THE EFFECTIVENESS OF USING CLUSTERING TECHNIQUE TOWARDS STUDENTS DESCRIPTIVE WRITING

THE EFFECTIVENESS OF USING CLUSTERING TECHNIQUE TOWARDS STUDENTS’ DESCRIPTIVE WRITING (A Quasi-Experimental Study of the Second Grade Students at MTs. Nurul Hidayah for Academic Year 2013-2014)

By Sari Nur’aini NIM. 109014000174

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014 i

THE EFFECTIVENESS OF USING CLUSTERING TECHNIQUE TOWARDS STUDENTS’ DESCRIPTIVE WRITING (A Quasi-Experimental Study of the Second Grade Students at MTs. Nurul Hidayah for Academic Year 2013-2014)

A Skripsi Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of Strata I (Bachelor of Art) in English Language Education

By: Sari Nur’aini 109014000174

Approved by the Advisors:

Advisor I

Advisor II

Drs. Nasrun Mahmud, M. Pd NIP. 150 041 070

Maya Defianty, M. Pd NIP. 19801213 200901 2 005

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014 ii

ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the “skripsi” entitled “THE EFFECTIVENESS OF USING CLUSTERING TECHNIQUE TOWARDS STUDENTS’ DESCRIPTIVE WRITING” (A Quasi-Experimental Research of the Second Grade Students at MTs. Nurul Hidayah Jeruk Purut) written by Sari Nur’aini, student’s registration number 109014000174 was examined by the Committee on January, 27th 2014. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of S.Pd (Bachelor of Arts) in English Language Education at the English Department. Jakarta, January 27th 2014 EXAMINATION COMMITTEE

CHAIRMAN

: Drs. Syauki, M.Pd NIP. 1964122 199103 1 002

(

)

SECRETARY

: Zaharil Anasy, M.Hum NIP. 19761007 200710 1 002

(

)

EXAMINER I

: Dr. Fahriany, M.Pd

(

)

(

)

NIP. 19700611 199101 2 001 EXAMINER II

: Zaharil Anasy, M.Hum NIP. 19761007 200710 1 002

Acknowledged By Dean of Tarbiyah and Teachers’ Training

Dra. Nurlena Rifa’i, M.A., Ph.D NIP. 19591020 198603 2 001

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DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN Jl. Ir. H. Juanda No.95

Telp: (62-21) 7443328, 7401925

Ciputat 15142 Jakarta

Email: [email protected]

SURAT PERNYATAAN KARYA SENDIRI Yang bertanda tangan dibawah ini: Nama

: Sari Nur’aini

Program Studi

: Pendidikan Bahasa Inggris

Alamat

: Jalan Jaha RT 012/01 No. 47 Cilandak Timur Jakarta Selatan MENYATAKAN DENGAN SESUNGGUHNYA

Bahwa skripsi yang berjudul THE EFFECTIVENESS OF USING CLUSTERING TECHNIQUE TOWARDS STUDENTS’ DESCRIPTIVE WRITING adalah benar hasil karya saya sendiri di bawah bimbingan dosen: Pembimbing I

: Nasrun Mahmud, M.Pd

NIP

: 150 041 070

Pembimbing II

: Maya Defiyanti, M.Pd

NIP

: 19801213 200901 2 005

Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya sendiri. Jakarta, 22 Desember 2013

Sari Nur’aini iv

ABSTRACT Sari Nur’aini (NIM: 109014000174). The Effectiveness of Using Clustering Technique towards Students’ Descriptive Writing; A Quasi-Experimental Study of the Second Grade Students at MTs. Nurul Hidayah Jeruk Purut. A “Skripsi” of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2013. Keywords: Clustering Technique, Descriptive Writing The objective of this study was to see the effectiveness of using clustering technique towards students’ descriptive writing. The samples of this study were the second grade students of MTs. Nurul Hidayah Jeruk Purut. They were IIA class as the experimental class and IIB as the controlled class. Each class consisted of 16 students. The method used in this study was a quantitative method. In addition, the design of this study was a quasi-experimental study by using pre-test and post-test control group design. The instrument of this study was a written test, to score the students’ descriptive writing on pre-test and post-test the writer used rubric of scoring namely an analytical scoring. The result of this study that there was a positive effect of the result of students’ descriptive writing after using the clustering technique. It can be seen from the calculation of tobserved and ttable. The tobserved is higher than ttable, the result of tobserved is 2.78, since the ttable in the degree of significance 5% is 2.04. It shows that the comparison of ttable and tobserved is 2.04 < 2.78. To sum up, t-test is higher than ttable so clustering technique is effective to students’ descriptive writing.

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ABSTRAK Sari Nur’aini (NIM: 109014000174). The Effectiveness of Using Clustering Technique towards Students’ Descriptive Writing; Sebuah studi KuasiEksperimen pada siswa/I kelas II di MTs. Nurul Hidayah Jeruk Purut. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2013.

Kata kunci: Teknik Clustering, Karangan Deskriptif

Tujuan dari penelitian ini adalah untuk melihat suatu keefektivitasan dari penggunaan teknik clustering terhadap karangan deskriptif siswa. Sampel dari penelitian ini adalah siswa/I kelas II di MTs. Nurul Hidayah Jeruk Purut. Siswa/I kelas IIA sebagai kelas eksperimen sedangkan siswa/I kelas IIB sebagai kelas control, dimana masing-masing kelas teridiri dari 16 siswa/I. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Selain itu, desain penelitian ini adalah kuasi-esperimen dengan menggunakan desain pretest dan post-test control group. Instrument penelitian ini adalah dengan menggunakan tes tertulis. Untuk menilai hasil karangan deskriptif siswa, pada pre-test dan post-test penulis menggunakan penilaian rubric yaitu analytical scoring. Hasil dari penelitian ini menunjukkan bahwa ada efek positif dari hasil karangan deskriptif siswa setelah menggunakan teknik clustering.hal itu dapat terlihat dari perhitungan antara thitung dan ttabel. Hasil dari thitung menghasilkan nilai yang lebih besar dibandingkan ttabel, hasil perhitungan thitung tersebut adalah 2.78, sedangkan hasil ttabel pada tingkat signifikansi 5% adalah 2.04. Perbandingan hasil perhitungan tersebut adalah 2.04 < 2.78. Kesimpulannya, thitung nilainya lebih besar di bandingkan ttabel, sehingga teknik clustering efektif digunakan dalam menulis karangan deskriptif.

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ACKNOWLEDGMENT BISMILLAAHIRRAHMAANIRRAHIIM First and foremost, I would like to express my gratitude to Allah. Lord of the worlds who has given the writer blessings, healthy, and inspiration to finish her skripsi entitled The Effectiveness of Using Clustering Technique towards Students’ Descriptive Writing (A Quasi-Experimental Study of the Second Grade Students at MTs. Murul Hidayah Jeruk Purut). The writer also wants to express peace and blessing be upon to beloved Prophet Muhammad, the last Prophet and He had brought us from the darkness into the brightness. This skripsi cannot be completed without the help and prayers from others including my beloved parents, who always gave me supports, prayers, guidance, spirit and many more to finish this skripsi. Additionally, thanks to my brothers and sisters who had motivated me to finish the skripsi as soon as possible. Besides, The respectable advisors of the writer, Drs. Nasrun Mahmud M. Pd, and Maya Defianty, M. Pd, who always give an advice, a support, and guidance so that the writer could finish this skripsi. Many people had helped the writer during writing this skripsi and it would be impossible to mention all of them. Therefore, in this opportunity the writer would like to dedicate many thanks to the following people who had given the contributions in the whole process of finishing this skripsi, they are: 1. The Head of Department of English Education Drs. Syauqi, M. Pd that helped the writer during finishing this skripsi and the Secretary of Department of English Education Zaharil Anasy, M. Hum., who also gave many contributions to make easier in finishing this skripsi. 2. All lecturers of Department of English Education that cannot be mentioned one by one; who have been giving the useful and meaningful knowledge during her study in this University to the writer so that she could compose this skripsi in this stage.

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3. The Dean of Faculty Tarbiyah and Teachers’ Training, Nurlena Rifa’i, MA, Ph.D, who also gave the contributions to the writer. 4. I also give thanks to the Principle of MTs. Nurul Hidayah Jeruk Purut, Sukirman, S. Pd. I which had permitted the writer to conduct the research there. Besides, the Vice Principle Muhammad Muslikh, M. Si., for giving me an advice and support during the research and finally the English teacher, Yani Lathifah, S. Pd., who always encouraged me to keep on fire in teaching the students and composing this skripsi. 5. The beloved students at MTs. Nurul Hidayah Jeruk Purut especially for second grade students of A and B class who had cooperated and contributed for the teaching and learning process during the writer taught there. 6. The special thanks to my friends of E Class that cannot be mentioned one by one, who always give the writer meaningful advices, motivations, supports, prayers and many more. The writer realizes that there are still many mistakes in composing and the content of this skripsi, therefore, the writer needs an advice from the readers in order to make the writing of this skripsi is better than before.

Jakarta, 13th of December 2013

The writer,

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TABLE OF CONTENT

COVER PAGE ..................................................................................................... i APPROVAL SHEET .......................................................................................... ii ENDORSEMENT SHEET ................................................................................ iii SURAT PERNYATAAN KARYA SENDIRI .................................................. iv ABSTRACT .......................................................................................................... v ABSTRAK ........................................................................................................... vi ACKNOWLEDGMENT .................................................................................... vii TABLE OF CONTENT ..................................................................................... ix LIST OF TABLES ............................................................................................ xii LIST OF APPENDICES .................................................................................. xiii CHAPTER I. INTRODUCTION A. Background of the study ......................................................... 1 B. Identification of the problems ................................................. 5 C. Limitation of the problem ........................................................ 5 D. Formulation of the problem ...................................................... 5 E. Objective of the study .............................................................. 5 F. Significances of the study ......................................................... 5 CHAPTER II. LITERATURE REVIEW A. Writing 1. The definition of writing ..................................................... 7 2. The purpose of writing ........................................................ 9 a. To inform ..................................................................... 9 b. To explain ..................................................................... 9 c. To persuade .................................................................. 9 d. To amuse ...................................................................... 9 3. The Writing Process ......................................................... 10 a. Prewriting ................................................................... 10 b. Drafting ...................................................................... 11

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c. Rewriting or revising .................................................. 11 d. Editing ........................................................................ 11 B. Descriptive Text 1. The Definition of Descriptive Text ................................... 12 2. The Schematic Structure of A Descriptive Text ............... 13 3. Types of Descriptive Text ..................................................14 a. Description of place ................................................... 14 b. Description of object .................................................. 15 c. Description of person ................................................. 15 C. Clustering Technique 1. The Definition of Clustering Technique ........................... 16 2. The Advantages of Clustering Technique ......................... 17 3. The Application of Clustering Technique ......................... 18 D. Previous Studies ..................................................................... 19 E. Conceptual Framework ......................................................... 22 F. Research Hypotheses ............................................................. 23 CHAPTER III. RESEARCH METHODOLOGY A. Place and Time of the Research ............................................. 24 B. Method and Research Design ................................................. 24 C. Population and Sample............................................................ 24 D. Validity of the Instrument ...................................................... 25 E. Reliability of the Instrument .................................................. 26 F. Instrument of the Study .......................................................... 26 G. Technique of Collecting the Data ........................................... 26 H. Technique of Analyzing the Data .......................................... 28 I. Statistic Hypotheses ................................................................ 32 CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION A. Data Description ..................................................................... 33 B. Data Analysis ......................................................................... 35 C. Data Interpretation ................................................................. 40

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CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusion ............................................................................. 42 B. Suggestions ............................................................................ 42 BIBLIOGRAPHY .............................................................................................. 44 APPENDICES .................................................................................................... 46

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LIST OF TABLES Table 3.1 The analytic scoring ............................................................................. 29 Table 4.1 The student’ scores of experimental class ............................................ 33 Table 4.2 The students’ score of controlled class ................................................ 34 Table 4.3 The calculation result of both experimental and controlled classes ..... 36

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LIST OF APPENDICES Appendix 1 Kisi-kisi pembelajaran ...................................................................... 46 Appendix 2 RPP meeting I (experimental class) ................................................. 47 Appendix 3 RPP meeting I (controlled class) ...................................................... 55 Appendix 4 RPP meeting II (experimental class) ............................................... 62 Appendix 5 RPP meeting II (controlled class) .....................................................71 Appendix 6 RPP meeting III (experimental class) ............................................... 77 Appendix 7 RPP meeting III (controlled class) ................................................... 85 Appendix 8 The scoring of students’ descriptive writing .................................... 90 Appendix 9 Student’s score .................................................................................. 94 Appendix 10 T table ............................................................................................. 96 Appendix 11 Surat Izin Penelitian ....................................................................... 97 Appendix 12 Surat Bukti Melakukan Penelitian di Sekolah ................................ 98

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CHAPTER I INTRODUCTION A. Background of the Study Learning English is not regardless to master the skills within; those are speaking, writing, reading, and listening. Students should have the competency to master those skills, because English skills are learned as an integrated skill. Hence, students need practice to develop their English skills. One of the skills which need practice continuously, for instance, is writing skill. According to Phelps-Gunn and Phelps-Terasaki, writing skill needs other proficiencies; listening comprehension, speaking, and reading.1 In other words, writing is an active skill because it combines the three other skills and students have to effort in combining them. Additionally, as stated in the Curriculum of Educational Unit or Kurikulum Tingkat Satuan Pendidikan (KTSP), students of secondary schools are expected to develop their English in all language skills, namely listening, speaking, reading and writing. It is said in the curriculum of English that the teaching of English should focus on the development of four language skills. It becomes clear that English cannot be separated from each skill, thus, the writing skill is learned as the integrated skill, it becomes the very important thing and students have to fully master those skills. Moreover, the objective of teaching writing of secondary school also stated in the Curriculum of Educational Unit or Kurikulum Tingkat Satuan Pendidikan (KTSP) of English subject, “Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar (expressing meaning of short functional text using written language accurately, fluently, and acceptable to interact in daily life context)”. To reach the objective of teaching writing of students’ secondary school, teachers also should focus on the development of writing skill. 1

Trisha Phelps-Gunn and Diana Phelps-Terasaki, Written Language Instruction, Theory and Remediation, (London: Aspen Systems Corporation, 1982), p. 4.

