THE INFLUENCE OF COOPERATIVE LEARNING (THINK PAIR SHARE TECHNIQUE) IN TEACHING DESCRIPTIVE WRITING (Quasy Experimental Study of the Tenth Grade of SMAN 2 Kabupaten Tangerang)
Proposed by:
By: RATNA SARI 109014000059
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ABSTRACT
THE INFLUENCE OF COOPERATIVE LEARNING (THINK PAIR SHARE TECHNIQUE) IN TEACHING DESCRIPTIVE WRITING (An Experimental Study at the Tenth Grade of SMAN 2 Kabupaten Tangerang ). Skripsi of English Education Department at Faculty of Tarbiyah and Teachers' Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. The objective of this research is to find out whether there is a significant difference between students’ achievement in learning writing descriptive text throughh cooperative learning method and through conventional method at Tenth Grade students of SMAN 2 Kabupaten Tangerang academic year 2013-2014. The subjects of this study were consisted of 68 students. The method used in this study was Quasy Experimental study. The writer chose two classrooms: experimental and controlled class. This study was conducted in a month, following the procedures of experiment, giving pre-test, treatment, and giving posttest. The data gathered in this study was through pre-test and post-test. The results of this study showed that there was a significant difference between teaching using Cooperative Learning and Conventional Method. (To) value was 3.6 and (Tt) value was 2.00. It showed that (To) was higher than (Tt) in degree of significance 5%. Because 3.6 was higher than 2.00, the use of Cooperative Learning in teaching descriptive writing gave significant influence to the students at the tenth grade of SMAN 2 Kabupaten Tangerang.
RATNA SARI (PBI)
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ABSTRAK
THE INFLUENCE OF COOPERATIVE LEARNING (THINK PAIR SHARE TECHNIQUE) IN TEACHING DESCRIPTIVE WRITING Sebuah penelitian eksperimen pada siswa kelas X SMAN 2 Kabupaten Tangerang. Skripsi Juruan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Tujuan dari penelitian ini adalah untuk mengetahui apakah ada perbedaan pada prestasi siswa ketika mempelajari descriptive writing dengan metode cooperative learning dengan metode tradisional. Metode penelitian yang digunakan adalah kuasi eksperimen. Kelas dibagi kedalam dua bagian, kelas eksperimen dan kelas control. Penelitian eksperimen ini disusun dengan rancangan penelitian pre-test, treatment, post-test.. Sampel penelitian berjumlah 68 siswa dari kelas X1 dan X5. Kelas control dan kelas eksperimen masing-masing sampelnya adalah 34 siswa. Hasil dari penelitian eksperimen ini menunjukan adanya perbedaan yang signifikan antara pengajaran descriptive writing dengan menggunakan metode belajar kooperatif dengan menggunakan metode tradisional. Nilai (To) dalam hasil penelitian ini adalah 3.6 dan nilai (Tt) nya 2.00. Ini menunjukan bahwa nilai (To) lebih besar dari nilai (Tt) pada derajat signifikansi 5%. Dengan demikian bisa disimpulkan, ada perbedaan yang signifikan antara pengajaran menggunakan metode belajar kooperatif dengan metode tradisional di SMAN 2 Kabupaten Tangerang tahun ajaran 2013-2014.
RATNA SARI (PBI)
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful All praises be to Allah the Lord of the world who has bestowed upon the writer in completing this “skripsi”. Peace and blessing upon our prophet in the world Muhammad SAW, his family, relatives and all of his followers. First of all, the writer would like to express her greatest love and honor to her beloved family: her parents (Bpk Pahroni and Ibu Yasih), her beloved brothers and sisters for their love, attention and kindness, and all families who always give their love, support, motivation and moral encouragement to finish her study. The writer would also like to express her greatest thanks and gratitude to her advisors Siti Nurul Azkiyah, Ph.D and Yenny Rahmawati, M.Ed for their valuable help, guidance, coments, corrections, and suggestions for the completion of this “skripsi” Her deepest gratitude also goes to Drs. Syauki, M.Pd and Zaharil Anasy , M.Hum as the head and secretary of English Education Department and also for all lecturers of English Education Deartment for their encouragement to the writer. And her gratitudes also is addressed to Nurlena Rifai, M.A. Ph.D as the dean of Faculty of Tarbiya and Teachers‟ Training. The witer would also like to express her thanks to H. Cepy Suherman, M.Pd and Drs. Muhamad fikri as the principal and the vice principal of SMAN 2
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Kabupaten Tangerang, and for Bahrul Ihsan, S.Pd as the English teacher, for giving chance and help to conduct the research. For all the writer‟s best friends at Chandra dormitory: Vesi, Fitri, Nabel, Hilmi, Novi, Vera, Riska, Ahda who always help and give the writer inspirations and remind her in accomplishing this “skripsi”. Also for writer‟s special friend, Ady who always give the writer supports during writing this skripsi. The last for Her wonderful friends of the English Department Class B ‟09 for the supports, and all of the kindness. May Allah the Almighty bless them all, Amien. Finally, the writer realizes that this „skripsi‟ is far from being perfect. Constructive critics and suggestions would be acceptable to make this „skripsi‟ better.
Jakarta, March 2014
The Writer
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TABLE OF CONTENTS
SURAT PERNYATAAN KARYA SENDIRI ………………………………. i APPROVAL ………………………………………………………………......... ii ENDORSEMENT SHEET …………………………………………………...... iii ABSTRACT …………………………………………………………………...... iv ACKNOWLEDGEMENT ………………...……….…………………………... vi TABLE OF CONTENTS ……………………………………………….……… viii LIST OF TABLES ……………………………………………………………… xi LIST OF APPENDICES ……………………………………………….……… xii CHAPTER I: INTRODUCTION A. Background of the Study…………………………………………………. 1 B. Identification of the Problem ………………………………...…………… 5 C. Limitation of the Problem………………………………………………… 5 D. Formulation of the Problem ……………………………………………… 5 E. Significance of the Study ………………………………………………… 5 CHAPTER II: THEORETICAL FRAMEWORK A. Writing …………………………………………………………………..... 6 1. The Definition of Writing……………………………………………… 7 2. The Types of Writing………………………………………………..… 8 3. The Writing process………………………………………………..….. 9 4. The Purpose of Writing…………………………………………..….... 12 B. Descriptive Writing ……………………………………………………..… 13 1. The Definition of Descriptive Writing ……………………………….. 13
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2. Generic Structures of Decsriptive Writing …………………………… 14 3. Examples of Descriptive Writing …………………………………….. 16 C. Cooperative Learning …………………………………………………….. 16 1. The Understanding of Cooperative Learning ………………………… 16 2. The Types of Cooperative Learning…………………………………... 18 3. Principles of Cooperative Learning …………………………………... 20 4. The Techniques of Cooperative learning ……………………………... 20 D. Think Pair Share …………………………………………………..………. 23 E. The Use of Cooperative Learning in Teaching and Learning Process…….. 24 F. Conceptual Framework ………………………………………………….... 26 G. Teaching Descriptive Writing by Using Think Pair Share Technique.…..... 27 H. Hypothesis ……………………………………………………………….. 28 CHAPTER III: RESEARCH METHODOLOGY A. Methodology of the Research …………………………………………….. 29 1. Research Design and Method ……………………………………..….. 29 2. Time and Places …………………………………………..………....... 30 3. Population and Sample of the Research …………………………….... 30 4. The Instrument…………………………………………..………......... 31 5. Technique of Data Collection ……………………………………….... 32 6. Technique of Data Analysis ………………………………………….. 36 CHAPTER IV: RESEARCH FINDINGS A. Findings of the Research …………………………………………………. 40 1. Description of Data …………………………………………………... 40 2. The Data Analysis ……………………………………………………. 44 3. Data Interpretation ………………………………………………….... 51
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CHAPTER V: CONCLUSION AND SUGGESTIONS A. Conclusion ……………………………………………………………….. 53 B. Suggestion ……………………………………………………………….. 53 BIBLIOGRAPHY ................................................................................................ 54 APPENDICES ………………………………………………………………...... 55
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LIST OF TABLES 3.1 Table of Scoring Writing Skill………………….....…………………...…....... 34 4.1 The Scores of Experimental Class …………………....……………....…….... 40 4.2 The Scores of Controlled Class ………………….....…………………...…..... 42 4.3 The t-test of Pre-test in Experimental and Controlled Class …………………. 44 4.4 The t-test of Post-test in Experimental and Controlled Class ………………… 45 4.5 SPSS Group statistics ........................................................................................ 45 4.6 SPSS Independent Sample test.......................................................................... 46 4.7 The Comparison Score of Experimental and Controlled Class ………………. 47
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APPENDICES Appendix 1
T-test of gained score by using SPSS ................................................57
Appendix 2
T-test of pre-test score by using SPSS ...............................................58
Appendix 3
T-test of post-test score by using SPSS .............................................59
Appendix 4
Syllabus……………………………........................................……..60
Appendix 5
Lesson Plans of Experimental Class………………………………...64
Appendix 6
Lesson Plans of Controlled Class ………………………………......85
Appendix 7
Student‟s Observation Class 10.1……………………………….....106
Appendix 8
Student‟s Observation Class 10.5……………………………….....108
Appendix 9
Attendance List 10.1………………........................................…….109
Appendix 10
Attendance List 10.5………………........................................…….110
Appendix 11
Photos of Students Class 10.1 ……........................................…….111
Appendix 12
Photos of Students Class 10.5……........................................……..112
Appendix 13
The Students‟s Score of Pre test of Experimental Class …………..113
Appendix 14
The Students‟s Score of Post test of Experimental Class………….114
Appendix 15
The Students‟s Score of Pre test Controlled Class ……………….. 115
Appendix 16
The Students‟s Score of Post test Controlled Class………………. 116
Appendix 17
Surat Pengesahan Judul Skripsi ………………………...………....117
Appendix 18
Surat Bimbingan Skripsi ………………………………...………...118
Appendix 19
Surat Permohonan Izin Penelitian ………………………………... 119
Appendix 20
Surat Keterangan Penelitian dari Sekolah ………………………... 120
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CHAPTER I INTRODUCTION This chapter consists of background of the study, identification of the problems, limitation of the problem, formulation of the problem, objectives of the study, and significant of the study.
A.
Background of The Study Teaching and learning are educational activities. There are interactions between teacher and learners in the classroom. All of learning processes in the classroom depend on teaching process itself, because teaching and learning cannot be separated. Teaching is a process of transferring knowledge for someone while learning is processes of the conscious study usually done by the students in the aim at getting knowledge and information. By learning, the learners can understand and comprehend what they learn. In Indonesia, English is considered as the first foreign language which is taught in every educational level and it has become one of the subjects tested in the National Examination (UN). In Elementary School English is one of the local content subjects, while in Junior High School and Senior High School English acts as a compulsory subject, and in University as a complementary subject. Learning English cannot be separated from four skills that high school learners should master. The four skills that are taught in Senior High School are reading, writing, speaking and listening as stated in KTSP 2006 for teaching English in a high school: “Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan
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dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis”.1 In Kurikulum Tingkat Satuan Pendidikan (KTSP) above, writing is one of the skills in English that must be mastered by the students. As one of four language skills writing is considered as the most difficult skill. J. B Heaton stated that, writing is complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgmental elements.2 According to Harmer, the reason for teaching writing to students of English language include reinforcement, language development, learning style and most importantly writing as a skill in its own right.3 In this case, writing is a process to share the idea into paragraph, and to build the language development. Writing is also a process of thinking which encourages the students’ English ability. In writing, students do not only learn how to write something in a paper, but also they learn different genres of writing such as descriptive, expository, recount, procedural and narrative writing based on the prescribed syllabus of the Ministry of Education
Based on the observation at SMAN 2 Kabupaten Tangerang, there were some difficulties faced by students at the tenth grades in writing activities. During the learning activities the students just passive while the teacher was explaining about descriptive writing. There is no existing of students, so it means that the teacher become teacher’s centered in the classroom.The problems appread when the teacher asked the students to write descriptive paragraph. The students have difficulties to organize the idea and share idea into paragraph whereas during the lesson the teacher had explained it. Furthermore, most of classes of SMAN 2 Kabupaten Tangerang are big. They can consist of 30 up to 45 students. Consequently, it is hard for 1
Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: Badan Standar Nasional Pendidikan, Kementerian Pendidikan Nasional (Jakarta: BSNP, 2006), p. 129. 2 J. B Heaton, Writing English Language Tests, (New York: Longman, 1988), p. 135. 3 Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2004), p. 79.
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the teacher to manage such big classes. It is difficult for the teacher to make contact with the students, particularly students at the back rows. It is also difficult for the students to ask for and receive individual attention. Consequently, students do not get involved in the teaching and learning process. They only sit and listen even some of them might have their own business like cheating, having fun with friends, ignoring the lesson or even sleeping. They do it because they are bored. The most appropriate way to manage a big class is to arrange the students into groups. Harmer stated that group works or pair works play an important role in a big class. They can maximize students’ participation.4 In groups, students tend to participate more equally and they are also more able to experiment and use the language than they are in whole class arrangement. Small group learning provides English learners with rich discourse environment and multiple opportunities for face to face interaction. 5 Cooperative learning essentially involves students learning from each other in group. Slavin stated that, cooperative learning is a method that design to help students in learning academic content within small group. 6 The students work in a group to solve the problems and will help to enhance students’ ability in English language. Therefore, the writer come into the initiative that cooperative learning can be a good technique to teach descriptive writing and to improve students in writing skill. Based on the principles of cooperative learning as explained by Diane Larsen in her book, the teacher usually assigns students to the groups so that the groups are mixed- males and females in different ethnic groups, different proficiency level. 4
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Therefore, the writer assumes that in
Ibid., p. 128-129. Lynne T. Diaz-Rico, Strategies for teaching English learners 2nd edition, (pearson Education, 2008), p.365. 6 Robert E Slavin, Cooperative Learning: Theory, Research and Practice (2nd),( Boston: Allyn and Bacon, 1995), p.2. 7 Diane Larsen-Freeman and Marti Anderson, Teaching & Principles in Language Teaching 3rd edition, (New York: Oxford University Press, 2011), p. 189. 5
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cooperative learning, students can discuss and argue with each other in learning descriptive writing. They can share their knowledge while one of them lack of vocabulary and to organize the idea. In conclusion, cooperative learning gives many benefits for students in learning including descriptive writing. The students can interact and share their ideas with their group and work together to solve a problem. Besides, the students can complete a task or accomplish a common goal. The important aspect for this technique is avoiding the students’ boredom and ignoring the lesson or even sleeping. One of the techniques in cooperative learning is Think Pair Share (TPS) strategy. Think pair share is an effective way to change the discourse pattern in a classroom. It challenges the assumption that all recitations or discussions need to be held in whole group setting, and it has built in procedures for giving students more time to think and to respond and to help each other. 8 Students have the opportunity to share their ideas and share their mistakes into their group. For that reasons, the writer brings think pair share strategy to involve students in learning descriptive writing. Based on the reasons mentioned above, the writer hopes this technique can improve the students’ ability in learning descriptive writing. So, the writer takes the title “The Influence of Cooperative Learning (Think Pair Share) in teaching descriptive writing” (An Experimental Study at Tenth Grade Students of SMAN 2 Kabupaten Tangerang).
B.
Identification of Problem Based on the background of the study above, the writer identifies some problems: 1. Teacher is centered in the classroom 2. The students commonly passive in the class 3. There is no attention of students during the teaching and learning 4. The classes are so big. 8
Richard I. Arends, Learning to Teach, (New York: Mc Graw Hill, 2007), p. 354.
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5. The techniques the teacher used make student bored.
C.
Limitation of The Problem Based on the identification of the problem, the writer limits the problem only on teaching technique. In this case, the writer assumes that Think Pair Share could be an interesting and effective technique to teach descriptive writing.
D.
Formulation of the problem In this study the writer formulates the problem into: Is there any influence of TPS (Think Pair Share) technique in students’ descriptive writing?
E.
Objective of the study The objective of the study is to find out whether there is any influence of cooperative learning using Think Pair Share technique in students’ descriptive writing.
F.
Significance of the study The writer has an expectation that the thesis can be useful for writer, English teacher and for the students: a. Writer: the writer hopes this thesis can help her to be a good English teacher especially in teaching writing. b. Teacher: for the teacher this thesis can give a new paradigm to English teacher about teaching of English writing and they can discover some of the problems faced by students in learning English. c. Students: for the students can motivate their learning by using the technique of cooperative learning and developed their relationship in group work to solve the problems that faced in learning English.
CHAPTER II THEORETICAL FRAMEWORK This chapter consists of the definition of writing, the writing process, the purpose of writing, the definition of descriptive writing, the generic structure of descriptive writing, the understanding of cooperative learning, the types of cooperative learning, the principles of cooperative learning, the technique of cooperative learning, conceptual framework, and the last is hypothesis.
A.
