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THE USE OF BRAINWRITING STRATEGY TO
IMPROVE THE STUDENTS’ WRITING SKILL IN
DESCRIPTIVE TEXT(CLASSROOM ACTION
RESEARCH OF SECOND GRADE STUDENTS AT
MTSN1SUSUKAN IN THE ACADEMIC YEAR OF
2016/2017)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
theRequirementsFor theDegree of SarjanaPendidikan (S.Pd)
English Education Department of Teacher Training and
Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
Arranged By:
RATIH PURWATI
11312161
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAININGAND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES(IAIN)
SALATIGA
2016
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MOTTO
Anyone Who Has Never Made A Mistake Has Never
Tired Anything New – Albert Einstein
The More You Give, The More You Will Get
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DEDICATION
I dedicate this graduating paper to:
1. Allah SWT and prophet Muhammad SAW who always guides and gives
strength for me.
2. My beloved mom Mulidah and my father Muslich thanks for your
praying, guidance, love and kindness. You are the best parents and your
smiles and your spirit give me power to always stand up and fighting to
reach success. You are my everything.
3. My lovely sister Suswiwanti, Grahna, Febri, thanks you for your kindness.
4. My lovely brother Khoirul Anwar, Adjie Dermawan thanks you for your
caring
5. All of my family and neighbor , thanks you for your support for me. I love
you.
6. All of my beloved friends in campus ( Sudarsono, Dini, Azizka,Afifah,
Safira, Mila, Artanti, Yuyun, Atik, Yunita, Nita, Mutik, Kun, Anita, Tri,
Rifa‘i, Arif, Surya, Faisal, thanks you for your friendship, kindness,
kidding and support.
7. For my future who will be partner in the whole condition and who will be
leader of communal prayer for me and children
8. My lovely KKN Posko 58 Papohan,Kec. Tempuran Magelang 2016
9. My lovely PPL SMK Diponegoro salatiga 2015
10. My friends in TBI 2012,Thank who has given me a sweet moments
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11. All my friend in English Education Department ‗12 class A until E
especially in E class whose names cannot be mentioned one by one, thank
you for being my friends in happiness, sadness and giving sweet moments.
12. My people ho have help the writer that I can‘t mention one by one. Thanks
all
13. The big family of ―LPM DINAMIKA‖
14. The big family of ―MTsN 1 Susukan‖
15. All my friends anywhere. Thank you for your support and togetherness.
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ACKNOWLEDGEMENT
Alhamdulillahirobbil‘alamiin, praise to Allah SWT, most Merciful, most
Beneficent, the Lord of universe, finally I could accomplish this graduating paper,
Shalawat and Salam, praise to Rosulullah SAW, the Messenger, and the One who
brings human life to enlightenment. This graduating paper is arranged as one of
the requirements to achieve Sarjana Degree at IAIN Salatiga. I realize that I can
not complete this graduating paper without support, cooperation, help and
encouragement from a lot of people. I would like to extend my sincerest gratitude
and appreciation to:
1. Dr. Rahmat Haryadi, M.Pd, Rector of State Institute for Islamic Studies
(IAIN) Salatiga.
2. Suwardi, M.Pd as dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D as the head of English Education Department.
4. Dr. H. Sa‘adi, M.Ag as a counselor who has patiently guided the writer to
finish this graduating paper and given great motivation, help, and suggestion to
improve this graduating paper.
5. All the lecturers of English Education Department who have given the
knowledge patiently to the writer.
6. All of the staffs who have helped the writer in processing of graduating paper
administration.
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TABLE OF CONTENTS
TITLE ................................................................................................................................ i
DECLARATION.............................................................................................................ii
ATTENTIVE COUNSELORS NOTES ..................................................................... iii
BOARD OF EXAMINERS .......................................................................................... iv
MOTTO ............................................................................................................................ v
DEDICATION ................................................................................................................ vi
ACKNOWLEDGMENT .............................................................................................viii
TABLE OF CONTENTS ............................................................................................... x
LIST OF TABLE AND FIGURE ................................................................................ xii
ABSTRACT ................................................................................................................... xv
CHAPTER I : INTRODUCTION
A. Background of the Study ................................................................................... 1
B. Problem Statement ............................................................................................. 6
C. Objective of the study ........................................................................................ 6
D. Focus of the Study ............................................................................................. 7
E. Benefit of the Study .......................................................................................... 7
F. Definition of the Key Terms ............................................................................ 8
G. Review of Previous Research ......................................................................... 10
H. Graduating Paper Outlines ............................................................................. 12
CHAPTER II : THEORITICAL FRAMEWORK
A. Writing .............................................................................................................. 13
1. Writing Skill ................................................................................................ 13
2. The Definition of Writing .......................................................................... 13
3. Teaching Writing ........................................................................................ 14
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4. Strategy to Learn Writing .......................................................................... 16
5. Definition of Good Writing ....................................................................... 19
6. Writing Process ........................................................................................... 20
7. Genres of Writing ....................................................................................... 27
8. Assessing Writing ....................................................................................... 27
B. Descriptive Text .............................................................................................. 29
1. The Definition of Descriptive Text ........................................................... 29
2. Generic Structure of Descriptive Text ...................................................... 30
3. Purpose of Description ............................................................................... 30
4. Language Features ...................................................................................... 32
C. Brainwriting ...................................................................................................... 33
1. Definition of Brainwriting .......................................................................... 33
2. Advantages and Disadvantages of Brainwriting ...................................... 34
3. Procedure of Brainwriting Strategy ........................................................... 35
CHAPTER III :RESEARCH METHOD AND DATA PRESENTATION
A. Research Method .............................................................................................. 37
B. Method of Collecting Data .............................................................................. 39
C. Technique of Data Analysis ............................................................................ 43
D. Research Subject............................................................................................... 44
E. Scedule of the Research ................................................................................... 44
F. Procedure of Research ..................................................................................... 45
G. Research Instrument ......................................................................................... 47
H. Research Setting ............................................................................................... 49
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CHAPTER IV : RESULT AND FINDINGS
A. Data Analysis .................................................................................................... 57
1. Cycle 1 ....................................................................................................... 57
a. Pre-test and Mean Score of Cycle I .................................................. 61
b. Post-test and Mean Score of Cycle I .................................................. 63
c. Standard Deviation of Cycle I ............................................................ 66
d. Calculated of T-test Values Cycle I ................................................... 68
2. Cycle II ....................................................................................................... 70
a. Pre-test and Mean Score of Cycle II ................................................ 73
b. Post-test and Mean Score of Cycle II ............................................... 75
c. Standard Deviation of Cycle II .......................................................... 77
d. Calculated of T-test Values Cycle II .................................................. 79
B. Discussions ....................................................................................................... 83
CHAPTER V : CLOSURE
A. Conclusions .................................................................................................... 87
B. Suggestions .................................................................................................... 88
REFERENCES
APPENDIXES
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LIST OF TABLES
Table 2.1: Criteria Scoring Writing 29
Table 3.1: Scoring Writing Skill 40
Table 3.2: Table Activities 45
Table 3.3: Score Criteria 48
Table 3.4: Students‘ Activities 51
Table 3.5: List of VIII B Students 55
Table 4.1: Score and Pre-test in Cycle I 61
Table 4.2: Criteria of Students‘ Achievement of Pre-Test I 62
Table 4.3: Score of the Students‘ Post-testin cycle I 63
Table 4.4: Criteria of Students‘ the Achievement of Post-test I 65
Table 4.5: Result of Pre-test and Post-test I 66
Table 4.6: Score of the Students‘ Pre-test II 73
Table 4.7: Criteria of Students‘ Achievement of Pre-test II 74
Table 4.8: Score of the Students‘ Post-test in Cycle II 75
Table 4.9: Criteria of Students‘ Achievement of Post-test II 76
Table 4.10: Standard Deviation of Cycle II 77
Table 4.11: Result of the Observation Sheet in Cycle II 81
Table 4.12: The Mean and T-calculation Cycle I and Cycle II 83
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Table 4.13: The Students‘ Mean Score in Percentage 83
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ABSTRACT
Purwati, Ratih. 2016. The Use Of Brainwriting Strategy To Improve The
Students’ Writing Skill In Descriptive Text ( A Classroom Action
Researchof The Second Grade Students’ at MTsN 1 Susukan In Academic
Year of 2016/2017). A Graduating Paper.English Education Department.
Teacher Training and Education Faculty. State Institute For lslamic
Studies (IAIN) Salatiga. Counselor : Dr. Sa'adi, M.Ag.
Key Word: Writing, Descriptive Text, Brainwriting,
The research is about the use of brainwriting strategy to improve the
students‘ writing skill in descriptive text of the second grade students of MtsN 1
Susukan in the academic year of 2016/2017. The objective of this research is to
find the answer weather or not brainwriting can improve writing skill in
descriptive text. Based on the observation and action of the research during
teaching learning process, the students were dificult to understand the text and
were dificult to get ideas in writing descriptive text, but after using brainwriting
strategy they can improve their understanding and can express their ideas on
descriptive text paragraph. The methodology of the research was classroom action
research which consist of two cycles. The number of the students in this research
was 27 students. In completing the research, the researcher used observation
sheet, documentation and writing assignment or writing task as the instruments of
collecting data. By conducting classroom action research, it was found that the use
of brainwriting strategy improved student‘s skills in descriptive text. The result of
this research showed that finding in cycle II was higher than KKM (Minimum
Mastery Criterion) of Mts N 1 Susukan on score 75 in the academic year of 2016/
2017. The mean of score of post-test in cycle II was 81,77. Based on the result of
this research, it could be concluded that the use of brainwriting strategy to
improve the students‘ writing skill in descriptive text of the second grade students
of MTsN Susukan in academic year of 2016/ 2017 was successful.
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CHAPTER 1
INTRODUCTION
A. Background of the Study
Language is a system of arbitrary, vocal symbls which permit all
people in given culture, or other people who have learned the syste of that
culture, to communicate or to interact (Finocciaro 1964: 8). In some cases,
language is used in arbitrary vocal symbols possesses customary meaning to
interact (Wardhaugh in Brown, 1996: 5).
We know that language is important and useful to communicate so,
can be concluded that it is an instrument to transmit messages from a
speaker to a hearer, from a addresser to a addressee, from locutor to
interlocutor. To connect the countries all over the world, English is chosen
as the international language. The current status of English as an
international or global language is underpinned.It is used in all fields such as
politics, diplomacy, international trade and industry, commerce, science and
technology, education, the media, information technology, and popular
culture (Allan, 2008: 12).
In globalisation era currently English is influential and dominate in
the development of a language, so that it is very important language in the
world, because people all over in the world use it and learn it in order to be
able to communicate and sosialize with world community. English becomes
an international language or becomes the first foreign language and
compulsory subject that should be in school from the elementary until upper
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intermediate level that should be learned in Indonesian school based on
Minister of education and culture decree no.372/2003. It is used by most
countries in the world. Jack C. Richard and theodore S. Rodgers (1986: 1) in
their book, they said ―Latin was most widely studied as foreign language
five hundred years ago. However, English has become the most widely
studied foreign language today‖.
As we know that English has many benefits, help students‘ need to
get information and knowledge in every aspect such as education,
science,religion,social,economy, and technology.Regarding English is very
important and becomes an international language so that students have to
master it and not only use it to get information and knowledge but for
communication and sosialization with other people in the world.
In English language skill and learning process, there are four skills
which are very important for English learners. According to Jim (1994: 20)
the four skill are reading, listening, speaking and writing. Reading and
listening are called reseptive skill while, speaking and writing are productive
skill. Those skills are needed students to communicate both oral and written
forms. According to Bello (1997: 335) writing is productive skill, plays an
essential role in promoting language acquisition as learners experiment with
words, sentences, and large chunks of writing to communicate their ideas
effectively and to reinforce the grammar and vocabulary they learn in class.
In this research, the writer focuses on writing skill. Writing is one of
the language skills that should be taught beside the other skills. Writing is
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regarded as a productive skill that aims at assisting students in expressing
their written idea. Paul (2003: 96) as quot by Hapsari (2011: 2) says that
writing is generally as the most difficult of the four skills. In writing process
we always involve thinking and creative skill. Not only that, but also it is
supported by tight rules. Mastering vocabularies and tenses becomes the
main key to get a good writing. We have to choose appropriate vocabularies
to arrange words to be a sentence and develop it to be paragraph. Besides
that, we also have to use a compatible tense to express an event in certain
time. Writing skill is the one of skills which has to be mastered by students,
with writing students can increase their vocabulary, grammar, information
and knowledge.
Based on the curriculum of junior high school that is recommended
by the goverment, there are some texts which have to be mastered by the
students at junior high school. One of the text is descriptive text.
Descriptive is a kind of text with a purpose to give information. The context
of this kind of text is to describe of particular thing, animal, person, or
others, which its purpose to describe something. It differs from report which
describes things, animals,persons or others in general. The social function of
descriptive text is to describe a particular person, thing, or place (Linda
Gerot, Peter Wignell, 1994: 208).
Descriptive text is used to describe what something looks like. For
example, you might need to describe a city for an essay about life abroad,
the equipment in an experiment for a laboratory report, or a person‘s
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appearance for an essay about that person. Look at these two models. Each
gives the reader a clear mental picture of what is being described. This is the
goal of descriptive paragraph(Cynthia A. Boardman and JiaFrydenberg,
2001: 32 ).
Students find difficulties in writing certain type of text, especially
desciptive text. In this type of writing, the writer is required to have good
vocabulary mastery in order to be able to describe something or someone
clearly. Students with poor vocabulary mastery often make mistake in
selecting the appropriate words to describe the characteristics of the subject.
Students also complain that they cannot think of anything significant enough
to write. They spend much time at the planning stage yet they will be
confused how to start their writing. They do not know how to organize their
ideas and some of them do not even have any idea. With those problems,
students find writing as a daunting task. It makes them less interested in
writing. Moreover, the teacher uses writing materials and activities mostly
from the textbook which is not effective to encourage and support students‘
learning. In fact, when the writer visited at eight grade of MTsN 1 Susukan,
she found that the students still did not understand clearly what the
descriptive text was. From the problem, the writer wants to try a
brainwriting method. By using this method, the writer hopes the students can
make it easier to write what they should write in descriptive text.
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The term of brainwriting is created by scientists at Batelle Institude
in Frankfurt, Germany. According to Michalko (2004: 315) brainwriting is
an approach to share ideas when a group produces written idea. It is a good
strategy to improve students‘ writing skills. According to Brocop, etc (2009:
9) brainwriting allows individuals to share ideas with the trough exchange
ideas writen on paper, or to share ideas via computer network. One group
members writing idea, another read it and addes feedback and the ideas own,
and distributed on the other.
Same as expressed Baxter (2001: 81) brainwriting suggests everyone
to write some ideas or opinions on paper, whether in the form of a column
and line. Every sheets then passed on to other members in groups and they
must try to increase or develope those ideas further by adding new line or
column. Similar opinion is expressed by Brahm & Kleiner (in wilson, 2013:
44), that brainwriting is a method quickly produce ideas by asking
participants to write their ideas on paper and exchange written ideas with
membersofthis group. It is valued more effective than to say their ideas
orally as occurred in brainstorming.
From some opinions above it can be concluded that brainwriting is
education strategy to increase the writing proviciancy. In the
implementation, brainwriting strategy helps the students to write the ideas in
a peace of paper.
Considering the issues above, the researcher is motivated to conduct
classroom action research entitled ―THE USE OF BRAINWRITING
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STRATEGY TO IMPROVE THE STUDENTS‘ WRITING SKILL IN
DESCRIPTIVE TEXT‖ (A Classroom Action Research of the Eighth Grade
Students‘ at MTs N 1 Susukan in the Academict Year 2016 / 2017).
B. Problem Statement
To clarify the problem based on the background of the study, the
researcher formulates the research problem is:
1. Can the use of brainwriting strategy improve writing skill for second
grade students at Mts N Susukan in the academict year 2016 / 2017?
2. How is the profile of the students‘ writing skill in descriptive texts
before and after having brainwriting strtegy?
3. To What extent is the improvement of the use of brainwriting strategy to
improve the students‘ writing descriptive text?
C. Objectives of the Study
In general base on the problem statement above the objectives of the
study has the aim:
1. To find the answer weather or not brainwriting strategy can improve
writing skill of second grade students at Mts N Susukan in the academic
year of 2016/ 2017 ?‖
2. To describe the use of brainwriting strategy to improve the students‘
writing skill in descriptive text of the second year students in MTsN 1
Susukan in the Academic Year of 2016/2017.
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3. To find out the improvement of students‘ writing skill of descriptive text
after being taught through brainwriting strategy in the second year
students of MTsN 1 Susukan in the Academic Year of 2016/2017.
