THE EFFECTIVENESS OF USING SCAFFOLDING TECHNIQUE TOWARDS STUDENTS’ SKILL IN WRITING DESCRIPTIVE TEXT (A Quasi-Experimental Study of Eight Grade of SMP Al-Zahra Indonesia)
Compiled By: Yulis Yasinta 1110014000065
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ENDORSEMENT SHEET The examination commitee of the Faculty of Tarbiya and Teachers' Training certifies that the "skripsi" (scientific paper) entited "The Effectiveness of Uisng Scaffolding Technique towards Students' Skill in Writing Descriptive Text'(A Quasi-Experimental Study at Eight
Grade
of SMP Al-Zalva), written by Yulis
Yasinta, student's registration number 1110014000065 was examined by the committee on 15 December 2014. The "skripsi" has been accepted and declared to have fulfrlled one of the requinnents for the degree of "S.Pd." (Bachelor of Arts) in English Language Education of Department of English Education. Jakarta, I 5 December 2014
CHAIRMAN r,i
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Drs; Syauki. M.Pd NIP. 19641212 199103 1 002
---SECRETARY:
Zaharil Anasy.lVI.Hum NIP. 19761A07 2D07fi I 002
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Fariela Hamid. M.Pd NrP. 19631010 199103 2 003
EXAMINER
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EXAMINER
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Ertin. M.A TESOL Acknowledged by Dean of Faculty of Tarbiya and Teachers' Training
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ABSTRACT Yulis Yasinta (NIM: 1110014000065). The Effectiveness of Using Scaffolding Technique towards Students’ Skills in Writing Descriptive Text.(A QuasiExperimental Study at the Eighth Grade Students of SMP Al-Zahra Indonesia). Skripsi of Department of English Education at Faculty of Tarbiyahand Teachers‟ Training of State Islamic Syarif Hidayatullah Jakarta University, 2014. Advisor I : Ismalianing Eviyuliwati, M.Hum Advisor II: Yenny Rahmawati, M.Ed Key words: Scaffolding technique, writing, descriptive text. The objective of the study was to find the empirical evidence of whetherscaffolding is effective towards students’ skill in writing descriptive text. The samples of this research were the eighth grade students of SMP Al-Zahra Indonesia. They were class 8A as the controlled class and class 8C as the experimental class. Each class consisted of 17 students. The writer used purposeful sampling technique to choose the sample from the whole students or population. The method used in this research was a quantitative method. In addition, the design used was a quasi experimental study and the instrument of this research was a written test. To attain the reliability of the test instrument, the researcher used rubric of scoring namely an analytic scoring which was adopted from John Anderson to score the students’ writing on the pre-test and the post-test. The result of this research was that the students’ pre-test mean score (x) of the experimental class was 69.47 while the students’ post-test mean score (x)was 77.02. In the contrary, the students’ pre-test mean score (x) of the controlled class was 71.73 and the post-test mean score (x)was 73.79. The significant effect was shown by the students’ post-test mean score (x)of the experimental class which was treated by scaffolding technique was greater than the post-test mean score of the controlled class which was not treated by scaffolding technique. The result of statistical hypothesis test found that on significance level 5%, tvaluewas 3.837 while ttable was .2.120 or tvalue>ttable. Thus, the H0 (Null Hypothesis) was rejected and The H1 (alternative hypothesis) was accepted. It proved that the application of scaffolding technique is effective towards the students’ skill in writing descriptive text.
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ABSTRAK Yulis Yasinta (NIM: 1110014000065). The Effectiveness of Using Scaffolding Technique towards Students’ Skills in Writing Descriptive Text. (A QuasiExperimental Study at the Eighth Grade Students of SMP Al-Zahra Indonesia).Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Penguji I : Ismalianing Eviyuliwati, M.Hum Penguji II: Yenny Rahmawati, M.Ed Kata kunci: Teknik scaffolding, writing, descriptive text. Tujuan penelitian ini adalah untuk mengetahui apakah scaffolding dapat memberikan efek yang signifikan pada kemampuan siswa dalam menulis teks deskriptif. Dalam penelitian ini sampel yang digunakan adalah siswa kelas 8 SMP Al-Zahra Indonesia. Sampel tersebut berasal dari kelas 8A sebagai kelas kontrol dan kelas 8C sebagai kelas eksperimen. Masing-masing kelas terdiri dari 17 siswa. Penulis menggunakan teknik purposeful sampling dalam menentukan jumlah sampel dari populasi yang ada. Metode yang digunakan adalah kuantitatif, dan disain yang digunakan adalah quasi-experimental study. Instrumen dalam penelitian ini adalah test tertulis. Untuk memastikan reliabilitas instrumen, penulis menggunakan rubrik dalam penilaian yang dinamakan analytic scoring yang diadopsi dari John Anderson untuk menilai tulisan siswa dalam pre-tes dan pos-tes. Temuan dari penelitian ini berupa nilai rata-rata pre-tes siswa kelas eksperimen adalah 69.47 serta nilai rata-rata pos-tes siswa kelas tersebut adalah 77.02. berbeda dengan kelas kontrol, nilai rata-rata pre-tes siswa di kelas kontrol adalah 71.73, dan nilai rata-rata untuk pos-tes adalah 73.79. Pengaruh yang signifikan terlihat dari nilai rata-rata pos-tes siswa kelas eksperimen yang diberi perlakuan daripada nilai ratarata siswa di kelas kontrol yang tidak diberi perlakuan berupa scaffolding. Hasil dari hipotesis statistik menemukan tingkat signifikansi sebesar 5%, tvaluesebesar 3.837 sedangkan ttable sebesar 2.120 atau tvalue>ttable. Dengan demikian, H0(Hipotesis Null) ditolak dan H1 (Hipotesis Alternatif) diterima. Hal ini menandakan bahwa penggunaan teknik scaffolding efektif pada kemampuan siswa dalam menulis teks deskriptif.
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ACKNOWLEDGEMENT
In the name of Allah, The Beneficent and The Merciful
All praise be to Allah the Lord of the universefor the health, the strength, and the guidance to the researcher in completion of this study. Peace and blessing from Allah SWT be upon to the Prophet Muhammad SAW, his families, his companions and his followers. It is a moment which is waited for the writer, a precious thing that she finally accomplishes her „skripsi‟ entitled “The Effectiveness of Using Scaffolding Technique towards Students‟ Skill in Writing Descriptive Text” (A Quasi-Experimental Study at the Eight Grade of SMP Al-Zahra Indonesia. It is presented as a partial fulfillment of the requirements for the Degree of Strata I (Bachelor of Art) in English Language Education. In this good opportunity, the writer would like to give the deepest gratitude and thegreatest honor to: 1. All lectures in Department of English Education for teaching many things, and giving motivation to the writer during her study at State Islamic Syarif Hidayatullah Jakarta University. 2. Drs. Syauki, M.Pd., the Head of Department of English Education. 3. Mr. Zaharil Anasy, M.Hum., the Secretary of Department of English Education, and also our beloved Academic Guide. 4. Mrs. Nurlena Rifa‟I, M.A, Ph.D., the Dean of Faculty of Tarbiyah and Teachers‟ Training. 5. Mrs. Ismalianing Eviyuliwati, M.Hum and Mrs. Yenny Rahmawati, M.Ed, the advisors who have given guidance, advice, motivation and patience to the writer in accomplishment of her „skripsi‟.
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6. The Headmaster of SMP Al-Zahra Indonesia who has given allowance of study at the school and Mr. Djundan S.Pd., the English teacher of the school who has given permission to the writer in conducting a study in his classes and the students of 8A and 8C as the sample of the study. 7. Mas Farhan Dwitama, S. Sos who always supports the writer; spiritually and also materially. The person who are ready to be ignored for a moment during the writer accomplishes the sweet script named „skripsi‟. Thanks and forgive for everything honey. 8. Mama Hj. Sulasminahwho never ever stop praying for her beloved daughter. Sometimes they do arguing, another moment they laugh when watching television, and they also cry together when she said that she miss her through a phone. Bapak H. Sukasno (beloved dad) who never ever tired to fulfill his beloved daughter‟s need. He does everything to make her happy. Thanks for everything you give Mama and Bapak. Allah always be with you all. 9. All of her families, especially for Andri Asmoro Wati and Sunu Sujaka Atma who always ask and remind her to finish the „skripsi‟. 10. All of beloved friends in Department of English Education. Thank you for so many contribution; sharing e-books, sharing ideas, picking her up and stiil many things they did for her. Finally the researcher really realizes that the „skripsi‟ cannot be considered as aperfect masterpiece. Therefore, it is a very precious thing for her to get suggestion and criticism which can make this better. Jakarta, 27 November2014
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TABLE OF CONTENT Letter of Writing Authenticity Approval Letter Endorsement Sheet Abstract ................................................................................................................ i Acknowledgement ............................................................................................... iii Table of Content .................................................................................................. v List of Table ......................................................................................................... vii List of Figure ....................................................................................................... viii List of Appendix .................................................................................................. ix CHAPTER I. INTRODUCTION A. Background of the Study........................................................................... 1 B. Identification of the Problem .................................................................... 4 C. Limitation of the Problem ......................................................................... 4 D. Formulation of the Problem ...................................................................... 5 E. Objective of the Study............................................................................... 5 F. Significance of the Study .......................................................................... 5 CHAPTER II. THEORETICAL FRAMEWORK A. Writing 1. The Understanding of Writing ............................................................ 6 2. Stages in Writing ................................................................................. 7 3. The Purpose of Writing ....................................................................... 8 B. Descriptive Text 1. The Understanding of Descriptive Text ............................................. 9 2. The Generic Structure and Features of Descriptive Text ................... 10 C. Scaffolding Technique 1. The Understanding of Scaffolding Technique ................................... 11 2. Kinds and Contents of Scaffolding .................................................... 14
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3. The Advantage of Using Scaffolding ................................................. 15 4. The Application of Scaffolding in Writing ........................................ 17 D. Previous Related Studies ........................................................................... 20 E. Theoretical Framework ............................................................................. 22 F. Research Hyphotheses .............................................................................. 23 CHAPTER III. STUDY METHODOLOGY A. Place and Time of the Study ..................................................................... 24 B. The Method of the Study........................................................................... 24 C. The Population and Sample of the Study .................................................. 25 D. The Instrument of the Study...................................................................... 25 E. Data Collection.......................................................................................... 25 F. Data Analysis 1. Test Normality .................................................................................... 29 2. Test Homogeneity ............................................................................... 29 3. T-test ................................................................................................... 29 CHAPTER IV. FINDINGS AND DISCUSSION A. Data Description 1. The Score of Pre-Test and Post-Test of the Experimental Class ........ 31 2. The Score of Pre-Test and Post-Test of the Controlled Class............. 32 3. The Frequency Distribution of Students‟ Pre-Test Scores .................. 34 4. The Frequency Distribution of Students‟ Post-Test Scores ................ 36 5. Normality Test .................................................................................... 38 6. Homogeneity Test ............................................................................... 39 B. Statistical Hyphotheses ............................................................................. 42 CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ................................................................................................ 43 B. Suggestion ................................................................................................. 43 Bibliography ........................................................................................................ 44 Appendices ........................................................................................................... 47
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LIST OF TABLE TABLE 3.1
The Rubric of Writing Assessment ............................................... 26
TABLE 4.1
The Score of Pre-Test & Post-Test Experimental Class................ 31
TABLE 4.2
The Score of Pre-Test & Post-Test Controlled Class .................... 33
TABLE 4.3
The Frequency distribution of Students‟ Pre-test Scores of Experimental Class ........................................................................ 34
TABLE 4.4
The Frequency distribution of Students‟ Pre-test Scores of Controlled Class ............................................................................ 35
TABLE 4.5
The Frequency distribution of Students‟ Post-test Scores of Experimental Class........................................................................ 36
TABLE 4.6
The Frequency distribution of Students‟ Post-test Scores of Controlled Class ............................................................................ 37
TABLE 4.7
The Result of Normality Test of the Pre-Test .............................. 38
TABLE 4.8
The Result of Normality Test of the Post-Test ............................. 39
TABLE 4.9
The Result of Homogeneity Test of the Pre-Test ......................... 40
TABLE 4.10 The Result of Homogeneity Test of the Post-Test ....................... 41 TABLE 4.11 The Result of T-Test of the Study ................................................ 42
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LIST OF FIGURE FIGURE 2.1 The Steps in Writing ..................................................................... 8 FIGURE 4.1 Diagram of the Frequency distribution of Students‟ Pre-test Score of Experimental Class ........................................................ 32 FIGURE 4.2 Diagram of the Frequency distribution of Students‟ Pre-test Score of Controlled Class ............................................................ 33 FIGURE 4.3 Diagram of the Frequency distribution of Students‟ Post-test Score of Experimental Class ........................................................ 34 FIGURE 4.4 Diagram of the Frequency distribution of Students‟ Post-test Score of Controlled Class ............................................................ 35
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LIST OF APPENDICES Appendix 1. Instrument of Pre-test and Post-test ................................................. 47 Appendix 2. Scaffolding Writing Phase............................................................... 48 Appendix 3. Lesson Planning of the Experimental Class ................................... 49 Appendix 4. Format of Peer Feedback ................................................................. 70 Appendix 5. Samples of Students‟ Writing
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CHAPTER I INTRODUCTION This chapter describes the background of the study, the identification of problem, the formulation of the problem, the scope and the limitation of the study, the objective of the study, and the significance of the study.