WRITING 1. The Definition of Writing There are a lot of definitions about writing that have been given by some experts. According to James C. Raymond, writing is more than a medium of communication. It is a way of remembering and a way of thinking as well. 1 It means that writing is not only for written communication but also for remembering and developing the idea through words. Writing is a part of English skill that should be mastered by English students. As stated in Harmer‘s books, writing (as one of the four skill of listening, speaking, reading, and writing) has always formed part of the syllabus in the teaching of English.2 In the syllabus of ministry of Indonesia the purpose of teaching English is to develop students‘ ability in oral and written communication. As stated in Longman Dictionary, ―Writing as a process is the strategies, procedures, and decision-making employed by writers as they write.‖3 Writing is viewed as the result of complex processes of planning, drafting, reviewing and revising and some approaches to the 1
James C. Raymond, Writing (Is an Unnatural of act), (New york: Harper & Row Publisher, 1980), p. 2. 2 Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education Limited, 2004), p.31. 3 Jack C. Richard & Richard Schmidt, Dictionary of Language Teaching & Applied Lingustics, (London: Pearson Education Limited, 2002), p. 603.
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teaching of first and second language writing suggest students to use these processes. Hence there are many steps to make a good writing, in which the students learn how to generate the ideas with the steps and process of writing that should be followed to make it coherently. Writing is also an action process of discovering and organizing the ideas, putting them on paper, and reshaping them. Writing is much like speaking, because it is a way to discover and communicate the ideas. However, unlike speaking the people get the information from oral communication but in writing through a paper.4 Other experts such as Marianne Celce-Murcia and Elite Olshtain stated that, writing is the production of the written word that results in a text but the text must be read and comprehended in order for communication to take place.5 In short, writing is like a message when someone could not speak with oral communication, written as a text which the reader comprehend. Based on the above definitions, the writer concludes that writing is a process of thinking to generate the idea which involves the feeling, experience or activities of someone in order to inform the reader about the messages.
2. The Types of writing Generally different types of writing are required for different purposes. Donald Hall in his ―Writing Well‖ divides types of writing into four kinds, which are:6 a. Exposition Exposition is an explanation. It does not argue although exposition can form part of an argument. It does not tell a story-though might
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Alan Meyers, Gateway to Academic Writing, (New York: Pearson Education, Inc, 2005), p. 3. 5 Marianne Celce-Murcia and Elite Olshtain, Discourse and Context in Language Teaching, (London: Cambridge University Press, 2000), p. 142. 6 Donald Hall, Wrting well 2nd ed, (Boston: Little Brown and Company,2001), p.223.
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explain something essential to tell a story. Tricia Hedge defines, ―exposition is writing that informs, clarifies, defines, analyze, or otherwise treats a subject by letting the reader. It often answers the question what, why, how‖. b. Persuasion Persuasion is used in persuading and convincing. Persuasion is used to make a case or to prove or disapprove a statement or proportion. c. Description Description tells how something looks or feels or sounds. It describes features such as sizes, shapes, color, sounds, etc. Alan Meyers stated that a description of a scene allows the readers to see, hear, or even feel the subject matter clearly, through careful word choice, strong details, and clear organization, people creates a mental picture for the readers.7 d. Narrative Narrative is telling a story –by chronological order. Narrative can belong to exposition, as describes the phases the moon. Narration may help in argument, anecdote or exposition. Based on the book Second Language Writing by Ken Hyland, there are some factual genres:8 Genre
Purpose
Recount
to reconstruct past experiences by retelling events in original sequence
Procedure
to show how processes or events are accomplished – how something is done
Description
to give an account of imagined or factual events and phenomena
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Alan Meyers, Gateways to Academic Writing, (Longman: Longman, 2005), p.60. Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003), p.20. 8
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Report
to present factual information about a class of things, usually by classifying them and then describing their characteristics
Explanation
to give reasons for a state of affairs or a judgment
Table 2.1 Writing’s Genres
3. The Writing Process Writing is like speaking to others on a paper or on a computer screen. Writing is partly a talent, but it‘s mostly a skill, and like any skill, it improves with practice. Writing is also an action- a process of discovering and organizing the ideas, putting them through a paper, and reshaping then revising them.9 Furthermore, Kate Grenville says that there are six steps on writing processes:10 a. Getting ideas (in no particular order). b. Choosing (selecting the ideas, think it will be most useful). c. Outlining (putting these ideas into the best order-making a plan). d. Drafting (doing a first draft from beginning to end, without going back). e. Revising (cutting, adding or moving parts of this draft where necessary). f. Editing (proofreading for grammar, spelling and paragraphs)11 Based on the book of a writing resource guide, writing is much more than just putting words on a paper. By its very nature, writing is a series of forward and backward steps as writers think, reflect, revise, detour, start over, and repeat earlier steps. The job of educators is to guide students through the process in order to help them become the best writers
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Alan Meyers, Op. Cit., p.3. Kristine Brown & Susane Hood, Writing Skills and Strategies for Students of English, (New York: Cambridge University Press, 1989), p.10. 11 Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales: Allen & Unwin, 2001), p. 8. 10
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they can be. In order to give the necessary skills to the students, writing must be explicitly taught and given time.12 The figure of writing steps are shown below:
Prewriting
Publishing/Sharing
Ideas Audience Purpose Form
Presentation Author‘s chair 3Compliments and a wish
Drafting
Conferencing Editing
Conventions
Revising
Ideas Organization Voice Word choice Sentence
Figure 2.1 The Writing Process13 The description of the figure is that the writing process should be an ongoing cycle in every writing classroom. Students should be engaged in prewriting, drafting, revising, editing, and publishing. The process is not a linear step-by-step sequence, but rather a repeated process that students pass through at different rates, sometimes moving on and at other times 12 13
Handbook of A writing Resource Guide, Orange Country Public School, p.1. Ibid., p.9.
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revising earlier steps in the cycle. Students who experience the process will learn skills which enable them to produce polished pieces of writing. The writing process is a series of steps to help someone write a paper. It is like using a map to get to an unfamiliar place.The writing process is generally divided into four stages, Alan Maley notes that writing has certain processes which lead to successful pieces of written work. The processes are prewriting, drafting, reviewing, revising and editing.14 a. Pre writing Pre writing involves brainstroming, collecting data, note taking, and outlining. 15 This process helps to find the topic, develop the ideas and also limit the scope of what the writer will cover about their writing. Another expert, Grenville said that prewriting is just thinking on paper. It is a good way to let the unconscious give the ideas because it lets access the memory, experiences, knowledge, fantasies.16 b. Drafting Drafting is stages where writing is began to work. The most important aspect here is to get words into paper. It is not the time to worry about spelling, grammar, punctuation, or the best wording.17 In this steps drafting helps the students to plan what they want to write through words without feel say worry about spelling, grammar, and punctuation, it means that the students feel free with their own writing. c. Revising Revising is among the most important steps of writing. Here, the writer make it clearer abd more convincing, writer
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Tricia Hedge, Writing, (London: Oxford University press), 1988 , p. 9. Ken Hyland, Second Language Writing, (New York: Cambridge University Press, 2003), p.11. 16 Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales: Allen & Unwin, 2001), p.16. 17 Kristine Brown & Susane Hood, Writing Skills and Strategies for Students of English, (New York: Cambridge University Press, 1989), p.14. 15
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calls this step the process revising. All good writers go through several steps of revision because they want to make their writing the best it can be. At this point they reconsider what they have written, get feedback from others, and then make changes.18 d. Editing After revising the writing then the steps that should be taken is editing. Check the writing carefully, in order to omit the mistake in grammar, word choice, verb forms, punctuation and spelling. 19 Use the dictionary and any other reference materials in order to make the writing is to be correct.
4. The purpose of Writing Writing is not only puting the sentences into a paper, but there are some purposes of writing. Based on Kate Grenville books, there are some purposes of writing like stated as follow:20 a. Entertain The writing does not necessarily make the readers laugh, but it at least engages their feelings in some way. Writing to entertain generally takes the form of so-called ‗imaginative writing‘ or ‗creative writing‘ (of course, all writing requires some imagination and creativity). Examples of imaginative writing are novels, stories, poems, song lyrics, plays, and screenplays. b. Inform The writing tells the reader about something. These kinds of writing can also be ‗entertaining‘ in the sense that they are good to read, and aslo entertaining the reader is not their main purpose—that‘s just a bonus. Examples of writing to inform are newspaper articles, 18
H Doughlas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy 2nd Edition, (Longman: Pearson Edition, 2011), p.353. 19 Alan Meyers, Gateways to Academic Writing, (New York: Pearson Education, Inc, , 2005), p.11. 20 Kate Grenville, Writing From Start to Finish a Six-Steps Guide, (New South Wales: Allen & Unwin, 2001), p.11
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scientific or business reports, instructions or procedures, and essays for school and university. c. Persuade The writing attempts to convince the reader of something. This includes advertisements, some newspaper and magazine articles, and some types of essay. This type of writing might include the opinion, but as part of a logical case backed up with evidence, rather than just as an expression of the feelings. As the explanation above, the writer concludes the purpose of writing is the expression the ideas, convey a message to reader, so the ideas themselves should arguably be seen as the most important aspect of the writing.
B.
Descriptive Writing 1. The Definition of Descriptive Writing Description is a useful tool in many kinds of writing. In narration or strory telling, it creates a sense of realism. In reports or explanations, it clarifies and makes idea specific. And in persuasing writing, it can clarify arguments and appeal to reader‘s emotions. In description, it can describe many things, including people, scene, and sense.21 Descriptive writing refers to the senses, it tells how something looks, feels, smells, tastes, and/or sounds. A good description is a word pictures; the reader can imagine the object, place, or person in his or her mind. 22 Description presents sensory information that makes writing come alive. It expresses an experience that the reader can actively participate in by using imagination. It can be concluded that
21
Ibid., p.60. Alice Oshima & Ann Hogue, Introduction to Academic Writing, (New York: Pearson Education, 2007), p. 61. 22
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descriptive writing provides an illustration of people, places, events, situations, thoughts, and feelings. Karen Blanchard & Christine Root stated that, writing a description is like creating a picture using words. The most important in description is to make it in a good description through specific detail that create appropriate with the picture.23 The writer concludes that descriptive writing is a clear description of people, places, objects, or events using appropriate details. An effective description will contain sufficient and varied elaboration of details to communicate a sense of the subject being described. Details used are usually sensory and selected to describe what the writer sees, hears, smells, touches, and tastes.
2. The Generic Structure of Descriptive Writing A descriptive essay simply describes something or someone by appealing to the reader‘s senses: sight, sound, touch, smell and taste. Here are the basic steps to writing an effective descriptive essay:24 1.
Select a subject Observation is the key to writing a good description. For example,
in order to write about a place, visit the place and take notes on the sights, sounds, situation there. A descriptive essay paints a picture for the reader, using descriptive devices and the senses. Create a thesis statement that informs the reader who or what you are describing. Examples: ―The wooden roller coaster in Coney Island is a work of art.‖ ―My bedroom is an ocean sanctuary.‖ 2.
Select dominant details Select only the details that support the dominant impression
(thesis statement). 23
Karen Blanchard & Christine Root, Ready to Write, ( Longman: Pearson Education, Inc, 2003), p. 69. 24 http://www.Brighthubeducation.com/help-with-writing/52605-how-to-write-a-5 paragraph-descriptive-essay/, Descriptive Essay Guidelines (July, 2011; ASC:EngRead)
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3.
Organize details The paragraphs in a descriptive essay can be structured spatially
(from top to bottom or from near to far) or chronologically (time order) or from general to specific. Descriptive essays can also use other patterns of organization such as narrative or exemplification. 4.
Use descriptive words Do not use vague words or generalities (such as good, nice, bad,
or beautiful). Be specific and use sensory, descriptive words (adjectives). Provide sensory details:
Smells that are in the air (the aroma of freshly brewed coffee) Sounds (traffic, honking horns)
Sights (―The sun scattered tiny diamonds across dew-covered grass as it peeked out from beyond the horizon.‖)
Touch (―The texture of the adobe hut‘s walls resembled
coarse sandpaper.‖)
Taste: sweet, sour, salty, bitter, tart (―Giant goose bumps formed on my tongue when I accidently bit into a sliver of lemon.‖). Descriptive text has structures, as stated
in book by Peter
James ―Real English‖ that is used in school to guide the students in learning English:25 a. Identification ; identifying the phenomenon to be described. b. Description
; the purpose is to try and help someone feel that
they are actually experiencing the thing described The Language Feature of Descriptive Text: 1. Use words that ‗show‘ rather than ‗tell 2. Use adverbs, adjectives, and descriptive noun 3. Describe ‗sights‘, sounds, and ‗feelings‘ 25
Peter James, Real English 1 for Senior High School Grade X, (Jakarta: Penerbit Erlangga, 2006), p. 122.
16
4. The Example of Descriptive Writing26 The Rising Stars The success of Harry potter movies has made Danie Radcliffe, Emma Watson, and Rupert Grint the centre of public attention. The three rising stars have grown up on screen and grown into his or her role as an actor. Daniel Jacob Radcliffe was born in Fulham, London, 23 July 1989. His nickname is Dan. He is the only child of Alan Radcliffe and Marcia Gresham. Dan has dark brown hair and blue eyes. His height is about 168 cm. He is a loyal, shy, down to earth, and humorous person. He is also intelligent and somewhat mysterious. He loves football, formula one racing and gymnasctic. Emma Charlotte Duerre Watson was born in Paris, France, 15 April 1990. Her nickname is Emma. She is the daughter of Christ Watson and Jacqueline Luesby. She lived in Paris until the age of five before she moved with her mother and younger brother Alexander to Oxford, England. Emma has wavy brown hair. Her height is 165 cm. She is a generous, friendly, and determined persn. She also said that she is a little bit stubborn. Emma loves dancing, singing, tennis and art. Rupper Alexander Grint was born in Hertfordshire, England, 24 August, 1988. His nickname is Rupert. He is the oldest son f Nigel Grint and Jo Parsons. Rupert has briht red hair. His height is 180 cm. He is an active and humorous person. He‘s also very humble. However, he is the shyest of the three Harry Potter co-starts. Rupert is arachnophbic. It means that he is afraid of spiders. He likes all kinds of music, but his favourite is classic rock and roll. His favourite school subject is Chemistry. These Hogwarts trio have been really good friends, not only on screen but also in real life. Their secret of friendship is that they always understand each other although they have different backgrounds and personalities.
C.
Cooperative Learning 1. The Understanding of Cooperative Learning Cooperative learning (sometimes called collaborative learning) essentially involves students to learn from each other in a group. However it is not the group configuration that makes cooperative 26
Joko Priyana, et all, Interlanguage English fr Senior High School Students X, (Jakarta: Pusat Perbukuan Depdiknas, 2008), p. 121.
17
learning distinctive; it is the way that students and teachers work together that is important27. The important of cooperative learning is encourage the students to cooperate in a group for a period of time to mix the idea and different level of ability. In cooperative learning, learners perform a learning task through a small group interaction. In cooperative learning, learning process is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others.28 In cooperative learning students need to interact each other and get the information. The teacher as the fasilitator gives the material for students in group to solve the problem together. For that reason, cooperative learning can increase the motivation in learning because they can share the knowledge and cover the difficulties together in group. Cooperative Learning is part of a group of teaching/learning method where students interact with each other to acquire and practice the elements of a subject matter and to meet common learning goals. It is much more than just putting students into groups and hoping for the best.29 Dealing with the statement, cooperative learning is a group of students to encourage their stimulus in learning and interact ecah other to get the knowldege. In conclusion, cooperative learning Cooperative Learning as the method of learning can give students the opportunities to share and to work together with their groups in a learning activity among them in a classroom.
27
Diane Larsen-Freeman and Marti Anderson, Teaching & Principles in Language Teaching 3rd edition, (New York: Oxford University Press, 2011), p. 186. 28 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching 2ed, (Cambridge: Cambridge University Press, 2001), p.192. 29 Alice Machperson, Cooperative Learning Group Activities for College Course, (Canada: Kwantlen University College, 2000), P.1.
18
2. The types of Cooperative Learning Cooperative learning may be used in various ways, which include formal cooperative learning, informal cooperative learning, cooperative base groups, and cooperative structures.30 a. Formal cooperative learning Formal cooperative learning is students work together, for one class period to several weeks, to achieve shared learning goals and to complete specific tasks and assignments. b. Informal cooperative learning This types consists of having students work together to achieve a joint learning goal in temporary, ad hoc groups that last from a few minutes to one class period. During direct teaching, the instructional challenge for the teacher is to ensure that students do the intellectual work of organizing material, explaining it, summarizing it, and integrating it into existing conceptual structures. c. Cooperative base groups These are long-term, heterogenous cooperative learning groups with stable membership. The purpose of the base groups are to give the support, help, encouragement, and assistance each member needs to make academic progress (attend class, complete all assignment, learn) and develop cognitively and socially in healthy ways. d. Cooperative learning structures These are used to organize course routines and generic lessons that repeat over and over again. These repetitive cooperative lessons provide a base on which the cooperative classroom may be built. Some examples are checking homework, preparing for reviewing a test, drill review of facts and events, reading of textbooks and reference materials, writing report and essay, giving presentations, learning
30
Shlomo Sharan, Handbook of Cooperative Leraning Methods, (London: Praeger Publisher, 1994), p. 53.