D. Focus of the Study
In this research, the writer focuses on improving writing skill of
descriptive text using brainwriting method of the eighth grade students of
MTsN 1 Susukan in academic year of 2016/ 2017. The writer focuses in
writing class and limit scope of writing only in fluency.
E. Benefit of the Study
The study has several benefits for the reseacher, the reader, the
students and the teachers. The result of the study can be used in English
teaching-learning process, especially in teaching writting of descriptive text.
In this reasearch the researcher hopes that the result of this study will be
useful for :
1. Theoritical Benefit
a. Finding of the research will be useful expecially for the students of
MTsN 1 Susukan.
b. The result of the research can be used as an input of English
teaching learning process, especially in teaching descriptive text.
2. Practical Benefit
The research findings can be used by the students, teachers,
schools, writer and it will be usefull to other reseachers who are
interested in English language learning and teaching about writing skills:
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a. For students
1) It improves the mastery of writing subject.
2) It helps students to write better.
b. For the teachers
1) The teacher know the level of students mastery in writing
ability.
2) The result may become an input to determine teaching steps and
strategies especially in writing.
c. Other Researchers
The results of this study can be used as the reference for
future research.
d. The school
The positive results of this research can creat the innovation
for the school to develop an interesting learning strategy to improve
the students‘ involvement in teaching learning process. In other hand
it creates good quality for students‘ output.
e. For the institution
The findings of the research will improve the institution‘s
quality especially in the English teaching learning.
F. Definition of the Key Terms
The study is a classroom action research entitled ―The use of
brainwriting to improve the students‘ descriptive text‖. It was carried for
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the eighth grade students of MTsN 1 Susukan in academic year of 2016/
2017.
To avoid misundesrtanding about the title of this research, the
writer would like to clarify and explain the terms used in this study as
follows:
1. Brainwriting.
The term of brainwriting is created by scientists at Batelle Institute
in Frankfurt, Germany. According to Michalco (2004: 315),
brainwriting is an approach to share ideas when a group produce
written ideas. Brainwriting strategy is a good strategy to improve
students‘ skills letterally.
2. Improving
Improving is the process making better (Hornby, 1987: 427).
3. Writting
Writing is clearly a system of human intercommunication by
means of convetional visible marks, but it is evident from what has
been said that what the primitives understood as writing is not the
same thing as what we do (Gelb, 1962: 12).
4. Descriptive text
Descriptive is countable or uncountable giving a statementof
what somebody or something is like (Oxford Learner’s Pocket
Dictionary,2008:120). Descriptive Text is a kind of text with a purpose
to give information. The context of this kind of text is the description
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of particular thing, animal, person, or others, for instanceour pets or a
person we know well. It differs from report which describes things,
animals, persons, or others in general.
G. Review of Previous Research
In this paper the writer takes review of previous researches as
comparison to this research.
The first research was conducted by Tossi Ana Ari Utami, a
students of Yogyakarta State University, 2014. Her research title is:
Improving The Ability In Writing Descriptive Texts Through
Brainstorming Technique For Grade Viii Students At Smp N 1 Piyungan.
(A Classroom Action Research at VII class of SMP N 1 Piyungan In
Academic Year of 2011/ 2012). The writer used ClasroomAction Research
(CAR) as the method of research technique.
The results of this study showed that the implementation of
brainstorming technique in the writing classes was believed to be effective
to improve students‘ ability in writing descriptive texts. Brainstorming
technique helped the students to generate ideas and organize them into
paragraphs. They could manage the time for writing more effectively and
perform the writing task more maximally. The students also perceived that
brainstorming technique helps them to improve their writing ability.
The second study was done by Fiqri Fauzi Alawi, from Department
of English Education Faculty of Tarbiyah and Teachers Training Syarif
Hidayatullah State Islamic University Jakarta. His research title is:
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Improving Students’ Ability In Writing Descriptive Text Using Clustering
Technique. (A Classroom Action Research at Eight Grade Students of MTs
Darul Ma’arif Cipete Jakarta). The research showed that students in
experimental, the results of his research shows that using clustering
technique in teaching descriptive writing can improve their writing‘s
ability. The students‘ responses showed that they were interested to learn
writing subject, because they felt easier to write using the technique.
The third study was done by Sofiyatin in Walisongo State
Institute For Islamic Studies Semarang 2010. Her research title is The
Implementation Of Twenty-Question Game As A Teaching Technique To
Improve Students’ Ability In Writing Descriptive Texts. (A Classroom
Action Research at the Academic Year of 2010/2011). The result of this
paper showed that the technique of involving twenty-question game and
step by step guidance on the writing process improves the students‘ ability
in writing descriptive text. The average of the students‘ writing from
precycle, cycle one, cycle two and cycle three proves the conclusion. The
result of the students‘ writing score is 44,5 in the pre-cycle; 55,6 in cycle
one; 63,9 in cycletwo and 70,4 in cycle three.
From the previous studies above, the writer is interested and gets
idea to do a research about teaching writing using brainwriting technique
and the research will be conducted at MTs N susukan. Therefore, this
research is different from three of previous research above.
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H. Graduating Paper Outlines
This research is organized into five chapters as follows :
Chapter I presents the introduction. It explains background of the
study, focus of the study, problem statement, objective of the study,
benefit of the study, definition of the key terms, hiphothesis of the study,
and organization of the graduating paper.
Chapter II describes the theoretical framework. It consists of using
brain writing in teaching learning descriptive text, definition of writing,
requirement of good writing, kind of genre, definition of descriptive text
and definition of brain wrinting.
Chapter III is description of the general situation of Mts N
Susukan. Method of researchdiscusses approach and types of research, the
setting of research, procedure of research, technique of collecting the data,
and technique of analysis data.
Chapter IV is result and finding. Itconsists of data analysis of cycle
I and Cycle II and discussion of cycle I and cycle II.
Chapter V is closure that consists of conclusion and suggestion.
For the attachment there are appendices and reference.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Writing
1. Writing Skill
The term of skill is defined as ability. Concisely, writing ability
is the skill to express idea, thought, and feeling to other in writing
symbol to make other people or readers understand the conveyed idea.
By far the most important reason for teaching writing, of course, is that
it is a basic language skill, just as important as speaking, listening, and
reading. Students need to know how to write letters, how to put written
reports together, how to reply to advertisements and increasingly, how
to write using electronic media. They need to know some of writing‘s
special conventions such as punctuation, paragraph, construction etc,
(Harmer, 2001: 79-80)
2. Definition of writing
Gelb (1962:12) explains that writing is a clearly system of
human intercommunication by mean of conventional visible mark.
Writing begins at the time when man learned how to communicate his
thought and feeling by mean of visible signs, understandable, not only
the particular system. Gould (1989: 30) states that writing is effort to
create a dialogue with the readers. It is a way or process of discovery
and developing our responses to an event, test or situation.
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As one of four language skills, writing has always occupied a
place in most English language course. One of the reasons is that more
and more people need to learn to write in English for occupational or
academic purposes and the most difficult skill to master for foreign
language learner (Endang 2005: 147).
Therefore, students have difficulties transferring ideas from
their source language (Indonesia) in to the target language (English).
To express the idea, the writer usually uses certain writing
typesLarry (2003: 121). The process of transferring throughts from
mind onto paper to share with readers while readily admitting that
composing text to communicate their ideas is tough sledding.
3. Theaching Writing
Writing is an important part of the curriculum in the schools
from the earliest grade onward, and that most children in countries that
have a formal education system will learn to write , at las at a basic
level in that setting. in this sense, we can say that first language writing
instruction is relatively standardized within a particular culture Weigle
(2002:5). Why teach writing? According to Harmer (2001:79) the
reason for teaching writing to students of english as foreign language
include reinforcement, language development, learning style and most
importantly, writing as askill in its own right. We will look at each of
these in turn.
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a. Reinforcement
Some students acquire languages in a purely oral/aural way,
but most of us benefit greatly from seeing the language written
down. The visual demosnstration of language construction is
invaluable for both our understanding of how it all fits together and
as an aid to committing the new language to memory. Students
often find it useful to write sentences using new language shortly
after they have studied it. ( Harmer, 2001:79).
b. Language development
We can not be sure, but it seems that the actual process of
writing (rather like the process of speaking) helps us to learn as we
go along. The mental activity we have to go through in order to
construct proper written texts is all part of the on going learning
experience, Harmer (2001:79).
c. Learning style
Some students are fantastically quick at picking up language
just by looking and listening. For the rest of us , tis may take a
lithel longer. For many learners, the time to think things through, to
produce language in a slower way, is invaluable. Writing is
aprropriate for such learners. It can also be a quiet reflective
activity instead of the rush and bother of interpersonal face to face
communication, Harmer(2001:79).
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d. Writing as skill
By far the most important reason for teaching writing of
course, is that it is a basic language skill, just as important as
speaking, listening and reading. Students need to know how to
write letters, how to put written reports together, how to reply to
advertisements – and increasingly, how to write using electronic
media. They need to know some of writing‘s special conventions
(punctuation, paragraph construction, etc) just as they need to know
how to pronounce spoken english appropriately, Harmer (2001:79-
80).
4. Strategies to Learn Writing
Writing is technique to improve structure competence. When
students write something, they raced to use their knowledge of
structure to get sentences having meaning. The study of writing in
general, writing technique seldom to be used, mostly structure practice
is how to complete words in separate sentence form or filling in the
blank at a text. It might sound strange, but it is true. One of the best
ways to become a better writer is by writing. Practice will make your
writing more thoughtful and productive. By offering guidance and
support as you practice, the guide will help you develop a richer and
more flexible repertoire of writing strategies to meet the demands of
different writing sitution (Axelrod and Cooper, 2010: 8)
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There are some techniques to write ideas, as following:
a. Getting Started
We all know what it‘s like to stare at a blank computer
screen or stark white page of paper waiting for inspiration. As a
student, however, you‘re in the position of all those who write
under deadlines—you can not simply sit back and wait for
inspiration. Instead, you need an array of reliable thinking and
writing strategies that you can use not only to write the paper by
the due date, but also to help you write it analytically, critically,
and creatively (Axelrod and Cooper, 2010: 8)
Inventionis the word used since the time of Plato and
Aristotle to describe the process of thinking as we compose.
Invention includes deciding on your purpose in writing to a
particular audience and figuring out how best to achieve your
purpose; analyzing and questioning other people‘s ideas as well as
your own; assimilating information from different sources; and
organizing it logically (Axelrod and Cooper, 2010: 8)
As writers we cannot choose whether to invent; we can only
choose how to invent. The Guide offers many invention strategies
from which to choose, strategies that will help you meet the
demands of each kind of writing you attempt (Axelrod and Cooper,
2010: 8)
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b. Strategies for Discovering New Ideas
Few writers begin writing with a complete understanding of
a subject. Most use writing as a means of discovery that is, as a
way to learn about the subject, trying out ideas and information
they have collected, exploring connections and implications, and
reviewing what they have written in order to expand and develop
their ideas (Axelrod and Cooper, 2010: 8)
c. Strategies for Organizing Your Ideas
Writers need strategies that make writing systematic but do
not stifle inventiveness. For this reason, most writers begin drafting
with some type of plan a list, a scratch outline, or a detailed
storyboard like that used by filmmakers. Outlines can be very
helpful, but they must be tentative and flexible if writers are to
benefit from writing‘s natural recursiveness (Axelrod and Cooper,
2010: 8)
d. Strategies for Drafting and Revising
While composing a draft, writers benefit from frequent
pauses to reread what they have written. Rereading often leads to
further discovery—adding an example, choosing different words
that unpack or separate ideas, filling in a gap in the logic of an
argument. In addition, rereading frequently leads to substantial
rethinking and revising: cutting, reorganizing, rewriting whole
sections to make the writing more effective.
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Rereading your own writing in order to improve it can be
difficult, though, becauseit is hard to see what the draft actually
says, as opposed to what you were trying tosay. For this reason,
most writers also give their drafts to others to read.
Studentsgenerally seek advice from their teachers and other
students in the class becausethey understand the assignment.
Published writers also share their work in progresswith others.
Poets, novelists, historians, scientists, newspaper reporters,
magazineessayists, and even textbook writers actively seek
constructive critical comments byjoining writers‘ workshops or
getting help from editors (Axelrod and Cooper, 2010: 8)
5. Definition of Good Writing
Writing is told as good writing if the writer can fulfill the
element of the writing perfectly. According to Haris (1969: 79) some
elements in good writing are content, form, style, and mechanic. Good
writing must express good character as follow;
a. Content: writing must convey the main idea or an attentive reader
should be able to grasp the writer purpose. The substance of the
writer: the ideas expressed (Haris, 1969: 68).
b. Form: writing should contain logical or associative connection and
transition which clearly express the relationship of the described
idea. The organization of the content (Haris, 1969: 69)
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c. Grammar: writing should adhere to the rules of grammar related to
the tenses with sequence if time, the employment of grammatical
forms and synthetic pattern (Haris, 1969: 69)
d. Style: writing should engage its reader trough original insight and
precise. Haris (1969: 69) says that style: the choice of the
structures and lexical items to give a particular tone or flavor to the
writing.
e. Mechanics: writing must use good spelling, punctuation, tidy and
clean writing (Haris, 1969: 69)
6. Writing Process
Ronald Charles (1984:6-7) states the writing process divide
into separate units, it is useful and convenient to talk about three
stages; prewriting, writing, and rewriting, as if they were descrete
units. Tthis separation allows us to deal with smaller entities than the
whole of the writing process.
1. Prewriting
Prewriting, which occurs before the writer produces the
first rough draft, is a planning and preparation stage. In prewriting,
the writer selects a subject and begins to discove what she wants to
say about it and how best to present her thoughts to her intended
audience. In this stage provides the foundation for any discoveries
made in the writing process; it is the germintion or gestation period
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for the paper, the stage in which ideas begin to take shape, Ronald
and Charles (1984: 6).
2. Writing
Writing is the stage in which the writer produces a rought
draft of the paper. Here the writer should concerned with such
matters as finding exactly the right word, restructuring sentences or
paragraphs, or correcting errors in spelling or punctuation. Too
much attention to these matters may constrict or stop the flow of
ideas. But the free flow of ideas is essential during this writing
stage, Lusford and Bridge (1985: 7).
3. Rewriting
This stage require the writer to make decisions that
determine the final shape and effectiveness of her writing; thus,
rewriting is fundamental. It involves both editing for grammatical
and mechanical correctness and recreating. Whatever the changes
at this stage, they must come in light of decisions already made in
the other stages of the process. The writer is not bound, however,
by these previous stages of the writing process from a new vantage
point. To resive is to see again and to change the paper as the
―seeing again‖ dictates. Thus, revising is creating a new, Lusford
and Bridge (1985: 6).
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Brown (2001: 335- 336) states the process appropriate to
writing instruction. The instructions are mentioned;
1. Focus on the process of writing that leads to the final witten
product,
2. Help students write to understand their own compossing
process,
3. Help them to build repertoires of sttrategies for prewriting,
drafting, and rewriting,
4. Give students time to write and rewrite,
5. Place central importance on the process of revision,
6. Let students discover what they want to say as they write,
7. Live students feedback through the composiing process (not
just on the product) as they attempt to bring their expression
closer and closer to intention,
8. Encourage feedback from both instructor and peers,
9. Include individual conferences between teacher and students
during the process of composition,
10. In short, writing competences isw the target of learning process
of writing in making effective written text. The competence
includes the ability to make grammatically and rhetorically
structured text the appropriate communicative context.
Writing process is a process which writer begins to
write down their ideas on paper which is valuable aid to the
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whole learning process. According to Harmer (2004: 4-5) there
are 4 steps about writing process as follows:
a. Planning
Experienced writers plan what they are going to write.
Before starting to write or type, they try and decide what is they are
going to say. For some writers this may involve making detailed
notes. When planning, the writers have to think about three main
issues. In the first place they have to consider the purpose of their
writing since this will influence (amongst other things) not only the
types of text they wish to produce, but also the language they use,
and the information they choose to include. Secondly, experienced
writers think of the audience they are writing for, since this will
influence not only the shape of the writing (how it is laid out, how
the paragraphs are structured etc) but also the choice of language-
whether have to consider the content structure of the peice- that is,
how best to sequence the facts, ideas, or arguments which they
have decided to include (Harmer, 2004: 4-5).
b. Drafting
We can refer to the first version of a piece of paper as a
draft. This ―go‖ at a text is often done on the assumption that it
will be amended later. As the writing process proceeds into editing,
a number of drafts maybe produced on the way to final version
(Harmer, 2004: 5)
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c. Editing (reflecting and revising)
Once writers have produced a draft they then, usualy, read
through what they have written to see where it works and where it
does not. Perhaps the order of the information is not clear. Perhaps
the way something is writing is wring is written is ambiguous or
confusing. The may then move paragraphs around or write a new
introduction. They may use a different form of words for a
particular sentence. More skilled writers tend to look at issues of
general meaning and overall structure before concentrating on
detailed features such as individual words and grammatical
accuracy. The latter two are, of course, importanct and are often
dealt with later in the process (Harmer, 2004: 5)
Reflecting and revising are often helped by other readers
(or editors) who comment and make suggestions, another reader‘s
reaction to a piece of writing will ehlp the author to make
appropriate revisions (Harmer, 2004: 5).
d. Final Version
Once the writers have edited their draft, making the
changes they consider to be necessary, they produce their final
version. This may look considerably different from both the
original plan and the first draft, because things have changed in the
editing process. However, the writer is now ready to send the
written text to its intended audience. We might decide to represent
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these stages in the following way: ―planning- drafting- editing-
final dfart‖ (Harmer, 2004: 5).
