salatiga in academic Year 2014/2015? b. Specific Objectives The specific objectives of the research are: 1. To identify the improvement of students‟ writing skill through Triple Gold Writing technique of Whole Brain Teaching method for
the class X.IBB of MAN I Salatiga in academic Year
2014/2015. 2. To find out the imrovment of the students‟ learning writing process during the Triple Gold Writing Technique of Whole Brain Teaching method that implemented to enhance their writing skill in the class X.IBB of MAN I Salatiga in academic Year 2014/2015. 3. To find out the strengths of using Triple Gold Writing technique of Whole Brain Teaching method as the way teaching and learning writing in in the class X.IBB of MAN I Salatiga in academic Year 2014/2015 . D. Previous Research Previous research has been conducted by Carmen Helena Rodas Panesso, Diana Maria Hincapie Martinez, Lina Costanza Kardona Pelaez entitled the Implementation of Whole Brain Teaching Method in a Third Grade from Public School in Pereira, Risalrada. It was a descriptive qualitative research. In research, they focused on the implementation and
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students‟ composition after implementing the whole brain teaching method as the way to improve students‟ writing skill. E. Benefits of the Research From the thesis, the writer expects that this research would give several benefits, both theoretically and practically. 1. Theoretical Benefit a. To produce a new knowledge in teaching foreign language, like English, especially on writing text, paragraph, essay, and etc using triple gold sentences of whole brain teaching method as the way to make it. b. To become a reference for the next researchers whether with similar or different approach. 2. Practical Benefit a. To the students, the result of the study will be helpful particularly students of the first grade in MAN 1 Salatiga will become freshmen. In getting easy way of organizing their idea or information integrated in writing text. b. To the English teacher, the output of the study will help them to seek more effective strategies on how to improve teaching competencies and teaching style (especially in teaching writing skill), to identify students‟ necessaries and problems and giving solution.
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c. To the school, the output of the study will help achieve higher quality of education, because of the well-trained teacher and good performance of the students. F. Limitation of the Research The writer limits this research because there are many factors that improve students‟ writing skill. Therefore, the writer focuses on using Triple Gold Writing technique of whole brain teaching method as the way to support students to produce writing skill. G. Definition of Key Term a. Improving Writing skill Writing skill is specified in to the skill in organizing ideas ( Rohman, 2009:5). Writing is representing the information to the reader in written form. Improving is the process of becoming or making to be better (Oxford university press, 2003:216). In other dictionary we can find the word “improve” which means to make their in quality or to make more productive to become better (Webster, 1994: 487). From the theories above, improving writing skill can be regarded as the process of making and organizing ideas in the written form in better quality. b. The Whole Brain Teaching Method Whole brain teaching (WBT) is the method that was created from a set of strategies that combines the best attributes of Direct Instruction and Cooperative Learning to create and to engage classroom
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environment for students and enjoyable workday for teacher. WBT combines classroom management as well as sound teaching pedagogy in one system (Chris Biffle ,2010:230). c. The Triple Gold Writing The Triple Gold Writing is one of techniques that created by Chris Biffle during he conducted class of Whole Brain Teaching. The definition of Triple Gold Writing is the technique that uses to upgrade students‟ writing skill that consist of three parts of sentences, paragraphs, or more sentences or paragraphs to make one perfect information packed sentence, packed paragraph, or packed essay. The whole Triple Gold Writing pattern consists of 1) Triple Gold Sentences, 2) Triple Gold Paragraph, 3) Triple Gold Micro Essay, 4) Triple Gold Essay. H. Hypothesis The writer tries to determine the hypothesis of research. The hypothesis of the research is “The Triple Gold Writing Teachnique of Whole Brain Teaching Method will improve students‟ writing skill”. I. Paper Organization In writing this research, the writer divides the discussion into five chapters, systematically organized as follow: Chapter I is introduction. It consists of background or the research, research review, research problem, objective of the research, benefit of research, limitation of the research, and also research paper organization.
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Chapter II is the theoretical framework. It consists of the underlying theories that include the nature of English language teaching and learning, nature of writing skill, Whole Brain Teaching method, and Triple Gold Writing. Chapter III is the methodology of research. It elaborates the methodology of the research including research method, research schedule, data collecting, the technique of data analysis, and research summary. Chapter IV is the result and discussion of the research. It consists of data presentation, discussion, observation and reflection, data analysis, and finding. Chapter V is closure. It consists of conclusion, suggestions, and recommendation. The final part includes bibliography and appendix.
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CHAPTER II THEORETICAL REVIEW
This chapter presents some points to be discussed. It is very important because theoretical view is as the basic concept to the research. The theoretical view below present some supporting theoretical description related to the research. The first discussion is the nature of English language teaching and learning, the second is the nature of writing skill, followed by Whole Brain Teaching Method, and Triple Gold Writing Teachnique. A. The Nature of Learning and Language Learning 1. The Nature of Learning Learning is acquiring or getting of knowledge of subject of a skill by study, experience or instruction (Brown,2000:7). According to Finocchiaro & Brumfit in Brown (200:45) language learning is learning structure, sound, or words in audio-lingual method. Therefore, language learning is learning to communicate in communicative language teaching. Learning process is process between learners with their environment. Therefore, there would be behavior interchange through better situation. The language acquisition and language teaching pointed through the one effort for developing and creating proper communication. The
acquisition,
basically,
is
a
process
of
students
knowing
communication with their environment verbally (O‟Malley, 1990: 16-19).
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The students‟ language acquisition is beyond their consciousness, means that their language acquisition is not always under consciousness. It reflected through language users. According to Kimberly and Garmez in Brown (1980:7) “learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice. Breaking down the components of the definition or learning, one can be extract, as we did with language, domains of research and inquiry (Brown 1980:7): (1) learning is acquisition or “getting” , (2) learning is retention of information or skill, (3) retention implies storage systems, memory, and cognitive organization, (4) learning involves active, conscious focus on and acting upon events outside or inside the organism, (5) learning is relatively permanent, but subject to forgetting, (6) learning involves some form of practice, perhaps reinforced practice, (7) learning is a change in behavior. These concepts can also give away to a number of subfields within the discipline of psychology: acquisition processes, perception, memory (systems, recall, conscious and subconscious learning, learning style and strategies, theories of forgetting, reinforcement, the role of practice. From the explanation above, it can be concluded that language learning is a process of discovery. Learning develops ability to use the language for specific communication purpose. There is concern with what happens when the learning takes place. In this way, learning could be though as a process by which behavior changes as a result of experience. 31
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2. The Nature of Language Learning According to Finoccharion in Brown (1980:4) language is viewed as a system of arbitrary, vocal symbols which permit all people in a given culture or other people who have learned the system of that culture, to communicate or interact. Pei state in Brown (1980:4) that language is a system of communication by sound, operating through the organs of speech and hearing, among members of a given community, and using vocal symbols possessing arbitrary conventional meanings. Language is any set of system of linguistic symbols as used in a more or less uniform fashion by a number of people who are thus enable to communicate intelligibly with one another (Random House Dictionary of the English in Brown 1980:5). While language is a system or arbitrary vocal symbols used for human communication (Wardhaugh in Brown 1980:5). Language is a complex, specianzed skill, when develops in the child spontaneously, without awareness of its underlying logic, is qualitatively the same in every individual, and is distinct from more general abilities to process information or behave intelligently (Brown 2000:19) Brown (2000:209) stated that learning a language can be effective when; a). Teachers and students enjoy positive relationship with one another. b). The teacher has a high level of competency in knowledge of language. c). The teacher is enthusiastic about the language and sees his/her own learning as ongoing. d). Language learning involves learning
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about the culture and leads to intercultural competence. e). The teacher demonstrate good classroom management skills. f). The teacher has the ability and willingness to adapt to the teaching context in which he/she finds him/herself. People need to learn language because they want to communicate with other. They want to be understood and also be able to understand others. From the perspective above, it can be concluded that language learning is a process of discovery. Learner develops ability to use the language for specific communication purposes. Teacher models language use and facilitate students development of language skills. In this learnercentered model, both students and teacher are active participants who share responsibility for the student‟s learning. 3. The Nature of Teaching Teaching is a complex process which can conceptualize in a number of different ways. Teaching cannot be defined apart from learning. Learning foreign language cannot be separated from teaching since the learner can only acquire the language through the certain environment such as school or course. Teaching is guiding and facilitating learning, enabling the learner to learn, setting condition for learning Brown (1980:8). Nathan Gage in Brown (1980:8) noted that to satisfy the practical demands of education, theories or learning must „stood on their head‟ so as to yield theories of teaching.
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From Oxford online dictonary teaching is the action of a person who teaches; the profession of a teacher. Teaching is imparting knowledge or skill. Teaching is undertaking certain tasks or activities the intention of which is to induce learning" A teacher can anticipate that certain activities will result in learning, but not guarantee it. In short, successful teaching cannot be reduced to a set of general rules, or a prescribed pattern of behavior. Teaching is the process of carrying out those activities that experience has shown to be effective in getting students to learn. From the perspective above, it can be concluded that language teaching is a complex process which cannot be separated from learning. Teaching is showing or helping someone how to do something, giving instruction, guiding in the study of something providing with knowledge, causing to know or to understand. 4. Elements of Learning and Teaching Process According to Brown (2001:46), there are six elements of teaching and learning process, they are; 1) Teacher, teacher is a facilitator in students‟ learning process; 2) Student, student is learner or someone who attends an educational institution; 3) Material, material is what to learnt in learning process; 4) Medium, medium is any person, materials, equipment or events that establish the condition of the students acquire knowledge, skill and attitudes. Teaching medium is a tool used by teacher when teaching to help clarify the subject matter presented to students; 5) Method, method is the way in which a teacher chooses to explain or teach
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material to students so they can learn the material; 6) Evaluation, valuation is a structured process of assessing the success of a project in meeting its goals and reflects on the lessons learned. 5. Elements of Good Teaching According to Richard Lee Colvin on his article, there are six elements of good teaching: (1) physical environment: good teaching is when teachers can use the physical environment as teaching tools, (2) social environment: teachers can build good relationship with the students and provide support for learning, (3) instruction: the teachers‟ instruction must be easy to be captured by students, (4) content: what is being taught is as important as how it is being taught. Whether it is challenging and meet state standard or not, (5) assessment: teachers assess students‟ progress based on the national standard. Teachers also adjust their teaching based on the result, (6) effect on students: what students have learned is the ultimate test of good teaching. B. The Nature of Writing Skill 1. Definition of Writing Writing is one of the language skills that are needed at this time. Writing skills are not owned and require a long time to get it. By writing one can express ideas or ideas through the written language. According to Widyamartaya (2002:5) composing and writing is a complex activity. Composition can be understood as a series of activities when a person expresses ideas and convey through written
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language to the reader to understand exactly what the author is intended. Wiyanto (2004:1-2) stated that writing has two main activities. The first activity is to change the sound that can be heard into the signs that can be seen, while the latter express ideas in writing activities. People who do this are called writers writing activities. Pardiyo stated that writing is a process of sharing information, message, or ideas in grammatically correct sentences. The information, ideas, and message are wrapped in the form of text, which conventionally agreed by the language user community about some criteria with them. They are: (1) Purpose, (2) rhetorical structure, (3) linguistic realization or grammatical structures. (Pardiyono, 2000:2). In order that, the ideas, information, or message can be transferred effectively, the writer should be aware of the context of situation and context of culture. Harmer (2007:13) mentioned that writing involve planning what we are going to write. First drafting it. Then reviewing and editing what we have written and producing a final version. Many people have thought that this is linear process but a closer examination of how writers of all different kinds are involve in writing process. Suggest that we do this entire thing again and again. Thus, we may plan, draft, re-plan, draft, edit, re-edit, re-plan, etc before we produce our version.
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From the explanation above, it can be concluded that writing is an activity to change the sound into writing as an attempt to express ideas into written language requires a number of potential supporters needed to achieve sincerity, strong-willed, and even learn to sincerely. Writing is one of the language skills which is important in our life. Through writing, we can inform others, carry out transactions, persuade, infuriate, and tell what we feel. However, we know that writing or learning to write especially in a second language is not simply a matter of “writing things down”. It is one of the four basic skills that are very complex and difficult to learn. Writing is the activity or occupation of writing, for example books, stories, or articles. We can take more times to think and choose words in order to express our idea, thought, and feeling. We still can make editing or revision if it is not so clear to express what intends to write. Writing is a progressive activity. This means that when you first write something down, you have already been thinking about what you are going to say and how you are going to say it. The after you have finished writing, you read over what you have written and make changes and corrections. Therefore, writing is never a one step actions; it is a process that has several steps. Writing is the activity or occupation of writing, for example books, stories, or articles. We can take more times to think and choose words in order to express our idea, thought, and feeling. We still can make
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editing or revision if it is not so clear to express what intends to write. It means that writing is a way to produce language that comes from our thought. In the writing process, the writer tries to developing their ideas and feelings to produce into a good sentence, in order to inform the other. 2. Criteria of Good Writing Saddhono and Slmaet (2012:110) state there are four criteria in writing those are spelling, diction, grammar, and paragraph structure. According to Saddono and Slamaet (20012: 112) there are five criteria of good writing, they are: (1) content: writing must convey the main idea or an attentive reader should be able to grasps the writer purpose, (2) form: writing should contain logical or associative connection and transition which clearly express the relationship of the idea described, (3) grammar: writing should adhere to the rules of grammar related to the tenses with sequence of time, the employment of grammatical form and synthetic pattern, (4) style: writing should engage its reader through original insight and precise, (5) mechanic: writing must use good spelling and punctuation. 3. Writing Skill Taringan state (in Saddhono 2013:48) writing skills are skills that are used to communicate indirectly or without face-to-face with others. In learning language, include English and other ones, the students have to require four language skills, such as reading, speaking, listening and
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writing which each skill connect one another. From all those skills, writing is the most difficult one. The reason is cultural differences. The writers have to understand about cultural and social context of using the language according to its background. In this case, English cultural context create several text, called as genre, which has their own characteristic and purpose. According to Ministry of National Education (2003:44), it is mentioned that standard of competence for writing skill is expressing the meaning by developing the right rhetorical in writing text as narration, explanation, discussion, commentary, and review with variation structures of modification. In writing a readable and logical text, students have to apply several strategies bellow: (1) reading for many kinds of text, (2) brainstorming to collect ideas, (3) using semantic mapping to find out specific ideas in writing, (4) viewing the ideas in writing from any directions, (5) making the lists, (6) correcting the result, (7) using vocabulary which found from any sources (Ministry of National Education, 2003: 53) Brown (2001: 335-336) stated the process approach to writing instructions. The instructions are mentioned below: (1) focus on the process of writing that leads to the final written product, (2) help students write to understand their own composing process, (3) help them to build repertoires of strategies for prewriting, drafting, and rewriting, (4) give students time to write and rewrite, (5) place central
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importance on the process of revision, (6) let students discover what they want to say as they write, (7) live students feedback through the composing process (not just on the product) as they attempt to bring their expression closer and closer to intention, (8) encourage feedback from both instructor and peers, (9) include individual conferences between teacher and students during the process of composition, (10) in short, writing competences is the target of learning process of writing in making effective written text. The competence includes the ability to make grammatically and rhetorically structured text the appropriate communicative context. 4. The Purpose of Writing When someone writes something, he or she has purposes for writing. Each writer has his own purpose, in accordance with the text of which was planning to write. In addition, based on Competency Standard- Standar Kompetensi (SK) and Basic CompetencyKompetensi Dasar (KD), the second year students are expected to be able to express meaningful ideas in term of functional text and simple short essay to interact with people in their nearest environment. According to O‟Malley and Pierce, there are three purposes of writing based on the types of writing in English language learning, those are: (1) Informative, it is represented by “informative writing,” that is purposed to share knowledge or information, give directions, and state ideas to other. Informative writing involves describing events or
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experiences, analyzing concept, speculating on causes and effect, and developing new ideas that are purposed to inform something may important to the readers. (2) Expressive or narrative, it is represented by “expressive writing” or “narrative writing is” that is purposed to share a personal or imaginative expression. Cmmonly it is composed by the writer story or essay. Expressive or narrative often used to perform a pleasure discovery, story, poems, or short play. (3) Persuasive, it is represented by “persuasive writing” that is purposed to persuade the readers to do something. It effort to influences others and initiate action or change. This type of writing includes evaluation of book, movie, consumer product, or controversial issues According to Taringan (in Irawanti 2014:14) there are four factions of writing, those are: (1) writing is very important for education because it allows students to think, (2) writing can help the writer to think critically, (3) writing can makes writer to be easy to feel and enjoy the relationships, deepen responsiveness or perceptions, solve problems, and set the arrangement of the experience,(4) writing can help the writer to explain the thoughts. The description the purposes of writing according to Hugo Hartig (in Irawanti 2014:15) those are: (1) assignment purpose, (2) altruistic purpose, (3) persuasive purpose, (4) informational purpose, (5) self expressive purpose, (6) creative purpose, (7) problem solving purpose.
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5. Process of Writing Brown (2001: 335-336) stated the process approach to writing instructions. The instructions are mentioned; 1) focus on the process of writing that leads to the final written product, 2) help students write to understand their own composing process, 3) help them to build repertoires of strategies for prewriting, drafting, and rewriting, 4) give students time to write and rewrite, 5) place central importance on the process of revision, 6) let students discover what they want to say as they write, 7) live students feedback through the composing process (not just on the product) as they attempt to bring their expression closer and closer to intention, 8) encourage feedback from both instructor and peers, 9) include individual conferences between teacher and students during the process of composition, 10) in short, writing competences is the target of learning process of writing in making effective written text. The competence includes the ability to make grammatically and rhetorically structured text the appropriate communicative context. Writing process is a process which writer begins to write down their ideas on paper which is valuable aid to the whole learning process. According to Wohl (1985: 2) in almost all kinds of writing the basic structural unit is the paragraph and the paragraph is basic to all good writing. Moreover, Wohl (1985: 3) said that there are 3 writing processes:
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1. Finding the Topic Sentence Usually some students find difficulties in recognizing the topic sentence of paragraph. The topic sentence is usually taken from several things such as: an experience and from the book. According to Wohl (1985: 9) a good topicsentence narrows the focus and points to one particular aspect of the over theme. The topic sentence usually represents the most general statement of the paragraph. The topic sentence occurs most frequently at the beginning of a paragraph. When the topic sentence does occur at the end, it serves to summarize the preceding sentence and to conclude the paragraph. 2. Developing Paragraph from Topic Sentence Some students can write a paragraph without following any formal steps or using formal techniques such as a topic sentence. Here are some steps to develop a paragraph according to Wohl (1985:13); 1) choose a general topic of interest to you, 2) narrow down the topic. Select one aspect of the topic and decide what your main point is, 3) write down the few facts, believe or opinion that are directly related to your topic sentence details that will help to support or explain it, 4) take a second look at your tentative topic sentence, 5) using the fact and ideas from step three, develop the topic sentence into a full paragraph. This is your final draft, 6) think about unity as you read what you have written. Revise as necessary and then write your final draft.
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3. Editing the Finish Product The final step in completing a piece of writing is editing. Editing is the checking of one‟s written work for various faults in making last-minutes changes and correction (Wohl, 1985: 14). Students of English as second language must check their writing for basic grammatical errors. Basic grammatical errors include the improper use of tense and aspect agreement articles, word order and other small but important details. In writing process the teacher also learn about the strategy to makes their writing teaching process to be successful. There are a number of strategies we need to consider for concentrate on the process of writing, they are: 1.