19
vocabulary, learning concepts, doing projects such as surveys, and problem solving.The figure are shown below:
-
ESSENTIAL ELEMENTS Positive Interdependence - Individual Accountability Face to face promotive interaction - Social Skill - Group Processing
FORMAL GROUPS -
Instructional Objectives Preinstructional Decisions Explain Task and Cooperation Monitoring and Interventing Evaluating and Processing
-
TEACHER’S ROLE INFORMAL GROUPS
BASE GROUPS
- Introductory discussion - Interspered Discussion - Closure Discussion
SPECIFIC COOPERATIVE LEARNING LESSONS
GENERIC COOPERATIVE LEARNING STRUCTURES
ROUTINE USE OF COOPERATIVE LEARNING
Figure 2.2 The Cooperative Learning’s Structure31
31
Ibid., p. 54.
20
3. The Principles of Cooperative Learning For implementing cooperative learning the teacher should have known and understood some principles in cooperative learning, they are: a. Students are encouraged to think of ―positive interdependence‖ which means that the students are not thinking competitively and individualistically and in terms of the group. b. In cooperative learning, students often stay together in the same groups for a period of time so they can learn how to work better together. The teacher usually assigns students to the groups so that the groups are mixed. c. The efforts of an individual help not only the individual to be awarded, but also others in the class. d. Social skills such as acknowledging another‘s contribution, asking others to contribute and keeping the conversation calm need to be explicitly taught. e. Language acquisition is facilitated by students interacting in the target language f. Although students work together, each student is individually accountable. g. Responsibility and accountability for each other‘s learning is shaved.32
4. The Technique of Cooperative Learning Cooperative learning is not only forming students in group and give them instruction to do something. Cooperative learning is a tool for teacher to encourage the students and give the learning more effectively. In cooperative learning there are some techniques that can used by the teacher in teaching and learning in classroom. Based on 32
Diane Larsen - Freeman, Techniques and Principles in Language Teaching (New York: Oxford University Press 2000), p.167
21
strategy for teaching English learner‘s book by Lynne T. Diaz Rico, there are some example of cooperative learning activities:33 a. Group memory: in group of six, give each group a line to memorize. Group member receive extra credit if everyone can say it when time is up b. Round robin: Each person solves a problem (using one color ink) and passes the paper to the next team member, who does the next problem. The teacher corrects one sheet. c. Jigsaw: students receive number and letter (ex: I-IV, A-D), Base teams: I, II, III, IV. Students exit base team; all as group to study one aspectttt, etc., then return to base team to share expertise. d. Pairs compare: pairs come up with ideas to solve a problem. When pairs are through, two pairs make a team of four and compare ideas. e. Numbered Head Together: Each student in group has a number (1-4). Students handle to make sure all can respond then a number is called and the student responds. f. Rotating Review: students visit wall charts, each with different review question; they write answer, then rotate to next chart. If they agree with what is already written, they mark it with an asterisk. g. Scavenger hunt: with a stack of newspaper, group finds one of each: some good news, some bad news, weather map, letter to editor, overseas news, etc. h. Sequencing task: students put a cut-up sequence in correct order, such as a scramble dialogue from a phone call to a friend. Additional by Richard‘s, he gives the explanation of cooperative learning teachnique. The following expalanations are: a. Student Teams Achievement Division (STAD) 33
Lynne T. Diaz-Rico, Strategy for Teaching English Learners, (California: Pearson Education, 2008), p. 370.
22
STAD was developed by Robert Slavin in John Hopkins University. Teachers use STAD to present new academic information for students each week, either verbal presentation or text. Team member use worksheet to master the materials and then help each other to learn the materials through tutoring and quizzing one another, or carrying on team discussion. b. Jigsaw Jigsaw was developed by Elliot Aronson and his colleagues in 1997. Jigsaw are designed for students into five or six member heterogeneous study teams. In this approach, academic materials are given to the students in a text form. Then every student must be responsible for learning a portion of materials. c. Group Investigation (GI) Group Investigation was originally developed by Herbert Thelen. More recently, this approach has been refined by Sharan and his team at Tel Aviv University. Contrast with STAD and jigsaw, Group investigation approach involves students in planning both the topic for study and the way to proceed with their investigation. This requires more sophisticated classroom norms and structures than approaches that are more teacher-centered. d. The Structural Approach This approach has been developed by Spencer Kagan. Structural approach emphasizes the use of particular structures that is designed to influence students‘ interaction patterns. This approach is intendeed to be alternatives to the more traditional classroom structures, such as recitation, in which the teacher poses question s to the whole class and students provide answer after raising their hands and being called on.
23
e. Think-Pair-Share (TPS). Think-Pair-Share strategy has grown out of the cooperative learning. It was developed by Frank Lyman (1985) and his colleagues at University of Maryland, it is an effective way to change the discourse pattern in the classroom. f. Numbered Heads Together (NHT). Numbered Heads Together (NHT) is an approach developed by Spencer Kagan to involve more students in the review of materials covvered in a lesson and to check their understanding of a lesson‘s content. Instead of directing questions to the whole class.34 For all the technique of cooperative learning, the writer brings one technique that is Think Pair Share technique. Think pair share can be the most interesting for students in learning descriptive writing, because they can share their knowledge each other to build their own writing. Below is the explanation of think pair share:
D.
Think Pair Share The think pair share strategy has grown out of the cooperative learning, developed by Frank Lyman (1985) and his colleagues at the University of Maryland.35 Think pair share is an effective way to change the discourse pattern in a classroom. It challenges the assumption that all recitations or discussions need to be held in whole group setting, and it has built in procedures for giving students more time to think and to respond and to help each other. The whole pattern of think pair share are divided into 3 steps, which are thinking, pairing, and sharing.
34
Richard I Arends, Learning to Teach, (New York: The McGraw-Hill Companies, 7th edition, 2007), p. 352. 35 Ibid., p. 354.
24
Step 1-Thinking: the teacher poses a question or an issue associated with the lesson and asks students to spend a minute thinking alone about the answer with the issue. Students need to be taught that talking is not part of thinking time. Step 2-Pairing: next, the teacher asks students to pair off and discuss what they have been thinking about. Interaction during this period can be sharing answers if a question has been posed or sharing ideas if a specific issue was identified. Usually, teachers allow no more than five minute for pairing. Step3-Sharing: In the final step, the teacher asks the pairs to share what they have been talking about with the whole class. It is effective to simply go around the room from pair to pair and continue until about a fourth or a half of the pairs have had a chance to report.
E.
The Use of Cooperative Learning in Teaching and Learning Process From the above explanation, cooperative learning is a good method that has some advantages in the teaching and learning process. Here, the writer notes some advantages of cooperative learning that support by expert, they are: 1. Cooperative learning can benefit both low- and high achieving students who work together on academic task. 2. Effect of cooperative learning is wider tolerance and acceptance of people who are different knowledge and ability. 3. The objective of cooperative learning is teach the students in a group to interact each other and work together to solve the problem.36 Slavin stated in Louis Cohen‘s book that one of the greatest benefits from cooperative learning is the raising of self esteem.37 Students
36
Ibid., p. 345.
25
learn that they are valued, valuable and important. Self esteem rises because members feel valued by their peers and because they feel that they are achieving in academic terms. Indeed Slavin reports that students achieve more highly in co-operative classrooms than in traditional classroom. In conclusion there are some advantages of cooperative learning, especially to increase self esteem because the students work in group that consist of different culture, social, and knowledge. Nevertheless, these are some disadvantages of cooperative learning, Cohen explains that the disadvantages include: 1. Failure to work together succesfully or to get along 2. Student missbehaviour 3. Classroom noise 4. Student absence 5. Ineffective use of time 6. Too great a range of performance levels within the group.38 Daniel Muijis and david Reynolds in their books, one of these advantages lies precisely in the cooperative nature of group.39 It does not naturally promote independent learning and can foster dependency on certain dominant members of group. If this happens the pupil will not easily be able to develop the skills of students need to use independently in other situations. Furthermore, small group work can easily lead to free rider effect whereby certain members of the group do not effectively contribute and rely on the work of orthers. A further problem can be the fact that
37
Louis Cohen and Lawrence Manion, et all, A Guide to Teacing Practice 5th Ed, (New York: Routladge, 1997), P.180. 38 Ibid., P.180. 39 Daniel Muijis and David Reynolds, Effective Teaching Evidence and Practice 2 nd Ed, (London: Sage Publications Ltd, 2006), p. 55.
26
misconceptions can be reinforced if they are shared by several pupils in the group. From the explanation above, it can be concluded that cooperative learning brings students active in the classroom besides the classroom will be noisy and the time will over because many students that have different opinion and it make debate each other.
F.
Conceptual Framework The Grammar Translation Method reflected a time-honored and scholarly view of language and language study.
40
In a Grammar
Translation Method classroom, the teacher asks a question to the students and there are only one or two students who have the opportunities to answer the question. Besides, the class is big, because it consists of 35-45 students. It made the teacher had difficulties to manage the class. Furthermore, the teacher in the class become teacher‘s centered, of course there is no existing of students each other to share their knowledge. By implementing Think Pair Share Technique, the teacher can gives students the opportunities to think, to share the idea with partner, and teacher also can allows all students to respond. Then, students are invited to share their responses with the whole class. Writing is a process to share the idea into paragraph, and to build the language development. Writing is also a process of thinking which encourages the students‘ English ability. Students often face the problem and difficulties to get the idea while they are learning writing. To create English writing lesson more effective in a classroom, the writer wants to apply Think Pair Share technique as a tool of teaching writing, especially to teach descriptive writing. The objective of it is to make students more enjoyable and active in learning descriptive writintg. Moreover, it also can 40
Jack C. Richards and Theodore S. Rodgers. Approaches and Methods in Language Teaching. (New York: Cambridge University Press, 1992), p. 14
27
help students communicating and sharing each others with their friends in a group. They can discuss the problems‘ solution and find the way to overcome it.
G.
Teaching Descriptive Writing by Using Think Pair Share Technique As stated in background of the study at chapter 1, most classes in Indonesia are big, so it makes the ineffective situation in the process of learning at classroom. English has four skills that are taught in school; they are reading, listening, writing, and speaking. Based on the observation and interview with the English teacher at SMAN 2 Kabupaten Tangerang, teaching writing is certainly not easy like any other skills. The teacher is difficult to encourage the students to be more active in class. The students just sit and hear what the teacher said. Besides the technique of the teacher makes the students feel bored when they were learning English. The writer comes to give the technique of cooperative learning in teaching descriptive writing. The writer believes that cooperative learning would be good enough for the students in teaching learning process. The following are steps in teaching descriptive writing by using Cooperative Learning method used in this study. Step 1 : The teacher tells students about what they would learn, and then poses a topic about descriptive writing and give some question. Step 2 : The teacher explains to the students about the technique of cooperative learning and the instruction on its‘ learning process. Step 3: Students think privately about the question for a given amount of time, usually one to three minutes. Step 4: The teacher divide the students in a group; each of them included 2 students in a group and then they are discussed in pairs about the question, allowing students to clarify their thoughts.
28
Step 5: Next, each pair has an opportunity to share their answers with the another pair in whole class.. Steps 6 : Every group has to understand the text about descriptive and present it in front of class and other groups had to ask some question to present. Step 7 : The teacher call the students at random to explain the text of descriptive text that had been explained by every groups.
H.
Hypothesis The writer has the research‘s question of this study, What is the influence of cooperative learning on students‘ descriptive writing ability? The research‘s hypotheses are: Ha1: There is a significant difference in the mean gain scores (μ) of the students‘ descriptive writing ability before and after the incorporation ofcooperative learning. Ho1: There is no significant difference in the mean gain scores (μ) of the students‘ writing ability before and after the incorporation of cooperative learning. Significance level is set at α=0.05
CHAPTER III RESEARCH METHODOLOGY This chapter presents the description of the research method used in this study. It consists of research design, place and time of the research, population and sample, research instrument, the technique of collecting data, validity and reliability of data, the technique of data analysis and the statistical hypothesis.
A.
Research Design The method for the research is quantitative research, namely quasi experimental design which is not random assignment of participants to group.1 The quantitative data is gained through pre-test and post-test as the instrument of method of research. Design for pre-test and post-test based on Sukardi’s book2. Dependent
Group
Pre-test
(R)
Experiment
Y1
XE
Y2
(R)
Control
Y1
XK
Y2
variable
Post-test
R
= Randomized Subject
Y1
= Pre-test (test before applying the treatment)
Y2
= Post-test (test after applying the treatment)
XE
=Treatment for experimental class using cooperative learning method
XK
(Think Pair Share)
= Treatment for controlled class using conventional method.
There are two classes which were involved in this study. The first class was an experimental class and the second class was a controlled class. Both classes are taught with different methods of teaching, experimental 1
Jhon W. Creswell, Educational Research, (Boston: Pearson Education, Inc., 2012), p.
2
Sukardi, Metodologi Penelitian Pendidikan, (Jakarta: PT. Bumi Aksara, 2003), p. 185.
309.
29
30
class used cooperative learning method and controlled class used conventional method.
B.
Time and Place The writer conducted the research at SMAN 2 Kabupaten Tangerang that is located on Jl.Pendidikan no.10, Mauk-Tangerang. This research was carried out for one month started from 11 November up to 5 December 2013 .
C.
Population and Sample The population of this research was all of the students of SMAN 2 Kabupaten Tangerang, in Grade 1 academic Year 2013-2014. There are eight classes of the first grades. The sample was collected by using purposive sample, because it had specific purpose. This technique is commonly used because of some reasons; limitation of time, energy, and cost. Fistly, the writer decided the sample based on the information of the English teacher about the class, and knowing the average scores of writing of two classes. For that purpose, the writer took the sample based on the situation of the class and students that have same characteristics and ability in learning English.3 In this study the writer took two classes as the sample, namely X1 and X5. Before the writer decided the experimental class and the controlled class, the writer checked the score of midterm of both classes. The scores of X1 and X5 were not too different but X1 had lower score. Based on the interview with the English teacher, X1 was the silent class and X5 was the active class. Because of this, the writer wants to know the ability of X1 after they get the treatment, whether they will get higher score than X5. Therefore the writer decided X1 as the experimental class and X5 as the controlled class. These classes have been treated with two different treatments. For
3
Suharsimi Arikunto, prosedur Penelitian, (Jakarta: PT. Rieneka Cipta, 2011), p.183.
31
class X1 is using cooperative learning as the experimental class and class X5 without any treatment (conventional method) as the controlled class.
D.
The Instrument The instrument used by the writer in this research was written test. As stated in Arthur Hughes’s book that the best way to test people’s writing ability is to get them to write.4 The writer conducted the tests by using pretest and post-test for experimental and control class. In this research the writer gave different topic for pre-test and posttest. In the pre-test the topic is about” the idol” and post-test the topic is about “the interesting places” based on the syllabus and lesson plan. For experimental and controlled class, they have the same topic to measure their achievement in test of writing eventhough they have different methods, for experimental class using cooperative learning and controlled class using conventional method. The instrument of the pre-test and the post-test can be seen on the appendix. The test was subjected to validity and reliability test. Validity is an essential criterion for evaluating the quality and acceptable of the research. The validity of a test is the extent to which it measures what it is supposed to measure.5 Every test, whether it is a short, informal classroom test or a public examination, should be as valid as the constructor can make it. To acquire the validity, the writer used face validity and content validity. Hughes stated that a test is said to have face validity if it looks as if it measures what it is supposed to measure. 6 The writer ensured that the instrument measured what should be measured. Before doing the research the writer did consultation to her thesis advisors and the English teacher at school related to appropriateness of instrument in which the test would be given to the students. To support the validity of the test, the writer had made the relevance of the topic of writing based on the SK-KD (Standar 4
Arthur Hughes, Testing for Language Teachers Second Edition, (Edinburgh: Cambridge University Press, 2003), p. 83. 5 J.B Heaton, Writing English Language Test, (London: Longman, 1995), p.159. 6 Arthur Hughes, Op. Cit., p.33
32
Kompetensi-Kompetensi Dasar) it includes; the objective of the test, the indicator, and the instructions with in order to the instrument is valid. SKKD is based on the curriculum “KTSP Curriculum”, the SK-KD can be seen on the researcher’s lesson planning. Then the writer
decided the reliability of test. Reliability is a
necessary characteristic of any good test, for it is to be valid at all, a test must first be realiable as a measuring instrument. 7 In order to attain the reliability of the instrument, the writer used the rubric of writing, namely “analytical scoring” by Jacobs et all. 8 There are some aspects in scoring writing by Jacobs et all, such as; content, organization, vocabulary, language use, and mechanics. The advantages of analytical scoring is, the scores are compiled to consider aspects of performance which they might otherwise ignore and the very fact that the scores has to give a number of scores will tend to make the scoring more reliable. Besides the disadvantage of the analytica method is the time that it takes, scoring will take longer. The composition profile by Jacobs et all can be seen in the following table of data collection.
E.