However, there are two reasons why this diagram is not
entirely satisfactory. In the first place, it tells us little about how
much weight is given to each stage, but, more importantly, by
suggesting that the process of writing is linear it misrepresents the
way in which the majority of the writers produce written text. The
process of writing is not linear, as indicated above, but rather
recursive. The means that the writers plan, draft, and edit but then
often re-plain, re-draft, re-edit (Harmer, 2004: 5-6)
We need to represent these aspects of the writing process in
a different way, therefore, the proccess wheel below clearly shows
the many directions that the writers can take, either traveling
backwards and forwards around the rim or going up and down the
wheel‘s spokes. Only the one final version really is the final verion
has the process it is culmination.
Figure 2.1: Process Writing Model
(Source: Jeremy Harmer, 2004: 6)
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The writing process we have described operates whether
people are writing e-mails, texting their friends, writing shopping
lists, providing compositions for their English teachers, or putting
together a doctoral thesis. How much attention we give to the
different stages of the process (and to recursion in the process) will
largely depend, as we have seen, on what kind of writing we are
doing, what medium we are using, what the content and length of
our piece is, and who we are doing it for. Sometimes the first three
stages of the process will take almost no time at all and we will
plan, (re-) draft, and (re-) edit very quickly in our heads as we
write. Nevertheless, however casually we approach the process, we
will stil try and plan what to write, check what we have written,
and revise it before sending it off. It is just that at certain times we
do this more carefully than at others (Harmer: 5-6).
When considering how people write, we need to consider
the similarities and differences between writing and speaking, both
in terms of their forms and in the processes that the writers and the
speakers go through to produce language. Despite the fact that the
differences between the two forms are often very marked, there are
also occasions when speaking and writing look very musch the
same and are done in much the same way (Harmer: 2004: 6-7).
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7. Genres of Writing
According to Brown (2003: 219), the same classification
scheme is reformulated here to include the most common genres that a
second language writer might produce, within and beyond the
requirements of a curriculum. Even though this list is slightly shorter,
you should be aware of the suprising multiplicity of opinions of
written genres that second language learners need to acquire. Genre of
writing are:
a. Academic writing: papers and general subject reports, essays,
composition, academically focused journals, short-answer test
responses, technical reports (e.g, lab reports), theses, dissertation.
b. Job-related writing: messages, letters/ email, memos, reports,
schedules, labels, signs, advertisements, announcements, manuals.
Personal writing: letters, emails, greeting cards, invitations,
messages, notes, calender entries, shopping lists, reminders,
financial documents, forms, questionnaires, medical reports,
immigration documents, iaries, personal journals, fiction.
8. Assessing Writing
In analytic scoring, scripts are rated on several aspects of
writing or criteria rather than given a single score. Depending on the
purpose of the assessment, scripts might be raten on such features as
content, organization, cohesion, register, vocabulary, grammar, or
mechanics. Analytic scoring schemes thus provide more detailed
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information about a test taker‘s performance in different aspects of
writing and are for this reason preferred over holistic schemes by many
writing specialists, Brown (2001: 218).
Writing is one productive skill considered difficult especially
for foreign learner as offered by Fauzy (2010:45). It is very complex
activities since in this case writing does not only mean putting down
graphic form on a piece of paper. It involve at least five component.
According to Haris (1969:68) some component in good writing are
content, form, grammar, style, and mechanic.
The explanation of the component above are:
1. Content
The substance of writing the ideas expressed. Writing must
conve the main idea or an attentive reader should be able to graps the
writer purpose (Haris, 1968:68).
2. Form
The organization of the content. Writing should content logical
or assosiative connection and transition which clearly express the
relationship of the idea described (Haris, 1969:68).
3. Grammar
The employment o grammatical form and syntactic pattern.
Writing should adhere to the rules of grmmar related to the tenses with
sequence of time (Haris, 1969:68).
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4. Style
The choice of structure of lexical items to give a particular tone
or flavor to the writing. Writing should engage its reader through
original insight and precise (Haris, 1969:68).
5. Mechanic
The use of graphic convention of the language. Writing must
use a good spelling punctuation, and tidy and clean writing.
According to Reid (1993:235) the evaluation which using
analytic method elaborate writing product into five components. They
are content, form organization, vocabulary or style, language use or
grammar and mechanic. Those component is used to decide the criteria
of scoring in writing. The criteria are:
Table 2. 1: Criteria Scoring Writing
No Score Criteria
1 91- 100 Excellence
2 81- 90 Very Good
3 71- 80 Good
4 61- 70 Fair
5 51- 60 Poor
6 < 50 Very Poor
(Reid, Joy M. 1993. Teaching ESL Writing.)
B. Descriptive Text
1. Definition of Descriptive Text
According to McWhorter, Kathhleen (2010: 234) description
presents information in a way that appeals to one or more of the five
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senses- sight, sound, smell, taste, and touch, usually creating an overall
impression or feeling. You use description every day, to describe a pair
of shoes you bought, a flavor of ice cream you tasted, or a concert you
recently attended. Writing relies on description of a sensory experience
of teste, you will feel as if you, too, are eating chilli peppers.
Base on the statement of Cooper, and Axelrod (2010: 628), the
word describing comes from the latin describere, means ―to sketch‖ or
―to copy in writing‖. Written descriptions help readers imagine what is
being described. Good description can also be evocative, calling up
memories or suggesting feelings associated with the subject being
described.
2. Generic Structure of Descriptive Text
The generic structure of descriptive text consists of:
a. Identification: is the paragraph that introduces the character.
b. Description: is the part of paragraph the describes the character
(Purnomo, 2004: 13)
3. Purpose of Description
Base onAxelrod and Cooper (2010: 628), the writers can use
description for many purposes:
1. To give the readers an impression of a person, things or places.
2. To ilustrate abstract ideas.
3. To make information memorable or tu support an argument.
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There are three basic descriptive techniques based on (Cooper
and Axelrod, 2010: 628)
1. Naming
Naming calls readers‘ attention to observable features of
the subject being described. To describe a room, for example, you
might name objects you see as you look around, such as a bed,
pillows, blankets, dresser, clothers, books, and a CD player
(Cooper and Axelrod, 2010: 628)
2. Detailing
Naming identifies the notable features of the subject being
described while detailing makes the features more specific or
particularized. Naming answers the questions ―What is it?‖ and
―What are its parts of features?‖. Detailing answers questions like
these: 1) What size is it? 2) How many are there? 3) What is it
made of? 4) Where is it located?. 5) What is its condition? 6) How
is it used? 7) where does it come from? 8) What is its effect? 9)
What is its value?
To add details to names, add modifiers- adjectives and
adverbs, phrases and clauses. m odifiers make nouns more soesific
by supplying additional information (Cooper and Axelrod, 2010:
629- 630)
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3. Comparing
In adition to naming and detailing, writers sometimes use
comparing to make their descrition more vivid for readers.
Comparing can also convey to readers what the writer feels about
the subject. (Cooper and Axelrod, 2010: 631- 632)
4. Language Features
a. Using adjectives and compound adjectives.
Examples:
1. A five hundred seated football stadium.
2. A beautiful ancient Roman opera house.
b. Using Linking Verb/ Relating Verb
Examples:
1. The temple is so magnificant.
2. The temple consists of three teraces.
c. Using Simple Present Tense
Examples:
1. The museum horses hundreds of Greek statuses.
2. The hotel provides 450 rooms and a large swimming pool.
d. Using degree of comparison
Examples:
1. The weather in Jakarta is hotter than bandung.
2. Bogor has the same weather as Ungaran (Purnomo, 2004: 13-
14).
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C. Brainwriting
1. Definition of Brainwriting
The term of brainwriting is created by scientists at Batelle
Institude in Frankfurt, Germany. According to Michalko (2004: 315),
brainwriting is an approach to share ideas when a group produce
written idea. It is a good strategy to improve the students‘ writing
skills. According to Brocop, et.al. (2009: 9), brainwriting allows
individuals to share ideas with the trough exchange ideas writen on
paper, or to share ideas via computer network. One of the group
members writes the idea, while the others read it and add feedback and
their own ideas. Later, it is distributed to the others.
Same as expressed by Baxter (2001: 81), brainwriting suggests
everyone to write some ideas or opinions on paper, whether in the
form of a column and line. Every sheets then is passed on to other
members in groups and they must try to increase or develop those
ideas further by adding new lines or columns. Similar opinion is
expressed by Brahm & Kleiner as cited by Wilson (2013: 44), that
brainwriting is a method quickly produce ideas by asking participants
to write their ideas on paper and exchange written ideas with the
vmembers of this group. It is valued more effective than to say their
ideas orally as occurred in brainstorming.
From some opinions above, it can be concluded that
brainwriting is education strategy to increase the writing proficiency.
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In the implementation, brainwriting strategy helps the students to write
their ideas in a peace of paper. The students can both add or exchange
ideas with the other students. This strategy also gives benefits to
encourage the passive students in the class to express their ideas in the
form of writing.
2. Advantages and Disadvantages of Brainwriting
The use of brainwriting strategy in learning activities also has
the advantages and disadvantages. According to Wilson (2013: 48),
has some advantages are follow:
a. Can produce an ideas more than share ideas with the traditional
opinion.
b. Reduce the possibility of conflict between members in the
group debate.
c. Help members of the talk passive and less self confidence in
their opinion expressed orally in a group sharing opinions.
d. Reduce the possibility of fear when their opinion not accepted
other members.
e. Reduce anxiety when someone works in a culture.
f. Can be combined with other technique creativity to increase the
number of ideas that produced on particular subject or a
particular matter.
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In other hand, Brocop, et.al (2009: 9) explained that excess
users this strategy is students have time to produce and drawing up
their ideas.
However there are some disadvantages of the use of this strategy as
is expressed by Wilson (2013: 48), that are as follows:
a. This strategy less is known compared with the brainstorming
methods.
b. Less of social interaction between participants as each
participant wrote their ideas without talking to participants.
c. Participants may feel that they can not be entirely express their
ideas in writing.
d. Handwriting can be a little difficult to disentangle and interpret
the result of an ideas and wrote the ideas.
3. Procedure of Brainwriting Strategy
a. Intoduce the procedure.
b. Hand out paper for each person to write down ideas.
c. Provide a clear and legible problem statement.
d. Describe the timing of the brainwriting(for example, three minutes
for the first round, and two minutes for four subsequent rounds)
and the process for passing the pages (for example,
counterclockwise around the table). A page-passing process taht is
not clear could undermine the credibility of the method and waste
time.
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e. Ask if anyone has any questions about the problem statement or
the brainwriting process.
f. Remind people to read the ideas quickly before entering their own
ideas and to feel free to add, modify and combine ideas. Let people
known that extra paper is around the room if they run out.
g. Begin the rounds. Announce the end of each round, and ask people
to pass their paper to annother person.
h. At the end of the session, collect the brainwriting pages and post
them for comment, additional ideas or review.
(www.ebooklibrary.org/article6-3-5_brainwriting)
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CHAPTER III
RESEACH METHOD AND DATA PRESENTATION
A. Research Method
In this research the writer used Classroom Action Research (CAR).
CAR is a given to a particular way of researching your own learning. It is
a practical way of looking at your practice in order to check whether it is
as you feel it should be. If you feel that your practice needs attention in
some way you will be able to take action to improve it, and then produce
evidence to show in what way the practice has improved.
(McNiff, 2002: 15).
Because action research is done by you, the practitioner, it is often
reffered to as practitioner research, or a similar name such as practitioner
led- or practitioner base research. It is a form of research which can be
undertaken by people in any context, regardless of their statuse or position.
It involves you thinking carefully about what you are doing, so it can also
be called a kind of self- reflective practice. Action research is an enquiry
by the self into the self, undertaken in company with others acting as
research participants and critical learning partners. (McNiff, 2002: 15).
Action research involves learning in and through action and
reflection, and it is conducted in a variety of contexts, including the social
and caring sciences, education, organisation and administration studies,
and management. Because action research is always to do with learning,
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and learning is to do with education and growth, many people regard it as
a form of education research. (McNiff, 2002: 15).
According to Arikunto (2006: 16) there are four steps to do
classroom action research. They are planning, acting, observing and
reflecting. The research chooses CAR because the researcher finds the
problem in learning proccess that low focus and attention to the learning
proccess. They do not focus on the teacher and keep walking around the
class, looking outside through the window seem that they feel bored with
the learning proccess. This problem need to solve by using appropriate
learning strategy through classroom action research.
According to Arikunto (2006:6-9) there are some principles of
action research as follows:
a. The real activities in routine situation
b. The awareness for recondition work ability
c. SWOT as research foundation
SWOT is summary of Strength, Weakness, Opportunity, and
Threat. Strength and weakness are used to identify researcher and it is
subject. The opportunity and threat are identified out of the teacher or
researcher and students, Arikunto (2006: 7).
d. Empiric and systematic endeavor
e. Using SMART principle in planning
The meaning of SMART is:
S = Specific
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M = Manageable
A = Acceptable or Achievable
R = Realistic
T = Time-bound
From the definition above, the writer concludes that classroom
action research is research which is done by the teacher in teaching
learning process to understand the situation and to improve the skill of the
students in learning process.
B. Method of the Collecting Data
The research uses many data gathering tools. Ther are 4 methods of
collecing data in this study.
1. Test
The test consist of some question for the student to be
answered. The test implement in the research consist of pre- test and
post- test. In this research the pre- test will be given in the first time.
The researcher enter the class. Then the post- test was given in the last
session in the last teaching implemented. Namely are oral, written and
behavior form.
According to Arikunto (2010: 193) test is series of the
questions or exercises and other tools used to measure the skills,
knowledge, intelligence, ability or talent possesed by individuals or
groups. From the target or object to evacuated. Then divided the
several kinds of test and other measuring instrument, such as
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personality test, aptitude test, intelligent test, attitude test, and
achievement test.
To get the writing score, the writer uses the table of scoring writing.
Table 3.1: Table of Scoring Writing Skill
ESL COMPOSITION PROFILE
Component Score Criteria
Content
30-27
EXCELLENT TO VERY GOOD
Knowledgeable, substantive, thorough
development of thesis, relevant to assigned
topic
26-22
21-17
GOOD TO AVERAGE: Some knowledge
of subject, adequate range, limited
development of thesis, mostly relevant to
topic but lacks detail.
FAIR TO POOR :Limited knowledge of
subject, little substance, inadequate
development of topic
16-13
VERY POOR :Does not show knowledge
of subject, non-substantive, not pertinent,
or not enough to evaluate
Form /
organization
Vocabulary /
style
20-18
EXCELLENT TO VERY GOOD :Fluent
expression, ideas, clearly stated/supported,
succinct, well-organized, logical
sequencing, cohesive
17-14
GOOD TO AVERAGE: Somewhat
choppy, loosely organized but main ideas
stand out, limited support, logical but
incomplete sequencing
16-13
FAIR TO POOR :Non-fluent, ideas
confused or disconnected, lack logical
sequencing and development
12-10
20-18
VERY POOR :Does not communicate, no
organization or not enough to evaluate
EXCELLENT TO VERY GOOD
:Sophisticated rang, effective word/idiom
choice and usage, word from mastery,
appropriate register
17-14
GOOD TO AVERAGE: Adequate range,
occasional errors of word/idiom form
choice, usage but meaning not obscured.
13-10
FAIR TO POOR :Limited range, frequent
error of word/idiom form, choice, usage,
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meaning confused or obscured
9-7
VERY POOR :Essentially translation, little
knowledge of English, vocabulary, idiom,
word form, or not enough to evaluate
25-22
EXCELLENT TO VERY GOOD:
Effective, complex construction, few error
of agreement, tense, number, word,
order/function, articles, pronouns,
preposition
21-18
GOOD TO AVERAGE: effective but
simple constructions, minor problems in
complex constructions, several errors of
agreement, tense, number, word order/
function, articles, pronouns, preposition
but meaning seldom obscured.
