the effect of graphic and semantic organizer

THE EFFECT OF GRAPHIC AND SEMANTIC ORGANIZERSTRATEGY TOWARDS STUDENTS’ ACHIEVEMENT IN

WRITING DESCRIPTIVE TEXTA Pre-Experimental Research at the Second Year Students of SMP

Islam Darul Hikmah Makassar

A Thesis

Submitted to the Faculty of Teachers Training and EducationMakassar Muhammadiyah University in Partial Fulfillment

of the Requirement for the Degree of EducationIn English Department

NENGA WIDYASTUTI10535 5205 12

ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY2018

UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKANPRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـھ الرحـمن الرحیــــم

vii

Jalan Sultan Alauddin No. 259MakassarTelp : 0411-860837/860132 (Fax)Email : [email protected] : www.fkip.unismuh.ac.id

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : NENGA WIDYASTUTI

NIM : 10535 5205 12

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effect of Graphic and Semantic Organizer Strategy

towards Students’ Achievement in Writing Descriptive Text

(a Pre-Experimental Research at the Second Year Students

of SMP Islam Darul Hikmah Makassar).

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, 17 April 2017

Yang membuat pernyataan

NENGA WIDYASTUTI

UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKANPRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـھ الرحـمن الرحیــــم

viii

Jalan Sultan Alauddin No. 259MakassarTelp : 0411-860837/860132 (Fax)Email : [email protected] : www.fkip.unismuh.ac.id

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : NENGA WIDYASTUTI

NIM : 10535 5205 12

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effect of Graphic and Semantic Organizer Strategy

towards Students’ Achievement in Writing Descriptive Text

(a Pre-Experimental Research at the Second Year Students

of SMP Islam Darul Hikmah Makassar).

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 17 April 2017

Yang membuat perjanjian

NENGA WIDYASTUTI

ix

MOTTO AND DEDICATION

“ALLAH DOES NOT BURDEN A SOUL BEYOND THAT IT CAN BEAR”

[QS.AL BAQARAH:286]

Don't give up when your prayers haven't been answered. If you can be patient,

Allah Azza Wa Jalla can give you more than what you ask.

This thesis is dedicated to:

My beloved parents Bapak Haris L and Mama Hayati, who always care, love,give me inspiration, and endless prayer to reach my dreams. They are my true

motivation through joy and pain.

My beloved sister and brothers, kaka Cici, ade’ Rahmat, ade’ Ibnu, ade’ Kipli,and ade’ Adi, who always support and take care of me.

My beloved English tutor, Mr. Adam A. Warren, who always gives me assistance,guidance, support and motivation in completing my thesis, he is the best tutor that

I ever had.

x

ABSTRACT

NENGA WIDYASTUTI, 2017. The Effect of Graphic and Semantic OrganizerStrategy towards Students’ Achievement in Writing Descriptive Text (A Pre-Experimental Research at the Second Year Students of SMP Islam DarulHikmah Makassar). Supervised by Andi Tenri Ampa, and Awalia Azis. A Thesisof English Department, the Faculty of Teacher Training and Education,Muhammadiyah University of Makassar.

The purpose of this research was to investigate the effectiveness of graphicand semantic organizer strategy towards students’ achievement in writingdescriptive text, especially in terms of content and grammar at the second yearstudents of SMP Islam Darul Hikmah Makassar in the 2017/2018 Academic Year.

The researcher used a pre-experimental method. The data was collected bysubjecting a group of students to written tests, in this case a pre-test and a post-test. The pre-test and post-test was given to measure the students’ level ofachievement in the writing process before and after the treatment. The populationof this research consisted of 150 second year students of SMP Islam DarulHikmah Makassar. Meanwhile, the research’s sample was taken by using apurposive sampling technique which consisted of 34 students or class VIII-A asan experimental group.

The research findings indicated that graphic and semantic organizerstrategy was able to improve the second year students’ mean score in writing. Itwas proven, in terms of content, by comparing the mean score of students’ pre-testand post-test results which were 56.62 and 87.50. Also while comparing thestudents mean score of pre-test and post-test results in terms of grammar, whichwere 41.17 and 74.26. In conclusion, based on this data, graphic and semanticorganizer strategy is an effective strategy in improving students’ writingachievement with concern to a descriptive text and especially in terms of contentand grammar.

Keywords: Graphic and Semantic Organizer, writing skill, experimentalresearch

xi

ACKNOWLEDGEMENTS

Alhamdulillahi Rabbil Alamin. The researcher expresses her highest

gratituded to the almighty Allah SWT, who has given his guidance, blessing and

mercy to her in completing this thesis. And also her regards and dragged to

Prophet Muhammad SAW, his family and followers until the end of this world.

In preparing complicating this thesis, the researcher found many problems

that could not be solved the writer by herself. However, the great help and support

from the people ground him made everything was running well. She deeply

expresses many thanks to those who had given their help. Guidance, support,

advices and open constructive criticism. She really knows without them, she

would be unable to finish this thesis, so she would like to express her deepest

gratitude to them. They are:

1. DR. H. Abd. Rahman Rahim, S.E. MM. The Rector Muhammadiyah

University of Makassar for his advices during her study at the university.

2. Erwin Akib, M. Pd., Ph.D. The Dean of FKIP Muhammadiyah University

of Makassar and

3. Ummi Khaerati Syam, S.pd., M.Pd. The Head of English Department of

FKIP Muhammadiyah University of Makassar.

4. Dr. Hj. Andi Tenri Ampa, M.Hum. As consultant I that always gives the

motivation, support, advices and also some ideas in writing this thesis.

xii

5. Awalia Azis, S.Pd.,M.Pd. As consultant II who has given the researcher

guidance, correction and support since the preliminary state of manuscript

until the completion of this thesis.

6. The researcher also would say special appreciation to her beloved father

and mother; Haris. L and St. Hayati, her sister Hilda Farista, S.Pd, her

brothers; Rahmat Haris, Ibnu Haris, Zulkifli, Hariadi, her aunti Hamdani,

and all of her families for an endless support with prayer and love.

7. Mr. Adam A. Warren as the English tutor who has given the researcher

advises, correction, and support in making the writers’ English to be

perfect.

8. Wangisa, S.Pd.,MM. The headmaster of SMP Islam Darul Hikmah

Makassar, who helped the researcher during conducting the research.

9. Ita Pratiwi, S,Pd. The English teacher for second year students of SMP

Islam Darul Hikmah Makassar, for her good cooperation.

10. The researcher never forget to express thanks all lectures of English

department who have taught her good education for many so she could

complete her study and staff of FKIP Muhammadiyah University of

Makassar.

11. The researcher’s best friends; Nuren, Inchi, Nita, Fitri, Astira, Joni wolf,

Harmia, and all of her friends in English Department in academic year

2012, and for many people who help the researcher whose name cannot be

mentioned one by one, she can only say ‘thanks a million’ for the love,

xiii

cares, support and advises. For being good friends in any kind of condition

and always share their joyful to her.

Finally, the researcher realized that this thesis is still far from perfection

and still needs suggestion and critics. Therefore, she expects some corrections,

suggestions and criticism for this thesis. Hopefully, this thesis will be useful for

many people who needed. May Allah the almighty bless us. Amin.

Billahi Fi Sabillil Haq fastabiqul khaerat

Makassar, February 2018

Nenga Widyastuti

xiv

TABLE OF CONTENTS

Pages

TITTLE PAGE............................................................................................... i

LEMBAR PENGESAHAN ........................................................................... ii

APPROVAL SHEET ..................................................................................... iii

COUNSELING SHEET ................................................................................ iv

STATEMENT LETTER ............................................................................... vii

SURAT PERJANJIAN .................................................................................. viii

MOTTO AND DEDICATION...................................................................... ix

ABSTRACT .................................................................................................... x

ACKNOWLEDGMENTS ............................................................................. xi

TABLE OF CONTENTS............................................................................... xiv

LIST OF TABLES ......................................................................................... xvi

LIST OF FIGURES ....................................................................................... xvii

CHAPTER I INTRODUCTION................................................................... 1

A. Background .................................................................................... 1

B. Problem Statement ......................................................................... 3

C. Objectives of the Study .................................................................. 3

D. Significance of the Study ............................................................... 4

E. Scope of the Study ......................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE .......................... 5

A. The Concept of Graphic and Semantic Organizer ......................... 5

B. The Concept of Writing ................................................................. 13

xv

C. Conceptual Framework of The Study ............................................ 24

D. Hypotheses .................................................................................... 25

CHAPTER III RESEARCH METHOD ...................................................... 26

A. Research Design............................................................................. 26

B. Research Variable and Indicator .................................................... 28

C. Population and Sample................................................................... 29

D. Research Instrument....................................................................... 29

E. Procedure of Data Collection ......................................................... 29

F. Technique of Data Analysis ........................................................... 30

CHAPTER IV FINDINGS AND DISCUSSION ......................................... 35

A. Findings ......................................................................................... 35

B. Discussion ...................................................................................... 41

CHAPTER V CONCLUSIONS AND SUGGESTIONS............................. 46

A. Conclusions .................................................................................... 46

B. Suggestions .................................................................................... 47

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xvi

LIST OF TABLES

Pages

Table 3.1 Analytical Scoring Rubric by Weigle .............................................. 30

Table 3.2 Classification of Scoring Grade ....................................................... 31

Table 3.1 Criteria of Accepted and Rejected Hypothesis ................................ 34

Table 4.1 The Students’ Classification Score in Terms of Content ................. 36

Table 4.2 The Students’ Writing Achievement in Terms of Content .............. 37

Table 4.3. The Students’ Classification Score in Terms of grammar .............. 38

Table 4.4 The Students’ Achievement in Terms of Grammar......................... 39

Table 4.5 The t-Test Analysis of the Students’ Gain Difference ..................... 41

xvii

LIST OF FIGURES

Pages

Figure 2.1 Descriptive or Semantic Map ......................................................... 7

Figure 2.2 Network Tree .................................................................................. 7

Figure 2.3 Spider Map ..................................................................................... 8

Figure 2.4 Cause and Effect Map..................................................................... 9

Figure 2.5 Compare and Contrast Map ............................................................ 9

Figure 2.6 Series of Events Chain.................................................................... 10

Figure 2.7 Cycle Map....................................................................................... 10

Figure 2.8 Descriptive Text.............................................................................. 23

Figure 2.9 Conceptual Framework................................................................... 24

Figure 3.1 One Group Pre-Test and Post-Test Design..................................... 26

Graphic 4.1 The students’ Achievement in Terms of Content......................... 37

Graphic 4.2 The Students’ Achievement in Terms of Grammar ..................... 40

1

CHAPTER I

INTRODUCTION

A. Background

English is one of the foreign languages which becomes compulsory

subject in junior and senior high schools in Indonesia. In learning English, there

are four skills that have to be mastered, namely, speaking, listening, reading and

writing. In this research, the researcher is focusing on writing because writing is

one of the four language skills that play a very important role. Since writing is an

effective way to communicate and express our thoughts, feelings, and opinions to

others also writing has function to entertaining and making fun.

Furthermore, writing can help the students learn and develop their

English by expressing their knowledge, experience and the way of thinking.

Writing is one of the activities deal with how to write idea, information,

knowledge, or experience and understand the writing to acquire knowledge or

some information to share and learn.Writing activities motivate students to engage

their ability in learning English.

In teaching writing is expecting as a communicative activity between the

teacher and his or her students. In learning English writing is the same as learning

other skills (reading, speaking, and listening). The students should practice and

doing many drills of exercise, continually and seriously. Studying writing for

1

2

students means that he or she learns how to communicate with another by using

language.

Yet, based on the researcher’s experience when she did PPL and P2K, in

reality she found that most of students always get trouble when they are asked to

write English, they think that writing is a difficult task: therefore, they are not

interested in writing. Another problem is the students have low motivation and are

not interested in doing the task since the writing activities are not interesting.

Usually, the students are told to write sentences and paragraphs without being

given some clue so that it is difficult for them to express their ideas on a piece of

paper. This phenomena of the students’ ability in writing need intensive guidance.

Therefore, the English teachers are expected to think and make some

efforts in helping the students to solve those students’ problem above, the teacher

has to apply an innovative strategy in the class. By using the innovative strategies,

the teacher improves the student’s ability in writing a good paragraph. There are

many innovative strategies can be applied in the class one of them is graphic and

semantic organizers. In this case, the researcher would like to apply the strategy in

order to find out the effect of the strategy and to solve the students’ difficulties in

writing and also to enhance their writing ability.

