IMPROVING STUDENT’S WRITING SKILL IN DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY (A CLASSROOM ACTION RESEARCH) OF THE SECOND YEAR OF MTS SUDIRMAN KOPENG, GETASAN IN 2015 /2016 ACADEMIC YEAR
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By: SRI SUHARMI 113 11 136
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2015
DECLARATION
Hereby the writer declares that this graduating paper is made by the writer herself, and does not contain materials that written and has published by other people and other people‘s idea except the information from the references. The writer is capable to account to her graduating paper if in the future it can be prove of containing others‘ idea or in fact, the writer imitates the others‘ graduating paper. Likewise, the writer made this declaration and hopes it can be understood.
Salatiga, August 28th 2015 The writer,
Sri Suharmi
MOTTO ‖ Let see how the fresh air wake you up, achieve what mind can conceive‖
DEDICATION This graduating paper is especially dedicated to: My beloved Mother and Father
ACKNOWLEDGEMENT
Alhamdulillah, Subhanallah. Praise to God the Merciful and Charitable, because of God is guidance, blessing, and affection, the researcher can finish this graduating paper. In this occasion, the researcher also would like to express sincere gratitude to: 1. Dr. H. Rahmad Haryadi, M.Pd. as a Rector of Institute for Islamic Studies (IAIN) Salatiga. 2. Suwardi, M.Pd. as a Dean of Teacher Training and Education Faculty of Institute for Islamic Studies (IAIN) Salatiga. 3. Noor Malihah, Ph.D, as
the
Head
of
English Education
Department State Institute for Islamic Studies (IAIN) Salatiga, thanks for approving my graduating paper. 4. Ruwandi, M.A as my advisor. Thanks corrections,
for his help,
and motivation in process of finishing this
graduating paper. 5. All of the Lectures of English Department who give knowledge during the researcher study in English Education Department State Institute for Islamic Studies (IAIN) Salatiga 6.
My beloved Mother (Ibu Sulasmi), My beloved Father (Bapak
Juri Suyatno), My Sister and her little family, Thank you for the love, prayer, help, motivation and support. 7.
Drs. Musta‘in my head master, teachers, staffs and alll my beloved students at Mts Sudirman Getasan, thank you for very best time to share with you and supporting me in teaching learning process.
8.
Mr Arifin, my senior in teaching English at Mts Sudirman Getasan, my colaborator, thank you for allow me in observing the teaching process.
9.
Ibu Uzik, my English teacher at SMAN 1 Getasan, my validator for the vallue time to correcting my instruments and share about the reseach.
10.
My students at VIII D Mts Sudirman Getasan, thank you for coorperative during the teaching learning process. I love you all.
11.
My best friend, Nda Mara, Nda Aisy thank you for everything we have done together. Lets‘ remember the first time we met.
12.
All my friends at English Departement that I can‘t mention one by one.
13.
My Dream, thank you for teaching me how to be good person, patient, smile, share, care and love.
Salatiga,August 28th 2015 The Researcher
Sri Suharmi
TABLES OF CONTENTS
TITLE............................................................................................................ i DECLARATION......................................................................................... ii ATTENTIVE COUNSELOR NOTES.....................................................iii STATEMENT OF CERTIFICATION..................................................... iv MOTTO ....................................................................................................... v DEDICATION............................................................................................ vi ACKNOWLEDGMENT .......................................................................... vii TABLES OF CONTENTS.......................................................................viii LIST OF TABLES ..…………………………………............................ xiv LIST OF FIGURES………………………….....……………..…………xvi LIST OF TEXT…………………………………………..…………..…..xvi ABSTRACT….......................................................................................... xvii CHAPTER I: INTRODUCTION…….………………………………… 1 A. Background of the Study ……...………...………………………… 1 B. Limitation of Study …………………………….…………………. 4 C. Problem Statement ……………………………………….……….. 4 D. Objective of the Study ………………………………....……..…… 4
E. Benefit of the Study ……………………………………………….. 5 F. Definition of Key Terms …………………………...……………. 6 G. Review of the Related Literature ……………………………….…. 6 H. Research Paper Organization ………………………………...…… 8 CHAPTER II: RESEARCH THEORIES …………..………………….. 9 A. General Concept of Writing Skills……………………….……… 9 1. Definition of Writing …………………………………………. 9 2. The Importance of Writing ….……………...……………….. 10 3. Paragraph Writing ………………………………………...…. 12 4. The Process of Writing ……………..……………………….. 13 5. Writing Dificulties ……………………………………….….. 18 6. Teaching Writing ………………………………...………….. 19 7. Characteristic of technique in Teaching Writing ……….…… 21 8. Technique of Teaching Writing ……………………...……… 22 B. Descriptive Text …………….…………………………...……… 24 C. Outdoor Activity ……………………………………………..…. 26 1. Writing in Outdoor ……………………………….………….. 26 2. Teacher Activity in Outdoor …………………………….…… 29 3. The Purpose of Outdoor Activity ……………………….…… 29
D. The Teaching Design of Outdoor Activity ……………….…… 31 E. Theoritical Frame Work …………………………….…………. 32 F. Alternative Hypotesis ………………………………...………… 33 CHAPTER III: RESEACH REPORT ……...……...…………………. 34 A. Reseach Setting ………………………………………………….. 34 1. The General Description of Mts Sudirman Getasan …………. 34 2. The Setting of Time ……………………………………….…. 35 3. The Condition of Teachers and Staffs …………………..…… 35 4. The Facilities of Mts Sudirman Getasan ……………...……… 36 5. The Organization Structure ………………………...………… 37 6. Distribution of the Class ……………………………….…….. 37 7. The List of the Students in VIII D ………………………..….. 38 B. Reseach Methodology ……………...…………………………… 39 C. Reseach Subject …………………...…………………………….. 40 D. Procedure of the Reseach …………………………………….… 40 E. Methodh of the Collecting Data ………………………...……… 47 1. Test …………………………………..…………………… 47 2. Observations …………………………………...………… 48 3. Interview ………………………………………….……… 49
4. Documents …………………………………………….…. 49 F. Reseach Instrument ………………………………………..…… 50 1. Written Test ………………………...…………………….. 50 2. Observation Sheet ……………………………...………… 51 3. Interview Guide ………………………………………...… 52 4. Documents …………………...………………...………… 53 G. Method of Analyzing Data ………………………...…………… 53 1. Qualitative Data Analysis ……………….……………….. 54 2. Quantitative Data Analysis ……………………….……… 54 H. Statistical Hypotesis …………………………………………..… 56 CHAPTER IV: RESEACH RESULT AND DISCUSION ……..…..... 57 A. DESCRIPTION OF MTS SUDIRMAN KOPENG GETASAN 59 B. DESCRIPTION OF VIII D ……………………………..……… 59 C. RESEACH CONDUT ……………………………………..……. 60 D. DATA ANALYSIS ………………………..…………………….. 60 E. DISCUSSION …………………………………………...………. 82 1. Before Cycle ………………………………………….……… 82 2. Cycle 1 ……………………………………………..………… 84 a. Planning ……………………………………………....….. 85
b. Implementation ………………………………..…...…….. 85 c. Observation ………………………………..………...…… 90 d. Reflection ……………………………...….……………… 90 3. Cycle 2 …………………………………………….…………. 91 a. Planning …………………………………………...….….. 91 b. Implementation ………………………………..…...…….. 92 c. Observation ………………………………..………...…… 96 d. Reflection ……………………………...….……………… 96 4. Cycle 3 ……………………………………………………….. 98 a. Planning …………………………………………...….….. 98 b. Implementation ………………………………..…...…….. 98 c. Observation …………………………..…..………...…… 101 d. Reflection ……………………………...….………..…… 101 5. After Cycle ………………………………………………….102 CHAPTER V: CONCLUSION AND SUGGESTION ……...……… 109 A. CONCLUSION ………………………..………………………. 109 B. SUGGESTION …………………………………...……………. 110 BIBLIOGRAPHY …………………………………………………….. 112 APENDIXES ……………………...…………………………………… 115
LIST OF TABLE
Table 3.1: The teachers and Staff of Mts Sudirman Getasan ……..…...... 36 Table 3.2:The Facilities of Mts Sudirman Getasan .................................... 37 Table 3.3: The distribution of the class in Mts Sudirman Getasan ……… 37 Table 3.4: The list of the students of VIII D ……………………..……… 38 Table 3.5: The steps of the cycles ...…………………………………..…. 41 Table 3.6: Students score sheet …………….............................................. 50 Table 3.7: Score criteria ………………………………...……………….. 51 Table 3.8: Score criteria of observation sheet …………………………… 58 Table 4.1: The Reseach schedule ……………………………………….. 60 Table 4.2: The Score of Students‘ Pre-test …………................................. 61 Table 4.3: The Criteria of Students‘ Achievement of Pre-test in cycle 1.. . 62 Table 4.4: The Score of Students‘ Post-test in cycle 1................................ 62 Table 4.5: The Criteria of Students‘ achievement of Post-Test in cycle 1...63 Table 4.6: Students‘ Deviation of Pre-test and Post-test score in cycle 1 .. 64 Table 4.7: Result of the Observation Sheet in cycle 1 ......................... ….. 67 Table 4.8: The Score of Students‘ Post-test in cycle 2 .............................. 69 Table 4.9: The Criteria of Students‘ Achievement of Post-test in cycle 2.. 70 Table 4.10: Students‘ Deviation of Post-test cycle 1 and Post-test score in cycle 2 .................... ………………………...…………… 70 Table 4.11: Result of the Observation Sheet in cycle 3 …………….……. 76 Table 4.12: The Score of Students‘ Post-test in cycle 3 ............................. 76 Table 4.13: The Criteria of Students‘ Achievement of Post-test in cycle 3……………..…………………………. 77 Table 4.14: Students‘ Deviation of Post-test cycle 2 and Post-test score in cycle 3 .................... ………..………………….…………. 81
Table 4.15:Result of the Observation Sheet in cycle 3 ……………...….... 81 Table 4.16: Result of Teaching Learning Process ………………..…….. 103
LIST OF FIGURES
3.1: The organization structure .................................................................. 37 3.2: The CAR Model by Kemmis ……………………………………….. 40
LIST OF TEXTS
4.1: My School …………...……………………………………………… 86 4.2: Kopeng ………..…………………………………………………….. 88 4.3: Rio …………………..………………………………………………. 93 4.4: Mount Bromo ……………………………………………………….. 99
ABSTRACT Sri Suharmi. 2015. “IMPROVING STUDENT’S WRITING SKILLS IN DESCRIPTIVE TEXT BY USING OUTDOOR ACTIVITY (A CLASSROOM ACTION RESEARCH) OF THE SECOND YEAR OF MTS SUDIRMAN KOPENG, GETASAN IN 2015 /2016 ACADEMIC YEAR ”. Graduating Paper. English Department State Institute for Islamic Studies (IAIN) Salatiga Counselor: Ruwandi MA., This study is a clasroom action research. The general objective of this study is improving students‘ writing skill through outdoor activity. While the spesific objective of this research are (1) whether or not outdoor activity can increase the students‘ ability in writing content of descriptive text the second year of MTs Sudirman Getasan. (2) To describe whether the outdoor activity can improve the students‘ writing skill in developing paraghrap. This classroom action research was conducted at MTs Sudirman Getasan. The procedure of the research consisted of planning, action, observation, and reflection. The data were collected from achievement test, observation, interview and document. The observation during the process of English teaching and learning was conducted with the help from collaborator. In this research, the writer acted as the practitioner. The tests were in the form of pre-test and post-test conducted in cycle 1, cycle 2 and cycle 3. The research resulted: (1) Using outdoor activity as a method can improve students‘ writing skill, it is proved with the students‘ improvement score the mean score pretest of the students was 57 (very poor) and the mean score of the post-test 70 (good). The mean of the post- Test 1 is higher than the mean of the pre- Test (64.53>56.56), the mean of post-test in cycle 2 is higher than mean of post-Test in cycle 1 (70.59>64.53) and the mean of post-Test of the cycle 3 is higher than post-Test in the cycle 2 (74.56> 70.59).The proven result of the implementation was (2) The effectiveness of using outdoor activity in improving students writing skill is proved from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher than the score of t-table and the result of t-test and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was higher than the score of t- table.
Keyword: outdoor activity, writing skill, descriptive text
CHAPTER I INTRODUCTION
A. Backround of the Study English is one of the subject matter learned by students that are given any educational level, such as elementary and upper intermediate level. It covers four language skill that must be mastered if someone wants to be succesfull in studying English: listening, speaking, reading and writing. One of those four component that must be thought by the teacher is writing skill. It has always important place in most English language course. One of the reason is that more people need to learn writing in English for occupational or academic purpose. To write well people must have good capabilities in writing. More ever, people wants to write the essay or story must know the steps in writing process and aspect of writing. The writer must be able to organize the ideas, to construct the sentences, to use puncuations and spelling well. Beside that, they must be able to arrange their writing into cohesive and coherent paragraph and text that is why writing is a very complex skill. Thus, it is not easy task for English teacher to teach it. Teacher often find difficulties in teaching writing. Just like the teacher in the second year of Mts Sudirman Kopeng, Getasan who finds many problem to equipped the student with that skills. According to pre interview of this research that was held on 7 th of January 2015, the writer found some difficulties that faced by the students in writing. In doing pre interview the writer asked some questions to the teacher, the question are about general condition in teaching learning process of English material especially in writing subject, about the studets and their participation and also the strategy that used by the teacher in writing.
The teacher gives some arguments, which are as it knows that writing skills are concidered difficult by the students for some reasons, those reasson are that the students usually get difficulties in starting their writing. Many student waste vaulable time just for getting started. Beside, the student have problem to develop the paragraph with a good stucture and text component. They are confused to develop paragraph because they have not inspiration to develop it and lack of linguistic competence and rhetorical styles that lend to texture component. They have less understanding about the notion of text context and genre wich have relationship with writing activites. Besides the pre interview, the writer also saw the teaching process, some of the students walking around the class, loking out of the window while teachinglearing process are running. The student were seem bored to study indoor or in class, they need inspiration to write that make them face a real concept not only imagination that the teacher brings to the class. Brings some imagination only give some litlle help to the students in the class to build a good sentences, by bring the real things or come to the real things the students will get more than a sentences to write. Based on the problem indentification in the field of research, the writer conducts an action research using outdoor activities. It is expected that the writer as teacher will be able to motivate the students to learn the materials, pay attention to the lesson and make them not to get bored. Outdoor activities usually mean activities done in nature away from civilization, out of the house or building. Outdoor activity is an activity that can be done by people to lose the feeling of boredom. It is more interesting than indoor activities, because these activities are conducted outdoor. When we are outdoor, we can get more motivation to learn something. Althought outdoor activity make noise, it
needs power and physical energy (Patmonodewo, 2003: 113). The sense of peace and pleasure is the children‘s exprerience when they take in the fresh air. In outdoor the children get inspiration for their writing because they can see the object that they will desribe, beside at outdoor they feel relax. While children spend outdoor everyday, children have many ways to enrich the objective of the course and support children development and acquisition. Based on the previous reasons, the writer interested in conducting a classroom action research entitled Improving Students’ Writing Skill in Descriptive Text by Using Outdoor Activity (a Clasroom Action Research) of the Second Year of MTs Sudirman Kopeng, Getasan in 2015/2016 Academic Year. B. Limitation of Study In this research the writer limits her reseach on improving writing skill of descriptive text using outdoor activity of the second year of MTs Sudirman Kopeng, Getasan. C. Problem Statements Based on the backround of the study the writer formulated the research problem as follows: 1. What is the improvement made by students of the second year in MTs Sudirman Kopeng Getasan in 2015/2016 Academic Year in writing descriptive text by using outdoor activity? 2. To what extent is the effectiveness improvement of the student‘s ability in writing descriptive text of the second grade students of MTs Sudirman Kopeng Getasan in 2015/2016 Academic Year? D. Objective of the Study
In general the study aims to improve the students writing skill spesifically it is to: 1. Whether or not outdoor activity can increase the students‘ ability in writing content of descriptive text the second year oMTs Sudirman Kopeng, Getasan and 2. Describe whether the outdoor activities can improve the studen‘s writing skill in developing paragraph, in order that a. The student are able to write a paragraph with correct structural component. b.
The student are able to write a paragraph with correct text component.
E. Benefit of the Study After analyzing the problems, the researcher would like to get partical and theoretical benefits as follows. 1. Theoritical Benefit a. Finding of the research will be useful expecially for the student of MTs Sudirman Kopeng, Getasan. b. The result of the research can be used as an input of English teaching learning process expecially in teaching writing. 2. Practical Benefit The research‘s finding can be used by the students, teacher, school, and writer and it will be usefull to other reseacher who are interested in analyzing learning writing: a. For students 1) It can improve the mastery of writing subject. 2) The student will be able to write better. b. For the teachers 1) The teacher know the level of student mastery in writing ability.
2) The result can become an input to determine the step and strategy for teaching as feed-back to improve in the proccess of english teaching learning especially in writing and it can be as the important information in using media to improve the quality of teaching writing. F. Definition of the Key Terms 1. Students‘ writing skills Writing is clearly a system of human intercomunication by means of convetional visible marks, but it is evident from what has been sain that what the primitives understood as writing is not the same thing as what we do (Gelb, 1962: 12). Students‘ writing skill mean students‘ ability in term of writing. 2. Outdoor Activity Outdoor ia an activity that can be done by people to loose boredom. ― when we are outdoor, we can get more motivation to learn something, althought outdoor activity makes noise, need power and physical energy‖ ( Partmonodewo, 2003: 112). According to Oxford Learner‘s Dictionary (2003: 291), ― outdoor activity is activity done outside a house or building‖. 3. Descriptive Text Descriptive text is a text which is used to describe something like a particular place, certain person or thing from the physical condition. The senior high school students are required to understand the component of descriptive text genre, those are: generic structure and language feature. The generic structures of this genre are identification (mention the special participant) and description (mention the part, quality, and characters of the subject being described). And for the language features of this genre, usually uses simple present tense, adjective, noun phrase and adverbial phrase.
Description is used to add details about something physical like a person, place, or thing. This method uses sensory language, that is, words that appeal to the five senses: sight, hearing, smell, taste and touch. To create the most accurate picture in reader‘s mind, the writer has to be precise in the choice of words. What is include to sight, hearing, smell, taste and touch. With adequate sensory detail, the reader can create a clear and specific picture in her or his mind about the topic that the writer wants to describe. G. Research Paper Organitazion In order to make this research easy to follow, the writer organized it as follows: Chapter I is introduction. It consists of background of the study, problem statement, limitation of the study, objective of the study, benefit of the study, hypothesis, definition of the key terms, review of related literature, and research paper organization. Chapter II is research theories, in this chapter, the researcher presents about many theoritical frameworks of this study. It is aimed to give relavant knowledge underlined the study. Therefore, this chapter describes some information involving: general concept of general concept of writing skill, descriptive text, outdoor activity. Chapter III is research methodology, that consist of type of the research design, object of the study, subject of the study, method of collecting data, and technique for analizing data. Chapter IV is data analysis and chsussion of the finding. In the chapter, the writer present the data and data analysis. Chapter V is conclusion and suggestion .
CHAPTER II RESEARCH THEORIES
In this chapter, the researcher presents about many theoritical frameworks of this study. It is aimed to give relavant knowledge underlined the study. Therefore, this chapter describes some information involving: review of related literature, general concept of general concept of writing skill, descriptive text, outdoor activity. A. Review of Related Literature The writer takes two researcehes to support the writer‘s study in order to show the originality to the research. The first research has been conducted by Anggani (UMS 2008) with her a research entiteld Teaching Writing Narative Genre using Guided
Composition to the Second Year Student of SMP N 1 Gemolong in 2007/2008 Academic Year ( A Case Study). The result of the analysis shows that guided composition technique is appropriate and quite effective for the second year student of SMP N 1 Gemolong in teaching writing narrative genre. The student are enthusiastic, interested, and motivated to take part in the classroom activities. The teacher has several problem in teaching namely dificulty in explaining the content of the English story, student dificulties in developing paragraph in a narrative genre, student‘s dificulties in mastering component of writing, and facking of teaching media. The other study was conducted by Emilia (UMS 2008). She conducted her research entitlled Increasing Student‘s Writing Skill Using Picture Strip Story at the First Year of MTs hadul Muta‘alimin Katerban Ngawi. She focused to the increasing students writing skill using picture strip story. Her conclusion is the student‘s writing skill increases after they were taught using picture strip story. Altough the writer has smilar topic. ―Writing‖, but the writer has different object of the study and technique. Besides it the writer focuses on teaching writing of descriptive text. The writer analyzes on improving student writing skill of descriptive text using outdoor activity of the second year of MTs Sudirman Kopeng. B. General Concept of Witing Skill 1. Definition of Writing Writing s acomplex activity which consist of some component that consctruct the result of writing ability (White,1992: 9-12). The component of writing include content, organization , gramatical use, vocabulary use, and mechanical consideration such as spelling and punctuation ( Fauziati, 2005: 153). The procedure a good written
product, the writer should master them well: they are interacted recursively in writing process. Besides in removing the writers‘ idea to written text is complex. The write is required to generate the ideas to the written text by connecting the writer‘s acquisition of writing components and also their coqnitive operation to generate and organize their purposed to produce a text that can be understood by reader. The writer must be able to organize idea, to construct the sentences to use punctuation and spelling well and to arrange their writing into cohesive and coherent paragraph. Nunan (2003:88) states that writing as both physical and mental act. At the most, basic level is a physical act commiting words or an email message into computer. Writing is the mental work of inventing ideas, thingking about how to express them into statement and paragraph. Writing can be called as an activity in using long in the form of written text. The writer should move their ideathrough a series activities or stage in writing process to produce a piece of writing. Activities are selected according to opportunities they provide for developing composing skills as planning, drafting, revising. The writr‘s activities includes generating their ideas organizing them into paragraph drafting, editing, reading and re-reading. 2. Importance of Writing Mastering writing ability is important since writing is one of the ways to communicate with other people. The ability to write is required in many parts of people‘s life. Harmer states that writing as a skill is the important reason for teaching writing. It bis a basic language skill just as important as speaking, listening, and reading. The ability to write is also required in many jobs such as writing application
letters, business proposal, reports and memos. It will guide students to be succeed person and get better position in their job. According to Graves as quoted by There are many several ways in writing which are important in lives: a.
As a contribution to the development of a person, no matter what the person‘s background and talents. Writing is a highly complex act that demands the analysis and synthesys of many levels of thinking.
b. Writing develop initiative. In reading, everything is provided. In writing, the learner must supply everything such the right relationship between sounds and letters, their form on the page, the topic, information, question and answer. c.
