THE EFFECTIVENESS OF USING INTERACTIVE LEARNING IN THE TEACHING OF DESCRIPTIVE TEXT WRITING TO THE FIRST GRADE STUDENTS OF SMPN 2 KELAPA DUA TANGERANG A Skripsi Presented to the Faculty of Tarbiya and Teachers‘ Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By Anang Tri Wahyudi 1110014000031
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY 2015
ABSTRACT
Anang Tri Wahyudi (1110014000031). The Effectiveness of Interactive Learning in the Teaching of Descriptive Text Writing. The objective of this study is aimed at gaining evidence whether or not interactive learning is effective in teaching descriptive text writing of SMPN 2 Kelapa Dua Tangerang. In this research, the writer used quantitative research employing quasi experimental method. This research method relies on a test. It focuses on the collection and analysis of numerical data and statistics. In this case, the writer combined two classes using two different treatments. The first class was given an interactive learning as a treatment in the experimental class, and the second class was given a conventional teaching as a treatment in the control class. Then, the writer gave pre-test and post-test to both classes. The test was same and it was given to know which class got a better learning achievement. Next, the data collected in this research was analyzed by using t-test. According to the result of statistical calculation, the M-Pre test of experimental class is 57.77; M-Post test is 70.28; and M-Gained is 12.51. Meanwhile, the M-Pre test of control class is 55.88; M-Post test is 63.71; and M-Gained is 7.82. In addition, the result shows that the t-observation ( ) of this research is higher than t-table ( that,
= 2.00). So
> , it proved that the students who were taught descriptive text writing
through interactive learning got the higher score than those who were taught without using interactive learning. Then, it can be concluded that using interactive learning is effective in learning descriptive text writing to the first grade students of SMPN 2 Kelapa Dua Tangerang.
i
ABSTRAK
Anang Tri Wahyudi (1110014000031). Keefektifan Pembelajaran Interaktif dalam Pengajaran Menulis Teks Deskriptif. Tujuan dari penelitian ini adalah untuk memperoleh bukti apakah pembelajaran interaktif efektif atau tidak dalam pengajaran menulis teks deskriptif di kelas satu SMPN 2 Kelapa Dua Tangerang. Dalam penelitian ini, penulis menggunakan penelitian kuantitatif dengan metode kuasi eksperimen. Metodologi ini bersandar pada kegiatan tes. Metode ini fokus pada pengambilan dan analisa data secara numerik dan statistik. Dalam pembahasan ini, penulis membandingkan dua kelas dengan menggunakan tindakan yang berbeda. Kelas yang pertama menggunakan pembelajaran interaktif yang dijadikan sebagai kelas eksperimen, dan kelas yang kedua menggunakan teknik pembelajaran yang sudah ada sebelumnya yang dijadikan sebagai kelas control. Bentuk tes yang diberikan sama, hal ini bertujuan untuk mengetahui kelas mana yang mendapatkan nilai tertinggi. Selanjutnya, pengumpulan data dalam penelitian dianalisa dengan menggunakan t-test. Berdasarkan hasil perhitungan statistik, didapatkan nilai MPre test pada kelas eksperimen adalah sebesar 57.77; M-Post test yaitu 70.28; dan M-Gained yaitu 12.51. Disamping itu, M-Pre test pada kelas kontrol sebesar 55.88; M-Post test yaitu 63.71; dan M-Gained yaitu 7.82. Selanjutnya, nilai tobservation ( ) lebih tinggi dari pada nilai t-table (
= 2.00). Maka dari itu
> , hal ini membuktikan bahwa siswa yang diajarkan teks deskriptif dengan menggunakan pembelajaran interaktif mendapatkan nilai yang lebih besar dari pada yang siswa yang tidak menggunakan pembelajaran interaktif. Maka, dapat disimpulkan bahwa pengajaran dengan teknik interaktif adalah efektif di dalam pembelajaran teks deskriptif di kelas satu SMPN 2 Kelapa Dua Tangerang.
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ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful Praised be to Allah, Lord of the worlds, who has given the writer His love and compassion to finish the last assignment in his study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. In this occasion, the writer would like to express his greatest appreciation, honor, and gratitude love to his beloved parents, who always give his support, motivation, and moral encouragement in finishing his skripsi. His gratitude should also be addressed to his advisors, Drs. Bahrul Hasibuan, M. Ed. and Devi Yusnita M,Pd., for their patience, valuable guidance, comments, and suggestions in accomplishing his skripsi. The writer‘s sincere gratitude also goes to: 1. All lecturers of FITK UIN Syarif Hidayatullah Jakarta. 2. Zaharil Anasy, M.Hum., the Secretary of English Education Department. 3. Drs. Syauki, M.Pd., the Chairman of English Education Department. 4. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of Tarbiya and Teachers‘ Training Syarif Hidayatullah State Islamic University Jakarta. 5. All of the teachers at SMPN 2 Kelapa Dua Tangerang. 6. Kasiman, S.Pd., the Head Master of SMPN 2 Kelapa Dua Tangerang. 7. Wahyudi Sutanto, S.Pd., the English Teacher of SMPN 2 Kelapa Dua Tangerang. 8. His beloved parents who always prayed the best thing to him. 9. His beloved friend, Ade Maulina Fazrin who supported him to finish his research. May Allah. The Almighty bless them all, so be it.
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Finally, the writer does realize that skripsi is still far from being perfect. Critic and suggestions would be acceptable to make it better. Jakarta, February 25th 2015
The Writer
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TABLE OF CONTENTS
ABSTRACT …………………………………………………………………….
i
ABSTRAK ………………………………………………………………………
ii
ACKNOWLEGMENT …………………………………………………………
iii
TABLE OF CONTENTS ………………………………………………………
v
LIST OF THE TABLES ………………………………………………………
viii
LIST OF FIGURES …………………………………………………………….
ix
LIST OF APPENDIXES ………………………………………………………..
x
INTRODUCTION ………………………………………….
1
A. The Background of the Study …………………………..
1
B. The Identification of the Problem ………………………
2
C. The Limitation of the Study …………………………….
2
D. The Formulation of the Study ……………………………
3
E. The Objective of the Study ………………………………
3
F. The Significance of the Study ……………………………
3
THEORETICAL DESCRIPTION …………………………
4
A. Writing ……………………………………………………
4
1. The Understanding of Writing …………………………
4
2. The Characteristics of Good Writing …………………..
5
3. The Process of Writing ………………………………...
7
4. The Objectives of Writing ……………………………..
8
5. Assessing of Writing …………………………………..
9
6. Types of Writing Text …………………………………
12
B. Descriptive Text ………………………………………….
14
CHAPTER I
CHAPTER II
v
1. The Understanding of Descriptive Text ………………
14
2. The Objectives of Descriptive Text …………………..
15
3. Types of Descriptive Text …………………………….
16
4. The Linguistic Features of Descriptive Text ………….
17
5. The Schematic Structures of Descriptive Text ………..
17
C. Interactive Learning ………………………………………
18
1. The Understanding of Interactive Learning …………..
18
2. The Characteristics of Interactive Learning …………..
19
D. Teaching Descriptive Text Writing Using Interactive
CHAPTER III
CHAPTER IV
CHAPTER V
Learning …………………………………………………...
20
E. Previous Study ……………………………………………
25
F. Conceptual Framework ………………………………….
25
G. Theoretical Hypothesis …………………………………..
26
METHODOLOGY OF THE RESEARCH …………………
27
A. The Place and Time of the Study ………………………….
27
B. The Method of the Research ………………………………
27
C. The Population and Sample of the Research ………………
27
D. The Instrument of the Research ……………………………
28
E. The Technique of Data Collection ……….........................
28
F. The Technique of Data Analysis …………………………..
29
G. The Statistical Hypothesis …………………………………
30
FINDING OF THE RESEARCH ……………………………
31
A. The Description of the Data ………………………………
31
B. The Analysis of the Data …………………………………
39
C. The Tests of Hypothesis ………………………………….
42
D. The Interpretation of the Data …………………………..
42
CONCLUSIONS AND SUGGESTIONS ……………………
43
A. Conclusions ……………………………………………….
43
vi
B. Suggestions ……………………………………………….
43
BIBLIOGRAPHY ………………………………………………………………..
45
APPENDIXES ……………………………………………………………………
48
vii
LIST OF TABLES
Table 2.1
: The Purpose of Descriptive Text ……………………….. 15
Table 4.1
: The Scores of Students‘ Test in Experimental Class …..
Table 4.2
: Table frequency of pre-test …………………………….. 33
Table 4.3
: Table frequency of post-test ……………………………. 34
Table 4.4
: The Score of Students‘ Test in Control Class ………….
34
Table 4.5
: Table frequency of pre-test …………………………….
36
Table 4.6
: Table frequency of post-test …………………………… 37
Table 4.7
: The result of calculation of the test both experimental
31
class and control class ……………………………………` 38
viii
LIST OF FIGURE
Figure 3.1
: The Process of Experiment Class ……………………… 25
Figure 3.2
: The Process of Control Class …………………………… 25
Figure 3.3
: An Analytic Scoring Rubric for Writing………………… 29
ix
LIST OF APPENDIXES
Appendix 1
: The Instrument of Research (Pre-Test and Post-Test) .............. 48
Appendix 2
: The Lesson Plans (RPP) ............................................................ 49
Appendix 3
: Surat Penelitian
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CHAPTER I INTRODUCTION
A. The Background of the Study Descriptive text is a text that describes the feature of someone, something, or a certain place.1 It gives sense impression such as feel, sound, taste, smell, and look of things. Therefore, when it is read, the reader can visualize and understand the scene, person, sensation or emotion of the text.2 Actually, the objective of teaching descriptive text in Indonesia is to make students be able to state and ask description of something both in the spoken and written form.3 However, in fact, this objective has not been achieved yet by most of Indonesian students, particularly students in SMPN 2 Kelapa Dua Tangerang. As observed by the writer, some students in that school find writing descriptive text is difficult. It was proved when the writer did an observation at that school on December 8th, 2014. The result of the observation shows that many students do not know how to write and what to write in descriptive text writing. They are still confused about what they have to write in their text. They also still do not know the text structure of descriptive text. Therefore, the students get difficulty to write descriptive text. It happens because the students do not really pay their attention to what is being learnt. Their motivation to learn is low because the activities in the classroom are lecturing and doing task only which then make students passive and not interested in learning. Such this teaching technique is dull, uninteresting, and ineffective for them since it makes students become passive and not motivated to learn descriptive text writing. The alternative teaching technique that can be used to make students become active and interested in learning descriptive text writing is interactive learning. In
1
Artono W., Masduki B. Jahur, and M. Sukirman Djusma, English in Focus for Grade VII Junior High School, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), p. 115. 2 George E. Wishon and J. M. Burks, Let’s Write English, (New York: Litton Ed. Publishing, Inc, 1980), p. 128. 3 Kurikulum 2013 Kompetensi Dasar Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs), (Jakarta: Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan, 2013), p. 68.
1
2
interactive learning, students are encouraged to be a part of the lesson instead of passive observers who are quietly sitting at a desk taking notes or memorizing information.4 Here, the students should interact with the material, each other and the teacher in an active way. It will give students meaningfulness in their learning. It also creates a friendly-relaxed learning environment which will motivate students to learn.5 In brief, interactive learning provides a friendly-relaxed learning environment in which students are asked to actively participate and interact with each other in the classroom activities so that it will give them meaningfulness and enjoyable learning experience which will increase their learning motivation to learn. Based on the explanation above, the researcher wants to conduct a research about the effectiveness of using interactive learning in the teaching of descriptive text writing to the first grade students of SMPN 2 Kelapa Dua Tangerang.
B. The Identification of the Problem From the background of the study, the writer highlights three things that are regarded as problems that can cause students‘ difficulty in learning descriptive text writing: 1. The ignorance of students‘ knowledge about how to write and what to write. 2. The low of students‘ learning motivation in descriptive text writing. 3. The use of ineffective teaching technique that makes students become passive and not motivated
C. The Limitation of the Study This study is limited on examining the effectiveness of interactive learning in the teaching of descriptive text writing to the first grade students of SMPN 2 Kelapa Dua Tangerang.
4
Wilga M. River, Comprehension and Production in Interactive Language Teaching, The Modern Language Journal, Vol. 70, No. 1, 1986, pp. 6. 5 Jim Scrivener, Learning Teaching: A Guide Book for English Language Teachers, Second Edition, (South Yarra: Macmillan, 2005), p. 84.
3
D. The Formulation of the Study In this section, the writer will analyze the use of interactive learning in teaching descriptive text writing to the first grade students of SMPN 2 Kelapa Dua Tangerang. The problem of this research can be formulated into specific problem as stated below: ―Is interactive learning effective in teaching descriptive text writing?‖
E. The Objective of the Study This study is aimed at gaining evidence whether or not interactive learning is effective in teaching descriptive text writing.
F. The Significance of the Study The result of this study hopefully benefits to the writer and further researchers in giving wide information about the teaching of descriptive text writing using interactive learning.
CHAPTER II THEORETICAL FRAMEWORK
A. Writing 1.
The Understanding of Writing Definition of writing is so various. The various definitions of writing may be
caused by different viewpoints in seeing the nature of writing. Commonly, people see and understand writing through its functions. Generally, there are three main functions of writing that can be used to lead our understanding about the nature of writing. The first is writing as a way of communication. Through writing, writer can communicate with readers. The writer can express and share his/her ideas to the readers by a means of writing. The readers then may give their response about the writing to the writer. However, this interaction happens in a solitary act. It means that the writer communicates with the readers indirectly by using words and punctuations alone. In addition, the readers cannot give their response to the writer or ask the writer‘s clear about his/her writing directly. It may be caused by the distance between the writer and the readers. So that, the writer cannot clear his/her writing at the same time the readers ask him/her. Such this perception then may lead Heffernan and Lincoln to define writing as a way of communication that happens in a solitary act.6 The second is writing as a way of remembering. Writing helps us remember something and make the thing be remembered. Sometimes, when we are as students, we write down any note about the lesson that the teacher gives us. By making that note, the students can make their memory endurable to be remembered. That writing will give the students hints to trace back their memory whenever they read it again. This explanation then leads writing to be defined as a way of remembering.