Relating to the background above, the researcher is interested in

conducting research entitled “The Effect of Graphic and Semantic Organizer

towards Students’ Achievement in Writing Descriptive Text (A Pre-Experimental

3

Research at the Second Year Students of SMP Islam Darul Hikmah Makassar) in

academic year 2017/2018.

B. Problems Statement

Based on the explanation expressed on the background above, the

researcher formulated research questions as follow:

1. How is the effect of Graphic and Semantic Organizer Strategy towards

students’ achievement in writing descriptive text in terms of content at the

second year students of SMP Islam Darul Hikmah Makassar?

2. How is the effect of Graphic and Semantic Organizer Strategy towards

students’ achievement in writing descriptive text in terms of grammar at

the second year students of SMP Islam Darul Hikmah Makassar?

C. Objective of the Study

The objectives of this study were as follows:

1. To find out the effect of graphic and Semantic Organizer Strategy

towards students’ achievement in writing descriptive text in terms of

content at the second year students of SMP Islam Darul Hikmah

Makassar.

2. To find out the effect Graphic and Semantic Organizer Strategy towards

students’ achievement in writing descriptive text in terms of content and

grammar at the second year students of SMP Islam Darul Hikmah

Makassar.

4

D. Significance of the Study

The researcher expected that this study was useful for teachers, students

and also further researchers who concern in the same field of research.

1. The result of this study is expected to be useful in the English teaching

especially in teaching English writing.

2. The researcher expects the students are able to write a text by using

Graphic and Semantic Organizer Strategy.

3. This research is expected to be useful for other researchers and readers

who want to conduct more complex research especially in experimental

research.

E. Scope of the Study

The study was limited to find out the effect of Graphic and Semantic

Organizer Strategy towards students’ writing achievement at the second year

students of SMP Islam Darul Hikmah Makassar. The researcher applied two

different types of the strategy namely spider map and semantic map. The teaching

material in this study was descriptive text, which focussing on two components of

writing namely content and grammar.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Concept of Graphic and Semantic Organizer

According to Olsazak (2015:8) Graphic and Semantic Organizer are

visual and graphic display that depicts the relationships between facts, terms, and

or ideas within a learning task. Graphic organizers are also sometimes referred to

as knowledge maps, concept maps, story maps, cognitive organizers, advance

organizers, or concept diagrams.

According to Bishop (2013) Graphic Organizers are as visual displays of

key content information designed to guide learners and to enhance their

comprehension. They are sometimes referred to as concept maps, cognitive

maps, or content maps, but they are all used to serve one purpose. They are

meant, says Baxendell (2003) to help students clearly see how ideas are

organized within a text or surrounding a concept. Through the use of organizers,

learners acquire the structure of abstract concepts.

A graphic organizer is a visual graphic display that shows the relation

between facts, terms or ideas within a learning task (Hall & Strangman, 2002).

The visual representation of graphic organizers provides learners with a

structural framework of information to be learned. This helps to direct the

learners' attention to key concepts and conceptual relationships. The use of such

organizers, thus promotes understanding, and enhances organization and long

5

6

term retention of information. It stresses meaningful learning which serves to

facilitate learning and minimize boredom (Janssen, et al, 1993).

1. Types of Graphic and Semantic Organizer

Graphic and Semantic Organizer comes in many different forms, each

one best suited to organize a particular type of information. Types of Graphic and

Semantic Organizers come in many different forms; each one is designed to suit a

particular type of information. Following are a few samples of organizers and

their uses as suggested by Hall and Strangman (2002).

a. Descriptive or Semantic Map

This map is commonly used for mapping generic information; it

particularly works well for mapping hierarchical relationships. A typical use of a

graphic organizer involves introducing the organizer to the students in a teacher-

led discussion that encourages students to think through the various components

of the organizer and their relationship to each other. When students already

understand aspects of the organizer, teachers sometimes have students create or

fill in that part of the organizer during class discussion.

Semantic Map is another way to help students assimilate information.

This map can be used to take notes about the key concept, about the subtopics in

the outer circles, and about the details on the lines. The simulation map is a visual

display among words or concepts in text. Semantic map is sometimes used as a

substitute for vocabulary building activities that focus on the meaning of

individual words out of context. Semantic Map emphasizes meaning in context

7

and helps students organize new learning and relate it to their prior knowledge

(Maddux, C. D., Johnson, D. L., & Willis, J.W, 1997).

Figure 2.1 Descriptive or Semantic Maps

Taken from www.enchantedlearning.com

b. Network Tree

Constructing network tree make easier in organizing a hierarchical set of

information subordinate or super ordinate elements. If the topic involves a chain

of events with a beginning and with multiple out comes at each node (like a

family tree), use a tree as graphic organizer. Example: displaying the probabilistic

results of tossing coins.

Figure 2.2 Network Tree

Taken from www.enchantedlearning.com

8

c. Spider Map

Spider map is used when the information relating to the main idea cannot

be organized hierarchically, if the topic involves investigating attributes

associated with a single topic, and then obtaining more details on each of these

ideas, use a spider diagram as graphic organizer. This is like the star graphic

organizer with one more level of detail. Example: finding methods that help your

study skills (like taking notes, reading, memorizing, etc.), and investigating the

factors involved in performing each of the methods.

Figure 2.3 Spider Map

d. Cause and Effect Map (Fishbone Map)

This is widely used to assist the students identify the major causes of

certain events and their effects on surrounding atmospheres.

Main idea

9

Figure 2.4 Cause and Effect Map (Fishbone Map)

Taken from www.teacherscholistic.com

e. Compare and Contrast Map

This map is commonly used to assist students compare and contrast

concepts according to their main features or quality. A relevant method to

compare concepts' features is to design a compare/contrast matrix. The concept

chart can be used to record information about two groups of people, place, or

things that are being compared and contrasted.

Figure 2.5 Compare and Contrast Map


10

f. Series of Events Chain

This map is quite useful in helping students organize information or

events according to the stages or steps of their occurrence.

Figure 2.6 Series of Events Chain


g. Cycle Map

Cycle map is more effective for organizing information that is circular

with no specific beginning or ending.

Figure 2.7 Cycle Map

Taken from www.zoomschool.com

11

2. Constructing Graphic organizers

Jo Anne L and Vacca, Richard (Baron 1998: 323) suggests the following

steps for developing the graphic organizer:

a. Analyze the vocabulary of the learning tasks, and list all the words

that you feel are important for the students to understand.

b. Arrange the list of words until you have a scheme that shows the

interrelationships among the concepts particular to the learning task.

c. Add the scheme vocabulary terms that you believe the students

understand in order to show relationship between the learning task

and the discipline as a whole.

d. Evaluate the organizer. Have you clearly shown major relationship?

Can the organizer be simplified and still effectively communicate the

idea you consider crucial?

e. Introduce the students to the learning tasks by showing them scheme;

encourage them to contribute as much information as possible to the

discussion of the organizer.

f. As you complete the learning task, relate new information to the

organizer where it seems appropriate.

3. The advantages of Graphic and Semantic Organizers

A graphic organizer is a graphic representation of information; examples

of graphic organizers include tables and sequence chains. Nikolai and Doug Buehl

(2009) says there are advantages and disadvantages to using this teaching tool to

supplement lectures and presentations, they are:

12

a. Comprehension

Graphic organizers can help students to understand the relationship

between various pieces of information that they may have otherwise failed to

identify. Such organizers are particularly useful in helping students grasp abstract

concepts.

b. Knowledge evaluation

Asking students to complete graphic organizers allows instructors to

evaluate the student's prior knowledge of a subject. As a result, teachers can make

strategic decisions regarding how to most effectively present to students

additional information relating to the subject at hand.

c. Motivation

Graphic organizers represent information in pattern and graphic form,

which can enhance learning by stimulating a student's interest and retaining his

attention,

d. Impact on note taking

In some cases, note taking decreases when students learn material with

the help of graphic representations. As a result, the lack of a comprehensive guide

those students can refer to when revising material may affect their performance.

e. Impact on feedback

Some instructors find creating an answer key for a graphic organizer to be

time consuming. They use organizers to encourage discussion but do not correct

13

each student's organizer upon completion; as a result, students may miss out on

receiving valuable feedback.

B. The Concept of Writing

Writing is one of the language skills, as a process of communication,

which requires an entirely different set of competencies and uses rhetorical

conventions. Byrne (1988) states that writing is clearly much more than the

production of graphic symbol as speech it is more than the production of sounds.

The symbols have been arranged according to certain conventions, to forms

words, and words have to be arranged to form sentences. However, we do not

write just one sentences or a number of sentences arranged in particular order and

linked together in certain ways. Writing involves the encoding of message of

some kind that is to translate through into language.

According to Nunan (2003: 88), writing can be defined by a series of

contrast. The first, writing is both a physical and a mental act. At the most basic

level, writing is the physical act of committing words or ideas to some medium.

On the other hand, writing is the mental work of investing ideas, thinking about

how to express them, and organizing them into statements and paragraphs that

will be clear to a reader. The second, its purpose is both to express and impress.

Writers typically serve two masters: themselves, and their own desires to express

an idea or feeling, and readers also called the audience, who need to have ideas

expressed in certain ways. Writers must then choose the best form for their

writing, depending on its purpose. The third, it is both a process and a product.

14

The writer imagines, organizes, drafts, edits, reads, and rereads. This process of

writing is often cyclical, and sometimes disorderly. Ultimately, what the audience

sees, whether it is an instructor or a wider audience is a product.

Writing is how to produce a written product. The process involves a

series of thinking activities in which the writers have to transform their ideas

coherently and cohesively into written text. According to Elbow (in Brown 2001:

337), writing is a transaction with words whereby you free yourself from what

you presently think, feel, and perceive. Writers are not only required to transmit a

message but also to grow and cook a message.

Writing is a complex process that allows writers to explore thoughts and

ideas, and make them visible and concrete (Ghaith, 2002). It is an activity that

encourages thinking and learning for it motivates communication and makes

thought available for reflection. When thought is written down, ideas can be

examined, reconsidered, added to, rearranged, and changed.

From the descriptions above, it can be concluded that writing is a process

of organizing ideas in which the writer is demanded to perform creativity in using

the language skills to produce a written text.

1. Writing Process

Writing is a process that involves several steps. At least, there are three

steps in the writing process mentioned by Karen Blanchard, and Christine Root in

their book; Ready to Write: A first Composition Text.

Step one: Prewriting

15

Thinking about your topic and organizing your ideas.

Step two: Writing

Using your ideas to write a first draft.

Step Three: Revising

Improving what you have written.

If the writers follow the steps, and practice by writing often, they will find

it easier to write paragraphs and to improve their writing.

In another source stated that writing is a process that involves the following steps:

Discovering a point-often through prewriting.

Developing solid support for the point-often through more

prewriting.

Organizing the supporting material and writing it out in a first

draft.

Revising and then editing carefully to ensure an effective, error-

free paper.

2. Purpose of Writing

Meyer cited in Wangisa (1998) categorizes the purpose of writing into

three categories:

a. To inform

The writer generally explains or describes an idea, a process, an even, a

belief, a person, a place or a thing to give information. The writer also gives the

facts and explains its causes.

16

b. To persuade

A writer tries to change or behave differently. In this case, the writer

appeals to the readers' logic and emotion.

c. To entertain

The writer give some efforts to make the reader laughed, smiled,

fascinated, surprised or even angry.

3. Necessity of Writing

Margaretha cited in Hairston (1996:2), cited in Supriandi (2004) states

that there are some reasons why writing is important. Those reasons are:

a. Writing is a tool for discovery. We stimulate our thought process by

the act of writing and into information and image we have in our

unconscious mind.

b. Writing generates new ideas by helping to make connection and see

the relationship with other aspect.

c. Writing helps us to organize our ideas and clarify concept by writing

down ideas into coherent form.

d. Writing helps us to absorb and process information. When we write

about the topic, we learn it butter.

e. Writing down ideas allows us to distance ourselves from them and

evaluate them.

f. Writing on a subject make us active learners then passive learners of

information.

17

Raimes (1983:3) also states some reasons about the importance of

writing. According to him, writing is used to help students in learning process.

The reasons for that are as follows:

a. Writing reinforces the grammatical structure idiom and vocabulary

that have been teaching to the students.

b. When students write, they also have a chance to adventure with the

language, to go beyond what they have learned to say, to take risks.

c. When the students write, they necessarily become very involved

with the new language the effort to express ideas or thinking on

papers.