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Writing is important to be taught because it has some benefits; writing encourages students to explore their ability in English in which they have learned with their teachers. “First, writing reinforces the grammatical structures, idioms, and vocabulary. Second, when the students write they also have a chance to explore the language, to beyond with what they have just learned. Third, when they write, they necessarily become very involved with the new language, the effort to express ideas and the constant use of eye, hand and brain is a unique way to reinforce learning.”2 Put simply, through writing students can apply their knowledge that they have learned and experienced and discover their ideas to deliver something of what they want to say into their written form. Nevertheless, most of students do not show the eagerness to write because writing is considered to be difficult; students have to be aware of the structure of the written itself. Students fear of making mistakes in spelling, punctuation, or grammar.3 They are also lack of vocabulary so that their abilities in writing are limited by producing the right sentences and vocabularies. Students have to pay attention to the aspects in writing, such as the accuracy, coherent, clarity so that there is no ambiguity of meaning; grammatical pattern, a careful choice of vocabularies, sentence structure, and punctuation. Hence, students need practice every day to avoid of making mistakes in writing. In addition, students also face the difficulty to generate and organize their ideas; they are confused how to start their writing. Reid assumed that writing is often considered as the time-consuming activity because writers have to develop and explain the ideas as detail as possible.4 Finally, students are frequently confused and get frustrated about the topic that actually they are going to write on a piece of paper because they do not know how to get start it. Whereas, in writing students have to construct the clarity ideas into a paragraph or essay coherently.

2

Ann Raimes, Techniques in Teaching Writing, (Oxford: Oxford University Press, 1983),

p. 3. 3

Audrey L. Reynolds, Exploring Written English, A Guide for Basic Writers, (Boston: Little, Brown & Company, 1983), p. 3. 4 Joy M. Reid, The Process of Composition, Second Edition., (New Jersey: Prentice-Hall, Inc., 1988), p. 17.

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Students have the opportunity to organize their ideas to make their written is vividly presented. In the Curriculum of Educational Unit or Kurikulum Tingkat Satuan Pendidikan (KTSP), students are able to express meaning in simple transactional and interpersonal written texts, for instance, narrative, descriptive, recount, report, and procedure, in daily life context. In the case of this research, the writer focused her study on the teaching descriptive writing of second grade students in secondary school. They have to be fluent in writing descriptive text because based on the syllabus of English subject; students are able to express the meaning of short functional text in descriptive and recount to interact in daily life context. The writer found that there is a problem with students’ descriptive writing. They are confused to where they should start describing something from. Moreover, teacher does not use any technique to help students constructing a descriptive paragraph. As usual, teacher explains about the definition of a descriptive, the linguistic features and generic structure then the teacher asks students to compose a descriptive paragraph, finally, they could take the longer time to start writing because they do not know how to say it even the ideas have existed in their minds. In writing a descriptive text, students have to describe a person, place, and thing. To help students in composing a descriptive writing, there is a technique that can be introduced by teachers to students in prewriting stage, a technique called clustering. Langan defined that “Clustering, also known as diagramming or mapping, is another strategy that can be used to generate material for a paper. This method is helpful for people who like to do their thinking in a visual way. In clustering, students can use lines, boxes, arrows to make the relations among the ideas from the students’ mind based on the topic”.5 Clustering is a technique in the early stage to help students finding their various ideas. To make clearly, students can use a clustering technique by making a circle with a big idea in it, 5

John Langan, College Writing Skills with Readings, Fifth Edition, (New York: McGrawHill Company, 2001), p. 29.

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then connect it by the line as the other ideas and also circle it as the ideas flow in students’ mind, they can do it continuously as many as possible. Clustering technique is used in the prewriting stage of the writing process; because in prewriting stage students develop their ideas first before they apply the whole paragraph in written. “Pre-” means before; pre-writing means the work done by the writer before the paragraph is actually written.6 Pre writing is the first stage in the writing process to find out the various ideas to write therefore; clustering technique is used to avoid students to leave a blank page of paper because of their limitation to develop the ideas in writing. Clustering technique can be used for any kinds of writing; it means that in composing any kinds of text, clustering is useful including for a descriptive text. In descriptive text, a description shows the writer’s way how to hear and see towards the readers so that a vivid image can be created. Moreover, descriptive text adds the readers’ interest and the importance of writing.7 Descriptive text needs an explanation of the writer as clear as possible to make the reader feels what the writer pictures in describing a person, place, and thing. To sum up, in this study the writer is interested in using clustering technique to help teachers using another technique in teaching writing. Moreover, clustering technique also helps students to find and generate their ideas that come into their mind to be implemented in descriptive writing for students in the Second Grade at MTs. Nurul Hidayah. Through this study, clustering technique is expected to facilitate and make a writing activity is easier for students, besides, enable students to keep and add their motivation in writing.

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Joy M. Reid, The Process of Composition, Second Edition, (New Jersey: Prentice-Hall, Inc., 1988), p. 30. 7 Barbara Fine Clouse, 265 Troubleshooting Strategies for Writing Nonfiction, (New York: McGraw-Hill Companies, Inc., 2005), p. 43.

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B.

Identification of the Problems Based on the background of the problems in this research, the writer

identifies some problems as follow: 1. Students are lack of motivations in writing because it is considered to be difficult. 2. Students have to think harder to produce the English written well because of their limitation of vocabulary and sentence structure. 3. Students face the difficulties to organize and generate their ideas in writing a descriptive text.

C. Limitation of the Problem Based on the identification of the problems that have been mentioned, the limitation of the problem is only focus on the discussion about the use of clustering technique to students’ descriptive writing.

D. Formulation of the Problem The writer has determined the formulation of the problem in a research question “Is clustering technique effective towards students’ descriptive writing?”

E.

Objective of the Study Through this study, the objective of the study is to see whether or not the use

of clustering technique is effective towards students’ descriptive writing.

F.

Significances of the Study 1. The teacher For teachers, this study is expected give the ease to the teachers to teach a writing skill especially in descriptive text. Through the use of clustering technique, hopefully teachers can apply it into their teaching technique in writing effectively. 2. The student The result of the study is expected to build students’ habit in writing skill and to make them more thinking creatively to deliver and

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generate their ideas in writing skill. Therefore, students can be encouraged to develop their skills in writing. 3. The writer For the writer, she gets the experience for teaching writing descriptive text by using clustering technique.

CHAPTER II LITERATURE REVIEW A. Writing 1. The Definition of Writing Writing is a skill which stimulates students’ mind to think actively because they have to be a hard thinker to connect between fact and ideas. Rise B. Axelrod and Charles R. Chooper stated, writing makes writers becoming an active learner

because they have to record, clarify, and organize their thoughts and experiences.1 Writers have to connect between information and ideas into a written form and effort to understand about and communicate them to the readers. Writing is done simultaneously so it leads students to think critically because in their mind they have already been thinking about what they want to say and how to say it into the written form.2 Therefore, writing will indirectly enables students to do more than one action in one activity. Students have determined what is in their mind which leads them to write something and they should not merely know the ideas that come into their mind but also the ways to deliver them into the words. Writers are trying to discover something new to write or a new way how to express their ideas when they strive to write down or what they will write down on a paper. Since the writers are striving to find the right words and sentences, it makes them to build a relationship between writing correctly and thinking hard to write a readable text entirely. “Writing is a tool for discovery. Writing generates new ideas by helping us to make a connection and see relationships. 3” The writers can build up a relation to the readers through writing by delivering a message into a written form which comes from ideas during the writing process, so the writers 1

Rise B. Axelrod and Charles R. Chooper, The ST. Martine’s Guide to Writing, (Boston: Houghton Mifflin Company, 1986), p. 2. 2 Alice Oshima and Ann Hogue, Introduction to Academic Writing, third edition, (New York: Pearson Education, Inc., 2007), p. 15. 3 Maxine Hairstone, Contemporary Composition, (Boston: Houghton Mifflin Company, 1986), p. 2.

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try to engage to the readers. To produce a well written, students have to generate ideas to make the written itself has the very coherent, fluent, and clear construction and a message can be delivered to the readers. Writing skill is considered as the complex skill because students have to master not only the component of grammatical and structure of the sentence but also the structures of the paragraph itself, furthermore, students’ effort are required to generate their ideas that come along into the words.4 It is one of the reasons that makes students are sometimes reluctantly writing any kind of text. Finally, students think that a writing activity as the frightening assignment and they are afraid of their teachers who command them to write something neither as the assignment in the class nor as homework. Indeed, students have to strive composing a readable text and free of grammatical mistakes in order to make their writing is understandable.5 Actually, it is a double task for students of English as a Foreign Language because they do not merely compose a free of grammatical mistakes written but also they have to write a text into English which is fully comprehended by the readers. To make the written is free of grammatical mistakes; writers should have the competency of vocabulary, idioms, sentence structure, word choice, and so forth and it has to be practiced everyday because it is not the once-a week activity. As the result, writing has a positive effect on the teaching and on the attitude of both teachers and students.6 Thus, writing requires the combination of student’s abilities, not only the written structure in a word, sentence till paragraph but also they have to think harder to deliver what is in their mind to construct the overall written. It is not easy to construct a readable text; students need practice to write continuously.

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J. B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1988), p. 135. Audrey L. Reynolds, Exploring Written English, A Guide for Basic Writers, (Boston: Little, Brown and Company, 1983), p. 3. 6 Emi Emilia, Teaching Writing: Developing Critical Learners, (Bandung: Rizqi Press, 2010), p. 164. 5

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2. The Purposes of Writing The purposes of writing refer to the writer’s reasons for writing. When the writers write, they should think about the purposes of the writing itself because their writing is not only read by the writers themselves but also other readers to know what actually for the writing is composed. To make the written keep on the track and clear to whom it is written, writing should have some purposes7: a. To inform Writing purposes to inform the readers about events or anything that occurs and exists in surrounding people and to give the evidence about its fact. Hence, the information which is given should be accurate, clear, concise, and objective. The writers can give the information through any kinds of form, for instance, letter, report, books, recipe, etc. b. To explain Every kind of writing must contain the information but writing is not only gives the information to the readers but also how to deliver or explain it well in order to make the information in that written itself is clear and can be understood by readers. Therefore, the writers who write about the complex topic have to ensure that the readers can figure it out. c. To persuade Writing can be a persuasive, means that writing persuades the readers to engage with their thoughts or actions. Through writing, the writers can accuse or defend and affect the reader’s minds. d. To amuse In addition, writing is not only to inform about something but also through writing, writers may give an entertainment to refresh reader’s mind by using a humor so the written is appealing the readers to read. It can be concluded that the purposes of writing is to inform the readers about something that contains the factual information, to explain the information itself

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Robert K. Miller, Motives for Writing, (New York: The McGraw-Hill Companies, 1992), pp. 569—570.

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to make the information is understandable, writing also to persuade readers to affect the reader’s minds and finally to amuse the readers by using a humor. After students determine the purposes of their writing, they may get started the writing activity. To start it, students will get through the process of writing to help students composing the whole written.

3. The Writing Process Mostly, the writers are worry about using the wrong words or sentences in writing but actually the writers can reread the paragraph before the readers read it. The more the writers express the ideas, the more they can easily have freedom to do the experiment and explore the words or sentences because in writing the words and sentences are not the first thing that have to be worry about. The ability to construct a good writing with the right words and sentences can be improved by the writing process. To make a good writing need the process of writing which indicates that writing does not occur automatically.8 In composing any kinds of writing, the writers must follow every stage of the writing process to produce the ideas clearly and effectively, the writing processes are as follow: a. Pre-writing “Pre-writing is any activity in the classroom that encourages students to write. It stimulates thought for getting started. In fact, it moves students away from having to face a blank page toward generating tentative ideas and gathering information for writing”.9 Prewriting means the process for finding and generating the ideas that the writers think and see profoundly about the topic.10 Prewriting is a process in which the students start to gather their ideas before they compose a paragraph. Students can use some techniques of prewriting; one of the techniques is clustering technique. Clustering means collecting or gathering ideas from writers’ mind as many and detail as possible. This technique is used to

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Audrey L. Reynolds, Exploring Written English: A Guide for Basic Writers, (Boston: Little, Brown and Company, 1983), p. 21. 9 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 316. 10 William H. Roberts, The Writer’s Companion: A Short Handbook, (Boston: Little, Brown Company, 1985), p. 1.