6
James A. W. Heffernan and John E. Lincoln, Writing: A College Handbook, (New York: W.W. Norton & Company, Inc., 1986), p. 3.
4
5
The last is writing as a way of thinking. It helps us to think about something systematically. When we want to write, we are asked to think about a topic. We then develop that topic systematically and make it become a good writing. That writing then shows the readers about our way to think of the topic. So, writing can also be defined as a way of thinking. To sum up, the understanding of writing may relate to its three main functions i.e. as a medium of communication by sharing idea into a written form, as a medium of remembering by making note which can be reread, and as a medium of thinking by making an organization of the idea. This is in line with what James C. Raymond states that writing can act as a medium of communication as well as a way of remembering and thinking about something.7
2.
The Characteristics of Good Writing In language teaching, most teachers ask students to write their writing. From
those writings produced by the students, there are only some writings that can be said as a good writing. Generally, teacher can say students‘ writing is a good one if it includes certain characteristics of a good writing. According to Maxine Hairstone, the characteristics of a good writing are significance, clarity, unity and organization, economy, adequate development, as well as acceptable usage.8 While, Newsom and Wollert said that a good writing should be concise, concrete, specific, positive, organized and use familiar words.9 Actually, these two versions are similar and support each other. They can be simplified into the following characteristics: The first is significance. Writing can be said ―good‖ if it is worth to write and has significance for the readers. It should provide something to learn so that the readers will fill some need by reading it.
7
James C. Raymond, Writing is an Unnatural Act, (New York: Harper & Row, Publishers, 1980) p. 2 8 Maxine Hairstone, Contemporary Composition, (Boston: Houghton Mifflin Company, 1986), p. 2. 9 Doug Newsom and James A. Wollert, Media Writing, (Belmont: Wadsworth, 1985), p. 54.
6
The second is clarity. Good writing should be clear. It should be easily understood by the readers so that they do not have to waste their time to figure out what the writer is saying. To make a writing be clear, the writer should make it specific. They should give specific examples which support the idea of their writing. In addition, the words that the writer uses should be concrete instead of being abstract. It is because abstract words could refer to many different things that can make the message is vague. The third is unity and organization. Good writing should be systematicallywell developed. It should stay directly on the topic and move purposefully from one point to the other without jolts, interruptions, or digressions. In other word, the sentences and paragraphs in the writing should come in the right order. They should make a point clearly, support the point and then make a smooth transition to the next point. The fourth is economy. A good writing should avoid wordiness that is more likely annoying the readers. It should be concise and strive to get message across in the fewest possible words. If a sentence has more words than it needs to be clear, we must cut them out. The fifth is acceptable usage. A good writing should be in the wellgrammatical form. By grammatically-well formed, the writing will be easily understood. The last is familiarity. Good writing should use words and terms that are familiar to the readers so that they will easily understand our writing. If we use unfamiliar words, there will be a great chance for the audience to misunderstand our message. Even if they can figure out what an unfamiliar word means, it will require some effort and time. In conclusion, writing will be good if it has certain characteristics of a good writing. It should be significant for the readers, clear, well-organized, grammatically-well formed, economic, and use words that are concrete and familiar to the readers.
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3.
The Process of Writing Writing is a process that is not spontaneously and easy to make with little
preparation. It is because writing consists of some stages that writers should do. According to Braine and May, writing process happens through four stages.10 The first stage is planning. It includes a process of choosing and narrowing a topic that interests the writer, analyzing the writing purpose, deciding the writer‘s point of view in his writing, and also analyzing the readers‘ knowledge, interest, and expectation. The second step is research. It is a process of gathering information that is appropriate to the writer‘s paper. The next step is drafting. In this step, the writer writes sentences and paragraphs that will later be refined for final manuscript. It is a started-point for the writer to record his ideas and add information from his research and experience. Draft is like a skeleton to develop the whole writing ideas. Further, on drafting, it‘s the content that‘s important not polished writing. The last step is reviewing and revising. It is a process of ensuring that the writing meets the goals and receive a favorable response from the readers. In this stage, what the writer does is checking the content, style, grammar and mechanics of his writing. In conclusion, the writing process of Braine and May‘s version includes the proses of planning, researching, drafting as well as reviewing and revising. On the other hand, Betty stated that writing process includes prewriting, drafting, revision and editing/proof reading.11 Actually, her writing steps are almost the same as the previous above. However, in her writing steps, she added prewriting as the first step in writing process. This step is regarded as a time for writer to discover his unearthing ideas. The objective of this step is to produce as many ideas as possible. There‘s no need to think about order or correctness. The writer just needs to pour his thought into words on paper. 12 Further, if we look more carefully, the weakness of this version is there‘s no step for planning.
10
George Braine & Claire May, Writing from Sources: A Guide for ESL Students,(Houston: Mayfield Publishing Company, 1996) p. 17-32 11 Betty Mattix Dietsch, Reasoning & Writing Well: a Rhetoric, Research Guide, Reader, and Handbook (New York: McGraw-Hill:2003), p. 9 12 Ibid.
8
Consequently, the students do not know the purpose and reader of their writing. It will make them inconsistent in writing. Furthermore, Sukino added that writing process not only includes the process of prewriting, drafting, revising and editing, but also the process of publishing.13 He explained that publishing is the final process of writing. It can be defined as a process to communicate writing to the readers. In publishing writing, we can use various media such as book, news, paper, and so on. It depends on the writer and the appropriateness of the writing to the intended media. From those explanations above, it can be concluded that some stages that are included in writing process are planning, prewriting, drafting, revising, editing and publishing.
4.
The Objectives of Writing In writing, there are a lot of purposes to be achieved. Usually between one
author and others have different purposes. In the writing process, students need to decide the purpose of their writing. According to Martha Heasley Cox, writing has four purposes. They are to inform, to amuse, to satirize, and to persuade.14 a. To inform In this purpose, you wish primarily to convey information. You attempt to inform the knowledge you have accumulated to the readers. b. To amuse In this purpose, the writer tries to entertain and be funny to the readers. Miller added that the aim of this writing is to bring pleasure to the readers. Its primary object is to make readers enjoy themselves.15 c. To satirize Satirize is often a form of humor, but it is always humor with a serious purpose — to effect reform. Such satire is also called irony because of the
13
Sukino, Menulis itu Mudah: Panduan Praktis Menjadi Penulis Handal, (Yogyakarta: Pustaka Populer LKiS Yogyakarta, 2010), p.20 14 Martha Heasley Cox, Writing Form Process Purpose, (San Francisco: Chandler Publishing Company, 1962), p. 261-330. 15 Robert Keith Miller, Motives for Writing, (New York: McGraw-Hill, 2005), p. 570
9
contradiction between the literal and intended meaning, between what is said and what is implied. d. To persuade If your purpose in writing is to persuade, you desire to influence your reader‘s thoughts or actions. Therefore, persuasion incorporates argument as it is used in logic. In short, the purpose of writing can be to inform, amuse, satirize, or persuade the readers.
5.
Assessing of Writing Written language is a way to convey the idea in agile and strong. Each person
needs to have an adequate language, arrange the words into a variety of clear sentences, and use language effectively. In assessing a written language, we can use analytic scoring method. According to Ken Hyland, analytic scoring method is a scoring procedure which requires readers to judge a text against a set of criteria as important to good writing.16 The criteria that are made will help the readers determine which one are the weak text and the strong text. Commonly in analytic scoring method, the criteria that are used for assessing writing include five aspects such as content, organization, grammar, vocabulary, and mechanics. The following is an example of an analytic scoring rubric for writing.
Mark
Format and content 40 marks
31-40
Fulfills task fully; correct convention for the assignment task;
Excellent very good
16
p. 229.
to
features of chosen genre mostly adhered to; good ideas/good use of relevant information; substantial concept use; properly developed ideas; good sense of audience.
Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 1996),
10
21-30 Good
Fulfills task quite well although details may be underdeveloped to
average
or partly irrelevant; correct genre selected; most features of chosen genre adhered to; satisfactory ideas with some development; quite good use of relevant informant; some concept use; quite good sense of audience.
11-20
Generally adequate but some inappropriate, inaccurate or irrelevant data; an acceptable convention for the assignment task;
Fair to poor
some features of chosen genre adhered to; limited ideas/moderate use of relevant informant; little concept use; barely adequate development of ideas; poor sense of audience. Mark
Organization and coherence 20 marks
16-20
Message followed with ease; well organized and thorough
Excellent
to
very good
development through introduction, body, and conclusion; relevant and convincing supporting details; logical progression of content contributes to fluency; unified paragraph; effective use of transitions and reference.
11-15 Good average
Message mostly followed with ease; satisfactory organized and to
developed through introduction, body and conclusion; relevant supporting details; mostly logical unified paragraph; possible slight over- or under- use of transitions but correctly used; mostly correct references.
6-10 Fair to poor
Message followed but with some difficulty; some pattern of organization – an introduction, body and conclusion evident but poorly done; some supporting details; progression of content inconsistent or repetitious; lack of focus in some paragraphs; over- or under- use of transitions with some incorrect use; incorrect use of reference. Message difficult to follow; little evidence of organization –
11
1-5
introduction and conclusion may be missing; few or no supporting details; no obvious progression of content; improper
Inadequate
paragraphing; no or incorrect use of transitions; lack of reference to comprehension difficulty.
Mark
Sentence construction and vocabulary 40 marks
31-40
Effective use of a wide variety of correct sentences; variety of
Excellent
to
very good
sentence length; effective use of transitions; no significant errors in agreement, tense, number, person, articles, pronouns and prepositions effective use of a wide variety of lexical items; word form mastery; effective choice of idiom; correct register.
21-30 Good average
Effective use of a variety of correct sentences; some variety of to
length; use of transitions with only slight errors; no serous recurring errors in agreement, tense, number, person, articles, pronouns, and prepositions; almost no sentence fragment or runons; variety of lexical items with some problems but not causing comprehension difficulties; good control of word form; most effective idioms; correct register. A limited variety of mostly correct sentences; little variety of
11-20 Fair to poor
sentence length; improper use or missing transitions; recurring grammar errors are intrusive; sentence
fragments or run-ons
evident; a limited variety of lexical items occasionally causing comprehension
problems;
moderate
word
form
control;
occasional inappropriate choice of idiom; perhaps incorrect register. A limited variety of sentences requiring considerable effort to 1-10
understand; correctness only on simple short sentences; improper use or missing transitions; many grammar errors
and
12
inadequate
comprehension problems; frequent incomplete or run-on sentences; a limited variety of lexical items; poor word forms; inappropriate idioms; incorrect register.
6.
Types of Writing Text There are many types of writing text. However in Indonesia, the teaching of
writing includes teaching the following writing text types: a. Narration Narration can be defined as a storytelling which tells about an event happened in its order plot.17 b. Exposition Exposition is used in giving information, making explanations, and interpreting meanings. It includes editorials, essays, and informative and instructional material.18 c. Argumentation Argumentation is used in persuading and convincing. It is closely related to exposition and is often found combined with it. Argumentation is used to make a case or to prove or disprove a statement or proposition.19 d. News Item News Item is defined as a text consisting of an event that is proper to be known by public.20 It is used to inform to the readers about important and factual events of daily occasions.21 e. Recount
17
Sukino, op. cit., 2010, p.57 George E. Wishon & Julia M. Burks, Let’s Write English, (New York: Litton Educational, 1980), p. 382 19 Ibid., p. 383 20 Ir. Fahmi Sofyan M.Hum, Kiat Sukses Lulus Ujian Bahasa Inggris, (Jakarta: Pustaka Tarbiyah Baru, 2009), p. 156 21 Drs. Bachtiar Bima Mustriana, Detik-Detik Ujian Nasional Bahasa Inggris, (Klaten: PT. Intan Pariwara, 2009), p. 12 18
13
Recount is a text that is used to tell about someone‘s past experience or journey of life.22. It is used to retell or report events in the past to inform and entertain readers.23 f. Spoof Spoof is like recount text but ended by surprised and funny things called twist.24 g. Anecdote Anecdote is like recount text but it is a text consisting of funny things of someone‘s events or occasion.25 h. Report Report is a text resulted from systematically observing of something as what it happens.26 i. Procedure Procedure is a text to give guidelines to do, create or make something trough a set of procedures.27 j. Explanation Explanation is a text to give explanation about process happening in forming natural phenomena and the related action.28 k. Discussion Discussion is a text to prompt readers to take certain attitude towards a problem or issue.
29
It is used to intercede on a problem or issue which is
considered in two points of views before concluding it.30 l. Review Review is a text to give critics of an event or art to the readers.31 m. Description 22
Ibid., p. 11 Ibid., p. 26 24 Ibid., p. 11 25 Ir. Fahmi Sofyan M.Hum, op. cit., 2009, p. 151 26 Drs. Bachtiar Bima Mustriana, op. cit., 2009, p. 29 27 Ibid., p. 38 28 Ibid., p. 37 29 Ir. Fahmi Sofyan M.Hum, op. cit., 2009, p. 159 30 Drs. Bachtiar Bima Mustriana, op. cit., 2009, p. 36 31 Ibid., p. 40 23
14
Description writing is a writing that describes someone or something. It gives the readers a vivid and real picture in words. The words used in description writing appeal to the readers‘ sense (sight, hearing, taste, smell, and touch). In addition, description writing needs sharp, colorful details.32 In conclusion, the types of writing text taught in Indonesia include narrative, news item, recount, spoof, report, descriptive, exposition, discussion, explanation, procedure, review, and anecdote. Further, because the purpose of this study is to examine a variable about descriptive text, the researcher wants to explore more about descriptive text in the following sub chapter.