Technique of Data Collection Technique of data collection in this research used quantitative data. The quantitative data used test as the instrument which was used to collect the data of the research (score). The test was distributed through pre test and post test. The aim of test is to measure students’ ability in writing descriptive text and to know the effectiveness of cooperative learning method on students’ ability in writing descriptive text. As stated in J.B Heaton’s book, a test which sets out to measure students’ performances as fairly as possible
7
J.B Heaton, op. cit., P. 162. Arthur Hughes, Testing for Language Teachers Second Edition, (Edinburgh: Cambridge University Press, 2003), p. 102. 8
33
without in any way setting traps for them can be effectively used to motivate them.9 The test that is used in this study is pre-test and post-test. a. Pre- test Both classes (Controlled Class and Experimental Class) were given the test about the material before the class and the teaching begin or conducted before applying cooperative learning method. The writer gave the topic of pre-test is about “The Idol”. The test was conducted on November 5th 2013. b. Post- test Both classes (Controlled Class and Experimental Class) were given the material after the class and teaching begins or conducted after applying cooperative learning method. The writer gave the treatment for six meetings in experimental and controlled class. After that the writer gave the post-test of both classes, the topic is about “The interesting places” After pre-test and post-test had been done then the writer gave the score of each student’s writing. To get the writing score the writer used the table of scoring writing, the table as follow:
9
J.B Heaton, op.cit., p. 7.
34
Table 3.1 Table of Scoring Writing Skill
Voocabulary
Organization
Content
Score
Level
Criteria
30-27
-
EXCELENT TO VERY GOOD: Knowledgeable, substantive, through development of the thesis, relevant to assigned topic
26-22
-
GOOD TO AVERAGE: Some knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic but lack detail
21-17
-
FAIR TO GOOD: Limited knowledge of subject, little substance, inadequate development of topic
16-13
-
20-18
-
VERY POOR: Does not show knowledge of subject, non substantive, not pertinent, or not enough to evaluate EXCELENT TO VERY GOOD: Fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing, cohesive
17-24
-
13-10
-
9-7
-
20-18
-
17-14
-
13-10
-
GOOD TO AVERAGE: Somewhat copy, loosely organized but main idea stand out, limited support, logical; but incomplete sequencing FAIR TO POOR: Non fluent, ideas confused or disconnected, lacks logical sequencing and development VERY POOR: Does not communicate, no organization or not enough to evaluate EXCELENT TO VERY GOOD: Sophisticated range, effective word, idiom choice and usage, word form mastery, appropriate magister GOOD TO AVERAGE: Adequate range, occasional error of word idiom and form, choice, usage but meaning not obscured FAIR TO POOR: Limited range, frequent errors of word idiom form, choice, usage, meaning confused or obscured
Mechanics
Language Use
35
9-7
-
VERY POOR: Essentially translation, little knowledge of English vocabulary, idioms, word form, or not enough to evaluate
25-22
-
21-18
-
TO VERY GOOD: Effective EXCELENT complex construction, few errors of agreement, tense, number, word order/function, articles, pronouns, preposition GOOD TO AVERAGE: Effective but simple construction, minor problems in complex construction, several errors of agreement, tense, number, word order/function, articles, pronouns, preposition but meaning seldom obscured
17-11
-
FAIR TO POOR: Major problems in simple/complex construction, frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, preposition and/or fragments, run on, deletions, meaning confused or obscured
10-5
-
5
-
4
-
3
-
2
-
VERY POOR: Virtually no mastery of sentence construction rules, dominated by errors, does not communicate or not enough to evaluate EXCELENT TO VERY GOOD: Demonstrates mastery of convention, few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: Occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: Frequent errors of spelling, punctuations, capitalization, paragraphing, poor handwriting, meaning confused or obscured VERY POOR: No mastery of convention, dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting eligible, or not enough to evaluate
Scoring profile by Jacobs (1981)10 From the table above, the writer gave the score of each students whether they had higher score or lower score, also the writer involves the
10
Arthur Hughes, Testing For language Teachers Second Edition, (Edinburgh: Cambridge University Press, 2003), p.104.
36
English teachers at the school to give writing scors. It is to avoid bias at scoring the students. Next the writer compared the score from the both English teacher then analyzed it.
F.
Technique of Data Analysis To find out the differences of students’ scores in experimental class and students’ scores in controlled class, the writer used the formula of t-test by using statistical calculation. The writer showed the data from manual calculation and by using SPSS (Statistic Product and Statistic Solution) to compare the data whether or no they have the same result. After getting the pre test score of experimental and controlled class then the writer showed it in the table to know the achievement from each students before they were given any treatment. Next, after the score of post test collected from experimental and controlled class, it was showed by table to compare whether there is significant difference of post-test score between the experimental and the controlled class. The last was by using SPSS to find out the gained score of experimental and controlled class, the aim is to compare the score of experiment and controlled class. Meanwhile, the statistical calculation by using t-test formula is follow.11:
to =
Mx : Mean of the Difference of Experimental Class My : Mean of the Difference of Controlled Class SEMx : Standard Error of Experimental Class SEMy : Standard Error of Controlled Class X
: Using Think Pair Share in Experimental Class 11
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.32.
37
Y
: Do not using Think Pair Share in Controlled Class Prior the calculation of ttest, there are several steps to be taken, they are as
follow: 1. Determining mean of variable X the formulation is:
Mx = 2. Determining mean of variable Y the formulation is:
My =
3. Determining standard of deviation score of variable X the formulation is
SDx = √ 4. Determining standard of deviation score of variable Y the formulation is:
SDy = √ 5. Determining standard error of mean of variable X the formulation is:
SEx =
√
6. Determining standard error of mean of variable Y the formulation is:
SEy =
√
38
7. Determining standard error of different mean of variable X and variable Y the formulation is:
SEMx-My = √
8. Determining to with formula:
to =
9. After the writer collected the data and the next steps is determining t-table in significance level 5% (0,5) and 1% (0,1) with degree of freedom df=(N1+N2)-2
In Which: df
:Degree of freedom
N1
:Total number of students of experimental class
N2
:Total number of students of controlled class 10. Giving interpretation of to with the procedures as follow: a) Formulating the alternative hypothesis (Ha): “There is a significant difference of the students’ achievement that had been taught of descriptive writing by using cooperative learning as the experimental class or variable (X) between the students’s achievement from controlled class or variable (Y) using conventional method.” b) Formulating the alternative hypothesis (H0): ”There is no significant difference of the students’ achievement that had been
39
taught of descriptive writing by using cooperative learning as the experimental class or variable (X) between the students’s achievement from controlled class or variable (Y) using conventional method.” c) The calculation of t hitung is compared with t table by using degree of significance 0.05. d) If t test> t table, so the alternative hypothesis (Ha) is accepted e) If t test< t table, so the null hypothesis (Ho) is rejected
CHAPTER IV RESEARCH FINDINGS This chapter presents findings of the study. It consists of data description, data analysis, and data interpretation.
A. The Description of Data In this section the writer presents the scores of experimental and the controlled class.
a. The Scores of Experimental Class The data of students’ in experimental class includes: pre-test, posttest, and gained scores that have been collected then described in the table as follow: Table 4. 1 The scores of experimental class Students
Pre-test score of the
Post-test score of
Gained score of
(X)
experimental class
experimental class
experimental class
1
37
79
42
2
46
65
19
3
41
85
44
4
30
83
53
5
37
84
47
6
35
71
36
7
30
88
58
8
35
78
43
9
30
67
37
10
30
82
52
11
30
63
33
40
41
12
30
65
35
13
30
70
40
14
30
82
52
15
30
74
44
16
61
81
20
17
76
80
4
18
35
69
34
19
40
77
37
20
57
79
22
21
40
67
27
22
50
70
20
23
60
80
20
24
77
83
6
25
71
77
6
26
63
85
22
27
51
80
29
28
48
75
27
29
51
80
29
30
40
80
40
31
40
83
43
32
40
81
41
33
30
83
53
34
40
81
41
TOTAL
Ʃ χ1= 1471
Ʃ χ2= 2627
Ʃ χ= 1156
Mean
Mχ1= 43.26470588
Mχ2= 77.26470588
Mχ= 34
The table above showed the score of pre-test, post-test and gained score for the experimental class. The pre-test had been done before the teaching and learning of descriptive writing. The number of students in experimental class who participated in test was 34. The lowest score for
42
pre-test is 30, post-test is 63, and gained score is 4. Next, the writer calculated the median of pre-test is 40, post-test is 80, and gained score is 36.5. For the highest score of pre-test is 77, post-test is 80, and gained score is 58. For the mode score of pre-test, 30 and post-test is 80, and gained score is 20. In other side, the Main score of pre-test is 43.264, main score of post-test is 77.264, and gained score is 34. After that, the writer calculated for scores of controlled class.
b. The Scores of Controlled Class There are 34 students in controlled class who had participated. The data is presented in table 4.2. Table 4.2 The scores of controlled class Students
Pre-test of Controlled
Post-test score of the
Gained Score of
Class
controlled class
Controlled Class
1
40
50
10
2
60
61
1
3
60
66
6
4
30
50
20
5
32
50
18
6
31
60
29
7
35
60
25
8
30
55
25
9
30
55
25
10
40
71
31
11
60
60
0
12
60
70
10
13
50
78
28
14
30
55
25
(X)
43
15
50
65
15
16
40
70
30
17
38
60
22
18
50
60
10
19
40
66
26
20
72
73
1
21
30
72
42
22
35
70
35
23
74
76
2
24
31
64
33
25
63
67
4
26
40
67
27
27
30
56
26
28
32
70
38
29
40
67
27
30
35
74
39
31
35
60
25
32
31
68
37
33
30
63
33
34
30
63
33
TOTAL Ʃ γ 1= 1414
Ʃ γ 2= 2172
Ʃ γ= 758
Mean
Mγ 2= 63.88235294
Mγ= 22.29411765
Mγ 1= 41.58823529
There are differences between the pre-test and the post-test score of controlled class. In the pre-test, the lowest score is 30, post-test is 50 and gained score is 0. Besides, the highest score of pre-test is 74, post-test is 78, and gained score is 42. Then, the writer calculated the median score of pre-test is 36.5, post-test is 64.5, and gained score is 36.5. For the mode score of pre-test is 30, post-test is 60, and gained score is 25. Meanwhile
44
the writer calculated the mean score of pre-test is 41.588, post-test is 63.882, and gained score is 22.29.
B. The Data Analysis This part is intended to answer the research question “Whether there is any influence of teaching descriptive writing by using think pair share technique?”. Here, the writer used SPSS to analysis the t-test score both the experimental and the controlled class. The following table determines the t-test score of experimental and controlled class. 1. Pre-test Before the treatment, the writer conducted the pre-test for experimental and controlled class. Both classes had the same characteristics such as background knowledge. In the pre-test the writer determined the topic about “The idol” based on the syllabus and lesson plan from that school. The mean score of pre-test in the experimental and controlled class can be seen below:
Table 4.3 The t-test of pre-test in the experimental and controlled class Mean Score The experimental class
The controlled class
Mx= 43.26
My= 41.58
t-test score to= 5.07
The table 4.4 reports the t-test score of pre-test in the experimental and controlled class. There was a significant difference from measurement score in the experimental and the controlled class (Mx= 43.26, My= 41.58, SDx= 13.990, SDy= 13.255, t(66)= 5.07, p=00). It can be concluded that the mean scores of experimental class is higher than the controlled class (Mx>My)
45
2. Post-test After the t-test of pre-test in the experimental and the controlled class had been known, then in the following table, the writer reports the ttest of post-test in the experimental and the controlled class: Table 4.4 The t-test of post-test in the experimental and controlled class Mean Score The experimental class
The controlled class
Mx= 77.26
My= 63.88
t-test score to= 7.78
The table above informed that there was a significant difference from measurement post test score in the experimental and the controlled class (Mx= 77.26, My=63.88, SDx=6.712,, SDy= 7.450, t(66)= 7.782, p=0.00). It can be concluded that the mean of experimental class is higher than controlled class (Mx>My). This means that the experiment in this study is succesfull. The last, after getting the score of pre-test and post-test score both of the experimental and the controlled class, then the writer calculated the gained score in both of them. The aim of gained score is to know whether there was a significant difference in the gain score between the experimental and the controlled class. It also answers whether the alternative hypothesis (Ha) is accepted or rejected. In the following table, the t-test calculation by using SPSS: Table 4.5 Group Statistic Group Statistics Group Gained
N
Mean
Std. Deviation Std. Error Mean
EXP
34
34.00
13.983
2.398
CONTROL
34
22.29
12.189
2.090
46
Table 4.6 Independent Sample Test Independent Samples Test Levene's Test for Equality of Variances
t-test for Equality of Means 95% Confidence Interval of the Difference Sig. (2-
F Gained Equal variances assumed
.486
Sig. .488
T 3.680
Df
tailed)
Mean
Std. Error
Difference Difference
Lower
Upper
66
.000
11.706
3.181
5.354
18.057
3.680 64.794
.000
11.706
3.181
5.352
18.060
Equal variances not assumed
The table by using SPSS above shows that there was a significant difference of the gain scores between the experimental class and the controlled class. As written in the table for mean score of experimental class Mx= 34.00 and the controlled class is My= 22.29. Meanwhile, for standard of deviation score of experimental class is SDx= 13.983 and the controlled class is SDy= 12.186. From the result of gain mean score and standard deviation of experimental and controlled class by using SPSS then the writer compared the data by using manual formula. The results by using SPSS and manual formula are the same. The following table is the result of the comparison score of experimental and controlled class.
47
Table 4.8 The comparison score of experimental class and controlled class Students
X
Y
X-MX
Y-MX
(X-MX)2
(Y-MX)2
1
42
10
8
-12
64
144
2
19
1
-15
-21
225
441
3
44
6
10
-16
100
256
4
53
20
19
-2
361
4
5
47
18
13
-4
169
16
6
36
29
2
7
4
49
7
58
25
24
3
576
9
8
43
25
9
3
81
9
9
37
25
3
3
9
9
10
52
31
18
9
324
81
11
33
0
-1
-22
1
484
12
35
10
1
-12
1
144
13
40
28
6
6
36
36
14
52
25
18
3
324
9
15
44
15
10
-7
100
49
16
20
30
-14
8
196
64
17
4
22
-30
0
900
0
18
34
10
0
-12
0
144
19
37
26
3
4
9
16
20
22
1
-12
-21
144
441
21
27
42
-7
20
49
400
22
20
35
-14
13
196
169
23
20
2
-14
-20
196
400
24
6
33
-28
11
784
121
25
6
4
-28
-18
784
324
26
22
27
-12
5
144
25
27
29
26
-5
4
25
16
48
28
27
38
-7
16
49
256
29
29
27
-5
5
25
25
30
40
39
6
17
36
289
31
43
25
9
3
81
9
32
41
37
7
15
49
225
33
53
33
19
11
361
121
34
41
33
7
11
N=34
Ʃ χ=1156
Ʃ γ=758
MEAN
Mχ=34
Mγ=22.294
Ʃ χ=0
Ʃ γ=0
49 Ʃ χ =6452 2
121 Ʃ γ =4906 2
Mχ =13.983 Mγ2=12.186 2
Then the writer calculated the data based on the step of t-test. The formulatin as follow: 1. Determining Mean of variable X, with formula: Mx =
Mx = Mx= 34 2. Determining Mean of variable Y, with the formula: My=
My = My = 22.29 3. Determining Standard of Deviation Score of variable X, with the formula : SDx = √
49
SDx = √
SDx = √ SDx = 13.98 4. Determining Standard of Deviation Score of variable Y, with the formula: SDy = √
SDy = √
SDy = √ SDy = 12.186 5. Determining Standard Error of Mean of variable X, with the formula: SEx=
SEx=
SEx=
√
√
√
SEx= SEx = 2.398 6. Determining Standard Error of Mean of variable Y, with the formula:
50
SEy =
SEy =
SEy =
√
√
√
SEy= SEy = 2.090 7. Determining Standard Error of Different Mean of variable X and variable Y, with the formula: SEMX-My
=√
SEMX-My
=√
SEMX-My
=√
SEMX-My
=√
SEMX-My
= 3.181
8. Determining to with the formula:
to = to = to =
51
to = 3.68 9. Determining t-table in significance level 5% with degree of freedom (df): df = (N1 + N2) – 2 df = (34 + 34) – 2 df = 68-2 df = 66 a. Finally the writer got the degree of freedom (df) is 34+34= 68-2= 66. From the t table ( ttable ), df = 66 the writer took degree of significance 5% (0.05) to interpret the to that have been gained, that is :
In degree of significance 5%, tt = 2.00
b. The to = 3.68, so the result of tt : to in degree of significance 5% is, to: tt = 3.68 > =2.00 to > tt It means that to is higher than tt in degree of significance 5%.
C. Data Interpretation This part covers the discussion of the teaching writing by using Think Pair Share Technique and then interprets the result of data. The discussion is based on the research question, which was whether there was any significant difference on students’ writing ability between the students who was taught of Descriptive writing using Think Pair Share Technique and Conventional method. In this research, there were 34 students in experimental and 34 in the controlled class. Therefore, the degree of freedom (df) is 34+34= 682= 66. The writer took the degree of significance in level 5% to give the interpretation of the result of this research. With df = 66 the degree of significance in level 5% = 2.00.
52
From the calculation by using SPSS and manual formula the result of t-test is same, it can be seen in the table 4.6 and 4.8. The data shows that the experimental class has the higher score than controlled class in pre-test, post-test and gained score. So, it was a significant difference from measurement score in the experimental and the controlled class (Mx= 34, My= 22.29, SDx= 13.98, SDy= 12.186, t (66)= 2.00, p=0.00). Then, the writer compares the to with the value of tt , the result is t0 : tt = 3.68>2.00. The comparison between to and ttable indicates that to is higher than ttable in the degree of significance of 5%. As it is known that to is higher than ttable in the degree of significance 5%, it means that Ha is accepted in degree of significance 5%. In another words, it means that Ho is rejected. It can be concluded that there is a significant difference in result between students’ ability of SMAN 2 Kabupaten Tangerang grade X in learning descriptive writing using Think Pair Share Technique and using conventional method. Which is concluded that the use of Thnink Pair Share Technique influences the students’ writing ability.
