THE EFFECTIVENESS OF GUIDED QUESTIONS TOWARDS STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT (A Quasi-Experimental Study at the Eight Grade Students of SMPN 3 Tangerang Selatan)
By: Ilfa Hidayah 1110014000106
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
ABSTRACT Ilfa Hidayah (NIM: 1110014000106). The Effectiveness of Guided Questions towards Students’ Writing Skill of Descriptive Text; A Quasi Experimental Study at the Eight Grade Students of SMPN 3 Tangerang Selatan. Skripsi of English Education Department at Faculty of Tarbiyah and Teachers Training UIN Syarif Hidayatullah Jakarta, 2015. Key words: Guided Questions, Descriptive Text, SMPN 3 Tangerang Selatan. This study is aimed to find out the empirical evidence of the effectiveness of teaching writing of descriptive text by using guided questions at the eight grade students of SMPN 3 Tangerang Selatan. This study is categorized as quasi experimental research design. The population of this study is all the eight grade students of SMPN 3 Tangerang Selatan. In selecting the sample, the researcher uses purposive sampling and the students of class 8.6 and 8.7 of SMPN 3 Tangerang Selatan are chosen as the sample. The data collecting is done by giving the test (pre-test and post-test). The researcher uses T-test formula to analyze the difference of students’ score in experimental class (teaching writing of descriptive text by using guided questions) and the controlled class (teaching writing of descriptive text without using guided questions). Based on the data analysis, the researcher find that t o > t t = 6.15 > 1.7 in significance level 5% and t o > t t = 6.15 > 2.4 in significance level 1%. It means that there is obvious difference between the average score from the result of teaching descriptive text in experimental class and controlled class. Thus, it can be inferred that teaching descriptive text by using guided questions is effective to improve the students’ score in writing.
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ABSTRAK Ilfa Hidayah (NIM: 1110014000106). The Effectiveness of Guided Questions towards Students’ Writing Skill of Descriptive Text; A Quasi Experimental Study at the Eight Grade Students of SMPN 3 Tangerang Selatan. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta, 2015. Key words: Guided Questions, Teks Deskriptif, SMPN 3 Tangerang Selatan. Penelitian ini bertujuan untuk mengetahui bukti empiris tentang keefektifan pengajaran menulis teks deskriptif dengan menggunakan guided questions atau pertanyaan terbimbing pada siswa kelas delapan SMPN 3 Tangerang Selatan. Penelitian ini dikategorikan sebagai penelitian quasi experimental. Populasi dalam penelitian ini adalah seluruh siswa kelas delapan SMPN 3 Tangerang Selatan. Dalam pemilihan sampel, peneliti menggunakan teknik purposive sampling, dan kelas 8.6 dan 8.7 SMPN 3 Tangerang Selatan dipilih sebagai sampel dalam penelitian ini. Pengumpulan data dilakukan dengan memberikan tes (pre-test dan post-test) kepada siswa. Peneliti menggunakan T-test untuk menganalisa perbedaan skor antara kelas experimental dan kelas kontrol. Berdasarkan analisis data, peneliti menemukan bahwa t o > t t = 6.15 > 1.7 pada taraf signifikan 5% dan t o > t t = 6.15 > 2.4 pada taraf signifikan 1%. Hal tersebut menunjukkan bahwa terdapat perbedaan antara nilai rata-rata dari hasil pengajaran teks deskriptif di kelas experimental dan kelas kontrol. Dengan demikian, dapat diambil kesimpulan bahwa pengajaran teks deskriptif dengan menggunakan pertanyaan terbimbing efektif untuk meningkatkan kemampuan siswa dalam menulis.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation always be upon the prophet Muhammad Shallallahu ‘Alaihi wa Sallam, his family, his relatives, and his faithful followers. In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved husband (Turmudi) and her beloved parents (Umi Hanik and Gusnadi), for their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her beloved younger brother and sister (M. Muhanna and Uswa Husnia) for their love and support to the writer in writing this Skripsi. The writer also would like to express her deepest gratitude to her advisors, Ismalianing Eviyuliwati, M. Hum. and Desi Nahartini, M. Ed., for their advices, guidances, corrections, and suggestions in finishing this Skripsi. Her gratitude also goes to: 1. All lecturers of the Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., the Head of the Department of English Education. 3. Zaharil Anasy, M.Hum., the Secretary of the Department of English Education. 4. Dra. Nurlena Rifa’i, MA., Ph. D, the Dean of Faculty of Tarbiyah and Teachers Training. 5. Her academic advisor, Dr. Fahriany, M. Pd., for her advices, guidance, suggestions, and supports. 6. Maryono, SE. M. Pd, the Headmaster of SMPN 3 Tangerang selatan, who have allowed the writer to conduct the research in his school.
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7. Her beloved best friends, Rinda Nuraini, Nurdina Mecca, Dede Iros, Suaeni, ErmaVelanda, for sharing knowledge, care, motivation, time, support, laugh and happiness. 8. Her beloved friends in English Education Department Academic Year 2010, especially EED class C, for giving cares and supports. 9. All of her dorm-mates, Atsna Dziroyyah, Tatu Hilaliyah, and Quroh, for sharing their happiness and support. 10. Her beloved niece in law, Sintha and Claranita, for giving support and motivation. 11. Any other person who cannot be mentioned one by one for their contribution to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, January 2015
The writer
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TABLE OF CONTENT
ENDORSEMENT SHEET .......................................................................................... i SURAT PERNYATAAN ............................................................................................ ii ABSTRACT ................................................................................................................ iii ABSTRAK .................................................................................................................. iv ACKNOWLEGMENT ............................................................................................... v TABLE OF CONTENT ............................................................................................ vii LIST OF TABLE ........................................................................................................ x LIST OF APPENDICES ........................................................................................... xi CHAPTER I
INTRODUCTION A. Background of Study............................................................... 1 B. Identification of Problem......................................................... 3 C. Limitation of Problem ............................................................. 3 D. Formulation of Problem .......................................................... 3 E. Objective of Study ................................................................... 4 F. Significance of Study ............................................................... 4
CHAPTER II
THEORETICAL FRAMEWORK A. The Nature of Writing ............................................................. 5 1. Definition of Writing ........................................................... 5 2. Purpose of Writing .............................................................. 6 3. Process of Writing ............................................................... 7 vii
B. Guided Question Technique .................................................. 10 C. The Nature of Descriptive Text ............................................. 11 1. Definition of Descriptive Text .......................................... 11 2. Purpose of Descriptive Text .............................................. 12 3. Language Features of Descriptive Text............................. 14 4. Kinds of Descriptive Text ................................................. 14 D. Using Guided Questions in Teaching Descriptive Text ........ 15 E. Advantages of Using Guided Question ................................. 16 F. Conceptual Framework .......................................................... 17 G. Relevant Previous Studies ..................................................... 17 H. Research Hypotheses ............................................................ 18 CHAPTER III
RESEARCH METHODOLOGY A. Research Method and Design................................................ 20 B. Place and Time of Study ....................................................... 20 C. Population and Sample .......................................................... 20 D. Instrument of Study ............................................................... 20 E. Test of Instrument Validity and Reliability ........................... 22 F. Technique of Data Collection ................................................ 23 G Technique of Data Analysis ................................................... 23 H Statistical Hypotheses ............................................................ 24
CHAPTER IV
RESEARCH FINDING A. Data Description.................................................................... 26 B. Data Analysis ........................................................................ 29 viii
C Testing the Hypothesis ........................................................... 31 D Data Interpretation ................................................................. 32 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion............................................................................. 34 B. Suggestion ............................................................................. 34
BIBLIOGRAPHY ..................................................................................................... 36 APPENDICES ........................................................................................................... 38
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LIST OF APPENDICES
APPENDIX 1 RPP in Experimental Class .................................................................................... 38 APPENDIX 2 RPP in Controlled Class ........................................................................................ 52 APPENDIX 3 The Result of Validity and Reability of the Instrument ........................................ 64 APPENDIX 4 Form of the Student’s Pre-test ............................................................................... 65 APPENDIX 5 Form of the Student’s Post-test.............................................................................. 66 APPENDIX 6 The t-table and df at significance level 1% and 5% .............................................. 67 APPENDIX 7 Surat Pengesahan Proposal .................................................................................... 68 APPENDIX 8 Surat Bimbingan Skripsi ........................................................................................ 69 APPENDIX 9 Surat Permohonan Izin Penelitian ......................................................................... 70 APPENDIX 10 Surat Keterangan Telah Melakukan Penelitian ................................................... 71
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LIST OF TABLE
Table 3.1 Five Components in Scoring Writing ......................................................... 21 Table 4.1 The Students’ Score of the Experimental Class .......................................... 26 Table 4.2 The Students’ Score of the Controlled Class .............................................. 27 Table 4.3 The Comparison Scores of Experimental and Controlled Class ................. 23
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CHAPTER I INTRODUCTION A. Background of Study Writing is one of language skills that have to be learned by any foreign language learner and students all over the world besides listening, speaking, and reading. Writing has been taught from Elementary School level to University level. Through writing, the students may express their ideas freely without having to face the reader directly. However, some students in Indonesia consider that writing is the most difficult skill to be mastered by them. It is strengthened by Jack C. Richard’s statement, “Writing is the most difficult skills for second language learner to master of putting together strings of grammatically correct sentences”. 1 Hence, it proves the reason of why many students feel that writing is difficult. Concerning educational in Indonesia, primarily in Junior High School, Writing is considered as one of the important skills that should be taught. Moreover, the curriculum in Indonesia Kurikulum 2013 stated that one of the main goals of English language teaching at Junior High School is that the students must able to expose and be able to write different kind of texts. It is obviously stated in the Kompetensi Inti (KI) and Kompetensi Dasar (KD) that “The students of Junior High School are expected to be able to compile a descriptive text about people, animal, or things by observing the aim, text structure, and language feature correctly and contextually”. 2 However, the Indonesian students’ achievement in writing, especially writing descriptive text is very low due to several reasons. Based on the writer’s experience during PPKT, she found the students’ writing score is relatively low. It means that most of the students have not clearly mastered the material about descriptive text. Besides, the students usually confused when they were going to 1
Jack C. Richard, Methodology in Language Teaching: an Anthology of Current Practice, (New York: Cambridge University Press, 2002) p. 303. 2 Tim Inti Kurikulum 2013, Kompetensi Dasar SMP/MTs,(Kementrian Pendidikan dan Kebudayaan: Depdikbud, 2013), p. 70.