B. Descriptive Text 1.
The Understanding of Descriptive Text Description is defined as ―a mode of perception,‖ or a means of knowing. 33 It
is a recording of concrete details that you see, hear, smell, taste, or touch. In other word, description tries to make the subject matter become real for readers and stimulate their imagination to form sensory responses from all five senses.34 This is a way to impose order upon the confusing complexity of the real world and to understand it, at least partially. Consequently, in description, the readers are urged to employ their imagination as they are reading. To provide deep understanding, authors often include an impression of an experience and its significance. Vivid details are also the key that authors give to enable the readers to picture and experience as what authors describe.35 James then added that to write descriptive writing, authors also describe about the way of persons, animals, or things appear.36
32
John Langan, College Writing Skills, Sixth Edition, (New York: The McGraw-Hill Companies, 2005), p. 170. 33 Betty Mattix Dietsch, Reasoning & Writing Well: A Rhetoric, Research Guide, Reader, and Handbook, Fourth Edition, (New York: McGraw-Hill, 2006), p. 140. 34 Donald Pharr, Writing Today, (New York: McGraw-Hill, 2005), p. 136. 35 James A.W Heffernan & John E. Lincoln, Writing: A college Handbook, second edition, (New York: W.W Norton & Company, 1986), p. 83-84. 36 Ibid.
15
Based on the explanation above, it can be synthesized that descriptive text is a text that describe about the way of persons, animals, or things appear by involving the five senses in giving vivid detail about the thing so that it will make the subject matter become real for the reader, then stimulate their imagination to form sensory responses.
2.
The Objectives of Descriptive Text Langan stated that the objective of descriptive text is to make readers see—
or hear, taste, smell, or feel—what authors are writing about. He explained that vivid details are the key to descriptive text which enables readers to picture and experience in way what authors describe.
37
Moreover, Barbara added that the
purpose of descriptive text can be as in the following table:38 Table 2.1 The Purpose of Descriptive Text Purpose
Sample Description
To entertain
An amusing description of a teenager‘s bedroom
To express feelings
A
description
of
your
favorite outdoor retreat so your reader understands why you enjoy it so much
To relate experience
A
description
of
your
childhood home to convey a sense of the poverty you grew up in
To inform (for a reader unfamiliar with the subject) 37 38
A description of a newborn calf for a reader who has never
Ibid. Barbara Fine Clouse, The Student Writer, (New York: McGraw-Hill, 2008), p. 154.
16
seen one
To inform (to create a fresh appreciation for the familiar)
A description of an apple to help the reader rediscover the joys of this simple fruit
To persuade (to convince the
A description of a degrading
reader that some music videos music video degrade women)
In brief, when writing a descriptive text, author may have a purpose in their mind, either to entertain, express feeling, relate experience, inform, persuade, or make the readers see—or hear, taste, smell, or feel—what authors are writing about.
3.
Types of Descriptive Text Description is writing about the way persons, animals, or things appear. 39 As
stated by James and Lincoln, it normally takes one of three forms as follows: a. Informative Description is used to simply enable the reader to identify an object. b. Analytical or Technical Description is used to enable the reader to understand the structure of an object. c. Evocative Description is used to re-create the impression made by an object.40 However, according to Donald Pharr, the description essay comes in two basic forms i.e. objective and subjective. Objective description is used to describe their subject without including their personal responses. Subjective description, on
39 40
James A.W Heffernan & John E. Lincoln, loc. cit., 1986 Ibid.
17
the other hand, allows the writer to show a personal connection to his or her subject. 41 To sump up, descriptive text can be in the five forms, either as informative, analytical, evocative, subjective, or objective description. Yet, commonly in Indonesia, the teaching of descriptive text only includes three types of descriptive text i.e. informative, subjective, and objective description.
4.
The Linguistic Features of Descriptive Text According to Mark Anderson and Kathy Anderson, Descriptive paragraph
usually includes the following linguistic features: a. Verb in the present tense b. Adjectives to describe the features of the subject c. Topic sentences to begin paragraph and organize the various aspects of the description.42 In other word, to write a good descriptive text, students should know how to use present tense and have sufficient knowledge of adjectives to describe something. Moreover, teacher should provide them a topic and also teach them to organize their writing.
5.
The Schematic Structures of Descriptive Text The schematic structure of descriptive paragraph consists of identification
and description. Identification mentions phenomenon to be described, while the description describes the parts, the qualities, and the characteristics of what has been described.43 Such this theory is in line with what Anderson and Anderson stated. They said that to construct a description writer usually uses an opening paragraph introducing a subject of the description, followed by a series of
41
Donald Pharr, op. cit., 2005, p.137. Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan Education Australia, 1998), p. 26. 43 Pardiyono, Teaching Genre-Based Writing, Metode Mengajar Writing Berbasis Genre Secara Efektif, (Yogyakarta: CV. Andi Offset, 2007), p. 34. 42
18
paragraph each describing one feature of the subject. There can also be a final concluding that signals the end of the description.44 In short, to write a descriptive text, students have to mention what they are going to describe in their writing. This is a part of opening paragraph. After that, they also have to put the characteristics of the thing. Finally, they should close their text with a conclusion about the thing. That‘s the schematic structure of descriptive text.
C. Interactive Learning 1.
The Understanding of Interactive Learning Communication derives from interaction, i.e., sharing something of interest
with someone else.45 In the classroom, communication happens between teacher and students. However, it often occurs in one way. Teacher directs students and dominates the classroom atmosphere. Whereas, the students just sit and take a note during the classroom while the teacher is lecturing them. Such a communication is not a genuine interaction since an interaction by its nature may be two-way, three-way, or four- way, but never one-way.46 Actually, in genuine interaction, teacher are asked to understand and appreciate every individuals of students, not manipulating or directing them or deciding how they can or will learn, but encouraging and drawing them out (educating) by building up their confidence in what they are doing.47 This interaction then promotes real learning environment and encourages students to be active participants in the learning process. In the interactive learning, a real learning of language is taking place as the students are comprehending, communicating, creating language that is meaningful, and in an atmosphere of trust and confidence that develops their own
44
Mark Anderson and Kathy Anderson, op. cit., 1998, p. 26-27. Donna Reseigh Long, Interactive Language Teaching by Wilga M. River, American Association of Teachers of Spanish and Portuguese, Vol. 71, No. 3, 1988, pp. 566. 46 Wilga M. River, Comprehension and Production in Interactive Language Teaching, The Modern Language Journal, Vol. 70, No. 1, 1986, pp. 6. 47 Ibid. 45
19
confidence.48 In this situation, the real messages being shared in authentic, exciting, and exhilarating interaction by students. Further, the active learning of language means that learning process is dominated by the students or what is called as students-centered learning. In this situation, students are engaged in the learning activities. It is because the learning process is less emphasized on transmitting information but on developing the student's problem-solving and formulation skills.49 It enhances students to be active to explore the knowledge to solve the problem. Commonly, the activity in the interactive learning requires students to work in group so that they can actively interact with each other and share their idea to solve the problem. This then makes a relaxed-learning environment for the students. From the definitions above, the writer synthesizes that interactive learning is a technique that promotes a real and active language learning in which students are actively engaged in learning activities that require students to share their idea with each other in authentic, exciting and exhilarating interaction. This technique then can make students‘ motivation increase because of its fun and relaxedlearning environment.
2.
The Characteristics of Interactive Learning In the interactive learning, there are five characteristics as stated by Bonwell
and Eison:50 a. Students are involved in more than listening and transcribing notes from the blackboard. b. Less emphasis is placed on transmitting information and more is placed on developing the student's problem-solving and formulation skills. c. Students are involved in higher-order thinking (analysis, synthesis, evaluation).
48
Ibid. Pedro Arce, The Colloquial Approach: An Active Learning Technique, Journal of Science Education and Technology, Vol. 3, No. 3, 1994, p. 146. 50 Ibid. 49
20
d. Students are engaged in activities (i.e., checking materials from the library for additional reading, discussion, and writing). e. Greater emphasis is placed on student's exploration of their own attitudes and values such as preconceived ideas and physical intuition. In short in interactive learning, students are engaged in learning activities which can develop students‘ higher order thinking and emphasize on students‘ exploration. Such an activity ignores students to be passive such as only listening and transcribing notes from the blackboard. Further, another characteristic of interactive learning is a real communication. Here, students are asked to share their information or idea with each other in authentic, exciting and exhilarating interaction. This is like a collaborative exchange of thought, feeling, and idea between students so that it enables them to negotiate meaning from various contexts. Thus, it can create a friendly and relaxed learning situation for students which will then motivate students to learn. However, when using interactive learning in the classroom, teachers sometimes find students are more concentrated on the learning activities rather than the learning materials. It is because the learning activities that the teachers use in the interactive learning can be so interesting for students till it disturbs students‘ concentration on the learning material. As a result, after teaching and learning process is over, what students remember is not the content of the material rather than the activities of the material. Therefore, the writer is interested to examine whether the use of interactive learning is effective in this study.
D. The Teaching of Descriptive Text Using Interactive Learning The teaching of descriptive text using interactive learning can be conducted through many strategies. But, not all strategies and activities are equally effective. Some will be more effective in providing content information and developing students writing skills than others. The use of teaching strategies and activities, therefore, should be suited with the intended objective of the lesson in order the objective can be achieved effectively. In this study, the teaching strategies that
21
will be used and considered as being suitable to achieve the intended objective of teaching descriptive writing text are: a. Truth Statement Truth statement is a strategy often used at the beginning of a lesson unit or topic. Ask individuals or small groups, of students to generate three facts they already know about the topic. b. Asking Questions Asking question activities are used to know the level students‘ understanding of a problem. According to Nurhidayati, they are three types of asking question activities i.e. focus questions, prompting questions, and probing questions.51 Focus question is used only to know students‘ care and understanding toward a certain topic being learnt. While prompting question is used as a tool to make students remember the topic. So, in doing prompting question, teacher should give students a hint or clue to emphasize the part that should be remembered by students. The last type is probing question. It is used to prompt students to give their answer more detail. c. Reaction Response Reaction response is a quick strategy where the teacher, after presenting a controversial topic, asks students to write or orally respond to a question, such as the following: what information do you question? What information is new? Students can complete this individually or in small groups. Ask for volunteers to share their responses. d. Who am I? Who am I is a strategy to help students identify name and characteristic of things. Students should be divided into some groups. Each group should create characteristic of something, then the other groups should identify the name of the things. This activity is like a quiz. e. Assignment with Choice
51
Nurhidayati, Metode Pembelajaran Interaktif, 2014, p. 8-9, (http://staff.uny.ac.id/sites/ default/files/pengabdian/nurhidayati-spd-m-hum/ppm-metode-pembelajaran-fix.pdf).
22
This activity allows students to decide how they will demonstrate that they have learned the required information of skill. f. Minute Paper This activity provides students with the opportunity to summarize their knowledge of the subject they have learned and to ask unanswered question. g. Discussion Discussion is a teaching strategy that centers the learning process to students. This strategy is often used to make the students active and gain knowledge from their finding. According to Jeremy Harmer, there are three types of discussion activities i.e. the buzz group, controversial topic, and debate.52 h. Think-Pair-Share This activity needs students to share their opinion with their partner. It is used as students feedback to what has been taught. The steps of this activity are thinking, pairing, and sharing. First, students are encouraged to think about a given problem that has already presented by the teacher. Then, they have to work in a pair. Finally, every pair shares their opinion about the problem. Such this activity needs teacher tasks to guide the discussion to the main problem as well as to add the material that has not been talked by students. At the end, the teacher should make a conclusion with students. For more detailed information about how to teach descriptive writing text using interactive learning, below are the teaching procedures of this study. Preliminary Activities Teacher
Teacher
greets
Students and
asks Students give response to the
students condition.
teacher‘s greeting and asking.
Teacher prepares students to be Students look at the picture
ready to learn by showing them a picture of an animal: a rabbit. 52
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1991), p. 124.
23
When all students look more Students answer, ― that is a picture focus and ready, teacher then try to
of rabbit‖;‖ ―yes, it has big ears‖; ―its
connect the picture with the current teeth is big and long‖, ―it eats grass‖, material by asking, ―what is that?‖, ― it usually jump‖, ―people have it does it has big ears?, ―how about its because it is cute and can be eaten as teeth?‖, ―what food they eat?‖, food‖ ―what they usually behave?‖, ―why people have them as their pet?‖, etc. Teacher then gives students a Students answer, ―I know, Mam. It puzzle question, ―Ok students, I is a giraffe, isn‘t it?‖ have a question for you, what is it? It eats grass; it has four long feet and a long neck?‖ Teacher then tells students what Students then know what they are they are going to learn.
going to learn. Main activities
Teacher
Students Observing
Teacher shows students a video Students observe the video to know
then gives them a clue of what how to describe things and how to ask should be highlighted: how to someone to describe things, as well as describe things and how to ask some common adjectives to describe someone to describe things, as well things. as some common adjectives to describe things.