Writing develops courage. At no point is the learner more vulnerable than in writing.
d. Writing, more than any other subject, can lead to personal breakthroughs in learning. e. Writing can contribute to reading from the first day of school. Writing, someway, is active, where as reading is passive. f. Writing contributes strongly to reading comprehension as children grow older. The ability to revise writing to greater power and economy is one of the higher forms of reading. This theory is grafted to give more information to the reader that there are many several ways in writing which are important in lives. Hopefully, by reading this theory the reader will be more interest in writing and it can support the writers to be more creative in creating their writing.
3. Paragraph Writing a. Notion of Paragraph Paragraph is the combination of many sentences in one idea. Dumais (1988:48) states that ― a paragraph is a group of sentences, which tells about main idea‖. b. Paragraph Composition Paragraph composition consist of the main idea, topic sentences, controlling idea, concluding sentence, paragraph development. Topic sentence is a general sentence that introduces the topic. Controling idea is the sentences that follows in the paragraph and controls the information that is given in the paragraph. Then concluding sentence is the sentence that ends the paragraph.The last is paragraph development (Reid, 1994: 29). c. Ways of Paragraph Development There are four ways of paragraph development. They are description, narrative, cause and effect, definition. Description is a paragraph that describing something. Writer uses narrative paragraph when they want to retell an event or an experiences or when they want to tell miniature of a story or an anecdote. ― In a cause- effect development, there is always a caused betwen the topic sentence and the supporting sentence or event between major supporting sentences and minor ones (Dumais, 1988: 79). Whereas, ― definition is explaining a term, or how you are using it in a particular situation‖ (Dumais, 1988: 72). 4. Process of Writing Writing is a complex activities which consist of some components that constructthe resultof writing ability. ― One of them is that the writer should move
thought a series stage/ process to pocedure a piece of writing. There are some steps in writing process‖ (Regina, 2001: 81). They are: planning, drafting, and writing, and revising. All of this stage in straight chronological order: a. Planning Planing is a series of stategies designed to find andd produce information in writing. It also called pre-writing. The write are asked to be able to formulate and purpose the writing, decide to wrote, select a style that is likely to complish the purpose and then organize the message. In this stage the writer will only concern with finding out the topic to write is very important in writing because it can help the writers towrite easilyin planning, the writers begin digging for the basic raw material they need. b. Drafting and Writing Drafting is the manifestation of the process after planning. It is a series of strategies designed to organize and develop a sustain piece of writing. In drafting the writers should make decision about the main idea that will be expressed. Then the writer will concern with the outlin in wich they organize the content of writing in order to b coherent. Finally, the writer develops it by giving the tittle, introducing and make oaragraph into the competence writing After writers have generated ideas about their topics, they focus their ideas on the main point and develop a rough plan for the paragraph or essay they are going to write . In this stage, you can add new ideas or delete original‘ ones at any time in the writing process c. Revising
Revising is a procedure for improveing or correcting a work in progress. It is a sries of stategies designed to re-exmine, re-evaluate the choice thet create a piece of writing. In revising, the writer should check aspect insloved in writing activity such as spelling, grammar, punctution, paragraph development, etc. Edit your rough draft for content and organization. Check it over for content and organization,
including unity, coherence, and logic.
You
can
change, rearrange, add, or delete, all for the goal communicating your thought more clearly, more effectively, and in a more interesting way.
d. Scoring According to Reid (1993: 235), the evaluation using analytic method elaborate writing into five component. They are: content, form/organization, vocabulary/style, language use/grammar, and mechanics.
Component Content
Score 30-27 Exellent to very Good
Criteria Knowledge, substantive, development of thesis, relevant to assigned topic. Good to Sure knowledge of Average subject, edquate range, limited development of thesis, mostly relevant to topic but lack detail. 21-17 Fair to Limited knowledge of poor subject, adequate range, limited development of thesis, mostly relevant to topic but lack detail. 16-13 very Does not show poor knowledge of subject,
Form/ Organization
20-18 Excelent very good
non- subjunctive, not pertinent, or not enough to evaluate. Fluent expression to ideas, clearly stated / supporrted , succiner, wellorganized, logical sequencing, cohesive.
17-14 Good Somewhat choppy, to Average loosely organized but main ideas stand out, limited support, logical but incomplete sequencing. 13-10 Fair to Non-fluent, ideas Poor confused or disconnected, lack logical sequencing and development. Does not Very communicate, no organization, or not enough to evaluate. 20-18 Shopisticated range, Excellent to effective word/idiom very Good choice and usage, word form mastery, appropiate register. 17-14 Good Adequate range, to Average occasional errors of word/idiom form, choice, usage but meaning not obscurred. 13-10 Fair to Limited range, Poor frequent errors of work/idiom form, choice, usage, meaning confused or obscured. 9-7 Very Essentially translation, Poor little knpwledge of English vocabulary, idiom, word form, or 9-7 Poor
Vocabulary/ Style
not enough to evaluate 25-22 Efective, complex Excellent to construction, few Very Good errors of agreemet, tense, number, word, order/ function, articles, pronouns, preposition. 21-18 Good Effective but simple to Average construction, minor problem complex construction, several errors agreement, tense, number, word, order/ function, articles, pronouns, prepositions, but meaning seldom obscured.
Grammar
17-11 Fair to Major problems in Poor simple/complex constructions, frequent errors of negation, agreement, tense, number, word, order/function, articles, pronouns, preposition and/or fragments, delections, meaning confused or obscured.
10-5 Poor
Very Virtually no mastery of sentence construction rules, dominated by errors, does not comunicated, or not enough to evaluate.
Mechanics
5 Excellent to Demonstrated mastery Very Good of conconventions, few errors of spelling, punctuation, capitalization, paragrahing. 4 Good to Occasional errors of Averrage spelling, punctuation, capitalization, paraphrasing, but meaning not obscured 3 Fair to Poor Frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured 2 Very Poor No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illible, or not enough to evaluate.
From the previous explanation the researcher concludes that the criteria of scoring are: No Score
Criteria
1
89-100
Exellent
2
79-88
Good
3
66-78
Fair
4
46-65
Poor
5
0-45
Very Poor
5. Writing Difficulties
Most people see that writing is commonly a difficult activity, both on the mother tongue and foreign language. Byrne (1997: 4-5) states that problems caused by writing unclude three headings, namely psychological linguistic and cognitive problem. Writing is essentially a solitary activity. The person is required to write their own idea, without the posibility of interaction benefit of feedback, so it makes the act of writing difficult in itself. It is different from speaking in wich it presents feedback from the other. The writer have linguistic problem, such as the choice of sentence structure. In cognitive problem, learning
learning to write is not similar with
learning to speak. Speaking, appearswithout much consciousness or thought an generall the person talk because they want to to know about matters wich are interesting or relevant to them socially or professionally. The writers also have to learn how to organize their own ideas such a way that those ideas can be seen by a reader. 6. Teaching Writing In the traditional way of teaching writing, which focuses on the product, very little attention is paid to help learners develop their ideas in the process meaning-making, Leki (1996), in Fauziati(2008:141) states that ―no wonder that writing activitiy become dull, dry and boring‖. Meanwhile there has been a paradigmatic change in teaching writing. ― Attention to the writer as language learner has led to the second approach- a process approach― (Fauziati, 2008: 141) Based on the statement above, teaching writing has two approaches, they are: a. The Process Approach
Writing is leghtly process. In writing,a writer should move through a series stage or process to produce a piece of writing. Nunan (1991) in Fauziati (2005: 147 states process approach focuses more in the various clasroom activities wich are believed to promote the development or skill language us. The writers‘ activities are generating their ideas, putting the words into sentences and sentences into paragraph, spelling correctly, punctuation and capitalizing in costumary ways and observing conventions in writen form. Activities currently used to reflect a focus on the reharsing prewriting, drafting and revising. (Murray, 1980: 108) in teaching as a process consequently, the students produce several draft or version and getting feedback from classmate. The emphases on writing as a process have made the class more exploratry and more effective for students to develop their writng skills. b. The Product Approach Product approach focuses on ability to produce correct text or ―product‖. The product is after all the ultimate goal: it is reasonthat we go through the process of pre writing, drafting, revising and editing (Brown, 1991: 322). Writing leads to a product that can be examined and reviewed immediately it provide feedback to the teacher and learner on what has been understood. The function of feedback is not only to provide reinsforcement but also provide information in wich learners can do actively in modifying their behavior. In the product- oriented type of teaching writing the main purpose of the learners‘ wrting activity is to catch grammar, spelling, and punctuation errrors ( Leki: 1996) in Fauziati (2005: 148).the writer should produce a written text in grammatical correct, spelling and punctuation well. The
students‘ final product can be measured baedon the lit of criteria such as content, organization, vcabullary use, gramatical use and mecanical consideration such a spelling and punctuation.
7. Characteristics of Technique in Teaching Writing Since writing as a process is oriented towards work in progress and the development of new skills, rather than merely evaluative task, the classroom practices, therefore, will vary from each other. These often depend much open the students experiences and
skills when planning and adjusting their writing
program. However, when this new paradigm is applied into classroo practice, certain characteristics should be well recognized. According Fauziati (2008: 145) some of the characteristics of classroom technique the teacher has role in teaching writing, as follows: a) Instruction should be focused on the writing process. b) The assigned tasks should encoerage students to write a variety of modes besides expository writing. c) Conferencing is an important part of the classroom activity. d) The main role of the teacher as a fasilitator. e) Since the teacher‘s role is a fasilitator, and the student would work and help each other, rather than work alone or just with the teacher, the classroom would be arranged in the manner of a work shop, where students can work pair, or group. f) A bound which ties all member of the class into one community, whose member feels responsibles for each other‘s growth can be created in such classroom. 8. Technique of Teaching Writing Oshima (2001: 3-8) states that there are some technique for generating ideas: a. Brainstorming A brainstorming as called listing, is a process of generating a lot of information within a short time by building on the asscociation of previous
terms, such as: (a) Lot down all the possible term that emerge the general topic all the possible term this procedure work especially well of you work in the term; (b) Generating idea, with one member action ascribe; (c) Grouping the items that you have listed according to arrangement that make sense you, and (d) Giveng each group lebel; write a sentence about the label you have given the group of ideas Brainstorming is a way to assosiate ideas and stimulate thingking. To brainstorm, start with a word or phrase and let your thought go in whatever directioin they will. For asset period of time, do not attemp to think logically but write a list quickly as possible, putting down whatever comes to mind without looking back or organizing. After set times is up, looking over what you have listed to see if any ideas are related and can be grouped. b. Free writing Free writing is writing without stopping. It allows the writer to focus on a spesific topic, but forcing the writer to write soo quickly that the writer unable to edit any of ideas. The procedure in free writing as follows: (a) Free write on the assigment or general topic for several minutes non-stop. (b) After finishing free writing, look back over what ther writer has writen and highlight the most prominent and interesting ideas, then begin all over again, with fighter focus. Narrow the topic and generate several relevant points about the topic. It means writing whatever comes to your mind without worrying about whatever the ideas are good or the grammar is correct. Its purpose is to free up your mind to let it make assosiation and conection.
c.
WH- Questions When newspaper reporter write articles, thy try to answer the following questions in the first sentence of the report: what, who, when, where, why, and sometimes how. We can use these same questions to generate materials for your topic from different points of view and may help you to clarity your position on the topic.
d. Clustering Clustering also can be called mind mapping or idea mapping. It is a strategy which allows the writer to explore relationship between the idea. The procedure in clutering as follows: (a) ut the subject in the center page, circle or underline it. (b) ask the writer other ideas; link the new ideass to the central circle with line. (c) Ask th writer thinks of ideas to the new ideas, add to those in the same way. Clustering free you from following a strictly linear squnce, it may allow you to think more creatively and make new assosiation. e. Outdoor activity Outdoor activity is an activity that can be done outside the house or building. It is strategy which allows the writer to find subject that it have relationship with topic so writer can develop the ideas. The design technique of outdoor activity as follows: (a) Before the teacher asked the students go to the location, students are in the class with the teacher and then the teacher will explain the topic. (b) After the student understood it, the teacher asked go to the location (outdoor). (c) In location, the teacher will say the things that are
suitable with the topic in English and the students listen it. (d) When the lesson is over the students go back to the class together with the teacher. C. Descriptive Text Descriptive text is a text which is used to describe something like a particular place, certain person or thing from the physical condition. The senior high school students are required to understand the component of descriptive text genre, those are: generic structure and language feature. The generic structures of this genre are identification (mention the special participant) and description (mention the part, quality, and characters of the subject being described). And for the language features of this genre, usually uses simple present tense, adjective, noun phrase and adverbial phrase. Description is used to add details about something physical like a person, place, or thing. This method uses sensory language, that is, words that appeal to the five senses: sight, hearing, smell, taste and touch. To create the most accurate picture in reader‘s mind, the writer has to be precise in the choice of words. What is include to sight, hearing, smell, taste and touch. With adequate sensory detail, the reader can create a clear and specific picture in her or his mind about the topic that the writer wants to describe. Clearly, descriptive writing uses a lot of flowery adjectives and adverbs to describe what is going on or how something appears. For example when you write description of person, you tell what she or he looks like, when you describe a place, you tell what it looks like, if you describe a scene with people you might first describe the place, and then you might also tell what is happeningand what the people are doing. According to alice oshima, there are some important points to be understood in descriptive writing. Some important points are:
1. A description is a word picture. It tells the reader how something looks, feels, tastes ang sounds. a. Use spatial order to organize a description. A spatial order is the arrangemant of items in order by space: back to front, left to right, top to bottom, far to near and so on. b. Use spatial order expressions to show the order: example of the spatial order are on the dashboard, in front of the sofa and in the ditance. 2. Unity is an important element of a good paragraph. Unity means that paragraph dicusedone, only one, main idea. 3.
Supporting details are the meat of paragraph. They prove the truth of your topic sentence, and they make your writing rich and interesting.
4.
For yet and nor arethree additional coordinating conjunctions that you can use to make compound sentences.
5. One way to make your writing more interesting is to vary your sentece openings. Occasionally move a prepositional phrase to the beginning of a sentence. (you can not move any prepositional phrase, however). 6.
Clustering is another prewriting teaching you use to get idea. This theory is appeared in this study to support the teaching of writing theory.
Besides that, in order we know that there are six important points have to be understood in descriptive writing. D. Outdoor Activity Outdoor activity is an activity that can be done by people to loose boredoom. ―when we are outdoor, we can get more motivation to learn something, although outdoor activity makes noise, need more power and physical energy‖ (Patmonodewo, 2003:112).
While Broda (2005:5) stated Outdoor activity: any educational activities that takes place outside the classroom.In this study, the activity is outdoor activity. The activity of teaching and learning activity is conducted outside the classroom. According to Oxford Learner‘s
Dictionary (2003:291), ―outdoor activity is
activity done outside a house or building‖. Outdoor activity mean student‘s activities that are done outside the classroom, whether in the school yard, the town park, the zoo, the industry, or any other place. Outdoor activities usually mean activities done in nature away from civilization. 1. Writing in outdoor Teaching and learning process is not only done in the room with some media of learning with many books on the table but also teaching and learning process (education) is can be done outside classroom (outdoor activity) with a different situation and interesting condition in order the students can be active and more understand the lesson. Education outside classroom describes school curriculum learning, other than with a class of students sitting in a room with a teacher and books. While there are many definition of outdoor education, the most comprehensive one one seems to be, ―outdoor education is ‗in‘, ‗about‘,and ‗for‘ the out- ofdoors.‖ This definition tells the place, the topic, and the purpose of outdoor education. 'In' tells us that outdoor education can occur in any outdoor setting from a school yard in an industrial neighborhood to a remote wilderness setting, in swamps, meadows, forests, shores, lakes, prairies, deserts, estuaries, and all other biomes. 'About' explains that the topic is the outdoors itself and the cultural aspects related to
the natural environment. You may teach about mathematics, biology,
geology,
communication, history, political science, art, physical skills, or endurance, but learning occurs through the context of the outdoors. 'For' tells that the purpose of outdoor education is related to implementing the cognitive, psycho-motor, and affective domains of learning for the sake of the ecosystem itself.
It
means
understanding, using, and appreciating the natural resources for their perpetuation. Outdoor education is an experiential method of learning with the use of all senses. It takes place primarily, but not exclusively, through exposure to the natural environment. In outdoor education, the emphasis for the subject of learning is placed on relationships concerning people and natural resources. The Committee to Study Alternatives in Outdoor Education, state that "The term outdoor education does not indicate a clearly defined body of knowledge, but rather a range of learning experiences which utilize the unique educational situations created by the natural environment outdoor activities and outdoor living. Outdoor education has been described as a place (natural environment), a subject (ecological processes) and a reason (resource stewardship). According to priest, outdoor education is comprised of 6 primary points: b) It is a method for learning c) It is experiential d) It takes place primarily outdoors e) It requires the use of all sense f)
It is based upon inter disciplinary curricula
g) It is about relationship involving people and natural resources.
In addition, outdoor education is a method of teaching and learning that emphasized direct, multisensory experiences, take place in the outdoor environment. Outdoor education programs strive to elevate the physical, emotional, cognitive, and spiritual levels of the individual. 2. Teacher Activity in Outdoor There are some activities that can be done b the teacher when the teacher do outdoor activity in teaching and learning process.The activities are: a) Leading/instructing individuals or groups on a particular activity (e.g. hillwalking, mountain biking, caving) b) Briefing participants about safety and logistics c) Designing outdoor activity programs and products for different groups d) Designing learning resources for groups e) Delivering training sessions or lessons in the outdoors and/or in a classroom environment f) Recording accidents/incidents and writing incident reports All
those
references
in
teaching
strategies
are
to
lead
theresearcher in making observation checklist. Hopefully,All those reference will help the researcher in making observetion checklist and also when the researcher do observation to be easily. 3. The Purpose Outdoor There are main reasons why outdoor play is critical for the healthy development of young children. a) Physical excercises Children need to develop large motor and small motor skills and
cardiovascular endurance. b) Enjoyment of the outdoor Outdoor play is one of the things that characterize childhood. Children need opportunities to explore, experiment, manipulate, reconfigure, expand, influence, change, marvel, discover, practice, dam up, push their limits, yell, sing, and create. Some of our favorite childhood memories are outdoor activities. c) Learning about the world Much of what a child learns outside can be learned in a variety of other ways, but learning it outside is particularly effective—and certainly more fun. In the outside playground children can learn math, science, ecology, gardening, ornithology, construction, farming, vocabulary, the seasons, the various times of the day, and all about the local weather. Not only do children learn lots of basic and fundamental information about how the world works in a very effective manner, they are more likely to remember what they learned because it was concrete and personally meaningful. d) Learning about self and environment To learn about their own physical and emotional capabilities, children must push their limits. An essential task of development is appreciating how we fit into the natural order of things—animals, plants, the weather, and so on. e) Allowing children to be children Using open space to fulfill basic childhood needs—jumping, running, climbing, swinging, racing, yelling, rolling, hiding, and making a big mess—is what childhood is all about! For a variety of obvious reasons many of these things cannot occur indoors. Yet children experiences.
must
have
these
important
Outdoor environments fulfill children‘s basic needs for freedom,
adventure, experimentation, risk-taking, and just being children.
E. The Teaching Design of Outdoor Activity The most important goals of teaching and learning activity is understanding materials. So, the teacher should have some technique in transferring information and material in learning activity, so that the students can understand the materials easily. In addition this is not done every time they have English class but it is conductual only as an intermezo activity. The teacher can conduct this technique only for intermezzo class in order to increase student‘s motivation in learning English. The way to conduct the outdoor activities are: a. Before the teacher asked the students go to the location,the students are in the class with the teacher and then the teacher will explain the characteristic of the descriptive text and the students listen it. b. After the student understood it, the teacher asked the students go to the location (outdoor). c. In location, the teacher will say the things that are suitable with the topic in English and the students listen it. d. When the lesson is over the students go back to the class together with the teacher. There are so many ways to teach children in outdoor activities. Beside, there are appropiate materials for outdoor activities. To give the appropiate materials to the second year students of MTs Sudirman Kopeng. First of all the teacher should know about the clear purpose in her teaching, such as the purpose of teaching that text to the learners. F. Theoritic Framework
Outdoor education is a method of teaching and learning that emphasized direct, multisensory experienced, take place in the outdoor environment. Outdoor education programs strive to elevate the physical, emotional, cognitive, and spiritual levels of the individual. Based on all those theories, teaching and learning activitye specially writing can be done in everywhere, not only indoor with some material books but also it does in outdoor. By writing in outdoor the students can write their idea and express their mind easily. In this study, we will focus on descriptive writing, make a write in paragraph descriptive model in outdoor, it will be easier because they will look the thing will be described directly.
CHAPTER III RESEARCH REPORT
In this graduation, the research has to collect data from the object of reseach that called informants. This research was conducted at MTs Sudirman Kopeng, Getasan. A. Research Setting
1. The General Description of MTs Sudirman Getasan MTs Sudirman Getasan is an educational organization under Yayasan Pengembangan Pendidikan Islam Sudirman (YAPPSIS). The school was built in 1991, wich was founded by religious figures and community leaders in the area of Getasan district, who are concerned with Islamic education. The location is at Jl. Salatiga- Kopeng KM. 12 Getasan district, Semarang Regency, Central Java. This location is strategic because it is near from highway, public society, Merbabu and Telomoyo Mountains. Thus, it is very fresh and this location is very conducive to conduct teaching and learning process. The name of the school is Madrasah Tsanawiyah Sudirman Getasan. This school possessed of private. The headmaster of this school in the academic of 2015/2016 is Drs. Musta‘in, M.PdI. MTs Sudirman Getasan permanently subsidezed by government. The facilities are text books, Marching Band tools, teachers and officials. The students of MTs Sudirman Getasan in Academic year of 2015/2016 are 340 students. They consist of 111 students of seventh year, 124 students of eight and the students of nine year are 105 students. This school has 12 classrooms for teaching learning process. 2. The Setting of Time The research was carried out at MTs Sudirman Getasan in academic year 2015/2016. This research has been done at August 2015. The research acted as observer and Mr. Arifin, S.PdI. as teacher. The writter arranged in three cycles, each cycle of planning, observation, and reflecting. The classroom action reseach was applied in VIII D class of MTs Sudirman Getasan. 3. The Condition of Teacher and Staffs
Educational is combination efforts of several forces to achieve commons goals. One of them is teacher with fomal qualification and staff/officer who always help the teacher to create teaching and learning process. Both teacher and staff will make teaching and learning process better. Teacher is someone who transfers knoledge for the students. They transfer some materials and skills during teaching and learning process. They facilitate the students to get their talent therefore the teacher is important in teaching-learning process. The situation of teacher and staff in MTs Sudirman Getasan, as follow:
Table 3.1 The condition of the Teacher and the Staff No 1. 2. 3. 4. 5.
Name Drs. Musta‘in, M.PdI. Dra. Hj. Aminatun Muh Mujiyono Saderi, M.PdI Risnan, S.Ag
6. 7. 8. 9. 10. 11. 12. 13. 14. 16.