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start writing, and they were not being able to construct their written ideas well. They also said that the way the teachers teach writing is monotonous. Moreover, classroom assignments which are assumed to be handed out are often uncompleted and given as homework. Yet, the result is the students cannot finish the assignment effectively. From the writer’s experience above, it is known that the teacher’s technique in teaching writing is one of the students’ problems in learning English. The students need more teachers’ creativity which will motivate them to do writing activity in the classroom. So, in order to facilitate the students to communicate in good writing, the teachers have to tried many efforts with the appropriate technique for teaching writing in the class because it will help solving the students’ problems in writing activity. Therefore, the use of appropriate technique in teaching-learning process may help teachers to achieve learning objectives better. Due to this situation, several theorists propose to use guided questions as a technique in teaching descriptive text. Guided question is one of techniques that can make the students easier to write their ideas into a written paragraph. It is a technique in which the teacher gives a topic and some questions to the students, then they answer those questions based on the topic given. According to Gould, “A series of well planned question, applied methodically to a topic, can deepen your (student) understanding of it and offer you (student) interesting insight to write about.” 3 Thus, by using guided question based on the topic given, the students will get their ideas and know what they want to write. In addition, teaching descriptive writing by using guided questions has some advantages. It may motivate the students to write well because they are guided to develop and explore their ideas into a written paragraph. Furthermore, guided questions are simple technique that brings an innovation in teaching, especially teaching writing of descriptive text. It makes students pay more attention in learning process and guides them to build up their ideas in writing activity. 3
Eric Gould. The Act of Writing, (New York: Random House Inc, 1989), p. 119.
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From the explanation above, the writer entitles the study as “The Effectiveness of Guided Questions towards Students’ Writing Skill of Descriptive Text (A Quasi Experimental Study at the Eight Grade Students of SMPN 3 Tangerang Selatan)”.
B. Identification of the Problem Based on the background of study above, there are some problems which can be identified as follows: 1. Writing is one of language skills that have to be mastered by the students. 2. The way teachers teach writing is monotonous. 3. The students have difficulties when they are going to start writing descriptive text. 4. The students are not being able to construct the ideas into a written paragraph well.
C. Limitation of the Problem Based on the background explained above, the problem will be limited only on the effectiveness of guided questions towards students’ writing skill of descriptive text. The writer carried out the research at the eight grade students of SMPN 3 Tangerang Selatan, because writing descriptive text is included one of the crucial courses taught in Junior High School.
D. Formulation of the Problem Based on the limitation of the problem above, the formulation of the problem in this study is “Is the guided questions technique effective towards students’ writing skill of descriptive text at the eight grade students of SMPN 3 Tangerang Selatan?
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E. Objective of the Study In line with the statement of formulation of the problem stated above, the objective of the study is to know the empirical evidence about the effectiveness of guided questions towards students’ writing skill of descriptive text at the eight grade students of SMPN 3 Tangerang Selatan.
F. Significance of the Study The result of this study is expected to provide useful information for three people. They are: 1.
The English teachers. The findings of this study is expected to be able to enrich the teachers’
knowledge in terms of the teaching descriptive text by using guided questions at the eight grade students of SMPN 3 Tangerang Selatan. 2.
The students. The finding of this study is expected to make process of learning more
interesting and enjoyable, so that it will increase their writing skill especially in writing descriptive text. 3.
Further researchers. The result of this study is hoped as a basic consideration and information for
doing a further research. Furthermore, the finding of this study is expected to be able to bring positive impact in teaching-learning process in Junior High School.
CHAPTER II THEORETICAL FRAMEWORK
A. The Nature of Writing 1. Definition of Writing Writing is one of the important skills to be mastered by the students. They use it to communicate each other, as means of ideas and emotional expression. On the other hand, when they write their ideas and emotions creatively, they are communicating on paper in their best way. According to Richard, “Writing is the most difficult skills for second language learner to master of putting together strings of grammatically correct sentences”. 1 From the definition above, it can be said that writing can be distinguished from other skills as the most difficult one. There are many factors influencing writing to be good one such as grammatical, vocabularies, punctuation, and spelling knowledge. They are integrated into a paragraph. According to Murcia, writing is “the ability to express one’s ideas in written form in a second or foreign language”. 2 It means that writing is an activity to express our ideas in written form. Furthermore, Ur said “Writing is widely used within foreign language courses as a convenient means for engaging with aspects of language other than the writing itself”. 3 For example: learners note down new vocabulary, copy out
1
Jack C. Richards, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303. 2 Marianne C. Murcia, Teaching English as a Second or Foreign Language Teaching, (Boston: Heinle and Heinle Publishers, 1991), p. 233. 3 Penny Ur, A Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 162.
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the grammar rules, write out answers to reading or listening comprehension questions, and do written tests. Another definition was given by Raymond, “Writing is a way of remembering and a way of thinking well.” 4 Writing makes words permanent and it can expand the collective memory of human beings from small store and the collective memory of our culture until produce writing as many as capacity of library. In addition, writing is a tool for clear thinking, for sharpening our awareness of the realities around us, for solving problems and shaping argument and for developing knowledge. From the definition above, it can be concluded that writing should be seen as the way to express ideas from the writer’s knowledge and sources; also writing needs some mental efforts that must be combined and arranged. Without forgetting the linguistic rule, the writing will be full of meaning.
2. Purpose of Writing When the students do writing activity, they certainly have some purposes. They have to consider the purpose of their writing since this will influence, not only to the type of text they wish to produce, but including the language they use and the information that they choose. According to Nunan, written language serves a range of purposes in daily life, including the following: a.
Primarily for action Public signs, e.g. on roads an stations; products labels and instructions, e.g. on food, tool or toys purchased; recipes; television and radio guides; bill; menus; telephone directories; ballot papers; computer manuals, monitors and printouts.
4
James C. Raymond, Writing (Is an Unnatural Act), (New York, Harper & Row Publisher, 1980), p. 2.
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b.
Primarily for information Newspapers (news, editorials) and current affairs magazines; hobby magazines; nonfiction books, including text books;
public notes;
advertisements; political pamphlets; scholastic, medical, etc. reports; guidebooks and travel literature. c.
Primarily for entertainment Light magazines, come stripes; fiction books; poetry and drama; newspapers features; film subtitles; games, including computer games. 5 Moreover, according to Penny Ur, the purpose of writing is to express the
ideas, and to convey a message to the reader. Hence, it can be concluded that the purpose of writing is to deliver the writer’s ideas and message to the reader. In other word, the writer needs something to write about and also needs to pay attention what they will write and what the purpose of it, and tells the readers exactly what the writer is trying to accomplish in her/his writing. Finally, the writer concluded that when someone writes, he/she hopefully can express her/his own ideas or thoughts in a correct form of written text which has a well relation in each of paragraphs. It is strengthened by Ur, “The objective of the teaching writing in a foreign language is to get learners to acquire the abilities and skills they need to produce a range of different kinds of written texts similar to those educated person would be expected to be able to produce in their own language.” 6
3. Process of Writing According to Oshima and Hogue (1998), “Writing is not easy. It takes study and practice to develop this skill for both native speakers and new learners of English. It is important to note that writing is a process, not a product”. 7 This 5
David Nunan, Language Teaching Methodology, (New York: Prentice Hall, 1991), p. 84. Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 162. 7 Alice Oshima and Ann Hogue, Writing Academic English, (New York: Longman, 1999), p. 3. 6
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means that a piece of writing that you have written needs to review and revise, and review and revise again. In addition, there are three main stages in the writing process: prewriting, planning, writing and revising drafts into final copy to hand it. Each stage will be explained as follows: 1. Prewriting; it is an activity to help the writer generated ideas for his/her writing assignments. 2. Planning (Outlining); in this stage, the writer organized the ideas generated by brainstorming into an outline. 3. Writing and revising draft; in this stage, the students start to develop their ideas into a paragraph. 8 Meanwhile, another expert stated that there is no single correct writing process. In fact, there are as many different writing processes as there are writers. In line with Lunsford (2010), he categorized the writing processes into seven stages. They are: 1. Exploring a topic One of the most important parts of the entire writing process, therefore, is choosing a topic that will engage your strength and your interest, surveying what you need to know about it, and determining what you need to find out. 2. Narrowing a topic and researching After exploring ideas, you may have found a topic that interests you and would also be interesting to your reader. However, the topic may be too large to be manageable. If this is the case, narrow your topic in order to focus on a more workable idea.
8
Ibid; p. 10.
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3. Organizing and designing In this stage, you will find it helpful to write out an organizational plan or outline. To do so, simply begin with your main idea, review your explanatory notes, research materials, and then list all the examples and other good reasons you have to support the main idea. 4. Drafting Drafting is not just putting ideas down on paper. More often, it involves coming up with new ideas. 5. Reviewing Reviewing calls for you or another reader to look at your draft with a critical eye to reassess the main ideas, organization, paragraph structure, sentence variety, word choice, attitudes toward topic, and the thoroughness with which the topic is developed. 6. Revising Revising involves reworking your draft on the basis of the review. It may means writing new sentences, moving paragraphs, eliminating sections, searching additional sources for information or images, or even choosing a new topic and starting over. 7. Editing, formatting, and proofreading Editing involves making what you have written ready to meet those traditional conventions of written form usually called correctness. Sometimes it may lead you to reconsider an idea, a paragraph, a transition, an organizational pattern, or a format. 9 In conclusion, the writing process is one of important parts to be done by the writer. So, for the teachers, they have to convince the students that actually writing is a process, not a product. Therefore, to make a good writing, the students have to apply the stages of writing stated above. 9
Andrea A. Lunsford, The St. Martin’s Handbook, (New York: Bedford, 2010), p. 25-26.
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B. Guided Question Technique Guided question is a technique for teaching in which the teacher gives some questions to the students applied to a topic in teaching. Cooper and Axelrod said that asking questions about a problem or topic is a way to learn about it and decide what to do or say. 10 It is a useful and systematic approach to explore a topic. They also said that there are several steps in using questions for invention. They are: a. Think about your subject. (“Subject” means any event, person, problem, project, idea, or issue. In other words, anything you might write about). b. Start with the first question, and move right through the list. Try to answer each question at least briefly with a word or phrase. c. Write your responses quickly, without much planning. Moreover, Robinson called this technique by guided writing or controlled writing. He said that guide or controlled writing is writing in which one cannot make a serious error so long as he follows directions. 11 This is the same technique which gives some questions about a topic which are called question paragraph, then, turning the questions into a paragraph of affirmative statements. Guided questions can help the students to explore their idea in learning writing skill, as Raymond (1980) said that questions can be a way to help exploring topic in writing skill. Asking questions can be a way of playing with material before deciding what you want to make of its shape. 12 Moreover, by asking question about your subject, you can also generate ideas and details such questions include Why, What, When, Where, Who, and How. White (1986) also 10
Rise B. Axelrod and Charles R. Cooper, The ST. Martin’s Guide to Writing, (New York: ST.Martin Press, 1985), p. 475. 11 Lois Robinson Guided Writing and Free Writing, (New York: Harper and Row Publisher, 1967), p. 2. 12 James C. Raymond, Writing is Unnatural Act, (New York: Harper & Row Publisher, 1980), p. 16.