Teacher gives students some Students read some descriptive text
descriptive texts to read in order to to gain many vocabularies to describe enrich their vocabulary to describe things. things. Questioning
24
Teacher gives students a chance Students ask and answer question
to ask any question related to related to descriptive text. descriptive text. Experimenting
Teacher divides students into a Students are divided into a pair.
pair then gives equipment for They are given a task. The task is the collecting data. After that, the first student in a pair should take a teacher gives the rule of the right picture as what the second activity.
student
describes.
The
second
students should describe it by making spoken descriptive sentence.
After that teacher asks each pair After that each pair should make 5
to make 5 puzzle questions that puzzle questions that should be should be answered by the other answered by the other pairs. This pairs. This activity is like a quiz. activity is like a quiz. Who pair that Who pair that can answer a lot and can answer a lot and rightly, He will rightly, He will win the quiz.
win the quiz. Associating
Teacher gives the students a The students are asked to describe
chance to describe their favorite one of their favorite things or people things or people. Communicating
Teacher asks some volunteers to Students present their descriptive
present their descriptive text.
text.
Teacher asks students to write Students write summary of what
journal about what they have learnt.
they have learnt.
Closing Activities Teacher
Students
Teacher asks some students to Students read their journal then
read aloud their journal then, make a conclusion of what have been
25
together, make a conclusion about learnt with teacher. what have been learnt.
Teacher gives evaluation of Students accept teacher‘s critique
today activity process
Teacher suggests follow up Students are suggested to do a
activity of the current lesson
follow up activity at home
Teacher take a leave by greeting Students answer teacher‘s greeting
To sum up, in teaching descriptive writing text using interactive learning, the writer will use several teaching strategies such as truth statement, asking question, reaction response, who am I, assignment with choice, minute paper, discussion, and think-pair-share.
E. Previous Study There are two related previous study of interactive learning. The first study is a research that is conducted by Nur Ajeng Solekha about The Effectiveness of Interactive Learning in Teaching Narrative Text at the second grade of SMA Muhammadiyah 8 Ciputat. In this research, she found that teaching narrative text by using interactive learning is effective for students in learning narrative text. It was proved by the students‘ improvement result in learning narrative text. Further, the effectiveness of interactive learning is also examined by Eka Pratiwi Septiana in her research about the Effectiveness of Teaching Passive Voice of the Present Perfect Tense by using Interactive Learning at the first grade students of SMAN 24 Kabupaten Tangerang. However, in her study, she tried to examine the influence of interactive learning in teaching grammar i.e. passive voice instead of text writing. She found that the use of interactive learning can effectively increase students‘ grammar mastery about passive voice. From the two related previous study, it can be concluded that using interactive learning is effective in teaching either grammatical aspect or text writing. For the purpose of this research, the writer prefers to continue the study of interactive learning but with a different
26
variable. The variable that will be examined in this study is descriptive text writing.
F.
Conceptual Framework English as an international language becomes as a school subject that has to
be taught in Indonesia. It includes the teaching of descriptive text writing in which students are asked to be able to write a text that describe about the way of persons, animals, or thing appear by involving the five senses in giving vivid detail about the thing so that it will make the subject matter become real for the reader, then stimulate their imagination to form sensory responses. However, in learning descriptive text writing, students often find difficulties. They often do not know not to write and what to write. It happens because students do not really pay attention to what is being learnt. Their motivation to learn is low because the activities in the classroom are lecturing and doing task only. Such this technique then makes students bored and not motivated. To make students motivated to learn, teacher may use interactive learning technique which is defined as a technique that promotes a real and active language learning in which students are actively engaged in learning activities that require students to share their idea with each other in authentic, exciting and exhilarating interaction. It provides students with fun and relaxed-learning environment which can increase students‘ motivation to learn. Thus, students‘ motivation will be increasing if the teachers use interactive learning technique. As a result, it can be predicted that interactive learning may be effective in the teaching of descriptive text writing to the first grade students of SMPN 2 Kelapa Dua Tangerang.
G. Theoretical Hypothesis Based on the above explanation, the writer makes a hypothesis that interactive learning is effective or not effective in teaching descriptive text writing to the first grade students of SMPN 2 Kelapa Dua Tangerang.
CHAPTER III METHODOLOGY OF THE RESEARCH
A. The Place and Time of the Study This study was held at the first grade students of SMPN 2 Kelapa Dua Tangerang which is located in Kelapa Dua, Tangerang. This study was conducted from January 26th, 2015 up to February 12th, 2015.
B. The Method of the Research The method of this research was a quasi-experimental research. The writer used quasi experimental because the writer faced as situation in which the writer did not have a possibility to assign individual students to groups randomly, since it could disturb the classroom learning. The writer taught different classes employing two different teaching techniques. In experimental class the writer employed the interactive learning, while in control class the writer employed the conventional teaching (without using interactive learning). PRE TEST
TREATMENT
POST TEST
Figure 3.1: Process of experiment class
NO TREATMENT
PRE TEST
POST TEST
Figure 3.2: Process of control class
C. The Population and Sample of the Research 1) Research Population The population of the research was the first grade students of SMPN 2 Kelapa Dua Tangerang. The first grade students of this school were divided into eight classes with 40 students in each class. So, the population of this study was 320 students of the eight classes.
27
28
2) Research Sample In taking a sample for this study, the writer used purposive sampling technique or which is called as a judgment sampling. It is a sampling technique in which the researcher selects the sample using his consideration about group there are representative to be a sample.53 In this study, the writers‘ consideration is about the quality of the sample which should be similar before the treatment. After conducting a pre-test to the eight classes, the writer found that VII-F and VII-D have similar quality. So, the writer chose VII-F as an experimental class and VII-D as a control class for this study. However, when delivering pre-test and post-test to the classes, there were some students who did not come. Therefore, the writer could get only 35 students for each class as a sample. D. The Instrument of the Research The instrument of the research is a test. It is used to collect data about students‘ score in each group before and after treatment. Such data is needed to know the difference achievement between the experimental class and control class after the treatment was given.
E. The Technique of Data Collection As stated on the above explanation, the writer used a test to collect data. While, the technique that were used to collect the data were as follows: a. Pre-test Before the treatment, the writer gave a pre-test to the students to check the extent of students‘ similarity, especially their competency in writing descriptive text. In this test, students were asked to write a descriptive paragraph about their favorite food. b. Post-test After the treatment, the writer gave a post-test to the students to see students‘ growing score. The instrument of this test was like in a pretest but it was given after treatment. 53
Edward L. Vockell and J. William Asher, Educational Research, (New Jersey: Pearson Education, 2009), p. 135-136.
29
Further, to facilitate students to write a descriptive text, the writer gave students guided questions in both pre-test and post-test. The writer also made a limitation for students‘ writing. The limitation is students should write a descriptive text consisting of minimal three paragraphs (around 100 words). The aim of making such limitation is to facilitate the writer to assess students‘ writing.
F.
The Technique of Data Analysis After getting the data, the writer analyzed the data by using statistical
calculation of t-test formula with the degree of significance 5%. This calculation was used to compare the mean score between the experimental and control group. The result of this calculation determined the truth or false the null hypothesis and showed the effectiveness of interactive learning technique in the teaching of descriptive text writing. The formula of this calculation is as follow54: a. Determining Mean of Variable X: =
∑
b. Determining Mean of Variable Y: =
∑
c. Determining Standard of Deviation Score of Variable X: =√
∑
d. Determining Standard of Deviation Score of Variable Y: =√
∑
e. Determining Standard Error Mean of Variable X: =
√
f. Determining Standard Error Mean of Variable Y: =
54
√
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2004), p. 284.
30
g. Determining Standard Error of Different Mean of Variable X and Mean of Variable Y: =√ h. Determining
with formula:
= i. Determining t-table in significant level 5% with degree of freedom, with formula: df =
+
–2
G. The Statistical Hypothesis 1. Alternative hypothesis (Ha): teaching descriptive text writing using interactive learning is effective to the first grade students of SMPN 2 Kelapa Dua Tangerang. 2. Null hypothesis (Ho): teaching descriptive text writing using interactive learning is not effective to the first grade students of SMPN 2 Kelapa Dua Tangerang.
CHAPTER IV FINDING OF THE RESEARCH A. The Description of the Data In this study, the writer used interactive learning as a teaching technique that was used in the experimental class while in the control class the writer did not use interactive learning technique. When using this technique, the writer used eight activities to encourage students to be active and motivated to learn descriptive text writing. The activities were truth statement, asking question, reaction response, who am I, assignment with choice, minute paper, discussion, and think-pair share. Before and after giving the students treatment, the writer delivered pre and posttest to both groups to know whether interactive learning is effective in teaching descriptive text writing. From the students‘ pre-tests and post-tests, the writer got a whole description about students‘ gained scores both in the experimental and control groups. To summarize of the whole description that can be gotten from students‘ pre-test and post-test, the writer made the following tables. Below is table 4.1. In this table, the writer summarized the scores of students‘ pre-test and post-test in the experimental class as well as their gained scores. Table 4.1 The Scores of Students’ Test in Experimental Class Students
Pre-
Post-
Gained
test
Test
Score
1
56
67
11
2
55
63
3
54
4 5
identification Number (N1)
Students
Pre-
Post-
Gained
Test
test
Score
18
55
64
9
8
19
36
55
19
62
8
20
58
69
11
58
64
6
21
28
58
30
56
64
8
22
88
95
7
identification Number (N1)
31
32
6
56
71
15
23
48
64
16
7
53
70
17
24
60
68
8
8
65
75
10
25
92
98
6
9
53
70
17
26
86
92
6
10
52
68
16
27
50
62
12
11
53
68
15
28
64
67
3
12
57
66
9
29
57
71
14
13
59
70
11
30
54
67
13
14
42
75
33
31
73
78
5
15
57
70
13
32
38
62
24
16
60
68
8
33
77
87
10
17
56
70
14
34
56
67
11
35
60
75
15
∑ 35
∑ 57.77
∑ 70.28
∑ 12.51
From the above table, it can be seen that the average score of students‘ pretests in the experimental class is 57.77 and the average score of their post-tests is70.28. From the pre-test and post-test scores, the writer then got the average of students‘ gained scores that is 12.51. For further detailed description, the writer added the following analysis to show the interval both of pretest and posttest in the experimental class and also the number of students which got a certain score in the same interval. This analysis will show the interval score which the most students got. The following are the calculation of pre-test interval score in the experimental class and its frequency: a. Pre-test Statistic Data of Experimental Class 1) The number of class (N), ratio (R) and interval (I) as follow: C = 1 + 3.322 log N = 1 + 3.322 log 35 = 6.12 ~ 6
33
Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1 R=H–L+1 = 92 – 28 + 1 = 65 Interval (I) is derived from ratio (R) divided number of class (N) I= I=
= 10.8 ~ 11 Table 4.2 Table frequency of pre-test Score 28 – 38 39 – 49 50 – 60 61 – 71 72 – 82 83 – 93 Total
Frequency 3 2 23 2 2 3 35
The above table shows that most of students got scores which fell in the interval ―50-60‖ and the number of the students which got the score is 23. Further are the calculation of post-test interval score in the experimental class and its calculation: b. Post-test Statistic Data of Experimental Class 1) The number of class (N), ratio (R) and interval (I) as follow: C = 1 + 3.322 log N = 1 + 3.322 log 35
34
= 6.12 ~ 6 Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1 R=H–L+1 = 98 – 55 + 1 = 44 Interval (I) is derived from ratio (R) divided number of class (N) I= I=
= 7.3 ~ 7
Table 4.3 Table frequency of post-test Score 55 – 61 62 – 68 69 – 75 76 – 82 83 – 89 90 – 96 Total
Frequency 2 17 11 1 1 3 35
As stated above, most of students got scores around 62 – 68 and the number of the students which got the score is 17. Furthermore, the writer also summarized the scores of students‘ pre-test and post-test in the control class as well as their gained score in the following table:
35
Table 4.4 The Score of Students’ Test in Control Class Students
Students
identification
Pre-
Post-
Number
test
Test
Gained identification Score
(N2)
Number
Pre-
Post-
Gained
test
test
Score
(N2) 1
57
77
20
18
45
61
16
2
52
60
8
19
64
80
16
3
63
70
7
20
54
65
11
4
44
52
8
21
78
81
3
5
55
58
3
22
54
61
7
6
80
93
13
23
52
60
8
7
44
65
21
24
51
56
5
8
56
58
2
25
46
50
4
9
25
50
25
26
64
66
2
10
62
64
2
27
57
48
-9
11
65
71
6
28
54
60
6
12
26
49
23
29
56
56
0
13
69
71
2
30
83
85
2
14
55
62
7
31
54
62
8
15
65
69
4
32
53
58
5
16
64
71
7
33
51
60
9
17
46
51
5
34
76
78
2
35
36
52
16
∑ 35
∑ 55.88
∑ 63.71
∑ 7.82
The above table shows that the average scores of students‘ pre-test and posttest in control class are 55.88 and 63.71. Then, the average of students‘ gained scores between pre-test and post-test is 7.82.