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avoid the students spending their time any longer in front of a blank paper because of they are confused what actually they want to write. Moreover, clustering is to help students relating the ideas with another. Thus, prewriting is a first stage in writing activity to generate the ideas before students step forward to the next stage of writing process and construct a piece of writing. b. Drafting “While drafting, transform the ideas into sentences in a semi organized manner. Here the purpose of drafting is to let the ideas develop, expand and form connections. Drafting is primarily a stage of discovery and exploration.”11 When writers write the first draft, they are ready to give the details and additional thoughts that did not exist since in the prewriting stage.12 After writers generating and organizing their ideas, they start to write all of the ideas down which have been done in the first stage. Similarly, students write a framework of ideas they have generated in order to make their written is constructed coherently. c. Rewriting or Revising After the writers write down all of their ideas into a paper, they need to recheck their writing, in other words, the writers have to evaluate the draft. This stage helps the writers to make sure whether or not the content or organization of writing is focus.13 d. Editing After revising the content of the writing, in this final stage requires the writers to evaluate the sentences that have been written. The writers have to check the sentence or paragraph is already grammatically right or not. 14 If the writers find that there are some mistakes grammatically so that they have to refine it.

11

Betty Mattix Dietsch, Reasoning and Writing Well, (New York: McGraw Hill Companies, Inc, 2006), p. 11. 12 John Langan, College Writing Skills with Readings, (New York: McGraw Hill Companies, Inc., 2001), p. 32. 13 Regina L. Smalley and Mary K. Ruetten, Refining Composition skills: Rhetoric and Grammar, Fourth Edition, (Boston: Heinle & Heinle Publishers, 1995), p.12 14 Ibid, p. 13.

12

Most of students after finishing their writing into several paragraphs, they do not recheck of what have written. They have to repair some mistakes or errors, from the grammatical structure and accuracy.

B. Descriptive Text 1. Definition of Descriptive Text As many students and writers know that, a descriptive writing is a text that provides a description about persons, places, and/or things. Students describe the person, place and thing by using the words; hence, they have to describe them as vivid as possible in order to appeal the reader’s senses. To make the readers are interested to read a descriptive text, it has to contain the details information which may lead readers’ five senses; seeing, hearing, smelling, tasting, and touching. Related to the definition of descriptive text, according to John Langan, descriptive text is a text which describes someone or something by using words. To convince the readers, in a descriptive text the picture put as real as possible, students have to give a description just like as the real object and it is possible to make the readers can capture the object by five senses, namely sight, hearing, tasting, smelling, and touching.15 Descriptive text is not only just to tell something, but also to show something, to see profoundly what is going on.16 Therefore, descriptive text needs the vivid description about person, place, and object. The more writers describe a person, place, and thing; the clearer a descriptive text is described due to the writers try to zoom in their topic by using specific and details information. These details information will bring the readers to open their five senses (smelling, seeing, hearing, touching, and tasting) and those five senses become a part of the writers’ experience. Yet, as stated by Nancy McHugh that descriptive writing is merely limited to the concrete object, “Descriptive deals with the concrete. In this domain a student 15

John Langan, College Writing Skills with Readings, (New York: Mc-Graw Hill Company. 2001), p. 175. 16 Dennis E. McGuinnes and Lauren Spencer, Writing to Describe, (New York: The Rosen Publishing Group, Inc., 2012), p. 5.

13

tries to present a picture in words, one so vivid that the reader or listener can recapture many of the same perceptions and feelings that the writer has had.17” In contrast, a descriptive writing allows student to write any kind of topic either in which about a concrete object or an abstract object because it can be better that students can be stimulated their abilities to capture an image or picture of object as real as possible into the words and makes it appeals the readers’ five senses. Similarly with Shinoda which claimed, “Description is a written English text in which the writer describes an object. In this text, the object can be a concrete or abstract object; it can be about any topic.18” Thus, from the definitions which are explained, the writer concludes that descriptive text is a text about description of people, places and/ or things which want to be delivered into the words by student and it is possible to appeal the readers’ senses; seeing, hearing, smelling, touching, and tasting. Descriptive writing is not merely to show something or someone to the readers but also through descriptive, students can build the readers’ mind to imagine an object in their mind and make the abstract object which is described more concrete.

2. The Schematic Structure of A Descriptive Text Descriptive text has the schematic structure in order to make easier in composing it, the structures are as follow19: a. Title Any kind of text contains a title at the top of paragraph, including a descriptive text. Title gives a little description about the paragraph content to the readers. b. Identification Introduction that introduces/ classifies something or someone, introduces the topic. This stage can also give some general identifying information, e.g. a general category and show what aspects of the thing will be described.

17

Nancy McHugh, “Domains of Writing”, in Carol Booth Olson(ed), Practical Ideas for Teaching Writing as a Process, (California: Sacramento, 1987), p. 82. 18 Sanggam Siahaan Kisno Shinoda, Generic Text Structure, First Edition., (Yogyakarta: GrahaIlmu, 2008), p. 89. 19 Emi Emilia, Teaching Writing, Developing Critical Learners, (Bandung: Rizqi Press, 2010), p. 172.

14

c. Description Give a detail description about person, place, and thing. By giving detail information about description of person, place, and thing, the reader is persuaded to adventurous with their imagination.20 Criteria of Descriptive Writing: a. Focus on specific participants b. Use of attributive and identifying processes c. Frequent use of epithets and classifiers in nominal groups d. Use of simple present tense.

3. Types of Descriptive Text In descriptive writing, students can describe anything which exist around them, depend on their purpose; whether they want to describe about place, person, or object, the following categories are:

a. Description of place To describe about place, students should describe the scene vividly so that the readers can imagine every single part of the place being described and not merely give the details but also smell the smells and hear the sound that involved in it.21 To make clearer, the example is as follow: Sydney Opera House The Sydney Opera House is a large performing art place. It becomes an Australian icon. It was established in 1973. It is located in Sydney, New South Wales, Australia. The Sydney Opera House covers 1.8 hectares of land. It is 183 m long and about 120 wide. The building can load 25,000 people. The Opera House is a place for large theatrical productions. It is the home of Opera Australia, the Sydney Theatre Company and the Sydney Symphonyan. There are five theatres in Sydney Opera House. There are also five rehearsal studios, two main halls, four restaurants,

20

Sanggam Siahaan Kisno Shinoda, loc. cit. Regina L. Smalley and Mary K. Ruetten, Refining Composition skills: Rhetoric and Grammar, Fourth Edition, (Boston: Heinle & Heinle Publishers, 1995), p. 62. 21

15

six bars, and many souvenir shops. The design of the Opera House is very unique. The roof looks like giant shells. Besides for theatrical productions, the Opera House is also used for other functions. It is used for weddings, parties, and conferences.22

b. Description of object In describing the object, students can describe as a whole and include its purpose or significance. By describing the object as real as possible, readers are interested in imagine the object in front of them. Example of descriptive text in describing an object:

Maciwoda Robot Maciwoda robot is the latest innovation of Japan technology. It is a kind of robot, which can replace the works of house servant in daily lives. It is 5.5 feet height and weight 100 pound. It is not very heavy so that every user can take it anywhere. This model is designed to be mobile. Whenever, wherever we need it, it always ready to do everything for us. The most advantageous thing we can reach is that we don’t need to think of how much we will pay forbecause it doesn’t need salary. This innovation is equipped with a sound sensor name “Braino”, which is located within its head. This apparatus is very small and is designed to be the most essential thing because it functions as the brain of the robot. Whenever we utter an order, this apparatus will respond our order and do what we want. “Hando” is the part which is like human’s hands. It is designed as a unique model, resembles to our hands. It is 100 cm length and standardized to resemble to humans. This part is equipped with “iron fingers” to hold something and the most prominent is its wrist can be changed into the various types as broom to sweep and mop to mop the floor. It is also equipped with air freshener. When we think of it, we refer to the foot, which is called “Foota” as the part to prompt up its body. It is a flexible part and it is designed to be 200 cm length. The materials to form “Foota” are iron and aluminum. “Foota” is flexible for outreach places. It can be lengthened to reach ceiling and shortened to reach the places under. It is also equipped with wheels and is able to step up or step down ladder.

c. Description of person In describing people usually uses statistical information, for instance, height, weight and age. Furthermore, the writers can describe people from the person’s style of clothing, way of walking, color and style of hair, facial appearance, body

22

Joko Priyana, et al., Scaffolding: English for Junior High School Students, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 49.

16

shape, expression, and also the way of talking.23 The writers can describe about everyone, it can be started by describing the parents, brothers, sisters, teachers, friends, etc. Here is the example of descriptive text in describing people: The Muse Live Concert It is the Muse concert, live from Senayan.Thousands of young people are now gathering to see the concert. They are ready to listen to the music. Now, their eyes are on the empty stage. A very big and bright lamp on the stage is on. It’s beautiful. One by one the group members are walking to the stage. Matt Bellamy is wearing a black T-shirt and black jeans. He has an oval face. Christ is behind him. He is wearing a red polo shirt and blue jeans. And Dominic is walking side by side with Christ. They are waving their hands and smiling. Everybody is shouting and calling their names. This is amazing.24

C. Clustering Technique 1. Definition of Clustering Technique Before the writer implements the clustering technique into a descriptive writing, it is better that she provides definitions about clustering technique. If the writer sees from the stem of clustering, it can be “cluster” which is similar to collect or generate or it can be expand. The term of clustering is a technique used in the process of writing when students do a prewriting to get the ideas. It means that clustering is done before starting to write an overall written. Students can easily start their writing by generating the ideas first using clustering technique. Most of students know about anything of what they want to say, but they are impeded by how to say or serve the ideas that come into their mind. Therefore, the writer believes that clustering technique is a simple technique but it is a powerful strategy to generate ideas from the very broad ideas into specific ideas.25 Clustering technique is as a nonlinear brainstorming process that generates ideas, 23

Regina L. Smalley and Mary K. Ruetten, Refining Composition skills: Rhetoric and Grammar, Fourth Edition, (Boston: Heinle & Heinle Publishers, 1995), p. 76. 24 Mukarto, et al., English on Sky 2: for Junior High School Students Year VIII, (Jakarta: Erlangga, 2007), p. 19. 25 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching, (New York: Cambridge University Press, 2002), p. 316.

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images, feeling around the relation of ideas until the pattern is visible. Clustering technique can activate the complex symbolic activity on the right brain called writing. The right brain has capabilities in overall analysis; image-making, and synthetic, otherwise, the left brain has capabilities in logical, linear, and syntactic, it can be said that clustering technique is a powerful mental tool.26 Clustering takes a role to contribute the right and left brain, so, it makes students to think critically and help them to write a piece of writing effectively. “Clustering lets the writers see at a glance how ideas relate to one another. 27” By implementing a clustering technique, students can be stimulated to flow the ideas in their mind. Ideas definitely comes in as a big topic, it is hard for students to expand the big topic into sub ideas. Through clustering technique, a big topic can be narrowed into subtopics, and then, the subtopics are related to other ideas and so forth. Clustering technique is suitable to be implemented in descriptive writing, because descriptive writing practice students to showing what is happening to readers rather than just telling. Similarly, clustering technique also becomes a strategy in prewriting that leads to showing not telling. By showing a description to readers, they can imagine easily about an object which is describing, then, contribute to use the five senses; seeing, hearing, touching, smelling, and tasting.

2. The Advantages of Clustering Technique Clustering technique is useful for any kinds of writing because it has the advantageous in it. In applying clustering technique in descriptive writing, there are several advantages of clustering technique28: a. Clustering is suited to people who think spatially and find it easier to draw rather than write.

26

Gabriele Luser Rico, “Prewriting”, in Carol Booth Olson (ed), Practical Ideas for Teaching Writing as a Process, (California: Sacramento, 1987), p. 17. 27 Barbara Fine Clouse, A Troubleshooting Guide for Writers, 4th Edition, (New York: Mc-Graw Hill Companies, Inc., 2005), p. 24. 28 Mark Connelly, The Sundance Writer: A Rhetoric, Reader, Research Guide and Handbook, (Boston: Cengage Learning, 2007), pp.51—52.

18

b. Clustering is good method to explore topics for comparison and classification papers. c. Clustering can save time. Clustering allows students to create several lists or groupings, ranking ideas in importance and immediately showing links between related ideas. d. Clustering can help place ideas in context. Students can group ideas in columns to contrast advantages or create a spectrum, showing the range of ideas. Thus, clustering technique is suitable for creative people, who can easily explore their ideas. Clustering technique can be used to write a paper that requires the details, besides, clustering technique avoid the writing task becomes the timeconsuming task, and help students to generate the ideas and used it contextually.

3. The Application of Clustering Technique in Descriptive Writing In applying the clustering technique, the students have to follow the procedures of using clustering technique to students’ descriptive writing; in order to make the use of clustering is done effectively, the students can follow these several steps29: 1. Introduce a topic about a person, place, and thing to students. 2. Write down the topic on the white board and then circle it. 3. Let students give the oral responses about the topic by generating the ideas from the topic cluster to make a connection between ideas; they may use a line, circle or box to relate each other. 4. Let students generate and expand their ideas as many as possible until they stop to explore their ideas. 5. After exploring the ideas, ask students to use each idea into a sentence to compose a descriptive paragraph.

29

Michael Carr, “Clustering with Nonreaders/Writers”, in Carol Booth Olson (ed), Practical Ideas for Teaching Writing as a Process, (California: Sacramento, 1987), p. 21.

19

It can be concluded that to use the clustering technique to students’ descriptive writing, is firstly introducing about the topic, whether it describes about person, place, and object. Circle the topic which has been determined. Try to engage students in clustering activity by giving their contribution in oral responses. After getting the topic, let them to explore their ideas. Make a sentence of each idea that has been deserved.