Language
use/
Grammar ` 17-11
FAIR TO POOR : Major problem in
simple/complex construction, frequent
error of negation, agreement, tense,
number, word, order/function, articles,
pronouns, preposition and or fragment,
run-ons, deletions, meaning confused or
obscured
10-5
VERY POOR :Virtually o mastery no
mastery of sentence construction rule,
dominated by errors, does no
communicate, or not enough to evaluate
Mechanic
5
EXCELLENT TO VERY GOOD
:Demonstrate mastery of conventions, few
errors of spelling, punctuation,
capitalization, paragraphing
4
GOOD TO AVERAGE: Occasional errors
of spelling, punctuation, capitalization,
paragraphing, but meaning not obscured
3
FAIR TO POOR :Frequent errors of
spelling, punctuation, capitalization,
paragraphing, poor handwriting, meaning
confused or obscured
2
VERY POOR :No mastery of conventions,
dominated by errors of spelling,
punctuation, capitalization, paragraphing,
handwriting illegible, or not enough to
evaluate
2. Observation
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There are two kinds of observation, namely: participant
observation, and non participat observation. In the participant
observation the researcher is involved in the object of research action.
While non- participant observation, the researcher in only as an
observer, she/ he not involve in the activity, Arikunto (2010: 200)
In this research, the researcher use non- participant observation.
Therefore, the researcher observes the activity directly to deescribe the
real situation during Eng;lish class and note all the phenomena. The
researcher does observation to look for information about teaching and
learning writing English in the class using implementation brainwriting
strategy. This observation is not participation observation so, the
researcher only as an observe. The researcher just do observtion with
giving the material using brainwriting strategy.
3. Documentation
According to Arikunto (2010: 274), documentation is an
activity to look for variable like notes, transcribes, books, newspapers,
magazines, etc. In this method, researcher holds a check- list to look
for the variable that had been decided.
C. Technique of Data Analysis
According to Hadi (1981: 246) the formula is:
a. Mean
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Mean is formula to know the average of the students‘ score.
The formula is:
M = ∑X
N
M : Mean of students‘ score
∑X : The sum score of students‘ writing test
N : The total number of students
b. SD (Standard Deviation)
SD = ∑D2
N−
∑D
N
2
SD : Deviation Standart
D : Difference between pre-test post-test
N : Number of observation in T-test
c. T-test
To be able to know whether there is a significant improvement
or not between pre-test and post-test, researcher using t-test after
calculate the SD. The formula is:
ot
1N
SD
N
D
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t0 : T-test for the differences of pre-test and post-test
SD : Deviation Standard for one sample t-test
D : Different between pre-test and post-test
N : Number of observation in sample
D. Research Subject
The research was conducted at MtsN Susukan which aims to the
implementation of the use of brainwriting to improve the students‘
descriptive text. It was located at Susukan or Sruen- Karanggede Street
KM 7, 50777. The subject of this research was the students of VIII B
class that consist of 28 students in the academic year of 2016/ 2017.
E. Schedule of the Research
The scedule of the research was conducted in September. Here the
writer as a researcher and the colaborator , Mrs. Aima Ubaidah, S.Pd. as a
teacher. The table bellow will show us the schedule of the research:
Table 3.2: Table Activities
No Date and Time Activities Place and
time
1 August 15th
2016 Observation: giving the letter
to the one of staff at MtsN
(H Nur Cholis, M.Pd. ) to do
research.
Offic MtsN
Susukan
(09: 00 WIB)
2 August 20th
2016 Make some agreement with
Mrs. Aima Ubaiddah about
teaching learning process.
She agree the researcher
(Ratih Purwati) play as a
teacher to do reserch.
Offic of
MtsN
Susukan
(09: 30 WIB)
2 August 29th
2016 Meet Teacher Mrs. Aima Offic MTsN
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Ubbadah, S.Pd. to do consult
the RPP
Susukan
(08: 30 WIB)
3 August 30th
2016 Doing action in the class
(cycle 1)
In the class
(07: 00-
08:30)
4 August 31th
2016 Doing action in the class
(cycle 1)
In the class
(11: 30- 12:
10) take a
rest and pray
dhuhur
(13:00-13:40)
5 September 6th
2016
Doing action in the class
(cycle 2)
In the class
(07:00-
08:30)
6 September 7th
2016
Doing action in the class
(cycle 2)
(11: 30- 12:
10) take a
rest and pray
dhuhur
(13:00-13:40)
F. Procedure of Research
The research design used in this research is the self- reflective
spiral of planning, acting, observing, reflecting, re- planning as the basis
for a problem solving maneuver as proposed by Stephen Kemmis and
Robin McTaggart, McNiff (2002: 45).
a. Planning:
The activities in planning are:
1. Preparing material, making lesson plan and designing the steps in
doing action research.
2. Preparing list of students‘ name and scoring.
3. Preparing teaching aids.
4. Preparing sheets for classroom observation (to know the situation of
teaching learning process when the method is applied).
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5. Preparing a test (to know whether student‘ writing ability improve or
not).
b. Acting
1. Giving Pre- Test.
2. Teaching writing descriptive text by using brainwriting strategy.
3. Giving change to the students to ask any difficulties or problem.
4. Giving Post- Test.
c. Observing
Observation is one of methods of collecting data with systematic
supervision against researched indication. The stage will be done by
observing and in writing learning outcomes that would be conduct to
obtain data. The researcher observes whether using brainwriting
strategy can improve students‘ ability in writing descriptive text.
d. Reflecting
In this stage data of observation is collected and analyzed by
researcher. If there is found problem it will move to the next cycle with
the same concept as the first one, re- planning, re- acting, and re-
observing. The result will be used as reference for the next planning.
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Figure 3.3: Four activities in each cycle
(Kemmis and McTaggart, (2002: 45) as qwot by David Hopkins,
(1998: 48))
G. Research Instruments
Research instrument use to collect data and all the instruments used
in this research has been validated by valiadator Mr. Supriyanto as a
English teacher in SMA N 3 Salatiga to show that all the instrument are
valid and can be used in the research. In this study. There are three kinds
of research instrument.
1. Written Test
Written test uses to know the student‘s ability of writing before
and after implementing guided question method. The forms of the test
were essay test. In this test the teacher will give some grade based on
some aspect. Those aspect are grammar, content, organization or form
and vocabulary. The table below show the example of scoring sheet as
follow:
From the score above, the writer conclude a score criteria as a
table bellow:
Table 3.3: Score Criteria
No Score Criteria
1 89- 100 Excellent
2 79- 88 Good
3 75- 78 Fair
4 46- 74 Poor
5 0- 45 Very Poor
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2. Observation Sheet
Observation sheet will be used to know the students and
teachers activity during English teacher and learning process by using
brainwriting strategy. The instrument gives monitor and records the
students‘ improvement during the lesson.
3. Documentation
In this research, the researcher used document as one of the
instrument. The researcher collect all the data from the school and
teacher document which are needed in this research like students‘
writing result in pre-test and post-test and also the students‘ writing
scores in pre-test and post-test. photo in this research will be used to
documented all situation in this class. Conclude the process of teaching
learning using brainwriting strategy. Another instrument is the data
from the school and from the teacher about the situation of the MTsN
Susukan. Especially the students of VIII B in MTsN Susukan. Beside
the researcher also prepare some video as documentation.
H. Research Setting
1. The General Description of MTsN Susukan
MtsN Susukan is an educational institutions in Semarang Regency.
It is one state of all schools in district Semarang. This school is built in
1965 and launched on may, 31th
1980, currently 52 years old.
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The location is Pos Susukan at JL.Cilukis or Sruen – Karanggede
Km 7 Susukan District, Semarang Regency, Central Java. This location is
strategic because it is in from of a highway, the main road, so that it is
very easy to find the school. It is very fresh because the school is designed
by good model with color green. So that can make people feel fresh look
it, beside that there are field in left.
The name of school is Madrasah Tsanawiyah Negeri Susukan. The
headmaster of this school in the academic of 2016/ 2017 is Hj. Hidayatun,
S.Ag. M.Pd.
MtsN Susukan permanently is subsidized by government. The
facilities are text books, teachers and official. The students of MtsN
Susukan in academic year of 2016/ 2017 are 937 students. They are
consists of 326 students of seventh year, 308 students of eight and the
students of nine year are 303 students. This school has 30 classrooms for
teaching learning process. (Source: Administration Staff of MTsN
1_Susukan 29th
August 2016).
2. The General Information of Islamic Junior High School Susukan
The Profile of Islamic Junior High School of MTsN Susukan
a. School name : MTsN Susukan
b. NSS : 121133220006
c. NPSN : 203364447
d. Address : jalan Pos Susukan – Salatiga 50777
jalan Sruen- Karanggede KM 7 Susukan
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e. Vilage : Susukan
f. District : Susukan
g. Regency : Semarang
h. Province : Central Java
i. Pos code : 50777
j. Phone number : (0298) 615013
k. Area : Vilage
l. Categories of school : State
m. Accreditation : A
n. No SK of building : 271980
o. KBM : Morning
p. Building area : long 5620 m2,
wide 843 m2
(Source: Administration Staff of MTsN 1_Susukan 29th
August 2016).
3. Students’ Activity
To complete students‘ achievement, Islamic state of Junior
Hight School Susukan provides more activities, that as follow:
a. religious activity: Pesantren kilat, sholat dhuha, sholat berjamaah,
baca tulis al Quran, tadarus.
b. Ekstrakulikuler activities:
Table 3.4: Students’ Activities
No kinds of ekstrakulikuler Yes=1/
No=0 Followers
1 Scouts 1 625
2 palang merah remaja (PMR) 1 40
3 latian dasar kepemimpinan siswa 1 68
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4 PASKIBRAKA 1 60
5 Karya ilmiah remaja 0
6 marching band 1 120
7 Robotik 0
8 Mathematics 0 20
9 Football/ futsal 1 12
10 Basketball 1 48
11 Badminton 1 22
12 Olahraga bela diri 1 15
13 Grub band 1 30
14 Seni suara/ paduan suara 1 20
15 Musical Arts 1 16
16 Traditional dance 1
19 Pecinta alam 0
20 Journalism 0
21 marawis/ nasyid 0
22 Kaligrafi 0
23 Other 0
4. The Setting of Time
The research was carried out at MtsN Susukan in academic
year 2016/ 2017. This research started on 30 August until 7 september
2016. The research acted as observer and as a teacher and Mrs. Aima
Ubaiddah, S.Pd. as real teacher.
The writer arranged in the two cycles, each cycle of planning,
observation and reflecting. The classroom action research was applied
in VIII B class of MtsN Susukan.
5. The Condition of Teacher and Staff
Educational is combination efforts of several forces to achieve
commons goals. One of them is teacher with formal qualification and
staff/ officer who always help the teachers to creat teaching and
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learning process. Both teachers and staff will make teaching and
learning process better.
Theacher is someone who tranfers knowledge for the students.
They transfer some materials and skills during teaching and learning
process. They facilitate the students to get their talent therefore the
teacher is important in teaching and learning process. The situation of
teacher and staff in MtsN Susukan as follows:
Hj. Hidayatun, S.Ag. M.Pd. as a headmaster, Drs. Azizudin as
an English teacher, Heny Budi Lestari, S.Pd. as a civic education,
Jumiyati, S.Pd. as mathematic Dra. Siti Wasilah as a social science,
Burhanudin, S.Ag as an arabic teacher, Sri Wahyuni as a language
teacher, Sulastri, S.Pd. as a biology or science, Drs. Masykur as a
mathematic, Aliq Diroyah, S.Pd. as a socil science, Dra. Haniatun as
an qaidah akhlak teacher, Fachrudin Rois, S.Ag. as an English teacher,
Umi Fajriyah, S.Ag. as qur’an hadist teacher, Muh. Amin M, M.Pd.
as a natural science, Slamet Buchori, S.Pd as physic education, Murodi
Sabikin, S.Ag. as an art or skills teacher, Nur Kholis, S.Pd. an an
information technology, Sugiyanto, S.Kom. as an information
technology, Muhammad Mustofa Wildan, S.Pd. as a guidance and
counseling, Lies Farida, S.Pd. as a guidance and counseling, Zayyinul
Istiqomah, S.Pd. as vocation, Jumadi as the office of administration,
Siti Faizatun as the office of administration, Rohmad as health units
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students, Sukri as a custodian school, Agus Khoeroni as a custodian
school, Ahmad Sholihin as scurity, Bagus Pambudi as scurity.
(Source: Administration Staff of MTsN 1_Susukan 29th
2016 )
6. The Facilities of MtsN Susukan
The facilities there are in the school are very much, which it
can support the students‘ achievement in the school. There are some
facilities which needed by teacher, school and students to support
teaching learning process. It could be seen in the table bellow:
There are 27 classroom, 1 Headmaster room, 1 teacher‘s room,
1 ruang tata usaha, 1 biologycal laboratory, 1 computer laboratory, 1
language laboratory, 1 library, 1 health room, 1 skills room, 1 arts
room, 5 the toilet teachers, 10 the toilet students, 1 the guidance and
counseling room, 1 meeting hall, 1 OSIS room, 1 mosque, 1 scurity
pos and 7 canteen.
(Source: Administration Staff of MTsN 1_Susukan 29th
August 2016).
7. Infrastructure to Support Learnig Process
There are 947 students seats, 947 the students table, 30 seats
teacher in the class, 30 teacher desk in the class, 27 white board, 27 a
cupboard class, 1 props islamic religious education, 1 props physical,
props biology, 6 football, 12 volleyball, 8 basketball, 1 table tennis, 1
badminton court, 1 basketball court, and 2 volleyball court.
(Source: Administration Staff of MTsN 1_Susukan 29th
August 2016).
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8. Other Infrastructure learning process
The type of infrastructure are 3 leptop, 61 pc comuter, 12
printer instead, 5 television, 2 photocopy machine, 1 fax machine, 2
scanner machine, 1 LCD, 1 screen, 70 teacher desk and staff, 70 seats
teacher and staff, 21 filling cabinet, 1 pillbox, 2 speakers, 4 washtafel
and 1 vehicle drive.
(Source: Administration Staff of MTsN 1_Susukan 29th
August 2016).
9. Distribution of the Class
Students are people who want to add something new, not only
to learn new knowledge, but also to get other aspects in life such as;
social relation, morality and culture. They learn at school at certain
time. The researcher conducted this research in MTsN Susukan and
especially concern in the second grade especially VIII B. This class
consist of 28 students, they are 5 males and 23 females. They
distribution of the class in MtsN Susukan as follow:
Table 3.7: List of VIII B Students
No Name Male/ Female
1 Alfi Hilyati F
2 Alfian Alfannur Wahid M
3 Alfina Maulida F
4 Aliya Nur Jannah F
5 Amelia Ardi Arta F
6 Dilla Praditya Hutomo Putro M
7 Dwi Widi Hartanti F
8 Em Fauqi Majdy Arghaprima M
9 Eni Ustavia F
10 Febri Darania F
11 Fidyah Sari Rohmah F
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12 Henny Nur Istiyani F
13 Junita Ari Darmayanti F
14 Kareena Devinayu Maharani F
15 Kharisma Amalia F
16 Khotimatul Ulya F
17 Lina Indah Puspitasari F
18 Muhamad Kun Mafaza M
19 Muhammad Lutfi Choirul M
20 Nihayatul Khusna F(OUT)
21 Nurul Latifah F
22 Setyo Dwi Meiliawati F
23 Shakira Salsabila F
24 Shofia Chafi Azka Haq F
25 Siti Alfiana Saadah F
26 Siti Alfiani Fadlilah F
27 Siti Marfuah F
28 Yuli Fatkhiyaturrohmah F
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CHAPTER IV
RESULT AND FINDINGS
A. Data Analysis
1. Cycle 1
The writer carried out series of action in this part. She was helped by
her friend as a partner Sri Sunani as a documentator. The writer arranged
two cycles, each cycle consists of planning, action, observation and
reflection. The whole steps of this research were explained in the
description below:
a. Planning
The first activity in this research was planning. Planning phase
of using brainwriting strategy in writing performance in descriptive
text was carried out on August 30th
, 2016. It was done for one
periods, it was 90 minutes in the classroom.
Before conducting the research, the researcher prepared the
instruments of research, such as:
1) Preparing the material, making lesson plan (RPP), and designing
the steps in doing action using RPP
2) List of students‘ name
3) Preparing sheet for classroom observation (e.g. paper, pre test
and post test materials, leptop, board marker, etc)
4) Teaching aid (e.g. blank paper, camera)
5) Test Instrument ( pre-test and post-test)
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6) Preparing Materials.
b. The Implementation of Action
This research was done on August 30th
2016 until September
7th
2016 in MTsN Susukan. On Monday, 15th
August 2016, the
researcher and her partner met the vice principle, Nur Cholis, S.Pd.He
gavea permission to the researcher to do the research in the school.