Sholikhin, S.PdI. Nurkus Budiyantomo, SH Yasin, S.Pd. Haryani S.Si Suriyadi, SP Euis Ekawati, S.Pd. Y. Dwi Astuti, S.Pd. Rosidi, S.Pd Ika Novianingrum,S.Pd Nur Yainudin,S.Pd
17. Zakariya, S.PdI
18. 19. 20. 21. 23. 24
Jumali Kuadi Rokhim, S.Pd Ahmad Arifin, S.PdI Sri Suharmi Eni Nurkustanti
Grade S2 S1 S2 S1 S1 S1 S1 S1 S1 S1 S1 S1 S1 S1 S1
S1 S1 SMA S1
Subject Kepala Sekolah Bahasa Arab Staff SKI Akidah Akhlaq, Qur‘an Hadist Fiqih TIK P. Kewarganegaraan Bahasa Indonesia Penjaskes IPA Matematika, IPA IPS Matematika, IPA Bahasa Jawa, Bimbingan dan Konseling Bahasa Indonesia, Qur‘an hadist, Bahasa Jawa Staff Staff Bahasa Jawa Bahasa Inggris Bahasa Inggris Bahasa Inggris
4. The Facilites of MTs Sudirman Getasan The facilities are medium which can support the students‘ achievement in the school. There are some facilities which needed by teachers and students to support teaching learning process. It could be seen in the table bellow: Table 3.2 The Facilities of MTs Sudirman Getasan No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11 12. 13.
Facilities The Principle Room Teacher Room Library Room Students‘ Organization Room Administration Room Health Room Toilet IT/ Language Laboratory Classroom Hall Guest Room Store Room Art Room
Total 1 1 1 1
Condition Good Good Good Good
1 1 3 1 12 1 2 1 1
Good Good Good Good Good Good Good Good Good
5. The Organization Structure Figure 3.1 The Organization Structure (see on appendix) 6. Distribution of the Class Students are people who want to get something new, not only to learn new knowledge, but also to get other aspects in life such as; social relation, morality and culture. They learn at school at certain time. They distribution of the class in MTs Sudirman Getasan as follow:
Table 3.3 The Distribution of the Class of MTs Sudirman Getasan in the Accademic Year 2015/2016
No
Class
1 2 3 4 5 6 7 8 9 10 11 12
VII A VII B VII C VII D VIII A VIII B VIII C VIII D IX A IX B IX C IX D Total
Sex Male 12 15 12 15 16 14 16 18 12 8 10 9 184
Total Female 16 12 18 13 14 14 17 14 13 18 18 17 156
28 27 30 28 30 28 33 32 26 26 28 26 340
7. The List of Students in Writing Class Using Outdoor Activity The researcher conducted this research in MTs Sudirman Getasan and especially concern in the second grade especially VIII D. This class consist of 32 students, they are 17 males and 15 females. The data could be seen in the table bellow: Table 3.4 The List of Students No
Name
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Ahmad Abu Rohim Ahmad Fauzi Barodin Dewi Listiani Dini Nahdiya Dwi Nurjanah Fahri Imron Gunawan Faizah Mustafiah Fidya Rohayati Fitria Nurul Isnaini Handa Anggi Atlasia Lia Puspitasari M. Feri Firmansyah M. Suryadi Mar‘I Sultoni Melisatiana Nisa Nur salim
19 20 21 22 23 24 25 26 27 28 29 30 31 32 B. Research Methodology
Rismanto Safitriyani Salamah Slamet Wahyudi Shohib Setyabudi Supriyanto Umi Masithoh Wahyu Ariyanto Wahyu Edi Prayogo Wahyu Ermanto Widyaningsih Yanuar Setiawan Zaenal Mahfud Z.R. Zaim Uhrowi
In this study the writer used Classroom Action Research (CAR). Classroom Action Research is a type of classroom research carried out by the teacher on order to slove problems or to find answer toward context-specific issues. It mean that before implementing the Classroom Actioin Research (CAR), the researcher needs to identify a problem found in the classroom before implementing the CAR. In accordence to Arikunto (2006: 16) there were four steps to do classroom action research. They are planning, acting, observing and reflecting. The researcher chooses CAR because the researcher finds the problem in learning proccess that low focus and attention to the learning proccess. They do not focus on the teacher and keep walking around the class, looking outside through the window seem that they feel bored with the learning proccess. This problem need to solved by using appropiate learning strategy through classroom action research. C. Research Subject The reseach was conducted at MTs Sudirman Getasan. It was Located at Kopeng Getasan. The subject of this research was the students of class VIII that consist of 32 students in the accademic year of 20015/2016. They are 21 students who graduated from Madrsah Ibtida’iyah and 11 students graduated from elementary School.
D. Procedure of the Reseach This research applied Kemmis and Mc Taggart‘s model of classroom action research‘s method. Arikunto (2010: 137) inform that the principle concept of CAR according to both of those experts consist of four stages, they are planning, acting, observing, and rerflecting. The researcher spent two cycles in this research, and started with pre cycle. These stages can be draw as follow: Figure 3.2 The Classroom Action Research Concept by Kemmis and Taggart
The whole action, which are applied in CAR as picture above through the stage as follow: a. Cyle 1 The steps of the first cycle are explained bellow: TABLE 3.5 The Steps of the cycle Planning
1. Make some agreement with the teacher from MTs Sudirman thet he will be a teacher and the writer as observer in the class. Here both, teacher and observer will make some colaboration in teaching
learning 2. Preparing the
material for teaching process,
preparing the lesson plan, desingning the scenario in learning process. 3. Preparing the spot or outdoor to be visit by the sudents in teaching learning process. 4. Preparing the instruments used to record and analyzed the data. 5. Preparng sheet for classroom abservation ( to know the student‘s motivation of teaching process when method is applied) 6. Preparing pre-test and post-test (to know whether student‘s writing ability improved or not) 7. Doing the stimulation to examine the research plan. Acting
a) Greeting: introduction, call the sudents to fill the presence, giving some information about the purose of the writer attendance in the class. b) Giving pre-test to the students. c) Teaching the material and should be done by the students from the teacher. d) Outdoor activities and group discussion e) Indoor activities, re-write group result discussion f) Giving explanation about students problem g) Giving post-test
Observation
1. Observing the learning process contrate on the students‘s
capability
which
shows
their
understanding of the lesson. 2. Observing the students attention and all the activities on the learning process. Reflection
1. Analyzing tha data of the cycle 2. The teacher and the researcher will discuss about the result of he cycle 3. Make a conclusion of the cycle I 4. The standardized score ( kriteria ketuntasan minimum) the standar of the passing grade is 65
b. Cycle II The steps of the second cycle are explained bellow: Planning
1. Making lesson plan of cycle II as teaching guidance in learning process. 2. Preeparing the spot for outdoor activites. 3. Preparing the material along with the teacher. 4. Preparing the sheet for classroom observation (to know the student‘s motivation of teaching process when the method is applied). 5. Preparing a post- test ( to know whether student‘s writing ability improved or not).
Acting
1. The teacher re-explains about the material such as in the previous writing instructure.
2. The eacher asks the students about their problems on the previous lesson. 3. The teacher explain ( along with the researcher) to solve the problem. 4. Grouping in outdoor activities and discussion. 5. Outdoor activities and group discussion 6. Indoor activities, re-write group result discussion 7. The teacher concludes the material related with explanation the lesson. 8. Giving explanation about students problem 9. Giving post-test Observation
1. Observing the learning process concentrate on the student‘s
capability
wich
asows
their
understanding of the lesson. 2. Observing the students attention and all tteh activities of the learning process. Reflection
1. Analyzing the data of cycle. 2. The reseacher and the the teacher identify the result of the cycle. 3. The
researcher and the
teacher makes a
conclusion after comparing the student‘s score between cyccle I and cycle II to find out how far the improvement of students‘ ability in writing. 4. The standardized score, the standar of the passing grade is 65.
c. Cycle III Planning
1. Making lesson plan of cycle III as teaching guidance in learning process. 2. Preparing the spot for outdoor activites. 3. Preparing the material along with the teacher. 4. Preparing the sheet for classroom observation (to know the student‘s motivation of teaching process when the method is applied). 5. Preparing a post- test ( to know whether student‘s writing ability improved or not).
Acting
1. The teacher re-explains about the material such as in the previous writing instructure. 2. The eacher asks the students about their problems on the previous lesson. 3. Giving Material to the students. 4. Grouping in outdoor activities and discussion. 5. Outdoor activities and group discussion 6. Indoor activities, re-write group result discussion 7. The teacher concludes the material related with explanation the lesson. 8. Giving explanation about students problem
9. Giving post-test Observation
1. Observing the learning process concentrate on the student‘s
capability
which
shows
their
understanding of the lesson. 2. Observing the students attention and all the activities of the learning process. Reflection
1. Analyzing the data of cycle 3. 2. The reseacher and the the teacher identify the result of the cycle. 3. The
researcher and the
teacher makes a
conclusion after comparing the student‘s score between previous cycle and cycle III to find out how far the improvement of students‘ ability in writing. 4. The standardized score, the standard of the passing grade is 65
E. Method of the Collecting Data The research uses many data gathering tools. There are 4 methods of collecting data in this study. 1. Test The test consist of some question for the student to be answered. The test implement in the research consist of pre-test and post-test. In this research the pre-test will be given in the first time. The researcher enter the class. Then the post-test was
given in the last session in the last teaching implemented. Namely are oral, written and behavior form. According to Arikunto (1998:139) Test is a series of the questions or exercises and other tools used to measure the skills, knowledge, intelligence, ability or talent possesed by individuals or groups. From the target or object to evacuated. Then divided the several kinds of tests and other measuring instrument, such as personality test, aptitude test, intelligent test, attitude test, and achivement test. 2. Observations There are two kinds of observation, namely: participant observation, and nonparticipant observation. In the participant observation the researcher is involved in the object of research action. While non- participant observation, the researcher is only as an observer, she/ he not involve in the activity. In this study, the researcher uses non- participant observation. Therefore, the researcher observes the activity during the teaching and learning process in detail. The researcher observes the activity directly to describe the real situation during English class and note all the phenomena. The researcher does observation to look for information about teaching and learning writing English in the class and the activity implementing outdoor activity. And because this observation is non participation observation, so, the researcher only as an observer. The researcher just do observation without interacting and participating in the process of teaching and learning, researcher present and observe all activities happend in it concerning how the teacher deliver outdoor activities in teaching writing descriptive text. All the teaching process is done by the English teacher. To lead the researcher in doing the observation, the researcher make observation checklist. The researcher will observe
all the phonomena that happen in teaching and learning process such as; the topic, the technique, and the teaching learning process. 3. Interview Interview is one of the metodh to collect data by using conversation between instructor and respondet. To know the student difficulties in writing prosedure text, their oponions and feeling about this metodh, the researcher uses interview for oblaining data. Interview is one of the most widely used metodhs for obtaining qualitative data. Interviews are used to gather data on subject opinion, believe, and feeling about the situation in their own word. 4. Documentation There are 3 main types of documents to consider: a. Personal Documents Produced by individuals for private purposes and use (for example, letters, diaries, auto biographies, family photo albums and other visual recording. b. Official Documents Produced by organizational employees for record- keeping and dissemination purposes (for example, memos, newsletters, files and year books). c.
Popular Culture Document Produced for commercial purposes to entertain, persuade and enlighten the public (for example commercials, TV program, news reports, or audio and visual recording)
In thi sresearch, the writer uses the personal document in documenting all the activity of the research action. F. Research Instrument Research instruments use to collect data and all the instruments used in this reseach has been validated by validator miss Uzik senior English teacher at SMAN 1 Getasan to show that all the instruments are valid and can be use in the research. In this study.There are four kinds of research instrument. They are: 1. Written Test Written test uses to know how far the students‘ competence in writing before and after applying Outdoor Activity strategy. The forms of the test were essay test in this test the teacher will give some grade based on some aspect. Those aspects are grammar, content, organization or form and vocabullary. The teacher gives point in each aspect based on the student‘s ability. The table below show the example of scoring sheet as follows: TABLE 3.6 STUDENT’S SCORE SHEET No
Aspects Name Grammar Content Organization Vocabbulary Mechanics
1. 2. 3. 4. 5. From the score above, the writer conclude a score criteria as a table bellow: TABLE 3.7 SCORE CRITERIA No
Score
Criteria
1
89-100
Exellent
2
79-88
Good
3
66-78
Fair
4
46-65
Poor
5
0-45
Very Poor
The standar of the passing grade in every cycle is 65 with the target of the passing grade is 75% of all the students. 2. Observation Sheet Observation sheet uses to know how far the students‘ motivation before and after applying the strategy. This instrument gives monitor and records the students‘ invovement during the lesson. In the observation sheet, they are many aspect that are consider focuses, those are: paying attention, activeness in asking question, activeness in responding question and enthusiasm in doing test. In this instrument, the teacher gives point in each aspect based on the situation of students in every cycle. TABLE 3.8 SCORE CRITERIA OF OBSERVATION SHEET
NOTE
Enthusiasm in doing test
Activeness in responding
Number of the Students
Pay attention Activeness in asking question
OBJECT
1 2 3 4 5
3. Interview Guide In this research, the researcher interview the people that related to this study like the techer and some of the students. The reseacher will interview the teacher to
get some information, such as: the difficulties encountered by the teacher in teaching writing during the class, the strategies that offered by the teacher to solve students‘ difficulties in writing descriptive text, things that can disturb the teaching and learning process. And the students writing result by doing this method. Beside that, the teacher also interview the students to know more information about the implementation of this method. The result of this interview were the researcher knew the teacher and students problems faced in teaching learning process, such as: for the teacher; what were the difficulties encountered by the teacher in teaching writing during the class, the strategies that offered by the teacher to solve students‘ difficulties in writing descriptive text, things that can disturb the teaching and learning process, etc. And for the students; what were the difficulties faced in writing, their feel in the teacher‘s method and the their opinion about the implementation of outdoor activity, etc. 4. Documentation In this instruments.
research,
the
researcher
used
document
as
one
of the
The researcher collect all the data from the school and teacher
documents which are needed in this research like students‘ writing result in pre – test and post – test and also the students‘ writing scores in pre – test and post – test. the researcher also took the picture of the teaching and learning process (indoor and outdoor) and used photo as the documentation of this study. Beside that the esearcher also prepare some video as documentation. G. Method of Analyzing Data The research conducts the action research of the teaching writing using outdoor activities in MTs Sudirman Kopeng Getasan. There are technique for analyzing data. 1. Qualitative Data Analysis
What follows are th steps analyzing data; a) Reducing the Data This is the first in analyzing the data contain selection process, focusing, and summarizing data from f ield notes. In this step, the researcher selected, limits, and summarizes the data from the implemntation of teaching writing using outdoor activities. b) Displaying the Data The second step analyzing the data is describing the data in narrative. This step is describling the result of the research which is understandable. The form of displaying is not always in sentences, but can be in the form at table which supports the narrative data. c) Drawing Conclusion The last step is the researcher draws conclusion and gives suggestion of the research based on data analysis. 2. Quantitative Data Analysis Beside qualitative data the writer uses quantitative data. To know the result of this research the writer uses a formula by comparing the mean score result of pre-test and post-test. In scoring the test, the writer calculates the student‘s score by using the formula: a) Mean Calculation M= ∑
Where: M
: Mean
∑Fx : The total score N
: Number of student
b) Standard Deviation Calculation
√
(
)
Explanation: SD
= Deviation standard for one sample t-test
D
= Different between pre-test and post-test
N
= Number of observation in sampl
c) The Calculation of the T-test
( (
√
) )
It the mean score result increases, the student‘s writing skill is considered improse and vice versa. Finally, by analyzing data from observation, interview, and test the writer is able to draw conclusion whether outdoor activity can improve the student writing skill or not.
CHAPTER IV RESEARCH RESULT AND DISCUSSION
In this chapter, the writer present the data which have been collected from four source, namely observation, test, document, and interview. The main point of this chapter is to describe implementation and the research of teaching writing descriptive text by using outdoor activity at the second year of MTs Sudirman Kopeng Getasan. The data description is devided into some points that consist of the prosedure of teaching writing descriptive text by using outdoor activity, the problem faced by student in learning English especially writing descriptive text. A. Description of MTs Sudirman Kopeng Getasan MTs Sudirman Getasan is an educational organization under Yayasan Pengembangan Pendidikan Islam Sudirman (YAPPSIS). The location is at Jl. SalatigaKopeng KM. 12 Getasan district, Semarang Regency, Central Java. This location is strategic because it is near from highway, public society, Merbabu and Telomoyo Mountains. Thus, it is very fresh and this location is very conducive to conduct teaching
and learning process. The headmaster of this school in the academic of 2015/2016 is Drs. Musta‘in, M.PdI. B. Description of VIII D The researcher conducted this research in MTs Sudirman Getasan and especially concern in the second grade especially VIII D. This class consist of 32 students, they are 17 males and 15 females. Mostly the students in the VIII D do not have good basic in English, they got their English in the seventh grade when they was entering this school. C. Reseach Conduct The research was conducted in August but the process during the pre-reseach was begin from January. Here the writer as an observer and the colabolator, mr. Arifin S.PdI. as teacher in teaching learning process. The table bellow will show us the schedule of the research: Table 4.1 Research Scedule No 1
Date and Time January 7th 2015
2
January 8th 2015
3
June 25th 2015
4
June 26th 2015
5
June 30th 2015
6 7
July 1st -30th 2015 July 31st 2015
8
August 6th 2015
9
August 7th 2015
Activities Observation: preinterview to the teacher (Mr. Arifin) and observation in the class Make some agreement with Mr. Arifin about the teaching learning process. He agree play as a teacher and the writer as observer. Permit Aplication
Place Mts Sudirman Getasan
Mts Getasan
Sudirman
Mts Sudirma Getasan the Mts sudirman Getasan Sma N 1 Getasan
Consultation of reseach schedule Permit Validator Application Consultation of the research instruments First meeting, before cycle. Pre-Test Cycle 1: Indoor activity (My School) Cycle 1: outdoor
Sma N 1 Getasan Mts Getasan Mts Getasan Mts
Sudirman Sudirman Sudirman
activity, giving post test August 13 2015 Cycle 2: indoor activity ( Interesting people) th August 14 2015 Cycle 2: outdoor activity
Getasan 10 Mts Getasan 11 Mts Getasan th 12 August 20 2015 Cycle 3: indoor and Mts outdoor activity Getasan ( Mountains) D. Data Analysis th
Sudirman Sudirman Sudirman
Moreover, the researcher would like to analyze the improvement of students by using t-test calculation from the result of pre-test and post-test. 1. Cycle 1 a. The score of the test of the cycle 1 Table 4.2: The Score of Students’ Pre-test
No
Name
C
F/O
V
Aspects G M Total
1 2
Ahmad Ahmad
17 15
19 10
19 10
11 7
2 3
58 44
3 4 5 6
Barodin Dewi Dini Dwi
17 18 18 13
16 17 17 7
15 15 16 7
18 17 16 7
2 3 2 2
68 70 59 36
7 8 9 10 11
Fahri Faizah Fidya Fitria Handa
15 17 20 18 13
17 17 14 13 9
16 16 13 10 10
16 17 12 13 10
2 2 2 2 2
56 69 61 56 44
12 13 14
Lia M. Feri M. Suryadi
17 18 13
17 10 9
15 13 8
18 13 10
3 2 2
70 56 44
15
Mar‘I
13
7
7
7
2
34
16 17
Melisatiana Nisa
16 13
17 7
16 10
18 10
2 2
69 44
18 19 20
Nur salim Rismanto Safitriyani
17 16 13
10 14 13
14 10 14
13 10 16
2 2 2
56 56 48
Criteria Poor Very poor Fair Fair Poor Very poor Poor Fair Poor Poor Very poor Fair Poor Very poor Very Poor Fair Very poor Poor Poor Poor
21 22
15 15
15 15
14 10
10 14
2 2
56 58
Poor Poor
18
15
16
18
2
69
Fair
24 25 26
Salamah Slamet Wahyudi Shohib Setyabudi Supriyanto Umi Wahyu
23 20 13
15 17 9
16 15 8
17 16 10
3 3 2
73 70 44
27 28 29 30
Wahyu Wahyu Widyaningsih Yanuar
16 14 15 13
13 13 15 7
10 13 13 6
13 12 12 7
2 2 2 2
54 54 56 34
31 32
Zaenal Zaim Uhrowi
18 18
17 15
16 16
17 13
3 2
Fair Fair Very poor Poor Poor Poor Very poor Fair Poor
23
70 64 ∑= 1814 Table 4.3: The Criteria of Students’ Achievement of Pre- Test No 1 2 3 4 5 6
No
Total Score Grade Number of Student 91 – 100 Excellent 81 – 90 Very Good 71 – 80 Good 61 – 70 Fair 9 51 – 60 Poor 15 41 – 50 Very Poor 8 32 Total Table 4.4: The Score of Students’ Post-test in Cycle 1
V
Aspects G M
19 15 23 20 18 15
F/ O 19 15 20 20 17 9
17 12 17 15 14 12
12 9 12 17 14 16
Fahri Faizah Fidya Fitria Handa
15 18 20 18 16
15 19 16 13 15
16 16 15 13 12
Lia M. Feri M. Suryadi
20 18 15
17 10 9
16 14 12
Name
C
1 2 3 4 5 6
Ahmad Ahmad F. Barodin Dewi Dini Dwi
7 8 9 10 11 12 13 14
Total
Criteria
3 3 3 3 2 2
70 55 75 75 65 54
16 17 15 13 10
3 3 4 3 2
65 73 70 60 55
18 15 18
4 3 2
75 60 56
Fair Poor Fair Fair Fair Very poor Poor Fair Fair Poor Very poor Fair Poor Very
15
Mar‘I
17
9
12
15
3
56
16 17 18 19 20 21 22 23 24 25 26 27 28 29
Melisatiana Nisa Nur Rismanto Safitriyani Salamah Slamet Shohib Supriyanto Umi Wahyu Wahyu Edi Wahyu E. Widyanings ih Yanuar Zaenal Zaim
18 15 17 16 15 17 15 18 23 25 16 16 14 17
17 15 13 14 13 15 15 15 16 17 12 15 15 15
16 15 14 14 14 16 11 18 16 18 8 13 16 13
18 12 15 14 15 14 14 18 17 16 10 13 15 14
4 3 3 2 3 3 3 4 4 4 2 3 3 2
73 60 62 60 60 65 60 73 75 80 50 60 63 60
15 20 18
15 18 18
13 16 16
9 17 14
3 4 4
30 31 32
poor Very Poor Fair Poor Poor Poor Poor Poor Poor Fair Fair Good Poor Poor Poor Poor
55 Poor 75 Fair 70 Fair ∑= 2065 Table 4.5: The Criteria of Students’ Achievement of Post- Test in Cycle 1 No 1 2 3 4 5 6
Total Score 91 – 100 81 – 90 71 – 80 61 – 70 51 – 60 41 – 50 Total
Grade Excellent Very Good Good Fair Poor Very Poor
Number of Student 1 11 15 4 32
a) The calculation of mean Table 4.6: Table of Students’ Deviation of Pre-test and Post-Test Score in cycle 1 N (subject Pre- Test Post- Test 1 Number) (X) (Y) D D²
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 N=32
68 44 68 70 59 36 56 69 61 56 44 70 56 44 34 69 44 56 56 48 56 56 69 73 70 44 54 54 56 34 70 64
70 55 75 75 65 54 65 73 70 60 55 75 60 56 56 73 60 62 60 60 65 60 73 75 80 50 60 63 60 55 75 70
18 10 7 5 6 18 9 4 9 4 10 5 4 12 22 4 6 6 4 12 9 4 4 2 10 6 6 9 4 11 5 6
∑ 1814
∑ 2065
∑251
Mean of the Pretest and the Post-Test 1 = 56.6 =
= 64.53
Explanation: M = mean of the students‘ score ΣX = the sum of the students‘ score N = the total number of students
324 100 49 25 36 324 81 16 81 16 100 25 16 144 484 16 36 36 16 144 81 16 16 4 100 36 36 81 16 121 25 36 ∑2637
b) Stan dar d Deviation According to the data in the table, the researcher calculated the standard deviation of pre-test and post-test in cycle 1 as follows:
√
(
√
)
(
)
√ √
Explanation: SD
= Deviation standard for one sample t-test
D
= Different between pre-test and post-test
N
= Number of observation in sample
c) The calculation of t-test
( (
) )
√
( (
√
) )
( (
) √
)
(
)
(
)
(
)
Giving Interpretation (a) Calculate of df df = n-1 df = 32 - 1 df = 31 (b) Consult with t-table value With df = 31, the value of t-table with level of significant 5% is 2,042. (c) Comparing t-test with t-table T-test = 9.67 therefore t-test is higher than t-table with level of significance 5 %. If t-test similar or higher than t-table, so null hypothesis (𝐻0) is rejected. 𝐻0 is no significant difference between pre-test and post-test. Ttable with n = 31 is 2,042. The result of t-test is 9.67 > 2.042. So, t-test calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that there is a significant difference between pre-test and post-test. From the calculation above, the researcher concluded that between pre-test and post-test had significant difference, where the students‘ score of post-test is higher than pre-test. It shows that using oudoor activity in teaching writing can improve the students‘ writing mastery.