CHAPTER V CONCLUSION and SUGGESTION A. CONCLUSSION Based on the research conducted in grade X1 and grade X5 at SMAN 2 Kabupaten Tangerang, in academic year 2013/2014, it can be concluded that teaching Descriptive Writing using Cooperative Learning (Think Pair Share Technique) to the students of SMAN 2 Kabupaten Tangerang grade X gives positive influence to the students’ achievement. The result of the analysis in the research can be seen in the previous chapter, that to value is 3.68 and ttable value is 2.00 in degree of significant 5%. It can be concluded that to is higher than tt (to : tt = 3.6 > 2.00). So, the hypothesis (Ha) is accepted because to>tt, it can be infered that teaching descriptive writing by using think pair share technique gives the positive influence to the tenth grade students’ achievement on SMAN 2 Kabupaten Tangerang.
B. SUGGESTION In this part, the writer would like to give some suggestion for the teacher, as follow: 1. First the teacher should deliver material clearly and also should pay attention to the student’s activity while teaching and learning processes, in this case the teacher should focus on teaching and learning strategy not only focus on transfering information. 2. Second, the teacher should be more creative providing the topic which can motivate students to write. 3. The last is Think Pair Share technique can be applied in English learning process as one of the innovation in teaching and learning process, particularly to improve students’ ability in writing descriptive text.
53
BIBLIOGRAPHY Arends, I. Richard. ,Learning to Teach, New York: Mc Graw Hill, 2007. Arikunto, Suharsimi, prosedur Penelitian, Jakarta: PT. Rieneka Cipta, 2011. Blanchard, Karen & Christine Root, Ready to Write, Longman: Pearson Education, Inc, 2003. Brown, Doughlas. H, Teaching by Principles An Interactive Approach to Language Pedagogy 2nd Edition, Longman: Pearson Edition, 2011. Brown, Kristine & Susane Hood, Writing Skills and Strategies for Students of English, New York: Cambridge University Press, 1989. Creswell, Jhon W., Educational Research, Boston: Pearson Education, Inc., 2012. Diaz, Lynne T. Rico, Strategies for teaching English learners 2nd edition, California: Pearson Education, 2008. Grenville, Kate, Writing From Start to Finish a Six-Steps Guide, New South Wales: Allen & Unwin, 2001. Hall, Donald, Wrting well 2nd ed, Boston: Little Brown and Company. Handbook of A writing Resource Guide, Orange Country Public School. Harmer, Jeremy How to Teach English, Essex: Pearson Education Limited, 2004. Heaton, J.B, Writing English Language Test, London: Longman, 1995. Hedge, Tricia, Writing, London: Oxford University press, 1988. Hughes, Arthur, Testing for Language Teachers Second Edition, Edinburgh: Cambridge, 2003. Hyland, Ken, Second Language Writing, New York: Cambridge University Press, 2003. James, Peter, Real English 1 for Senior High School Grade X, Jakarta: Penerbit Erlangga, 2006. Larsen, Diane- Freeman, Techniques and Principles in Language Teaching, New York: Oxford University Press 2000. Larsen, Diane-Freeman and Marti Anderson, Teaching & Principles in Language Teaching 3rd edition, New York: Oxford University Press, 2011.
54
Machperson, Alice, Cooperative Learning Group Activities for College Course, Canada: Kwantlen University College, 2000. Meyers, Alan, Gateway to Academic Writing, New York: Pearson Education, Inc, 2005. Muijis, Daniel and David Reynolds, Effective Teaching Evidence and Practice 2nd Ed, London: Sage Publications Ltd, 2006. Murcia, Marianne Celce and Elite Olshtain, Discourse and Context in Language Teaching, London: Cambridge University Press, 2000. Oshima, Alice & Ann Hogue, Introduction to Academic Writing, New York: Pearson Education, 2007. Priyana, Joko, et all, Interlanguage English fr Senior High School Students X, Jakarta: Pusat Perbukuan Depdiknas, 2008. Raymond, James C., Writing (Is an Unnatural of act), New york: Harper & Row Publisher, 1980. Richards, Jack C. and Theodore S. Rodgers, Approaches and Methods in Language Teaching 2ed, Cambridge: Cambridge University Press, 2001. Richard, Jack C. & Richard Schmidt, Dictionary of Language Teaching & Applied Lingustics, London: Pearson Education Limited, 2002. Slavin, Robert E Cooperative Learning: Theory, Research and Practice (2nd), Boston: Allyn and Bacon, 1995. Sharan, Shlomo, Handbook of Cooperative Leraning Methods, London: Praeger Publisher, 1994. Sudijono, Anas,Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada. 2010. Sukardi, Metodologi Penelitian Pendidikan, Jakarta: PT. Bumi Aksara, 2003. Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah, Jakarta: Badan Standar Nasional Pendidikan, Kementerian Pendidikan Nasional, Jakarta: BSNP, 2006. Ur, Penny, A Course in Language Teaching: Practice and Theory, London: Cambridge University Press, 1996.
55
http://www.Brighthubeducation.com/help-with-writing/52605-how-to-write-a-5 paragraph-descriptive-essay/, Descriptive Essay Guidelines (July, 2011; ASC:EngRead)
56
Appendix 1 T-test of gained score calculation by using SPSS
T-Test Group Statistics group gained
N
Mean
Std. Deviation
Std. Error Mean
EXP
34
34.00
13.983
2.398
CONTROL
34
22.29
12.189
2.090
Independent Samples Test
Levene's Test for Equality of Variances
F
Sig.
t-test for Equality of Means
t
gaine Equal d variances .486 .488 3.680 assumed Equal variances not assumed
95% Confidence Std. Interval of the Difference Mean Error Sig. (2- Differe Differe Lowe tailed) nce nce r Upper
df 66
.000 11.706
3.181 5.354 18.057
3.680 64.794
.000 11.706
3.181 5.352 18.060
57
Appendix 2 T-test of pre-test calculation by using SPSS
T-Test Group Statistics group pretest
N
Std. Deviation
Mean
Std. Error Mean
EXP
34
43.26
13.990
2.399
CONTROL
34
41.59
13.255
2.273
Independent Samples Test Levene's Test for Equality of Variances
F pr et es t
Equal variance .074 s assumed Equal variance s not assumed
Sig.
.787
t-test for Equality of Means
t
.507
Sig. (2Std. Error tailed) Mean Difference Difference
df
95% Confidence Interval of the Difference Lower
Upper
66
.614
1.676
3.305
-4.923
8.275
.507 65.809
.614
1.676
3.305
-4.923
8.276
58
Appendix 3 T-test of post-test calculation by using SPSS
T-Test Group Statistics group posttest
N
Mean
Std. Deviation
Std. Error Mean
EXP
34
77.26
6.712
1.151
CONTROL
34
63.88
7.450
1.278
Independent Samples Test Levene's Test for Equality of Variances
t-test for Equality of Means Sig. (2-
Std. 95% Confidence Interval of Mean
Error
the Difference
tailed Differen Differe F
Sig.
t
df
)
ce
nce
Lower
Upper
posttest Equal variances
.366
.547
7.782
66 .000 13.382
1.720
9.949
16.816
13.382 1.720
9.948
16.817
assumed Equal variances not
7.782
65.294 .000
assumed
59
Appendix 4
Silabus Sekolah Kelas Mata Pelajaran Semester
: SMA : X (Sepuluh) : Bahasa Inggris : 1 (Satu)
Standar Kompetensi
: Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajara n
Indikator Pencapaian Kompetensi
Teknik 1.
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
2. Mengungkapkan makna dan langkah retorika dalam esei
1. 1. Teks fungsional pendek berupa : Undangan Pengumuman Pesan Singkat 2. Tata Bahasa Kalimat sederhana - mengundang - mengumumkan - menyampaikan pesan 3.Kosa kata - Kata terkait tema dan jenis teks 4.Tanda baca 5. Spelling
1. Teks rumpang
2.
3.
Tanya 1. jawab berbagai hal terkait tema/topik 2. teks fungsional yang akan dibahas Penguatan 3. kembali kosakata dan tata bahasa terkait jenis teks fungsional Menulis kalimat sederhana terkait jenis teks
60
Melengkapi rumpang teks fungsional pendek Meyusun kata menjadi teks fungsional yang bermakna Menulis teks fungsional pendek
Alokas Sumbe i r Waktu Belajar
Penilaia n
Bentuk Contoh Instrumen Instrumen Melengkapi 1. Complet 4 x 40 rumpang
Menyusun kata acak
2. Essay Tes tulis
3.
menit e the following sentence / text using suitable word / words Arrange the word into good sentences. Write simple sentences based on the situation given
1.
2.
Buku teks yang relevanContoh undangan, pengumuman, SMS Gambar yang relevan
pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
berbentuk - descriptive - recount 2. Tata bahasa Kalimat sederhana - Simpel present tense - Simpel past tense - past cont tense 3. Kosa kata - kata terkait tema dan jenis teks - kata penghubung and, then, after that, before dsb 4. Tanda Baca, Spelling
4.
Menulis1. Melengkapi teks rumpang teks fungsional essai pendek pendek berbentuk berdasarka descriptive n konteks
4. 1. Tes tulis Completion
2.
Menyusu n kalimat menjadi teks yang bermakna dalam Tes tulis 2. bentuk Jumbled descriptivedan sentence recount. s
1.
2.
3.
Review ungkapanungkapan 3. Menulis yang terkaitteks essai dalam jenis teks bentuk descriptive a. descriptive dan dan recount. recount . Tes tulis Menulis 3. Essay kalimat yang berdasarka n yang terkait jenis teks descriptive dan recount gambar/rea lia. Melengkapi rumpang dalam teks descriptif dan recount dengan kata yang tepat.
61
Write an invitation/ an announcement / messa- 4 x 40 ge based menit on the situation given.
1.
Buku teks yang relevan
2.
Gamba r terkait tema/topik
3.
Bendabenda sekitar
1. Complete the paragraph using the suitable words. 2.Rearrange the Following sentences correctly.
3.Write an essay a. describing somethin g or a
4.
5.
6.
certain place.
Menyusun kalimat acak menjadi teks descriptif dan recount yang terpadu. Membuat draft teks descriptive dan recount secara mandiri. Mengekspo s teks descriptive dan recount yang ditulis di kelas.
b. Telling what you did last Sunday
.........................................., ........ .................. Mengetahui: Kepala ....................................................
Guru Mata Pelajaran,
NIP/NRK
NIP/NRK
62
Appendix 5 RENCANA PELAKSANAAN PEMBELAJARAN (PERTEMUAN KE-1) (EXPERIMENT CLASS) Nama Sekolah
: SMA NEGERI 2 KAB.TANGERANG
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/1
Keterampilan Bahasa : Writing Genre
: Descriptive
Topik
: Describing people
Alokasi Waktu
: 2 x 45 menit (1 pertemuan)
Tahun Pelajaran
: 2013/2014
1. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek dan essay sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam essay sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item. 3. Indikator a. Mengidentifikasikan secara umum pengertian dan ciri-ciri descriptive text. b. Mengidentifikasikan generic structure dan feature pada descriptive text. c. Membuat teks essay dalam bentuk descriptive dengan benar. 4. Tujuan Pembelajaran Pada akhir pembelajarana ini, peserta didik diharapkan dapat: a. Mengungkapkan gagasan utama (main idea) teks deskriptif. b. Mengembangkan gagasan utama dengan informasi-informasi rinci yang relevan. c. Menggunakan kata, frasa, dan kalimat yang tepat dalam menggungkapkan gagasan utama teks. d. Menggunakan tata bahasa (grammar) untuk menyusun kalimat yang benar. e. Menggunakan piranti kohesi (cohesive devices) yang tepat dalam menyusun teks.
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f. Menggunakan tata cara penulisan (mechanics) yang benar untuk memenuhi tujuan penulisan. 5. Materi Pembelajaran: Descriptive writing provides an illustration of people, places, events, situations, thoughts, and feelings. Description presents sensory information that makes writing come alive. It expresses an experience that the reader can actively participate in by using imagination. How do I choose a topic for a descriptive paragraph? Think about interesting people you know. Think about favorite places you’ve been. Think about an object you know a lot about. The example; The Cute Mike Identification Michael Prabawa Mohede was born on November 7, 1983. He is better known as Mike. He has a beautiful voice. He is the winner of the second season of Indonesian Idol. He also represented Indonesia in Asian Idol. Description Mike has a... smile. His body is... his ... cheeks make him cute. Mike is a nice and... person. He is very friendly to everyone. Some of his fans call him “Teddy Bear” because of his plump body and nice character. Cheerful
chubby
nice
plump
beautiful
The Generic Structure of Descriptive Text Descriptive text has structure as below: 1. Identification ; identifying the phenomenon to be described. 2. Description ;describing the phenomenon in parts, qualities, or/and characteristics. The Language Feature of Descriptive Text: 1. Using adjective. 2. Using simple present tense. Task. Work in Pairs No Description Hair 1 Face 2 Eyes 3 Eyebrows 4 Nose 5 Lips 6
Your friend (1)
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Your friend (2)
Your friend (3)
Chin Special Features
7 8
1. 2. 3. 4.
5.
6. 7. 6. 7.
Choose the correct expression in the box to describe a person who. .. Is fat 8. Is a female, 14. Often disagrees Is thick, short, and attractive, and has a with others strong good looking face 15. Is relaxed in Has good muscles 9. Is a male, atittude to self and Is terribly thin and attractive, and has a others has an eating good looking face 16. Is not polite to disorder 10. Is intelligent others Has the qualities of 11. Is not smart 17. Likes to talk a lot grace, beauty, and 12. Is realistic and not 18. Is unwilling to fashion dreamy in approach give, especially Is dirty and untidy to life money Is attractive and has 13. Enjoys others’ 19. Is willing to respect a good looking face company others’ opini Metode Pembelajaran: Cooperative Learning (Think Pair Share Technique) Langkah-langkah kegiatan: 90 menit
Kegiatan Pembelajaran
Aktivitas Guru
Aktivitas Siswa
Waktu
Kegiatan awal Guru mengucap salam
Siswa memberi salam
1’
Guru mengabsen siswa
Siswa mendengarkan
4’
Orientasi - Guru menanyakan kepada siswa tentang tokoh idola mereka masing-masing Apersepsi - Guru memberitahukan materi tentang descriptive teks - Bertanya Kepada Siswa tentang apa itu descriptive teks dan mengaitkannya dengan kehidupan sehari-
-
Siswa berpikir menjawab
dan 4’
-
Siswa menyimak mendengarkan
dan 5’
-
Siswa menjawab
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2’
Kegiatan inti
hari/current issue Motivasi - Mencoba menggali tanggapan siswa paragraf yang berkaitan dengan descriptive dan mengaitkan dalam context kehidupan Eksplorasi - Guru membagikan teks descriptive kepada siswa - Guru menanyakan isian yang tepat untuk melengkapi paragraf - Guru menjelaskan generic structure dari teks descriptive - Guru membacakan ciriciri dari teks descriptive - Guru meminta salah satu siswa membacakan ulang paragraf descriptive dengan tepat
5’
-
Siswa mencari tahu
-
siswa mendengarkan sambil 10’ menyimak, tanya jawab dengan siswa yang lain dan atau guru
-
Siswa menyimak penjelasan 4’ dari guru
-
Salah satu siswa membacakan paragraf dan lainnya 3’ menyimak
-
Siswa mendengarkan, 8’ menyimak Siswa menyimak dan mulai 10’ mengerjakan tugas.