Figure 2.1 The Application of Clustering technique

Source: https://mytutor.sfasu.edu:8080/owl/preparation/2 Figure 2.1 The Example of Clustering Technique

D. Previous Studies This research is reflected of the relevance studies which had been conducted in educational field. Apparently, clustering technique is indeed effective to be a prewriting strategy or technique in writing skill. The first relevant study was conducted by Ronald T. Kellog entitled “The Effectiveness of Prewriting Strategies as a Function of Task Demands” toward 207 college students. They wrote a short informative essay calling for analytical

20

thinking. The students began drafting without any prewriting time (control), first prepared a hierarchical written outline (outline), or first prepared a visual network of ideas and their relations which is called clustering. There were three kinds of task demands. First, the task demanded the generation and organization of ideas. Second, demanded organization but provided the suggested topic and ideas. Finally, the task demanded both topic and ideas and organizational of topic, ideas, and organization. The content and style of the documents, fluency, and characteristics of prewriting plans generated by outlining and clustering were measured. The result showed that, the outlining had improved the content and style, also fluency of drafting the text. The benefit of outlining was strongest for the topic condition and nonexistent for the topic, ideas, and organization condition. Clustering increased the number of ideas generated during prewriting, but had no impact on document quality. In this first previous study, the clustering technique was used to help students doing their task demands in writing informative essay, the result of the research showed that the clustering technique had increased students’ ideas. The ideas could be easily generated and organized by students. Yet, clustering technique did not influence the content of the essay. When students used an outline, it had improved the content of the essay itself. It meant that the outline had more positive effect than clustering. It is quite different from this skripsi, in fact, when clustering technique was applied to students’ descriptive writing of second grade students at MTs. Nurul Hidayah, there was a positive effect to the content of students’ descriptive writing and it can be seen from the score results when pre-test and post-test. Nevertheless, the similarity is clustering technique is effective to generate the students’ ideas in writing. The second previous study is entitled “Developing Students’ Ability in Descriptive Writing through Clustering Technique” in the First Year of Islamic Senior High School, MA Islamiyah Ciputat by Bayu Ertanto (2011). The writer used a Class Action Research method, the data was derived from pre-test and post-test which was conducted to 20 students. The result showed that all students

21

had passed the criterion minimum of completeness (KKM) and the application of clustering technique was effective in writing descriptive text. Furthermore, the second previous study also used clustering technique as the writing technique in writing a descriptive text; through clustering technique students can pass the criterion minimum of completeness (KKM) and their writing had improved by using clustering technique. The difference is only on the design of the study which used an Action Research and took one class as the sample of the study. The “skripsi” entitled “Teaching Descriptive Writing through Clustering Technique” of Tenth Grade Students of SMU Dwi Putra Ciputat by Taufik (2009) used pre-experimental research. The students are about 20 students of all Tenth Grade. His study was not only focused on the effectiveness of using clustering in descriptive writing but also on teaching preparation of English teacher. The findings of his research showed that the teaching preparation of the English teacher was poor and the application of clustering technique in writing descriptive text was effective. The students’ score in writing before using clustering technique was about 43, it includes into “low standard”. After using clustering technique, the students’ score in writing was 60, it includes into “enough standard”. The last previous study used clustering technique to improve students’ writing and the result showed that clustering technique could bring students from the low standard to enough standard in descriptive writing score. On the contrary, this previous study also observed the preparation of the English teacher in delivering the material of English. In fact, the teacher did not use any technique to help students in writing descriptive text but when clustering technique was applied, the students’ descriptive writing was significantly improved. It can be concluded from the relevant studies that the students’ writing had improved and the use of clustering technique in writing descriptive text was effective to generate and organize the ideas.

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E. Conceptual Framework Based on the curricula in secondary school, the government had stipulated teaching of writing as the most important thing that should exist in the school. Moreover, teachers also have the obligation to teach students in writing different text types including descriptive text. To write a descriptive text, students have to present a vivid description about person, place, and thing. By presenting such vivid description using words the writers try to capture something into a written form so the readers can understand what actually the writers describe about. Most of students have to think harder to write a descriptive text due to their limitation of ideas and confusing to begin describe it. To help students describing something in a descriptive text as vivid as possible, the writer suggested clustering technique as a technique to write a descriptive text. Some experts claimed that clustering technique is a power mental tool to generate ideas, images, and feelings around a stimulus word that teachable and utilizable to students so they can explore their ideas and it makes them to begin writing. Clustering technique uses circles, boxes, lines or arrows, to relate between the ideas, therefore, such technique also makes students to think creatively. By applying clustering technique in descriptive writing teachers may stimulate the student’s ideas in the form of key words or phrases that can be used to write a descriptive text. Students write down a topic in a word or phrase on the paper and then they circle it, after that they find some related words or phrases as ideas as many as possible and use lines or arrows to connect among them. They could easily do it till they stop to find out the related ideas. Finally, they may start to use the various words into a sentence and then compose the whole paragraph as a descriptive text. In addition clustering technique contributes to activate the both left and right brain so that it is possible to make students think critically and write a descriptive text effectively. Based on the explanation above, the writer believed that clustering technique can be the one of effective techniques in teaching and learning process of writing skill especially to a descriptive writing. By applying clustering technique, teachers can help students to generate their various ideas and they will be easier to

23

compose a descriptive text. Thus, clustering technique is expected can produce the clarity ideas and organization of descriptive writing, and may give positive effect to teaching and learning descriptive writing.

F. Research Hypotheses The writer determined the hypothesis as follows: The Alternative Hypotheses (Ha)

: the use of clustering technique is effective to students’ descriptive writing.

The Null Hypotheses (Ho)

: the use of clustering technique is not effective to students’ descriptive writing.

CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research This study was conducted at MTs. Nurul Hidayah Jeruk Purut. This school is located on JL. Jeruk Purut, Cilandak Timur. The conducting of this research was about one month from October till November 2013.

B.

Method and Research Design The method of this research is quasi-experimental research by using pre-test

and post-test control group design. In quasi experimental research, the writer did not give a random assignment as in the true experimental research because randomly assigning will disrupt the classroom learning.1 The writer did not use the true-experimental research because there are only two classes; therefore, the writer could determine which class would the experimental class and controlled class be without gave the assignments to students randomly. There was a different treatment between experimental and controlled class. In experimental class, students would have been treated by certain treatment, –by applying clustering technique to students‘ descriptive writing– whereas in controlled class students taught without using clustering technique.

C. Population and Sample a. Population Population is a region which consists of subject or object; it has a certain characteristic and quantity and determined by the researcher to be analyzed in order to make the conclusion.2 The population of this research was all of the second grade students at MTs. Nurul Hidayah in the academic year 2013/2014. 1

John W. Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, (Boston: Pearson Education, Inc.,), p. 309. 2 Sugiyono, Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif, dan R&D, (Bandung: Alfabeta, 2010), p. 117.

24

25

b. Sample Sample is a selected group of subjects for a study where the individuals represent the larger group.3 The strategy of sampling was Non-probability Sampling; it means that this kind of sampling does not equally give the opportunity for every population to be selected as the sample.4 The technique of the sample was total sampling; where all populations become the main sample. The sample of this research was; the A class with 16 students as the experimental class and B class with 16 students as controlled class.

D. Validity of the Instrument An instrument which is going to be tested to students should have measured what should be measured it is well-known as validity. Heaton defined ―validity is the extent to which it measures what it is supposed to measure‖5. The instrument of this research is based on the content of the English syllabus, “Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount”. The students should attain those objectives in learning descriptive writing, therefore, to construct the test or instrument and the objective can be reached, it should be guided on its content and it is known as content validity. Content validity is a kind of validity that depends on the analysis of the language which is being tested and the course objective.6 Before conducting the test, the writer did the consultation to the advisor about the instrument in order to make it is compatible and appropriate with the syllabus. The instrument of this research has to be appropriate with the objective of learning descriptive text itself, the indicator of learning descriptive text and instruction given to students so that there is the appropriateness with the content of the syllabus and the writing 3

L. R. Gay, Educational Research: Competencies for Analysis and Application, Third Edition, (Columbus, Ohio: Merrill Publishing Company, 1987), p. 101. 4 Loc. cit,. 5 J. B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1988), p. 159 6 Ibid, p. 160.

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material which is tested to students and the objective of teaching and learning can be achieved.

E.

Reliability of the Instrument The test also must reliable; it means that the test must be consistent in its

measurement.7 To make the test is reliable; the writer used rubric scoring as Hughes suggested namely analytic scoring to score the students‘ pre-test and posttest. The analytic scoring scores every aspect of content and composition of writing which is, sometimes, cannot be scored by other scoring. The scales of analytic scoring are derived from John Anderson. Actually, this analytic scoring is based on oral scoring found by Harris but it also can be a scoring of writing skill. There are some advantages of analytic scoring, the scores are compiled to consider aspect of performance which it might otherwise ignore, besides, the very fact that the scores have to give a number of scorer will tend to make the scoring more reliable.8

F.

Instrument of the Study The instrument of this study was a test, exactly a written test. Test is some

questions or other tools which are used to measure the students‘ performance, the intelligence, ability, or talents possessed by the individual or group. 9 The writer, then, administered a written test to measure the students‘ performance in writing a descriptive text by using clustering technique.

G. Technique of Collecting the Data In collecting the data, the writer used a written test as the primary instrument. There are two types of tests; pretest and posttest. Pretest is a measure that the researcher assesses for the participants in an experiment before receive a

7

Ibid, p. 162. Arthur Hughes, Testing for Language Teachers, Second Edition, (Cambridge: Cambridge University Press, 2003), p. 94. 9 Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT RINEKA CIPTA, 2010), p. 193. 8

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treatment. Posttest is a measure that the researcher assesses for the participants after receive a treatment.10 The pre-test and post-test included in these processes: 1. The preliminary study conducted on October 1st 2013. The writer asked the information from the English teacher to know the circumstances of learning English and teaching descriptive writing. 2. After getting the permission from the English teacher, the writer administered pre-test in both experimental and controlled class on October 2nd 2013. 3. The writer set the kisi-kisi of the instrument and Rencana Pelaksanaan Pembelajaran to be applied in the classroom during the research. 4. On October 9th 2013, the writer conducted the certain treatment in the experimental class to write a descriptive text by using clustering technique; whereas in the controlled class did not use clustering technique to write a descriptive writing. The topic given is about animal, the students have to describe about animal. 5. Then, the teaching was continued on November 7th 2013. The writer asked students to write a descriptive text about place 6. The final treatment was on November 12th 2013; in this meeting the students wrote a descriptive writing about person. 7. After permitting by the English teacher to administer post-test, the writer conducted it on November 14th 2013 in the experimental class. 8. The writer administered post-test in the controlled class on November 19th 2013. 9. After getting the whole data, the writer calculated the result of students‘ score in pre-test and post test by using some formulations.

10

John W. Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, (Boston: Pearson Education, Inc., 2012), p. 297.

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H. Technique of Analyzing the Data In analyzing the data, the formulas used are11: 1)

Determining the Mean of Variable I (Variable X), uses a formula as follow: Mx or M1 =

2)

Determining the Mean of Variable II (Variable Y), uses a formula as follow: My or M2 =

3)

Determining the Standard Deviation of Variable X uses a formula as follow: SDx or SD1 = √

4)

Determining the Standard Deviation of Variable Y uses a formula as follow: SDy or SD2 = √

5)

Determining the Standard Error Mean of Variable X uses a formula as follow: or

6)

=

√

Determining the Standard Error Mean of Variable Y uses a formula as follow: or

7)

=

√

Determining the difference of Standard Error between Mean of Variable X and Mean of Variable Y, uses a formula as follow:

11

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada, 2010), pp. 315—316

29

– 8)

2

=√

2

+

Determining to : to =

9)

Determining t-table in significance level of 5% and with degree of freedom (df): df = (N1 N2) 2

Note: Variable X = descriptive writing by using clustering technique Variable Y = descriptive writing without using clustering technique M1

= Mean of variable X

M2

= Mean of variable Y

SD1

= Standard Deviation of variable X

SD2

= Standard Deviation of variable Y

SE

= Standard Error of Mean of variable X

SE

= Standard Error of Mean of variable Y

df

= degree of freedom

To score the students‘ performance in writing descriptive text, the scoring uses analytic score devised according to Hughes is as follows12: Table 3.1 Analytic Scoring according to Hughes: Criteria of

Rating

writing

Score

Grammar

Indicators

6

Few noticeable errors of grammar or word order.

5

Some errors of grammar or word order which do not, however, interfere with comprehension.

4

Errors of grammar or word order fairly frequent; occasional

12

re-reading

necessary

for

full

Arthur Hughes, Testing for Language Teachers, Second Edition, (Cambridge: Cambridge University Press, 2003), pp. 101—102.

30

comprehension. 3

Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader‘s part.

2

Errors of grammar or word order very frequent; reader often has to rely on own interpretation.

1

Errors of grammar or word order so severe as to make comprehension virtually impossible.

Vocabulary

6

Use of vocabulary and idiom rarely distinguishable from that of educated native writer.

5

Occasionally uses inappropriate terms or relies on circumlocutions; expression of ideas hardly impaired.

4

Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because inadequate vocabulary.

3

Limited vocabulary and frequent errors clearly hinder expression of ideas.

2

Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.

1

Vocabulary limitations so extreme as to make comprehension virtually impossible.

Mechanics

6

Few noticeable lapses in punctuation or spelling.

5

Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension.

4

Errors in punctuation or spelling fairly frequent; occasional

re-reading

necessary

for

full

comprehension. 3

Frequent errors in spelling or punctuation; lead sometimes to obscurity.

2

Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.