b. Students‘ Observation Sheet in Cycle 1 Table 4.7: Table of Students’ Observation Sheet in cycle 1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
V V V V V V V V
V V V V
V V V V
V
V V V V V V V V V V
V V V
V V V V V V V
V
NOTE
Enthusiasm in doing test
Activeness in responding
Number of the Students
Pay attention Activeness in asking question
OBJECT
2. Cycle 2 a. The score of tests in cycle 2
The researcher done the written post-test in cycle 2. The score of the post- Test will be seen whether the students‘ writing ability increase or not. Here the data:
Table 4.8: The Score of Students’ Post- Test 2
No
Name
C
F/O
V
Aspects G M
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Ahmad Ahmad Barodin Dewi Dini Dwi Fahri Faizah Fidya Fitria Handa Lia M. Feri M. Suryadi Mar‘I Melisatian a Nisa Nur salim Rismanto Safitriyani Salamah Slamet Shohib Supriyanto Umi Wahyu A Wahyu
19 16 23 25 18 18 18 19 24 20 22 24 20 15
19 18 22 24 19 15 15 19 16 13 15 17 15 12
17 15 17 19 15 16 17 16 15 16 15 17 14 12
14 13 12 17 14 16 16 17 15 17 10 18 15 18
19 20
15 17
12 16
20 17 18 18 19 17 20 23 25 20 16
17 16 16 15 16 15 18 18 19 15 15
17 14 14 14 16 15 20 18 19 13 13
15 16 17 18 19 20 21 22 23 24 25 26 27
Total
Criteria
4 3 4 4 4 3 4 4 4 4 3 4 3 3
73 65 78 91 70 68 70 75 74 70 65 80 67 60
Fair Fair Fair Excellent Fair Fair Fair Fair Fair Fair Poor Good Fair Poor
15 18
4 4
65 75
Poor Fair
12 15 14 15 14 16 18 18 16 14 13
4 3 2 3 4 4 4 4 4 3 3
70 65 62 65 69 67 80 81 83 65 60
Fair Poor Poor Poor Fair Fair Good Good Good Poor Poor
28 29 30 31 32
Edi Wahyu Widya Yanuar Zaenal Zaim
16 20 14 23 20
15 15 15 20 18
16 16 13 16 16
15 14 13 17 14
3 2 3 4 4
65 67 60 80 72 ∑= 2259
Poor Fair Poor Good Fair
Table 4.9: The Criteria of Students’ Achievement of Post- Test in the Cycle 2 No Total Score Grade Number of Student 1 91 – 100 Excellent 1 2 81 – 90 Very Good 3 71 – 80 Good 8 4 61 – 70 Fair 17 5 51 – 60 Poor 3 6 41 – 50 Very Poor 32 Total a) The Calculation of Mean Table 4.9: Table of Students’ Deviation of Post-Test cycle 1 and Post-Test cycle 2 N (subject Post- Test 1 Post-Test 2 D D² Number) (x) (y)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
70 55 75 75 65 54 65 73 70 60 55 75 60 56 56 73 60 62 60 60 65 60 73 75 80 50 60 63 60 55 75 70
N=32
2065
73 65 78 89 70 68 70 75 74 70 65 80 67 60 65 75 70 65 62 65 69 67 80 81 83 65 65 65 67 60 80 72 2259
Mean of the Post-Test 1 and Post-Test 2 =
= 64.53 = 70.59
Explanation: M = mean of the students‘ score ΣX = the sum of the students‘ score N = the total number of students
3 10 3 14 5 14 5 2 4 10 10 5 7 4 9 2 10 3 2 5 4 7 7 6 3 15 5 2 7 5 5 2
9 100 9 196 25 196 25 4 16 100 100 25 49 16 81 4 100 9 4 25 16 49 49 36 9 225 25 4 49 25 25 4
195
1609
Mean of the first post-test 64.53 < s e c o n d post-test, 70.59 it means that there is an improvement of English score between before the first action and after second action. The mean has passed the passing grade but there are three students failed and the researcher planned to conducte cycle 3. b) Stan dar d Deviation According to the data in the table, the researcher calculated the standard deviation of pre-test and post-test in cycle 1 as follows:
√
(
√
)
(
)
√ √
Explanation: SD
= Deviation standard for one sample t-test
D
= Different between pre-test and post-test
N
= Number of observation in sample
c) The calculation of t-test
( (
√
) )
( (
) )
√ ( (
) √
)
(
)
(
)
(
)
Giving Interpretation (a) Calculate of df df = n-1 df = 32 - 1 df = 31 (b) Consult with t-table value With df = 31, the value of t-table with level of significant 5% is 2,042. (c) Comparing t-test with t-table T-test = 8.82 therefore t-test is higher than t-table with level of significance 5 %. If t-test similar or higher than t-table, so null hypothesis (𝐻0) is rejected. 𝐻0 is no significant difference between pre-test and post-test. Ttable with n = 31 is 2,042. The result of t-test is 8.82 > 2.042. So, t-test calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that there is a significant difference between pre-test and post-test.
From From the calculation above, the researcher concluded that between first post-test and second post-test had significant difference, where the students‘ score of the second post-test is higher than first posttest. It shows that using oudoor activity in teaching writing can improve the students‘ writing mastery b. The score of observation sheet
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
V V V
V V
V V
V V V V
V
V
V V
V V
V V V
V V
V
V V V
V V V V
V V V V V V
V
V
V
V V V V V
V
V
V V V
NOTE
Enthusiasm in doing test
Activeness in asking question Activeness in responding
Number of the Students
Pay attention
Table 4.11: Table of Students’ Observation Sheet on cycle 2 OBJECT
26 27 28 29 30 31 32
V V V
V V V V V V V
V V V V
V
3. Cycle 3 a. The score of tests in cycle 3 Table 4.12: The Score of Students’ Post- Test 3
No
Name
C
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ahmad Ahmad Barodin Dewi Dini Dwi Fahri Faizah Fidya Fitria Handa Lia M. Feri M. Suryadi Mar‘I Melisatiana Nisa Nur salim Rismanto Safitriyani Salamah Slamet Shohib Supriyanto Umi Wahyu Wahyu Wahyu Widya Yanuar
23 19 24 25 21 18 18 23 25 21 20 25 22 16 20 21 20 20 20 21 20 19 22 23 25 20 20 18 21 16
F/ O 20 18 22 26 20 20 18 19 19 14 15 20 14 15 15 18 18 17 19 17 18 16 18 20 20 17 17 16 17 17
V
Aspects G M
15 15 18 21 15 16 20 16 15 18 17 18 15 14 13 17 19 15 14 14 16 15 20 20 19 15 15 16 16 18
14 13 12 17 16 13 16 17 17 17 13 20 16 18 15 18 12 15 15 15 14 16 20 18 19 14 13 15 13 15
4 3 4 4 4 3 4 4 4 4 3 4 3 3 4 4 4 3 2 3 4 4 4 4 4 3 3 3 3 3
Total
Criteria
76 68 80 93 76 70 76 79 80 74 68 87 70 66 67 78 73 70 70 70 72 70 84 85 86 69 68 68 70 66
Fair Fair Good Excellent Fair Fair Fair Good Good Fair Fair Good Fair Fair Fair Fair Fair Fair Fair Fair Fair Fair Good Good Good Fair Fair Fair Fair Fair
31 32
Zaenal Zaim
22 22
23 18
19 16
17 15
4 4
85 Good 75 Fair ∑= 2386 Table 4.13: The Criteria of Students’ Achievement of Post- Test in the Cycle 3 No 1 2 3 4 5 6
Total Score 91 – 100 81 – 90 71 – 80 61 – 70 51 – 60 41 – 50 Total
Grade Excellent Very Good Good Fair Poor Very Poor
Number of Student 1 8 23 32
b. The Calculation of Mean Table 4.14: Table of Students’ Deviation of Post-Test cycle 2 and PostTest cycle 3 N Post-Test 2 Post- Test 3 D D² (subject (x) (y) Number)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
73 65 78 89 70 68 70 75 74 70 65 80 67 60 65 75 70 65 62 65 69 67 80 81 83 65 65 65 67 60 80 72
76 68 80 93 76 70 73 79 80 74 68 87 70 66 67 78 73 70 70 70 72 70 84 85 86 69 68 68 70 66 85 75
3 3 2 4 6 2 3 4 6 4 3 7 3 6 2 3 3 5 8 5 3 3 4 4 3 4 3 3 3 6 5 3
9 9 4 16 36 4 9 16 36 16 9 49 9 36 4 9 9 25 64 25 9 9 16 16 9 16 9 9 9 36 25 9
N=32
2259
2386
126
566
Mean of the Post-Test 2 and Post-Test 3 = 70.59 =
= 74.56
Explanation: M = mean of the students‘ score ΣX = the sum of the students‘ score N = the total number of students
Mean of the second post-test 70.59 < t h i r d post-test, 74.56 it means that there is an improvement of English score between before the first action and after second action. From the mean score, the researcher concluded that using outdoor activity a method can improve students‘ writing skill, especially in writing descriptive text. c. Stan dar d Deviation According to the data in the table, the researcher calculated the standard deviation of pre-test and post-test in cycle 1 as follows:
√
(
√
(
)
)
√ √
Explanation: SD
= Deviation standard for one sample t-test
D
= Different between pre-test and post-test
N
= Number of observation in sample
d. The calculation of t-test
( (
√
) )
( (
) )
√ ( (
) √
)
(
)
(
)
(
)
Giving Interpretation (a) Calculate of df df = n-1 df = 32 - 1 df = 31 (b) Consult with t-table value With df = 31, the value of t-table with level of significant 5% is 2,042. (c) Comparing t-test with t-table T-test = 15.11 therefore t-test is higher than t-table with level of significance 5 %. If t-test similar or higher than t-table, so null hypothesis (𝐻0) is rejected. 𝐻0 is no significant difference between pre-test and post-test. Ttable with n = 31 is 2,042. The result of t-test is 15.11 > 2.042. So, t-test calculating is higher than t-table. Therefore, 𝐻0 is rejected, it means that there is a significant difference between pre-test and post-test.
From the calculation of t-test vs t-table above, the researcher concluded that outdoor activity effective to improve students‘ writing skill, especially in writing descriptive text. It shows that using oudoor activity in teaching writing can improve the students‘ writing mastery
e. The score of observation sheet
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
V V V
V V
V V
V V V V
V
V
V V
V V
V V V
V V
V
V V V
V V V
V
V
NOTE
Enthusiasm in doing test
Activeness in asking question Activeness in responding
Number of the Students
Pay attention
Table 4.15: Table of Students’ Observation Sheet on Cycle 3 OBJECT
19 20 21 22 23 24 25 26 27 28 29 30 31 32
V V V V V V V V V V
V V V
V
V V V V V
V
V V V
V
V V V V
V V V V
V
E. Discussion In this research, the writer act as observer while to see and observe the learning process was taught by her partner, Mr. Arifin, S.PdI her senoir english teacher atMts Sudirman Kopeng Getasan, and the instrument validated by Ibu Uzik Puji Nurtantini. The writer held three cycles while each cycle consists of planning, action, observation and reflection. The whole steps of this research were explained in the description below: 1. Before Cycle In MTs Sudirman Kopeng Getasan the English teacher used traditional metodh to teach the student. According to the interview to the English teacher on July 30, 2015 the teacher said that he just gave the student list of words and asked the student to memorize the word. They used extracurricular lecture to deliver the materials. The students memorize the words and follow the taechers‘ rules. To know the effectiveness of traditional metodh the writer did the observation on the Friday, July 31, 2015. English teacher and the writer entered the class. Firstly,
the English teacher greeted the student and introduced the writer to the student. Then the teacher gave the time to the writer to introduce herself. The writer greeted the student by wishing‖ Assalamu’alaikum wr.wb”, “Good Morning”, “How are you today?” then the student responded and answered it all together. The writer introduced herself and gave opportunity to the student to ask about the writer. Then, the writer informed the student that she and teacher were going to conduct a test called pre-test. The students looked confused because they were new in that class. than the teacher explain the purpose of the test and the students undertood what the teacher meant. The teacher and the researcher conducted pre-test to know the student descriptive text mastery. The test conducted was in the form of essay. The pre-test took 40 minutes. The writer carried out the observation. She observed the pre-test process by monitoring the student ability in doing pre-test. The student asked the answer to their friends, and the teacher remained them to do themselves. Here the students keep asking the teacher about the difficult words. Many students try to make the test in Bahasa first and then they tried to translate that in English. After conducting the pre-test, the teacher colected the students‘ work and the writer checked the student answer. Based on the result of the test, the student‘s ability in writing descriptive is verry low. Therefore, the writer implemented and action research using outdoor activity throught problem solving to improve their achievement in writing descriptive text subject consist of planning, implementing, observation, and reflecting. The writer implemented outdoor activity cycles. Based on the information from the English teacher of MTs Sudirman Kopeng Getasan, the general objective of language teaching at the junior high school is the develop the language skills. The specific objective of the language teaching-learning
process is to make the student active in the language class both in oral and written language and to apply the four language skill namely reading, listening, speaking, and writing. The goal of language teaching is to develop the communicative competence of the students in four language skill. One of them is writing. Based on imformation from the English teacher, the goal of teaching writing is to develop the students competence in communication using English especially in the form of written language. In conclusion, the goals of teaching writing at the second year of Junior High School are to enable the students in understanding English as a mean of communication and to able the student in being active in practing English in writen form. 2. Cycle 1 The writers describes the implementation of teaching learning process that contains of five meetings mean that every cycle consist of two meeting only the last meeting consist of one meeting, first meeting for indoor activity and second meeting for outdoor activity. Every meeting has own specific activity and has own aim which is different to orther meeting. These following paragraphs describe the implementation of teaching learning process in every meeting. On August 6 and 7, 2015, the process of teaching writing descriptive text in the first cycle could be described as follows: a. Planning In the planning procedure, the writer and teacher had designed a lesson plan to guide the teaching-learning process. After that they discussed the lesson plan together because both the writer and the teacher needed to make sure that the
material, technique, and the preparation were appropiate with junior high school competence. After the lesson plan agreed by the validator, the teacher used it in teaching learning process. b. Implementation To begin the lesson on Thurday , the teacher asked to the students about descriptive text. ― What do you know about descriptive text?, apa yang kalian ketahui tentang deskriptif teks?‖ the teacher said. The students answered ― Menggambarkan sesuatu Mr.‖ the teacher said ― yes, Menggambarkan describing something, like your pen mas
Wahyu. Coba gambarkan bagaimana bolpen
kamu!‖ then the student answered in Bahasa ― Bolpen saya berwana hijau Mr. Lonjong dan Bulat” the teacher answered ―yes,
ada yang lain? Any other
example of descriptive text?‖. The students answered ― plants, my cat, my home, kelasku dan sekolahku”. ― yes, they are the examples of descriptive text‖. The teacher then gave a descriptive text ― My School‖ Text 4.1 My School I go to school in SMPN 10 Magelang. My school has seventeen classrooms, computer room, laboratory etc. the school also provides a parking area. There is a nice garden at the front of the mosque. The teacher in SMPN 10 are very kind. They are teach with calm. There is a toilet, canteen and library. My school also provides various books in library, a basket ball and football field. I like to go to SMPN 10 because the air is fresh After all the students has recived the text the teacher began reading the text himself and instructed the students to listen and read their own text slowly. After that he asked one of the student to read the text.
After the student finished reading the text that was instructed by the teacher, the teacher asked the students ― any difficult word in this text? Ada kata yang sulit di teks?”. Then the students answered ―yes‖ and they listed the dificult words on the whiteboard. After they finished listng the words, the teacher asked the students to look up the meaning on the dictionary along with their friends. The teacher gave them several times but some of the students was very busy walking around the class and disturbing their friend. The teacher tried to make them condusive again. Saveral minuts later , the teacher asked them ― have you finished?‖. The students answered ―yes‖. Then, they discussed together about the meaning . Almost all of the students participated in doing the exercises after that the teacher gave an opportunity to the students to trasnlate the text together. Then the teacher gave them the correct meaning by using students language. After that the bell was rang for the break time. After the break time, the teacher gave some explanation about descriptive text he explained about the tenses use in the decriptive text. Some students looked active asking the materian that they could not understand well and the teacher explained tthat patiently. After that the teacher also asked the students to make six group each group consit of 5-6 students. After that teacher gave the students pieces of letters to every group. They are eleven random sentences about Kopeng. Text 4.2 KOPENG (1) In additioan, there are many flowers on the left and right side of the sidewalk down the lake. (2) It is about 8 kilometers of Salatiga city. (3)Bus is cheapst, but by motorcycle is the most
convenient. (4) Kopeng is one of the most interesting place of interest in Getasan.(6) It has cool weather most of their time, no wonder many people like to visit in their free time. (7)The park is up the pinewood. (8) It is very easy to get the place by public transport. (9) as it is far from industries of any kinds, the air is always fresh and it is not polluted. (10) located near the hotel and other flower shop, the park always full of visitors.(11) There is small park nearby, to where the visitors could swim or just take a walk.
The students were interested in discussing and doing the task.
The
random sentences given by the teacher would help the students to write descriptive text. This task took almost 40 minutes because the students need to find the meaning of each sentence and the time was up. And the teacher decided to make that as home work. The last, the teacher wished ―assalamu’alaikum Wr.Wb.‖ On the second meeting at Friday, August 7, 2015 the teacher and and the writer used the teaching and learning process using outdoor activity to slove the problem with the students. In this meeting the teacher introduced the topic about ― My School‖. Since each topic was held in one cycle, the writer describes the action based on the topic. The teacher explained what they must do. The teacher asked the students to describe our school. The object to be described all around them, like; motor cycle, trees, voleyball field etc. the teacher choose this outdoor activity because not only the fresh condition and the nature of child of the students but also will make them easier in describing something because they can see the thing that would be decsribed directly. Hopefully, it would help the students to write better and it increase their score. The students could interview teacher or people to find information or data for their research paper writing. Then the teacher quiz was done to check the students‘ writing descriptive text
mastery after being given a lesson. The students were asked to do the quiz indifidually. The teacher gave time to do the quiz for 20 minutes. The researcher wrote the process of teaching and learning descriptive text by implementing outdoor activity in observation checklist. In this time the teacher got some help from the students‘ training from IAIN Salatiga to look after at the students‘ out of the class. After this activity the students had to come back to class. After the lesson was over the teacher thanked to the students for the attention. He also said he would announce the result of quiz and who gets the high score. The last, the teacher wished ― Wassalamu’alaikum Wr.Wb. c. Observing During the teaching learning process, the teacher did the plan just like what was written in the lsson plan. The teacher took note to improve the next meeting and give feed back about the lesson plan. The writer as observer saw the teaching learning process and taking a note what the students‘ difficulties. The observer also gave a note to what the the teacher did in the class and what the students did in the class and also out the class. During the teaching learning process the observer saw the students‘ dificultes like lack of vocabularry and also understanding about how to compose a good sentences. How is the grammar in the sentences and many aother. Beside those problem, the situation in the class also very noisy. The students made some noise and still walked around the class disturbing other. d. Reflection
Based on the result of the observation, the writer tried to find out the strenght and the weakness of the technique that has been aplied in action stage, the students seemed more enthusiastic because it was not a conventional way that ussually used in the class. But there were still few students who made noise. They also still passive in the class. From the first cycle, the writer could identify that action one did not give a satisfying result. In this cycle 1, there was an improvement of students of students‘ ability when it was compared between pretest and post-test one. It could seen from the mean score, the mean of the pre-test is 57 while the mean score of the post –test is 64. In this cycle the minimum score is 50, while the minimum score in the pre-test is 34.In this cycle there was 14 students could not pass the passing grade their score under 65, but it is better than the pre- test before. In the pre- test there was 22 students did not pass the passing grade mean that their grade under 65. The student who pass the minimum standard are 56% almost half of the students it mean that the students‘ writing descriptive text is better than before. The writer and the teacher still found many problems that the students had faced. The students problem in writing is lack of vocabulary so when they tried to write a pragraph, they still used Bahasa in order to complete the words that they do not understand the meaning in English. According to the result of cycle one, the reseacher should give more attention and keep approaching the students in order to make them braver, more confident, and more careful to write in English. 3. Cycle 2 The writer conducted second cycle on Thursday and Friday August 13 and 14, 2015. At the beginning of the class the teacher opened the class and told the students about the topic which could be discussed.
a. Planning In this cycle, the reseacher and teacher used the same action with the different theme. Morever, the research here set more how to arrange the writing descriptive text ―interesting people‖ in order to improve the students‘ writing and avoid the students‘ misunderstanding about vocabulary and grammar. The researcher and teacher also held both attractive ways and various exercise in order to improve the students‘ motivation to learn which finally could could cover the target of research. b. Implementation The writer did the action by using outdoor activity lesson plan, it mean that the teaching and learning process around us used outdoor activity. In this cycle the teacher introduced the topic ―interesting people‖ The teacher begin the stage on Thursday. As usual, before activity the teacher opened the class by greeting, said salam and
checked
students‘
attendance. In this session, the teacher discussed again about the previous lesson to the students. It meant to know whether the students remembered the previous lesson or not. And before the teacher continuance the lesson, the she reminded the students about the tense used in descriptive text. She asked the students ―what tense use in descriptive text?‖ some students answered the teacher‘s question that the tense used in descriptive text is simple present tense but the other students just keep silent. So, the teacher give an example about simple present tense used in descriptive text. In the while activity, the teacher added her previous explanation about the language feature used in descriptive text by explained about the generic structure used in descriptive text. She explained that the generic
structures of this genre are identification (mention the special participant) and description (mention the part, quality, and characters of the subject being described). After that the class continued by deviding the students into some groups. Each group consist of 5-7 students. Than the teacher gave a descriptive text entitled ― Rio‖. Text 4.3 RIO ―Rio is one of the most interesting people that I have ever met‖ Rudi said. He is tall, with long black hair. He is in his early twenty five now. With his great sense of humor, he can turn boring situation into very fun. He is always neat in wearing his clothes. Bright colors are his favorite. He is always very energetic, and well knows as a type of romantic man. In addition he is imaginative, hardworking and also easy going. No wonder he has lot of friends. The teacher asked three students to read the text and the other students read silently. After reading the text the teacher asked the students to discuss in the group about the difficult words, grammatical function and the generic structure of the text. Here the teacher monitored the activity of each group, and the students look entusiastic for doing the assigment eventhough some of them still had difficulties in doing that. Most of the students got difficulties in vocabbulary and grammar. It was known from what the students asked to the teacher. But some of them were busy looked up their dictionary. So the teacher came to help them and the teacher gave an opportinity to the students to open their own source book, such as dictionary to solve the problem.