A. Background of the Study Assessment is a common thing in teaching and learning process. “The term assessment refers to all information gathered about pupils in the classroom by their teachers, either through formal testing, essays and homework or informally through observation or interactions.”1 Assessment can be done during the teaching and learning process (formative) or at the end of program (summative). In curriculum 2013, students of junior high school are assessed for writing a descriptive text, where is written in Kompetensi Inti, “Mengolah, menyaji, dan menalar
dalam
ranah
konkret
(menggunakan,
mengurai,
merangkai,
memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori” and Kompetensi Dasar, ” Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, tentang orang/binatang/benda, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.” Based on Kompetensi Inti and Dasar in Curriculum 2013, we can see that writing play a big role in learning English at Junior High School. Writing for a fourteen year old child is not an easy thing, moreover English in Indonesia is as a Foreign Language. Vygotsky in his concept named Zone of Proximal Development define that development as the space between the child’s level of independent performance and the child’s level
1
Daniel Muijs and David Reynolds, Effective teaching, (London: Sage Publications, 2005), p.230. 1
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of maximally assissted performance.2 From the concept we know that the students need teachers’ to help them in developing their knowledge or skill. Because the need of teacher, so the teacher should help the students. Mostly, teacher just focus in giving instruction without giving any hints, any ideas, any suggestion, etc which help the students to understand what they are asked to do. From this practice, the students do not learn a real-learning because learning is a never-ending process, then they can not be an independent learner. The students should pass some phases to become an independently learner. To be an independent learner is an ultimate goal of the learning process. Talking about process, writing is also a process. Many experts try to difine and divide the stages in writing, some of them are Bob Brannan, Ann Raimes, Dirk Siepmann et all., which is the explanation could be seen at chapter II. From all those experts, they point that to compile a proper writing, students should pass some stages. The some stages are prewriting, organizing ideas, drafting, revising, editing and proofreading. Students can also include some artifact or picture to ease in finishing their writing. Teaching and assessment are integrated, the student is an active participant in the process of developing assessment criteria and standards. As an active participant, students face so many responsibility. The responsibility are challanged for how to learn, apply what is learned and connect their learning to the complex problem in order to be successful. Relevant to the students’ responsibility in learning,
on curriculum in
2013, the students are assessed authentically. Authentic assessment means students should be assessed based on what they have already learnt, what they have seen, faced and anything are relevant to them. For getting an authentic assessment, firstly we should find the authentic technique. The writer suggests that scaffolding can be an authentic technique because by using scaffolding, the 2
Elena Bodrova, Scaffolding Emergent Writing in the Zone of Proximal Development, An International Journal of Early Reading and Writing, 2012, p.2.
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students try to find out as many as information and pass some phases in learning in order to prove an authentic assessment. Scaffolding is a technique which is used to gain score in formative assessment. Using scaffolding will help students master each step in the process proceeding further.3 Scaffolding is one kind of technique in learning. It is a process by which a teacher provides students with a temporary framework for learning. 4 It could be defined as the role of teachers and others in supporting the learner’s development and providing support strutures to get to that next stage or level.5 By understanding the definition and the use of scaffolding technique, we can use the technique in teaching writing. Scaffolded writing is intended to be a temporary technique in order to make the learner be an independent writer. In teaching writing, the teacher do modelling what should the students do to compile a proper writing. The modelling will be usefull for students’ learning. Actually, the nature of writing is a process, it means pupils need more time to create a good writing. Lack of time in the class makes pupils’ works does not run well. Actually, they need more time in creating good writing. Hence, a proper writing need more time to reach every single step. Students should know what exactly they have to write. Then, they do prewriting to brainstorm their ideas. Not stop at the step, they should construct a good framework before starting their draft. Then, proving their writing, finally their writings are ready to read. It can be said that using scaffolding is an effective way to see students’ processes in writing, moreover the products will be better because they passed some steps. In applying scaffolding as an alternative techniques of writing may help teacher to know the weakness of the pupils so he can build up the pupils’ knowledge. Furthermore, it supports the notion that writing is process that involve 3
Allyson Skene and Sarah Fedko, Assignment Scaffolding, Centre for Teaching and Learning, 2012, p.1. 4 Veeramuthu, Wei Hui Suan and Tajularipin Sulaiman, The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners, Journal of Language and Research, 2, 4, 2011, p. 934. 5 Wang Yuanying, College English Writing on Scaffolding Theory, Studies in Literature and Language, 3, 2011, p.46.
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growth, development, and learning as well as a product. It also helps students to become actively involved in assessing their needs, progress, achievement and effort.6 Based on the background of the study above, the writer would like to do a study on teaching the students’ descriptive writing skill through scaffolding in the eight grade of SMP Al-Zahra Indonesia to look for the empirical evidence. B. Identification of the Problem The writer did a preliminary study in February 2014, she found some problems in teaching and learning writing especially in descriptive text in the eight grade. Some factors came from teachers, and students: 1. From Teacher The writer could see there were some teachers who are not aware with students’ writing process. They just focus on the product without pay attention in how the students finish it. Hence, they just ask the students to make a good writing before doing some steps in writing process. 2. From Students Most the students could not write a descriptive text as teacher’s instruction because they lack of time, they spend a lot of time just for getting an idea. As the result, they got bad scores in their writing tasks. From all those reasons, the writer thinks of another technique in teaching students’ writing especially in writing descriptive text. C. Limitation of the Problem The writer limited the problem in the effectiveness of scaffolding technique toward students’ ability in writing descriptive text. Hence, the teacher asked students to find out as many as sources which can be helpful in finishing their writing. Then, the students will be asked to write descriptive text through some steps which will be designed by the writer. 6
Rose, et.all., Scaffolding Academic Reading and Writing at the Koori Centre, The Australian Journal of Indigenous Education, 32, 2003, p.42.
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D. Formulation of the Problem According to the limitation of the study, the writer makes some study questions, they are: “Is scaffolding technique effective in teaching writing of descriptive text in the eight grade of SMP Al-Zahra Indonesia?” E. Objective of the Study The objective of the study is to find out whether the scaffolding technique is effective in teaching descriptive text for junior high school level. F. Significance of the Study The significance of this study is conveyed to: 1. Teacher The writer hopes it will give the alternative technique in teaching writing, especially in writing descriptive text. 2. Students She hopes it can be useful because by using scaffolding technique they also know some steps in writing is really meaningful. She also hopes by using scaffolding the students could improve their scores in writing descriptive text.
CHAPTER II THEORETICAL FRAMEWORK This chapter discusses some theories to support the topic of the study. The first, theory about writing includes the understanding of writing from some experts. Then, theory about descriptive as the y variable in this study, it describes what descriptive text is and some features in descriptive text. The last is theory about scaffolding technique as x variable, it describes the definition, and advantages of the scaffolding. A. Writing 1. The Understanding of Writing Talking about writing, most people did a writing. When they are asked what is writing, they may answer that writing is one way to communicate each other through a paper and a pen. Actually, The role of writing in foreign language was explored. Some of them gave their understanding of writing in internet, book, and also magazine of language discussion. There are so many understandings of writing that can be found. For example, Heaton said that writing skills are complex process and sometimes difficult to teach, requiring mastery not only grammatical and rhetorical devices but also of conceptual and judgmental elements.1 But we know and believe that writing is a skill that anyone can learn to manage. In addition, Raimes gave her complex opinion about writing, she states that: Writing reinforces the grammatical structures, idioms and vocabulary that we have been teaching our students. They also have a chance to be adventurous with the language, to go beyond what they have just learned to say, to take risks. So, when they write, they necessarily become very involved with the new language, the effort to express ideas and the constant use of eye, hand, and brain isan unique way to reinforce learning.2
1
J.B Heaton, Writing English Language Test, (New York: Longman, 1990), p. 135 Ann Reimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p. 3. 2
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From Raimes we know that the more complex opinion stated that writing is a process of getting new language where should be transformed into a writing. So that, writing requires meaningful communication to someone, whether this audience consists solely of the writer or is a group of someone beyond the writer. Based on all those definitions above, we can conclude that writing is cognitive process to express thoughts to others in written form. Some people considers that writing is a difficult thing to do. Person who wants to construct a writing should work hard, and a good writing just can be reached by work harder. Hence, writing needs a routine rehearsal in order to have a good writing skill. 2. Stages in Writing Process Writing is a product from some proceses. Here are some steps in writing based on Bob Brannan3: a. Prewriting This steps can do by several technique such: Freewriting, clustering, brainstorming (or listing), asking a journalist‟s questions, using patterns of development, writing journal/blog entries and considering audience. b. Organizing Ideas In this step, the writer is asked to organize his/her idea in order to move to next step. In organizing ideas, the writer can make an outline. There are two kinds of outline: rough and formal outline. c. Drafting The writer starts to write the writing without focussing on the grammatical, just focuss on how to transfrom the idea into a writing. d. Revising After finishing the draft, the writer can do some revising especially in grammatical.
3
Bob Brannan, A Writer’s Workshop, Crafting Sentence, (New York: McGraw-Hill, 2010), p.3.
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e. Editing If there are some mistakes, the writer can edit it in editing step before moving to the next step. f. Proofreading This is the last step where the writer should submit his/ her writing without doubt because he/ she has already edited before. In the different point, there is Dirk Siepmann who shares his idea about steps in writing. At least there are three steps in writing, based on Dirk‟s view: planning, writing proper and editing. Here the figure4:
Figure 2.1 The Steps in Writing 3. The Purpose of Writing There must be any purposes in writing. It is impossible if people write with no purpose, although people just write a simple writing. In Strategies for Successful Writing book, James and Andrew state that there are some purposes of writing. They are5: a. To Inform The most common writing purpose is to inform what people write in their writing. People often present information in their writing.
4
Dirk Siepmann, et. all, Writing in English:A Guide for Advanced Learners, (Germany: Narr Francke Attempto Verlag GmbH & Co. KG, 2008), p.22. 5 James A. Reinking& Andrew W. Hart, Strategies for Successful Writing.(New Jersey: Prentice-Hall,1986) p.4.
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b. To Persuade People sometimes write to make someone do or believe something by giving some reason. It is to persuade someone through their writing. c. To Express People writes almost everything includes their self-expression. Writing also provides opportunity to show their personality. d. To Entertain. Writing is also able to entertain. By reading the funny story writing, people may laugh and it can really entertain someone with this purpose. B. Descriptive Text 1. The Understanding of Descriptive Text Descriptive writing which is sometimes called as “showing writing” is writing that describes a particular person, place, or event. Descriptive writing uses a lot of flowery adjectives and adverbs to describe what is going on or how something appears. Descriptive writing is an art form. It is painting a word picture so that the reader “sees” exactly what the writer is decribing. Hegarty in his book entitle “Writing (English in Context)” said that before we start to write a descriptive text, firstly, we should remember the old saying “actions speak louder than words”.6 It supposes you are describing real people or literary characters and you can strengthen your descriptive words with examples of things the character has done or said. For example when you describe someone as “funny”, so tell about funny act. Descriptive text is created by students based on the description of an object. So, a descriptive text is defined as a verbal picture. Dietsch defines that description is a recording of concrete details that the writers see, hear, smell, taste and touch. In the other word, it can be mentioned that human five senses have a
6
Carol Hegarty, Writing (English in Context), (USA: Saddleback Educational Publishing, 2000), p.21.