Then, on August 20th
2016 the researcher and Mrs. Aimma Ubaiddah
as English teacher met and discussed about the material that would be
applied in the second grade students of MTsN Susukan. She
suggested that the research would be started on August 30th
2016. The
researcher didthe research cycle 1 for two days.
The first day on August 30th
2016, the researcher did
introduction and gave a pre-test, the class condition was not too
crowded because my class was second good class, so the students had
good figure. It seemed that they were ready to get the next lesson, so it
did not need a long time to begin the class because the students had
know the researcher. The second day on August 31th
2016 she gave
post- test. Before the researcher began the class, the English teacher
informed the students that for a few days later the class would be
taught by the researcher. Thus, she asked the students to pay attention
when the researcher taught in the class. The researcherstarted the
lesson with greeting and said the students‘ condition, then she felt
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happy to be able to meet the students. The students gave a feedback,
that they felt the same with the teachers‘ felt.
The researcher introduced herself, she mentioned where she
college, she lived, and mentioned her name. Before the lesson was
begun the researcher checked the presence of the students and
continued by saying“basmallah” together, then she gave a pre- test
about 20 minutes, when the students did the pre-test, she walked
around the class and responded the questions of students about pre-
test. The students still often asked vocabulary to the teacher and they
also discussed with other friends did the pre- test. Then, she said to the
students to do by themselves as they can. After the students have done
the pre-test, she collected the answer and continued the lesson.
The teacher told the students about the topic that day, then
teacher asked the students about the lesson that would be learned that
day. She explained and gave the paper of materials to the students.
The teacher continued the lesson by explaining language
features that was used in descriptive text such as: specific
participant, simple present tense, action verbs, conjunction of time
and cause-effect. Furthermore, the teacher asked the students to
underline the words that indicated the language features of the text.
Then the teacher explained the students how to make a descriptive
text.
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The teacher explained about the descriptive text clearly. She
made example of descriptive text. The theme was ―my mother‖. She
asked to the students about descriptive text, then the students
answered. After a few minutes explained, time was up so the teacher
closed the lesson by sayinghamdallah together.
The second meeting was conducted on Wednesday, August
31th
2016 at 11: 30 am. The teacher and the researcher entered to
the class. She opened the lesson and asked the previous material that
they had learnet.
Then, the teacher asked the last material that they have
learned and she did action or started lesson using brainwritig
strategy. After previous lesson was explained about the material and
the students understood how to make an essay about descriptive text,
the teacher asked the students to describe a theme that they got after
did rolling paper by using brainwriting strategy to get some ideas
and than the ideas that they got was developed in the paragraph
descriptive text. It was also as the post-test in cycle 1. Then, the
student began to do it and the teacher walked around to monitor the
students. And then the teacher gave the students to collect their task
After that, volunteer of the class read the result. The teacher
gave feedback and conclusion and gave a post test about 30 minutes.
Before closing the lesson the teacher asked the students to study
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about favorite place in Indonesia. She asked the students to collect
their task and close the teaching learning process.
c. Observation
The observation was done by the researcher during teaching
learning process. In the first meeting it was followed by 27 students.
The researcher observed by using observation checlist. In the first
cycle, there were some interaction between the students and the
teacher that ran well. The students looked enjoy and attracted with
the materials that taught by the teacher, although some students still
did not pay attention on the lesson.
d. Reflection
Based on the result of cycle 1, the researcher found the
improvement after applying brainwriting strategy as a method in
teaching learning. The first was the improvement of writing
descriptive text. It happened in the process of writing, especially in
writing descriptive text by usingbrainwriting strategy. The second,
the improvement of the students‘ participation could be seenduring
the process of teaching and learning in the classroom.
Although there were some weaknesses found in cycle I, they
were some of students were still passive in sharing ideas in the
learning process, they were confuse to make a paragraph, the
students relied on the dictionary too much and some of the students
still hesitated on exploring their idea.
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The students still did not understand and unfocused on the
lesson. Thus, the researcher and teacher decided to continue the next
treatment in cycle 2 to fix the problems.
Furthermore, the researcher analyzed the students‘
improvement in learning writing descriptive text by looking the
result of pre- test and post- test in cycle 1.
1. Pre- test and mean score in cycle 1
Table 4.1: Score of Pretest in cycle 1
No Name Aspects
C F/O V G M Total Criteria
1 Alfi Hilyati 21 20 18 14 4 77 Fair
2
Alfian Alfannur
Wahid 18 18 18 13 4 71 Poor
3 Alfina Maulida 18 20 20 14 3 75 Fair
4 Aliya Nur Jannah 18 20 19 20 4 81 Good
5 Amelia Ardi Arta 19 19 18 19 4 79 Good
6
Dilla Praditya
Hutomo Putro 18 18 16 15 3 70 Poor
7 Dwi Widi Hartanti 20 17 19 16 4 76 Fair
8
Em Fauqi Majdy
Arghaprima 21 19 20 15 2 77 Fair
9 Eni Ustavia 17 14 18 18 3 70 Poor
10 Febri Darania 19 18 17 16 3 73 Poor
11
Fidyah Sari
Rohmah 17 17 18 19 4 75 Fair
12
Henny Nur
Istiyani 19 17 16 15 4 72 Poor
13
Junita Ari
Darmayanti 18 19 15 20 4 76 Fair
14
Kareena Devinayu
Maharani 20 17 16 21 4 78 Fair
15 Kharisma Amalia 18 18 18 19 3 72 Poor
16 Khotimatul Ulya 19 18 18 15 2 72 Poor
17
Lina Indah
Puspitasari 20 19 22 15 4 80 Good
18
Muhamad Kun
Mafaza 19 18 19 16 3 75 Fair
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19
Muhammad Lutfi
Choirul 20 19 20 17 3 79 Good
20 Nihayatul Khusna
21 Nurul Latifah 21 20 21 16 4 82 Good
22
Setyo Dwi
Meiliawati 17 18 20 15 4 74 Poor
23 Shakira Salsabila 18 20 22 17 3 80 Good
24
Shofia Chafi Azka
Haq 18 19 20 19 4 80 Good
25
Siti Alfiana
Saadah 20 20 21 14 3 78 Fair
26
Siti Alfiani
Fadlilah 20 19 17 14 3 73 Fair
27 Siti Marfuah 20 20 18 17 4 79 Good
28
Yuli
Fatkhiyaturrohmah 22 21 19 14 4 80 Good
∑=
2048
Note : *) students who passed the Minimum Mastery Criteria-
Kriteria Ketuntasan Minimal (KKM) 75
Explanation
C : Content
F : Form / Organization
V : Vocabulary
G : Grammar Mechanic
Table 4.2: Criteria of Students’ Achievement of Pre-Test 1
No Score Criteria Number of
Student
1 89- 100 Excellent
2 79- 88 Good 9
3 75- 78 Fair 10
4 46- 74 Poor 8
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5 0- 45 Very Poor
Total
The main of pre- test 1
M = ∑𝑋
𝑁
M = 2048
27
M = 75,85
The result of pre- test mean was 75,85, total of pre-test was
2048 and total the students was 27.
From the table of pre-test above, it could be seen there were
the students that passed the minimum required standard 75. There
were 10 students who got fair level, 9 who got good level and 8
who got poor level. From the result above, it showed that the mean
of pre-test was 75,85. It was passed the minimum passing score,
there were many students was still got fair score in writing
descriptive text.
2. Post-test and Mean Score of Post-Test 1
Table. 4.3: Score of the students’ Post- Test 1
No Name Aspects
C F/O V G M Total Criteria
1 Alfi Hilyati 22 19 21 17 4 82 Good
2 Alfian Alfannur
Wahid 22 20 22 16 4 84 Good
3 Alfina Maulida 20 17 21 14 3 75 Fair
4 Aliya Nur Jannah 23 22 20 20 5 90 Very
Good
5 Amelia Ardi Arta 20 19 18 18 4 79 Good
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6 Dilla Praditya
Hutomo Putro 21 19 19 14 4 77 Fair
7 Dwi Widi Hartanti 20 20 19 16 4 79 Good
8 Em Fauqi Majdy
Arghaprima 20 19 20 16 3 78 Fair
9 Eni Ustavia 19 18 20 18 4 79 Good
10 Febri Darania 18 19 19 16 4 77 Fair
11 Fidyah Sari
Rohmah 23 22 21 19 4 89
Very
Good
12 Henny Nur
Istiyani 20 18 20 15 3 75 Fair
13 Junita Ari
Darmayanti 18 19 18 20 4 79 Good
14 Kareena Devinayu
Maharani 20 17 18 19 4 78 Fair
15 Kharisma Amalia 17 18 17 18 3 73 Poor
16 Khotimatul Ulya 21 19 18 16 3 77 Fair
17 Lina Indah
Puspitasari 19 19 21 19 4 83 Good
18 Muhamad Kun
Mafaza 20 18 20 19 3 78 Fair
19 Muhammad Lutfi
Choirul 22 21 20 18 3 83 Good
20 Nihayatul Khusna
21 Nurul Latifah 23 23 21 18 4 89 Very
Good
22 Setyo Dwi
Meiliawati 21 18 20 17 4 80 Good
23 Shakira Salsabila 20 20 22 17 3 82 Good
24 Shofia Chafi Azka
Haq 19 19 20 18 4 80 Good
25 Siti Alfiana
Saadah 21 20 19 18 4 82 Good
26 Siti Alfiani
Fadlilah 21 20 18 17 4 80 Good
27 Siti Marfuah 20 20 20 17 4 81 Good
28 Yuli
Fatkhiyaturrohmah 19 20 19 15 4 77 Fair
∑=
2168
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Table. 4.4: Criteria of students’ the Achevement of Post-Test 1
No Score Criteria Number of Student
1 89- 100 Excellent 3
2 79- 88 Good 14
3 75- 78 Fair 19
4 46- 74 Poor 1
5 0- 45 Very Poor
Total 27
The mean of post- test 1
M = ∑𝑋
𝑁
M = 2168
27
M = 80,29
The result of post-test mean was 80,29, total of post-test
was 2168 and total the students was 27.
- Mean of pre-test = 75,85
- Mean of post-test = 80,29
- Mean of pre-test ≤ than post-test
There were improvement of students writing skills through
brainwriting strategy between pre-test I (before the action) and the
post-test I (after the action). From the result above, it showed that
the mean of post-test was 80,29 there was improvement but it was
passed the minimum passing score. To be accureate the writer to
apply brainwriting strategy once again.
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I. Standard Deviation of Cycle I
After the technique was implemented to the students, to
know the whole result of ths study, the researcher continued
research by hypothesis test. Hypothesis test in this studiesd
calculated using t-test technique.
Table. 4.5: Result of Pre-Test and Post-Test I
No Name Pre- Test I Post- Test I D D2
1 Alfi Hilyati 77 82 5 25
2
Alfian Alfannur
Wahid 71 84
13 169
3 Alfina Maulida 75 75 0 0
4 Aliya Nur Jannah 81 90 9 81
5 Amelia Ardi Arta 79 79 0 0
6
Dilla Praditya
Hutomo Putro 70 77
7 49
7 Dwi Widi Hartanti 76 79 3 9
8
Em Fauqi Majdy
Arghaprima 77 78
1 1
9 Eni Ustavia 70 79 9 81
10 Febri Darania 73 77 4 16
11
Fidyah Sari
Rohmah 75 89
14 196
12 Henny Nur Istiyani 72 75 3 9
13
Junita Ari
Darmayanti 76 79
3 9
14
Kareena Devinayu
Maharani 78 78
0 0
15 Kharisma Amalia 72 73 1 1
16 Khotimatul Ulya 72 77 5 25
17
Lina Indah
Puspitasari 80 83
3 9
18
Muhamad Kun
Mafaza 75 78
3 9
19
Muhammad Lutfi
Choirul 79 83
4 16
20 Nihayatul Khusna
21 Nurul Latifah 82 89 7 49
22 Setyo Dwi 74 80 6 36
67
67
Meiliawati
23 Shakira Salsabila 80 82 2 4
24
Shofia Chafi Azka
Haq 80 80
0 0
25 Siti Alfiana Saadah 78 82 4 16
26
Siti Alfiani
Fadlilah 73 80
7 49
27 Siti Marfuah 79 81 2 4
28
Yuli
Fatkhiyaturrohmah 80 77
-3 9
∑ 2048 2168 112 872
a. From data above, the teacher calculate SD pre-test and post-test of
cycle 1 below:
SD = ∑D2
N−
∑D
N
2
SD = 872
27−
112
27
2
SD = 32,29 − 4,14 2
SD = 32,29 − 17,13
SD = 15,16
SD = 3,89
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
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b. Calculating of T- test Value
ot
1N
SD
N
D
ot
27
89,3
27
112
ot
1,5
89,3
27
112
ot 76,0
14,4
ot 44,5
(a) Calculate of df
df = n – 1
df = 27 – 1
df = 26
(b) Consult with t-table
With df=26, the value of t-table with level of significant
0,05% was 2,056.
(c) Comparing t-test with t-table
From the result data above, ascertainable that the cycle I
t-test value was 5,44 and t-table value was 2,056. Because the
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result of t-test ≥ t-table = 5,44 ≥ 2,056. So, the alternative
hypothesis (Ha) was accepted and the null hypothesis (Ho)
was rejected. It means that there were a significant difference
between pre-test and post-test.
The improvement was also could be calculated in
percentage bycalculating students‘ pre-test and post-test score.
The calculation could be shown below:
P= 𝑀2−𝑀1
𝑀1+𝑀2 x 100%
P= 80,29−75,85
75,85+80,29 x 100%
P= 4,44
156,14 x 100%
P= 2,84%
The calculation which showed the class percentage of
students who pass the KKM (the minimum of passing criteria)
was:
P= 𝐹
𝑁 x 100%
P= 26
27 x 100%
P= 96,29%
It means there were96,29% of students‘ who pass the
standardized score (the minimum of passing criteria). Just one
student did not pass the KKM. It indicated that the successful of
cycle I should be improved. Finally, the researcher would take
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the second cycle, so that 96,29% the students was able to pass
the KKM.
2. Cycle II
Base on the result of cycle 1, it was necessary for the researcher to
continue the next level:
a. Planning
In cycle 2 the teacher would only emphasize the generic
structure, language feature and grammar more deeply to solve the
weaknesses occurred in cycle I, in cycle 2 the teacher would stimulate
students to be more active in exploring their idea.
The researcher prepared the instruments of research, such as:
1) Making lesson plan (RPP), and designing the steps in doing action
using RPP
2) List of students‘ name
3) Preparing sheet for classroom observation
4) Teaching aid (e.g. blank paper, camera)
5) Test Instrument ( pre-test and post-test)
6) Preparing Materials.
b. Action
The first meeting in cycle 2 was conducted on thrusday,
November 6th
2016. The steps were still the same with the cycle I. She
continued the lesson with the same materials but different theme.
Before learning process began, the teacher made asking to the students
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about a favorite place. Every the student had different a favorite place.
In this time was used by teacher to give pre-test before the teacher
started the lesson. After pre-test, she began to teach.
The material of pre-test was:
The teacher gave the students descriptive text that were
prepared and asked the students to identify the generict structure that
still on one paragraph and they translate the vocabularies list. She
opened the lesson with “salam”, asked the students‘ condition and
saying ―basmallah‖ together. She check the attandence list. Before
continued the lesson the teacher asked to the students about what had
they learned yesterday. She asked to explained it and asked them to
describe the favorite place.
The teacher would give the students pre-test. Asked to prepre
one piece of paper and made the descriptive text about favorite place
and she gave time about 20 minutes to make it.‖ She walked around,
asked to the students to ask if they did not undesrtand. After a few
minutes time was up.
Then after gave pre-test and time was up the teacher asked the
students to collect the task and she gave explanation clearly to the
students. Before the teacher gave post-test, she showed the favorite
place about borobudur temple again to make the students remember
it.The students and the teacher tried to do identifying the text and
translate together. Thus the time was up she closed the lesson by
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saying “hamdallah” together and the lesson would be continued
tomorrow.
Second meeting in cycle 2 was conducted on Wednesday,
November 7th
2016. The step were still same with the cycle I. She
continued the lesson with the same mterials but different theme.