After the break, the class was continued. Here the teacher asked one student of each group to present their work in front of the class. the students more confident in doing the task including the presentation. The class was continued with a guessing game. The teacher asked the students to think of one favorite teacher in the school. Then, the teacher asked the students to discribe them without mentioned their name and the class must guess who was the teacher‘s name by analizing the discription from their friend. This game was built the students‘ more understanding in descriptive text, it showed from the students‘ ability in discribing their favorite teacher eventhough some of them still used Bahasa. The teacher then asked to open dictionary to slove the students‘ problem. The other students made a quick answer as soon as their friend done with the description. They looked enjoy the game. At the end of the lesson, the teacher again asked the student‘s about the material and the students answered the teacher‘s question bravely, only some of the students silent and not answered the question. After that, the bell was rang and the teacher
thanked to the students for their attention
and said ―
Assalamu’alaikum Wr.Wb‖ The outdoor activity was on Friday, the class begin. The teacher make sure that all the students was ready to joint the class by saying ― are you ready?‖ the students answered ― yes ready Insyaallah‖. The teacher motivated the class by gave them short speech that connected with the moral, religy and and also the improtant of learning English. The students looked interested with the teacher. Next, the teacher asked the students to go the school yard. Then together with the teacher they went to the school‘s yard. All the students look very happy asked to go out of the class.
Before the activity started, the teacher gave a little game to the students to stimulate the students and make the condusive condition. The game was ―simon says‖. The students was very enthusiastic played ―simon says‖ game. The students asked to make a big circle. Then, the teacher gave the isntruction to the students how to play the game. They should do what Ahmad says not the teacher says. It means that they only do the instruction if there is a sentence ― simon says‖. If they wrong, they would be punished. The punishment is to sing a Bintang Kecil song with changing the vowel ―I‖ with vowel ―o‖. Many students got punishment in this game but they look very happy. In the next activity after the game, the teacher asked the students to find their interesting teacher based on the group agreement. The students must collect data for their descriptive text for their interesting teacher. The students could do it because some teacher was free in that time. They went to the teachers‘ office and the other place where they could find their teacher. After conducting the interview and other activity with their interesting teacher, the student went back to the class. The teacher gave them a quiz by asking the students to describe their interesting teacher. It was given to check the students writing descriptive text mastery after being given a lesson. It was individual quiz eventhought they conducted an interviewed in the group. The teacher gave them 20 minutes to do the quiz. At the end of the lesson, the teacher thanked to the students for the attention. He also said that he would announce the result of the quiz and who got the higher score. For the last, the teacher said ‖ thank for your attention and see you‖. c. Observing
In this cycle II, students seemed more understand about the material and the technique used by teacher. The students‘ activeness is increases and the atmosphere of learning process too. The students seemed more confident to compose writing. From the result of the cycle II shows about the improvement compared with the cycle I. This means the students more understand the materials. And also, it shows their ability in their writing skill increase. Even though still there are new mistake and some students make the same mistakes. d. Reflecting Based on the result of the observation, the researcher evaluated the students‘s writing descriptive text as well as the action procedure of teaching writing descriptive text using outdoor activity. The result implied outdoor activity gave more significant progress in increasing the learners‘ writing descriptive text. They were braver, full of confidence, more selective, and more careful in doing the work assigment. The summary of post- test two we could see the excelent score while in the first cycle is none and good criteria increase from last cycle. The good criteria in the frist cycle we could see 4 students and in this cycle there are 8 students. The maximal score in this cycle is 89 and minimal score is 60 total average is 70. The minimum score of this cycle is not pass the passing grade and in this class three students still fail, could not pass the passing grade. But its better then the previous cycle. That was an improvement of students‘ writing in the cycle two. Based on the reflection above, it could be stated that the cycle two showed a satisfactory enough. To make sure the oudoor activity writing could increase the
students‘ writing skill of descriptive text, after doing the reflection the writer decided to do the third cycle.
4. Cycle 3 The writer conducted the tird cycle on Thursday August 20, 2015. The writer handed the second year students. The topic was opened and told the students about the topic which would be discussed. a. Planning After analyzing the result of cycle two, the reseacher concluded that an action reseach using outdoor activity in teaching writing descriptive text could improve the students‘ writing descriptive text ability. Meanwhile, cycle two did not give a satisfactory result because some students only reached the passing grade and three student did not passed the passing grade. It was necessery to continue the next cycle in order to improve the students‘ correctness in writing descriptive text and more understanding in the vocabulary, and grammar. The researcher here had a position as an observer who sad down in the back side of the students. b. Implementing In this phase, the researcher conducted the last cycle to get better result of an action reseach by using outdoor activity for writing descriptive text. The procedure mostly was similar to the previous cycle but it added some various methods in order to overcome the weakness in the previous cycle and aimed to get significant improvement of the result. The writer reviewed the explanation of the writing descriptive text by using outdoor activity. In this cycle the teacher introduced new topic ―Mountain‖.
Each cycle was held in the one meeting so the writer described the action based on the topic. The teacher begin this stage by deviding the students into saveral group after open the class and motivating them with shorth speech. The group was consist of 5-7 students. Hopefully by putting the in a small group they would share knowledge or other information each other about the lesson. After that, the teacher gave the students short text to read together in the group. Text 4.4 Mount Bromo
Bromo is located in east java. Bromo is an active volcano. The name of Bromo from Javanese pronountation is Brahma. It is most favourite place to visit in east java.Every holiday, Many tourism visit this place. It is a beautiful place. Bromo has a creater Bromo has a beautiful area is sand of sea and grassland. Because in this area , you can found different between sand area and grass area. Wide a sand of sea Bromo is 4800 m2. In holiday you can visit Bromo because you can see sunset and you can be experience a beautiful view . Visit Bromo you must has jeep, if you don‘t has jeep, you can rent jeep because bromo has hard road. If you want to see sunset, you must go to Bromo from midnight. Bromo has erupted more than 30. Until now Bromo is active volcano.
Then the teacher asked the representative student in the group to read while the other was listening carefully. After reading the text the teacher asked the students ― do you understand the text?‖ almost all the students said ―yes Sir‖, but when he asked ― can you translate the text, Bisakah anak-anak menerjemahkan teksnya?‖. ― Ya Pak, Tetapi tidak semua” said them. Then the teacher explained the dificult words. The class began to disscus their text. Mr Arifin as a teacher
asked them to determine the generic structure and translated the text in the group. The class was to noisy because of the discussion. Every body brought their dictionary and they was busy with that. Mr Arifin was checked each group tho know the progress of their assigment while sometimes played joke to them. After doing short discussion in the class the bell was rang for their first break. After the break, the class was began. The teacher asked the students to go to school yard. The school is surrounded by mountains so the teacher asked them to look around and describe the mountain around. The teacher gave the 20 minutes to finish the quiz. After the lesson was over, the students went back to the class together with the teacher. He thanked to the students for their attention and the last, he wished them ― assalamu’alaikum Wr.Wb‖ and said good by to the students.
c. Observing In this cycle which only held in one meeting, the stuents seem very enjoy the class. the result of cycle 3 is better than the cycle 2 or cycle 1. The students looked more confidents in writing dscriptive text b using outdoor activity. d. Reflecting Based on the result of the observation, ther reseach evaluated the students‘ writing descriptve text as well as the action procedure of teaching using outdoor activity. They were braver, full of confidence, more selective, and more carefull. The students‘ response in the last cycle is very good. Here all material had been given properly by Mr Arifin and can be absorbed optimally by the students. The
last, the students average of the post- test 3 that showed the significant improvement of the action and enough cover the target reseach. The summary of the post-test three showed that the excellent and good criteria increase from the last cycle. The maximum score in this score in this cycle is 93, and the minimum score is 66. The average score of the post-test 3 was 74, showed the significance of the action and enough to cover the target of the research. Eventhough the minimum score only 66 but it just pass the passing grade mean that it can be concluded that outdoor activity can improve stdents‘ writing skill. Post- test 3 was applied as the result ending of the cycle 3. In general, the reseach concluded that the action reseach was sucsessful and could overcome all the problem faced by the researcher and teacher in improving writing descriptive text for the second year students in MTs Sudirman Getasan. 5. After Cycle The writer and the English teacher conducted post-test on August 20, 2015 After conducting the post-test, the writer conducted interview with teacher. Then, the writer thanked to the students for attention . After conducting all thecycle, the researcher presented discussion based on all the data on finding of this study. This discussion was deal with the research question of this study, these are; does the outdoor activity improve students‘ abiliity in writing descriptive text, to what extent is the different improvement the students‘ ability in writing descriptive text toward the implementation of outdoor activity. In this case the researcher conducted t h e d a t a with some instruments in chapter III. The researcher
answer the questions with some instruments;
written tests, observation, interview and documentation. The researcher have done
the observation three times. In the first observation the researcher found that the teacher explained about the generic structure of descriptive text. The teacher given a simple descriptive text and explained about the generic structure of the text. And when the students asked by the teacher to make a descriptive
text they
difficult to start their writing because most of the students are lack of vocabulary. It is known that from the first observation that most of the students asked to the teacher about the word that would be written. In the second observation and the third observation, the students more confident, more carefull, more selective in writing descriptive text. After describing each cycle, the researcher analyzes the result of all cycle in a table. It used to know the improvement from one cycle into next cycle. The comparative analysis cover of three aspects; they are the procedure of teaching writing descriptive text using outdoor activity, the result, as follows: Table 4.16 The Result of Teaching – Learning
Aspect Before Cycle Cycle 1 Cycle 2 Cycle 3 1. The - The - The - The - The implementa teacher just teaching teaching teaching tion of adopted a learning learning learning teaching traditional process process process writing method of using used used descriptive teaching outdoor outdoor outdoor text using - The activity activity. activity. outdoor material - The - The - The activity was not material material material presented was was was with media presented presented presented by written by more by more and and written and written and real object. seen more seen more - The object object procedure outside the outside the consist of classroom. classroom. vocabulary - The - The and writing writing
grammar exercises.
2. The - The students‘ average ability in score 57 writing - The descriptive highest text score was 70 - The lowest score was 34 3. The - The students‘ students responses gave positive responses abt the beginning of the action. - Some of the students
- The average score was 64 - The highest score 80 - The lowest score was 54 - The students more enthusiasti c and energize Enough in the class. - Students more coorperati ve and understand the method - The students showed their improvem ent in writing decriptive text.
-
-
-
-
-
-
descriptive text of teaching learning process consisted of vocabulary , and grammar exersises. The average score was 71 The highest score 89 The lowest score was 60 The students more enthusiasti c and energize in the clss. Mostly students were coorperativ e in the class and looked more braver, more confident, more selective and creative in wrting descriptve text. The students paid more attention
-
-
-
-
-
-
-
descriptive text of teaching learning process consisted of vocabulary , and grammar exersises. The average score was 74 The highest score 93 The lowest score was 66 The students more enthusiasti c and energize in the class. Mostly the students were coorpertive very much and looked braver, more confident, more selective, and careful in writing text. The students paid more attention in teaching learning process. The
during the teaching learning process - The students show their successful learning
students showed their sucessful learning.
Based on the result above, basiclly, the discussion is a follows: 1.
The Implementation of Teaching Writing Descriptive Text Using Outdoor Activity The research is conducted in three cycles, every cycle consist of two meeting except the last cycle only held in one meeting. First meeting was held in indoor activity and second meeting was held outdoor. In implementing the action, the researcher used four steps they are planning, action, observing and reflecting in every cycles. The action using method outdoor activity was ran well. The students more active and enjoyed the teaching learning process. By using outdoor activity, the students could improve their motivation and it stimulated them to write descriptive text better than before. Therefore, the students got motivation and improve their ability in writing descriptive text. In the first cycle, the teacher and the writer gave topic ― My School‖. Here the students asked to arranged a jumble sentence. They did it in their group but because they could not finish their task their teacher asked them to make as home work. They could not finish it because they are limited of vocabulary and some of the students did not bring their dictionary. In te second day of first cycle, the teacher used the method outdoor activity used to finish the assigment given by the teacher. But in applying the
technique the reseacher found some problems including the limitation of students‘ vocabulary. To solve this problem, the teacher divided the students into some group so the students could discuss with their friends in the group. Another problem from this meeting was some distrubance fom other class because that time the school yard also used by the other class especially in the volleyball field. To solve the problem, the teacher asked some help from the students training from IAIN Salatiga to make the students focus including guided them in writing. In the second cycle the teacher gave the different topic ― Interesting People‖. Here the researcher used outdoor activity to finish the assigment which given to the students with concideration of the weakness of the first cycle so the teaching learning could be better than before. Here alsmost all the students brought their dictionary as their resources. In this activity the reseacher finds some students who like to make some noise to the teacher called them and give the some warning to not to disturb the other. The teacher monitoring all the students in the group. The students looked so active discussing with friands including when they conducted some interview to their interesting teacher. In the third cycle the teaching learning process only held in one day. The teacher gave topic ―Mountain‖. In this cycle the students look more active and better than the last cycle so there is better improvement from the students. The last meeting the students more familiar with the technique, they more understand where they need to focus on when they was asked to look at something. The students also more coorperative in the group and teaching learning process. 2. The Students’ Ability in writing Descriptive Text Using Outdoor Activity
To know whether the teaching learning using outdoor activity could improved students‘ writing descriptive or not, the reseacher conducted pre test and post-test. The researcher compare the result of the pre- test and post- test. The reseacher finds that the number of students who increase their writing descriptive text is 25 students or 78% of 32 students. Most of the students who got high score was active in the class, they active in asking question and also answer the teacher‘s question eventhough sometime still used in Bahasa. From the discussion the result of the pre-Test and post-Tes, the researcher could say that outdoor activity could increase the students‘ ability in writing descriptive. It is proved with the students‘ improvement score of the tests because mean of post-test in cycle 1 is higher than mean of pre- test (64.53>56.56), the mean of post-test 2 in cycle 2 is higher than mean of post-Test in cycle 1 (70.59>64.53) and the mean of the mean of post-Test of the cycle 3 is higher than post-Test in the cycle 2 (74.56> 70.59). The effectiveness of using outdoor activity in improving students writing skill is proved from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher than the score of the pre-test and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was higher than the score of t- table of the cycle 1 and cycle 2. Here the result of the t-test and the t-table in cycle 2 low (8.82 >2.042)
CHAPTER V CONCLUSION AND SUGGESTION
In this chapter, the researcher presents the conclusion and gives some suggestions of this study. The result of this study which has already been already discussed in the previous chapter is then concluded. Meanwhile, the researcher also proposed some suggestions related to this study and the result. It is expected that this study to be able to give useful contribution to another researcher who wants to conduct a study in the same field and the teacher who wants to make inovation in the teaching and learning activity. A. Conclusion Based on the result of the reseach, which aims to develop the students‘ writing descriptive text using outdoor activity,the researcher made conclusion related to the research question which are stated in chapter I. The conclusions were obtaining through real phenomenon as the researcher did during the observation. The reseacher draws some conclusion as follow: 1. From the discussion the result of the pre-test and post-test, the researcher could say that outdoor activity could increase the students‘ ability in writing descriptive. It is proved with the students‘ improvement score of the tests because mean of post-test in cycle 1 is higher than mean of pre- test (64.53>56.56), the mean of post-test 2 in cycle 2 is higher than mean of post-Test in cycle 1 (70.59>64.53) and the mean of post-Test cycle 3 is higher than post-Test in the cycle 2 (74.56> 70.59). The proven target is 78% or 25 students who increase their writing skill.
2. The s i g n i f i c a n t i m p r o v e m e n t of using outdoor activity in improving students writing skill is proved from the result of t-test and t-table in cycle 1 (9.67>2.042) which the score of t-test was higher than the score of the pre-test and t-table in cycle 3 (15.11>2.042) also showed that the score of t-test was higher than the score of t- table of the cycle 1 and cycle 2. Here the result of the t-test and the t-table in cycle 2 low (8.82 >2.042) B. Suggestion In order to make the teaching learning using outdoor activity more interesting, the reseacher formulated some suggestion to the students and other teacher or researcher. Hopefully it will be used for them in the future. Theses are: 1. To the Teacher a. The teacher should creeate all
alternative in teaching English Language
especially in writing. They should create good atmosphere in the classroom and make the students more active in the class. b. Teacher should develop teaching materials that suitable with the students level. c. The teacher should be creative in using teaching media, to make the teachinglearning more effective. 2. To the Students a. The students should study English through practise and experiences. b. The students should active in the class and also creative to get the point of teaching- learning process. c. The students should pay attention to what the teachers‘ instruction and all the duty. d. The students should learn the material before it is tought by the teacher in the class so it will be easy for them to understand the materials.
3. To the Reseacher The result of this study can be used an additional reference of further research with different discussion.
APPENDIXES
RESEACH INSTRUMENTS
1.1 -
Rubrik Validasi Silabus oleh Guru Bahasa Inggris
-
Silabus ( Revisi)
-
Silabus (fix)
1.2 -
1.3
1.4
Lembar Validasi Silabus oleh Guru Bahasa Inggris
Lembar Validasi RPP oleh Guru Bahasa Inggris
-
Rubrik Validasi RPP oleh Guru Bahasa Inggris
-
RPP Sisklus 1( Revisi)
-
RPP Siklus 1 ( Fix)
-
RPP Siklus 2 (Revisi)
-
Rpp Siklus 3
-
Lembar Validasi LKS oleh Guru Bahasa Inggris
-
Rubrik Validasi LKS oleh Guru Bahasa Inggris
-
Lembar Validasi Modul oleh Guru Bahasa Inggris
-
Rubrik Validasi Modul oleh Guru Bahasa Inggris
1.5 -
Lembar Validasi Interview Guide oleh Guru Bahasa Inggris
1.6 -
Lembar Validasi Soal Siswa oleh Guru Bahasa Inggris
1.7 -
Lembar validasi Strategi Pembelajaran oleh Guru Bahasa Inggris
1.8 -
Lembar Observasi Keterlaksanaan Outdoor Activity
1.9 - Surat Permohonan Menjadi Validator 1.10 - Surat Keterangan Validasi 1.11 -
Soal Pretest-Postest
SILABUS
A. TUJUAN
Tujuan penggunaan instrument ini adalah untuk mengukur kekevalidan silabus dalam pelaksanaan pembelajaran bahasa Inggris yang implementasinya menggunakan metode Outdoor Activity. B. TUJUAN 1. Bapak/Ibu dapat menmberikan penilaian dengan memberikan tanda cek (√) pada kolom yang tersedia. 2. Makna point validitas adalah 1 ( tidak baik); 2 (kurang baik); 3 (cukup baik); 4 (baik); 5 (sangat baik) C. PENILAIAN No
Aspek yang Dinilai 1
I
II
III
ISI YANG DISAJIKAN 1. Mengkaji keterkaitan antar standar kompetensi (SK) dan Ketrampilan Dasar (KD) dalam mata pelajaran 2. Mengidentifikasi materi yang menunjang pencapaian KD 3. Aktifitas kedalaman dan keleluasaan materi 4. Pemilihan materi ajar 5. Kegiatan pembelajaran dirancang dan dikembangkan berdasarkan SK, KD, potensi siswa 6. Merusmuskan indikator pencapaian kompetensi 7. Menentukan sumber belajar yang disesuaikan dengan SK, KD, serta materi pokok, kegiatan pembelajaran dan indikator pencapaian kompetensi 8. Penentuan jenis penilaian BAHASA 1. Penggunaan bahasa sesuai dengan EYD 2. Kesederhanaan struktur kalimat WAKTU 1. Kesesuaian alokasi yang digunakan
Skala Penilaian 2 3 4 5 v
v v v
v v
v v v v
2. Pemilihan alokasi waktu didasarkan pada tuntutan KD 3. Pemilihan alokasi waktu didasarkan pada ketersediaan alokasi waktu persemester
v v
D. KOMENTAR/SARAN ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………………………………………………….
Getasan,23 Juni 2015 Validator
Uzik Puji Nurtantini
RUBRIK PENILAIAN SILABUS
I. Aspek Penyajian Isi No. Indikator Penilaian 1 Mengkaji keterkaitan antar SK dan KD dalam mata pelajaran
2
Mengidentifikasi materi yang menunjang pencapaian KD
3
Aktivitas kedalaman dan keluasan Materi
4
Pemilihan materi ajar
Rubrik (1) Jika SK dan KD dalam mata pelajaran tidak saling berkaitan (2) Jika SK dan KD dalam mata pelajaran kurang berkaitan (3) Jika SK dan KD dalam mata pelajaran cukup berkaitan (4) Jika SK dan KD dalam mata pelajaran saling berkaitan (5) Jika SK dan KD dalam mata pelajaran sangat saling berkaitan dengan mata pelajaran (1) Jika materi tidak menunjang dalam pencapaian KD (2) Jika materi kurang menunjang dalam pencapaian KD (3) Jika materi cukup menunjang dalam pencapaian KD (4) Jika materi menunjang dalam pencapaian KD (5) Jika materi sangat menunjang dalam pencapaian KD (1) Jika aktivitas kedalaman dan keluasan materi tidak menunjang dalam pencapaian KD (2) Jika aktivitas kedalaman dan keluasan materi kurang menunjang dalam pencapaian KD (3) Jika aktivitas kedalaman dan keluasan materi cukup menunjang dalam pencapaian KD (4) Jika aktivitas kedalaman dan keluasan materi menunjang dalam pencapaian KD (5) Jika aktivitas kedalaman dan keluasan materi sangat menunjang dalam pencapaian KD (1) Jika pemilihan materi ajar tidak sesuai dengan pencapaian KD (2) Jika pemilihan materi ajar kurang sesuai dengan pencapaian KD (3) Jika pemilihan materi ajar cukup sesuai dengan pencapaian KD
5
Kegiatan pembelajaran dirancang dan dikembangkan berdasarkan SK, KD, dan potensi siswa
6
Merumuskan indikator pencapaian Kompetensi
7
Menentukan sumber belajar yang disesuaikan dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi
(4) Jika pemilihan materi ajar sesuai dengan pencapaian KD (5) Jika pemilihan materi ajar sangat sesuai dengan pencapaian KD (1) Jika kegiatan pembelajaran tidak dirancang dan tidak dikembangkan berdasarkan SK, KD, dan potensi siswa (2) Jika kegiatan pembelajaran tidak dirancang berdasarkan SK, KD, tetapi dikembangkan berdasarkan potensi siswa (3) Jika kegiatan pembelajaran dirancang berdasarkan SK, KD, tetapi tidak dikembangkan berdasarkan potensi siswa (4) Jika kegiatan pembelajaran dirancang dan dikembangkan berdasarkan SK, KD, dan potensi siswa (5) Jika kegiatan pembelajaran dirancang dan dikembangkan berdasarkan SK, KD, dan potensi seluruh siswa (1) Jika perumusan indikator tidak dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (2) Jika perumusan indikator kurang dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (3) Jika perumusan indikator cukup dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (4) Jika perumusan indikator dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (5) Jika perumusan indikator sangat dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (1) Jika menentukan sumber belajar yang tidak sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi
8
Penentuan jenis penilaian
(2) Jika menentukan sumber belajar yang kurang sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (3) Jika menentukan sumber belajar yang cukup sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (4) Jika menentukan sumber belajar yang sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (5) Jika menentukan sumber belajar yang sangat sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (1) Jika jenis penilaian tidak sesuai dengan indikator (2) Jika jenis penilaian kurang sesuai dengan indikator (3) Jika jenis penilaian cukup sesuai dengan indikator (4) Jika jenis penilaian sesuai dengan indikator (5) Jika jenis penilaian sangat sesuai dengan indikator
II. Aspek Bahasa No. Indikator Penilaian 1 Penggunaan bahasa sesuai dengan EYD
2
Kesederhanaan struktur kalimat
Rubrik (1) Jika penggunaan bahasa tidak sesuai dengan EYD (2) Jika penggunaan bahasa kurang sesuai dengan EYD (3) Jika penggunaan bahasa cukup sesuai dengan EYD (4) Jika penggunaan bahasa sesuai dengan EYD (5) Jika penggunaan bahasa sangat sesuai dengan EYD (1) Jika struktur kalimat sangat kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup sederhana (4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat sederhana
III.