Get students to plan writing Before getting students to write we can encourage them to think about they are going to write by planning the content and sequence of what they will put down on paper (or type into the computer). There are various ways of doing this. Including, at one end of the scale, brainstorming (where the students in pairs or groups come up with as many ideas as they can through discussion) to more guided tasks where the teacher or the course book includes a number of activities which leads students to plan for a forthcoming task. When students are planning we can encourage them to think not just about the
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content of what they want to say but also about what the purpose of their writing is, and who the audience is they are writing for. 2. Encourage students to draft, reflect and revise writing Students who are unused to process-writing lessons will need to be encouraged to reflect on what they have written, learning how to treat first draft as first attempt and not as finishes product. We may want to train them in using and responding to correction symbols, we may offer them revision checklist to use when looking through what they have written with a view to make revision. One way of encouraging drafting, reflection, and revision is to have students involved in collaborative writing. A pair of group of students working together on a piece of writing can respond to each other‟s ideas (both in terms of language and content), making suggestion for changes, and so contributing to the success of the finishes product. 3. Respond to students‟ writing In order for a process-writing approach to work well, some teachers may need to rethink the way in which they react to their students‟ work, in place of making correction to a finished version; they will need, at times, to respond to a workin-progress. This may involve talking with individual students
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about a first, second, third, and fourth draft, will other members of the group are working on their own. Alternatively, teachers can read through a draft and then make written suggestions about how the text could be reordered. This is especially appropriate, for example, when the class is working in a computer at a time from a central console. Another possibility is for the teacher to write out their own version of how a section of text might look better. Such reformulation will be beneficial to the student who compares their version with their teachers. It is not just teachers who can respond to the students writing. It is useful to have students look at work done by their colleagues and respond in their own way. Such peer response may provide welcome alternative to the teacher‟s feedback as well as offering a fresh perspective on the writing. C. Whole Brain Teaching Method (WBT) 1. Definition of Whole Brain Teaching Method Whole Brain Teaching (WBT) Method is used by instructors in every state of Union and in 30 countries around the world. In California alone, 6,000 educator representing over 250,000 students have attended free WBT conferences. WBT videos on the internet have received over 1,000,000 views. More than 10,000,000 pages of free ebooks
have
been
downloaded
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from
their
website,
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WholeBrainTeaching.com. WBT is one of the world‟s fastest growing, education reform movements (Biffle, 2010: 7). According Biffle in his book Whole Brain Teaching (WBT) Method combines attributes of Direct Instruction and Cooperative Learning into one system of strategies designed to be centered around student learning. A theoretical background is provided from a constructivist point of view as a rationale for using WBT in relation to Vygotsky‟s Social Learning Theory and Weger‟s (2006) framework Community of Practice. The article concludes with specific benefit for the teacher and students in a WBT classroom. Whole Brain Teaching (WBT) Method created from a set of strategies that combines the best attributes of Direct Instruction and Cooperative Learning to create and engaging classroom environment for students and enjoyable workday for teacher and student. WBT method combines classroom management as well as sound teaching pedagogy in one system (Chris Biffle ,2010:230). Kousar state in Biffle book that Direct Instruction (DI) can be defined
as
“academically focused,
teacher-directed
classroom
instruction using sequenced and structured materials. Kousar goes on to explain that key elements of DI are clear goals, structured time, and immediate academic feedback to students. Whole Brain Teaching Method utilizes all of these teaching tools. For example, a WBT lesson iscarefully structured around a few major concepts, which are chunked
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into short micro-lectures. Each concept is taught one at a time. Students practice and review the concept until the teacher is satisfied with the level of comprehension. Feedback is given immediately as the teacher listens to student discussions and calls on students to explain concepts. When students need more review, it is given immediately without consequence or punishment (Biffle, 2010: 231). Cooperative Learning (CL) is another successful teaching model, which Whole Brain Teaching method utilizes. CL involves student interaction as the basis for learning. Students‟ problems solve together, discuss ideas together, and complete practice together. Thousand, Villa, and Nevin (1994) describe five key elements to cooperative learning;1) clearly perceived positive interdependence, 2) considerable promotive (face-to-face) interaction, 3) clearly perceived individual accountability and personal responsibility to achieve the group‟s goals, 4) frequent use of the relevant interpersonal and small-group skills, 5) frequent and regular group processing of current functioning to improve the group‟s future effectiveness Whole Brain Teaching method effectively uses all five elements of Cooperative Learning while still keeping a strict Direct Instruction model of teacher facilitated lecture-based lessons. Teachers facilitate a well-structured lecture, but switch back and forth between this lecture and pair-share discussions. Students learn in three dimensions: as a class team, as a small group or pair, and as an individual. There are
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also multiple opportunities for learning social skills as student roles and procedures are rehearsed Students know what is expected of them at all times (Biffle, 2000:232). There are three major benefits for teachers using WBT method: (1) positive behavior reinforcement, (2) memory retention, and (3) student engagement. These benefits work to reinforce one another as well; as students are surrounded by positive behavior, they can learn better and students will inevitably behave better when they feel more confident in their learning(Biffle, 2010:235). There are many benefits for students in a WBT classroom. Students can have an overall more empowering experience as they take on the role of a teacher (MKO) instead of traditional classroom models of taking in and regurgitating information. There are three main reasons students can benefits from WBT method: (1) motivation, (2) student-centered learning, and (3) application of learning (Biffle, 2010:241). 2. Design of Whole Brain Teaching Class 1. Big Seven Daily Instructional Teachnique a. Step 1: Class-Yes The teacher of a whole brain classroom (WBC) uses this attention getter before beginning every class. The teacher begins class by saying "class" any way he/she likes, and in turn the class is responsible for mimicking the teachers voice by
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responding yes. Therefore, if the teacher says, "class, class, class, classy class!" The class must respond: "yes, yes, yes, yessy, yes!" Once this step has been accomplished, the teacher moves on to step 2.
Figure 2.1: Explanation of class Yes from Biffle
Figure 2.2: Explanation of class Yes from Biffle
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b. Step 2: Classroom Rules Before beginning the actual "informative" part of each lesson, the teacher goes over the five classroom rules with the entire class. This is to ensure that everyone understands the rules, but it will also help the teacher in the end, if a student is not following rules. The rules and gestures are as follow; 1) follow directions quickly! (Make your hand shoot forward like a fish), 2) raise your hand for permission to speak (raise hand, bring down to head and make a talking motion), 3) raise your hand to leave your seat (raise hand, make a walking motion with fingers), 4) Make smart choices! (tap one finger to your temple as you say each word), 5) Keep your dear teacher happy! (hold up each thumb and index finger out like an "L" framing your face; bob your head back and forth with each word and smile really big!) c. Step 3: Teach-OK This is the informative part of the lesson. Before beginning the teacher must divide the class into two groups, 1's and 2's the teacher in each pair will rotate each time. Then the teacher begins to teach small sections of information, while incorporating gestures, songs, movements and chants. When the teacher has finished a small portion of information he/she says to the class "Teach" and the class responds "OK!" In turn
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the students turn to teach each other, mimicking the "lesson" taught by the teacher. During this time the teacher observes the students' comprehension, if the teacher is not convinced the students understand the lesson, repeat this process. Otherwise, move to "class-yes" and begin another short lesson.
Figure 2.3: Teach Okay Pattren by Biffl
d. Step 4: Scoreboard Game Depending on the age of the students there are two different scoreboard games. Students receive smileys or frownys in return for procedures performed well or procedures performed badly. There should never be a difference of more than 3
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smileys to frownys, if this happens the students will become disinterested. However, the main motivator is the reward. When students receive a smiley the teacher exclaims "One second party!" and while making the smiley points to the students who exclaim "Oh Yeah!" As opposed to when students receive a frowny and the teacher says "Mighty groan!" and the students life and drop their shoulders while groaning loudly. Students use the Teacher vs Student model. Similarly to the smiley and frowny system, students receive a point when they perform a procedure well, and they also receive the "One second party!," and response. If students do not perform a procedure well, the teacher gives himself/herself a point and the "Mighty Groan!," response takes place. The same "rule of 3" applies here, the teacher vs student tally should never reach a difference of more than 3 points, because it will lead to stud disinterest. e. Step 5: Hands and Eyes his step is used at any point during the lesson when you want students to pay "extra attention" to what you are saying/doing. To begin this process the teacher says, "Hands and Eyes!," and the students respond by mimicking the words and movements of the teacher.
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f. Step 6: Mirror Similar to "Hands and Eyes," mirror allows the teacher to gain control of the classroom as well as have students mimic the motions and speech of the teacher. This is the main part of the lesson where teachers are expected to contribute their own "silliness" and movements into the lesson. Teachers will incorporate their own gestures, songs or chants in this portion of the lesson and the students are expected to "mirror" the teacher after the teacher says "Teach" and the class responds "OK." Figure 2.4: Explanation mirror pattern by Biffle
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Figure 2.5: Explanation of mirror strategies by Biffle
g. Step 7: Switch! This step is to be used with the "Teach-OK" step, while students are teaching it is imperative that the same student not teacher every time. Therefore, in order to get every student involved in the lesson, the teacher will direct the students to "Switch!," the students will respond by saying "switch" and the "teacher" of the group will rotate. 2. WBT Model Classroom Each Whole Brain Teaching Model Classroom will have the following a. Five Classroom Rules Five Classroom Rules are the rules that teacher uses as way to makes the students to be more directed. It‟s look like a tool to control them to be more polite and discipline. Those are the five classroom rules that habitually teacher uses in their WBT class; 1) f ollow direction quickly with gesture the students
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raise one finger, 2) raise your hand for permission to speak. Student doing gesture like raise two fingers then make a talking motion with his hand, 3) raise your hand for permission to leave your seat. To show that student wants to leave his/her seat student must doing the gesture with raising three fingers, then walk two fingers down the arm, 4) make smart choices. Student must raise his/her four fingers, and then tap his/her temple three times with one finger, 5) keep your dear teacher happy. The gesture to keep teacher happy is raise five fingers and then use both hands framing your mouth and make a smiley face. b. Scoreboard Scoreboard is drawn on the whiteboard. It uses to keep the students intensely involved, make a smile or frowny diagram on the front. It has purpose to make the students more motivated. c. Power Pix Wall Power Pix Wall is the wall that divided into two sections, math and language arts, contains of students growing display of Power Pix.
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d. Seating The teacher must set the seat. Teacher can set the configuration as students wish such as horseshoe, rows, etc. teacher have to makes sure that students are assigned for Teach Okay. e. Super Improvers Wall In WBT, teachers believe students should be rewarded for academic and behavioral improvement. In here, the teachers don‟t want to reward students for where they are now, but for how far they have come since last month.
A system that
rewards for intellectual and social growth is perfectly democratic, superbly differentiated. f. Oral Writing and the Wacky Star fun Button Oral Writing is an ongoing exercise, across all subject matter and classroom activities, which teaches students how to speak well organized paragraph and event essays as powerful aid to academic writing. Oral writing begins with any question you ask a student. How was your summer? The students respond with a complete sentence that includes words in the answer from the question. 3. WBT Home Work Model
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WBT home work model created to makes the students more motivated beacuse Teacher are not yet ready to abadon the homework ship. In here teacher want students to be motivated to do, at minimun, about half an hour of work every night bulding basic skiils. In essence, teacher thinks there are five core components of any succesful homework pakage: (1) free reading for at least 20 minutes, (2) increasing writing fluency with a writing whole brain writing, (3) increasing writing fluency with writing speed exercise, (4) recording results for 1-3 in a homework log, (5) recognizing significant improvements in writing on the student Super Improvers Wall. 4. Five Step WBT Lesson Template Five step WBT lesson temple really useful additions to teach in WBT. Here are the five steps; 1) step 1 question, ask a question; 2) step 2 answer, give the answer to the question, in the friendly language, accompanied with a gesture; 3) step 3 expand, expand the answer with example; 4) step 4 test, test for comprehension with yes-No Way, QT, or other test; 5) step 5 critical thinking, the teacher gives students task that require they use what they have learned in critical thinking context. D. Triple Gold Writing Teachnique Triple Gold Writing is one of techniques that created by Chris Biffle during he conducted class of Whole Brain Teaching Method. In
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Particular in writing class Biffle always do evaluating regarding his class to know the students‟ difficulties in writing class. From that case Biffle endeavors to find the way to solve that problem as long as WBT method conducted. Though he teaching uses WBT method he makes some strategies to boosting students‟ writing skills. Such as in writing class he made Whole Brain Teaching Writing (Whole Brain Writing) as the way to solve that case. He called this strategy Whole Brain Writing because when he teaching the class he uses WBT class design as a guide to makes model classroom. In Whole Brain Writing Biffle made some techniques there are 1) Oral writing, 2) Brainstorming, 3) Genius ladder consist of genius paragraph, extender sentence, spicy sentence, blah sentence, 4) Supper speed grammar, 5) Triple gold writing consist of triple gold sentences, triple gold paragraph, triple gold micro essay, triple gold essay, 5) Red/green proofreading, 6) Movie previews. That‟s the techniques that included in Whole Brain Writing strategy. That all the techniques that could we use to foster students‟ writing skill that have been Biffle developed during WBT conducted in his writing class. In here the researcher will focus on Triple Gold Writing teachnique to escalate students‟ writing skill. The definition of Triple Gold Writing is the technique that uses to upgrade students‟ writing skill that consist of three parts of sentences, paragraphs, or more sentences or paragraphs to make one perfect information packed sentence, packed paragraph, or
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packed essay. The whole Triple Gold Writing pattern consists of 1) Triple Gold Sentences, 2) Triple Gold Paragraph, 3) Triple Gold Micro Essay, 4) Triple Gold Essay.
Triple Gold Writing Pattern
Triple Gold Scaffolding
Sentence (TGS)
Paragraphs (TGP)
Micro-Essay (TGME)
Essay (TGE)
Figure 2.6: Whole Triple Gold Writing Pattern
From figure 2.6, we can figure out it that TGW has pattern that being consecutive in writing process. From the sentence become paragraph, then micro essay, and continuing into essay. The students will learn how to expand the sentences to be paragraphs after that continuing into essay with fun way using Triple Gold Writing. 1. Triple Gold Sentences The Triple Gold Sentences is sentence with three parts that can be expanded into tightly organized paragraph or even a college style, five
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paragraph essay (Chris Biffle, 2012). In this teachnique Biffle uses Scaffolded sentence frame in TGS, the scaffolding examples shown in The Triple Gold webcasts at WBT.
Figure 2.6: the scaffolding of TGS (Biffle, 2012)
Triple Gold Sentences is three parts of sentences with one subject and different object. Teaching will give three sentences with the same subject and then student will continue to fill the sentences to be complete sentences. Sentence: This Summer we went to the lake, the mountains and the beach.
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The form using scaffolded sentences frames in Triple Gold Sentences (TGW), Triple Golder is about three separate subjects. a. This summer we went to lake b. This summer we went to lake and mountains c. This summer we went to lake, the mountains and beach TGS can be expended in to paragraph or even a college style, five paragraph essay (Biffle, 2012). 2. Triple Gold Paragraph Triple Gold Paragraph (TGP) is the paragraph that developed from Triple Gold Sentences in here consists of three separate sentences. From those separate sentences the student will expand the sentence. Here‟s some example of Triple Gold Paragraph;
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This summer we went to the lake, the beach and the mountains. We stayed for a week at the lake and I learned to sail. Next, we went to Malibu beach for a family reunion. Finally, my brothers and I took several long hikes in the mountains. You can see, the first sentence is sentence of TGS, and then continue to second, third, four sentences that have been expanded from own subject and vacation. The first sentence is topic sentence that develops into one paragraph.
Subject
Part 1
Part 2
Vacation
Part 3
Beach Mountains
Lake
Figure 2.7: The form of triple gold sentences that expanded to be paragraph
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3. Triple Gold Micro-Essay
Figure 2.8: TGW mic-essay by Biffle
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a. TGS: I love to play baseball, football, and soccer 3 Subject
3 sports
To makes TGP student must expanded each subject with each sport b. TGP: I love to play baseball, football, and soccer. My dad taught me how to play baseball. If I could play any sport, I would like to play football. Soccer is a great sport for exercise. To makes TGME student must expanded three sentences of TGP with adder sentence for each sentence c. TGME: I love to play baseball, football, and soccer. My dad taught me how to play baseball. My favorite position is pitcher or center field. If I could play any sport, I would play football. I‟d love to be the halfback. Soccer is a great sport for exercise. You‟re always running up and down the field. 4. Triple Gold Essay
Figure 2.9: The Form of Triple Gold Essay
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CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Research The writer uses Classroom Action Research (CAR) approach in social research, Basrowi and Suwandi (2008) states that Classroom Action Research is an action research in education sector what do in class area and has the goal to repair and or to increase the learning quality. It means that classroom action research is a kind of research which has quality with doing specific action so it can repair and or increase the learning practices in classroom with more professional. According to Arikunto (2006), action research is one type of investigation that has reflective participative, collaborative, and spiral characteristic that has purpose to repair and to increase the system, method, process, substance, competence and situation. Elliot said classroom action research is study about social situation; it means to improve action quality through diagnosis process, planning, doing observation, and learn about the influence that is affected. Wiriatmaja (2008) in his book Metode Penelitian Tindakan Kelas states that classroom action research is a method of how a group of teachers can organize his teaching learning condition and learn from his own experience.
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Teacher can tries idea reparation in his teaching learning process, and look the real effect of those efforts. This study was conducted to provide information on how the appropriate measures to improve students' writing skills. This study focused on class action and is done by using the technique of TGW with WBT methods to improve students' writing skills. Implementing CAR is based on the classroom teachers who have made planning, implementing learning TGW technique of WBT method to improve students‟ the writing skills of class X.IBB at MAN I Salatiga is done through a process of collaboration between English teacher and researcher. 1. Setting Place The research has done at MAN 1 Salatiga. It is located at Jl. KH. Wahid Hasyim No. 12 Salatiga Kode Pos 50714 Telephone 0298323031. This research will be conducted four times. This research was conducted by using a classroom action research. Writer choose this school for her research was based on some considerations: (1) the lacking of the innovation for the learning process, 2) not to much the variation of the method that theacher used for the teaching and learning process, 3) ther is no the same research that do in this school, 4) the students‟ writing interested and motivation was low, 5) students‟ got the difficulties in arraging sentences, developing ideas, and making paragraph 6) students were not active in the writing section, late to collecting the paper and most of the still low in the written.
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This research consists of pre-cycle, cycle I and cycle II. Before conducting the cycle I, the researcher did the preliminary research (pre-cycle) to measure the students‟ skill in writing before given treatment. It was conducted on September 24th, 2014. The meeting of cycle I will be held on October 15-16th, 2014, and then on October 22nd-23rd, 2014 has held the meeting of cycle 2. 2. Time of Research The implementation of the research was conducted in the first semester in the academic year 2014/2015 on Agustus-December 2014. Table 3.1: The Schedule of Research Activity
Activities
Year of 2014 August
September October
Pre-Survey General Panning Preparation of Research Implementa tion
of
Cycle 1 and Cycle 2 Writing Report
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November
December
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Submitting the Document
B. The Subject of the Research Research subject is students of first grade of MAN 1 Salatiga class X.IBB consisting of 37 students of males and females (can be seen in the appendix on page 101). They come from lower middle families and have different cultural background. Generally they have high motivation to study English. The researcher chooses the first grade students, because the age level of these students are supposed to be able to write out the English language as a means of communication. The writer‟s position in the research is an observer. On the other hand, English teacher who became the subject of the research is Mr. Jadid S. PdI. C. Data and Data Resource The data for this research that collected is the information about the learning writing process, the students‟ writing skill, the motivation of the students‟ in writing, and the teacher ability to arrange the lesson plan for his class. The data of this research was collected from many resourcese thoese are: informants, events (activities), where (location), various photograph objects, and recordings, along with documents and archives (Sutopo, 2002:50-54).
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Furthermore Arikunto (2007: 114) argues that if researcher uses observation techniques, the data source can be objects, motion, something of process. From those opinions may be concluded that the data source is either the subject of a human subject, object, movement, or process in which of the process the necessary data can be obtained. The source of the data used in this study are; a. Place and activities Place and activities, are the all places for learning and the learning teaching writing process of the students and teacher for X.IBB class of MAN 1 Salatiga. b. Informant Informant, is the all students and English teacher in the class X.IBB of MAN 1 Salatiga (can be seen in the appendix on page 101). c. Document The researcher will make a documentation to know the situation of the school and students. Documentation includes not only official organizational papers, reports, brochures, but also work-a-day, work plans, and materials.