31

1

Errors in spelling or punctuation so severe as to make comprehension virtually impossible.

Fluency (style

6

appropriate; like that of educated native writer.

and ease of communication)

Choice of structures and vocabulary consistently

5

Occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication.

4

‗Patchy‘, with some structures and vocabulary items noticeably inappropriate to general style.

3

Structures and vocabulary items sometimes not only inappropriate but also misuses; little sense of ease of communication.

2

Communication

often

impaired

by

completely

inappropriate or misused structures and vocabulary items. 1

A ‗hotch-potch‘ of half-learned misused structures and vocabulary items rendering communication almost impossible.

Form

6

Highly organized; clear progression of ideas well linked; like educated native writer.

(organization) 5

Material well organized; links could occasionally be clearer but communication not impaired.

4

Some lack of organization; re-reading required for clarification of ideas.

3

Little or no attempt at connectivity, though reader can deduce some organization.

2

Individual may be clear, but very difficult to deduce connection between them.

1

Lack of organization so severe that communication is seriously impaired.

32

Nilai = (Jumlah skor maksimal) x100 30

I.

Statistic Hypotheses Ho : µ1 = µ2

: the alternative hypotheses (Ha) is rejected and the null hypotheses is accepted.

Ha : µ1 ≠ µ2

: the alternative hypotheses (Ha) is accepted and the null hypotheses is rejected.

Note: 1

: Mean of the experimental class

2

: Mean of the controlled class

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION A. Data Description In the data description, the writer described the data which had been collected. Those data are the students’ pretest and posttest scores of writing a descriptive text. The writer provided a table to present the pretest and posttest scores of both experimental and controlled classes. Table 4.1 Students’ score of experimental class Students

Pre-test

Post-test

Gained Score

S1

50

63

+13

S2

47

60

+13

S3

47

57

+10

S4

40

43

+3

S5

43

53

+10

S6

47

43

−3

S7

40

47

+7

S8

53

73

+20

S9

37

50

+13

S10

37

50

+13

S11

47

43

−4

S12

60

80

+20

S13

47

47

0

S14

50

50

0

S15

50

77

+27

S16

60

57

−3

(N1)

139

∑X

33

34

Table 4.2 Students’ score of controlled class Students

Pre-test

Post-test

Gained Score

S1

30

37

+7

S2

40

37

−3

S3

40

37

−3

S4

40

47

+7

S5

30

30

0

S6

57

50

−7

S7

30

37

+7

S8

30

30

0

S9

43

43

0

S10

40

47

+7

S11

40

43

+3

S12

43

47

+4

S13

37

43

+6

S14

27

27

0

S15

30

27

−3

S16

27

30

+3

(N1)

∑Y

28

35

B.

Data Analysis Based on the pre-test and post-test result scores of both experimental and

controlled classes, the writer analyzed the data by using some formulations to know the “t” value by using the degree of significant level 5% and to know the significant effectiveness of using clustering technique to students’ descriptive writing. First of all, the writer determined the mean of X or experimental class and mean of Y or controlled class. To determine the mean of X by using this formula: M1 =

∑

= = 8.7 Meanwhile, the writer also determined the mean of Y or controlled class by using the following formula: M2 =

∑

= = 1.75 To make clearer, the writer provided the table to show the result of mean of experimental and controlled classes as following:

36

Table 4.3 The calculation result of both experimental and controlled classes No.

X

Y

x (X-M1)

y (Y-M2)

x2

y2

1.

+13

+7

4.3

5.25

18.49

27.5625

2.

+13

−3

4.3

-4.75

18.49

22.5625

3.

+10

−3

1.3

-4.75

1.69

22.5625

4.

+3

+7

-5.7

5.25

32.49

27.5625

5.

+10

0

1.3

-1.75

1.69

3.0625

6.

−3

−7

-11.7

-8.75

136.89

76.5625

7.

+7

+7

-1.7

5.25

2.89

27.5625

8.

+20

0

11.3

-1.75

127.69

3.0625

9.

+13

0

4.3

-1.75

18.49

3.0625

10.

+13

+7

4.3

5.25

18.49

27.5625

11.

−4

+3

-12.7

1.25

161.29

1.5625

12.

+20

+4

11.3

2.25

127.69

5.0625

13.

0

+6

-8.7

4.25

75.69

18.0625

14.

0

0

-8.7

-1.75

75.69

3.0625

15.

+27

−3

18.3

-4.75

334.89

22.5625

16.

−3

+3

-11.7

1.25

1.5625

∑x = 0

∑y = 0

136.89 ∑x2 = 1289.44

∑X=139 ∑Y=28

∑y2 = 293

After determining the mean of both experimental and controlled class (X and Y), the writer determined the Standard Deviation of experimental class (X) used a formula as follow: SD1 = √

∑

37

=√

√

= 8.98 Meanwhile, to determine the Standard Deviation of controlled class (Y) used a formula as follow: SD2 = √

∑

=√

√

= 4.3 Then, the result of both standard deviation (X and Y) the writer calculated the Standard Error Mean of experimental class (X) uses a formula as follow:

=

√

√

=

√

= 2.3 Meanwhile, to determine the Standard Error Mean of controlled class (Y) used a formula as follow:

= = =

√ √ √

= 1.1

38

After determining the standard deviation of both experimental and controlled class, the writer calculated the difference of standard error between mean of experimental class X and mean of controlled class Y, used a formula as follow: –

=√

2

+

2

√ (2.3)2+ (1.1)2 = √5.29 + 1.21 = √6.5 = 2.5

Then, the writer calculated tobserved: to= to= to= to= 2.78 Finally, the writer calculated the ttable in significance level of 5% and with degree of freedom (df): df = (N1 N2) 2 df = (16+16) – 2 = 30 Based on the degree of freedom (df), the writer gained the t-table: Degree of significance 5% = 2.04 From the calculation towards the result of pre-test and post-test of both experimental and controlled classes, the result shows that the obtained score of

39

experimental class is higher than that of controlled class. Besides, the writer obtained the comparison between to and tt for the degree of significance 5%: Degree of significance 5%: to> tt = 2.78 > 2.04 The data which have been calculated by using t-test, based on the result pretest and post-test of both experimental and controlled classes is to prove the research hypotheses as the tentative assumption below: 1.

If to> tt

:

the alternative hypotheses (Ha) is accepted and the null

hypotheses (Ho) is rejected. It means that there is a significant difference between the result of students’ descriptive writing by using clustering technique and students’ descriptive writing without using clustering technique for the second grade students of MTs. Nurul Hidayah Jeruk Purut. 2.

If to< tt

: the

alternative hypotheses (Ha) is rejected and the null hypotheses

(Ho) is accepted. It means that there is no significant difference between students’ descriptive writing by using clustering technique and students’ descriptive writing without using clustering technique for the second grade students of MTs. Nurul Hidayah Jeruk Purut. From the data calculation, the value of to is 2.78 and the degree of freedom (df) is 30. In this research, the writer used the degree of significance 5% where the value of degree of significance 5% is 2.04. By comparing the value of to= 2.78 and t-table on the degree of significance 5% = 2.04 the writer made a conclusion of the hypotheses that to is higher than ttable; 2.04 < 2.78. It meant that the alternative hypotheses (Ha) is accepted and the null hypotheses is rejected (Ho). Therefore, the using of clustering technique is effective to students’ descriptive writing.

40

C. Data Interpretation Based on the data description, it can be seen that the scores of experimental class or the students who have been taught a descriptive writing by using the clustering technique is higher than those who have been taught a descriptive writing without using the clustering technique. It means that, the clustering technique is effective to be applied in writing; in the case is descriptive writing. The writer had applied a clustering technique as the technique to used to write a descriptive text due to Heaton said that writing is considered as a complex skill because students have to master not only the component of grammatical and structure of the sentence but also the structures of the paragraph itself, furthermore, students’ effort are required to generate their ideas that come along into the words. Therefore, writing needs a technique to be applied in writing in order to make easier the students to write especially to write a descriptive text. Descriptive text needs the vivid description about thing, place, and people, besides, descriptive text is not only just to tell something but also show something so that the readers gain the description as detail as possible. To give a description as vivid as possible, there is a technique which can be used to write a descriptive writing called clustering technique. It is suitable to be applied in descriptive writing because in Carol Booth Olson’s book, Gabriele Lusser Rico defined that clustering technique is as a nonlinear brainstorming that generates students’ ideas, images and feelings around the relation words or ideas until a pattern is visible. It can also activate the complex symbol activity called writing on the right brain so that a clustering technique is as a powerful mental tool. Finally, the writer conducted this research to prove whether or not the clustering technique is really effective to be applied in descriptive writing. Based on the calculation by using some formulas to calculate students’ scores in pre-test and post-test, the writer believed that the clustering technique is effective to students’ descriptive writing. The result of to is higher than t-table, the value of to= 2.78 and t-table on the degree of significance 5% = 2.04 the writer

41

made a conclusion of the hypotheses that to is higher than t-table; 2.78 > 2.04. The alternative hypotheses (Ha) of this research had been proven that clustering technique to students’ descriptive writing of the second grade students of MTs. Nurul Hidayah Jeruk Purut is more effective than without using clustering technique to students’ descriptive writing. Thus, the alternative hypotheses (Ha) is accepted and the null hypotheses (Ho) is rejected.

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. CONCLUSION In this chapter, the writer would like to give the conclusions about the previous chapters. Based on the data which have been collected, the writer concludes that the use of clustering technique gives the positive effect to students’ descriptive writing. It can be seen from the result score of post test in both classes (experimental class and controlled class), the experimental class which used a clustering technique to descriptive writing was higher than that of the controlled class which did not use a clustering technique. The result of to is 2.78, whereas the ttable with the degree of significance 5% is 2,04. It shows that the alternative hypothesis (Ha) of this research is accepted and the null hypothesis (Ho) is rejected. Therefore, the use of clustering technique is effective to students’ descriptive writing. B. SUGGESTIONS The writer would like to give some suggestions which can be useful for the teachers at MTs. Nurul Hidayah Jeruk Purut, the suggestions are as follow: 1. The teachers have to pay attention to the students’ motivation of writing so that they are interested in writing activity. 2. The teachers should have the creativity to use some methods and techniques that can be used in the classroom to make students easily learning English.

42

43

3. The teachers can use clustering technique as the one of techniques of writing skill that used in the classroom. 4. The teachers should create a student’s habit to write continuously so that they are usual to practice writing skill.

BIBLIOGRAPHY

Arikunto, Suharsimi. Prosedur Penilitian. Fifth revised Edition. Jakarta: PT RINEKA CIPTA, 2002. Ary, Donald. Introduction to Research in Education. Orlando: Harcourt Brace & Company, 1996. Axelrod, Rise B. and Chooper. Charles R., The ST. Martine’s Guide to Writing. Boston: Houghton Mifflin Company, 1986. Buscemi, Santi V, et al. The Basics: A Rhetoric and Handbook. New York: McGrawHill Companies, Inc., 2005. Connelly, Mark. The Sundance Writer: A Rhetoric, Reader, Research Guide and Handbook. Boston: Cengage Learning, 2007. Clouse, Barbara Fine. A Troubleshooting Guide for Writers. Fourth Edition. New York: Mc-Graw Hill Companies, Inc., 2005. Creswell, John W. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson Education, Inc., 2012. Dietsch, Betty Mattix. Reasoning and Writing Well. New York: McGraw-Hill Companies, Inc., 2006. Emilia, Emi. Teaching Writing: Developing Critical Learners. Bandung: Rizqi Press, 2010. Gay, L. R. Educational Research: Competencies for Analysis and Application. Third Edition. Columbus, Ohio: Merrill Publishing Company, 1987. Hairstone, Maxine. Contemporary Composition. Boston: Houghton Mifflin Company, 1986. Heaton, J. B. Writing English Language Tests. New York: Longman Inc., 1988. Hughes, Arthur. Testing for Language Teachers. Second Edition. Cambridge: Cambridge University Press, 2003. Langan, John. College Writing Skills with Readings. Fifth Edition. New York: McGraw Hill Company, 2001.

44

45

Luser Rico, Gabriele. “Prewriting”, in Carol Booth Olson (ed). Practical Ideas for Teaching Writing as a Process. California: Sacramento, 1987. McGuinnes, Dennis E. and Spencer, Lauren. Writing to Describe. New York: The Rosen Publishing Group, Inc., 2012. McHugh, Nancy. “Domains of Writing”, in Carol Booth Olson (ed). Practical Ideas for Teaching Writing as a Process. California: Sacramento, 1987. Miller, Robert K. Motives for Writing. New York: The McGraw-Hill Companies, 1992. Oshima, Alice and Hogue, Ann. Introduction to Academic Writing. Third Edition. New York: Pearson Education, Inc., 2007. Phelps-Gunn, Trisha and Phelps-Terasaki, Diana. Written Language Instruction, Theory and Remediation. London: Aspen Systems Corporation, 1982. Raimes, Ann. Techniques in Teaching Writing. Oxford: Oxford University Press, 1983. Reid, Joy M. The Process of Composition. Second Edition. New Jersey: PrenticeHall, Inc., 1988. Reynolds, Audrey L. Exploring Written English: A Guide for Basic Writers. Boston: Little, Brown & Company, 1983. Richards, Jack C. and Renandya, Willy A. Methodology in Language Teaching. New York: Cambridge University Press, 2002. Roberts, William H. The Writer’s Companion: A Short Handbook. Boston: Little, Brown Company, 1985. Shinoda, Sanggam Siahaan Kisno. Generic Text Structure. First Edition.,Yogyakarta: Graha Ilmu, 2008. Smalley, Regina L. and Ruetten, Mary K. Refining Composition skills: Rhetoric and Grammar. Fourth Edition. Boston: Heinle & Heinle Publishers, 1995. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT RajaGrafindo Persada, 2010. Sugiyono. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2010.