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crucial role in writing in making a description. Description is the chief writing strategy; it conveys a prevailing impression, a mood that remains throughout the piece for a purpose. She also states that description has been defined by philosopher as “A mode of perception”, a means of knowing7 It means that the readers get description about objects which are described by the writers. In the other word, the writers present information about the objects. The information which is delivered can be the name of new objects and the characters features (the shape, the identity, the physic condition, the object use, etc) of the objects. Obviously, the information can be such a new knowledge or a precious inspiration for readers. From those explanation, we can conclude that the aim of descriptive text is to share the experience of the writers. In view of sharing experience, the writers may give description of their stories in life, or they want to give pictures of amazing things they ever see in their lives to the readers, therefore; the experience is not only as the writers‟ own, however, it also can be shared or can even be enjoyed by the readers. Additionally, another aim of the text is to express the writers‟ feeling. The feelings which can be expressed by the writers are the expression of happiness, amazement, surprise, dissatisfaction, delight, curiosity, etc. Also, writers make a descriptive text to entertain the readers to feel happy, to relief the stress, and to get relaxation. In writing descriptive text, the description is based on a writers‟ own experience. In addition, a good descriptive text is arranged in spatial order. Spatial order locates details according to layout, design, direction, or place.8 2. The Generic Structure and Features of Descriptive Text As a specific genre, descriptive text has generic structure which should be understood well by students. Tony Rogers divides the generic structure into introduction and description. They point out that introduction is the part of 7
Betty Mattix Dietsch, Reasoning & Writing Well Third Edition; A Rhetoric, Research Guider, and Handbook, (New York: McGraw Hill, 2003), p. 138. 8 Ibid., p. 40.
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paragraph that introduces the characters of the objects, while the description is another part of paragraph that describes the characters of the objects. 9 Some features in descriptive writing are simple present tense and adjective phrase. The simple present tense is used because it tells about a fact. Describing a person can be called as a fact. then, because descriptive writing function is to describe something, so the writer should know about the adjective phrase well in order to describe something clearly. Here were the sample of descriptive text. Everyone must have an idol. So do I, Raisa is my favourite singer. I love her because she has a good voice. She becomes famous because of Youtube Channel. She is beautiful. She is tall and thin. She has long and straight hair. She also has round eyes, and the color is brown. She has fair skin. Moreover, she is kind to her fans. She asks her fans to sing together with her. She is really nice singer. I really like her to be my idol.
Identification
Description
C. Scaffolding Technique 1. The Understanding of Scaffolding The base form of scaffolding is scaffold. Based on Macquarie Dictionary The definitions of scaffold are (i) a temporary structure for holding workmen and materials during the erection, repair, cleaning or decoration of a building; (ii) an elevated platform on which a criminal is executed.
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Even, the definitions of
scaffolding are (i) a scaffold or system of scaffolds; (ii) the materials used for building scaffolds. As the Macquarie Dictionary definition indicates, in the building trade scaffolds are enabling structures. The term “scaffolding” was first coined and defined by David Wood, Jerome S. Bruner, and Gail Ross in a 1976 article analyzing the effectiveness of
9
Artono Wardiman, Masduki B Jahur and M Sukirman Djusma, English in Focus, (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 16. 10 Beverley Axford, Pam Harders and Fay Wise, Scaffolding Literacy, (Australia: ACER Press, 2009), p. 1.
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certain collaborative behaviors mothers use in teaching their children.11 Wood, Bruner, and Ross used the term scaffolding to refer to the instructionally supportive activities and social interactions that occur between the child and other individuals as they guide effective learning and development in the ZPD. They defined scaffolding as a support system that helps children achieve success on tasks that would be too difficult for them to achieve by themselves. It means that the teacher, another adult, or classmate provides temporary support for the learners. Scaffolding can be compared with learning to ride a bike. Various authors such as Cooper and Dorn have viewed scaffolding as analogous to learning new motor skills, such as bike riding.12 The new bike rider is held and pushed by a helper through the motor activity of getting on and pedaling and being steadied while making multiple attempts until balance and control is achieved. Feedback from self and others is ongoing. As an expert, Bruner was defined as follows; “an adult controlling those elements of the task that are essentially beyond the learner‟s capacity, thus permitting him to concentrate upon act a complete only those elements that are within his range of competence. Based on this definition it is clear that the concept of scaffolding was first intended to focus on the actions of an adult teacher in helping younger leaners. This support, or scaffolding, is needed as the child is learning to ride the bike, but as the child is able to maintain his balance, the scaffolding is taken away. Cooper states that the learner knows what riding a bike looks like; but as he makes his first attempts or approximations, they are not perfect or exact. Just as with the assisted bike ride, the child receives feedback from himself and others each time he attempts to ride the bike. Each approximation allows him to test his ideas and hypotheses about bike riding. As children test these ideas, based on 11
Mackiewicz, Jo and Isabella Thompson, Motivational Scaffolding, Politeness and Writing Center Tutoring, The Writing Center Journal, 33, 1, 2013, p. 45. 12 Rollins, Judith B, “A Study Examining the Impact of Scaffolding Young Children’s Acquisition of Literacy in Primary Grades,” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007, p. 13.
13
Cambourne, their mistakes are very important and essential to learning. Gradually, the child‟s attempts become closer and closer to skillful bike riding. In more formal settings, learning follows a similar pattern, learners go through various approximations as they strive to develop their knowledge of new concepts. In each case, the device or person helps learners do what they cannot yet do independently. Often, scaffolding takes the form of collaborative effort and accomplishment. Success through working together starts learners on their way to being able to do the activity independently. When adults “scaffold” student‟s learning by helping them do what they cannot yet do alone, we are modeling the processes involved and enabling the learners to become a little more competent each time to eventually carry out the processes themselves. Bruner created a concept of scaffolding based on his readings of Vygotsky‟s zone of proximal development. His use of the term scaffolding seemingly describes what mothers often do to enable and make more manageable children‟s learning of language: The mother‟s support includes helping the child focus his or her attention to pertinent aspects of the task and modeling her expectations of the child. The teacher brings the student to new levels of skill and understanding by breaking up a task into smaller and more comprehensible steps. Some steps are more complex than others and require more support (intellectually and emotionally). The teacher‟s task is to determine students‟ current levels of knowledge and skill, and then develop activities that guide these students to higher levels of practice. Just as mothers extend the range of contexts and serve as “communicative ratchets” for their children helping them to avoid sliding backwards once they have made forward steps teachers must use this skill in the classroom. Teachers must assume this role in the classroom and become the communicative
ratchets
helping
children
build
and
maintain
literacy
competencies. The desired outcome is for students to need less and less support to complete a task successfully; therefore, the teacher gradually provides less support until it has been removed totally. The student should ultimately perform the task independently, internalize the rules governing the task, and re-create it
14
alone. To extend the student‟s learning, the teacher may then create a new level of difficulty, or move the student into a new area of challenge. Other experts; Holton and Clerk said that scaffolding is an act of teaching that i) supports the immediate construction of knowledge by the learners and ii) provides the basis for the future independent learning of individual. Then, Rodgers defined at least there are two definition about its based from his‟ view; 1) in learning, the gradual withdrawal of adult (e.g., teacher) support, as through instruction, modeling, questioning, feedback, etc., for a child‟s performance across successive engagements, thus transferring more and more autonomy to the child. 2) a process that “enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted efforts.13 From all those explanation, scaffolding could be said as a concept that has led the development of other approaches that seek to understand the nature of learning a key approach that is concerned with learning interaction. 2. The Kinds of Scaffolding Since the term scaffolding was coined in 1976, so many experts try to divide scaffolding into many kinds. Even there are so many kinds of scaffolding but the important feature of scaffolding is that it supports students‟ learning of both how to do the task as well as why the task should be done that way.14 Generally, scaffolding devided into four kinds.15 They are: a. Writing Skills Practice skills or strategies which usually do not make up a paper in and of themselves but are key implicit or explicit components of the final paper. 13
Rollins, Judith B, “A Study Examining the Impact of Scaffolding Young Children’s Acquisition of Literacy in Primary Grades.” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007, p. 12. 14 Hmelo-Silver, Cindy E., Ravit Golan Duncan, and Clark A. Chinn, Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006), Educational Psychologist, 42, 2, 2007, p. 100. 15 Campus Writing Program, Liberal Arts and International Studies, Colorado School of Mines, 23 May 2005. http://www.mines.edu/Academic/lais/wc/wac/effective/scaffolding/html
15
b. Context-Based Journal entries focused on exploring the content of the assignment. c. Rhetorical Skills Practice in the aspect of the rhetorical situation and how changing the situation changes writing. d. Text-Based Closer to prewriting; journal entries which help the reader interact with a text more incisively, proving ideas for the reader-turned-writer. Two of the experts who tried to divided kinds of scaffolding are Hannafin and Land. They divide scaffolding into four kinds; conceptual scaffolding, metacognitive scaffolding, procedural scaffolding, and strategic scaffolding. Conceptual scaffolding means to provide guidance on what to consider. Then, metacognitive scaffolding which indicates guidance on how to think about the problem under study, and procedural scaffolding which is used to refer to guidance on how to utilise resources and tools. The last is strategic scaffolding which is applied to offer guidance on approaches to solving the problem. Based on Galea, scaffolding can consist of tools, strategies and guides which support students so that they can achieve a higher level of meaning making. Holton and Clarke propose more concrete tools be used as scaffold; book, internet, telephone, etc.,. Langley viewed that the important thing is scaffolding can be provided through suppying hints, prompts, probes, simplifications, or other similar learning support. Based on her view even there are so many kinds of scaffolding but the essential is that the students could use scaffolding from any sources in order to help her/his in finishing their task. 3. The Advantage of Using Scaffolding Technique Beside define about definition of scaffolding, some experts also tried to mention some advantages by using scaffolding technique, especially in writing. In Rollin‟s view, the ultimate goal of scaffolding is to develop an independent, self-
16
regulated learner.16 This is accomplished by fading the support, or relinquishing the control and assistance provided by the more knowledgeable person as the child begins to achieve more independence and knowledge. Vygotsky stated that scaffolding makes the learning more tractable for students by changing complex and difficult tasks in ways that make these tasks accessible, manageable, and within student‟s zone of proximal development.17 Hayati in her journals mentioned some experts who tried to mention the advantage. Based on Hyland, the advantage is increasing the effectiveness in teaching writing composition. Then, according to Bodrova scaffolding can help learners reach the potential levels of writing performance. Angela Lui in her paper entitle Teaching in the Zone try to show some advantages for students and teachers in using scaffolding technique. Here the table18: Students are provided with....
Teachers could....
1. Challanging but reasonable tasks that
stimulate
thinking
and
motivate efforts to learn 2. Meaningful
instruction
and
development at an appropriate pace 3. A learning environment where they valued
as
individuals,
a
collaborative group, and a class 4. A learning environment where their
and
group level 2. Engage
students
in
social
interactions to enable learning 3. Better
understand
students
as
individual learners, learners in a small group setting and learners in a larger social setting
thought
4. Discover unique thought processes
processes are acknowledged and
that different students may use to
accepted
solve problem
16
creativity
and weakness to tailor learning experiences at the individual and
feedback that helps drive further
are
1. Identify and use areas of strength
Judith B. Rollins, “A Study Examining the Impact of Scaffolding Young Children’s Acquisition of Literacy in Primary Grades.” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007, p. 18. 17 Cindy E. Hmeleo-Silver, “Scaffolding and Achievement in Problem-Based and Inquiring,” Educational Psyhchologist, 42, 2, 2007, p. 99. 18 Angela Lui, Teaching in the Zone, Children’s Progress, 2012, p.5.
17
4. The Application of Scaffolding in Writing The scaffolded writing plan in scaffolding literacy, the writing plan is constructed by the teacher and shared with the learners as a way of making explicit how the author of the selected text has constructed his or her text. Unlike more traditional approaches in which a writing plan is something learners are asked to construct before they begin on their own independent piece of writing, in scaffolding literacy the writing plan is introduced into the teaching sequence at the point of „reconstructed writing‟. It can then be used as a tool to assist with Text Patterning and independent composition. Oliver holds that teachers can scaffold writing skill by using some tasks. These tasks are explained in the following: 19 1) Outlining and writing frame tasks: Tasks that provide skeleton outlines, perhaps with sentence prompts, key vocabulary or prearranged paragraphs, to give writers a structure to write in. 2) Re-writing tasks: Exercises that require rewriting in some way, perhaps re-arranging in an appropriate order or changing the tone. 3) Genre scaffolding tasks: Models or samples to discover and then imitate language features which are commonly used in a particular genre, such as description or explanation. 4) Rhetorical model tasks: Models to compare how texts perform rhetorical moves such as making an argument by giving examples or presenting personal opinions. 5) Joint construction tasks: Tasks through which a group of learners construct a text together.