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D. The Technique of Collecting Data Technique of collecting data used to collect the data above that consists of observation, the document study, and the assigments were given. 1. Observation Observation that the writer did was observation that has pasive role. The observation did for the teacher when the teacher taught at the class in spite of the student activity during the students‟ learning process. The observer seated at the back part of the class with that position to get the best position to do monitoring. The observation for the teacher focused in the teacher activities in implemented the triple gold wariting teachnique of whole brain teaching method for the writing teaching and learning process. The writer used observation sheet of teacher‟s work ability (can be see in the appendix on page 103). The observation also directed to the teaching process such as explanation, motivated students, controlled the class, feedback, given the assessment and answered it, and also assessing the students writing text. The observation for the students focused in the student activities such as the students‟ activeness in the answering the question that teacher given, courageous to ask question related with the material that did not understain, bravely given the opnion and active in
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diccusion. Pay big attention when the teacher explained the material and written down all the material. In here, the witer used observation sheet of students‟ writing ability (can be see in the appendix on page 137) and Journal (can be see in the appendix on page 132). 2. Documentaion Documentation is all about the materials that use during the teaching process it could be text, script, or movie that use as the data resource for the research that used to give test or to interpret (Guba and Lincoln in Meleong, 2006:216). Documentation is all the result of materials in the research observation that uses to know the result of the research. In hare, the writer used documenatation study such as curriculum, lesson plan, and the result of the students‟ writing text during the triple gold writing teachnique of whole brain teaching method was implemented. The lesson plan that has made by the witer was checked using the validator of lesson plan by the observer (can be see in the appendix on page 107). The material was studied using the element of the study that was used by the teacher. The writer also used teacher‟s interview to get the completeness and the suitability of the material with the basic competence that has been taught. 3. Test The test used in this study is pre-test and post-test. Pre-test is done before implementing TGW technique. Meanwhile, post-test is implemented after using TGW technique. The test is used to measure
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students‟ writing ability and to know the improvement of the students‟ writing process during this TGW technique of WBT implemented in the class. 4. Interview Interview is particularly useful for getting data bebesides the English teacher‟s experiences before classroom action research. It was used to know students‟ difficulties in writing ability, and the technique used by teacher when writing activity (can be see in the appendix on page 126) and after classroom action research to know the teacher‟s response toward the idea of TGW technique (can be see in the appendix on page 176) E. Validation of Data For the validation of the data the writer used triangulation technique. Triangulation is broadly defined by Denzin (1978: 291) as "the combination of methodologies in the study of the same phenomenon. "According to Dezim in Meleong (2007:330) mention that there are four kinds of tringgulation those are: (1) data trianggulation, (2) investigator trianggulation,
(3)
theorical
trianggulation,
(4)
methodological
tringgulation. The trianggulation teachnique that uses for this research is: 1. Data trianggulation technique, which entails gathering data through several sampling strategies, so that slices of data at different times and social situations, as well as on a variety of people, are gathered.
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2. Methodological triangulation, which refers to the use of more than one method for gathering data. Besides it the writer also uses informant technique interview to know all the things that the writer write is agreed by the informants (teacher and students of class X.IBB at MAN I Salatiga). It will give the validation of the data in the research is more valid. F. The Technique of Data Analysis The technique of data analysis that uses by the writer is comparative technique. According to Suwandi (2009:62) comparative technique is the technique that compares the result of the cycle. The writer will compare the result before the research with the result of the post-test of cycle after implementing the teachnique and the method. According to O‟Malley (1995) there are five components presented in the analytical scoring rubric for writing, i.e, content, vocabulary, syntax, grammar, and mechanics. The writer uses analytical scoring rubric to analyze the data related to the students‟ paragraph writing test of writing ability (can be see in the appendix on page 128). The next step of analyzing was classifying the students‟ score into the categories. Haris (1969:134) was stated, the measurement of the students‟ achievement (can be see in the appendix on page 131). The performance indicators of the improvement of the students‟ ability in writing text are: 1) the students can achieve the passing grade of the writing test of 70, 2) at least 75% of students in the class have passed the
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minimum mastery criteria of writing skill, 3) the students‟ participation during teaching and learning process at least 75% of students in the class active in doing the class. Test item which is used here is students are asked to make descriptive and reacount text based on the students‟ imagination, idea, and interpretation of the theme given. To get the mean of students‟ writing score uses the formula:
Mx= ∑x N Mx X N
: Mean : Individual score : Number of students
Figure 3.4: The Formula of Students’ Mean Score
To get the class percentage which passes the minimum mastery criteria- Kriteria Ketuntasan Minimal (KKM) 70 (seventy), the writer uses the formula:
P= x 100% P
: the class percentage
F
: total percentage score
N
: number of students Figure 3.5: The Formula of Students’ Class Percentage
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In analyzing students‟ scores of writing from pre-test up to posttest score in cycle 1 and cycle 2, the writer uses formula:
P=
x 100%
P
: Percentage of Students‟ Improvement
Y
: Pre- test Result
y1
: Post-test 1
Figure 3.6: Percentage of Students’ Improvement Post-test1
P=
x 100%
P : Percentage of Students‟ Improvement y : Pre- test Result y2 : Post-test 2 Figure 3.7: The Formula of Percentage of Students’ Improvement Post-test 2
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G. Design and Procedures of The Classroom Action Research (CAR) The writer followed Arikunto Classroom Action Research design. The design consists of several cycles, in which each cycle covers the planning, acting, observing, and reflecting of the teaching learning process based on the lesson plan that has been prepared for one meeting. To support the reflection the writer adds the evaluating phase in each cycle.
Problem
Cyle I
New Problem from Reflection Result hasiRefleksi
Cyle II
Planning I
Acting I
Reflecting I
Observing / Collecting Data
Planning II
Acting II
Observing/ Collecting Data
ReflectingII
If the Problem not Resolved
Continuing to next cycle
Figure 3.1: Cycle of CAR (Suharsimi Arikunto, Suhardjono, dan Supardi, 2006: 74)
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Figure 3.2: Planning Cycle of CAR
Preliminary Study Interviewing the English teacher, giving journal and pretest to the students, in the first year of MAN I Salatiga.
1. 2. 3. 4.
1. 2.
3.
Planning Designing lesson plan. Preparing the model of WBT classroom design and TGW Preparing the materials and media. Setting the criteria of success
Acting Conducting the lesson plan
Reflecting Analyzing the collected data There must be more efforts to improve students‟ writing skill through TGW of WBT Continuing to the next cycle
Cycle 1
Observing Observing the teaching learning condition
Continue to cycle 2
1.
2. 3.
1. 2. 3.
Planning Designing lesson plan based on the result of reflecting phase in the first cycle Preparing the model of Triple Gold Writing (TGW) technique Preparing the materials and media.
Acting Conducting the lesson
Reflecting Analyzing the collected data Every action in cycle 2 was accomplished well. The Classroom Action Research is successful and the cycle is stopped.
Cycle 2 Observing Observing the teaching learning condition
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A. Cycle 1 After the preliminary study was conducted, the researcher begins the research covering these phases: planning, acting, observing, and reflecting. In this step, the writer offered new technique in improving students writing skill. It was the use of TGW of WBT. The action was based on the lesson plan applied in the class. Beside that the writer also prepared materials that were going to be taught in the class. The writer also makes form of observation in order that the class can be observed well, teaching aids, test instrument, etc. The Classroom Action Research of Arikunto consists of four phases; planning, acting, observing, and reflecting within one cycle. If the first cycle is finished but still finds any problem, it is necessary to continue to the second cycle with the same concept of the first cycle. Those are planning, acting, observing, and reflecting. According to Mills, preliminary information gathering is taking time to reflect on your own beliefs and to understand the nature and context of your general idea. It is aims to gain data about problems faced by teacher and students in teaching-learning activities and needed to be solved. The researcher observed the class; it was conducted on October 2014 to the students in first year. Beside, the researcher conducted interview to the English teacher in terms of the techniques and activities employed in teaching writing. The researcher begins the research covering some phases those are:
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1. Panning Phase The writer prepared the observation list, lesson plan, pre-test, and made a set of evaluation. This phase involved developing a viable plan or action for gathering data, considering and selecting a range of an appropriate research method. The plan is aims at brailing course of action and collecting data on the outcomes of this action (Burn, 1999:35). In this phase, the writer and the collaborator made some planning based on the finding of preliminary study. The following activities in this action planning are designing lesson plan, preparing the model of TGW technique of WBT method, preparing materials and media, and determining criteria of success. The organized planning will be formed into lesson planning based on the current used syllabus. Lesson plan provided the teacher with the guideline of teaching and learning activities . It mentions the following items: specific instructional objectives, the instructional materials and media, procedure of presentation, and procedure of assessment. Then, in preparing the model of TGW Technique‟ the writer and collaborator are using Triple Gold Pattern as a model of TGW technique.
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Figure 3.3: Triple Gold Writing Pattren
Triple Gold Writing Pattern
Triple Gold Scaffolding
Sentence (TGS)
Paragraphs (TGP)
Micro-Essay (TGME)
Essay (TGE)
It is an activity to generate the ideas on the shapes. It is conducted by students based on the topic given to them and then they put their ideas into each pattern of TGW. The students write in the TGS
TGP
TGME
TGE pattern to develop their
ideas on the paper. Next step is preparation of materials and media. Based on the results of interview before classroom action research and the current used syllabus, the writer used descriptive and recount as material. Including personal descriptive and procedural recount, taken from English text books for the ten grade students of senior high school,. The media that uses in the action are several pictures
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of foods and drinks, the colored marker, Powerpoint Presentation, whiteboard, LCD, and Modul. Above all the TGW technique could apply for all the types of text or essay. The last step is the writer and the teacher discussed to determine the criteria of the action success. The criteria of success are emphasized on the process and the product of teaching-learning activities. This study is called successful if 75% of students achieve the score equal or greater than 70 as the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) or above. If the study has not met the criteria, it‟s called not successful and needs improvement to meet the targets. 2. Action Phase In this phase, the writer carries out acting phase based on lesson plan prepared in planning phase. The writer acts as the English teacher who taught writing trough triple gold writing teachnique and whole brain teaching method. The collaborator acts as the observer. The implementation of the action involved two meetings in each cycle. The researcher carried out 4 months from Agustus 2014 until November 2014. The following the schedule of the research activity in which the writer conducted in MAN 1 Salatiga in the academic year 2014/2015.
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3. Observing Phase In this phase, the writer observed all the activities that happen in the class. The aspects in observation are sources of data, the instrument used in collecting the data, and the technique for data collection. So, this phase discusses about the process of recording and gathering all relevant data occurred during the implementation of the action. The writer uses field note or unstructured observation sheet as a guideline while observing. 4. Reflecting Phase Reflecting phase aims to reflect the data that have been collected to determine whether the action is successful or not. It is necessary for evaluation to hold next cycle needs to be accomplished. This phase was carried out collaboratively with the teacher to discuss some problems in the classroom that occurred during action phase. The performance indicators of the improvement of the students‟ ability in writing text are: 1) the students can achieve the passing grade of the writing test of 70, 2) at least 75% of students in the class have passed the minimum mastery criteria of writing skill, 3) the students‟ participation during teaching and learning process at least 75% of students in the class active in doing the class. If the students did not reached those goals in the cycle 1 the cycle would continue to cycle 2 and the first cycle is finished but still finds any problem, it is
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necessary to continue to the second cycle with the same concept of the first cycle. Those are planning, acting, observing, and reflecting. B. Cycle 2 The second cycle was done based on the result of reflection from the first cycle. If the result from observation is still low, so it is needed another action in order the next cycle makes some improvement of the quality. In preparation stage, writer prepared for the research instrument such as lesson plan, present list, some materials, teaching aid, observation checklist, and evaluation test. In acting, the researcher did the appropriate treatment to solve the problem that was faced by the students in the previous test (assesment). writer chose the theme for the meeting. The procedure of teaching and learning process in this treatment was the same as the previous meeting. The main focus of the treatment was to eliminate students‟ difficulties in the previous meeting. As the previous meeting, the researcher asked the students to make a recount paragraph based on their experience. In the process of learning, the researcher observed the teaching and learning process by asking the collaborator to help her to monitor the class situation and the students‟ activity by using observation checklist. In the last of this cycle, researcher and the
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teacher had the result of the observation and concluded the improvement in the writer‟s study. 1. Planning The planning phase of the second cycle was implemented into a lesson plan. In this case, the writer modified the previous lesson plan based on the result of reflecting phase in the first cycle. The lesson plan used wasstill related to TGW technique of WBT method in learning writing. There were not significant differences with the previous lesson plan. In cycle 2 the teacher would only emphasize on the grammar and vocabulary aspect and to solve the weaknesses occurred in cycle 1, in cycle 2 the teacher would stimulate students to be more active and confident in exploring their idea. 2. Action On Wednesday, October 22, 2014 the researcher began her first meeting in the cycle 2 and October 23, 2014 the researcher began her second meeting in the cycle 2. The steps were still same with the cycle 1 and 2 they are; building knowledge of the field, modeling of the text, joint construction of the text, independent construction of the text. 3. Observation The researcher did the written pre-test and post-test again in cycles 2. The score of these tests was to see the improvement of students‟ writing skill after given Triple Gold Writing as a media in teaching and learning process for the second time. The post-test had been done
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before the Classroom Action Research (CAR). It was conducted on Thursday, October 23, 2014. 4. Reflecting The reflection of Classroom Action Research (CAR) was carried out after getting the result of field notes and post-test 2. The writer and the teacher felt satisfied in as much their efforts to improve the students‟ writing ability had been realized. .
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CHAPTER VI DISCUSSION
This chapter describes the detail of several activities developed as part of the implementation of the triple gold writing of whole brain teaching method to enhance students‟ writing skill in the classroom action research. The objective is to present the research finding which provides evidence in answering problem statements in Chapter I. The description of finding is based on the research field note and written test. A. Result of Pre-interview In pre-interview, the writer used unstructured interview in conducting preliminary study. It was held on Monday, October 06th, 2014 started at 10.00 A.M. and finished at 10.40 A.M. The writer asked to the teacher some questions which divided into three categories. They are the general condition in English class especially in writing class, the difficulty faced by students in writing ability, and the strategy used by the teacher to solve students‟ difficulties in writing ability. The first category discussed about the general condition in English class especially in writing class. The teacher said that every student has a different attitude when learning English. Most of students who did not like English class because they gained low competence in English, and still faced obstacle in following the English lesson. Moreover, the teacher
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stated that most of them were hardly to pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) (See item numbers 1, 2 and 3 of interview in the appendix on 125). Second category discussed about the students‟ difficulties in writing ability. The teacher told that writing skill was one of the most difficult faced by students in learning English. The teacher mentioned the difficulties for some students X.IBB class in writing skill because students are confused on generating ideas, organizing into paragraph, and less vocabulary. Consequently, they are lazy to do the task of writing and lack of their score in passing the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). (See item numbers 4 and 5 of interview) The third category is related to the teacher‟s strategy in teaching writing previously to solve the students‟ difficulties in writing ability. It was found that the teacher often took picture in teaching writing and story telling. Up to now; the teacher had been looking for an alternative way to teach writing and to engage students actively in teaching learning process. At last, the writer proposed to implement Triple Gold Writing technique of Whole Brain Teaching method; it might be able to improve students‟ writing ability. (See item numbers 6, 7, 8, 9, and 10 of interview) The conclusion of the interview in term of the students‟ difficulties in writing was the students‟ of X.IBB class still have difficulties in writing in term of generating ideas, and organizing ideas into paragraph (The detail result of pre-interview can be seen in appendix on page 125-127).