Before the lesson began, the researcer made asking to the students
about a pet that they have. Every student had different a pet. In this
time was used by teacher to give post-test
After the students understood how to make an essay about
descriptive text, the teacher asked the students to describe about cat,
mouse, bird and cow. The teacher used a brainwriting strategy. She
dividedthe class into two group, and group one was given the theme
about cat and mouse. Group two was given the theme about cow and
bird. She gave instruction to the students how they worked in their
group. First the students write down one or two idea about their
theme. Then they gave their paper to friends in their right hand until
there were ten or more ideas. They did it seriously and if there
weredifficult and did not know the vocabulary they asked the teacher.
During the students did their work, the teacher walked around the
class to know if there were students who still had difficulties and
guidance them to compose text well.
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c. Observation
In the second cycle, such as in the first cycle, the researcher
got field note from the partner which has been written in above. By
monitoring the student‘s activity in the action, the teacher could see
that the students could understand the descriptive text using
brainwriting strategy, it showed with some of students had no
difficulty in understanding the text that has been learned.
1. Pre-Test and mean score of cycle II
Table 4.6: Score of the Students’ Pre- Test II
No Name Aspects
C F/O V G M Total Criteria
1 Alfi Hilyati 21 20 18 16 4 79 Good
2 Alfian Alfannur
Wahid 19 19 19 14 4 75 Fair
3 Alfina Maulida 18 20 19 14 4 75 Fair
4 Aliya Nur Jannah 18 20 19 20 4 81 Good
5 Amelia Ardi Arta 19 19 19 19 4 80 Good
6 Dilla Praditya
Hutomo Putro 18 18 18 13 3 70 Poor
7 Dwi Widi Hartanti 20 17 19 16 4 76 Fair
8 Em Fauqi Majdy
Arghaprima 21 19 18 15 4 77 Fair
9 Eni Ustavia 19 17 18 18 3 75 Fair
10 Febri Darania 18 16 17 16 4 71 Poor
11 Fidyah Sari
Rohmah 20 17 18 18 4 77 Fair
12 Henny Nur
Istiyani 18 16 19 15 4 70 Poor
13 Junita Ari
Darmayanti 18 19 17 20 4 78 Fair
14 Kareena Devinayu
Maharani 19 17 18 20 4 78 Fair
15 Kharisma Amalia 17 15 16 19 3 70 Poor
16 Khotimatul Ulya 19 19 20 15 3 76 Fair
17 Lina Indah 18 17 22 15 3 75 Fair
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Puspitasari
18 Muhamad Kun
Mafaza 19 18 19 16 3 75 Fair
19 Muhammad Lutfi
Choirul 18 19 20 17 4 78 Fair
20 Nihayatul Khusna
21 Nurul Latifah 18 20 21 16 4 79 Good
22 Setyo Dwi
Meiliawati 18 18 20 16 4 76 Fair
23 Shakira Salsabila 18 20 22 16 3 79 Good
24 Shofia Chafi Azka
Haq 19 19 20 18 4 80 Good
25 Siti Alfiana
Saadah 20 20 21 14 3 78 Fair
26 Siti Alfiani
Fadlilah 20 19 18 16 3 76 Fair
27 Siti Marfuah 19 18 16 17 4 74 Poor
28 Yuli
Fatkhiyaturrohmah 20 20 19 14 4 76 Fair
∑=
2060
Table 4.7: Criteria of Students’ Achievement of Pre- Test II
No Score Criteria Number of
Student
1 89- 100 Excellent
2 79- 88 Good 6
3 75- 78 Fair 16
4 46- 74 Poor 5
5 0- 45 Very Poor
Total 27
The mean of Pre-test II
M = ∑𝑋
𝑁
M = 2060
27
M = 76,3
75
75
The result of pre-test mean was 76,3. Total of pre-test was
2060 and total the students was 27.
The result of the students score in this cycle II pre-test was
still same with the pre- test on cycle 1 just there were 54 score. 6
students in good, 16 students in fair, and the last 5 in poor. From
the result above it showed that mean of pre-test was 76,3. It was
passed the minimum passing score.
2. Post –test and Mean Score of Cycle II
Table 4.8: Score of the Students’ Post- Test II
No Name Aspects
C F/O V G M Total Criteria
1 Alfi Hilyati 24 24 23 20 4 95 Very
Good
2 Alfian Alfannur
Wahid 19 19 19 16 4 77 Fair
3 Alfina Maulida 22 20 20 18 4 85 Good
4 Aliya Nur Jannah 20 18 21 20 4 83 Good
5 Amelia Ardi Arta 20 20 19 19 4 82 Good
6 Dilla Praditya
Hutomo Putro 20 20 19 19 4 82 Good
7 Dwi Widi Hartanti 20 19 19 16 4 78 Fair
8 Em Fauqi Majdy
Arghaprima 20 19 18 17 4 80 Good
9 Eni Ustavia 20 19 18 18 3 78 Fair
10 Febri Darania 20 19 19 18 4 80 Good
11 Fidyah Sari
Rohmah 21 18 18 18 4 79 Good
12 Henny Nur
Istiyani 22 22 20 19 4 85 Good
13 Junita Ari
Darmayanti 18 19 20 20 4 81 Good
14 Kareena Devinayu
Maharani 19 20 18 20 4 81 Good
15 Kharisma Amalia 20 17 20 19 4 80 Good
16 Khotimatul Ulya 24 23 23 22 4 96 Very
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76
Good
17 Lina Indah
Puspitasari 22 21 22 18 4 86 Good
18 Muhamad Kun
Mafaza 20 18 19 18 3 78 Fair
19 Muhammad Lutfi
Choirul 23 19 20 19 4 85 Good
20 Nihayatul Khusna
21 Nurul Latifah 22 21 21 19 4 87 Good
22 Setyo Dwi
Meiliawati 20 18 20 18 4 80 Good
23 Shakira Salsabila 18 20 22 16 3 79 Good
24 Shofia Chafi Azka
Haq 19 19 20 18 4 80 Good
25 Siti Alfiana
Saadah 20 20 21 14 3 78 Fair
26 Siti Alfiani
Fadlilah 20 19 18 16 3 76 Fair
27 Siti Marfuah 20 18 20 18 4 80 Good
28 Yuli
Fatkhiyaturrohmah 20 20 19 15 4 77 Fair
∑=
2208
Table 4.9: Criteria of Students’ Achievement of Post- Test II
No Score Criteria Number of Student
1 89- 100 Excellent 2
2 79- 88 Good 9
3 75- 78 Fair 16
4 46- 74 Poor
5 0- 45 Very Poor
Total 27
The mean of Post-test II
M = ∑𝑋
𝑁
M = 2208
27
77
77
M = 81,77
The result of post-test mean ws 81,77. Total of post-test was 2208,
and 26was total the students.
Mean of pre-test = 76,3
Mean of post-test = 81,77
Mean of pre-test ≤ than post-test
There were improvement of students‘ writing skill trough
brainwriting strategy between pre-test II (before the action) and the post-
test II (after the action). It could be concluded that the post test was
successful. From the table above there were9 students who gotgood score
level, 2 students got excellent/ very good level, 16 students got fair level,
there were no students who got poor or very poor level.
We could see from their score, from pre-test II, they only got 76,3
Itproved that the students‘ skill in writing descriptive text was low. But, it
changed after the teacher gave treatment and they could reach 81,77 in the
post test II. It proved that their mark increase significantly compared with
their pre-test.
2. Standard Deviation of Cycle II
Table 4.10: Standar Deviation of Cycle II
No Name Pre- Test
I Post- Test I D D
2
1 Alfi Hilyati 77 95 18 324
2
Alfian Alfannur
Wahid 71 77
6 36
3 Alfina Maulida 75 85 10 100
4 Aliya Nur Jannah 81 83 2 4
78
78
5 Amelia Ardi Arta 79 82 3 9
6
Dilla Praditya Hutomo
Putro 70 82
12 144
7 Dwi Widi Hartanti 76 78 2 4
8
Em Fauqi Majdy
Arghaprima 77 80
3 9
9 Eni Ustavia 70 78 8 64
10 Febri Darania 73 80 7 49
11 Fidyah Sari Rohmah 75 79 4 16
12 Henny Nur Istiyani 72 85 13 169
13 Junita Ari Darmayanti 76 81 5 25
14
Kareena Devinayu
Maharani 78 81
3 9
15 Kharisma Amalia 72 80 8 64
16 Khotimatul Ulya 72 96 24 576
17 Lina Indah Puspitasari 80 86 6 36
18
Muhamad Kun
Mafaza 75 78
3 9
19
Muhammad Lutfi
Choirul 79 85
6 36
20 Nihayatul Khusna
21 Nurul Latifah 82 87 5 25
22 Setyo Dwi Meiliawati 74 80 6 36
23 Shakira Salsabila 80 79 -1 1
24
Shofia Chafi Azka
Haq 80 80
0 0
25 Siti Alfiana Saadah 78 78 0 0
26 Siti Alfiani Fadlilah 73 76 3 9
27 Siti Marfuah 79 80 1 1
28
Yuli
Fatkhiyaturrohmah 80 77
-3 9
∑ 2048 ∑= 2208 154 1764
a. From data above, the teacher calculate SD pre- test and post- test
of cycle 2 below:
SD = ∑D2
N−
∑D
N
2
79
79
SD = 1764
27−
154
27
2
SD = 65,33 − 5,70 2
SD = 65,33 − 32,49
SD = 32,84
SD = 5,73
a) T-test calculation
ot = ∑𝐷
𝑁
𝑆𝐷
𝑁−1
ot =
154
27
5,73
27−1
ot = 5,705,73
26
ot = 5,705,73
5,09
ot = 5,70
1.125
ot = 5,06
b) Calculate of df
df = n – 1
df = 27 – 1
df = 26
c) Consult with t-table
With df=26, the value of t-table with level of
significant 0,05% is 2,056.
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d) Comparing t-test with t-table
In the second cycle, the result showed that the
students‘ writing ability increase significantly. The
calculation result of t-test = 5,06 and t-table with Df = N-1,
Df = 26, level of signification 5% in t-table = 2,056. The
result of t-test was 5,06 > 2,056. So, the alternative
hypothesis (Ha) was accepted and the null hypothesis (Ho)
was rejected. It means that there were a significant
difference between pre-test and post-test in cycle 2.
The improvement was also could be calculated in
percentage bycalculating students‘ pre-test and post-test
score. The calculation could be shown below:
P= 𝑀2−𝑀1
𝑀1+𝑀2 x 100%
P= 81,77−76,3
76,3+81,77 x 100%
P= 5,47
158 x 100%
P= 3,46 %
The calculation which showed the class percentage of
students who pass the KKM (the minimum of passing
criteria) was:
P= 𝐹
𝑁 x 100%
P= 27
27 x 100%
P= 100%
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It mean that 100% of students‘ who pass the
standardized score (the minimum of passing criteria).It
indicated that the successful of students‘ writing descriptive
text was good enough.
e) Students‘ Observation Sheet
Table 4. 11: Result of the observation sheet in cycle II
No Name Sex Object
Note A B C D
1 Alfi Hilyati F √
2
Alfian Alfannur
Wahid M √
3 Alfina Maulida F √
4 Aliya Nur Jannah F √
5 Amelia Ardi Arta F √
6
Dilla Praditya
Hutomo Putro M √
7 Dwi Widi Hartanti F √
8
Em Fauqi Majdy
Arghaprima M √
9 Eni Ustavia F √
10 Febri Darania F √
11
Fidyah Sari
Rohmah F √
12 Henny Nur Istiyani F √
13
Junita Ari
Darmayanti F √
14
Kareena Devinayu
Maharani F √
15 Kharisma Amalia F √
16 Khotimatul Ulya F √
17
Lina Indah
Puspitasari F √
18
Muhamad Kun
Mafaza M √
19
Muhammad Lutfi
Choirul M √
20 Nihayatul Khusna F √
21 Nurul Latifah F √
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22
Setyo Dwi
Meiliawati F √
23 Shakira Salsabila F √
24
Shofia Chafi Azka
Haq F √
25 Siti Alfiana Saadah F √
26
Siti Alfiani
Fadlilah F √
27 Siti Marfuah F
28
Yuli
Fatkhiyaturrohmah F
Explanation:
A: Pay attention C: Activeness in responding question
B: Activeness in asking question D: Enthusiasm in doing test
d. Reflecting
The reflecting that was done by the researcher and the teacher
about the activity during the teaching leaning process in cycle II. In
this cycle the teaching was done by teacher maximum. The students
were enthusiastic and focused on listening to the teacher‘s explanation
without making any noise. After having got the teachers‘ explanation,
students have known about their problems and reduced their mistakes
in writing. They could practice language optimally especially in
writing descriptive text and express their idea through writing directly,
even though there were many limited vocabularies and error
grammatical. But now, they could express their idea, increased their
vocabulary and wrote their idea directly.
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Although the students have low interesting in asking question,
but the students quite good in answer the teacher‘s question. And the
result of this cycle 2 was so good 100% students passed the KKM.
B. Discussions
From the result of analyzing in cycle I and cycle II. There were
significant improvement on the students‘ writing ability. That would be
explained in the table below:
Table 4. 12: The Mean and T-calculation of Students’ Score Cycle I
and Cycle II
N
o
Analyze Cycle I Cycle II
1 Mean
Pre-test
Post-test
75,85
80,29
76,3
81,77
2 t-table N= 27 2,056 2,056
3 t-calculation 5,44 5,06
4 t-test > t-table 5,44> 2,056 5,06> 2,056
Table 4.13: The Students’ Mean Score in Percentage
Category Cycle 1 Cycle 2
<75 3,71% 0%
>75 96,29% 100%
There were100% who pass KKM (the minimum of passing criteria).
The score of pre test cycle II is 76,3 which is more than pre test of cycle I.
Meanwhile, the score of post test cycle II is 80,77 which is higher than
post test cycle I, i.e 80,29. In addition, the students look more confident
and had a good idea to write English in the class.
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Based on the field note and observation conducted when the strategy
was applied, the researcher analyzed that there were many improvement in
many aspect, they were the improvement of students mastery of writing
descriptive text using brainwriting strategy, other improvement was
grammar and vocabulary.
Based on the result among T-test of cycle 1 and cycle 2, the
implementation of brainwriting strategy on writing performance was
successful to improve students‘ writing ability especially in descriptive
text. It could be seen from the table, that showed that T-test of cycle 1 was
5,44 and cycle 2 was 5,06.
In addition, the mean of pre test and post test of each cycle increases
significantly. The table above displayed that the mean of cycle 1 improves;
the mean of pre test was 75,85 and the mean of post test was 80,29. In
cycle 2, the mean of pre test and post test also increase. In cycle 2, the
mean of pre test was 76,3 and post test 80,77.
The implementation of using brainwriting strategy could improve the
students understanding in learning writing descriptive text. The
improvement could be examined from the results of the students answered
tests in the pre-test and post-test. Before the strategy was implemented, the
students encountered many difficulties in understanding of descriptive text
and have difficulties on express their ideas. They could not tell the generic
structure of the text correctly, less vocabularies, grammar and confused to
determine the language feature of the text. Trained with brainwriting
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strategy helped the students to understand descriptive text that was
comprehensible.
From the finding research above, it could be seen that the using
brainwriting could improve the students understanding in learning
descriptive text. Because the function of brainwriting itself was to produce
an ideas more than share ideas with the friends opinion, reduced the
possibility of conflict between members in the group debate and helped
members of the talk passive and less self confidence in their opinion
expressed orally in a group sharing opinions.
By the other word, this research proved that the students
understanding could be improved through brainwriting strategy in
learning.
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CHAPTER V
CLOSURE
A. Conclusions
After the research was conducted, the researcher drew conclusion
of writing ability to improve students‘ writing ability through brainwriting
strategy especially in descriptive text (A Classroom Action Research of
the Eight Grade Students of MTsN 1 Susukan in Academic Year of 2016/
2017), the researcher can conclude based on the findings discussed in the
previous chapter that:
1. The implementation using brainwriting strategy of the eight grade of
MTsN Susukan in the academic year of 2016/2017 could improve the
students‘ attention and participation in learning writing descriptive
text.. It could be seen from the field notes of two cycles where
students enjoyed and were interested in learning process. could make
the students more interested to study descriptive text in English. The
students understood more of teaching and remembered about the
meaning of descriptive text. In the other hand, by using brainwriting
strategy made it all of the students who followed the class more
enjoyable and fun, losed their boredom and sleepy.
2. Based on the comparison calculation among cycle I and cycle II, the
application of brainwriting strategy was successful to improve
students‘ writing in descriptive text. It can be seen in the table. There
was better improvement students‘ mean score from pre-test, post-test I,
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and pre- test, post- test II. The mean score cycle I pre- test was 75,85
and post- test was 80,29 and the cycle II pre-test was 76,3 and post-
test was 81,77. It means there is significant score after applying
brainwriting strategy in teaching writing descriptive text.