19
Hayati, A. Majid, A Study on the Effect of Scaffolding through Joint Construction Tasks on the Writing Composistion of EFL Learners, Studies in Literature and Language, 2, 2011, p. 93.
18
Another researcher is Sylivia Read, she used IMSCI Scaffolding model in her research. She has some steps in applying scaffolding in writing, the steps are as follow20: 1. Inquiry, in this phase the researcher integrated reading and writing instruction. 2. Modelling, after the students could know the instruction well. Then, the researcher modelled how to write. She introduced some stages in writing processes. 3. Shared, in the third phase the students could share what they are going to write. They are engage in making decisions about topic, sentence structure and organize the writing. 4. Collaborative, after reaching all stages in writing processes, the students are asked to have a collaborative writing. Two students work together to produce writing. 5. Independent, it is the last phase. After reaching all of the phases, the students have to write a final writing. Alibali (2006) suggests that as students‟ progress through a task, faculty can use a variety of scaffolds to accommodate students‟ different levels of knowledge. More complex content might require a number of scaffolds given at different times to help students master the content. This table presents scaffolds and ways they could be used in an instructional setting. The table is as follow: 21 Table 2.1 Kinds of Scaffolded Writing Scaffold Advance organizers
20
Ways to use Scaffolds in an Instructional Setting Tools used to introduce new content and tasks to help students learn about the topic: Venn diagrams to compare and contrast information; flow charts to
Read, S, A Model for Scaffolding Writing Instruction: IMSCI, The Reading Teacher, (64) 1, pp. 47-48. 21 Instructional Scaffolding to Improve Learning, www.niu.edu/facdev retrieved on 17 November 2014.
19
Cue Cards
Concept and mind maps
Examples
Explanations
Handouts
Hints
Prompts
Question Cards
illustrate processes; organizational charts to illustrate hierarchies; outlines that represent content; mnemonics to assist recall; statements to situate the task or content; rubrics that provide task expectations. Prepared cards given to individual or groups of students to assist in their discussion about a particular topic or content area: Vocabulary words to prepare for exams; content-specific stem sentences to complete; formulae to associate with a problem; concepts to define. Maps that show relationships: Partially or completed maps for students to complete; students create their own maps based on their current knowledge of the task or concept. Samples, specimens, illustrations, problems: Real objects; illustrative problems used to represent something. More detailed information to move students along on a task or in their thinking of a concept: Written instructions for a task; verbal explanation of how a process works. Prepared handouts that contain task- and content-related information, but with less detail and room for student note taking. Suggestions and clues to move students along: ―place your foot in front of the other,‖ ―use the escape key,‖ ―find the subject of the verb,‖ ―add the water first and then the acid.‖ A physical or verbal cue to remind—to aid in recall of prior or assumed knowledge. Physical: Body movements such as pointing, nodding the head, eye blinking, foot tapping. Verbal: Words, statements and questions such as ―Go,‖ ―Stop,‖ ―It‟s right there,‖ ―Tell me now,‖ ―What toolbar menu item would you press to insert an image?‖ , ―Tell me why the character acted that way.‖ Prepared cards with content- and task-
20
specific questions given to individuals or groups of students to ask each other pertinent questions about a particular topic or content area. D. Previous Related Studies Scaffolding instruction is defined as the “role of teachers and others in supporting the learner‟s development and providing support structures to get to that next stage or level”.22 Even the term of scaffolding seems out of date because it has been exist since 1970 but many researchers still do researchs about it. Because of the function which is for giving prior knowledge, scaffolding can be used in many kinds of learning. Scaffolding can be used in learning Mathematic, Science, and also Language. Scaffolding in learning writing has been already popular. One of the researchers who did the scaffolding research was Judith Rollin Burch. She did a research entitled “A Study Examining the Impact of Scaffolding Young Children‟s Acquisition of Literacy in Primary Grades.” In her dissertation, she used case study method to gain the data. Her result showed that the school improvement scores was 23.7% from the previous year‟s scores. Next researchers were Muhammad Ridhuan Tony Lim Abdullah, Zaharah Hussin, and Asra. They are Malaysian researchers. Different with two researchers before, they used scaffolding through a mobile. The urgence of mobile usage attracted them to do a research. They did 5 stages adopted from Gilly Salmon. The five stages are23: 1. Stage 1, the aim is to encourage and guide students to participate in the online conference. Technical support is given to the students as the main focus task of the instructor. Stage 1 ends with students‟ first posting of message.
22
Wang Yuanying, College English Writing on Scaffolding Theory, Studies in Literature and Language, 3, 2011, p.46. 23 Ridhuan, Muhammad, Zaharah Hussin, et all., Mlearning Scaffolding Model for Undergraduate English Language Learning: Bridging Formal and Informal Learning, The Turkish Online Journal of Educational Technology, 12, 2, 2013, p. 221.
21
2. Stage 2 aims to get students to establish their identities and initiate interaction and familiarize with it. 3. Stage 3 is where interaction heightens with the use of learning management software for networkings. 4. In Stage 4, participants develop group discussions and collaboration among themselves in negotiation of knowledge andsolutions to individual needs of learning. 5. Finally, Stage 5 promotes individual reflection of what they have learned and achieved as well as critical thinking to advance to next learning goals. The sample was undergraduate English people. The finding revealed that students‟ performance in the persuasive presentation component using this scaffolding mLearning model averagely scored higher grades than other course components. Then, Sylvia Read tried to make a new model in scaffolding named IMSCI. The IMSCI are the acronym of Inquiry, Modelling, Shared, Collaborative and Independent. As the result, she found that students will be more successful writing independently if they have become familiar with the features of the genre during those steps.24 Differently with others, Patrick with his friends did a research entitled “Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Enviroment With Embedded Strategy Instruction and Vocabulary Support”. They used scaffolding technique toward literacy in general, especially in vocabulary. The participants were 30 fourth-grade students in two classrooms in a school district serving 33,000 students in southern California. They used electronic in their research. Then the result is they find it encouraging that the students in this study chose to take advantage of the vocabulary and strategy
24
Read, S, A Model for Scaffolding Writing Instruction: IMSCI, The Reading Teacher, (64) 1, p.48.
22
supports and in fact accessed supports at a higher level than previously reported in the literature, especially for struggling learners.25 From all those previous researchers, it seems a scaffolding gives significance improvement. Most of the samples were university students. So, I want to know further about scaffolding, especially for elementary students. The writer would do a research entitle “The Study of the Effect of Scaffolding on the Writing Descriptive Text in Eight Grade of SMP Al-Zahra Indonesia Pamulang”. E. Theoretical Framework This study was conducted to find out the significant effect of using scaffolding in writing descriptive text for eight grade of Junior High School. There are so many theories explained above; definition, kinds and advantages of using scaffolding. Those theories could concluded that scaffolding is facilitating the climb from one complex phase to the next slightly more complex phase of a project. Because of this view, some expert call scaffolding as a tool in gaining formative feedback or assessment. By using scaffolding in teaching means to help students to finish their task. The help could be through hint, question or some stages in reaching their tasks. Many experts tried to make some ways in applying scaffolding, especially in writing. In this study, the writer conduct a scaffolding technique in teaching writing descriptive text. She adopted a scaffolding model of Sylvia Read. At least, there are five steps: Inquiry, Modelling, Shared, Collaborative and Independent. In inqury phase, the writer asked students to find out some information about their idol who will be described in their descriptive writings. After they found out the information Then, the teacher do modelling how to writer a proper writing and make a point that they should pass some stages in writing. after know what they are going to do first, then , they share the idea with the writer. They ask how to describe their idol. They make an outline and construct a rough draft from the ouline. 25
C. Patrick Proctor, Bridget Dalton, and Dana L. GrishamPatrick, “Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Enviroment With Embedded Strategy Instruction and Vocabulary Support”, Journal of Literacy Research, 39, 1, 2007, p.16.
23
After finishing their writing, the students should do peer feedback. They try to analyze their friends‟ writing and find the mistake. In peer feedback, they should use some guided question which was given from the writer. The guided question could be seen on appendix. Finally, the students are asked to revise their writing and their final writing will be post-test. Then, the writer would score their writing by using the rubric of assessing writing by Anderson. The rubric could be seen in chapter III. F. Research Hypotheses The hypotheses of this research are: 1. H0 (Null hypothesis): There is not an effectiveness of using scaffolding technique towards students‟ skill in writing descriptive text. 2. H1 (Alternative hypothesis): There is an effectiveness of using scaffolding technique towards students‟ skill in writing descriptive text.
CHAPTER III STUDY METHODOLOGY This chapter focusses in describing the method and the design which were used in this study, the place and the time of the study, the population and the sample of the study, the instrument of the study, the data collection, the data analysis, and the statistical hypothesis. A. Place and Time of the Study This study was held at SMP Al-Zahra Indonesia which is located in Vila Dago, Pamulang, Tangerang Selatan. This study was done for about three months started from August 2014 until November 2014. B. The Method of the Study Quantitative research methods are commonly used to determine if an intervention led to a desired outcome. At least there are three kinds of quantitative research designs, they are experimental, quasi-experimental and single-group. In the study, the writer used the quasi-experimental. In this study, the writer wants to find out the effectiveness in using variable x (scaffolding technique) towards variable y (students‟ skill in writing descriptive text). Quasi-experimental designs are those that are “almost true” experimental designs, except that the researcher studies the effect of the treatment on intact groups, rather than being able to randomly assign participants to the experimental or control groups.1 Quasi experiment design is meant to approximate as closely as possible the advantages of trus experimental designs where the problems mentioned above occur, such as having to implement a programme in a natural school setting.2
1
Donna M. Mertens and John A. McLaughin, Research and Evaluation Methods in Special Education, (California: Corwin Press, 2004), p. 4. 2 Daniel Muijs, Doing Quantitative Research in Education with SPSS, (London: Sage Publication, 2004), pp. 26-27.
23
24
C. Population and Sample of the Study The population in this study was the students of SMP Al-Zahra Indonesia. In addition, the samples were the eighth grade students. They were class of 8A and the 8C. The samples were organized into two classes namely the experimental (8C) and the controlled class (8A). Each class consisted of 17 students. In taking sample, the writer used purposeful sampling. In quasiexperimental designs are used the purposeful sampling when it is not possible to apply random assignment for an experiment. The procedure was selecting a sample to meet the purpose of the study. In addition, the principle gave the two available classes to be participated in this study as sample with the permission of the English teacher. The samples provided useful information for answering question and hypothesis. D. The Instrument of the Study The writer used a written test as the instrument of the study. The written test conducted in this research included pre-test and post-test. In this research, the class 8A as the controlled class was not given the treatment of scaffolding technique, however, the class 8C as the experimental class would be given the post-test after treatment of scaffolding technique. E. Data Collection As quantitative study, the writer used test technique. The test used are pre-test and post test. The pre-test refers to a measure or test given to the subjects prior to the experimental treatment, so in both of class: control and experiment class would be given the same pre-test. After did the pre-test, the writer did posttest. Post-test is a measure taken after the experimental treatment has been applied. Hence, the post-test conducted in the final of the study to see the effectivity of the treatment. Control and experiment class will get a same post-test also. Pre-test has been conducted in 18th August 2014 in both of classes: control class (8A) and experimental class (8C). The pre-test has been done before the
25
writer gave any treatment. After did pre-test, the writer taught both of classes about descriptive text. In the control class, this learning-teaching activities runned as usual without any treatment. Therefore, in the experimental class, the teacher used scaffolding technique as the treatment. For about 6 meetings, the writer conducted the post-test in both of classes in 1st September 2014. All of students submitted their descriptive writing about their idols. There was a difference between control and experimental class, for control class, the students just submitted their writing, but in experimental class they just have passed some steps before submiting their writing as the post-test. F. Data Analysis Data analysis did after the writer got the students‟ writing scores in both test: pre-test and post-test. To analyze the writing test and to prove the reliability of the instrument, the writer used analytic scoring. It means the method of scoring which require a separate score for each of a number of aspects of a task are said to be analytic. The following scale by John Anderson:3 Table 3.1 The Rubric of Writing Assessment GRAMMAR 6. Few (if any) noticeable errors of grammar or word order 5. some errors of grammar or word order which do not, however, interfere with comprehension 4. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension 3. Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader‟s part 2. Errort of grammar or word order very frequent, reader often has to rely on own interpretation 1. Errort of grammar or word order so severe as to make comprehension virtually impossible 3
Arthur Hughes, Testing fo Language Teachers, (London: Cambridge University Press, 2003), p. 101.