APPENDICES

APPENDIX 1 KISI-KISI PEMBELAJARAN Sekolah : MTs. Nurul Hidayah Jeruk Purut Kelas : VIII ( Delapan ) Mata Pelajaran : BAHASA INGGRIS Semester : 1 (Satu) Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 6.1.Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

Tujuan Pembelajaran

1. Siswa mampu menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptive

2. Siswa mampu menulis teks essai dalam bentuk Descriptive tentang hewan, orang, dan tempat

46

Instruksi

1. Write an essay about describing something or a certain place.

APPENDIX 2 RPP I (Kelas Eksperimen)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah

: MTs. Nurul Hidayah

Mata pelajaran

: Bahasa Inggris

Kelas/ semester

: VIII/ I

Alokasi waktu

: 2x40 menit (1 pertemuan)

I.

Standar Kompetensi Menulis 1. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

sangat

sederhana

berbentuk

descriptive

untuk

berinteraksi dengan lingkungan terdekat. II.

Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive.

III.

Tujuan Pembelajaran Setelah mengikuti pembelajaran ini, peserta didik mampu: 1. Memahami struktur paragraf dan ciri kebahasaan yang ada dalam descriptive text. 2. Menemukan ide dengan menggunakan Teknik Clustering 3. Menyusun ide untuk menyusun paragraf descriptive. 4. Menghasilkan teks essai yang berbentuk descriptive sesuai dengan topik yang telah ditentukan yaitu tentang hewan.

47

48

IV.

Materi Pembelajaran DESCRIPTIVE TEXT A descriptive text is a text that describes the characteristics of a specific things, for example a specific person, place and thing. A descriptive text has the generic structure: 1. Identification/ introduction Identifying the phenomenon to be described. It introduces about name, location, etc. 2. Description It tells about the characteristic features of the subject, e.g. physical appearance, habitual behavior, and significant attributes. The language feature of descriptive text: 1. Using adjective 2. Using simple present tense 3. Using particular nouns

V.

VI.

VII.

Media Pembelajaran 

Laptop



In focus

Metode Pembelajaran 

Three-phase Techniques



Tanya jawab

Langkah-langkah kegiatan pembelajaran Kegiatan Awal (5-10 menit) 1. Presensi

(mencatat

siswa

yang

tidak

hadir

dan

alasan/penyebabnya) 2. Apersepsi dan motivasi: membuka proses berfikir dan menyampaikan pendahuluan materi yang akan disajikan dan memotivasi siswa. 3. Memberitahukan pembelajaran hari ini.

49

Kegiatan Inti Elaborasi (60-70 menit) 1. Guru memberikan contoh teks descriptive kepada siswa untuk dipelajari. 2. Guru bertanya kepada siswa teks apa yang ditampilkan. 3. Guru memberi tahu teks apa yang ditampilkan 4. Siswa mendengarkan dan memperhatikan penjelasan dari guru tentang descriptive text tentang definisi, dan pola paragraf descriptive text. 5. Guru bersama siswa menganalisa pola paragraf dan struktur kebahasaan paragraf descriptive. 6. Guru memperkenalkan teknik clustering dan menjelaskannya. 7. Guru memberikan desain clustering dari teks descriptive. 8. Setelah para siswa memahami cara membuat paragraf deskriptif, siswa diminta untuk membuat paragraph deskriptif secara individu dengan topik hewan, kemudian mencari ide melalui teknik clustering. 9. Siswa menyusun paragraf descriptif Konfirmasi (5 menit) 1. Bertanya kepada siswa tentang paragraph deskriptif 2. Memberikan umpan balik positif dan penguatan dalam bentuk lisan (amazing, well done, good job), tulisan, isyarat (giving applause), maupun hadiah terhadap keberhasilan peserta didik. Kegiatan Akhir Penutup (5 menit) 1. Memberi kesempatan kepada peserta didik untuk bertanya. 2. Mengulas secara singkat apa yang telah dipelajari hari ini. 3. Feedback untuk mengetahui daya serap siswa. 4. Memberi tugas/pekerjaan rumah

50

Sumber belajar 1. Buku LKS Kartika Prima kelas VIII. 2. Buku teks Bahasa Inggris Scaffolding kelas VIII. VIII. Penilaian Indikator

Teknik

Bentuk Instrumen

1. Memahami struktur paragraf

Tes Lisan

Tanya Jawab

Tes tertulis

Essay

dan ciri kebahasaan yang ada dalam descriptive text. 2. Menemukan

ide

dengan

menggunakan

Teknik

Clustering 3. Menyusun

ide

menyusun

untuk paragraf

descriptive. 4. Menghasilkan

teks

essai

yang berbentuk descriptive sesuai dengan topic yang telah

ditentukan

tentang hewan.

yaitu

51

Contoh instrument Name : Class : Find your brilliant ideas based on the topic and write down into a paragraph! Topic : Animal

Cat

Title: Introduction: Description(s):

Format kriteria penilaian Produk Criteria of

Rating

writing

Score

Grammar

Indicators

6

Few noticeable errors of grammar or word order.

5

Some errors of grammar or word order which do not,

52

however, interfere with comprehension. 4

Errors of grammar or word order fairly frequent; occasional

3

re-reading

necessary

for

full

comprehension. Errors of grammar or word order frequent; efforts of

2

interpretation sometimes required on reader’s part. Errors of grammar or word order very frequent; reader

1

often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible.

Vocabulary

6

Use of vocabulary and idiom rarely distinguishable from that of educated native writer.

5

Occasionally uses inappropriate terms or relies on circumlocutions; expression of ideas hardly impaired.

4

Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because inadequate vocabulary.

3

Limited vocabulary and frequent errors clearly hinder expression of ideas.

2

Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.

1

Vocabulary limitations so extreme as to make comprehension virtually impossible.

Mechanics

6

Few noticeable lapses in punctuation or spelling.

5

Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension.

4

Errors in punctuation or spelling fairly frequent; occasional

re-reading

necessary

for

full

comprehension. 3

Frequent errors in spelling or punctuation; lead

53

sometimes to obscurity. 2

Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.

1

Errors in spelling or punctuation so severe as to make comprehension virtually impossible.

Fluency (style

6

Choice of structures and vocabulary consistently

and ease of

appropriate; like that of educated native writer.

communication) 5

Occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication.

4

‘Patchy’, with some structures and vocabulary items noticeably inappropriate to general style.

3

Structures and vocabulary items sometimes not only inappropriate but also misuses; little sense of ease of communication.

2

Communication

often

impaired

by

completely

inappropriate or misused structures and vocabulary items. 1

A ‘hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost impossible.

Form

6

Highly organized; clear progression of ideas well linked; like educated native writer.

(organization) 5

Material well organized; links could occasionally be clearer but communication not impaired.

4

Some lack of organization; re-reading required for clarification of ideas.

3

Little or no attempt at connectivity, though reader can deduce some organization.

2

Individual may be clear, but very difficult to deduce

54

connection between them. 1

Lack of organization so severe that communication is seriously impaired.

Nilai = (Jumlah skor maksimal) x100 30

Jakarta, 9 Oktober 2013

Guru praktikan

Sari Nur’aini

APPENDIX 3 RPP I (Kelas Kontrol) RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah

: MTs. Nurul Hidayah

Mata pelajaran

: Bahasa Inggris

Kelas/ semester

: VIII/ I

Alokasi waktu

: 2x40 menit (1 pertemuan)

I.

Standar Kompetensi Menulis 1. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

II.

Kompetensi Dasar 1.1. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

III.

Tujuan Pembelajaran Setelah mengikuti pembelajaran ini, peserta didik mampu: 1. Memahami struktur paragraf dan ciri kebahasaan yang ada dalam descriptive text. 2. Menghasilkan teks essai yang berbentuk descriptive sesuai dengan topik yang telah ditentukan yaitu tentang hewan.

55

56

IV.

Materi Pembelajaran DESCRIPTIVE TEXT A descriptive text is a text that describes the characteristics of a specific things, for example a specific person, place and thing. A descriptive text has the generic structure: 1. Identification/ introduction Identifying the phenomenon to be described. It introduces about name, location, etc. 2. Description It tells about the characteristic features of the subject, e.g. physical appearance, habitual behavior, and significant attributes.

V.

Media Pembelajaran 

VI.

VII.

Hand out

Metode Pembelajaran 

Three-phase Techniques



Tanya jawab

Langkah-langkah kegiatan pembelajaran Kegiatan Awal (5-10 menit) 1. Presensi

(mencatat

siswa

yang

tidak

hadir

dan

alasan/penyebabnya) 2. Apersepsi dan motivasi: membuka proses berfikir dan menyampaikan pendahuluan materi yang akan disajikan dan memotivasi siswa. 3. Memberitahukan pembelajaran hari ini. KegiatanInti Elaborasi (60-70 menit) 1. Guru memberikan contoh teks descriptive kepada siswa untuk dipelajari.

57

2. Guru bertanya kepada siswa teks apa yang ditampilkan. 3. Guru memberi tahu teks apa yang ditampilkan 4. Siswa mendengarkan dan memperhatikan penjelasan dari guru tentang descriptive text tentang definisi, dan pola paragraf descriptive text. 5. Guru bersama siswa menganalisa pola paragraf dan struktur kebahasaan paragraf descriptive. 6. Setelah para siswa memahami cara membuat paragraf deskriptif, siswa diminta untuk membuat paragraph deskriptif secara individu dengan topik hewan. 7. Siswa menyusun paragraf descriptif 8. Membuat draft teks deskriptif secara mandiri 9. Menampilkan hasil tulisan teks deskriptif di dalam kelas. Konfirmasi (5 menit) 1. Bertanya kepada siswa tentang menulis paragraph deskriptif 2. Memberikan umpan balik positif dan penguatan dalam bentuk lisan (amazing, well done, good job), tulisan, isyarat (giving applause), maupun hadiah terhadap keberhasilan peserta didik. Kegiatan Akhir Penutup (5 menit) 1. Memberi kesempatan kepada peserta didik untuk bertanya. 2. Mengulas secara singkat apa yang telah dipelajari hari ini. 3. Feedback untuk mengetahui daya serap siswa. 4. Memberi tugas/pekerjaan rumah Sumber belajar VIII. Penilaian Indikator 1. Memahami struktur paragraf dan ciri kebahasaan

yang

Teknik

BentukInstrumen

Lisan

Tanya Jawab

58

ada

dalam

descriptive text. 2. Menulis teks esei dalam

Tes Tertulis

Essay

bentuk

deskriptif

Contoh instrument Name : Class : Find your brilliant ideas based on the topic and write down into a paragraph! Topic : Animal

Cat

59

Format criteria penilaian Produk Criteria of

Rating

writing

Score

Grammar

Indicators

6

Few noticeable errors of grammar or word order.

5

Some errors of grammar or word order which do not, however, interfere with comprehension.

4

Errors of grammar or word order fairly frequent; occasional

3

re-reading

necessary

for

full

comprehension. Errors of grammar or word order frequent; efforts

2

of interpretation sometimes required on reader’s part.

1

Errors of grammar or word order very frequent; reader often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible.

Vocabulary

6

Use of vocabulary and idiom rarely distinguishable from that of educated native writer.

5

Occasionally uses inappropriate terms or relies on circumlocutions;

4

expression

of

ideas

hardly

words

fairly

impaired. Uses

wrong

or

inappropriate

frequently; expression of ideas may be limited 3

because inadequate vocabulary. Limited vocabulary and frequent errors clearly

2

hinder expression of ideas. Vocabulary so limited and so frequently misused

1

that reader must often rely on own interpretation.

60

Vocabulary limitations so extreme as to make comprehension virtually impossible. Mechanics

6

Few noticeable lapses in punctuation or spelling.

5

Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension.

4

Errors in punctuation or spelling fairly frequent; occasional

re-reading

necessary

for

full

comprehension. 3

Frequent errors in spelling or punctuation; lead sometimes to obscurity.

2

Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.

1

Errors in spelling or punctuation so severe as to make comprehension virtually impossible.

Fluency (style

6

Choice of structures and vocabulary consistently

and ease of

appropriate; like that of educated native writer.

communication) 5

Occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication.

4

‘Patchy’, with some structures and vocabulary items noticeably inappropriate to general style.

3

Structures and vocabulary items sometimes not only inappropriate but also misuses; little sense of ease of communication.

2

Communication often impaired by completely inappropriate or misused structures and vocabulary items.

1

A ‘hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost impossible.

61

Form

6

Highly organized; clear progression of ideas well linked; like educated native writer.

(organization) 5

Material well organized; links could occasionally be clearer but communication not impaired.

4

Some lack of organization; re-reading required for clarification of ideas.

3

Little or no attempt at connectivity, though reader can deduce some organization.

2

Individual may be clear, but very difficult to deduce connection between them.

1

Lack of organization so severe that communication is seriously impaired.

Nilai = (Jumlah skor maksimal)x100 30

Jakarta, 9 Oktober 2013

Guru praktikan

Sari Nur’aini

APPENDIX 4 RPP II (Kelas Eksperimen) RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah

: MTs. Nurul Hidayah

Mata pelajaran

: BahasaInggris

Kelas/ semester

: VIII/ I

Alokasi waktu

: 2x40 menit (1 pertemuan)

I.