Elaborasi - Siswa diberikan lembar kerja mengenai ciri-ciri teman sekelasnya - Guru menyuruh siswa mengidentifikasi karakter/ciri-ciri temannya - Guru menyuruh siswa berpasangan bersama temannya untuk mendiskusikan hasil kerjanya - Guru meminta siswa untuk mempresentasikannya ke kelompok lain Konfirmasi - Guru mengklarifikasi hasil kerja dari masing-masing 67
-
mencari 7’
-
Siswa mulai pasangan timnya
-
Siswa menyimak dan 15’ mempresentasikan hasil kerja timnya
-
Siswa menyimak
5’
Kegiatan akhir/penutup
individu - Guru menyimpulkan materi bersama siswa. - Mengevaluasi pembelajaran melalui tes lisan. - Guru mengucap salam
-
Siswa mendengarkan dan 2’ menyimak
-
Siswa menyimak dan menjawab pertanyaan guru
-
Siswa menjawab salam
2’
8. Alat Bantu/Media Pembelajaran Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah Laptop/notebook, LCD projector, dan screen. 9. Sumber Pembelajaran Syllabus for Tenth Grade Senior High School Buku teks: Eka Mulya Astuti, English Zone for Senior High School Students Year X. Penerbit Erlangga, 2010). Wikipedia, dan sumber dari internet lainnya. 10. Penilaian (Terlampir) Tangerang, 19 November 2013 Mengetahui: Guru Mata Pelajaran Bahasa Inggris,
Mahasiswi Praktikan
(Bahrul Ihsan, S.Pd)
(Ratna Sari)
68
RENCANA PELAKSANAAN PEMBELAJARAN (PERTEMUAN KE-2) (EXPERIMENT CLASS) Nama Sekolah
: SMA NEGERI 2 KAB.TANGERANG
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/1
Keterampilan Bahasa : Writing Genre
: Descriptive
Topik
: Describing people (physical appearance)
Alokasi Waktu
: 2 x 45 menit (1 pertemuan)
Tahun Pelajaran
: 2013/2014
1. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek dan essay sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam essay sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item. 3. Indikator a. Mengidentifikasikan secara umum pengertian dan ciri-ciri descriptive text. b. Mengidentifikasikan generic structure dan feature pada descriptive text. c. Membuat teks essay dalam bentuk descriptive dengan benar. 4. Tujuan Pembelajaran Pada akhir pembelajarana ini, peserta didik diharapkan dapat: a. Mengungkapkan gagasan utama (main idea) teks deskriptif. b. Mengembangkan gagasan utama dengan informasi-informasi rinci yang relevan. c. Menggunakan kata, frasa, dan kalimat yang tepat dalam menggungkapkan gagasan utama teks. d. Menggunakan tata bahasa (grammar) untuk menyusun kalimat yang benar. e. Menggunakan piranti kohesi (cohesive devices) yang tepat dalam menyusun teks. f. Menggunakan tata cara penulisan (mechanics) yang benar untuk memenuhi tujuan penulisan.
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5. Materi Pembelajaran: Title
The Rising Stars
Identification
The success of Harry potter movies has made Danie Radcliffe, Emma Watson, and Rupert Grint the centre of public attention. The three rising stars have grown up on screen and grown into his or her role as an actor.
Description 1
Daniel Jacob Radcliffe was born in Fulham, London, 23 July 1989. His nickname is Dan. He is the only child of Alan Radcliffe and Marcia Gresham. Dan has dark brown hair and blue eyes. His height is about 168 cm. He is a loyal, shy, down to earth, and humorous person. He is also intelligent and somewhat mysterious. He loves football, formula one racing and gymnastic.
Description 2
Emma Charlotte Duerre Watson was born in Paris, France, 15 April 1990. Her nickname is Emma. She is the daughter of Christ Watson and Jacqueline Luesby. She lived in Paris until the age of five before she moved with her mother and younger brother Alexander to Oxford, England. Emma has wavy brown hair. Her height is 165 cm. She is a generous, friendly, and determined person. She also said that she is a little bit stubborn. Emma loves dancing, singing, tennis and art.
Description 3
Rupper Alexander Grint was born in Hertfordshire, England, 24 August, 1988. His nickname is Rupert. He is the oldest son of Nigel Grint and Jo Parsons. Rupert has bright red hair. His height is 180 cm. He is an active and humorous person. He’s also very humble. However, he is the shyest of the three Harry Potter co-starts. Rupert is arachnophobia. It means that he is afraid of spiders. He likes all kinds of music, but his favorite is classic rock and roll. His favorite school subject is Chemistry.
Conclusion
These Hogwarts trio have been really good friends, not only on screen but also in real life. Their secret of friendship is that they always understand each other although they have different backgrounds and personalities.
To describe a person’s physical appearance, you can use the following words.
Height tall short
Body slim thin plump
Physical Appearances Age Hair young long old short teenager bald 70
Face round oval square
Eyes big round blue
fat skinny muscular
In 20s, 30s 40s
straight curly wavy black red brown
wrinkles pale bearded shaved
brown green slanting
To describe a person’s characters (qualities & habitual behaviors), you can use the following words.
Careful
Characters
Characters Careless
Active Intelligent
Stupid Cheerful
Confident
Shy
Extrovert
Introvert
Generous
Stingy
Friendly
Dilligent
Lazy
Humble
Determined Energetic
Humorous Sensitive Stubborn Task Look at the folowing celebrities. In pairs, describe their physical appearance. Look at the example.
Physical appearance
She is tall Her body is slim She is a teenager She has black straight hair Her face is oval She has round eyes
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Physical appearance
.... .... ...
Physical appearance
.... .... ...
Physical appearance
.... .... ...
6. Metode Pembelajaran: Cooperative Learning (Think Pair Share Technique) 11. Langkah-langkah kegiatan: 90 menit Kegiatan Pembelajaran
Aktivitas Guru
Aktivitas Siswa
Waktu
Kegiatan awal Guru mengucap salam
Siswa memberi salam
1’
Guru mengabsen siswa
Siswa mendengarkan
4’
Orientasi - Guru games
memberikan untuk 72
-
Siswa menyimak dengan 4’ antusias
meningkatkan motivasi belajar
Apersepsi Guru menanyakan kepada siswa tentang film “Harry Potter” - Bertanya Kepada Siswa tentang karakter yang ada di tokoh “Harry Potter” Motivasi - Mencoba menggali tanggapan siswa mengenai ciri-ciri spesifik yang ada dalam diri seseorang Eksplorasi - Guru memberikan daftar kata sifat dan karakter yang ada dalam diri seseorang - Guru menyuruh siswa mencari kata sifat dan karakter yang ada dalam teks “Harry Potter” - Guru menyuruh siswa membacakan teks descriptive -
Kegiatan inti
Elaborasi Siswa diberikan lembar kerja untuk menulis paragraf descriptive mengenai seorang tokoh/idola - Guru menyuruh siswa untuk berpikir tentang tokoh idolanya - Guru menyuruh siswa berpasangan bersama temannya untuk menggabungkan ide masing-masing - Guru meminta siswa untuk -
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-
Siswa menyimak dengan 5’ antusias
-
Siswa menjawab
-
Siswa mencari tahu
2’
5’
10’ -
siswa mendengarkan sambil menyimak, tanya jawab dengan siswa yang lain dan 4’ atau guru
-
Salah satu membacakan teks
-
Siswa menyimak
-
Siswa berpikir dan 10’ mengikuti perintah guru
-
Siswa mulai pasangan timnya
-
siswa 3’
8’
mencari
Siswa menyimak mempresentasikan
7’
dan hasil
mempresentasikan hasil kerja timnya ke kelompok lain Konfirmasi - Guru mengklarifikasi hasil kerja dari masing-masing individu - Guru menyimpulkan Kegiatan materi bersama siswa akhir/penutup dan mengevaluasi pembelajaran melalui tes lisan. - Guru mengucap salam
kerja timnya
-
15’
Siswa menyimak 5’ -
Siswa mendengarkan dan 2’ menyimak
-
Siswa menjawab salam
2’
8. Alat Bantu/Media Pembelajaran Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah Laptop/notebook, LCD projector, dan screen. 7. Sumber Pembelajaran Syllabus for Tenth Grade Senior High School Buku teks: Eka Mulya Astuti, English Zone for Senior High School Students Year X. Penerbit Erlangga, 2010). Buku teks: Joko Priyana, et all, Interlanguage English fr Senior High School Students X, Jakarta: Pusat Perbukuan Depdiknas, 2008. Wikipedia, dan sumber dari internet lainnya. 8. Penilaian (Terlampir) Tangerang, 22 November 2013
Mengetahui: Guru Mata Pelajaran Bahasa Inggris,
Mahasiswi Praktikan (Peneliti)
(Bahrul Ihsan, S.Pd)
(Ratna Sari)
74
RENCANA PELAKSANAAN PEMBELAJARAN (PERTEMUAN KE-3) (EXPERIMENT CLASS) Nama Sekolah
: SMA NEGERI 2 KAB.TANGERANG
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/1
Keterampilan Bahasa : Writing Genre
: Descriptive
Topik
: Describing pets
Alokasi Waktu
: 2 x 45 menit (1 pertemuan)
Tahun Pelajaran
: 2013/2014
1. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek dan essay sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam essay sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item. 3. Indikator a. Mengidentifikasikan secara umum pengertian dan ciri-ciri descriptive text. b. Mengidentifikasikan generic structure dan feature pada descriptive text. c. Membuat teks essay dalam bentuk descriptive dengan benar. 4. Tujuan Pembelajaran Pada akhir pembelajarana ini, peserta didik diharapkan dapat: a. Mengungkapkan gagasan utama (main idea) teks deskriptif. b. Mengembangkan gagasan utama dengan informasi-informasi rinci yang relevan. c. Menggunakan kata, frasa, dan kalimat yang tepat dalam menggungkapkan gagasan utama teks. d. Menggunakan tata bahasa (grammar) untuk menyusun kalimat yang benar. e. Menggunakan piranti kohesi (cohesive devices) yang tepat dalam menyusun teks.
75
f.
Menggunakan tata cara penulisan (mechanics) yang benar untuk memenuhi tujuan penulisan.
5. Materi Pembelajaran: Title Identification
Description
My Rabbit I have a Rabbit, her name is Pimi. She is my beautiful white Rabbit. She has a big body, she also has two ears it has smooth fur, she has four legs. She walks with pride and grace, performing a dance of disdain as he slowly lifts and lowers each paw with the delicacy of a ballet dancer. Her pride however does not extend to her appearance, for she spends most of her time indoors watching television and growing fat. Pimi is a finicky about visitors as she is about what she eats, befriending some and repelling others. Pimi does not do this to establish her territory, as many rabbit expert think, but to humiliate me because she is jealous of my friends. After my guest have fled, I look at the old fleabag snoozing and smiling to herself in front of the television set, and I have to forgive her for her obnoxious, but endearing, habits.
Look at the own pets below, you have to identify the pets based on the picture! Own Pets
Felix (Cat)
Deborah (Rabbit)
Jesslyn (Bird)
Frandy (Cats)
Descriptions Colour Weight Habit Fur Colour Weight Habit Fur Colour Weight Habit Fur Colour Weight Habit Fur
Look at the picture of pets to identify 76
Black and white 4kg It likes to sleep 4hours Has smooth fur ... ... ... ... ... ... ... ... ... ... ... ...
Task. Work in pairs to answer the folowing questions. a. What is your favourite animal? b. Do you own one? What is its name? c. Describe it. use the point below to help you describe your pet (animal) Size special body part and its use Weight how it moves Colour 6. Metode Pembelajaran: Cooperative Learning (Think Pair Share Technique) 7. Langkah-langkah kegiatan: 90 menit Kegiatan Pembelajaran
Aktivitas Guru
Aktivitas Siswa
Waktu
Kegiatan awal Guru mengucap salam
Siswa memberi salam
1’
Guru mengabsen siswa
Siswa mendengarkan
4’
Orientasi - Guru memberikan games untuk meningkatkan motivasi belajar Apersepsi - Guru memberitahukan materi tentang descriptive teks - Bertanya Kepada Siswa tentang binatang kesayangan mereka Motivasi - Mencoba menggali tanggapan siswa paragraf yang berkaitan dengan descriptive dan mengaitkan dalam context kehidupan
77
-
Siswa menyimak 4’ dengan antusias
-
Siswa menyimak dan 5’ mendengarkan
-
Siswa menjawab
-
Siswa mencari tahu
2’
5’
Kegiatan inti
Eksplorasi - Guru memperlihatkan gambar binatang peliharaan - Guru menanyakan kepada siswa ciri-ciri binatang peliharaan tersebut - Guru memberikan teks descriptive yang berkaitan dengan binatang peliharaan - Guru meminta salah satu siswa membacakan ciri-ciri binatang peliharaan yang ada dalam teks
-
siswa mendengarkan 10’ sambil menyimak, tanya jawab dengan siswa yang lain dan atau guru 4’ siswa menyimak penjelasan dari guru
-
-
Salah satu siswa membacakan teks
Elaborasi - Siswa diberikan lembar kerja mengenai binatang peliharaan - Guru menyuruh siswa untuk menulis paragraf descriptive - Guru menyuruh siswa berpasangan bersama temannya untuk mengidentifikasi ciri-ciri bintang peliharaan sesuai gambar - Guru meminta siswa untuk mempresentasikannya ke kelompok lain Konfirmasi - Guru mengklarifikasi hasil kerja dari masing-masing individu - Guru menyimpulkan materi Kegiatan bersama siswa. akhir/penutup - Mengevaluasi pembelajaran melalui tes lisan. - Guru memberikan tugas yang terdapat dalam lembar kerja siswa - Guru mengucap salam
3’
8’ Siswa menyimak Siswa menyimak dan 10’ mulai mengerjakan tugas. Siswa mulai mencari 7’ pasangan timnya
-
-
-
Salah satu siswa mempresentasikan 15’ hasil kerjanya ke kelompok lain 5’ -
Siswa 2’ mendengarkan dan menyimak
-
Siswa salam
menjawab 2’
8. Alat Bantu/Media Pembelajaran Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah Laptop/notebook, LCD projector, dan screen. 9. Sumber Pembelajaran Syllabus for Tenth Grade Senior High School Buku teks: Joko Priyana, et all, Interlanguage English fr Senior High School Students X, Jakarta: Pusat Perbukuan Depdiknas, 2008. 78
Wikipedia, dan sumber dari internet lainnya. 10. Penilaian (Terlampir) Tangerang, 26 November 2013 Mengetahui: Guru Mata Pelajaran Bahasa Inggris,
Mahasiswi Praktikan (Peneliti)
(Bahrul Ihsan)
(Ratna Sari)
79
RENCANA PELAKSANAAN PEMBELAJARAN (PERTEMUAN KE-4) (EXPERIMENT CLASS) Nama Sekolah
: SMA NEGERI 2 KAB.TANGERANG
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/1
Keterampilan Bahasa : Writing Genre
: Descriptive
Topik
: Describing place
Alokasi Waktu
: 2 x 45 menit (1 pertemuan)
Tahun Pelajaran
: 2013/2014
1. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek dan essay sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam essay sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item. 3. Indikator a. Mengidentifikasikan secara umum pengertian dan ciri-ciri descriptive text. b. Mengidentifikasikan generic structure dan feature pada descriptive text. c. Membuat teks essay dalam bentuk descriptive dengan benar. 4. Tujuan Pembelajaran Pada akhir pembelajarana ini, peserta didik diharapkan dapat: a. Mengungkapkan gagasan utama (main idea) teks deskriptif. b. Mengembangkan gagasan utama dengan informasi-informasi rinci yang relevan. c. Menggunakan kata, frasa, dan kalimat yang tepat dalam menggungkapkan gagasan utama teks. d. Menggunakan tata bahasa (grammar) untuk menyusun kalimat yang benar. e. Menggunakan piranti kohesi (cohesive devices) yang tepat dalam menyusun teks. f. Menggunakan tata cara penulisan (mechanics) yang benar untuk memenuhi tujuan penulisan.