26
VOCABULARY 6. Use of vocabulary and idiom rarely (if at all) distinguishable from that of educated native writer 5. Occasionally uses inappropriate terms or relies on circumlocutions; expresion of ideas hardly impaired 4. Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inedequate vocabulary 3. Limited vocabulary and frequent errors clearly hinder expression of ideas 2. Vocabulary so limited and so frequently misused that reader must often rely on own interpretation 1. Vocabulary limitations so extreme as to make comprehension virtually impossible MECHANICS 6. Few (if any) noticeable lapses in punctuation or spelling 5. Occasional lapses in punctuation or spelling which do not, however interfere with comprehension 4. Errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension 3. Frequent errors in spelling or punctuation; lead sometimes to obscurity 2. Errors in spelling or punctuation so frequent that reader must often rely on own interpretation 1. Errors in spelling or punctuation so severe to make comprehension virtually impossible FLUENCY (style and case of communication) 6. Choice of structures and vocabulary onsistently appropriate like that of educated native writer 5. Occasional lack of consistency in choice of structure and vocabulary which does not, however impair overall ease of communication 4. „Patchy‟ with some structures or vocabulary items noticeably
27
inappropriate to general style 3. Structures or vocabulary items sometimes not only inappropriate but also misused; litle sense of ease of communication 2. Communicatin often impaired by completely inappropriate or misused structures or vocabulary items 1. A „hotch-potch‟ of half-learned misused structures and vocabulary items rendering communication almost impossible FORM (organisation) 6. Highly organised; clear progression of ideas well linked; like educated native writer 5. Material well organised; links could occasionally be clearer but communication not impaired 4. Some lack of organisation; re-reading required for clarfication of ideas 3. Little or no attempt at connectivity, though reader can deduce some organisation 2. Individual ideas may be clear; but very difficult to deduce connection between them 1. Lack of organisation so severe that communication is seriously impaired. SCORE Gramm: ___ + Voc: ___ + Mech: ___ + Fluency: ___ + Form: ___ = After getting score by using analytic scoring, then the writer analyzed the result by using a test of normality to see the normality of students‟ ability in writing skill and a test of homogeneity to ensure that the students‟ ability of both the controlled class and the experimental class were homogeneous. These kinds of tests were the requisite tests before the researcher analyzed the data. After testing the normality and the homogeneity, the data gained from the post-test of the experimental class and the controlled class were analyzed by using a parametric statistic. The parametric statistic used was t test formulation. In analyzing the results, the writer used SPSS, some steps which were used as follows:
28
1. Test of Normality In gaining normaility test, the writer used SPSS software. The result of normality test was presented in table 4.7 and 4.8. Some steps in gaining normaility test by using SPSS as follows:4 a. Open the data b. Select analyze c. Select descriptive statistic d. Choose the variable will be analyzed and put into variable colomn e. Select option f. Check list skewness and kurtosis g. Select continue h. Select Ok 2. Test of Homogeneity Homogeneity was tested by using SPSS, some steps by using SPSS as follows:5 a. Select Analyze b. Select Compare Means c. Select One-Way ANOVA d. Fulfill the independent and factor colomn with the score of pre-test and post-test in experimential and controlled class 3. T-Test The formula of T-Test as follows6: a) Choose analyze b) Choose compare means c) Choose paired simple t-tests d) Input variable 1 and variable 2 into the paired variable colomns
4
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refika Aditama, 2010), p. 272. 5 Ibid., p. 269. 6 Ibid., p. 277.
29
e) Choose option, fill in convidance interval based on the need (99% or 95%) f) Choose continue
CHAPTER IV FINDINGS AND DISCUSSION This chapter presents the data description which consists of the score of pre-test and post-test of the experimental class and the controlled class. Besides, the description will be followed by the discussion of the research finding. A. Data Description In the following description, it will be presented the research finding. The findings were obtained from the pre-test and the post-test of the students. 1. The Score of Pre-test and Post-test of the Experimental Class In this research, the writer used class 8C as the experimental class at SMP Al-Zahra Indonesia. This class consists of 17 students. Based on the test which was given to the experimental class, the pre-test mean score of students achieved was 69.47. In addition, the student’s lowest score achieved in pre-test was 56 and the highest one was 80. After treatment of scaffolding technique, the mean score of the post-test in this class increasingly achieved 77.02. The finding showed that the mean score of the post-test was higher than the mean score of the pre-test. The range between the mean score of pre-test score and the mean score of the post-test score gained 7.55. In the post-test, the student’s lowest score achieved was 72, and the highest one was 91. Then, the average of gained score was 6.47. Table 4.1. The Score of Pre-test and Post-test of the Experimental Class STUDENT’S
PRE-TEST
POST-TEST
GAINED
NO
CODE
SCORE
SCORE
SCORE
1
A
75
80
5
2
B
78
85
2
3
C
68
70
2
4
D
65
73
8
5
E
75
76
1
29
30
6
F
63
75
12
7
G
56
73
17
8
H
68
73
5
9
I
63
72
9
10
J
71
75
4
11
K
68
77
9
12
L
72
78
6
13
M
70
72
2
14
N
72
75
3
15
O
70
75
5
16
P
72
85
13
17
Q
83
90
7
1189
1304
110
69.47
77.02
6.47
The Total Score The Mean Score (
̅)
From the pre-test results showed that most of the students was good in vocabulary. This finding made the writer knew what should be focussed on. In order to get better scores in the post-test, the writer taught how to create a good writing through some steps: brainstorming, drafting, revising, etc. All of those steps were collected in one map named scaffolding. This scaffolding was used as the treatment in the study to see the significant differences between experimental class and controlled class in the next test, the post-test. 2. The Score of Pre-test and Post-test of the Controlled Class The controlled class of this experimental research was the students of class 8A at SMP Al- Zahra Indonesia. This class consists of 17 students. Based on the test which was given to students, the students’ mean score achieved in the pre-test was 71.73. After the pre-test, the writer conducted the post-test without treatment of scaffolding technique. Eventually, the students’ mean score of the post-test achieved in this class was 73.79. It could be seen that the different (range) between the mean score of the post-test and the pre-test of this class was not
31
significant, the range was 2.06. The student’s lowest score of the post-test achieved was 65, and the highest one was 88. Table 4.2. The Score of Pre-Test and Post-Test of the Controlled Class STUDENT’S
PRE-TEST
POST-TEST
GAINED
CODE
SCORE
SCORE
SCORE
1
R
65
67
2
2
S
74
73
-1
3
T
62
65
3
4
U
75
76
1
5
V
68
70
2
6
W
73
71
-2
7
X
65
78
13
8
Y
63
71
8
9
Z
72
70
-2
10
AB
74
70
-4
11
AC
73
75
2
12
AD
78
85
7
13
AE
78
82
4
14
AF
70
67
-3
15
AG
73
76
3
16
AH
78
80
2
17
AI
76
78
2
1217
1254
37
71.73
73.79
2.17
NO.
The Total Score The Mean Score (
̅)
From the pre-test of the controlled class, the writer found that some of students were lack of vocabulary and grammar. Hence, the writer focussed on those problems, but the writer did not give any treatment.
32
3. The Frequency Distribution of Students’ Pre-test Scores The data were analyzed by the writer would be presented into table to display frequency distribution of experimental and controlled class in pre-test and post-test. a. Experimental Class Table 4.3. The Frequency Distribution of Pre-Test of the Experimental Class NO.
CLASS
FREQUENCY
LOW CLASS
INTERVAL BOUNDARY ABSOLUTE RELATIVE
1.
56-60
55.5
1
5.89%
2.
61-65
60.5
3
17.65%
3.
66-70
65.5
5
29.41%
4.
71-75
70.5
6
35.29%
5.
76-80
75.5
2
11.76%
17
100%
TOTAL
ABSOLUTE FREQUENCY 6 5 4 3 2 1 0
ABSOLUTE FREQUENCY
56-60
61-65
66-70
71-75
76-80
Figure 4.1. Diagram of Frequency Distribution of Pre-Test of the Experimental Class The distribution form was made for classifying the data based on the length of interval (P), number of classes (K) and the range (R). From the table 4.3, it presented the length interval (P) for the pre-test of the experimental class was 5. Then, the numbers of class interval (K) were 5. The diagram also presented the lowest score that was 56 and the highest one was 80. The total numbers of
33
students were 17. The most frequency appearance on the frequency distributed was the score between 71-75 with the number of absolute frequency 6 or 35.29%. However, the least frequency appearance on the frequency distributed was the score 56-60 with frequency 1. b. Controlled Class Table 4.4. The Frequency Distribution of Pre-Test of the Controlled Class NO. INTERVAL
FREQUENCY
LOW CLASS
BOUNDARY ABSOLUTE RELATIVE
1.
62-65
61.5
4
23.53%
2.
66-69
65.5
1
5.88%
3.
70-73
69.5
5
29.41%
4.
74-77
73.5
4
23.53%
5.
78-81
77.5
3
17.65%
17
100%
TOTAL
ABSOLUTE FREQUENCY 5 4 3
ABSOLUTE FREQUENCY
2 1 0 62-65
66-69
70-73
74-77
78-81
Figure4.2. Diagram of the Frequency Distribution of Pre-Test of the Controlled Class From the table and the diagram above, it presented some information. The numbers of the class interval (K) were 5 and the length of the interval (I) was 4. Then, the lowest score was 62 and the highest one was 81. Similar with the
34
experimental class, the amount of the students in controlled group consist of 17 students. The most frequency appearance on distribution was the score between 7073 with the numbers of absolute frequency 5 or 29.41% in relative frequency. While, the least appearance was interval 66-69, the frequency is 1 or 5.88% in relative frequency. Hence, the total frequency which was formulated into relative frequency was 100%. 4. The Frequency Distribution of Students’ Post-test Scores a. Experimental Class Table 4.5 The Frequency Distribution of Post-test Scores of the Experimental Class NO. INTERVAL
FREQUENCY
LOW CLASS
BOUNDARY ABSOLUTE RELATIVE
1.
72-75
71,5
10
58,82%
2.
76-79
75,5
3
17,65%
3.
80-83
79,5
1
5,88%
4.
84-87
83,5
2
11,76%
5.
88-91
87,5
1
5,88%
17
100%
TOTAL
ABSOLUTE FREQUENCY 10 8 6 4 2 0
ABSOLUTE FREQUENCY
72-75 76-79 80-83 84-87 88-91
Figure 4.3. Diagram of Frequency Distribution of Post-Test Scores of the Experimental Class
35
The distribution form in experimental class presented the length interval (P) for the pre-test of the experimental class was 4. Then, the numbers of class interval (K) were 5. The diagram also presented the lowest score that was 72 and the highest one was 91. The total numbers of students were 17. The most frequency appearance on the frequency distributed was the score between 72-75 with the number of absolute frequency 10 or 58.82%. However, the two least frequency apperance on the frequency distributed were the score between 80-83 and 88-91 with frequency 1 and 1. b. Controlled Class Table 4.6 The Frequency Distribution of Post-test Score of the Controlled Class NO. INTERVAL
LOW CLASS
FREQUENCY
BOUNDARY ABSOLUTE RELATIVE
1.
65-68
64.5
3
17.65%
2.
69-72
68.5
5
29.41%
3.
73-76
72.5
4
23.53%
4.
77-80
76.5
3
17.65%
5.
81-84
80.5
1
5.88%
6.
85-88
84.5
1
5.88%
17
100%
TOTAL
ABSOLUTE FREQUENCY 6 4
ABSOLUTE FREQUENCY
2 0 65-68 69-72 73-76 77-80 81-84 85-88
Figure 4.4. Diagram of Frequency Distribution of Post-Test Scores of the Controlled Class
36
From the table and the diagram above, it presented some information. The numbers of the class interval (K) were 6 and the length of the interval (I) was 4. Then, the lowest score was 65 and the highest one was 88. Its diagram is taken from 17 students’ scores. The most frequency appearance on distribution was the score between 6972 with the numbers of absolute frequency 5 or 29.41% in relative frequency. While, the least appearance were interval 81-84 and 85-88, the frequencies were 1 and 1 with relative frequency 5.88%. 5. Normality Test In gaining normaility test, the writer used SPSS software. The result of normality test was presented in table 4.7 and 4.8. Some steps in gaining normaility test by using SPSS as follows1: a) Open the data b) Select analyze c) Select descriptive statistic d) Choose the variable will be analyzed and put into variable colomn e) Select option f) Check list skewness and kurtosis g) Select continue h) Select Ok a. Normality Test of Pre-test Table 4.7. The Result of Normality Test of the Pre-test Descriptive Statistics Class
N
Skewness
Kurtosis
Statistic Statistic Std. Error Statistic Std. Error Experimental
17
-.140
.550
.953
1.063
Controlled
17
-.581
.550
-.829
1.063
1
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: Refika Aditama, 2010), p.272.