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B. Description and Analysis This classroom action research was conducted into two cycles besides the pre-cycle. Each cycle consists of four steps namely planning, acting, observing, and reflecting. The implementations of each cycle were as follows: 1. The Pre- cycle Pre-cycle meeting was conducted at the beginning of the research. The purpose of this meeting was to find out the students‟ ability in writing skill. This cycle was conducted on Friday, 10 October 2014. The theme of this cycle was descriptive thing. In this cycle, the teacher taught students without learning aid like triple gold writing and WBT method. Teacher gave the explanation about the definition, generic structure, and grammatical features of descriptive text. Teacher explained to the students about how to make descriptive text writing by giving them some examples of descriptive text. Then, teacher gave a piece of paper to the students and asked them to make a paragraph about Descriptive thing. In this case, the teacher asked students to remember about something that they wanted to describe it could be place, someone, or thing and applied it into sentences and paragraph of descriptive text. From the observation in this activity, the writer found some facts that happen in the classroom during in English lesson. In teaching learning process, the students were not active by asking to the teacher
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related to the material. They just kept silent and did the exercise from the teacher without understanding the point of the material. There were only half of the students who were active and enthusiastic. Half of students needed more attention from the teacher in teaching and learning process. In this cycle, most of the students had difficulties in writing paragraph of descriptive text. It can be seen from their writing result. Students got difficulties in arranging words to write descriptive text; they consumed the time only thinking about the words that would be written. After finishing the writing, the teacher asked them to collect their writing. Most of them said that writing is very difficult, because they had to remember their experience and wrote it into paragraph. Besides that, they got difficulties in translating the Indonesian into English. After implementing the test, the researcher examined the answer sheet and finds the result (for the score of students‟ pre-test in cycle I can be seen in the appendix on page 158) and for the students achievement in the pre- test in cycle I (can be seen in the appendix on page 159). From the table of pre-test score, it can be seen there are only seven students who passed the minimum required standard, 70. The other students failed. The following table showed the score of students‟ pretest. The pretest had been done before the Classroom Action Research (CAR). It was conducted on Wednesday, October 15th 2014. The students assigned to write descriptive text in a single paragraph. To get
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the result of pre-test, firstly, the writer calculated the mean score ( the result can be seen in the appendix on page 159). After that, to get the class percentages which passed Minimum Mastery Criterion criteria - Kriteria Ketuntasan Minimal (KKM) 70 in 75% of 37 students, the writer uses the formula of the class percentages in pre-test (the result can be seen in the appendix on page 159). Based on the result of the pre test, the data showed that the mean score of pre-test was 57.83 and the class percentages only 21,62%. There were only seven students who derived the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) meanwhile the other 30 students were below that criterion. The lowest score was 30. From that analysis, it could be seen that almost all of the X.IBB students‟ writing skill was still very low (can be seen in the appendix on page 159). 2. Cycle 1 In this part, the writer carried out series of action namely planning the action and implementing the action which included two meetings. This classroom action research was done into two cycles. Each cycle consists of four steps namely planning, acting, observing, and reflecting. The first cycle was conducted on Wednesday, October 16th 2014. Based on the explanation above, the writer did some actions
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related to the use of triple gold writing of whole brain teaching method to enhance students‟ writing skill. 1. Planning Planning phase of using triple gold writing in writing descriptive text was carried out on October 15th, 2014. It was done for two periods; each period was 90 minutes in the classroom. In this research, the researcher in the first meeting taught about descriptive text based on the syllabus in the first semester. Before conducting the research, the researcher prepared the instruments of research, such as: 1) Lesson Plan In order to control the teaching learning process, the researcher used the lesson plan as guidance when she taught in the class (the lesson plan can be seen in the appendix on page 109). 2) Materials In the first meeting the researcher used picture to explain about descriptive text and some examples of descriptive text using triple gold writing pattern. 3) Design and Rules of Whole Brain Teaching Class In first meeting the researcher explained about the design of whole brain teaching class. In here, students‟ should do some
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instructions and follow the rules that teacher has made which is proper to triple gold writing of whole brain teaching method. 4) Camera The researcher used a camera in order to take photos the situation of the students in teaching learning process. In this section, she was helped by her partner. 5) Test instrument The test instrument consists of written pre-test and posttest. The pre-test is a test that is given to the students before the teaching learning process through triple gold writing of whole brain teaching method. Post-test is a test that is given to the students after teaching learning process through triple gold writing of whole brain teaching method. All of the tests were given in the form of written test (for the students written test instrument can be seen in the appendix on page 128). 2. Action Action of the first cycle was done on October 15th, and 16th 2015.The writer implemented the teaching learning process based on the lesson plan had been made. In the first meeting, the teacher started to convey what materials that would like to be learned by students and explain the concept of Triple Gold Writing Technique of Whole Brain Teaching Method, she began class presentation. The writer taught descriptive text through TGW
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Technique of WBT Method and asked the students to make triple gold wariting technique of personal descriptive text based on the topic given and collected it (for the completed teaching and learning process can be seen in the appendix on page 140). In the second meeting, the students were asked to made descriptive paragraph and finally collected it. The students written ware the data for the post-test 1. 3. Observation 1) The score of test in cycle 1 The researcher did the written pre-test and post-test in cycles 1. The score of these tests was to see the improvement of students‟ writing skill after giving triple gold writing of whole brain teaching method as a media in teaching and learning process. In the second action of the first cycle, the students seemed more focus and so motivated to make triple gold writing technique of whole brain teaching method. Then, the teacher could intensively guide students in making triple gold technique with whole brain teaching classroom design. In this phase, the observer observed the teaching learning process through field notes; it might be about class situation, students‟ response, and teacher‟s performance in presented the material. Related to the students‟ response, some of students did not pay attention on teacher explanation. Then, they gave up and lazy if they didn‟t find some
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words what they are going to write. The teacher had taught in line with the lesson plan had been made, but she didn‟t give clear explanation of the material using TGW technique of WBT method. Next, she didn‟t explain the material with louder voice, it could be seen the situation of the classroom was noisy (can be seen in the appendix on page 134). In the second action of the first cycle, the students seemed more focus and so motivated to make TGW technique. Then, the teacher could intensive guide to students in made clustering technique. After teaching learning process finished, in this observing phase was also carried out the posttest 1 exactly on the second action of the first cycle to measure students‟ writing ability of personal recount text that had been studied. Based on the result of the posttest 1, the data showed that the mean score of pretest was 57,83. There were 7 students who passed the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) 70 (seventy). Meanwhile the other 30 students did not pass that criterion. In the post-test 1 score (can be seen in the apenddix on page 160) can be seen there was 16 students who passed the minimum required standard, 70. The other students failed. The following Based on the result of the post test, the data showed that the mean score of post test was 68.10. There were sixteen students
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who derived the score above the Minimum Mastery CriterionKriteria Ketuntasan Minimal (KKM) meanwhile the other 21 students were below that criterion. The lowest achievement gained score 60. We can see that there is improvement of students‟ writing skill from pre-test to the post-test in the cycle 1. The percentage of students‟ score have increased from 21.62% to 56, 73%, but it still does not pass Minimum Mastery Criterion criteria (can be seen in the appendix on page 161) - Kriteria Ketuntasan Minimal (KKM) 70 in 75% of 37 students. Because of that the researcher continued to conduct the cycle 2. From the calculation above, the researcher concluded that between pre-test and post-test, there had been significant progress, where the students‟ score of post-test is higher than pre-test. It shows that using triple gold writing of whole brain teaching method in teaching writing can improve the students‟ writing mastery. 4. Reflection In this phase, the writer and the teacher discussed about the conclusion of implementing the action. Then, they tried to modify the action in order to improve students‟ writing skill and in order to enable 75% of students in the class to pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) because in the
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result of post-test 1 showed only 56.73% of students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Meanwhile, field notes showed that the teaching learning activities had been done well although there were some problems that should be solved. From the reflecting phase, there must be more efforts to improve students‟ writing ability through triple gold writing technique and whole brain teaching classroom design. It needed to be improved again in the next cycle. In reflecting phase, there must be more efforts to improve students‟ writing skill. Based on the result of cycle I, the researcher found the improvement after applying the triple gold writing of whole brain teaching method as a medium in teaching learning. The first was the improvement of writing descriptive text. It happened in the process of writing descriptive text, especially in genre-based approach. The stage of this approach could help students to understand the process in writing descriptive text. It is started in developing the vocabulary, then followed with the implementation of the grammar that have to be used by the students in writing a simple sentences up to a simple paragraph. Furthermore, after understanding the grammar, they would be easier to make the outline based on triple gold writing pattern. It was useful to support them to develop into paragraph and text. In the last activity, based on the outline, they would write a draft
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easily but they needed a long time to finish drafting. In addition, they just knew that in writing paragraph in English, they had to consider not only in using mechanics and vocabulary but also in writing composition they had to complete as a good writing. The second, the improvement of student‟s participation could be seen during the process of teaching and learning in the classroom. They were happy to follow classroom design and writing section. Using triple gold writing and whole brain teaching classroom design helped them to be more active and creative in making the paragraph or text. It also improved their relationship among the students, especially in discussing and mirroring session. Based on the observation, there‟s improvement on students writing score, but it still did not pass the passing grade of 70. So, the researcher conducted the cycle 2. In cycle 2, the researcher emphasized on the grammar. The weaknesses found in cycle 1 are: some of students were still passive in sharing ideas in the joint construction of the text session, the students still relied on the dictionary too much, and some of the students were still hesitated in exploring their idea. In this phase, the writer and the teacher discussed about the conclusion of implementing the action. Then, they tried to modify the action in order students‟ writing ability and in order 75% of students in the class could pass the Minimum Mastery Criterion-
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Kriteria Ketuntasan Minimal (KKM) because in the result of posttest 1 showed only 56.83% of students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). From the reflecting phase, there must be more efforts to improve students‟ writing skill through TGW Technique. It needed to be improved again in the next cycle. B. Cycle 2 Based on the result of cycle I, it is necessary for the researcher to continue to the next cycle: 1. Planning The planning phase of the second cycle was implemented into a lesson plan. In this case, the writer modified the previous lesson plan based on the result of reflecting phase in the first cycle. The lesson plan used wasstill related to TGW technique of WBT method in learning writing. There were not significant differences with the previous lesson plan. In cycle 2 the teacher would only emphasize on the grammar and vocabulary aspect and to solve the weaknesses occurred in cycle 1, in cycle 2 the teacher would stimulate students to be more active and confident in exploring their idea. The material still related to recount text but it is focus on procedural recount text (the lesson plan can be seen in appendix on page 117 ). However, there were some modifications in the second cycle; that was the teacher needed to give interesting explanation by using picture
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related to the topic to the students in class presentation and asked students to bring dictionary. Beside of that, the writer still also prepared field notes to note the classroom activities, and also prepared the post-test 2 to collect the data. 2. Action On Wednesday, October 22, 2014 the researcher began her first meeting in the cycle 2 and October 23, 2014 the researcher began her second meeting in the cycle 2. The steps were still same with the cycle 1 and cycle 2 (for complated teaching and learning process can be seen in appendix on page 151). 3. Observation In the second cycle, generally the class condition in learning process was better than the previous cycle. It could be seen from the result of field notes that the students who were able to focus and to pay attention on the teacher‟s explanation and when they followed the writing lesson, they enjoyed doing exercises. Then, most of them were enthusiastic to choose their theme and made TGW based on the topic given by the teacher. Related to the teacher‟s performance, she looked mastering the technique and the material she gave. She checked the students‟ works by walking to their table and giving comments. Then, her voice was more loudly, it could be seen from that students could understand easily because the teacher‟s explanation was not so low. Automatically, it led a good feedback from students‟ response in conveying their ideas and students
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were helped by the teacher to comprehend the text regarding students‟ writing score of post test cycle 2 in recount text (can be seen in the appendix on page 162). Based on the result of the post-test 2, the mean score of the class in writing test gained 77.64 in which there were 35 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 70 (seventy). 4. Reflecting The reflection of Classroom Action Research (CAR) was carried out after getting the result of field notes and post-test 2. The writer and the teacher felt satisfied in as much their efforts to improve the students‟ writing ability had been realized. The result of the post-test 2 showed that 94.59% of the students got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). So it has met the criterion of success in which 75% of the students must get the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) and the mean score of the class in writing test gained 77.64 (can bee seen in the appendix on page 163). Therefore, the writer and the teacher decided to stop the Classroom Action Research (CAR) because it had already been successful. According to the result of the evaluation between the writer and the teacher, it could be assumed that the implementing of Classroom Action Research in improving students‟ writing ability through Triple Gold Writing and Whole brain Teaching Method were appropriate with the
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planning that had been discussed by the writer and the teacher previously. In this case, every action was planned as good as possible so that the writing activities could be accomplished well. C. Findings After Implementing The Action The findings after implementing the action consisted of two parts. Those were the result of post interview and the result of post-test. Further descriptions are as follows: a. The Result of Post-Interview After implementing TGW of WBT, the researcher carried out the unstructured interview with the teacher. It was conducted on Thursday, October 23, 2010. It started at 9.15 A.M and finished at 9.45 A.M. First criterion talked about the general condition in writing class during implementing the action. It was found that the students‟ condition were better rather than before carrying out the Classroom Action Research (CAR). In this sense, they looked enthusiastic in making Triple Gold Writing of Whole Brain Method and they felt easier to write their draft. The second category was the difficulty of the teacher in implementing Triple Gold Writing of Whole Brain Method during Classroom Action Research (CAR) and its solution. It was observed that most of the students difficult in appearing the key word of TGW students to bring dictionary. The last criterion is about the opinion of Triple Gold Writing Technique strategy. The teacher said that Triple Gold Writing was a good strategy in teaching writing. It might be able
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to improve the students‟ writing; it could be an alternative strategy and could motivate the English teacher to use it (for complate interview after implemeneted CAR can be seen in the appendix on page 175). b. Result of Post-Test The result of post-test 1 showed that the mean score of the class derived 68.10 in which there were 16 students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 70 (seventy). The mean score of post-test 1 was 68.10. There were only 16 students or 56.73% of the students who got the score above the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) meanwhile the other 21 students were below that criterion. There was a slight improvement of students‟ mean score from the students‟ writing on the preliminary study to the students‟ writing on the first cycle (the improvement percentage can be seen in the appendix on page 164) The data showed that the mean score of the previous score was 57.83 and the mean score of the students‟ writing on the first cycle was 68.10. That means that there was 18.4% of mean score improvement (the calculation can be seen in the appendix on page 164). The calculation of the mean of students‟ score in writing post-test 2 gained 77.64 (the calculation can be seen in the appendix on page 163). Based on the result of the students‟ writing, there was better improvement of students‟ mean score from the students‟ writing in the preliminary study to the students‟ writing in the second cycle. The
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mean score for the first one was 57.83 and the mean score of writing post-test 2 in the second cycle was 77.64. It means that there was 34.25% of mean score improvement (the calculation can be seen in the appendix on page 164). The students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) were 35 students or 94.59% into class percentage. It indicated that the first criterion of success has been achieved (the table of students‟ writing score pre-test, post-test1, and post-test2 can be seen in the appendix on page 165). D. The Interpretation of Data The students‟ improvement in the writing ability from the preliminary study to the second cycle was recapped in the figure below: 77.64
80 68,10 70
60
57,83
50 40 30 20 10 0 Preliminary
Post-test1
Diagram 4.1 Students’ Improvement in Writing Score
104
Post-test2
105
In the preliminary study, the mean score of students on writing test before carrying out Classroom Action Research (CAR) is 57.83. It is the students‟ writing score before they use Triple Gold Writing Technique of Whole Brain Teaching Method. Meanwhile, the class percentages which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) are 21.62%. It means that there are only 8 students who are able to pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 70 (seventy) and there are 29 students are out of the target. Furthermore, the mean score in the post-test of cycle 1 is 68.10. It means that there were some students‟ score improvement from the previous test that is 57.83%. Meanwhile, the class percentages which pass the Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in post-test 1 are 57.83%. It shows that there are 16 students who pass the Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) and there are 21 students whose score are still under Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). However, it is still needed more improvement because it could not achieve the criterion of success of classroom action research (CAR), that is 75% from the class percentage. That is why the writer and the teacher continue to the second cycle. Next, the mean score in the post-test of the second cycle is 77.64. It shows the students‟ improvement score 19.81 (77.64– 57,83) from the post-test1 (66.10) or 34.25% students‟ improvement in the score percentage from the preliminary study. Meanwhile, the class percentages
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which pass the Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) are 94.59%. It means there are 35 students whose score pass the Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) and there are 2 students are under the target of Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). 94,59% 100.00% 80.00%
57,83%
Preliminary
60.00%
Cycle 1
40.00% 21,62%
Cycle2
20.00% 0.00%
Diagram 4.2 Students’ Class Percentage Improvement in Writing Skill
This class percentage shows some improvements 94.59% from the preliminary study (21.62%) or post-test1 (56.73%) in the class percentage. The post-test of cycle 2 has fulfilled the target of Classroom Action Research (CAR) success, that is above 94.59% of the students could pass the
Mastery
Criterion-
Kriteria
Ketuntasan
Minimal
(KKM).
Automatically, it can be said that the Classroom Action Research (CAR) was successful and the cycle is stopped.
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CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion In this last chapter, the writer presents some conclusions on several points of views of implementing Triple Gold Writing of Whole Brain Teaching Method to enchance students‟ ability in writing of first grade students‟ at MAN 1 Salatiga in the academic year of 2014/2015. From the result of observation, evaluation and reflection of the implementation of the actions, the writer concluded that: 1. The use of Triple Gold Writing technique Whole Brain Teaching method improves students‟ writing skill of the first grade students at MAN 1 Salatiga in academic year of 2014/2015. The improvement could be seen from the increase of students‟ mean writing score from 57.83 or 21,62% of the class percentages which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in the preliminary study, and 68.10 or 57.83% of the class percentages which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in the first cycle1, to 77,64 or 94,59% of the class percentages which pass the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in the second cycle2. The Mean score of post-tests are higher than the pre-test. In the cycle 1, it shows that the pre-test score is
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57.83 and the post test is 68.10 and in the cycle 2 the post test is 77.64 or 34.25% students‟ improvement in the score percentage from the preliminary study. It means there is significant improvement of students mean score after triple gold writing of whole brain teaching method was used as the way in teaching writing. 2. The use of Triple Gold Writing technique of Whole Brain Teaching method can the improve the students‟ learning writing process during the Triple Gold Writing Technique of Whole Brain Teaching method that implemented to enhance their writing skill in the class X.IBB of MAN I Salatiga in academic Year 2014/2015. It can be proven (can be seen in the appendix on page 164) Students‟ Improvement in Writing Score and from improvement percentage is gained 34,25%. From the result of field notes, journal, and the students interview, it showed that the class condition during teaching learning process creates the positive atmosphere in the classroom, and also makes students creative in finding the ideas and make sentneces or paragraph. 3. The strength of using Triple Gold Writing technique of Whole Brain Teaching method as the way to improve students‟ writing skill in first grade of MAN 1 Salatiga. Hillman‟s statement (1995) is proved from the score of observation sheet that shows mostly good in cycle 1 and mostly excellent in the last cycle. Bisides that, the result of students interview showed that students gave positive responses to the implementation of triple gold writing technique in the teaching learning
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process of writing. Moreover, Triple Gold Writing Technique of Whole Brain Teaching Method would be alternative strategy in teaching writing.
B. Recommendation and Suggestion After the writer carried out the research, the writer concludes that Triple gold writing technique of whole brain teaching method could improve students‟ writing ability. Regarding to the subject of the CAR, the writer suggests that the teacher should use various techniques in the classroom because it can motivate their students and they will not get bored easily especially to implement the Triple Gold Writing Teachnique as an alternative strategy in teaching writing. Based on finding in this observation, the researcher would like to give recommendation and suggestion as follows: 1.
For English teacher The result of this research can support the English teachers to apply this technique for writing skill that can develop with whole brain teaching method in teaching writing. Teachers should prepare materials well and create fun atmosphere in the class in order to make students enjoyable and interested.
2. For the Students Studying English is not difficult if the students have willingness to study and have motivation to learn. The students can study English not only from their school but also from anywhere and anything such as
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English magazines, English song, English movies, English comic, etc. Not only it but also uses the other technique and method as the best way for students to learn English especially in writing skill. As students, they should always be active in learning English. 3. For Other Researcher The writer is aware that the research is not the end of the problems being studied. The writer does hope that the findings of the research will be used as a starting point of the next research on similar problems. There are many other techniques that uses in whole brain teaching class that can be used in teaching English to makes the lesson more interesting and enjoyable.
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BIBLIOGRAPHY
Amri Sofan, Iif Khoiru Ahmadi. 2010. Konstruksi Pengembangan Pembelajaran Pengaruhnya terhadap Mekanisme dan Praktik Kurikulum. Jakarta: Prestasi Pustaka Publisher Arends, I. Ricard. Learning to Teach, Sixth edition. McGrawHill: American Arikunto. Suharjono. Supardi. 2007: Penelitian Tindakan Kelas. Bumi Aksara: Jakarta Axelord, Rise B and Charles R. Cooper. 1985: The St. Martin‟s Guide to Writing. St.Martin‟s Press: New York. Biffle, Chris. 2010: Whole Brain Teaching For Challenging Kids. Crafton Hills Collage: California. Biffle, Chris. 2010: Whole Brain Teaching Model Classroom. Crafton Hills Collage: California. Biffle, Chris. 2010: Whole Brain Teaching Lesson Design and Delivery. Crafton Hills Collage: California. Biffle, Chris. 2012: The Whole Brain Writing Game. Crafton Hills Collage: California. Biffle, Chris. 2012: Whole Brain Writing. Crafton Hills Collage: California. Brown H. Douglas. 1994: Principles of Language Learning and Teaching. Third Edition. United States of America: San Francisco University. Brown, H. Douglas, 2000: Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall.
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Brown, H. Douglas. 2000: Principles of Language Learning and Teaching. Fourth Edition. Addison Wesley Logman: San Francisco. Brown, H. Douglas. 2001: Teaching by Principles An Interactive Approach to Language
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University: Longman. Brown, H. Douglas: Prinsip Pembelajaran dan Pengajaran Bahasa. Edisi Kelima, Pearson Education. Carmen Helena Rodas Panesso, Diana Maria Hincapie Martinez, Lina Costanza Kardona Pelaez “Implementation of Whole Brain Teaching Method in a Third Grade from Public School in Pereira, Risalrada: 2012) Depdiknas,
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Curriculum). Jakarta: 2006 Donald, Freeman. 1996: Teacher Learning in Language Teaching. Cambridge University Press: USA Freeman & Larsen. 2004. Teaching and Principles in Language Teaching, Second Edition. Oxford University Press: India Harmer, Jermy. 2001: The Practice of English Language Teaching. Pearson Education Limited: London. Hillman, J. (1995). Discovering children‟s literature. EnglewoodCliffs, NJ: Prentice Hall. Hyland, Ken. 2002: Teaching and Researching Writing. Pearson Education Limited: London.