36
For further detailed description, the writer added the following analysis to show both pre-test and post-test interval data in the control class as well as the frequent number of students which got a certain score in the same interval. The following are the calculation of pre-test interval data in the control class and its frequency: a. Pre-test Statistic Data of Control Class 1) The number of class (N), ratio (R) and interval (I) as follow: C = 1 + 3.322 log N = 1 + 3.322 log 35 = 6.12 ~ 6 Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1 R=H–L+1 = 83 – 25 + 1 = 59 Interval (I) is derived from ratio (R) divided number of class (N) I= I=
= 9.8 ~ 10 Table 4.5 Table frequency of pre-test Score 25 – 34 35 – 44 45 – 54 55 – 64 65 – 74
Frequency 2 3 12 11 3
37
4
75 – 84
35
Total
The above table shows that most of students got scores which fell in the interval ―45-54‖. The number of the students is 12. The below are the calculation of post-test interval score in the control class and its calculation: b. Post-test Statistic Data of Control Class 1) The number of class (N), ratio (R) and interval (I) as follow: C = 1 + 3.322 log N = 1 + 3.322 log 35 = 6.12 ~ 6 Ratio (R) is the highest mark (H) minus the lowest mark (L) plus 1 R=H–L+1 = 93 – 48 + 1 = 46 Interval (I) is derived from ratio (R) divided number of class (N) I= I=
= 7.6 ~ 8 Table 4.6 Table frequency of post-test Score 48 – 55 56 – 63 64 – 71 72 – 80
Frequency 7 13 9 3
38
2
81 – 88
1
89 – 96
35
Total
As stated in the above table, most of students got scores around 56-63 and the number of the students which got the score is 13 students. After that, the writer compared the description analysis in the experimental and control group by making the following table: Table 4.7 The result of calculation of the test both experimental class and control class Students identification
X
Y
x
y
1
11
20
-1.51
12.18
2.28
148.35
2
8
8
-4.51
0.18
20.34
0.03
3
8
7
-4.51
7.82
20.34
61.15
4
6
8
-6.51
0.18
42.38
0.03
5
8
3
-4.51
-4.82
20.34
23.23
6
15
13
2.49
5.18
6.20
26.83
7
17
21
4.49
13.18
20.16
173.71
8
10
2
-2.51
-5.82
6.30
33.87
9
17
25
4.49
17.18
20.16
295.15
10
16
2
3.49
-5.82
12.18
33.87
11
15
6
2.49
-1.82
6.20
3.31
12
9
23
-3.51
15.18
12.32
230.43
13
11
2
-1.51
-5.82
2.28
33.87
14
33
7
20.49
-0.82
419.84
0.67
𝒚𝟐
Number (N)
39
15
13
4
0.49
-3.82
0.24
14.59
16
8
7
-4.51
-0.82
20.34
0.67
17
14
5
1.49
-2.82
2.22
7.95
18
9
16
-3.51
8.18
12.32
66.91
19
19
16
6.49
8.18
42.12
66.91
20
11
11
-1.51
3.18
2.28
10.11
21
30
3
17.49
-4.82
305.90
23.23
22
7
7
-5.51
-0.82
30.36
0.67
23
16
8
3.49
0.18
12.18
0.03
24
8
5
-4.51
-2.82
20.34
7.95
25
6
4
-6.51
-3.82
42.38
14.59
26
6
2
-6.51
-5.82
42.38
33.87
27
12
-9
-0.51
-16.82
0.26
282.91
28
3
6
-9.51
-1.82
90.44
3.31
29
14
0
1.49
-7.82
2.22
61.15
30
13
2
0.49
-5.82
0.24
33.87
31
5
8
-7.51
0.18
56.40
0.03
32
24
5
11.49
-2.82
132.02
7.95
33
10
9
-2.51
1.18
6.30
1.39
34
11
2
-1.51
-5.82
2.28
33.87
35
15
16
2.49
8.18
6.20
66.91
∑ 12.51
∑ 7.82
1440.74
1803.45
Note: X = the students‘ gained score in experimental class Y = the students‘ gained score in control class x = X – MX y = Y – MY
40
From the above table, it can be seen that the average of students‘ gained score in the experimental class is higher than those students in the control class. The students in the experimental class got average gained score 12.51 while those in the control class got 7.82 as their average gained score.
B. The Analysis of the Data After describing the data that the writer got from students‘ pre-test and posttest, the writer then analyzed the data by using statistical calculation of t-test formula with degree of significance 5%. The following is the analysis: a. Determining Mean 1 (
)
=∑ =∑
= 12.51
b. Determining Mean 2 (
)
=∑ =∑
= 7.82 c. Determining Standard of Deviation Score of Variable X (
)
= √∑ =√ = 6.41 d. Determining Standard of Deviation Score of Variable Y ( = √∑ =√ = 7.17
)
41
e. Determining Standard Error of Mean Variable X ( = =
)
√ √
= 1.09 f. Determining Standard Error of Mean Variable Y ( = =
)
√ √
= 1.22 g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, the formula is: =√ =√ =√ =√ = 1.63
h. Determining
with formula:
= = =
= 2.87
i. Determining t-table in significance 5% with degree of freedom, with formula: df
= (N1 + N2 – 2) = (35 + 35 – 2) = 68
The writer gained t-table
42
= S.L. 5% = 2.00
j. The comparison between t-score with t-table: t-score =
>
= 2.87 > 2.00
From the statistical analysis above, the writer got 2.87 as a value of tobservation and 2.00 as a value of t-table with significance degree of 5%.
C. The Tests of Hypothesis Further, as resulted on the above analysis, the t-observation score i.e. 2.87 is higher than t-table score i.e. 2.00. It means that the Null hypothesis (
) is
rejected and the Alternative hypothesis (Ha) is accepted. The followings are the Null and Alternative hypothesis of this study: 3. Alternative hypothesis (Ha): teaching descriptive text writing using interactive learning is effective to the first grade students of SMPN 2 Kelapa Dua Tangerang. 4. Null hypothesis (Ho): teaching descriptive text writing using interactive learning is not effective to the first grade students of SMPN 2 Kelapa Dua Tangerang. In other word, this study accepts hypothesis which states the teaching of descriptive text writing using interactive learning is effective to the first grade students of SMPN 2 Kelapa Dua.
D. The Interpretation of the Data According to the test of hypothesis above, it shows that the value of t-table on degree of significance of 5% is smaller than the value of t-observation. So, it can be inferred that the teaching of descriptive text writing using interactive learning
43
is more effective and more appealing to the first grade students of SMPN 2 Kelapa Dua Tangerang. It can be seen on the table of the students‘ score that the students who were taught by using interactive learning in learning descriptive text writing generally got higher score than the students who were taught without using interactive learning. Therefore, the writer interprets that the use of interactive learning in teaching descriptive text writing is effective to the first grade students of SMPN 2 Kelapa Dua Tangerang.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusion Learning descriptive text writing still becomes as a difficult thing for students, particularly the seventh grade students of SMPN 2 Kelapa Dua Tangerang. Based on the result of the writer‘s observation, the students in that school still do not know how to write and what to write in descriptive text. It is because they do not really pay attention to what is being learnt since the teaching technique that is used is not effective for students. Such teaching technique makes students bored and not motivated to learn descriptive text writing. Further, to make students be motivated to learn descriptive text writing, teacher may use an alternative teaching technique such as interactive learning. This technique encourages students to be active participants and makes classroom situation be friendly and relaxed for students. Therefore, students‘ motivation to learn descriptive text can increase. To examine whether using interactive learning in teaching descriptive text writing is effective for students, the writer did a quasiexperimental research employing pre and posttest design. The experimental class of this study was VII-F while the control class was VII-D. Then, the writer gave a treatment only to the experimental class and pre as well as posttest to both classes. The result of the test shows that
(2,87) is higher than
(2,00). It indicates
to reject the null hypothesis of this study. In other word, the result of this study accepts the alternative hypothesis which states that using interactive learning is effective in the teaching of descriptive text writing.
B. Suggestions At this point, the writer would give some suggestions to enhance students‘ ability in writing descriptive text by using interactive learning. The suggestions are: 1. The English teacher should be more creative in presenting the material in order to make the learning material be motivating to students.
44
45
2. The English teacher also needs to be creative in designing classroom activities which can engage students learn descriptive text writing in an active way. For instance, the teacher may use who am I strategy like a quiz to make the students actively participate in the learning process. The teacher may also use think pair and share strategy to make the students interact with each other. Therefore, it can encourage the emergence of a friendly-relaxed learning situation in the class. 3. Further, the English teacher is also suggested to include the teaching of vocabulary to facilitate students express their mind for their writing. 4. The last is the teacher should include the teaching of present tense grammar to make the students write their text correctly in the term of grammar. Based on the writer‘s experience in conducting this study, those all things above are regarded as aspects that can influence the effectiveness of interactive learning in teaching descriptive text writing.
BIBLIOGRAPHY
Anas Sudijono, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2004. Anderson, Mark and Kathy Anderson, Text Types in English 3, South Yarra: MacMillan Education Australia Pty Ltd, 1998. Arce, Pedro, The Colloquial Approach: An Active Learning Technique, Journal of Science Education and Technology, Vol. 3, No. 3, 1994. Artono W., Masduki B. Jahur, and M. Sukirman Djusma, English in Focus for Grade VII Junior High School, Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008. Braine, George & Claire May, Writing from Sources: A Guide for ESL Students, Houston: Mayfield Publishing Company, 1996. Clouse, Barbara Fine, The Student Writer, New York: McGraw-hill, 2008. Cox, Martha Heasley, Writing Form Process Purpose, San Fransisco: Chandler Publishing Company, 1962. Dietsch, Betty M., Reasoning & Writing Well: A Rhetoric, Research Guide, Reader, and Handbook, Fourth Edition, New York: McGraw-Hill, 2006. Hairstone, Maxine, Contemporary Composition, Boston: Houghton Mifflin Company, 1986. Harmer, Jeremy, The Practice of English Language Teaching, New York: Longman, 1991. Heffernan, James A. W. and John E. Lincoln, Writing: A College Handbook, New York: W.W. Norton & Company, 1986. Heffernan, James A.W. & John E. Lincoln, Writing: A college Handbook, second edition, New York: W.W Norton & Company, 1986. Ken Hyland, Second Language Writing, New York: Cambridge University Press, 1996. Kurikulum 2013 Kompetensi Dasar Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs), Jakarta: Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan, 2013. 46
47
Langan, John, College Writing Skills, Sixth Edition, New York: The McGraw-Hill Companies, 2005. Long, Donna Reseigh, Interactive Language Teaching by Wilga M. River, American Association of Teachers of Spanish and Portuguese, Vol. 71, No. 3, 1988 Mattix D., Betty, Reasoning & Writing Well: a Rhetoric, Research Guide, Reader, and Handbook, New York: McGraw-Hill, 2003. Miller, Robert Keith, Motives for Writing, New York: McGraw-Hill, 2005. Mustriana, Bachtiar Bima, Detik-Detik Ujian Nasional Bahasa Inggris, Klaten: PT. Intan Pariwara, 2009. Newsom, Doug and James A. Wollert, Media Writing, Belmont: Wadsworth, 1985. Nurhidayati, “Metode Pembelajaran Interaktif‖, http://staff.uny.ac.id/sites/ default/files/pengabdian/nurhidayati-spd-m-hum/ppm-metodepembelajaran-fix.pdf, 18 November 2014. Pardiyono, Teaching Genre-Based Writing, Metode Mengajar Writing Berbasis Genre Secara Efektif, Yogyakarta: CV Andi Offset, 2007. Pharr, Donald, Writing Today, New York: McGraw-Hill, 2005. Raymond, James C., Writing is an Unnatural Act, New York: Harper & Row, Publishers, 1980. River, Wilga M., Comprehension and Production in Interactive Language Teaching, The Modern Language Journal, Vol. 70, No. 1, 1986. Saukah, Ali, Pengajaran Bahasa Inggris di Indonesia: Tinjauan terhadap Unjuk Kerja Pembelajar serta Upaya Peningkatannya, Malang: Universitas Malang, Departemen Pendidikan Nasional, 2003. Scrivener, Jim, Learning Teaching: A Guide Book for English Language Teachers, Second Edition, South Yarra: Macmillan, 2005. Sofyan, Fahmi, Kiat Sukses Lulus Ujian Bahasa Inggris, Jakarta: Pustaka Tarbiyah Baru, 2009. Sukino, Menulis itu Mudah: Panduan Praktis Menjadi Penulis Handal, Yogyakarta: Pustaka Populer LKiS Yogyakarta, 2010.
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Vockell, Edward L. and J. William Asher, Educational Research, New Jersey: Pearson Education, 2009. Wilshon, George E. & Julia M. Burks, Let’s Write English, New York: Litton Educational, 1980.
49
INSTRUMENT TEST
Topic : Favorite Food 1. What is your favorite food? 2. What are the characteristics of your favorite food? 3. Why do you like it? Write a descriptive text consisting of minimal 3 paragraphs (around 100 words)!