4. Types of Writing Taught in Junior High School

Based on the competencies standard and basic competencies

recommended by the government, there are some types of writing which have to

be taught in junior high school, they are; procedure, descriptive, recount, and

narrative.

a. Procedure

A procedure is a piece of text that tells the reader or listener how to do

something. Its purpose is to provide instruction for making something, doing

something or getting somewhere. Example of procedure texts include: recipes,

itineraries, instruction manuals, directions.

18

b. Descriptive

Descriptive presents the appearance of things that occupy space, whether

they are object, people, buildings, or cities. The purpose of descriptive is to

convey to the reader what something looks like. It attempts to gain a picture with

words. The explanation about this term will be presented in the next session.

c. Recount

Recount is a piece of text that retells past events, usually in the order

which they happened. The aim of a recount is to give the audience a description of

what occurred and when it occurred. Some example of recount text types are;

newspaper, reports, conversation, speeches, television interviews, etc.

d. Narrative

Narrative text is type of written text that tells a story of one character or

more who face certain situation. Its purpose is to present a view of the world that

entertains or informs the reader or listener. It is related to the recount type.

5. The Characteristics of Good Writing

The characteristics of a good writing will be presented as follows:

a. Significance

Writing is significance if the readers enjoy it. In order to produce a

significant writing, the author has to under estimate his own resources and have

valuable information about some activity or interest that someone.

b. Clarity

One thing is very important in writing is clarity. A piece of writing that

19

lack clarity able to annoy reader.

c. Unity and Organization

A piece of writing is called united if each sentence in a paragraph

develops or supports the main idea of the paragraph, and connects each sentence.

d. Adequate Development

In writing the author establishes a contract with the reader, that contract

can take variance from such as a title that predict, an opening question that must

be answered, a thesis statement to be developed, or an anecdote.

6. Components of Writing

Five significant components in writing are content, organization,

vocabulary, language usage and mechanics.

a. Content

There are at least four things that can be measured in connecting with

content; the composition should contain one central purpose only, should have

unity, should have coherence and continuity and 'should be adequately developed.

b. Organization

When writing is done, the learner should arrange their writing

chronologically. They should present their ideas based in the order of which

happened from the beginning to the end.

c. Vocabulary

The affective used of words will always result good writing. The lack of

vocabulary makes the learner difficult to express ideas.

20

d. Language Use

Language use in writing description and other form of writing involves

correct languages and point of grammar can help me learner improve the use of

formal language.

e. Mechanics

There are two parts of mechanic in writing namely punctuation and

capitalization. Punctuation is important as the way to clarify meaning. In English

writing, capital letters have two principles. First, is used to distinguish between

particulars and things. Second, is used as first word in quotation, a formal

statement and proper adjectives.

7. Descriptive Writing

Descriptive writing described on object, place or person in a way that

creates a vivid impression in the readers’ mind, enabling the reader to visualize

the being described, and to feel that he or she is very much parts of the writer’s

experience. Descriptive writing appears almost everywhere, from cook books to

poems. A writer might use a description to introduce a character in a narrative or

to create a strong closing to a persuasive essay. Whatever the form, it is purpose

is to describe.

Coulthard cited in Rita (2012:11) stated that the controlling idea of a

descriptive essay should be the special quality of the subjective. You are

describing since the success of descriptive theme depends upon your making your

subject vivid to the reader, it is obviously to your advantages if you choose a

topic with inherent interest. This doesn’t mean, however that the subject of a

21

description must be exotic. The most important principle of descriptive writing is

show, don’t tell, don’t merely discuss the dominant impression of your subject

make the reader see and feel it.

Writing description can joy us experiences as recreate in words as what

we have experienced through sense. Descriptive writing is character sized by the

following:

a. Elaborate use of sensory details (often those that others make

overlook) that enrich or defined the central impression.

b. Details which go beyond the general.

c. Details which enable the reader to picture or relief what the writer is

telling.

Good description is specific and concentrate, use words that are pieces

and accurate. There are two types of descriptions namely:

a. Objective Description

Objective description is based purely on observable detail; it is not

colored by the writers’ emotion or likes and dislikes. Objective description

records exactly see from the writers’ vantage points.

b. Subjective Description

Subjective description can be defined as that which has objective details

color by personal impression. The usual goal of subjective description is to create

a mood or share feeling. Most of descriptive writing usually includes observable,

fact and personal impression.

22

a. The Generic Structure of Descriptive Text According to Bamanti and

Oktaviani

1) Identification

It is generic part of paragraph which introduces or identifies the

character.

2) Description

It is a part of paragraph which describes the character.

b. Language Features of Descriptive Text

1) Descriptive often uses adjectives, numbering, and, classifying.

For example; is really cool, it has very thick fur, etc.

2) Tense which is often used is simple present tense. However,

sometimes it uses past tense if the thing to be described doesn’t

exist anymore for example; go, fly, cook, etc.

3) Descriptive text uses thinking verbs (believe, think, etc.) and

feeling verbs (feel).

4) Descriptive text also uses adverbs to give information about

character or adjective that explained. Example; it is extremely

high, it runs definitely past, etc.

c. The Purpose of Descriptive Text

Fink et al said that the purpose of description is to imagine the reader by

using a picture of a person, subject, or setting. It is allowed by using picture, so

that the reader can visualize it. According to Febriani the purpose of the

23

descriptive text is to get the reader imagine within the story to get pleasure and

information. Generally, the purpose of descriptive text is to describe something,

someone, a place, animal, or plants specifically.

Below is an example of a descriptive text:

Figure 2.8 Descriptive Text

My Mother

Every people certainly have a mother. Because peoplewas born from her. The existence of her among us isdefinitely important.That is why I love her so much. Iowe great debt to what she has been doing to me untilright now. I love you, mom.

My mother's name is Khodijah. She was born 58 yearsago. She is short, but not too short. She is slim. And sheis old. She has got short white straight hair. She has gotbrown skin. She is beautiful. Her hand is so soft, thehand that have taught me to be kind person.

She never stops to support me. She always tells me tonot give up so easily.She always gives me some finesolutions when I have some problems.The importance ofher is never denied. That is why I never reject herwilling.

Title

Identification

Description

24

C. Conceptual Framework

The conceptual framework underline in this research is described in the

following diagram:

Figure 2.9 Conceptual Framework

GRAPHIC AND SEMANTICORGANIZER STRATEGY

SPIDERMAP

SEMANTICMAP

THE EFFECT OF GRAPHIC ANDSEMANTIC ORGANIZER

STRATEGY

DESCRIPTIVE TEXT

WRITING DESCRIPTIVE TEXT

CONTENT GRAMMAR

25

Based on the previous figure 2.1 explains how the researcher examines

the effects of Graphic and Semantic Organizers Strategy which the types of the

strategy are Spider Map and Semantic Map. In this study, the researcher uses

descriptive text as writing material. Firstly, in this study the students will receive a

writing test as a pretest to examine the students’ ability in writing descriptive text.

This step is taken by researcher before she gives treatment to the students. After

pretest, the researcher gives treatment to the students by using two types of

Graphic and Semantic Organizer Strategy namely Spider Map and Semantic Map

in teaching writing skill to the students. Finally, after she applies the strategy she

gives post-test in order to know the effects of the strategy towards students’

achievement in writing descriptive test as well as to find out the significant

difference of the students’ achievement in writing before and after given the

treatment.

D. Hypothesis

The alternative hypothesis ( ) = The use of Graphic and Semantic Organizer

Strategy improved students’ achievement in

writing descriptive text.

The alternative hypothesis ( ) = The use of Graphic and Semantic Organizer

Strategy did not improve students’

achievement in writing descriptive text.

26

CHAPTER III

RESEARCH METHOD

A. Research Design

The research was pre-experimental method with one group pre-test and

post-test design, the group was given pre and post test before and after giving

treatment. The design was described as follow :

Figure 3.1 One Group Pre-test and Post-test Design

Where :

O1= Pre-test

X = Treatment

O2 = Post-test

1. Pre-test

Pre-test was given to know the students’ writing ability before

giving treatment. In this stage, the researcher used writing test by using

descriptive text as writing material to find out how well the students’

writing performance before the researcher applied the Graphic and

Semantic Organizer Strategy in the treatment furthermore the students’

ability was assessed by writing product’s scoring by Weigle.

O1 X O2

26

27

2. Treatment

The researcher carried out the class during eight meetings. In each

meeting she gave a descriptive text as teaching materials by using Graphic

and Semantic Organizer Strategy. In first to third meeting, she applied

Spider Map while in fourth to eighth meeting; she applied Semantic Map

in teaching materials. The treatment of this research was distributed in

each meeting as follows:

a. Firstly, the researcher taught the students by using graphic and

semantic organizer strategy. She made a review of the material

about descriptive text and introduced the using of graphic and

semantic maps in developing the idea and producing written

text.

b. Secondly, the researcher gave an example of a print port folio

of Graphic and Semantic maps, and a descriptive text that

would be discussed with the students.

c. Thirdly, the researcher listed the pertinent words that have

relationship with the topic that would be discussed. After that

she arranged the vocabularies into graphic and semantic

organizer maps. Then she showed interrelationship among the

concept and explained to the students that the concept would

help them to keep inside the topic.

28

d. Fourth, the researcher divided the students in pairs. After that

she gave some topics for descriptive text that would be written

by the students.

e. The last activity, the researcher evaluated the students’

organizer as well as the students’ written products and asked

the students about their difficulties in writing descriptive text

by using the maps that was given.

3. Post test

In this stage, the researcher examined the students’ by giving post

test in order to find out the students’ achievement after the treatment was

given to them. The test was design based on the writing material in the

students’ book for Junior High School students and descriptive text from

internet.

B. Variable and Indicators of the Research

1. The dependent variable of the research was the students writing ability in

descriptive text, while the independent variable was the application of

Graphic and Semantic Organizer Strategy.

2. The indicators of this research were to measure the content and the

grammar structure of the descriptive text.

29

C. Population and Sample

1. Population

The population of this research was the entire the second year students of

SMP Islam Darul Hikmah Makassar in academic year 2017/2018. The

total number of population is 150 students that belong to five classes.

2. Sample

The sample was selected based on purposive sampling technique. By this

way, the researcher took VIII-A class which consists of 34 students. The

sample was taken by Ms. Ita Pratiwi, S.pd’s order as English teacher of the

school. According to her, the sample was chosen because they had low

achievement in writing English text.

D. Instrument of the Research

The writing test was given to the students to know their ability in writing.

The model of the test items was essay test.The data of the students’ pre-test and

post-test would be analyzed by using analytical scoring rubric adapted from

Weigle.

E. Procedure of Collecting Data

The data were quantitative in nature. The data analysis was dealt mostly

with numbers than with qualitative description; the data was drawn from writing

test which was given to the students in order to know their ability in writing skill.

The test was divided into two types, namely pre-test and post-test. Pre-test was

done before implementing Graphic and Semantic Organizer Strategy in

30

preliminary research to know the students competence in writing descriptive

paragraph. In this test, the researcher asked to the students to choose and write a

descriptive text according to the topics that they had chosen. While the second test

was post-test, this test was done after implementing the Graphic and Semantic

Organizer Strategy in teaching descriptive text.

F. Technique of Analyzing Data

To analyze the data, there searcher used several stages. They were;

1. Criteria of Score Analysis

In analyzing the data related to the students’ test of writing ability, the

researcher used analytical scoring rubric adapted from Weigle. There were five

components presented in the analytical scoring rubric for writing, i.e., content,

organization, vocabulary, language use (grammar), and mechanics. The following

table was the analytical scoring rubric used by the researcher to analyze the

students’ paragraph writing.

a. The following scheme of rating scale was used to measure the students’

achievement in their written product.

Table 3.1. Analytical scoring rubric adapted from Weigle

Componentof Writing

4 3 2 1

Content Relevant tothe topic andeasy tounderstand.

Ratherrelevant to thetopic and easyto understand

Relevant to thetopic but it isnot quite easyto understand.

Relevant tothe topic butit is not quiteeasy tounderstand.

Grammar A fewgrammaticalinaccuracies.

Somegrammaticalinaccuracies.

Numerousgrammaticalinaccuracies.

Frequentgrammaticalinaccuracies.

(Weigle, 2002)

31

b. Scoring the students’ correct answer of pre-test and post-test by using this

formula:

Score = 100

(Depdikbud, 2004)

2. Classifying The Students’ Score

In order for the raw scores to become more meaningful, they should be

converted to numerical data, which had been processed to the scale of 0 to 10.

Then, the processed scores could be used as a basic data to make decisions. If all

of students’ scores were arranged from the highest to the lowest, it would be

easier to know the position of a student in his/her group.