Aspek Waktu
No. Indikator Penilaian 1 Kesesuaian alokasi waktu yang digunakan
(1) (2) (3) (4) (5)
2
Pemilihan alokasi waktu didasarkan pada tuntutan kompetensi dasar
(1) (2)
(3) (4) (5) 3
Pemilihan alokasi waktu didasarkan pada ketersediaan alokasi waktu per semester
(1)
(2)
(3)
(4)
(5)
Rubrik Jika alokasi waktu tidak sesuai dengan kegiatan belajar Jika alokasi waktu kurang sesuai dengan kegiatan belajar Jika alokasi waktu cukup sesuai kegiatan belajar Jika alokasi waktu sesuai dengan kegiatan belajar Jika alokasi waktu sangat sesuai dengan kegiatan belajar Jika pemilihan alokasi waktu tidak sesuai dengan tuntutan KD Jika pemilihan alokasi waktu kurang sesuai dengan tuntutan KD Jika pemilihan alokasi waktu cukup sesuai dengan tuntutan KD Jika pemilihan alokasi waktu sesuai dengan tuntutan KD Jika pemilihan alokasi waktu sangat sesuai dengan tuntutan KD Jika pemilihan alokasi waktu tidak didasarkan pada ketersediaan alokasi waktu per semester Jika pemilihan alokasi waktu kurang didasarkan pada ketersediaan alokasi waktu per semester Jika pemilihan alokasi waktu cukup didasarkan pada ketersediaan alokasi waktu per semester Jika pemilihan alokasi waktu didasarkan pada ketersediaan alokasi waktu per semester Jika pemilihan alokasi waktu sangat didasarkan pada ketersediaan alokasi waktu per semester
RUBRIK PENILAIAN RPP
I. Aspek Indikator No. Indikator Penilaian 1 Kejelasan Standar Kompetensi dan Kompetensi Dasar
2
3
4
Rubrik (1) Jika Standar Kompetensi dan Kompetensi Dasar tidak jelas (2) Jika Standar Kompetensi dan Kompetensi Dasar kurang jelas (3) Jika Standar Kompetensi dan Kompetensi Dasar disajikan cukup jelas (4) Jika Standar Kompetensi dan Kompetensi Dasar jelas (5) Jika Standar Kompetensi dan Kompetensi Dasar sangat jelas Kesesuaian Standar Kompetensi (1) Jika Standar Kompetensi dan dan Kompetensi Dasar dengan Kompetensi Dasar disajikan tidak tujuan pembelajaran sesuai dengan tujuan pembelajaran (2) Jika Standar Kompetensi dan Kompetensi Dasar kurang sesuai dengan tujuan pembelajaran (3) Jika Standar Kompetensi dan Kompetensi Dasar cukup sesuai dengan tujuan pembelajaran (4) Jika Standar Kompetensi dan Kompetensi Dasar sesuai dengan tujuan pembelajaran (5) Jika Standar Kompetensi dan Kompetensi Dasar sangat sesuai dengan tujuan pembelajaran Ketepatan penjabaran (1) Jika penjabaran Kompetensi Dasar Kompetensi Dasar ke dalam ke dalam indikator tidak tepat indikator (2) Jika penjabaran Kompetensi Dasar ke dalam indikator kurang tepat (3) Jika penjabaran Kompetensi Dasar ke dalam indikator scukup tepat (4) Jika penjabaran Kompetensi Dasar ke dalam indikator sudah tepat (5) Jika penjabaran Kompetensi Dasar ke dalam indikator sangat tepat Kesesuaian indikator dengan (1) Jika indikator yang disajikan tidak tujuan pembelajaran sesuai dengan tujuan pembelajaran (2) Jika indikator yang disajikan kurang sesuai dengan tujuan pembelajaran (3) Jika indikator yang disajikan cukup sesuai dengan tujuan pembelajaran (4) Jika indikator yang disajikan sesuai dengan tujuan pembelajaran (5) Jika indikator yang disajikan sangat sesuai dengan tujuan pembelajaran
5
Kesesuaian indikator dengan tingkat perkembangan siswa
(1) Jika indikator yang disajikan tidak sesuai dengan tingkat perkembangan siswa (2) Jika indikator yang disajikan kurang sesuai dengan tingkat perkembangan siswa (3) Jika indikator yang disajikan cukup sesuai dengan tingkat perkembangan siswa (4) Jika indikator yang disajikan sesuai dengan tingkat perkembangan siswa (5) Jika indikator yang disajikan sangat sesuai dengan tingkat perkembangan siswa
II. Aspek Isi yang Disajikan No. Indikator Penilaian 1 Sistematika penyusunan RPP
2
Kesesuaian urutan kegiatan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD
Rubrik (1) Jika sistematika penyusunan RPP tidak tepat (2) Jika sistematika penyusunan RPP kurang tepat (3) Jika sistematika penyusunan RPP cukup tepat (4) Jika sistematika penyusunan RPP sudah tepat (5) Jika sistematika penyusunan RPP sudah sangat tepat (1) Jika urutan kegiatan tidak sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD tidak tepat (2) Jika urutan kegiatan kurang sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD tidak tepat
(3) Jika urutan kegiatan cukup sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD tidak tepat
(4) Jika urutan kegiatan sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD tidak kegiatan tepat (5) Jika urutan sangat sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe tidak tepat (1) Jika STAD uraian kegiatan siswa dan guru untuk setiap tahap pembelajaran tidak sesuai dengan aktivitas pembelajaran IPA Terpadu model connected yang implementasinya menggunakan (2) Jika uraian kegiatan siswa dan Cooperative Learning STAD guru untuk setiap tipe tahap pembelajaran kurang sesuai dengan aktivitas pembelajaran IPA Terpadu model connected yang implementasinya menggunakan (3) Jika uraian kegiatan siswa dan Cooperative Learning STAD guru untuk setiap tipe tahap pembelajaran cukup sesuai dengan aktivitas pembelajaran IPA Terpadu model connected yang implementasinya menggunakan (4) Jika uraian kegiatan siswa dan Cooperative Learning STAD guru untuk setiap tipe tahap pembelajaran sesuai dengan
aktivitas pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD (5) Jika uraian kegiatan siswa dan guru untuk setiap tahap pembelajaran sangat sesuai dengan aktivitas pembelajaran IPA Terpadu model connected yang implementasinya (1) Jika skenario menggunakan pembelajaran Cooperative Learning tidak tipe STAD jelas dan tidak sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup (2) Jika skenario pembelajaran kurang jelas dan kurang sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup
(3) Jika skenario pembelajaran cukup jelas dan cukup sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup (4) Jika skenario pembelajaran jelas dan sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup (5) Jika skenario pembelajaran sangat jelas dan sangat sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup (1) Jika instrument evaluasi tidak lengkap, karena tidak terdapat soal, kunci, pedoman pensekoran
(2) Jika instrument evaluasi kurang lengkap hanya terdapat soal saja, kunci saja, ataupun pedoman pensekoran saja (3) Jika instrument evaluasi cukup lengkap karena hanya terdapat soal dan kunci saja, atau kunci
dan pedoman pensekoran atau soal dan pedoman pensekoran saja (4) Jika instrument evaluasi lengkap karena terdapat soal, kunci, pedoman pensekoran (5) Jika instrument evaluasi sangat lengkap terdapat soal, kunci, pedoman pensekoran
III.
Aspek Bahasa
No. Indikator Penilaian 1 Penggunaan bahasa sesuai dengan EYD
Rubrik (1) Jika penggunaan bahasa sesuai dengan EYD (2) Jika penggunaan bahasa sesuai dengan EYD (3) Jika penggunaan bahasa sesuai dengan EYD (4) Jika penggunaan bahasa dengan EYD
tidak kurang cukup sesuai
(5) Jika penggunaan bahasa sangat sesuai dengan EYD 2 Bahasa yang digunakan komunikatif (1) Jika bahasa yang digunakan tidak komunikatif (2) Jika bahasa yang digunakan kurang komunikatif (3) Jika bahasa yang digunakan cukup komunikatif (4) Jika bahasa yang digunakan komunikatif (5) Jika bahasa yang digunakan sangat komunikatif 3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup sederhana (4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat sederhana IV. Aspek waktu No. Indikator Penilaian 1 Kesesuaian alokasi waktu yang digunakan dengan kegiatan pembelajaran
2
Rincian waktu untuk setiap tahap pembelajaran
Rubrik (1) Jika alokasi waktu tidak sesuai dengan kegiatan belajar (2) Jika alokasi waktu kurang sesuai dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai dengan kegiatan belajar (4) Jika alokasi waktu sesuai dengan kegiatan belajar (5) Jika alokasi waktu sangat sesuai dengan kegiatan belajar (1) Jika rincian waktu untuk setiap tahap pembelajaran tidak sesuai dengan kegiatan belajar (2) Jika rincian waktu untuk setiap tahap pembelajaran kurang sesuai dengan kegiatan belajar (3) Jika rincian waktu untuk setiap tahap pembelajaran cukup sesuai dengan kegiatan belajar dengan kegiatan belajar (4) Jika rincian waktu untuk setiap tahap pembelajaran sesuai dengan kegiatan belajar (5) Jika rincian waktu untuk setiap tahap pembelajaran sangat sesuai dengan kegiatan belajar
RUBRIK PENILAIAN LEMBAR KERJA SISWA (LKS) I. Aspek Isi yang Disajikan No. Indikator Penilaian 1 LKS disajikan secara sistematis
(1) (2) (3) (4) (5)
2
Merupakan materi/ tugas yang esensial
3
Masalah yang diangkat sesuai dengan tingkat kognisi siswa
(1) (2) (3) (4) (5) (1)
(2)
(3)
(4)
(5)
4
Setiap kegiatan yang disajikan mempunyai tujuan yang jelas
(1)
(2)
(3)
(4)
Rubrik Jika LKS disajikan tidak sistematis Jika LKS disajikan kurang sistematis Jika LKS disajikan cukup sistematis Jika LKS disajikan secara sistematis Jika LKS disajikan secara sangat sistematis Jika materi/ tugas tidak esensial Jika materi/ tugas kurang esensial Jika materi/ tugas cukup esensial Jika materi/ tugas esensial Jika materi/ tugas sangat esensial Jika masalah yang diangkat tidak sesuai dengan tingkat kognisi siswa Jika masalah yang diangkat kurang sesuai dengan tingkat kognisi siswa Jika masalah yang diangkat cukup sesuai dengan tingkat kognisi siswa Jika masalah yang diangkat sesuai dengan tingkat kognisi siswa materi mudah dipahami Jika masalah yang diangkat sangat sesuai dengan tingkat kognisi siswa Jika setiap kegiatan yang disajikan tidakn mempunyai tujuan yang jelas Jika setiap kegiatan yang disajikan kurang mempunyai tujuan yang jelas Jika setiap kegiatan yang disajikan cukup mempunyai tujuan yang jelas Jika setiap kegiatan yang
disajikan mempunyai tujuan yang jelas (5) Jika setiap kegiatan yang disajikan sangat mempunyai tujuan yang jelas
5
Kegiatan yang disajikan dapat menumbuhkan rasa ingin tahu siswa
6
Penyajian LKS dilengkapi dengan gambar dan ilustrasi
(1) Jika kegiatan yang disajikan tidak dapat menumbuhkan rasa ingin tahu siswa (2) Jika kegiatan yang disajikan kurang dapat menumbuhkan rasa ingin tahu siswa (3) Jika kegiatan yang disajikan cukup dapat menumbuhkan rasa ingin tahu siswa (4) Jika kegiatan yang disajikan dapat menumbuhkan rasa ingin tahu siswa (5) Jika kegiatan yang disajikan sangat dapat menumbuhkan rasa ingin tahu siswa (1) Jika penyajian LKS tidak dilengkapi dengan gambar dan ilustrasi (2) Jika penyajian LKS dilengkapi dengan gambar dan ilustrasi tetapi masih kurang sesuai (3) Jika penyajian LKS dilengkapi dengan gambar dan ilustrasi yang cukup sesuai (4) Jika penyajian LKS dilengkapi dengan gambar dan ilustrasi yang sesuai (5) Jika penyajian LKS dilengkapi dengan gambar dan ilustrasi yang sangat sesuai
II. Aspek Bahasa No. Indikator Penilaian 1 Penggunaan bahasa sesuai dengan EYD
Rubrik (1) Jika penggunaan bahsa tidak sesuai dengan EYD (2) Jika penggunaan bahasa kurang sesuai dengan EYD (3) Jika penggunaan bahasa cukup sesuai dengan EYD (4) Jika penggunaan bahasa sesuai dengan EYD (5) Jika Bahsa yang digunakan sangat jelas, dan mudah sangat dipahami sangat jelas, dan mudah sangat dipahami sesuai dengan EYD
RUBRIK PENILAIAN MODUL
I. Aspek Struktur Modul No. Indikator Penilaian 1 Organisasi penyajian secara umum
2
Tampilan umum menarik
3
Keterkaitan yang konsisten antara materi bahasaan
Rubrik (1) Jika organisasi penyajian secara umum tidak baik (2) Jika organisasi penyajian secara umum kurang baik (3) Jika organisasi penyajian secara umum cukup baik (4) Jika organisasi penyajian secara umum baik (5) Jika organisasi penyajian secara umum sangat baik (1) Jika tampilan umum tidak menarik (2) Jika tampilan umum kurang menarik (3) Jika tampilan umum cukup menarik (4) Jika tampilan umum menarik (5) Jika tampilan umum sangat menarik (1) Jika keterkaitan antar materi bahasaan tidak konsisten (2) Jika keterkaitan antar materi bahasaan kurang konsisten (3) Jika keterkaitan antar materi bahasaan cukup konsisten (4) Jika keterkaitan antar materi bahasaan konsisten (5) Jika keterkaitan antar materi bahasaan sangat konsisten
II. Organisasi Penulisan Materi No. Indikator Penilaian 1 Cakupan materi
2
Kejelasan dan urutan materi
Rubrik (1) Jika cakupan materi tidak sesuai (2) Jika cakupan materi kurang Sesuai (3) Jika cakupan materi cukup sesuai (4) Jika cakupan materi sesuai (5) Jika cakupan materi sangat sesuai (1) Jika materi tidak jelas dan tidak urut (2) Jika materi kurang jelas dan kurang urut (3) Jika materi cukup jelas dan cukup urut (4) Jika materi jelas dan urut
3
Ketepatan materi dengan SK
4
Keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul
III.
Aspek Bahasa
No. Indikator Penilaian 1 Penggunaan bahasa sesuai dengan EYD
2
(5) Jika materi sangat jelas dan urut (1) Jika materi dengan SK tidak tepat (2) Jika materi dengan SK kurang tepat (3) Jika materi dengan SK cukup tepat (4) Jika materi dengan SK tepat (5) Jika materi dengan SK sangat tepat (1) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul tidak sesuai (2) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul kurang sesuai (3) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul cukup sesuai (4) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul sesuai (5) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul sangat sesuai
Bahasa yang digunakan komunikatif
Rubrik (1) Jika penggunaan bahsa tidak sesuai dengan EYD (2) Jika penggunaan bahasa kurang sesuai EYD bahasa (3) Jikadengan penggunaan cukup sesuai EYD bahasa (4) Jikadengan penggunaan sesuai dengan (5) Jika EYD penggunaan bahasa sangat sesuai (1) Jikadengan bahasaEYD yang digunakan tidak komunikatif (2) Jika bahasa yang digunakan kurang komunikatif (3) Jika bahasa yang digunakan cukup komunikatif
3
Kesederhanaan struktur kalimat
4
Pemilihan materi ajar
5
Kegiatan pembelajaran dirancang dan dikembangkan berdasarkan SK, KD, dan potensi siswa
6
Merumuskan indikator pencapaian Kompetensi
(4) Jika bahasa yang digunakan komunikatif (5) Jika bahasa yang digunakan sangat komunikatif (1) Jika struktur kalimat sangat kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup sederhana (4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat sederhana
(1) Jika pemilihan materi ajar tidak sesuai dengan pencapaian KD (2) Jika pemilihan materi ajar kurang sesuai dengan pencapaian KD (3) Jika pemilihan materi ajar cukup sesuai dengan pencapaian KD (4) Jika pemilihan materi ajar sesuai dengan pencapaian KD (5) Jika pemilihan materi ajar sangat sesuai dengan pencapaian KD (1) Jika kegiatan pembelajaran tidak dirancang dan tidak dikembangkan berdasarkan SK, KD, dan potensi siswa (2) Jika kegiatan pembelajaran tidak dirancang berdasarkan SK, KD, tetapi dikembangkan berdasarkan potensi siswa (3) Jika kegiatan pembelajaran dirancang berdasarkan SK, KD, tetapi tidak dikembangkan berdasarkan potensi siswa (4) Jika kegiatan pembelajaran dirancang dan dikembangkan berdasarkan SK, KD, dan potensi siswa (5) Jika kegiatan pembelajaran dirancang dan dikembangkan berdasarkan SK, KD, dan potensi seluruh siswa (1) Jika perumusan indikator tidak dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan
7
Menentukan sumber belajar yang disesuaikan dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi
8
Penentuan jenis penilaian
II. Aspek Bahasa
(2) Jika perumusan indikator kurang dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (3) Jika perumusan indikator cukup dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (4) Jika perumusan indikator dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (5) Jika perumusan indikator sangat dikembangkan sesuai dengan karakteristik siswa dan satuan pendidikan (1) Jika menentukan sumber belajar yang tidak sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (2) Jika menentukan sumber belajar yang kurang sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (3) Jika menentukan sumber belajar yang cukup sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (4) Jika menentukan sumber belajar yang sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (5) Jika menentukan sumber belajar yang sangat sesuai dengan SK, KD, materi pokok, kegiatan pembelajaran, dan indikator pencapaian kompetensi (1) Jika jenis penilaian tidak sesuai dengan indikator (2) Jika jenis penilaian kurang sesuai dengan indikator (3) Jika jenis penilaian cukup sesuai dengan indikator (4) Jika jenis penilaian sesuai dengan indikator (5) Jika jenis penilaian sangat sesuai dengan indikator
No. Indikator Penilaian 1 Penggunaan bahasa sesuai dengan EYD
(1) (2) (3) (4) (5)
2
Kesederhanaan struktur kalimat
(1) (2) (3) (4) (5)
III.