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said that the needs to know the topic might consider using the questions. He called this method by 5Ws and the H grid. It works because the question generates and provides a wraparound understanding of the topic. 13 Based on the explanation above, it can be concluded that guided question is a technique of writing in which the students are guided to express their ideas into a written form by giving some questions related to the topic, which is going to be written by the students, in order to minimize the mistakes made by the students and help them organize their ideas coherently as long as they follow the questions given by the teacher.
C. The Nature of Descriptive Text 1. Definition of Descriptive Text Descriptive text is a part of factual genres. As Andersons stated that a factual description describes a particular person, place or things. A description text generally describes a specific subject; it differs from an information report which describes a general group. Examples of factual descriptive text include description of a particular building, a specific animal, a particular place, and a specific person. 14 So, we can say that descriptive text is factual genres of text which describes of a specific subject, it usually tells about characteristics of the subject. Descriptive text is also a text which describes something that appeal directly to the sense, like Warriner said that descriptive text is giving a picture in the words that appeal directly to the sense (sight, sound, smell, touch, taste). He
13
Fred D. White, The Writer’s Art, (Los Angeles: Wadsworth Publishing Company, 1986), p.
61-62. 14
Mark Anderson and Kathy Anderson, Text types in English 3, (Yarra: MacMillan, 1998), p.
26.
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also said that descriptive text is normally full of vivid verbs and precise adjectives. It depends on details, not action to hold the readers’ interest. 15 According to George and Julia, descriptive is used to create a visual image of people, place, and things, even units of time or seasons. It may be used also to describe more than the outward appearance of people, and it may tell about their traits of character or personality. Description also “gives sense impressions such as the feel, sound, taste, smell, and look of things. Emotions (feelings) may be described too, like happiness, fear, loneliness, gloom, joy, comfort, etc. In addition, description helps the reader through his/her imagination to visualize a scene or a person, or to understand a sensation or an emotion." 16 It means that descriptive text is used to describe physical appearance and personality of people, places, things or objects, feelings and emotions, and units of time.
2. Purpose of Descriptive Text There are so many purposes of descriptive text developed by some experts. Thus, Rosa and Eschholz said that description is to create a verbal picture. A place, person, a thing, even an idea or a state of mind can be made vividly concrete through description. 17 Writing any description requires the writer gather may details about a subject, relying not only on what the eyes see but on the other sense impression, touch, taste, smell, hearing as well. So it can be said that description is drawing a subject through the words to make the reader see and feel the subject. Meanwhile, White (1986) said that there are several aims of descriptive text, they are: 15
John E. Warriner, English Grammar and Composition, (New York: Harcourt, Barace Jovanovich Publishers, 1982), p. 327. 16 George E. Witshon and Julia M. Burks, Let’s Write English, (New York: American Book Company, 1980), p. 128. 17 Alfred Rosa and Paul Eschholz, Models for Writers, (New York: Bedford/St. Martin’s, 2003), p. 287.
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a. To see; means to help the reader to see the objects, persons, and sensations you present, as you might guess, description is important for all rhetorical aims, not just for expressiveness. b. To explain; means to explain the reader about a subject. For example, a science writer will describe the shape of an airplane to help explaining the reader how mechanized flight is possible. c. To persuade; means the writer describes something to make readers interested. d. To re-create; means to make a reader create something. For example, the description allows the reader to re-create the experience, particularly the sensory pleasures of that experience in their own minds. e. To demonstrate; means that the writer wants to demonstrate something to readers. 18 Another purpose stated by Anderson is that descriptive is to tell about the subject by describing its features without including personal opinion. 19 It means that the aim of description is to enable the reader what something looks like generally. In addition, according to Barbara, the purposes of description are: a.
To entertain
b.
To express feelings
c.
To relate experience
d.
To inform (for a reader unfamiliar with the subject)
e.
To inform (to create a fresh appreciation for the familiar)
f.
To persuade (to convince the reader that some music degrade women). 20 Based on Barbara’s statement, when the readers read the text of
description they will probably be entertained, it also becomes the way of the writer to express their feeling or drawing their experiences through the words 18
White. loc. cit. Mark Anderson and Kathy Anderson, Text types in English 3, (Yarra: MacMillan, 1998), p.
19
26. 20
Barbara Fine Clouse, The Student Writer, (New York: McGraw Hill, 2004), p. 143.
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because the writer can inform unfamiliar subject or gives the appreciation for the familiar subject to the reader. From those statements above, it can be concluded that the purpose of descriptive text is to describe the subject of the text specifically. It is also to entertain the readers, to express the writer’s feeling and emotion.
3. Language Features of Descriptive Text a. Generic Structure of Descriptive Text 1. Identification: Identifies the phenomenon to be described 2. Description of features: Describes features in order of importance: a) Parts/things (physical appearance). b) Qualities (degree of beauty, excellence, or worth/value). c) Other characteristics (prominent aspects that are unique). b. Generic Features of Descriptive Text 1. Use of simple present tense 2. Use of “be (is, are)” for the identification and showing qualities. 3. Use of verb “has/have” to give detailed description of the object’s features. 4. Use of action verbs related to the topic. Especially when describing behaviors or personalities (for person). 5. Use of adjectives in describing the objects, especially the qualities.
4. Kinds of Descriptive Text According to George and Julia (1980), there are three kinds of descriptive text. They are: 21
21
George E. Witshon and Julia M. Burks, Let’s Write English, (Ottawa: Atlantis Publisher, 1980), p. 131.
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a. Describing People. People are different, and writing descriptions of people is different. In direct description, the writer tells how the person looks like. While in indirect description, the character is revealed through what he or she does, thinks, or says in certain situations. b. Describing Places and Scenes In describing place, it would be better for the writer to describe a place that he or she enjoys. In description, the writer chooses words that will create vivid mental picture for the reader, and some other aspects such as using proper noun, effective verb, and including action and people. c. Describing Things or Objects When the writer describes a thing or an object, he or she must have good imagination about a thing or an object that will be described. Besides, pictures also have the important roles in describing a thing or object. Meanwhile, to make a thing or an object as interesting and as vivid to the readers as it is to writer, the writer should use proper nouns and effective verbs.
D. Using Guided Questions in Teaching Descriptive Text In teaching writing of descriptive text through guided questions, the teacher follows the following procedures: 1. Pre-writing Activity a. The teacher explains what descriptive text is, and also explains the parts or generic structures of descriptive text that the students must write in a paragraph. b. The teacher decides a topic to be given to the students. c. The teacher gives the students some questions related to the topic. d. The teacher gives an example of descriptive text based on the question as the model for the students.
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2. Writing Activity a. The teacher asks the students to write their own descriptive text. b. The students begin to write a descriptive text by answering the questions given by the teacher. c. While the students are writing, the teacher moves among the, gives assistance and guidance as required. 3. Re-writing Activity a. Collecting the student’s work, monitoring and marking their work one by one right way, writing the comment and suggestion underneath. b. The teacher asks the students to do their final revision and collect their work.
E. Advantages of Using Guided Question By using guided questions before doing writing activity, the writer can get some advantages from them. The following are some advantages of guided question. They are: 1. It can facilitate the teaching of writing to the students. 2. It can minimize mistakes by the students when they write. 3. The students will not be confused what they are going to write because they are guided to write by answering the questions related to the topic. 4. It makes their writing more coherent because they write the paragraph by following the questions. 5. It makes the students easier to explore the topic which they will write about. From that statement, the students can achieve many benefits through guided questions. They can be easier to write a text, especially in writing descriptive text. Besides, it gives more details in writing a descriptive text.
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F. Conceptual Framework Many experts have explained about the nature of guided question, and one factor that interfere the students from knowing how to write well and correctly is the technique of teaching which is applied by the teacher. However, guided question is a technique that can be used to teach writing of descriptive text. Through guided questions, the students are helped to avoid any serious errors as long as they follow the direction and answer the questions given by the teacher before start writing. Furthermore, by using guided questions, the students are also helped to focus on the ideas that they want to write and link sentences into coherent ideas in the target language. From the explanation above, the researcher assumes that guided questions can produce a good descriptive text as long as the students answer the questions well, and it can also develop all aspects of writing descriptive text, such content, organization, vocabulary, and language used.
G. Relevant Previous Studies This part discusses the previous study, especially those dealing with the research about the use of guided questions in teaching writing of descriptive text. Nawawi (2011) conducted the research under the title Improving Students’ Writing Skill of Descriptive Text through Guided Questions. This research used Classroom Action Research (CAR) design and it attempted to improve students’ achievement in writing descriptive text by using guided questions. The subject of this research was the students of second grade of SMP PGRI 1 Ciputat Tangerang Selatan. The result of this research showed that students’ achievement score in writing descriptive text improved in every test. In
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other word, the application of learning descriptive writing by using guided questions has improved in the end of third cycle. 22 The second study was conducted by Iwan (2012) under the title “Developing the Students’ Ability in Writing Recount Text through Guiding Questions Technique at the Second Year Students of SMPN 1 Terbanggi Besar Lampung Tengah”. From his study, he found that the students’ score in writing recount text has improved by applying guiding questions technique. 23 Another study was held by Kurniawan (2009). His research is about using pictures and guided questions in teaching descriptive writing. The aim of his study is to know the students’ improvement in learning descriptive writing by using picture and guided questions. The result showed that the implementation of picture and guided questions in teaching descriptive can improve the students’ ability in writing descriptive text.24 Different from the previous study explained above, the writer will focus on using a quasi-experimental study in her research. It is different from the previous study which they were using classroom action research design in conducting their research. Furthermore, the writer expected that guide question technique can help the teacher to increase students’ ability in writing descriptive text. Then, by using guided question technique, the writer hopes that the students will be easier to write descriptive text coherently.
H. Research Hypotheses 1. H 0 (Null hypothesis): There is no significant difference between the students’ score in learning writing of descriptive text taught by using guided questions 22
Muhammad Bagus Nawawi, Improving Students’ Writing Skill of Descriptive Text through Guided Question, Skripsi of UIN Syarif Hidayatullah Jakarta: 2011. Unpublished. 23 Iwan, Developing the Students’ Ability in Writing Recount Text through Guiding Questions Technique, Thesis of Lampung University: 2012. Unpublished. 24 Irwan Kurniawan, Using Picture and Guided Question in Teaching Descriptive Writing, Skripsi of UIN Syarif Hidayatullah Jakarta: 2009. Unpublished.
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and the students’ score in learning writing of descriptive text taught without using guided questions at eight grade students of SMPN 3 Tangerang Selatan. 2. H a (Alternative Hypothesis): There is significant difference between the students’ score in learning writing of descriptive text taught by using guided questions and the students’ score in learning writing of descriptive text taught without using guided questions at eight grade students of SMPN 3 Tangerang Selatan.