The measurement of the students’ achievement could be interpreted with the

following table.

Table 3.2 Classification of Scoring Grade

No Score Classification

1234567

96 – 10086 - 9576 - 8566 - 7556 - 6536 - 550 - 35

ExcellentVery good

GoodFairly good

FairPoor

Very poor

(Depdikbud, 1985)

32

3. Knowing mean score each test, the researcher applied the formula as

follows:

=N

X

Where : = mean score

= the number of students

∑ = total score

(Gay, 2006)

4. Computing the frequency and the rate percentage of the students’ scores.

% = x 100%

Where: % = the percentage of improvement

X2 = the total of post-test

X1 = the total of pre-test

( Harmer, 1987)

5. Finding out the significant different between the pretest and posttest by

calculating the value of the test :

=N

D

33

Where: D = the mean of the different score

∑D = the sum of all scores

N = number of students

(Gay, 2006)

6. To calculate the value of t-test of the hypothesis concerning the difference

between pretest and posttest using the following formula:

)1(

)(2

2

NNN

DD

Dtestt

Where:− = t significant

D = the difference between the scores of pre-test and post-test

D = the mean score of the difference between the scores of pre-test

and post- test

N = the number of students

(Gay, 2006)

After calculating the value of t-test, it was compared with the value of t-

table. When it was found that the value of t-test was greater than the value of t-

table, it meant that Null hypothesis (H0) was rejected and alternative hypothesis

(H1) was accepted because there was significant different between pre-test and

34

pro-test before and after being taught by using English writing skill by using

Graphic and Semantic organizers strategies types’ Spider Map and Semantic Map.

Meanwhile, when it was found that the value of t-test was lower than the value of

t-table, it meant that Null hypothesis (H0) was accepted and alternative hypothesis

(H1) was rejected because there was no significant difference between pre-test and

post-test before and after being taught English writing skill by using Graphic and

Semantic Organizer Strategy; Spider Map and Semantic Map.

The criteria used to accept or reject the hypothesis show in the table below:

Table 3.3 Criteria of Accepted and Rejected Hypothesis

No Testing Null Hypothesis Alternative Hypothesis

1

2

t-test > t-table

t-test < t-table

Rejected

Accepted

Accepted

Rejected

(Gay, 2006)

35

35

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the findings and discussion of the research. The

findings consist of data obtained from written tests for the purpose of measuring

the students’ level of achievement after utilizing the Graphic and Semantic

Organizer Strategy. Findings also include data collected through evaluation

measuring the students’ improvements and achievements in writing by comparing

results from before and after receiving the treatment.

A. Findings

1. The Effect of Graphic and Semantic Organizer Strategy towards

Students’ Writing Achievement in Terms of Content.

The researcher used Graphic and Semantic Organizer Strategy to see if

there were improvements of students’ abilities in writing. There were

improvements seen in pre-test to post- test results. It showed from the students’

classification score, mean score and also improvement percentage across two

tests. This can be seen in the table below:

36

Table 4.1. The students’ classification score in terms of content

NoClassification

RangePretest Posttest

F (%) F (%)1 Excellent 96-100 3 8.82 18 52.942 Very good 86-95 0 0 0 03 Good 76-85 0 0 0 04 Fairly good 66-75 9 26.47 15 44.125 Fair 56-65 0 0 0 06 Poor 36-55 16 47.06 1 2.947 Very poor 0-35 6 17.65 0 0

Total 34 100 34 100

Based on table 4.1 above the yielded pre-test results indicate the frequency

and rate percentage of the students writing abilities in terms of content. There

were 3 students classified into the excellent category (8.82%), none of the

students classified into very good, good or fair score categories. 9 students

classified into the fairly good category (26.47%), 16 students classified into poor

score (47.06%) and finally 6 students classified into very poor with a percentage

(17.65%). From these results it can be concluded that the students’ writing ability

on average, in writing descriptive text in terms of content, was fair.

Table 4.1 also shows the students’ writing ability in writing descriptive

text in post-test results. There were 18 students categorized as excellent (52.94%),

none of them categorized as very good, good, fair, and very poor score. 15 out of

them categorized as fairly good (44.12%), and one student categorized as poor

score (2.94%). The yielded results conclude that the students’ writing ability, in

writing descriptive text, was categorized overall as fairly good. Since the post-

tests results show great improvement over the pre-test results, this research proves

37

that the utilization of Graphic and Semantic Organizer Strategy in the learning

process is able to improve the students writing ability in terms of content.

Table 4.2. The students’ achievement in terms of content

Component Mean Score Difference Improvement%Pretest Posttest

Content 56.62 87.5 30.88 54.54

The statistical summary of pre-test and post-test in the table above shows

that the students’ mean score post-test results are greater than students’ mean

score pre-test results (87.5 < 56.62). Based on these findings with data from table

4.1 and 4.2 it can be analyzed that there is an overall improvement. Students’

achievement in writing improved overall with a difference of 30.88 or 54.54%.

Graphic 4.1. The students’ achievement of content

The graphic above shows us that there was an improvement of the students

in writing descriptive text in terms of content from pre-test with the mean score of

56.62 to post-test with the mean score of 87.5 so the improvement of pre-test to

post-test was 54.54 % with the difference mean score of 30.88.

0

20

40

60

80

100

pre test post test

mean score of content

38


Students’ Writing achievement in Terms of Grammar

The Researcher also assessed the students’ grammar while writing a

descriptive text. After the researcher again conducted a pre-test and post-test,

there was also improvements of the students’ writing achievements in terms of

grammar. It was indicated by the significant difference between students’ pre-test

and post-test score. Besides that, the researcher also had counted improvement

percentages of students. This can be seen on the following table:

Table 4.3. The students’ classification score in writing in terms of grammar

No Classification Rangepretest Posttest

F (%) F (%)1 Excellent 96-100 0 0 6 17.652 Very good 86-95 0 0 0 03 Good 76-85 0 0 0 04 Fairly good 66-75 2 5.88 21 61.765 Fair 56-65 0 0 0 06 Poor 36-55 18 52.94 7 20.597 Very poor 0-35 14 41.18 0 0

Total 34 100 34 100

Based on table 4.3 above, pre-test of the students shows that there were no

students classified into excellent, very good, good, and fair score, 2 out of 34

students classified into fairly good (5.88%), 18 out of 34 students classified into

poor (52.94%) and 14 students out of them classified into very poor (41.18%).

From these results, it can be concluded that the students’ writing ability in writing

descriptive text in terms of grammar was poor.

39

Table 4.3 also shows that the students’ writing ability in writing

descriptive text in post-test. There were 6 students classified as excellent (17.65),

none of them classified as very good, good, fair, and very poor score. 21 out of

them classified as fairly good (61.76%). The results can be concluded that

students’ writing ability in writing descriptive text was categorized as fairly good.

Table 4.4. The students’ achievement in terms of grammar

Component Mean Score Difference Improvement

%Pretest Posttest

Grammar 41.17 74.26 33.09 80.35

The table above shows that the students mean score in terms of grammar

in pretest is 41.17, while students’ mean score in the post-test is 74.26. So based

on the data from the table 4.3 and 4.4 it can be analyzed that there are

improvements of the students’ achievements in writing descriptive text after the

application of Graphic and Semantic Organizer Strategy. The overall difference

when comparing pre-test and post-test results is 33.09 or 80.35%.

This is clearly shown in a diagram comparison between the mean score o-

pre-test and post-test results of the students’ writing achievement in writing

descriptive text in terms of grammar.

40

Graphic 4.2. The students’ achievement in terms of grammar

The data in the diagram above indicates that the mean score of post-test is

greater than the mean score of pre-test or 74.26 > 41.17; it means that the

application of Graphic and Semantic Organizer Strategy affects and improves the

students’ writing achievement in writing descriptive text in terms of grammar.

2. The T-Test Statistical Analysis

The result of the t-test became the quantitative proof whether the

difference of the pre-test and post-test means of the experimental group was

significant or not. The researcher had used t-test analysis on the level of the

significance ( ) 0, 05 with the degree of freedom ( ) = 1, where number

of students (34 students) so ) = 33, so then the value of t-table was 1.692. The

t-test statistical analysis for independent sample was applied. From the known

data, then researcher calculated the gain of pre-test and post-test from the

experimental group. The following table showed the result of t-test calculation.

0

10

20

30

40

50

60

70

80

pre test post test

mean score ofgrammar

41

Table 4.5. The t-Test analysis of the students’ gain difference

No. Components t-Test Value t-Table Value Description

1. Content 9.245 1.692 Significance

2. Grammar 10.639 1.692 Significance

The table 4.5, above shows that the t-test value of content was greater than

the t-table value (9.245 > 1.692) and also t-test value of grammar was greater than

t-table value (10.639 > 1.692). It could be concluded that there was a significant

difference among the students’ writing ability before and after the researcher used

Graphic and Semantic Organizer Strategy in teaching writing skills to second year

of students in SMP Islam Darul Hikmah Makassar. It was shown that the null

hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted.

Therefore, the alternative hypothesis of using graphic and semantic organizer

strategy in teaching writing was accepted.

B. Discussions

This part presents a discussion dealing with the interpretation of the research

findings derived from the results of statistical analysis to depict the students’

writing skills in the teaching and learning environment through Graphic and

Semantic Organizer Strategy, focusing on two components of writing; content and

grammar.

The description of data collected from writing achievements in terms of

content and grammar as explained in the previous section showed that the

students’ writing skills in terms of content and grammar was improved. It was

42

supported by mean score and percentage of the students’ pre-test and post-test

results. Based on the findings above, the usage of Graphic and Semantic

Organizer Strategy allowed students to achieve higher mean score results in

writing descriptive text than before they knew Graphic and Semantic Organizers.


Students’ Writing achievement in terms of content

Writing achievement in terms of content is about the skill to develop the

idea based on the topic that was given from the researcher while remaining

suitable for fulfilling students’ needs and wants. It is achieved when we have a

more interested reader with a deeper understanding of the content and who is able

to clearly gather information from it. Content is a very important aspect in writing

so it should be relevant to the topic, with good unity and completeness.

In the first meeting, when the researcher conducted the pre-test, the

researcher noticed that most of students had little vocabularies and did not know

how to develop let alone begin explaining their ideas. At this stage the writing

process for the students was an incredibly difficult one. It could be seen in the

table 4.2 that the students’ writing achievement in pre-test’s mean score was poor,

it was 56.62.

In terms of content in the pre-test, the students were lacking the necessary

vocabularies and skills so that the written content produced was not even related

to the topic they were given, it was not quite easy to understand.

43

After the students had been given treatment by the researcher, the students’

mean score in post-test improved to become 87.5. It was a greater score than the

pre-test score. Observing the pre-test to post-test score results, we can see there

was a significant achievement from low to high by using graphic and semantic

organizer strategy. The improvement percentage showed 54.54%. Using GSOS

had improved students’ writing performance special in terms of content.


Students’ writing Achievement in Terms of Grammar

In addition, the other problem was grammar, grammar was included but it

measured poorly in pre-test results with a low score specifically when applied in

the present-tense. Grammatical structure of sentences are an important component

in writing, a well written document will utilize proper grammar to emphasize the

content. While improving on their written skills students also attained greater

overall grammatical skills in terms of spoken language as well. Students were

more likely better able to express themselves in written and spoken English

language.

Based on the findings above, using GSOS in the class, the data and results

collected shows that the students’ writing skills in terms of grammar are

significantly improved. It could be seen in the mean score of pre-test and post-test

results and also the overall improvement percentage on the table 4.4 and graphic

4.2.

44

The data on the table 4.4 showed that the score of grammar improved from

41.17 in pretest’s mean score to 74.26 in post-test’s score. It was a good

improvement because the students learned more about present tense’s structure

and were better able to express themselves in the present-tense.

After calculating the score between pre-test and post-test, the researcher

found that writing skills of students improved which was to be 80.35% from mean

score 41.17 in pre-test to 74.26 in post-test with a difference of 33.09. It meant

that implementation of GSOS in treatment of students’ SMP Islam Darul Hikmah

Makassar was a success. Students were better able to understand when writing in

the terms of grammar.

3. The Significant difference of Mean Score Across Two Tests

After calculating the value t-test analysis then it was compared with t-table

value so researcher found that the value of t-test was greater than the t-table value,

it meant that null hypothesis (H0) was rejected and alternative hypothesis (H1) was

accepted because there was a significant difference between the mean score of the

test that was given by the researcher before and after the researcher taught writing

skills by using Graphic and Semantic Organizer Strategy.