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan Kelas/Semester Mata Pelajaran Topik/Tema Materi Pertemuan KeAlokasi Waktu
: SMPN 2 Kelapa Dua Tangerang : VII-F/2 : Bahasa Inggris : Describing Animals : Teks Deskripsi :1 : 1 jam pelajaran
I. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya. 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. II. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2.1 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 2.2 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.3 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.5 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4.5 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator 1. Spiritual Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Sosial Melakukan sikap jujur dengan tidak menjiplak pada kegiatan menulis teks deksripsi. Melakukan sikap bertanggung jawab dengan mengerjakan tugas yang diberikan. Menghargai guru dan murid-murid dengan tidak mengganggu ketika proses belajar mengajar berlangsung. Menunjukkan sikap percaya diri dengan berani memberikan argument, dan bertanya atau menjawab pertanyaan. Melakukan sikap gotong royong dengan bekerja sama ketika belajar dalam kelompok atau berpasangan. 3. Pengetahuan Menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Mengidentifikasikan dengan benar tentang jumlah hewan, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4. Keterampilan Mengimplementasikan penggunaan struktur secara lisan atau tulisan: Pronouns (It, They, This, That, These, Those, dll) + to be (is / are) + the name of the noun, untuk menyatakan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Menerapkan dengan benar penggunaan struktur kata benda tunggal (singular) dan jamak (plural) untuk mengekspresikan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa seharihari dalam bentuk lisan maupun teks tertulis. Menerapkan penggunaan kosakata (near, in front of, besides, between, on, in, above, etc) untuk menunjukkan hewan, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Mengimplementasikan penggunaan kata Tanya: What? How many? Which one? Untuk menanyakan nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. IV. Tujuan 1. Spritual
Setelah proses pembelajaran, siswa menjadi bersyukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Sosial Selama proses pembelajaran sedang berlangsung, peserta didik dapat secara konsisten untuk jujur, bertanggung jawab, percaya diri, toleransi, dan bekerjasama untuk komunikasi funsional. 3. Pengetahuan Setelah mengamati teks lisan dan tertulis untuk mengekspresikan dan bertanya tentang nama dan jumlah binatang, benda, atau bagunan public yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat menjelaskan fungsi social, struktur teks, dan unsur-unsur bahasa secara tepat. 4. Keterampilan Setelah mengamati dan mendiskusikan tentang teks untuk menyatakan dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan public yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat mengembangkan dan membuat dalam bentuk teks lisan dan tertulis untuk menyatakan dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan public yang dekat dengan kehidupan siswa sehari-hari. V. Materi Pembelajaran Dibawah ini materi pembelajaran dalam bentuk teks lisan dan tertulis untuk mengekspresikan dan menanyakan nama dan jumlah binatang, benda, atau bangunan publik yang dekat dengan kehidupan siswa sehari-hari: 1. Fungsi social a. Memperkenalkan b. Mengidentifikasi 2. Struktur teks a. Kata benda tunggal (singular) dan jamak (plural) b. Kata ganti / pronouns (It, They, This, That, Those, These, dll.) + to be (is / are) + nama binatang, benda, atau sebuah bangunan publik (s) c. Kata tanya / question words (What?, Which one?, How many?) + to be (is / are) + nama benda / kata ganti (It, They, This, that, Those, These, dll.) + ? 3. Unsur bahasa a. Nama bangunan publik: the post office, the bank, the hospital, etc. b. Nama binatang: lion, elephant, bird, zebra, etc. c. Nama benda: chair, bed, table, clock, etc.
d. e. f. g.
Kata tanya: What? Which one? How many? The mention of a singular noun with 'a' and 'the' and the plural (-s) Kata ganti: It, They, This, That, Those, These Adverb location (near, in front of, besides, between, on, in, above, etc)
VI. Media/Sumber Pembelajaran 1. Sumber: Guru : membuat video 2. Media Pembelajaran: laptop, karton, gambar, proyektor, video, speaker, dll. VII. Metode Pembelajaran 1. Pendekatan : Pendekatan saintifik : Project-based learning 2. Metode 3. Teknik : Interactive learning VIII. Langkah-Langkah Pembelajaran Kegiatan Awal Guru Guru menyapa dan menanyakan kondisi siswa
Siswa Siswa memberikan respon terhadap ucapan guru dan menanyakan kondisi guru
Guru mempersiapkan siswa untuk siap belajar dengan menunjukkan mereka gambar binatang seekor kelinci. Ketika semua siswa terlihat lebih fokus dan siap, guru kemudian mencoba untuk menghubungkan gambar dengan materi yang sekarang dengan bertanya: ―What is that?‖, Does it has big ears?, ―How about its teeth?‖, ―What food they eat?‖, ―What they usually behave?‖, ―Why people have them as their pet?‖, etc. Guru kemudian memberikan siswa sebuah pertanyaan teka-teki, ―Ok students, I have a question for you, What is it? It eats grass; It has four
Siswa melihat gambar
Siswa menjawab, ― That is a picture of rabbit‖, ― Yes, it has big ears‖, ― Its teeth is big and long‖, ― It eats carrot‖, ― It usually jump‖, ― People have it because it is cute and can be eaten as food‖.
Siswa menjawab, ―I know, Sir. It is a giraffe, isn‘t it?‖
long feet and a long neck?‖ Guru kemudian memberitahu siswa apa yang mereka akan pelajari.
Siswa kemudian mengetahui apa yang mereka akan pelajari.
Kegiatan Inti Guru
Siswa
Observing Guru menunjukkan siswa sebuah Siswa mengamati video untuk video kemudian memberi mereka mengetahui bagaimana cara untuk petunjuk tentang apa yang harus mendeskripsikan benda dan disorot: Bagaimana cara untuk bagaimana cara untuk menanyakan mendeskripsikan benda-benda dan seseorang untuk mendeskripsikan bagaimana cara untuk menanyakan benda, dan juga beberapa kata sifat seseorang untuk mendeskripsikan yang umum untuk mendeskripsikan benda, dan juga kata sifat yang sesuatu. umum untuk mendeskripsikan benda. Guru memberikan siswa beberapa Siswa membaca beberapa teks teks deskripsi untuk dibaca agar deskripsi untuk mendapatkan dapat meningkatkan kosakata banyak kosakata untuk mereka untuk mendeskripsikan mendeskripsikan sesuatu. sesuatu. Questioning Guru memberikan siswa kesempatan untuk mengajukan pertanyaan yang berhubungan dengan teks deskripsi.
Siswa bertanya dan menjawab pertanyaan yang berhubungan dengan teks deskripsi.
Experimenting Guru membagi siswa menjadi berpasangan kemudian memberikan peralatan untuk mengumpulkan data. Setelah itu, guru memberikan aturan kegiatan.
Siswa dibagi menjadi sepasang. Mereka diberi sebuah tugas. Tugasnya yaitu murid pertama dalam pasangan harus mengambil gambar yang tepat seperti apa yang siswa kedua deskripsikan. Jadi, siswa yang kedua harus mendeskripsikan dengan membuat kalimat deskripsi secara lisan.
Setelah itu, guru meminta setiap Setelah itu, setiap pasangan harus pasangan untuk membuat 5 membuat 5 pertanyaan teka-teki pertanyaan teka-teki yang harus yang harus dijawab oleh pasangan dijawab oleh pasangan lain. Kegiatan lain. ini seperti kuis. Siapa pasangan yang bisa menjawab paling banyak dan benar, maka pasangan itu yang akan memenangkan kuis ini. Associating Guru memberikan siswa kesempatan untuk mendeskripsikan benda atau orang yang mereka sukai.
Para siswa diminta untuk mendeskripsikan salah satu benda favorit atau orang yang mereka sukai.
Communicating Guru meminta beberapa sukarelawan untuk menyajikan teks deskripsi mereka. Guru meminta siswa untuk menulis jurnal tentang apa yang telah mereka pelajari.
Siswa mempresentasikan deskripsi mereka.
teks
Siswa menulis ringkasan dari apa yang telah mereka pelajari.
Kegiatan Penutup Guru Guru meminta beberapa siswa untuk membacakan jurnal mereka. Kemudian, secara bersama-sama membuat sebuah kesimpulan tentang apa yang telah dipelajari. Guru memberikan evaluasi proses kegiatan hari ini Guru menunjukan tindak lanjut kegiatan sekarang
Siswa Siswa membaca jurnal mereka. Kemudian membuat kesimpulan dari apa yang telah dipelajari dengan guru.
Guru meninggalkan dengan ucapan.
Siswa menjawab ucapan guru
Siswa menerima kritik guru Siswa disarankan untuk melakukan tindak lanjut kegiatan di rumah.
IX. Penilaian Dibawah ini adalah rubric penilaian praktek: Jika respon Kriteria benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Nilai
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.
Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.
Jika respon kurang tepat, ucapan salah, intonasi salah, dan pengucapan tidak lancar.
Excellent
Very Good
Good
Fair
Poor
5
4
3
2
1
Tangerang, 30 Januari 2015 Researcher
Anang Tri Wahyudi NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan Kelas/Semester Mata Pelajaran Topik/Tema Materi Pertemuan KeAlokasi Waktu
: SMPN 2 Kelapa Dua Tangerang : VII-F/2 : Bahasa Inggris : Describing Fruits : Teks Deskripsi :2 : 1 jam pelajaran
X. Kompetensi Inti 5. Menghargai dan menghayati ajaran agama yang dianutnya. 6. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 7. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 8. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. XI. Kompetensi Dasar 1.2 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2.4 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 2.5 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.6 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.6 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4.6 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks.
XII. Indikator 1. Spiritual Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Sosial Melakukan sikap jujur dengan tidak menjiplak pada kegiatan menulis teks deksripsi. Melakukan sikap bertanggung jawab dengan mengerjakan tugas yang diberikan. Menghargai guru dan murid-murid dengan tidak mengganggu ketika proses belajar mengajar berlangsung. Menunjukkan sikap percaya diri dengan berani memberikan argument, dan bertanya atau menjawab pertanyaan. Melakukan sikap gotong royong dengan bekerja sama ketika belajar dalam kelompok atau berpasangan. 3. Pengetahuan Menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Mengidentifikasikan dengan benar tentang jumlah hewan, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4. Keterampilan Mengimplementasikan penggunaan struktur secara lisan atau tulisan: Pronouns (It, They, This, That, These, Those, dll) + to be (is / are) + the name of the noun, untuk menyatakan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Menerapkan dengan benar penggunaan struktur kata benda tunggal (singular) dan jamak (plural) untuk mengekspresikan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa seharihari dalam bentuk lisan maupun teks tertulis. Menerapkan penggunaan kosakata (near, in front of, besides, between, on, in, above, etc) untuk menunjukkan hewan, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Mengimplementasikan penggunaan kata Tanya: What? How many? Which one? Untuk menanyakan nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. XIII. Tujuan 1. Spritual
Setelah proses pembelajaran, siswa menjadi bersyukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Sosial Selama proses pembelajaran sedang berlangsung, peserta didik dapat secara konsisten untuk jujur, bertanggung jawab, percaya diri, toleransi, dan bekerjasama untuk komunikasi funsional. 3. Pengetahuan Setelah mengamati teks lisan dan tertulis untuk mengekspresikan dan bertanya tentang nama dan jumlah binatang, benda, atau bagunan public yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat menjelaskan fungsi social, struktur teks, dan unsur-unsur bahasa secara tepat. 4. Keterampilan Setelah mengamati dan mendiskusikan tentang teks untuk menyatakan dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan public yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat mengembangkan dan membuat dalam bentuk teks lisan dan tertulis untuk menyatakan dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan public yang dekat dengan kehidupan siswa sehari-hari. XIV. Materi Pembelajaran Dibawah ini materi pembelajaran dalam bentuk teks lisan dan tertulis untuk mengekspresikan dan menanyakan nama dan jumlah binatang, benda, atau bangunan publik yang dekat dengan kehidupan siswa sehari-hari: 4. Fungsi social a. Memperkenalkan b. Mengidentifikasi 5. Struktur teks a. Kata benda tunggal (singular) dan jamak (plural) b. Kata ganti / pronouns (It, They, This, That, Those, These, dll.) + to be (is / are) + nama binatang, benda, atau sebuah bangunan publik (s) c. Kata tanya / question words (What?, Which one?, How many?) + to be (is / are) + nama benda / kata ganti (It, They, This, that, Those, These, dll.) + ? 6. Unsur bahasa h. Nama bangunan publik: the post office, the bank, the hospital, etc. i. Nama binatang: lion, elephant, bird, zebra, etc. j. Nama buah: banana, grape, durian, mango, etc.
k. Kata tanya: What? Which one? How many? l. The mention of a singular noun with 'a' and 'the' and the plural (-s) m. Kata ganti: It, They, This, That, Those, These n. Adverb location (near, in front of, besides, between, on, in, above, etc) XV. Media/Sumber Pembelajaran 3. Sumber: Guru : membuat video 4. Media Pembelajaran: laptop, karton, gambar, proyektor, video, speaker, dll. XVI. Metode Pembelajaran 4. Pendekatan : Pendekatan saintifik : Project-based learning 5. Metode 6. Teknik : Interactive learning XVII. Langkah-Langkah Pembelajaran Kegiatan Awal Guru Siswa Guru menyapa dan menanyakan Siswa memberikan respon terhadap kondisi siswa ucapan guru dan menanyakan kondisi guru Guru mempersiapkan siswa untuk Siswa melihat gambar siap belajar dengan menunjukkan mereka gambar buah kelapa. Ketika semua siswa terlihat lebih Siswa menjawab, ― That is a picture fokus dan siap, guru kemudian of coconuts‖, ―The color of the mencoba untuk menghubungkan coconut is green‖, ―Yes, it has a gambar dengan materi yang sekarang peel‖, ―No, it has not seed‖, ―it tastes dengan bertanya: ―What is this?‖, sweet.‖, ―Yes, it has flesh‖, etc. ‖What is the color of the fruit?‖, ―Does it has a peel?‖, ―It has seed, isn‘t it?‖, ―What does it taste?‖, ―Does it has flesh?‖, and ―What else it has?‖. Guru kemudian memberikan siswa Siswa menjawab, ―I know, Sir. It is a sebuah pertanyaan teka-teki, ―Ok durian, isn‘t it?‖ students, I have a question for you, What is it? I am a fruit. I have a peel.
My peel is green, hard and sharp. The peel is like thorn. Inside the peel, there is my flesh. The flesh is yellow and has a seed. It tastes sweet and smells fragrant. Guru kemudian memberitahu siswa Siswa kemudian mengetahui apa apa yang mereka akan pelajari. yang mereka akan pelajari.