CHAPTER III RESEARCH METHODOLOGY A. Research Method and Design This study is a quantitative research. It is categorized as a quasi experimental research design. The writer conducted the research in two different classes (experimental class and controlled class). In the experimental class, the writer gave a treatment by using guided questions in teaching writing of descriptive text, while in the controlled class, the writer taught writing of descriptive text by using conventional method without using guided questions. The treatment given in experimental class is purposed to compare whether it gives more significant effect on the students’ score in writing descriptive text.
B. Place and Time of the Study The study was conducted at the eight grade students of SMPN 3 Tangerang Selatan at Jl. Ir. H. Juanda No. 1 Ciputat, Tangerang Selatan. It was conducted for about three months, started from September 2014.
C. Population and Sample The population of this study was all of the eight grade students of SMPN 3 Tangerang Selatan in academic year 2014/2015. The total number of the students is 450 students divided into 10 classes. In this study, the writer used purposive sampling to choose the classes which almost have the same score. The writer chose class of VIII.6 as the sample of experimental class and class of VIII.7 as the controlled class.
D. Instrument of the Study In this study, the writer used test as an instrument. The instrument of the study is a tool or facility that is used by researcher for collecting data in order to
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get better result. Therefore, to get the accurate data, the researcher of this study chose test as an instrument. To know the effectiveness of teaching writing by using guided questions, the writer gave written test to the students. The written test was divided into two parts; pre-test and post-test. The form of written test was an instruction to make a descriptive text based on the topic given by the teacher. Because of it is written test, the writer used writing rubric in scoring the student’s writing. It is divided into five criteria, which are content, organization, vocabulary, language use, and mechanics. Furthermore, each criteria was rated into four scale of rating scores adapted from Jacobs et al.’s (1981) scoring profile. 1 Then, to get the mean of students’ writing score, the writer had to calculate all components of writing as follows:
Table 3.1 Five Components of Grading Writing Score
30 – 27
CONTENT
26 – 22 21 – 17 16 – 13 20 – 18
ORGANIZATION
17 – 14 13 – 10 9–7
VOCABULARY 1
20 – 18
EXCELLENT TO VERY GOOD: knowledgeable, substantive, thorough development of topic, effective and appropriate details of topic or story GOOD TO AVERAGE: adequate range, adequate development of topic, sufficient details of topic or story FAIR TO POOR: little substance, inadequate development of topic and detail VERY POOR: non-substantive, not pertinent, or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, well-organized, logical sequencing, cohesive GOOD TO AVERAGE: somewhat choppy, loosely organized but main ideas stand out, logical but incomplete sequencing FAIR TO POOR: non – fluent, ideas confused or disconnected, lacks logical sequencing VERY POOR: does not communicate, no organization, or not enough to evaluate EXCELLENT TO VERY GOOD: effective word/idiom choice and usage, word form mastery
Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University Press, 2003), p. 104.
22
17 – 14 13 – 10 9–7
25 – 22
21 – 18 LANGUAGE USE
17 – 11
10 – 5
5
4 MECHANICS 3
2
GOOD TO AVERAGE: occassional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: frequent errors of word/idiom form, choice, usage, meaning confused or obscured VERY POOR: little knowledge of English vocabulary, idioms, word form, or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple construction, minor problems in complex construction, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured FAIR TO POOR: major problems in simple/complex constructions, frequent errors of negation, agreement, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletion, meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules, dominated by errors, does not communicate, or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured VERY POOR: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate
E. Test of Instrument Validity and Reliability To know the validity and reliability of the instrument, the writer, first, match the instrument with the objective of the subject which can be seen from the syllabus of Junior High School. Then, the writer gave a try out to other class before conducting the research, which is aimed to know the validity and reliability of the instrument. In this study, the writer gave the try out to class VIII.5 of
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SMPN 3 Tangerang Selatan academic year 2014/2015. Furthermore, after conducting the try out, the writer obtained the data and calculated the result of the instrument. From the result, it can be seen that the instrument used to test writing is valid and reliable (See appendix 3).
F. Technique of Data Collection In this study, the researcher conducted pre-test and post-test to collect the data. 1. Pre-test Pre-test is used to ensure the equivalency of the controlled and the experimental class before conducting the treatment. 2. Post-test Post-test is used to see if there are any statistically significant differences on students’ writing of descriptive text through guided questions. The test is done to gain the students’ writing score after treatment and to find out the effectiveness of guided questions in teaching writing of descriptive text.
G. Technique of Data Analysis After collecting the data by using test, the writer analyzed the result of the test by using t-test. 2 It is purposed to find out the difference score of students’ improvement in writing descriptive text through guided questions compared without using them. Therefore, the variables are compared to recognize whether the differences are significant or not. The writer used t-test formula with the significance degree 5% and 1 % to analyze the students’ score. Before using t-test formula, there are several steps to be taken, they are as follows: 3 1. Determining Mean of Variable X, with formula: 𝑀𝑀𝑋𝑋 =
2
∑ 𝑋𝑋 𝑛𝑛1
Subana, Moersetyo Rahadi, and Sudrajat, Statistik Pendidikan, (Bandung: Pustaka Setia, 2000), p. 168. 3 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 315.
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2. Determining Mean of Variable Y, with formula: 𝑀𝑀𝑌𝑌 =
∑ 𝑌𝑌 𝑛𝑛2
3. Determining Standard Of Deviation Score of Variable X, with formula:
𝑆𝑆𝑆𝑆𝑋𝑋 = �
∑ 𝑋𝑋 2 𝑛𝑛1
4. Determining Standard Of Deviation Score of Variable Y, with formula: ∑ 𝑌𝑌 2 𝑆𝑆𝑆𝑆𝑌𝑌 = � 𝑛𝑛2
5. Determining Standard Error Mean of Variable X, with formula: 𝑆𝑆𝑆𝑆𝑀𝑀𝑋𝑋 =
𝑆𝑆𝑆𝑆𝑋𝑋
�𝑛𝑛1 − 1
6. Determining Standard Error Mean of Variable Y, with formula: 𝑆𝑆𝑆𝑆𝑀𝑀𝑌𝑌 =
𝑆𝑆𝑆𝑆𝑌𝑌
�𝑛𝑛2 − 1
7. Determining Standard Error of Different Mean of Variable X and Mean of Variable Y, with formula: 𝑆𝑆𝑆𝑆𝑀𝑀𝑋𝑋 −𝑀𝑀𝑌𝑌 = �𝑆𝑆𝑆𝑆𝑀𝑀𝑋𝑋 2 + 𝑆𝑆𝑆𝑆𝑀𝑀𝑌𝑌 2
8. Determining t o , with formula: 𝑡𝑡𝑜𝑜 =
𝑀𝑀𝑋𝑋 − 𝑀𝑀𝑌𝑌 𝑆𝑆𝑆𝑆𝑀𝑀𝑋𝑋 −𝑀𝑀𝑌𝑌
9. Determining Degrees of Freedom, with formula: 𝑑𝑑𝑑𝑑 = 𝑛𝑛1 + 𝑛𝑛2 − 2
H. Statistical Hypotheses To prove the hypotheses, the data obtained from the experimental class and the controlled class was calculated by using t-test formula with the assumption as follows:
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1. If t o > t t : The alternative hypothesis (H a ) is accepted, and null hypothesis (H o ) is rejected. It means that there is an effect and significant difference between the result after teaching writing of descriptive text by using guided questions and without using guided questions at the eight grade students of SMPN 3 Tangerang Selatan. 2. If t o < t t : The alternative hypothesis (H a ) is rejected, and null hypothesis (H o ) is accepted. It means that there is no effect and significant difference between the result after teaching writing of descriptive text by using guided questions and without using guided questions at the eighth grade students of SMPN 3 Tangerang Selatan.
CHAPTER IV RESEARCH FINDING A. Data Description As described in the previous chapter, the writer held the research at SMP Negeri 3 Tangerang Selatan. She held the research by taking students’ score of test (pre-test and post-test). The pre-test was given before the treatment begun and the post-test was given after the treatment finished. The result of test (pre-test and post-test) in experimental and controlled class are presented in the table of the students’ score as follows:
Table 4.1 Students’ Score of the Experimental Class No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Pre-test 34 44 61 43 49 53 42 53 63 73 58 42 76 64 65 47 45 34 72 44 34 57
Post-test 72 80 74 76 72 76 82 84 89 84 79 68 80 69 70 62 62 68 79 68 62 78 26
Gained 38 36 13 33 23 23 40 31 26 11 21 26 4 5 5 15 17 34 7 24 28 21
27
23 24 25 26 27 28 29 30 ∑N=30 X
52 42 67 57 63 72 34 34 1574 52.47
79 80 75 76 69 78 68 54 2213 73.77
27 38 8 19 6 6 34 20 639 21.30
Based on the table above, we can see that the highest pre-test score of experimental class was 76 while the lowest pre-test score was 34 and the highest post-test score of experimental class was 89 and the lowest of posttest score was 54. From the table above, we can conclude that students’ writing of descriptive text was increased. Moreover, it can be seen from 30 students in experimental class that the mean of pre-test was 52.47 and the mean of post-test was 73.77. So, the average of gained score was 21.30. Table 4.2 Students’ Score of the Controlled Class No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Pre-test 34 34 50 34 46 34 34 42 68 34 34 42 68 44 70 68
Post-test 42 38 52 38 46 34 42 42 70 38 42 64 68 48 76 70
Gained 8 4 2 4 0 0 8 0 2 4 8 22 0 4 6 2
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17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑N=30 X
62 73 70 57 43 42 48 62 42 63 57 46 42 42 1485 49.50
64 80 76 58 58 42 63 68 42 72 62 68 62 54 1679 55.97
2 7 6 1 15 0 15 6 0 9 5 22 20 12 194 6.47
Based on the table above, we can see that the highest pre-test score of controlled class was 73 while the lowest pre-test score was 34. Then the highest post-test score of controlled class was 80 and the lowest of post-test score was 34. From the two tables presented above, the writer can conclude that the experimental class score (teaching writing of descriptive text by using guided questions) is higher than the controlled class score (without using guided questions).