Meanwhile, when it was found that the value of t-test was lower than t-table

value, it meant that the null hypothesis (H0) was accepted and alternative

hypothesis (H1) was rejected because there was not a significant difference with

the mean score of the test that had been given by the researcher before and after

45

the researcher taught writing skills by using Graphic and Semantic Organizer

Strategy.

T-test value for writing component in terms of content was greater than t-

table (9.245 > 1.692) and also t-test value of grammar was greater than t-table

(10.639 > 1.692). It meant that there was a significant difference between

students’ writing ability before and after they got GSOS from the researcher in

writing descriptive text of the second year students of SMP Islam Darul Hikmah

Makassar especially for students of VIIIA as sample in this research. Besides that,

the data showed that null hypothesis (H0) was rejected and the alternative

hypothesis (H1) was accepted.

The researcher concludes that using GSOS is one of the best strategies for

improving the students’ writing achievement of the second year of students’ SMP

Islam Darul Hikmah Makassar in academic year 2017/2018 especially in terms of

content and grammar.

46

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

The findings have yielded meaningful discussions and data which have

drawn obvious and conclusive results; however, conversely I will organize the

conclusive evidence and offer further suggestions for the sake of thoroughness.

The conclusions are mainly a repetition of chapter 4 but the varying results should

be explained thoroughly and in detail so the reader can clearly understand and

attain the full content of the research. Final conclusions drawn from this research

are as follows:

1. The implementation of graphic and semantic organizer strategy affected the

students’ achievement in writing descriptive text. There was significant

different of mean score from the pre-test to the post-test results. It can be

concluded that the instruction of Graphic and Semantic Organizer Strategy

had a positive effect on students’ achievement in writing descriptive text.

2. The improvement of the students’ writing ability in writing descriptive text

in terms of content by using graphic and semantic organizer strategy was

significant. The students’ mean score pre-test and post-test so the

improvement percentage of students was 54.54% and t-test analysis of

content was 9.245, it was greater than t-table (9.245 > 1.692).

3. The improvement of the students’ ability in writing descriptive text in terms

of grammar by using Graphic and Semantic Organizer Strategy was

46

47

significant. Based on the data pre-test and post-test, the improvement

percentage of students was 80.35% and t-test analysis of grammar was

10.639, it was greater than t-table (10.639 > 1.692).

B. Suggestions

Based on the conclusion above, the researcher would like to recommend

some suggestions, which are intended for the better teaching and learning English

language. They are as follows:

1. For the teachers, the teachers are expected to know that Graphic and

Semantic Organizer Strategy can be referenced in teaching writing as one

alternatives teaching strategy, it can be used for teaching writing of several

kinds of texts for Junior High School students. The English teachers should

enhance their knowledge and their ability in teaching. They should use an

interesting strategy to attract students’ attention, and create a learning

process that is more interesting, enjoyable, and educative.

2. For the students, the students should be more attentive with the strategy

given by the teacher. If the students are not comfortable and find

themselves bored with the way of their teachers’ strategy, they should ask

their teacher to change or give them a different strategy which is more

acceptable and easier for the students to grasp.

3. For future researchers, they can use this final project as a literature to guide

them when they want to do the similar research. This research will help the

researchers or further researchers to find out the new strategy which is

48

supported and combined with Graphic and Semantic Organizer Strategy

through writing a text.

49

BIBLIOGRAPHY

Arikunto, S. 1998. Prosedur Penelitian Suatu Pendekatan. Rhineka Cipta.

Baxendell, B. 2003.Consistent, Coherent, Creative The Three C’s Of GraphicOrganizers. Teaching Exceptional Children, 35(3), 46-48.

Brereton. 1882. A Paln for Writing Skills. New York: CBS College Publishing.

Brown, H. D. (2001).Teaching by Principles: An Interactive Approach toLanguage Pedagogy (2nd edition). New York: Longman.

Byrne, Donn, 1984. English Teaching Persepective. London .Longman.

Corbin, Richard. 1996. The Teaching of Writing in our School, New York. TheMcMilliam Company.

Depdikbud, 2004. Kurikulum SMU 2004, GBBP Bidang Studi Bahasa Inggris,Jakarta.

Depdikbud. (1985). Petunjuk Proses Pelaksanaan Belajar Mengajar danPetunjuk Pelaksanaan Sistem Pendidikan, Jakarta.

Dumains. 1988. Writing in English. Jakarta: Depdikubud.

Egan, M. (1999). Reflections on Effective Use of Graphic Organizer’s. Journal ofAdolescent & Adult Literacy, 42(8), 641-645. Accessed on 19 th june2016.

Gay, L. R. (2006). Education Research: Competence for Analysis andApplications, Eight Editions. Colombus: Charle s E. Meril.

Graphic Organizer.http://enchantedlearning.com.Accessed on 12th June 2016.

Graphic Organizer.http://Teacher.Scholistic.com.Accessed on 19th June 2016.

Graphic Organizer.http://zoomschool.com.com.Accessed on 12th June 2016.

Harmer, Jeremy. 1991. The Practice of English Language Teaching. New YorkLongman.

Janssen, D., Beissner, K., &Yacci, M. (1993).Explicit Method For ConveyingStructural Knowledge Through Concept Maps. Mahwah, NJ: LawrenceErlbaum Associates.

Maddux, C. D., Johnson, D. L., & Willis, J.W. 1997. Educational ComputingLearning With Tomorrow’s Technology. Boston: Allyn & Bacon.

50

McCrimon, James M. 1967. Writing With a Purpose. Boston: Houghton MiffilinCompany.

Nunan, David. 1991. Language Teaching Methodology. a Text Book for theTeachers. New York; Prientice Hall.

Nunan, D. 2003. Practical English Language Teaching. New York: The McGraw-HillCompanies.

OlszakIzabela, 2015.Graphic and Semantic Organizers as Cognitive Strategies inReading Comprehension.Lublin, Maria Curie-Sklodowska University.

Raimes, Ann. 1983. Technique in Teaching Writing. England, Oxford UniversityPress.

Sudijono, A. (2011). Pengantar Statistik Pendidikan. Jakarta: PT Rajawali Pers.

Supriandi. 2004. Developing The Students` Writing Ability Through Topics ofInterest. FBS UNM.

Vacca, Jo Anne L., Vacca, Richard T. 1998. Content Area Reading. Addison –Wesley Educational Publishers.

Wangisa, 1998, Writing Sentences by Means of Picture. FBS UNM.

Weigle, Sara Cushing, 2002. Assessing Writing, Cambridge: CambridgeUniversity Press.

A

P

P

E

N

D

I

C

E

S

LESSON PLANS AND TEACHING MATERIAL

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMP/MTS : SMP Islam Darul Hikmah Makassar

Kelas/Semester : VIII (Delapan) / 1

Mata Pelajaran : Bahasa Inggris

Jenisteks : Monolog descriptive/recount

Tema : Describing People, animal, and things

Aspek/Skill : Menulis

Alokasi Waktu : 4 x 40 menit (2 x pertemuan)

Pertemuan : I & II

Standar Kompetensi : 6. Mengungkapkan makna dalam teks tulis fungsional dan esei

pendek sederhana berbentuk descriptive, dan recount untuk

berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar : 6.2Mengungkapkan makna dan langkah retorika dalam esei pendek

sederhana dengan menggunakan ragam bahasa tulis secara akurat,

lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

dalam teks berbentuk descriptive dan recount.

Indikator

Pertemuan I

Siswa dapat:

1. Mengidentifikasi makna teks Deskriptif.

2. Mengidentifikasi langkah retorika dan ciri kebahasaan teks deskriptif.

3. Menemukan ide melalui Graphic and Semantic Organizer tipe Spider Map.

4. Memilih dan menyusun ide untuk menyusun paragraph deskriptif.

Pertemuan II

Siswa dapat:

1. Menulis draft pertama dari paragraph deskriptif sesuai dengan design Spider Map.

2. Merevisi isi dan organisasi dari draft paragraph deskriptif.

I. Tujuan Pembelajaran

Setelah menyelesaikan kegiatan pembelajaran, siswa dapat:

1. Mengetahui makna teks deskriptif.

2. Mengetahui langkah retorika dan cirri kebahasaan teks deskriptif.

3. Menemukan ide melalui Spider Map.


5. Menulis draft pertamadengan isi dan organisasi yang benar

6. Merevisi isi dan organisasi dari draft paragraph descriptif.

7. Menemukan kesalahan dalam tulisan mereka

8. Menulis draft terakhir dengan benar

.

II. Materi Pembelajaran

1. Ciri kebahasan teks descriptive.

2. Vocabulary items related to animal appearance:

Animal Parts Meaning Natural Meaning Hair, Skin Meaning

Fur

Mane

Snout

Hoof

Tail

Whiskers

Claw

Beak

Wing

Feathers

Horn

Hands

Feet

Head

Eyes

Scales

Bulu

Rambut kuda

Moncong

Kuku

Ekor

Kumis

Cakar

Paruh

Sayap

Bulu

Tanduk

Tangan

Kaki

Kepala

Mata

Sisik

Shy

Social

Tame

Territorial

Untrained

Wild

Mamma

Clever

Herbivorous

Carnivorous

Dangerous

Adorable

Agile

Poisonous

vertebrate

Malu

Ramah

Jinak

Teritorial

Tak terlatih

Liar

Beranak

Cerdas

Herbivora

Karnifora

Berbahaya

Menggemaskan

Tangkas

Beracun

Bertulang

belakang

Furry

Downy

Fluffy

Scaly

Berbuly

Lembut

Halus

Bersisik

3. Memberikan contoh teks descriptive menggunakan spider map . e.g.

Bongo the Orangutan

There is an orangutan in theBandung zoo. People call her Bongo.She comes from a dense forest on theisland of Kalimantan.

She has physical features similar to ahuman. Bongo has brownish fur, andwalks with two feet. Her feet areshorter than her hands. Her hands arelong and strong. Bongo is almost asbig as a human. She is a mammalthat means she gives birth to herchildren and breast feeds them.

Source: www.omepage.mac.com

4. Design Spider Map yang dibuat siswa.

5. Draft paragraph descriptive siswa.

Mammal

Fur Feet

Hands

Bongo

Orangutan

Kalimantan

III. Metode/Model Pembelajaran: Graphic and Semantic Organizer Strategy type

Spider Map/Think, Pair Share Model

IV. Langkah-langkahKegiatan

Pertemuan Pertama

Kegiatan dan Langkah Pembelajaran Waktu

A. Kegiatan Awal

Greeting ( member salam dan saling tegur sapa)

Ice Breaking (pengkondisian kelas)

Apersepsi (menyambungkan pelajaran yang sudah pernah

dipelajari sebelumnya)

Memberikan motivasi belajar

B. Kegiatan Inti

Guru menjelaskan kepada siswa tentang teks descriptive

(fungsi sosial, ciri kebahasaan, dan struktur teksnya).

Guru memberikan contoh teks descriptive kepada siswa

untuk dipelajari.

Guru bersama siswa menganalisa kosakata dan grammar

yang digunakan dari teks descriptive tersebut.

Guru memperkenalkan Spider Map dan menjelaskannya.

Memberikan contoh gambar design Spider Map dari teks

descriptive.

Guru meminta siswa untuk menyebutkan hewan

peliharaannya favoritnya.

Guru meminta siswa untuk mencari lima kata yang dapat

mewakili untuk mendeskripsikan hewan tersebut.

Guru meminta siswa untuk membuat design Spider Map

dari lima kata yang telah ditentukan oleh siswa.

Guru meminta siswa untuk mengumpulkan design spider

map yang telah dibuat siswa.

Guru mengevaluasi organizer yang dibuat oleh siswa

10 Menit

65 menit

C. Kegiatan penutup

Guru menyimpulkan materi yang telah dipelajari

Mengingatkan siswa bahwa dipertemuan selanjutnya

akan membuat paragraph descriptive

Memberikan salam perpisahan

5 menit

Pertemuan Kedua


A. Kegiatan Awal



Apersepsi (menyambungkan pelajaran yang sudah

pernah dipelajari sebelumnya)

Mereview pelajaran pada pertemuan pertama

A. Kegiatan Inti

Siswa diminta untuk membuat draft pertama dari design

Spider Map yang telah dibuat

Guru mengobservasi kegiatan siswa dengan berkeliling

kesetiap siswa

Siswa diminta untuk menukar hasil kerjanya dengan

teman disebelahnya

Siswa diminta untuk memberikan catatan terhadap

hasil kerja temannya mengenai draft beserta Spider

Mapnya

B. Kegiatan penutup

Siswa diminta untuk mengumpulkan hasil kerjanya

Guru memberikan sedikit catatan

Salam

10 Menit

65 menit

5 menit

V. Sumber dan Media belajar

a) Sumber Belajar

Buku English in Focus for Grade VIII Junior High School (SMP/MTs)

halaman 21-25

b) Media Belajar

Script text yang terlampir

Gambar orangutan

Kertas latihan

White board

VI. Penilaian

a) Untuk hasil tulisan diambil dengan cara scoring rubic dibawah ini

Component ofWriting

4 3 2 1

Content relevant to thetopic and easyto understand.

rather relevantto the topic andeasy tounderstand.

relevant to thetopic but is notquite easy tounderstand

quite relevant tothe topic but isnot quite easy tounderstand.