80
5. Materi Pembelajaran: Bung Karno Stadium Bung Karno Stadium is located in Jakarta. This is multipurpose stadium. The stadium is commonly used as an arena football game at the international level. The stadium is named in honor of Sukarno, Indonesia's first president, who is also a figure who has the idea of building a sports complex. Gelora Bung Karno is also the base camp of the Persija’s team . The stadium was built in mid-1958 and completion of first phase of the third quarter of 1962. this is one of the largest in the world. This gymnasium was built starting from the date of August 24, 1962 as the completeness of facilities and infrastructure in order to begin to open the 1962 Asian Games inaugurated since the date of August 24, 1962, held in Jakarta. The capacity of about 100,000 people, it is divided into 24 sectors and 12 entrances, upper and lower stands. The special feature of this stadium is the big steel roof construction that forms a gigantic ring called temu gelang (joined ring). Beside to protect spectators from the hot sun, the purpose of this big ring construction is also to show the grandeur of the stadium. in a description, writer often use a spasial oredr to organize their ideas. Spasial order is the arrangement of items in order by space When describing your favorite room at home, for example, you can first describe thing on the left side f the doorway and move counterclockwise around to the left. If you jumped back and forth, it would be very difficult for the reader to try to see the room in his or her mind. Some common spatial order expression are At the top of In the center On the left In front of
at the front of next to between in back of
at the back of behind inside across from
See the picture and write some identical description about this picture
Prambanan Temple Located: Yogyakarta Prambanan is the largest Hindu temple compound in Central Java in Indonesia There are 224 temples in the complex The main temples are Brahma Temple in the north, Wishnu Temple in the south
81
National Monument Located: Shape: High: View: History:
Borobudur Temple Located: Shape: View History
Miniatur Park of Indonesia Located: Shape: View: History:
Task: In pairs, take turns doing this: a. Think of a place that you want your friend come to for destination b. Think of a place that you have been visited, tell with clear 6. Metode Pembelajaran: Cooperative Learning (Think Pair Share Technique) 7. Langkah-langkah kegiatan: 90 menit Kegiatan Pembelajaran
Aktivitas Guru
Aktivitas Siswa
Waktu
Kegiatan awal Guru mengucap salam
Siswa memberi salam
1’
Guru mengabsen siswa
Siswa mendengarkan
4’
Orientasi - Guru games
memberikan untuk 82
-
Siswa
menyimak 4’
meningkatkan motivasi belajar
Apersepsi Guru menanyakan siwa tentang wisata favorit - Guru mengaitkan dengan current mengenai decsriptive -
dengan antusias
kepada tempat
-
Siswa menyimak mendengarkan
materi issue tulisan
-
Siswa menjawab
-
Siswa mencari tahu
-
siswa mendengarkan 10’ sambil menyimak, tanya jawab dengan siswa yang lain dan atau guru
-
siswa menyimak 4’ penjelasan dari guru
-
siswa menyimak dan salah satu siswa 3’ membacakan teks descriptive
-
Siswa menyimak perintah 8’ guru
-
Siswa mulai berpikir untuk menemukan ide
-
Siswa mulai mencari 7’ pasangan timnya
dan 5’
2’
Motivasi Mencoba menggali tanggapan siswa paragraf yang berkaitan dengan descriptive dan mengaitkan dalam context kehidupan Eksplorasi - Guru memberikan teks mengenai tempat wisata - Guru menanyakan kepada siswa tentang ciri-ciri yang ada ditempat wisata tersebut - Guru menjelaskan generic structure dari teks descriptive - Guru membacakan ciriciri dari teks descriptive - Guru meminta salah satu siswa membacakan ulang paragraf descriptive -
Kegiatan inti
Elaborasi - Siswa diberikan lembar kerja mengenai tempat wisata yang ada yang mereka ketahui - Guru menyuruh siswa menemukan ide sebelum menulisnya menjadi tulisan descriptive - Guru menyuruh siswa berpasangan bersama temannya untuk mendiskusikan hasil 83
5’
10’
kerjanya - Guru meminta siswa untuk mempresentasikannya ke kelompok lain Konfirmasi - Guru mengklarifikasi hasil kerja dari masingmasing individu Guru menyimpulkan Kegiatan materi bersama siswa. akhir/penutup - Guru mengucap salam
-
Siswa mempresentasikan hasil kerjanya
-
Siswa menyimak mendengarkan
15’
dan 5’
-
Siswa mendengarkan 2’ dan menyimak Siswa menjawab salam 2’
9. Alat Bantu/Media Pembelajaran Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah Laptop/notebook, LCD projector, dan screen. A. Sumber Pembelajaran Syllabus for Tenth Grade Senior High School Buku teks: Joko Priyana, et all, Interlanguage English for Senior High School Students X, Jakarta: Pusat Perbukuan Depdiknas, 2008. Buku teks: Peter James, Real English for Senior High School Grade X, Penerbit Erlangga, 2006. Wikipedia, dan sumber dari internet lainnya. B. Penilaian (Terlampir) Tangerang, 29 November 2013 Mengetahui: Guru Mata Pelajaran Bahasa Inggris,
Mahasiswi Praktikan (Peneliti)
(Bahrul Ihsan, S.Pd)
(Ratna Sari)
84
Appendix 6 RENCANA PELAKSANAAN PEMBELAJARAN (PERTEMUAN KE-1) (CONTROL CLASS) Nama Sekolah
: SMA NEGERI 2 KAB.TANGERANG
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/1
Keterampilan Bahasa : Writing Genre
: Descriptive
Topik
: Describing people
Alokasi Waktu
: 2 x 45 menit (1 pertemuan)
Tahun Pelajaran
: 2013/2014
1. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek dan essay sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam essay sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item. 3. Indikator a. Mengidentifikasikan secara umum pengertian dan ciri-ciri descriptive text. b. Mengidentifikasikan generic structure dan feature pada descriptive text. c. Membuat teks essay dalam bentuk descriptive dengan benar. 4. Tujuan Pembelajaran Pada akhir pembelajarana ini, peserta didik diharapkan dapat: a. Mengungkapkan gagasan utama (main idea) teks deskriptif. b. Mengembangkan gagasan utama dengan informasi-informasi rinci yang relevan. c. Menggunakan kata, frasa, dan kalimat yang tepat dalam menggungkapkan gagasan utama teks.
85
d. Menggunakan tata bahasa (grammar) untuk menyusun kalimat yang benar. e. Menggunakan piranti kohesi (cohesive devices) yang tepat dalam menyusun teks. f. Menggunakan tata cara penulisan (mechanics) yang benar untuk memenuhi tujuan penulisan. 5. Materi Pembelajaran: Descriptive writing provides an illustration of people, places, events, situations, thoughts, and feelings. Description presents sensory information that makes writing come alive. It expresses an experience that the reader can actively participate in by using imagination. How do I choose a topic for a descriptive paragraph? Think about interesting people you know. Think about favorite places you’ve been. Think about an object you know a lot about. The example; The Cute Mike Identification Michael Prabawa Mohede was born on November 7, 1983. He is better known as Mike. He has a beautiful voice. He is the winner of the second season of Indonesian Idol. He also represented Indonesia in Asian Idol. Description Mike has a... smile. His body is... his ... cheeks make him cute. Mike is a nice and... person. He is very friendly to everyone. Some of his fans call him “Teddy Bear” because of his plump body and nice character. Cheerful
chubby
nice
plump
beautiful
The Generic Structure of Descriptive Text Descriptive text has structure as below: 1. Identification ; identifying the phenomenon to be described. 2. Description ;describing the phenomenon in parts, qualities, or/and characteristics. The Language Feature of Descriptive Text: 1. Using adjective. 2. Using simple present tense. Task. Work individually No Description Hair 1 Face 2 Eyes 3
Your friend (1)
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Your friend (2) Your friend (3)
Eyebrows 4 Nose 5 Lips 6 Chin 7 Special Features 8 Choose the correct expression in the box to describe a person who... 1. Is fat 2. Is thick, short, and strong 3. Has good muscles 4. Is terribly thin and has an eating disorder 5. Has the qualities of grace, beauty, and fashion 6. Is dirty and untidy 7. Is attractive and has a good looking face
8. Is a female, attractive, and has a good looking face 9. Is a male, attractive, and has a good looking face 10. Is intelligent 11. Is not smart 12. Is realistic and not dreamy in approach to life 13. Enjoys others’ company
14. Often disagrees with others 15. Is relaxed in attitude to self and others 16. Is not polite to others 17. Likes to talk a lot 18. Is unwilling to give, especially money 19. Is willing to rescpect others’ opini
6. Metode Pembelajaran: Metode Ceramah 7. Langkah-langkah kegiatan: 90 menit Kegiatan Pembelajaran
Aktivitas Guru
Aktivitas Siswa
Waktu
Kegiatan awal Guru mengucap salam
Siswa memberi salam
1’
Guru mengabsen siswa
Siswa mendengarkan
4’
Orientasi - Guru memberitahukan materi yang akan dipelajari yaitu Descriptive teks Apersepsi - Bertanya Kepada Siswa tentang apa itu descriptive teks dan mengaitkannya dengan kehidupan seharihari/current issue
-
-
87
Siswa menyiapkan materi 4’ yang akan dipelajari
Siswa menjawab
5’
Kegiatan inti
Motivasi - Mencoba menggali tanggapan siswa tentang tulisan descriptive Eksplorasi - Guru memberikan stimulus kepada siswa berupa pemberian contoh yang menggunakan descriptive paragraf - Guru Menjelaskan tentang purpose, generic structure, linguistic features dalam descriptive paragraf. - Guru meminta siswa untuk menemukan jawaban yang terdapat dalam paragraf descriptive text. - Guru membacakan teks yang berisi descriptive paragraf - Guru meminta salah satu siswa membacakan ulang paragraf descriptive dengan benar
5’
-
Siswa mencari tahu
-
siswa mendengarkan 10’ sambil menyimak, tanya jawab dengan siswa yang lain dan atau guru
-
siswa menyimak penjelasan dari guru 10’
-
siswa menyimak dan berpikir untuk menemukan 3’ jawaban
-
Siswamendengarkan, 8’ menyimak dan mengikuti ucapan guru.
-
Salah satu siswa 4’ membacakan paragraf dan lainnya menyimak
-
Siswa menyimak dan 3’ mulai mengerjakan tugas.
-
Siswa mulai mengerjakan 20’ tugas
-
Siswa tugasnya
Elaborasi Siswa diberikan lembar kerja berupa pemberian tema yang berhubungan dengan descriptive paragraf - Guru menyuruh siswa membuat paragraf descriptive mengenai ciri-ciri teman kelasnya - Guru menyuruh siswa mengumpulkan hasil kerjanya Konfirmasi - Guru mengklarifikasi hasil kerja dari -
88
mengumpulkan
4’
masing-masing individu Kegiatan akhir/penutup
-
-
Siswa mendengarkan dan 2’ menyimak
-
Guru menyimpulkan materi bersama siswa. Guru mengucap salam
-
Siswa mendengarkan 2’ dan menyimak
-
Siswa menjawab salam
2’
8. Alat Bantu/Media Pembelajaran Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah Laptop/notebook, LCD projector, dan screen. 9. Sumber Pembelajaran Syllabus for Tenth Grade Senior High School Buku teks: Eka Mulya Astuti, English Zone for Senior High School Students Year X. Penerbit Erlangga, 2010). Wikipedia, dan sumber dari internet lainnya. 10. Penilaian (Terlampir)
Tangerang, 19 November 2013 Mengetahui: Guru Mata Pelajaran Bahasa Inggris,
Mahasiswi Praktikan (Peneliti)
(Bahrul Ihsan, S.Pd)
(Ratna Sari)
89
RENCANA PELAKSANAAN PEMBELAJARAN (PERTEMUAN KE-2) (CONTROL CLASS) Nama Sekolah
: SMA NEGERI 2 KAB.TANGERANG
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/1
Keterampilan Bahasa : Writing Genre
: Descriptive
Topik
: Describing people (physical appearance)
Alokasi Waktu
: 2 x 45 menit (1 pertemuan)
Tahun Pelajaran
: 2013/2014
1. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek dan essay sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam essay sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item. 3. Indikator a. Mengidentifikasikan secara umum pengertian dan ciri-ciri descriptive text. b. Mengidentifikasikan generic structure dan feature pada descriptive text. c. Membuat teks essay dalam bentuk descriptive dengan benar. 4. Tujuan Pembelajaran Pada akhir pembelajarana ini, peserta didik diharapkan dapat: a. Mengungkapkan gagasan utama (main idea) teks deskriptif. b. Mengembangkan gagasan utama dengan informasi-informasi rinci yang relevan. c. Menggunakan kata, frasa, dan kalimat yang tepat dalam menggungkapkan gagasan utama teks. d. Menggunakan tata bahasa (grammar) untuk menyusun kalimat yang benar. e. Menggunakan piranti kohesi (cohesive devices) yang tepat dalam menyusun teks. f. Menggunakan tata cara penulisan (mechanics) yang benar untuk memenuhi tujuan penulisan.
90
5. Materi Pembelajaran: Title Identification
The Rising Stars The success of Harry potter movies has made Danie Radcliffe, Emma Watson, and Rupert Grint the centre of public attention. The three rising stars have grown up on screen and grown into his or her role as an actor. Description 1 Daniel Jacob Radcliffe was born in Fulham, London, 23 July 1989. His nickname is Dan. He is the only child of Alan Radcliffe and Marcia Gresham. Dan has dark brown hair and blue eyes. His height is about 168 cm. He is a loyal, shy, down to earth, and humorous person. He is also intelligent and somewhat mysterious. He loves football, formula one racing and gymnastic. Description 2 Emma Charlotte Duerre Watson was born in Paris, France, 15 April 1990. Her nickname is Emma. She is the daughter of Christ Watson and Jacqueline Luesby. She lived in Paris until the age of five before she moved with her mother and younger brother Alexander to Oxford, England. Emma has wavy brown hair. Her height is 165 cm. She is a generous, friendly, and determined person. She also said that she is a little bit stubborn. Emma loves dancing, singing, tennis and art. Description 3 Rupper Alexander Grint was born in Hertfordshire, England, 24 August, 1988. His nickname is Rupert. He is the oldest son of Nigel Grint and Jo Parsons. Rupert has bright red hair. His height is 180 cm. He is an active and humorous person. He’s also very humble. However, he is the shyest of the three Harry Potter co-starts. Rupert is arachnophobia. It means that he is afraid of spiders. He likes all kinds of music, but his favorite is classic rock and roll. His favorite school subject is Chemistry. Conclusion These Hogwarts trio have been really good friends, not only on screen but also in real life. Their secret of friendship is that they always understand each other although they have different backgrounds and personalities. To describe a person’s physical appearance, you can use the following words. Physical Appearances Height Body Age Hair Face Eyes tall slim young long round big short thin old short oval round plump teenager bald square blue fat In 20s, 30s straight wrinkles brown skinny 40s curly pale green muscular wavy bearded slanting black shaved red brown
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To describe a person’s characters (qualities & habitual behaviors), you can use the following words.
Careful
Characters
Characters Careless
Active Cheerful
Intelligent
Stupid
Confident
Shy
Energetic
Extrovert
Introvert
Friendly
Generous
Stingy
Dilligent
Lazy
Determined
Humble Humorous Sensitive Stubborn
Task Look at the folowing celebrities. Describe their physical appearance. Look at the example.
Physical appearance She is tall Her body is slim She is a teenager She has black straight hair Her face is oval She has round eyes
Physical appearance
.... .... ...
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Physical appearance
.... .... ...
Physical appearance
.... .... ...
6. Metode Pembelajaran: Metode Ceramah 7. Langkah-langkah kegiatan: 90 menit Kegiatan Aktivitas Guru Aktivitas Siswa Pembelajaran
Waktu
Kegiatan awal Guru mengucap salam
Siswa memberi salam
1’
Guru mengabsen siswa
Siswa mendengarkan
4’
Kegiatan inti
Orientasi - Guru memberitahukan materi yang akan dipelajari yaitu Descriptive teks Apersepsi - Bertanya Kepada Siswa tentang apa itu descriptive teks dan mengaitkannya dengan kehidupan seharihari/current issue Motivasi - Mencoba menggali tanggapan siswa tentang tulisan descriptive Eksplorasi - Guru memberikan stimulus kepada siswa berupa pemberian contoh yang
-
93
Siswa menyiapkan materi 4’ yang akan dipelajari
-
Siswa menjawab
5’
-
Siswa mencari tahu
5’
-
siswa mendengarkan 10’ sambil menyimak, tanya jawab dengan siswa yang lain dan atau guru
-
-
-
-
menggunakan descriptive paragraf Guru Menjelaskan tentang purpose, generic structure, linguistic features dalam descriptive paragraf. Guru meminta siswa untuk menemukan jawaban yang terdapat dalam paragraf descriptive text. Guru membacakan teks yang berisi descriptive paragraf Guru meminta salah satu siswa membacakan ulang paragraf descriptive dengan benar
-
siswa menyimak penjelasan dari guru 10’
-
siswa menyimak dan berpikir untuk menemukan 3’ jawaba
-
Siswamendengarkan, menyimak dan mengikuti 8’ ucapan guru.
-
Salah satu siswa membacakan paragraf dan 4’ lainnya menyimak
-
Siswa menyimak dan 3’ mulai mengerjakan tugas.
-
Siswa mulai mengerjakan tugas 20’
-
Siswa tugasnya
Elaborasi - Siswa diberikan lembar kerja berupa pemberian tema yang berhubungan dengan descriptive paragraf - Guru menyuruh siswa membuat paragraf descriptive mengenai tokoh idolanya - Guru menyuruh siswa mengumpulkan hasil kerjanya Konfirmasi - Guru mengklarifikasi hasil kerja dari masing-masing individu - Guru menyimpulkan Kegiatan materi bersama akhir/penutup siswa. - Guru mengucap salam
mengumpulkan 4’
2’ -
94
Siswa mendengarkan dan menyimak -
Siswa mendengarkan 2’ dan menyimak
-
Siswa menjawab salam
2’
8. Alat Bantu/Media Pembelajaran Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah Laptop/notebook, LCD projector, dan screen. 9. Sumber Pembelajaran Syllabus for Tenth Grade Senior High School Buku teks: Eka Mulya Astuti, English Zone for Senior High School Students Year X. Penerbit Erlangga, 2010). Buku teks: Joko Priyana, et all, Interlanguage English fr Senior High School Students X, Jakarta: Pusat Perbukuan Depdiknas, 2008. Wikipedia, dan sumber dari internet lainnya. 10. Penilaian (Terlampir) Tangerang, 20 November 2013
Mengetahui: Guru Mata Pelajaran Bahasa Inggris,
Mahasiswi Praktikan (Peneliti)
(Bahrul Ihsan, S.Pd)
(Ratna Sari)
95
RENCANA PELAKSANAAN PEMBELAJARAN (PERTEMUAN KE-3) (CONTROL CLASS) Nama Sekolah
: SMA NEGERI 2 KAB.TANGERANG
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/1
Keterampilan Bahasa : Writing Genre
: Descriptive
Topik
: Describing pets
Alokasi Waktu
: 2 x 45 menit (1 pertemuan)
Tahun Pelajaran
: 2013/2014
1. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek dan essay sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam essay sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item. 3. Indikator a. Mengidentifikasikan secara umum pengertian dan ciri-ciri descriptive text. b. Mengidentifikasikan generic structure dan feature pada descriptive text. c. Membuat teks essay dalam bentuk descriptive dengan benar. 4. Tujuan Pembelajaran Pada akhir pembelajarana ini, peserta didik diharapkan dapat: a. Mengungkapkan gagasan utama (main idea) teks deskriptif. b. Mengembangkan gagasan utama dengan informasi-informasi rinci yang relevan. c. Menggunakan kata, frasa, dan kalimat yang tepat dalam menggungkapkan gagasan utama teks. d. Menggunakan tata bahasa (grammar) untuk menyusun kalimat yang benar. e. Menggunakan piranti kohesi (cohesive devices) yang tepat dalam menyusun teks. f. Menggunakan tata cara penulisan (mechanics) yang benar untuk memenuhi tujuan penulisan.