Table 4.3 The Comparison Scores of Experimental and Controlled Class Students 1 2 3 4 5 6 7
X
Y 38 36 13 33 23 23 40
8 4 2 4 0 0 8
X 16.70 14.70 -8.30 11.70 1.70 1.70 18.70
Y 1.53 -2.47 -4.47 -2.47 -6.47 -6.47 1.53
X2 278.89 216.09 68.89 136.89 2.89 2.89 349.69
Y2 2.35 6.08 19.95 6.08 41.82 41.82 2.35
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8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑N=30 X
31 26 11 21 26 4 5 5 15 17 34 7 24 28 21 27 38 8 19 6 6 34 20 639 21.30
0 2 4 8 22 0 4 6 2 2 7 6 1 15 0 15 6 0 9 5 22 20 12 194 6.47
9.70 4.70 -10.30 -0.30 4.70 -17.30 -16.30 -16.30 -6.30 -4.30 12.70 -14.30 2.70 6.70 -0.30 5.70 16.70 -13.30 -2.30 -15.30 -15.30 12.70 -1.30 0.00
-6.47 -4.47 -2.47 1.53 15.53 -6.47 -2.47 -0.47 -4.47 -4.47 0.53 -0.47 -5.47 8.53 -6.47 8.53 -0.47 -6.47 2.53 -1.47 15.53 13.53 5.53 0.00
94.09 22.09 106.09 0.09 22.09 299.29 265.69 265.69 39.69 18.49 161.29 204.49 7.29 44.89 0.09 32.49 278.89 176.89 5.29 234.09 234.09 161.29 1.69 3732.30
41.82 19.95 6.08 2.35 241.28 41.82 6.08 0.22 19.95 19.95 0.28 0.22 29.88 72.82 41.82 72.82 0.22 41.82 6.42 2.15 241.28 183.15 30.62 1243.47
Based on the data presented above, it can be discussed that the lowest gained score of experimental class (X) is 4 and the highest gained score is 40. While the lowest gained score of controlled class (Y) is 0 and the highest gained score is 22. Then, the sum of squared of gained score (X2) in experimental class is 3732.30 and (Y2) is 1243.47.
B. Data Analysis After comparing the score of experimental class and controlled class, the writer made an analysis of data from the result both of class 8.6 and 8.7. Then, the writer calculated the data above based on the step of t-test. The formulation as follows:
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1. Determining Mean of variable X, with formula: Mean variable X =
∑ 𝑋𝑋 639 = = 𝟐𝟐𝟐𝟐. 𝟑𝟑 𝑁𝑁 30
2. Determining Mean of variable Y, with formula:
Mean variable Y =
∑ 𝑌𝑌 194 = = 𝟔𝟔. 𝟒𝟒𝟒𝟒 𝑁𝑁 30
3. Determining Standard of Deviation score of variable X, with formula:
𝑆𝑆𝑆𝑆𝑥𝑥 = �
∑ 𝑥𝑥 2 3732.30 = � = √124.41 = 𝟏𝟏𝟏𝟏. 𝟏𝟏𝟏𝟏 𝑁𝑁 30
4. Determining Standard of Deviation score of variable Y, with formula: ∑ 𝑦𝑦 2 1243.47 𝑆𝑆𝑆𝑆𝑦𝑦 = � = � = √41.45 = 𝟔𝟔. 𝟒𝟒𝟒𝟒 𝑁𝑁 30
5. Determining Standard Error Mean of variable X, with formula: 𝑆𝑆𝑆𝑆𝑀𝑀𝑋𝑋 =
𝑆𝑆𝑆𝑆𝑥𝑥
√𝑁𝑁 − 1
=
11.15
√30 − 1
=
11.15 √29
=
11.15 = 𝟐𝟐. 𝟎𝟎𝟎𝟎 5.34
6. Determining Standard Error Mean of variable Y, with formula: 𝑆𝑆𝑆𝑆𝑀𝑀𝑌𝑌 =
𝑆𝑆𝑆𝑆𝑦𝑦
√𝑁𝑁 − 1
=
6.44
√30 − 1
=
6.44 √29
=
6.44 = 𝟏𝟏. 𝟐𝟐𝟐𝟐 5.34
7. Determining Standard Error Mean of difference of Variable X and Y, with formula: 𝑆𝑆𝑆𝑆𝑀𝑀𝑋𝑋 − 𝑆𝑆𝑆𝑆𝑀𝑀𝑌𝑌 = �𝑆𝑆𝑆𝑆𝑀𝑀𝑋𝑋 2 + 𝑆𝑆𝑆𝑆𝑀𝑀𝑌𝑌 2 = �2.092 + 1.202 = √4.37 + 1. 𝑠𝑠44
= 𝟐𝟐. 𝟒𝟒𝟒𝟒
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8. Determining t o ,with formula: 𝑡𝑡𝑜𝑜 =
𝑀𝑀𝑥𝑥 − 𝑀𝑀𝑌𝑌 21.3 − 6.46 14.84 = = = 𝟔𝟔. 𝟏𝟏𝟏𝟏 𝑆𝑆𝑆𝑆𝑆𝑆𝑋𝑋 − 𝑆𝑆𝑆𝑆𝑆𝑆𝑌𝑌 2.41 2.41
9. Determining t-table in significant level 5% and 1% with df:
𝑑𝑑𝑑𝑑 = (𝑁𝑁1 + 𝑁𝑁2 − 2) = 30 + 30 − 2 = 𝟓𝟓𝟓𝟓
At the degree of significance 5% = 1.7 At the degree of significance 1% = 2.4
10. The comparison between t-score with t-table t-score = 1.7 <6.15> 2.4
C. Testing the Hypothesis The study was held to answer the question whether there is significant difference between the result of using guided questions in teaching writing of descriptive text. In order to provide the answer for the question above, the Alternative Hypothesis (H a ) and Null Hypothesis (H 0 ) were proposed as follows: 1. Null Hypothesis (H 0 ) : guided question is not effective in learning writing of descriptive text. 2. Alternative Hypothesis (H a ): guided question is effective in learning writing of descriptive text. To prove the hypothesis, the obtained data from experimental class and controlled class were calculated by using t test formula with assumption as follows: 1. If t o ≤ t table in significance degree of 1%, the Null Hypothesis (H 0 ) is R
accepted and the Hypothesis Alternative (H a ) is rejected. It means that
there is no significant effect of using guided question on students’ writing of descriptive text.
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2. If t o ≥ t table in significance degree of 1%, the Null Hypothesis (H 0 ) is R
rejected and the Hypothesis Alternative (H a ) is accepted. It means that
there is significant effect of using guided question on students’ writing of descriptive text. The hypothesis criteria above states that: if t o > t t = H a is accepted and H 0 is rejected, and if t 0 < t t = H a is rejected and H 0 is accepted. H a is Hypothesis Alternative, H 0 is Null Hypothesis, t o is t-observation and t t is ttest. The result of the statistic calculation indicates that the value of t 0 is 6.15 which is higher that t-table (t t ) at significance level 5% = 1.7 and t table (t t ) at significance level 1% = 2.4. It means that the Null Hypothesis (H 0 ) is rejected and the Hypothesis Alternative (H a ) is accepted.
D. Data Interpretation From the results presented in the table above, the average score of experimental class is 21.3. Meanwhile, in controlled class that is taught without using guided questions, the average score is 6.46. Additionally, based on the statistical calculation above, it can be seen that there is obvious difference between the average score from the results of teaching writing of descriptive text by using guided questions and without using guided questions. As known that t o is higher than t t as 1.7 <6.15> 2.4. Furthermore, because t o is higher than t t , so the Null Hypothesis (H 0 ) is rejected and Alternative Hypothesis is accepted (H a ). It means that there is significant difference between the students’ score in writing descriptive text taught by using guided questions and without using it. Finally, the conclusion is that guided questions is effective to use in learning writing of descriptive text and it might become an alternative way to teach writing, especially in teaching writing of descriptive text at the eight grade students of Junior High School level.
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The result of the research above is in line with other researches that have been mentioned in the previous chapter. One of them is the research conducted by Muhammad Bagus Nawawi, with the title “Improving Students’ Writing Skill of Descriptive Text through Guided Questions”. It was aimed to find out whether teaching writing descriptive text using guided questions is effective to improve students’ writing. His research showed that all students got high score which pass the KKM. However, it is different from this study which is some students still get low score (under KKM) but overall their scores were increased. This research results also positively strengthen Cooper and Axelrod’s opinion that said that guided question is useful and systematic approach to explore a topic in writing. Furthermore, this research result is in line with Robinson’s statement. He said that guided questions can minimize the mistakes made by the students and help them to organize their ideas coherently as long as they follow the directions given by the teacher. In addition, Raymond also opined that giving guided questions can be a way to help the students exploring the topic in writing skill. Thus, it can be concluded that the result of this study could become an evidence that guided question is an effective way to improve students’ writing of descriptive text.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion Based on the research finding explained in the previous chapter, the writer draws a conclusion that learning descriptive text by using guided questions is effective to increase the students’ score in writing descriptive text. It can be seen from the mean of post-test’s score. The mean of post-test’s score of experimental class which is taught by guided questions is higher than the mean of controlled class’ post-test which does not use guided questions. The result of the statistical analysis in the research showed that the value of t o is higher than t table as 1.7<6.15>2.4. It means that the Null Hypothesis (H 0 ) is rejected and the Alternative Hypothesis (H a ) is accepted. Thus, there is a positive significant effect in learning writing of descriptive text by using guided questions.
B. Suggestion Based on the research finding explained previously, the result of statistical calculation showed that guided questions is effective in learning writing of descriptive text. Some suggestions for the teaching and learning English are porposed as follows: 1. For teachers a. Teacher should improve their technique in teaching English especially in teaching descriptive text by using guided questions in order to increase the students’ writing skill. b. Teacher should apply guided questions to make the teaching-learning process easier and fun in order to avoid the students’ boredom. c. Teacher should determine the appropriate method based on their objectives and learning situations, because different learning objectives and different learning situations need different teaching method. So, the
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teacher should apply the appropriate method in teaching-learning process. 2. For students a. The students can enrich their experience and knowledge in learning English, especially in learning writing descriptive text through guided questions. b. The students can use guided questions in writing descriptive text in order to make them easier to write. 3. For further researchers a. The researcher can have a research on the use of guided questions technique in teaching other text besides descriptive text. b. The researcher can have a research on the use of guided questions technique in teaching other language skill besides writing.
BIBLIOGRAPHY Anderson, Mark, and Anderson, Kathy. Text Types in English 3. Yarra: McMillan, 1998. Axelrod, Rise B., and Charles R. Cooper. The ST. Martin’s Guide to Writing. New York: ST. Martin Press, 1985. Clouse, Barbara Fine. The Student Writer. New York: McGraw Hill, 2004. Douglas, Brown. Language Assessment Principle and Classroom Practices. San Francisco: Longman, 2004. Gould, Eric. The Act of Writing. New York: Random House Inc, 1989. Hughes, Arthur. Testing for Language Teachers. New York: Cambridge University Press, 2003. Lunsford, Andrea A., The St. Martin’s Handbook. New York: Bedford, 2010. Murcia, Marianne C. Teaching English as a Second or Foreign Language Teaching. Boston: Heinle and Heinle Publishers, 1991. Nunan, David. Language Teaching Methodology. New York: Prentice Hall, 1991. Oshima, Alice., and Hogue, Ann. Writing Academic English. New York: Longman, 1999. Raymon, James C. Writing is Unnatural Act. New York: Harper & Row Publisher, 1980. Richard, Jack C. Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press, 2002. Robinson, Lois. Guided Writing and Free Writing. New York: Harper & Row Publisher, 1997. Rosa, Alfred, and Escholz, Paul. Models for Writers. New York: Bedford, 2003. Subana, et al., Statistik Pendidikan. Bandung: Pustaka Setia, 2000.