Standar Kompetensi Menulis 2. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

sangat

sederhana

berbentuk

descriptive

untuk

berinteraksi dengan lingkungan terdekat. II.

Kompetensi Dasar 2.1. Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive.

III.

Tujuan Pembelajaran Setelah mengikuti pembelajaran ini, peserta didik mampu: 1. Memahami struktur paragraf dan ciri kebahasaan yang ada dalam descriptive text. 2. Menemukan ide dengan menggunakan Teknik Clustering 3. Menyusun ide untuk menyusun paragraf descriptive. 4. Menghasilkan teks essai yang berbentuk descriptive sesuai dengan topik yaitu tentang tempat hiburan.

62

63

IV.

Materi Pembelajaran DESCRIPTIVE TEXT A descriptive text is a text that describes the characteristics of a specific things, for example a specific person, place and thing.A descriptive text has the generic structure: 1. Identification/ introduction Identifying the phenomenon to be described. It introduces about name, location, etc. 2. Description It tells about the characteristic features of the subject, e.g. physical appearance, habitual behavior, and significant attributes. The language feature of descriptive text: 1. Using adjective 2. Using simple present tense 3. Using particular nouns Contoh penggunaan Teknik Clustering:

Children

Parents/adult

Visitors

Dunia Fantasi

Games

toilet

Facilitation

Sawhorse Haunted house

Restau rants

mosque

64

Dunia Fantasi Everyone is happy visits the amusement park namely Dunia Fantasi especially children. The amusement park is a very amusing place because there are many things that make people feel happy. Most of people feel happy visit Dunia Fantasi. There are various visitors who visit Dunia Fantasi, for instance, children. Every child must be happy visit Dunia Fantasi accompanied by adults or their parents. Dunia Fantasi provides various games. Children loves sawhorse because this game is not dangerous for them so that they can be safe. Moreover, there is a haunted house. Some adults are courageous to try this one. In the haunted house there are various kinds of ghosts that are ready to scare the visitors. Dunia Fantasi also provides some facilitation such as restaurants if they are tired and hungry. The most important thing is toilet; everyone needs toilet wherever they are especially in the amusement park. Finally there is a mosque for Muslims who want to pray there. V.

VI.

VII.

Media Pembelajaran 

Laptop



In focus

Metode Pembelajaran 

Diskusi kelompok



Tanya jawab

Langkah-langkah kegiatan pembelajaran Kegiatan Awal (5-10 menit) 1. Presensi

(mencatat

siswa

yang

tidak

hadir

dan

alasan/penyebabnya) 2. Apersepsi dan motivasi: membuka proses berfikir dan menyampaikan pendahuluan materi yang akan disajikan dan memotivasi siswa. 3. Memberitahukan pembelajaran hari ini.

65

Kegiatan Inti Elaborasi (60-70 menit) 1. Guru bertanya kepada siswa mengenai pemahaman materi minggu lalu yaitu pengertian paragraf deskriptif 2. Guru bertanya kepada siswa mengenai pemahaman siswa menggunakan teknik clustering dan pengertiannya. 3. Guru menjelaskan kembali struktur paragraf deskriptif dan cara menuliskan penggambaran tentang suatu tempat misalnya taman hiburan. 4. Guru menjelaskan kembali tentang cara menggunakan teknik clustering dalam menggambarkan suatu tempat. 5. Setelahparasiswamemahami cara membuat paragraf deskriptif, siswa diminta untuk menulis kembali paragraph deskriptif tentang suatu tempat secara berkelompok kemudian mencari ide melalui teknik clustering. 6. Siswa menyusun paragraf descriptif. Konfirmasi (5 menit) 1. Bertanya kepada siswa tentang paragraph deskriptif 2. Memberikan umpan balik positif dan penguatan dalam bentuk lisan (amazing, well done, good job), tulisan, isyarat (giving applause), maupun hadiah terhadap keberhasilan peserta didik. Kegiatan Akhir Penutup (5 menit) 1. Memberi kesempatan kepada peserta didik untuk bertanya. 2. Mengulas secara singkat apa yang telah dipelajari hari ini. 3. Feedback untuk mengetahui daya serap siswa.

Sumber belajar 1. Buku teks Bahasa Inggris Scaffolding kelas VIII.

66

VIII. Penilaian Indikator

Teknik

BentukInstrumen

1. Memahami struktur paragraf

Tes tertulis

Isian

dan ciri kebahasaan yang ada dalam descriptive text. 2. Menemukan

ide

dengan

menggunakan

Teknik

Clustering 3. Menyusun menyusun

ide

untuk paragraf

descriptive. 4. Menghasilkan

teks

essai

yang berbentuk descriptive sesuai dengan topik yaitu suatu tempat.

67

Contoh instrument Name : Class : Find your brilliant ideas based on the topic and write down into a paragraph! Topic : The Amusement Park

Zoo

Title: Introduction: Description(s):

68

Format kriteria penilaian Produk Criteria of

Rating

writing

Score

Grammar

Indicators

6

Few noticeable errors of grammar or word order.

5

Some errors of grammar or word order which do not, however, interfere with comprehension.

4

Errors of grammar or word order fairly frequent; occasional

3

re-reading

necessary

for

full

comprehension. Errors of grammar or word order frequent; efforts of

2

interpretation sometimes required on reader’s part. Errors of grammar or word order very frequent; reader

1

often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible.

Vocabulary

6

Use of vocabulary and idiom rarely distinguishable from that of educated native writer.

5

Occasionally uses inappropriate terms or relies on circumlocutions; expression of ideas hardly impaired.

4

Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because inadequate vocabulary.

3

Limited vocabulary and frequent errors clearly hinder expression of ideas.

2

Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.

1

Vocabulary limitations so extreme as to make comprehension virtually impossible.

69

Mechanics

6

Few noticeable lapses in punctuation or spelling.

5

Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension.

4

Errors in punctuation or spelling fairly frequent; occasional

re-reading

necessary

for

full

comprehension. 3

Frequent errors in spelling or punctuation; lead sometimes to obscurity.

2

Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.

1

Errors in spelling or punctuation so severe as to make comprehension virtually impossible.

Fluency (style

6

Choice of structures and vocabulary consistently

and ease of

appropriate; like that of educated native writer.

communication) 5

Occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication.

4

‘Patchy’, with some structures and vocabulary items noticeably inappropriate to general style.

3

Structures and vocabulary items sometimes not only inappropriate but also misuses; little sense of ease of communication.

2

Communication

often

impaired

by

completely

inappropriate or misused structures and vocabulary items. 1

A ‘hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost impossible.

70

6

Form

Highly organized; clear progression of ideas well linked; like educated native writer.

(organization) 5

Material well organized; links could occasionally be clearer but communication not impaired.

4

Some lack of organization; re-reading required for clarification of ideas.

3

Little or no attempt at connectivity, though reader can deduce some organization.

2

Individual may be clear, but very difficult to deduce connection between them.

1

Lack of organization so severe that communication is seriously impaired.

Nilai = (Jumlahskormaksimal)x100 30

Jakarta, 7 November 2013

Guru praktikan

Sari Nur’aini

APPENDIX 5 RPP II (Kelas Kontrol) RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah

: MTs. Nurul Hidayah

Mata pelajaran

: BahasaInggris

Kelas/ semester

: VIII/ I

Alokasi waktu

: 2x40 menit (1 pertemuan)

I.

Standar Kompetensi Menulis 2. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

II.

Kompetensi Dasar 2.1. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancer dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

III.

Tujuan Pembelajaran Setelah mengikuti pembelajaran ini, peserta didik mampu: 1. Memahami struktur paragraf dan ciri kebahasaan yang ada dalam descriptive text. 2. Melengkapi teks rumpang berbentuk deskriptif dengan topik mengenai suatu tempat dengan berdiskusi secara berpasangan. 3. Memahami isi dari paragraf deskriptif

71

72

IV.

Materi Pembelajaran DESCRIPTIVE TEXT Sydney Opera House The Sydney Opera House is a large performing art place. It becomes an Australian icon. It was established in 1973. It is located

Introduction

in Sydney, New South Wales, Australia. The Sydney Opera House covers 1.8

Description

hectares of land. It is 183 m long and about

of physical

120 m wide. The building can load 25,000 people.

features

The Opera House is a place for large theatrical productions. It is the home of Opera

Description of purpose

Australia, the Sydney Theatre Company and the Sydney Symphonyan. There are five theatres in Sydney Opera House. There are also five rehearsal

Description

studios, two main halls, four restaurants,

of features

six bars, and many souvenir shops. The design of the Opera House is very unique. The roof looks like giant shells. Besides for theatrical productions, the Opera House is also used for other

Description of use

functions. It is used for weddings, parties, and conferences.

A descriptive text is a text that describes the characteristics of a specific things, for example a specific person, place and thing. A descriptive text has the generic structure:

73

1. Identification/ introduction An introduction to the subject of the description. 2. Description It tells about the characteristic features of the subject, e.g. physical appearance, qualities, habitual behavior, and significant attributes. The common grammatical patterns of a description include: 1. Use of particular nouns, e.g. an Australian icon 2. Use of detailed noun groups to provide information about the subject, e.g. It is 183 long and about 120 m wide 3. Use of a variety of types of adjectives, e.g. describing, numbering, classifying 4. Use of relating verbs to provide information about the subject, e.g. The Sydney Opera House covers 1.8 hectares of land 5. Use of action verbs to describe the subject’s behavior, e.g. The design of the Opera House is very unique 6. Use of similes, metaphors and other types of figurative language, particularly in literary descriptions, e.g. The roof looks like giant shells V.

Media Pembelajaran 

VI.

VII.

Hand out

Metode Pembelajaran 

Three-phase Techniques



Diskusi secara berpasangan



Tanya jawab

Langkah-langkah kegiatan pembelajaran Kegiatan Awal (5-10 menit) 1. Presensi

(mencatat

siswa

yang

tidak

hadir

dan

alasan/penyebabnya) 2. Apersepsi dan motivasi: membuka proses berfikir dan menyampaikan pendahuluan materi yang akan disajikan dan memotivasi siswa.

74

3. Memberitahukan pembelajaran hari ini. Kegiatan Inti Elaborasi (60-70 menit) 1. Guru bertanya kepada siswa mengenai pemahaman materi minggu lalu yaitu pengertian paragraf deskriptif. 2. Guru menjelaskan kembali struktur paragraf deskriptif dan cara menuliskan penggambaran tentang suatu tempat misalnya taman hiburan. 3. Setelah para siswa memahami cara membuat paragraf deskriptif dan cirri-ciri kebahasaannya, siswa diminta untuk melengkapi teks rumpang berbentuk deskriptif dengan topik mengenai suatu tempat dengan berdiskusi secara berpasangan. Konfirmasi (5 menit) 1. Bertanya kepada siswa tentang menulis paragraph deskriptif 2. Memberikan umpan balik positif dan penguatan dalam bentuk lisan (amazing, well done, good job), tulisan, isyarat (giving applause), maupun hadiah terhadap keberhasilan peserta didik. Kegiatan Akhir Penutup (5 menit) 1. Memberi kesempatan kepada peserta didik untuk bertanya. 2. Mengulas secara singkat apa yang telah dipelajari hari ini. 3. Feedback untuk mengetahui daya serap siswa. Sumber belajar VIII. Penilaian Indikator 1. Memahami struktur

paragraf

dan kebahasaan ada

ciri yang dalam

Teknik

BentukInstrumen

Completion test

Complete the paragraph using the suitable words.

75

descriptive text. 2. Melengkapi

teks

rumpang berbentuk deskriptif topik

dengan mengenai

suatu tempat.

Contoh instrument Fill in the blanks with the suitable words in the box! Borobudur Temple Borodudur is a Buddhist 1) …….. in Central Java. It is one of the most interesting tourist 2) …….. in Indonesia. It was built in the ninth 3) ……… Borobudur has 2,672 relefs and 504 Buddha 4) ………. The reliefs illustrate the 5) ………. of pilgrims to three levels in Buddhist cosmology. Those three levels are Kamadhatu, Rupadhatu, and Arupadhatu. Borodudur is still used for pilgrimage. Once a year Buddhist in Indonesia 6) ……. Vesak there.

Monument

Journey

Attractions

Century

Celebrate

Statues

Names:

76

Format criteria penilaian

Nilai = (Jumlah skor maksimal) x100 60

Jakarta, 7 November 2013

Guru praktikan

Sari Nur’aini

APPENDIX 6 RPP III (Kelas Eksperimen) RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah

: MTs. Nurul Hidayah

Mata pelajaran

: Bahasa Inggris

Kelas/ semester

: VIII/ I

Alokasi waktu

: 2x40 menit (1 pertemuan)

I.

Standar Kompetensi Menulis 3. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek

sangat

sederhana

berbentuk

descriptive

untuk

berinteraksi dengan lingkungan terdekat. II.

Kompetensi Dasar 3.1. Mengungkapkan makna dan langkah retorika dalam esei pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive.

III.

Tujuan Pembelajaran Setelah mengikuti pembelajaran ini, peserta didik mampu: 1. Memahami struktur paragraf dan ciri kebahasaan yang ada dalam descriptive text. 2. Menemukan ide dengan menggunakan Teknik Clustering 3. Menyusun ide untuk menyusun paragraf descriptive. 4. Menghasilkan teks essai yang berbentuk descriptive sesuai dengan topik yaitu tentang idola.

77

78

IV.