37
Valid N
17
(listwise)
After analyzing the data, the result of normality calculation showed by skewness that the highest Lvalue of pre-test of the experimental class was -0.140. While the highest Lvalue of pre-test of the controlled class was -0.581. The test with high normality distribution if the score between 0-1. Hence, based on the output of SPSS it was showed that both of the pre-test of the experimental class and pre-test of controlled class’s score not more than 1, it meant that the samples of both classes came from normal distributed population. b. Normality Test of Post-Test Table 4.8. The Result of Normality Test of the Post-Test Descriptive Statistics N
Skewness
Kurtosis
Statistic Statistic Std. Error Statistic Std. Error Experimental
17
.768
.550
1.041
1.063
Controlled
17
.357
.550
-.615
1.063
Valid N (listwise)
17
From the table we knew that the samples of both classes came from normal distributed population. The statistic score of skewness in experimental class was 0.768 and the statistic score of skewness in controlled class was 0.357. Both of them are not more than 1, we can conclude they have normal distribution of population. 6. Homogeneity Test An experimental research involves two classes, the experimental and the controlled class. Before the treatment is given, both classes must have equal starting points. If such condition is fulfilled, the two classes can be said homogeneous and the experiment can be valid.
38
To measure if the two classes are homogeneous, the approach commonly used is by comparing the variances of both classes. The statistic hypothesis as follows: a) H0 : 12 = 22 = There is no difference between the variance of the experiment and control class. b) Hi : 12 ≠ 22 = There is any difference between the variance of the experiment and control class. Homogeneity was tested by using SPSS, some steps by using SPSS as follows2: a) Select Analyze b) Select Compare Means c) Select One-Way ANOVA d) Fulfill the independent and factor colomn with the score of pre-test and post-test in experimental and controlled class Table 4.9 The Result of Homogeneity Test of the Pre-Test ANOVA Pre Test Sum of
df
Mean Square
F
Sig.
Squares Between Groups
393.275
10
39.327
Within Groups
233.667
6
38.944
Total
626.941
16
1.010
.519
From the table, it showed that the degree of freedom was 16, and Fvalue was 1.010. By determining the significance level and the quantifiers with significance level (α) 5%, moreover, the Ftable was 2.110. To achieve the conclusion whether 2
Ibid., p. 296.
39
the population of samples of the experimental class and the controlled class was homogeneous or not, hence, the researcher considered the criteria of homogeneity hypothesis testing. The criteria hypothesis mentioned; if Fvalue < Ftable, it meant that the population was homogenous. However, population was not homogeneous if Fvalue ≥ Ftable. The table showed that the result of homogeneity test of this research met a finding that Fvalue < Ftable ↔1.010 < 2.110. Thus, it could be concluded that based on the pre-test result, the sample of both the experimental class and the controlled class were homogeneous. 4.10 The Result of Homogeneity Test of the Post-Test ANOVA Post-Test Sum of
df
Mean Square
F
Sig.
Squares Between Groups
296.451
10
29.645
Within Groups
143.667
6
23.944
Total
440.118
16
1.238
.513
From the table, it showed that the degree of freedom was 16, and Fvalue was 1.010. By determining the significance level and the quantifiers with significance level (α) 5%, moreover, the Ftable was 2.110. To achieve the conclusion whether the population of samples of the experimental class and the controlled class was homogeneous or not, hence, the researcher considered the criteria of homogeneity hypothesis testing. The criteria hypothesis mentioned; if Fvalue < Ftable, it meant that the population was homogenous. However, populationwas not homogeneous if Fvalue ≥ Ftable. The table showed that the result of homogeneity test of this research met a finding that Fvalue < Ftable ↔1.238 < 2.110. Thus, it could be concluded that based on the post-test result, the sample of both the experimental class and the controlled class were homogeneous.
40
B. Statistical Hypotheses The last step in analyzing the data was using statistical hypothesis test. It was used to know whether there was significant effect in using scaffolding assessment or not. For testing the statistical hypothesis of this research, the formulation used was t-test. The formula as follows3: a) Choose analyze b) Choose compare means c) Choose paired simple t-tests d) Input variable 1 and variable 2 into the paired variable colomns e) Choose option, fill in convidance interval based on the need (99% or 95%) f) Choose continue g) Choose OK Table 4.11 The Result of T-test of the Study Paired Samples Test Paired Differences Mean
Std.
Std.
Deviation Error Mean
1
– Controlled
2.941
6.600 1.601
Df Sig.
95% Confidence
(2-
Interval of the
tailed)
Difference Lower
Pair Experimental
t
4.452
Upper 6.335 3.837 16
.002
The result of statistical used α = 5% or 0.05. The result showed that H0 could not be accepted, otherwise H1 was accepted. It was because of two tails which 0.02 < 0.05 degree of significance (α) or tvalue 3.837 > ttable 2.120.
3
Ibid., p. 277.
42
CHAPTER V CONCLUSION AND SUGGESTION In this chapter talked about the conclusion and research result. A. Conclusion Using scaffolding techniques in writing descriptive text is effective. In this research, the significant effect was proved by the students’ posttest mean score (77.02) of the experimental class which was treated by scaffolding techniques which was greater than the post-test mean score (73.79) of the controlled class which was not treated by scaffolding techniques. The result of statistical hypothesis test on the level of significance 5% found that tvalue was 3.837 while ttable was 2,021 or tvalue > ttable. Thus, the H0 (Null Hypothesis) was rejected and the H1 (Alternative Hypothesis) was accepted. In the other word, it was concluded that there was a positive effect of using scaffolding techniques toward students’ skill in writing descriptive text. B. Suggestion Dealing with the conclusion of the research, the researcher would like to give some suggestions as follow: 1. Teachers Teachers should pay attention to students’ processes, because writing is not gained by a short period. It needs a long time journey to finish the writing. Then, do not forget to construct a prior knowledge before asking the students to fulfill their tasks.Hence, using scaffolding techniques is recommended. Moreover, it was implemented and the result was effective. 2. Further Researcher For further researcher, try to apply scaffolding in different skills of English language. Some experts have tried to conduct a study of scaffolding toward students’ writing, then make something new. Long time journey in conducting the study means more effective.
42
BIBLIOGRAPHY Abdullah, Muhammad Ridhuan Tony Lim. Mlearning Scaffolding Model for Undergraduate English Language Learning: Bridging Formal and Informal Learning. TOJET: The Turkish Online Journal of Educational Technology. 12, 2013. Bottega, Rosalba and Colwell, Yolande. Writing Framework. Greenwood: RIC Publications, 2000. Brannan, Bob. A Writer’s Workshop, Crafting Sentence. New York: McGrawHill, 2010. D’ Alession, Diane and Margaret Riley. Scaffolding Writing Skills for ESL Students in an Education Class at a Community College. The WAC Journal. 13, 2002. Dirk Siepmann, et. All. Writing in English:A Guide for Advanced Learners. Germany: Narr Francke Attempto Verlag GmbH & Co. KG, 2008. Dietsch, Betty Mattix. Reasoning & Writing Well Third Edition; A Rhetoric, Research Guider, and Handbook. New York: McGraw Hill, 2003. Djamarah, Syaiful Bahri dan Zain, Aswan. Strategi Belajar Mengajar. Jakarta: PT Rineka Cipta, 2006. Garnett, Sue. Exploring Writing. Greenwood: RIC Publications, 2001. Gottlieb, Margo. Assessing English Language Learners. America: Corwin Press, 2006. Hayati, A. Majid. A Study on the Effect of Scaffolding through Joint Construction Tasks on the Writing Composistion of EFL Learners. Studies in Literature and Language. 2, 2011. Hegarty, Carol. Writing (English in Context). USA: Saddleback Educational Publishing, 2000. Hmelo-Silver, Cindy E. Et. all,. Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller and Clark (2006). Educational Psychologist. 42, 2007. Hughes, Arthur. Testing for Language Teachers. London: Cambridge University Press, 2003.
43
44
Hyland, Ken. Second Language Writing. New York: Cambridge University Press, 2009. J.B Heaton. Writing English Language Test. New York: Longman, 1990. Laksmi, Ekaning Dewanti. “Scaffolding” Students Writing in EFL Class: Implementing Process Approach. TEFLIN Journal. 17, 2006. Lui, Angela. An Introduction to Working within the Zone of Proximal Development (ZPD) to Drive Effective Early Childhood Instruction. Children’s Progress. 2012. Mertens, Donna M. and John A. McLaughin. Research and Evaluation Methods in Special Education. California: Corwin Press, 2004. Muijs, Daniel and Reynolds, David. Effective Teaching. London: Sage Publications, 2005. --------. Doing Quantitative Research in Education with SPSS. London: Sage Publication, 2004. Murcia, Marianne Celce. Discourse and Context in Language Teaching. Cambridge: Cambridge University Press, 2000. Read, Sylvia. A Model for Scaffolding Writing Instruction: IMSCI. The Reading Teacher. 64, 2010. Reimes, Ann. Techniques in Teaching Writing. New York: Oxford University Press, 1983. Reinking, James A. and Hart, Andrew W. Strategies for Successful Writing. New Jersey: Prentice-Hall, 1986. Rollins, Judith B. “A Study Examining the Impact of Scaffolding Young Children’s Acquisition of Literacy in Primary Grades.” A Dissertation at Louisiana State University and Agricultural and Mechanical College, 2007. Schewieter, John W. Developing Second Language Writing through Scaffolding in the ZPD: A Magazine Project for an Authentic Audience. Journal of College Teaching and Learning. 7, 2010. Skene, Allyson and Sarah Fedko. Assignment Scaffolding. Centre fo Teaching and Learning. 2012.
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Susetyo, Budi. Statistik untuk Analisis Data Penelitian. Bandung: Refika aditama, 2010. Tabatabaei, Omid and Assefi, Farzanah. The Effect of Portfolio Assessment Technique on Writing Performance on EFL Learners. English Language Teaching. 5, 2012. Veeramuthu, et. all,. The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners.
Journal of Language
Teaching and Research. 2, 2011. Wardiman, Artono, Masduki B Jahur and M Sukirman Djusma. English in Focus. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008. Wallace, Michael J. Action Research for Language Teachers. Cambridge: Cambridge University Press, 2006. Wiersma, William and Jurs, Stephen G. Research Methods in Education. Boston: Pearson International Edition, 2009. Yuanying, Wang. College English Writing on Scaffolding Theory. Studies in Literature and Language. 3, 2011. www.niu.edu/facdev, Instructional Scaffolding to Improve Learning. http://www.mines.edu/Academic/lais/wc/wac/effective/caffolding/html,
Campus
Writing Program, Liberal Arts and International Studies, Colorado School of Mines, 23 May 2005
INSTRUMENT OF PRE-TEST Instruction: 1. Write a descriptive text entitled “My Idol” in the following box 2. The time of writing is 30 minutes 3. Recheck your writing before submitting it to the teacher.
Name: Class: Date:
MY IDOL
MM
46
APPENDIX 2 INSTRUMENT OF THE EXPERIMENTAL CLASS POSTTEST 1. LISTING YOUR IDOL’S DESCRIPTION HER/HIS APPEARANCE HER/HIS DREAMS HER/HIS AWARD
2. SUBLISTING YOUR IDOL’S DESCRIPTION HER/HIS APPEARANCE : >HER TALL, WEIGHT >HER EYES, SKIN, FACE, HAIR HER/HIS AWARDS : >AWARDS IN HER SCHOOL >AWARDS IN HER CARRIER HER/ HIS DREAMS : SHE WANT TO BECOME .....