Grammar a fewgrammaticalinaccuracies.

somegrammaticalinaccuracies.

numerousgrammaticalinaccuracies.

frequentgrammaticalinaccuracies.

b) Instrumen:

Make a paragraph about your favorite animas or plants.

c) PedomanPenilaian

Nilai maksimal masing-masing component= 4

Nilai maksimal = 8

Nilai perolehan = 100xalSkorMaksim

hanSkorPerole

Klasifikasi nilai:

No Score Classification1234567

96 – 10086 - 9576 - 8566 - 7556 - 6536 - 550 - 35

ExcellentVery goodGoodFairly goodFairPoorVery poor

Makassar, 14 Februari 2017

Peneliti

Nenga WidyastutiNIM : 10535 5205 12


(RPP)








Pertemuan : III & IV








Indikator

Pertemuan III

Siswa dapat:

1. Mengedit draft pertama dalam hal grammar.

2. Proof read tulisan mereka.

Pertemuan IV

Siswa dapat;

1. Menulis draft terakhir.

2. Mempresentasikan tulisan descriptive mereka





3. Menemukan ide melalui Spider Map.






.



2. Vocabulary items related to animal appearance:


Fur

Mane

Snout

Hoof

Tail

Whiskers

Claw

Beak

Wing

Feathers

Horn

Hands

Feet

Head

Eyes

Scales

Bulu

Rambut kuda

Moncong

Kuku

Ekor

Kumis

Cakar

Paruh

Sayap

Bulu

Tanduk

Tangan

Kaki

Kepala

Mata

Sisik

Shy

Social

Tame

Territorial

Untrained

Wild

Mamma

Clever

Herbivorous

Carnivorous

Dangerous

Adorable

Agile

Poisonous

vertebrate

Malu

Ramah

Jinak

Teritorial

Tak terlatih

Liar

Beranak

Cerdas

Herbivora

Karnifora

Berbahaya

Menggemaskan

Tangkas

Beracun

Bertulang

belakang

Furry

Downy

Fluffy

Scaly

Berbuly

Lembut

Halus

Bersisik

3. Memberikan contoh teks descriptive menggunakan spider map . e.g.

Bongo the Orangutan

There is an orangutan in the Bandungzoo. People call her Bongo. She comesfrom a dense forest on the island ofKalimantan.

She has physical features similar to ahuman. Bongo has brownish fur, andwalks with two feet. Her feet are shorterthan her hands. Her hands are long andstrong. Bongo is almost as big as ahuman. She is a mammal that meansshe gives birth to her children andbreast feeds them.





Spider Map/Think Pair Share Model

Fur

Colour Feet

Hands

Bongo

Orangutan

Habitat


Pertemuan III


A. Kegiatan Awal

Greeting ( member salam dan saling tegur sapa).

Ice Breaking (pengkondisian kelas).


dipelajari sebelumnya).

Mereview pelajaran pada pertemuan kedua.

B. Kegiatan Inti

Guru membagikan draft tulisan siswa.

Siswa diminta untuk merevisi draft yang telah dibuat.

Guru meminta siswa untuk menukar hasil kerjanya dengan

teman disebelahnya.

Siswa diminta untuk memberikan catatan akan hasil kerja

temannya.

C. Kegiatan penutup



Salam

10 Menit

65 Menit

5 menit

Pertemuan IV


A. Kegiatan Awal





Mereview pelajaran pada pertemuan kedua

10 Menit

B. Kegiatan Inti

Guru membagikan draft tulisan siswa

Siswa diminta untuk menyempurnakan hasil tulisannya

dengan memperhatikan grammatical dan tehnik

penulisannya


teman disebelahnya.

Siswa diminta untuk memberikan komentar terhadap hasil

kerja temannya

Beberapa siswa diminta untuk membacakan hasil

tulisannya

C. Kegiatan penutup

Siswa diminta untuk mengumpulkan hasil kerjanya untuk

diambil penilaian


Salam

65 menit

5 menit


a) Sumber Belajar


halaman 21-25

b) Media Belajar


Gambar orangutan

Kertas latihan

White board

VI. Penilaian


Component ofWriting

4 3 2 1


rather relevantto the topic andeasy to

relevant to thetopic but is notquite easy to

quite relevant tothe topic but isnot quite easy to

understand. understand understand.





b) Instrumen:


c) PedomanPenilaian


Nilai maksimal = 8


hanSkorPerole

Klasifikasi nilai:

No Score Classification1234567

96 – 10086 - 9576 - 8566 - 7556 - 6536 - 550 - 35

ExcellentVery goodGoodFairly goodFairPoorVery poor

Makassar, 21 Februari 2017

Peneliti



(RPP)








Pertemuan : V & VI








Indikator

Pertemuan V

Siswa dapat:

1. Mengidentifikasi makna teks Deskriptif.

2. Mengidentifikasi langkah retorika dan ciri kebahasaan teks deskriptif.

3. Menemukan ide melalui Graphic and Semantic Organizer tipe Semantic Map.


Pertemuan VI

Siswa dapat:

1. Menulis draft pertama dari paragraph deskriptif sesuai dengan design Semantic Map.

2. Merevisi isi dan organisasi dari draft paragraph deskriptif.




2. Mengetahui langkah retorika dan ciri kebahasaan teks deskriptif.

3. Menemukan ide melalui Semantic Map.








2. Vocabulary items related to human features:

Noun Meaning Adjective Meaning

Eyes

Hair

Skin

Lips

Feet

Hand

Mata

Rambut

Kulit

Bibir

Kaki

Tangan

Kind

Patient

Diligent

Smart

Angry

Shy

Fat

Thin

Late

Early

Baik hati

Sabar

Rajin

Cerdas

Marah

Malu

Gemuk

Kurus

Terlambat

Cepat

3. Memberikan contoh teks descriptive menggunakan semantic map . e.g.

4. Design Semantic Map yang dibuat siswa.



Spider Map/Think Pair Share Model

Anto

Job

Hobby

Strengths

Attitude

Diligent

On timeSMP

Student

ReadingRespectful

SwimmingObedient


Pertemuan Kelima


A. Kegiatan Awal





Memberikan motivasi belajar

B. Kegiatan Inti

Guru menjelaskan kepada siswa tentang teks descriptive

(fungsi sosial, ciri kebahasaan, dan struktur teksnya).

Guru memberikan contoh teks descriptive kepada siswa

untuk dipelajari.

Guru bersama siswa menganalisa kosakata dan grammar

yang digunakan dari teks descriptive tersebut.

Guru memperkenalkan Semantic Map dan

menjelaskannya.

Memberikan contoh gambar design Semantic Map dari

teks descriptive.

Guru meminta siswa untuk menyebutkan kampung

halaman, sahabat, atau hobbynya.

Guru meminta siswa untuk mencari lima kata yang dapat

mewakili untuk mendeskripsikan hewan tersebut.

Guru meminta siswa untuk membuat design Semantic

Map dari lima kata yang telah ditentukan oleh siswa.

Guru meminta siswa untuk mengumpulkan design

Semantic Map yang telah dibuat siswa.

Guru mengevaluasi organizer yang dibuat oleh siswa

C. Kegiatan penutup

Guru menyimpulkan materi yang telah dipelajari

10 Menit

65 menit

5 menit

Mengingatkan siswa bahwa dipertemuan selanjutnya

akan membuat paragraph descriptive

Memberikan salam perpisahan

Pertemuan Keenam


A. Kegiatan Awal



Apersepsi (menyambungkan pelajaran yang sudah

pernah dipelajari sebelumnya)

Mereview pelajaran pada pertemuan pertama

B. Kegiatan Inti

Siswa diminta untuk membuat draft pertama dari design

Semantic Map yang telah dibuat

Guru mengobservasi kegiatan siswa dengan berkeliling

kesetiap siswa

Siswa diminta untuk menukar hasil kerjanya dengan

teman disebelahnya

Siswa diminta untuk memberikan catatan terhadap

hasil kerja temannya mengenai draft beserta Semantic

Mapnya

C. Kegiatan penutup



Salam

10 Menit

65 menit

5 menit


a) Sumber Belajar


halaman 21-25

b) Media Belajar


Kertas latihan

White board

VI. Penilaian


Component ofWriting

4 3 2 1









b) Instrumen:

Make a paragraph about your friend.

c) PedomanPenilaian


Nilai maksimal = 8


hanSkorPerole

Klasifikasi nilai:


1

2

3

4

5

6

7

96 – 100

86 - 95

76 - 85

66 - 75

56 - 65

36 - 55

0 - 35

Excellent

Very good

Good

Fairly good

Fair

Poor

Very poor

Makassar, 3 Maret 2017

Peneliti



(RPP)








Pertemuan : VII & VIII








Indikator

Pertemuan VII

Siswa dapat:

1. Mengedit draft pertama dalam hal grammar.

2. Proof read tulisan mereka.

Pertemuan VIII

Siswa dapat;

1. Menulis draft terakhir.

2. Mempresentasikan tulisan descriptive mereka





3. Menemukan ide melalui Semantic Map.






.



2. Vocabulary items related to people features:


Eyes

Hair

Skin

Lips

Feet

Hand

Mata

Rambut

Kulit

Bibir

Kaki

Tangan

Kind

Patient

Diligent

Smart

Angry

Shy

Fat

Thin

Late

Early

Baik hati

Sabar

Rajin

Cerdas

Marah

Malu

Gemuk

Kurus

Terlambat

Cepat

3. Memberikan contoh teks descriptive menggunakan semantic map . e.g.




Spider Map, Think Pair Share Model

Anto

Job

Hobby

Strengths

Attitude

Diligent

On timeSMP

Student

ReadingRespectful

SwimmingObedient


Pertemuan VII


A. Kegiatan Awal

Greeting ( member salam dan saling tegur sapa).

Ice Breaking (pengkondisian kelas).


dipelajari sebelumnya).

Mereview pelajaran pada pertemuan kedua.

B. Kegiatan Inti

Guru membagikan draft tulisan siswa.

Siswa diminta untuk merevisi draft yang telah dibuat.


teman disebelahnya.

Siswa diminta untuk memberikan catatan akan hasil kerja

temannya.

C. Kegiatan penutup



Salam

10 Menit

65 Menit

5 menit

Pertemuan VIII


A. Kegiatan Awal





Mereview pelajaran pada pertemuan kedua

10 Menit

B. Kegiatan Inti

Guru membagikan draft tulisan siswa

Siswa diminta untuk menyempurnakan hasil tulisannya

dengan memperhatikan grammatical dan tehnik

penulisannya


teman disebelahnya.

Siswa diminta untuk memberikan komentar terhadap hasil

kerja temannya

Beberapa siswa diminta untuk membacakan hasil

tulisannya

C. Kegiatan penutup

Siswa diminta untuk mengumpulkan hasil kerjanya untuk

diambil penilaian


Salam

65 menit

5 menit


a) Sumber Belajar


halaman 21-25

b) Media Belajar


Kertas latihan

White board

VI. Penilaian


Component ofWriting

4 3 2 1









b) Instrumen:


c) PedomanPenilaian


Nilai maksimal = 8


hanSkorPerole

Klasifikasi nilai:


1

2

3

4

5

6

7

96 – 100

86 - 95

76 - 85

66 - 75

56 - 65

36 - 55

0 - 35

Excellent

Very good

Good

Fairly good

Fair

Poor

Very poor

Makassar, 16 Maret 2017

Peneliti


Materi Pokok I (Pertemuan I – IV)

Descriptive Text

1. Ciri kebahasan teks descriptive

Pengertian Descriptive Text

Descriptive berarti deskripsi (gambaran)

Descriptive text adalah sebuah tulisan atau teks yang menggambarkan sifat-

sifat yang melekat pada sesuatu, baik itu manusia, hewan, tumbuhan, atau pun

benda mati seperti rumah, mobil computer, radio dan masih banyak lagi

dengan tujuan agar dapat dimengerti oleh orang yang tidak langsung

mengalaminya sendiri.