Aspek Waktu
No. Indikator Penilaian 1 Kesesuaian alokasi waktu yang digunakan
(1) (2) (3) (4) (5)
2
Pemilihan alokasi waktu didasarkan pada tuntutan kompetensi dasar
(1) (2)
(3) (4) (5) 3
Rubrik Jika penggunaan bahasa tidak sesuai dengan EYD Jika penggunaan bahasa kurang sesuai dengan EYD Jika penggunaan bahasa cukup sesuai dengan EYD Jika penggunaan bahasa sesuai dengan EYD Jika penggunaan bahasa sangat sesuai dengan EYD Jika struktur kalimat sangat kompleks Jika struktur kalimat kompleks Jika struktur kalimat cukup sederhana Jika struktur kalimat sederhana Jika struktur kalimat sangat sederhana
Pemilihan alokasi waktu didasarkan pada ketersediaan alokasi waktu per semester
(1)
Rubrik Jika alokasi waktu tidak sesuai dengan kegiatan belajar Jika alokasi waktu kurang sesuai dengan kegiatan belajar Jika alokasi waktu cukup sesuai kegiatan belajar Jika alokasi waktu sesuai dengan kegiatan belajar Jika alokasi waktu sangat sesuai dengan kegiatan belajar Jika pemilihan alokasi waktu tidak sesuai dengan tuntutan KD Jika pemilihan alokasi waktu kurang sesuai dengan tuntutan KD Jika pemilihan alokasi waktu cukup sesuai dengan tuntutan KD Jika pemilihan alokasi waktu sesuai dengan tuntutan KD Jika pemilihan alokasi waktu sangat sesuai dengan tuntutan KD Jika pemilihan alokasi waktu tidak didasarkan pada ketersediaan alokasi waktu per semester
(2) Jika pemilihan alokasi waktu kurang didasarkan pada ketersediaan alokasi waktu per semester (3) Jika pemilihan alokasi waktu cukup didasarkan pada ketersediaan alokasi waktu per semester (4) Jika pemilihan alokasi waktu didasarkan pada ketersediaan alokasi waktu per semester (5) Jika pemilihan alokasi waktu sangat didasarkan pada ketersediaan alokasi waktu per semester
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas/ Semester
: Delapan/ Ganjil
Mata Pelajaran
: Bahasa Inggris
Materi
: Descriptive Text
Petunjuk
:
1. Anda akan diminta untuk memberi penilaian atau validasi terhadap RPP. Penilaian RPP ini dilakukan dengan melingkari kolom skor sesuai dengan kemampuan peneliti dengan memperhatikan rambu- rambu skoring. 2. Kriteria penilaian Kurang baik : 1 Cukup baik
:2
Baik
:3
Sangat baik
:4
No I
II
III
Komponen RPP Perumusan Indikator Belajar 1. Kejelasan rumusan 2. Kelengkapan cakupan rumusan indikator 3. Kesesuaian dengan kompetensi dasar 4. Kesesuaian dengan standar kompetensi Pemiliham dan Pengorganisasian Materi Pembelajaran 1. Kesesuaian dengan kompetensi yang akan dicapai 2. Kesesuaian dengan karakteristik peserta didik 3. Keruntutan dan sisitematika materi 4. Kesesuaian materi dengan alokasi waktu Penilaian Sumber Belajar/ Media Pembelajaran 1. Kesesuaian sumber belajar/ media pembelajaran denagn kompetensi ( tujuan) yng ingin dicapai
1
Skor 2 3
v v v v v
4
2. Kesesuaian dengan sumber belajar / media pembelajaran dengan materi pembelajaran 3. Kesesuaian sumber beajar/ media dengan karakteristik peserta didik IV Skenario kegiatan Pembelajaran 1. Kesesuaian strategi dalam metode pembelajaran dengan kompetensi ( tujuan) pembelajaran 2. Kesesuaian strategi dan metode pembelajaran dengan materi pembelajaran 3. Kesesuaian strategi dan metode pembelajaran dengan karakteristik peserta didik 4. Kelengkapan langkah- langkah dalam setiapa tahapan pembelajaran dan kesesuaian dengan alokasi waktu. V Penilaian hasil Belajar 1. Kesesuaian tehnik penilaian dengan kompetensi yang ingin dicapai 2. Kejelasan prosedur penilaian ( awal, proses, dan akhir) 3. Kelengkapan instrument ( soal dan kunci jawaban) VI Penggunaan Bahasa Tulis 1. Ketepatan ejaan 2. Ketepatan pilihan kata 3. Kebakuan struktur kalimat 4. Bentuk huruf dan angka baku VII Penilaian validitas Umum Penilaian /validitas umum terhadap instrument
Keteranagan: Dapat digunakan tanpa revisi
:a
Dapat digunakan dengan sedikit revisi
:b
Dapat digunakan dengan banyak revisi
:c
Belum dapat digunakan
:d
v v
v
v v v
v v v
v v v v a
b
c
d
Catatan: Indikator sebaiknya dituliskan dalam RPP ( dalam silabus terdapat indikator namun di rpp tidak dituliskan. Indikator termasuk komponen RPP. Karakter siswa yang diharapkan di dalam silabus dan RPP sebaiknya sejalan. Kegiatan inti (khususnya elaborasi) masih terlalu umum.
Getasan, 23 Juni 2015 Validator
Uzik Puji Nurtantini
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Kelas/ Semester
: Delapan/ Ganjil
Mata Pelajaran
: Bahasa Inggris
Materi
: Descriptive Text
Petunjuk
:
3. Anda akan diminta untuk memberi penilaian atau validasi terhadap RPP. Penilaian RPP ini dilakukan dengan melingkari kolom skor sesuai dengan kemampuan peneliti dengan memperhatikan rambu- rambu skoring. 4. Kriteria penilaian Kurang baik : 1 Cukup baik
:2
Baik
:3
Sangat baik
:4
No I
II
III
Komponen RPP Perumusan Indikator Belajar 5. Kejelasan rumusan 6. Kelengkapan cakupan rumusan indikator 7. Kesesuaian dengan kompetensi dasar 8. Kesesuaian dengan standar kompetensi Pemiliham dan Pengorganisasian Materi Pembelajaran 5. Kesesuaian dengan kompetensi yang akan dicapai 6. Kesesuaian dengan karakteristik peserta didik 7. Keruntutan dan sisitematika materi 8. Kesesuaian materi dengan alokasi waktu Penilaian Sumber Belajar/ Media Pembelajaran 4. Kesesuaian sumber belajar/ media pembelajaran denagn kompetensi ( tujuan) yng ingin dicapai
1
Skor 2 3 v v v v
4
v v v v v
5. Kesesuaian dengan sumber belajar / media pembelajaran dengan materi pembelajaran 6. Kesesuaian sumber beajar/ media dengan karakteristik peserta didik IV Skenario kegiatan Pembelajaran 5. Kesesuaian strategi dalam metode pembelajaran dengan kompetensi ( tujuan) pembelajaran 6. Kesesuaian strategi dan metode pembelajaran dengan materi pembelajaran 7. Kesesuaian strategi dan metode pembelajaran dengan karakteristik peserta didik 8. Kelengkapan langkah- langkah dalam setiapa tahapan pembelajaran dan kesesuaian dengan alokasi waktu. V Penilaian hasil Belajar 4. Kesesuaian tehnik penilaian dengan kompetensi yang ingin dicapai 5. Kejelasan prosedur penilaian ( awal, proses, dan akhir) 6. Kelengkapan instrument ( soal dan kunci jawaban) VI Penggunaan Bahasa Tulis 5. Ketepatan ejaan 6. Ketepatan pilihan kata 7. Kebakuan struktur kalimat 8. Bentuk huruf dan angka baku VII Penilaian validitas Umum Penilaian /validitas umum terhadap instrument
Keteranagan: Dapat digunakan tanpa revisi
:a
Dapat digunakan dengan sedikit revisi
:b
Dapat digunakan dengan banyak revisi
:c
Belum dapat digunakan
:d
v v
V
V V V
V V V
v v v v a
b
c
d
Catatan: Dapat digunakan sebagai rencana pembelajaran
Getasan, 23 Juni 2015 Validator
Uzik Puji Nurtantini
RUBRIK PENILAIAN RPP
I. Aspek Indikator No. Indikator Penilaian 1 Kejelasan Standar Kompetensi dan Kompetensi Dasar
2
3
4
Rubrik (1) Jika Standar Kompetensi dan Kompetensi Dasar tidak jelas (2) Jika Standar Kompetensi dan Kompetensi Dasar kurang jelas (3) Jika Standar Kompetensi dan Kompetensi Dasar disajikan cukup jelas (4) Jika Standar Kompetensi dan Kompetensi Dasar jelas (5) Jika Standar Kompetensi dan Kompetensi Dasar sangat jelas Kesesuaian Standar Kompetensi (1) Jika Standar Kompetensi dan dan Kompetensi Dasar dengan Kompetensi Dasar disajikan tidak tujuan pembelajaran sesuai dengan tujuan pembelajaran (2) Jika Standar Kompetensi dan Kompetensi Dasar kurang sesuai dengan tujuan pembelajaran (3) Jika Standar Kompetensi dan Kompetensi Dasar cukup sesuai dengan tujuan pembelajaran (4) Jika Standar Kompetensi dan Kompetensi Dasar sesuai dengan tujuan pembelajaran (5) Jika Standar Kompetensi dan Kompetensi Dasar sangat sesuai dengan tujuan pembelajaran Ketepatan penjabaran (1) Jika penjabaran Kompetensi Dasar Kompetensi Dasar ke dalam ke dalam indikator tidak tepat indikator (2) Jika penjabaran Kompetensi Dasar ke dalam indikator kurang tepat (3) Jika penjabaran Kompetensi Dasar ke dalam indikator scukup tepat (4) Jika penjabaran Kompetensi Dasar ke dalam indikator sudah tepat (5) Jika penjabaran Kompetensi Dasar ke dalam indikator sangat tepat Kesesuaian indikator dengan (1) Jika indikator yang disajikan tidak tujuan pembelajaran sesuai dengan tujuan pembelajaran (2) Jika indikator yang disajikan kurang sesuai dengan tujuan pembelajaran (3) Jika indikator yang disajikan cukup sesuai dengan tujuan pembelajaran (4) Jika indikator yang disajikan sesuai dengan tujuan pembelajaran (5) Jika indikator yang disajikan sangat sesuai dengan tujuan pembelajaran
5
Kesesuaian indikator dengan tingkat perkembangan siswa
(1) Jika indikator yang disajikan tidak sesuai dengan tingkat perkembangan siswa (2) Jika indikator yang disajikan kurang sesuai dengan tingkat perkembangan siswa (3) Jika indikator yang disajikan cukup sesuai dengan tingkat perkembangan siswa (4) Jika indikator yang disajikan sesuai dengan tingkat perkembangan siswa (5) Jika indikator yang disajikan sangat sesuai dengan tingkat perkembangan siswa
II. Aspek Isi yang Disajikan No. Indikator Penilaian 1 Sistematika penyusunan RPP
2
Kesesuaian urutan kegiatan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD
Rubrik (1) Jika sistematika penyusunan RPP tidak tepat (2) Jika sistematika penyusunan RPP kurang tepat (3) Jika sistematika penyusunan RPP cukup tepat (4) Jika sistematika penyusunan RPP sudah tepat (5) Jika sistematika penyusunan RPP sudah sangat tepat (1) Jika urutan kegiatan tidak sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD tidak tepat (2) Jika urutan kegiatan kurang sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD tidak tepat
(3) Jika urutan kegiatan cukup sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD tidak tepat
(4) Jika urutan kegiatan sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD tidak kegiatan tepat (5) Jika urutan sangat sesuai dengan pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe tidak tepat (1) Jika STAD uraian kegiatan siswa dan guru untuk setiap tahap pembelajaran tidak sesuai dengan aktivitas pembelajaran IPA Terpadu model connected yang implementasinya menggunakan (2) Jika uraian kegiatan siswa dan Cooperative Learning STAD guru untuk setiap tipe tahap pembelajaran kurang sesuai dengan aktivitas pembelajaran IPA Terpadu model connected yang implementasinya menggunakan (3) Jika uraian kegiatan siswa dan Cooperative Learning STAD guru untuk setiap tipe tahap pembelajaran cukup sesuai dengan aktivitas pembelajaran IPA Terpadu model connected yang implementasinya menggunakan (4) Jika uraian kegiatan siswa dan Cooperative Learning STAD guru untuk setiap tipe tahap pembelajaran sesuai dengan
aktivitas pembelajaran IPA Terpadu model connected yang implementasinya menggunakan Cooperative Learning tipe STAD (5) Jika uraian kegiatan siswa dan guru untuk setiap tahap pembelajaran sangat sesuai dengan aktivitas pembelajaran IPA Terpadu model connected yang implementasinya (1) Jika skenario menggunakan pembelajaran Cooperative Learning tidak tipe STAD jelas dan tidak sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup (2) Jika skenario pembelajaran kurang jelas dan kurang sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup
(3) Jika skenario pembelajaran cukup jelas dan cukup sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup (4) Jika skenario pembelajaran jelas dan sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup (5) Jika skenario pembelajaran sangat jelas dan sangat sesuai dengan tahapan kegiatan pembelajaran awal, inti dan penutup (1) Jika instrument evaluasi tidak lengkap, karena tidak terdapat soal, kunci, pedoman pensekoran
(2) Jika instrument evaluasi kurang lengkap hanya terdapat soal saja, kunci saja, ataupun pedoman pensekoran saja (3) Jika instrument evaluasi cukup lengkap karena hanya terdapat soal dan kunci saja, atau kunci
dan pedoman pensekoran atau soal dan pedoman pensekoran saja (4) Jika instrument evaluasi lengkap karena terdapat soal, kunci, pedoman pensekoran (5) Jika instrument evaluasi sangat lengkap terdapat soal, kunci, pedoman pensekoran
III.
Aspek Bahasa
No. Indikator Penilaian 1 Penggunaan bahasa sesuai dengan EYD
Rubrik (1) Jika penggunaan bahasa sesuai dengan EYD (2) Jika penggunaan bahasa sesuai dengan EYD (3) Jika penggunaan bahasa sesuai dengan EYD (4) Jika penggunaan bahasa dengan EYD
tidak kurang cukup sesuai
(5) Jika penggunaan bahasa sangat sesuai dengan EYD 2 Bahasa yang digunakan komunikatif (1) Jika bahasa yang digunakan tidak komunikatif (2) Jika bahasa yang digunakan kurang komunikatif (3) Jika bahasa yang digunakan cukup komunikatif (4) Jika bahasa yang digunakan komunikatif (5) Jika bahasa yang digunakan sangat komunikatif 3 Kesederhanaan struktur kalimat (1) Jika struktur kalimat sangat kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup sederhana (4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat sederhana IV. Aspek waktu No. Indikator Penilaian 1 Kesesuaian alokasi waktu yang digunakan dengan kegiatan pembelajaran
2
Rincian waktu untuk setiap tahap pembelajaran
Rubrik (1) Jika alokasi waktu tidak sesuai dengan kegiatan belajar (2) Jika alokasi waktu kurang sesuai dengan kegiatan belajar (3) Jika alokasi waktu cukup sesuai dengan kegiatan belajar (4) Jika alokasi waktu sesuai dengan kegiatan belajar (5) Jika alokasi waktu sangat sesuai dengan kegiatan belajar (1) Jika rincian waktu untuk setiap tahap pembelajaran tidak sesuai dengan kegiatan belajar (2) Jika rincian waktu untuk setiap tahap pembelajaran kurang sesuai dengan kegiatan belajar (3) Jika rincian waktu untuk setiap tahap pembelajaran cukup sesuai dengan kegiatan belajar dengan kegiatan belajar (4) Jika rincian waktu untuk setiap tahap pembelajaran sesuai dengan kegiatan belajar (5) Jika rincian waktu untuk setiap tahap pembelajaran sangat sesuai dengan kegiatan belajar
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: MTs Sudirman Getasan
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII/1
Alokasi Waktu
: 4x40 Menit ( 2 Kali Pertemuan)
Topik Pembelajaran
: Descriptive ( Menulis)
A. Standar Kompetensi Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar 6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang menggunakan
ragam bahasa tulis secara akurat, lancar dan berterima untuk
berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount. C. Indikator Pencapaian Kompetensi
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar ruangan yang telah dilakukan.
D. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar ruangan yang telah dilakukan.
Karakter siswa yang diharapkan:
Kreatif
Cermat
Komunikatif
Percaya diri dan mandiri
E. Materi Ajar
Teks tulis berbentuk descriptive
Generic structure, simple present tense
F. Metode Pendekatan
Outdoor Activity
G. Langkah-langkah Pembelajaran Pertemuan Pertama (Indoor Activity)
Kegiatan Awal (10’) -
Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas.
-
Guru mengecek kehadiran siswa
-
Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan tersebut.
-
Guru
dan peserta didik mereview kembali materi yang telah dipelajari
sebelumnya. -
Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya dalam menulis descriptive.
Kegiatan Inti (60’) Eksplorasi -
Guru mengingatkan kembali tentang teks tertulis descriptive dan simple present.
-
Guru memberikan contoh teks deskripsi untuk dipelajari. (terlampir)
-
Guru memberikan penjelasan generic structure yang ada dalam text.
Elaborasi -
Siswa menyusun sebuah deskripsi teks acak kedalam sebuah deskripsi teks yang utuh.
Konfirmasi -
Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama tentang tata bahasa yang dipelajari.
Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.
Kegiatan akhir (10’) -
Guru menjelaskan kegiatan yang akan dilaksanakan selanjutnya.
Pertemuan Kedua (Outdoor Activity)
pada pertemuan
Kegiatan Awal (10’)
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruangan kelas.
Mengecek kehadiran siswa
Guru memotivasi siswa akan pentingnya materi yang akan dipelajari.
Kegiatan Inti (60’) Eksplorasi -
Guru dan siswa
mereview kembali generic stucture yang ada dalam teks
deskripsi. -
Guru membagi siswa dalam kelompok belajar kecil untuk kegiatan diluar kelas.
-
Guru meminta siswa untuk melakukan kegiatan di luar kelas yaitu mengamati keadaan sekitar sekolah.
Elaborasi -
Siswa melakukan pengamatan diluar kelas bersama teman kelompoknya.
-
Siswa menuliskan hasil pengamatan diluar kelas bersama kelompoknnya.
-
Siswa menyusun teks deskripsi tentang sekolah berdasarkan pengamatan yang dilakukan.
Konfirmasi -
Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Kegiatan Akhir (10’)
-
Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
-
Menyampaikan rencana pembelajaran yang akan dilaksanakan selanjutnya.
H. Sumber/ Bahan/ Alat
LKS Bahasa Inggris
Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia
Buku- buku yang relevan
Internet
Alat tulis
Lingkungan sekitar sekolah
I. Penilaian
Teknik Indikator Pencapaian
Bentuk Penilaia
Kompetensi
Instrumen/ Soal Instrumen
n 1. Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptive dan recount. 2. Menulis teks essai dalam bentuk descriptive
Tes tulis
1. Jumbled sentences 2. Essay(Post test)
1. Rearrange the Following sentences correctly. 2. Write an essay describing something or a place.
certain
a. Instrument -
Jumble Senteces KOPENG (1) In additioan, there are many flowers on the left and right side of the sidewalk down the lake. (2) It is about 8 kilometers of Salatiga city. (3)Bus is
cheapst, but by motorcycle
is the most convenient. (4)
Kopeng is one of the most interesting place of interest in Getasan.(6) It has cool weather most of their time, no wonder many people like to visit in their free time. (7)The park is up the pinewood. (8) It is very easy to get the place by public transport. (9) as it is far from industries of any kinds, the air is always fresh and it is not polluted. (10) located near the hotel and other flower shop, the park always full of visitors.(11) There is small park nearby, to where the visitors could swim or just take a walk. -
Essay ( post Test) Make a paragraph about your school (min 150 Words)
b. Pedoman Penilaian Nilai maksimal= 100 Nilai perolehan= total keseluruhan elemen c. Rubrik Penilaian
Component
Score
Criteria
Content
30-27
Knowledge, substantive, development
Exellent
of thesis, relevant to assigned topic.
to very Good Good to Average
Sure knowledge of subject, edquate range, limited development of thesis, mostly relevant to topic but lack detail.
21-17 Fair to poor
Limited
knowledge
of
subject,
adequate range, limited development of thesis, mostly relevant to topic but lack detail. 16-13 very poor
Does not show knowledge of subject, non- subjunctive, not pertinent, or not enough to evaluate.
Form/
20-18 Excelent to Fluent expression ideas, clearly stated
Organization
very good
/
supporrted,
organized,
succiner, logical
well-
sequencing,
cohesive. 17-14
Good
to Somewhat choppy, loosely organized
Average
but main ideas stand out, limited support,
logical
but
incomplete
sequencing. 13-10 Fair to Poor
Non-fluent,
ideas
confused
or
disconnected, lack logical sequencing and development.
Does 9-7 Very Poor
not
organization,
communicate, or
not
no
enough
to
evaluate. 20-18 Excellent to Shopisticated very Good
range,
effective
word/idiom choice and usage, word form mastery, appropiate register.
17-14
Good
to Adequate range, occasional errors of
Average
word/idiom form, choice, usage but meaning not obscurred.
13-10 Fair to Poor
Limited range, frequent errors of work/idiom
form,
choice,
usage,
meaning confused or obscured.
Vocabulary/ Style
9-7 Very Poor
Essentially
translation,
little
knpwledge of English vocabulary, idiom, word form, or not enough to
evaluate 25-22 Excellent to Efective, complex construction, few Very Good
errors of agreemet, tense, number, word,
order/
function,
articles,
pronouns, preposition.
21-18 Average
Good
to Effective but simple construction, minor problem complex construction, several number,
errors word,
agreement, order/
tense,
function,
articles, pronouns, prepositions, but meaning seldom obscured.
17-11 Fair to Poor
Major problems in simple/complex constructions,
frequent
errors
of
negation, agreement, tense, number, word, Grammar
order/function, preposition
articles, and/or
delections,
meaning
pronouns, fragments,
confused
or
obscured.
10-5 Very Poor
Virtually no mastery of sentence construction
rules,
dominated
by
errors, does not comunicated, or not enough to evaluate. 5 Excellent to Very Demonstrated Good
mastery
of
conconventions, few errors of spelling, punctuation,
capitalization,
paragrahing. 4
Good
Averrage
to Occasional
errors
punctuation,
of
spelling,
capitalization,
paraphrasing,
but
meaning
not
obscured 3 Fair to Poor
Frequent
errors
of
spelling,
punctuation, paragraphing,
capitalization, poor
handwriting,
meaning confused or obscured 2 Very Poor Mechanics
No mastery of conventions, dominated by errors of spelling, punctuation, capitalization,
paragraphing,
handwriting illible, or not enough to evaluate.
Standar of Each Element: No
Score
Criteria
1
89-100
Exellent
2
79-88
Good
3
66-78
Fair
4
46-65
Poor
5
0-45
Very Poor
Getasan, Agustus 2015 Guru Bahasa Inggris,
Observer,
Ahmad Arifin,S.PdI
Sri Suharmi 113-11-136 Mengetahui, Kepala MTs Sudirman Getasan
Drs.H.Musta‘in,M.PdI NIP. 196807231994031004
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: MTs Sudirman Getasan
Mata Pelajaran
: Bahsa Inggris
Kelas/ Semester
: VIII/1
Alokasi Waktu
: 4x40 Menit ( 2 Kali Pertemuan)
Topik Pembelajaran
: Descriptive ( menulis)
J. Standar Kompetensi Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
K. Kompetensi Dasar 6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount. L. Indikator Pencapaian Kompetensi
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar ruangan yang telah dilakukan.
M. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar ruangan yang telah dilakukan.
Karakter siswa yang diharapkan:
Kreatif
Cermat
Komunikatif
Percaya diri dan mandiri
N. Materi Ajar
Teks tulis berbentuk descriptive
Generic structure, Language Feature dan simple present tense
O. Metode Pendekatan
Outdoor Activity
P. Langkah-langkah Pembelajaran Pertemuan Pertama (Indoor Activity)
Kegiatan Awal (10’) -
Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas.