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Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2008. Tim Inti Kurikulum 2013. Kompetensi Dasar SMP/MTs. Jakarta: Depdikbud, 2013. Ur, Penny. A Course in Language Teaching. Cambridge: Cambridge University Press, 1996. Warriner, John E., English Grammar and Composition. New York: Harcourt Publishers, 1982. Weigle, Sara Cushing. Assessing Writing. New York: Cambridge University Press, 2002. White, Fred D. The Writer’s Art. Los Angeles: Wadsworth Publishing Company, 1986. White, Ron, and Valerie Arndt. Process of Writing. London: Longman, 1998. Witshon, George E., and Julia M. Burks. Let’s Write English. Ottawa: Atlantis Publisher, 1980.
APPENDIX 1 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMPN 3 Tangerang Selatan
Kelas/Semester
: VIII.6/I
Mata Pelajaran
: Bahasa Inggris
Materi Pokok
: Teks deskriptif sederhana lisan dan tulisan
Alokasi Waktu
: 2 x 40 menit (Pertemuan ke-1)
A. Kompetensi Inti KI1
: Menghargai dan menghayati ajaran agama yang dianutnya.
KI2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong) santun, percaya diri dalam berinteraksi secara aktif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. KI3
: Memahami dan menerapkan pengetahuan (faktual, konseptual,
dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI4
: Mengolah, menyaji dan menalar dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis,membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajaridisekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 3.3
Memahami tujuan, struktur teks, dan unsur kebahasaan dari jenis teks deskriptif lisan dan tulis tentang orang/binatang/benda, sangat pendek dan sederhana.
4.5 Menangkap makna dalam teks deskriptiflisan dan tulis, sangat pendek dan sederhana.
38
39
C. Indikator 1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif tentang orang/binatang/benda, dengan penuh percaya diri dan tanggung jawab. 2. Menjelaskan makna yang terdapat di dalam teks descriptif sederhana, secara lisan dan tertulis. 3. Mengoreksi dan menganalisa kesalahan yang terdapat dalam teks deskriptif.
D. Tujuan Pembelajaran Pada akhir pembelajaran, siswa diharapkan mampu menentukan dan menganalisa struktur teks dan unsur kebahasaan dari teks deskriptif, menangkap makna serta menuliskan kembali teks deskriptif dengan menggunakan kata-kata mereka sendiri.
E. Materi Pembelajaran a.
Descriptive textis basically aimed to give information to the readers about characteristic features of person, animal, or thing. It has function to describe a visual object of person/animal/things. 1. Generic structure of descriptive text a. Identification :Identifies the phenomenon/object to be described. b. Description
:Describes features in order of importance
(parts/things, qualities, and other characteristics). 2.
Generic features of descriptive text a. Using simple present tense b. Using ‘to be’ for the identification and showing qualities c. Using adjectives in describing the objects d. Using verb ‘has/have’ to give detail description of the object features.
40
F. Metode Pembealajaran Pendekatan
: Scientific Approach
Method
: Observe-Practice
Technique
: AskingQuestion, diskusi kelompok.
G. Sumber/Media Pembelajaran Sumber
: Buku bahasa Inggris yang relevan, dan internet.
Media
: Power Point presentation.
H. Kegiatan Pembelajaran Kegiatan Pendahuluan
Deskripsi Kegiatan • Siswa mengucapkan salam kepada guru dan berdo’a
Waktu
sebelum belajar dengan dipimpin oleh ketua kelas • Guru menyapa siswa dan menanyakan keadaan siswa dengan menggunakan bahasa Inggris • Guru mengecek kehadiran siswa • Guru memberikan motivasi kepada siswa • Guru menyampaikan tujuan pembelajaran yang harus dicapai siswa dan menjelaskan kegiatan pembelajaran. Inti
Observing (Mengamati) • Siswa mengamati teks deskriptiftentang orang, yang ditampilkan di slide/screen. • Siswa diminta membaca teks deskriptif yang telah diberikan oleh guru (on the screen). • Siswa mengamati fungsi sosial, struktur dan unsur kebahasaan yang terdapat dalam teks deskriptif. • Siswa mendengarkan atau menyimak penjelasan secara umum mengenai definisi, fungsi, struktur, dan unsur kebahasaan dari teks deskriptif. Questioning (Menanyakan) •
Guru memberikankesempatan kepada peserta didik untuk bertanya tentang hal yang belum mereka pahami dari
5 menit
41
penjelasan dan tekstelah disimak, baik tentang struktur dan unsur kebahasaan dari teks deskriptif
maupun tentang
kosakata dalam teks yang belum mereka ketahui artinya. •
Guru mengenalkan kosakata – kosakata baru yang mugkin akan ditemukan pada teks deskriptif yang akan dibahas berikutnya.
Exploring (Mengeksplorasi) • Guru mengingatkan kembali tentang kegiatan belajar yang akan mereka lakukan melalui teknik ‘Guided Questions’ • Siswa diminta untuk membuat kelompok (masing-masing kelompok terdiri dari 5-6 siswa), dan setiap siswa harus menyiapkan kertas lembar kecil dan alat tulis. • Guru menampilkan slide yang berisi gambar orang. • Siswa
diminta
untuk
mendeskripsikan
ciri-ciri
atau
karakteristik orang yang terdapat dalam gambar di slide. • Masing-masing siswa di setiap kelompok menyebutkan ciriciri dan karakteristik gambar orang yang terdapat dalam slide. Associating (Mengasosiasi) • Setelah masing - masing siswa selesai menyebutkan ciri-ciri orang tersebut,, setiap siswa diminta untuk menukarkan hasil kerjanya kepada siswa lain. • Dengan arahan guru, setiap kelompok diminta untuk menganalisis dan mengoreksi hasil temannya dengan fokus pada struktur dan unsur kebahasaan dari teks deskriptif. • Setiap kelompok memperoleh balikan (feedback) dari kelompok lain dan guru dalam bentuk komentar dan analisa kesalahan pada tulisan. Communicating (Mengkomunikasikan) • Setelah setiap kelompok mendapatkan kembali hasil kerjaannya,
setiap
siswa
dalam
kelompok
diminta
melakukan proses ‘revising’ dan ‘editing’ atau menuliskan teks kembali dalam buku mereka masing – masing
30 Menit
42
berdasarkan ‘feedback’ yang telah diberikan. Penutup
• Guru
memberikan
kesempatan
kepada
siswa
untuk
menanyakan hal yang belum mereka pahami seputar materi yang sudah disampaikan. • Siswa, dengan arahan guru, membuat kesimpulan tentang materi dan menjelaskan nilai moral yang bisa diambil dari cerita yang telah mereka pelajari • Siswa dan guru menutup kegiatan pembelajaran dengan membaca do’a.
I.
Penilaian Penilaian diambil berdasarkan: 1. Tugas Individu 2. Bentuk Instrumen Penilaian: Tes tertulis 3. Rincian Tugas: Membuat teks deskriptif sederhana 4. Kriteria Penilaian: Scoring Rubric Writing Rubric 30 – 27
CONTENT
26 – 22 21 – 17 16 – 13
20 – 18
ORGANIZATION
17 – 14
13 – 10 9–7
EXCELLENT TO VERY GOOD: substantive, thorough development of topic, effective and appropriate details of topic or story GOOD TO AVERAGE: adequate range, adequate development of topic, sufficient details of topic or story FAIR TO POOR: little substance, inadequate development of topic and detail VERY POOR: non-substantive, not pertinent, or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, well-organized, logical sequencing, cohesive GOOD TO AVERAGE: somewhat choppy, loosely organized but main ideas stand out, logical but incomplete sequencing FAIR TO POOR: non – fluent, ideas confused or disconnected, lacks logical sequencing VERY POOR: does not communicate, no organization, or not enough to evaluate
5 menit
43
20 – 18
17 – 14 VOCABULARY 13 – 10
9–7
25 – 22
21 – 18 LANGUAGE USE
17 – 11
10 – 5
5
4 MECHANICS 3
2
EXCELLENT TO VERY GOOD: effective word/idiom choice and usage, word form mastery GOOD TO AVERAGE: occassional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: frequent errors of word/idiom form, choice, usage, meaning confused or obscured VERY POOR: little knowledge of English vocabulary, idioms, word form, or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple construction, minor problems in complex construction, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured FAIR TO POOR: major problems in simple/complex constructions, frequent errors of negation, agreement, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletion, meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules, dominated by errors, does not communicate, or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured VERY POOR: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate
44
Tangerang, 16 Oktober 2014 Mengetahui, Guru Mata Pelajaran
Peneliti
Herlina Yulyanti, S. Pd
Ilfa Hidayah
45
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMPN 3 Tangerang Selatan
Kelas/Semester
: VIII.6/I
Mata Pelajaran
: Bahasa Inggris
Materi Pokok
: Teks deskriptif sederhana lisan dan tertulis
Alokasi Waktu
: 2 x 40 menit (Pertemuan ke-2)
A. Kompetensi Inti KI1
: Menghargai dan menghayati ajaran agama yang dianutnya.
KI2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong) santun, percaya diri dalam berinteraksi secara aktif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. KI3
: Memahami dan menerapkan pengetahuan (faktual, konseptual,
dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI4
: Mengolah, menyaji dan menalar dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis,membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajaridisekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 3.3
Memahami tujuan, struktur teks, dan unsur kebahasaan dari jenis teks deskriptif lisan dan tulis tentang orang/binatang/benda, sangat pendek dan sederhana.
4.4
Menyusun teks deskriptif lisan dan tertulis, sangat pendek dan sederhana, tentang orang/binatang/benda, dengan memperhatikan
46
tujuan, struktur teks, dan unsur kebahasaan secara benar dan sesuai konteks. 4.5 Menangkap makna dalam teks deskriptiflisan dan tulis, sangat pendek dan sederhana.
C. Indikator 1. Mengidentifikasi kalimat adjective yang terdapat dalam teks deskriptif. 2. Membuat kalimat adjective dengan tepat dan benar. 3. Menyusun paragraf deskriptif dengan memperhatikan struktur dan unsur kebahasaan dari teks deskriptif. 4. Mengoreksi dan menganalisa kesalahan yang terdapat dalam teks deskriptif yang dibuat.
D. Tujuan Pembelajaran Pada akhir pembelajaran, siswa diharapkan mampu membuat kalimat adjective dan menyusun
teks deskriptif pendek dan sederhana dengan
memperhatikan struktur teks, dan unsur kebahasaan dari teks deskriptif.
E. Materi Pembelajaran a.
Descriptive textis basically aimed to give information to the readers about characteristic features of person, animal, or thing. It has function to describe a visual object of person/animal/things. 1. Generic structure of descriptive text a. Identification :Identifies the phenomenon/object to be described. b. Description : Describes features in order of importance (parts/things, qualities, and other characteristics). 2.