3. The improvement of using brainwriting strategy to improve students
writing descriptive text is proved from the result of t-test and t-table in
cycle I (5,44> 2,056) which the score of t-test was higher than the
score of the pre-test and t-table in cycle II (5,73> 2,056). It can be
indicated that there is signivicant improvement after applying
brainwriting strategy that are the percentage of mean score in pst-test
cycle 1 is 96,29% and to be 100% in post-test cycle 2.
B. Suggestions
Based on the result of the study and conclusion that regarding to
teach writing by the use of picture media, the writer would like to
suggest as follows:
f. For students
3) It improves the mastery of writing subject.
4) It helps students to write better.
g. For the teachers
3) The teacher know the level of students mastery in writing
ability.
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4) The result may become an input to determine teaching steps and
strategies especially in writing.
h. Other Researchers
The results of this study can be used as the reference for
future research.
i. The school
The positive results of this research can creat the innovation
for the school to develop an interesting learning strategy to improve
the students‘ involvement in teaching learning process. In other hand
it creates good quality for students‘ output.
j. For the institution
The findings of the research will improve the institution‘s
quality especially in the English teaching learning.
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Richards, Jack & Rodgers, Theodore S.1986, Approaches and Methods in
Language Teaching.New York: Cambridg University Press.
Reid, Joy M. 1993. Teaching ESL Writing. United State of America: Practice
Hall Regents.
Sofiyatin. 2010. The Implementation of Twenty-Question Game As A Teaching
Technique To Improve Students’ Ability In Writing Descriptive Texts (A
Classroom Action Research at the Eight Grade Students of MTs Subulul
Ikhsan Kersana Brebes in the Academic Year of 2010/ 2011 ). Walisongo
State Institude For Islamic Studies Semarang.
Weigle, Sara Chusing. 2002.Assesing Writing. New York : Cambridge University
Press.
Wilson,Chaucey.2013.Brainwriting and Beyond. USA: Morgan Kaufmann.
White and Arndt. 1991. Process Writing (Longman Handbooks For Language
Teachers). England: Longman.
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APPENDICES
93
94
95
96
97
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : MTsN Susukan
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/1 (satu)
Materi Pokok : Teks deskriptif lisan dan tulis,pendek dan sederhana, tentang
orang.
Alokasi Waktu : 4 X 40 menit
A. Kompetensi Inti:
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
98
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari
di sekolah dan sumber lain yang sama dalam sudut pandang/teori
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1.Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
internasional yang
diwujudkan dalam semangat
belajar.
1.1.1 Mengungkapkan rasa
syukur atas kesempatan dapat
belajar bahasa Inggris
2. 2.2.Menunjukkan perilaku
jujur, disiplin, percaya diri,
dan bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru
dan teman.
2.2.2 Tidak menyalahkan orang
lain atas tindakannya sendiri
2.2.3 Melakukan hal-hal yang
dikatakan akan dikerjakan tanpa
diingatkan orang lain.
3. 3.10. Menerapkan struktur 3.10.1 Menulis teks deskriptif tentang
99
teks dan unsur kebahasaan
untuk melaksanakan fungsi
sosial teks deskriptif dengan
menyatakan dan menanyakan
tentang deskripsi orang,
pendek dan sederhana, sesuai
dengan konteks
penggunaannya.
deskripsi orang, pendek dan sederhana,
sesuai dengan konteks penggunaannya.
4. 4.11. Menangkap makna
dalam teks deskriptif lisan
dan tulis, pendek dan
sederhana.
4.12. Menyusun teks
deskriptif lisan dan tulis,
pendek dan sederhana,
tentang binatang, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
4.11.1 Mengidentifikasi stuktur dan
unsur kebahasaan dalam teks
4.12.1 Menyatakan sifat dan
ciri fisik orang secaralisan dengan
akurat, lancar dan berterima
100
sesuai konteks.
C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Mengamati dan mengidentifikasi gambar orang yang ditunjukkan oleh guru
secara seksama
2. Menanggapi pertanyaan yang diberikan guru berdasarkan gambar secara lisan
3. Mengidentifikasi informasi rici dari text deskriptif secara akurat
4. Mengidentifikasi generic structure dari text deskriptif secara berpasangan
5. Menulis deskripsi dari gambar yang ada secara individu
6. Membuat teks deskriptif secara individu
D. Materi Pembelajaran
Descriptive text
1. Pengertian Descriptive Text
Descriptive Text is a text that is used to describe something like persons, things,
place, animals and other.
2. The purpose of Descriptive Text
To describe and express the characteristic of things, place, persons, animal and other.
3. Generic Structure Descriptive Text
There are two characteristics on descriptive Text. Both of it are:
101
a. Identification
Idnetification: identifying the phenomena to be described (yang berisi tentang topik
atau "apa" yang akan digambarkan atau dideskripsikan)
b. Description
Description : describing the phenomenon in parts, qualities, or/ and characteristics
(adalah bagian terakhir dari Descriptive Text yang berisi tentang pembahasan atau
penggambaran tentang topik atau "apa" yang ada di Identification mengenai
kenampakan fisik, kualitas, perilaku umum maupun sifat-sifatnya.)
4. The Language Feature of Descriptive Text
a. Descriptive Text using simple Present Tense, misalnya: go, eat, fly,
etc.
b. Descriptive Text using adjectives (kata sifat) yang bersifat Describing
(mengambarkan), Numbering (Menomerkan), dan Classifying
(mengklasifikasikan), misalnya: two strong legs, sharp white fangs, etc.
c. Descriptive Text using Relating Verbs untuk memberikan informasi
tentang subjek, misalnya: my mum is realy cool, it has very thick fur,
etc.
d. Descriptive Text menggunakan Thinking Verbs (kata kerja berfikir,
seperti belive, think, etc.) dan Feeling Verbs (kata kerja perasa, seperti
feel)untuk mengungkapkan pandangan pribadi penulis tentang subjek,
102
misalnya: police believe the suspect is armed, I think it is a clever
animal, etc.
e. Descriptive Text using Adverbs (kata keterangan) to give add
information about attitude or adjective, example: it is extremely high,
it runs definitely past, etc.
TASK 1.
My Mother
Identification
Every people certainly have a mother. Because people was born from
her. The existence of her among us is definitely important. That is why I love her so
much. I owe great debt to what she has been doing to me until right now. I love you,
mom.
(Setiap manusia pastinya memiliki seorang ibu. Karena manusia lahir darinya.
Kehadirannya diantara kita sungguh sangat penting. Itu lah mengapa saya sangat
mencitainya. Saya berhutang banyak pada apa yang dia lakukan sampai sekarang ini.
Saya cinta ibu.)
Description
My mother's name is Khodijah. She was born 49 years ago. She is short, but not too
short. She is little fat. And she is old. She has got short white straight hair. She has
103
got brown skin. She is beautiful. Her hand is so soft, the hand that have taught me to
be kind person.
(Ibu saya bernama Khodijah. Beliau lahir 49 tahun yang lalu. Beliau pendek, tetapi
tidak begitu pendek. Beliau sedikit gemuk. Dan beliau sudah tua. Beliau memiliki
rambut putih pendek yang lurus. Beliau memiliki kulit coklat. Beliau cantik.
Tanganya begitu lembut, tangat yang telah mengajarkan saya untuk menjadi orang
yang baik.)
She never stops to support me. She always tells me to not give up so easily. She
always gives me some fine solutions when I have some problems. The importance of
her is never denied. That is why I never reject her willing.
(Beliau tidak pernah berhenti mendukung saya. Beliau selau memberitahu saya untuk
tidak menyerah dengan gampang. Beliau selalu memberi saya beberapa solusi bijak
ketika saya menghadapi beberapa masalah. Pentingya beliau tidak pernah terelaknya.
Itu lah mengapa saya tidak pernah menolak keinginannya.)
E. Metode Pembelajaran:
- Scientific Approach
- Brainwriting Strategy
F. Media, Alat, dan Sumber Pembelajaran
104
- Gambar orang tua/ ibu
- Text
- Picture
- Board marker and realia
G. Sumber Pembelajaran
- Kementerian Pendidikan dan Kebudayaan. 2014. Bahasa Inggris,
When English rings the bell. Jakarta: Politeknik Negri Media Kreatif.
Hal. 125.
- Internnet
- Buku pegangan guru
H. Langkah-langkah pembelajaran
a. Pendahuluan (10 menit)
1) Guru memberi salam, Guru menyiapkan peserta didik secara psikis dan
fisik untuk mengikuti proses pembelajaran dengan memberi salam,
mengajak peserta didik merapikan kelas dan penampilan mereka,
mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan
memeriksa kehadiran siswa.
105
2) Brain storming dengan menanyakan pada siswa berbagai macam
pengamatan siswa terhadap orang/ benda yang ada di dalam kelas
dengan menyebutkan ciri-ciri benda/ orang tersebut.
3) Melakukan Pre-test. Yaitu dengan meminta siswa untuk mengerjakan
soal pada lembar tugas yang telah disediakan
4) Guru menjelaskan tentang tujuan pembelajaran dan kompetensi dasar
yang akan dicapai dan manfaat dalam kehidupan sehari hari.
5) Guru menyampaikan apa yang akan dipelajari
b. Kegiatan inti (60 menit)
Mengamati
1. Peserta didik diminta mengamati dan mengidentifikasi text yang
ditunjukkan oleh guru (task 1)
2. Dengan bimbingan dan arahan guru, peserta didik mengidentifikasi
ciri-ciri atau sifat untuk mendeskripsikan suatu benda, orang/
tempat..
Menanya
1. Guru membimbing siswa mempertanyakan generic stucture dan tujuan dari
teks deskriptif
2. Peserta didik merespon pertanyaan yang berkaitan dengan text secara lisan.
106
Mengeksplorasi
1. Dengan bimbingan guru siswa guru membagikan kertas dan mulai
mempraktekan metode brainwriting
2. Guru menyuruh siswa menulis satu kata baik benda, orang,
kemudian kertas digeser ke kanan sampai 7/ 10 putaran.
Mengasosiasi
1. Peserta didik menyimpulkan hasil putaran diskusi dengan
dikerjakan secara individu dari hasil diskusi tersebut
Mengkomunikasikan
1. Peserta didik membuat text deskriptif dari hasil putaran tersebut
c. Penutup (10 menit)
1. Peserta didik dan guru melakukan refleksi terhadap kegiatan
pembelajaran (menanyakan kesulitan siswa)
2. Peserta didik dan guru memberikan umpan balik terhadap proses
dan hasil pembelajaran/ kesimpulan
3. Guru memberikan tugas untuk peserta didik untuk mencari contoh-
contoh deskriptive text dari internet
4. Peserta didik dan guru mengucapkan salam penutup.
107
I. Penilaian (RUBRIK PENILAIAN WRITING).
1. Penilaian
Teknik : tes tulis
Bentuk : membuat paragraf Descriptive
PRE-TEST
Name: ........................................................................................
Class: .........................................................................................
Date : ........................................................................................
Make a descriptive text paragraph by using the title about:
Title : Classmate
................................................................................................
................................................................................................
................................................................................................
................................................................................................
................................................................................................
POST-TEST Make a Descriptive Paragraph Using Brainwriting strategy
Name: ........................................................................................
Class: .........................................................................................
Date : ........................................................................................
Title : Things in the class
2. Pedoman penilaian
108
Nilai maksimal = 100
Scor peniaian
Nilai perolehan -------------------x 10
Scor maksimal
3. Rubrik penilaian
Aspect
Component/ content
Organization
Score
30 - 17
20 – 13
Grammar 25 – 5
Mechanic 5 – 2
Vocabulary 20– 13
4. Criteria of the score:
109
No. Score Criteria
1. 89-100 Excellence/ Very Good
2. 79-88 Good
3. 66-78 Fair
4. 46-65 Poor
5. 0-45 Very poor
Susukan, August 30th
2016
Mengetahui,
Guru Mata Pelajaran Peneliti
Anima Ubbadah , S.Pd. Ratih Purwati
NIP. 197904182007102004 NIM: 11312161
Kepala Sekolah
Hj. Hidaytun, S.Ag. M.Pd.
NIP. 197208241997032002
110
111
112
POSTTEST CYCLE 1
113
114
RESULT OF OBSERVATIONAL SHEET CYCLE 1
School : MTsN 1 Susukan
Cycle : 1 (first meeting)
Teacher : Ratih Purwati
Observer : Sri Sunani
No Names of Students Sex Sex Object Note
A B C D
1. Alfi Hilyati
F F √ √
2. Alfian Alfannur Wahid
M M √
3. Alfina Maulida
F F √
4. Aliya Nur Jannah
F F √ √
5. Amelia Ardi Arta
F F √
6. Dilla Praditya Hutomo Putro
M M √
7. Dwi Widi Hartanti
F F √
8. Em Fauqi Majdy Arghaprima
M M √
9. Eni Ustavia
F F √ √
115
10. Febri Darania
F F √ √
11. Fidyah Sari Rohmah
F F √
12. Henny Nur Istiyani
F F √
13. Junita Ari Darmayanti
F F √ √
14. Kareena Devinayu Maharani
F F √ √
15. Kharisma Amalia
F F √ √
16. Khotimatul Ulya
F F √ √
17. Lina Indah Puspitasari
F F √
18. Muhamad Kun Mafaza
M M √
19. Muhammad Lutfi Choirul
M M √ √
20. Nihayatul Khusna
F F
21. Nurul Latifah
F F √
22. Setyo Dwi Meiliawati
F F √
23. Shakira Salsabila
F F √
24. Shofia Chafi Azka Haq
F F √ √
116
25. Siti Alfiana Saadah
F F √
26. Siti Alfiani Fadlilah
F F √
27. Siti Marfuah
F F √
28. Yuli Fatkhiyaturrohmah
F F √
Explanation:
A: Pay attention C: Activeness in responding question
B: Activeness in asking question D: Enthusiasm in doing test
117
RESULT OF OBSERVATIONAL SHEET CYCLE 1
School : MTsN 1 Susukan
Cycle : 1 (second meeting)
Teacher : Ratih Purwati
Observer : Sri Sunani
No Names of Students Sex Sex Object Note
A B C D
1. Alfi Hilyati
F F √
2. Alfian Alfannur Wahid
M M √
3. Alfina Maulida
F F √
4. Aliya Nur Jannah
F F √
5. Amelia Ardi Arta
F F √
6. Dilla Praditya Hutomo Putro
M M √
7. Dwi Widi Hartanti
F F √
8. Em Fauqi Majdy Arghaprima
M M √
9. Eni Ustavia
F F √
118
10. Febri Darania
F F √ √
11. Fidyah Sari Rohmah
F F √
12. Henny Nur Istiyani
F F √
13. Junita Ari Darmayanti
F F √ √ √
14. Kareena Devinayu Maharani
F F √
15. Kharisma Amalia
F F √
16. Khotimatul Ulya
F F √ √ √
17. Lina Indah Puspitasari
F F √
18. Muhamad Kun Mafaza
M M √
19. Muhammad Lutfi Choirul
M M √
20. Nihayatul Khusna
F F
21. Nurul Latifah
F F √ √
22. Setyo Dwi Meiliawati
F F √
23. Shakira Salsabila
F F √ √
24. Shofia Chafi Azka Haq
F F √
119
25. Siti Alfiana Saadah
F F √
26. Siti Alfiani Fadlilah
F F √
27. Siti Marfuah
F F √
28. Yuli Fatkhiyaturrohmah
F F √
Explanation:
A: Pay attention C: Activeness in responding question
B: Activeness in asking question D: Enthusiasm in doing test
120
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) CYCLE 2
Satuan Pendidikan : MTsN Susukan
Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/1 (satu)
Materi Pokok : Teks deskriptif lisan dan tulis,pendek dan sederhana, tentang
orang.
Alokasi Waktu : 4 X 40 menit
J. Kompetensi Inti:
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
121
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari
di sekolah dan sumber lain yang sama dalam sudut pandang/teori
K. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1.Mensyukuri kesempatan
dapat mempelajari bahasa
Inggris sebagai bahasa
pengantar komunikasi
internasional yang diwujudkan
dalam semangat belajar.
1.1.1Mengungkapkan rasa syukur atas
kesempatann dapatbelajar bahasa
Inggris.
2. 2.2.Menunjukkan perilaku
jujur, disiplin,percaya diri, dan
bertanggung jawab dalam
melaksanakankomunikasi
transaksional dengan guru dan
teman.
2.2.2Tidak menyalahkan orang lain
atas tindakannyasendiri
2.2.3Melakukan hal-hal yang
dikatakan akan dikerjakan tanpa
diingatkan orang lain.