-
Guru mengecek kehadiran siswa
-
Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan tersebut.
-
Guru dan peserta didik mereview kembali tentang descriptive text dan ciri- ciri kebahasaannya.
-
Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya dalam menulis descriptive.
Kegiatan Inti (60’) Eksplorasi -
Guru mengingatkan kembali tentang teks tertulis descriptive, generic structure dan simple present.
-
Guru meminta siswa untuk bermain guessing game di dalam kelas yang mendiskripsikan seorang tokoh.
-
Guru memberikan penjelasan generic structure yang ada dalam text pendek yang dibuat oleh siswa dalam guessing game.
Elaborasi -
Siswa mendeskripsikan seorang tokoh yang menginspirasi mereka.
Konfirmasi -
Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama tentang tata bahasa yang dipelajari.
-
Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.
Kegiatan akhir (10’) -
Guru menjelaskan kegiatan yang akan dilaksanakan pada pertemuan selanjutnya.
Pertemuan Kedua (Outdoor Activity) Kegiatan Awal (10’)
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruangan kelas.
Mengecek kehadiran siswa
Guru memotivasi siswa akan pentingnya materi yang akan dipelajari.
Kegiatan Inti (60’) Eksplorasi -
Guru dan siswa
mereview kembali seluruh unsur kabahasaan dan struktur dalam
descriptif teks yang telah diajarkan. -
Guru membentuk kelompok belajar kecil.
-
Guru meminta siswa untuk melakukan kegiatan di luar kelas yaitu menemui salah satu guru yang ada disekolah, dan mendeskripsikan keadaan guru tersebut.
-
Permainan luar kelas
Elaborasi -
Siswa mengikuti permainan luar kelas.
-
Siswa melakukan wawancara terhadap guru idola mereka bersama teman kelompoknya.
-
Siswa menuliskan hasil pengamatan diluar kelas bersama kelompoknnya.
-
Siswa menyusun teks deskripsi tentang guru idola merekak berdasarkan pengamatan dan wawancara yang dilakukan.
Konfirmasi -
Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Kegiatan Akhir (10’) -
Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
-
Menyampaikan rencana pembelajaran yang akan dilaksanakan selanjutnya.
-
Q. Sumber/ Bahan/ Alat
LKS Bahasa Inggris
Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia
Buku- buku yang relevan
Internet
Alat tulis
Lingkungan sekitar sekolah
R. Penilaian Indikator Pencapaian
Teknik
Bentuk
Kompetensi
Penilaian
Instrumen
Instrumen/ Soal
Menulis teks essai dalam
Tes tulis
bentuk descriptive
Essay (Post
Write an essay describing
test)
something or a
certain
place.
d. Instrument -
Essay ( post Test) Make a paragraph about your interesting teacher (min 150 Words)
e. Pedoman Penilaian Nilai maksimal= 100 Nilai perolehan= total keseluruhan elemen f.
Rubrik Penilaian
Component Content
Score 30-27 Exellent to very Good
Good Average
Criteria Knowledge, substantive, development of thesis, relevant to assigned topic. to Sure knowledge of subject, edquate range, limited development of thesis,
Form/ Organization
mostly relevant to topic but lack detail. 21-17 Fair to Limited knowledge of poor subject, adequate range, limited development of thesis, mostly relevant to topic but lack detail. 16-13 very Does not show poor knowledge of subject, non- subjunctive, not pertinent, or not enough to evaluate. 20-18 Fluent expression Excelent to ideas, clearly stated very good / supporrted , succiner, wellorganized, logical sequencing, cohesive.
17-14 Good Somewhat choppy, to Average loosely organized but main ideas stand out, limited support, logical but incomplete sequencing. 13-10 Fair to Non-fluent, ideas Poor confused or disconnected, lack logical sequencing and development. Does not 9-7 Very communicate, no Poor organization, or not enough to evaluate. 20-18 Shopisticated range, Excellent to effective word/idiom very Good choice and usage, word form mastery, appropiate register. 17-14 Good Adequate range, to Average occasional errors of word/idiom form, choice, usage but meaning not obscurred.
Vocabulary/ Style
13-10 Fair to Limited range, Poor frequent errors of work/idiom form, choice, usage, meaning confused or obscured. 9-7 Very Essentially translation, Poor little knpwledge of English vocabulary, idiom, word form, or not enough to evaluate 25-22 Efective, complex Excellent to construction, few Very Good errors of agreemet, tense, number, word, order/ function, articles, pronouns, preposition.
21-18 Good Effective but simple to Average construction, minor problem complex construction, several errors agreement, tense, number, word, order/ function, articles, pronouns, prepositions, but meaning seldom obscured.
Grammar
17-11 Fair to Major problems in Poor simple/complex constructions, frequent errors of negation, agreement, tense, number, word, order/function, articles, pronouns, preposition and/or fragments, delections, meaning confused or obscured.
10-5 Poor
Mechanics
Very Virtually no mastery of sentence construction rules, dominated by errors, does not comunicated, or not enough to evaluate. 5 Excellent to Demonstrated mastery Very Good of conconventions, few errors of spelling, punctuation, capitalization, paragrahing. 4 Good to Occasional errors of Averrage spelling, punctuation, capitalization, paraphrasing, but meaning not obscured 3 Fair to Poor Frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured 2 Very Poor No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing,
handwriting illible, or not enough to evaluate. Standar of Each Element:
No
Score
Criteria
1
89-100
Exellent
2
79-88
Good
3
66-78
Fair
4
46-65
Poor
5
0-45
Very Poor
Getasan, Agustus 2014 Guru Bahasa Inggris,
Observer,
Ahmad Arifin,S.PdI
Sri Suharmi 113-11-136 Mengetahui, Kepala MTs Sudirman Getasan
Drs.H.Musta‘in,M.PdI NIP. 196807231994031004
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: MTs Sudirman Getasan
Mata Pelajaran
: Bahsa Inggris
Kelas/ Semester
: VIII/1
Alokasi Waktu
: 2x40 Menit ( 1 Kali Pertemuan)
Topik Pembelajaran
: Descriptive ( menulis)
S. Standar Kompetensi Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan essai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
T. Kompetensi Dasar 6.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount. U. Indikator Pencapaian Kompetensi
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar ruangan yang telah dilakukan.
V. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
Mampu menulis berbagai teks terutama yang berbentuk descriptive dengan langkah retorika dan struktur teks yang benar dan berterima berdasarkan pengamatan di luar ruangan yang telah dilakukan.
Karakter siswa yang diharapkan:
Kreatif
Cermat
Komunikatif
Percaya diri dan mandiri
W. Materi Ajar
Teks tulis berbentuk descriptive
Generic structure, Language Feature dan simple present tense
X. Metode Pendekatan
Outdoor Activity
Y. Langkah-langkah Pembelajaran
Kegiatan Awal (10’) -
Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas.
-
Guru mengecek kehadiran siswa
-
Guru menjelaskan materi yang akan dipelajari peserta didik pada pertemuan tersebut.
-
Guru dan peserta didik mereview kembali tentang descriptive text dan ciri- ciri kebahasaannya.
-
Guru memotivasi peserta didik untuk berani mengembangkan kreativitanya dalam menulis descriptive.
Kegiatan Inti (60’) Eksplorasi -
Guru mengingatkan kembali tentang teks tertulis descriptive, generic structure dan simple present.
-
Guru memberi contoh descriptive text. Siswa berdiskusi dalam kelompok.
- Guru memberikan penjelasan generic structure yang ada dalam text. - Meminta siswa untuk melakukan kegiatan diluar kelas Elaborasi -
Siswa mendeskripsikan pegunungan yang ada disekitar sekolah.
Konfirmasi -
Guru menjelaskan hal- hal yang belum difahami oleh peserta didik, terutama tentang tata bahasa yang dipelajari.
Guru mengevaluasi semua kegiatan yang dilakukan pada pertemuan kali ini.
Kegiatan akhir (10’) -
Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan. -
Guru menjelaskan kegiatan yang akan dilaksanakan pada pertemuan selanjutnya.
Z. Sumber/ Bahan/ Alat
AA.
LKS Bahasa Inggris
Kamus Bahasa Indonesia- Inggris dan Inggris- Indonesia
Buku- buku yang relevan
Internet
Alat tulis
Lingkungan sekitar sekolah Penilaian
Indikator Pencapaian
Teknik
Bentuk
Kompetensi
Penilaian
Instrumen
Instrumen/ Soal
Menulis teks essai dalam
Tes tulis
bentuk descriptive
Essay (Post
Write an essay describing
test)
something or a
certain
place.
g. Instrument -
Essay ( post Test) Make a paragraph about the mountains around you min 150 Words)
h. Pedoman Penilaian Nilai maksimal= 100 Nilai perolehan= total keseluruhan elemen i.
Rubrik Penilaian
Component Content
Score 30-27 Exellent to very Good
Good Average
Criteria Knowledge, substantive, development of thesis, relevant to assigned topic. to Sure knowledge of subject, edquate range, limited development of thesis,
Form/ Organization
mostly relevant to topic but lack detail. 21-17 Fair to Limited knowledge of poor subject, adequate range, limited development of thesis, mostly relevant to topic but lack detail. 16-13 very Does not show poor knowledge of subject, non- subjunctive, not pertinent, or not enough to evaluate. 20-18 Fluent expression Excelent to ideas, clearly stated very good / supporrted , succiner, wellorganized, logical sequencing, cohesive.
17-14 Good Somewhat choppy, to Average loosely organized but main ideas stand out, limited support, logical but incomplete sequencing. 13-10 Fair to Non-fluent, ideas Poor confused or disconnected, lack logical sequencing and development. Does not 9-7 Very communicate, no Poor organization, or not enough to evaluate. 20-18 Shopisticated range, Excellent to effective word/idiom very Good choice and usage, word form mastery, appropiate register. 17-14 Good Adequate range, to Average occasional errors of word/idiom form, choice, usage but meaning not obscurred.
Vocabulary/ Style
13-10 Fair to Limited range, Poor frequent errors of work/idiom form, choice, usage, meaning confused or obscured. 9-7 Very Essentially translation, Poor little knpwledge of English vocabulary, idiom, word form, or not enough to evaluate 25-22 Efective, complex Excellent to construction, few Very Good errors of agreemet, tense, number, word, order/ function, articles, pronouns, preposition.
21-18 Good Effective but simple to Average construction, minor problem complex construction, several errors agreement, tense, number, word, order/ function, articles, pronouns, prepositions, but meaning seldom obscured.
Grammar
17-11 Fair to Major problems in Poor simple/complex constructions, frequent errors of negation, agreement, tense, number, word, order/function, articles, pronouns, preposition and/or fragments, delections, meaning confused or obscured.
10-5 Poor
Mechanics
Very Virtually no mastery of sentence construction rules, dominated by errors, does not comunicated, or not enough to evaluate. 5 Excellent to Demonstrated mastery Very Good of conconventions, few errors of spelling, punctuation, capitalization, paragrahing. 4 Good to Occasional errors of Averrage spelling, punctuation, capitalization, paraphrasing, but meaning not obscured 3 Fair to Poor Frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured 2 Very Poor No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing,
handwriting illible, or not enough to evaluate. Standar of Each Element:
No
Score
Criteria
1
89-100
Exellent
2
79-88
Good
3
66-78
Fair
4
46-65
Poor
5
0-45
Very Poor
Getasan, Agustus 2014 Guru Bahasa Inggris,
Observer,
Ahmad Arifin,S.PdI
Sri Suharmi 113-11-136 Mengetahui, Kepala MTs Sudirman Getasan
Drs.H.Musta‘in,M.PdI NIP. 196807231994031004
MODUL
A. TUJUAN Tujuan penggunaan instrument ini adalah untuk mengukur kevalidan Modul dalam pelaksanaan pembelajaran bahasa Inggris yang implementasinya menggunakan metode Outdoor Activity. B. PETUNJUK 1. Bapak/Ibu dapt memberikan penilaian dengan memberikan tanda cek (√ pada kolom yang tersedia. 2. Makna point validitas adalah 1 ( tidak baik); 2 (kurang baik); 3 (cukup baik); 4 (baik); 5( sangat baik) C. PENILAIAN No Skala yang Dinilai Aspek yang Dinilai 1 2 3 4 5 I STRUKTRAL MODUL 1. Organisasi penyajian secara umum v 2. Tampilan umum menarik v 3. Keterkaitan yang konsisten antara materi v bahasan II ORGANISASI PENULISAN MATERI 1. Cakupan materi v 2. Kejelasan dan urutan materi v 3. Ketepatan materi dengan SK V 4. Keterkaitan antara masalah dengan konteks v kehidupan/ kognisi yang termuat dalam buku siswa/ modul III BAHASA 1. Penggunaan bahasa sesuai dengan EYD v 2. Bahasa yang digunakan komunikatif V 3. Kesederhanaan struktur kalimat v D. KOMENTAR/SARAN ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………… Getasan, 23 Juni 2015 Validator
Uzik Puji Nurtantini
RUBRIK PENILAIAN MODUL
I. Aspek Struktur Modul No. Indikator Penilaian 1 Organisasi penyajian secara umum
2
Tampilan umum menarik
3
Keterkaitan yang konsisten antara materi bahasaan
Rubrik (1) Jika organisasi penyajian secara umum tidak baik (2) Jika organisasi penyajian secara umum kurang baik (3) Jika organisasi penyajian secara umum cukup baik (4) Jika organisasi penyajian secara umum baik (5) Jika organisasi penyajian secara umum sangat baik (1) Jika tampilan umum tidak menarik (2) Jika tampilan umum kurang menarik (3) Jika tampilan umum cukup menarik (4) Jika tampilan umum menarik (5) Jika tampilan umum sangat menarik (1) Jika keterkaitan antar materi bahasaan tidak konsisten (2) Jika keterkaitan antar materi bahasaan kurang konsisten (3) Jika keterkaitan antar materi bahasaan cukup konsisten (4) Jika keterkaitan antar materi bahasaan konsisten (5) Jika keterkaitan antar materi bahasaan sangat konsisten
II. Organisasi Penulisan Materi No. Indikator Penilaian 1 Cakupan materi
2
Kejelasan dan urutan materi
Rubrik (1) Jika cakupan materi tidak sesuai (2) Jika cakupan materi kurang Sesuai (3) Jika cakupan materi cukup sesuai (4) Jika cakupan materi sesuai (5) Jika cakupan materi sangat sesuai (1) Jika materi tidak jelas dan tidak urut (2) Jika materi kurang jelas dan kurang urut (3) Jika materi cukup jelas dan cukup urut (4) Jika materi jelas dan urut
3
Ketepatan materi dengan SK
4
Keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul
III.
Aspek Bahasa
No. Indikator Penilaian 1 Penggunaan bahasa sesuai dengan EYD
2
(5) Jika materi sangat jelas dan urut (1) Jika materi dengan SK tidak tepat (2) Jika materi dengan SK kurang tepat (3) Jika materi dengan SK cukup tepat (4) Jika materi dengan SK tepat (5) Jika materi dengan SK sangat tepat (1) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul tidak sesuai (2) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul kurang sesuai (3) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul cukup sesuai (4) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul sesuai (5) Jika keterkaitan antara masalah dengan konteks kehidupan/ kognisi siswa yang termuat dalam buku siswa/ modul sangat sesuai
Bahasa yang digunakan komunikatif
Rubrik (1) Jika penggunaan bahsa tidak sesuai dengan EYD (2) Jika penggunaan bahasa kurang sesuai EYD bahasa (3) Jikadengan penggunaan cukup sesuai EYD bahasa (4) Jikadengan penggunaan sesuai dengan (5) Jika EYD penggunaan bahasa sangat sesuai (1) Jikadengan bahasaEYD yang digunakan tidak komunikatif (2) Jika bahasa yang digunakan kurang komunikatif (3) Jika bahasa yang digunakan cukup komunikatif
3
Kesederhanaan struktur kalimat
(4) Jika bahasa yang digunakan komunikatif (5) Jika bahasa yang digunakan sangat komunikatif (1) Jika struktur kalimat sangat kompleks (2) Jika struktur kalimat kompleks (3) Jika struktur kalimat cukup sederhana (4) Jika struktur kalimat sederhana (5) Jika struktur kalimat sangat sederhana
LEMBAR SOAL SISWA A. TUJUAN Tujuan penggunaan instrument ini adalah untuk mengukur kevalidan soal dalam pelaksanaan pembelajaran bahasa Inggris dengan menggunakan metode outdoor activiti. B. PETUNJUK 1. Ibu dapat memberikan penilaian dengan memberikan tanda cek (√ ) pada kolom yang tersedia. 2. Makna point validitas adalah 1 (tidak baik); 2 ( kurang baik); 3 (cukup baik); 4 (baik); 5 (sangat baik) C. PENILAIAN No
Aspek yang Dinilai 1
I
II
ISI YANG DISAJIKAN 1. Soal disajikan secara sistematis 2. Merupakan materi/tugas yang esensial 3. Masalah yang diangkat sesuai dengan tingkat kognisi siswa 4. Setiap kegiatan yang disajikan mempunyai tujuan yang jelas. 5. Kegiatan yang disajikan dapat menumbuhkan rasa ingin tahu siswa 6. Penyajian BAHASA 1. Penggunaan bahasa sesuai dengan EYD 2. Bahasa yang digunakan sesuai dengan tingkat perkembangan kognisi siswa 3. Bahasa yang digunakan komunikatif 4. Kalimat yang digunakan jelas dan mudah dimerngerti 5. Kejelasan petunjuk atau arahan
Penilaian 2 3 4
5
v v v v v v v v v v v
D. KOMENTAR/ SARAN ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Getasan, 23 Juni 2015 Validator
Uzik Puji Nurtantini
RUBRIK PENILAIAN LEMBAR KERJA SISWA (LKS) I. Aspek Isi yang Disajikan No. Indikator Penilaian 1 LKS disajikan secara sistematis
(1) (2) (3) (4) (5)
2
Merupakan materi/ tugas yang esensial
3
Masalah yang diangkat sesuai dengan tingkat kognisi siswa
(1) (2) (3) (4) (5) (1)
(2)
(3)
(4)
(5)
4
Setiap kegiatan yang disajikan mempunyai tujuan yang jelas
(1)
(2)
(3)
(4)
Rubrik Jika LKS disajikan tidak sistematis Jika LKS disajikan kurang sistematis Jika LKS disajikan cukup sistematis Jika LKS disajikan secara sistematis Jika LKS disajikan secara sangat sistematis Jika materi/ tugas tidak esensial Jika materi/ tugas kurang esensial Jika materi/ tugas cukup esensial Jika materi/ tugas esensial Jika materi/ tugas sangat esensial Jika masalah yang diangkat tidak sesuai dengan tingkat kognisi siswa Jika masalah yang diangkat kurang sesuai dengan tingkat kognisi siswa Jika masalah yang diangkat cukup sesuai dengan tingkat kognisi siswa Jika masalah yang diangkat sesuai dengan tingkat kognisi siswa materi mudah dipahami Jika masalah yang diangkat sangat sesuai dengan tingkat kognisi siswa Jika setiap kegiatan yang disajikan tidakn mempunyai tujuan yang jelas Jika setiap kegiatan yang disajikan kurang mempunyai tujuan yang jelas Jika setiap kegiatan yang disajikan cukup mempunyai tujuan yang jelas Jika setiap kegiatan yang
disajikan mempunyai tujuan yang jelas (5) Jika setiap kegiatan yang disajikan sangat mempunyai tujuan yang jelas
5
Kegiatan yang disajikan dapat menumbuhkan rasa ingin tahu siswa
6
Penyajian LKS dilengkapi dengan gambar dan ilustrasi
(1) Jika kegiatan yang disajikan tidak dapat menumbuhkan rasa ingin tahu siswa (2) Jika kegiatan yang disajikan kurang dapat menumbuhkan rasa ingin tahu siswa (3) Jika kegiatan yang disajikan cukup dapat menumbuhkan rasa ingin tahu siswa (4) Jika kegiatan yang disajikan dapat menumbuhkan rasa ingin tahu siswa (5) Jika kegiatan yang disajikan sangat dapat menumbuhkan rasa ingin tahu siswa (1) Jika penyajian LKS tidak dilengkapi dengan gambar dan ilustrasi (2) Jika penyajian LKS dilengkapi dengan gambar dan ilustrasi tetapi masih kurang sesuai (3) Jika penyajian LKS dilengkapi dengan gambar dan ilustrasi yang cukup sesuai (4) Jika penyajian LKS dilengkapi dengan gambar dan ilustrasi yang sesuai (5) Jika penyajian LKS dilengkapi dengan gambar dan ilustrasi yang sangat sesuai
II. Aspek Bahasa No. Indikator Penilaian 1 Penggunaan bahasa sesuai dengan EYD
Rubrik (1) Jika penggunaan bahsa tidak sesuai dengan EYD (2) Jika penggunaan bahasa kurang sesuai dengan EYD (3) Jika penggunaan bahasa cukup sesuai dengan EYD (4) Jika penggunaan bahasa sesuai dengan EYD (5) Jika Bahsa yang digunakan sangat jelas, dan mudah sangat dipahami sangat jelas, dan mudah sangat dipahami sesuai dengan EYD
PRE TEST
Make a short descriptive text about your class, minimal 7 sentences. ( Buatlah paragrap deskripsi pendek tentang kelasmu, paling sedikit 7 kalimat)
…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
NAME Grammar
Content
Aspects of Scoring Form Vocabulary
Mechanics
Total
POST TEST-1
Make a short descriptive text about your School, minimal 10 sentences. ( Buatlah paragrap deskripsi pendek tentang sekolahmu, paling sedikit 10 kalimat)
…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
NAME Grammar
Content
Aspects of Scoring Form Vocabulary
Mechanics
Total
POST TEST-2 Make a short descriptive text about your intersting teacher, minimal 15 sentences. ( Buatlah paragrap deskripsi pendek tentang gurumu yang menarik, paling sedikit 15 kalimat)
…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
NAME Grammar
Content
Aspects of Scoring Form Vocabulary
Mechanics
Total
POST TEST-3
Make a short descriptive text about the mountain around the school, minimal 15 sentences. ( Buatlah paragrap deskripsi pendek tentang gunung yang ada di sekotar sekolahmu, paling sedikit 15 kalimat)
…………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
NAME Grammar
Content
Aspects of Scoring Form Vocabulary
Mechanics
Total
CURRICULUM VITAE
Name
: Sri Suharmi
Place, date of birth
: Banyudono, October 4th 1987
Sex
: Female
Address
: Dsn Banyudono, Rt 001, Rw 009 Ds. Gedong, Banyubiru, Semarang.
Email
:
[email protected]
EDUCATIONAL BACKROUND 1994-2000
: SDN 262/1 Jangga Baru, Jambi
2000-2003
: Mts Sudirman Kopeng Getasan- Semarang
2005-2007
: SMAN 1 Getasan, Semarang
2011-2015
: State Institute for Islamic Studies (IAIN) Salatiga