Generic features of descriptive text a. Using simple present tense b. Using ‘to be’ for the identification and showing qualities c. Using adjectives in describing the objects
47
d. Using verb ‘has/have’ to give detail description of the object features.
F. Metode Pembealajaran Pendekatan
: Scientific Approach
Method
: Observe-Practice
Technique
: AskingQuestion, diskusi kelompok.
G. Sumber/Media Pembelajaran Sumber
: Buku bahasa Inggris yang relevan, dan internet.
Media
: Power Point presentation.
H. Kegiatan Pembelajaran Deskripsi Kegiatan
Kegiatan Pendahuluan
Siswa mengucapkan salam kepada guru dan berdo’a sebelum belajar dengan dipimpin oleh ketua kelas Guru menyapa siswa dan menanyakan keadaan siswa dengan menggunakan bahasa Inggris Guru mengecek kehadiran siswa Guru memberikan motivasi kepada siswa Guru menyampaikan tujuan pembelajaran yang harus dicapai siswa dan menjelaskan kegiatan pembelajaran.
Inti
Observing (Mengamati) Siswa mengamati teks deskriptiftentang orang, yang ditampilkan di slide/screen. Siswa diminta membaca teks deskriptif yang telah diberikan oleh guru (on the screen). Siswa mengamati kalimat adjective yang terdapat dalam teks deskriptif.
48
Questioning (Menanyakan)
Guru memberikankesempatan kepada peserta didik untuk bertanya tentang kalimat adjective yang belum mereka pahami.
Guru bertanya kepada siswa tentang kalimat adjective yang terdapat dalam teks deskriptif yang telah ditampilkan di slide.
Exploring (Mengeksplorasi) Guru mengingatkan kembali tentang kegiatan belajar yang akan mereka lakukan melalui teknik ‘Guided Questions’ Siswa diminta untuk membuat kelompok (masing-masing kelompok terdiri dari 5-6 siswa), dan setiap siswa harus menyiapkan kertas selembar dan alat tulis. Guru meminta salah satu siswa untuk maju ke depan kelas. Siswa yanglain diminta untuk mendeskripsikan ciri-ciri atau karakteristik siswa yang berdiri di depan kelas, dengan memperhatikan
atau
mengikuti
arahan
guru
dengan
menggunakan guided question. Masing-masing siswa di setiap kelompok menyebutkan ciri-ciri dan karakteristik temannya berdasarkan guided questions yang diberikan oleh guru. (membuat kalimat adjective) Associating (Mengasosiasi) Setelah masing - masing siswa selesai menyebutkan ciri-ciri temannya,, setiap siswa diminta untuk menyusun kalimat adjective yang telah dibuat, sehingga menjadi paragraf deskriptif pendek dan sederhana. Setelah selesai menyusun paragraf deskriptif berdasarkan guided questions yang diberikan oleh guru, masing-masing siswa diminta untuk menukarkan hasil kerjaannya kepada siswa lain. Dengan
arahan
guru,
setiap
kelompok
diminta
untuk
menganalisis dan mengoreksi hasil temannya dengan fokus pada struktur dan unsur kebahasaan dari teks deskriptif.. Setiap kelompok memperoleh balikan (feedback) dari kelompok lain dan guru dalam bentuk komentar dan analisa kesalahan pada tulisan.
49
Communicating (Mengkomunikasikan) Setelah setiap kelompok mendapatkan kembali hasil kerjaannya, setiap siswa dalam kelompok diminta melakukan proses ‘revising’ dan ‘editing’ atau menuliskan teks kembali dalam buku mereka masing – masing berdasarkan ‘feedback’ yang telah diberikan. Penutup
Guru memberikan kesempatan kepada siswa untuk menanyakan hal yang belum mereka pahami seputar materi yang sudah disampaikan. Siswa, dengan arahan guru,
membuat kesimpulan tentang
materi. Siswa dan guru menutup kegiatan pembelajaran dengan membaca do’a.
I.
Penilaian Penilaian diambil berdasarkan: 1. Tugas Individu 2. Bentuk Instrumen Penilaian: Tes tertulis 3. Rincian Tugas: Membuat teks deskriptif sederhana 4. Kriteria Penilaian: Scoring Rubric
Writing Rubric
21 – 17
EXCELLENT TO VERY GOOD: substantive, thorough development of topic, effective and appropriate details of topic or story GOOD TO AVERAGE: adequate range, adequate development of topic, sufficient details of topic or story FAIR TO POOR: little substance, inadequate development of topic and detail
16 – 13
VERY POOR: non-substantive, not pertinent, or not enough to evaluate
30 – 27
26 – 22 CONTENT
ORGANIZATION
20 – 18
EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, wellorganized, logical sequencing, cohesive
50
17 – 14
13 – 10
9–7
20 – 18
17 – 14 VOCABULARY 13 – 10
9–7
25 – 22
21 – 18 LANGUAGE USE 17 – 11
10 – 5
5
MECHANICS
4
3
GOOD TO AVERAGE: somewhat choppy, loosely organized but main ideas stand out, logical but incomplete sequencing FAIR TO POOR: non – fluent, ideas confused or disconnected, lacks logical sequencing VERY POOR: does not communicate, organization, or not enough to evaluate
no
EXCELLENT TO VERY GOOD: effective word/idiom choice and usage, word form mastery GOOD TO AVERAGE: occassional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: frequent errors of word/idiom form, choice, usage, meaning confused or obscured VERY POOR: little knowledge of English vocabulary, idioms, word form, or not enough to evaluate. EXCELLENT TO VERY GOOD: effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple construction, minor problems in complex construction, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured FAIR TO POOR: major problems in simple/complex constructions, frequent errors of negation, agreement, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletion, meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules, dominated by errors, does not communicate, or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured
51
2
VERY POOR: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate
Tangerang, 22 Oktober 2014
Mengetahui, Guru Mata Pelajaran
Peneliti
Herlina Yulyanti, S. Pd
Ilfa Hidayah
APPENDIX 2 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMPN 3 Tangerang Selatan
Kelas/Semester
: VIII.7/I
Mata Pelajaran
: Bahasa Inggris
Materi Pokok
: Teks deskriptif sederhana lisan dan tulisan
Alokasi Waktu
: 2 x 40 menit (Pertemuan ke-1)
A. Kompetensi Inti KI1
: Menghargai dan menghayati ajaran agama yang dianutnya.
KI2
: Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong) santun, percaya diri dalam berinteraksi secara aktif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. KI3
: Memahami dan menerapkan pengetahuan (faktual, konseptual,
dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI4
: Mengolah, menyaji dan menalar dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 3.3
Memahami tujuan, struktur teks, dan unsur kebahasaan dari jenis teks deskriptif lisan dan tulis tentang orang/binatang/benda, sangat pendek dan sederhana.
52
53
Menyusun teks deskriptif lisan dan tertulis, sangat pendek dan
4.4
sederhana, tentang orang/binatang/benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan secara benar dan sesuai konteks. 4.5 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek dan sederhana.
C. Indikator 1. Mengidentifikasi kalimat adjective yang terdapat dalam teks deskriptif. 2. Membuat kalimat adjective dengan tepat dan benar. 3. Menyusun paragraf deskriptif dengan memperhatikan struktur dan unsur kebahasaan dari teks deskriptif. 4. Mengoreksi dan menganalisa kesalahan yang terdapat dalam teks deskriptif yang dibuat.
D. Tujuan Pembelajaran Pada akhir pembelajaran, siswa diharapkan mampu membuat kalimat adjective dan menyusun teks deskriptif pendek dan sederhana dengan memperhatikan struktur teks, dan unsur kebahasaan dari teks deskriptif.
E. Materi Pembelajaran a.
Descriptive text is basically aimed to give information to the readers about characteristic features of person, animal, or thing. It has function to describe a visual object of person/animal/things. 1. Generic structure of descriptive text a. Identification :Identifies the phenomenon/object to be described. b. Description : Describes features in order of importance (parts/things, qualities, and other characteristics). 2.
Generic features of descriptive text a. Using simple present tense b. Using ‘to be’ for the identification and showing qualities
54
c. Using adjectives in describing the objects d. Using verb ‘has/have’ to give detail description of the object features.
F. Metode Pembealajaran Pendekatan
: Scientific Approach
G. Sumber/Media Pembelajaran Sumber
: Buku bahasa Inggris yang relevan, dan internet.
Media
: Power Point presentation.
H. Kegiatan Pembelajaran Deskripsi Kegiatan
Kegiatan Pendahuluan
Siswa mengucapkan salam kepada guru dan berdo’a sebelum belajar dengan dipimpin oleh ketua kelas Guru menyapa siswa dan menanyakan keadaan siswa dengan menggunakan bahasa Inggris Guru mengecek kehadiran siswa Guru memberikan motivasi kepada siswa Guru menyampaikan tujuan pembelajaran yang harus dicapai siswa dan menjelaskan kegiatan pembelajaran.
Inti
Observing (Mengamati) Siswa mengamati teks deskriptiftentang orang, yang ditampilkan di slide/screen. Guru menjelaskan tentang definisi, struktur, dan unsur kebahasaan dari teks deskriptif. Questioning (Menanyakan)
Guru memberikankesempatan kepada siswa untuk bertanya mengenaipenjealsan tentang teks deskriptif yang belum mereka pahami, baik dari penjelasan definisi, struktur teks, ataupun
55
unsur kebahasaan. Exploring (Mengeksplorasi) Siswa diminta untuk membuat kelompok (masing-masing kelompok terdiri dari 5-6 siswa), dan setiap siswa harus menyiapkan kertas selembar dan alat tulis. Guru memberikan teks deskriptif acak kepada setiap kelompok. Masing-masing kelompok diminta untuk mengurutkan teks acak yang diberikan oleh guru. Setelah masing masing kelompok menyusun paragraf dengan benar, mereka diminta untuk menganalisa generic structure dari teks narrative tersebut. Associating (Mengasosiasi) Setelah masing -
masing kelompok selesai menyusun dan
menganalisa teks deskriptif tersebut, mereka diminta untuk menukarkan hasil kerjanya kepada kelompok lain.. Dengan
arahan
guru,
setiap
kelompok
diminta
untuk
menganalisis dan mengoreksi hasil temannya dengan fokus pada struktur dan unsur kebahasaan dari teks deskriptif.. Setiap kelompok memperoleh balikan (feedback) dari kelompok lain dan guru dalam bentuk komentar dan analisa kesalahan pada tulisan. Communicating (Mengkomunikasikan) Setelah setiap kelompok mendapatkan kembali hasil kerjaannya, setiap siswa dalam kelompok diminta melakukan proses revising, kemudian salah satu siswa diminta untuk membacakan hasil pekerjaan mereka di depan kelas. Penutup
Guru memberikan kesempatan kepada siswa untuk menanyakan hal yang belum mereka pahami seputar materi yang sudah disampaikan. Siswa, dengan arahan guru,
membuat kesimpulan tentang
materi yang sudah dipelajari. Siswa dan guru menutup kegiatan pembelajaran dengan membaca do’a.