3. WRITING THE FIRST DRAFT
4. GIVING FEEDBACK TO FRIEND’S WRITING
5. DO REVISING
47
APPENDIX 3 RENCANA PELAKSANAAN PEMBELAJARAN KELAS EKSPERIMEN Satuan Pendidikan
: SMP Al-Zahra Indonesia
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: 8 (Delapan)/ Satu
Mata Pelajaran
: Bahasa Inggris
Tahun Pelajaran
: 2013/2014
Tema
: Descriptive Text
Aspek
: Writing (Menulis)
Pertemuan Ke
: 1 (Satu)
Hari/Tanggal
: 18Agustus 2014
Alokasi Waktu
: 2 x 45 menit
A. Kompetensi Inti 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. KompetensiDasar 3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. 4.11 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan sederhana.
49
50
4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. C. Indikator Pencapaian Kompetensi Siswa mampu: 1. Mengidentifikasi generic structure dalam descriptive text 2. Mengidentifikasi feature dalam descriptive text 3. Menentukan tokoh idola yang akan dideskripsikan 4. Mencari informasi terkait tokoh idolanya untuk dijadikan bahan menyusun teks deskriptif D. Tujuan Pembelajaran 1.
Dengan melakukan tahap inquiry, siswa diharapkan mampu mendapatkan informasi seakurat mungkin tentang tokoh idola yang akan dideskripsikan
2.
Di akhir pembelajaran siswa dapat mengetahui text descriptive: generic structure, feature, dan juga contohnya
E. Materi Pembelajaran Descriptive Text tentang My Idol F. Pendekatan dan Metode Pembelajaran 1. Pendekatan: Scientific 2. Metode pembelajaran a. Demontrasi b. Penugasan c. Diskusi grup d. Tanya jawab G. Kegiatan Pembelajaran Komponen
Kegiatan Guru
Kegiatan Siswa
Alokasi Waktu
Pembukaan Guru menyapa kelas dengan ungkapan, “Good
Siswa merespon dengan ungkapan,
5 menit
51
Morning Class, How’s
“Good Morning, It’s
your life?”
fine/ happy”
Guru bertanya siapakah
Siswa memberitahu
yang berhalangan hadir
siapa yang
hari ini. Lalu meminta
berhalangan hadir
ketua kelas untuk
lalu ketua kelas
mendoakan siswa yang
memimpin doa
sakit dan mendoakan siswa yang hadir agar diberi semangat yang super sampai dengan selesainya pembelajaran sore nanti Kegiatan Inti
Guru mendeskripsikan
Siswa
sosok Idolanya, lalu
memperhatikan
meminta siswa untuk
deskripsi yang
menebaknya (Modelling
diterangkan lalu
and Questioning)
menebak siapa tokoh idola yang dimaksud (Inquiring)
Guru memberikan
Siswa memainkan
permainan find me out
permainan tersebut
untuk membentuk siswa
lalu duduk bersama
menjadi 5
kelompoknya
Guru meminta masing-
Masing-masing
masing siswa di dalam
siswa
kelompok
mendeskripsikan
mendeskripsikan tokoh
tokoh idolanya ke
idolanya yang nantinya
dalam kalimat
akan dijadikan permainan
(Communicating)
Who is Who?
35 menit
52
Siswa memainkan permainan Who is Who secara bergantian di setiap kelompoknya (Associating) Guru mengonfirmasikan
Siswa menyimak
terkait descriptive textjuga
penjelasan guru lalu
menjelakan cara membuat
bertanya (Observing
descriptive text melalui
and Questioning)
tahapan-tahapan dalam writing (Modelling) Penutup
Guru meminta siswa
Siswa mencari
membawa foto atau
informasi terkait
artifak lainnya terkait
idolanya melalui
tokoh idola yang
berbagai sumber:
dideskripsikan
internet, buku, dsb. (Inquiring and Observing)
Guru menutup kelas
Dengan penuh
dengan meminta siswa
semangat siswa
untuk mengucap
secara bersama-sama
“Hamdallah”
mengucap syukur, “Hamdallah”
H. Media dan Sumber Belajar 1. Media Belajar a. Whiteboard b. Komputer/Laptop c. Projector/ OHP
5 menit
53
d. Boardmarker e. Penghapus 2. SumberBelajar a. Buku bahasa Inggris yang digunakan, “Cambridge” b. Kamus bahasa Inggris I. Penilaian Proses dan Hasil Belajar Penilaian diambil berdasarkan: 1. Tugas Individu: 100% Bentuk instrument penilaian: Tes tertulis Rincian tugas: Membuat descriptive text. Kriterian Penilaian: Analytical Scoring GRAMMAR 6. Few (if any) noticeable errors of grammar or word order 5. some errors of grammar or word order which do not, however, interfere with comprehension 4. Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension 3. Errors of grammar or word order frequent; efforts of interpretation sometimes required on reader‟s part 2. Errort of grammar or word order very frequent, reader often has to rely on own interpretation 1. Errort of grammar or word order so severe as to make comprehension virtually impossible VOCABULARY 6. Use of vocabulary and idiom rarely (if at all) distinguishable from that of educated native writer 5. Occasionally uses inappropriate terms or relies on circumlocutions; expresion of ideas hardly impaired 4. Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inedequate vocabulary
54
3. Limited vocabulary and frequent errors clearly hinder expression of ideas 2. Vocabulary so limited and so frequently misused that reader must often rely on own interpretation 1. Vocabulary limitations so extreme as to make comprehension virtually impossible MECHANICS 6. Few (if any) noticeable lapses in punctuation or spelling 5. Occasional lapses in punctuation or spelling which do not, however interfere with comprehension 4. Errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension 3. Frequent errors in spelling or punctuation; lead sometimes to obscurity 2. Errors in spelling or punctuation so frequent that reader must often rely on own interpretation 1. Errors in spelling or punctuation so severe to make comprehension virtually impossible FLUENCY (style and case of communication) 6. Choice of structures and vocabulary onsistently appropriate like that of educated native writer 5. Occasional lack of consistency in choice of structure and vocabulary which does not, however impair overall ease of communication 4. „Patchy‟ with some structures or vocabulary items noticeably inappropriate to general style 3. Structures or vocabulary items sometimes not only inappropriate but also misused; litle sense of ease of communication 2. Communicatin often impaired by completely inappropriate or misused structures or vocabulary items 1. A „hotch-potch‟ of half-learned misused structures and vocabulary items rendering communication almost impossible
55
FORM (organisation) 6. Highly organised; clear progression of ideas well linked; like educated native writer 5. Material well organised; links could occasionally be clearer but communication not impaired 4. Some lack of organisation; re-reading required for clarfication of ideas 3. Little or no attempt at connectivity, though reader can deduce some organisation 2. Individual ideas may be clear; but very difficult to deduce connection between them 1. Lack of organisation so severe that communication is seriously impaired. SCORE Gramm: ___ + Voc: ___ + Mech: ___ + Fluency: ___ + Form: ___ =
Mengetahui,
Tangerang Selatan, 18Agustus 2014
Guru Bidang Studi Bahasa Inggris
Mahasiswi Peneliti
Bapak Djundan
Yulis Yasinta
RENCANA PELAKSANAAN PEMBELAJARAN KELAS EKSPERIMEN Satuan Pendidikan
: SMP Al-Zahra Indonesia
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: 8 (Delapan)/ Satu
Mata Pelajaran
: Bahasa Inggris
Tahun Pelajaran
: 2013/2014
Tema
: Descriptive Text
Aspek
: Writing (Menulis)
Pertemuan Ke
: 2 (Dua)
Hari/Tanggal
: 22 Agustus 2014
Alokasi Waktu
: 2 x 45 menit
A. Kompetensi Inti 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. KompetensiDasar 3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. 4.11 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan sederhana.
56
57
4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. C. Indikator Pencapaian Kompetensi Siswa mampu: 1. Mempresentasikan hasil temuannya terkait tokoh idola (Sharing) 2. Membuat sebuah outline sebuah teks deksriptif dari hasil temuannya 3. Mengidentifikasirumus Simple Present Tense 4. Mengaplikasikan rumus Simple Present Tense ke dalam teks deskriptif (Modelling) D. Tujuan Pembelajaran 1.
Dengan melakukan tahap sharing, siswa diharapkan mampu mempresentasikan
hasil
temuan
terkait
tokoh
idolanya
agar
mendapatkan masukan dari guru maupun teman sejawat agar mampu menulis sebuah teks deskriptif yang akurat 2.
Dengan melakukan tahap modelling, siswa diharapkan mampu meniru langkah-langkah yang telah dijelaskan oleh guru sebelumnya agar mampu membuat sebuah teks deskriptif yang baik
3.
Di akhir pembelajaran siswa dapat mengetahui Simple Present Tense: rumus, contoh dan penggunaannya dalam teks deskriptif
E. Materi Pembelajaran Descriptive Text: Simple Present Tense F. Pendekatan dan Metode Pembelajaran 1. Pendekatan: Scientific 2. Metode pembelajaran a. Demontrasi b. Penugasan c. Diskusi grup d. Tanya jawab
58
A. Kegiatan Pembelajaran Komponen
Kegiatan Guru
Kegiatan Siswa
Alokasi Waktu
Pembukaan Guru menyapa kelas
Siswa merespon
dengan ungkapan, “Good
dengan ungkapan,
Morning, what do you feel
“Good Morning, It’s
about your last
good!”
5 menit
homework?” Memimpin kelas untuk memulai belajar dengan
Siswa berdoa dengan khidmat
berdoa agar diberi keberkahan dan kemudahan untuk menerima pelajaran hari ini Kegiatan Inti
Guru bertanya tentang
Siswa mencoba untuk
materi descriptive text
mengingat kembali
yang diajarkan di
dan mengajukan
pertemuan selanjutnya
jawaban secara berani
dengan menampilkan
(Inquiring)
slide pertanyaan Guru mengingatkan kalau Siswa memerhatikan bagian terpenting dalam
seraya bertanya
descriptive text adalah
seputar slide yang
Simple Present Tense
ditampilkan
dengan menampilkan
(Questioning)
slide (Modelling) Guru memberikan
Siswa dalam
beberapa pertanyaan di
kelompok mencoba
slide yang
untuk menjawabnya di
35 menit
59
ditampilkan(Questioning)
kertas terebih dahulu lalu secara acak diminta untuk mengomunikasikan hasil kerja kelompoknya (Communicating)
Guru mengonfirmasi rumus Simple Present Tense Guru meminta siswa
Setiap kelompok
untuk membuat Mind
mengonsultasikan
Mapping/Outlinedari
hasil penelusurannya
artifact yang sudah
(Sharing)
didapatkan Guru meminta siswa
Siswa secara individu
membuat draft dari mind
mengerjakannyadenga
map yang telah dibuat
n memperhatikan rumus Simple Present Tense
Penutup
Guru menutup kelas
Dengan penuh
dengan meminta siswa
semangat siswa secara
untuk mengucap
bersama-sama
“Hamdallah”
mengucap syukur, “Hamdallah”
B. Media dan Sumber Belajar 1. Media Belajar a. Whiteboard b. Komputer/Laptop c. Projector/ OHP d. Boardmarker
5 menit
60
e. Penghapus 2. Sumber Belajar a. Buku bahasa Inggris yang relevan. b. Kamus bahasa Inggris C. Penilaian Proses dan Hasil Belajar Penilaian diambil berdasarkan: 1. Tugas Individu: 100% Bentuk instrument penilaian: Tes tertulis Rincian tugas: Membuat mind mapping Mengetahui, Guru Bidang Studi Bahasa Inggris
Bapak Djundan
Tangerang Selatan, 22Agustus 2014 Mahasiswi Peneliti
Yulis Yasinta
61
RENCANA PELAKSANAAN PEMBELAJARAN KELAS EKSPERIMEN Satuan Pendidikan
: SMP Al-Zahra Indonesia
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: 8 (Delapan)/ Satu
Mata Pelajaran
: Bahasa Inggris
Tahun Pelajaran
: 2013/2014
Tema
: Descriptive Text
Aspek
: Writing (Menulis)
Pertemuan Ke
: 3 (Tiga)
Hari/Tanggal
: 25 Agustus 2014
Alokasi Waktu
: 2 x 45 menit
A. Kompetensi Inti 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. KompetensiDasar 3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. 4.11 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan sederhana.
61
62
4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. C. Indikator Pencapaian Kompetensi Siswa mampu: 1. Mengidentifikasi Adverbial 2. Mengidentifikasi rumus Degree of Comparison 3. Menggunakan Adverbial pada Degree of Comparison 4. Membuat sebuah teks deskriptif dengan menggunakan feature teks deksriptif; Simple Present Tense dan Adverbial Phrase serta sesuai dengan Generic Structure
yang ada dalam teks deskriptif terakit
tokoh idolanya D. Tujuan Pembelajaran 1.