3. 3.10. Menerapkan struktur
teks dan unsur kebahasaan
3.10.1 Menulis teks deskriptif tentang
deskripsi orang, pendek dan
122
untuk melaksanakan fungsi
sosial teks deskriptif dengan
menyatakan dan menanyakan
tentang deskripsi orang,
pendek dan sederhana, sesuai
dengan konteks
penggunaannya.
sederhana, sesuai dengan konteks
penggunaannya.
4. 4.11.Menangkap makna dalam
teks deskriptif lisan dan tulis,
pendek dan sederhana.
4.12. Menyusun teks
deskriptif lisan dan tulis,
pendek dan sederhana, tentang
binatang, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks.
4.11.1Mengidentifikasi stuktur dan
unsur kebahasaan dalam teks
4.12.1 Menyatakan sifat dan ciri fisik
orang secaralisan dengan akurat,
lancar dan berterima
123
L. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
7. Mengamati dan mengidentifikasi gambar borobudur temple yang ditunjukkan
oleh guru secara seksama
8. Menanggapi pertanyaan yang diberikan guru berdasarkan gambar secara lisan
9. Mengidentifikasi informasi rinci dari text deskriptif secara akurat
10. Mengidentifikasi generic structure dari text deskriptif secara bersama
11. Menulis deskripsi dari gambar yang ada secara individu
12. Membuat tex deskriptif secara individu
M. Materi Pembelajaran
Descriptive text
5. Pengertian Descriptive Text
Descriptive Text is a text that is used to describe something like persons, things,
place, animals and other.
6. The purpose of Descriptive Text
To describe and express the characteristic of things, place, persons, animal and other.
7. Generic Structure Descriptive Text
There are two characteristics on descriptive Text. Both of it are:
a. Identification
124
Idnetification: identifying the phenomena to be described (yang berisi tentang topik
atau "apa" yang akan digambarkan atau dideskripsikan)
b. Description
Description : describing the phenomenon in parts, qualities, or/ and characteristics
(adalah bagian terakhir dari Descriptive Text yang berisi tentang pembahasan atau
penggambaran tentang topik atau "apa" yang ada di Identification mengenai
kenampakan fisik, kualitas, perilaku umum maupun sifat-sifatnya.
8. The Language Feature of Descriptive Text
f. Descriptive Text using simple Present Tense, misalnya: go, eat, fly,
etc.
g. Descriptive Text using adjectives (kata sifat) yang bersifat Describing
(mengambarkan), Numbering (Menomerkan), dan Classifying
(mengklasifikasikan), misalnya: two strong legs, sharp white fangs, etc.
h. Descriptive Text using Relating Verbs untuk memberikan informasi
tentang subjek, misalnya: my mum is realy cool, it has very thick fur,
etc.
i. Descriptive Text menggunakan Thinking Verbs (kata kerja berfikir,
seperti belive, think, etc.) dan Feeling Verbs (kata kerja perasa, seperti
feel)untuk mengungkapkan pandangan pribadi penulis tentang subjek,
125
misalnya: police believe the suspect is armed, I think it is a clever
animal, etc.
j. Descriptive Text using Adverbs (kata keterangan) to give add
information about attitude or adjective, example: it is extremely high,
it runs definitely past, etc.
TASK 1.
The Borobudur Temple
Borobudur is Hindu – Budhist temple. It was build in the nineth century
under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located
in Magelang, Central Java, Indonesia.
Borobudur is well-known all over the world. Its construction is influenced
by the Gupta architecture of India. The temple is constructed on a hill 46 m
high and consist of eight step like stone terrace. The first five terrace are
square and surrounded by walls adorned with Budist sculpture in bas-relief.
The upper three are circular.
Each of them is with a circle of bell shape-stupa. The entire adifice is crowned by a large stupa at
the centre at the centre of the top circle. The way to the summit extends through some 4.8 km of
passage and starways. The design of borobudur which symbolizes the structure of universe
126
influences temples at Angkor, Cambodia. Borobudur temple which is rededicated as an Indonesian
monument in 1983 is a valuable treasure for Indonesian people.
N. Metode Pembelajaran:
- Scientific Approach
- Brainwriting Strategy
O. Media, Alat, dan Sumber Pembelajaran
- Text
- Picture
- Board marker and realia
P. Sumber Pembelajaran
- Kementerian Pendidikan dan Kebudayaan. 2014. Bahasa Inggris,
When English rings the bell. Jakarta: Politeknik Negri Media Kreatif.
Hal. 125.
- Internnet
- Buku pegangan guru
Q. Langkah-langkah pembelajaran
Pertemuan Pertama dan ke dua Cycle 2
127
d. Pendahuluan (10 menit)
6) Guru memberi salam, Guru menyiapkan peserta didik secara psikis dan
fisik untuk mengikuti proses pembelajaran dengan memberi salam,
mengajak peserta didik merapikan kelas dan penampilan mereka,
mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan
memeriksa kehadiran siswa.
7) Brain storming dengan menanyakan padasiswa tentang tempat wisata/
favorit dan bersejarah di Indonesia.
8) Melakukan Pre-test. Yaitu dengan meminta siswa untuk membuat teks
descriptive tentang tempat favorit
9) Guru menjelaskan tentang tujuan pembelajaran dan kompetensi dasar
yang akan dicapai dan manfaat dalam kehidupan sehari hari.
10) Guru menyampaikan apa yang akan dipelajari
e. Kegiatan inti (50 menit)
Mengamati
3. Peserta didik diminta mengamati dan mengidentifikasi gambar
yang ditunjukkan oleh guru (task 1)
4. Dengan bimbingan dan arahan guru, peserta didik mengidentifikasi
ciri-ciri atau sifat untuk mendeskripsikan gambar.
5. Mengartikan teks ke dalam bahasa indonesia
128
6. Guru memberikan instruksi kepada siswa dan siswa
memperhatikan.
7. Guru menyuruh setiap kelompok berbagi / bertukar ide dan
menulisnya di selembar kertas yang telah disediakan dengan
minimal 10 ide pokok dari tema yang telah di tentukan
8. Setiap kelompok menulis atau berbagi ide yang saling
berkesinambungan dengan ide pokok yang ditulis temanya yang
paling awal.
9. Guru membantu setiap kelompok dan memantau kerja mereka dan
menyuruh siswa untuk bertanya apabila mendapat kesulitan.
10. Guru menyuruh siswa untuk menulis hasil ide/ gagasan yang
mereka dapat ke dalam selembar kertas mereka masing-masing dan
dikembangkan ke dalm sebuah paragraf deskriptive.
Menanya
1. Guru membimbing siswa mempertanyakan generic stucture dan tujuan dari
teks deskriptif
2. Peserta didik merespon pertanyaan yang berkaitan dengan gambar secara lisan
(task 1)
Mengeksplorasi
3. Dengan bimbingan guru siswa guru membagikan kertas dan mulai
mempraktekan metode brainwriting
129
4. Guru membagi siswa ke dalam 2 kelompok, setiap anggota
kelompok menyumbangkan ide / kata tentang gambar yang mereka
dapat. kemudian dari hasil ide- ide tersebut dibuat ke dalam
paragraf descriptif secara individu
5. Kelompok 1 mendescripsikan tentang tikus dan kucing sedangkan
kelompok dua bertema sapi dan burung. Mereka saling bertukar ide
tentang tema tersebut.
Mengasosiasi
2. Peserta didik menyimpulkan hasil dari ide kelompok dengan
membuatnya ke teks descriptive secara individu
Mengkomunikasikan
2. Peserta didik membuat text deskriptif dari hasil berdiskusi tersebut
f. Penutup (10 menit)
5. Peserta didik dan guru melakukan refleksi terhadap kegiatan
pembelajaran (menanyakan kesulitan siswa)
6. Peserta didik dan guru memberikan umpan balik terhadap proses
dan hasil pembelajaran/ kesimpulan
7. Peserta didik dan guru mengucapkan salam penutup.
R. Penilaian
130
RUBRIK PENILAIAN WRITING.
5. Penilaian
Teknik : tes tulis
Bentuk : membuat paragraf Descriptive
PRE-TEST
Name: ........................................................................................
Class: .........................................................................................
Date : ........................................................................................
Make a descriptive text paragraph by using the title about:
Title : Favorite Place
................................................................................................
................................................................................................
................................................................................................
................................................................................................
................................................................................................
POST-TEST Make a Descriptive Paragraph Using Brainwriting strategy
Name: ........................................................................................
Class: .........................................................................................
Date : ........................................................................................
Title : Cat/ Mouse and Cow/ Bird
131
a. Pedoman penilaian
Nilai maksimal = 100
Scor peniaian
Nilai perolehan -------------------x 10
Scor maksimal
a. Rubrik penilaian
Aspect
Component/ content
Organization
Score
30 - 17
20 – 13
Grammar 25 – 5
Mechanic 5 – 2
Vocabulary 20 – 13
132
Criteria of the score:
No. Score Criteria
6. 89-100 Excellence/ Very Good
7. 79-88 Good
8. 66-78 Fair
9. 46-65 Poor
10. 0-45 Very poor
Susukan, 6 September 2016
Mengetahui,
Guru Mata Pelajaran Peneliti
Anima Ubbadah , S.Pd. Ratih Purwati
NIP. 197904182007102004 NIM: 11312161
Kepala Sekolah
Hj. Hidaytun, S.Ag. M.Pd.
NIP. 197208241997032002
133
LEMBAR KERJA SISWA CYCLE 2 PRETEST
134
135
LEMBAR KERJA SISWA CYCLE 2 POSTTEST
136
137
RESULT OF OBSERVATIONAL SHEET CYCLE 2
School : MTsN 1 Susukan
Cycle : 2 (first meeting)
Teacher : Ratih Purwati
Observer : Sri Sunani
No Names of Students Sex Sex Object Note
A B C D
1. Alfi Hilyati
F F √ √
2. Alfian Alfannur Wahid
M M √ √
3. Alfina Maulida
F F √ √
4. Aliya Nur Jannah
F F √ √ √
5. Amelia Ardi Arta
F F √ √
6. Dilla Praditya Hutomo Putro
M M √ √
7. Dwi Widi Hartanti
F F √ √
8. Em Fauqi Majdy Arghaprima
M M √ √
9. Eni Ustavia
F F √ √
138
10. Febri Darania
F F √ √
11. Fidyah Sari Rohmah
F F √ √
12. Henny Nur Istiyani
F F √ √
13. Junita Ari Darmayanti
F F √ √ √
14. Kareena Devinayu Maharani
F F √ √
15. Kharisma Amalia
F F √ √
16. Khotimatul Ulya
F F √ √ √
17. Lina Indah Puspitasari
F F √ √
18. Muhamad Kun Mafaza
M M √
19. Muhammad Lutfi Choirul
M M √
20. Nihayatul Khusna
F F
21. Nurul Latifah
F F √ √
22. Setyo Dwi Meiliawati
F F √
23. Shakira Salsabila
F F √ √
24. Shofia Chafi Azka Haq
F F √
139
25. Siti Alfiana Saadah
F F √ √
26. Siti Alfiani Fadlilah
F F √
27. Siti Marfuah
F F √
28. Yuli Fatkhiyaturrohmah
F F √
Explanation:
A: Pay attention C: Activeness in responding question
B: Activeness in asking question D: Enthusiasm in doing test
140
RESULT OF OBSERVATIONAL SHEET CYCLE 2
School : MTsN 1 Susukan
Cycle : 2 (first meeting)
Teacher : Ratih Purwati
Observer : Sri Sunani
No Names of Students Sex Sex Object Note
A B C D
1. Alfi Hilyati
F F √ √
2. Alfian Alfannur Wahid
M M √ √
3. Alfina Maulida
F F √ √ √
4. Aliya Nur Jannah
F F √ √
5. Amelia Ardi Arta
F F √ √
6. Dilla Praditya Hutomo Putro
M M √ √
7. Dwi Widi Hartanti
F F √
8. Em Fauqi Majdy Arghaprima
M M √
9. Eni Ustavia
F F √
141
10. Febri Darania
F F √
11. Fidyah Sari Rohmah
F F √
12. Henny Nur Istiyani
F F √
13. Junita Ari Darmayanti
F F √ √ √
14. Kareena Devinayu Maharani
F F √ √ √
15. Kharisma Amalia
F F √ √
16. Khotimatul Ulya
F F √ √ √
17. Lina Indah Puspitasari
F F √ √
18. Muhamad Kun Mafaza
M M √
19. Muhammad Lutfi Choirul
M M √ √ √
20. Nihayatul Khusna
F F
21. Nurul Latifah
F F √ √
22. Setyo Dwi Meiliawati
F F √ √
23. Shakira Salsabila
F F √ √ √
24. Shofia Chafi Azka Haq
F F √ √
142
25. Siti Alfiana Saadah
F F √ √
26. Siti Alfiani Fadlilah
F F √ √
27. Siti Marfuah
F F √ √
28. Yuli Fatkhiyaturrohmah
F F √ √
Explanation:
A: Pay attention C: Activeness in responding question
B: Activeness in asking question D: Enthusiasm in doing test
143
DAFTAR SATUAN KREDIT KEGIATAN
Nama : Ratih Purwati
NIM : 113-12-161
Dosen PA : Rr. Dewi Wahyu
Mustikasari, S.S.M. Pd
Fakultas : Tarbiyah dan Ilmu keguruan
Jurusan : Tadris Bahasa Inggris
No. Nama Kegiatan Pelaksanaan Keterangan Nilai
1. OPAK STAIN SALATIGA 2012 5-7 September
2012
Peserta 3
2. OPAK Jurusan Tarbiyah STAIN
Salatiga
9 September
2012
Peserta 3
3. Orientasi Dasar Keislaman
(ODK)
10 September
2012
Peserta 2
4. Seminar Entrepreneurship dan
Perkoprasian 2012 ―Explore
Your Entrepreneurship Talent‖
11 September
2012
Peserta 2
5. Achievment Motivation Training 12 September
2012
Peserta 2
6. UPT PERPUSTAKAAN 13 September
2012
Peserta 2
7. Membentuk Militansi Kader
Menuju Mahasiswa Yang Ideal
5-7 Oktober 2012 Peserta 4
144
8. Dialog Publik dan Silaturahmi
Nasional ―Kemanakah Arah
Kebijakan BBM? Mendorong
Subsidi BBM Untuk Rakyat‖
10 November
2012
Peserta 8
9. Seminar Kesehatan Wanita
bersama AVAIL Salatiga
14 November
2012
Peserta 4
10. Seminar Nasional
Entrepreneurship
―Menumbuhkan Jiwa
Entrepreneur Generasi Muda‖
27 Mei 2013 Peserta 8
11. Seminar Nasional ―Mengawali
Pengendalian BBMbersubsidi,
kebijakan BLSM yang tepat
sasaran Serta Pengendalian
inflansi dalam negeri sebagai
dampak kenaikan harga BBM
Bersubsidi‖
8 Juli 2013 Peserta 8
12. Seminar Nasional & Dialog
Publik dengan tema
―Penyesuaian Harga BBM
Bersubsidi‖
27 Juli 2013 Peserta 8
13. Sosialisasi dan Silaturahmi
Nasional ‖Peran Pemerintah
dalam Pengawasan LKM
(Lembaga Keuangan Mikro)‖
30 September
2013
Peserta 8
14. Menegakan Kembali
Kepeloporan Pers Mahasiswa
Tingkat Dasar (PPMTD)
23 November
2013
Peserta 3
15. Dialog Intteraktif dan Edukatif 1 April 2014 Peserta 2
16. Membangun Profesionalitas Pers
Mahasiswa
16 November
2014
Peserta 3
145
17. Diskusi Terbuka dengan tema
―SOEKARNO‖ Apa Yang
Kalian Pikirkan?
9 Desember 2014 Peserta 2
18. Seminar Harmonisasi
Lingkungan
27 Desember
2014
Peserta 2
19. Pelatihan Jurnalistik Tingkat
Lanjut
8-10 Mei 2015 Panitia 4
20. Learning Strategies in Using
Authentic Materials for AMP
and SMA Students
27 Mei 2015 Peserta 2
21. Seminar Nasional ―Geliat
Masyarakat Urban‖
25 Maret 2016 Peserta 8
146
147
DOCUMENTATION
148
149
150
151
152
153
CURRICULUM VITAE
Name : Ratih Purwati
Date of Birth : Kab. Semarang, Oktober 26th
1992
Address : Susukan, Kec. Susukan Rt 02/ Rw 01, Kab. Semarang
E-Mail/ Phone Number : Ratihrth3@gmail.com/ 0857-1380-6688
Education:
1. SD N 1 Susukan, graduated in 2006
2. MTs N Susukan, graduated in 2009
3. SMA N 1 Tengaran, graduated in 2012
4. State Institute for Islamic Studies (IAIN) Salatiga, graduated in 2016
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