56
I.
Penilaian Penilaian diambil berdasarkan: 1. Tugas Individu 2. Bentuk Instrumen Penilaian: Tes tertulis 3. Rincian Tugas: Membuat teks deskriptif sederhana 4. Kriteria Penilaian: Scoring Rubric Writing Rubric 30 – 27
CONTENT
26 – 22 21 – 17 16 – 13 20 – 18
ORGANIZATION
17 – 14 13 – 10 9–7 20 – 18 17 – 14
VOCABULARY 13 – 10
9–7
LANGUAGE USE
25 – 22
EXCELLENT TO VERY GOOD: substantive, thorough development of topic, effective and appropriate details of topic or story GOOD TO AVERAGE: adequate range, adequate development of topic, sufficient details of topic or story FAIR TO POOR: little substance, inadequate development of topic and detail VERY POOR: non-substantive, not pertinent, or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, wellorganized, logical sequencing, cohesive GOOD TO AVERAGE: somewhat choppy, loosely organized but main ideas stand out, logical but incomplete sequencing FAIR TO POOR: non – fluent, ideas confused or disconnected, lacks logical sequencing VERY POOR: does not communicate, no organization, or not enough to evaluate EXCELLENT TO VERY GOOD: effective word/idiom choice and usage, word form mastery GOOD TO AVERAGE: occassional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: frequent errors of word/idiom form, choice, usage, meaning confused or obscured VERY POOR: little knowledge of English vocabulary, idioms, word form, or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions, few errors of agreement, tense, number, word order/function, articles,
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21 – 18
17 – 11
10 – 5
5
4 MECHANICS 3
2
pronouns, prepositions GOOD TO AVERAGE: effective but simple construction, minor problems in complex construction, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured FAIR TO POOR: major problems in simple/complex constructions, frequent errors of negation, agreement, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletion, meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules, dominated by errors, does not communicate, or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured VERY POOR: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate
Tangerang, 16 Oktober 2014
Mengetahui, Guru Mata Pelajaran
Peneliti
Herlina Yulyanti, S. Pd
Ilfa Hidayah
58
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMPN 3 Tangerang Selatan
Kelas/Semester
: VIII.7/I
Mata Pelajaran
: Bahasa Inggris
Materi Pokok
: Teks deskriptif sederhana lisan dan tulisan
Alokasi Waktu
: 2 x 40 menit (Pertemuan ke-2)
A. Kompetensi Inti KI1
:Menghargai dan menghayati ajaran agama yang dianutnya.
KI2
:Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong) santun, percaya diri dalam berinteraksi secara aktif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. KI3
:Memahami dan menerapkan pengetahuan (faktual, konseptual,
dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. KI4
:Mengolah,
menyaji
dan
menalar
dalam
ranah
konkret
(menggunakan, mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut pandang/teori. B. Kompetensi Dasar 3.3
Memahami tujuan, struktur teks, dan unsur kebahasaan dari jenis teks deskriptif lisan dan tulis tentang orang/binatang/benda, sangat pendek dan sederhana.
4.4
Menyusun teks deskriptif lisan dan tertulis, sangat pendek dan sederhana, tentang orang/binatang/benda, dengan memperhatikan
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tujuan, struktur teks, dan unsur kebahasaan secara benar dan sesuai konteks. 4.5 Menangkap makna dalam teks deskriptif lisan dan tulis, sangat pendek dan sederhana.
C. Indikator 1. Mengidentifikasi kalimat adjective yang terdapat dalam teks deskriptif. 2. Membuat kalimat adjective dengan tepat dan benar. 3. Menyusun paragraf deskriptif dengan memperhatikan struktur dan unsur kebahasaan dari teks deskriptif. 4. Mengoreksi dan menganalisa kesalahan yang terdapat dalam teks deskriptif yang dibuat.
D. Tujuan Pembelajaran Pada akhir pembelajaran, siswa diharapkan mampu membuat kalimat adjective dan menyusun teks deskriptif pendek dan sederhana dengan memperhatikan struktur teks, dan unsur kebahasaan dari teks deskriptif.
E. Materi Pembelajaran a.
Descriptive textis basically aimed to give information to the readers about characteristic features of person, animal, or thing. It has function to describe a visual object of person/animal/things. 1. Generic structure of descriptive text a. Identification :Identifies the phenomenon/object to be described. b. Description : Describes features in order of importance (parts/things, qualities, and other characteristics). 2.
Generic features of descriptive text a. Using simple present tense b. Using ‘to be’ for the identification and showing qualities c. Using adjectives in describing the objects
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d. Using verb ‘has/have’ to give detail description of the object features. F. Metode Pembealajaran Pendekatan
: Scientific Approach
G. Sumber/Media Pembelajaran Sumber
: Buku bahasa Inggris yang relevan, dan internet.
Media
: Power Point presentation.
H. Kegiatan Pembelajaran Deskripsi Kegiatan
Kegiatan Pendahuluan
Siswa mengucapkan salam kepada guru dan berdo’a sebelum belajar dengan dipimpin oleh ketua kelas Guru menyapa siswa dan menanyakan keadaan siswa dengan menggunakan bahasa Inggris Guru mengecek kehadiran siswa Guru memberikan motivasi kepada siswa Guru menyampaikan tujuan pembelajaran yang harus dicapai siswa dan menjelaskan kegiatan pembelajaran.
Inti
Observing (Mengamati) Guru mereview materi yang telah dipelajari di pertemuan sebelumnya. Guru menjelaskan dan memberi contoh tentang kalimat adjective. Questioning (Menanyakan)
Guru memberikankesempatan kepada siswa untuk bertanya mengenai penjealsan tentang teks deskriptif yang belum mereka pahami.
Exploring (Mengeksplorasi) Siswa diminta untuk membuat kelompok (masing-masing kelompok terdiri dari 5-6 siswa), dan setiap siswa harus
61
menyiapkan kertas selembar dan alat tulis.. Masing-masing kelompok diminta untuk memilih salah satu teman kelompoknya. Setelah masing masing kelompok menentukan teman yang akan dideskripsikan, guru meminta mereka untuk menuliskan kalimat adjective tentang teman kelompok mereka. Associating (Mengasosiasi) Setelah masing - masing kelompok selesai membuat kalimat adjective, mereka diminta untuk menyusun kalimat-kalimat tersebut, sehingga menjadi satu paragraph pendek dan sederhana. Masing-masing kelompok menukarkan hasil pekerjaannya dengan kelompok lain. Dengan
arahan
guru,
setiap
kelompok
diminta
untuk
menganalisis dan mengoreksi hasil pekerjaan temannya. Setiap kelompok memperoleh balikan (feedback) dari kelompok lain dan guru dalam bentuk komentar dan analisa kesalahan pada tulisan. Communicating (Mengkomunikasikan) Setelah setiap kelompok mendapatkan kembali hasil kerjaannya, setiap siswa dalam kelompok diminta melakukan proses revising dan editing. Penutup
Guru memberikan kesempatan kepada siswa untuk menanyakan hal yang belum mereka pahami seputar materi yang sudah disampaikan. Siswa, dengan arahan guru,
membuat kesimpulan tentang
materi yang sudah dipelajari. Siswa dan guru menutup kegiatan pembelajaran dengan membaca do’a.
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I.
Penilaian Penilaian diambil berdasarkan: 1. Tugas Individu 2. Bentuk Instrumen Penilaian: Tes tertulis 3. Rincian Tugas: Membuat teks deskriptif sederhana 4. Kriteria Penilaian: Scoring Rubric Writing Rubric 30 – 27
CONTENT
26 – 22 21 – 17 16 – 13 20 – 18
ORGANIZATION
17 – 14 13 – 10 9–7 20 – 18 17 – 14
VOCABULARY
13 – 10
9–7
LANGUAGE USE
25 – 22 21 – 18
EXCELLENT TO VERY GOOD: substantive, thorough development of topic, effective and appropriate details of topic or story GOOD TO AVERAGE: adequate range, adequate development of topic, sufficient details of topic or story FAIR TO POOR: little substance, inadequate development of topic and detail VERY POOR: non-substantive, not pertinent, or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression, ideas clearly stated/supported, wellorganized, logical sequencing, cohesive GOOD TO AVERAGE: somewhat choppy, loosely organized but main ideas stand out, logical but incomplete sequencing FAIR TO POOR: non – fluent, ideas confused or disconnected, lacks logical sequencing VERY POOR: does not communicate, no organization, or not enough to evaluate EXCELLENT TO VERY GOOD: effective word/idiom choice and usage, word form mastery GOOD TO AVERAGE: occassional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: frequent errors of word/idiom form, choice, usage, meaning confused or obscured VERY POOR: little knowledge of English vocabulary, idioms, word form, or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple construction, minor problems in complex
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17 – 11
10 – 5
5
4 MECHANICS 3
2
construction, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured FAIR TO POOR: major problems in simple/complex constructions, frequent errors of negation, agreement, number, word order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletion, meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules, dominated by errors, does not communicate, or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing, poor handwriting, meaning confused or obscured VERY POOR: no mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate
Tangerang, 22 Oktober 2014
Mengetahui, Guru Mata Pelajaran
Peneliti
Herlina Yulyanti, S. Pd
Ilfa Hidayah
APPENDIX 3 The Result of Validity and Reliability of the Instrument No
Student Content
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 Total Mean
23 25 13 20 22 22 17 21 20 22 21 20 25 20 17 21 20 20 22 24 20 21 17 21 13 20 13 25 22 25 17 20 13 20 21 21 21 17 762 20.05
Item Analysis Organization Vocabulary Language Use 15 15 16 14 14 18 9 8 10 13 10 17 15 17 15 13 13 17 10 12 11 13 13 17 13 10 17 13 13 17 17 15 18 15 15 19 17 20 17 10 13 11 10 10 11 13 15 15 13 10 17 11 13 11 13 13 17 18 17 18 13 10 17 15 17 16 13 13 11 14 13 15 7 7 5 14 14 15 9 8 10 14 14 18 17 17 18 14 14 18 13 13 11 12 10 11 7 7 5 13 10 17 14 13 15 17 14 18 15 14 15 12 13 11 498 487 555 13.10 12.81 14.60 64
Mechanics
Total Score
3 3 2 3 4 3 3 4 3 3 3 3 4 3 3 4 3 3 3 3 3 3 3 3 2 3 2 3 4 3 3 3 2 3 3 4 3 3 116 3.05
70 74 42 63 73 68 53 68 63 68 74 72 83 57 51 68 63 58 68 80 63 72 57 66 34 66 42 74 78 74 57 56 34 63 66 74 68 56 2416 63.57