Materi Pembelajaran DESCRIPTIVE TEXT A descriptive text is a text that describes the characteristics of a specific things, for example a specific person, place and thing. A descriptive text has the generic structure: 1. Identification/ introduction Identifying the phenomenon to be described. It introduces about name, location, etc. 2. Description It tells about the characteristic features of the subject, e.g. physical appearance, habitual behavior, and significant attributes. The language feature of descriptive text: 1. Using adjective 2. Using simple present tense 3. Using particular nouns Contoh penggunaan Teknik Clustering:

hair

Beautiful

Appea

Personality

Agnes Monica rance

confident

body

generous

tall

slim

79

My Diva is Agnes Monica Agnes Monica is a famous pop singer. Most people in Indonesia know her. She certainly looks like an angel. She is tall, slim and beautiful. Her hair is black. She always wears fashionable clothes. Her personality is as good as her voice. She is confident. She is also generous. She gives a lot of money to charity. Her hobby is unique. She keeps a dog as a pet. She does not like cooking V.

VI.

VII.

Media Pembelajaran 

Laptop



In focus

Metode Pembelajaran 

Three-phase techniques



Tanya jawab

Langkah-langkah kegiatan pembelajaran Kegiatan Awal (5-10 menit) 1. Presensi

(mencatat

siswa

yang

tidak

hadir

dan

alasan/penyebabnya) 2. Apersepsi dan motivasi: membuka proses berfikir dan menyampaikan pendahuluan materi yang akan disajikan dan memotivasi siswa. 3. Memberitahukan pembelajaran hari ini. Kegiatan Inti Elaborasi (60-70 menit) 1. Guru bertanya kepada siswa mengenai pemahaman materi minggu lalu yaitu pengertian paragraf deskriptif 2. Guru bertanya kembali kepada siswa mengenai pemahaman siswa menggunakan teknik clustering dan pengertiannya. 3. Guru menjelaskan kembali struktur paragraf deskriptif dan cara menuliskan penggambaran tentang seseorang.

80

4. Guru menjelaskan kembali tentang cara menggunakan teknik clustering dalam menggambarkan suatu tempat. 5. Setelah para siswa memahami cara membuat paragraf deskriptif, siswa diminta untuk menulis kembali paragraf deskriptif tentang seseorang secara individu kemudian mencari ide melalui teknik clustering. 6. Siswa menyusun paragraf descriptif. Konfirmasi (5 menit) 1. Bertanya kepada siswa tentang paragraph deskriptif 2. Memberikan umpan balik positif dan penguatan dalam bentuk lisan (amazing, well done, good job), tulisan, isyarat (giving applause), maupun hadiah terhadap keberhasilan peserta didik. Kegiatan Akhir Penutup (5 menit) 1. Memberi kesempatan kepada peserta didik untuk bertanya. 2. Mengulas secara singkat apa yang telah dipelajari hari ini. 3. Feedback untuk mengetahui daya serap siswa. 4. Memberi tugas/pekerjaan rumah Sumber belajar 1. Buku teks Bahasa Inggris Scaffolding kelas VIII. VIII. Penilaian Indikator

Teknik

Bentuk Instrumen

1. Memahami struktur paragraf dan ciri

Tes tertulis

Isian

kebahasaan

yang

ada

dalam

descriptive text. 2. Menemukan

ide

dengan

menggunakan Teknik Clustering 3. Menyusun

ide

untuk

menyusun

paragraf descriptive. 4. Menghasilkan

teks

essai

yang

81

berbentuk descriptive sesuai dengan topik yaitu idola.

Contoh instrument Name : Class : Find your brilliant ideas based on the topic and write down into a paragraph! Topic : Idol

Agnes M

Title: Introduction: Description(s):

82

Format kriteria penilaian Produk Criteria of

Rating

writing

Score

Grammar

Indicators

6

Few noticeable errors of grammar or word order.

5

Some errors of grammar or word order which do not, however, interfere with comprehension.

4

Errors of grammar or word order fairly frequent; occasional

3

re-reading

necessary

for

full

comprehension. Errors of grammar or word order frequent; efforts of

2

interpretation sometimes required on reader’s part. Errors of grammar or word order very frequent; reader

1

often has to rely on own interpretation. Errors of grammar or word order so severe as to make comprehension virtually impossible.

Vocabulary

6

Use of vocabulary and idiom rarely distinguishable from that of educated native writer.

5

Occasionally uses inappropriate terms or relies on circumlocutions; expression of ideas hardly impaired.

4

Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because inadequate vocabulary.

3

Limited vocabulary and frequent errors clearly hinder expression of ideas.

2

Vocabulary so limited and so frequently misused that reader must often rely on own interpretation.

1

Vocabulary limitations so extreme as to make comprehension virtually impossible.

83

Mechanics

6

Few noticeable lapses in punctuation or spelling.

5

Occasional lapses in punctuation or spelling which does not, however, interfere with comprehension.

4

Errors in punctuation or spelling fairly frequent; occasional

re-reading

necessary

for

full

comprehension. 3

Frequent errors in spelling or punctuation; lead sometimes to obscurity.

2

Errors in spelling or punctuation so frequent that reader must often rely on own interpretation.

1

Errors in spelling or punctuation so severe as to make comprehension virtually impossible.

Fluency (style

6

Choice of structures and vocabulary consistently

and ease of

appropriate; like that of educated native writer.

communication) 5

Occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication.

4

‘Patchy’, with some structures and vocabulary items noticeably inappropriate to general style.

3

Structures and vocabulary items sometimes not only inappropriate but also misuses; little sense of ease of communication.

2

Communication

often

impaired

by

completely

inappropriate or misused structures and vocabulary items. 1

A ‘hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost impossible.

84

6

Form

Highly organized; clear progression of ideas well linked; like educated native writer.

(organization) 5

Material well organized; links could occasionally be clearer but communication not impaired.

4

Some lack of organization; re-reading required for clarification of ideas.

3

Little or no attempt at connectivity, though reader can deduce some organization.

2

Individual may be clear, but very difficult to deduce connection between them.

1

Lack of organization so severe that communication is seriously impaired.

Nilai = (Jumlah skor maksimal) x100 30

Jakarta, 12 November 2013

Guru praktikan

Sari Nur’aini

APPENDIX 7 RPP III (Kelas kontrol) RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama sekolah

: MTs. Nurul Hidayah

Mata pelajaran

: Bahasa Inggris

Kelas/ semester

: VIII/ I

Alokasi waktu

: 2x40 menit (1 pertemuan)

I.

Standar Kompetensi Menulis 3. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar.

II.

Kompetensi Dasar 3.1. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

III.

Tujuan Pembelajaran Setelah mengikuti pembelajaran ini, peserta didik mampu: 1. Menyusun kalimat menjadi teks yang bermakna dalam bentuk deskriptif secara individu tentang seseorang. 2. Memahami struktur paragraf yang ada dalam descriptive text. 3. Memahami isi dari paragraf deskriptif

85

86

IV.

Materi Pembelajaran DESCRIPTIVE TEXT A descriptive text is a text that describes the characteristics of a specific things, for example a specific person, place and thing. A descriptive text has the generic structure: 1. Identification/ introduction Identifying the phenomenon to be described. It introduces about name, location, etc. 2. Description It tells about the characteristic features of the subject, e.g. physical appearance, habitual behavior, and significant attributes. How to describe people:  Height: tall, short  Body: slim, thin, fat, muscular  Age: young, old, teenager  Hair: long short, bald, straight, curly, wavy, black, red  Face: round, oval, square, wrinkles, pale, bearded, shaved  Eyes: big, round, blue, brown, green, hazel, bright, slanting Who is your idol? Describe your idol, please  Example:

87

Tobey Maguire is an American Actor. His full name is Tobias Vincent Maguire. He is known for his role as Peter Parker/Spider-Man in the Spider-Man film series. He stands about 172 cm. Besides, he has a muscular body that can really figure a superhero. He has big round eyes and black straight hair. His physical appearance really supports his role as a superhero. Moreover, he is very friendly that makes him loveable. V.

Media Pembelajaran 

VI.

VII.

Hand out

Metode Pembelajaran 

Three-phase Techniques



Tanya jawab

Langkah-langkah kegiatan pembelajaran Kegiatan Awal (5-10 menit) 1. Presensi

(mencatat

siswa

yang

tidak

hadir

dan

alasan/penyebabnya) 2. Apersepsi dan motivasi: membuka proses berfikir dan menyampaikan pendahuluan materi yang akan disajikan dan memotivasi siswa. 3. Memberitahukan pembelajaran hari ini. Kegiatan Inti Elaborasi (60-70 menit)

88

1. Guru bertanya kepada siswa mengenai pemahaman materi minggu lalu yaitu pengertian paragraf deskriptif. 2. Guru menjelaskan kembali struktur paragraf deskriptif dan cara menuliskan penggambaran tentang seseorang. 3. Setelah para siswa memahami cara membuat paragraf deskriptif, siswa diminta untuk menyusun kalimat acak menjadi paragraph deskriptif yang padu. 4. Siswa menyusun paragraf deskriptif. Konfirmasi (5 menit) 1. Bertanya kepada siswa tentang menulis paragraph deskriptif 2. Memberikan umpan balik positif dan penguatan dalam bentuk lisan (amazing, well done, good job), tulisan, isyarat (giving applause), maupun hadiah terhadap keberhasilan peserta didik. Kegiatan Akhir Penutup (5 menit) 1. Memberi kesempatan kepada peserta didik untuk bertanya. 2. Mengulas secara singkat apa yang telah dipelajari hari ini. 3. Feedback untuk mengetahui daya serap siswa. 4. Memberi tugas/pekerjaan rumah Sumber belajar VIII. Penilaian Indikator

Teknik

1. Menyusun kalimat menjadi Jumbled sentence teks yang bermakna dalam bentuk

deskriptif

secara

individu tentang seseorang. 2. Memahami

struktur

paragraf yang ada dalam descriptive text. 3. Memahami isi deskriptif

Bentuk Instrumen Rearrange the following sentences correctly.

89

Contoh instrument Name : Class :

Rearrange the following sentences correctly to make a good descriptive paragraph! 1. She is tall, slim and beautiful 2. Her personality is as good as her voice 3. Agnes Monica is a famous pop singer 4. Her hobby is unique 5. She gives a lot of money to charity 6. She is confident. She is also generous 7. She does not like cooking 8. Most people in Indonesia know her 9. She always wears fashionable clothes 10. She keeps a dog as a pet 11. She certainly looks like an angel. 12. Her hair is black My Diva ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... .....................................................................................................................................

Jakarta, 12 November 2013 Guru praktikan

Sari Nur’aini

APPENDIX 8 The Scoring of Descriptive Writing in Experimental Class (pre-test)

No 1

Grammar

Vocabulary

Mechanics

Fluency

Form

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 √

√

√

Score

√

√

50

2

√

√

√

√

√

47

3

√

√

√

√

√

47

√

√

√

40

√

43

4

√

√

5

√

√

√

√

6

√

√

√

√

7

√

√ √

8

√

9

√

10

√

√

11

√

√

13

√

√ √

√

√

12

√

√

√

√

√ √

√

√

40

√

√

√ √

53 37

√ √

√

47

37 √

√

47 √

60

√

√

√

√

47

√

√

√

50

√

√

50

√

√

60

14

√

√

15

√

√

16

√

√ √

√

Score = Maximum score x 100 30

90

The Scoring of Descriptive Writing in Experimental Class (post-test) No

Grammar

Vocabulary

Mechanics

Fluency

Form

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

Score

1

√

√

√

√

√

63

2

√

√

√

√

√

60

√

√

√

√

3 4

√

√ √

5

√

√

√

6

√

√

√

7

√

√

√

√

8

10

√

11

√

√

14

√

√ √

√

√ √ √

√

√

√ √

√

√

√

√

Score = Maximum score x 100 30

91

57

√

43

√

53

√

43

√

47

√

√

73

√

√

50

√

√

50

√

√

43

√

√

15 16

√

√

13

√ √

√

12

√ √

√

√

9

√

√

√

√

80

√

√

50

√

√

50

√ √

√ √

77 57

The Scoring of Descriptive Writing in Controlled Class (pre-test) No

Grammar

Vocabulary

Mechanics

Form

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1

√

2

√

√

√

3

√

√

√

4

√

√

5

Fluency

√

√

√

√ √

6

√

√

√

√ √

√

30 √

√

Score

40

√

40

√

√

40

√

√

30

√

√

√

57

7

√

√

√

√

√

30

8

√

√

√

√

√

30

9

√

√

10

√

√

√

√

√

40

11

√

√

√

√

√

40

12

√

√

√

√

43

13

√

14

√ √

15 16

√

√

√

√

√

√

√

√

√

43

37

√

√

√

√

27

√

√

√

√

30

√

√

√

√

27

Score = Maximum score x 100 30

92

93

92

APPENDIX 9 Students’ score of experimental class Students

Pre-test

Post-test

S1

50

63

S2

47

60

S3

47

57

S4

40

43

S5

43

53

S6

47

43

S7

40

47

S8

53

73

S9

37

50

S10

37

50

S11

47

43

S12

60

80

S13

47

47

S14

50

50

S15

50

77

S16

60

57

(N1)

94

Students’ score of controlled class

Students

Pre-test

Post-test

S1

30

37

S2

40

37

S3

40

37

S4

40

47

S5

30

30

S6

57

50

S7

30

37

S8

30

30

S9

43

43

S10

40

47

S11

40

43

S12

43

47

S13

37

43

S14

27

27

S15

30

27

S16

27

30

(N1)

95

96

97

98