Introduction

Description

Bongo the Orangutan

There is an orangutan in the Bandung zoo. People call her Bongo.

She comes from a dense forest on the island of Kalimantan.

She has physical features similar to a human. Bongo has brownish

fur, and walks with two feet. Her feet are shorter than her hands. Her

hands are long and strong. Bongo is almost as big as a human. She is

a mammal that means she gives birth to her children and breast feeds

them.


Generic Structure Descriptive Text

Berikut adalah susunan di dalam membuat sebuah Descriptive Text:

Identification:

Paragraf pertama – adalah untuk mengidentifikasi sesuatu yang ingin

dideskripsikan atau digambarkan.

Indentification berfungsi untuk memperkenalkan kepada pembaca tentang

objek atau sesuatu yang akan kita gambarkan sebelum kita beritahu tentang

sifat-sifatnya.

Description:

Paragraf kedua dan seterusnya – berisi tentang sifat-sifat yang melekat pada

sesuatu yang sudah diperkenalkan sebelumnya kepada pembaca di paragraf

pertama.

Ciri-ciri Descriptive Text

Menggunakan Simple Present Tense. Fungsi dari Simple Present adalah untuk

menggambarkan sebuah fakta atau kebenaran (contoh fakta: matahari itu

panas). Oleh karena itu kamu harus selalu menggunakan kata kerja bentuk

pertama (verb-1) dan (to be) bantu kata kerja yaitu: is/ am/ are.

contoh: Her feet are shorter than her hands

Menggunakan kata sifat (adjective). Karena fungsinya adalah untuk

menggambarkan sesuatu dengan menjelaskan sifat-sifatnya, maka dalam

descriptive text akan banyak dijumpai kata sifat (adjective), seperti: fast,

handsome, beautiful, tall, small, big.

Contoh: She is a mammal

Menggunakan bantu kata kerja (to be). Dalam descriptive text kita juga

akan sering menjumpai to be (bantu kata kerja) yaitu is/ am/ are.

2. Vocabulary items related to animal features:


Fur

Mane

Snout

Hoof

Tail

Whiskers

Claw

Beak

Wing

Feathers

Horn

Hands

Feet

Head

Eyes

Scales

Bulu

Rambut kuda

Moncong

Kuku

Ekor

Kumis

Cakar

Paruh

Sayap

Bulu

Tanduk

Tangan

Kaki

Kepala

Mata

Sisik

Shy

Social

Tame

Territorial

Untrained

Wild

Mamma

Clever

Herbivorous

Carnivorous

Dangerous

Adorable

Agile

Poisonous

vertebrate

Malu

Ramah

Jinak

Teritorial

Tak terlatih

Liar

Beranak

Cerdas

Herbivora

Karnifora

Berbahaya

Menggemaskan

Tangkas

Beracun

Bertulang

belakang

Furry

Downy

Fluffy

Scaly

Berbuly

Lembut

Halus

Bersisik

Contoh Spider Map dari descriptive text “Bongo the Orangutan”

Bongo

Orangutan

Fur

MammalHands

FeetKalimantan

Practice


These guiding questions will help you to make good descriptions and arrange the words into

Spider Map to see the interrelationship among the concept.

1. What is the name of the animal or plant?

2. Where does it live?

3. What are the physical features?

• Its legs and arms

• Its color

• Its fur or feathers

4. What is the unique about it?

Materi Pokok II (Pertemuan V – VIII)

Descriptive Text

1. Ciri kebahasan teks descriptive

Pengertian Descriptive Text

Descriptive berarti deskripsi (gambaran)

Descriptive text adalah sebuah tulisan atau teks yang menggambarkan sifat-

sifat yang melekat pada sesuatu, baik itu manusia, hewan, tumbuhan, atau pun

benda mati seperti rumah, mobil computer, radio dan masih banyak lagi

dengan tujuan agar dapat dimengerti oleh orang yang tidak langsung

mengalaminya sendiri.

Generic Structure Descriptive Text

Berikut adalah susunan di dalam membuat sebuah Descriptive Text:

Identification:

Paragraf pertama – adalah untuk mengidentifikasi sesuatu yang ingin

dideskripsikan atau digambarkan.

Indentification berfungsi untuk memperkenalkan kepada pembaca tentang

objek atau sesuatu yang akan kita gambarkan sebelum kita beritahu tentang

sifat-sifatnya.

Description:

Paragraf kedua dan seterusnya – berisi tentang sifat-sifat yang melekat pada

sesuatu yang sudah diperkenalkan sebelumnya kepada pembaca di paragraf

pertama.

Ciri-ciri Descriptive Text

Menggunakan Simple Present Tense. Fungsi dari Simple Present adalah untuk

menggambarkan sebuah fakta atau kebenaran (contoh fakta: matahari itu

panas). Oleh karena itu kamu harus selalu menggunakan kata kerja bentuk

pertama (verb-1) dan (to be) bantu kata kerja yaitu: is/ am/ are.

contoh: Anto is a junior high school student.

Menggunakan kata sifat (adjective). Karena fungsinya adalah untuk

menggambarkan sesuatu dengan menjelaskan sifat-sifatnya, maka dalam

descriptive text akan banyak dijumpai kata sifat (adjective), seperti: fast,

handsome, beautiful, tall, small, big,late

Contoh: He is diligent.

Menggunakan bantu kata kerja (to be). Dalam descriptive text kita juga

akan sering menjumpai to be (bantu kata kerja) yaitu is/ am/ are.

2. Vocabulary items related to human features:


Eyes

Hair

Skin

Lips

Feet

Hand

Mata

Rambut

Kulit

Bibir

Kaki

Tangan

Kind

Patient

Diligent

Smart

Angry

Shy

Fat

Thin

Late

Early

Baik hati

Sabar

Rajin

Cerdas

Marah

Malu

Gemuk

Kurus

Terlambat

Cepat

Contoh Semantic Map dari descriptive text “ Anto The Good Student”

Anto

Job

Hobby

Strengths

Attitude

Diligent

On timeSMP

Student

ReadingRespectful

SwimmingObedient

Practice


These guiding questions will help you to make good descriptions and arrange the words into

Semantic Map to see the interrelationship among the concept.

1. Who is he/her?

2. Where is he/her studying?

3. How does he/she go to school?

4. What is his/her?

5. What about hi/hers attitude to his/her?

6. What is the unique about him/her?

PRE-TEST, POST-TEST AND STUDENTS’ PAPER

PRE-TEST

Name :

Class :

Reg Number :

Direction

Write down a descriptive text by choosing one of the topics that are listed below.

Favorite pets

Favorite artist

Favorite plants

Score

POST-TEST

Name :

Class :

Reg Number :

Direction

Write down a descriptive text by choosing one of the topics that are listed below.

Hobby

Friendship

Hometown

Score

STUDENTS’ PRE-TEST AND POST-TEST SCORE

The List of Students’ Name and Code Samples

NO NAME GENDERCODE

SAMPLE1 Akbar M S12 Alfina Damayanti F S23 Andi Irmayana .M F S34 Andi Mili M S45 Andi Ramlah Dg. Ugi F S56 Diki M S67 Fadillah F S78 Ismail M S89 M. Ilham Syahputra M S910 Muh. Arham M S1011 Muh. Dino Akbar M S1112 Muh. Fahyudin M S1213 Muh. Taufik M S1314 Muhammad Bintang M S1415 Muhammad Rendra M S1416 Niswar M S1617 Nur Asisa Tulianna F S1718 Nur Salsa Sahriani F S1819 Nurul Asmi F S1920 Nurul Aulia F S2021 Putri Maharani Hasrul F S2122 Reka Fadilah F S2223 Renaldy F S2324 Renika Nur Hidayat Tussaleha F S2425 Rezky Amalia F S2526 Salwang M S2627 Surti F S2728 Suwarni Ananda Pratama F S2829 Syahrul Ramadhan M S2930 Tezar M S3031 Zahratul Aurelia Marzuqa F S3132 Zulastri F S3233 Sitti Hajra Anugrah F S3334 Andi Nur Resky Desy Acriani F S34

N 34

The Students’ Classification Score in Pre-Test

No CodeSample

Diagnostic Test( 1)

TotalScore

ClassificationContent Grammar

1 S1 50 25 37.5 Poor2 S2 25 25 25 Very poor3 S3 25 25 25 Very poor4 S4 50 50 50 Poor5 S5 75 25 50 Poor6 S6 100 75 87.5 Very good7 S7 75 50 62.5 Fair8 S8 50 25 37.5 Poor9 S9 75 25 50 Poor10 S10 75 25 50 Poor11 S11 50 50 50 Poor12 S12 25 25 25 Very poor13 S13 50 25 37.5 Poor14 S14 25 25 25 Very poor15 S15 50 50 50 Poor16 S16 50 50 50 Poor17 S17 25 25 25 Very poor18 S18 75 50 62.5 Fair19 S19 75 50 62.5 Fair20 S20 50 50 50 Poor21 S21 75 50 62.5 Fair22 S22 50 50 50 Poor23 S23 75 50 62.5 Fair24 S24 50 50 50 Poor25 S25 25 25 25 Very poor26 S26 50 50 50 Poor27 S27 50 50 50 Poor28 S28 75 50 62.5 Fair29 S29 50 50 50 Poor30 S30 100 75 87.5 Very good31 S31 50 25 37.5 Poor32 S32 50 25 37.5 Poor33 S33 100 50 75 Fairly good34 S34 50 50 50 Poor

1925 1400 1662.5

56.61 41.17 48.89

The Result of Student’s Writing Descriptive Text in Terms of Content

(Pre-Test)

No CodeSample

Score TotalScore

Classification4 3 2 1

1 S1 2 50 Poor2 S2 1 25 Very poor3 S3 1 25 Very poor4 S4 2 50 Poor5 S5 3 75 Fairly good6 S6 4 100 Excellent7 S7 3 75 Fairly good8 S8 2 50 Poor9 S9 3 75 Fairly good10 S10 3 75 Fairly good11 S11 2 50 Poor12 S12 1 25 Very poor13 S13 2 50 Poor14 S14 1 25 Very poor15 S15 2 50 Poor16 S16 2 50 Poor17 S17 1 25 Very poor18 S18 3 75 Fairly good19 S19 3 75 Fairly good20 S20 2 50 Poor21 S21 3 75 Fairly good22 S22 2 50 Poor23 S23 3 75 Fairly good24 S24 2 50 Poor25 S25 1 25 Very poor26 S26 2 50 Poor27 S27 2 50 Poor28 S28 3 75 Fairly good29 S29 2 50 Poor30 S30 4 100 Excellent31 S31 2 50 Poor32 S32 2 50 Poor33 S33 4 100 Excellent34 S34 2 50 Poor

1925

56.61

The Result of Student’s writing Descriptive Text in Terms of Grammar

(Pre-Test)

No CodeSample

Score TotalScore


1 S1 1 25 Very poor2 S2 1 25 Very poor3 S3 1 25 Very poor4 S4 2 50 Poor5 S5 1 25 Very poor6 S6 3 75 Fairly good7 S7 2 50 Poor8 S8 1 25 Very poor9 S9 1 25 Very poor10 S10 1 25 Very poor11 S11 2 50 Poor12 S12 1 25 Very poor13 S13 1 25 Very poor14 S14 1 25 Very poor15 S15 2 50 Poor16 S16 2 50 Poor17 S17 1 25 Very poor18 S18 2 50 Poor19 S19 2 50 Poor20 S20 2 50 Poor21 S21 2 50 Poor22 S22 2 50 Poor23 S23 2 50 Poor24 S24 2 50 Poor25 S25 1 25 Very poor26 S26 2 50 Poor27 S27 2 50 Poor28 S28 2 50 Poor29 S29 2 50 Poor30 S30 3 75 Fairly good31 S31 1 25 Very poor32 S32 1 25 Very poor33 S33 2 50 Poor34 S34 2 50 Poor

1400

41.17

The Students’ Classification Score in Post-Test

No CodeSample

Diagnostic Test( 2)