Siswa mampu dengan baik memahami Degree of Comparison sehingga mampu menggunakan rumus tersebut ke dalam teks deskriptif tentang tokoh idolanya
2.
Siswa mampu membuat sebuah teks deskriptif sesuai dengan yang telah dicontohkan dengan tetap memerhatikan generic struture dan feature dalam teks deskriptif
E. Materi Pembelajaran Descriptive Text: Adverbial Phrase dan Degree of Comparison F. Pendekatan dan Metode Pembelajaran 1. Pendekatan: Scientific 2. Metode pembelajaran a. Demontrasi b. Penugasan c. Diskusi grup d. Tanya jawab
63
A. Kegiatan Pembelajaran Komponen
Kegiatan Guru
Kegiatan Siswa
Alokasi Waktu
Pembukaan Guru menyapa kelas
Siswa merespon
dengan ungkapan, “Good
dengan menggunakan
Morning, what is your
adverbial, “Happy/
life?”
Amazing/
Memimpin kelas untuk memulai belajar dengan berdoa agar diberi
5 menit
Wonderful!” Siswa berdoa dengan khidmat
keberkahan dan kemudahan untuk menerima pelajaran hari ini Kegiatan Inti
Guru meminta siswa
Siswa mengecek
untuk melihat hasil tulisan
kembali tulisan
mereka di pertemuan
mereka dengan teliti
sebelumnya Guru menekankan
Siswa dalam
kembali featuredalam teks
kelompok
deksriptif yaitu Simple
mendiskusikannya
Present Tense dan
dengan membuat
Adverbial Phrase. Guru
catatan, kemudian
meminta siswa dalam
setiap kelompok
kelompok mendiskusikan
mempresentasikan
tentang adverbial phrase
hasil kerja kelompoknya (Communicating)
35 menit
64
Guru mengonfirmasi
Siswa memerhatikan
rumus Adverbial Phrase
penjelasan guru
dan menayangkan slide
dengan seksama, lalu
tentang Degree of
dalam kelompok
Comparison, lalu
mulai mencari 10 kata
meminta siswa
sifat yang kemudian
menemukan 10 kata sifat
ditranformasikan ke
dan diubah berdasarkan
dalam Degree of
rumus yang terdapat
Comparison
dalam Degree of Comparison Guru meminta siswa
Siswa secara individu
untuk mervisi tulisannya
mengerjakannya
dengan memerhatikan
dengan
penggunaan adverbial
memperhatikan
phrase
penggunaan adverbial phrase
Penutup
Guru menutup kelas
Dengan penuh
dengan meminta siswa
semangat siswa secara
untuk mengucap
bersama-sama
“Hamdallah”
mengucap syukur, “Hamdallah”
B. Media dan Sumber Belajar 1. Media Belajar a. Whiteboard b. Komputer/Laptop c. Projector/ OHP d. Boardmarker e. Penghapus 2. Sumber Belajar a. Buku bahasa Inggris yang relevan.
5 menit
65
b. Kamus bahasa Inggris C. Penilaian Proses dan Hasil Belajar Penilaian diambil berdasarkan: 1. Tugas Individu: 100% Bentuk instrument penilaian: Tes tertulis Rincian tugas: Membuat draft Mengetahui, Guru Bidang Studi Bahasa Inggris
Bapak Djundan
Tangerang Selatan, 25Agustus 2014 Mahasiswi Peneliti
Yulis Yasinta
RENCANA PELAKSANAAN PEMBELAJARAN KELAS EKSPERIMEN Satuan Pendidikan
: SMP Al-Zahra Indonesia
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: 8 (Delapan)/ Satu
Mata Pelajaran
: Bahasa Inggris
Tahun Pelajaran
: 2013/2014
Tema
: Descriptive Text
Aspek
: Writing (Menulis)
Pertemuan Ke
: 4 (Empat)
Hari/Tanggal
: 29 Agustus 2014
Alokasi Waktu
: 2 x 45 menit
A. Kompetensi Inti 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. KompetensiDasar 3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. 4.11 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan sederhana.
66
67
4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang orang, binatang, danbenda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. C. Indikator Pencapaian Kompetensi Siswa mampu: 1. Mengidentifikasi kesalahan yang terdapat di hasil tulisan teman sejawatnya (peer feedback) sesuai dengan generic structure dan feature dalam teks deskriptif (Collaborative) 2. Memperbaiki tulisan yang telah diidentifikasi kesalahannya oleh teman sejawat (Independent) D. Tujuan Pembelajaran 1.
Dengan
melakukan
collaborative,
siswa
diharapkan
mampu
mengevaluasi hasil tulisan teman sejawatnya sesuai dengan apa yang telah mereka pelajari 2.
Siswa mampu membuat sebuah teks deskriptif secara mandiri tanpa perlu lagi melalui tahap membuat outline dan draft (Independent)
E. Materi Pembelajaran Descriptive Text F. Pendekatan dan Metode Pembelajaran 1. Pendekatan: Scientific 2. Metode pembelajaran a. Demontrasi b. Penugasan c. Diskusi grup d. Tanya jawab A. Kegiatan Pembelajaran Komponen
Kegiatan Guru
Kegiatan Siswa
Alokasi Waktu
Pembukaan Guru memimpin doa
Siswa Siswa berdoa dengan khidmat
5 menit
68
Guru menyapa kelas dan melakukan pengabsenan secara acak lalu Kegiatan Inti
Guru meminta siswa
Siswa mengecek
menyerahkan hasil
kembali tulisan
tulisannya
mereka dengan teliti
35 menit
lalu mengumpulkannya Guru meminta siswa
Siswa mengambil
menukar hasil tulisan
tulisan temannya dan
yang telah diberikan
juga form peer
sebuah form peer feeback
feedback (Collaborative)
Guru menjelaskan tentang Siswa mengingat isi form peer feeback dan
kembali materi yang
meminta siswa untuk
telah diajarkan lalu
mengisinya
dihubungkan dengan isi tulisan temannya apakah sesuai dengan apa yang diajarkan guru
Guru meminta siswa
Penutup
Siswa melihat
mengembalikkan tulisan
kesalahan yang telah
teman sejawatnya kepada
dilakukan dan
guru, lalu guru
membenarkannya, lalu
mengembalikkan tulisan
membuat sebuah teks
siswa masing-masing
deskriptif yang baru
Guru menutup kelas dengan meminta siswa
Dengan penuh semangat siswa secara
5 menit
69
untuk mengucap
bersama-sama
“Hamdallah”
mengucap syukur, “Hamdallah”
B. Media dan Sumber Belajar 1. Media Belajar a. Whiteboard b. Komputer/Laptop c. Projector/ OHP d. Boardmarker e. Penghapus 2. Sumber Belajar a. Buku bahasa Inggris yang relevan. b. Kamus bahasa Inggris C. Penilaian Proses dan Hasil Belajar Penilaian diambil berdasarkan: 1. Tugas Individu: 100% Bentuk instrument penilaian: Tes tertulis Rincian tugas: Mengisi form peer feeback dan menulis teks deskriptif Mengetahui, Guru Bidang Studi Bahasa Inggris
Bapak Djundan
Tangerang Selatan, 29Agustus 2014 Mahasiswi Peneliti
Yulis Yasinta
APPENDIX 6 PEER FEEDBACK Author’s Name: Reviewer’s Name: Date: 1. Are you able to read the writing easily? What do you think about the writing? (Give the number 1-5, and the comment) ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ 2. Does the writing consist of two generic structure in descriptive text? (Identify) ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ 3. Does the writing have the same idea with the mind map? (Identify) ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ 4. Is there are any misspelling? (Identify without correction) ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... 5. Is there any problem with the tense? (the tense should be in Simple Present Tense) ....................................................................................................................... ....................................................................................................................... .......................................................................................................................
76
6. What do you think about the writing? What should be added to make the writing clearer? ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ 7. If you are a teacher, how you score the writing? Why? (Scale 1-8) ........................................................................................................................ ....................................................................................................................... ........................................................................................................................ 8. As a student. What do you think about this writing task? (Scale 1-5 and give comment) ........................................................................................................................ ........................................................................................................................ ........................................................................................................................
76
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DAFTAR NAMA SISWA
SMP AL.ZAHRA INDONESIA TAHUN PELA'ARAN 2OL4-2OL5
KELAS : NO
NOMOR
VIII
C
NAMA STSWA
INDUKI NISN
0017153B18 AKHMAD RAFA AL FARABI
PANGG
LIP
RAFA
L
ALMIRA
P
ARIQ
L
CLAUDIA
P
1
13147003
Z
L3147004 0017153781 ALMIM ZAHRANABELLA
3
13147020 0017153769 ARIQ HAYIGL YUSUF
4
t3v7a22 0010917611
5
13147005
00126335,tO DEA PENIA
DEA
P
6
13t47047 44L7153792 HANIF ALANA ABIGAIL
HANIF
L
7
L3L47M2 0017153800 HELENAGNES
HELEN
P
8
L3L47445 0002202685 MUHAMMAD RAFAEL ANUGERAH PERDANA
RAFAEL
L
9
L3t47A4B 0017153809 NARADHIPA MAHARDHIKA SETiAWAN BHARY
DHIPA
L
10
13147449 ooL3457347 NASYA AQILA FIRMANZA
NASYA
P
11
L3t47A3A 0017153788 RAMZY DARMAWAN GARCIA
RAMZY
L
L2
L3t47AL4
0002202684 REKSA ANTANTA SATI
REKSA
L
13
13147015
0017153819 REZA NURFAISA PRATOMO
REZA
L
L4
L3147052 0017153763 SAHDA TANISHA RATNADWTTA WIBOWO
TANISHA
P
15
13L47432 0017153812 SERGIO IKRAM FERNANDES
IKRAM
L
16
13147033
aofit537s7
UU
P
t7
13147036
0017153802 ZHAFIM NISYA ARINI
FIRA
P
1B
14158068
RAFI
L
CIAUDIA DELIRA
SHALMMA AULIA PUTRT
RAR FA]AR SULAIMAN
KET
19
20
Wali Kelas: Firmansyah, S.Kom
L: P:
Tangerang Selatan,
14luli 2014
SMP AL.ZAHRA INDONESIA, 10
8
GHUFRON, M.Pd.I Kepala Sekolah
DAFTAR NAMA SISWA
SMP AL-ZAHRA INDONESIA TAHUN PELA'ARAN 2014.2015
KELAS : VIII A NOMOR
NO
INDUK
NAMA SISWA
NISN
PAHGG
LIP
1
13t47A37
0017153791 AFIQAH HANIFATUS SYIFA
FIQA
P
2
14158064
0014377465 AHMAD MYHAN
AU
L
3
13147038
0017153768 ANUGMH DIODHARMA
DHARMA
L
4
13147006
4017153748 DIO MHMANDIIG
DIO
L
5
L3147A40 0017153817 FADHILA SALSABELA
ABEL
P
6
13147008 000220268s KAUNGGA RAIHA}{DINAN T.IUGROHO
UNGGA
L
7
L3147A44
4oL7153778 MAGH EIRA CITRA AYUNDAFARISA
ECIK
P
B
13147A09
0017153815 MUHAMMAD FARRAS ABST PUTRA
FARRAS
L
9
13L47A26 0017153845 MUHAMMAD REYFLqN MFATULLAH INDMWAN
REYHAN
L
10
13L47A46
THORIQ
L
11
13L47047 o0177LA987 NABTLLA RrZQr
NABILTA
P
12
13147027
RIRIN
P
13
131470s0 0003220285 OKTORA VIGIL FATHIMAHZAHRA SUPR TTC
VIGIL
P
L4
13147028 oo17153784 PUTRI ALTFYA KTNAI\T.I ERLANGGA
PUTRI
P
15
13147016 0017153804 SALSABILA VANESSA
CHACHA
P
16
13147017 4aL7L53772 TAUTHA DINDA GUNAWAN
TALiTHA
P
17
13147019 0001s82646 ZIDANE MFIF RAMZAKI ARDIAN
zIDANE
L
1B
14158067
RIZKY
L
AtI
0017153811 MUHAMMAD THORIQ ARKAAN SUSILA
0014137820 NURINA KAFFAWATI NUR TRTVANSYAH
RTZKY ETRMAN TANAMA
KET
19 2A
Wali Kelas: Ni matul Bidayah, S.pd
L: P:
9 9
Tangerang Selatan, 14 Juli 2014
SMP AL-ZAHRA INDON ESIA,
GHUFRON, M.Pd.I Kepala Sekolah