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Irawanti, Ana, Ani. 2014: Berfikir Kreatif dan Menjadi Kaya Dengan Menulis. Salatiga. Khan, M. Muhsin, and Al-Hilali, M. Taqi-ud-Din. 1999: Interpretation of The Meanings of The Noble Qur‟an In The English language. Dar-usSalam Publication: Riyadh-Saudi Arabia. Meyer, Verne. Sebanek, Patrick & Kemper, Dave. Write for College. A Houghton Company: Wilmington Mills, E. Geoffrey. 2003: Action Research: A Guide for the Teacher Researcher. (2nd ed).Merril Prentice Hall: New Jersey. O‟Mallay, J. Michael and Lorraine Valdez Pierce. 1996. Authentic Assessment for English Language Learners, Practical Approaches for Teachers. Massachussets: Addison-Wasley Publishing Company, Inc. Ricard, C. Jack. 1990: The Language Teaching Matrix. Cambridge University Press: New York. Ricards, C. Jack. 1996: Classroom-Based Evaluation In Second language Education. Cambridge University Press: Cambridge Saddhono, Kudharu. 2013: Menulis Ilmiah Teori dan Aplikasi. Lembaga Pengembangan Pendidikan UNS: Solo. Shihab, M. Khuraish. 1997: Tafsir al-Qur‟an al-Karim atas Surat-surat Pendek Berdasarkan Turunnya Wahyu. Pustaka Hidayah: Bandung. Slamet & Saddhono. Meningkatkan Ketrampilan Bahasa Indonesia (Teori dan Aplikasi). Karya Putra Darwati Bandung. Bandung
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Sudijono, Anas. 2008. Pengantar Statistik Pendidikan. RajaGrafindo Persada: Jakarta. Suwandi, Sarwiji. 2011: Model-Model ASESMEN. Yuma Pustaka: Surakarta Suwandi, Sarwiji. 2012: Penelitian Tindakan Kelas (PTK) Penulisan Karya Ilmiah. Yuma Pustaka: Surakarta Weigle, C. Sara. 2001: Assessing Writing. Cambridge University Press: Cambridge www.WholeBrainTeaching.com Was accessed on May at 20.00 pm 2014. http://elfanydwipurwika.blogspot.com/2014/08/rpp-bahasa-inggris-recounttext-sma.html, Was accessed on 5 October at 19.30 pm 2014. http://www.englishindo.com/2012/07/descriptive-text.html, Was accessed on 5 October at 19.30 pm 2014. http://fujianto21-chikafe.blogspot.com/2014/02/7-contoh-singkat-descriptivetext.html, Was accessed on 5 October at 19.30 pm 20.14
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APPENDICES
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116
Lampiran 1 Daftar Nama Siswa dan Absensi Pertemuan ke...... dan tanggal No
NAMA Pertemuan ke-
urut
Induk
1
Alokasi Waktu (Jam Pel) Tanggal
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
6868
AGHNETA SYIFA PUTRI KUSWORO
P
6869
ANISA FAJRIYAWATI
P
6870
ANNIS SHOLIKHA
P
6871
AZIZAH NUR ITSNAINY
P
6872
CHOLIFAHTUN AMANAH
P
6873
DELA PUTRI LARASATI
P
6874
FITRIANA SUKMAYANTI
P
6875
HIDAYATUL MAZIDAH
P
6876
HIJRA SAFIRA
P
6877
IKA NOVIYANTI
P
6878
IVAN BAGUS ARIFIN
L
6879
KARIMATUL HUROH
P
6880
KHARISMA DIYAH AYUNING TIYAS
P
6881
KHISNA ARIFAH KHOIRIYAH
P
6882
LAILA RAHMAH MAHDIYYAH
P
6883
LISA AGUSTINA
P
6884
MAULIDA DWI SAPUTRI
P
6885
MUHAMAD AMIRUL MUTTAKIN
L
6886
MUHAMMAD KHAIRUN NASIRIN
L
6887
MUHAMMAD ULUL AZIB
L
116
2
3
4
117
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
6888
NENG HESTY RISMAYANTY
P
6889
NIKMATUL LINDA OKVIANA
P
6890
NUR AZLINA
P
6891
NUR INDAH MAULIDA
P
6892
OKTAVIANI DWI LESTARI
P
6893
PENGESTI ANGGUN WICAKSANTI
P
6894
RESTI UNNISA SABRINA
P
6895
RINI MEYLINAWATI
P
6896
RIZA APRIANI
P
6897
SAFINATUL FITRIAH
P
6898
SANTI DWI RAMADINA
P
6899
SARAH NUR ANNISA
P
6900
SARAH ZULFARIDA KHASANAH
P
6901
TISNA SAPUTRI DEWI
P
6902
VICKY HERMAWAN
L
6903
YULIANA GITA PRASETYA
P
6904
ZULVA TAMLICHA ACHABANYA ROBBY
P
S= Sakit I= Ijin B= Bolos A= Alpa
Salatiga, 06 Oktober 2014 Mengetahui, Guru Mata Pelajaran
Peneliti
Nur Jadid, S.Pd.I NIP. 198008062006041022
Febri Ari Sandi 11310010 117
118
Lampiran 2 Teacher’s Work Ability Cycle I (Instrumen Penilaian Kinerja Guru) NO Indikator/Aspek yang Dinilai I PRAPEMBELAJARAN 1 Mempersiapkan kesiapan ruang dan alat, 2 II 1 2
Skor 4
pembelajaran, dan media Memeriksa kesiapan siswa
4
MEMBUKA PEMBELAJARAN Melakukan kegiatan apersepsi Menyampaikan kompetensi yang akan dicapai dan rencana kegiatan
4 4 4
III A 1 2 3 4 5 6 B 1 2 3 4 5 6 7 8 9 C 1
KEGIATAN INTI PEMBELAJARAN Penguasaan materi pembelajaran descriptive text Mengaitkan materi dengan pengetahuan yang relevant Mengaitkan materi dengan realitas kehidupan Mencapai tujuan komunikatif Menggunakan struktur logika Menggunakan unsur-unsur kebahasaan Menggunakan unsur sosio-kultural Pendekatan / strategi pembelajaran Melaksanakan pembelajaran sesuai dengan kompetensi yang akan dicapai Melaksanakan pembelajaran sesuai dengan tingkat perkembangan dan kebutuhan siswa Melaksanakan pembelajaran secara urut Menguasai kelas Melaksanakan pembelajaran yang bersifat kontekstual Melaksanakan pembelajaran yang memungkinkan tumbuhnya kebiasaan positif (nurturant effect) Melaksanakan pembelajaran sesuai dengan waktu yang sudah dialokasikan Penggunaan bahasa inggris yang baik dan benar sebagai bahasa pengantar pembelajaran Pengunaan model Pembelajaran yang inovatif Pemanfaatan sumber belajar/media pembelajaran Menunjukan ketrampilan dalam penggunaan sumber belajar/media pembelajaran
118
4 4 3 4 3 3
4 4 4 4 4
4 4 4 4
119
2 3
Mengahsilkan pesan yang menarik Melibatkan siswa dalam pembuatan dan pemanfaatan sumber belajar/media pembelajaran
D
Pembelajaran yang memicu dan memelihara keterlibatan siswa Menumbuhkan partisipasi aktif siswa dalam pembelajaran Merespon positif partisipasi siswa Memfasilitasi interaksi antara guru dengan siswa dan siswa dengan siswa Menunjukan sikap terbuka terhadap respon siswa Menunjukan hubungan antarpribadi dan kondusif Menumbuhkan keceriaan dan antusiasme siswa dalam belajar
1 2 3 4 5 6
4 3
3 3 3
4 4 3
E 1 2
Penilaan proses dan hasil belajar Memantau kemajuan belajar Melakukan penilaian akhir sesuai kopetensi
IV 1
PENUTUP Membuat refleksi atau membuat rangkuman dengan melibatkan siswa Melaksanakan tidak lanjut dengan memberikan arahan, kegiatan, atau tugas sebagai bagian remidi/pengayaan SKOR TOTAL SKOR AHIR= (Skor Total:128) x 100
2
4 4 4
4 4
104 81.25
Keterangan: 1 = tidak baik; 2 = cukup baik; 3 = baik; 4 = sangat baik Salatiga, 16 Oktober 2014 Penilai
Nur Jadid, S.Pd.I NIP. 198008062006041022
119
120
Lampiran 3 Teacher’s Work Ability Cycle II (Instrumen Penilaian Kinerja Guru) NO Indikator/Aspek yang Dinilai I PRAPEMBELAJARAN 1 Mempersiapkan kesiapan ruang dan alat, 2 II 1 2
Skor 4
pembelajaran, dan media Memeriksa kesiapan siswa
4
MEMBUKA PEMBELAJARAN Melakukan kegiatan apersepsi Menyampaikan kompetensi yang akan dicapai dan rencana kegiatan
4 4 4
III A 1 2 3 4 5 6 B 1 2 3 4 5 6 7 8 9 C 1
KEGIATAN INTI PEMBELAJARAN Penguasaan materi pembelajaran descriptive text Mengaitkan materi dengan pengetahuan yang relevant Mengaitkan materi dengan realitas kehidupan Mencapai tujuan komunikatif Menggunakan struktur logika Menggunakan unsur-unsur kebahasaan Menggunakan unsur sosio-kultural Pendekatan / strategi pembelajaran Melaksanakan pembelajaran sesuai dengan kompetensi yang akan dicapai Melaksanakan pembelajaran sesuai dengan tingkat perkembangan dan kebutuhan siswa Melaksanakan pembelajaran secara urut Menguasai kelas Melaksanakan pembelajaran yang bersifat kontekstual Melaksanakan pembelajaran yang memungkinkan tumbuhnya kebiasaan positif (nurturant effect) Melaksanakan pembelajaran sesuai dengan waktu yang sudah dialokasikan Penggunaan bahasa inggris yang baik dan benar sebagai bahasa pengantar pembelajaran Pengunaan model Pembelajaran yang inovatif Pemanfaatan sumber belajar/media pembelajaran Menunjukan ketrampilan dalam penggunaan sumber belajar/media pembelajaran
120
4 4 4 4 4 3
4 4 4 4 4
4 4
4
121
2 3
Mengahsilkan pesan yang menarik Melibatkan siswa dalam pembuatan dan pemanfaatan sumber belajar/media pembelajaran
D
Pembelajaran yang memicu dan memelihara keterlibatan siswa Menumbuhkan partisipasi aktif siswa dalam pembelajaran Merespon positif partisipasi siswa Memfasilitasi interaksi antara guru dengan siswa dan siswa dengan siswa Menunjukan sikap terbuka terhadap respon siswa Menunjukan hubungan antarpribadi dan kondusif Menumbuhkan keceriaan dan antusiasme siswa dalam belajar
1 2 3 4 5 6 E 1 2
Penilaan proses dan hasil belajar Memantau kemajuan belajar Melakukan penilaian akhir sesuai kopetensi
IV 1
PENUTUP Membuat refleksi atau membuat rangkuman dengan melibatkan siswa Melaksanakan tidak lanjut dengan memberikan arahan, kegiatan, atau tugas sebagai bagian remidi/pengayaan SKOR TOTAL SKOR AHIR= (Skor Total:128) x 100
2
4 4
4 4
4 4 4
4 4
4 4
125 97.65
Keterangan: 1 = tidak baik; 2 = cukup baik; 3 = baik; 4 = sangat baik
Salatiga, 23 Oktober 2014 Penilai
Nur Jadid, S.Pd.I NIP. 198008062006041022
121
122
Lampiran 4 Lesson Plan Validation Cycle I (Instrumen Penilaian Rencana Pelaksanaan Pembelajaran) No. Indikator/ Aspek yang Dinilai 1 Kejelasan perumusan tujuan pembelajaran/ kompetensi dasat (tidak menimbulkan penafsiran ganda dan mencerminkan perilaku hasil belajar) 2 Pemilihan materi ajar (sesuai dengan tujuan dan karekterristik peserta didik 3 Pengorganisasian materi ajar (keruntutan, sistematika materi dan kesesuaian alokasi waktu) 4 Pemilihan seumber/media pembelajaran (sesuai dengan tujuan, materi, dan karakteristik peserta didik) 5 Kejelasan skenario pembelajaran (langkahlangkah kegiatan pembelajaran: awal, inti, dan penutup) 6 Kerincian skenario pembelajaran (setiap langkah tercermin strategi/metode dan alokasi waktu pada setiap tahap) 7 Kesesuaian teknik assesmen dengan tujuan pembelajaran 8 Kelengkapan instrument assesmen (soal, kunci, pedoman pensekoran) Skor Total Skor Akhir= (Skor Total: 40) x 100
Skor 5
5 5
5
4
5
5 5 39 97.5
Keterangan: 1 = sangat tidak baik; 2 = tidak baik; 3 = cukup baik; 4 = baik; 5 = sangat baik
Salatiga, 16 Oktober 2014 Penilai
Nur Jadid, S.Pd.I NIP. 198008062006041022 122
123
Lampiran 5 Lesson Plan Validation Cycle II (Instrumen Penilaian Rencana Pelaksanaan Pembelajaran) No. Indikator/ Aspek yang Dinilai 1 Kejelasan perumusan tujuan pembelajaran/ kompetensi dasat (tidak menimbulkan penafsiran ganda dan mencerminkan perilaku hasil belajar) 2 Pemilihan materi ajar (sesuai dengan tujuan dan karekterristik peserta didik 3 Pengorganisasian materi ajar (keruntutan, sistematika materi dan kesesuaian alokasi waktu) 4 Pemilihan seumber/media pembelajaran (sesuai dengan tujuan, materi, dan karakteristik peserta didik) 5 Kejelasan skenario pembelajaran (langkahlangkah kegiatan pembelajaran: awal, inti, dan penutup) 6 Kerincian skenario pembelajaran (setiap langkah tercermin strategi/metode dan alokasi waktu pada setiap tahap) 7 Kesesuaian teknik assesmen dengan tujuan pembelajaran 8 Kelengkapan instrument assesmen (soal, kunci, pedoman pensekoran) Skor Total Skor Akhir= (Skor Total: 4)x 100
Skor 5
5 5
5
5
5
5 5 40 100
Keterangan: 1 = sangat tidak baik; 2 = tidak baik; 3 = cukup baik; 4 = baik; 5 = sangat baik
Salatiga, 23 Oktober 2014 Penilai
Nur Jadid, S.Pd.I NIP. 198008062006041022 123
124
Lampiran 6 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: MAN 1 Salatiga
Mata Pelajaran
: Bahasa Inggris/Wajib
Kelas/Semester
: X/1
Materi Pokok
: 3.7. Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal
Alokasi Waktu
: 4x45 menit
A. Kompetensi Inti: KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3 :
Memahami,
menerapkan,
menganalisis
pengetahuan
faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
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KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar 2.3
Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 4.8.Menangkap makna dalam teks deskriptif lisan dan tulis sederhana. 4.9.Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.10.
Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat
wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. C. Indikator 1.1.1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana tentang orang. 2.3.1. Menunjukkan perilaku peduli, percayadiri, dan tanggung jawab dalam melaksanakan komunikasi terkait teks deskriptif sederhana tentang orang. 3.7.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsure kebahasaan pada Teks deskriptif sederhana tentang orang.
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4.8.1. Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang orang. 4.10.1. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang. D. Tujuan Pembelajaran 1.1.1. Siswa dapat menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana tentang orang. 2.3.1. Siswa dapat menunjukkan perilaku peduli, percaya diri, dantanggung jawab dalam melaksanakan komunikasi terkait teks deskriptif sederhana tentang orang. 3.7.1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsure kebahasaan pada teks deskriptif sederhana tentang orang. 4.8.1. Siswa dapat merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang orang. 4.10.1. Siswa dapat menyusun teks deskriptif lisan dan tulis sederhana tentang orang. E. Materi Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal 1. Personal description Personal description contains some information such as name, age, religion, address, school, and etc. Personal description can be in a form and text. Generic structure: - Mention full name, address, age, school, family. - Mention the name, occupation, profession and career. - Mention the physical features, his/her personality. Language feature: - Use adjectives and compound adjectives e.g. brown-skinned, attractive and beautiful.
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- Use linking verbs appear, is, etc. - Use attributes has and have. - Use question words who, which, how, where, etc. - Use pronoun I, you, we, they, he, she, it. - Use possessive pronoun my, your, our, her, his, etc. - Use action verb related to the simple present tense, e.g. be, have, work, live, etc. - Use singular and plural nouns. - Use simple present tense. 2. Simple present tense is a. Verbal sentence Formula: (+) S + Verb(-s/-es) + Object (-) S + Do/Does + Not + Verb +Object (?) Do/Does + S + Verb + Object +? b. Nominal sentence Formula: (+) S + To be (is/am/are) + Complement (adjective/adverb/noun) (-) S + To be (is/am/are) + Not + Complement (adjective/adverb/noun) (?) To be (is/am/are) + S + Complement (adjective/adverb/noun) F. Metode Pembelajaran/Teknik: Whole Brain Teaching Method Triple Gold writing Technique G. Sumber/Bahan/Alat a. Alat dan media Alat
: Laptop, LCD, white board
Media
: Power point, modul, text book, picture
b. Sumber ajar Buku paket
: Buku pengangan guru dan buku siswa SMA kelas X
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Modul siswa kelas X Referensi
: The Whole Brain Writing Game, The Triple gold Writing WholeBrainTeaching.com
H. Langkah-langkah Kegiatan Pembelajaran KegiatanPembelajaran Pendahuluan
Deskripsi
Waktu 10 menit
Kegiatan Awal 1.
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
2.
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
3.
Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
4.
Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan
butir
karakter
yang
hendak
dikembangkan selain yang terkait dengan SK/KD 5.
Tanya jawab tentang material yang menjadi latar belakang pembahasan materi.
6.
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa
7.
Memberitahukan bentuk kelas Whole Brain Teaching kepada siswa
Inti
Pertemuan 1 (cycle 1) A. 1.
Mengamati: Guru meminta siswa mengamati gambar deskriptif orang terkenal atau tempat wisata terkenal.
2.
Guru meminta siswa mengamati contoh teks deskriptif yang telah ada ada dalam bentuk scaffloding
Mempertanyakan: 1.
Guru membimbing siswa mempertanyakan fungsi teks deskriptif, generic structure. Dan language feature nya.
Mengeksplorasi: Dalam kegiatan eksplorasi, guru: • Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari. • Mencocokkan tebakan siswa dengan materi yang ada dalam text book. • Menunjukan gambar untuk mengembangkan kreatifitas siswa dalam membuat kalimat yang sesuai dengan materi yang dibahas.
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70 menit
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• Membuat topic sentence untuk deskriptif teks. • Menggunakan beragam pendekatan pembelajaran, media pembelajaran, dan sumber belajar lain; • Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya; • Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran. • Memfasilitasi
peserta
didik
melakukan
percobaan
di
laboratorium, studio, atau lapangan. B.
Mengasosiasi:
1.
Guru meminta siswa untuk mirroring dengan teman sebangkunya mengenai materi yang telah dijelaskan oleh guru.
2.
Guru meminta siswa mengamati teman sebangkunya.
3.
Guru meminta siswa menuliskan dan mirroring ciri-ciri fisik teman sebangkunya.
C.
Mengomunikasikan:
1.
Guru meminta siswa untuk menuliskan teks deskriptif tentang temannya berdasarkan ciri-ciri yang telah ditulis.
2.
Guru meminta siswa menyampaikan hasil pekerjaannya.
Pertemuan 2 A.
Mengamati: 1.
Guru membimbing siswa untuk membuat teks deskriptif dengan teknik Triple Gold Writing
Mempertanyakan: 1.
Guru membimbingsiswa menanyakan pertanyaan terkait dengan cara membuat teks deskriptif dengan teknik TGW.
Mengeksplorasi: 1.
Guru menjelaskan fungsi teks deskriptif.
2.
Guru menjelaskan fungsi teknik TGW dalam memudahkan untuk membuat teks deskriptif dan lainnya.
B.
Mengasosiasi: 1.
Guru meminta siswa untuk mirroring materi yang telah dipelajari
2.
Guru meminta siswa untuk berpasangan, dan membuat sebuah teks deskripsi.
C.
Mengomunikasikan: 1.
Guru meminta siswa untuk maju kedepan kelas membuat
contoh
kalimat
yang
kemudian
dikembangkan menjadi paragraph dengan teknik
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TGW 2.
Guru meminta siswa untuk membuat teks deskriptif secara individual.
Penutup
10 menit
Dalam kegiatan penutup, guru: 1.
bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
2.
melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah
dilaksanakan
secara
konsisten
dan
terprogram; 3.
memberikan umpan balik terhadap proses dan hasil pembelajaran;
4.
merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan
tugas
baik tugas
individual maupun kelompok sesuai dengan hasil belajar peserta didik; 5.
menyampaikan rencana pembelajaran pada pertemuan berikutnya.
I. Penilaian a. Teknik Penilaian
Tugas kelompok
: penilaian proses, karakter dan keakuratan dalam
pembuatan tulisan
Tugas Individu
Penilaian proyek
: penilaian kognitif
b. Bentuk Instrumen
Pedoman observasi
LKS Soal uraian
Rubik penilaian proyek (terlampir)
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131
c. Pedoman pensekoran NO Nama Siswa
Aspek Penilaian Idea/Content
Syntax
Vocabulary
Grammar
Mechanic
Nilai= Jumlah Score X5 = 100
1 2
Kriteria Penilaian 1 = Kurang Bagus
2 = Cukup
3 = Bagus
4 = Sangat Bagus
Nilai = Score X 5 = 100
Salatiga, 15 Oktober 2014 Mengetahui, Guru Mata Pelajaran
Peneliti
Nur Jadid, S.Pd.I
Febri Ari Sandi
NIP. 198008062006041022
11310010
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Lampiran 7 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: MAN 1 Salatiga
Mata Pelajaran
: Bahasa Inggris/Wajib
Kelas/Semester
: X/1
Materi Pokok
: 3.7. Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal
Alokasi Waktu
: 4x45 menit
A. Kompetensi Inti: KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3 :
Memahami,
menerapkan,
menganalisis
pengetahuan
faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
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KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan B. Kompetensi Dasar 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar 2.3.Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.9.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya. 4.13. Menangkap makna teks recount lisan dan tulis, sederhana, tentang pengalaman, kegiatan, kejadian, dan peristiwa. 4.14. Menyusun teks recount lisan dan tulis, sederhana, tentang kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.8.Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. C. Indikator 1.1.Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai bahasa penganter
komunikasi
internasional
yang
diwujudkan
dalam
semangatbelajar 2.3.1. Menunjukkan perilaku peduli, percayadiri, dan tanggung jawab dalam melaksanakan komunikasi terkait teks deskriptif sederhana tentang orang.