TotalScore

ClassificationContent Grammar

1 S1 75 75 75 Fairly good2 S2 75 50 62.5 Fair3 S3 75 50 62.5 Fair4 S4 75 50 62.5 Fair5 S5 100 100 100 Excellent6 S6 100 100 100 Excellent7 S7 75 75 75 Fairly good8 S8 75 75 75 Fairly good9 S9 100 100 100 Excellent10 S10 75 75 75 Fairly good11 S11 100 100 100 Excellent12 S12 75 75 75 Fairly good13 S13 75 50 62.5 Fair14 S14 75 75 75 Fairly good15 S15 100 75 87.5 Very good16 S16 100 75 87.5 Very good17 S17 75 75 75 Fairly good18 S18 100 100 100 Excellent19 S19 100 75 87.5 Very good20 S20 100 75 87.5 Very good21 S21 100 75 87.5 Very good22 S22 100 75 87.5 Very good23 S23 75 75 75 Fairly good24 S24 75 75 75 Fairly good25 S25 75 50 62.5 Fair26 S26 100 75 87.5 Very good27 S27 50 50 50 Poor28 S28 100 75 87.5 Very good29 S29 100 75 87.5 Very good30 S30 100 100 100 Excellent31 S31 100 75 87.5 Very good32 S32 100 75 87.5 Very good33 S33 100 75 87.5 Very good34 S34 75 50 62.5 Fair

2975 2525 2750

87.50 74.26 80.88

The Result of Student’s Writing Descriptive Text in Terms of Content

(Post-Test)

No CodeSample

Score TotalScore


1 S1 3 75 Fairly good2 S2 3 75 Fairly good3 S3 3 75 Fairly Good4 S4 3 75 Fairly Good5 S5 4 100 Excellent6 S6 4 100 Excellent7 S7 3 75 Fairly good8 S8 3 75 Fairly good9 S9 4 100 Excellent10 S10 3 75 Fairly good11 S11 4 100 Excellent12 S12 3 75 Fairly good13 S13 3 75 Fairly good14 S14 3 75 Fairly good15 S15 4 100 Excellent16 S16 4 100 Excellent17 S17 3 75 Fairly good18 S18 4 100 Excellent19 S19 4 100 Excellent20 S20 4 100 Excellent21 S21 4 100 Excellent22 S22 4 100 Excellent23 S23 3 75 Fairly good24 S24 3 75 Fairly good25 S25 3 75 Fairly good26 S26 4 100 Excellent27 S27 2 50 Poor28 S28 4 100 Excellent29 S29 4 100 Excellent30 S30 4 100 Excellent31 S31 4 100 Excellent32 S32 4 100 Excellent33 S33 4 100 Excellent34 S34 3 75 Fairly good

2975

87.50

The Result of Student’s writing Descriptive Text in Terms of Grammar

(Post-Test)

No CodeSample

Score TotalScore


1 S1 3 75 Fairly good2 S2 2 50 Poor3 S3 2 50 Poor4 S4 2 50 Poor5 S5 4 100 Excellent6 S6 4 100 Excellent7 S7 3 75 Fairly good8 S8 3 75 Fairly good9 S9 4 100 Excellent10 S10 3 75 Fairly good11 S11 4 100 Excellent12 S12 3 75 Fairly good13 S13 2 50 Poor14 S14 3 75 Fairly good15 S15 3 75 Fairly good16 S16 3 75 Fairly good17 S17 3 75 Fairly good18 S18 4 100 Excellent19 S19 3 75 Fairly good20 S20 3 75 Fairly good21 S21 3 75 Fairly good22 S22 3 75 Fairly good23 S23 3 75 Fairly good24 S24 3 75 Fairly good25 S25 2 50 Poor26 S26 3 75 Fairly good27 S27 2 50 Poor28 S28 3 75 Fairly good29 S29 3 75 Fairly good30 S30 4 100 Excellent31 S31 3 75 Fairly good32 S32 3 75 Fairly good33 S33 3 75 Fairly good34 S34 2 50 Poor

2525

74.26

The students’ classification score in writing descriptive text in terms of content

(Pre-test)

No Score Classification Frequency Percentage(%)

1 96 – 100 Excellent 3 8.822 86 – 95 Very good 0 03 76 – 85 Good 0 04 66 – 75 Fairly good 9 26.475 56 – 65 Fair 0 06 36 – 55 Poor 16 47.067 0 - 35 Very poor 6 17.65

Total 34 100Classification:

= % Excellent= %= . % Fairly good

= %= . %

Poor

= %= . %

Very poor

= %= . %

The students’ classification score in writing descriptive text in terms of grammar

(Pre-test)

no Score Classification frequency Percentage(%)

1 96 – 100 Excellent 0 02 86 – 95 Very good 0 03 76 – 85 Good 0 04 66 – 75 Fairly good 2 5.885 56 – 65 Fair 0 06 36 – 55 Poor 18 52.947 0 - 35 Very poor 14 41.18

Total 34 100Classification

= % Fairly good= %= . % Poor

= %= . %

Very poor

= %= . %

The students’ classification score in writing descriptive text in terms of content

(Post-test)

no Score Classification frequency Percentage(%)

1 96 – 100 Excellent 18 52.942 86 – 95 Very good 0 03 76 – 85 Good 0 04 66 – 75 Fairly good 15 44.125 56 – 65 Fair 0 06 36 – 55 Poor 1 2.947 0 - 35 Very poor 0 0



= %= . %

poor

= %= . %

The students’ classification score in writing descriptive in terms of grammar text

(Post-test)

No Score Classification Frequency Percentage(%)

1 96 – 100 Excellent 6 17.652 86 – 95 Very good 0 03 76 – 85 Good 0 04 66 – 75 Fairly good 21 61.765 56 – 65 Fair 0 06 36 – 55 Poor 7 20.597 0 - 35 Very poor 0 0



= %= . %

poor

= %= . %

Row Score of the Students’ Score

No CodeSample

1 22

C G C G C G C G1 S1 50 25 75 75 25 50 625 25002 S2 25 25 75 50 50 25 2500 6253 S3 25 25 75 50 50 25 2500 6254 S4 50 50 75 50 25 0 625 05 S5 75 25 100 100 25 75 625 56256 S6 100 75 100 100 0 25 0 6257 S7 75 50 75 75 0 25 0 6258 S8 50 25 75 75 25 50 625 25009 S9 75 25 100 100 25 75 625 562510 S10 75 25 75 75 0 50 0 250011 S11 50 50 100 100 50 50 2500 250012 S12 25 25 75 75 50 50 2500 250013 S13 50 25 75 50 25 25 625 62514 S14 25 25 75 75 50 50 2500 250015 S15 50 50 100 75 50 25 2500 62516 S16 50 50 100 75 50 25 2500 62517 S17 25 25 75 75 50 50 2500 250018 S18 75 50 100 100 25 50 625 250019 S19 75 50 100 75 25 25 625 62520 S20 50 50 100 75 50 25 2500 62521 S21 75 50 100 75 25 25 625 62522 S22 50 50 100 75 50 25 2500 62523 S23 75 50 75 75 0 25 0 62524 S24 50 50 75 75 25 25 625 62525 S25 25 25 75 50 50 25 2500 62526 S26 50 50 100 75 50 25 2500 62527 S27 50 50 50 50 0 0 0 028 S28 75 50 100 75 25 25 625 62529 S29 50 50 100 75 50 25 2500 62530 S30 100 75 100 100 0 25 0 62531 S31 50 25 100 75 50 50 2500 250032 S32 50 25 100 75 50 50 2500 250033 S33 100 50 100 75 0 25 0 62534 S34 50 50 75 50 25 0 625 0

1925 1400 2975 2525 1050 1125 45000 48125

56.62 41.17 87.50 74.26 30.88 33.09 1323.52 1415.44

The Calculation of Mean Score

The mean score of the students’ pre test in terms of content

X 1C =∑

== 56.62

The mean score of the students’ pre-test in terms of grammar

X 1G =∑

== 41.17

The mean score of the students’ post test in terms of content

X 2C =∑

== 87.50

The mean score of the students’ post-test in terms of grammar

X 2G =∑

== 74.26

The mean score of gain (D) in terms of content

DC =∑

== 30.88

The mean score of gain (D) in terms of grammar

DG =∑

== 33.09

The Calculation of Students’ Improvement in Terms of Content of Writing

% = x 100%

= 100%= 54.54%

The Calculation of Students’ Improvement in Terms of Grammar of Writing

% = x 100%

= 100%= 80.35%

The Calculation of T-Test Value of Students’ in Terms of Content of Writing

=N

DC

=

= 30.88

)1(

)(2

2

NNN

DD

Dtestt

)134(3434

)1050(45000

88.302

testt

33.3434

110250045000

88.30

testt

1122

47.3242645000

88.30

testt

1122

53.12573

88.30 testt

20.11

88.30 testt

34.3

88.30 testt

245.9 testt

The Calculation of T-Test Value of Students’ in Terms of Grammar of Writing

=N

DG

=

= 33.08

)1(

)(2

2

NNN

DD

Dtestt

)134(3434

)1125(48125

09.332

testt

33.3434

126562548125

09.33

testt

1122

26.3722448125

09.33

testt

1122

74.10900

09.33 testt

71.9

09.33 testt

11.3

09.33 testt

639.10 testt

Table of the Student's t-distribution

The table gives the values of ;t where

Pr(T > t ; ) = , with degrees of freedom

0.1 0.05 0.025 0.01 0.005 0.001

1 3.078 6.314 12.076 31.821 63.657 318.3102 1.886 2.920 4.303 6.965 9.925 22.3263 1.638 2.353 3.182 4.541 5.841 10.2134 1.533 2.132 2.776 3.747 4.604 7.1735 1.476 2.015 2.571 3.365 4.032 5.893

6 1.440 1.943 2.447 3.143 3.707 5.2087 1.415 1.895 2.365 2.998 3.499 4.7858 1.397 1.860 2.306 2.896 3.355 4.5019 1.383 1.833 2.262 2.821 3.250 4.29710 1.372 1.812 2.228 2.764 3.169 4.144

11 1.363 1.796 2.201 2.718 3.106 4.02512 1.356 1.782 2.179 2.681 3.055 3.93013 1.350 1.771 2.160 2.650 3.012 3.85214 1.345 1.761 2.145 2.624 2.977 3.78715 1.341 1.753 2.131 2.602 2.947 3.733

16 1.337 1.746 2.120 2.583 2.921 3.68617 1.333 1.740 2.110 2.567 2.898 3.64618 1.330 1.734 2.101 2.552 2.878 3.61019 1.328 1.729 2.093 2.539 2.861 3.57920 1.325 1.725 2.086 2.528 2.845 3.552

21 1.323 1.721 2.080 2.518 2.831 3.52722 1.321 1.717 2.074 2.508 2.819 3.50523 1.319 1.714 2.069 2.500 2.807 3.48524 1.318 1.711 2.064 2.492 2.797 3.46725 1.316 1.708 2.060 2.485 2.787 3.450

26 1.315 1.706 2.056 2.479 2.779 3.43527 1.314 1.703 2.052 2.473 2.771 3.42128 1.313 1.701 2.048 2.467 2.763 3.40829 1.311 1.699 2.045 2.462 2.756 3.39630 1.310 1.697 2.042 2.457 2.750 3.385

31 1.309 1.696 2.040 2.453 2.744 3.37532 1.309 1.694 2.037 2.449 2.738 3.365

33 1.308 1.692 2.035 2.445 2.733 3.35634 1.307 1.691 2.032 2.441 2.728 3.34835 1.306 1.690 2.030 2.438 2.724 3.340

36 1.306 1.688 2.028 2.434 2.719 3.33337 1.305 1.687 2.026 2.431 2.715 3.32638 1.304 1.686 2.024 2.429 2.712 3.31939 1.304 1.686 2.024 2.429 2.708 3.31340 1.303 1.684 2021 2.423 2.704 3.307

60 1.296 1.671 2.000 2.390 2.660 3.232120 1.289 1.658 1.980 2.358 2.617 3.160 1.282 1.645 1.960 2.326 2.576 3.090 = , == −= −=

English Teaching and Learning Activities at Classroom

CURRICULUM VITAE

NENGA WIDYASTUTI is the daughter of Haris. L and

Siti Hayati. She was born on January 6th 1983 in Ujung

Pandang, Sulawesi Selatan. She is the second child from

one sister and four brothers in her family.

She began her elementary school at SD Negri Bara-baraya II in Makassar and

graduated in 1995. Then, continued her study at MTS negri Model Makassar and

graduated in 1998, in the same year she continued her study at MAN Model

Makassar in and graduated in 2001. And in 2012, she registered as one of the

students of Muhammadiyah University of Makassar at English Education

Department.

Documents

the effect of graphic and semantic organizer