96
5. Materi Pembelajaran: Title Identification
Description
My Rabbit I have a Rabbit, her name is Pimi. She is my beautiful white Rabbit. She has a big body, she also has two ears it has smooth fur, she has four legs. She walks with pride and grace, performing a dance of disdain as he slowly lifts and lowers each paw with the delicacy of a ballet dancer. Her pride however does not extend to her appearance, for she spends most of her time indoors watching television and growing fat. Pimi is a finicky about visitors as she is about what she eats, befriending some and repelling others. Pimi does not do this to establish her territory, as many rabbit expert think, but to humiliate me because she is jealous of my friends. After my guest have fled, I look at the old fleabag snoozing and smiling to herself in front of the television set, and I have to forgive her for her obnoxious, but endearing, habits.
Look at the own pets below, you have to identify the pets based on the picture! Own Pets
Felix (Cat)
Deborah (Rabbit)
Jesslyn (Bird)
Frandy (Cats)
Descriptions Colour Weight Habit Fur Colour Weight Habit Fur Colour Weight Habit Fur Colour Weight Habit Fur
Look at the picture of pets to identify
97
Black and white 4kg It likes to sleep 4hours Has smooth fur ... ... ... ... ... ... ... ... ... ... ... ...
Task. Work individual to answer the following questions. a. What is your favorite animal? b. Do you own one? What is its name? c. Describe it. use the point below to help you describe your pet (animal) Size special body part and its use Weight how it moves Color 6. Metode Pembelajaran: Metode Ceramah 7. Langkah-langkah kegiatan: 90 menit Kegiatan Pembelajaran
Aktivitas Guru
Aktivitas Siswa
Waktu
Kegiatan awal Guru mengucap salam
Siswa memberi salam
1’
Guru mengabsen siswa
Siswa mendengarkan
4’
Kegiatan inti
Orientasi - Guru memberitahukan materi yang akan dipelajari yaitu Descriptive teks Apersepsi - Bertanya Kepada Siswa tentang apa itu descriptive teks dan mengaitkannya dengan kehidupan seharihari/current issue Motivasi - Mencoba menggali tanggapan siswa tentang tulisan descriptive Eksplorasi - Guru memberikan stimulus kepada siswa berupa pemberian contoh yang menggunakan descriptive paragraf - Guru Menjelaskan tentang purpose, generic structure, linguistic features dalam descriptive
-
Siswa menyiapkan materi 4’ yang akan dipelajari
-
Siswa menjawab
5’
-
Siswa mencari tahu
5’
-
siswa mendengarkan 10’ sambil menyimak, tanya jawab dengan siswa yang lain dan atau guru
-
siswa menyimak penjelasan dari guru 10’
98
paragraf. Guru meminta siswa untuk menemukan jawaban yang terdapat dalam paragraf descriptive text. Guru membacakan teks yang berisi descriptive paragraf Guru meminta salah satu siswa membacakan ulang paragraf descriptive dengan benar
-
-
-
-
siswa menyimak dan 3’ berpikir untuk menemukan jawaba
-
Siswamendengarkan, menyimak dan mengikuti ucapan guru.
-
Salah satu siswa membacakan paragraf dan lainnya menyimak
-
Siswa menyimak dan mulai mengerjakan tugas.
-
Siswa mulai mengerjakan 20’ tugas
-
Siswa tugasnya
-
Siswa mendengarkan dan menyimak
8’
4’
Elaborasi - Siswa diberikan lembar kerja berupa pemberian tema yang berhubungan dengan descriptive paragraf - Guru menyuruh siswa membuat paragraf descriptive mengenai binatang peliharaan - Guru menyuruh siswa mengumpulkan hasil kerjanya Konfirmasi - Guru mengklarifikasi hasil kerja dari masing-masing individu Kegiatan akhir/penutup
-
-
3’
mengumpulkan 4’ 2’
Guru menyimpulkan materi bersama siswa. Guru mengucap salam
-
Siswa mendengarkan 2’ dan menyimak
-
Siswa menjawab salam
2’
8. Alat Bantu/Media Pembelajaran Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah Laptop/notebook, LCD projector, dan screen. 9. Sumber Pembelajaran Syllabus for Tenth Grade Senior High School Buku teks: Eka Mulya Astuti, English Zone for Senior High School Students Year X. Penerbit Erlangga, 2010). 99
Buku teks: Joko Priyana, et all, Interlanguage English fr Senior High School Students X, Jakarta: Pusat Perbukuan Depdiknas, 2008. Wikipedia, dan sumber dari internet lainnya. 10. Penilaian (Terlampir)
Tangerang, 26 November 2013 Mengetahui: Guru Mata Pelajaran Bahasa Ingris,
Mahasiswi Praktikan (Peneliti)
(Bahrul Ihsan, S.Pd)
(Ratna Sari)
100
RENCANA PELAKSANAAN PEMBELAJARAN (PERTEMUAN KE-4) (CONTROL CLASS) Nama Sekolah
: SMA NEGERI 2 KAB.TANGERANG
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/1
Keterampilan Bahasa : Writing Genre
: Descriptive
Topik
: Describing place
Alokasi Waktu
: 2 x 45 menit (1 pertemuan)
Tahun Pelajaran : 2013/2014 1. Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek dan essay sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 2. Kompetensi Dasar Mengungkapkan makna dan langkah retorika dalam essay sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item. 3. Indikator a. Mengidentifikasikan secara umum pengertian dan ciri-ciri descriptive text. b. Mengidentifikasikan generic structure dan feature pada descriptive text. c. Membuat teks essay dalam bentuk descriptive dengan benar. 4. Tujuan Pembelajaran Pada akhir pembelajarana ini, peserta didik diharapkan dapat: a. Mengungkapkan gagasan utama (main idea) teks deskriptif. b. Mengembangkan gagasan utama dengan informasi-informasi rinci yang relevan. c. Menggunakan kata, frasa, dan kalimat yang tepat dalam menggungkapkan gagasan utama teks. d. Menggunakan tata bahasa (grammar) untuk menyusun kalimat yang benar. e. Menggunakan piranti kohesi (cohesive devices) yang tepat dalam menyusun teks. f. Menggunakan tata cara penulisan (mechanics) yang benar untuk memenuhi tujuan penulisan.
101
5. Materi Pembelajaran: Bung Karno Stadium Bung Karno Stadium is located in Jakarta. This is multipurpose stadium. The stadium is commonly used as an arena football game at the international level. The stadium is named in honor of Sukarno, Indonesia's first president, who is also a figure who has the idea of building a sports complex. Gelora Bung Karno is also the base camp of the Persija team . The stadium was built in mid-1958 and completion of first phase of the third quarter of 1962. this is one of the largest in the world. This gymnasium was built starting from the date of August 24, 1962 as the completeness of facilities and infrastructure in order to begin to open the 1962 Asian Games inaugurated since the date of August 24, 1962, held in Jakarta. The capacity of about 100,000 people, it is divided into 24 sectors and 12 entrances, upper and lower stands. The special feature of this stadium is the big steel roof construction that forms a gigantic ring called temu gelang (joined ring). Beside to protect spectators from the hot sun, the purpose of this big ring construction is also to show the grandeur of the stadium. In a description, writer often use a spatial order to organize their ideas. Spatial order is the arrangement of items in order by space When describing your favorite room at home, for example, you can first describe thing on the left side f the doorway and move counterclockwise around to the left. If you jumped back and forth, it would be very difficult for the reader to try to see the room in his or her mind. Some common spatial order expression are At the top of
at the front of
at the back of
In the center
next to
behind
On the left
between
inside
In front of
in back of
across from
See the picture and write some identical description about this picture
Prambanan Temple Located: Yogyakarta Prambanan is the largest Hindu temple compound in Central Java in Indonesia There are 224 temples in the complex The main temples are Brahma Temple in the north, Wishnu Temple in the south
102
National Monument Located: Shape: High: View: History:
Borobudur Temple Located: Shape: View History
Miniatur Park of Indonesia Located: Shape: View: History:
Task: Doing the exercise individally, take turns doing this: a. Think of a place that you want your friend come to for destination b. Think of a place that you have been visited, tell with clear 6. Metode Pembelajaran: Metode ceramah 7. Langkah-langkah kegiatan: 90 menit Kegiatan Pembelajaran
Aktivitas Guru
Aktivitas Siswa
Waktu
Kegiatan awal Guru mengucap salam
Siswa memberi salam
1’
Guru mengabsen siswa
Siswa mendengarkan
4’
103
Kegiatan inti
Orientasi - Guru memberitahukan materi yang akan dipelajari yaitu Descriptive teks Apersepsi - Bertanya Kepada Siswa tentang apa itu descriptive teks dan mengaitkannya dengan kehidupan seharihari/current issue Motivasi - Mencoba menggali tanggapan siswa tentang tulisan descriptive Eksplorasi - Guru memberikan stimulus kepada siswa berupa pemberian contoh yang menggunakan descriptive paragraf - Guru Menjelaskan tentang purpose, generic structure, linguistic features dalam descriptive paragraf. - Guru meminta siswa untuk menemukan jawaban yang terdapat dalam paragraf descriptive text. - Guru membacakan teks yang berisi descriptive paragraf - Guru meminta salah satu siswa membacakan ulang paragraf descriptive dengan benar -
-
Siswa menyiapkan materi 4’ yang akan dipelajari
-
Siswa menjawab
5’
-
Siswa mencari tahu
5’
-
siswa mendengarkan 10’ sambil menyimak, tanya jawab dengan siswa yang lain dan atau guru
-
siswa menyimak penjelasan dari guru 10’
-
siswa menyimak dan berpikir untuk menemukan 3’ jawaba
-
Siswamendengarkan, 8’ menyimak dan mengikuti ucapan guru.
-
Salah satu siswa 4’ membacakan paragraf dan lainnya menyimak
Elaborasi Siswa diberikan lembar kerja berupa pemberian 104
tema yang berhubungan dengan descriptive paragraf - Guru menyuruh siswa membuat paragraf descriptive mengenai tempat wisata - Guru menyuruh siswa mengumpulkan hasil kerjanya Konfirmasi - Guru mengklarifikasi hasil kerja dari masing-masing individu Kegiatan akhir/penutup
-
-
-
Siswa menyimak dan 3’ mulai mengerjakan tugas.
-
Siswa mulai mengerjakan 20’ tugas
-
Siswa tugasnya
mengumpulkan
4’
2’ -
Guru menyimpulkan materi bersama siswa. Guru mengucap salam
Siswa mendengarkan dan menyimak -
Siswa mendengarkan 2’ dan menyimak
-
Siswa menjawab salam
2’
8. Alat Bantu/Media Pembelajaran Alat bantu pembelajaan yang digunakan dalam pembelajaran ini adalah Laptop/notebook, LCD projector, dan screen. 9. Sumber Pembelajaran Syllabus for Tenth Grade Senior High School Buku teks: Joko Priyana, et all, Interlanguage English fr Senior High School Students X, Jakarta: Pusat Perbukuan Depdiknas, 2008. Buku teks: Peter James, Real English for Senior High School Grade X, Penerbit Erlangga, 2006. Wikipedia, dan sumber dari internet lainnya. 10. Penilaian (Terlampir) Tangerang, 27 November 2013 Mengetahui: Guru Mata Pelajaran Bahasa Inggris,
Mahasiswi Praktikan (Peneliti)
(Bahrul Ihsan, S.Pd)
(Ratna Sari)
105
Appendix 7 Students’ Observation Class 10 .1 SMAN 2 Kabupaten Tangerang Students’ activities NO
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
Paying attention to Understanding the teacher’s the example explanations
Doing exercise in group actively
Responsible in doing exercise individually
106
38 39 40 Total Students Precentage (%) Mean
17
15
19
22
42.5 %
37.5 %
47.5 %
55 %
45.63 %
107
Appendix 8 Students’ Observation Class 10.5 SMAN 2 Kabupaten Tangerang Students’ activities NO
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
Paying attention to Understanding the teacher’s the example explanations
Doing exercise in group actively
Responsible in doing exercise individually
108
38 39 40 Total Students Precentage (%) Mean
19
21
23
27
47.5 %
52.5 %
57.5 %
67.5%
56.25%
109
Appendix 9 DINAS PENDIDIKAN Bulan
SMA N 2 KABUPATEN TANGERANG
Kls/Prog/Smster: 10.1./Smster:...................................
JL. Pendidikan No.5 Mauk Tangerang 15530
No
Nomor Induk
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
131410001 131410002 131410003 131410004 131410005 131410006 131410007 131410008 131410009 1314100010 1314100011 1314100012 1314100013 1314100014 1314100015 1314100016 1314100017 1314100018 1314100019 1314100020 1314100021 1314100023 1314100023 1314100024 1314100025 1314100026 1314100027 1314100028 1314100029 1314100030 1314100031 1314100032 1314100033 1314100034 1314100035 1314100036 1314100037 1314100038 1314100039 1314100040
NAMA SISWA
L/P
ABDUL HAFIDZ AL HAQIQI AHMAD RAMDANI AHMAD RIFAI AHMAD SUBHAN KHOLIS P. ALFIN HIDAYATULLAH ANWAR SADATH ARGITA KRISNANDYA S.S ASHARI AYU SEPTIA WIRANITA
AYUNOVIANI BENI NUR FAIZY BERKA ENDY KUSUMA ENDAH DESYANAH FAHMI FALEVI FARHAN GUNAWAN FATIMAH IIS SUMIYATI INTAN INDAH SARI LIA HULIATUN NUPUS LILIS DAMAYANTI MAULANA FIRDAUS MOH. ALPIAN RAMADHAN MUHAJIR MUHAMAD FEBRY HARRY A MUHAMAD IQBAL MUH. AZLAN AMRULLAH A. NURHASANAH NURINDAH SARTIKA RABIYATUL ALABIYAH RIDWAN RIKA SANTI SUSANTI SITI ANJANA SITI INDRIYANI SITI MAIMUNAH SITI MUZIDAH SITI RUKMANAH SRI APRILIA SUHERNI VINANDA LIAN VONI
Tahun Pelajaran 2013/2014
Bln: Nov Tgl:11
Bln:Nov Tgl:19
Bln:Nov Tgl:21
Bln:Nov Tgl:26
Bln:Nov Tgl:28
L L L L L L P L P P L L P L L P P P P P L L L L L L P P P L P P P P P P P P P P
PARAF GURU
L+ 18 P+ 22 40
Telah diperiksa oleh wali kelas Pada tanggal:
109
Mauk, Wali kelas
20
Bln:Des Tgl:5
Appendix 9 NIP.
110
Appendix 10 DINAS PENDIDIKAN Bulan
SMA N 2 KABUPATEN TANGERANG
Kls/Prog/Smster: 10.5./Smster:...................................
JL. Pendidikan No.5 Mauk Tangerang 15530
No
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Nomor Induk 131410199 131410200 131410201 131410202 131410203 131410204 131410205 131410206 131410207 131410208 131410209 131410210 131410211 131410212 131410213 131410214 131410215 131410216 131410217 131410218 131410219 131410220 131410221 131410222 131410223 131410224 131410225 131410226 131410227 131410228 131410229 131410230 131410231 131410232 131410233 131410234 131410235 131410236 131410237 131410238
L+ 18 P+ 22 40
NAMA SISWA
L/P
AGNES KURAESEHA AGUNG
AINUN KUSUMA HIDAYANTI ANTONI
BAHRUL SYAEPUDIN DEVI FITRIYANI
FAHRI A. FITRI SUSANTI HAIRO QURROTU AINI HIKMA YANTI IIS DAHLIA ILYAS BAKTI PRASETYA
KHAERUL FIKRI KRISTIEN YOLANDA KURNIA MAWAR LAELATUSHOLIHA LISNAWATI M. EXCEL DEWANTARA M. GILANG AGUSTIRA
M. GUSTI OKTA C.P M. MUKMIN MUHAMAD ILYAS NINING SOLIHAH
NURUL KHOTIMAH NYIMAS SERUNI WULANDARI
RIDO MAULANA RIHZAL WIYOGA M.P. ROBI KURNIAWAN
ROKHMAN PERMANA SITI MARYATI SITI PADILAH SITI RAHMAWATI SITI ROBIYAH SRI APRILIA SUCI ROSINTA SUHAEMI SUPIATI USWATUN HASANAH VIVI WAHYUNI YUDI PARAF GURU
Tahun Pelajaran 2013/2014
Bln: Nov Tgl:11
Bln:Nov Tgl:19
Bln:Nov Tgl:21
Bln:Nov Tgl:26
Bln:Nov Tgl:28
L L P L L P P P P L L L L P P P P L L L L L P P P L L L L P P P P P P L P P P L
Telah diperiksa oleh wali kelas Pada tanggal:
110
Mauk, Wali kelas
20
Bln:Des Tgl:5
Appendix 10 NIP.
111
Appendix 11 Photos of Students SMAN 2 Kabupaten Tangerang Class 10.1
111
Appendix 12 Photos of Students SMAN 2 Kabupaten Tangerang Class 10.5
112