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3.7.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsure kebahasaan pada Teks deskriptif sederhana tentang orang. 4.8.1. Merespon makna dalam teks recount, lisan dan tulis, sederhana, tentang orang. 4.10.1. Menyusun teks recount lisan dan tulis sederhana tentang orang. D. Tujuan Pembelajaran 1.1.1. Siswa dapat menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana tentang orang. 2.3.1. Siswa dapat menunjukkan perilaku peduli, percaya diri, dantanggung jawab dalam melaksanakan komunikasi terkait teks deskriptif sederhana tentang orang. 3.7.1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsure kebahasaan pada teks recount sederhana tentang orang. 4.8.1. Siswa dapat merespon makna dalam teks recount, lisan dan tulis, sederhana, tentang orang. 4.10.1. Siswa dapat menyusun teks recount lisan dan tulis sederhana tentang orang. E. Materi Recount text adalah salah satu jenis tulisan dalam bahasa Inggris. Recount text adalah jenis tulisan yang bertujuan untuk menceritakan kembali suatu peristiwa atau kejadian. Jenis tulisan ini dapat digunakan dalam hal pemberitaan atau dalam hal hiburan. Ciri - Ciri Recount Text 1. Memakai Past Tense. Misalkan we went to beach, I was happy, etc 2. Memakai Conjunction dan Time Connectives untuk mengurutkan peristiwa atau kejadian. Misalnya and, but, the, aftar that, etc 3. Memakai Adverbs dan Adverbial Phrase untuk mengungkapkan tempat, waktu dan cara. Misalkan yesterday, at my house, slowly, etc. 4. Memakai Action Verbs. Misalkan went, slept, run, brought, etc. Susunan dalam recount text adalah: • Orientation
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Pada paragraf awal ini dijelaskan hal-hal umum mengenai peristiwa yang akan diceritakan. Biasanya paragraf ini berisi siapa yang terlibat, apa yang terjadi, di mana peristiwa itu terjadi, dan kapan peristiwa itu terjadi. • Events Bisa terjadi dalam beberapa paragraf, ini untuk menceritakan secara kronologis mengapa dan bagaimana peristiwa itu dapat terjadi. • Reorientation Paragraf akhir ini sifatnya optional, terserah dari penulis apakah ingin menulis bagian reorientation ini atau tidak. Inti dari paragraf ini adalah sebagai penutup dari peristiwa atau kesimpulan dari peristiwa yang diceritakan. Penulis juga dapat menyisipkan komentar pribadi mengenai peristiwa tersebut. Simple Past FORM: (+) S + V2 + O (-) S + DID + NOT + V1 + O (?) DID + S + V1 + O ? EXAMPLE: (+) I STUDIED ENGLISH LAST NIGHT (-) I DID NOT STUDY ENGLISH LAST NIGHT (?) DID I STUDY ENGLISH LAST NIGHT? F. Metode Pembelajaran/Teknik: Whole Brain Teaching Method Triple Gold writing Technique G. Sumber/Bahan/Alat a. Alat dan media Alat
: Laptop, LCD, white board
Media
: Power point, modul, text book, picture
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b. Sumber ajar Buku paket
: Buku pengangan guru dan buku siswa SMA kelas X Modul siswa kelas X
Referensi
: The Whole Brain Writing Game, The Triple gold Writing WholeBrainTeaching.com
H. Langkah-langkah Kegiatan Pembelajaran KegiatanPembelajaran Pendahuluan
Deskripsi
Waktu 10 menit
Kegiatan Awal
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan
butir
karakter
yang
hendak
dikembangkan selain yang terkait dengan SK/KD
Tanya jawab tentang material yang menjadi latar belakang pembahasan materi.
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa
Memberitahukan bentuk kelas Whole Brain Teaching kepada siswa
Inti
Pertemuan 1 (cycle 1) A.
Mengamati: Guru meminta siswa mengamati gambar recount wisata yang telah dikunjungi
Guru meminta siswa mengamati contoh teks recount yang telah ada ada dalam bentuk scaffloding
Mempertanyakan:
Guru membimbing siswa mempertanyakan fungsi teks recount, generic structure. Dan language feature nya.
Mengeksplorasi: Dalam kegiatan eksplorasi, guru: •
Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari.
136
70 menit
137
•
Mencocokkan tebakan siswa dengan materi yang ada dalam text book.
•
Menunjukan
gambar
untuk
mengembangkan
kreatifitas siswa dalam membuat kalimat yang sesuai dengan materi yang dibahas. •
Membuat topic sentence untuk recount teks.
•
Menggunakan beragam pendekatan pembelajaran, media pembelajaran, dan sumber belajar lain;
•
Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;
•
Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran.
•
Memfasilitasi peserta didik melakukan percobaan di laboratorium, studio, atau lapangan.
B.
Mengasosiasi:
Guru meminta siswa untuk mirroring dengan teman sebangkunya mengenai materi yang telah dijelaskan oleh guru.
Guru meminta siswa mengamati teman sebangkunya.
Guru meminta siswa menuliskan dan mirroring ciri-ciri fisik teman sebangkunya.
C.
Mengomunikasikan:
Guru meminta siswa untuk menuliskan teks recount tentang temannya berdasarkan ciri-ciri yang telah ditulis.
Guru meminta siswa menyampaikan hasil pekerjaannya.
Pertemuan 2 D.
Mengamati:
Guru membimbing siswa untuk membuat teks recount dengan teknik Triple Gold Writing
Mempertanyakan:
Guru membimbingsiswa menanyakan pertanyaan terkait dengan cara membuat teks recount dengan teknik TGW.
Mengeksplorasi:
Guru menjelaskan fungsi teks recount.
Guru menjelaskan fungsi teknik TGW dalam memudahkan untuk membuat teks recount dan lainnya.
E.
Mengasosiasi:
Guru meminta siswa untuk mirroring materi yang telah dipelajari
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Guru meminta siswa untuk berpasangan, dan membuat sebuah teks deskripsi.
F.
Mengomunikasikan:
Guru meminta siswa untuk maju kedepan kelas membuat
contoh
kalimat
yang
kemudian
dikembangkan menjadi paragraph dengan teknik TGW
Guru meminta siswa untuk membuat teks deskriptif secara individual.
Penutup
10 menit
Dalam kegiatan penutup, guru:
bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram;
memberikan umpan balik terhadap proses dan hasil pembelajaran;
merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik;
menyampaikan
rencana
pembelajaran
pada
pertemuan berikutnya.
I. Penilaian d. Teknik Penilaian
Tugas kelompok
: penilaian proses, karakter dan keakuratan dalam
pembuatan tulisan
Tugas Individu
Penilaian proyek
: penilaian kognitif
e. Bentuk Instrumen
Pedoman observasi
LKS Soal uraian
Rubik penilaian proyek (terlampir) 138
139
f. Pedoman pensekoran NO Nama Siswa
Aspek Penilaian Idea/Content
Syntax
Vocabulary
Grammar
Mechanic
Nilai= Jumlah Score X5 = 100
1 2 Kriteria Penilaian 1 = Kurang Bagus
2 = Cukup
3 = Bagus
4 = Sangat Bagus
Nilai = Score X 5 = 100
Salatiga,22 Oktober 2014 Mengetahui, Guru Mata Pelajaran
Peneliti
Nur Jadid, S.PdI
Febri Ari Sandi
NIP. 198008062006041022
11310010
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140
Lampiran 8 Interview Guidelines for the needs Analysis (Before CAR) HASIL WAWANCARA
Kepada Guru Bahasa Inggris (MAN 1 Salatiga) Pewawancara : Febri Ari Sandi Pihak yang diwawancarai : Nur Jadid, SpdI Jabatan : Guru Bahasa Inggris Hari/ Tanggal : 6 Oktober 2014 Waktu : 10.00-10.40 Tempat : Ruang Guru
1. Bagaimana sikap siswa terhadap proses pembelajaran Bahasa Inggris di kelas? Setiap siswa memiliki sikap yang berbeda-beda saat saya mengajar Bahasa Inggris di kelas. Sebagian besar siswa dikelas cukup perhatian dengan materi yang saya sampaikan, tetapi saya harus tetap mengawasi keadaan siswa saat saya penyampaian materi berlangsung agar mereka memberikan perhatiannya penuh kepada penjelasan materi. Kadang siswa yang saya ajar aktif dikelas hal tersebut dikarenakan materi yang saya ajarkan disukai mereka, selebihnya biasa saja tidak ada yang terlalu menonjol dalam nilai Bahasa Inggris meski sebagian dari mereka ada yang mengikuti kursus Bahasa Inggris diluar sekolah. 2. Berapa nilai KKM untuk pelajaran Bahasa Inggris? Karena sekolah ini sedang dalam proses untuk menjadi sekolah bertaraf nasional maka nilai KKM untuk Bahasa Inggris 70 (tujuh puluh). 3. Apakah siswa-siswa sudah mencapai nilai KKM?
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75% siswa saya sudah mencapai KKM, dan 25% lainnya belum mencapai tetapi mereka mau berusaha untuk mencapai KKM sering saya menanyakan kesulitan yang mereka hadapi saat proses belajar mengajar berlangsung 4.
Skill apa yang dianggap paling sulit oleh siswa? Dari ke-empat skill (listening, speaking, reading, dan writing) yang paling sulit ya writing. Kemampuan writing mereka masih kurang, padahal banyak jenis teks yang yang harus dipelajari sampai kelas tiga nanti.
5. Apa yang menjadi penyebab kesulitan siswa dalam writing? Kurangnya pemahaman siswa terhadap tenses, sehingga tulisan yang dihasilkan sulit dipahami tensesnya. Selain tenses, kurangnya kosakata yang mereka kuasai serta pola pikir Bahasa Indonesia mereka yang masih terbawa saat menerjemahkan Bahasa Indonesia ke Bahasa Inggris. 6. Teknik apa yang digunakan dalam mengajar writing? Story telling. 7. Media apa yang digunakan dalam mengajar writing? Papan tulis, LCD, dan spidol 8. Kendala apa yang dialami saat mengajar writing? Ada beberapa kendala yang saya hadapi saat mengajar writing tapi yang paling berat adalah kemalasan siswa jika diberi tugas baik untuk di kelas maupun dirumah, jika tidak saya beritahu hukuman mereka bermalasmalasan
mengerjakan
tugas.
Padahal
141
semakin
mereka
berlatih
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mengerjakan tugas-tugas writing lama-lama mereka juga akan menjadi terbiasa dan mampu mengerjakan tugas yang saya berikan. 9. Apakah ada teknik lain untuk mengatasi kesulitan siswa dalam writing? Dikarenakan siswa saya visual learner, saya sering mengajarkan writing dengan picture. Tetapi saya pernah mendengar tentang clustering technique atau teknik yang digunakan sebelum memulai menulis. Clustering technique membuat ide-ide tentang topic yang akan ditulis menjadi lebih terpikirkan tidak asal menulis. 10. Jenis teks apa yang Bapak/Ibu sarankan untuk digunakan dalam penelitian ini? Descriptive dan Recount text.
Salatiga, 5 Oktober ,2014
Interviewer
Febri Ari Sandi
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Lampiran 9 Instrumen Penilaian Ketrampilan Menulis Analytical scoring writing rubric adapted from O’Malley Components of Scoring
Content
Writing 15-20
Focuses on central ideas with an organized and elaborated text.
10-15 Content
Central idea, but not as evenly elaborated and some deviations.
5-10
Not focused idea or more than one idea, unclear elaboration and many deviations.
1-5
Not clear idea, little or no elaboration, and many deviations.
Vocabulary
15-20
Purposefully chosen vocabulary, sentence variety, information and voice to affect reader.
10-15
Less precise vocabulary and less purposeful information
5-10
Basic vocabulary and not purposeful selected; flat and inconsistent tone.
1-5
Not controlled vocabulary, flat tone, halted or choppy sentence
Syntax
15-20
Standard word order, no enjambment (run on
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sentence), completeness (no sentence fragments), standard modifiers and coordinators and effective transitions. 10-15
Mostly standard word order, some enjambment (run-on line) or sentence fragment.
5-10
Some non-standard word order, enjambment, (run-on line), and word omissions (e.g. verbs).
1-5
Frequent non-standard word order, enjambment (run-on line) and word omissions.
Grammar
15-20
Standard inflection (e.g. plurals, possessives, -ed, ing, with verbs, and –ly with adverb), subject-verb agreement, and standard word meaning.
10-15
Mostly standard inflection, agreement and word meaning
5-10
Some error with inflection, agreement and word meaning
1-5
Shift from one tense to another, error in conventions (them/those, good/well, double negative, etc).
15-20
Effective use of capitalization, punctuation, spelling and formatting (paragraph noted by indenting)
10-15
Mostly effective use of mechanic; error do not detract from meaning
5-10
Some error with spelling and punctuation that
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detract from meaning
1-5
Misspell even simple words; little formatting evident.
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Lampiran 10 The Criteria of the Students’ Achievement Criteria of Mastery (Total Score)
Grade
91 – 100
Excellent
81 – 90
Very Good
71 – 80
Good
61 – 70
Fair
51 < 60
Poor
The performance indicators of the improvement of the students‟ ability in writing text are: 1. The students can achieve the passing grade of the writing test of 70 2.
At least 75% of students in the class have passed the minimum mastery criteria of writing skill.
3. The students‟ participation during teaching and learning process at least 75% of students in the class active in doing the class.
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Lampiran 11 PEDOMAN JURNAL GURU SIKLUS I Mata Pelajaran : Bahasa Inggris Kelas
: X.IBB
Pengampu
: Febri Ari Sandi
No
Aspek Pengamatan
Perilaku Siswa
1.
Respon siswa ketika menerima
Hal tersebut dapat dilihat pada waktu
materi pembelajaran yang diberikan
mereka memberikan respon yang baik saat
guru
menerima materi yang dijelaskan oleh guru. Siswa menanyakan hal-hal yang mereka tidak fahami.
2.
Respon
yang
ditunjukan
siswa
Siswa sangat berantusias dan bersemangat
terhadap teknik dan media yang
saat guru mejelaskan teknik dan media
digunakan dalam pembelajaran
yang akan digunakan dalam pembelajaran dan siswa juga merasa senang saat patrik menulis dengan TGW
3.
Komentar siswa terhadap teknik
Siswa memberikan komentar dengan cara
yang digunakan
menyanyakan kepada guru tentang hal-hal yang kurang dipahami siswa.
4.
Sikap positif siswa tentang menulis Siswa memperhatikan penjelasan guru mengunakan teknik Triple Gold
dengan baik dan mengikuti instruksi guru
Writing
dengan baik
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5.
Sifat negatif siswa tentang cara
Siwa
kadang
menulis dengan TGW
kegiatan
sulit
menulis
untuk
mengawali
dikarenakan
mereka
bingung menemukan ide. Tetapi, keadaan itu
dapat
diatasi
membimbing
siswa
dengan yang
cara
guru
mengalami
kesulitan.
Observer
Nur Jadid, S.Pd.I
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Lampiran 12 FIELD NOTES Cycle/Meeting
: I/1 (One)
Day/Date
: Wednesday/October 15th, 2014
Time
: 09.15- 11.00
Theme/Sub theme
: Descriptive Text
I. Happens in the classroom From the students‟ side
Some students not pay attention on teacher‟s explanation
Some students look quiet but they don‟t focus with the material and did not understand with the exercise.
From the teacher‟s side
The teacher chose the good method in teaching writing through triple gold writing technique of whole brain teaching method
II . Things to consider From students‟ side
Students need clear explanation of the material using triuple gold writing technique and whole brain teaching classroom design.
Students need to give interesting explanation to attract the students
From teacher‟s side
Teacher should have a loud voice so that students can pay attention to the teacher‟s explanation
Observer
Nur Jadid, S.PdI
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Lampiran 13 FIELD NOTES Cycle/Meeting
: I/ 2 (Two)
Day/Date
: Thursday, October 16th, 2014
Time
: 07.15 - 09.30
Theme/Sub theme
: Descriptive Text
I. Happens in the classroom From the students‟ side Some students pay attention on teacher‟s explanation Students looked so motivated to join WBT classroom design Students looked so enjoyed to follow teacher instruction and rules From the teacher‟s side The teacher gives a good activity and also good choice to get the goal of teaching. They are divided into some groups. The teacher gave intensive guide by answering all of the questions. II . Things to consider From students‟ side Students need to explore their vocabulary hard. Some students don‟t look to try hard to find out the vocabulary they need. From teacher‟s side Teacher should give the way how to get the vocabulary, because most of students have lack in vocabulary field. Observer
Nur Jadid, S.Pd.I
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Lampiran 14 HASIL WAWANCARA SISWA SIKLUS I
Mata Pelajaran
: Bahasa Inggris
Nama/No. Urut
: Annisa Sholikha/ 03
Kelas
: X.IBB
1. Apakah kalian menyukai kegiatan menulis? Jawab: Ya, karena menurut saya kegiatan menulis dapat mengekpresikan perasaan dan pikiran kita kedalam bentuk tulisan. 2. Apakah kalian sering melakukan kegiatan menulis dalam bahasa Inggris? Jawab: Ya, kadang-kadang. 3. Kesulitan-kesulitan apa saja yang sering siswa alami dalam menulis tanpa teknik “ triple gold writing”? Jawab: Kesulitan untuk mengembangkan kalimat dan menyusunya menjadi sebuah paragraf. 4. Apakah siswa sulit menemukan ide, membuat kalimat, dan menyusun kalimat tersebut menjadi sebuah paragraf atau esai? Jawab: Ya, saya kesulitan. 5. Faktor apa saja yang mempengaruhi siswa dalam menulis? Jawab: Suasana hati dan minat. 6. Apakah anda senang dengan pembelajaran menulis dengan teknik “triple gold writing”? Jawab: Ya, saya senang karena terbantu dalam membuat kalimat
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HASIL WAWANCARA SISWA SIKLUS I
Mata Pelajaran
: Bahasa Inggris
Nama/No. Urut
: Lisa Agustina/ 16
Kelas
: X. IBB
1. Apakah kalian menyukai kegiatan menulis? Jawab: Ya, karena kegiatan menulis adalah kegiatan yang menyenangkan karena dapat mengambarakan suasana hati. 2. Apakah kalian sering melakukan kegiatan menulis dalam bahasa Inggris? Jawab: Pernah dan sering 3. Kesulitan-kesulitan apa saja yang sering siswa alami dalam menulis tanpa teknik “ triple gold writing”? Jawab: Kesulitan dalam mengembangkan ide, pemilihan kata, dan kesulitan dalam berkonsentrasi. 4. Apakah siswa sulit menemukan ide, membuat kalimat, dan menyusun kalimat tersebut menjadi sebuah paragraf atau esai? Jawab:Ya, sedikit kesulitan. 5. Faktor apa saja yang mempengaruhi siswa dalam menulis? Jawab: Suasana kelas yang ramai kadang-kadang membuat saya sulit untuk berkonsentrasi. 6. Apakah anda senang dengan pembelajaran menulis dengan teknik “triple gold writing”? Jawab: Ya, saya sangat senang karena terbantu sehingga mudah untuk menentukan pilihan kata yang tepat, mengembangkan ide, dan menyusunya.
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HASIL WAWANCARA SISWA SIKLUS I
Mata Pelajaran
: Bahasa Inggris
Nama/No. Urut
: Vicky Hermawan/ 35
Kelas
:
1. Apakah kalian menyukai kegiatan menulis? Jawab: Tidak, karena susah. 2. Apakah kalian sering melakukan kegiatan menulis dalam bahasa Inggris? Jawab: Ya pernah, tapi tidak sering. 3. Kesulitan-kesulitan apa saja yang sering siswa alami dalam menulis tanpa teknik “ triple gold writing”? Jawab: Kesulitan menemukan ide yang menarik dan pilihan kata yang dapat dikembangkan ke dalam bentuk kalimat atau paragraf. 4. Apakah siswa sulit menemukan ide, membuat kalimat, dan menyusun kalimat tersebut menjadi sebuah paragraf atau esai? Jawab: Ya, sering terjadi.. 5. Faktor apa saja yang mempengaruhi siswa dalam menulis? Jawab: Bakat dan minat yang dimiliki! 6. Apakah anda senang dengan pembelajaran menulis dengan teknik “triple gold writing”? Jawab: Ya, sedikit terbantu untuk memilih kata yang sesuai.