Kegiatan Inti Guru
Siswa
Observing Guru menunjukkan siswa sebuah Siswa mengamati video untuk video kemudian memberi mereka mengetahui bagaimana cara untuk petunjuk tentang apa yang harus mendeskripsikan benda dan disorot: Bagaimana cara untuk bagaimana cara untuk menanyakan mendeskripsikan benda-benda dan seseorang untuk mendeskripsikan bagaimana cara untuk menanyakan benda, dan juga beberapa kata sifat seseorang untuk mendeskripsikan yang umum untuk mendeskripsikan benda, dan juga kata sifat yang sesuatu. umum untuk mendeskripsikan benda. Guru memberikan siswa beberapa Siswa membaca beberapa teks teks deskripsi untuk dibaca agar deskripsi untuk mendapatkan dapat meningkatkan kosakata banyak kosakata untuk mereka untuk mendeskripsikan mendeskripsikan sesuatu. sesuatu. Questioning Guru memberikan siswa kesempatan untuk mengajukan pertanyaan yang berhubungan dengan teks deskripsi.
Siswa bertanya dan menjawab pertanyaan yang berhubungan dengan teks deskripsi.
Experimenting Guru membagi siswa menjadi berpasangan kemudian memberikan peralatan untuk mengumpulkan data. Setelah itu, guru memberikan aturan kegiatan.
Siswa dibagi menjadi sepasang. Mereka diberi sebuah tugas. Tugasnya yaitu murid pertama dalam pasangan harus mengambil gambar yang tepat seperti apa yang siswa kedua deskripsikan. Jadi,
siswa yang kedua harus mendeskripsikan dengan membuat kalimat deskripsi secara lisan. Setelah itu, guru meminta setiap Setelah itu, setiap pasangan harus pasangan untuk membuat 5 membuat 5 pertanyaan teka-teki pertanyaan teka-teki yang harus yang harus dijawab oleh pasangan dijawab oleh pasangan lain. Kegiatan lain. ini seperti kuis. Siapa pasangan yang bisa menjawab paling banyak dan benar, maka pasangan itu yang akan memenangkan kuis ini. Associating Guru memberikan siswa kesempatan untuk mendeskripsikan benda atau orang yang mereka sukai.
Para siswa diminta untuk mendeskripsikan salah satu benda favorit atau orang yang mereka sukai.
Communicating Guru meminta beberapa sukarelawan untuk menyajikan teks deskripsi mereka. Guru meminta siswa untuk menulis jurnal tentang apa yang telah mereka pelajari.
Siswa mempresentasikan deskripsi mereka.
teks
Siswa menulis ringkasan dari apa yang telah mereka pelajari.
Kegiatan Penutup Guru Guru meminta beberapa siswa untuk membacakan jurnal mereka. Kemudian, secara bersama-sama membuat sebuah kesimpulan tentang apa yang telah dipelajari. Guru memberikan evaluasi proses kegiatan hari ini Guru menunjukan tindak lanjut kegiatan sekarang
Siswa Siswa membaca jurnal mereka. Kemudian membuat kesimpulan dari apa yang telah dipelajari dengan guru. Siswa menerima kritik guru Siswa disarankan untuk melakukan tindak lanjut kegiatan di rumah.
Guru meninggalkan dengan ucapan.
Siswa menjawab ucapan guru
XVIII. Penilaian Dibawah ini adalah rubric penilaian praktek: Jika respon Kriteria benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Nilai
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.
Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.
Jika respon kurang tepat, ucapan salah, intonasi salah, dan pengucapan tidak lancar.
Excellent
Very Good
Good
Fair
Poor
5
4
3
2
1
Tangerang, 2 February 2015 Researcher
Anang Tri Wahyudi NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan Kelas/Semester Mata Pelajaran Topik/Tema Materi Pertemuan KeAlokasi Waktu
: SMPN 2 Kelapa Dua Tangerang : VII-F/2 : Bahasa Inggris : Describing Food : Teks Deskripsi :3 : 1 jam pelajaran
XIX. Kompetensi Inti 9. Menghargai dan menghayati ajaran agama yang dianutnya. 10. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 11. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 12. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. XX. Kompetensi Dasar 1.3 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2.7 Menghargai perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 2.8 Menghargai perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.9 Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.7 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4.7 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks.
XXI. Indikator 1. Spiritual Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Sosial Melakukan sikap jujur dengan tidak menjiplak pada kegiatan menulis teks deksripsi. Melakukan sikap bertanggung jawab dengan mengerjakan tugas yang diberikan. Menghargai guru dan murid-murid dengan tidak mengganggu ketika proses belajar mengajar berlangsung. Menunjukkan sikap percaya diri dengan berani memberikan argument, dan bertanya atau menjawab pertanyaan. Melakukan sikap gotong royong dengan bekerja sama ketika belajar dalam kelompok atau berpasangan. 3. Pengetahuan Menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Mengidentifikasikan dengan benar tentang jumlah hewan, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4. Keterampilan Mengimplementasikan penggunaan struktur secara lisan atau tulisan: Pronouns (It, They, This, That, These, Those, dll) + to be (is / are) + the name of the noun, untuk menyatakan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Menerapkan dengan benar penggunaan struktur kata benda tunggal (singular) dan jamak (plural) untuk mengekspresikan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa seharihari dalam bentuk lisan maupun teks tertulis. Menerapkan penggunaan kosakata (On the right, on the left, in the middle, in the background, next to, behind, in front of, etc) untuk menunjukkan hewan, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. Mengimplementasikan penggunaan kata Tanya: What? How many? Which one? Untuk menanyakan nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. XXII. Tujuan 1. Spritual
Setelah proses pembelajaran, siswa menjadi bersyukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Sosial Selama proses pembelajaran sedang berlangsung, peserta didik dapat secara konsisten untuk jujur, bertanggung jawab, percaya diri, toleransi, dan bekerjasama untuk komunikasi funsional. 3. Pengetahuan Setelah mengamati teks lisan dan tertulis untuk mengekspresikan dan bertanya tentang nama dan jumlah binatang, benda, atau bagunan public yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat menjelaskan fungsi social, struktur teks, dan unsur-unsur bahasa secara tepat. 4. Keterampilan Setelah mengamati dan mendiskusikan tentang teks untuk menyatakan dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan public yang dekat dengan kehidupan siswa sehari-hari, peserta didik dapat mengembangkan dan membuat dalam bentuk teks lisan dan tertulis untuk menyatakan dan bertanya tentang nama dan jumlah binatang, benda, atau bangunan public yang dekat dengan kehidupan siswa sehari-hari. XXIII. Materi Pembelajaran Dibawah ini materi pembelajaran dalam bentuk teks lisan dan tertulis untuk mengekspresikan dan menanyakan nama dan jumlah binatang, benda, atau bangunan publik yang dekat dengan kehidupan siswa sehari-hari: 7. Fungsi social a. Memperkenalkan b. Mengidentifikasi 8. Struktur teks a. Kata benda tunggal (singular) dan jamak (plural) b. Kata ganti / pronouns (It, They, This, That, Those, These, dll.) + to be (is / are) + nama makanan (s) c. Kata tanya / question words (What?, Which one?, How many?) + to be (is / are) + nama benda / kata ganti (It, They, This, that, Those, These, dll.) + ? 9. Unsur bahasa o. Nama bangunan publik: the post office, the bank, the hospital, etc. p. Nama binatang: lion, elephant, bird, zebra, etc. q. Nama makanan: Meatball, Soto, Pizza, Fried Rice, etc.
r. Kata tanya: What is your favorite food? What is the characteristics of the food? What does it taste? s. The mention of a singular noun with 'a' and 'the' and the plural (-s) t. Kata ganti: It, They, This, That, Those, These u. Adverb location: (On the right, on the left, in the middle, in the background, next to, behind, in front of…, etc.) XXIV. Media/Sumber Pembelajaran 5. Sumber: Guru : membuat video 6. Media Pembelajaran: laptop, karton, gambar, proyektor, video, speaker, dll. XXV. Metode Pembelajaran 7. Pendekatan : Pendekatan saintifik 8. Metode : Project-based learning 9. Teknik : Interactive learning XXVI. Langkah-Langkah Pembelajaran Kegiatan Awal Guru Guru menyapa dan menanyakan kondisi siswa
Siswa Siswa memberikan respon terhadap ucapan guru dan menanyakan kondisi guru
Guru mempersiapkan siswa untuk siap belajar dengan menunjukkan mereka gambar makanan Fried Rice. Ketika semua siswa terlihat lebih fokus dan siap, guru kemudian mencoba untuk menghubungkan gambar dengan materi yang sekarang dengan bertanya: ―What is that?‖, ―Where is it from?‖, What does it taste?‖, ―What else the characteristics of fried rice?‖. Guru kemudian memberikan siswa sebuah pertanyaan teka-teki, ―Ok students, I have a question for you, What is it? It is from America; It is
Siswa melihat gambar
Siswa menjawab, ― That is a picture of Fried Rice‖, ―It is from Indonesia‖, ―It tastes delicious‖, ―it looks brown and it is cooked by frying.‖
Siswa menjawab, ―I know, Sir. It is a Pizza, isn‘t it?‖
delicious and it looks round?‖ Guru kemudian memberitahu siswa apa yang mereka akan pelajari.
Siswa kemudian mengetahui apa yang mereka akan pelajari.
Kegiatan Inti Guru
Siswa
Observing Guru menunjukkan siswa sebuah Siswa mengamati video untuk video kemudian memberi mereka mengetahui bagaimana cara untuk petunjuk tentang apa yang harus mendeskripsikan benda dan disorot: Bagaimana cara untuk bagaimana cara untuk menanyakan mendeskripsikan benda-benda dan seseorang untuk mendeskripsikan bagaimana cara untuk menanyakan benda, dan juga beberapa kata sifat seseorang untuk mendeskripsikan yang umum untuk mendeskripsikan benda, dan juga kata sifat yang sesuatu. umum untuk mendeskripsikan benda. Guru memberikan siswa beberapa Siswa membaca beberapa teks teks deskripsi untuk dibaca agar deskripsi untuk mendapatkan dapat meningkatkan kosakata banyak kosakata untuk mereka untuk mendeskripsikan mendeskripsikan sesuatu. sesuatu. Questioning Guru memberikan siswa kesempatan untuk mengajukan pertanyaan yang berhubungan dengan teks deskripsi.
Siswa bertanya dan menjawab pertanyaan yang berhubungan dengan teks deskripsi.
Experimenting Guru membagi siswa menjadi berpasangan kemudian memberikan peralatan untuk mengumpulkan data. Setelah itu, guru memberikan aturan kegiatan.
Siswa dibagi menjadi sepasang. Mereka diberi sebuah tugas. Tugasnya yaitu murid pertama dalam pasangan harus mengambil gambar yang tepat seperti apa yang siswa kedua deskripsikan. Jadi, siswa yang kedua harus mendeskripsikan dengan membuat kalimat deskripsi secara lisan.
Setelah itu, guru meminta setiap Setelah itu, setiap pasangan harus pasangan untuk membuat 5 membuat 5 pertanyaan teka-teki pertanyaan teka-teki yang harus yang harus dijawab oleh pasangan dijawab oleh pasangan lain. Kegiatan lain. ini seperti kuis. Siapa pasangan yang bisa menjawab paling banyak dan benar, maka pasangan itu yang akan memenangkan kuis ini. Associating Guru memberikan siswa kesempatan untuk mendeskripsikan benda atau orang yang mereka sukai.
Para siswa diminta untuk mendeskripsikan salah satu benda favorit atau orang yang mereka sukai.
Communicating Guru meminta beberapa sukarelawan untuk menyajikan teks deskripsi mereka. Guru meminta siswa untuk menulis jurnal tentang apa yang telah mereka pelajari.
Siswa mempresentasikan deskripsi mereka.
teks
Siswa menulis ringkasan dari apa yang telah mereka pelajari.
Kegiatan Penutup Guru Guru meminta beberapa siswa untuk membacakan jurnal mereka. Kemudian, secara bersama-sama membuat sebuah kesimpulan tentang apa yang telah dipelajari. Guru memberikan evaluasi proses kegiatan hari ini Guru menunjukan tindak lanjut kegiatan sekarang
Siswa Siswa membaca jurnal mereka. Kemudian membuat kesimpulan dari apa yang telah dipelajari dengan guru.
Guru meninggalkan dengan ucapan.
Siswa menjawab ucapan guru
Siswa menerima kritik guru Siswa disarankan untuk melakukan tindak lanjut kegiatan di rumah.
XXVII. Penilaian Dibawah ini adalah rubric penilaian praktek: Jika respon Kriteria benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Nilai
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.
Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.
Jika respon kurang tepat, ucapan salah, intonasi salah, dan pengucapan tidak lancar.
Excellent
Very Good
Good
Fair
Poor
5
4
3
2
1
Tangerang, 6 Februari 2015 Researcher
Anang Tri Wahyudi NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan Kelas/Semester Mata Pelajaran Topik/Tema Materi Pertemuan KeAlokasi Waktu
: SMPN 2 Kelapa Dua Tangerang : VII-D/2 : Bahasa Inggris : Describing Place : Teks Deskripsi :1 : 1 jam pelajaran
XXVIII. Kompetensi Inti 13. Menghargai dan menghayati ajaran agama yang dianutnya. 14. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 15. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 16. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. XXIX. Kompetensi Dasar 1.4 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. a. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.8 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4.8 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks. XXX. Indikator 1. Spiritual mensyukuri anugerah Tuhan akan keberadaan bahasa Inggris sebagai bahasa pengantar komunikasi internasional
2. Sosial melakukan sikap yang bertanggung jawab, peduli, kerjasama dan cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten 3. Pengetahuan memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari 4. Ketrampilan menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks XXXI. Tujuan 1. Spiritual Setelah proses pembelajaran peserta didik mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa Internasional secara konsisten. 2. Sosial Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi tempat, peserta didik berperilaku tanggung jawab, peduli, kerjasama dan cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten. 3. Pengetahuan Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi tempat, peserta didik dapat menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan secara tepat. 4. Ketrampilan Setelah memahami dan mendiskusikan teks interpersonal lisan dan tulis, peserta didik dapat menyusun teks lisan dan tulis untuk menyebutkan nama bangunan publik yang dekat dengan kehidupan peserta sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks secara baik XXXII. Materi Pembelajaran Teks lisan dan tulis tentang mendeskripsikan tempat 1. Fungsi sosial a. Mengenalkan b. Mengidentifikasi 2. Struktur teks a. Tempat yang digambarkan b. Ciri ciri apa saja yang ada di tempat itu 3. Unsur kebahasaan a. Nama bangunan umum: the post office, the bank, the hospital b. Kata tanya : What? Which one? How many?
c. Penyebutan kata benda singular dengan ‗a‘ dan ‗the‘ dan plural (-s) d. Kata ganti ‗it, they, this, that, those, these e. Ungkapan There is/are ....., Are there .....? XXXIII. Media/Sumber Pembelajaran 7. Sumber: Buku paket siswa ‗When English Rings The Bell‘ diterbitkan oleh Kementrian Pendidikan dan Kebudayaan. 8. Media Pembelajaran: White Board, Board marker XXXIV. Metode Pembelajaran 10. Pendekatan : Pendekatan saintifik 11. Metode : Project-based learning : ceramah, tanya jawab, pemberian tugas 12. Teknik XXXV. Langkah-Langkah Pembelajaran FASE KEGIATAN PEMBELAJARAN Pendahulu an
Kegiatan Inti
a. Peserta didik merespon salam dan pertanyaan dan guru dengan kondisi dan pembelajaran sebelumnya. b. Peserta didik menerima informasi tentang keterkaitan pembelajaran sebelumnya dengan pembelajaran yang akan dilaksanakan. c. Peserta didik menerima informasi kompetensi, materi, tujuan, manfaat, dan langkah pembelajaran yang akan dilaksanakan a. Mengamati Peserta didik mendengarkan dan melihat apa yang guru jelaskan teks deskripsi tentang sebuah tempat. b. Menanya Guru mengarahkan peserta didik untuk bertanya mengenai materi atau bahan ajar tentang fungsi sosial, ungkapan yang terkait dengan materi, dan unsur kebahasaan c. Menalar Peserta didik secara berkelompok mengidentifikasi namanama tempat umum berdasar gambar yang diberikan guru Dengan bimbingan guru peserta didik mendiskusikan ciriciri tempat umum yang ada di gambar dengan bantuan preposisi semacam near, next to, in front of dan behind d. Mencoba Peserta didik secara berkelompok membuat peta kota yang berisikan tempat tempat umum dengan bantuan platform
WAKTU 5 menit
5 menit
5 menit
5 menit
5 menit
e.
Penutup
a. b. c.
yang diberi oleh guru. Mengkomunikasikan 10 menit Peserta didik mempresentasikan secara singkat peta kota yang telah mereka buat secara lisan. Peserta didik memperoleh balikan dari guru dan teman tentang performa presentasi yang disampaikan. Peserta didik bersama guru menyimpulkan pembelajaran. 5 menit Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan Peserta didik menjawab pertanyaan yang diberikan oleh guru
XXXVI. Penilaian Dibawah ini adalah rubric penilaian praktek: Jika respon Kriteria benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Nilai
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.
Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.
Jika respon kurang tepat, ucapan salah, intonasi salah, dan pengucapan tidak lancar.
Excellent
Very Good
Good
Fair
Poor
5
4
3
2
1
Tangerang, 29 Januari 2015 Researcher
Anang Tri Wahyudi NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan Kelas/Semester Mata Pelajaran Topik/Tema Materi Pertemuan KeAlokasi Waktu
: SMPN 2 Kelapa Dua Tangerang : VII-D/2 : Bahasa Inggris : Describing Animals : Teks Deskripsi :2 : 1 jam pelajaran
XXXVII. Kompetensi Inti 17. Menghargai dan menghayati ajaran agama yang dianutnya. 18. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 19. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 20. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. XXXVIII. Kompetensi Dasar 1.5 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. a. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.9 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4.9 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks. XXXIX. Indikator 5. Spiritual mensyukuri anugerah Tuhan akan keberadaan bahasa Inggris sebagai bahasa pengantar komunikasi internasional
6. Sosial melakukan sikap yang bertanggung jawab, peduli, kerjasama dan cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten 7. Pengetahuan memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama binatang yang dekat dengan kehidupan peserta didik sehari-hari 8. Ketrampilan menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks XL. Tujuan 5. Spiritual Setelah proses pembelajaran peserta didik mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa Internasional secara konsisten. 6. Sosial Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi tempat, peserta didik berperilaku tanggung jawab, peduli, kerjasama dan cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten. 7. Pengetahuan Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi binatang, peserta didik dapat menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan secara tepat. 8. Ketrampilan Setelah memahami dan mendiskusikan teks interpersonal lisan dan tulis, peserta didik dapat menyusun teks lisan dan tulis untuk menyebutkan nama binatang yang dekat dengan kehidupan peserta sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks secara baik XLI. Materi Pembelajaran Teks lisan dan tulis tentang mendeskripsikan tempat 4. Fungsi sosial c. Mengenalkan d. Mengidentifikasi 5. Struktur teks c. Binatang yang digambarkan d. Ciri ciri apa saja pada binatang itu 6. Unsur kebahasaan f. Nama binatang: bird, fish, cow, etc. g. Kata tanya : What? Which one? How many?
h. Penyebutan kata benda singular dengan ‗a‘ dan ‗the‘ dan plural (-s) i. Kata ganti ‗it, they, this, that, those, these j. Ungkapan There is/are ....., Are there .....? XLII. Media/Sumber Pembelajaran 9. Sumber: Buku paket siswa ‗When English Rings The Bell‘ diterbitkan oleh Kementrian Pendidikan dan Kebudayaan. 10. Media Pembelajaran: White Board, Board marker XLIII. Metode Pembelajaran 13. Pendekatan : Pendekatan saintifik 14. Metode : Project-based learning : ceramah, tanya jawab, pemberian tugas 15. Teknik XLIV. Langkah-Langkah Pembelajaran FASE KEGIATAN PEMBELAJARAN Pendahulu an
Kegiatan Inti
d. Peserta didik merespon salam dan pertanyaan dan guru dengan kondisi dan pembelajaran sebelumnya. e. Peserta didik menerima informasi tentang keterkaitan pembelajaran sebelumnya dengan pembelajaran yang akan dilaksanakan. f. Peserta didik menerima informasi kompetensi, materi, tujuan, manfaat, dan langkah pembelajaran yang akan dilaksanakan f. Mengamati Peserta didik mendengarkan dan melihat apa yang guru jelaskan teks deskripsi tentang binatang. g. Menanya Guru mengarahkan peserta didik untuk bertanya mengenai materi atau bahan ajar tentang fungsi sosial, ungkapan yang terkait dengan materi, dan unsur kebahasaan h. Menalar Peserta didik secara berkelompok mengidentifikasi namanama binatang berdasar gambar yang diberikan guru Dengan bimbingan guru peserta didik mendiskusikan ciriciri tempat umum yang ada di gambar dengan bantuan preposisi semacam near, next to, in front of dan behind i. Mencoba Peserta didik secara berkelompok membuat kalimat tentang ciri-ciri binatang yang telah diberikan oleh guru.
WAKTU 5 menit
5 menit
5 menit
5 menit
5 menit
j.
Penutup
Mengkomunikasikan Peserta didik mempresentasikan secara singkat ciri 10 menit binatang yang telah mereka buat secara lisan. Peserta didik memperoleh balikan dari guru dan teman tentang performa presentasi yang disampaikan. d. Peserta didik bersama guru menyimpulkan pembelajaran. 5 menit e. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan f. Peserta didik menjawab pertanyaan yang diberikan oleh guru
XLV. Penilaian Dibawah ini adalah rubric penilaian praktek: Jika respon Kriteria benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Nilai
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.
Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.
Jika respon kurang tepat, ucapan salah, intonasi salah, dan pengucapan tidak lancar.
Excellent
Very Good
Good
Fair
Poor
5
4
3
2
1
Tangerang, 3 Februari 2015 Researcher
Anang Tri Wahyudi NIM. 1110014000031
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan Kelas/Semester Mata Pelajaran Topik/Tema Materi Pertemuan KeAlokasi Waktu
: SMPN 2 Kelapa Dua Tangerang : VII-D/2 : Bahasa Inggris : Describing Food : Teks Deskripsi :3 : 1 jam pelajaran
XLVI. Kompetensi Inti 21. Menghargai dan menghayati ajaran agama yang dianutnya. 22. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 23. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata. 24. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori. XLVII. Kompetensi Dasar 1.6 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. a. Menghargai perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari. 4.10 Menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan public yang dekat dengan kehidupan siswa sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks. XLVIII. Indikator 9. Spiritual mensyukuri anugerah Tuhan akan keberadaan bahasa Inggris sebagai bahasa pengantar komunikasi internasional
10. Sosial melakukan sikap yang bertanggung jawab, peduli, kerjasama dan cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten 11. Pengetahuan memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis untuk menyebut nama binatang yang dekat dengan kehidupan peserta didik sehari-hari 12. Ketrampilan menyusun teks lisan dan tulis untuk menyebutkan nama binatang, benda, dan bangunan publik yang dekat dengan kehidupan peserta didik sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks XLIX. Tujuan 9. Spiritual Setelah proses pembelajaran peserta didik mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa Internasional secara konsisten. 10. Sosial Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi makanan, peserta didik berperilaku tanggung jawab, peduli, kerjasama dan cinta damai, dalam melaksanakan komunikasi fungsional secara konsisten. 11. Pengetahuan Setelah mengamati dan mendiskusikan teks lisan dan tulis tentang deskripsi makanan, peserta didik dapat menjelaskan fungsi sosial, struktur teks dan unsur kebahasaan secara tepat. 12. Ketrampilan Setelah memahami dan mendiskusikan teks interpersonal lisan dan tulis, peserta didik dapat menyusun teks lisan dan tulis untuk menyebutkan nama makanan yang dekat dengan kehidupan peserta sehari-hari, dengan unsur kebahasaan yang benar dan sesuai konteks secara baik L. Materi Pembelajaran Teks lisan dan tulis tentang mendeskripsikan tempat 7. Fungsi sosial e. Mengenalkan f. Mengidentifikasi 8. Struktur teks e. Makanan yang digambarkan f. Ciri ciri apa saja pada makanan itu 9. Unsur kebahasaan k. Nama makanan: pizza, fried rice, etc. l. Kata tanya : What? Which one? How many?
m. Penyebutan kata benda singular dengan ‗a‘ dan ‗the‘ dan plural (-s) n. Kata ganti ‗it, they, this, that, those, these o. Ungkapan There is/are ....., Are there .....? LI. Media/Sumber Pembelajaran 11. Sumber: Buku paket siswa ‗When English Rings The Bell‘ diterbitkan oleh Kementrian Pendidikan dan Kebudayaan. 12. Media Pembelajaran: White Board, Board marker LII. Metode Pembelajaran 16. Pendekatan : Pendekatan saintifik 17. Metode : Project-based learning : ceramah, tanya jawab, pemberian tugas 18. Teknik LIII. Langkah-Langkah Pembelajaran FASE KEGIATAN PEMBELAJARAN Pendahulu an
Kegiatan Inti
g. Peserta didik merespon salam dan pertanyaan dan guru dengan kondisi dan pembelajaran sebelumnya. h. Peserta didik menerima informasi tentang keterkaitan pembelajaran sebelumnya dengan pembelajaran yang akan dilaksanakan. i. Peserta didik menerima informasi kompetensi, materi, tujuan, manfaat, dan langkah pembelajaran yang akan dilaksanakan k. Mengamati Peserta didik mendengarkan dan melihat apa yang guru jelaskan teks deskripsi tentang makanan. l. Menanya Guru mengarahkan peserta didik untuk bertanya mengenai materi atau bahan ajar tentang fungsi sosial, ungkapan yang terkait dengan materi, dan unsur kebahasaan m. Menalar Peserta didik secara berkelompok mengidentifikasi namanama binatang berdasar gambar yang diberikan guru Dengan bimbingan guru peserta didik mendiskusikan ciriciri tempat umum yang ada di gambar dengan bantuan preposisi semacam near, next to, in front of dan behind n. Mencoba Peserta didik secara berkelompok membuat kalimat tentang ciri-ciri makanan yang telah diberikan oleh guru.
WAKTU 5 menit
5 menit
5 menit
5 menit
5 menit
o.
Penutup
Mengkomunikasikan Peserta didik mempresentasikan secara singkat ciri 10 menit makanan yang telah mereka buat secara lisan. Peserta didik memperoleh balikan dari guru dan teman tentang performa presentasi yang disampaikan. g. Peserta didik bersama guru menyimpulkan pembelajaran. 5 menit h. Peserta didik melakukan refleksi terhadap kegiatan yang sudah dilakukan i. Peserta didik menjawab pertanyaan yang diberikan oleh guru
LIV. Penilaian Dibawah ini adalah rubric penilaian praktek: Jika respon Kriteria benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Nilai
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan lancar.
Jika respon benar, ucapan benar, intonasi benar, dan pengucapan tidak lancar.
Jika respon benar, ucapan benar, intonasi salah, dan pengucapan tidak lancar.
Jika respon kurang tepat, ucapan salah, intonasi salah, dan pengucapan tidak lancar.
Excellent
Very Good
Good
Fair
Poor
5
4
3
2
1
Tangerang, 5 Februari 2015 Researcher
Anang Tri Wahyudi NIM. 1110014000031