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HASIL WAWANCARA SISWA SIKLUS I
Mata Pelajaran
: Bahasa Inggris
Nama/No. Urut
: Rini Meylinawati/ 28
Kelas
: X. IBB
1. Apakah kalian menyukai kegiatan menulis? Jawab: Ya, saya lumayan menyenagkan. 2. Apakah kalian sering melakukan kegiatan menulis dalam bahasa Inggris? Jawab: Ya, pernah. 3. Kesulitan-kesulitan apa saja yang sering siswa alami dalam menulis tanpa teknik “ triple gold writing”? Jawab: Kesulitan untuk mengembangkan ide dan sulit berkonsentrasi. 4. Apakah siswa sulit menemukan ide, membuat kalimat, dan menyusun kalimat tersebut menjadi sebuah paragraf atau esai? Jawab: Ya, apa lagi ide yang menarik karena mempengaruhi pilihan kata dan menyusunnya agar menjadi paragraf yang bagus. 5. Faktor apa saja yang mempengaruhi siswa dalam menulis? Jawab: Perasaan, pengalaman yang dimiliki siswa, dan minat. 6. Apakah anda senang dengan pembelajaran menulis dengan teknik “triple gold writing”? Jawab: Ya, saya senang karena cucup membantu dan belum pernah dipraktekan oleh guru.
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Lampiran 15 Teaching and Learning Process in Cycle I
1) Building Knowledge of Field There were three steps which were done in Building Knowledge of Field. There were pre-activities, main activities, and post-activities. In the pre-activities the teacher greeted the students, prayed, checked the student‟s attendance, explained the goals and benefits of the lesson, and explained the activities that were going to do by the students. In those pre-activities student gave attention to the explanation. The conversation between the researcher and the students are the following: Teacher : “Good morning everybody?” Students‟ Teacher
: “Good morning Miss” : “Before beginning our class today, let us open by saying
„basmallah‟ together. Students : “bismillahir rahmanir rahim” Teacher : “Okay, guys... how are you today?” Students : “I‟m fine, miss and you?” Teacher : “I‟m great, thank you. How about you guys?” Students : I‟m fine too, miss. One of students asked; Student : “will you teach here miss? Let us know you miss before the class begins”
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Teacher : “Okay, first I will introduce myself. My name is Febri Ari Sandi from Salatiga. In here I will teach you for two weeks. I will show you the gratified learning, an extra ordinary way of learning, and we will have fun together guys. Are you curious? Students : “Yes, miss. It will be fun. What is that?” After giving the explanation, the teacher gave the pre-test to the class. Teacher : Okay guys, before the lesson, I will give you pre-test. Are you ready class?” Students : “Yeah, ready Miss” Teacher : “the test is, please write the descriptive test you want. It could be place, person, thing, or etc. When the students were doing the test, she walked around the class to check the student‟s task. After students finished the pre-test, she collected the students‟ result and began to teach. Design of WBT class Design of WBT class is the design of class that students should students‟ do during the lesson process. This design will help students‟ to be more active and more pay attention to the teacher and the materials that teacher conducted. The design of WBT class consists of 1) Class Yes 2) Classroom Rules 3) Teach-Okay 4) Scoreboard Game and, 5) Mirror. The conversation between the researcher and the students are the following: After giving the explanation about the class design, the explanation about the goals and the activity that day, the teacher tries to do some
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simulation about the design of WBT class before the lesson began to make sure that the students understood about the instruction. Teacher : “Class, what will you do if you want to ask permission to go to toilet, stand up, want to ask question, and keep you teacher happy?” Students : “ answer, 1. ikuti gerakan guru secara cepat jika diminta, 2. angkat tangan jika ingin keluar kelas, 3. angkat tangan jika ingin berdiri dari tempat duduk, 4. buat guru mu tetap senang dengan cara membuat huruf L dengan jarimu, kemudian tujukan kedua tangan yang membentuk huruf L sambil memberikan senyuman kepada gurumu.” Teacher : “Class” Students : “answer, yes” Teacher : “Class, claass, claaaaass” (with different sound). Students : “follow it, yes, yees, yeeeees” (with different sound). Teacher : “ classity” Students : “yesity” Teacher : “Class...(speak briefly) do you undertand...? (clap twice and say teach)” Students : “Yes...YES...(clap and say) Okay” Teacher : “Mirror”. (When the teacher say mirror students will do mirroring with their friend and replace all the material that have been learned or explained about something, as teacher wanted).
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The next activity, the teacher asked the students some questions dealing about the description of their mother. It was to stimulate them about simple present tense, one of the important features on descriptive text. Teacher : “What is your mother‟s hair color?” Student : “My mother‟s hair is black, miss” Student : “My mother‟s hair is brown, miss” From the students‟ answer, it indicated that they forgot about the simple present tense material. Then the teacher gave the explanation about the example of the question and answers in the form of simple present tense sentence. 2) Modeling of Text In this part, the teacher distributes some pictures such as rabbit, Borobudur temple, or someone.
Picture 4.1 : Rabbit for descriptive text
All of the students paid attention on them. Then the teacher asked the students to understand the pictures. After a few minutes, the teacher asked the students to answer the question based on the picture given orally. Teacher : “What is the fur color of that rabbit? Student : “It is white, Miss”
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Teacher : “What is the eyes color of that rabbit guys?” Student : “It is red, Miss” Teacher : “What does usually rabbit eat?” Student : “Usually rabbit eats carrot, Miss” Teacher : “Class... claaaaaaaaaaaaassssssssssss... classss” Student : “Yes... yeeeeeeeessssssss... yesss” After giving some questions to the students, the teacher wrote down the list of sentences. Here the sentences were the answers of the previous question given. They were: 1. The rabbit fur is white 2. The rabbit eye is red 3. Rabbit eats carrot From these sentences, the teacher continued the lesson by explaining Simple Present Tense. The teacher explained the function and the pattern of Simple Present Tense. Furthermore, the teacher asked the students to underline the verb and adjective in the form of present tense on each sentences given. The students looked seriously to follow the teaching and learning process. To make the class fun, the teacher sometimes used word “class or (clap twice and say) teach”. It seemed they were curious more. Then, the teacher explained the students how about to make negative and interrogative sentences, and all things related to simple present tense with descriptive text.
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After the students understood about simple present tense teacher asks to students to do mirroring. Teacher : “Mirror” Then student do mirroring with their friend to replace the material that they had got. Teacher : “Teach... teach... teach” Students : “ Okay... Okay.. Okay” (with clapping their hand). Teacher : “Keep your teacher happy” Student : (The students did some gesture, such as to make L from both of their hand using their finger and give big smile to their teacher). After the activity finished, the next activity was the students did the exercise by making some topic sentences in the form of present tense that will be developed into paragraph by the students, individually. Then the teacher discussed the answers to the whole class. 3) Join Construction of Text This phase was done in second meeting of cycle 1 on Thursday, October 16, 2014. The first activity of the step was the teacher explained about the social function, the generic structure, and the language feature of descriptive text. In here the teacher explained about the use of triple gold writing pattern to make descriptive text.
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Triple Gold Sentences Topic My
Part
mother
is .........
1 Part
of
3 Part this
3
mother
is
beautiful. is.......and ......
My mother is beautiful and kind.
2 Part
My
is ......... , ...... , My and .......
sentence
mother
is
beautiful, kind, and good wife.
usually uses as Topic sentence Triple Gold Paragraph
My mother is beautiful, kind person, and good wife. My mother has white skin and her eyes color is brown, so she looks so beautiful. My mother loves to help people, so she is kind person. As a good wife my mother always takes care all of her children. Teacher : “ Class?” Students : “Yes.” Teacher : “Any question so far?” Students : (Raised her hand) “ Miss, it is easy to makes sentence using TGS, it‟s only adding three thing into one subject to make topic setences. 161
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Teacher : “ Ya, if you have understood you don‟t need to make three parts of subject and adjective, noun, or verb. Only make one subject with three things or more it‟s okay. Students : “ Yes miss, we understood.” Teacher : “And to make paragraph you only develop the three things on your topic setence with adding some information of each part of it.” Teacher : “Mirror, and explain it to your partner” Teacher : “Teach” Students : (clap twice and say) “Okay” Teacher : “Now I will continue to develop your triple gold paragraph to be a text.” Triple Gold Essay / Text
My mother is beautiful, kind person, and good wife.
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My mother has white skin and her eyes color is brown she looks so beautiful My mother loves to help people and kind person As a good wife my mother always take care all her children.
My mother has white skin and her eyes color is brown she looks so beautiful
My mother hairs‟ is curly with brown color. She has beautiful smile My mother loves to help people and kind person She always give me example to help other people All my friends love my mothers As a good wife my mother always take care all her children. She likes her house to be clean and organized My mother is beautiful, kind person, and good wife.
She always takes care of her family
My mother has white skin and her eyes color is brown she looks so beautiful My mother loves to help people and kind person As a good wife my mother always take care all her children.
After I explained the material. I asked students to make topic sentences with form of triple gold setences. Puzzel 1: Makes topic sentence for descriptive text Topic
Short Topic Sentence Butterfly
Has beautiful wings, color, and eat nectar.
1. Prambanan
________________,________, and __________.
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2. Rose 3. Your Mother 4. Your friend 5. My rabbit 6. Fathers’ car 7. My sister 8. Bali 9. Monas 10. Cat
Vocabulary related with the topics: Cute, funny, smart, color, smell good, rock, stone, high, big, famous, beautiful, hair, eyes, nose, kind, humble, good wife, skin, tall, fat, slim, place, vacation, beach, gold, center of merdeka square, cool, fast, food. 4) Independent Construction of Text The focus of the activity, the teacher asked the students to arrange a good text based on the short topic sentences that they have made individually then they should choose one short topic sentences and develop it into descriptive text. It was also as the post-test in cycle 1. Teacher : “You have made 10 short topic sentences. Now, choose 1 short topic sentence and compose it again to be descriptive paragraph. Okay class?” Students : “Yess, miss.”. Teacher : “Great! But… in this occasion you have to write it by your own. You cannot discuss again with your partner in group.” Students : “Yaaaaah” (they sighed) 164
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Next, the students wrote descriptive text based on the short topic sentence that you have chosen and do it individually. Furthermore, the teacher reminded them to be careful in writing descriptive text, especially in using grammar, they had to use the present verb. After finishing the individual task, each student had to submit their result of writing descriptive text.
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Lampiran 16 The Teaching and Learning Process Cycle II
1. Building knowledge of the field The steps of this phase were same as before. There were pre activities, main activities, and post activities. In the pre activities the teacher greeted the students, prayed, checked the attendance list, reviewed the previous lesson, explained the goal and benefit of the lesson, and told the activities which were going to do by the students. Teacher: “Assalamu‟alaikum warahmatullahi wabarakaatuh” Students: “Wa‟alaikumsalam warahmatullahi wabarakatuh” Teacher: “Hallo guys, how are you doing?” Students: “I‟m fine, thank you, and you?” Teacher: “I‟m very well thank you. Now, do you want to have fun learning today?” Students: “Yes, miss” Other student: “Is it TGW with WBT classroom design, miss?” Teacher: “Yup... Will you like it?” Students: “Sure, miss” Teacher: “Wow, I‟m happy to hear that. We‟ll have TGW again today, but before it, I want to ask you several questions. Have you ever visited tourism objects?” Student 1: “Yess, miss. I ever visited Borobudur when I was child”
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Teacher: “Okay, Now, tell us about your last experinces when you were on Borobudur.” Student 1: “In Bahasa, Miss?” Teacher: “In English of course” Student 1: “But if I make mistakes, help me ya, miss? Teacher: “Sure.” And then that student told to the class about her last experience when visiting the tourism object. Sometime, she didn‟t know the vocabularies in English and her friends help her in finding the words. From her action, the teacher concludes that the students had better progress in using grammar than before. She also could manage the plot of the her story well, but she still lacked in vocabularies. Teacher: “Very good… give applause to Fina, class!” Finally, the teacher explained to the students more about the last activity that they had done. The students received the instruction very well. The goal of the activity was the students should have discussion competence, especially to manage something correctly and find the topic of the lesson quickly and happily.
Drini beach
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The students were interested when teacher showed them this picture. It could be seen from their curious face. Student:”In where, miss?” Student:”That‟s you with your friends, miss?” Teacher: “I took that picture when I was in Drini Beach?” Student 1:“I think it was in Bali, miss... Because the beach is beautiful” Student 2:“Were some of your friends bule miss?” Teacher: “Ya... some of my friends are bule” Student 3:“Miss tell us your experience when you were in Drini beach, miss” Then the teacher explained to the class about her experience. She also made some question related with her experience. Teacher also told to student about past tense and always highlights it. 2. Joint construction of the text The next step in this cycle was Joint Construction of the Text. The first activity in this stage, the teacher asked the students to observe the pictures that teacher showed and to give some examples of recount text. Then the teacher asked to the student to highlight the sentence with pattern past tense. After that the teacher gave the students recount text exercise where the students should fill in the blank with the word in past tense form. They should do that exercise in group. In addition, the teacher asked each group to open their dictionary to find the meaning of the words and the sentences in the text. It would make them feel relax to discuss about their tasks. Some students read the texts to enhance their
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knowledge, and information related to the text. The others opened their dictionary to help to know the form of verb2 and the meaning about the words. Another student wrote the result. The groups were working well. The task was to complete the sentence by using given verb2. Meanwhile the students did the task, the teacher went around the class to know whether the students needed help or not. After all the groups finished, the teacher asked some students to read out the answer in front of the class and then the result was discussed to the class. The next activity, the teacher asked the students to read and understand the recount text given. After that, the teacher asked the students dealing with the new vocabularies or the words that they did not know the meaning. The teacher wrote down the words which the students asked on the whiteboard. The teacher gave the students a chance to answer their friends‟ question. From the recount text given, the teacher began to explain about the generic structure and the language features of recount text and its social functions. The students looked serious to follow the teaching and learning process. It seemed that they wanted to understand what the teacher explained.
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Then the teacher asked the students to analyze the text given. The students should find its orientation, main section, and end. Besides analyzing the generic structure of recount sentence, the teacher also asked the students to analyze the language features of recount text. In this case, students did their task seriously. The last activity on this step, the teacher asked the students to try sharing their good experience. After a few minutes, the teacher asked the students to ask question to their friends who had presented their good experience in front of the class. The other students wrote down the summaries of their friend‟s experience with TGW pattern. Here, the students did the task in group. Some students still consulted to their dictionary when they found difficulty in vocabulary. The other students asked their friends when they found difficulty in vocabulary and grammar. Meanwhile the students did their task, the teacher went around to class to know whether the students needed a help or not. The class was rather crowded because the students discussed the task with their partner. It made the class rather noisy. After they finished doing their task, the teacher asked one of the groups to read their text in front of the class. Then the students checked the work together. Some of them could correct the mistakes. Then the teacher corrected the students‟ work together with the students, so they finally knew their mistakes. In the closing, the teacher gave opportunity for the students to share their opinion related to the lesson. She also asked the students to try to arrange some simple sentences based on the comic at home. By practicing writing sentences they would be able to write a good paragraph. The teacher reminded the students
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to be careful in using correct grammar, punctuation, and spelling in writing sentences or paragraphs. 3. Independent construction of the text In independent construction of the text, the teacher gave the students some themes, they are: good or bad experice, and the place that have ever been visited. She asked them to make a recount text individually. The students did the task seriously and enthusiastically. The teacher went around the class to check the students‟ work. Sometime she stopped when students asked her question dealing with the theme. The students tried to do better than before. It seemed that they could express and explore their ideas although just in the forms of simple sentence. Teacher allowed the students to open their dictionary to help them find the difficult words. Sometimes the students asked their friends the meaning of words when they did not find the them in their dictionary. The result of the students‟ task would be taken as the latest post-test which was also in the last meeting in this observation. Before the teacher closed the lesson, she gave opportunity to the students to share their opinion related to the lesson. Teacher: “What do you think about our lesson today and the last day, guys?” Student 1: “It was awesome, miss. I can make my own story. I arrange it by myself. hehehe” Student 2: “It was interesting, miss. I can explore my idea.” Student 3: “Yes, it was good. We can share our ideas and help each other”
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Student 4: “My vocabularies are also improving, miss” Student 5: “I know the structure to write descriptive and recount text, miss.” Student 6: “I realized that the mechanic and word order are important to write.” Students 7: “I am very enjoying the class miss because we do mirroring so I can understand the material well. We also do class yes, teach ok, keep teacher always happy, and my favorite thing is when we do scoreboard game because who got many stars sticker will get gift. And I got it: D” Teacher: “Good. Thank you, guys… That‟s what the aims of this lesson applied. I‟m touched hearing your opinion. Hehe. After this, I hope you keep learning, especially in learning English. I‟m sure you can be a great writer. Finally, I have to close our class today. See you around, guys. Wassalamualaikum warrahmatullahi wabarakatuh ” Students :“Wassalamualaikum warahmatullahi wabarakatuh.” Teacher : “If you need help, you can ask me anytime.” Students : “Yess, miss.”
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Lampiran 17 The Score of Students’ Pre-test in cycle 1 Name
R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28 R29
Scoring Aspect Score Passing Aspect Aspect Aspect 3 Aspect 4 Aspect 5 Grade 1 2 Content Syntax Vocabulary Mechanic Grammar (KKM) 20 10 20 10 15 20 20 15 10 20 10 20 20 15 15 15 15 10 15 15 10 10 20 20 20 20 20 15 20
15 5 15 10 10 20 15 10 15 20 10 10 15 15 15 15 15 10 15 10 5 5 10 10 15 10 15 10 10
15 5 10 10 10 10 10 10 10 15 10 10 10 10 15 10 10 5 10 10 5 5 10 10 10 10 10 10 10 173
10 5 15 10 15 10 10 5 5 15 10 10 10 10 10 15 10 10 10 10 10 5 10 15 15 10 15 10 10
15 5 10 5 10 10 10 10 5 10 10 15 10 10 10 15 10 5 10 5 5 5 10 10 10 10 10 5 10
75 30 70 45 60 70 65 50 45 80 50 65 65 60 65 70 60 40 60 50 35 30 60 65 70 60 70 50 60
Yes No Yes No No Yes No No No Yes No No No No No Yes No No No No No No No No Yes No Yes No No
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R30 R31 R32 R33 R34 R35 R36 R37
20 10 20 15 20 15 20 10
10 10 15 10 15 15 15 10
10 10 10 10 10 10 10 10
15 10 10 5 10 10 10 10
Total Average Maximum Minimum
10 10 10 5 10 10 10 10
65 50 65 45 65 60 65 50 2.140 57,83 80 30
No No No No No No No No
The Criteria of Students’ Achievement of Pre-test in cycle 1 No
Total Score
Grade
Number of Student
1
91-100
Excellent
-
2
81-90
Very Good
-
3
71-80
Good
2
4
61-70
Fair
14
5
51-60
Poor
8
6
21-50
Very Poor
13
The mean score: = = = 57,83 The class percentages in pre-test P= P= P = 21.62%
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Lampiran 18 The Score of Students’ Post-test in cycle 1 Name
R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28 R29
Criteria Score Passing Aspect Aspect Aspect 3 Aspect 4 Aspect 5 Grade 1 2 Content Syntax Vocabulary Mechanic Grammar (KKM) 20 20 20 20 20 20 20 20 15 20 20 20 20 15 15 15 15 20 15 15 20 20 20 20 20 20 20 15 20
15 10 15 15 15 20 15 10 15 20 15 10 15 15 15 15 15 10 15 10 10 10 10 10 15 10 15 10 10
15 10 10 10 10 10 10 10 10 15 15 10 10 10 15 10 10 10 10 10 10 10 10 10 10 10 10 10 10 175
15 5 15 15 15 10 10 15 15 20 15 15 10 10 10 15 10 15 15 10 15 10 15 15 15 10 15 15 10
20 10 15 10 10 10 10 10 10 15 10 15 10 10 10 15 10 10 10 10 15 10 10 10 15 15 15 10 10
85 65 75 70 70 70 65 65 65 90 75 70 65 60 65 70 60 65 65 60 70 60 65 70 75 65 75 60 60
Yes No Yes Yes Yes Yes No No No Yes Yes Yes No No No Yes No No No No Yes No No Yes Yes No Yes No No
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R30 R31 R32 R33 R34 R35 R36 R37
20 20 20 15 20 20 20 15
15 10 15 10 15 15 15 10
15 10 10 10 10 10 10 10 Total Average Maximum Minimum
The mean score: = = = 68.10 The class percentages in cycle I : P= P= P = 56, 73%
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20 10 10 15 15 10 10 15
15 10 10 10 15 15 15 10
85 60 65 60 75 70 70 60 2.520 68.10 90 60
No No No No Yes Yes Yes No
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Lampiran 19 The Score of Students’ Post-test in cycle 2 Name
R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28 R29
Criteria Score Passing Aspect Aspect Aspect 3 Aspect 4 Aspect 5 Grade 1 2 Content Syntax Vocabulary Mechanic Grammar (KKM) 17 20 20 19 18 20 20 20 15 20 20 18 17 15 15 15 15 20 18 15 20 18 16 20 20 14 20 17 20
16 14 15 15 15 14 13 12 13 18 15 13 14 13 14 12 12 10 13 12 15 12 15 13 18 15 15 13 15
17 16 13 17 15 16 14 14 14 16 17 14 16 14 15 13 14 14 14 13 16 14 14 15 18 15 14 15 15
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18 18 16 17 18 17 16 18 18 18 18 16 14 18 15 17 15 15 15 15 18 15 15 15 17 16 16 15 14
18 14 15 14 15 16 15 12 15 16 15 15 14 15 15 16 16 14 14 14 15 15 15 13 18 14 15 15 16
86 82 79 82 81 83 78 76 75 88 85 76 75 75 74 73 72 73 74 69 84 74 75 76 91 74 80 75 80
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes
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R30 R31 R32 R33 R34 R35 R36 R37
20 16 18 18 20 20 20 16
17 12 12 12 15 15 15 12
18 14 14 15 10 13 12 15
20 17 16 16 15 12 13 14
Total Average Maximum Minimum
18 14 13 13 15 15 16 13
93 73 73 74 75 75 76 69 2873 77.64 93 69
Yes Yes Yes Yes Yes Yes Yes No
The Criteria of Students’ Achievement of Pre-test in cycle 2 No
Total Score
Grade
Number of Student
1
91-100
Excellent
2
2
81-90
Very Good
9
3
71-80
Good
24
4
61-70
Fair
2
5
51-60
Poor
-
6
21-50
Very Poor
-
The mean score: = = = 77.64 The class percentages cycle II: P= P= P = 94.59%
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Lampiran 20 The improvement percentage from pre-test to post-test 1 is derived from the following formula: P= P= P= 17.75% The improvement percentage from pre-test to post-test 2 is gained from the following formula: P= P= P= 34,25%
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Lampiran 21 The Students’ Writing Score of Pre-test, Post-test1, Post-test 2
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
Name Responden 1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28 R29 R30 R31 R32 R33
Pre-test 75* 30 70* 45 60 70* 65 50 45 80* 50 65 65 60 65 70* 60 40 60 50 35 30 60 65 70* 60 70* 50 60 65 50 65 45
180
Score Post-Test1 85* 65 75* 70* 70* 70* 65 65 65 90* 75* 70* 65 60 65 70* 60 65 65 60 70* 60 65 70* 75* 65 75* 60 60 85* 60 65 60
Post-test2 86* 82* 79* 82* 81* 83* 78* 76* 75* 88* 85* 76* 75* 75* 74* 73* 72* 73* 74* 69 84* 74* 75* 76* 91* 74* 80* 75* 80* 93* 73* 73* 74*
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65 75* 75* R34 60 70* 75* R35 65 70* 76* R36 50 60 69 R37 Total 2140 2520 2873 Mean 57.83 68.10 77.64 *: The student who passed the Minimum Mastery Criterion Kriteria 34 35 36 37
Ketuntasan Minimal KKM (70)
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Lampiran 22 PEDOMAN JURNAL GURU SIKLUS II Mata Pelajaran : Bahasa Inggris Kelas
: X.IBB
Pengampu
: Febri Ari Sandi
No 1.
Aspek Pengamatan
Perilaku Siswa
Respon siswa ketika menerima Siswa lebih bersemangat dan serius saat materi pembelajaran yang diberikan
memperhatikan penjelasan dari guru. Tidak
guru
ditemui lagi siswa yang berbicara dengan teman
sebangku,
siswa
yang
sering
melamun, dan siswa yang sering membuat corat-coret dikertas.
2.
Respon
yang
ditunjukan
siswa
Siswa antusias dalam mengikuti kegiatan
terhadap teknik dan media yang
pembelajaran dikelas.
Sehingga siswa
digunakan dalam pembelajaran
siswa dapat mengerjakan tugas menulis dengan tepat waktu. Siswa terlihat lebih konsentrasi.
Siswa
juga
menayakan
kesulitan-kesulitan mereka saat melakukan proses menulis. 3.
Komentar siswa terhadap teknik
Siswa memberikan komentar dengan cara
yang digunakan
menanyakan kepada guru tentang hal-hal yang kurang dipahami siswa.
4.
Sikap positif siswa tentang menulis
Sikap positif yang sering diperlihatkan
mengunakan teknik Triple Gold
siswa
Writing
penjelasan guru dengan baik dan saat
adalah
siswa
memperhatikan
menulis dengan teknik TGW keadaan siswa sangat tenang karena
mereka
kelihatan berkonsentrasi penuh sehingga keadaan kelas menjadi sangat mendukung.
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5.
Sifat negatif siswa tentang cara
Sebagian siswa telat mengumpulkan hasil
menulis dengan TGW
pekerjaan menulis mereka dan meminta tambahan waktu untuk menyelesaikannya. Namun hal ini dapat diselesaikan guru dengan cara selalu mengingatkan waktu untuk
mengumpulkan
tugasnya
dan
mengarahkan mereka saat menulis.
Observer
Nur Jadid, S.Pd.I
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Lampiran 23 FIELD NOTES Cycle/Meeting
: 2/ 1 (One)
Day/Date
: Wednesday/ October 22th, 2014
Time
: 09.15- 11.00
Theme/Sub theme
: Recount Text
I. Happens in the classroom From the students‟ side More students pay attention on a new topic and the pattren of triple gold writing technique. Students are cooperative to support the teacher‟s teaching goal. More students look enthusiast when choosing their good experince and making recount text using TGW technique. From the teacher‟s side Teacher masters the technique and the material she gives. Teacher checked the students‟ work by walking to their table and giving comments. II . Things to consider From students‟ side Some students too much asked about vocabulary From teacher‟s side Teacher should make sure if the students are ready to listen to her explaining. If the students are not ready yet, try to make them ready so what she explains can be understood. The teacher should provide dicionary or ask to students to look the word on their own dictionary. Observer
Nur Jadid, S.PdI
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FIELD NOTES Cycle/Meeting
: 2 / 2 (Two)
Day/Date
: Thursday/ October 23th, 2014
Time
: 07.15- 09.30
Theme/Sub theme
: Recount Text
I. Happens in the classroom From the students‟ side
Students had chance to ask questions as many as possible freely in English and Indonesian.
Students wrote and revise their draft in their group cooperatively and enthusiastically
From the teacher‟s side
Teacher spoke more loudly and clearly.
The teacher checked the students to make sure the entire student understand about the instruction.
II . Things to consider From students‟ side
Students need more time to do their excercise.
From teacher‟s side
The teacher should check the students to make sure that they finished their work.
Observer
Nur Jadid, S.PdI
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Lampiran 24 HASIL WAWANCARA SISWA SIKLUS II
Mata Pelajaran
: Bahasa Inggris
Nama/No. Urut
: Safinatul Fitriah/ 30
Kelas
: X. IBB
1. Apakah
teknik
yang
digunakan
dapat
membantu
siswa
dalam
pembelajaran menulis? Jawab: Ya, teknik yang digunakan cukup menarik dan jelas karena dapat memotivasi siswa dalam menulis. Proses pengajaran dari guru juga menyenangkan apalangi saat sesi scoreboard game. Jadi termotivasi dan mendapar hadiah. 2. Apakah teknik yang digunakan memudahkan siswa dalam megembangkan ide,membuat kalimat, dan menyusun kalimat tersebut menjadi sebuah paragraf atau esai dalam pembelajaran menulis? Jawab: Ya, sangat membantu karena saya dapat menembangkan ide dari kata kunci yang dapat dikembangkan mejadi sebuah kalimat. 3. Apakah minat siswa dalam menulis meningkat setelah mengunakan teknik “triple gold writing” pembelajaran menulis? Jawab: Ya, minat saya dalam menulis meningkat karena teknik ini menyenangkan. 4. Apakah anda senang dengan pembelajaran menulis dengan teknik “triple gold writing”? Jawab: Ya senang, karena ini pertama kalinya dan susana kelas sangat menyenagkan. 5. Faktor-faktor apa saja yang mempengaruhi siswa dalam menulis. Jawab: Faktor minat, kemauan, dan lingkungan.
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HASIL WAWANCARA SISWA SIKLUS II
Mata Pelajaran
: Bahasa Inggris
Nama/No. Urut
: Riza Apriani/ 29
Kelas
: X. IBB
1. Apakah
teknik
yang
digunakan
dapat
membantu
siswa
dalam
pembelajaran menulis? Jawab: Ya, sangat memudahkan 2. Apakah teknik yang digunakan memudahkan siswa dalam megembangkan ide,membuat kalimat, dan menyusun kalimat tersebut menjadi sebuah paragraf atau esai dalam pembelajaran menulis? Jawab: Ya, siswa dapat mengembangkan kalimat menjadi sebuah paragraf dengan menambahkan kalimat tambahan yang dikembagkan dari tropic setence. 3. Apakah minat siswa dalam menulis meningkat setelah mengunakan teknik “triple gold writing” pembelajaran menulis? Jawab: Ya, saya menjadi mulai suka menulis. 4. Apakah anda senang dengan pembelajaran menulis dengan teknik “triple gold writing”? Jawab: Ya senang, karena sekara saya mulai bisa mengembangkan ide untuk dibuat menjadi sebuah kalimat. 5. Faktor-faktor apa saja yang mempengaruhi siswa dalam menulis. Jawab: Faktor minat dan suasana hati.
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HASIL WAWANCARA SISWA SIKLUS II
Mata Pelajaran
: Bahasa Inggris
Nama/No. Urut
: Muhammad Ulul Azib/ 20
Kelas
: X. IBB
1. Apakah
teknik
yang
digunakan
dapat
membantu
siswa
dalam
pembelajaran menulis? Jawab: Ya, teknik yang digunakan mudah dipahami dan betuk kelas yang menyenangkan. 2. Apakah teknik yang digunakan memudahkan siswa dalam megembangkan ide,membuat kalimat, dan menyusun kalimat tersebut menjadi sebuah paragraf atau esai dalam pembelajaran menulis? Jawab: Ya, sedikit membantu dulunya saya tidak suka menulis dan kesulitan menyusun kalimat sekarang mulai bisa. 3. Apakah minat siswa dalam menulis meningkat setelah mengunakan teknik “triple gold writing” pembelajaran menulis? Jawab: Ya, saya senang dan mulai suka menulis. 4. Apakah anda senang dengan pembelajaran menulis dengan teknik “triple gold writing”? Jawab: Ya senang, karena saya bisa membuat paragraf dengan cukup lumanyan bagus dibanding dulu. 5. Faktor-faktor apa saja yang mempengaruhi siswa dalam menulis. Jawab: Faktor minat, motivasi, dan bakat.
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HASIL WAWANCARA SISWA SIKLUS II
Mata Pelajaran
: Bahasa Inggris
Nama/No. Urut
: Karimatul Huroh/ 12
Kelas
: X. IBB
1. Apakah
teknik
yang
digunakan
dapat
membantu
siswa
dalam
pembelajaran menulis? Jawab: Ya, teknik yang sangat bagus dan mudah dipahami. 2. Apakah teknik yang digunakan memudahkan siswa dalam megembangkan ide,membuat kalimat, dan menyusun kalimat tersebut menjadi sebuah paragraf atau esai dalam pembelajaran menulis? Jawab: Ya, sangat memudahkan siswa. 3. Apakah minat siswa dalam menulis meningkat setelah mengunakan teknik “triple gold writing” pembelajaran menulis? Jawab: Awalnya minat saya dalam menulis tidak terlalu suka namun setelah mengunakan teknik ini saya menjadi mulai suka menulis. Karena teknik ini mudah dipahami. 4. Apakah anda senang dengan pembelajaran menulis dengan teknik “triple gold writing”? Jawab: Ya senang, bentuk kelas yang menyenagkan. Kami juga aktif untuk mengikuti pelajaran karena ada class yes, mirror, keep teacher happy sehingga suasana kelas tidak kaku dan menyenagkan. 5. Faktor-faktor apa saja yang mempengaruhi siswa dalam menulis. Jawab: Faktor kemauan siswa dan lingkungan kelas yang menyenagkan.
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Lampiran 25 Interview for the English Teacher after Classroom Action Research HASIL WAWANCARA
Kepada Guru Bahasa Inggris (MAN 1 Salatiga) Pewawancara
: Febri Ari Sandi
Pihak yang diwawancarai
: Nur Jadid, SpdI
Jabatan
: Guru Bahasa Inggris
Hari/ Tanggal
: 24 Oktober 2014
Waktu
: 10.00-10.30
Tempat
: Ruang Guru
1. Tanya : Apa pendapat Bapak setelah meilhat pembelajaran writing/menulis dengan menggunakan TGW technique? Jawab : Saya melihat para siswa termotivasi dan terlihat lebih bersemangat dalam pembelajaran writing, apalagi ketika anak-anak membuat TGW pattren dengan membuat bentuk tinga kalimat yang dikembangkan menjadi pargraf kemudian dari paragraf dikembangan lagi menjadi sebuah. Hasil kerja mereka juga terlihar rapi dan bagus. Kemudian dalam desain kelas dari Whole Brain Teaching Method nya juga menarik. Jadi siswa selalu aktif dan tidak merasa ngantuk dikelas. Karena jika mereka terlihat ngatuk atau lesu kita bisa meminta siswa untuk class Yes, Teach Ok, Mirroring juga. Apa lagi siswa juga dilatih untuk
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191
menghargai guru dengan Keep Teaching Happy. Sehingga guru akan semakin bersemangat mengajar dikelas.
2. Tanya : Bagaimana kondisi siswa Bapak dalam pembelajaran writing/menulis setelah menggunakan TGW technique? Jawab : Saya merasa senang melihat perkembangan kemampuan siswa dalam menulis, apalagi melihat hasil dari nilai writing mereka yang menunjukkan peningkatan.
3. Tanya : Apakah Bapak merasa termotivasi setelah melihat penggunaan TGW technique dalam pembelajaran writing/menulis di kelas? Jawab : Tentunya saya merasa termotivasi untuk menggunakan metode TGW technique dalam mengajarkan writing, karena aktifitasnya sangat bagus. Membimbing siswa dalam menentukan ide-ide sebelum mereka memulai menulis dengan kalimat-kalimat yang padu atau berkaitan dengan kalimat-kalimat yang dibuatnya. Dan pastinya siswa jadi lebih kreatif dalam mengembangkan ide yang ada dipikirannya.
4. Tanya : Bagaimana kemampuan pemahaman writing/menulis siswa bapak setelah menerapkan TGW technique sebagai salah satu metode pengajaran writing/menulis? Jawab : Kemampuan siswa dalam keterampilan menulis menjadi lebih baik. Awalnya mereka terkendala
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dalam menentukan ide tentang apa yang akan mereka tulis, dengan diajarkannya metode pengajaran TGW technique siswa menjadi lebih mudah menentukan idenya.
5. Tanya : Menurut pendapat ibu, bagaimana aktifitas belajar mengajar yang dilaksanakan dalam pembelajaran writing/menulis dengan menggunakan TGW technique? Jawab : Aktifitas belajar mengajar menggunakan TGW technique lebih produktif karena siswa dapat dengan mudah atau terbantu dalam membuat paragraph sehingga hasil tulisan yang dihasilkan lebih banyak dan bervariasi. Pembelajaran writing menggunakan TGW technique ini merupakan suatu penyegaran dalam pembelajaran writing.
6. Tanya : Kendala apa yang terlihat ketika belajar writing/menulis menggunakan TGW technique? Jawab : Kendala yang terlihat yaitu ketika siswa harus mengeluarkan ide mereka dalam bentuk key word. Kebanyakan mereka kekurangan vocabulary sehingga mereka kesulitan dalam menemukan kosakata yang mereka maksud.
7. Tanya : Menurut bapak, bagaimana cara mengatasi kendala tersebut? Jawab : Bisa dengan menggunakan kamus.
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8. Tanya
:
Bagaimana
partisipasi
siswa
ketika
pembelajaran
writing/menulis menggunakan TGW technique berlangsung? Jawab : Partisipasi siswa cukup baik dalam proses pembelajaran di kelas. Walaupun pada awalnya siswa terlihat pasif namun dalam dengan adanya kegiatan yang melibatkan siswa dalam proses pembelajaran dan siswa dituntut untuk melaksanakan kegiatan tersebut, sehingga siswa lama kelamaan berpartisipasi. Jadi partisipasi siswa cukup bagus dan terkontrol.
9. Tanya : Apakah strategi pembelajaran TGW technique efektif diterapkan pada pembelajaran skill writing? Jawab : ya, saya melihat strategi TGW technique ini cukup efektif dalam pembelajaran skill writing karena dapat membantu siswa dalam mengeluarkan ide dan menyusun ide tersebut dalam sebuah paragraph. Selain itu, TGW technique juga dapat meningkatkan kreatifitas siswa.
10. Tanya : Menurut bapak, apakah strategi pengajaran TGW technique dapat meningkatkan kemampuan writing/menulis siswa dalam bahasa Inggris? Jawab : ya, saya kira TGW technique of WBT method dapat meningkatkan kemampuan menulis siswa karena dapat mempermudah siswa dalam mengeluarkan ide dan menyusun ide tersebut hingga tersusun
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menjadi paragraph. Selain itu juga dapat terlihat pada nilai siswa yang menunjukan perbaikan dari setiap siklus
Salatiga, 24 Oktober ,2014 Interviewer
Febri Ari Sandi
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Lampiran 26 Pictures of Teaching and Learning Process of Implementing TGW Technique of WBT Method
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202
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DAFTAR RIWAYAT HIDUP Data Pribadi
Nama lengkap
: Febri Ari Sandi
Tempat, Tanggal lahir
: Salatiga, 23 Februari 1991
Jenis Kelamin
: Perempuan
Kewarganegaraan
: Indonesia
Agama
: Islam
Status
: Belum Kawin
Alamat
: Jl. SurowijoyoII No. 36 Pengilon, Salatiga
No. Kontak
: 085799046347
Email
:
[email protected]
Pendidikan Formal
1997-2003
: SDN 01 Balongsari, Blora
2003-2006
: SMP N 5 Salatiga
2006-2007
: SMP N 1 Banjarejo, Blora
2007-2010
: SMA N 1 Tunjungan, Blora
2010-2015
: FKIP TBI, IAIN Salatiga
Demikian riwayat hidup ini saya buat dengan sebenarnya.
Salatiga, 21 Februari 2014
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PERNYATAAN PUBLIKASI SEKRIPSI
Yang bertanda tangan dibawah ini:
NAMA
: Febri Ari Sandi
NIM
: 11310010
JURUSAN
: FKIP
PROGDI
: TBI
Menyatakan bahwa sekripsi ini benar-benar karya sendiri dan tidak berkeberatan untuk dipublikasikan oleh pihak perpustakaan STAIN Salatiga tanpamenuntut konsekuensi apapun. Demikian surat pernyataan ini saya buat dan jika kemudian hari terbukti karya saya ini, bukan karya saya sediri, maka saya sanggup untuk menanggung semua konsekuensinya.
Salatiga, 21 Februari 2015 Hormat Saya,
Febri Ari Sandi
214
